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跨文化交际英语教程课后答案

跨文化交际英语教程课后答案
跨文化交际英语教程课后答案

跨文化交际英语教程课后答案

【篇一:新编跨文化交际英语教程_参考答案unit 6】ture and nonverbal communication

reading i

an overview of nonverbal communication

comprehension questions

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

1) she is my best friend.

2) you?ve done really good job.

3) come here, please.

4) that?s all right.

speaking the same sentence with the stress on different words may mean different things. for instance, if the stress falls on “she” in the first sente nce, it means it is she, not you or somebody else, that is my best friend. but if the stress falls on “my”, it implies that she is my, not your or somebody?s best friend.

2. speakers of british english use loudness only when they are angry, speakers of indian english use it to get the floor, a chance to speak. so when an indian speaker is trying to get the floor, what would the british speaker think of the indian and what would the british behave in response?

the british speaker may think that the indian gets angry with him or behaves rudely towards him, so he may complain about the indian?s rudeness or even return his rudeness as a response.

3. what differences in body language use have you noticed between your chinese teachers and foreign teachers?

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

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

for example, the way we chinese motion to others to come over might be misunderstood by people from some western countries to mean bye-bye.

5. how do we chinese people use eye contact in communication?

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

6. how will you eye them when you are communicating with people from the united states or people from japan?

while talking with americans, we should look directly into the eyes of the person with whom we are talking. however; while talking with japanese, we are not expected to look at them in the eye but at a position around the adam?s apple.

7. do you often smile at others? why or why not?

it depends. for instance, it seems that we chinese, as well as people of other eastern asian countries, do not usually smile at strangers as much as americans.

8. what function(s) may laughter serve in our culture? does it sometimes cause intercultural misunderstanding?

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

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

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

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

no. touching is not always part of a greeting in our culture as in some other cultures.

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

many people will apologize if they accidentally touch other people in public places since in our culture people who are

strangers to each other should not touch. however, whether people will apologize or not depends on the situations. if a person accidentally touches a stranger in a very crowded place, he or she may not apologize for it.

reading ii

gender and nonverbal communication

comprehension questions

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

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

2. does touch have any connotation in different situations? can you give some specific examples?

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

3. what will possibly happen to a woman who is appreciably taller than the man?

taller women may attempt to diminish themselves, to slouch and round their shoulders so as to retreat or to occupy as little space as possible.

4. are men and women required to have the same facial expressions? does smile mean the same things to both men and women?

men and women are not usually required to have the same facial expressions. smile may mean different things to men and women. for females smile functions as an expression of pleasure, pleasantness, or a desire for approval, while males may resist any nonverbal display of expression to others in order to appear more masculine, because being facially expressive is often seen as a marker of ―femininity.

5. why are the african-american women less deferential than white women and less inclined to smile?

african-american women are found to be less deferential than white women and, therefore, less inclined to smile, simply because it is expected of them to be so in their culture.

6. in what ways may direct eye contact between individuals be interpreted?

looking directly into another person?s eyes can connote an aggressive threat, a sexual invitation, or a desire for honest and open communication.

7. what was found in a study of nonverbal communication among hispanic couples? in a study of nonverbal communication among hispanic couples, it was found that many puerto rican wives never looked directly at their husbands.

8. how does clothing manifest and promote cultural definitions of masculinity and femininity?

through clothing and make-up, the body is more or less marked, constituted as an appropriate, or, as the case may be, inappropriate body for its cultural requirements. males and females have to dress themselves appropriately according to their cultural definitions of masculinity and femininity.

case study

case 21

sometimes our best intentions can lead to breakdowns (故障) in cross-cultural communication. for example, one of the very common manners of touching --- handshaking --- may result in conflict when performed with no consideration of cultural differences. among middle-class north american men, it is customary to shake hands as a gesture of friendship. when wanting to communicate extra friendliness, a male in the united states may, while shaking hands, grasp with his left hand his friend?s right arm. however, to people of middle eastern countries, the left hand is profane (亵渎的) and touching someone with it is highly offensive. therefore, in vernon?s eyes, kenneth was actually an extremely offensive message to him.

case 22

in puerto rican culture, as in some other latin american and eastern cultures, it is not right for a child to keep an eye-contact with an adult who is accusing him or her, while in the united states, failing of meeting other person?s eye accusing him or her would be taken as a sign of guiltiness. as the principal knew little about this cultural difference in using eye-contact, he decided that the girl must be guilty. generally

speaking, avoiding eye-contact with the other(s) is often considered as an insult in some cultures, but may signify respect for authority and obedience in other cultures.

case 23

just like smile, laughing does not always serve the same function in different cultures.

interestingly, for us chinese, laughing often has a special function on some tense social occasions. people may laugh to release the tension or embarrassment, to express their concern about you, their intention to put you at ease or to help you come out of the embarrassment. in this case, the people there were actually wishing to laugh with the american rather than laugh at her. their laughing seemed to convey a number of messages: don?t take it so seriously; laugh it off, it?s nothing; such things can happen to any of us, etc. unfortunately the american was unaware of this. she thought they were laughing at her, which made her feel more badly and angry, for in her culture laughing on such an occasion would be interpreted as an insulting response, humiliating and negative.

case 24

it is obvious that there exists some difference between the british and germans in their use of touch. the lack of touch that seems to be natural in britain may be considered strange by germans. what is required (in this case, shaking hands with each other) in one country could be taken as unnecessary in another.

the appropriateness of contact between people varies from country to country. figures from a study offer some interesting insight into this matter. pairs of individuals sitting and chatting in college shops in different countries were observed for at least one hour each. the number of times that either one touched the other in that one hour was recorded, as follows: in london, 0; in florida, 2; in paris, 10; in puerto rico, 180. these figures indicate that touch is used very differently in different cultures.

【篇二:新编跨文化交际英语教程答案详解】

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

虽然,我们每个人都有各自一套独特的价值观,但在每一文化里,

总有弥漫于整个文化

之中的普遍的价值观。这些被称作文化价值观

文化价值观通常是规范性的,它使文化的成员知道什么是好的和坏的、什么是正确的和错误的、什么是真的和假的、什么是积极的和

消极的,等等。文化价值规定了什么是值得为之献身的,什么是值

得维护的,什么会危及人们及其社会制度,什么是学习的恰当内容,什么是可讽刺嘲笑的,什么是形成群体团结的途径。文化价值观也

指明了文化中的什么行为是举足轻重的,哪些是应当尽力避免的。

价值观是人们在做出抉择和解决争端时作为依据的一种习得的规则

体系。

跨文化交际的参与者所具有的价值观是十分重要的,因为价值观产

生出决定何为正当或不正当社会行为的标准。换言之,价值观有助

于人们决定他们的行为方式,以符合他们的价值系统所期望的行为

准则。由于文化价值系统之间存在差异,我们可以预见,在相似的

情境中,跨文化交际的参与者会表现出并期待着不同的行为。

4 translation

我们说语言总是模糊的,指的是我们所说所写的东西总不能完全表

达我们的意图。我们通过说话和写作所传达的意思不仅仅由词语和

句子本身决定,听众和读者的理解也起到了一定的作用。换言之,

是交际双方共同创造了语言所表达的意思。

(1)他们所使用的语言;(2)我们的世界知识。这种知识包括能

够预知在某种特定语境下人们通常会说些什么。

语言是模糊的。这意味着无论是读或写,我们永远无法完全地领会

他人的意思。换言之,语言永远无法完全地表达我们的意思。然而,这对跨文化交际意味着什么呢?

首先必须明白,如果交际参与者拥有更多共同的预期和世界知识,

交际便会有比较好的效果。共同的背景、历史和经历使得人们之间

的交际较为容易,因为任何一方对另一方用意的推测都基于共同的

经验和知识。来自同一个村子、同一个家庭的两个人当然要比来自

地球不同半球不同城市的两个人少犯交际上的错误,至少不会在推

测对方用意上闹笑话。 5 translation

在我们的日常活动中,感知差异常常出现在不同的群体之间。不同

年代的人、不同少数民族、不同职业和不同文化有着相冲突的价值

观念和目标,这些都影响着他们对于现实的感知和解释。

我们的文化是导致感知不一致的主要因素。文化影响着我们对于现

实看法的形成。因此,它在跨文化交际中起着一种主导作用。我们

的文化以各种方式告诉我们,怎样去判断别人,使用什么标准去做

判断。这样评价的危险在于它们常常是不真实的,武断的并导致误

解的。相信并在行为中表现出仿佛只有我们和我们的文化才发现了

最真实而且是唯一的标准,对世界持这样的看法是极其天真幼稚的。

6 translation

由于在性别、年龄、种族或文化群体、教育、国家或城市的地域、

收入或职业群体、个人经历等各方面的差异,人们分属不同的语言

群体,这些差异使我们很难完全领会另一个群体成员所表达的意思。在当今世界的跨文化交际中,人们之间的差异是相当大的。人们每

天要与来自世界各地不同文化背景、不同群体的人交往,成功交际

的关键在于尽可能地共享对话语意义的推定。当我们与迥然不同的

人打交道时,我们往往不知道该怎样推导出他们的语句意义。因此,在交际过程中,就很难依靠共享的知识和背景来有把握地诠释他人

表达的意义。

就是来自相同文化、甚至相同家庭中的男性和女性也会经常误解对

方的意思,原因是男性和女性对交际目的有不同的预期。为了让女

人高兴,男人要送她一件她真正想要的礼物。他问女人想要什么礼物——哪怕是上天摘星星。糟糕的是,女人最想要的却是男人可以

凭直觉就知道她想要的是什么。至少在北美社会中,男性和女性对

于表达的看法往往不同:前者倾向于直接明了,后者则倾向于间接

委婉。女性觉得不用直接问就知道她想要什么是很重要的。男性则

觉得,如果女性能爽快地告诉他怎样做才能让她高兴就再好不过了。今天有许多人总想在很短的时间内做很多的事,这种时间观念可以

称作“时间强迫”行

为综合症,就是不断地试图超越人类能力所限去完成更多的事情。

直到不久以前,时间强迫” 还一直被认为是美国人、尤其是出生于

从经济大萧条时期直到第二次世界大战结束这个阶段一代美国男性

的重要特征。很明显, 这种“时间强迫”的观念现在已不再仅仅是这一

代美国男性的文化特征,它已成为亚洲“工薪阶层”的一个特点,并

作为商务国际化的一个方面而迅速传遍整个世界。

这种时间观念最重要的影响之一就是:在某个交际情境中,节奏较

快的交际参与者几乎总会对较慢的参与者做某种消极的评价。那些

共享“时间强迫”观念的人通常会觉得其他行动比他们慢的人是保守的、不合作的、阻止变化的、反对进步的。隐藏在“时间强迫”观念

之后的是那种未来永远好于过去的理念,而这一理念是牢固地建立

在对进步的信仰基础之上的。

8 translation

由于在性别、年龄、种族或文化群体、教育、国家或城市的地域、

收入或职业群体、个人经历等各方面的差异,人们分属不同的语言

群体,这些差异使我们很难完全领会另一个群体成员所表达的意思。在当今世界的跨文化交际中,人们之间的差异是相当大的。人们每

天要与来自世界各地不同文化背景、不同群体的人交往,成功交际

的关键在于尽可能地共享对话语意义的推定。当我们与迥然不同的

人打交道时,我们往往不知道该怎样推导出他们的语句意义。因此,

在交际过程中,就很难依靠共享的知识和背景来有把握地诠释他人

表达的意义。

就是来自相同文化、甚至相同家庭中的男性和女性也会经常误解对

方的意思,原因是男性和女性对交际目的有不同的预期。为了让女

人高兴,男人要送她一件她真正想要的礼物。他问女人想要什么礼物——哪怕是上天摘星星。糟糕的是,女人最想要的却是男人可以

凭直觉就知道她想要的是什么。至少在北美社会中,男性和女性对

于表达的看法往往不同:前者倾向于直接明了,后者则倾向于间接

委婉。女性觉得不用直接问就知道她想要什么是很重要的。男性则

觉得,如果女性能爽快地告诉他怎样做才能让她高兴就再好不过了。在我们的日常活动中,感知差异常常出现在不同的群体之间。不同

年代的人、不同少数民族、不同职业和不同文化有着相冲突的价值

观念和目标,这些都影响着他们对于现实的感知和解释。

我们的文化是导致感知不一致的主要因素。文化影响着我们对于现

实看法的形成。因此,它在跨文化交际中起着一种主导作用。我们

的文化以各种方式告诉我们,怎样去判断别人,使用什么标准去做

判断。这样评价的危险在于它们常常是不真实的,武断的并导致误

解的。相信并在行为中表现出仿佛只有我们和我们的文化才发现了

最真实而且是唯一的标准,对世界持这样的看法是极其天真幼稚的。

10 translation

身处异域文化的人们总会面临着这样一个问题,即为了适应当地人

的信仰、价值观、准则和社会规范,到底需要在多大程度上改变自

己的行为举止呢?在交往中谁有责任把文化差异考虑在内?是应该

让来访者、新来的人或旅居者调整自己的行为以适应当地文化,还

是让当地人改变交流方式,从而为初来乍到的人们提供便利?人们

必须多大程度地改变自己文化的信仰、价值观、准则和社会行为来

以适应主导文化的模式呢?

俗话说“入乡随俗”,很明显,这让改变的重任落在了新来者的身上。话虽很有道理,但并不能适用于所有情况。在大多数情况下,顺应

当地文化期望的行为表现出对异文化和习俗的尊重。这样的顺应能

够使新来者真正地与当地人进行交流和互动。尊重不同文化中语言

和非语言代码的差异意味着跨文化交际者有责任合理地、尽可能多

地学习这些交际代码。当然,如何才算合理的、尽可能多的,那要

视具体情况而定。有的时候,新来者全面地采用当地的

理想的减少交际失误的办法是同交际的其他参与者共享知识。这就

是为什么同一文化群体的成员之间最容易交际的原因。这也解释了

为什么在社交上人们总是同与自己很接近的人聚在一起。当你不必

费力就能理解所发生的事情或者让别人明白你的意图时,交际将变

得更为轻松顺畅。

遗憾的是,在大多数情况下,这样的联系在交际中时常是不可能存

在的。我们甚至可以进一步说,那不仅是不可能的,而且也是不受

欢迎的。今天, 交际发生的情境常常是不同文化群体成员之间在交际。由于跨文化交际是在不同文化群体成员之间进行的,因此,既然我

们之间不共享知识、假设、价值观念和话语形式,我们必须预料到

相互理解时将会发生问题。我们必须注意这些问题,根据我们之间

的差异预计哪儿会出现问题,接着调整我们的交际使之尽可能有效。和其他群体共享知识并不等同于要加入那个群体并成为其成员。有

些群体对吸纳新成员相当排斥。在提高跨文化交际能力时,我们应

该记住, 无论我们多么地了解并欣赏另一种文化,都不太可能成为这

种文化的成员。关键是要尽可能地了解其他文化,以便理解和掌握

相互之间的差异和共性。

【篇三:新编跨文化交际英语教程_参考答案unit 3】tural 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 applie d 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?

yes. there is the recognition that friendship, in contrast with kinship, invokes freedom of choice. a friend is someone who chooses and is chosen. related to this is the sense each friend gives the other of being a special individual, on whatever grounds this recognition is based. and between friends there is inevitably a kind of equality of give-and-take.

8. what do you think is the typical chinese concept of friendship? is it similar to or different from any of the western friendships?

it seems that the typical chinese concept of friendship lays great emphasis on personal loyalty and also has much to do with family. it may be similar to germany friendship to some extent and quite different from other western friendships.

reading ii

comparing and contrasting cultures

comprehension questions

1. how is the mainstream american culture different from the japanese culture?

americans believe that human nature is basically good and man is the master of nature. they are future-oriented and “being”-oriented. their social orientation is toward the importance of the individual and the equality of all people. however, the japanese believe that human nature is a mixture of good and evil. man is in harmony with nature. they are both past-oriented and future-oriented. and they are both “growing-”and “doing-”oriented. they give emphasis to authorities and the group.

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

for example, the traditional indian culture believes that man is subjugated by nature and it is being-oriented (which can be exemplified by its caste system). also, traditional chinese culture is past-oriented, for emphasis has long been given to learning from the old and past.

3. why do americans tend to equate “change” with “improvement” and regard rapid change as normal?

concerning orientation toward time, americans are dominated by a belief in progress. they are future-oriented. they believe that “time is money” and have an optimistic faith in the future and what the future will bring. so they tend to equate “change” with “improvement” and consider a rapid rate of change as normal.

4. what does “electric englishman” mean when it is used to describe the american?as for activity, americans are so action-oriented that they tend to be hyperactive. that?s why that they have been described as “electric englishmen”, who always keep themselves busy.

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

as time changes faster and faster and there is more contact between cultures, it is more likely to find contradictory values existing in the same culture. this is especially the case in a society that is being transformed from a traditional one into a modern one. for example, in the japanese culture, some people may still be very past-oriented and some are rather future-

oriented, and even the same people may be sometimes past-oriented in certain situations and sometime future-oriented in other situations.

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

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

7. do cultural values change as time changes?

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

8. how is communication influenced by differing cultural values?

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

case study case 9

hierarchy is significant in the japanese culture. this structure is reflected everywhere in japanese life, at home, school, community, organizations, and traditional institutions such as martial arts or flower arrangements. in this case, the young chairman must have had his own ideas about how to manage the company; however, when encountered with his grandfather?s dissenting opinions, he dared not to take a stand against him. this may manifest the rigid hierarchical structure in the japanese society. in the japanese society, how hierarchy is formed depends mainly on seniority, social roles, and gender. as a respectable senior member of the family and the former leader of the company, the grandfather obviously overpowered the inexperienced young chairman. in other words, the grandfather seemed to be an absolute authority for the young chairman. in japanese culture, challenging or disagreeing with elders? opinions would be deemed as being

disrespectful and is often condemned. people in lower positions are expected to be loyal and obedient to authority. that?s why the young chairman didn?t say anything but just nodded and agreed with his grandfather. but phil seemed to know little about the japanese culture in this aspect. in many western cultures, particularly american culture, seniority seldom matters very much in such situations, and young people are usually encouraged to challenge authority and voice their own opinions. unfortunately, his outspoken protest could easily offend the grandfather and he might be regarded as a rude and ill-bred person by other japanese.

case 10 in japan, a company is often very much like a big family, in

which the manger(s) will take good care of the employees and the employees are expected to devote themselves to the development of the company and, if it is necessary, to sacrifice their own individual interests for the interests of the company, from which, in the long run, the employees will benefit greatly. but for the french, a company is just a loosely- knit social organization wherein individuals are supposed to take care of themselves and their families. moreover, the way the french make decisions in the family might also be different from the typical japanese one, which may not often involve females and the power to decide usually lies with the dominating male. as there are such cultural differences between the japanese and the french, mr. legrand?s decision made mr. tanaka feel dumbfounded.

case 11 incidents such as these can point to possible cultural differences in so-called “polite” behavior, and at the same time highlight the tendency for people to react emotionally to unexpected behavior. people in most cultures would probably agree that an apology is needed when an offence or violation of social norms has taken place. however, there may be differing opinions as to when we should apologize (what situations call for an apology) and how we should apologize. to many westerners, japanese apologize more frequently and an apology in japanese does not necessarily mean that the person is acknowledging a fault. to many japanese, westerners may seem to be rude just because they do not apologize as often as the japanese would do. in this case, for instance, the

attitude of the australian student?s parents is shocking to the japanese but will be acceptable in an english-speaking society, for the student is already an adult and can be responsible for her own deeds.

case 12 in this case, it seems that the chinese expectations were not fulfilled. first, having two people sharing host responsibilities could be somewhat confusing to the hierarchically minded chinese. second, because age is often viewed as an indication of seniority, the chinese might have considered the youth of their canadian

hosts as slight to their own status. third, in china, it is traditional for the host to offer a welcome toast at the beginning of the meal, which is the reciprocated by the guests; by not doing so, the canadian might be thought rude. the abrupt departure of the chinese following the banquet was probably an indication that they were not pleased with the way they were treated. the canadians? lack of understanding of the chinese culture and the chinese ways of communication clearly cost them in their business dealings with the visiting delegation.

新编英语教程第五册课后练习试题答案解析

新编英语教程第五册课后练习题答案 Answers to the exercises in Unit 1 II. Paraphrase 1.A writer who is particular about the exactness of an expression in English will never feel happy with a word which fails to express an idea accurately. 2. To a certain extent, the process of finding the right words to use is a process of perfection where you try to search for words that may most accurately express your thoughts and feelings, and words that may most effectively make your listeners and readers understand your thoughts and feelings. 3. Finding the most suitable word to use is in no sense easy. But there is nothing like the delight we shall experience when such a word is located. 4. Once we are able to use language accurately, we are in a position to fully understand our subject matter. III. Translate 1.After citing many facts and giving a number of statistical figures, he finally drove home his point. 2. It took us half a year more or less to carry through the research project. 3. What he said was so subtle that we could hardly make out his true intention. 4. His new book looks squarely at the contemporary social problems. 5. The younger generation today are very much alive to the latest information found on the Internet. 6. It is a matter of opinion whether a foreign language is more easily learned in one’s childhood or otherwise. 7. Never lose heart in the face of a setback; take courage and deal with it squarely. 8. Rice, meat, vegetables, and fruit constitute a balanced diet. Language Work III. 1. clumsy-unskillful 2. deft-skilful 3. loose-vague 4. subtle-tricky 5. precise-accurate 6. shift-alteration 7. vague-ambiguous 8. scrupulous-conscientious 9. ignorance-want of knowledge 10. disadvantages-drawbacks 11. cultivating-developing 12. mistaken-erroneous 13.unimportant-trivial 14. dark-dim 15. flexible-adaptable 16. fine-subtle 17. sentimental-emotional 18. essence-quintessence 19. coercion-compulsion 20. fascinating-absorbing

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.

浅谈跨文化交际在小学英语教学中重要性

浅谈跨文化交际在小学英语教学中的重要性 东方市第三小学符将娇 “跨文化交际”教学在英语教学中占有非常重要的地位,在小学阶段更是如此。在小学英语教学中,英语教师可根据小学生的认知水平、思维特点,以课堂教学作为“跨文化交际”教学的主要途径,在课堂教学过程中灵活运用各种教学方法;把课外活动作为实现文化教学的重要途径,充分利用生活中的各种资源来开展“跨文化交际”教学。 一、小学英语“跨文化交际”教学的重要性 传统的小学英语教学一般侧重于语音、词汇、语法的传授和机械的句型练习,往往忽视英美国家文化背景知识的渗透。重语言轻文化的教学方式导致学生不能灵活地运用英语语言。小学生只能记忆单词,了解课文内容,完成课后练习,但不理解其文化背景知识。语言是文化的载体,学习一个国家的语言,必须学习这个国家的文化背景知识。《英语课程标准》明确指出:语言有丰富的文化内涵。接触和了解英语国家文化有益于对英语的理解和使用,有益于加深对本国文化的理解与认识,有益于培养世界意识。因此,在教学中,教师应根据学生的年龄特点和认知能力,逐步扩展文化知识的内容和范围。 小学英语“跨文化交际”教学势在必行。因为我们必须要在小学这个打基础的重要阶段就把“跨文化交际”教学放在突出的地位,让学生从一开始就在有文化背景的环境下学到地道的英语。在小学英语教学中进行“跨文化交际”教学,也是新英语课程对小学英语教师提出的一个新要求。

二、小学英语“跨文化交际”教学的实现方式与途径 教学实践及理论告诉我们,小学英语“跨文化交际”教学的主要实现方式与途径应以课堂教学为主,而课外活动则可作为其重要的实现途径。 1.课堂教学是进行文化教学的主要方式 就目前而言,课堂教学依然是教学活动的主要方式,而且学生和教师在课堂上的时间也最长。课堂教学是进行文化教学的主要阵地,教师应把英语语言教学置于跨文化的环境中,把跨文化交际列为英语教学的一个不可或缺的重要组成部分。 (1)对比差异,激活教材。教材是学生学习英语的重要资源,然而小学英语教材的编撰对文化项目没有作分门别类系统的介绍,在教材中只是以零星、不完整的形式出现,这就需要教师结合具体教学内容,将教材中那些有关英语国家文化背景知识和社会风俗习惯的典型实例挖掘出来,让学生领会英汉文化的差异,以提高学生的语言交际能力。如课文中经常出现的打招呼用语,中西方的差别相当大。中国人通常用“去哪啊?”“忙吗?”“吃了吗?” 等等表示友好的问候,并不关心答语的实质内容。而在英国人看来,这些问题是非常奇怪的,也容易产生歧义甚至文化冲突。英国人见面问好通常用Hello / Hi / Good morning /How are you?等等。在教学过程中,教师应努力激活教材内容,进行文化比较,及时点拨学生领会文化异同现象。通过这样的教学方法,才能真正让学生了解语言背景知识,培养其跨文化交际,学以致用,有效地提高其在真实场景下的语言运用和交际能力。 (2)巧设悬念,激起探究。学源于思,思起于疑。教师要巧妙设疑,创设悬念,使学生产生求知欲和探索欲。在小学英语教学中,教师通过巧设悬念,能让学生更加深刻地理解中外文化的差异。

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.

新编英语教程5册Unit1的答案

新编英语教程5册Unit1的答案

Comprehension I. Judge which of the following best summarizes the main idea of the article. A. To be able to use the right word is an important component of one’s mastery of the English language. B. To facilitate one’s own process of cognition and one’s communication with others, one must be able to choose the right word from the extensive vocabulary of the English language. C. It is more important to know exactly the meaning and use of a relatively small number of words than to know vaguely a larger number. II. Determine which is the best choice for each of the following questions. 1. “Clean English” in the first paragraph mea ns . A. English of a dignified style B. English free from swear words C. English which is precise and clear 2.The word “realization” in the sentence “Choosing words is part of the process of realization…” means . A. articulating sounds B. fulfilling one’s goals C. becoming aware of what one thinks and feels

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 / 15

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 / 15

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 / 15

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

跨文化交际论文题目

1.英文原声电影赏析与跨文化交际能力的培养 2."跨文化非语言交际语用失误研究 3."公示语翻译中的语用失误探析 4.国内广告语言语用失误研究现状与分析 5."全球化语境下跨文化交际失误语用归因 6."跨文化交际中的语用失误类型及对策研究 7."基于礼貌原则的跨文化语用失误分析 8."跨文化言语交际中的语用负迁移 9."浅析化妆品广告中的语用预设 10."中西方饮食文化的比较研究 11."中美时间观之对比 1 2."浅析汉英问候语中的文化差异 13."英汉词汇的文化内涵差异探析 14."英语身体语的交际功能研究 1 5."浅谈英汉身势语的表意功能之差异 16."目标语文化的理解与跨文化交际 1 7."中西文化差异对中国学生英语学生的影响 18."跨文化交际中的文化误读

9."浅析文化差异对商务谈判的影响 20."英语禁忌语的文化内涵异同研究 21."英语学习中的文化习得 2 2."英汉思维模式的差异对跨文化交际的影响 23."外语学习者的思辨能力与跨文化交际之成效 24."培养英语学习者跨文化交际能力之策略 25."英汉道歉语差异及原因 26."中西跨文化礼貌语差异探析 27."英汉语言中礼貌表达法之比较 28."英汉习惯用语的文化内涵探源 29."英语称赞语及其回应的异同研究 3 0."中美(西)家庭教育理念的差异及其对孩子的影响 31."中国英语学习者跨文化交际中的主要障碍研究 32."试析跨文化交际中角色互动的作用 3 3."本土文化与异国文化的冲突对跨文化交际的影响 34."跨文化交际中的时间观差异 35."论跨文化交际中的中西餐桌礼仪

6."关于提升英语专业学生跨文化交际能力的培养 37."涉外婚姻中的中西文化冲突 38."论跨文化广告传播中食品商标的翻译439."多媒体教学与跨文化交际能力的培养40."中西方儿童文学的差异 4 1."中西体育文化的差异及其受全球化发展的影响 42."中西传统休闲文化及其价值观的对比分析 43."简爱与林黛玉不同命运的文化透析 44."国际商务活动中礼貌原则的应用 4 5."论文化背景知识在外语阅读教学中的作用 46."国际商务交际活动中的非语言交际 47."浅析英汉汽车商标的特点及其翻译 48."英汉隐喻差异的文化阐释 49."文化语境下的英汉植物词 50."文化语境下的英汉动物词 51."从体态语探析中西文化差异 52."浅析英汉颜色词的文化内涵 53."文化视野下英语谚语的比较

(完整版)新编跨文化交际英语教程翻译1-10单元

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