跨文化交际复习资料
一．名词解释
1.Globalization is worldwide interconnectedness,evidenced in global movements of natural resources,trade goods,human labour,finance capital,information,and infectious diseases.P2
2.Intercultural communication is communication between people whose cultural perceptions and symbol systems are distinct enough to alter the communication event.P12
3.The dominant culture is a type of culture that one group possesses the power to speak for the entire culture while setting the tone and agenda that others will usually follow.P12
4.Co-cultures are cultures discussing groups or social communities exhibiting communication characteristics,perceptions,values,beliefs,and practices that are sufficiently different to distinguish them from other groups and communities and from the dominant culture.P13
https://www.wendangku.net/doc/9019109534.html,munication is a dynamic process in which people attempt to share their internal states with other people through the use of symbols.P16
6.Culture is a set of human-made objective and subjective elements that in the past have increased the probability of survival and resulted in satisfaction for the participants in an ecological niche,and thus became shared among those who could communicate with each other because they had a common language and they lived in the same time and place.P23
7.Values are culturally defined standards of desirability,goodness,and beauty that serve as broad guidelines for social living.P25
Values are shared ideas about what is true,right,and beautiful which underline cultural patterns and guide society in response to the physical and social environment.P189
8.Stereotypes are a collection of false assumptions that people in all cultures make about the characteristics of members of various groups.P42
A stereotype is a cognitive structure containing the perceive r’s knowledge,beliefs,and experiences about some human social groups.P170
9.Objectivity is the state of being objective,just,unbiased and not influenced by emotions or personal prejudices.P43
10.Social organizations or social institutions are the groups that members of a culture turn to for lessons about the meaning of life and methods for living that life.P49
11.Family is a group of intimates,who generate a sense of home and group identity,complete with strong ties of loyalty and emotion,and an experience of a history and a future.P54
12.Individualism is a kind of thought that involves self-motivation,autonomy,and independent thinking,which takes in the following forms.People’s personal goals take priority over their allegiance to groups like the family or the employer.The loyalty of individualists to a given group is very weak;they feel they belong to many groups and are apt to change their membership as it suits to them,switching churches,for example,or leaving one employer for another.Such thought stresses personal rights and responsibilities,privacy,voicing one’s own opinion,freedom,innovation,and self-expression.P198. P199.P67
13.Collectivism is a kind of thought that people primarily view themselves as members of groups and collectives rather than as autonomous individuals.In such cultures people emphasize community,collaboration,shared interest,harmony,tradition,the public good,and maintaining face.Collectivism means greater emphasis on the views.needs,and goals of the in-group rather than oneself;social norms and duty defined by the in-group rather than behavior to get pleasure;beliefs shared with the in-group rather than beliefs that distinguish the self from in-group;and great readiness to cooperate with in-group members.P200.P198.P67
14.History is the witness that testifies to the passing of time;it illumines reality,vitalizes memory,provides guidance in daily life,and brings us tidings of antiquity.P75
15.(不考)Worldview is a culture’s orientation toward God,humanity,nature,questions of existence,the universe and cosmos,life,moral and ethical reasoning,suffering,death,and other philosophical issues that influence how its members perceive the world.P97 The worldview of a people is the way they interpret reality and events,including images of themselves and how they relate to the world around them.P97
Worldview functions as a guide to help people determine what the world looks like and how they should function within that world.P98
16.(不考)The idea of secularism is connected with questions about the meaning of life and explanations about death.P101
17.(不考)Religion deals with the nature of life and death,the creation of the universe,the origin of society and groups within the society,the relationship of individuals and groups to one another,and the relation of humankind to
nature.P104
18.Identity is the reflective self-conception or self-image that we each derive from our family,gender,cultural,ethnic,and individual socialization process. Cultural identity:the identification of communications of a shared system of symbolic verbal and nonverbal behavior that are meaningful to group members who have a sense of belonging and who share traditions,heritage,language,and similar norms of appropriate behavior.Cultural identity is a social construction.P154
19.Prejudices are deeply held negative feelings associated with a particular group.
Prejudice amounts to a rigid and irrational generalization about a category of people.Prejudice is irrational to the extent that people hold inflexible attitudes supported by little or no direct evidence.Prejudice may target people of a particular social class,sex,sexual orientation,age,political affiliation,race,or ethnicity.P173
20.Racism is the belief in the inherent superiority of a particular race.It denies the basic equality of humankind and corelates ability with physical composition.Thus it assumes that success or failure in any societal endeavor will depend upon genetic endowment rather than environment and access to opportunity.P177
21.Ethnocentrism is the notion that one’s own culture is superior to an y other.It is the idea that other cultures should be measured by the degree to which they live up to our cultural standards.We are ethnocentric when we view other cultures through the narrow lens of our own culture or social position.P179-P180
22.(1)Perception is the means by which you make sense of your physical and social world.
(2)Perception is the process of selecting,organizing,and interpreting sensory data in a way that enables us to make sense of the world.
(3)Perception is the process whereby people convert external events and experiences into meaningful internal understanding.P185
23.Beliefs serve as the storage system for the content of our past experiences,including thoughts,memories,and interpretations of events.P187
24.Cultural patterns are a useful umbrella term that allows us to talk about values,beliefs,and other orientations collectively.P190
25.Uncertainty avoidance defines the extent to which people within a culture
are made nervous by situations which they perceive as unstructured,unclear,or unpredictable,situations which they therefore try to avoid by maintaining strict codes of behavior and a belief in absolute truths.P201
26.Power distance is a characteristic of a culture defining the extent to which the less powerful person in society accepts inequality in power and considers it as normal.P203
27.Masculinity and feminity refer to the degree to which masculine or feminine traits are valued and revealed.P205
28.A being orientation refers to spontaneous expression of the human personality.P213
29.The being-in-dong orientation stresses the idea of development and growth.It emphasizes the kind of activity that contributes to the development of all aspects of the self as an integral whole.P214
30.The doing orientation describes activity in which accomplishments are measurable by standards external to the individual.P214
31.Context is the information that surrounds an event;it is inextricably bound up with the meaning of the event.P215
32.(不考)Language is merely a set of shared symbols or signs that a cooperative group pf people fas mutually agreed to use to create meaning.P225
33.Nonverbal communication involves all those nonverbal stimuli in a communication setting that are generated by both the source and his or her use of the environment and that have potential message value for the source or receiver.P246
34.All human interaction is influenced to some degree by the cultural,social,and physical settings in which it occurs.These settings are called the communication context.P285.
35.Intercultural communication competence is the overall internal capability of an individual to manage the key challenging features of intercultural communication:namely,cultural differences and unfamiliarity,inter-group posture,and the accompanying experience of stress.P384
36. (1)Culture shock is a mental state that comes from the transition that
occurs when you go from a familiar environment to an unfamiliar one and find that your old,established patterns of behavior are ineffective.
(2)Culture shock is precipitated by the anxiety that results from losing all your familiar signs and symbols of social intercourse.These signs or cues include the thousand and one ways in which we orient ourselves to the situation of daily life:how to give orders,how to make purchases,when and where not to respond.Now these cues,which may be words,gestures,facial expressions,customs,or norms,are acquired by all of us in the course of growing up and are as much as a part of our culture as the language we speak or the beliefs we accept.All of us depend for our peace of mind and efficiency on hundreds of these cues,most of which we are not consciously aware of.P397
37.Ethics refers to judgments that focus om degrees of rightness and wrongness,virtue and vice,and obligation in human behavior.P404
二.汉译英
1.Human beings draw close to one another by their common nature,but habits and customs keep them apart.---Confucius.性相近，习相远。--孔子
https://www.wendangku.net/doc/9019109534.html,ck of communication has given rise to differences in language,in thinking,in systems of belief and culture generally.These differences have made hostility among societies endemic and seemingly eternal.--Isaac Asimov P1
翻译一：语言，思维以及信仰和文化体制的差异通常源于匮乏的交流。这些差异形成社会难以摆脱以及看似无穷的敌意。
翻译二：语言，思维以及信仰和文化体制的差异通常源于匮乏的交流。这些差异使社会的敌意根深蒂固，似乎无穷无尽。
翻译三：一般来说，语言，思维以及信仰和文化体制的差异源自匮乏的交流。这些差异促成一种敌意，一种社会难以摆脱又似乎无穷尽的敌意。
3.In every conceivable manner,the family is a link to our past and a bridge to our future.---Alex Haley
在生活的方方面面，家庭总是联系过去的纽带，沟通未来的桥梁。
4.History is philosophy teaching by example.---Henry ST.John Bolingbroke P48历史是提供实例讲解的哲学。
5.(不考)Religion is doing;a man does not merely think his religion or feel it,he lives his religion as much as he is able,otherwise it is not a religion nut fantasy or philosophy.---George Gurdjieff
翻译一：宗教就是所做之事；一个人不只是领悟或感受宗教，他还要具备化宗教生活为人生寄托的能力，否则那只是幻想或哲学而不是宗教。(此句翻译的不太好)
翻译二：宗教就是身体力行；人们不仅仅思考或体验宗教，他还要有足够的能力践行他的宗教，否则那不是宗教，充其量只能算作幻想或哲学。
6.(不考)There is only one religion,though there are a hundred versions of
it.---George Bernard Shaw.P97
翻译一：宗教只有一种，但却有无数的版本。
翻译二：宗教只有一种，人们对它却有不同的描述。
7.The particular human chain we’re part of is central to our individual identity.---Elizabeth Stone
翻译一：个人认同感的重要组成部分是我们拥有的并置身其中的独特的人类联系。
翻译二:独特的人类联系是获取个人认同的关键。
8.The value of identity of course is that so often with it comes purpose.---Richard Grant P152
翻译一：我们寻求认同感的过程，其意义常常带有目的性。
翻译二：寻找自身认同的过程时常带有实现某种目的的价值。
9.Your beliefs become your thoughts.Your thoughts become your words.Your words become your actions.Your actions become your habits.Your habits become your values.Your values become your destiny.---Mahatma Gandhi. 10.On a group of theories one can find a school;but on a group of values one can find a culture,a civilization,a new way of living together among men.---Ignazio Silone. P184
信仰决定思想。思想决定语言。语言决定(形成)行动。行动决定习惯。习惯决定价值。价值决定命运。(此句中的value 意为价值观，为了保持译语的结构匀称，就译为价值)
11.If one finger is sore,the whole hand will hurt.--Chinese Proverb
翻译一：牵一发而动全身。
翻译二：手指之痛会引发全掌之痛。
12.Our lives are all different and yet the same.---Anne Frank.
翻译一：生活如此多姿多彩却又这般千篇一律。(此处千篇一律的语体色彩略含贬义)】
翻译二：我们的生活都各不相同却又十分相似。
13.(不考)Language shapes the way we think,and determines what we think about.--Benjamin Lee Whorf.
语言塑造思维的方式，决定思考的内容。
14.(不考)If we spoke a different language,we would perceive a somewhat different world.--Ludwing Wittgenstein.
能说不同的语言，我们便能感知与我们稍微不同的世界。
15.(不考)Language is the roadmap of a culture.It tells you where its people came from and where they are going.--Rita Mae Brown.P221
语言是文化的路标。从它那里我们了解人类的起源和发展方向。
16.There are times when silence has the loudest voice.--Leroy Brownlow
有时沉默往往具有爆发力。
17.To know what people think,pay regard to what they do,rather than what they say.--Rene Descartes.P243
翻译一：知人所知，观人所做，勿信人所说。
翻译二：了解人们所想之事，关注人们所做之事，而不是人们所说的话。
翻译三：了解人们思考的内容，关注人们所做的事情，而不是人们说的话。
18.Live together like brothers and do business like strangers.--Arab Proverb
生活似兄弟，经商如异客。
19.You will never know a man till you do business with him.--Scottish Proverb. P285
翻译一：生意场上见本真。
翻译二：只有同他人做生意，你才能真正了解一个人。
20.Human history is increasingly a race between intercultural education and disaster.If education is not intercultural,it is probably not education,but rather the inculcation of nationalist or religious fundamentalism.--David Coulby.
人类历史更多地体现为跨文化教育和大灾难的竞赛。教育不跨文化，它也许算不上真正的教育，充其量它只是在反复灌输国家主义(民族主义)和基要主义(基要主义强调直解《圣经》)
21.Our young must be taught that racial peculiarity do exist,but that beneath the skin,beyond the differing features and into the true heart of being,fundamentally we are more alike,my friend,than we are unlike.--Maya Angelou.P326
年轻人必须知道种族独特性确实存在，姑且不论肤色，不论各自的不同点，单从人们真实的内心世界就可以看出，本质上与其说我们不同，不如说我们彼此相同。(此句介词短语翻译的不到位，略有欠缺)
22.If you are not in tune with the universe,there is sickness in the heart and mind.--Navajo Saying.
翻译一：与世界唱反调者，其内心必有顽疾。
翻译二：一个人若不与世界其他人保持一致，他的心灵会有病症。
23.He who has health has hope,and he who has hope has everything.--Arabian Saying.P357
翻译一：人有健康就有了希望，有希望就拥有一切。
翻译二：有健康就有希望，有希望就拥有一切。
24.No culture can live if it attempts to be exclusive.--Mahatma Gandhi.
翻译一：任何排外的文化终将灭亡。
翻译二：任何文化要长存必须兼收并蓄。
25.You cannot expect to achieve new goals or move beyond your present circumstance unless you change.--Les Brown.P383
翻译一：要想达到目标，超越自己，必须做出自我改变。
翻译二：惟有改变自己，一个人才能实现目标，甚至超越自己。
谚语警句
26.One who does not honor the penny is not worthy of the dollar.看轻一美分者不配拥有一美元。
27.A penny saved is a penny earned.聚沙成塔，水滴石穿。/省钱即赚钱。
28.The quacking duck is the first to get shot.P29枪打出头鸟。
29.Strike while the iron is hot.趁热打铁。
30.He who hesitates is lost.当断不断，必受其患。
31.Actions speak louder than words.行动胜于语言。
32.Nothing ventured,nothing gained.不入虎穴焉得虎子。
33.Man does not live by bread alone.人活着不能只靠面包。
34.Make hay while the sun shines.晒草须乘日照时。(乘热打铁，勿失良机)
35.God helps those who help themselves.自助者天助。
36.Pull yourself up by your bootstraps你要重新振作起来啊！
Pull oneself up by one's own bootstraps直译过来就是：“通过自己的靴带站起身来”，这个短语的正确意思是：“不依靠他人，经过自己的努力来改善不良的处境”。因此，当美国人说"Pull yourself up by your bootstraps."时，他/她要表达的意思就是:"Cheer up by your own strength."、"Pull yourself together."、"Get rid of the bad state by your own struggle."
37.No pain,no gain.一分耕耘一分收获。/不劳而无获。
38.A man’s home is his castle.一个人的家就是他的城堡。
U.S. a proverbial expression of personal privacy and security.
39.The squeaky wheel gets the grease. 吱吱叫的轮子先上油。/会哭的孩子有奶吃。to convey the idea that the most noticeable (or loudest) problems are the ones most likely to get attention. It is alternately expressed as "The squeaky wheel gets the oil".
40.Variety is the spice of life.变化是生活的调味品。变化乃是生活的情趣。Diversity makes life interesting,as in Jim dates a different girl every week variety is the spice of life, he claims. This phrase comes from William Cowper's poem, "The Task" (1785): "Variety is the very spice of life, That gives it all its flavor."Changes and new experiences make life delightful.
41.Lightning never strikes twice in the same place.坏事不过二。
Proverb an unusual situation or event is unlikely to happen again in exactly the same circumstances or to the same person.The same misfortune will never recur, as in Go ahead and try your luck investing in options again; lightning never strikes twice . This saying is based on a long-standing myth,which has been proved to be untrue. Nevertheless, it is so well known it is often shortened,as in the example.[Mid-1800s]
42.There is more than one way to skin a cat.解决事情的方法不止一种。A problem generally has more than one solution.
43.God gave us the nuts but he doesn’t crack them.上帝给予我们美好的未来,但需要我们自己去奋斗。
44.What you can do today,don’t postpone until tomorrow.今日事今日毕。
45.To know the road ahead,ask those coming back.P30欲知前方事,且问过来人。
46.One does not make the wind,but is blown by it.顺天者昌,逆天者亡。
47.Since we cannot get what we like,let us like what we get.与其失去喜欢的，不如喜欢拥有的。
48.Man proposes and God disposes.成事在人，谋事在天。
49.Fall seven times,stand up eight.永不言败。永不放弃。
50.A man’s tongue is his sword.言辞即匕首。
51.Those who know do not speak and those who speak do not know.知者不
言，言者不慧。
52.Even in paradise,it’s not good to be alone.即使在天堂，人们总是聚集在一起。
53.A table is not blessed if it has fed no scholars.不服务学者的桌子不值得拥有。
54.When spiderwebs unite,they can tie up a lion. 蛛网联结可束缚雄狮。
55.A single arrow is easily broken,but not a bunch.一箭易折，一束难折。
56.A single hand cannot lift the calabash to the head.单手难以提起葫芦头。
57.A harsh word dropped from the tongue cannot be brought back by a coach and six horses.一个人所说的难听的话即使用一辆有六匹马的马车也难以收回。
58.The spit aimed at the sky comes back to one.害人反害己。
59.Kick a stone in anger and harm your own foot.愤怒的踢石头反而伤害自己的脚。
60 .Sweep only in front of your own door.各扫自家门前雪。
61.He who stirs another’s porridge often burns his own.爱管闲事的人没有好下场
62..A zebra does not despise its stripes.知识(智慧)比珠宝更好.斑马不会小看它身上的条纹。
63.I dance to the tune that is played.我随着曲子起舞。
64.The candle of someone who lies almost always burns just to midnight.说谎者必半路败露其真面孔。P31
65.A house without an elderly person is like an orchard without a well.没有老者(长辈)的房子好比只有枯井的果园。P72
66.Don’t beat around the bush.不要拐弯抹角了。
67.Tell it like it is.P218实话实说.
68.One’s face is the mirror of one’s soul.脸是反映灵魂的镜子。P259
69.The eyes indicate the antiquity of the soul.眼睛能反映心灵的深度。
70.Thou tell’st m e there is murder in mine eye.我从你的眼中看出一股杀气。P262
71.Just give me the bottom line.说个截止期限吧。
72..Don’t put off until tomorrow what you can do today.今日事今日毕。
三.填空题
Chapter 1 P46
? Intercultural communication presents you with a challenge you must meet if you are to become an effective communicato r in today’s world.
? New and improved technology, growth in the world’s population, and shifts in the global economic arena have contributed to increased international contacts.Everyone worldwide will be affected by and need to communicate about finite natural resources and the environment to help reduce and avoid international conflict.
? Domestic contacts are increasing because new immigrants and co-cultures are growing in numbers.
? Intercultural communication i s communication between people whose cultural perceptions and symbol systems are distinct enough to alter the communication event.
? All cultures have a dominant or national culture that is normally de fined by examining the people who control the power within the culture.
? Co-cultural communication is communication between members who hold two or more divergent cultural experiences that might influence the communication process.
? Communication accomplishes many interpersonal needs, helps establish personal identities, and has an influence on people.
? Communication is a dynamic process in which people attempt to share their internal states with other people through the use of symbols.
? Communication is dynamic, symbolic, contextual, self-reflective, learned, and has a consequence.
? Culture and communication are so intertwined that it is easy to think that culture is communication and communication is culture.
? Culture is a set of human-made objective and subjective elements that in the past have increased the probability of survival.
? Culture seeks to inform its members what to expect from life, and therefore reduces confusion and helps them predict what to expect from life.
? The elements that compose a culture are history, religion, values, social organizations, and language.
? Culture is learned, shared, and transmitted from generation to generatio n, based on symbols and a dynamic and integrated system.
? Some of the problems with studying intercultural communication involve individual uniqueness, stereotyping, lack of objectivity, and viewing communication as a cure-all.
Chapter 2 P95-96
? The deep structures of a culture, which include such elements as family, history(country), and religion (worldview), are important because they carry a culture’s most important beliefs. Their messages endure, are deeply felt, and help supply much of a identity.
? Families can take a variety of different forms.
? Traditional de fi nitions of “family” are undergoing changes in the United States
? Globalization has had a major impact on traditional family structures throughout the world.
? Families perform a series of key functions in all cultures. These functions include teaching members of the culture about reproduction, economics, socialization and religion, identity, and communication.
? The family also teaches gender roles, views on individualism and collectivism, perceptions of aging, and social skills.
? History and culture are interwoven.
? The study of intercultur al communication and the study of history go hand in hand.
? History is the witness that te stifies to the passing of time; it illumines reality, vitalizes memory, provides guidance in daily life, and brings us knowledge of antiquity.
? The in fluence of history is difficult to explain, because it contains all of the deep structure elements of culture.
? A culture’s history affects individual perception and behavior and how people relate to other cultures.
? Historical events help explain the character of a culture.
? History is a key element in developing a culture’s identity, values, goals, and expectations.
Chapter 3(不考)
? Worldview is a culture’s orientation toward God, humanity, nature, the universe,life, death, sickness, and other philosophical issues concerning existence.
? Although worldview is communicated in a variety of ways (such as secularism and spirituality), religion is the predominant element of culture from which one’s worldview is derived.
? Although all religions have some unique f eatures, they share many similarities. These include, among other things, speculation about the meaning of life, sacred scriptures, rituals, ethics, and a safe haven for their members. ? The six most prominent religious traditions are Christianity, Judais m, Islam, Hinduism,Buddhism, and Confucianism. These traditions present their members with advice on how to live life and with explanations about death. Chapter 4 P182
? There are many reasons behind the need to understand identity, including personal and psychological well-being.Identity is also a focal point of intercultural communication, which is becoming increasingly important as a result of both globalization and domestic diversity within the United States. ? Identity is a highly abstract, dynamic, multifaceted concept that defines who you are. Turner places identities into three general categories: human, social, and personal.Hall uses three similar categories: personal, relational,and communal.
? Every individual has multiple identities—racial, ethnic, gender, national,
regional, organizational, personal, and perhaps cyber/fantasy—that act in concert. The importance of any single identity is a result of the situation.
? Identity is acquired through interaction with other members of one’s cultur al group.The family exerts a primary influence on early identity formation. Identity development models have been constructed by Phinney and by Martin and Nakayama.
? Identities are established through group membership and are enacted in a variety of ways, including rites of passage, personal appearance, and participation in com-memorative events.Concepts of identity within the same group can change over time.
? Identity plays a critical role in intercultural communication. Competent intercultural communication is achieved when the participants find commonality in ascribed and avowed identities.
? As society becomes increasingly multicultural, new concepts of cultural identity are evolving.
? Stereotyping occurs when persons categorize experiences about another group of people and let those categorizations guide their behavior. Stereotypes refer to the behavioral norm of the whole group of people, not individual persons.
? A prejudice is a strong feeling or attitude toward a particular social group or thing.
? Racist persons believe that their race is superior to another race of people.? Ethnocentrism occurs when persons believe their culture is superior to other cultures.
Chapter 5 P219-220
? Culture and communication are so intertwined that it is easy to conceive of culture as communication and communication as culture.
? Culture seeks to tell its members what to expect from life, and thereby reduces confusion and helps predict the future.
? The basic elements of culture are history, religion, va lues, social organizations, and language.
? Culture is shared, learned behavior that promotes individual and social survival, adaptation, and growth and development.
? Culture most directly affects communication because culture is (1) l earned, (2) transmitted from generation to generation, (3) based on symbols, (4) dynamic, and (5) an integrated process.
? Perception is best de fin ed as “the process of selecting, organizing, and interpreting sensory data in a way that enables us to make sense of our world.”? Perception is the primary mechanism by which you develop your worldview.
? Beliefs are one’s convictions about the truth of something—with or without
? Values are enduring attitudes about the preferability of one belief over another.
? Cultural pattern taxonomies are used to illustrate the dominant beliefs and values of a culture.
? Dominant American cultural patterns include individualism, equal opportunity, material acquisition, science and technology, progress and change, work and play, and competitive nature.
? A prominent taxonomy of diverse culture patterns that explains both perceptual and communication differences is Hofstede’s Values Dimension, which includes (1) individualism and collectivism, (2) uncertainty avoidance, (3) power distance, (4) masculinity and femininity, and (5) long-term and short-term orientation.
?The Kluckhohn, Kluckhohn, and Strodtbeck Value Orientation taxonomy includes (1) human nature, (2) the perception of nature, (3) time, (4) activity, and (5) relationships.
?In Hall’s Context Orientation, high context and low context describe the degree to which individuals rely on internalized information.
?For Ting-Toomey, face and facework take different forms and are valued differently across cultures. Face is a function of group affiliation in collectivistic cultures and is self-derived in individualistic cultures. In conflict situations, collectivistic cultures focus on other-face and mutual face, while individualistic cultures focus on self-face.
Chapter 6(不考)
? Language allows us to exchange abstract ideas, which sets us apart from other animal
species.
? Language is an integral part of identity.
? Based on the language they use, people can be categorized into groups such as age, gender, and socio-income level.
? The use of a common language enables people to organize into groups and perform collective activities.
? Language is a set of shared symbols that people use to create meaning; the relationship between the sign and the meaning is often arbitrary.
? There are usually variations within language groups, such as accents, dialects, argot, and slang.
? Corporate brands and logos are often understood across cultures irrespective of language.
? Culture and language form a symbiotic relationship be cause without one, the other could not exist.
? Cultural values, or dimensions, can be re flected in the language used by a
? In any intercultural communication interaction, it is probable that someone will be using a second language.
? Using a second language can be both physically and cognitively demanding.
? When speaking to someone who is using a second language, you should be mindful, monitor your speech rate, vocabulary, and nonverbal feedback, and check to ensure that the other person understands your message.
? Interpreters work with spoken or signed language; translators work with written messages.
? Consecutive translation is when you stop every minute or so to allow the translator to relay your message in the other language.Simultaneous translation occurs while the speaker talks in the original language.
? In a cross-cultural marriage, language plays a key role in communication and can also influence identity and power relationships.
? “One parent, one language” is an approach in wh ich each parent uses a different language to interact with his or her children. The children grow up bilingual.
? English is the most common language used on the Internet at this time. However, the increasing number of Chinese users could alter this in the future. ? Some scholars have predicted an oligarchy of major world languages—Chinese, Spanish, English, Arabic, and Russian—in the https://www.wendangku.net/doc/9019109534.html,ing computer-mediated communication (CMC) can affect the interaction between members of high-context cultures.One way of enhancing your intercultural communication competency is to learn another language. Chapter 7 P283
? Nonverbal communication is important to the study of intercultural communication because people make judgments about others based on their nonverbal behavior, use nonverbal messages to create impressions, and use non-verbals to manage interaction.
? Nonverbal communication is culture-bound.
? Nonverbal communication involves all nonverbal stimuli in a communication set-ting that (1) are generated by both the source and his or her use of the environment and (2) have potential message value for the source or receiver. ? Nonverbal messages may be intentional or unintentional.
? Nonverbal communication has five basic functions: to repeat, to complement, to substitute for a verbal action, to regulate, and to contradict a communication event.
? Nonverbal actions seldom occur in isolation.
? Nonverbal communication and culture are similar in that both are learned, both are passed on from generation to generation, and both involve shared understandings.
? Studying nonverbal behavior can lead to the discovery of a culture’s underlying attitudes and values.
? Studying nonverbal behavior can assist us in isolating our own ethnocentrism.
? The body is a major source of nonverbal messages. These messages are communicated by means of general appearance, skin color, attire, body movements (kinesics), posture, gestures, facial expressions, eye contact, touch, and paralanguage.
? Cultures differ in their per ception and use of personal space, seating, and furniture arrangement.
? We can understand a culture’s sense of time by learning about how members of that culture view informal time and the past, present, and future, and whether or not their orientation toward time is monochronic or polychronic ? The use of silence varies from culture to culture
Chapter 8 P324
? The communication context is the cultural environment in which communication occurs.
? Culturally diverse rules specify how communication is t o take place by prescribing the appropriate behaviors for given contexts.
? Rules concerning informality, formality, assertiveness, interpersonal harmony, and social status can be found in every communication setting. ? Intercultural communication takes place both in international and domestic business settings.
? In the cross-cultural business setting, protocol influences how contacts are made, greeting behavior, personal appearance, gift giving, and conversational taboos.
? Management styles differ ac ross cultures. These styles influence leadership and decision making.
? Negotiation styles differ across cultures. These differences are revealed in how cultures view the process of negotiations, the selection of negotiators, business ethics, and participation practices.
? Intercultural con flict is part of many intercultural business contacts.
? In North America, strategies for managing con flict include avoidance, accommodation, competition, compromise, and collaboration. These strategies are often different from the methods of managing conflict found in other cultures.
? Con flict can frequently be reduced by identifying the cause, keeping an open mind, slowing down, and focusing on ideas rather than people.
? Rapidly increasing cultural diversity in th e U.S. business community will require greater intercultural understanding and skills.
Chapter 9 P355-356
? Systems of formal and informal education seek to meet the perceived needs of societies.
? Schools are a primary means by which a culture’s histor y and traditions are passed from generation to generation.
? Schools teach the informal knowledge of a culture.
? Schools are a primary vehicle for teaching cultural values.
? Schools in the United States are becoming increasingly diverse.
? Schools n o longer teach only Eurocentric cultural values; instead, today schools routinely teach the experiences and values of many cultures.
? Learning preferences are particular ways in which individuals receive or process information.
? Cognitive, communicatio n, relational, and motivational learning preferences have a profound impact on classroom learning.
? Students who are limited in their English pro ficiency face various obstacles in the classroom.
? Teachers should be aware of what they bring to the class room in terms of their strengths, weaknesses, and biases.
? Assessing the acculturation levels of the students in the classroom will help teachers determine how much their students are involved in their own culture as well as the Anglo-American culture.
Chapter 10 P381-382
? Culture and language diversity can cause problems in health care communication.
? Cultures differ in the ways they explain, treat, and prevent illness.
?Health belief systems can be divided into three categories—supernatural/magico-religious,holistic,and scientii c/biomedical—each with their own set of underlying premises.
? Cultural diversity leads to differences in beliefs about the causes of illness.? Because of cultural diversity, people hold varying beliefs about how to treat illness.
? The ways in which people try to prevent illness are culturally diverse.
? Health care practices must accommodate a culturally diverse population.? It is necessary for health care providers in a multicultural environment to become interculturally competent.
? Intercultural competence requires that health care workers know not only
their own culture but also the cultures of the patients they serve.
? Language diversity is a common problem in health care communication. ? An interpreter shoul d be used when a practitioners are not fluent in the language of their patients.
? Family members and friends generally are not good interpreters because of their connection to the patient.
? Cultural diversity affects individual beliefs about death and dying, which can lead to conflicts between providers and families about communicating bad news to patients.
Chapter 11 P410-411
? Communication with the culturally different may lead to adverse emotional responses that trigger feelings of awkwardness and anxiety.
? Intercultural competence means having the ability to interact effectively and appropriately with members of another linguistic-cultural background.
? The basic components of communication competence are motivation, knowledge, skills, sensitivity, and character.
? Potential problems in intercultural communication include failure to recognize differences, anxiety, the desire to reduce uncertainty, stereotyping, prejudice, racism, misuse of power, ethnocentrism, and culture shock.
? To improve intercultural communication, you must know your culture, know your personal attitudes, know your communication style, monitor yourself, be empathic, be aware of cultural differences in listening, encourage feedback, develop communication flexibility, and learn about cultural adaptation.
? Venturing into a new culture can cause anxiety and emotional disturbances.? Culture shock is a mental state that comes from the transition that occurs when you go from a familiar environment to an unfamiliar one and find that your established patterns of behavior are ineffective.
? Culture shock has four phases: excitement, disenchantment, beginning resolution,and effective functioning.
? International immigration causes culturally and ethnically diverse societies that must learn to interact with each other.
? Acculturation means dealing with issues of language, disequilibrium, and ethnocentrism.
? The stress-adaptation-growth model provides a theoretical view of cultural adaptation in which sojourners reduce the initial stress of a new cultural environment,learn to adapt to the new culture, and eventually achieve personal growth.
? Disequilibrium may be dealt with through four coping mechanisms: assimilation, separation, integration, and marginalization.
? Adaptatio n strategies include making personal contact with the host culture, learning about the host culture, and participating in cultural activities.
? Host cultures may react negatively at times to immigration because they see their familiar cities and neighborhoods being transformed into multiethnic, multicultural societies.
? Ethics focuses on appropriate behavior in interpersonal interactions, both within your own culture and when you are in another culture.
? There are two major perspectives on ethics: fundamentalism and cultural relativism.
? Messages elicit responses that may have negative consequences for the message recipient.
? It is important to have respect for others when engaged in intercultural communication.
? Searching for commonalities betwe en people and cultures helps develop an inter-cultural ethic.
? Respecting cultural differences is essential to ethical intercultural communication.
? Above all else, you must accept responsibility for your communicative behavior.
四．Activities and Discuss Ideas.
Chapter 1
Activities
1. Explain the following statement: “In studying other cultures, we do so very often from the perspective of our own culture.”188
2. Explain how changes in technology, the new global economy, and increases in the world’s pop ulation might affect you.
3. Explain how and why communication and culture are linked.
4.Explain the following statement: “When studying intercultural communication, you should be aware of the problems associated with individual uniqueness, stereotyping, objectivity, and assuming communication is a cure-all.”
5. Explain what is meant by the phrase “Communication is contextual.” Can you think of examples of how context has influenced your behavior? DISCUSSION IDEAS
1. In small groups, discuss national or domestic news stories from the past week to determine under what circumstances cultures encountering one another display communication.
2. In small groups, discuss your interpretation of the following quote: “Globalization is political, technological, and cultural, as well as economic.”
3. In small groups, identify your culture or co-culture.
4. Discuss with other members of your class the types of communication problems that have occurred when you have interacted with people from cultures different from your own.
5. Explain how these difficulties have made you feel.
6. In small groups, discuss the various ways in which the dominant culture influences and controls the values, attitudes, and behavior of co-cultures.
7. In small groups, discuss the foll owing topic: “We are alike and we are different.” Have the group produce one list that describes how two different ethnic groups are alike and another list that specifies how they are different. 8. In small groups, discuss how changes in the demo-graphics of the United States have affected you. How do you believe these changes will ultimately affect society?
Chapter 2
Activities
1. Ask someone from a different culture some specific questions about child-rearing practices. You might inquire about methods of discipline, toys, games, stories, topics discussed at the dinner table, and so forth.
2. Working in small groups, have each person discuss the “stories” that helped form his or her family and cultural identity.
3. Assemble a small group of people from a variety of cultures and try to answer the following questions:a. What sort of family interactions influence gen-der roles?b. How do family interaction patterns influence relations between young people and the elderly?
4. Pair off in class or out of class with someone from a culture different from your own. Find out as much as you can about the history of your partner’s culture. Try to isolate examples of how your partner’s cultural values have been determined by historical events.
DISCUSSION IDEAS
1. What are some ways in which a person’s family in fluences his or her cultural identity?
2. Examine the deep structure of your culture(s) and explain how it influences intercultural communication.
3. Compare how the following approaches to parenting would deal with aggressive behavior among children: authoritarian, laissez-faire, collectivist, and individualist.
4. How can the different historical legacies of the United States and the Islamic world promote conflict?
5. Can you think of some ways that globalization will change our traditional
notion of what is considered a family?
Chapter 4
ACTIVITIES
1. Construct a list of as many of your identities as you can. Using the list, draw a pie chart with each identity receiving space proportional to that identity’s importance to you. Compare your chart with other
classmates’ charts.
2. Select an ethnicity other than your own and try to answer the five questions from page 172 and 17
3.153
3. Working with some members of your class, try to list some examples of what you believe to be examples of American ethnocentrism.
4. What is the relationship among stereotypes, prejudice, racism, and ethnocentrism?
5. Can you think of some intercultural communication problems that were not discussed in this chapter?
DISCUSSION IDEAS
1. Why is an awareness of identity important in your personal life? What are some of the situations in which this awareness would be beneficial?
2. How would you define identity? How would you explain your identities to another person?
3. What are some of your different identities and how did you acquire them? What are some differences between your identities and the same identities in another culture?
4. How did you establish some of your identities? How do you enact those identities?
5. Discuss the following statement: “Prejudice can never be eliminated because it is so deeply rooted in human nature.”
Chapter 5
ACTIVITIES
1. In small groups, list the American cultural values mentioned in this chapter. Try to think of other values that are not included in the text. Then find examples from American advertising campaigns that illustrate these values. For example, the advertising slogan from an athletic-shoe manufacturer, “Just do it,” re flects the American value of accomplishment.
2. Working with others in a small group and using Hofstede’s value dimensions, make a list of behaviors found in American culture that reflect individualism, uncertainty avoidance, and femininity.
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）
《英语跨文化交际》课程教学大纲-
《英语跨文化交际》课程教学大纲 课程编号：1233201 课程名称：英语跨文化交际 总学时：16学时 试验或上机学时：无 先修课及后续课：先修课：涉外礼仪 一、课程说明 1.课程性质：本课程是继《涉外礼仪》之后的专业必修课。 2.教学目标及意义： 本课程是与专业基础课同时开设的专业课，旨在通过学习跨文化交际基础理论，结合涉外礼仪实践，分析跨文化交际案例，提高跨文化交际意识，并在语言学习的同时，更多关注相关国家的文化，特别是通过与本族文化的对比，提高跨文化交际能力。 3. 教学内容与教学要求： 英语专业教学大纲强调，在语言学习过程中要培养学生的跨文化交际意识，增强对文化差异的敏感性和宽容性，提高处理跨文化交际冲突的灵活性，即跨文化交际能力。 跨文化交际能力包括语言运用能力，相关国家文化知识以及相关专业的能力和交流能力。通常认为语言运用能力特指外语知识和外语技能，忽视了学习者对目的语国家的文化知识的要求，特别是灵活运用已有的本国和目的国的相同之处，相似之处和差异进行跨文化交流的能力。 交际的主要媒介是语言但语言并非唯一的媒介。诸多非语言手段，如手势，面部表情，时间和空间的使用等，都具有重要的交际功能。而任何交际，无论是语言的还是非语言的，都是在特定文化环境中进行的，必然受到该文化中价值观念、思维方式、传统习惯、交往规约等的影响和制约。因此，这些文化内涵也是交际能力的重要组成部分。 不同文化之间，在方方面面都存在明显的差异。实践证明，文化背景不同的人进行交际时，这些差异常常成为障碍。要减少此类交际障碍，促成有效交流，跨文化意识与跨文化交际能力必不可少。 任何人都生活在特定的文化之中，思想、语言、行为等都受到该文化的影响与支配。 文化意识即指对此有清醒的认识。跨文化意识首先涉及对文化多元的认识。对文化而言，既有国别文化的不同，一国之内亦有主流文化与种种亚文化之分，同时个体间的差异也不容忽视。因此，不能理所当然地以本文化的规则来评价不同文化背景人的交际行为。 其次，不同文化间既有异（个性），也有同（共性），要辩证的看待文化。另外，应该树立文化平等观。文化没有高低优劣之分，跨文化交际目的是理解和沟通，促进各民族间的长期友谊和共同发展，在培养文化意识和跨文化意识的同时，还要认真思考汉语与英语文化在主要方面的异同之处，分析跨文化交际中可能出现的问题及其对应策略。 本课程以语言学习为前提，强调在语言学习的过程中提高利用外语进行跨文化交际的能力，通过对交际与语言，语言与文化，文化与价值观的学习和讨论，提高跨文化交际意识；通过对文化现象的思考和讨论，反思语言学习过程，增加对文化差异的敏感性； 通过课堂活动和案例学习，提高跨文化交际意识和能力，达到有效交流的目的。 4. 教学重点和难点： 本课程内容包括：交际与文化，语言与文化，文化与价值观，语言交际和非语言交际，
跨文化交际概论-课程各章节内容要点整理
第一章跨文化语言交际概述 第一节文化、语言和交际 一、关于文化的概念 （一）文化的内涵和特性 1、关于文化的内涵 概括地讲，文化即是人们所思、所言（言语和非言语）、所为、所觉的总和。在不同的生态或自然环境下，不同的民族创造了自己特有的文化，也被自己的文化所塑造。交际即文化，文化即交际，如果没有交际，文化是难以形成的。科学的提法是：“文化是冻结了的人际交流，而交际是流动着的文化。” 2、关于文化的特性 （1）文化由人们的内稳和外显的行为组成。 （2）文化是通过符号被人们习得和传授的知识。 （3）文化是群体行为规则的集合。 （4）文化与社会是潜在现实中两种类型或两个层面上的概念。 （5）文化是历史所衍生及选择的传统观念。 （6）文化和交际具有同一性。 （7）文化是动态多变的。 （8）文化具有选择性。 （9）文化是群体或民族中心主义的意识产物。 （10）文化是个非常复杂的系统。 （二）文化定势、群体文化、亚文化 1、文化定势和群体文化 世界上大多数社会中都可能存在着若干群体或社团，这些群体或社团对地域、历史、生活方式、世界观，以及价值观等方面的共享，使其成员形成并发展和强化了自己独特的文化和与其相关的交际文化。存在两种不同类型的文化范畴：一是全民族的文化，即整体的文化形象，二是具体的个性文化，即是按个人的社会情况或个人所属文化群体为基础的文化，有的学者把这种文化称之为群体文化或副文化。 2、亚文化与亚群体 在跨文化交际研究中，对文化分类的一种较为传统的做法是把文化分成主流文化和亚文化。亚文化是指存在于某一主流文化之中的一种非主流文化，某一少数群体的文化，这一文化中的行为模式区别于主流文化的行为模式。 二、关于语言的概念 （一）语言是交际工具 1、交际媒介 言语交际是人类社会中必需的另一种交换活动，交换的是信息、思想、情感。语言就是一个符号系统，一个人脑子里贮存了符号和符号的组合规则，他就可以和别人交际，传情达意，沟通信息。 2、符号功能 符号是用某种能感知的形式来代表某种事物或现象的结合体。符号由两个要素构成：一个是形式，必须是人们可感知的途径，如听觉、视觉、嗅觉、触觉等等；另一个是意义，即这个形式所代表的事物或现象。形式和意义结合，就成了“符号”。人类语言是一种有声语言，用声音形式来表示意义，通过听觉途径来感知和理解话语。 （二）语言是思维工具 “思维”和“思想”不完全相同：思维是人们认识现实世界的过程；而思想是人们对现实世
(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
跨文化交际研究现状
跨文化交际研究现状 中国跨文化外语教学的研究有近 60年的历史，近些年来有了更快的发展。如今，外语教学中有关跨文化交际能力的培养已经引起了许多教育家，语言学家的极大关注。外语教学应当结合相关文化来进行，这一点似乎已经成为当今外语教学界的共识。近年来，文化成了热门话题，文章和论著都有不少。无论是讨论教学还是教材，教学大纲还是课程设计，几乎无一不强调外语教学中的文化导入，强调在习得语言的同时习得相关的文化。而我们的英语教学侧重于语言教学，对文化方面涉及不多致使学生一开口常常是“汉语思维，英语形式”。在跨文化交际中，交际双方若不能进入同一文化背景之中，就容易产生不解或误解，导致交际失败。正如托马斯(Thomas)指出:“语法错误从表层上能看出，受话者很容易发现这种错误，这种错误一旦发现，受话者便会认为说话者缺乏足够的语言知识，因此可以谅解。语用失误却不会被像语法错误一样看待。如果一个能说出一口流利英语的人出现语用失误，他可能会被认为缺乏礼貌或不友好，他在交际中的失误便不会被归咎于语言能力的缺乏，而会被归咎于他的粗鲁或敌意。” 跨文化交际能力的培养需要在外语教学中进行文化教学。现在外语教学中对跨文化交际能力的培养以及文化教学很多只停留在文化知识层面，这就要求教师在教学中必须加大文化信息量的导入，引导学生主动发觉文化差异方面的信息。只有这样，教师才能从根本上提高英语教学的质量，学生也才能有掌握实际运用语言的能力。如今跨文化交际能力的培养是勿庸置疑的，关键问题是在于如何培养。高一虹教授指出，新的跨文化交际能力的培养模式应该有以下特点:1.它以文化意识的培养为中心，有对文化多元性的意识和对差异的宽容态度，对异文化共情能力，以及对自身文化价值观念及行为方式的觉察和反省。2 .注重态度和情感层面，也包括认知层面，特别是批判性的反思能力。3. 不限于目的语文化，而是通用于与任何
跨文化交际导论(含答案)
对外经济贸易大学远程教育学院 2009-2010学年第二学期 跨文化交际导论(英) 复习大纲 课程名称: ENG338a【跨文化交际导论(英)】 考核方式: 开卷笔试[占总分的70%] 复习范围：以指定教材（第1-9章）为主，课件内容为辅。 试题形式：客观试题50 题，每题2分，题型共三种形式： I. Definition Matching.Match the terms with their definitions. （给 术语配对定义，10题，1题2分，共20分） II． True-False. Circle A if the statement is true; circle B if it is false. （判断各句是否正确，20题，1题2分，共40分） III. Multiple Choice. Circle the letter corresponding to the correct response. （在所给的4个选项中选择一个最恰当的答案，20题，1题2分，共40分） 复习方法： ●认真学习指定教材，结合课件的教学内容，全面复习，从总体上掌握这 门跨学科课程的特点； ●理解各讲中的主要教学内容，即每讲开始前的Learning Objectives， 不要死记硬背，重理解、勤思考、细观察，从跨文化交际的角度对文化 差异进行分析、记忆、总结；
●要力图将跨文化交际理论与交往实践相结合，将西方文化交际的理论与 实践与中国的本土文化相结合，通过大量真实生动的交际的成败案例的 学习，提高分析问题和解决问题的能力； ●参考指定教材各章后的练习以及书后附的两套模拟自测题，术语定义配 对题、是非题和多项选择题可帮助复习检验对所学内容熟悉的掌握程度，熟悉客观题型，问答题和案例有助于进一步理解。 跨文化交际导论课程期末考试模拟题 （答案供参考） Ⅰ. Match the following terms with their definition. （20%） 1.the study of the way that people use physical space to convey messages. B 2.the way in which time is used in a culture. A 3.the actual practice of concepts or beliefs. E 4.the total activity of learning one's culture. C 5.social principles, goals, or standards accepted by persons in a culture. D A.Temporal language/chronemics B.Behavior communication C.Spatial language/proxemics D.Enculturation E.Values 6. between nations and governments rather than individuals A 7. perceptions about certain groups of people or nationalities C 8. a learned organization of rules for making choices and for solving conflicts B 9. volume, pitch, and rate that affects message meaning E 10. the idea that every act of communication must happen in some sort of surroundings D A.international B.context C.value
跨文化交际在英语教学中的重要性(文献综述)
一、国内外研究现状 中国跨文化外语教学的历史有近60多年，近些年来有了更快的发展。随着世界的进步与发展，不同国籍，不同肤色的人们之间的跨文化交际日益频繁，如何在跨文化交际中获得成功?这是一个值得重视和思索的问题。在当今教育界，培养学生的跨文化交际能力己成为外语教学的最终目标之一，但应该如何培养学生的跨文化交际能力?这还是外语教学专家和学者们争论的话题。 “跨文化交际”这一术语既指本族语者与非本族语者之间的交际，也指任何在语言和文化背景方面有差异的人们的交际。也就是说跨文化交际不仅仅包括国际间的跨文化交际，还包括跨种族交际、跨民族交际，以及处于统一文化背景下的不同群体之间的交际，包括不同年龄、不同社会阶层、不同教育背景等之间的交际，现在对跨文化交际的探讨基本只限于以英语为本族语者和非本族语使用者之间的交际。 关于跨文化交际能力的培养，大部分国内的学者和教师还主要停留在语言知识的传授这个层面上，认为让学生了解和掌握了目的语国家的语言文化知识，对他们在交际中遇到的问题进行预测并进行针对性的练习，学生的跨文化交际能力自然就提高了，在跨文化交际中也就畅通无阻。这样的观点是很片面的。首先，这种教学方式要求学生必须具备较强的交际能力;其次，教学大纲无法也不可能将学生在现实交际中遇到的问题一一陈述。知识的传授固然重要，但策略能力的培养也不容忽视，而在传统的课堂教学中，教师往往过于强调目的语和文化，缺乏对策略能力的培养。在当今世界，英语已成为一门国际语言，不同国家，不同种族的人们在跨文化交际中的语言媒介大多是英语，因而他们的英语在不同程度上都有各自的特点，不一定完全遵循以英语为本族语的文化规约。这样，当学生把课堂上了解到的知识视为准则，一旦面对着现实的交际对象，就往往缺乏现场应变能力，无法实现交际目的，其跨文化交际能力也无法得到提高。
新编跨文化交际英语教程单元知识点梳理
Unit 1 Communication Across Cultures need for intercultural communication: New technology; Innovative communication system; Globalization of the economy; Changes in immigration patterns major socio-cultural elements influence communication are: cultural values; worldview(religion); social organization(family and state). behavior: gestures, postures, facial expressions, eye contact and gaze, touch (Chinese people are reluctant to express their disproval openly for fear of making others lose face.) 4. Six stumbling blocks in Intercultural communication (1)Assumption of similarities (2)Language differences (3)Nonverbal misinterpretations (4)Preconception and stereotypes先入之见刻板印象 (5)Tendency to evaluate (6)High anxiety Unit 2 Culture and Communication 1.Characteristics of Culture: Culture is learned; Culture is a set
跨文化交际能力测试问卷
跨文化交际能力测试问卷 您的性别是_______。 您的专业是_______。 一、交际知识（15题）请将适当的选项填在题后的横线上。 1.中国的四大发明中，发明时间最早的是_______。 A.司南 B. 造纸 C. 活字印刷术 D. 火药 2.美国的国庆日是_______。 A.《独立宣言》签署的日子 B.英国军队向美利坚大陆军投降的日子 C.美国宪法签署的日子 D.大陆会议召开的日子 3.巧克力彩蛋对下列哪个节日最具特殊意义？ A.万圣节 B. 圣诞节 C. 复活节 D. 感恩节 4.英国的国家元首是_______。 A.国王（king or queen） B. 总统（president） B.首相（prime minister）D. 总督（governor） 5.你的外国朋友瑞恩生于1983年8月。按照中国的属相，他应该属_______。 A.鸡 B. 狗 C. 猪 D. 鼠 6. 美国“三权分立”的“三权”指的是_______。 A. 立法权、行政权、司法权 B. 豁免权、终审权、仲裁权 C. 军事权、行政权、立法权 D. 司法权、军事权、立法权 7. 美国的法定节日“感恩节”（thanksgiving）是_______。 A. 十月的第四个星期四 B. 十月的第三个星期四 C. 十一月的第四个星期四 D. 十一月的第三个星期四 8 在美国曾风靡一时上网肥皂剧《老友记》中，罗斯和莫卡妮是什么关系？ A. 情人 B. 父女 C. 兄妹 D. 夫妻 9. 当你听说你的美国朋友感冒了，你最好对他说： A. Sorry to hear that, hope you get better soon. B. Really? You need a doctor. C. Oh no, you should get some medicine. D. Oh, that’s too bad. Drink more water. That would be good to you. 10. 在跨文化交际中，外国人最不在意的可能是_______。 A. 谈话的内容 B. 谈话时的英文发音 C. 说话时的态度 D．谈话时的身体语言 11. 有关西餐进餐礼仪的说法下列正确的是_______。 A. 一般来说，肉类应该搭配白葡萄酒，鱼类应该搭配红葡萄酒 B. 餐巾要塞入领口，最好不要放在双腿上 C. 喝汤也不能吸着喝，要用汤匙；如果汤用有握环的碗盛装，可直接拿住握环 端起来喝 D. 一般来说，第一杯要一饮而尽，第二杯以后就可以随意了 12. 想明白对方是否明白自己的话，下列表达方式中最随意，有时甚至会让人感觉不太礼貌的一项是_______。 A．Do you understand what I mean? B．Do you understand what I am trying
跨文化交际概论
跨文化交际概论 第一章跨文化交际概述 第一节文化、交际和语言 （一）文化的定义 1.文化 “文化”这个词古已有之，但它的含义与现代的理解不一样，指与“武力”相对的文德教化。如汉代刘向《说苑指武》中说：“圣人之治天下也，先文德而后武力。凡武之兴，为不服也；文化不改，然后加诛。夫下愚不移，纯德之所不能化，而后武力加焉。”又如晋代束广微《补亡诗由仪》：“文化内辑，武功外悠。”《文选》李善注：“言以文化辑和于内，用武德加以外远也。”后来“文化”一词被日语借入，到近代又被日语用来作为英语culture的对译词。再后来“文化“作为日语借词又被现代汉语吸收，于是“文化”就同英语的culture有了直接的词源关系，并衍生出“文明”、“教育”等含义。文化属于人类创造的精神财富和物质财富，人性具有的共性就使得人们能共享这些财富。然而正如孔子所说的“性相近，习相远”，人性固然相通，但“习相远”导致了文化的差异。因此，克服文化差异所产生的障碍就显得很重要，这意味着在达到有效交际之前，我们必须了解别人的文化。 在文化学或文化人类学中，“文化”一词通常指人类社会区别于其他动物的全部活动方式以及活动的产品。就这一概念的核心内涵而言，它的意义是明确的，然而在实际研究中，专家们给的定义却五花八门。美国人类学家克鲁伯曾搜罗并列举了西方近现代160多位学者对“文化”所下的不同定义，并从下定义的方法角度进行了分类和研究。在众多的关于文化的定义中，文化人类学家泰勒和马林索夫斯基两人的定义比较受人推崇。泰勒认为“文化”是一个符合的整体，包括知识、信仰、艺术、道德、法律、风俗，以及人类在社会里所获得的一切能力与习惯；马林诺夫斯基把文化看作一种具有满足人类某种生存需要的功能的“社会制度”，是“一群利用物质工具而固定生活于某一环境中的人们所推行的一套有组织的风俗与活动的体系。”前者着眼于文化的整合性和精神性，后者着眼于文化的功能性和制度性。 着眼于跨文化交际的研究，另外两位学者关于文化的定义或许更准确，更直接。社会语言学家戈德朗夫指出，文化是“由人们为了使自己的活动方式被社会的其他成员所接受，所必须知晓和相信的一切组成。作为人们不得不学习的一种有别于生物遗传的东西，文化必须由学习的终端产品“知识”组成。本尼迪克特认为，文化是“通过某个民族的活动而表现出来的一种思维和行动方式，一种使这个民族不同于其他任何民族的方式”。这两个定义都强调了文化的民族性，前者突出了民族内部的规范，后者突出了民族之间的差异。概括地将，文化就是人们所觉、所思、所言、所为的总和，在不同的生态环境下，不同的民族创造了自己特有的文化，也被自己的文化所塑造。 一般认为，“文化”作为一个专门概念，可以有狭义和广义两种理解。狭义的理解着眼于精神方面，指社会的意识形态，风俗习惯，语用规范以及与之相适应的社会制度和社会组织。但是，精神或意识并不可能脱离人类物质生产的社会实践凭空产生或独立存在，而是在人类改造自然的社会实践中产生出来的。在这一社会实践中，人类既创造了物质财富，改善了自身赖以生存的客观物质条件，也创造了精神财富，形成了人类独有的意识形态，思维能力和生活方式，使自身摆脱了“自然人”状态并获得了不断进步。在使人类生活超脱动物性并区别于动物生存的一切因素中，精神方面和物质方面始终纠结为一体，互为因果，密不可
跨文化交际课程教学大纲
跨文化交际课程教学大纲 课程编码：03050262304 课程性质：专业必修课 课时：36 学分：2 开课学期：第6学期先修课程：英语国家概况，语言学，英美文学 适用专业：商务英语专业 课程简介：跨文化交际是商务英语专业高年级学生的一门必修课，本课程的教学目的，旨在培养商务英语专业学生在英语语言学习和应用过程中的跨文化意识，了解文化差异对交际活动的制约和影响，以有助于他们更好地在英语学习过程中发展跨文化交际能力，培养其对文化差异的敏感性，宽容性以及处理文化差异的灵活性，以适应日益广泛，深入的国际文化交流的需要。 一、课程教学目标 该课程属于商务英语专业必修课之一，通过该课程的学习，帮助学生了解不同文化的特点和交际类型，分析文化冲突产生的原因，增强学生对文化差异的敏感性，解决学生在跨文化交际中因文化的差异而产生的种种困惑，提高学生对跨文化交际及其相关问题的分析能力，逐步提高学生跨文化交际的实际能力。 二、课程重点、难点 该课程教学重点在于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，培养学生跨文化交际意识。难点在于理解东西方在历史,思维方式以及哲学等方面的所体现的差异性。 三、整体课时分配 章节序号章节名称理论学时实验学时 1 绪论 2 2 2 交际与文化 2 2 3 文化的影响 2 2 4 语言与文化 2 2 5 非言语交际 2 2 6 文化对商业语境的影响 2 2 7 文化对教育语境的影响 2 2 8 文化对保健语境的影响 2 2 9 培养跨文化交际意识 2 2 四、课程内容安排 （一）绪论 主要内容： 1．跨文化交际的概念、意义。 2．跨文化交际学的学科性质和发展历史。 教学要求：掌握跨文化交际的概念，了解跨文化交际的意义、历史、学科发展史。 （二）第一章交际与文化 主要内容： 1．交际的概念和特性。 2．文化的定义与特征。 3．文化与交际的关系。 教学要求：掌握文化与交际的概念，了解交际的特性、文化的特征，理解文化与交际之间的关系。
跨文化语言教学现状分析及对策研究
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实施，教学效果不尽人意的现象。要使文化教学同步于语言教学，融合于语言教学，教师要具备文化理解能力，要培养学生的跨文化意识和跨文化交际的能力，要在教学目标、教学内容、教学活动的各个方面进行改革、更新和充实，重视文化教学的作用，创造文化学习的氛围，增加文化教学的内容，使跨文化教育真正融合于英语语言教学的过程中，达到培养高素质人才的目的。 在英语教学中注重学生的跨文化交际能力的培养对教师提出了更高的要求。教师不仅要有较高的基于语言基础上的文化素养和与时俱进的文化视角，还要客观地研究语言教学实际中的文化元素，对语言学习中所遇到的不同的文化现象如世界观、价值观、思维过程、风俗习惯、期望值、交往风格、语言行为与非语言行为等有意识地进行教学，尽可能扫清跨语言交际中的文化障碍，为语言学习的深入和准确服务。… 值得引起注意的是：跨文化交际的学习不能单纯理解为用英语在英语文化层面上的交际，或者说英语文化的融入影响着英语语言的学习，应该是在学习、了解、认识目的与文化的同时，用对比学习的方法对母语和目的语进行异同比较，深刻理解，要有深厚的中华文化的根基，对本族语的文化越了解、越熟悉，才能在目的语的文化理解上越宽容，越敏感。
跨文化交际重点梳理.docx
重点 1 Definition of culture Culture is the total accumulation of beliefs, customs, values, institutions and communication patterns that are shared, learned and passed through the generations in an identifiable group of people. 重点 2 Characteristics of culture(10) 1、Culture is shared Culture is a system of shared values beliefs or patterns of behaviors held in a group ,organization or society. It is not property of any individual. 2、culture is cumulative Human beliefs, arts etc. are results of many generations. Every generations can discover the new things. The new knowledge are added to what was learned in previous generations. 3、culture is learned Culture is not inherent with any people. Culture can not be genetically and automatically passed down from
跨文化交际能力调查问卷 (一)
跨文化交际能力调查问卷 亲爱的同学: 您好！该问卷是有关跨文化交际能力的调查问卷，问卷问题都是通过精心制作，涵盖本课题研究的重要方面，请根据您的实际情况认真完成问卷的每一个问题，问卷调查结果只用于论文写作，所有问卷均采用匿名的形式，谢谢您的合作！ 第一部分：个人信息 1.专业： 2.性别：A.男 B.女 ( ) 3.年级：A.大一 B.大二 C.大三 D.大四 ( ) 4.您通过了下面哪项英语考试？ ( ) A.CET-4 B.CET-6 C.TEM-4 D.TEM-8 5.您与以英语为母语的人有过交流吗？ ( ) A.总是 B.经常 C.偶尔 D.从没 6.您愿意与以英语为母语的人交流吗？ ( ) A.愿意 B.一般 C.不愿意 D.没试过 7.您有过出国的经历吗？ ( ) A.是 B.否 第二部分：跨文化能力测试 8.您是否了解英语国家的历史与文化？ ( ) A.十分熟悉 B.熟悉 C.一般熟悉 D.不熟悉 9.您看过下列哪些英文电影？ ( ) A.阿甘正传 B.海上钢琴师 C.公主日记 D.当幸福来敲门 10.在看英文电影的过程中您会主动模仿演员的台词和说话的语气吗？ ( ) A.会，这样很有趣 B.想学，模仿不来 C.不会去学 D.没试过
11.在看英文电影的过程中，您对外国哪些方面的文化最不能理解？ ( ) A.饮食文化 B.传统习俗 C.日常交际 D.社会制度 12.在跨文化交际中，您会努力磋商，使双方都满意？ ( ) A.是 B.否 13.在跨文化交际中，您会尽量避免隐私话题？ ( ) A.是 B.否 14.在与外国人交流时您是否会感到紧张和害怕？ ( ) A.是 B.否 15.在与外国人交流时您会担心自己听不懂或出错吗？ ( ) A.从来不会 B.偶尔会 C会 D 不知道 16.在跨文化交际中，您是否能容忍不同文化所带来的差异（如饮食习惯）？( ) A.可以 B.完全不能接受 C 依情况而定 D 没想过 17.通过对外国人的了解，您认为外国人眼中的中国文化是怎样的？ ( ) A.有趣的 B.一般 C.枯燥无味的 D.不了解 18.中国文化有5000多年的历史，您是否认为中国文化优于外国文化？ ( ) A.中国文化较优秀 B.文化没有优劣之分 C 外国文化较优秀 D 没有比较过
《跨文化交际概论》课程教学大纲
《跨文化交际概论》教学大纲 课程类别选修课 适用专业全部开课学期 1 学分 2 总学时32理论学时32 与其他课程的联系：本课程是一门具有综合性的语言文化课程，有利于学生文化历史知识的拓展，提高和其他国家人士交往的能力。 建议教材《跨文化交际实用教程》胡超外语教学与研究出版社，2006. 6 主要参考书[1] 《跨文化交际》，顾日国. 北京: 外国语言与研究出版社,2000 [2]《跨文化交际与英语学习》，胡文仲.上海:译文出版社,1988 [3] 《跨文化交际学》贾玉新. 上海: 上海外语教育出版社,1999 [4] 《跨文化交际英语教程》许力生上海: 上海外语教育出版社,2004 [5] 《跨文化交际研究》林大津福州：福建人民出版社，1996 一、课程的性质、地位和任务 本课程是一门实用型课程，通过跨文化交际失误案例分析、生活中出现的英汉商标、广告翻译失误分析等形式，深入浅出，生动但系统地讲授英语国家的人文习俗、社会规约、社交礼仪、体势语言、词语文化内涵等方面的必备知识。 引导学生了解英语文化背景，培养学生的“跨文化交际”意识，懂得和英语国家的人交往时应该如何遵守相应的社交规约、如何准确使用得体的体势语言、如何理解英语词汇的文化内涵，提高学生的语言交际能力。同时也是为了能够开启学生新的思维方式，学会以跨文化的视角来看待文化现象及其内涵，扩展语言专业学生的人文知识面，并帮助学生学会以包容的态度对待他者文化，以开放的心态尊重异域习俗。 二、课程章节的教学内容及学时分配 序号章节教学内容 学时分配 理论实践合计 1 Chapter 1：Communication and Culture 4 4 2 Chapter :2：The Hidden Core of Culture 4 4 3 Chapter 3：Verbal Communication 4 4 4 Chapter 4：Nonverbal Communication 4 4 5 Chapter 5：Interpersonal Relationships 4 4 6 Chapter 6：Social Interaction Custom 4 4 7 Chapter 7：Cultural Influences on Educational Context 4 4
《跨文化交际》课程教学大纲及样卷
《跨文化交际》课程教学大纲 课程编码： 30615016 学分：2 总学时：36 说明 【课程性质】 《跨文化交际》是英语专业的专业任意选修课程。 【教学目的】 通过比较系统、全面地介绍跨文化交际的相关知识，帮助学生认识人类交际活动的重要性、复杂性和丰富性，使其了解东西方文化的差异，用宽容的心态处理文化冲突，提高文化意识，达到有效交流。 【教学任务】 要求学生能够清晰地审视各民族语言与文化的差异，在交际中克服母语的干扰，增强文化交流的灵活性和有效性，强化跨文化意识，提高文化交际能力。 【教学内容】 本课程立足于中国学生实际，培养学习者的跨文化交际能力。从文化的视角，全方位，多角度的进行东西方语言与文化的对比；讲解在交际中，语言，交际，文化的概念及相互关系；探讨各民族文化的差异；了解言语交际和非言语交际的作用；讨论如何克服跨文化障碍，提高交际水平。 【教学原则和方法】 教学原则：兼顾理论性和实践性，突出指导性和可操作性。 教学方法：以学生为中心，结合东西方语言和文化的特点，通过案例分析来培养学生的分析和鉴别能力，扩展学生对跨文化交际研究的了解和认识。 【先修课程要求】 英语语言学，英汉翻译理论、英美概况等专业课程的学习 【学时分配】 教材：顾曰国《跨文化交际》外语教学与研究出版社， 2000年。 参考书：宋利《跨文化交际导论》哈尔滨工业大学出版社， 2002年。 大纲内容
第一部分交际中的语言和文化 【教学目的和要求】 教学目的：学生了解交际的种类；懂得交际的基本要素；学会交流的基本模式；了解文化交际的内涵。 教学要求：要求学生掌握文化交际的互动过程；认知不同的社会条件；熟悉非言语交际所传递的信息；了解交际的作用。 【内容提要】 第一节语言与文化 第二节交际的基本要素 第三节交际的基本模式 第四节交际的文化内涵 第五节社会交流 第六节跨文化交际 【教学重点与难点问题】 教学重点：语言、文化、交际、跨文化交际的概念；文化交际的基本要素；文化的特点 教学难点：语言与文化的关系；文化与交际的关系 【复习参考题】 1．如何理解语言与文化的关系？ 2．如何看待文化与交际的关系？ 第二部分文化冲击 【教学目的和要求】 教学目的：学生了解英汉民族在好客、谦逊、隐私等方面存在的差异；学会鉴别东西方不同的文化理念；适应新的文化环境。 教学要求：要求学生认知禁忌话题；学会克服文化障碍；了解适应文化环境的方法。 【内容提要】 第一节好客习俗 第二节谦逊表达 第三节隐私理念 第四节集体主义和个体主义 第五节文化调整 第六节文化适应 【教学重点与难点问题】 教学重点：东西方在好客方面的差异、东西方在隐私方面的差异 教学重点：集体主义和个体主义的差异 【复习参考题】 1．如何理解东西方在待人接物方面的差异？ 2．如何看待东西方不同的隐私观念？ 第三部分姓名的内涵 【教学目的和要求】 教学目的：学生了解英汉姓名的结构差异；掌握姓名缩略语的使用；讨论英汉姓名的历史起源；联想姓名与命运的关系。 教学要求：分析男女姓名的差异；避免性别歧视；掌握东西方的称谓差异。 【内容提要】 第一节姓名的结构 第二节姓名的起源
跨文化交际与第二语言教学
跨文化交际与第二语言教学 以前我以为做一名对外汉语教师很容易，就是教外国人学习中国的语言和文化。然而，自从学了这门跨文化交际课，我明白了其实一点都不容易。我们对外汉语教师在进行第二语言教学过程中，会遇到很多方面的问题。其中，最大的问题就是文化方面的冲突。因此，对一名传播中国语言和文化的对外汉语教师来讲，了解中西方的文化差异，培养一定的跨文化交际能力是十分重要的。 而对于学习汉语的外国人来说，培养一定的跨文化交际能力更是十分必要。以前我认为他们只是学习中国的语言，只要掌握了汉语的语音、词汇、语法方面的规则，就可以很好的学习汉语。现在明白了，进行第二语言教学的主要目标不是学习语言，而是培养学生的跨文化交际能力。把跨文化交际的理论和对比分析的方法贯彻到第二语言教学的各个方面，从而帮助留学生不断增强跨文化意识，更好地培养跨文化交际能力。第二语言学习者的任务是准备将来充当跨文化交际的“强梁”，第二语言教师的工作就是架设跨文化交际的“桥梁”。充当跨文化交际“桥梁”的根本条件是具备跨文化交际的能力，因此第二语言教学的主要目标是培养学生的跨文化交际能力。因此可知，跨文化交际能力不管是对于第二汉语教学者还是学习者，都是十分重要的。 文化不同，礼俗规范和交际规则也会有所不同。在跨文化交际中，这种文化差异会导致文化误解和文化冲突。因此，第二语
言学习者在学习的过程中，要充分学习目的语国家的文化。这就要充分克服“三大敌人”的严重心理干扰。克服文化中心论，不要以自己的文化为中心，自己文化的行为标准并不是所有文化的标准。例如一些学习汉语的西方人，他们认为自己的母语文化优越与世界上一切其他文化，这使得他们在汉语学习中必将遇到很多的问题和冲突，因此不能很好的学习汉语。克服文化模式化，不要把每种文化的所有人都看成是毫无差别、用一个模子铸就的同一形象。如不要把所有的美国人都看成是很富有、无拘无束、过于友善、讲究物质利益；不要把所有的中国人看成是保守、含蓄难以捉摸的。克服文化偏见，不能用固有的成见而对与己不同的文化持有不公平的、带偏见的甚至顽固不化的歧视态度。比如克服这种专门搜集可以证实自己看法的种种事例，却将与自己看法相矛盾的事件弃之不理。 语言是文化的载体。以英汉两种语言为例, 由于历史、地理、宗教信仰、风俗习惯的不同, 生活方式也不尽相同, 人们往往对于同一事物产生不同的理解、看法与评价。在交际中, 如果仅仅沿用本民族的思维方式和文化习惯, 尽管使用的语法词汇都正确也会导致交际不妥或失败。因此把跨文化交际教育融入第二语言课堂教学是十分必要的。 (1)、在第二语言教学中渗透文化教学。 如在第二语言教学的课堂上讲到有关汉语感谢语时，应该与英语进行对比，深入到文化层面，从文化的深度来更好地理解
跨文化交际要点整理
1. Culture: All the material and spiritual things created by man. 2. Communication: Transmission of information/feelings between a sender and a receiver. 3. Intercultural/Cross-cultural communication: Communication between people of any two different cultures between countries or within a country. 4. Intercultural communication: Usually communication between members of the same culture. 5. Intercultural (communicative) competence: Knowledge, attitudes and ability / skills required for intercultural communication. 6. Racial, ethnic, international communication: Communication between races, ethnic groups or nations. 7. Contact, encounter, interaction, exchange, dialog, negotiation, etc. Culture The total sum of material and spiritual wealth created by the mankind in the process of the social and historical development, especially literature, art, science, technology, architecture, education, traditions and customs, etc. Characteristics of culture: (1) Culture is learned: (2) Culture is dynamic and adaptive: (3) Culture is pervasive (传遍): (4) Culture is interrelated: Spring Festival (5) Culture is largely invisible: (6) Culture is ethnocentric:种族优越感 Cultural identity:One’s sense of belonging to a particular culture or ethnic group. intercultural identity：One’s sense of belonging to more than one particular culture or ethnic group in an intercultural situation. Types of intercultural identity /acculturation (1) Assimilation 融入型: Breaking away from one’s ethnic culture and trying to identify with the dominant culture; (2) Integration 融合型: Maintaining contact with the dominant culture while retaining the core values of one’s ethnic culture; (3) Separation 分离型: Adhering to one’s ethnic culture and shunning the dominant culture in the foreign environment; (4) Marginalization 边缘型: Alienated from and unidentified with either one’s ethnic culture or the dominant culture. Communication: Transmission of information between a sender and a receiver. Ingredients/process of communication: Source：The source is the person with an idea he or she desires to communicate. Encoding：Encoding is the process of putting an idea into a symbol. Message：The term message identifies the encoded thought. Encoding is the process, the verb; the message is the resulting object. Channel：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,