跨文化交际 情景case study

Case 1 (Page 23) This case took place in 3 cultures. There seemed to be problems in communicating with people of different cultures in spite of the efforts to achieve understnading.

1) 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 choseto praise the food itself rather than the total evening, for which the food was simply the setting or excuse. For his host or hostess it was as if he had attended an art exhibit and complimented the artist by saying, “What beautiful frames your pictures are in!”

2) In Japan the situation may be more complicated. Japanese people value order and harmony among a group, and that the group is valued more than any particular member. In contrast, Americans stress individuality and are apt to assert individual differences when they seem justifiably to be in conflict with the goals or values of the group. In this case, Richard’s mistake was making great efforts to defend himself even if the error is notintentiona. A simple apology and acceptance of the blame would have been appropriate 3)When it comes to England, w 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 valuess expressed in thi s 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 in the value of the distinction. Typically, the ideal guest at an American party is obe who “makeshimself at home”. For the English host, such guest behavior is presumptuous or rude.

Case4 (Page 25)

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 friendship are warm, but casual and specialized. For example, you have a neighbor who drops by in the morning for coffee. Y ou 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 becau se you 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 reserve this------see the second friend in the mornings for informal coffee meetings, and invite the first one more formally to dinner.

Americans are, in other words, guided very often by their own convenience. They tend to make friends rapidly, and they don’t feel like 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 Case 5 (Page 60)

Analysis: The Chinese guide should refuse the first offer because he is obeying the Chinese rules for communication. We Chinese are modest, polite and well-behaved. Maybe the guide is waiting for a second or third offer of beer, but he doesn’t know the reasons behind the rule in American culture 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, you do not insist on offering alcohol. So they politely never made a second offer of beer to the guide.

Case 8 (Page 62)

When the Chinese girl Amy fell in love with an American boy at that time, it seems that she preferred to celebrate Chritmas in the American way, for she wanted very much to appear the same as other American girls. She did not like to see her boyfriend disappointed at the “shabby”Chinese Christmas. That’s why she cried when she found out her pare nts had invited the minister’s family over for the Christmas Eve dinner.

She thought the menu for the Chritmas 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 food 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 hospitable. However, one should never feel shame 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

她们的小孩子在公园一起玩Judy and Carmen are not real friends. They don’ t want to get together, really. They once met each other a month ago. Americans sometimes make general invitation like “ Let ’ s get together sometimes.” Often this is just a way to be friendly. It is not always a real invitation. If they ’ d l ike to set a specific (exact) time, that means a real offer.

Case 9 (Page 96)

Traditional Japanese respect their elders and feel a deep sense of duty toward them. The elders in traditional Japanese families are typically overpowered. So the grandfather seemed to be an absolute authority for the young chairman. In Japanese culture challenging or disagreeing with elder’ s opinions would be deemed as being disrespectful. That is why the young chairman said nothing but just nodded and agreed with his grandfather. And it results in the Japanese company’s withdrawal from the negotiations concerning a relationship with Phil’ s company a week later.

Case 10 (Page 97)

In Japan, a company is very much like a big family, in which the manager will take care of the employees and the employees are expected to cevote themselves to the development of the company and, if it is necessary , to sacrifice their own interests for the interests of the company. But to the French, a company is just a loosely-knit social organization wherein individuals are supposed to take care of themselves and their families. And the family is the number one priority, which is unlike the Japanese model “not involving females and the right to decide by dominant male” . Case 11 (Page 97)

In most cultures, an apology is needed when an offence or violation of social norms has taken place. Too 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, the attitude of the Australian student’s parents is shocking 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.

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.

如何有效地进行跨文化沟通

如何有效地进行跨文化沟通 由于各国的文化存在着多样性的特点，无论是表层的语言、礼仪，还是中层次的建筑、饮食、礼仪或者处于核心层次的民族价值观、思维等等。这就决定我们在进行跨文化沟通的时候会遇到障碍和冲突，如何能有效地跨文化沟通具有十分重要的意义。 在进行跨文化沟通的时候存在障碍的原因是多种多样的，具体来说，文化差异层面的有 1.价值取向.2.思维模式.3.社会规范；另外也取决于沟通双方是否有培养文化差异的意识。 具体来说，可以用文化维度这个概念对跨文化进行分析，它主要有以下5个维度： 第一维度，个人身份的认同，具体来说就可以分为个人主义文化和集体主义文化两大类。个人主义文化的主要特征有：1.关键单位是个人。个人主义文化重视个人自由。2.对物体空间和隐私有更高的要求。3.沟通倾向于直接、明确和个人化。4.商业看作是一种竞争性的交易。集体主义的特征有 1.关键的单位是集体。个人的行动和决策的起点是群体。2.空间和私隐都没有关系重要。3.沟通时直觉式的、复杂的和根据印象进行的。4.商业是相互关联、相互协作的，认为促成结果的是关系而不是合同。以美国文化和中国文化为例，美国文化是具有典型的个人主义色彩，中国文化具有典型的个人主义色彩。 第二维度，权威指数，指国家或社会与人之间的平等程度。具体来说就是高权距离文化和低权距离文化。高权文化往往会导致沟通受到各种限制，因为高权力距离文化倾向于具有严格的层级权力文化结构，下级往上沟通会严重受阻，著名的“玻璃天花板”现象描述的就是在高权距离文化的影响下，组织对外国工作者的排斥。相反，在低权力距离文化影响的组织中，有权力和没权力的人之间的距离更短，沟通可以向上进行叶可以向下进行，更倾向于扁平化、和更民主的层级结构。低权力距离文化正趋于发展的趋势。 第三维度，性别角色权利。具体来说就性别角色在事业、控制和权力的控制程度。 第四维度，对时间的态度，这侧重于区分对目标的长期投入或短期投入。以美国和日本为例。美国喜欢把经商比喻为“打猎”，日本则把经商比喻为“种植水稻”。这可以看出，美国侧重于短期投入要立竿见影的效果，日本则侧重于长期的投资来获取长线的发展。 第五维度，对不确定性的指数。不确定性指数高的国家对含蓄和不确定性因素的接受和容忍程度高，具体体现在法律发条的伸展度等地方。不确定性指数低的国家，对事物的要求高度精确，喜好制定严格的标准和法律。 在现实交流中，这五个维度往往不会单独出现，而是交叉混合，这也和文化的一体性和交融性有着密切的关系。 综合的来说，我们常遇到跨文化沟通障碍有以下几种： 1.自我文化中心主义。这种障碍原因在于，在与人沟通时，习惯性的从自我的文化观念、价值观念、道德体系作标准来看待他人的行为。这种障碍通常会造成漠不关心距离，例如对沟通对方的要求（如特殊的节假日不工作）不加理睬；回避距离，例如因不了解对方的文化礼仪而回避与沟通对方的交流；蔑视距离，例如因不了解对方的宗教生活而对他的行为就行无理干预与批评。 2.文化霸权主义。在进行跨文化沟通时，沟通双方的地位往往不平等。处于

跨文化交际案例分析

跨文化交际案例分析 LEKIBM standardization office【IBM5AB- LEKIBMK08- LEKIBM2C】

Case Study 1 Age and Status 两位同事的矛盾使一家数据处理公司的总经理遇到了麻烦。一方是一位踌躇满志的法裔加拿大小伙子，另一方是一位有特许签证的年长的中国女性，而此前两人确实很好的合作伙伴….. Case description: A manager in a data-processing company was having difficulty dealing with a conflict between a young, ambitious French Canadian male and his co-worker, an older Chinese woman who was on a special visa from China. She had recently become uncooperative and had made it clear to the manager that she would not be willing to travel to the capital with her co-worker to hold discussion with legislators about a new product with great enthusiasm. When the manager asked her what the problem was, he received no clear explanation. When he asked her co-worker, the young man had no insights to offer. The young French Canadian was clearly annoyed, however, that the Chinese woman was refusing to share her data with him. That meant he couldn’t make the presentation to the legislators because she had all the key data on her computer disks. The manager repeated questions to her but her “problem” got nowhere. So he changed his approach. He began explaining his concerns, as manger and as spokesperson for the company, about the upcoming meeting with legislators. His explanation about his position was unemotional. In that climate she then felt she could explain her position. She revealed she felt that that as an older, and to her mind, more senior person, she should not be sent to the capitol with a younger employee who would do the presentation of material she had worked hard to develop. That would diminish her status, she felt. The general manger knew the root of his headache. Questions: 1．What do you think caused the conflict? 2. What would you do to resolve the conflict if you were the general manager? 矛盾冲突 这位年长的中国女士投入极大的热情和精力开发产品．却在最后的关键时刻拒绝与年轻的同事一同去向议员做推介：当经理和同事问其原因．她并未做任何明确的回答：而当经理改变策略，不再直接询问原因，而是迂回地讲起自己的困境时，她才道出自己的顾虑。在这位资深年长的中国女士看来，同一位比她年轻的同事一同去国会，并且由对方来做推介会影响到她的地位和威信，因此她无法同意： 原因分析 造成这一矛盾的文化因素有两方面．对地位、年龄的不同态度以及这种不同的表达方式。人对权力的认识因文化背景的不同而不同。根据霍夫斯特的调查研

新编跨文化交际英语教程_参考题答案Unit_3

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 knowing 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?

《跨文化沟通》作业评讲

《跨文化沟通》作业评讲 根据重庆电大制定的教学实施意见和本课程考试要求，为帮助同学们学习和跨文化沟通的理论知识、培养沟通能力和技巧，本课程的作业都采用主观性问题。下面就作业要求作一些简单提示提示内容来自重庆电大），供同学们完成作业时参考。 跨文化沟通作业（1）讲评 论述分析：请看下面的一段话，并按照题目要求进行回答。 在奥地利工作的美国子公司人员有时误认为奥地利人不喜欢他们，因为奥地利人对他们总是一本正经。殊不知，奥地利人不象美国人那样随便，待人直呼其名。由于文化习俗不同，海外子公司人员之间产生误解在所难免。许多美国人不理解，为什么法国人和德国人午餐时喝酒?为什么许多欧洲人不愿意上夜班?为什么海外子公司要赞助企业内的职工委员会或向当地幼儿园教师捐款?对美国人来说，这些活动纯粹是浪费，但对于熟悉当地文化的人来说，这些是非常必要的。 一般来说，在不同文化的融合过程中，会由于以下两个因素而受到阻碍。 一、人们不能清楚地认识自己的文化。有句古诗说：“不识庐山真面目，只缘身在此山中”。人们之所以不能真正的认识自己的文化，也是因为他们总是身处于自己的文化之中。由于从小受到特定文化的熏陶，使其认为在其文化背景下发生的事都是理所当然的，是一种世人皆知的道理。当问起他所处的文化有何特征，有何优缺点时，从未接触过其他文化的人是回答不出来的。他们只能说，从来都是这样。并且，当遇到文化差异时，他们就会用自己认为正常的标准去判断，而对其他的文化标准大惑不解。 如果把其他的文化拿来做比较时，这些问题就可以迎刃而解了。没有比较就没有不同。如果我们不能很好的了解自己的文化，也就无所谓进化。因为我们总是认为自己是对的，而无视其他文化的优势之处。因而也就不能从其他的文化吸取有利于自己发展的东西。 二、对其他的文化认识不够。同样的道理，当我们对其他的文化不能很好的理解时，也会对文化的融合造成障碍。如前所述，当外来文化有利于本土文化发展时就会被吸收。要想达到文化融合就要首先发现外来文化有无有利之处。如果对外来文化的理解上发生扭曲，或者了解片面，就不能公正地判断其是否有利于自身的发展。如果一种优势文化被理解为对其有威胁，它很可能就会被拒之门外。 但是由于我们习惯于从自己的文化角度去审视其他的文化就不会很全面。所以在理解其他文化时应该换个角度，从另一个不同的参照系去理解，并且要对其他文化采取一种超然独立的立场，给与足够的重视认识。 问题： 1、为什么会存在文化差异？ 2、文化差异对于沟通有何影响？

跨文化交际case参考

Unit 1 Intercultural Communication in the Global Context Case 1(P11) 1.What do you think are the reasons for young people?s yearning to be a celebrity today? As humans we naturally measure ourselves to those around us, but now we live in a global village we are comparing ourselves with the most significant people in the world. In the past being a lawyer or doctor was a very reputable profession. But today, even high achievers constantly fear that they are insignificant when they compare themselves to success stories in the media. 2.How can today?s people find their own self-worth and real meaning of life? The remedyis a process that he calls “active self-acceptance” through a sustained quest（持续探索）for self-knowledge through life. And People need to invest as much time in developing their worldview as their careers. Case 2 1. Why was the Dutch technology manager so shocked? The Dutch manager was shocked because he thought he hadn’t told the te am to build it in a certain way, he simply had asked if it could be done! He had never questioned the way in which he communicated to the head of his technology group. In fact, he thought he had been asking simple questions, almost making idle conversation, and never considered that because he was the boss, his Indian employee would do as he asked. He expected that the technology design team would counter with another recommendation if his idea was inappropriate. 2. How could such misunderstandings in this case be avoided? Both the Dutch and the Indian teams needed to have a better understanding of the culturally based expectations of each group. Case 3 1. What has modern technology brought about to people today? Advances in information technology are bringing about changes in contemporary society that pose new situations requiring intercultural communication expertise. Technology has enabled ordinary individuals to quickly organize themselves around a common interes. 2. What are the advantages and disadvantages of modern technology? Rather than moving the global community toward the single, homogenized culture decried by many globalization opponents, technology is actually providing a means to reaffirm and extend cultural awareness, identity, and practices. Media technology plays an important role in modern society whether it is political, economic or cultural Case 4 1. Why did Mrs. Nimos hesitate when the Japanese young man asked about her age? In western countries where privacy is greatly valued, age is something that is considered rather private. Asking about the others’ age, especially in this case on their first meeting, is rather impolite.However, age is an important factor in situat ing a person in the Japanese cultural hierarchy. 2. What is the Ch inese perspective concerning people?s age? In China, age is important. However, when communicating with family members generation becomes an important factor that overrides age. Even if they have the same age, the one belonging to the younger generation must address the other with the respect accorded to the older generation in the family. If they are the same generation, they can communicate as peers. Case 5 1. Why did Mr. Richardson leave an impression of insincerity on Mr. Wong? “We must get together and have lunch sometimes” issignals that the person who says it thinks that the encounter should be ending soon. So it can call a “pre-closing.” While it does contain the vague idea that a subsequent meeting would be desirable, it does not in any way commit the speaker or the hearer to such an arrangement. However, to Mr. Wong, it sounds like an invitation. 2. Do people always mean what they say? Give Examples. Similarly, “See you later” does not commit someone to a later meeting. It would be very odd if, i n response to this utterance, the hearer were to take out his or her diary and attempt to set a date. Other examples are “How are you” in English and “Have you eaten?” in Chinese, both of them are typical greetings, which do not require the hearer to give specific answers. All of them just serve as lubricants to move the conversation forward. Case 6 1.Why does Fiona feel exhausted in America and want to return to Australia? When people come into a new culture, they have to make many small adjustments in a short period of time. Each adjustment causes a little bit of difficulty, but the stress adds up to a point where people become frustrated and begin to complain about their life in the other culture. 2.What do you think Fiona should do to make herself adjusted to her life in American? However, she should know that this is only a necessary period of culture shock, requiring her to make some adjustment. She is likely to have experienced some cultural differences and will be more willing to take them seriously. Unit 2 Understandings of Culture and Communication Case 1(P41) 1.Why did the Chinese young man leave the company?

跨文化交际案例分析(共7个)

《跨文化交际学概论》第七章社会交往五、宴请招待p132 Case One: Setting Rules for a Guest – American Hospitality 案例： When Zhang Tao traveled in America, he lived in the home of his American friend, Bill. Once after he had traveled back, he found Bill was in a bad mood. When he asked what the problem was, Bill told Zhang Tao that his son Adam got furious about the noise Zhang made when walking upstairs and also because he was using too much water in the solar powered shower and Adam had to have his shower in cold water. Bill told Zhang Tao that he should walk more softly in future, and have a fast shower to save water. Zhang Tao felt uneasy. How could the host set such rules for his guest! Question: Why did Zhang Tao feel uneasy? 分析： 1) In China, when people host someone, they put the guest in the place of honor to show hospitality. They try to take care of the guest，and try to make the guest feel comfortable and at ease. 2) In America, people tend to give the guest great freedom and treat a guest more casually, naturally and truthfully. 3) Zhang Tao knew he was a guest, and thought in terms of Chinese expectations of hospitality. He thought Bill should treat him courteously instead of setting rules for him. 4) Since Zhang Tao lived in American surroundings, he should have known about the customs there sooner. Case Two: 案例： Lin had traveled 20 hours from Beijing to New York. He needed a good meal. His American friend, Mike, met him. But Mike only offered him a plate of roasted chicken and a glass of orange juice. Lin was used to having a main course, and asked Mike if he had any rice. Mike said he only had fried noodles, and Lin had to make do with it. Though Lin knew Americans didn’t care very much about what food they ate, he still felt surprised because he had taken Mike to the most famous duck restaurant in Beijing -- Quanjude -- when he arrived in Beijing. Question: Why did Lin feel surprised? Offer some advice to him about adjusting to his new environment in America.

跨文化沟通

跨文化沟通 姓名：楚辰玺学号：15120299 案例的选择是一个叫做万里的土耳其学生，是我同学的好朋友，所以平时也有接触。他在中国呆了一年，然后走了，现在又在波兰求学。原来我问他说，为什么要离开中国呢。因他是一个熟练掌握七种语言的人，所以我很佩服他。也很不解。他说因为感觉在中国的生活很难受，感觉自己时时刻刻都很委屈。 后来他给我举了个例子，比如他问中国同学，你想要些什么，或者，你会争取奖学金么，或者是他作为领导问自己的手下，你的目标是什么。而以上种种给他的回答大多是摸棱两可，不置可否。后来我通过《跨文化沟通》一书中的高低语境解答了我的困惑。他的本意只是直来直去，比如他只是想知道自己的手下想要到达一个怎么的高度，或者有什么目标。但是他很直白，不含蓄。所以属于低语境的对话，而中国的文化，众所周知，属于高语境文化，是比较含蓄，委婉。他在这样的环境中会觉得自己是被排挤，被隐瞒的一方，觉得中国的人们不够坦诚，给他的印象很不好。i 我问他对于直接询问、回答和间接的委婉的询问和回答在他看来有什么区别，也就是我们所说的高语境文化和低语境文化。他说为什么不直接说呢？他表示不解，觉得即使说错了或者有冒犯也会得到原谅，不会为人们在意。我觉得这里有着中外文化交流之间冲突的一个矛盾点，中式的对话和交流相处在高语境文化下的重要因素是害怕受到惩罚，或者说有规则的舒服，也就是万里经常说的不自由，我认为是谨小慎微，超出了谨慎的程度，成为了一种惯例。 为了了解外国人与中国人的对话，我要了几张他和中国朋友的对话截图。因为万里是去过三个大洲，25个国家，他像我的朋友发出邀请，说一起去欧洲，我朋友是个女生，然后他说可以住在他家里。当时我还记得我朋友的男朋友很不开心。所以对于在我看来他们的思想和行为都是很自由的。他们更注重个人的发展，而不是集体主义。这个论据的寻求在BBC 的一个纪录片《中国老师来了》。着重体现了英国的教育制度与中国传统的教学制度的不同，比如对于纪律的要求，对于整齐划一的广播操的要求。都体现了在中国的教育体制传输的一种集体主义思想。 他们自己会更注重自己个人的发展，比如万里不舒服就很毅然的离开，他对这里的环境虽有眷恋但是并不可以影响自己的追求，还有他去过25个国家，对于自己的国家也没有很强烈的集体主义感。对于个人的发展要求和对自己的愿望的实现更迫切一些，对于一些对于个人无意义的比如集体的跑操活动，还有课堂上的一些硬性要求，为了培养中国学生的整齐划一的执行能力和集体主义的归属感。 在我咨询万里为什么离开中国，他的陈述中有一个高频词汇“自由”，他认为在中国的各种生活都不自由，在他看来，是一种思想自由和行为自由的不想当。他的想法中，除了早操还有固定的上课模式、固定的强制参加的活动、对于体测的要求等等。 而且在我对于所看到聊天记录的分析，他是一个很会适应当地的生活习俗的人，比如节日，前几天，十二月三十一号晚上，他给我的朋友发了元旦快乐。当时的对话是这样的。万里说：“新年快乐”我的朋友W说：“万里！新年快乐!你那里几点了。我这里11:41了。”万里说：“这里还是四点多，还有很长时间，但在中国已经新年了。”W说：“你能想到我，我很开心的。”万里：“嗯，当然想到你。我们是朋友。”加重语气又说：“好朋友。”这里的好朋友三个字引人深思，我朋友和他的交流的时间并不长，也是之前上过一节课，然后在一个小组，所以有了一定的交流。 在这里我想起上课时结合教材老师讲到的，外国学生对于在学校交流的伙伴，在课后就不管不顾不问候，所以这里有些许的疑问，所以我在询问他，是否真的是这样，对于你们在课

跨文化交际案例 Intercultural Communication—Case Studies

Course: Intercultural Communication—Case Studies Textbook: Self-compiled handouts Objectives: This curricular module prompts students with the salient issues related to intercultural communication (1CC). Its main focus is on discussions of major problems arising from ICC. During the course the students are exposed to a large variety of cases, taken from up-to-date documents. The goal is not only to build up students' knowledge of ICC, but more importantly to increase their cross-cultural awareness. The course intends to be instructive, practical and enjoyable. At the end of this course, the students will be able to 1. deepen their understanding of major ICC principles; 2. become familiar with differences in Chinese and American cultures; 3. experience conflicts and controversies in ICC; 4. enhance their abilities to analyze ICC phenomena; 5. improve their ICC competence. Topic Areas: Values: 1. Friendship 2. Ethics 3. Individualism & self-reliance 4. Privacy 5. Equality 6. Attributes 7. Time & space 8. Competition & cooperation 9. Volunterism & philanthropy Daily life: 1. Lifestyle 2. Family & marriage 3. Entertainment 4. Holidays & travel 5. Art & architecture 6. Science & technology Social life: I. Education 2. Religion 3. Political systems & law 4. Minorities 5. Prejudices &stereotyping 6. Building bridges Assessment: The students will have one assignment for this course. The assignment should center on one of the particular ICC issues covered in the course. They are supposed to address the topic on the basis of theoretical analysis applying the knowledge, principles, as well as strategies obtained during the course. The assignment should run approximately ten pages long, with an abstract, key words and a list of references in the APA format. It must be double-spaced, using Times New Roman (12). Reference: 1. Larry A. Samovar. Communication Between Cultures Foreign Language Teaching and Research Press, 2000 2. Dou, RQ, Qian DX, Li BX. Selected Readings in Intercultural Communication Xi‘an Jiaotong University Press, 2004 3. Jia Yuxin. Intercultural Communication Shanghai Foreign languages Education Press, 2003 4. Yao Baorong. Han Qi, Wang Tao. Chinese Society and Culture Shaanxi people‘s Publishing