跨文化交际复习

1、A new broom sweeps clean、新官上任三把火。

2、Many hands make light work、人多好办事。

3、Don’t put off until tomorrow what you can do today、今日事，今日毕。

4、Kill two birds with one stone、一箭双雕/一石二鸟。

5、Haste makes waste、欲速则不达。

6、Where there’s smoke there’s fire、无风不起浪。

7、The grass is always greener on the other side of the stone、这山望着那山高。

8、Beauty is only skin deep、美貌就是肤浅得。

9、Spare the rod and spoil the child、玉不琢，不成器。

10、Give a person a dose of his own medicine、以其人之道还治其人之身。

11、Frank’s advice is like good herbal medicine: hard to take, but ultimately beneficial、良药苦口利于病，忠言逆耳利于行。

12、Even the dog swaggers when its master wins favor、一人得道，鸡犬升天。

13、You can’t have your cake and eat it too、鱼与熊掌不可兼得。

14、Speak the devil (and he will appear)、说曹操，曹操到。

15、The same knife cuts bread and fingers、水能载舟，亦能覆舟。

16、Teach fish to swim、班门弄斧。

17、Beat the dog before the lion、杀鸡儆猴。

18、Man proposes, God disposes、谋事在人，成事在天。

19、Everybody’s business is nobody’s business、三个与尚无水喝。

20、Many kiss the baby for the nurse’s sake、醉翁之意不在酒。

21、Don’t count the chicken before they are hatched、不要盲目乐观。

22、A fall into the pit, a gain in your wit、吃一堑，长一智。

23、Love me, love my dog、爱屋及乌。

24、Facts speak louder than words、事实胜于雄辩。

25、Misfortunes never come alone、祸不单行。

Case study one

If in the dining hall, a fly was seen in a glass of beer, an Englishman would say, “May I have another, please?”; a Frenchman would pour a beer out; a Spanish man would put the money on the table and leave without a word; a Japanese would summon the manager and criticize, “Do you do all your business like this?”; an Arab would give the beer to the waiter and say, “I’ll buy you a drink、”; and the more humorous American would say to the waiter, “Please serve the fly and beer separately、”Question: What do their different reactions toward a fly in a beer reflect? Answer: The case above shows that social interactions may vary greatly owing to different cultural backgrounds、In this case, people’s different reactions toward a fly in a beer reveal not only their individual personality but also the orientation of their nation’s mainstream culture, e、g、the English’s seriousness, the French’s arrogance, the Spanish’s generosity, the Japanese’s critical approach, the Arab’s sarcasm and the American’s humor、

Case study two

Bart Rapson had brought his family to the Philippines on a job assignment for a multinational corporation、Since the Philippines is largely Catholic, it was easy for Bart to place his 7-year-old daughter in a Sunday school class that would prepare her

for her First Communion(首次领圣餐仪式)、As the day approached, Bart planned for an after-church party, inviting colleagues and their families from work、Manuel, one Filipino colleague, to whom Bart felt especially close, kept putting off an answer to Bart’s invitation, saying neither “yes” or “no”、Finally Bart said, “My wife needs to know how many people to cook for、” Still not giving a yes or no answer, Manuel later called and said that he would be attending a different party that would be attended by other Filipinos、

Bart was quite upset、He complained, “If this is supposedly a Catholic country, why would they not place a value on this? Why would he turn down a once-in-lifetime gathering, my daughter’s First Communion, to go to a party with friends he admits to seeing all the time?” After the party, Bart was merely cordial to Manuel---there were no longer any indications of friendliness、Manuel was puzzled, and had no idea what the problem was、

Question: If you were the director and chosen to mediate (调解) this situation, what would you do to ensure not to offend either party? How would you explain Bart’s behavior to Manuel? How would you explain Manuel’s to Bart?

Answer: For Americans, knowing how many people will attend a gathering is one of the key priorities, as it helps the host to prepare properly、However, to Filipinos, the number of guests is not very important, they usually prepare more food than enough and would not mind if there were leftovers、As well, Filipinos prefer to be together with people they know well、In addition, in the Philippines, the First Communion is not as important as the party that follows、The main problem in this case is Manuel’s ignorance of American customs、He did not realize that Americans pay great attention to important social gatherings, especially when their children are involved、

Case three

It is said that in Rome, in front of a shoe store, there was such a sign to attract English-speaking customers: Shoes for street walking、Come in and have a fit、The sign caught the attention of many English-speaking tourists, but not to look at the shoes displayed in the windows, but to read the sign and then break out into laughter、

Question: Why did the Italian shop owner make such a blunder?

Case analysis: The problem resulted from the misunderstanding of the idioms “a street walker” and “to have a fit”、They are almost impossible to understand from the meanings of the individual word、In this case, the Italian shop owner did not realize that “a street walker” means a prostitute, while “to have a fit” does not mean to have a try, but to become suddenly and violently angry or upset、No wonder the amusement and laughter!

Case four

Mark had recently moved from Denmark to Sydney to work as a salesperson for a large Australian company、After three weeks, he was invited to join a local club、During the first few weeks at the club, Mark would either stand in the corner talking with someone or sit on a sofa listening to other people talk and chat、As time went by, he came to know most of the club members and seemed to enjoy talking with

them、One day, at an evening party, one of the female members approached him、Mark immediately showed his interest by talking about the atmosphere of the party、At first, the conversation between them seemed to go quite smoothly, but as it progressed, the lady seemed to step further and further away from Mark as he had been gradually moving closer to her、The lady obviously seemed uncomfortable、As Mark was about to ask her questions regarding Australian social customs, another man standing nearby directed a glance toward the lady、She excused herself and went to talk with that man, leaving Mark standing alone and wondering why their conversation had come to such a sudden stop、

Question: Why did that woman suddenly stop talking with Mark and turned to another man?

Case analysis: This is a typical case of misunderstanding caused by different perceptions about body distance、There is a lot of evidence to show that body distance varies with different people, different circumstances, and different cultures、In Denmark, at a formal event, the intimate space is usually between 20 to 30 centimeters; while in Australia, such an occasion requires a body distance of 40 to 50 centimeters、Therefore, when a Dane talks with an Australian, the problem arises: the Dane is accustomed to a close distance while the Australian is comfortable with a great distance、In this case, Mark, by trying to establish his normal intimate space, infringed on the Australian lady’s space、Because of this, she felt somewhat threatened and lost her sense of comfort、At that moment, the nearby man offered her the opportunity to excuse herself from Mark、If Mark had had some knowledge about the expected personal space for Australians, the encounter might have been totally different、

Case five

Katherine came to Beijing in 1998 and found a job as an English teacher in a foreign language institute、Soon after her classes began, she found that her students showed no interest in her teaching style、Quite a few of them avoided attending her class、She was feeling quite upset and discouraged so she decided to ask the Director, Prof、Wang, for help、Prof、Wang reviewed his timetable and suggested they meet at ten o’clock on Thursday morning、When Thursday came, Katherine arrived at Prof、Wang’s office at the exactly ten o’clock finding him talking with another teacher in Chinese、Seeing that she had come, Prof、Wang smiled and gestured her to sit down、Katherine sat down and the professor excused himself and continued to talk with the other teacher、After five minutes, he finished his conversation, and apologized to Katherine, and began to focus his attention on her situation、Prof、Wang showed great concern and asked her what the problem was、Just as she was discussing her problem, another Chinese teacher interrupted, with a form that required the Director’s signature、The Director smiled, apologized to Katherine again, and turned to talk with the Chinese teacher in Chinese、Katherine became impatient, and wondered why their discussion should be interrupted since she had made an appointment、Also, she was upset and frustrated that they continued to speak Chinese in front of her、Although their talk continued, she was apparently unhappy about what had happened、

Questions: How would you explain the Director’s behavior toward Katherine? How would you make the Director understand why Katherine felt frustrated and angry? Case analysis: This is a typical cultural clash between Chinese and Westerners、There is a great difference in the concept of appointment and its behavior pattern in different cultures、To Americans, an appointment is a confirmation to meet at a precise time、If an appointment is scheduled, both parties should respect the appointment time、For example, if a professor makes an appointment with a student at a certain time, it should not be interrupted by other things or people、In addition, Westerners are good timekeepers; they adhere strictly to schedules、However, Chinese view appointments in a more flexible manner、They are more casual about commitments、This difference in attitudes toward appointment was the root of Katherine’s unhappiness、Since the Director made a ten o’clock appointment, he should have tried to avoid any interruption、However, when Katherine arrived on time, the Director was still talking with another teacher、When their meeting finally began, it was interrupted again、There is no wonder Katherine became frustrated and angry、

Case six

In 1987, a delegation consisting of four Chinese English experts went to Pingyong Foreign Language University to train faculty to be top-level simultaneous interpreters for the 13th International Youth Festival、Of the four experts, two were men and two were women、The two men were dressed in suits with ties and the two women were typically dressed in trousers and their typical business clothes、An authority from Pingyong Foreign Language University and two Korean interpreters greeted them at the Pingyong Railway Station、Surprisingly, while exchanging a few formal remarks, the two interpreters’ eyes constantly observed the two Chinese female teachers’ trousers、The younger teacher, sensed something and repeatedly checked their trousers and shoes to see if they were dirty or marked、About half an hour later, they arrived at the hotel where they would be staying during their mission、The two interpreters showed each of them to their rooms to give them an opportunity to freshen up before the formal introductions、In a couple of minutes, the four Chinese teachers gathered in one of the rooms, where the head of the university and the two interpreters introduced themselves further and briefed them on the training program、While talking, the two interpreters seemed to continue to study the two female teachers’trousers、At first, they thought that the Korean interpreters were too embarrassed to look straight in the eye of a woman、Later this assumption was proved wrong、The four Chinese teachers remained a bit puzzled and didn’t know what was going on…

Question: Why did the two Korean interpreters continue to study the Chinese female teachers’ trousers?

Case analysis: The conflict of the case involves a misunderstanding of what is and is not appropriate clothing to wear in the situation given、In Korea, a woman with social status will generally wear dress or skirt、Very few women wear trousers、Although people might see some women wearing trousers, they are generally common citizens of low social status、It is rare to find women of high social status,

e、g、government officials, wearing trousers、Females in high school or university all wear skirts with few exceptions、The Korean interpreters assumed that the Chinese female college teachers held high social status and should therefore wear skirts、This is why the y continued to look at the two Chinese women’s trousers、?Questions and answers:

1、What is culture?

Culture is the total accumulation of beliefs, customs, values, behaviors, institutions and communication patterns that are shared, learned and passed down through the generations in an identifiable group of people、

2、What is communication?

Communication is a process in which people attempt to share their internal states with other people through the use of symbols、

3、What are the functions of communication?

To gather information about others, help fulfill interpersonal needs, establish personal identities, and influence others、

4、What is intercultural communication?

Intercultural communication refers to communication between people from different cultural backgrounds、

5、What are the three basic aspects to communication?

Our individual personality, the culture we operate in, and the physical environment that surrounds us、

6、What are the social functions of compliments?

Creating or reinforcing solidarity, greeting people, expressing thanks or congratulations, encouraging people, softening criticism, starting conversation, or even overcoming embarrassment、

7、What is taboo?

A cultural or religious custom that does not allow people to do, use or talk about a particular thing, as people find it offensive or embarrassing、

8、What does nonverbal communication include?

It includes time language, space language, body language and paralanguage、9、What is paralanguage?

It refers to the nonverbal voice qualities such as tone, rate, pitch, volume, accents, and laughing, which interrupt or temporarily take the place of the speech and affect the meaning of a message、

10、What is body language?

Body language is a term for communication using body movements or gestures instead of, or in addition to, sounds, verbal language or other communication、

跨文化交际试题 附答案

《跨文化交际》试题（附答案） Paper 1 Communication Analysis ? The following are three different cases of cross-cultural communication. In each of the cases there is something to be improved upon. Write an analysis on what is to be desired for more successful communication or cultural understanding.? ? Question 1 Case 1: Chen Bing, a Chinese tour guide, is talking to a Canadian tourist, Luke Baines, who has no knowledge of Chinese at all. They are having dinner in a restaurant. Chen: This is Beijing duck, one of China's most famous dishes. You'll love it! Luke: No, thanks. I don't like duck. I prefer chicken.? ? Question 2 Case 2: Feng Li and Tom have been working on a scientific experiment at a British university for some months. It has not been totally successful. They are discussing the situation in the laboratory. Feng Li: I don't know where it went wrong! Tom, Don't feel so bad. Cheer up, you've done your job. Feng Li: But our experiment has turned out to be a failure. Tom: Relax for a couple of days. I'll face the music. Feng Li: Tom, we are not playing children's games here. This is a scientific experiment. Tom, I've never taken the experiment as child’ s play, and I'm playing the game. Feng Li: You say you're playing the game! It's a rather important experiment! Feng Li walks out of the Laboratory angrily. Tom is puzzled.? ? Question 3 Case 3: This is a more complex situation where there are several things that require more informed cultural analysis. Find the cultural problems and explain the cultural differences. Jim and Li Zhen were students together at Leeds University in Britain. A year later, after graduating, Jim went to Shanghai as a visiting scholar on a year’s exchange.

跨文化交际教学大纲

《跨文化交际》 课程教学大纲 课程名称：英语教学论 课程类别： 考核类别： 适用专业: 总学时、学分：36学时2学分 一、课程教学目的 该课程旨在扩大学生的知识面，对西方文化 的不同层面有所了解，以提高学生的交际能力。在 传统的外语教学中，人们往往忽视文化的重要作 用，只注重语言能力的培养而未能顾及交际能力 的提高。近年来国内学者认识到外语教学必须引 进文化知识的对比，训练学生灵活运用语言知识， 更好地与外国人沟通，减少和避免误解。 二、课程教学要求 该课程教学要求学生提高对文化差异的敏感 性，更有效地与外国人进行交际，为英语专业课 程的学习和翻译实践能力的提高奠定基础。 专业必修课 考试 适用对象: 本科

三、先修课程 跨文化交际是英语专业的必修课，是在完成了精读、泛读、综合英语、写作等基本技能训练后开设的，旨在增强文化差异的敏感性，增强跨文化交际意识，有助于英语专业课程的学习和翻译实践能力的提高。因此，学生先期完成英语听说读写等技能训练基本课程，如《基础英语》、《英国文学选读》等课程。 四、课程教学重、难点 该课程教学重点在于培养学生对英语国家文化的

了解及跨文化交际意识，提高驾驭英语语言的能力，从而使其能得体地运用语言与操英语的外国人士进行交流。教师的讲授重点是帮助学生认识 中西文化的异同，分析文化差异的根源，帮助学 生深化对西方文化的理解。中西文化的差异在表 层上很容易识别，但对造成差异的原因却需追根溯源。东西方在历史，思维方式以及哲学等方面的差异则是造成中国学生对西方文化不解的主要原因,也是该课程的难点。 五、课程教学方法（或手段） 教学方法：以课堂讲授为主，适当组织课堂讨论，鼓励学生充分利用课外资源进行探索性、研究性学习。 六、课程教学内容 Unit 1 Communi cati on Across Cultures （ 4 学时）

跨文化交际习题

跨文化交际习题

跨文化交际习题 1. 单选题：（1.0分） 在日本，喝汤时发出很大吮吸的声音会被认为是______。 A. 粗鲁而讨厌的 B. 你喜欢这种汤的表现 C. 在家里不要紧，在公共场合则不妥 D. 只有外国人才这么做 解答： B 参考答案： B 2. 单选题：（1.0分）

在日本，自动售货机里出售除下列哪一种饮料以外的所有其他饮料？ A. 啤酒 B. 加糖精的保健饮料 C. 加糖的咖啡 D. 美国公司生产的软饮料 解答： B 参考答案： B 3. 单选题：（1.0分） 在拉丁美洲，管理者______。 A. 一般会雇佣自己家族的成员 B. 认为雇佣中级家族成员是不合适的 C. 强调雇佣少数特殊群体员工的重要性

D. 通常雇佣比实际工作所需更多的员工 解答： A 参考答案： A 4. 单选题：（1.0分） 在拉丁美洲，人们______。 A. 认为交谈时和对方进行眼神交流是不礼貌的 B. 总是等到对方说完才开始说话 C. 身体接触次数比相似情况下北美商人多 D. 避免身体接触，因为这被认为是对个人隐私的侵犯解答： C 参考答案： C

5. 单选题：（1.0分） 马来西亚的主要宗教是______。 A. 佛教 B. 犹太教 C. 基督教 D. 伊斯兰教 解答： D 参考答案： D 6. 单选题：（1.0分） 在泰国______。 A. 男性之间挽手同行很常见

B. 男女之间在公共场合挽手很常见 C. 男女同行是很粗鲁的举止 D. 传统上男性和女性在街上遇见会互相亲吻解答： A 参考答案： A 7. 单选题：（1.0分） 在印度，进食时恰当的举止是______。 A. 用右手取食物，用左手吃 B. 用左手取食物，用右手吃 C. 取食物和吃都只用左手 D. 取食物和吃都只用右手 解答： D 参考答案： D

(完整word版)跨文化交际教学大纲

《跨文化交际》 课程教学大纲 课程名称：英语教学论 课程类别：专业必修课 考核类别：考试 适用对象：本科 适用专业：英语 总学时、学分：36学时2学分 一、课程教学目的 该课程旨在扩大学生的知识面，对西方文化的不同层面有所了解,以提高学生的交际能力。在传统的外语教学中, 人们往往忽视文化的重要作用, 只注重语言能力的培养而未能顾及交际能力的提高。近年来国内学者认识到外语教学必须引进文化知识的对比，训练学生灵活运用语言知识, 更好地与外国人沟通, 减少和避免误解。 1

二、课程教学要求 该课程教学要求学生提高对文化差异的敏感性, 更有效地与外国人进行交际，为英语专业课程的学习和翻译实践能力的提高奠定基础。 三、先修课程 跨文化交际是英语专业的必修课, 是在完成了精读、泛读、综合英语、写作等基本技能训练后开设的，旨在增强文化差异的敏感性，增强跨文化交际意识，有助于英语专业课程的学习和翻译实践能力的提高。因此，学生先期完成英语听说读写等技能训练基本课程，如《基础英语》、《英国文学选读》等课程。 四、课程教学重、难点 该课程教学重点在于培养学生对英语国家文化的 2

了解及跨文化交际意识, 提高驾驭英语语言的能力, 从而使其能得体地运用语言与操英语的外国人士进行交流。教师的讲授重点是帮助学生认识中西文化的异同，分析文化差异的根源, 帮助学生深化对西方文化的理解。中西文化的差异在表层上很容易识别,但对造成差异的原因却需追根溯源。东西方在历史,思维方式以及哲学等方面的差异则是造成中国学生对西方文化不解的主要原因,也是该课程的难点。 五、课程教学方法（或手段） 教学方法：以课堂讲授为主，适当组织课堂讨论，鼓励学生充分利用课外资源进行探索性、研究性学习。 六、课程教学内容 Unit 1 Communication Across Cultures（4学时） 3

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?

(精选)跨文化交际复习题

跨文化交际复习题： 1、跨文化交流障碍产生的原因有哪些？ 2、试用霍夫斯泰德的文化价值理论来分析中美课堂的主要差异及原因。 3、试分析电视剧《小爸爸》第32集中（法庭审理）体现出的主要中美文化 差异。 4、试简要叙述文化的“洋葱论”和“冰山论”。 5、请简要阐述跨文化敏感度发展模式的6个阶段。 6、非言语交流方式有哪一些？列举几个国家非言语交流方式含义的差异。 7、国际礼仪的基本原则有哪些？ 8、国际惯例、本国礼俗与入乡随俗之间的关系如何处理？请举例说明。 9、什么是着装的ＴＰＯ原则？ 10、简述男士西装与女士套裙的着装规范。 11、见面介绍与行握手礼应遵从什么顺序？ 12、名片的使用有哪些注意事项？ 13、西餐的餐桌礼仪包含哪几个方面？试简述每一方面的主要规范。 案例分析题： 一、请运用非语言沟通的知识来分析以下案例。 【案例1】 Mark因为工作的原因从丹麦搬到悉尼做销售人员。三周后，他被邀请加入一个当地的俱乐部。最初的几周里，他总是要么坐在沙发里听别人聊天，要么站在角落里与人交谈，慢慢地他熟悉了俱乐部里的所有人。一天，在一个晚间聚会上，一位俱乐部女性成员走近他，他们开始很有兴致地谈论晚会的气氛。刚开始，

谈话的气氛很好，可是慢慢地Mark发现，这位女士正在慢慢地后退。她看上去明显很不安。正当Mark想跟她谈论一下澳洲人的风俗时，一位不远处的男士看了那位女士一眼，她如释重负地走过去开始和那位男士聊起来，留下Mark一个人疑惑地站在那里。

二、请用单一制时间观和多元制时间观来分析以下案例： 【案例2】 德国外教Nowak经常去一中国菜摊买菜，因为她的摊子品种多、态度好。这天他挑好了一颗西兰花，正犹豫再买点什么，听到摊主又在招呼其他顾客，他等了一会儿。只见摊主手脚麻利地给其他两个刚来的顾客过称、装袋、收钱。好容易轮到他，摊主一边为他称菜，一边又在试图招呼其他人。Nowak不高兴地说：“我是先来的，你应该先服务好我。”摊主笑着回答：“我看你半天没吱声，以为你还想挑点什么呢。我这不来了吗？！”Nowak回家的路上，一直觉得自己在这里是“老外”，太容易被人欺负了。 三、请用个体主义和集体主义价值观来分析以下案例： 【案例3】 飞利浦照明公司某区人力资源副总裁（美国人）与一位被认为具有发展潜力的中国员工交谈，想听听这位员工对自己今后五年的职业发展规划及期望达到的位置。中国员工并没有正面回答问题，而是开始谈论起公司未来的发展方向、公司的晋升体系，以及目前他本人在组织中的位置等，讲了半天也没有正面回答副总裁的问题。副总裁有些大惑不解，没等他说完已经有些不耐烦了，因为同样的事情之前已经发生了好几次，“我不过是想知道这为员工对于自己未来五年发展的打算，想要在飞利浦做到什么样的职位罢了，可为何就不能得到明确的回答呢”谈话结束后，副总忍不住向人力资源总监抱怨道，同时受到压力的员工也向总监诉苦，“这位老外怎么这么咄咄逼人？”作为人力资源总监，他明白双方之间不同的文化背景及由此引发的不同的沟通方式引起了隔阂，虽然极力向双方辩解，但要完全消除已经产生的问题却并不容易。 四、自行寻找案例，用中西思维方式的差异分析中西写作表达习惯的差异。

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1.Three international developments have made intercultural contact more pervasive (无处不在), they are .（D ） A. new technology and information system B. changes in the world’s population C. a shift in the world’s economic arena D. A, B and C 2.___C___ has evolved that lets societies share cultural experiences with one another as films are produced and shown around the world. A. Show business B. I.T. C. international film industry D. Mass media 3.__A____ in the United States, because they have been profoundly affected by population and immigration increases, are a primary setting for domestic intercultural contact. A. Schools B. Community C. Workplace D. club 4. It is difficult to find a single definition of human communication because__D____. A. the complex nature of communication B. the issue of intentionality C. the issue of unintentionality D. A, B and C 5. To Reusch and Bateson, communication often takes place __A___. A. without awareness B. consciously C. intentionally D. deliberately 6. Which of the statements of communication is not true? D A. Communication is dynamic https://www.sodocs.net/doc/157925254.html,munication is symbolic https://www.sodocs.net/doc/157925254.html,munication is Interpretive D. Communication is static 7. Communication has a consequence means that ___D___. A. Communication is irreversible B.Our response to message does not have to be immediate C. The nature of our responses to messages is rooted in our culture D. A, B and C 8. Which of the item is not the basic component of culture? C A. Values B. Emotions C. Personality D. Attitudes 9. We learn our culture not through __D______. A. proverbs B. art C. mass media D. self-taught 10.Although many aspects of culture are subject to change, the _B______ of a culture resists major alterations. A. history B. the deep structure C. background D. tradition 11. ___C___ is at the core of intercultural communication. A. sender B. receiver C. culture D. language 12. Although cultures change through several mechanisms, which of the following item is not the three most common ones.C A. Diffusion B. Acculturation C. Invention D. Innovation 13. One of the most difficult tasks for foreigners in learning a new language is learning the _____A____ and ________ in which they are used. A. different styles, the contexts B. grammar, accent C. different styles, the speech acts D. vocabulary, the pronunciation 14. Language is accompanied by a continuous flow of nonverbal communication, which involves not only ____ but also ____ and _____.B A. the tone, gaze, posture B. the voice, the face, the body C. the pitch, gaze, gesture D. the pace, the distance, touch 15. ___B__ is the process of selecting, organizing, and interpreting sensory data in a way that enables us to make sense of our physical and social world. A. Interpretation B. Perception C. Analysis D. Understanding

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跨文化交际课程教学大纲 课程编码：03050262304 课程性质：专业必修课 课时：36 学分：2 开课学期：第6学期先修课程：英语国家概况，语言学，英美文学 适用专业：商务英语专业 课程简介：跨文化交际是商务英语专业高年级学生的一门必修课，本课程的教学目的，旨在培养商务英语专业学生在英语语言学习和应用过程中的跨文化意识，了解文化差异对交际活动的制约和影响，以有助于他们更好地在英语学习过程中发展跨文化交际能力，培养其对文化差异的敏感性，宽容性以及处理文化差异的灵活性，以适应日益广泛，深入的国际文化交流的需要。 一、课程教学目标 该课程属于商务英语专业必修课之一，通过该课程的学习，帮助学生了解不同文化的特点和交际类型，分析文化冲突产生的原因，增强学生对文化差异的敏感性，解决学生在跨文化交际中因文化的差异而产生的种种困惑，提高学生对跨文化交际及其相关问题的分析能力，逐步提高学生跨文化交际的实际能力。 二、课程重点、难点 该课程教学重点在于帮助学生认识中西文化的异同，分析文化差异的根源, 帮助学生深化对西方文化的理解，培养学生跨文化交际意识。难点在于理解东西方在历史,思维方式以及哲学等方面的所体现的差异性。 三、整体课时分配 章节序号章节名称理论学时实验学时 1 绪论 2 2 2 交际与文化 2 2 3 文化的影响 2 2 4 语言与文化 2 2 5 非言语交际 2 2 6 文化对商业语境的影响 2 2 7 文化对教育语境的影响 2 2 8 文化对保健语境的影响 2 2 9 培养跨文化交际意识 2 2 四、课程内容安排 （一）绪论 主要内容： 1．跨文化交际的概念、意义。 2．跨文化交际学的学科性质和发展历史。 教学要求：掌握跨文化交际的概念，了解跨文化交际的意义、历史、学科发展史。 （二）第一章交际与文化 主要内容： 1．交际的概念和特性。 2．文化的定义与特征。 3．文化与交际的关系。 教学要求：掌握文化与交际的概念，了解交际的特性、文化的特征，理解文化与交际之间的关系。

大学生跨文化交际 U2Pa课文翻译定稿2014

Unit 2 Passage A 1. 中国的核心价值与儒家思想有关，儒家思想的道德准则是对人际关系中道德品质的总结，孔子就用它来夫妇有别，长幼有序，朋友有信。”在两千多年的封建统治时期，统治阶级用这五伦来处理每件事，这就形成了一个分级的社会，即臣忠于君，子孝于亲的社会。 2. 在英国文艺复兴时期，人们开始强调人的尊严以及现实生活的重要性。他们提倡人不仅有享受美好生活的权利，更要具备完善自己和创造奇迹的能力。这就是人文主义的基本理念。自那以后，人们开始尊重人性，随即有发展出了我们今日称之为“自由”的思想，即民主。 3. 以美国为例，优秀的个人价值观就是独立、努力以及生活成功、个人成就与乐于助人三方面实现平衡。就社会价值观而言，美国人在这6方面领先：言论自由、个人自由、个人权利、公开争论、独立思考和。而中国的价值观则提倡努力工作、尊重学习、诚实守信、独立自由和持久忍耐。亚洲人值得推崇的6个社会价值观是社会有序、和谐一致、政府问责、开拓思路、言论自由和尊重权威。 4. 与美国人不同的是，东亚人通常更尊重权威，赞誉社会有序，可与他们一致的是亚洲人也尊重新观念，政府问责及言论自由。 5. 中西方文化的不同与个人主义和集体主体文化密不可分。 6. 个人主义就是人们注重个体、强调个体需要。一般来说，西方文化倾向于个人主义。 7. 集体主义文化即把自身当作是集体（家庭、单位、部落、国家）的一员，一般认为集体的需要高于个体。大多数亚洲文化，包括中国在内，倾向于集体主义。 8.个人主义是指在一个社会里个人权利是首要的。大多数西方人士认为每个人都有自己独立的身份和人格，这应该得到认可并强化。因此，如果不理解个人主义，则无法理解西方的文化和西方人。唯有理解了个人主义，我们才能明白西方人对家庭、友谊和隐私的看法。个人主义的核心是追求个人利益和成就，作为一项社会的基本品质，它被高度地重视，并被人们真心铭记和认真领会。 9. 在基督教的传统文化中，个人主义不但对彼此重要，而且对社会对上帝都重要。个人主义从他们的祖先那里传承下来，因而对西方人而言，个人主义不是自私而是正直。他们如此重视个人主义，以至于他们认为如果有人不去实践个人主义，那就是错的行为。“自助者天助”，从这句谚语我们可以看出西方人对个人主义的态度。可是对中国人来说，个人主义是贬义词，是利己主义，它就意味着自私的人品和散漫的纪律。 10.传统的中国信条，尤其是儒家思想，欣赏集体主义。它强调群体合作，强调个体的成功归功于单位、组织或社团全体成员的共同努力。中国人认为为了集体而牺牲个人利益是非常高尚的品质，继而谦逊待人、善解人意的品质也受到高度赞扬。 11. 让我们从这两个事例来看文化的基本差异：学校 学校的组织形式可以看出集体主义和个人主义文化的差异。例，中国的中学、甚至大学，学生通常群体组合，他们被编成班，所有同班同学学习同一课程。相反，美国高中和大学的学生都是个体的组合，他们通常根据自己的兴趣至少选择几门课程，因此他们经常到不同的班级上不同的课，也没有类似中国的“班” 12. 另一个集体主义和个人主义区别的例子就是宴会。比如，在中国，宴会通常是大家围坐在一起享受美食或观赏节目，有的观看，有的会亲自参与节目。相反，美国典型的宴会就是鸡尾酒会。在晚会中大家成双成对，或三五成群一起聊天，间或走动走动，换换聊天对象。 13.下面是西方个人主义文化和集体主义文化更具体的区别。

跨文化交际试卷1

( ) 1. There are two kinds of cross-cultural communication: unilateral communication and _________. A. successful communication B. verbal communication C. bilateral communication D. unsuccessful communication ( ) 2. When you are invited for a western meal, you’re offered a second helping , but you have already had enough. What would you say? “_________”. A. Oh, thanks. That tastes awful. B. No, I don’t want that. C. No, I don’t like it. D. That was delicious but I’ve already had plenty, thanks. ( ) 3. Most Americans see themselves as separate _________, not as representatives of a family, community or other group. A. independence B. individuals C. customers D. cultures ( ) 4. The _________ of a person is his or her family name. A. given name B. middle name C. surname D. initials ( ) 5. Unlike in China, the kin terms used for relatives do not distinguish between _________ relatives in Britain. A. internal and external B. old and young 2015年12月江苏省高等教育自学考试 跨文化交际 一、 选择题（每小题1分，共10分） 在下列各题中选出正确的选项，并将其字母标号填入题前的括号内。

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此文档下载后即可编辑 《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） 1．主要内容： 1 An Introduction to Intercultural Communication; 2 the History of the Study of Intercultural Communication 2．基本要求 了解跨文化交际活动及其研究的发展历史，掌握交际和文化的概念及特征 3．自学内容：跨文化交际活动的发展史及跨文化交际研究的发展历史 4．课外实践：无 （二）UNIT 2：Language and Culture（第三周，2学时）

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Unit1 Sportsmanship: It is the ability to practise a sport according to its rules, while also showing generosity to one’s opponent and good temper in defeat. 2. Traditionally, an Englishman is thought to be reserved, unemotional, courteous, shy of strangers, suspicious of change, and slow to accept new ideas. 3.It is the ability to practise a sport according to its rules, while also showing generosity to one’s oppo nent and good temper in defeat. Moreover, sportsmanship as an idea is applied to life in general. The pioneering spirit: Except for the brought from Africa, immigrants came to America voluntarily, early in search of greater prosperity and freedom. Rags-to-riches: It is story about a poor boy who, because he was hardworking, honest, and lucky, grew up to become rich and respected. American dream: The belief that any individual, no matter how poor, can achieve weather and fame through diligence and virtue.

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25、Guy和Mattock认为文化背景对于公司的特点以及谈判方式等具有很大的影响，你同意这种论断吗？ 26、在你的朋友中有没有在外企工作的？他们感到最不适应的是什么？ 27、外商在我国开公司办企业，他们的主要抱怨是什么？你有所了解吗？你对于这些问题作何解释？ 28、价值观是如何形成的？试举例说明。 29、价值观与社会习俗比较，哪一个更难改变？ 30、价值观在什么条件下更容易改变？试举例说明。 31、人们为什么常常会期望其他民族与自己一样？ 32、请用英语释义的词典查以下几个词并说明它们有什么区别：generalization categorization stereotype 33、我们当中有哪些刻板印象是比较典型的？试举例。 34、在和其他国家的人士接触的过程中，你感到最难适应的是什么？ 35、不同年龄段的人在对异文化的适应方面是否有区别？你认为原因何在？ 36、除了书中所列的跨文化训练的各种方法以外，你还有什么其它建议？ 37、How do you think culture and communication are related? 38、What are the barriers you experienced in intercultural communication? And how did you handle them? 39、 Work in groups to decide which of the following belong to overt culture and which to covert: A. What and how people eat B. How to keep healthy C. How to raise children D. How to do business E. How to use time F. How to introduce people G. How to participate in ceremonies H. Rules for facial expressions and eye contact I. Rituals J. Etiquette K. Work speed L. What is right or wrong, beautiful or ugly, clean or dirty, good or bad,

《跨文化交际》教学大纲

河南工程学院 本科课程教学大纲 课程名称：跨文化交际 课程编码： 适用专业：英语语言文学 学制： 4年 所属系部：外语系 制订日期： 2012年 4 月 15 日 河南工程学院教务处编制 二〇一二年四月十日

河南工程学院 跨文化交际课程教学大纲 课程中英文名称：跨文化交际，Intercultural Communication 课程编码： 课程性质：专业必修课 适用专业：英语本科 学时数： 32 ；其中：讲课学时： 16 ；实验学时： 16 ；学分数： 2 ； 编写人：靳爱心；审定人：屈平； 一、课程简介 （一）课程性质与任务 《跨文化交际》是英语本科专业的一门核心课程，专业必修课，第3学期开设，32学时，2学分。本课程的主要任务是：通过课堂教学及相关活动使学生认识到跨文化交际对当代世界所具有的重要意义和作用，培养其跨文化意识，形成和发展对文化差异的敏感和宽容以及处理文化差异问题的灵活性，提高使用英语进行跨文化交际的技能，培养学生与英语本族人通过英语进行跨文化交际的能力。 （二）课程教学目的及要求 在教学过程中，要体现出“浅easy、宽wide、精elite、新new、用useful”的教学思想。通过课程的学习，学生能够进一步扩大知识面，提高外语的理解能力，在与英语本族人交流时准确深刻地理解对方和得体地表达自己。同时，通过学习文化知识进一步训练语言基本功，提高英语应用水平。英语本科专业学生学习本课程后，应达到下列基本要求： 1．掌握文化、交际和跨文化交际的定义和特征。 2．了解影响跨文化交际活动的各种因素。 3．了解跨文化交际的途径以及跨文化交际学的研究方法等。 4. 对语言与跨文化研究的有关理论有初步的了解； 5．通过对中西文化的异同的比较，提高跨文化交际意识和跨文化交际能力。 6．灵活运用语言知识, 更好地与外国人沟通, 减少和避免误解。 （三）课程教学内容 各章分配2-4个学时，通过对各章的讲授和演练，使学生达到掌握跨文化交际基本知识的教学目的，并且通过现代化教学手段，案例分析和演练等，提高教学质量。教学主要内容：跨文化交际基本知识及相关术语、文化与交际、文化差异、语言与文化、文化与语言交际、文化与非语言交际、跨文化时空关系、跨文化意识、跨文化适应、掌握跨文化能力、文化冲突和文化休克，并加强专业口语和写作的能力，提高英语交际能力。 （四）先修课程及后续课程 先修课程：英语精读、英语泛读等专业基础课程 后续课程：高级英语、英美文学等专业核心课程

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.