chapter VI mass communication
传播学英语词汇
传播学英语专业词汇传播Communication 内向/自我传播Intrapersonal Communication人际传播Interpersonal Communication 群体传播Group Communication组织传播Organization Communication 大众传播Mass Communication单向传播One-Sided Communication 双向传播Two-Sided Communication互动传播Interactive Communication 媒介Media大众传播媒介Mass Media 新媒介New Media 新闻洞News Hold新闻价值News Value 传播者Communicator 主动传播者Active Communicator 受传者/受众/阅听大众Audience 受众兴趣Audience Interest受众行为Audience Activity 信息Information 信号Signal 讯息Message信息熵Entropy 冗余/冗余信息Redundancy 传播单位Communication Unit奥斯古德模式Osgood Model 编码Encode 解码Decode 信源Source传播的数学理论Mathematical Theory of Communication传播渠道Communication Channel 有效传播Effective Communication传播效果Effects知识沟Knowledge-Gap 使用与满足模式Uses and Gratifications Model使用与依从模式Uses and Dependencys Model 口传系统System of Oral Communication 地球村Global Village 内爆Implosion 全球化Globalization本土化Localization 数字化Digitalization 电子空间Cyber Space文化帝国主义Culture Imperialism 跨文化传播Intercultural Communication守门人Gatekeeper 新闻采集者News Gatherers 新闻加工者News Processors模式Model 有线效果模式Limited Effects Model适度效果模式Moderate Effects Model 强大效果模式Powerful Effects Model子弹论Bullet Theory两级传播模式Two-Step Flow Model 多级传播模式Multi-Step Flow Model沉默的螺旋模式Spiral of Silence Model 劝服传播Persuasive Communication议程设置模式the Agenda-Setting Model 时滞Time Lag最合适效果跨度Optimal Effects Pan 时间跨度Time Span 公众舆论Public Opinion 选择性接触Selective Exposure 选择性注意Selective Attention选择性理解Selective Perception 选择性记忆Selective Retention可信性提示Credibility Heuristic 喜爱提示Liking Heuristic共识提示Consensus Heuristic 意识形态Ideology 霸权Hegemony权力话语Power Discourse 视觉文本Visual Text 文本Text超级文本Hypertext 结构主义Constructionism 解构主义Deconstructionism 文化工业Culture Industry 大众文化Mass Culture 文化研究Cultural Studies 符号学Semiotics/Semiology符号Sign 能指与所指Signified/Signifier 非语言符号Nonverbal Sign非语言传播Nonverbal Communication 意指Signification话语理论Theories of Discourse文化期待Culture Expectations 文化批判Culture Criticizing 范式Paradigm叙事范式Narrative Paradigm 强语境High Context 弱语境Low Context功能理论Functionalism 话语分析Discourse Analysis传播的商品形式the Commodity Forms of Communication 受众商品Audience Commodity 商品化Commodification 空间化Spatialization结构化Structuration媒介集中化Media Conglomeration 传媒产业Media Industry注意力经济Attention Economy 媒介竞争Media Competition传媒英语专业词汇accredited journalist n. 特派记者advertisement n．广告．advance n．预发消息；预写消息affair n．桃色新闻；绯闻attribution n. 消息出处，消息来源back alley news n. 小道消息back grounding n．新闻背景body n. 新闻正文boil vt．压缩(篇幅) box n. 花边新闻brief n. 简讯bulletin n．新闻简报byline n. 署名文章contribution n．(投给报刊的)稿件;投稿contributor n．投稿人copy desk n．新闻编辑部correspondent n.驻外记者；常驻外埠记者cover vt．采访;采写covert coverage 隐性采访;秘密采访daily n．日报dateline n．新闻电头deadline n．截稿时间dig vt．深入采访；追踪(新闻线索)；“挖”(新闻) digest n．文摘。
跨文化交际最终版
Chapter1:Needs and purposes for communication: 10 survival, co-operation, personal needs, relationships, persuasion, power, social needs, information, making use of the world, self-expression.Com: dynamic, interactive, irrevocable, contextual.Human com. ----non-social (intrapersonal…); social (interpersonal, organizational, mass…) Physical com--- (animal, human-animal, human-machine, machine-to-machine)Components of com.:8 Message:the content of com and ideas from one person to another. Sender: the person who sends the message Receiver: receive Channel/medium: the ways of sending and receiving messages. Noise: the disturbances along the com process, which may result in unintended message perceived by the receiver. Feedback: the reaction from the message receiver to the sender. (Positive & negative) Encoding: the process of the sender putting the message into a signal Decoding: the process of the receiver interpreting the signal from the sender. Models of com: 3 the linear-simple, it is actually more applicable to public speaking than it is to interpersonal com; the interactive (circular)-emphasize the control and feedback; the contextualized-this model adds the dimension of a situation and its surroundings.Internal com:the com taking place within a given organization through such written and oral channels as memos, reports, proposals, meetings, oral presentations, speeches, and person-to-person and telephone conversations.(downward com, upward, horizontal) Downward: the com from the management to the employees, which is a one-way orders and infor. Upward: the transfer of infor in the opposite direction, from subordinate to superior. Horizontal: the com between the employees who work at the same level.External com: the com between the organization and the outside institutions and people-the general public, customers, vendors, and other businesses, and government officials.Intercultural communication: is the term first used by Edward T. Hall in1959 and is defined as interpersonal com between members of different cultures.Consist of cognitive, affective, operational components.Intercultural business communication: com among individuals or groups from different cultural backgrounds in a business environment.International com:takes place between nations and governments rather than individuals; it is quite formal and ritualized.Interethnic com: com between people of the same race but different ethnic backgrounds. Interracial com:it occurs when the sender and the receiver exchanging messages are from different races which pertain to different physical characteristics.Interregional com: the exchange of messages between members of the dominant culture within a country.Intercultural com as a phenomenon (universal, long time, daily occurrence); as a disciplinePotential problem in IC:avoidance of the unfamiliar, uncertainty reduction, withdrawal, stereotyping, prejudice, racism, misuse of power, culture shock, ethnocentrism.Culture shock: It is a psychological phenomenon that is experienced most often by those who, whether voluntarily or involuntarily, in the process of adjusting themselves to a new culture.5 stages of culture shock can be identified as: honeymoon stage, hostility stage, recovery stage, adjustment stage, adjustment stage and biculturality stage.Racism: the belief that one racial category is innately superior to another.stereotypes ：a form of generalization about some group of people, or a means of organizingimages into fixed and simple categories that are used to stand for the entire collection of people. ethnocentrism ：the view of things in which one’s own group is the center of everything, and all others are scaled and rated with reference to it.prejudice ：It refers to negative attitudes towards other people that are based on faulty and inflexible stereotypes. It is an unfair, biased, or intolerant attitude towards another group of people.Acculturation/enculturation：It is culture change that results from continuous firsthand contact between two distinct cultural groups.Chapter2Culture:is the total accumulation of beliefs, customs, values, behaviors, institutions and com patterns that are shared, learned, and passed down through the generations in an identifiable group of people. 3 categories of elements: artifact, concepts, behavior.Characteristics: learned; influences biological process; transmitted from generation to generation; selective; ethno-centric; an integrated system; subject to change.5 metaphors: an iceberg; an onion-symbol, hero, ritual, value (our software); the water a fish swims in; the story we tell ourselves about ourselves; the grammar of our behavior.Value: a broad tendency to prefer certain states of affairs over others. 3 types: universal values; cultural-specific values; peculiar expression or deviations of individuals within cultures. Florence Kluckhohn and Fred Strodtbeck (basic values): human nature; relationship to nature; sense of time; activity; social relationships (hierarchy, group, individual)Hofstede-Bond value dimensions (work-related values): individualism & collectivism; power distance; uncertainty avoidance; masculinity & femininity; long-term versus short-term orientation Trompenaars’s cultural dimensions of business executives includes universalism and particularism; individualism and communitarianism; neutral and emotional; specific and diffuse; achievement and ascription; attitudes to time; attitudes to the environment.Edward Hall’s high and low context orientation.Individualism (short-term, voluntary less intensive relationships):the extent to which a society is a loosely knit social framework in which people are supposed to take care of only of themselves and their immediate families. Collectivism (long-term, involuntary more intensive relationships): emphasizes common interests, conformity, cooperation, and interdependence. In-group out-groupPower distance: attitudes toward differences in authority. High- Philippines, Mexico, Venezuela. Low- Israel, Denmark, Austria.Uncertainty avoidance:a measure of how accepting a culture is of a lack of predictability. Strong-Portugal, Greece, Peru, Belgium, Japan. Low-Sweden, Denmark, Ireland, Norway, USA, Finland, Netherlands.Masculinity: comes from masculine and implies aggressiveness and assertiveness. (High-Japan, Austria, Switzerland, Mexico) Femininity:comes from feminine and stresses nurturing, caring attention to people’s feel ings and needs. (High-Scandinavian countries, Chile, Portugal, Thailand) Long-term orientation looks into the future; Short-term orientation stresses past and present. Kuluckhohn Hofstede 同&不同: all talking about meaningful values found in all cultures. Power distance相似hierarchy;individualism versus collectivism相似individual values and group values. But Hofstede adds more details and describes how these values are reflected in the attitudes and behaviors of people working in organizations. Institutional collectivism: the degreeto which organizational and societal practices encourage and reward collective distribution of resources and collective action. In-group collectivism the degree to which individuals expresses pride, loyalty, and cohesiveness in their organizations or families. Gender egalitarianism:the degree to which a collective minimizes gender inequality. Assertiveness: The degrees to which individuals are assert, confrontational, and aggressive in their relationships with others. Humane orientation:the degree to which a collective encourages and rewards people for being fair, altruistic, generous, caring, and kind to others. Future orientation:the extent to which people engage in future-oriented behaviors such as delayed gratification, planning, and investing in the future. Performance orientation: the degree to which a collective encourages and rewards group members for performance improvement and excellence.high-context culture ：a culture in which meaning is not necessarily contained in words. Information is provided through gestures, the use of space, and even silence. low-context culture ：a culture in which the majority of the information is vested in the explicit code. Example: A German, an American, a Japanese to the same restaurant, ordered a hamburger are the result of the negligence of the cook the meat of the three have burned the hamburgers, and asked the three people would say German paste directly criticize the meat, criticized the chef; Americans said that although the meat tastes very good, but bread, salad, shallot taste pretty good; The Japanese would say, bread, salad, onion is delicious.Chapter3Language: a symbolic code of communication of a set of sounds with understood meanings and a set of rules for constructing messages. Dialect; accent; argot; jargon; slang; branding; linguistics; semantics; syntactics; pragmatics; phonetics.The relationship between language and culture: Language is a reflection of culture, and culture is a reflection of language. Culture influences language by way of symbols and rules for using those symbols, as well as our perceptions of the universe. Language, on the other hand, would seem to have a major impact on the way an individual perceives and conceptualizes the world. Example: the Chinese and Japanese have a variety of words for rice and tea; 中英外祖母的称谓Language determinism:language determines culture. It was put forward by Sapir and Whorf. Example:in Hopi, if you want to say he is running/he ran, just say Wari. It refers to present continuous tense and simple past tense. But in English, as we know, tense is very important. Linguistic relativity:verbal communication ：communication done both orally and in written languageAt lexical level: denotational meaning and connotational meaning. Comparing Chinese and English word meanings--animals and metaphors; color words; number words; sports and idioms. pragmatics：it is the study of how speakers use the language to reach successful communication, and the study of the effect that language has on human perceptions and behaviors.At pragmatic level: pragmatic rules; face and politeness (Grice the cooperative principles 4 maxims: quantity, Quality, relation, manner maxim G. Leech 6 maxims: tact, generosity, approbation, modesty, agreement, sympathy maxim)Chinese conception of limao: respectfulness, modesty, attitudinal, warmth, refinement. Comparing Chinese and English Speech Act: address (3 differences-Chinese proper name is arranged in the order of surname plus given name; Chinese kinship terms have extended and generalized usage; most occupational titles can be used as address terms in Chinese), greeting and leave-taking, invitation(generosity and tact maxims) and response, compliment and response, apologies and response.Taboos: practices or verbal expressions considered by a society or cultures as improper or unacceptable.At discourse level: linear (linearity, object, logical-English); Semitic (zigzagged, parallelistic); oriental (circular, subject, spiral); romance (digressive, back-and-forth); Russian (dotted lines, freer). Comparing Chinese and English discourse patterns: linear and nonlinear language; deductive (topic-first, deductive, from general to specific) and inductive (topic-delayed, indirect, from specific to general) pattern.Characteristics of Verbal context: indirect (high) and direct; succinct (high, high), exacting (low context, low uncertainty avoidance) and elaborate (high); contextual (high) and personal; affective (high context) and instrumental.Chinese verbal style:implicit communication; listening tenderness; politeness; a focus on insiders; face-directed communication strategies.Translator needs to do: a high level of fluency in both of language being used; a comprehensive vocabulary of a specific subject area; highly sensitive to the contexts of intercultural communication.Chapter4Nonverbal communication: communication without the use of words.Functions of nonverbal: replacing, regulating, conveying, modifying, repeating, complementing, contradicting. Similarities and differences between verbal and nonverbal: both use symbols, are products of an individual, and require that someone else attach meaning to these symbols. Both are coding system that we learn and pass on as part of the cultural experience. Differences: verbal (structured, linguistic, clear, conscious, discontinuous, acquired and controllable) nonverbal (unstructured, non-linguistic, ambiguous, subconscious, continuous, natural, more universal and emotional) Interrelation between nonverbal com and culture: most of our nonverbal behaviors are learned, passed from generation to generation; they represent what a collection of people deemed important enough to codify and transmit to the members of that group.Cultural impact on nonverbal com:body movement-kinesics (posture, gesture, facial expression); eye contact-oculesics (中东，拉美，法国-direct); touch-haptics (日美加斯堪的-not); smell ; paralanguage; spatial language; temporal language. Ex. Hands on hips-Mexico-hostility; Malaysia-anger; us-impatience; Argentina-challenge.Paralanguage: between verbal and nonverbal. It involves sounds but not words.3类voice quality, vocal qualifier (volume, pitch, rhythm, tempo, resonance, tone), vocalization. Silence (low context-feel uncomfortable) Spatial language:(proxemics): t he study of people’s perception and use of space. 3类personal (intimate, personal, social, public zone), office, public space. Temporal language: the way in which time is used in a culture. (thinking, sensation, intuitive types) monochromic and polychromic time; punctuality and promptness; time frame.monochromic time (M Time) ：It schedules one event at a time. In these cultures time is perceived as a linear structure just like a ribbon stretching from the past into the future. polychromic time (P Time) ：schedules several activities at the same time. In these culture people emphasize the involvement of people more than schedules. They do not see appointments as ironclad commitments and often break them.body language ：refers to all nonverbal codes which are associated with body movements. It includes gestures, head movements, facial expressions, eye behaviors, postures and other displays that can be used to communicate.Etiquette: manners and behavior considered acceptable in social and business situations. Protocol: customs and regulations dealing with diplomatic etiquette and courtesies expected in official dealings with persons in various cultures. 6-initial business relationship; social entertainment; gift-giving etiquette; business dress; business scheduling; the use of humor.4 characteristics of negotiation: common interest, conflicting interest, compromise, criteria.。
大众传播学理论
Assumptions of Cultivation Theory
• The observable effects of television on culture are relatively small. • New technologies extend television’s influence.
Media History
• Some characteristics of the print epoch:
– The invention of the printing press in Germany, 1450 AD. – Everything that was mentioned for the literate epoch, but on a larger scale. – Fragmented communities. – The emergence of the middle-class.
• The medium is the mass-age.
– Mass communication has become the dominant form of interaction.
The Medium is the Message
• Some examples of how messages are crafted to conform to the medium.
– – – – Film and TV action/violence. Windows interface and “multitasking.” The hypertext book. TOOL audio recording: “Die Eier Von Satan”
Media: Hot and Cool
跨文化交际导论(英文版)(第二版) Chapter 1 Introduction to Intercultural Communication
(1) Intercultural communication (2) Cross-cultural communication (跨文 化传播) (3) International communication (4) Comparative mass communication (比较大众传播)
Core Content of ICC
(Rich and Gudykunst)
Interracial
International
Intercultural Communication
Interethnic
Intracultural
(Gudykunst and Hammer, 1987)
Four Categories of ICC
Question for Discussion:
1. Can you distinguish intercultural and crosscultural communication? Please give specific examples to illustrate international, interethnic, interracial communication. 2. Compare the core content of intercultural communication study as proposed by Rich and Gudykunst. 3. Please try to come up with at least 3 cases in your daily life to illustrate the features of intercultural communication phenomenon.
跨文化交际导论(英文版)(第二版) Chapter 1 Introduction to Intercultural Communication
Defining Intercultural Communication
International Communication
Chinese Chairman
American President
Defining Intercultural Communication
Interracial Communication
Chapter 1
Introduction to ICC
Learning Objectives
Define intercultural communication. Understand the importance of
intercultural communication. Briefly describe the developmental
Five Forms of ICC
(Rich ,1974)
(1) Intercultural communication (2) International communication (国际间
传播) (3) Interracial communication (种族间传
播)
(4) Interethnic or minority communication (少数民族间传播)
Four Categories of ICC
(Gudykunst and Hammer, 1987)
(1) Intercultural communication (2) Cross-cultural communication (跨文
化传播) (3) International communication (4) Comparative mass communication
传播学概论英文版
External Communication
Explore strategies for managing public relations and maintaining a positive organizational image.
Leadership Communication
Discover the role of communication in effective leadership and management practices.
Organizational Communication and Management
Internal Communication
Learn how effective communication can enhance productivity and collaboration within organizations.
Privacy and Ethics in Social Media
Examine the ethical challenges and privacy implications of social media use.
Explore how social media platforms shape individual and collective identities.
Explore the dynamics of interpersonal communication and how it influences personal and professional relationships.
Intercultural Communication and Diversity
传播学专业英语
Chapter One Introduction to Mass Communication♦Key Termscommunication 传播，交通：mass communication, be in communication with,feedback 反馈: asked the students for feedback on the new curriculum.interpersonal communication 人际传播:interpersonal relationshipsencoding 编码: audio encoding, hybrid encodingdecoding 解码: adaptive decodingpublic relations 公共关系noise 噪音,响声，无用数据，吸引注意的言行medium 媒介（media），手段，mass medium 大众媒介，大众传播工具，影响大量观众的一种公众媒介mass communication 大众传播，大众传播工具inferential feedback 推断性反馈reciprocal messages 交互讯息：（reciprocal互惠的，彼此相反的）cultural definition of communication 传播的文化定义dominant culture （mainstream culture）主流文化bounded culture (co-culture) 亚文化: bounded functiontechnological determinism 技术决定论: (determinism决定论，宿命论)visual communication 视觉传播third participant 第三方：（participant 参与者，参与的）concentration of ownership 所有权集中convergence 融合，会合点，集中，收敛conglomeration 集团化，混合物，凝聚：The state of being conglomeratedeconomies of scale 规模经济；因经营规模扩大而得到的经营节约oligopoly 寡头式的垄断，求过于供的市场情况（oligopolies）globalization 全球化：globalizeaudience fragmentation 受众分析：（audience：听众，观众，读者。
国际商务谈判第二版课件Chapter6
puzzling acts.
警察展开了一连串带对抗性和令人费解的行为。
13. scorn: n. lack of respect accompanied by a feeling of intense dislike;
open disrespect for a person or thing 鄙视，轻蔑；受某人鄙视的人或事
06 Chapter
Verbal and Nonverbal Communication Skills
Good communication is as stimulating as black coffee, and just as hard to sleep after.
—Anne Morrow Lindbergh
—They hone their skills in their everyday lives. 他们在日常生活中磨炼才能。
10. tail off: When something tails off, it gradually becomes less in amount or value, often before coming to an end completely. 逐渐减少，变少
美国人有一种天生的公平感。
6. stimulus: n. A stimulus is something that encourages activity in people or
things. 刺激；刺激物
—Interest rates could fall soon and be a stimulus to the US economy.
这个国会议员被指控违反保密条例。
5. innate: adj. An innate quality or ability is one that a person is born with. 天
communication
I like online shopping. Sometimes, hang out with my friends, go to the movies together, and have a chat over a good meal. I prefer Hollywood blockbusters and American TV play, like Transformers, True Blood and The Mentalist.process documents and go to the Industrial and Commercial bureau sometimesI want to use what i have learnedChild trafficking 拐卖儿童Orphanages 孤儿院Sentence to suspended death with a two-year reprieve死刑缓期两年执行United States debt-ceiling crisisSovereign default 主权债务违约Austerity measures 紧缩措施Brinkmanship 边缘政策Chicken game 懦夫游戏Downgrade v. 信用等级下降Budget deficit 预算赤字Fiscal year (美)财政年度Government Accountability Office 美国政府问责局Come back to the fold 恢复信仰，回到原组织Mortgage-backed securities 按揭证券Asset-backed securities 资产抵押证券Balance sheet 资产负债表Assets and liabilities 资产与负债Residual value 剩余价值Delinquent and non-performing assets 拖欠不良资产Charge-off贷款冲销，（作为坏账）注销Home equity loans 房屋净值贷款Subprime mortgage 次级房贷Surveillance 监督，监视Curator 馆长Get cold feet 临阵退缩；沮丧Thought-out adj. 慎重考虑后产生的Sanctuary 避难所Sth. Be dumped off dump it offTip off 泄密，暗中透露消息Tier-two cities 二线城市Economic woe 经济困境Fall on deaf earsHigh-profile 高调的，备受瞩目的Op-ed (opposite editorial page) 报纸专栏Jump on board 跳上舞台Bogged down 陷入困境Refugee camp 难民营Stop short of 决定不做某事；未到达；缺乏Tax hike 赋税增加Fall from grace 失宠；堕落；误入歧途No hard feelings 无恶意The answer is zero．白忙了He always talks big．他总是吹牛Don’t lose your head。
新闻传播学专业词汇英汉对照
新闻传播学专业词汇英汉对照I. 传播学概念1.传播communication2.内向/自我传播intrapersonal communication3.人际传播interpersonal communication4.群体传播group communication5.组织传播organization communication6.大众传播mass communication7.单向传播one-sided communication8.双向传播互动传播interactive communication9.媒介media10.大众传播媒介mass media11.新闻洞news hole12.传者communicator13.受传者audience14.受众audience15.阅听大众audience16.信息information17.信息熵entropy18.传播单位communication unit19.编码encoding20.解码decoding21.信源source22.传播渠道communication channel23.冗余信息redundancy24.有效传播effective communication25.知识沟knowledge gap26.口传系统oral communication27.媒介即讯息media is the message28.冷媒介与热媒介cold media；hot media29.媒介的时空关系the space-time of media30.地球村global village31.内爆implosion32.电子空间cyber space33.全球化globalizationII. 经验学派1.把关人守门人gatekeeper2.传播效果communication effects3.模式model4.子弹论bullet theory5.两级传播模式two-step flow model6.强大效果模式powerful effects model7.有限效果模式limited effects model8.适度效果模式moderate effects model9.议程设置模式agenda setting model10.时滞time lag11.沉默的螺旋模式spiral of silence12.劝服传播persuasive communication13.拉斯韦尔模式Lasswell’s model14.维纳的《控制论》Wiener’s cybernetics15.传播的数学理论香农一韦弗模式mathematical theory of communication/ Schannon-Weaver’s model16.罗杰斯的创新理论Roger’s innovation theory17.使用与满足模式uses and gratifications model18.使用与依从模式uses and dependency model19.选择性接触选择性注意selective exposure/ selective attention20.选择性理解selective perception21.选择性记忆selective retention22.信源可信度credibility23.高可信度来源high credibility source24.休眠效应sleeper effect25.恐惧诉求fear appeal26.短期效果或长期效果short-term effect/ long-term effect27.报业的四种理论four theories of the pressIII. 批判学派1.意识形态ideology2.视觉文本visual text3.解构主义deconstructionism4.文化工业culture industry5.法兰克福学派Frankfurt School6.霸权hegemony7.权力话语power discourse8.女性主义／女权主义feminism9.符号学semiotics10.非语言符号／非语言传播nonverbal sign/ nonverbal communication11.所指与能指signified/ signifier12.意指siginification13.隐喻与换喻／转喻metaphor14.元语言metalanguage15.话语discourse批评理论critical theory16.话语理论discourse theory17.文化期待culture expectations18.范式paradigm19.叙事范式narrative paradigm20.叙事narrative21.强语境与弱语境high context/ low context22.跨文化传播intercultural communication23.功能理论functionalism24.话语分析discourse analysisIV. 传媒产业1.市场驱动的报纸market-driven newspaper2.传播的商品形式commodity form of communication3.受众商品audience commodity4.媒介集中化media conglomeration5.内在的商品化internal commodity6.传媒产业media industry7.受众分割audience segmentation8.注意力经济attention economy9.媒介竞争competition of media10.媒介资本media capital11.媒介战略管理media strategic management12.媒介集团media conglomeracy13.传播政治经济学political economy of communication V. 传媒研究与方法1.传播研究communication research2.抽样sampling3.调查研究法survey research4.内容分析法content analysis5.实验研究法experiment research6.效度与信度validity/ reliability7.定性研究法qualitative research8.变量variables9.实地观察法field observation10.个案研究法case study11.新媒介new media12.数字化digitalization13.互联网internet14.虚拟社群virtual community博客blog15.扩散研究diffusion study16.短信short message17.数字语言digital language18.超文本hypertext19.媒介事件media event20.媒介仪式media ritual21.传播生态ecology of communication22.对真实的社会建构social construction of reality23.真实／虚构reality / fiction24.拟态环境pseudo-environment25.刻板成见stereotyping26.二元价值观评判two-valued uation27.媒介非中心化decenter the media28.信息社会information society29.媒介功能media function30.公共关系public relation31.阐释理论interpretive theoryVI.人物1.哈罗德•D•拉斯韦尔Harold Dwight Lasswell2.保罗•F•拉扎斯菲尔德Paul F Lazasfeld3.卡尔•I•霍夫兰Carl Iver Hovland4.库尔特•卢因Kurt Lewin5.韦尔伯•L•施拉姆Wilbur Lang Schramm6.马歇尔•麦克卢汉Marshall Mcluhan新闻学I. 著名英文报刊选摘一、美国报纸1、The New York Times 纽约时报2、The Washington Post 华盛顿邮报3、Los Angles Times 洛杉矶时报4、USA Today 今日美国5、The Wall Street Journal 华尔街日报6、The Christian Science Monitor 基督教科学箴言报7、International Herald Tribute 国际先驱论坛报二、美国期刊1.Time 时代2.Newsweek 新闻周刊3.U.S. News and World Report 美国新闻及世界报道4.Reader’s Digest 读者文摘5.Fortune 财富6.Far Eastern Economic Review 远东经济评论三、英国报刊1.The Times 泰晤士报2.Financial Times 金融时报3.The Guardian 卫报4.The Daily Telegraph 每日电讯报5.The Economist 经济学家6.The Spectator 观察家7.New Stateman 新政治家四、其它1、Japan Times 日本时报2、South China Morning Post (HK ) 南华早报（香港）3、China Post (TW) 中国邮报（台湾）4、China Daily (PRC)中国日报（大陆）II. 报纸版面各部分名称1.报耳（ear）2.报头（flag/masterhead/nameplate）3.标题（headline）4.版口（head margin）5.当日新闻提要（index）6.插图（cut）7.图片说明（cutline）8.标题之一行（deck）9.署名（by-line）10.新闻导言（lead）11.引题（kicker）12.头版（frontpage）III 报纸常见栏目名称一、常见新闻栏目1.City / Local / City Edition/ City Page/ Region 城市2.National/ Around The Nation/ Domestic/ Home News 国内新闻3.International / Global 国际新闻4.Brief / In Brief / Briefing / Bulletin 摘要5.Recap 简明新闻6.Pony Report 每日新闻摘要7.Newsline 新闻经纬8.Events And Trends 事件/ 动向9.Exclusive 独家报道10.Expose 新闻曝光11.Issue In The News/ Focus/ Hot News 新闻热点12.Update / Latest News 最新报道13.Feature / News Features / General Features 特写（可囊括除新闻以外的一切报道）mentary / Editorial / Opinion / Column / Letters To The Editors 评论15.Advertisement: Display Advertising / Classified Advertising--- (Jobs/Auto/Real Estate/ For Sale/ Help Wanted) 广告二、常见其他栏目名称1.agony column 答读者问专栏2.anecdote 趣闻轶事3.candid camera 抓拍镜头4.caricature漫画、讽刺画5.cartoon漫画6.chitchat column 闲话栏ic strip 连环漫画8.continued story 连载故事9.correspondence column 读者来信栏10.critique 评论11.crossword 猜字游戏/纵横填字字谜12.digest 文摘13.document 文件摘要14.editor’s note 编者按15.essay杂文、随笔、小品文16.going out guide 旅游指南17.gossip 社会新闻18.how-to-stories 常识指导19.interview 访谈录20.leader社论21.light literature 通俗文学22.mini-torial 短评23.note 随笔24.notice 启事25.obit 讣告26.pegging 新闻背景27.personal / personal column 私人广告/ 人事要闻28.profile 人物专访29.readers’ forum 读者论坛30.review 评论31.round-up综合报道/综述32.running story/ serials 连载故事33.shirttail 社论栏/ 附注34.side story / sidebar / sidelight 花絮新闻/趣闻35.situations vacant / situations wanted 招聘广告36.sponsored section特约专版37.squib小品文/随笔38.strip cartoon / strip 连环漫画/连环画39.Supplement 增刊40.Think piece 时事短评41.Titbit 花絮42.Travelogue/ travels游记43.What’s on 影视指南44.Wise saying 至理名言IV. 常见报纸类型1.daily 日报2.morning edition 晨报3.evening edition 晚报4.quality paper 高级报纸5.popular paper 大众报纸6.evening paper 晚报ernment organ 官报8.part organ 党报9.trade paper 商界报纸10.Chinese paper 中文报纸11.English newspaper 英文报纸12.vernacular paper 本国文报纸13.political news 政治报纸14.Newspaper Week 新闻周刊V. 各类记者名称accredited journalist n. 特派记者publisher 发行人proprieter 社长bureau chief, copy chief 总编辑editor-in-chief 总主笔editor 编辑, 主笔newsman, newspaperman, journalist 新闻记者cub reporter 初任记者reporter 采访记者war correspondent, campaign badge 随军记者columnist 专栏记者star reporter 一流通讯员correspondent 通讯员special correspondent 特派员contributor 投稿家VI 其他bulldog edition 晨版article 记事banner headline 头号大标题big news 头条新闻hot news 最新新闻feature 特写,花絮criticism 评论editorial 社论review, comment 时评book review 书评topicality 时事问题city news 社会新闻general news column 一般消息栏public notice 公告calssified ad 分类广告flash-news 大新闻extra 号外the sports page 运动栏literary criticism 文艺评论Sunday features 周日特刊newsbeat 记者采访地区news blackout 新闻管制press ban 禁止刊行yellow sheet 低俗新闻tabloid 图片版新闻"Braille" edition 点字版newspaper office 报社news source 新闻来源informed sources 消息来源attribution n. 消息出处，消息来源newspaper campaign 新闻战free-lancer writer 自由招待会press box 记者席news conference,press conference 记者招待会International Press Association 国际新闻协会distribution 发行circulation 发行份数newsstand, kiosk 报摊newspaper agency 报纸代售处newsboy 报童subscription (rate) 报费newsprint 新闻用纸Fleet Street 舰队街advance n．预发消息；预写消息affair n．桃色新闻；绯闻assignment n．采写任务back alley news n. 小道消息backgrounding n．新闻背景Bad news travels quickly. 坏事传千里。
传播学概论英文版课件
传播学概论英⽂版课件CommunicationAn IntroductionWhat is communication?The process of sending and receiving messages and is both verbal and nonverbal (Fujishin)“a process by which information is exchanged between individuals through a common system of symbols, signs, or behavior”(Webster’s Dictionary)?the process of acting on information; it is a transactive process where messages are sent and received simultaneously; It is the way in which we make sense out of the world in which we live (Beebe & Masterson)Linear model of communication processGeneralizing communicationprocessProviding differentviewpoints from which toinvestigate masscommunicationImplying the presence of acommunicator and apurposive message(Lasswell,1948)Linear model of communication process InformationSource Transmitter ReceiverDestination NoiseSourceMessageSignal Received Signal Message (Shannon and Weaver 1949)· With engineering and mathematical background· Seeing communication as the transmission of messages· Noticing the important factor “noise” in the process of communicationNetwork Communication ModelEncoder InterpreterDecoderDecoderInterpreterEncoder MessageMessage(Schramm 1954)Realizing differences between the intention of sender and the reception of receiver. Seeing feedback and the continuous “loop” of shared information.Levels of communicationIntra-personal communication Inter-personal communication Group communication Organizational communication Mass communicationDefining mass communicationMass communication is a process in which professional communicators design and use media to disseminate messages widely, rapidly,and continuously in order to arouse intendedmeanings in large, diverse, and selectivelyattending audiences in attempts to influence them in a variety of ways.(DeFleur and Dennis)Communication research methodsQualitative research methods(e.g. focus group, field observation,intensive interviews, and case study)Quantitative research methods(e.g. survey research, content analysis,experimental design)Internet sourcewww.wimmerdominick .comQualitative research methodsFocus group: an interviewconducted with 6-12 subjectssimultaneously and a moderatorwho leads a discussion about aspecific topic.Field observation: a study of aphenomenon in a natural settingQualitative research methodsIntensive interview: theone-on-one personalinterview.Case study: a study that uses multiple sources of data to examine many characteristics of a single subject (e.g., a newspaper, a television station, ad agency)Quantitative Research methodsSurvey research: the study of a portion or sample ofa specific “population”(e.g. magazine subscribers,newspaper readers, television viewers) by using thetechnique of questionnaires.CATI:computer-assistanttelephone interviewing; videodisplay terminals are used byinterviewers to presentquestions and enter responsesQuantitative Research methodsContent analysis: a systematicmethod of analyzing messagecontent.Experimental design: the classic method of dealing with questions of causality. An experiment involves the control or manipulation of a variable by theexperimenter and an observation or measurement of the result in an objective and systematic way.Chapter 1Research as a Basisfor Understanding Mass CommunicationSelection criteria for the milestonesSome combination of multiple criteriaHistoricalTheoreticalMethodologicalOverall scopeHistorical contextSponsorshipMass Society TheoryMass society is not indicated by the number of people but refers to the industrial, urban andmodern society, which is distinctively different from the traditional society in terms ofrelationships among its members.To understand the concept of mass society, we need to look at the traditional society.The Traditional SocietyDominated by agricultural production, with people rooted to the land;Self-sufficient, people produce for own use;Individual artisans and craftsmen were complete producers, responsible for buying materials, producing and selling the products.Each person was doing the work of severalcompanies today.The Traditional SocietyHuman relationships were marked by strong ties of the family, kinship and loyalty to local rulers, or deeply established beliefs, customsand traditions.Communication was a matter of word-of-mouth.Books were printed but were for the elite.The Master TrendsBy end of 18th Century, major changes taking place in traditional society. Three trends…IndustrializationUrbanizationModernizationEach had profound influence on…social relationshipsmaterial culturesocial norms, andThought ways of individualsContemporary Society as “Mass Society”“Mass society” emerges when the following takes place… (see Lowery p. 11-12)1) Social differentiation in the society increases.2) Effectiveness of informal social controlserodes as traditional norms and values decline3) The use of formal social controls increases.4) Conflicts increase because of socialdifferences between people .5) Open and easy communication becomes moredifficult.6) Because of these, people become moredependent on mass communication forinformation.。
双语美文：交流方式FormsofCommunication
双语美文：交流方式FormsofCommunication交流方式 Forms of CommunicationClearly if we are to participate in the society in which we live we must communicate with other people.很明显，我们要参与我们所生活的这个社会，我们就必须与其他人进行交流。
A great deal of communicating is performed on a person-to-person basis by the simple means of speech.大量的交流是在个人与个人的基础上通过简单的说话方式进行的。
If we travel in buses, buy things in shops, or eat in restaurants, we are likely to have conversations where we give information or opinions, receive news or comment, and very likely have our views challenged by other members of society.当我们乘车旅行，在商店购物或者是到饭店吃饭时，我们很可能与别人说话，在这个过程中，我们会提供信息，发表意见，接受一些消息或评价，而且我们的观点也极有可能会受到其他社会成员的挑战。
Face-to-face contact is by no means the only form of communication and during the last two hundred years the art of mass communication has become one of the dominating factors of contemporary society.面对面的接触绝不是唯一的交流方式。
报刊常用术语
英文报刊常用术语accredited journalist n. 特派记者[ə'kredit](1) 归功于We accredit the invention of the electric light to Adison . 我们把电灯的发明归功于爱迪生。
（2）认为People accredit him with the authorship of this novel. 人们认为他是这部小说的作者。
（3）授权The United States Department Educationdoes not accredit schools.美国教育部并不给学校授权.(4) 任命，委派The president will accredit you as his assistant 董事长将任命你做他的助理。
（5）鉴定合格Colleges may be accredited by regional association 学院是否合格可由地区各协会作出鉴定。
advertisement n．广告．advance n．预发消息；预写消息affair n．桃色新闻；绯闻anecdote n．趣闻轶事['ænikdəut, 'ænik.dəut] assignment n．采写任务attribution n. 消息出处，消息来源[.ætri'bju:ʃən, .ætrə'bju:ʃən](1). 归因Attribution of her success solely to wealth is not fair. 认为她的成功完全是因为有财富是不公平的。
（2）归属Islam also rejects the attribution of any human form to God. 伊斯兰教也不主张任何人类化身为真主。
（3）属性The attribution of emceeing art is spreading, which has the essence to communicate. 主持艺术的属性是传播性,而传播的本质就在于沟通。
跨文化交际导论
Globalization of the world economy
International business
Multinational corporations’ annual sales are compatible to or greater than the yearly gross domestic product of most countries.
practice ever since the 1980s both inside and outside of the U.S. Today, ICC is widely acknowledged and extensively researched in all parts of the world.
Four crucial developments that contribute to the rapid increase of ICC
Improvements in transportation technology
Developments in communication technology
Communications between cultures has been going on for thousands of years.
Silk road
Intercultural communication is a common daily occurrence.
Foreign travelers, overseas students
China’s share of the world trade has grown more rapidly with its trade volume ranked the 3rd in the world.
新闻用语用词
专四听力新闻词汇汇总带着预读信息去进行target-oriented 的听力，命中率一般都很高，有可能成文满分绊脚石的就是一些“纸老虎”般的新闻听力特定词汇，请大家提前预热。
其实出题考这些词汇的几率特别小，只是形式上吓人罢了。
accredited journalist n. 特派记者advance n．预发消息；预写消息affair n．桃色新闻；绯闻anecdote n．趣闻轶事assignment n．采写任务attribution n. 消息出处，消息来源back alley news n. 小道消息backgrounding n．新闻背景Bad news travels quickly. 坏事传千里。
banner n．通栏标题beat n．采写范围body n. 新闻正文boil vt．压缩（篇幅）box n. 花边新闻brief n. 简讯bulletin n．新闻简报byline n. 署名文章caption n．图片说明caricature n．漫画carry vt．刊登cartoon n．漫画censor vt. 审查（新闻稿件），新闻审查chart n．每周流行音乐排行版clipping n．剪报column n．专栏；栏目columnist n．专栏作家continued story 连载故事；连载小说contributing editor 特约编辑contribution n．（投给报刊的）稿件；投稿contributor n．投稿人copy desk n．新闻编辑部copy editor n．文字编辑correction n．更正（启事）correspondence column读者来信专栏correspondent n.驻外记者；常驻外埠记者cover vt．采访；采写cover girl n. 封面女郎covert coverage 隐性采访；秘密采访crop vt．剪辑（图片）crusade n．宣传攻势cut n．插图vt．删减（字数）cut line n．插图说明daily n．日报dateline n．新闻电头deadline n．截稿时间dig vt．深入采访；追踪（新闻线索）：“挖”（新闻）digest n．文摘editorial n．社论editorial office 编辑部editor's notes 编者按exclusive n．独家新闻expose n．揭丑新闻；新闻曝光extra n．号外eye-account n．目击记；记者见闻faxed photo 传真照片feature n．特写；专稿feedback n．信息反馈file n．发送消息；发稿filler n．补白First Amendment （美国宪法）第一修正案（内容有关新闻、出版自由等）five "W's" of news 新闻五要素flag n．报头；报名folo （=follow-up）n．连续报道Fourth Estate 第四等级（新闻界的别称）freedom of the Press 新闻自由free-lancer n．自由撰稿人full position 醒目位置Good news comes on crutches. 好事不出门。
高考英语 常考基本词汇讲解讲义(十)
落堕市安心阳光实验学校高考常考基本词汇讲解讲义系列（十）重点单词详解1．determine vt.(使)下决心；(使)做出决定；确定；测定vi. 决定；决心(on / upon)determine to do sth 决心 / 决定做某事determine sb to do sth 使某人下决心做某事determine on / upon sth / doing sth 决定 / 决心做某事determined adj.有决心的be determined to do sth 决定 / 决心做某事be determined ＋ that 从句 (从句中谓语动词用虚拟语气)1)They ________ ________where the new hospital will be built. 他们已经决定在何处建医院。
2)My teacher's encouragement________me to go on with my English. 老师的鼓励使我下决心继续学习英语。
3)We ________ on an early start. 我们决定早点出发。
4)I left her, ________ never to set foot in that house. 我离开了她，决心不再走进那房子。
5)We ________ ________ that this should never be allowed to happen again. 我们下定了决心不让这样的事情再发生。
【答案】1)have determined 2)determined 3)determined 4)determining 5)were determined (1)用determine的适当形式填空1)It's often difficult ________ ________ the meaning of a word withouta context.2)She is a very ________woman.3)The boy ________ ________ ________ to be a soldier for a long time.【答案】1)to determine 2)determined 3)has been determined(2)名校押题He was determined that his child ________ to the best school available. A．should go B．went C．ought to go D．would go 【答案与解析】 A 在require, order和be determined从句中，应该使用虚拟语气。
专四专八词汇[整理]
![专四专八词汇[整理]](https://img.taocdn.com/s3/m/3a1ee97a1fb91a37f111f18583d049649b660e22.png)
专四专八词汇新闻听力在专四、专八中难度不大，尤其在专八中和mini-lecture 比起来，简单很多，提前可以看到问题和选项。
带着这些预读信息去进行target-oriented 的听力，命中率一般都很高，练习到后期不希望考生失掉哪怕一分。
有可能成文满分绊脚石的就是一些“纸老虎”般的新闻听力特定词汇，请大家提前预热。
其实出题考这些词汇的几率特别小，只是形式上吓人罢了。
accredited journalist n. 特派记者advance n．预发消息；预写消息affair n．桃色新闻；绯闻anecdote n．趣闻轶事assignment n．采写任务attribution n. 消息出处，消息来源back alley news n. 小道消息backgrounding n．新闻背景Bad news travels quickly. 坏事传千里。
banner n．通栏标题beat n．采写范围body n. 新闻正文boil vt．压缩（篇幅）box n. 花边新闻brief n. 简讯bulletin n．新闻简报byline n. 署名文章caption n．图片说明caricature n．漫画carry vt．刊登cartoon n．漫画censor vt. 审查（新闻稿件），新闻审查chart n．每周流行音乐排行版clipping n．剪报column n．专栏；栏目columnist n．专栏作家continued story 连载故事;连载小说contributing editor 特约编辑contribution n．（投给报刊的）稿件;投稿contributor n．投稿人copy desk n．新闻编辑部copy editor n．文字编辑correction n．更正（启事）correspondence column读者来信专栏correspondent n.驻外记者；常驻外埠记者cover vt．采访;采写cover girl n. 封面女郎covert coverage 隐性采访;秘密采访crop vt．剪辑（图片）crusade n．宣传攻势cut n．插图 vt．删减（字数）cut line n．插图说明daily n．日报dateline n．新闻电头deadline n．截稿时间dig vt．深入采访；追踪（新闻线索）：“挖”（新闻）digest n．文摘editorial n．社论editorial office 编辑部editor's notes 编者按exclusive n．独家新闻expose n．揭丑新闻；新闻曝光extra n．号外eye-account n．目击记;记者见闻faxed photo 传真照片feature n．特写；专稿feedback n．信息反馈file n．发送消息；发稿filler n．补白First Amendment （美国宪法）第一修正案（内容有关新闻、出版自由等）five "W's" of news 新闻五要素flag n．报头;报名folo （=follow-up） n．连续报道Fourth Estate 第四等级（新闻界的别称）freedom of the Press 新闻自由free-lancer n．自由撰稿人full position 醒目位置Good news comes on crutches. 好事不出门。
History Of Communication Study
Rogers, Everett M.History Of Communication StudyExcerpt. © Reprinted by permission. All rights reserved.Chapter 1WILBUR SCHRAMM AND THE FOUNDING OF COMMUNICATION STUDYThe difficulty in summing up a field like human communication is that it has no land that is exclusively its own. Communication is the fundamental social process.Wilbur SchrammOn April 14, 1981, Wilbur Schramm returned from Honolulu, where he was living in retirement, to Iowa City, to give the Les Moeller Lecture at the School of Journalism and Mass Communication at the University of Iowa. It was a nostalgic visit. Schramm had first come to Iowa in 1930 to pursue his Ph.D. degree. In 1943 he had organized the first Ph.D. program in mass communication in the world while he was director of the Iowa journalism school. When he moved to Illinois in 1947, Les Moeller took over Schramm's position at Iowa. Schramm (1981) began the 1981 Moeller lecture in this way:Miss Betty [his wife] and I want to thank you for letting us come back to spend a few days with you on this campus for which we have so much affection and have not seen for so long....It was about 48 years ago that I became aware of a slender, pretty girl in the front row of one of the first classes that I taught at Iowa....About 18 months later she and I were married....Iowa was a remarkable place in the 1930s and '40s, and chiefly because of the spirit of creativity that pervaded it....Remember this was Iowa in the middle of the Depression, with a budget about one-eighth what I found when I went to Illinois in 1947....In a place where one might not expect to find him, the Iowa Child Welfare Research Station, was one of the most creative psychologists in the world, Kurt Lewin. I want to talk about what has happened to academic journalism and communication since the decade of the '30s when Ted [George] Gallup was a brand-new Ph.D., Frank Mott was a brand-new Director [of the School of Journalism] at Iowa, and the country was in its worst depression.Thirty-eight years before this speech, in 1943, Schramm had returned to the University of Iowa from his wartime duties in Washington, D.C., with a vision of communication study, to found the first Ph.D. program in mass communication and the first communication research institute. At that time Schramm was influenced by Paul F. Lazarsfeld, Carl I. Hovland, and other social scientists who were conducting communication research connected with World War II, which brought together scholars from psychology, sociology, and political science to form the new field of communication. Wilbur Schramm was the founder of communication study and is the central figure in its history.WILBUR SCHRAMMWilbur Schramm (1907-1987) was born in Marietta, Ohio, on August 5, 1907 (Figure 1.1). This pastoral setting, located on the southern boundary of Ohio, was named by French explorers after their queen, Marie Antoinette. Schramm's ancestors came from Schrammsburg, Germany, and theirTeutonic name caused difficulties for the family during World War I, when Schramm was a boy. His father was a lawyer in Marietta, whose legal practice suffered (Cartier 1988, p. 58).Schramm's StutterWilbur Schramm developed a severe stutter at age five due to "an amateurishly performed tonsillectomy" (Cartier 1988, p. 59). His speech difficulty was embarrassing to him and his family. As the stutter persisted, Schramm's father withdrew his interest in his only son, for whom he had dreamed of a career in law and politics (Coberly 1992). The boy's stutter was traumatic for him, such as when he had to recite a section of Martin Luther's catechism before the Lutheran Church congregation (Cartier 1988, p. 59). He avoided speaking in public. Instead of giving the valedictory address at his high school graduation, Schramm played "The Londonderry Air" on his flute. But when he graduated summa cum laude from Marietta College in history and political science in 1928, he did give a valedictory speech. Gradually Schramm learned to live with his stutter, which eventually became less pronounced. Nevertheless, his speech difficulty had an effect later in his life, eventually leading him into the field of communication for a second career (Table 1.1).Even as a boy, Schramm displayed the can-do spirit that was to characterize a career in which his zest, creativeness, and intellectual abilities allowed him to master new fields. His only sister, Helen, a few years younger, once was struggling with a difficult piano piece. He finally said, "I don't see how you can possibly have so much trouble with that," and sat down and played it perfectly. On recalling this incident years later, Schramm's sister cried indignantly: "And he hadn't even studied the piano!" (Coberly 1992).Schramm's mentors at the University of Iowa in the early 1930s did not feel that the brilliant young scholar could teach due to his stutter. But eventually, with speech therapy and perhaps with growing confidence about his verbal ability, Schramm overcame his stuttering problem bit by bit (Cartier 1988, p. 111). He made teaching his lifetime career, and in later life his stammer was a problem only occasionally.Schramm spoke with difficulty but wrote easily, and he earned his college expenses as a part-time sports reporter for the Marietta Register and as a stringer for the Associated Press. He continued his part-time newspaper work at the Boston Herald during graduate work at Harvard University, completing his M.A. degree in American Civilization in 1930. Later, looking back to his Harvard studies, Schramm said that he was most influenced by Alfred North Whitehead, the famous philosopher (and, like Schramm, a stutterer), from whom he took a graduate-level course, illustrating Schramm's desire to seek out great minds.Why did Schramm leave Harvard, after earning his master's degree, for the tree-lined banks of the Iowa River? Tuition at Harvard was $500 per semester, and Schramm had to struggle financially. At one time during his Harvard sojourn, he worked at six part-time jobs simultaneously (Schramm 1942-1943, p. 3). Later he was awarded a graduate fellow-ship, and the financial pressure eased somewhat, but then the stock market crashed, bringing on the Great Depression. Another reason Schramm moved to the University of Iowa for his doctorate was connected to his stuttering. One of the top experts in stuttering in the United States, Professor Lee Edward Travis, conducted research on, and treatment of, stuttering at Iowa. He theorized that wrong-handedness might be a factor in stuttering, so he strapped Schramm's right hand to his side with a leather contraption. It did not help.Travis's work on stuttering was carried forward at Iowa by Wendell Johnson, and it was he who helped Schramm by means of counseling and therapeutic exercises. Johnson had been five years old when he began stuttering (a common age among the approximately percent of the U.S. population afflicted with stuttering). Stuttering is often diagnosed by perfectionist parents whose child may actually have only the hesitations and repetitions characteristic of the normal speech of most young children. In that sense, stuttering is a socially defined malady. Further, most individuals seldom stutter when alone but only when talking face-to-face with others (Schramm did not stutter when talking on the telephone), especially in a stressful situation (such as giving a speech). While he was the director of the Iowa Speech Clinic in the 1930s, Wendell Johnson investigated these social aspects of stuttering. He discovered a tribe of Indians that had no stuttering -- not a single member of the tribe stuttered, and the tribe had no word for stuttering or other speech defects in their language. "The Indian children were not criticized or evaluated on the basis of their speech" (Johnson, quoted by McElwain 1991, p. 112). Johnson was much more than just a speech therapist. He related his treatment and study of stuttering to linguistic theory and to general semantics. He saw stuttering as what would today be called a communication problem. Certainly Johnson passed this viewpoint along to Schramm. His stuttering problem was thus one reason for Schramm's early interest in communication.A Post-Doc in Experimental PsychologySchramm's treatment for his stuttering made him keenly aware of the emerging field of communication study and led him eventually into experimental research on speech behavior. But Schramm majored in the humanities at Iowa, earning a Ph.D. in English literature in 1932. His dissertation was an analysis of Henry Wadsworth Longfellow's epic poem Hiawatha. Schramm then received a postdoctoral fellowship from the American Council of Learned Societies (Schramm 1935, p. 5) and stayed on at Iowa for two years of postdoctoral study with Professor Carl E. Seashore in the Psychology Department. Schramm conducted laboratory experiments on audiology problems and learned quantitative research approaches. He was acquiring the tools of a social scientist. The depression meant that faculty positions in English departments were scarce, and Schramm's postdoctoral fellowship at Iowa was a means of survival.Also, Schramm felt that his scientific training needed strengthening. Throughout his lifetime, Schramm was attracted to individuals of excellence, and Seashore was an important academic figure at Iowa: professor of psychology, a pioneer experimental researcher, and long-time dean of the graduate school. A respected historian of the University of Iowa considers Seashore to be one of the most important shapers of the university's directions -- even more important than several of the university's presidents (Persons 1990).Born Carl Emil Sjöstrand in Sweden in 1866, Seashore migrated with his family at age three to an Iowa farm. Shortly, Seashore's parents changed the family name. Carl Seashore earned his Ph.D. degree in experimental psychology at Yale University, getting in "on the ground floor" of this new field, as he liked to say (Persons 1990, p. 107). While on a European trip, he visited the experimental laboratory of Wilhelm Wundt at the University of Leipzig, considered the birthplace of psychology. In 1897, Seashore joined the University of Iowa as an assistant professor of psychology and combined his personal interest in music with his scientific expertise, conducting experiments on a variety of acoustical and speech problems. Seashore thus represented a scientific approach to Schramm'spersonal problem of stuttering. He learned experimental design, the use of laboratory equipment, and how to think like a psychologist.The fact that Schramm would conduct postdoctoral research in a field that he had not previously studied was a statement of his can-do spirit. Such a seemingly risky move signaled Schramm's later mid-career shift from English literature to journalism education and then to the new field of communication study that he created. This spirit characterized Schramm's entire life and was one of his most important qualities. He excelled in widely different fields. For example, he was an athlete, good enough to be offered a tryout at third base with the Columbus Red Birds, a Triple-A professional baseball farm club. While he was a graduate student at Harvard University, he played the flute with the Boston Civic Symphonic Orchestra. He was a licensed airplane pilot. He once surprised David Berlo, his doctoral advisee at Illinois in the 1950s, by breaking off from a morning office conference in Urbana for travel to a luncheon meeting with the Kellogg Foundation trustees in Battle Creek, Michigan, and then resuming his office discussion with Berlo in the afternoon.' In the 1960s, while a senior faculty member at Stanford, Schramm bought a self-instruct, ion manual and taught himself FORTRAN computer programming. Schramm wrote so profusely during his eighteen years at Stanford that he wore out several electric type-writers (Nelson 1977, p. 17). As his daughter noted, "He could no more stop writing then breathing....In fact, he did stop the two together" (Coberly 1992). Schramm's life is "a gold mine of human interest material" (Starck 1991). Wilbur Schramm was good at almost everything he put his mind to. Everyone who knew him well begins by describing Schramm as a Renaissance man. The self-confidence thus displayed is an important quality for the founder of a new academic field.THE IOWA WRITERS' WORKSHOPFrom 1935 to 1942, Schramm was an assistant professor in the English Department at the University of Iowa, where he attained early fame as director of the Iowa Writers' Workshop, an intimate group of graduate students working closely with Schramm and several other faculty members in order to gain skills in fiction writing through an apprenticeship experience. The workshop grew out of a graduate seminar in fiction writing that had been taught by Professor Edwin Ford Piper for several years at the University of Iowa. Piper gave his course a regional focus, stressing Iowa culture, in order to balance the eastern seaboard bias of much American literature. The University of Iowa pioneered in granting M.F.A. and Ph.D. degrees for theses and dissertations that represented exemplary fiction writing.In 1939, when Piper died, Schramm was named director of the workshop. His appointment came as a surprise to him: "When he [Piper] died suddenly of a heart attack, I had to take over. They should probably have gotten someone else at that time, and I rather expected them to, but I had a little while when no one else was there, and so had a lot of fun doing what I thought needed doing" (Schramm to Paul Engel, August 10, 1976, University of Iowa Libraries, Department of Special Collections). Piper's graduate seminar on fiction writing, widely called the "writers' workshop," thus grew into a program officially identified in the university catalog as the Iowa Writers' Workshop. The workshop consisted of ten to fifteen graduate students who were admitted each fall and five professors, most of whom taught part-time in the workshop. Schramm placed less emphasis on Iowa culture than had Piper. Students came from all over the United States, and the program became nationwide in focus. It rapidly achieved fame for its excellence.In its teaching/learning style, the workshop was participatory and intimate. Schramm held an individual conference with each student once each week in his office (Wilbers 1980, p. 64). When a student had written something that Schramm considered ready, it was presented in a weekly seminar, which often met at Schramm's home. In its methods, although not in its content, the Iowa Writers' Workshop was a pilot for the doctoral programs in communication that Schramm was to launch subsequently at Iowa, Illinois, and Stanford.The workshop, which remains one of the best graduate programs in creative writing in the United States, was small in size, elite, and of excellent quality. It taught students how to write fiction by having them write, with Schramm and other faculty acting as coaches. Such literary luminaries as James Michener, Robert Penn Warren, and John Cheever came to the workshop to teach and to write. Philip Roth wrote Letting Go and John Irving wrote The World According to Garp at the workshop, and Kurt Vonnegut wrote Slaughterhouse Five while he was teaching there. During the five years that Schramm directed the Iowa Writer's Workshop, ten books written by workshop students were published commercially.In order to supplement his professorial salary, Wilbur Schramm did fiction writing on the side. He published fantasy short stories about such characters as a farmer with a flying tractor, a horse that played third base for the Brooklyn Dodgers, the boatlike prairie schooner of a frontiersman named Windwagon Smith, and other free-spirited fictional personalities; most were published in the Saturday Evening Post, then a large-circulation magazine. Schramm gained a considerable reputation as a fiction writer; his magazine articles were republished in anthologies, he won the third-place award of the O. Henry Prize for fiction writing in 1942, and he published a fiction book, Windwagon Smith and Other Yarns (Schramm 1947b). He might have continued his career as an author and a professor of fiction writing, but this future was to be interrupted by World War II.It was somewhat by chance that Schramm was at the University of Iowa. It was another accident that Kurt Lewin, an émigré psychologist from the University of Berlin, was there too. Schramm was drawn to Lewin and participated in Lewin's "Hot Air Club," which met weekly in an Iowa City café, the Round-Window Restaurant, to discuss Lewin's field theory. Schramm (1981) recalled: "I don't know why journalism at Iowa made no more use of Lewin than it did, for so far as I know, I was the only one from our field here to have much contact with him or to know his students like Leon Festinger and Alex Bavelas. But I remember him well: Pacing back and forth in front of a class, with his round pink cheeks shining, drawing diagrams on the board to illustrate field theory, and saying over and over again, 'Vat haf ve vergassen?' or 'Vas haf ve vergotten?'" Although trained as a humanist in English literature, Schramm was gaining expertise in social science theory and research. His postdoctoral fellowship in psychology with Seashore and his informal association with Lewin at Iowa provided the background for his later founding of the scientific field of communication.THE WORLD WAR II YEARS IN WASHINGTON, D.C.World War II had a tremendous impact on the field of communication; it brought to the United States such immigrant scholars from Europe as Kurt Lewin, Paul F. Lazarsfeld, and Theodor Adorno; it attracted U.S. scholars like Carl I. Hovland and Harold D. Lasswell to communication research; and it connected these scholars who were to launch the field of communication study into a dense network. Thus an invisible college of communication scholars came together in Washington, D.C. They met in formal conferences and informally in carpools, on military bases, and in federal government offices. Communication was considered crucial in informing the American public aboutthe nation's wartime goals, and the details of food and gas rationing and other consumer sacrifices and in motivating the public to purchase war bonds, to avoid buying silk stockings and other scarce products on the black market, to grow victory gardens, and to support the war effort in other ways. Accordingly, communication research initially focused on studying the effects of communication. This consensus about the role of communication happened during World War II, and it happened mainly in Washington, D.C.A Network of Social ScientistsThe war caused the federal civil service to balloon at the rate of 97,000 new employees per month in 1941-1942, including substantial numbers of social scientists. Washington was actually a very small world for social scientists, consisting of three main research agencies linked by a set of common consultants: (1) the Research Branch of the Division of Information and Education, U.S. Army, directed by Samuel A. Stouffer, (2) the Surveys Division of the Office of War Information (OWl), directed by Elmo C. ("Budd") Wilson, and (3) the Division of Program Surveys of the U.S. Department of Agriculture (USDA) directed by Rensis Likert. Each research group consisted of fewer than a hundred social scientists, interconnected by consultants like Paul F. Lazarsfeld, for example, who advised both the Research Branch and the OWl (Converse 1987, p. 163).During World War II, Washington was the place to be for a social scientist. America's enemies represented such an unmitigated evil that very few social scientists opposed the war, especially after the fall of France in June 1940, when it became apparent that Hitler would dominate Europe.' America's war aims united these scholars in a common cause and brought them together into a network of relationships that would last throughout their careers. The war effort demanded an interdisciplinary approach, often centered on communication problems. World War II thus created the conditions for the founding of communication study.As a wartime employee of the Office of Facts and Figures (OFF) and the OWl, Schramm participated in an informal group that met regularly in a Washington hotel for dinner and discussions about interdisciplinarity in the social sciences. The other participants included Margaret Mead; Lyman Bryson, on leave from Columbia University's Teachers College for wartime duties as Schramm's boss at the OWI; Rensis Likert, director of the USDA's Division of Program Surveys; Goodwin Watson, a Columbia University psychologist; Ernest R. ("Jack") Hilgard, a Stanford psychologist who was working for Likert's Program Surveys, carrying out opinion research for the OWI; and Lawrence Frank, on leave from the Laura Spelman Rockefeller Memorial to do wartime work in Washington. The group met monthly during 1942 (Hilgard 1992).None of the social scientists who collaborated in conducting wartime communication research had been trained in communication study; no doctoral programs in communication existed at that time. As one of the wartime Washington people, Nathan Maccoby, who conducted experiments on the effects of military training films in Sam Stouffer's Army Research Branch, said, "I tell my students that all I learned about communication, I learned on-the-job while doing experimental studies of U.S. military servicemen" (Maccoby 1987).Lasswell's (1948) communication model -- "Who says what, to whom via what channels, with what effect?" -- was first published in a report of the Rockefeller Foundation Communication Seminars (November 1, 1940), which had met monthly in New York City during 1939 and 1940. The Rockefeller Foundation report argued that the federal government should utilize communication research in theemergency situation of approaching war and detailed various types of research needed on communication, such as content analysis, surveys, and panel studies. This memorandum became a founding document for the emerging field of communication study. Lasswell's communication model provided the framework for the Rockefeller report, and thus for the wartime research in Washington, focusing on communication effects.The federal government was engaged in several types of communication research during World War II, each of which had important long-term consequences for the field of communication. In the U.S. Army, Carl I. Hovland and others were conducting evaluations of military training films, out of which the tradition of persuasion research was to develop (see Chapter 9). At the Library of Congress, Harold D. Lasswell was conducting content analyses of Allied and Axis propaganda messages (see Chapter 6). At MIT in Cambridge, Professor Norbert Wiener was writing his "yellow peril" report on the mathematics of how to improve antiaircraft gunfire accuracy, sponsored by the Pentagon. This work led to cybernetic theory, dealing with systems that regulate themselves through feedback (see Chapter 10). And at Bell Labs in New York, Claude E. Shannon was carrying out cryptographic analysis, which would help form the basis of information theory (see Chapter 11). At the OFF, Wilbur Schramm helped draft speeches for President Roosevelt's radio broadcasts to the nation, including his famous fireside chats. OFF and the OWl, its successor agency, were responsible for domestic and foreign propaganda. They informed the public about the progress of the war and of the sacrifices that the public was being asked to make. Schramm met regularly in planning meetings with other OFF and OWl staff and their consultants to design public communication campaigns and to study their effects. Thus, during 1942, he developed his vision of communication study.Office of Facts and Figures/Office of War InformationThe OFF was created in October 1941 to boost public morale. Although the United States would not enter World War II until six weeks later, on December 7, 1941, it had been obvious for more than a year that America would join the Allies. However, there was considerable public opposition to U.S. participation in the war in Europe, and the mass media were suspicious of OFF. Further, OFF sounded like a propaganda agency to U.S. newspeople (actually, it was, despite its name), so many newspapers launched vicious attacks on it. Poet Archibald MacLeish, the U.S. Librarian of Congress, was also appointed the Director of OFF, which got underway on October 24, 1941 (Bishop and MacKay 1971, p. 10).Schramm knew MacLeish from his having lectured at the University of Iowa. Eight days after the Japanese attack on Pearl Harbor, Schramm wrote to MacLeish, volunteering for wartime service. He observed: "Perhaps more than any previous war this is likely to be a war of communication." Within two weeks, MacLeish had appointed Schramm as OFF's educational director. Schramm's fifteen months with OFF and OWl "would drastically change his life -- change the direction of his intellectual pursuits, thrust him into a circle of national decision-making elites, and prompt him to refer to himself as a social scientist rather than a literary humanist" (Gladner 1990, p. 269).Eight months later, on June 13, 1942, when OFF was reorganized as the OWl, it had 400 employees and a budget of $1.5 million. One of the largest divisions within OFF was the Bureau of Intelligence, in charge of gauging public opinion about the war, headed by Budd Wilson. The staff of 140, assisted by another 160 in the USDA's Program Surveys Division, designed surveys to measure the public's understanding of war-related issues and conducted data gathering about the effectiveness of OFF's public information activities. For instance, surveys were conducted of the extent of home canning,the amount of pleasure driving (which was banned officially), participation in a wartime rubber salvage drive, and how effectively Boy Scouts were distributing government posters about the war. Enemy propaganda was analyzed as a basis for carrying out counterpropaganda efforts. OFF and OWl claimed to be providing accurate information about the progress of the war, which largely amounted to acknowledging U.S. and ,Allied losses in 1941 and 1942. However, media critics of OFF and OWl claimed that U.S. losses were intentionally underreported.The director of OWl was Elmer Davis, a distinguished radio commentator who had been a Rhodes scholar, a fiction writer, and a news analyst for CBS Radio. In 1941, Davis broadcast a criticism of the confused organizational setup of public information in the federal government and as a result was promptly nominated by President Roosevelt to head the newly created OWl. Rationalizing the government's wartime public information efforts was an impossible task; the Army, Navy, and other agencies continued their own public communication activities, independent of the OWl (Bishop and MacKay 1971, p. 18). During 1943 the OWl experienced extreme difficulties. Its annual budget was cut from $8.9 million to $2.7 million by a Congress distrustful of the notion of wartime propaganda, internal conflict raged, and its leadership changed (Converse 1987, p. 472). The OWl retained its responsibility for "white" propaganda -- aimed at the domestic audience -- while the Office of Special Services (OSS, later to become the Central Intelligence Agency) was responsible for "black" propaganda -- communication messages in which the true identity of the communicator is falsified and which include false information -- employed overseas against the enemy.Schramm's Vision of Communication StudySchramm's vision was formed during 1942, while he was the director of the education division of OFF, and later at OWI. His ideas about communication study probably grew gradually out of his everyday contacts with other scholars interested in the emerging field of communication, but he was most directly influenced by the two dozen staff members and consultants at OFF/OWI who met every two or three days around a long conference table in the U.S. Library of Congress building. Schramm participated with the following members of this planning group (Cartier 1988, p. 170; Hilgard 1992b): Sam Stouffer from the Research Branch of the U.S. Army; Ralph O. Nafziger, head of OFFs Media Division, on leave from the University of Minnesota's School of Journalism; Rensis Likert and Jack Hfigard from the Division of Program Surveys in the USDA, who conducted audience surveys for OFF/OWI; and George Gallup, Elmo Roper, Paul F. Lazarsfeld, and Frank Stanton, all consultants to OFF (Stanton 1992).The group met to decide what information should be communicated to the American public to boost domestic morale and what communication channels OFF could use to reach their intended audience. They tried to assess, through surveys, the effects of their communication activities on the public. The central concern of this planning group was to carry out large-scale communication campaigns guided by the best expertise available, with feedback about effects provided by audience surveys. As David Manning White, then a recent Ph.D. from the University of Iowa who was invited to the planning group sessions by Schramm, stated: "Mass communication research began in the Library of Congress in 1942" (Cartier 1988, p. 171).Thus was Wilbur Schramm's vision of communication study born during his fifteen months at the OFF and OWI. He returned to Iowa City to begin implementing his vision in 1943. Ralph O. Nafziger went back to the University of Minnesota when his two-year leave without pay ended in 1943, where he founded the Research Division in the Minnesota School of Journalism in 1944. But while Natziger was。
跨文化交际
跨文化交际The Scope and Classification of Communication1.交际发生的条件1)There are at least two or more people交际的五种分类a)Human communicationb)Animal communicationc)Human-animal communicationd)Human-machine communicatione)Machine-to-machine communication其他分类f)Intra-personal communication 自我传播g)Interpersonal communication 人际传播h)Organizational communication 组织传播i)Mass communication 大众传播Human and biological/physical communication 树状图略2)There must be some contact between communicatorsa)Two-way contact = direct communicationb)One-way contact = indirect communicationc)Face to face communication 面对面交际d)Distance communication 远距离交际3)There must be a language shared by communicators语言分类树状图略4)An exchange of information has taken place 判断交际的成功程度a)Complete success communicationb)Partial successc)Failure/doc/8516332915.html,ponents ofcommunication 交际的组成1) A message (verbal or non-verbal)2) A sender3)Receiver4)Channel5)Noise 干扰6)Feedback7)Encoding 编码8)Decoding 解码3.Model of communication1)The linear model 线性模式Sende r →Message→Channel →Receiver →EffectThere is no feedback in this model 缺点：无反馈2)The circular model 循环模式Message+decode/encode= two-way processThis is an exchange model everyone is both a decoder and an encoder3)The contexualized model 环境模式Context(环境) refers to the idea that every act of communication must happen insome sort of surroundings.环境分类a)Physical context 物质环境b)Social context 社会环境c)Cultural context 文化环境4.Characteristics of communication1)Dynamic 动态的2)Irreversible 不可撤销的( the original person can’t take it back)3)Symbolic 符号性4)Systemic 系统性5)Self-reflective 自我反应性6)Interactive 交互性7)Complex/doc/8516332915.html,munication is culture, and culture is communication.when culture differs, communication also differ.6.Ingredients of cultureCultures may be classified by three categories1)Artifact 人造物品2)Concepts 概念3)Behavior 行为文化的三个层次1)Material level 物质文化2)System level 制度文化3)Belief and behavior level 观念文化7.Characteristics of culture 文化的特征1)Culture is not innate(固有的), it's learned2)Culture is transmitted from generation to generation3)Culture is selective4)The facets of culture are interrelated 相互联系的5)Culture is ethnocentric 民族文化优越感6)Culture is subject to change 文化是发展变化的We learn our culture from folk tales,legends, and myths,through arts and mass media. All of this learning occurs as conscious or unconscious conditioning that leads one toward competence in a particular culture. The activity is called enculturation(文化合群).8.Cultural patterns 文化模式1)Dominant culture 主流文化mainstream culture WASP—White anglo-saxonprotestant 为美国主流文化It involves the cultural components common to most people, including views of politics, conceptions of self and basic roles standard forms which most people in the society are aware of and accept.2)Subcuture 亚文化(ethnic, regional, occupational, social, economical,religious or gender-related)3)Co-culture 共生文化9.大题Five value orientations表格略1)Human naturea)Evil but perfectibleb)Mixture of good and evilc)Good but corruptible2)Relationship to naturea)Nature controls humanb)Harmony with naturec)Human controls nature3)Sense of time 时间观念a)Pastb)Presentc)Future4)Activitya)Being-orientedb)Being-and-becomingc)Doing5)Social relationshipsa)Hierarchyb)Group 以群体为中心c)Individual 以人为中心10.高低语境文化In high-context cultures the information is in the physical context or internalized(内在化) in the people who are part of the interaction. Very little information is coded in the verbal message.In low-context cultures information is contained in the verbal message, very little is in the context or within the participants.11.What is culture like?1)Culture is like an iceberg2)Culture is like an onion3)Culture is our software4)Culture is the grammar of our behavior 文化是行动指南5)Culture is like the water a fish swims in12.Human communication takes place in two ways1)Verbal communication2)Non-verbal communication “silent language”13.One word may have a different meaning and implication even in another culturethat uses the same language. Bomb: 美，massive failures 英，huge success 14.The influence of culture on language1)Language as a reflection of the environment2)Language as reflection of valuesLanguage determinism 语言决定论15.Words have two layers of meanings1)Denotational meaning 概念意义2)Connotational meaning 内涵意义Denotational meaning refers to a dictionary definitionConnotational meaning refers to extended meanings or associtated meanings.16.Sociolinguistic transfer 语用迁移17.Speech act theory 言语行为理论1)Locutionary act 言内行为2)Illocutinary act 言外行为3)Perlocutionary act 言后行为18.Face and politeness 面子原则和礼貌原则“face” is an individual’s self-esteem1)Positive face is your need to be to a number of a group2)Negative face is the need to be independent and to have freedomFace-threatening acts 威胁到他人面子的行为19.Cooperative principle 合作原则的四个准则1)Quanlity maxim 数量准则：give the right amount of information2)Quality maxim 质量准则：try to make your contribution one that is true 说实话，有证据3)Relation maxim 关联准则：be relevant 内容相关不离题4)Manner maxim 得体准则：be perspicous 明白的表达清楚的20.Four notions underlying Chinese conception of limao1)Respectfulness 尊重2)Modesty 谦虚3)Attitudinal warmth 态度热情4)Refinement 温文尔雅21.Style of paragraph development1)English language group linear logical development: topic statement22.The difference between Chinese and Western cultural thought patterns1)Intuition thinking VS analytic thinkinga)Chinese: harmony, entirety, view thinking from whole to partb)Western: analysis, part, view thinking from part to whole2)Concrete thinking VS abstract thinking 具象思维VS抽象思维3)Deductive VS inductive patterns 演绎法vs 归纳法a)Deductive pattern: general to specificb)Inductive pattern: specific to generalPower distance 权利距离social distance 社会距离1.Chinese verbal style: implicit communication含蓄，listening centeredness听话，politeness客气，focus on insiders自己人，face-directed strategy面子2.Function of nonverbal communication1)Replacing 代替2)Regulating 调节3)Conveying 表达4)Modifying 更改5)Repeating 重复6)Complementing 补充7)Contradicting 对立●Eye contact 目光接触Eye contact or oculesics, eyea speak in interpersonal communication. In North America and North Europe, eye contact shows openness, trustworthiness, and integrity, direct eye contact is high valued, it means to be frank and honest, it’ll keep conversation partner to stay involved,or to discourage him. However, eye contact is not steady, and maintains for a second or two. Staring at someone too long isn’t polite and make people uncomfortable(US).But black children look down to showrespect. In Japan look in the eye is rude. Arab culture use very intense eye contact.Very direct eye contact can be misinterpreted as hostility, aggressiveness, orintrusiveness(干涉).Minimal eye contact can be misinterpreted as lack of interest orunderstanding, dishonesty or shyness.●Touch 接触Touch, or haptics refers to communicating through the use of bodily contact. If used properly, it creats feelings of warmth and trust. If used improperly, it causes annoyance.Two categories of culture according to body distance.1)Touch culture rich in body touch: Arabs, Southern and Western Europe,Jews and Latins2)Non-touch culture not rich in body touch: Americans Northern Europeand OrientalsHandshakingA firm handshake plus direct eye contact is the standard form of greeting inEnglish-speaking countries.见P150 最后一段Hugging and kissing身体接触部位的忌讳见P152People from low-context cultures tend to feel crowded by people fromhigh-context cultures, and people from high-context cultures feel left out andrejected by people from low-context cultures.SmellArabs feel others’presence by smelling, they envelope each other in their breath, smelling the natural body odors of one’s friend is desirable.●Para language 副语言Paralanguage lies between verbal and nonverbal communication. It involves sounds but not words relating to oral communication. It refers to the rate(音频率), pitch and volume qualities of the voice, which interrupt and affect the meaning ofa message.●Personal space 个人空间1)Intimate zone 亲密距离(husband and wife, close friends, lovers)2)Personal zone 个人距离(friends, collegues)3)Social zone 社会距离( formal business situations)4)Public zone 公共距离（public speech）●Temporal language 时间语言(chronemics 时间学)It refers to the way in which time is used in a culture. A culture’s use of time provide valuable cues to how members of the culture value and respond to time.运用时间的方式：单时制，多时制1)Monochronic time 单时制M-timeM-time cultures emphasize schedules, a precise reckoning of time(阶段性), and promptness(准时).Used in individualistic cultures: US, BT, CAN, AUSTRILIA, NU.2)Polychronic time 多时制P-timeP-time cultures emphasize the completion of transaction and the involvement of people rather than a rigid adherence to the clock. 强调人们的参与和任务的完成They tend to do several thingsat the same time. (拉美，中东)Chinese are polychronic, they can—they prefer—and do mutitasks simultaneously见P165表格Keeping a person with a business appointment waiting for five minutes isacceptable.Time frame 时间幅度It is the amount of time you allow for something to be done.To know another culture we must first learn the language, then be able to hear thesilent messages and read the invisible words, we must understand the cultural values.VocabulariesChapter 1Communication: 交际Sender:信息发出者Responder: 信息接受者Message: 信息Channel/Medium: 渠道Encoding: 编码Decoding: 解码Noise: 干扰Context: 语境Feedback: 反馈Physical context物质环境Social context:社会环境Cultural context:文化环境Intercultural communication:跨文化交际Intercultural business communication: 跨文化商务交际international communication:国际交流Interethnic communition:跨民族交流Interracial communication:跨种族交流Interregional communication:跨地区交流Globalizaion:全球化Communicatin barriers:交流障碍Avoidence of the unfamiliarUnvertainty reduction:不确定性减少Withdrawal:内向Stereotyping:刻板印象Prejudice:偏见Racism:种族主义Misuse of power：滥用权力Culture shock: 文化冲击Ethnocentrism: 民族优越感Chapter 2Culture:文化Concept:概念Biological vs. Cultural:生理行为VS 文化行为Subculture:亚文化Co-culture:共生文化Dominant culture:主导文化Artifact:人工制品Behavior:人类行为Cultural values:文化价值Normal distribution:正态分布In-group:内部集团的Out-group:外部集团的symbol:符号Hero:英雄Cultural-specific values: 文化具象价值Priorities of cultural values: 文化价值优先权Power distance:权力距离Uncertainty avoidance:不确定性避免Masculinity:男性化Femininity:女性化Long-term orientation:长期目标，方向Short-term orientation:短期目标Universalism:普遍化Particularism:完全忠一论Communitarianism:大众化Neutral:中立的Emotional:情绪的Specific: 具体的，明确的Diffuse:扩散，冗长累赘的Achievement:成就Ascription:归属High-context culture:高语境文化Low-context culture:低语境文化Chapter 3Sapir-whorf hypothesis:萨皮尔—沃尔夫假说Syntactical:语法的Discourse:演说，著述Connotation:内涵含义Conversation taboos:交谈禁忌Inductive:归纳法Deductive: 演绎法Lexical：词汇的Pragmatic:实用主义的Denotation:指示Speech act:言语行为Linear language:线性语言Nonlinear language:非线性语言Chapter 4Nonverbal communication:非语言交流Posture:姿势，姿态Facial expression:面部表情Vocal qualifiers:口头修饰语Gesture:手势，姿势。
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Involved with Governmental Organizations
The messages of mass media industries are involved with governmental regulations applying to their content and distribution.
One result of our increased ability to analyze the demographics of any audience has been mass media industry efforts to target their messages at special segments of the population.
Inexpensive and Widespread
The mass media were possible only after the Industrial Revolution.
Because mass communications must reach a large dispersed audience, technology is a prerequisite for the mass media to exist.
4
First Things First: Definitions
Mass communication is communication aimed at a large and mostly undifferentiated audience.
Messages coming to us through the media do not have single authors or encoders. Mass communications are created by companies which, generally speaking, create messages in order to make a profit. These media companies hire teams of specialized professionals to create messages for audiences. The messages created in this way are commodities.
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Large and Differentiated Audience
Broadcasting media – television and radio – beam their programs into the air to be caught by anyone with a receiver who happens to be tuned in. The growth of narrowcasting, or the production of mass messages or specialized groups, is widespread.
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Delayed or Absent Feedback (1/2)
Of particular importance is the nature of feedback. In mass communication, feedback possibilities are absent or delayed. The program has already been made and aired, and cannot be modified to respond to your reaction. Even shows that are filmed before a live audience do not make use of feedback in the way we are familiar with it from our discussion of interpersonal communication.
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Run-for-Profit as a Business
Mass communications are created by media industries. These industries – with some notable exceptions like public television and radio – are profit-making organizations.
Mass communication in the form of books and newspapers also presuppose a large group of literate people.
Until the development of public schools in the 18th century created a pool of people who could read them, newspapers could not exist.
7
Definitions continued
The mass media has two common usages.
It refers to the multimillion-dollar, multinational corporations whose business is the making and selling of messages to mass audiences. It refers to the means by which these messages are distributed.
Mass Audience
Is heterogeneous (not homogeneous) Is more limited in feedback (the reaction to a message that is direct or indirect) Provides both direct and indirect economic support
Chapter VI
MASS COMMUNICATION
1
CONTENT
Introduction The Nature of Mass Communication The Technological Dimensions of Mass Communication The Business Dimension of Mass Communication Governmental and Agency Regulations
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Affects Our Perceptions of the World 1
All communication affects our perceptions of the world because we gain information about the world from our interactions through it. The pervasive nature of mass media, the amount of time we spend using the media, and the large extent to which we rely on the media for information about our world give it enormous powers to affect our perceptions of reality.
The Federal Communications Commission oversees the licensing of television and radio stations and the assignment of frequencies. Governments agencies are also concerned with issues such as truth in advertising and the presence of obscenity, especially in broadcast media.
2
INTRODUCTION
The mass media – print, television, cinema, etc. – play important role in our daily lives.
The media entertain us, educate us, and reflect and shape our view of the world.
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Delayed or Absent Feedback (2/2)
Example
When live audiences are brought into the studio for the taping of a television program, they are carefully warmed up ahead of time and instructed on how they are expected to respond to the show they will see. The same show is then taped in front of several audience to allow for editing, and, where necessary, audience reactions from one taping can be used to replace those in another taping.
3
THE NATURE OF MASS COMMUNICATION
Characteristics of Mass Communication
Inexpensive and Widespread