跨文化交流期末作业
跨文化作业3,8,9
Case 1 Dinner with friends 杜文锋李勇张海付义乾何亚萍Janice is a young American engineer working for a manufacturing joint venture near Nanjing, she and her husband George, who is teaching English at a university, are learning Chinese and enjoying their new life. They have been eager to get to know Chinese people better so were pleased when Liu Lingling, Janice’s young coworker invited them to her home for dinner.When Janice and George arrived, lingling introduced them to her husband Y ang feng, asked them to sit down at a table containing 8 plates of various cold dishes, served them tea and then disappeared with her husband into the kitchen. After a few minutes lingling came back and added water to their tea. Janice offered to help in the kitchen but lingling said she didn’t need help. She invited the couple to look at their firsthand CD player and their color TV and then disappeared again.A half-hour later she came back and sat down and the three began to eat. Y ang feng came in from time to time to put dish after hot dish on the table. Most of the food was wonderful but neither George nor Janice could eat the fatty pork in pepper sauce or the sea cucumbers, and there was much more than they could eat. They kept wishing Y ang feng could sit down so they could talk to him. Finally he did sit down to eat a bit, but quickly turned on the tv to show them all its high tech features. Soon it was time to go home.George and Janice felt slightly depressed by this experience, but returned the invitation two weeks later. They decided to make a nice American meal and felt lucky to find olives, tomato juice, crackers and even some cheese I the hotel shops. They put these out as appetizers. For the main course they prepared spaghetti and a salad with dressing made from oil, vinegar, and some spices they found in the market.When liu lingling and yang feng arrived they were impressed by the apartment and asked the price of the tv, video palyer, vaccum cleaner and other things. Janice politely refused to answer their questions. They took small tastes of the appetizers and seemed surprised when both George and Janice sat down with them. They ate only a little spaghetti and did not finish the salad on their plates. George urged them to eat more but they refused and looked around expectantly. Janice and George talked about their families and jobs and asked the Chinese couple about theirs. After a while, George cleared the table and served coffee and pastries. Y ang feng and lingling each put four spoons of sugar into their coffee but did not drink much of it and ate only a bite or two of pastry.After they left, George said that at least they had a chance to talk, but Janice was upset. “we left their place so full that we couldn’t walk and they’re going to have to eat again when they got home. What went wrong?1.How are differences in objective culture, in this case food culture, contributing to thecommunication difficulties?2.How do Chinese understandings of the host-guest relationships influence how Liu and Y angentertained Janice and George?3.How are George and Janice relying on words to make friends with Liu and Yang?4.What advice can you give to both couples to help them further their friendship?Case 2 Finding an interested buyer 刘丽罗英伍能容汪瑶遥朱飞乔霞杨琼王燕飞George Hall was in Beijing attending a trade fair and looking for an opportunity to do business in China. He had been very successful in his business dealings in the US and prided himself on his ability “to get things moving”. His first day was going well. He looked around at the displays of sporting equipment to get some idea of whom he might approach. He was sure that his productive, tennis rickets with an unusual new design, would arouse some interest. On the second ascendancy he approached the company which he felt would be most responsive to his products. He introduced himself to the general manager, a Mr. Li. Since he had read that Chinese find getting down to business immediately too abrupt and rude, he began a casual conversation, eventually leading up to the topic of his products and suggesting how Mr. Li’s company might benefit from using them. George then suggested that he could arrange to get together with Mr. Li and provide more specifics and documentation on his products.Mr. Li responded in fairly good English, “That would be interesting”.Knowing that he had only a few days left in Beijing, George wanted to nail down a time. “When can we meet?” asked George.“Ah. This week is very busy,” replied Mr. Li“It sure is,” said George, “How about 10 o’clock? Meet you here.”“Tomorrow at 10 o’clock?” asked Mr. Li thoughtfully.“Right”, said George, “I’ll see you then?”“Hmm, yes; why don’t you come by tomorrow,” was the reply.“OK”, responded George, “It was nice meeting you.”The next day at 10 o’clock he approached Mr. Li’s company’s exhibit only to find that Mr. Li had some important business and was not able to meet with George. He called back later in the day and was told that Mr. Li was not available.1.What expectations does each of these men have about the formality of a firstbusiness contact?2.What should George have noticed about Mr. Li’s responses to his suggestion for ameeting? Use the concept of high and low context communication in your explanation.3.What advice would you give to each of the two men about how to avoid makingthe same mistakes the next time one of them is in a similar situation?Case 3 What is true friendship? 王秋芮廖彬琪杨馨李佳锐林玉梅李赛男Y ang ruifang worked as a secretary in an Australian company in Melbourne. She became friendly with one of the Australian secretaries, a woman named Cathy Lane. The two usually ate lunch together and Y ang often asked Cathy for advice on problems she faced adjusting to Australian society. Cathy gave her a lot of advice and helped her move from one apartment to another. Cathy went with Y ang to the Immigration Bureau several times to help sort out some problems. Y ang visited Cathy several times at home but did not invite Cathy to her apartment because she shared it with four other people. If they did not see each other over the weekend, they usually talked on the telephone. As Y ang was also preparing to take an English test, she was able to get a lot of help with English in this way.However, something seemed to be going wrong, Cathy seemed to be getting impatient, even a little cold. She started going out by herself at lunchtime instead of eating with Y ang, and seemed reluctant to answer questions. Y ang was puzzled. She couldn’t imagine what the problem was.1.What was Y ang doing that made Cathy decide that the relationship was not a truefriendship?2.Why did Y ang think the relationship was developing well？3.From this case what do you think Australians and other westerners expect fromtheir friends?4.Give advice to Cathy and Y ang to help them restore their friendship.Case 4 How do students learn? 黄希唐成黎张宇岑何琳杨红泽兰心梅婷婷Karen had been teaching high school English in the United States before she accepted a teaching job at a teacher’s college in china. She found her new environment and her new teaching assignment exciting. Both her students and her colleagues seemed a bit shy of her, but Karen was sure that in time they would all come to be friends.In the classroom, however, Karen was very frustrated. When she asked a question, the class was silent. Only if she called on a particular student would she get an answer, often a very good one. She could not understand why they wouldn’t volunteer when they obviously knew the answers. They were very quiet when she was speaking in front of the class, and never asked questions, let alone interrupt with an opinion, but as soon as the class ended, they would cluster around her desk to ask their questions one-by-one. They would also offer their suggestions about the lesson at this time. Karen often asked her students to work in small groups during class, especially when they were editing each other’s writing. They were slow to move into groups and when they did, they often simply formed a group with the people sitting next to them. Finally she devised her own system of forming groups to get them to interact with students sitting in another section of the classroom.Most frustrating of all, after she taught her class how to edit essays, she found that the students were likely to write vague and not very helpful remarks on their classmates’papers. They would say nice things about the essays and correct small grammatical errors, but seemed unwilling to criticize them in a way that would help another student revise the essay. They usually accepted her criticism of their writing with good spirits and promises to improve. In fact they frequently asked for more correction of their English from her than she wanted to give. She felt that one hundred percent grammatical correctness was not as important as learning how to correct what they had written on their own and with the help of others. After all, they would not always have a teacher to tell them what was good and not so good about their English writing.1.Explain why students are behaving in the way she experiences as a problem.2.What do you appreciate about the traditional Chinese way of learning and what doyou appreciate about the way learning some foreign teachers prefer?3.What do foreign teachers do in class that make Chinese students uncomfortable？Case 5 Sharing the wealth 王永刚钟露段冉希蒲培佩饶彩红廖真娇Anna had been working for a Chinese-owned and operated company in Nanjing for about six months. The division she was working in had a small collection of Chinese-English dictionaries, English language reference books, and some videos in English including a couple of training films and several feature films that Anna had brought at her new employer’s request when she came from Europe. Anna knew that some of the other sections had similar collections, she had sometimes used her friendship with one of the women in another department, Gu, to borrow English novels and reference books and in turn had le Gu borrow books from her section’s collection. On other occasions, she had seen friendly, noisy exchanges, where one of the other workers in her division had lent a book or video to a colleague from another section.Anna thought it was a great idea when a memo was circulated saying that the company’s leaders had decided to collect all the English language materials together into a single collection. The plan was to put them in a small room that was currently being used for storage so that all employees could have equal access to them. Now she would no longer have to go from department to department trying to find the materials she needed.Anna was surprised to hear her co-workers complaining about the new policy. When the young man in charge came to the department to collect their English language materials, she was astounded to see them hiding most of the books and all but one of the videos in their desks. When she checked out the new so-called collection, she found that the few items were all outdated or somehow damaged. She also noticed that none of the materials she had borrowed from Gu were in the collection. She asked her friend why the Chinese were unwilling to share their English language materials with all their co-workers, when they seemed willing to share them within their department.1.What explanation do you think Gu gave Anna?2.Discuss the advantages and disadvantages of the ways people in both individualistand collectivist cultures share resources.。
跨文化交际大作业
Intercultural Differences of Family and Education ValuesA friend told me a phenomenon that Americans like to find ways to play, for example, driving their own car, starting from Los Angeles, braving the scorching sun of California, driving four to five hundred kilometers to spend weekends, and Chinese in the United States are still busy working. They spend weekendshaving dinner or watching TVwith their family. Why is there a huge gap between Chinese and Americans in the pursuit of enjoyment of life?This is mainly due to the traditional cultural practices of the two countries.So what is culture? A definition from D.Brown is that“A culture is a collection of beliefs, habits, living patterns, and behaviors which are held more or less in common by people who occupy particular geographic areas.” As a result, there are many huge differences between those two counties.Someone said:”Chinese are living for others, and Americans are living for themselves.”Chinese peoplework hard for their status and reputation, then desperately to make money. However, earning money is not in order to enjoy life, but for future generations: son, daughter, or even grandchildren.Such as the first emperor of Qin Dynasty, Qin Shi Huang, He wanted his sons to rule on from generation to generation. So he named his son Emperor Junior. The Chinese people love to accumulate up to prepare for the next generation to do something in the future or pension. Although lots of Chinese people having got IDs in the United Statesno longer need to worry about their social welfare and health insurance, but they are still too tired, they have been hoping that their bank deposits in each of the new growth, this year there are tens of thousands, next year I hope to earn hundreds of thousands, then hope for millions of the year after.In sharp contrast to their stingy, Chinese spend very generous in their children. Because they thinkthey have experienced too much suffering, so their children are supposed to live better. The children have much pocket money and enjoy the best resources. And they also pay more attention to their sons, because the traditional Chinese think their sons will feed them when they are old due to the imperfect national welfare system.Americans believe in living for themselves. Therefore, the power of Americans to make money is to enjoy life, the pursuit of a higher quality of life. The parents have their own pensions and social welfare, and children over 18 years of age begin to live independently. There is no difference between the poor and the rich in eating or shopping, and the most expensive spending areundoubtedly the acquisition of residential and tourism. Instead of giving their children money, American parents teach them to learn financial management, or to make money by themselves. American families’focus is on fostering the childrento have the ability to adapt to the environment. Based on this concept, they attach to the children's exercise. They generally believe that the children's growth must rely on their own strength. So parents prefer training exercisetheir self-awareness and ability to live independently. The so-called exercise reflects in many respects,the exercise of labor and will. But the most fundamental is to adapt to the exercise of a variety of difficult environments and the ability to work. Through physical training, the kids develop the habits of independent consciousness. And their will also develop their own capacity strengths, wisdom, patience, independent viability and social responsibility.There are also some differences in family value. We Chinese all know that there are some important festivals through a year, such as Mid-autumn Festival and Spring Festival. When the festival comes, we need to come back home to have a sumptuous dinner with all the family members. This movement shows that Chinese are collectivism which is completely different with Americans. This point of view is much broader than Westerners’ which definition is limited to parents and children, and the following definitions are talking about the "family" may be used. First, the core of three generations of Chinese-style familyincludes three generations: grandparents, parents and children. This is the most commonly basic family unit.And the traditional Chinese family also includes generations of ancestors, although they have long been buried. Many people who have the same surname are recorded in the genealogies and often have their own family rules and family motto, and descendants for generations have to comply with. Some Chinese people have a strong sense of pride and proud of their long family history, and even some family can be traced back thousands of years ago.The special feelings of the family and respect for ancestorsof Chinese people make them feel cordial for those who are from the same city or region.Chinese people's "family" also extends to the concept of "nation", and "nation" of the Chinese character includes Chinese character "home". The Chinese people they belong to the "country" as the "home". As a result Chinese people have strong concept of nation, so old man would like to go back to hometown no matter where he is.However, the traditional American family is a "nuclear family." A nuclear family refers to a couple and their children. The average American family today has two or three childrenand maybe a few pets. In some cultures, people live close to their extended family. Several generations may even live together. But in America, only in a few cases does more than one household live under one roof.Many homes are run like a democracy. Each family member can have a say. A sense of equality often exists in American homes. Instead of fearing Mom and Dad, children may think of them as good friends. From an early age, children gain responsibility in handling money. They may receive a weekly allowance or even work part-time jobs. Often parents give children freedom to make their own decisions. Preschoolers choose what clothes to wear or which toys to buy. Young adults generally make their own choices about what career to pursue and whom to marry.After children being adult, they will leave their parents and even won’t come back for many years.Although we can find many differences between Chinese and American, we do not need to be afraid of communicating with them. If we can realize the differences and we can avoid being embarrassing and misunderstanding. That is why we learn Intercultural Communication.。
跨文化交际期末作业
Custom differences between China and Arab countriesThe Arab countries generally refer to countries consisting mainly of the Arab nation .They have their own common language--The Arabic, and they have their own common culture and customs. The majority of them believe in the Islam. I major in the Arabic so I’m interested in the custom differences between my country and the Arab countries.●The custom differences in clothes.Dressing a gown and cloak and wearing a head kerchief with an Arab head hoop, this is a usual Arabic man’s appearance. A woman always dresses in long gowns which can cover her whole body, and the silk scarf hides her face. Dressing in these styles owing to the high temperature in the hot summer .Comparing to the Chinese people, we use more colorful clothes to dress up ourselves. We always wear jeans、jackets 、T-shirts in daily life. When we attend to some formal parties or meetings, men will wear suits and women will wear suits of skirts. No matter the Arabian’s clothes or the Chinese’s will get more and newer changes in line with the development of society.●The custom differences in food.Different nations have different ways to eat. In tradition, the eastern people use chopsticks to eat, and the western people use forks and knife to eat. However, the Arabian people use their hands to eat. They usually sit in land then have their meals, just picking up a piece of bread or some rice, even dishes with soup; they can also have a good meal with hands. Furthermore, they like sweet food and sweet beverages very much, such as coffee、desserts、handmade cookies andblack tea. China has a great system of Chinese dishes concluding nearly 8 styles. What’s more, the Chinese people are used to eating with chopsticks, which is difficult for many foreigners. China is well known for some food ,such like Jiaozi、moon cakes and Baozi etc.●The custom differences in etiquette.According to the Arabian’s living habits, their right hands are always clear. In their views, the left hand is full of dirtiness. So you have to pay attention to this when you give something to them. And don’t present them alcoholic drinks as gifts, for drinking alcohol is obviously breaking the Islam laws. In contrast, Chinese people send something to others with two hands in order to express respect and politeness. When at table, Chinese men always strengthen relationships by drinking alcohol together.●The custom differences in religion.The Islam is the first and biggest religion in the Arab countries. For one hand, the majority of the Arabian profess the Islam. For another hand, the Islam plays an important part as a governor there until today. Arabian people follow its tradition and laws spiritually and materially, and their children have to recite the Koran when they are 3 years old. While In China, people have freedom to choose their religion. There are nearly 21,000,000 Chinese Muslims, as well as many Buddhists and Christians in China.Nowadays, China has more connections and closer relationship with theArab countries, so it is necessary for us to know how to get along withthem .Meantime, I’m convinced of a better future between China and the Arab countries。
跨文化传播作业
跨文化传播“文化是相同的，文化又是不同的”一、文化的差异性对于文化来说，这是一个庞大的概念，我们每个人都在创造着文化、改变着文化。
不论是小至两个人之间的个体文化，还是大至两个国家之间的文化都是有明显差异的，这就充分的体现出了文化的差异性。
文化的形成受到了各种方面的影响，大至历史、地形、气候、政治等，小至日常习惯、风土人情、个人价值观等，其中只要有一方面存在差异，这一点点的差异就会在日后文化的形成中有巨大的体现。
有很多人都认为文化的形成与历史有关，历史的渐变促进了文化的形成，但我认为即使在同一历史条件下，不同地区的文化都是不同的，进一步说，每一个个体所形成的个体文化都是不同的，就像“世界上没有两片相同的叶子”一样。
文化是由人创造、改进而成的，但是每个人都是单独的个体，个体存在不同的思维、价值观，所以只要是由人所创造的文化，自然存在着不同。
二、文化存在相同性说到文化就不得不提到人，因为是人创造了文化，人的一切发展变化是文化。
每个人都是不同的个体，所以产生的个体文化就会不同，但是，个体所产生的个体文化，长期的表现在一个更大的社会团体中，在这个社会团体中，不同的个体文化相互学习、相互影响，虽然还会保持一定的差异性，但从大体而言，在这个更大的社会团体中，各个个体文化趋于相似，有些更是相互感染完全同化，所以说，文化也是有相同性的。
举个例子：每个人有各自的个体文化，我们融入到所处地区中，我们就会与地区中不同的个体文化相互影响，但当我们离开家乡来到学校，接触了不同地区的人，就会发现家乡文化与其他地区文化的差异性，但同乡之间的文化存在着想多相同之处。
“文化既是相同的，文化也是不同的”这句话虽然从修辞学来讲是有语病的，但是两个“文化”代表着不同的含义，所以从不同的角度去理解“文化”，就能得出文化既有差异性也存在着相同性。
跨文化交际作业一
跨文化交际作业一．Race和ethnicaccording to the dictionary：race：each of the major divisions of humankind, having distinct physical characteristicsethnic：Individuals who consider themselves, or are considered by others, to share common characteristics that differentiate them from the other collectivities in a society, and from which they develop their distinctive cultural behavior, form an ethnic group.简言之，Race应该翻译成种族，它是以“外表”来区别，正如我们常说的黄种人，白种人，黑种人。
种族歧视主义的英文就为Racist而Ethnicity应该定义成族群，它是以后天的”文化认同“来区别，由于共同的信仰，语言，文化习俗和历史背景而产生的归属感，是一种主观的自我认定而形成的。
所以少数民族是minority ethnic group，种族歧视我们说是racial discrimination二．Cross-cultural / inter-culture/ intra-cultural communication1.intercultural，不同文化间的。
（文化间，跨文化）强调的是对等和相互，而这往往暗示各文化间的价值平等和共性，比如intercultural communication/ understanding / appreciation / exchange；intercultural communication文化交际，强调不同，突出对比2.Cross-cultural，（跨文化）似乎更多的承认不同文化的异质，继而需要以某种特别的方式、技巧和能力来打破这种隔阂，达成目的，比如the cross-cultural techniques that enable cross-cultural evangelism / cross-cultural interaction 等等。
23秋国家开放大学跨文化交际与汉语教学期末大作业参考答案
国家开放大学《跨文化交际与汉语教学》期末大作业参考答案一、案例分析（25分/题，共50分）案例一李老师是一名汉语志愿者教师，在美国大学教口语课。
期末考试的形式为一对一的口语考试，考试的时候，她面对学生，认真倾听学生的口试，记录出现的语音语法错误，尽最大可能做到客观评分。
然而，分数发布以后，一名美国学生对分数提出申诉，理由是：“我在进行口试的时候，老师一直对我微笑，并且频频点头，我以为她对我的口试非常满意，可是为什么给了我这么低的分数！”李老师很迷惑：考试时对学生微笑，是为了缓解学生的紧张情绪；点头是为了鼓励学生继续往下说。
请问，如何理解学生对李老师的误解？如果你是李老师，这件事对你的教学有何启示？请你从非言语交际行为的文化差异、国际汉语教学环境中师生文化冲突两个方面对案例进行分析。
参考答案：这个案例涉及到了非言语交际行为的文化差异以及国际汉语教学环境中的师生文化冲突。
让我们从这两个方面来分析学生对李老师的误解以及可能的启示：（1）非言语交际行为的文化差异：微笑：在一些文化中，微笑通常被视为友好和支持的体现，可能会用于鼓励、安慰或者表示满意。
然而，在其他文化中，微笑的含义可能不同，有时甚至被视为不尊重或不严肃。
在美国文化中，通常会鼓励积极表达情感，因此，学生可能将老师的微笑解读为对自己口试表现的积极反馈。
点头：同样，点头在不同文化中也具有不同的含义。
在一些文化中，点头可以表示同意或者支持，而在其他文化中，可能被视为礼貌的回应而不一定表示同意。
在美国文化中，点头通常被视为肯定的反馈，因此学生可能误解老师点头为对他们表现的认可。
（2）国际汉语教学环境中的师生文化冲突：期望和反馈差异：在不同国家和文化中，教育体系和教育风格可能有很大的差异。
学生可能希望更直接的反馈和评价，而老师可能采用更为委婉的方式，以免伤害学生的自尊心。
这种期望和反馈的差异可能导致学生误解老师的意图。
文化教育：对于国际汉语教学来说，了解学生的文化背景以及他们对于教学方式和反馈的期望至关重要。
跨文化交际课堂作业题及答案(1)
Part I. Directions: There are 30 questi ons in this sect ion. For each questi on there are four choices marked A, B, C and D. Choose the RIGHT ONE that can best complete the question.1. According to Marxist philosophy, globalization is what people in the third world have already experieneed forseveral cen turies. It is called _______ .A. moder ni zati onB. coloni zati onC. in dustrializati onD. intern alizati on2. _______ t akes place when individuals become an integral part of the new culture while maintaining theircultural in tegrity.A. Culture shockB. I ntegrati onC. Cultural ide ntityD. Acculturati on3. _______ r efers to any thi ng that distorts the message the source en codes.A. NoiseB. MessageC. SourceD. Con text4. _______ i s typically used to refer to the study of a particular idea or con cept with in many cultures. The goal ofsuch in vestigati ons is to con duct a series of in tercultural an alyses in order to compare on culture to ano ther on the attributes of in terest.A. In tereth nic com mun icatio nB. In terracial com muni cati onC. Cross-cultural com mun icatio nD. I ntercultural com muni cati on5. ________ r efers to belief in and reverence for a super natural power or powers regarded as creator and gover norof the uni verse.A. BeliefB. Religio nC. IdealD. Value6. _____ refers to attach ing meaning to sense data and is synonym ous with decodi ng.A. Percepti onB. I nterpretatio nC. Sen sati onD. Selectio n7. _____ is any policy, practice, belief or attitude that attributes characteristics or status to individuals based ontheir race.8. ____ style uses moderate amount of talk with low uncertainty culture.A. ElaborateB. Exact ingC. Succ inct 9. Direct pla n is favored by __ cultures with deductive patter ns.A. results-orie ntedB. relati on ship-orie ntedC. missi on-orie nted 10. ___ is the study of how people perceive and use time.A. Chron emicsB. ProxemicsC. Ki nesicsD. Oculesics11. ___ is the traditional way of greeting in Northeast Asian countries like Korea and Japan.A. BowingB. Firm han dshakeC. Embrac ingD. Han dshake with slight pressure12. ________ stresses that it is importa nt that others ' behavior is no Ion ger evaluated as good or bad, as through the filtering cultural lenses, but that people have different approaches to different people.A. Ethnocen trismB. Ethno logyC. Ethno relativityD. Ethn opsychology13. ________ refers to the specific behaviors through which individuals capacity to express cognitive andaffective experie nces outwardly is show n.A. The cog nitive compete neeB. The motive compete neeC. The behavioral compete neeD. The affective compete nee14. ___ style focuses on the speaker and role relati on ships. People with such com muni cati on style stress highpower dista nee. This style is popular in collectivist and high-c on text culture.A. Con textualB. Pers onalC. Succ inctD. Elaborate15. Which of the followi ng stateme nts about macro-culture is true ___A. It emphasizes the com mon ality of huma n n eeds.B. It implies losi ng eth nic differe nces and formi ng one large society.C. It can be defi ned as cultures with in cultures.D. It is a new culture.16. Which of the followi ng stateme nts about i ntercultural com mun icatio n is not true _A. It is com muni catio n betwee n people of differe nt cultures.B. We n eed un dersta nding and accepta nee in in tercultural com muni cati on.C. During the process of in tercultural com muni cati on, one should turn one ' s back on one ' s owD. We should develop tolera nee and accepta nee in in tercultural com mun icati on.17. ___ , although also part of the dominant culture, are groups with which the dominant culture does not agreewith and with which it has com munication problems.A. World culturesB. SubgroupsC. MicroculturesD. Co-cultures18. ___ is the socializati on process you go through to adapt to your society.A. Deculturati onB. Acculturati on19. _____ refers to the traumatic experie nee that an in dividual may encoun ter whe n en teri ng a differe nt culture.A. SexismB. CollectivismC. RacismD. I ndividualismavoida nee, and is com mon in low-c on textD. Con textualD. process-orie ntedC. Assimilatio nD. En culturati onA. Dissimilatio nB. Assimilatio nC. In tegrati onD. Culture shock20. ____ refers to that porti on of the receiver resp onse of which the source has kno wledge and to which the sourceatte nds and assig ns meaning.A. ReceiverB. Decod ingC. En codi ngD. Feedback21. ____ refers to com mun icatio n betwee n people whose cultural percepti ons and symbol systems are disti neteno ugh to alter the com muni cati on event.A. I ntereth nic Communi cati onC. I ntracultural com muni cati on22. deals with a society Truth. B. In terracial Communi catio nD. Intercultural communication's toleranee for uncertainty and ambiguity; it ultimately refers to manA. Cultural valuesB. Power dista neeC. Cultural dime nsionD. Un certa inty avoida nee23. The ____ dimension measures a culture dominant values ranging from aggressivemasculine traits to nurturingfemi nine traits.A. cultural valuesB. power dista neeC. masculi ni ty-femi ninityD. un certa inty avoida nee24. Cultures in which less has to be said or writte n because more of the mea ning is in the physical environment oralready shared by people are ____ .A. direct con textB. i ndirect con textC. low con textD. high con text25. ____ is assu ming that a pers on has certa in qualities (good or bad) just because the pers on is a member of aspecific group.A. RacismB. PrejudiceC. SexismD. Stereotyp ing26. __ refers to some words or acti ons that are avoided by a particular group of people, or in certa in culture for religiousor social reas ons.A. EuphemismB. TabooC. ArgotD. Dialect27. While the highest goal of com muni catio n in the Easter n Cultures is to achieve ________ , the highest goal ofcom muni cati on in the West is to achieve the practical cooperati on from others.A. proprietyB. further relati on shipC. practical purposeD. defi nite result28. ____ is the term used for communicating through various types of body movements including facialexpressions, gestures, posture and stanee, and other mannerisms that may accompany or replace oral massages.A. ChromaticsB. OlfacticsC. HapticsD. Ki nesics29. ____ in some cultures is an art and is con sidered an in tegral part of buildi ng in tercultural professi onal and socialrelati on ship.A. Embraci ngB. Tippi ngC. Gift givi ngD. Etiquette30. The ________ aspects of in tercultural com muni cati on compete nee are the men tal capacities of comprehe nsion andability to un dersta nd the meanings of various verbal and non verbal codes.A. cog nitiveB. motiveC. behavioralD. affectivePart II. True or False.Directions: There are 10 statements in this section. Write T for TRUE, Ffor FALSE1. Values refer to rules for appropriate behaviors, which provide the expectations people have of one anther and of others.2. The similarity of the original culture to the new host culture is one of the most important factors in successful acculturati on.3. The symbols huma n beings use are objective.4. Four values fun dame ntal to wester n ethics are aut onomy, resp on sibility, care, justice.5. Different from the belief subjugation to nature,western people believe they are the masters of the nature..6. The Un ited States can clearly be see n as collectivism.7. Although stereotypes are con sidered as being n egative judgme nts, they can also be positive.8. In the Russian states, thebear hug" may follow a strong, firm handshake between good male friends.9. All words can find the coun terparts in ano ther Ian guage.10. People in the United States like the bo'natural smell so they seldom wear fragranee.Part III. Terms Interpretation1. In tercultural com muni cati on2. Culture3. Communi cati on4. Un certa inty avoida nee5. High con text6. Stereotype7. Taboo8. Non verbal com mun icati on参考答案Part I. Multiple Choice1-5 BBACB 6-10 BCBAA 11-15 ACCAB16-20 ACABC 21-25 AADAA 26-30 ABCDAPart II. True or False.1-5: FTFTT 6-10: .FTTFFPart III. Terms1. I ntercultural com muni cati on refers to com mun icati on betwee n people whose cultural percepti ons and symbolsystems are dist inct eno ugh to alter the com muni cati on event2. Culture is a lear ned set of shared in terpretati ons about beliefs, values, and no rms, which affect the behavior ofa relatively large group of people.is the percepti on of verbal (worded) and non verbal (without words) behaviors and the assig nment of meaning to them avoidance measures how much ambiguity people will endure and how much risk they like to takeOr It deals with a society 'tolerancefor uncertainty and ambiguity; it ultimately refers to man 'search for truth in which less has to be said or written because more of the meaning is in the physical environment or already shared by people are high con textis more broadly used to refer to n egative or positive judgme nts made about in dividuals based on any observable or believed group membershiprefers to some words or acti ons that are avoided by a particular group of people, or in certa in culture for religious or social reas onscom mun icatio n refers to inten ti onal use of non spoke n symbol to com muni cate a specific message。
国开作业跨文化沟通-形成性考核一08参考（含答案）
题目：管理语言的改变可以用来缩小管理者与被管理者之间地位的差别。
选项A：对选项B：错答案：对题目：1980年，郝夫斯特在《文化的后果》一书中提出了( )四个文化维度。
选项A：三选项B：五选项C：一选项D：四答案：四题目：( )是交流最重要的前提。
选项A：达成协议选项B：互通见解选项C：交流信息选项D：明确的目标答案：明确的目标题目：美国人在交谈时喜欢不停地拍碰对方,表示亲热和友好，尤其是熟人或友人。
选项A：对选项B：错答案：错题目：对各国的商务谈判习俗叙述不正确的是（）。
选项A：日本人通常很少能在谈判中做出让步选项B：德国人只对他们的朋友和家人才微笑，他们认为对陌生人微笑是一种愚蠢的怪僻选项C：在韩国建立良好的关系对生意的成功不是必要的选项D：在虔诚的穆斯林国家，饮酒是绝对禁止的答案：在韩国建立良好的关系对生意的成功不是必要的题目：下列不属于口头语言交流的跨文化的是（）。
选项A：语音和语调选项B：高语境和低语境选项C：插嘴和沉默选项D：直接和婉转答案：语音和语调题目：通过自己的各种文化经历，把本地文化的特点同其他文化进行融合是指：( )。
选项A：跨文化交流选项B：文化适应选项C：文化敏感性选项D：实用的跨文化能力答案：文化敏感性题目：能够有效地在全球环境下运营并尊重不同的文化差异是指：( )。
选项A：文化敏感性选项B：跨文化交流选项C：文化协同选项D：全球领导力答案：全球领导力题目：商务谈判三步曲”，即谈判的步骤不包括（）。
跨文化交际课后作业
Judy and Carman are talking with each other, while their children are playing together. Through the conversation between Judy and Carman, there are some problems. Judy has invited Carman for a date for twice but actually she never said an exact time so they didn’t get together. Is Judy dissatisfied with Carman? Absolutely not, so why?According the seven C’s Principles of Communication, effective communication has features of completeness, conciseness, consideration, concreteness, courtesy, clearness and correctness. However, Judy’s invitation didn’t satisfy the principles of completeness, concreteness and clearness. Judy’s invitation is noneffective. And there are four reasons for why she said that：Firstly, she wants to be polite to Carman. They are talking friendly and this sentences express Judy being respectful of Carman. Secondly, she wants to make the conversation closer. In the beginning, they all sharing their own things about their children and family, Judy’s invitation makes association between them, which could help them a closer relation. Thirdly, that makes it easy to start a conversation when they meet again. There is always topic for them to talk with each other the next time they meet. Finally, maybe she wants to end this conversation.I n conclusion, Judy’s noneffective invitation means that she doesn’t want to invite Carman, and that’s just a formula. Carman should know this formula when Judy invites her without exact and detailed information.。
国开作业跨文化沟通-形成性考核二14参考（含答案）
题目：向沙特阿拉伯出口冻鸡（）。
选项A：不能有血迹选项B：只许男人屠宰选项C：女人可以屠宰选项D：不能用机械宰杀答案：女人可以屠宰题目：时间观念很强的国家是（）。
选项A：韩国选项B：阿拉伯国家选项C：印尼选项D：巴西答案：韩国题目：企业的竞争优势完全为价格所主导的经营阶段是（）。
选项A：跨国经营选项B：全球经营选项C：跨地区经营选项D：本地区经营答案：跨国经营题目：美国虽然是世界上最富有的国家，也面临着很多挑战，例如（）。
选项A：以上都是选项B：作为世界领袖的角色受到挑战选项C：社会存在着不稳定性，特别是暴力、种族歧视的增加，以及下层阶级的不断增长选项D：由于科技的发展，美国正向后工业社会转型，其速度比任何一个发达国家都快。
人们的价值和生活方式需要重新定位答案：以上都是题目：如果你想送领带或围巾给一个拉丁美洲人，最好不要送（）。
选项A：紫色的选项B：绿色的选项C：黑色的选项D：红色的答案：紫色的题目：非口头语言交流是指不通过语言在交流中传达信息的过程，这些非口头语言不包括（）。
选项A：高语境和低语境选项B：语音语调选项C：身体接触选项D：眼神交流、面部表情答案：高语境和低语境题目：下列不属于数据文化的国家是( )。
选项A：德国选项B：瑞士选项C：意大利选项D：美国答案：意大利题目：在对话时,人与人之间保持多少距离,不同文化之间也有很大差别，下列按空间距离排序正确的是（）。
选项A：日本人，拉美人和阿拉伯人, 欧美人。
跨文化作业
1.It may cost over a week to go through all the red tape to get thepermission. （繁文缛节）2.No wonder he got promoted this time—he is the president’s blue-eyedboy!（红人）3.She was tickled pink when she learned that she was the only personwho was offered such a chance.（很高兴）4.I tried to call her many times but she was in a brown study and didn’thear me.（深思，冥想）5.I’m afraid we should go on chatting like that. The department headcould arrive out of blue.（突如其来）6.The new office block has unfortunately become an expensive whiteelephant.（无用的累赘物）7.Mary was always regarded as the black sheep of the family.（败家子，害群子马）8.Look at the lovely garden! I bet your father has green fingers.（搞园艺的才能）9.My wife will wear no yellow nose.（无礼的人，泼妇）10.C an you see the green in her eyes?（嫉妒）11.I got some black looks from the shopkeeper when I cancelled myorder.（白眼）12.W hat’s the matter with her? She’s in holiday blue. （假期忧郁症）。
跨文化交流考试题
Examination1.what is intercultural communication?what have you learned from this class?Intercultural communication is a form of communication that aims to share information across different cultures and social groups. It is used to describe the wide range of communication processes and problems that naturally appear within an organization or social context made up of individuals from different religious, social, ethnic, and educational backgrounds. Intercultural communication is sometimes used synonymously with cross-cultural communication. In this sense it seeks to understand how people from different countries and cultures act, communicate and perceive the world around them. Many people in intercultural business communicationargue that culture determines how individuals encode messages, what medium they choose for transmitting them, and the way messages are interpreted.[1] The European researcher Daniele Trevisani pointed out the semantic distinction between Intercultural and Cross-Cultural Communication should be clearly specified: Intercultural Communication properly refers to the study of the "interaction" between people from different cultures, while Cross-Cultural Communication specifically refers to the comparisonof how people from different cultures communicate. In other words,Cross-Cultural Communication is a "static differential image" depicting differences in communication patterns across different cultures, while Intercultural Communication studies "dynamic interactional patterns", what happens when people from at least two different cultures meet and interact, and what "frames" are generated from this interaction, e.g. understanding vs. misunderstanding, agreement vs. disagreement, cultural adaptationvs. cultural isolation, emerging of "third cultures", conflict vs. cooperation, intercultural team cohesiveness vs. team misunderstandings, intercultural projects success vs. projects failure, emotional improvement vs. emotional deterioration, and any other relational outcome (Trevisani, 2005).[2] In a broader sense, Intercultural communication encompasses cross-cultural communication, international communication, development communication, and intercultural communication's narrower referent, intercultural communication proper.[3] With regard to intercultural communication proper, it studies situations where people from different cultural backgrounds interact. Aside from language, intercultural communication focuses on social attributes, thought patterns, and the cultures of different groups of people. It also involves understanding the different cultures, languages and customs of people from other countries. Intercultural communicationplays a role in social sciences such as anthropology, cultural studies, linguistics, psychology and communication studies. Intercultural communication is also referred to as the base for international businesses. There are several cross-cultural service providers around who can assist with the development of intercultural communication skills. Research is a major part of the development of intercultural communication skills.[4][5]2.Explain the difference between verbal communication and non-verbal communication in details.--Verbal communicationconsist of messages being sent and received continuously with the speaker and the listener, it is focused on the way messages are portrayed. Verbal communication is based on language and use of expression, the tone in which the sender of the message relays the communication can determine how the message is received and inwhat context.Factors that effect verbal communication:• Tone of voice• Use of descriptive words• Emphasis on certain phrases• Volume of voiceThe way a message is received is dependent on these factors as they give a greater interpretation for the receiver as to what is meant by the message is. By emphasizing a certain phrase with the tone of voice, this indicates that it is important and she be focused more on.Along with these attributes verbal communication is also accompanied with non-verbal cues. These cues make the message clearer and give the listener an indication of what way the information should be received.[23]Example of non-verbal cues• Facial expressions• Hand gestures• Use of objects• Body movementIn terms of intercultural communication there are language barriers which are effected by verbal forms of communication. In this instance there is opportunity for miscommunication between two or more parties.[24] Other barriers that contribute to miscommunication would be the type of words chosen in conversation. do to different cultures there are different meaning in vocabulary chosen, this allows for a message between the sender and receiver to be misconstrued.[25]6.Explain the pros and cons of nonverbal communication.Nonverbal Communication[edit]Nonverbal communication is behavior that communicateswithout words—though it often may accompanied by words.Nonverbal behavior can include things such as• facial expressions and gestures• clothing• movement• posture• eye contact.[26]When these actions are paired with verbal communication amessage is created and sent out. A form of nonverbal communicationis kinesic behaviour. Kinesic behaviour is communication through body movement—e.g., posture, gestures, facial expressions and eye contact. The meaning of such behaviour varies across countries and affects intercultural communication. A form of kinesic nonverbalcommunication is eye contact and the use of the eyes to convey messages. Overall, nonverbal communication gives clues to what isbeing said verbally by physical portrayals.Nonverbal communication techniques used around the worldand in multiple cultures.Nonverbal communication and kinesic is not the only way to communicate without words. Proxemics, a form of nonverbal communication, deals with the influence of proximity and space on communication. Another form of nonverbal behaviour andcommunication dealing with intercultural communication is paralanguage. Paralanguage refers to how something is said, rather than the content of what is said—e.g., rate of speech, tone and inflection of voice, other noises, laughing, yawning, and silence. Paralanguage will be later touched on in the verbal section of intercultural communication.Nonverbal communication has been shown to account for between 65% and 93% of interpreted communication.[27] Minor variations in body language, speech rhythms, and punctuality often cause mistrust and misperception of the situation among cross-cultural parties. This is where nonverbal communication can cause problems withintercultural communication. Misunderstandings with nonverbal communication can lead to miscommunication and insults withcultural differences. For example, a handshake in one culture may be recognized as appropriate, whereas another culture may recognize itas rude or inappropriate.[27]Nonverbal communication can be used without the use of verbal communication. This can be used as a coding system for people who donot use verbal behaviour to communicate in different cultures, where speaking is not allowed.[28] An facial expression can give cues to another person and send a message, without using verbal communication.Something that usually goes unnoticed in cultures and communication is that clothing and the way people dress is used as aform of nonverbal communication. What a person wears can tell a lotabout them. For example, whether someone is poor or rich, young orold or if they have specific cultures and beliefs can all be said through clothing and style. This is a form of nonverbal communication.Overall, nonverbal communication is a very important concept in intercultural communication.3.Based on the Kluekhohn’s model ,explain American CultureValue in detail.1) = Human nature orientation 人性取向Westerners believe that human nature is basically evil due to their original sin.However, the evil nature can be saved through salvation,if one believes in Jesus and continues doing good things.2) = Man-nature orientation 人天取向Americans have historically believed that nature was somethingthat could and had to be mastered.Early West European immigrantsto North America encountered a vast, unforgiving wilderness that they set about to “tame”,and modern astronaut are working to “conquer” the space.时间取向3) = Time orientationFuture-orientated cultures emphasize what is to come and expectthe future to be grander and nicer than the present . The word “old”is associated with “falling behind” and “uselessness”, while the word “new” is related to progress,change and challenge.future orientation prevails in the western culture. Western people tend to believe that future should be grander and nicer than the present.In the future-oriented cultural context, it is easy for new products or new services to trigger consumers desire to buy. That iswhy the English advertisements tend to stress repeatedly that the advertised products are new。
跨文化沟通期末考试题及答案
跨文化沟通期末考试题及答案一、选择题（每题2分，共20分）1. 跨文化沟通中，以下哪项不是文化差异的表现？A. 语言差异B. 饮食习惯C. 宗教信仰D. 个人兴趣答案：D2. 在跨文化沟通中，以下哪个行为可能被视为不礼貌？A. 握手B. 鞠躬C. 直视对方D. 赠送礼物答案：C3. 跨文化沟通中，以下哪个概念强调了文化对个体行为的影响？A. 个人主义B. 集体主义C. 权力距离D. 所有以上选项答案：D4. 根据霍夫斯泰德的文化维度理论，以下哪个维度不是其分类之一？A. 个人主义与集体主义B. 男性化与女性化C. 长幼有序D. 权力距离答案：C5. 在跨文化沟通中，以下哪个策略不是有效的沟通策略？A. 保持开放心态B. 避免使用肢体语言C. 尊重文化差异D. 积极倾听答案：B二、填空题（每空1分，共10分）6. 在跨文化沟通中，_________是指在不同文化背景下，人们对于同一事件或行为的不同理解和解释。
答案：文化相对主义7. 跨文化沟通的障碍之一是_________，即对其他文化持有偏见或刻板印象。
答案：文化偏见8. 跨文化沟通中，_________是指在不同文化间进行有效交流的能力。
答案：跨文化能力9. 跨文化沟通中，_________是指在不同文化背景下，人们对于时间的理解和使用方式。
答案：时间观念10. 跨文化沟通中，_________是指在不同文化背景下，人们对于空间的理解和使用方式。
答案：空间观念三、简答题（每题10分，共20分）11. 简述跨文化沟通中的语言障碍及其克服方法。
答案：语言障碍包括语言差异、非言语沟通差异等。
克服方法包括学习对方的语言、使用简单明了的表达、利用肢体语言辅助沟通、寻求翻译帮助等。
12. 描述跨文化沟通中的文化适应过程。
答案：文化适应过程通常包括四个阶段：蜜月期、文化休克期、调整期和融入期。
在蜜月期，人们对于新文化充满好奇和兴奋；文化休克期则可能感到困惑和挫败；调整期是逐渐适应新文化的过程；最后，在融入期，人们能够自如地在新文化中生活和工作。
跨文化作业2
Chapter 2 Communication & Intercultural CommunicationPart I questionsCase 81.Would the Canadian physiotherapist’s words irritate you if you were the Chinese doctor?What do you think the Canadian physiotherapist really means when he says “She has three hands”?Yes. The Canadian physiotherapist doesn’t mean the Chinese doctor is a thief. He just makes a joke with the patient. He admires the Chinese doctor’s skill. He thinks the Chinese doctor is very capable.Text A Communication2.What are the differences between the Western cultures and Asian cultures on thedefinition and goals of communication?In western cultures, communication is studied as the means of transmitting ideas. Western Cultures emphasize the instrumental function of communication. Asian countries stress harmony, which is most notable in cultures with a Confucian tradition. In addition to sending and receiving messages.Text B3.What symbols do we usually use to represent a unit of meaning?For example, many people in the United States, raising an arm with the hand extended and moving the hand and arm up and down symbolize saying good bye. Flags can symbolize a country, and most of the world’s religious have symbols that are associated with their belief.4.In what sense is communication self-reflective? Use your personal experience asexamples.Human beings have a unique ability to think about themselves, to watch how they define the world, and to reflect on their past, present, and future. E.g. I’m creative and like making fantasies.I think I can be a artist in the future.Text C1.How does culture affect its communication style?Each culture encourages a particulate communication style expected within it, which implies not only using correct symbols, but also applying the appropriate communication style for the occasion. A specific expects an “ideal” communication style.Case 111.What do you think of the communicating style of the Americans?I think they are direct, immediate, sincere, and self-confident.Text D1.How many forms of intercultural communication are there and what are they?There are four. They are international, interracial, interethnic, and intercultural communication.2.What are the features of international communication?They are dynamic, systematic, symbolic, irreversible, transactional, self-reflective, and contextual. It takes place between nations and governments rather than individuals. It is quite formal and ritualized.3.What does "race” mean? How do physical differences influence communication?It means the people who have some common genetic characteristics in physical forms. The influence is often in the form of strong prejudices and leads to stereotyping and discrimination.4.What does “ethnic groups” mean?Ethnic groups share a common origin or heritage that is apt to influence family names, language, religion, values and the like.5.What is intracultural communication? Do you think intracultural communication is atype of intercultural communication and why?It is defined as communication between and among members of the same culture.I think it is a part of intercultural communication. Intercultural communication refers to the communication between people from two different cultures, though people are of the same race, political persuasion, and religion, even having the same beliefs, values. Due to the distance, cultural differences may exist within a culture.。
跨文化交际采访报告
种藐视。
最为注意的是与尼日利亚人交谈的时候，不要盯视对方，他们忌讳对方盯视自己，因为这是不尊重人的举止。
而中国人认为聊天时看着对方的眼睛是一种尊重。
3.对客人问长问短，可能会侵犯客人的隐私，或者有些问题是客人不愿回答的，这时客人可能会表现出不耐烦，尼日利亚人在往后的交往中对那一个客人可能不会再像最初的那么热情。
4.随着社会的不断发展，等级观念会不会越来越减弱。
因为等级观念是一种落后的、封建的文化。
在社会发展的定义上，可以说是错误的思想观念。
作业三：《跨文化采访报告》40%跨文化采访报告1.基本情况:采访者的基本情况Name: ***Date of birth:Male/Female: FemaleCountry: ChinaRegion of country where you live：In the Asian region Religion：noLanguages I speak：Chinese被采访者的基本情况Name: Ma KeDate of birth: 1997-3-16Male/Female:MaleCountry : NigeriaRegion of country where he/she live: AfricaWhere is he/she living now? He is Live in China Religion：IslamLanguages he/ she speak: English2.在采访前你对采访对象和采访话题的预期和采访后的感觉是否有差距? 差距有多大?(5%)有差距差距有点大对采访对象：采访对象很热情，和他聊天非常的有趣。
尼日利亚有许多部落，所以各族习俗和文化有很大的差别。
有一个部落十分注重礼节，但是马可告诉我他所在的部落虽然注重礼仪，但是并没有那么严肃。
而且他对其他部落的礼仪文化也有一定的了解。
对采访话题：他们那边的大部分人都是待人比较热情友好的，对待陌生人也如此。
跨文化沟通技巧(19秋)形考作业3
跨文化沟通技巧(19秋)形考作业3概述本文档旨在探讨跨文化沟通的技巧与要点，以帮助个人在跨文化环境中有效地进行沟通。
跨文化沟通是在不同文化背景下进行交流与理解的过程，其中包含了语言、肢体语言、价值观、等方面的差异。
在全球化的背景下，跨文化沟通成为一项重要的技能，对个人和组织的成功都具有重要意义。
跨文化沟通的重要性跨文化沟通的重要性不可忽视。
在跨国组织和多元文化的团队中，有效的跨文化沟通能够促进项目的顺利进行和团队的合作。
在商业环境中，跨文化沟通能够帮助企业开拓国际市场，并建立持久的合作关系。
此外，在个人生活中，跨文化沟通可以促进人际交往和增进相互理解。
跨文化沟通的技巧与要点下面是一些跨文化沟通的技巧和要点，可帮助个人在跨文化环境中更好地进行沟通：1. 尊重和理解对方文化了解和尊重对方的文化是跨文化沟通的基础。
人们有不同的价值观、礼仪和，因此理解对方文化的背景和惯有助于避免误解和冲突。
通过阅读和研究对方文化的知识，可以更好地理解对方的行为和观点。
2. 避免使用难以理解的语言和俚语语言是沟通的重要工具，但不同的语言和口音有时会导致误解。
在跨文化沟通中，应尽量使用简洁、明确的语言，避免使用难以理解的俚语和行业术语。
如果对方不理解，可以尝试用简单的词汇和直观的示例来解释。
3. 关注非语言交流跨文化沟通不仅仅涉及语言，还包括肢体语言、面部表情和姿势等非语言交流。
在沟通过程中，要注意对方的非语言信号，以便更好地理解对方的意图和情感。
同时，自己的非语言表达也要注意，避免给对方带来误解。
4. 包容和接纳多样性在跨文化环境中，多样性是一个常见的现象。
不同的个体和群体有着不同的观点和惯。
在进行跨文化沟通时，要包容和接纳多样性，尊重对方的观点和惯。
避免过于主观地判断对方行为的对错，而是努力理解对方的背景和出发点。
5. 建立关系和信任建立良好的关系和互相信任是跨文化沟通的关键。
通过尊重对方、倾听对方的观点和需求，可以建立起良好的关系。
跨文化作业1
Chapter 1 CulturePart I questionsCase 11.What have you learned about Indian culture from this caseThe Indian culture is diverse and composed by the traditional custom and the newly concepts.Text A the Nature of Culture1.In what way is culture like an icebergSome of the elements which make up culture are visible, whereas others are hard to discover. The idea behind this model is that culture can be pictured as an iceberg: only a very small portion of the iceberg can be seen above the water.What features of culture can you infer from this simileThe visible parts of culture are just expressions of its invisible parts. And it is difficult to understand people with different cultural backgrounds-we may observe the visible parts of “their iceberg”, but we cannot immediately see what are the foundations that these parts rest upon.2.What features of culture can you infer from the metaphor “culture is our software”Human around the world are physically pretty much the same. Culture provides the difference and transformation as software. As with any good software, we are vaguely aware of it as we use it.3.In what way is culture like the water a fish swims inOur culture is so much a part of who we are and what the word is like for us that we do not notice it. We take it for granted. For most people, for most of their lives, everything they see and do take place in the same culture.4.According to your understanding of all the similes and metaphors in this text, what doesculture include and what features does culture haveCulture is the grammar of our behavior. It includes all the rules that make actions meaningful to the people around them. People learn their cultural grammar unconsciously and apply its rules automatically. It is difficult to describe the meaning system of people’s own culture.Text B Definitions of culture1. According to your understanding of all the definitions in this text, what does culture include and what features does culture haveCulture is the deposit of knowledge, experience, beliefs, values, actions, attitudes, hierarchies, religious, 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.Text C Characteristics of Culturepare features of culture you have concluded from text A and B with the characteristicsof culture in text CI n text C culture is learned, dynamic, pervasive, integrated and adaptive.2.Do you know any others channels through which culture is learned List them down. Legend, tales, folk songs, drawing, or daily life.3.In what sense is culture dynamic Explain with examples.Cultures are constantly changing over time. . the American civil war and china’s opium war brought great social and cultural changes to both societies.4.In what sense is culture pervasive Explain with examples.Culture penetrates into every aspect of our life and influence the way we think, the way we talk, and the way we believe. Culture pervades all these areas: arts and artifacts, beliefs, behaviors, ceremonies, etc.5.In what sense is culture integrated Explain with examples.Culture functions as an integrated whole and it is systemic. . in the civil rights movement in the united states, there brought about changes in housing patterns, discrimination practices, educational opportunities, the legal system, and even communication. Hence, this one aspect of culture has altered American attitudes, values, and behaviors.6.In what sense is culture adaptive Explain with examples.History abounds with examples of how cultures have changed because of laws, natural disasters, wars, or other calamities. . in china in the past, women were expected to remain in the home and raise the children. However, forces in the culture, as well as economic considerations, have dramatically altered the role of women in our country.Case 41. What does coconut-skating mean here in the case Are you surprised at the maid’s skatingIt means the difference between two different cultures, and one newly object to another culture.2. Which characteristic of culture does this case point to or resembleCulture is dynamic.Text D1.What is cultural identity Is it a conscious or unconscious processCulture identity refers to one’s sense of belonging to a particular culture or ethnic group. It is formed in a process that results from membership in a particular culture, and involves learning about and accepting the traditions, heritage, language, religion, aesthetics, thinking pattern, and social structures of a culture. It is a conscious process.2.How is cultural identity formedCultural identities often develop through a process involving three stages: unexamined cultural identity, cultural identity search, and cultural identity achievement.3.What are the characteristics of cultural identityCultural identities are central, dynamic, and multifaceted components of one’s self-concept.4.How many cultural identities do you have Which one is put at the top for you How is yourcultural identity influence you life experienceThere are four. A Chinese is the top of them. My cultural identity multifaceted components of my self-concept.Case 51.Which stage of formation of cultural identity do you think “I” (the black girl) amThe second stage: cultural identity search.2.What did the other two Black girls mean by “chocolate milk”They mean “I’ am”composed with not only the black appearance but also the white culture.3.How do you think the other two Black girls recognize their cultural identityThey think they are the black, and they just accept the black culture.Text E1.What is a subculture What are subcultures often based on Name just a few subculturesthat you know.Complex societies are made up of a large number of groups with which people identify and from which distinctive values and norms and rues for behavior are derived. These groups have been labeled subcultures. They often based on economic or social class, ethnicity race, or geographic region. . Beat Generation, Youth Subculture.2.Why do scholars prefer to use “co-culture” instead of “subculture”Subculture has been defined as “a part of the whole”, the word co-culture is suggested to convey the idea that no one culture is inherently superior to other coexisting cultures.3.What is a subgroup Name just a few subgroups that you know. Why do you think theybelong to the same groupSubgroups provide members with relatively complete sets of values and patterns of behavior and in many ways pose similar communication problems as cultures. . Sony, IBM. Because the most important element of a subgroup is that it provides its members with a set of values and norms for behaviors.4.What are the characteristics of subgroupsThey are “deviant”label and temporality.。
跨文化交际问题作业
Get prepared for intercultural communication?Communication——your ability to share your beliefs, values, ideas, and feelings ——is the basis of all human contact. Whether you live in a city in Canada, a village in India, a commune in Israel, you cannot avoid communication with each other. But how about communication between different cultures? Are you well prepared for that? Before you do that, there are a few points you’d better keep in mind as stated below.What is intercultural communicationIntercultural communication in its most basic form refers to an academic field of study and research. Its seeks to understand how people from different countries and cultures behave, communicate and perceive the world around them. The findings of such academic research are then applied to 'real life' situations such as how to create cultural synergy between people from different cultures within a business or how psychologists understand their patients. The definition of intercultural communication must also include strands of the field that contribute to it such as anthropology, cultural studies, psychology and communication.Intercultural communication is not new. As long as people from different cultures have been encountering one another there has been intercultural communication. What is new, however, is the systematic study of exactly what happens when cross-culture contacts and interaction take place—when message producer and message receiver are from different cultures. Increased contact among cultures makes it imperative for people to make a concerted effort to get along with and understand those whose believes and backgrounds may be vastly different from their own. Successful intercultural communication is a matter of highest importance if humankind and society are to survive. Thus, theoretical and practical knowledge about intercultural communication process and ability, through increased awareness and understanding, to coexist peacefully with people who do not necessarily share our own life styles or values, is essential to guarantee successful communication.Language is a way of marking cultural identity. Language differs, on the other hand, from other phenomena in that it is used to refer to other phenomena and hasusually to be used to refer beyond itself. Language in use by particular speakers is constantly referring beyond itself irrespective at the intentions of the speaker: language cannot be used without carrying meaning and referring beyond itself, even in the most sterile environment of the foreign language class. The meanings of a particular language point to the culture of a particular social group, and the analysis of those meanings—their comprehension by learners and other speakers—involves the analysis and comprehension of that culture. It disregards the nature of language to treat language independently of the culture which it constantly refers to. No doubt all language teaching contains some explicit reference to the culture; the whole from which the particular language is taken. The interdependence of language learning and culture learning is so evident that we can draw the conclusion that language learning is culture learning and consequently that language teaching is culture teaching.What are elements of human communicationElements of human communication are the context of the communication, the participants, the messages being communicated, the channels through which the communication occurs, the presence or absence of “noise”, and the verbal and nonverbal responses known as feedback.As receivers attempt to decode the meaning of messages, they are likely to give some kind of verbal or nonverbal response. Paying attention to both verbal and nonverbal feedback allows us to behave in ways that increase understanding of our messages. Feedback serves useful functions for both senders and receivers: in provides senders with the opportunity to measure how they are coming across, and it provides receivers with the opportunity to exert some influence over the communication process. Verbal communication is, "the ways in which you use the words in a language to generate meaning." It is essentially any communication that uses language, whether it is oral or written. Symbols are used throughout verbal communication as sounds combined to make words-they symbolize ideas, thoughts, etc. Without symbols, communication would be meaningless.How High-context and Low- context cultures influence intercultural communicationAccording to Hall, cultures differ on a continuum that ranges from high to low context. High-context cultures prefer to use high- context messages which are implicit, indirect, conveyed primarily through the context or the social situation. Low-context cultures prefer to use low-context messages, in which the majority of the information is vested in the explicit code. There are manifestations of high-context and low-context cultures that influence intercultural communication. for example, members of low-context cultures expect messages to be detailed, clear-cut, and definite. If there are not enough data, or if the point being made is not apparent, members of these cultures will ask very blunt, even curt, questions. They feel uncomfortable with the vagueness and ambiguity often associated with limited data. On the other hand, high-context people are not apt to become impatient and irritated when low- context people insist on giving them information they don’t need. The communication differences between high-context and low-context cultures are also apparent in the manner in which each approach conflict. For example, because high-context cultures tend to be less open, they hold that conflict is damaging to most communication encounters. For them, conflict should be dealt with discreetly and subtly.What is the relationship between language and cultureAccording to Sapir (1921), “language is a purely human and non-instinctive method of communicating ideas, emotions and desire by means of voluntarily produced symbols.” Language is a part of culture and a part of human behavior. It is obvious that language plays a paramount role in developing, elaborating and transmitting culture and language, enabling us to store meanings and experience to facilitate communication. The function of language is so important in communication that it is even exaggerated by some scholars. The most famous one is the hypothesis of linguistic determinism concerning the relationship between language and culture, which Nida regards as misconceptions constituting serious difficulties forcross-cultural understanding.Each culture has its own peculiarities and throws special influence on the language system. For example, referring to the same common domestic animal, English chooses the word “dog”, while Chinese has its own character“狗”; Chinese has the phrase“走狗”while English has the e xpression “running dog”, but the meanings attributed to the two expressions are completely different according to Chinese culture and Western culture respectively. To Westerners, “running dog” has a positive meaning since the word “dog”, in most cases, is associated with an image of an animal pet－the favorite friend, thus they have the phrases “lucky dog”（幸运儿）, “top dog”（胜利者）, “old dog”（老手）, “gay dog”（快乐的人）, and it is usually used to describe everyday life and behavior, as in “Love me, love my dog”（爱屋及乌），“Every dog has its day”（凡人皆有得意日）. But in Chinese“走狗”refers to a lackey, an obsequious person. Since Chinese associates derogatory meaning to the character“狗”depending on the cultural difference, Chinese has such expressions as “狗东西”，“狗腿子”，“狗仗人势”，“狗胆包天”，“狗嘴里吐不出象牙”，“狼心狗肺”，“痛打落水狗”，“狗急跳墙”.We can obviously see that the meaning attributed to language is cultural-specific.A great deal of cross-cultural misunderstanding occurs when the “meanings” of words in two languages are assumed to be the same, but actually reflect different cultural patterns. Some are humorous as when a Turkish visitor to the U.S. refused to eat a hot dog because it was against his beliefs to eat dog meat. Some are much more serious as when a French couple on a trip to China took their pet poodle into a restaurant and requested some dog food. The dog was cooked and returned to their table on a platter!We can summarize the relationship between culture and language as the following: language is a key component of culture. It is the primary medium for transmitting much of culture. Without language, culture would not be possible. Children learning their native language are learning their own culture; learning a second language also involves learning a second culture to varying degrees. On the other hand, language is influenced and shaped by culture. It reflects culture. Cultural differences are the most serious areas causing misunderstanding, unpleasantness andeven conflict in cross-cultural communication.What are cultural stereotypes and prejudicesStereotypes consist basically in shared beliefs or thoughts about a particular human group. A stereotype is an ensemble of characteristics that sums up a human group usually in terms of behaviour, habits, etc.The objective of stereotypes is to simplify reality: "they are like that". Bosses are tyrannical; these people are lazy, those are punctual; the people in that part of town are dangerous - one or some of them may have been, but all? Sometimes we use stereotypes about the group to which we feel we belong in order to feel stronger or superior to others. (Or, indeed, to excuse faults in ourselves - "What can I do about it? We are all like that!"). Stereotypes are usually based on some kind of contact or images that we have acquired in school, through mass media or at home, which then become generalised to take in all the people who could possibly be linked.A prejudice is a judgement we make about another person or other people without really knowing them. Prejudices can be negative or positive in character. Prejudices are learned as part of our socialisation process and they are very difficult to modify or eradicate. Therefore it is important that we are aware that we have them.To explain this concept more directly it could help to examine how deeply we know all of our friends. We may have different friends for different occasions, for going to the cinema, going walking, helping with homework, playing football, going to concerts. Do we know what music our football friends enjoy? Or do we just guess? Making assumptions is easy and common. If it is that simple to make assumptions about friends, think how easy it is to make false judgments about people you don't know.How to adapt to a new cultureThere are a few stages for you to experience if you want to experience a new culture. And later I’ll give some practical suggestions for you to better settle in a new culture.HoneymoonVisitors in the honeymoon stage view the new culture as something exciting and fresh. Differences in culture and appearance seem fascinating, while similarities stand out as common bonds. The energy associated with this stage often leads visitors to explore their surroundings and treat their new environment as a source of joy. The honeymoon can last anywhere from a few days to a few weeks. Vacationers and similar casual visitors rarely move past this stage, since the length of their stay is limited and they focus their activities in service-oriented areas such as hotels and tourist sites.RejectionAs the first stage fades, the visitor confronts feelings of frustration and resentment. Cultural and language differences create complications in mundane tasks. Feelings of inadequacy predominate, and the reality of the visitor's new life starts to hit home. Disappointments tend to build upon each other, while members of the surrounding culture may treat the visitor like a child or a fool. The visitor becomes extremely sensitive and may develop significant fears about the surrounding culture. IsolationThe disillusionment created by the second stage causes the visitor to retreat into a shell. He becomes extremely critical of the surrounding culture and thinks of his home culture in idealized terms. Homesickness can become pronounced and emotional anxiety increases dramatically. The visitor may experience crying jags, changes in sleep patterns and continued irritation over comparatively minor issues. The exact length of this stage varies from case to case, but often lasts from one to two months, according to Bellini.Assimilation and AcceptanceIn order to function, the visitor begins adapting to his new circumstances. Slowly, the new culture begins to make more sense. He finds fellow countrymen who have adapted to their new culture, or makes new friends in the surrounding culture who help him feel more at home. He integrates more readily into his surroundings: basic tasks become easier and the local language and customs present fewer problems thanthey did before. Eventually, he's able to function in both his new and old circumstances with ease, balancing his cherished past with the promise of his future. Here are some suggestions for you:Maximize exposure to the host culture before departure. Read about everyday life in the destination. Visit appropriate hometown ethnic restaurants and grocery stores to gain exposure to the new culture's food and develop familiarity with the flavors. In addition to gaining as much linguistic proficiency as possible, develop familiarity with popular music and entertainment in the host country. Watch films and stream radio broadcasts or music videos for exposure.Upon arrival, develop a daily routine as quickly as possible. Establish a sleep schedule, eat healthfully and exercise at regular times. Make a point to establish familiarity by finding favorite local coffee shops and parks to avoid culture shock that can arise due to feelings of complete loss of control over life. Some choices may be limited due to language barriers or having to adjust to being the guest of a host family. But maximize available choices through reading materials and ways to spend free time.Maintain relationships with family and friends at home through video chat, letters and email. Create a website or share photographs electronically to engage longtime friends in your experience. Building new friendships in the host culture can also be critical to happiness. Be friendly and invite schoolmates, workmates or neighbors to go walking or out for coffee.Strive to maintain a flexible, positive attitude. Living in a foreign country is an invaluable opportunity full of excitement and challenges. Though it may seem extremely difficult, remember to be a student of the host country's way of life. Laugh at your social or linguistic mistakes. Experience new foods and traditions with an open mind. Flexibility is a critical component of successful adjustment.When you get all theses questions settled, you will be on your smooth way to experiencing a rather new culture and being a qualified cross-cultural communicator.。
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跨文化交流期末作业 The Standardization Office was revised on the afternoon of December 13, 2020
跨文化交流期末作业
廖振宇
39
10新闻 1组
从中外文化差异看体育跨文化的传播策略在一般意义上，跨文化传播是各种文化信息在时间和空间
中的流动、共享和互动的过程，主要指涉人类社会中文化要素的扩散、渗透和迁移的现象，以及身处不同文化背景的人们之间发生的信息传播与人际交往活动。
究其实质，跨文化传播就是一种沟通和建立不同文化中人与人之间共存关系的文化交往活动。
体育交往已经从一种体能技巧的竞技、社会活动或是文化实践，上升至诸如奥运会这样具有跨文化传播特质的宏大文化景观。
体育交往通常伴随着人口流动、信息流动、文化流动与资本流动。
作为一种整合的力量，资本流动与信息流动、
文化流动一起形成一种流动效应，与体育交往形成互动，成为彼此发展、相互融合的推进力。
在现代技术的强力支撑之下，人口流动与信息流动早已突破了空间对体育交往活动的限制，为全球范围内大规模的体育交往提供了技术的保证。
北京奥运会共有204个国家和地区的10050名运动员参加。
仅8月8至24日，北京市累计接待国内外游客652万人次。
其中，接待入境游客万人次。
这一数据还不包括其他几个奥运协办城市。
短时间内大规模的人口流动以及人口流动带来的文化交流，其实现的基本保障便是通讯手段的便利与安全。
同时，为了规避大规模的文化混杂产生“巴别塔”风险，需要相对简明的话语体系在人群中形成即时性的文化认同。
体育交往中约定俗成的诸多运动规则与规范用语简单并且高度符号化，成为不同文化人群交流的世界性语言符号，既能够发挥通用语的沟通作用，又为在不同空间转换中发生的文化的碰撞与交融预设了制度性的约束。
此外，虽然资本的介入引发了旷日持久的争议，但体育交往中的资本流动作为一种资源型的供给，为体育交往特别是全球性大规模的体育交往提供了的物质基础。
这一点在体育赛事与赞助商的关系中得到最好的注脚，正如麦当劳全球品牌副总裁杰克·伍德沃德(Jackie Woodward)
所说“普通消费者将能通过我们接触到奥林匹克”，“奥林匹克将有助于提升我们连锁店的地位”。
在跨文化传播的研究中，通常将及体育中的跨文化现象作为一类研究对象，原因是许多研究者都认为二者同属于文化旅居，旅行，旅游的具体表现形式——人们为了休养、娱乐和运动等目的，离开日常生活范围所进行的暂时性的地域空间移动。
交往主体自身成为了“文化交往使者”，负载着原有文化内涵，前往相异空间，发生多种文化的碰撞和交流，使得不同文化在不断的借鉴和适应中走向趋同，其本身就是跨文化传播的方式之一。
但是，文化旅居／旅行，旅游毕竟是短期的随机的人际交往方式，它产生的是一种“文化抓痕”的短时记忆效果，任何一种旅游活动都有不可避免的回归过程，旅游者把短暂的在目的地的旅游生活置于身后，重新汇入居住地仍在继续的生活。
体育交往是一种基于愉悦的、跨越地理空间的自觉的人类行为，是一种能够接触“真实世界”而非简单“媒介世界”的直接传播方式，是文化间基于人际的、亲身的、直接的、互动的、即时的、感知的交流与传播，而不是单纯通过媒介间接、外在地获得映像世界的交流和传播。
体育交往中的娱乐目的、快乐主题和良好意愿为不同文化群体的人们相互了解制造了接近性的文本，这种自觉交往能够弥合文化差异带来的障碍
与冲突，也是体育交往的重要特性之一。
它“所涉及到的是至少两个以上具有言语和行为能力的主体之间的互动，这些主体互动使用(口头或口头之外的)手段，建立起一种人际关系。
行为者通过行为语境寻求沟通，以便在相互谅解的基础上把他们的行为计划和行为协调起来”。
在跨文化传播中，一个有效的传播至少包含三个关键要素：传播主体、接收者和经过编码的信息，传播主体和接收者(传播对象)也制约着跨文化传播的效果。
运用传播学的“把关人”理论和“涵化分析”理论可以对跨文化传播的过程与要素进行更为深入地分析。
“把关人”又称为“守门人”，是由心理学家库尔特·卢因1947在《群体生活的渠道》一文中提出的。
卢因所讲的“把关”含义是指传播者对信息的筛选与过滤，这种对信息进行筛选与过滤的人就叫做把关人(或守门人)。
在传播者与受众之间，“把关人”决定信息取舍，起着是否传递，如何传递信息的重要作用。
在体育事业中，所有参与体育事业的人都可以称之为“把关人”。
“涵化分析”也称“培养分析”或“教化分析”，是由美国传播学家G·格伯纳等提出的。
格伯纳等人认为，在现代社会传播媒介提示的“象征性现实”对人们认识和理解现实世界发挥着巨大的影响。
由于传播媒介的某些倾向性、人们在心目中描绘的“主观现实”与实际存在的客观现实之间发生着很大的偏离。
媒介对受众的这种影响不是短期的，而是一个长期的、潜移默化的、培养的过程，它在不知不觉当中制约着人们的现实
观。
格伯纳等人将这一研究称为“培养分析”。
这一理论揭示了大众传播媒介对人们的现实观究竟具有什么样的影响，这种影响又是如何发生的。
“涵化分析”理论对于中国体育事业走向世界进行跨文化传播，培养“国际受众”具有重要的理论和现实意义。
(一) 主体策略。
在传播主体方面，中国体育要培养合格的“把关人”-----精通中西文化的跨文化传播者。
在全球化语境下，中国体育人应该具备一种国际化视野，摒弃单一的视角和过重的本土情结，用现代化、全球化的视界来观照中国的本土文化或中西文化的差异。
在中国，真正称得上国际统治地位的体育项目并不少，乒乓球、羽毛球、跳水、体操……面临着小球强盛，大球一窍不通的尴尬局面。
要能够把体育事业国际化，中国还有很长的路要走。
(二) 受众策略。
在接收者(传播对象)方面，中国体育事业传播要占领国际市场，必须培养中国体育的“国际受众”。
从传播学的“涵化分析”理论来说，国外体育馆中是通过中国体育所提供的体育精神来认识中国人，中国文化，来建构他们头脑中的中国形象。
由于这种影响是一个长期的、潜移默化的“培养”过程，这就要求中国体育要处理好体育的功能，运用正确的文化传播策略，让国外观众了解、热爱中国文化，对中国体育乃至整个中国产生浓厚兴趣，用体育精神塑造真实、完整而富有个
性的“中国形象”。
中国体育要赢得国际受众，还必须注意研究国际受众的心理。
中西受众“在媒介的受众观念方面，以及在受众的媒介取舍观方面，双方的差异性大于共同性。
”中国电影要善于引导和培养体育观众的“中国式审美”。
按照美的规律来创造，能使受传者获得美的精神享受。
但对传播者来说，还不能满足于此，更应积极、主动地担负起培养人们对美的感觉能力，陶冶人们的品性，养成高尚的艺术趣味和健康的审美观念。
”当然，这种引导“培养”的具体策略还是要落实到跨文化传播的“双重编码”上，抓住不同文化“契合点”，既注意审美心理的“熟悉化”，又注意使其“陌生化”。
“一个人的艺术审美心理易于和表现他所属的地域文化，民族文化的艺术作品共鸣，同时由于求奇，求新和渴望了解陌生这一系列心理因素制约，也愿意接受他种地域，异族文化形成的艺术作品，正是从这个意义上讲，越是民族的，越是容易走向世界。
”实际上，在培养国际受众方面，中国体育已经取得了一定成绩。
体育交往比媒介传播更能渗入到人际交往的微观层面，这不仅仅表现在它扮演过使战火暂时停息、使对立的外交状态缓和等重要角色，更重要的是它体现了人类与生俱来的对自由、幸福、完美和和平的追求。