跨文化英语阅读教程Unit课后翻译

Unit 1Settling down at college around the world适应校园生活——来自世界各地的访谈Tanya Zarutskaya Moscow, Russia塔尼娅•扎茹茨卡娅莫斯科，俄罗斯This time last year I was nervous about my new life.去年的这个时候，我对新生活感到很紧张。

I didn't have any friends, and it was my first time away from home. 我没有朋友，也是第一次离开家。

At first I worked all the time, going to lectures and studying late into the night.一开始，我一天到晚都在忙功课：上课，并且学习到深夜。

But then I realized I was missing out on so many other things at university. 可后来我意识到我错过了大学里许多其他活动。

One day a girl in my hall of residence invited everyone in the dorm to a dinner party.一天，跟我住同一幢宿舍楼的一个女孩儿邀请全楼的人去参加一个晚宴。

I've no idea where she managed to buy the food, or how she had enough money. 我不知道她在哪儿买的那些吃的，也不清楚她怎么会有足够的钱。

And she dressed like a model.而且她穿得像个模特儿。

I don't know why she was bothering with university!我真不知道她干嘛还要费那劲儿上大学！I've got to know lots of interesting people and I now enjoy myself as well as study hard.现在我结识了许多有趣的人，既努力学习，也快乐地生活。

跨文化交际英语－阅读教程课文翻译————————————————————————————————作者: ————————————————————————————————日期:第一单元现代社会依赖于技术创新,而技术创新须依靠知识产权来保障。

越来越多的国家遵守国际条约，实行知识产权保护。

但这方面做得还远远不够。

我们来回顾一下过去，看看缺乏知识产权保护会导致什么样的后果,从而吸取教训。

许多西方公司付出了惨痛的代价才发现，知识产权保障机制还未健全时,在东南亚投资无异于将钱付诸东流。

要进入这些市场，西方公司不仅必须向相关当局说明他们的产品,而且还要说明他们产品的制作过程。

而结果经常是本该受到知识产权保护的产品很快被无耻地抄袭。

盗用知识产权的例子不胜枚举。

例如，美国化学制品巨头杜邦向一亚洲国家引进了一种名叫Londax的著名除草剂,用来除掉稻田里的杂草。

该公司在该产品的研发上投资了数百万美元，而且又投入了２５００万美元在当地开设了一家生产厂家。

然而，不到一年以后，一瓶瓶非常廉价的冒牌Ｌｏndａｘ公然上市了。

冒牌产品和正宗产品除了价格外的唯一区别是冒牌产品的名称是Ronｄex,用的是蓝色瓶而不是正宗产品用的绿色瓶。

但是，由于冒牌产品的价格比正宗产品的价格低廉许多，它成功毁掉了杜邦公司的投资。

同时它也使得该公司不再愿意投资于新化学制品的研发。

生产Lonｄax的配方本应该被当作是杜邦公司的知识产权。

其他非法使用该配方的公司是犯了偷盗行为，就像盗取了杜邦公司的机器或者该公司的其他财产一样。

不光是产品，在亚洲市场上保护一个品牌也曾经是几乎不可能的事。

就连Kｅllogg’s玉米片的生产商Ｋeｌlｏgg’s公司也发现自己的产品被山寨:Ｋongａl 牌玉米条，连包装也几乎一模一样。

不幸的是,和杜邦公司的事件一样，Kelｌｏｇg’ｓ公司成功惩罚侵权者的几率几乎为零,因为当地的法律不承认知识产权保护的概念。

幸好,在经过许多轮世贸组织的谈判后,情况大为改观。

Text AReading & DigestingTiger MotherAmy Chua1 A lot of people wonder how Chinese parents raise successful kids.The fact is that Chinese parents do things that seem unimaginable to Westerners. I think there are three big differences between the Chinese and Western parenting.2 First, I’ve noticed that Western parents are extremely anxious about their children’s self-esteem. Chinese parents aren’t. T hey assume strength,not fragility, and as a result they behave very differently.3 For example, if a child comes home with an A– on a test, a Western parent will most likely praise the child. The Chinese mother will gasp in horror and ask what went wrong. If the child comes home with a B on the test, some Western parents will still praise the child. If a Chinese child gets a B, parents would be screaming. Te angered Chinese mother would then get dozens of practice tests and work through them with her child for as long as it takes to get the grade up to an A.4 Chinese parents demand perfect grades because they believe that their child can get them. If their child doesn’t get them, the Chinese parent assumes it’s because the child didn’t work hard enough. That’s why the solution to it is always to punish and shame the child.5 Second, Chinese parents believe that their kids owe them everything.The reason for this is a little unclear, but it’s probably a combination of Confucian filial piety3 and the fact that the parents have sacrificed and done so much for their children. The understanding is that Chinese children must repay their parents by obeying them and making them proud.6 My husband once said, “Children don’t choose their parents or even choose to be born. So it’s the parents’ responsibility to provide for them.Kids don’t owe their parents a nything.” T his strikes me as an unfair deal for the Western parents.7 Third, Chinese parents believe that they know what is best for their children and therefore override all of their children’s own desires and preferences. It’s not that Chinese parents don’t care about their children;instead, it’s just an entirely di fferent parenting style.8 For example, Lulu was about 7, working on a piano piece by a famous French composer. Te piece is really cute, but it’s also incredibly dif ficult for young players because the two hands have to keep different rhythms.9 Lulu couldn’t do it. She worked on it nonstop for a week, but whenever she tried putting her hands together, one always hit into the other, and everything fell apart. Finally, the day before her lesson, Lulu announced that she was giving up and stomped off.10 “Get back to the piano now,” I ordered.11 “You can’t make me.”12 “Oh yes, I can.” I said.13 Lulu got angry and grabbed the music score and tore it up. So then I decided to make a deal with her. If she didn’t have Te Little White Donkey perfect by the next day,I told her I would sell her toys. When she still kept playing the music wrong, I told her she was purposely working herself into a frenzy because she was secretly afraid she couldn’t do it. I told her to stop being lazy and cowardly.14 My husband saw what I was doing and told me to stop insulting Lulu. I felt I was just motivating her but he thought threatening Lulu was unhelpful. Also, he said, maybe Lulu really just could n’t do the technique.Maybe he was right, but I had my way.15 I went back to Lulu and continued to push her. I lost my voice yelling,but still there seemed to be only negative progress, and even I began to have doubts.16 Then, out of the blue, Lulu did it. Her hands suddenly came together— her right and left hands each doing their own thing.17 Lulu realized it the same time I did. I held my breath. She tried it again. Then she played it more confidently and faster, and still the rhythm held. A moment later, she was beaming.18 “Mommy, look —it’s easy!” Af ter that, she wanted to play the piece over and over and wouldn’t leave the piano. Tat night, she came to sleep in my bed and we joked about the progress.19 Western parents worry a lot about their children’s self-esteem. But as a parent, one of the worst things you can do for your child’s self-esteem is to let them give up. Yet, there’s nothing better than learning you can do something you thought you couldn’t.20 Western parents try to res pect their children’s individuality, encouraging them to pursue their true passions, supporting their choices, and providing positive nurturing environment. By contrast, the Chinese believe that the best way is preparing them for the future and letting them see what they’re capable of. All parents want to do what’s best for their children. The Chinese just have a totally different idea of how to do that.参考译文虎妈蔡美儿许多人对于中国父母如何培养出优秀的子女充满好奇。

Reading & DigestingAre They Typical?Cathy N. Davidson1 Unlike my American students, students at Kansai Women’s University rarelyattended my office hours. Ten one day a local newspaper reporter interviewed me for a column about gaijins’ impression of the typical Japanese woman.2 Before moving to Japan, I could answer without hesitation. I had the samepreconceptions that most Westerners have about Japanese women— submissive, flirtatious and accommodating. After teaching in Japan for several months, I was unable to characterize the Japanese women I’d met. I was impressed, in general, by their strength and independence, but I didn’t know how to describe “the typical Japanese woman.”3 “Is there one?” I finally asked helplessly.4 I told the reporter that I now knew what was not typical (I’d seen only twogeisha), but I had no clue what a typical Japanese woman was.5 “I guess I’ll have to spend the rest of my year trying to find her!” I joked.6 I don’t know how this joke translated but according to the article, I wasdescribed as a “feminist”who had come to Japan partly to learn more about Japanese women. Suddenly students began showing up during my office hours, as if my words in the newspaper were an invitation for them to come to discuss personal matters with me or ask my advice without compromising their own lives.Apparently, I had said publicly that I was interested in learning more about Japanese women so students came to share their opinions.7 “I am the typical Japanese woman,” my neighbor, Mrs. Okano, insists a fewmornings after reading the newspaper.8 “I’m serious,”my neighbor says, “if you want to know anything abouttypical Japanese women, you can ask me.”9 “Why do you consider yourself ‘typical’?” I ask her.10 “Because I am,” she laughs. “There’s nothing unusual about me at all!”11 “I think it’s unusual,” I say admiringly, “for somebody to admit they’retypical. Most people think they are pretty special.”12 “Oh, maybe in America,” she laughs. “But in Japan, every womanthinks they’re typical.”13 As we laugh, the mailwoman approaches and Mrs. Okano excusesherself to meet her.14 She reminds the mailwoman that from now on her mail should bedelivered to her new address.15 “You’re moving today?” I ask, surprised at how disappointed I feel.16 “Gomennasai, gomennasai,” she apologizes, realizing that I wasunaware. Probably everyone else at Maison Showa has known for weeks.17 I tell her I’m sorry to hear that she is moving, but that I hope she willenjoy her new apartment.18 “It’s a house,” she says, unable to conceal her pride.19 She is expecting the movers soon but insists on inviting me to giveme a copy of a map she has neatly drawn, marking the way to her new house.20 “Now you can come and visit me,” she beams, handing it to me. “I also gavemy husband a map this morning so he can find it tonight after work.” She says this casually.21 “I don’t understand. You mean, he doesn’t remember the way?”22 “He’s never been there.”23 “I don’t understand,” I repeat, this time in Japanese. “He’s never beenthere?”24 Now she’s confused, and repeats again, in her best English.25 “Excuse me, please,” I say, upping my politeness level in Japanese. “I don’tunderstand, how he could have bought a house without seeing it?”26 “He didn’t buy the house, I did.”27 “And he never saw it before you bought it?”28 “Of course not. That’s woman’s work. I told you I’m a typical Japanesewoman. Isn’t this how women do it in America?”29 Mrs. Okano is shocked when I tell her that few American married womenmake major financial decisions without consulting their husbands.There might be some, but I don’t know any30 “Really?” She shockingly responds.31 “Never.”32 “What about a car?” she asks me.33 I shake my head no.34 “Appliances — refrigerator, television?”35 “Not usually.”36 “Furniture?”37 “Probably not. Most American husbands would be mad to comehome and discover their wife had just bought a new couch or dining roomset without consulting them.”38 “I thought all American women work, earn their own money?” Shestrangely replies.39 “It’s true that many American women work outside the home,” I reply,slowly. “But even the ones who earn their own money often consult theirhusbands about big purchases.”40 “This is what Americans call ‘women’s lib3’?” Mrs. Okano laughs butquickly apologizes for her rudeness.41 By noon, everyone in our apartment complex will have heard abouthow the poor gaijin woman is a full-time college teacher, but can’t buy asofa without asking her husband’s permission.42 “Kawaiso!” she says finally, exchanging her laughter for an expressionof sympathy (How ridiculous!). She reaches out and pats my back, as if I’ma small child badly in need of comforting.43 “No wonder you like Japan so much!” she says.参考译文她们够典型吗？凯西·N·戴维森关西女子大学的学生与我在美国的学生不同，她们很少在答疑时间露面。

Checking Is Believing参考译文：验证为实网络随时在拓展，它几乎可以给大多数学科提供无限量的信息。

除了提供大量信息之外，网络使用起来也方便快捷。

如今，我们拥有很多设备它们可以联网并展示信息，即使当你在赶路时也是如此。

因此，网络可以提供一个获取信息的方便途径，而且网络已经受到了学生们的极力推崇。

如果一位学生有条件上网，那么他/她就没有必要去图书馆查找资料。

这样不仅节省了大量的时间也省去了交通费。

几乎可以这样说，学生们比上班族有更多的时间浏览网页，网络上提供的信息有助于他们完成学习任务，这一点成了他们上网的额外动机。

Reading BThis freedom is, of course, in sharp contrast to traditional media. Publishing companies, for example, can be very selective about their authors. Such companies have high standards and will only publish a book if the author is well qualified and experienced in the subject area. Publishers get other experts to review a book before it is printed and further improvements to the book are made by editors and book designers employed by the publishing companies. Editors frequently make suggestions to make the book longer or shorter and to improvethe au thor’s use of language to make the writing clearer and more easily comprehensible to readers. Designers handle the layout of a book, including the cover, photographs and other graphics and even the font type and style of the text.参考译文：网络提供的这种自由和传统的媒介相比当然有着明显的区别。

Unit 1 Page 22The growth of intercultural communication as a field of study is based on a view o f history that clearly demonstrates people and cultures have been troubled by a pers istent inability to understand and get along with groups and societies removed by sp ace, ideology, appearance, and behavior from their own. What is intriguing about m any of human civilization's failure is that they appear to be personal as well as globa l. The story of humankind is punctuated with instances of face-to-face conflicts as well as international misunderstanding--major and minor quarrels that range from simple name-calling to isolationism or even armed conflict.It is obvious that increased contact with other cultures and subcultures makes it i mperative for us to make a concerted effort to get along with and to try to understa nd people whose beliefs and backgrounds may be vastly different from our own. Th e ability, through increased awareness and understanding, to peacefully coexist with people who do not necessarily share our lifestyles or values could benefit us not only in our own neighborhoods but could be the decisive factor in maintaining world pea ce.纵观历史，我们可以清楚地看到，人们由于彼此所处地域、意识形态、容貌服饰和行为举止上存在的差异，而长久无法互相理解、无法和睦相处。

Unit 1 The Texts: Piracy in the Twenty-First Century参考译文：二十一世纪的盗版现象课文一现代社会依赖于技术创新，而技术创新须依靠知识产权来保障。

越来越多的国家遵守国际条约，实行知识产权保护。

但这方面做得还远远不够。

我们来回顾一下过去，看看缺乏知识产权保护会导致什么样的后果，从而吸取教训。

Reading BAs many Western companies once discovered to their cost, investing in Southeast Asia before the advent of secure intellectual property rights was an expensive proposition. To enter these markets, Western companies had to disclose to authorities details not only of their products, but also of the processes whereby their products were created. The result, all too often, was rapid and blatant copying of goods which were not protected against copyright abuse of this kind.参考译文：许多西方公司付出了惨痛的代价才发现，知识产权保障机制还未健全时，在东南亚投资无异于将钱付诸东流。

要进入这些市场，西方公司不仅必须向相关当局说明他们的产品，而且还要说明他们产品的制作过程。

而结果经常是本该受到知识产权保护的产品很快被无耻地抄袭。

Reading CThere are numerous examples of such copyright piracy from the past. The American chemical giant Du Pont, for example, introduced into one Asian country its famous Londax herbicide, which kills weeds in rice fields. The company had invested millions of dollars in the research and development of this product, and plough ed another US$25 million into opening a local production plant. Less than one year afterwards, however, very cheap bottles of a fake Londax were openly on sale. The only difference between the fake and real items — other than the price — was that the fake was called Rondex and came in a blue rather than green bottle. However, as it was so much cheaper than the original, it effectively destroyed Du Pont’s investment. It also made the company much less willing to invest in R&D (research and development) of new chemicals. The “recipe” for Londax should have been treated as the intellectual property of Du Pont. For another company to make unauthorized use of it was stealing, just as surely as if they had stolen Du Pont’s machines or any other physical property.参考译文：盗用知识产权的例子不胜枚举。

1、【communication across cultures】Chapter One Conceptual Foundation【跨文化沟通】第一章概念的基础Why study intercultural communication?为什么学习跨文化交际?There is a folk tale that comes to us from the foothills of the Himalayas. A man was trying to explain to a blind friend what colors are. He began with the color White.有一个民间的故事,来自于喜马拉雅山的山麓。

一名男子试图解释一个盲人朋友的颜色是什么。

他开始与雪白的颜色。

“Well,”he said, “it is like snow on the hills.”“嗯,”他说,“这就像雪在山上。

”“Oh,”the blind man said, “then it must be a wet and dampish sort of color, isn’t it? ”“No, no,”the man said, “it is also the same color as cotton or wool. ”“Oh yes, I understand. It must be fluffy color. ”“No, it is also like paper.”“哦,”盲人说,“那一定是湿,微湿的颜色,不是吗?”“不,不,”那人说,“这也是相同的颜色,棉或羊毛。

”“哦,是的,我明白了。

一定是毛茸茸的颜色。

”“不,它也像纸。

”“Then it must be a crackling or fragile color,”said the blind man. “No, not at all. It is also like china.”“那一定是脆皮或脆弱的颜色,”瞎子说。

Reading & DigestingAre They Typical?Cathy N. Davidson1 Unlike my American students, students at Kansai Women’s University rarelyattended my office hours. Ten one day a local newspaper reporter interviewed me for a column about gaijins’ impression of the typical Japanese woman.2 Before moving to Japan, I could answer without hesitation. I had the samepreconceptions that most Westerners have about Japanese women— submissive, flirtatious and accommodating. After teaching in Japan for several months, I was unable to characterize the Japanese women I’d met. I was impressed, in general, by their strength and independence, but I didn’t know how to describe “the typical Japanese woman.”3 “Is there one?” I finally asked helplessly.4 I told the reporter that I now knew what was not typical (I’d seen only twogeisha), but I had no clue what a typical Japanese woman was.5 “I guess I’ll have to spend the rest of my year trying to find her!” I joked.6 I don’t know how this joke translated but according to the article, I wasdescribed as a “feminist”who had come to Japan partly to learn more about Japanese women. Suddenly students began showing up during my office hours, as if my words in the newspaper were an invitation for them to come to discuss personal matters with me or ask my advice without compromising their own lives.Apparently, I had said publicly that I was interested in learning more about Japanese women so students came to share their opinions.7 “I am the typical Japanese woman,” my neighbor, Mrs. Okano, insists a fewmornings after reading the newspaper.8 “I’m serious,”my neighbor says, “if you want to know anything abouttypical Japanese women, you can ask me.”9 “Why do you consider yourself ‘typical’?” I ask her.10 “Because I am,” she laughs. “There’s nothing unusual about me at all!”11 “I think it’s unusual,” I say admiringly, “for somebody to admit they’retypical. Most people think they are pretty special.”12 “Oh, maybe in America,” she laughs. “But in Japan, every womanthinks they’re typical.”13 As we laugh, the mailwoman approaches and Mrs. Okano excusesherself to meet her.14 She reminds the mailwoman that from now on her mail should bedelivered to her new address.15 “You’re moving today?” I ask, surprised at how disappointed I feel.16 “Gomennasai, gomennasai,” she apologizes, realizing that I wasunaware. Probably everyone else at Maison Showa has known for weeks.17 I tell her I’m sorry to hear that she is moving, but that I hope she willenjoy her new apartment.18 “It’s a house,” she says, unable to conceal her pride.19 She is expecting the movers soon but insists on inviting me to giveme a copy of a map she has neatly drawn, marking the way to her new house.20 “Now you can come and visit me,” she beams, handing it to me. “I also gavemy husband a map this morning so he can find it tonight after work.” She says this casually.21 “I don’t understand. You mean, he doesn’t remember the way?”22 “He’s never been there.”23 “I don’t understand,” I repeat, this time in Japanese. “He’s never beenthere?”24 Now she’s confused, and repeats again, in her best English.25 “Excuse me, please,” I say, upping my politeness level in Japanese. “I don’tunderstand, how he could have bought a house without seeing it?”26 “He didn’t buy the house, I did.”27 “And he never saw it before you bought it?”28 “Of course not. That’s woman’s work. I told you I’m a typical Japanesewoman. Isn’t this how women do it in America?”29 Mrs. Okano is shocked when I tell her that few American married womenmake major financial decisions without consulting their husbands.There might be some, but I don’t know any30 “Really?” She shockingly responds.31 “Never.”32 “What about a car?” she asks me.33 I shake my head no.34 “Appliances — refrigerator, television?”35 “Not usually.”36 “Furniture?”37 “Probably not. Most American husbands would be mad to comehome and discover their wife had just bought a new couch or dining roomset without consulting them.”38 “I thought all American women work, earn their own money?” Shestrangely replies.39 “It’s true that many American women work outside the home,” I reply,slowly. “But even the ones who earn their own money often consult theirhusbands about big purchases.”40 “This is what Americans call ‘women’s lib3’?” Mrs. Okano laughs butquickly apologizes for her rudeness.41 By noon, everyone in our apartment complex will have heard abouthow the poor gaijin woman is a full-time college teacher, but can’t buy asofa without asking her husband’s permission.42 “Kawaiso!” she says finally, exchanging her laughter for an expressionof sympathy (How ridiculous!). She reaches out and pats my back, as if I’ma small child badly in need of comforting.43 “No wonder you like Japan so much!” she says.参考译文她们够典型吗？凯西·N·戴维森关西女子大学的学生与我在美国的学生不同，她们很少在答疑时间露面。

Reading & DigestingHow to Live WiselyRichard J. Light1 Imagine you are Dean for a day. What is one actionable change you would implement to enhance the college experience on campus?2 I have asked students this question for years. The answers can be eyeopening. A few years ago, the responses began to move away from “improve the history course” or “change the ways labs are structured.” A di fferent commentary, about learning to live wisely, has emerged.3 What does it mean to live a good life? What about a productive life? How abouta happy life? How might I think about these ideas if the answers conflict with one another? And how do I use my time here at college to build on the answers to these tough questions?4 A number of campuses have recently started to offer an opportunity for students to grapple with these questions. On my campus, Harvard, a small group of faculty members and deans created a non-credit seminar called “Reflecting on Your Life.” Here are three exercises that students find particularly engaging. Each is designed to help freshmen identify their goals and reflect systematically about various aspects of their personal lives, and to connect what they discover to what they actually do at college.5 For the first exercise, we ask students to make a list of how they want to spend their time at college. What matters to you? This might be going to class, studying, spending time with close friends, perhaps volunteering in the off-campus community or reading books not on any course’s required reading list. Then students make a list of how they actually spent their time, on average, each day over the past week and match the two lists.6 Finally, we pose the question: How well do your commitments actually match your goals?7 A few students find a strong overlap between the lists. Te majority don’t. T hey are stunned and dismayed to discover they are spending much of their precious time on activities they don’t value highly. Te challenge is how to align your time commitments to reflect your personal convictions.8 In the core values exercise, students are presented with a sheet of paper with about 25 words on it. The words include “dignity,” “love,”“fame,” “family,” “excellence,” “wealth,” and “wisdom.” They are told to circle the five words that best describe their core values. Now, we ask, how might you deal with a situation where your core values come into conflict with one another? Students find this question particularly difficult. One student brought up his own personal dilemma: He wants to be a surgeon,and he also wants to have a large family. So his core values include the words “useful” and “family.” He said he worries a lot whether he could be a successful surgeon while also being a devoted father. Students couldn’t stop talking about his example, as many saw themselves facing a similar challenge.9 The third exercise presents the parable of a happy fisherman living a simple life ona small island. Te fellow goes fishing for a few hours every day. He catches a few fish,sells them to his friends, and enjoys spending the rest of the day with his wife and children, and napping. He couldn’t imagine changing a thing in his relaxed and easy life.10 Let’s tweak the parable: A recent M.B.A. visits this island and quickly sees how this fisherman could become rich. He could catch more fish, start up a business, market the fish, open a cannery, maybe even issue an I.P.O.Ultimately he would become truly successful. He could donate some of his fish to hungry children worldwide and might even save lives.11 “And then what?” asks the f isherman.12 “Then you could spend lots of time with your family,” replies the visitor. “Yet you would make a difference in the world. You would have used your talents, and fed some poor children, instead of just lying around all day.”13 We ask students to apply this parable to their own lives. Is it more important to you to have little, be less traditionally successful, yet be relaxed and happy and spend time with your family? Or is it more important to you to work hard, perhaps start a business, or even make the world a better place along the way?14 Typically, this simple parable leads to substantial disagreement. These discussions encourage first-year undergraduates to think about what really matters to them, and what each of us feels we might owe, or not owe,to the broader community — ideas that our students can capitalize on throughout their time at college.15 At the end of our sessions, I say to my grou p: “Tell me one thing you have changed your mind about this year,” and many responses reflect a remarkable level of introspection. Three years later, when we ask them again, nearly all report that the discussions had been valuable, a step toward turning college into the transformational experience it is meant to be.参考译文如何智慧地生活理查德·J·莱特想象一下你要当一天的院长。