跨文化交际 第八、九章word整理版本

第八章非言语行为差异与跨文化交际

一、非言语行为

（一）非言语行为

包括言语行为之外的一切由交际者和交际环境所产生的刺激，这些刺激对于交际参与者都具有潜在的信息价值或意义，一旦这些刺激被对方感知就产生了交际意义。

非言语行为包括说话时的语调、语气、语速、音量、身姿、手势、表情、服饰、体距（交谈时的身体距离）。

1.无所不在性

2.关系性

3.文化制约性

（三）非言语行为的类型

1.体态行为(body language / kinesics)

指人的身体各部位的行为动作，表现为说话时的目光语、触觉行为、气味行为、姿态、方位、手势语、面部表情等等。

体态行为(P458)目光语; 触觉行为; 气味行为; 姿态; 方位; 手势语; 面部表情

举例1：美国：蔑视中国：惊讶藏族：尊敬

2、时空行为(proxemics and temporal) 包括体距行为和时间行为

(1)体距行为（P461）

(2)时间行为(陈p138）

时间的单一性(monochronic-time)

时间的多样性(polychronic-time)

包括体型（身材、体重、身高、肤色、脸型等）、服装（材质、款式、颜色等）、饰品（眼睛、首饰、提包、别针等）等各种要素。

（1）容貌：各个国家美的标准不同

（2）仪表

（3）服饰

4、类语言行为

包括人类发音器官所发出声音的音量、音调、重音、语调等因素，以及轻重缓急、抑扬顿挫、高低强弱来表达说话人的思想感情和态度；也包括表达不同意义的诸如叹息、呻吟、咳嗽等声音（有声的非语言行为）。

言语基础的声调：声音的高低、长短、响度和力度。

言语伴随的音质：音调、节奏、语速、发声共鸣，如尖叫、鼻音、孩子气的声音、有节奏的声音等。

浊音化现象：非自然的声音，如笑声、哭声、清嗓子声、哼哼声、啜泣声、喷嚏声、呼噜声等。

（四）非言语行为的功能

1、非言语行为是社会关系的标志

2、非言语行为是话语功能的标志

3、非言语行为是感情流露的标志

第九章性别差异、性别歧视与跨文化交际

第一节性别差异及跨性别交际

一、性别文化与性别角色

（一）性别文化及其形成因素

生理意义

性别文化中的文化意义和社会意义

性别文化：社会为不同性别所规定的信仰、价值和行为的体系，是社会为不同性别的人们所分别限定的所思、所为、所言、所觉的范围。

2.性别文化的形成

（1）生理因素

（2）社会和文化因素

（二）性别身份与性别角色

1.性别角色：

（1）社会规范和他人期望所要求于男女两性的行为模式，也可以说它是孩子们在社会化过程中获得的与生理性别相适应的、为社会和文化所期望的行为。

（2）分为不同的发展阶段，其中儿童性别角色的形成是儿童社会化进程中最重要的组成部分。

2.性别身份与性别角色

（1）心理和文化两个不同层面上的概念，两者是不可分割的统一体。

（2）性别身份：个体对自己生理特征和社会文化特征的知觉，是对自己性别身份的确定和认可；

（3）性别角色：是孩子们在社会化的过程中所获得的与生理性别想适应的、为社会文化所期望的行为。

（4）性别身份是性别角色的内化，性别角色是性别身份的外显

形式。

性别身份(gender identity) 个人对自己是男性身份或女性身份在心理上的认同。开始期：1岁半；关键期：1至3岁

影响因素：生理特征与社会习得

生理特征：性别差异，受到不同对待

社会习得：父母对自己性别的肯定和接纳；透过观察，模仿父母或师长的行为，以及父母对子女的教导

丹麦语言学家叶斯帕森(Jespersen)最先从语言学角度研究“性别语言” (male/female language)。

很多学者(Lever,1976; Goodwin,1980; Brooks-Gunn, 1979; David Malts & Ruth Borker,1982) 的研究证明交际规则是人们在孩提时代（大约五岁）形

成的，这种在游戏中形成的交际规则一直延续到成年，并终生为人们所遵循。

国外学者关于性别文化之交际规则大致概括如下：

（1）女孩的交际规则和特点：——情感型（expressive）

①相互间友好相处，齐心协力，共同合作，彼此包容，关系和谐。交际时发言机会平等。

②彼此间寻求一致或共同之处，不责备别人。责备时，和风细雨，不以势压人，不争强好胜。取悦别人，伙伴之间有凝聚力。

③体贴别人，满足别人的需求，富有同情心，努力去理解别人。善于移情，对别人有高度敏感性。

④不是成就型，而是关系型，追求关系的和谐。

（2）男孩的交际规则和特点：——工具型

①喜欢表现自己的权威、自信、并果断行事。用言语确定自己的同志地位和领袖身份，直接表达自己的权利欲望。

男孩常用语：

命令式：“Get up”, “Give it to me”, “You go over there”等。

辱骂或嘲弄式：“You are a dolt.”

恐吓或炫耀式：“If you don’t shut up, I’m gonna come over and bust your teeth in.”

拒绝接受命令

善于辩论和言辞角逐

②敢于竞争，争取垄断发言，赢得观众，突出个人和超越别人，并引起关注。爱开玩笑，哗众取宠，讲话时能排除干扰把话讲完的能力。

③成家立业的雄心壮志，用言语和行动使别人信服，有解决问题的能力和不达目的誓不罢休的决心和意志。

（一）女性的交际规范及其特点

1.女性的交际特征

（1）话语选择：婚姻家庭、生儿育女、穿衣打扮、逛街购物等内容

（2）话语方式：追求文雅、优美、委婉、情感的语言风格，与女性的教育程度、文化水平成正比。选择间接言语行为，常用疑问形式来答题祈使要求，如“请给我一杯咖啡好吗？”

（3）言语策略：注重遵循交际中的合作原则和礼貌原则，表现较为得体。比男性更多使用客套的礼貌标记词，如please、thanks等，体现了女性谦和、礼貌的本质。

2.言语交际风格

（1）交际过程中，习惯用言语行为或非言语行为支持对方讲话，注意倾听，以询问的方式参与交谈和争取发言的机会。很少打断别人谈话，不争夺发言权，并及时对别人的讲话作出反应，以表示全神贯注地聆听。（如点头，“恩”，“然后呢？”）。

（2）交往方式倾向于维护相互间的关系，更重视谈话中的合作与协调，更注重整体的气氛和交谈时对方的反应，对他人的话语往往能够给予积极的回应。对话题的控制欲较低，彼此的合作性却很强。

（3）书语表达时，陈述的内容多涉及具体的人和事。在事件叙述时是多层次，表现清楚，涉及面广，句型多有变化。情节处理上，多描写较生动、具体、注重细节。抒发情感多以家庭、爱情、个人处境等为主题。并且易于表现出忧郁、感伤的情调，显得舒缓、和婉、细腻。

3.言语交际目的

以建立和谐的关系为目的，用言语与对方建立平等关系，寻求共同点和一致性。在女性世界里，言语是亲近他人并与之建立良好关系的途径。具体表现为：

（1）更抱合作态度，更多表现有助于配合对方谈话的态度。面对不感兴趣或抱有不同看法的情况下，往往取向与暂时同意或接受对方的观点和看法，随着对方思路走，积极与对方配合，保持谈话一致性。

（2）由于对命令行事的言语极为反感，所以在批评他人或与他人争执时，既不显得过分放肆，也不显得霸道、刻薄。以委婉的方式提出批评。（3）善于创造和保持女性之间的亲密、平等关系。女性的友谊，倾向于通过言语形式，增强彼此之间的理解和感情。

（二）男性的交际规范及其特点

1.言语交际特征

（1）容易结成团体，在团体中善于提拔或拥戴一个领导，并乐意接受领导，或挺身而出领导大家。男性团体是一种组织严密、分工精细的组织，在其中能够感受到群体的力量。

（2）渴望用语言和行动确定自己的统治地位和领袖身份，直接表达自己的权利欲望。

2.言语交际风格

（1）自信、果断，喜欢占有支配权，喜欢争取并垄断发言，赢得听众，常把自己与别人对比，设法引起别人的关注，讲话时能排除干扰把话讲完。会随意转换话题，并强求别人围绕他感兴趣的话题发表议论。喜欢提出意见，帮助解决问题。

（2）具有较强的独立精神，无需把发言权让给别人，对别人讲话也及时反映，但目的是为了显示自己，使别人逊色。当与别人意见相左时，及时阐明自己的观点，并极力证明自己的正确、可信。(据研究，男性主动打断谈话占75%，而女性为25%）。

（3）谈话呈线性流动，目的明确，琐碎枝节会妨碍目标的实现。

3.言语交际目的

善于用言语和行动使别人信服，有解决问题的能力和不达目的誓不罢休的决心和意志。男性这种时时想树立自己的权威的欲望，并要得到别人认同的特点，显然是工具性角色的具体表现。

三、跨性别交际的文化冲突

（一）

1.男女性别文化的存在，根本上是由心理定势乃至价值观等方面造成的，这就势必为两性在交际规则或规范、交际风格、交际方略等方面造成差异，这就为两性之间的交际带来困难。。

2.细节方面的差异，可能构成影响交际的重要因素，在如果它们与其性别角色的期望不符，就会传递错误的信号，会造成心理障碍，甚至会激怒对方。

3.在异性交往时，由于缺乏对性别差异的敏感性和意识性，人们会自动以自己的性别文化规则解释、判断和评价他们的言语和非言语行为，相互的误解就再所难免。

（二）跨性别文化交际的敏感区

1、话题选择与话题转换

（1）男女双方对提问的行为有不同的解释：女性把提问当作鼓励对方继续和完成谈话的重要手段，提问是他们用来和谐关系的重要手段；而男性则把提问当作提问题或获取信息的手段。

（2）对话题的发展和转换有不同的解释和不同的做法：男性习惯直接切题，谈话不得离题，不泛泛而谈，话题转换突兀，使人始料不及；而女性喜欢绕弯子，谈论一些与话题不太相关的琐碎细节，话题转换顺其自然，在预料之中，但常让男人感觉离题太远。

2、会话形式与功能判断

（1）对所提的问题、提供的劝告、建议的态度也截然不同：女性努力相互理解，情感交流，相互倾吐衷肠，排忧解难；而男性喜欢帮助解决实际问题，提供建议，而且会像专家那样滔滔不绝讲述自己的意见。

（2）男女对侵犯性的言语有不同的解释：女性倾向于把侵犯性的语言当作对个人的攻击，是破坏友谊的行为；而男性则把这种行为当作谈话的一进行的惯常手段。

（3）女性开始讲话时，常常先重复别人的刚刚讲过的内容，表示对别人讲话的尊重，之后才发表自己的意见；而男性发言时，常常无视别人所言所述，直接陈述自己的观点。

(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

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文化差异与跨文化交际章节答案

第一章 1 【单选题】(10分) 中西方文化交流的历史源远流长，历史上有一条连接东西方文明古国的通道被称之为“丝绸之路”。“丝绸之路”的得名是由（）提出的。 A. 张骞 B. 汉和帝 C. 汉武帝 正确 查看答案解析 10分 2 【多选题】(10分) 广义上的“丝绸之路”除了包括陆上丝绸之路外，还包括海上丝绸之路。海上丝绸之路由（）组成。 D. 北洋航线 正确 查看答案解析 10分 3 【多选题】(10分) “丝绸之路”曾作为连接中西方的重要通道发挥着重要的作用。其发挥的作用主要是指（）。 B. 军事作用 正确 查看答案解析

10分 4 【单选题】(10分) 通过“陆上丝绸之路”，于（）年粟特人将制造葡萄酒的技术传入中国。 B. 康熙九年 C. 崇祯十六年 D. 元和七年 正确 查看答案解析 10分 5 【单选题】(10分) 汉武帝时期，（）为开拓“丝绸之路”立下了汗马功劳，被誉为“中国走向世界第一人”。 A. 卫青 B. 霍去病 D. 司马迁 正确 查看答案解析 10分 6 【多选题】(10分) 鸠摩罗什把佛教从西方引入中国，将大量经书翻译成汉语，为佛教在中国的传播做出了巨大的贡献。他与（）和玄奘并称为中国佛教四大译经家。 B. 鉴真 C. 法显 正确 查看答案解析 10分 7 【单选题】(10分) （）17岁时跟随父亲和叔叔历时四年来到中国，与元世祖忽必烈建立了友谊。后由鲁斯蒂谦将其在中国见闻轶事整理并编着成游记，在欧洲广为流传，激起了欧洲人对东方的向往。

A. 查理·马特 C. 利玛窦 D. 阿基米德 正确 查看答案解析 10分 8 【多选题】(10分) 佛教传入中国后对中国文化的影响巨大。中国历史上就曾修建过许多反映佛教文化的石窟，其中敦煌莫高窟与（）并称为中国四大石窟。 A. 固原须弥山石窟 正确 查看答案解析 10分 9 【多选题】(10分) 利玛窦不仅将中国文化介绍到了西方，而且帮助中国人打开了视野，使中国人了解到了西方。正是由于他的到来，使中国人第一次接触到了（）。 D. 西方哲学 正确答案是:A,B,C 查看答案解析 10 【多选题】(10分) “丝绸之路”加强了东西方的贸易往来。通过“丝绸之路”中国将（）运输到东南亚、南亚、东非以及欧洲各国。

跨文化交际整理

Unit 1 1 economic globalization(经济全球化）：the integration of national economies into the international economy through trade, foreign direct investment, capital flows, migration, and the spread of technology. 2 barter system(物物交换）：exchange without money –Farming communities traded their surplus produce in exchange for products and services without the medium of money. –Human society has always traded goods across great distances. 3 global village(地球村）：the world form one community –All the different parts of the world form one community linked together by electronic communications, especially the Internet. 4 melting pot(大熔炉）：a socio-cultural assimilation of people of different backgrounds and nationalities. 5 culture(文化）：can been seen as shared knowledge, what people need to know in order to act appropriately in a given culture. 6 cultural diversity(文化融合）：refers to the mix of people from various backgrounds in the labor force with a full mix of cultures and sub-cultures to which members belong. 7. Communication(交际）: mean to share with or to make common, as in giving to another a part or share of your thoughts, hopes, and knowledge. 8 intercultural communication(跨文化交际）：communication between people whose cultural backgrounds and distinct(不同）enough to alter（改变）their communicaion。 9 components of communication（交际的十大要素） ①source(来源）：the person who desires to ②encoding(编码）：the process of putting on idea into a symbol ③message(信息）：identifies the encoding thought ④channel(渠道）：the means of transmission(传播途径） ⑤noise(干扰）：anything distorts the messages ⑥receiver(接受者）：the person who attends to the message ⑦decoding(解码）：assigning meaning to the symbols received ⑧receiver response(接受者反应）：anything the receiver does ⑨feedback(反馈）：the portion which the source has knowledge and to which the source attends and assigns meaning ⑩context(场景）：help define(使明确）the communication

(完整word版)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 also showing generosity to one’s opponent and good temper in defeat. Case study Q、What made the British feel quite unhappy in this situation?

跨文化交际英文案例

Case 1 Girl-ness As a visiting professor in an American university, Zhang Hua was invited to give a lecture to a group of American students. He talked about university students in China. During the question-and-answer period after the lecture, one female student asked a question that surprised Zhang Hua. “When you talked about female students, you referred to them as girls. Why?” “Because they are girls. That’s what they are called,” Zhang Hua tried to answer, but he knew he did not really understand the intent of the question. “ I don’t quite understand your question, I’m afraid.” “In the States, we call ourselves ‘ women’ if we’re old enough to go to the university. Calling us ‘girls’ is insulting.” Do Chinese female college students prefer to be called women? Case 2 Many years ago, a Chinese man showed a photo of his wife to some American visitors. Out of courtesy, they all said,” She is very beautiful.” Also out of courtesy, the man replied with what he would have done in Chinese under the circumstance,” Where! Where!” Quite taken aback, nobody said anything for a moment, until the most ingenious one among the visitors, taking another look at the photo, said, “Oh, everywhere!” What did the Chinese intend to mean by replying with “ Where! Where!”? Case 1 Girl-ness As a visiting professor in an American university, Zhang Hua was invited to give a

(完整word版)跨文化交际试题

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/ee13099271.html,munication is symbolic https://www.sodocs.net/doc/ee13099271.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

跨文化交际 英文

Analysis of Deferent V iews on “Filial P iety” Between China and American from Movie Guasha Abstract:“While one’s parents are alive, one should not travel to distant places.”“The gentleman works hard on the basic principles, thereafter comes morality; filial piety is the basic principle of a human being.”These are our Chinese traditional filial piety. But are these standards or rules suitable for every nation? The movie Guasha shows us many about the differences of filial piety between China and American. There are many misunderstanding and coincidence in this movie and those are the cause of the circuitous of the characters’fate. All of these are rooted in the cultural differences between China and American. In this assay, I made the differences of filial piety as the point of entry to analyze the reason why the differences come and their similarity. Key words: Guasha, the culture in china and America, piety, filial piety, object The movie Guasha tells a story that a Chinese couple who lived in American for 8 years took the hero’s father in American after they think they had realized their American dream. But a few days later, their son got ill; the old father used Guasha to treat the little boy for he didn’t know how to read English. The bruises were noticed by the child welfare bureau, and all the rough broke out after that. Finally, they had a universal satisfactory ending. The end of the story is to the satisfaction of all, but a variety of cultural conflict is the apparent. What we see is the initial irreconcilable to accept, understand. Many people will think that Chinese and Western have cultural differences, I think so, but I also think that behind these differences, there are many similarities. The following, I will be on the film to talk something about filial piety plot makes concrete analysis, and explore how cultural differences reflected in the filial piety? Why is it? What are the similarities? But before that, we will first do a general understanding of filial piety. In the ancient clan and tribal society, meaning of "filial piety" is very wide. It refers to the family of the elder respect, love, support and sacrifice. With the family as the basic unit of society and social development in a long time, "filial piety" changes from the family elder respect to parental care, and become an important ethical rule to do with family relations. Today, "filial piety" to living gets more attention. We often say that the parents contribute to our

(完整word版)跨文化交际案例分析

Case Study 1 Age and Status 两位同事的矛盾使一家数据处理公司的总经理遇到了麻烦。一方是一位踌躇满志的法裔加拿大小伙子，另一方是一位有特许签证的年长的中国女性，而此前两人确实很好的合作伙伴….. Case description: A manager in a data-processing company was having difficulty dealing with a conflict between a young, ambitious French Canadian male and his co-worker, an older Chinese woman who was on a special visa from China. She had recently become uncooperative and had made it clear to the manager that she would not be willing to travel to the capital with her co-worker to hold discussion with legislators about a new product with great enthusiasm. When the manager asked her what the problem was, he received no clear explanation. When he asked her co-worker, the young man had no insights to offer. The young French Canadian was clearly annoyed, however, that the Chinese woman was refusing to share her data with him. That meant he couldn’t make the presentation to the legislators because she had all the key data on her computer disks. The manager repeated questions to her but her “problem” go t nowhere. So he changed his approach. He began explaining his concerns, as manger and as spokesperson for the company, about the upcoming meeting with legislators. His explanation about his position was unemotional. In that climate she then felt she could explain her position. She revealed she felt that that as an older, and to her mind, more senior person, she should not be sent to the capitol with a younger employee who would do the presentation of material she had worked hard to develop. That would diminish her status, she felt. The general manger knew the root of his headache. Questions: 1．What do you think caused the conflict? 2. What would you do to resolve the conflict if you were the general manager? 矛盾冲突 这位年长的中国女士投入极大的热情和精力开发产品．却在最后的关键时刻拒绝与年轻的同事一同去向议员做推介：当经理和同事问其原因．她并未做任何明确的回答：而当经理改变策略，不再直接询问原因，而是迂回地讲起自己的困境时，她才道出自己的顾虑。在这位资深年长的中国女士看来，同一位比她年轻的同事一同去国会，并且由对方来做推介会影响到她的地位和威信，因此她无法同意：原因分析 造成这一矛盾的文化因素有两方面．对地位、年龄的不同态度以及这种不同的表达方式。人对权力的认识因文化背景的不同而不同。根据霍夫斯特的调查研究，“低权力距离”国家的人强调个人的能力和信用，人与人之间权利和关系的平等，而．”高权力距离”国家，如中国、日本、纬国，强调地位、经验、年龄、资历等，人与人之间存在级别差距；因此在这位年轻的加拿大人看来，在工作上他与这位女士是平等的合作伙伴，并没有地位的差别，自己也有能力参与项目并做最后报告。而在这位中国女士看来，以自己的年龄、资历、以及工作中的付出，与一个年轻人一同去国会，并且由对方来做报告对她来说是一件丢面子的事： 另外．双方表达方式的不同也导致了矛盾的加深。根据霍尔的理论，加拿大是“低语境”国家，中国属于“高语境”文化国家，因此，当她的加拿大同事没有充分考虑到她所处的位置．而是直接问她原因时，这位中国女士采用了婉转回进的策略，没有直接说出自己的想法。而当经理改变方法迂回地说到自己的难处时，在这种语境下她才说出自己的顾虑。