跨文化交际2PPT课件
跨文化交际学-2
2.1.6 过去取向 / 将来取向Past / Future
中：“性本善”→过去取向→圆式时间观 →充裕的时间意识，使用时间随意，节奏 慢。 圆形时间观：时间的变化协调与自然状态， 向自身复归以及始终沿着自身运动的周期 性成圆弧运动。 西：“性本恶”→未来取向→线式时间观 →时间紧缺意识，使用时间精确。
西：“天人相立”→企图征服、战胜自然 → “做事”有所成就 Social attitudes as expressions of this value Achieve specific goals Show the world what you can do Pay attention to actions back
2.1.1 天人合一 / 天人相分
中：天人合一 人对自然规律的顺从和对自然的崇拜。 西：天人相分 人与自然相分对立，人处在支配和改造 自然的位置。
中国园林
中国园林
中国园林
中国园林
中国园林
中国园林
中国园林
中国园林
中国园林
欧洲园林
欧洲园林
欧洲园林
欧洲园林
欧洲园林
欧洲园林
欧洲园林
2.1.3 求变 / 求稳
美：“变化”---打破常规，不断创新 体现在不同形态的流动方面：职业、社会 地位，地域等的流动。 体现在家庭危机，婚姻解体等方面。 中：“稳定”---家族、家庭、社会和国家 乃至个人社会地位、地域、社会关系等方 面的稳定。 back
2.1.4 做人 / 做事 Being/Doing
Basically Good: Protect people’s virtue Reward good behavior Find the most virtuous people Basically Evil: Expect to find evil and fight against it Punish bad behavior Save people from their evil nature
跨文化交际 课件 Unit Two Culture Shock
学习重点 教学内容 案例分析 资源导航 历年试题 试题答案
Culture Shock
culture shock? Theories of Values on Individual Culture and collectivist culture Hospitality Politeness Privacy Adjustment & Acculturation Acculturation
Hospitality
This word means cordial and generous reception of or disposition toward guests. 对客人的热诚慷慨的接待或安排
The following table shows some different responses to different ways of hospitality:
学习重点
understand cross-cultural differences in approaches to hospitality,modesty, privacy, and politeness appreciate how differences in cultural values shape behavior identify and avoid taboo subjects in Western cultures avoid pitfalls in cross-cultural communication; and adjust more smoothly to a new cultural environment.
教学内容
3) There is a lack of inhibition on the part of foreigners in terms of expressive behaviors, seen in their lack of concern about drawing attention to themselves and their willingness to disclose feelings and emotions. Because of their independence, Individualists give little thought to the evaluations of others; they are willing to, and indeed encouraged to , express themselves freely. Collectivists, on the other hand, care very much what others in their group think and do not like to be the targets of scrutiny and criticism. Therefore, the free and easy openness of individualists can be distressing too collectivists.
跨文化交际第二PPT课件
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文化定势的特征
首先，定势和归类有一定的联 系，是过分简单化的归类。 其次，定势有不可避免性 再者，定势具有稳定性和延续 性。
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第一章 跨文化交际概述
第一节 文化、交际和语言
4、亚文化
在文化学研究领域，通常把文化分为主流文化和亚文化。 也就是说，文化的概念具有层次性，一种整体文化中往往包含 了各种不同的次范畴“变体”，形成某种文化圈内的亚文化圈。
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第一章 跨文化交际概述
第一节 文化、交际和语言
后来“文化”一词被日语借入，到近代作为英 语culture的对译词。再后来“文化”作为日语借词 又被现代汉语吸收，于是“文化”就同英语的 culture有了直接的词源关系，并衍生出“文明”、 “教育”等含义。
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什么是文化？
文化离不开 人，是某一 群体的生活 方式。
第一章 跨文化交际概述
第一节 文化、交际和语言
一 关于文化的概念 二 关于交际的概念 三 关于语言的概念
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第一章 跨文化交际概述
第一节 文化、交际和语言
一 关于文化的概念
（一）文化的定义
1.中西文化探源
“文化”的概念古已有之，指与“武力”相对的文德教化。
圣人之治天下也，先文德而后武力。凡武之兴，为不服也；文化不
第一节 文化、交际和语言
在文化学或文化人类学中，“文化”一词通常指人
类社会区别于其他动物的全部活动方式以及活动的产品。
就这一概念的核心内涵而言，它的意义是明确的。然而
专家们给“文化”所下的定义可以说各有千秋。在众多
的关于文化的定义中，文化人类学家泰勒（Tylor）和马
林诺夫斯基（Malinowski）的定义比较受人推崇。前者
Cross-cultural Communication 跨文化交际 PPT课件 (2)
5.Case studies
Mutual Monitoring Process
Xiu went to a BC buffet reception in the BC headquarters in Beijing. It just so happened that Xiu arrived a little too early. The waiting lounge was almost empty except a charming lady sitting at a corner seat. After a long interval of unbearable silence Xiu decided to break the silence by approaching the lady.
Yes, but not good
1.An orator delivers a speech to a large gathering. 3. You send an e-mail message to an American friend. 4.Jane lies in bed reading a novel.
Model Two: unilateral-cultural model
(one knows another’s language and cultural environment but the other one doesn’t)
Lu Bing ,a Chinese tour guide is talking in English with George Luke, a British tourist who does not know Chinese at all.
Activity 3: Meanings in communication
跨文化交际 课件2
party that would be attended by other Filipinos. Maneul said that he would try to stop by sometime during Bart’s party. Bart was quite upset. He complained, “If this is supposedly a Catholic country, why would they not place a value on this?” why would he turn down a once-in-a-lifetime gathering, my daughter’s Communion, to go to a party with friends he admits to seeing all the time? After the party, Bart was merely cordial to Manuel– there were no longer indications of friendliness. Manuel was puzzled, and had no idea what the problem was.
Case 2 The Cancellation of the Dinner ห้องสมุดไป่ตู้arty
Called to a staff meeting by his principal, Stan Brown from New Zealand reviewed the materials on a mathematics curriculum development project that he wished to see incorporated into the high school at which he taught. Stan had been teaching in the Philippines for two years and was enjoying his stay at this international school in Manila. Jose, who had developed a close relationship with Stan, was also asked to the meeting. The Principal asked Stan to discuss his proposal, the content of which was already known to the others at the meeting.
跨文化交际与跨文化交际学PPT课件
③ 王福祥、吴汉樱编，《文化与语言》(外语教 学与研究出版社,1994)。
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2）90年代中期以后
出版学术专著 发表相关论文 召开学术研讨会
1995年8月，中国跨文化交际研究会在哈
尔滨成立，此后，每两年召开一次全国性 会议。
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学术专著
关世杰：《跨文化交流学》(北京大学出版社,1995)
第二讲 跨文化交际与跨文化交际学
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一、跨文化交际(intercultural communication)
（一）交际的过程和类型
行为源
编码，形成信息，通过渠道
解码，反应，通过渠道反馈
反应者
交际是一个（或多个人）对另一个人（或 多个人）的行为或行为遗迹作出了反应。
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交际的类型
划分标准
交际类型
格林教授和夫人鞠躬 敬请赐复。
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Invitation
Director of the Institute of Atomic Energy requests the pleasure of the company of
Mr. and Mrs. Dickens at a dinner party
in honor of Mr. Liu Wenling senior engineer of the Institute of Atomic Energy
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一些不宜用“姓＋职务”表示的词
中国文化中称呼“姓＋职务”这种类型的，有 些翻译成英文不宜直译，如主任、局长、科长、 老师等。
对于教师的称呼很多，主要有三种： Sir./Ms.；
Mr./Ms.＋姓；直呼其名。 不能是“姓＋teacher”，也不能是直呼别人
跨文化交际unit 2 课件
Unit parison of Chinese and Western cultural values Section 1. Definition of values▪What are values？▪V alues are broad, abstract concepts which provide the foundation that underlies a people‘s entire way of life.▪V alues are a learned organization of rules for making choices and for resolving conflicts. These "rules" and guideposts are normative and teach us what is useful, good, right, wrong, what to strive for, how to live our life, and even what to die for.Types of values▪1. Universal values▪2. culture-specific values▪3. individual valuesExercise: point out the values reflected in the following proverbs▪1. Blood is thicker than water. (origin: Scotland)▪(the bonds of family and common ancestry are stronger than those bonds between unrelated people ,such as friendship) family, loyalty▪2. Sauce for the goose is sauce for the gander. (origin: England)▪(if a particular type of behavior is acceptable for one person, it should also be acceptable for another person ) fairness▪3. Too many cooks spoil the broth. (origin: England)▪(The combined efforts of the group end up with something that is not so pleasant to eat) the individual4. The early bird catches the worm. (origin: England)▪(Success comes to those who prepare well and put in effort.) action▪5. God helps those who help themselves. (origin: Greece)▪(We can rely on nobody but ourselves) self-helpCautionTwo noteworthy features of values▪1. Contradictory values are found in a particular cultue.▪E.g.All people are created equal.▪E.g Sweep the snow in front of his door, and not bother about the frost on his neighbor‘s roof.▪A gulf between the values that are articulated (idealism) and the values that are acted out (reality)▪2. V alues of a culture change with time.V alues▪Five orientations proposed by American anthropologist, Florence Kluckhohn▪Human NatureChinese value on human nature▪Man, by nature, is good; people‘s inborn characters are similar, but learning makes them different;▪The story of Mencius‘ mother moving three tim es in order that her son could be in a good neighborhood;▪Y our character will be tinted ―red‖ if you are in the company of redness, but ―black‖ if you are in close contact with ink.▪安于现状，知足常乐，仁者爱人，仁至义尽▪Relationship of human to natureChinese traditional medicine shows the cultural value of harmony with nature▪Westerners: A minor illness like cold - work as usual; human body is an object that can be studied and then controlled---leading to the invention of powerful medicines, but the medicines may have unpleasant or even dangerous died effects.▪Chinese: cold- stayed home to give body a chance to recover. The human body is part of nature and needs to be brought back into balance. Medi cine should work with the body‘s own resources. It should be integrated with the body, so it will take longer to work.▪Sense of timeActivity---case study▪When a middle age American couple showed up to help a young Chinese couple move into their new apartment, they were surprised that the Chinese couple would not allow them to do any work. Instead they found a place for them to sit and gave them tea.▪Why?▪Activityconflict▪Westerners: experience the talk and behavior of Chinese people as performance, as dramatization of the self and as not very relevant to what is important; their conversation is lacking in information.▪Chinese: showing that they are friendly, virtuous, or sufficiently important; they are educated, polite, humble, high-ranking or hospitable.▪―我爸是李刚。
跨文化交际实用教程unit2课件ppt共30页
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CONTENTS
I. Warm-up cases II. Detailed Study:
★Addressing People ★Greetings ★Initiating Conversations ★Visiting Someone ★Partings
■学术头衔
学术头衔的“副”职称，常用 associate 表示。如：
➢ 副教授 associate professor ➢ 副研究员 associate research fellow ➢ 副审判长 associate judge ➢ 副主任医师 associate doctor
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2. Greetings
Please match the following two groups.
vice
director
associate
professor
assistant
manager
deputy
president
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Tips:
■行政头衔
以“副”字的表示副职的行政职务头衔，可用 vice、 deputy 表达。在实际使用时究竟选用哪个，纯属搭配 习惯。一般来说，vice与president、 premier、 chairman、 minister、 governor搭配；deputy与 director、 chief、head 、secretary、dean、mayor 搭配。似乎可以认为，Vice比Deputy的搭配级别要高。
Close Relationship/ Informal Situation
Surname+Title Surname+Title
《跨文化交际学》第2章(第2节)
第二章
文化背景与跨文化交际
第二节 心理因素与跨文化交际
2.分析思维的特征
西方的思维模式以逻辑、分析、线性为特点，这是一种“无领 域依附”型的思维活动。
把整体分解为部分并加以分门别类，把复杂现象和事物分解为
具体细节或简单要素，然后深入考察各部分、各细节、各要素在整 体中的性质、地位、作用和联系，从而了解其特殊本质。
第二章
文化背景与跨文化交际
第二节 心理因素与跨文化交际
在中国，所谓个人的隐私在不同程度上具有“公共性”，他们 往往受到社会、他人的关心。人们不经允许可以涉足他人的生活领
域，人们可以事先不打招呼突然到朋友家串门，领导可以在任何时
候去下属家看望„„ 人们喜欢议论别人，不少人喜欢传递“小道消息”。议论者从 未有侵犯别人隐私的感觉，“侵犯隐私者”也会安全无恙，因为法 律上没有侵犯隐私的明文规定。因此在中国的人际关系处理中最怕 的是“众口铄金”、“人言可畏”。
第二章
文化背景与跨文化交际
第二节 心理因素与跨文化交际
2.民族中心主义
民族中心主义是民族自尊、民族优越感的极端心态所产生的一 种定势与偏见；指某个民族把自己视为世界的中心，把本民族的文 化作为对待其他民族的参照系，以本民族的文化标准来衡量其他民 族的行为，并把本民族的文化与其他文化对立起来。
第二章
第二章
文化背景与跨文化交际
第二节 心理因素与跨文化交际
3.两种思维方式在文字上的表现
世界上的文字总体上可以分为两大类：表音文字和表意文字。
西方文字属于表音文字系统，拼音字母与语言中的声音单位（音
素或音节）相联系，以形标音，是线性文字。西方文字的这种特点是 西方人重抽象思维的必然结果。
汉字是典型的表意文字，字形与语言中的意义单位（语素）相联
跨文化交际PPT 2-1,2
Holistic
Culture can be divided into several subsystems
Educational system
Political system
Economic system
Kinship system
Religious system
Learned
• A shared symbolic system within a relatively large group • Learning is the only way to integrate into, reinforce, co-create this shared symbolic system. • Culture can be learned consciously & unconsciously. • Channels for our learning:
Examples
Chinese Culture
Beijing opera
Monkey King
Dream of Red mansion
centaur
Orchestra
Western Culture
The Last Supper
Pervasive
Culture penetrate into and influence every aspect of our life. Influence on the physical, rational & perceptual environment Example
2.1 The Nature of Culture
intellectual and artistic achievements _________________________________
跨文化交际Unit-2第二讲PPT课件
2021/3/12
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Chapter 1 Culture and Intercultural Communication
(2) How do you think of “self-reliance”?
• The American Creed is something of a doubleedged sword: it fosters a high sense of personal responsibility, independent initiative, and voluntarism ; it also encourages self-serving behavior, atomism, and a disregard for communal good. More specifically, its emphasis on individualism threatens traditional forms of community morality, and thus has historically promoted a particularly virulent strain of greedy behavior”
• Play a role • To feel an obligation toward
2021/3/12
跨文化交际实训课件Chapter-2
Language and culture 语言和文化
I. Verbal Communication 言语交际
High-context and Low-context language
高语境和低语境语言
High Context Less verbally explicit communication, less written/formal information More internalized understandings of what is communicated Multiple cross-cutting ties and intersections with others Long term relationships Strong boundaries- who is accepted as belonging vs. who is considered an "outsider" Knowledge is situational, relational. Decisions and activities focus around personal face-to-face relationships, often around a central person who has authority. Examples: Small religious congregations, a party with friends, family gatherings, expensive gourmet restaurants and neighborhood restaurants with a regular clientele, undergraduate on-campus friendships, regular pick-up games, hosting a friend in your home overnight.
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Culture notes
Correcting foreigners’ English mistakes: While a language teacher might be willing to interrupt a student of English in order to point out his/her errors, most Westerners would consider this rude or awkward. I fact, in most countries the average person would probably not interrupt a language learner to correct his/her grammar mistakes. What many people will do when talking to foreigners is to correct things the foreigner said wrong by repeating them later correctly, so if the learner pays attention he/she might still learn a lot. (If a learner obviously
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appreciates each of these little corrections and makes an attempt to learn from them, this will encourage others to continue correcting. If, on the other hand, the learner seems to ignore corrections of be annoyed by them, it is not likely that the other person will continue correcting very long.)
--Mr. Schmidt does correct Huizhen’s errors,
but he only corrects her subtly by
repeating corrected versions of what
Huizhen said wrong. Huizhen just doesn’t
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Western approaches to language learning: Many Western teachers take an approach to language learning and teaching which emphasizes communication, sometimes even at the expense of attention to grammatical accuracy. The idea is that when using English it is more important to understand others and be understood by others than it is to have every sentence be perfectly correct. Of course, this does not mean that grammatical accuracy is unimportant, but it does mean that American teachers may stress grammar less than students from other cultures are accustomed to.
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Correction and language learning: There is actually little evidence that active correction of mistakes in spoken English by a teacher helps learners improve their grammar much. Some corrections help learners learn, but most corrections tend to be ignored or forgotten. How much a learner learns depends more on how carefully he/she pays attention than on how much the teacher corrects.
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--Mr. Schmidt doesn’t correct Huizhen because he doesn’t want to interrupt her; he doesn’t want to discourage Huizhen from talking.
--Mr. Schmidt thinks it would be rude to correct Huizhen’s English errors.
Unit 3 Speaking in a Foreign Language
Lecture 3
1
Part I Encounter (Page 39)
Somhen actually doesn’t make many
mistakes, and Mr. Schmidt doesn’t consider the few mistakes she makes serious. --Mr. Schmidt doesn’t notice Huizhen’s mistakes because he is paying more attention to the content of what Huizhen was saying.
notice.
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--Mr. Schmidt doesn’t think that correcting students’ errors helps their English very much.
--Mr. Schmidt avoids making grammar corrections because he can’t explain English grammar very well.