Warianty tytułu
The typology of non-verbal signals in forming of linguosociocultural competence in the process of reading in English.
Języki publikacji
Abstrakty
The article deals with the scientific and methodological basics of forming linguosociocultural competence as a сomplex and multicomponent phenomenon in the process of teaching reading in English the students of universities who learn English as the target language. The abundance of different definitions of “non-verbal signals” necessitates the analyses of the approaches to defining the notion. Thus the main approaches to defining the notion of “non-verbal signals” have been analyzed. Non-verbal signals have been defined as the meaningful movements of a person, which include gestures, mimics, pantomimics, changes of personal space, distance, particularities of voice and its modulations and such specific static details as clothing, hairdo styles, accessories, jewelry, tattoos, the smell of a person, etc. The basic criteria of non-verbal signals classification have been singled out. The typologies of non-verbal signals have been introduced. Among them are 1) the typology which is suggested in accordance to the physical nature of producing the non-verbal signals and 2) the typology which is suggested in accordance to the meaning of non-verbal signals. The typology which is based upon physical nature of producing of non-verbal signals includes body language, distance and physical appearance, voice, touch, the use of time, eye contact and the actions of looking while talking and listening, frequency of glances, patterns of fixation, pupil dilation, and blink rate. The typology which is based upon the meaning of non-verbal signals accounts that context non-verbal signals are found within (standard non-verbal signals and situational non-verbal signals) and the degree of universality of their meaning (universal, national-biased, individual/author’s non-verbal signals). The methodological typology of non-verbal signals in forming linguosociocultural competence in the process of reading in English, which embraces and accounts the difficulties of forming of linguocultural competence connected with the interpreting and understanding non-verbal signals has been specified. Thus the difficulties of forming of linguocultural competence connected with the interpreting and understanding non-verbal signals are influenced by the abundance of various types of non-verbal signals, their specific universal/nationally-biased/individual meaning, and also their contextual meaning.
Rocznik
Numer
Strony
243-252
Opis fizyczny
Daty
wydano
2016-04-25
Twórcy
autor
Bibliografia
Typ dokumentu
Bibliografia
Identyfikatory
Identyfikator YADDA
bwmeta1.element.desklight-8d520865-642b-4f6e-8b9c-25c0ae5a7bab
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