跨文化交际复习重点
《跨文化交际基础》
Chapte 1 Introduction to Intercultural communication
Ⅰ.Defining intercultural communication
Intercultural communication(ICC) is the term first used by Edward T. Hall in 1959 and is simply defined as interpersonal communication between members of different cultures.
Intercultural communication can include international, intcrethnic, interracial, and interregional communication.
Intercultural communication as a phenomenon has the following features:
First of all, it is a universal phenomenon.
Secondly, the communication between cultures has been going on for thousands of years.
Thirdly, intercultural communication is a common daily occurrence.
II. The Rapid Increase of Intercultural Communication
From an intercultural perspective, there are four crucial developments for the rapid increase of intercultural communication:
1.Improvements in transportation technology
2.Developments in communication technology
3.Changes in mass migration patterns
4.Globalization of the world economy
III. The Development of Intercultural Communication Study
1. The development of Intercultural communication study in the U. S.
It's easy to understand why the field of ICC has continued to prosper in the United States considering the following reasons:
●The country is a land of immigrants from many diverse cultures;
●There arc thousands of new immigrants entering the country every year;
●The U. S. has large numbers of foreign studenLs and tourists; and
●The American involvement in the global economy
2. Intercultural communication studies in China
The conceptual areas covered in those researches were mainly concerned with:
1)Verbal communication (the relationship between language and culture: vocabulary, syntax, pragmatic rules, discourse pattern and translation);
2) Non-verbal communication;
3) Comparative study of customs and behavior patterns in China and other countries;
4) Cultural differences in business management; and
5) Traditional Chinese value orientations and their impact on modernization, etc.
IV. The Complexity in Learning Intercultural Communication
1. The multidisciplinary nature and elements of intercultural communication study
James Alutis summarized the multidisciplinary nature of ICC as "LAPSE" :
L- Linguistics and language
A - Anthropology
P- Psycholinguistics and Psychology
S - Sociolinguistics and Sociology
E - Education and English
In addition to the above named disciplines, ICC is also related to several other disciplines, such as
C- Communication studies
C - Cultural studies, etc.
Elements of ICC Study
Condon ( 1974) highlighted three areas as most problematic in intercultural exchange: language barrier, different values and different cultural patterns of behavior. More specifically. Bell (1992 ) identified the following barriers to communication; Physical — time, environment. comfort and needs, and physical medium;
Cultural — ethnic, religious, and social differences;
Perceptual — viewing what is said from your own mindset;
Motivational — the listener's mental inertia;
Experiential — lack of similar life happenings;
Emotional — personal feelings of the listener;
Linguistic—different languages spoken by the speaker and listener or use of a vocabulary beyond the comprehension of the listener;
Nonverbal— nonword messages; and
Competition — the listener's ability to do other things rather than hear the communication
2. Potential problems in learning intercultural communication
Communication barriers are obstacles to effective communication.
Bama suggests that there are six main "stumbling blocks" which often cause difficulties in intercultural communication;
1) People tend to assume that there are more cultural similarities between themselves and people of other cultures than there actually arc, and this can lead to misunderstanding.
2)Language differences, obviously, are often a source of misunderstanding.
3)People of different cultures often misinterpret each other's non-veibal communication.
4)People often have stereotypes and preconceptions about " foreigners" that lead to misunderstanding.
5)People often evaluate what "foreigners" do and say before really understanding what they mean.
6)When people interact with foreigners, they often have feelings of anxiety or stress, and this can lead them to jump to inaccurate conclusions. (One source of this stress is sometimes "cultural shock. ")
Specifically, it's generally agreed thai the potential problems in intercultural communication arc mainly the following: Avoidance of the unfamiliar Uncertainly reduction Withdrawal Stereotyping Prejudice Racism Misuse of power Culture shock Ethnocentrism
Culture shock is precipitated by the anxiety that results from losing all our familiar signs and symbols of social intercourse. people normally go through four stages ( the U-Curve): honeymoon phase, culture shock phase, recovery phase and adjustment phase.
Chapter 2 Basic Communication Theories
I. Communication Defined
we can see that the basic assumption is; Communication is a form of human behavior derived from a need to connect and interact with other human beings. Therefore, communication can simply refer to the act and process of sending and receiving messages among people.
the definition advanced by Samovar and Porter ( 1997) is preferred here: "Communication occurs whenever meaning is attributed to behavior or the residue of behavior. "
II. Needs and Functions of Communication
1. Maslow's hierarehy of needs
One much-used version of needs is that of Abraham Maslow', in which he describes people as being driven by sets of needs in a hierarehy, from the most basic at the bottom to the most refined at the peak of a triangle.
Basic needs are about food, shelter and sex. Just above that come the needs of safety —having a roof over one's head and knowing that one belongs to some group like family. Then there are the social needs for things like love and friendship, which urge us into relationships. These are followed by ego and esteem needs, which are about us as individuals wanting self- respect, recognition, even power. Finally, at the top of the triangle comes the most sophisticated need — for self-actualization. This is about self-fulfillment, about finding and being oneself.
2. Functions of communication
●Practical function.
●Social function.
●Decision making function
●Personal growth function
III. The Classification of Communication
From the above discussion we can see that communication occurs when —
●there are at least two or more people.
●there is some contact between communication.
●there is a language shared by communicators.
●there is an exchange of infommlion that has taken place.
IV. The Process of Communication
1. Components of communication
Samovar and Porter (1997) further define communication as "a dynamic transactional behavior-affecting process in which people behave intentionally to induce or elicit a particular response from another person"
Some people say eight specific components adding encoding and decoding.
●sender/behavior source
●encoding
●message
●medium/channel
●decoding
●recipient (receiver)/responder
●noise
●feedback
2. Models of communication
Although there arc many models to describe the act of communication. three arc used here to illustrate the process; the linear, the circular, and the contextualized models.
V. The Characteristics of Communication
These eight ingredients of communication make up only a partial list of the factors that function during a communication event.
●Communication is Dynamic.
●Communication is Irreversible.
●Communication is Symbolic.
●Communication is Systemic.
●Communication is Self-reflective.
●Communication is Interactive.
●Communication is Complex.
●Communication is Learned.
VI. The Challenge of Effective Communication in Interpersonal Encounters
Efficient communications between people of the same cultural background are extremely important, let alone intercultural communication between people of different cultural backgrounds.
Chapter 3 The Nature of Culture
Ⅰ.Definitions of Culture
●According to the Concise Oxford Dictionary, culture is "the arts and other manifestations of human intellectual
achievement regarded collectively". It refers to intellectual perspective, such as music, art exhibition, dance, etc. When you talk about Picasso. Beethoven etc. , you are talking about culture;
●Samovar & Porter( 1996) define culture as "the deposit of knowledge, experience, beliefs, values, attitudes, meanings,
hierarchies, religion, notions of time, roles, spatial relations, concepts of the universe, and material objects and possessions acquired by a group of people in the course of generations through individual and group striving. " ( p. 36 ) We find this definition more suited to our purpose of studying intercultural communication. Simply put, culture is a system of meaning.
●But the most widely acccpted definition is: "Culture is the total accumulation of beliefs, customs, values, behaviors,
institutions and communication patterns that arc shared, learned and passed down through the generations in an identifiable group of people." (Hall. 1983, p.230)
●More recently, Gary P. Fcrraro (1998, The Cultural Dimension of International Business, New York: Prcnticc-Hall, Inc. )
offers a briefer definition; "Culture is everything that people have, think, and do as members of their society, "(p. 16) II. Basic Functions and Source of Culture
Dressier and Cams( 1969) offer tthe following as the functions of culture:
1.Culture enables us to communicate with others through a language that we have learned and that we share in common.
2.Culture makes it possible to anticipate how others in our society are likely to respond to our actions.
3.Culture gives us standards for distinguishing between what is considered right or wrong, beautiful and ugly, reasonable and
unreasonable, tragic and humorous, safe and dangerous.
4.Culture provides the knowledge and skill necessary for meeting sustenance needs.
5.Culturc enables us to identify with —that is. include ourselves in the same category with —other people of similar
background.
III. Ingredients of Culture
just as Almanet and Alwan (1982) contend that "culture may be classified by three large categories of elements;.
●artifact ( which includes items ranging from arrowheads to hydrogen bombs, magic charms to antibiotics to electric lights, and
chariots to jet planes );
●concepts (which include such beliefs or value systems as right or wrong, God and man. ethics, and the general meaning of
life);
●behavior (which refers to the actual practice of concepts or beliefs), (p. 5)
Some scholars prefer that various aspects of culture are generally divided into three levels;
●Mateial/symbol(most superficial)
●Institutions/system level
●Values/belief and behavior level
At the most rudimentary, 'culture' consists of two levels: a level of values, or an invisible level, and a visible level of resultant behaviour or artifacts of some form.
IV. Characteristics of Culture
The following characteristics that hold true for all cultures are of spccial importance to intercultural communication.
●Culture is learned.
●Culture influences biological processes.
●Culture is transmitted from generation to generation.
●Culture is selective
●Culture Is ethnocentric.
●Cultures are interrelated wholes.
●Culture is subject to change.
●Culture is like an iceberg
Business culture is also like an iceberg. What we can sec above the "waterline" is such things as environment, behaviors, ethnic, language, nonverbal and religion. Below the"waterline", there are norms, rules, perceptions, stereotypes, networks, business philosophy, subcultures and subgroups, and values.
●Culture is like an onion.
Geert Hofsted states that the following four levels embody the total concept of culture like an onion with 4 layers; symbols, heroes, rituals, and values.
●Culture is our software.
●Culture is like the water a fish swims in.
●Culture is the grammar of our behavior.
To do these things, you need to look at your own culture as a system of meaning, as a grammar of your experience and behavior. You need to become a software engineer who can figure out how your own operating system works.
V. Understanding Cultural Differences
There are many ways of understanding cultural differences and their impact on intercultural communication. What is introduced here is only what the author thinks important and useful.
1. Normal distribution of people's characteristics
2. Minimum-maximum social differences
Chapter 4 cultural values
I. Concept of Values
1. Definition of value
●Concise Oxford Dictionary defines values as "One's principles or Standands, one's judgment of whal is valuable or important
in life. "
●Hofstede says values are "a broad tendency to prefer certain states of affairs over others.".
●Hofstede (1080) offers a short list of some Of things with which values deal; evil versus good, dirty versus clean, dangerous
versus sale, decent versus indecent, ugly versus beautiful. unnatural versus natural, abnormal versus normal, paradoxical versus logical. irrational versus rational, moral versus immoral, (p.6)
●Kluckholtn' says values are “a conception, explicit or implicit, dimnctive of an individual or characteristic of a group. of the
desirable which influence the selection from available modes, meant, and ends of action.”
● A value system, as Albert notes, "represents what is expected or hoped for, required or forbidden. It is not a report of actual
conduct bult is the system of criteria by which conduct is judged and sanctions applied. " He highlights the significance of values very concisely.
2. Values as the core of culture
Gecrt Hofstede's theory of cultural variation: the peeling of an onion.
Geert Hofstede states that these four levels embody the total concept of culture like an concept with 4 layers; symbols, heroes, rituals, and values.
3. Types of values
Values can be divided into three types:
●Universal values
Universal values are values common to all people E. g. a desire to live a happy life is a universal value, as everyone wants lo live happtly
●Cultural-specific values
●Peculiar expression or deviation of individuals within culture. These are aspects ol subjective culture.
So we say, although each or us has a unique set of individual values, there also are values that tend to permeate a culture. These are called cultural values. Therefore, values tend 10 be hrood-based. enduring. and relatively stable
II. Priorities of Cultural Values
Values can be classified as primary, secondary, and tertiary.
What do you value most? How do your priorities influence your day-to-day activities, especially those relating to your business work'' Begin answering these questions by choosing from the following 20 values that are common to most international cultures, but their importance varies from culture to culture; (1) group harmony, (2) competition. (3) seniority, (4) cooperation, (5) privacy, (6) openness, (7) equality (8) formality (9) risk-taking (10) reputation (11) freedom (12) family security (13) relationships (14) self-reliance (15) time (16) group consensus (17) authority (18) material possession(19) spirituality (20) group achievement.
How to get one's values?
Why do people have different priorities of cultural values? That is because cultural values are derived from the larger philosophical risues and are transmitted by a variety of sources. That's to say that values are acquired from different channels.
From one's family.
From school teachers.
From one's peers ( friends, schoolmates, play mates etc.)
From society at large (mass media, films, novels, etc )
How to find out people's values?
We find out about people's values
●From people's behavior pattern, because values are closely related lo behavior patterns. One's behavior pattern is guided by
one's values. Values are not seen, but behavior can be observed.
●From what people say about themselves, e. g. jive people ijuestwnrtures, asking lhem what they value most like the exercise
?tr mentioned above.
●From myth, tales of heroes and ritual. because they totally reveal wtmt is believed to be lir^xmam in a certain culture.
●From folk tales, proverbs, sayings. etc. E. g. There is an English proverb which say " God helps those who help themselves. "
This saying tells people that you should work oa your own. In Chinese, we have a proverb " }BSdff Ri" "To be content means to be happy". They show certain philosophy in one's life. They tell as people's values.
It's most important to know that cultural values guide both perception and communication.
III. Study of Values
1. Kluckholn and Strodtheck's values orientations
The results of the study came out in their week Variations In Value Orientations (1961). in which they Identified five orientations, five categories of beliefs and behaviors that are universal.
●Human Nature(Human nature is evil but perfectible,Human nature is a mixture of good and evil.|Human nature is good but
corruptible.)
●Relationship to Nature(Subjugation to nature.Harmony with nature.Mastery over nature)
●Sense of Time (Past Present Future)
●Activity
Being oriented is a non-developmental model of society
Being-in-becoming is a kind of a spiritual good of inner harmony and peace.
Doing-oriented refers to activity that leads to external accomplishment.
●Social Relationships(Hierarehy\Group\Individual)
2. Hofstede-bond value dimensions
we'll present the breakthrough quantitative and analytical work of Gcert Hofstede and his initially four dimensional model of cultural values.
His isolation of four cultural dimensions are:
（1）Individualism vs. Collectivism
（2）Power distance
（3）Uncertainty avoidance
（4）Masculinity vs. Femininity
（5）Long-term vs. Short-term orientation
Bond's study isolated the fifth cultural dimension.
According to an update by Hofstede. "On the long-term side one finds values orienied towards the future, like thrifty (saving) and persistence. On the short-lerm side one finds values rather oriented towards the post and present. like respect for tradition and fulfilling social obligations. " Importantly, one may embrace Confucian long-term values without knowing a thing about Confucius.
3.Hall's high- and low-context orientation
In high-context cultures most of the information is in the physical context or Is internalized in the people who are a pan of the interaction
To summarize. there are four major differences in how high-context and low-context cultures that affect the settings. First, verbal messages are extremely important in low-context cultures. Second, low-context people who rely primarily on verbal messages for informnlion are perceived as less attractive and less credible by people in high-context cultures. Third,people in high-context cultures are more adept at reading nonverbal behavior and the environment fourth, people in high-context cultures have an expectation that others are also able to understand the unarticulated communication; hence, they do not speak us much as people from low-context cultures.
To maximize our chances for successfully understanding the cultural environment of international business, it is imperative that we examine cultural values theirs is well as our own thinking. It is necessary to recognize ihe cultural influences on our own thinking and bow they conform to. or contrast with, those of culturally different people. Only after this understanding can the international busincssjierssins begin lo make Ihe adjustments necessary
Chapter 5 verbal communication
●See how language and culture are closely linked,
●Understand cultural influences on meanings of words and analyze denotational and connotational differences between English
and chinese words and idoms,
●Understand cultural influences on disourse pattern(话语模式) and distinguish linear and nonlingear language,deductive and
inductive patterns,etc.,and
●Learn to make cross-cultural comparison of different pragmatic rules used in various speech acts.
Ⅰ.The relationship between language and culture
There is a close relationship between language and culture. It is generally held that it is impossible to understand a culture without taking into account its language; and it is equally impossible to understand a language outside of its cultural context.Because language is not neutral codes and grammatical rules. Eaeh time we select words, form sentences, and send a message, either oral or written, we also make cultural choices. Culture influences language and language influences culture in a number of ways. Let's explain them respectively.
1.t he influence of culture on language
language as a reflection of the environment
language as a reflection of values
2.the influence of language on culture
Therefore，learning a foreign language well means more than merely mastering the pronunciation,grammar,words and idoms. It also means to learning to see the world as native speaks of that language see it,learning the ways in which their language reflects the ideas,customs and behavior of their society,learning to understand their “language of the mind”.
Ⅱ.Cultural impact on Verbal communication
1.culture’s impact on language at lexical level
A lot of words have two layers of meanings: denotalional meanings and connotational meanings.
●Denotational meanings (P124) refer to definition meaning depending upon our choice of word selection. Denotation means a
dictionary definition. Most of the time we are usually concerned with denotalional meanings. Most science terms, for instance, only have dcnotatioeial meanings.
●Connotational meanings (P124)refer to extended meanings oe associated meanings. Coonotatinnal meaning* have developed
over lime, lor instance, through use by people and especially by poets and writers. Words in general use usually acquire connotational meanings.
We will illustrate different connotations between chinese and English words by animal words,color words and numbers(P125) First, some words have the same denotational and connotational meanings in the two languages.
Then, there are many words with the same denotational meaning bul different connotalional meanings.
Still, both denotational and connotational meaning are different in many other words,
Similarly, people of different cultural backgrounds have similar understanding of the same color,
Idiom is defined as “a phrase which means something different from the meanings of the separate words from which it is formed”(Longman Dictionary of Contemporary English, 1998). In a broad sense, it can include set phrases, slang, proverb. common sayings, and allusion etc.
let's take animal idioms and sports idioms in English and Chinese as examples.
Animal and metaphors
English-speaking people say somebody is as strong as a horse,\ as stubborn as a mule\ as stupid as a goose\ as slippery as an eel.\ as majestic as a lion\ twist the lion's tail\ Hold a wolf by the ears.
Sports and idioms
There are many English idioms that originate from sports. While the Americans are probably most guilty of using sports terminology as slang in business negotiations, they are not the only nationality prone to this common error.
2.C ulture’s impact on language at discourse level (P130)
Broadly speaking, the study of discourse is the study of units of language and language use consisting of more than a single sentence, but connected by some system of related topics There are many forms of discourse and many forms of talk-exchange. It's found that the major sources of misconununication in intercultural contexts lie in differences in patterns of discourse. which greatly depends on thought patterns.
As a bridge linking culture and language, thought patterns vary greatly among different nations. Originally rooted in two different cultures and language systems, Chinese and Western thought patterns enjoy much starker contrast than anywhere else. A lot of scholars also agree that the Chinese focus more on synthesis. Imagination, unity, subjectivity, and inductive reasoning, while Westerners pay more attention to analysis, logic, dichotomy. objectivity, and deductive reasoning Among these differences. the following two contrasting thought patterns have stronger impact on the organization of written discourses between Chinese and Westerners..
(1) linear and nonlinear language
Linear language has a beginning and an end; is logical ,and object oriented. Linear language such as English, looks on time as a continuum of past,present and future.This view has affected communication patterns and business practices in the united states; Nonlinear language is circular, tradition oriented and subjecive, Nonlinear language such as Chinese ,looks at time as cyclical and ever-repeating as ever-repeating pattern.
The figure 5-1 is a diagrammatic representation of five cultural thought pattern related to five language groups respectively.
The first ,also the simplest diagram, is represents English language group It is a vertical straight line with a downward-pointed arrow typifying the linear logical developtnent of the English paragraph that begins wilh a topic statement, then develops that topic with related ideas supporting it, and at last makes a conclusion of the whole essay.
The second diagram is the representation of Semitic language group, which is composed of a series of forward-moving, zigzagged lines signifying parallelistic movements,
The third is the representation of the Oriental language group including Chinese, Japanese, Korean, Thatland, and so on.
Th fourth is the representation of "Romancc" language group which is characterized as a digressive, back-and-forth zigzag, It means that " Romance" languages show "much greater freedom to digress or to introduce extraneous material" tliat is unrelated to English natives" eyes.
The last diagram represents "Russian" language group, which is similar to those of "Romance" languages since it allows for more digression from the topic than docs English, bul the "Russian" diagram consists of dotted lines instead of solid lines, which signifies the higher tolerance for subordination in "Russian" paragraph development.
In sum. Kaplan's argument contains two related propositions: first, nonnative writing violates the native reader's expectations; and second, each culture-linguistic gtoup has its own unique paragraph order. The diagram he otTered is often used to describe International communication. Since then many studies have been done to examine whether there is such an Intimate connection between writing in a second language and thought patterns.
(2) deductive and inductive patterns(P132)
Induction （归纳）is a reasoning process in which particular or minor points move towards general or major topic;while Deduction(演绎) is a reasoning process in which general or major topic move towards particular or minor points.
With Inductive argument, specific or minor arguments are placed first and then the general smtcmcni as a conclusion will be reached; whereas, when it comes to deductive argument, a general statement or major lopic is presented first followed by supporting specific statements
A western speaker of Engltsh tends to expect a discourse strategy of opening lite discussion with the introduction of the speaker's main point so that other speakers may tenet to the topic and so that he or she can develop arguments in support as they are needed. "Put form would be as follows;
X because of Y < lopic. background, or reasons) 3. Culture’s impact on language at pragmatic level(P137) Pragmatics. in Thomas words, language In (tie, can Ik defined as behavior. Just as people's social behavior must be in line with social rules. speech behavior must be in conformity with roles of speaking. The principle underlying the investigation of patterns and conventions of speech behavior is that these are far from universal across different cultures. The Use of rules of speaking from one's own native speech community when interacting with members of the host speech community or simply when speaking in a scoond language is known av pragmatic transfer. For Thonws. "pragmatic failure' is "the inability lo understand what is meant by what is said", and is CMisod by pragmatic transfer. The two terms — pmgmuic transfer and pragmatic failure — are used lo refer to almost the same phenomenon. Cultural influence in speech acts is manifest in many aspects of social interaction. In the following we will look at bow Chinese and English speakers differ in conducting certain speech behaviors, namely address, greeting and leave-taking, offer and thanks, invitation and response, compliment and response. (1)Address As far as English and Chinese forms of address are concerned, each has a system of Its own doe to the different cultures they have derived from. Generally speaking, there are three noticeable differences between Chinese and English address systems which are likely to cause problems for intcroullural communication. (2)greeting and leave-taking (P138) The purpose of the greeting is to establish or maintain social contact, not to transfer information, so in all languages there are a number of formulaic expressions to be used, which vary from cultures to cultures. There are two points to remember:①Greeting is realized differently in various languages.②People differ as to what is a greeting and what is not a greeting. (3)Offer and thanks (4)invitation and response (5)apologies and response (6)compliment and response So far, we've discussed cultural impact on language at various levels. Il must be noted thM Ibe differences that are shown in the above are not absolute differences but just a matter of degree, a tendency. They illustrate the complexity and richness that language issues bring to intercultural communication. Summary of the chapter 1. language and culture are closely linked,language is a reflection of culture and culture is a reflection of language. 2. culture has an impact on language at various levels. In intercultural communication,culture has a great impact on language at the lexical,discourse and pragmatic levels 3.A word has denotational and connotational meanings. “denotational”tends to be described as the definitional, “literal”,or “commonsense”meaning of a word, while “connotational”is used to refer th the socio-cultueal and “personal”associations(ideological,emotional etc.)of the word. 4.Linear language has a beginning and an end; It is logical and object oriented,and looks on time as a continuum of past,present and future,such as english ; nonlinear language is circular, tradition oriented and subjecive,and looks on time as cyclical and ever-repeating,such as Chinese. 5. Deductive thought pattern moves from the general to the specific; Inductive pattern moves from the specific to the general. Chapter 6 Nonverbal Communication I. The Nature of Nonverbal Communication 1. Definition of nonverbal communication Definitions of nonverbal communication differ from one expert to another. Simply. nonverbal communication refers to communication without the use of words. 2. Importance of nonverbal communication The enormous, range of nonverbal expressions found throughout the world clearly demonstrates two bnxad categories of differences; (I) when the same nonverbal cue carries with it very different meanings in different cultures and < 2) when different nonverbal cues carry the same meaning in different cultures. Therefore. successful communication in the International environment requires not only an understanding of language but also the nonverbal aspects of communication that are part of any speech community. 3. Functions of nonverbal communication Nonverbal communication has its own unique functions in interpersonal communication. We will sum up some of the important ways of nonverbal communication in regulating human interaction. Replacing.\ Regulating\ Conveying\ Modifying\ Repeating\ Complementing\ Contradicting 4.Classification or nonverbal communication But most classifications divide nonverbal messages into two comprehensive categories; those that are primarily produced by the body (appearance, movement, facial expressions, eye contact, luoch, smell, paialangunge and silence); and those that the individual combines with the setting (space and time). 5.Characteristics of nonverbal communication However, important difference between verbal and nonverbal communication is found in the following aspects ●Structured, linguistic and clear vs. unstructured, nonlinguistic and ambiguous ●Conscious vs. unconscious ●Discontinuous vs. continuous ●Acquired and controllable vs, natural and uncontrollable ●Nonverbal communication is more universal than verbal ●Nonverbal messages can be more emotional In their appeal and impact than verbal ones. II. Cultural Differences in Nonverbal Communication Having mentioned the nature of communication, we can now turn to a brief examination of the cultural differences in the more salient areas of nonverbal communication in six groups: (1) Kinesics (body movement). (2) Oculesics (eye contact) (3) Haptics (touching). (4) Paralanguage. (5) Proxemics (spatial language ) and (6) Chronemics (temporal language) 1. Body movement (Kinesics) Body movement (lite technical word is Kinetics) is not confined to hand or oral gestures. It covers a much larger area, referring to any little movement of any port of the body. To illustrate, posture, gesture and facial expression are to be discussed in the following. 2. eye contact Eye contact or Oculcsics, Is an important aspect of body language. Eyes speak in interpersonal communication. 3. Body touch Touch, or haptics refers to communicating through the use of bodily oonuct. When used properly, touch can create feelings of warmth and trust; when used improperly, touch can betray trust and cause annoyance 4. Paralanguage Paralanguge includes the nonverbal voice qualities such as tone, rate, pitch, volume, accents, laughing, crying and shouting, which interrupt or temporarily take the place of Speech and affect the meaning of a mesiuge. 5. Spatial language Spatial language (the technical word is proxemics) is the study of the way that people use physical space to convey messages. What we have just discussed about touching has much to do with the use of space Individuals in different cultures learn 10 use space differently, such as personal space，office space and public space. 6.Temporal language, or its technical term chronemics, refers lo the way in which time is used in a culture. Because time is such a personal phenomenon, all of us perceive and treat it in a manner lhat expresses our character. In this section. we will introduce another taxonomy of time when examined in terms of extremes — monocltionic and polychrome. Chapter 7 Cultural Differences in Etiquette and Protocol I. Understanding Appropriate Etiquette and Protocol 1. Defining etiquette and protocol According to Chancy' and Martin'' f 2002), " Etiquette refers to manners and behavior considered acceptable in social and business situations. Protocol refers to customs and regulations dealing with diplomatic etiquette and courtesies expected in official stealings (such as negotiations) with persons in various cultures. " (p. 150) Nan Lcaptrotl' distinguishes the two terms is a simpler way as the following: "Protocol is what to do in a given situation. Etiquette is how to do it — and how to do it gracefully. " 2. The Importance or appropriate etiquette and protocol In modem world, a well-honed sense and Appreciation of appropriate etiquette and protocol can make you stand out as a world-savvy individual in a competitive global market As companies restructure and downsize, competition will become more intense. Getting and keeping a job or being promoted will depend not only on how well qualified you are but also on how appropriately you behave and how- much you look and act the part for a particular position 3. The challenge of appropriate etiquette and protocol Fortunately, manners are not what they used to be. At the turn of the century. similar behavior was being advocated in Paris. Budapest. Vienna. St Petersburg and other fashionable metropoles. Good manners, invented by the upper class theoretically in the interests of smooth social intercourse, in (act developed into a repressive code which puts people in their place. II. Analysis of Cultural Differences In Etiquette and Protocol Proper etiquette in today's world goes well beyond basic table manners (they are, after all, a given in most cultures) and common courtesies {allowing an esteemed colleague or superior to precede you through a doorway, for example) According lo Carl A. Nelson, there are eight common protocol elements or categories which permit you to do successfully in any culture. Ranked by importance, they are: names; rank and title; time; behavior; communications; gift giving; food and drink. As Chancy & Martin <2002) suggest that "Proper social behavior includes learning cultural variations in making introductions, exchange cards, recognising position and status, dining practices, tipping etiquette. giving gifts, and traveling. " (p. 151) They add, "Other customary behaviors are also associated with greetings and verbal expressions, male and female relations, dress and appearance, use of humor, belief in superstitions, and special food and consumption taboos " (p. 170) Here, we will discuss some oilier elements from initial contact (e. g. naming and exchanging cards). social entertainment (c. g. dining and drinking practices, cocktail pontes, tipping), to gift giving etiquette. etc. While it is impossible to identify all etiquette and protocol of a particular cult me. certain etiquette and protocol are important to communicate interculturally 1. Initial contact There is your manner of dress, your professional appearance, the color of your dress or tie, your body language, handshake, posture, amount of eye contact on introduction, where you put your hands, how you accept a card and how you present yours aw well as the actual content of the card and you haven't even sat down to begin talks. In the following we will focus on naming systems, appointment making and card exchanging. 2. Social entertainment Much of the world's business is done while enjoying social events rather than in a bland office environ mem. We will pick up dining and drinking practice, seating arrangement, cocktail party as well as lipping for discussion here. 1) Dining Practices The manner of eating is widely diverse. One noticeable difference between the settings on the Chinese dinner table and a western one is that in the West, you will have your own plaic Of rood, while in China the dishes are placed on the table and everyone shares. 2) Drinking Protocol Drinking is always involved in imany social entertainment. Although American meals have moved towards ? complete shunning of alcohol. most of the rest of the world still enjoys a tipple during lunch and nl after-hours meetings in connection with business. As discussed elsewhere. Muslims have a complete shunning of alcohol as well. In many cultures, however, alcohol remains a great facilitator, the lubricant that loosens up the relationship and greases the social skids on the way to a successful business deal. 3) Seating Arrangement 4) Cocktail Party 5）Tipping 3. Gift-giving etiquette each country has its seasons and occasions for giving gifts. Gift-giving in some cultures b an art and is considered an integral part of building interculturall professional and social relationships (1) The Value of Gift-giving It's reported that the kind of gift we give can get us in a whole lot of trouble sometimes One man s meat can be another man's poison. A well-intentioned gift might result in embarrassment or even hatred among people of different cultures. (2) Gift-giving Customs 4. Business scheduling When scheduling business activities, you have to lake into consideration various rules of engagement with people from other cultures. The first thing you should know is their typical hours of work, lunch, and break times so as to make arrangements at a proper time Next, an awareness of the holidays and ht/ly days of other cultures is important in scheduling business activities. In addition. Superstitions—a belief that special charms, omens, or rituals have supernatural powers in another point you should not neglect when scheduling business activities. Now that you know ihis, try to schedule important events on the days that represent good luck or good fortune. Regardless of the culture, proper etiquette and protocol means maintaining your own values while respecting those of others. It does not mean slavishly following the ntiuil* and practices of others to please your host If you make an effort at die language, at understanding the bastes of common courtesy. and avoid any flagrantly offensive or rude acts, don't be overly concerned about the subtleties — at least the first time around. To be honest, not lhat much is really expected of the liist time visitor to another culture, though a deeper understanding will be expected each time you visit. The real value in understanding etiquette and protocol is in the confidence il gives you and the im|xcssxm it makes on colleagues. Chapter 8 cultural differences in business negotiation Negotiation as: a process in which explict proposals are put forward ostensibly（表面上）for the purpose of reaching an agreement on an exchange of the realization of a common interest where conflicting interests are present. Two elements must normally be present for negotiona to take place:there must be both common interests and issues of conflict. Therefor,a modern defination of negotiation is two or more parties with common(and conflicting)interest who enter into a process of interaction with the goal of reaching an agreement(preferably of mutual benefit). Context of the four Cs:common interest,conflicting interest, compromise,and criteria. Intercultural negotiations are negotiations where the negotiating parties belong to different cultures and do not share the same ways of thinking,feeling and behavior. Intercultural negotiation guidelines A win-win strategy The key to effective negotiating is to create new issues and thus the alternatives for each party to benefit, i.e. find a win-win alternative by which both sides can benefit. Chapter 9 cultural adaptation and intercultural communication competence Cultural adaptation People usually experience many emotions while adapting to a foreign culture,changing from excitement and interest in the new culture to depression and fear of the unknown.the difficulties that you experience as you integrate into a new society can be a result of what is termed “culture shock” culture shock as precipitated by the anxiety that all human beings losing all our familiar signs and symbols of social intercourse four stages :honeymoon phase,rejection phase, regression phase and recovery phase,. Intercultural communication competence is considered very broadly as an impression that behavior is appropriate and effective in a given context.normally,competence is considered an ability of skilled behaviors. Appropriateness means that the valued rules,norms,and expectances of the relationship are not violated significantly. effectiveness is the accomplishment of valued goals or rewards relative to costs and alternatives.with these dual standards,therefore,communication will be compentent in an intercultural context. In kim’s view,the “I ntercultural communication competence”involves the ability to communicate in all types of encounters. It entails the ability to manage various differences between communicators, cultural or otherwise,and the ability to deal with the accompanying uncertainty and stress. Cognitive components The cognitive aspect of intercultural communication competence is the mental capacities of comprehension and ability to understand the meanings of various verbal and nonverbal codes. Four-step approach th intercultural communication training:raise awareness,obtain knowledge,enhance motivations,and master skills. 《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. 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. 1.Iceberg:{Edward. 7. Hall.-- 《跨文化交际》 课程教学大纲 课程名称：英语教学论 课程类别：专业必修课 考核类别：考试 适用对象：本科 适用专业：英语 总学时、学分：36学时2学分 一、课程教学目的 该课程旨在扩大学生的知识面，对西方文化的不同层面有所了解,以提高学生的交际能力。在传统的外语教学中, 人们往往忽视文化的重要作用, 只注重语言能力的培养而未能顾及交际能力的提高。近年来国内学者认识到外语教学必须引进文化知识的对比，训练学生灵活运用语言知识, 更好地与外国人沟通, 减少和避免误解。 1 二、课程教学要求 该课程教学要求学生提高对文化差异的敏感性, 更有效地与外国人进行交际，为英语专业课程的学习和翻译实践能力的提高奠定基础。 三、先修课程 跨文化交际是英语专业的必修课, 是在完成了精读、泛读、综合英语、写作等基本技能训练后开设的，旨在增强文化差异的敏感性，增强跨文化交际意识，有助于英语专业课程的学习和翻译实践能力的提高。因此，学生先期完成英语听说读写等技能训练基本课程，如《基础英语》、《英国文学选读》等课程。 四、课程教学重、难点 该课程教学重点在于培养学生对英语国家文化的 2 了解及跨文化交际意识, 提高驾驭英语语言的能力, 从而使其能得体地运用语言与操英语的外国人士进行交流。教师的讲授重点是帮助学生认识中西文化的异同，分析文化差异的根源, 帮助学生深化对西方文化的理解。中西文化的差异在表层上很容易识别,但对造成差异的原因却需追根溯源。东西方在历史,思维方式以及哲学等方面的差异则是造成中国学生对西方文化不解的主要原因,也是该课程的难点。 五、课程教学方法（或手段） 教学方法：以课堂讲授为主，适当组织课堂讨论，鼓励学生充分利用课外资源进行探索性、研究性学习。 六、课程教学内容 Unit 1 Communication Across Cultures（4学时） 3 跨文化交际习题 跨文化交际习题 1. 单选题：（1.0分） 在日本，喝汤时发出很大吮吸的声音会被认为是______。 A. 粗鲁而讨厌的 B. 你喜欢这种汤的表现 C. 在家里不要紧，在公共场合则不妥 D. 只有外国人才这么做 解答： B 参考答案： B 2. 单选题：（1.0分） 在日本，自动售货机里出售除下列哪一种饮料以外的所有其他饮料？ A. 啤酒 B. 加糖精的保健饮料 C. 加糖的咖啡 D. 美国公司生产的软饮料 解答： B 参考答案： B 3. 单选题：（1.0分） 在拉丁美洲，管理者______。 A. 一般会雇佣自己家族的成员 B. 认为雇佣中级家族成员是不合适的 C. 强调雇佣少数特殊群体员工的重要性 D. 通常雇佣比实际工作所需更多的员工 解答： A 参考答案： A 4. 单选题：（1.0分） 在拉丁美洲，人们______。 A. 认为交谈时和对方进行眼神交流是不礼貌的 B. 总是等到对方说完才开始说话 C. 身体接触次数比相似情况下北美商人多 D. 避免身体接触，因为这被认为是对个人隐私的侵犯解答： C 参考答案： C 5. 单选题：（1.0分） 马来西亚的主要宗教是______。 A. 佛教 B. 犹太教 C. 基督教 D. 伊斯兰教 解答： D 参考答案： D 6. 单选题：（1.0分） 在泰国______。 A. 男性之间挽手同行很常见 B. 男女之间在公共场合挽手很常见 C. 男女同行是很粗鲁的举止 D. 传统上男性和女性在街上遇见会互相亲吻解答： A 参考答案： A 7. 单选题：（1.0分） 在印度，进食时恰当的举止是______。 A. 用右手取食物，用左手吃 B. 用左手取食物，用右手吃 C. 取食物和吃都只用左手 D. 取食物和吃都只用右手 解答： D 参考答案： D 跨文化交际复习资料 Unit 1&2 Reviewing Papers for Intercultural Communication Unit 1&2 I. Keywords (1) Sender/Source: A sender/source is the person who transmits a message.（信息发出者/信息 源：信息发出者/信息源指传递信息的人。） (2) Message: A message is any signal that triggers the response of a receiver.（信息：信息指引起 信息接受者反应的任何信号。） (3) Encoding: It refers to the activity during which the sender must choose certain words or nonverbal methods to send an intentional message. （编码：编码指信息发出者选择言语或用非 言语的方式发出有目的的信息的行为。） (4) Channel/Medium：It is the method used to deliver a message. （渠道/媒介：渠道/媒介指发 送信息的方法。） (5) Receiver: A receiver is any person who notices and gives some meaning to a message. (信息 接受者：信息接受者指信息接收者是指注意到信息并且赋予信息某些含义的人。) (6) Decoding: It is the activity during which the receiver attaches meaning to the words or symbols he/she has received.（解码：解码指信息接受者赋予其收到的言语或符号信息意义的 行为。） (7) Feedback: The response of a receiver to a sender’s message is called feedback.（反馈：反馈 指信息接收者对信息源信息所做出的反应。） (8) Noise: It is a term used for factors that interfere with the exchange of messages, including 跨文化交际复习题： 1、跨文化交流障碍产生的原因有哪些？ 2、试用霍夫斯泰德的文化价值理论来分析中美课堂的主要差异及原因。 3、试分析电视剧《小爸爸》第32集中（法庭审理）体现出的主要中美文化 差异。 4、试简要叙述文化的“洋葱论”和“冰山论”。 5、请简要阐述跨文化敏感度发展模式的6个阶段。 6、非言语交流方式有哪一些？列举几个国家非言语交流方式含义的差异。 7、国际礼仪的基本原则有哪些？ 8、国际惯例、本国礼俗与入乡随俗之间的关系如何处理？请举例说明。 9、什么是着装的ＴＰＯ原则？ 10、简述男士西装与女士套裙的着装规范。 11、见面介绍与行握手礼应遵从什么顺序？ 12、名片的使用有哪些注意事项？ 13、西餐的餐桌礼仪包含哪几个方面？试简述每一方面的主要规范。 案例分析题： 一、请运用非语言沟通的知识来分析以下案例。 【案例1】 Mark因为工作的原因从丹麦搬到悉尼做销售人员。三周后，他被邀请加入一个当地的俱乐部。最初的几周里，他总是要么坐在沙发里听别人聊天，要么站在角落里与人交谈，慢慢地他熟悉了俱乐部里的所有人。一天，在一个晚间聚会上，一位俱乐部女性成员走近他，他们开始很有兴致地谈论晚会的气氛。刚开始， 谈话的气氛很好，可是慢慢地Mark发现，这位女士正在慢慢地后退。她看上去明显很不安。正当Mark想跟她谈论一下澳洲人的风俗时，一位不远处的男士看了那位女士一眼，她如释重负地走过去开始和那位男士聊起来，留下Mark一个人疑惑地站在那里。 二、请用单一制时间观和多元制时间观来分析以下案例： 【案例2】 德国外教Nowak经常去一中国菜摊买菜，因为她的摊子品种多、态度好。这天他挑好了一颗西兰花，正犹豫再买点什么，听到摊主又在招呼其他顾客，他等了一会儿。只见摊主手脚麻利地给其他两个刚来的顾客过称、装袋、收钱。好容易轮到他，摊主一边为他称菜，一边又在试图招呼其他人。Nowak不高兴地说：“我是先来的，你应该先服务好我。”摊主笑着回答：“我看你半天没吱声，以为你还想挑点什么呢。我这不来了吗？！”Nowak回家的路上，一直觉得自己在这里是“老外”，太容易被人欺负了。 三、请用个体主义和集体主义价值观来分析以下案例： 【案例3】 飞利浦照明公司某区人力资源副总裁（美国人）与一位被认为具有发展潜力的中国员工交谈，想听听这位员工对自己今后五年的职业发展规划及期望达到的位置。中国员工并没有正面回答问题，而是开始谈论起公司未来的发展方向、公司的晋升体系，以及目前他本人在组织中的位置等，讲了半天也没有正面回答副总裁的问题。副总裁有些大惑不解，没等他说完已经有些不耐烦了，因为同样的事情之前已经发生了好几次，“我不过是想知道这为员工对于自己未来五年发展的打算，想要在飞利浦做到什么样的职位罢了，可为何就不能得到明确的回答呢”谈话结束后，副总忍不住向人力资源总监抱怨道，同时受到压力的员工也向总监诉苦，“这位老外怎么这么咄咄逼人？”作为人力资源总监，他明白双方之间不同的文化背景及由此引发的不同的沟通方式引起了隔阂，虽然极力向双方辩解，但要完全消除已经产生的问题却并不容易。 四、自行寻找案例，用中西思维方式的差异分析中西写作表达习惯的差异。 1、A new broom sweeps clean、新官上任三把火。 2、Many hands make light work、人多好办事。 3、Don’t put off until tomorrow what you can do today、今日事，今日毕。 4、Kill two birds with one stone、一箭双雕/一石二鸟。 5、Haste makes waste、欲速则不达。 6、Where there’s smoke there’s fire、无风不起浪。 7、The grass is always greener on the other side of the stone、这山望着那山高。 8、Beauty is only skin deep、美貌就是肤浅得。 9、Spare the rod and spoil the child、玉不琢，不成器。 10、Give a person a dose of his own medicine、以其人之道还治其人之身。 11、Frank’s advice is like good herbal medicine: hard to take, but ultimately beneficial、良药苦口利于病，忠言逆耳利于行。 12、Even the dog swaggers when its master wins favor、一人得道，鸡犬升天。 13、You can’t have your cake and eat it too、鱼与熊掌不可兼得。 14、Speak the devil (and he will appear)、说曹操，曹操到。 15、The same knife cuts bread and fingers、水能载舟，亦能覆舟。 16、Teach fish to swim、班门弄斧。 17、Beat the dog before the lion、杀鸡儆猴。 18、Man proposes, God disposes、谋事在人，成事在天。 19、Everybody’s business is nobody’s business、三个与尚无水喝。 20、Many kiss the baby for the nurse’s sake、醉翁之意不在酒。 21、Don’t count the chicken before they are hatched、不要盲目乐观。 22、A fall into the pit, a gain in your wit、吃一堑，长一智。 23、Love me, love my dog、爱屋及乌。 24、Facts speak louder than words、事实胜于雄辩。 25、Misfortunes never come alone、祸不单行。 Case study one If in the dining hall, a fly was seen in a glass of beer, an Englishman would say, “May I have another, please?”; a Frenchman would pour a beer out; a Spanish man would put the money on the table and leave without a word; a Japanese would summon the manager and criticize, “Do you do all your business like this?”; an Arab would give the beer to the waiter and say, “I’ll buy you a drink、”; and the more humorous American would say to the waiter, “Please serve the fly and beer separately、”Question: What do their different reactions toward a fly in a beer reflect? Answer: The case above shows that social interactions may vary greatly owing to different cultural backgrounds、In this case, people’s different reactions toward a fly in a beer reveal not only their individual personality but also the orientation of their nation’s mainstream culture, e、g、the English’s seriousness, the French’s arrogance, the Spanish’s generosity, the Japanese’s critical approach, the Arab’s sarcasm and the American’s humor、 Case study two Bart Rapson had brought his family to the Philippines on a job assignment for a multinational corporation、Since the Philippines is largely Catholic, it was easy for Bart to place his 7-year-old daughter in a Sunday school class that would prepare her 跨文化交际复习资料文稿归稿存档编号：[KKUY-KKIO69-OTM243-OLUI129-G00I-FDQS58- 1.monochronic time (M Time) ：It schedules one event at a time. In these cultures time is perceived as a linear structure just like a r i b b o n s t r e t c h i n g f r o m t h e p a s t i n t o t h e f u t u r e. 2.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. 3.intercultural communication ：is a face-to-face communication between people from different cultural backgrounds 4.host culture is the mainstream culture of anyone particular country. 5.minority culture is the cultural groups that are smaller in numerical terms in relation to the host culture. 6.subculture is a smaller, possibly nonconformist, subgroup within the host culture. 7.multiculturalism is the official recognition of a country’s cultural and ethnic diversity. 8.cross-cultural communication is a face-to-face communication between reprentatives of business,government and professional groups from different cultures. 《跨文化交际》教学大纲 课程编号：1503G0303 课程类型：公共基础课 课程名称：跨文化交际英文名称：Intercultural Communication 学分：2 适用专业：各学院拓展课程学生 一、课程的性质、目的和任务 《跨文化交际》是徐州工程学院为非英语专业学生第三学期开设的一门大学英语拓展课程，是一门专业性、功能性和实践性很强的课程。本课程旨在满足学生进一步学习英语的需要，包括从如何与西方人打交道入手，以东西方文化差异产生碰撞的案例为轴线，简略地介绍跨文化交际的基本知识和西方文化的一些基本特征。 本课程的教学目是以东西方文化差异产生碰撞的案例为轴线，通过阅读与课堂讨论，使学生较为系统、全面地了解跨文化交际的主要内容，并对跨文化交际活动中的一些重要问题有相对深入的掌握和探讨，提高学生对文化差异的敏感性、宽容性和处理文化差异的灵活性，帮助学生培养跨文化意识，发展跨文化交际能力，进一步增强他们运用英语获取知识信息、表达意见观点、分析问题和解决问题的技能，最终对学生运用英语进行跨文化交际的能力和综合素质的全面提高有所贡献。 通过本课程的学习使学生能够认识语言、文化和交际三者之间的关系；学会如何更细腻地表达自己的观点；学会如何在讨论中有效地传达自己的思想；了解西方文化的一些基本特征及跨文化交际的基本概念；同时对西方文化有更进一步的了解，增加跨文化交际的有效性。 二、课程教学目标 课程教学目标体现为专业知识、专业技能和专业素质三方面的目标。 1.专业知识目标 1.1掌握文化，跨文化，交际以及跨文化交际等领域的核心术语以及一般学术词汇。 1.2理解有关文化的相关定义、功能；西方文化的一些基本特征；中西方文化的差异等； 1.3了解语言、文化和交际三者之间的关系。 2.专业技能目标 2.1运用国内外一些著名的跨文化交际理论，能够有效分析跨文化交际案例； 2.2运用所学的阅读技巧，能够看懂相关学术文章； 2.3运用所学的核心术语及学术词汇，能够有效参与相关研讨； 2.4运用所学的跨文化交际的技巧，能够更加准确细腻地表达自己的观点。 1.Three international developments have made intercultural contact more pervasive (无处不在), they are .（D ） A. new technology and information system B. changes in the world’s population C. a shift in the world’s economic arena D. A, B and C 2.___C___ has evolved that lets societies share cultural experiences with one another as films are produced and shown around the world. A. Show business B. I.T. C. international film industry D. Mass media 3.__A____ in the United States, because they have been profoundly affected by population and immigration increases, are a primary setting for domestic intercultural contact. A. Schools B. Community C. Workplace D. club 4. It is difficult to find a single definition of human communication because__D____. A. the complex nature of communication B. the issue of intentionality C. the issue of unintentionality D. A, B and C 5. To Reusch and Bateson, communication often takes place __A___. A. without awareness B. consciously C. intentionally D. deliberately 6. Which of the statements of communication is not true? D A. Communication is dynamic https://www.wendangku.net/doc/879354886.html,munication is symbolic https://www.wendangku.net/doc/879354886.html,munication is Interpretive D. Communication is static 7. Communication has a consequence means that ___D___. A. Communication is irreversible B.Our response to message does not have to be immediate C. The nature of our responses to messages is rooted in our culture D. A, B and C 8. Which of the item is not the basic component of culture? C A. Values B. Emotions C. Personality D. Attitudes 9. We learn our culture not through __D______. A. proverbs B. art C. mass media D. self-taught 10.Although many aspects of culture are subject to change, the _B______ of a culture resists major alterations. A. history B. the deep structure C. background D. tradition 11. ___C___ is at the core of intercultural communication. A. sender B. receiver C. culture D. language 12. Although cultures change through several mechanisms, which of the following item is not the three most common ones.C A. Diffusion B. Acculturation C. Invention D. Innovation 13. One of the most difficult tasks for foreigners in learning a new language is learning the _____A____ and ________ in which they are used. A. different styles, the contexts B. grammar, accent C. different styles, the speech acts D. vocabulary, the pronunciation 14. Language is accompanied by a continuous flow of nonverbal communication, which involves not only ____ but also ____ and _____.B A. the tone, gaze, posture B. the voice, the face, the body C. the pitch, gaze, gesture D. the pace, the distance, touch 15. ___B__ is the process of selecting, organizing, and interpreting sensory data in a way that enables us to make sense of our physical and social world. A. Interpretation B. Perception C. Analysis D. Understanding跨文化交际试题 附答案
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