跨文化 Germany friendship
中德外语学习文化的跨文化协同研究
互认范围：包括学历、学位、 学分等
互认方式：通过在线平台进 行认证和查询
互认协议：中德两国签署了 教育成果互认协议
互认意义：促进中德两国教育 交流与合作，提高教育质量
中德外语学习文化中的语言沟通
语言差异：中德语言在语法、词汇、表达方式等方面的差异 学习方式：中德学习者在学习外语时的学习方法和习惯 跨文化沟通：中德学习者在跨文化沟通中遇到的困难和挑战 解决方案：如何提高中德学习者在跨文化沟通中的语言能力和技巧
评价方式：中国以考试成绩为主，德国 以综合能力评价为主
教育目标：中国注重知识传授，德国注 重能力培养和个性发展
中德外语学习文化的交流与合作
交流方式：通过 学术交流、研讨 会、合作项目等 方式进行交流与 合作
合作领域：包括 语言教学、语言 研究、语言政策、 语言文化等多个 领域
合作成果：共同 开展研究项目， 共同发表研究成 果，共同举办学 术活动等
合作意义：促进 中德两国外语学 习文化的交流与 合作，推动两国 语言文化的发展 与繁荣。
中德外语学习文化的教育资源共享
共享教材：中德两国共同编写的教 材，如《新实用汉语》、《新标准 德语》等
共享课程：中德两国共同开设的课 程，如“中德跨文化交际”、“中 德文学比较”等
添加标题
添加标题
添加标题
添加标题
重跨学科、跨 分利用中德两
文化的课程设 国的教育资源， 置，如语言学、 如教材、教师、 文化学、跨文 教学设备等
化交际等
评价体系：建 立多元化的评 价体系，注重 过程性评价和 结果性评价的
结合
合作交流：加 强中德两国教 育机构、教师 和学生之间的 合作交流，促 进教育模式的
融合和创新
中德外语学习文化的教育成果互认
新编跨文化交际英语教程——案例分析(主编：许力生)Word 打印版
Unit 1Communication Across CulturesCase 1 (Page 23)This case took place in 3 cultures. There seemed to be problems in communicatingwith people of different cultures in spite of the efforts to achieve understnading.1）In Egypt as in many cultures, the human relationship is valued so highly that it is not expressed in an objective and impersonal way. While Americans certainly value human relationships, they are more likely to speak of them in less personal, more objective terms. In this case, Richard’s mistake might be that he choseto praise the food itself rather than the total evening, for which the food was simply the setting or excuse. For his host or hostess it was as if he had attended an art exhibit and compliment ed the artist by saying, “What beautiful frames your pictures are in!”2）In Japan the situation may be more complicated. Japanese people value order and harmony among a group, and that the group is valued more than any particular member. In contrast, Americans stress individuality and are apt to assert individual differences when they seem justifiably to be in conflict with the goals or values of the group. In this case, Richard’s mistake was making great efforts to defend himself even if the error is notintentiona. A simple apology and acceptance of the blame would have been appropriate3) When it comes to England, w expect fewer problems between Americans and Englishmen than between Americans and almost any other group. In this case we might look beyond the gesture of taking sugar or cream to the valuess expressed in this gesture: for Americans, “Help yourself”; for the English counterpart, “Be my guest.” American and English people equally enjoy entertaining and being entertained, but they differ in the value of the distinction. Typically, the ideal guest at an American party is obe who “makeshimself at home”. For the English host, such guest behavior is presumptuous or rude.Case 2 (Page 24)A common cultural misunderstanding in classes involvs conflicts between what is said to be direct communication style and indirect communication style. In American culture, people tend to say what is on their minds and mean what they say. Therefore, students in class are expected to ask questions when they need clarification. Mexican culture shares this preference of style with American culture in some situations, and that’s why the students from Mexico readily adopted the techniques of asking questions in class.However, Korean people generally prefer indirect communication style, and therefore they tend not to say what is on their minds and to rely more on implications and inference, so as to be polite and repectful and avoid losing face through any improper verbal behavior. As is mentioned in the case, to many Koreans, numerous questions would show a disrespect for the teacher, and would also reflect that the student has not studied hard enough.Case 3 (Page 24)The conflict here is a difference in cultural values and beliefs. In the beginning, Mary didn’t realize that her Dominican sister saw her as a member of the family, literally. In the Dominican view, family possessions are shared by everyone of the family. Luz was acting as mostDominican sisters woould do in borrowing without asking every time. Once Mary understood that there was a different way of looking at this, she would become more accepting. However, she might still experience frustration when this happened again. She had to find ways to cope with her own emotional cultural reaction as well as her practical problem (the batteries running out).Case 4 (Page 25)It might be simply a question of different rhythms. Americans have one rhythm in their personal and family relations, in their friendliness and their charities. People from other cultures have different rhythms. The American rhythm is fast. It is characterized by a rapid acceptance of others. However, it is seldom that Americans engage themselves entirely in a friendship. Their friendship are warm, but casual and specialized. For example, you have a neighbor who drops by in the morning for coffee. You see her frequently, but you never invite her for dinner------not because you don’t think she could handle a fork and a knife, but because you have seen her that morning.Therefore, you reserve your more formal invitation to dinner for someone who lives in a more distant part of the city and whom you would not see unless you extended an invitation for a special occasion. Now, if the first friend moves away and the second one moves nearby, you are likely to reserve this------see the second friend in the mornings for informal coffee meetings, and invite the first one more formally to dinner.Americans are, in other words, guided very often by their own convenience. They tend to make friends rapidly, and the y don’t feel like it necessary to go to a great amount of trouble to see friends often when it becomes inconvenient to do so, and usually no one is hurt. But in similar circumstances, people from many other cultures would be hurt very deeply.Unit 2Culture and CommunicationThe analysis of this case: (Page 38)The least three things among the following Tom did that were regarded to be impolite:b. Tom opens the gift as soon as he is presented with it.d. Tom does not make a second offer of drinks when they refuse the first.e. Tom talks about the cost of living in the U.S.A.f. Tom does not ask them to stay longer when they say they must be leaving.g. Tom does not go out to see them off.Case 5 (Page 60)Analysis: The Chinese guide should refuse the first offer because he is obeying the Chinese rules for communication. We Chinese are modest, polite and well-behaved. Maybe the guide is waiting for a second or third offer of beer, but he doesn’t know the reasons behind the rule in American culture that you do not push alcoholic beverages on anyone. A person may not drink for religious reasons, he may be a reformed alcoholic, or he may be allergic. Whatever the reason, you donot insist on offering alcohol. So they politely never made a second offer of beer to the guide.Case 6 (Page 61)When a speaker says something to a hearer,there are at least three kinds of meanings involved:utterance meaning, the speaker’s meaning and the hearer’s meaning. In the dialogue, when Litz asked how long her mother-in-law was going to stay, she meant that if she knew how long she was going to saty in Finland, she would be able to make proper arrangements for her, such as taking her out to some sightseeing. However, her mother-in-law took Litz’s question to mean “Litz does not want me to saty for long”. From the Chinese point of view, it seems inappropriate for Litz to ask such a question just two days after her mother-in-law’s arrival. If she has to ask the question, it would be better to ask some time later and she should not let her mother-in-law hear it.Case 7 (Page 62)Analysis:Keiko insists on giving valuable gifts to her college friends, because in countries like Japan, exchanging gifts is a strongly rooted social tradition. Should you receive a gift, and don’t have one to offer in return, you will probably create a crisis. If not as serious as a crisis, one who doesn’t offer a gift in return may be considered rude or impolite. Therefore, in Japan, gifts are a symbolic way to show the care, respect, gratitude and further friendship. Keiko’s college friends would rather round up some of the necessary items and they are willing to have her use them. They really expected nothing from her. For in America, people donate their used household items to church or to the community. They would never consider these old items as gifts to Keiko. So Keiko’s valuable gifts have made her American friends feel uncomfortableCase 8 (Page 62)When the Chinese girl Amy fell in love with an American boy at that time, it seems that she preferred to celebrate Chritmas in the American way, for she wanted very much to appear the same as other American girls. She did not like to see her boyfriend disappointed at the “shabby” Chinese Christmas. That’s why she cried when she found out her parents had invited the minister’s family over for the Christmas Eve dinner. She thought the menu for the Chritmas meal created by her mother a strange one because there were no roast turkey and sweet potatoes but only Chinese food. How could she notice then the food chosen by her mother were all her favorites?From this case, we can find a lot of differences between the Chinese and Western cultures in what is appropriate food for a banquet, what are good table manners, and how one should behave to be hospi table. However, one should never feel shame just because one’s culture is different from others’. As Amy’s mother told her, you must be proud to be different, and your only shame is to have shame.Unit 3Cultural DiversityCase 7 (Page 76)Between friends there is inevitably a kind of equality of give-and-take. But in different cultures, people view this differently. In Chinese culture,friendships develop slowly because they are built to last. We Chinese prefer the saying “A friend indeed is a friend in need.” And we never refuse theasking for help from a friend. We never forget the timely help by a friendwhen we are on the rocks. But In American culture, they view this in adifferent way. Once helped, they offer their help only once. That’s whyJackson said that Mr. Zhao was asking too much. In their view, friendshipsare based on common interests.1 Different Lands, Different Friendships (P 77)●French Friendships●German Friendships●English Friendships●Chinese Friendships (见补充材料）●American Friendships (见补充材料）补充案例（American Friendship）Two mothers, Carmen and Judy, are talking to each other at a park while their children are playing together in the sand.Caemen: Hi, Judy.Judy: Hi, Carmen. How are you?Carmen: Fine. I’m glad to see that our children like to play together.Judy: Yeah, me too. I remember just a month ago they weren’tsharing their toys.Carmen: Now it looks like they’re enjoying each other.Judy: Finally! Maybe we could get together at each other’s ho usessometime. I’m sure the kids would enjoy that.Carmen: Sure. That’d be nice.Judy: Well, let’s do it soon.Carmen: O.K.(Judy and Carmen continue to talk while their children play.) Case AnalysisJudy and Carme n are not real friends. They don’t want to get together, really. They once met each other a month ago. Americans sometimes make general invitation like “Let’s get together sometimes.” Often this is just a way to be friendly. It is not always a real invit ation. If they’d like to set a specific (exact) time, that means a real offer.2 Family Structure (P83)●Chinese Family●Filipinos Family●Vietnamese Family●Japanese Family (See Case 9 and Case 10)●Latin American FamilyCase 9 (Page 96)Traditional Japanese respect their elders and feel a deep sense of duty toward them. The elders in traditional Japanese families are typically overpowered. So the grandfather seemed to be an absolute authority for the young chairman. In Japanese culture challenging or disagreeing with eilder’s opinions would be deemed as being disrespectful. That is why the young chairman said nothing but just nodded and agreed with his grandfather. And it results in the Japanesecompany’s withdrawal from the negotiations concerning a relationship with Phil’s company a week later.Case 10 (Page 97)In Japan, a company is very much like a big family, in which the manager will take care of the employees and the employees are expected to cevote themselves to the development of the company and, if it is necessary, to sacrifice their own interests for the interests of the company. But to the French, a company is just a loosely-knit social organization wherein individuals are supposed to take care of themselves and their families. And the family is the number one priority, which is unlike the Japanese model “not involving females and the right to decide by dominant male”.Case 11 (Page 97)In most cultures, an apology is needed when an offence or violation of social norms has taken place. To many Westerners, Japanese apologize more frequently and an apology in Japanese does not necessarily mean that the person is acknowledging a fault. To many Japanese, Westeners may seem to be rude just because they do not apologize as often as the Japanese would do. In this case, the atitude of the Australian student’s parents is shocking the Japanese but will be acceptable in an English-speaking society, for the student is already an adult and can be responsible for her own deeds.Case 12 (Page 98)In this case, it seems that the Chinese expectation were not fulfilled. First, having two people sharing host responsibilities could be confusing to the Chinese.Second, in China, it is a tradition for the host to offer a welcome toast at the beginning of the meal. By not doing so, the Canadian might be thought rude. The abrupt departure of the Chinese from the banquet was probably an indication that they were not pleased with the way they were treated. The Canadians’ lack of understanding of the C hinese culture would be a problem in their dealing with the visiting delegation.。
文化认知与跨文化理解 以中德跨文化交际为例
祖晓梅的跨文化交际实践丰富多样。她曾在美国留学多年，深入了解西方文化， 并将其与中国的传统文化相结合。她通过举办讲座、撰写文章、翻译作品等方 式，向国内读者介绍西方的文化观念和价值观念，为中西文化的交流搭建了桥 梁。
祖晓梅的跨文化交际理念对于我们具有重要的指导意义。在全球化的背景下， 我们不可避免地会遇到来自不同文化背景的人。通过学习祖晓梅的跨文化交际 理念，我们可以更好地理解他人，避免误解和冲突，建立良好的人际关系。
另外，为了更好地实现跨文化理解，我们需要培养开放、包容的心态。在面对 中德两国之间的文化差异时，我们应保持谦逊和尊重的态度，积极学习并借鉴 对方的优秀文化元素，以丰富和完善自身文化。我们也要在实践中不断锻炼和 提高自己的跨文化交际能力，为中德两国的友好交往做出积极贡献。
总之，文化认知与跨文化理解在以中德跨文化交际为例的跨文化交际中具有极 其重要的意义。通过增进对两国文化的了解和尊重，以及培养开放、包容的心 态，我们可以进一步推动中德之间的交流与合作，为两国人民的友谊和共同发 展奠定坚实基础。
然而，不同的文化背景也可能带来沟通障碍。由于价值观念、生活习惯、思维 方式等方面的差异，我们可能对来自不同文化背景的人的行为产生误解，甚至 产生冲突。为了克服这些障碍，我们需要培养跨文化意识，尊重并理解他人的 文化背景。此外，掌握一些跨文化沟通技巧，如正确地提问、积极倾听和恰当 表达，也能帮助我们更好地与不同文化背景的人交流。
与文化认知紧密相连的是跨文化理解。跨文化理解是指在跨文化交际中，运用 对比、分析、归纳等方法，理解不同文化间的差异和共性。在面对中德跨文化 交际中的挑战时，我们要学会尊重并接纳不同文化，以开放、包容的心态进行 交流与合作。例如，德国人在商务谈判中非常重视合同的细节，而中国人在商 务交流中更注重人情和关系。如果不能理解并尊重这种差异，就可能为商务合 作带来困扰。
新编跨文化交际英语教程_参考答案unit3
新编跨文化交际英语教程_参考答案U n i t3-CAL-FENGHAI.-(YICAI)-Company One1Unit 3Cultural DiversityReading IDifferent Lands, Different FriendshipsComprehension questions1. Why is it comparatively easy to make friends in the United StatesBecause few Americans stay put for a lifetime. With each move, forming new friendship becomes a necessity and part of their new life.2. Do people from different countries usually have different expectations about whatconstitutes friendship and how it comes into being?Yes. The difficulty when strangers from two countries meet is their different expectations about what constitutes friendship and how it comes into being.3. How is friendship in America different from friendship in West EuropeIn West Europe, friendship is quite sharply distinguished from other, more casual relationships, is usually more particularized and carries a heavier burden of commitment, while in America the word “friend” can be applied to a wide range of relationship and a friendship may be superficial, casual, situational or deep and enduring.4. In what country does friendship have much to do with one’s familyAnd in what country does it not?In Germany, friendship has much to do with one‘s family as friends are usually brought into the family, while in France it doesn’t as, for instance, two men may have been friends for a long time without knowing each other‘s personal life.5. What is friendship like when it is compartmentalized?For instance, a man may play chess with a friend for thirty years without knowing his political opinions, or he may talk politics with him for as long a time without knowing about his personal life. Different friends fill different niches in each person’s life.6. What are friendships usually based on in EnglandEnglish friendships are based on shared activity. Activities at different stages of life may be of very different kinds. In the midst of the activity, whatever it may be, people fall into steps and find that they participate in the activity with the same easy anticipation of what each will do day by day or in some critical situation.7. Do you think friendship shares some common elements in different cultures If you do, what are they?Yes. There is the recognition that friendship, in contrast with kinship, invokes freedom of choice. A friend is someone who chooses and is chosen. Related to this isthe sense each friend gives the other of being a special individual, on whatever grounds this recognition is based. And between friends there is inevitably a kind of equality of give-and-take.8. What do you think is the typical Chinese concept of friendship Is it similar to or different from any of the Western friendships?It seems that the typical Chinese concept of friendship lays great emphasis on personal loyalty and also has much to do with family. It may be similar to Germany friendship to some extent and quite different from other Western friendships. Reading IIComparing and Contrasting CulturesComprehension questions1. How is the mainstream American culture different from the Japanese culture?Americans believe that human nature is basically good and man is the master of nature. They are future-oriented and “being”-oriented. Their social orientation is toward the importance of the individual and the equality of all people. However, the Japanese believe that human nature is a mixture of good and evil. Man is in harmony with nature. They are both past-oriented and future-oriented. And they are both “growing-”and “doing-”oriented. They give emphasis to authorities and the group. 2. Can you find examples to support the author’s view of traditional cultures in different value orientations?For example, the traditional Indian culture believes that man is subjugated by nature and it is being-oriented (which can be exemplified by its caste system). Also, traditional Chinese culture is past-oriented, for emphasis has long been given to learning from the old and past.3. Why do Americans tend to equate “change” with “improvement” and regard rapid change as normal?Concerning orientation toward time, Americans are dominated by a belief in progress. They are future-oriented. They believe that “time is money” and have an optimistic faith in the future and what the future will bring. So they tend to equate “change” with “improvement” and consider a rapid rate of change as normal.4. What does “Electric Englishman” mean when it is used to describe the American? As for activity, Americans are so action-oriented that they tend to be hyperactive. That’s why that they have been described as “Electric Englishmen”, who always keep themselves busy.5. How would you explain the fact that contradictory values may exist in the same culture?As time changes faster and faster and there is more contact between cultures, it is more likely to find contradictory values existing in the same culture. This is especially the case in a society that is being transformed from a traditional one into a modernone. For example, in the Japanese culture, some people may still be very past-oriented and some are rather future-oriented, and even the same people may be sometimes past-oriented in certain situations and sometime future-oriented in other situations.6. What can we get from models of this kind about cultural differences?Models of this kind are quite useful in giving rough pictures of striking contrasts and differences of different cultures. However, such a model only compares cultures on some basic orientations. It does not tell us everything about every conceivable culture. We have to recognize that models of this kind are over-simplifications and can only give approximations of reality.7. Do cultural values change as time changes?Yes, the values may be in the process of marked change due to rapid modernization and globalization. However, they have a way of persisting in spite of change. The evolution of values is a slow process, since they are rooted in survival needs and passed on from generation to generation.8. How is communication influenced by differing cultural values?Putting people from one culture into another culture with radically different value orientations could cause stress, disorientation, and breakdowns in communication. Case StudyCase 9Hierarchy is significant in the Japanese culture. This structure is reflected everywhere in Japanese life, at home, school, community, organizations, and traditional institutions such as martial arts or flower arrangements.In this case, the young chairman must have had his own ideas about how to manage the company; however, when encountered with his grandfather’s dissenting opinions, he dared not to take a stand against him. This may manifest the rigid hierarchical structure in the Japanese society. In the Japanese society, how hierarchy is formed depends mainly on seniority, social roles, and gender. As a respectable senior member of the family and the former leader of the company, the grandfather obviously overpowered the inexperienced young chairman. In other words, the grandfather seemed to be an absolute authority for the young chairman. In Japanese culture, challenging or disagreeing with elders’ opinions would be deemed as being disrespectful and is often condemned. People in lower positions are expected to be loyal and obedient to authority. That‘s why the young chairman didn’t s ay anything but just nodded and agreed with his grandfather.But Phil seemed to know little about the Japanese culture in this aspect. In many Western cultures, particularly American culture, seniority seldom matters very much in such situations, and young people are usually encouraged to challenge authority and voice their own opinions. Unfortunately, his outspoken protest could easily offend the grandfather and he might be regarded as a rude and ill-bred person by other Japanese.Case 10In Japan, a company is often very much like a big family, in which the manger(s) will take good care of the employees and the employees are expected to devote themselves to the development of the company and, if it is necessary, to sacrifice their own individual interests for the interests of the company, from which, in the long run, the employees will benefit greatly. But for the French, a company is just a loosely- knit social organization wherein individuals are supposed to take care of themselves and their families. Moreover, the way the French make decisions in the family might also be different from the typical Japanese one, which may not often involve females and the power to decide usually lies with the dominating male. As there are such cultural differences bet ween the Japanese and the French, Mr. Legrand’s decision made Mr. Tanaka feel dumbfounded.Case 11Incidents such as these can point to possible cultural differences in so-called “polite” behavior, and at the same time highlight the tendency for people to react emotionally to unexpected behavior.People in most cultures would probably agree that an apology is needed when an offence or violation of social norms has taken place. However, there may be differing opinions as to when we should apologize (what situations call for an apology) and how we should apologize. To many Westerners, Japanese apologize more frequently and an apology in Japanese does not necessarily mean that the person is acknowledging a fault. To many Japanese, Westerners may seem to be rude just because they do not apologize as often as the Japanese would do. In this case, for instance, the attitude of the Australian student’s parents is shocking to the Japanese but will be acceptable in an English-speaking society, for the student is already an adult and can be responsible for her own deeds.Case 12In this case, it seems that the Chinese expectations were not fulfilled. First, having two people sharing host responsibilities could be somewhat confusing to the hierarchically minded Chinese. Second, because age is often viewed as an indication of seniority, the Chinese might have considered the youth of their Canadian hosts as slight to their own status. Third, in China, it is traditional for the host to offer a welcome toast at the beginning of the meal, which is the reciprocated by the guests; by not doing so, the Canadian might be thought rude. The abrupt departure of the Chinese following the banquet was probably an indication that they were not pleased with the way they were treated. The Canadians’ lack of understanding of the Chinese culture and the Chinese ways of communication clearly cost them in their business dealings with the visiting delegation.。
跨文化交际英语教程课后答案
跨文化交际英语教程课后答案【篇一：新编跨文化交际英语教程_参考答案unit 6】ture and nonverbal communicationreading ian overview of nonverbal communicationcomprehension questions1. can you speak each of the following sentences in different ways to mean differently?1) she is my best friend.2) you?ve done really good job.3) come here, please.4) that?s all right.speaking the same sentence with the stress on different words may mean different things. for instance, if the stress falls on “she” in the first sente nce, it means it is she, not you or somebody else, that is my best friend. but if the stress falls on “my”, it implies that she is my, not your or somebody?s best friend.2. speakers of british english use loudness only when they are angry, speakers of indian english use it to get the floor, a chance to speak. so when an indian speaker is trying to get the floor, what would the british speaker think of the indian and what would the british behave in response?the british speaker may think that the indian gets angry with him or behaves rudely towards him, so he may complain about the indian?s rudeness or even return his rudeness as a response.3. what differences in body language use have you noticed between your chinese teachers and foreign teachers?there are really some differences between chinese teachers and foreign teachers in their use of body language. for instance, chinese teachers in general do not use gestures as much as foreign teachers do, and their facial expressions often seem to be less varied than those of many foreign teachers.4. do you know any gestures we often use that might be misunderstood by people from other cultures?for example, the way we chinese motion to others to come over might be misunderstood by people from some western countries to mean bye-bye.5. how do we chinese people use eye contact in communication?during a conversation between two chinese, it seems that the speaker and the hearer would usually look at each other (not necessarily in the eye) from time to time. how much eye-contact there is may depend on the relationship between the speaker and hearer and the situation they find themselves in.6. how will you eye them when you are communicating with people from the united states or people from japan?while talking with americans, we should look directly into the eyes of the person with whom we are talking. however; while talking with japanese, we are not expected to look at them in the eye but at a position around the adam?s apple.7. do you often smile at others? why or why not?it depends. for instance, it seems that we chinese, as well as people of other eastern asian countries, do not usually smile at strangers as much as americans.8. what function(s) may laughter serve in our culture? does it sometimes cause intercultural misunderstanding?laughter in our culture may serve various functions. sometimes, it is used to express amusement or ridicule, and sometimes it is simply used to make one feel less embarrassed.9. do you often touch others while talking with them? whom do you touch more than others?we chinese generally do not often touch others while talking with them unless they are our intimate friends or younger children.10. in small groups or in pairs, demonstrate all the possible ways you can think of to greet another person. is touching always part of a greeting?no. touching is not always part of a greeting in our culture as in some other cultures.11. will you apologize if you accidentally touch other people in public places? why or why not?many people will apologize if they accidentally touch other people in public places since in our culture people who arestrangers to each other should not touch. however, whether people will apologize or not depends on the situations. if a person accidentally touches a stranger in a very crowded place, he or she may not apologize for it.reading iigender and nonverbal communicationcomprehension questions1. what may often happen to those who do not conform to their culture?s accepted gender “script”?there are often severe social penalties for those who act in violation of their culture?s accepted gender ―script.2. does touch have any connotation in different situations? can you give some specific examples?touch, like physical closeness, may be considered an expression of affection, support, or sexual attraction. for instance, in some cultures, it may be all right for women friends and relatives to walk arm-in-arm, dance together, and hug one another, but if men do so, they may be frowned upon, for it would be considered as having the connotation of being homosexual.3. what will possibly happen to a woman who is appreciably taller than the man?taller women may attempt to diminish themselves, to slouch and round their shoulders so as to retreat or to occupy as little space as possible.4. are men and women required to have the same facial expressions? does smile mean the same things to both men and women?men and women are not usually required to have the same facial expressions. smile may mean different things to men and women. for females smile functions as an expression of pleasure, pleasantness, or a desire for approval, while males may resist any nonverbal display of expression to others in order to appear more masculine, because being facially expressive is often seen as a marker of ―femininity.5. why are the african-american women less deferential than white women and less inclined to smile?african-american women are found to be less deferential than white women and, therefore, less inclined to smile, simply because it is expected of them to be so in their culture.6. in what ways may direct eye contact between individuals be interpreted?looking directly into another person?s eyes can connote an aggressive threat, a sexual invitation, or a desire for honest and open communication.7. what was found in a study of nonverbal communication among hispanic couples? in a study of nonverbal communication among hispanic couples, it was found that many puerto rican wives never looked directly at their husbands.8. how does clothing manifest and promote cultural definitions of masculinity and femininity?through clothing and make-up, the body is more or less marked, constituted as an appropriate, or, as the case may be, inappropriate body for its cultural requirements. males and females have to dress themselves appropriately according to their cultural definitions of masculinity and femininity.case studycase 21sometimes our best intentions can lead to breakdowns (故障) in cross-cultural communication. for example, one of the very common manners of touching --- handshaking --- may result in conflict when performed with no consideration of cultural differences. among middle-class north american men, it is customary to shake hands as a gesture of friendship. when wanting to communicate extra friendliness, a male in the united states may, while shaking hands, grasp with his left hand his friend?s right arm. however, to people of middle eastern countries, the left hand is profane (亵渎的) and touching someone with it is highly offensive. therefore, in vernon?s eyes, kenneth was actually an extremely offensive message to him.case 22in puerto rican culture, as in some other latin american and eastern cultures, it is not right for a child to keep an eye-contact with an adult who is accusing him or her, while in the united states, failing of meeting other person?s eye accusing him or her would be taken as a sign of guiltiness. as the principal knew little about this cultural difference in using eye-contact, he decided that the girl must be guilty. generallyspeaking, avoiding eye-contact with the other(s) is often considered as an insult in some cultures, but may signify respect for authority and obedience in other cultures.case 23just like smile, laughing does not always serve the same function in different cultures.interestingly, for us chinese, laughing often has a special function on some tense social occasions. people may laugh to release the tension or embarrassment, to express their concern about you, their intention to put you at ease or to help you come out of the embarrassment. in this case, the people there were actually wishing to laugh with the american rather than laugh at her. their laughing seemed to convey a number of messages: don?t take it so seriously; laugh it off, it?s nothing; such things can happen to any of us, etc. unfortunately the american was unaware of this. she thought they were laughing at her, which made her feel more badly and angry, for in her culture laughing on such an occasion would be interpreted as an insulting response, humiliating and negative.case 24it is obvious that there exists some difference between the british and germans in their use of touch. the lack of touch that seems to be natural in britain may be considered strange by germans. what is required (in this case, shaking hands with each other) in one country could be taken as unnecessary in another.the appropriateness of contact between people varies from country to country. figures from a study offer some interesting insight into this matter. pairs of individuals sitting and chatting in college shops in different countries were observed for at least one hour each. the number of times that either one touched the other in that one hour was recorded, as follows: in london, 0; in florida, 2; in paris, 10; in puerto rico, 180. these figures indicate that touch is used very differently in different cultures.【篇二：新编跨文化交际英语教程答案详解】很显然，文化间以及亚文化间的交往比以前多了，这迫切要求我们共同努力，去理解有着不同信仰和文化背景的人们，并与之和睦相处。
新编跨文化交际英语教程_参考答案Unit
Unit 3Cultural DiversityReading IDifferent Lands, Different FriendshipsComprehension questions1. Why is it comparatively easy to make friends in the United States? Because few Americans stay put for a lifetime. With each move, forming new friendship becomes a necessity and part of their new life.2. Do people from different countries usually have different expectationsabout what constitutes friendship and how it comes into being?Yes. The difficulty when strangers from two countries meet is their different expectations about what constitutes friendship and how it comes into being.3. How is friendship in America different from friendship in West Europe? In West Europe, friendship is quite sharply distinguished from other, more casual relationships, is usually more particularized and carries a heavier burden of commitment, while in America the word “friend” can be applied to a wide range of relationship and a friendship may be superficial, casual, situational or deep and enduring.4. In what cou ntry does friendship have much to do with one’s family? And in what country does it not?In Germany, friendship has much to do with one‘s family as friends are usually brought into the family, while in France it doesn’t as, for instance, two men may have been friends for a long time without knowing each other‘s personal life.5. What is friendship like when it is compartmentalized?For instance, a man may play chess with a friend for thirty years without knowing his political opinions, or he may talk politics with him for as long a time without knowing about his personal life. Different friends fill different niches in each person’s life.6. What are friendships usually based on in England?English friendships are based on shared activity. Activities at different stages of life may be of very different kinds. In the midst of the activity, whatever it may be, people fall into steps and find that they participate in the activity with the same easy anticipation of what each will do day by day or in some critical situation.7. Do you think friendship shares some common elements in different cultures? If you do, what are they?Yes. There is the recognition that friendship, in contrast with kinship, invokes freedom of choice. A friend is someone who chooses and is chosen. Related to this is the sense each friend gives the other of being a special individual, on whatever grounds this recognition is based. And between friends there is inevitably a kind of equality of give-and-take.8. What do you think is the typical Chinese concept of friendship? Is it similar to or different from any of the Western friendships?It seems that the typical Chinese concept of friendship lays great emphasis on personal loyalty and also has much to do with family. It may be similar to Germany friendship to some extent and quite different from other Western friendships.Reading IIComparing and Contrasting CulturesComprehension questions1. How is the mainstream American culture different from the Japanese culture?Americans believe that human nature is basically good and man is the master of nature. They are future-oriented and “being”-oriented. Their social orientation is toward the importance of the individual and the equality of all people. However, the Japanese believe that human nature is a mixture of good and evil. Man is in harmony with nature. They are both past-oriented and future-oriented. And they are both “growing-”and “doing-”oriented. They give emphasis to authorities and the group.2. Can you find examples to support the author’s view of traditional cultures in different value orientations?For example, the traditional Indian culture believes that man is subjugated by nature and it is being-oriented (which can be exemplified by its caste system). Also, traditional Chinese culture is past-oriented, for emphasis has long been given to learning from the old and past.3. Why do Americans tend to equate “change” with “improvement” and regard rapid change as normal?Concerning orientation toward time, Americans are dominated by a belief in progress. They are future-oriented. They believe that “time is money”and have an optimistic faith in the future and what the future will bring. So they tend to equate “change” with “improvement” and consider a rapid rate of change as normal.4. What does “Electric Englishman” mean when it is used to describe the American?As for activity, Americans are so action-oriented that they tend to behyperactive. That’s why that they have been described as “Electric Englishmen”, who always keep themselves busy.5. How would you explain the fact that contradictory values may exist in the same culture?As time changes faster and faster and there is more contact between cultures, it is more likely to find contradictory values existing in the same culture. This is especially the case in a society that is being transformed from a traditional one into a modern one. For example, in the Japanese culture, some people may still be very past-oriented and some are rather future-oriented, and even the same people may be sometimes past-oriented in certain situations and sometime future-oriented in other situations.6. What can we get from models of this kind about cultural differences? Models of this kind are quite useful in giving rough pictures of striking contrasts and differences of different cultures. However, such a model only compares cultures on some basic orientations. It does not tell us everything about every conceivable culture. We have to recognize that models of this kind are over-simplifications and can only give approximations of reality.7. Do cultural values change as time changes?Yes, the values may be in the process of marked change due to rapid modernization and globalization. However, they have a way of persisting in spite of change. The evolution of values is a slow process, since they are rooted in survival needs and passed on from generation to generation.8. How is communication influenced by differing cultural values?Putting people from one culture into another culture with radically different value orientations could cause stress, disorientation, and breakdowns in communication.Case StudyCase 9Hierarchy is significant in the Japanese culture. This structure is reflected everywhere in Japanese life, at home, school, community, organizations, and traditional institutions such as martial arts or flower arrangements.In this case, the young chairman must have had his own ideas about how to manage the company; however, when encountered with his grandfather’s d issenting opinions, he dared not to take a stand against him. This may manifest the rigid hierarchicalstructure in the Japanese society. In the Japanese society, how hierarchy is formed depends mainly on seniority, social roles, and gender. As a respectable senior member of the family and the former leader of the company, the grandfather obviously overpowered the inexperienced young chairman. In other words, the grandfather seemed to be an absolute authority for the young chairman. In Japanese culture, challenging or disagreeing with elders’ opinions would be deemed as being disrespectful and is often condemned. People in lower positions are expected to be loyal and obedient to authority. That‘s why the young chairman didn’t say anything but just nodded and agreed with his grandfather.But Phil seemed to know little about the Japanese culture in this aspect. In many Western cultures, particularly American culture, seniority seldom matters very much in such situations, and young people are usually encouraged to challenge authority and voice their own opinions. Unfortunately, his outspoken protest could easily offend the grandfather and he might be regarded as a rude and ill-bred person by other Japanese.Case 10In Japan, a company is often very much like a big family, in which the manger(s) will take good care of the employees and the employees are expected to devote themselves to the development of the company and, if it is necessary, to sacrifice their own individual interests for the interests of the company, from which, in the long run, the employees will benefit greatly. But for the French, a company is just a loosely- knit social organization wherein individuals are supposed to take care of themselves and their families. Moreover, the way the French make decisions in the family might also be different from the typical Japanese one, which may not often involve females and the power to decide usually lies with the dominating male. As there are such cultural differences between the Japanese and the Frenc h, Mr. Legrand’s decision made Mr. Tanaka feel dumbfounded.Case 11Incidents such as these can point to possible cultural differences in so-called “polite” behavior, and at the same time highlight the tendency for people to react emotionally to unexpected behavior.People in most cultures would probably agree that an apology is needed when an offence or violation of social norms has taken place. However, there may be differing opinions as to when we should apologize (what situations call for an apology) and how we should apologize. To many Westerners, Japanese apologize more frequently and an apology in Japanese does not necessarily mean that the person is acknowledging a fault. To many Japanese, Westerners may seem to be rude just because they do not apologize as often as the Japanese would do. In this case, for instance, the attitude of the Australian student’s parents is shocking to the Japanese but will be acceptable in an English-speaking society, for the student is already an adult and can be responsible for her own deeds.Case 12In this case, it seems that the Chinese expectations were not fulfilled. First, having two people sharing host responsibilities could be somewhat confusing to the hierarchically minded Chinese. Second, because age is often viewed as an indication of seniority, the Chinese might have considered the youth of their Canadian hosts as slight to their own status. Third, in China, it is traditional for the host to offer a welcome toast at the beginning of the meal, which is the reciprocated by the guests; by not doing so, the Canadian might be thought rude. The abrupt departure of the Chinese following the banquet was probably an indication that they were not pleased with the way they were treated. The Canadians’ lack of understanding of the Chinese culture and the Chinese ways of communication clearly cost them in their business dealings with the visiting delegation.。
新编跨文化交际英语教程 参考答案Unit 3
Unit 3Cultural DiversityReading IDifferent Lands, Different Friendships Comprehension questions1. Why is it comparatively easy to make friends in the United States?Because few Americans stay put for a lifetime. With each move, forming new friendship becomes a necessity and part of their new life.2. Do people from different countries usually have different expectations about whatconstitutes friendship and how it comes into being?Yes. The difficulty when strangers from two countries meet is their different expectations about what constitutes friendship and how it comes into being.3. How is friendship in America different from friendship in West Europe?In West Europe, friendship is quite sharply distinguished from other, more casual relationships, is usually more particularized and carries a heavier burden of commitment, while in America the word “friend”can be applied to a wide range of relationship and a friendship may be superficial, casual, situational or deep and enduring.4. In what country does friendship have much to do with one's family? And in whatcountry does it not?In Germany, friendship has much to do with one‘s family as friends are usually brought into the family, while in France it doesn't as, for instance, two men may have been friends for a long time without knowing each other‘s personal life.5. What is friendship like when it is compartmentalized? For instance, a man may play chess with a friend for thirty years without knowing his political opinions, or he may talk politics with him for as long a time without knowing about his personal life. Different friends fill different niches in each person's life.6. What are friendships usually based on in England?English friendships are based on shared activity. Activities at different stages of life may be of very different kinds. In the midst of the activity, whatever it may be, people fall into steps and find that they participate in the activity with the same easy anticipation of what each will do day by day or in some critical situation.7. Do you think friendship shares some common elements in different cultures? If youdo, what are they?Yes. There is the recognition that friendship, in contrast with kinship, invokes freedom of choice. A friend is someone who chooses and is chosen. Related to this is the sense each friend gives the other of being a special individual, on whatever grounds this recognition is based. And between friends there is inevitably a kind of equality of give-and-take.8. What do you think is the typical Chinese concept of friendship? Is it similar to ordifferent from any of the Western friendships?It seems that the typical Chinese concept of friendship lays great emphasis on personal loyalty and also has much to do with family. It may be similar to Germany friendship to some extent and quite different from other Western friendships. Reading IIComparing and Contrasting CulturesComprehension questions1. How is the mainstream American culture different from the Japanese culture?Americans believe that human nature is basically good and man is the master of nature. They are future-oriented and “being”-oriented. Their social orientation is toward the importance of the individual and the equality of all people. However, the Japanese believe that human nature is a mixture of good and evil. Man is in harmony with nature. They are both past-oriented and future-oriented. And they are both “growing-”and “doing-”oriented. They give emphasis to authorities and the group.2. Can you find examples to support the author's view of traditional cultures indifferent value orientations?For example, the traditional Indian culture believes that man is subjugated by nature and it is being-oriented (which can be exemplified by its caste system). Also, traditional Chinese culture is past-oriented, for emphasis has long been given to learning from the old and past.3. Why do Americans tend to equate “change” with “improvement”and regard rapidchange as normal?Concerning orientation toward time, Americans are dominated by a belief in progress. They are future-oriented. They believe that “time is money”and have an optimistic faith in the future and what the future will bring. So they tend to equate “change”with “improvement”and consider a rapid rate of change as normal. 4. What does “Electric Englishman” mean when it is used todescribe the American?As for activity, Americans are so action-oriented that they tend to be hyperactive. That's why that they have been described as “Electric Englishmen”, who always keep themselves busy.5. How would you explain the fact that contradictory values may exist in the sameculture?As time changes faster and faster and there is more contact between cultures, it is more likely to find contradictory values existing in the same culture. This is especially the case in a society that is being transformed from a traditional one into a modern one. For example, in the Japanese culture, some people may still be very past-oriented and some are rather future-oriented, and even the same people may be sometimes past-oriented in certain situations and sometime future-oriented in other situations.6. What can we get from models of this kind about cultural differences?Models of this kind are quite useful in giving rough pictures of striking contrasts and differences of different cultures. However, such a model only compares cultures on some basic orientations. It does not tell us everything about every conceivable culture. We have to recognize that models of this kind are over-simplifications and can only give approximations of reality.7. Do cultural values change as time changes?Yes, the values may be in the process of marked change due to rapid modernization and globalization. However, they have a way of persisting in spite of change. The evolution of values is a slow process, since they are rooted in survival needs and passed on from generation to generation.8. How is communication influenced by differing cultural values?Putting people from one culture into another culture with radically different value orientations could cause stress, disorientation, and breakdowns in communication.Case Study Case 9Hierarchy is significant in the Japanese culture. This structure is reflected everywhere in Japanese life, at home, school, community, organizations, and traditional institutions such as martial arts or flower arrangements.In this case, the young chairman must have had his own ideas about how to manage the company; however, when encountered with his grandfather's dissenting opinions, he dared not to take a stand against him. This may manifest the rigid hierarchical structure in the Japanese society. In the Japanese society, how hierarchy is formed depends mainly on seniority, social roles, and gender. As a respectable senior member of the family and the former leader of the company, the grandfather obviously overpowered the inexperienced young chairman. In other words, the grandfather seemed to be an absolute authority for the young chairman. In Japanese culture, challenging or disagreeing with elders' opinions would be deemed as being disrespectful and is often condemned. People in lower positions are expected to be loyal and obedient to authority. That‘s why the young chairman didn't say anything but just nodded and agreed with his grandfather.But Phil seemed to know little about the Japanese culture inthis aspect. In many Western cultures, particularly American culture, seniority seldom matters very much in such situations, and young people are usually encouraged to challenge authority and voice their own opinions. Unfortunately, his outspoken protest could easily offend the grandfather and he might be regarded as a rudeand ill-bred person by other Japanese.Case 10In Japan, a company is often very much like a big family, inwhich the manger(s) will take good care of the employees and the employees are expected to devote themselves to the development of the company and, if it is necessary, to sacrifice their own individual interests for the interests of the company, from which, in the long run, the employees will benefit greatly. But for the French, a company is just a loosely- knit social organization wherein individuals are supposed to take care of themselves and their families. Moreover, the way the French make decisions in the family might also be different from the typical Japanese one, which may not often involve females and the power to decide usually lies with the dominating male. As there are such cultural differences between the Japanese and the French, Mr. Legrand's decision made Mr. Tanaka feel dumbfounded.Case 11Incidents such as these can point to possible cultural differences in so-called “polite”behavior, and at the same time highlight the tendency for people to react emotionally to unexpected behavior.People in most cultures would probably agree that an apology is needed when an offence or violation of social norms has taken place. However, there may be differing opinions as to when we should apologize (what situations call for an apology) and how we should apologize. To many Westerners, Japanese apologize more frequently and an apology in Japanese does not necessarily mean that the person is acknowledging a fault. To many Japanese, Westerners may seem to be rude just because they do not apologize as often as the Japanese would do. In this case, forinstance, the attitude of the Australian student's parents is shocking to the Japanese but will be acceptable in an English-speaking society, for the student is already an adult and can be responsible for her own deeds.Case 12In this case, it seems that the Chinese expectations were notfulfilled. First, having two people sharing host responsibilities could be somewhat confusing to the hierarchically minded Chinese. Second, because age is often viewed as an indication of seniority, Canadiantheir of youth the considered have might Chinese thehosts as slight to their own status. Third, in China, it is traditional for the host to offer a welcome toast at the beginning of the meal, which is the reciprocated by the guests; by not doing so, the Canadian might be thought rude. The abrupt departure of the Chinese following the banquet was probably an indication that they were not pleased with the way they were treated. The Canadians' lack of understanding of the Chinese culture and the Chinese ways of communication clearly cost them in their business dealings with the visiting delegation.。
以中德为例看跨文化交际-文档资料
以中德为例看跨文化交际随着全球化的不断深入，各国之间的交流愈加频繁。
这在开阔视野的同时，也带来一些困惑和思考命题，因为当“交际”涉及两种以上的文化背景时，交际双方之间思考与行为方式的巨大区别就会凸显出来，交际的顺畅程度也随之大幅下降。
“跨文化交际”中的交际可以界定为：“交际时一个（或多个）人对另一个（或多个）人行为或行为遗迹做出了反映”[1]。
“跨文化”（Interkulturalit？t）中的“跨”（inter）涉及的含义则很丰富，能概括出跨文化交际的本质，其中包括这几个理解层面：1、“之间”（文化间）；2、“相互”（文化相互关系）；3、“互动”（文化互动性）；4、“对立/对峙”（文化对立/对峙性）。
[2]可以看出，前三个层面的互动性是积极、正面的，第四层面指涉的是跨文化互动中消极、对峙的一面。
[3]本文即尝试以“跨文化日耳曼学”，特别是中国与德国间跨国交流的视角，解析中德跨文化交际中产生的问题。
中国和德国和文化渊源截然不同，两国人的文化价值取向和文化核心标准自然就完全不同。
中国人和德国人在跨文化交际的过程中碰到很多问题和障碍，如：一家中国国企欲收购一家德国中型企业，双方在谈判时，德方的首要疑虑是：一家“工厂”（Fabrik）有法人资格吗？可以作为收购者收购另一家企业吗？而中方也对德国企业“GmbH& Co. KG”“AG”之类的称谓感到不理解。
[4]在不同国情和法律体系之下企业的不同名称和其实质上的含义显然极大地阻挠了中德双方谈判的顺利进行，而法制文化正是文化的重要组成部分，了解得不够清楚，就会产生这样的交际障碍。
一个中国交流生到德国短期留学，他所寄宿家庭的母亲问他，喜不喜欢吃面包，尽管他实际上不喜欢德国面包，但碍于面子还是说喜欢，勉强下咽，那位德国母亲发觉后勃然大怒，觉得他在说谎，这位中国留学生不解：“中国的客气等于德国的撒谎？”[5] 这种情况就涉及到中国人特有的面子观。
中国人特别在乎面子，鲁迅曾带讽刺地指出面子“是中国精神的纲领，只要抓住这个，就像二十四年前的拔住了辫子一样，全身都跟着走动了。
跨文化交际上课内容unit3
ReviewWhat is culture? What is communication? What is intercultural communication?Unit Three Cultural DiversityI.Warm UpPlease read the story on page 76, then answer the question:1.Why does Jackson say that Mr. Zhao has asked too much?2.What are the differences in the opinions of friendship between Chineseand Americans?II.Reading1.Read the article of “Different Lands, Different Friendships”. Who is afriend? What are the similarities and differences between the Chinese concept of friendship and the western ones? Compare the different values of friendship in America, France, Germany, England and China. Differences in Friendship(1)I n France:(i)Friends generally are of the same sex, and friendship is seen asbasically a relationship between men.(ii)Friendship is a one-to-one relationship that demands a keen awareness of the other person’s intellect, temperament, and particular interests.(iii)Friendships are compartmentalized区分. They are not made part of family life.(2)I n Germany:(i)Friendship is much more articulately善于表达a matter of feeling. (ii)Friends usually are brought into the family.(3)I n England:(i)The basis is shared activity.(ii)English friendships are formed outside the family circle, but they are not contrapuntal to the family nor are they separated from the family.(4)I n ChinaThe typical Chinese concept of friendship lays great emphasis on personal loyalty and also has much to do with family. In Chinese culture, friendship means a willingness to be indebted and to repay the debt more than owed.(5)I n America: (p81-82)“Friend” is often used in a much wider sense in the American culture than in the Chinese culture. The term may be used for both casual acquaintances and close companions. American friends may not share with one another as much as Chinese friends usually do. Americans would still prefer to consider themselves first as independent individuals. What they value more are individual achievement and independencerather than relationship with one another, and they do not like to put themselves in others’ debt. Of course, Americans are willing to help their friends, but mostly on trivial things, such as driving a friend to an important event when his or her own arrangements for transportation fail. Supplement:Some American quotes about friendship will give additional insights into how friendships are valued.“A friend hears the song in my heart and sings it to me when my memory fails.”“A single rose can be my garden... a single friend, my world.”“A friend brings out the best in you.”“Grief can take care of itself, but to get the full value of joy you must have someone to divide it with.”—Mark TwainCommon Elements about Friendship:There is the recognition that friendship, in contrast with kinship, is a matter of free choice. A friend is someone who chooses and is chosen. Related to this is the sense each friend gives the other of being a special individual, on whatever grounds this recognition is based. And between friends there is inevitably equality of give-and-take.2.Read the article of “Family Structure”(p83-84), then identify thedifferent roles of family in cultures.Many cultural differences exist in family structures and values.1) In some cultures, such as Filipinos, Vietnamese, Japanese, Latin Americans and Chinese, the family is the center of life and the main frame of reference for decisions; while in others, like Americans, the individual, not the family, is primary.2) In some cultures, the family’s reputation and honor depend on each person’s actions; in other cultures, individuals can act without permanently affecting the family life.3) Some cultures value old people, while other cultures look down on them.Traditional Chinese family structureparing and Contrasting CulturesQuestions for discussion:1)In what aspects do you think our culture is different from other cultures?2)Do you sometimes compare one culture with another? If you do, how doyou usually do that?Please read over the article on pages 85-89, answer the comprehension questions:i) What is Kluckhohn and Strodtbeck’s value orientation?The Kluckhohns and Strodtbeck, after examining hundreds of cultures, reached the conclusion that people turn to their culture for answers to the following questions. (1) What is the character of human nature? (2) What is the relation of humankind to nature? (3) What is the orientation towardtime? (4)What is the value placed on activity? And (5) What is the relationship of people to each other? The answers to these crucial questions serve as the bases for the five value orientations that are at the heart of their approach. These five orientations might best be visualized as points on a continuum. It is talking about meaningful values found in all cultures.Human Nature Orientation: 1) evil, 2) evil and good, 3) good.Basically Evil: find evil and fight against it; punish bad behavior; savepeople from their evil nature. Stress the ability ofpeople to change for the better.Basically Good: protect people’s virtue; re ward good behavior; findthe most virtuous people as models. The direction ofmoral change is more likely to be from good to bad.Mixture: Separate good from evil; identify strengths and weaknesses;reward the good and punish the bad.Man-nature Orientation: 1) human beings are subject to nature,2) cooperation view, 3) conquer and direct the forces of nature.Nature Controls: Accept fate; life is outside one’s control be humble.Human Controls: Make life comfortable and convenient; problems canbe solved; be objective.Harmony: Live according to the rhythms of nature; everything has itsown character; be balanced.Time Orientation: 1) past-orientated, 2) present-orientated, 3) future-orientated.Past: Tradition —— best teacher; events in the past is important today;the old are wise; break with the past to change society. Present: Pay attention to what is going on here and now; everything will happen in its time; events occur in cycles; look forcauses in the present situation.Future: Control the future by planning for it; what is past is past and not important; the young know what is happening;study history to shape the future.Activity Orientation: 1) being orientation, 2) Being-in-becoming orientation, 3) doing orientation.Being: Protect dignity o f both yours and others; fulfill one’s role; show who you are. Actions should be suitable to status, socialroles and character. Pay attention to people. e.g. jobtitles and what do you actually do?Growing: Develop one’s potential as a whole person; foll ow values and lifestyles appropriate to one’s stage in life; peoplechange; pay attention to possibilities. More tolerant ofhow things are than is true.Doing: Achieve specific goals; develop procedures and measure results; qualitative outcomes measured quantitativelyshow what you can do; attention to actions.Relational (social) Orientation: 1) authoritarian culture, 2) collective culture, 3) individual culture.Hierarchy: Obey authority; know one’s place; treat others; accordingto their position; look to leaders to; know what to thinkand do.Group: Respond to what others think and feel; interdependent ; beloyal; look to others in the group to know what to thinkand do.Individual: Express one’s own feelings and ideas; Be as independentand self-reliant as possible; m ake one’s own decisionsand choices. Personal initiative/professionalism highlyvalued.ii) Try to describe the value system of average Americans from the five orientationsHuman Nature: basically good (changeable)Man-nature: Man the master of natureTime: future-orientedActivity: action-orientedSocial: individualisticiii) How is the mainstream American culture different from the oriental culture, like Japanese culture?✐Homework: Hofstede's Cultural Dimensions (p99-105)✐Homework: Hall’s High-context and Low-context Cultures (p110-114)III.Case Study: Students are required to read the cases given carefully and try to analyse them from the viewpoint of IC.。
跨文化交际
Christmas
德国：圣诞树的发源国。 基督徒的家里定会放置一 颗美丽的圣诞树，圣诞饼 亦多款且讲究。在德国， 一向比较严谨的德国人都 要开怀畅饮啤酒戴白葡萄 酒，吃甜食、酸食、酸猪 蹄、啤酒烩牛肉、奶制品 和各种生菜。 圣诞节喝啤 酒，吃烤鹅，他们更喜欢 利用圣诞节假日外出旅游。
女人狂欢节
“女人狂欢节”（Weiberfastnacht）是德国 传统的狂欢节的一个高潮部分。狂欢节始于 每年11月11日，止于次年复活节前４０天。 但是狂欢节的真正高潮却是在次年的2月。 “女人狂欢节”的时间为狂欢节结束前的最 后一个周四，它才是长达六天狂欢的正式开 始 。这一天的风俗是：女性可以随便剪断男 人的领带——它代表着男性权威，男人们就 只好戴着被剪剩的一截领带狼狈地四处招摇， 不过他们或许会得到女士们的一个小小的香 吻作为补偿哦。女人们的疯狂还不止这么 多——她们会成群结队冲进市政大厅，“占 领”市长办公室，“俘虏”市长并宣布接管 政权，然后宣告街头狂欢的正式开始。整个 过程充满浪漫快乐的色彩。
Marx
Goethe
一年一度在德国慕尼黑举办的 啤酒节（也被称为“十月节”） 是世界上最大的民俗节庆。自 1810年起，每年人们都会在慕 尼黑城西的特雷西娅草坪上举 办啤酒节，年参观人数超过 600万人。啤酒节上供应的啤 酒是一种名为Wiesnbier的啤 酒，这种特制的啤酒酿造是加 入了较多的原麦芽，因而酒精 含量也比一般的啤酒高。(左图： 慕尼黑啤酒节场景
演讲人：杨沁韵
制作人：顾思瑶
国名德意志联邦共和国
The Federal Republic of Germany
Cornflower
It symbolizes the German’s modest and prudent character. 它象征着德国人谦虚、谨 慎的品格。
新编跨文化交际英语Unit1-5课后答案
1.Is it still often the case that “everyone’s quick to blame the alien” in the contemporary worldThis is still powerful in today‘s social and political rhetoric. For instance, it is not uncommon in today‘s society to hear people say that most, if not all, of the social and economic problems are caused by minorities and immigrants.2.What’s the difference between today’s intercultural contact and that of any time in the pastToday‘s intercultural encounters are far more numerous and of greater importance than in any time in history.3. What have made intercultural contact a very common phenomenon in our life todayNew technology, in the form of transportation and communication systems, has accelerated intercultural contact; innovative communication systems have encouraged and facilitated cultural interaction; globalization of the economy has brought people together; changes in immigration patterns have also contributed to intercultural encounter.4. How do you understand the sentence “culture is everything and everywhere”Culture supplies us with the answers to questions about what the world looks like and how we live and communicate within that world. Cultureteaches us how to behave in our life from the instant of birth. It is omnipresent.5. What are the major elements that directly influence our perception and communicationThe three major socio-cultural elements that directly influence perception and communication are cultural values, worldview (religion), and social organizations (family and state).6.What does one’s family teach him or her while he or she grows up in itThe family teaches the child what the world looks like and his or her place in that world.7. Why is it impossible to separate our use of language from our culture Because language is not only a form of preserving culture but also a means of sharing culture. Language is an organized, generally agreed-upon, learned symbol system that is used to represent the experiences within a cultural community.8. What are the nonverbal behaviors that people can attach meaning to People can attach meaning to nonverbal behaviors such as gestures, postures, facial expressions, eye contact and gaze, touch, etc.9. How can a free, culturally diverse society existA free, culturally diverse society can exist only if diversity is permitted to flourish without prejudice and discrimination, both of which harm allmembers of the society.1. Which of the definitions given above do you prefer WhySome may prefer a short definition, such as the one given by E. Sapir or R. Benedict, for it is highly generalized and easy to remember. Some may prefer a longe r one, such as Edward T. Hall‘s definition of culture, because it provides us with a more comprehensive understanding of culture and points out the all-pervasive impact of culture on human life in different dimensions.have you learned from those definitions about cultureMany things can be learned from those definitions, for each definition, though not without its limitations, tells us something very important about culture or certain aspect(s) of culture.3. Do you agree that our lower needs always have to be satisfied before we can try to satisfy the higher needsEven though this is generally the case, there will still be some exceptions. Sometimes people might prefer to satisfy higher needs, for instance, esteem needs, before their lower needs, such as certain physiological needs or safety needs, are satisfied.4. What examples can you give about how people of different cultures achieve the same ends by taking different roadsFor example, everyone has to eat in order to live and this is universally true. However, to satisfy this basic need, people of various cultures maydo it in very different ways: what to eat and how to eat it vary from culture to culture.5. What behaviors of ours are born with and what are learned in the cultural environmentInstinctive behaviors are behaviors that we are born with and ways of doing things in daily life, such as ways of eating, drinking, dressing, finding shelter, making friends, marrying, and dealing with death are learned in the cultural environment.6. What other cultural differences do you know in the way people do things in their everyday lifeWe can also find cultural differences in ways of bringing up children, treating the elderly, greeting each other, saving and spending money, and many other things people do in everyday life.7. In what ways are the Chinese eating habits different from those of the English-speaking countriesWe Chinese may enjoy something that is not usually considered as edible by the English-speaking people. Generally we prefer to have things hot and lay much emphasis on tastes. We tend to share things with each other when we are eating with others.1. Why is it comparatively easy to make friends in the United States Because few Americans stay put for a lifetime. With each move, forming new friendship becomes a necessity and part of their new life.people from different countries usually have different expectations about what constitutes friendship and how it comes into beingYes. The difficulty when strangers from two countries meet is their different expectations about what constitutes friendship and how it comes into being.3. How is friendship in America different from friendship in West EuropeIn West Europe, friendship is quite sharply distinguished from other, more casual relationships, is usually more particularized and carries a heavier burden of commitment, while in America the word ―friend can be applied to a wide range of relationship and a friendship may be superficial, casual, situational or deep and enduring.4.In what country does friendship have much to do with one’s family And in what country does it notIn Germany, friendship has much to do with one‘s family as friends are usually brought into the family, while in France it doesn‘t as, for instance, two men may have been friends for a long time without knowing each other‘s personal life.5. What is friendship like when it is compartmentalizedFor instance, a man may play chess with a friend for thirty years without knowing his political opinions, or he may talk politics with him for as long a time without knowing about his personal life. Different friends filldifferent niches in each person‘s life.6. What are friendships usually based on in EnglandEnglish friendships are based on shared activity. Activities at different stages of life may be of very different kinds. In the midst of the activity, whatever it may be, people fall into steps and find that they participate in the activity with the same easy anticipation of what each will do day by day or in some critical situation.7. Do you think friendship shares some common elements in different cultures If you do, what are theyYes. There is the recognition that friendship, in contrast with kinship, invokes freedom of choice. A friend is someone who chooses and is chosen. Related to this is the sense each friend gives the other of being a special individual, on whatever grounds this recognition is based. And between friends there is inevitably a kind of equality of give-and-take. 8. What do you think is the typical Chinese concept of friendship Is it similar to or different from any of the Western friendshipsIt seems that the typical Chinese concept of friendship lays great emphasis on personal loyalty and also has much to do with family. It may be similar to Germany friendship to some extent and quite different from other Western friendships.9. What is your family like In what aspects is it the same as or different from the traditional What problems may arise when people fromdifferent family backgrounds communicate with one anotherAs we all know, many cultural differences exist in family structures and values. In some cultures, the family is the center of life and the main frame of reference for decisions; while in others, the individual, not the family, is primary. Many Chinese families are still quite traditional. They are often extended families, with three or even four generations living under the same roof. In such families, people may care a lot about families’welfare, reputation and honor. No matter what they do, they tend to put the interest of the whole family as the top priority. For them, the family as a whole always comes first, and its individual members are second. However, there are also many Chinese families now in which individual needs are given more stress than ever before and the relationship between parents and children are more egalitarian than hierarchical. Therefore, communication between people from different family backgrounds may be intercultural to some extent. What one considers as appropriate may be regarded as improper by the other, and sometimes it would be very difficult for them to understand each other in the way each of them prefers to be understood.1. What can we do to avoid attributing a very different meaning to the phrase or interpret it much more literallyWe have to be aware of the cultural implications of the phrase.2.What are the other functions of using question forms apart fromasking for informationIt serves as a lubricant to move the conversation forward. A question that has this function can be called a ―social question.3. Why are those Germans getting stiffer and more reserved all the time when visiting Ingrid ZerbeThey are confused about how to address her, for she introduces herself by first and last name rather than by last name and professional title. 4. How does the environment influence the use of language Language reflects the environment in which we live. We use language to label the things that are around us.5. Does the author think there are exact equivalents in dictionaries that have the same meanings in different culturesNo. According to the author, there are no such equivalents between languages; therefore, to communicate concepts effectively, cultural knowledge is as important as linguistic knowledge.6. How does the language change over timeWords and phrases that are used commonly at one time may be discontinued or their meaning may change over time.7. Does the author think it is possible for countries such as France and Iceland to keep their language pure by implementing language policy to ensure the use of standardized languageThe author does not think so, because, for instance, the AcademieFrancaise may insist on certain rules, but other French-speaking groups may make their own rules and consider their French just as correct.8. What are the possible language barriers in classroom teachingIn some cases the professors actually may have a poor command of the language; however, in most cases the problem is not the language but different intonation patterns and different cultural signals.9. What are the major differences between Chinese and English in categorizing kinfolk What other examples of connotative differences can you give between the two languagesIn categorizing kinfolk, what the Chinese language finds significant are the person‘s sex, age,and whether he or she is closely related to one‘s father or mother. All these things, however, are not significant in the English language.1. What made the author feel learning to converse in Mexico City was easier for him/her in one way, more difficult in anotherIt's easier because Mexicans service the relationship and they care about everyone in the conversation. But thei r conversation doesn‘t move in a straight line, drifting around both in the topic and in the way they use words.2. Why did the Mexican customer slide into the topic of the full eclipse of the sunFor the Mexican, the conversation starts with one topic, but if anotherinteresting topic seeps in he or she will ride it around for a while. Sticking to the first topic is less important than having an interesting conversation.3. What did the American businessman feel about the Mexicans way of conversationFor the American, a conversation should have a topic, and he wants to take a straight line through it from beginning to end. So he felt very impatient about the Mexican‘s way of conversation.4. What “conversational ideal” was represented by the example of a championship skier who was interviewed on TVThe Swedish conversational ideal is to response in a concise manner without elaborating specific details, especially those for self-promotion. .5. What problems are likely to occur if an American talks with a Swede The American may feel totally lost in the conversation since he or she would not get as much information from the Swede as he or she has expected.6. What are the differences between Anglos and Athabaskans in conversationThere are a lot differences between them. For instance, at the beginning of a conversation, Anglos almost always speak first. Athabaskans think it is important to know what the social relationship is before they talk with someone. There is another difference in how long one should talk.Athabaskans tend to have longer turns when they talk with each other, but Anglos expect shorter turns.7. Is it enough just to learn to speak in grammatically correct manners when one learns a foreign language What else does he or she also need to knowIt is far from enough just to learn to speak in grammatically correct manners when one learns a foreign language. One also has to know about the culture of using the language in social life, things like who talks first, who talks next, who opens and closes conversations and how they do it, in order to be able to use the language in culturally appropriate manners.8. In what ways are Chinese similar to or different from the Americans, Mexicans and SwedesIt seems that we Chinese are somewhat similar to Mexicans in the way we are having a conversation. Unlike Americans, we do not usually move in a straight line in a conversation and may also care much about the other‘s feeling.9. Do you think there has been some change in the way we Chinese respond to compliments in the last decade or two What basic differences can we still find between the English-speaking people and the Chinese people in the use of compliment and responseThere seems to have been some change in the way we Chinese respondto compliments in the last decade or two. For example, like the English-speaking people, more and more Chinese, particularly young people, nowadays tend to use 谢谢(Thank you) to respond to a compliment. However, we Chinese are still different from the English-speaking people in the use of compliment and response to it. For instance, implicit compliments（隐性恭维语）are more likely to be found in the Chinese society.●纵观历史，我们可以清楚地看到，人们由于彼此所处地域、意识形态、容貌服饰和行为举止上存在的差异，而长久无法互相理解、无法和睦相处。
德语语言教学中跨文化意识的培养
德语语言教学中跨文化意识的培养在全球化的今天，跨文化交流已经变得越来越普遍，学会了解和尊重不同文化背景的人才能更好地适应多元化的环境。
而语言作为交流的工具之一，在跨文化交流中发挥了至关重要的作用。
作为一门外语，德语作为欧洲的重要语言之一，有着丰富的文化背景，如何在德语语言教学中培养学生的跨文化意识，成为了德语教育中不可忽视的问题。
跨文化教育的概念跨文化教育在定义上，是指为了成为适应多元文化社会必要的知识和技能等，而进行的关于文化多样性的教育。
跨文化意识在这其中是非常重要的概念。
作为一个能够接受、尊重多元文化并能够与不同背景的人和谐相处的能力，它直接影响着人们跨文化交流的效果。
德语文化的背景德国素有“哲学之国”和“诗歌之乡”的美称，德国在哲学、音乐、绘画等方面皆颇有建树，是欧洲重要的文化中心之一。
在诗歌方面，歌德撰写的《浮士德》、海涅的《德国军国主义》等作品是德国文化的骄傲。
在音乐方面，巴赫、贝多芬等的音乐作品在全球乐坛具有重要的地位。
在哲学方面，康德、尼采、海德格、黑格尔等都是享誉全球的学者。
加之德国是欧洲的重要经济力量之一，因此德国的文化背景对于学习德语的人来说，了解这样一个文化强国的背景，是一件很重要的事情。
德语教学中培养跨文化意识的方法引入与文化相关的话题和素材在德语教学中，教师应该根据学生的实际情况，引入与文化相关的话题和素材，为学生提供更多的接受和了解德国文化的机会。
例如，介绍德国的风俗习惯、盛行的体育项目、历史、政治等，让学生对德国有一个全面的认识。
引导学生发表文化评论和交流在德语教学中，教师可以通过引导学生发表关于不同文化的见解，启发学生对不同文化的思考，让学生进行文化交流和讨论。
例如，在介绍完德国文化之后，让学生表达自己对德国文化的认识与看法，提高学生的文化交际能力。
德语作为文化载体进行教学在德语教学中，德语本身就是一个包含了德国文化元素的载体。
德语课程应当将文化内容与语言知识结合起来进行教学，使学生在掌握语言知识的同时，也能够较为轻松地了解德国文化和习俗。
德语学习如何培养跨文化交际能力
德语学习如何培养跨文化交际能力在全球化日益加深的今天，跨文化交际能力变得愈发重要。
学习德语不仅是对一种语言的掌握，更是开启跨文化交流之门的钥匙。
那么，在德语学习的过程中，我们究竟应该如何培养跨文化交际能力呢？首先，深入了解德国文化是培养跨文化交际能力的基石。
德国有着悠久的历史、丰富的文学、独特的艺术和多样的风俗习惯。
通过阅读德国的经典文学作品，如歌德的《浮士德》、托马斯·曼的《魔山》等，我们可以领略到德国文化的深度和广度。
观看德国的电影、电视剧，能够直观地感受德国人的生活方式、价值观和社会现象。
同时，了解德国的传统节日，如圣诞节、复活节等，知道其背后的宗教和文化含义，也能帮助我们更好地理解德国人的思维方式和行为习惯。
学习德语的过程中，注重语言与文化的结合至关重要。
德语中的词汇、语法和表达方式往往蕴含着丰富的文化内涵。
比如，德语中的一些固定搭配和习语，“etwas in den Wind schlagen”（把某事抛到九霄云外），如果不了解其文化背景，就很难准确理解和运用。
在语法方面，德语中的名词有性别之分，这也反映了德国文化中对事物的分类和认知方式。
因此，我们不能仅仅满足于掌握语言的形式，而要深入探究语言背后的文化因素，将语言学习置于文化的大背景中。
积极参与德语语言环境也是培养跨文化交际能力的有效途径。
参加德语角、与德语母语者交流是很好的方式。
在交流中，我们不仅可以锻炼口语表达能力，还能直接感受德国人的思维方式和交流习惯。
要学会倾听和观察，注意他们的语言节奏、语气和肢体语言。
同时，不要害怕犯错，勇于表达自己的观点和想法。
通过与德语母语者的互动，我们能够不断地调整和改进自己的语言运用和交际策略，逐渐适应德国文化中的交流模式。
此外，了解德国的社交礼仪也是必不可少的。
在德国，人们在交往中注重礼貌和尊重，例如见面时的问候方式、用餐时的礼仪等。
在商务场合，德国人通常比较严谨和守时，对于合同和协议的执行也非常认真。
高校德语教学中跨文化交际的培养分析
高校德语教学中跨文化交际的培养分析高校德语教学中，跨文化交际的培养是一个重要的教学目标。
在德语教学过程中，不仅仅是要教授语法、词汇和语言技能，还要培养学生的跨文化交际能力，使他们能够理解和适应德语国家的文化背景，以便更好地进行交际和沟通。
本文将分析高校德语教学中跨文化交际的培养。
德语教学中，应该注重培养学生的跨文化意识。
学生应该学会尊重并理解不同的文化差异。
教师可以通过教授德国的历史、地理、风俗习惯等相关知识来激发学生对德国文化的兴趣，并鼓励学生主动参与文化交流活动。
可以组织学生观看德国电影、阅读德国文学作品、了解德国音乐等来增进学生对德国文化的理解。
德语教学中要注重培养学生的跨文化沟通能力。
学生不仅需要掌握德语语言技能，还需要学会如何在德语国家进行有效的交际。
教师可以引导学生了解和掌握德国人的交际方式和习惯，比如德国人的表达方式直接而坦诚，他们注重守时和准确性等。
教师可以通过角色扮演、情景模拟等方式来让学生练习在不同文化背景下的交际能力，并及时给予反馈和指导。
德语教学中还应该培养学生的跨文化交际策略。
学生需要学会如何处理在跨文化交际中可能出现的问题和冲突，并找到解决问题的途径。
教师可以通过案例分析和讨论等方式来让学生了解不同文化背景下可能存在的误解和矛盾，并指导他们学会适应和解决这些问题。
德语教学中还要注重培养学生的跨文化适应能力。
德语国家的文化和生活方式可能与学生所处的文化背景有很大的差异，因此学生需要学会适应和融入德语国家的文化环境。
教师可以引导学生了解德国的日常生活习惯、社交规则等，比如德国人的用餐习惯和礼仪，他们的节假日和庆祝活动等。
通过了解和学习这些方面的知识，学生可以更好地适应和理解德国的文化环境，从而更好地进行跨文化交流。
高校德语教学中跨文化交际的培养分析
高校德语教学中跨文化交际的培养分析随着全球化的加速，跨文化交际已成为当今社会中不可忽视的重要组成部分。
在高校德语教学中，跨文化交际的培养也越来越受到重视。
本文将从以下几个方面分析高校德语教学中跨文化交际的培养。
一、教材的选择和使用教材的选择和使用对跨文化交际的培养至关重要。
教师应该挑选一些涉及德国文化、历史和现实情况的教材，例如《德国社会》，《德国历史概览》等教材。
此外，通过使用多样化的教材，如文学作品、文化杂志等，可以让学生更加深入了解德国文化，并从中了解德国人的思维模式和价值观念。
此外，教师应该注意选用真实的材料以便学生更好地了解德国当今的社会和文化情况。
一些文化差异和习惯应该在所选教材中得到充分的体现。
只有在真实的情境下，学生才能接触到德国文化的真实面貌，并在跨文化交际中避免盲目错误的言行。
同时，应该充分利用互联网和多媒体设备，以便让学生各方面的语言技能逐渐提高，特别是在听说、阅读、写作等方面。
二、交际活动的设置交际活动在德语教学中扮演着非常重要的角色。
通过各种交际活动，学生可以充分锻炼自己的语言和交际能力。
在德语教学中，交际活动应该重点关注以下几个方面：1. 听力理解：学生可以通过听德国人的歌曲、观看电影和记录片等听力材料进行听力训练。
此外，老师也可以组织学生们进行听力竞赛或对话训练，更好地培养学生的听力技能。
2. 口语表达：教师可以设置一些探讨德国文化的主题，让学生们在小组内进行讨论或者模拟真实场景中的对话。
小组讨论活动不仅可以加强学生们的口语表达能力，还可以有效地培养学生的合作意识和团队精神。
3. 阅读与写作：通过让学生阅读德国文化杂志、报纸以及德语文学作品，可以增强学生的阅读和写作能力。
教师也可以布置一些写作作业，让学生在写作中了解并了解德国文化习惯。
三、跨文化教育的设置在高校德语教学中，跨文化教育也应该成为一个重要的环节。
具体操作上，可以从德国文化中突出文化习惯、生活方式、价值观念、行为规范等方面进行教育。
跨文化学习在德语课堂的应用
跨文化学习在德语课堂的应用随着全球化的深入发展，跨文化学习在德语课堂中的应用愈发重要。
跨文化学习是指学习不同文化背景下的语言、习俗、价值观等知识和技能。
在德语课堂上，跨文化学习可以帮助学生更好地了解德国文化，提高德语学习的效果。
本文将探讨跨文化学习在德语课堂的应用。
跨文化学习可以帮助学生了解德国的习俗和礼仪。
在德国，人们重视礼貌和时间观念，见面时要握手并称呼对方的姓氏，准时到达约定的地点。
通过跨文化学习，学生可以了解到这些细节，并在实践中运用，提高德语交际的能力。
跨文化学习可以促进学生对德国文化的兴趣。
通过了解德国的历史、文学、艺术等方面的知识，学生可以更好地欣赏德国文化的独特之处。
学生可以学习德国作家高尔斯·符特和歌德的作品，了解德国文学的发展历程。
通过跨文化学习，学生可以拓宽视野，培养对德国文化的兴趣和热爱。
跨文化学习可以帮助学生了解德国的社会制度和价值观。
德国是一个以法制为基础的社会，注重个人权利和社会公正。
通过学习德国的社会制度和价值观，学生可以更好地理解德国社会的运作方式，并将这些知识应用到实际生活中。
还有，跨文化学习可以提高学生的语言应变能力。
在德语课堂上，教师可以设计一些跨文化交际的活动，让学生在模拟的情境中运用德语进行交流。
学生可以扮演德国游客，在模拟的游客信息中心咨询有关旅游景点的问题。
通过这样的活动，学生可以锻炼自己的语言应变能力和交际技巧。
跨文化学习可以培养学生的跨文化交际能力。
在全球化的背景下，学生今后可能需要与德国人合作或交流。
通过跨文化学习，学生可以学习如何与德国人有效地沟通和合作。
学生可以学习如何在跨文化团队中工作，如何处理跨文化冲突等。
这些能力对学生未来的职业发展和人际交往都非常重要。
跨文化学习在德语课堂的应用是非常重要的。
通过跨文化学习，学生可以了解德国的习俗和礼仪，培养对德国文化的兴趣，了解德国的社会制度和价值观，提高语言应变能力，培养跨文化交际能力。
高校德语教学中跨文化交际的培养分析
高校德语教学中跨文化交际的培养分析一、跨文化交际的概念与重要性跨文化交际是指在不同文化环境下进行沟通和交流的过程。
在这个过程中，参与者需要面对不同的价值观、信仰、习俗、语言等多样化的文化差异，从而需要具备一定的双语或多语的语言能力，并且了解和尊重不同文化的传统和习惯。
跨文化交际能力不仅涉及到语言交流的能力，还包括对文化的理解和尊重，以及处理跨文化冲突的能力。
在当今日益多元化的社会环境中，跨文化交际能力已经成为一种必备的综合能力，尤其是对于学习外语的学生来说，更是至关重要。
对于德语学习者来说，了解德国的语言和文化只是学习德语的起点，真正的目标是能够在不同场合和环境下进行跨文化交流。
德国作为欧洲最大的经济体之一，具有悠久的历史和丰富多彩的文化，其与其他德语国家以及国际社会的交流也日益增多。
对于德语学习者来说，掌握跨文化交际能力将大大增强其与德国及其他德语国家的沟通和交流能力，有助于更好地理解和融入当地的社会和文化环境。
1. 提高语言水平语言是跨文化交际的基础，只有掌握了良好的语言能力，学生才能在跨文化交际中准确表达自己的思想和情感。
高校德语教学中应该注重提高学生的听、说、读、写能力，同时加强对德语语法和词汇的系统化学习。
通过大量的语言实践，学生可以在实际中逐渐提高他们的德语水平，从而为跨文化交际打下坚实的基础。
2. 加强文化素养的培养了解和尊重不同文化的传统和习俗是跨文化交际能力的重要组成部分。
高校德语教学中应该注重培养学生的文化素养，包括介绍德国的历史、地理、民族风情、文学艺术等方面的知识，使学生能够对德国文化有一个全面的了解。
通过导师或者外教的介绍，学生还可以了解德语国家的生活习惯、礼仪等方面的知识，从而培养他们对德国和其他德语国家文化的兴趣和理解，有利于加深学生对跨文化交际的认识和理解。
3. 实践性教学的设计在高校德语教学中，应该结合学生的实际情况，设计更多具有实践性的教学活动，如模拟情景对话、角色扮演、文化体验等。
跨文化交流的体验高中生英语作文
跨文化交流的体验高中生英语作文Title: The Experience of Cross-Cultural CommunicationDuring my high school years, I had the privilege of participating in a cross-cultural exchange program, which allowed me to interact with students from different countries.This experience not only broadened my horizons but also taught me valuable lessons about tolerance and understanding.The program began with a series of orientation sessions, where we were introduced to various cultures and traditions.We learned about the importance of respecting differences and embracing diversity.This was followed by the arrival of the exchange students, who came from countries such as Japan, Germany, and France.At first, communication was a bit challenging, as we spoke different languages.However, we quickly realized that language was not a barrier to friendship.We used gestures, smiles, and a shared enthusiasm for learning to bridge the gap.As we spent more time together, we began to appreciate the unique qualities of each culture.One of the most memorable experiences was when we organized a cultural fair.Each country was represented by a booth displaying traditional food, crafts, and music.The atmosphere was festive and lively, as we shared our cultures with one another.I was fascinated by the Japanese tradition of origami and the German folk music.It was truly acelebration of diversity.However, cross-cultural communication was not always smooth sailing.We encountered misunderstandings and cultural stereotypes that sometimes led to conflicts.But instead of avoiding these issues, we chose to confront them head-on.We engaged in open discussions, listened to each other's perspectives, and learned to apologize for our mistakes.This experience taught us the importance of empathy and patience.The exchange program also provided us with the opportunity to travel together.We visited historical sites and natural wonders, immersing ourselves in the local culture.These trips allowed us to bond as a group and gain a deeper understanding of each other's backgrounds.Reflecting back on this experience, I realize that cross-cultural communication is not just about learning about different cultures but also about embracing diversity and fostering tolerance.It taught me to be open-minded and respectful towards others, regardless of their cultural background.In conclusion, the cross-cultural exchange program was a transformative experience for me.It not only enriched my high school years but also equipped me with valuable skills that I will carry with me throughout my life.As I venture into the world, I am confident that the lessons I learned about cross-cultural communication will guide me in becoming a responsible global citizen.。
跨文化学习在德语课堂的应用
跨文化学习在德语课堂的应用
随着全球化的发展，不同国家之间的交流越来越频繁，而语言交流则是跨文化交流的重要途径之一。
因此，在语言教学中加入跨文化学习，帮助学生更好地了解和适应不同语境下的文化背景，已经成为当前德语教学的重要趋势之一。
德语教学中的跨文化学习，首先就要通过课堂内容和活动来向学生展示德国的文化面貌，让学生逐渐接触了解德国的风土人情、传统习俗和社会生活等等，从而将语言学习和文化学习融为一体。
例如，可以通过教授德国的历史和地理知识，让学生了解德国的发展历程、文化影响和地区差异，并引导学生思考这些因素对德国社会和人民的影响。
其次，德语教学中的跨文化学习还需重视学生与德国文化的互动。
可以邀请来自德国的外教或组织学生参加有关德国文化的活动，以直接接触、探讨和体验德国文化，增强学生的交流能力和文化素养。
例如，组织学生观看德国电影、音乐会、博物馆等活动，与来自德国的学生进行视频通话或借助网络平台交流，都是有效的互动形式。
除了以上形式，德语教学中的跨文化学习还可以通过小组讨论、阅读文本和写作等方式，引导学生思考和理解德国文化与学生所处文化的异同点。
例如，让学生就德国的家庭观念、社会福利制度或假期习俗等话题进行小组讨论，比较不同文化的差异和相似之处，培养学生的文化智能和跨文化交际技能。
最后，跨文化学习的真正价值在于为学生提供了认识和体验不同文化的机会，增强了学生的文化自信和开放心态。
在德语教学中，加入跨文化元素能够丰富教学内容和方法，有效提高学生的语言水平和文化素养，促进中德文化交流和合作。