Chapter 2 Communication and Intercultural
Communication
I. Teaching Objectives
In this chapter, the teacher should enable the students to:
1. know different definitions of communication.
2. identify nine components of communication.
3. identify the characteristics of communication.
4. know the relationship between culture and communication.
5. know the definition of intercultural communication.
6. identify the 4 forms of intercultural communication.
II. Contents
1. Keywords
(1) Sender/Source: A sender/source is the person who transmits a message.（信息发出者/信息源：信息发出者/信息源指传递信息的人。）
(2) Message: A message is any signal that triggers the response of a receiver.（信息：信息指引起信息接受者反应的任何信号。）
(3) Encoding: It refers to the activity during which the sender must choose certain words or nonverbal methods to send an intentional message. （编码：编码指信息发出者选择言语或用非言语的方式发出有目的的信息的行为。）
(4) Channel/Medium：It is the method used to deliver a message. （渠道/媒介：渠道/媒介指发送信息的方法。）
(5) Receiver: A receiver is any person who notices and gives some meaning to a message. (信息接受者：信息接受者指信息接收者是指注意到信息并且赋予信息某些含义的人。)
(6) Decoding: It is the activity during which the receiver attaches meaning to the words or symbols he/she has received.（解码：解码指信息接受者赋予其收到的言语或符号信息意义的行为。）
(7) Feedback: The response of a receiver to a sender’s message is called feedback.（反馈：反馈指信息接收者对信息源信息所做出的反应。）
(8) Noise: It is a term used for factors that interfere with the exchange of messages, including external noise physiological noise, psychological noise and semantic noise.（干扰：干扰指妨碍信息交流的各种因素。包括外界干扰，生理干扰，心理干扰和语义干扰。）
(9) Context: A context is the setting or situation within which communication takes place , including physical context, social context and interpersonal context.（语境：语境指交际发生的环境，包括自然语境，社会语境和人际语境。）
(10) Intercultural communication: It is the communication between people whose cultural perception and symbol system are distinct enough to alter the communication event.( 跨文化交际：跨文化交际指的是那些在文化认知和符号系统上存在差异的人们之间的交际。这些差异足以改变整个交际事件。)
(11) International communication: it takes place between nations and governments rather than
individuals; it is quite formal and ritualized. (国际交流：国际交流是指发生在国家和政府之间而非发生在个人之间的交际；此种交际非常正式和仪式化。)
(12) Interracial communication: It occurs when the sender and the receiver exchanging messages are from different races. (跨种族交际：跨种族交际是指交流信息的信息源和信息接受者来自不同的种族的交际。)
(13) Interethnic communication: It is the communication between or among people from different ethnic groups in a country or culture.（跨民族交际：跨民族交际是指来自一个国家或文化内部的不同民族群体的人们之间的交际。）
(14) Intracultural communication: it is defined as communication between or among members of the same culture.（文化内交际：文化内交际是指同一文化内部的成员之间的交际。）
2. Key Points
(1) The nine components of communication.
(2) The definition of intercultural communication.
(3) The forms of intercultural communication.
3. Difficult Points
(1) The characteristics of communication.
(2) Relationship between culture and communication
III. Teaching Methods
1. Pair/Group work
2. Discussion
3. Task-based approach
4. Communicative approach
5. Questions and answers
6. Case analysis
7. Interview
IV. Teaching Procedures
1. Lead-in case: let the students do lead-in case “She has Three Hands” and discuss the following questions:
1. Suppose you are the Chinese doctor, if you are communicating with the Canadian physiotherapist, will his words irritate you? How would you respond to the situation?
2. What caused their communication conflicts?
3. What do you think of the different communication styles of the two doctors?
2. Text A
a. Presentation: Pre-reading task
Let the students do pre-reading task and discuss the questions provided by the activity.
b. Practice: The explanation of the text and activities
(1) Communication Defined
Let students read “Communication Defined” to know how communication is defined from western and eastern perspective. This part is difficult to understand, so teacher should try to help students to understand it by offering some typical examples.
(2) Components of Communication
Let students read “Components of Communication” to identify the nine components of
communication. This part may seem dull to students, so teacher should try to make it more interesting.
c. Production: After-reading Check
Let students fill the diagram of the components of communication to help them remember these components.
Teacher guides students to analyze Case 9 to enhance their knowledge of the nine components of communication.
3. Text B
a. Presentation: Pre-reading task
Let the students do pre-reading task and discuss the questions provided by the activity.
b. Practice: The explanation of the text and activities
Characteristics of Communication
Let students read “Characteristics of Communication” to know the six characteristics of communication. This part is not so important. Students are just supposed to know the six characteristics of communication.
c. Production: After-reading Check
Let students answer the short -answer questions to check how well they have understood this part. Teacher guides students to Analyze Case 10 and answer the following questions.
4. Text C
a. Presentation: Pre-reading task
Let the students do pre-reading task and discuss the questions provided by the activity.
b. Practice: The explanation of the text and activities
Culture and Communication
Let students read “Culture and Communication” to know the relationship between the two. This part is important; teacher can help students to summarize the relationship between culture and communication and how culture affects its communication style.
c. Production: After-reading Check
Let students do the short-answer questions to check how well they have understood this part. Analyze Case 11 and answer the following questions.
5. Text D
a. Presentation: Pre-reading task
Let the students do pre-reading task and discuss the questions provided by the activity.
b. Practice: The explanation of the text and activities
(1)Intercultural Communication Defined
Let students read “Intercultural Communication Defined” to know the definition of intercultural communication. Briefly, intercultural communication refers to the communication between or among people from different cultures. More precisely, it is the communication between people whose cultural perception and symbol system are distinct enough to alter the communication event.
(2) Forms of Intercultural Communication
Let students read “Forms of Intercultural Communication” to identify the four forms of intercultural communication. This part is very important, so teacher should try to help students distinguish the four forms of intercultural communication by offering typical examples. Students are supposed to remember the four forms of intercultural communication.
c. Production: After-reading check
Let students define the four forms of intercultural communication to check how well they have understood this part. They are encouraged to use their own words and examples.
Analyze Case 12 and then answer the following questions.
V. Assignments
1. Let students do the Checklist and Assessment.
2. Let students do the rest exercises and activities in “After-reading Check” of each text.
3. Review what has been learned and preview the next chapter. (Teacher should tell students exactly what to do. For example, teacher can give students a couple of questions to ask them to find the answers when they preview the next chapter.)
VI. Reference
1. Cultural Background:
中西语言习俗
在现代社会生活中，跨文化的语言交际已日渐成为现代交流的一个引人注目的特点。有些人，一遇到外国人即用英语上阵，这样常常并不令人满意，其原因是我们对语言和文化差异不甚了解。
（1）中西语言与文化差异
欧美社会文化是建立在人文主义基础之上的，因此和欧美人士交流时，要特别注意不要涉及对方的隐私。它通常包括个人的年龄、婚否、经济收入、地址、家庭等等。中国人初次见面，就要请教尊姓大名、住址、年龄等等，不仅不会被认为是失礼，而且还似有亲切、接近之感。
（2）与欧美人交谈时应注意的问题
社会文化制约人们的语言行为，人们的言语行为反映一定的社会文化背景。与外国人土人交谈时，若忽视了这一事实，轻则产生误会、难堪，重则导致敌对情绪。与欧美人交谈就得了解欧美人的社交语言规范，明确何时何地对何人何事可以说或不可以说的话。这是欧美人的提交语言规范之一，在交谈时要注意以下问题：
1)说话时尊重对方立场
说话应注意中外文化的区别，尊重对方立场。中国人看到朋友感冒，往往会说“要多喝开水”或“多穿些衣服”之类的话以示诚心，但欧美人独立意识较强，受不了带有长者的劝告口吻。像类似于“多喝开水”或“多穿些衣服”的话，不但不会感激你的关心，反而觉得你对他有失尊重
2)己所不欲，勿施于人
欧美人把自己做的点心送给你时，一定说自己亲手制作的点心很可口，若是中国人和日本人，则会说自己做得不好，这在中国已成了习惯。主客相互客气了事。假如是欧美人，他便奇怪了，认为这是一种侮辱：因为既然是不好吃的东西，为什么要请他来吃呢？
3)有话不妨直说
欧美人一般都爱直率地表达自己的意见，各人意见不同，也认为是正常的事，对方也决刁会因为你的意见不同而感到惊异。有人做过调查，200个中国人提出请求，有124个是先说明请求原因，然后才提出请求。而在180个美国人提出的请求中，有113个先提出请求，然后才附带说明请求的原但。由于这种差异，英国人的请求在中国人看来是唐突的，而中国人的请求在欧美人看来是啰嗦。
4)不要过分客气礼让-
在中国，人们认为“礼多人不怪”。这对欧美人来说是不适用的，尤其美国人性格开朗、办事利索，礼多反而觉得不诚恳。有个中国学生在电车上踩了美国人一脚。赶紧说：“对不起”。美国人回答说；“没关系”。可中国学生又加了一句：“对不起，实在对不起，我是不小心的。”这回美国人根本不作答了。
5)致思途径由小到大
中国人习惯从整体上、根本上人手思考问题，而欧美等国的人则正相反，是由小到大来考虑问题。一位德国教授抱怨中国学者的演讲方式，说：“他们不论讲什么，都先讲一通中国地大物博，历史悠久，古代辉煌，近代落后，新中国充满希望，又出现新问题，轮到讲自己的专业却没词了。”其实，思考、谈论问题由大到小和小到大这两种方式各有其长处。问题是双方应对对方民族语言的致思途径有所了解。否则，难以圆满地实现交际目的。
中日语言习俗
中日两国虽然是地理相近，风俗相仿，但是中国人和日本人的语言习俗仍有各自独特之处。有些中国人在讲话时不管对方是否知道，喜欢用“你不知道……”作为开场白。例如说：“你不知道，北京的变化可大了……”而日本人在这种情况下，一般会这样说：“我想，你已知道，北京的变化太大了……”用“你不知道……”这种方式对日本人讲话。往往会伤害日本人的感情。对方问你问题时，你说“我不知道”，在中国人看来没有什么，但在日本人一般要说：“很抱歉，我不知道。”否则，语气就像“我不告诉你”，会给别人不愉快的感觉。比如说在日本，一个顾客向一位卖服装的营业员问卖唱片的地方在哪里，或者某件服装是哪个国家生产的，营业员决不能说：“我不知道，请你去问别人吧”而一定要向同事请教之后再回答顾客。
中国人很重视辈分，在同一辈分中总要明确地表示出谁是“长”，谁是“少”。中国人在兄弟姐妹之间，都明确地称呼“大哥”、“二哥”或“大姐”、“二姐”。而日本人，不需要严格区别顺序，一般当面称“某哥哥”。对长辈称呼也是如此。日本人取名，却喜欢用数字排行，如“太郎”、“健二”、“三郎”。
在中国对于副职，例如副市长、副厂长等，特别是下级对上级称呼时，往往把副字略去，而称“某厂长”。但日本人却一定要称“某副厂长”。
日本人对语言是十分敏感的，所以不需要高声动感情和他们说话。日本人总是笑脸相迎，含蓄委婉到从不愿断然对人说一个“不”字。为了保全面子或避免公开对抗，日本人常常拐弯抹角，含糊其辞。他们不注意溢于言表，而注重通过五脏六肺做心照不宣的活动，以达到不言自明。对此，人们用一个专门词汇来形容它，叫做“腹艺”。
被辞退的杨女士
杨女士被派到一位意大利来京工作的专家家里做服务工作。因为她热情负责、精明强干，起初专家夫妇对她印象很不错，她也把自己当成专家家庭里的一员。
有一个星期天，那位意大利专家偕夫人外出归来。小杨在问候了他们以后，如同对待老朋友那样，随口便问：“你们去哪里玩了?”专家迟疑了良久，才吞吞吐吐地相告：“我们去建国门外大街了。”小杨当时以为对方累了，接着又问：“你们逛了什么商店?”对方被迫答道：“友谊商店。”“你们怎么不去国贸大厦和赛特购物中心看看，秀水街的东西也挺不错的，”小杨好心好意地向对方建议说。
然而，她的话还未说完，专家夫妇却已转身离去了。两天后，扬女士被辞退了。请分析杨女士被辞退的原因。
【分析提示】
由于各国的文化背景不同，在国际交往中人们应遵守：待人接物，言谈时要“热情有度”，这也是中外言谈礼仪的重要区别之一。杨女士对主人所讲的话全是出于善意，也体现了小杨待
人热情友善，但意大利专家夫妇认为已经妨碍了他们的私生活，因此，待人热情友好要把握好分寸，否则事与愿违。
Culture and Communication
Understanding the intertwined relationship between culture and communication is crucial to intercultural communication. On the other hand, culture conditions communication. First of all culture is the foundation of communication. Without the sharing and understanding between speakers, no communication is possible. Secondly, culture dictates every stage of the communication process. We communicate the way we do because we are raised in a particular culture and learn its language, rules and norms. What we say, what gestures we use, with whom we talk, when and how to talk are all determined by our culture. On the other hand, communication had made the development of human culture possible and it is through communication that culture is transmitted from one generation to another. At the same time, culture is learned through communication. We acquire our membership of culture mainly through socialization with other members of our culture and this socialization is realized by interacting with different social groups: families, friends, neighbors, teachers, colleagues, etc. without socialization through communication, the learning of culture is totally impossible.
Culture and communication are said to be like Siamese twins, one is inseparable from the other; the understanding of one demands the understanding of the other and the changes to one will cause changes in the other. If the culture is different, the communicative patterns in that culture will different too. The major task of intercultural communicators is to find out how culture and communication condition and transform one another so that real understanding can be achieved among intercultural interactions.
Interpersonal communication is a complex process. The following are some of the most distinctive features listed in the literature on communication.
z Communication is dynamic
Communication is an on-going activity. In any communication event, the sender and the receiver of messages constantly shift from being encoders to decoders and the messages also change in each turn of interaction.
z Communication is interactive
Communication is always done in two ways: the source sends messages to the receiver and the receiver responds to the message received and sends his message or response to the source. Thus the source and receiver are in a reciprocal situation attempting to influence one another in the process. What the influences are and how the influences function are among the major concerns of intercultural communicators.
z Communication is both verbal and non-verbal
Speech is only one of the channels that messages are transmitted. We do not have to say everything we intend to communicate in words. We use our body, signs, and even clothing to show others what we have in our minds. According to statistics most part of our communication is done by non-verbal means.
z Communication can be either intentional and unintentional
Intention is not a necessary condition for communication to take place. A sigh of frown accompanying speech, if noticed by the receiver, may also carry unintended messages to the receiver. For the two parties involved in the communication process, any behavior of one interlocutor, intentional or unintentional, can produce certain effects and generate certain
meanings to the other. To complicate the matter, very often we are unconscious of the message sent and the effect it has produced. Therefore, unexpected results may arise.
z Communication is rule-governed
Though communication is a complex process, there are still rules for speakers to follow as to how messages are constructed and interpreted. The patterns, however, are crucially defined. To study communication and intercultural communication in particular is , to a large extent, to discover the patterns that regulate communicative behavior of the interlocutors. If the patterns are shared and understood, any communication will become easy and effective.
z Communication depends on the use of symbols
Symbols or codes are the basic ingredients of communication. Symbols may take the form of written or spoken words, body signs, Braille, an object like a picture or a dress, color, and many other symbols that represent certain meanings to whoever recognize them and make sense of them. All cultures use symbols, but they usually attribute different meanings to the same symbol and may use different symbols to mean the same. Competent intercultural communications, therefore, must learn to “read” the symbols used by their interlocutors and understand the exact messages.
z Communication is irreversible
Communication can not be retrieved---- the message delivered and interpreted by the receiver can never be taken back. Though we can modify our message, the effect produced by the original message still remains. The implication is that improper communicative behavior may have serious consequences.
z Communication takes place in both a physical and a social context
Communication does not take place in a vacuum. We interact with other people within specific physical surroundings and under a set of specific social factors. The physical surroundings serve t to be communicated, as the background of our interaction and, to a large extent, define what we communicate and how we do it. In addition, the symbolic meaning of the physical setting may contribute to the meanings intended. The social context sets the interlocutors in various social relationships. How people relate to one another will determine both the form and content of communication. Physical and social context together define the actual practice of communication: what to be communicated, where, when, with whom and how it is realized.
Communication: the Process of Understanding and Sharing Meaning
The word communication is used in a variety of ways. Before we use the term any further, we should establish a common understanding of its definition. Communication comes from the Latin communicare, which means to make common. This original definition of the word is consistent with the definition of communication used in this text.
In this text, communication is defined as the process of understanding and sharing meaning. Communication is considered a process because it is an activity, exchange, of set of behaviors—not an unchanging, static product, in which we participate. David Berlo, a well-known communication figure, probably provides the clearest statement about communication as a process. Berlo wrote: If we accept the concept of process, we view events and relationships as dynamic, ongoing, ever-changing, and continuous. When we label something as a process, we also mean that it does not have a beginning, an end, a fixed sequence of events. It is not static, at rest. It is moving. The ingredients within a process interact, each affects all of the others.
What is an example of how a process operates in everyday communication? Picture two students passing on the sidewalk between classes and exchanging a few sentences. Did this very
tiny communication episode really begin and end with their first and last word: Do we have to consider that both of them spoke to each other in English, that they must have had some prior encounter, or that they would not have stopped to exchange messages, If they have a common understanding of what was said, then they must share some experiences that shape their perceptions similarly. Didn’t their message go beyond the words to how they looked, if they smiled, and how much volume they use? Did the episode end with the last word and look or was it used to solidify their relationship: would their brief conversation be thought about later that day and the next, and did it lead to another meeting that night? Communication is a complicated process. It is variable, active, and dynamic. It starts long before the words begin to flow and can last long after the words stop.
Communication is a process that requires understanding. Your professor asks, what is the ontogeny of your misogeny? You hear the words, but you may not be able to understand or interpret them, An Asian student who has to struggle with English as a second language may have the same trouble with words that most Americans regard as easy to understand. Understanding, or grasping, the meaning of another person’s message does not occur unless the two communicators can elicit common meanings for words, phrases, and nonverbal codes. The importance of this kind of understanding was emphasized by humanistic psychologist Carl Rogers in his book On Becoming a Person., He wrote, I have found it of enormous value when I can permit myself to understand another person.
In addition to understanding, communication involves sharing. Consider the popular use of the word sharing. We share a meal, we share an event, we share a sunset. Sharing is a gift that people exchange. We can also share with ourselves when we allow ourselves time to relax and daydream, time to consider who we are and what our goals are. We share with others when we talk to them alone or in larger groups. Regardless of the context, communication involves sharing. What exactly is understood and shared in the communication process? When you use language for expression, meaning is the shared understanding of your feelings. When you use language for pragmatic purposes, meaning is the appropriate response that indicates the message was understood. For example, you ask for a drink, and the other person gives you one. Meaning is the message you construct in your mind as you interpret the message sent.
An example of how meaning operates is the Rodney King incident in which people around the world saw an African American being beaten by Los Angeles police. The meaning of the videotaped event was whatever interpretation people developed in their own minds. Most people perceived the incident as police power gone away. When the jury acquitted the police, many people interpreted the decision as a miscarriage of justice. Everyone who saw the videotapes of who read about the verdict constructed their own meaning, their own interpretation of the incident. The meaning attributed to the incident fashioned responses from agreement, to disbelief, to violence.
(Source: Judy Cornelia Pearson, Paul Edward Nelson. Understanding and Sharing An Introduction to Speech communication .Wm .C. Brown Communications, Inc.1994.5-8)
2. Cultural Notes
(1) Aristotle（亚里士多德）：Aristotle (384 BC – 322 BC) was a Greek philosopher, a student of Plato and teacher of Alexander the Great. He wrote on many subjects, including physics, metaphysics, poetry, theater, music, logic, rhetoric, politics, ethics, biology, and zoology. Plato
and Socrates, as well as Aristotle, are considered as the most important founding figures in Western philosophy. Aristotle was the first to create a comprehensive system of Western philosophy. （亚里士多德（公元前384年－前322年），古希腊哲学家，柏拉图的学生，也是亚历山大大帝的老师。他在许多领域都留下广泛著作，包括了物理学、形而上学、诗歌、戏剧、音乐、逻辑学、修辞学、政治、伦理学、生物学以及动物学。苏格拉底、柏拉图以及亚里士多德被认为是西方哲学的奠基者。亚里士多德最先创建了全面的西方哲学体系。）
Adapted from https://www.doczj.com/doc/9110586925.html,/wiki/Aristotle
(2) Confucianism（儒家思想）：Confucianism is a Chinese ethical and philosophical system developed from the teachings of the Chinese philosopher Confucius (551 BC–479 BC). It focuses on human morality and is a complex system of moral, social, political and philosophical thought that has had tremendous influence on the culture and history of East Asia. It might be considered a state religion of some East Asian countries, because of governmental promotion of Confucian values. Cultures and countries strongly influenced by Confucianism include China, Korea, Vietnam, Singapore and Japan. Confucianism stress the importance of education for moral development of the individual so that the state can be governed by moral virtue rather than by the use of coercive laws.（儒家思想，又称儒学，是一种起源于中国哲学家孔子（公元前551年－前479年）学说的伦理学和哲学体系。儒家思想注重人类道德，是一种集道德、社会、政治和哲学思想于一身的复杂体系，对东亚地区的文化和历史产生了深远影响。在东亚一些国家，由于政府推崇儒家的价值观念，儒家思想被奉为国教。深受儒家思想影响的文化与国家包括中国、韩国、越南、新加坡和日本。儒家思想强调个体道德发展教育的重要性，其目的在于利用美德，而非强制性的法律来治理国家。）
Adapted from https://www.doczj.com/doc/9110586925.html,/wiki/Confucianism
(3) Heraclitus（赫拉克利特）：Heraclitus (ca. 535 BC–475 BC) was a pre-Socratic Greek philosopher and was called the "Weeping Philosopher." Heraclitus is known for his doctrine of change being central to the universe, and his famous quote, "You can not step twice into the same river." Today, he is famous for his influence on Nietzsche by the idea of every moment being its own universe.（赫拉克利特（约公元前540年－前475年）是一位前苏格拉底学派的希腊哲学家，被称为“哭泣的哲学家”。赫拉克利特因其提出变化是宇宙的中心这一学说以及其名言“人不能两次走进同一条河流”而为人们所熟知。今天，赫拉克利特的“时间的每一刻都是自己的小天地”理念影响了德国哲学家尼采，并因此而闻名于世。）
Adapted from https://www.doczj.com/doc/9110586925.html,/wiki/Heraclitus
(4) dim sum（点心）：Dim sum is the name for a Chinese cuisine which involves a wide range of light dishes served alongside Chinese tea. Dishes may include meat, seafood, and vegetables, as well as desserts and fruit. The items are usually served in a small steamer basket or on a small plate. （点心是指一种类别繁多的清淡中国菜肴，与中国茶一起享用。该菜肴包括肉类、海鲜、蔬菜，以及甜点和水果。点心通常盛在小蒸笼或小盘子里面。）
Adapted from https://www.doczj.com/doc/9110586925.html,/wiki/Dim_sum
(5) yam cha meal（饮茶）：Yum cha meal is a term in Cantonese which refers to the dining experience of eating small servings of different foods, e.g., dim sum. It is an integral part of the culinary culture of Guangdong Province, Hong Kong and Macau. In any city with a sizeable population of Cantonese people, yum cha is a tradition on weekend mornings, and whole families gather to chat and eat dim sum and drink Chinese tea. Yum cha is also a morning ritual for the elderly to spend a good part of the morning after early morning exercise.（饮茶，在当代
粤语中，是指享用小份点心之类不同食物的用餐过程。饮茶是广东、香港和澳门饮食文化中不可或缺的组成部分。在任一广东人居多的城市中，饮茶都是当地人周末早晨的习俗，所有家庭成员欢聚一堂，聊天、吃点心以及喝茶。饮茶也是老年人晨练之后，度过美好晨光的习惯。）
Adapted from https://www.doczj.com/doc/9110586925.html,/wiki/Yum_cha
(6) Siamese twins（连体婴儿）：Siamese twins are identical twins or non-identical whose bodies
are joined in uterus. As a rare phenomenon, the occurrence is estimated to range from 1 in 50,000 births to 1 in 200,000 births, with a somewhat higher incidence in Southwest Asia and Africa. Approximately half are stillborn, and a smaller fraction of pairs born alive have abnormalities. Siamese twins are more frequently found among females, and the overall survival rate for Siamese twins is approximately 25%. （连体婴儿是在子宫内结合在一起的同卵双胞胎或异卵双胞胎。作为一种罕见的现象，连体婴儿的出生几率约为五万分之一到二十万分之一，在西南亚和非洲出生率稍高。大约半数的连体婴儿是死胎，更小部分成活的连体婴儿具有畸形。连体婴儿多发于女婴，且连体婴儿的总体成活率约为25%。）Adapted from https://www.doczj.com/doc/9110586925.html,/wiki/Siamese_twins
(7) expatriate（移居国外者）: An expatriate is a person temporarily or permanently residing in a country and culture other than that of the person's upbringing or legal residence. （移居国外者是指暂时或永久性地居住在其生长地或合法居住地以外的另外一国及其文化中的个人。）Adapted from https://www.doczj.com/doc/9110586925.html,/wiki/Expatriate
(8) Saudi Arabia（沙特阿拉伯）：Saudi Arabia, also called the Kingdom of Saudi Arabia, is the largest country of the Arabian Peninsula. It is bordered by Jordan, Iraq, Kuwait, Qatar, Bahrain, the United Arab Emirates, Oman, and Yemen. It has an estimated population of 27.6 million, and its size is approximately 2,150,000 square kilometers. The Kingdom is sometimes called "The Land of the Two Holy Mosques" in reference to Mecca and Medinah, the two holiest places in Islam. (沙特阿拉伯，也称沙特阿拉伯王国，是阿拉伯半岛上面积最大的国家，与约旦、伊拉克、科威特、卡塔尔、巴林、阿拉伯联合酋长国、阿曼及也门接壤。沙特阿拉伯人口约为2760万，领土面积约为215万平方公里。沙特阿拉伯王国被称为“拥有两座神圣清真寺的土地”，即指麦加和麦地那，这两个地方是伊斯兰最神圣的土地。)
Adapted from https://www.doczj.com/doc/9110586925.html,/wiki/Saudi_Arabia
3. Brief Explanations to the cases of this Chapter
Case 8:
She Has Three Hands
This case can reflect the different communication styles between Chinese and Canadians. In western cultures, communication is the means of transmitting ideas. Western people usually communicate directly with each other. That is why the Canadian in this case says what is in his mind directly in front of the Chinese woman without hiding anything. While Chinese culture stresses harmony and emphasizes the relationships between the communicators. Chinese people view communication as a process where all parties are searching to develop and maintain a social relationship. So the Chinese woman in this case tries not to argue with the Canadian face to face to keep the “harmonious relationship” between them.
Case 9:
A Piece of Cake
This case wants us to recognize some components of communication. Sender/source refers to
the person who transmits a message.Receiver is any person who notices and gives some meaning to a message. Context refers to a setting or situation within which communication takes place. In this case, Marilyn and Richard are simultaneously the senders and receivers. And their room, where the communication event happens and which makes the couple feel comfortable and relaxed, is just the context.
Case 10:
The Place to Have Lunch
This case reflects that communication is contextual, which means that communication does not happen in isolation and it must happen within a setting or context. Whether this context is quiet or noisy is important to the smoothness of communication. When the communication event is disturbed by noise, the communication can not go smoothly. In this case,
Case 11:
Making an Appointment
This case can reflect how culture affects its communication style. Each culture encourages a particular communication style expected within it. This implies not only using correct symbols, but also applying the appropriate communication style for the occasion. Communication styles include mannerisms, phrases, rituals, and communication customs appropriate for various situations in a culture. In this case, knowing the communication style of the Americans which is characterized by direct, exacting and instrumental, the exporter manager fulfills his job successfully.
Case 12:
Why Don’t You Eat the Pizza?
This case can reflect the problems appearing during intercultural communication and how ignoring cultural differences can affect communication. In Malaysia, where most people are Muslims, people think the left hand is used only for cleaning the body and thus it is dirty and can not be used to pass food. Knowing nothing about the cultural difference, the American student puts himself in an embarrassing situation.
Case 13:
We and They?
This case reflects that in intercultural communication, people always regard themselves as the best group in the world. This is actually inappropriate and should be avoided.
英语知识 一、导论 20 世纪90 年代,语篇分析开始在翻译研究中占主导地位。语篇分析法侧重于描述语言意义交流及建立社会和权力关系的运作方式。翻译研究中, 最具影响力的语篇分析模式当数礼德的系统功能语篇分析。语篇分析模式引入翻译研究后,对翻译研究那种众说纷纭,莫衷一是的混乱局面无疑注入了一塘清水,尤其对中国翻译界挥之不去的语文学式的翻译研究产生了重要影响。西方翻译研究者把语篇分析引入翻译研究后,已经取得了重要进展,出版了几部重要作品,主要有:J uliane House 的《翻译质量评估模式:一种重访模式》( Translation QualityAssessment : A Model Revisited ) ,[ 1 ]Mona Baker 的《换言之: 翻译教程》( In Other Words : A CourseBook on Translation ) ,[ 2 ] Bell 的《翻译的理论与实践》( Translation and Translating ) ,[ 3 ] Basil Hatim和Ian Mason 合著的《语篇与译者》( Discourse andthe Translator ) [ 4 ] 和《作为交际者的译者》(The ranslator as Communicator ) ,[ 5 ] Basil的《跨文化交际—翻译理论与对比篇章语言学》(Communication across Cultures : Translation Theoryand Cont rastive ) 。[6 ] J uliane House 通过对原文和译文进行语域对比分析以确定译作评估模式,并分析了显性翻译(overt translation) 和隐形翻译(coverttranslation) 。显性翻译自称不是翻译,隐形翻译则被定义为在译语文化中享有和源语文本平等的地位。Baker 探讨了翻译中语言各层次尤其是语篇和语用层次上的对等。Basil Hatim 和Ian Mason 将符号层上的语篇融入其翻译研究模式,代表了更广泛意义上的话语观。在我国,将语篇分析模式引入翻译研究的应首推黄国文和美芳二教授。黄国文在《外语与外语
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。
对外经济贸易大学远程教育学院 2009-2010学年第二学期 跨文化交际导论(英) 复习大纲 课程名称: ENG338a【跨文化交际导论(英)】 考核方式: 开卷笔试[占总分的70%] 复习范围：以指定教材（第1-9章）为主，课件内容为辅。 试题形式：客观试题50 题，每题2分，题型共三种形式： I. Definition Matching.Match the terms with their definitions. （给 术语配对定义，10题，1题2分，共20分） II． True-False. Circle A if the statement is true; circle B if it is false. （判断各句是否正确，20题，1题2分，共40分） III. Multiple Choice. Circle the letter corresponding to the correct response. （在所给的4个选项中选择一个最恰当的答案，20题，1题2分，共40分） 复习方法： ●认真学习指定教材，结合课件的教学内容，全面复习，从总体上掌握这 门跨学科课程的特点； ●理解各讲中的主要教学内容，即每讲开始前的Learning Objectives， 不要死记硬背，重理解、勤思考、细观察，从跨文化交际的角度对文化 差异进行分析、记忆、总结；
●要力图将跨文化交际理论与交往实践相结合，将西方文化交际的理论与 实践与中国的本土文化相结合，通过大量真实生动的交际的成败案例的 学习，提高分析问题和解决问题的能力； ●参考指定教材各章后的练习以及书后附的两套模拟自测题，术语定义配 对题、是非题和多项选择题可帮助复习检验对所学内容熟悉的掌握程度，熟悉客观题型，问答题和案例有助于进一步理解。 跨文化交际导论课程期末考试模拟题 （答案供参考） Ⅰ. Match the following terms with their definition. （20%） 1.the study of the way that people use physical space to convey messages. B 2.the way in which time is used in a culture. A 3.the actual practice of concepts or beliefs. E 4.the total activity of learning one's culture. C 5.social principles, goals, or standards accepted by persons in a culture. D A.Temporal language/chronemics B.Behavior communication C.Spatial language/proxemics D.Enculturation E.Values 6. between nations and governments rather than individuals A 7. perceptions about certain groups of people or nationalities C 8. a learned organization of rules for making choices and for solving conflicts B 9. volume, pitch, and rate that affects message meaning E 10. the idea that every act of communication must happen in some sort of surroundings D A.international B.context C.value
浅析跨文化交际能力与外语教学- “ 【关键词】跨文化交际外语教学 【摘要】跨文化交际能力是指成功进行的跨文化交际所需要的能力和素质。当代外语教学不仅要帮学生解决词汇量和语法等语言问题，而且要把培养和提高学生的跨文化交际能力作为教学内容之一。 高校英语教师在教学过程中，经常遇到这样一些困惑：学生能熟记英语单词，语法也掌握得不错，但不知道美国南北战争；知道罗密欧和朱丽叶是爱情的象征，却不知道这两个人物出自于哪位作家的哪部作品；大学生喜欢过洋节，在万圣节时买搞怪面具，却不知道万圣节到底是何来历……。对于英语的习得，到底什么才是最重要的？是掌握四级要求的四千五百词汇和语法？还是提高语言能力进行跨文化交际？如果说语言只是一种工具，似乎不够全面，但是，任何对语言的定义都不会否定语言的这一重要功能。我们要利用这一工具在不同的文化背景中进行有效的交际。因此，提高跨文化交际的能力无疑是习得语言的一个重要目标。帮助学生提高交际能力理应成为外语教学的一项重要任务。 一、文化与跨文化交际 这里所说的文化是广义的文化，是指一个社会所具有的独特的政治经济制度、宗教信仰、风俗人情的总和。文化不是与生俱来的，而是后天习得的。一个人具有什么文化，并不取决于他的种族、肤色，而是取决于他生活的文化环境。文化是社会成员共有的。即使某个人掌握了特殊的行为方式，如果不为广大的社
会成员认可并共有那就不是文化。文化是传承的，是社会遗产。由于文化的传承，使得任何一个社会的文化都包含了历史的积淀。 交际指的是人与人之间相互往来和交流信息的过程。交际是多个构成要素相互影响的连续过程，当各个构成要素出现文化差异时，就是跨文化交际。跨文化交际即是不同文化背景的人之间的交际。交际不是在真空地带进行的，它总是在一定的社会、文化环境中展开。因此，交际的过程和各构成要素会不断地受到环境等因素的影响。文化的差异会对跨文化交际产生影响。文化的差异表现在文化的各个层面，如宗教信仰、价值观念、思维方式、生活方式、人际关系等。文化差异越大，跨文化交际时发生困难的可能性也越大。因此，了解双方文化差异将有助于减少误解和歧义，促进交际顺利进行。 二、跨文化交际能力 跨文化交际能力指的是成功进行的跨文化交际所需要的能力和素质。文秋芳（2005）认为“交际能力既可以指母语学习，也可以指外语学习。与母语交际不同，外语交际的双方往往存在着文化差异……为此，把外语水平定义为‘跨文化交际能力’更具有针对性，因为这一概念包括了处理文化差异的能力。”胡文仲、高一虹（1997）指出，外语教学的目的可分为微观、中观和宏观三个层面。在微观层面，外语教学的目的是“语言能力”。从知识的角度来看，语言能力包括语言单位各个层次的知识：语音、词汇、语法、篇章等。从语言技能来看，它包括听、说、读、写、译。在中观层面，外语教学的目的是“交际能力”，主要是语言交际能力的培养。在宏观层面，外语教学的目标是“社会文化能力”，即运用已有的知识和技能有效地加工社会文化信息，使人格向更
《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.
文化差异与跨文化交际 第一章单元测试 1、李希霍芬 2、东洋航线西洋航线南洋航线 3、贸易作用外交作用文化交流作用 4、贞观十四年 5、张骞 6、不空真谛 7、马可?波罗 8、天水麦积山石窟洛阳龙门石窟大同云冈石窟 9、西洋音乐西方油画机械钟表 10、瓷器茶叶丝绸 第二章单元测试 1、美国 2、牛仔鸡尾酒快餐 3、熊猫京剧长城 4、丝绸之路四大发明 5、语言饮食宗教 6、江南民居川西民居北京四合院书院建筑 7、巴洛克式建筑罗马式建筑哥特式建筑洛可可建筑 8、雕梁画柱飞檐斗拱亭台楼阁 9、伦敦圣保罗大教堂梵蒂冈圣保罗大教堂 10、洛可可式建筑 11、粤菜湘菜川菜鲁菜 12、勺子筷子盆子碗 13、红茶白茶黑茶绿茶 14、二锅头黄酒 15、豫剧黄梅戏京剧评剧 16、扬琴古琴 17、茶花女卡门图兰朵 18、最后的晚餐蒙娜丽莎 19、澳大利亚 20、BDCEA 第三章单元测试 1、全选 2、傅聪傅敏 3、Skype Twitter 4、文化背景年龄年龄 5、受众面广不受时空限制
7、叔侄关系 8、自然形成无需刻意建立恒久不变 9、宰相肚里能撑船。人非圣贤孰能无过？退一步海阔天空 10、全选 11、面试出席婚礼谈判 12、全选 13、合理的 14、包容的精神 15、机智幽默 16、清晨晚10点半以后 17、于约定时间前去朋友家做客 临时起意邀请朋友过来用餐 朋友婚礼赠送礼金 18、主人为客人夹菜相互劝酒客套表示谦虚 19、注重个人隐私把家视为私人的空间 20、于约定时间后五到十分钟到达准时到达 第四章单元测试 1、情景语境文化语境 2、是否已婚收入财产 3、百年好合 4、外语能力语用能力文化背景知识 5、口语交际书面语交际 6、含蓄隐晦间接 7、表情空间沉默 8、低语境国家 9、日本墨西哥 10、老乡观念强邻里关系紧密战友关系紧密对家族观念强 11、参与模式 12、全选 13、互动频繁可以当面争执 14、. 健康婚姻年薪 15、全选 第五章单元测试 1、非语言交际 2、音量的大小语速的快慢语速的轻重 3、品牌标识交通标识 4、口头形式文字形式 5、言谈 6、商务政务
期末考试范围 ? 1. 阅读理解2篇（20%） ? 2. 选词填空：15个句子（15个备选项，课后的key concepts,概念的词为主。（15%） ?eg: ———the belief that any individual, no matter how poor, can achieve wealth and fame through diligence and virtue. ? 3. 简答题：课后comprehension questions和case study( 课内或者稍微改动的）。（25%） 4. 实用写作：一封信什么的（格式）（10%） 5. 写作：给出某个文化现象观点，运用所学文化差异进行评论 （comment)。（30%） 如: 说给一个关于教育的话题（文化现象），我们要用所学的中 美教育差异进行评论，议论文形式。 价值观，家庭观，社会关系朋友观，饮食观，教育观，时间观等 篇目：Unit1: A B C Unit2 A Unit3 A B Unit5A Unit6A Unit7 A Unit10 B Unit1 A Key concepts reservation: 谦逊的coldness: 冷静的 modesty：谦虚的 humor：幽默的 sportsmanship：运动员精神 Q1、what is a reserved person like? Answer: A reserved person is one who does not talk very much to strangers, does not show much emotion, and seldom gets excited. Q2、what is the character of the Englishmen? Answer: reserved 、humor、modesty、cold、sportsmanship. Q3、what is sportsmanship? Answer: sportsmanship is the ability to practice a sport according to its rules, while al so showing generosity to one’s opponent and good temper in defeat. Case study Q、What made the British feel quite unhappy in this situation?
《跨文化交际理论与实践》课程标准教案 一、课程概述 （一）课程性质 该课程是汉语国际教育专业的专业限选课程。 （二）课程定位 该课程是专业课程体系中的限选课程，课程主要对接汉语国际教育、对外交流交往、中外文化交流以及相关行业的职业岗位，是提高相关职业素质与职业能力的课程。该课程在汉语国际教育专业的第5学期开设，在承接学生已学习的专业基础知识的基础上，进一步提升学科专业素养和技能。 （三）课程设计思路 1、总体思路：我校是一所省属综合性本科院校，建设目标是特色鲜明的高水平应用型综合性大学，文学院主要培养适应地方现代化建设的涉及基础语文教育、文化管理、文秘、对外汉语、新闻等各方面的专业人才。本课程在培养学生的跨文化交际素养方面发挥着重要作用。课程设计的总体思路是：向学生传授跨文化交际的综合理论知识体系，同时，注重理论
结合实际，让学生将理论运用到跨文化交际实践中。让学生具备跨文化交际的视野、思维、知识架构、实际运用能力等，帮助学生将来有效从事对外交流、对外教学等方面工作，能够解决好跨文化交际中的现实问题。 2、具体方法：教学采用专题式教学方法，即不局限和依照某一本跨文化交际的理论教材，而是综合跨文化交际的不同教材，按照教师的教学思路，以专题形式将不同教材的内容融合进各个专题。这些专题将按照跨文化交际的知识逻辑，以循序渐进的方式进行讲授。从文化、中外文化比较方面入手，渐进到交际、跨文化交际、跨文化交际几种重要国际理论和研究方法、结合文学作品和电影进行跨文化比较、亚文化交流、文化休克与跨文化适应、文化的冲突和共存等六个大专题进行讲解。从开始到最后，让学生形成一个完整的、全面的、清晰的跨文化交际的理论构架。 整个课程将理论、案例分析、课堂讨论、课堂情景模拟有机结合起来。实施“课堂+实践”的教学模式，适当引入视频、文学作品、电影，真正将跨文化交际所具备的思维、素养与能力落到实处。 二、课程目标 （一）课程工作任务目标 1、系统掌握跨文化交际的理论知识，形成理论体系，具备跨文化交际的理论视野和知识储备，熟悉本学科的最新动态。 2、在讲授中援引大量案例，结合跨文化交际现实事例，塑造学生初进行跨文化交际运用的技能和方法，增强运用能力。 3、培养学生跨文化交际的实际应对能力，国际视野和文化互融思维。 （二）职业能力目标 针对学生在对外公司、企业、学校等部门从事工作的特征，强化专业知识学习与专业应用能力的培养。 1、培养跨文化交际的理论素养；
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
【知识点归纳】 1.重点概念： （1）文化：culture，涉及内容十分广泛，不同研究者有不同定义。 广义文化：指人类社会实践过程中所获得的物质、精神的生产能力和创造的物质、精神财富的总和。 狭义文化：精神生产能力和精神产品，包括一切社会意识形式；自然科学、技术科学、社会意识形式。英国人类学家泰勒1871年在《原始文化》中提到的定义影响很大。 总的来说，文化是人类社会创造的财富，包括食物、器具，也包括信念、价值观、习俗、知识。可分为物质文化、制度文化和观念文化。总的来说，文化是人类社会创造的财富，包括食物、器具，也包括信念、价值观、习俗、知识。可分为物质文化、制度文化和观念文化。 其特性是：人类独有；来自后天习得；大部分存在于人的潜意识；是行动的指南；动态，与一定历史时期相联系。 （2）交际：就是人与人之间的往来交际活动，文化在交际中得到发展与传播。跨文化交际中的交际主要指人际间通过语言等交际工具进行的直接或间接的信息交流和沟通活动。 （3）编码与解码 交际是一个编码和解码的过程；编码是把思想、感情、意识等编成语码的过程，解码是对外界接受的符号或信息赋予意义或进行解释的过程。 （4）言语交际与非言语交际言语交际是指使用语言作为交际媒介； 非言语交际是指使用除语言以外的交际工具作为交际媒介，例如：文字、盲文、
手语、手势、旗语、号语等。 （5）跨文化交际 广义：具有不同文化背景的人们之间进行的交际往来或信息传播与沟通活动。 狭义：在特定的交际情景中，具有不同的文化背景的交际者使用同一种语言进行的口语交际。 影响跨文化交际的主要因素：民族的历史与传统、宗教思想、价值观念、社会组织形式、风俗习惯、政治制度、社会发展阶段；阶层、职业、年龄、性别等方面。（6）文化模式分为特殊的文化模式和普遍的文化模式两类。 特殊的文化模式是指各民族或国家具有的独特的文化体系。 普遍的文化模式是指一切文化都是由各个不同的部分组成的，这种文化构造适用于任何一个民族的文化。美国人类学家C．威斯勒尔认为，普遍的文化模式包括：①语言；②物质特质；③美术；④神话与科学知识；⑤宗教习惯；⑥家庭与社会体制；⑦财产；⑧政府；⑨战争。 （7）文化深层结构 亦称为“文化潜意识”，相对于文化表层结构而言。指一个民族族体在历史的积淀中形成的固定心态，在一种文化中既不产生律动也不产生突变的心理层次。有些学者认为，西方文化的深层结构是“不断地追求变动，渴望不断地超越”；而中国文化，乃至东方文化则具有静态的目的性，寻求天下太平，维持整个结构的平稳和不变 （8）文化定势 “定势”的概念，最先是由美国政治评论家 Lippmann 在1922 年出版的《公众
跨文化交际与外语教学 一、跨文化交际研究的基本目的有三个。第一，培养人们对不同的文化持积极理解的态度。文化是有差异的，通过发现对方的不同点，反过来加深对我们自身文化的理解，从而做到客观地把握各自的文化特性。在发现差异的过程中，也要注意不可忽视大量的共同之处。第二，培养跨文化接触时的适应能力。初次与不同的文化接触时，往往会受到文化冲击(Cultule shock)，从而产生某种不适应。要使交际得以继续下去，必须设法减缓冲击、提高适应能力。第三，培养跨文化交际的技能。随着对外开放的进一步扩大，走出国门或留在国内参与跨文化交际的人越来越多，他们都需要学习、掌握与不同文化背景的人打交道时的实际技能。在美国，除了在大学里设有这方面的课程之外，社会上，如商业界也有许多机构专门负责跨文化交际技能的培养，以适应国际化社会的需要。可以说，正是基于这一点，跨文化交际研究的实践意义要大于理论意义。 跨文化交际的基本研究内容有三项。第一，有关世界观、价值观方面的研究；第二，言语行为的文化特性方面的研究；第三，非语言交际方面的研究。 在跨文化交际过程中，对于隐藏在文化深层里的价值观是回避不了的，人们恰恰是通过了解价值观的不同，来加深
对跨文化交际的理解。这是因为，跨文化交际过程中出现问题时，往往是不同的价值观念发生对立的时候。 关于言语行为的文化特性，这是跨文化交际中的又一重要课题。文化具有鲜明的个性，不同的文化之间自然会产生差异，文化差异反映到语言上，就成为语言上的差异。语言是文化的产物，又是文化的一种表现形式，语言的使用一定得遵循文化的规则。换言之，文化决定思维、决定语言的表达方式。我们设想一下外国人学习汉语的情况吧。外国人要学会正确使用“我说一点肤浅的意见，不对的地方请批评指正”这样的句子，除了需要语言本身的知识以外，还必须习得中国社会和文化方面的知识。不需要社会、文化背景知识而能造出的句子，几乎都是有关事实或状态方面的描写。例如：“我姐姐是一名大学生”、“天安门广场很大”等等，这些句子原样译成任何语言都说得过去。然而，有许多句子直译过去要么不通，要么不符合对方的社会、文化规则而不被理解。 最后一项是非语言交际方面的研究。非语言行为与语言行为一样，因文化的不同往往赋予不同的意义。在跨文化交际过程中，由于不同的文化对非语言行为的不同解释，往往会产生误解。非语言交际以往多被看作是体态语的代名词，其实它的范围远远超过了单纯的体态语。从人的身体特征到身上穿戴的服饰品，从搽的香水的味道到身体内散发出的体气，从声音的高低到房间的摆设、光线、色彩，从时间观
Part 1 Comprehensive Check （15*2）每课的练习A Part 2 Multiple Choice （25*1）每课的练习E复习题的变体；另外请中看第五章 Part 3 E-C Translation（10*1）每课的练习C Part 4 Term-matching（10*1） Part 5 Multiple function（5*5）其中三道是简答题，两道是案例分析。 Terms/questions: 1. Economic globalization: the integration of national economies into the international economy through trade, foreign direct investment, capital flows, migration, and the spread of technology. 2. Barber system –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：real time events 、the time and space compression –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. Diversity: 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. 6. Intercultural communication: refer to communication between people whose cultural backgrounds are distinct enough to alter their communication event. Perception 7. Culture: can been seen as shared knowledge, what people need to know in order to act appropriately in a given culture. Culture: a learned set of shared interpretations about beliefs, values, and norms, which affect the behavior of a relatively large group of people 8. Enculturation(文化习得): all the activities of learning one’s culture are called enculturation 9. Acculturation(文化适应): the process which adopts the changes brought about by another culture and develops an increased similarity between the two cultures. 10. Ethnocentric(文化中心主义):the belief that your own cultural background is superior. 11. Communication: mean to share with or to make common, as in giving to another a part or share of your thoughts, hopes, and knowledge. 12. Components of Communication： Source交际邀请 The source is the person with an idea he or she desires to communicate. Encoding编码 Unfortunately (or perhaps fortunately), humans are not able to share thoughts directly. Your communication is in the form of a symbol representing the idea you desire to communicate. Encoding is the process of putting an idea into a symbol. Message编码信息 The term message identifies the encoded thought. Encoding is the process, the verb; the message is the resulting object. Channel交际渠道 The term channel is used technically to refer to the means by which the encoded message is transmitted. The channel or medium, then, may be print, electronic, or the light and sound waves of the face-to-face communication.
本文内容详情如下： 1.1丝绸之路 1 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（D）提出的。 A、张骞 B、汉和帝 C、汉武帝 D、李希霍芬 2 “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。不发挥的作用主要是指（B）。 A、贸易作用 B、军事作用 C、外交作用 D、文化交流作用 3
“丝绸之路”加强了东西方的贸易往来。通过“丝绸之路”中国没将（B）运输到东南亚、南亚、东非以及欧洲各国。 A、瓷器 B、茶叶 C、香料 D、丝绸 4 古代丝绸之路不仅指陆上丝绸之路，还包括海上丝绸之路。对 5 通过丝绸之路，中国人将四大发明传到欧洲；西方人将印度哲学、阿拉伯的历法和医术传入中国，促进了中西方文化的交流。对 1.2东西方文化传播 1 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，其中下面那个不是敦煌莫高窟与（A）并称为中国四大石窟。 A、固原须弥山石窟 B、天水麦积山石窟 C、洛阳龙门石窟
D、大同云冈石窟 2 希腊著名数学家、物理学家阿基米德的《方法论》手稿重写本经美国科学家研究终于在X射线下回复了原有内容。A A、对 B、错 3 张骞第二次出使西域大获成功，受到了汉武帝的称赞，被封为太中大夫。A A、对 B、错 4 马可?波罗著的《马可·波罗游记》记述了他在东方最富有的国家——中国的所见所闻，激起了欧洲人对东方的热烈向往。后来这本书在欧洲非常畅销。错 5 公元3到13世纪，欧洲各国普遍使用羊皮纸书写文件，从14世纪起羊皮纸逐渐被中国的纸所取代，羊皮纸从此退出历史舞台。错
跨文化交际理论 一.文化、交际、跨文化交际： 1.“文化”的含义： ①“文化”二字最初没有联系在一起，它的意思是统治者通过观察天象，可以了解时序的变化，通过观察人类社会的各种现象，可以用教育感化的手段来治理天下。 ②西方的“文化”引申出对人的性情的陶冶和品德的培养，泰勒认为，“文化”是包括知识、信仰、艺术、道德、法律、习俗和任何人作为一名社会成员而获得的能力和习惯在内的复杂整理。 ③马克思主义理论家认为文化分为两种：狭义的文化指的是历史上一定的物质资料生产方式的基础上产生和发展的社会精神生活形式的总和；广义的文化指的是人类在社会历史实践过程中所创造的物质财富和精神财富的总和。 2.文化的分类：按内容分包括：物质文化、行为文化、制度文化、观念文化四个方面。 3.文化的特性： （1）文化史人类独有的，是区别人类和动物的主要标志，文化史社会遗产，而不是生理遗传。 （2）文化不是先天就有的，而是后天习得的。 （3）文化中的大部分是不自觉的，人总是自然而然地表现其文化色彩的。 （4）文化是人们行动的指南。 （5）文化是动态的，文化的形态与一定的历史时期相联系。 4.隐性文化的基本内容：包括以下内容：时间观念，对空间的利用，成就感，交际模式，对环境的取向，家庭关系，上下级关系模式，对个人的看法，对竞争和合作的偏爱，谦虚的挂念，对规章制度的需要，对宇宙的看法，法律的观念，工作积极性，对领导的看法，社交频率，友谊的性质，控制感情的模式，依据年龄、性别、阶级、职业、亲属的关系，确定地位及相关角色。 5.语言和文化的关系： ①语言文化的重要组成部分，语言与文化是部分与整体的关系：一种文化不可能没有与之相应的语言；抽取文化内容，语言也不能独立存在。 ②语言是用于记录文化的符号体系，是文化的主要载体。 ③语言和文化相互依附、促进和制约。 6.人类交际的主要手段：符号是人们交际时使用的主要手段，任何符号都可以用来交际。 7.组成交际行为的八个重要因素： ①信息源/行为源 ②编码 ③信息
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上，其次才注意它的亚文化和地区文化的特点。 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）第二章跨文化交际学 一、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。《跨文化交际学选读》 5.跨文化交际学内容：