成功插话的因素有语言因素和非言语行为因素两类。
The factors of successful interruptions include two types:language factor, non-verbal behavior factor.
但他们俩都没有意识到他们通过非言语行为所传达的信息。
But both of them were unaware of what they had communicated through their nonverbal behavior.
总的来说基本的非言语行为在不同文化下拥有惊人的相似性。
Overall, then, the basic nonverbal behaviours are surprisingly similar across cultures.
教师的课堂行为主要包括课堂上的言语行为和非言语行为。
A teachers classroom behavior includes mainly verbal behavior and nonverbal behavior.
以此为基础，本文通过两篇范文分析了非言语行为在交流中的语用功能。
Another point that is of importance in this study is that it makes an analysis of non-verbal behavior from two kinds of text, the written one and the visual one.
面部表情作为非言语行为不可或缺的组成部分，在人际交往中起重要作用。
Facial expressions as an indispensable part of nonverbal behaviors play a significant role in daily communication.
人类的交际不光是通过言语行为进行的，还有另一种交际方式——非言语行为。
Human communication is not only carried on by verbal behaviour but also by non - verbal behavior.
在体育课堂教学过程中师生间的交流是通过言语行为和非言语行为共同实现的。
The exchange between the teaching course secondary normal school is living in the gym classroom is realized by way of language behavior and non-language behavior jointly.
服饰作为非言语行为的一种手段，在日常生活与人际交往中起着不可忽视的作用。
Personal dressing and adornment, as means of nonverbal communication, plays an important role in daily life a well as in intercultural communication.
在中西跨文化交际中，人们除了用言语进行信息交流外，同时伴随的还有非言语行为。
Cross-culture communication is done with by nonverbal behaviors as well as verbal utterance.
事实上，当人们在谈话过程中输入信息时，言语和非言语行为同是交流理解的重要工具。
In fact, while one is imparting information in the course of conversation, verbal behavior and nonverbal ones function as a pair of instruments for the Shared understanding.
本文主要提出并试图回答以下问题：老师们是否充分意识到非言语行为在课堂教学中的重要性？
This study was designed to mainly answer the following questions: are teachers fully aware of the importance of their nonverbal behaviors?
非言语行为有以下几种常见表达形式：目光注视、形体动作、声音特征、距离和角度、沉默等。
The often-used nonverbal behaviors include eye contact, body language, vocal features, proximity and silence, etc.
他们会学习肢体语言和其他非言语行为。他们会证明和确认相关动作和实际信息内容之间的传递。
They have studied body language and other nonverbal behaviour, and they have then related or identified these actions with actual content of the message being transmitted.
在外语教学与研究过程中，人们往往只注重于语言本身，而对交际过程中的非言语行为却容易忽视。
In the course of foreign language teaching and studying, people tend to attach great importance to language itself by ignoring the non-verbal behavior.
语文教学非言语行为的运用必须遵循善意尊重原则、程度控制原则、协调一致原则、最优搭配原则。
When the teachers use the non-language behaviors in teaching, it's better to follow these rules: kindness and respect, control in degree, coordination and consistence, finest cooperation.
因此，只要有可能，观察者必须对录音进行文字补充，对参与者的非言语行为和当时总的环境做些评论。
Where possible, therefore, the recording has to be supplemented by the observer's written comments on the non-verbal behaviour of the participants, and about the context in general.
包括对二者的定义和关系的理解，重点从功能、特性、分类以及文化涵义方面对非言语行为进行了详尽的说明。
After this, the thesis mainly discusses the nonverbal communication from its functions, characteristics and classifications, esp. the cultural implications of different nonverbal behaviors and means.
非言语行为是人际交流的一种重要形式，它通常与言语交际结合进行，传递一定的信息，帮助人际的心理沟通。
Nonverbal behavior is an important means of interpersonal communication. Integrated with verbal communication, it conveys certain messages and helps psychological communication among people.
参考和借鉴前人的研究成果概括出了身体语言、物体语言、环境语言和副语言四大种类，较为全面地涵盖了非言语行为的各个方面。
Based on the previous research and my own generalization, nonverbal communication behaviors are classified into four: body language, object language, environment language and paralanguage.
而问题在于，一个人的非言语行为表现和其诚实度之间是没有直接关联的。紧张、生气、分神或者悲伤的表现都可能被误读为是在“耍诡计”。
The problem is that there is no direct correlation between someone's nonverbal behavior and their honesty. "Shiftiness" could also be the result of being nervous, angry, distracted or sad.
英语习语是英语民族历史文化的结晶，其中非言语交际习语的存在既表达了丰富多彩的非言语行为，又在很大程度上强调了语言的内在文化信息。
The English language riches in idioms which result from English history and culture, which includes many nonverbal communication idioms that strengthen and enhance the inner cultural information.
综合分析从唐代到宋代禅宗身势教法的发展趋势，认为其独创性减少，程式化加重。 分别讨论禅宗手势示禅、足势示禅、体势示禅。第四章论述禅宗身触的非言语行为教法。
The third chapter discusses Zen's body-posture from three aspects of gestures, feet-pose and body-pose, analyzes its Original beginning and developping trend based on chan's quotations.
事实上，大多数情境和行为都含有情绪和非言语事件的互动。
In fact, most situations and behaviors involve feeling in interaction with nonverbal events.
我们经常使用非言语的信息，如身体动作、外表、香味、衣服、制服、面部表情、珠宝、汽车以及其它的符号、记号和行为来交流。
We constantly send nonverbal messages through body motions, appearance, aromas, clothing, uniforms, facial expressions, jewelry, automobiles, and a variety of other symbols, signs, and behaviors.
无论是个人的日常生活还是商务交流，那些伴随着语言行为的所有非言语的要素都在向交际对方传达着交流信息。
Whether personal daily life or business communication, all the non-verbal elements that accompanied verbal behavior are communicating with each other to exchange information.
隐含否定的非规约性间接言语行为是表达层面上不具备否定的形式，但却具有否定内容的语言现象。
The non-conventional indirect speech act with implied negation is a linguistic phenomenon which has the negative meaning without negative structure.
结果：对自闭症儿童非言语交际行为、共同注意能力和社会情感沟通能力的干预是干预方案中不可忽视的内容。
RESULTS: Non speech communication behavior, joint attention and social affect communication of autistic children were the necessary parts of intervention plan.
结果：对自闭症儿童非言语交际行为、共同注意能力和社会情感沟通能力的干预是干预方案中不可忽视的内容。
RESULTS: Non speech communication behavior, joint attention and social affect communication of autistic children were the necessary parts of intervention plan.
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