(Mr. Johnson wants to cover the goods he is ordered against the risk of breakage)
Johnson: What coverage will you take out for the goods I’ve ordered?
Zhang: Did we conclude the business on CIF basis?
Johnson: Yes, CIF.
Zhang: Then we’ll only insure W.P.A.
Johnson: Could you cover the Risk of Breakage for us.
Zhang: Risk of Breakage is classified under extraneous risks. As long as you put forward this request, we can cover the Risk of Breakage for you.
Johnson: Who will pay the premium for it?
Zhang: The additional premium is for buyer’s account. That’s for your account.
Johnson: That’s understood.
Zhang: So, for this consignment, we should cover W.P.A. and Risk of Breakage for 110% of the invoiced value.
Johnson: Thank you very much.
Zhang: You are welcome.
The teacher asked the students firstly to find a partner in class, and then learn the dialogue by heart. The next step was that they practiced the dialogue together until they were able to give a performance of the dialogue naturally with vivid facial expression and proper gestures. At the very beginning, the students found it was very hard to do so and they had to practice a lot before they could fulfill the teacher’s requirements. But after a few lessons, they said that they had found the feeling of speaking in that way and they could speak in a more relaxed style and were able to use what they had learned in the dialogue in some other similar occasions. That means they began to be able to transfer their language skills in other context. They even felt that they could speak English with more ease even when they speak everyday English. From this example we can see that the intentional application of non-verbal behavior in communication can not only make the speaker be able to convey his meaning more effectively in communication but also give the speaker more self-comfort and self-confidence while conveying the message during the process of communication. Therefore, it is of great value for a teacher of English to be aware of the function of non-verbal behavior in oral interaction and try to improve the students’ ability in this aspect.
Another example of the application of non-verbal behavior happened in an English Speech Contest of a university. According to the regulation of the contest, each class could choose three contestants to take part in the speech contest on behalf of the class. The students of class1 chose three students as the contestants to take part in the contest and so did the class 2. When the contestants of class 1 had finished their preparation and asked their teacher to see their rehearsal a few days before the competition, the teacher found that the articles were well written and they had already learned it by heart. The only problem was that the students just stood there still reciting the article. The teacher pointed the problem to them and asked them to design some appropriate gestures according to the content of their speech and try to practice the speech until they could give the performance naturally without any sign of rehearsal. The result of the English Speech Contest was really rewarding. Among the 60 contestants, only one could get the first prize, two the second prize and three the third prize. All of the three contestants from class 1 gained a prize. The teacher attended the contest from the beginning to the end and had observed the performance of all the 60 contestants. The teacher found that many of the contestants were better in their English pronunciation, use of vocabulary and the content of their speech, but they failed to leave a deeper and better impression on the judges than the three students from class1. Through that experience, the author came to the conclusion that what the other contestants lacked was just the non-verbal skills in communication. We can see, therefore, non-verbal behavior, if appropriately used, can not only make the speaker feel more relaxed in communication, but also enable the speaker to leave a better and deeper impression on the listeners.
3. 2. 2 Identification and interpretation of non-verbal behavior in cultural texts
When arousing the students’ attention to the interpretation and application of non-verbal behavior in communication in English, it is essential for the teacher to keep in mind the fact that the non-verbal behavior is obviously culture specific and it is important to remind the students of bearing this point in mind when encoding or decoding the message transmitted in communication. The important role played by cultural differences in non-verbal behavior is suggested from several directions. Early studies by Waston and by Waston and Graves have shown differences in gazing behavior, space behavior, body orientations and touching behavior among members of different cultures.
Klopl et al. showed that the Japanese subjects in their study perceived themselves to be less immediate-indicated by less touching, more distance, less forward-lean, less eye contact , and oriented away from the other—than their Finnish and American subjects. These variations may reflect cultural differences in rules dealing with intimacy. Anecdotal reports also suggest distinct patterns of expression for Japanese negotiators—in the face(immobile, impassive), the eyes( gaze away from others), the mouth(closed), the hands( richly expressive gestures)and synchronous movements in pace, stride and body angle with other members of a group. Understanding preferred non-verbal expressions may be a basis for communication across cultures as Faure illustrated in the context of French-Chinese negotiations. They may also reveal the way that members of different societies manage impressions.
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