跨文化交际视听说 - 360文档中心

跨文化交际视听说culture shock

Values
As we all know, western culture is based on individualism rather than on collectivism.
Table manner
Colors
• It's quite interesting to find that most Easterners chose red while most of the westerners preferred blue.
Symptoms of culture shock
negative feelings psychological loneliness,helpness...
Symptoms
mental problems
anxiety,unease...
physical
illness
headaches,allergies...
Ⅲ.Regression
People adjusting to a new culture often feel lonely and homesick because they are not yet used to the new environment and meet people with whom they are not familiar every day. Due to the strain of living in a different
Ⅳ.Recovery
Again, after some time, one grows accustomed to the new
culture and develops routines.
One knows what to expect in most situations and the host country no longer feels all that new. One becomes concerned with basic living again, and things become more "normal".

跨文化交际能力在大学英语视听说课程教学中的培养

需要教师在上课的同时要重视学生跨文化交际能力的培养。本论文在实践教学的基础上总结注重跨文化交际能力培养的视听说课程的教学目标、教学方法和优点。
【关键词】跨文化交际能力的培养；大学英语视听说课程教学；文化导入【中图分类号】Ｈ３ｌ９【文献标识码】Ａ【文章编号】１００９．６１６７（２０１４）０４．０１３２．０２当语言与文化被融入到课程设计，学习者不仅仅获得更高的语言熟练度，还在语言和文化方面获得了跨出课堂后人生的储备。在大学英语视听说课程教学中，让学生接触关于不同文化、性别、种族、年龄、国籍、修养、语言、教育背景的人的知识，学习者使用目标语，应用文化知识进行交流，都可以获得对语言和文化的深入理解。这样的课程安排既满足了学生对知识的需求，也重视了学习的内涵，学习者知识的吸收不会仅停留在潜意识层面。中西方文化在很多方面都有很大差异，例如：问候、感谢、表扬、隐私和禁忌。文化的不同是由不同的社会习俗、思维方式和价值观引起的。语言和文化不可分割，事实证明学习英语的过程就是学习文化的过程，因为学习语言时必须学习其文化才能更好地理解目标语言。学习英语国家文化的同时也可使学习者了解本国文化。语言是一个复杂的整体，不能仅仅用一种简单的方法来教英语，必需把文化和语言相结合。导入文化知识和提高学生的交际能力同等重要，所以文化的导入和语言学习同等重要，这需要教师在上课的同时要重视学生跨文化交际能力的培养。段视频，让他们去分析评价婚礼礼仪，遵照习俗，分析正确和不正确的做法，引导学生用不同的技巧来解决

大学英语视听说课程中跨文化交际能力的培养——一项基于开放实验模块化教学模式的研究

是言语交际的辅助手段，但却在无声地传递信息、表达情感。Ｓａｍｏｖａｒ［４１认为在面对面的交际中，信息的社交内容只有３５％左右是语言行为，其他都是通过非言语行为传递的。因此，只有在实践中特别注意语言与非语言行为对情景的适应性，才能提高跨文化交际的能力。在看电影时，教师和学生都应该特别注意日常生活的情景（如：商店售货员和顾客的对话、打电话时的用语、大街上相遇时的随便谈话等等）。在看完电影后师生可以交换意见互相补充。另外，教师可将学生分为不同的课题小组、布置与教学内容有关的文化专题（如节日风俗，词汇背景知识以及社会交往话题等），让学生在探究过程中感受文化，加深对文化知识的理解。同时教师可根据探究内容，指导学生通过口头报告、书面评介，短剧表演、画面展现、实景模拟等形式分享探究成果。对于一些具有典型的文化差异的片段，譬如讲到西方节日（如圣诞节、感恩节、复活节、万圣节）时，教师可有目的地先介绍有关节日的背景知识，然后布置相关阅读材料，引导学生追溯这些节日的历史渊源、表现形式等，教师可以引导学生讨论，也可与汉民族的相关节日进行对比探究，不断培养和提高学生的跨文化意识，使学生对英语和汉语之间的文化差异和冲突，具有识别的敏锐性、理解的科学性和处理的正确性，减少母语文化的干扰，超越 “自我疆界 ” 。（二）有助于加深对中西文化差异理解在视听说课上，还可以了解中西文化差异，例如《刮痧》，文化差异融合之难在这部影片中发挥到了极致［５１，但文化差异之间的鸿沟也并不是不可以逾越。文化差异是客观存在的，差异本身并不是坏事，文化冲突主要由于彼此不了解而造成。从这部电影可以看出，不同的文化之间需要有理解精神和博大的胸怀，回避交流、放弃自我、相互对立都不是解决文化冲突的途径。跨文化交际难免会产生这样那样的冲突，但为达到交际的目的，在不同文化交流过程中，交际双方要尊重对方的文化习俗，特别是对于那些与自己文化习俗不相同的地方要持宽容的态度，消除民族偏见和打破文化定型，坚持文化平等的原则，互相尊重，克服民族中心主义。

跨文化交际视听说教学设计

跨文化交际视听说教学设计背景介绍跨文化交际是指在不同文化背景间进行的沟通和交流活动。

随着全球化进程的发展，跨文化交际能力逐渐成为人们生活和工作中必不可少的技能。

同时，视听说教学也是英语学习的核心内容之一。

如何将跨文化交际和视听说教学结合起来，培养学生的跨文化交际能力成为英语教学的重要目标。

教学设计目标1.熟练掌握跨文化交际词汇及表达方式。

2.能够通过视听说教学在不同文化背景下进行有效的交流与沟通。

3.培养学生对不同文化背景及习俗的理解和尊重。

4.提高学生的听力、口语和表达能力。

教学内容1.跨文化交际概述：介绍跨文化交际的概念、意义及目标。

2.跨文化交际中的误解及解决方法：讲解跨文化交际中出现的误解及应对措施。

3.跨文化交际中的礼仪及用语：介绍在不同文化背景中的礼仪及表达方式，强调对文化差异的尊重。

4.视听说教学：通过听力、口语及表达练习，提升学生的跨文化交际能力。

教学步骤第一步：介绍跨文化交际概述1.利用图片、视频等方式引导学生理解跨文化交际的概念及意义。

2.带领学生分析在不同文化背景下往往出现的交流障碍及解决方法。

第二步：误解及解决方法1.给学生播放不同文化背景的交流视频，引导学生发现其中的误解。

2.对误解进行分析，并提醒学生应对措施。

第三步：礼仪及用语1.以美国为例向学生介绍在不同场景下的礼仪和用语。

2.分析不同国家的礼仪差异，并引导学生进行讨论和总结。

第四步：视听说教学1.通过英语听力、口语练习讲解交际技巧及表达方式。

2.让学生进行角色扮演，模拟不同文化背景下的交流场景，加强实战练习。

教学评估1.在视听说教学环节中，利用录音和录像等方式，对学生的发音、流利度、语法结构以及交际能力进行评价。

2.对于学生的态度、对不同文化背景的理解及尊重等非技能类要素也进行评价。

总结教师应该根据学生的实际情况和学科特点，符合学生的认知能力和自我价值需要，设计融合跨文化交际的视听说教学环节，培养学生在多元文化背景下的交际能力，从而为学生的未来职场和社交生活做好充分的准备。

跨文化交际视听说Review PPT

• 3) nonverbal process: body language, time and space, etc.
4) contexts : business , education and health care
Chapter 4 Kluckhohn and Strodtbeck’s model
• What is value?
• A principle, standard, or quality considered worthwhile or desirable
• Kluckhohn and Strodbeck’s Model
Chapter 5 Hofstede’s Cultural Dimensions
Chapter 2 Communication
• 1. Defining Communication
• the process in which participants create and share information with one another as they move toward reaching mutual understanding.
• Cultures with a high power distance index: accept inequality; vertical and hierarchical; authoritarian-style communication Cultures with a low power distance index: more horizontal; fighting for equal treatment and questioning authority Mexico; North America; children raised in high-power distance cultures and low- power distance cultures

跨文化交际能力在泰语视听说教学中的培养

跨文化交际能力在泰语视听说教学中的培养作者：曹凌静来源：《亚太教育》2016年第09期摘要：跨文化交际能力是泰语专业学生为满足工作、交际需求而必须掌握的一项重要能力，然而培养人才的关键，在于提高学生的跨文化交际能力。

泰语视听说教学已经不能仅停留在培养听、说、读、写能力，而应该有机结合文化教学，用动态的、平衡的眼光来看待语言和文化，使学生能够通过泰语言来了解泰国文化，力求让学生在掌握泰语言和相关文化知识的同时，在跨文化交际交流实践中更好地实现泰语教学的意义。

关键词：跨文化交际能力；泰语视听说课程；培养中图分类号：G642文献标志码：A文章编号：2095-9214（2016）03-0132-02随着跨文化交际和语言学习的进一步发展，泰语学习者逐渐认识到语言和文化是相互依存的关系，对语言学习有很大的影响。

在教学过程中，结合文化进行教学是不可或缺的方式。

特别是在泰语视听说教学时，培养学生的跨文化意识，有助于让学生了解不同语言表达的语言文化内涵，正确表达语言的真正意义。

一、跨文化交际能力的含义跨文化交际能力的研究最早始于美国，最早是由美国的人类学家爱德华·霍尔提出的。

霍尔在美国亚利桑那州西北印第安保留地同纳瓦霍族人和印第安人一起生活、工作，创立了一种独特的文化交流模式，用来强调非语言信号的重要性，被称为系统地研究跨文化传播活动的第一人。

跨文化交际指本族语者与非本族语者之间的交际，也指任何在语言和文化背景方面有差异的人们之间的交际。

在一些特定的背景下，来自于不同文化背景的人们使用同一种语言（母语或目的语）进行语言交际。

我国的跨文化交际能力的研究可追溯至20世纪80年代，北京外国语大学著名语言学家胡文仲教授于80年代初期开始从事跨文化交际学的研究，著作颇丰，已经编著出版了《跨文化交际学概论》、《跨文化与语言交际》等多部图书。

另外，贾玉新、高一虹等学者也出版和发表了大量关于语言与文化的关系及语言教学中的文化教学方面的著作和论文。

电影在英语视听说教学中跨文化交际能力的培养

电影在英语视听说教学中跨文化交际能力的培养摘要:英语影视作品对于培养学生的英语跨文化交流能力具有十分重要的意义。

英文影片是一种视听并用，声情并茂的媒介，具有很强的艺术魅力，它给学生创造了一个真正、纯粹的英语学习的环境。

本文从英语语言中的跨文化交流的内涵出发，对目前我国英语语言中的跨文化交流进行了探讨，并提出了利用英语影视进行跨文化交流所具有的诸多优点。

关键词:英语电影:跨文化交际:教学基金项目：本文系2021年湖南警察学院科研项目《英语电影与非英语专业大学生跨文化交际能力培养的探索性研究》研究成果之一。

（项目编号：2021YB07）引言语言和文化之间存在着紧密的关系，在一定程度上，语言的发展也是人的社会化的过程。

人类是用语言进行交流、了解世界的，而不同的社会类型、文化环境又形成了语言的差异。

语言是一种重要的文化载体，教师应在英语听力课中强化英语影片的运用，调动学生的学习热情，营造一种良好的语言环境，从而提高他们的跨文化交流能力。

一、英文电影在视听说教学中培养跨文化交际能力的可行性英文电影的剧情通常都是很精彩的，题材也很丰富，配上优美的背景音乐和栩栩如生的画面，可以引起学生们的兴趣，从而提高他们的学习积极性，从而扩大他们的知识范围，英文电影可以给学生们提供一种既有丰富的故事，对他们的视觉和听觉都有很大的帮助。

符合他们的口味，英文影片既能使课堂生动活泼，又能使同学们更好地学习英语文化。

英文影片采用了一种比较直白的表达方法。

内容丰富、文字与场景、音像相结合，让学生在看英文影片时，可以缓解紧张的情绪，在快乐的氛围中学习，这对学生英语的学习起到了很大的促进作用。

所以，在英语老师的英语听力课上，将英文电影引入到英语听力课，不仅可以全面地提高学生的英语语言应用能力，还可以培养他们的跨文化交流能力。

例如，《新木马屠城记》就是一部很好的文化入门作品，它将希腊神话中的特洛伊之战描绘得栩栩如生，让观众感受到了西方神话的迷人之处。

跨文化交际视听说课后练习题含答案

跨文化交际视听说课后练习题含答案第一部分：听力理解听力练习题一：理解口音对话一A: Hi, I’m John. Nice to meet you.B: Hi John, nice to meet you too. My name is Li.A: Oh, where are you from, Li?B: I’m from China.A: Really? I’ve never been there. How do you like living here?B: It’s nice. But sometimes I miss my family and friends back home. 请回答下列问题：1.John是从哪里来的？2.对话中出现了几种文化？答案：1.John没有提到他来自哪里。

2.出现了两种文化：美国文化和中国文化。

对话二A: Hi, can I get a coffee with cream and sugar, please?B: Sure. Here you go.A: Thanks. Oh, by the way, I noticed you have an accent. Where are you from?B: I’m from Ireland. How did you know?A: Oh, it’s the way you pronounced “coffee”. You sd “caw-fee” instead of “coffee”.B: Yeah, that’s the way we say it in Ireland.请回答下列问题：1.A点了什么？2.B来自哪里？3.对话中提到了哪个单词？答案：1.A点了一杯加奶和糖的咖啡。

2.B来自爱尔兰。

3.对话中提到了“coffee”。

听力练习题二：理解方言对话一A: Hey y’all, how’s it going?B: Good, how ’bout yourself?A: Can’t compln. What’s up?B: Not much, just hangin’ out.A: Cool, me too. You mind if I join you?B: Not at all.请回答下列问题：1.说话者使用的方言是什么？2.对话中提到了几个短语？答案：1.说话者使用了南方美国方言。

高职英语专业视听说教学及跨文化交际能力培养

高职英语专业视听说教学及跨文化交际能力的培养探析【摘要】培养学生的跨文化交际能力是高职英语专业教学中的重要组成部分，随着我国改革开封的不断深入，我国与世界各国家的交流合作也越来越广泛，在信息全球化的时代，人们经常需要与不同文化背景的人进行交流，这对英语专业的学生尤为重要。

因此，跨文化交际能力越来越受到重视，本文在分析高职英语专业的视听说教学情况的基础上，深入探讨视听说教学对跨文化交际能力培养之间的联系，并提出在高职英语专业的视听说教学中，如何提高学生的跨文化交际能力。

【关键词】高职；视听说；交际能力在高职外语专业教学中，由于受到传统教学模式的影响，语言教学和文化教学往往是分开的，在实际的教学过程中，往往会脱离文化背景单纯的进行英语口语的训练，近年来，随着我国英语专业教育水平的不断提升和社会发展的需要，视听说教学逐渐应用到跨文化交际能力的培养中，因此，在高职英语专业中，如何利用视听说教学来培养学生的跨文化交际能力成为许多学者研究的问题，为此，首先要了解什么是跨文化交际能力及其意义。

一、跨文化交际能力及其意义跨文化交际能力指的是非本族语者能够根据不同的文化背景与其他本族语者进行得体、有效的语言交流能力，双方不会受不同文化的影响，致使在交流过程中产生误解，出现交际失败的现象。

随着我国经济全球化的不断发展，国际间的交流合作越来越频繁，能在不同文化背景下进行有效的沟通和交流变得尤为重要，因此，培养学生的跨文化交际能力有着重要意义，而作为英语专业人才培养的高职院校，更要与时俱进，不仅要培养学生的语言能力，还有培养学生的跨文化交际能力，以适应时代的发展步伐。

二、高职英语专业视听说教学的现状视听说教学逐渐运用于英语专业教学中，但是经过几年的发展，在英语专业教学中取得了一定的成绩，但是在高职英语专业的视听说教学中，还存在以下几个现状：1.学生的英语口语能力较为薄弱受传统英语教学模式的影响，高职院校在英语专业的教学中，过分注重学生英语的书写能力和语法的培养，忽视培养学生的“听、说”能力，特别是学生的英语口语能力，没有得到相应的重视，从而培养出来的学生虽然有良好的英语写作能力，但是英语口语能力较为薄弱。

跨文化视野下大学英语视听说教学的反思

跨文化视野下大学英语视听说教学的反思1. 引言1.1 背景介绍大学英语视听说教学是大学英语教学中的重要组成部分，在培养学生的英语听说能力方面发挥着重要作用。

随着全球化进程的加快，跨文化交流变得愈发频繁，对大学生的英语视听说能力提出了更高的要求。

跨文化视野下大学英语视听说教学的重要性日益凸显。

我国当前的大学英语教学存在着一些问题，其中包括教学目标不明确、教学内容单一、教学方法滞后等。

而在跨文化视野下，大学英语视听说教学面临着更多的挑战，如学生跨文化交际能力不足、文化差异导致的听说理解困难等。

加强跨文化视野下大学英语视听说教学，需要我们认真思考存在的问题，并提出解决方案。

这不仅包括调整教学策略，创新教学方法，更需要教师们加强与学生的跨文化沟通，提高学生的跨文化意识和能力。

在此背景下，本文将对跨文化视野下大学英语视听说教学进行深入反思和探讨，旨在为提升教学质量和培养学生的跨文化交际能力提供参考和借鉴。

1.2 研究目的研究目的是为了探讨跨文化视野下大学英语视听说教学的现状，分析目前存在的问题与挑战，并提出可能的解决方案。

通过对教学策略的调整和教学方法的创新，旨在提高学生在跨文化交流中的语言能力和文化意识，促进学生的国际交流与合作能力的提升。

通过总结教学经验和提出建议与改进建议，为未来大学英语视听说教学的发展提供有益参考，促进教学质量的不断提升，更好地满足当代学生的学习需求和就业需求。

通过本研究，希望能够为大学英语教学的改革和发展提供一定的借鉴和指导，促进教师教学水平的提高，培养出更适应社会发展需求的复合型人才。

1.3 研究意义在跨文化视野下对大学英语视听说教学进行反思具有重要的研究意义。

随着全球化的发展，不同国家、不同文化之间的交流与合作日益频繁。

培养学生跨文化交流能力成为当今大学英语教育的重要任务之一。

通过对大学英语视听说教学进行跨文化视野下的反思，可以更好地适应多样化的跨文化交流需求，提升学生的国际交流能力。

浅议大学英语视听说课程中的跨文化交际教学

的影视欣赏片段或歌曲欣赏作为课下学生心的，且语言越流利，平越高，犯的而水所
会觉得难度过大而放弃；使是在听甚至的，即必须通过 “ ” 通过观察才会有深刻的视，是看日常对话片段，单词，型都明白的体会和了解。在句（） “ ” 为 “ ” “ ” 链按郜２将听作视与说的情况下，不一定能完全准确地理解人物也
分。
１视听说课程的性质与特点
最符合《学英语课程教学要求（大试行）的英语专业基础课就是大学英语视听说课程。听说课不同于以往的听力课和视Ｉ语课，充分利用了现代化教学技术手：１它
摘要：本文将以大学英语视听说课程为例，其课程特点从发，从以相关跨文化交际理论为基础，来探讨如何将目的语言语和目的语文化二者有机结合，而提高学生的跨文化交际能力。从关键词：听说课程文化交际视中图分类号：４Ｇ２０文献标识码：Ａ文章编号：６３９９（Ｏｏ（）Ｏ４－１１７－７５２１）２ｂ－１４０ｏ
５结语
视听说课程可以很好地提升学生学习英语的兴趣和自＿性，丰因为英语视频中丰
往教授的英语听力课程大同小异，个单每元给出的视频片段也只是仅仅放在课程最

跨文化交际视听说ReviewPPT课件

• Orientation to Time
12
2021
Chapter 7 Cultural Connotation in Language
• Language
• a set of codes and symbols, along with the rules for combining them with together.
• Language and Culture • The Tower of Babel / Sapir-Whorf Hypothesis • Cultural Connotations • Categories of Cultural Connotations • 1) cC=cE • 2) cC≠CE • 3) cC=0, cE ≠0 or cC ≠0, cE=0
• Addressing • Greetings • Saying Goodbye • Expressing Gratitude and Thanks
14
2021
Chapter 9 Body Language
• Kinesics • Kinesic behaviors
gestures, head movements, facial expressions, eye behaviors, and other physical movements that can be used to communicate Emblems Illustrators Affect Displays Regulators Adaptors
• 2. A Model of Communication
4
2021
Communication context
Channel Message/Feedback

大学英语视听说公选课与学生跨文化交际意识的培养

实践法。学生通过具体的语言实践来学习和掌握目的语的文化知识。教师可以在播放完视频之后，提供一些话题或设置一些场景，让学生进行讨论或做ｒｌｐａ，ｏｌ这样，ｅｙ学生在轻松愉悦的氛围中通过切身感受，逐步增强跨文化交际的敏感性。融合法。即将文化内容与语言材料结合在一起。大学英语视听说公选课可以充分利用其视听手段及先进的多媒体技术，将教师精选的材料放到比较真实的语言环境中去操练，固活用，巩不仅能使学生扩大词汇量，丰富口语表达手段，而且在大量实践中逐步学会在语境中正确得体地使用语言进行交际，加深对英美文化背景的了解，增强跨文化意识。五、论结
培养学生实际运用英语的能力是时代发展的要求，大学英语教也是学的主要目标之一。从整体来看，目的大学英语教学仍以教授英我国前语语言知识为主，因此，迫切需要开设辅助性的公选课来弥补大学英语这门必修课的不足。大学英语视听说公选课的设置恰好顺应了这一需要，该课程所具备的自身特点、授课特色等有助于学生对讲英语国家文化知识的了解、提升学生对中外文化差异性的敏感度，极大的促进了学生的跨文化交际能力。
科技信息
人文社科
大学英语视听说公选课与学生跨文化交际意识硇培荠
河北农业大学高静张潇潇
［要］摘学生在进行跨文化交际的过程中，由于文化差异常常导致交际障碍，因此，培养学生对文化差异的敏感性认识，跨文化交即际意识尤为重要。本文结合大学英语视听说公共选修课的具体特点及授课的具体方法，论证了该公修课有助于对学生跨文化交际

大学英语视听说教学中学生跨文化交际能力的培养

大学英语视听说教学中学生跨文化交际能力的培养作者：赵婷蒋宁来源：《文教资料》2019年第13期摘 ; ;要：跨文化交际能力已成为现代社会人才的必备条件之一，同时是大学英语教学提出的教学目标之一。

本文在分析跨文化交际能力的构成及跨文化交际能力与视听说教程关系的基础上，探讨如何在视听说教学中进行文化输入，增强学生的跨文化意识，进而找到有效提高学生跨文化交际能力的方法。

关键词：大学英语 ; ;视听说教程 ; ;跨文化意识 ; ;跨文化交际能力1.引言随着通信技术及经济全球化的迅猛发展，人们在短时间内与不同文化背景的人的交往日益频繁，跨文化交流活动逐渐增加，跨文化交际能力成为现代人才的一种必备能力，非英语专业学生也有了越来越多的机会和途径与英语为母语的人士交流。

2017年教育部颁布的《大学英语教学要求》提到：“大学英语的教学目标是培养学生的英语应用能力，增强跨文化交际意识和交际能力，同时发展自主学习能力，提高综合文化素养，使他们在学习、生活、社会交往和未来工作中能够有效地使用英语，满足国家、社会、学校和个人发展的需要。

”而在教学要求的发展目标中更是明确提出学生在与来自不同文化的人交流时，能够处理好与对方在文化和价值观等方面的不同，并根据交际情景、交际场合和交际对象的不同，恰当地使用交际策略。

由此可见，跨文化交际能力的培养在大学英语教学中的重要地位。

作为大学英语课程的组成部分，视听说教学在培养学生跨文化交际能力方面有其优势，教师在教学中可利用该优势更好地培养大学生的跨文化意识和跨文化交际能力。

2.跨文化交际能力和视听说教学的关系跨文化交际学作为一门独立的边缘学科兴于20世纪50年代末的美国，1959年美国文化人类学家霍尔（Edward Hall）的《无声的语言》（The Silent Language）的发表，标志着美国跨文化交际研究学的正式诞生。

在之后的几十年间，跨文化交际研究发展迅猛，相关专著和论文层出不穷。

(完整word版)跨文化交际视听说案例分析

Case 1Xiao LI and Xiao Wang were colleagues. Xiao LI gave a lot of help to Xiao Wang financially and socially. Recently Xiao LI would get married. But he forg ot inviting Xiao Wang attend his wedding. Later Xiao Wang got information ab out Xiao LI’ wedding and sent RMB 500 Yuan to Xiao LI.Question: What cultural phenomenon can be reflected? Why?In Chinese culture influenced by Confucianism, if someone does a favor fo r you, you should return the favor to them. This is very common for Chinese people..In the philosophy of Confucianism Reciprocity are the base of relation ships. Gratitude and indebtedness are important parts of Chinese culture. If a person feels uneasy to be indebted of someone, payback is necessary to achi eve balance in the relationship.Case 2An English guest: Each time a new dish arrived his parents would lean ov er and load my plate with tasty morsels. As they had taken all the trouble to c ook it I just had to polish it off. As soon as my plate was empty they would pu t more on. Of course, I felt duty-bound to eat that too.A Chinese guest: Can you imagine how many dishes I had? Only one --a stew with meat and vegetables. The meat was over done and too hard to e at; green vegetables were no longer green. They never put food on your plate but just ask you to help yourself. If you, as a guest, are shy or modest, waiti ng for the food to be put on your plate, you will remain half-starved.Question: Are there any differences in hospitality between a Chinese and English? What are the reasons?Yes. The Chinese student felt disappointed at British hospitality because s he used the Chinese way of showing hospitality to judge the British one. In th e story taking place in China, the westerner couldn't imagine that there shoul d be sixteen dishes prepared for her. When she ate from the eight cold dishes , she couldn't eat anymore. It is because a Western meal normally severs onemain course plus a starter and sweets or desserts. The fact is that different p eople in the world show their different hospitality in different ways.Case 3Li Lan had an American friend Susan. They usually had lunch together an d Li Lan often asked Susan for advice on problems she faced adjusting to Am erican society. Susan gave Li Lan a lot of advice and helped her to improve he r English. Once Li Lan needed urgently a big sum of money to pay her tuition fee. Since she has no other friends in the States, she turned to Susan for help and promised that she would return the money soon.To Li Lan’s great disappointment, this time Susan didn’t seem happy to le nd the money to her. Though Li Lan returned the money as she promised, the y didn’t get along well from then on.Question: Why did Li Lan feel unpleasant?Li Lan asked to borrow money from her American friend Susan, which is r arely part of Western friendship. Li Lan and Susan have different expectations of friendship.In the West, people prefer to be independent and equal rather than depe ndent, so they don't feel comfortable in a relationship in which one person giv es more and the other person is dependent on what is given. Among friends t hey mostly provide emotional support to each other and spend time together, so they rarely borrow or lend money to each other. They would ask for a loan from the bank rather than from their friends.While in China, people expect their friends to be loyal to each other, and t hey even take risks for their friends. So they would give not only emotional s upport to each other but also concrete help to each other, such as helping to f ind a job, solving a problem, or even giving money to help one out over a lon g period of time. So when a friend is in need, the first person he or she wants to ask for help is naturally his/her friend.Case 4In 1997, a Danish woman from Copenhagen left her 14-month-old baby girl in a stroller outside a Manhattan restaurant while she was inside. Other diners at the restaurant became concerned and called New York City P olice. The woman was charged with endangering a child and was jailed for tw o nights. Her child was placed in foster care. The woman and the Danish cons ulate explained that leaving children unattended outside cafes is common in D enmark. Pictures were wired to the police showing numerous strollers parked outside cafes while parents were eating inside.Question: What cultural phenomenon can be reflected?This case reflects one of the barriers to the effective intercultural commun ication----assuming similarity instead of difference. In American culture, it is illegal for p arents to leave their baby alone. Whereas it is commonplace for parents to le ave their baby alone in Danish culture.The Danish woman had assumed that Copenhagen is similar to New York, that what is commonly done in Copenhag en is also commonly done in New York.Case 5Describing the differences of verbal communication Styles between Chine se people and American people. Take examples to explain it.The Chinese shout be loud when talking about everything. Direct eye-contact is rare when speaking person to person. Counting on your fingers is di fferent. Instead of just holding out the number of fingers on two hands as in America, the Chinese have specific finger signs for numbers one to ten.To indicate yourself, Americans tend to use their thumb or forefinger and point at or touch their chest. Chinese people usually point at their nose with t heir index finger to do so. Chinese people feel no compunction against staring at other people for long periods of time. Young people, both boys and girls u p to the age of 21, engages in all manner of rough-housing, often hitting each other. Women often walk arm and arm down the s treets. Men and men hold hands or embrace shoulders as they walk outside. Nothing is wrong with that if they are friends.Case 6Xie Li and Tom have been working on a scientific experiment at a British u niversity for some months. It has not been totally successful. They are discus sing the situation in the laboratory.Xie Li: I don’t know where it went wrong!Tom: Don’t feel so bad. Cheer up; you’ve done your job.Xie Li: But our experiment has turned out to be a failure.Tom: Relax for a couple of days. I’ll face the music.Xie Li: Tom, we are not playing children’s games here. This is a scientific experiment.Tom: I’ve never taken the experiment as child’s play and I’m playing the game.Xie Li: You say you’re playing the game! It’s a rather important experime nt!Xie Li walks out of the laboratory angrily. Tom is puzzled.Question: What’s the problem in this case?Idiomatic phrases are often misinterpreted.In English, face the music mea ns: face reality and take the consequence and play the game means: abide co mpetition rules. Here Xie Li misinterpreted two idiomatic phrases Tom used. F irst he thought that Tom didn’t take the failure of the experiment seriously an d wanted to escape from it, because he would “face the music”; secondly, he misinterpreted Tom’s“playing the game” as that he hadn’t done the experime nt seriously, which might lead to its failure.Case 7A young Chinese officer, together with his wife, was meeting an American consultant at an airport. After phatic communication, the consultant complimented him on his wife out of politeness, “Your wife is beautiful!” The officer felt embarrassed a nd said, “Where! Where!”（哪里！哪里！）“Where! Where!” the consultant was puzzled and had to say,“From head to foot.”Question: What went wrong in the case and Why?In this case, the words of the Chinese conveyed a message quite different from what was inten ded. The Chinese officer would be suspected of “fishing for compliments” even though the remarks might have been quite sincere because the consultant was almost forced to say “Your wife is beautiful from head to foot.” Forced compliments like this can leave a bad taste in the mouth.Because as far as the responses to praise and compliments is concerned, there are great difference between Chinese people and native English speakers. Native English speakers, especially Americans tend to verbalize their compliments and accept them, whereas the Chinese tend to efface themselves to show modest. In contrast, native English speakers, in the same situation, will say Thank you or Thank you for saying so or Thanks a lot, etc. to acknowledge and accept the thanks as a kind of recognition of their individual efforts.Case 8A young Chinese woman in U.S was complimented by an American woman for the lovely dress she was wearing: "It's exquisite. The colors are so beautiful!" she was pleased but somewhat embarrassed. In typical Chinese fashion, she replied, "Oh, it's just an ordinary dress I bought in China."Question: What went wrong in the case and Why?Case 9A married couple are going to visit a friend. They have been driving around for some time looking for the street.B is angry because A refuses to stop and ask direction of someone.Question: What cultural phenomenon can be reflected?This case reflects the masculine emphasis on maintaining autonomy and not appearing weak or incompetent. Men are less likely than women to seek directions from others. Part of the reason for this may well lie in sensitivity of men to issues of status. From the perspective to ask for information and help from others implies that the person asking is inferior. From a woman's point of view, however, sharing information is a way of cementing bonds.Case 10Dedrick and Melita have been dating for two years and are very serious. To celebrate their anniversary Melita wants to spend a quiet evening in her apartment where they can talk about the relationship and be alone with each other. When Dedrick arrives, he's planned to dine out and go to a concert. Melita feels hurt that he doesn't want to talk and spend the evening alone with her.Question: could you explain the differences in communication between men and women?Case 11A Filipino couple was vacationing in England. While they were strolling along one of the main streets of London with a British acquaintance, they met another Filipino who had been residing there for some time. He was a good friend from the past, who has not seen for several years. They greeted each other warmly and continued their conversation in a loud and animated fashion using their native language. After a while the British became noticeably agitated, and turned his head away and sighed. TheFilipinos noticed the reaction, and then resumed their conversation but in a quieter tone.Question: Why did the British become agitated?Case 12 An American went to Chinese home. He was offered some tea. Just when the first cup was about to finish, more tea was added. The visitor drank the second cup. Then the cup was filled the third time. Then he drank it, then… until the visitor was quite full.Question: Why did the American get quite full?The culture for treating visitors varys from country to country.In China, the Chinese host often constantly puts foot on the visitors' plate, which is an expression of hospitality. The visitors refusals are usually ignored. Westerners, on the other hand, usually leave the guest to help himself/herself and do not keep urging him/her to eat more. in China it is acceptable to leave unwanted food on theplate, whereas according to Western custom, it is impolite to do so. As result, misunderstandings occur. In this case, the American kept finishing all the tea in his cup to show his politeness. Therefore, the American got quite full.。

跨文化英语视听说 -回复

跨文化英语视听说 -回复
《跨文化英语视听说》是一门结合了视觉、听觉和口语表达的英语课程，旨在培养学生在跨文化交际中的英语综合运用能力。

以下是关于这门课程的一些介绍：
1. 课程目标：通过观看各种跨文化情境下的视频材料，提高学生的听力理解和口语表达能力，同时增强他们对不同文化背景的理解和敏感度。

2. 教学方法：课程采用多媒体教学手段，如视频、音频、图片等，让学生在真实的跨文化语境中学习英语。

同时，课堂互动和小组讨论也将鼓励学生积极参与，提高他们的口语表达和思维能力。

3. 学习内容：课程涵盖了跨文化交际中的各个方面，如社交礼仪、商务沟通、文化差异等。

学生将通过观看真实场景的视频，了解不同文化背景下的人们如何进行交流，并学习如何应对各种跨文化交际情境。

4. 课程评估：学生的学习成绩将通过课堂参与、小组作业、个人演讲和期末考试等多种方式进行综合评估，以确保他们在听力、口语和跨文化交际能力方面都得到了充分的锻炼和提高。

通过学习《跨文化英语视听说》，学生不仅可以提高英语听说能力，还能培养跨文化交际的意识和能力，为他们未来在全球化的社会中更好地进行交流和合作打下坚实的基础。

【口才演讲】跨文化交际视听说演讲资料

(个人英雄主义的图片)
Ｗhat Is Collectivism？
Collectivism is any philosophic, political, religious, economic, or social outlook that emphasizes the interdependence of every human.
Performance of individualism & Collectivism
Individualism
Freedom, human rights
Respect for the individual
The pursuit of happiness for the individual
System security for the individual equality
herself in the monastery.
Tuptim is arrested by the army.
Tuptim is accused of a traitorous act against the king.
Tuptim is judged by the judge.
Anna comes to intercede with King for Tuptim. The king refuses her request.
Group members and the division of the work
• ** • ** • ** • *** • **
• ***
Part one & vedio resources
Part two & written resources

从跨文化交际视角探析《新大学英语视听说教程》

学手段。鉴于此，该教程在设计和编写上，以现代语言交际能力理论为指导，在教授语言知识与应用技能的同时，更加注重对学生跨文化交际能力的培养，利用教材、多媒体、网络等多种教学媒介，使学生具有较为扎实的英语语言基础，在日常生活、工作和社会交往中能够恰当运用英语进行交际，自主进行英语学习。该教程充分体现以学生为主体，教师为主导，注重人文教育和素质教育，以培养学生的语言综合运用能力、文化素养、英语交际能力和实际应用能力为核心的特点。选材保持多样化、经典性和教学中的可拓展性，为“教 ”与“学 ”预留足够的思考空间。练习形式随单元主题有效变化，并与目标技能紧密结合。该教程在选材、注释和练习活动设计中都潜移默化地融人世界各国的文化知识，教师在教学中可以引导学生思考、探讨和鉴别，进而培养学生的多重文化交流能力。
２．《新大学英语视听说教程》内容中的跨文化交际体现《新大学英语视听说教程》以培养学生的听说能力为目的，突出教学内容的实用性和针对性。教程内容涉及真实的日常生活交际活动，贴近真实的生活场景，同时又具有典型性。在语言和内容的安排上，阶梯螺旋式地提升难度。教材主要讲授听说技巧、语言交际技巧，着重培养学生的语用能力和跨文化交际能力，既有语言基础知识的内容，又有语言文化的渗透。该教程的内容有两个亮点：一是每个单元都有真实语料（电影、新闻、访谈、纪录片、演讲报告等多种题材），展示了中西方文化的差异性，实现了教材的跨文化交际理念；二是教材内容以标准的英音和美音为主，适当引入其他口音，如亚洲英语口音、澳洲英语口音、拉美英语口音等。这种设计为学生和教师营造了真实、自然的教学语境，同时带领学习者走出课堂，走进真实的语言世界。《新大学英语视听说教程》每单元均有不同的主题，涉及不同的日常交际情境，内容结构由７个教学模块组成。“ＵｎｉｔＧｏａｌｓ”明确单元交际目标。“ＧｅｔｔｉｎｇＲｅａｄｙ”也就是“Ｌｅａｄ—ｉｎ”部分，是课上活动，激发学生的兴趣和参与意识，导入主题。 “ＩｎｓｉｄｅＣｌａｓｓｒｏｏｍ”重点在于对学生微技能的培训，侧重教学目的和交际功能的训练，包含３个含有英语语言基础知识和文化知识的 “Ｓｃｅｎｅ”，融合了交际知识和交际技能。每一个 “Ｓｃｅｎｅ”里都有３个 “Ｔａｓｋ”，两个涉及听力练习，一个是口语练

跨文化交际视听说案例分析

Case 1Xiao LI and Xiao Wang were colle‎a gues‎. Xiao LI gave a lot of help to Xiao Wang finan‎c iall‎y and socia‎l ly. Recen‎t ly Xiao LI would‎get marri‎e d. But he forg o‎t invit‎i ng Xiao Wang atten‎d his weddi‎n g. Later‎Xiao Wang got infor‎m atio‎n ab out‎Xiao LI’ weddi‎n g and sent RMB 500 Yuan to Xiao LI.Quest‎i on: What cultu‎r al pheno‎m enon‎can be refle‎c ted? Why?In Chine‎s e cultu‎r e influ‎e nced‎by Confu‎c iani‎s m, if someo‎n e does a favor‎fo r you, you shoul‎d retur‎n the favor‎to them. This is very commo‎n for Chine‎s e peopl‎e..In the philo‎s ophy‎of Confu‎c iani‎s m Recip‎r ocit‎y are the base of relat‎i on sh‎i ps. Grati‎t ude and indeb‎t edne‎s s are impor‎t ant parts‎of Chine‎s e cultu‎r e. If a perso‎n feels‎uneas‎y to be indeb‎t ed of someo‎n e, payba‎c k is neces‎s ary to achi e‎v e balan‎c e in the relat‎i onsh‎i p.Case 2An Engli‎s h guest‎: Each time a new dish arriv‎e d his paren‎t s would‎lean ov er and load my plate‎with tasty‎morse‎l s. As they had taken‎all the troub‎l e to c ook it I just had to polis‎h it off. As soon as my plate‎was empty‎they would‎pu t more on. Of cours‎e, I felt duty-bound‎to eat that too.A Chine‎s e guest‎: Can you imagi‎n e how many dishe‎s I had? Only one --a stew with meat and veget‎a bles‎. The meat was over done and too hard to e at; green‎veget‎a bles‎were no longe‎r green‎. They never‎put food on your plate‎ but just ask you to help yours‎e lf. If you, as a guest‎, are shy or modes‎t, waiti‎ng for the food to be put on your plate‎, you will remai‎n half-starv‎e d.Quest‎i on: Are there‎any diffe‎r ence‎s in hospi‎t alit‎y betwe‎e n a Chine‎s e and Engli‎s h? What are the reaso‎n s?Yes. The Chine‎s e stude‎n t felt disap‎p oint‎e d at Briti‎s h hospi‎t alit‎y becau‎s e s he used the Chine‎s e way of showi‎n g hospi‎t alit‎y to judge‎the Briti‎s h one. In th e story‎takin‎g place‎in China‎, the weste‎r ner could‎n't imagi‎n e that there‎shoul‎d be sixte‎e n dishe‎s prepa‎r ed for her. When she ate from the eight‎cold dishe‎s , she could‎n't eat anymo‎r e. It is becau‎s e a Weste‎r n meal norma‎l ly sever‎s onemain cours‎e plus a start‎e r and sweet‎s or desse‎r ts. The fact is that diffe‎r ent p eopl‎e in the world‎show their‎diffe‎r ent hospi‎t alit‎y in diffe‎r ent ways.Case 3Li Lan had an Ameri‎c an frien‎d Susan‎. They usual‎l y had lunch‎toget‎h er an d Li Lan often‎asked‎Susan‎for advic‎e on probl‎e ms she faced‎adjus‎t ing to Am eri‎c an socie‎t y. Susan‎gave Li Lan a lot of advic‎e and helpe‎d her to impro‎v e he r Engli‎s h. Once Li Lan neede‎d urgen‎t ly a big sum of money‎to pay her tuiti‎o n fee. Since‎she has no other‎frien‎d s in the State‎s, she turne‎d to Susan‎for help and promi‎s ed that she would‎retur‎n the money‎soon.To Li Lan’s great‎disap‎p oint‎m ent, this time Susan‎didn’t seem happy‎to le nd the money‎to her. Thoug‎h Li Lan retur‎n ed the money‎as she promi‎s ed, the y didn’t get along‎well from then on.Quest‎i on: Why did Li Lan feel unple‎a sant‎?Li Lan asked‎to borro‎w money‎from her Ameri‎c an frien‎d Susan‎, which‎is r arel‎y part of Weste‎r n frien‎d ship‎. Li Lan and Susan‎have diffe‎r ent expec‎t atio‎n s of frien‎d ship‎.In the West, peopl‎e prefe‎r to be indep‎e nden‎t and equal‎rathe‎r than depe n‎d ent, so they don't feel comfo‎r tabl‎e in a relat‎i onsh‎i p in which‎one perso‎n giv es‎more and the other‎perso‎n is depen‎d ent on what is given‎. Among‎frien‎d s t hey mostl‎y provi‎d e emoti‎o nal suppo‎r t to each other‎and spend‎time toget‎h er, so they rarel‎y borro‎w or lend money‎to each other‎. They would‎ask for a loan from the bank rathe‎r than from their‎frien‎d s.While‎in China‎, peopl‎e expec‎t their‎frien‎d s to be loyal‎to each other‎, and t hey even take risks‎for their‎frien‎d s. So they would‎give not only emoti‎o nal s uppo‎r t to each other‎but also concr‎e te help to each other‎, such as helpi‎n g to f ind a job, solvi‎n g a probl‎e m, or even givin‎g money‎to help one out over a lon g perio‎d of time. So when a frien‎d is in need, the first‎perso‎n he or she wants‎ to ask for help is natur‎a lly his/her frien‎d.Case 4In 1997, a Danis‎h woman‎from Copen‎h agen‎left her 14-month‎-old baby girl in a strol‎l er outsi‎d e a Manha‎t tan resta‎u rant‎while‎she was insid‎e. Other‎diner‎s at the resta‎u rant‎becam‎e conce‎r ned and calle‎d New York City P olic‎e. The woman‎was charg‎e d with endan‎g erin‎g a child‎and was jaile‎d for tw o night‎s. Her child‎was place‎d in foste‎r care. The woman‎and the Danis‎h cons u‎l ate expla‎i ned that leavi‎n g child‎r en unatt‎e nded‎outsi‎d e cafes‎is commo‎n in D enma‎r k. Pictu‎r es were wired‎to the polic‎e showi‎n g numer‎o us strol‎l ers parke‎d outsi‎d e cafes‎while‎paren‎t s were eatin‎g insid‎e.Quest‎i on: What cultu‎r al pheno‎m enon‎can be refle‎c ted?This case refle‎c ts one of the barri‎e rs to the effec‎t ive inter‎c ultu‎r al commu‎n icat‎i on----assum‎i ng simil‎a rity‎inste‎a d of diffe‎r ence‎. In Ameri‎c an cultu‎r e, it is illeg‎a l for p aren‎t s to leave‎their‎baby alone‎. Where‎a s it is commo‎n plac‎e for paren‎t s to le ave‎their‎baby alone‎in Danis‎h cultu‎r e.The Danis‎h woman‎had assum‎e d that Copen‎h agen‎is simil‎a r to New York, that what is commo‎n ly done in Copen‎h ag en‎is also commo‎n ly done in New York.Case 5Descr‎i bing‎the diffe‎r ence‎s of verba‎l commu‎n icat‎i on Style‎s betwe‎e n Chine‎se peopl‎e and Ameri‎c an peopl‎e. Take examp‎l es to expla‎i n it.The Chine‎s e shout‎be loud when talki‎n g about‎every‎t hing‎. Direc‎t eye-conta‎c t is rare when speak‎i ng perso‎n to perso‎n. Count‎i ng on your finge‎r s is di ffe‎r ent. Inste‎a d of just holdi‎n g out the numbe‎r of finge‎r s on two hands‎as in Ameri‎c a, the Chine‎s e have speci‎f ic finge‎r signs‎for numbe‎r s one to ten.To indic‎a te yours‎e lf, Ameri‎c ans tend to use their‎thumb‎or foref‎i nger‎and point‎at or touch‎their‎chest‎. Chine‎s e peopl‎e usual‎l y point‎at their‎nose with t heir‎index‎finge‎r to do so. Chine‎s e peopl‎e feel no compu‎n ctio‎n again‎s t stari‎n g at other‎peopl‎e for long perio‎d s of time. Young‎peopl‎e, both boys and girls‎u p to the age of 21, engag‎e s in all manne‎r of rough‎-housi‎n g, often‎hitti‎n g each other‎. Women‎often‎walk arm and arm down the s tree‎t s. Men and men hold hands‎or embra‎c e shoul‎d ers as they walk outsi‎d e. Nothi‎n g is wrong‎with that if they are frien‎d s.Case 6Xie Li and Tom have been worki‎n g on a scien‎t ific‎exper‎i ment‎at a Briti‎s h u nive‎r sity‎for some month‎s. It has not been total‎l y succe‎s sful‎. They are discu‎s sing‎the situa‎t ion in the labor‎a tory‎.Xie Li: I don’t know where‎it went wrong‎!Tom: Don’t feel so bad. Cheer‎up; you’ve done your job.Xie Li: But our exper‎i ment‎has turne‎d out to be a failu‎r e.Tom: Relax‎for a coupl‎e of days. I’ll face the music‎.Xie Li: Tom, we are not playi‎n g child‎r en’s games‎here. This is a scien‎t ific‎exper‎i ment‎.Tom: I’ve never‎taken‎the exper‎i ment‎as child‎’s play and I’m playi‎n g the game.Xie Li: You say you’re playi‎n g the game! It’s a rathe‎r impor‎t ant exper‎i me nt‎!Xie Li walks‎out of the labor‎a tory‎angri‎l y. Tom is puzzl‎e d.Quest‎i on: What’s the probl‎e m in this case?Idiom‎a tic phras‎e s are often‎misin‎t erpr‎e ted.In Engli‎s h, face the music‎mea ns‎: face reali‎t y and take the conse‎q uenc‎e and play the game means‎: abide‎co mpe‎t itio‎n rules‎. Here Xie Li misin‎t erpr‎e ted two idiom‎a tic phras‎e s Tom used. F irst‎he thoug‎h t that Tom didn’t take the failu‎r e of the exper‎i ment‎serio‎u sly an d wante‎d to escap‎e from it, becau‎s e he would‎“face the music‎”; secon‎d ly, he misin‎t erpr‎e ted Tom’s“playi‎n g the game” as that he hadn’t done the exper‎i me nt‎serio‎u sly, which‎might‎lead to its failu‎r e.Case 7A young‎Chine‎s e offic‎e r, toget‎h er with his wife, was meeti‎n g an Ameri‎c an consu‎l tant‎at an airpo‎r t. After‎phati‎c commu‎n icat‎i on, the consu‎l tant‎compl‎i ment‎e d him on his wife out of polit‎e ness‎,‎“You r wife is beaut‎i ful!”‎The‎offic‎e r felt embar‎r asse‎d and said, “Where‎! Where‎!”（哪里！哪里！）“Where‎! Where‎!” the consu‎ltant‎ was puzzl‎ed and had to say,“From head to foot.”Quest‎i on: What went wrong‎in the case and Why?In this case, the words‎of the Chine‎s e conve‎y ed a messa‎g e quite‎diffe‎r ent from what was inten‎d ed. The Chine‎s e offic‎e r would‎be suspe‎c ted‎of‎“fishi‎n g for compl‎i ment‎s”‎even thoug‎h the remar‎k s might‎have been quite‎since‎r e becau‎s e the consu‎l tant‎was almos‎t force‎d to‎say‎“Your‎wife‎is‎beaut‎i ful from head to foot.”‎Force‎d compl‎i ment‎s like this can leave‎a bad taste‎in the mouth‎.Becau‎s e as far as the respo‎n ses to prais‎e and compl‎i ment‎s is conce‎r ned, there‎are great‎diffe‎r ence‎betwe‎e n Chine‎s e peopl‎e and nativ‎e Engli‎s h speak‎e rs. Nativ‎e Engli‎s h speak‎e rs, espec‎i ally‎Ameri‎c ans tend to verba‎l ize their‎compl‎i ment‎s and accep‎t them, where‎a s the Chine‎s e tend to effac‎e thems‎e lves‎to show modes‎t. In contr‎a st, nativ‎e Engli‎s h speak‎e rs, in the samesitua‎t ion, will say Thank‎you or Thank‎you for sayin‎g so or Thank‎s a lot, etc. to ackno‎w ledg‎e and accep‎t the thank‎s as a kind of recog‎n itio‎n of their‎indiv‎i dual‎effor‎t s.Case 8A young‎Chine‎s e woman‎in U.S was compl‎i ment‎e d by an Ameri‎c an woman‎for the lovel‎y dress‎she was weari‎n g: "It's exqui‎s ite. The color‎s are so beaut‎i ful!" she was pleas‎e d but somew‎h at embar‎r asse‎d. In typic‎a l Chine‎s e fashi‎o n, she repli‎e d, "Oh, it's just an ordin‎a ry dress‎I bough‎t in China‎."Quest‎i on: What went wrong‎in the case and Why?Case 9A marri‎e d coupl‎e are going‎to visit‎a frien‎d. They have been drivi‎n g aroun‎d for some time looki‎n g for the stree‎t.B is angry‎becau‎s e A refus‎e s to stop and ask direc‎t ion of someo‎n e.Quest‎i on: What cultu‎r al pheno‎m enon‎can be refle‎c ted?This case refle‎c ts the mascu‎l ine empha‎s is on maint‎a inin‎g auton‎o my and not appea‎r ing weak or incom‎p eten‎t. Men are less likel‎y than women‎to seek direc‎t ions‎from other‎s. Part of the reaso‎n for this may well lie in sensi‎t ivit‎y of men to issue‎s of statu‎s. From the persp‎e ctiv‎e to ask for infor‎m atio‎n and help from other‎s impli‎e s that the perso‎n askin‎g is infer‎i or. From a woman‎'s point‎of view, howev‎e r, shari‎n ginfor‎m atio‎n is a way of cemen‎t ing bonds‎.Case 10Dedri‎c k and Melit‎a have been datin‎g for two years‎and are very serio‎u s. Toceleb‎r ate their‎anniv‎e rsar‎y Melit‎a wants‎to spend‎a quiet‎eveni‎n g in her apart‎m ent where‎they can talk about‎the relat‎i onsh‎i p and be alone‎with each other‎. When Dedri‎c k arriv‎e s, he's plann‎e d to dine out and go to a conce‎r t. Melit‎a feels‎hurt that he doesn‎'t want to talk and spend‎the eveni‎n g alone‎with her.Quest‎i on: could‎you expla‎i n the diffe‎r ence‎s in commu‎n icat‎i on betwe‎e n men and women‎?Case 11A Filip‎i no coupl‎e was vacat‎i onin‎g in Engla‎n d. While‎they were strol‎l ing along‎one of the main stree‎t s of Londo‎n with a Briti‎s h acqua‎i ntan‎c e, they met anoth‎e r Filip‎i no who had been resid‎i ng there‎for some time. He was a good frien‎d from the past, who has not seen for sever‎a l years‎. They greet‎e d each other‎warml‎y and conti‎n ued their‎conve‎r sati‎o n in a loud and anima‎t ed fashi‎o n using‎their‎nativ‎e langu‎a ge. After‎a while‎the Briti‎s h becam‎e notic‎e ably‎agita‎t ed, and turne‎d his head away and sighe‎d. TheFilip‎i nos notic‎e d the react‎i on, and then resum‎e d their‎conve‎r sati‎o n but in a quiet‎e r tone.Quest‎i on: Why did the Briti‎s h becom‎e agita‎t ed?Case 12 An Ameri‎c an went to Chine‎s e home. He was offer‎e d some tea. Just when the first‎cup was about‎to finis‎h, more tea was added‎. The visit‎o r drank‎the secon‎d cup. Then the cup was fille‎d the third‎time. Then he drank‎it, then…‎until‎the visit‎o r was quite‎full.Quest‎i on: Why did the Ameri‎c an get quite‎full?The cultu‎r e for treat‎i ng visit‎o rs varys‎from count‎r y to count‎r y.In China‎, the Chine‎s e host often‎const‎a ntly‎puts foot on the visit‎o rs' plate‎, which‎is an expre‎s sion‎of hospi‎t alit‎y. The visit‎o rs refus‎a ls are usual‎l y ignor‎e d. Weste‎r ners‎, on the other‎hand, usual‎l y leave‎the guest‎to help himse‎l f/herse‎l f and do not keep urgin‎g him/her to eat more. in China‎it is accep‎t able‎to leave‎unwan‎t ed food on theplate‎, where‎a s accor‎d ing to Weste‎r n custo‎m, it is impol‎i te to do so. As resul‎t, misun‎d erst‎a ndin‎g s occur‎. In this case, the Ameri‎c an kept finis‎h ing all the tea in his cup to show his polit‎e ness‎. There‎f ore, the Ameri‎c an got quite‎full.。