跨文化交际黑龙江大学崔常亮老师chapter Communication and Internat
黑龙江大学外语部第一教学中心跨文化交际教研室
黑龙江大学外语部第一教学中心跨文化交际教研室集体备课记录_2006-2007_学年__秋季__学期日期： 2006年 8 月 30 日时间：_13：30_至14：30___ 主讲教师: _艾军________________ 记录教师： _刘晓丹__________________ 参加教师：____跨文化交际教研室全体教师黑龙江大学外语部第一教学中心跨文化交际教研室集体备课记录_2006-2007学年__秋季__学期日期：2006年 8 月 30 日时间：_13：30_至14：30__主讲教师: _常开媛__________ 记录教师： ___张知博________________参加教师：____跨文化交际教研室全体教师黑龙江大学外语部第一教学中心跨文化交际教研室集体备课记录_2006-2007_学年__秋季__学期日期： 2006年 9 月 6 日时间：_13：30_至14：30___ 主讲教师: _艾军________________ 记录教师： _董璇 __________________ 参加教师：____跨文化交际教研室全体教师黑龙江大学外语部第一教学中心跨文化交际教研室集体备课记录_2006-2007_学年__秋季__学期日期： 2006年月日时间：_13：30_至14：30___ 主讲教师: _______金梅_______ 记录教师： __________________参加教师：____跨文化交际教研室全体教师黑龙江大学外语部第一教学中心跨文化交际教研室集体备课记录2006-2007学年秋季学期日期：2006年9 月 25日时间：14：00至15：00 主讲教师: 李晓光记录教师：参加教师：跨文化教研室全体教师黑龙江大学外语部第一教学中心跨文化交际教研室集体备课记录_2006-2007_学年__秋季__学期日期： 2006年 9 月 27 日时间：_13：30_至14：30___ 主讲教师: _宋冰________________ 记录教师： _刘晓丹__________________ 参加教师：____跨文化交际教研室全体教师黑龙江大学外语部第一教学中心跨文化交际教研室集体备课记录_2006-2007_学年__秋季__学期日期： 2006年 10月 18日时间：_13：30_至14：30___ 主讲教师: 国玮秋________________ 记录教师：刘洋参加教师：____跨文化交际教研室全体教师黑龙江大学外语部第一教学中心跨文化交际教研室集体备课记录__2006-2007____学年___秋学期日期：年月日时间：______至_______ 主讲教师: ___王凤____ 记录教师： ___王玉双________________参加教师：______跨文化交际教研室全体教师黑龙江大学外语部第一教学中心跨文化交际教研室集体备课记录_2006-2007_学年__秋季__学期日期： 2006年 10 月 25 日时间：_13：30_至14：00___ 主讲教师: _杨白________________ 记录教师： _杨白__________________参加教师：____跨文化交际教研室全体教师黑龙江大学外语部第一教学中心跨文化交际教研室集体备课记录_2006-2007_学年__秋季__学期日期： 2006年 10 月 25 日时间：_13：30_至14：00___ 主讲教师: _杨白________________ 记录教师： _杨白__________________参加教师：____跨文化交际教研室全体教师黑龙江大学外语部第一教学中心跨文化交际教研室集体备课记录_2006-2007_学年__秋季__学期日期： 2006年 11 月 29 日时间：_13：30_至14：30___主讲教师: _张丽娇________________ 记录教师： _艾军__________________参加教师：跨文化交际教研室全体教师黑龙江大学外语部第一教学中心跨文化交际教研室集体备课记录_2006-2007_学年__秋季__学期日期： 2006年 12 月 6 日时间：_13：30_至14：30___ 主讲教师: _郑春梅________________ 记录教师： ____________参加教师：____跨文化交际教研室全体教师黑龙江大学外语部第一教学中心跨文化交际教研室集体备课记录_2006-2007_学年__秋季__学期日期： 2006年 12 月 7 日时间：_13：30_至14：30___ 主讲教师: _严明______________ 记录教师： _艾军__________参加教师：____跨文化交际教研室全体教师亲贤臣，远小人，此先汉所以兴隆也；亲小人，远贤臣，此后汉所以倾颓也。
黑大跨文化第十周教学主要内容
Chapter 4 Intercultural Communication Barriers1. Keywords(1) Anxiety: It occurs because of not knowing what one is expected to do, and focusing on that feeling and not be totally present in the communication transaction.（焦虑：当人们不知道如何迎合他人对自己的期待，过多的关注自己情绪以至不能全心投入到交际事物中去时，就会产生焦虑。
）(2) Uncertainty:It refers to our cognitive inability to explain our own or other’s feelings and behaviors in interactions because of an ambiguous situation that evokes anxiety. (不确定：不确定是指人们无法从认知的角度去解释交际活动中自己或他人的感觉及行为，这种认知角度解释能力的欠缺是某种引起焦虑的含糊情境导致的。
)(3) Assuming similarity instead of difference: It refers to the idea that people coming from another culture are more similar to you than they actually are or that another person’s situation is more similar to yours than it in fact is. （假定一致性：假定一致性是指认为来自另一文化的他人和自己相似或他人的处境与自己的处境相似，而事实上却并非如此。
跨文化交际-黑龙江大学-崔常亮老师-chapter1-2分析
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 simple as the issue of floor moping. The Philippine woman must have learned this way of mopping from her own culture.
Formation of Cultural Identity
Unexamined cultural identity
Cultural identity achievement
Cultural identity search
赵本山说：“生活让 人深沉。人生是快乐 的，人生也是深沉的。 有时候，我心里还挺 郁闷。自己本来是个 农民，但是现在因为 有了点小名气，说的 话在老百姓中间就有 了一点影响力，说话 就得注意，不能忘了 文化身份。”
Text D Cultural Identity
Cultural identity refers to one’s sense of belonging to a particular culture or ethnic group. 文化身份：认为自己归属于某 一文化或民族群体的感觉。
Jack y
Tony is an American student. Li Ming share a room with Tony. Tony shaved his head but didn’t clean the
黑龙江大学外语部第一教学中心跨文化交际教研室
黑龙江大学外语部第一教学中心跨文化交际教研室集体备课记录_2006-2007_学年__秋季__学期日期： 2006年 8 月 30 日时间：_13：30_至14：30___ 主讲教师: _艾军________________ 记录教师： _刘晓丹__________________ 参加教师：____跨文化交际教研室全体教师黑龙江大学外语部第一教学中心跨文化交际教研室集体备课记录_2006-2007学年__秋季__学期日期：2006年 8 月 30 日时间：_13：30_至14：30__主讲教师: _常开媛__________ 记录教师： ___张知博________________参加教师：____跨文化交际教研室全体教师黑龙江大学外语部第一教学中心跨文化交际教研室集体备课记录_2006-2007_学年__秋季__学期日期： 2006年 9 月 6 日时间：_13：30_至14：30___ 主讲教师: _艾军________________ 记录教师： _董璇 __________________ 参加教师：____跨文化交际教研室全体教师黑龙江大学外语部第一教学中心跨文化交际教研室集体备课记录_2006-2007_学年__秋季__学期日期： 2006年月日时间：_13：30_至14：30___ 主讲教师: _______金梅_______ 记录教师： __________________参加教师：____跨文化交际教研室全体教师黑龙江大学外语部第一教学中心跨文化交际教研室集体备课记录2006-2007学年秋季学期日期：2006年9 月 25日时间：14：00至15：00 主讲教师: 李晓光记录教师：参加教师：跨文化教研室全体教师黑龙江大学外语部第一教学中心跨文化交际教研室集体备课记录_2006-2007_学年__秋季__学期日期： 2006年 9 月 27 日时间：_13：30_至14：30___ 主讲教师: _宋冰________________ 记录教师： _刘晓丹__________________ 参加教师：____跨文化交际教研室全体教师黑龙江大学外语部第一教学中心跨文化交际教研室集体备课记录_2006-2007_学年__秋季__学期日期： 2006年 10月 18日时间：_13：30_至14：30___ 主讲教师: 国玮秋________________ 记录教师：刘洋参加教师：____跨文化交际教研室全体教师黑龙江大学外语部第一教学中心跨文化交际教研室集体备课记录__2006-2007____学年___秋学期日期：年月日时间：______至_______ 主讲教师: ___王凤____ 记录教师： ___王玉双________________参加教师：______跨文化交际教研室全体教师黑龙江大学外语部第一教学中心跨文化交际教研室集体备课记录_2006-2007_学年__秋季__学期日期： 2006年 10 月 25 日时间：_13：30_至14：00___ 主讲教师: _杨白________________ 记录教师： _杨白__________________参加教师：____跨文化交际教研室全体教师黑龙江大学外语部第一教学中心跨文化交际教研室集体备课记录_2006-2007_学年__秋季__学期日期： 2006年 10 月 25 日时间：_13：30_至14：00___ 主讲教师: _杨白________________ 记录教师： _杨白__________________参加教师：____跨文化交际教研室全体教师黑龙江大学外语部第一教学中心跨文化交际教研室集体备课记录_2006-2007_学年__秋季__学期日期： 2006年 11 月 29 日时间：_13：30_至14：30___主讲教师: _张丽娇________________ 记录教师： _艾军__________________参加教师：跨文化交际教研室全体教师黑龙江大学外语部第一教学中心跨文化交际教研室集体备课记录_2006-2007_学年__秋季__学期日期： 2006年 12 月 6 日时间：_13：30_至14：30___ 主讲教师: _郑春梅________________ 记录教师： ____________参加教师：____跨文化交际教研室全体教师黑龙江大学外语部第一教学中心跨文化交际教研室集体备课记录_2006-2007_学年__秋季__学期日期： 2006年 12 月 7 日时间：_13：30_至14：30___ 主讲教师: _严明______________ 记录教师： _艾军__________参加教师：____跨文化交际教研室全体教师。
跨文化交际 Intercultural Communication智慧树知到课后章节答案2023年
跨文化交际 Intercultural Communication智慧树知到课后章节答案2023年下内蒙古民族大学内蒙古民族大学绪论单元测试1.Foreigners are interested to learn about Chinese Culture and Chinese People.At the same time, there are misunderstandings of Chinese culture.A:错 B:对答案:对2.Overseas experiences can expand one's vision and enrich one'sunderstanding of Intercultural Communication.A:对 B:错答案:对3.Before communicating with others, you need to understand your own culturewell.A:错 B:对答案:对4.Culture learning is not so important as language learning.A:错 B:对答案:错5.Knowing all the words and having perfect grammar of a language is enoughto deal with Intercultural Communication.A:错 B:对答案:错6.Everything abroad is the same as “at home”.A:错 B:对答案:错7.In this course, we are going to learn aboutA:Intercultural communication barriers B:Verbal and non-verbalcommunication C:Thearatical foundations of Intercultural Communication D:Acquring Intercultural Communication Competence答案:Intercultural communication barriers;Verbal and non-verbalcommunication;Thearatical foundations of InterculturalCommunication;Acquring Intercultural Communication Competence8.In the study of intercultural communication, we are going to achieve thegoals ofA:understanding the basic termsB:developing communicative competence C:fostering critical thinking ofdifferent cultures D:avoiding potential problems in interculturalcommunication答案:understanding the basic terms;developing communicative competence;fostering critical thinking ofdifferent cultures;avoiding potential problems in interculturalcommunication9.The course you are taking isA:Phycology B:Communication C:Intercultural Communication D:EnglishLiterature答案:Intercultural Communication10.When being asked by other people about your culture, you will be moreaware of your identity.A:对 B:错答案:对第一章测试1.The dialogues at the United Nations, for example, would be termed _________.A:international communication B:interpersonal communication C:interracial communication D:interethnic communication答案:international communication2.In China, if a Tibetan communicates with a Han, it is _____.A:interracial communication B:international communication C:interethnic communication D:interpersonal communication答案:interethnic communication3._____ is the socialization process you go through to adapt to your society.A:Enculturation B:Deculturation C:Acculturation D:Assimilation答案:Enculturation4.Many of the same proverbs appear throughout the world, because all people,regardless of their culture, share common____.A:experiences B:stories C:languages D:arts答案:experiences5.In the popular cultural iceberg metaphor, you can only see about 10-15%above the surface, most part of the iceberg is under the water, which is a bit of a mystery. Which of the following do you think are above the water?A:clothing B:food C:architecture D:music答案:clothing;food;architecture ;music6.Six reasons of why study intercultural communication were mentioned，please try pick the ones mentioned in the following.A:technology B:imperative C:self-awarenessD:demographic changes答案:technology;imperative;self-awareness;demographic changes7.Culture can be categorized as either material or nonmaterial culture.A:对 B:错答案:对8.Culture is that complex whole whichincludes knowledge,belief,arts,morals,law,custom and any other capabilities and habits acquired by man as a member of society.A:对 B:错答案:对9.It is reasonable that we use what's below our surface to try to understandwhat's above somebody else’s.A:错 B:对答案:错10."Dig the well before you are thirsty" is a Chinese proverb meaning "吃水不忘挖井人”。
跨文化交际-黑龙江大学-崔常亮老师-chapter 9-CD
your perceptual context
3 g. Anticipate failure events
Home work and After-class activities
1. Surf on the Internet to collect the information about culture shock. 2. Summarize the strategies on how to avoid culture shock and engage in intercultural adaptation.
Now, let’s summarize the key points
of this chapter
!
Missing China!
1. John has been living in China for 4.5 years. 2. He returned to Vancouver for 3 times. 3. It gets harder to adjust each time. 4. He couldn’t wait to return to China.
3 c. Learn basic verbal and nonverbal language
skills
3 d. Develop intercultural relationships
3 e. Maintain an intimate social network
3 f. Assume the principle of difference/Remember
2. Stages of Intercultural Adaptation
U-curve Pattern
跨文化交际-黑龙江大学-崔常亮老师-chapter 8 (1)
★ Contexts specify the appropriate rules
★ Management
“Management” can be viewed differently from culture to culture. 1. Management In China 2. Management in the United States 3. Management in Germany 4. Management in Japan 5. Management in France 6. Management in Mexico and Latin America
See and think…
What is inappropriate?
Chapter 8
Cultural influences on Contexts
Section One
Idioms
Live together like brothers and do business like strangers. —Arab Proverb
Culture’s Influence on the Business Context
Business negotiation is intertwined紧密相连 with cultural exchange. This really is due to globalization, which is a result of growth in U.S. and foreign multinational industries since the 1960s.
Chapter 9 Intercultural Adaptation Section One Cultural influences on Contexts Section One 大学英语
Positive
Negative
Possible Results
1. The definition of acculturation
Acculturation（文化适应）refers to an
individual’s learning and adopting the norms and values of the new host culture.
e. Education shock
Education shock is frequently used to describe what happens to international students who try to adapt themselves to academic life, especially when the learning situation is new and distressing.
Physical symptoms are over-concern about cleanliness of food, bedding, and dishes, extreme stress on health and safety; fear or physical contact with anyone in the new country; great concern over minor pains and skin eruptions; craving “home cooking”; use of alcohol and drugs; and a decline in work quality.
2. Forms of culture shock
a. Language shock b. Role shock c. Transition shock d. Cultural Fatigue e. Education Shock f. Adjustment Stress g. Culture Distance
论文备选题目
黑龙江大学外语教学研究部本科生毕业论文（设计）参考题目毕业论文题目在满足教学要求的前提下，可以多样化。
题目的难度和份量既耍参照普通高校同层次同专业的水平，又要体现出应用英语本科段学习的特点，鼓励学生理论联系实际，选择既有理论深度，又有实践价值的题目。
下列题目结合本校应用英语本科段课程设置特点，仅供参考。
一些题目仅提供研究方向，学生须自定具体题目。
I张晓军II高占荣III娄巍IV曹飞V侯桂杰VI蒋红VII宋月霜VIII张砺丹IX冯莉X崔常亮XI章洋XII王洪宝XIII苏光宇X IV周文萱XV王盈盈注：申报选择题目时，请附带题后的编号。
无编号的可不带。
International Trade Practice1.A Study on Soft Clauses in Letters of Credit(I)2.Legal Responsibilities of Parties to Documentary Credit(I)3.Analyzing Characteristics of L/C Business(I)4.On L/C Swindle and its Prevention(I)paring Documentary Collection and Letters of Credit(I)6.On Documentary Collection(I)7.Influence of Green Trade Barriers on Our Food Exporting8.Green Trade Barriers on Packaging9. A Study on the Latest Tax-refund Administration(I)10.On Protectionism against in China11.International Business Opportunities and Challenges by Ecommerce12.The Effects of the E-commerce on the International Trade13.The Dynamic Development of Special Letters of Credit（XV）14.Study on the Use of Non-tariff Barriers (XV）Intercultural Business Communication15.Cross-cultural Differences in Sensation and Perception(III)16.Attitudinal Problems as Barriers to InterculturalCommunication(III)17.Cultural Influence on Written Communication(III)18.Nonverbal Communication---- Time(III)19.Nonverbal Communication ---- Paralanguage(III)20.Verbal Communication Styles(III)21.Translation Problems as Language Barriers(III)22.Analysis on Different Tones in Business Writing23.Cultural Influences on Business Communication(X)24.Cultural Influence on Packaging in Different Countries25.Cultural Influence on Language Learning （On English）municating across Chinese and American Cultures27.Culture Influence on International Business Competitiveness28.浅析跨文化商务交际失败的原因(X)29.商务英语教学与跨文化商务交际能力的培养(X)30.非语言交际在跨文化商务交际中的功能及运用(X)31.跨文化商务交际中的语言因素(X)32.国际商务谈判中的跨文化非言语交际(X)33.文化差异与跨文化商务沟通(X)34.国际商务活动中的文化冲突现象分析(X)35.跨文化商务交际及其语用策略(X)36.中西方文化差异对跨文化商务交际的影响(X)37.语用失误看跨文化商务交际(X)38.商务英语中的跨文化交际因素(X)39.跨文化商务交际中的中美空间语言对比研究(X)40.试论中国企业如何从跨文化角度应对经济全球化(X)41.跨文化交际中的中美时间观之对比分析(X)Marketing42.Product Pricing Considerations and Strategies in Supermarkets43.Promotion Strategy in Market Developing (of a specific product)44.Marketing Strategy in the Introduction Stage(of a specificproduct)(VI)45.Marketing Strategy in the Growth Stage(of a specific product)(VI)46.Marketing Strategy in the Maturity Stage(of a specific product)(VI)47.Marketing Strategy in the Declining Stage(of a specific product)(VI)48.From Customer Satisfaction to Customer Loyalty49. A Study on Relationship Marketing50.Effects of Cultural Elements on Marketing Activities51.The Profound Impacts of Consumer Buying Behavior onMarketing Activities52.The Role of Packaging in Marketing53.Studies On Food Packaging54.Strategies on Cosmetic Marketing55.Building Powerful Terminals of Products56.On the Pros and Cons of Online Marketing57.Strategies on Personal Selling and Public Relations58.From CRM to Cross Selling59.On Pricing Strategies of Super-markets60.Experiential Marketing61.The Strategies of Creating Customer Satisfaction---(XIII)62.The Successful Practices of New-Product Development---(XIII)63.The Practice of Pricing Strategy in Marketing----(XIII)64.Research on Distribution Channels ---(XIII)petitive Promotion Strategy------(XIII)66.Social Responsibility and Marketing Ethics in FoodIndustry(XIII)67.The Marketing Environment of Small and Medium-sizedCompany(XIII)68.The Pricing Strategies of Small and Medium-sizedCompany(XIII)69.New High-tech Products Research and Development(XIII)70.Logistics Management in Marketing(XIII)71.Social Responsibilities and Marketing Ethics(XIII)72.Online Marketing (XIII)73.Research on Publics in Marketing(XIII)74.Pricing strategies of new products(VI)75.New marketing channels (supermarkets, network marketing,etc )(VI)76.Adverting strategies in a specific market (VI)77.Brand strategies (brand stretching, brand loyalty, etc)(VI)78.Promotional strategies in a specific market (special promotionaltools)(VI)79.Consumer psychology and behavior (VI)注：以上题目还可灵活微调和细化。
跨文化交际-黑龙江大学-崔常亮老师-chapter 4-1
ACTIVITY: CASE ANALYSIS
Case analysis:
• This case can reflect assuming similarity instead of difference. • When communicating with people from another culture, one is likely to regard and treat other people as “his people” and to assume there must be only one way of doing things: that is “his way”. • In this case, the Danish woman assumes that her behavior of leaving the baby alone, which is common in Denmark, is also appropriate in New York. Here, she assumes what is suitable in her own culture is also indisputable in another culture. That is why the small conflict happens.
• A Danish woman in New York parks her baby stroller outside Starbucks and goes inside to have a coffee. • The police is called and they take the baby into custody and file criminal charges against the mother. • How do you interpret the situation?
《跨文化商务交际导论》课程介绍
Tea Ceremony
Low-Context Culture
Cultures in which little of the meaning is determined by the context because the message is encoded in the explicit code are labeled low-context culture.
24
Bachman 的交际语言能力构成
Goal （确定目标） Situational Assessment （语境评价） Topical Knowledge （主题知识） Language Competence （语言能力） Affective Schemata （情感图式）
Planning process （确定计划过程）
The organization structure of writing in different cultures are shown in this picture. Which pattern do you think the Chinese belongs to?
强调高端思维能力
–以美国教育学家B. Bloom在其《教育目标 分类》对教育目标的分类，按照从低到高 分为六个层次编写练习：知识、理解、应 用、分析、综合和评价，增加分析、综合 和评价类习题的数量，致力于培养学生的 高端思维能力。
霍夫斯泰德的文化维度模式理论（Model of Cultural Dimensions）
1 个体主义– 集体主义 2 权利距离
文化维度模式 理论 4 3 男性化社会 - 女性化 社会
不确定性规避
克拉克·洪的价值取向理论（Value Orientation)
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。
chapter1-1 Culture 大学英语跨文化交际 教学课件
Culture is Our Software
Software + hardware = computers culture + body = humans Culture is the basic operating system that
Grammar is made up of basic patterns, so is culture.
CUSTOMS: WHITE DRESS?
Text B DEFINITIONS OF ‘CULTURE’
According to the Concise Oxford Dictionary, culture is "the arts and other manifestations of human intellectual achievement regarded collectively".
grammar (rules) + words = language
culture + individuals = society
People use grammar even without awareness, people use cultural rules to behave properly also even without awareness.
Body (40min-50min)
Text A: The Nature of Culture
Culture Is Like an Iceberg
You see the portion above water, but perhaps not the important parts.
跨文化交际能力教学
跨
文
化
交
际
姜
能
波
力
教
学
（ 哈尔滨工程大学 ， 哈尔滨 １００ ） ５０ １
摘
要： 语言与文化 密不可分， 因此英语语 言教 学也就是文化教学。 目前几乎所有人都认可大学英语教学的最
终目 的是交际能力的培养 ， 而交际能力的各个组成部分都 离不开文化 ， 也就是说跨 文化 交际能力才是大学英语教 学
了当代外语教学 的 目标 。交 际 能力包 括三 个方 面 ： 语
言能力 、 社会语言 学能力 和语 用能力 。首先语 言 能力
通常是指语 言规则 内在化 的体 系 ， 即语 音 、 汇 、 法 词 语 等语言规则体系 ； 而社 会语 言学 能力包 括语 言能力 和 语言运用 ， 是指恰 当地 使 用语 言 表 达 自己的能 力。 就
你的朋友对你那 么冷漠 。这可 能是文化 冲突 ， 可能 也 不是。因为你 的朋友 毕竟 在菲律宾生活了两年。
明的文化局 限性和排他性特点 。跨文 化交际能力则是
超越特定文化 的交际 活动 ， 者是 一种相 互依存 的关 两 系。具备较强的交际能力就为跨文化交 际扫清 了语言
障碍 ， 为跨文化能力的提高夯实 了基础 。 同时 ， ” 跨文
的最终 目标 ， 文化交际能力与 大学英语教 学息息相 关。怎样将跨文化交 际能力的培养融入 大学英语教 学才是现 跨 在英语教 学最应该 关注的 问题。讨论或辩论 、 角色模仿 、 演讲和情景 分析几种 方法被 多数 学者倡导 ， 同时“ 冲突事 例” 方法似乎是结合各种方 法于英语教学 的最好 解决方案。 虽然跨文化 交际能 力教 学与英语教 学息息相关 ， 但是 其培养与教 学仍然存在很多 问题 ， 值得进一步探讨和研 究。
课程思政视域下高校外语专业学生跨文化能力培养路径研究
化知识鲜有涉猎，忽视了学生人文精神的培养，忽略了 学生双向跨文化交际能力的提高。
三、外语专业学生跨文化能力培养策略 （一）坚持跨文化交际中的文化认同能力培养 文化认同反映了人类对文化的共识性和相互性的 认可，在外语教学中，学生应该在多元文化的基础上坚 持文化认同， 即在本民族文化的基础上建立对他文化 的尊重、理解和宽容，建立多元文化价值观。 因此，在跨 文化交际中应始终以民族文化认同为导向， 引领学生 多角度地了解中西方文化知识，遵循相互认同、和平共
探究[J].黑龙江教育(理论与实践),2021(2). [5]沈乐敏.外语专业融入“课程思政”的实践与探索— ——以
“跨文化交际”课程为例[J].宁波教育学院学报,2020(2).
处、取长补短及共同发展的基本准则，积极主动成为中华 [6]李琎.近十年来国内高校外语教育跨文化能力培养研究
文化传播的使者，才能实现中西方文化交流的平等性。
Copyright©博看网. All Rights Reserved.
参考文献：
[1]王守仁.高校外语专业学生跨文化能力的培养[J].西北工 业大学学报(社会科学版),2019(4).
[2]孙有中.外语教育与跨文化能力培养[J].中国外语,2016(3). [3]张津海.民族文化认同视域下跨文化能力培养研究[J].教
育评论,2018(11). [4]彭兵转,林紫荆.跨文化能力培养中的课程思政教学模式
（四）加强跨文化能力课程思政教学设计 在课程育人目标上坚持聚焦家国情怀、社会发展， 专业精神及三观塑造， 坚持知识价值同向同行的课程 思政理念[4]。 在教材内容选取上多倾向于选择中华文化 方面的素材整合多种课程资源[5]，形成协同效应。 教学 方法上采取线上线下结合、搭建多种育人平台，课堂上 根据教学内容模拟主题情境、营造文化氛围，如与外国 朋友一同用餐情境和旅游情境等， 课下采用情感体验 式教学方法，充分利用外语节、外语演讲、戏剧表演大 赛等形式潜移默化、润物无声地培养学生自信、自尊、 乐观的性格以及创新精神和思辨能力， 全方位实现课 程的育人目标，提升学生双向跨文化能力[6]。 外语人才肩负讲好中国故事、传递好中国好声音、 让中国文化“走出去”的重要使命[7]。 培养跨文化人才是 一个复杂且长期的过程， 外语跨文化教育中的课程思 政也不是一蹴而就的，而是要厚积薄发，要摈弃“硬融 入”和为思政而思政的“两张皮”式教学模式，将显性教 育与隐性教育相结合，立德树人，润物无声。 教师要努 力成为学生为学、为事、为人示范的“先生”，把学生培 养成国家和社会所需的高素质人才，使之成为真正的跨 文化沟通的使者，为人类文明新形态贡献智慧和力量。
大学英语跨文化交际chapter5 Intercultural Communicationppt课件
Text A Significance of Verbal Communication
Personal / Contextual
Instrumental / Affective
Dialect and Sociolect
Pidgin and Lingua Franca
Taboo and Euphemism
jargon
Direct Plan
Indirect Plan
Chapter 5 Verbal Intercultural Communication
Eg. In the Amazon area snow is not a part of the environment; therefore, people in that region do not have a word for snow.
Most Americans use terms such as snow, powder snow, sleet, slush, blizzard, and ice.
Navajo do not have the differentiated vocabulary connected with time and clocks.
One of the problems in dealing with people from other cultures is that we translate concepts from a foreign language and culture with words that fit our expectations. Eg. For Americans “tomorrow” means midnight to
发挥多媒体优势,培养跨文化交际能力
发挥多媒体优势,培养跨文化交际能力
乔洪亮
【期刊名称】《齐齐哈尔医学院学报》
【年(卷),期】2009(030)022
【摘要】培养大学生的跨文化交际能力是大学英语教学的重要目标.本文通过对大学生跨文化能力欠缺现象的分析,根据图式理论,阐述了在大学英语教学中如何发挥多媒体教学手段的优势,培养大学生的跨文化交际能力.
【总页数】2页(P2822-2823)
【作者】乔洪亮
【作者单位】黑龙江省大庆石油学院外国语学院,163318
【正文语种】中文
【相关文献】
1.发挥多媒体优势培养学生阅读能力 [J], 吴倩贞
2.发挥多媒体和网络优势，培养技校学生自主学习的能力 [J], 赖肖
3.发挥多媒体技术优势培养学生创造能力 [J], 王勇;
4.发挥多媒体优势培养智障学生的注意力 [J], 耿红
5.发挥多媒体教学优势培养创造思维 [J], 林建新
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we share our thoughts, hopes, and knowledge with others.
Chapter 3 Communication
1. The definition of communication
➢ Western Perspective of communication ➢ Eastern perspective of communication
THE COMMUNICATION PROCESS
Feedback
Response
Source
Encoding
Channel Decoding Message
Receiver
Noise
context
Chapter 3 Communication
Class activity
Picture Analysis What are the components of communication reflected in the following picture?
Channel/Medium is the method used to deliver a message.
Receiver （信息接收者）
A receiver is any person who notices and gives some meaning to a message.
Decoding （解码） Decoding is the activity during which the receiver attaches meaning to the words or symbols he/she has received. Feedback （反馈）
Chapter 3 Communication
2. Components of communication
Sender/Source （信息源）
A sender/source is the person who transmits a message.
Message （信息）
A message is any signal that triggers the response of a receiver.
➢Western Perspective of commuChnapitecr 3aCtioommnunication
➢(西方人的观点）
In western cultures, communication is studied as the
means of transmitting ideas. Western cultures emphasize the instrumental function of communication; that is, effectiveness is evaluated in terms of success in the manipulation of others to achieve one’s personal goal.
psychological noise and semantic noise. Noise is inevitable.
(1)External Noise
Sounds that distract communicators: voices in the next room; annoying ring of someone’s cell phone in a meeting; etc. Other types of external noise that don’t involve sound: an overcrowded room or a smelly cigar (2) Physiological Noise illnesses and disabilities
An idiom
Human beings draw close to one another by their common nature, but habits and customs keep them apart.
Confucius
Learning objectives:
Chapter 3 Communication
People's behaviors are frequently interpreted symbolically, as an external representation of feelings, emotions, and internal states.
Teacher: Who can guess what it is —a small animal with four legs that people often keep as a pet and can catch mice easily?
Communication is dynamic（动态的）
Chapter 3 Communication
➢Eastern perspective of communication （东方人的观点）
Definitions of communication from many Asian countries stress harmony, which is most notable in cultures with a Confucian tradition. Eastern cultures’ understanding would define communication as a process where all parties are searching to develop and maintain a social relationship.
B
Characteristics of Communication
DYNAMIC
CONTEXTUAL
IRREVERSIBLE
SYSTEMATIC
COMMUNICATION IS…
SYMBOLIC
TRANSACTIONAL SELF-REFLECTIVE
Pre-reading Task:
Transactional
Self-reflective
Contextual
Part I
Background &
Lead-in (10 mins)
Lead-in Case: She Has Three Hands
I. Read the case and retell the story. 1. a Chinese doctor, a patient and a
c. Communication is symbolic （符号性的）
Symbols are central to the communication process because they represent the shared meanings that are communicated. A symbol is a word, action, or object that stands for or represents a unit of meaning.
Encoding （编码）
Encoding refers to the activity during which the sender must choose certain words or nonverbal methods to send an intentional message.
Channel /Medium （渠道）
Communication Defined
Components of Communication
Dynamic Systemic Symbolic Irreversible
Intercultural Communication
Defined
Forms of Intercultural Communication
Communication is an ongoing activity. It is not fixed. A word or action does not stay frozen when you communicate; it is immediately replaced with yet another word or action.
angry
Part II
Body (40min-50min)
Text A Communication
Chapter 3 Communication
COMMUNICATION
Communication is derived from the Latin word ‘communicare’, meaning to share with or to make common,
The response of a receiver to a sender’s message is called feedback.
Noise （干扰）
Noise is a term used for factors that interfere with the exchange
of messages, including external noise ，physiological noise,
Chapter Outline
Communication
and
Intercultural
Communication
Communication
Characteristics of Communication
Culture and Communication
Intercultural Communication