跨文化交际 space课堂

《跨文化交际》课程教学大纲课程名称：英语教学论课程类别：专业必修课考核类别：考试适用对象：本科适用专业：英语总学时、学分：36学时2学分一、课程教学目的该课程旨在扩大学生的知识面，对西方文化的不同层面有所了解,以提高学生的交际能力。

在传统的外语教学中, 人们往往忽视文化的重要作用, 只注重语言能力的培养而未能顾及交际能力的提高。

近年来国内学者认识到外语教学必须引进文化知识的对比，训练学生灵活运用语言知识, 更好地与外国人沟通, 减少和避免误解。

1二、课程教学要求该课程教学要求学生提高对文化差异的敏感性, 更有效地与外国人进行交际，为英语专业课程的学习和翻译实践能力的提高奠定基础。

三、先修课程跨文化交际是英语专业的必修课, 是在完成了精读、泛读、综合英语、写作等基本技能训练后开设的，旨在增强文化差异的敏感性，增强跨文化交际意识，有助于英语专业课程的学习和翻译实践能力的提高。

因此，学生先期完成英语听说读写等技能训练基本课程，如《基础英语》、《英国文学选读》等课程。

四、课程教学重、难点该课程教学重点在于培养学生对英语国家文2化的了解及跨文化交际意识, 提高驾驭英语语言的能力, 从而使其能得体地运用语言与操英语的外国人士进行交流。

教师的讲授重点是帮助学生认识中西文化的异同，分析文化差异的根源, 帮助学生深化对西方文化的理解。

中西文化的差异在表层上很容易识别,但对造成差异的原因却需追根溯源。

东西方在历史,思维方式以及哲学等方面的差异则是造成中国学生对西方文化不解的主要原因,也是该课程的难点。

五、课程教学方法（或手段）教学方法：以课堂讲授为主，适当组织课堂讨论，鼓励学生充分利用课外资源进行探索性、研究性学习。

六、课程教学内容Unit 1 Communication Across Cultures（4学时）3一、教学内容（一）Reading I Intercultural Communication: An Introduction（二）Discovering Problems: Slim Is Beautiful?（三）Debate（四）Reading II The Challenge of Globalization（五）Writing二、重、难点提示（一）教学重点：Identifying Difference: How We Address Each Other（二）教学难点：1. Further Reading I Stumbling Blocks in Intercultural Communication2. Further Reading II Communication in the Global VillageUnit 2 Culture and Communication（4学时）一、教学内容4（一）Reading I What Is Culture.（二）Fill-in Task（三）Sharing Knowledge: More About Culture（四）Writing（五）Reading II Elements of Communication（六）Discovering Problems: Misreading Commercial Signs二、重、难点提示（一）教学重点：Identifying Difference Communicating Effectively（二）教学难点：1. Further Reading I Understanding Culture2. Further Reading II Essentials of Human CommunicationUnit 3 Cultural Diverse（4学时）一、教学内容（一）Reading I Different Lands, Different5Friendships（二）Cultural n formation: American Friendship（三）Survey（四）Identifying Difference :Family Structure（五）Reading II Comparing and Contrasting Cultures（六）Interview（七）Sharing Knowledge: Confucian Cultural Patterns二、重、难点提示（一）教学重点：1. Intercultural insight2. Translation（二）教学难点：1. Further Reading I Cultural Dimensions2. Further Reading II High-Context and Low-Context Cultures6Unit 4 Language and Culture（4学时）一、教学内容（一）Reading I How Is Language Related to Culture（二）Fill-in Task（三）Group Work（四）Identifying difference: Kinship Terms and Mores.（五）Reading II Language-and-Culture, Two Sides of the Same Coin（六）Survey二、重、难点提示（一）教学重点：1.Discovering Problems: Translating Across Languages2. Translation3. Case Study: Cases 13-16（二）教学难点：71. Further Reading the Sapir-Whorf Hypothesis2. Further Reading II Language, Thought, and CultureUnit 5 Culture and Verbal Communication（4学时）一、教学内容（一）Reading I Understanding the Culture of Conversation（二）Fill-in Task（三）Identifying Difference: Compliment Response（四）Interview（五）Reading II The Way People Speak（六）Group Work（七）Cultural Information: Making Telephone Calls二、重、难点提示8（一）教学重点：1. Intercultural insight2. Translation3. Case Study: Cases 17-20（二）教学难点：1. Further Reading I Cross-Cultural Verbal Communication Styles2. Further Reading II Preferences in the Organization of Verbal CodesUnit 6 Culture and Nonverbal Communication（4学时）一、教学内容（一）Reading I An Overview of Nonverbal Communication（二）Matching Task（三）Observation Task（四）Sharing Knowledge: Factors That Influence 9Touch（五）Reading II Gender and Nonverbal Communication二、重、难点提示（一）教学重点：1. Identifying Difference: Posture and Sitting Habits2. Cultural information: How the Japanese Communicate Nonverbally3. Translation4. Case Study: Cases 21-24（二）教学难点：1. Further Reading I Functions of NonverbalCommunication2. Further Reading II Sounds and SilencesUnit 7 Time and Space Across Cultures （4学时）一、教学内容10（一）Reading I The Heartbeat of Culture（二）Identifying Difference: What's the Rush?（三）Group Work（四）Intercultural insight（五）Reading II The Language of Space二、重、难点提示（一）教学重点：1. Cultural information: Home in Various Cultures2. Sharing Knowledge: Cultures Built Into the Landscape3. Translation4. Case Study: Cases 25-28（二）教学难点：1. Further Reading I Cultural Conceptions of Time2. Further Reading II German Use of Space11Unit 8 Cross-Cultural Perception（4学时）一、教学内容（一）Reading I French Leave and Dutch Courage（二）Fill-in Task（三）Cultural information: Who Is Gaijin?（四）Survey（五）Reading II Ethnocentrism and Ethno relativism（六）Discovering Problems: Tile Image（七）Group Work二、重、难点提示（一）教学重点：1. Sharing Knowledge: Culture and Perception2. Translation3. Case Study: Cases 29-32（二）教学难点：1. Further Reading I Behaviors That Separate Us122. Further Reading |1Stereotype and PrejudiceUnit 9 Intercultural Adaptation（4学时）一、教学内容（一）Reading I Adapting to a New Culture（二）Discovering Problems: Chinese Students Abroad（三）Reading II Overcoming Ethnocentrism inCommunication（四）Group Work二、重、难点提示（一）教学重点：1. Identifying Difference: Little Things Where They Differ2. Debate3. Translation4. Case Study: Cases 33-36（二）教学难点：131. Further Reading I Sojourner Adaptation2. Further Reading II Developing Mindfulness七、学时分配14八、课程考核方式1.考核方式：考试2.成绩评定：笔试占70%，平时考核（出勤、作业，测验，课堂表现）占30% 。

Advances in Education教育进展, 2023, 13(10), 7692-7697Published Online October 2023 in Hans. https:///journal/aehttps:///10.12677/ae.2023.13101194利用新媒体资源探索国际中文教育的跨文化“第三空间”张君陶四川大学文学与新闻学院，四川成都收稿日期：2023年9月13日；录用日期：2023年10月11日；发布日期：2023年10月18日摘要众多新媒体资源已经成为国际中文教育中的重要教学资源。

当前，国际中文课堂中的中国文化跨文化传播思路已经由单向的传播转向双向的交流。

跨文化“第三空间”应运而生，这是一个内部关系平等、交流自由的文化空间。

利用相关新媒体资源，为国际中文课堂搭建跨文化“第三空间”提供思路，使拥有不同文化身份的中文学习者更加自由平等地进行文化交流，从而培养具有更高跨文化意识和能力的学习者。

在这个“第三空间”中，“中国故事”得以更好地展示给世界。

关键词“第三空间”，新媒体，国际中文教育Exploring the Cross-Cultural “Third Space”of International Chinese LanguageEducation through New Media ResourcesJuntao ZhangThe College of Literature and Journalism, Sichuan University, Chengdu SichuanReceived: Sep. 13th, 2023; accepted: Oct. 11th, 2023; published: Oct. 18th, 2023AbstractA large number of new media resources have become important teaching resources in Interna-tional Chinese Language Education. How to tell the “Chinese story” in daily life in the new media environment is an urgent problem to be solved. At this stage, the idea of cross-cultural communi-张君陶cation of Chinese culture in the international Chinese classes has changed from one-way diffusion to two-way communication. On this basis, we should strive to build a cross-cultural “Third place”, so that Chinese learners with different cultural identities can conduct cultural exchanges more freely and equally, and cultivate learners with higher cross-cultural awareness and ability. In the “Third place”, “Chinese stories” can be better displayed to the world.KeywordsThird Place, New Media, International Chinese Language EducationThis work is licensed under the Creative Commons Attribution International License (CC BY 4.0)./licenses/by/4.0/1. 引言在“百年未有之大变局”与新冠疫情双重影响叠加下，国际中文教育处于发展的关键期，必定要经历重重挑战。

Unit Seven Time and Space Across CulturesI.Warm Up1. Please read the story on page 156. What can we learn from the story?2. Go to answer the questions on Group Work (p235-236) and find out your sense of time?Supplement: Additional materialsII.ChronemicsChronemics is the study of how people perceive and use time.(i) The sense of time:1) Time is linear线形. Western cultures think time is linear — aflow from the past to the present to the future.2) Time is cyclical周期的. Life on earth evolved in response to thecycles of day and night and the ebb and flow潮涨潮落of thetides.(ii) Monochronic出现一次and Polychronic Time (p256-257)1. What is M-Time and P-Time? Which do you think is thedominating time system in our culture?1) Monochronic time means paying attention to and doing only onething at a time – events scheduled as separate items.2) Polychronic time means being involved with many things at once.2. What is the philosophy哲学underlying each of the time system?1) P-time stresses involvement of people and completion完成oftransactions事务rather than adherence to遵守present schedules. Appointments are not taken as seriously and, as a consequence, are frequently broken. P-time is treated as less tangible有形地than M-time.Weakness: Matters in a polychromic多彩的culture seem in a constant state 恒定常态of flux. Appointments are frequently broken.2) In M-time system, social and business life is commonly schedule-dominated. By scheduling, we compartmentalize划分; this makes it possible to concentrate on 集中注意one thing at a time, but it also reduces the context. M-time is also tangible. M-time scheduling is used as a classification system that orders life.Weakness: Life in general is at times unpredictable. M-time reduces the context and alienate使疏远people from themselves and from others.(iii) The Heartbeat of Culture (p229-232)1.What does the author want to tell us from his experience in Braziland the questionnaire between students in Niteroi and those in Fresno?In Brazil, people seem to be very flexible in their concepts of time and punctuality. Brazilians are likely to attribute lateness for appointments to unforeseen circumstances 意外情况that the person couldn’t control. They seem less inclined to倾向于feel personallyresponsible for being late. So they express less regret for their own lateness and blame others less when others are late.The Brazilian students believed that a person who is consistently late is probably more successful than one who is consistently on time.They seemed to accept the idea that someone of status is expected to arrive late. Lack of punctuality is a badge标记of success.2.There aren’t unanimous全体一致perceptions of time时间知觉among culturally different people. Even within one country, ideas of time and punctuality vary considerably from place to place.Different regions and even cities have their own distinct rhythms and rules.3.Appreciating cultural differences in time sense becomes increasinglyimportant as modern communications put more and more people in daily contact. If we are to avoid misreading issues that involve time perceptions, we need to understand better our own cultural biases偏见and those of others.※American Concept of Time: (See Case 25)III.Proxemics人际距离学A fascinating area in the nonverbal world of body language is that of spatial relationships空间关系, or proxemics, the study of man's appreciation and use of space. As a species, man is highly territorial but we are rarely aware of it unless our space is somehow violated. Spatialrelationships and territorial boundaries directly influence our daily encounters. Maintaining control over such space is a key factor in personal satisfaction; observing spatial interactions in everyday life is a key to personal awareness.(i)The study of proxemics includes three aspects of space: (a) fixed features of space. (b) semifixed features of space, and (c) personal space(a) fixed features of spaceFixed feature space is characterized by unmovable boundaries, like divisions within an office building. Architecture and spacing of buildings also belong to this aspect of space.For example, a person in the United States can drive on a highway for miles and never see a sign of people or dwellings民居. Therefore, he may be amazed at the closeness of people in China.Intercultural communicators need to realize that cultures have alternative approaches变换方法to space and ways of using it.(b) semifixed 半固定features of spaceSemifixed features of space refer to spatial arrangements of movable objects within a room, such as furniture arrangement and seating.1. furniture arrangement :French space is a reflection of French culture. Everything is centralized集中的, and spatially the entire country is laid outaround centers.In Germany, where privacy is stressed, office furniture is spread throughout the office.In Japan, where group participation is encouraged, many desks are arranged hierarchically分等级的in the center of a large, common room absent of walls.Chinese geomancy,feng shui, is the art of arranging the physical environment to establish harmony with the natural environment to achieve happiness, prosperity, and health.2. seatingIn the United States, they tend to talk with those opposite them rather than those seated or stand beside them.The Chinese often experience uneasiness when they face someone directly or sit on opposite side of a desk or table from someone.(c) personal space or private space (p239-241)1. Behavioral study indicates that individuals perceive a distance that is appropriate for different types of messages; they also establish a comfortable distance for personal interaction and nonverbally define this as their personal space. Research supports the hypothesis 假设that the violation违反侵害of this personal space can have serious adverse effects不利影响on communication. Thus, if an individual is to be mutually 互相satisfied in a communication encounter his/herpersonal space must be respected. Should an intruder侵入者invade 侵略干扰this personal space while also trespassing 擅自进入within territorial boundaries he placed himself in double jeopardy双重负担and must compensate 弥补for the other's increased anxiety.2. The differences among Americans, the India, the Japanese and the ArabIn the United States, Hall reports that psychologists have identified four zones from which U.S. people interact: the intimate zone亲密区, the personal zone, the social zone, and the public zone.The study of spatial territory for the purpose of communication uses four categories for informal space: the intimate distance for embracing or whispering (6-18 inches), the personal distance for conversations among good friends (1.5-4 feet), social distance for conversations among acquaintances (4-12 feet), and public distance used for public speaking (12 feet or more).intimate distance ranging from direct contact to about 45cm, which applies to the closest relationships such as husband and wifepersonal distance ranging from 45 to 80cm, which is usually maintained for conversations between friends & relativessocial distanceranging from 1.3to 2 meters, which covers peoplewho work together or are meeting at social gatheringspublic distance such as that kept between a lecturer and his audienceIn India, there are elaborate rules about how closely members of each caste印度的社会等级may approach other castes.In Japan, the private bubble and the personal space are more a creation of the mind than an actual existence真实存在. The Japanese connect privacy with mental space. In crowds each Japanese becomes an island and he is alone as long as he does not acknowledge any of the other people.In Arab, Arabs of the same sex do stand much closer than North Americans. An Arab entering an elevator may stand right next to another person and be touching even though no one else is in the elevator.(ii) TerritorialityTerritoriality refers to how space can be used to communicate messages. Territorial claims differ from personal space in that the personal zone accompanies the individual while territoriality is relatively stationary固定的. Semi-fixed feature space is often the criteria标准used to establish a territory within any environment; it becomes a man's safety zone where he rests from the rigors严格of defending personal space from invasion, thedramatic or sudden entry into another's personal zone. Humans, like animals, indicate their ownership of this established territory and will consequently defend it against all invasions. Territoriality is established so rapidly that even the second session 会话in a series of lectures讲座is sufficient to find most of the audience returning to their same seats. And if one has been sitting in a particular seat and someone else occupies it, one can notice a fleeting 短暂的irritation.Compare the differences among the cultures of the countries mentioned in “Home in Various Cultures” (p244-247).America: showing visitors around home; people are not allowed to lock doors except the bathroom door; kitchen is the place for negotiation between the mother and the children; the parents’ bedroom is mostly off-limits.Germany: requires a wide area of privacy, formal and regimented; doors are firmly shut between rooms; an entrance hall 门廊to lead visitors into the house without showing specific rooms and spoiling the family’s privacy.Northern European countries: rude if not call in advance; not to expect the tour of the host’s home.France: never drop in unannounced; no tour of the house; guests are usually received in the living room, with the doors to the other rooms closed.Italy: you can drop in anytime without calling first, except for the resting hours of 2:00 to 4:00 pm.Spain: call ahead; normal visiting hours are 4:00 to 6:00 pm.Latin American countries: guests, even dropping in without warning, are greeted warmly, often with hugs and kisses; to communicate in the dining room.The Middle Eastern countries: the layout of the salon;IV.Case Study: Students are required to read the cases given carefully and try to analyse them from the viewpoint of IC.。