新编跨文化交际英语教程 参考答案

Unit 1

Communication Across Cultures

Reading I

Intercultural Communication：An Introduction Comprehension questions

1. Is it still often the case that “everyone?s quick to blame the alien” in the contemporary world?

This is still powerful in today‘s so cial and political rhetoric. For instance, it is not uncommon in

today‘s society to hear people say that most, if not all, of the social and economic problems are caused by minorities and immigrants.

2. What?s the difference between today?s intercultural contact and that of any time in the past?

Today‘s intercultural encounters are far more numerous and of greater importance than in any time in history.

3. What have made intercultural contact a very common phenomenon in our life today?

New technology, in the form of transportation and communication systems, has accelerated intercultural contact; innovative communication systems have encouraged and facilitated cultural interaction; globalization of the economy has brought people together; changes in immigration patterns have also contributed to intercultural encounter.

4. How do you understand the sentence “culture is everything and everywhere”?

Culture supplies us with the answers to questions about what the world looks like and how we live and communicate within that world. Culture teaches us how to behave in our life from the instant of birth. It is omnipresent.

5. What are the major elements that directly influence our perception and communication?

The three major socio-cultural elements that directly influence perception and communication are cultural values, worldview (religion), and social organizations (family and state).

6. What does one?s family teach him or her while he or she grows up in it?

The family teaches the child what the world looks like and his or her place in that world.

7. Why is it impossible to separate our use of language from our culture?

Because language is not only a form of preserving culture but also a means of sharing culture. Language is an organized, generally agreed-upon, learned symbol system that is used to represent

the experiences within a cultural community.

8. What are the nonverbal behaviors that people can attach meaning to?

People can attach meaning to nonverbal behaviors such as gestures, postures, facial expressions,eye contact and gaze, touch, etc.

9. How can a free, culturally diverse society exist?

A free, culturally diverse society can exist only if diversity is permitted to flourish without prejudice and discrimination, both of which harm all members of the society.

Reading II

The Challenge of Globalization

Comprehension questions

1. Why does the author say that our understanding of the world has changed?

Many things, such as political changes and technological advances, have changed the world

very rapidly. In the past most human beings were born, lived, and died within a limited geographical area, never encountering people of other cultural backgrounds. Such an existence, however, no

longer prevails in the world. Thus, all people are faced with the challenge of understanding this

changed and still fast changing world in which we live.

2. What a “global village” is like?

As our world shrinks and its inhabitants become interdependent, people from remote cultures increasingly come into contact on a daily basis. In a ―global village‖, members of once isolated groups of people have to communicate with members of other cultural groups. Those people may

live thousands of miles away or right next door to each other.

3. What is considered as the major driving force of the post-1945 globalization?

Technology, particularly telecommunications and computers are considered to be the major driving force.

4. What does the author mean by saying that “the …global?may be more local than the …local?”?

The increasing global mobility of people and the impact of new electronic media on human communications make the world seem smaller. We may communicate more with people of other countries than with our neighbors, and we may be more informed of the international events than of

the local events. In this sense,“the‘global’may be more local than the ‘local’”

5. Why is it important for businesspeople to know diverse cultures in the world?

Effective communication may be the most important competitive advantage that firms have to

meet diverse customer needs on a global basis. Succeeding in the global market today requires the

ability to communicate sensitively with people from other cultures, a sensitivity that is based on an understanding of cross-cultural differences.

6. What are the serious problems that countries throughout the world are confronted with?

Countries throughout the world are confronted with serious problems such as volatile international economy, shrinking resources, mounting environmental contamination, and epidemics

that know no boundaries.

7. What implications can we draw from the case of Michael Fay?

This case shows that in a world of international interdependence, the ability to understand and communicate effectively with people from other cultures takes on extreme urgency. If we are

unaware of the significant role culture plays in communication, we may place the blame for communication failure on people of other cultures.

8. What attitudes are favored by the author towards globalization?

Globalization, for better or for worse, has changed the world greatly. Whether we like it or not, globalization is all but unstoppable. It is already here to stay. It is both a fact and an opportunity. The challenges are not insurmountable. Solutions exist, and are waiting to be identified and implemented. From a globalistic point of view, there is hope and faith in humanity.

Case Study

Case 1

In this case, there seemed to be problems in communicating with people of different cultures in

spite of the efforts made to achieve understanding.

We should know that in Egypt as in many cultures, the human relationship is valued so highly that it is not expressed in an objective and impersonal way. While Americans certainly value human relationships, they are more likely to speak of them in less personal, more objective terms. In this case, Richard‘s mistake might be that he chose to praise the food itself rather than the total evening,

for which the food was simply the setting or excuse. For his host and hostess it was as if he had attended an art exhibit and complimented the artist by saying, What beautiful frames your pictures

are in.

In Japan the situation may be more complicated. Japanese people value order and harmony among persons in a group, and that the organization itself－be it a family or a vast corporation－is

more valued than the characteristics of any particular member. In contrast, Americans stress individuality as a value and are apt to assert individual differences when they seem justifiably in

conflict with the goals or values of the group. In this case: Richard‘s mistake was in making great

efforts to defend himself. Let the others assume that the errors were not intentional, but it is not right

to defend yourself, even when your unstated intent is to assist the group by warning others of similar mistakes. A simple apology and acceptance of the blame would have been appropriate. But for poor Richard to have merely apologized would have seemed to him to be subservient, unmanly.

When it comes to England, we expect fewer problems between Americans and Englishmen

than between Americans and almost any other group. In this case we might look beyond the gesture of taking sugar or cream to the values expres sed in this gesture: for Americans, ―Help yourself; for the English counterpart, ―Be my guest. American and English people equally enjoy entertaining and being entertained but they differ somewhat in the value of the distinction. Typically, the ideal guest at an American party is one who ―makes himself at home, even to the point of answering the door or fixing his own drink. For persons in many other societies, including at least this hypothetical English host, such guest behavior is presumptuous or rude.

Case 2

A common cultural misunderstanding in classes involves conflicts between what is said to be

direct communication style and indirect communication style. In American culture, people tend to say what is on their minds and to mean what they say. Therefore, students in class are expected to ask questions when they need clarification. Mexican culture shares this preference of style with American culture in some situations, and that‘s why the students from Mexico readily adopted the techniques of asking questions in class. However, Korean people generally prefer indirect communication style, and therefore they tend to not say what is on their minds and to rely more on implications and inference, so as to be polite and respectful and avoid losing face through any improper verbal behavior. As is mentioned in the case, to many Koreans, numerous questions would show a disrespect for the teacher, and would also reflect that the student has not studied hard enough. Case 3

The conflict here is a difference in cult ural values and beliefs. In the beginning, Mary didn‘t

realize that her Dominican sister saw her as a member of the family, literally. In the Dominican view, family possessions are shared by everyone of the family. Luz was acting as most Dominican sisters would do in borrowing without asking every time. Once Mary understood that there was a different way of looking at this, she would become more accepting. However, she might still experience the same frustration when this happened again. She had to find ways to cope with her own emotional cultural reaction as well as her practical problem (the batteries running out).

Case 4

It might be simply a question of different rhythms. Americans have one rhythm in their personal and family relations, in their friendliness and their charities. People from other cultures have different rhythms. The American rhythm is fast. It is characterized by a rapid acceptance of others. However, it is seldom that Americans engage themselves entirely in a friendship. Their friendships are warm, but casual, and specialized. For example, you have a neighbor who drops by in the morning for coffee. You see her frequently, but you never invite her for dinner --- not because you don‘t think she could handle a fork and a knife, but because y ou have seen her that morning. Therefore, you reserve your more formal invitation to dinner for someone who lives in a more distant part of the city and whom you would not see unless you extended an invitation for a special occasion. Now, if the first friend moves away and the second one moves nearby, you are likely to reverse this --- see the second friend in the mornings for informal coffee meetings, and the first one you will invite more formally to dinner.

Americans are, in other words, guided very often by their own convenience. They tend to make friends easily, and they don‘t feel it necessary to go to a great amount of trouble to see friends often when it becomes inconvenient to do so, and usually no one is hurt. But in similar circumstances people from many other cultures would be hurt very deeply.

Unit 2

Culture and Communication Reading I

What Is Culture

Comprehension questions

1. Which of the definitions given above do you prefer? Why?

Some may prefer a short definition, such as the one given by E. Sapir or R. Benedict, for it is highly generalized and easy to remember. Some may prefer a longer one, such as Edward T. Hall‘s definition of culture, because it provides us with a more comprehensive understanding of culture and points out the all-pervasive impact of culture on human life in different dimensions.

2．What have you learned from those definitions about culture?

Many things can be learned from those definitions, for each definition, though not without its limitations, tells us something very important about culture or certain aspect(s) of culture.

3. Do you agree that our lower needs always have to be satisfied before we can try to satisfy the higher needs?

Even though this is generally the case, there will still be some exceptions. Sometimes people might prefer to satisfy higher needs, for instance, esteem needs, before their lower needs, such as certain physiological needs or safety needs are satisfied.

4. What examples can you give about how people of different cultures achieve the same ends by taking different roads?

For example, everyone has to eat in order to live and this is universally true. However, to satisfy this basic need, people of various cultures may do it in very different ways: what to eat and how to

eat it vary from culture to culture.

5. What behaviors of ours are born with and what are learned in the cultural environment?

Instinctive behaviors are behaviors that we are born with and ways of doing things in daily life, such as ways of eating, drinking, dressing, finding shelter, making friends, marrying, and dealing

with death are learned in the cultural environment.

6. What other cultural differences do you know in the way people do things in their everyday life?

We can also find cultural differences in ways of bringing up children, treating the elderly, greeting each other, saving and spending money, and many other things people do in everyday life. 7. In what ways are the Chinese eating habits different from those of the English-speaking countries?

We Chinese may enjoy something that is not usually considered as edible by the

English-speaking people. Generally we prefer to have things hot and lay much emphasis on tastes.

We tend to share things with each other when we are eating with others.

Reading II

Elements of Communication

Comprehension questions

1. What are the aspects of context mentioned above?

One aspect of context is the physical setting, including location, time, light, temperature, distance between communicators, and any seating arrangements. A second aspect of context is historical. A third aspect of context is psychological. A fourth aspect of context is culture.

2. In what ways would your posture, manner of speaking or attire change if you move from one

physical setting to another, for example, from your home to a park, to a classroom, to a restaurant, to a funeral house, etc?

One‘s posture, manner of speaking or attire change from being casual to formal gradually from home to a park, to a classroom, to a restaurant, to a funeral house, etc, according to different formalness and seriousness of these situations.

3. How do people acquire communication norms in their life?

People acquire communication norms from their experiences in life.

4. What examples can you give to describe some Chinese norms in our everyday communication?

For example, it seems to be a norm in China to address one‘s boss by his or her title and never

to express one‘s disapproval directly to him or her.

5. How can we play both the roles of sender and receiver in communication?

As senders, we form messages and attempt to communicate them to others through verbal and nonverbal symbols. As receivers, we process the messages sent to us and react to them both verbally and nonverbally.

6. Does the sender plays a more important role than the receiver in communication?

No, they are equally important for both of them are essential in the process of communication.

7. In what ways do the differences between participants make communication more or less difficult?

Three especially important variables affecting participants which are relationship, gender, and culture make communication more or less difficult.

8. What is a symbol and what is a meaning?

The pure ide as and feelings that exist in a person‘s mind represent meanings. The words, sounds, and actions that communicate meaning are known as symbols because they stand for the meanings intended by the person using them.

9. How can meanings be transferred from one person to another? What problems may arise in this

process?

A message from one person is encoded into symbols and then decoded into ideas and feelings to another person. In this process of transforming include nonverbal cues, which significantly affect the meaning created between the participants in a communication transaction.

10. When are unintended or conflicted meanings likely to be created?

Unintended meanings are created when the decoding person receives a meaning unrelated to what the encoder thought he or she was communicating. Conflicting meanings are created when the verbal symbols are contradicted by the nonverbal cues.

11. Which channels do you usually prefer in communication? Why?

Of the five channels, some may prefer sight. As the old saying goes, words are but wind, but seeing is believing.

12. What examples can you find to show that one channel is more effective than others for transmitting certain messages?

For example, when asking a lady for a date, a young man may wear an immaculate suit and spray some perfume to show that he highly values this date with her. In this case, sight and smell are definitely more effective than words for conveying that particular message.

13. What are the things that can create noises in the process of communication?

Sights, sounds, and other stimuli in the environment that draw people‘s attention away from intended meaning are known as external noise. Thoughts and feelings that interfere with the communication process are known as internal noise. Unintended meanings aroused by certain verbal symbols can inhibit the accuracy of decoding. This is known as semantic noise.

14. What should we do to reduce the interference of noise in communication?

When communicating with others, we should pay undivided attention to communication itself, avoiding being distracted by any external or internal noise. Besides, we should make sure that what we say is correctly understood by others and vice versa to prevent semantic noise from generating. 15. Why is feedback a very important element of communication?

Feedback is very important because it serves useful functions for both senders and receivers: it provides senders with the opportunity to measure how they are coming across, and it provides receivers with the opportunity to exert some influence over the communication process.

16. What will you usually do when you receive negative feedback in communication?

Open.

Case Study

Case 5

In China, it is often not polite to accept a first offer and Heping was being modest, polite and

well-behaved and had every intention of accepting the beer at the second or third offer. But he had not figured on North American rules which firmly say that you do not push alcoholic beverages on anyone. A person may not drink for religious reasons, he may be a reformed alcoholic, or he may be allergic. Whatever the reason behind the rule, you do not insist in offering alcohol. So unconscious and so strong are their cultural rules that the Americans equally politely never made a second offer of beer to Heping who probably thought North Americans most uncouth.

However, what we have to remember is that cultures are seldom a strict either-or in every instance for all people and there are always individual differences. Probably this young Chinese nurse was very different from Heping or, unlike Heping, she may have known something about the American cultural rules and was just trying to behave like an American when she was in an American family.

Case 6

When a speaker says something to a hearer, there are at least three kinds of meanings involved: utterance meaning, speaker‘s meaning and hearer‘s meaning. In the dialogue, when Litz said ?How long is she going to stay?‘ she meant to say that if she knew ho w long her mother-in-law was going

to stay in Finland, she would be able to make proper arrangements for her, such as taking her out to

do some sightseeing. However, her mother-in-law overheard the conversation, and took Litz‘s question to mean ―Litz does not want me to stay for long‖. From the Chinese point of view, it seems to be inappropriate for Litz to ask such a question just two days after her mother-in-law‘s arrival. If she feels she has to ask the question, it would be better to ask some time later and she should not let her mother-in-law hear it.

Case 7

Keiko insists on giving valuable gifts to her college friends, because in countries like Japan, exchanging gifts is a strongly rooted social tradition. Should you receive a gift, and don‘t have one

to offer in return, you will probably create a crisis. If not as serious as a crisis, one who doesn‘t offer a gift in return may be considered rude or impolite. Therefore, in Japan, gifts are a symbolic way to show appreciation, respect, gratitude and further relationship.

Keiko obviously has taken those used items from Mary, Ed and Marion as gifts, for she probably doesn‘t know that Americans frequently donate their used household items to church or to the community. Mary, Ed and Marion would never consider those used household items given to Keiko as gifts. No wonder they felt very uncomfortable when they received valuable gifts in return. Case 8

As the Chinese girl Amy fell in love with an American boy at that time, it seems that she

preferred to celebrate Christmas in the American way, for she wanted very much to appear the same as other American girl. She did not like to see her boyfriend feel disappointed at the ―shabby‖Chinese Christmas. That‘s why she cried when she found out her parents had invited the minister‘s family over for the Christmas Eve dinner. She thought the menu for the Christmas meal created by her mother a strange one because there were no roast turkey and sweet potatoes but only Chinese food. How could she notice then the foods chosen by her mother were all her favorites?

From this case, we can find a lot of differences between the Chinese and Western cultures in what is appropriate food for a banquet, what are good table manners, and how one should behave to be hospitabl e. However, one should never feel shameful just because one‘s culture is different from others‘. As Amy‘s mother told her, you must be proud to be different, and your only shame is to have shame.

Unit 3

Cultural Diversity

Reading I

Different Lands, Different Friendships Comprehension questions

1. Why is it comparatively easy to make friends in the United States?

Because few Americans stay put for a lifetime. With each move, forming new friendship becomes a necessity and part of their new life.

2. Do people from different countries usually have different expectations about what constitutes

friendship and how it comes into being?

Yes. The difficulty when strangers from two countries meet is their different expectations about what constitutes friendship and how it comes into being.

3. How is friendship in America different from friendship in West Europe?

In West Europe, friendship is quite sharply distinguished from other, more casual relationships,

is usually more particularized and carries a heavier burden of commitment, while in America the

word ―friend‖can be applied to a wide range of relationship and a friendship may be superficial, casual, situational or deep and enduring.

4. In what country does friendship have much to do with one?s family? And in what country does it

not?

In Germany, friendship has much to do with one‘s family as friends are usually brought into the family, while in France it doesn‘t as, for instance, two men may have been friends for a long time

without kn owing each other‘s personal life.

5. What is friendship like when it is compartmentalized?

For instance, a man may play chess with a friend for thirty years without knowing his political opinions, or he may talk politics with him for as long a time without knowing about his personal life. Different friends fill different niches in each person‘s life.

6. What are friendships usually based on in England?

English friendships are based on shared activity. Activities at different stages of life may be of

very different kinds. In the midst of the activity, whatever it may be, people fall into steps and find

that they participate in the activity with the same easy anticipation of what each will do day by day

or in some critical situation.

7. Do you think friendship shares some common elements in different cultures? If you do, what are

they?

Yes. There is the recognition that friendship, in contrast with kinship, invokes freedom of

choice. A friend is someone who chooses and is chosen. Related to this is the sense each friend gives

the other of being a special individual, on whatever grounds this recognition is based. And between friends there is inevitably a kind of equality of give-and-take.

8. What do you think is the typical Chinese concept of friendship? Is it similar to or different from

any of the Western friendships?

It seems that the typical Chinese concept of friendship lays great emphasis on personal loyalty

and also has much to do with family. It may be similar to Germany friendship to some extent and

quite different from other Western friendships.

Reading II

Comparing and Contrasting Cultures Comprehension questions

1. How is the mainstream American culture different from the Japanese culture?

Americans believe that human nature is basically good and man is the master of nature. They

are future-oriented and ―being‖-oriented. Their social orientation is toward the importance of the individual and the equality of all people. However, the Japanese believe that human nature is a

mixture of good and evil. Man is in harmony with nature. They are both past-oriented and

future-oriented. And they are both “growing-”and “doing-”oriented. They give emphasis to authorities and the group.

2. Can you find examples to support the author?s view of traditional cultures in different value

orientations?

For example, the traditional Indian culture believes that man is subjugated by nature and it is

being-oriented (which can be exemplified by its caste system). Also, traditional Chinese culture is

past-oriented, for emphasis has long been given to learning from the old and past.

3. Why do Americans tend to equate “change” with “improvement” and regard rapid change as

normal?

Concerning orientation toward time, Americans are dominated by a belief in progress. They are future-oriented. They believe that ―time is money‖and have an optimistic faith in the future and

what the future will bring. So they tend to equate ―change‖with ―improvement‖and consider a rapid rate of change as normal.

4. What does “Electric Englishman” mean when it is used to describe the American?

As for activity, Americans are so action-oriented that they tend to be hyperactive. That‘s why

that they have been described as ―Electric Englishmen‖, who always keep themselves busy.

5. How would you explain the fact that contradictory values may exist in the same culture?

As time changes faster and faster and there is more contact between cultures, it is more likely to find contradictory values existing in the same culture. This is especially the case in a society that is being transformed from a traditional one into a modern one. For example, in the Japanese culture, some people may still be very past-oriented and some are rather future-oriented, and even the same people may be sometimes past-oriented in certain situations and sometime future-oriented in other situations.

6. What can we get from models of this kind about cultural differences?

Models of this kind are quite useful in giving rough pictures of striking contrasts and differences of different cultures. However, such a model only compares cultures on some basic orientations. It does not tell us everything about every conceivable culture. We have to recognize that models of this kind are over-simplifications and can only give approximations of reality.

7. Do cultural values change as time changes?

Yes, the values may be in the process of marked change due to rapid modernization and globalization. However, they have a way of persisting in spite of change. The evolution of values is a slow process, since they are rooted in survival needs and passed on from generation to generation.

8. How is communication influenced by differing cultural values?

Putting people from one culture into another culture with radically different value orientations could cause stress, disorientation, and breakdowns in communication.

Case Study

Case 9

Hierarchy is significant in the Japanese culture. This structure is reflected everywhere in

Japanese life, at home, school, community, organizations, and traditional institutions such as martial arts or flower arrangements.

In this case, the young chairman must have had his own ideas about how to manage the company; however, when encountered with his grandfather‘s dissenting opinions, he dared not to take a stand against him. This may manifest the rigid hierarchical structure in the Japanese society. In the Japanese society, how hierarchy is formed depends mainly on seniority, social roles, and gender. As

a respectable senior member of the family and the former leader of the company, the grandfather obviously overpowered the inexperienced young chairman. In other words, the grandfather seemed

to be an absolute authority for the young chairman. In Japanese culture, challenging or disagreeing with elders‘ opinions would be deemed as being disrespectful and is often condemned. People in lower positions are expected to be loyal and obedient to authority. That‘s why the young chairman didn‘t say anything but just nodded and agreed with his grandfather.

But Phil seemed to know little about the Japanese culture in this aspect. In many Western cultures, particularly American culture, seniority seldom matters very much in such situations, and young people are usually encouraged to challenge authority and voice their own opinions. Unfortunately, his outspoken protest could easily offend the grandfather and he might be regarded as a rude and ill-bred person by other Japanese.

Case 10

In Japan, a company is often very much like a big family, in which the manger(s) will take good

care of the employees and the employees are expected to devote themselves to the development of

the company and, if it is necessary, to sacrifice their own individual interests for the interests of the company, from which, in the long run, the employees will benefit greatly. But for the French, a company is just a loosely- knit social organization wherein individuals are supposed to take care of themselves and their families. Moreover, the way the French make decisions in the family might also be different from the typical Japanese one, which may not often involve females and the power to decide usually lies with the dominating male. As there are such cultural differences between the Japane se and the French, Mr. Legrand‘s decision made Mr. Tanaka feel dumbfounded.

Case 11

Incidents such as these can point to possible cultural differences in so-called ―polite‖behavior,

and at the same time highlight the tendency for people to react emotionally to unexpected behavior.

People in most cultures would probably agree that an apology is needed when an offence or violation of social norms has taken place. However, there may be differing opinions as to when we should apologize (what situations call for an apology) and how we should apologize. To many Westerners, Japanese apologize more frequently and an apology in Japanese does not necessarily

mean that the person is acknowledging a fault. To many Japanese, Westerners may seem to be rude

just because they do not apologize as often as the Japanese would do. In this case, for instance, the attitude of the Australian student‘s parents is shocking to the Japanese but will be acceptable in an English-speaking society, for the student is already an adult and can be responsible for her own

deeds.

Case 12

In this case, it seems that the Chinese expectations were not fulfilled. First, having two people

sharing host responsibilities could be somewhat confusing to the hierarchically minded Chinese. Second, because age is often viewed as an indication of seniority, the Chinese might have considered

the youth of their Canadian hosts as slight to their own status. Third, in China, it is traditional for the

host to offer a welcome toast at the beginning of the meal, which is the reciprocated by the guests;

by not doing so, the Canadian might be thought rude. The abrupt departure of the Chinese following

the banquet was probably an indication that they were not pleased with the way they were treated.

The Canadian s‘ lack of understanding of the Chinese culture and the Chinese ways of

communication clearly cost them in their business dealings with the visiting delegation.

Unit 4

Language and Culture

Reading I

How Is Language Related to Culture Comprehension questions

1. What can we do to avoid attributing a very different meaning to the phrase or interpret it much

more literally?

We have to be aware of the cultural implications of the phrase.

2. What are the other functions of using question forms apart from asking for information?

It serves as a lubricant to move the conversation forward. A question that has this function can

be called a ―social question.

3. Why are those Germans getting stiffer and more reserved all the time when visiting Ingrid Zerbe?

They are confused about how to address her, for she introduces herself by first and last name rather than by last name and professional title.

4. How does the environment influence the use of language?

Language reflects the environment in which we live. We use language to label the things that

are around us.

5. Does the author think there are exact equivalents in dictionaries that have the same meanings in different cultures?

No. According to the author, there are no such equivalents between languages; therefore, to communicate concepts effectively, cultural knowledge is as important as linguistic knowledge.

6. How does the language change over time?

Words and phrases that are used commonly at one time may be discontinued or their meaning

may change over time.

7. Does the author think it is possible for countries such as France and Iceland to keep their

language pure by implementing language policy to ensure the use of standardized language?

The author does not think so, because, for instance, the Academie Francaise may insist on

certain rules, but other French-speaking groups may make their own rules and consider their Frenchjust as correct.

8. What are the possible language barriers in classroom teaching?

In some cases the professors actually may have a poor command of the language; however, in

most cases the problem is not the language but different intonation patterns and different cultural signals. .

Reading II

Language-and-Culture, Two Sides of the Same Coin Comprehension questions

1. What is the author?s view of the relationship between language and culture?

Language and culture are clearly fused; one reflects the other.

2. In which ways does language reflect the culture?

Language embodies the products, perspectives, communities, and persons of a culture.

Members of the culture have created the language to carry out all their cultural practices, to identify

and organize all their cultural products, and to name the underlying cultural perspectives in all the various communities that comprise their culture.

3. How can we use the right language in the right way according to the author?

It is based on direct experience in the culture and interactions with members of the culture, in all the complexity this entails.

4. Is there any cultural product that consists entirely of language? Can you give an example?

Many cultural products, such as literature, tax codes, telephone directories, operating instructions, passports, consist entirely of language. Another example is folklores.

5. What is the meaning of “language is a cultural product in and of itself”?

When spoken and written, language takes on tangible and perceptible forms. These tangible forms, as with any cultural product, can be described through language. We constantly use

language to discuss language itself.

6. Can you give an example of how words lead to cultural perspectives?

For example, as we have already learned, the kinship terms specifically used in Chinese lead to

a cultural perspective that is different from that of the English-speaking people in this aspect.

7. What did the Chinese teacher find from her in-depth study of “the bumper sticker”?

The perspectives are indeed embodied in words, phrases, and sentences, but they are not always immediately obvious, especially to outsiders.

8. Are there any particular norms made by different communities for their language use?

Yes, there are. Communities define norms for appropriate use of language. Within groups, roles, relationships, and other social factors influence who speaks, what they say, and how they say it. The language forms we use in one set of social circumstances with certain communities are not

necessarily the ones we use in others.

Case Study

Case 13

This example vividly illustrates that failures in intercultural translation may probably lead to

very serious consequence, or even disasters to human beings. Definitely, translation is not such a

simple process as rendering a word, a sentence or a text literally, but rather a far more complex one

than most people assumed.

For example, once a Chinese cosmetic manufacturer wanted to promote their products into the international market. The slogan of the advertisement was: ―sweet as Jade‖, since in Chinese ―jade‖was al ways employed to compliment woman‘s beauty; but unfortunately, it was not an appropriate

word to describe the beauty of a lady in Western cultures. In English, ―jade‖in its use of referring a woman had the connotations such as vulgar, rude, immoral, or skittish. Undoubtedly, the sales in European countries were not satisfying.

The seeming equivalents between languages may have very different connotations in different cultures, thus the translator should be cautious in the process of doing the translation so as to avoid misunderstandings.

Case 14

“杨”refers to Yang Kaihui w h o w a s Mao Zedong‘s deceased wife and ―柳‖refers to Liu

zhixun who was Li shuyi‘s deceased husband. They can be translated in different ways, but it

seems to be very difficult, if not impossible, to achieve equivalence in translating from Chinese into English.

Adopting the literal translation strategy, version 1 appears to be faithful to the original but may easily confuse the readers in the target language. Version 2 employs the liberal translation strategy

with an attempt to convey the original meaning as precisely as possible. However, the original poetic flavor is lost as the rhetoric device —pun —is not reproduced.

Case 15

The translation seems to be faithful to the original, but it may not be really good for the purpose

of intercultural communication. Foreign readers of the translation may find it strange and inappropriate.

The following is what a friendly American journalist has commented on the translation:

My first reaction was unfortunately laughter because it is so full of mistakes. It omits some necessary information about the Dragon-Boat Festival, including its historical origins and when it actually takes place. These things are importan t… The copy seems to try to ―snow‖the reader with fanciful, overblown assertions about how terrific it all is, but in unintentionally hilarious

language that leaves the reader laughing out uninformed… The brochure also suffers from lack

of background material, the taking-if-for-granted that the reader already is familiar with many

aspects of Chinese history and culture… It doesn‘t tell you where to go, how to get there, when

things are open and closed, how much they cost, and so forth. All these are things people

visiting an area want to know.

Why is it that many Chinese travel guides read basically the same, no matter what region is being written about, and are so packed with indiscriminate hyperbole? Less exaggeration

would actually be more convincing.

Case 16

Comparing the two English versions, we can see that in Yang‘s version more culturally-loaded meanings are conveyed from the original while Hawkes‘ version may be easier for English-speaking readers to comprehend.

Look at some of the differences between the two versions of this extract:

贾母The Lady Dowager / Grandmother Jia

老祖宗Old Ancestress / Granny dear

凤辣子Fiery Phoenix / Peppercorn Feng

二舅母王氏Lady Wang, her second uncle‘s wife / her Uncle Zheng‘s wife, Lady Wang

学名叫做王熙凤the school-room name His-feng / the somewhat boyish-sounding name of

Wang Xi-feng

黛玉忙赔笑见礼，以“嫂”呼之Tai-yu lost no time in greeting her with a smile as ―cousin.‖/ Dai-yu accordingly smiled and curt-eyed, greeting her by her correct name as she did so.

竟不象老祖宗的外孙女儿She doesn‘t take after her father, son-in-law of our Old Ancestress / She doesn‘t take after your side of the family, Ganny.

怨不得老祖宗天天嘴里心里放不下No wonder our Old Ancestress couldn‘t put you out of her mind and was for ever talking and thinking about you. / I don‘t blame you for having gone on so

about her during the past few days

现吃什么药？What medicine are you taking? / Not translated

And there are some culturally-loaded expressions in the text that seem to defy translation:琏二嫂子

内侄女

以“嫂”呼之

外孙女儿

嫡亲的孙女儿

妹妹

By comparing different translations of the same text, we can achieve a better understanding of

cultural gaps and differences and then learn to employ proper strategies to bridge those gaps in translating across languages for intercultural communication.

Unit 5

Culture and Verbal Communication Reading I

Understanding the Culture of Conversation Comprehension questions

1. What made the author feel learning to converse in Mexico City was easier for him/her in one way,

more difficult in another?

It's easier because Mexicans service the relationship and they care about everyone in the conversation. But their conversation doesn‘t move in a straight line, drifting around both in t he

topic and in the way they use words.

2. Why did the Mexican customer slide into the topic of the full eclipse of the sun?

For the Mexican, the conversation starts with one topic, but if another interesting topic seeps in he or she will ride it around for a while. Sticking to the first topic is less important than having an interesting conversation.

3. What did the American businessman feel about the Mexican?s way of conversation?

For the American, a conversation should have a topic, and he wants to take a straight line through it from beginning to end. So he felt very impatient about the Mexican‘s way of conversation.

4. What “conversational ideal” was represented by the example of a championship skier who was

interviewed on TV?

The Swedish conversational ideal is to response in a concise manner without elaborating specific details, especially those for self-promotion. .

5. What problems are likely to occur if an American talks with a Swede?

The American may feel totally lost in the conversation since he or she would not get as much information from the Swede as he or she has expected.

6. What are the differences between Anglos and Athabaskans in conversation?

There are a lot differences between them. For instance, at the beginning of a conversation, Anglos almost always speak first. Athabaskans think it is important to know what the social relationship is before they talk with someone. There is another difference in how long one should talk. Athabaskans tend to have longer turns when they talk with each other, but Anglos expect shorter turns.

7. Is it enough just to learn to speak in grammatically correct manners when one learns a foreign

language? What else does he or she also need to know?

It is far from enough just to learn to speak in grammatically correct manners when one learns a foreign language. One also has to know about the culture of using the language in social life, things like who talks first, who talks next, who opens and closes conversations and how they do it, in order to be able to use the language in culturally appropriate manners.

8. In what ways are Chinese similar to or different from the Americans, Mexicans and Swedes ?

It seems that we Chinese are somewhat similar to Mexicans in the way we are having a conversation. Unlike Americans, we do not usually move in a straight line in a conversation and may also care much about the other‘s feeling.

Reading II

The Way People Speak

Comprehension questions

1. Why didn?t the American openly disagree with the Italian?

In general, the American did not enjoy verbal conflicts over politics or anything else.

2. What are the differences between “high involvement” style and “high considerateness” style?

Many people from cultures that prefe r ―high involvement styles tend to: (1) talk more; (2) interrupt more; (3) expect to be interrupted; (4) talk more loudly at times; and (5) talk more quickly than those from cultures favoring ―high considerateness styles. On the other hand, people from

cul tures that favor ―high considerateness styles tend to: (1) speak one at a time; (2) use polite listening sounds; (3) refrain from interrupting; and (4) give plenty of positive and respectful

responses to their conversation partners.

3. How do New Yorkers and Californians perceive each other because of their differences in

conversational style?

To some New Yorkers, Californians seem slower, less intelligent, and not as responsive. To some Californians, New Yorkers seem pushy and domineering.

4. What does the author think is the reasonable way to react to cultural differences?

We should know that the way the other speaks may be different from our way of speaking because he or she must have had a different cultural upbringing. We shouldn‘t judge the other according to our own standards of what is an acceptable communication style.

5. How to determine whether a culture favors a direct or indirect style in communication?

One way to determine whether a culture favors a direct or indirect style in communication is to find out how the people in that culture express disagreement or how they say, ―No.

6. On what occasions do American women tend to be more direct than men?

When talking about emotional issues and feelings, American women tend to be more direct than men.

7. What are the goals of indirect communication?

Indirect communication aims not to be angering, embarrassing, or shaming another person. Instead, it aims to be saving face and maintaining harmony in general.

8. How is “Pin g-Pong” conversational style different from “Bowling” style?

In an American ―Ping-Pong‖conversation, one person has the ball and then hits it to the other side of the table. The other player hits the ball back and the game continues. Each part of the conversation follows this pattern: the greeting and the opening, the discussion of a topic, and the closing and farewell. However, in a Japanese ―Bowling‖conversation, each participant waits politely for a turn and knows exactly when the time is right to speak. That is, they know their place in line. In Japanese conversation, long silences are tolerated. For Americans, even two or three seconds of silence can become uncomfortable.

Case Study

Case 17

When these two men separate, they may leave each other with very different impressions.

Mr Richardson is very pleased to have made the acquaintance of Mr Chu and feels they have gotten off to a very good start. They have established their relationship on a first-name basis and Mr Chu‘s smile seemed to in dicate that he will be friendly and easy to do business with. Mr Richardson

is particularly pleased that he had treated Mr Chu with respect for his Chinese background by calling him Hon-fai rather than using the western name, David, which seemed to him an unnecessary imposition of western culture.

In contrast, Mr Chu feels quite uncomfortable with Mr Richardson. He feels it will be difficult

to work with him, and that Mr Richardson might be rather insensitive to cultural differences. He is particularly bothered that, instead of calling him David or Mr Chu, Mr Richardson used his given name, Hon-fai, the name rarely used by anyone, in fact. It was this embarrassment which caused him

to smile. He would feel more comfortable if they called each other Mr Chu and Mr Richardson. Nevertheless, when he was away at school in North America he learned that Americans feel uncomfortable calling people Mr for any extended period of time. His solution was to adopt a

western name. He chose David for use in such situations.

Case 18

Even if the American knew Urdu, the language spoken in Pakistan, he would also have to

understand the culture of communication in that country to respond appropriately. In this case, he

had to say ―No at least three times.

In some countries, for instance, the Ukraine, it may happen that a guest is pressed as many as seven or eight times to take more food, whereas in the UK it would be unusual to do so more than twice. For a Ukrainian, to do it the British way would suggest the person is not actually generous. Indeed, British recipients of such hospitality sometimes feel that their host is behaving impolitely

by forcing them into a bind, since they run out of polite refusal strategies long before the Ukrainian

host has exhausted his/her repertoire of polite insistence strategies.

Case 19

Talking about what‘s wrong is not easy for people in any culture, but people in high-context countries like China put high priority on keeping harmony, preventing anyone from losing face, and nurturing the relationship. It seems that Ron Kelly had to learn a different way of sending message when he was in China. At home in Canada he would have gone directly to the point. But in China, going directly to the problem with someone may suggest that he or she has failed to live up to his or her responsibility and the honor of his or her organization is in question. In high-context cultures like China, such a message is serious and damaging. In low-context cultures, however, the tendency is just to ―spit it out, to g et it into words and worry about the result later. Senders of unwelcome messages use objective facts, assuming, as with persuasion, that facts are neutral, instrumental, and impersonal. Indirectness is often the way members of high-context cultures choose to communicate about a problem.

Case 20

It seems that the letters of request written in English as well as in Chinese by Chinese people

are likely to preface the request with extended face-work. To Chinese people, the normal and polite way to form a request requires providing reasons that are usually placed before the requests. Of course, this is just the inverse of English conventions in which requests are fronted without much face-work. In the view of the English-speaking people, the opening lines of Chinese requests and some other speech acts do not usually provide a thesis or topic statement which will orient the listener to the overall direction of the communication. Worst of all, the lack of precision and the failure to address the point directly may lead to suspicions that the Chinese speakers are beating around the bush. To them, the presence of a clear and concise statement of what is to be talked about will make the speech more precise, more dramatic, and more eloquent.

However, the Chinese learning and using English in communication may find it difficult to come to terms with the common English tendency to begin with a topic statement. In the Chinese culture, stating one‘s request or main point at the beginning would make the person seem immo dest, pushy, and inconsiderate for wanting things. If your speech gives others the impression that you are demanding something, you would lose face for acting aggressively and not considering the others. Thus you‘d be hurting people by claiming something f or yourself.

In such a situation, it is usually considered a smart strategy if you carefully delineate the justifications that will naturally lead to your request or argument. Therefore, instead of stating their proposition somewhere in the beginning and then proceeding to build their case, Chinese people often first establish a shared context with which to judge their requests or arguments. Only after carefully prefacing them with an avalanche of relevant details, as if to nullify any opposition, will they present the requests or arguments.

Unit 6

Culture and Nonverbal Communication Reading I

An Overview of Nonverbal Communication Comprehension questions

1. Can you speak each of the following sentences in different ways to mean differently?

1) She is my best friend.

2) You?ve done really good job.

3) Come here, please.

4) That?s all right.

Speaking the same sentence with the stress on different words may mean different things. For instance, if the stress falls on ―she‖in the first sentence, it means it is SHE, not you or somebody else, that is my best friend. But if the stress falls on ―my‖, it implies that she is MY, not your or somebody‘s, best friend.

2. Speakers of British English use loudness only when they are angry, speakers of Indian English use

it to get the floor, a chance to speak. So when an Indian speaker is trying to get the floor, what would the British speaker think of the Indian and what would the British behave in response?

The British speaker may think that the Indian gets angry with him or behaves rudely towards him, so he may complain about the Indian‘s rudeness or even return his rudeness as a response.

3. What differences in body language use have you noticed between your Chinese teachers and

foreign teachers?

There are really some differences between Chinese teachers and foreign teachers in their use of body language. For instance, Chinese teachers in general do not use gestures as much as foreign teachers do, and their facial expressions often seem to be less varied than those of many foreign teachers.

4. Do you know any gestures we often use that might be misunderstood by people from other

cultures?

For example, the way we Chinese motion to others to come over might be misunderstood by people from some Western countries to mean bye-bye.

5. How do we Chinese people use eye contact in communication?

During a conversation between two Chinese, it seems that the speaker and the hearer would usually look at each other (not necessarily in the eye) from time to time. How much eye-contact there is may depend on the relationship between the speaker and hearer and the situation they find themselves in.

6. How will you eye them when you are communicating with people from the United States or people

from Japan?

While talking with Americans, we should look directly into the eyes of the person with whom we are talking. However; while talking with Japanese, we are not expected to look at them in the eye but at a position aro und the Adam‘s apple.

7. Do you often smile at others? Why or why not?

It depends. For instance, it seems that we Chinese, as well as people of other Eastern Asian countries, do not usually smile at strangers as much as Americans.

8. What function(s) may laughter serve in our culture? Does it sometimes cause intercultural

misunderstanding?

Laughter in our culture may serve various functions. Sometimes, it is used to express amusement or ridicule, and sometimes it is simply used to make one feel less embarrassed.

9. Do you often touch others while talking with them? Whom do you touch more than others?

We Chinese generally do not often touch others while talking with them unless they are our intimate friends or younger children.

10. In small groups or in pairs, demonstrate all the possible ways you can think of to greet another person. Is touching always part of a greeting?

No. Touching is not always part of a greeting in our culture as in some other cultures.

11. Will you apologize if you accidentally touch other people in public places? Why or why not?

Many people will apologize if they accidentally touch other people in public places since in our culture people who are strangers to each other should not touch. However, whether people will apologize or not depends on the situations. If a person accidentally touches a stranger in a very crowded place, he or she may not apologize for it.

Reading II

Gender and Nonverbal Communication Comprehension questions

1. What may often happen to those who do not conform to their culture?s accepted gender “script”?

There are often severe social penalties for those who act in violation of their culture‘s accepted gender ―script.

2. Does touch have any connotation in different situations? Can you give some specific examples?

Touch, like physical closeness, may be considered an expression of affection, support, or sexual attraction. For instance, in some cultures, it may be all right for women friends and relatives to walk arm-in-arm, dance together, and hug one another, but if men do so, they may be frowned upon, for it would be considered as having the connotation of being homosexual.

新编跨文化交际英语教程 参考答案

Unit 1 Communication Across Cultures Reading I Intercultural Communication：An Introduction Comprehension questions 1. Is it still often the case that “everyone?s quick to blame the alien” in the contemporary world? This is still powerful in today‘s soci al and political rhetoric. For instance, it is not uncommon in today‘s society to hear people say that most, if not all, of the social and economic problems are caused by minorities and immigrants. 2. What?s the difference between today?s intercultural contact and that of any time in the past? Today‘s intercultural encounters are far more numerous and of greater importance than in any time in history. 3. What have made intercultural contact a very common phenomenon in our life today? New technology, in the form of transportation and communication systems, has accelerated intercultural contact; innovative communication systems have encouraged and facilitated cultural interaction; globalization of the economy has brought people together; changes in immigration patterns have also contributed to intercultural encounter. 4. How do you understand the sentence “culture is everything and everywhere”? Culture supplies us with the answers to questions about what the world looks like and how we live and communicate within that world. Culture teaches us how to behave in our life from the instant of birth. It is omnipresent. 5. What are the major elements that directly influence our perception and communication? The three major socio-cultural elements that directly influence perception and communication are cultural values, worldview (religion), and social organizations (family and state). 6. What does one?s family teach him or her while he or she grows up in it? The family teaches the child what the world looks like and his or her place in that world. 7. Why is it impossible to separate our use of language from our culture? Because language is not only a form of preserving culture but also a means of sharing culture. Language is an organized, generally agreed-upon, learned symbol system that is used to represent the experiences within a cultural community. 8. What are the nonverbal behaviors that people can attach meaning to? People can attach meaning to nonverbal behaviors such as gestures, postures, facial expressions,eye contact and gaze, touch, etc. 9. How can a free, culturally diverse society exist? A free, culturally diverse society can exist only if diversity is permitted to flourish without prejudice and discrimination, both of which harm all members of the society. Reading II The Challenge of Globalization Comprehension questions 1. Why does the author say that our understanding of the world has changed? Many things, such as political changes and technological advances, have changed the world very rapidly. In the past most human beings were born, lived, and died within a limited geographical area, never encountering people of other cultural backgrounds. Such an existence, however, no longer prevails in the world. Thus, all people are faced with the challenge of understanding this changed and still fast changing world in which we live.

跨文化交际(英文版)

Cross –cultural communication Thesis statement: This paper is mainly talking about the culture differences between several countries. Outline: Chapter 1: Language and culture in communication Chapter2: Culture shock Chapter3: What’s in a name? Chapter4: Social interaction Chapter 5: Roles and relations Chapter6: Non-verbal communication Chapter 7: In other words. Chapter 8: From a primitive Tribe to a Global Village Conclusion Chapter 1: Language and culture in communication There is no denying the fact that out daily lives depend largely on communication, without it we can’t know each other. So, we should come to realize that communication is of great importance. What is communication? In total, communication can be divided into two parts; they are verbal communication and non-verbal communication. However, different people hold different opinions about communication. In general, if there is communication, there must have 4 cases: there are at least two or more people, some contact between communicators, a language shared by communicators, an exchange of information has taken place. I just take the fist one for example. Suppose there is one person, there can’t be communication. Otherwise, he may talk to himself. Communication not just exist in human-beings There are five kinds of communications they are human communication, animal communication, human-animal communication, human machine communication, machine communication. So, Animals and machines can also communicate with each other. For human beings, how can we communicate with each other? Experts say that there are various kinds of communication. Nowadays, there are different kinds of tools for us to communicate .For people we can use telephone and computer to communicate with each other. By them, finally we can receive message. What is social situation? When there are two or more people gather to do a job or an activity, then it creates a social situation. That is to say, an individual working alone can not constitute a social s A social situation may have two definitions. One is given by the community, and the other by the participants. Finally, we should notice that being polite plays a crucial role in

大学英语跨文化交际教程课后答案完整版

期末考试范围 ? 1. 阅读理解2篇（20%） ? 2. 选词填空：15个句子（15个备选项，课后的key concepts,概念的词为主。（15%） ?eg: ———the belief that any individual, no matter how poor, can achieve wealth and fame through diligence and virtue. ? 3. 简答题：课后comprehension questions和case study( 课内或者稍微改动的）。（25%） 4. 实用写作：一封信什么的（格式）（10%） 5. 写作：给出某个文化现象观点，运用所学文化差异进行评论 （comment)。（30%） 如: 说给一个关于教育的话题（文化现象），我们要用所学的中 美教育差异进行评论，议论文形式。 价值观，家庭观，社会关系朋友观，饮食观，教育观，时间观等 篇目：Unit1: A B C Unit2 A Unit3 A B Unit5A Unit6A Unit7 A Unit10 B Unit1 A Key concepts reservation: 谦逊的coldness: 冷静的 modesty：谦虚的 humor：幽默的 sportsmanship：运动员精神 Q1、what is a reserved person like? Answer: A reserved person is one who does not talk very much to strangers, does not show much emotion, and seldom gets excited. Q2、what is the character of the Englishmen? Answer: reserved 、humor、modesty、cold、sportsmanship. Q3、what is sportsmanship? Answer: sportsmanship is the ability to practice a sport according to its rules, while al so showing generosity to one’s opponent and good temper in defeat. Case study Q、What made the British feel quite unhappy in this situation?

(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

如何培养英语跨文化交际能力

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(完整版)新编跨文化交际英语Unit1-5课后答案

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跨文化交际英语

旅游英语内容丰富，建议根据旅游管理专业的不同方向划分不同的专题内容模块，如下图1所示高尔夫英语模块，邮轮英语模块，酒店英语模块，即根据学生（不同专业方向）所需，细化旅游英语课程的内容，同时将跨文化交际知识和技能融入模块化教学中，提升旅游专业学生的跨文化交际意识和能力。 课程设置方面，旅游英语应承接大学英语教学，其最佳开课时间为大二下学期或大三上学期，开课时间以连开两个学期最优，可适当增加每周课时量为2-4.另外，与旅游英语课程为中心，其相关辅助的旅游文化课程（如介绍中西文化和海南本土文化）的开设则有助于学生全面有效地提高跨文化理解力和跨文化能力的提升，这才是旅游英语课程跨文化教学的目的。 目前海南高校采用的旅游英语教材种类繁多，且多偏重词汇与句型，而真正交际中的文化障碍无法解决，常出现语法正确却“文化错误”的现象，再者针对海南本地旅游发展所需的教材却几乎没有。因此根据旅游管理专业不同方向的专题模块，开发出本土化系列教材乃当前海南旅游业发展所需，学生实习就业所需。 涉外旅游活动本身就是跨文化交际的过程，因此与该教材配套的相关文化知识介绍﹑情景语境练习设计﹑project-based task﹑survey﹑相应的音视频等都可上传至我省教育部门官网，向全省乃至全国免费开放。此外，将旅游英语系列教材内容及网上资源做成APP软件，对教材使用者免费下载，如此，旅游英语课程的纸质版﹑网络版﹑手机版相辅相成，构成立体化的系列本土教材。当然，这一任务需要海南省各大高校合作完成，发挥各自有的专业和资源优势，由教育部门统一管理，建立海南省旅游英语课程网络教学资源的共享机制，还可拓展至其他专业课程。 旅游英语的跨文化教学又对教师有更高的要求（知识面广﹑熟悉相关旅游活动﹑掌握英语语言技能﹑具有跨文化敏感性及体验），笔者建议:1)充分利用社会资源。聘请兼职教师，包括长期从事旅游业，具有跨文化旅游服务经历的外语人才参与课堂教学互动与分享；2）培养现有的师资队伍。根据教师的专业背景和课程安排情况，安排教师到相关旅游单位或酒店进行“挂职锻炼”，切身进行旅游活动实践，增强教师的跨文化交际体验，打造“双师型”教学队伍；3）强化校本培训。开展学校内部专题文化讲座﹑旅游英语跨文化教研活动﹑教师跨文化体验分享活动﹑学校与合作旅游企业双向交流活动等以扩大任课教师对旅游活动和跨文化感受的理解和掌握，最终提升跨文化旅游英语教学效果。 具有实践性和应用型特点的旅游英语跨文化教学仅依赖传统课堂教学很难使学生达到自觉﹑有效﹑灵活的跨文化交际行为这一层次的。因此建议：1）授课过程中，添加微课教学和案例教学方式，让学生体验旅游英语的跨文化交际情境，换位思考，并进行跨文化案例分析讨论，使学生由知识学习﹑技能掌握，逐步向行为实践过渡，真正体现旅游英语跨文化教学的实践性和应用性；2）建立旅游实习实训中心（含旅游英语3D模拟实训室），理论课堂和实践课堂相结合。鼓励学生在理论知识的基础上，自主创设真实跨文化旅游情境（如酒店服务﹑导游服务），实际操练旅游英语知识﹑技能和文化教学的重难点；3）充分利用学校的留学生资源﹑外教资源﹑涉外企业管理人员，以项目任务形式指导学生做相关的交际活动﹑调研活动，在实践中体验旅游跨文化交际，且与专业课教学相结合，将相应的专业课理论和研究方法应用于调研报告的撰写和分析中；4）根据系列本土化立体教材内容，同时将相应配套资源（练习﹑音视频﹑文化信息等）做成APP软件，与课堂授课相呼应，增加学生课后实践练习的机会。同时依托网络平台，建立旅游英语文化交流吧，鼓励同学们上传自己的作品（文章﹑交际音视频），以供相互学习讨论，增强其旅游英语的实践能力。

新编跨文化交际英语教程(许力生) 课后翻译

1.纵观历史，我们可以清楚地看到，各民族与文化由于彼此所处地域、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甚至到武装冲突，大大小小争端不绝。很显然，文化间以及亚文化间的交往日益增多，这迫切要求我们共同努力，去理解与我们有着天壤之别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.文化有时候被称为我们的心智程序，也即我们“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，把文化看作是支持软件运行的操作环境。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，透过它我们可以审视生活的方方面面。一个社会中不同个体的视窗是大不一样的，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，从而很少去研究它。文化存在于我们所呼吸的空气之中，文化对我们了解自我是必不可少的，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来运作，这种程序来自于相似的生活体验以及对这种生活体验之涵义的相似性阐释。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、规避什么以及做些什么。文化还告诉我们事物应该是什么样的。文化为我们提供超越个体经验的理想典范，帮助我们决定应该优先考虑什么。文化为我们建立起行为准则，并解释为什么符合这些准则的行为正当、合法。 3.虽然，我们每个人都有各自一套独特的价值观，但在每一文化里，总有弥漫于整个文化之中的普遍的价值观。这些被称作文化价值观文化价值观通常是规范性的，它使文化的成员知道什么是好的和坏的、什么是正确的和错误的、什么是真的和假的、什么是积极的和消极的，等等。文化价值规定了什么是值得为之献身的，什么是值得维护的，什么会危及人们及其社会制度，什么是学习的恰当内容，什么是可讽刺嘲笑的，什么是形成群体团结的途径。文化价值观也指明了文化中的什么行为是举足轻重的，哪些是应当尽力避免的。价值观是人们在做出抉择和解决争端时作为依据的一种习得的规则体系。 跨文化交际的参与者所具有的价值观是十分重要的，因为价值观产生出决定何为正当或不正当社会行为的标准。换言之，价值观有助于人们决定他们的行为方式，以符合他们的价值系统所期望的行为准则。由于文化价值系统之间存在差异，我们可以预见，在相似的情境中，跨文化交际的参与者会表现出并期待着不同的行为。 4. 我们说语言总是模糊的，指的是我们所说所写的东西总不能完全表达我们的意图。我们通过说话和写作所传达的意思不仅仅由词语和句子本身决定，听众和读者的理解也起到了一定的作用。换言之，是交际双方共同创造了语言所表达的意思。语言的模糊性是与生俱来的。为了沟通，我们必须自己推断出对方的意思，除此之外别无他法。在理解别人说话时，我们必须推测这些话的意思。这些推测主要基于以下两个来源：（1）他们所使用的语言；（2）我们的世界知识。

大学跨文化交际期末总结word打印版

Chapter 1 Culture Definitions: 1 Culture is the deposit of knowledge, experience, beliefs, values, actions, attitudes, hierarchies, religions, notions of time, roles, spatial relations, concepts of the universe, and artifacts acquired by a group of people in the course of generations through individual and group striving. 文化是个人和群体在种族发展过程中所获得的知识、经验、信仰、价值观、行为、态度、阶级、宗教、时间观、角色、空间观、宇宙观和艺术品的集合。(P12/P29) 2 Cultural Identity refers to one’s sense of belonging to a particular culture or ethnic group. 文化身份：认为自己归属于某一文化或民族群体的感觉。(P19/29) 3 Subculture exist within dominant cultures and are often based on economic or social class, ethnicity, race, or geographic region.指存在于主流文化中的文化，其划分通常基于经济地位、社会阶层、民族、种族或地理区域.(P23/29) 4 Subgroups usually do not involve the same large number of people and are not necessarily thought of as accumulating values and patterns of behavior over generations in the same way as culture do.相对于亚文化和共文化群体，亚群体通常规模不大，也不一定有文化群体世代相传积累的价值观念和行为模式。(P25/30) ?Case 2 (P8) The case reflects the similes and metaphors in the text. Culture is like an iceberg: we can identify the color of the dress worn by women in different cultures, but we do not know the values underneath. Culture is like the water a fish swims in: people wear dress of different colors for different context but they usually take it for granted and never ask why. Chapter 2 Communication and Intercultural Communication Definitions: ?Sender/Source: A sender/source is the person who transmits a message.（信息发出者/信息源：信息发出者/信息源指传递信息的人。）(P37/P60) ?Message: A message is any signal that triggers the response of a receiver.（信息：信息指引起信息接受者反应的任何信号。） ?Encoding: It refers to the activity during which the sender must choose certain words or nonverbal methods to send an intentional message. （编码：编码指信息发出者选择言语或用非言语的方式发出有目的的信息的行为。） ?Channel/Medium：It is the method used to deliver a message. （渠道/媒介：渠道/媒介指发送信息的方法。） ?Receiver: A receiver is any person who notices and gives some meaning to a message. 信息接受者：信息接受者指信息接收者是指注意到信息并且赋予信息某些含义的人. ?Decoding: It is the activity during which the receiver attaches meaning to the words or symbols he/she has received.（解码：解码指信息接受者赋予其收到的言语或符号信息意义的行为。） ?Feedback: The response of a receiver to a sender’s message is called feedback.（反馈：反馈指信息接收者对信息源信息所做出的反应。） ?Noise: It is a term used for factors that interfere with the exchange of messages, including external noise physiological noise, psychological noise and semantic noise.