跨文化交际unit答案

Unit 1

Communication Across Cultures

Warm Up

Questions

1. Why is it difficult to explain to a blind person what colors are

2. Do you sometimes find it hard to make yourself properly understood by others If you do, why do you think it is hard

It is very difficult for people to understand one another if they do not share the same experiences. Of course, we all share the experience of being human, but there are many experiences which we do not share and which are different for all of us. It is these different experiences that

make up what is called ―culture‖in the social sciences － the habits of everyday life, the cues to

which people respond, the automatic reactions they have to whatever they see and hear. These often differ, and the differences may introduce misunderstandings where we seek understanding.

Reading I

Intercultural Communication：An Introduction

Comprehension questions

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

This is still powerfu l in today‘s social 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. Whats the difference between todays 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 ones 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.

Discovering Problems: Slim Is Beautiful

Questions for discussion

Which do you think is the mark of beauty, thin or fat Why is it often said that beauty is in the eye of beholder

One sociologist once said that with the greater influence of American culture across the world, the standard of a beauty is becoming more and more Hollywood-like, characterized by a chiseled chin and a tall, slim figure. One can see such beautiful images in almost any American movie. We Chinese also share the notion that the standard idea of beauty includes being tall, thin, and light skinned. It seems that with the process of globalization, eastern and western beauties look more and more alike.

But we have to remember that the definition of beauty differs from culture to culture. For example, Hispanic standards of female beauty are to have big hips, a moderate tan, and a short height. As is described in the article, in southeastern Nigeria, Coca-Cola-bottle voluptuousness is celebrated and ample backsides and bosoms are considered ideals of female beauty.

What‘smore, the ideal standard of beauty varies from time to time. For instance, during times

of famine, the ideal standard of beauty for women is a much larger body size. Larger size and more body fat may reflect one‘s status; for it suggests that the person is well fed and healthy. Thinness then would reflect malnutrition. However, during times of plenty, plumpness is not a reflection of

status. People may easily associate fatness with hypertension, heart disease or other potential diseases. Likewise, during eras in which lower-class labors had to toil predominantly outside for hours a day, tanned skin was an indication of lower status, and therefore the ideal standard of female beauty was very pale skin; women during those times actually used a lot of white powdered cosmetics to exaggerate the paleness of their skin. Now, however, tan is a reflection of having more leisure time spent on seashores instead of working in an office all the time, and therefore it may suggest higher status, so women strive for darker skin tones.

It is true that beauty is in the eye of the beholder because people of different cultures and in different situations may have different ideas about what is beautiful and what is not.

Group Work

First share with your group member whatever experiences you have had in communication events that can be considered as intercultural. Then work together to decide whether each of the following cases of communication is possibly intercultural or not and, if it is, to what extent it is intercultural. Try to place all the cases along a continuum of interculturalness, from the most intercultural to the least intercultural.

All the cases may seem to be intercultural but they differ in the extent to which they are intercultural. However it may be very difficult for us to place all these cases along a continuum of interculturalness from the most intercultural to the least intercultural, for many other factors have to be taken into consideration if we have to decide which is more intercultural than another. For instance, whether communication between a male manager and a female secretary is intercultural or not and, if it is, how intercultural it may be, may depend on the cultural and social

backgrounds of the two persons. If they are from drastically different cultures, communication between them is surely intercultural and may be very intercultural. If they are from the same culture, communication between them may be little intercultural.

The following is tentatively suggested for measuring the interculturalness of the cases of communication, and the cases are presented from the most intercultural to the least intercultural: Communication between a Chinese university student and an American professor; Communication between a Canadian girl and a South African boy;

Communication between a first-generation Chinese American and third generation one; Communication between a businessperson from Hong Kong and an artist from Xian; Communication between a teenager from Beijing and a teenager from Tibet;

Communication between a father who is a farmer all his life and his son who works as an engineer;

Communication between a software technician and a fisherman;

Communication between a male manager and a female secretary (supposing they are of the similar cultural and social backgrounds) .

Debate

The class is to be divided into two groups and debate on the two different views mentioned in the following on intercultural communication. State your point of view clearly and support your argument with convincing and substantive evidence.

Pro: People are people; more interactions would lead to greater understanding of each other.

（Commonality precedes）

Con: People are shaped by different environments they find themselves in, therefore, the difference overrides. (Differences precedes)

Possible Arguments for Pro:

1. Human beings tend to draw close to one another by their common nature. We all share the common basic needs.

2. Rapid expansion of worldwide transportation and communication networks have made it far easier than ever before for people throughout the world to contact with one another.

3. The process of globalization may reduce the regional differences between people all over the world. We are all members of the ―global village‖.

4. Economic interdependence in today‘s world requires people of different countries to interact on

an unprecedented scale, and more interaction will result in more similarity among people.

5. More and more people from various cultures have to work and live together and they will adapt to each other to such an extent that cultural differences between them may no longer matter.

Possible Arguments for Con:

1. People throughout the world may be similar in many aspects, but differences in habits and customs keep them apart.

2. Though the basic human needs are universally the same, people all over the world satisfy their basic common human needs in different ways.

3. As our society is becoming more and more diversified, differences between people tend to grow larger in some aspects.

4. It is differences between people that underlie the necessity of communication, and it does not follow that communication which may increase the possibility of understanding between people will always reduce differences.

5. People nowadays are more likely to try to maintain their unique cultural identities when they find themselves living closely with people of other cultures.

From the two seemingly opposite viewpoints, we can learn something that we should keep in mind when we are involved in intercultural communication. First, all human beings share some common heritages

that link us to one another. To some extent, people throughout the world are pretty much alike in many aspects, and that has formed the very basis on which it is possible for people of various cultures to communicate. However, what we have to realize is that there are also vast differences between people from various cultural groups. To really understand a person whose cultural background is different from yours can be very difficult, for both you and that person may be subconsciously influenced by each one‘s own cultural upbringing. In a sense, what we should do

in intercultural communication is to treat people of other cultures both as the same with and as different from us.

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.

Writing

Read the following and then try to write a short essay on what one has to learn to get prepared for working and living in a new cultural environment.

There seems to be so much that one can do to get oneself well prepared for working and living in a new cultural environment. Apart from what is mentioned in the passage, the following may be what a person in Anna‘s situation should also try to do:

1. Learning the language that is used in the new cultural environment.

2. Learning about the history and present social situation of the area or the country.

3. Learning about the dominant religious belief and some important social customs.

4. Learning about the cultural uses of nonverbal means including time and space for communication.

5. Learning to look at things and people in new perspectives that are different from what one is accustomed to.

6. Developing a more tolerant attitude toward any unfamiliar phenomena.

7. Becoming aware that problems and misunderstandings are inevitable in intercultural communication.

8. Learning about how foreigners are usually perceived and treated by the local people.

Identifying Difference: How We Address Each Other

Questions for discussion

How do you address a friend from an English-speaking country And how should we do it if he or she knows our culture very well or if we speak Chinese to each other

Usually we can address a friend from an English-speaking country by his/her first name without mentioning his/her surname or title out of respect for his/her culture. Because people from

English-speaking countries attach great importance to casualness in addressing each other in order to form a relatively intimate and equal relationship. But if he or she knows our culture very well or if we speak Chinese to each other, we can address him/her in the Chinese way. Just as the old saying

goes, ―When in Rome, do as the Romans do‖, it‘s better for our friend to learn more about and

become better acquainted with the Chinese culture. In this way, when addressing him/her , we can add ―xiao ‖ (young) or ―lao ‖ (aged) before his/her family name according to his/her age so as to create an amicable atmosphere. We can also address him/her by using his/her title in a humorous way,

or by inventing some nickname for him or her in either English or Chinese, depending on the degree of intimacy.

Survey

Conduct a survey among some Chinese students to find how much they know about the possible cultural differences between Chinese and English-speaking people in the speech behaviors listed below.

Speech behavior China English-speaking

countries

Greeting When greeting each

other, the Chinese often begin with ―Have you eaten‖, ―Where People from English-speaking

countries usually

say ―Hello.‖

跨文化交际概论-课程各章节内容要点整理

第一章跨文化语言交际概述 第一节文化、语言和交际 一、关于文化的概念 （一）文化的内涵和特性 1、关于文化的内涵 概括地讲，文化即是人们所思、所言（言语和非言语）、所为、所觉的总和。在不同的生态或自然环境下，不同的民族创造了自己特有的文化，也被自己的文化所塑造。交际即文化，文化即交际，如果没有交际，文化是难以形成的。科学的提法是：“文化是冻结了的人际交流，而交际是流动着的文化。” 2、关于文化的特性 （1）文化由人们的内稳和外显的行为组成。 （2）文化是通过符号被人们习得和传授的知识。 （3）文化是群体行为规则的集合。 （4）文化与社会是潜在现实中两种类型或两个层面上的概念。 （5）文化是历史所衍生及选择的传统观念。 （6）文化和交际具有同一性。 （7）文化是动态多变的。 （8）文化具有选择性。 （9）文化是群体或民族中心主义的意识产物。 （10）文化是个非常复杂的系统。 （二）文化定势、群体文化、亚文化 1、文化定势和群体文化 世界上大多数社会中都可能存在着若干群体或社团，这些群体或社团对地域、历史、生活方式、世界观，以及价值观等方面的共享，使其成员形成并发展和强化了自己独特的文化和与其相关的交际文化。存在两种不同类型的文化范畴：一是全民族的文化，即整体的文化形象，二是具体的个性文化，即是按个人的社会情况或个人所属文化群体为基础的文化，有的学者把这种文化称之为群体文化或副文化。 2、亚文化与亚群体 在跨文化交际研究中，对文化分类的一种较为传统的做法是把文化分成主流文化和亚文化。亚文化是指存在于某一主流文化之中的一种非主流文化，某一少数群体的文化，这一文化中的行为模式区别于主流文化的行为模式。 二、关于语言的概念 （一）语言是交际工具 1、交际媒介 言语交际是人类社会中必需的另一种交换活动，交换的是信息、思想、情感。语言就是一个符号系统，一个人脑子里贮存了符号和符号的组合规则，他就可以和别人交际，传情达意，沟通信息。 2、符号功能 符号是用某种能感知的形式来代表某种事物或现象的结合体。符号由两个要素构成：一个是形式，必须是人们可感知的途径，如听觉、视觉、嗅觉、触觉等等；另一个是意义，即这个形式所代表的事物或现象。形式和意义结合，就成了“符号”。人类语言是一种有声语言，用声音形式来表示意义，通过听觉途径来感知和理解话语。 （二）语言是思维工具 “思维”和“思想”不完全相同：思维是人们认识现实世界的过程；而思想是人们对现实世

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.

跨文化交际答案1

大学英语跨文化交际双语课程水平测试题（一） I. Multiple Choice(20 points, 2 points each) Directions: There are some statements in this section. For each statement there are four choices marked A, B, C, D, choose the ONE that best complete the statement. 1.In the United States continues to welcome a large number of immigrants移民each year and has referred to as a melting-pot大熔炉society. This trend can reflect the theory of ___A__. A. macroculture B. microculture C. globalization D. modernization 2. A teenager dresses like and talks like a gang member but not a member of any gang. This case reflects the ___A____ characteristic of subgroup. A. deviant label B. temporality C. wanna-be behavior D. unexamined 3.When you talk with your friends about Picasso, Beethoven, you are talking about culture from ___B___ perspective. A. anthropological人类学 B. intellectual有才智的 C. social D. psychological心理 4.The dialogues at the United Nations, for example, would be termed __B_______. A. interracial communication B. interethnic communication C. international communication D. interpersonal communication 5.There is a Chinese belief that “One is good in nature with different characteristics but similar habits. However, if he is not well educated, his nature changes”. This belief can reflect that____C___. A. Human nature is evil but perfectible B. Human nature is a mixture of good and evil C. Human nature is good but corruptible容易 堕落的 D. None of the above 6.Mr. Wang, a Chinese immigrate in U.S, has adapted himself so well to American culture that he gradually lost his Chinese cultural identity. This process is called__C___. A. separation and segregation隔离 B. integration整合一体化 C. assimilation吸收同化 D. marginalization边缘化 7.Liming, a Chinese student, just began his study in a university in the United States. In his first week in U.S., he thought everything was new and exciting, and he enjoyed himself a lot. Liming is in__A___ stage of culture shock. A. honeymoon蜜月 B. crisis危机 C. reintegration再整合 D. gradual adjustment逐渐适应 8. ___C__ is the process of putting an idea into a symbol. A. Decoding B. Channel C. Encoding D. Source 9.___A__ refers to anything that distorts歪曲曲解the message the source encodes. A. Noise B. Message C. Source D. Context 10.___D__ refers to that portion of the receiver response of which the source has knowledge and to which the source attends and assigns meaning.

《跨文化交际》课程教学大纲

《跨文化交际》课程教学大纲 课程编号：ENGL2046 课程类别：专业选修课程 授课对象：英语专业、俄英双语、法英双语学生 开课学期：英语第6学期、双语第8学期 学分：2 学分 主讲教师： 指定教材：《跨文化交流入门》，浙江大学出版社，许力生主编，2004年。《文化与交际》，暨南大学出版社，胡穗鄂编。 教学目的： 目前我国经济快速增长，文化交流、旅游业蓬勃发展。江、浙、沪地区外国独资、合资企业数量增多，与国际人员的经济文化交往日益增多。跨文化交际现象已经成为苏州本地文化的一个重要方面。但是，在众多的跨文化交际中，一些人员出现文化误解，或者表现出不自信，降低了交际的效益，直接的后果往往导致经济效益的降低。苏州大学作为本地的人才高地，有责任、有条件在教学中培养学生的跨文化交际能力。我们的毕业生主要从事文化、教育、经济活动，我们的课程也应适应这社会需要，帮助学生通过知识的获取、情感的开放和技能的培养形成以自我文化又和他国文化保持一定距离的跨文化意识，也就是说一种能以局外者的眼光看待自己文化的能力；局内者的眼光理解自己和他人的文化意识；培养学生在交际中对他国文化和本土文化怀有好奇、开放和宽容的态度。从而在国际交往中提高交际的效益，提升个人的自信心。 本课程采用课堂教学、学期作业和网络平台相结合的教学形式。课堂教学采用多种教学法综合进行教学。课堂语言为英语。采用理论与实践活动相结合的方式，与学生互动探讨理论。参插角色扮演、小组讨论、全班讨论的活动方式，进行情景模拟实验、引导学生发表观点。另外有录音、录像供学生观摩讨论。学期作业的形式是一篇千字以上的论文，内容是运用学到的某些跨文化交际的理论概念对现实生活案例、本土文化和外国文化进行阐释、分析、比较和反思。学生必须自己选题、规划。文章材料包括文字、图片、音频和视频，教师的工作是建议、修改、监督和评估，创造机会，帮助学生完成学期论文。 该课程有两个网站：一个是在外国语学院服务器上的课程资源网站，网站上有该课程的教学大纲、进度表、备课教案，另设有通知板、网上跨文化交际咖啡俱乐部、学习工具等帮助学生完成科目的服务性网站。另一个网站是新浪博客上的学期作业网站。所有学生的学期作业从开题、大纲创建开始，就直接与课程教师、同班同学见面。所以，学生论文的完成过程，也是教师不断地修改、同学建议、学生本人反馈、修正的过程，直至最后作业完成。 此外，该课程联系了国外大学跨文化交际专业的师生，进行网络实时联合授课，每学期四次，让师生们有真实的跨文化交际体验。 此教学设计的目的是提高发挥教师的主动创造性，提高学生的学习动机、发展他们的自主学习能力，培养具有开阔视野的具有跨文化交际意识的外语专业人才。 考试方式： 学期论文（7０％）（课本内容）＋平时成绩（3０％）（上课讨论发言、出勤率、网上参与率） 第一课Communication in Global Village 课时：第一周，共2课时 教学内容Introduction to Communication

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

(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

《跨文化交际》课程教学大纲

《跨文化交际学》课程教学大纲 一、课程简介: 课程代码课程名称：跨文化交际学课程属性：公共必修课 学时：36 学分：2 课程内容： 《跨文化交际学》的主要内容是对中国文化和西方文化进行介绍并作对比研究, 授课内容主要涉及语言,文化和跨文化交际的话题。该课程有助于增强文化差异的敏感性，增强跨文化交际意识，有助于学生跨文化交际能力的提高。 二、课程教学大纲 《跨文化交际学》课程教学大纲 1、课程说明 该课程旨在扩大学生的知识面，对西方文化的不同层面有所了解,以提高学生的交际能力。在传统的教学中, 人们往往忽视文化的重要作用, 只注重语言能力的培养而未能顾及交际能力的提高。近年来国内学者认识到外语教学必须引进文化知识的对比，训练学生灵活运用语言知识, 更好地与外国人沟通, 减少和避免误解。该课程教学要求学生提高对文化差异的敏感性, 更有效地与外国人进行交际，为学生跨文化交际能力的提高奠定基础。 2、教学对象 全校本科学生 3、教学目的 该课程教学重点在于培养学生对英语国家文化的了解及跨文化交际意识, 提高驾驭英语语言的能力, 从而使其能得体地运用语言与操英语的外国人士进行交流。该课程授课形式以讲解为主,课堂讨论为辅。教师的讲授重点是帮助学生认识中西文化的异同，分析文化差异的根源, 帮助学生深化对西方文化的理解。中西文化的差异在表层上很容易识别,但对造成差异的原因却需追根溯源。东西方在历史,思维方式以及哲学等方面的差异则是造成中国学生对西方文化不解的主要原因,也是该课程的难点。 4、教学要求： 该课程要求学生全面掌握涉及跨文化交际中的问题,关于文化的定义和模式,基础理论,

比如集体主义与个体主义。该课程还讨论语言交际中的具体问题,比如介绍与问候,词语的使用,非言语交际,价值观念,对时间,空间的看法,对教育,工作的态度, 人际间的关系, 家庭观念,以及文化冲突,文化休克等问题。最后能考试合格。 5、教学基本内容及学时安排（总学时：36） 6、各章节教学要求及教学重点 第一章跨文化交际中的问题 本章主要教学内容: 举例说明中国人与英美人士交际中存在的误解或问题。 本章教学目的及要求: 要求学生认识到跨文化交际中文化意识的重要性。 本章教学重点及难点: 交际失败的深层原因不只是语言问题,而是价值观念,经济基础,道德观念等因素在起作用。

(完整版)新编跨文化交际英语Unit1-5课后答案

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 social 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

《英语跨文化交际》课程教学大纲-

《英语跨文化交际》课程教学大纲 课程编号：1233201 课程名称：英语跨文化交际 总学时：16学时 试验或上机学时：无 先修课及后续课：先修课：涉外礼仪 一、课程说明 1.课程性质：本课程是继《涉外礼仪》之后的专业必修课。 2.教学目标及意义： 本课程是与专业基础课同时开设的专业课，旨在通过学习跨文化交际基础理论，结合涉外礼仪实践，分析跨文化交际案例，提高跨文化交际意识，并在语言学习的同时，更多关注相关国家的文化，特别是通过与本族文化的对比，提高跨文化交际能力。 3. 教学内容与教学要求： 英语专业教学大纲强调，在语言学习过程中要培养学生的跨文化交际意识，增强对文化差异的敏感性和宽容性，提高处理跨文化交际冲突的灵活性，即跨文化交际能力。 跨文化交际能力包括语言运用能力，相关国家文化知识以及相关专业的能力和交流能力。通常认为语言运用能力特指外语知识和外语技能，忽视了学习者对目的语国家的文化知识的要求，特别是灵活运用已有的本国和目的国的相同之处，相似之处和差异进行跨文化交流的能力。 交际的主要媒介是语言但语言并非唯一的媒介。诸多非语言手段，如手势，面部表情，时间和空间的使用等，都具有重要的交际功能。而任何交际，无论是语言的还是非语言的，都是在特定文化环境中进行的，必然受到该文化中价值观念、思维方式、传统习惯、交往规约等的影响和制约。因此，这些文化内涵也是交际能力的重要组成部分。 不同文化之间，在方方面面都存在明显的差异。实践证明，文化背景不同的人进行交际时，这些差异常常成为障碍。要减少此类交际障碍，促成有效交流，跨文化意识与跨文化交际能力必不可少。 任何人都生活在特定的文化之中，思想、语言、行为等都受到该文化的影响与支配。 文化意识即指对此有清醒的认识。跨文化意识首先涉及对文化多元的认识。对文化而言，既有国别文化的不同，一国之内亦有主流文化与种种亚文化之分，同时个体间的差异也不容忽视。因此，不能理所当然地以本文化的规则来评价不同文化背景人的交际行为。 其次，不同文化间既有异（个性），也有同（共性），要辩证的看待文化。另外，应该树立文化平等观。文化没有高低优劣之分，跨文化交际目的是理解和沟通，促进各民族间的长期友谊和共同发展，在培养文化意识和跨文化意识的同时，还要认真思考汉语与英语文化在主要方面的异同之处，分析跨文化交际中可能出现的问题及其对应策略。 本课程以语言学习为前提，强调在语言学习的过程中提高利用外语进行跨文化交际的能力，通过对交际与语言，语言与文化，文化与价值观的学习和讨论，提高跨文化交际意识；通过对文化现象的思考和讨论，反思语言学习过程，增加对文化差异的敏感性； 通过课堂活动和案例学习，提高跨文化交际意识和能力，达到有效交流的目的。 4. 教学重点和难点： 本课程内容包括：交际与文化，语言与文化，文化与价值观，语言交际和非语言交际，

跨文化交际教学大纲

《跨文化交际》 课程教学大纲 课程名称：英语教学论 课程类别：专业必修课 考核类别：考试 适用对象：本科 适用专业：英语 总学时、学分：36学时2学分 一、课程教学目的 该课程旨在扩大学生的知识面，对西方文化的不同层面有所了解,以提高学生的交际能力。在传统的外语教学中, 人们往往忽视文化的重要作用, 只注重语言能力的培养而未能顾及交际能力的提高。近年来国内学者认识到外语教学必须引进文化知识的对比，训练学生灵活运用语言知识,

更好地与外国人沟通, 减少和避免误解。 二、课程教学要求 该课程教学要求学生提高对文化差异的敏感性, 更有效地与外国人进行交际，为英语专业课程的学习和翻译实践能力的提高奠定基础。 三、先修课程 跨文化交际是英语专业的必修课, 是在完成了精读、泛读、综合英语、写作等基本技能训练后开设的，旨在增强文化差异的敏感性，增强跨文化交际意识，有助于英语专业课程的学习和翻译实践能力的提高。因此，学生先期完成英语听说读写等技能训练基本课程，如《基础英语》、《英国文学选读》等课程。

四、课程教学重、难点 该课程教学重点在于培养学生对英语国家文化的了解及跨文化交际意识, 提高驾驭英语语言的能力, 从而使其能得体地运用语言与操英语的外国人士进行交流。教师的讲授重点是帮助学生认识中西文化的异同，分析文化差异的根源, 帮助学生深化对西方文化的理解。中西文化的差异在表层上很容易识别,但对造成差异的原因却需追根溯源。东西方在历史,思维方式以及哲学等方面的差异则是造成中国学生对西方文化不解的主要原因,也是该课程的难点。 五、课程教学方法（或手段） 教学方法：以课堂讲授为主，适当组织课堂讨论，鼓励学生充分利用课外资源进行探索性、研究性学习。

《跨文化交际》教学大纲

《跨文化交际》课程教学大纲 课程英文名称Intercultural Communication 执笔人：董广坤编写日期：2010-7-15 一、课程基本信息 1. 课程编号： 2. 课程性质/类别：专业选修课/ 课 3. 学时/学分：学时/ 2学分 4. 适用专业：英语专业 二、课程教学目标及学生应达到的能力 《跨文化交际》属于英语语言文学专业课程，是专业限选课。它主要介绍跨文化交际学产生的历史、原因、基本概念和理论，并从文化的要素和人的思维方式、感知、世界观、人生观等认识文化，物质文化等方面分析文化在跨文化交际中的作用，以及跨文化交流的过程及其中各因素的关系和对交流的影响。其基本内容是文化和交际、文化与语言的关系、非语言交际和教育、商务和医疗保健等语境下的跨文化交际。 在教学中突出应用为目的，以够用为度，以掌握概念，强化应用为教学重点，合理地组织教材的内容和结构，教学内容由浅入深，由易到难，使学生初步具备跨文化交际的基本理论和基本交际能力。跨文化交际是一门应用性很强的学科，因此，理论联系实际在本课程教学得到深刻体现，授课形式主要是案例分析，同时应尽量采取讲故事、问答、演讲等形式对某些专题进行讲解，以使本课程学习成为饶有趣味的学习活动。总之，通过本课程的学习，使学生了解来自不同文化背景的人们进行交流的方式、方法、提高他们跨文化的能力和技巧，为学生通过外语进行跨文化交际和有关研究打好必要的基础。 三、课程教学内容与基本要求 全书共十个单元，可分成两大部分：一到六单元为第一部分，介绍跨文化交际的理论问题：语言与文化、文化认同与跨文化交际、语言交际、非语言交际以及文化模式与思维；七到十单元为第二部分，介绍跨文化交际的实践方面：东西方的价值观及跨文化交际的社会心理、跨文化障碍、商务、管理和谈判中的跨文化交际和文化适应和跨文化能力。 （一）UNIT 1：Intercultural Communication：An Overview（第一、二周，4学时）

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。

跨文化交际课程安排

跨文化交际课程安排 Syllabus Course: Cross-Cultural Communication Studies Instructor: Prof. LI Benxian Office: Room G205 , School of English Studies Office Hours: Subject to appointment Course Overview: This course, as rudiments of Cross-Cultural Communication Studies, is about what happens when people from different cultures come together to share ideas, feelings, and information. More specifically, it addresses how cu lture influences one’s verbal and nonverbal behavior, explains why miscommunication and non-communication occur in the multicultural context. Thru the course, you are expected to acquire some concepts and learn ABC theory popular in the field. With the foundation and global view of IC, you can further explore issues related to IC such as ICC and globalization, cultural differences and reconciliation strategies, culture and confrontations between civilizations. Objectives: ◆Enable you to explore the not ion of culture and the ways it is conceptualized. ◆Familiarize the participants with the commonly used research methods and approaches in the discipline.