跨文化交际教学与研究材料
Cross-cultural communication
What is culture?
The word ”culture” has many meanings. For example, we some times say that people who know about art, music, and literature are cultured. However, the word culture has a different meaning for anthropologist (people who study humankind). To an anthropologist the word culture means all the ways in which a group of people act, dress, think, and feel. People have to learn the cultural ways of their community: they are not something that the people in the group are born with.
Cultural Behavior vs Instinctive Behavior:
Instinctive behavior, on the other hand, is a pattern of behavior that an animal is born with. Spiders’ spinning their webs is an example of instinctive behavior. The mother spider does not teach her babies how to spin webs. (In fact, she is not even there when they are born.) They know how to do it when they are born. This is what we mean by instinctive behavior.
Cultures Are Acquired
As humans, we learn some of the ways of our culture by being taught by our teachers or parents. We learn more of the ways of our culture by growing up in it. We see how other people in our culture do things, and we do them the same way. We even learn how to think and feel in this way. All human beings have certain basic needs, such as eating, drinking, keeping warm and dry, and so on. However, the way in which they take care of their needs depends on the culture in which they grow up. All cultures have ways of eating, dressing, finding shelter, marring, and dealing with death. The foods that we think are good to eat, the kind of clothes we wear, and how many people we can marry at one time are all parts of our culture.
Cultural Shocks
Our own culture seems very natural to us. We feel in our hearts that the way that we do things is the only right way to do them. Other people’s culture often makes us laugh or feel disgusted or shocked. We may laugh at clothing that seems ridiculous to us. Many people think that eating octopus or a juicy red piece of roast beef is disgusting. The idea that a man can have more than one wife or that brothers and sisters can marry each other may shock people with other cultures.
Examples of Different Cultures Regarding Beauty
Ideas of what is beautiful differ from one culture to another. The Flathead Indian of North America used to bind the heads of babies between boards so they would have long sloping foreheads. In the Flathead culture, long sloping foreheads were beautiful. Other cultures might think that they are strange-looking and unattractive. Many people cut scars into their bodies or tattoo themselves so that others in their culture will think they are beautiful. Objects are inserted in holes in the nose, lips, and ears in a number of different cultures in many twentieth-century societies, rouge, lipstick, eye shadow, perfume, and hair spray are all used to increase attractiveness.
Examples of Different Cultures Regarding Death
When people die, different cultures dispose of their bodies in different ways. Sometimes bodies are buried. Sometimes bodies are buried in the ground. In many cultures in the past, people were buried with food, weapons, jewelry, and other things that might be useful in the next life. For example, the ancient Egyptians buried people with little human figures made from clay. This clay figures were supposed to work the death person in the other world. A religious group called the parses exposed their dead on platforms for birds to eat. Some people practice a second burial. After the bodies have been in the earth for several years, the bones are dug up and reburied, sometimes in a small container.
These are just a few of the many different customs that are found in different culture. Most of time, the different ways that are the customs of different cultures are neither right nor wrong. It is simply that different people do the same things in different ways.
Why Learn Cross-Cultural Communication?
The world is moving closer to being more global. People from diverse cultures are coming into contact with one another. We face the challenge of communicating effectively with people who have culturally based values, which emphasize their communication preferences. Advances in cross-cultural communication research are very important not only to help people of different cultures feel comfortable with each other but also to avoid misunderstandings that may result in negative stereotypes or premature judgments of “the other” speaker regardless of nationality or culture.
Wang Jingdong
Unit One Language and Culture in Communication
Main Content
1. 1.distinguish types of communication
2. 2.understand the basics of communication
3. 3.design a model for cross-cultural communication
4. 4.understand a variety of meanings in communication
5. 5.be aware of different definitions of a social situation
6. 6.be aware of situational schema
7.7.be aware of non-verbal signals in communication
8.8.reflect on conditions of effective speaker and listener in communication
Words and Phrases:
Hiccups or breaks down, commonplace, no avail, all but the last, jot down, two-way contact, encode, unilaterally, tentative, interlocutors
Teaching Procedures
Activity 1 Basics of Communication
Task1 Discovering the Scope of Communication
Task2 Analysing the Basics of Communication: Essential Elements and types
1. 1.There are at least 2 or more people
2. 2.There must be some contact between communicators
3. 3.There must be a language shared by communicators
4. 4.An exchange of information has taken place
Activity 2 Models of Communication
Task1 Analysing communication— Model 1
Source of information ——encoder ——code ——channel; medium; noise ——decoder ——retrieval of information
Task2 Designing a Model of Human communication —Model 2
1. 1.mono-cultural language communication
2. 2.Unilaterally cross-cultural language communication
Task 3 Designing a Model for Cross-cultural Communication— Model 3
1. 1.Bilaterally cross-cultural language communication
Task 4 Why Models?
Activity 3
Task 1 Diagnosing Problems in Cross-cultural Communication
1. 1.Utterance meaning
2. 2.Speaker’s meaning
3. 3.Hearer’s meaning
Task 2 Listening to a Public Lecture on Meanings in Communication
Activity 4 Communication in Social Situcations
Task 1 Being Aware of Mutual Monitoring Process in a Social Situation
Task 2 Being Aware of Different Definitions of a Social Situation
1. https://www.wendangku.net/doc/31827468.html,munity definition
2. 2.Participant definition
Task 3 Recognising Goals in a social situation
Task 4 Being Aware of Situational Schema
Task 5 Being Aware of Different Values
Task 6 Being Aware of Non-Verbal Signals That Accompany Verbal Communication
Activity 5 Effective Cross-Cultural Communication
Task 1 Reflecting on what we have been doing
Task 2 A cross-cultural speaker: managing your cross-cultural talk
Task 3 A cross-cultural Hearer
Task 4 Review
International Business and Cross-cultural Communication
The increase in international business and in foreign investment has created a need for executives with knowledge of foreign languages and skills in cross-cultural communication. Americans, however, have not been well trained in either area and, consequently, have not enjoyed the same level of success in negotiation in an international arena as have their foreign counterparts.
Negotiating is the process of communicating back and forth for the purpose of reaching an agreement. It involves persuasion and compromise, but in order to participate in either one, the negotiators must understand the ways in which people are persuaded and how compromise is reached within the culture of the negotiation.
In many international business negotiations abroad, Americans are perceived as wealthy and impersonal. It often appears to the foreign negotiator that the American represents a large multi-million-dollar corporation that can afford to pay the price without bargaining further. The American negotiator’s role becomes that of an impersonal purveyor of information and cash.
In studies of American negotiators abroad, several traits have been identified that may serve to confirm this stereotypical perception, while undermining the negotiator’s position. Two traits in particular that cause cross-cultural misunderstanding are directness and impatience on the part of the American negotiator. Furthermore, American negotiators often insist on realizing short-term goals. Foreign negotiators, on the other hand, may value the relationship established between negotiators and may be willing to invest time in it for long-term benefits. In order to solidify the relationship, they may opt for indirect interactions without regard for the time involved in getting to know the other negotiator.
The world is moving closer to being more global. People from diverse cultures are coming into contact with one another. We face the challenge of communicating effectively with people who have culturally based values, which emphasize their communication preferences. Advances in cross-cultural communication research are very important not only to help people of different cultures feel comfortable with each other but also to avoid misunderstandings that may result in negative stereotypes or premature judgments of “the other” speaker regardless of nationality or culture.
In this assignment, a U.S. firm is hosting a team from Japan. The Japanese team consists of 5 men and their objective is to discuss the possibility of a joint venture between the two companies. Like I mentioned before, cross-cultural communication research is absolutely essential in this type of situation. The American and Japanese have different styles of doing business that could harm the transaction.
Cross-cultural communication in translation
Culture-bound English idioms and Chinese Idioms
Idioms are a particular part of a language; they are usually highly specialized in meaning and closely
tied to distinctive cultural features and cultural attitudes. It is believed that idioms are the most culturally loaded element in any language’s vo cabulary. With relation to forms, they give an expression to the special features of the language. There exists vast differences between English and Chinese culture and this difference can be so formidable that the lexicographers may even think that it is impossible to give equivalents to certain culture-bound idioms.
Some English idioms and Chinese idioms share the same, or partially similar metaphors, and vice versa:
add fuel to the flames/fire火上加油
blood is thicker than water血浓于水
draw water with a sieve竹篮打水一场空
go through fire and water赴汤蹈火
like father, like son有其父，必有其子
like a cat on a hot tin roof像热锅上的蚂蚁
cross that bridge when you come to it船到桥头自然直
kill two birds with one stone一箭双雕
give him an inch and he'll take a mile.得寸进尺
love me, love my dog爱屋及乌
Note: （中国人很爱狗，但西方人更甚一筹。很少有人像外国人那样把狗看成自己的family member.在他门的眼里，狗的地位很高的,甚至大有取代人的迹象。如：You are a lucky dog。Here dog means people.但也有例外，for instance, running dog）
birds of a feather, flock together一丘之貉
as you sow, you will reap种瓜得瓜，种豆得豆
From Wikipedia, the free encyclopedia.
Cross-cultural communication looks at how people, from differing cultural backgrounds, endeavor to communicate.'Cross-cultural communication tries to bring together such relatively unrelated areas as cultural anthropology and established areas of communication. Its core is to establish and understand how people from different cultures communicate with each other. Its charge is to also produce some guidelines with which people from different cultures can better communicate with each other.
For example, how does a person from China communicate with a person from Turkey? Furthermore, what underlying mental constructs appear from both parties that allows for constructive communication?
Cross-cultural communication, as many scholarly fields, is a combination of many other fields. These fields include anthropology, cultural studies, psychology and communication. It is also frequently referred to as "Intercultural communication".
The main theories for cross-cultural communication are based on the work done looking at value differences (or Cultural dimensions) among cultures, especially the works of Geert Hofstede, Harry C. Triandis, Fons Trompenaars and more recently Shalom Schwartz.
These theories have been applied to a variety of different communication theories and settings, most notably general business and management (Fons Trompenaars and Charles Hampden-Turner ) and marketing (Marieke de Mooij, Stephan Dahl
Anxiety associated with communication is known as communication apprehension. Such anxiety tends to be influenced by one's self-concept. Besides apprehension, communic ation can be impaired via bypassing, indiscrimination, and polarization. Failing to share
a common language is also an important barrier in many parts of the world.
Animal communications
Interpersonal communications
Marketing
Propaganda
Public affairs
Public relations
Intrapersonal communications
Nonverbal communications
Speech communications
Cross-cultural communication
Telecommunications
Computer-mediated communications
From Wikipedia, the free encyclopedia.
Intrapersonal communication is communication that a person has with him or herself.
Although some might take the position that no communication is needed if only one party is involved, we communicate with ourselves all the time.
Intrapersonal communication can encompass:
Sense-making (see Karl Weick) e.g. interpreting maps, texts, signs, and symbols Interpreting non-verbal communication (see Albert Mehrabian) e.g. gestures, eye contact Communication between body parts; e.g. "My stomach is telling me it's time for lunch." Speaking aloud ("talking to oneself"), reading aloud, repeating what one hears; the
additional activities of speaking and hearing (in the third case of hearing again) what one thinks, reads or hears may increase concentration and retention.
Writing (by hand, or with a wordprocessor, etc.) one's thoughts or observations: the additional activities, on top of thinking, of writing and reading back may again increase self-understanding ("How do I know what I mean until I see what I say?") and concentration. It aids ordering one's thoughts; in addition it produces a record that can be used later again. Copying text to aid memorizing also falls in this category.
Making gestures while thinking: the additional activity, on top of thinking, of body motions, may again increase concentration, assist in problem solving, and assist memory.
Day-dreaming
Nocturnal dreaming
跨文化交际教学大纲
《跨文化交际》 课程教学大纲 课程名称：英语教学论 课程类别： 考核类别： 适用专业: 总学时、学分：36学时2学分 一、课程教学目的 该课程旨在扩大学生的知识面，对西方文化 的不同层面有所了解，以提高学生的交际能力。在 传统的外语教学中，人们往往忽视文化的重要作 用，只注重语言能力的培养而未能顾及交际能力 的提高。近年来国内学者认识到外语教学必须引 进文化知识的对比，训练学生灵活运用语言知识， 更好地与外国人沟通，减少和避免误解。 二、课程教学要求 该课程教学要求学生提高对文化差异的敏感 性，更有效地与外国人进行交际，为英语专业课 程的学习和翻译实践能力的提高奠定基础。 专业必修课 考试 适用对象: 本科
三、先修课程 跨文化交际是英语专业的必修课，是在完成了精读、泛读、综合英语、写作等基本技能训练后开设的，旨在增强文化差异的敏感性，增强跨文化交际意识，有助于英语专业课程的学习和翻译实践能力的提高。因此，学生先期完成英语听说读写等技能训练基本课程，如《基础英语》、《英国文学选读》等课程。 四、课程教学重、难点 该课程教学重点在于培养学生对英语国家文化的
了解及跨文化交际意识，提高驾驭英语语言的能力，从而使其能得体地运用语言与操英语的外国人士进行交流。教师的讲授重点是帮助学生认识 中西文化的异同，分析文化差异的根源，帮助学 生深化对西方文化的理解。中西文化的差异在表 层上很容易识别，但对造成差异的原因却需追根溯源。东西方在历史，思维方式以及哲学等方面的差异则是造成中国学生对西方文化不解的主要原因,也是该课程的难点。 五、课程教学方法（或手段） 教学方法：以课堂讲授为主，适当组织课堂讨论，鼓励学生充分利用课外资源进行探索性、研究性学习。 六、课程教学内容 Unit 1 Communi cati on Across Cultures （ 4 学时）
新编跨文化交际期末复习资料
1.Iceberg:{Edward. 7. Hall.--
跨文化交际案例分析
跨文化交际案例分析 LEKIBM standardization office【IBM5AB- LEKIBMK08- LEKIBM2C】
Case Study 1 Age and Status 两位同事的矛盾使一家数据处理公司的总经理遇到了麻烦。一方是一位踌躇满志的法裔加拿大小伙子，另一方是一位有特许签证的年长的中国女性，而此前两人确实很好的合作伙伴….. Case description: A manager in a data-processing company was having difficulty dealing with a conflict between a young, ambitious French Canadian male and his co-worker, an older Chinese woman who was on a special visa from China. She had recently become uncooperative and had made it clear to the manager that she would not be willing to travel to the capital with her co-worker to hold discussion with legislators about a new product with great enthusiasm. When the manager asked her what the problem was, he received no clear explanation. When he asked her co-worker, the young man had no insights to offer. The young French Canadian was clearly annoyed, however, that the Chinese woman was refusing to share her data with him. That meant he couldn’t make the presentation to the legislators because she had all the key data on her computer disks. The manager repeated questions to her but her “problem” got nowhere. So he changed his approach. He began explaining his concerns, as manger and as spokesperson for the company, about the upcoming meeting with legislators. His explanation about his position was unemotional. In that climate she then felt she could explain her position. She revealed she felt that that as an older, and to her mind, more senior person, she should not be sent to the capitol with a younger employee who would do the presentation of material she had worked hard to develop. That would diminish her status, she felt. The general manger knew the root of his headache. Questions: 1．What do you think caused the conflict? 2. What would you do to resolve the conflict if you were the general manager? 矛盾冲突 这位年长的中国女士投入极大的热情和精力开发产品．却在最后的关键时刻拒绝与年轻的同事一同去向议员做推介：当经理和同事问其原因．她并未做任何明确的回答：而当经理改变策略，不再直接询问原因，而是迂回地讲起自己的困境时，她才道出自己的顾虑。在这位资深年长的中国女士看来，同一位比她年轻的同事一同去国会，并且由对方来做推介会影响到她的地位和威信，因此她无法同意： 原因分析 造成这一矛盾的文化因素有两方面．对地位、年龄的不同态度以及这种不同的表达方式。人对权力的认识因文化背景的不同而不同。根据霍夫斯特的调查研
(完整word版)跨文化交际教学大纲
《跨文化交际》 课程教学大纲 课程名称：英语教学论 课程类别：专业必修课 考核类别：考试 适用对象：本科 适用专业：英语 总学时、学分：36学时2学分 一、课程教学目的 该课程旨在扩大学生的知识面，对西方文化的不同层面有所了解,以提高学生的交际能力。在传统的外语教学中, 人们往往忽视文化的重要作用, 只注重语言能力的培养而未能顾及交际能力的提高。近年来国内学者认识到外语教学必须引进文化知识的对比，训练学生灵活运用语言知识, 更好地与外国人沟通, 减少和避免误解。 1
二、课程教学要求 该课程教学要求学生提高对文化差异的敏感性, 更有效地与外国人进行交际，为英语专业课程的学习和翻译实践能力的提高奠定基础。 三、先修课程 跨文化交际是英语专业的必修课, 是在完成了精读、泛读、综合英语、写作等基本技能训练后开设的，旨在增强文化差异的敏感性，增强跨文化交际意识，有助于英语专业课程的学习和翻译实践能力的提高。因此，学生先期完成英语听说读写等技能训练基本课程，如《基础英语》、《英国文学选读》等课程。 四、课程教学重、难点 该课程教学重点在于培养学生对英语国家文化的 2
了解及跨文化交际意识, 提高驾驭英语语言的能力, 从而使其能得体地运用语言与操英语的外国人士进行交流。教师的讲授重点是帮助学生认识中西文化的异同，分析文化差异的根源, 帮助学生深化对西方文化的理解。中西文化的差异在表层上很容易识别,但对造成差异的原因却需追根溯源。东西方在历史,思维方式以及哲学等方面的差异则是造成中国学生对西方文化不解的主要原因,也是该课程的难点。 五、课程教学方法（或手段） 教学方法：以课堂讲授为主，适当组织课堂讨论，鼓励学生充分利用课外资源进行探索性、研究性学习。 六、课程教学内容 Unit 1 Communication Across Cultures（4学时） 3
跨文化交际 期末复习资料
Part 1 Comprehensive Check （15*2）每课的练习A Part 2 Multiple Choice （25*1）每课的练习E复习题的变体；另外请中看第五章 Part 3 E-C Translation（10*1）每课的练习C Part 4 Term-matching（10*1） Part 5 Multiple function（5*5）其中三道是简答题，两道是案例分析。 Terms/questions: 1. Economic globalization: the integration of national economies into the international economy through trade, foreign direct investment, capital flows, migration, and the spread of technology. 2. Barber system –Farming communities traded their surplus produce in exchange for products and services without the medium of money. –Human society has always traded goods across great distances. 3. Global village：real time events 、the time and space compression –All the different parts of the world form one community linked together by electronic communications, especially the Internet. 4. Melting-pot大熔炉: a socio-cultural assimilation of people of different backgrounds and nationalities. 5. Diversity: refers to the mix of people from various backgrounds in the labor force with a full mix of cultures and sub-cultures to which members belong. 6. Intercultural communication: refer to communication between people whose cultural backgrounds are distinct enough to alter their communication event. Perception 7. Culture: can been seen as shared knowledge, what people need to know in order to act appropriately in a given culture. Culture: a learned set of shared interpretations about beliefs, values, and norms, which affect the behavior of a relatively large group of people 8. Enculturation(文化习得): all the activities of learning one’s culture are called enculturation 9. Acculturation(文化适应): the process which adopts the changes brought about by another culture and develops an increased similarity between the two cultures. 10. Ethnocentric(文化中心主义):the belief that your own cultural background is superior. 11. Communication: mean to share with or to make common, as in giving to another a part or share of your thoughts, hopes, and knowledge. 12. Components of Communication： Source交际邀请 The source is the person with an idea he or she desires to communicate. Encoding编码 Unfortunately (or perhaps fortunately), humans are not able to share thoughts directly. Your communication is in the form of a symbol representing the idea you desire to communicate. Encoding is the process of putting an idea into a symbol. Message编码信息 The term message identifies the encoded thought. Encoding is the process, the verb; the message is the resulting object. Channel交际渠道 The term channel is used technically to refer to the means by which the encoded message is transmitted. The channel or medium, then, may be print, electronic, or the light and sound waves of the face-to-face communication.
跨文化交际案例分析(共7个)
《跨文化交际学概论》第七章社会交往五、宴请招待p132 Case One: Setting Rules for a Guest – American Hospitality 案例： When Zhang Tao traveled in America, he lived in the home of his American friend, Bill. Once after he had traveled back, he found Bill was in a bad mood. When he asked what the problem was, Bill told Zhang Tao that his son Adam got furious about the noise Zhang made when walking upstairs and also because he was using too much water in the solar powered shower and Adam had to have his shower in cold water. Bill told Zhang Tao that he should walk more softly in future, and have a fast shower to save water. Zhang Tao felt uneasy. How could the host set such rules for his guest! Question: Why did Zhang Tao feel uneasy? 分析： 1) In China, when people host someone, they put the guest in the place of honor to show hospitality. They try to take care of the guest，and try to make the guest feel comfortable and at ease. 2) In America, people tend to give the guest great freedom and treat a guest more casually, naturally and truthfully. 3) Zhang Tao knew he was a guest, and thought in terms of Chinese expectations of hospitality. He thought Bill should treat him courteously instead of setting rules for him. 4) Since Zhang Tao lived in American surroundings, he should have known about the customs there sooner. Case Two: 案例： Lin had traveled 20 hours from Beijing to New York. He needed a good meal. His American friend, Mike, met him. But Mike only offered him a plate of roasted chicken and a glass of orange juice. Lin was used to having a main course, and asked Mike if he had any rice. Mike said he only had fried noodles, and Lin had to make do with it. Though Lin knew Americans didn’t care very much about what food they ate, he still felt surprised because he had taken Mike to the most famous duck restaurant in Beijing -- Quanjude -- when he arrived in Beijing. Question: Why did Lin feel surprised? Offer some advice to him about adjusting to his new environment in America.
跨文化交际
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跨文化交际复习资料
跨文化交际复习资料文稿归稿存档编号：[KKUY-KKIO69-OTM243-OLUI129-G00I-FDQS58-
1.monochronic time (M Time) ：It schedules one event at a time. In these cultures time is perceived as a linear structure just like a r i b b o n s t r e t c h i n g f r o m t h e p a s t i n t o t h e f u t u r e. 2.polychronic time (P Time) ：schedules several activities at the same time. In these culture people emphasize the involvement of people more than schedules. They do not see appointments as ironclad commitments and often break them. 3.intercultural communication ：is a face-to-face communication between people from different cultural backgrounds 4.host culture is the mainstream culture of anyone particular country. 5.minority culture is the cultural groups that are smaller in numerical terms in relation to the host culture. 6.subculture is a smaller, possibly nonconformist, subgroup within the host culture. 7.multiculturalism is the official recognition of a country’s cultural and ethnic diversity. 8.cross-cultural communication is a face-to-face communication between reprentatives of business,government and professional groups from different cultures.
跨文化交际案例
跨文化交际案例题(1,2) Case Studies Case One Phil is my foreign teacher. He is very nice and friendly to me and he often asks us to have free talk in his apartment. One day, I decided to give Phil a gift to express my appreciation of his help in my oral English. I called him but the line was busy. So I went to Phil’s apartment directly. He opened the door looking surprised, but didn’t let me in. I stood in the corridor and said a few words of thanks, and gave my gift to him and left quietly with great disappointment and puzzlement.. How could he be so cold to me? All my gratitude and fondness of Phil seemed to have gone. .. Case Two I could never forget my experience of an oral exam with our American teacher Mary. After reading the passage I
跨文化交际课程教学大纲
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《新编跨文化交际英语教程》复习资料u
Unit 9 Intercultural Adaptation Some Ideas Related to Culture Shock and Adaptation Strategies 1. Culture Shock What is culture shock Culture shock is a common experience of people who have been suddenly transplanted abroad. It refers to phenomena ranging from mild irritability to deep psychological panic and crisis. It is associated with feelings in the person of estrangement (being unfriendly or hostile to others; alienation), anger, hostility, indecision, frustration, unhappiness, sadness, loneliness, homesickness, and even physical illness. The person undergoing culture shock views his new world out of resentment, and alternates between being angry at others for not understanding him and being filled with self-pity. Culture shock is caused by the anxiety that results from losing all our familiar signs and symbols or social contact. Those cues or sighs include various ways in which we adapt ourselves to the situation of daily life: When to shake hands and what to say when we meet people, when and how to give tips, how to buy things, when to accept and when to refuse invitations, when to take statements seriously and when not. These cues, which may be words, gestures, facial expressions, or customs, are acquired by all of us in the course of growing up and are as much a part of our culture as the
跨文化交际案例分析答题技巧
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跨文化交际复习资料
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