大学跨文化英语 综合教程I Unit 2 Rethinking Independence 课后习题参考答案

大学跨文化英语综合教程2u2作文Cross-Cultural English Integrated Course 2u2 EssayThe field of cross-cultural communication has become increasingly important in today's globalized world. As individuals from diverse cultural backgrounds interact more frequently in academic, professional, and social settings, the ability to effectively navigate these intercultural exchanges is crucial. This essay will explore the key aspects of cross-cultural communication and the benefits of incorporating a cross-cultural approach into English language education.One of the fundamental aspects of cross-cultural communication is the recognition and understanding of cultural differences. Every culture has its own set of values, beliefs, and norms that shape the way individuals perceive and interact with the world around them. These cultural differences can manifest in various ways, such as communication styles, nonverbal behaviors, and approaches to problem-solving. Effective cross-cultural communication requires the ability to identify and appreciate these differences, rather thanmaking assumptions or judgments based on one's own cultural lens.In the context of English language education, a cross-cultural approach can provide students with the necessary skills and knowledge to navigate diverse linguistic and cultural environments. By exposing students to a range of cultural perspectives and communication styles, they can develop a more nuanced understanding of the English language and its use in various contexts. This not only enhances their linguistic competence but also fosters intercultural competence, enabling them to communicate effectively with individuals from different cultural backgrounds.Moreover, a cross-cultural approach to English language education can have significant benefits for students' personal and professional development. In today's interconnected world, the ability to communicate effectively across cultures is highly valued in a wide range of fields, from business and international relations to academia and the arts. By incorporating cross-cultural communication into the curriculum, students can gain a competitive edge in the job market and be better prepared to succeed in their future endeavors.One key aspect of a cross-cultural English language curriculum is the inclusion of authentic materials and resources that reflect diverse cultural perspectives. This can include literature, films, news articles, and other media that showcase the richness and complexity ofdifferent cultural traditions and communication styles. By engaging with these materials, students can develop a deeper understanding of the cultural context in which the English language is used, and learn to navigate the nuances of cross-cultural communication.Additionally, a cross-cultural approach to English language education should emphasize the development of intercultural competence. This involves the ability to recognize and respect cultural differences, to communicate effectively with individuals from diverse backgrounds, and to adapt one's communication style and behavior to suit the cultural context. By focusing on these skills, students can become more adept at navigating the challenges and opportunities presented by cross-cultural interactions.Another important aspect of a cross-cultural English language curriculum is the incorporation of collaborative learning and group activities. By working in diverse teams, students can learn to navigate the complexities of cross-cultural communication, develop empathy and understanding for different perspectives, and practice the skills necessary for effective collaboration in a globalized world.Furthermore, a cross-cultural approach to English language education should also address the role of language in the construction and expression of cultural identity. As students explore the relationship between language and culture, they can gain adeeper appreciation for the ways in which language shapes and is shaped by cultural norms and values. This understanding can not only enhance their linguistic skills but also foster a greater respect for cultural diversity and a commitment to intercultural understanding.In conclusion, the incorporation of a cross-cultural approach into English language education is crucial in today's globalized world. By exposing students to diverse cultural perspectives, developing their intercultural competence, and emphasizing the relationship between language and culture, educators can equip students with the skills and knowledge necessary to navigate the complexities of cross-cultural communication. This, in turn, can lead to greater personal and professional success, as well as a more just and equitable global society.。

Reading & ReflectionOveremphasis on IndependenceEun Y. Kim1 During a vacation to Hawaii, my husband and I noticed an elderly man struggling to push a cartful of groceries. It was hot and humid, and he looked very tired and feeble.I was reminded of my father back in Korea.We cautiously approached the man and politely asked whether he needed any help. He responded rather angrily, “Do I look so weak that I can’t care for myself?” An American friend of mine had a similar experience. He went to a two-day business conference, and at the airport he ran into a woman who had attended the same conference. She was petite and was carrying heavy luggage, so he asked whether he could help her. She quite defensively and decisively stated, “I can do it myself.” Te guiding principle of many Americans is “I’ll do my thing, and you do yours.”2 Although I admire Americans’self-reliance and self-help attitude,their overemphasis on independence causes unnecessary fuss over basic issues, from how to raise a child to how to retire. As soon as my son was four months old, people suggested that he sleep in his own bedroom. They also suggested that I leave him alone at night and ignore him if he cried.In many families in Asia, young couples can afford only a one-bedroom residence. They don’t have the luxury of giving a baby their own room, and even if they do, most don’t want to leave their babies alone. It would be interesting to study whether babies learn to be independent because they are left alone in their own bedrooms and not given attention when they cry.3 From an Asian point of view, Americans’ individualism is an attempt to deny a natural social structure that exists among humankind. Some people who are obviously in need of help do not ask for it out of fear of being labeled as too dependent. A former professor who was suffering from cancer confessed that his biggest challenge was asking for help. He had been independent all his life. His children had an image of him as an independent man, and he didn’t want that to change. I can fully empathize with the man, because I used to be like him. But I came to learn that interdependence could enrich my life in serendipitous ways.4 My willingness to depend on others helped me make great friends.I could not afford a car in my early years of graduate school. Being independent, I tried to take city buses and school shuttles to go to church,to shop for groceries, or to attend meetings. Gradually when friends offered me a ride home, I began to take them up on their offers. Occasionally,I invited them over for homemade Korean meals, which they gladly accepted, giving us more opportunities to develop a friendship. In this way,we slowly became close friends.5 Willingness to accept others’ help can also benefit those who offer the help. Mary White, a sociologist at Boston University, states that allowing ourselves to be nurtured confers value on the caretaker by giving that person an opportunity to display the valued skill of nurturing. Besides,people who give help become more interested in the people they help.Even within a family, interdependence brings family members closer together, whereas independence can create a sense of self-righteousness and distance. Also, independent people tend to be less sympathetic toward those who need help. InAfrica, there is a saying that men become men through other men.6 In international business, letting go of pride and asking for help can improve negotiations. One of the mistakes Americans make in negotiating with Asians is that they often present themselves as proud and strong who can do anything. They act as if they can survive and conquer alone. But if they were willing to let go of some of their independence, they could develop allies instead of enemies. An American lawyer who lived and worked in Japan said that when he shared his worry about specific contract terms and conditions with the Japanese, many of them were more than willing to help him. Another American businessman talked about reaching a deadlock in a negotiation session with some Korean partners. When the two sides took a break, he said to one of his Korean partners, “You hold my destiny in your hand.” And he meant it. After the break, the Korean negotiators were much more gentle and agreeable, and he learnt that sharing his feelings was his best negotiation strategy.7 Admitting that we need help does not mean admitting weakness.Rather it displays the strength to acknowledge that we need the resources around us. As an Asian saying goes, “If you share your happiness, it will be doubled. If you share your unhappiness, it will be halved.”参考译文过分强调独立金恩英在夏威夷度假期间，我和我丈夫注意到一位年长的男士正费力地推着满满的一车货物。

✋Homework of Unit 1: What are stumbling blocks（障碍物；绊脚石）in intercultural communication? How to overcome these blocks? 什么是跨文化间的交际，如何跨越这些障碍。

Unit Two Culture and CommunicationI.Warm UpPlease read the story on page 38, then answer the questions:1.Why was Tom considered a rude host by his visitors?2.How can you explain the fact that Tom is misunderstood when heactually wants to be kind and friendly to the visitors?II.Reading1.Read the article of ―What Is Culture‖. What can you learn aboutculture from it? Please answer the questions followed?Supplement:Maslow’s Hierarchy of Needs Theory (p41)What is culture?1.Origins of culture in English and Chinese(1)―Culture‖ is a loan word from Latin meaning ―cultivating or tillingthe land‖. It was originally associated with physical activities and production of food. Later, its meaning was extended to include mental, moral, aesthetic, educational and intellectual activities. In contemporary English its original meaning is still retained. (2)―文化‖is a native word in Chinese. ―文‖and ―化‖were usedtogether in the Warring States. ―人文‖ in ―观乎人文，以化成天下‖refers to the interwoven relationships between the monarch and his subjects, fathers and sons, husbands and wives, brothers and friends, and ―化‖ means ―changing and/or cultivating‖. When used together, ―文‖and ―化‖mean ―以文教化‖. They were combined into one word in Han Dynasty, with its meaning contrasted with ―nature‖ on one hand and ―primitiveness‖ and ―savage‖ on the other hand. So ―文化‖ was originally associated with mental activities.2.DefinitionThe term ―culture‖does not correspond perfectly with ―文化‖. For examples:他没有文化(He is illiterate.)―What really binds men together is their culture--- the ideas and the standards they have in common.‖— R. Benedict According to The Concise Oxford Dictionary,culture is ―the arts and other manifestations of human intellectual achievement regarded collectively‖.Defining Culture from the Anthropological Perspective:♦―Culture consists of patterns, e xplicit and implicit, of and for behavior acquired and transmitted by symbols, constituting the distinctive achievement of human groups, including their embodiments in artifacts; the essential core of culture consists of traditional ideas and especially th eir attached values‖.-----Kroeber and Kluckhohn Defining Culture from the Psychological Perspective♦culture is "the collective programming of the mind which distinguishes the members of one category of people from another".----Geert HofstedeDefining Culture from the Sociological Perspective♦―Culture is defined as a pattern of learned, group-related perception —including both verbal and nonverbal language attitudes, values, belief system, disb elief systems, and behavior‖. Defining Culture from the Intercultural Perspective♦―Culture is a system of shared beliefs, values, customs,behaviours and artifacts that are transmitted from generation to generation through learning.‖----[Bates and Plog]There are altogether no less than 250 definitions of culture by scholars from several different fields. Despite so, almost all scholars agree that culture has two senses: the broad sense and the narrow sense.A. Culture in its broad senseCulture is the attribute of man, or, whatever distinguishes man from the rest part of the world is culture. Based on this, Prof. Lin Dajin provides a Chinese counterpart definition: 文化是人类区别于动物的综合特征. It may include the following components:①Materials man has got to satisfy his needs, including science and technology, such as space shuttles, airplanes, and cars;②Social institutions and organizations man has established, including socioeconomic institutions, politico-legal institutions, and religious organizations;③Knowledge about nature and man himself and artistic development, including various subjects such as mathematics and education, and artistic forms such as literature, painting, music and dance;④Language and other communication systems such as gestures and facial expressions;⑤Customs, habits and behavioral patterns;⑥Value systems, world views, national traits, aesthetic standards and thinking patterns.Culture in this sense is also called ―large C culture‖ or academic culture or culture with a big C(大写字母的文化). It‘s culture in general, culture of all nationalities and ethnic groups. But we know there are specific cultures such as Chinese, American and British. According to this sense, specific culture can be defined (by Prof. Lin Dajin) as the comprehensive features that distinguish one group (be it a nation, a race or any section of people) of people from another (一个民族区别于另一个民族的综合特征).﹡Dominant culture and subculture/co-culture♦Culture is subdivided into dominant culture(主流文化), mainstream culture, and subculture(s)（亚文化）, which coexist within each culture.♦A subculture resembles像；类似于a culture in that it usually encompasses a relatively large number of people and represents the accumulation of generations of human striving. However, subcultures have some important differences: they exist within dominant cultures and are often based on economic or social class, ethnicity, race, or geographic region.Today the tendency is to say ‗co-culture‘ and sub-groups to avoid prejudice.B. Culture in its narrow senseIt's called ―small c culture‖ or anthropological culture or culture with a small c (小写字母的文化). It can be defined as life way of a population, Culture in this sense emphasizes what characterizes the way of life of a people, including components ②, ③, ④, ⑤ and ⑥, with components ②, ④, ⑤ and ⑥ as the central part.Some scholars are interested in ―large C culture‖ while others in ―small c culture‖, depending on the purpose of investigation. We shall focus on culture in its narrow sense.﹡Cultural Identity文化认同Cultural identity refers to one‘s sense of belonging to a particular culture or ethnic种族的group. People consciously identify themselves with a group that has a shared system of symbols and meanings as well as norms for conduct.3.Properties of culture(1)It is human specific.(2)It is a social phenomenon (contrast between society and nature). Itis the embodiment of human knowledge, skill and cooperative labor.(3)It is a national phenomenon for each nature has its own culture.(4)It is a historical phenomenon. Each culture has some history andeach generation contributes to it. But culture won‘t necessarilyA. Overt CultureB. Covert Culture(公开文化层)Exposed Material Culture,Visible and Easily Described(隐蔽文化层)Hidden in the material culture,Soft or Spiritual cultureremain the same.(5) It is general and abstract.2. Culture can be viewed as an iceberg. Nine-tenths of an iceberg is out of sight. The part of the cultural iceberg that is above the water is easy to be noticed. The other part that is hidden below the water and is outside of conscious awareness. It is sometimes called ―deep culture ‖. But what are the things in a culture that can be said to be above or below the water – within or out of our awareness? The Structure of Culture3.Read the article on page 45-48:From this article, we can learn there are three characteristics of culture – coherent, learned, the view of a group of people; and there are three things culture does – culture ranks what is important (or cultures teach values or priorities), culture furnishes attitudes, and culture dictates how to behave.4.Decide whether the following are examples of communications ornot? Why?1)You complain to your instructor about your course credits through telephone.2) Two blind people exchange ideas in Braille.3) A German businessman negotiates, through an interpreter, with his Chinese counterpart.4) A farmer gives instructions to his ploughing cow.5) A programmer issues commands to a computer.6) Tom talks to himself while flourishing his toy gun.7) You send an e-mail message to an American friend.8) Jane lies in bed reading a novel.The Basics of Communication:Communication occurs if: 1. two or more people; 2. contact; 3. ashared language; 4. an exchange of information.5.Read the article of ―Elements of Communication‖. What are theelements of communication?Context: four aspects (the physical setting, historical aspect, psychological aspect, culture aspect)Participants: three variables (relationship, gender, culture)Messages: meanings, symbols, encoding and decoding.Channels: the method used to deliver a message (sound, sight, smell, taste, touch, or any combination of these)Noise (干扰): a term used for factors that interfere with the exchange of messages, including external noise, internal noise and semantic noise. Noise is inevitable.Feedback: t he response of a receiver to a sender‘s message Please answer the questions followed.Supplement:What Is Communication?There are altogether 126 definitions of communication. Among them the most accepted one defined by L. A. Samovar, et al.Definition:―Communication may be defined as that which happens whenever someone responds to the behavior or the residue of the behavior of another person.‖---- L. A. Samovar, et alA few key points about this definition:①The behavior includes verbal behavior and non-verbal behavior. For example, you meet an acquaintance in the street. You smile and nod to each other without uttering a word. Then your behavior is non-verbal, and your communication is also non-verbal. So according to this, communication can be divided into verbal communication and non-verbal communication.②As to the meaning of ―behavior residue", here is an example. You leave a note before you go out, and your roommate sees it when coming back and will make certain response. Then this note is your behavior residue. In this case, whether your roommate does something about or just ignores the note, as long as he receives the note, communication happens, but it is non-simultaneous. Therefore, communication can also be divided into simultaneous communication and non-simultaneous communication.③ A behavior, whether intentional or unintentional, conscious or unconscious, once is received, communication occurs. For example, when you are giving a speech, you may blush (unintentional) or repeat the same movement (unconscious), which gives your audience a message that you are nervous.④Feedback is not a prerequisite of communication. So there may beone-way communication. Hu Wenzhong of Beijing Foreign Studies University once said translation is in fact a kind of (intercultural) communication, because when one is translating, one is in fact communication interculturally with the writer of the original work. In deed, written translation is in most cases one-way communication. 2. Factors Affecting CommunicationEight specific ingredients of communication:①the source (行为源): a person who has a need to communicate②encoding (编码): an internal activity in which a source creates a message through the selection of verbal and non-verbal symbols (行为源组织信息的内心活动).③message (信息): the result of encoding, once spoken out and received, becomes a message.④channel (渠道): the physical means by which the message is transmitted.⑤the responder (反应者): the person who intercepts the message and as a consequence becomes linked to the source.⑥decoding (译码): the internal activity of the receiver‘s information processing.⑦response (反应): what a receiver decides to do about the message.⑧feedback (反馈): feedback and response are clearly related. Response becomes feedback when received by the source.Of the eight ingredients, the source and the responder, encoding and decoding, are the most important because they are related to persons.Some personal factors may affect communication effectiveness:①sex ②age③temperament (e.g. introverted and extroverted)④occupation (e.g. businessman, officers, etc.) ⑤social status ⑥knowledge structure ⑦life experienceUncertain factors, varying at different time:①intention: though disgusted, you nod or smile for politeness.②mood: someone tells you that it is useless to live in this world. You might have different responses.③status at that time: you, as a guest, can‘t ask the host to help himself to some dish.Objective factors:①time: you never say ―Good morning‖ in the evening.②place:③occasion: you never say ―节哀顺便‖ in a wedding ceremony.3. Communication Types①based on symbols used: verbal and non-verbal②based on media: direct and indirect③based on feedback: two-way and one-way④based on numbers of the sources and responders: one/group-to-one and one/group-to-group⑤based on set responder: directed and non-directed⑥based on the source‘s intention: intentional and unintentional⑦based on the responder‘s activeness: active and passive⑧based on time: simultaneous and non-simultaneous4. Characteristics of Communication (Essentials of Human Communication) p68-73①Communication is dynamic. It is an on-going, never-changingactivity. We are sure to be influenced by other‘s message, whether gradually or radically.②Communication is symbolic: Symbols are central to thecommunication process because they represent the shared meanings that are communicated. A symbol is a word, action, or object that stands for or represents a unit of meaning. People's behaviors are frequently interpreted symbolically, as an external representation of feelings, emotions, and internal states.③Communication is systematic: Communication does not occur inisolation or in a vacuum, but rather is part of a larger system. We send and receive messages not in isolation, but in a specific setting.Setting and environment help determine the words and actions we generate. Dress, language, topic selection, and the like are alladapted to context.④It involves making inferences.⑤It has a consequence.⑥It is interactive (interpersonal communication).⑦It is irreversible.⑧It is contextual.⑨Communication is self-reflective: Human beings have a uniqueability to think about themselves, to watch how they define the world, and to reflect on their past, present, and future.6.Match each of what the first speaker says on the left with what thesecond speaker says on the right to form a dialogue that will make sense, and then decide what is possibly meant by the second speaker in the dialogue. (p57)7.Read the passage of ―Communicating or CommunicatingEffectively‖and try to explain why we sometimes find it very difficult to communicate effectively with others, and then suggest what we can do about it.III.Case Study: Students are required to read the cases given carefully and try to analyse them from the viewpoint of IC.。

新编跨⽂化交际英语教程_参考答案Unit2Unit 2Culture and CommunicationReading IWhat Is CultureComprehension questions1. Which of the definitions given above do you prefer? Why?Some may prefer a short definition, such as the one given by E. Sapir or R. Benedict, for it is highly generalized and easy to remember. Some may prefer a longer one, such as Edward T. Hall’s definition of culture, because it provides us with a more comprehensive understanding of culture and points out the all-pervasive impact of culture on human life in different dimensions.2. What have you learned from those definitions about culture?Many things can be learned from those definitions, for each definition, though not without its limitations, tells us something very important about culture or certain aspect(s) of culture.3. Do you agree that our lower needs always have to be satisfied before we can try tosatisfy the higher needs?Even though this is generally the case, there will still be some exceptions. Sometimes people might prefer to satisfy higher needs, for instance, esteem needs, before their lower needs, such as certain physiological needs or safety needs are satisfied.4. What examples can you give about how people of different cultures achieve thesame ends by taking different roads?For example, everyone has to eat in order to live and this is universally true. However, to satisfy this basic need, people of various cultures may do it in very different ways: what to eat and how to eat it vary from culture to culture.5. What behaviors of ours are born with and what are learned in the culturalenvironment?Instinctive behaviors are behaviors that we are born with and ways of doing things in daily life, such as ways of eating, drinking, dressing, finding shelter, making friends, marrying, and dealing with death are learned in the cultural environment.6. What other cultural differences do you know in the way people do things in theireveryday life?We can also find cultural differences in ways of bringing up children, treating the elderly, greeting each other, saving and spending money, and many other things people do in everyday life.7. In what ways are the Chinese eating habits different from those of theEnglish-speaking countries?We Chinese may enjoy something that is not usually considered as edible by the English-speaking people. Generally we prefer to have things hot and lay much emphasis on tastes. We tend to share things with each other when we are eating with others.Reading IIElements of CommunicationComprehension questions1. What are the aspects of context mentioned above?One aspect of context is the physical setting, including location, time, light, temperature, distance between communicators, and any seating arrangements. A second aspect of context is historical. A third aspect of context is psychological. A fourth aspect of context is culture.2. In what ways would your posture, manner of speaking or attire change if you movefrom one physical setting to another, for example, from your home to a park, to a classroom, to a restaurant, to a funeral house, etc?One’s posture, manner of speaking or attire change from being casual to formal gradually from home to a park, to a classroom, to a restaurant, to a funeral house, etc, according to different formalness and seriousness of these situations. 3. How do people acquire communication norms in their life?People acquire communication norms from their experiences in life.4. What examples can you give to describe some Chinese norms in our everydaycommunication?For example, it seems to be a norm in China to address one’s boss by his or her title and never to express one’s disapproval directly to him or her.5. How can we play both the roles of sender and receiver in communication?As senders, we form messages and attempt to communicate them to others through verbal and nonverbal symbols. As receivers, we process the messages sent to us and react to them both verbally and nonverbally.6. Does the sender play a more important role than the receiver in communication? No, they are equally important for both of them are essential in the process of communication.7. In what ways do the differences between participants make communication more or less difficult?Three especially important variables affecting participants which are relationship, gender, and culture make communication more or less difficult.8. What is a symbol and what is a meaning?The pure ideas and feelings that exist in a person’s mind represent meanings. The words, sounds, and actions that communicate meaning are known as symbols because they stand for the meanings intended by the person using them.9. How can meanings be transferred from one person to another? What problems may arise in this process?A message from one person is encoded into symbols and then decoded into ideas and feelings to another person. In this process of transforming include nonverbal cues, which significantly affect the meaning created between the participants in a communication transaction.10. When are unintended or conflicted meanings likely to be created?Unintended meanings are created when the decoding person receives a meaning unrelated to what the encoder thought he or she was communicating. Conflicting meanings are created when the verbal symbols are contradicted by the nonverbal cues.11. Which channels do you usually prefer in communication? Why?Of the five channels, some may prefer sight. As the old saying goes, words are but wind, but seeing is believing.12. What examples can you find to show that one channel is more effective than othersfor transmitting certain messages?For example, when asking a lady for a date, a young man may wear an immaculate suit and spray some perfume to show that he highly values this date with her. In this case, sight and smell are definitely more effective than words for conveying that particular message.13. What are the things that can create noises in the process of communication?Sights, sounds, and other stimuli in the environment that draw people‘s attenti on away from intended meaning are known as external noise. Thoughts and feelings that interfere with the communication process are known as internal noise. Unintended meanings aroused by certain verbal symbols can inhibit the accuracy of decoding. This is known as semantic noise.14. What should we do to reduce the interference of noise in communication?When communicating with others, we should pay undivided attention to communication itself, avoiding being distracted by any external or internal noise. Besides, we should make sure that what we say is correctly understood by others and vice versa to prevent semantic noise from generating.15. Why is feedback a very important element of communication?Feedback is very important because it serves useful functions for both senders and receivers: it provides senders with the opportunity to measure how they are coming across, and it provides receivers with the opportunity to exert some influence over the communication process.16. What will you usually do when you receive negative feedback in communication?Open.Case StudyCase 5In China, it is often not polite to accept a first offer and Heping was being modest, polite and well-behaved and had every intention of accepting the beer at the second or third offer. But he had not figured on North American rules whichfirmly say that you do not push alcoholic beverages on anyone.A person may not drink for religious reasons, he may be a reformed alcoholic, or he may be allergic. Whatever the reason behind the rule, you do not insist in offering alcohol. So unconscious and so strong are their cultural rules that the Americans equally politely never made a second offer of beer to Heping who probably thought North Americans most uncouth. However, what we have to remember is that cultures are seldom a strict either-or in every instance for all people and there are always individual differences. Probably this young Chinese nurse was very different from Heping or, unlike Heping, she may have known something about the American cultural rules and was just trying to behave like an American when she was in an American family.Case 6When a speaker says something to a hearer, there are at least three kinds of meanings involved: utterance meaning, speaker’s meaning and hearer’s meaning. In the dialogue, when Litz said ‘How long is she going to stay?’ she meant to say that if she knew how long her mother-in-law was going to stay in Finland, she would be able to make proper arrangements for her, such as taking her out to do some sightseeing. However, her mother-in-law overheard the conversation, and took Litz’s question to mean “Litz does not want me to stay for long”. From the Chinese point of view, it seems to be inappropriate for Litz to ask such a question just two days after her mother-in-law’s arrival. If she feels she hasto ask the question, it would be better to ask some time later and she should not let her mother-in-law hear it.Case 7Keiko insists on giving valuable gifts to her college friends, because in countries like Japan, exchanging gifts is a strongly rooted social tradition. Should you receive a gift, and don’t have one to offer in return, you will probably create a crisis. If not as serious as a crisis, one who doesn’t offer a gift in return may be considered rude or impolite. Therefore, in Japan, gifts are a symbolic way to show appreciation, respect, gratitude and further relationship.Keiko obviously has taken those used items from Mary, Ed and Marion as gifts, for she probably doesn’t know th at Americans frequently donate their used household items to church or to the community. Mary, Ed and Marion would never consider those used household items given to Keiko as gifts. No wonder they felt very uncomfortable when they received valuable gifts in return.Case 8As the Chinese girl Amy fell in love with an American boy at that time, it seems that she preferred to celebrate Christmas in the American way, for she wanted very much to appear the same as other American girl. She did not like to see her boyfriend feel disappointed at the “shabby” Chinese Christmas. That’s why she cried when she found out her parents had invited the minister’s family over for theChristmas Eve dinner. She thought the menu for the Christmas meal created by her mother a strange one because there were no roast turkey and sweet potatoes but only Chinese food. How could she notice then the foods chosen by her mother were all her favorites?From this case, we can find a lot of differences between the Chinese and Western cultures in what is appropriate food for a banquet, what are good table manners, and how one should behave to be hospitable. However, one should never feel shameful just because one’s culture is different from others’. As Amy’s mother told her, you must be pr oud to be different, and your only shame is to have shame.。

Unit 2 Page 60Unit 3 Page 96Unit 5 Page 175Unit 6 Page 2158Translation如果接受这样的信念，认为以往的存在状况影响着我们对现实的看法，并且接受相应的原则，认为每个人都有着相似的但又不完全一样的个人经历，那么，随之就得到这样的结论：另一个人对宇宙的描述不一定会和我们对宇宙的描述完全一样。

然而，我们大多数人似乎仍认为我们自己感知事物的方法是唯一正确的。

我们常常忽略感知的差异，并且断定，如果一个人不知道巴比罗•毕加索是有史以来最伟大的艺术家，他简直就不懂艺术。

实际上，他很可能有着不同的经历，对他来说，什么是伟大的艺术跟我们对于艺术的感知或许并不一致。

在我们的日常活动中，感知差异常常出现在不同的群体之间。

不同年代的人、不同少数民族、不同职业和不同文化有着相冲突的价值观念和目标，这些都影响着他们对于现实的感知和解释。

我们的文化是导致感知不一致的主要因素。

文化影响着我们对于现实看法的形成。

因此，它在跨文化交际中起着一种主导作用。

我们的文化以各种方式告诉我们，怎样去判断别人，使用什么标准去做判断。

这样评价的危险在于它们常常是不真实的，武断的并导致误解的。

相信并在行为中表现出仿佛只有我们和我们的文化才发现了最真实而且是唯一的标准，对世界持这样的看法是极其天真幼稚的。

9Translation身处异域文化的人们总会面临着这样一个问题，即为了适应当地人的信仰、价值观、准则和社会规范，到底需要在多大程度上改变自己的行为举止呢？在交往中谁有责任把文化差异考虑在内？是应该让来访者、新来的人或旅居者调整自己的行为以适应当地文化，还是让当地人改变交流方式，从而为初来乍到的人们提供便利？人们必须多大程度地改变自己文化的信仰、价值观、准则和社会行为来以适应主导文化的模式呢？俗话说“入乡随俗”，很明显，这让改变的重任落在了新来者的身上。

话虽很有道理，但并不能适用于所有情况。

大学跨文化英语综合教程2Unit 1•Reading & DigestingWarm-up1、The man feels superior to a non-white as he thinks he is a “regular”American and the woman and other non-white people must be immigrants.2、At the beginning, the woman does not mind the question. However, when she realizes the man asks the question because he thinks she is an immigrant, she is somewhat irritated. She asks the man the same question to remind him that his ancestors used to be immigrants, too.Language practice > Task 11-5: FCGLM6-10: JDAON11-15: EIBHKLanguage practice > Task 21、music2、scarcely3、land4、to-go5、spot6、exclaim7、a chipped plate8、shaped9、exhausted10、the weekend shiftLanguage practice > Task 31、for2、at3、of4、of5、ofLanguage practice > Task 41、spoonful2、mistake3、mislead4、glassful5、misuse6、mouthful7、misunderstand8、handfulLanguage practice > Task 51、how to avoid2、whether to get married3、when to harvest lettuce4、how to start the car5、how to make money•Cultural ExplorationViewing1、America is a country that was established by immigrants. Till today it continues to benefit from immigrants’ contributions.2、All Americans are either immigrants or descendants of ancestors who came from somewhere else. Therefore, We should all respect and admire immigrants.Gaining an intercultural insight1）struggle2）lifestyles3）result4）origin5）overseas6）background7）margins8）dominant9）conflict10）opportunities •Reading & ReflectingAdditional exercises Task 11）E2）M3）K4）O5）B6）J7）C8）D9）L10）HTask 2A. Para. 4B. Para. 11C. Para. 10D. Para. 9E. Para.5F. Para. 6G. Para. 2H. Para. 5I. Para. 7J.Para. 3Unit 2•Reading & DigestingWarm-up1、In the video clip, the fashion leaders mentioned equal pay and equal treatment as their understanding of gender equality.2、Open for discussion.Language practice > Task 1 1-5: GDONK6-10: LIAJH11-15: CMFEBLanguage practice > Task 21、launch2、advocate3、appointed4、questioned5、bossy6、aggressive7、sheer8、opposing9、vulnerable10、abandonedLanguage practice > Task 3 1、on2、out3、for4、out5、inLanguage practice > Task 41、uncomplicated2、inequality3、unattractive4、unfamiliaruncomfortable5、counterpart6、antiwar7、oppose8、contradictionLanguage practice > Task 51、The louder the noise become2、the greater your opportunities will be3、The more money is donated4、the less chance there is of things going wrong5、the greater their intellectual advantage is •Cultural ExplorationGaining an intercultural insight1）finding2）fewer3）odds4）capable5）competent6）ignore7）kids8）reality9）likely10）reach•Reading & ReflectingAdditional exercisesTask 11）G2）C3）I4）M5）E6）O7）L8）A9）F10）HTask 2A. Para. 4B. Para. 6C. Para. 8D. Para. 3E. Para. 5F. Para. 3G. Para. 4H. Para. 7I. Para. 2K.Para. 5Unit 3•Reading & DigestingWarm-up1、A community is no longer just about the people around you. It is anyone, anywhere on the planet that has a shared interest.2、Open for discussion.Language practice > Task 11-5: FLBCE6-10: DOHIJ11-15: AKMNGLanguage practice > Task 21、actual sale2、considerably3、plain4、virtual5、stylish6、generates7、promotes8、unique9、outcomeLanguage practice > Task 31、through2、on3、to4、off5、inLanguage practice > Task 41、outbreak2、searchlight3、breakdown4、cutoff5、outcome6、giveaway7、playlist8、blacksmithLanguage practice > Task 51、overalls spattered with pulp2、each plant benefiting from the others3、each one leading to a higher level of command4、many found nowhere else on the planet5、their brown heads drooping over the fence•Cultural ExplorationViewingFunctions Now：1、look for and book service on call2、post, share and socialize with friends3、order and pay for meals4、order and pay for mealsFunctions in the Future：1、help coordinate rescue efforts at times of natural disasters2、make short movies or documentaries3、publish works of literature in serial4、etc.Gaining an intercultural insight1）flexible2）background3）shared4）trend5）ordinary6）deliberately7）abilities8）measurable9）idealized10）observation •Reading & ReflectingAdditional exercises > Task 11）G2）D3）M4）I5）O6）F7）H8）B9）K10）NTask 2A. Para. 2B. Para. 3C. Para. 9D. Para. 7E. Para. 1F. Para. 6G. Para. 8H. Para. 5I. Para. 4J.Para. 1Unit 4•Reading & DigestingWarm-up1、He cleaned his desk, did shopping, made dinner and watched TV.2、Procrastination is the inability to get started right away or get work done in a timely manner.Language practice > Task 1 1-5: EKOAL6-10: CNJBH11-15: MDIFGLanguage practice > Task 2 1-5: BCACA6-10: DCADCLanguage practice > Task 31、in2、to3、with4、By5、intoLanguage practice > Task 41、courageous2、reasonable3、awesome4、educational5、troublesome6、aptional7、luxurious8、fatherlyLanguage practice > Task 51、be it personal health2、be they Christian3、be it scientific or artistic4、Be it learning style5、Be it on the beachCultural ExplorationGaining an intercultural insight 1）tendency2）deadlines3）definitive4）limited5）cyclical6）harmony7）competing8）delay9）drive10）equals•Reading & Reflecting Additional exercises Task 11）A2）H3）C4）O5）E6）J7）K8）G9）I10）LTask 2A. Para. 1B. Para. 8C. Para. 3D. Para. 4E. Para. 2F. Para. 4G. Para. 6H. Para. 7I. Para. 5K.Para. 1Unit 5•Reading & DigestingWarm-up1、He lives in San Francisco’s Chinatown. His parents passed away. He is going to celebrate the New Year’s Eve together with family or friends, etc.2、Open for discussion.Language practice > Task 11-5: LFBDA6-10: HGMIJ11-15: EKCNOLanguage practice > Task 21、invariably2、shrunk3、await4、sparingly5、proclaiming6、mannerly7、are ill-fitting for him8、schooled9、remedy10、as a souvenirLanguage practice > Task 31、to2、of3、of4、off5、onLanguage practice > Task 41、outwards2、personally3、otherwise4、invariably5、jokingly6、backwards7、likewise8、afterwardsLanguage practice > Task 51、I arrived at the classroomI realized that I had left my dictionary at home2、you become a motheryour judgment slowly turns to compassion and understanding3、December 1997I could finally sit and relax4、I saw her faceI realized how big the problem was5、they had left the churchJoan discovered they were goingCultural ExplorationViewing1、Chinese sweet treats in Eastern Bakery2、Dim Sum in Great Eastern3、Sesame chicken in House of Nanking4、Fortune cookies in the fortune cookie factoryGaining an intercultural insight1）symbolic2）referred3）ethnic4）overseas5）belief6）distinct7）ideals8）management9）heritage10）assets•Reading & ReflectingAdditional exercises Task 11）H2）F3）J4）E5）B6）G7）L8）N9）K10）OTask 2A. 1B. 7C. 10D. 8E. 5F. 2G. 6H. 4I. 9J. 3Unit 6•Reading & DigestingWarm-up1、Hard work, diligence, making great effort.2、Open for discussion.Language practice > Task 11-5: JCIHA6-10: EKBLM11-15: NOFDGLanguage practice > Task 21、A2、B3、D4、A5、A6、C7、A8、A9、C10、DLanguage practice > Task 31、of2、for3、from4、of5、beyondLanguage practice > Task 41、ill-advised2、mouth-watering3、peace-loving4、ill-informed5、everlasting6、self-employed7、far-reaching8、heart-breakingLanguage practice > Task 51、in which students can deposit their credits2、for which you are applying3、on which lovers express their love4、during which rents have risen steadily higher 6、upon which visitors can float in wooden boats Cultural ExplorationGaining an intercultural insight1）competitive2）reveal3）traits4）measures5）factors6）embrace7）examiner8）indicators9）otherwise10）absorbingLearning about the VALUE system1、T2、F3、F4、F5、T•Reading & ReflectingAdditional exercises >Task 11）F2）C3）A4）M5）B6）G7）L8）D9）J10）OTask 2A. Para. 2B. Para. 8C. Para. 13D. Para. 6E. Para. 9F. Para. 11G. Para. 12H. Para. 14I. Para. 15K.Para. 3Unit 7•Reading & DigestingWarm-up1、Open for discussion. In the video, it is mentioned that humans are considered the most intelligent species on the planet. However, we may only be the guest of the planet, instead of its permanent master.2、Open for discussion.Language practice > Task 1 1-5: JOFNI6-10: LBCMG11-15: AHKDELanguage practice > Task 21、A2、C3、B4、A5、A6、D7、A8、B9、C10、DLanguage practice > Task 31、On2、up3、to4、onLanguage practice > Task 41、cold-blooded2、non-profit3、middle-aged4、ilife-long5、wide-awake6、nation-wide7、eco-friendly8、large-scaleLanguage practice > Task 51、designed for the long-term care2、made at the meeting3、selected from the whole country4、following his retirement5、concerning matters of national security Cultural ExplorationGaining an intercultural insight1）amount2）processed3）dairy4）vegetables5）decompose6）destroyed7）brushing8）cooling9）south-facing10）naturallyViewing1、A bottle recycling machine would reward people who bring their bottles back with money and soft drink producers pay less taxes if they join the system. Norway’s bottle deposit scheme is the best in the world. 598,355,791 bottles were recycled in 2016, which is a huge 97% collection rate.2、Plastic bottles are often thrown away by customers and garbage collectors may recycle them for money.•Reading & ReflectingAdditional exercisesTask 11）H2）J3）F4）G5）C6）I7）K8）B9）M10）OTask 2A. Para. 13B. Para. 9C. Para. 12D. Para. 6E. Para. 15F. Para. 7G. Para. 8H. Para. 16I. Para. 9J.Para. 14Unit 8•Reading & DigestingWarm-up1、She was surprised to find two packages of sugar on the saucer as she was told that there was no sugar when she ordered green tea.2、Open for discussion.Language practice > Task 11-5: KNIDG6-10: BCGLE11-15: MAOJFLanguage practice > Task 21、C2、A3、C4、B5、A6、B7、A8、C9、D10、ALanguage practice > Task 31、beneath2、to3、in4、In5、InLanguage practice > Task 41、spaceship2、walking stick3、handwriting4、overview5、kinship6、aftermath7、boiling point8、rainfallLanguage practice > Task 51、Removing dead skin cells2、Wearing a scarf3、Communicating with customers4、Implementing the food security strategy5、Actively participating in global governance and multilateral affairs Cultural ExplorationGaining an intercultural insight1）concept2）inferior3）commercial4）domestic5）behavior6）implications7）beliefs8）tendencies9）wellbeing10）rejection •Reading & ReflectingAdditional exercises Task 11）D2）G3）O4）K5）E6）M7）J8）A9）F10）NTask 2A. Para. 10B. Para. 12C. Para. 5D. Para. 8E. Para. 13F. Para. 11G. Para. 2H. Para. 14I. Para. 3 J. Para. 6。

Reading & DigestingTo Go or Not to GoRobin Pascoe1 Oftentimes parents expect their children to reach the highest level of achievement. Of course, children always want to please parents and do the best they can. After this story, Rodney and I learned that we should not place the bar high for our children. Here is why.2 At age fifteen, our son, Jay, was so short that his friends towered over him like the giant fir trees of British Columbia. To distract him from worrying about whether he would ever grow, I decided Jay needed to go off during the summer holiday to Mexico by himself — apparently to study Spanish, but really to live with a Mexican family for a few weeks and make a journey on his own to a place where we had never lived as a family.3 From friends and family members alike, all I heard was Are you crazy? As a reader, you must be wondering how I could go from being the anxious mother hiding from my daughter to the woman loading my son onto a flight bound for Mexico City — with a change of terminals in Toronto, no less. But we had a connection in Mexico to a language school, and Jay would be living with a family accustomed to hosting North American kids.4 About six weeks before his departure date, Jay confessed to me in the car on our way to school that he’d had a nightmare the night before in which he drowned. Being a regular teenager and a dream interpreter, he took this to mean his Mexico trip would end badly. I tried to calm both of us down by telling him, “well, you don’t have to go, you know. You have a choice.”5 He jumped all over that comment. “What choice do I really have,Mom? If I don’t go, you and Dad will be disappointed in me. I don’t want to let you down.” Tat stopped dead in my tracks. Jay was right. Rodney and I did have high expectations that our son could do this trip on his own successfully. After all, he was no stranger to foreign places. At thirteen, he had gone off to Japan with his high school wrestling team —all eighteen-year-old men. I thought Jay could handle anything, but if he didn’t believe it himself, we were being terribly unfair to him.6 Before Jay got out of the car, I told him flat out that we’d been wrong to have assumed that he could do this journey. And what’s more, no decision was final. We would consider some new options over dinner that night, I said. Tat evening, we talked about these. Jay could go to Mexico with his father, who had decided he could take a week off work. Jay could go to Mexico just for a trip and check out the homestay the following summer. Or he could cancel the whole thing. Jay chose option A: He would go with his father.7 The following morning, when I was again driving Jay to school for early-morning wrestling practice, I asked him if he had slept better. He assured me he had and surprised me by saying, so quietly I didn’t hear him at first: “I think I can go alone.”8 Say what? “You and Dad seem confident that I can do it,” he said, “so let’s stick to the original plan.” My jaw dropped. Anxious to learn from this experience, I asked Jay if he had changed his mind because we admitted we’d made a mistake or because we’doffered him real choices. He answered yes to both points.9 So that summer, Jay went off to Mexico. Rodney and I learned not only that constructive consultation is important, but that we needed to temper our expectations. Jay never complained again about being short.But it should go without saying that I didn’t sleep very well the entire time he was gone.参考译文去还是不去？罗宾·帕斯科埃通常父母都希望孩子们能够做到最好，当然孩子也总想取悦父母，所以也会尽自己所能。

Unit Two Culture ShockⅠ.Fill in blanksa. In a formal western meal, you’re offered a second helping but you have already had enough. You should say “______”. That was delicious but I’ve already had plenty, thanks.b. Taboos are words, expressions, etc. that are considered as being ______ or ______. unpleasant, disgustingc. ______ is a culture that scores high on individualism. Individual cultured. Social distance refers to the degree of ______ or ______ between two cultures. similarity, dissimilaritye. Because of their ______, individualists give little thought to the ______ of others. But collectivists care very much what others in their groups think and do not like to be the targets of ______ and _______. independence, evaluations, scrutiny, criticismⅡ. Key Termsa. culture shockb. collectivist culturec. hospitalityd. politenesse. privacyⅢ. Short Answera. What are the five basic themes in individualist culture?b. Why is there a lack of concern at public displays of physical or sexual intimacy?c. What ‘s the difference on tendency for foreigners to treat strangers between Individualism and Collectivism Theories?Ⅳ. Case study(1) Analyze the case and try to find the misunderstanding between the girl and the westerner.A westerner invited a Chinese girl to have lunch and take a tour around the British Parliament. In fact, the girl didn't have the lunch just because when the westerner asked her "Are you hungry?" The girl answered no. Then they didn't have lunch together.(2) Can you find some differences in hospitality between a Chinese and English? What are the reasons?An English guest: Each time a new dish arrived his parents would lean over and load my plate with tasty morsels. As they had taken all the trouble to cook it I just had to polish it off. As soon as my plate was empty they would put more on. Of course, I felt duty-bound to ear that too.A Chinese guest: Can you imagine how many dishes I had? One one -- a stew with meat and vegetables. The meat was over done and too hard to eat; green vegetables were no longer green. They never put food on your plate but just ask you to help yourself. If you, as a guest, are shy or modest, waiting for the food to be put on your plate, you will remain half-starved.Key to Unit TwoⅠ.Fill in blanksa. That was delicious but I’ve already had plenty, thanks.b. unpleasant, disgustingc. Individual cultured. similarity, dissimilaritye. independence, evaluations, scrutiny, criticismⅡ.Key Termsa. culture shock: It is a psychological phenomenon that is experienced most often by those who, whether voluntarily or involuntarily, in the process of adjusting themselves to a new culture.b. collectivist culture: It is a culture that places little value on individual identity and great value on group identity.c. hospitality: It means cordial and generous reception of or disposition toward guests.d. politeness: It refers to consideration for others, tact, and observance of accepted social usage.e. privacy: It could be understood as the right of an individual to self-determination as to the degree to which the individual is willing to share with others information about himself that may be compromised by unauthorized exchange of such information among other individuals or organizations.Ⅲ.Short Answera. 1) There is a tendency for foreigners to treat strangers as equals, seen in the politeness with which foreigners treat out-group members and their willingness to follow public rules and laws that guarantee the rights of all. 2 ) There is a desire for independence and separateness, found in foreigners' needs for their own privacy and autonomy and in the freedom they give to children. 3) There is a lack of inhibition on the part of foreigners in terms of expressive behaviors, seen in their lack of concern about drawing attention to themselves and their willingness to disclose feelings and emotions. 4) There is a lack of understanding if the reciprocal bonds and duties that regulate in-group members, found in foreigners' casual attitudes towards hospitality. 5) There is a lack of concern at public displays of physical or sexual intimacy.b. The reason might be that even the freedom with which foreigners express love and sexual desire can be seen as a valorization of the individual's pursuit of personal pleasure and happiness. That this is offensive tocollectivists is not surprising, as intense dyadic fusion is a kind of personal involvement that draws loyalty on attention from the group and focuses it on individual needs.c. Individualists tend to believe in equality; their communication norms stress equal treatment of subordinate and superior, friend and stranger. In contrast, collectivists’ communication norms often stress deference; a clear demarcation is made between one’s treatment of those above and below one in the social hierarchy. Clearly, to a collectivist, the way individualists treat strangers will seem unusual and unnecessarily polite.Ⅳ.Case studya. The mistake is that the westerner used his question as an invitation. The girl understood it only as a question. According to the Chinese tradition, the man should have invited her to lunch since their appointment was to have lunch first.b. Yes. The Chinese student felt disappointed at British hospitality because she used the Chinese way of showing hospitality to judge the British one. In the story taking place in China, the westerner couldn't imagine that there should be sixteen dishes prepared for her. When she ate from the eight cold dishes, she couldn't eat anymore. It is because a Western meal normally severs one main course plus a starter and sweets or desserts. The fact is that different people in the world show their different hospitality in different ways.。

Cross-Cultural Communication in theUniversity ContextIn the globalized world of today, cross-cultural communication has become an integral part of university education, particularly in the field of English language learning. As students from diverse cultural backgrounds converge on campus, the importance of understanding and respecting cultural differences becomes paramount. This essay explores the challenges and opportunities of cross-cultural communication in the university setting, focusing on the experiences and learnings from "University Intercultural English Integrated Course 2 Unit 2."Firstly, cross-cultural communication presents a unique set of challenges to university students. Language barriers can often lead to misunderstandings and awkward situations. For instance, directness in communication may be valued in some cultures, while indirectness is preferred in others. Understanding these nuances of cultural communication is crucial for effective interpersonal interactions.Moreover, the diverse range of cultural values and beliefs can pose significant challenges. Concepts that areconsidered taboo or inappropriate in one culture may be commonplace in another. It is, therefore, essential for university students to develop a sense of cultural sensitivity and awareness to avoid offending or embarrassing others.However, despite these challenges, cross-cultural communication also offers invaluable opportunities for personal growth and intellectual development. Interacting with people from different cultures broadens one's perspective and enhances understanding of the world's diversity. It cultivates a global mindset that is essential for success in today's interconnected world.The "University Intercultural English Integrated Course 2 Unit 2" provides a platform for exploring these challenges and opportunities. Through a variety ofactivities and discussions, it encourages students to reflect on their own cultural biases and assumptions. It also equips them with the skills and knowledge necessary to navigate cross-cultural interactions gracefully and confidently.In conclusion, cross-cultural communication is an essential skill for university students in the 21st century. While it presents unique challenges, it also offers remarkable opportunities for personal and intellectual growth. By embracing diversity and fostering a culture of inclusivity, universities can prepare their students to become global citizens who are capable of effective cross-cultural communication.**跨文化交流在大学环境中的重要性**在全球化日益盛行的今天，跨文化交流已成为大学教育的重要组成部分，尤其是在英语学习领域。

Unit 2 Page 60 Unit 3 Page 96Unit 5 Page 175 Unit 6 Page 215Case 2A common cultural misunderstanding in classes involves conflicts between what is said to be direct communication style and indirect communication style. In American culture, people tend to say what is on their minds and to mean what they say. Therefore, students in class are expected to ask questions when they need clarification. Mexican culture shares this preference of style with American culture in some situations, and that‘s why the students from Mexico readily adopted the techniques of asking questions in class. However, Korean people generally prefer indirect communication style, and therefore they tend to not say what is on their minds and to rely more on implications and inference, so as to be polite and respectful and avoid losing face through any improper verbal behavior. As is mentioned in the case, to many Koreans, numerous questions would show a disrespect for the teacher, and would also reflect that the student has not studied hard enough.Case 3The conflict here is a difference in cultural values and beliefs. In the beginning, Mary didn’t realize that her Dominican sister saw her as a member of the family, literally. In the Dominican view, family possessions are shared by everyone of the family. Luz was acting as most Dominican sisters would do in borrowing without asking every time. Once Mary understood that there was a different way of looking at this, she would become more accepting. However, she might still experience the same frustration when this happened again. She had to find ways to cope with her own emotional cultural reaction as well as her practical problem (the batteries running out).Case 6When a speaker says something to a hearer, there are at least three kinds ofmeanings involved: utterance meaning, speaker’s meaning and hearer’s meaning. In the dialogue, when Litz said ‘How long is she going to stay?’ she meant to say that if she knew how long her mother-in-law was going to stay in Finland, she would be able to make proper arrangements for her, such as taking her out to do some sightseeing. However, her mother-in-law overheard the conversation, and took Litz’s question to mean “Litz does not want me to stay for long”. From the Chinese point of view, it seems to be inappropriate for Litz to ask such a question just two days after her mother-in-law’s arrival. If she feels she has to ask the question, it would be better to ask some time later and she should not let her mother-in-law hear it.Case 7Keiko insists on giving valuable gifts to her college friends, because in countries like Japan, exchanging gifts is a strongly rooted social tradition. Should you receive a gift, and don’t have one to offer in return, you will probably create a crisis. If not as serious as a crisis, one who doesn’t offer a gift in return may be considered rude or impolite. Therefore, in Japan, gifts are a symbolic way to show appreciation, respect, gratitude and further relationship.Keiko obviously has taken those used items from Mary, Ed and Marion as gifts, for she probably doesn’t know that Americans frequently donate their used household items to church or to the community. Mary, Ed and Marion would never consider those used household items given to Keiko as gifts. No wonder they felt very uncomfortable when they received valuable gifts in return.Case 10In Japan, a company is often very much like a big family, in which the manger(s) will take good care of the employees and the employees are expected to devote themselves to the development of the company and, if it is necessary, to sacrifice their own individual interests for the interests of the company, from which, in the long run, the employees will benefit greatly. But for the French, a company is just a loosely- knit social organization wherein individuals are supposed to take care of themselves and their families. Moreover, the way the French make decisions in the family might also be different from the typical Japanese one, which may not often involve females and the power to decide usually lies with the dominating male. As there are such cultural differences between the Japanese and the French, Mr. Legrand’s decision made Mr. Tanaka feel dumbfounded.Case 12In this case, it seems that the Chinese expectations were not fulfilled. First, having two people sharing host responsibilities could be somewhat confusing to the hierarchically minded Chinese. Second, because age is often viewed as an indication of seniority, the Chinese might have considered the youth of their Canadian hosts as slight to their own status. Third, in China, it is traditional for the host to offer a welcome toast at the beginning of the meal, which is the reciprocated by the guests; by not doing so, the Canadian might be thought rude. The abrupt departure of the Chinese following the banquet was probably an indication that they were not pleased with the way they were treated. The Canadians’ lack of understanding of the Chinese culture and the Chinese ways of communication clearly cost them in their business dealings with the visiting delegation.Case 17When these two men separate, they may leave each other with very different impressions.Mr Richardson is very pleased to have made the acquaintance of Mr Chu and feels they have gotten off to a very good start. They have established their relationship on a first-name basis and Mr Chu’s smile seemed to indicate that he will be friendly and easy to do business with. Mr Richardson is particularly pleased that he had treated Mr Chu with respect for his Chinese background by calling him Hon-fai rather than using the western name, David, which seemed to him an unnecessary imposition of western culture.In contrast, Mr Chu feels quite uncomfortable with Mr Richardson. He feels it will be difficult to work with him, and that Mr Richardson might be rather insensitive to cultural differences. He is particularly bothered that, instead of calling him David or Mr Chu, Mr Richardson used his given name, Hon-fai, the name rarely used by anyone, in fact. It was this embarrassment which caused him to smile. He would feel more comfortable if they called each other Mr Chu and Mr Richardson. Nevertheless, when he was away at school in North America he learned that Americans feel uncomfortable calling people Mr for any extended period of time. His solution was to adopt a western name. He chose David for use in such situations.Case 19Talking about what’s wrong is not easy for people in any culture, but people in high-context countries like China put high priority on keeping harmony, preventing anyone from losing face, and nurturing the relationship. It seems that Ron Kelly had to learn a different way of sending message when he was in China. At home in Canada he would have gone directly to the point. But in China, going directly to the problem with someone may suggest that he or she has failed to live up to his or her responsibility and the honor of his or her organization is in question. In high-context cultures like China, such a message is serious and damaging. In low-context cultures, however, the tendency is just to “spit it out”, to get it into words and worry about the result later. Senders of unwelcome messages use objective facts, assuming, as with persuasion, that facts are neutral, instrumental, and impersonal. Indirectness is often the way members of high-context cultures choose to communicate about a problem. Case 21Sometimes our best intentions can lead to breakdowns (故障)in cross-cultural communication. For example, one of the very common manners of touching --- handshaking --- may result in conflict when performed with no consideration of cultural differences. Among middle-class North American men, it is customary to shake hands as a gesture of friendship. When wanting to communicate extra friendliness, a male in the United States may, while shaking hands, grasp with his left hand his friend’s right arm. However, to people of Middle Eastern countries, the left hand is profane (亵渎的) and touching someone with it is highly offensive. Therefore, in Vernon’s eyes, Kenneth was actually an extremely offensive message to him. Case 22In Puerto Rican culture, as in some other Latin American and Eastern cultures, it is not right for a child to keep an eye-contact with an adult who is accusing him or her, while in the United States, failing of meeting other person’s eye accusing him or her would be taken as a sign of guiltiness. As the principal knew little about this cultural difference in using eye-contact, he decided that the girl must be guilty. Generallyspeaking, avoiding eye-contact with the other(s) is often considered as an insult in some cultures, but may signify respect for authority and obedience in other cultures. Case 25For people from the American culture and western European cultures, one’s time should be scheduled into segments or compartments which are to be kept discrete from one another. They prefer to do one thing at a time. They will be annoyed when they have made an appointment with somebody, only to find a lot of other things going on at the same time. They don’t like to interrupt others and be interrupted by other while they are doing something. In contrast, people from many other cultures including the Chinese culture are more likely to operate with several people, ideas, or matters simultaneously. They are more easily distracted and subject to interruptions, which they would not usually mind very much. The miscommunication between Katherine and the director can be ascribed to their lack of knowledge about each other’s way of using time.In this case, to the Chinese director as well as many other Chinese people, it is natural to handle the other things which needed to be dealt with immediately. He may have thought that, in this way, he utilized the time best. But to Katherine and most Westerners, it’s quite different. They tend to do things strictly according to their schedule and appointments with others, which is their concept of using time best.高语境交流和低语境交流（由高到低排列）Japanese, Chinese, Korean, African American, Native American, Arab, Greek, Latin,Italian,English,Frech,Amercian,Scandinavian,German,German-Swiss。