跨文化交际考试大纲10.08.19
跨文化交际复习纲要
跨⽂化交际复习纲要跨⽂化交际复习纲要Unit 11.Culture Defined from the Intercultural PerspectiveCulture is a system of shared beliefs, values, customs, behaviours and artifacts that are transmitted from generation to generation through learning.2.Three Ingredients of cultureartifacts⼈造物品concepts (beliefs, values, world views…)behavior3.The Characteristics of CultureCulture is Not Innate, it is Learned.Culture is DynamicCulture is pervasiveFacets of Culture are InterrelatedCulture is EthnocentricCulture is adaptive4.The definition of communication/doc/488e977502768e9951e7388f.html ponents of communication (第⼀课课件P66-71)6.Intercultural CommunicationIntercultural communication refers to communication between people whose cultural backgrounds (perception and symbol system) are distinct enough to alter their communication (课本p.10).7.co-culturecultures which exist side-by sidethe following would be some good examples:The cultures of youth and the culture of older personsThe cultures of media-worshipers and mainstream American cultureUnit 21.Verbal intercultural communication“verbal” means “consisting of words”. Language, spoken or written, is a means of verbal communication. Verbal communication refers to the communication that is carried either in oral or in written form with the use of words. Verbal intercultural communication happens when people from different cultural backgrounds communicate with each other by using language.2.Individualism and collectivism34Cultures are typically divided into two categories: collectivist and individualist. Individualist cultures, such as those of the United States and Western Europe, emphasize personal achievement at the expense of group goals, resulting in a strong sense of competition. Collectivist cultures, such as those of China, Korea, and Japan, emphasize family and work group goals above individual needs or desires.Unit 31. Power distance权⼒差距Power distance is “the extent to which the less powerful members of institutions and organizations within a country expect and accept that power is distributed unequally”. (Hofstede)⼀个国家内的机构和组织的弱势成员期望和接受权⼒分配不均的程度。
《跨文化交际》课程教学大纲及样卷4
《跨文化交际》课程教学大纲课程编码： 30615016 学分：2 总学时：36说明【课程性质】《跨文化交际》是英语专业的专业任意选修课程。
【教学目的】通过比较系统、全面地介绍跨文化交际的相关知识，帮助学生认识人类交际活动的重要性、复杂性和丰富性，使其了解东西方文化的差异，用宽容的心态处理文化冲突，提高文化意识，达到有效交流。
【教学任务】要求学生能够清晰地审视各民族语言与文化的差异，在交际中克服母语的干扰，增强文化交流的灵活性和有效性，强化跨文化意识，提高文化交际能力。
【教学内容】本课程立足于中国学生实际，培养学习者的跨文化交际能力。
从文化的视角，全方位，多角度的进行东西方语言与文化的对比；讲解在交际中，语言，交际，文化的概念及相互关系；探讨各民族文化的差异；了解言语交际和非言语交际的作用；讨论如何克服跨文化障碍，提高交际水平。
【教学原则和方法】教学原则：兼顾理论性和实践性，突出指导性和可操作性。
教学方法：以学生为中心，结合东西方语言和文化的特点，通过案例分析来培养学生的分析和鉴别能力，扩展学生对跨文化交际研究的了解和认识。
【先修课程要求】英语语言学，英汉翻译理论、英美概况等专业课程的学习【学时分配】教材：顾曰国《跨文化交际》外语教学与研究出版社， 2000年。
参考书：宋利《跨文化交际导论》哈尔滨工业大学出版社， 2002年。
大纲内容第一部分交际中的语言和文化【教学目的和要求】教学目的：学生了解交际的种类；懂得交际的基本要素；学会交流的基本模式；了解文化交际的内涵。
教学要求：要求学生掌握文化交际的互动过程；认知不同的社会条件；熟悉非言语交际所传递的信息；了解交际的作用。
【内容提要】第一节语言与文化第二节交际的基本要素第三节交际的基本模式第四节交际的文化内涵第五节社会交流第六节跨文化交际【教学重点与难点问题】教学重点：语言、文化、交际、跨文化交际的概念；文化交际的基本要素；文化的特点教学难点：语言与文化的关系；文化与交际的关系【复习参考题】1．如何理解语言与文化的关系？2．如何看待文化与交际的关系？第二部分文化冲击【教学目的和要求】教学目的：学生了解英汉民族在好客、谦逊、隐私等方面存在的差异；学会鉴别东西方不同的文化理念；适应新的文化环境。
《跨文化交际》教学大纲、考试说明、样题及参考答案
《跨文化交际》教学大纲辅导老师:适用班级:09春/秋英语(本科)单元简述第一单元语言、文化与交际内容：介绍语言、文化和交际之间的关系，跨文化交流模式，交流中的各种意义等。
教学目的：帮助学员认识到语言和文化是不可分的，对语言的充分理解需要文化意识。
学习目标：通过各种练习了解决定交际质量的基本要素，认识交际双方在交际过程中的交互作用，把握交际场合的定义、程式和价值观等。
第二单元文化冲击内容：介绍不同文化背景的人接触时常常感到的种种“文化诧异”现象。
教学目的：通过对各种“文化诧异”现象的分析培养学员的文化意识。
学习目标：通过练习认识到英汉在好客、谦逊、隐私、礼貌等方面的文化差异，进一步体会不同的文化价值观对交际行为的影响，初步学会如何适应一个新的文化环境。
第三单元姓名里的文化内容：姓名、称呼语和亲属语中的文化内涵。
教学目的：通过对姓名、称呼语和亲属语中的文化内涵的分析，使学员更加清楚地认识到英汉在这方面的文化差异。
学习目标：通过各种练习学会正确使用姓名、称呼语和亲属语。
第四单元人际间的交互作用内容：介绍在处理日常生活琐事过程中人际间的交互作用。
教学目的：培养学员对人们在处理日常生活琐事过程中不同行为模式的认识。
学习目标：通过练习学会处理邀请、约会、付帐、馈赠、请求、恭维、招待等行为中的文化差异，了解其中的一些不成文规则，更清楚地意识到自己的行为是如何受本族文化影响的。
第五单元角色和关系内容：介绍社会角色，如男和女、父母和孩子、朋友、社会身份等中的文化内涵。
教学目的：帮助学员分析社会角色和关系在不同文化中的期望值。
学习目标：意识到不同角色的不同期望值；意识到不同角色的不同责任；做到同其他文化背景的人交往时能够调整自己的期望值。
第六单元体态语交流内容：介绍体态语在跨文化交际中的重要作用。
教学目的：使学员熟悉不同种类的体态语以及不同文化对体态语的不同解释。
学习目标：通过练习能够描述体态语的不同意义；意识到成功的跨文化交际不仅需要知道如何用语言表达，而且要知道伴随恰当的体态语，在交流中有意识地注意脸部表情、目光接触、手势和身体位置、身体距离等。
跨文化期末复习大纲
跨⽂化期末复习⼤纲Chapter 1 Introduction to Intercultural Communication 1.Definition of Intercultural Communication1.1Definition of Intercultural CommunicationICC is the term first used by Edward Hall in 1959 andis simply defined as interpersonal communication between members of different cultures.1.2According to Rich, ICC can be classified into five forms:(1)Intercultural communication(2)International communication(3)Interracial communication(4)Interethnic of minority communication(5)Contracultural communication1.3Gudykunst and Hammer(1987) classified ICC by using interactive-comparative and mediated-interpersonal dimensions to divide the realm of the inquiry intofour categories:(1)Intercultural communication(2)Cross-cultural communication(3)International communication(4)Comparative communication1.4As a phenomenon, ICC has the following features:(1)Universal phenomenon(2)Long history(3)Daily Occurrence2.Development of ICC2.1The History of ICC Studies in America2.1.1The Burgeoning PeriodUS government in 1946 passed the ForeignService Act and established Foreign Service Institute.2.1.2From 1960 to 1970Books: Oliver’s Culture and Communication(1962) and Smith’s Communication andCulture (1966)The first ICC training actually started in the 1960s with Peace Corps members.The first college class in this field was in 1966 at the University of Pittsburgh.2.1.3From 1971 to 19801970 and 1971 ICA & NCA1975 SIETAR-International (the International Society for Intercultural Education, Training and Research)1977 International Journal of Intercultural Relations-Dan Landis2.1.4From 1981 to the Present Time1960s scholars began to make their contribution to ICC in 1980sHart (1996) summarized, the study of ICC gained acceptance through training and testing practice in the 1960s and 1970s, formed its basic framework in the late 1970s and has made great achievements in theory and practice ever since the 1980s both inside and outside the US.2.2The History of ICC Studies in China Professor Hu Wenzhong (1999)(1)The Germinating Period:1980-1990(2)The Establishing Period:1991-2000(3)The Expanding Period:2001-present3.Reasons for Studying ICC3.1Global Demographics(全球⼈⼝统计)3.2Global Economy3.3Technological Development3.4Effective Outcomes3.5Peace and Conflicts3.6Ethical Imperative4.Challenges in Studying ICC4.1Potential Problems in Learning ICC4.1.1Avoidance of the unfamiliar4.1.2Uncertainty4.1.3Withdrawal(退缩)4.1.4Stereotype(刻板印象)4.1.5Prejudice4.1.6Racism4.1.7Ethnocentrism(民族优越感)4.1.8Cultural shock(⽂化冲击)4.2Cultural Shocks and Cross-cultural Adaption3 cross-cultural interactions(1)short-term travelers(2)sojourners(3)immigrantsThe typical pattern of cultural adjustment often consists of distinct phases.(1)Honeymoon(2)Crisis(3)Recovery(4)Adjustment((5) Re-entry Shock-going home)“w-curve” figureHoneymoon-Crisis-Recovery-Adjustment-Honeymoon at home- Crisis at home (reentry shock)-Recovery at home-Adjustment at homeChapter 2 Communication and Culture1.Basics of Communication1.1Definition of CommunicationThe act and process of sending and receiving messages among people.1.2Functions of Communication(1)Practical functions(2)Social functions(3)Decision making functions(4)Personal growth functions1.3Types of CommunicationBased on the channels used for communication(1)Verbal communication(2)Nonverbal communicationBased on the style of communication(1)Formal communication(2)Informal communicationBased on the social levels(1)Intrapersonal communication(2)Interpersonal communication(3)Organizational communication(4)Mass communication1.4Components of Communicationmessage, sender, receiver, channel,noise(disturbances along the communication process), feedback, encoding, decoding1.5Communication Models1.5.1Lasswell’s 5W Linear Model1.5.2Wilbur Schramm’s Ring Model1.5.3The Contextualized Model1.6Characteristics of Communication Communication is dynamic, symbolic, contextual, self-reflective, interactive, learned.2.Basics of Culture2.1Definition of CultureThe total accumulation of beliefs, customs, values behaviors, institutions and communication patternsthat are shared, learned, passed down through the generations in an identifiable group of people. (Hall) Little culture is concerned with spiritual product such as language, literature, and art.Big culture refers to the sum total of human-made material product and non-material product. Dominant culture includes the cultural components common to most members of society, including the views of politics, conceptions of self and others, basic roles, standard forms of speech and general norms. E.g. Han culture in ChinaSubcultures can be ethnic, regional, occupational, social, economical, religious or gender-related in nature. E.g. northern and southern culture in China 2.2Functions of CultureDressler and Carns (1969):Culture enables us to communicate with others through a language that we have learned and that we share in common.Culture makes it possible to anticipate how others in our society are likely to respond to our actions. Culture gives us standard for distinguishing between what is considered right or wrong, beautiful and ugly, reasonable and unreasonable, tragic and humorous, safe and dangerous.Culture provides the knowledge and skill necessary for meeting sustenance needs.Culture enables us to identify with – that is, include ourselves in the same category with – other people of similar background.2.3Components of CultureCommunication aspect: language and symbols. Environment aspect: geography, climate ad places in the country.Science and technology aspect: math, physics,inventions, roads, bridges, railways.Economic system: money, finance, trade.Spiritual aspect: religion, mythology.Cognitive aspect: values, belief.Artistic aspect: art, literature, architecture.Behavioral aspect: laws, rituals(仪式惯例), mores(习俗)Daily life aspect: family, education, entertainment,dress, food, transportation, house.Social structure: social classes, ethnicityCulture consists of two levels:A level of values (invisible)A level of resultant behavior or artifacts of someform (visible)2.4Characteristics of CultureLearned, transmitted, selective, ethnocentric(民族中⼼主义的), dynamic(动态的), integrated(综合的)2.5Metaphor of Culture2.5.12.5.22.5.32.5.43.Relationship between Communication and CultureOn the one hand, culture is largely created, shaped, shared and learned through communication.Communication is the very medium of human interaction through which created and shared. Culture is considered more as a natural by-product of human communication and interaction than an intentional creation of human beings. In a sense, culture is the “residue(剩余)” of communication. Without communication, culture cannot be passed on and reinforced from generation to generation. Owing to the communication medium and other factors, culture is experiencing constant change.On the other hand, communication is also created, shaped, and transmitted by culture. When people communicate within an intercultural context, they take with them different cultural backgrounds, experiences, values and ways of thinking. Inevitably, human beings communicate with the imprint or mark of their own cultures.!!Chapter 3 Cultural Value Orientation Values are matters of preferences.Behavior Effectiveness) Study(1) Society an Hierarchy in China (2) Role of Family and Family Life (3) Politeness (4) Face(5) Guanxi (Interpersonal relationship) (6) Reciprocity(互惠) (7) HarmonyDeveloping&changing!!Chapter 4 Culture and Verbal Communication1.The Relationship between Language and Culture1.1Language Reflects the EnvironmentWe (only) label the things that are around us.1.2Language Reflects Cultural ValuesE.g. The kinship structure shows a complex butorderly communication system in which a clearterminology describes each positional role. There isan elaborate system of kinship terms, becauseChinese families used to be very big and highlyhierarchical.1.3Language Affects People’s Way of ThinkingLanguage determinism(语⽤决定论) is based on thehypothesis that the language people speakdetermines the way they perceive the world anddetermines culture.(Sapir-Whorf Hypothesis)2.Culture-loaded WordsIt is said in Chapter 2 that the fundamental general communication principle is that symbols the sender uses to communicate must have essentially the same meaning in BOTH the sender’s and the receiver’s minds.(Misunderstanding occurs when the sender and the receiver attribute different meanings to the same word or use different words to express the same meaning.)2.1Denotational(指称)meanings refer to definitionmeaning depending upon our choice of wordselection.2.2Connotational(隐含) meanings refer to extendedmeanings or associated meanings.As busy as a beeAs cunning as a foxAs strong as a horseAs slippery as an eel(鳝鱼)As blind as a batAs meek as a lamb(温顺)As happy as a kingAs foolish as a donkeyAs stubborn as a muleAs wise as an owlAs majestic as a lion(庄严宏伟的)As stupid as a goose3.Culture Rules of SpeakingPragmatic transfer(语⽤迁移) is the use of rules of speaking from one’s own native speech community when interacting with members of the host speech community or simply when speaking in a second language.3.1Addressing(1) A proper Chinese name is arranged in the orderof surname plus given name(s).A proper Englishname is arranged in reverse order.(2)Some Chinese kinship term(亲属⽤语) are notonly used within one’s own family, but also onknown or unknown people to show one’spoliteness, respectfulness and friendliness.(3)Most occupational titles(⼯作职称) can be usedas addressing terms(称谓语) in Chinese, buttheir English equivalents are not necessarilyused in the same manner.3.2Greeting and Leave-taking3.2.1GreetingChinese often start with asking personalinformation to show warmth and to shortensocial distance.Native English prefer impersonal questionslike weather.3.2.2Leave-takingChinese: others-orientedWesterner: self-orientedIn English, informal offers are often performed by interrogative sentences(疑问句).Chinese offers may sound a little bit commanding.3.5Invitation and ResponseIn China, a successful inviting-transaction often takes several talk exchanges or preferred pairs, which an American may think the host is imposing and aggressive and the guest is hypocritical(虚伪).3.6Compliment and ResponseChinese regard compliments as virtues, as Americansaccept them as a kind of recognition of theirindividual efforts.3.7ApologiesFor the Chinese, apology most often occurs betweenpeople of unequal social status, and it is usually theperson with less power apologizes to the peosonwith more power.But for the native English speakers, an apology isnecessary whenever inconvenience or offense ismake with little consideration of the status or socialpower of the people concerned.4.Verbal Styles4.14.25 key aspects of Chinese verbal style(1)implicit communication （含蓄）(2)listening centeredness （听话）(3)politeness （客⽓）(4) a focus on insiders （⾃⼰⼈）(5)face-directed communication strategies （⾯⼦）4.38 Chinese and North Americans clash(冲突) ineveryday interactions:(1)What is not said vs. What is said(2)The use of We vs. I(3)Polite vs. Impolite talk(4)Indirect vs. Direct talk(5)Hesitant vs. Assertive speech(6)Self-effacing(谦逊的) vs. Self-enhancing talk(7)Private vs. Public personal questions(8)Reticent(沉默的) vs. Expressive speech!!Chapter 5 Culture and Nonverbal communication 1.The Nature of Nonverbal Communication1.1Definition of Nonverbal Communication Edward Hall: nonverbal communication is metacommunication(元信息传递), paralinguistic(副语⾔如⼿势等，超语⾔如叹息声等), second-order messages, the silent language, and the hidden dimension of communication.Judee Burgoon defined nonverbal communication as all those messages that people exchange beyond the words themselves.We may simply say that nonverbal communication is communication without the use of words contrary to verbal communication.1.2The Importance of Nonverbal communication Research shows: less than 35% of communication is verbal. 65% of communication takes place nonverbally.1.3Functions of Nonverbal Communication(1)Replacing means that using body language and other gestures to replace verbal communication. (2)Contradicting means that our nonverbal being opposite from the literal meaning.(3)Repeating signifies(表⽰) using body languageto add to the verbal meaning.(4)Conveying means using gestures and expressions to express the emotions and attitudes.(5)Modifying is using expressions, body language and other nonverbal means to correct the verbal meaning.(6)Regulating means using nonverbal gestures to guide the order of speaking.(7)Complementing is adding to the verbal meaning.1.4Similarities and Differences between Verbal andNonverbal communications (Characteristics of Nonverbal communication) 1.4.1Similarities(1)Use symbols(2)Are products of an individual(3)Require that someone attach meaningto these symbols(4)Are coding systems that we learn andpass on as part of the culturalexperience1.4.2Differences(1)Clear vs. ambiguous(2)Conscious vs. unconscious(3)Acquired and controllable vs. Naturaland uncontrollable(4)Nonverbal communication is moreuniversal than verbal communication.1.5Classification of Nonverbal Communication(1)Body movement(Kinesics)⾝势语(2)Eye contact(Oculesic)眼神学(3)Touching(Haptic)接触(4)Spatial language(Proxemics)空间语⾔(5)Chronemics(temporal language)时间语⾔(6)Paralanguage副语⾔学2.Nonverbal Communications in Different cultures 2.1Body Movement2.1.1PostureStanding-northern Europeans (slouch ×)Sitting-Japanese (sit on legs, cross legs ×) Bowing-AsiansSquating-northern and northwesternfarmers in China and Mexicans(less sophisticated)2.1.2GestureVictory,Peace: U.SOffensive Gesture: Britain; South Africa2.1.3Head Movement@Bulgaria no=nod2.1.4Facial expressionsOn the whole, Asian cultures tend to restrictthe range of facial expressions by Western standards.Reasons: People who have rich facial expressions in Asia would be considered as shallow persons (浅薄的⼈). People shouldhide our real feelings2.2Eye ContactVery direct: Middle Easterners, some Latin American groups, FrenchModerate: Mainstream Americans, Northern Europeans, BritishMinimal: East Asians, Southeast Asians, East Indians, Native Americans2.3Body touchTouch: Arabs, Southern and Western Europeans, Jews and Latins.Non-touch: Americans, Northern Europeans, Orientals.2.4Spatial LanguageAccording to Edward Hall, people from high-context cultures tend to stand close when talking to someone. Low-context cultures prefer a greater amount of interpersonal space.2.5.1Monochromic(单时制):Things scheduledonce at a time. @Germany, America2.5.2Polychronic(多时制) different things with2.6.1refers to nonverbal voice qualities, such astone, rate, pitch, accents, laughing, cryingand shouting2.6.2nonword noises “un-huh” in English, “hai” inJapanese2.6.3silence has different interpretations indifferent culturesChapter 6 Thought Patterns and Language1.Culture, Thought Patterns and Language1.1 The Relationships among Culture, Thought and LanguageLanguage is an instrument used in the communication of thought. Thought is influenced by language.Each of them influences and shapes others.They are seen as three parts of a whole.1.2Different Ways of Thinking between Chinese and Westerners1.2.1Cognitive Differences in language learningbetween East Asian and Western cultures:(1)Science and Mathematics(2)Attention and Perception(洞察⼒)(3)Casual Inference(4)Organization of Knowledge(5)Reasoning1.2.2Conceptual differences between Chineseand Western Thinking(1)Chinese traditional way of thinkingemphasizes on the morality andharmony of the society, and promotesthe collectivism, responsibility,devotion and so on.(2)The western way of thinkingemphasizes on logic and science,individual achievement or competition,and so on./doc/3517372007.htmlparing Thought Patterns between Chinese andWesterners2.1Synthetic(综合的) Thinking Mode vs. TheAnalytic(分析的) Thinking Mode(1) Chinese philosophy emphasizes unity of heavenand man, harmony”, t he blending of objects and man.(2) Westerners: man and objects should beseparated from each other, emphasize the formcoherence, logical deduction.2.1.1Holistic(整体论的) Thinking Mode vs.Analytic Thinking ModeChinese: Holistic (整体论的) Thinking:Orientation to the context as a whole, rely on experience-based knowledge Westerners: Analytic Thinking ModeDetachment of the object from its context,Tendency to focus on attributes of the object in order to assign it to categories2.1.2Dialectical(辩证的)-focus Thinking Mode vs.Formal Logical-focus Thinking ModeChinese: Dialectical-focus Thinking ModeRecognition of contradiction, ”middle way”(中庸之道)Westerners: Formal Logical-focus ThinkingModeAvoidance of contradiction, black of white 2.2The Curvilinear(曲线的) Thinking Mode vs. The Linear(直线) Thinking ModeRobert Kaplan (1966)line”represents the Oriental languagegroup, including Chinese, Japanese, Korean, Thai, and so on.2.3The Image Thinking Mode vs. The Abstract Thinking Mode(1)Chinese itself is the imagery language.Chinese characters are the mimicry (模仿) ofnatural phenomenon. Chinese people expressabstract things through concrete images.(2)English is a kind of alphabetic writing, man-made regulated signals.Determine the meaning by the soundcombinationWestern people prefer using the abstract notionto express the concrete objects.2.4The Ontological(本体论) Thinking Mode vs. The Objective Thinking Mode(1)The Chinese people regard man as the center to observe, analyze, deduce and study the objects.(2)The English-speaking people take the objectiveworld as the center.Chapter 7 Culture and Interpersonal Relationship1.The Nature of Interpersonal Relationship1.1Types of Interpersonal Relationship(1)Kinship and Family Relations(2)Friends(3)Comradeship(同事关系)(4)Soul mates1.2Principles for Establishing Good Interpersonal RelationshipsMutual attractions to both sides(2)Credit principle(诚信原则)Treat others with trust and sincerity(3)Respect principleMaintain equal positions of each party(4)Tolerance PrincipleSeek for common grounds while putting asidedifferences(5)Moderation principleTime, distance, frequency for communicationshall be moderate. The degree of closenessshould be properly maintained.2.Cultural Differences in Interpersonal RelationshipsIn the US, people tend to use four dimensions to distinguish among different types of relationships(1)Cooperative-friendly to competitive-hostile(2)Equal to unequal(3)Intense to superficial(4)Socio-emotional(社会情感性的)-informal to task-oriented-formalIn Japan,(1)In-group(2)Those whose background is fairly well known(3)Out-group/stranger2.1Intercultural FriendshipsGenerally, friendships are closer in collectivistcultures than in individualistic cultures.2.2Intercultural Romantic RelationshipsGenerally speaking, in high power distance cultures,romantic relationships are expected to take placewithin your cultural class. In low power distancecultures, a person is expected to select romanticpartners on the basis of individual factors such aspersonality and appearance.In Western cultures, marriage is seen as the union ofmarriage is seen as the alliance between two families.2.3Intercultural MarriageSubmission(顺从), compromise, obliteration(忘却),consensus(⼀致)(best)2.4Internet Friendship and Love3.Challenges to Intercultural Personal Relationships3.1Possible stumbling block(绊脚⽯) for interculturalrelationships(1)Cultural differences(2)Prejudice and discrimination(3)Historical relationships(4)Different perceptions(认知,观念) ofcommunication competence3.2A key to having a successful intercultural relationshipis establishing an effective relational culture(确⽴相互关系的⽂化).In essence, relational partners develop their ownculture –a mix of both of their larger culturalbackgrounds and their idiosyncratic(有⽓质的)behaviors and personalities.3.3Effective relational cultures are based on(1)Positive affect toward the partner(2)Perception of positive motives (assuming yourpartner is supporting you)(3) A perception of the relationship(4)As a benefit to each other (e.g. I am better offwith my partner than without her.)Chapter 8 Culture and Business Etiquette1.The Basis of Business EtiquetteEtiquette is a set of practices and forms which are followed in a wide variety of situations. Carl Nelson’s eight common protocol element areNamesRank and titleTimeCommunicationsGift givingFood and drink2.Creating a Powerful First Impression2.1Introducing yourself and othersRule 1: show respect for the most important person in the setting by mentioning his/her name first.Rule 2: try to include a brief comment about each person being introduced so that they have some basic knowledge about each other.2.1.1Introducing yourselfTell the name and information about the circumstance2.1.2Introducing othersSay the “more respected” person’s namefirst2.2Greeting peopleUS: first name, middle name, last nameFrench: Monsieur/MadameGermany: last name basisItaly: titles and surnamesBritish: use of first names is prevalent(普遍的)Latin America: add mother’s maiden name to their surnameChina: surname first, often titles are used2.3Card ExchangingBilingual cards: name, job title, company name, address, telephone number, facsimile number, e-mail address2.4Business DressComfortable, tasteful and stylishA reflection of your social status and relative success3.Business Scheduling3.1Appointing MakingMake appointments in advance. E.g. Germans3.2Recognizing Rules and CustomsThe first thing you should know is their typical hoursof work, lunch, and break time so as to makeappointments at a proper time.4.Social Entertaining 4.1Dining Practices4.1.1SeatingBritish method:4.1.2Table setting4.1.3Eating StylesAsians: chopsticksMiddle Easterners: Eat with your fingers, if the host does. But use the right hand only4.1.4Table MannersDo not point or gesticulate with your knife(or any other implement for that manner)while engaged in conversation at table.4.1.5FoodFrance: You may ask for more water, but notwine. You are supposed to wait for your hostto serve you.4.2Drinking ProtocolIn Russia and South Korea, in northern Europe,theability to consume a great quantity of alcohol isconsidered a measurement of an individual'smanhood.Toast:The first toast is offered before eating and serves towelcome the guests.A toast to the guest of honor is made after thedessert course when the wine glasses have been4.3Tipping ProtocolChina, Japan, Australia, New Zealand are some of thenon-tipping countries.A tip of 15% considered generousA tip of 20% when service is excellent5.Gift-giving EtiquetteU.S.Presenting a gift is a thoughtful gesture, but not expected.Business gifts are often presented after the deal is over.In most situations, gifts are opened immediately and shown to all present.For your business associates, you can choose gifts such as useful office items, liquor, wine, or something that comes from your country.JapanGift giving is an important part of business protocol.Business culture emphasizes on the ritual of gift-giving, rather than the gift itself.It is a good policy to prepare enough gifts for your trip.“this is only a small gift or it is a dull thing”Gifts should not be opened in the presence of the giver.Favorite gifts for the Japanese are imported liquor, designer-made also musical tapes and CDs.6.Digital Etiquette6.1Telephone EtiquetteDon’t be distracted by other work or chew gum whileon the phone.This lack of respect is transferred to the other end of the conversation, even though the person can’t see you.If you need to find information for a caller while he or she is on the line, put the caller on hold; offer to phone the caller back if you need to place him or her on hold for more than a minute.Always try to smile when you speak; your warmth and sincerity will come through the person with whom you are speaking.6.2Email EtiquetteBusiness email may involve more traditional use of capitalization and spelling.For external emails, use the recipient’s formal title.Add headings, lists, or numbers that will make your email easier to skim.Use jokes, slang, emotional punctuations, and emotions with care.Chapter 13 Intercultural Communication Competence1.The Challenges in the Setting of Glocalization1.1The Concept of Glocalizationthe local considerations.“Think globally and act locally.”全球化视⾓本⼟化⾏动1.2Facing the Challenges of Glocalization1.2.1The ethics of intercultural competenceThree dilemmas(1)How much do you think we should giveup of ourselves to become “Romans”?(2)Should belief, value, norm or socialpractice be judged by your ownknowledge and value system?(3)Should all intercultural contacts be encouraged?Is ICC always positive?1.2.2Appropriateness and EffectivenessThey are two primary criteria of Intercultural Communication CompetenceAppropriateness means that the valuedrules, cultures, norms and expectances ofthe relationships are not violatedsignificantly.Effectiveness is the achievements of thegoals.2.Becoming a Competent Intercultural Communicator 2.1The Components of Intercultural Communication Competence2.1.1Cross-cultural Attitude ModelThis approach pays more attention tocultural knowledge and affective aspect ofthe communicator.2.1.2Behavioral-skill ModelIncorporate the different approachesThey believe that the most ideal condition ofICC competence occurs when an individual possesses high degrees of interculturalknowledge, motivation and skills.2.1.3Young Yun Kim’s ICC Competence ModelCognitive components (knowledge ofcommunication codes/rules, culturalunderstanding, cognitive complexity)Affective components ( adaptationmotivation, identity flexibility, emotionalcoorientation成对取向).[inward components] in one’s mindOperational components (technicalcompetence, synchrony⼀致性,resourcefulness善于随机应变)[outward components] behavior The three facts are inseparable in reality.⼗⼩时泣⾎之作T T2013-1-9 0:42:56加油！！灰⾊背景为2013.1.9的问答框架Case analysis 是到中国来教外语的mark和中国同事的相处⽭盾判断和选择要求对知识点感性认识，注意重点细节问答注意那种不太长⼤概涉及四五个知识点的内容，还要举个栗⼦=w=Case analysis要扯术语，上课好好听Ps知识点整理和考试题回忆都不是重点，上课要好好听考前好好复习！！⾄少两个下午⼀个晚上吧学姐只能帮你到这了T T2013-1-9 13:21:25。
跨文化管理学考试大纲
跨文化管理学考试大纲一、考试目的跨文化管理学是一门研究在不同文化背景下进行管理活动的学科。
本考试旨在考察学生对跨文化管理的基本理论、概念、方法和实践的理解与掌握程度，培养学生运用跨文化管理知识分析和解决实际问题的能力。
二、考试范围（一）文化与文化差异1、文化的定义、层次和特征2、文化差异的表现形式，如价值观、信仰、习俗、语言等3、文化维度理论，如霍夫斯泰德的文化维度、特伦佩纳斯的文化架构等（二）跨文化沟通1、跨文化沟通的障碍与挑战2、语言与非语言沟通在跨文化情境中的差异3、跨文化沟通技巧与策略（三）跨文化人力资源管理1、员工招聘与选拔中的跨文化因素2、跨文化培训与发展3、绩效考核与薪酬管理中的文化差异（四）跨文化团队管理1、跨文化团队的特点与类型2、跨文化团队建设与管理的策略3、解决跨文化团队冲突的方法（五）跨文化市场营销1、目标市场选择与定位的文化考量2、产品设计、品牌推广与营销渠道的跨文化适应3、消费者行为的文化影响（六）跨文化企业战略与组织1、跨文化企业战略的制定与实施2、组织架构与文化融合3、领导风格与文化适应性（七）全球化与跨文化管理1、全球化对跨文化管理的影响2、新兴市场的跨文化管理挑战与机遇三、考试题型（一）选择题1、主要考查学生对跨文化管理基本概念、理论和知识点的理解和记忆。
2、涵盖文化差异、跨文化沟通、人力资源管理等各个方面的内容。
（二）简答题1、要求学生简要回答有关跨文化管理的问题，重点考查对重要概念和原理的理解。
2、例如：简述霍夫斯泰德的文化维度理论及其对跨文化管理的启示。
（三）案例分析题1、提供实际的跨文化管理案例，要求学生运用所学知识进行分析和解决问题。
2、考查学生综合运用跨文化管理知识的能力，以及分析和解决实际问题的思路和方法。
（四）论述题1、要求学生对给定的跨文化管理主题进行深入论述，阐述自己的观点和见解。
2、例如：论述跨文化团队管理中的挑战及应对策略。
四、考试要求（一）知识掌握1、学生应全面掌握跨文化管理的基本概念、理论和方法。
《跨文化交际》课程考核大纲
四、期末课程考核
1、考核的方式方法：考试。
2、考核的日期和时间：由教务处依据校历安排。
3、考核类型：闭卷笔试。
4、考核范围与分值比例：
（1）对文化与跨文化交际概念的理解占10%
（2）对非言语交际文化及相关中西文化差异的理解和掌握占20% （3）对日常言语交际文化及相关中西文化差异的理解和掌握占20% （4）对语言和文化的关系及中西语言文化差异的认识和理解占20% （5）对中西文化和价值观差异的理解和掌握占30%
5、考核要求：掌握。
6、考核的试题类型与分值比例：填空题占30%，单项选择题占30%，问答题占15%，案例分析占25%。
跨文化交际考试大纲
跨文化交际考试大纲课程编码：跨文化交际课程性质：专业必修课时：36 学分：2开课学期：第6学期先修课程：英语国家概况，语言学，英美文学适用专业：商务英语专业一、考试目的本课程的考试目的主要考核学生对理论知识的掌握与联系实际情况，即对课内教材和教师的授课内容的掌握与联系实际情况等。
二、考试的内容及要求（一）绪论考试内容：1．跨文化交际的概念、意义。
2．跨文化交际学的学科性质和发展历史。
要求：掌握跨文化交际的概念，了解跨文化交际的意义、历史、学科发展史。
（二）第一章交际与文化考试内容：1．交际的概念和特性。
2．文化的定义与特征。
3．文化与交际的关系。
要求：掌握文化与交际的概念，了解交际的特性、文化的特征，理解文化与交际之间的关系。
（三）第二章文化的影响考试内容：1．文化的多样性2．文化的深层结构要求：掌握文化模式的概念，了解交际的多样性，理解文化的深层结构。
（四）第三章语言与文化考试内容：1．语言与交际的关系，其中包括语音、语义、句法、语用与跨文化交际的关系。
2．语言的翻译。
要求：通过各种实例、练习了解语音、语义、句法、语用与跨文化交际的关系。
（五）第四章非言语交际考试内容：1．非言语交际的概念、功能、特征。
2．非言语的词义和语用。
3．人体语、时间语、空间语。
4．其他非言语信息。
要求：了解非言语交际的研究概况、功能、特征，了解并学会恰当使用一批常用的非言语，掌握一些常见的不同文化背景下的体态语。
（六）第五章文化对商业语境的影响考试内容：1．文化与商业语境2．国际商业语境3．国内商业语境要求：了解文化价值观对商业语境的影响，并通过与中国传统交易方式的对比，掌握经济全球化形势下如何进行有效沟通，成功进行国际竞争的原则和技巧。
（七）第六章文化对教育语境的影响考试内容：1．教育体制差异性2．多元文化教育背景3．多元文化背景下的教学方式要求：通过学习中外教育体制，了解不同文化中教育理念的差异，以及课堂中师生角色的期待差异所导致的不同课堂风格和教学方法。
跨文化交际复习提纲
Intercultural CommunicationIntercultural Communication Defined1. IC is actually an academic and applied discipline that has developed internationally since the 1950s. Sometimes called “cross-cultural communications” or “comparative culture,” or “transculture”.2. On one level, IC is represented by culture studies, where we examine the political, economic and lifestyle systems of other countries.3. On another level, it is applied linguistics, where we seek to understand the relationship between language and culture.4. IC is a broad and well-developed field of study.5. IC is an interdisciplinary application of fields like cultural anthropology, sociology, psychology (and social psychology), communication studies, applied linguistics and educational pedagogy.6. IC is a comprehensive attempt to understand all aspects of human cultures and how they interact with each other.Forms of Intercultural Communicationa. International Communicationb. Interethnic Communicationc. Interracial Communicationd. Intracultural CommunicationDefinition Final5) Culture is the total accumulation of beliefs, customs, values, behaviors, institutions and communication patterns that are shared, learned and passed down through the generations in an identifiable group of people.2.Cultural Metaphors1. The Cultural Iceberg2. The Cultural Onion3.The Cultural Software4.The Cultural Fish5. The Cultural Story6. Culture by Chinese7. Culture by Americans3. Characteristics of Culture1) Culture is sharedThe members of a culture share a set of ‘ideals, values, and standards of behaviors’, and this set of ideals is what gives meaning to their lives, and what bond them together as a culture.2) Culture is learnedActually, culture is not innate sensibility, but a learned characteristic. Children begin learning about their own culture at home with their immediate family and how they interact each other, how they dress, and the rituals they perform. When the children are growing in the community, their cultural education is advanced by watching social interactions, taking part in culturalactivities and rituals in the community, forming their own relationships and taking their place in the culture.3) Culture is based on symbols.In order for the culture to be transmitted from one person to the next, and from one generation to the next, a system of symbols needs to be created that translates the ideals of the culture to its members. This is accomplished through language, art, religion and money.4) Culture is integratedFor the sake of keeping the culture, functioning all aspects of the culture must be integrated. For example, the language must be able to describe all the functions within the culture in order for ideas and ideals to be transmitted from one person to another. Without the integration of language into the fabric of the culture, confusion and dysfunction would reign and the culture would fail. 5) Culture is subjective to change (Dynamic)It is necessary to recognize that cultures are dynamic rather than static. They are constantly changing and evolving under the impact of events and through contact with other cultures.6) Culture is ethnocentricEthnocentrism is the belief that your own cultural background, including ways of analyzing problems, values, beliefs, language, and verbal and nonverbal communication, is correct. Ethnocentrists believe their culture is the central culture and other cultures are incorrect, ineffective, or quaint.7) Culture is adaptiveHistory offers so many examples of how cultures have changed as a result of laws, shifts in values, natural disasters, wars, or calamities. More and more women work as CEOs in major companies and as officials in government instead of remaining at home looking after children. Both women and men have made adaptation to this cultural change.Western Perspective of communicationIn western cultures, communication is studied as the means of transmitting ideas. Western cultures emphasize the instrumental function of communication; that is, effectiveness is evaluated in terms of success in the manipulation of others to achieve one’s personal goal Eastern perspective of communicationDefinitions of communication from many Asian countries stress harmony, which is most notable in cultures with a Confucian tradition. Eastern cultures’understanding would define communication as a process where all parties are searching to develop and maintain a social relationship.2. Components of communicationSender/Source（信息源）A sender/source is the person who transmits a messageMessage （信息）A message is any signal that triggers the response of a receiver.Encoding （编码）Encoding refers to the activity during which the sendermust choose certain words or nonverbal methods to send an intentional message.Channel /Medium（渠道）. Channel/Medium is the method used to deliver amessage.Receiver （信息接收者）A receiver is any person who notices and givessome meaning to a message.Decoding （解码）Decoding is the activity during which the receiver attaches meaning to the words or symbols he/she has received.Feedback （反馈）The response of a receiver to a sender’s message is called feedback.Noise （干扰）Noise is a term used for factors that interfere with the exchange of messages, including external noise ，physiological noise, psychological noise and semantic noise. Noise is inevitable.1)External NoiseSounds that distract communicators:voices in the next room; annoying ring of someone’s cell phone in a meeting; etc.Other types of external noise that don’t involve sound:an overcrowded room or a smelly cigar(2) Physiological Noiseillnesses and disabilities(3) Psychological Noiseforces with the sender or receiver that interfere with understanding: egotism; hostility; preoccupation; fear; etc.(4) Semantic Noisecaused by using different languages; the use of jargon; different understanding of the message delivered; etc.3.Characteristics of Communicationa. Communication is dynamicb. Communication is systematicc. Communication is symbolicd. Communication is irreversiblee. Communication is transactionalf. Communication is self-reflectiveg. Communication is contextual.High ContextA high-context (HC) communication or message is one in which most of the information is either in the physical context or internalized in the person, which very little is in the coded, explicit, transmitted part of the message.Communication occurs in ways other than through language. People share context.HC communication is fast and efficient, but takes long time to learn.Low ContextA low-context (LC) is just the opposite, the mass of information is vested in the explicit code. Communication occurs mostly through language.low-context sources: newspapers, textbooks, lectures, roadmaps, announcements, instruction sheets etc.More impersonal, but effective in transmitting information among people who do not share the same experience.Hofstede’s cultural dimensions1. Individualism versus collectivism2. Uncertainty avoidance3. Power distance4. Masculinity versus femininityUncertainty AvoidanceThis dimension refers to how comfortable people feel towards ambiguityCultures which ranked low (compared to other cultures), feel much more comfortable with the unknown.According to Hofstede (霍夫斯太德), uncertainty avoidance refers to the lack of tolerance for ambiguity and the need for formal rules and high-level organizational structure.\1. Culture Shock◆refers to the traumatic [trɔ:'mætik] experience that an individual may encounter when entering a different culture.◆expresses the lack of direction, the feeling of not knowing what to do or how to do things in a new environment, and not knowing what is appropriate or inappropriate.4. Stages of culture shockThe honeymoon stage ◊The hostility stage ◊The recovery stage ◊The adjustment stage ◊The biculturality stage1. Sapir-Whorf Hypothesislinguistic determinist interpretation---Language structure controls thoughts and cultural norms.linguistic relativity interpretation---Culture is controlled by and controls language.According to the Sapir-Whorf hypothesis, language is a guide to " social reality". It implies that language is not simply a means of reporting experience but, more important, it is a way of defining experience.Eg. Nothing is more important than rice to the Chinese, so we have expressions like “人是铁，饭是钢”and “铁饭碗”.Verbal Communication StylesCulture influences the style of communication at great level. The communication style isconcerned with the use of language1.Direct and Indirect Verbal Interaction StylesIn the direct verbal style, statements clearly reveal the speaker’s intentions.Eg. U.S. Americans tend to use a straightforward form of request.In the indirect verbal style, on the other hand, verbal statements tend to hide the speaker’s actual intentions.Eg. Chinese tend to ask for a favor in a more roundabout and implicit way.（P180)2. Self-Enhancement and Self-Effacement Verbal StylesThe self-enhancement verbal style emphasizes theimportance of boasting about one’s accomplishments and abilities.Eg. In the classified ads, American ad might begin with, “A handsome, at hletic male with a good sense of humor seeks a fun-loving partner…”The self-effacement verbal style, on the other hand,emphasizes the importance of humbling oneself via verbal restraints, hesitations and modest talk.Eg. In the classified ads, Japanese ad might read, “Although I am not very good-looking, I’m willing to try my best.”3. Elaborate, Exacting and Succinct StylesAn elaborate style emphasizes flashy and embellished language. This style of communication can be seen in many Arab, Middle Eastern, and Afro-Americancultures.An exacting style, where persons say no more or less than is needed, is used by Americans.A succinct style is characterized by the use of concise statements, understatements,and even silence. A succinct style can be found in Japan, China, and some NativeAmerican cultures4. Personal and Contextual StyleThe personal communication style emphasizes the individual identity of the speaker. Eg. English has only one form for the second person, that is, you.The con textual style highlights one’s role identity and status.Eg. Chinese, German and French, for example, have informal and formal forms of the pronoun you (你/您; du/Sie; tu/vous).5. Instrumental and Affective StyleAn instrumental verbal style is sender-based and goal-outcome based. The instrumental speaker uses communication to achieve some goal or outcome. Theburden of understanding often rests with the speaker.An affective communication style is receiver and process oriented. The affective speaker is concerned not so much with the outcome of the communication, but withthe process. The responsibility of understanding rests with both the speaker and the listener.2. Categories of Nonverbal CommunicationKinesics(身势语）oculesics(目光语)olfactics(嗅觉)haptics(触觉行为)chromatics(色彩学)attire (服饰)paralanguagesilencetimespacecontext1)KinesicsKinesics is the non-verbal behavior related to movement, either of any part of the body, or the body as a whole. In short all communicative body movements are generally classified as kinesics.1.Human Perception(1) Sensation(2) Perception(3) Selection(4) Organization(5) InterpretationThe definition of acculturationAcculturation（文化适应）refe rs to an individual’s learning and adopting the norms and values of the new host culture2. Modes of acculturationa. Assimilationis a process in which members of an ethnic group are absorbed into the dominant culture, losing their culture in the process.b. Integrationis a process of desiring a high level of interaction with the host culture while maintaining identity with their native culture.c. Separation and segregationSeparation is when individuals prefer low levels of interaction with the host culture and associated microcultural groups while desiring a close connection with, and reaffirmation of, their native culture. If such separation is initiated and enforced by the dominant society, this is called segregationd. Marginalization (边缘化)Marginalization occurs when the individual chooses not to identify with his or her native culture or with the host culture.StereotypingStereotypes, found in nearly every intercultural situation, are a means of organizing our images into fixed and simple categories that we use to stand for the entire collection ofpeople. The reason for the pervasive nature of stereotypes is that human beings have a psychological need to categorize and classify.Second, stereotypes also keep us from being successful as communicators because they are over-simplified, over-generalized, and/or exaggerated. They are based on half-truths, distortions, and often untrue premises and create inaccurate pictures of the people with whom we are interacting.Third, stereotypes tend to impede intercultural communication in that they repeat and reinforce beliefs until they often become taken for "truth." For years, women were stereotypes as a rather one dimensional group. The stereotype of women as "homemakers" often keeps women from advancing in the workplace.EthnocentrismEthnocentrism refers to the belief that one' s culture is primary to all explanations of reality. We learn ethnocentrism very early in life, and primarily on the unconscious level. So it might be the major barrier to intercultural communication. The negative impact of ethnocentrism on intercultural communication is clearly highlighted by Steward and Bennett (Samovar, et al, 1998):Competent communicationCompetent communication is interactionthat is perceived as effective in fulfillingcertain rewarding objectives and is alsoappropriate to the context in which theinteraction occurs.Communication CompetenceCommunication competence is a social judgment that people make about others.Intercultural Competence“The ability to become effective and appropriate in interacting across cultures”Intercultural communication competenceIntercultural communication competence refers to the ability to accomplish effective and appropriate intercultural communication between communicators of different cultures.c. AttitudesMany attitudes contribute to intercultural communication competence, including tolerance for ambiguity, empathy, and nonjudgmentalnessd. Behaviors and skillstwo levels of behavioral competence. The macro level includes many culture-general behaviors, then there is the micro level, at which these general behaviors are implemented in culture-specific ways.Contextual Components of Intercultural CompetenceContext refers to all the information in the actual communication setting, so some intercultural communication scholars would use another term “situational features” to refer to the context.-- Another aspect of context is the communicator's position within a speech community.-- In addition, an individual’s competence may be constrained by the political, economic, and historical contexts.Things We Can Do1.Knowing ourselves2.Respecting differences and appreciate similarities3.Empathy4.Knowing ourselves5.First, we have to identify our attitudes, prejudices, and opinions that we allcarry and that bias the way the world appears to us.6.If we hold a certain attitude toward gay men, and when a man who is a gaytalks to us, our pre-communication attitude will color our response to what he says.7.Knowing our likes, dislikes, and degrees of personal ethnocentrism enables us toplace them out in the open so that we detect the ways in which these attitudesinfluence communication.Appreciate Similarities and Respect DifferencesEmpathyTo improve empathy, first, we have to remind ourselves to pay attention to the spontaneous emotional expressions of others and the situation where the interaction takes place. Then, as empathy is a reciprocal act, both parties have to be expressive so as to achieve understanding. Third, empathy can be enhanced through awareness of specific behaviors that members of a particular culture or co-culture might find impertinent or insulting. Finally, we have to remember that empathy can be increased if you resist the tendency to interpret the other's verbal and nonverbal actions from your culture' s orientation.。
（完整word版）跨文化交际复习提纲
（完整word版）跨文化交际复习提纲Intercultural CommunicationIntercultural Communication Defined1. IC is actually an academic and applied discipline that has developed internationally since the 1950s. Sometimes called “cross-cultural communications” or “comparative culture,” or “transculture”.2. On one level, IC is represented by culture studies, where we examine the political, economic and lifestyle systems of other countries.3. On another level, it is applied linguistics, where we seek to understand the relationship between language and culture.4. IC is a broad and well-developed field of study.5. IC is an interdisciplinary application of fields like cultural anthropology, sociology, psychology (and social psychology), communication studies, applied linguistics and educational pedagogy.6. IC is a comprehensive attempt to understand all aspects of human cultures and how they interact with each other.Forms of Intercultural Communicationa. International Communicationb. Interethnic Communicationc. Interracial Communicationd. Intracultural CommunicationDefinition Final5) Culture is the total accumulation of beliefs, customs, values, behaviors, institutions and communication patterns that are shared, learned and passed down through the generations in an identifiable group of people.2.Cultural Metaphors1. The Cultural Iceberg2. The Cultural Onion3.The Cultural Software4.The Cultural Fish5. The Cultural Story6. Culture by Chinese7. Culture by Americans3. Characteristics of Culture1) Culture is sharedThe members of a culture share a set of ‘ideals, values, and standards of behaviors’, and this set of ideals is what gives meaning to their lives, and what bond them together as a culture.2) Culture is learnedActually, culture is not innate sensibility, but a learned characteristic. Children begin learning about their own culture at home with their immediate family and how they interact each other, how they dress, and the rituals they perform. When the children are growing in the community, their cultural education is advanced by watching social interactions, taking part in cultural activities and rituals in the community, forming their own relationships and taking their place in the culture.3) Culture is based on symbols.In order for the culture to be transmitted from one person to the next, and from one generation to the next, a system of symbols needs to be created that translates the ideals of the culture to its members. This is accomplished through language, art, religion and money.4) Culture is integratedFor the sake of keeping the culture, functioning all aspects ofthe culture must be integrated. For example, the language must be able to describe all the functions within the culture in order for ideas and ideals to be transmitted from one person to another. Without the integration of language into the fabric of the culture, confusion and dysfunction would reign and the culture would fail.5) Culture is subjective to change (Dynamic)It is necessary to recognize that cultures are dynamic rather than static. They are constantly changing and evolving under the impact of events and through contact with other cultures.6) Culture is ethnocentricEthnocentrism is the belief that your own cultural background, including ways of analyzing problems, values, beliefs, language, and verbal and nonverbal communication, is correct. Ethnocentrists believe their culture is the central culture and other cultures are incorrect, ineffective, or quaint.7) Culture is adaptiveHistory offers so many examples of how cultures have changed as a result of laws, shifts in values, natural disasters, wars, or calamities. More and more women work as CEOs in major companies and as officials in government instead of remaining at home looking after children. Both women and men have made adaptation to this cultural change.Western Perspective of communicationIn western cultures, communication is studied as the means of transmitting ideas. Western cultures emphasize the instrumental function of communication; that is, effectiveness is evaluated in terms of success in the manipulation of others to achieve one’s personal goal Eastern perspective of communicationDefinitions of communication from many Asian countriesstress harmony, which is most notable in cultures with a Confucian tradition. Eastern cultures’understanding would define communication as a process where all parties are searching to develop and maintain a social relationship.2. Components of communicationSender/Source（信息源）A sender/source is the person who transmits a messageMessage （信息）A message is any signal that triggers the response of a receiver.Encoding （编码）Encoding refers to the activity during which the sendermust choose certain words or nonverbal methods to send an intentional message.Channel /Medium（渠道）. Channel/Medium is the method used to deliver amessage.Receiver （信息接收者）A receiver is any person who notices and givessome meaning to a message.Decoding （解码）Decoding is the activity during which the receiver attaches meaning to the words or symbols he/she has received.Feedback （反馈）The response of a receiver to a sender’s message is called feedback.Noise （干扰）Noise is a term used for factors that interfere with the exchange of messages, including external noise ，physiological noise, psychological noise and semantic noise. Noise is inevitable.1)External NoiseSounds that distract communicators:voices in the next room; annoying ring of someone’s cell phone in a meeting; etc.Other types of external noise that don’t involve sound:an overcrowded room or a smelly cigar(2) Physiological Noiseillnesses and disabilities(3) Psychological Noiseforces with the sender or receiver that interfere with understanding: egotism; hostility; preoccupation; fear; etc.(4) Semantic Noisecaused by using different languages; the use of jargon; different understanding of the message delivered; etc.3.Characteristics of Communicationa. Communication is dynamicb. Communication is systematicc. Communication is symbolicd. Communication is irreversiblee. Communication is transactionalf. Communication is self-reflectiveg. Communication is contextual.High ContextA high-context (HC) communication or message is one in which most of the information is either in the physical context or internalized in the person, which very little is in the coded, explicit, transmitted part of the message.Communication occurs in ways other than through language. People share context.HC communication is fast and efficient, but takes long timeto learn.Low ContextA low-context (LC) is just the opposite, the mass of information is vested in the explicit code. Communication occurs mostly through language.low-context sources: newspapers, textbooks, lectures, roadmaps, announcements, instruction sheets etc.More impersonal, but effective in transmitting information among people who do not share the same experience.Hofstede’s cultural dimensions1. Individualism versus collectivism2. Uncertainty avoidance3. Power distance4. Masculinity versus femininityUncertainty AvoidanceThis dimension refers to how comfortable people feel towards ambiguityCultures which ranked low (compared to other cultures), feel much more comfortable with the unknown.According to Hofstede (霍夫斯太德), uncertainty avoidance refers to the lack of tolerance for ambiguity and the need for formal rules and high-level organizational structure.\1. Culture Shock◆refers to the traumatic [tr?:'m?tik] experience that an individual may encounter when entering a different culture.◆expresses the lack of direction, the feeling of not knowing what to do or how to do things in a new environment, and not knowing what is appropriate or inappropriate.4. Stages of culture shockThe honeymoon stage ?The hostility stage ?The recovery stage ?The adjustment stage ?The biculturality stage1. Sapir-Whorf Hypothesislinguistic determinist interpretation---Language structure controls thoughts and cultural norms.linguistic relativity interpretation---Culture is controlled by and controls language.According to the Sapir-Whorf hypothesis, language is a guide to " social reality". It implies that language is not simply a means of reporting experience but, more important, it is a way of defining experience.Eg. Nothing is more important than rice to the Chinese, so we have expressions like “人是铁，饭是钢”and “铁饭碗”.Verbal Communication StylesCulture influences the style of communication at great level. The communication style isconcerned with the use of language1.Direct and Indirect Verbal Interaction StylesIn the direct verbal style, statements clearly reveal the speaker’s intentions.Eg. U.S. Americans tend to use a straightforward form of request.In the indirect verbal style, on the other hand, verbal statements tend to hide the speaker’s actual intentions.Eg. Chinese tend to ask for a favor in a more roundabout and implicit way.（P180)2. Self-Enhancement and Self-Effacement Verbal StylesThe self-enhancement verbal style emphasizes theim portance of boasting about one’s accomplishments and abilities.Eg. In the classified ads, American ad might begin with, “A handsome, at hletic male with a good sense of humor seeks a fun-loving partner…”The self-effacement verbal style, on the other hand,emphasizes the importance of humbling oneself via verbal restraints, hesitations and modest talk.Eg. In the classified ads, Japanese ad might read, “AlthoughI am not very good-looking, I’m willing to try my best.”3. Elaborate, Exacting and Succinct StylesAn elaborate style emphasizes flashy and embellished language. This style of communication can be seen in many Arab, Middle Eastern, and Afro-Americancultures.An exacting style, where persons say no more or less than is needed, is used by Americans.A succinct style is characterized by the use of concise statements, understatements,and even silence. A succinct style can be found in Japan, China, and some NativeAmerican cultures4. Personal and Contextual StyleThe personal communication style emphasizes the individual identity of the speaker. Eg. English has only one form for the second person, that is, you.The con textual style highlights one’s role identity and status.Eg. Chinese, German and French, for example, have informal and formal forms of the pronoun you (你/您; du/Sie; tu/vous).5. Instrumental and Affective StyleAn instrumental verbal style is sender-based and goal-outcome based. The instrumental speaker uses communication to achieve some goal or outcome. Theburden of understanding often rests with the speaker.An affective communication style is receiver and process oriented. The affective speaker is concerned not so much with the outcome of the communication, but withthe process. The responsibility of understanding rests with both the speaker and the listener.2. Categories of Nonverbal CommunicationKinesics(身势语）oculesics(目光语)olfactics(嗅觉)haptics(触觉行为)chromatics(色彩学)attire (服饰)paralanguagesilencetimespacecontext1)KinesicsKinesics is the non-verbal behavior related to movement, either of any part of the body, or the body as a whole. In short all communicative body movements are generally classified as kinesics.1.Human Perception(1) Sensation(2) Perception(3) Selection(4) Organization(5) InterpretationThe definition of acculturationAcculturation（文化适应）refe rs to an individual’s learning and adopting the norms and values of the new host culture2. Modes of acculturationa. Assimilationis a process in which members of an ethnic group are absorbed into the dominant culture, losing their culture in the process.b. Integrationis a process of desiring a high level of interaction with the host culture while maintaining identity with their native culture.c. Separation and segregationSeparation is when individuals prefer low levels of interaction with the host culture and associated microcultural groups while desiring a close connection with, and reaffirmation of, their native culture. If such separation is initiated and enforced by the dominant society, this is called segregationd. Marginalization (边缘化)Marginalization occurs when the individual chooses not to identify with his or her native culture or with the host culture.StereotypingStereotypes, found in nearly every intercultural situation, are a means of organizing our images into fixed and simple categories that we use to stand for the entire collection of people. The reason for the pervasive nature of stereotypes is that human beings have a psychological need to categorize and classify.Second, stereotypes also keep us from being successful as communicators because they are over-simplified, over-generalized, and/or exaggerated. They are based on half-truths, distortions, and often untrue premises and create inaccurate pictures of the people with whom we are interacting.Third, stereotypes tend to impede intercultural communication in that they repeat and reinforce beliefs until they often become taken for "truth." For years, women were stereotypes as a rather one dimensional group. The stereotype of women as "homemakers" often keeps women from advancing in the workplace.EthnocentrismEthnocentrism refers to the belief that one' s culture is primary to all explanations of reality. We learn ethnocentrism very early in life, and primarily on the unconscious level. So it might be the major barrier to intercultural communication. The negative impact of ethnocentrism on intercultural communication is clearly highlighted by Steward and Bennett (Samovar, et al, 1998):Competent communicationCompetent communication is interactionthat is perceived as effective in fulfillingcertain rewarding objectives and is alsoappropriate to the context in which theinteraction occurs.Communication CompetenceCommunication competence is a social judgment that people make about others.Intercultural Competence“The ability to become effective and appropriate in interacting across cultures”Intercultural communication competenceIntercultural communication competence refers to the ability to accomplish effective and appropriate intercultural communication between communicators of different cultures.c. AttitudesMany attitudes contribute to intercultural communication competence, including tolerance for ambiguity, empathy, and nonjudgmentalnessd. Behaviors and skillstwo levels of behavioral competence. The macro level includes many culture-general behaviors, then there is the micro level, at which these general behaviors are implemented in culture-specific ways.Contextual Components of Intercultural CompetenceContext refers to all the information in the actual communication setting, so some intercultural communication scholars would use another term “situational features” to refer to the context.-- Another aspect of context is the communicator's position within a speech community.-- In addition, an individual’s competence may be constrained by the political, economic, and historical contexts.Things We Can Do1.Knowing ourselves2.Respecting differences and appreciate similarities3.Empathy4.Knowing ourselves5.First, we have to identify our attitudes, prejudices, and opinions that we allcarry and that bias the way the world appears to us.6.If we hold a certain attitude toward gay men, and when aman who is a gaytalks to us, our pre-communication attitude will color our response to what he says.7.Knowing our likes, dislikes, and degrees of personal ethnocentrism enables us toplace them out in the open so that we detect the ways in which these attitudesinfluence communication.Appreciate Similarities and Respect DifferencesEmpathyTo improve empathy, first, we have to remind ourselves to pay attention to the spontaneous emotional expressions of others and the situation where the interaction takes place. Then, as empathy is a reciprocal act, both parties have to be expressive so as to achieve understanding. Third, empathy can be enhanced through awareness of specific behaviors that members of a particular culture or co-culture might find impertinent or insulting. Finally, we have to remember that empathy can be increased if you resist the tendency to interpret the other's verbal and nonverbal actions from your culture' s orientation.。
跨文化交际提纲
跨文化交际
一、概论
1什么是跨文化交际
2跨文化交际研究的目的
3跨文化交际研究的内容
二、跨文化交际的过程
1、语言交际
2、非语言交际
3、社会交往
4、人际关系
三、文化冲突
1.跨文化交际中经常出现的文化冲突1）隐私冲突
2）时间观念
3）客套语
4）餐饮习俗
2文化冲突的原因
1）文化差异
2）文化差异的表现
①价值观
价值关于交际
价值观的特点
中西方价值观的差异
妥善处理价值观应遵循的原则
②思维方式
③教育观念
④身体语言
⑤语用迁移
四、文化适应
1、文化适应的过程
2、文化休克
①概念
②产生文化休克的原因
③防止和减少文化休克的方法五提高跨文化意识
1认识上的误区
2文化中心主义
3民族中心主义
五、对待文化差异的态度
尊重不同文化
理解与适应目的语文化
对待文化冲突求同存异
外为我用，发展本国文化
从跨文化交际的需要出发，选择文化依附问题：
为什么做对外汉语教师？
为什么选择出国做志愿者？
在国外是否要积极参加政治活动，各种团体和组织？。
(完整word版)跨文化交际复习提纲
Intercultural CommunicationIntercultural Communication Defined1. IC is actually an academic and applied discipline that has developed internationally since the 1950s. Sometimes called “cross-cultural communications” or “comparative culture,” or “transculture”.2. On one level, IC is represented by culture studies, where we examine the political, economic and lifestyle systems of other countries.3. On another level, it is applied linguistics, where we seek to understand the relationship between language and culture.4. IC is a broad and well-developed field of study.5. IC is an interdisciplinary application of fields like cultural anthropology, sociology, psychology (and social psychology), communication studies, applied linguistics and educational pedagogy.6. IC is a comprehensive attempt to understand all aspects of human cultures and how they interact with each other.Forms of Intercultural Communicationa. International Communicationb. Interethnic Communicationc. Interracial Communicationd. Intracultural CommunicationDefinition Final5) Culture is the total accumulation of beliefs, customs, values, behaviors, institutions and communication patterns that are shared, learned and passed down through the generations in an identifiable group of people.2.Cultural Metaphors1. The Cultural Iceberg2. The Cultural Onion3.The Cultural Software4.The Cultural Fish5. The Cultural Story6. Culture by Chinese7. Culture by Americans3. Characteristics of Culture1) Culture is sharedThe members of a culture share a set of ‘ideals, values, and standards of behaviors’, and this set of ideals is what gives meaning to their lives, and what bond them together as a culture.2) Culture is learnedActually, culture is not innate sensibility, but a learned characteristic. Children begin learning about their own culture at home with their immediate family and how they interact each other, how they dress, and the rituals they perform. When the children are growing in the community, their cultural education is advanced by watching social interactions, taking part in culturalactivities and rituals in the community, forming their own relationships and taking their place in the culture.3) Culture is based on symbols.In order for the culture to be transmitted from one person to the next, and from one generation to the next, a system of symbols needs to be created that translates the ideals of the culture to its members. This is accomplished through language, art, religion and money.4) Culture is integratedFor the sake of keeping the culture, functioning all aspects of the culture must be integrated. For example, the language must be able to describe all the functions within the culture in order for ideas and ideals to be transmitted from one person to another. Without the integration of language into the fabric of the culture, confusion and dysfunction would reign and the culture would fail. 5) Culture is subjective to change (Dynamic)It is necessary to recognize that cultures are dynamic rather than static. They are constantly changing and evolving under the impact of events and through contact with other cultures.6) Culture is ethnocentricEthnocentrism is the belief that your own cultural background, including ways of analyzing problems, values, beliefs, language, and verbal and nonverbal communication, is correct. Ethnocentrists believe their culture is the central culture and other cultures are incorrect, ineffective, or quaint.7) Culture is adaptiveHistory offers so many examples of how cultures have changed as a result of laws, shifts in values, natural disasters, wars, or calamities. More and more women work as CEOs in major companies and as officials in government instead of remaining at home looking after children. Both women and men have made adaptation to this cultural change.Western Perspective of communicationIn western cultures, communication is studied as the means of transmitting ideas. Western cultures emphasize the instrumental function of communication; that is, effectiveness is evaluated in terms of success in the manipulation of others to achieve one’s personal goal Eastern perspective of communicationDefinitions of communication from many Asian countries stress harmony, which is most notable in cultures with a Confucian tradition. Eastern cultures’understanding would define communication as a process where all parties are searching to develop and maintain a social relationship.2. Components of communicationSender/Source（信息源）A sender/source is the person who transmits a messageMessage （信息）A message is any signal that triggers the response of a receiver.Encoding （编码）Encoding refers to the activity during which the sendermust choose certain words or nonverbal methods to send an intentional message.Channel /Medium（渠道）. Channel/Medium is the method used to deliver amessage.Receiver （信息接收者）A receiver is any person who notices and givessome meaning to a message.Decoding （解码）Decoding is the activity during which the receiver attaches meaning to the words or symbols he/she has received.Feedback （反馈）The response of a receiver to a sender’s message is called feedback.Noise （干扰）Noise is a term used for factors that interfere with the exchange of messages, including external noise ，physiological noise, psychological noise and semantic noise. Noise is inevitable.1)External NoiseSounds that distract communicators:voices in the next room; annoying ring of someone’s cell phone in a meeting; etc.Other types of external noise that don’t involve sound:an overcrowded room or a smelly cigar(2) Physiological Noiseillnesses and disabilities(3) Psychological Noiseforces with the sender or receiver that interfere with understanding: egotism; hostility; preoccupation; fear; etc.(4) Semantic Noisecaused by using different languages; the use of jargon; different understanding of the message delivered; etc.3.Characteristics of Communicationa. Communication is dynamicb. Communication is systematicc. Communication is symbolicd. Communication is irreversiblee. Communication is transactionalf. Communication is self-reflectiveg. Communication is contextual.High ContextA high-context (HC) communication or message is one in which most of the information is either in the physical context or internalized in the person, which very little is in the coded, explicit, transmitted part of the message.Communication occurs in ways other than through language. People share context.HC communication is fast and efficient, but takes long time to learn.Low ContextA low-context (LC) is just the opposite, the mass of information is vested in the explicit code. Communication occurs mostly through language.low-context sources: newspapers, textbooks, lectures, roadmaps, announcements, instruction sheets etc.More impersonal, but effective in transmitting information among people who do not share the same experience.Hofstede’s cultural dimensions1. Individualism versus collectivism2. Uncertainty avoidance3. Power distance4. Masculinity versus femininityUncertainty AvoidanceThis dimension refers to how comfortable people feel towards ambiguityCultures which ranked low (compared to other cultures), feel much more comfortable with the unknown.According to Hofstede (霍夫斯太德), uncertainty avoidance refers to the lack of tolerance for ambiguity and the need for formal rules and high-level organizational structure.\1. Culture Shock◆refers to the traumatic [trɔ:'mætik] experience that an individual may encounter when entering a different culture.◆expresses the lack of direction, the feeling of not knowing what to do or how to do things in a new environment, and not knowing what is appropriate or inappropriate.4. Stages of culture shockThe honeymoon stage ◊The hostility stage ◊The recovery stage ◊The adjustment stage ◊The biculturality stage1. Sapir-Whorf Hypothesislinguistic determinist interpretation---Language structure controls thoughts and cultural norms.linguistic relativity interpretation---Culture is controlled by and controls language.According to the Sapir-Whorf hypothesis, language is a guide to " social reality". It implies that language is not simply a means of reporting experience but, more important, it is a way of defining experience.Eg. Nothing is more important than rice to the Chinese, so we have expressions like “人是铁，饭是钢”and “铁饭碗”.Verbal Communication StylesCulture influences the style of communication at great level. The communication style isconcerned with the use of language1.Direct and Indirect Verbal Interaction StylesIn the direct verbal style, statements clearly reveal the speaker’s intentions.Eg. U.S. Americans tend to use a straightforward form of request.In the indirect verbal style, on the other hand, verbal statements tend to hide the speaker’s actual intentions.Eg. Chinese tend to ask for a favor in a more roundabout and implicit way.（P180)2. Self-Enhancement and Self-Effacement Verbal StylesThe self-enhancement verbal style emphasizes theimportance of boasting about one’s accomplishments and abilities.Eg. In the classified ads, American ad might begin with, “A handsome, at hletic male with a good sense of humor seeks a fun-loving partner…”The self-effacement verbal style, on the other hand,emphasizes the importance of humbling oneself via verbal restraints, hesitations and modest talk.Eg. In the classified ads, Japanese ad might read, “Although I am not very good-looking, I’m willing to try my best.”3. Elaborate, Exacting and Succinct StylesAn elaborate style emphasizes flashy and embellished language. This style of communication can be seen in many Arab, Middle Eastern, and Afro-Americancultures.An exacting style, where persons say no more or less than is needed, is used by Americans.A succinct style is characterized by the use of concise statements, understatements,and even silence. A succinct style can be found in Japan, China, and some NativeAmerican cultures4. Personal and Contextual StyleThe personal communication style emphasizes the individual identity of the speaker. Eg. English has only one form for the second person, that is, you.The con textual style highlights one’s role identity and status.Eg. Chinese, German and French, for example, have informal and formal forms of the pronoun you (你/您; du/Sie; tu/vous).5. Instrumental and Affective StyleAn instrumental verbal style is sender-based and goal-outcome based. The instrumental speaker uses communication to achieve some goal or outcome. Theburden of understanding often rests with the speaker.An affective communication style is receiver and process oriented. The affective speaker is concerned not so much with the outcome of the communication, but withthe process. The responsibility of understanding rests with both the speaker and the listener.2. Categories of Nonverbal CommunicationKinesics(身势语）oculesics(目光语)olfactics(嗅觉)haptics(触觉行为)chromatics(色彩学)attire (服饰)paralanguagesilencetimespacecontext1)KinesicsKinesics is the non-verbal behavior related to movement, either of any part of the body, or the body as a whole. In short all communicative body movements are generally classified as kinesics.1.Human Perception(1) Sensation(2) Perception(3) Selection(4) Organization(5) InterpretationThe definition of acculturationAcculturation（文化适应）refe rs to an individual’s learning and adopting the norms and values of the new host culture2. Modes of acculturationa. Assimilationis a process in which members of an ethnic group are absorbed into the dominant culture, losing their culture in the process.b. Integrationis a process of desiring a high level of interaction with the host culture while maintaining identity with their native culture.c. Separation and segregationSeparation is when individuals prefer low levels of interaction with the host culture and associated microcultural groups while desiring a close connection with, and reaffirmation of, their native culture. If such separation is initiated and enforced by the dominant society, this is called segregationd. Marginalization (边缘化)Marginalization occurs when the individual chooses not to identify with his or her native culture or with the host culture.StereotypingStereotypes, found in nearly every intercultural situation, are a means of organizing our images into fixed and simple categories that we use to stand for the entire collection ofpeople. The reason for the pervasive nature of stereotypes is that human beings have a psychological need to categorize and classify.Second, stereotypes also keep us from being successful as communicators because they are over-simplified, over-generalized, and/or exaggerated. They are based on half-truths, distortions, and often untrue premises and create inaccurate pictures of the people with whom we are interacting.Third, stereotypes tend to impede intercultural communication in that they repeat and reinforce beliefs until they often become taken for "truth." For years, women were stereotypes as a rather one dimensional group. The stereotype of women as "homemakers" often keeps women from advancing in the workplace.EthnocentrismEthnocentrism refers to the belief that one' s culture is primary to all explanations of reality. We learn ethnocentrism very early in life, and primarily on the unconscious level. So it might be the major barrier to intercultural communication. The negative impact of ethnocentrism on intercultural communication is clearly highlighted by Steward and Bennett (Samovar, et al, 1998):Competent communicationCompetent communication is interactionthat is perceived as effective in fulfillingcertain rewarding objectives and is alsoappropriate to the context in which theinteraction occurs.Communication CompetenceCommunication competence is a social judgment that people make about others.Intercultural Competence“The ability to become effective and appropriate in interacting across cultures”Intercultural communication competenceIntercultural communication competence refers to the ability to accomplish effective and appropriate intercultural communication between communicators of different cultures.c. AttitudesMany attitudes contribute to intercultural communication competence, including tolerance for ambiguity, empathy, and nonjudgmentalnessd. Behaviors and skillstwo levels of behavioral competence. The macro level includes many culture-general behaviors, then there is the micro level, at which these general behaviors are implemented in culture-specific ways.Contextual Components of Intercultural CompetenceContext refers to all the information in the actual communication setting, so some intercultural communication scholars would use another term “situational features” to refer to the context.-- Another aspect of context is the communicator's position within a speech community.-- In addition, an individual’s competence may be constrained by the political, economic, and historical contexts.Things We Can Do1.Knowing ourselves2.Respecting differences and appreciate similarities3.Empathy4.Knowing ourselves5.First, we have to identify our attitudes, prejudices, and opinions that we allcarry and that bias the way the world appears to us.6.If we hold a certain attitude toward gay men, and when a man who is a gaytalks to us, our pre-communication attitude will color our response to what he says.7.Knowing our likes, dislikes, and degrees of personal ethnocentrism enables us toplace them out in the open so that we detect the ways in which these attitudesinfluence communication.Appreciate Similarities and Respect DifferencesEmpathyTo improve empathy, first, we have to remind ourselves to pay attention to the spontaneous emotional expressions of others and the situation where the interaction takes place. Then, as empathy is a reciprocal act, both parties have to be expressive so as to achieve understanding. Third, empathy can be enhanced through awareness of specific behaviors that members of a particular culture or co-culture might find impertinent or insulting. Finally, we have to remember that empathy can be increased if you resist the tendency to interpret the other's verbal and nonverbal actions from your culture' s orientation.。
《跨文化交际》 考试大纲
《跨文化交际》考试大纲一、课程基本作息：课程编码：课程类型：专业方向课所属教研室：外语专业教研室学时及学分：34 学时；2学分考核对象：英语专业二、课程教学目的及任务：《跨文化交际》课程是英语专业的一门专业核心必修课程。
要求学生通过这门课程的学习，基本掌握本课程的基础理论知识、具备对跨文化交际及其相关问题的分析能力，提高与来自不同文化背景的人进行交往的技能。
为检查学生对此门课的知识结构及其交际技能的掌握情况，特制定本考试大纲。
本大纲的考核对象是本科英语专业的学生。
通过课堂教学、课外辅导，及学生自学相结合的方式，学生在修完本课程时需具备一定的跨文化理论知识及交际技能。
三、考试目的：本课程的考试目的主要考核学生对理论知识的掌握与联系实际情况，即对课内教材和教师的授课内容的掌握与联系实际情况等。
要求学生通过该课程的学习了解英语文化的具体文化知识、文化功能、价值观念及与本族文化的差异，增强文化意识，培养跨文化交际的能力，提高文化学习能力。
四、教材和主要参考资料：教材：《跨文化交际实用教程》胡超主编，外语教学与研究出版社，2006.6主要参考资料：《跨文化交际》Samovar主编，外语教学与研究出版社，2000.08《跨文化交际概论》胡文仲主编，外语教学与研究出版社，1999.11《跨文化交际学》唐德根，中南大学出版社，2000.04《跨文化交际》顾曰国，外语教学与研究出版社，2009.09《新编跨文化交际英语教程(修订版) 》许力生、吴丽萍，上海外语教育出版社，2013.04《跨文化商务交际(第2版)》窦卫霖，高等教育出版社，2011.05《跨文化交际视听说》樊葳葳，《大学英语选修课/学科课程系列教材》项目组高等教育出版社2009.03《翻译与跨文化交际》陈建平、何其莘、仲伟合、许钧，外语教学与研究出版社 2012.09五、考试内容和要求：Unit 11. The elements of culture2. The characteristics of culture3. The elements of intercultural communicationUnit21. Form of address2. Greetings3. Initiating conversation and conversation topic4. Visiting5. PartingUnit 31. Compliments and compliment responses2. Social functions of compliments3. Differences between Chinese and English compliments4. Common response formulas of English and Chinese compliments5. Cultural assumption6. Expressions of gratitude and apology in English and ChineseUnit 41. Culturally loaded words2. Cultural reflections on proverbs3. Taboos4. Differences in cultural thought patternUnit 51. Nonverbal communication, its understanding status2. Nonverbal communication, its study areas3. Cultural differences in nonverbal communication4. Time language5. Space language6. Body language7. ParalanguageUnit 61. Sex and Gender2. Feminine and Masculine communication cultures3. Understand cross-gender communication4. Six principles for effective cross-gender communicationUnit 71. Cultural variations in conducting business2. Cultural variation in selecting negotiators3. Cultural variations in decision-makingUnit 81. Humor as a pathway to intercultural communication competence2. Converting enthymeme into syllogism3. Locating Analogous cultural contexts4. The metastep5. SummaryUnit 91. Eastern and western world views2. A synthesis3. Complementarity4. Toward Intercultural personhood考试方式及试卷结构：1、平时成绩：占总评成绩的60%。
跨文化沟通与管理考试大纲
跨文化沟通与管理考试大纲一、考试目的跨文化沟通与管理是一门研究不同文化背景下的人们如何进行有效交流和管理的学科。
本考试旨在考察学生对跨文化沟通与管理的基本概念、理论、方法和技巧的理解和掌握程度，以及运用所学知识分析和解决跨文化沟通与管理中实际问题的能力。
二、考试内容（一）跨文化沟通的基本概念和理论1、文化的定义、特点和层次2、跨文化沟通的定义、特点和重要性3、文化价值观的差异及其对沟通的影响4、跨文化沟通的障碍和挑战（二）跨文化沟通的技巧和策略1、语言和非语言沟通在跨文化情境中的应用2、倾听技巧和反馈方法3、文化适应和文化融合的策略4、跨文化谈判和协商的技巧（三）跨文化团队管理1、跨文化团队的特点和优势2、跨文化团队中的冲突管理3、激励跨文化团队成员的方法4、跨文化团队的领导力和决策模式（四）跨文化商务沟通1、国际商务礼仪和习俗2、跨文化营销和广告策略3、全球供应链管理中的文化因素4、跨国企业的组织文化和人力资源管理（五）跨文化教育和培训1、跨文化培训的目标和内容2、培训方法和效果评估3、跨文化教育的意义和实践三、考试形式（一）闭卷考试1、考试时间：＿____分钟2、试卷总分：＿____分（二）题型分布1、选择题（约占_____%）考查学生对跨文化沟通与管理基本概念、理论和知识的理解和掌握。
题目形式包括单项选择和多项选择。
2、简答题（约占_____%）要求学生简要回答有关跨文化沟通与管理的问题，考查学生对知识点的理解和概括能力。
3、案例分析题（约占_____%）提供实际的跨文化沟通或管理案例，要求学生运用所学知识进行分析和解决问题，考查学生的综合应用能力和批判性思维。
4、论述题（约占_____%）要求学生就某一跨文化沟通与管理的主题进行深入论述，考查学生的独立思考能力和逻辑表达能力。
四、考试要求（一）学生应熟悉跨文化沟通与管理的基本概念、理论和方法。
（二）能够运用所学知识分析和解决实际问题，具备一定的案例分析和论述能力。
跨文化交际提纲
出版社：华东师范大学出版社
参考教材：《文化的对话》
出版社：北京大学出版社
《中国文化概论》
出版社：北京语言文化大学出版社
BACK TO SCHOOL
一、跨文化交际学绪论
1、跨文化交际学的需求
科技的发展
经济的全球化
广泛的移民潮
多元文化的发展
邦国概念的模糊化
风水是“一个代代相传的文化现象，一种追求好运与规
避灾难的方法，一种普遍的民间习俗，一门研究环境与 人之间关系的学问”（王玉德） 风水的特色
遍及性、神秘性、功利性、和谐性
风水学的中华文化与哲学基础
风水的哲学基础：天人合一、阴与阳、五行、气 • 风水学的文化基础：繁荣、和谐、道德观、美学观
非语言沟通的功能
• 支援口语：重复、取代、辅助、规范与矛盾 • 表示亲近性
跨文化 交际
2、非语言沟通与文化的关系
亲近性与表达性
个人主义与集体主义 阳刚性 权利距 高情景与低情景
跨文化 交际
3、个案分析
跨文化 交际
九、非语言沟通与文化（二）
1、特例分析——风水与非语言沟通
4、学生自我经历介绍
跨文化 交际
十三、总结与复习
1、全球化社会市民身份的建立
2、全球性心态
对文化差异有着高度的敏感性 开放的心灵 知识是丰富的 具有批判性与整体性思考 有着高度的弹性
跨文化 交际
社会角色
性别角色、职业角色
自我观念
自尊是自我观念的中心要素
文化影响
跨文化 交际
2、文化与认知的关系
饮食 颜色 社交问候 价值取向 宗教信仰 其他影响
跨文化交际复习提纲
《跨文化交际》期末考试题型及复习提纲I. True-False: Decide whether each of the following statements is true or false. Write T for “true” and F for “false”. （本大题共20小题，每小题1分，共20分）来自课后练习判断题部分II. Multiple Choice: Choose the ONE appropriate answer. （本大题共20小题，每小题1分，共20分）1.the concept and the origin of intercultural communication2.addressing in English3.safe topics in intercultural communication4.the social functions of compliments5.culturally loaded words6.gift-giving in the United States7.M-Time and P-time cultures8.touch culture9.learning styles10.adaptation to a new culture1。
这个概念和跨文化交际的起源2在英国。
3在跨文化交际中安全的话题。
4赞美的社会功能。
文化负载词5个。
6赠送礼物在美国。
7 m倍和P-文化。
8触摸文化。
9学习风格。
10适应一种新文化。
III. Translation: Give the Chinese equivalents of the following expressions: （本大题共10小题，每小题2分，共20分）给下列表达式的汉语对应词：unit 4 verbal communication口头交流IV. Answer the following questions. （本大题共1小题，每小题20分，共20分）stereotypes and ethnocentrism,刻板印象和种族中心主义，文化的冲击与调适culture shock and adaptationV. Case Analysis: Analyze the following conversation from an intercultural perspective. You are expected to use the questions to aid your analysis. （本大题共1小题，每小题20分，共20分）从跨文化的角度分析下列对话。
跨文化交际课程期末考试题型+考试大纲
跨文化交际课程期末考试题型+考试大纲跨文化交际课程期末考题型和分值分布课堂讲义材料内容占期末卷面3/4以上，其他1/4为讲义外部分题型：1.名词解释（5个) （20%）（手写）2.填空(16题) （16%）（选词填空形式，有干扰项）3.判断正误(16题) （16%）（填T or F）4.例子分析(4个) （32%）（手写）5.简答（3题）（16% 5%+5%+6% ）（手写）跨文化交际课程期末考试大纲Chapter1 Basic Concept名词解释：1. Culture (Culture is the total accumulation of beliefs,…. group of people.) （see P3）2. Intercultural communication ( In its most general sense, intercultural communication …. a member of anoth er culture. (P15)3. Power distance4. Individualism5. Collectivism6. Femininity7. Masculinity问题：1. Introduce the seven characteristics of culture.（culture is shared/learned/symbolic/integrated/dynamic/ethnocentric/ada ptive）2. What is cultural fish?3. What is cultural iceberg?4. What are the three styles of communication?5. What are the five main barriers in interculturalcommunication?6. What are the four primary dimensions for differentiating cultures?7. Explain cultural differences between eastern and western countries.了解：The differences between large and small power distances.Characteristics of individualistic and collectivist cultures.Characteristics of masculine and feminine cultures.练习：阅读后练习。
跨文化交际考试大纲
跨文化交际考试大纲课程编码：跨文化交际课程性质：专业必修课时：36 学分：2开课学期：第6学期先修课程：英语国家概况，语言学，英美文学适用专业：商务英语专业一、考试目本课程考试目主要考核学生对理论知识掌握及联系实际情况，即对课内教材和教师授课内容掌握及联系实际情况等。
二、考试内容及要求（一）绪论考试内容：1．跨文化交际概念、意义。
2．跨文化交际学学科性质和发展历史。
要求：掌握跨文化交际概念，了解跨文化交际意义、历史、学科发展史。
（二）第一章交际及文化考试内容：1．交际概念和特性。
2．文化定义及特征。
3．文化及交际关系。
要求：掌握文化及交际概念，了解交际特性、文化特征，理解文化及交际之间关系。
（三）第二章文化影响考试内容：1．文化多样性2．文化深层结构要求：掌握文化模式概念，了解交际多样性，理解文化深层结构。
（四）第三章语言及文化考试内容：1．语言及交际关系，其中包括语音、语义、句法、语用及跨文化交际关系。
2．语言翻译。
要求：通过各种实例、练习了解语音、语义、句法、语用及跨文化交际关系。
（五）第四章非言语交际考试内容：1．非言语交际概念、功能、特征。
2．非言语词义和语用。
3．人体语、时间语、空间语。
4．其他非言语信息。
要求：了解非言语交际研究概况、功能、特征，了解并学会恰当使用一批常用非言语，掌握一些常见不同文化背景下体态语。
（六）第五章文化对商业语境影响考试内容：1．文化及商业语境2．国际商业语境3．国内商业语境要求：了解文化价值观对商业语境影响，并通过及中国传统交易方式对比，掌握经济全球化形势下如何进行有效沟通，成功进行国际竞争原则和技巧。
（七）第六章文化对教育语境影响考试内容：1．教育体制差异性2．多元文化教育背景3．多元文化背景下教学方式要求：通过学习中外教育体制，了解不同文化中教育理念差异，以及课堂中师生角色期待差异所导致不同课堂风格和教学方法。
（八）第七章文化对保健语境影响考试内容：1．疾病预防及治疗文化差异性2．性别文化体现在保健语境中差异性要求：了解不同文化中保健理念差异，了解性别文化差异性在保健语境中体现，理解文化差异性可能导致保健语境中交际失误。
跨文化能力考试大纲
跨文化能力考试大纲
跨文化能力考试大纲通常包括以下内容：
1. 跨文化沟通技巧：考察考生在不同文化环境中进行有效沟通的能力，包括倾听、表达、表达意思、非语言沟通等技巧。
2. 文化意识和敏感度：考察考生对于不同文化背景、价值观和信仰的认知和理解，以及对于文化差异的敏感度和尊重程度。
3. 文化适应能力：考察考生在不同文化环境中适应和融入的能力，包括对于文化规则、礼仪和习俗的理解和遵守能力。
4. 跨文化解决问题能力：考察考生在跨文化环境中发现和解决问题的能力，包括解析不同文化的冲突和矛盾，提出有效的解决方案。
5. 全球意识和多元文化视野：考察考生对于全球化趋势和多元文化的认知和理解，以及对于全球事务的关注和参与能力。
6. 文化创造力和创新能力：考察考生在跨文化环境中展示想象力、灵活性和创新思维的能力，包括在文化交流和融合中提供新的创意和解决方案。
7. 跨文化领导能力：考察考生在跨文化环境中发挥有效的领导力的能力，包括激励、协调、团队管理等方面的技能。
8. 跨文化教育和培训能力：考察考生在不同文化背景下进行教
育和培训的能力，包括设计和实施跨文化教育项目、解决文化冲突等。
考试形式可能包括选择题、填空题、问答题和论述题等，以及实际情景模拟和案例分析等。
需要注意的是，具体的跨文化能力考试大纲可能根据不同的组织和目的有所差异，上述内容仅为一般参考。
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《跨文化交际》课程考试大纲
课程编号：
课程类型：专业课
所属教研室：英语教研室
总学时：总学时 36
学分数：2
考核对象：英语专业本科生
执笔者：郭翠莲
编写日期： 2010年3月1日
一、课程性质与考试目的：
1、课程性质：
《跨文化交际》课程是英语专业的一门专业核心必修课程。
要求学生通过这门课程的学习，基本掌握本课程的基础理论知识、具备对跨文化交际及其相关问题的分析能力，提高与来自不同文化背景的人进行交往的技能。
为检查学生对此门课的知识结构及其交际技能的掌握情况，特制定本考试大纲。
本大纲的考核对象是本科英语专业的学生。
通过课堂教学、课外辅导，及学生自学相结合的方式，学生在修完本课程时需具备一定的跨文化理论知识及交际技能。
2、考试目的：
本课程的考试目的主要考核学生对理论知识的掌握与联系实际情况，即对课内教材和教师的授课内容的掌握与联系实际情况等。
3、成绩的比例分布：
本课程以形成性评价和终结性评价相结合的方式进行考核，其考核成绩比例分布如下：
平时成绩占20%，主要由学生的出勤、课堂表现、作业表现等给出成绩。
期中成绩占30%，主要由学生的跨文化实践调查报告等，以小组加个人成绩的方式体现，以培养学生的合作互助精神。
以上作为形成性评价成绩的依据。
终结性评价依据是期末考试成绩，是以笔试或开卷考的方式进行考核，其成绩占50%。
二、考试内容及要求：
在本考试大纲中，只对期末考试的笔试或开卷考内容及要求做说明。
1、考试内容：
第一部分（第1单元到第3单元）
（1）、课程内容
本部分主要介绍跨文化交际、文化与交际、文化多样化和文化差异，中西方绿色理念等。
（2）、学习要求
掌握跨文化交际、文化与交际的定义，理解文化的多样性，为培养文化意识与文化敏感性奠定基础。
（3）、考核知识点和考核要求
领会：跨文化交际的定义、形式、特点、发展以及跨文化交际的复杂性；跨文化交际中的主要障碍；文化的定义、特点；交际的构成要素、特点及过程；人类文化价值观的五个方面
运用：用跨文化的视角分析和解决跨文化交际中的问题；交际中的文化范畴；语言、文化交际三者之间的关系；跨文化交际意识及跨文化交际能力；不同文化对“友情”的不同理解；不同文化的家庭价值观念；文化差异导致的不同价值观；高低语境文化。
第二部分（第4单元到第7单元）
（1）、课程内容
本部分主要介绍文化与语言、文化与言语及非言语交际、文化与时空等的关系。
（2）、学习要求
掌握语言和文化的定义，理解语言与文化的关系，认识到不同的文化对思维方式的影响可以从人们的言行与交流得到反映或体现，培养文化意识与文化敏感性。
语言与语言之间及时有其共性，但难有对等意义，因此翻译必须要考虑文化因素而非简单地对译。
（3）、考核知识点和考核要求
领会：文化交际的定义、形式、特点以及发展；文化的定义、特点；交际的构成元素；“YES”和“NO”的文化差异；人类文化价值观的五个方面；萨皮尔—沃尔夫假说；言语交际的主要内容；日常言语交际中的文化差异；打电话的
文化差异；不同文化的言语交际模式差异；恭维语的跨文化对比；非言语交际的功能；
运用：语言与文化的关系；文化在语言上的体现；同一语言在不同文化中的意义差异；理解言语交际的文化差异；非言语交际的文化差异；中西文化在时间与空间观念上的主要差异；
第三部分（第8单元到第10单元）
（1）、课程内容
本部分主要介绍跨文化观念和理解、文化冲撞和适应，以及跨文化能力习得。
（2）、学习要求
了解人们从熟悉的文化环境进入不熟悉的文化环境中所出现的文化休克现
象和文化适应过程，从而加强跨文化交际训练；掌握增强跨文化理解的基本步骤；形成提高跨文化交际能力自我意识，了解文化冲突以及自我应对文化冲突的能力；有意识地培养自我的跨文化意识和发展跨文化交际能力。
（3）、考核知识点和考核要求
领会：文化与认知的关系；克服民族文化优越感和文化偏见
运用：文化冲突以及自我应对文化冲突的能；培养自我的跨文化意识和发展跨文化交际能力
2、考核要求：
通过学习本课程,主要考核学生的英语语言综合运用能力，思维分析能力，并运用所学理论和概念解决跨文化交际问题的能力等。
笔试或开卷考以教材内容及课堂教学内容为依据而命题，目的在于测试学生对本课程基本理论、基本概念的掌握。
同时，要根据所学理论测试学生的思维分析能力。
通过使用正确的英语测试学生掌握有效的跨文化交际能力。
三、考试方式及试题类型：
1、考试方法：
笔试或开卷考
2、考试时间：
期末试卷考试时间为120分钟。
3、题目类型：期末试卷题型及分值比例如下：
(1)、选择题（10%)
(2)、判断题（10%)
(3)、问答题（20%)
(4)、案例分析题（20%)
(5)、阅读理解题（20%)
(6)、综合写作（20%)
四、教材及参考书：
教材：
许力生，《新编跨文化交际英语教程》，上海：上海外语教育出版社,2009. （普通高等教育“十一五”国家级规划教材，新世纪高等院校英语专业本科生系列教材）
参考书：
CHEN Shen, The Teaching of Cultures in Foreign Language Education,北京：北京语言文化大学出版社,1998。
DAVIS L., Doing Culture, 北京：外语教学与研究出版社,1999。
NISBETT,R.E., The Geography of Thought, The Free Press,2003. SAMOVAR, Larry A., Richard E. Porter and Lisa A. Sanfini. Communicating between Cultures. Belmont, CA: Wadsworth. 3rd edition，1998.
SNOW D., Encounters with Westerners, 上海：上海外语教育出版社, 2004。
毕继万.跨文化非语言交际[M]. 北京：外语教学与研究出版社，1999.
窦卫霖，《跨文化商务交际》，北京：高等教育出版社，2005.
胡文仲，《跨文化交际学概论》，北京：外语教学与研究出版社，1999
许力生，《跨文化交流入门》，杭州：浙江大学出版社，2004.
杨德峰，《汉语与文化交际》，北京：北京大学出版社，1999。
张蓓、郑文园，Cross-Cultural Awareness，北京：清华大学出版社，2003。
庄恩平，Intercultural Business Communication __ Readings and Cases, 上海：上海外语教育出版，2004,。
制定：批准：。