黑龙江大学跨文化交际英语复习总结(超全)

合集下载

英语跨文化交际期末总结

英语跨文化交际期末总结Introduction:Intercultural communication is the process of exchanging information and ideas between individuals from different cultural backgrounds. It involves understanding and respecting different cultural norms, beliefs, and values. As our final reflection, this paper aims to provide a comprehensive summary of the key concepts, lessons learned, and personal experiences gained during the course of studying intercultural communication.I. Overview of Intercultural Communication:1. Definition and Importance2. Challenges and Barriers3. Strategies for Effective Intercultural CommunicationII. Understanding Cultural Dimensions and Differences:1. Hofstede's Cultural Dimensions2. Individualism vs. Collectivism3. High-Context vs. Low-Context Cultures4. Verbal and Nonverbal CommunicationIII. Stereotypes, Prejudice, and Discrimination:1. Types of Stereotypes2. Ethnocentrism and its Impact on Communication3. Overcoming Stereotypes and Promoting Cultural SensitivityIV. Effective Communication in Diverse Contexts:1. Intercultural Communication in Business2. Intercultural Communication in Healthcare3. Intercultural Communication in EducationV. Case Studies:1. Miscommunication During a Business Negotiation2. Cultural Sensitivity in Multicultural Teams3. Communication Challenges in a Healthcare SettingVI. Personal Reflection:1. Cultural Identity and Self-Awareness2. Lessons Learned and Skills Developed3. Personal Growth and Future DirectionsConclusion:Intercultural communication is a complex and dynamic process that requires continuous learning and adaptation. Through this course, I have gained a deeper understanding of different cultural dimensions, communication styles, and the impact of stereotypes. I have also developed strategies for effective communication in various contexts, such as business, healthcare, and education. This knowledge has broadened my cultural sensitivity and self-awareness, allowing me to navigate intercultural interactions with more confidence and respect. Going forward, I intend to apply these learnings in my personal and professional life, fostering inclusivity and understanding in all my interactions.。

大学英语跨文化交际要点汇总29页PPT

66、节制使快乐增加并使享受加强。 ——德谟克利特 67、今天应做的事没有做，明天再早也是耽误了。——裴斯泰洛齐 68、决定一个人的一生，以及整个命运的，只是一瞬之间。 ——歌德 69、懒人无法享受休息之乐。——拉布克 70、浪费时间是一桩大罪过。——卢梭
大学英语跨文化交际要点汇总
•
6、、心急吃不了热汤圆。
•
8、你可以很有个性，但某些时候请收敛。
•
9、只为成功找方法，不为失败找借口 (蹩脚的工人总是说工具不好)。
•
10、只要下定决心克服恐惧，便几乎能克服任何恐惧。因为，请记住，除了在脑海中，恐惧无处藏身。-- 戴尔．卡耐基。

大学英语跨文化交际要点汇总

The English equivalents of the above kinship terms are not so used. Even with relatives, Americans tend to use just the first name and leave out the term of relationship.
How is Chinese addressing different from American addressing? (p22-23)
Addressing by names
Name order ◦ Surname + given name / He Xiangu ◦ Given name + surname (AE)/ Linda Smith
Components of Communication
Context ◦ The final component of communication is context. Generally, context can be defined as the environment in which the communication takes place and which helps define the communication.
Components of Communication
Source ◦ The source is the person with an idea he or she desires to communicate.
Encoding ◦ Encodingis the process of puttingan idea into a symbol.
What are the three ingredients of culture?

跨文化交际英语知识点归纳

跨文化交际英语知识点归纳跨文化交际是指在不同文化背景下进行的人际交往和沟通。

在全球化背景下，跨文化交际的重要性日益凸显。

了解并掌握跨文化交际的英语知识点对于有效地与不同文化背景的人进行交流和合作至关重要。

本文将详细介绍跨文化交际的英语知识点，包括文化差异、非语言交际、礼仪与礼貌等方面。

一、文化差异1. 时间观念：不同文化有不同的时间观念，如西方注重准时，东方则注重灵活性。

了解并尊重对方的时间观念，避免引起误会。

2. 社会等级：不同文化中对社会地位的看法不同，有些文化注重等级分明，有些文化则强调平等。

在交际中应注意尊重对方的社会地位和身份。

3. 个人主义与集体主义：西方文化注重个利和自由，而东方文化注重集体利益和团队协作。

了解并尊重不同文化的价值观念，有助于建立良好的跨文化交际关系。

二、非语言交际1. 肢体语言：不同文化对于肢体语言的解读和使用有所差异，如眼神接触、手势等。

了解并注意对方的肢体语言，避免产生误解。

2. 面部表情：不同文化对面部表情的解读也有所差异，如微笑、皱眉等。

了解并适应对方的面部表情，有助于推动交际进程。

3. 身体姿势：身体姿势也是非语言交际的一种形式，如坐姿、站姿等。

注意对方的身体姿势，尊重对方的个人空间，避免给对方带来不适。

三、礼仪与礼貌1. 问候礼仪：不同文化有不同的问候方式和习惯，如握手、鞠躬等。

了解并尊重对方的问候方式，展示友好和尊重。

2. 礼貌用语：不同文化有不同的礼貌用语和礼貌表达方式，如道歉、感谢等。

适当使用对方的礼貌用语，展示尊重和关注。

3. 社交礼节：不同文化有不同的社交礼节，如用餐礼仪、着装规范等。

了解并遵守对方的社交礼节，展示自己的文化素养。

四、语言交际1. 语言障碍：不同文化使用不同的语言，语言障碍是跨文化交际中常见的问题。

尽量使用简洁明了的词汇和表达方式，避免产生歧义和误解。

2. 文化障碍：语言与文化密切相关，不同文化对于词汇、语法和表达方式有不同的理解和运用。

新编跨文化交际英语教程复习总结

Unit 11.The definition of INTERCULTURAL COMMUNICATION1.1“Inter-" comes from the Latin word for "between",and dictionaries define communication as exchanging information.Inter-"来自拉丁语，意思是"在之间"，字典把交流定义为交换信息。

Intercultural Communication refers to the exchange of information between people from different cultures.跨文化交际是指来自不同文化的人之间的信息交流。

As the very phrase suggests, Intercultural Communication emphasizes cross-cultural competence rather than language only.正如这句话所暗示的，跨文化交际强调的是跨文化能力，而不仅仅是语言。

1.2 what makes IC a common phenomenon: new technology, innovative communication system,globalization of the economy , changes in immigration patterns 新技术、创新的通讯系统、经济全球化、移民模式的变化2.The definition of globalizationGlobalization is the process by which regional economies, societies, and cultures have become integrated through communication, transportation,and trade between nations.全球化是区域经济、社会和文化通过国家之间的交流、运输和贸易而变得一体化的过程。

跨文化交际英语知识点归纳

跨文化交际英语知识点归纳1. 礼仪（Etiquette）礼仪是不同文化交往中最基本的要素之一。

在跨文化交际中，礼仪的重要性不言而喻。

例如，不同国家、不同文化的人在相互交往时，他们的相互礼仪的表达方式都是有所不同的。

2. 规范和价值观（Norms and Values）规范是一种文化内部形成的行为结构，是一种文化共同遵守的行为方式。

在跨文化交际中，了解对方所遵循的规范是非常重要的，这有助于避免在交流中出现不必要的误解和冲突。

3. 语言和文化（Language and Culture）语言是人类进行交流的最基本手段。

语言和文化是紧密相关的。

例如，美国英语和英国英语在用词和发音上有所不同，这也反映出两个国家的文化差异。

4. 非语言交际（Non-Verbal Communication）除了语言外，身体语言、肢体动作、面部表情、姿势等非语言交际也是跨文化交际中不可忽视的因素。

这些非语言交际动作在不同文化间也存在差异。

5. 社会组织形态和社会关系（Social Organization and Relationships）不同文化的社会组织形态和社会关系也是非常不同的。

例如，中国传统文化中注重家庭、亲情和社会关系，而西方文化则注重个性、自由和独立性。

6. 时间观念（Time）不同国家和文化对时间观念的重视程度也存在差异。

例如，在日本文化中，迟到被看作是不尊重别人的行为，而在西方文化中，稍微迟到几分钟不会被认为是什么大问题。

7. 社会礼仪和礼节（Social Etiquette and Formalities）在跨文化交际中，了解对方的社会礼仪和礼节也是非常重要的。

例如，上司和下属之间的交往在不同文化中有着不同的礼节和规范。

8. 语言表达方式和文化复杂性（Language Expression and Cultural Complexity）语言表达方式和文化的复杂性也是跨文化交际中重要的要素之一。

不同文化的语言表达方式有着不同的复杂度和难度，了解这些差异有助于更好地理解对方文化的复杂度。

跨文化交际-期末复习资料-重点笔记

Culture: Culture is the total accumulation of beliefs, customs, values, behaviors, institutions and communication patterns that are shared, learned and passed down through the generations in an identifiable group of people.Objective Culture: history, religion, literature, language, food, etiquette, law, and customs.Subjective Culture: feelings and attitudes about how things are and how they should be –the concept of time, spaces, friendship, love, family, communication pattern, etc.Characteristics：Learned, transmitted from generation to generation, based on symbols, dynamic, ethnocentric.Doing Culture: It is meant to be a contrast to learning “about” culture underscores the idea that communicating across cultures is a process of making meaning, of people understanding one another so they can get to know one another, build relationships, and solve problems together. It should not be words on paper, but ideas in practice.Communication: Human communication is the process through which individuals –in relationships, groups, organizations and societies –respond to and create messages to adapt to the environment and one another.Characteristics: Dynamic and interactiveIntercultural Communication: Generally speaking, it refers to interaction between people from different cultural backgrounds, such as interactions between people from America and China, between whites and African Americans, between Hispanic and Japanese AmericansThe form of Intercultural Communicationa. Interracial communication –people from different racesb. Interethnic communications –the parties are of the same race but of different ethnic origins.c. Intercultural communication –communication between members of the sameculture, in which one or both of the participants hold dual or multiple memberships.（gay, disabled, Mexican American, African American, or female）Communication Competence (ICC competence)The cognitive component –how much one know about communication.The affective component –one’s motivation to approach or avoid communication The behavior component –the skills one has to interact competently. Perception: Perception is a cognitive process in which we attach meaning to objects, symbols, people and behavior in order to make sense of them.Pattern of Thought: The way people in a culture think influences the way they interpret strangers’ messages.World views: The grid (decentralized. This pattern does not have a fixed center) The radiating star (highly centralized. In this pattern important things are at the center and everything else radiates out from the center)The inside/ outside pattern (圈子)female maleprivate publichome market, mosque, coffee housethe outside is plain, not welcoming, even forbidding. The walls are thick to protect what is inside.highly centralized pattern: important people sit in the front middle;decentralized pattern: people sit equally.Stereotyping: People generalize to make sense of his experience. The result of the process of over generalizing based on limited or inaccurate information.The classification of stereotypes1. Negative stereotype of other cultures: Prejudice (severe prejudice)2. Positive stereotype of one’s own culture: Cultural superiority Characteristics: universal, unavoidable, stable, variable, ethnocentrismHigh context communication & Low context communicationHC culture (察言观色): Relies mainly on the physical context or the relationship for information, with little explicitly encoded.LC culture: provide most of the information in the explicit code itself.Perception: Perception is a cognitive process in which we attach meaning to objects, symbols, people and behavior in order to make sense of them.High contact and low contact culture:In high contact cultures people want to get close enough to one another and to objects to sense them in these ways.People in these countries stand closer, touch more, engage in more eye contact and speak more loudly than people do in lower-contact cultures.In a low contact cultures, people rely more on sight, and especially sight at a far distance. People are most likely to stand a certain distance away to get the whole picture, without actually feeling or sensing the other person’s body heat or subtle smell.So in low contact culture as America, one is taught not to breathe on people.However, this visual space seems unfriendly and indifferent to those from high contact cultures, which favor tactile space.When a person from a high contact culture goes to a low contact culture, he or she is likely to feel that people are cold, lack human warmth, and are indifferent and pay no attention to them.low-contact: Asia ; moderate-contact: Australia, Northern Europe, United States high-contact: South America, Mediterranean, the Arab worldLarge and smell Power Distancespower distance is an attempt to measure cultural attitudes about inequality insocial relationships.In high power distance cultures, position in a hierarchy is considered to benatural and important. People are expected to show only positive emotions toothers with high status and to display negative emotions to those with low status;tend to decrease gaze in the presence of powerful people.Low Power Distance Culture: Minimize and eliminate the differences in power and status; more emotional display, increase the amount of gaze. People believe that the differences in power between boss and workers should be reduced and not mphasized.Individualism VS CollectivismThe individualism index measures the extent to which the interests of the individual are considered to be more important than the interests of the group. People from individualist cultures are more likely to act on principles that apply to everyone, principles that are universal and apply to associates and strangers alike. Collectivists are not unprincipled, but when making decisions they tend to give a higher priority to relationships than individualists do. They expect people who are involved in a group relationship to have duties and obligations to one another. Masculinity (Toughness) VS Femininity (Tenderness)Masculinity means everyone in society embraces values that have traditionally been associated with men, that is assertiveness, competitiveness and toughness. On the feminine side of the scale we find societies in which people generally embrace values that have traditionally been labeled as feminine, that is modesty, cooperation and tenderness.Strong and weak Uncertainty AvoidanceThe Uncertainty Avoidance Index seeks to measure the extent to which people in a particular society are able to tolerate the unknowns of life. In high uncertainty avoidance countries people experience more stress and a sense of urgency as they go through their daily routines. Relationships are guided by strict rules. People from low uncertainly avoidance countries do not have a strong need to control things, people, and events by clearly defining and categorizing them. Relationships are guided by strict rules.Intercultural CommunicationIntercultural CommunicationGenerally speaking, it refers to interaction between people from different cultural backgrounds, such as interactions between people from America and China, between whites and African Americans, between Hispanic and Japanese Americans The form of Intercultural Communicationa. Interracial communication –people from different racesb. Interethnic communications –the parties are of the same race but of different ethnic origins.c. Intracultural communication –communication between members of the sameculture, in which one or both of the participants hold dual or multiple memberships.（gay, disabled, Mexican American, African American, or female）Language&CulturePeople pay attention to basic language in cross-culture communication because of the essential role these codes play in communication and they are part of object culture. The same word may stir up different associations in people under different cultural background, e.g. the word “dog”. In eastern culture, dogs are dirty, brutal and stupid. But in western culture, dogs are lovely, loyal and obedient. They are faithful friends and compassionate animals.Language reflects culture. Language expresses cultural reality, reflects the people’s attitudes, beliefs, world outlooks, etc. For example, American businessmen often encode their meanings in metaphors and images from these sports.Chinese traditional sport culture emphasizes the harmony between human beings and oneness between man and nature. It is morality, benevolence, entertainment and longevity. But western sports culture is competition and sportsmanship.Culture shock: Troublesome feelings such as depression, loneliness, confusion, inadequacy, hostility, frustration, and tension, caused by the loss of familiar cues from the home culture.U-Curuemodel:Excitement→Confusion→Frustration→Effectiveness→Appreciation。

跨文化交际期末复习资料知识点总结详细

Intercultural communication in English1. Globalization (what & why)1)Dictionary: to organize or establish worldwide2)Wiki: Globalization refers to the increasingly global relationships of culture, people andeconomic activity.3)Globalization refers to the establishment of a world economy, in which national borders arebecoming less and less important as transnational corporations, existing everywhere and nowhere, do business in a global market.4)Globalization refers to “time-spaces compression”. That is, the way in which the worldappears to be getting smaller. (Reasons: the increasing global mobility of people; the impact of new electronic media on human communications)5)At the same time, people all over the world are faced with the same environmental issuesthat affect all cultures.6)Global instability stems from clashes between cultures as humankind createscatastrophes(灾难) that are far worse than natural disasters.7)Culture interdependence: people from different cultures attempt to get along with eachother and try to decrease conflicts.Driving force: technology, particularly telecommunications, computers2. Culture1)People who are raised or live in a particular place probably speak the same language, holdmany of the same values, and communicate in similar ways.2)the group of people who share the same ancestry3)commodities or products that are internationally exported and imported4) a particular way to satisfy our human needs. Maslow: physiological, safety, belongingness,esteem, self-actualization5)The coherent learned, shared view of a group of people about life’s concerns that rankswhat is important, furnishes attitudes about what things are appropriate and dictates behavior.6)Culture is coherent, learned, the view of a group of people, ranks what is important,furnishes attitudes2.1 elements of communication1)Context: the interrelated conditions of communication(aspects: physical settings, historical,psychological, culture)2)Participants: the participants in communication play the roles of sender and receiver,sometimes of the messages simultaneously.3)Messages: elements: meanings, symbols, encoding and decoding.4)Channels: a channel is both the route traveled by the message and the means oftransportation.5)Noise: noise is any stimulus, external or internal to the participants, that interferes with thesharing of meaning. They include: external noise, internal noise, semantic noise6)Feedback: some kind of verbal or nonverbal response3. Different lands, different friendships1)European: friendship is quite sharply distinguished from other, more casual relations, and isdifferently related to family life.2)American: a friendship may be superficial, casual, situational or deep and enduring.3)French: F is one to one relationship that demands a keen awareness of the other person’sintellect, temperament and particular interests; friends generally are of the same sex;disagreement and argument are the breath of live; compartmentalized (a man play chess with a friend for years without knowing his political opinion)4)Germany: F is much more articulately a matter of feeling; friends are brought to the family;disagreement on any subject that matters to both is a tragedy.5)English: F is based on shared activity, and are formed outside the family circle.4. Comparing and contrasting culturesFrederick:Human nature orientation; man-nature orientation; time orientation; activity orientation; social orientationKluckhohns and Strodtbeck:Human nature; relationship of man to nature; sense of time; activity; social relationships4.1Cultural dimensions (Geert Hofstede)Individualism versus collectivismUncertainty avoidancePower distanceMasculinity versus femininityLong-term versus short-term orientation5. High & low context culturesAdding: from wikipediaLow context culture and the contrasting "high context culture" are terms presented by the anthropologist Edward T. Hall in his book Beyond Culture. Low context culture refers to a culture’s tendency not to cater towards in-groups. An "in-group" is defined by the authors as being a discrete group having similar experiences and expectations, from which, in turn, inferences are drawn. Low context cultures, such as Germany or the United States make much less extensive use of such similar experiences and expectations to communicate. Much more is explained through words or verbalization, instead of the context.High context culture and the contrasting "low context culture" are terms presented by the anthropologist Edward T. Hall in his 1976 book Beyond Culture. It refers to a culture's tendency to use high context messages over low context messages in routine communication. This choice of communication styles translates into a culture that will cater to in-groups, an in-group being a group that has similar experiences and expectations, from which inferences are drawn. In a high context culture, many things are left unsaid, letting the culture explain. Words and word choice become very important in higher context communication, since a few words can communicate a complex message very effectively to an in-group (but less effectively outside that group), while in a lower context culture, the communicator needs to be much more explicit and the value of a single word is less important.6. How is language related to culture?1)Culture and language are intertwined and shape each other.2)Culture influences language by way of symbols and rules for using those symbols, as well asour perceptions of the universe.3)All languages have social questions and information questions. The meaning comes out ofthe context, the cultural usage.4)Language reflects cultural values.5)Sometimes different cultures use identical words that have rather different meanings. Theresults can be humorous, annoying, or costly, depending on the circumstances.6)Even if two people from different cultures can speak a common language, they maymisinterpret the cultural signals.7)To summarize, in the culture itself, language-and-culture is embedded in cultural products,practices, perspectives, communities, and persons. One reflects the other, and they are best seem as joined. Language , as a product of culture, is infused with culture.7. The sapir-whort hypothesis8. Nonverbal communication (what)Nonverbal communication is usually understood as the process of communication through sending and receiving wordless,(mostly visual) messages between people. Messages can be communicated through gestures and touch, by body language or posture, by facial expression and eye contact. Nonverbal messages could also be communicated through material exponential; meaning, objects or artifacts (such as clothing, hairstyles or architecture). Speech contains nonverbal elements known as paralanguage, including voice quality, rate, pitch, volume, and speaking style, as well prosodic features such as rhythm, intonation, and stress. Likewise, written texts have nonverbal elements such as handwriting style, spatial arrangement of words, or the physical layout of a page. However, much of the study of nonverbal communication has focused on face-to-face interaction, where it can be classified into three principal areas: environmental conditions where communication takes place, physical characteristics of the communicators, and behaviors of communicators during interaction.I.e. voices, handshakes, hand gestures, eyes movement, face expressions (smile, laugh),touching behaviorIt is governed by culture.Functions: repeating, complementing, substituting, regulating, and contradicting.9. Social timethe peculiarities of the Past-Present-Future in social processes, and their unbreakable connection.10. Improving intercultural communication1)To begin with your own culture, regardless of what that culture might be.2)To identify those attitudes, prejudices, and opinions that we all carry around and that biasthe way the world appears to us.3)To learn to recognize your communication style.Advices:1)Both parties involved in intercultural communication should seek a common language andattempt to understand cultural differences in using the language.2)To develop empathy - be able to see things from the point of view of others so that we canbetter know and adjust to the other people.3)To be flexible when deciding on how to present yourself to another person.。

新编跨文化交际英语教程知识点梳理

新编跨文化交际英语教程知识点梳理（实用版）目录1.新编跨文化交际英语教程的概念与目的2.跨文化交际的重要性3.新编跨文化交际英语教程的主要内容4.新编跨文化交际英语教程的特点与亮点5.新编跨文化交际英语教程的应用与实践正文一、新编跨文化交际英语教程的概念与目的新编跨文化交际英语教程是一本针对英语学习者的教材，旨在帮助学生更好地理解和应对跨文化交际中的各种问题。

该教程通过讲解文化、交际、语言以及跨文化交际等相关概念，使学生能够较为客观、系统、全面地认识英语国家的文化，从而提高跨文化交际能力。

二、跨文化交际的重要性随着全球化的不断深入，跨文化交际在我们的生活中扮演着越来越重要的角色。

对于英语学习者来说，掌握跨文化交际的能力不仅能够帮助他们更自信地与来自不同文化背景的人进行交流，还能够拓宽他们的国际视野，提高他们的综合素质。

三、新编跨文化交际英语教程的主要内容新编跨文化交际英语教程共分为 10 个单元，涵盖了全球化时代的交际问题、文化与交际、各类文化差异、语言与文化、跨文化言语交际、跨文化非言语交际、时间与空间使用上的文化、跨文化感知、跨文化适应、跨文化能力等各个方面。

每个单元都以阅读文章为主线，配有形式多样的练习和数量较多的案例分析，同时还提供丰富的相关文化背景知识材料，供选择使用，以满足不同的教学情境和需求。

四、新编跨文化交际英语教程的特点与亮点新编跨文化交际英语教程具有以下特点和亮点：1.实用性：教材选材广泛，包括了几十个实例，既有趣味性，又有实用性，能够帮助学生在实际交际中更好地运用所学知识。

2.系统性：教程对跨文化交际的各个方面进行了全面、深入的讲解，使学生能够系统地掌握跨文化交际的知识和技能。

3.灵活性：教材形式多样，既有阅读文章，又有练习和案例分析，能够满足不同学生的学习需求和教学情境。

4.丰富性：教材提供了丰富的相关文化背景知识材料，帮助学生更好地理解和感知英语国家的文化。

五、新编跨文化交际英语教程的应用与实践新编跨文化交际英语教程在实际应用中，可以通过以下方式进行实践：1.在课堂教学中，教师可以结合教材的内容，进行跨文化交际的讲解和训练，帮助学生提高跨文化交际能力。

英语专业跨文化交际期末知识点整理summary

U1:1.views on intercultural communicationTwo different views on intercultural communication: “people are people” VS. “contact is not equal to communication”2. 3 major socio-cultural elements influencing perception and communicationCultural value, world view , social organizations.3.What is globalization?Globalization is a process of interaction and integration among the p eople, companies, and governments of different nations。

a process dri ven by international trade and investment and aided by information te chnology. This process has effects on the environment, on culture, on political systems, on economic development and prosperity, and on hu man physical well-being in societies around the world.4.What are the stumbling blocks in intercultural communication?(1)assumption of similiarities: people expect that simply being human and havingcommon requirements of food,shelter,security and so on makes everyone alike.(2)Language differences.: “yes”and “no” cause trouble.(3)Nonverbal misinterpretatons: misinterpretation of observable sians andsymbols—gesture ,postures, body movenment.(4)Preconceptions and stereotypes: Arabs are “inflammable”may causeU.S.students to keep their distance .(5)Tendence to evaluate: to approve or disapprove ,to statements and actions ofother person or group.(6)High anxiety/ tension.U2:1.What is culture?Culture is a very extensive concept, it is very difficult to define it strictly and accurately, because culture involves too much. Culture is a complex system of behavior, values, beliefs, traditions and artifacts, which is transmitted through generations.What are the five basic needs for human beings?(1)physiological needs (things that make us alive,food water air)(2)safety needs (physical safe and psychologicallly secure)(3)belongingness needs (needs tobe accepted by others and to belong to a group )(4)esteem needs ( recognition, reputation,self respect )(5)self-actualization needs (actualize onself and to reach one’s full potential) 2.What are values, attitudes, beliefs and behaviors? How are they linked? (1)Values are what people go to war over or conduct bussiness by. Values tell ushow to weigh the worth of something, they can indicate a relative hierarchy.(2)Attitudes are feelings about things .it is a tendency to respond the same wayto the same object or situation or idea. Attitudes is learned and can change.(3)Beliefs are convictions or certainties based on subjective and often personalideas rather than on proof or fact.(4)Links: values underlie attitudes and also shape beliefs. Attitudes are basedon beliefs as well as values.values enable us to evaluate what matters to usor apply standars to our attitudes and beliefs.value→ belief →attitude. For example , you have an attitude toward eating raw fish,which is positive and is based on the belief that expert prepararion of sushi and sashimi by Japanese chefs results in culinary delicacies ,or you have an attitude that is negative,based on the belief that raw fish can contain parasites that cause unpleasant consequences in the human digestive system. You can even have both attitudes at the same time.if you do ,then probably you value both fine eating experiences and physical health.3.What are the elements of communication?①context: physical setting, psychological ,historical,culture ,thecommunication norms②participants: senders who form messages and communicate with symbols,receiverswho process and react the massages.③Massages: meanings, symbols ,encodings and decodings④Channels :a variety of sensory channels⑤Noise ;internal external and semantic noise.⑥Feedback : the verbal and nonverbal responses4.What are norms?Norms are the guildelines that we establish for conducting transactions. Norms tell us what kinds of messages and behavior are proper in a given context or with a particular person or group of people. People acquire communication norms from their experiences in life.5.What is the difference between encoding and decoding?Encoding is the process of transforming ideas and feelings into symbols and organizing them. Decoding is the process of tansforminf meeages backe into ideas and feelings.Transforming and organizing Transforming and intepretingideas and feelings--------------------→symbols/massages------------→ideas and feelings↓↓Encoding decoding6.What is the difference between external noise, internal noise and semanticnoise?external noise : Sights and sounds and other stimuli in the environment that draw people’s attention away from intended meaning.internal noise : Thoughts and feelings that interfere with the communication process. Feelings of anger or anxiety ,stereotypeor prejudice in your mind.semantic noise: the meanings we assign to words depend on our own experience, other people may at times decode a word or phases differently from the way we intend.7.What is communication?Communication is a process involving the exchange of messages and the creation of meaning.U3:1.What are the five basic questions at the root of any culture’s value system?(1)what is the character of innate human nature?-----human nature(2)what is the relation of man to nature?------t he relationship of man to nature.(3)What is the temporal focus of human life?----sense of time /time orientation.(4)What is the mode of human activity?-------activity orientation.(5)What is the mode of human relationships?----social relationships2.What are the key principles of Confucianism?(1)social order and stability are based on uneqal relationships between peopleincluding leaders and followers ,father and son ,husband and wife , older brother and younger brother,and friends .(2)family :follow rules for ordering(3)proper social behavior consists of not treating others as you would not liketo be treated youself.,learn to be sensitive to other’s feels(子所不欲勿施于人)(4)people should be skilled ,educated hardworking,thrifty ,modest, patient andpersevering.3.How do living situations account for value differences between differentcultures?For example,Japanese live in a little of arable land ,even mainly valcanoes.thus,they built their homes together very closely in order to make use of every available land and they can work together in planting and harvesting of rice effectively . In this situation, japanenes’central social valuebecause of living close proximity that gave very little privacy was that an idividual does not matter. However, in the U.S. it is common to see a pattern of a single farmhouse surrounded by firelds.the nearnest neighbor was perhaphs two miles distant.inevitably, the central social values were self-reliance and independence.4.What are cultural values?The commonly held standards of what is acceptable or unacceptable, important or unimportant, right or wrong, good or bad, true or false, workable or unworkable, etc., in a community or society.Values represent a learned organization of rules for making choices and for resolving the conflicts.5.What are the five dimensions to consider when doing studies of culturaldifferences(culture value)?(1)Idividualism versus collectivism (involves people’s relationship stothe larger social groups;social relationship)Idividualism;key words include independence,privacy,self,and all important ICollectivism believe in obligations to the group, we consciouceness and an emphasis on belonging.(2)uncertainty avoidance(how to adapt to changes and cope withuncertainties,)Greece(plan everything0 versus Singapore (like uncertainty)(3)power distance(all people in a culture do not have equals levels ofstatus or social power.) Malaysia versus New Zealand(4)masculinity versus femininity(work harder to get achievement ,wealthversus caring for the others and the quatity of life) Japan versus Thailand(5)orientation to time (a long-term orientation schedule for work and lifeversus a short-term orientation toward changing events)6.What are the differences between a high-context culture and a low-context one? Low-context interaction emphasizes direct talk, person-oriented focus, self-enhancement mode, and the importance of “talk”: high- context interaction, in contrast stresses indirect talk, status-oriented focus , self- esffacement mode, and the importance of nonverbal signals and even silence.U4:1.What is the relationship between language and culture?Culture and language are interwined and shaped each other. Each time we select words ,form sentence, and send a message ,either oral or written,we also make cultural choices. Cultural literacy(特定领域的能力或知识) is necessary to understand the language being used.(1)all languages have social questions and information questions.For exemple: in Ameirca English ,the question “How are you”is a social question,the Americans register the phrase as “hello”. But in Germany and Russia ,the phase is an imformation qustion .the speaker atually wants to get an answer to it.(2) language reflects the environment in which we live .For exemple, in the Amazon area snow is not part of the environment. Therefore , people in that region do not have a word for snow . however , most Americans ,who live an environment where Iit snows most months of the year, use terms such as snow , sleet , slush, blizzard and ice.(3)language reflects cultural values. a way of thinking .when we translate concepts from a foreign language and cultural with words ,we have to choose the priority words in oder to communicate effectively. Cultural kowledge is impotant as linguistic knowledge.For example ,Amerians are frustrated with the manana mentality(西班牙语的明天心态) of Spanish-speaking countries : for American tomorrow means midnight to midnight ,a very precise time period , To Mexicans ,manana means in the future,soon. （4,）Different cutures use identical words that have rather different meanings. For example, for Amercans ,adminisration in the university context means department chair or dean,for Frenches adminisration means upper level clerical staff . What Americans consider to be an adminstrator, Frenches consider faulty.（5）language changes overtime.words and prases that are used commonly at one time may be discontinued or their meaning my change overtime.For example, the word gay means happy lightened. In recent decades ,however the word has taken on the meaning”homosexual”.English speaking countries do n’t use the original meaning anymore..Communication across cultures and language is difficult and full of hurdles and pitfalls. Even if two people from different countries spesk a common language ,they may misinteptet the cutural signal. If that happens ,in all likelihood , there will be a cutural problem rhather than a language problem.2.What is the relationship between environment and language?(2) language reflects the environment in which we live .For exemple, in the Amazon area snow is not part of the environment. Therefore , people in that region do not have a word for snow . however , most Americans ,who live an environment where Iit snows most months of the year, use terms such as snow , sleet , slush, blizzard and ice.3.How does language change over time?language changes overtime.words and prases that are used commonly at one time may be discontinued or their meaning my change overtime.For example, the word gay means happy lightened. In recent decades ,however the word has taken on the meaning”homosexual”.English speaking countries do n’t use the original meaning anymore..4.Denotations and connotationsDenotations: denotations of a word or phrase are the meanings that relate it to the objects or concepts referred to the actual or fictional “things”that are symbolized.For example, the denotation of the English word “bird”is a tow –legged,winged,egg-laying creature.Connnotations: connnotations refer to the additional meanings that a word or phrase has beyond its central meaning .These meanings show people’s attitudes or feelings toward what the word or phase refers to.For example: consider the word “dog” in English and 狗in Chinese. They can be said to have the same denotative meaning； however,people from different cutures may have different connotative reactions to these words ,compare “a homeless dog”(流浪狗) with 丧家之犬5.What are the ways of expressing “no”? Why do people in countries like Japanand China often refuse to say “no” directly?(1)be vague(2)be silent or ask a question(3)change the topic or leave(4)tell a white lie or refuse to answer the question. Say one cannot answer(5)put the reaponsibility to the trird party or offering an alternative.The reason: In Japan and China’s culture ,to refuse an invitation or request with“no”, or a similar phrase, is felt to be impolite. It is thought to be selfish and unfriendly.6.How does language affect people’s perception and experiences?The language we use may to some exten determine the way we perceive and experience the world.(!)in japan language varies substantially in different social situatons like sddressing superior peers and inferiors.(2) the Thailand language（3）splanish language reveals male dominance through use of gendered nouns and pronouce. A group of man referred to as ello, agroup of wemen referred to as ellas 7.What are the five intended types of equivalence when doing translation? (1)lexical equivalence 例子;there is no equivlent to the English color word bluein Russian. Russia only have the according words of light blue and dark blue that an be translated into English.(2)Idiomatic equivalence : “raining cats and dogs”(3)Grammatical equivalence ；’in Filipino language ,there is no equivalent of theenglish verb “to be”.(4)Experience equivalence(5)Conceptual equivalence8.Why do people say language is always ambiguous?(1)we can never fully control the meanings of the things we say and write in theway of paticipants interpret(2)language can never fully express our meanings whether in writing or speaking(3)whether the participants share the same assumptions and knowledge about the worldor not.U5:1.What is a rich point?Conversation is a rich point ,a rich point is something in one culture that makes it difficult to be connected with another culture.2.What basic differences can we still find between the English-speaking peopleand the Chinese people concerning compliment and response?In English countrries, the “best way “to respond to a compliment is to accept it. Rejection of compliments is often regarded as a symptom of problem, such as low self-esteem. In contrast to english ,the best way rasponse to compliments in Chinese is traditionally thought to be a rejection or denial. A denial is the routinized response to a compliment.3.What are the differences between “high involvement”style and “highconsiderateness” style?High involvement styles tend to : (1) talk more ；（2）interrupt more ; (30 expect to to be interrupted (4) talk more loudly at times and (5) talk more quickly than those from cultures favoring “high considerateness styles.High considerateness styles；(1) speak one at times (2)use polite listening sounds;(3) refrain from interrupting; and (4) give plenty of positive and respectful responsesto their conversation partners ;4.Directness & indirectness‘get to the point! Don’t beat around the bush” & have many ways to say “no”directly5.Different communication patternsPeople’s communication patterns differ the way people converse.Americans hold a conversation, it seems like they are having a PingPong game.one person has the ball and then hits it to the other side of the table. The other player hits the ball back the game continutesJapanes conversationstyle is like a bowling game,answer to questions are carefully thought out rather than blurted out ,enven long silences are tolerated. Give a answer to a question must be given enough time .6.Cross-cultural verbal communication stylesOur verbal communication styles reflects our cultural and personal values and sentiments.(1)diect and indirect verbal interaction styles,in the direct verbal styles,statements clearly reveal the speaker’s intention. Say what you mean “don no beat around the bush(2)person-oriented(treat other people with casualness and informality )andstatus-oriented verbal styles(uphold formality in the human relationship) (3)self-enhancement (boast one’s accomplishments and ablilities) andself-oriented verbal styles (signal modesty or humanity)7.What cultural implications are there underlying the difference betweenspeaker-responsibility and listener-responsibility in organizational structure?187In Speaker-responsible language, the speaker provides the structure and therefore much of the specific meaning of the statement. Because the speaker want to tell the listener exactly what is goning to be talked about,and what the speaker wants the listener to know. Prior knowledge of the speaker’s intent is necessary.In listener-responsible language, speakers need to indicate only indirectly what they are discussing. The listener is forced to construct the meaning and usually does so ,based on shared kownledge between the speaker and the listener.U6:1.Values shown in nonverbal communication: intonation, body language (handmovement, eye contact, smile, touch)2.Baptics (touch)There are many kinds of touch to commonly used in the western world. The study of how we use touch in communication is called baptic.3.Gender and nonverbal communicationWhat we know as gender is a set of “acts” or social performences that people arerepearedly compelled to enact.Touch, in the us,wemen friends and relatives may walk arm-in-arm, dance together and hug one another .touch between heterosexual males is generally more restricted. Height ,height equels power and wemen are not supposed to be more powerful than man, taller women may attempt to diminsh themselves,so as to retreat as little space as possible.Gaze, looking directly into person’s eyes can connote an aggressive threat, a sexual invitation,or a desire for honest and open communication. in some culture, children are taught that to look adults in the eyes is a sign of disrespect. In mixed-sex paries,women are more likely than men to avert their eyes.Gesture and demeanor ,or “act like a lady”.Artifactual (objects)message , when worn ,they have beed used to signify a wear’s gender, culture, and socioeconomic class. From the moment at which families or hospital assign infants pink or blue blankets,artifacts annouce and contribute to the shaping of children’s experience of gender.. maant of us have our notions of masculine and femininity resting on the nonverbal message we display.4.Functions of nonverbal communicationOur nonverbal communication haves many uses and functions in communication. Repeating: a nonverbal message can repeat a verbal one. Eg; place fingers to his lips to mean “stop”Complementing : using of the voice and facial expression to express appology. Subsituting, regulating ,contradictiing5.ParalanguageParalanguage (辅助性语言) lies between verbal and nonverbal communication. It involves sounds but not words. (语音和语调，感叹词的使用，美国中的插入语：you know ,okay, well ,the wors simply build a bridge to what the speaker says next. U7:1.Private space & public space2.Conversational distance3.The layout of a city reflects its social structure and cultural values.美国 NewYork is arrranged in a grid pattern of right-angled street,any corner can becomen a center ,reflect more equality and independence.French is star pattern everthing should be surrounded the center of highly centrealized government.4. 3 perspectives on a culture’s conception of time(1)Informal time :,conception of late and attitutude to the conversation time.(2)Past ,present ,and future: behavior and time are linked.Chinese proverb ；consider the past and you will know the present.Americans are constanly planning for the future.(3)monochronic and polychronicM-time people: do one thing at atime ,concentrate on the job,take the deadline,schedules seriously , adhere to plans,show great respect for privacy. P-time people；do many things at once ,change the plans ofen easily and often, 5.German use of space美国与德国的比较， germans sense their own space as an extension of the egoU8:1.perceptions/images related to the term “gaijin” in Japaneseblond hair and blue eyes outgoning.2.ethnocentrism & ethnorelativismethnocentrism (民族中心主义)is nagetively judging aspects of another culture by the standars of one’s own culture. It is the technical name for the view of things in whivh one’s own group is the center of everything,and all others are scaled and rated with reference to it.Ethnorelativism involves the view that all cultures areof equal value and the values and behaviors of a culture can only be judged using that culture as a frame of reference..no one cultural trait is right or wrong ,it is merely diferent from alternative cultural traits.3.stereotype : a tereotype is over simplified idea about a person ,group,.culturalstereotype about americans “we and they “.many american view jew and arab asa menace and demon and they may avoid to talk to them and escape them when theymeet them on the way.4.What is perception? The three-step process of perceptionPerception is the means by which you make sense of your physical and social world.(1)selection,(2) organazation (3)interpretation5.What are cultural patterns?6.Racial prejudice7.the 3 ways in which stereotypes are formed(1)we may categorize people or things by the most obvious characteristics theypossess.(2)We may apply a set of characteristics to a whole group of people..(3)We may give the same treatment to each member of the group.8.the 4 dimensions of stereotypesA rereotype is an overgeneralized and oversimplified belief we use to categorize a group of people.（1）direction (positive or negative statements, american honest, ambitious) （2）intensity ： the strenth of a belief about agroup of people（3）accuracy(4)content9.What is prejudice? The five common forms of prejudiceAn attitude based on erroneous beliefs or preconceptions is called prejudice. Vebal abuse,. Physical avoidance, discrimination, physical attack and massacre. U9:1.What is cultural shock? What are the symptoms?cultural shock refers to the transition period and the accompanying feelings of stress and anxiety a person experiences during the early period unpon entering a new culture.(1)physiological such as headache and sleeplessness(2)emotional such as anxiety,and feeling helpless and loneliness(3)communication such as frustration and excessive complainting,withdrawal fromrelationship and conversation.2.model that explains the normal cycles or stages of early adaptation and cultureshockpredeparture stage :everything is beatiful ,awful, okadaption and reentry3.What is reverse culture shock?The shock suffered by expatriates returning home after lengthy overseas assignments. It is caused by the fact that the cultural norms of the ex-pat's overseas assignment become natural to them, over their home country's own traditions and customs.suggestions for culture shock adaptationcontrol emotion be patient meet people try new things give youself period of rest and thought, work on your self-concept observe bady language ,learn the verbal language4. 2 major views of culture shock: the disease view (hepless victim leave the cuturequickly)& self-awareness view (positive learning experience)5.positive cross-cultural learning experiences6.overcoming ethnocentrism in communication7.Who are “sojourners”? What is cross-cultural adaptation? What are challengesto sojourner adaptation?People who cross cultural boundaries are referred to as sojourners.including immigrants ,refugees ,studentsCross-cutural adaptation refers to how a sojourner chooses to cope with cutural changes.Challenges to sojourner adaptation include ethnocentrism, language barriers, disequilibrium(fit into the host culture0，length of stay, level of knowledge 8.key qualities of a mindful state of being(`1) creation of new categories (2)openness to new information (3)awareness of more than one perspective.U101.betweenness of identity2.metaphors of US cultural diversity3.steps to improve intercultural communication4.attributes of a competent intercultural communicator5. 3 cognitive processes of perceptiondescription, interpretation, evaluation。

新编跨文化交际英语教程单元知识点梳理Unit1-3

新编跨文化交际英语教程单元知识点梳理Unit1-3第一篇：新编跨文化交际英语教程单元知识点梳理Unit1-3 Unit 1 Communication Across Cultures 1.The need for intercultural communication: New technology;Innovativecommunicationsystem;Globalization of the economy;Changes in immigration patterns 2.Three major socio-cultural elements influence communication are: culturalvalues;worldview(religion);social organization(family and state).3.Nonverbal behavior: gestures, postures, facial expressions, eye contact and gaze, touch(Chinese people are reluctant to express their disproval openly for fear of making others lose face.)4.Six stumbling blocks in Intercultural communication(1)Assumption of similarities(2)Language differences(3)Nonverbal misinterpretations(4)Preconception and stereotypes先入之见刻板印象(5)Tendency to evaluate(6)High anxiety Unit 2 Culture and Communication 1.Characteristics of Culture: Culture is learned;Culture is a set of shared interpretations;Culture involves Beliefs, Values, and Norms(规范，准则);Culture Affects Behaviors;Culture involves Large Groups of people 2.Cultural identity文化身份refers to one’s sense of belonging to a particular culture or ethnic group.People consciously identify themselves with a group that has a shared system of symbols and meanings as well as normsfor conduct.3.Characteristics of Cultural Identity：Cultural identity is central to a person’s sense of self.Cultural identity is dynamic（动态的）.Cultural identity is also multifaceted（多方面的）components o f one’s self-concept.4.Intercultural communication defined: Intercultural communication refers to communication between people whose cultural perceptions and symbol systems are distinct enough to alter the communication event.5.Elements of communication: Context;Participants;Message;Channels;Noise;Feedback Unit 3 Cultural Diversity 1.Define worldview and religionWorldview: deals with a culture’s most fundamental beliefs about the place in the cosmos（宇宙）, beliefs about God, and beliefs about the nature of humanity and nature.Religion: refers to belief in and reverence for a supernatural power or powers regarded as creator and a governor of the universe.Three major religions :a.Christian Religions Groups（基督教的）b.Islam（伊斯兰教）c.Buddhism（佛教）2.Human nature:(1)is evil but perfectible(2)is a mixture of good and evil(3)good but corruptible(易腐化的)3.Relationship of Man to Nature:(1)subjugation to nature(2)harmony with nature(3)mastery with nature4.Social Relationship：Hierarchy;Group;Individual5.Cultual Dimensions: Hofstede identity 5 dimensions individualism vs collectivism;uncertainty avoidance;power distance;masculinity vs femininity;long-term vs short-term orientation6.High-Context and Low-context Cultures A high-context(HC)—high-contextcultures(Native Americans, Latin Americans, Japanese, Korean and Chinese): information is often provided through gesture, the use of the space, and even silence.Meaning is also conveyed through status(age, sex, education, family background, title, and affiliations)and through an individual’s informal friends and associates.A low-context(LC)—low-context cultures(German, Swiss as well as American)For example, the Asian mode of communication is often indirect and implicit, whereas Western communication tends to be direct and explicit—that is, everything needs to be stated.For example, members of low-context cultures expect messages to be detailed, clear-cut, and definite.The high-context people are apt to become impatient and irritated when low-context people insist on giving them information they don’t need.第二篇：新编英语教程 5 Unit 11 教案Unit 11 TEXT 1 CULTIVATING A HOBBY Winston ChurchillObjectives: to take notes as completely as possible in class.to present their interpretations of each paragraph.Section one Pre-reading questions:(15 mins.)1.What does ‘hobby’ mean?(refer to Lib.work)2.Do you have any hobbies? What are they?3.Do your hobbies do you any good? In what ways?4.Who is W.Churchill? What’s his hobby you know from what you have learned or from this text?(refer to Lib.work)In-reading interpretation:The teacher explains every sentence to the students while the latter try to take notes as quickly and completely as possible.After the text interpretation, the students are required to explain some sentences by their own.Para.1(15 mins.)1.Worry is a spasm of emotion;the mind catches hold of something and will not let it go.spasm: an involuntary muscular contraction;here, a sudden violent spell(of);a sudden convulsive movementWorry is a kind of feeling which catches you suddenly so that you can’t have any peace of mind.This feeling arises when you think about something without being able to discontinue thinking about it.Thus worry results.2.It is useless to argue with the mind in this condition.in this condition = when the mind catches hold of something and will not let it goIt is of no use trying to stop the troubled mind / the worry when it catches hold of something and will not let it go.i.e., when worry comes.3.The stronger the will, the more futile the task.(LW6-1)The stronger your will(to argue with the mind, or to stop the worry)is, the more ineffective/unsuccessful/useless it will be for you to achieve this task of stopping the worry.The more you attempt to shake off your worry, the harder it will be for you to get rid of it / have it off your mind.Then what can we do to stop the worry? 4.One can gently insinuate something else into its convulsive grasp.insinuate = introduce indirectly and subtly convulsive grasp = the worryThe only way is to have something else in mind so that it will not be grasped by worry / so as to replace the worry.What does ‘something else’ imply?Something else implies the hobby.5.And if this something else is rightly chosen, if it is really attended by the illumination of another field of interest, gradually, and often quite swiftly, the old undue grip relaxes and the process of recuperation and repair begins.attend = accompanied(comp.3-2)illumination = enlightenment, edificationanother field of interest = hobbythe old undue grip = worryrecuperation and repair = not becoming worried any longer If you choose the right thing to conquer your mind, if you have another field of interest to enlighten you, your worry, gradually or swiftly, will be relieved./ you will be released from the worry.6.This para.is about worry, which is repeatedly talked about.Instead of mentioning ‘worry’ again and again whenever it is talked about, Churchill uses some other phrases to refer to this annoying state of mind so as to avoid the monotony of expressions.Identify these phrases in the 1st paragraph.(comp.3-1)a spasm of emotion, its convulsive grasp, the old undue gripPara.2(10 mins.)1.The cultivation of a hobby and new forms of interest is therefore a policy of first importance to a public man.It is the most important for a public man to cultivate a hobby, because he is likely to have more worries in his work concerned with interrelationships with various kinds of people.2.But this is not a business that can be undertaken in a day or swiftly improvised by a mere command of the will.The growth of alternative mental interests is a long process.improvise = make or do without preparation, practice, sufficient material, etc.But a hobby cannot be cultivated and developed so quickly as you expect in your business.No matter how strong your will is, hobby cultivation has to undergo a long process.3.The seeds must be carefully chosen;they must fall on good ground;they must be sedulously tended, if the vivifying fruits are to be at hand whenneeded.(comp.3-3)This is a metaphor to describe the cultivation of a hobby.Explain it.The author compares ‘hobby’ to ‘seed’, ‘fitness(of a hobby)to an individual’ to ‘good ground’, and ‘the effect(in lessening one’s worry)’ to ‘fruit’ so that the reader can have something concrete to look at.This is certainly a more effective way to explain an idea, esp.an abstract or complex idea.(Analysis)sedulously = diligently, carefully, assiduouslyvivifying fruits = results that give one relaxation / refreshmentThe cultivation of a hobby is compared to that of a plant.First of all, the right hobby(the seed of a plant)must be carefully chosen for a person(good ground);then the process of cultivating a hobby, like that of growing a plant, requires care and effort.Only in this way can one reap in due t ime the fruit of one’s laborfor them a new pleasure, a new excitement is only an additional satiation.(LW6-4)command = have within reach, be master of, possessgratify = give pleasure or satisfaction to, indulgecaprice = sudden wish to have, or do sth., whimsatiation = complete satisfaction, wearying oneself with too muchSince those very wealthy people can afford to get access to almost anything they may think of(those people can get whatever they want)and to turn the most fanciful ideas into reality(to turn whatever they dream or desire into reality), there is nothing in this world that can interest or excite them any more.To them, a new pleasure, a new excitement may very often make them even more bored about life.They are the unfortunate people.(comp.3-5)Why does Churchill classify as unfortunatethose people who can command everything they want, gratify every caprice and lay their hands on almost every object of desire? Do you think Churchill’s attitude towards those people is really one of sympathy?These people are simply hopeless;nothing works to relieve them of their boredom.Churchill does not really feel sympathetic towards them.Note the phrase ‘avenging boredom’.He seems to think that this is what they deserve.2.In vain they rush frantically round from place to place, trying to escape from avenging boredom by mere clatter and motion.frantically = widely excited(with joy, anxiety, pain, etc.)狂乱地avenging boredom =(note 3)boredom that gives(them)no peace or that inflicts suffering(upon them)clatter and motion =(note 4)This refers to the frantic rush from place to place of those who can command all they want.These kind of people rush frantically here and there(which implies, do this and that as their hobbies), talk this and that, intending to escape from the boredom they are deeply involved in, but their effort is in vain.3.For them discipline in one form or another is the most hopeful path.How do you understand ‘discipline’ here?(comp.3-6)Regularity, a more regularized way of lifeThis sentence is a suggestion for this kind of people: to lead a regularized way of life.Only in this way can they escape from the boredom.Para.5(15 mins.)1.It may also be said that rational, industrious, useful human beings are divided into two classes: first, those whose work is work and whose pleasure is pleasure;and secondly, those whose work and pleasure are one.Here another classification of human beings is made: 1)those who take workand pleasure as two distinguished things, 2)those who combine work and pleasure together, getting pleasure from the work.2.Of these the former are the majority.They have their compensations.The long hours in the office or the factory bring with them as their reward, not only the means of sustenance, but a keen appetite for pleasure even in its simplest and most modest pensation = sth to make up for, here referring to the following sentence.sustenance =(flourishing quality of)food and drink 营养, 食物Their long-hour work brings them bread, or they have to earn their living by working hard.After work, they relax themselves and enjoy themselves in a simple way.(comp.3-7)Can you suggest one or two of the simplest and most modest forms of pleasure?Jogging, taking a walk, listening to music on the radio, watching TV, gardening 3.But Fortun e’s favored children belong to the second class.In what sense are the second class of people, i.e., those whose work and pleasure are one, ‘Fortune’s favored children’?(comp.3-8)or, why does the author call the 2nd class ‘fortune’s favored children’?There is never a clash between work and pleasure.They are always happy to work.They are just like children who take everything as pleasure.4.Their life is a natural harmony.For them the working hours are never long enough.Each day is a holiday, and ordinary holidays when they come are grudged as enforced interruptions in an absorbing vocation.grudged = accepted with great reluctance(comp.3-9)This class of people enjoy their work, and take it as a kind of pleasure.They enjoy every working day so much that they regard the weekends and the public holidays as the interruptions of theirdelightful work.They are quite reluctant to take any holidays.5.Yet to both classes the need of an alternative outlook, of a change of atmosphere, of a diversion of effort, is essential.An alternative outlook, a change of atmosphere, a diversion of effort all refer to ‘hobby’.So it is of the first importance / of the great necessity for both of the classes to cultivate a hobby.Everyone should have a hobby.6.Indeed, it may well be that those whose work is their pleasure are those who most need the means of banishing it at intervals from their minds.(comp.3-10)What does the word ‘it’ refer to?their work(comp.3-11)the means of banishing it at intervals from their minds refers to the notion of ‘hobby’.(LW6-5)In fact,(it is probably those whose work provides them with their enjoyment who are most in need of periodic distractions from it.i.e.,)the second class of people are most in need of cultivating a hobby.Homework assignment:Read your own notes and consult others’ to make it complete in order to understand the text fully/thoroughly.Mark where you find difficult and raise your questions in the next class.Read O & D and try to answer the question.Section two 1.Pose your problems for discussion(20 mins.)p.1: the purpose of the writing(B)-to bring home to the reader the importance of cultivating a rightly chosen hobby.(5 mins.)p.2: True or false(5 mins.)4.O & D: What Churchill argues for in this passage is obviously the significance of a good hobby for rational, industrious human beings.But the 1st para.is devoted to a definition of ‘worry’, and a large portion of the rest of the text to the classifications of human beings.How are they relevant tohis argument?(10 mins.)Churchill’s concern here is the role hobbies play in relaxing the mind of rational, industrious, useful human beings.T o explain how a hobby works, he must first of all explain what worry really is.But Churchill is not of the opinion that any given hobby can produce this soothing effect under all circumstances.T o make this clear, he has to make the first classification.He then turns to classifying the majority of human beings into two further categories.The purpose of doing this is to emphasize the point that hobby is necessary for all including those who think they do not need one as a diversion from work;as a matter of fact, they are the ones for whom the cultivation of a hobby is even more necessary.4.Interaction activity:(LW7)Talk about how a hobby can sometimes help to release your worry.a.Brainstorming in the groups(10 mins.)b.Air the opinions in class(15 mins.)Section three TEXT 2 A DEBT TO DICKENS Pearl S.BuckRead the text by the students themselves and retell it by using ‘I’ or ‘Pearl S.Buck’.Cues: a seven-year child, in a remote Chinese countryside, the valley, the Youngtze River;the boat folk and the farm folk, lingered and saw the customs, the way of living, fishing and thrashing, the babies alive and dead;foreign devil, yellow curls and blue eyes, alien and isolated, parents too busy to care for her;an impossibly voracious reader, read everything she could get;novels by Charles Dickens, deep in them, read them again and again, over and over for about ten years, feel herself at home, not alien, entered into her own heritage;all the teaching she got from Dicken’s novels, love all sorts of people, hate hypocrisy, kindness and goodness, money grubbing, the good a little less undiluted and the evil a little more mixed, a zest for life, merry Christmas, those funny characters in the novels.第三篇：新编英语教程 6 Unit 6 教案Unit Six TEXT IDULL WORK Eric HofferObjectives: To catch the central idea of each paragraph.T o discuss that even tful life kills rather than stimulates a man’s instinct for creation./all work and no play makes Jack a dull boy.Pre-class work:Find out more about the figures mentioned in the text than those provided in the notes: Amos, Socrates, Omar, Jesus Christ, Albert Einstein, Niccolo Machiavelli, Immanuel Kant, John Keats, Sophocles, John Milton, Benvenuto Cellini.Pre-reading Questions: 1.Do you think you can achieve much if you live a plain, ordinary life? 2.Does monotonous, routine work dull one’s mind?In-reading Comprehension Para.1 1.There seems to be general assumption that brilliant people cannot stand routine;that they need a varied, exciting life in order to do their best.to do their best: to achieve their potential creativeness;to best exercise their talent(comp.3-1)It is generally believed that a colorless life can freeze a creative mind, and only a colorful life can inspire a man to creative work.2.Tell about this para.in your own words.There is an assumption that brilliant people cannot stand routine life, and they need a colorful life;while dull people are suited for dull work.The present-day young are more brilliant than the young of the past because they are better educated.Therefore they prefera colorful life to a dull, routine one.3.What is the purpose of this para.?This is an introductory para.to put forward an assumption(successful mendull, routine life)so as to raise a question: Is the assumption right or wrong? Para.2 1.What is the ‘opposite’ that H says is ‘nearer the truth’? What is the purpose of this para.?(comp.3-2)As it goes in the 1st sentence, the successful men do not crave for(= long for)colorful life.The contrary is also true(反过来说): people who achieve much are often those content with the routine, uneventful life they live, or, the successful men are satisfied with the routine/uneventful/colorless life they are leading.This is the central idea of this para.and H supports it by citing examples of some well-reputed men who led a colorless routine life.2.Identify those great figures mentioned in this para.and say something about them.Amos the sheepherder: a minor prophet in the Old Testament 阿摩斯，旧约中１２个小先知中的第三名Socrates the stonemason: Greek philosopher well known for his sophistrySocrates of Athens, who flurished in the last half of the 5th century, was the 1st of the great trio of ancient Greekswho laid the philosophical foundations of Western culture.He was born in or about 470 BC.His father Sophroniscus was a sculptor, mother a midwife, 3 sons, one an infant.There were 2 counts in the accusation: ‘corruption of the young’ and ‘neglect of the gods whom the city worships and the practice of religious novelties.’ An escape was planned by his freind Crito, but S refused to hear of it, on the grounds that the verdict, though contrary to the fact, was that of a legitimate court and musttherefore be obeyed.The story of his last day, with his drinking of the hemlock, has been perfectly told in the Phaedo of Plato.Though a good fighting man, his outward appearance was grotesque.Stout and not tall with prominent eyes, snub nose, broad nostrils, and wide mouth, he seemed a very Silenus.But as his freinds knew, he was ‘all glorious within,’ ‘the most upright man of that day.’(Plato)Omar the tentmaker: Persian astronomer and poetJesus Christ: 上帝的独生子。

跨文化交际-黑龙江大学-崔常亮老师-chapter1-1

从心理学角度定义文化：文化是使一个人类群体成员区别于其他人类群体的思维的总体规划。
Sociological Perspective
According to the social scientists: “Culture is defined as a pattern of learned, group-related perception—including both verbal and nonverbal language attitudes, values, belief system, disbelief systems, and behavior”.
Text B
DEFINITIONS OF ‘CULTURE’
According to the Concise Oxford Dictionary, culture is "the arts and other manifestations of human intellectual achievement regarded collectively".Chapter OtlineCulture
The Nature of Culture
Definitions
Characteristics
Cultures within Culture
Cultural Identity
Anthropological Psychological Sociological Intercultural
Anthropological Perspective
Kroeber and Kluckhohn defined culture as follows: “Culture consists of patterns, explicit and implicit, of and for behavior acquired and transmitted by symbols, constituting the distinctive achievement of human groups, including their embodiments in artifacts; the essential core of culture consists of traditional ideas and especially their attached values”.

黑龙江大学跨文化交际英语复习总结(超全)说课讲解

黑龙江大学跨文化交际英语复习总结(超全)跨文化考试总结考试构成：一、单选 1*10=10分。

（Choose the one that）其中有一部分是书中的概念。

二、判断1*10=10分。

（A—>true,B—>false) 课后习题第二大题，其中某些题是变动的。

要注重理解。

三、搭配1*20=20分。

matching 四组搭配，概念的对应，每一章课后的summary中的黑体字。

四、阅读理解1*20=20分。

四篇。

与课文中的专有词有关。

五、完型填空1*10=10分。

六、案例分析3*5=15分。

五个案例。

书中案例有四个，课外一个。

七、写作15分。

150+words。

可以准备一些跨文化、交际的文章。

四十分钟的写作时间。

8:00——8:40.作文提前收！注：前六大题是客观题即选择，只有写作是主观题。

课后题：（课后题第一第二大题老师也让多多关注，我这里就不多写啦，除了课后第一第二大题，我这里都全啦）1、P28——P302、P58——P613、P95——P974、P124——P1265、P159——P1626、P194——P1977、P237——P2408、P270——P2729、P304——P306所有概念关键词+考试范围内的CASE：Chapter 1 CultureKeywords(1) Culture (from intellectual perspective): Culture is “the arts and other mani festations of human intellectual achievement regarded collectively”（从知性角度定义文化：作为整体的人类智力成就的艺术和其他表现。

）(2) Culture (from anthropologic perspective): Culture consists of patterns, exp licit and implicit, of and for behavior acquired and transmitted by symbols, co nstituting the distinctive achievement of human groups, including their embod iments in artifacts; the essential core of culture consists of traditional ideas and especially their attached values”.（从人类学角度定义文化：文化由清晰和模糊的行为模式构成，这些模式通过符号获得并传播，这些符号由人类群体的特别成就构成，包括具体的人工制品。

跨文化交际期末复习资料知识点总结详细

英语跨文化交际知识点归纳

“跨文化交际”知识点归纳
跨文化交际是指在不同文化背景下进行沟通和交流的过程。

以下是一些跨文化交际的知识点归纳：
文化意识：了解并尊重不同文化的差异，包括价值观、信仰、习俗、礼仪等。

意识到自己的文化背景对交际的影响，以及可能存在的误解和偏见。

礼仪与行为准则：了解并尊重不同文化的礼仪和行为准则，包括身体语言、礼节、用语等。

避免冒犯他人或引起误解。

语言交流：了解不同语言之间的差异和障碍，包括语音、语法、词汇和语境。

避免使用难以理解或具有歧义的语言表达。

价值观与信仰：了解并尊重不同文化对于价值观和信仰的重视。

避免对他人的信仰和价值观进行歧视或贬低。

时间观念：了解不同文化对时间的看法和处理方式。

有些文化注重准时，有些文化更加灵活。

尊重对方的时间观念，避免迟到或过早离开。

社交礼节：了解不同文化的社交礼仪和规范，包括问候、交谈、礼物赠送等。

避免冒犯他人或造成尴尬。

跨文化沟通技巧：学会倾听和观察，尊重对方的观点和意见。

避免偏见和刻板印象，尽量以开放和包容的心态进行交流。

文化敏感性：培养对不同文化的敏感性和包容心态。

尊重他人的文化背景，尽量避免对他人的文化进行评判或批判。

跨文化冲突解决：学会处理跨文化冲突和误解，以合作和妥协的方式解决问题。

避免以自己的文化标准来评判他人。

学习和适应能力：持续学习和适应不同文化的能力，包括语言、习俗、价值观等。

发展开放的心态和灵活的思维方式。

这些知识点可以帮助人们更好地理解和应对跨文化交际中的挑战，促进文化之间的理解和和谐。

跨文化交际英语期末总结

跨文化交际英语期末总结Introduction:Cross-cultural communication is an essential skill in today's interconnected world. As globalization continues to thrive, individuals from diverse backgrounds come into contact with each other frequently. This necessitates the need for effective cross-cultural communication skills to bridge the gap between different cultures and facilitate better understanding and cooperation. In this summary, I will reflect on the key topics and learnings from the English final exam, which focused on cross-cultural communication.1. Cultural awareness and sensitivity:The foundation of successful cross-cultural communication lies in developing cultural awareness and being sensitive to other cultures. Understanding cultural values, beliefs, and norms is crucial to avoid misunderstandings and cultivate respect. During the course, we learned about Hofstede's cultural dimensions model and how it can help us better understand cultural differences. We also explored the importance of non-verbal communication in different cultures, such as body language, gestures, and eye contact.2. Communication styles:Communication styles vary significantly across cultures. Some cultures emphasize direct and explicit communication, while others prefer indirect and implicit communication. It was fascinating to learn about high-context and low-context cultures, where the former relies heavily on context and non-verbal cues, while the latter focuses more on explicit verbal communication. Understanding these differences helps avoid miscommunication and promotes effective cross-cultural communication.3. Language barriers:Language barriers can be significant obstacles to effective communication. Apart from linguistic differences, idioms, slang, and cultural references can also create confusion. During the course, we explored various strategies to overcome language barriers, such as using simple and clear language, avoiding jargon, active listening, and asking clarifying questions. We also discussed the importance of practicing empathy and patience when communicating with individuals who are not native English speakers.4. Intercultural conflict management:Conflict is inevitable in any form of communication, especially when individuals from different cultures are involved. Understanding different conflict resolution styles and cultural perspectives on conflicts enabled us to develop effective strategies for managing intercultural conflicts. We learned about avoiding stereotypes, active listening, finding common ground, and maintaining a constructive approach during conflicts.5. Building cultural competence:Cultural competence is the ability to interact effectively with people from different cultures. It involves developing knowledge, skills, and attitudes that facilitate positive cross-cultural interactions. During the course, we participated in various activities, such as role plays, group discussions, and case studies, to enhance our cultural competence. These activities helped us understand cultural biases, challenge assumptions, and develop a broader perspective towards cultural diversity.6. Ethical considerations:Cross-cultural communication requires a strong ethical foundation. It is essential to respect and value cultural differences, avoid imposing one's own cultural values, and refrain from cultural appropriation. We discussed the importance of cultural relativism, cultural humility, and cultural sensitivity. Understanding the potential consequences of cultural misunderstandings and being mindful of our own biases is crucial for ethical cross-cultural communication.Conclusion:The English final exam on cross-cultural communication was an enlightening experience that provided us with valuable insights and skills necessary for effective intercultural interactions. The course covered a wide range of topics, from cultural awareness to ethical considerations, enabling us to develop a comprehensive understanding of the subject. By applying the knowledge gained from the course, we can enhance our cross-cultural communication skills and contribute to more inclusive and harmonious global interactions.。

黑龙江大学跨文化交际英语复习总结（超全）

黑龙江大学跨文化交际英语复习总结（超全）第一篇：黑龙江大学跨文化交际英语复习总结(超全)跨文化考试总结考试构成：一、单选 1*10=10分。

（Choose the one that）其中有一部分是书中的概念。

二、判断 1*10=10分。

（A—>true,B—>false)课后习题所有概念关键词+考试范围内的CASE：Chapter 1 Culture Keywords(1)Culture(from intellectual perspective): Culture is “the arts and other manifestations of human intellectual achievement regarded collectively”（从知性角度定义文化：作为整体的人类智力成就的艺术和其他表现。

）(2)Culture(from anthropologic perspective): Culture consists of patterns, explicit and implicit, of and for behavior acquired and transmitted by symbols, constituting the distinctive achievement of human groups, including their embodiments in artifacts;the essential core of culture consists of traditional ideas and especially their attached values”（从人类学.角度定义文化：文化由清晰和模糊的行为模式构成，这些模式通过符号获得并传播，这些符号由人类群体的特别成就构成，包括具体的人工制品。

文化的基本核心由传统思想和与其相关的价值观构成。

跨文化交际__考试重点归纳

跨文化交际—考试重点归纳题型：part I, True or False, 30% （提醒学生在答题时要正确的画A,错的画B）15x2（除第八章）part II. Multiple Choices 20%, 20x1. （2,4,5 细节）Part III. Cultural Puzzles 10% （与课后习题中的 cultrual puzzles 类似，不过是四个选项，范围为课后习题中的cultural puzzles和我们在每个单元划出的重点案例）5X2..Term Matching 15%（名词解释，从备选的terms中选择与其对应的Part IVdefinitions,要考到的terms都已经发给大家）15x1.Part V. Short-Answer Questions 15% （简答题，范围在我们划过的重点内）5X3.Part VI. Case Study 10% （课外案例分析，阅读一个案例，回答三个小问题，题目不会超出课内讲解的内容）10 xl.要补充的重点为pl 14, （E. Discover the meaning of some common gestures in English）, pl29, （B・ What are the characteristics of feminine talk and masculine talk respectively）另外让学生深入研究 unit 5 和 Unit 2, Unit 4 （culturally-loaded words）,以及每单元的重点案例，以及单元后面的练习A, B(划过的问答题)，C (EuphemismUnderstanding), 以及 E (cultural puzzles)TermsUnit 11・ Economic globalization:经济全球化 the integration of national economies intothe international economy through trade, foreign direct investment, capital flows, migration, and the spread of technology.2・ Global village:地球木寸 All the different parts of the world form one community linked together by electronic communications, especially the Internet・ 3・ Melting pot: 大熔炉 a socio-cultural assimilation of peopleof differentbackgrounds and nationalities・4.Cultural Diversity:文化多样性 the mix of people from various backgrounds in the labor force with a full mix of cultures and subculturesto which membersbelong・5.Intercultural communication:跨文化交际 communication between people whosecultural perceptions and symbol systems are distinct enough to alter the communication event・6.Culture:文化 a learned set of shared interpretations about beliefs, values, and norms, which affect the behavior of a relativelylarge group of people・ 7. Enculturation:文化适应 all the activities of learning one' s culture are called enculturation.8・ Acculturation:文化传入 the process which adopts the changes brought about by another culture and develops an increased similarity between the two cultures・ 9. Ethnocentrism:民族优越?感 the belief that your own cultural background is superior・munication:交际 to share with or to make common, as in giving to another a part or share of your thoughts, hopes, and knowledge・(以下为components ofcommunication)PS: what is the difference between encoding & decodingEncoding is the process of putting an idea into a symbol・Decoding is the process of assigning meaning to the symbols received.11.Source 发送信息的人 The source is the person with an idea he or she desires to communicate・12.Encoding 编码 Unfortunately (or perhaps fortunately), humans are not able to share thoughts directly. Your communication is in the form of a symbol representing the idea you desire to conimunicate・ Encoding is the process of putting an idea into a symbol・13.Message 信，息 The term message identifies the encoded thought・Encoding is the process, the verb; the message is the resulting object・14.Channel 渠道 The term channel is used technically to refer to the means by which the encoded message is transmitted・ The channel or medium,then, may be print, electronic, or the light and sound waves of the face-to-face communication.15.Noise 噪咅 The term noise technically refers to anything that distorts the message the source encodes・16.Receiver 接的人 The receiver is the person who attends to the message ・17.Decoding 解码 Decoding is the opposite process of encoding and just as much an active process・ The receiver is actively involved in the communication process by assigning meaning to the symbols received・18.Receiver response 反馈 The receiver is the person who attends to the message・ Receiver response refers to anything the receiver does after having attended to and decoded the message・19.Feedback 反馈 Feedback refers to that portion of the receiver response of which the source has knowledge and to which the source attends and assigns meaning・20.Context 语境 The final component of communication is context・Generally, context can be defined as the environment in which the conimunication takes place and which helps define the communication.精讲案例 Case 1 (p. 1) case 2 (p. 2)思考题1、 what are the four trends that lead to the development of the global village? P8-9+简要说明convenient transportation systemsinnovative communication systemseconomic globalizationwidespread migrations2・ What are the three ingredients of culture?Artifacts (the material and spiritual products people produce)Behavior(what they do)Concept(what they think)3.How to understand cultural iceberg? P7The aspects of culture that are explicit, visible, taught・The aspects of culture that are intangible and not taught directly.4.What are the characteristic of culture?Shared , learned, dynamic, ethnocentric (文化中心主义),5・ What are the characteristic of communication?Dynamic, irreversible, symbolic, systematic, transactional, contextual Unit 2-411.Pragmatics: in JU the study of the effect that language has on humanperceptions and behavior・12.Semantics:语意 the study of the meaning of words・13.Denotation:字面意思 the literal meaning or definition of a word-- the explicit, particular, defined meaning・14.-------------------------------------------------------------------------------------- Connotation:弓玄夕卜之音 the suggestive meaning of a word ------------------ all thevalues, judgments, and beliefs implied by a word, the historical andassociative accretion of the unspoken significance behind the literal meaning・15.Taboo:禁忌语 some objects, words or actions that are avoided by a particular group of people, or in certain culture for religious or social reasons・ 16. Euphemism：委婉语 the act of substituting a mild, indirect, or vague term for one considered harsh, blunt, or offensive・精讲案例 Case 1, case 2 (p. 17) case 4 (p. 19) Case 2 (p 43) case 3(p. 45) Case 1 (p. 67) case 3 (p. 69)思考题6・ How is Chinese addressing different from American addressing?(P. 33)The Americans tend to address only with given names while theChinese may use the full name・ Even when the full names are used in some formal occasions by the Americans, the given names would be placed before the surname while the Chinese would do the opposite・Chinese often extend kinship terms to people not related by blood or marriage while the Americans seldom do so.The Chinese tend to address the people with titles but in English only a few occupation or titles could be used・7・ What are the social functions of compliments? (p. 60)(答案 p50 第一段)Compliments have a series of social functions: creating or reinforcing solidarity, greeting people, expressing thanks orcongratulations, encouraging people, softening criticism, starting a conversation, or even overcoming embarrassment・ Unit 517.Chronemics:时T可学 The study of how people perceive and use time・18.Monochronic time:一元时'间概念 paying attention to and doing only one thingat a time・19.Polychronic time:多元时间概念 being involved with many things at once ・20.Proxemics:空「可学 the perception and use of space・21.Kinetics:身势学 the study of body language22.Para language: W involving sounds but not words and lying betweenverbal and nonverbal communication.精讲案例 case 1 (p. 85) case 3 (p. 87) case 5, 6 (p. 90) case 7 (p. 91) 思考题8・ What are the different features of M-time and P-time? (p97)M-time means paying attention to and doing only one thing at a time・M-time is noted for its emphasis on schedules, segmentation and promptness・ It features one event at a time・ Time is perceived as alinear structure and something concrete tangible・P-time means being involved with many things at once・P-time is less rigid and clock-bound・ It features several activities at the same time・ It is more flexible and human-centered.9.what is the meaning of common gestures in English? P114 (答案 P233-234)Unit 6精讲案例 case 1 (p. 115) case 2 (p. 116) p. 124-126 中的小案例思考题9.How is gender different from sex? (p. 129)(答案 P. 119/120)10.What has influenced the gender socialization?There are two primary influences on gender socialization: family communication, particularly between mothers and children and recreational interaction among children.11.What are the six principles for effective cross-gender communication? (p. 129)(答案 127-128)Suspend judgement, recognize the validity of different communication styles, provide translation cues, enlarge your own communication style, suspend judgement・ 12. what are the characteristics of feminine talk and masculine talk respectively?P123Un辻7精讲案例 case 1 (p. 137) case 3 (p. 139)13.Discuss the concepts of high context culture and low context culture (pl53)(结合最后一个单元中 ppt 的讲解，了解 high-context culture 和 low-context culture 两个概念)A high-context communication or message is one in which most of the information is already in the person, while very little is in the coded, explicitly transmitted part of the message・ In high-context cultures,verbal messages have little meaning without the surrounding context, which includes the overall relationship between all the people engaged in communication.（沉默是金;一切尽在不言中；心有灵犀一点通）A low context communication is the just the opposite; i・ e・ the mass of the information is vested in the explicit code・High-context culture low-context cultureJapanese Chinese Korean American ......... ・・ German German-SwissUnit 923. A planetary culture:行星文化 a culture that integrates eastern mysticism withwestern science and rationalism.24.Intercultural person:跨文化的人represents someone whose cognitive, affective,and behavioral characteristics are not limited but open to growth beyond the psychological parameters of his or her own culture・思考题13. What are the American/Chinese cultural values like in terms of Cultural Orientation put forward by Kluckhohn and Strodtbeck?（ppt 中的补充内容）s far as the human nature is concerned, American culture holds that it is evil but Aperfectible through hard work・ As to the relation of man to nature, they think mankind can conquer nature・ They also have a linear time concept and therefore they are future-oriented・ They focus on doing and think that only actions can solve the problem. They are quiteindividualistic and therefore they focus less on the benefits of the group ・As far as the human nature is concerned, Chinese culture holds that it is good but corruptible without proper education. As to the relation of man to nature, they think mankind can live in harmony with nature・ They also have a cyclical time concept and therefore they are past- oriented ・ They have a being-and-becoming attitude towards activity and think that man should keep an inner peace as nothing is eterna1. They are quite collective and therefore they focus more on the benefits of the group・14.Identify the features of each of four Hofstede* s cultural dimensions and use themto analyze the cases （案例分析）。

跨文化交际考试重点总结

UNIT1ObjectivesThis course aims at leading students to a general understanding of the complexities of intercultural communication and providing them with a cultural perspective in dealing with the common problems in intercultural communication. With the help of the this course the learners will:11. Come to see how culture influences our interaction with people of different cultural groups;2. Increase their cross-cultural awareness;3. Learn to predict and solve possible problems in intercultural communication;4. Overcome cultural barriers in EFL learning and teaching;5. Better understand and appreciate the Chinese people, Chinese language and Chinese culture.2课程的目的和主要任务本课程主要介绍跨文化交际学的基本概念和基本理论，重点学习东西方文化在感知方面（包括价值观、世界观、和宗教观等）、言语方面（包括言语交际模式、交际风格、交际策略及思维方式）和非言语交际方面（包括体态语言等）异同。

宗旨是培养学生跨文化交际意识，了解和掌握跨文化交际基本理论和基本内容，提高跨文化交际能力。

1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。

跨文化考试总结考试构成：一、单选1*10=10分。

（Choose the one that）其中有一部分是书中的概念。

二、判断1*10=10分。

（A—>true,B—>false)课后习题第二大题，其中某些题是变动的。

要注重理解。

三、搭配1*20=20分。

matching四组搭配，概念的对应，每一章课后的summary中的黑体字。

四、阅读理解1*20=20分。

四篇。

与课文中的专有词有关。

五、完型填空1*10=10分。

六、案例分析3*5=15分。

五个案例。

书中案例有四个，课外一个。

七、写作15分。

150+words。

可以准备一些跨文化、交际的文章。

四十分钟的写作时间。

8:00——8:40.作文提前收！注：前六大题是客观题即选择，只有写作是主观题。

课后题：（课后题第一第二大题老师也让多多关注，我这里就不多写啦，除了课后第一第二大题，我这里都全啦）1、P28——P302、P58——P613、P95——P974、P124——P1265、P159——P1626、P194——P1977、P237——P2408、P270——P2729、P304——P306所有概念关键词+考试范围内的CASE：Chapter1CultureKeywords(1)Culture(from intellectual perspective):Culture is“the arts and other manifestations of h uman intellectual achievement regarded collectively”（从知性角度定义文化：作为整体的人类智力成就的艺术和其他表现。

）(2)Culture(from anthropologic perspective):Culture consists of patterns,explicit and impli cit,of and for behavior acquired and transmitted by symbols,constituting the distinctive ac hievement of human groups,including their embodiments in artifacts;the essential core of culture consists of traditional ideas and especially their attached values”.（从人类学角度定义文化：文化由清晰和模糊的行为模式构成，这些模式通过符号获得并传播，这些符号由人类群体的特别成就构成，包括具体的人工制品。

文化的基本核心由传统思想和与其相关的价值观构成。

）(3)Culture(from psychological perspective):culture is the collective programming of he m ind which distinguishes the members of one category of people from another。

（从心理学角度定义文化：文化是使一个人类群体成员区别于其他人类群体的思维的总体规划。

）(4)Culture(from socialogical perspective):Culture is defined as a pattern of learned,group -related perception—including both verbal and nonverbal language,attitudes,values,belie f system,disbelief systems,and behavior.(从社会学角度定义文化：文化是一种可习得的、基于群体的认知模式——包括言语与非言语符号、态度、价值观、信仰和非信仰系统以及行为。

)(5)Culture(from intercultural communication perspective):is the deposit of knowledge,ex perience,belief,values,actions,attitudes,hierarchies,religions,notions of time,roles,spati al relations,concepts of the universe,and artifacts acquired by a group of people in the co urse of generations through individual and group striving.（从跨文化交际学角度定义文化：文化是个人和群体在种族发展过程中所获得的知识、经验、信仰、价值观、行为、态度、阶级、、时间观、角色、空间观、宇宙观和艺术品的集合。

）(6)Culture Identity:refers to one’s sense of belonging to a particular culture or ethnic gro up.（文化身份：认为自己归属于某一文化或民族群体的感觉。

）(7)Subculture：refers to a culture that exists within dominant culture,and is often based on economic or s ocial class,ethnicity,race,or geographic region.（亚文化：指存在于主流文化中的文化，其划分通常基于经济地位、社会阶层、民族、种族或地理区域。

）Subcultures exist within dominant culture,and are often based on economic or social class, ethnicity,race,or geographic region.(8)Co-culture:refers to groups or social communities exhibiting communication characteri stics,perceptions,values,beliefs,and practices that are significantly different enough to dis tinguish them from the other groups,communities,and the dominant culture.（共文化：指具有独特的交际特征、感知特点、价值观、信仰和行为，区别于其他群体、社团以及主流文化的群体或社团。

）(9)Subgroup:usually does not involve the same large number of people and is not necess arily thought of as accumulating values and patterns of behavior over generations in the sa me way as cultures do.（亚群体：相对于亚文化和共文化群体，亚群体通常规模不大，也不一定有文化群体世代相传积累的价值观念和行为模式。

）Case2:White DressCase analysis:The Indian women might think the wedding ceremony is a funeral if they see the western bride in white gown.The case reflects the similes and metaphors in the text.C ulture is like an iceberg:we can identify the color of the dress worn by women in different cultures,but we do not know the values underneath.Culture is like the water a fish swims i n:people wear dress of different colors for different context but they usually take it for gra nted and never ask why.♣(6)Culture Identity:refers to one’s sense of belonging to a particular culture or ethnic gr oup.（文化身份：认为自己归属于某一文化或民族群体的感觉。

）Case4:Coconut-skating（用椰油保养地板的方法）Case analysis:The case reflects the characteristics of culture.We can tell from the case that culture is pervasive and it’s learned.People may invent different ways for things even as si mple as the issue of floor moping.The Philippine woman must have learned this way of m opping from her own culture.Chapter2Communication and Intercultural CommunicationKeywords(1)Sender/Source:A sender/source is the person who transmits a message.（信息发出者/信息源：信息发出者/信息源指传递信息的人。

）(2)Message:A message is any signal that triggers the response of a receiver.（信息：信息指引起信息接受者反应的任何信号。

）(3)Encoding:It refers to the activity during which the sender must choose certain words or nonverbal methods to send an intentional message.（编码：编码指信息发出者选择言语或用非言语的方式发出有目的的信息的行为。

黑龙江大学跨文化交际英语复习总结(超全)

英语跨文化交际期末总结

大学英语跨文化交际 要点汇总29页PPT

大学英语跨文化交际要点汇总

跨文化交际英语知识点归纳

新编跨文化交际英语教程 复习总结

跨文化交际英语知识点归纳

跨文化交际-期末复习资料-重点笔记

跨文化交际期末复习资料知识点总结详细

新编跨文化交际英语教程知识点梳理

英语专业跨文化交际期末知识点整理summary

最新跨文化交际期末复习资料整理

新编跨文化交际英语教程单元知识点梳理Unit1-3

跨文化交际-黑龙江大学-崔常亮老师-chapter1-1

黑龙江大学跨文化交际英语复习总结(超全)说课讲解

跨文化交际期末复习资料知识点总结详细

英语跨文化交际知识点归纳

跨文化交际英语期末总结

黑龙江大学跨文化交际英语复习总结（超全）

跨文化交际__考试重点归纳

跨文化交际考试重点总结

大学英语跨文化交际要点汇总29页PPT

新编跨文化交际英语教程复习总结