跨文化交際經(jīng)典教材與案例思考課件

跨文化交際

Cross-culturalCommunication跨文化交際

Cross-culturalCommuni這門課的主要目的就是讓大家從理性的角度學(xué)習(xí)一下文化的各個(gè)層面，語言，文化，交際三者的關(guān)系。通過對(duì)中西方文化的對(duì)比學(xué)習(xí)，能夠更好地，更順利的用英語和西方人交流，避免一些由于文化差異所引起的誤解與尷尬場(chǎng)面。通過學(xué)習(xí)文化來學(xué)習(xí)語言。這門課的主要目的就是讓大家從理性的角度學(xué)習(xí)一下文化的各個(gè)層面這本教材的總體結(jié)構(gòu)就是一個(gè)總-分-總的形式，第一、二單元從總體上論述了語言（language）、文化（culture）、交際（communication）三者之間相互依賴，彼此融合的關(guān)系，以及由于不同的文化背景，在交流中可能出現(xiàn)的問題，在3、4、5、6、7單元中側(cè)重文化的不同方面，介紹了名字、角色，非語言交流，習(xí)語等在不同文化中的體現(xiàn)。最后一章則以歷史發(fā)展的角度，介紹了人們的交流方式，從古到今的一些演變和發(fā)展。這本教材的總體結(jié)構(gòu)就是一個(gè)總-分-總的形式，第一、二單元從總從語言點(diǎn)的層面上講，同學(xué)們主要應(yīng)就相關(guān)的vocabulary掌握熟練

有了這些詞匯做基礎(chǔ)，才能在實(shí)際的討論及寫作中運(yùn)用有關(guān)文化的知識(shí)，自由地表達(dá)自己的想法。同學(xué)們要根據(jù)各個(gè)單元中列的objectives,主動(dòng)地去把握所需要掌握的文化知識(shí)內(nèi)容，同時(shí)運(yùn)用在第一學(xué)年中鞏固起來的技巧把這些東西加以活用，從而進(jìn)一步深化語言的學(xué)習(xí)。尤其要注意在實(shí)際語言運(yùn)用中要把學(xué)到的文化背景知識(shí)運(yùn)用上，也就是說，在交流中不要違背culturalrules。從語言點(diǎn)的層面上講，同學(xué)們主要應(yīng)就相關(guān)的vocabulary考核方式：本課程的考核采取兩種形式：形成性考核和課程終結(jié)考試。課程總成績(jī)?yōu)榘俜种?，形成性考核?0%，課程終結(jié)考試占80%。

1、形成性考核：包括平時(shí)作業(yè)、參與面授輔導(dǎo)和各項(xiàng)教學(xué)活動(dòng)情況，以及學(xué)生對(duì)學(xué)習(xí)過程中的自我監(jiān)控。

2、課程終結(jié)考試：包括口試和筆試兩部分，分別占15%和65%分?？谠嚭凸P試都由中央電大統(tǒng)一命題，在同一時(shí)間全國(guó)統(tǒng)考。

3、口試：集中測(cè)試考生就與課程相關(guān)的制定話題進(jìn)行簡(jiǎn)短的口頭報(bào)考或有準(zhǔn)備的整段發(fā)言的能力。

4、筆試：筆試分作兩部分，第一部分為聽力測(cè)驗(yàn)，占15分；第二部分為個(gè)案分析，占30分；第三部分為詞匯測(cè)試,占10分；第四部分為翻譯，占15分；第五部分為閱讀理解，占30分。考試時(shí)間總共150分鐘，其中聽力部分30分鐘，第二部分30分鐘；第四部分20分鐘；第五部分寫作50分鐘。考核方式：本課程的考核采取兩種形式：形成性考核和課程終結(jié)考試評(píng)價(jià)目標(biāo)：本考試重點(diǎn)考查學(xué)生運(yùn)用英語進(jìn)行跨文化交際的能力。學(xué)生應(yīng)能就日常生活中常見的話題進(jìn)行連貫交談，語言得體，能夠表達(dá)自己的思想；能夠介紹我國(guó)國(guó)情和文化，討論有關(guān)交際的問題；并還要能夠翻譯內(nèi)容比較熟悉的文字材料。命題原則：根據(jù)教材所涵蓋的日常交際話題、交際功能以及與教材難度相當(dāng)?shù)拈喿x寫作技能命題，涉及教材內(nèi)容不少于50%。評(píng)價(jià)目標(biāo)：本考試重點(diǎn)考查學(xué)生運(yùn)用英語進(jìn)行跨文化交際的能力。學(xué)Unit1

LanguageandCultureinCommunicationUnit1

LanguageandCultureinYourObjectives:

Bytheendofthisunit,youshouldbeableto:---distinguishtypesofcommunication---state

thebasicsofcommunication---designamodelforcross-culturalcommunication---recogniseavarietyofmeaningsincommunication---recognisemutualmonitoringprocessinasocialsituation---identifydifferentdefinitionsofasocialsituation---demonstratesituationalschema---recognisedifferentvaluesincommunication---recognisenon-verbalsignalsincommunication---trytobe

aneffectivespeakerandlistenerincommunicationYourObjectives:

BytheendoKeyPoints

lifeandCommunicationLifeiscommunicationand

communicationislife---successful/unsuccessfulcommunication

inlife

Communicationmeansnotonlylifebutalsodevelopment:

informationis

communicated

andinformationmeanspowerandmoney

KeyPoints

lifeandCommunicatBasicsofcommunicationFivetypes:l

humancommunicationl

animalcommunicationl

human-animall

Human-machinemachine-to-machinecommunicationBasicsofcommunicationTwoways:

directcommunication

indirectcommunication

Humanlanguage:

verballanguage

non-verballanguage:

non-wordsounds

bodylanguage(gestures,headmovements)

Artificiallanguage:

specialpurpose(Braille)

symbolic(logic)

machine(computer)Twoways:Activity2FourModelsofCommunication

Informationmodel

mono-culturallanguagecommunication

unilaterallycross-culturallanguagecommunication

bilaterallycross-culturallanguage

(languageinterference)Activity2FourModelsofCommActivity3MeaningsinCommunication

Wordmeaningandinterpretation

Utterancemeaning

（

Conventionalmeaning）

Speaker"smeaning

Hearer"smeaningActivity3MeaningsinCommuniLanguageinterferenceLanguage

interferencetakesplaceswhenonespeaksaforeignlanguage,one"s

mothertongueaffectsthewayheorsheusesit.

Thesuccessofcross-culturalcommunicationdependsontheamountofsharedknowledgebetweeninterlocutors/communicators.Themorethecommunicatorsunderstandeachother"slanguage

andculture,themoresuccessfultheircommunicationwillbe.

LanguageinterferenceDiagnosingProblemsinCross-culturalCommunication

Utterancemeaning:Howlongisshegoingtostay?Itsutterancemeaningiswhatitnormallymeans.Speaker"smeaning:themeaningthespeakerhasintendedtoconveybywayofutterancemeaning.Hearer"smeaning:themeaningthehearerhasunderstoodonthebasisoftheutterancemeaning.

DiagnosingProblemsinCross-cHomework:DiagnosingProblemsinCross-culturalCommunicationAChinesestudenthadjustarrivedattheStates.Oneday,whenhewasreadinginhisroom,heheardsomeoneshoutingoutside:Watchout!Sohewenttothewindowandstretchedouthisheadand

triedtofindoutwhat“sgoingonoutside.Justthen,hisheadwasrightpouredbythewaterfromabove.Question:Wouldyoupleaseanalyzethesaying“Watchout”withthethreemeanings?Homework:Howthespeakerhighlights（濃縮，提煉）hismostimportantmessageThepointIwanttodrivehome

isthatcommunicationisariskyanddynamicprocessandthatourawarenessofthecomplexityofthemeaninggeneratingprocesswillimproveourcommunicationquality.Howthespeakerhighlights（濃縮，Activity4CommunicationinSocialSituationsDefinitionsofasocialsituation:

munitydefinition

Officialinterpretationofthesituation----socialsituationofmeeting,classroomteaching,etc.b.participants"definitionGoalsinasocialsituation:a.institutionalizedgoalsinpublicplaces

b.manypotentialgoalsActivity4CommunicationinSocTask2

BeingawareofdifferentdefinitionsofasocialsituationInaBeijingPark:IfBeijingpeopledonotknowthetruestory,theytendtothinkthatamansittingbesidesacharminggirlmeansthattheyaredatingoratleastonverygoodterms.Thedefinitiongivenbythespeaker??I?ˉisdifferentfromtheofficialone.Thatis,onegivenbyBeijingpeople.Thespeakerwasexhaustedandneededarest.

Thegirlmighthavetakenitthatthespeakerwasintrudinginto

herterritorywithillintentions.Oralternately,shewasawareoftheofficialdefinition,andcouldnotacceptit.Sosheleft.

Task2

BeingawareofdiffereCommunicationinSocialSituationsGoalsinasocialsituation:a.institutionalizedgoalsinpublicplaces

b.manypotentialgoalsCommunicationinSocialSituatSituationalSchema

Whenyoujoinasocialgathering,youmustbeawareof

rulesandproceduresthatgovernthewaythingsaregoingtoproceed.Thereisatechnicaltermforsuchrulesandprocedures"schema.SituationalSchema

WhenyoujoTask4SituationalSchema

GivinginvitationPrepareeverythingbeforethearrivalofguestsReceivingguests:openthedoor

/expresswelcome

taketheirovercoats

/introduceguests

offerthemdrinks

/makethemcomfortableServingfood:?

setthetable

/soupfirst

/maincourse?

Desert

/fruit/cakes

/coffee/tea

Task4SituationalSchema

Givinv

Postdinneractivities:

chat

/playmusic

/offermoredrinksv

Seeingguestsoff:thankthemforcoming

goodnight

Task:Wouldyoupleasespeakoutyourschemaof

entertainingaguestathome?v

Postdinneractivities:Activity5EffectiveCross-culturalCommunicationManageyourcross-culturaltalkManageyourcross-culturallisteningApoliteexpressioninChinesedoesnotmeanthatisisalsopoliteorsuitableinEnglish,andviceversa.

Activity5EffectiveCross-culCanyoudetecttheproblemnowinAnecdote2?

l

Theproblemisthe

humble

servant.ProfessorLiangisbeingpolitebybelittlinghimself.ThisisChinesenotEnglishpoliteness.LiYanwasnotawareofthis,andshetranslatedthe

two

politeexpressionsfaithfullyintoEnglish.Mr.Allrightwasnotaware,either,thatthetwowerepoliteexpressionsinChinese.Hetookthemliterally,andpointedoutthatProfessorLiangwasnothishumbleservant.

CanyoudetecttheproblemnowThankyou!Thankyou!Unit2

CultureShockUnit2

CultureShock

YourObjectives:

Bytheendofthisunit,youshouldbeableto:§

understandcross-culturaldifferencesinapproachestohospitality,modesty,privacy,andpoliteness§

appreciatehowdifferencesinculturalvaluesshapebehavior§

identifyandavoidtaboosubjectsinWesterncultures§

avoidpitfallsincross-culturalcommunication§

adjustmoresmoothlytoanewculturalenvironment

YourObjectives:

Task1TooMuch

?

Lisakeptfinishing

allthefoodonherplate

becauseshewishedtobepolite.Thatwasabigmistakebecauseshefoundherplaterefilledandmanymoredishesfollowing.Inthewest,evenifitwas

aformaldinner,itwouldbeusuallyjustthreecourses:soup,maindish,anddessert.ButinChina,aninformaldinnerwouldhavefourdishesandasoup;aformaldinnerwouldhave

atleasteightdishesandasoup.

Task1TooMuch

?

Lisakep

InBritain,hospitalityisnotmeasuredbyhowmanydishesareprovidedasinChina.Itisshown

bygivingyoufreedomtochoose

whateveryoureallywant.Theyneverpressyou.Theyneverputfoodonyourplatebutjustaskyoutohelpyourself.Ifyou,asaguest,areshyormodest,waitingforthefoodtobeputonyourplate,youwillremainhalf-starved.

InBritain,hospitalityisnoActivity2

Politeness

Usefulwordsandexpressions:

Incidentsshowingforeigner’sconcernandkindnesstoward…werecited(mentioned)withapproval.

Theideathat…wasechoed(repeated)intheinterpretationthat…

Beassociatedwith,involve,interpret…as

,view…as,consider…as,

Abreachof

behaviouralexpectation:

a

break/violationof

Activity2

Politeness

UsefWaysofAnalyzing

PolitenessProblems

?

Theincidentsreportedfallintotwomajorcategories–violationsofChinesehospitalitynormsandunnecessary（多余的）politenesstostrangers.?

Norm:(anacceptedstandardorawayofbehavingordoingthingsthatmostpeopleagreewith/standardof

properbehaviourofwhatiswrongandright)

?

Sosomeonethinksthatforeigners’impolitenesstowardguestsappearsthereverseoftheiroverpoliteness

towardstrangers.Theyarereallymirrorimagesofeachother.?

Mirrorimage:animageorrepresentationofsomethinginwhichtherightsideoftheoriginalappearstheleftsideoftheright.Oronesideappearsasthereverseoftheotherside.WaysofAnalyzing

PolitenessAGeneralizationofthepassage:

Westerners’violations（違背)ofChinesehospitalitynormsareinterpretedasduetodisregard（漠視）forproperhumanrelations,rudenessorlackofproperconcernforothers;ortheotherwayround,the

faithintheabilityofgueststomaketheirowndecisions.Theirover-politeness(unnecessarypoliteness)towardthestrangersreflectstheirself-control,beliefinequality(平等),orrespectforindividualrights.AGeneralizationofthepassagActivity3

Privacy

Task1?

Paraphraseinpairsinfiveminutesthefollowingidiomsandexpressionsas:?

BrassCrosby---theLordMayorofLodonin1770,acourageousmanfordefendingthefreedomofthepressagainstthegovernmentofthedaydespiteofbeingimprisoned

fordoingso.?

Brass:(approving)confidenceandlackoffear?

I’llsaythisforher---she’sgotplentyofbrass.?

(disapproving)Howdidtheyhavethebrasstodoit??

Cheek—rudenessorlackofrespect.?

Eg.She

hassome

cheektotakeyourcarwithoutasking.

Activity3

Privacy

TaAvoidingWesternTaboos

Talktoeachotheronthefollowingquestionsincross-culturalinteractionsintenminutes.?

Whatwouldyousayifyoureallywanttoknowwhether

thepersonismarriedornot?Why??

Whyshouldn’tyou

askaWesterneraboutthesizeofhisflatorcommentbluntlyonhisappearanceandhairstyle??

Ifsomeoneappearstoyouchangingalotwiththecolourofhisorherskin,whatissupposedtobeacompliment?

AvoidingWesternTaboos

TaTask6

Analyzingacase

?

ThemaindifferenceisAmericanchildrenarenurturedorencouragedtobeindependent,whileinChinachildrenarecertaintobetakengoodcareofandwellprotectedbytheirparents.Task6

Analyzingacase

?

Activity6Acculturation（文化適應(yīng)）

?

Uppity---disapprovingbehaveinanunpleasantwaybecausetheythinktheyareimportantthantheyreallyare,arrogance;?

Pom---

pommy,anEnglishperson?

Quaint---attractivebecauseofbeingunusualandesp.old-fashioned:aquaintcountrypub

?

Retireinto--goto,?

Trauma---severeemotionalshock

andpain

causedbyanextremelyupsettingexperienceActivity6Acculturation（文化適應(yīng)）AcculturationCognitive-orientedPsychomotor-orientedAffective-orientedAcculturationUnit3

What’sinaName?Unit3

What’sinaName?YourObjectives:¨

recognizethetermsusedtodescribeEnglishpersonalnames¨

distinguishbetweenfullandshortformsofgivennames¨

discusstheoriginofChineseandEnglishnames¨

associatecertainpersonalnameswiththeirnationalbackground¨

applylinguistictheorytoanalyzedifferencesbetweenmaleandfemalenames¨

usedifferentstrategiestoavoidbiasedlanguage¨

applyEnglishnames,titlesandkintermsinanappropriateway¨

displayfamiliaritywiththenamesofanumberofdifferentnationalities

YourObjectives:Activity1NamingNames

¨

Theacronymmayaccidentallyspellanuncomplimentaryword/awordwhichhasanegativemeaning:¨

FionaAliceTannerGrahamAdamYiend¨

NicholaAnnGreenActivity1NamingNames¨

UsuallyinEnglanditisonlythefirstofthegivennameswhichiseverused¨

Shortenedformsarecommonamongfriendsandcolleagues

UsuallyinEnglanditisonlActivity2Origins

¨

Sourcesofnames:Placeofidentity:Somenamesindicatewherethepersoncamefrom,e.g.,Norman,Moor,Hall,Chesterfield,andWood.Occupation:Cook,Clark,Taylor,Smith,Turner,Butler,Thatcher,Chandler,andCooperActivity2Origins

¨

SouFamilyrelationships:Surnameswerealsocoinedfromfirstnamestoindicatefamilyrelationships,asRobertson,Donaldson,MacDonald,O’Patrick,Watkins,ThomasFamilyrelationships:SurnamesEthnicidentity:Englishnames:thenameplus“son”,asRobertson,Donaldson,Watkins,Thomas;Scottishnames:“Mac”,or“Mc”addedbeforethename,asMacDonald;Irishnames:“O”placedbeforethename,asO’Patrick.¨

Personalcharacteristic:Long,Little,Young,Moody,Fox,Brown,Rich,andNewman

Ethnicidentity:EnglishnamesActivity3Titles

¨

InChina,somecommonlyusedtitlesforaddressingpeoplearegivenbelow:¨

Comrade:usuallybetweenanymaleorfemale,stillwidelyusedbutdiminishingintherecentyears¨

Master（師傅）:traditionallyatitleforaskilledworker,nowoftenusedtoanyunknownordinarypersonofbothsexes,usuallymiddle-agedorolderpersonsespeciallythosewhoprovideservices,stillquitecommonlyusedActivity3Titles

¨

InChMiss:tosomeyoungladies,marriedornot,especiallythosewhoworkinservicebusiness,suchasawaitress,shopassistant,airhostess,etc.,becomingmoreandmorepopular.¨

Mister/sir:arespectfultermofaddresstoknownorunknownlearnedpersons,usuallymales,commoninwrittenChinese,increasinglyheard.¨

Teacher:Arespectfultermofaddresstoalearnedorprofessionalperson,whoisnotnecessarilyateacher,usedtoeithermaleorfemale,iftoaknownperson,oftenusedwiththesurname,commonlyusedMiss:tosomeyoungladies,maTheconventionsforusingEnglishnamesandtitles:

¨

Inlessformalsettings,itisusualforpeoplemeetingforthefirsttimetousefirstnamesstraightaway,regardlessofanydifferenceinagesorstatus.ThemostfrequentlyusedtitlesusedbeforesurnamesareMr,Mrs(foramarriedwoman),Miss(foranunmarriedwoman)andMs(referringtobothmarriedandunmarriedwomen).Theyarenotusuallyusedalone,butchildrenoftenaddressschoolmistressessimply“Miss”withoutaddingtheirsurnamesandregardlessofwhethertheyaresingleormarried.TheconventionsforusingEnglTheconventionsforusingEnglishnamesandtitles:

Somegeneraltermsofaddress:“Sir”and“Madam”arepolitewaysofaddressingamanorwoman,andareusuallyusedonlybysomeonewhoisprovidingaservicesuchasashopassistanttoacustomerorpolicemantoamemberofthepublic.Othergeneraltitleswhichdotheworkoffirstnamesinformallysuchas“Mack”,“Buddy”(Am),and“mate”(Br.&Aus.).InAmerica“guys”isthecollectiveinformaltermforaddressingagroupoffriends:“Comeonyouguys,let’sgo!”¨

lAnumberoftermsofendearment:“dear”,“darling”,“l(fā)ove”,”honey”,“sweetheart”,etc..TheconventionsforusingEnglCaseexplainingexercise¨

ABritishtouristgotlostinasmalltowninChina.AChinesecouplevolunteeredtooffertheirhelp.Andnowtheyareintroducingthemselves.¨

Britishtourist:Itwassonicetomeetyoubothhere.I’mSusanWilliams.Thankyouverymuch.¨

Chinesecouple:It’sapleasure.I’mLiFang,andthisismyhusband.WelcometoChina,MissSusan.¨

Britishtourist:Thankyou.Mrs.Li.Wouldbothofyoulikeacupofcoffee?¨

Chinesecouple:No,thanks..Caseexplainingexercise¨

AAnswerforReferenceTheBritishtouristthinksthatLiFang’ssurnameisherhusband’ssurname,sincesheisunawareofthefactinChinawomenstillusetheirownsurnamesaftermarriage.Lithinksthat“Miss”isarespectfultermofaddressforanyfemaleEnglishspeaker,butunawareofthefactthatinBritainitisnotusedbeforesomeone’sfirstname--Susan.Shealsomistakesthegivennameforthesurname.

AnswerforReferenceTask4LordsandLadies

Wordsandexpressions:¨

Peer:(inBritain):apersonwhohasahighsocialpositionandanyofarangeoftitlesincludingDuke,Earl,Marquis(Marchioness),BaronandViscount,oralifepeer,whoisamemberoftheHouseofLords:ahereditarypeer

Task4LordsandLadies

WorActivity4Kinterms

Task1Culturaldifferencesinusingkinterms

InChinakintermsarenotonlyusedwithinone’sownfamilybutalsotootherpeople.Theappropriateuseofkintermsmayreflectaperson’spoliteness,respectfulness,andfriendliness.However,inBritainkintermsaremainlyconfinedtofamilymembers,thoughsomefamiliesstillkeepthetraditionofhavingchildrenusekintermswhenaddressingadultswhoarecloseneighborsandfamilyfriends.Activity4Kinterms

Task1¨

Forexample:InBritainChildrenaddresstheirparents’brothersandsisterswiththetitleofUncleorAuntplustheirfirstnames,orsimplybytheirnameswithoutaddingatitle.Thekintermsdonotdistinguishbetweenpaternalandmaternalrelatives,norbetweenrelativesaccordingtobirthorder.

¨

Forexample:InBritainChiWhereasinChinachildrenaddressthemwiththetitleonlyandthetitlescantellwhethertheyarefromtheirfatherormother’ssideandwhethertheyareolderoryoungerthantheirfatherormother.Thewayofaddressingthembytheirfirstnameswithoutaddingatitlecouldn’tbeappliedinChinesefamiliesbecauseitwouldberegardedasimpoliteanddisrespectful.

WhereasinChinachildrenaddrTask2Kinterms,ageandpolitenessInChinesetheuseofkintermsiscloselyrelatedtoageandpoliteness.Theappropriateandextendeduseofkintermsaccordingtoageistakenasreflectinggoodmanners,WhereasEnglishspeakerdonotusekintermssoextensively.Alsotheytendtoviewageasarelativelyprivatething,especiallyamongfemales.