unit7TimeandSpacecrossCultures跨文化交际大学教学课件(1)

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《跨文化交流学》教学大纲(SyllabusforInterculturalCommunication

《跨文化交流学》教学大纲( Syllabus forIntercultural Communication )《跨文化交流学》教学大纲(Syllabus for InterculturalCommunication)"Cross-cultural communication" Teaching SyllabusFirst, the nature of the course, objectives and tasks1. To enhance the students'ability of communication between cultures.2. To improve the students'English by reading and speaking in the target language.Two basic requirements, curriculumTo acquaint the students with the basic theory and practice ofculture, communication and intercultural communication.Three, curriculum contentLanguage, Culture, Communication and Intercultural Communication.Four, course content and time allocationWeek1 Communication across Cultures (4 hours)Week2 Culture and Communication (4 hours)Week3 Cultural Differences (4 hours)Week4 Language and Culture (4 hours)Week5 Verbal Communication (4 hours)Week6 Nonverbal Communication (4 hours)Week7 Time and Space (4 hours)Week8 Intercultural Perception (4 hours)Week9 Intercultural Understanding (4 hours)Week10 Intercultural Adaptation (4 hours)Week11 Managing Intercultural Conflicts (4 hours)Week12 Intercultural Negotiation (4 hours)Week13 Intercultural Team Building (4 hours)Week14 American Values and Their Behaviors (4 hours)Week15 Understanding the Japanese Culture and Behaviors (4 hours) Week16 Understanding the German Culture and Behaviors (4 hours) Five, assessment methodsAttendance and Participation 20%Assignment 110%Assignment 210%Assignment 310%Term Paper 20% (a minimum of 1000 words)Examination 30%Six, textbook and reference bookThe use of bilingual textbooks:1, "Communication Between Cultures" Samovar, Larry A., 5th Edition, Peking University press, 20042, Kramsch, Claire, Language and Culture, Shanghai foreign language education press, 2000 Edition (SFLEP).3, Snow, Don, Encounters with Westerners, SFLEP, 2004 edition.4, Samovar, Larry, A., "Intercultural Communication" fourth edition, Renmin University of China press, 2004 edition. 5, "cross cultural communication" Shijie Guan, Peking University press, 1995 edition.6, "Intercultural Communication Studies" Hu Wenzhong, foreignlanguage teaching and Research Press7, "Intercultural Communication English" Xu Lisheng: SFLEP,2004 Edition8, "international cultural exchange methodology" published in a forest.The main reference books:1, Linell, Davis, "Chinese and Western culture in intercultural communication course", a 2001 edition.2, (US) Bradford Hall, "cross cultural barriers -- the challenge of communication", 2003 edition.3, (Germany) Maletzke: "communication" between people of different cultures, intercultural communication, Peking University press Press, 2001 edition.4, Song Li editor: "Intercultural Communication" introduction, Harbin Institute of Technology press, 2004 edition.5, Chen Xiaoping: "cross cultural management", Tsinghua University press, 2005.6, Jia Yuxin: "cross cultural communication", SFLEP, 1997 edition.7, Hu Wenzhong: "cross-cultural communication readings", Hunan Education Press, 1990 edition.8, Bi Jiwan: "Intercultural Nonverbal Communication", a 1999 edition.9, Du Xuezeng: "in English (English speaking countries) cultural norms", FLTRP, 1999 edition.10, Zhu Yongtao: "American values -- a Chinese scholar's study", a, 2002 edition.11, Di Yanhua: "American culture", Jilin science and Technology Press, 2002 edition.12, Zheng Lixin, Gu Jiazu: "American English and American culture", Hunan Education Press, 1993 edition.A rainbow, 13: "high culture differences in understanding and Transcending", FLTRP, 2000 edition.14, Dai: "cultural collision - Chinese North American interpersonal misunderstanding analysis", SFLEP, 2003 edition.15, Deng Yanchang, Liu Ruiqing: "language and Culture -- a comparison of English and Chinese language and culture", a 1989 edition.16, Zhang Congyi: "a comparative study of Chinese and Western culture", Hunan people's publishing house, 2004 edition.17, He Weixiang: "intercultural communication skills", Zhongshan University press, 2004 edition.18, Zhuang Enping: "cross cultural business communication case guide", SFLEP, 2004 edition.19, Larry -A- nisos tile editor: "cultural mode and mode of communication", Beijing Broadcasting Institute press, 2003Year.20, Linda Beamer: "global environment in cross cultural communication", Tsinghua University press, 2003.21, stone, Dingle: "business cross-cultural communication", Wuhan University press, 2004.22, Hu Wenzhong editor: "intercultural communication aspects", FLTRP,1999.23, Hu Chao: "build" paradigm and the ability of intercultural communication in the era of the --E, China social science press, 2005.24, Gu Hongming: "Chinese spirit" FLTRP, 2000.25, Lin Yutang: "my country and my people", FLTRP, 2000.26, (US) mingenpu with "Chinese characteristics", Guangming Daily Press, 1998.27, Zhu Qianzhi: "influence" Chinese philosophy in Europe, Hebeipeople's publishing house, 1999. (East West Kam plexus Book)28, Chen Wei: "in the eyes of Westerners Oriental drama art", Shanghai Education Press, 2004. 2004. (Oriental aesthetic influence on the Western series.29, Zhou Yueliang: "China ancient cultural history", Beijing Broadcasting Institute press, 2002.30, Pan Zhigao: "New York Times on the China image", Henan University press, 2003.31, Carducci, Lisa, As Great As the World, Beijing: China International Press, 2002.32, Guo Ke: "international communication" introduction, Fudan University press, 2004.33, Zhuang Xiaodong editor: "culture: history, theory and reality", people's publishing house, 2003.34, (US) - Ruth Benedict: "the chrysanthemum and the sword", the Commercial Press, 1990.35, Lin Yutang: "from pagan to Christian", Shaanxi Normal University press, 2004.。

跨文化交际(UNIT 7)[优质ppt]

2) In M-time system, social and business life is commonly schedule-dominated. By scheduling, we compartmentalize; this makes it possible to concentrate on one thing at a time, but it also reduces the context. M-time is also tangible. M-time scheduling is used as a classification system that orders life.
2) Time is cyclical. Life on earth evolved in response to the cycles of day and night and the ebb and flow of the tides.
Chronemics
➢ Monochronic and Polychronic Time (p256-257) 1. What is M-Time and P-Time? Which do you think is
Chronemics
2. What is the philosophy underlying each of the time system?
1) P-time stresses involvement of people and completion of transactions rather than adherence to present schedules. Appointments are not taken as seriously and, as a consequence, are frequently broken. P-time is treated as less tangible than M-time.

《跨文化交际》教学大纲

《跨文化交际》教学大纲一、课程名称：跨文化交际/Cross-culture Communication二、课程编码：三、学时与学分：34/2四、考核方式：考查，包括平时与期末，分别占30% 和70%五、先修课程：综合英语、英语语法、英语泛读、英语口语、英美国家社会与文化等六、适用学科专业：英语七、教学目的：同英语国家的人们用英语进行有效的交流是学习英语的重要目的之一。

然而有效的交流不仅仅是一个语言技巧问题，还涉及到文化因素。

本课程的主旨是帮助学生解决在跨文化交际中因文化的差异而产生的种种困惑，促进学生对英语国家概况和英美文化有教为深入的了解，对中国文化与西方文化之间的异同有较为敏锐的感知。

逐步提高学生跨文化交际的实际能力，使学生能够用文化的眼光，认识自己，包容他人。

八、基本教学内容：本课程选用顾曰国主编的《跨文化交际》（Cross-cultural Communication）为教材。

本课程共八个单元。

主要学习方法包括：典型实例分析，模拟交流练习，听公开讲座，交际失误分析，英汉双向翻译练习等。

九、教学内容、基本要求及学时分配1. Part One: Language and Culture in Communication教学内容：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。

本单元介绍了交际的5个类型 (types of communication)：human communication; animal communication;human-animal communication; human-machine communication; machine-to-machine communication；交际的基本模式：同文化交际(mono-cultural language communication)；跨文化交际(cross-cultural language communication)；介绍各种交际方式中的“意思”的传达。

大学英语跨文化交际教程课后答案(全)

Unit1 Sportsmanship:It is the ability to practise a sport according to its rules, while also showing generosity to one’s opponent and good temper in defeat.2. Traditionally, an Englishman is thought to be reserved, unemotional, courteous, shy of strangers, suspicious of change, and slow to accept new ideas.3.It is the ability to practise a sport according to its rules, while also showing generosity to one’s oppo nent and good temper in defeat. Moreover, sportsmanship as an idea is applied to life in general.The pioneering spirit:Except for the brought from Africa, immigrants came to America voluntarily, early in search of greater prosperity and freedom.Rags-to-riches:It is story about a poor boy who, because he was hardworking, honest, and lucky, grew up to become rich and respected.American dream: The belief that any individual, no matter how poor, can achieve weather and fame through diligence and virtue.1.Traditionally, individualism, independence and collaboration, practice, tolerance, melting pot and racial discrimination are the character of Americans.3.The American Dream is the belief that any individual, no matter how poor, can achieve wealth and fame through diligence and virtue.Unit 2 Key concepts Five relationships Five relationships: ruler-minister, father-son, husband-wife, elder-younger brother and friend-friend.Humanism Humanism means that man not only had the right to enjoy the beauty of their life, but also had the ability to perfect themselves and perform wonders. Individualism An individualism culture is one in which people tend to view themselves ad individuals and to emphasize the needs of individuals.Collectivism A collectivism culture is one in which people tend to view themselves as members of groups (families, work units, tribes, nations), and usually consider the needs of the group to be more important than the needs of individuals. Comprehension questions1.According to Confucianism, what are the five cardinal relationships in Chinese society and what should these relationships be?That is the well-known five relationships: ruler-minister, father-son, husband-wife, elder-younger brother and friend-friend. This was explained as" There should be affection between man and wife, stratification between old and young, and good faith between friends."2.What is the difference between collectivism and individualism?Firstly, westerns tend to believe that people should rely on themselves as much as possible- and they usually expect other people to do the same. So they don't think they have the obligation to help family members and friends during emergency situations. In contrast, people in collectivist cultures generally feel that they have a right to help other members of their groups.Secondly, westerns generally feel that the rights of individuals should not be subordinated to the needs of a larger group, or at least that individuals should have the right to decide for themselves whether to sacrifice their personal benefit for the sake of the group. In contrast, people in collectivist cultures are generally more willing to accept the idea that individuals should sacrifice for the benefit of the group.Thirdly, westerners tend to believe that individuals should make decisions for themselves, and that individuals should take credit and responsibility for what they have personally done. In contrast, people in collectivist cultures tend to feel more that they are representatives of their group, and to accept more responsibility for the other members of their groups too.A final difference lies in the way people in different cultures view the idea of "individualism". Westerners tend to view individualism as a good thing. In contrast, the Chinese term for "individualism", often has a somewhat negative connotation, and is sometimes used as a synonym for "selfishness."Unit3 Nuclear family: include a husband, a wife and their childrenExtended family: adult couples are expected to form their own household with either of their biological families.2. Because they desire a close and intense bond with their partners，they expect so much from marriage that so many get divorcedImpermanence: the property of not existing for indefinitely long durations. Stable: resistant to change of position or conditionConnection vs. contract: relationship4. ①Chinese are likely to react more to the other person as a whole and will avoid forming friendships with those values and behaviors are in some way deemed undesirable. ②In China a friend is accepted completely or not at all ③Chinese friends give each other much more concrete help and assistance than Western friends do.①American have casual, friendly relationships with many people, but deeper, closer friendships with only a few. ②American friendships tend to be very compartmentalized. ③American friendships is mostly a matter of providing emotional support and spending time together.Unit5 Nutrition and balance: a look at the nutritional information, like the number of calories preserving, grams of fat, sodium, cholesterol, fiber and sugar content will make you more knowledgeable in selecting foods to reduce your nutritional health risk.Pragmatism:in the westerns’ eyes, food or eating is just a way to keep healthy, having little to do with artistry. Nor will they be particular about the taste of food too much.Unit6 Creativity: the ability to createSelf-reliance: is a principal value of child rearing in middle-class American. Originality：1.How do the Chinese teach their children？A: Chinese teach their children by holding their handsHow do Americans do？A: On their own and even to discover new problem for which creative solutions are wanted.Can you find the theories supporting the two different teaching method？A: Evolutionary and revolutionary2. Can you tell any other differences between the two educational systems?A: The contrast between the two cultures can also be seen in the fears we both harbor. Chinese teachers are fearful that if skills are not acquired early, they may never be acquired; there is, on the other hand, no comparable hurry to promote creativity.American educators fear that unless creativity has been acquired early, it may never emerge; on the other hand, skills can be picked up later.Unit7 Key concepts Monochronic time Monochronic time is an approach that favors linear structure and focus on one event or interaction at a time.Polychronic time A polychronic time system is a system where several things can be done at once, and a more fluid approach is taken to scheduling time. Unlike Americans and most northern and western European cultures, Latin American and Arabic cultures use the polychromic of time.Linear structure In monochromic time, linear structure means people focus on one event or interaction at a time.Schedule oriented People in polychronic time cultures treat time as a less tangible medium so that they can interact with more than one person or do more than one thing at a time.People oriented Polychronic individuals are oriented toward people, human relationships, and the family, which is the core of their existence. Family takes precedence over everything else, close friends come next..Comprehension questionsWhat is monochronic culture? What is polychronic culture?Monochronic cultures typically emphasize doing one thing at a time during a specified time-period, working on a single task until it is finished.Polychronic cultures are involved with many things at once, usually with varying levels of attention paid to each.What are the different attitudes monchronic people and polychronic people hold toward time?Monochronic people see time as being divided into fixed elements (seconds, minutes, hours, etc.)Sequential blocks that can be organized, quantified, and scheduled.What are the strengths and weaknesses of M-time system and P-time system?Once the time is set, it is rarely changed, and people take it seriously. M-time cultures is one who violates the rule of punctuality shall be punished seriously. Matters in a polychronic plans for the future: even important plans maybe changed right up the minute of execution.Unit 9Key concepts High-context culture High context cultures rely on the context, either the actual physical environment of communication or an internalized social context or both, or convey a large part or even all of a message’s meaning.Low-context culture Low context culture, in which context is not assumed to be understood, messages are explicit, direct, and completely encoded in words, and meaning is entrusted almost entirely to words.ImplicitnessThe message which someone expressed is elliptical, indirect, and allusive. Explicitness The message which someone expressed is direct, and completely encoded in words, and meaning is entrusted almost entirely to words..Verbalizing Verbalizing- that is, to put things in words, whether written or oral. Comprehensive questionsWhat is High-context culture? What is Low-context culture?High context cultures rely on the context, either the actual physical environment of communication or an internalized social context or both, or convey a large part or even all of a message’s meaning.Low context culture, in which context is not assumed to be understood, messages are explicit, direct, and completely encoded in words, and meaning is entrusted almost entirely to words.ImplicitnessWhat does silence mean in high-context cultures? What is the function of silence in high-context cultures?It means entirely accepted.In the individual level, silence can be viewed as a state of being allowing you to experience the highest truth and bliss; on the interpersonal level, silence can be used to promote harmony, cooperation, and other collectivistic values; on the level of social movements, silence can be protest.Why does silence mean differently in different cultures?Different in the uses of silence can be best examined in high-context and low-context cultures. High-context cultures are relational, collectivist, intuitive, and contemplative. Low-context cultures are logical, linear, individualistic, and action-oriented.Key conceptsCulture shock Culture shock happens to people who have been suddenly transplanted abroad. It is, first and foremost an emotional phenomenon; then comes cognitive disorientation and identity dissonance.Comprehension questionsWhat are the five stages of the cultural adjustment process? Does everyone have the same experience?The five stages of the cultural adjustment process:Honeymoon period: Initially many people are fascinated and excited by everything of the new culture.Culture shock: The individuals are immersed in news problems: housing, transportation, employment, shopping, and language.Initial adjustment: Everyone activities such as housing and shopping are no longer major problems. The visitors may not yet be fluent in the spoken language, but they can express their basic ideas and feelings.Mental isolations: Individuals away from their family and good friends for a long time may feel lonely.Acceptance and integration: A routine ( eg; work, business, or school) has been established. The newcomer has become accustomed to the habits, customs, foods, and characteristics of the people in the new culture.Individuals experience the stages of adjustment in different ways. Some people never experience a “honeymoon” period because the circumstances of their coming to a new country may have been too painful. In addition, certain stages last longer for some than for others, dep ending on such factors as the newcomer’s personality, age, language and cultural competence, support from family and friends, financial situation, job status, and motivations for being in the new country.。

北京大学出版社《跨文化交际》unit7-Cross-gender-communication(跨性别交际)

They gesture away from the body. They gesture forward the body.
They are not as sensitive to the communication cues of others.
define self in relation to others
Cooperative; sensitive
Confide; Share and express feelings
• Mother-son interaction: different sex • Son cannot imitate Mother; • Son has to develop a gender identity by
Unit 7
cross-gender communication
Unit Goals
1
To understand the differences between male and female in communication
2
To learn effective cross-gender communication principle
• A. sleeping • B. playing football or basketball • C. playing PC games • D. playing cards with friends • E. reviewing the lessons • F. going shopping • G. reading romance novels • H. chatting on the internet • I. washing clothes
• Sex refers to the biological differences between males and females.

跨文化交际全部答案

参考资料Unit 1 Communication Across CulturesReading IIntercultural Communication：An IntroductionComprehension questions1. 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 intoday‘s society to hear people say that most, if not all, of the social and economic problems arecaused 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 importancethan in anytime 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. Culture teaches us how to behavein 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 cultureBecause 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 toPeople 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 all members of the society.Reading IIThe Challenge of GlobalizationComprehension questions1. Why does the author say that our understanding of the world has changedMany things, such as political changes and technological advances, have changed the world very rapidly. In the past most human beings were born, lived, and died within a limited geographical area, never encountering people of other cultural backgrounds. Such an existence, however, no longer prevails in the world. Thus, all people are faced with the challenge of understanding this changed and still fast changing world in which we live.2. What a “global village” is likeAs our world shrinks and its inhabitants become interdependent, people from remote cultures increasingly come into contact on a daily basis. In a ―global village‖, members of once isolated groups of people have to communicate with members of other cultural groups. Those people maylive thousands of miles away or right next door to each other.3. What is considered as the major driving force of the post-1945 globalizationTechnology, particularly telecommunications and computers are considered to be the major driving force.4. What does the author mean by saying that “the …global‟may be more local than the …local‟”The increasing global mobility of people and the impact of new electronic media on human communications make the world seem smaller. We may communicate more with people of other countries than with our neighbors, and we may be more informed of the international events than of the local events. In this sense, ―the ‗global‘ may be more local than the ‗local‘‖.5. Why is it important for businesspeople to know diverse cultures in the worldEffective communication may be the most important competitive advantage that firms have to meet diverse customer needs on a global basis. Succeeding in the global market today requires the ability to communicate sensitively with people from other cultures,a sensitivity that is based on an understanding of cross-cultural differences.6. What are the serious problems that countries throughout the world are confronted withCountries throughout the world are confronted with serious problems such as volatile international economy, shrinking resources, mounting environmental contamination, and epidemics that know no boundaries.7. What implications can we draw from the case of MichaelFayThis case shows that in a world of international interdependence, the ability tounderstand and communicate effectively with people from other cultures takes on extreme urgency. If we are unaware of the significant role culture plays in communication, we may place the blame for communication failure on people of other cultures.8. What attitudes are favored by the author towardsglobalizationGlobalization, for better or for worse, has changed the world greatly. Whether we like it or not, globalization is all but unstoppable. It is already here to stay. It is both a fact and an opportunity. The challenges are not insurmountable. Solutions exist, and are waiting to be identified and implemented. From a globalistic point of view, there is hope and faith in humanity.Translation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。

跨文化交际大学英语教材

跨文化交际大学英语教材Introduction:Nowadays, with the increasing globalization and internationalization, the importance of cross-cultural communication skills in English language learning cannot be overstated. In order to overcome cultural differences and effectively communicate in diverse settings, it is crucial for students to have access to a comprehensive and well-designed cross-cultural communication textbook in their university English curriculum. This article will explore the key components and features that should be included in a cross-cultural communication university English textbook.Section 1: Understanding Cultural DifferencesIn this section, the textbook should provide a solid foundation for students to comprehend the concept of cross-cultural communication and the significance of cultural differences. It should cover topics such as cultural dimensions, values, and norms, as well as the impact of culture on communication styles and practices. Additionally, this section should incorporate real-life examples and case studies to help students gain a deeper understanding of different cultural perspectives.Section 2: Effective Verbal CommunicationVerbal communication plays a crucial role in cross-cultural interactions. The textbook should focus on enhancing students' communication skills by providing practical tips on how to navigate through various language barriers and cultural nuances. It should cover areas such as vocabulary andidiomatic expressions, pronunciation and intonation, as well as strategies for effective listening and speaking in different cultural contexts.Section 3: Nonverbal Communication and Body LanguageNonverbal communication often conveys more meaning than words alone. Thus, the textbook should dedicate a section to teach students about the importance of nonverbal cues and body language in cross-cultural communication. It should explore cultural differences in gestures, facial expressions, personal space, and eye contact. Additionally, the textbook should provide exercises and interactive activities to help students better grasp the subtleties of nonverbal communication.Section 4: Intercultural Competence in Written CommunicationWritten communication is essential in many academic and professional contexts. Therefore, the textbook should provide guidance on how to navigate cultural differences in written communication effectively. It should cover areas such as cross-cultural business writing, academic writing in an intercultural setting, and email etiquette in different cultural contexts. The textbook should also include sample writing tasks and assignments to allow students to practice their skills.Section 5: Culture-Specific Topics and ScenariosTo further enhance students' understanding of cross-cultural communication, the textbook should include various culture-specific topics and scenarios. It should cover areas such as business communication, intercultural negotiations, social etiquette, and cultural taboos. By including real-life examples and case studies from different countries and cultures,students can gain practical insights into how to navigate complex cultural situations.Conclusion:In conclusion, a well-designed cross-cultural communication university English textbook should encompass a comprehensive framework that covers the understanding of cultural differences, effective verbal and nonverbal communication, intercultural competence in written communication, and culture-specific topics. By incorporating interactive activities, real-life examples, and practical exercises, such a textbook will provide students with the necessary skills and knowledge to communicate effectively and confidently in diverse cultural settings.。

跨文化交际教学大纲

《跨文化交际》之答禄夫天创作课程教学大纲课程名称：英语教学论课程类别：专业必修课考核类别：考试适用对象：本科适用专业：英语总学时、学分：36学时2学分一、课程教学目的该课程旨在扩大学生的知识面，对西方文化的分歧层面有所创作时间：贰零贰壹年柒月贰叁拾日了解,以提高学生的交际能力。

在传统的外语教学中, 人们往往忽视文化的重要作用, 只注重语言能力的培养而未能顾及交际能力的提高。

近年来国内学者认识到外语教学必须引进文化知识的对比，训练学生灵活运用语言知识, 更好地与外国人沟通, 减少和防止误解。

二、课程教学要求该课程教学要求学生提高对文化差别的敏感性, 更有效地与外国人进行交际，为英语专业课程的学习和翻译实践能力的提高创作时间：贰零贰壹年柒月贰叁拾日奠定基础。

三、先修课程跨文化交际是英语专业的必修课, 是在完成了精读、泛读、综合英语、写作等基本技能训练后开设的，旨在增强文化差别的敏感性，增强跨文化交际意识，有助于英语专业课程的学习和翻译实践能力的提高。

因此，学生先期完成英语听说读写等技能训练基本课程，如《基础英语》、《英国文学选读》等课程。

四、课程教学重、难点该课程教学重点在于培养学生对创作时间：贰零贰壹年柒月贰叁拾日英语国家文化的了解及跨文化交际意识, 提高驾驭英语语言的能力, 从而使其能得体地运用语言与操英语的外国人士进行交流。

教师的讲授重点是帮忙学生认识中西文化的异同，分析文化差别的根源, 帮忙学生深化对西方文化的理解。

中西文化的差别在表层上很容易识别,但对造成差别的原因却需追根溯源。

东西方在历史,思维方式以及哲学等方面的差别则是造成中国学生对西方文化不解的主要原因,也是该课程的难点。

创作时间：贰零贰壹年柒月贰叁拾日五、课程教学方法（或手段）教学方法：以课堂讲授为主，适当组织课堂讨论，鼓励学生充分利用课外资源进行探索性、研究性学习。

六、课程教学内容Unit 1 Communication Across Cultures（4学时）一、教学内容（一）Reading I Intercultural Communication: An Introduction （二）Discovering Problems: Slim Is Beautiful? （三）Debate（四）Reading II The Challenge of Globalization（五）Writing二、创作时间：贰零贰壹年柒月贰叁拾日重、难点提示（一）教学重点：Identifying Difference: How We Address Each Other（二）教学难点：1. Further Reading I Stumbling Blocks in Intercultural Communication2. Further Reading II Communication in the Global VillageUnit 2 Culture and Communication （4学时）一、教学内容（一）Reading I What Is Culture.（二）Fill-in Task（三）Sharing Knowledge: More About Culture 创作时间：贰零贰壹年柒月贰叁拾日（四）Writing（五）Reading II Elements of Communication（六）Discovering Problems: Misreading Commercial Signs二、重、难点提示（一）教学重点：Identifying Difference Communicating Effectively（二）教学难点：1. Further Reading I Understanding Culture2. Further Reading II Essentials of Human CommunicationUnit 3 Cultural Diverse（4学时）一、教学内容（一）Reading I Different Lands, Different 创作时间：贰零贰壹年柒月贰叁拾日Friendships（二）Cultural n formation: American Friendship （三）Survey （四）Identifying Difference :Family Structure （五）Reading II Comparing and Contrasting Cultures（六）Interview（七）Sharing Knowledge: Confucian Cultural Patterns二、重、难点提示（一）教学重点：1. Intercultural insight2. Translation（二）教学难点：1. Further Reading I Cultural创作时间：贰零贰壹年柒月贰叁拾日Dimensions2. Further Reading II High-Context and Low-Context CulturesUnit 4 Language and Culture（4学时）一、教学内容（一）Reading I How Is Language Related to Culture（二）Fill-in Task（三）Group Work（四）Identifying difference: Kinship Terms and Mores.（五）Reading II Language-and-Culture, Two Sides of the Same Coin（六）Survey二、重、难点提示（一）教学重点：创作时间：贰零贰壹年柒月贰叁拾日1.Discovering Problems: Translating Across Languages2. Translation3. Case Study: Cases 13-16（二）教学难点：1. Further Reading the Sapir-Whorf Hypothesis2. Further Reading II Language, Thought, and CultureUnit 5 Culture and Verbal Communication（4学时）一、教学内容（一）Reading I Understanding the Culture of Conversation（二）Fill-in Task（三）Identifying Difference: Compliment Response 创作时间：贰零贰壹年柒月贰叁拾日（四）Interview（五）Reading II The Way People Speak（六）Group Work（七）Cultural Information: Making Telephone Calls二、重、难点提示（一）教学重点：1. Intercultural insight2. Translation3. Case Study: Cases 17-20（二）教学难点：1. Further Reading I Cross-Cultural Verbal Communication Styles2. Further Reading II Preferences in the Organization of Verbal Codes创作时间：贰零贰壹年柒月贰叁拾日Unit 6 Culture and Nonverbal Communication（4学时）一、教学内容（一）Reading I An Overview of Nonverbal Communication（二）Matching Task（三）Observation Task（四）Sharing Knowledge: Factors That Influence Touch （五）Reading II Gender and Nonverbal Communication二、重、难点提示（一）教学重点：1. Identifying Difference: Posture and Sitting Habits2. Cultural information: How the 创作时间：贰零贰壹年柒月贰叁拾日Japanese Communicate Nonverbally3. Translation4. Case Study: Cases 21-24（二）教学难点：1. Further Reading I Functions of NonverbalCommunication2. Further Reading II Sounds and SilencesUnit 7 Time and Space Across Cultures （4学时）一、教学内容（一）Reading I The Heartbeat of Culture（二）Identifying Difference: What's the Rush?（三）Group Work（四）Intercultural insight（五）创作时间：贰零贰壹年柒月贰叁拾日Reading II The Language of Space 二、重、难点提示（一）教学重点：1. Cultural information: Homein Various Cultures2. Sharing Knowledge: Cultures BuiltInto the Landscape3.Translation4. Case Study:Cases 25-28（二）教学难点：1. Further Reading I Cultural Conceptions of Time2. Further Reading II German Use ofSpaceUnit 8 Cross-Cultural创作时间：贰零贰壹年柒月贰叁拾日Perception（4学时）一、教学内容（一）Reading I FrenchLeave and Dutch Courage（二）Fill-in Task（三）Cultural information: Who Is Gaijin?（四）Survey（五）Reading II Ethnocentrism and Ethnorelativism（六）Discovering Problems: Tile Image（七）Group Work二、重、难点提示（一）教学重点：1. Sharing Knowledge: Culture and Perception2. Translation3. Case Study: Cases 29-32（二）教学难创作时间：贰零贰壹年柒月贰叁拾日点：1. Further Reading I Behaviors That Separate Us2. Further Reading |1Stereotype and PrejudiceUnit 9 Intercultural Adaptation（4学时）一、教学内容（一）Reading I Adapting to a New Culture（二）Discovering Problems: Chinese Students Abroad（三）Reading II Overcoming Ethnocentrism inCommunication（四）Group Work二、重、难点提示创作时间：贰零贰壹年柒月贰叁拾日（一）教学重点：1. Identifying Difference: Little Things Where They Differ2. Debate3. Translation4. Case Study: Cases 33-36（二）教学难点：1. Further Reading I Sojourner Adaptation2. Further Reading II Developing Mindfulness创作时间：贰零贰壹年柒月贰叁拾日八、课程考核方式1.考核方式：考试2.成绩评定：口试占70%，平时考核（出勤、作业，检验，课堂表示）占30% 。

北京大学出版社《跨文化交际》unit7-Cross-gender-communication(跨性别交际)

define self in relation to others
Cooperative; sensitive
Confide; Share and express feelings
• Mother-son interaction: different sex • Son cannot imitate Mother; • Son has to develop a gender identity by
differentiating from the mother and establish selfhood.
Independent; reserved Define self independent of others
different ways men and women communicate in
昨天，今天，明天
• 白云: 我十分想见赵忠祥。 • 黑土: 来前的火车票谁给报了。
Think about it
• What jobs are supposed to be taken by males?
• What are the best jobs for females?
Think about it
Differences in communication styles
Men
Direct Interrupt more, swear more and argue more
Talk to express authority and confidence Value power and competency Offer solutions
3
To learn useful words and expressions about cross-gender communication and improve

跨文化交际全部答案

参考资料Unit 1 Communication Across CulturesReading IIntercultural Communication：An IntroductionComprehension questions1. Is it still often the case that “everyone‟s quick to blame the alien”in the contemporary world?This 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 past?Today…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 today?New 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. Culture teaches 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 communication?The 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 it?The 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 exist?A free, culturally diverse society can exist only if diversity is permitted to flourish without1prejudice and discrimination, both of which harm all members of the society.Reading IIThe Challenge of GlobalizationComprehension questions1. Why does the author say that our understanding of the world has changed?Many things, such as political changes and technological advances, have changed the world very rapidly. In the past most human beings were born, lived, and died within a limited geographical area, never encountering people of other cultural backgrounds. Such an existence, however, no longer prevails in the world. Thus, all people are faced with the challenge of understanding this changed and still fast changing world in which we live.2. What a “global village”is like?As our world shrinks and its inhabitants become interdependent, people from remote cultures increasingly come into contact on a daily basis. In a ―global village‖, members of once isolated groups of people have to communicate with members of other cultural groups. Those people may live thousands of miles away or right next door to each other.3. What is considered as the major driving force of the post-1945 globalization?Technology, particularly telecommunications and computers are considered to be the major driving force.4. What does the author mean by saying that “the …global‟may be more local than the …local‟”?The increasing global mobility of people and the impact of new electronic media on human communications make the world seem smaller. We may communicate more with people of other countries than with our neighbors, and we may be more informed of the international events than of thelocal events. In this sense, ―the ‗global…may be more local than the ‗local…‖.5. Why is it important for businesspeople to know diverse cultures in the world?Effective communication may be the most important competitive advantage that firms have to meet diverse customer needs on a global basis. Succeeding in the global market today requires the ability to communicate sensitively with people from other cultures, a sensitivity that is based on an understanding of cross-cultural differences.6. What are the serious problems that countries throughout the world are confronted with?Countries throughout the world are confronted with serious problems such as volatile international economy, shrinking resources, mounting environmental contamination, and epidemics that know no boundaries.7. What implications can we draw from the case of Michael Fay?This case shows that in a world of international interdependence, the ability to understand and communicate effectively with people from other cultures takes on extreme urgency. If we are unaware of the significant role culture plays in communication, we may place the blame for communication failure on people of other cultures.8. What attitudes are favored by the author towards globalization?Globalization, for better or for worse, has changed the world greatly. Whether we like it or not,2globalization is all but unstoppable. It is already here to stay. It is both a fact and an opportunity. The challenges are not insurmountable. Solutions exist, and are waiting to be identified and implemented. From a globalistic point of view, there is hope and faith in humanity.Translation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。

(完整版)北京大学出版社《跨文化交际》unit7_Cross-gender_communication(跨性别交际)

• It’s always women who cook for the whole family, but taking cooking as a career, it is always the man who could do more
successfully. Why?
When women are depressed， they either eat or go shopping； men invade another country.
• A survey has been conducted to ask the same questions to males and females: “If you had a car, what would be the first thing you like to do with it?” Most females’ answers were like this: “If I had a car, the first thing I prefer to do would be taking a ride. While most males answer more or less like this: “If I had a car, I would check the engine first.” or :” If I had a car, I would consider if I could clean it every Saturday.”
CGC
Cross-gender communication is a form of intercultural
communication. It occurs when there is a communication

跨文化交际实用教程-Unit7PPT课件

Profile of an Indian Negotiator
Looks for and says the truth Is not afraid of speaking up and has no fears Exercises self-control Seeks solutions that will please all the parties involved Respects the other party Neither uses violence nor insults Is ready to change his or her mind and differ with himself or herself at the risk of being seen as inconsistent and unpredictable
Understanding Negotiation Styles
For North Americans, negotiations are businesslike; their factual appeals are based on what they believe is objective information, presented with the assumption that it is understood by the other side on a logical basis. Arabs use affective appeals based on emotions and subjective feelings. Russians employ axiomatic appeals – that is, their appeals are based on the ideals generally accepted in their society.

timeandspaceacrosscultures

Past, Present, and Future
• Past-oriented cultures such as the British much emphasis on tradition and are foten perceived as resisting change.
• Filipions and Latin Americans are present oriented and emphasize living in the moment.
The Language of Space
Our use of space in communication is anexcellent illustration that culture is learned and not inborn, though our parents may have given us some verbal instruction on space, we have learnede most of our behavior by observation.
Private space
Every living thing has a visibal boundary, namely its skin.
Each person has around him or her an invisible bubble of space which expands and contracts depending on a number of things.
• People from cultures on P-time live their lives quite differently. P-time cultures deal with time holistically. They can interact with more than one person or do more than one thing at a time.

大学英语跨文化交际教程课后答案(全)

Unit1 Sportsmanship: It is the ability to practise a sport according to its rules, while also showing generosity to one’s opponent and good temper in defeat.2. Traditionally, an Englishman is thought to be reserved, unemotional, courteous, shy of strangers, suspicious of change, and slow to accept new ideas.3.It is the ability to practise a sport according to its rules, while also showing generosity to one’s oppo nent and good temper in defeat. Moreover, sportsmanship as an idea is applied to life in general.The pioneering spirit: Except for the brought from Africa, immigrants came to America voluntarily, early in search of greater prosperity and freedom.Rags-to-riches: It is story about a poor boy who, because he was hardworking, honest, and lucky, grew up to become rich and respected.American dream: The belief that any individual, no matter how poor, can achieve weather and fame through diligence and virtue.1.Traditionally, individualism, independence and collaboration, practice, tolerance, melting pot and racial discrimination are the character of Americans.3. The American Dream is the belief that any individual, no matter how poor, can achieve wealth and fame through diligence and virtue.Unit 2 Key concepts Five relationships Five relationships: ruler-minister, father-son, husband-wife, elder-younger brother and friend-friend.Humanism Humanism means that man not only had the right to enjoy the beauty of their life, but also had the ability to perfect themselves and perform wonders.Individualism An individualism culture is one in which people tend to view themselves ad individuals and to emphasize the needs of individuals.Collectivism A collectivism culture is one in which people tend to view themselves as members of groups (families, work units, tribes, nations), and usually consider the needs of the group to be more important than the needs of individuals.Comprehension questions1.According to Confucianism, what are the five cardinal relationships in Chinese society and what should these relationships beThat is the well-known five relationships: ruler-minister, father-son, husband-wife, elder-younger brother and friend-friend. This was explained as" There should be affection between man and wife, stratification between old and young, and good faith between friends."2.What is the difference between collectivism and individualismFirstly, westerns tend to believe that people should rely on themselves as much as possible- and they usually expect other people to do the same. So they don't think they have the obligation to help family members and friends during emergency situations. In contrast, people in collectivist cultures generally feel that they have a right to help other members of their groups.Secondly, westerns generally feel that the rights of individuals should not be subordinated to the needs of a largergroup, or at least that individuals should have the right to decide for themselves whether to sacrifice their personal benefit for the sake of the group. In contrast, people in collectivist cultures are generally more willing to accept the idea that individuals should sacrifice for the benefit of the group.Thirdly, westerners tend to believe that individuals should make decisions for themselves, and that individuals should take credit and responsibility for what they have personally done. In contrast, people in collectivist cultures tend to feel more that they are representatives of their group, and to accept more responsibility for the other members of their groups too.A final difference lies in the way people in different cultures view the idea of "individualism". Westerners tend to view individualism as a good thing. In contrast, the Chinese term for "individualism", often has a somewhat negative connotation, and is sometimes used as a synonym for "selfishness."Unit3 Nuclear family: include a husband, a wife and their childrenExtended family: adult couples are expected to form their ownhousehold with either of their biological families.2. Because they desire a close and intense bond with their partners，they expect so much from marriage that so many get divorcedImpermanence: the property of not existing for indefinitely long durations.Stable: resistant to change of position or condition Connection vs. contract: relationship4. ①Chinese are likely to react more to the other person asa whole and will avoid forming friendships with those values and behaviors are in some way deemed undesirable. ②In China a friend is accepted completely or not at all ③Chinese friends give each other much more concrete help and assistance than Western friends do.①American have casual, friendly relationships with many people, but deeper, closer friendships with only a few.②American friendships tend to be very compartmentalized.③American fr iendships is mostly a matter of providing emotional support and spending time together.Unit5 Nutrition and balance: a look at the nutritional information, like the number of calories preserving, grams of fat, sodium, cholesterol, fiber and sugar content will make you more knowledgeable in selecting foods to reduce your nutritional health risk.Pragmatism:in the westerns’ eyes, food or eating is just a way to keep healthy, having little to do with artistry. Nor will they be particular about the taste of food too much.Unit6 Creativity: the ability to createSelf-reliance:is a principal value of child rearing in middle-class American.Originality： do the Chinese teach their childrenA: Chinese teach their children by holding their handsHow do Americans do A: On their own and even to discover new problem for which creative solutions are wanted.Can you find the theories supporting the two different teaching methodA: Evolutionary and revolutionary2. Can you tell any other differences between the two educational systemsA: The contrast between the two cultures can also be seen in the fears we both harbor. Chinese teachers are fearful that if skills are not acquired early, they may never be acquired; there is, on the other hand, no comparable hurry to promote creativity. American educators fear that unless creativity has been acquired early, it may never emerge; on the other hand, skills can be picked up later.Unit7 Key concepts Monochronic time Monochronic time is an approach that favors linear structure and focus on one event or interaction at a time.Polychronic time A polychronic time system is a system where several things can be done at once, and a more fluid approach is taken to scheduling time. Unlike Americans and most northern and western European cultures, Latin American and Arabic cultures use the polychromic of time.Linear structure In monochromic time, linear structure means people focus on one event or interaction at a time.Schedule oriented People in polychronic time cultures treattime as a less tangible medium so that they can interact with more than one person or do more than one thing at a time. People oriented Polychronic individuals are oriented toward people, human relationships, and the family, which is the core of their existence. Family takes precedence over everything else, close friends come next..Comprehension questionsWhat is monochronic culture What is polychronic culture Monochronic cultures typically emphasize doing one thing at a time during a specified time-period, working on a single task until it is finished.Polychronic cultures are involved with many things at once, usually with varying levels of attention paid to each.What are the different attitudes monchronic people and polychronic people hold toward time Monochronic people see time as being divided into fixed elements (seconds, minutes, hours, etc.)Sequential blocks that can be organized, quantified, and scheduled.What are the strengths and weaknesses of M-time system and P-time systemOnce the time is set, it is rarely changed, and people take it seriously. M-time cultures is one who violates the rule of punctuality shall be punished seriously. Matters in a polychronic plans for the future: even important plans maybe changed right up the minute of execution.Unit 9Key concepts High-context culture High context cultures rely on the context, either the actual physical environment of communication or an internalized social context or both, or convey a large part or even all of a message’s meaning.Low-context culture Low context culture, in which context is not assumed to be understood, messages are explicit, direct, and completely encoded in words, and meaning is entrusted almost entirely to words.ImplicitnessThe message which someone expressed is elliptical, indirect, and allusive.Explicitness The message which someone expressed is direct, andcompletely encoded in words, and meaning is entrusted almost entirely to words..Verbalizing Verbalizing- that is, to put things in words, whether written or oral.Comprehensive questionsWhat is High-context culture What is Low-context culture High context cultures rely on the context, either the actual physical environment of communication or an internalized social context or both, or convey a large part or even all of a message’s meaning.Low context culture, in which context is not assumed to be understood, messages are explicit, direct, and completely encoded in words, and meaning is entrusted almost entirely to words.ImplicitnessWhat does silence mean in high-context cultures What is the function of silence in high-context cultures It means entirely accepted.In the individual level, silence can be viewed as a state of being allowing you to experience the highest truth and bliss; on the interpersonal level, silence can be used to promote harmony, cooperation, and other collectivistic values; on the level of social movements, silence can be protest.Why does silence mean differently in different cultures Different in the uses of silence can be best examined in high-context and low-context cultures. High-context cultures are relational, collectivist, intuitive, and contemplative. Low-context cultures are logical, linear, individualistic, and action-oriented.Key conceptsCulture shock Culture shock happens to people who have been suddenly transplanted abroad. It is, first and foremost an emotional phenomenon; then comes cognitive disorientation and identity dissonance.Comprehension questionsWhat are the five stages of the cultural adjustment process Does everyone have the same experienceThe five stages of the cultural adjustment process: Honeymoon period: Initially many people are fascinated and excited by everything of the new culture.Culture shock: The individuals are immersed in news problems: housing, transportation, employment, shopping, and language. Initial adjustment: Everyone activities such as housing and shopping are no longer major problems. The visitors may not yet be fluent in the spoken language, but they can express their basic ideas and feelings.Mental isolations: Individuals away from their family and good friends for a long time may feel lonely.Acceptance and integration: A routine ( eg; work, business, or school) has been established. The newcomer has become accustomed to the habits, customs, foods, and characteristics of the people in the new culture.Individuals experience the stages of adjustment in different ways. Some people never experience a “honeymoon” period because the circumstances of their coming to a new country may have been too painful. In addition, certain stages last longerfor some than for others, depending on such factors as the newcomer’s personality, age, language and cultural competence, support from family and friends, financial situation, job status, and motivations for being in the new country.。

Unit 7

Homework
1. Writing Choose one of the following topics to discuss with your classmates and then write a short essay on it in about 200 words. A: Pace of life amd health B: Punctuality and success
2. Fill-in Task Fill⑴ comploment ⑶ rooted ⑷ expanding ⑹ wrapped ⑺ view ⑼ theory ⑽ engaged ⑿ taken ⒀ lament ⒂ voluntosed ⑻ experienced ⑾ abondon ⒁ prompted
It is the technical name for the view of things in which one's own group is the one' center of everything, and all others are scaled and rated with reference to it. Cultural relativism suggests that the only way we can understand the behavior of others is in the context of their culture.
三大宗教时间观念之比较
一,教义之不同 1.第一是关于时间的形态问题.主要有循环时间观和线性时间观两种 2.第二是对时间结构的取向问题.可以分为过去取向,现在取向,未来取向等三种时间观. 3.第三是时间存在的方式问题.
二,世俗因素的影响

大学英语跨文化交际教程课后答案(全)

大学英语跨文化交际教程课后答案(全)-CAL-FENGHAI.-(YICAI)-Company One1Unit1 Sportsmanship: It is the ability to practise a sport according to its rules, while also showing generosity to one’s opponent and good temper in defeat.2. Traditionally, an Englishman is thought to be reserved, unemotional, courteous, shy of strangers, suspicious of change, and slow to accept new ideas.3. It is the ability to practise a sport according to its rules, while also showing generosity to one’s oppo nent and good temper in defeat. Moreover, sportsmanship as an idea is applied to life in general.The pioneering spirit: Except for the brought from Africa, immigrants came to America voluntarily, early in search of greater prosperity and freedom.Rags-to-riches: It is story about a poor boy who, because he was hardworking, honest, and lucky, grew up to become rich and respected.American dream: The belief that any individual, no matter how poor, can achieve weather and fame through diligence and virtue.1. Traditionally, individualism, independence and collaboration, practice, tolerance, melting pot and racial discrimination are the character of Americans.3. The American Dream is the belief that any individual, no matter how poor, can achieve wealth and fame through diligence and virtue.Unit 2 Key concepts Five relationships Five relationships: ruler-minister, father-son, husband-wife, elder-younger brother and friend-friend.Humanism Humanism means that man not only had the right to enjoy the beauty of their life, but also had the ability to perfect themselves and perform wonders. Individualism An individualism culture is one in which people tend to view themselves ad individuals and to emphasize the needs of individuals.Collectivism A collectivism culture is one in which people tend to view themselves as members of groups (families, work units, tribes, nations), and usually consider the needs of the group to be more important than the needs of individuals. Comprehension questions1.According to Confucianism, what are the five cardinal relationships in Chinese society and what should these relationships be?That is the well-known five relationships: ruler-minister, father-son, husband-wife, elder-younger brother and friend-friend. This was explained as" There should be affection between man and wife, stratification between old and young, and good faith between friends."2.What is the difference between collectivism and individualism?Firstly, westerns tend to believe that people should rely on themselves as much as possible- and they usually expect other people to do the same. So they don't think they have the obligation to help family members and friends during emergency situations. In contrast, people in collectivist cultures generally feel that they have a right to help other members of their groups.Secondly, westerns generally feel that the rights of individuals should not be subordinated to the needs of a larger group, or at least that individuals should have the right to decide for themselves whether to sacrifice their personal benefit for the sake of the group. In contrast, people in collectivist cultures are generally more willing to accept the idea that individuals should sacrifice for the benefit of the group.Thirdly, westerners tend to believe that individuals should make decisions for themselves, and that individuals should take credit and responsibility for what they have personally done. In contrast, people in collectivist cultures tend to feel more that they are representatives of their group, and to accept more responsibility for the other members of their groups too.A final difference lies in the way people in different cultures view the idea of "individualism". Westerners tend to view individualism as a good thing. In contrast, the Chinese term for "individualism", often has a somewhat negative connotation, and is sometimes used as a synonym for "selfishness."Unit3 Nuclear family: include a husband, a wife and their childrenExtended family: adult couples are expected to form their own household with either of their biological families.2. Because they desire a close and intense bond with their partners，they expect so much from marriage that so many get divorcedImpermanence: the property of not existing for indefinitely long durations. Stable: resistant to change of position or conditionConnection vs. contract: relationship4. ①Chinese are likely to react more to the other person as a whole and will avoid forming friendships with those values and behaviors are in some way deemed undesirable. ②In China a friend is accepted completely or not at all ③Chinese friends give each other much more concrete help and assistance than Western friends do.①American have casual, friendly relationships with many people, but deeper, closer friendships with only a few. ②American friendships tend to be verycom partmentalized. ③American friendships is mostly a matter of providing emotional support and spending time together.Unit5 Nutrition and balance: a look at the nutritional information, like the number of calories preserving, grams of fat, sodium, cholesterol, fiber and sugar content will make you more knowledgeable in selecting foods to reduce your nutritional health risk.Pragmatism:in the westerns’ eyes, food or eating is just a way to keep healthy, having little to do with artistry. Nor will they be particular about the taste of food too much.Unit6 Creativity: the ability to createSelf-reliance: is a principal value of child rearing in middle-class American. Originality：1.How do the Chinese teach their children？A: Chinese teach their children by holding their handsHow do Americans do？A: On their own and even to discover new problem for which creative solutions are wanted.Can you find the theories supporting the two different teaching method？A: Evolutionary and revolutionary2. Can you tell any other differences between the two educational systems?A: The contrast between the two cultures can also be seen in the fears we both harbor. Chinese teachers are fearful that if skills are not acquired early, they may never be acquired; there is, on the other hand, no comparable hurry to promote creativity. American educators fear that unless creativity has been acquired early, it may never emerge; on the other hand, skills can be picked up later.Unit7 Key concepts Monochronic time Monochronic time is an approach that favors linear structure and focus on one event or interaction at a time. Polychronic time A polychronic time system is a system where several things can be done at once, and a more fluid approach is taken to scheduling time. Unlike Americans and most northern and western European cultures, Latin American and Arabic cultures use the polychromic of time.Linear structure In monochromic time, linear structure means people focus on one event or interaction at a time.Schedule oriented People in polychronic time cultures treat time as a less tangible medium so that they can interact with more than one person or do more than one thing at a time.People oriented Polychronic individuals are oriented toward people, human relationships, and the family, which is the core of their existence. Family takes precedence over everything else, close friends come next..Comprehension questionsWhat is monochronic culture What is polychronic cultureMonochronic cultures typically emphasize doing one thing at a time during a specified time-period, working on a single task until it is finished.Polychronic cultures are involved with many things at once, usually with varying levels of attention paid to each.What are the different attitudes monchronic people and polychronic people hold toward time?Monochronic people see time as being divided into fixed elements (seconds, minutes, hours, etc.)Sequential blocks that can be organized, quantified, and scheduled.What are the strengths and weaknesses of M-time system and P-time system? Once the time is set, it is rarely changed, and people take it seriously. M-time cultures is one who violates the rule of punctuality shall be punished seriously. Matters in a polychronic plans for the future: even important plans maybe changed right up the minute of execution.Unit 9Key concepts High-context culture High context cultures rely on the context, either the actual physical environment of communication or an internalized social context or both, or convey a large part or even all of a message’s meaning.Low-context culture Low context culture, in which context is not assumed to be understood, messages are explicit, direct, and completely encoded in words, and meaning is entrusted almost entirely to words.ImplicitnessThe message which someone expressed is elliptical, indirect, and allusive.Explicitness The message which someone expressed is direct, and completely encoded in words, and meaning is entrusted almost entirely to words.. Verbalizing Verbalizing- that is, to put things in words, whether written or oral. Comprehensive questionsWhat is High-context culture What is Low-context cultureHigh context cultures rely on the context, either the actual physical environment of communication or an internalized social context or both, or convey a large part or even all of a message’s meaning.Low context culture, in which context is not assumed to be understood, messages are explicit, direct, and completely encoded in words, and meaning is entrusted almost entirely to words.ImplicitnessWhat does silence mean in high-context cultures What is the function of silence in high-context cultures It means entirely accepted.In the individual level, silence can be viewed as a state of being allowing you to experience the highest truth and bliss; on the interpersonal level, silence can be used to promote harmony, cooperation, and other collectivistic values; on the level of social movements, silence can be protest.Why does silence mean differently in different culturesDifferent in the uses of silence can be best examined in high-context and low-context cultures. High-context cultures are relational, collectivist, intuitive, and contemplative. Low-context cultures are logical, linear, individualistic, and action-oriented.Key conceptsCulture shock Culture shock happens to people who have been suddenly transplanted abroad. It is, first and foremost an emotional phenomenon; then comes cognitive disorientation and identity dissonance.Comprehension questionsWhat are the five stages of the cultural adjustment process Does everyone have the same experienceThe five stages of the cultural adjustment process:Honeymoon period: Initially many people are fascinated and excited by everything of the new culture.Culture shock: The individuals are immersed in news problems: housing, transportation, employment, shopping, and language.Initial adjustment: Everyone activities such as housing and shopping are no longer major problems. The visitors may not yet be fluent in the spoken language, but they can express their basic ideas and feelings.Mental isolations: Individuals away from their family and good friends for a long time may feel lonely.Acceptance and integration: A routine ( eg; work, business, or school) has been established. The newcomer has become accustomed to the habits, customs, foods, and characteristics of the people in the new culture.Individuals experience the stages of adjustment in different ways. Some people never experience a “honeymoon” period because the circumstances of their coming to a new country may have been too painful. In addition, certain stages last longer for some than for others, depending on such factors as the newcomer’s personality, age, language and cultural competence, support from family and friends, financial situation, job status, and motivations for being in the new country.。

跨文化交际上课内容unit7

Unit Seven Time and Space Across CulturesI.Warm Up1. Please read the story on page 156. What can we learn from the story?2. Go to answer the questions on Group Work (p235-236) and find out your sense of time?Supplement: Additional materialsII.ChronemicsChronemics is the study of how people perceive and use time.(i) The sense of time:1) Time is linear线形. Western cultures think time is linear — aflow from the past to the present to the future.2) Time is cyclical周期的. Life on earth evolved in response to thecycles of day and night and the ebb and flow潮涨潮落of thetides.(ii) Monochronic出现一次and Polychronic Time (p256-257)1. What is M-Time and P-Time? Which do you think is thedominating time system in our culture?1) Monochronic time means paying attention to and doing only onething at a time – events scheduled as separate items.2) Polychronic time means being involved with many things at once.2. What is the philosophy哲学underlying each of the time system?1) P-time stresses involvement of people and completion完成oftransactions事务rather than adherence to遵守present schedules. Appointments are not taken as seriously and, as a consequence, are frequently broken. P-time is treated as less tangible有形地than M-time.Weakness: Matters in a polychromic多彩的culture seem in a constant state 恒定常态of flux. Appointments are frequently broken.2) In M-time system, social and business life is commonly schedule-dominated. By scheduling, we compartmentalize划分; this makes it possible to concentrate on 集中注意one thing at a time, but it also reduces the context. M-time is also tangible. M-time scheduling is used as a classification system that orders life.Weakness: Life in general is at times unpredictable. M-time reduces the context and alienate使疏远people from themselves and from others.(iii) The Heartbeat of Culture (p229-232)1.What does the author want to tell us from his experience in Braziland the questionnaire between students in Niteroi and those in Fresno?In Brazil, people seem to be very flexible in their concepts of time and punctuality. Brazilians are likely to attribute lateness for appointments to unforeseen circumstances 意外情况that the person couldn’t control. They seem less inclined to倾向于feel personallyresponsible for being late. So they express less regret for their own lateness and blame others less when others are late.The Brazilian students believed that a person who is consistently late is probably more successful than one who is consistently on time.They seemed to accept the idea that someone of status is expected to arrive late. Lack of punctuality is a badge标记of success.2.There aren’t unanimous全体一致perceptions of time时间知觉among culturally different people. Even within one country, ideas of time and punctuality vary considerably from place to place.Different regions and even cities have their own distinct rhythms and rules.3.Appreciating cultural differences in time sense becomes increasinglyimportant as modern communications put more and more people in daily contact. If we are to avoid misreading issues that involve time perceptions, we need to understand better our own cultural biases偏见and those of others.※American Concept of Time: (See Case 25)III.Proxemics人际距离学A fascinating area in the nonverbal world of body language is that of spatial relationships空间关系, or proxemics, the study of man's appreciation and use of space. As a species, man is highly territorial but we are rarely aware of it unless our space is somehow violated. Spatialrelationships and territorial boundaries directly influence our daily encounters. Maintaining control over such space is a key factor in personal satisfaction; observing spatial interactions in everyday life is a key to personal awareness.(i)The study of proxemics includes three aspects of space: (a) fixed features of space. (b) semifixed features of space, and (c) personal space(a) fixed features of spaceFixed feature space is characterized by unmovable boundaries, like divisions within an office building. Architecture and spacing of buildings also belong to this aspect of space.For example, a person in the United States can drive on a highway for miles and never see a sign of people or dwellings民居. Therefore, he may be amazed at the closeness of people in China.Intercultural communicators need to realize that cultures have alternative approaches变换方法to space and ways of using it.(b) semifixed 半固定features of spaceSemifixed features of space refer to spatial arrangements of movable objects within a room, such as furniture arrangement and seating.1. furniture arrangement :French space is a reflection of French culture. Everything is centralized集中的, and spatially the entire country is laid outaround centers.In Germany, where privacy is stressed, office furniture is spread throughout the office.In Japan, where group participation is encouraged, many desks are arranged hierarchically分等级的in the center of a large, common room absent of walls.Chinese geomancy,feng shui, is the art of arranging the physical environment to establish harmony with the natural environment to achieve happiness, prosperity, and health.2. seatingIn the United States, they tend to talk with those opposite them rather than those seated or stand beside them.The Chinese often experience uneasiness when they face someone directly or sit on opposite side of a desk or table from someone.(c) personal space or private space (p239-241)1. Behavioral study indicates that individuals perceive a distance that is appropriate for different types of messages; they also establish a comfortable distance for personal interaction and nonverbally define this as their personal space. Research supports the hypothesis 假设that the violation违反侵害of this personal space can have serious adverse effects不利影响on communication. Thus, if an individual is to be mutually 互相satisfied in a communication encounter his/herpersonal space must be respected. Should an intruder侵入者invade 侵略干扰this personal space while also trespassing 擅自进入within territorial boundaries he placed himself in double jeopardy双重负担and must compensate 弥补for the other's increased anxiety.2. The differences among Americans, the India, the Japanese and the ArabIn the United States, Hall reports that psychologists have identified four zones from which U.S. people interact: the intimate zone亲密区, the personal zone, the social zone, and the public zone.The study of spatial territory for the purpose of communication uses four categories for informal space: the intimate distance for embracing or whispering (6-18 inches), the personal distance for conversations among good friends (1.5-4 feet), social distance for conversations among acquaintances (4-12 feet), and public distance used for public speaking (12 feet or more).intimate distance ranging from direct contact to about 45cm, which applies to the closest relationships such as husband and wifepersonal distance ranging from 45 to 80cm, which is usually maintained for conversations between friends & relativessocial distanceranging from 1.3to 2 meters, which covers peoplewho work together or are meeting at social gatheringspublic distance such as that kept between a lecturer and his audienceIn India, there are elaborate rules about how closely members of each caste印度的社会等级may approach other castes.In Japan, the private bubble and the personal space are more a creation of the mind than an actual existence真实存在. The Japanese connect privacy with mental space. In crowds each Japanese becomes an island and he is alone as long as he does not acknowledge any of the other people.In Arab, Arabs of the same sex do stand much closer than North Americans. An Arab entering an elevator may stand right next to another person and be touching even though no one else is in the elevator.(ii) TerritorialityTerritoriality refers to how space can be used to communicate messages. Territorial claims differ from personal space in that the personal zone accompanies the individual while territoriality is relatively stationary固定的. Semi-fixed feature space is often the criteria标准used to establish a territory within any environment; it becomes a man's safety zone where he rests from the rigors严格of defending personal space from invasion, thedramatic or sudden entry into another's personal zone. Humans, like animals, indicate their ownership of this established territory and will consequently defend it against all invasions. Territoriality is established so rapidly that even the second session 会话in a series of lectures讲座is sufficient to find most of the audience returning to their same seats. And if one has been sitting in a particular seat and someone else occupies it, one can notice a fleeting 短暂的irritation.Compare the differences among the cultures of the countries mentioned in “Home in Various Cultures” (p244-247).America: showing visitors around home; people are not allowed to lock doors except the bathroom door; kitchen is the place for negotiation between the mother and the children; the parents’ bedroom is mostly off-limits.Germany: requires a wide area of privacy, formal and regimented; doors are firmly shut between rooms; an entrance hall 门廊to lead visitors into the house without showing specific rooms and spoiling the family’s privacy.Northern European countries: rude if not call in advance; not to expect the tour of the host’s home.France: never drop in unannounced; no tour of the house; guests are usually received in the living room, with the doors to the other rooms closed.Italy: you can drop in anytime without calling first, except for the resting hours of 2:00 to 4:00 pm.Spain: call ahead; normal visiting hours are 4:00 to 6:00 pm.Latin American countries: guests, even dropping in without warning, are greeted warmly, often with hugs and kisses; to communicate in the dining room.The Middle Eastern countries: the layout of the salon;IV.Case Study: Students are required to read the cases given carefully and try to analyse them from the viewpoint of IC.。

unit7TimeandSpaceAcrossCultures跨文化交际大学教学课件-PPT精选文档

Time systems (Hall, 1976):
1) Monochronic Time (M-Time) 2) Polychronic Time (P-Time) 美国人类学家霍尔（Edward Hall）在《超越文化》（Beyond Culture）一书中首次区分了两种不同的时间观念,即“单向计时制”（monochronic time）和“多向计时制”（polychronic time)

Men take up more space than women in their use of gestures, body posture and movements: Legs spread apart when standing Wide use of arms when speaking And legs crossed at the ankles when sitting
Time

1) perceptions of past, present, and future 2) Hall’s monochronic and polychronic classifications
Past-oriented cultures

People regard previous experiences and events as most important. They place a primary emphasis on tradition. They show great respect for parents and the elderly. Country: ________ (P255)
Unit 7
Time and Space Across Cultures