中西跨文化交际课程情景案例分析之欧阳歌谷创作
Unit 1 Language and Culture in Communication
欧阳歌谷（2021.02.01）
Theory Communication is something we do every day. It takes place so naturally that we simply fail to notice it until it hiccups or breaks down. Though it is commonplace, it is no exaggeration to say that communication is life and life is communication.
1.When you join a social gathering, you must be aware of rules and procedures that govern the way things are going to proceed. There is a technical term for such rules and procedures—schema.
2. Face and politeness are two other areas which are extremely value—sensitive. One of the distinctive features of Chinese politeness is self—denigration and other—elevation.
Case 1: Litz is a professor of cross—cultural communication in a university in Finland. She invited her Chinese students home for an evening party.
The schema from Litz’s point of view includes the following:
1. Giving invitation: by phone / by mail
2. Prepare everything before the arrival of guests
3. Receiving guests: open the door / express welcome / take their overcoats / introduce guests / offer them drinks / make them comfortable
4. Serving food: set the table / soup first / main course / desert
5. Post dinner activities: chat / play music / offer more drinks
6. Seeing guests off: thank them for coming / good night
Litz’s evening party was not very successful, because she was upset by one of her guests. Here was the initial conversation between Litz and Lin:
Litz: (opens the door) Oh, Lin, how nice you could come!
Lin: It’s not difficult to find your house.
Litz: Come on in.
Lin: (comes in)
Litz: Can I take your coat?
Lin: No, thanks.
Litz: Ok, this way please.
Lin: (take off her coat and hangs it)
Analysis: Litz was hurt because Lin did not let her hang her coat. Litz’s offering to hang Lin’s coat is one of Litz’s ways (it’s on Litz’s schema). On Lin’s side, she thought that Litz was her supervisor and that it was inappropriate to let her supervisor hang her coat. Here we have an instance of one action attached with different cultural values. Case 2:
Finding an Interested Buyer
Georage Hall was in Beijing attending a trade fair and looking for an opportunity to do business in China. He had been very successful in
his business dealings in the US and prided himself on his ability “to get things moving.” His first day was going well .He looked around at the displays of sporting equipment to get some idea of whom he might approach. He was sure that his products, tennis rackets with an unusual new design, would arouse some interests. On the second day he approached the company which he felt would be most responsive to his products. He introduced himself to the general, a Mr. Li. Since he had read that Chinese find getting down to business immediately too abrupt and rude, he began a casual conversation, eventually leading up to the topic of his products and suggesting how Mr. Li’s company might benefit from using them. George then suggested that he could arrange to get together with Mr. Li and provide more specifics and documentation on his products.
Mr. Li responded in fairly good English,” That would be interesting.”Knowing that he had only a few days left in Beijing, George wanted to nail down a time,” When can we meet?” asked George.
“Ah. This week is very busy,” replied Mr. Li.
“It sure is,” said George,” How about 10 o’clock? Meet you here.”
“Tomorrow at 10 o’clock?” asked Mr. Li thoughtfully.
“Right,” said George, “I’ll see you then?”
“Hmm, yes; why don’t you come by tomorrow,” was the reply.
“OK,” responded George,” It was nice meeting you.”
The next day at 10 o’clock he approached Mr. Li’s company’s exhibit only to find that Mr. Li had some important business and was not able to meet with George. He called back later in the day and was told that Mr. Li was not available.
Analysis: 英美人士做事情讲究守时。而中国人不太重视这方面。本案列中，李先生不仅没有准时接见预约的客户，甚至放了他“鸽子”。
Case3: Professor Liang has written a book on Chinese culture in Chinese. His book is put on display in Beiji ng International Book Fair’ 96. Professor Liang would like to have his book translated into English and submitted to Thompson Publishers. Professor Liang has asked Li Yan, whom he meets regularly in the English Corner, to help him to talk to Peter Allright, a Thompson representative.
Prof. Liang:奥莱特先生，这是鄙人的拙作。
Li Tan: Mr. Allright, this a clumsy book written by your humble servant.
Mr Allright: No, no, no, you're not my humble servant. We do not publish books in Chinese.
Li Yan (to Professor Liang): 不，不，不，你不是我的仆人，我们不出中文书。
Professor Liang: 我要请李艳翻译成英文。
Li Yan (to Mr. Allright): Professor Liang will ask me to translate it into English.
Mr. Allright: Mm that’s interesting.
Analysis: Chinese authors almost always belittle their works by describing them as clumsy writings, and they use the same description when they present them to Chinese publishers. But this will be counter—productive in English. Instead, authors should point out the merits of their works rather than “clumsiness”.
Unit 2 Culture Shock
Theory: 1. Culture shock can be described as the feeling of confusion and disorientation that one experiences when faced with a large number of new and unfamiliar people and situations.
2. There is a desire for independence and separateness, found in foreigners' needs for their own privacy and autonomy
3. Hospitalitymeans thecordial and generous reception of or disposition toward guests.
4. Politeness refers to the consideration for others, tact, and observance of accepted social usage.
5. Privacy could be understood as the right of an individual to self-determination as to the degree to which the individual is willing to share with others information about himself.
Case 1: Jane, an American teacher in the US, had just started teaching English to a group of Japanese students. She wanted to get to know the students more formally, so she invited them to her house for party. The students all arrived together at exactly 8:00 p.m. They seemed to enjoy
the party: they danced, sang, and ate most of the food. At about 10:00 p.m, one of the students said to the teacher, “I think it’s time for me to leave. Thank you very much for the party.” Then all the other students got up to go, and all left at the same time. Jane decided she would never invite them again!
Analysis: 在日本以及其他很多的亚洲国家里，年轻人通常成群结队的一起去参加一些社交聚会，然后一道离去。在他们看来这是很正常不过的事。然后Jane认为这是一种侮辱，因为他们在同一时间里一下子全部离开了。在美国以及其他一些英语国家，晚上10点离开一个聚会相对来说是比较早的。
Case 2:
Four Secretaries and Their Jobs
Four classmates from a top Chinese university all took jobs as secretaries after graduation. Five years later the four former classmates had a reunion and discussed their jobs.
Chen Qi and Dai Yun both work as bilingual secretaries for a Finnish company in Beijing. Chen Qi is secretary to the Finn general manger, and Dai Yun is secretary to the Chinese local manger, a position only slightly lower than that of the Finn manger.
Zhang Ying is from a politically prominent family and was hired as the secretary to the leader of a small government bureau in the capital city of her home province. Lu Yan works for a state run enterprise in the same city where she was hired as the secretary to the new manager
for international marketing. The company has never marketed its products abroad before so this office and Lu Yan’s position are new to the company.
Five years later Chen Qi is satisfied with her job with the Finnish company but Dai Yun is not. The Finn manager receives orders from the company’s home office in Finland, and he gives orders to those below him in China, including his secretary Chen Qi. He tells her how he wants his time scheduled and she then makes appointments for him according to his instructions. She translates memos and other documents and interprets from Chinese to English to Chinese. If the manager does not think Chen Qi has done her work well, he tells her right away. He is very demanding, but Chen Qi feels that she knows what her duties are and knows what her manager expects. She is confident that she is doing a good job.
Dai Yun often does not have as much work to do as Chen Qi does, because her boss schedules his own appointments and does a lot of the office paperwork himself. When he is out of town she has time to study for the graduate entrance exam. However, she is not sure whether or not she is doing a good job. Her manager tells her what she is expected to do, but he does this day by day. When people call or come to the office to see her boss, she greets them in English or Chinese as necessary. She receives their memos and other messages as well as their questions and requests and passes them on to her manager.
Dai Yun thinks of her job as doing what her manager wants her to do. She pays close attention to his moods and behavior, and sometimes she is able to anticipate what he would like without him telling her. Analysis：许多中国人在外企工作，不同国家的外企领导有不同的工作作风和标准。本案列中，戴云给不同的外国上司做秘书，在工作中出现由于不同的文化冲突而引起的各种工作以及沟通中的问题就很常见了。
Case 3: One cold winter day in a Chinese city, Wang Lin on his way to the library met an American professor who knew very little about C hina. After greeting him, Wang said: “It’s rather cold. You’d better put on more clothes.” But the professor didn’t appear happy on hearing this.
Analysis: 美国人以及大部分西方国家的人们不喜欢被告知要怎么做怎么做，他们比较喜欢独立，然而中国人则习惯关心别人，这个案例中王林的建议表达的就是一种对他人的关心，可是美国教授却不习惯这样的表达。
Case 4: In a good restaurant, fourteen people are gathered to say goodbye to their professor, who is moving to another university. Steven: May I have your attention please? I’d like to call upon Ben to say a few words.
Ben: Thank you, Steven. Professor Shore, colleagues:
Tonight is one of those paradoxes --- it’s a sad time and yet it’s a happy time. Sad, because.
We are losing one of our best professors; happy because we are pleased to see Professor Shore
gain the recognition that he richly deserves.I’m not su re who will be able to control us and keep us
in line. I think the new professor will have a difficult time. And surely no one will be able to tell
jokes in the same way as you, Professor. Seriously, we all know that you will be difficult to
replace. Your scholarly approach and your dedication will always be remembered. I would
therefore like to propose a toast. Colleagues, pelase charge your glasses. Professor Shore, may
your future be filled will great success, and may you always remember us. We know we will never
forget you.
To Professor Shore!
All: (Standing up) To Professor Shore! (Everyone drinks. Professor Shore remains seated and
smiles at them all.)
Analysis：就餐时总是要在各种缘由下向人敬酒：可以是非正式的，向朋友或同事敬酒；也可以是正式的，向全体聚会的人敬酒。与中国式的敬酒大不相同的是，在西方正式的敬酒时，受敬的人是不能喝酒的，而是正襟危坐，两眼睁睁看别人喝酒。另一
个不同是：无论正式还是非正式，敬酒的人不必走过去敬酒，而是在自己的座位处站起来敬酒。敬酒时开始的语言永远是：“向…”，而其他随敬酒的人重复敬酒人的第一句话（即“向…”），然后喝一口酒。敬酒时如果举了杯，说了敬词，而实际上没有喝酒，就会被看做十分不恭的行为，在很久以前甚至于被认为是一种侮辱，是不想加入敬酒的仪式。
Case 5: 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. Why? Analysis: 在中国的传统文化习俗里，主人通常会不断给客人倒水倒茶，或者不断地给客人的盘子里加食物以表示他的热情好客。面对的这样的情况，中国客人知道如何处理，在他们觉得吃饱喝足之后，就会随它放在桌上。而美国客人就不懂了，在美国，在自己的盘子里剩下食物是不礼貌的，于是他出于遵循美国文化理念可能会在这样的招待中吃的过多。
Case 6:
Dinner with Friend
Janice is a young American engineer working for a manufacturing joint venture near Nanjing. She and her husband George, who is teaching English at a university, are learning Chinese and enjoying their new life .They have been eager to get to know Chinese people better so they were pleased when Liu Lingling , Janice’s young co-
worker invited them to her home for dinner.
When Janice and George arrived，Lingling introduced them to her husband Yang Feng , asked them to sit down at a table containing 8 plates of various cold dishes, served them tea and then disappeared with her husband into the kitchen. After a few minutes Lingling came back and added water to their tea. Janice offered to help in the kitchen but Lingling said she didn’t need help. She invited the couple to look at their new CD player and their colorful TV and then disappeared again.
A half-hour later she came back and sat down and the three began to eat. Yang Feng came in from time to time to put dish after hot dish on the table. Most of the food was wonderful but neither George nor Janice could eat the fatty pork in pepper sauce or the ea cucumbers, and there was much more than they could eat. They kept wishing Yang Feng would sit down so they could talk to him .Finally he did sit down to eat a bit ,but quickly turned on the TV to show them all its high teching features. Soon it was time to go home.
George and Janice felt slightly depressed by this experience, but returned the invitation two weeks later. They decided to make a nice American meal and felt lucky to find olives, tomato juice, crackers and as appetizers. For the main course they prepared spaghetti and a salad with dressing made from oil, vinegar, and some spices they found in the market.
When Liu Lingling and Yang Feng arrived they were impressed by the apartment and asked the price of the TV, video player, vacuum cleaner and other things. Janice politely refused to answer their questions. They took small tastes of the appetizers and seemed surprised when both George and Janice sat down with them. They ate only a little spaghetti and did not finish the salad on their plates. George urged them to eat more but they refused and looked around expectantly. Junice and George talked about their families and jobs and asked the table and served coffee and pastries. Yang Feng and Lingling each put four spoons of sugars into their coffee but did not drink much of it and ate only a bite or two of pastry.
After they left, George said that at least they had a chance to talk, but Janice was upset. “We left their place so full that we couldn’t walk and they’re going to have to eat again when they get home. What went wrong?
Analysis：中西方饮食习惯大大的不同。中国人邀请客人会准备一大桌子的菜，并在就餐过程中使劲劝说客人多吃点，吃完之后，还有剩菜，就表明主人的盛情款待。而西方人一不劝吃，二就餐完毕后，盘子最好是空的。本案列中的两对中外夫妇不明这个文化差异，发生误解就是自然而然的事了。
Case 7: After the meal and after the table has been cleared. Liu is not sure what to do, but wants to help in some way. At least he wants to offer.
Helen: Thanks for your help, Huang.
Liu: Pleasure. What can I do now?
Helen: Nothing. It’s fine. I’ll rinse these dishes then stack them. It’ll only take a minute.
Liu: Does the family usually help?
Helen: Well, at special times. Jack sometimes rinses the dishes but you can see he’s really tired tonight.
Liu: Let me do it for you.
Helen: No truly, it’s okay.
Liu: Maybe I can wipe the table then.
Helen: That would be helpful. Thanks. You’re really kind, Huang. Analysis：在西方人家中的就餐的时间里，大家都设法插手帮一下忙，即便是男士也不例外，不要一点不动着开饭。所有家住者要能帮者摆摆餐具，或餐后收拾洗碗，把餐具放进洗碗机，倒垃圾，站在一边帮着擦干洗好的餐具。虽然都是小忙，却表明你对别人的操劳非常在意，是个用心的人。
Case 8: Two strangers have been chatting.
A: So you’re been here for a year?
B: Yes. One more year to go, then I’ll go back to china.
A: What will you do back home?
B: It’s hard to know. There’s a lot change at the moment.
A: Yeah. Everything is changing, everywhere. Sometimes it’s difficult to keep up.
B: That’s true. Maybe I’ll…
(A’s mobile phone rings.)
A: Excuse me, I’d better answer this. It’s pro bably work.
B: Sure. Take your time.
Analysis：有时在与人交谈中，难免要有什么原因要离开一会儿，或是去接一个电话，或要去洗手间。礼貌再此被提出来。出于礼貌起见，要记住做一些恰当解释再离开。不管理由是什么，即便是要接一个手机电话，在打开电话回话前，向对方说声对不起。如果只离开几分钟，没有必要找一个理由。你说了对不起，就表明你确实是有事要离开一会儿。
Case 9: Liu Huang is calling his friend Steven at his home.
Person: Hello. John is speaking.
Liu: Hello? I’m looking for Steven.
Person: Sorry, there’s no one here called Steven.
Liu: Is that 6577 8868?
Person: No. I think you’ve got the wrong number. This is 6578 8868. Liu: Oh, I’m sorry.
Person: No problem. Good luck.
Liu: Thanks.
Analysis：失手拨错号码是常有的事。如果在国外，即便有语言障碍，害怕说英语，也还是要先与对方核对是不是拨错了，然后再道歉。如果发现拨错了号码就马上挂电话，是不礼貌的行为。Case 10: Lin: Thank you so much for a wonderful night. I’ve had a
great time.
Erica: It’s been a pleasure having you. We hope you can com e again, soon.
Lin: I’d like that. You both know how to make me feel at home. Thanks for everything.
Analysis：在动身离去的时候，找到主人，当面说一声谢谢，是有礼貌的行为。
Case 11:
Off to a Bad Start
David Hu had just started working for the foreign owned company. He was sitting at his workstation but had not been given any assignment that he should be doing at this moment. He was relaxing and waiting and then thought he would take the opportunity to have a look around. He poked his head into several offices just to see what there was to be seen.
Suddenly Mr. Parker came up to him and angrily asked him what he was doing. David Hu was embarrassed. He laughed and quickly started to move back toward his workstation. This did not seem to satisfy Mr. Parker who started to talk rapidly and angrily. Hoping to calm him down, Mr.Hu smiled and apologized, trying to explain that he was trying to learn more about the department. However, Mr. Parker got even angrier. Finally, another worker came by and calmed him down, but Mr. Parker left, he still looked angry. Mr.Hu sighed; he knew he
had made a bad start but still didn’t understand why.
Analysis：外国人很讲究隐私权，一般不允许自己的私人空间受到打扰。而中国人比较喜欢看热闹，想知道别人在做什么。所以在本案列中，吴先生未经允许就在公司四处走动，引起其他员工的强烈不满。
Case 12:
Sharing the Wealth
Anna Bilow had been working for a Chinese-owned and operated company in Nanjing for about six months. The division she was working in had a small collection of Chinese-English dictionaries, English language reference books, and some videos in English including a couple of training films and several feature films that Anna had brought at her new employer’s request when she came from Europe. Anna knew that some of the other sections had similar collections. She had sometimes used her friendship with one of the women in another department, Gu Ming, to borrow English novels and reference books and in turn had let Gu Ming borrow books from her section’s collection. On other occasions, she had seen friendly, noisy exchanges, where one of the other workers in her division had lent a book or video to a colleague from another section.
Anna thought it was a great idea when a memo was circulated saying that the company’s leaders had decided to collect all the English language materials together into a single collection. The plan was to
put them in a small room that was currently being used for storage so that all employees could have equal access to them. Now she would no longer have to go from department to department trying to find the materials she needed.
Anna was surprised to hear her co-workers complaining about the new policy. When the young man in charge came to the department to collect their English language materials, she was astounded to see them hiding most of the books and all but one of the videos in their desks. When she checked out the new so-called collection, she found that the few items were all outdated or somehow damaged. She also noticed that none of the materials she had borrowed from Gu Ming were in the collection. She asked her friend why the Chinese were unwilling to share their English language materials with all their co-workers, when they seemed willing to share them within their departments.
Analysis: 西方人对隐私方面有许多禁忌，中国人对自我隐私的保护也十分注重，但是两者之间存在较大差别。西方人乐于将自己的书籍和整理的资料拿出来让朋友和同事共享，而在中国，即便是朋友间，人们也不愿意与人共享自己的书籍和资料。由于这种资料共享的观念不同，案例中Anna才会难以理解顾明等同事将自己的资料，书籍藏起来的做法。
Unit 3 What’s in a Name?
Theory: 1. Chinese and British people call each other with titles in
different ways.
2. Kin terms are used in family members, but it differs between westerns and Chinese people.
Case 1: A British tourist is traveling by train in China. Sitting opposite him is a Chinese passenger. They introduce themselves to each other…British tourist: Hello, I’m Eric Jackson. Glad to meet you.
Chinese passenger: Hello, my name is Liu Xin. I’m glad to meet you, too. Where do you come from, Mr. Eric?
British tourist: I’m from Britain. Please just call me Eric, Mr. Xin. Chinese passenger: And you may just call me Liu Xin.
Analysis: Both of them have taken each other’s given name for the surname, since the order of the surnames of Chinese and English names are just the opposite. As in both cultures a title is usually used with the surname, they feel unnatural when their given names are used with the titles. According to British custom it’s quite normal for persons who first meet to address each other by their given names alone, whereas here, when people first meet, they usually address each other by their full names and never by their given names alone.
Case 2: A British tourist is visiting a Chinese family. The Chinese hostess introduces herself and her husband to guest…
Chinese hostess: Welcome to my home. My name is Cai Hong, and this is my husband.
British tourist: Thank you, Mrs. Cai. It’s a pleasure to meet you, Mrs.
Cai. I’m Lucy Taylor.
Chinese hostess: Have a seat, Madam Lucy.
Analysis: The British tourist thinks that Cai Hong’s surname is her husband’s surname, since she is unaware of the fact that in China women still use their own surname after marriage. Cai Hong thinks that ‘madam’ is a respectful term of address for any female English-speaker, unaware of the fact that in Britain it is usually used by someone who is providing a service such as a shop assistant to a customer or a policeman to a member of the public as in ‘Can I help you, madam?’ It is never used as a title before someone’s name. She also mistakes the given name for the surname.
Case 3: Lin Mei is a Chinese student who is now studying at a university in America. Her seven-year-old daughter Jiajia is with her and studies in a primary school. They have been in America for three years. Wang Xiaohong is a Chinese visiting scholar at the same university as Lin Mei and the two get on well with each other. Wang Xiaohong sometimes feels lonely since she has been in America for only two months, so she sometimes vis its Lin Mei’s family. One day she came to visit them. Below is their conversation.
Wang Xiaohong: 佳佳，你妈妈在家吗？
Jiajia: 在。妈妈，小红阿姨找你。
Lin Mei: 王教师您来啦，请坐。我女儿真不懂礼貌。佳佳，以后要叫王阿姨。
Analysis: The combination of the term of address Xiaohong Ayi (given name + Auntie) reflects the mixture of the two cultures. On the one hand we have the extended use of kin terms preceded by a person’s name, conventionally surname, e.g. Wang + Auntie, in Chinese culture. On the other we have the conventional use of kin terms followed by given names e.g. Auntie + Xiaohong, in the culture of English—speaking countries. In other words, it shows the combination of Chinese sequence, i.e. name + kin term and English use of given name. Since Jiajia has lived in America for three years, she must have been strongly influenced by the foreign culture despite the influence of Chinese culture from her mother and other Chinese. So from Jiajia’s point of view it is appropriate and polite to call Wang Xiaohong Xiaohong Ayi. However, Lin Mei, as an adult, still sticks to the Chinese culture when dealing with a Chinese who came to America only recently; and according to Chinese culture, it is impolite for child to address an adult by using his or her given name.
Unit 4 Social Interaction
Theory: Social interaction is one of the most common interactions between people. Cultural differences can lead to difficulties when foreigners and Chinese meet. Such differences can cause misunderstanding, unsatisfactory interaction and even unpleasant physical reactions. Different expectations exist, governing what is considered appropriate, polite and respectful. Expectation can also
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.
跨文化交际与翻译
Intercultural communication and translation Intercultural communication mainly refers to the communication between the native speakers and non-native speakers, as well as the communication between people who differ in any aspect of language or culture background. Due to the differences in surroundings, societies and religions of different ethnic groups, each language community results in its own code of language, social culture, customs and practices and so on. Intercultural communication studies situations when people from different culture backgrounds interact. Aside from language, IC focuses on social attributes, thought patterns and the cultures of different groups of people. IC also involves understanding the different cultures, languages and customs of people from other countries. There are three formats of IC: interracial communication (when source and receiver are different races), interethnic communication (situation in which the parties are of the same race but of different ethnic origins) and intracultural communication (communication between members of the same culture including racial, ethnic and other co-cultures). The term translation itself has several meanings: it can refer to the general subject field, the product (the text that has been translated) or the process (the act of producing the translation, otherwise known as translating). The process of translating between two different written languages involves the translator changing an original written text (the source text) in the original verbal language (the source language) into a written text (the target text) in a different verbal language (the target language). This type corresponds to “interlingual translation” and is one of the three Roman Jakobson in his seminal paper. Jakobson’s categories are: 1. Intralingual translation, or “rewording”– an interpretation of verbal signs by means of other signs of the same language; 2. Interlingual translation, or “translation proper”–an interpretation of verbal signs by means of some other language; 3. Intersemiotic translation, or “transmutation”– an interpretation of verbal signs by means of signs of non-verbal sign systems. Intralingual translation would occur when we rephrase an expression or text in the same language to explain or clarify something we might have said or written. Intersemiotic translation would occur if a written text were translated, for example, into music, film or painting. It is interlingual translation which is the traditional, although by no means exclusive, focus of translation studies. It is easily seen that the three forms of intercultural communication and the three types of translation are partly corresponding to each other, especially interracial communication and interlingual translation which both attach attention on the communication between native and non-native, and where different cultures of different countries play more important role. To conduct effective intercultural communication, one has to understand the differences between the different nations and then to look for them and pay attention to in every cross-cultural communication situation. By doing this, the high-context communicators can learn to use and respond words, emotions, postures differently, and low-context communicators can learn to
跨文化交际知识点
跨文化交际知识点： 1.L.S.Hams认为，在世界范围内的交际经历了五个阶段：语言的产生、文字的使用、印刷术的发明、近百年交通工具的进步和通讯手段的迅速发展、跨文化交际。近20年来的交际是以跨文化交际为特征的。 2.跨文化交际学首先在美国兴起，与人类学、心理学、传播学关系密切。 3.Edwar Hall《无声的语言》是跨文化交际的奠基之作。 4.1970年，国际传播学会承认跨文化交际学是传播学的一个分支，成立了跨文化交际学分会。 5.1972年，第一届跨文化交际学国际会议在日本东京召开。 6.70年代影响最大的书籍是《跨文化交际学选读》。 7.Jenny Thomas《跨文化语用失误》：语用—语言失误；社交—语用失误。 8.前苏联的跨文化交际学主要表现在国情语言学方面。 9.传播种类：(1)人类传播①社会传播A交集传播B组织传播C大众传播②非社会传播(2)非人类传播 10.早期影响最大的传播模式是Harold Lasswell提出的5w模式。即who、say what、in what channel、to whom、with what rffects。 11.1949年Claude Shannon和Warren Weaver共同提出了线性模式，增加了“噪音”（干扰因素），把媒介分解。 12.50年代，Charles Osgood和Wilbur Schramm提出循环式的模式，加入“反馈”。 13.社会学家Jack Lyle与M.Lyle把传播过程看作是社会过程之一，特点是把传播放在社会环境中考察。 14.我国最早的辞书《尔雅》。 15.萨丕尔—沃尔夫假说基于对印第安语的研究。 16.red caipet treatment用红毯接待red-light district红灯区red flags提高警惕预防出事的状况in the red赤字 17.politics—“中性”含贬义，为争权夺利不惜采取各种手段的意思；政治—“中性”，实际用时有褒义。 18.intellectual—致力于研究的人，衍生出纸上谈兵的贬义；知识分子—受过大学教育的脑力劳动者。 19.peasant—没有受过教育，举止粗鲁、思想狭隘的人；农民—直接从事农业生产劳动的人。 20.dragon—表示罪恶、邪恶，令人感到恐怖，战争的旗帜，形容人指飞扬跋扈令人讨厌；龙—用于好的意思。 21.phoenix—“再生”、“复活”；凤凰—天下太平，有圣德的人。 22.owl—智慧的鸟，比喻人聪明；猫头鹰—不详之鸟。 23.peacock—通常是贬义，含有骄傲、炫耀、洋洋得意的意思；孔雀—吉祥的象征，大吉大利。 24.dog—中性褒义的情况多；狗—一般用于贬义。 25.Cinderella（灰姑娘）泛指不受重视的人或部门或指有才干但一时未被赏识的人。 26.Shylock（夏洛克）指心肠狠毒唯利是图的小人。 27.to meet one’s Waterloo遭到决定性失败 28.Catch-22进退维谷，左右为难 29.韩国人写文章—归纳法；美国人写文章—演绎法。 30.美国人的思维模式是“桥式”，直接明白地传达给对方。 31.日本人的思维方式是“垫脚石式”，采取迂回、隐含的手法。 32.非语言交际的特点：（1）没有正式的规则和模式，没有固定的结构（2）没有一套具有明确意义的符号（3）有连续性的（4）一部分是本能，一部分是后天习得（5）信息右脑处理 33.阿拉伯人在讲话时总是盯着对方的眼睛。 34.将手掌平放在脖子下面，中国指杀头，英国指吃饱了。 35.食指和中指轻叩桌面，广东指感谢，北方表示不耐烦。 36.美国人站在公路旁边伸出拇指（thunb a ride）表示希望搭车。 37.英美人把中指放在食指上面（let’s keep our fingers crossed.）表示希望某事成功。 38.手兜起来，放在耳后，表示听不见或听不清楚。
(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
跨文化交际案例分析答题技巧
汉硕案例分析答题技巧 最近很多人问关于汉语国际教育考试中的案例分析题该怎样答，我根据自己的粗浅经验，现总结如下： 1.答题思路：按照发现问题-- 分析问题-- 解决问题的思路。具体如下：（1）发现问题：也就是提出问题。在所给的案例中，某个出国教汉语的志愿者教师或来中国教外语的外教等，遇到了什么样的困难。遇到的困难可能是课堂教学时的，比如学生上课都不积极回答问题，不愿意参与老师精心设计的课堂活动，或者问老师一些可能涉及到“隐私”的问题；也可以是这位老师在生活上遇到的问题，比如无法与当地人沟通或交流（语言障碍，文化障碍），无法适应当地人的生活，或不理解当地人做某事时为什么会采取那样的方式，等等。注意：遇到的问题可能是多方面的，要从多角度分析，一般情况下，也不只是一个问题，所以，要按条来答。 （2）分析问题：要求你具体分析一下这位老师或某人遇到这种困难是什么原因引起的，主要是文化方面的原因，可能还涉及到一些他所采用的文化策略等。比如，他由于对对方国家文化不了解，对方国家可能很注重“隐私”，而在我们国家这不被看做是“隐私”。同时要求你分析出我们的母语文化具有什么样的特点，最主要的是和对方国家有什么不一样，哪里不一样，因此造成了他在文化方面的不适应，以至于教学和生活中都出现了问题或遇到了困难。关于他所使用的文化策略，主要就是他自身有没有做到尊重当地的文化，有没有试着去融入这种文化，接受这种文化，还是一味的采取排斥策略，认为自己的一切都好，别人的一切都不好。这就是分析问题了。 （3）解决问题：这是最关键的部分了。怎么解决他遇到的问题或困难？你自己提出个对策就行了，当然，要根据一些你所知道的文化常识和应对策略。比如首先尊重当地文化，多和当地人交流，努力让自己适应当地人的文化和生活方式，做到求同存异，等等。这里需要注意的就是，有些文化的知识是很灵活的，比如中国人的谦虚、中庸的思想等等，都是我们日常生活就知道的，就是稍微总结一下，理顺一下，就能答题了。关于这个，如果时间还来得及，就看一下程裕祯的《中国文化要略》，看一下中国文化的特点等，很多东西是很细致的，自己要稍加总结。如果时间不是很充分了，就把刘珣的《对外汉语教育学引论》上的关于“跨文化交际”的那个章节仔细看一下，我觉得应对这道题应该够用了。 2.答题方法：其实思路清晰了就很好弄了，老师会看你的逻辑分析能力。强烈建议大家一定要分条论述，千万别想到哪说到哪，写出一大片，阅卷老师还得自己去给你找点，这样，老师会很疲劳的，老师最不喜欢的就是这种思维混乱的。所以说，大家答题时我觉得可以按两种方法来写： 第一种：按发现问题---分析问题---解决问题来写，一共三条，然后在每条的下边分几个小点，因为发现的问题肯定不止一个，相应的分析问题和解决问题也会不止一条。 第二种：按一共出现了几个问题分条，第一条，问题1：发现问题--分析问题--解决问题；问题2：发现问题--分析问题--解决问题；问题3--以此类推。 总结一下，以上两种方法都各有利弊，因为有时不同的问题是由同一个原因产生的，或者需要同一种解决策略。所以，大家可以根据自己的喜好来选择其中一种。按以上的问题全部分析完以后，最好再来个综述，大致总结一下，字数不用太多，就是有个小结尾。 最后，要跟大家说的是，字数和字迹的问题。这个案例分析要求是1000字以上
(完整版)新编跨文化交际英语教程翻译1-10单元
1 Translation 纵观历史，我们可以清楚地看到，人们由于彼此所处地域、意识形态、容貌服饰和行为举止上存在的差异，而长久无法互相理解、无法和睦相处。在这种情况下，跨文化交际作为一个特定的研究领域得以形成和发展。值得注意的是，人类文明在发展过程中所遭受的许多挫折，既是个人的，又是全球性的；人类历史进程总是充满了个人间的直接冲突和民族间的误解——从骂骂咧咧到孤立主义直至到武装冲突，大大小小争端不绝。 很显然，文化间以及亚文化间的交往比以前多了，这迫切要求我们共同努力，去理解有着不同信仰和文化背景的人们，并与之和睦相处。通过加深认识和理解，我们能够与生活方式、价值观念不同的人们和平共处；这不但有益于我们周遭环境的安定，也是维护世界和平的决定性因素。 2 Translation 文化有时候被称为我们的心智程序，我们“头脑的软件”。但是，我们可以进一步引申这个用电脑所做的类比，把文化看作是支持运行的操作环境。文化就像电脑使用的DOS或者Unix或者“视窗”（Windows）等操作系统一样，使我们能在各种各样的实际应用中处理信息。用“视窗”这个比喻来描述文化似乎也很有吸引力。文化就是我们心灵的视窗，透过它我们审视生活的方方面面。一个社会中不同个体的视窗是不大一样的，但都有着一些重要的共同特征。 文化就好像是鱼畅游于其中的水一般，人们想当然地把文化看成是客观存在的事实，因而很少去研究它。文化存在于我们所呼吸的空气之中，文化对于我们了解我们自身之为何物是必不可少的，就正如生命离不开空气一样。文化是特定群体的共有财产，而不单是个体的特征。社会按照文化设定的程序运作，这种程序来自于相似的生活体验以及对这种生活体验之含义的相似阐释。 如果文化是一种心智程序，那么它也是现实的心灵地图。从我们很小的时候开始，文化就告诉我们应该看重什么、偏好什么、规避什么和做些什么，文化还告诉我们事物应该是什么样。文化为我们提供超越个体经验可能的理想典范，帮助我们决定应该优先考虑的人或事。文化为我们建立起行为准则，并视遵守这些准则的行为为正当、合法。 3 Translation 43
新编跨文化交际期末复习资料
1.Iceberg:{Edward. 7. Hall.--
第二语言教学跨文化交际案例分析
第二语言教学跨文化交际案例分析 案例分析与写作（共40分） 七、请根据以下材料，按照“发现问题——分析问题——解决问题”的思路，写一篇1500字以上的案例分析，要求观点明确、材料 充实、结构严谨、条理清楚、语言规范、卷面清洁。 材料： 李晓雨是云南大学的一名毕业生，毕业后通过汉办的志愿者选拔，被派往泰国，成为一名汉语教师志愿者。她性格一直比较开朗，所以当她只身一人前往泰国北部的一个中学任教时，也是满怀憧憬；但是她却发现来机场接她的学校人员对她很冷漠，从机场到学校8个小时的路途上几乎没与她说一句话。她知道绝不是因为语言不通。李晓雨是个爱说爱笑的人，她几次想打破沉默，但一直不明白自己到底在什么地方得罪了来接她的人，还是别人根本不想和自己说话。她只好一个人看着车窗外本来很美但不再觉得美的景色。到了目的地，司机和接待的人把她放到一间小房子里，就走了。房间里只有一张平板床，没有任何铺盖。一个初来乍到的女孩，好几个小时没吃饭，没喝水，又不知道商店在那里，身上也没有当地的钱币。晓雨真的有些受不了了，趴在床板上泪水忍不住簌簌而下。她问自己到底做错了什么，为什么别人对自己如此冷漠，为什么和她想象中热情好客的泰国人差距这么大。第一天到学校上班，她的感觉仍然不好，似乎每个学生和老师都对她很冷，没有真诚的微笑，没有主动的招呼。这下可把晓雨急坏了，她开始注意自己每一个细小的举止言行，生怕别人不喜欢。她一直觉得是因为自己做得还不够好，所以别人不接受自己，甚至不接收中文老师的课程。 晓雨是个倔强、好强的女孩。她不服输，认真地向泰国老师学习他们对待学生和同事的方式，积极参加他们的各种活动。有一次她在办公室里看到一个30岁左右的女教师批改了一个学生的作业之后在那个初中学生的脸颊上亲吻了一下。晓雨觉得自己长这么大从来没接受甚至看到过老师亲吻学生的，然而在这里她发现效果真的很好，那个老师和学生的关系非常融洽和谐。在那个教师的鼓励下，她也开始尝试亲吻学生的脸颊，她发现效果出人意料的好！越来越多的人认识了晓雨并成为了她的朋友。她慢慢体会了到冰在融化的感觉。有一次一个老教师来问她是否要去参加学校的升国旗活动，她爽快地回答说：“好啊！”那位老教师有些惊讶地说：“你们中国来的老师不是不愿意参加我们的升国旗仪式吗？你是真的愿意还是假的？”她坚定地说：“我愿意！”从那之后，她每周都很早来到升泰国国旗的地方集合。老师们和同学们对她的态度都发生了很大的变化，这次升旗成了一个分水岭。 答案：案例中的李晓雨同学只身一人被派往泰国，成为一名汉语教师志愿者。在她刚刚到达目的地时，却发现前来接他的当地学校人员态度并不像她想象的那样热情，反而十分冷淡，对于初来乍到的她也没有给予相应的帮助和照顾。在接下来的工作中，李晓雨发现，学校里其他泰国老师对她的态度也并不热情。不仅没有帮助她适应教学工作，甚至连主动的招呼也没有。学生也没有和她建立起和睦融洽的师生关系，这样的问题还影响到了汉语的教学。 从案例中我们可以了解到，李晓雨与当地人之间交际的问题并不是由语言障碍所引起的，文化障碍则是最主要的原因。 跨文化交际过程大体上可分为蜜月期，挫折，调整和适应四个阶段。李晓雨在一开始对泰国人抱有一种思维定式，即原有的“文化成见”。在她的想象中，泰国人是“热情好客”的。而当她受到接待人员的冷漠对待时，想象与实际情况之间的巨大差距使她很难及时调整好自己的心态来适应这一状况，甚至不断地质疑自己的行为。这使得李晓雨在同泰国人的跨文化交际中迅速从蜜月期进入到了挫折阶段。 在接下来一段时间的工作中，李晓雨开始注意自己的行为举止，直到她看到一位泰国教师在批改了学生的作业后亲吻了学生的脸颊。这件事给李晓雨带来的触动很大，因为她以前从未有过教师亲吻学生的经历。这部分是由于中国的传统文化一直强调“尊师重道”，教师常常是高高在上不容冒犯的对象，泰国教师与学生间亲吻脸颊这样的动作在中国是绝少会发生的。部分也与中国人含蓄、内敛的性格传统有关。因此我们不难看出，母语文化与异文化的差异也是造成跨文化交际障碍的一个重要原因。由于对异文化的不了解，很容易将母语文化的思维方式带入跨文化交际中，以致于加深双方的隔阂。在李晓雨意识到这一问题之后，她也开始尝试按照当地人的方式来进行交际，并尝试亲吻了学生的脸颊，效果出乎她意料的好，她与当地人的交际也开始融洽起来。这时的李晓雨已能够逐步克服母语文化与异文化之间差异带来的交际障碍，并逐步进入到调整阶段。 案例中提及的另一个重要事件是升旗事件。李晓雨热情爽快地同意参加泰国学校的升旗仪式，使当地教师十分惊讶，从此其他泰国老师和学生对她的态度也发生了很大变化。这次事件是一个分水岭，李晓雨开始进入适应阶段，这与她坚持不懈地融入异文化的努力是分不开的。另一方面我们可以从泰国老师表现出的惊讶看出，之前学校里的中国教师在与当地人的跨文化交际中并没有采取正确的文化策略，也没有积极尝试与异文化的沟通，因此给对方造成了中国人不尊重泰国文化的负面印象，这也是最初的接待人员对李晓宇态度冷漠的原因。由此可以看出正确的文化策略在跨文化交际中具有重要作用，它不仅会影响到自身交际的正常进行，还会对本群体中其他成员的跨文化交际带来一定影响。 对于一名李晓雨这样的汉语教师来说，在进行正常的汉语教学之前，先要实现同当地人，特别是同学生的和谐交际。通过上文对案例中提及到的问题的分析我们能够认识到，在进行跨文化交际之前首先要尊重当地文化，应当多了解，多吸收异文化的文化知
大学生跨文化交际 U2Pa课文翻译定稿2014
Unit 2 Passage A 1. 中国的核心价值与儒家思想有关，儒家思想的道德准则是对人际关系中道德品质的总结，孔子就用它来夫妇有别，长幼有序，朋友有信。”在两千多年的封建统治时期，统治阶级用这五伦来处理每件事，这就形成了一个分级的社会，即臣忠于君，子孝于亲的社会。 2. 在英国文艺复兴时期，人们开始强调人的尊严以及现实生活的重要性。他们提倡人不仅有享受美好生活的权利，更要具备完善自己和创造奇迹的能力。这就是人文主义的基本理念。自那以后，人们开始尊重人性，随即有发展出了我们今日称之为“自由”的思想，即民主。 3. 以美国为例，优秀的个人价值观就是独立、努力以及生活成功、个人成就与乐于助人三方面实现平衡。就社会价值观而言，美国人在这6方面领先：言论自由、个人自由、个人权利、公开争论、独立思考和。而中国的价值观则提倡努力工作、尊重学习、诚实守信、独立自由和持久忍耐。亚洲人值得推崇的6个社会价值观是社会有序、和谐一致、政府问责、开拓思路、言论自由和尊重权威。 4. 与美国人不同的是，东亚人通常更尊重权威，赞誉社会有序，可与他们一致的是亚洲人也尊重新观念，政府问责及言论自由。 5. 中西方文化的不同与个人主义和集体主体文化密不可分。 6. 个人主义就是人们注重个体、强调个体需要。一般来说，西方文化倾向于个人主义。 7. 集体主义文化即把自身当作是集体（家庭、单位、部落、国家）的一员，一般认为集体的需要高于个体。大多数亚洲文化，包括中国在内，倾向于集体主义。 8.个人主义是指在一个社会里个人权利是首要的。大多数西方人士认为每个人都有自己独立的身份和人格，这应该得到认可并强化。因此，如果不理解个人主义，则无法理解西方的文化和西方人。唯有理解了个人主义，我们才能明白西方人对家庭、友谊和隐私的看法。个人主义的核心是追求个人利益和成就，作为一项社会的基本品质，它被高度地重视，并被人们真心铭记和认真领会。 9. 在基督教的传统文化中，个人主义不但对彼此重要，而且对社会对上帝都重要。个人主义从他们的祖先那里传承下来，因而对西方人而言，个人主义不是自私而是正直。他们如此重视个人主义，以至于他们认为如果有人不去实践个人主义，那就是错的行为。“自助者天助”，从这句谚语我们可以看出西方人对个人主义的态度。可是对中国人来说，个人主义是贬义词，是利己主义，它就意味着自私的人品和散漫的纪律。 10.传统的中国信条，尤其是儒家思想，欣赏集体主义。它强调群体合作，强调个体的成功归功于单位、组织或社团全体成员的共同努力。中国人认为为了集体而牺牲个人利益是非常高尚的品质，继而谦逊待人、善解人意的品质也受到高度赞扬。 11. 让我们从这两个事例来看文化的基本差异：学校 学校的组织形式可以看出集体主义和个人主义文化的差异。例，中国的中学、甚至大学，学生通常群体组合，他们被编成班，所有同班同学学习同一课程。相反，美国高中和大学的学生都是个体的组合，他们通常根据自己的兴趣至少选择几门课程，因此他们经常到不同的班级上不同的课，也没有类似中国的“班” 12. 另一个集体主义和个人主义区别的例子就是宴会。比如，在中国，宴会通常是大家围坐在一起享受美食或观赏节目，有的观看，有的会亲自参与节目。相反，美国典型的宴会就是鸡尾酒会。在晚会中大家成双成对，或三五成群一起聊天，间或走动走动，换换聊天对象。 13.下面是西方个人主义文化和集体主义文化更具体的区别。
跨文化交际基础知识
跨文化交际基础知识
跨文化交际基础知识 【复习指南】 这部分内容主要涉及跨文化交际的基本理论及较为常见的日常交际礼仪，在选择题、填空题、判断题中所占比例较少，但与案例分析部分紧密结合；建议考生复习此块内容时，注意相关理论概念在实际案例中的运用。考生可重点看胡文仲《跨文化交际学》或吴为善的《跨文化概论》，这两本书对于跨文化交际的基本概念、基础理论等都有全面介绍。 【知识点归纳】 1.重点概念： （1）文化：culture，涉及内容十分广泛，不同研究者有不同定义。 广义文化：指人类社会实践过程中所获得的物质、精神的生产能力和创造的物质、精神财富的总和。 狭义文化：精神生产能力和精神产品，包括一切社会意识形式；自然科学、技术科学、社会意识形式。英国人类学家泰勒1871年在《原始文化》中提到的定义影响很大。 总的来说，文化是人类社会创造的财富，包括食物、器具，也包括信念、价值观、习俗、知识。可分为物质文化、制度文化和观念文化。 其特性是：人类独有；来自后天习得；大部分存在于人的潜意识；是行动的指南；动态，与一定历史时期相联系。 （2）交际：就是人与人之间的往来交际活动，文化在交际中得到发展与传播。跨文化交际中的交际主要指人际间通过语言等交际工具进行的直接或间接的信息交流和沟通活动。 （3）编码与解码 交际是一个编码和解码的过程；编码是把思想、感情、意识等编成语码的过程，解码是对外界接受的符号或信息赋予意义或进行解释的过程。
“他定势” 定势概念应用到跨文化交际上后，称为文化定势(又译文化定型或刻板印象)，是指人们在跨文化交际研究或跨文化实际交往中对不同文化背景的民族和国家成员的笼统的、先验的看法。 （4）文化冲突 指两种或者两种以上的文化相互接触所产生的竞争和对抗状态。最早由由哈佛大学国际关系教授萨缪尔·亨廷顿（Samuel Huntington )在《文明的冲突与世界秩序的重建》中提出。 （5）文化曲解 不同民族、社区和集团的的文化，有不同的价值目标和价值取向，并且常常各自以自己的文化为优越，视其他文化为危险物；当其他文化在传播、接触的时候，便会有不顾客观事实歪曲原意或作错误理解。文化曲解既是文化冲突的诱发因素，也是文化冲突的表现。 （6）主流文化与亚文化 主流文化是一个社会、一个时代受到倡导的、起着主要影响、具有群体认同的文化。 亚文化（subculture）:又称小文化、集体文化或副文化，指某一文化群体所属次级群体的成员共有的独特信念、价值观和生活习惯，与主文化相对应的那些非主流的、局部的文化现象。 （7）文化距离 是指不同文化之间的差异程度，主要包括语言方面的差异、生活习惯的差异、社会文化方面的差异等。 （8）文化休克 “文化休克”，Cultural Shock，是1958年美国人类学家奥博格(Kalvero Oberg)提出来的概念。是指一个人进入到不熟悉的文化环境时，因失去自己熟悉的所有社会交流的符号与手段而产生的一种迷失、疑惑、排斥甚至恐惧的感觉。 文化休克常见于移民当中或者是在一个社会内，不同文化背景的民族因文化生活环境发生根本性改变的时候。
《跨文化交际学概论》读后感
《跨文化交际学概论》读后感 AP0802325 钟欣奕 在学习《跨文化交际》这门课程和看完《跨文化交际学概论》这本书之前，我对“跨文化交际”的认识是：两个来自不同国家的人、组织或是国家之间的交流和沟通就是跨文化交际，而同一个国家的两个不同地区的文化的交流并不是跨文化交际。因为我认为既然是“‘跨’文化”，那这两种文化之间的差异应该是很大的，有非常不一样的文化来源和文化背景，有不一样的发展历程和演变过程，形成了两种很不一样的文化内涵。比如，美索不达米亚平原和幼发拉底河孕育的文化、黄河孕育的文化都是各有各的特点。随着经济的发展，交通工具的进步与通讯手段的发展，跨文化交际成了人们的需求，成为经济全球化和“地球村”的需求。 但是，《跨文化交际学概论》这本书中的第一部分第一章中提到：任何两份人之间的交际都是跨文化交际。这让我对“跨文化交际”有了一种新的认识。 有些学者就认为，跨文化交际研究的范围应该也包括地区、职业、年龄、性别等方面的文化差异探讨。地区之间文化的差异，特别是在饮食方面还是比较明显的。在肇庆一些地方，番薯和南瓜是很少被当做是一道菜，更多的是当早餐或者是相当于正餐的米饭，但是同属广东，有一些地方又偏爱“蒜炒南瓜”。又比如，在我的家乡—海南，人们很爱吃生芒果，吃法也很特别：有的人会蘸盐吃，但更多人，包括我，更喜欢蘸调料吃，这种调料是用酱油、白砂糖、海南灯笼椒、或虾酱调制而成的。我周围的朋友都觉得这种吃法很奇怪，无法想象竟然用水果蘸酱油吃。不过我们当地人觉得味道还挺不错的。 正所谓“隔行如隔山”，每种行业之间虽然有互通的知识，但是之间的差别还是挺大的。对大多数学习文史类的人来说，理工科的公式换算简直就是“鬼画符”一样难懂。具体来说，要一个只专长与计算机编程的人去欣赏充满意境、“形散神聚”的散文，也是一件很难的事情。