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大学英语中高级课程-跨文化交际教案

大学英语中高级课程

《跨文化交际》电子教案

Week1 Culture and Intercultural Communication (I)

I. Teaching objectives

1. To get to understand what is culture and what is intercultural communication

2. To get to understand different metaphors of culture

3. 4. To understand how culture governs people‘s speech and behaviors

II. Classroom activities

1.Brainstorming activity: What are the things that come up in your mind when you think of

―Chinese culture‖?

2.Definitions of culture

—E.B.Tylor (1871) in Primitive Culture: ―that complex wh ole which includes knowledge, belief, art, morals, law, custom and any other capabilities and habits acquired by man as a member of a society.‖

—Lustig & Koester: ―Culture is a learned set of shared perceptions about beliefs, values, and norms, which affec t the behaviors of a relatively large group of people‖

—Gudykunst: Culture is our theory of the game being played in our society. We use our theory of the game being played in interacting with the other people we encounter. It tells us how to communicate with others and how to interpret their behavior. We generally are not highly aware of the rules of the game being played, but we behave as though there is general agreement on the rules.

—Anthropologists: the total way of living

3.Cultural mini-drama:

Situation: Wang Liang worked in a Sino-German Joint V enture. One day, on his way to the coffee machine, he found that Wolfgang, one of his German colleagues, had seemingly gotten rather involved in a newspaper. Out of curiosity, Wang came up to Wolfgang so he could glance at the newspaper. Then he asked, ―Which one are you reading? Is it interesting?‖Mini-drama: What will happen to them then? Put students into several groups to perform the drama.

The latter part of the drama: But all of a sudden, Wolfgang lost his temper, began to complain about Wang's invasion of his privacy, and demanded an apology for him. Wang felt rather upset, and kept explaining that he had not realized his behavior was rude. After this, whenever Wang stepped toward Wolfgang, he would soon cover up what he was doing, or stand up to keep a clear distance with Wang. Wang Liang got very confused, wondering why his friendly behaviors aroused such hostility in his colleague.

4.Metaphors of culture

—Culture is like the water a fish swims in, the sky a bird flies in, and the air people live in.

—Culture is the software of our mind.

—Culture is the grammar of our behavior.

—Culture is like an iceberg.

5.Classification of culture

—high culture

—popular culture

—deep culture

6.Movie clip appreciation

—characters

—key words

?abuse n. mistreatment

?attorney n. lawyer 律师

?bruise n. an injury that shows up as a discoloration on the skin 瘀伤；擦伤

?chitchat n. light informal conversation

?conjecture n. a hypothesis that has little hard evidence

?hearing n. a legal proceeding where evidence is taken for the purpose of determining an issue of fact and reaching a decision based on that evidence 听证会?incontrovertible n. impossible to deny or disprove

?indisputably adv. cannot be disputed

?inflict v. impose something unpleasant 施以；加害

?ludicrous adj. inviting laughter荒谬的；可笑的

?neglect n. lack of attention and due care

?pending adj. waiting to be decided or settled

?speculation n. a guess based on incomplete evidence

?testimony n. something that serves as evidence

—Phrases and expressions

?put the cart before the horse: t o have things in the wrong order本末倒置—Cultural notes

?CW A: Child Welfare Agency, a government organization intended to protect the rights of children

?Guasha treatment (scraping therapy): A traditional Chinese medical treatment in which a wooden board repeatedly slides across the patient‘s acupuncture points. It

works on the basis of principles similar to those of acupuncture and massage. Thus,

ailments that can be treated by acupuncture and massage can be helped with

Guasha as well. It can help reestablish the human body‘s natural biologi cal

circulation.

?ER: emergency room

?―Show me‖ state: A nickname for Missouri, a midwestern state in the central United States. This term appears on automobile license plates for Missouri.

—Pairwork exercises

7.Explore interculturally（group discussion and presentation）

—In the hearing, why does Xu Datong invite John to be his lawyer although John is not familiar with family law? What can you learn from it about Chinese culture?

—Why doesn‘t John defend Xu Datong in the hearing? What ca n you learn from this?

—Why does Xu Datong tell the judge he performed Guasha on Dennis? What can we learn from this about Chinese culture?

8.Intercultural communication: Communication between people from different cultural

background.

III. Assignments

1. Explain the metaphors of culture.

2. Cite some daily examples to illustrate how culture governs people‘s speech and behaviors.

Week2 Culture and Intercultural Communication (II)

I. Teaching objectives

1. to get to learn various classifications of culture

2. to get to understand what is intercultural communication

3. to get to understand why we should study intercultural communication

II. Classroom activities

1.Check the assignments of last week.

—Explain the metaphors of culture.

—Cite some examples to illustrate how culture governs people‘s speech and behaviors.

2. A social survey: Culture shapes people‘s view.

3.Classifications of culture

a)High culture, popular culture, deep culture

b)Big culture, small culture

c)Mainstream culture, subculture

d)Eastern culture, western culture

e)Eastern culture, Indian culture, western culture (梁漱溟)

f)Eastern culture, Indian culture, Arabic culture, European culture (季羡林)

g)Food culture, wine culture, tea culture etc.

4.Case study

Questions for discussion:

—Why didn‘t the man change the sea t as required by the stewardess?

—What can you learn from it about Chinese culture?

—Any other comments about the case?

5.What is intercultural communication?

—Communication between people from different cultural background.

6.Why study intercultural communication?

Let there be a small country with few people…

Though neighboring communities overlook one another

and the crowing of cocks and barking of dogs can

be heard, yet the people there may grow old and

die without ever visiting one another

----- Lao Tze

《老子》：―甘其食，美其服，安其居，乐其俗。邻国相望，鸡犬之声相闻，民至老死不相往来。‖

8.Intercultural encounters in the history

a)Zhang Qian (West Han Dynasty)

b)Tang Xuanzang (Tang Dynasty)

c)Jian Zhen (Tang Dynasty)

d)Zhen He (Ming Dynasty)

9.In what extent do cultures differ from each other?

a)Western/Asian

Italian/Saudi Arabian

Us. American/Greek

Us. American/German

Us. American/French-Canadian

White Anglo-American/Reservation Indian

White A-American/Black American/Oriental American/Mexican American/Urban Indian

Us. American/British

Us. American/English-Canadian

Urban American/Rural American

Catholic/Baptist

Male Dominance/Female Equality

Heterosexual/Homosexual

Environmentalist/Developer

b)A merican/Chinese

Indian/Chinese

Japanese/Chinese

Singaporean/Chinese

c) American/Japanese

American/French

American/German

American/Italian

American/British

American/Canadian

III. Assignments

1. What are the ways of classifying culture?

2. What is intercultural communication?

3. Why should we study intercultural communication?

4. Preview Unit 2 Reading1 Basics of Culture (P6)

Week3 Why cultures differ? (Basics of culture)

I. Teaching objectives

1.To get to understand Japanese culture

2.To get to understand American culture

3.To get to understand the basic factors shaping the development of culture

II. Classroom activities

1.Student presentation about the reading of Basics of Culture

3.How many factors are mentioned in the passage that affect the way American and

Japanese culture developed? What are they?

4.Why cultures differ: major forces

b)Physical environment

c)Population

d)The way of getting food

e)Religion

f)History

g)Great people

h)Technology

5.Notes:

a)Forces can never be exhausted.

b)Forces are interrelated.

III. Assignments: Explain one factor that affects the way Chinese culture develops.

Week4 Cultural Value Orientations (I)

I. Teaching objectives

1. to get to understand Kluckhohn and Strodbeck‘s model

2. to get to understand how cultural value orientations affect people‘s life, way of speaking

and behaviors

II. Classroom activities

1. Five universal problems faced by all human societies:

–What is the character of innate human nature? (human nature orientation)

–What is the relationship of people to nature (and supernature). (man-nature orientation)

–What is the temporal focus of human life? (time orientation)

–What is the modality of human activity? (activity orientation)

–What is the modality of a person’s relationship to other persons? (relational orientation)

2.Three possible variations of the solution for each problem:

–Human nature --- evil, mixture of good and evil, good

–Human-nature relationship --- subjugation to nature, harmony with nature, mastery over nature

–Time --- past, present, future

–Activity --- being, being-in-becoming, doing

–Relational --- lineality, collaternity, individualism

3.Human nature

—―人之初性本善‖ vs. moral-based legal system

—―sin‖ vs. well-developed legal system

4.Human-nature relationship

—People master nature.

—People live in harmony with nature.

—People are subjugated by nature.

5.Christian‘s world view

6.Japanese world view

7.Movie clip appreciation

serendipity: good luck in making unexpected and fortunate discoveries

b)Main characters

Jonathan Trager

Sara Thomas

?c) Movie clip 1

?Jonathan : This is the ultimate blend to drink. How'd you find this place?

?Sara : I first came in because of the name: Serendipity. It's one of my favorite words.

?Jonathan : It is? Why?

?Sara : It's such a nice sounding word for what it means: a fortunate accident. I don‘t really believe in accidents. I think fate‘s behind everything.

?Jonathan: Everything‘s predestined. We don‘t have any choice?

?Sara:I think we make our decisions. But…fate sends signs and how we read them decides whether we‘re happy or not.

?Jonathan: Little signals. Fortunate accidents, lucky discoveries, like Columbus and America.

?Sara: Or Fleming discovering penicillin.

c)Movie clip 2

?Sara : I can't believe I'm doing this.

?Jonathan: Please let fate take its proper course.

?…

?Jonathan: That was an accident! Write that down please?

?Sara: I can't! That's a sign. Fate's telling us to back off.

?Jonathan: If fate didn't want us to be together, then why did we meet tonight?

Got you!

?Sara: I don't know, it's not an exact science, it's a feeling.

7.Group discussion

a)In the movie, Jonathan wants to get Sara’s phone number, but their process of

communication fails. What elements go wrong in this process?

b)In the movie, how many things does Sara do in order to test fate? And what are

they? What do you think of these behaviors?

c) A famous anthropologist once said that “Culture is communication and

communication is culture.”Do you agree? Why or why not?

8.Time orientation

a)Past-oriented culture

b)Present-oriented culture

c)Future-oriented culture

9.Activity orientation

a)“Being”culture: values nonaction and an acceptance of fate.

b)“Becoming”culture: regards humans as evolving and changing with the aim to

change the world.

c)“Doing”culture: it’s important to get things done. “Where there is a will, there

is a way.”

10.Social relations orientation

a)Equality:

i.“Everyone is born equal.”

ii.Regardless of family position, people can achieve success and high status through efforts of their own.

b)Hierarchy

i.Some people enjoy more power, some less.

ii.Social and economic class predetermine a person’s opportunities in life. III. Assignments

Read “Death Fruit”and explain how people’s understanding of human-nature relationship affects their life, speech and behaviors.

Week5 Cultural Value Orientations (II)

I. Teaching objectives

1. to get to understand Hofstede‘s cultural dimensions

2. to get to understand individualism in proverbs

3. to get to understand the differences between American and Chinese friendship

II. Classroom activities

1.Hofstede‘s cultural dimensions

a)Power distance

b)Uncertainty avoidance

c)Masculinity –femininity

d)Individualism –collectivism

2.Case study: Is she woman?

3.Group discussion:

a)How do you understand Manuel’s words: “Why, she’s just a server; I’m asking

you about women!‖

b)How do you understand Fred’s words: “Isn’t she a woman? And everyone can tell

she looks beautiful in that black dress.‖

c)What can you learn from the case?

5. A game to test yourself: Suppose you have won 5 million RMB from the lottery ticket.

What are you going to do with the money?

a)Invest it in real estate

b)Save it in the bank

c)Speculate in the stock market

8.Individualism-collectivism

a)What does individualism mean?

i.Independence

ii.Individual freedom

iii.Self reliance

iv.Equal opportunity

https://www.wendangku.net/doc/cc3525113.html,petition

b)They owe nothing to any man; they expect nothing from any man; they acquire the

habit of always considering themselves as standing alone, and they are apt to

imagine that their whole destiny is in their own hands.‖ (De Tocqueville,1830)

c)―We…wish to allow the humblest man an equal chance to get rich with everybody

else. When one starts poor, as most do in the race of life, free society is such that he

knows he can better his condition; he knows that there is no fixed condition of

labor for his whole life.‖ (Abraham Lincoln)

9.Cultural values in proverbs

?Every herring must hang by its own gill.

?Every tub must stand on its own bottom.

?He travels fast who travels alone.

?Every man is the architect of his own fortune.

?God helps them that help themselves.

?If you would be well served, serve yourself.

?一个好汉三个帮，一个篱笆三个桩

?众人拾柴火焰高

?三个臭皮匠顶个诸葛亮

?团结就是力量

?人心齐,泰山移

?单丝不成线，独木不成林。

?二人同心，其力断金

?一滴水只有放进大海里才永远不会干涸，一个人只有当他把自己和集体事业融合在一起的时候才能最有力量。——雷锋

10.Group discussion: ―The emerging individualism in China‖

11.Case study: Li Ning‘s experience in USA

12.Group discussion: What are the similarities and differences between American and

Chinese friendship?

III. Assignments

1. Place mainland Chinese culture into the PDI, UAI, MAS, IDI

2. Read the passage ―The American way of friendship‖ and make oral comments on it. (P9).

Week6 National Character

I. Teaching objectives

1.To understand how cultural factors affect people‘s behaviors in saving and consumption

2.To get to know the different characters of Americans, Frenchmen, English and Germen

3.To get to understand stereotype and how it affects intercultural communication

II. Classroom activities

1.Group reading and discussion: ―Money‖

a)Why do Japanese save much more than North Americans?

b)What cultural factors could explain the difference in the price of things in Japan

and North America?

2.Movie clip appreciation: Legally Blonde (I)

a)Key words and expressions:

—Harvard video essay

—sorority: a club of women

—LSAT: Law School Admissions Test

—Delta Nu: the name of the sorority

—legal jargon

?b) Questions:

–What kind of girl is Elle Woods?

–Do you think the career of a lawyer fits her?

3.Movie clip appreciation: Legally Blonde (II)

a)Key words and expressions:

—4.0 from CULA (GPA: grade point average)

—extracurricular activity

—Ricky Martin video

—a line of faux fur panties (man-made short underpants for women and children)

—Sorority charity project

—philanthropist: someone who makes charitable donations intended to increase

human well-being

?b) Questions:

–Why was she accepted by Harvard Law School?

–Well, we‘ve never had one before. And, are we always looking for _____?

4.American character: Who are they?

Group discussion: What is the best word to describe American character?

5.National character game

a)They are the most romantic men in the world, they will spend the last franc buying

a flower for their lovers. They will use the top skill for kissing you. You want a big

lover, choose them.

b)They act as a big boy, open and cute, the concept of family has no its standing in

their mind. They will be the best play-partner to you, but they don't know what's

the responsibility.

c)They work hard with strong will, you'd better not disobey them. You are expected

to wait for him all days at home. He will never show his emotion except anger.

d)They are the last gentlemen left in the world, they will remind us of the true

meaning of control and reservation. He will kiss you too, but maybe not from love

but from must.

e)They believe in rules and regulations, they like everything in its order. They take

effect as serious, after marriage, they are to be honest and good husbands.

f)They are the combination of gentlemen and country boys, and the beautiful sea

bench make them nature-lovers. They know how to enjoy life and respect women.

Except when you want him to do something, they are willing to help , but you must

be patient, because they will do it in their own ways. So if you don't care much

about the speed, they are good partners for women.

g)with the approval of all women, they are elected to be the best husbands in the

world. Aren't you sincerely convinced. OK! Can you do all housework for your

wife ? Can you take care of your children all by yourselves? Can you accept

whatever your wife say, no matter right or wrong? Can you support four parents ?

If you can't , then say ''YES"

6.Class reading and presentation]

Read the passage ―The English Character‖, ―The German Character‖ and ―Romantic Frenchmen‖. Write the key words that could describe the national characters of Englishmen, German and Frenchmen.

—Romentic Frenchmen

—Reserved Englishmen

—Disciplined German

7.Stereotype pictures

8.What is a stereotype: A conventional concept or image on the minds of people.

9. A case study (cultural mini-drama)

Questions: 1) What stereotype does the writer have toward elderly women?

2) How does a stereotype affect intercultural communication?

III. Assignments

Cite some daily examples to show what stereotype is and how stereotypes affect intercultural communication.

Week7 Verbal Communication (I)

I. Teaching objectives

1.To understand what communication is

2.To learn the importance of encoding and decoding in intercultural communication

3.To learn about cultural connotation in language

II. Classroom activities

1.How to translate the term ―communication‖?

2.Definitions of communication

—Chinese definition

—English definition

3.What is communication?

a)Look at the following 15 instances of communication and decide whether they are

―good examples‖, ―yes, but not good examples‖ or ―non-communication‖.

b)Levels and classifications

c)Models of communication

https://www.wendangku.net/doc/cc3525113.html,swell’s 5 W model

ii.Shannon & Weaker’s model

iii.Schramm’s model

e)Noise

i.Physical noise

ii.Physiological noise

iii.Mental noise

iv.Cultural noise

4.Case study 1: A story of Litz

5.Case study 2: A conversation between Professor Xia and Gram

6.Group discussion:

a)Analyze the encoding and decoding process in the case.

b)Discuss the importance of encoding and decoding in intercultural communication.

7.Words and culture: What can you learn about the culture from the words? (camel, snow,

carry, kinship terms, I etc.)

8.Cultural connotation in language:

Words are found to have the heaviest culture load in a language.

9.Cultural-loaded words

a)Fully equivalent words

b)Parallel words

c)Completely vacant words

d)Partly vacant words

e)Conflicting words

10.Case study: Parker Pen Company advertisement

III. Assignments

1.What are the cultural connotations of color terms?

2.Cite some examples to illustrate how cultural connotations in language affect intercultural

communication?

Week8 Verbal Communication (II)

I. Teaching objectives

1. To learn why style of communication varies from culture to culture

2. To understand Hall‘s culture context model

II. Classroom activities

1.Video clip: A topic of conversation--- compliments

a)Why is English compliment always clear?

b)Why do Chinese sometimes have other interpretations of compliments?

2.case study 1:

a)Role play

Malaysian: Can I ask you a question?

European American: Yes, of course.

M: Do you know what time it is?

E: Yes, it‘s 2 o‘clock.

M: Might you have a little soup left in the pot?

E: What? I don‘t understand.

M: I will be on campus teaching until 9 o‘clock tonight, a very long day for any person, let alone a hungry one!

E: Would you like me to drive you to a restaurant off campus so you can have lunch?

M: What a good idea you have!

b) Questions for discussion:

What‘s the real intention of the Malaysian?

Why couldn‘t the American understand him?

What are the characteristics of the style of communication of the Malaysian and the American?

3.Class reading: ―Communication Styles‖ (P36)

a)Para. 1 and Para. 2

i.What is the style of communication of Japanese？

ii.What is the style of communication of Americans？

iii.What cultural factors shape their distinct style of communication？

b)Para. 3 （as the above）

c)Para. 4 and Para. 5 （as the above）

d)Para. 6

e)Para. 7

4.Case study 3: A Turkish student and his American roommate

a)What are the characteristics of the Turkish student‘s style of communication? And

his American roommate‘s?

b)What can you learn from it about their culture?

5.Hall‘s cultural context model

a)High-context cultures prefer to use high-context messages, i.e. most of the meaning

is implied by the sociocultural settings and very little is provided in the coded,

explicit, transmitted part of the message.

b)Low-context cultures prefer to use low-context messages, i.e. most of the

information is transmitted in explicit code.

c)Characteristics of high-context culture

i.Much covert and implicit

ii.Internalized messages

iii.Much nonverbal coding

iv.Reserved reactions

v.Distinct ingroups and outgroups

vi.Strong people bonds

vii.High commitment

viii.Open and flexible time

d)Characteristics of low-context culture

i.Much overt and explicit

ii.Plainly coded messages

iii.Verbalized details

iv.Reactions on the surface

v.Flexible ingroups and outgroups

vi.Fragile people bonds

vii.Low commitment

viii.Highly organized time

6. A list of 12 cultures arranged on a continuum from low-context to high-context:

7.Video clip: Sending gifts

a)Questions:

b)What happened to Elyn one day when she visited a Chinese friend‘s house? Fill in

the blanks.

III. Assignments

1.Elyn said, ―…there is a difference in our culture, and there is a difference in our

language.‖ What are the differences between Chinese and Western culture? What are

the differences between Chinese and Western language? Cite some examples in your

daily life to illustrate the sentence.

2.Read the report of ―色戒:西方的误读‖ and present your comments to the class.

Week9 Nonverbal Communication (I)

I. Teaching objectives

1. To learn the importance of nonverbal codes in communication

2. To understand that nonverbal communication varies from culture to culture

3. To get to know some common English gestures

4. To understand cultural differences in eye behaviors

II. Classroom activities

1.Lead in: ―We speak with our vocal organs, but we converse with our whole body‖

2.Believe it or not

In face-to-face communication 65% of the information is communicated through nonverbal means (Birdwhistell, 1970; Ross, 1974 ; Samovar, 1981)

In the communication of attitudes, 93% of the message is transmitted by the tone of the voice and facial expressions, whereas only 7% of the speaker‘s att itude was transmitted by words (Mehrabian, 1972)

3.Classification

a)Body language (kinesics): posture, head movement, facial expressions, eye

behavior, gestures, handshaking, arm movement, leg movement etc.

b)Paralanguage (伴随语): sound, pitch, tempo of speech, turn-taking, silence

c)Object language (客体语): clothing, personal artifacts, hair, etc.

d)Environmental language: time language, spatial language, color, light, signs and

symbols, architecture, etc.

4. Body language

―There‘s language in her eye, her cheek, her lip.‖

―Your lips tell me no, but there is yes, yes in your eyes‖

---William Shakespeare

4.Kinesics: The study of body movement and how it is used to communicate.

a)Emblems are nonverbal behaviors that have a direct verbal counterpart

b)Illustrators are nonverbal behaviors that accompany another message, but they

mean nothing on their own.

c)Regulators are nonverbal behaviors that help us monitor the flow of

communication.

d)Affect displays are facial and body movements that show feeling and emotion.

Some researchers estimate that human beings are capable of over 250,000 facial

expressions.

i.Paul Ekman has identified seven universal facial expressions

Anger, Disgust (Contempt), Fear, Happiness, Interest, Sadness, Surprise

e)Adaptors are personal body movements that oc cur as a reaction to an individuals‘

physical or psychological state.

5.Cultural differences in gestures

6.Cultural differences in eye behavior

a)In English-speaking world, if you fail to meet other peoples‘ gaze, you can be

interpreted as being deceptive, weak, bored or angry. (―Not to trust anyone who

won‘t look you in the eye‖)

b)Respect and attention is shown by looking away from the speaker in Latin America. III. Assignments: Group work

–Introduce some common gestures in China.

–Introduce some common gestures in America.

–Introduce some common gestures in Japan.

–Introduce some common gestures in France.

Week10 Nonverbal Communication (II)

I. Teaching objectives

1.To understand that paralanguage varies from culture to culture.

2.To understand object language varies from culture to culture.

3.To learn the different time orientations and time systems

4.To understand how space varies from culture to culture

II. Classroom activities

1. Review of classification of nonverbal communication

Body language (kinesics): posture, head movement, facial expressions, eye behavior, gestures, handshaking, arm movement, leg movement etc.

Paralanguage (伴随语): sound, pitch, tempo of speech, turn-taking, silence

Object language (客体语): clothing, personal artifacts, hair, etc.

Environmental language: time language, spatial language, color, light, signs and symbols, architecture, etc.

2. Paralanguage: sound, pitch, tempo of speech, turn-taking, silence

3. Silence

a) A survey: over 60% Japanese females prefer to marry silent men.

b)Easterners interpret silence as a sign of respect, obedience, agreement,

thoughtfulness and so on.

c)People of Western culture strongly perceive silence as a negative attribute

(indifference, anger, hostilities, disagreement, shyness, embarrassment, ignorance,

boredom, coldness etc). They encourage quick response in conversations.

d)Proverbs of silence

―沉默是金‖

―满罐子不响、半罐子响‖

―桃李不言下自成蹊‖

―酒香不怕巷子深‖

Greasy wheel gets the oil.

4. Object language

5. Time

a) ―Time talks. It speaks more plainly than words. The message it conveys comes

through loud and clear.‖ --- E. T. Hall

b) Case study 1: ―My first day of class‖

c) Time orientations

Past-oriented cultures (Chinese, native Americans)

Present-oriented cultures (the Philippines, many Central and South American

people)

Future-oriented cultures (Euroamericans, most post-industrial peoples)

d) Case study 2: ―My German classmate‖

e) Informal time systems

i.Monochronic time system (M-Time): time as something fixed, linear, and

manageable.

ii.Polychronic time system (P-Time): time as fluid and something that can‘t be controlled.

iii.Characteristics of M-time

7.Space

a)Proxemics: the study of distance and the arrangement of space

b)Picture of the leaders in China

c) Case study 3: Sawada and Lina‘s story: This is not a love signal.

d) Cultural differences in the use of personal space

e) high-contact culture and low-contact culture

Southern Europeans (French, Italians, Greek, Spaniards etc.) vs. Northern

Europeans (German, Scandinavian, British etc.)

Chinese vs. native English-speakers

Southern Americans vs. Northern Americans

Saudi males like to stand close enough to smell each other‘s breath (―nose to nose‖),

for to deny another the smell of your breath is to act ashamed or frightened. They

may also comment on the other‘s health if the smell is unpleasant.

f) European and Saudi Arabian Ads for Drakkar Noir:

III. Assignments

Case study 1: Eye behavior

Case study 2: What should Walther do?

Week11 Patterns of thinking

I. Teaching objectives

1.To understand the differences in the mode of thinking between Chinese and English

speakers

2.To understand the differences between Chinese and English grammar

II. Classroom activities

1. Video clip: How to cook cakes?

Questions: What ingredients are necessary for cooking cakes?

What impressed you most about the way of cooking cakes?

2. Thinking patterns: Chinese vs. English-speaking people

Comprehensive thinking vs. Analytical thinking

Images and visualization vs. Logic reasoning

Inductive thinking vs. Deductive thinking

Harmony vs. Dichotomy

3. Chinese Grammar vs. English Grammar

枯藤，老树，昏鸦，

小桥，流水，人家。

古道，西风，瘦马，

夕阳西下，断肠人在天涯。

Crows hovering over rugged old trees wreathed

with, rotten vine --- the day is about done.

Yonder is a tiny bridge over a sparkling stream,

and on the far bank, a pretty little village.

But the traveler has to go on down this ancient road,

the West wind moaning, his bony horse groaning,

Trudging towards the sinking sun, farther and farther

away from home.

4. Chinese Grammar vs. English Grammar

冬天来了，春天还会远吗？

If winter comes, can spring be far away?

明早还赶路呢，睡去吧。

Go to bed now as you‘ll set out early tomorrow.

生活费用不断上涨，许多人拿不出这笔开支。

The cost of living is rising and therefore many people are having a hard time in paying

their bills.

我今天中午准备吃食堂。

I‘m going to have lunch in the school dining hall today.

5. Chinese Grammar vs. English Grammar

noninflectional language （无形态语）

paratactic structure（意合）:the arranging of clauses one after another through semantic ties r ather than connective words

inflectional language （有形态语）

hypotactic structure （形合）:the construction of sentences or clauses through linguistic forms, which may include conjunctions, adverbs, prepositional phrases

6.The beauty of the Chinese language

The Chinese language is such a system that it offers the poet enormous freedom of creation. And in the same manner the readers can enjoy the pleasure of joining the poet in his imagination.

7. The beauty of the English language: Strict logic, tight coherence, clarity and unity

8. Chinese Grammar vs. English Grammar

Chinese: background information + major information: inductive

English: major information + background information: deductive

9. Robert Kaplan‘s research

10.A Chinese student‘s English writing vs. a native‘s writing

III. Assignments

1.Reorganizing exercise.

2.Preview the passage of ―Culture shock and the problem of adjust ment in new cultural

environment‖ (P29).

Week12 Culture shock and adaptation (I)

I. Teaching objectives

1. To learn the symptoms of culture shock

2. To learn the causes of culture shock

3. To learn the stages of culture shock

II. Classroom activities

1.Culture shock: First presented by Beales and Humphrey in 1957

Spread by American anthropologist Oberg during the period of 1958 to 1960

2. Definition: The transition period and the accompanying feelings of stress and anxiety a

person experiences during the early period upon entering a new culture.

3. Case study: cooking a chicken soup

Question for discussion: Why cooking a chicken soup is not easy for her?

4. Symptoms

a)Feelings of loneliness, helplessness, anxiety, frustration and withdrawal

b)Irritability

c)Fear of being cheated, robbed, or injured

d)Desire for home and friends

5.Symptoms of culture shock (近藤裕,1993)

a)生理上的反应

b)心理上的反应

c)人际关系上的反应

d)在其它的社会生活中的反应

6.An example of culture shock

…… 时间一天天地过去，结识的朋友比原来多了，生活也比较习惯了，但思乡之苦却丝毫不见好转。…… 我所思念的不仅仅是家庭的亲情，朋友们的友情，而是整个文化——与我有关的一切。……文化上的隔绝远远超出语言上的障碍。我想去了解，接受和适应，然而又本能地拒绝和抵制。这种感受，没有亲身体验的人也许是很难理解的。…… 我现在居住着有各种设备的屋子，但我却仍想念国内那种?乱七八糟‘的生活。…… 还想到以前在家里常常吃大饼油条，现在回忆起来，却引起我的一种渴望，似乎那才是我自己的生活。‖ (陈冲)

7. Factors causing culture shock

Separation of spouses 65

Adjustment of work 39

Financial change 38

Change of jobs 36

Mortgage in advance 30

Change of work charge 29

Wife‘s stopping or starting of work 26

Change of living setting 25

Change of working conditions and time 20

Change of inhabiting area 20

Change of schools 20

Change of entertainments 19

Change of church service 19

Change of social activities 18

Change of the frequency of family reunion 15

Change of eating habits 15

8. Stages of culture shock

a) U-curve pattern

Honeymoon stage

(Depression stage)

Crisis stage

Adjustment stage

Biculturalism stage

b) U-curve pattern

c) W-curve pattern

9. Case study from《旅居者和―外国人‖：留美中国学跨文化人际交往研究》(陈向明)

―刚开始，我对自己很有信心，和他们（指美国人）交往我没有遇到任何问题。……

甚至在他们的家庭聚会上，我也能很自然的和他们交往。…… 当然，有一种很新鲜好奇的感觉，我自我感觉还行。‖（蜜月期）

―那段时间我的压力很大，我也许还有文化适应方面的问题。…… 我情绪很低，而且我总问自己，?我到这儿来究竟是为了什么？‘?我到这儿来值得吗？‘我总在想这个问题。‖（沮丧期）

―我不得不一切从零开始。我的语言不如美国人，有许多微妙的东西我都不理解。

我还不能融合到美国的社会中去，……，非常难。就知识而言，我得花多少年才能达到他们的水平。价值观也一样，这儿的很多事我都不能接受，……，我感到很沮丧。如果我不亲身的经历一回，这种感觉是很难用语言来表达的。‖（困难期）

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