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语言交际
    By far, much attention has been given to the research on verbal communication.
    目前,人们对语言交际进行了大量的研究,对跨文化交际的研究也侧重于语言交际
    On the basis of inverse proportion of English anaphoric material and the related accessibility to thediscourse and the cognition of the interlocutors, this paped, after comparing physical, linguistic and encyclopediccontexts, reaches the conclusion that, for matured language users, cognitive context can replace the other twocontexts in verbal communication.
    英语指代词语的语言材料量与其所指对象在话语和交际双方心理上的可及程度之间呈反比规律,从这一命题出发,本文探讨了物理语境、语言语境和百科语境在语言使用中的辨证关系,认为对成年语用者来说,认知语境在语言交际中,可以行使其它两种语境功能,因此是指代词语的主要所指对象。
    My approach from non verbal communication shows that children receive enough language input in the non verbal way, making up for the lack of verbal input.
    此后 ,从非语言交际的角度说明语言习得的过程 ,儿童在会说话前并不缺少语言输入 ,只不过采取的是非言语行为的形式。
    Nonverbal communication, the nonlinguistic form of communicational activities, compensades, strengthens, substitutes and adjusts verbal communication.
    非语言交际是指交际活动中所运用的非语言形式。 它对语言交际进行补充、加强、替代和调整。
    Nonverbal communication acts as a carrier and medium of culture and ,independent as it is, works in harmony with verbal communication.
    非语言交际是文化的载体 ,也是传达感情的媒介 ,与语言交际既协调一致又独立存在。
    The teaching and learning of nonverbal communication proves to be more difficult than that of verbal communication.
    在外语教学中 ,它比语言交际的教学难度更大。
    Non verbal communication varies with cultures and societies.
    不同的社会和文化导致不同的非语言交际方式。
    The subject is the decisive factor in verbal communication.
    语言交际的主体是语言交际的决定性因素。
    Pragmatic accommodation is a significant regulatory mechanism and cognitive strategy in the process of verbal communication.
    语用协调是语言交际过程中一种重要的语用调节机制和认知策略。
    Verbal communication is an interactive process involving unterance production by the speaker and utterance understanding by the hearer, with the latter being a key point in successful communication.
    语言交际是交际双方的互动过程 ,涉及发话者的话语产生和受话者的话语理解 ,而话语理解对交际成功至关重要。
    Like verbal communication, it also has the striking cultural characteristics and reveals cultural information from time to time.
    同语言交际一样 ,非语言行为也具有鲜明的文化特征并时时传递文化信息。
    In the field of non-verbal communication, culture is in dominant importance just as in the area of verbal communication.
    在非语言交际领域 ,正如在语言交际领域一样 ,文化起着重要的支配作用。
    It includes verbal communication, nonverbal communication, communicative customs and etiquette, social structure and relations among people, idea of value etc.
    交际文化教学包括语言交际、非语言交际、交际习俗与礼仪、社会结构与人际关系、价值观念等内容。
    This paper aims to analyze the special flavor of culture in College English of the 21st Century from the following four aspects:cultures and verbal language communication cultures and nonverbal communication cultures and teaching patterns cultures and translation. Moreover,it points out in the end that the teaching of cultures meets the new requirement of the revised syllabus for College English.
    通过《21世纪大学英语》的课文实例,分别从文化与语言交际、文化与非语言交际、文化与教学模式、文化与翻译四个方面说明《21世纪大学英语》在选材上独特的文化气息,并结合大学英语教学大纲的要求,对《21世纪大学英语》在文化教学中的新突破作进一步的肯定评价。
    Non-verbal communication is an essential part of human communication just as verbal communication, and it plays a very important role which can not be replaced by verbal communication.
    非语言行为是人类交际不可缺少的一部分,它在人类交际中起着语言交际无法替代的作用。
    Nonverbal communication includes all of the communicative acts beyond verbal communication.
    非语言交际指的是语言行为以外的所有交际行为。
    Together with verbal communication to constitute a complete communication course, non-verbal communication is an essential part during the interpersonal contact. A deep research on the relationship between non-verbal communication , verbal communication. , foreign language teaching and cross-cultural communication, will contribute to college English teaching and develop learners?
    非语言交际是人际交往的重要组成部分,它与语言交际共同形成交际的完整过程,深入研究非语言交际语言交际,非语言交际与外语教学,非语言交际与跨文化交际,有助于大学英语教学,也有助于培养学生跨文化交际能力。
    In the process of teaching, we should highlight cultural differences in the following aspects: verbal communication, non-verbal communication, communicating customs & etiquette, social structure & interpersonal relationship, sense of values.
    我们在教学中应体现语言交际、非语言交际、交际习俗与礼仪、社会结构与人际关系、价值观念等方面的文化差异。
    Non- verbal communication is different from verbal communication in that it has the following communication actions and means:(1) body language, (2) paralanguage, (3) object language, (4) environmental language.
    非语言交际语言交际不同,它的交际行为和交际手段主要有:体态语、副语言、客体语和环境语。
    The Relevance theory thinks that verbal communication is a kind of ostensive-inferential communication.
    关联理论认为,语言交际是一种明示—推理交际。
 

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