Paralanguage as one of the types of non-verbal communication

The term “paralanguage” includes various types of acoustic elements that accompany language proper as well the vocalizations that replace or supplement the speech. Both are carried on the vocal channels but are non-verbal. Paralanguage as described by P. Trager “is comprised of the acoustic elements accompanying, supplementing or replacing verbal sounds. They include voice set, voice qualities and vocalizations”. Voice qualities include such elements as pitch range, vocal lip control, articulation control, rhythm control, resonance and tempo. In general vocal cues of paralanguage provide information about the emotional states of the speakers, their personalities and even intentions. Such cues may also include hesitations and periods of silence.

Certain paralinguistic features are so clearly verbally linked that they are part of the linguistic system. In English, for example, stress or intensity may be used to change the meaning of the word. (For example, the difference of the stress in the noun “record” and the verb “record”). Also intonation in English can render questions, statements or exclamations.

Such paralinguistic patterns vary in different languages and are often the source of speaking and comprehension difficulties encountered by the speaker whose language does not possess the target language forms.

For example, many observers conclude that the speakers of Arabic are angry when they are not. The intonation and stress patterns of Arabic often fall upon ears accustomed to English as harsh, angry and aggressive. Coupled with tendency to maintain close personal distance with frequent touching, the intention of the Arabic speaker may be regarded as pushy, aggressive, or even hostile.

Klos Natalie

Sociocultural competence through the means of multimedia

The new objective of studying foreign languages – to use the foreign language as an instrument in the dialog between cultures and civilizations of the modern world – focuses special attention on the sociocultural component of the foreign language communicative competence. Mastering sociocultural competence assumes learning the essential minimum of sociocultural knowledge and abilities and skills to coordinate your behaviour in accordance with these abilities and skills.

That is, the principal objective of studying foreign languages is defined as formation of the foreign language communicative competence, which is understood as the capacity for intercultural foreign language communication.

The foreign language communicative competence includes three main components:

1) language competence – phonetic, grammatical, lexical and orthographic;

2) speech competence – in listening comprehension, speaking, reading and writing;

3) sociocultural competence.

In its turn, sociocultural competence comprises the following elements:

1) general cultural competence;

2) cultural and country study competence;

3) linguoculturological competence;

4) sociolinguistic competence;

5)social competence.

Nowadays, the important role in the formation of the sociocultural competence of the foreign teachers is played by the computer and means of multimedia. The new means of multimedia, which use audiovisual format, give such possibilities which can’t be given by traditional textbooks.

Kozachyshyna O.L.(Vinnytsia)