文档库 最新最全的文档下载
当前位置:文档库 › 跨文化交际经历 英语

跨文化交际经历 英语

跨文化交际经历 英语
跨文化交际经历 英语

---大学2013-2014学年第一学期

英语专业本科2011年级《跨文化交际》学期论文

考生姓名松学号---专业英语年级班级11级公2

考试日期2013年12 月31 日前考试方式学期论文

内容语言框架格式总分得分

登分人复核人

说明:

1.本学期论文总分100分,占总成绩60 %。

2.文章字数至少1000字。

3.内容50%,语言30%,框架10%,格式10% 。

4.论文稿用A3纸打印稿。

5.论文最后截止期2013年12月31日。……………………………………………………………………………

My Cross-culture Communication Experience

I can’t agree this view more: The need for intercultural communication is as old as humankind. And it is effortless to find that cross-culture communication pervades our daily life here and there, now and then. I truly believe that everyone has his or her unique and unforgettable intercultural communication experience and so do I.

Before starting telling my cross-culture communication experience, something about my family background has to be introduced. Having embraced the life of a good boy, I was the obedient child of my relatively conservative family, thoroughly enjoying my freedom and a steady diet of veracity. From the beginning of my childhood memory, my parents made a perfect impression on me. Their relationship is so harmonious that any uncourteous and impolite words are not allowed, and also, they are hardly anger with each other. So they often educated us kids to take them as the example. However, the generation gap between us become extraordinarily apparent and a little chat or talking happened in our daily life. I don’t think they are wrong or their education manner is bad. Normally, every coin has two sides.

As the mentioned that cross-culture communication plays an overwhelming role in our daily life. Especially, after I arrive at a new and strange city to begin my college life, I realized that what the really so-called culture diversity is. For example:

It was a weekend and I received a call phoned by one of my classmates when I back to the dormitory. She said that something needs my help and hopping I can give her a hand to carry some stuff. As I was wondering what it is, the next door “Lao Wang” (one of my friends and we call him as thi s) told me that it must be the sanitary towel. “How dose it happened?” I was so embraced and confusing, since I have ever been hold the view that sanitary towel is of the privacy for a girl and it is impossible for her to mention it in the face of a boy let alone helping her to carry it. Whereby the courage I gave her my answer, the “no problem”. While I was on the road to meet her, some “why”, “how” still flash into my mind and most openmouthed, several boys appeared in front of mine. They were also invited by the girl and they were discussing how to do it. From their mouth I realized that all the sanitary towels come from a Japanese company and in order to open the Chinese marketing channel, a sales representative is needed and aim to help them to give out all the sanitary towels to the customers freely so that the customers will someday adhere to the product and buy it, so this is the task of the girl. It must be a good news for most of the Chinese for that we often eager to gain petty advantages without any expense. And at this moment the so-called “boycott Japanese goods” was thrown behind us. Facing so many free stuffs some guys can’t help asking: can I pick up one? Someone even joked: anyhow you are going to give out them and we can help you more directly. Generously, the advice was taken by the girl but some questions were asked: who can use it as you are boys? How do you deal with them? And one answered that he would like to give it to his girl friend. The guy said he can give it to his mother. What the worth mentioning is that I was totally astonished by what the latter replied. Because I deem that it must be embarrassing for me to do like that. I really can’t figure out how it was possible. With the thoroughly confusing, I hope someone can make me out of the wonder. And one of the boys gave me the explanation: “Actually, the extraordinary close relationship was founded

when I was born. And she is my good friend rather than my mom and some the innocuous talking often happened in our daily communication.” And he took a joke as the example: “when I was born a scar is left on my head. Once upon a time I asked my mom like this, why and how did it left? I guess it must be the reason that you guys have sex when you are pregnant, right?” after a burst of laught er, I expressly understand what the happened. Here again a funny cross-culture communication experience. It was a cold night, when I was having the buffet dinner in a cafeteria, a French girl come to my side and began her dinner. While the eating I realized something is wrong and the girl watch me now and then. To break the awkward atmosphere I smiled to her and ask slightly: “can you speak Chinese?” she answered me: yes. And she pointed my dish and continued: I will never eat pork for I am a Muslim. I finally knew the reason why she fell uncomfortable and gave the glance on me. Since she added: whenever I meet the one who is eating the pork I will feel strange and of the malaise. Suddenly I realized something impolite happened and gave a sorry for this. Relaxedly, she catered me and replied: it ok, it is none of your business, but my personal faith. Happily and funnily, we talked some things about the personal faith and I found that she is very curious and interrogative for that most Chinese have no personal faith. And she believed that every one should have his or her faith about the life the universe. But in fact, what I want to say is that we also have our own belief, our faith.

We have to admit and meet the existence of the cross-culture communication. With or without your desire or consent, you are now thrust into contact with countless people who often appear alien, exotic, and perhaps even wondrous. Therefore, it is vital for us to learn some the relevant knowledge concerning the cross-culture communication if you are to be successful in both your social and professional lives.

跨文化交际案例 英语专业

Cases 33-36 Case 33 The prblem that Li Li has encountered during her stay in the United States are typical of those that people may face when they enter a new culture. Obviously Li Li has gone through distinct stages in the process her adaptation to the American cultural environment: honeymoon period (Letter 1), when she was fascinated and excited by almost everything in the United States and felt elated to be in the new culture; culture shock (Letter 2), when she was flooded with many problems that she had not been prepared for and became extremely homesick; initial adjustment (Letter 3), when she learned more about American culture and cultural adaptation and began to feel much better; mental isolation (Letter 4), when she felt frustrated and became even hostile towards Americans; and acceptance period (Letter 5), when she began to tralize the positive and negative aspects of the country and have a more balanced perspective about her experiences there. What she means by “I think I have finally arrived in America” in her fifth letter is that she has finally learned

跨文化交际(英文版)

Cross –cultural communication Thesis statement: This paper is mainly talking about the culture differences between several countries. Outline: Chapter 1: Language and culture in communication Chapter2: Culture shock Chapter3: What’s in a name? Chapter4: Social interaction Chapter 5: Roles and relations Chapter6: Non-verbal communication Chapter 7: In other words. Chapter 8: From a primitive Tribe to a Global Village Conclusion Chapter 1: Language and culture in communication There is no denying the fact that out daily lives depend largely on communication, without it we can’t know each other. So, we should come to realize that communication is of great importance. What is communication? In total, communication can be divided into two parts; they are verbal communication and non-verbal communication. However, different people hold different opinions about communication. In general, if there is communication, there must have 4 cases: there are at least two or more people, some contact between communicators, a language shared by communicators, an exchange of information has taken place. I just take the fist one for example. Suppose there is one person, there can’t be communication. Otherwise, he may talk to himself. Communication not just exist in human-beings There are five kinds of communications they are human communication, animal communication, human-animal communication, human machine communication, machine communication. So, Animals and machines can also communicate with each other. For human beings, how can we communicate with each other? Experts say that there are various kinds of communication. Nowadays, there are different kinds of tools for us to communicate .For people we can use telephone and computer to communicate with each other. By them, finally we can receive message. What is social situation? When there are two or more people gather to do a job or an activity, then it creates a social situation. That is to say, an individual working alone can not constitute a social s A social situation may have two definitions. One is given by the community, and the other by the participants. Finally, we should notice that being polite plays a crucial role in

新编跨文化交际英语教程 参考答案

Unit 1 Communication Across Cultures Reading I Intercultural Communication:An Introduction Comprehension questions 1. Is it still often the case that “everyone?s quick to blame the alien” in the contemporary world? This is still powerful in today‘s soci al and political rhetoric. For instance, it is not uncommon in today‘s society to hear people say that most, if not all, of the social and economic problems are caused by minorities and immigrants. 2. What?s the difference between today?s intercultural contact and that of any time in the past? Today‘s intercultural encounters are far more numerous and of greater importance than in any time in history. 3. What have made intercultural contact a very common phenomenon in our life today? New technology, in the form of transportation and communication systems, has accelerated intercultural contact; innovative communication systems have encouraged and facilitated cultural interaction; globalization of the economy has brought people together; changes in immigration patterns have also contributed to intercultural encounter. 4. How do you understand the sentence “culture is everything and everywhere”? Culture supplies us with the answers to questions about what the world looks like and how we live and communicate within that world. Culture teaches us how to behave in our life from the instant of birth. It is omnipresent. 5. What are the major elements that directly influence our perception and communication? The three major socio-cultural elements that directly influence perception and communication are cultural values, worldview (religion), and social organizations (family and state). 6. What does one?s family teach him or her while he or she grows up in it? The family teaches the child what the world looks like and his or her place in that world. 7. Why is it impossible to separate our use of language from our culture? Because language is not only a form of preserving culture but also a means of sharing culture. Language is an organized, generally agreed-upon, learned symbol system that is used to represent the experiences within a cultural community. 8. What are the nonverbal behaviors that people can attach meaning to? People can attach meaning to nonverbal behaviors such as gestures, postures, facial expressions,eye contact and gaze, touch, etc. 9. How can a free, culturally diverse society exist? A free, culturally diverse society can exist only if diversity is permitted to flourish without prejudice and discrimination, both of which harm all members of the society. Reading II The Challenge of Globalization Comprehension questions 1. Why does the author say that our understanding of the world has changed? Many things, such as political changes and technological advances, have changed the world very rapidly. In the past most human beings were born, lived, and died within a limited geographical area, never encountering people of other cultural backgrounds. Such an existence, however, no longer prevails in the world. Thus, all people are faced with the challenge of understanding this changed and still fast changing world in which we live.

大学英语跨文化交际案例分析.docx

大学英语跨文化交际案例分析 Case 2 (P8) White Dress 女王的白色长裙:Case analysis: The Indian women might think the wedding ceremony is a funeral if they see the western bride in white gown. The case reflects the similes and metaphors in the text. 案例分析:印度女人可能觉得婚礼是一个葬礼,如果他们看到西方的新娘的白色礼服。这个案例反映了明喻和隐喻在文本。 Culture is like an iceberg: we can identify the color of the dress worn by women in different cultures, but we do not know the values underneath. Culture is like the water a fish swims in: people wear dress of different colors for different context but they usually take it for granted and never ask why . 文化是 像冰山:我们可以辨认颜色衣服的妇女所穿不同的文化,但我们不知道下面的值。文化是像水鱼游 在: 人们穿不同颜色的衣服为不同的上下文, 但他们通常是理所当然的,从不问为什么。 Case 4 (P18) Coconut-skating 椰子-溜冰:Case analysis: The case reflects the characteristics of culture. We Can tell from the CaSe that CUItUre is PerVaSiVe and it 案例分析Ie 这个e事件反映了文化 的特点。我们可以告诉从案件,文化是普遍的,这是学习。 People may invent different ways for things even as simple as the issue of floor moping. The Philippine woman must have learned this way of mopping from her own culture. 人们可能发明东西 甚至不同的方式为这样简单的问题的地板闷闷不乐。菲律宾女人必须学习这种方式从她自己的文化的拖地。 Case 7 (P30) Clean UP the Bathroom! 清理浴室!:CaSe analySiS: CUltUral differenCeS deCide the two StUdentS are going to CommUniCate in different wayS. 案例分析:文化差异决定这两个学生要沟通的方式不同。 The Chinese student wants the American student to understand the underlying means of his words, but the American student is used to the direct style of communication. This is decided by culture. In Chinese culture, people want to save face of both themselves and others, so they would not express their ideas directly. However, in the United States, unless you express yourself clearly and directly, the OtherS CannOt Understand you.中国学生想要美国学生理解底层的手段,他的话,但是美国学生用来 直接的交流方式。这是由文化决定的。在中国文化中,人们想要挽回面子的两个自己和他人,所以 他们不会直接表达自己的想法。然而,在美国,除非你清楚地表达自己,别人不能直接理解你。 Case 8 (P34) She HaS Three HandS 她有三个指针:ThiS CaSe Can refleCt the different CommUniCation StyleS between ChineSe and CanadianS. In weStern CUltUreS, CommUniCation iS the meanS of tranSmitting ideaS. WeStern PeoPle USUally CommUniCate direCtly with eaCh other. 这种情况下可以反映出不同的沟通方式在中国和加拿大人。在西方文化中,沟通是传播方式的想法。西方的人们通常直接彼此通信。 That is why the Canadian in this Case says what is in his mind direCtly in frOnt Of the Chinese wOman withOut hiding anything. While Chinese Culture stresses harmOny and emphasizes the relatiOnships between the COmmuniCatOrs. Chinese peOple view COmmuniCatiOn as a prOCess where all parties are searChing tO develOp and maintain a sOCial relatiOnship. SO the Chinese wOman in this Case tries nOt tO argue With the Can adia n face to face to keep the “ harm OnioUS relati On Sh这就是为什betwee n them. 么加拿大在这种情况下说什么是在他的脑海里的正前方的中国女人没有隐瞒任何事。虽然中国 文化强调和谐,强调了沟通者之间的关系。中国人民视图通信作为一个过程,各方正在寻求开发和维护一个社会关系。所以中国女人在这种情况下努力不认为与加拿大面对面保持“和谐关系”他们。 Case 12 (P57) Why Don‘ tYou Eat the Pizza? 你为什么不吃比萨饼?: This case can reflect the problems appearing during intercultural communication and how ignoring cultural differences can affect communication. 种情况下可以反映

(完整word版)跨文化交际英文案例

Case 1 Girl-ness As a visiting professor in an American university, Zhang Hua was invited to give a lecture to a group of American students. He talked about university students in China. During the question-and-answer period after the lecture, one female s tudent asked a question that surprised Zhang Hua. “When you talked about female students, you referred to them as girls. Why?” “Because they are girls. That’s what they are called,” Zhang Hua tried to answer, but he knew he did not really understand the in tent of the question. “ I don’t quite understand your question, I’m afraid.” “In the States, we call ourselves ‘ women’ if we’re old enough to go to the university. Calling us ‘girls’ is insulting.” Do Chinese female college students prefer to be called women? Case 2 Many years ago, a Chinese man showed a photo of his wife to some American visitors. Out of courtesy, they all said,” She is very beautiful.” Also out of courtesy, the man replied with what he would have done in Chinese under the circumstance,” Where! Where!” Quite taken aback, nobody said anything for a moment, until the most ingenious one among the visitors, taking another look at the photo, said, “Oh, everywhere!” What did the Chinese intend to mean by replying with “ Where! Where!”? Case 1 Girl-ness As a visiting professor in an American university, Zhang Hua was invited to give a lecture to a group of American students. He talked about university students in China. During the question-and-answer period after the lecture, one female student asked a question that surprised Zhang Hua. “When you talked about female students, you referred

如何培养英语跨文化交际能力

如何培养英语跨文化交际能力 中宁五中张永宏 摘要:本文通过分析我国英语教学现状,探索英语教学中培养跨文化交际能力的必要性,具体分析“跨文化交际能力”的三大组成,思考培养英语跨文化交际能力的具体方法。 关键词:跨文化交际语义文化语用文化 多年来,我国的英语教学主要采用传统的教学方法,即传统的听说法“with its end less and mind-numbing repetitive drills”和古老的以教师为中心的语法—翻译法。教师往往只注重学生语言形式的正确与否或使用是否流畅,而较少注重结合语言使用的场合来培养学生综合运用的能力。学生在这种教学模式下,经过十几年的英语学习,即使是有些成绩很好的学生也不能用所学的英语同外国人进行有效地交流。为了改变这种现状,人们必然对英语教学提出新的要求。而跨文化交际能力的培养却能在一定程度上弥补传统教学的这种缺陷。 首先,何为跨文化交际呢?“跨文化交际”的英语名称是“intercultural communication”或“cross-cultural communication”,它既指本族语者与非本族语者之间的交际,也指任何在语言和社会文化背景方面有差异的人们之间的交际。由于不同的民族所处的生态、物质社会及宗教等环境的不同,因而各自的语言环境产生了不同的社会文化、风土人情和语言习惯等诸语境因素,造成人们不同的说话方式或习惯话语。这就可能使交际双方对对方的话语做出不准确地推论,从而产生冲突、误会或交际的故障。 跨文化交际能力就是针对文化冲突提出来的,它是一种在理解、掌握外国文化知识与交际技能的基础上,灵活处理跨文化交际中出现的实际问题的能力。 一、英语教学中培养跨文化交际能力的必要性。 1、近年来, 随着改革开放步伐的加快, 对外交往日益频繁, 国与国之间的交流也越来越 广泛, 特别是社会信息化提高, 国际互联网的开通使更多的人足不出户便涉及到跨 文化交际。中国成功地加入WTO后,国际市场对能用英语熟练有效地交际的复合型人才的大量需求给外语教学提出了新的挑战,所以培养跨文化交际能力有其现实意义。 2、培养跨文化交际能力有助于我们要打破以往“就语言教语言”的模式,把交际因素引 进到英语教学中来,在英语教学过程中揭示那些隐伏在语言背后的,易引起误会和冲突的文化因素。掌握语言不只是掌握语法、音位和语义规则,还必须考虑到外国社会文化背景造成的语言之外的规则。 3、培养跨文化交际能力有利于处理好语言和文化的关系。语言和文化是不可分割的,二 者相互依存、相互影响。语言是文化的载体,又是文化的重要组成部分,也是文化的

《英语跨文化交际》课程教学大纲-

《英语跨文化交际》课程教学大纲 课程编号:1233201 课程名称:英语跨文化交际 总学时:16学时 试验或上机学时:无 先修课及后续课:先修课:涉外礼仪 一、课程说明 1.课程性质:本课程是继《涉外礼仪》之后的专业必修课。 2.教学目标及意义: 本课程是与专业基础课同时开设的专业课,旨在通过学习跨文化交际基础理论,结合涉外礼仪实践,分析跨文化交际案例,提高跨文化交际意识,并在语言学习的同时,更多关注相关国家的文化,特别是通过与本族文化的对比,提高跨文化交际能力。 3. 教学内容与教学要求: 英语专业教学大纲强调,在语言学习过程中要培养学生的跨文化交际意识,增强对文化差异的敏感性和宽容性,提高处理跨文化交际冲突的灵活性,即跨文化交际能力。 跨文化交际能力包括语言运用能力,相关国家文化知识以及相关专业的能力和交流能力。通常认为语言运用能力特指外语知识和外语技能,忽视了学习者对目的语国家的文化知识的要求,特别是灵活运用已有的本国和目的国的相同之处,相似之处和差异进行跨文化交流的能力。 交际的主要媒介是语言但语言并非唯一的媒介。诸多非语言手段,如手势,面部表情,时间和空间的使用等,都具有重要的交际功能。而任何交际,无论是语言的还是非语言的,都是在特定文化环境中进行的,必然受到该文化中价值观念、思维方式、传统习惯、交往规约等的影响和制约。因此,这些文化内涵也是交际能力的重要组成部分。 不同文化之间,在方方面面都存在明显的差异。实践证明,文化背景不同的人进行交际时,这些差异常常成为障碍。要减少此类交际障碍,促成有效交流,跨文化意识与跨文化交际能力必不可少。 任何人都生活在特定的文化之中,思想、语言、行为等都受到该文化的影响与支配。 文化意识即指对此有清醒的认识。跨文化意识首先涉及对文化多元的认识。对文化而言,既有国别文化的不同,一国之内亦有主流文化与种种亚文化之分,同时个体间的差异也不容忽视。因此,不能理所当然地以本文化的规则来评价不同文化背景人的交际行为。 其次,不同文化间既有异(个性),也有同(共性),要辩证的看待文化。另外,应该树立文化平等观。文化没有高低优劣之分,跨文化交际目的是理解和沟通,促进各民族间的长期友谊和共同发展,在培养文化意识和跨文化意识的同时,还要认真思考汉语与英语文化在主要方面的异同之处,分析跨文化交际中可能出现的问题及其对应策略。 本课程以语言学习为前提,强调在语言学习的过程中提高利用外语进行跨文化交际的能力,通过对交际与语言,语言与文化,文化与价值观的学习和讨论,提高跨文化交际意识;通过对文化现象的思考和讨论,反思语言学习过程,增加对文化差异的敏感性; 通过课堂活动和案例学习,提高跨文化交际意识和能力,达到有效交流的目的。 4. 教学重点和难点: 本课程内容包括:交际与文化,语言与文化,文化与价值观,语言交际和非语言交际,

(完整word版)大学英语跨文化交际教程案例分析双语答案

Case 2: White Dress Case analysis: The Indian women might think the wedding ceremony is a funeral if they see the western bride in white gown. The case reflects the similes and metaphors in the text. Culture is like an iceberg: we can identify the color of the dress worn by women in different cultures, but we do not know the values underneath. Culture is like the water a fish swims in: people wear dress of different colors for different context but they usually take it for granted and never ask why. 白色的裙子 案例分析:印度女人可能认为婚礼是一个葬礼,如果他们看到西方新娘白色礼服。案例反映了明喻和隐喻的文本。文化就像一座冰山:我们可以识别妇女所穿的衣服的颜色在不同的文化,但是我们不知道下面的值。文化就像水中的鱼游:人们穿着不同颜色的不同的背景,但他们通常是理所当然,从不问为什么。Case 4: Coconut-skating Case analysis: The case reflects the characteristics of culture. We can tell from the case that culture is pervasive and it’s learned. People may invent different ways for things even as simple as the issue of floor moping. The Philippine woman must have learned this way of mopping from her own culture. Coconut-skating 案例分析:这一事件反映出文化的特点。我们可以告诉从文化无处不在的情况下学习。人们甚至可以创造不同的东西一样简单的问题地板闷闷不乐。菲律宾女人必须学会了这样的擦自己的文化。 Case 12: Why Don’t You Eat the Pizza? This case can reflect the problems appearing during intercultural communication and how ignoring cultural differences can affect communication. In Malaysia, where most people are Muslims, people think the left hand is used only for cleaning the body and thus it is dirty and can not be used to pass food. Knowing nothing about the cultural difference, the American student puts himself in an embarrassing situation. 你为什么不吃比萨吗? 这种情况下可以反映出跨文化交流中出现的问题,忽略文化差异如何影响沟通。在马来西亚,大多数人都是穆斯林,人们认为左手是仅用于清洗身体,因此它是脏的,不能用来传递食物。任何了解文化差异,美国学生把自己在一个尴尬的局面。 Case 21: A Danish Woman in New Y ork This case can reflect assuming similarity instead of difference. When communicating with pe ople from another culture, one is likely to regard and treat other people as “his people” and to assume there must be only one way of doing things: that is “his way”. In this case, the Danish woman assumes that her behavior of leaving the baby alone, which is common in Denmark, is also appropriate in New York. Here, she assumes what is suitable in her own culture is also indisputable in another culture. That is why the small conflict happens. 一个丹麦的女人在纽约

新编跨文化交际英语教程1-10单元翻译

1 Translation 纵观历史,我们可以清楚地看到,人们由于彼此所处地域、意识形态、容貌服饰和行为举止上存在的差异,而长久无法互相理解、无法和睦相处。在这种情况下,跨文化交际作为一个特定的研究领域得以形成和发展。值得注意的是,人类文明在发展过程中所遭受的许多挫折,既是个人的,又是全球性的;人类历史进程总是充满了个人间的直接冲突和民族间的误解——从骂骂咧咧到孤立主义直至到武装冲突,大大小小争端不绝。 很显然,文化间以及亚文化间的交往比以前多了,这迫切要求我们共同努力,去理解有着不同信仰和文化背景的人们,并与之和睦相处。通过加深认识和理解,我们能够与生活方式、价值观念不同的人们和平共处;这不但有益于我们周遭环境的安定,也是维护世界和平的决定性因素。 2 Translation 文化有时候被称为我们的心智程序,我们“头脑的软件”。但是,我们可以进一步引申这个用电脑所做的类比,把文化看作是支持运行的操作环境。文化就像电脑使用的DOS或者Unix或者“视窗”(Windows)等操作系统一样,使我们能在各种各样的实际应用中处理信息。用“视窗”这个比喻来描述文化似乎也很有吸引力。文化就是我们心灵的视窗,透过它我们审视生活的方方面面。一个社会中不同个体的视窗是不大一样的,但都有着一些重要的共同特征。 文化就好像是鱼畅游于其中的水一般,人们想当然地把文化看成是客观存在的事实,因而很少去研究它。文化存在于我们所呼吸的空气之中,文化对于我们了解我们自身之为何物是必不可少的,就正如生命离不开空气一样。文化是特定群体的共有财产,而不单是个体的特征。社会按照文化设定的程序运作,这种程序来自于相似的生活体验以及对这种生活体验之含义的相似阐释。 如果文化是一种心智程序,那么它也是现实的心灵地图。从我们很小的时候开始,文化就告诉我们应该看重什么、偏好什么、规避什么和做些什么,文化还告诉我们事物应该是什么样。文化为我们提供超越个体经验可能的理想典范,帮助我们决定应该优先考虑的人或事。文化为我们建立起行为准则,并视遵守这些准则的行为为正当、合法。 3 Translation 43 虽然,我们每个人都有各自一套独特的价值观,但在每一文化里,总有弥漫于整个文化之中的普遍的价值观。这些被称作文化价值观 文化价值观通常是规范性的,它使文化的成员知道什么是好的和坏的、什么是正确的和错误的、什么是真的和假的、什么是积极的和消极的,等等。文化价值规定了什么是值得为之献身的,什么是值得维护的,什么会危及人们及其社会制度,什么是学习的恰当内容,什么是可讽刺嘲笑的,什么是形成群体团结的途径。文化价值观也指明了文化中的什么行为是举足轻重的,哪些是应当尽力避免的。价值观是人们在做出抉择和解决争端时作为依据的一种习得的规则体系。 跨文化交际的参与者所具有的价值观是十分重要的,因为价值观产生出决定何为正当或不正当社会行为的标准。换言之,价值观有助于人们决定他们的行为方式,以符合他们的价值系统所期望的行为准则。由于文化价值系统之间存在差异,我们可以预见,在相似的情境中,跨文化交际的参与者会表现出并期待着不同的行为。

跨文化交际英语

旅游英语内容丰富,建议根据旅游管理专业的不同方向划分不同的专题内容模块,如下图1所示高尔夫英语模块,邮轮英语模块,酒店英语模块,即根据学生(不同专业方向)所需,细化旅游英语课程的内容,同时将跨文化交际知识和技能融入模块化教学中,提升旅游专业学生的跨文化交际意识和能力。 课程设置方面,旅游英语应承接大学英语教学,其最佳开课时间为大二下学期或大三上学期,开课时间以连开两个学期最优,可适当增加每周课时量为2-4.另外,与旅游英语课程为中心,其相关辅助的旅游文化课程(如介绍中西文化和海南本土文化)的开设则有助于学生全面有效地提高跨文化理解力和跨文化能力的提升,这才是旅游英语课程跨文化教学的目的。 目前海南高校采用的旅游英语教材种类繁多,且多偏重词汇与句型,而真正交际中的文化障碍无法解决,常出现语法正确却“文化错误”的现象,再者针对海南本地旅游发展所需的教材却几乎没有。因此根据旅游管理专业不同方向的专题模块,开发出本土化系列教材乃当前海南旅游业发展所需,学生实习就业所需。 涉外旅游活动本身就是跨文化交际的过程,因此与该教材配套的相关文化知识介绍﹑情景语境练习设计﹑project-based task﹑survey﹑相应的音视频等都可上传至我省教育部门官网,向全省乃至全国免费开放。此外,将旅游英语系列教材内容及网上资源做成APP软件,对教材使用者免费下载,如此,旅游英语课程的纸质版﹑网络版﹑手机版相辅相成,构成立体化的系列本土教材。当然,这一任务需要海南省各大高校合作完成,发挥各自有的专业和资源优势,由教育部门统一管理,建立海南省旅游英语课程网络教学资源的共享机制,还可拓展至其他专业课程。 旅游英语的跨文化教学又对教师有更高的要求(知识面广﹑熟悉相关旅游活动﹑掌握英语语言技能﹑具有跨文化敏感性及体验),笔者建议:1)充分利用社会资源。聘请兼职教师,包括长期从事旅游业,具有跨文化旅游服务经历的外语人才参与课堂教学互动与分享;2)培养现有的师资队伍。根据教师的专业背景和课程安排情况,安排教师到相关旅游单位或酒店进行“挂职锻炼”,切身进行旅游活动实践,增强教师的跨文化交际体验,打造“双师型”教学队伍;3)强化校本培训。开展学校内部专题文化讲座﹑旅游英语跨文化教研活动﹑教师跨文化体验分享活动﹑学校与合作旅游企业双向交流活动等以扩大任课教师对旅游活动和跨文化感受的理解和掌握,最终提升跨文化旅游英语教学效果。 具有实践性和应用型特点的旅游英语跨文化教学仅依赖传统课堂教学很难使学生达到自觉﹑有效﹑灵活的跨文化交际行为这一层次的。因此建议:1)授课过程中,添加微课教学和案例教学方式,让学生体验旅游英语的跨文化交际情境,换位思考,并进行跨文化案例分析讨论,使学生由知识学习﹑技能掌握,逐步向行为实践过渡,真正体现旅游英语跨文化教学的实践性和应用性;2)建立旅游实习实训中心(含旅游英语3D模拟实训室),理论课堂和实践课堂相结合。鼓励学生在理论知识的基础上,自主创设真实跨文化旅游情境(如酒店服务﹑导游服务),实际操练旅游英语知识﹑技能和文化教学的重难点;3)充分利用学校的留学生资源﹑外教资源﹑涉外企业管理人员,以项目任务形式指导学生做相关的交际活动﹑调研活动,在实践中体验旅游跨文化交际,且与专业课教学相结合,将相应的专业课理论和研究方法应用于调研报告的撰写和分析中;4)根据系列本土化立体教材内容,同时将相应配套资源(练习﹑音视频﹑文化信息等)做成APP软件,与课堂授课相呼应,增加学生课后实践练习的机会。同时依托网络平台,建立旅游英语文化交流吧,鼓励同学们上传自己的作品(文章﹑交际音视频),以供相互学习讨论,增强其旅游英语的实践能力。

相关文档
相关文档 最新文档