Ch.1 Communication Across Cultures
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。
(完整版)新编跨文化交际英语教程_参考答案Unit1
Unit 1Communication 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 co ntact 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 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 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 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 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 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 towards globalization? Globalization, 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.Case StudyCase 1In this case, there seemed to be problems in communicating with people of different cultures in spite of the efforts made to achieve understanding.We should know that in Egypt as in many cultures, the human relationship is valued so highly that it is not expressed in an objective and impersonal way. While Americans certainly value human relationships, they are more likely to speak of them in less personal, more objective terms. In this case, Richard‘s mistake might be that he chose to praise the food itself rather than the total evening, for which the food was simply the setting or excuse. For his host and hostess it was as if he had attended an art exhibit and complimented the artist by saying, “What beautiful frames your pictures are in.”In Japan the situation may be more complicated. Japanese people value order and harmony among persons in a group, and that the organization itself－be it a family or a vast corporation－is more valued than the characteristics of any particular member. In contrast, Americans stress individuality as a value and are apt to assert individual differences when they seem justifiably in conflict with the goals or values of the group. In this case: Richard‘s mistake was in making great efforts to defend himself. Let the others assume that the errors were not intentional, but it is not right to defend yourself, even when your unstated intent is to assist the group by warning others of similar mistakes. A simple apology and acceptance of the blame would have been appropriate. But for poor Richard to have merely apologized would have seemed to him to be subservient, unmanly.When it comes to England, we expect fewer problems between Americans and Englishmen than between Americans and almost any other group. In this case we might look beyond the gesture of taking sugar or cream to the values expressed in this gesture: for Americans, ―”Help yourself”; for the Engl ish counterpart, ―”Be my guest”. American and English people equally enjoy entertaining and being entertained but they differ somewhat in the value of the distinction. Typically, the ideal guest at an American party is one who ―makes himself at home, even to the point of answering the door or fixing his own drink. For persons in many other societies, including at least this hypothetical English host, such guest behavior is presumptuous or rude.Case 2A common cultural misunderstanding in classes involves conflicts between what is said to be direct communication style and indirect communication style. InAmerican culture, people tend to say what is on their minds and to mean what they say. Therefore, students in class are expected to ask questions when they need clarification. Mexican culture shares this preference of style with American culture in some situations, and that‘s why the students from Mexico readily adopted the techniques of asking questions in class. However, Korean people generally prefer indirect communication style, and therefore they tend to not say what is on their minds and to rely more on implications and inference, so as to be polite and respectful and avoid losing face through any improper verbal behavior. As is mentioned in the case, to many Koreans, numerous questions would show a disrespect for the teacher, and would also reflect that the student has not studied hard enough.Case 3The conflict here is a difference in cultural values and beliefs. In the beginning, Mary didn’t realize that her Dominican sister saw her as a member of the family, literally. In the Dominican view, family possessions are shared by everyone of the family. Luz was acting as most Dominican sisters would do in borrowing without asking every time. Once Mary understood that there was a different way of looking at this, she would become more accepting. However, she might still experience the same frustration when this happened again. She had to find ways to cope with her own emotional cultural reaction as well as her practical problem (the batteries running out).Case 4It might be simply a question of different rhythms. Americans have one rhythm in their personal and family relations, in their friendliness and their charities. People from other cultures have different rhythms. The American rhythm is fast. It is characterized by a rapid acceptance of others.However, it is seldom that Americans engage themselves entirely in a friendship. Their friendships are warm, but casual, and specialized. For example, you have a neighbor who drops by in the morning for coffee. You see her frequently, but you never invite her for dinner --- not because you don‘t think she could handle a fork and a knife, but because you have seen her that morning.Therefore, you reserve your more formal invitation to dinner for someone who lives in a more distant part of the city and whom you would not see unless you extended an invitation for a special occasion. Now, if the first friend moves away and the second one moves nearby, you are likely to reverse this --- see the second friend in the mornings for informal coffee meetings, and the first one you will invite more formally to dinner.Americans are, in other words, guided very often by their own convenience. They tend to make friends eas ily, and they don‘t feel it necessary to go to a great amount of trouble to see friends often when it becomes inconvenient to do so, and usually no one is hurt. But in similar circumstances people from many other cultures would be hurt very deeply.。
跨文化交际unit1答案解析
Unit 1Communication Across CulturesWarm UpQuestions1. Why is it difficult to explain to a blind person what colors are?2. Do you sometimes find it hard to make yourself properly understood by others? If you do, why do you think it is hard?It is very difficult for people to understand one another if th ey do not share the same experiences. Of course, we all share the experience of being human, but there are many experiences which we donot share and which are different for all of us. It is these different experiences thatmake up what is called ―culture‖ in the social sciences －the habits of everyday life, the cues towhich people respond, the automatic reactions they have to whatever they see and hear. These often differ, and the differences may introduce misunderstandings where we seek understanding.Reading 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 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 past?Today‘s intercultural encounters are far more numerous and of greaterimportance than in anytime 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 culturalinteraction; 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, generallyagreed-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 without prejudice and discrimination, both of which harm all members of the society.Discovering Problems: Slim Is Beautiful?Questions for discussionWhich do you think is the mark of beauty, thin or fat? Why is it often said that beauty is in the eye of beholder?One sociologist once said that with the greater influence of American culture across the world, the standard of a beauty is becoming more and more Hollywood-like, characterized by a chiseled chin and a tall, slim figure. One can see such beautiful images in almost any American movie. We Chinese also share the notion that the standard idea of beauty includes being tall, thin, and light skinned. It seems that with the process of globalization, eastern and western beauties look more and more alike.But we have to remember that the definition of beauty differs from culture to culture. For example, Hispanic standards of female beauty are to have big hips, a moderate tan, and a short height. As is described in the article, in southeastern Nigeria, Coca-Cola-bottle voluptuousness is celebrated and ample backsides and bosoms are considered ideals of female beauty.What‘s more, the ideal standard of beauty varies from time to time. For instance, during timesof famine, the ideal standard of beauty for women is a much larger body size. Larger size and more body fat may reflect one‘s status; for it suggests that the person is well fed and healthy. Thinness then wouldreflect malnutrition. However, during times of plenty, plumpness is not a reflection ofstatus. People may easily associate fatness with hypertension, h eart disease or other potential diseases. Likewise, during eras in which lower-class labors had to toil predominantly outside for hours a day, tanned skin was an indication of lower status, and therefore the ideal standard of female beauty was very pale skin; women during those times actually used a lot of white powdered cosmetics to exaggerate the paleness of their skin. Now, however, tan is a reflection of having more leisure time spent on seashores instead of working in an office all the time, and therefore it may suggest higher status, so women strive for darker skin tones.It is true that beauty is in the eye of the beholder because people of different cultures and in different situations may have different ideas about what is beautiful and what is not.Group WorkFirst share with your group member whatever experiences you have had in communication events that can be considered as intercultural. Then work together to decide whether each of the following cases of communication is possibly intercultural or not and, if it is, to what extent it is intercultural. Try to place all the cases along a continuum of interculturalness, from the most intercultural to the least intercultural.All the cases may seem to be intercultural but they differ in the extent to which they are intercultural. However it may be very difficult for us to place all these cases along a continuum of interculturalness from the most intercultural to the least intercultural, for many other factors have to be taken into consideration if we have to decide which is more intercultural than another. For instance, whether communication between a male manager and a female secretary is intercultural or not and, if it is, how intercultural it may be, may depend on the cultural and social backgrounds of the two persons. If they are from drastically different cultures, communication between them is surely intercultural and may be very intercultural. If they are from the same culture, communication between them may be little intercultural.The following is tentatively suggested for measuringthe interculturalness of the cases of communication, and the cases are presented from the most intercultural to the least intercultural: Communication between a Chinese university student and an American professor; Communication between a Canadian girl and a South African boy;Communication between a first-generation Chinese American and third generation one; Communication between a businessperson from Hong Kong and an artist from Xian; Communication between a teenager from Beijing and a teenager from Tibet;Communication between a father who is a farmer all his life and his son who works as an engineer;Communication between a software technician and a fisherman; Communication between a male manager and a female secretary (supposing they are of the similar cultural and social backgrounds) .DebateThe class is to be divided into two groups and debate on the two different views mentioned in thefollowing on intercultural communication. State your point of vi ew clearly and support your argument with convincing and substantive evidence.Pro: People are people; more interactions would lead to greate r understanding of each other.（Commonality precedes）Con: People are shaped by different environments they find themselves in, therefore, the difference overrides. (Differences precedes)1. Human beings tend to draw close to one another by their common nature. We all share the common basic needs.2. Rapid expansion of worldwide transportation and communication networks have made it far easier than ever before for people throughout the world to contact with one another.3. The process of globalization may reduce the regional differences between people all over the world. We are all members of the ―global village‖.4. Economic interdependence in today‘s world requires people of different countries to interact onan unprecedented scale, and more interaction will result in more similarity among people.5. More and more people from various cultures have to work and live together and they will adapt to each other to such an extent that cultural differences between them may no longer matter.1. People throughout the world may be similar in many aspects, but differences in habits and customs keep them apart.2. Though the basic human needs are universally the same, people all over the world satisfy their basic common human needs in different ways.3. As our society is becoming more and more diversified, differences between people tend to grow larger in some aspects.4. It is differences between people that underlie the necessity of communication, and it does not follow that communication which may increase the possibility of understanding between people will always reduce differences.5. People nowadays are more likely to try to maintain their unique cultural identities when they find themselves living closely with people of other cultures.From the two seemingly opposite viewpoints, we can learn something that we should keep in mind when we are involved in interculturalcommunication. First, all human beings share some common heritages that link us to one another. To some extent, people throughout the world are pretty much alike in many aspects, and that has formed the very basis on which it is possible for people of various cultures to communicate. However, what we have to realize is that there are also vast differences between people from various cultural groups. To really understand a person whose cultural background is different from yours can be very difficult, for both you and that person maybe subconsciously influenced by each one‘s own cultural upbringing. In a sense, what we should doin intercultural communication is to treat people of other cultures both as the same with and as different from us.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 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 world?Effective communication may be the most important competitive advantage that firms have tomeet 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, 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.WritingRead the following and then try to write a short essay on what one has to learn to get prepared for working and living in a new cultural environment.There seems to be so much that one can do to get oneself well prepared for working and living in a new cultural environment. Apart from what is mentioned in the passage, the following may be what a person in Anna ‘s situation should also try to do:1. Learning the language that is used in the new cultural environment.2. Learning about the history and present social situation of the area or the country.3. Learning about the dominant religious belief and some important social customs.4. Learning about the cultural uses of nonverbal means inc luding time and space for communication.5. Learning to look at things and people in new perspectives that are different from what one is accustomed to.6. Developing a more tolerant attitude toward any unfamiliar phenomena.7. Becoming aware that problems and misunderstandings are inevitable in intercultural communication.8. Learning about how foreigners are usually perceived and treated by the local people.Identifying Difference: How We Address Each OtherQuestions for discussionHow do you address a friend from an English-speaking country? And how should we do it if he or she knows our culture very well or if we speak Chinese to each other?Usually we can address a friend from an English-speaking country by his/her first name withoutmentioning his/her surname or title out of respect for his/her culture. Because people from English-speaking countries attach great importance to casualness in addressing each other in order to form a relatively intimate and equal relationship. But if he or she knows our culture very well or if we speak Chinese to each other, we can address him/her in the Chinese way. Just as the old sayinggoes, ―When in Rome, do as the Romans do‖, it‘s better for our friend to learn more about andbecome better acquainted with the Chinese culture. In this way, when addressing him/her, we can add ―xiao‖(young) or ―lao‖(aged) before his/her family name according to his/her age so as to create an amicable atmosphere. We can also address him/her by using his/her title in a humorous way,or by inventing some nickname for him or her in either English or Chinese, depending on the degree of intimacy.SurveyConduct a survey among some Chinese students to find how much they know about the possible cultural differences between Chinese and English-speaking people in the speech behaviors listed below.SpeechbehaviorChina English-speaking countriesGreetin g When greeting each other, theChinese often begin with ―Have you eaten?‖, ―Where are yougoing?‖, ―What are youdoing?‖,―Long time no see.‖ and so on.People from English-speakingcountries usually say ―Hello.‖―Good morning/afternoon/evening‖―Nice to meet you./Glad to see you.‖or ―How doyou do?‖Apologi zing Chinese people seem toapologize less often thanPeople from English-speakingcountries often apologize inEnglish-speaking people. TheChinese apologize only whenthey think it is about somethingthat really matters.their daily life even for th e most trivial things.Making request s Chinese people tend to make requests in indirect ways, especially when the peop leinvolved are not on intimate terms with one another.People from English-speaking countries tend to mak e requests directly and openly.Express ing gratitu de Chinese people often expre ss their gratitude not just by what they say, but also by what they do and what they give to others who have done them a favor. People from English-speaking countries tend to show their gratitude more verbally t o others who have helpedthem.Express ing disappr Chinese people are reluctant to express their disproval openly for fear of making others lose face. If People from English-speaking countries are more likely to express their disapprovoval they have to express disapproval,they often prefer to do it in a veryindirect way.al freely and directly.Leave-t aking Chinese people tend to excusethemselves by claiming that theothers must be tired or busy, etc,using the expressions thatimputethe motive of tirednessor business to the other partywhen parting.People from English-speakingcountries would usually findreasons to part related tothemselves rather thanto others.Intercultural InsightExplorationTry to describe and explain the possible similar experiences in your use of English as a foreign language in communicating with native speakers.What a student tells us below can further illustrate the point that how we communicate appropriately in intercultural encounters may not be as simple as we tend to assume:I remember in the first class of oral English when I was a freshman at university, we students habitually addressed our amiable foreign teacher as ―teacher‖as we did to the other Chinese teachers. But he asked us to call him by his first name instead. Since he seemed morethan fifty years old we were embarrassed but gradually we learned that was the suitable way to address a teacher in the United States, for teachers in the United States generally prefer to be seen as equal and like a friend to their students. However, when I was already a junior, to our great surprise, one of our foreign teachers who taught us intensive reading told us that hepreferred to be called by us as ―Professor White‖ or ―Doctor White‖. The reason was simplythat he wanted to be properly respected in China.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% 。
二1 Communication Across__ Cultures
Some frequently used grammatical structures: 1) NP is/looks (really) ADJ Your hair looks really good. 2) I (really) like/love NP I really like your hardwood floors. 3) PRON is (really) a ADJ NP That’s really a beautiful car.
Communication Across Cultures
“学习外语不仅是掌握语言的过程，也是接触 和认识另一种社会文化的过程。因此，要有 意识的结合语言教学向学生传授所学语言国 家社会文化等国情知识，同时增强学生对两 种文化差异的敏感性，使他们逐步具备文化 比较能力，以便提高问文化素质并得体地进 行语言交际。” Key words: Intercultural awareness Communicative competence
How to compliment
Vocabulary and topics
Vocabulary: ADJ: nice, good, great, beautiful, pretty VERB: like, love (is, look) Topic: appearance and possessions Achievement and ability
Comment acceptance评论接受型
2. What did the Chinese intend to mean by replying with “Where! Where!”? 3. What would a westerner say to respond to a similar compliment?
《新编跨文化交际英语教程》复习资料U1
Unit 1 Communication across CulturesSome Ideas Related to Globalization and Intercultural Communication1. What is globalization?Globalization refers to the increasing unification of the world’s economic order through reduction of such barriers to international trade as tariffs, export fees, and import quotas. The goal is to increase material wealth, goods, and services through an international division of labor by efficiencies catalyzed by international relations, specialization and competition. It describes the process by which regional economies, societies, and cultures have become integrated through communication, transportation, and trade. The term is most closely associated with the term economic globalization: the integration of national economies into the international economy through trade, foreign direct investment, capital flows, migration, the spread of technology, and military presence. However, globalization is usually recognized as being driven by a combination of economic, technological, sociocultural, political, and biological factors. The term can also refer to the transnational circulation of ideas, languages, or popular culture through acculturation. An aspect of the world which has gone through the process can be said to be globalized.2. The Challenge of Globalization1) Globalization poses four major challenges that will have to be addressed by governments, civil society, and other policy actors.2) The second is to deal with the fear that globalization leads to instability, which is particularly marked in the developing world.3) The third challenge is to address the very real fear in the industrial world that increased global competition will lead inexorably to a race to the bottom in wages, labor rights, employment practices, and the environment.4) And finally, globalization and all of the complicated problems related to it must not be used as excuses to avoid searching for new ways to cooperate in the overall interest of countries and people. Several implications for civil society, for governments and for multinational institutions stem from the challenges of globalization.3. What Makes Intercultural Communication a Common Phenomenon?1) New technology, in the form of transportation and communication systems, has accelerated intercultural contact. Trips once taking days, weeks, or even months are now measured in hours. Supersonic transports now make it possible for tourists, business executives, or government officials to enjoy breakfast in San Francisco and dinner in Paris — all on the same day.2) Innovative communication systems have also encouraged and facilitated cultural interaction. Communication satellites, sophisticated television transmission equipment, and digital switching networks now allow people throughout the world to share information and ideas instantaneously. Whether via the Internet, the World Wide Web, or a CNN news broadcast, electronic devices have increased cultural contact.3) Globalization of the economy has further brought people together. This expansion in globalization has resulted in multinational corporations participating in variousinternational business arrangements such as joint ventures and licensing agreements. These and countless other economic ties mean that it would not be unusual for someone to work for an organization that does business in many countries.4) Changes in immigration patterns have also contributed to the development of expanded intercultural contact. Within the boundaries of the United States, people are now redefining and rethinking the meaning of the word American. Neither the word nor the reality can any longer be used to describe a somewhat homogeneous group of people sharing a European heritage.4. Six Blocks in Intercultural CommunicationAssumption of similaritiesOne answer to the question of why misunderstanding and/or rejection occurs is that many people naively assume there are sufficient similarities among peoples of the world to make communication easy. They expect that simply being human and having common requirements of food, shelter, security, and so on makes everyone alike. Unfortunately, they overlook the fact that the forms of adaptation to these common biological and social needs and the values, beliefs, and attitudes surrounding them are vastly different from culture to culture. The biological commonalties are not much help when it comes to communication, where we need to exchange ideas and information, find ways to live and work together, or just make the kind of impression we want to make.Language differencesThe second stumbling block — language difference — will surprise no one. V ocabulary, syntax, idioms, slang, dialects, and so on all cause difficulty, but the person struggling with a different language is at least aware of being in trouble.A greater language problem is the tenacity with which some people will cling to just one meaning of a word or phrase in the new language, regardless of connotation or context. The variations in possible meaning, especially when inflection and tone are varied, are so difficult to cope with that they are often waved aside. This complacency will stop a search for understanding. Even “yes” and “no” cause trouble. There are other language problems, including the different styles of using language such as direct, indirect; expansive, succinct; argumentative, conciliatory; instrumental, harmonizing; and so on. These different styles can lead to wrong interpretations of intent and evaluations of insincerity, aggressiveness, deviousness, or arrogance, among others.Nonverbal misinterpretationsLearning the language, which most visitors to foreign countries consider their only barrier to understanding, is actually only the beginning. To enter into a culture is to be able to hear its special “hum and buzz of implication.” This suggests the third stumbling block, nonverbal misinterpretations. People from different cultures inhabit different sensory realities. They see, hear, feel, and smell only that which has some meaning or importance for them. They abstract whatever fits into their personal world of recognition and then interpret it through the frame of reference of their own culture.The misinterpretation of observable nonverbal signs and symbols — such as gestures, postures, and other body movements — is a definite communication barrier. But it is possible to learn the meanings of these observable messages, usually in informal rather than formal ways. It is more difficult to understand the less obvious unspoken codes of the other cultures, such as the handling of time and spatial relationships and the subtle signs of respect of formality.Preconceptions and stereotypesThe fourth stumbling block is the presence of preconceptions and stereotypes. If the label “inscrutable” has preceded the Japa nese guests, their behaviors (including the constant and seemingly inappropriate smile) will probably be seen as such. The stereotype that Arabs are “inflammable” may cause U.S. students to keep their distance or even alert authorities when an animated and noisy group from the Middle East gathers. A professor who expects everyone from Indonesia, Mexico, and many other countries to “bargain” may unfairly interpret a hesitation or request from an international student as a move to get preferential treatment.Stereotypes are over-generalized, secondhand beliefs that provide conceptual bases from which we make sense out of what goes on around us, whether or not they are accurate or fit the circumstances. In a foreign land their use increases our feelingof security. But stereotypes are stumbling blocks for communicators because they interfere with objective viewing of other people. They are not easy to overcome in ourselves or to correct in others, even with the presentation of evidence. Stereotypes persist beca use they are firmly established as myths or truisms by one’s own culture and because they sometimes rationalize prejudices. They are also sustained and fed by the tendency to perceive selectively only those pieces of new information that correspond to the images we hold.Tendency to evaluateThe fifth stumbling block to understanding between persons of differing cultures is the tendency to evaluate, to approve or disapprove, the statements and actions of the other person or group. Rather than try to comprehend thoughts and feelings from the worldview of the other, we assume our own culture or way of life is the most natural. This bias prevents the open-mindedness needed to examine attitudes and behaviors from the other’s point of view.The miscommunication caused by immediate evaluation is heightened when feelings and emotions are deeply involved; yet this is just the time when listening with understanding is most needed.The admonition to resist the tendency to immediately evaluate does not mean that one should not develop one’s own sense of right and wrong. The goal is to look and listen empathetically rather than through the thick screen of value judgments that impede a fair and total understanding. Once comprehension is complete, it can be determined whether or not there is a clash in values or ideology. If so, some form of adjustment or conflict resolution can be put into place.High anxietyHigh anxiety or tension, also known as stress, is common in Cross-cultural experiences due to the number of uncertainties present. The two words, anxiety andtension, are linked because one cannot be mentally anxious without also being physically tense. Moderate tension and positive attitudes prepare one to meet challenges with energy. Too much anxiety or tension requires some form of relief, which too often comes in the form of defenses, such as the skewing of perceptions, withdrawal, or hostility. That’s why it is considered a serious stumbling block. Anxious feelings usually permeate both parties in an intercultural dialogue. The host national is uncomfortable when talking with a foreigner because he or she cannot maintain the normal flow of verbal and nonverbal interaction. There are language and perception barriers; silences are too long or too short; and some other norms may be violated. He or she is also threatened by the other’s unknown knowledge, experience and evaluation.Reading IIntercultural Communication：An Introduction Comprehension 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 thatworld.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 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 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 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 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 theability 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, 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.Case StudyCase 1In this case, there seemed to be problems in communicating with people of different cultures in spite of the efforts made to achieve understanding. We should know that in Egypt as in many cultures, the human relationship is valued so highly that it is not expressed in an objective and impersonal way. While Americans certainly value human relationships, they are more likely to speak of them in less personal, more objective terms. In this case, Richard‘s mistake might be that he chose to praise the food itself rather than the total evening, for which the food was simply the setting or excuse. For his host and hostess it was as if he had attended an art exhibit and complimented the artist by saying, What beautiful frames your pictures are in.In Japan the situation may be more complicated. Japanese people value order and harmony among persons in a group, and that the organization itself－be it a family or a vast corporation－is more valued than the characteristics of any particular member. In contrast, Americans stress individuality as a value and are apt to assert individual differences when they seem justifiably in conflict with the goals or values of the group. In this case: Richard‘s mistake was in making great efforts to defend himself. Let the others assume that the errors were not intentional, but it is not right to defend yourself, even when your unstated intent is to assist the group by warning others of similar mistakes. A simple apology and acceptance of the blame would have been appropriate. But for poor Richard to have merely apologized would have seemed to him to be subservient, unmanly.When it comes to England, we expect fewer problems between Americans and Englishmen than between Americans and almost any other group. In this case we might look beyond the gesture of taking sugar or cream to the values expressed in thisgesture: for Americans, ―Help yourself; for the English counterpart, ―Be my guest. American and English people equally enjoy entertaining and being entertained but they differ somewhat in the value of the distinction. Typically, the ideal guest at an American party is one who ―ma kes himself at home, even to the point of answering the door or fixing his own drink. For persons in many other societies, including at least this hypothetical English host, such guest behavior is presumptuous or rude. Case 2A common cultural misunderstanding in classes involves conflicts between what is said to be direct communication style and indirect communication style. In American culture, people tend to say what is on their minds and to mean what they say. Therefore, students in class are expected to ask questions when they need clarification. Mexican culture shares this preference of style with American culture in some situations, and that‘s why the students from Mexico readily adopted the techniques of asking questions in class. However, Korean people generally prefer indirect communication style, and therefore they tend to not say what is on their minds and to rely more on implications and inference, so as to be polite and respectful and avoid losing face through any improper verbal behavior. As is mentioned in the case, to many Koreans, numerous questions would show a disrespect for the teacher, and would also reflect that the student has not studied hard enough.Case 3The conflict here is a difference in cultural values and beliefs. In the beginning, Mary didn‘t realize that her Dominican sister saw her as a member of the family, literally. In the Dominican view, family possessions are shared by everyone of the family. Luz was acting as most Dominican sisters would do in borrowing without asking every time. Once Mary understood that there was a different way of looking at this, she would become more accepting. However, she might still experience the same frustration when this happened again. She had to find ways to cope with her own emotional cultural reaction as well as her practical problem (the batteries running out).Case 4It might be simply a question of different rhythms. Americans have one rhythm in their personal and family relations, in their friendliness and their charities. People from other cultures have different rhythms. The American rhythm is fast. It is characterized by a rapid acceptance of others. However, it is seldom that Americans engage themselves entirely in a friendship. Their friendships are warm, but casual, and specialized. For example, you have a neighbor who drops by in the morning for coffee. You see her frequently, but you never invite her for dinner --- not because you don‘t think she could handle a fork and a knife, but because you have seen her that morning. Therefore, you reserve your more formal invitation to dinner for someone who lives in a more distant part of the city and whom you would not see unless you extended an invitation for a special occasion. Now, if the first friend moves away and the second one moves nearby, you are likely to reverse this --- see the second friend in the mornings for informal coffee meetings, and the first one you will invite more formally to dinner.Americans are, in other words, guided very often by their own convenience. They tend to make friends easily, and they don‘t feel it necessary to go to a great amount of trouble to see friends often when it becomes inconvenient to do so, and usually no oneis hurt. But in similar circumstances people from many other cultures would be hurt very deeply.。
跨文化交际教学大纲
《跨文化交际》课程教学大纲课程名称：英语教学论课程类别：专业必修课考核类别：考试适用对象：本科适用专业：英语总学时、学分：36学时2学分一、课程教学目的该课程旨在扩大学生的知识面，对西方文化的不同层面有所了解,以提高学生的交际能力。
在传统的外语教学中, 人们往往忽视文化的重要作用, 只注重语言能力的培养而未能顾及交际能力的提高。
近年来国内学者认识到外语教学必须引进文化知识的对比，训练学生灵活运用语言知识, 更好地与外国人沟通, 减少和避免误解。
1二、课程教学要求该课程教学要求学生提高对文化差异的敏感性, 更有效地与外国人进行交际，为英语专业课程的学习和翻译实践能力的提高奠定基础。
三、先修课程跨文化交际是英语专业的必修课, 是在完成了精读、泛读、综合英语、写作等基本技能训练后开设的，旨在增强文化差异的敏感性，增强跨文化交际意识，有助于英语专业课程的学习和翻译实践能力的提高。
因此，学生先期完成英语听说读写等技能训练基本课程，如《基础英语》、《英国文学选读》等课程。
四、课程教学重、难点该课程教学重点在于培养学生对英语国家文2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助学生认识中西文化的异同，分析文化差异的根源, 帮助学生深化对西方文化的理解。
中西文化的差异在表层上很容易识别,但对造成差异的原因却需追根溯源。
东西方在历史,思维方式以及哲学等方面的差异则是造成中国学生对西方文化不解的主要原因,也是该课程的难点。
五、课程教学方法（或手段）教学方法：以课堂讲授为主，适当组织课堂讨论，鼓励学生充分利用课外资源进行探索性、研究性学习。
六、课程教学内容Unit 1 Communication Across Cultures（4学时）3一、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、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4（一）Reading I What Is Culture.（二）Fill-in Task（三）Sharing Knowledge: More About Culture（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, Different5Friendships（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 Dimensions2. Further Reading II High-Context and Low-Context Cultures6Unit 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：1.Discovering Problems: Translating Across Languages2. Translation3. Case Study: Cases 13-16（二）教学难点：71. 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（四）Interview（五）Reading II The Way People Speak（六）Group Work（七）Cultural Information: Making Telephone Calls二、重、难点提示8（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 CodesUnit 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 9Touch（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 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10（一）Reading I The Heartbeat of Culture（二）Identifying Difference: What's the Rush?（三）Group Work（四）Intercultural insight（五）Reading II The Language of Space二、重、难点提示（一）教学重点：1. Cultural information: Home in Various Cultures2. Sharing Knowledge: Cultures Built Into 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 of Space11Unit 8 Cross-Cultural Perception（4学时）一、教学内容（一）Reading I French Leave and Dutch Courage（二）Fill-in Task（三）Cultural information: Who Is Gaijin?（四）Survey（五）Reading II Ethnocentrism and Ethno relativism（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）教学难点：1. Further Reading I Behaviors That Separate Us122. 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（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：131. Further Reading I Sojourner Adaptation2. Further Reading II Developing Mindfulness七、学时分配14八、课程考核方式1.考核方式：考试2.成绩评定：笔试占70%，平时考核（出勤、作业，测验，课堂表现）占30% 。
新编跨文化交际英语教程单元知识点梳理
新编跨文化交际英语教程单元知识点梳理-CAL-FENGHAI.-(YICAI)-Company One1Unit 1 Communication Across Culturesneed for intercultural communication:New technology; Innovative communication system; Globalization of the economy; Changes in immigration patternsmajor socio-cultural elements influence communication are: cultural values;worldview(religion); social organization(family and state).behavior: gestures, postures, facial expressions, eye contact and gaze, touch(Chinese people are reluctant to express their disproval openly for fear of making others lose face.)4. Six stumbling blocks in Intercultural communication(1)Assumption of similarities(2)Language differences(3)Nonverbal misinterpretations(4)Preconception and stereotypes先入之见刻板印象(5)Tendency to evaluate(6)High anxietyUnit 2 Culture and Communication1.Characteristics of Culture: Culture is learned;Culture is a set of shared interpretations;Culture involves Beliefs, Values, and Norms(规范，准则); Culture Affects Behaviors; Culture involves Large Groups of people2.Cultural identity文化身份refers to one’s senseof belonging to a particular culture or ethnic group. People consciously identify themselves with a group that has a shared system of symbols and meanings as well as norms for conduct.3.Characteristics of Cultural Identity：Culturalidentity is central to a person’s sense of self.Cultural identity is dynamic（动态的）. Cultural identity is also multifaceted（多方面的）components of one’s self-concept.4.Intercultural communication defined:Intercultural communication refers to communication between people whose cultural perceptions and symbol systems are distinctenough to alter the communication event.5.Elements of communication: Context; Participants;Message; Channels; Noise; FeedbackUnit 3 Cultural Diversity1.Define worldview and religionWorldview: deals with a culture’s most fundamental beliefs about the place in the cosmos （宇宙）, beliefs about God, and beliefs about the nature of humanity and nature.Religion:refers to belief in and reverence for a supernatural power or powers regarded as creator and a governor of the universe.Three major religions :a. Christian Religions Groups （基督教的）b. Islam （伊斯兰教）c. Buddhism （佛教）nature: (1) is evil but perfectible(2) is a mixture of good and evil(3) good but corruptible(易腐化的)of Man to Nature: (1) subjugation to nature(2) harmony with nature(3) mastery with natureRelationship：Hierarchy; Group; IndividualDimensions: Hofstede identity 5 dimensions individualism vs collectivism; uncertaintyavoidance; power distance; masculinity vsfemininity; long-term vs short-term orientation6. High-Context and Low-context CulturesA high-context(HC)—high-context cultures(Native Americans, Latin Americans, Japanese, Korean and Chinese): information is often provided through gesture, the use of the space, and even silence. Meaning is also conveyed through status(age, sex, education, family background, title, and affiliations) and through an indiv idual’s informal friends and associates.A low-context(LC)—low-context cultures(German, Swiss as well as American) For example, the Asian mode of communication is often indirect and implicit, whereas Western communication tends to bedirect and explicit—that is, everything needs to be stated.For example, members of low-context cultures expect messages to be detailed, clear-cut, and definite. The high-context people are apt to become impatient and irritated when low-context people insist on giving them information they don’t need.。
Unit1_Communication_Across_Cultures解析
Course Requirements
• Preview the text, looking up the new words and expressions before class, and come prepared to share your opinions and questions. • The course intends to improve your intercultural communication competence. You are expected to actively answer questions and participate in class discussions. Ask questions when you do not understand. • Attend class regularly. Repeated unexcused absences or late arrivals will lower your grade average. Inform me in advance if you need to miss class for a legitimate reason and do not forget to give me the note for leave with a stamp or a signature. Students are responsible for all information, assignments, and activities for all classes. • Turn your cell phone off and do not check it for calls or text messages during class.
Unit1Communicationacrosscultures
cues to which people respond, the automatic reactions they have to whatever they see and hear. These often differ, and the differences may introduce misunderstandings where we seek understanding.
2. Do you sometimes find it hard to make yourself properly understood by others? If you do, why do you think it is hard?
It is these different experiences that make up what is called
Communication between:
✓a Chinese university student and an American professor; ✓a white Canadian girl and a South African boy; ✓a first-generation Chinese American and a third generation one; ✓a businessperson from Hong Kong and an artist from Xian; ✓a teenager from Beijing and a teenager from Tibet; ✓a father who is a farmer all his life and his son who works as an engineer; ✓a software technician and a fisherman; ✓a male manager and a female secretary (supposing they are of the similar cultural and social backgrounds) .
跨文化交际复习参考
How many Chinese words you can think of that are used to express communication?
交际、交流、传播、沟通
说了话， 对方懂了，这是交际，也是沟通。说了话，对 方莫名其妙，这不是沟通，只是交际—不产生效果或产生 反效果的交际。（王宗炎）
• Case 1
One cold winter day in a Chinese city, Wang Lin on his way to the library met an American professor who knew very little about China. After greeting him, Wang said: “It’s rather cold. You’d better put on more clothes.” But the professor didn’t appear happy on hearing this.
Unit 1 Communication Across Cultures
• Case Study
reference main points for case 2: in American culture, people tend to say what is on their minds and mean what they say. Mexican culture shares this preference of style with American culture in some situations. Korean people generally prefer indirect communication style, and they tend not to say what is on their minds and rely more on implications. In this case, to many Koreans, numerous questions would show a disrespect for the teacher, and would also reflect the student has not studies hard enough.
跨文化交际全部答案
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 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 past?Today‘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 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 iseverything 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 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 ofsharing 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 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 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 moreinformed 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 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 MichaelFay?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 towardsglobalization?Globalization, 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 anopportunity. 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。
Unit-1-Communication-across-cultures
Reading II: The Challenge of Globalization
Notes:
➢Technological advances have been most effective in creating the borderless world, the global community. ➢From isolation to integration, from isolated to interdependent. ➢What does “globalization” mean economically? ➢Time-spacescompression
Glad to see you. or How do you do?
Apologizing Chinese people seem to apologize less often than English-speaking countries people. The Chinese apologize only when they think it is about something that really matters.
Chinese people tend to excuse themselves by claiming that the other party must be tired or busy, etc, showing consideration for the other party
English-speaking countries
✓Increasing global mobility of people ✓The impact of new electronic media on human communications. ✓The concepts of “local” and “global” are relative. ➢The increasing flow of goods, labor, materials, technology and funds between nations. ➢The impact on multinational corporations. ➢Natural disasters ➢Global instability stems from clashes between cultures
跨文化交际知识点
跨文化交际考试题型UN IT1 communication across cultures1.What have made IC a common phenomenon in our life?•New technology;•Innovative communication systems;•Globalization of the economy;•Changes in immigration patterns.2.Three major socio-cultural elements directly influencingour perception and communication:•Cultural values;•Worldview (religion);•Social organizations (family and state).3.Nonverbal behaviors people can attach meaning to:People can attach meaning to our gestures, postures, facial expressions, eye contact and gaze, touch, concepts of time, and space, but the meanings for those actions often shift from culture to culture.4.Six stumbling blocks in IC:•Assumption of similarities;•Language differences;•Nonverbal interpretations;•Preconceptions and stereotypes;•Tendency to evaluate;•High anxiety.UNIT2 culture and communication1.Five basic needs of human （P41）:•The physiological needs;•The safety needs;•The belongingness needs;•The esteem needs;•The self-actualization needs.2.Three characteristics of culture (P45):•Culture is coherent;•Culture is learned;•Culture is the view of a group of people.Three things culture does：•Culture ranks what is important;•Culture furnishes attitudes;•Culture dictates how to behave.3.Elements of communication（重点）P49：HistoricalCulturerelationship(three variables genderaffecting them) cultureMessages Meanings(elements) SymbolsEncoding and decodingChannels sound(verbal symbols)( two basic channels offace to face communication) sight(nonverbal cues)external noiseNoise internal noisesemantic noiseFeedback4.Understanding culture:•It is a way of thinking, feeling, believing;•It is a “theory”;•It constitutes a storehouse of the pooled learning of thegroup;•The essence of the cultural process is selectivity;•It is learned by individuals and constitutes some part of learned behavior;•It regulates our lives at every turn.5.Essentials of human communication (P68):The basis of human contact communication ( the ability to share your beliefs, values, ideas, and feelings )Essentials of communication:•It is a dynamic process;•It is symbolic;•It is systemic;•It involves making inferences;•It has a consequence;•It is complex.UNIT3 cultural diversity1.About friendship:•In France: a relationship between men；Key word of breaking up：congeniality ;•In Germany: a matter of feeling;Key word of breaking up: mutuality;In England: the basis is shared activity;Key word of breaking up: misjudgment.2.Family structure:The core of any culture family structureA major function of the family socialize new membersof a cultureA major source of cultural difference family structureand their inherentrelationships3.Kluckhohns - Strodtbeck model (重点)P86:Five orientations beliefs and behaviors(图表参照原文)4.Key principles of Confucian teaching:•Social order and stability are based on unequal relationships between people;•The family is the prototype for all social relationship;•Proper social behavior consists of not treating others as you would not like to be treated yourself;•People should be skilled, educated, hardworking, thrifty, modest, patient, and persevering.5.Five cultural dimensions by Geert Hofstede（重点）P99:•Individual versus collectivism;•Uncertainty avoidance;•Power distance;•Masculinity versus femininity;•Orientation to time.Low-context communication system 6.Human interaction（LC VS HC）High-context communication system HC：indirect verbal mode, listener to be responsibleLC: direct verbal mode, speaker to be responsible（重要，图表参照P115）UNIT4 language and culturemunication across cultures and languages is difficultand full of hurdles and pitfalls:•Cultural literacy is necessary to understand the language being used;•All languages have social questions and information questions;•Words in themselves do not carry the meaning. The meaning comes out of the context, the cultural usage;•Language reflects the environment in which we live and cultural values;•People translate concepts from a foreign language and culture with words that fit their priorities;•Different cultures use identical words that have rather different meanings;•Language changes over time;• A language, if spoken in different parts of the globe, ultimately will develop differently.2.Relationship between language and culture （重点，P128）: •They are clearly fused; one reflects the other;•To fully reveal the culture, we must examine the language;•Language is a product of the culture;To practice the culture, we also need language.Language and cultural productsLanguage and cultural practicesLanguage and cultural perspectivesLanguage and cultural communitiesLanguage and persons3.Besides saying no directly, there are other ways ofexpressing no across cultures：•Being silent or showing a lack of enthusiasm; •Offering an alternative;•Postponement (delaying answers);•Putting the responsibility on a third party or something over which you have no control;•Avoidance;•General acceptance of an offer but giving no details; •Diverting and distracting.mon ways the Japanese avoid saying no:•Be vague;•Be silent;•Ask a question;•Change the topic;•Leave;•Tell a white lie;•Refuse to answer the question;•Say yes, but;•Delay answering;•Apologize.5.Equivalence between languages:•Lexical equivalence;•Idiomatic equivalence:•Grammatical-syntactical equivalence;•Experiential equivalence;•Conceptual equivalence.6.The Sapir-Whorf Hypothesis：Central idea language functions, not simply as a device for reporting experience, but also, and more significantly, as a way of defining experience for its speaker.UNIT5 culture and verbal communication 1.What causes miscommunication?•The way ideas are put together into an argument; •The way some ideas are selected for special emphasis; •The way emotional information about the ideas is presented.2.Culture influence communication styles:High involvement styles:•Talk more;•Interrupt more;•Expect to be interrupted;•Talk more loudly at times;•Talk more quickly than those from cultures favoring high considerateness styles.High considerateness styles:•Speak one at a time;•Use polite listening sounds;•Refrain from interrupting;•Give plenty of positive and respectful responses to their conversation patterns.3.Cross-culture verbal communication styles （重点，P179）:Person-oriented and status-oriented verbal styles4.Preferences in the organization of verbal codes （重点，P184）：Organizational preferences in the use of U.S. EnglishOrganizational preferences in other languages and cultures新编跨文化交际英语教程参考答案.pdf/p-595614592.html右击，打开超链接Unit 6 Culture and NonverbalCommunication重点：P204-209, P218-221, P222-226其他文章也需大致浏览一遍1.An overview of nonverbal communication(1)Hand Gestures P192-193Italian/ Russian/ Latin Americans: great hand movers Englishmen: stingy(小气的), controlled/rigidU.S.: any type of hand movement due to a mixture of cultures ◆The Meaning of hand gestures①→A man who uses hand movements when talks appears freer, more open and more honest to an audience than a controlled behavior;②A limited amount of hand movement indicates things like solidity, reliability and confidence③Hand gestures, however, can change the meaning of our words as well as carrying meanings totally by themselves.(2)EyesThe language of eyes---a way of exchanging feelings- is both subtle and complex: gender, class, generation, regional, ethic and national differences.America: avoid staring at people for too longFrance/ Italy: really look for a long timeUnited States and some western cultures: direct eye contact Japan: not look another in the eye, but in Adam’s apple(喉结）China/Indonesia/Mexico: lower eyes to show deference,too much eye contact is rudeWhite Americans: “Look at me when I talk to you”→lack of contact is lack of honestyBlacks: “ don’t look at me in that tone of voice”Korea: never talk or smile at strangersArab: smile at strangers frequentlyAmerica:talk and smile too much--superficial,make and leave friends quicklyVietnam: make long friendsTo people of different cultures, a smile or a laugh may have very different meaningsIn eastern Asian countries: use the face to conceal feelings Japan: smile is a law of etiquette, cultivated from early times In Africa: express surprise, wonder, embarrassment and discomfiture(4)touching behaviorPeople in high contact cultures: “close” is negative and good“far” is negative and badVice Versa people in low contact cultures:England: shaking hands lightly is fineBackslapping or putting an arm around the shoulder South Pacific/ Eastern and western Europe/the Far East/parts of Africa: greet with a handshake and may wave each other at a distanceIn parts of Europe/ Latin America/the Middle East: handshaking can be followed by an embrace or a kiss on the checkIn France and England: the handshake is light and quickU.S.: firm, pumping(上下摇动的), continuedGermany：handshake is firm but quite stiffParts of Africa/India/the Middle East:handshakes are reserved for menKorea: men and women use different forms of handshakesIn France and Russia：men must reach out firstIn Eastern Europe: women must extend her hand before men offerIn Austria/Poland/Romania: handshaking between women and men is sometimes accompanied by a kiss of the woman’s hand by the manKiss:Serve several purposes: greeting and farewell, affection, religious or ceremonial symbolism, deference to a person of higher statusSexual kissing is unknown in some societies, such as Thonga of AfricaP202-203 Eight factors influence touch自己看2.Gender and Nonverbal CommunicationP204-209Touch, or “just a friendly pat on the back”Height, or “Whom do you look up to?”Gaze, or“Are you looking at me？”Gesture and demeanor, or“Act like a lady”Artificial messages, or “What you wear speaks volumes”3.The importance of nonverbal communication●NC is so subtle that a shifting of body zones can also send amessage.●We use the actions of others to learn their affective oremotional states.●NC is significant in human interaction because it isresponsible for first impressions●NC has value in human interaction because many of ournonverbal actions are not easily controlled consciously.4.Functions of nonverbal communication P218Repeating(Accenting): repeat a verbal one to reinforce Complementing: add more information to messages, accent the idea that the speaker is trying to makeSubstituting: when we perform some action instead of speakingRegulating:control the flow of conversationContradicting:our nonverbal actions send signals opposite from the literal meanings contained in our verbal messages.Unit 7 Time and Space Across CulturesTime重点：P229-232，P239-240, P253-257A culture’s conception can be examined from three different perspectives:(1) informal time (2) perceptions of past, present and future (3) chronicler and polychronicclassifications1. Informal timeHow late is “late”？P254In Britain and America, 5minutesIn Arab countries, 15 and 30 minutesIn Italy, 2 hoursIn Ethiopian, not late at allIn Java, not late at allIn Latin America, one is expected to arrive late as a sign of respectIn Germany, arrive on time, otherwise, rude2.perceptions of past, present and future P255(1)Past-oriented culturesFeatures:①People regard past experiences as most important②Place much emphasis on tradition and are often perceived as resisting change;③Use the past as a guide to how to live in the present/ look to past for guidance when confronting new situationsCountry: Britain :“ we have always done it this way”China:“consider the past and you will know the present”(2）Present-oriented culturesFeatures:①People regard current experiences as most important.②They place a major emphasis on spontaneity and immediacy③They experience each moment as fully as possible.Country: Culture with a strong Islamic traditionBecause they believe that future events belong to Allah also tends to perceive the present as a place where past, present and future come together(3)future-oriented culturesFeatures:①People believe tomorrow is most important②Current activities are accomplished not for their own sake but for the potential future benefits③Their fate is at least partially in their own hands and therefore they can control the consequences of their action Country: America: plan for the future/ a very low tolerance for extensions and postponements3.Monochronic（M-time）and Polychronic( P-time)Put forward by Edward Hall(1)M-time: means paying attention to and doing only one thing at a timeFeatures: see time as lineal, segmented and manageable Time is tangibleAppointments and schedules are very important Countries: Germany, Austria, Switzerland and America(2)P-time: means being involved with many things at once Features: more flexible and humanisticEmphasize people more than schedulesTime is less tangibleBreak commitmentsCountries: China(3)The specific differences between M-time and P-time见书本P257Personal Space P239-243 Each person has around him or her an invisible bubble of space which expands and contracts depending on a number of things:the relationship to the people nearby, the person’s emotional state, cultural background, and the activity being performed. The size of the private space is also influenced by social status, gender, age. and level of authority.Private SpaceUnit 8 Cross-culture Perception重点：P272-276, P292-295✓P272 1.Ethnocentrism 民族中心论What is Ethnocentrism?The tendency to judge our values, customs, behaviors, or other aspects of another culture using our own group and our own customs as the standards for all judgments is ethnocentrism.Because of ethnocentrism, we tend to behave like this: we want people ：to believe as we believe,To look as the world as we do.To know things as we want others to knowObjectives: an intention to influence the behavior of others/ to persuade them to accept our point of view.✓Demonstrated in 3 degrees: P274-2751.Low ethnocentrism/ indifferenceLack of sensitivity in our verbal and nonverbal interaction in dealing with others who are different2.Moderate ethnocentrism avoidanceLanguage or dialect switching in the presence of out-group members, and with displayed nonverbal inattention to accentuate in-group connection and avoidance of out-group members3.High ethnocentrism/disparagement 轻视The use of verbal sarcasms, racist jokes, hate-filled speech, and physical violence to marginalize 排斥，忽视or obliterate 消灭the existence of out-group members4.Extremes of ethnocentrismMisunderstanding--->dangerWhen a group of members think their lifestyle is superior, they may decide that they are duty-bound to change the lifestyle of othersEg: wars have even been fought to save the world for democracy.P275 2. Cultural RelativismAll culture are of equal value and the values and behavior of a culture can only be judged using that culture as a frame of reference.Cultural relativism suggests that the only way we can understand the behavior of others is in the context of their culture.Evaluations must be relative to the cultural background out of which they arise.No one cultural trait is right or wrong;----it’s just different from alternative cultural traits.----those who are different from us are not inferior to us.It is not to say we must never make value judgments of people in other cultures. Making them is necessary.Postponing these value judgments or recognizing their tentative 试验性的，暂定的nature，until adequate information is gathered and we understand the people from the other culture.----greatly facilitates understanding and effective communication.P276-278 3. StereotypeStereotypes are the perceptions or beliefs we hold aboutgroups or individuals based on previously formed opinions attitudes.How we form stereotypes:P292①We may categorize people or things by the most obvious characteristics they possess②We may apply a set of characteristics to a whole group of people.③We may give the same treatment to each member of the group.✓Stereotype may vary along four dimensions:direction, intensity, accuracy, and content.Direction: the positive and negative aspects of statements. Intensity: indicate the strength of a belief about a group of peopleAccuracy: half-truths, or partially false.Content: the specific traits attributed to a group of people.✓P281-284 4.PerceptionPerception is the means by which you make sense of your physical and social world.Human perception is usually thought of as a three-step process of selection, organization, and interpretation. Each of these steps is affected by culture.Selection:Within your physiological limitations you are exposed to more stimuli than you could possibly manage. Needs affect what we are more likely to attend to. Organization: language provides the conceptual categories that influence how its speakers’ perceptions are encoded and stored.Interpretation: This refers to attaching meaning to sense data and is synonymous with decoding.People do not always have similar interpretations of the world around them.Many interpretations are learned within a person’s culture. Culture influences interpretations. ①Perception is selective.②Your perceptual patterns are learned.Eg: Among Americans, credible people seem direct, rational, decisive, unyielding, and confident.Among the Japanese, credible people are perceived as being indirect, sympathetic, prudent, flexible and humble.5.PrejudiceTrue prejudices are those negative attitudes directed toward groups, especially racial and religious groups, that are formed by highly personal and unseasoned generalizations about all or most members of the group.Causes of prejudice:Ignorance / Insecurity /Lack of interaction✓Five common forms of prejudice:Verbal abuse, physical avoidance, discrimination, physical attack, and massacre 大屠杀①Verbal abuse：ethnic jokes②physical avoidance: avoiding making friends, going out, studying, or working with certain people③Discrimination: the denial of equal opportunities to outgroup members.④physical attack: punishing the group of people who are disliked⑤Massacre: the worst result.We gradually develop our stereotypes and prejudices through the process of learning and socialization.The bad effects of stereotypes and prejudice:①Prevent us from interacting with people of different backgrounds;②Produce negative feelings during the interactions;③Lead to unnecessary conflicts when they are intense. Solution: be empathic: show understanding/ be open-minded/be imaginative/show a commitment or willingness to understand our culturally different partners.Unit 9 Intercultural Adaptation重点：P299-304, P322-326, P327-331 Culture Shock: refers to the transition period and theaccompanying feelings of stress and anxiety a person experiences during the early period upon entering a new culture.(it refers to the traumatic experience that an individual may encounter when entering a different culture.)Symptoms of culture shock:Physical Symptoms: a constant headache, an upset stomach, and sleeplessnessPsychological Symptoms:①anxiety, irritability,paranoia, extreme homesickness, loneliness, excessive concern over health and safety, and feelings of powerlessness and helplessness.②communication based such as withdrawal from relationship and conversation, excessive complaining, frustration and defensive communication.Major stages of adjustment in the new culture: P300-303 Predeparture Stage:simultaneously excited and waryStage one: everything is beautiful:a sense of excitement, pleasure and self-satisfaction. enthusiasm 3and curiosity ,sense of euphoria过度兴奋the honeymoon stageStage two: everything is awfulmore anxious, restless, impatient and disappointedStage three: everything is OKAdaptation and reentrySuggestions in culture shock and in longer-range adaptation①Do not become over-reactionary②Meet new people③Try new things④Give yourself periods of rest and though⑤Work on your self-concept⑥Write⑦Observe body language⑧Learn the verbal languageChallenges to sojourner adaptation: p322-326Ethnocentrismlanguage barriersdisequilibriumlength of staylevel of knowledgeKey qualities of a mindful state of being:p327-331creation of new categoriesopenness to new informationawareness of more than one perspectiveUnit 10 Acquiring Intercultural Competence 重点：P339-340, P346-350P339“Betweenness of identity”is a state of mind that is distinct from that of a typical,traditional standard in either native language and culture or second language and culture.is a result of the whole recreation process of a person’s own identity after taking different characteristics from the second language or culture into the person’s original identity, arranging and integrating them so that the whole self identity can stand coherently. →another,originally created, independent oneP344-346Metaphors of the U.S. Cultural Diversity①The Melting Pot: describe multiple cultures in the U.Sis like a huge crucible(坩埚), a container that can withstand extremely high temperatures and can therefore be used to melt, mix, and ultimately fuse together metals or other substances.But many groups maintain their own unique and distinctive heritages.②The Tributaries：the mix of culturesis like a huge cultural watershed, providing numerous paths in which the many tributary cultures can flow.But: imply that the cultural groups will ultimately and inevitably blend together into a single, common current.suggest the tributaries are somehow subordinate to or less important than the mighty river into which they flow.③The Tapestry(挂毯):But：a tapestry is rather static and unchangeable. While cultural groups in the United States are more fluid than the tapestry metaphor might imply.④The Garden Salad: but is suggests an absence of firmness and stability. Cultural groups in the United States are not always moving, mixing, and mingling with the speed and alacrity that the metaphor would suggest.P346-350 How to improve intercultural communication①introspection(自省) should begin with your own culture ,regardless of what that culture might be.our understanding of ourselves as cultural beings②identify those attitudes, prejudices, and opinions that we all carry around and that the bias the way the world appears to us.③knowing yourself is to learn to recognize your communication style-the manner in which you present yourself to others.。
AcrossCultures
AcrossCulturesUnit one Communication Across CulturesI．Warm upRead the following and answer the questions below：There is a folk tale that comes to us from the foothills of the Himalayas(喜马拉雅山脉). A man was trying to explain to a blind friend what colors are. He begins with the color white.“Well,” he said, “it is like snow on the hills.”“Oh,” the blind man said, “then it must be a wet and dampish(有些潮湿的) sort of color, isn’t it ?”“No, no,” the man said, “it is also the same color as cott on or wool”“Oh yes, I unders tand. It must be fluffy(绒毛似的，蓬松的)color”“No, it is also like paper.”“Then it must be a crackling or fragile color,” said the blind man.“No, not at all. It is also like china.”Questions1．Why is it difficult to explain to a blind person what colors are?2．Do you sometimes find hard to make yourself properly understood by others? If you do, why do you think it is hard?II. An introduction to Intercultural Communication1. What is intercultural communication?Intercultural communication can be simply defined as communication between people of different cultures.intercultural communication = communication across cultures = communication between cultures(people fromdifferent cultural background ).2. What is the history of intercultural communication?Intercultural communication has a long history. The need for intercultural communication is as old as humankind. In the ancient time, there had been wandering tribes, traveling traders and religious missionaries(传教士) traveling to alien(外国的，异族的) lands to encounter (to meet , trade or preach ) other people of different cultural background. Due to the cultural differences, these early meetings turned outto be hostile, because knowing, understanding and recognizing another culture is difficult. Greek playwright Aeschylus once wrote 2000 years ago: “Everyone is quick to blame the alien.” That is why there were many wars in the history of the world. In fact, it is quite true i n today’s society. It is not uncommon to hear people say that most, if not all of the social and economic problems are caused by minorities and immigrants.Today communication between cultures become more numerous and more frequent because of the globalization of the world.People in the world interact in the fields of politics, economy, culture, military, education, etc..Communication in the historyIn ancient time, it is very difficult for people to communicate with each other since the transportation facilities are not available. Maybe you have heard the following stories: Case 1A message in a bottle is a form of communication whereby a message is sealed in a container (typically a glass bottle, but could be any medium, so long as it floats and remains waterproof) and released into the sea or ocean. Among other purposes theyare used for scientific studies of ocean currents.In the 16th century, the English navy, among others, used bottle messages to send ashore information about enemy positions. Queen Elizabeth I even created an official position of "Uncorker of Ocean Bottles", and anyone else opening the bottles could face the death penaltyIn 1914, British World War I soldier Private Thomas Hughes tossed a green ginger beer bottle containing a letter to his wife into the English Channel. He was killed two days later fighting in France. In 1999, fisherman Steve Gowan dredged up the bottle in the River Thames. Although the intended recipient of the letter had died in 1979, it was delivered in 1999 to Private Hughes' 86-year old daughter living in New Zealand.Case 2Marco Polo was born in 1254 and he died in 1324. He was an Italian explorer from Venice. His father and uncle were both merchants. He was seventeen on his first journey to China in 1271. Marco Polo travelled to China with his father and uncle over the Silk Road which was an overland route to China. He worked for Kublai Khan, the Mongol Emperor, for seventeen years. He sailed home instead of going overland. He brought back ivory, jade, jewels, porcelain and silk. He told about the Chinese use of coal, money and compasses. He met Rustichello, a famous writer, who wrote about Marco Polo's travels in a book called THE BOOK OF TRAVELS. Marco Polo became famous for his travels through Central Asia and China. His book gave Europeans some of their earliest information about China.Case3You have heard the poem written by Dumu：“长安回望绣成堆，山顶千门次第开。
新编跨文化交际英语教程——案例分析（主编：许力生）Word打印版
Unit 1Communication Across CulturesCase 1 (Page 23)This case took place in 3 cultures. There seemed to be problems in communicatingwith people of different cultures in spite of the efforts to achieve understnading.1）In Egypt as in many cultures, the human relationship is valued so highly that it is not expressed in an objective and impersonal way. While Americans certainly value human relationships, they are more likely to speak of them in less personal, more objective terms. In this case, Richard’s mistake might be that he choseto praise the food itself rather than the total evening, for which the food was simply the setting or excuse. For his host or hostess it was as if he had attended an art exhibit and compliment ed the artist by saying, “What beautiful frames your pictures are in!”2）In Japan the situation may be more complicated. Japanese people value order and harmony among a group, and that the group is valued more than any particular member. In contrast, Americans stress individuality and are apt to assert individual differences when they seem justifiably to be in conflict with the goals or values of the group. In this case, Richard’s mistake was making great efforts to defend himself even if the error is notintentiona. A simple apology and acceptance of the blame would have been appropriate3) When it comes to England, w expect fewer problems between Americans and Englishmen than between Americans and almost any other group. In this case we might look beyond the gesture of taking sugar or cream to the valuess expressed in this gesture: for Americans, “Help yourself”; for the English counterpart, “Be my guest.” American and English people equally enjoy entertaining and being entertained, but they differ in the value of the distinction. Typically, the ideal guest at an American party is obe who “makeshimself at home”. For the English host, such guest behavior is presumptuous or rude.Case 2 (Page 24)A common cultural misunderstanding in classes involvs conflicts between what is said to be direct communication style and indirect communication style. In American culture, people tend to say what is on their minds and mean what they say. Therefore, students in class are expected to ask questions when they need clarification. Mexican culture shares this preference of style with American culture in some situations, and that’s why the students from Mexico readily adopted the techniques of asking questions in class.However, Korean people generally prefer indirect communication style, and therefore they tend not to say what is on their minds and to rely more on implications and inference, so as to be polite and repectful and avoid losing face through any improper verbal behavior. As is mentioned in the case, to many Koreans, numerous questions would show a disrespect for the teacher, and would also reflect that the student has not studied hard enough.Case 3 (Page 24)The conflict here is a difference in cultural values and beliefs. In the beginning, Mary didn’t realize that her Dominican sister saw her as a member of the family, literally. In the Dominican view, family possessions are shared by everyone of the family. Luz was acting as mostDominican sisters woould do in borrowing without asking every time. Once Mary understood that there was a different way of looking at this, she would become more accepting. However, she might still experience frustration when this happened again. She had to find ways to cope with her own emotional cultural reaction as well as her practical problem (the batteries running out).Case 4 (Page 25)It might be simply a question of different rhythms. Americans have one rhythm in their personal and family relations, in their friendliness and their charities. People from other cultures have different rhythms. The American rhythm is fast. It is characterized by a rapid acceptance of others. However, it is seldom that Americans engage themselves entirely in a friendship. Their friendship are warm, but casual and specialized. For example, you have a neighbor who drops by in the morning for coffee. You see her frequently, but you never invite her for dinner------not because you don’t think she could handle a fork and a knife, but because you have seen her that morning.Therefore, you reserve your more formal invitation to dinner for someone who lives in a more distant part of the city and whom you would not see unless you extended an invitation for a special occasion. Now, if the first friend moves away and the second one moves nearby, you are likely to reserve this------see the second friend in the mornings for informal coffee meetings, and invite the first one more formally to dinner.Americans are, in other words, guided very often by their own convenience. They tend to make friends rapidly, and the y don’t feel like it necessary to go to a great amount of trouble to see friends often when it becomes inconvenient to do so, and usually no one is hurt. But in similar circumstances, people from many other cultures would be hurt very deeply.Unit 2Culture and CommunicationThe analysis of this case: (Page 38)The least three things among the following Tom did that were regarded to be impolite:b. Tom opens the gift as soon as he is presented with it.d. Tom does not make a second offer of drinks when they refuse the first.e. Tom talks about the cost of living in the U.S.A.f. Tom does not ask them to stay longer when they say they must be leaving.g. Tom does not go out to see them off.Case 5 (Page 60)Analysis: The Chinese guide should refuse the first offer because he is obeying the Chinese rules for communication. We Chinese are modest, polite and well-behaved. Maybe the guide is waiting for a second or third offer of beer, but he doesn’t know the reasons behind the rule in American culture that you do not push alcoholic beverages on anyone. A person may not drink for religious reasons, he may be a reformed alcoholic, or he may be allergic. Whatever the reason, you donot insist on offering alcohol. So they politely never made a second offer of beer to the guide.Case 6 (Page 61)When a speaker says something to a hearer,there are at least three kinds of meanings involved:utterance meaning, the speaker’s meaning and the hearer’s meaning. In the dialogue, when Litz asked how long her mother-in-law was going to stay, she meant that if she knew how long she was going to saty in Finland, she would be able to make proper arrangements for her, such as taking her out to some sightseeing. However, her mother-in-law took Litz’s question to mean “Litz does not want me to saty for long”. From the Chinese point of view, it seems inappropriate for Litz to ask such a question just two days after her mother-in-law’s arrival. If she has to ask the question, it would be better to ask some time later and she should not let her mother-in-law hear it.Case 7 (Page 62)Analysis:Keiko insists on giving valuable gifts to her college friends, because in countries like Japan, exchanging gifts is a strongly rooted social tradition. Should you receive a gift, and don’t have one to offer in return, you will probably create a crisis. If not as serious as a crisis, one who doesn’t offer a gift in return may be considered rude or impolite. Therefore, in Japan, gifts are a symbolic way to show the care, respect, gratitude and further friendship. Keiko’s college friends would rather round up some of the necessary items and they are willing to have her use them. They really expected nothing from her. For in America, people donate their used household items to church or to the community. They would never consider these old items as gifts to Keiko. So Keiko’s valuable gifts have made her American friends feel uncomfortableCase 8 (Page 62)When the Chinese girl Amy fell in love with an American boy at that time, it seems that she preferred to celebrate Chritmas in the American way, for she wanted very much to appear the same as other American girls. She did not like to see her boyfriend disappointed at the “shabby” Chinese Christmas. That’s why she cried when she found out her parents had invited the minister’s family over for the Christmas Eve dinner. She thought the menu for the Chritmas meal created by her mother a strange one because there were no roast turkey and sweet potatoes but only Chinese food. How could she notice then the food chosen by her mother were all her favorites?From this case, we can find a lot of differences between the Chinese and Western cultures in what is appropriate food for a banquet, what are good table manners, and how one should behave to be hospi table. However, one should never feel shame just because one’s culture is different from others’. As Amy’s mother told her, you must be proud to be different, and your only shame is to have shame.Unit 3Cultural DiversityCase 7 (Page 76)Between friends there is inevitably a kind of equality of give-and-take. But in different cultures, people view this differently. In Chinese culture,friendships develop slowly because they are built to last. We Chinese prefer the saying “A friend indeed is a friend in need.” And we never refuse theasking for help from a friend. We never forget the timely help by a friendwhen we are on the rocks. But In American culture, they view this in adifferent way. Once helped, they offer their help only once. That’s whyJackson said that Mr. Zhao was asking too much. In their view, friendshipsare based on common interests.1 Different Lands, Different Friendships (P 77)●French Friendships●German Friendships●English Friendships●Chinese Friendships (见补充材料）●American Friendships (见补充材料）补充案例（American Friendship）Two mothers, Carmen and Judy, are talking to each other at a park while their children are playing together in the sand.Caemen: Hi, Judy.Judy: Hi, Carmen. How are you?Carmen: Fine. I’m glad to see that our children like to play together.Judy: Yeah, me too. I remember just a month ago they weren’tsharing their toys.Carmen: Now it looks like they’re enjoying each other.Judy: Finally! Maybe we could get together at each other’s ho usessometime. I’m sure the kids would enjoy that.Carmen: Sure. That’d be nice.Judy: Well, let’s do it soon.Carmen: O.K.(Judy and Carmen continue to talk while their children play.) Case AnalysisJudy and Carme n are not real friends. They don’t want to get together, really. They once met each other a month ago. Americans sometimes make general invitation like “Let’s get together sometimes.” Often this is just a way to be friendly. It is not always a real invit ation. If they’d like to set a specific (exact) time, that means a real offer.2 Family Structure (P83)●Chinese Family●Filipinos Family●Vietnamese Family●Japanese Family (See Case 9 and Case 10)●Latin American FamilyCase 9 (Page 96)Traditional Japanese respect their elders and feel a deep sense of duty toward them. The elders in traditional Japanese families are typically overpowered. So the grandfather seemed to be an absolute authority for the young chairman. In Japanese culture challenging or disagreeing with eilder’s opinions would be deemed as being disrespectful. That is why the young chairman said nothing but just nodded and agreed with his grandfather. And it results in the Japanesecompany’s withdrawal from the negotiations concerning a relationship with Phil’s company a week later.Case 10 (Page 97)In Japan, a company is very much like a big family, in which the manager will take care of the employees and the employees are expected to cevote themselves to the development of the company and, if it is necessary, to sacrifice their own interests for the interests of the company. But to the French, a company is just a loosely-knit social organization wherein individuals are supposed to take care of themselves and their families. And the family is the number one priority, which is unlike the Japanese model “not involving females and the right to decide by dominant male”.Case 11 (Page 97)In most cultures, an apology is needed when an offence or violation of social norms has taken place. To many Westerners, Japanese apologize more frequently and an apology in Japanese does not necessarily mean that the person is acknowledging a fault. To many Japanese, Westeners may seem to be rude just because they do not apologize as often as the Japanese would do. In this case, the atitude of the Australian student’s parents is shocking the Japanese but will be acceptable in an English-speaking society, for the student is already an adult and can be responsible for her own deeds.Case 12 (Page 98)In this case, it seems that the Chinese expectation were not fulfilled. First, having two people sharing host responsibilities could be confusing to the Chinese.Second, in China, it is a tradition for the host to offer a welcome toast at the beginning of the meal. By not doing so, the Canadian might be thought rude. The abrupt departure of the Chinese from the banquet was probably an indication that they were not pleased with the way they were treated. The Canadians’ lack of understanding of the C hinese culture would be a problem in their dealing with the visiting delegation.。
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One way to approach this: think about the world before globalization
Distance mattered—space often measured in time Territorial boundaries more or less kept things in and out Society and culture had spatial referents Everything had its “place” (literally)
What is supraterritoriality超越 领域性 ?
Super means over and supra means under, and territoriality represents how someone feels about sharing their environment. If you are supraterritorial, you'll be submissive to others coming into your territory.
Stegler, p. ix
time-space compression deterritorialization and supraterritoriality
-global mobility -global village -global market -global manager -global warming -global economy
People and communities are also under globalization pressures
Globalization pressures people and communities towards: - Cultural convergence - Plurality of cultures - Inclusion of all parties But also pressures people and communities towards: - Cultural divergence - Cultural pluralism - Exclusion of some parties
And this text was written by a Filipino operating on technology patented by Bill Gates, who had borrowed it from the Japanese. And you’re probably sitting there reading this on a clone of the American IBM that depends heavily on Taiwanese hardware and has a Korean monitor 显示屏 assembled by Bangladeshi workers at a Singaporean factory, transported by truck by Indians, stolen in an ambush伏击 transported by truck orchestrated策划 by Indonesians and finally sold to your country of residence by the Chinese. THAT is globalization!"
Communication Across Cultures
I. The Challenge of Globalization
Globalization Definition:
An economic phenomenon? A social phenomenon? A cultural phenomenon?
What is the driving force?
technology – telecommunications – computers
“Over the past decade globalization has been driven by technological advances…..But globalization has also been driven by policies and ideas…” Bosworth & Gordon
The movement towards the expansion of economic and social ties between countries through the spread of corporate institutions and the capitalist philosophy that leads to the shrinking of the world in economic terms.
Bosworth and Gordon: A survey of some key processes
Expansion of international commerce Rising importance of private capital flows Increasing travel and migration Increased communication and interaction between peoples
16
Globalization: A Preliminary Definition
“an unprecedented compression of time and space reflected in the tremendous intensification of social, political, economic, and cultural interconnections and interdependencies on a global scale.”
What is globalisation? An English princess and her Egyptian lover perish in a car crash inside a French tunnel while traveling in a German vehicle with a Dutch engine driven by a Belgian, who had earlier had a sip of Scottish whisky and was trying to elude避开 their Italian paparazzi 自 由摄影师pursuers driving a Japanese motorbike. She is administered使用 CPR心肺 复苏术 by an American paramedic护理人员 using Brazilian pharmaceuticals.
In a world of deterritorialization and supraterritoriality:
Distance becomes almost irrelevant (the end of distance) Boundaries are increasingly permeable. Groups and cultures increasingly don’t have a territorial basis (deterritorialization) A new kind of non-physical “place” is emerging (supraterritoriality)
பைடு நூலகம்
Amartya Sen: Normative常规的 Debates (Good vs. Bad) Whether globalization is a Western curse Whether globalization fairly benefits the poor Whether the institutional infrastructure of globalization is adequate