《跨文化交际》课程考试大纲
跨文化交际能力课程教学大纲2020版
5，6，8
第三章
文化的多样性
6
讲解、案例讨论、小组汇报
复习课堂内容，完成访谈作业，小组项目选题
通过文化剖析和对比，培养跨文化沟通能力，促进民族文化自信。
4，6，7
第四章
文化和语言交际
6
讲解、案例讨论、小组练习
复习课堂内容，完成案例写作作业，小组项目定题
复习课堂内容，完成案例写作作业，小组项目推进
通过商业案例的分析探讨，培养跨文化沟通力和全球胜任力
6，8，9，11
第七章
跨文化
6
讲解、案例讨论、小组项目汇报
复习课堂内容，准备小组项目口头汇报
通过探讨跨文化交际的困境和挑战，培养跨文化
3，4，6，11
第八章
总结和汇报
6
知识点总结、小组项目汇报、口试
完成小组项目书面汇报
《跨文化交际能力》课程教学大纲（2020版）
课程基本信息（CourseInformation）
课程代码
48
3
课程名称
（中文）大学英语—跨文化交际能力
（英文）College English 5 -Intercultural Communication
课程类型(CourseType)
必修课
授课对象（TargetAudience）
通过团队项目培养自主学习力、批判性思维、创新力、沟通力和领导力
11
注1：建议按照教学周学时编排。
注2：相应章节的课程思政融入点根据实际ቤተ መጻሕፍቲ ባይዱ况填写。
*考核方式(Grading)
1.期末50%
2.口试10%
3.团队项目20%（口头报告10%书面报告10%）
跨文化交际课程大纲
跨文化交际课程大纲一、课程简介跨文化交际课程旨在培养学生在跨文化环境中进行有效沟通和合作的能力。
通过学习跨文化交际的理论和实践，学生将能够更好地理解不同文化之间的差异，增进跨文化意识，提高相互理解和尊重他人的能力。
二、课程目标1.理解和分析不同文化背景之间的差异和相似之处；2.熟悉跨文化交际的基本理论和概念；3.掌握跨文化交际的有效沟通策略和技巧；4.培养跨文化意识和灵活性，提高文化敏感度；5.发展解决跨文化冲突和问题的能力。
三、课程内容1.导论- 跨文化交际的定义和重要性- 文化的概念和特征- 跨文化交际的挑战和机遇2.跨文化意识培养- 学习不同文化背景的社会习俗和价值观 - 理解文化影响对行为和沟通方式的影响 - 培养尊重和接纳不同文化的态度3.跨文化交际的理论框架- 霍尔的高/低上下文文化理论- 霍芬斯泰德的文化维度模型- 艾德·霍尔的地区交际模型4.有效跨文化沟通策略- 语言和非语言沟通技巧- 社交礼仪和文化差异- 适应文化差异的沟通策略5.跨文化冲突解决- 跨文化冲突的类型和原因- 解决跨文化冲突的技巧和策略- 跨文化团队合作和冲突管理6.跨文化交际的实践案例- 跨文化交际案例分析和讨论- 文化差异引发的问题和解决方法- 跨文化解决方案的实践经验分享四、课程评估课程将通过以下方式进行评估：1.参与度和课堂表现；2.小组项目和演讲；3.论文或研究报告；4.跨文化交际模拟实践。
五、参考资料- Lustig, M.W., & Koester, J. (2019). Intercultural competence: Interpersonal communication across cultures.- Jandt, F.E. (2019). An introduction to intercultural communication: Identities and relationships.- Samovar, L.A., Porter, R.E., & McDaniel, E.R. (2017). Intercultural communication: A reader.六、备注该大纲仅供参考，教师有权根据实际情况进行适当调整，并在课程开始前向学生说明具体要求和安排。
《跨文化交际》教学大纲
《跨文化交际》教学大纲一、课程名称：跨文化交际/Cross-culture Communication二、课程编码：三、学时与学分：34/2四、考核方式：考查，包括平时与期末，分别占30% 和70%五、先修课程：综合英语、英语语法、英语泛读、英语口语、英美国家社会与文化等六、适用学科专业：英语七、教学目的：同英语国家的人们用英语进行有效的交流是学习英语的重要目的之一。
然而有效的交流不仅仅是一个语言技巧问题，还涉及到文化因素。
本课程的主旨是帮助学生解决在跨文化交际中因文化的差异而产生的种种困惑，促进学生对英语国家概况和英美文化有教为深入的了解，对中国文化与西方文化之间的异同有较为敏锐的感知。
逐步提高学生跨文化交际的实际能力，使学生能够用文化的眼光，认识自己，包容他人。
八、基本教学内容：本课程选用顾曰国主编的《跨文化交际》（Cross-cultural Communication）为教材。
本课程共八个单元。
主要学习方法包括：典型实例分析，模拟交流练习，听公开讲座，交际失误分析，英汉双向翻译练习等。
九、教学内容、基本要求及学时分配1. Part One: Language and Culture in Communication教学内容：介绍语言、文化和交际之间的关系，跨文化交流模式，交流中的各种意义等。
本单元介绍了交际的5个类型 (types of communication)：human communication; animal communication;human-animal communication; human-machine communication; machine-to-machine communication；交际的基本模式：同文化交际(mono-cultural language communication)；跨文化交际(cross-cultural language communication)；介绍各种交际方式中的“意思”的传达。
跨文化交际课程大纲
跨文化交际课程大纲一、引言跨文化交际在今天的全球化社会中变得越来越重要。
本课程旨在帮助学生提高他们的跨文化交际能力，使他们能够更好地适应跨文化环境并建立有效的沟通和合作关系。
二、课程目标1. 了解跨文化交际的定义和重要性。
2. 掌握跨文化交际的基本理论和概念。
3. 培养跨文化敏感性和意识。
4. 提高跨文化沟通和解决冲突的能力。
5. 培养多样性包容的态度和价值观。
6. 培养学生的跨文化领导能力。
三、教学内容1. 跨文化交际的定义和重要性- 理解跨文化交际的概念和范围。
- 引导学生思考跨文化交际对个人和社会的影响。
2. 跨文化交际的基本理论和概念- 文化差异和文化冲突的概念和理论。
- 跨文化适应和文化冲击的心理过程。
- 有效的跨文化沟通策略和技巧。
3. 跨文化敏感性和意识- 讨论文化差异和多样性的概念。
- 提高学生对自身文化偏见的意识。
- 培养学生对其他文化的尊重和包容。
4. 跨文化沟通和解决冲突的能力- 掌握有效的跨文化沟通技巧。
- 学习如何在跨文化环境中解决冲突和问题。
5. 多样性包容的态度和价值观- 培养学生的多元文化教育意识。
- 强调多样性对团队和组织的价值。
6. 跨文化领导能力- 培养学生的领导潜力和能力。
- 强调在跨文化环境中的领导挑战和机会。
四、教学方法1. 讲座和讨论：通过讲座和小组讨论引导学生理解和应用跨文化交际理论和概念。
2. 案例分析：通过分析实际案例，让学生了解典型的文化冲突和沟通问题，并提出解决方案。
3. 角色扮演：通过角色扮演练习，让学生亲身体验跨文化沟通的挑战和技巧。
4. 项目和团队合作：通过小组项目和团队合作，培养学生的跨文化合作和领导能力。
五、评估方式1. 课堂表现：学生积极参与讨论并发表自己的观点。
2. 个人作业和小组项目：学生完成个人作业和小组项目，展示对课程内容的理解和应用能力。
3. 期末考试：对学生掌握的跨文化交际理论和概念进行考核。
六、参考教材1. Samovar, L. A., & Porter, R. E. (2010). Understanding Intercultural Communication. Cengage Learning.2. Chen, G. M., & Starosta, W. (1997). Intercultural Communication Competence: A Synthesis. Communication Yearbook, 20, 353-384.3. Jandt, F. E. (2012). An Introduction to Intercultural Communication: Identities in a Global Community. SAGE Publications.七、课程总结本课程旨在培养学生的跨文化交际能力，使他们能够更好地适应跨文化环境并建立有效的沟通和合作关系。
跨文化交际课程大纲
跨文化交际课程大纲（Cross-cultural Communication）课程性质：专业方向课课程学分/学时：2.0学分/30学时上课时间/教室：开课学院：外国语学院教师姓名/职称：马书红，副教授；王初艳，讲师教师联系方式：187****1369,*****************办公时间/地点（Office hours/Place）：周四上午8:00-12:00，南区办公楼305一、课程简介及目标（一）本课简介本课程是面向英语专业学生的专业方向课，主要内容包括：文化的定义、层次和特征；跨文化交际的定义；家庭对个体的社会化、社会交际能力、男女家庭角色定位、价值观等的影响；身份的定义和分类（人种身份、民族身份、性别身份、国家身份、组织身份、个人身份、网络虚拟身份等）；刻板印象及避免产生刻板印象的方法；偏见及其成因；民族中心主义的定义及特点；感知的定义、感知与文化和信念的关系、个人主义和集体主义、权力距离、柔性和刚性文化、高语境和低语境文化；不同文化的非语言交际方式和特征；不同文化的时间和空间概念；不同文化的领导风格；解决跨文化交际冲突的策略。
通过学习，你可以从整体上了解跨文化交际的复杂性和多样性，把握跨文化交际的表现形式和其深层的信仰系统和哲学观，从而塑造人文精神、培养跨文化的觉知和意识、提升睿智与德性，奠定重要的跨文化交流的修养基础。
对于未来在与文化有关的机构工作（如：外事办、外企、跨国公司、旅游局、翻译公司、文化研究所等），本课程尤其具有重要的意义与价值。
（二）课程目标本课程旨在实现下列5个教学目标：1、专业知识目标通过本课程的学习，你能够（1）了解不同文化的外在表现形式（如服饰、饮食、音乐、雕塑、庆典仪式、交往方式等）、特点和异同；（2）了解非语言交际的不同特征与要素；（3）了解跨文化交际能力的构成要素；（4）用目标语言来描述、对比和分析各种文化现象，将语言学习与文化学习相结合；2、思维方式目标在反思中国文化的天人合一、阴阳和合、大一统等整体性、模糊性、直觉性、意向性、崇拜权威的思考方式的基础上，了解与学习其他文化的思考方式、信念传统和价值观等，从而汲取不同文化的思维方式的优势，并学习在不同的情景下、不同的领域中采用适当的思维技术和方法来解决问题，避免非此即彼的对立、生硬的思考模式和处理问题的方法。
08级考试资料《跨文化交际》
跨文化交际课程期末考试复习资料I. Give a brief definitions of the following terms(名词解释)1. Non-verbal communicationIt refers to communication through a whole variety of different types f signal come into play, including the way we more, the gestures we employ, the posture we adopt, the facial expression we wear, the direction of our gaze, to the extent to which we touch and the distance we stand from each other.2. privacyprivacy: It could be understood as the right of an individual to self-determination as to the degree to which the individual is willing to share with others information about himself that may be compromised by unauthorized exchange of such information among other individuals or organizations.3. slangWords and expressions which are regarded as very informal and so are not considered suitable for formal social situations or serious writing.4. collectivist cultureCollectivist cultures place little value on individual identity and great value on group identity. They have been labeled as “we” culture s because basic unit is thein-group or collective.5. culture shockculture 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.6. proverbProverbs are those popular short sayings containing words of advice or warning—are an important part of the language and culture of a society.7. intercultural communication.8. Individual CultureIndividuals tend to define themselves by the extent to which they are different from, rather than similar to other. People are encouraged to display self-confidence and assertiveness, disclosure of personal thoughts and feelings.9. CultureCulture means:(a) The arts, customs, and habits that characterize a particular society or nation.(b).The beliefs, values, behavior and material objects that constitute a people's way of life.10. ProxemicsProxemics refers to the study of spatial relations. The study of proxemics includes three aspects of space: (a) fixed features of space. (b) semifixed features of space, and(c) personal space11. NormsNorms refer to rules for appropriate behavior, which provide the expectations people have of one another and of others. Norms are the outward manifestations of beliefs and values.12. IndividualismIndividualism refers to the doctrine that the interests of the individual are or ought to be paramount, and that all values, right, and duties originate in individuals. It emphasizes individual initiative, independence，individual expression, and even privacy.13. ParalanguageThe set of nonphonemic properties of speech, such as speaking tempo, vocal pitch, and intonational contours, that can be used to communicate attitudes or other shades of meaning.14.Low-context cultureCultures in which little of the meaning is determined by the message is encoded in the explicit code are labeled low-context.II. Answer the following questions(简答题)1.Give some basic rules of boys or girls interaction2. Describe the different ways in showing hospitality between Chinese culture and western cultureChinese guests always refuse offer of drinks or food to demonstrate politeness in seeming not to wish to put their host to any trouble.Sometimes an offer is not a real offer but a polite remark. After we say 'no', we usually wait for the second and third offer. If the host just brings the food or drink and ignores 'no', we ill accept it. Chinese like to press their guests to drink or eat to show their hospitality. While westerners always accept or refuse offer of drinks or food very genuinely.Their refusal is accepted as genuine.Westerners don’t to press. To press people to have food or drink after they have refused is frowned upon and can cause embarrassments.3. What are the differences on receiving gifts between Chinese and westerner?In the West, it is regarded as polite to open gifts as soon as they are given to express appreciation. In China, the situation is quite the reverse. Normally we Chinese feel that if you open the gift as soon as it is given, you might embarrass the person who gives the gift and you might be thought greedy. Therefore, Chinese people tend to open the gifts after the visitors have left.In China, many people send gifts without wrapping them, and if they wrap them, they usually tell the receiver what is inside, and the receiver will thank the sender and put the gift aside without unwrapping them since they already know what is inside. English receivers open the gifts in front of the senders of the gifts.4. Explain the term “intercultural communication competence” and its three components.The intercultural competence refers to the ability to understand and adapt the target culture. Intercultural communicative competence involves cognitive, affective and operational aspects, which are inseparable in reality. The interrelatedness of cognitive, affective, and operational components is very important in the improvement of the communicator’s intercultural communication competence. There are also three aspects in terms of affective components: adaptation motivation, Identity flexibility and esthetic co-orientation, The cognitive aspects of intercultural communication competence are the mental capacities of comprehension and ability to understand the meanings of various verbal and nonverbal codes. Operational components are that Individuals’ capacity to express cognitive and affective experiences outwardly is shown through specific behaviors.1. The obstacles of studying Intercultural communication2. Why do many Chinese people tend to ask about age, martial status, and even salary when first meeting one another?To them, these are open conversational topics. Knowing a person’s age helps them use appropriate terms of address. And Chinese people pay a lot of attention to family life, so naturally talk of family members features as a common topic. As to salary, since there is a national system of salarie s, people usually don’t consider it a secret and they talk about it openly.3 . Analyze the cultural variations in selecting negotiators in America and Japan4. What would you do if a stranger pronounced your name incorrectly?5. What are the five basic themes in individualist culture?1) There is a tendency for foreigners to treat strangers as equals, seen in the politeness with which foreigners treat out-group members and their willingness to follow public rules and laws that guarantee the rights of all. 2) There is a desire for independence and separateness, found in foreigners' needs for their own privacy and autonomy and in the freedom they give to children. 3) There is a lack of inhibition on the part of foreigners in terms of expressive behaviors, seen in their lack of concern about drawing attention to themselves and their willingness to disclose feelings and emotions. 4) There is a lack of understanding if the reciprocal bonds and duties that regulate in-group members, found in foreigners' casual attitudes towards hospitality. 5) There is a lack of concern at public displays of physical or sexual intimacy.6. Analyze the characteristics in Masculine communication culture7. What are the differences between Chinese and English Kin Terms?In Chinese culture, people refer to people strictly according to the kin terms. It is completely unacceptable to refer to one's parents by using the names. When children address relatives, Chinese kin terms tell whether they are older or younger than their father or mother. Chinese kin terms tell whether the relatives are from the mother' or father's side and whether one's brother, sister or cousin is older or younger than he/she. Chinese kin terms are also to other people who are not one's relatives; kin terms are widely used to address known or unknown peopleWhile in English culture, in some families in Western countries, some childrenaddress their parents directly by their first names. In Britain, children are expected to address the parents' brother and sisters with the title of Uncle or Aunt plus their names and sometimes simply address them by first name without a title. English kin terms don’t tell whether the relatives are from the mother' or father's side ,and there are not distinct kin terms for elder brother or younger brother. Kin terms are not as frequently used as in Chinese. In all kinds of social situations, either formally or informally, people won't use kin terms to address each other if they are not relatives.8. State six principles for effective cross-gender communication.9. What is the significance of Nonverbal Communication?Nonverbal behavior is a significant area of communication study for at least three reasons.Nonverbal behavior accounts for much of the meaning we get from conversations.Nonverbal behavior spontaneously reflects the subconsciousness.We cannot avoid communicating through nonverbal signals.Besides, nonverbal behavior is significant because nonverbal communication can be open to many interpretations.10.Describe the U.S. cultural patterns with the five value orientation categories.People in the United States generally believe in a supreme God or universal spirit and believe that they can control nature. They have a lot of faith in science and technology and are materialistic. They get a sense of identity from work and generally separate work from play. People, in the United States are efficient, practical, and see progress and change as a good thing. They place a high value on time and have a future time orientation, although they often divide it into short-term goals.People in the United States do not agree about whether humans are naturally good, bad, or a mixture of both. However, two beliefs related to human nature—rationality and mutability--- are still believed by many in the United States. One of the most fundamental beliefs of people is individualism. Associated with this belief are the ideas of self-motivation, competition, and responsibility for one’s own actions. People in the United States also have an unshakable belief in equality. They do not believe that everyone is the same, but they do believe that everyone does or should have the same opportunities as everyone else. Last, people in the United States are conformist—it is important to stay in touch with the latest fashion in hair, clothing, and so forth.11. What does "gilding the lily" mean?12.What are the communication differences between high-and low-context cultures?13.What are the social functions of compliments14. List some study area in nonverbal communication.15. What would you do if someone asks you a question that you feel too personal?16. Explain high-context culture and low-context culture.Cultures in which little of the meaning is determined by the message is encoded in the explicit code are labeled low-context. Cultures in which less has to be said or written because more of the meaning is in the physical environment or already shared by people are labeled high context .17. Explain the definition of “collect ivist culture”a. Collectivist cultures place little value on individual identity and great value on group identity. They have been labeled as “we” cultures because basic unit is thein-group or collective.b. kindness to visitors: friendly, welcoming, and generous treatment offered to guests or strangersc. Individualism is the moral stance, political philosophy, ideology, or social outlook that stresses "the moral worth of the individual". Individualists promote the exercise of one's goals and desires and so independence and self-reliance while opposing most external interference upon one's own interests, whether by society, or any other group or institution.18. How do people from different cultures understand “silence”?The use of silence in communication is different from culture to culture. Silence can communicate agreement, apathy, awe, confusion, contemplation, disagreement, embarrassment, obligation, regret, repressed hostility, respect, sadness, thoughtfulness, or any number of meanings. In eastern cultures, silence has long been regarded as a virtue. While in western cultures, silence has generally been considered socially disagreeable. To most people in the United States, silence means lack of attention and lack of initiative. To the Chinese, silence means agreement.19. Analyze the characteristics in Feminine communication culture20. Why do we need to study intercultural communication?(1). Technological developmentThe development of new transportation and information technologies has connected all nations in ways that were possible before this century only in the imagination.(2). Widespread population Migrations(3). The changes in the international business community have compelled China to reexamine her business.(4). Development of Multiculturalism. Cultural diversity or multiculturalism will become the norm; not the exception. The public must acknowledge and adjust to difference but build on commonality.21. What are the characteristics in naming Chinese Given Names?There have existed differences in naming given names to male and female throughout the Chinese history. If we get down to the classifications of the Given Names according to the different sexes, it is not difficult to see that the differences may lie in two categories, that is, in meanings and forms. Traditionally, male given names usually suggest steel and great strength, showing great concerns about the fate and future of the nation, while female given names impress people on their beauty, elegance, fragrance, loveliness, and gentleness. Shown in the following are the ten classifications of both the sexes showing different characteristics in given names:22. State two typical situations to send flowers in business and social situationsThere are two typical situations in which flowers can be useful to businesspeople. One is to help establish a good relationship with a secretary. The other is when anexecutive is invited to someone's house. It is still more customary - all over the world - to give flowers to women rather than men, who in most cultures only receive flowers when ill. Here are some flower-giving guidelines which should keep you from falling foul of local taboos.Part III Case Analysis (You are required to state cultural phenomenon in each case)(3*20’)Case 1Xiao LI and Xiao Wang were colleagues. Xiao LI gave a lot of help to Xiao Wang financially and socially. Recently Xiao LI would get married. But he forgot inviting Xiao Wang attend his wedding. Later Xiao Wang got information about Xiao LI’ wedding and sent RMB 500 Yuan to Xiao LI.Question: What cultural phenomenon can be reflected? Why?In Chinese culture influenced by Confucianism, if someone does a favor for you, you should return the favor to them. This is very common for Chinese people..In the philosophy of Confucianism Reciprocity are the base of relationships. Gratitude and indebtedness are important parts of Chinese culture. If a person feels uneasy to be indebted of someone, payback is necessary to achieve balance in the relationshi p.Case 2An English guest: Each time a new dish arrived his parents would lean over and load my plate with tasty morsels. As they had taken all the trouble to cook it I just had to polish it off. As soon as my plate was empty they would put more on. Of course, I felt duty-bound to eat that too.A Chinese guest: Can you imagine how many dishes I had? Only one -- a stew with meat and vegetables. The meat was over done and too hard to eat; green vegetables were no longer green. They never put food on your plate but just ask you to help yourself. If you, as a guest, are shy or modest, waiting for the food to be put on your plate, you will remain half-starved.Question: Are there any differences in hospitality between a Chinese and English? What are the reasons?Yes. The Chinese student felt disappointed at British hospitality because she used the Chinese way of showing hospitality to judge the British one. In the story taking place in China, the westerner couldn't imagine that there should be sixteen dishes prepared for her. When she ate from the eight cold dishes, she couldn't eat anymore. It is because a Western meal normally severs one main course plus a starter and sweets or desserts. The fact is that different people in the world show their differenthospitality in different ways.Case 3Li Lan had an American friend Susan. They usually had lunch together and Li Lan often asked Susan for advice on problems she faced adjusting to American society. Susan gave Li Lan a lot of advice and helped her to improve her English. Once Li Lan needed urgently a big sum of money to pay her tuition fee. Since she has no other friends in the States, she turned to Susan for help and promised that she would return the money soon.To Li Lan’s great disappointment, this time Susan didn’t seem happy to lend the money to her. Though Li Lan returned the money as she promi sed, they didn’t get along well from then on.Question: Why did Li Lan feel unpleasant?Li Lan asked to borrow money from her American friend Susan, which is rarely part of Western friendship. Li Lan and Susan have different expectations of friendship.In the West, people prefer to be independent and equal rather than dependent, so they don't feel comfortable in a relationship in which one person gives more and the other person is dependent on what is given. Among friends they mostly provide emotional support to each other and spend time together, so they rarely borrow or lend money to each other. They would ask for a loan from the bank rather than from their friends.While in China, people expect their friends to be loyal to each other, and they even take risks for their friends. So they would give not only emotional support to each other but also concrete help to each other, such as helping to find a job, solving a problem, or even giving money to help one out over a long period of time. So when a friend is in need, the first person he or she wants to ask for help is naturally his/her friend.Case 4In 1997, a Danish woman from Copenhagen left her 14-month-old baby girl in a stroller outside a Manhattan restaurant while she was inside. Other diners at the restaurant became concerned and called New York City Police. The woman was charged with endangering a child and was jailed for two nights. Her child was placed in foster care. The woman and the Danish consulate explained that leaving children unattended outside cafes is common in Denmark. Pictures were wired to the police showing numerous strollers parked outside cafes while parents were eating inside. Question: What cultural phenomenon can be reflected?This case reflects one of the barriers to the effective intercultural communication----assuming similarity instead of difference. In American culture, it isillegal for parents to leave their baby alone. Whereas it is commonplace for parents to leave their baby alone in Danish culture.The Danish woman had assumed that Copenhagen is similar to New York, that what is commonly done in Copenhagen is also commonly done in New York.Case 5Describing the differences of verbal communication Styles between Chinese people and American people. Take examples to explain it.The Chinese shout be loud when talking about everything. Direct eye-contact is rare when speaking person to person. Counting on your fingers is different. Instead of just holding out the number of fingers on two hands as in America, the Chinese have specific finger signs for numbers one to ten.To indicate yourself, Americans tend to use their thumb or forefinger and point at or touch their chest. Chinese people usually point at their nose with their index finger to do so. Chinese people feel no compunction against staring at other people for long periods of time. Young people, both boys and girls up to the age of 21, engages in all manner of rough-housing, often hitting each other. Women often walk arm and arm down the streets. Men and men hold hands or embrace shoulders as they walk outside. Nothing is wrong with that if they are friends.Case 6Xie Li and Tom have been working on a scientific experiment at a British university for some months. It has not been totally successful. They are discussing the situation in the laboratory.Xie Li: I don’t know where it went wrong!Tom: Don’t feel so bad. Cheer up; you’ve done your job.Xie Li: But our experiment has turned out to be a failure.Tom: Relax for a couple of days. I’ll face the music.Xie Li: Tom, we are not playing children’s games here. This is a scientific experiment. Tom: I’ve never taken the experiment as child’s play and I’m playing the game.Xie Li: You say you’re playing the game! It’s a rather important experiment!Xie Li walks out of the laboratory angrily. Tom is puzzled.Question: What’s the problem in this case?Idiomatic phrases are often misinterpreted.In English, face the music means: face reality and take the consequence and play the game means: abide competition rules. Here Xie Li misinterpreted two idiomatic phrases Tom used. First he thought that Tom didn’t take the failure of the experiment seriously and wanted to escape from it, because he would “face the music”; secondly, he misinterpreted Tom’s “playing the game” as that he hadn’t done the experiment seriously, which might lead to its failure.A young Chinese officer, together with his wife, was meeting an American consultant at an airport. After phatic communication, the consultant complimented him on his wife out of politeness, “Your wife is beautiful!”The officer felt embarrassed and said, “Where! Where!”（哪里！哪里！）“Where! Where!”the consultant was puzzled and had to say,“From head to foot.”Question: What went wrong in the case and Why?In this case, the words of the Chinese conveyed a message quite different from what was intended. The Chinese officer would be suspected of “fishing for compliments”even though the remarks might have been quite sincere because the consultant was almost forced to say “Your wife is beautiful from head to foot.” Forced compliments like this can leave a bad taste in the mouth.Because as far as the responses to praise and compliments is concerned, there are great difference between Chinese people and native English speakers. Native English speakers, especially Americans tend to verbalize their compliments and accept them, whereas the Chinese tend to efface themselves to show modest. In contrast, native English speakers, in the same situation, will say Thank you or Thank you for saying so or Thanks a lot, etc. to acknowledge and accept the thanks as a kind of recognition of their individual efforts. Case 8A young Chinese woman in U.S was complimented by an American woman for the lovely dress she was wearing: "It's exquisite. The colors are so beautiful!" she was pleased but somewhat embarrassed. In typical Chinese fashion, she replied, "Oh, it's just an ordinary dress I bought in China."Question: What went wrong in the case and Why?Case 9A married couple are going to visit a friend. They have been driving around for some time looking for the street.B is angry because A refuses to stop and ask direction of someone.Question: What cultural phenomenon can be reflected?This case reflects the masculine emphasis on maintaining autonomy and not appearing weak or incompetent. Men are less likely than women to seek directions from others. Part of the reason for this may well lie in sensitivity of men to issues of status. From the perspective to ask for information and help from others implies that the person asking is inferior. From a woman's point of view, however, sharing information is a way of cementing bonds.Dedrick and Melita have been dating for two years and are very serious. To celebrate their anniversary Melita wants to spend a quiet evening in her apartment where they can talk about the relationship and be alone with each other. When Dedrick arrives, he's planned to dine out and go to a concert. Melita feels hurt that he doesn't want to talk and spend the evening alone with her.Question: could you explain the differences in communication between men and women?Case 11A Filipino couple was vacationing in England. While they were strolling along one of the main streets of London with a British acquaintance, they met another Filipino who had been residing there for some time. He was a good friend from the past, who has not seen for several years. They greeted each other warmly and continued their conversation in a loud and animated fashion using their native language. After a while the British became noticeably agitated, and turned his head away and sighed. TheFilipinos noticed the reaction, and then resumed their conversation but in a quieter tone.Question: Why did the British become agitated?Case 12An American went to Chinese home. He was offered some tea. Just when the first cup was about to finish, more tea was added. The visitor drank the second cup. Then the cup was filled the third time. Then he drank it, then…until the visitor was quite full.Question: Why did the American get quite full?The culture for treating visitors varys from country to country.In China, the Chinese host often constantly puts foot on the visitors' plate, which is an expression of hospitality. The visitors refusals are usually ignored. Westerners, on the other hand, usually leave the guest to help himself/herself and do not keep urging him/her to eat more. in China it is acceptable to leave unwanted food on the plate, whereas according to Western custom, it is impolite to do so. As result, misunderstandings occur. In this case, the American kept finishing all the tea in his cup to show his politeness. Therefore, the American got quite full.Case 13An American tourist and a Chinese couple met for the first time. They are introducing themselves like this:American tourist: It was so nice to meet you both here. I'm Lucy Webster. Thank you very much.Chinese woman: It's a pleasure. I'm Li Hong, and this is my husband. Welcome to China, Miss Lucy.American tourist: Thank you, Mr. and Mrs. Li. Would both of you like a cup of coffee?Chinese couple: No, thanks.Question: What went wrong in the case and Why?1)The American tourist thinks that Li Hongs surname is her husband's surname, because she is unaware of the fact that in China women still use their own surnames after marriage.2) Li thinks that "Miss" is a respectful term of address for any female English speaker, but unaware of the fact that in America it is not used before someone's first name. She also mistakes the given name "Lucy' for the surname.Case 14Lee, an overseas student from China, once had a talk with his American classmate Tom.Lee: It really puzzles me that you Americans thank people all day long: When the teacher answers your questions, when your mother buys you a book that you need, when a wife brings her husband a cup of coffee and so on.Tom: Well, when I finished my tour in China, I said "thank you" to the interpreter who accompanied me during the tour. The interpreter replied, "It's my duty to do so."I can't help thinking what he means, "I had no choice but to do it, because it is my duty. Otherwise I would not have done so."Questions: What makes Lee puzzled and why? Is the interpreter's reply appropriate in the English context?1) A Chinese student would always thank his/her teacher for the latter's help, but would seldom do so to his/her parents because Chinese people don't usually say "Thank you" to those who are very close. They would rather choose some implicit ways to show their gratitude and concern, such as saying something like "leile ba?"(累了吧) "Xingku le."( 辛苦了) "kuai xiexie ba," (快歇歇吧)etc. But one traditional Chinese concept holds that it is the duty of the young and the junior to do something for the elderly and the senior, and so the latter don't have to say thanks.2) Saying "Thank you" is very common in America, even between parents and children, husband and wife for very small and ordinary things. So they thank all day long. They use words like "Please", "Excuse me", "Thank you" in daily conversation, whether between intimates or between strangers.。
《跨文化交际》课程考核大纲
四、期末课程考核
1、考核的方式方法：考试。
2、考核的日期和时间：由教务处依据校历安排。
3、考核类型：闭卷笔试。
4、考核范围与分值比例：
（1）对文化与跨文化交际概念的理解占10%
（2）对非言语交际文化及相关中西文化差异的理解和掌握占20% （3）对日常言语交际文化及相关中西文化差异的理解和掌握占20% （4）对语言和文化的关系及中西语言文化差异的认识和理解占20% （5）对中西文化和价值观差异的理解和掌握占30%
5、考核要求：掌握。
6、考核的试题类型与分值比例：填空题占30%，单项选择题占30%，问答题占15%，案例分析占25%。
《跨文化交际》教学大纲
《跨文化交际》教学大纲课程目标：本课程旨在帮助学生了解和掌握跨文化交际的基本概念、原则和技巧，提高学生的跨文化交际能力和跨文化意识。
课程内容：第一单元：跨文化交际的基本概念和原则1.1跨文化交际的定义和作用1.2跨文化交际的基本原则1.3跨文化交际的挑战和机遇第二单元：文化差异与意识2.1文化的定义和特征2.2文化差异的原因和表现2.3跨文化意识的培养和重要性第三单元：语言与文化的关系3.1语言的定义和作用3.2语言与文化的关系3.3语言的文化差异和应对策略第四单元：非语言交际与文化4.1非语言交际的定义和类型4.2非语言交际的文化差异4.3非语言交际的意义和应用第五单元：跨文化沟通技巧5.1有效倾听与观察5.2调整自己的言语和行为5.3解决跨文化沟通中的问题和冲突教学方法：本课程将采用多元化的教学方法，包括讲授、案例分析、讨论、小组活动和角色扮演等。
评估方式：1.平时表现：包括课堂参与、小组活动表现等。
2.课堂作业：包括课后练习、案例分析报告等。
3.期末考试：对学生对课程内容的综合理解和应用能力进行考核。
参考教材：3. Bennett, M.J. (1993). Towards Ethnorelativism: A Developmental Model of Intercultural Sensitivity. In R. M. Paige (Ed.), Education for the Intercultural Experience (pp. 21-71). Yarmouth, ME: Intercultural Press.教学大纲制定者：XXX教授。
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% 。
修订版《跨文化交际》教学大纲
修订版《跨文化交际》教学大纲引言：《跨文化交际》是一门有着重要意义的课程，旨在帮助学生更好地理解和应对不同文化背景下的交际挑战。
本教学大纲旨在修订原有的教学内容，以更好地满足学生需求和社会发展的要求。
一、课程目标：1.理解跨文化交际的概念和重要性。
2.学习不同文化背景下的交际方式和礼仪。
3.培养跨文化沟通能力和解决跨文化冲突的能力。
4.了解不同文化在商务、教育和社交等领域的影响。
5.提高自身的跨文化适应能力和文化敏感性。
二、教学内容：1.跨文化交际的概念和重要性a.介绍跨文化交际的定义和范围。
b.分析跨文化交际的重要性和意义。
c.探讨全球化背景下跨文化交际的挑战。
2.文化差异的认知a.介绍文化差异的概念和分类。
b.分析不同文化中的价值观、信念和行为模式。
c.比较不同文化的沟通风格和非语言交际。
3.跨文化交际中的交际策略a.介绍跨文化交际中的常见问题和挑战。
b.探讨有效的交际策略和技巧。
c.培养学生的非言语交际和倾听技巧。
4.跨文化冲突与解决a.分析跨文化冲突的原因和影响。
b.介绍跨文化冲突的解决方法和技巧。
c.案例分析和角色扮演，让学生实践解决冲突的能力。
5.文化影响与应用a.介绍不同文化在商务、教育和社交等领域的影响。
b.分析全球化背景下的文化融合和文化独特性。
c.讨论如何在不同文化场景中合理应用文化差异。
6.跨文化适应和文化敏感性培养a.介绍跨文化适应的重要性和方法。
b.探讨培养文化敏感性的途径和技巧。
c.组织跨文化体验活动，提高学生的跨文化适应能力。
三、教学方法：1.多媒体教学：使用图片、视频和教学软件引入跨文化交际的概念和案例。
2.讨论和演练：组织小组讨论和角色扮演，让学生实践跨文化交际的技巧和策略。
3.案例分析：通过案例分析，让学生理解跨文化交际中的挑战和解决方法。
4.互动教学：鼓励学生互相分享自己跨文化交际的经验和故事。
5.实践活动：组织跨文化体验活动，让学生亲身感受不同文化背景下的交际挑战。
跨文化交际课程教学大纲
跨文化交际课程教学大纲一、课程简介跨文化交际是指在多文化背景下进行有效沟通和合作的能力。
跨文化交际课程旨在培养学生在不同文化背景下的适应能力、理解能力和沟通技巧。
通过本课程的学习，学生将能够更好地跨越语言和文化的障碍，增进国际间的理解与友谊。
二、课程目标本课程的主要目标是帮助学生：1.了解不同文化之间的差异和相似之处；2.掌握跨文化交际的基本原则和技巧；3.培养与不同文化背景的人沟通与合作的能力；4.增进对其他文化的尊重、欣赏和理解。
三、教学内容本课程将涵盖以下主题：1.文化概论a) 文化的定义和特点b) 文化对个人和社会的影响c) 多元文化主义的概念和重要性2.文化差异与文化冲突a) 文化差异的原因和表现形式b) 不同文化之间的冲突和误解c) 跨文化冲突的解决方法3.跨文化交际的基本原则a) 尊重他人的文化和价值观b) 适应不同的礼节和行为准则c) 理解和应对文化差异4.误解和歧视a) 语言和行为的误解b) 非理性的偏见和歧视c) 打破误解和歧视的方法和策略5.跨文化交际的实践a) 跨文化团队合作b) 跨文化销售与市场营销c) 跨文化外交与国际关系四、教学方法本课程将采用多种教学方法，以促进学生的参与和互动。
主要教学方法包括：1.讲授：教师通过讲解理论和案例，介绍跨文化交际的基本知识和技巧；2.案例分析：通过分析真实的跨文化交际案例，让学生理解其中存在的文化差异和问题；3.讨论：通过小组讨论和全班讨论的形式，促进学生对跨文化交际问题的思考和理解；4.角色扮演：通过角色扮演的方式，让学生亲身体验跨文化交际中可能遇到的情境，并提供解决问题的实践机会；5.案例研究：学生将选择一个真实的跨文化案例，并进行深入的研究和分析，以展示他们的学习成果。
五、评估方式本课程的评估方式将包括以下几个方面：1.平时表现：包括出勤情况、参与度和小组合作等；2.课堂作业：包括阅读理解、写作和案例分析等；3.个人报告：学生需选择一个跨文化交际案例，进行深入研究和报告；4.期末考试：综合考察学生对跨文化交际原理和技巧的理解和运用能力。
跨文化交际课程期末考试题型+考试大纲
跨文化交际课程期末考题型和分值分布课堂讲义材料内容占期末卷面3/4以上，其他1/4为讲义外部分题型：1.名词解释（5个) （20%）（手写）2.填空(16题) （16%）（选词填空形式，有干扰项）3.判断正误(16题) （16%）（填T or F）4.例子分析(4个) （32%）（手写）5.简答（3题）（16% 5%+5%+6% ）（手写）跨文化交际课程期末考试大纲Chapter 1 Basic Concept名词解释：1. Culture (Culture is the total accumulation of beliefs,…. group of people.) （see P3）2. Intercultural communication ( In its most general sense, intercultural communication …. a member of another culture. (P15)3. Power distance4. Individualism5. Collectivism6. Femininity7. Masculinity问题：1. Introduce the seven characteristics of culture.（culture is shared/learned/symbolic/integrated/dynamic/ethnocentric/adaptive）2. What is cultural fish?3. What is cultural iceberg?4. What are the three styles of communication?5. What are the five main barriers in intercultural communication?6. What are the four primary dimensions for differentiating cultures?7. Explain cultural differences between eastern and western countries.了解：The differences between large and small power distances.Characteristics of individualistic and collectivist cultures.Characteristics of masculine and feminine cultures.练习：阅读后练习。
跨文化交际课程教学大纲
跨文化交际课程教学大纲一、课程背景跨文化交际课程旨在帮助学生了解不同文化之间的差异，提高他们的跨文化交际能力。
通过本课程的学习，学生将能够更好地应对在跨文化环境中遇到的挑战，并在国际交往中取得更好的成就。
二、课程目标1. 了解主要文化概念和理论，包括文化维度、文化价值观等。
2. 掌握跨文化交际的基本原则和技巧，包括文化沟通、文化适应等。
3. 能够分析和比较不同文化之间的差异，提高文化智慧。
4. 培养学生的文化敏感度和跨文化合作能力，为未来的国际职业发展做好准备。
三、课程安排1. 课程名称：跨文化交际2. 课程学时：36学时3. 授课方式：理论讲授、案例分析、小组讨论、实践演练等4. 主要内容：- 文化概念和理论- 跨文化交际的基本原则- 文化差异分析与比较- 文化冲突与解决- 跨文化沟通技巧- 跨文化适应能力培养- 跨文化合作案例研究四、评估方式1. 期中考试2. 课堂表现3. 作业4. 期末论文五、教材及参考书目1. 主教材：《跨文化交际》2. 参考书目：- 《跨文化交际能力培养》 - 《全球商务交际实务》 - 《国际文化比较》六、教学团队本课程教师将由具有丰富跨文化交际经验和教学经验的专业人士担任，确保学生能够获得高质量的教学服务。
七、总结跨文化交际课程是培养学生国际化视野和文化广度的重要课程，通过本课程的学习，希望能够帮助学生更好地适应多元文化社会，提高国际竞争力，为未来的职业生涯奠定坚实基础。
愿学生在这门课程中有所收获，不断提升自我跨文化交际能力。
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《跨文化交际》课程考试大纲课程编码：跨文化交际课程性质：专业必修课时：36 学分：2开课学期：第6学期先修课程：英语国家概况，语言学，英美文学适用专业：商务英语专业一、考试目的本课程的考试目的主要考核学生对理论知识的掌握与联系实际情况，即对课内教材和教师的授课内容的掌握与联系实际情况等。
二、考试的内容及要求（一）绪论考试内容：1．跨文化交际的概念、意义。
2．跨文化交际学的学科性质和发展历史。
要求：掌握跨文化交际的概念，了解跨文化交际的意义、历史、学科发展史。
（二）第一章交际与文化考试内容：1．交际的概念和特性。
2．文化的定义与特征。
3．文化与交际的关系。
要求：掌握文化与交际的概念，了解交际的特性、文化的特征，理解文化与交际之间的关系。
（三）第二章文化的影响考试内容：1．文化的多样性2．文化的深层结构要求：掌握文化模式的概念，了解交际的多样性，理解文化的深层结构。
（四）第三章语言与文化考试内容：1．语言与交际的关系，其中包括语音、语义、句法、语用与跨文化交际的关系。
2．语言的翻译。
要求：通过各种实例、练习了解语音、语义、句法、语用与跨文化交际的关系。
（五）第四章非言语交际考试内容：1．非言语交际的概念、功能、特征。
2．非言语的词义和语用。
3．人体语、时间语、空间语。
4．其他非言语信息。
要求：了解非言语交际的研究概况、功能、特征，了解并学会恰当使用一批常用的非言语，掌握一些常见的不同文化背景下的体态语。
（六）第五章文化对商业语境的影响考试内容：1．文化与商业语境2．国际商业语境3．国内商业语境要求：了解文化价值观对商业语境的影响，并通过与中国传统交易方式的对比，掌握经济全球化形势下如何进行有效沟通，成功进行国际竞争的原则和技巧。
（七）第六章文化对教育语境的影响考试内容：1．教育体制差异性2．多元文化教育背景3．多元文化背景下的教学方式要求：通过学习中外教育体制，了解不同文化中教育理念的差异，以及课堂中师生角色的期待差异所导致的不同课堂风格和教学方法。
（八）第七章文化对保健语境的影响考试内容：1．疾病预防及治疗的文化差异性2．性别文化体现在保健语境中的差异性要求：了解不同文化中保健理念的差异，了解性别文化差异性在保健语境中的体现，理解文化差异性可能导致的保健语境中的交际失误。
（九）第八章培养跨文化交际意识考试内容：影响跨文化交际的因素要求：进一步了解文化的差异性，多元性和发展性。
三、考试方法、考试时间及试题类型1．考试方法：笔试2. 计分方式：3. 考试时间：期末试卷考试时间为120分钟4. 试题类型：(1) 选择题（10%)(2) 判断题（10%)(3) 问答题（20%)(4) 案例分析题（20%)(5) 阅读理解题（20%)(6) 综合写作（20%)四、教材与主要参考资料1. 教材：2. 主要参考资料：Samovar, Larry A. Communication between Cultures. 北京: 外语教学与研究出版社. 2000胡超《跨文化交际实用教程》北京：外语教学与研究出版社，2013顾曰国《跨文化交际》北京：外语教学与研究出版社，2009许力生《跨文化交际英语教程》上海：外语教育出版社，2008五、样题Part One: True or False (15 points)Directions: Read the following statements and decide whether they are True or False. And write T or F on the answer sheet.1.In countries with high uncertainty avoidance, people tend to ensure certainty and security through an extensive set of rules and regulations.2.Culture is a static entity while communication is a dynamic process.3.All cultures require and value politeness, but the way in which politeness is achieved may vary significantly.tin American, African, Arabic and most Asian cultures are M-Time cultures.5.Much of our non-verbal behavior, like culture, tends to be elusive, spontaneous and frequently goes beyond our awareness.6.Culture shocks are always frustrating, because they always bring negative effects to people in a foreign culture, so culture shocks do no good to people in intercultural communication.7.People in past-oriented cultures respect old people and place high value on history and experiences.8.The Japanese believe that socializing is integral to the negotiation process while the Americans do not think so.9.Germans find humor out of place in business meetings while Americans think telling a joke will help light the atmosphere.10.Encoding is the process of perceiving and interpreting, or making sense of incoming messages and stimuli from the environment.11.Americans enjoy talking and interpret silence in a negative way. They appreciate a person who dominates a conversation.12.In USA, slouching is considered a sign of rudeness and poor manners.13.Like Japanese and Chinese negotiators, a detailed written agreement is not central to the negotiation process in the Middle East, France and Germany.14.In China, friendship means a willingness to be indebted and to repay the debt more than owed.15.Culture is such a comprehensive term that it may encompass everything, tangible or intangible, material or spiritual.Part II. Translation (20 points)Directions: Translate the following Chinese terms into English and English terms into Chinese. 1. stereotypes 2. paralanguage3. ethnocentrism4. masculinity5. high-context culture6. monochronic time7. speech act 8. conversation taboos9. vocal qualifiers 10. power distance11. 译码12. 偏见13. 文化震惊14. 不确定性回避15. 概念意义16. 语用错误17. 礼貌原则18. 归纳法19. 空间语言20. 礼仪与礼节Part Three: Reading Comprehension: （30 points）Directions: For each of the following three passages, there are 5 questions. Read the passage and choose the best answer for each question, than write the corresponding letter on the answer sheet. Passage 1In the United States, you can feel free to visit in people’s homes, share their holidays, enjoy their children and their lives without feeling obliged to continue a lifetime relationship. Do not hesitate therefore to accept invitations from Americans simply because you cannot invite them to yourhome in return. No one will expect you to do so; they realize that you have traveled a great distance. Americans will enjoy welcoming you and will be pleased if you accept their friendship easily.Visitors may notice that although Americans include them easily in their personal daily lives, they do not show visitors a great amount of special courtesy if doing so requires much time. This is frequently the opposite of what occurs in some countries, where people are especially generous in giving their time to visitors, but do not necessarily welcome them as guests in their homes. In some places, hosts will go to airports late at night to meet a visitor they do not even know well; they spend much time acting as a guide –all evidence of great generosity. Yet they may never invite the guest to meet their families or join in their family life. It is important to note that in both cases the feeling is equally warm and friendly; only the way of expressing courtesies is different. Americans warmly welcome visitors into their homes, and try to do as many special things for a guest as time permits. If possible, they will meet you at the airport but if not, you can take public transportation from the airport to your hotel; and taxi or bus from your hotel to their home. Upon arrival, a warm welcome will await you. Indeed, visitors are readily invited into homes during the time they are in the country. Although it may be considered more proper to entertain a guest at a restaurant in some countries, this is not the case in the United States. Generally, however, Americans consider it more friendly to invite a person to one’s home than to take him to a restaurant. For purely business purposes, you are more likely to be invited to a restaurant. Questions 1-5 are based on the passage you have just read.1. What can you feel free to do when you stay in the U.S.?A． Take their children out for dinnerB． Take your family to a friend’s homeC． Travel with your friend in holidaysD．Call in a friend’s home after work2. When Americans welcome you, they don’t care whether you will show your courtesy in return. Why?A. Because they are very considerate and understanding.B. Because they know you are not good at showing the courtesy.C. Because they know you are too tired to return their friendship.D. Because they know you are not pleased with their invitations.3. Which of the following is likely for an American to do?A. Accompany the guest to visit different places.B. Pick up the guest late at night from the airport.C. Invite you to meet their families and have dinner.D．Spend much time chatting with a new friend4. Which of the following is true?A.Your American friend will surely meet you at the airport.B.You can take the public transportation to your hotel.C.Don’t expect Americans to do special things for you.D.You will be invited to stay at their home for the night.5.Which is the common way Americans use to entertain a guest?A.They will invite a friend to a first-class restaurant.B.They will entertain a friend with home-made dinner.C.They will invite a business partner to their homes.D.They will take the business partner to a MacDonald.Passage 2Linguistically speaking, people are not born free. We inherit a language; even more importantly, we inherit certain fixed ways of expression that may shackle our thoughts. Language becomes our shaper of ideas rather than simply our tool for reporting ideas.The way in which culture affects language becomes clear by comparing how the English and Hopi languages refer to H2O in its liquid state. English, like most other European languages, has only one word –“water” – and it pays no attention to what the substance is used for or its quality. The Hopi of Arizona, on the other hand, use pahe to mean the large amounts of water present in natural lakes or rivers, and keyi for the small amounts in domestic jugs and canteens. English, though, makes other distinctions that Hopi does not. The speaker of English is careful to distinguish between a lake and stream, between a waterfall and a geyer; but pahe makes no distinction among lakes, ponds, rivers, streams, waterfalls, and springs.A Hopi speaker, of course, knows that there is a difference between a geyer, which spurts upward, and a waterfall, which plunges downward, even though his or her vocabulary makes no such distinction. Similarly, a speaker of English knows that a canteen of water differs from a river of water. But the real point of this comparison is that neither the Hopi nor the American uses anywhere near the possible number of words that could be applied to water in all of its states, quantities, forms, and functions. Each culture defines the categories in terms of the similarities it detects; it channels a multitude of ideas into the few categories that it considers important. The culture of every speaker of English tells him or her that it is important to distinguish between oceans, lakes, rivers, fountains, and waterfalls – but relatively unimportant to make the distinction between the water in a canteen in his or her canoe and the water underneath the same canoe. Each culture has categorized experience through language in a quite unconscious way.The possibility of such a relationship between language and culture has been formulated into a hypothesis by two American linguists, Sapir and Whorf. According to them, we do not live in the midst of the whole world, but only in a part of it, the part that our language lets us know. To Sapir and Whorf, language provides a different network of tracks for each society, which, as a result, concentrates on only certain aspects of reality.Questions 6-10 are based on the passage you have just read.6. According to the passage, people are not born free because ________.A. our perception of the world is confined by our language.B. our expression of ideas is confined by our language.C. our linguistic capability is confined by our physical limitations.D. our linguistic capability is confined by our culture.7. The difference between the Hopi words “pahe” and “keyi” is probably _______.A. between the large amount and the small amount of water.B. between the water in the lakes and water in the rivers.C. between the water in a waterfall and in a spring.D. between the water of natural and that of domestic existence.8. In which way is Hopi language similar to English?A. Both languages classify the meaning of words according to similarities.B. Both languages can tell the difference between geyser and waterfall.C. Both languages have words to describe water in all of its states and forms.D. Both languages can describe the states, quantities, forms and functions of water.9. According to Sapir and Whorf, which of the following statement is right?A. Language is used only as a tool to report our thoughts and ideas.B. Language will influence culture, but culture will not influence language.C. Our world view is built up purposely on the language habit of the group.D. The differences between languages are much more than mere obstacles to communication.10. What might the following paragraphs be mainly about?A. More differences in Hopi and English language.B. The different network of tracks for each society.C. Examples to illustrate Sapir and Whorf’s theory.D. The various aspects that language allows us to concentrate.Passage 3Human beings build not only to provide shelter but also to provide structures for ordering relationships and activities. Our cultures are built into the layout of cities, villages and farmland, and in the design of building. These physical forms both reflect and are reflected in social patterns and in the languages we speak.Most of the cities and towns of the United States are arranged in a grid pattern of right-angled streets. A map of New York City shows that the streets running east and west are numbered in sequence. Thirty-fourth Street (famous for its large department stores) is south of Forty-second Street (famous for it movie theatres). The north-south streets are also numbered in sequence but are called avenues. Fifth Avenue with its fashionable shops is east of Seventh Avenue, home of the fashion industry. On the southern tip of Manhattan Island streets do not follow this pattern but continue to reveal the decisions made by the earliest Western settlers. Here we find the origin of the one street that breaks the overall pattern, Broadway. It runs diagonally across the grid, causing trouble for taxi drivers, visitors and residents who have come to expect that they can easily find any point on the logical grid of the city.The naming and numbering system varies from city to city, but the basic grid pattern is the same. The grid pattern has many advantages, but for a wonderful holiday trip, I would choose to go France. If you look at a map of France that shows the highway system, the radiating star is clearly visible. The star pattern is also visible in the social and political life the country.In France people live in towns and villages where the church and town hall are at the center. In a French office the leader’s office is at the c enter, and you can tell how important anyone in the organization is by how far his or her office is from the leader’s office. French leaders follow thetradition of remodeling a section of the city or building a new monument to ensure that the city is as wondrous in the future as it was in the past. The most important buildings, events and organizations are in the center of Paris and the poorer, less important people live in the suburbs. Questions 11-15 are based on the passage you have just read.11. Which of the following is NOT a function of buildings of human beings?A. To shelter us from all kinds of weathers.B. To reflect the idea of ordering social life.C. To show patterns the patterns of the society.D. To show the creativity of the specific culture12. What does the phrase “a grid pattern” possibly mean?A. A pattern consisting of numbers.B. A pattern consisting of squares.C. A strange pattern.D. A regular pattern.13. What can we infer about the streets in New York City from the 2nd paragraph?A. All the names of streets were decided long ago by the earliest settlers of the city.B. The names of streets are given according to the main attractions of the streets.C. Broadway is a street in which people will often have trouble finding their way.D. Broadway is so different because it was intended to be made to be famous.14. If the names of streets are arranged in alphabetical order, most probably the place is a ______.A. village near ParisB. suburban area in FranceC. town in United StatesD. farm in Midwest of America15. According to what you have inferred from the passage, which of the following word would you like to use to describe the educational system of France?A. centralizedB. presidentialC. peripheralD. democraticPart Four: Multiple Choice Questions: (20 points)Directions: Study the following mini-cases and choose the right answer to the question asked after each case, and write the corresponding letter on the answer sheet.1.Jared, an American, now lives in Morocco(摩洛哥). He decides to invite a Moroccan friend to a picnic at the beach on Saturday. When Jared asks if he will come, “Perhaps”the Moroccan friend says in English, translating from the Arabic expression “Insha Alla h”, which literally means “If it is God’s will”. Jared feels hurt. What does the Moroccan friend mean?A. He does want to go, but he is not sure whether he will be available then.B. He doesn’t want to go and “Insha Allah” is the Muslims’ way to say “no” indirectly.C. He wants to wait for Allah to decide for him whether to go or not like other Muslims.D. He doesn’t want to go with Jared. In Muslim culture, it is considered inappropriate for two people of the same sex to walk together in public.2.Kitty, an American student, studied and lived in India. Once her host family and Kitty were invited to a special dinner at a relative’s house. During the long preparation of the dinner, she read and highlighted her textbook. To make herself comfortable, she placed her feet on the chair. Several visitors stared at her with anguished looks. What did she do wrong?A. In India, it is rude to read alone while other visitors are talking to each other.B. In India, books are considered sacred, and writing in it is improper.C. In India, putting your feet on a chair is a rude behavior –you’ll make the chair unclean.D. In India, it is a rude behavior directing your feet or the soles of your shoes toward others.3.George wants to set up a branch of his consulting firm in Seoul, South Korea. He is interested in hiring a local accountant. He offers a great salary with excellent working conditions. But after meeting with some people who are put forward through contacts, George is surprised to find all of them turn down his offer. Why?A. George should not have approached them directly without getting through a third party.B. Koreans, high uncertainty avoiding people, are unwilling to shift to a new job.C. Koreans, who are collectivists, prefer to stay with their first employer out of a sense of loyalty.D. Koreans, who prefer an indirect communication style, will not accept the first offer.4.Bob works for an American IT company. Once he was sent to Buenos Aires(布宜诺斯艾利斯) to make a marketing presentation for an Argentinean company. Upon his arrival, he was told that the presentation was postponed for two days and that he could use the time to rest and see the sites. He insisted that he was fit and ready for the presentation. Eventually Bob and his Argentinean counterparts sat together but he noticed that none of the executives at the meeting seemed interested. How do you explain the Argentinean s’ attitude?A. They were not interested in Bob’s presentation. That’s their indirect way to refuse him.B. They were proud of their culture and saw Bob’s lack of enthusiasm to see the sights as an insult.C. Their initial offer to delay the presentation was their way of allowing enough time to know Bob: they wanted to build a good personal relationship with him.D. The Argentineans preferred the high-context interaction style, and did not like Bob’s style of communication, which is low-context.5.Tony teaches English literature in Japan. The Japanese students are very quiet and polite. But to his annoyance, Tony finds that they repeatedly turn their eyes away from him despite his great effort to establish eye contact with them while talking. Tony feels depressed and unsure of himself. “Am I a good teacher? Are they interested?” Do you know why?A. It is considered rude in Japan to look a foreigner in the eye.B. The Japanese students’ avoidance of eye contact is a sign of respect, not lack of interest.C. That’s the Japanese silent way to say “We admire you”.D. The Japanese students meant that they not impressed by his lecture through the use of eyes.6.Sarah, an American woman, waited in her car in front of a drive-through fast-food window, and ord ered a cheeseburger and soft drink. The clerk’s right hand was on the cash register, his left at the window. When he handed her order to her, he looked away briefly, and then said to Sarah, “Very sorry. In my country, Ghana(加纳), it is very rude to do this.”Do you know why the clerk said “sorry”?A. Because in Ghana it is rude to pass food with the left hand.B. Because in Ghana it is rude to stare at people.C. Because in Ghana it is rude to keep a lady waiting for above five minutes.D. Because in Ghana it is rude to talk to people without knowing who they are.7.Tom and Simon are talking about the quick trip Simon has just taken to their co-op in Korea. Tom: How did the visit to the co-op go?Simon: Quite well, I think they're interested in using my expertise.Tom: Did they show you around?Simon: Yes. I saw the whole co-op.Tom: The whole thing! That must have taken hours.Simon: Actually, we were in and out in less than 30 minutes. They said another guy was coming at noon.Q: What do you thin k of Simon’s 30-minute trip? What does it suggest?A. Since another guy was coming, they were forced to make Simon’s trip short.B. They weren’t interested in Simon’s expertise; the story about the “another guy” was just an excuse.C. The co-op was very efficient – good news for Simon.D. Simon was just one of the candidates – he may or may not be accepted by the co-op.8.In a Japanese store, the sales clerk tries to sell a customer an expensive pearl necklace. And the customer forms a circle with the thumb and index finger of his right hand, and meantime waves his open left hand back and forth in front of him as if he were chasing a mosquito away from him. What does he mean by these two gestures?A. All right, I like it.B. No, it’s fake. You’re a liar.C. Ok. You’ve done a great job.D. No, I have no money.9.An American and his family moved back to the US, after having spent 10 years in Indonesia. At first things went quite well – they found a house, a car and a school for their daughter, and even a profitable job! But soon problems arose. They got so many telephone calls everyday: not only friends who wanted to talk, but companies who wanted them to buy things. It was the same with the mail. Everyday they received as many as 10 letters from businesses and organizations that wanted to sell them products or services they didn’t want. Another strange thing was rules. There are rules about everything: how far you can park your car from the corner, where you ride your bicycle, which doors you can go in and out, what you can put in your rubbish. The world was not what it used to be. How do you interpret their problems?A. They were suffering from intense culture shock.B. They were troubled by reverse culture shock or reentry shock.C. They were experiencing racial discrimination.D. They were suffering from negative stereotypes10.A and B are meeting in the lobby of a hotel. After the first five minutes, they both feel uncomfortable. A stands so close that his face is only a foot away from B’s, and his gaze is penetrating, his voice too loud. The smell of his breath is even more disconcerting(令人不安的)., and B shudders at the feel of A’s hand on his arm. In A’s eyes, B is cold and aloof. B denies A his breath, coldly backs away and holds A at arms’length. Which countries do you think A and B might come from?A. A comes from Saudi Arabia, and B Germany.B. A comes from the United States, and B Japan.C. A comes from Sweden, and B China.D. A comes from Mexico, and B Italy.Part Five: Case Study (15 points)Directions: Read the following story, then find the problem and analyze it with what you have learned in cultural class.An American group representing segment of an agriculture-based industry traveled to four Asian countries to promote trade. The group included growers, manufacturers, processors, and researchers. A cross-cultural communication challenge occurred during the group’s first stop in Kyoto, Japan. The Japanese businessmen and government representatives who met the group at the designative conference room politely inquired, “Who is your leader?” The first reaction of the Americans was laughter. They were all leaders in their segments of the industry. The Kyoto meeting ended up much less than successful. At their next stop, Tokyo, they had a quick discussion over the situation before the formal conference so that at the second meeting, when the Japanese politely inqu ired, “Who is your leader?” the Americans all looked at Gene Glassmeyer, a well-respected senior researcher. The Japanese place Glassmeyer in the seat of honor and served him tea before the others. This meeting was successful and the Americans and the Japanese formed a relationship that led to an agreement by Japan to import 20,000 metric tons of U.S. commodity.大纲制定人：大纲审定人：制定时间：（此处加盖院系公章）《生命列车》The Train Of Life1.不久以前，我读了一本书。