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跨文化交际与翻译真题·

跨文化交际与翻译真题·
跨文化交际与翻译真题·

跨文化交际与翻译真题2015.6.5临床专业

一、案例分析(答题说明:每题10分,合计10.0分。)

1. Situation: Two Americans, Bill and Tony, are talking about Tony’s unhappy experience with his Chinese college.

Bill: Hi, Tony. How’re you doing?

Tony: Fine. Just got back from visiting the home of one of my Chinese colleagues.

Bill: Oh, have a good time?

Tony: Oh yes, very good. Mind you, I was bit hurt about the way they treated my present. You see, I know they like western music so I brought them back some of the latest tapes from the UK. Had them all wrapped up beautifully and gave them to them as soon as I got inside the door and what do you think happened?

Bill: What?

Tony: Nothing. Well, more or less, they said thank you but then just put them away in a corner. Didn’t even bother to unwrap them. I must say I felt a bit miffed after all the trouble I’d taken.

参考答案:答题点:Gift giving in the West

三、跨文化单选(答题说明:每题1分,合计15.0分。)

C22. Cathy is talking to her friends Bill and Tod outside the cinema. Cathy: Well, what did you think of the film, then?

Bill: Oh, I thought it was great. Didn’t you think so?

Tod:

A) Well, maybe.

B) No, I don’t like it.

C) Yes, in a way. But I’ve seen better.

D) Yes. I dare say you’re right. But I’ve seen better.

D23. At Samantha’s flat, Ruth has just told Sandy that she is really fed up with her present job.

Sandy: Well, Ruth, maybe you ought to try and get another one. It shouldn’t be too hard for someone like you.

Ruth:Yes, I could do that, I suppose. Well, I can think about it anyway. Sandy:

A) Yes, you do that.

B) That’s the spirit.

C) That’s your way out.

D) Good.

D24. Beth is talking to her friend, Brenda.

Beth: I wonder if you’d mind posting this letter for me on your way home, Brenda?

Brenda:

A) You’re welcome.

B) I don’t care.

C) I don’t mind.

D) Sure.

A25. Situation: Xiao Ma is an interpreter. One day a foreign visitor, Mr Yoder, talks to him.

Yoder: Your English is quite fluent.

Ma:

A) Thank you. It’s kind of you to say so.

B) No, no, my English is poor.

C) No, not at all.

D) Oh, no. Far from that, I still have a long way to go.

B26. Betty is a foreign student in China. She has met Zheng Yu.

Betty: I was told that you won the 100-meter race in the all city track meet this morning. Congratulations!

Zheng Yu:

A) Just lucky.

B) Thank you.

C) I can’t say I did well this morning.

D) I could have done better if it hadn’t been so cold.

B27. Your friend’s mother, Mrs Yoder, asked if you would like something to eat. What would you say to refuse politely?

A) Not for the moment, thank you, Mrs Yoder. I’m full.

B) No, thanks, I’ve just had lunch.

C) Oh, no, Mrs Yoder. I haven’t long had lunch.

D) I’m full and have no room for any more.

A28. Mr Timms has arrived for a meeting which, unfortunately, has been cancelled.

Mrs Banks: I’m terribly sorry about not letting you know sooner, Mr Timmes, but unfortunately it was cancelled at the last minute and there simply wasn’t enough time to inform everyone.

Mr Timms:

A) Oh, don’t l et it worry you, Mrs Banks. I quite understand.

B) Oh, that’s OK, Mrs Banks. I understand.

C) Oh, it doesn’t matter, Mrs Banks.

D) Oh, don’t worry about it, Mrs Banks.

B29. If you are attending a family gathering and would like to know what the familial relationship is between one member and another, you may ask:

A) Is he your…?

B) How are you related?

C) Who’s that woman?

D) What’s the relationship between you and t hat woman?

A30. On the way to the school cinema, Li saw Professor Blake walking to the cinema, too.

Li:

A) Good afternoon, Professor Blake.

B) Are you going to the film?

C) Where are you going?

D) You’re going to the film, aren’t you?

A31. When intr oducing yourself to someone you don’t know at a party, what would you say?

A) Hi, I’m …

B) May I introduce myself to you and at the same time I make your acquaintance7

C) Hi, I’d like to meet you.

D) Hi, I’m … Do you know many people here?

B32. Jack phones Xiao Song’s office.

Jack: Hello, I’d like to speak to Song Hua, please.

Song:

A) I’m Song Hua.

B) This is Song Hua speaking.

C) This is me.

D) It’s me here.

D33. You’ve just been asked out to dinner but you don’t want to go with the person who invited you. You might say:

A) I don’t think so. I already have plans.

B) No, I really don’t enjoy being with you.

C) I’m dieting so I mustn’t go out to eat.

D) Thanks a lot but I’m busy tonight.

B34. Lucy met his teacher, Mrs South, outside the library.

Lucy: Good morning, Lucy. How are you?

Mrs South: Very well, thank you, Lucy, and how are you?

Lucy:

A) Oh, can’t complain.

B) I’m very well, too, thank you.

C) Same old thing.

D) OK.

B35. Mr Green’s secretary, Pat Kent, went to the airport to meet Mr Barnes for her boss.

What would Miss Kent say when she meet Mr Barnes?

A) Excuse me, would you be Mr Barnes?

B) Are you Mr Barnes?

C) Excuse me, would you please tell me if you are Mr Barnes?

D) You are Mr Barnes, aren’t you?

A36. Patrick is sitting in a car with some friends. He has just asked if anyone minds him smoking. One of the friends in the car, Gillian, is allergic to smoke. What would she say?

A) Would you mind if I said no, Patrick?

B) Can’t you stay without smoking?

C) It’s not OK.

D) No, of course not.

43-47 题共用题干:

Over the past century, all kinds of unfairness and discrimination have been condemned. But one insidious form continues to thrive: alphabetism. This refers to discrimination against those whose surnames begin with a letter in the lower half of the alphabet.

It has long been known that a taxi firm called AAA cars has a big advantage over Zodiac cars when customers thumb through their phone directories. Less well known is the advantage that Adam Abbott has in life over Zoe Zysman. English names are fairly evenly spread between the halves of the alphabet. Yet a large number of top people have surnames beginning with letters between A and K.

Thus the American president and vice-president have surnames starting with B and C respectively; and 26 of George Bush’s predecessors had surnames in the first half of the alphabet against just 16 in the second half. Even more striking, six of the seven heads of government of the G7 rich countries are alphabetically advantaged. The world’s three top central bankers are all close to the top of the alphabet, even if one of them really uses Japanese characters, as are the world’s five richest men (Gates, Buffett, Allen, Ellison and Albrecht).

Can this merely be coincidence?One theory, dreamt up in all the spare time enjoyed by the alphabetically disadvantaged, is that the rot sets

in early. At the start of the first year in infant school, teachers seat pupils alphabetically from the front, to make it easier to remember their names. So shortsighted Zysman junior gets stuck in the back row, and is rarely asked the improving questions posed by those insensitive teachers. At the time the alphabetically disadvantaged may think they have had a lucky escape. Yet the result may be worse qualifications, because they get less individual attention, as well as less confidence in speaking publicly.

The humiliation continues. At university graduation ceremonies, the ABCs proudly get their awards first; by the time they reach the Zysmans most people are literally having a ZZZ. Shortlists for job interviews, election ballot papers, and lists of conference speakers: all tend to be drawn up alphabetically, and their recipients lose interest as they plough through them.

A43. What does the author intend to illustrate with AAA cars and Zodiac ears?

A)A kind of overlooked inequality.

B)A type of conspicuous bias.

C)A type of personal prejudice.

D)A kind of brand discrimination.

D44. What can we infer from the first three paragraphs?

A)In both East and West, names are essential to success.

B)The alphabet is to blame for the failure of Zoe Zysman.

C)Customers often pay a lot of attention to companies’ names.

D)Some form of discrimination is too subtle to recognize.

C45. The 4th paragraph suggests that ______.

A)questions are often put to the more intelligent students

B)alphabetically disadvantaged students often escape from class

C)teachers should pay attention to all of their students

D)students should be seated according to their eyesight

B46. What does the author mean by “most people are literally having a ZZZ” in Paragraph 5?

A)They are getting impatient.

B)They are noisily dozing off.

C)They are feeling humiliated.

D)They are busy with word puzzles.

D47. Which of the following is TRUE according to the text?

A)People with surnames beginning with N to Z are often ill-treated. B)VIPs in the Western world gain a great deal from alphabetism.

C)The campaign to eliminate alphabetism still has a long way to go. D)Putting things alphabetically may lead to unintentional bias.

48-52 题共用题干:

What the dream-phantasy does with the physical stimuli cannot be regarded as purposeful. The phantasy plays a tantalizing game with them, and represents the organic source of the stimuli of the dream in question

by any sort of plastic symbolism. Indeed, Scherner holds that the dream-phantasy has a certain favorite symbol for the organism as a whole: namely, the house. Fortunately, however, for its representations, it does not seem to limit itself to this material; it may also employ a whole series of houses to designate a single organ; for example, very long streets of houses for the intestinal stimulus. In other dreams particular parts of the house may actually represent particular regions of the body, as in the headache-dream, when the ceiling of the room (which the dream sees covered with disgusting toad-like spiders)represents the head.

Quite apart from the symbol of the house, any other suitable object may be employed to represent those parts of the body which excite the dream. Thus the breathing lungs find their symbol in the flaming stove with its windy roaring, the heart in hollow chests and baskets, the bladder in round, ball-shaped, or simply hollow objects. It is particularly noteworthy that at the end of such a physically stimulated dream the phantasy, as it were, unmasks itself by representing the exciting organ or its function unconcealed. Thus the “tooth-excited dream” usually ends with the dreamer taking a tooth out of his mouth.

The dream-phantasy may, however, direct its attention not merely to the form of the exciting organ, but may even make the substance contained therein the object of symbolization. Thus, for example, the dream excited by the intestinal stimuli may lead us through muddy streets,

the dream due to stimuli from the bladder to foaming water. Or the stimulus as such, the nature of its excitation, and the object which it covets, are represented symbolically. Or, again, the dream-ego enters into a concrete association with the symbolization of its own state; as, for example, when in the case of painful stimuli we struggle desperately with vicious dogs or raging bulls. Disregarding all the possible lengthiness of elaboration, a phantastic symbolizing activity remains as the central force of every dream.

B48. The dream-phantasy tends to represent the organism as a whole by ______.

A)a symbol B)a house C)a street D)a symbol

A49. According to the passage, which symbolization is probable in a dream?

A)a ceiling covered with spiders represents a head.

B)spiders represent a room.

C)roaring wind represents a breathing lung.

D)a ball represents a heart in chest.

C50. According to the passage, at the end of a physically stimulated dream, ______.

A)the dreamer dreams to take a tooth out of his mouth

B)the dreamer dreams to take off his mask

C)the phantasy usually reveals which organ excited the dream

D)the phantasy becomes very clear and exciting

D51. What can we infer from the last paragraph?

A)Dreams can be excited by the intestinal stimuli.

B)The dream-phantasy may not direct its attention to the exciting organ. C)Vicious dogs or raging bulls are commonly seen in bad dreams.

D)When we dream of foaming water, we may be feeling unwell in bladder.

A52. What does the passage mainly talk about?

A)The dream-phantasy, physical stimuli and symbolization.

B)The dream-phantasy plays an interesting game with physical stimuli. C)Parts of the body excite the dream.

D)Phantasy is the central force of dreams.

53-57 题共用题干:

In our culture, the sources of what we call a sense of “mastery”—feeling important and worth-while, and the sources of what we call a se nse “pleasure”—finding life enjoyable are not always identical. Women often are told “You can’t have it all.” Sometimes what the speaker really is saying is: “You chose a career, so you can’t expect to

have closer relationships or a happy family life.” or “You have a wonderful husband and children—What’s all this about wanting a career?” But women need to understand and develop both aspects of well-being, if they are to feel good about themselves.

Our study shows that, for women, well-being has two dimensions. One is mastery, which includes self-esteem, a sense of control over your life, and low levels of anxiety and depression. Mastery is closely related to the “doing” side of life, to work and activity. Pleasure is the other dimensions, and it is composed of happiness, satisfaction and optimism. It is tied more closely to the “feeling” side of life. The two are independent of each other. A woman could be high in mastery and low in pleasure, and vice versa. For example, a woman who has a good job, but whose mother has just died, might be feeling very good about herself and in control of her work life, but the pleasure side could be damaged for a time.

The concepts of mastery and pleasure can help us identify the sources of well-being for women, and remedy past mistakes. In the past, women were encouraged to look only at the feeling side of life as the source of all well-being. But we know that both mastery and pleasure are critical. And mastery seems to be achieved largely through work. In our study, all the groups of employed women rated significantly higher in mastery than did women who were not employed.

A woman’s well-being is enhanced when she takes on multiple roles. At least by middle adulthood, the women who were involved in a combination of roles—marriages, motherhood, and employment were the highest in well-being, despite warnings about stress and strain.

D53. It can be inferred from the first paragraph that ______.

A)for women, a sense of “mastery” is more important than a sense of “pleasure”

B)for women, a sense of “pleasure” is more important than a sense of “mastery”

C)women can’t have a sense of “mastery” and a sense of “pleasure” at the same time

D)a sens e of “mastery” and a sense of “pleasure” are both indispensable to women

B54. The author’s attitude towards women having a career is ______. A)critical B)positive C)neutral D)realistic

D55. One can conclude from the passage that if a woman takes on several social roles, ______.

A)it will be easier for her to overcome stress and strain

B)she will be more successful in her career

C)her chances of getting promoted will be greater

D)her life will be richer and more meaningful

A56. Which of the following can be identified as a source of “pleasure” for women?

A)Family life.

B)Regular employment.

C)Multiple roles in society.

D)Freedom from anxiety.

C57. The most appropriate title for the passage would be “______”.

A)The Well-being of Career Women

B)Sources of Mastery and Pleasure

C)Two Aspects of Women’s Well-being

D)Freedom Roles Women in Society

案例分析范围:

gift giving,ethnicentrism ,self reliance,polite invitation,attitude toward compliment ,democracy,都在课件上或者课本上出现过。红皮书只要看UNIT3,4,5,8,10

案例分析只要答到点子上就给分,所以把几个维度判断出来就行了

跨文化单选题

1.The following are the features of Polychronic time system

EXCEPT

A.Do many things at a time

B.Are committed to people and human relationship

C. Be concerned about not disturbing others

D.Base promptness on the relationship

2.The following are the features of monochronic time system EXCEPT

A.do one thing at a time

B.concentrate on the job.

C.strong tendency to build lifetime relationships

D.emphasize promptness

3.Which of the following does NOT belong to the category of concepts?

A.right or wrong

B.God and man

C.ethics

D.antibiotics

4.Which of the following is an appropriate description of European American worldview about the nature of time?

A.past- oriented

B. Present- oriented

C.nature-oriented

D.future-oriented

5.Which of the following is the most appropriate description for Chinese way of expression?

A.explicit

B.unambiguous

C.direct

D.implicit

6.The study of pragmatics focuses on ______.

A.how language is actually used

B.The study of the relationship between words and what they stand for or represent.

C.The meaning of words

D.the relationship for words to one another

7.In addition to cognitive,what is conveyed through communication?

A.affective content

B.body language

C.paralanguage

D.environment language

8.What is connotative meaning of a word?

A.public and objective meaning

B.emotionally charged meaning

C.literal meaning

D.what the word refer to in real life

9.Which of the following is a characteristic of nonverbal communication?

A.conscious

B.culture-specific

C.universal

D.pervasive

10.What is the communication style of Americans?

A.high-context

B.low-context

C.implicit

D.indirect

1.Xiao Wang meets Peter at the airport and says to him:”Morning,Peter!”In this case,the source of information is______ A.”Morning,Peter!” B.Peter

C.the airport

D.Xiao Wang

2.Speaker’s meaning in a face-to-face communication refers to ______

A.the associative meaning words have

B.What what is said normally means

C.What the hearer has understood on the basis of what is said

D.What the speaker has intended to convey in what is said

3.When you are invited for a western meal,you’re offered 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.T hat was delicious but I’ve already had plenty,thanks

D.No,I don’t like it

4.Most Americans see themselves as separate_______,not as representatives of a family,community or other group.

A.independence

B.customers

C.individuals

D.cultures

5.Unlike in China,the kin terms used for relatives do not distinguish between____relatives in Britain.Kinship term.

A.internal and external

B.maternal and paternal

C.old and young

D.male and female

6.Nowadays in America,acquaintances usually call each other_____

A.Sir or Madam

B.by their first name

C.by their last name

D.Mr,Mrs,Miss or Ms

7.Guests invited to dinner in the West frequently bring______of wine.

A.a bottle of wing

B.a beautiful printing

C.a piece of skirt

D.a coupon

8.Which doesn’t belong to the group in a cross-cultural situation?

A.Social values

B.Facial expressions

C.Head movements

D.Body contact

9.”Quit beating around the bush!If you don’t want to go with me,just tell me!”

A.hitting around the trees

B.cheating me

C.telling a lie

D.giving me the direct answer

10.Everyone liked the host at the very beginning of show.Yet it turned out that he was chattering all the time and the audience became impatience on him.

A.a real bear

B.a real dog

C.a real fish

D.a real magpie

1._______is the process of putting ideas into symbols.

A.message

B.receiver response

C.decoding

D.encoding

2.The comparison of cultural phenomena in different cultures is called_____.

A.interracial communication

B.international communication

C.cross-cultural communication

D.intrapersonal communication

跨文化交际与翻译

Intercultural communication and translation Intercultural communication mainly refers to the communication between the native speakers and non-native speakers, as well as the communication between people who differ in any aspect of language or culture background. Due to the differences in surroundings, societies and religions of different ethnic groups, each language community results in its own code of language, social culture, customs and practices and so on. Intercultural communication studies situations when people from different culture backgrounds interact. Aside from language, IC focuses on social attributes, thought patterns and the cultures of different groups of people. IC also involves understanding the different cultures, languages and customs of people from other countries. There are three formats of IC: interracial communication (when source and receiver are different races), interethnic communication (situation in which the parties are of the same race but of different ethnic origins) and intracultural communication (communication between members of the same culture including racial, ethnic and other co-cultures). The term translation itself has several meanings: it can refer to the general subject field, the product (the text that has been translated) or the process (the act of producing the translation, otherwise known as translating). The process of translating between two different written languages involves the translator changing an original written text (the source text) in the original verbal language (the source language) into a written text (the target text) in a different verbal language (the target language). This type corresponds to “interlingual translation” and is one of the three Roman Jakobson in his seminal paper. Jakobson’s categories are: 1. Intralingual translation, or “rewording”– an interpretation of verbal signs by means of other signs of the same language; 2. Interlingual translation, or “translation proper”–an interpretation of verbal signs by means of some other language; 3. Intersemiotic translation, or “transmutation”– an interpretation of verbal signs by means of signs of non-verbal sign systems. Intralingual translation would occur when we rephrase an expression or text in the same language to explain or clarify something we might have said or written. Intersemiotic translation would occur if a written text were translated, for example, into music, film or painting. It is interlingual translation which is the traditional, although by no means exclusive, focus of translation studies. It is easily seen that the three forms of intercultural communication and the three types of translation are partly corresponding to each other, especially interracial communication and interlingual translation which both attach attention on the communication between native and non-native, and where different cultures of different countries play more important role. To conduct effective intercultural communication, one has to understand the differences between the different nations and then to look for them and pay attention to in every cross-cultural communication situation. By doing this, the high-context communicators can learn to use and respond words, emotions, postures differently, and low-context communicators can learn to

汉英跨文化交际翻译中的CHINAENGLISH

广东职业技术师范学院学报 2002年第2期 Journal of Guangdong Polytechnic Normal University No 2,2002 汉英跨文化交际翻译中的C HINA ENGLISH 金惠康 (广东职业技术师范学院外语系,广东广州 510665) 摘 要:本文讨论什么是中国英语及其在汉英跨文化交际翻译中的功能。关键词:跨文化交际;汉英翻译;中国英语 中图分类号:H 315 9 文献标识码:A 文章编号:1009-2803(2002)02-0072-07 一、什么是中国英语 中国英语(China English)不同于中式英语(Chinglish),它既不是中国学生学习英语过程中所产生的 过渡语 ,也不是因英语不够表达而胡编乱造的英语。本文倡导的宗旨就是要使用规范英语来描述中华文化和社会,尽量避免中式英语。目前行之有效的手段之一就是使用和拓展中国英语。 1 从广义上来说,中国英语产生于国际英语对中华文明和华夏社会的描述,也源于中国人长期用英语对自己与世界描述,它是国际英语的拓展与延伸。中国英语以国际规范英语为共核,把中国独有的文化、语言、事物、意念和传统等通过音译、译借及语义再生等手段传入国际(英语)社会,同时也融入许多具有中国文化内涵和汉语言特色的表达方式。如别有风味的词汇、短语、句式、认知方式、修辞手段、行文风格和章法结构。因而,中国英语具有国际规范英语的共性,又具有汉文化的内涵和汉语言的一些个性特色。毫无疑问,中国英语是长期东西方跨文化交流的产物。从狭义的角度来说,中国英语指的就是:在描述(翻译)华夏文明、中国社会及汉语言中所拓展了的那部分英语。 有人说在汉译英中使用中国英语是不得已而为之,其实这句话也要从另一面理解为 非得如此不可 。社会发展与变革必然引起语言的变化发展并给语言注入新的文化内涵和新的表达方式,这是很值得深入研究和总结的。 中国英语的规范主要是来自现代中国官方媒体的英语文本典范和国际现代英文媒体的主流内涵;也来自汉英双语娴熟者描写华夏文明和中国社会的英文文本和由中国人用英语创作的文学作品等。这里使用 中国英语 这个词语(概念)来描述和记录国际英语在描述中华文明和社会、中国人民和政府用英语表达自己对世界事务的理解、看法和立场时,英语所发生的变化与发展。从这个意义上讲,凡是有中国文化内涵和汉语表达特色的、并能为国际英语读者所普遍理解和接受的英文(文本)都可称之为中国英语。 2 从社会语言学的角度来看,中国本土的社会文化环境造成了中国英语的中国特色,即本土化(nativization 或是indigenization)。社会语言学中的本土概念的实质是主张文化和语言的相对价值、尊重个性,并以此来促进不同文化和语言之间的彼此的适应与沟通。 72 收稿日期:2001-11-05 作者简介:金惠康(1950~),男,湖南邵东人,广东职业技术师范学院教授,研究方向为跨文化交际研究与应用语言学。

(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

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《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

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跨文化交际翻译作业10级中文系对外汉语 张妍 20101040022030

原文: If movie trailers supposed to cause a reaction, the preview for “United 93”more than succeeds .Featuring no famous actors, it begins with image of a beautiful morning and passengers boarding an airplane .It take you a minute to realize what the movie’s even about .That’s when a plane hits the World Trade Center .The effect is visceral .When the trailer played before “Inside Man”last week at a Hollywood theater, audience member began calling out, “Too soon !” In New York City , the response was even more dramatic .The Loews theater in Manhattan took the rare step of pulling the trailer from its screens after several complaints . 译文: 如果电影预告片能够引起一种反应,那么《93号航班》的试映不仅仅是成功了。(trailer译为预告片,suppose to译为应该做,能够做,cause译为引起,preview译为试映.n. more than 译为不仅仅.而且第一句为虚拟语气)这部电影没有著名的演员出演,他只是开始于在一个美丽的早晨乘客登机的画面。(feature译为由…主演,featuring no famous actors为状语从句,我译时将其主语译出来了,而面主语用“它”来代替了.登记用“board an airplane”)你只需要花费一分钟就会明白这部电影实际上讲的是什么(这句话有一个句型:it takes sb. Some

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。

跨文化交际翻译

题名/责任者/语种:跨文化交际翻译/金惠康著/中文 出版发行/载体形态:北京:中国对外翻译出版公司,2003 /402页;20厘米ISBN/装订形式/定 价: ISBN:7-5001-1010-3/23.00元 索书号:H315.9/8050 丛编:翻译理论与实务丛书.-() 附注:“十五”国家重点图书 附件: 文摘或提要:本书以实例描写为主,配以适量的理论指导与分析,收集了近二十年来大陆、港、台、澳及海外华人的精彩汉英翻译例证,形成了一个比较统一、规范的汉英对译系统。 跨文化交际翻译 作者:金惠康 书摘 a sea oI people/flames/blood/flags/flowers/happy faces如海般的/如潮一样的人群;火海;血海;旗海;花海;无数幸福的面孔 an ocean of trouble/time/space/cheering 无穷的麻烦;无休止的时间;浩瀚的宇宙;欢乐的海洋 a scene of great rejoicing一片欢腾 a chorus of protest/praise一片抗议之声/赞扬之声 a trove of Chinese porcelain一批中国磁器 a grove of coco(a)nut/hamboo一战挪椿}镌椿 a blaze of lights一片灯火

a mountain of debts/rubbish/money/dirty clothes 债台高筑/gr圾如山;家财万贯;一大堆脏衣服 a mass of images/facts/figures/data大量的图像/事实/数据等 a rain/storm of tears/ashes/arrows/bullets嚎啕大哭;尘土蒙蒙;一阵箭雨,一阵弹雨 a storm of applause/criticism/cheering 一阵暴雨般的掌声;激烈的批评;狂热的欢呼 a gale oflaughter/excitement阵阵欢笑;一阵激动 a flood of tears/words/light/terror 泪如潮涌;滔滔言辞;一片光明;一片恐惧 a store oflearnlng/experience知识渊博;经验丰富 a wealth of experience/data/troubles/good/goods 经验丰富;丰富数据;问题多多;大有好处;商品丰富 a sudeit offood/drug dosage 过量的食品;过量的药品 a succession of defeat接二连三的挫败 a world of goods/food/pleasure/meaning/to do s b a world of good/harm a forest of hllls/nags/chimneys/hands 这些表量的手法也可用复数,像10ts of,tho。。。。d。。f一样.如seas。f,mountains。f,st。r es。f,swamls。f,thunders。f。sh。wers of,in showers,in stores,in numbers。 a(great)number of books许多的书 numbers of peoples许多的民族 a quantity of energy大量的能量 quantities of oxidize大量的氧化酶 an amount of material大量的材料 small amount of water少量的水 l he。mount of energy possessed by a given quantity of radiation depends strictly on it s frequency.一定量的辐射所掘有的能量完全基于其频率。 The total amount of radiation辐射的总量 What’S the size?尺码多少?

新编跨文化交际英语教程(许力生) 课后翻译

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《跨文化交际学概论》读后感 AP0802325 钟欣奕 在学习《跨文化交际》这门课程和看完《跨文化交际学概论》这本书之前,我对“跨文化交际”的认识是:两个来自不同国家的人、组织或是国家之间的交流和沟通就是跨文化交际,而同一个国家的两个不同地区的文化的交流并不是跨文化交际。因为我认为既然是“‘跨’文化”,那这两种文化之间的差异应该是很大的,有非常不一样的文化来源和文化背景,有不一样的发展历程和演变过程,形成了两种很不一样的文化内涵。比如,美索不达米亚平原和幼发拉底河孕育的文化、黄河孕育的文化都是各有各的特点。随着经济的发展,交通工具的进步与通讯手段的发展,跨文化交际成了人们的需求,成为经济全球化和“地球村”的需求。 但是,《跨文化交际学概论》这本书中的第一部分第一章中提到:任何两份人之间的交际都是跨文化交际。这让我对“跨文化交际”有了一种新的认识。 有些学者就认为,跨文化交际研究的范围应该也包括地区、职业、年龄、性别等方面的文化差异探讨。地区之间文化的差异,特别是在饮食方面还是比较明显的。在肇庆一些地方,番薯和南瓜是很少被当做是一道菜,更多的是当早餐或者是相当于正餐的米饭,但是同属广东,有一些地方又偏爱“蒜炒南瓜”。又比如,在我的家乡—海南,人们很爱吃生芒果,吃法也很特别:有的人会蘸盐吃,但更多人,包括我,更喜欢蘸调料吃,这种调料是用酱油、白砂糖、海南灯笼椒、或虾酱调制而成的。我周围的朋友都觉得这种吃法很奇怪,无法想象竟然用水果蘸酱油吃。不过我们当地人觉得味道还挺不错的。 正所谓“隔行如隔山”,每种行业之间虽然有互通的知识,但是之间的差别还是挺大的。对大多数学习文史类的人来说,理工科的公式换算简直就是“鬼画符”一样难懂。具体来说,要一个只专长与计算机编程的人去欣赏充满意境、“形散神聚”的散文,也是一件很难的事情。

新编跨文化交际课后翻译中英对照

Translation1 The growth of intercultural communication as a field of study is based on a view of history that clearly demonstrates people and cultures have been troubled by a persistent inability to understand and get along with groups and societies removed by space, ideology, appearance, and behavior from their own. What is intriguing about many of human civilization’s failure is that they appear to be personal as well as global. The story of humankind is punctuated with instances of face-to-face conflicts as well as international misunderstanding--major and minor quarrels that range from simple name-calling to isolationism tr even armed conflict. It is obvious that increases contact with other cultures and subcultures make it imperative for us to make a concerted effort to understand and get along with people whose beliefs and backgrounds may be vastly different from our own. The ability, through increased awareness and understanding, to peacefully coexist with people who do not necessarily share our lifestyles or values could benefit us not only in our own neighborhoods but could be the decisive factor in maintaining would peace. 纵观历史,我们可以清楚地看到,各民族与文化由于彼此所处地域、意识形态、容貌服饰和行为举止上存在的差异,而长久无法互相理解,无法和睦相处。在这种情况下,跨文化交际作为一个特定的研究领域得以形成和发展。值得注意的是,人类文明在发展过程中所遭受的许多挫折,既是个人的,又是全球性的;人类历史进程总是充满了个人间的直接冲突和民族间的误解--从骂骂咧咧到孤立主义甚至到武装冲突,大大小小争端不绝。 很显然,文化间以及亚文化间的交往日益增多,这迫切要求我们共同努力,去理解与我们有着天壤之别信仰和文化背景的人们,并与之和睦相处。通过加深认识和理解,我们能够与生活方式、价值观念不同的人们和平共处;这不但有益于我们周遭环境的安定,也是维护世界和平的决定性因素。 Translation 2 Culture is something referred to as our mental programming, our “software of the mind.”But we can take that computer analogy further and say that culture is the operating environment that enables software programs to run. Culture is like DOS or Unix or Windows:it is what enables us to process information in various specific applications. The metaphor of windows seems to be very appealing to describe culture:culture is a mental set of windows through which all of life is viewed. It varies from individual to individual within a society, but it shares important characteristics with members of a society. Culture is like the water fish swim in--a reality that is taken for granted and rarely examined. It is in the air we breathe and is as necessary to our understanding of who we are as air is to our physical life. Culture is the property of a community people, not simply a characteristic of individuals. Societies are programmed by culture, and that programming comes from similar life experiences and similar interpretations of what those experiences mean. If culture is mental programming, it is also a mental map of reality. It tells us from early childhood what matters, what o prefer, what to avoid, and what to do. Culture also tells us what ought to be . It gives us assumptions about the ideal beyond what individuals may experience. It helps us in setting priorities. It establishes codes for behavior and provides

跨文化交际学概论__胡文仲版

第一部分绪论:跨文化交际与跨文化交际学 第一章跨文化交际 一、什么是跨文化交际——具有不同文化背景的人从事交际的过程跨文化交际之所以在今天日益引起人们的注意,主要原因是由于交通工具的进步与通讯手段的发展,使得不同国家、不同种族、不同民族的人能够频繁地接触和交往。L.S.Harms 认为,在世界范围内的交际经历了五个阶段:语言的产生;文字的使用;印刷技术的发明;近百年交通工具的进步和通讯手段的迅速发展;跨文化交际。近二十年来的交际是以跨文化为特征的。 二、对跨文化交际的不同理解:有的人认为每个人在文化上都是独特的,所以任何两个人之间的交际都是跨文化交际。有的人认为,不同国籍人们之间的文化差异与不同职业的人们之间的文化差异并没有什么本质上的区别,只是程度上的差异。有的人认为,跨文化交际研究应该把重点放在亚文化系统的语篇系统方面。有的人认为,作大范围的国与国之间的对比对于改进跨文化交际益处不大,应该把眼光放在更具体的文化差异上。跨文化交际研究的范围应该也包括地区、职业、年龄、性别等方面的文化差异的探讨。文化通常不是指个人的行为,而是指一个群体的生活方式和习惯。作者认为作跨国、跨种族、跨民族研究不仅应该是跨文化交际研究包括的内容,而且应该是放在首位的。至于地区、

阶级、阶层、职业、性别、年龄等不同层次的差异也应该给予关注。至于个人之间的差异的研究只是在我们把他们当做群体的代表时才有意义。在研究一个国家的文化特点时,我们的眼光首先应集中在它的主流文化主流文化上,其次才注意它的亚文化和地区文化的特点。主流文化-主流文化-亚文化-地区文化-小群体文化(不同年龄、职业、性别群体的文化) 三、第二章跨文化交际学 跨文化交际学在美国Intercultural Communication (与人类学、心理学、传播学关系密切) 1.首先在美国兴起。美国有来自各个国家的移民,有各自的文化系统和风俗习惯,逐渐在美国社会形成了多元文化的格局;美国与各国交往频繁。 2.Edwar Hall 《无声的语言》跨文化交际学的奠基之作。认为不同文化背景的人们在使用时间、空间表达意义方面表现出明显的差异。(对时间、空间、交际的关系作了深入探讨) 3.1970 年是具有重要意义的一年,在这一年,国际传播学会承认跨文化交际学是传播学的一个分支,成立了跨文化交际学分会。1972 年,第一届跨文化交际学国际会议,日本东京。 4.70 年代,影响最大的书籍Samovar&Richard《跨文化交

跨文化交际翻译练习

Translate the following paragraphs into Chinese. 1. People in Paris eat snails, but people in San Diego put poison on them. Why? People in Tabriz or Tehran sit on the floor and pray five times each day, but people in Las V egas stand up all night in front of slot machines. Why? Some people speak Tagalog, others speak English. Why? Some people paint and decorate their entire bodies, but others spend millions of dollars painting and decorating only their faces. Why? The general answer to these questions is the same. People learn to think, feel, believe, and strive for what their culture considers proper. People respond to the world through the messages they receive, but it is culture that determines, to a large extent, the form, pattern, and content of those messages. Culture also determines the content and conformation of the messages we send. This omnipresent quality of culture leads Hall to conclude that “there is not one aspect of human life that is not touched and altered by culture.” In many ways, Hall is correct: culture is everything and everywhere. And more importantly, at least for our purposes, culture and communication work in tandem. In fact , they are inseparable: it is often difficult to decide which is the voice and which the echo. 2. There are six barriers to communication----anxiety, assuming similarities instead of differences, ethnocentrism, stereotypes and prejudice, nonverbal misinterpretations and language problems. Anxiety is feeling nervous, which can affect communication when you focus so much on your own feelings that you do not pay attention to what other people are telling you. If you are speaking to someone in your second language, you may worry that the other person may speak too fast or will use words you do not understand. Anxiety may also affect your ability to communicate your ideas to others. If you are in a situation where you feel very nervous, such as talking to your boss, you may find yourself saying awkward things or even making mistakes in grammar that you never do when talking with your friends. Individualism-oriented cultures hold individual interests and goals as most important while in collectivism-oriented cultures group interests and goals precede over those of the individual. Most Western countries value individualism and people strive hard to achieve individual identity in terms of possessions and achievement in their professions. Many eastern countries place high value on the collective. Sometimes individuals have to sacrifice their own interests to achieve what is good for the group. 3. When studying stereotypes, prejudice, and racism, you may be struck with the role that communication can play in either spreading the beliefs or stopping their spread. Prejudice and racism are commonly viewed as being rooted in the child’s early socialization and fostered in communication with other people who are prejudiced or racist. 4. Here is an important point to bear in mind. Chinese learners of English tend to assume that when it is their turn to speak, they must speak accurately, completely, fluently and without any hesitation. If they cannot do so, they begin to blush and lose confidence. In actual fact they have made a unreasonable demand on themselves. In natural conversation, it is quite common that native speakers of English make grammatical mistakes, hesitate a lot, make a false start, use words or expressions that they regret using them later. The point you should bear in mind is that when you are engaged in spontaneous conversation (i. e. natural conversation), your goal is to get your ideas across. Do not worry about hesitation, misuse of words, too many pauses, etc. Nobody, not even a native speaker, is free from these flaws. Y ou can use those meaningless but useful syllables to gain time.

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