跨文化交際(英語(yǔ))

1、.跨文化交際課程教學(xué)大綱一、課程的根本信息適應(yīng)對(duì)象： 英語(yǔ)專業(yè)本科四年級(jí)學(xué)生課程代碼：學(xué)時(shí)分配：賦予學(xué)分：2先修課程：“普通語(yǔ)言學(xué)“、“英美概況“、“英美文學(xué)史“、“歐洲文化入門“后續(xù)課程：二、課程性質(zhì)與任務(wù)當(dāng)今世界發(fā)生的翻天覆地的變化使社會(huì)對(duì)外語(yǔ)人才的需求也相應(yīng)提高。近年來(lái)對(duì)交際能力的要求除聽(tīng)、說(shuō)、讀、寫四種語(yǔ)言運(yùn)用能力外，還需要具備社會(huì)文化能力，即文化素養(yǎng)?！翱缥幕浑H學(xué)“是外語(yǔ)專業(yè)本科四年級(jí)的任意選修課程。它以促進(jìn)學(xué)生整體素質(zhì)開(kāi)展為根本，注重學(xué)生在技能、知識(shí)、情感、策略和文化素質(zhì)等各方面的綜合開(kāi)展。作為一門新興學(xué)科，“跨文化交際學(xué)“集社會(huì)語(yǔ)言學(xué)、文化語(yǔ)言學(xué)、語(yǔ)用學(xué)、翻譯學(xué)、傳播學(xué)、人類學(xué)

2、、外語(yǔ)教學(xué)等領(lǐng)域的研究成果于一體，著重文化與交際過(guò)程以及文化對(duì)交際過(guò)程的影響，從而提高外語(yǔ)學(xué)習(xí)者對(duì)文化的敏感和跨文化交際的能力。“跨文化交際學(xué)“除研究文化的定義與特點(diǎn)、交際的定義與特征以及文化與交際的關(guān)系外，著重討論干擾交際的文化因素。這些因素包括語(yǔ)言、非語(yǔ)言手段、社會(huì)準(zhǔn)則、社會(huì)組織、價(jià)值觀等。其中，語(yǔ)言包括詞語(yǔ)的文化涵、篇章構(gòu)造、邏輯思維以及翻譯等值等方面；非語(yǔ)言手段包括手勢(shì)、身勢(shì)、服飾、音調(diào)上下、微笑、沉默、對(duì)時(shí)間與空間的不同觀念等；社交準(zhǔn)則泛指人們交往中必須遵循的各種規(guī)則以及*些風(fēng)俗習(xí)慣；社會(huì)組織指家庭中各成員的關(guān)系、同事朋友關(guān)系、上下級(jí)關(guān)系等；價(jià)值觀念包括人與自然的關(guān)系、觀念、道德標(biāo)準(zhǔn)

3、以及人生觀、世界觀等。語(yǔ)言是文化的載體，不同文化背景的人們從事交際勢(shì)必會(huì)遇到文化差異的問(wèn)題。因此，研究跨文化交際、深入了解語(yǔ)言、文化與交際之間的關(guān)系，不僅對(duì)于語(yǔ)言研究者，而且對(duì)于將要從事外語(yǔ)教學(xué)、翻譯和外事工作的外語(yǔ)專業(yè)的學(xué)生是十分必要和大有裨益的。三、教學(xué)目的與要求同英語(yǔ)國(guó)家的人們用英語(yǔ)進(jìn)展有效的交際是學(xué)習(xí)英語(yǔ)的重要目的之一。然而有效的交際不僅僅是一個(gè)語(yǔ)言技巧問(wèn)題，還涉及到許多文化因素。本課程要求學(xué)生掌握文化的定義和特征，交際的定義和特征，影響跨文化交際活動(dòng)的各種因素、跨文化交際的途徑以及跨文化交際學(xué)的研究方法等?？缥幕芯康母灸康挠腥齻€(gè)。第一，培養(yǎng)人們對(duì)不同的文化持積極理解的態(tài)度。第二，

4、培養(yǎng)跨文化接觸時(shí)的適應(yīng)能力。第三，培養(yǎng)跨文化交際的技能?！翱缥幕浑H學(xué)“通過(guò)中西文化的異同比擬，增強(qiáng)學(xué)生對(duì)英語(yǔ)國(guó)家概況和英美社會(huì)與文化的了解，提高其對(duì)中國(guó)文化與西方文化差異的敏感度，為學(xué)生提供在處理跨文化交際中一些微妙問(wèn)題時(shí)所需的根本知識(shí)和技巧，以提高學(xué)生跨文化交際的能力和跨文化交際的質(zhì)量。由于這是一門新學(xué)科，它所包含的實(shí)際容仍在不斷豐富，牽涉到的理論問(wèn)題人們?nèi)栽谔接?，需要在?shí)踐中不斷完善。四、教學(xué)容與安排跨文化交際的根本容為：世界觀、價(jià)值觀方面的研究；言語(yǔ)行為的文化特性方面的研究；非語(yǔ)言交際方面的研究。本課程主要講解中西文化縱論、文化差異、語(yǔ)言與文化、語(yǔ)言運(yùn)用與文化差異等容，以培養(yǎng)學(xué)生對(duì)文化

5、差異的敏感性、寬容性以及處理文化差異的靈活性。主要學(xué)習(xí)方法包括：典型實(shí)例分析，模擬交流練習(xí)，聽(tīng)公開(kāi)講座磁帶，交際失誤分析，英漢雙向練習(xí)等。“跨文化交際學(xué)“分為七章，用30個(gè)學(xué)時(shí)學(xué)完。教學(xué)容包括：跨文化交際的意義、容、理念和研究方法，交際的復(fù)雜性和交際的特征，信仰、價(jià)值觀和文化模式，世界觀、家庭觀和文化史對(duì)跨文化交際的作用和影響，文化對(duì)語(yǔ)義、語(yǔ)用和翻譯的影響，跨文化非語(yǔ)言交際，跨文化商務(wù)活動(dòng)等。各章容如下：第一章 文化交際總論這一章介紹有關(guān)跨文化交際以及語(yǔ)言與文化研究方面的概貌。第二章 文化因素與外語(yǔ)教學(xué)該局部著重討論在外語(yǔ)和對(duì)外漢語(yǔ)教學(xué)中文化因素的影響以及如何改良目前外語(yǔ)教學(xué)。此外還論述了知識(shí)

6、文化與交際文化的區(qū)別。第三章 語(yǔ)言與文化本章分別討論語(yǔ)言與文化的一般關(guān)系和從具體語(yǔ)言材料出發(fā)探討語(yǔ)言與文化的在聯(lián)系以及文化對(duì)于語(yǔ)言的影響。第四章 非語(yǔ)言交際與文化該局部介紹了非語(yǔ)言交際的各個(gè)側(cè)面，比照民族在非語(yǔ)言交際方面和其他民族的異同。第五章 翻譯與文化這局部著重討論翻譯中的文化因素以及有關(guān)的理論問(wèn)題。第六章 語(yǔ)用與文化這局部運(yùn)用語(yǔ)用學(xué)理論分析我國(guó)學(xué)生易犯的錯(cuò)誤，并指出語(yǔ)用與文化的關(guān)系。第七章 理論探討本章對(duì)今后的教學(xué)與研究提出了一些值得思考的問(wèn)題。五、教學(xué)設(shè)備和設(shè)施多媒體教室、多媒體制作室、錄音室、調(diào)頻臺(tái)工作室、語(yǔ)音實(shí)驗(yàn)室以及計(jì)算機(jī)、打印機(jī)、掃描儀、互聯(lián)網(wǎng)等配套設(shè)施。六、課程考核與評(píng)估對(duì)學(xué)

7、生學(xué)習(xí)的評(píng)價(jià)既要關(guān)注結(jié)果，又要重視過(guò)程。本課程的考核采用兩種形式： 形成性考核和課程終結(jié)性考核。課程總成績(jī)?yōu)榘俜种?，形成性考核?0%，課程終結(jié)性考核占70%。1形成性考核即平時(shí)成績(jī)，是為了強(qiáng)調(diào)重視學(xué)習(xí)過(guò)程的必要性，淡化應(yīng)試教育傾向，同時(shí)也有助于幫助學(xué)生掌握學(xué)習(xí)進(jìn)度，監(jiān)控學(xué)習(xí)過(guò)程。平時(shí)成績(jī)主要包括平時(shí)作業(yè)和在課堂上參與教學(xué)活動(dòng)的情況，這是學(xué)生學(xué)習(xí)過(guò)程的真實(shí)反映。這局部成績(jī)由任課教師根據(jù)學(xué)生的實(shí)際情況分階段給予并登記在冊(cè)，在期末考試之前匯總并依此確定形成性考核的成績(jī)。這樣既減輕了學(xué)生期末應(yīng)考的心理壓力，又減少了考試成績(jī)的偶然性，學(xué)生更容易在考試中取得好的成績(jī)。2課程終結(jié)考試筆試在學(xué)期末進(jìn)展，10

8、0分為總分值。對(duì)學(xué)生學(xué)習(xí)的評(píng)價(jià)不應(yīng)僅限于知識(shí)記憶和存儲(chǔ)的低水平上，而要提高到能力的層面上來(lái)。因此，期末考試采用問(wèn)答題形式測(cè)試學(xué)生對(duì)該課程容的理解和解決跨文化交際中所存在的問(wèn)題之能力。七、附錄教材：胡文仲著，“跨文化交際學(xué)概論“，外語(yǔ)教學(xué)與研究，1999教學(xué)參考文獻(xiàn)目錄1munication Across Cultures，Basil Hatim，外語(yǔ)教育，20012var et al. Wadsworth Publishing pany3Intercultural munication：A Discourse Approach，R.Scollon & S.W.Scollon，Black

9、well Publishers Ltd，4Language and Culture, Claire Kramsch, 外語(yǔ)教育，20005Selected Readings in Intercultural munication，胡文仲，教育，19986Aspects of Intercultural munication, 胡文仲，外語(yǔ)教學(xué)與研究，19997“跨文化非語(yǔ)言交際“，畢既萬(wàn)，外語(yǔ)教學(xué)與研究，19998“語(yǔ)言與文化“, 鄧炎昌、潤(rùn)清，外語(yǔ)教學(xué)與研究, 19899“跨文化交際學(xué)“，關(guān)世杰，大學(xué)，199910“跨文化交際與英語(yǔ)學(xué)習(xí)“, 胡文仲，譯文, 199011“文化與交際“，胡文仲

10、，外語(yǔ)教學(xué)與研究，199812“外語(yǔ)教學(xué)與文化“，胡文仲，教育，199713“跨文化交流學(xué)“，賈玉新，海外語(yǔ)教育，199714“西方文化概論“，啟良，花城，200015“文化與語(yǔ)言“，王福祥，外語(yǔ)教學(xué)與研究，199816“文化與交際“，艷萍，中國(guó)人民大學(xué)，1999教學(xué)網(wǎng)絡(luò)提示es/intercultural/Intercultural.htmlIntercultural Cultural munication HomepageIntercultural Cultural munication Related WebsitesUBC Center for Intercultural munica

11、tionintercultural.at/ European Journal for Intercultural munication 提供“跨文化交際“課程簡(jiǎn)介、教學(xué)輔導(dǎo)等信息.lforums./html/7/71/613.htm 英語(yǔ)語(yǔ)言學(xué)論壇-跨文化交際與外語(yǔ)教學(xué).. 中央電大在線.n*.電大.immi.se/intercultural/Journal of Intercultural munication電子信箱：_可以通過(guò)此信箱與責(zé)任教師及任課教師傳遞、溝通教學(xué)信息，解決疑難問(wèn)題?？缥幕浑H課程考核大綱一、適應(yīng)對(duì)象修讀完本課程規(guī)定容的外語(yǔ)專業(yè)的本科學(xué)生；

12、提出并獲準(zhǔn)免修本課程、申請(qǐng)進(jìn)展課程水平考核的外語(yǔ)專業(yè)的本科學(xué)生；提出并獲準(zhǔn)副修第二專業(yè)、申請(qǐng)進(jìn)展課程水平考核的非外語(yǔ)專業(yè)的本科學(xué)生。二、考核目的1 考核是檢查教學(xué)大綱執(zhí)行情況，評(píng)估教學(xué)質(zhì)量的必要手段。同時(shí)，考核所提供的數(shù)據(jù)又是修訂大綱和改良教學(xué)的依據(jù)。2 考核包括大綱規(guī)定掌握的根本語(yǔ)言知識(shí)和技能；按照本大綱所規(guī)定的各學(xué)期的要求命題，其中平時(shí)成績(jī)占總成績(jī)的30%。三、考核形式與方法1形成性考核即平時(shí)成績(jī)，是為了強(qiáng)調(diào)重視學(xué)習(xí)過(guò)程的必要性，淡化應(yīng)試教育傾向，同時(shí)也有助于幫助學(xué)生掌握學(xué)習(xí)進(jìn)度，監(jiān)控學(xué)習(xí)過(guò)程。平時(shí)成績(jī)主要包括平時(shí)作業(yè)和在課堂上參與教學(xué)活動(dòng)的情況，這是學(xué)生學(xué)習(xí)過(guò)程的真實(shí)反映。這局部成績(jī)由任

13、課教師根據(jù)學(xué)生的實(shí)際情況分階段給予并登記在冊(cè)，在期末考試之前匯總并依此確定形成性考核的成績(jī)。這樣既減輕了學(xué)生期末應(yīng)考的心理壓力，又減少了考試成績(jī)的偶然性，學(xué)生更容易在考試中取得好的成績(jī)。2課程終結(jié)考試筆試在學(xué)期末進(jìn)展，100分為總分值。對(duì)學(xué)生學(xué)習(xí)的評(píng)價(jià)不應(yīng)僅限于知識(shí)記憶和存儲(chǔ)的低水平上，而要提高到能力的層面上來(lái)。因此，期末考試采用問(wèn)答題形式測(cè)試學(xué)生對(duì)該課程容的理解和解決跨文化交際中所存在的問(wèn)題之能力。四、課程考核成績(jī)構(gòu)成課程總成績(jī)?yōu)榘俜种?，形成性考核?0%，課程終結(jié)性考核占70%。五、考核容與要求本課程講授的以下七章容為考核容：第一章 文化交際總論這一章介紹有關(guān)跨文化交際以及語(yǔ)言與文化研究方

14、面的概貌。第二章 文化因素與外語(yǔ)教學(xué)該局部著重討論在外語(yǔ)和對(duì)外漢語(yǔ)教學(xué)中文化因素的影響以及如何改良目前外語(yǔ)教學(xué)。此外還論述了知識(shí)文化與交際文化的區(qū)別。第三章 語(yǔ)言與文化本章分別討論語(yǔ)言與文化的一般關(guān)系和從具體語(yǔ)言材料出發(fā)探討語(yǔ)言與文化的在聯(lián)系以及文化對(duì)于語(yǔ)言的影響。第四章 非語(yǔ)言交際與文化該局部介紹了非語(yǔ)言交際的各個(gè)側(cè)面，比照民族在非語(yǔ)言交際方面和其他民族的異同。第五章 翻譯與文化這局部著重討論翻譯中的文化因素以及有關(guān)的理論問(wèn)題。第六章 語(yǔ)用與文化這局部運(yùn)用語(yǔ)用學(xué)理論分析我國(guó)學(xué)生易犯的錯(cuò)誤，并指出語(yǔ)用與文化的關(guān)系。第七章 理論探討本章對(duì)今后的教學(xué)與研究提出了一些值得思考的問(wèn)題。形成性考核要求學(xué)

15、生完成每章課后的作業(yè)，使教師能監(jiān)控學(xué)生的學(xué)習(xí)過(guò)程并逐章考察學(xué)生對(duì)知識(shí)點(diǎn)的掌握情況。終結(jié)考試以問(wèn)答題的形式將課程容匯總，以測(cè)試學(xué)生對(duì)該課程容的理解和解決跨文化交際中所存在的問(wèn)題之能力。六、樣卷“跨文化交際“期末考試樣卷Final Test Paper on Cross-cultural municationI. munication AnalysisThe following are three different cases of cross-cultural munication. In each of the cases there is something to be improved

16、upon. Write an analysis on what is to be desired for more successful munication.Question 1 ( 10 points)Case 1:When James Crock first came to Beijing from London to take a Chinese training course, he was invited to a party held by Chinese students. There he noticed a Chinese girl whom he wanted to ge

17、t know of. He went up to her and started the following conversation.James: Is anybody sitting here“Girl: No, no.James: Didnt I see you with Professor Li the other day“Girl: Yeh.James: Professor is my tutor in Chinese literature. My name is James.Girl: Nice to meet you.James: Nice to meet you, too. E

18、*cuse me. (James stood up and went to talk with someone else, because he thought that the girl didnt like him.)Girl: (Thinks to herself) Why did he go away“ Did I say something wrong“Question 2 (10 points)Case 2:This is a more plicated case than Case 1. In the analysis you should focus on the intent

19、ions of the municators:Liz, an American woman married to a Chinese businessman had immigrated to US recently. Her mother-in-law came to visit them at their Chicago home. The following conversation between Liz and Dick, her husband, took place two days after the mothers arrival.Liz: Dick, how long is

20、 your mum going to stay“Dick: I dont know. I havent asked her.Liz: Why not ask her“Dick: What do you mean by asking her“Liz; I mean what I said. Just ask her how long shes going to stay.Dick (being angry): Are you eager to get rid of her“Question 3 (10 points)Case 3:Shao Bin, a Chinese student study

21、ing in Britain, was once invited by her British classmate Brian to his house to cook a Chinese meal. Her two Chinese friends were also invited. They busied themselves in the kitchen, making dumplings while Brian did something in the garden and his wife sat on the sofa reading. Shao Bin felt a little

22、 upset for she thought that both the host and the hostess should offer to help with the kitchen work. The meal was great and everyone enjoyed themselves. The couple kept plimenting them on their cooking skills and asked for the recipe. But then after the meal, the couple just put down their chopstic

23、ks and started minding their own business, leaving the three Chinese guests to clear the table and do the dishes. Shao Bin felt absolutely confused or even angry. She concluded thatII. Vocabulary (10 points)Choose one word or e*pression from those in the bo* below to fill the gap in each of the sent

24、ences. Write the correct words on your answer paper ne*t to the number of the sentence. Do not change the forms of the words on the bo*.E*hibiting knowledge utterance euphemisms don the mask kin terms buying a round altruism broken up decoded display their similarities self-denigration seen red non-

25、verbal signals ethnic groups address systems1. Language is only one aspect of munication, we mustnt forget that _ are also an integral part.2. Electronic signals can be sent from one machine to another, but in order for the message to be understood the signals must be _.3. Every _ a speaker makes ca

26、rries a certain meaning.4. In parison with western cultures, Chinese culture seems to contain a greater degree of _, which can be misinterpreted as e*cess humility.5. One of the most plicated aspects of Chinese culture for foreign learners is the ple*ity of _ used in denoting different members of a

27、family.6. It is difficult for foreigners to understand the British pub culture, especially the system of _ which all members of the group are e*pected to join in.7. I saw John looking miserable the other day, I think he and his girlfriend must have finally _.8. Male culture is an interesting phenome

28、non, especially the way men feel they have to _ in their peer group.9. It is interesting how British and American cultures misinterpret each other ways of _: the Americans very open way of doing it is seen as arrogant by the British, and the Britons very subtle way of dong it is seen by Americans as

29、 being too humble.10. Its amazing how many _ there are in English for taboo subjects, such as talking about death or se*.III. Translation(10 points)Translate the following passage from English into Chinese. Please write your translation on the answer sheet.If Western individualism can be traced to l

30、iberalism, eastern collectivism is tied to Confucianism. Confucianism gives pride of place to social order and harmony. “All individuals are conceived to be linked in a web of interrelatedness and embedded and situated in particular roles and stations (Kim et al, 1994: 8). Duty and loyalty to the gr

31、oup are the Confucian counterparts of the egalitarian rules and regulations of the individualist society. Collectivists owe duty to their immediate in-groups and, to the e*tent that they fail to act in accordance with these duties and obligations, they lose face. Special concern and care even to the

32、 point of self-abnegation and sacrifice will be shown for those that count, whereas outsiders (who are unrelated and thus do not count) may be treated with “wariness and even callousness (Young, 1994:56).Of curse it is important to recognize the ple*ity of these constructs. No culture is pletely ind

33、ividualist or collectivist. Rather, cultures vary in the mi* of values they espouse, with some accepting more individualist notions, and others orienting more toward collectivist values. Nevertheless, most English speaking countries tend to view the world from a relatively individualist perspective, while China tends to be more collectivist.IV.