大学英语跨文化交际
大学英语跨文化交际教案
教学目标：1. 让学生了解跨文化交际的基本概念和重要性。
2. 培养学生对不同文化差异的敏感性和理解能力。
3. 提高学生的跨文化交际意识和实际操作能力。
教学重点：1. 跨文化交际的概念和重要性。
2. 不同文化差异的识别和应对策略。
教学难点：1. 学生对不同文化差异的理解和适应。
2. 学生在实际跨文化交际中的沟通技巧。
教学过程：一、导入1. 教师简要介绍跨文化交际的概念和重要性，激发学生的学习兴趣。
2. 提问：同学们认为跨文化交际在我们的生活中有哪些重要性？二、基础知识讲解1. 教师详细讲解跨文化交际的概念、特点、原则等基本知识。
2. 通过案例分析，让学生了解不同文化差异的具体表现。
三、文化差异对比1. 教师引导学生分析中西方文化差异，如：时间观念、空间观念、个人主义与集体主义等。
2. 学生分组讨论，对比中西方文化差异，分享各自的观点。
四、实际操作训练1. 教师设计一个跨文化交际场景，如：商务谈判、旅游交流等。
2. 学生分组扮演不同角色，进行实际操作训练。
3. 教师观察并指导，帮助学生提高跨文化交际技巧。
五、总结与反思1. 教师总结本节课的重点内容，强调跨文化交际的重要性。
2. 学生分享自己在实际操作训练中的收获和体会。
3. 教师针对学生的表现进行点评和指导。
教学资源：1. 多媒体课件：跨文化交际基本知识、文化差异对比案例等。
2. 文化差异对比表格：中西方文化差异对比。
3. 跨文化交际场景模拟案例。
教学评价：1. 课堂参与度：观察学生在课堂上的发言、讨论和实际操作表现。
2. 知识掌握情况：通过课堂提问和课后作业检查学生对跨文化交际基本知识的掌握程度。
3. 实际操作能力：评价学生在跨文化交际场景模拟中的表现，如沟通技巧、应对策略等。
教学反思：1. 教师根据学生的反馈，调整教学策略，提高教学效果。
2. 教师关注学生在跨文化交际中的实际需求，提供针对性的指导。
3. 教师鼓励学生积极参与跨文化交际实践，提高跨文化交际能力。
大学英语教材跨文化交际
大学英语教材跨文化交际现代社会，全球化的浪潮席卷而来，跨文化交际已成为我们生活中不可忽视的一部分。
随着中国的国际地位日益提升，英语作为一门重要的外语，大学英语教材中自然也需要涉及跨文化交际的内容。
本文将从教材的角度探讨如何有效地进行大学英语教材中的跨文化交际。
一、了解不同文化众所周知，不同国家和地区有不同的语言、习俗、价值观等等。
而在大学英语教材中，对于学生来说，更重要的是对不同文化的了解，这将有助于学生更好地进行跨文化交际。
因此，在教材中，我们可以引入一些真实的案例、故事或者短篇小说，展示不同国家或地区的文化特点，以便学生更好地理解和接纳其他文化。
二、培养跨文化意识跨文化意识是指在跨文化交际中，学习者能够尊重和理解他人的文化差异，并且能够适应和应对这些差异。
在大学英语教材中，我们可以通过多样化的练习，培养学生的跨文化意识。
例如，可以组织学生进行跨文化对话练习，在此过程中，注重学生彼此的理解和尊重，同时引导学生思考和讨论不同文化背景下的沟通方式和习俗。
三、学习跨文化交际技巧跨文化交际不仅仅是了解不同文化和培养跨文化意识，还需要学习一些实际的交际技巧。
在大学英语教材中，我们可以加入一些真实场景的对话或者角色扮演练习，帮助学生学习和掌握跨文化交际的技巧。
例如，可以设置商务会议、外籍留学生与中国学生的交流等情境，让学生在这些情境中进行实际的跨文化交际练习，加深他们的理解和应用能力。
四、提供跨文化交际资源为了更好地进行大学英语教材中的跨文化交际教学，我们可以提供一些相关资源，例如跨文化交际手册、网络资源、文化节庆活动等等。
这些资源可以为教师和学生提供更多的背景知识和实践机会，进一步加强跨文化交际的学习效果。
总之，在大学英语教材中，跨文化交际的内容是不可或缺的。
通过了解不同文化、培养跨文化意识、学习跨文化交际技巧以及提供相关资源，我们可以有效地促进学生在大学英语教材中的跨文化交际学习。
这将有助于学生更好地适应现代社会的多元文化环境，提升他们的综合素质和竞争力。
大学英语跨文化交际总结
Chapter 1 cultureThe nature of culture:1.culture is like an iceberg2.culture is our software3.culture is like the water a fish swims in4.culture is the grammar of our behaviorCharacteristics of culture:1.culture is learned (through proverbs, folklore, art, mass media)2.culture is dynamic 动态的3.culture is pervasive 普遍的4.culture is integrated 综合的5.culture is adaptiveCultural identity 文化认同1.cultural identity defined2.formation of cultural identity (unexamined, search, achievement)3.characteristics of cultural identityCultures within culture1.subculture亚文化群2.Co-culture 共文化3.Sub-group 亚群体SummaryMany of us take our culture for granted. The only time when we may ever think about it is when we leave our own country to travel abroad or when we encounter someone with a culture so different from ours that we have to examine our own beliefs. Much of what we think is the "right" or "correct" way to act or do something is actually part of the knowledge that we have learned from our culture.Culture is a large and inclusive concept. The first definition of culture, by the English anthropologist Edward B. Tylor, involves knowledge, belief, art, morals, law, customs and any other capabilities and habits acquired by man as a member of society. Although this definition has tried to cover more aspects that may direct human behavior, more inclusive definitions continue to come into being. However, in this book, culture is defined from the intercultural communication perspective: culture is the deposit of knowledge, experience, beliefs, values, actions, attitudes, hierarchies, religions, notions of time, roles, spatial relations, concepts of the universe, and artifacts acquired by a group of people in the course of generations through individual and group striving.Compared with the different ideas on what culture is, scholars agree on the characteristics of culture. Generally speaking, culture is learned, dynamic, pervasive, integrated and adaptive.Cultural identity refers to one's sense of belonging to a particular culture or ethnic group. People identify with being a member of a group. Being a member of a group helps to define who we are. We are all members of groups of different sizes.One of the largest groups that a person can belong to is a culture. Everyone belongs to a culture.Other groups that people may be a member of are subcultures (also called co-culture) and subgroups. Subcultures exist within dominant culture, and are often based on economic or social class, ethnicity, race, or geographic region.Co-culture refers to groups or social communities exh 如ting communication characteristics, perceptions, values, beliefs, and practices that are significantly different enough to distinguish them from the other groups, communities, and the dominant culture.Subgroups usually do not involve the same large number of people and are not necessarily thought of as accumulating values and patterns of behavior over generations in the same way as cultures do. Subgroups can be as small as a few people or as large as a major religion. Subgroups provide their members with norms that tell people how to behave and think. Subgroups can be considered "deviant" forms of behavior. Subgroups can also be defined as "non-exclusive" and "temporary" forms of behavior.Chapter 2 intercultural communicationCommunicationmunication definedponents (组成)of communication(sender/message/encoding/channel/receiver/decoding 编石马/feedback/noise/context)Characteristics of communicationmunication is dynamicmunication is systematicmunication is symbolic 象征的munication is irreversible 不可逆的munication is transactional 相互作用的munication is self-reflective 自我反思的munication is contextual 前后关系的Culture and communicationCulture and communication, although two different concepts, are directly linked. They are so inextricably bound that some anthropologists believe the terms are virtually synonymous. Whenever people interact, they communicate. Culture is learned, acted out, transmitted, and preserved through communication. Although the concepts of communication and culture work together, we separate them here for purposes of our discussion, we begin by examining "communication" because to understand intercultural interaction, you must first recognize the role of communication in that process.Cultures inherently contain communication systems. Communication and culture are inseparable. One implication of this insight is that cultures generate symbols, rituals, customs, and formats. To use a simple example, every culture has rules forachievement and attainment. In Western culture, the symbols include degrees, promotions, certificates, material objects, technology, and other symbols of material wealth. However, nationals in rural Botswana take pride in the primary group and not just individual attainment. Cultural misunderstanding occurs when we fail to match the appropriate symbols and general communication system to the culture. Just witness the awkwardness of an expatriate who attends a gathering in a host culture, but fails to wear the appropriate clothes. One cannot escape this inseparability of culture and communication.Each culture encourages a particular communication style expected within it. This implies not only using correct symbols, but also applying the appropriate communication style for the occasion. Communication styles include mannerisms, phrases, rituals, and communication customs appropriate for various situations in a culture. For instance, in Saudi Arabia the correct interpersonal communication style upon meeting one's host is often language loaded with compliments and thanks. Public criticism of fellow workers in this culture is rare, for such a message would appear disrespectful. Some West Africans exhibit a friendly and warm interpersonal communication style. Some Asians are described as conscious of propriety, ceremony, and rules of respect and honor. Some U.S. culture members appear informal and uninhibited Some Britons display a reserved manner, preferring understatement and control in interpersonal interaction. These examples remind us of the importance of understanding intercultural communication style.Areas like loudness, pitch, rate, and certain stances and gestures characterize communication behaviors. A specific culture expects an "ideal" communication style.The contrasts are striking, such as when an American speaks in a "normal" conversational voice, a "quiet" Thai national may think the voice is too loud and interpret the American to be angry.Intercultural communication1.intercultural communication defined2.forms of intercultural communication (international communication/interracialcommunication 跨人种/interethnic communication 跨种族/intraculturalcommunication 同一文化内)SummaryCommunication is an element of culture. It is believed that every cultural pattern and every single act of social behavior involves communication. When a baby is just born, he usually cries. His crying communicates something. When you graduate, your friends usually say "Congratulations!" to you. When a driver sees the red light, he/she will stop. All these are cases of communication.Communication is derived from the Latin word communicate, meaning to share with or to make common, as in giving to another part or share of your thoughts, hopes, and knowledge.However, like culture, the term "communication" has been defined from different perspectives. In fact, the way that people view communication - what it is, how to do it, and reasons for doing it - is part of their culture. Western culture emphasizes the instrumental function of communication and the prior consideration is to achieve the sender's personal goal, while in Eastern culture, in addition to sending and receiving messages simultaneously, communicators take their relationship into account.The process of communication has nine components: sender/source, message, encoding, channel, receiver, decoding, feedback, noise and context. The sender encodes a message (information that the sender wants to share with other people) by putting it into symbols (usually words or nonverbal gestures) and then sending it through a channel. A channel can be printed media such as magazines and newspapers; electronic media such as television, radio, and the Internet; or sounds traveling through the air when two people speak face to face. Sometimes, it is difficult for the message to reach the receiver. The difficulty is due to "noise". When receivers get the message, they must "decode" or try to understand it. For example, if the sender encodes a message using English, the receiver must use their knowledge of English language to understand it. Often, the sender pays attention to the feedback of the receiver. The communication takes place within a setting or situation called context.Any communication process demonstrates several characteristics, that is, dynamic, systematic, symbolic, irreversible, transactional, self-reflective and contextual. When communicating with people from different cultures, it is important to remember that culture and communication are strongly connected. Culture is a code we learn and share, and learning and sharing require communication. Intercultural communication refers to communication between people whose cultural perception and symbol system are distinct enough to alter the communication event. Intercultural communication as a term was first used in 1959 by Edward T. Hall—an American anthropologist. Intercultural communication includesinternational communication, interracial communication, interethnic commurucat10n and intracultural communication.Chapter 4 barriersEmotional problems as barriers1.anxiety and uncertainty (definition/strategies to overcome)2.assuming similarity instead of difference 假想相同点多于不同点Attitudinal problems as barriers1.ethnocentrism 种族或民族中心主义(defined/various forms)2.stereotyping (definition/categories)3.prejudice4.racism5.reasons for the persistence of ethnocentrism, stereotyping, prejudice and racism(socialization 社交化/social benefits/economic benefits/psychologicalbenefits)Translation problems as language barriersck of vocabulary equivalenceck of idiomatic equivalenceck of grammatical-syntactical equivalenceck of experiential equivalence 经验ck of conceptual equivalence 概念SummaryThere are several barriers to intercultural communication-anxiety and uncertainty, assuming similarity instead of difference, ethnocentrism, stereotyping, prejudice, racism and translation problems.Anxiety and uncertainty, as well as assuming similarity instead of difference belong to the emotional problems.Anxiety occurs because of not knowing what one is expected to do, and focusing on that feeling and not being totally present in the communication transaction. Anxiety may also affect your ability to communicate your ideas to others, for you pay too much attention to your uncomfortable feelings. Uncertainty 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.Assuming similarity instead of difference is a natural thing to do if you do not have any information about a culture. 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. Assuming that a culture is similar to your own can cause you to ignore important differences This assumption always leads to disrupted communication and even conflict.Ethnocentrism, stereotyping, prejudice and racism belong to the attitudinal problems Ethnocentrism is negatively judging another culture by your own culture's standards. To make ethnocentric judgments is to believe that the ways of your own culture are better than those of others.Stereotyping is used to refer to negative or positive judgments made about individuals based on any observable or believed group membership. It assumes that a person has certain qualities (good or bad) just because the person is a member of a specific group.Prejudice refers to the irrational dislike, suspicion or hatred of a particular group, race, religion, or sexual orientation. Prejudiced attitudes can take many forms.A specific kind of prejudice, racism refers to any policy, practice, belief, or attitude that attributes characteristics or status to individuals based on their race. Racism involves not only prejudice, but also the exercise of power over individuals based on their race.Ethnocentrism, stereotyping, prejudice, racism continue to exist because of socialization and the apparent social, economic, and psychological benefits that come from it.Due to language differences and cultural differences, translation can become a barrier to intercultural communication.Five elements that typically cause problems in translation are the lack of equivalences in vocabulary, idioms, grammar and syntax, experiences, and concepts.Chapter 5 verbal communicationSignificance of verbal communication"Verbal" means "consisting of words". Language, spoken or written, is a means of verbal communication. Therefore, verbal intercultural communication happens when people from different cultural backgrounds communicate with each other by usinglanguage.Language and culturenguage as a reflection of the environmentnguage as a reflection of values3.the meaning of wordsVerbal communication styles1.direct and indirect styles2.self-enhancement and self-effacement styles 宣扬和谦逊3.elaborate, exacting and succinct styles 详尽的，确切的，简洁的4.personal and contextual styles不同的称呼方式根据场合和地位5.instrumental and affective styles 理性与感性Language diversity1.dialects and sociolects 方言和社会方言2.pidgin and lingua franca洋泾浜语（汉语中夹杂外语）,混合语（母语不互通）3.taboo and euphemism 禁用语委婉语4.jargon 行话Cultural influence on written communication1.direct plan2.indirect planSummaryVerbal intercultural communication happens when people from different cultural backgrounds communicate with each other by using language.It is agreed that language helps in communicating with people from different backgrounds. However, people may be less aware that cultural literacy is necessary in order to understand the language being used. Words in themselves do not carry the meaning. The meaning comes out of the context. Although people use the dictionary to explain one language with another language, words of different languages don't mean the same thing because of the cultural influence on word meaning.There are mainly five verbal communication styles introduced in this chapter: direct / indirect; self-enhancement / self-effacement; elaborate / exacting / succinct; personal / contextual; and instrumental / affective.Language is a cultural phenomenon which is used to express different uses and to communicate different meanings. Language varies according to the communicative uses but also according to the users. In fact, users of the same language in a sense all speak differently and the kind of language each of them chooses to use is in part determined by their cultural background.In short, some language variations result from the language user, that is, his or her geographical origin (dialect), or his or her social condition (sociolect). However, some language variations result from the circumstances of communication, such as pidgin, Lingua Franca, jargon, taboo and euphemism. Dialect refers to geographical variation, while sociolect refers to variation in terms of social class or style. Pidgin refers to a mixed language that is used for trading purposes, while Lingua Franca refers to a specific language that is used as an international means of communication. Taboorefers to expressions that are considered impolite, while euphemism refers to polite expressions used to soften the offensive and disturbing language. Jargon refers to a special or technical vocabulary that is developed for professional purposes within professional groups like medicine or law.Furthermore, verbal communication involves both oral and written forms. Written communication is especially important in intercultural business communication. As the modem technological renovation (e-mail and ecommerce) calls for the written communication in business, businessmen should be more conscious about the written communication because mistakes made inwritten form are more serious and permanent.Cultural patterns influence not only oral communication but also written communication. Cultural impact on discourse patterns is to be classified into two categories: direct plan and indirect plan. In direct plans, clarity and conciseness are essential to a successful business writing style. The indirect plan has other priorities than the quick delivery of ideas, such as nurturing a relationship or developing some other context for the message. Direct plan is favored by results- oriented cultures Indirect plan is favored by relationship-oriented culture.Chapter 6 nonverbalSignificance of nonverbal communication1.nonverbal behavior accounts for much of the meaning we get from conversations.2.nonverbal behavior is significant because it spontaneou sly<D reflects thesubconsciousness.3.Nonverbal communication is significant is that we cannot avoid communicating. Definition and functions of nonverbal communication1.definition of nonverbal communication2.functions of nonverbal communication（repeating 重复/complementing 补充/substituting 代替/regulating/contradicting 反对）Paralanguage and silence1.paralanguage副语言（语音语调）2.silenceTime and space1.chronemics时间行为学的2.proxemics 人际距离学（fixed features of space/semifixed features ofspace/personal space包括四种情况下的不同距离）Other categories of nonverbal communication1.oculesics 目光语2.olfactics 嗅觉3.haptics 触觉4.kinesics 人体动作学（gestures/posture/facial expressions/chromatics 色彩/attire 打扮）SummaryWhen we learn to communicate, we learn not only language but also various waysof communicating. Communicators use both verbal and nonverbal codes tocommunicate, listeners expect to receive both kinds of messages during aconversation. If a speaker uses nonverbal codes poorly or inappropriately, a listenermay consider the person a poor speaker. However, misunderstandings may occurwhen the speakers and listeners are from different cultures and do not share thesame nonverbal codes.In brief, the messages sent without using words are called nonverbal communication. Nonverbal communication involves those nonverbal stimuli in a communication setting that are generated by the sender and his or her use of the environment-these have potential message value for both the sender and receiver. Nonverbal communication codes or symbols or stimuli in a communicating settingcan be divided into different categories: paralanguage, silence, proxemics,chronemics, oculesics, olfactics, haptics, kinesics, chromatics and attire.Paralanguage is the set of audible sounds that accompany oral language toaugment its meaning When the German poet Klopstock wrote "The tones of humanvoices are mightier than strings or brass to move the soul", he meant that sounds wegenerate often communicate more than the words that they produce. We have theexperience of watching foreign movies: if we don't know the language they speakand there are no subtitles, we can still infer when performers are expressing anger,sorrow, joy, or any other emotions.Silence cues affect interpersonal communication by providing an interval in anongoing interaction during which the participants have time to think, check orsuppress an emotion, encode a lengthy response, or inaugurate another line of thought.Chronemics is the study of how people perceive and use time. People have different attitudes toward punctuality because they have different time orientations. People from monochronic cultures emphasize schedules, while people from polychronic cultures stress involvement of people and the completion of tasks as opposed to a strict adherence to schedules.Proxemics refers to the study of spatial relations. Cultures vary in such things as how living space is arranged and the distance between people in interaction. Oculesics refers to the study of communications sent by the eyes. Eyes play a central role in impression management. When people say that eyes talk, they mean that eyes convey messages. Although eye contact is a very important way of communication, direct eye-to-eye contact is not a custom throughout the world. Olfactics refers to the study of communication via smell. Americans feel uncomfortable with natural smells, so they spend millions of dollars to make themselves smell "good". However, many cultures regard natural smells as normal. Most 心abs perceive a person's smell as an extension of the person.Haptics or touch refers to communication through the use of bodily contact. There are different behavioral patterns regarding touch. We learn the rules, as we move from infancy into childhood. The wrong behavior of touching in strange cultures can create uncertainty and even ill feeling.Kinesics refers to gestures, facial expressions, eye contact, body position, bodymovement, and forms of greeting and their relations to communication. Although any part of the body can be used for communicating nonverbally, face, hands, and arms are the primary 灼nesic channels through which nonverbal messages are sent. Chromatics refers to the study of color in reference to people's perceptions, behaviors, and impressions of others. The same color may be interpreted differently in different cultures. The wrong color of your clothes may make people dislike you, or even hate you. It is quite important to watch what color is appropriate in certain settings, when you are in a foreign countryAttire refers to clothing and physical appearance. It also serves as nonverbal symbols. We often identify a person's culture by his or her physical appearance and dress. Communication with others is often perceived by visual observations of his or her physical appearance.Chapter 7 cultural patternsDefining cultural patterns1.ways of thinking2.ways of actingComponents of cultural patterns 组成1.beliefs 信仰2.values价值观3.norms行为准则4.social practices 社会行为Culture theory1.high-context culture高语境文化（很多信息在环境中是可见的，没有必要用语言过多描述）2.low-context culture (语言作为主要传递信息的方式)3.problems posed (高语境的会嫌弃低语境的人说的太多，给予了太多不需要的信息)Value orientation1.human nature orientation2.person-nature orientation (mastery-over-nature view/harmony-with-natureview/subjugation-to-nature view)3.time orientation (value-past/value-present/value-future)4.activity orientation (value-doing/value-being/value-being-in-becoming)5.relational orientationCultural variability1.individualism and collectivism 独立的集中的2.uncertainty avoidance3.power distance4.masculinity and femininity 男权主义女权主义SummaryAlthough individuals, even in the same culture, tend to have different valuepatterns, there are overall values shaped by one's culture which are shared by the members of the group. Understanding a culture's value pattern is of great significance in terms of understanding their behaviorsShared beliefs, values, norms, and social practices that are stable over time and that lead to roughly similar behaviors across similar situations are known as cultural patterns.A belief is an idea that people assume to be true about the world.Values involve what a culture regards as good or bad, right or wrong, fair or unfair, just or unjust, beautiful or ugly, clean or dirty, valuable or worthless, appropriate or inappropriate, and kind or cruel.Norms are the socially shared expectations of appropriate behaviors.Social practices are the predictable behavior patterns that members of a culture typically follow.Context is defined as the information that surrounds an event; it is inextricably bound up with the meaning of the event. Edward T. Hall introduced the high context communication and low context communication. A high context (HC) 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. A low context (LC) communication is just the opposite; i.e., the mass of the information is vested in the explicit code. It is verbalized.Kluckhohn and Strodtbeck's Value Orientations are based on: human nature, person-nature interface, time, activity and human relationships. These five aspects define group cultures according to different categories:A s for human-nature orientation, cultures could be divided into six groups: (1) Humans are evil but changeable; (2) Humans are evil and unchangeable; (3) Humans are neutral with respect to good and evil; (4) Humans are a mixture of good and evil; (5) Humans are good but changeable; (6) Humans are good and unchangeable.The person-nature orientation consists of three categories: (1) Mastery over nature;(2) Harmony with nature; (3) Subjugation to nature.As far as time orientation is concerned, cultures may belong to (1) The past orientation; (2) The present orientation; (3) The future orientation.The activity orientation involves three groups: (1) The d- omg onentatlOn; (2) The being orientation; (3) The being-in-becoming orientation.Geert Hofstede has identified four value dimensions that have a significant impact on behavior in all cultures. These dimensions are individualism and collectivism, uncertainty avoidance, power distance, and masculinity and femininity. Individualistic cultures give more importance to individuals' needs when they do things such as setting goals.Collectivism is characterized by a rigid social framework that distinguishes between in-groups and out-groups.Uncertainty avoidance deals with the degree to which members of a culture try to avoid uncertainty.Power distance is "the extent to which the less powerful members of institutions and organizations accept that power is distributed unequally". That is to say, how equal or unequal .the people in a particular culture think people should be.The major differentiation between masculine and feminine cultures is howgender roles are distributed in cultures.Those dimensions offer certain measurements for researchers to study a specific culture or do comparative research work from an intercultural perspective.Chapter 8 cultural influence on contextsThe business context1.culture influence on business context2.management不同国家方式不同3.business etiquette norms 商务礼仪(appointment seeking/the date forbusiness/greeting behavior/gift giving)The educational context1.culture influence on the educational context2.role behaviors of students and teachers3.classroom participation4.turn taking说话的方式时间和行为The health care context1.culture influence on the health care context2.family and gender roles in the health care context3.conversational structures and languageSummaryMeaning in communication is basically decided by context. Communication is not devoid of external influence: all human interaction is influenced to some degree by the。
《新大学英语跨文化交际阅读》Language and Culture
Hale Waihona Puke Swedish King Carl XVI Gustaf visited Geely on May 2010 and met Geely Group Chairman Li Shufu. At the meeting, the Swedish King showed his great concern for the future Volvo Cars, so he asked Li how Geely would guarantee that Volvo's standards would not be undermined after Geely's acquisition. Li Shufu said "We are not just keeping Volvo's standards, but helping Volvo regain its past glory.” The following day, the Swedish group attended the Geely-Volvo acquisition forum in Shanghai. One of the textbook authors made a presentation to the Swedish group and he asked the Swedish group whether they understood what Li meant by saying “We are not just keeping Volvo's standards, but helping Volvo regain its past glory.” They replied “No” and they asked the author what Li meant. When the author gave a short explanation from an intercultural perspective, they were all relieved and showed their gratitude to Geely’s acquisition.
大学英语跨文化交际教程课后答案(全)
大学英语跨文化交际教程课后答案(全) Unit1 Sportsmanship: It is the ability to practise a sport according to its rules, while also showing generosity to one’s opponent and good temper in defeat.2. Traditionally, an Englishman is thought to be reserved, unemotional, courteous, shy of strangers, suspicious of change, and slow to accept new ideas.3. It is the ability to practise a sport according to its rules, while also showing generosity to one’s opponent and good temper in defeat. Moreover, sportsmanship as an idea is applied to life in general.The pioneering spirit: E某cept for the brought from Africa, immigrants came to America voluntarily, early in search of greater prosperity and freedom.American dream: The belief that any individual, no matter how poor, can achieve weather and fame through diligence and virtue.1. Traditionally, individualism, independence andcollaboration, practice, tolerance, melting pot and racial discrimination are the character of Americans.3. The American Dream is the belief that any individual, no matter how poor, can achieve wealth and fame through diligence and virtue.Unit 2 Key concepts Five relationshipsFive relationships: ruler-minister, father-son, husband-wife, elder-younger brother and friend-friend.Humanism Humanism means that man not only had the right to enjoy the beauty of their life, but also had the ability to perfect themselves and perform wonders.Individualism An individualism culture is one in which people tend to view themselves ad individuals and to emphasize the needs of individuals.Collectivism A collectivism culture is one in which people tend to view themselves as members of groups (families, work units, tribes, nations), and usually consider the needs of the group to be more important than the needs of individuals.1. According to Confucianism, what are the five cardinalrelationships in Chinese society and what should these relationships beThat is the well-known five relationships: ruler-minister, father-son, husband-wife, elder-younger brother and friend-friend. This was e某plained as\There should be affectionbetween man and wife, stratification between old and young, and good faith between friends.\2. What is the difference between collectivism andindividualismFirstly, westerns tend to believe that people should rely on themselves as much as possible- and they usually e某pect other people to do the same. So they don't think they have the obligation to help family members and friends during emergency situations. In contrast, people in collectivist cultures generally feel that they have a right to help other members of their groups.Secondly, westerns generally feel that the rights of individuals should not be subordinated to the needs of a larger group, or at least that individuals should have the right to decide for themselves whether to sacrifice their personalbenefit for the sake of the group. In contrast, people in collectivist cultures are generally more willing to accept the idea that individuals should sacrifice for the benefit of the group.E某tended family: adult couples are e某pected to formtheir ownhousehold with either of their biological families.2. Because they desire a close and intense bond with their partners，they e某pect so much from marriage that so many get divorcedImpermanence: the property of not e某isting for indefinitely long durations.Stable: resistant to change of position or condition Connection vs. contract: relationship。
跨文化交际课大学英语教案
课程目标：1. 培养学生对跨文化交际重要性的认识，提高跨文化交际意识。
2. 通过案例分析、小组讨论和角色扮演等活动，使学生掌握跨文化交际的基本技巧。
3. 拓宽学生的国际视野，增强跨文化交际能力。
教学对象：大学英语专业学生教学课时：2课时教学内容：1. 跨文化交际的概念及重要性2. 跨文化交际的障碍与应对策略3. 中西方文化差异分析4. 跨文化交际案例分析教学过程：第一课时一、导入1. 教师简要介绍跨文化交际的概念，引导学生思考跨文化交际在现代社会的重要性。
2. 学生分享自己在跨文化交际中的亲身经历，引发对跨文化交际问题的讨论。
二、讲授1. 跨文化交际的概念及重要性- 解释跨文化交际的定义，强调其在全球化背景下的重要性。
- 列举跨文化交际在日常生活、工作、学习等领域的应用实例。
2. 跨文化交际的障碍与应对策略- 分析跨文化交际中可能遇到的障碍，如语言、价值观、信仰等。
- 介绍应对策略，如尊重差异、了解文化背景、提高跨文化意识等。
三、案例分析1. 教师展示中西方文化差异的案例，如饮食、节日、礼仪等。
2. 学生分组讨论，分析案例中的文化差异及其影响。
3. 每组派代表分享讨论成果，教师点评并总结。
四、角色扮演1. 教师提供情景，学生分组进行角色扮演，模拟跨文化交际的场景。
2. 角色扮演结束后，各小组分享体验，教师点评并总结。
第二课时一、复习1. 教师回顾上一节课的内容，检查学生对跨文化交际概念、障碍与应对策略的掌握程度。
2. 学生提问，教师解答。
二、讲授1. 中西方文化差异分析- 深入分析中西方文化在价值观、思维方式、交际方式等方面的差异。
- 结合具体案例，引导学生思考文化差异对跨文化交际的影响。
2. 跨文化交际技巧- 教授学生在跨文化交际中应遵循的原则，如尊重、耐心、倾听等。
- 通过案例分析，使学生了解如何运用跨文化交际技巧解决实际问题。
三、总结1. 教师总结本节课的主要内容，强调跨文化交际的重要性。
大学英语跨文化交际 要点汇总
Unit 1
Economic globalization: the integration of national economies into the international economy through trade, foreign direct investment, capital flows, migration, and the spread of technology.
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.
--- the explicit, particular, defined meaning. Connotation: the suggestive meaning of a word --- all
the values, judgments, and beliefs implied by a word, the historical and associative accretion of the unspoken significance behind the literal meaning. Taboo: some objects, words or actions that are avoided by a particular group of people, or in certain culture for religious or social reasons. Euphemism: the act of substituting a mild, indirect, or vague term for one considered harsh, blunt, or offensive.
大学英语跨文化交际教程第二版【跨文化交际视域下的大学英语教学】
大学英语跨文化交际教程第二版【跨文化交际视域下的大学英语教学】随着国际化交流日益频繁，跨民族语言交际过程中的文化差异和文化调适问题就日益突显出来，这些问题又刺激人们反思语言与文化的内在关联。
随着人们对跨文化语言交际行为的认识越来越充分，人们对外语教学有了新的认识。
近几年，外语教学中的跨文化交际问题成为一个颇受关注的重要问题。
本文主要探讨在跨文化交际的视野下，大学英语教学应该做出的调整，并尝试提出语言教学与文化教学有机结合的大学英语教学体系的若干原则。
一、语言交际与文化语境文化是语言的母体，文化蕴育出语言。
从另一个角度说，语言是文化的载体，文化信息最大程度地体现在语言之中。
在根本上、总体上，是文化决定语言，语言的有效使用无时不在它的文化母体中进行。
也就是说，在我们进行语言交际时，并不仅仅是语言符号系统之间的互译，同时也依赖文化之间的默契。
从语义的角度说，在语言交际过程中，语言意义的最终完成不仅是语言自身的过程，同时也是一个文化作用的过程。
语言习得的过程其实必然也是一个文化习得的过程，只是在母语习得过程中，语言习得与文化习得之间几乎天衣无缝，一切都是自然而然完成的，几乎没有痕迹。
而在外语习得的过程中，语言习得与文化习得就会有错移，一般来说，文化习得会慢于语言习得。
这是外语习得离开了文化母体所导致的必然结果。
所以，从文化上说，外语习得就是一种跨文化的语言习得。
在结构主义语言学的影响下，人们把语言看成是语言要素(语音、词汇、语法、语句、语篇)按照某种结构而形成的符号系统，仿佛它是独立自在的意义系统。
而随着语言学的发展，人们逐渐认识到语言的意义生成离不开它的社会文化语境。
下文我们简要从语言基本要素语音、语法、词汇、语篇、语用等角度来分析探讨语言与文化之间的内在关联。
1.语音。
相对来说语音与文化的关联度较弱，但不同地域、人群特征仍然会从语音上体现出来。
比如，中国南方口音与北方口音的差异，有时，我们听到某种口音就会联想到某些文化特质。
大学英语跨文化交际chapter 1 Culture
1. Defining Culture from the Anthropological Perspective
“Culture consists of patterns, explicit and implicit, of and for behavior acquired and transmitted by symbols, constituting the di, including their embodiments in artifacts; the essential core of culture consists of traditional ideas and especially their attached values”.
INTEGRATED
1. Culture Is Learned
Activity: Group Work H a ve yo u l e a r n e d cul tu r e through the above channels? Discuss with your group members and give examples of your own experiences of learning culture.
DEFINITIONS OF ‘CULTURE’
1. Defining Culture from the Anthropological Perspective 2. Defining Culture from the Psychological Perspective 3. Defining Culture from the Sociological Perspective 4. Defining Culture from the Intercultural Perspective 5. Our Definition of Culture
跨文化交际大学英语教材
跨文化交际大学英语教材Introduction:Nowadays, with the increasing globalization and internationalization, the importance of cross-cultural communication skills in English language learning cannot be overstated. In order to overcome cultural differences and effectively communicate in diverse settings, it is crucial for students to have access to a comprehensive and well-designed cross-cultural communication textbook in their university English curriculum. This article will explore the key components and features that should be included in a cross-cultural communication university English textbook.Section 1: Understanding Cultural DifferencesIn this section, the textbook should provide a solid foundation for students to comprehend the concept of cross-cultural communication and the significance of cultural differences. It should cover topics such as cultural dimensions, values, and norms, as well as the impact of culture on communication styles and practices. Additionally, this section should incorporate real-life examples and case studies to help students gain a deeper understanding of different cultural perspectives.Section 2: Effective Verbal CommunicationVerbal communication plays a crucial role in cross-cultural interactions. The textbook should focus on enhancing students' communication skills by providing practical tips on how to navigate through various language barriers and cultural nuances. It should cover areas such as vocabulary andidiomatic expressions, pronunciation and intonation, as well as strategies for effective listening and speaking in different cultural contexts.Section 3: Nonverbal Communication and Body LanguageNonverbal communication often conveys more meaning than words alone. Thus, the textbook should dedicate a section to teach students about the importance of nonverbal cues and body language in cross-cultural communication. It should explore cultural differences in gestures, facial expressions, personal space, and eye contact. Additionally, the textbook should provide exercises and interactive activities to help students better grasp the subtleties of nonverbal communication.Section 4: Intercultural Competence in Written CommunicationWritten communication is essential in many academic and professional contexts. Therefore, the textbook should provide guidance on how to navigate cultural differences in written communication effectively. It should cover areas such as cross-cultural business writing, academic writing in an intercultural setting, and email etiquette in different cultural contexts. The textbook should also include sample writing tasks and assignments to allow students to practice their skills.Section 5: Culture-Specific Topics and ScenariosTo further enhance students' understanding of cross-cultural communication, the textbook should include various culture-specific topics and scenarios. It should cover areas such as business communication, intercultural negotiations, social etiquette, and cultural taboos. By including real-life examples and case studies from different countries and cultures,students can gain practical insights into how to navigate complex cultural situations.Conclusion:In conclusion, a well-designed cross-cultural communication university English textbook should encompass a comprehensive framework that covers the understanding of cultural differences, effective verbal and nonverbal communication, intercultural competence in written communication, and culture-specific topics. By incorporating interactive activities, real-life examples, and practical exercises, such a textbook will provide students with the necessary skills and knowledge to communicate effectively and confidently in diverse cultural settings.。
大学英语跨文化交际第一章教案
Chapter 1 CultureI. Teaching ObjectivesIn this chapter, the teacher should enable the students to:1. understand concepts concerning culture.2. recognize the nature of culture.3. describe the definitions and characteristics of culture.4. discuss about cultural identity and cultural varieties.II. Contents1. Keywords(1) Culture (from intellectual perspective): Culture is “the arts and othermanifestations 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, explicitand implicit, of and for behavior acquired and transmitted by symbols, constituting the distinctive achievement of human groups, including their embodiments inartifacts; the essential core of culture consists of traditional ideas and especiallytheir 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。
大学英语跨文化交际教程课后答案完整版
期末考试范围• 1. 阅读理解2篇（20%）• 2. 选词填空：15个句子（15个备选项，课后的key concepts,概念的词为主。
（15%）•eg: ———the belief that any individual, no matter howpoor, can achieve wealth and fame through diligence andvirtue.• 3. 简答题：课后comprehension questions和case study( 课内或者稍微改动的）。
（25%）4. 实用写作：一封信什么的（格式）（10%）5. 写作：给出某个文化现象观点，运用所学文化差异进行评论（comment)。
（30%）如: 说给一个关于教育的话题（文化现象），我们要用所学的中美教育差异进行评论，议论文形式。
价值观，家庭观，社会关系朋友观，饮食观，教育观，时间观等篇目：Unit1: A B C Unit2 A Unit3 A B Unit5A Unit6A Unit7 AUnit10 BUnit1 AKey conceptsreservation: 谦逊的coldness: 冷静的 modesty：谦虚的humor：幽默的 sportsmanship：运动员精神Q1、what is a reserved person like?Answer: A reserved person is one who does not talk very much to strangers, does not show much emotion, and seldom gets excited.Q2、what is the character of the Englishmen?Answer: reserved 、humor、modesty、cold、sportsmanship.Q3、what is sportsmanship?Answer: sportsmanship is the ability to practice a sport according to its rules, while also showing generosity to one’s opponent and good temper in defeat.Case studyQ、What made the British feel quite unhappy in this situation?Answer: The loud speaking and speaking their native language made the reserved British feel quite unhappy. The Englishman is reserved, he doesn’t show much emotion and seldom gets excited.Unit1 BKey conceptsthe pioneering spirit创业精神trying something new探索精神equality平等national optimism 民族乐观freedom自由the Declaration of Independence独立宣言rags-to-richer白手起家social mobility社会流动性American dream美国梦Comprehension questions1. Can you summarize the character of Americans?The characters of Americans are the pioneering spirit, trying something new and being eager to equality and freedom. The American is competitive, friendly, spontaneous, adaptable, efficient, energetic, and kindhearted.2.In what sense is the pioneering spirit still an importantpart of the American character?1). Except for the slaves, immigrants came to America voluntarily in search of greater prosperity and freedom. (para3)2). In the mid-nineteenth century, the pioneering spirit led American settlers to travel westward in search of land and gold. (para4)3). The desire to start a new life in a new place is noticeable throughout the nation. Many Americans change residences every year. (para5) 4). Americans who don’t change residence are also on the move—traveling by air or auto to see their own country or to visit others. The need to explore a new frontier is basic to the American character. (para7)3. What is the American Dream? What is its impact on the American character?The American Dream is the belief that any individual, no matter how poor, can achieve wealth and fame through diligence and virtue. Impact: Americans are optimistic and adventurous. The typical American believed in trying something new in an attempt to make life better. He had a firm faith in the possibility of progress. Every day in every way I am getting better and better.4. What are the basic roots of American character?The basic roots of American character are the pioneering spirit, the liberty spirit and the equality spirit.Case studyQ;Why did the American feel uncomfortable? Please give him suggestions on how to get along with English people.The American did something that he thought is friendly, but the English seemed quite unfriendly to him, so he felt uncomfortable.American is a bit casual, optimistic and outgoing. He called the first names and touched the people on the shoulder.But, English are reserved and conservative. They dislike physical touch and dislike to show much emotion. It’s also not polite to call the first names.Suggestions:1. On the whole British habits of politeness are very informal. All politeness is based on the elementary rule of showing consideration for others, and acknowledging the consideration they show to you.2. Conversation in Britain is in general quiet and restrained and loud speech is considered ill-bred.Passage C The Chinese CharacterComprehension Questions1.Apart from family, what are other important units in Chinese society? How dothey work?Clan. A clan is the aggregate of kinship. A clan may comprise a whole village or suburb, and counties, provinces and state are conglomerates of a vast number of villages and suburbs with such clan populations.Grouping linked by friendship or marriage is also another important unit in Chinese society. A district may have all its groupings so associated together, and this forms the basis for common action in an emergency.2.Why is China a country with highly complicated social relationship? What aresupposed to be the advantages and disadvantages of it?Chinese society appears as a mass of circles or groupings rather than status or levels. Within each circle or grouping the people are related in clan or closer kinship and offer cooperation and succor to each other. Marriage and friendship created links with other clans and groupings. Therefore, a district may have all its groupings so associated together. So, the social relationship in China is more close and complicated than Western countries.Such kind is good for the steady of a society and peaceful life, good for governing but not good for development, for any new ideas and reformation. It is as personal oriented society. Sometimes it is easy to deal with something, but other times it makes things more complicated and even hinder the development of a society. For example, the complicated social relation becomes a big barrier for the implementation of lawand justice. It may give rise to the unequal of chance and resources. ...(a free answer question)3.Can you list some of the characteristics of the general character of the Chinesepeople based on the text. Try to give the possible reasons for the formation of such character.Chinese people are compromising, patient, mediative, harmonious, obedient, passive, pacific, long-viewing, tolerant, filial, conservative, thrift, friendly, diligent, and so on. They tend to be in low profile, hide their strength and depreciate their success. The character of Chinese is caused by many factors. From the text, we know its closely related to the organization of Chinese society. The Chinese society is organized by clans or friends of close association. It is a big circle of complicated relations. To maintain the steady of the circle, such kinds of character are of significant importance.Case StudyChina is a society of complicated social relation. Friend is a very important factor in society. Chinese people take care of maintaining friendship and tend to avoid direct conflict or making other lose face. In this case, to maintain the face of Jimmy, I would not mention the borrowed money in the face of Jimmy. But Jimmy keeping reminding "I" of the money made "I" feel quite embarrassed, and a bit angry. "I" thought Jimmy was not friendly.America is a society advocates individualism and their social relation is quite loose. They think friend is friend, money is money. What's more, compared with Chinese society, it is one with low-contexted culture, in which people would put everything in words and say it directly. In the case, Jimmy reminded "I" once again about the money lest "I" forget about it. To Jimmy, it was the fault of "I" not mentioning about the borrowed money earlier. So, when "I" asked about it, he said "Why didn't you remind me earlier?"What’s more, Americans don’t readily give money to others, which will most likely render a sense of humiliation about one’s ability to earn one’s own living. So in this case, Jimmy is a bit annoyed for “I” not remind him to pay back the borrowed money. He thought that he had been looked upon by “I”.Unit2 Akey concept:Five Relationships of Confucianism孔子的五伦思想 humanism 人道主义individualism个人主义collectivism集体主义individual's right个人权利1. According to Confucianism , what are the five cardinal relationships in Chinese society and what should these relationships be?Five cardinal relationship: ruler-minister, father-son, husband-wife, elder-younger brother and friend and friend. This was explained as “There should be affection between father and son, righteous sense of duty between ruler and minister, division of function between man and wife, stratification between old and young, and good faith between friends.”2. Can you tell the main influence of Confucianism on the ideology of Chinese people?In traditional Chinese beliefs, especially in Confucianism, collectivism is appreciated .It emphasizes cooperation among group members and individual success is due to the collective effort of the staff in a unit,an organization or a community .3. Can you tell the main influence of the Renaissance on Western values?In the Renaissance period of England ,people began to emphasize the dignity of human beings and the importance of the present life .This is the rudiment of Humanism .People began to respect the humanity from then on ,and then developed into the ideas of what we always call freedom ,democracy .4. What is the difference between collectivism and individualism?Individualism refers to the doctrine that the rights of the individual are the most important ones in a society .Collectivism emphasizes cooperation among group members.(1)Westerners tend to believe that people should rely on themselvesas much as possible--and usually expect other people to do the same .People in collectivist cultures generally feel they have a right to expect help from other members of their groups ,and they also tend to feel they have an obligation to help other members of their groups .(2)Westerners generally feel that the rights of individuals shouldnot be subordinated to the needs of a larger group .People in collectivist cultures are generally more willing to accept the idea that individuals should sacrifice for the benefit of the group.(3)Westerners tend to believe that individuals should make decisionsfor themselves, and that individuals should take credit responsibility for what they are personally done. People in collectivist cultures tend to feel more that they are representative of their group, and to accept more responsibility for other members of their groups too.(4)Westerners tend to view individualism as a good thing .The Chineseterm for “individualism,”geren zhuyi, often has a somewhat negative connotation, and is sometimes used as a synonym for “selfishness”.5. Why is it said that Americans are selfish? Do you think they are selfish? why or why not?Because Chinese term for “individualism,” geren zhuyi, often has a somewhat negative connotation, and is sometimes used as a synonym for “selfishness”.No, I don’t think so .Individualism refers to the doctrine that the rights of the individual are the most important ones in a society .The word “individualism”has no negative connotation ,in fact ,its connotation is somewhat positive .6. Are all the Westerners individualists? Are all the Chinese collectivists? (P20 para20)Saying that Western culture is individualist does not mean that all Westerners are always individualist. Rather, it means that Westerners are more likely to think and act in individualist ways than people in collectivist cultures are. The difference between individualist and collectivist cultures is relative, not absolute.Case study1.Would you please help Shi Hai interpret the Chinese saying he mentioned? Common fame is seldom to blame; shoot the bird which takes the lead; The outstanding usually bear the brunt of attack.2. Would you please make suitable explanations for his declining the promotion so that Joe would understand him?Chinese people respect collectivism and emphasize cooperation, so individual success is due to the collective effort of the staff in a unit .so he thinks he should not receive the honor personally.Unit3 Akey concept:Nuclear family 核心家庭 happiness of individual member 个人主义幸福Sense of equality 平等意识 independence and individualism 独立自主1．How do Americans treat their newly-born babies and young adults?The American parents put a newborn in a separate bedroom when the childis a few weeks old. They like to preserve their privacy.2. What is the base of an American marriage? Why is divorce rate so highin the United States?(1)Romantic love is most often the basis for marriage in U.S(2)They are extremely idealist about marriage, and they want deeply loved and deeply understood. But it is because Americans expect so much from marriage that so many divorced.3. What is the typical life of the old people in America? Why don’t they live together with their children?(1)American old people live apart from their children. Some families may place older relatives in nursing homes.(2)Their financial support is often provided by government-sponsored, social security or welfare systems. And older people often seek their own friends rather than becoming too emotionally dependent on their children.4. As a child in a Chinese family, how can you make your parents happy? Answer is open.1). To advance the family as a group and bring honor to the family name as well.2).To show filial duty and responsibility to parents. 3). To emphasize the peace and harmony of a family.case1: Q1：He will feel amazing and sympathy for her ,for which she is old enough but still living alone.Q2:1.In individualist cultures like that of the US, children arealienated from parents because parents chain them to be independent, “push them out of the nest”.2.Because of the cultural emphasis on self-reliance, the mother feelsit is inappropriate to ask for help, and the children may even think it is inappropriate to offer.3.Individualism leads people to feel they should stay out of eachother’s business.Case2:1).It is an offence to slap a child in America, but not in China. In America,ill-treating the children is illegal. The police may arrest the parents and send the children to DCFS shelter.2)In America, a sense of equality often exists in American homes.3). In China, parents regard their children as private prosperity.Chinese think Beating means love, scolding means affection tochildren.Unit3 BKey concepts：A member of many groups 各种群体中的成员Impermanence暂时Personal goals个人目标/Individual’needs个人需求Responsibilities 职责 A series of concentric circles 一系列同心圆Stable 稳固 Connection VS contract关系和合约Comprehension questions1.What are the characteristics of American social relationship? Impermanent and loose, individual’s needs come first, contractual and compartmentalized.2.Why is American social relationship impermanent?They are members of many groups simultaneously. If they personal goals are no longer being met by a group,they move on and probably look to new associates for the benefits they used to receive from the former group.3.Can you draw a picture to illustrate the pattern of Chinese socialrelationship? Who are in the inner most part and who are in the outside ?what is the difference between each part?○2I and family are in the inner most part while everyone else in the geographic area or nation or world are in the outside.○3 the difference between inner and out side is from most important to least important.4.What are the different understanding of friend between Chinese andAmerican?•1). Americans have casual, friendly relationships with many people , but deeper, close friendships with only a few. (para8) •American friendships tend to be very compartmentalized because they are based on a shared activity, event, or experience. (para9) •2). Chinese are likely to react more to the other person as a whole and will avoid forming friendships with those whose values and behaviors are in some way deemed undesirable. (para10) •5.Do you think friendship shares some common elements in differentcultures? If you do, what are they?Answer is open.Both regard friendship as a very important thing to individuals.Case 1•Because Jackson thinks friendship is mostly a matter of providing emotional support and spend time together .•It’s not appropriate for the Americans to use personal connections to help a friend get something hard to obtain.•This situation creates dependence of one person on the other and it goes against the principle of equality.Case 2• 1. Not really, just because their children like to play together, these two women plan to get together at each other’s houses.• 2. They are common friends. a). American friendships are based ona shared activity, event, or experience. b). They view themselvesand others as a composite of distinct interests. c). Their children like to play together, so they have some common interests. d). They may get together just because their kids would enjoy that.Case3•Q1.They broken their friendship because they finished they common chemistry class and didn’t see each other very much at school.•No one should be blamed for it because the different culture between Jordan and the United States lead to different attitudes to friendship.•Q2.No I don’t think so. Because American friendship is impermanent and based on a shared class, activity or event .If one drop out of it, they may lose contact with the friends with whom they sharedthat activity.Unit5AKey concepts：Gentleness and benevolence温柔与仁慈harmony 和谐violence and cruelty暴力和残酷conquest over nature征服自然exquisiteness and taste 精致和品位nutrition and balance 均衡营养pragmatism实用主义1.What are the functions of chopsticks?Chopsticks can nip, pick, rip and stir food.2.What are the possible reasons for Americans＇use of forks and knives at dinner?The ancestors of many Western countries lived by hunting. Meat was their basic food source and gradually took the place of staple food. They had to use forks and knives to cut and pork their food.3.Why do Chinese pay more attention to the taste of food?That appeals to the traditional ideology of China. Confucius emphasized the delight that food could bring to us. The standards of quality and taste that Confucius recommended required the perfect blend of ingredients, herbs and condiments---a blend which would result in the perfect combination of flavor.4.Why do Americans pay more attention to nutrition?Under the influence of pragmatism, food or eating is just a way to keep healthy to Westerners, having little to do with artistry. What they care about most is the nutrition contained in food and the balance of the whole diet structure rather than exquisiteness in cuisine and taste of food.5.Do you know why vegetables became the staple food of the Chinese, while meat became the main food of Americans?• 1. Historically, China is an agricultural country, while the ancestors of Americans lived by hunting.• 2. Environmentally, China has a large amount of population and lack of land to support a cattle industry. America has an abundance of fertile, flat land for grazing cattle and food production.•Case Study:• 1.Why did Ling Hong’s mother keep on encouraging Susan to eat more even after Susan refused?•In Chinese culture, Ling Hong’s mother kept on encouraging Susan to eat more is to show the hospitality of the host to Susan.• 2.Why did Susan feel embarrassed when Ling Hong’s mother put some food in her bowl with her chopsticks?•Because in western culture, food is usually served separately to each person----partly for hygiene reasons and partly due toindividualism.Unit6 AKey concepts ：1.Creativity: 创造力the ability to use your imagination to produce newideas, make things.2.Exploring:探索1)、to discuss or think about something carefully；2)、to travel around an area in order to find out about it；3)、written to feel something with your hand or another part of your body to find out what it is like3.Self-reliant：自主的able to do or decide things by yourself, without depending on the help or advice of other peopleOriginality：.独创性1. the ability to think and act independently 2. thequality of being new and original (not derived from something else)Molding and shaping: 塑造to guide (sb.) with the intent to control.1、How do the Chinese teach their children ? How do American do? Can youfind the theories supporting the different teaching methods?2. Answer is open.3. Answer is open. Don’t help the baby stand immediately. Let the baby explore and experience, and try to find the balance to stand by itself.Case1:Firstly, Chinese students are used to take what the teacher's said as authority, and try to memorize what is given in lessons. On the other hand, teaching in China focus more on knowledge than on creation, to make students with the same ideas, the same knowledge. Moreover, to them, it is impolite to challenge the teacher's words, to form different ideas from the teacher. But to the Westerners, things are quite different. The aim of western education is to produce students with different ideas, to develop their creativity. To them, the more questions asked in class means more attention you give to what the teacher says. And more interest you show to the topic and the teacher. So, in this case, Professor Johnson mistook the silence of the students as their no interest in his subject, and felt disappointed.Case21. Because the American teacher thought that I was an adult, I should at least have some ideas about a question, no matter how difficult it is, even the answer is totally wrong.2. Chinese educators are used to “teaching by holding his hand”. So long as the students are shown how to do something, they are less likely to solve a problem effectively by themselves. They may lack of creativity and self-reliance.unit7AKey concepts；1.Monochronic time : 单一时间an approach that favors linear structure and focus on one event or interaction at a time.2.Polychronic time: 多元时间people may attend to many things happening at once in this approach to time3.linear structure: 线性结构sequential blocks that can be organized, quantified, and scheduled.4. Schedule oriented:以计划为方向的 people doing one thing at a time during a specified time-period, working on a single task until it is finished.5. People oriented:以人为方向的do not emphasize scheduling by separating time into discrete, fixed segments.6. Punctuality:严守时间 everyone is supposed to arrive on time when attending a formal banquet or meeting appointments.Comprehension questions (p82)1. What is monochromic cultures? What is polychromic cultures? Monochronic cultures typically emphasize doing one thing at a time during a specified time-period, working on a single task until it is finished. Polychronic cultures are involved with many things at once, usually with varying levels of attention paid to each.2. what are the different attitudes monochromic people and polychromic people hold toward time?Monochronic people see time as being divided into fixed elements (seconds, minutes, hours, etc.), sequential blocks that can be organized, quantified, and scheduled. Polychronic people prefer not to have detailed plans imposed on them but want to make their own plans and meet deadlines in their own way.3.What difficulties might an M-time-oriented person encounter when interacting someone who follows a P-time orientation? What kind of feelings might emerge during their meeting?Difficulties: M-time-oriented person should keep waiting.Feelings: To feel put down, angry and frustrated.4．What difficulties might a P-time-oriented person encounter when meeting someone who follows an M-time orientation? What kind of feelings might emerge during their meeting?Difficulties: P-time-oriented person dislikes to squeeze people in . They prefer not to have detailed plans imposed on them. Feelings: To feel compelled and uncomfortable.5．What are the strengths and weaknesses of M-time system and P-time system?•M. S: stimulating, productive, desirable, punctual• W: without reference to logic and human needs•.•P. S: Being oriented toward people, emphasizing human needs.• W: wasteful and distracting, not punctualCase1(para3)• 1.No , I don't like . Robert is a monochronicpeople , these people see time as being dividedinto fixed elements(seconds ,minutes ,hours ,etc), sequentialblocks that can be organized, quantified, andscheduled .They love to plan in detail, make lists,keep track of activities and organize time into adaily routine. so Robert does things like this.• 2. I'm a polychronic people , I dislike doingthings in haste.Case2(para5)•The director is a polychronic people , peoplein such kind of cultures do not emphasize scheduling by separating time into discrete, fixed segments. They treat time as a less tangible medium so that they can interact with more than one person or do more than one thing at a time , they do not perceive appointments as iron-clad commitments ,therefore ,in these cultures, personal interaction an relationship development are more important than making appointments or meeting deadlines. so the director had the behavior toward Katherine .Unit10 B课后四个comprehension questions:Case Study:❖Question 1: Why does the secretary quit her job?❖The manager has made a number of mistakes, by not understanding that in some cultures it is not acceptable to criticize people in front of others.This is because a public telling-off leads to a "loss of face". It can also be unacceptable to show emotion at the workplace. Although there are always going to be times when criticism is necessary, in this cultural context, direct criticism, even in a one-to-one situation, is not acceptable.❖Question 2: Can you give some suggestions to handle the situation?Verluyten, who has carried out research into indirectness and conflict avoidance amongst executives in a range of countries, suggests that there are three ways of dealing with the situation:❖ 1 Blur the sender. This means that you don't criticize the person directly. but do so through a friend or colleague.❖ 2 Blur the receiver. This means that you mention the problem in front of thewhole group, rather than pick out an individual.❖ 3 Blur the message. This could mean talking about a hypothetical case, or asking indirect questions, such as "Do you still live out of town?" or "How is the baby?" It might even involve giving excessive praise-- the secretary would then know that something was wrong.。
“一带一路”背景下大学英语跨文化交际能力培养
“一带一路”背景下大学英语跨文化交际能力培养1. 引言1.1 背景介绍"一带一路"倡议自2013年提出以来，已经成为全球范围内的重要合作平台。
这一倡议旨在促进沿线国家之间的经济合作，加强互联互通，推动共同发展。
随着"一带一路"的不断推进，跨文化交流和合作变得日益频繁，而大学生作为未来社会的中坚力量，他们的跨文化交际能力显得尤为重要。
在全球化的背景下，跨文化交际能力已经成为大学生必备的核心素养之一。
在今天的世界舞台上，不同文化之间的碰撞和融合愈发频繁，而具备良好的跨文化交际能力不仅可以增进国际间的合作与理解，也有助于拓展个人的视野和提升自身的竞争力。
大学英语课程中跨文化交际能力的培养显得尤为重要。
通过英语学习，学生可以接触到不同国家和地区的文化知识，了解他们的价值观念、传统习俗以及交际方式，从而增进对他国文化的理解和尊重。
通过实践案例的分析和讨论，学生可以更好地掌握跨文化交际的技巧，提升自身的交际能力。
大学英语课程在培养学生的跨文化交际能力方面具有重要的作用，也为"一带一路"倡议下的合作与交流做出了积极的贡献。
1.2 研究意义随着“一带一路”倡议的实施和推动，跨文化交际能力已经成为大学生必备的核心素养之一。
在当今全球化背景下，不同文化之间的交流和合作已经成为常态，而跨文化交际能力的不断提升已经成为大学生们面对挑战和抓住机遇的关键。
研究大学英语课程如何有效培养学生的跨文化交际能力具有重要意义。
跨文化交际能力的培养不仅可以提升大学生的语言水平，还可以加强他们的文化理解和意识，使其更加开放包容，具备更强的文化适应能力。
跨文化交际能力的提升可以使大学生更好地融入国际社会，促进不同文化之间的交流与合作，推动“一带一路”倡议的顺利实施。
研究大学英语课程中跨文化交际能力培养的方法和实践案例，有助于探索更有效的教学模式，为培养具有国际竞争力的人才提供更多可行性的参考。
大学英语跨文化交际案例分析
大学英语跨文化交际案例分析Case 2 P8White Dress女王的白色长裙:Case 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.案例分析:印度女人可能觉得婚礼是一个葬礼,如果他们看到西方的新娘的白色礼服;这个案例反映了明喻和隐喻在文本;Culture 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 in: people wear dress of different colors for different context but they usually take it for granted and never ask why.文化是像冰山:我们可以辨认颜色衣服的妇女所穿不同的文化,但我们不知道下面的值;文化是像水鱼游在:人们穿不同颜色的衣服为不同的上下文,但他们通常是理所当然的,从不问为什么;Case 4 P18Coconut-skating椰子-溜冰:Case analysis: The case reflects the characteristics of culture. We can tell from the case that culture is pervasive and it’s learned.案例分析:这个事件反映了文化的特点;我们可以告诉从案件,文化是普遍的,这是学习;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.人们可能发明东西甚至不同的方式为这样简单的问题的地板闷闷不乐;菲律宾女人必须学习这种方式从她自己的文化的拖地;Case 7 P30Clean up the Bathroom清理浴室:Case analysis: Cultural differences decide the two students are going to communicate in different ways.案例分析:文化差异决定这两个学生要沟通的方式不同;The Chinese student wants the American student to understand the underlying means of his words, but the American student is used to the direct style of communication. This is decided by culture. In Chinese culture, people want to save face of both themselves and others, so they would not express their ideas directly. However, in the United States, unless you express yourself clearly and directly, the others cannot understand you.中国学生想要美国学生理解底层的手段,他的话,但是美国学生用来直接的交流方式;这是由文化决定的;在中国文化中,人们想要挽回面子的两个自己和他人,所以他们不会直接表达自己的想法;然而,在美国,除非你清楚地表达自己,别人不能直接理解你; Case 8 P34She Has Three Hands她有三个指针:This case can reflect the different communication styles between Chinese and Canadians. In western cultures,communication is the means of transmitting ideas. Western people usually communicate directly with each other. 这种情况下可以反映出不同的沟通方式在中国和加拿大人;在西方文化中,沟通是传播方式的想法;西方的人们通常直接彼此通信;That is why the Canadian in this case says what is in his mind directly in front of the Chinese woman without hiding anything. While Chinese culture stresses harmony and emphasizes the relationships between the communicators. Chinese people view communication as a process where all parties are searching to develop and maintain a social relationship. So the Chinese woman in this case tries not to argue with the Canadian face to face to keep the “harmonious relationship” between them.这就是为什么加拿大在这种情况下说什么是在他的脑海里的正前方的中国女人没有隐瞒任何事;虽然中国文化强调和谐,强调了沟通者之间的关系;中国人民视图通信作为一个过程,各方正在寻求开发和维护一个社会关系;所以中国女人在这种情况下努力不认为与加拿大面对面保持“和谐关系”他们;Case 12 P57Why Don’t You Eat the Pizza你为什么不吃比萨饼:This case can reflect the problems appearing during intercultural communication and how ignoring cultural differences can affect communication. 种情况下可以反映了跨文化交际过程中出现的问题以及如何忽视文化差异会影响通信;In Malaysia, where most people are Muslims, people think the left hand is used only for cleaning the body and thus it is dirty and can not be used to pass food. Knowing nothing about the cultural difference, the American student puts himself in an embarrassing situation.这在马来西亚,大多数人是穆斯林,人们认为左手仅用于清洗身体,因此它是脏的,不能被用来传递食物;并不知道其中的文化差异,美国学生把自己放到一个尴尬局面;Their communication belongs to Interracial Communication.他们的通信属于人种间的通信;Case 21 P107A Danish Woman in New York一个丹麦妇女在纽约: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”. 这种情况下可以反映相似而不是差异;假设与人交流时从另一种文化,一种可能的方面和治疗别人为“他的人”,认为只能有一个做事的方式:这是“他”;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.在这种情况下,丹麦妇女假设她让孩子一个人呆着的行为是很常见的,这在丹麦,也适用于纽约;在这里,她认为什么是适合自己的文化也无可争辩的另一种文化;这就是为什么小冲突发生;Case 23 P123Girl-ness姑娘冲突:This case can reflect one of the translation problems: the lack of conceptual equivalence, which refers to abstract ideas that may not exist in the same fashion in different language;这种情况下可以反映一个翻译问题:缺乏概念等价,这指的是抽象概念可能不存在的相同的方式在不同的语言;Case 41 P213Getting Frustrated越来越沮丧:Jay was frustrated in large part because many of the norms he was used to didn't apply in Saudi Arabia, and man y Saudi norms did not make sense to him.周杰伦是沮丧在很大程度上是因为许多规范他是用于不适用于沙特阿拉伯,和许多沙特规范没有意义的他;Cultural patterns’ components--norms文化模式的组件——规范Case 43 P226The Improvement Does Not Work改善不工作:Following their individualistic orientations, Mr. Patterson and Mr. Wyman were perfectly comfortable with the idea of creating team leaders within the individual sales groups, which is typical in the United States.他们的个人主义的方向后,帕特森先生和奥先生都完美舒适的想法创造团队领导在个人销售组织,这是典型的在美国; In collectivistic cultures, however, workers may be motivated by being a part of a cohesive and productive team.在集体主义的文化,然而,工人们可能出于作为一个有凝聚力的一部分和有生产力的团队;This case reflects the conflict between individualism and collectivism.这个案例反映了个人主义和集体主义之间的冲突;Case 44 P236When Shall We Meet For Dinner我们什么时候见面吃饭吗:Uncertainty avoidance orientation can be seen in this case. In the dialogue presented below, Kelly and Keiko are interacting about a dinner invitation. Kelly, from the United States, possesses a relatively low uncertainty avoidance index, while Keiko, from Japan, comes from a culture with a relatively high uncertainty avoidance index.不确定性规避取向中可以看到这种情况;下面的对话,凯利和凯科是关于晚餐邀请交互;凯利,来自美国、拥有一个相对较低的不确定性规避指数,而来自日本,Keiko也来自一个文化与一个相对较高的不确定性规避指数;Case 25 P131Success Story一个人的成名史:One of the sources of the frustration and misunderstandings that occurred in this case was different notions of what was verbally relevant, which reflects different verbal communication styles—direct and indirect styles, self-enhancement and self-effacement styles其中一位消息人士的挫折和误解,发生在本例中是不同的概念是口头相关,这反映了不同的言语交际风格直接和间接风格,自增强和谦逊的风格Case 33 P169Are Americans Indifferent是美国人冷漠:This case can reflect different nonverbal communication patterns exist in the actual intercultural communication, especially facial expression differ according to different cultures, which implies the Kinesics.这种情况下可以反映出不同的非语言沟通模式存在于实际的跨文化交流,尤其是面部表情不同根据不同的文化,这暗示了身势;Case 36 P182Don’t Put Your Hand on My Arm不要把你的手放在我的手臂:This case can reflect different cultures have different opinions to spatial relations. Different cultures have very different opinions about an individual’s unconsciously structuring the microspace immediately surrounding the physical body, which implies Proxemics.这种情况下可以反映出不同的文化有不同的意见,空间关系;不同的文化有不同的看法,一个人的无意识地构建microspace立即周围物理身体,这意味着亲近性;Case 48 P257Gift from a Chinese礼物从中国:Chinese people love giving gifts. Usually, the value of the gift is an indication of how important the receiver is in the sender’s eyes. Most people giving gifts are concerned about whether the gift will be seen as valuable enough. An inexpensive gift means a loss of face. North American companies do occasionally receive gifts out of appreciation for the friendship and assistance the manager may provide. Such gifts are treasured; however, the value usually is fairly small, a bottle of wine, a music CD, a small book, or other tokens.中国人喜欢送礼物;通常,礼物的价值是表明重要接收者在发送者的眼睛;大多数人送礼担心是否会被视为有价值的礼物不够;一个便宜的礼物意味着丧失了脸;北美公司偶尔会收到礼物表达对友谊和协助经理可以提供;这样的礼物是珍贵的,然而,这些值通常是相当小的,一瓶酒,一个音乐CD,一个小的书,或其他标记;Case 50 P269Refuse to Be Treated拒绝治疗:In the case just described, the . American medical team system for making sense of the situation demanded that people be seen in order of the seriousness of their injuries or illness. However, the cultural system working for those on the Virgin Islands demanded that elders be seen and treated first. So the case reflect the different roles of family and gender in the health care context in different cultures.刚刚描述的情况下,美国美国医疗团队体系以使意义上的形势要求人们看到订单的严重性,他们的伤害或疾病;然而,文化系统工作对于那些在维尔京群岛要求长老被看到和治疗第一;因此,该案件反映出不同的角色,家庭和性别在医疗保健环境不同的文化;Case 54 P291A Fish out of Water离水之鱼:This case reflects that the boy is experiencing culture shock, which may bring him some psychological symptoms. 这个案例反映了,那个男孩正在经历文化冲击,这可能会给他一些心理症状;Case 55 P299Missing China失踪的中国:This case can reflect reverse culture shock. When people return home after an extended stay in a foreign culture, they experience another round of culture shock in their native culture and they must proceed through the four stages of the U-curve pattern once again, which is known as W-curve pattern.这种情况下可以反映出逆向文化冲击;当人们回家经过一段呆在一个外国文化,他们体验另一轮的文化冲击在他们的本土文化,他们必须继续通过四个阶段的u形曲线模式再次,这被称为w曲线模式;Case 19 P98Who Is the Most Beautiful Woman谁是最漂亮的女人Summary: Manuel was a Philippine lecturer and Fred was a consultuant from another culture. They have totally different idea about who is the most beautiful woman in the reception.摘要:曼纽尔是菲律宾讲师和弗雷德是一个consultuant从另一种文化;他们有完全不同的看法关于谁是最漂亮的女人的接待;Theory: Power distance理论:权力距离Explanation: What is Power distance解释:什么是权力距离Relating: Philippine is a high power distance country where people believe in hierachy. A waitress cannot enjoy the same right as the upper class women. Philippine people accept this inequality with no problem.相关:菲律宾是一个高权力距离的国家,人们相信层次;一个女服务员不能享受同样的权利的上层阶级的女性;菲律宾人接受这种不平等,没有问题;Evaluation: People should know the distribution of power in different cultures might be quite different. This may influence the communication process.评价:人们应该知道的权力分配不同的文化可能相当不同;这可能影响交流过程;Case 58 P310What's the Matter with the Gift什么事的礼物呢Theory: This case can reflect the relationship conflicts in intercultural communication. 理论:这个案例可以反映在跨文化交际的关系冲突;Explanation: Intercultural communication competence is an integrated and complicated competence. In order to have intercultural communication competence, we need to pay attention to every element among it. Relationship conflict is one of them. Some relationship conflicts involve threats to an established relationship. 解说:跨文化交际能力是一个集成的和复杂的能力;为了获得跨文化交际能力,我们需要注意每个元素在它;关系冲突就是其中之一;一些关系冲突涉及威胁建立关系Relating to the case: In this case, the woman in Nukualofa became very angryand shouted the author out because of the rare gift the author sent to her, in fact, the woman’s extreme behavior is because the author‘s behavior of sending the gift has put herself into a position of superiority over the woman, which is a really threat to established relationship—the woman can be a good helper and teacher of the author. The change in established relationship made the woman quite angry. 有关的例子:在这种情况下,女人在努库阿洛法非常生气,大声作者因为罕见的天赋作者发送到她,事实上,女人的极端行为是因为作者的行为发送礼物已经将自己变成一个位置优势的女人,这是一个真正威胁建立关系的女人可以成为一个好帮手和老师的作者;建立关系的变化使女人非常生气;Case 60 P316Demographic Analysis in USA.在美国人口分析;Demographic analysis in this case can reflect that USA is a multicultural society with cultural diversity. Multicultural society refers to the society where there is ethnic diversity within it. And this tendency is more and more universal all over the world. 人口分析在这种情况下可以反映出,美国是一个多元文化的社会与文化的多样性;多元文化的社会是指社会哪里有种族多样性它;和这种趋势越来越普遍世界各地;This case can reflect that culture is are constantly changing over time.这种情况下可以反映出文化是动态的;文化是随着时间不断变化;In this case, the distribution of population is changing all the time, with the decrease of European Americans and the increase of Asian Americans. This change of propotion will lead to the change of cultural phenomenon.在这种情况下,人口分布状况正在改变所有的时间,减少欧洲的美国人,亚裔美国人的增加;这种变化的propotion将导致文化现象的变化;The multicultural society requires a heightened emphasis on intercultural competence. 多元文化社会需要高度重视跨文化能力;Case 64 P345Jane Martin’s Problem 简·马丁的问题This case can reflect intercultural competence is relatively complicat ed and integrated competence, we should take every element influencing intercultural communication into consideration in accentual communica tion. 这种情况下可以反映出跨文化能力相对复杂的和集成的能力,我们应该把每一个元素影响跨文化沟通考虑在重音的通信;In this case, Jane Martin is good at training but is not familiar with new environment –the Korean culture, which is totally different from American culture. Her gender, age, lack of knowledge on the Korean language and culture can be barriers to her effective intercultural communication and good work performance. To Jane Martin, she never sensed it is an intercultural communication and never aware of the future difficulties she will face. Without preparations, it’s hard to her to do intercult uralcommunication. 在这种情况下,简马丁擅长训练但不熟悉新环境——韩国文化,这是完全不同于美国文化;她的性别、年龄、缺乏知识在朝鲜的语言和文化障碍,她可以有效的跨文化沟通和良好的工作表现;简·马丁,她从来没有感觉到这是一个跨文化交流和从来没有意识到对未来将面临的困难;没有准备,很难去做跨文化交流;To guarantee the sucess of intercultural communication, we should take every element influencing intercultural communication into consideration in actual communication.保证成功的跨文化交流,我们应该把每一个元素影响跨文化沟通考虑在实际通信;。
大学英语跨文化交际 chapter2
Chapter 2 Communication and InterculturalCommunicationI. Teaching ObjectivesIn this chapter, the teacher should enable the students to:1. know different definitions of communication.2. identify nine components of communication.3. identify the characteristics of communication.4. know the relationship between culture and communication.5. know the definition of intercultural communication.6. identify the 4 forms of intercultural communication.II. Contents1. Keywords(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。
人民大2024新编大学英语跨文化交际教程(高级实用英语系列教材)教学课件Unit 3-A East
2. place:
Europe
3. beliefs: 4. had the right to enjoy the beauty of their life, but also had the ability to perfect themselves and perform wonders.
The concept of values
• Values are ideas about what is right and wrong, desirable and undesirable, normal and abnormal, proper and improper. It also includes the assumptions, the unquestioned givens, about people, life, and the way things are.
The highest excellence is like that of water. （林语堂译）
The Origin of Western Values: Renaissance
Originated from:
1. time :
1. 14th-17th centuries 2. from Italy to England to the whole
social values
1) maintenance of an orderly society
2) harmony 3) respect for authority
(differences from the West)
4) accountability of public officials
5) openness to new ideas 6) freedom of expression
《大学英语跨文化交际》课程教案
《大学英语跨文化交际》课程教案IntroductionI. 主要内容作者在本章阐述了全球化概念，文化融合和跨文化交际的相关概念。
首先，从经济学和社会学等视角把握全球化的概念，了解全球化对文化多样性的影响。
同时，论述了全球化的历史起源，阐述了现代化等概念。
在这一部分里，作者还分析了全球化的形成要素。
其次，在文化融合方面，作者从三个方面阐述了这个问题。
第一，文化多样性的论述。
介绍了在全球化过程中涌现出来的几个概念：世界文化，宏观文化和微观文化。
第二，劳动力多样性的阐述。
第三部分是关于文化多样性的弊端。
最后，作者论述了跨文化交际的相关问题。
充分论证了跨文化交际的概念，研究跨文化交际的必要性和进行有效跨文化交际的关键策略，以及跨文化培训的相关问题，从而形成理解文化差异的能力。
II. Teaching Objectives1.to identify the definitions of globalization, culture merge and intercultural communication2.to identify some relevant concepts about these three main themes3.to cultivate students to be able to recognize and analyze cultural factorsIII. Teaching Course1. Present the Cultural Phenomena to Students(1) Present some cases involving different cultural contacts between persons from different countries or different parts of the same country(2) Then lead to the concept of globalization2. Warm-up Questions1) Do you want to go abroad? What’s your aim?2) Do you find whether it’s easy or not to get along with foreign friends?3. Key terms0.1.1.a. Globalization (from economic standpoint) （从经济学角度定义全球化）: It is conceived as a process of increasing involvement in international business operations. （经济学视角中的全球化表现为不断增加的国际商务往来过程）。
大学英语教案：跨文化交际与全球化
大学英语教案：跨文化交际与全球化引言•在当今全球化的世界中，跨文化交际成为了越来越重要的能力。
•大学英语教育应该关注培养学生的跨文化交际能力，以适应不断变化的国际环境。
跨文化交际的定义和重要性•跨文化交际是指在不同文化背景下进行有效沟通和互动的能力。
•具备良好的跨文化交际能力有助于帮助人们增进理解、促进和谐发展。
跨文化交际与大学英语课程目标设定•设计目标：通过大学英语课程，培养学生在跨文化交流中的能力。
•掌握语言技巧并结合跨文化意识，提高沟通效果。
课程内容安排1.基础知识：•文化差异：介绍不同国家和地区的传统、习俗、价值观等方面的差异。
•礼仪与饮食：教授不同国家或地区日常礼仪和餐桌礼仪。
2.跨文化沟通技巧：•语言表达：学习如何使用得体的语言表达方式，避免造成误解和冲突。
•非语言传达：了解不同文化背景下非语言传达的重要性，并进行相关练习。
3.文化舞台剧表演：•学生参与编写和表演一场跨文化舞台剧，以提高他们的创作能力和对不同文化的理解。
教学方法•案例分析：通过分析真实案例，让学生理解并掌握跨文化交际中可能出现的挑战。
•角色扮演：模拟不同情境下的跨文化交流，并给予反馈和指导。
全球化对跨文化交际的影响•全球化使得跨国企业、留学等活动大量增加，跨文化交际能力变得日益必要。
•对于大学英语教育来说，全球化意味着需要更加全面地关注不同国家和地区的文化差异。
结论•大学英语教育应该紧密结合跨文化交际，培养学生在全球化时代所需的能力。
•通过设计合适的教学方法和内容，大学英语教案能有效帮助学生提高跨文化交际能力。
大学英语跨文化交际chapter8-Cultural-influences
Chapter 8 Cultural influences on Contexts
Questions for Chapter 7
Explain Edward T. Hall’s Context-Culture Theory, illustrate with examples when necessary.
Chapter 8 Cultural Influences on Context
➢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
Chapter 8 Cultural Influences on Context
➢Communication is rule governed
People expect culturally determined patterns of behavior or rules to govern their interactions
The Date for Business
In Saudi Arabia, no business is conducted during Aid-al-Fitr— the three-day festival of breaking fast at the end of the month of Ramadan—and Aid-al-Adha—the three-day feast of sacrifice.
大学英语跨文化交际_Introduction
IntroductionI. Teaching Objectives1.To understand the definition of globalization and its origin, modern concept as wellas contributing elements.2.To understand the trend of culture merge and the reality of culture diversity.3.To understand the disadvantages of culture diversity and strategies for overcomingthem.II. Leading inIII. Teaching ProceduresStep 1Have the students listen to the lead-in case The Word Car.Ask the students warming-up questions:●What is Mondeo?(A brand of Ford car company.)●Why does Ford source globally?(To reduce the costs by means of specialization so as to be more competitive an intense international competition.)●Can you describe the phenomenon by one word?(Globalization)●What competence is needed in successfully doing business internationally?(Effective intercultural communication competence)Step 20.1.1 Define globalization from different standpoints.From economic standpointViewed purely from an economic standpoint, globalization is considered as a process of increasing involvement in international business operations.From sociological view of globalizationGlobalization occurs when the constraints of geography on social and cultural arrangements recede as people around the world become increasingly aware that they are receding.From Marxist philosophyBased on Marxist philosophy, globalization is what people in the Third World have already experienced for several centuries—colonization.0.1.2 Historical origin of globalizationBarber systemFarming communities traded their surplus produce in exchange for products and services without the medium of money.International tradeHuman society has always traded goods across great distances.English philosopher Jeremy Bentham, coined the term "International" to describe the emerging reality of his day, namely, the rise of nation states and the cross-border transactions taking place between them.0.1.3 Modern concept of globalizationTheory of modernizationGlobalization has many features in common with the Theory of Modernization.Increasing industrialization brought into existence a whole new set of contacts between societies that changed the political, economic, and social processes that characterized the pre-industrialized world. Thus, modernization is a part of globalization.Economic growth theory of industrializationTheory, advocated that economic growth followed a pattern in all economies as they went through industrialization. That is to adopt the free market economy, undergo different stages of economic development, and finally reach the develop economy.Global villageMcLuhan characterized today's world as a "global village" because of the rapid expansion of worldwide transportation and communication networks. The essence is the time and space compression.0.1.4. Elements contributing to the globalizationNew technologyComputers, Internet, planeOpen marketCompanies benefit from large economies of scale. Productivity will be boosted. Living standards have the potential to rise.Overseas job opportunitiesWhat is irrefutable is that the world economic pie is indeed bigger because of globalization —and it is being sliced differently than before.0.2.1 Culture diversityWorld cultureAs traditional barriers among people of different cultures break down, one culture will emerge, a new culture to which all people will adhere.MacrocultureThe term macroculture implies losing ethnic differences and forming one large society.Microculturecultures within cultures (microcultures).Melting-potMelting pot means a sociocultural assimilation of people of different backgrounds and nationalities.DiversityDiversity（多样性）refers to the mix of people from various backgrounds in the labor force.0.2.3 Disadvantages of culture diversityAttitudinal problemsProblems may be attitudinal.For example, the attitudes that American managers have, when they perceive a problem, is different from those of Chinese managers.To Americans: life is a set of problems to be solved—so they perceive problems much earlier. To Chinese: life is a set of situations to be accepted—so problem exists when it has already happened.Perceptual problemsCultural diversity within an organization, without any strategies or attitudes to accommodate it, may create perceptual (stereotyping, status-related problems, gender role conflicts) and communicative (language and misinterpretation) problems.0.3.2 The definition of and need for intercultural communicationIntercultural communication refers to communication between people whose cultural perceptions and symbol systems are distinct enough to alter the communication event.Intercultural business communication allows us to work on the procedural issues of country-to-country contacts, diplomacy, and legal contexts; it allows us to become involved with the substantive, cultural level and helps sensitize us to differences. We must learn to work with each other. The future of any organization depends on it.0.3.3 Key strategies for effective intercultural communication* The understanding and acceptance of differences* High priority of equality* Developing tolerance and acceptance* Developing culture sensitivity* No stifle and ignore on the diversity* Equal distribution of organizational resources* Shared decision-making* Flexible institutional policies, practices, and proceduresStep 3Raising Intercultural Awareness:找错误，“送”牙签：学生通过发现彼此在交际活动中的“冒犯性”行为，来提高交际意识。
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Chapter 7 Cultural Patterns
High-Context Culture
“A high context (HC) 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.
大学英语 跨文化交际
Chapter 7 Cultural Patterns
黑龙江大学外语部
Quotation
• Human beings draw close to one another by their common nature, but habits and customs keep them apart.
Lead-in Case:
Chapter 7 Cultural Patterns
Marriage and Social status
Please read case and then discuss the questions in pairs.
Text A
Chapter 7 Cultural Patterns
Chapter 7 Cultural Patterns
Social Practices
Social practices are the predictable behavior patterns that members of a culture typically follow. Thus, social practices are the outward manifestations of beliefs, values, and norms.
Defining Cultural Patterns
Text B
Chapterponents of Cultural Patterns
Beliefs
Cultural Patterns Social Practices
Values
Norms
Chapter 7 Cultural Patterns
Chapter 7 Cultural Patterns
Values
Values involve what a culture regards as good or bad, right or wrong, fair or unfair, just or unjust, beautiful or ugly, clean or dirty, valuable or worthless, appropriate or inappropriate, and kind or cruel.
Definition
Components
Kluckhohn and Strodtbeck’s Value Orientation
Hofstede’s Dimensions of Cultural Variability
Ways of Thinking
Beliefs Values
High-context
Beliefs
A belief is an idea that people assume to be true about the world.
For example:
1) a widely shared belief dates back to the time when Europeans believed that the earth was flat 2) a belief for many European Americans is that in “reality” there is a separation between the physical and spiritual worlds.
Chapter 7 Cultural Patterns
Norms
Norms are the socially shared expectations of appropriate behaviors. Norms may change over a period of time, whereas beliefs and values tend to be much more enduring.
Text C
Chapter 7 Cultural Patterns
Edward T. Hall’s Context-Culture Theory
1. The definition of context: “the information that surrounds an event; it is inextricably bound up with the meaning of the event.” 2. Categorization of high-context culture and low-context culture depending on the degree to which meaning comes from the settings or from the words being exchanged.
Human Nature Person-Nature Time
Individualism and Collectivism Uncertainty Avoidance Power distance
Ways of Acting Norms Social Practices
Low-context
Activity Relational Masculinity – Femininity
— Confucius
Chapter 7 Cultural Patterns
Learning Objectives
Chapter 7 Cultural Patterns
Chapter Outline
Cultural Patterns
Edward T Hall’s Context Culture Theory