跨文化交际(英语)
跨文化交际课程教学大纲
一、课程的基本信息
适应对象：英语专业本科四年级学生
课程代码：07007926
学时分配：30
赋予学分：2
先修课程：《普通语言学》、《英美概况》、《英美文学史》、《欧洲文化入门》
后续课程：
二、课程性质与任务
当今世界发生的翻天覆地的变化使社会对外语人才的需求也相应提高。近年来对交际能力的要求除听、说、读、写四种语言运用能力外，还需要具备社会文化能力，即文化素养。《跨文化交际学》是外语专业本科四年级的任意选修课程。它以促进学生整体素质发展为根本，注重学生在技能、知识、情感、策略和文化素质等各方面的综合发展。作为一门新兴学科，《跨文化交际学》集社会语言学、文化语言学、语用学、翻译学、传播学、人类学、外语教学等领域的研究成果于一体，着重文化与交际过程以及文化对交际过程的影响，从而提高外语学习者对文化的敏感和跨文化交际的能力。
《跨文化交际学》除研究文化的定义与特点、交际的定义与特征以及文化与交际的关系外，着重讨论干扰交际的文化因素。这些因素包括语言、非语言手段、社会准则、社会组织、价值观等。其中，语言包括词语的文化内涵、篇章结构、逻辑思维以及翻译等值等方面；非语言手段包括手势、身势、服饰、音调高低、微笑、沉默、对时间与空间的不同观念等；社交准则泛指人们交往中必须遵循的各种规则以及某些风俗习惯；社会组织指家庭中各成员的关系、同事朋友关系、上下级关系等；价值观念包括人与自然的关系、宗教观念、道德标准以及人生观、世界观等。语言是文化的载体，不同文化背景的人们从事交际势必会遇到文化差异的问题。因此，研究跨文化交际、深入了解语言、文化与交际之间的关系，不仅对于语言研究者，而且对于将要从事外语教学、翻译和外事工作的外语专业的学生是十分必要和大有裨益的。
三、教学目的与要求
同英语国家的人们用英语进行有效的交际是学习英语的重要目的之一。然而有效的交际不仅仅是一个语言技巧问题，还涉及到许多文化因素。本课程要求学生掌握文化的定义和特征，交际的定义和特征，影响跨文化交际活动的各种因素、跨文化交际的途径以及跨文化交际学的研究方法等。跨文化研究的基本目的有三个。第一，培养人们对不同的文化持积极理解的态度。第二，培养跨文化接触时的适应能力。第三，培养跨文化交际的技能。《跨文化交际学》通过中西文化的异同比较，增强学生对英语国家概况和英美社会与文化的了解，提高其对中国文化与西方文化差异的敏感度，为学生提供在处理跨文化交际中一些微妙问题时所需的基本知识和技巧，以提高学生跨文化交际的能力和跨文化交际的质量。
由于这是一门新学科，它所包含的实际内容仍在不断丰富，牵涉到的理论问题人们仍在探讨，需要在实践中不断完善。
四、教学内容与安排
跨文化交际的基本内容为：世界观、价值观方面的研究；言语行为的文化特性方面的研究；非语言交际方面的研究。本课程主要讲解中西文化纵论、文化差异、语言与文化、语言运用与文化差异等内容，以培养学生对文化差异的敏感性、宽容性以及处理文化差异的灵活性。
主要学习方法包括：典型实例分析，模拟交流练习，听公开讲座（磁带），交际失误分析，英汉双向练习等。《跨文化交际学》分为七章，用30个学时学完。教学内容包括：跨文化交际的意义、内容、理念和研究方法，交际的复杂性和交际的特征，信仰、价值观和文化模式，世界观、家庭观和文化史对跨文化交际的作用和影响，文化对语义、语用和翻译的影响，跨文化非语言交际，跨文化商务活动等。各章内容如下：
第一章文化交际总论
这一章介绍有关跨文化交际以及语言与文化研究方面的概貌。
第二章文化因素与外语教学
该部分着重讨论在外语和对外汉语教学中文化因素的影响以及如何改进目前外语教学。此外还论述了知识文化与交际文化的区别。
第三章语言与文化
本章分别讨论语言与文化的一般关系和从具体语言材料出发探讨语言与文化的内在联系以及文化对于语言的影响。
第四章非语言交际与文化
该部分介绍了非语言交际的各个侧面，对比民族在非语言交际方面和其他民族的异同。
第五章翻译与文化
这部分着重讨论翻译中的文化因素以及有关的理论问题。
第六章语用与文化
这部分运用语用学理论分析我国学生易犯的错误，并指出语用与文化的关系。
第七章理论探讨
本章对今后的教学与研究提出了一些值得思考的问题。
五、教学设备和设施
多媒体教室、多媒体制作室、录音室、调频台工作室、语音实验室以及计算机、打印机、扫描仪、互联网等配套设施。
六、课程考核与评估
对学生学习的评价既要关注结果，又要重视过程。本课程的考核采用两种形式：形成性考核和课程终结性考核。课程总成绩为百分制，形成性考核占30%，课程终结性考核占70%。
1．形成性考核
即平时成绩，是为了强调重视学习过程的必要性，淡化应试教育倾向，同时也有助于帮助学生掌握学习进度，监控学习过程。平时成绩主要包括平时作业和在课堂上参与教学活动的情况，这是学生学习过程的真实反映。这部分成绩由任课教师根据学生的实际情况分阶段给予并登记在册，在期末考试之前汇总并依此确定形成性考核的成绩。这样既减轻了学生期末应考的心理压力，又减少了考试成绩的偶然性，学生更容易在考试中取得好的成绩。
2．课程终结考试
笔试在学期末进行，100分为满分。对学生学习的评价不应仅限于知识记忆和存储的低水平上，而要提高到能力的层面上来。因此，期末考试采用问答题形式测试学生对该课程内容的理解和解决跨文化交际中所存在的问题之能力。
七、附录
教材：胡文仲著，《跨文化交际学概论》，外语教学与研究出版社，1999
教学参考文献目录
1）Communication Across Cultures，Basil Hatim，上海外语教育出版社，2001
2）Communication Between Cultures（Third Edition），L. A. Samovar et al. Wadsworth Publishing Company
3）Intercultural Communication：A Discourse Approach，R.Scollon & S.W.Scollon，Blackwell Publishers Ltd，１９９５
4）Language and Culture, Claire Kramsch, 上海外语教育出版社，2000
5）Selected Readings in Intercultural Communication，胡文仲，湖南教育出版社，1998 6）Aspects of Intercultural Communication, 胡文仲，外语教学与研究出版社，1999 7）《跨文化非语言交际》，毕既万，外语教学与研究出版社，1999
8）《语言与文化》, 邓炎昌、刘润清，外语教学与研究出版社, 1989
9）《跨文化交际学》，关世杰，北京大学出版社，1999
10）《跨文化交际与英语学习》, 胡文仲，上海译文出版社, 1990
11）《文化与交际》，胡文仲，外语教学与研究出版社，1998
12）《外语教学与文化》，胡文仲，湖南教育出版社，1997
13）《跨文化交流学》，贾玉新，海外语教育出版社，1997
14）《西方文化概论》，启良，花城出版社，2000
15）《文化与语言》，王福祥，外语教学与研究出版社，1998
16）《文化与交际》，赵艳萍，中国人民大学出版社，1999
教学网络提示
https://www.wendangku.net/doc/6212411279.html,/css/dept/com/resources/intercultural/Intercultural.html Intercultural Cultural Communication Homepage
https://www.wendangku.net/doc/6212411279.html,/css/dept/com/resources/intercultural/Websites.html Intercultural Cultural Communication Related Websites
http://cic.cstudies.ubc.ca/UBC Center for Intercultural Communication
http://intercultural.at/ European Journal for Intercultural Communication
http://210.38.42.1/yingyu/undergraduate/cross-culture/提供《跨文化交际》课程简介、教学辅导等信息
https://www.wendangku.net/doc/6212411279.html,/html/7/71/613.htm英语语言学论坛--跨文化交际与外语教学
https://www.wendangku.net/doc/6212411279.html,中央电大在线
https://www.wendangku.net/doc/6212411279.html,宁夏电大网站
http://www.immi.se/intercultural/Journal of Intercultural Communication
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跨文化交际课程考核大纲
一、适应对象
修读完本课程规定内容的外语专业的本科学生；
提出并获准免修本课程、申请进行课程水平考核的外语专业的本科学生；
提出并获准副修第二专业、申请进行课程水平考核的非外语专业的本科学生。
二、考核目的
1．考核是检查教学大纲执行情况，评估教学质量的必要手段。同时，考核所提供的数据又是修订大纲和改进教学的依据。
2．考核包括大纲规定掌握的基本语言知识和技能；按照本大纲所规定的各学期的要求命题，其中平时成绩占总成绩的30%。
三、考核形式与方法
1．形成性考核
即平时成绩，是为了强调重视学习过程的必要性，淡化应试教育倾向，同时也有助于帮助学生掌握学习进度，监控学习过程。平时成绩主要包括平时作业和在课堂上参与教学活动的情况，这是学生学习过程的真实反映。这部分成绩由任课教师根据学生的实际情况分阶段给予并登记在册，在期末考试之前汇总并依此确定形成性考核的成绩。这样既减轻了学生期末应考的心理压力，又减少了考试成绩的偶然性，学生更容易在考试中取得好的成绩。
2．课程终结考试
笔试在学期末进行，100分为满分。对学生学习的评价不应仅限于知识记忆和存储的低水平上，而要提高到能力的层面上来。因此，期末考试采用问答题形式测试学生对该课程内容的理解和解决跨文化交际中所存在的问题之能力。
四、课程考核成绩构成
课程总成绩为百分制，形成性考核占30%，课程终结性考核占70%。
五、考核内容与要求
本课程讲授的以下七章内容为考核内容：
第一章文化交际总论
这一章介绍有关跨文化交际以及语言与文化研究方面的概貌。
第二章文化因素与外语教学
该部分着重讨论在外语和对外汉语教学中文化因素的影响以及如何改进目前外语教学。此外还论述了知识文化与交际文化的区别。
第三章语言与文化
本章分别讨论语言与文化的一般关系和从具体语言材料出发探讨语言与文化的内在联系以及文化对于语言的影响。
第四章非语言交际与文化
该部分介绍了非语言交际的各个侧面，对比民族在非语言交际方面和其他民族的异同。
第五章翻译与文化
这部分着重讨论翻译中的文化因素以及有关的理论问题。
第六章语用与文化
这部分运用语用学理论分析我国学生易犯的错误，并指出语用与文化的关系。
第七章理论探讨
本章对今后的教学与研究提出了一些值得思考的问题。
形成性考核要求学生完成每章课后的作业，使教师能监控学生的学习过程并逐章考查学生对知识点的掌握情况。终结考试以问答题的形式将课程内容汇总，以测试学生对该课程内容的理解和解决跨文化交际中所存在的问题之能力。
六、样卷
《跨文化交际》期末考试样卷
Final Test Paper on Cross-cultural Communication
I. Communication Analysis
The following are three different cases of cross-cultural communication. In each of the cases there is something to be improved upon. Write an analysis on what is to be desired for more successful communication.
Question 1 ( 10 points)
Case 1:
When James Crock first came to Beijing from London to take a Chinese training course, he was invited to a party held by Chinese students. There he noticed a Chinese girl whom he wanted to get know of. He went up to her and started the following conversation.
James: Is anybody sitting here?
Girl: No, no.
James: Didn’t I see you with Professor Li the other day?
Girl: Y eh.
James: Professor is my tutor in Chinese literature. My name is James.
Girl: Nice to meet you.
James: Nice to meet you, too. Excuse me. (James stood up and went to talk with someone else, because he thought that the girl didn’t like him.)
Girl: (Thinks to herself) Why did he go away? Did I say something wrong?
Question 2 (10 points)
Case 2:
This is a more complicated case than Case 1. In the analysis you should focus on the intentions of the communicators:
Liz, an American woman married to a Chinese businessman had immigrated to US recently. Her mother-in-law came to visit them at their Chicago home. The following conversation between Liz and Dick, her husband, took place two days after the mother’s arrival.
Liz: Dick, how long is your mum going to stay?
Dick: I don’t know. I haven’t as ked her.
Liz: Why not ask her?
Dick: What do you mean by asking her?
Liz; I mean what I said. Just ask her how long she’s going to stay.
Dick (becoming angry): Are you eager to get rid of her?
Question 3 (10 points)
Case 3:
Shao Bin, a Chinese student studying in Britain, was once invited by her British classmate Brian to his house to cook a Chinese meal. Her two Chinese friends were also invited. They busied themselves in the kitchen, making dumplings while Brian did something in the garden and his wife sat on the sofa reading. Shao Bin felt a little upset for she thought that both the host and the hostess should offer to help with the kitchen work. The meal was great and everyone enjoyed themselves. The couple kept complimenting them on their cooking skills and asked for the recipe. But then after the meal, the couple just put down their chopsticks and started minding their own business, leaving the three Chinese guests to clear the table and do the dishes. Shao Bin felt absolutely confus ed or even angry. She concluded that…
II.Vocabulary (10 points)
Choose one word or expression from those in the box below to fill the gap in each of the sentences. Write the correct words on your answer paper next to the number of the sentence. Do
an integral part.
2. Electronic signals can be sent from one machine to another, but in order for the message
to be understood the signals must be _____________________.
3. Every ________________________ a speaker makes carries a certain meaning.
4. In comparison with western cultures, Chinese culture seems to contain a greater degree of
______________________, which can be misinterpreted as excess humility.
5. One of the most complicated aspects of Chinese culture for foreign learners is the complexity of
__________________ used in denoting different members of a family.
6. It is difficult for foreigners to understand the British pub culture, especially the system of
_____________________ which all members of the group are expected to join in.
7. I saw John looking miserable the other day, I think he and his girlfriend must have finally
_____________________.
8. Male culture is an interesting phenomenon, especially the way men feel they have to
____________________ in their peer group.
9. It is interesting how British and American cultures misinterpret each other ways of
______________________: the Americans’ very open way of doing it is seen as arrogant by the British, and the Britons’ very subtle way of dong it is seen by Americans as being too humble.
10. It’s amazing how many _____________________ there are in English for taboo subjects, su ch as
talking about death or sex.
III. Translation (10 points)
Translate the following passage from English into Chinese. Please write your translation on the answer sheet.
If Western individualism can be traced to liberalism, eastern collectivism is tied to Confucianism. Confucianism gives pride of place to social order and harmony. “All individuals are conceived to be linked in a web of interrelatedness… and … embedded and situated in particular roles and stations” (Kim et al, 1994: 8). Duty and loyalty to the group are the Confucian counterparts of the egalitarian rules and regulations of the individualist society. Collectivists owe duty to their immediate in-groups and, to the extent that they fail to act in accordance with these duties and obligations, they lose face. Special concern and care – even to the point of self-abnegation and sacrifice – will be shown for those that count, whereas outsiders (who are unrelated and thus do not count) may be treated with “wariness and even callousness” (Y oung, 1994:56).
Of curse it is important to recognize the complexity of these constructs. No culture is completely individualist or collectivist. Rather, cultures vary in the mix of values they espouse, with some accepting more individualist notions, and others orienting more toward collectivist values. Nevertheless, most English speaking countries tend to view the world from a relatively individualist perspective, while China tends to be more collectivist.
IV.Answer the following questions.(50%)（in Chinese）
1．为什么说跨文化交际研究是十分必要的？为什么说它的研究需要多学科的共同协作？你认为它的研究需要哪些学科的协作？
2．民族性格会影响跨文化交际吗？谈谈自己的切身体会。
3．在跨文化交际过程中为什么常常发生语用迁移现象？如何克服之？
4．解释隐私这一概念。东西文化对隐私的态度有什么区别？哪些话题构成对西方人的隐私的侵犯？
5．东西方人际关系有何不同？是什么原因造成这些差异的？你有什么个人见解？
6．举例说明哪些英汉语词汇的指示意义相同但联想意义不同。
7．不同文化之间在礼貌原则方面的区别具体表现在哪些方面？
8．在人们相互恭维时，中美文化各采用何种反应方略？
9．你认为英语和汉语语篇结构的区别是什么？
10．怎样理解“我们用声音器官说话，但用整个身体”交谈这句名言？
跨文化交际课程简介
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.
跨文化交际试题 附答案
《跨文化交际》试题（附答案） Paper 1 Communication Analysis ? The following are three different cases of cross-cultural communication. In each of the cases there is something to be improved upon. Write an analysis on what is to be desired for more successful communication or cultural understanding.? ? Question 1 Case 1: Chen Bing, a Chinese tour guide, is talking to a Canadian tourist, Luke Baines, who has no knowledge of Chinese at all. They are having dinner in a restaurant. Chen: This is Beijing duck, one of China's most famous dishes. You'll love it! Luke: No, thanks. I don't like duck. I prefer chicken.? ? Question 2 Case 2: Feng Li and Tom have been working on a scientific experiment at a British university for some months. It has not been totally successful. They are discussing the situation in the laboratory. Feng Li: I don't know where it went wrong! Tom, Don't feel so bad. Cheer up, you've done your job. Feng Li: But our experiment has turned out to be a failure. Tom: Relax for a couple of days. I'll face the music. Feng Li: Tom, we are not playing children's games here. This is a scientific experiment. Tom, I've never taken the experiment as child’ s play, and I'm playing the game. Feng Li: You say you're playing the game! It's a rather important experiment! Feng Li walks out of the Laboratory angrily. Tom is puzzled.? ? Question 3 Case 3: This is a more complex situation where there are several things that require more informed cultural analysis. Find the cultural problems and explain the cultural differences. Jim and Li Zhen were students together at Leeds University in Britain. A year later, after graduating, Jim went to Shanghai as a visiting scholar on a year’s exchange.
跨文化交际论文题目
1.英文原声电影赏析与跨文化交际能力的培养 2."跨文化非语言交际语用失误研究 3."公示语翻译中的语用失误探析 4.国内广告语言语用失误研究现状与分析 5."全球化语境下跨文化交际失误语用归因 6."跨文化交际中的语用失误类型及对策研究 7."基于礼貌原则的跨文化语用失误分析 8."跨文化言语交际中的语用负迁移 9."浅析化妆品广告中的语用预设 10."中西方饮食文化的比较研究 11."中美时间观之对比 1 2."浅析汉英问候语中的文化差异 13."英汉词汇的文化内涵差异探析 14."英语身体语的交际功能研究 1 5."浅谈英汉身势语的表意功能之差异 16."目标语文化的理解与跨文化交际 1 7."中西文化差异对中国学生英语学生的影响 18."跨文化交际中的文化误读
9."浅析文化差异对商务谈判的影响 20."英语禁忌语的文化内涵异同研究 21."英语学习中的文化习得 2 2."英汉思维模式的差异对跨文化交际的影响 23."外语学习者的思辨能力与跨文化交际之成效 24."培养英语学习者跨文化交际能力之策略 25."英汉道歉语差异及原因 26."中西跨文化礼貌语差异探析 27."英汉语言中礼貌表达法之比较 28."英汉习惯用语的文化内涵探源 29."英语称赞语及其回应的异同研究 3 0."中美（西）家庭教育理念的差异及其对孩子的影响 31."中国英语学习者跨文化交际中的主要障碍研究 32."试析跨文化交际中角色互动的作用 3 3."本土文化与异国文化的冲突对跨文化交际的影响 34."跨文化交际中的时间观差异 35."论跨文化交际中的中西餐桌礼仪
6."关于提升英语专业学生跨文化交际能力的培养 37."涉外婚姻中的中西文化冲突 38."论跨文化广告传播中食品商标的翻译439."多媒体教学与跨文化交际能力的培养40."中西方儿童文学的差异 4 1."中西体育文化的差异及其受全球化发展的影响 42."中西传统休闲文化及其价值观的对比分析 43."简爱与林黛玉不同命运的文化透析 44."国际商务活动中礼貌原则的应用 4 5."论文化背景知识在外语阅读教学中的作用 46."国际商务交际活动中的非语言交际 47."浅析英汉汽车商标的特点及其翻译 48."英汉隐喻差异的文化阐释 49."文化语境下的英汉植物词 50."文化语境下的英汉动物词 51."从体态语探析中西文化差异 52."浅析英汉颜色词的文化内涵 53."文化视野下英语谚语的比较
跨文化交际 期末复习资料
Part 1 Comprehensive Check （15*2）每课的练习A Part 2 Multiple Choice （25*1）每课的练习E复习题的变体；另外请中看第五章 Part 3 E-C Translation（10*1）每课的练习C Part 4 Term-matching（10*1） Part 5 Multiple function（5*5）其中三道是简答题，两道是案例分析。 Terms/questions: 1. Economic globalization: the integration of national economies into the international economy through trade, foreign direct investment, capital flows, migration, and the spread of technology. 2. Barber system –Farming communities traded their surplus produce in exchange for products and services without the medium of money. –Human society has always traded goods across great distances. 3. Global village：real time events 、the time and space compression –All the different parts of the world form one community linked together by electronic communications, especially the Internet. 4. Melting-pot大熔炉: a socio-cultural assimilation of people of different backgrounds and nationalities. 5. Diversity: refers to the mix of people from various backgrounds in the labor force with a full mix of cultures and sub-cultures to which members belong. 6. Intercultural communication: refer to communication between people whose cultural backgrounds are distinct enough to alter their communication event. Perception 7. Culture: can been seen as shared knowledge, what people need to know in order to act appropriately in a given culture. Culture: a learned set of shared interpretations about beliefs, values, and norms, which affect the behavior of a relatively large group of people 8. Enculturation(文化习得): all the activities of learning one’s culture are called enculturation 9. Acculturation(文化适应): the process which adopts the changes brought about by another culture and develops an increased similarity between the two cultures. 10. Ethnocentric(文化中心主义):the belief that your own cultural background is superior. 11. Communication: mean to share with or to make common, as in giving to another a part or share of your thoughts, hopes, and knowledge. 12. Components of Communication： Source交际邀请 The source is the person with an idea he or she desires to communicate. Encoding编码 Unfortunately (or perhaps fortunately), humans are not able to share thoughts directly. Your communication is in the form of a symbol representing the idea you desire to communicate. Encoding is the process of putting an idea into a symbol. Message编码信息 The term message identifies the encoded thought. Encoding is the process, the verb; the message is the resulting object. Channel交际渠道 The term channel is used technically to refer to the means by which the encoded message is transmitted. The channel or medium, then, may be print, electronic, or the light and sound waves of the face-to-face communication.
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
新编跨文化交际英语教程_参考题答案Unit_3
Unit 3 Cultural Diversity Reading I Different Lands, Different Friendships Comprehension questions 1. Why is it comparatively easy to make friends in the United States? Because few Americans stay put for a lifetime. With each move, forming new friendship becomes a necessity and part of their new life. 2. Do people from different countries usually have different expectations about what constitutes friendship and how it comes into being? Yes. The difficulty when strangers from two countries meet is their different expectations about what constitutes friendship and how it comes into being. 3. How is friendship in America different from friendship in West Europe? In West Europe, friendship is quite sharply distinguished from other, more casual relationships, is usually more particularized and carries a heavier burden of commitment, while in America the word “friend” can be applied to a wide range of relationship and a friendship may be superficial, casual, situational or deep and enduring. 4. In what country does friendship have much to do with one’s family? And in what country does it not? In Germany, friendship has much to do with one‘s family as friends are usually brought into the family, while in France it doesn’t as, for instance, two men may have been friends for a long time without knowing each other‘s personal life. 5. What is friendship like when it is compartmentalized? For instance, a man may play chess with a friend for thirty years without knowing his political opinions, or he may talk politics with him for as long a time without knowing about his personal life. Different friends fill different niches in each person’s life. 6. What are friendships usually based on in England? English friendships are based on shared activity. Activities at different stages of life may be of very different kinds. In the midst of the activity, whatever it may be, people fall into steps and find that they participate in the activity with the same easy anticipation of what each will do day by day or in some critical situation. 7. Do you think friendship shares some common elements in different cultures? If you do, what are they?
《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，
英语专业跨文化交际考试复习题名词解释
英语专业跨文化交际考试复习题名词解释 Culture：is a learned set of shared interpretations about beliefs,values,and norms,which affect the behavior of a relatively large group of people. culture ：what the behavior and customs mean to the people who are following them. high-context culture：a culture in which meaning is not necessarily contained in words. Information is provided through gestures, the use of space, and even silence. low-context culture ：a culture in which the majority of the information is vested in the explicit code. Linguistic determinist is that language structure controls thought and cultural norms. Linguistic relativity holds that culture is controlled by and controls language. verbal communication ：communication done both orally and in written language nonverbal communication ：involves all nonverbal stimuli in a communication setting that is generated by both the source and his or her use of the environment and that has potential message value for the source or receiver. Individual Culture：Individuals tend to define themselves by the extent to which they are different from, rather than similar to other. People are encouraged to display self-confidence and assertiveness, disclosure of personal thoughts and feelings. collectivist culture：Collectivist cultures place little value on individual identity and great value on group identity. They have been labeled as “we” cultures because basic unit is the in-group or collective. Paralanguage refers to the rate ,pitch and volume qualities of the voice,which interrupt or temporarily take the place of speech and affect the meaning of a message. monochronic time (M Time)：It schedules one event at a time. In these cultures time is perceived as a linear structure just like a ribbon stretching from the past into the future. polychronic time (P Time)：schedules several activities at the same time. In these culture people emphasize the involvement of people more than schedules. They do not see appointments as ironclad commitments and often break them. ethnocentrism ：the vie w of things in which one’s own group is the center of everything, and all others are scaled and rated with reference to it. Ethnocentrism is judging another culture solely by the values and standards of one's own culture. The ethnocentric individual will judge other groups relative to his or her own particular ethnic group or culture, especially with concern to language, behavior, customs, and religion. These ethnic distinctions and subdivisions serve to define each ethnicity's unique cultural identity. It refers to negatively judging aspects of another culture by the standards of one’s own culture. stereotypes ：a form of generalization about some group of people, or a means of organizing images into fixed and simple categories that are used to stand for the entire collection of people. stereotypes：refers to negative or positive judgment made about individuals based on any observable or believed group membership. prejudice ：It refers to negative attitudes towards other people that are based on faulty and inflexible stereotypes. It is an unfair, biased, or intolerant attitude towards