跨文化商务交际课程情景案例分析
Language and Culture in Communication
Theory Communication is something we do every day. It takes place so naturally that we simply fail to notice it until it hiccups or breaks down. Though it is commonplace, it is no exaggeration to say that communication is life and life is communication.
1.When you join a social gathering, you must be aware of rules and procedures that govern the way things are going to proceed. There is a technical term for such rules and procedures—schema.
2. Face and politeness are two other areas which are extremely value—sensitive. One of the distinctive features of Chinese politeness is self—denigration and other—elevation.
Case 1:Litz is a professor of cross—cultural communication in a university in Finland. She invited her Chinese students home for an evening party.
The schema from Litz?s point of view includes the following:
1. Giving invitation: by phone / by mail
2. Prepare everything before the arrival of guests
3. Receiving guests: open the door / express welcome / take their overcoats / introduce guests / offer them drinks / make them comfortable
4. Serving food: set the table / soup first / main course / desert
5. Post dinner activities: chat / play music / offer more drinks
6. Seeing guests off: thank them for coming / good night
Litz?s evening party was not very successful, because she was upset by one of her guests. Here was the initial conversation between Litz and Lin:
Litz: (opens the door) Oh, Lin, how nice you could come!
Lin: It?s not difficult to find your house.
Litz: Come on in.
Lin: (comes in)
Litz: Can I take your coat?
Lin: No, thanks.
Litz: Ok, this way please.
Lin: (take off her coat and hangs it)
Analysis: Litz was hurt because Lin did not let her hang her coat. Litz?s offering to hang Lin?s coat is one of Litz?s ways (it?s on Litz?s schema). On Lin?s side, she thought that Litz was her supervisor and that it was inappropriate to let her supervisor hang her coat. Here we have an instance of one action attached with different cultural values.
Case 2:
Finding an Interested Buyer
Georage Hall was in Beijing attending a trade fair and looking for an opportunity to do business in China. He had been very successful in his business dealings in the US and prided himself on his ability “to get things moving.” His first day was going well .He looked around at the displays of sporting equipment to get some idea of
whom he might approach. He was sure that his products, tennis rackets with an unusual new design, would arouse some interests. On the second day he approached the company which he felt would be most responsive to his products. He introduced himself to the general, a Mr. Li. Since he had read that Chinese find getting down to business immediately too abrupt and rude, he began a casual conversation, eventually leading up to the topic of his products and suggesting how Mr. Li?s company might benefit from using them. George then suggested that he could arrange to get together with Mr. Li and provide more specifics and documentation on his products.
Mr. Li responded in fairly good English,” That would be interesting.”
Knowing that he had only a few days left in Beijing, George wanted to nail down a time,” When can we meet?” asked George.
“Ah. This week is very busy,” r eplied Mr. Li.
“It sure is,” said George,” How about 10 o?clock? Meet you here.”
“Tomorrow at 10 o?clock?” asked Mr. Li thoughtfully.
“Right,” said George, “I?ll see you then?”
“Hmm, yes; why don?t you come by tomorrow,” was the reply.
“OK,” responded George,” It was nice meeting you.”
The next day at 10 o?clock he approached Mr. Li?s company?s exhibit only to find that Mr. Li had some important business and was not able to meet with George. He called back later in the day and was told that Mr. Li was not available.
先生不仅没有准时接见预约的客户，甚至放了他“鸽子”。
Analysis: 英美人士做事情讲究守时。而中国人不太重视这方面。本案列中，李Case3: Professor Liang has written a book on Chinese culture in Chinese. His book is put on display in Beijing International Book Fair? 96. Professor Liang would like to have his book translated into English and submitted to Thompson Publishers. Professor Liang has asked Li Yan, whom he meets regularly in the English Corner, to help him to talk to Peter Allright, a Thompson representative.
Prof. Liang:奥莱特先生，这是鄙人的拙作。
Li Tan: Mr. Allright, this a clumsy book written by your humble servant.
Mr Allright: No, no, no, you're not my humble servant. We do not publish books in Chinese.
Li Yan (to Professor Liang): 不，不，不，你不是我的仆人，我们不出中文书。Professor Liang: 我要请李艳翻译成英文。
Li Yan (to Mr. Allright): Professor Liang will ask me to translate it into English. Mr. Allright: Mm that?s interesting.
Analysis: Chinese authors almost always belittle their works by describing them as clumsy writings, and they use the same description when they present them to Chinese publishers. But this will be counter—productive in English. Instead, authors should point out the merits of their works rather than “clumsiness”.
Unit 2 Culture Shock
Theory: 1. Culture shock can be described as the feeling of confusion and
disorientation that one experiences when faced with a large number of new and unfamiliar people and situations.
2. There is a desire for independence and separateness, found in foreigners' needs for their own privacy and autonomy
3. Hospitality means the cordial and generous reception of or disposition toward guests.
4. Politeness refers to the consideration for others, tact, and observance of accepted social usage.
5. Privacy could be understood as the right of an individual to self-determination as to the degree to which the individual is willing to share with others information about himself.
Case 1: Jane, an American teacher in the US, had just started teaching English to a group of Japanese students. She wanted to get to know the students more formally, so she invited them to her house for party. The students all arrived together at exactly 8:00 p.m. They seemed to enjoy the party: they danced, sang, and ate most of the food. At about 10:00 p.m, one of the students said to the teache r, “I think it?s time for me to leave. Thank you very much for the party.” Then all the other students got up to go, and all left at the same time. Jane decided she would never invite them again! Analysis: 在日本以及其他很多的亚洲国家里，年轻人通常成群结队的一起去参加一些社交聚会，然后一道离去。在他们看来这是很正常不过的事。然后Jane 认为这是一种侮辱，因为他们在同一时间里一下子全部离开了。在美国以及其他一些英语国家，晚上10点离开一个聚会相对来说是比较早的。
Case 2:
Four Secretaries and Their Jobs
Four classmates from a top Chinese university all took jobs as secretaries after graduation. Five years later the four former classmates had a reunion and discussed their jobs.
Chen Qi and Dai Yun both work as bilingual secretaries for a Finnish company in Beijing. Chen Qi is secretary to the Finn general manger, and Dai Yun is secretary to the Chinese local manger, a position only slightly lower than that of the Finn manger. Zhang Ying is from a politically prominent family and was hired as the secretary to the leader of a small government bureau in the capital city of her home province. Lu Yan works for a state run enterprise in the same city where she was hired as the secretary to the new manager for international marketing. The company has never marketed its products abroad before so this office and Lu Yan?s position are new to the company.
Five years later Chen Qi is satisfied with her job with the Finnish company but Dai Yun is not. The Finn manager receives orders from the company?s home office in Finland, and he gives orders to those below him in China, including his secretary Chen Qi. He tells her how he wants his time scheduled and she then makes appointments for him according to his instructions. She translates memos and other documents and interprets from Chinese to English to Chinese. If the manager does not
think Chen Qi has done her work well, he tells her right away. He is very demanding, but Chen Qi feels that she knows what her duties are and knows what her manager expects. She is confident that she is doing a good job.
Dai Yun often does not have as much work to do as Chen Qi does, because her boss schedules his own appointments and does a lot of the office paperwork himself. When he is out of town she has time to study for the graduate entrance exam. However, she is not sure whether or not she is doing a good job. Her manager tells her what she is expected to do, but he does this day by day. When people call or come to the office to see her boss, she greets them in English or Chinese as necessary. She receives their memos and other messages as well as their questions and requests and passes them on to her manager. Dai Yun thinks of her job as doing what her manager wants her to do. She pays close attention to his moods and behavior, and sometimes she is able to anticipate what he would like without him telling her.
Analysis：许多中国人在外企工作，不同国家的外企领导有不同的工作作风和标准。本案列中，戴云给不同的外国上司做秘书，在工作中出现由于不同的文化冲突而引起的各种工作以及沟通中的问题就很常见了。
Case 3: One cold winter day in a Chinese city, Wang Lin on his way to the library met an American professor who knew very little about China. After greeting him, Wang said: “It?s rather cold. You?d better put on more clothes.” But the professor didn?t appear happy on hearing this.
Analysis: 美国人以及大部分西方国家的人们不喜欢被告知要怎么做怎么做，他们比较喜欢独立，然而中国人则习惯关心别人，这个案例中王林的建议表达的就是一种对他人的关心，可是美国教授却不习惯这样的表达。
Case 4: In a good restaurant, fourteen people are gathered to say goodbye to their professor, who is moving to another university.
Steven: May I have your attention please? I?d like to call upon Ben to say a few words.
Ben: Thank you, Steven. Professor Shore, colleagues:
Tonight is one of those paradoxes --- it?s a sad time and yet it?s a happy time. Sad, because.
We are losing one of our best professors; happy because we are pleased to see Professor Shore
gain the recognition that he richly deserves.I?m not sure who will be able to control us and keep us
in line. I think the new professor will have a difficult time. And surely no one will be able to tell
jokes in the same way as you, Professor. Seriously, we all know that you will be difficult to
replace. Your scholarly approach and your dedication will always be remembered.
I would
therefore like to propose a toast. Colleagues, pelase charge your glasses. Professor Shore, may
your future be filled will great success, and may you always remember us. We know we will never
forget you.
To Professor Shore!
All: (Standing up) To Professor Shore! (Everyone drinks. Professor Shore remains seated and
smiles at them all.)
Analysis：就餐时总是要在各种缘由下向人敬酒：可以是非正式的，向朋友或同事敬酒；也可以是正式的，向全体聚会的人敬酒。与中国式的敬酒大不相同的是，在西方正式的敬酒时，受敬的人是不能喝酒的，而是正襟危坐，两眼睁睁看别人喝酒。另一个不同是：无论正式还是非正式，敬酒的人不必走过去敬酒，而是在自己的座位处站起来敬酒。敬酒时开始的语言永远是：“向…”，而其他随敬酒的人重复敬酒人的第一句话（即“向…”），然后喝一口酒。敬酒时如果举了杯，说了敬词，而实际上没有喝酒，就会被看做十分不恭的行为，在很久以前甚至于被认为是一种侮辱，是不想加入敬酒的仪式。
Case 5: An American went to Chinese home. He was offered some tea. Just when the first cup was about to finish, more tea was added. The visitor drank the second cup. Then the cup was filled the third time. Then he drank it, then… until the visitor was quite full. Why?
Analysis: 在中国的传统文化习俗里，主任通常会不断给客人倒水倒茶，或者不断地给客人的盘子里加食物以表示他的热情好客。面对的这样的情况，中国客人知道如何处理，在他们觉得吃饱喝足之后，就会随它放在桌上。而美国客人就不懂了，在美国，在自己的盘子里剩下食物是不礼貌的，于是他出于遵循美国文化理念可能会在这样的招待中吃的过多。
Case 6:
Dinner with Friend
Janice is a young American engineer working for a manufacturing joint venture near Nanjing. She and her husband George, who is teaching English at a university, are learning Chinese and enjoying their new life .They have been eager to get to know Chinese people better so they were pleased when Liu Lingling , Janice?s young co-worker invited them to her home for dinner.
When Janice and George arrived，Lingling introduced them to her husband Yang Feng , asked them to sit down at a table containing 8 plates of various cold dishes, served them tea and then disappeared with her husband into the kitchen. After a few minutes Lingling came back and added water to their tea. Janice offered to help in the kitche n but Lingling said she didn?t need help. She invited the couple to look at their new CD player and their colorful TV and then disappeared again.
A half-hour later she came back and sat down and the three began to eat. Yang Feng came in from time to time to put dish after hot dish on the table. Most of the food was wonderful but neither George nor Janice could eat the fatty pork in pepper sauce or the ea cucumbers, and there was much more than they could eat. They kept wishing Yang Feng would sit down so they could talk to him .Finally he did sit down to eat a bit ,but quickly turned on the TV to show them all its high teching features. Soon it
was time to go home.
George and Janice felt slightly depressed by this experience, but returned the invitation two weeks later. They decided to make a nice American meal and felt lucky to find olives, tomato juice, crackers and as appetizers. For the main course they prepared spaghetti and a salad with dressing made from oil, vinegar, and some spices they found in the market.
When Liu Lingling and Yang Feng arrived they were impressed by the apartment and asked the price of the TV, video player, vacuum cleaner and other things. Janice politely refused to answer their questions. They took small tastes of the appetizers and seemed surprised when both George and Janice sat down with them. They ate only a little spaghetti and did not finish the salad on their plates. George urged them to eat more but they refused and looked around expectantly. Junice and George talked about their families and jobs and asked the table and served coffee and pastries. Yang Feng and Lingling each put four spoons of sugars into their coffee but did not drink much of it and ate only a bite or two of pastry.
After they left, George said that at least they had a chance to talk, but Janice was upset. “We left their place so full that we couldn?t walk and they?re going to have to eat again when they get home. What went wrong?
Analysis：中西方饮食习惯大大的不同。中国人邀请客人会准备一大桌子的菜，并在就餐过程中使劲劝说客人多吃点，吃完之后，还有剩菜，就表明主人的盛情款待。而西方人一不劝吃，二就餐完毕后，盘子最好是空的。本案列中的两对中外夫妇不明这个文化差异，发生误解就是自然而然的事了。
Case 7: After the meal and after the table has been cleared. Liu is not sure what to do, but wants to help in some way. At least he wants to offer.
Helen: Thanks for your help, Huang.
Liu: Pleasure. What can I do now?
Helen: Nothing. It?s fine. I?ll rinse these dishes then stack them. It?ll only take a minute.
Liu: Does the family usually help?
Helen: Well, at special times. Jack sometimes rinses the dishes but you can see he?s really tired tonight.
Liu: Let me do it for you.
Helen: No truly, it?s okay.
Liu: Maybe I can wipe the table then.
Helen: That would be helpful. Thanks. You?re really kind, Huang.
Analysis：在西方人家中的就餐的时间里，大家都设法插手帮一下忙，即便是男士也不例外，不要一点不动着开饭。所有家住者要能帮者摆摆餐具，或餐后收拾洗碗，把餐具放进洗碗机，倒垃圾，站在一边帮着擦干洗好的餐具。虽然都是小忙，却表明你对别人的操劳非常在意，是个用心的人。
Case 8: Two strangers have been chatting.
A: So you?re been here for a year?
B: Yes. One more year to go, then I?ll go back to ch ina.
A: What will you do back home?
B: It?s hard to know. There?s a lot change at the moment.
A: Yeah. Everything is changing, everywhere. Sometimes it?s difficult to keep up. B: That?s true. Maybe I?ll…
(A?s mobile phone rings.)
A: Excuse me, I?d better answer this. It?s probably work.
B: Sure. Take your time.
Analysis：有时在与人交谈中，难免要有什么原因要离开一会儿，或是去接一个电话，或要去洗手间。礼貌再此被提出来。出于礼貌起见，要记住做一些恰当解释再离开。不管理由是什么，即便是要接一个手机电话，在打开电话回话前，向对方说声对不起。
如果只离开几分钟，没有必要找一个理由。你说了对不起，就表明你确实是有事要离开一会儿。
Case 9: Liu Huang is calling his friend Steven at his home.
Person: Hello. John is speaking.
Liu: He llo? I?m looking for Steven.
Person: Sorry, there?s no one here called Steven.
Liu: Is that 6577 8868?
Person: No. I think you?ve got the wrong number. This is 6578 8868.
Liu: Oh, I?m sorry.
Person: No problem. Good luck.
Liu: Thanks.
Analysis：失手拨错号码是常有的事。如果在国外，即便有语言障碍，害怕说英语，也还是要先与对方核对是不是拨错了，然后再道歉。如果发现拨错了号码就马上挂电话，是不礼貌的行为。
Case 10: Lin: Thank you so much for a wonderful night. I?ve had a great time. Erica: It?s been a pleasure having you. We hope you can come again, soon.
Lin: I?d like that. You both know how to make me feel at home. Thanks for everything.
Analysis：在动身离去的时候，找到主人，当面说一声谢谢，是有礼貌的行为。
Case 11:
Off to a Bad Start
David Hu had just started working for the foreign owned company. He was sitting at his workstation but had not been given any assignment that he should be doing at this moment. He was relaxing and waiting and then thought he would take the opportunity to have a look around. He poked his head into several offices just to see what there was to be seen.
Suddenly Mr. Parker came up to him and angrily asked him what he was doing. David Hu was embarrassed. He laughed and quickly started to move back toward his workstation. This did not seem to satisfy Mr. Parker who started to talk rapidly and angrily. Hoping to calm him down, Mr.Hu smiled and apologized, trying to explain
that he was trying to learn more about the department. However, Mr. Parker got even angrier. Finally, another worker came by and calmed him down, but Mr. Parker left, he still looked angry. Mr.Hu sighed; he knew he had ma de a bad start but still didn?t understand why.
Analysis：外国人很讲究隐私权，一般不允许自己的私人空间受到打扰。而中国人比较喜欢看热闹，想知道别人在做什么。所以在本案列中，吴先生未经允许就在公司四处走动，引起其他员工的强烈不满。
Case 12:
Sharing the Wealth
Anna Bilow had been working for a Chinese-owned and operated company in Nanjing for about six months. The division she was working in had a small collection of Chinese-English dictionaries, English language reference books, and some videos in English including a couple of training films and several feature films that Anna had brought at her new employer?s request when she came from Europe. Ann a knew that some of the other sections had similar collections. She had sometimes used her friendship with one of the women in another department, Gu Ming, to borrow English novels and reference books and in turn had let Gu Ming borrow books from her secti on?s collection. On other occasions, she had seen friendly, noisy exchanges, where one of the other workers in her division had lent a book or video to a colleague from another section.
Anna thought it was a great idea when a memo was circulated saying that the company?s leaders had decided to collect all the English language materials together into a single collection. The plan was to put them in a small room that was currently being used for storage so that all employees could have equal access to them. Now she would no longer have to go from department to department trying to find the materials she needed.
Anna was surprised to hear her co-workers complaining about the new policy. When the young man in charge came to the department to collect their English language materials, she was astounded to see them hiding most of the books and all but one of the videos in their desks. When she checked out the new so-called collection, she found that the few items were all outdated or somehow damaged. She also noticed that none of the materials she had borrowed from Gu Ming were in the collection. She asked her friend why the Chinese were unwilling to share their English language materials with all their co-workers, when they seemed willing to share them within their departments.
Analysis: 西方人对隐私方面有许多禁忌，中国人对自我隐私的保护也十分注重，但是两者之间存在较大差别。西方人乐于将自己的书籍和整理的资料拿出来让朋友和同事共享，而在中国，即便是朋友间，人们也不愿意与人共享自己的书籍和资料。由于这种资料共享的观念不同，案例中Anna才会难以理解顾明等同事将自己的资料，书籍藏起来的做法。
Unit 3 What?s in a Name?
Theory: 1. Chinese and British people call each other with titles in different ways.
2. Kin terms are used in family members, but it differs between westerns and Chinese people.
Case 1: A British tourist is traveling by train in China. Sitting opposite him is a Chinese passenger. They introduce themselves to each other…
British tourist: Hello, I?m Eric Jackson. Glad to meet you.
Chinese passenger: Hello, my name is Liu Xin. I?m glad to meet you, too. Where do you come from, Mr. Eric?
British tourist: I?m from Britain. Please just call me Eric, Mr. Xin.
Chinese passenger: And you may just call me Liu Xin.
Analysis: Both of them have taken each other?s given name for the surname, since the order of the surnames of Chinese and English names are just the opposite. As in both cultures a title is usually used with the surname, they feel unnatural when their given names are used with the titles. According to British custom it?s quite normal for persons who first meet to address each other by their given names alone, whereas here, when people first meet, they usually address each other by their full names and never by their given names alone.
Case 2: A British tourist is visiting a Chinese family. The Chinese hostess introduces herself and her husband to guest…
Chinese hostess: Welcome to my home. My name is Cai Hong, and this is my husband.
British tourist: Thank you, Mrs. Cai. It?s a pleasure to meet you, Mrs. Cai. I?m Lucy Taylor.
Chinese hostess: Have a seat, Madam Lucy.
Analysis: The British tourist thinks that Cai Hong?s surname is her husband?s surname, since she is unaware of the fact that in China women still use their own surname after marriage. Cai Hong thinks that …madam? is a respectful term of address for any female English-speaker, unaware of the fact that in Britain it is usually used by someone who is providing a service such as a shop assistant to a customer or a policeman to a member of the public as in …Can I help you, madam?? It is never used as a title before someone?s name. She also mistakes the given name for the surname.
Case 3: Lin Mei is a Chinese student who is now studying at a university in America. Her seven-year-old daughter Jiajia is with her and studies in a primary school. They have been in America for three years. Wang Xiaohong is a Chinese visiting scholar at the same university as Lin Mei and the two get on well with each other. Wang Xiaohong sometimes feels lonely since she has been in America for only two months, so she sometimes visits Lin Mei?s family. One day she came to visit them. Below is their conversation.
Wang Xiaohong: 佳佳，你妈妈在家吗？
Jiajia: 在。妈妈，小红阿姨找你。
Lin Mei: 王老师您来啦，请坐。我女儿真不懂礼貌。佳佳，以后要叫王阿姨。Analysis: The combination of the term of address Xiaohong Ayi (given name + Auntie)
reflects the mixture of the two cultures. On the one hand we have the extended use of kin terms preceded by a person?s name, conventionally surname, e.g. Wang + Auntie, in Chinese culture. On the other we have the conventional use of kin terms followed by given names e.g. Auntie + Xiaohong, in the culture of English—speaking countries. In other words, it shows the combination of Chinese sequence, i.e. name + kin term and English use of given name. Since Jiajia has lived in America for three years, she must have been strongly influenced by the foreign culture despite the influence of Chinese culture from her mother and other Chinese. So from Jiajia?s point of view it is appropriate and polite to call Wang Xiaohong Xiaohong Ayi. However, Lin Mei, as an adult, still sticks to the Chinese culture when dealing with a Chinese who came to America only recently; and according to Chinese culture, it is impolite for child to address an adult by using his or her given name.
Unit 4 Social Interaction
Theory: Social interaction is one of the most common interactions between people. Cultural differences can lead to difficulties when foreigners and Chinese meet. Such differences can cause misunderstanding, unsatisfactory interaction and even unpleasant physical reactions. Different expectations exist, governing what is considered appropriate, polite and respectful. Expectation can also differ regarding privacy, and the directness and indirectness with which people should express themselves.
Case1: Erica goes to a small dinner party to which she and a friend have been invited. Her host, Mrs. Penny meets them at the door of her home.
Penny: Hello, Erica. Welcome. Please come in.
Erica: Thank you. John, I?d like to introduce Mrs. Penny Roberts. Penny, this is my friend John Pernot.
Penny: Hello, John. Welcome.
John: Hello, Mrs. Roberts.
Penny: Please call me Penny. Now do come inside and sit down.
Analysis：在介绍时，先介绍谁是有些规矩的，弄不好会产生误会。但学起来并不难。一般的规矩是：首先介绍女性，男女主人，来宾或不太熟的人。
Case2: Erica: Professor Honda, may I introduce my classmate Steven Jacobs. Steven, this is my professor of literature.
Prof: Nice to meet you, Steven.
Steven: Thank you. It?s a pleasure to mee t you, Professor Honda. Etica has talked a lot about you.
Porf: All good, I hope.
Analysis：在西方，将较年轻的人介绍给年纪较大的人以表示对后者的尊重。这也适用于对社会地位的考虑。如果有三个人：一位教授，两位学生。教授的名称要先被提起，同时请他接受向另一位学生的介绍，然后再把第二位学生介绍给他。
Case 3: When my wife introduced me to a tourist from Canada, I shook hands with him and used my business card. And he seemed embarrassed.
Analysis：西方人通常不像中国人和日本人那样在介绍时彼此递送名片。他们通常只有在商务活动中才使用名片。
Case 4: A Frenchman took part in a party; the host didn?t introduce him to others. But the Frenchman chatted with one of the guests. The others became angry.
Analysis：当两个西方人在一起的时候，如果遇到另一个人，通常要把在场每一个人介绍一遍。如果新加入的人没有被介绍就同其中一个人聊了起来，其他的人就会认为这两个人的行为没有礼貌。
Case 5: When Lin met a lady from America, he didn?t know whether he should shake hands with her or not, but having taken politeness into consideration, he reached out his hand.
Analysis：如果一位男士拿不准是否要与一位女士握手，最好先等这位女士把手伸出来。
Case 6:
Erica: Hello! Thank for coming. Here, let me take your coat.
Lin: Hello. Thanks. Here?s some wine for you.
Erica: That?s lovely. You really shouldn?t have, Lin. Thank you. Let?s go in and meet the others.
Analysis：无论东方还是西方，去做客总要带点儿礼物。无论赴晚会还是晚宴，带甁葡萄酒总是适宜的。有些西方人给女主人买些花儿，或是巧克力。呈上礼物的时候，对你的礼物低调处理，就是说，不要太多地谈论你的礼物。上面的范例是，受礼的主人倒要说上两句，以表谢意。
Case 7:
Two colleagues are at work.
Karen: What are you doing for Christmas?
Li: Some friends have invited me to stay with them over Christmas.
Karen: That?s great! I guess you?ll experience a western-style Christmas then?
Li: Yeah. It?s good, isn?t it? Maybe you can help. I?d like to take something but I?m not sure what.
Karen: Do your friends have any children?
Li: Mmmm. Two, I think. One?s 6 and the other?s a little younger, I think. Karen: Well you can?t go wrong if you take a gift for each of them. Wrap them up and put them under the Christmas tree.
Li: Such as?
Karen: Maybe a box of Christmas candy.
Li: That?s a great idea!
Karen: Well, I have to go now, Li. Merry Christmas.
Li: Merry Christmas to you, Karen. Thanks for your help.
Analysis：礼物都要在节前包好放在圣诞树下，要在圣诞节那天打开。客人送的礼物也会同家人的一起方在树下。礼物都要富有圣诞色彩的纸包装，放上一个小
标签（名签），上写有送的人和接收礼物的人的名字。
Case 8:
Erica: Lin, do have some more dessert.
Lin: Thank you, but I?m afraid I?ve had enough. It?s wonderful.
Analysis：同世界上其他国家的人一样，西方人也很好客。他们也总是想让客人吃得多多的。所有学会怎样在餐桌上婉言谢绝很有用处。
Case 9:
Linhua has accompanied an American delegation to visit China. They have experienced the hospitality of the Chinese people. After returning to America, Linhua once visited them. They were so glad to meet again. Linhua offered to host the meal, but they refused. They ordered their own dish, and Linhua ordered her own. When footing the bill, they only paid their part, and no one wanted to pay for Linhua. Linhua found them so inhospitable, though she knew the Americans would usually pay for their own food.
Analysis：在中国，为了表示热情好客，人们往往会请客人在自己家里吃饭，要是在外就餐时，主人也会抢着为客人买单。而在美国，为了表示平等与独立，就餐时，人们一般都实行AA制，各付各的帐。
Case 10:
A famous Chinese actress married a German. One day when she was acting, her husband was there watching, saying again and again that she was the best actress. The actress? colleagues present asked her afterwards to tell her husband not to praise his own wife like that in public. On learning this, the German wondered what he did wrong.
Once the actress and her husband were talking with their Chinese friends at a party, her husband politely praised a Chinese lady on her beauty. The lady? husband said that his wife was moderately good looking when young, but now she was old and no longer so. The lady nodded in agreement with a smile. The actress? husband was surprised.
Analysis：在西方国家里，家庭成员之间互相赞美是很正常的事情，被赞美者通常也会感到很愉快。但是中国人似乎很少在公共场所赞美自己的家人。在第二个例子中，西方文化里认为说自己的家人看上去很老，这样的说法是不合适的。称赞“你有一个漂亮的妻子”在西方国家里是很自然的也是被高度欣赏的，而在中国同样的赞美或许会被认为是不妥当的，尤其在年长者面前。
Unit 5 Role and Relationships
Theory: There are different expectations towards different roles between males and females, parents and children, and among friends in different cultures. For instance, different values in child-rearing, family relationship, friendship and so on.
Case 1:
The Entrepreneur
Charles was excited about his new promotion and transfer to China .He had done well in the marketing department of his company and had been promoted to assist the director of marketing at the company?s recently established operations in Shanghai. HE had studied a bit about Chinese, but so far had worked only in the United States and had little experience with Chinese individuals or culture. In the two months before relocating, Charles often went to the local university library to try to absorb all he could about China, its culture, and the ways of doing business. In addition, his company provided a week-long culture seminar just prior to his departure.
After arriving in Shanghai, Charles found that his work was exciting and that marketing to the Chinese was a new challenge .During his culture seminar he had learned several concepts that were important in the Chinese business environment such as the concept of guanxi .HE had also learned about individualism .He felt he understood these concepts and was sure he would learn more.
Because the marketing director had two assistants, Charles worked closely with Dashan, his Chinese was counterpart .Charles learned that Dashan came from a fairy influential family in the area. Dashan was quite motivated and worked very hard .to Charles it seemed tha t Dashan was quite “individualistic” as he worked hard for bonuses, was always going the extra mile, and had set a number of work related goals for himself.
After a few months, Dashan left the company to start a venture of his own .Charles kept in touch wi th him and noticed that Dashan?s business was doing very well. One weekend, Dashan invited Charles for dinner .Many of Dashan?s relatives were present as well as some friends whom Charles had not met .Charels found that Dashan?s house was quite nice and equipped with many big-ticket consumer items ,such as a personal computer ,air-conditioning, and modern kitchen appliances ,Charles also learned that Dashan had recently bought a new car for his parents .It was clear that Dashan?s business was very profitabl e and successful .Dashan was managing it himself and already had 40 or 50 employees .It seemed to Charles that Dashan was doing quite a good job of being “individualistic.”
Analysis: 中西方人们对父母和孩子之间关系的理解有一定区别。案例中，大山对工作努力、拿奖金、跳槽、装修房子、给父母买新车等都被Charles视为个人主义很强，为了得到自己的利益才努力工作等。而在中国人眼里，给父母买房子，买车，努力工作以让自己父母过上好日子都是孝顺的表现。
Case 2:
What is True Friendship?
Yang Ruifang worked as a secretary in an Australian company in Melbourne. She became friendly with one of the Australian secretaries , a woman named Cathy Lane .The two usually ate lunch together and Yang Ruifang often asked Cathy for advice on problems she she faced adjusting to Australian society. Cathy gave her a lot of advice and helped her move from one apartment to another. Cathy went with Yang Ruifang to the Immigration Bureau several times to help sort out some problem. Yang Ruifang visited Cathy several times at home but did not invite Cathy to her apartment because she shared it with four other people .If they did not see each other over the
weekend , they usually talked on the telephone. As Yang Ruifang was also preparing to take an English test, she was able to get a lot of help with English in this way.
However, something seemed to be going wrong. Cathy seemed to be getting impatient, even a little cold .She started going out by herself at lunchtime instead of eating with Yang, and seemed reluctant to answer questions. Yang Ruifang was puzzled. She couldn?t imagine the problem was.
Analysis: 中西方文化差异中，友谊的定义也是不同的，中国人觉得真正的朋友就应该非常随便，每天形影不离，一起吃饭，一起购物，在自己很无聊或是心情不好的时候随时都可以好朋友聊聊天，搬家的时候叫上朋友一起帮忙，案例中的瑞芳就是这样对待他的秘书Cathy而使Cathy感觉不自在。因为在西方国家，人们对友谊的定义与中国不同，在他们看来，无论是多么亲密的朋友都应该先约好，并且应该有自己的私人空间。
Case 3:
Are You Mad at Me?
Jeff was pleased to have been assigned an international student as his roommate in his second year at a small liberal arts college in the US. Ji Bing was an easy-going guy, a good listener, warm-hearted, and always ready for a new experience. He appreciated Jeff?s explanations of American life and unfamiliar language. Jeff didn?t think Ji Bing was any more difficult to get along with than the American roommate he had the year before, except that he seemed to want to study more than Jeff was used to and he sometimes borrowed Jeff?s things without asking first.
One night Jeff was working on a project that required some artwork. Ji bing was at his desk studying for a test. Jeff?s scissors were just too dull to do the job, so he asked Ji bing, “Sorry to bother you while you?re studyin g, but could I use your scissors for a while?”
Ji Bing said, “Sure, “opened his desk drawer and handed Jeff the scissors. “Thanks, thanks a lot,” Jeff said. A few minutes later Jeff decided that his roommate again; “Sorry to bug your again, but these crayo ns make this look like kindergarten. You know those colored pencils you have? Would it be OK if I used them for my project?”Ji Bing got up and got them off the shelf and said, “Help yourself,” and went back to reading as Jeff thanked him.
After another fe w minutes Jeff said, “I must be driving you crazy, but have you got any glue or tape? Promise I?ll buy you another roll.”
Ji bing handed Jeff a role of tape that was on his desk saying, “Use as much as you want. I don?t need it.” “Appreciate it,” mumbled J eff as he went back to his project.
Ji Bing went back to his reading. As Jeff was finishing his project he noticed that Ji Bing was watching him. He looked up and was surprised to hear his Chinese roommate ask him in a plaintive tone, “Are you angry at me?”
“Of course not,” Jeff replied, “What makes you think that?”
Analysis: 中西方文化中，好朋友之间的交谈用语也有差别。在我们看来，向好朋友借用东西是不需要用很客气或正式的语言甚至是不需要打招呼，如果好朋友间用很客气的语言借用或是询问某事的话，会认为是见外，或者是生了对方了的气。而在西方国家，即便是再亲密的朋友，借用东西都要用很正式很客气的语言。
Unit 6 Non-verbal Communication
Theory: Non-verbal communication deals with how we communicate without words and how the effectiveness of what we say can be helped or hindered by the various non-verbal message our bodies send. When we communicate with people from other cultures, our body language sometimes helps make the communication easier and more effective, such as by shaking hands when greeting others. This has become such a universal gesture that people all over the world know that it is a signal for greeting.
Case 1:
In a Chinese classroom a girl was asked to answer a question. She stood up and smiled, without making any sound.
When an American is parking his bicycle and the bicycle accidentally falls over, he feels embarrassed at his awkwardness, and his quite angered and humiliated when Chinese onlookers laugh.
In the dining room, when an American drops a plate quite by accident and feels bad, and Chinese onlookers laugh, compounding his discomfort and causing anger and bad feeling.
Analysis：微笑通常表达的是友好，支持，满意，快乐等等。但很多西方人对于亚洲人的笑有时候感到很困惑。在案例A中，女孩处于无法回答这个问题想通过微笑来掩饰自己的尴尬局面。在案例B和C中，这时的笑显然并不是针对这个人或者是他的遭遇本身。它可表达很多意思：不要这么在意，笑笑就过了，没什么的，这样的事情在我们每个人的身上都有可能发生等等。
Case 2:
One Japanese student in America said: “On my way to school, a girl whom I don?t know smiled at me several times. I was a little surprised.”
An Arab student in America said: “When I was walking on the campus the first day, many people smiled at me, which made me quite ashamed. I hurried to the bathroom to see if anything was wrong with my c lothes. Now I?m used to all smiles. Analysis：在日本学生这个例子中，因为在日本文化中，女孩一般不和陌生人微笑，更不用说陌生男子了。但是在美国微笑并没有什么特别的含义，他所表达的纯粹就是一种友好的意思。人们也通常会对陌生人微笑以表示他们的友好。Case 3:
In India, there are elaborate rules about how closely members of each caste may approach other castes, and Arabs of the same sex do stand much closer than North Americans. North Americans in an elevator maintain personal space if the physical space permits it. An Arab entering an elevator may stand right next to another person and be touching even though no one else is in the elevator.
Analysis：本案例反映的是非言语交际中的一个方面——空间交际学。交谈时，应注意不同文化之间，交谈者之间的距离是不同的。
Case 4:
Too Close for Comfort
Bill had just arrived from the United States to study engineering at a Chinese university .He studies Chinese back at his home university and was confident that doing his graduate study at a Chinese university would give hi an edge in talking advantage of future opportunities in the growing Chinese economy .
In the first few days he met and moved in with his roommate Zemin and met several of the students who lived in nearby dormitory rooms .Most of them were also studying engineering but had little experience with Americans .He usually went to the student cafeteria with them and they were very helpful in showing him around and in gently correcting his classroom Chinese.
One evening he settled in for his first study session in his room .After a time Zemin left to visit another room where friends were listening to a radio broadcast .Bill said he would join him later .When Bill decided to take a break and see what the “guys” were up to ,he found Zemin and two other boys huddled over the radio .Bill found it quite odd ,however ,that Zemin was draped over the back of the boy seated in front of the radio .Moreover ,that boy had his fact propped up on his roommate who was seated nearby .it seemed to Bill that he had startled then ,since they jumped up and welcomed him and even offered him tea After Bill had a cup of tea and a chair to sit in ,the group returned to the radio .
Bill shrugged the incident off, but over the next few days noticed that female students on campus frequently walked arm-in-arm or even holding hands .He noticed, too, that students of both sexes, but especially the boys, would huddle around newspaper displays in a fashion of close contact similar to Zemin and others around the radio .Bill felt rather uncomfortable and wondered how he would respond if one of his classmates were to put his arms around him.
Analysis：在西方一些国家中，人们之间交谈时总是保持45-80cm的距离，除短暂的握手外，无其他任何身体部位的接触。而在中国，好朋友之间会有很多身体上的接触，如在一起开玩笑，打闹，手挽手，并肩或近距离交谈。中国人看到年轻的父母带着可爱的孩子时，总是愿意抚摸孩子表示喜欢，而做父母的也为自己的孩子被人喜欢而骄傲。西方人，尤其是英美人对此比较反感，他们不愿意让他人抚摸自己的孩子。他们看到朋友之间近距离聊天嬉戏打闹或有很多身体上的接触会很诧异。所以，案例中Bill难以理解他的朋友泽明及其他一些中国朋友的行为。
Unit 7 In Other Words
Theory: In avoidance of using the same pattern to describe the same thing, westerns and Chinese have different words of saying the same thing. Therefore, there are many synonyms in each language. On one hand, language plays a very important role in culture since much of the culture is created, maintained an expressed through language. On the other hand, language is influenced and shaped by culture. In this case, the idioms, proverbs, slang, euphemisms and taboo words are produced.
Case 1:
Practicing English
One night a Chinese student majoring in English sat on the steps of the foreign stud ents? residence and talked with two young male foreign students, one German and one American. They did not speak a word to her on their own initiative, but she asked many questions to get a conversation started. Every time they answered her with only one or two words. But she was determined to practice her English so she tried to keep the conversation going.
“How do you spend your weekend?” she asked.
The German boy answered immediately, “Fishing,” and the two boys looked at each other meaningfully.
“Fishing?” She was really confused. “But where do you fish?” she asked.
“Fishing has two meaning. One is the literal meaning. The other is just sitting here or walking on the street and waiting for some girls to come up to us.” Then they both burst out laughing.
She was annoyed. She sat there silently and then suddenly stood up and walked away without saying goodbye.
Analysis：某些英语词汇在英美国家有特殊的含义，如本案列中，“fishing” 一词除钓鱼之外，还有在街头物色漂亮女孩的意思。如果不理解两个含义，在交际中容易发生误解。
Case 2:
Xie 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.
Xie Li: I don?t know where it went wrong!
Tom: Don?t feel so bad. Cheer up; you?ve done your job.
Xie Li: But our experiment has turned out to be a failure.
Tom: Relax for a couple of days. I?ll face the music.
Xie 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.
Xie Li: You say you?re playing the game! It?s a rather important experiment!
Xie Li walks out of the laboratory angrily. Tom is puzzled.
Analysis：俗语、成语等具有很强的文化内涵，经常会让非母语者产生困扰。在本案例中，谢力错解了Tom使用的两个俗语（face the music 和playing the game），导致交际失败。
Unit 8 From a Primitive Tribe to a Global Village
Theory: Human communication developed from original communication ways to hi-tech communication language. With the rapid development, people become more adaptable in our global village.
Case 1:
Li Ping is calling his colleague and friend Tony. Tony lives in the student dormitory.
Someone else answers the phone.
Student: Hi, Student Dormitory.
Li: Hello. I?d like to speak to Tony please.
Student: Okay, just a moment. I?ll see if he?s in.
Li: Thanks.
Student: He?s on his way. Won?t be long.
Li: Thanks for your help.
Tony: Hello? Tony is here.
Li: Hello, it?s Li Ping.
Tony: Hi. Is everything okay?
Li: Yes, fine. I wanted to call you to see if you?d like to come over for dinner tonight. I?m cook ing a Chinese meal.
Tony: That?s fine. By the way, how is your major essay coming along? Have you finished all the reading?
Li: Almost. I have to finish the reading by next Sunday. Then I can start writing the essay. What about you?
Tony: Still plowing my way through.
Li: Well maybe we can share some ideas over dinner.
Tony: Good idea.
Li: Well, I?d better go. I?ve got lots to do.
Tony: Okay. I?ll see you tonight at 6. I?ll bring something to drink.
Li: See you then. Bye.
Tony: See you.
Analysis：拿起话筒给朋友，同事，家人拨一个电话，有什么规矩可言哪？不要马虎，还是遵照以下规矩行事为好：简单打招呼语问候对方，对对方的信息做恰当的答复，开门见山说明要谈的事，结束电话。由于身体语言的被排除，最大程度地使用或理解一些暗示语，即通过声音线索去抓住对方的支持、赞同或反对的态度、感情很重要。用好电话能帮助你保持与人的联系，建立新的友谊，是涉外生活、学习和工作不可多得的法宝。
Case 2:
Can We Talk About It?
Linda Carmichael lives in a Canadian city with her two-year-old adopted Chinese daughter Ming. Linda is a busy professional woman and a single parent who wants her daughter to speak Chinese and know the culture she was born into. For this reason Linda invites new Chinese immigrants to live in a spare bedroom in her house. She always interviews prospective housemates before they move in. She wants to avoid any misunderstandings by making her expectations clear, and she wants everyone who lives in the house to benefit .Among other things, she wants to see how Ming likes any new person who might live with them. She expects a new resident in her home to agree to share housework and to speak Chinese to Ming. In exchange Linda agrees to help with English and any other problems the newly arrived immigrant might face in adapting to life in Canada.
Linda liked 32-year-old Jiang Yumei, an engineer from northeast China, immediately
when she came for her interview, and so did Ming. Jiang Yumei thought this would be an ideal place to spend the six months she had to wait until her husband and 4-year-old son could join her. They lived with Jiang Yumei?s parents, where she and her husband had lived since they married. She had never lived apart from her parents except to be able to live with a family. She readily agreed to everything Linda said during the interview.
After a few weeks Linda noticed that Jiang Yumei seldom did any housework. She did not even clean up after herself, so Linda had more housework than before Jiang Yumei moved in. Linda helped JiangYumei with English and job applications, and practiced job interview with her. At the same time Jiang Yumei did not seem to spend much time with Ming.
Linda gave Jiang Yumei some lightened reminders such as joking about how she hates housework or saying,”Ming, tell me what you did this afternoon.”
This did not produce any positive result, so Linda decided to discuss the problem directly. One evening at the kitchen table Lina said, “I think we have some crossed lines of communication. Understood that we had a certain agreement between us, but you obviously understood something different .Can we talk about it?”
Jiang Yumei was silent and stared at the table.
Linda tried again, “I hoped you would spend more time with Ming, You two got along so well at first. She likes you and is disppointed that you don?t play with her.”Jiang Yumei did not say anything. She did not look at Linda. Her body stiffened, her face turned red, and she stared at the floor.
Linda tried again, “I?m not angry, just confused, tell me what you?re thinking, I want to understand your point of view.”
More silence.
Finally Linda could not tolerate Jiang Yumei?s silence any longer. She was angry when she said, “You know, in this culture it?s very rude to stay silent when someone is try ing wery hard to resolve a misunderstanding.”
The next day Linda went to see her friend Liu Qian, who had lived in Canada for over a year. Liu listened to Linda?s story and said, “She?s angry!” This was a surprise to Linda.
“What is she angry about? Why won?t she talk to me?”
Linda never found out. Jiang Yumei moved out soon after.
Analysis：中国人较含蓄内敛，而外国人热情外向。所以本案列中，一加拿大人为了帮助自己的养女学习中文，找了一个中国移民来家里生活，但是由于双方的性格差异和文化差异，在日常生活中常会发生一些冲突。
Case 3:
Wang Hao is new to the university and has decided to go the Orientation Week to find out about joining a sports club.
Wang: Excuse me; your sign says that this is the information booth about the university tennis club.
Susan: That?s right. Can I help you?
Wang: Maybe…I?m new here and I?m not sure about some things. Can any student
join this club?
Susan: Sure. As long as you hve paid your gees and belong to this university. Wang: What happens then?
Susan: You can come to the tennis clubhouse at these times to pick up your tennis club card. Allow one week for processing.
Wang: Thanks. You?ve been relly helpful. Maybe I?ll see you at the tennis courts. Susan: Great. Make sure you say “Hello”.
Analysis：埋头学习并不等于就是介入了大学生活，大学生活意味着许许多多机会。即使你是一个对学习非常认真负责的学生，也不排除你应该拿出时间来从事体育活动，参加校内社会团体的聚会。这些活动除了帮助排解学习压力外，还提供一条水到渠成的交友途径。对于留学生来说，有一些当地朋友非常重要，他/她们能帮你更好地理解文化，还可以减少异文化和思念家乡给你带来的痛苦。校园内的活动是为所有学生的，多投入你才能从中多收益。
Case 4:
How Do Students Learn?
Karen Randolph had been teaching high school English in the United States before she accepted a teaching job at a teacher?s college in China. She found her new environment and her new teaching assignment exciting. Both her students and her colleagues seemed a bit shy of her, but Karen was sure that in time they would all come to be friends.
In the classroom, however, Karen was very frustrated. When she asked a question, the class was silent. Only if she called on a particular student would she get an answer, often a very good one. She could not understand why they wouldn?t volunteer when they obviously knew the answers. They were very quiet when she was peaking in front of the class, and never asked questions, let alone interrupt with an opinion, but as soon as the class ended, they would cluster around her desk to ask their questions one-by-one. They would also offer their suggestions about the lesson at this time. Karen often asked her students to work in small groups during class, especially when they were editing each other?s writing. They were slow to move into groups and when they did, they often simply formed a group with the people sitting next to them. Finally she devised her own system of forming groups to get them to interact with students sitting in another section of the classroom.
Most frustrating of all, after she taught her class how to edit essays, she found that the students were likely to write vague and not very helpful remarks on their classmates? papers. They would say nice things about the essays and correct small grammatical errors, but seemed unwilling to criticize them in a way that would help another student revise the essay. They usually accepted her criticism of their writing with good spirits and promises to improve. In fact they frequently asked for more correction of their English from her than she wanted to give. She felt that one hundred percent grammatical correctness was not as important as learning how to correct what they had written on their own and with the help of others. After all, they would not always have a teacher to tell them what was good and not so good about their English writing.
跨文化交际案例分析(共7个)
《跨文化交际学概论》第七章社会交往五、宴请招待p132 Case One: Setting Rules for a Guest – American Hospitality 案例： When Zhang Tao traveled in America, he lived in the home of his American friend, Bill. Once after he had traveled back, he found Bill was in a bad mood. When he asked what the problem was, Bill told Zhang Tao that his son Adam got furious about the noise Zhang made when walking upstairs and also because he was using too much water in the solar powered shower and Adam had to have his shower in cold water. Bill told Zhang Tao that he should walk more softly in future, and have a fast shower to save water. Zhang Tao felt uneasy. How could the host set such rules for his guest! Question: Why did Zhang Tao feel uneasy? 分析： 1) In China, when people host someone, they put the guest in the place of honor to show hospitality. They try to take care of the guest，and try to make the guest feel comfortable and at ease. 2) In America, people tend to give the guest great freedom and treat a guest more casually, naturally and truthfully. 3) Zhang Tao knew he was a guest, and thought in terms of Chinese expectations of hospitality. He thought Bill should treat him courteously instead of setting rules for him. 4) Since Zhang Tao lived in American surroundings, he should have known about the customs there sooner. Case Two: 案例： Lin had traveled 20 hours from Beijing to New York. He needed a good meal. His American friend, Mike, met him. But Mike only offered him a plate of roasted chicken and a glass of orange juice. Lin was used to having a main course, and asked Mike if he had any rice. Mike said he only had fried noodles, and Lin had to make do with it. Though Lin knew Americans didn’t care very much about what food they ate, he still felt surprised because he had taken Mike to the most famous duck restaurant in Beijing -- Quanjude -- when he arrived in Beijing. Question: Why did Lin feel surprised? Offer some advice to him about adjusting to his new environment in America.
跨文化交际案例
跨文化交际案例题(1,2) Case Studies Case One Phil is my foreign teacher. He is very nice and friendly to me and he often asks us to have free talk in his apartment. One day, I decided to give Phil a gift to express my appreciation of his help in my oral English. I called him but the line was busy. So I went to Phil’s apartment directly. He opened the door looking surprised, but didn’t let me in. I stood in the corridor and said a few words of thanks, and gave my gift to him and left quietly with great disappointment and puzzlement.. How could he be so cold to me? All my gratitude and fondness of Phil seemed to have gone. .. Case Two I could never forget my experience of an oral exam with our American teacher Mary. After reading the passage I
(完整word版)跨文化交际教学大纲
《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
跨文化交际案例分析答题技巧
汉硕案例分析答题技巧 最近很多人问关于汉语国际教育考试中的案例分析题该怎样答，我根据自己的粗浅经验，现总结如下： 1.答题思路：按照发现问题-- 分析问题-- 解决问题的思路。具体如下：（1）发现问题：也就是提出问题。在所给的案例中，某个出国教汉语的志愿者教师或来中国教外语的外教等，遇到了什么样的困难。遇到的困难可能是课堂教学时的，比如学生上课都不积极回答问题，不愿意参与老师精心设计的课堂活动，或者问老师一些可能涉及到“隐私”的问题；也可以是这位老师在生活上遇到的问题，比如无法与当地人沟通或交流（语言障碍，文化障碍），无法适应当地人的生活，或不理解当地人做某事时为什么会采取那样的方式，等等。注意：遇到的问题可能是多方面的，要从多角度分析，一般情况下，也不只是一个问题，所以，要按条来答。 （2）分析问题：要求你具体分析一下这位老师或某人遇到这种困难是什么原因引起的，主要是文化方面的原因，可能还涉及到一些他所采用的文化策略等。比如，他由于对对方国家文化不了解，对方国家可能很注重“隐私”，而在我们国家这不被看做是“隐私”。同时要求你分析出我们的母语文化具有什么样的特点，最主要的是和对方国家有什么不一样，哪里不一样，因此造成了他在文化方面的不适应，以至于教学和生活中都出现了问题或遇到了困难。关于他所使用的文化策略，主要就是他自身有没有做到尊重当地的文化，有没有试着去融入这种文化，接受这种文化，还是一味的采取排斥策略，认为自己的一切都好，别人的一切都不好。这就是分析问题了。 （3）解决问题：这是最关键的部分了。怎么解决他遇到的问题或困难？你自己提出个对策就行了，当然，要根据一些你所知道的文化常识和应对策略。比如首先尊重当地文化，多和当地人交流，努力让自己适应当地人的文化和生活方式，做到求同存异，等等。这里需要注意的就是，有些文化的知识是很灵活的，比如中国人的谦虚、中庸的思想等等，都是我们日常生活就知道的，就是稍微总结一下，理顺一下，就能答题了。关于这个，如果时间还来得及，就看一下程裕祯的《中国文化要略》，看一下中国文化的特点等，很多东西是很细致的，自己要稍加总结。如果时间不是很充分了，就把刘珣的《对外汉语教育学引论》上的关于“跨文化交际”的那个章节仔细看一下，我觉得应对这道题应该够用了。 2.答题方法：其实思路清晰了就很好弄了，老师会看你的逻辑分析能力。强烈建议大家一定要分条论述，千万别想到哪说到哪，写出一大片，阅卷老师还得自己去给你找点，这样，老师会很疲劳的，老师最不喜欢的就是这种思维混乱的。所以说，大家答题时我觉得可以按两种方法来写： 第一种：按发现问题---分析问题---解决问题来写，一共三条，然后在每条的下边分几个小点，因为发现的问题肯定不止一个，相应的分析问题和解决问题也会不止一条。 第二种：按一共出现了几个问题分条，第一条，问题1：发现问题--分析问题--解决问题；问题2：发现问题--分析问题--解决问题；问题3--以此类推。 总结一下，以上两种方法都各有利弊，因为有时不同的问题是由同一个原因产生的，或者需要同一种解决策略。所以，大家可以根据自己的喜好来选择其中一种。按以上的问题全部分析完以后，最好再来个综述，大致总结一下，字数不用太多，就是有个小结尾。 最后，要跟大家说的是，字数和字迹的问题。这个案例分析要求是1000字以上
跨文化商务交际 Key Terms
跨文化Key Terms Chapter 1 Communication: n. 通讯，[通信] 通信；交流 Responder: n.回答者; 回应者; 应答器; 响应器; Encoding: n.编码 Decoding: n. [通信] 解码；[计][通信] 译码 Context: n.上下文; 背景; 环境; 语境; Physical context : 交际场合语境 Social context:社会背景；社会环境；社会情境 Cultural context: 文化语境 Enculturation:文化适应 Intercultural communication: 跨文化交际 Intercultural business communication: 跨文化商务交际International communication:国际交流；[通信] 国际通信；国际传播Interethnic communication: 不同种族间的交流 Interracial communication: 人种间的交流 Interregional communication: 区际交流 Internal communication: 内部沟通 External communication: 外部沟通 Formal communication: 正式沟通、形式沟通 Informal communication: 非正式沟通、非正式交流
Downward communication:下行沟通、下行信息交流Upward communication:上行沟通，上向沟通；向上交流Horizontal communication: 平行沟通 Globalization communication: 全球化交往Communication barriers: 沟通障碍、交流障碍Avoidance of the unfamiliar: 疏远陌生 Uncertainty reduction:减少不确定性 Stereotyping: 定势 Prejudice: 偏见 Cultural shock:文化冲击；文化休克；文化冲突Racism: n. 种族主义，种族歧视；人种偏见 Ethno-centrism: 种族中心主义 Competence: n. 能力，胜任；权限；Appropriateness: n. 适当；适合；得体性Effectiveness: n. 效力；效果 Awareness: 意识 Chapter 2 Culturen. 文化，文明；修养；栽培 Artifactn. 人工制品；手工艺品 Conceptn. 观念，概念 Behaviorn. 行为，举止；态度；反应 Enculturationn. 对某种文化的适应 Biological vs cultural生物和文化 Normal distributionn. [数] 正态分布 Minimumn. 最小值；最低限度；最小化；最小量
外国留学生在中国的跨文化交际案例研究
外国留学生在中国的跨文化交际案例研究由于全球一体化和经济全球化的发展，各国之间的经济合作与往来日益增强。不同文化背景的人们之间的经济合作及国际商务活动也日趋频繁，增强文化理解、克服文化冲突、增强文化沟通与合作就显得尤为重要。近些年来，中国经济与科技的蓬勃发展，中国文化的博大精深，吸引了越来越多的外国留学生来华求学。据我国教育部统计，2008年全国来华留学生总数首次突破了20万。越来越多的各国留学生来中国学习汉语，以便尽快的实现与中国人的交际进而实现与中国人在各个领域实现交流、沟通、合作、共赢。但通过一段时间的学习和交流之后，即使学生有了一定的词汇基础，掌握了基本的语法知识，但仍然常常在交际中遇到难题，有时候甚至搞出很多笑话和严重的文化上的不妥行为，究其根源，是因为留学生们或多或少地存在跨文化交际障碍。其实，对于学习汉语的外留学生来讲，学习汉语不光是只要明白发音，认识汉字，语法等。如果留学生在学习汉语的过程中能对于中国的历史，价值观，风土人情，宗教信仰等因素有适当的了解，就能在很大程度上帮助其学习好汉语并应用于交际。因此，必须加强对来华留学生的跨文化交流研究。 关键词：外国留学生跨文化交际 一、文化和文化差异 跨文化交流，来自不同文化的交流才可以是跨文化交流。不同的文化显然是有差异的，即文化差异的存在。于是，我们应当首先理解“文化”和“文化差异”的意义何在。“文化”一词源远流长，古往
今来，不同的学者从不同的角度和层次对文化进行定义和阐述，反映了文化涵盖内容的广泛和深入，以及人类对于文化研究的重视。英国人类学家泰勒（Edward Burnett Tylor）在其著作《原始文化》一书给文化这样定义：所谓文化或文明乃是包括知识、信仰、艺术、道德、法律、习惯以及其他人类作为社会的成员而获得的种种能力、习性在内的一种复合整体。这主要是从思想和行为层面对文化进行定义，而不少学者认为，文化除了精神文化、方式文化外，还包括物质文化。文化的冰山比喻有助于对文化的全面理解。文化是由显性部分和隐性部分组成的，显性部分即冰山浮出水面的可视部分，是外在直观的事物，隐性部分即冰山水下的不可视部分，例如社会规范、价值观、信念等。本人认为，文化是由人类创造的，特定群体所表现的具有显隐双重性的物质与精神成果及行为方式的总和。显性文化反映和体现了隐性文化，隐性文化驱动和支配着显性文化，两者相互联系和影响，构成有机的统一体。 所谓文化差异，简要地说，即不同国家、民族在文化上的差别。文化差异是复杂多样的，我认为应当从文化显隐性的特点出发，将文化差异分为显性差异与隐性差异。显性差异通过人类改造自然与社会的物质成果表现出来。需要说明的是，语言的不同亦属于显性差异。语言不可视、不可触，却可以听到，它是一个客观存在。隐性差异通过人类改造自然与社会的行为方式、创造的精神成果表现出来。不同文化背景的人在跨文化交流的过程中避免不了文化差异的问题，而文化差异的更深层次会导致文化冲突。
第二语言教学跨文化交际案例分析
第二语言教学跨文化交际案例分析 案例分析与写作（共40分） 七、请根据以下材料，按照“发现问题——分析问题——解决问题”的思路，写一篇1500字以上的案例分析，要求观点明确、材料 充实、结构严谨、条理清楚、语言规范、卷面清洁。 材料： 李晓雨是云南大学的一名毕业生，毕业后通过汉办的志愿者选拔，被派往泰国，成为一名汉语教师志愿者。她性格一直比较开朗，所以当她只身一人前往泰国北部的一个中学任教时，也是满怀憧憬；但是她却发现来机场接她的学校人员对她很冷漠，从机场到学校8个小时的路途上几乎没与她说一句话。她知道绝不是因为语言不通。李晓雨是个爱说爱笑的人，她几次想打破沉默，但一直不明白自己到底在什么地方得罪了来接她的人，还是别人根本不想和自己说话。她只好一个人看着车窗外本来很美但不再觉得美的景色。到了目的地，司机和接待的人把她放到一间小房子里，就走了。房间里只有一张平板床，没有任何铺盖。一个初来乍到的女孩，好几个小时没吃饭，没喝水，又不知道商店在那里，身上也没有当地的钱币。晓雨真的有些受不了了，趴在床板上泪水忍不住簌簌而下。她问自己到底做错了什么，为什么别人对自己如此冷漠，为什么和她想象中热情好客的泰国人差距这么大。第一天到学校上班，她的感觉仍然不好，似乎每个学生和老师都对她很冷，没有真诚的微笑，没有主动的招呼。这下可把晓雨急坏了，她开始注意自己每一个细小的举止言行，生怕别人不喜欢。她一直觉得是因为自己做得还不够好，所以别人不接受自己，甚至不接收中文老师的课程。 晓雨是个倔强、好强的女孩。她不服输，认真地向泰国老师学习他们对待学生和同事的方式，积极参加他们的各种活动。有一次她在办公室里看到一个30岁左右的女教师批改了一个学生的作业之后在那个初中学生的脸颊上亲吻了一下。晓雨觉得自己长这么大从来没接受甚至看到过老师亲吻学生的，然而在这里她发现效果真的很好，那个老师和学生的关系非常融洽和谐。在那个教师的鼓励下，她也开始尝试亲吻学生的脸颊，她发现效果出人意料的好！越来越多的人认识了晓雨并成为了她的朋友。她慢慢体会了到冰在融化的感觉。有一次一个老教师来问她是否要去参加学校的升国旗活动，她爽快地回答说：“好啊！”那位老教师有些惊讶地说：“你们中国来的老师不是不愿意参加我们的升国旗仪式吗？你是真的愿意还是假的？”她坚定地说：“我愿意！”从那之后，她每周都很早来到升泰国国旗的地方集合。老师们和同学们对她的态度都发生了很大的变化，这次升旗成了一个分水岭。 答案：案例中的李晓雨同学只身一人被派往泰国，成为一名汉语教师志愿者。在她刚刚到达目的地时，却发现前来接他的当地学校人员态度并不像她想象的那样热情，反而十分冷淡，对于初来乍到的她也没有给予相应的帮助和照顾。在接下来的工作中，李晓雨发现，学校里其他泰国老师对她的态度也并不热情。不仅没有帮助她适应教学工作，甚至连主动的招呼也没有。学生也没有和她建立起和睦融洽的师生关系，这样的问题还影响到了汉语的教学。 从案例中我们可以了解到，李晓雨与当地人之间交际的问题并不是由语言障碍所引起的，文化障碍则是最主要的原因。 跨文化交际过程大体上可分为蜜月期，挫折，调整和适应四个阶段。李晓雨在一开始对泰国人抱有一种思维定式，即原有的“文化成见”。在她的想象中，泰国人是“热情好客”的。而当她受到接待人员的冷漠对待时，想象与实际情况之间的巨大差距使她很难及时调整好自己的心态来适应这一状况，甚至不断地质疑自己的行为。这使得李晓雨在同泰国人的跨文化交际中迅速从蜜月期进入到了挫折阶段。 在接下来一段时间的工作中，李晓雨开始注意自己的行为举止，直到她看到一位泰国教师在批改了学生的作业后亲吻了学生的脸颊。这件事给李晓雨带来的触动很大，因为她以前从未有过教师亲吻学生的经历。这部分是由于中国的传统文化一直强调“尊师重道”，教师常常是高高在上不容冒犯的对象，泰国教师与学生间亲吻脸颊这样的动作在中国是绝少会发生的。部分也与中国人含蓄、内敛的性格传统有关。因此我们不难看出，母语文化与异文化的差异也是造成跨文化交际障碍的一个重要原因。由于对异文化的不了解，很容易将母语文化的思维方式带入跨文化交际中，以致于加深双方的隔阂。在李晓雨意识到这一问题之后，她也开始尝试按照当地人的方式来进行交际，并尝试亲吻了学生的脸颊，效果出乎她意料的好，她与当地人的交际也开始融洽起来。这时的李晓雨已能够逐步克服母语文化与异文化之间差异带来的交际障碍，并逐步进入到调整阶段。 案例中提及的另一个重要事件是升旗事件。李晓雨热情爽快地同意参加泰国学校的升旗仪式，使当地教师十分惊讶，从此其他泰国老师和学生对她的态度也发生了很大变化。这次事件是一个分水岭，李晓雨开始进入适应阶段，这与她坚持不懈地融入异文化的努力是分不开的。另一方面我们可以从泰国老师表现出的惊讶看出，之前学校里的中国教师在与当地人的跨文化交际中并没有采取正确的文化策略，也没有积极尝试与异文化的沟通，因此给对方造成了中国人不尊重泰国文化的负面印象，这也是最初的接待人员对李晓宇态度冷漠的原因。由此可以看出正确的文化策略在跨文化交际中具有重要作用，它不仅会影响到自身交际的正常进行，还会对本群体中其他成员的跨文化交际带来一定影响。 对于一名李晓雨这样的汉语教师来说，在进行正常的汉语教学之前，先要实现同当地人，特别是同学生的和谐交际。通过上文对案例中提及到的问题的分析我们能够认识到，在进行跨文化交际之前首先要尊重当地文化，应当多了解，多吸收异文化的文化知
《跨文化交际》教学大纲(完整资料).doc
此文档下载后即可编辑 《跨文化交际》课程教学大纲 课程英文名称Intercultural Communication 执笔人：董广坤编写日期：2010-7-15 一、课程基本信息 1. 课程编号： 2. 课程性质/类别：专业选修课/ 课 3. 学时/学分：学时/ 2学分 4. 适用专业：英语专业 二、课程教学目标及学生应达到的能力 《跨文化交际》属于英语语言文学专业课程，是专业限选课。它主要介绍跨文化交际学产生的历史、原因、基本概念和理论，并从文化的要素和人的思维方式、感知、世界观、人生观等认识文化，物质文化等方面分析文化在跨文化交际中的作用，以及跨文化交流的过程及其中各因素的关系和对交流的影响。其基本内容是文化和交际、文化与语言的关系、非语言交际和教育、商务和医疗保健等语境下的跨文化交际。 在教学中突出应用为目的，以够用为度，以掌握概念，强化应用为教学重点，合理地组织教材的内容和结构，教学内容由浅入深，由易到难，使学生初步具备跨文化交际的基本理论和基本交际能力。跨文化交际是一门应用性很强的学科，因此，理论联系实际在本课程教学得到深刻体现，授课形式主要是案例分析，同时应尽量采取讲故事、问答、演讲等形式对某些专题进行讲解，以使本课程学习成为饶有趣味的学习活动。总之，通过本课程的学习，使学生了解来自不同文化背景的人们进
行交流的方式、方法、提高他们跨文化的能力和技巧，为学生通过外语进行跨文化交际和有关研究打好必要的基础。 三、课程教学内容与基本要求 全书共十个单元，可分成两大部分：一到六单元为第一部分，介绍跨文化交际的理论问题：语言与文化、文化认同与跨文化交际、语言交际、非语言交际以及文化模式与思维；七到十单元为第二部分，介绍跨文化交际的实践方面：东西方的价值观及跨文化交际的社会心理、跨文化障碍、商务、管理和谈判中的跨文化交际和文化适应和跨文化能力。（一）UNIT 1：Intercultural Communication：An Overview（第一、二周，4学时） 1．主要内容： 1 An Introduction to Intercultural Communication; 2 the History of the Study of Intercultural Communication 2．基本要求 了解跨文化交际活动及其研究的发展历史，掌握交际和文化的概念及特征 3．自学内容：跨文化交际活动的发展史及跨文化交际研究的发展历史 4．课外实践：无 （二）UNIT 2：Language and Culture（第三周，2学时）
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
《跨文化商务交际》教学大纲
《跨文化商务交际》教学大纲 一、课程教学目标 《跨文化商务交际》为我国高等英语专业商务类的核心课程之一，更是英语专业 教学中的重要理论与实践课程，服务于培养英语专业应用型人才的目标。本课程的主旨是帮助学生解决在跨文化交际中因文化的差异而产生的种种问题。通过学习，学生应实现如下目标： 1.知识目标：本课程主要通过对在不同文化背景下各种常见商务活动的操作以及英语语言的应用进行分析，如在不同文化背景下如何建立商务关系、商务接待、时间观念、管理人员与职员的关系，以及对不同文化背景下的国际商人等进行案例分析和讨论。帮助学生解决在跨文化交际中因文化的差异而产生的种种困惑，促进学生对英美文化有较为深入的了解，对中西文化之间的差异有敏锐的感知力。 2.能力目标：通过本课程的学习，学生应能够认识语言、文化和交际三者之间的关系；对各类交际形式有所认识；对对象国文化有更进一步的了解，更有效地进行交流; 预料和避免由于不同的文化期望而产生的误解；解释手势和其他形式的体态语；讨论有关文化适应和相容的问题。在跨文化沟通理论的指导下，通过案例学习培养学生的 跨文化交际能力，并能将英语运用于不同的商务操作中，从而提高学生的语言实际运用能力。 3.情感目标：运用跨文化交际学的理论，揭示中国人民与其他国家人民的价值观念主流的差异；重点分析中国人民和其他国家人民在行为方式、交际方式的不同之处以及反映在跨国交流中种种矛盾与冲突；使学生学会用文化的眼光和语言，更好地认识自己、理解他人的文化，尊重他人的习俗。 、课程教学基本要求 通过本门课程的学习，使学生对中西方商务交际、风俗习惯、价值观念等有一个较系统和清楚的了解，并就自己感兴趣的某一领域能够写出较高水平的论文
《跨文化交际学概论》读后感
《跨文化交际学概论》读后感 AP0802325 钟欣奕 在学习《跨文化交际》这门课程和看完《跨文化交际学概论》这本书之前，我对“跨文化交际”的认识是：两个来自不同国家的人、组织或是国家之间的交流和沟通就是跨文化交际，而同一个国家的两个不同地区的文化的交流并不是跨文化交际。因为我认为既然是“‘跨’文化”，那这两种文化之间的差异应该是很大的，有非常不一样的文化来源和文化背景，有不一样的发展历程和演变过程，形成了两种很不一样的文化内涵。比如，美索不达米亚平原和幼发拉底河孕育的文化、黄河孕育的文化都是各有各的特点。随着经济的发展，交通工具的进步与通讯手段的发展，跨文化交际成了人们的需求，成为经济全球化和“地球村”的需求。 但是，《跨文化交际学概论》这本书中的第一部分第一章中提到：任何两份人之间的交际都是跨文化交际。这让我对“跨文化交际”有了一种新的认识。 有些学者就认为，跨文化交际研究的范围应该也包括地区、职业、年龄、性别等方面的文化差异探讨。地区之间文化的差异，特别是在饮食方面还是比较明显的。在肇庆一些地方，番薯和南瓜是很少被当做是一道菜，更多的是当早餐或者是相当于正餐的米饭，但是同属广东，有一些地方又偏爱“蒜炒南瓜”。又比如，在我的家乡—海南，人们很爱吃生芒果，吃法也很特别：有的人会蘸盐吃，但更多人，包括我，更喜欢蘸调料吃，这种调料是用酱油、白砂糖、海南灯笼椒、或虾酱调制而成的。我周围的朋友都觉得这种吃法很奇怪，无法想象竟然用水果蘸酱油吃。不过我们当地人觉得味道还挺不错的。 正所谓“隔行如隔山”，每种行业之间虽然有互通的知识，但是之间的差别还是挺大的。对大多数学习文史类的人来说，理工科的公式换算简直就是“鬼画符”一样难懂。具体来说，要一个只专长与计算机编程的人去欣赏充满意境、“形散神聚”的散文，也是一件很难的事情。
对外经济贸易大学跨文化商务交际考研复试经验
对外经济贸易大学跨文化商务交际考研复试经验 复试 复试的话，我就按照考试内容分别说下复习的经验吧！ 1、笔试 第一部分、听力 听力我用的是各种专八的材料，以政经类为主，后面临时抱了点BBC的佛脚。我是 老老实实的每天听一点，就是用专八的模拟题，做好对个答案，一套也就1个小时。正式考试的时候只要保持头脑清醒就好，贸大是试题先发下来的，一篇文章有小标题很清楚，可是小标题有的会读有的不读，导致我都不确定是不是已经跳到后面去了。文章不是很难，做完以后有一个不确定。听力部分还有听新闻判断对错，以及问答题，可以看看其他同学的复试贴~ 第二部分、专业知识 3月10日考完了专八，我是3月17日正式准备复试的。由于当初想着可能是4月7 号复试，面对着3本一无所知的《国际商业计划书》、《国际商务谈判》、《国际经济学》，我给自己制定了紧迫的计划，大约3天搞定一本。这三本书中我先看的是《国际经济学》，因为最理论也最难。前面也说过我是个不完成计划不会睡觉的人，于是乎悲催的一个礼拜我都是半夜2:00睡下的……后来我动了歪脑筋，我开始搜索这套书的译文版，结果，我成功了。
这套书的中文版叫做“国际贸易经典译丛·简明系列”，分别对应《国际商业计划书（第三版）》、《国际商务谈判（第三版）》以及《国际经济学简明教程（第三版）》，中国人民大学出版社。但是计划书那本的译文版似乎找不到。 在此，我想说，《国际经济学》的英文版还是要仔细看的，至于另外两本，我也就草草带过，然后就是把三本书的词汇表背了一遍，事实证明，根本没考到……全当打下一个“商务”的基础吧！ 在复试方案上，有一段这样的话：“笔试主要测试考生的听力能力和专业知识，……，其中，专业方向分为以下几类：商务英语、跨文化商务交际、翻译学、语言学、文学、商务外交”。突然意识到，我报的可是跨文化交际啊！我的专业知识，不就是跨文化交际的理论么！于是，我又匆匆忙忙的在去北京的前一天啃掉了一本薄薄的跨文化交际的入门书，很简单很有趣，生硬的记住几个，后来才知道有本书和复试参考书一个系列的，叫什么商业文化的，面试的专业知识就是这里出来的。 看到笔试题目，又害怕又惊喜，20个填空题，前17个都是跨文化的内容，依稀记得有collectivism,low-context culture,uncertainty avoidance,non-verbal language等等。还有10 个判断题，大约就是那三本复试参考书后面的词汇表。 第三部分、阅读 讲的是苹果的市值问题，很简单，是问答题，注意组织语言就好。这部分也许就是送分给大家吧。 2、面试 我们参加复试的同学都有一个感觉，就是脑袋一片空白，舌头打结，一句话都说不出来，大家都一样吧，很正常的反应。 面试流程可以看看其他同学的回忆帖子~声音响亮，咬词清楚，头脑清醒，反应灵敏，基本就没问题。 当然，在考试前面我还是简单的准备了几个话题，包括欧债，华尔街占领，油价飙升，金砖五国，GDP增长放缓，苹果与乔布斯，阿拉伯春秋，德班气候会议，中国粮食八连增，核危机，G20以及这次考到的WTO议题。个人觉得这个和初试政治考试的时政部分是相通的，所以不至于说话时一篇空白。 这里要提醒后来人，说对说错无所谓，考试主要考的是反应能力，也就是说，老师问你问题或是两人讨论，你反应要快，不要卡壳，能够流利的说话，基本就是优秀的表现了~ (一)与学校联系，确定具注意事项体的学校、专业，获得具体的考试信息 如果确定了要考研，确定了要报考的大致学校和专业范围后，要和学校联系，获得最新的招生信息，并最后确定下报考的学校和专业。这种获得有关专业方面信息的途径有以下几个：
新编跨文化交际案例分析
Unit 5 Culture and Verbal Communication Case 17 When these two men separate, they may leave each other with very different impressions. Mr Richardson is very pleased to have made the acquaintance of Mr Chu and feels they have gotten off to a very good start. They have established their relationship on a first-name basis and Mr Chu‘s smile seemed to indicate that he will be friendly and easy to do business with. Mr Richardson is particularly pleased that he had treated Mr Chu with respect for his Chinese background by calling him Hon-fai rather than using the western name, David, which seemed to him an unnecessary imposition of western culture. In contrast, Mr Chu feels quite uncomfortable with Mr Richardson. He feels it will be difficult to work with him, and that Mr Richardson might be rather insensitive to cultural differences. He is particularly bothered that, instead of calling him David or Mr Chu, Mr Richardson used his given name, Hon-fai, the name rarely used by anyone, in fact. It was this embarrassment which caused him to smile. He would feel more comfortable if they called each other Mr Chu and Mr Richardson. Nevertheless, when he was away at school in North America he learned that Americans feel uncomfortable calling people Mr for any extended period of time. His solution was to adopt a western name. He chose David for use in such situations. Case 18 Even if the American knew Urdu, the language spoken in Pakistan, he would also have to understand the culture of communication in that country to respond appropriately. In this case, he had to say ―No at least three times. In some countries, for instance, the Ukraine, it may happen that a guest is pressed as many as seven or eight times to take more food, whereas in the UK it would be unusual to do so more than twice. For a Ukrainian, to do it the British way would suggest the person is not actually generous. Indeed, British recipients of such hospitality sometimes feel that their host is behaving impolitely by forcing them into a bind, since they run out of polite refusal strategies long before the Ukrainian host has exhausted his/her repertoire of polite insistence strategies. Case 19 Talking about what‘s wrong is not easy for people in any culture, but people in high-context countries like China put high priority on keeping harmony, preventing anyone from losing face, and nurturing the relationship. It seems that Ron Kelly had to learn a different way of sending message when he was in China. At home in Canada he would have gone directly to the point. But in China, going directly to the problem with someone may suggest that he or she has failed to live up to his or her responsibility and the honor of his or her organization is in question. In high-context cultures like China, such a message is serious and damaging. In low-context cultures, however, the tendency is just to ―spit it out, to get it into words and worry about the result later. Senders of unwelcome messages use objective facts, assuming, as with persuasion, that facts are neutral, instrumental, and impersonal. Indirectness is often the way members of high-context cultures choose to communicate about a problem. Case 20 It seems that the letters of request written in English as well as in Chinese by Chinese people are likely to preface the request with extended face-work. To Chinese people, the normal and polite way to form a request requires providing reasons that are usually placed before the requests. Of course, this is just the inverse of English conventions in which requests are fronted without much face-work. In the view of the English-speaking people, the opening lines of Chinese requests and some other speech acts do not usually provide a thesis or topic statement which will orient the listener to the overall direction of the communication. Worst of all, the lack of precision and the failure to address the point directly may lead to suspicions that the Chinese speakers are beating around the bush. To them, the presence of a clear and concise statement of what is to be talked about will make the speech more precise, more dramatic, and more eloquent. However, the Chinese learning and using English in communication may find it difficult to