The silent communication of non-linguistic signs occurs in human cognition.This can be proved from four points of view:to introduce the definitions of linguistics,non-linguistic signs and meaning;all of them can commu...The silent communication of non-linguistic signs occurs in human cognition.This can be proved from four points of view:to introduce the definitions of linguistics,non-linguistic signs and meaning;all of them can communicate in human cognition through their comparison;the connotations of many kinds of non-linguistic signs in daily life;the position of non-linguistic signs in linguistic fields;from the above the conclusion can be reached.展开更多
<strong>Background:</strong> <span style="font-family:;" "="">Much adversity in our lives can be traced to a communication breakdown. To communicate well, it helps to underst...<strong>Background:</strong> <span style="font-family:;" "="">Much adversity in our lives can be traced to a communication breakdown. To communicate well, it helps to understand how our brains and its communication hardware and software were assembled in the first place. With these insights, comes a better understanding not only how we can best communicate, but also why it is that way. We can be heard globally but fail to relate to someone beside us. <b>Current modes of human communication: </b>Electronic communication has had stupendous impacts, but cannot accomplish the fine-tuned, penta-sensory input and multimodal output communication abilities we developed over millions of years as primates. Even those developed before the age of mammals, such as scent and sound, continue to influence and modulate our more dominant vision sense. Hence, video-conferencing or skyping</span><span style="font-family:;" "=""> is</span><span style="font-family:;" "=""> unlikely to reliably relay critical pupillometrics, facial micro expressions, body postures, leg movements or scents. Although convenient to dispatch an email, twitter or facebook message at any time during a 24-hour period, the intended message or its impact may not be the optimal one. The remedy exists in knowing what communication tools should be used for what purpose. Much of our interaction involves important decisions, maneuvers, counseling and visionary ideas that are most effectively communicated with the 10 communication modalities we evolved with. <b>Deployment of our communication modalities: </b>An overview of the communication unit assembly process and prodigious communication abilities is presented and how to use these features to propel us back to our super communicator status amongst our workers, patients, peers and colleagues.</span>展开更多
The text have an in-depth discussion of the non-linguistic factors on the English-Chinese Translation of humor,and according to different types of humor,summarized the corresponding translation strategies,including th...The text have an in-depth discussion of the non-linguistic factors on the English-Chinese Translation of humor,and according to different types of humor,summarized the corresponding translation strategies,including the naturalization,replacement and explanation.展开更多
Listening comprehension can be affected by the linguistic factors and non-linguistic factors. However, in the process of English learning, middle school students tend to focus only on the effects of the linguistic fac...Listening comprehension can be affected by the linguistic factors and non-linguistic factors. However, in the process of English learning, middle school students tend to focus only on the effects of the linguistic factors and ignore the nonlinguistic factors, which affect their improvement of listening comprehension of middle school students and results in the phenomenon of deaf English. A survey of 110 middle school students has been conducted in No.9 Middle School in Linfen city. Through the analysis of the questionnaire data, this paper points out the non-linguistic factors influencing middle school students’ listening comprehension and find out corresponding teaching strategies for improving middle school students’ listening comprehension, so as to further improve the middle school English teaching.展开更多
The textbook is the New Senior English For China Student＇s Book I （NSEFC I） and the target group is the new senior students. This paper tries to analyze the NSEFC I from four aspects： needs analysis, syllabus desi...The textbook is the New Senior English For China Student＇s Book I （NSEFC I） and the target group is the new senior students. This paper tries to analyze the NSEFC I from four aspects： needs analysis, syllabus design, language skills and linguistic and non-linguistic content. Using different examples to do the curriculum evaluation.展开更多
Despite its role in literature, especially in poetics, sound symbolism does not traditionally enjoy a high esteem in linguistics. Ever since the scientific study of language was revolutionized by the Swiss structurali...Despite its role in literature, especially in poetics, sound symbolism does not traditionally enjoy a high esteem in linguistics. Ever since the scientific study of language was revolutionized by the Swiss structuralist pioneer Ferdinand de Saussure, sound symbolism tended to be restricted to some peripheral linguistic phenomena. The present essay is an interpretation of first-hand texts. It explores the development of the linguistic idea of sound symbolism scattered in the both linguistic and non-linguistic texts published in German, French, English and other languages. These texts are found to suggest that Saussure was not the only scholar interested in this sound-sense relationship in his age, nor was his idea of arbitrariness the final word on it. The author concludes that a study on the history of sound symbolism has to be accomplished with a trans-disciplinary perspective and the support of multi-lingual texts.展开更多
This paper contests the notion that language learner autonomy is a monolithic construct, by offering evidence that learner autonomy （LA） is comprised of different ＂modes of autonomy＂. Thirty language learners base...This paper contests the notion that language learner autonomy is a monolithic construct, by offering evidence that learner autonomy （LA） is comprised of different ＂modes of autonomy＂. Thirty language learners based in Asia and the UK, completed a Q methodology card sort and were interviewed on how learning in an autonomous environment had impacted upon their development as learners. The results indicated that at least six modes of autonomy were identifiable within these language learners. Further analysis showed that social dimensions of autonomy were central to each mode, and thus reconceptualizing LA in this way allows for multiple understandings of the construct which are culturally rooted and embedded in sociocultural notions of what it means to be a language learner.展开更多
文摘The silent communication of non-linguistic signs occurs in human cognition.This can be proved from four points of view:to introduce the definitions of linguistics,non-linguistic signs and meaning;all of them can communicate in human cognition through their comparison;the connotations of many kinds of non-linguistic signs in daily life;the position of non-linguistic signs in linguistic fields;from the above the conclusion can be reached.
文摘<strong>Background:</strong> <span style="font-family:;" "="">Much adversity in our lives can be traced to a communication breakdown. To communicate well, it helps to understand how our brains and its communication hardware and software were assembled in the first place. With these insights, comes a better understanding not only how we can best communicate, but also why it is that way. We can be heard globally but fail to relate to someone beside us. <b>Current modes of human communication: </b>Electronic communication has had stupendous impacts, but cannot accomplish the fine-tuned, penta-sensory input and multimodal output communication abilities we developed over millions of years as primates. Even those developed before the age of mammals, such as scent and sound, continue to influence and modulate our more dominant vision sense. Hence, video-conferencing or skyping</span><span style="font-family:;" "=""> is</span><span style="font-family:;" "=""> unlikely to reliably relay critical pupillometrics, facial micro expressions, body postures, leg movements or scents. Although convenient to dispatch an email, twitter or facebook message at any time during a 24-hour period, the intended message or its impact may not be the optimal one. The remedy exists in knowing what communication tools should be used for what purpose. Much of our interaction involves important decisions, maneuvers, counseling and visionary ideas that are most effectively communicated with the 10 communication modalities we evolved with. <b>Deployment of our communication modalities: </b>An overview of the communication unit assembly process and prodigious communication abilities is presented and how to use these features to propel us back to our super communicator status amongst our workers, patients, peers and colleagues.</span>
文摘The text have an in-depth discussion of the non-linguistic factors on the English-Chinese Translation of humor,and according to different types of humor,summarized the corresponding translation strategies,including the naturalization,replacement and explanation.
文摘Listening comprehension can be affected by the linguistic factors and non-linguistic factors. However, in the process of English learning, middle school students tend to focus only on the effects of the linguistic factors and ignore the nonlinguistic factors, which affect their improvement of listening comprehension of middle school students and results in the phenomenon of deaf English. A survey of 110 middle school students has been conducted in No.9 Middle School in Linfen city. Through the analysis of the questionnaire data, this paper points out the non-linguistic factors influencing middle school students’ listening comprehension and find out corresponding teaching strategies for improving middle school students’ listening comprehension, so as to further improve the middle school English teaching.
文摘The textbook is the New Senior English For China Student＇s Book I （NSEFC I） and the target group is the new senior students. This paper tries to analyze the NSEFC I from four aspects： needs analysis, syllabus design, language skills and linguistic and non-linguistic content. Using different examples to do the curriculum evaluation.
基金Acknowledgement： This paper is part of the Project ＂A Study on Otto Jespersen＇s Ideas of Phonological Evolution （ 1886-1941 ）＂, supported by National Social Science Foundation of China （16BYY007）.
文摘Despite its role in literature, especially in poetics, sound symbolism does not traditionally enjoy a high esteem in linguistics. Ever since the scientific study of language was revolutionized by the Swiss structuralist pioneer Ferdinand de Saussure, sound symbolism tended to be restricted to some peripheral linguistic phenomena. The present essay is an interpretation of first-hand texts. It explores the development of the linguistic idea of sound symbolism scattered in the both linguistic and non-linguistic texts published in German, French, English and other languages. These texts are found to suggest that Saussure was not the only scholar interested in this sound-sense relationship in his age, nor was his idea of arbitrariness the final word on it. The author concludes that a study on the history of sound symbolism has to be accomplished with a trans-disciplinary perspective and the support of multi-lingual texts.
文摘This paper contests the notion that language learner autonomy is a monolithic construct, by offering evidence that learner autonomy （LA） is comprised of different ＂modes of autonomy＂. Thirty language learners based in Asia and the UK, completed a Q methodology card sort and were interviewed on how learning in an autonomous environment had impacted upon their development as learners. The results indicated that at least six modes of autonomy were identifiable within these language learners. Further analysis showed that social dimensions of autonomy were central to each mode, and thus reconceptualizing LA in this way allows for multiple understandings of the construct which are culturally rooted and embedded in sociocultural notions of what it means to be a language learner.
