U1:
1.views on intercultural communication
Two different views on intercultural communication: “people are people”VS. “contact is not equal to communication”
2. 3 major socio-cultural elements influencing perception and communication
Cultural value, world view , social organizations.
3.What is globalization?
Globalization is a process of interaction and integration among the people, companies, and gover nments of different nations。 a process driven by international trade and investment and aided b
y information technology. This process has effects on the environment, on culture, on political sys tems, on economic development and prosperity, and on human physical well-being in societies around the world.
4.What are the stumbling blocks in intercultural communication?
(1)assumption of similiarities: people expect that simply being human and having common
requirements of food,shelter,security and so on makes everyone alike.
(2)Language differences.: “yes”and “no” cause trouble.
(3)Nonverbal misinterpretatons: misinterpretation of observable sians and
symbols—gesture ,postures, body movenment.
(4)Preconceptions and stereotypes: Arabs are “inflammable”may cause U.S.students to keep
their distance .
(5)Tendence to evaluate: to approve or disapprove ,to statements and actions of other person
or group.
(6)High anxiety/ tension.
U2:
1.What is culture?
Culture is a very extensive concept, it is very difficult to define it strictly and accurately, because culture involves too much. Culture is a complex system of behavior, values, beliefs, traditions
and artifacts, which is transmitted through generations.
What are the five basic needs for human beings?
(1)physiological needs (things that make us alive,food water air)
(2)safety needs (physical safe and psychologicallly secure)
(3)belongingness needs (needs tobe accepted by others and to belong to a group )
(4)esteem needs ( recognition, reputation,self respect )
(5)self-actualization needs (actualize onself and to reach one’s full potential)
2.What are values, attitudes, beliefs and behaviors? How are they linked?
(1)Values are what people go to war over or conduct bussiness by. Values tell us how to weigh
the worth of something, they can indicate a relative hierarchy.
(2)Attitudes are feelings about things .it is a tendency to respond the same way to the same
object or situation or idea. Attitudes is learned and can change.
(3)Beliefs are convictions or certainties based on subjective and often personal ideas rather
than on proof or fact.
(4)Links: values underlie attitudes and also shape beliefs. Attitudes are based on beliefs as well
as values.values enable us to evaluate what matters to us or apply standars to our attitudes and beliefs.value→belief →attitude. For example , you have an attitude toward eating raw
fish,which is positive and is based on the belief that expert prepararion of sushi and sashimi by Japanese chefs results in culinary delicacies ,or you have an attitude that is negative,based on the belief that raw fish can contain parasites that cause unpleasant consequences in the human digestive system. You can even have both attitudes at the same time.if you do ,then probably you value both fine eating experiences and physical health.
3.What are the elements of communication?
①context: physical setting, psychological ,historical,culture ,the communication norms
②participants: senders who form messages and communicate with symbols, receiverswho
process and react the massages.
③Massages: meanings, symbols ,encodings and decodings
④Channels :a variety of sensory channels
⑤Noise ;internal external and semantic noise.
⑥Feedback : the verbal and nonverbal responses
4.What are norms?
Norms are the guildelines that we establish for conducting transactions. Norms tell us what kinds
of messages and behavior are proper in a given context or with a particular person or group of people. People acquire communication norms from their experiences in life.
5.What is the difference between encoding and decoding?
Encoding is the process of transforming ideas and feelings into symbols and organizing them. Decoding is the process of tansforminf meeages backe into ideas and feelings.
Transforming and organizing Transforming and intepreting
ideas and feelings--------------------→symbols/massages------------→ideas and feelings
↓↓
Encoding decoding
6.What is the difference between external noise, internal noise and semantic noise? external noise : Sights and sounds and other stimuli in the environment that draw people’s attention away from intended meaning.
internal noise : Thoughts and feelings that interfere with the communication process. Feelings of anger or anxiety ,stereotypeor prejudice in your mind.
semantic noise: the meanings we assign to words depend on our own experience, other people
may at times decode a word or phases differently from the way we intend.
7.What is communication?
Communication is a process involving the exchange of messages and the creation of meaning.
U3:
1.What are the five basic questions at the root of any culture’s value system?
(1)what is the character of innate human nature?-----human nature
(2)what is the relation of man to nature?------t he relationship of man to nature.
(3)What is the temporal focus of human life?----sense of time /time orientation.
(4)What is the mode of human activity?-------activity orientation.
(5)What is the mode of human relationships?----social relationships
2.What are the key principles of Confucianism?
(1)social order and stability are based on uneqal relationships between people
including leaders and followers ,father and son ,husband and wife , older brother and younger brother,and friends .
(2)family :follow rules for ordering
(3)proper social behavior consists of not treating others as you would not like to be treated
youself.,learn to be sensitive to other’s feels(子所不欲勿施于人)
(4)people should be skilled ,educated hardworking,thrifty ,modest, patient and persevering.
3.How do living situations account for value differences between different cultures?
For example,Japanese live in a little of arable land ,even mainly valcanoes.thus,they built their homes together very closely in order to make use of every available land and they can work together in planting and harvesting of rice effectively . In this situation, japanenes’central social valuebecause of living close proximity that gave very little privacy was that an idividual does not matter. However, in the U.S. it is common to see a pattern of a single farmhouse surrounded by firelds.the nearnest neighbor was perhaphs two miles distant.inevitably, the central social values
were self-reliance and independence.
4.What are cultural values?
The commonly held standards of what is acceptable or unacceptable, important or unimportant, right or wrong, good or bad, true or false, workable or unworkable, etc., in a community or society.
Values represent a learned organization of rules for making choices and for resolving the
conflicts.
5.What are the five dimensions to consider when doing studies of cultural differences(culture
value)?
(1)Idividualism versus collectivism (involves people’s relationship sto the larger
social groups;social relationship)
Idividualism;key words include independence,privacy,self,and all important I
Collectivism believe in obligations to the group, we consciouceness and an emphasis on belonging.
(2)uncertainty avoidance(how to adapt to changes and cope with uncertainties,) Greece(plan everything0 versus Singapore (like uncertainty)
(3)power distance(all people in a culture do not have equals levels of status or social
power.) Malaysia versus New Zealand
(4)masculinity versus femininity(work harder to get achievement ,wealth versus
caring for the others and the quatity of life) Japan versus Thailand
(5)orientation to time (a long-term orientation schedule for work and life versus a
short-term orientation toward changing events)
6.What are the differences between a high-context culture and a low-context one?
Low-context interaction emphasizes direct talk, person-oriented focus, self-enhancement mode,
and the importance of “talk”: high- context interaction, in contrast stresses indirect talk, status-oriented focus , self- esffacement mode, and the importance of nonverbal signals and even silence.
U4:
1.What is the relationship between language and culture?
Culture and language are interwined and shaped each other. Each time we select words ,form sentence, and send a message ,either oral or written,we also make cultural choices. Cultural literacy(特定领域的能力或知识) is necessary to understand the language being used.
(1)all languages have social questions and information questions.
For exemple: in Ameirca English ,the question “How are you” is a social question,the Americans register the phrase as “hello”. But in Germany and Russia ,the phase is an imformation qustion .the speaker atually wants to get an answer to it.
(2) language reflects the environment in which we live .
For exemple, in the Amazon area snow is not part of the environment. Therefore , people in that region do not have a word for snow . however , most Americans ,who live an environment where
Iit snows most months of the year, use terms such as snow , sleet , slush, blizzard and ice.
(3)language reflects cultural values. a way of thinking .
when we translate concepts from a foreign language and cultural with words ,we have to choose
the priority words in oder to communicate effectively. Cultural kowledge is impotant as linguistic knowledge.
For example ,Amerians are frustrated with the manana mentality(西班牙语的明天心态) of Spanish-speaking countries : for American tomorrow means midnight to midnight ,a very precise time period , To Mexicans ,manana means in the future,soon.
（4,）Different cutures use identical words that have rather different meanings.
For example, for Amercans ,adminisration in the university context means department chair or dean,for Frenches adminisration means upper level clerical staff . What Americans consider to be an adminstrator, Frenches consider faulty.
（5）language changes overtime.words and prases that are used commonly at one time may be discontinued or their meaning my change overtime.
For example, the word gay means happy lightened. In recent decades ,however the word has taken on the meaning” homosexual”.English speaking countries do n’ t use the original meaning anymore..
Communication across cultures and language is difficult and full of hurdles and pitfalls. Even if two people from different countries spesk a common language ,they may misinteptet the cutural signal. If that happens ,in all likelihood , there will be a cutural problem rhather than a language problem.
2.What is the relationship between environment and language?
(2) language reflects the environment in which we live .
For exemple, in the Amazon area snow is not part of the environment. Therefore , people in that region do not have a word for snow . however , most Americans ,who live an environment where
Iit snows most months of the year, use terms such as snow , sleet , slush, blizzard and ice.
3.How does language change over time?
language changes overtime.words and prases that are used commonly at one time may be discontinued or their meaning my change overtime.
For example, the word gay means happy lightened. In recent decades ,however the word has taken on the meaning” homosexual”.English speaking countries do n’ t use the original meaning
anymore..
4.Denotations and connotations
Denotations: denotations of a word or phrase are the meanings that relate it to the objects or concepts referred to the actual or fictional “things”that are symbolized.
For example, the denotation of the English word “bird”is a tow –legged,winged,egg-laying creature.
Connnotations: connnotations refer to the additional meanings that a word or phrase has beyond its central meaning .These meanings show people’s attitudes or feelings toward what the word or phase refers to.
For example: consider the word “dog” in English and 狗in Chinese. They can be said to have the same denotative meaning；however,people from different cutures may have different connotative reactions to these words ,compare “a homeless dog” (流浪狗) with 丧家之犬
5.What are the ways of expressing “no”? Why do people in countries like Japan and China
often refuse to say “no” directly?
(1)be vague
(2)be silent or ask a question
(3)change the topic or leave
(4)tell a white lie or refuse to answer the question. Say one cannot answer
(5)put the reaponsibility to the trird party or offering an alternative.
The reason: In J apan and China’s culture ,to refuse an invitation or request with “no”, or a similar phrase, is felt to be impolite. It is thought to be selfish and unfriendly.
6.How does language affect people’s perception and experiences?
The language we use may to some exten determine the way we perceive and experience the world.
(!)in japan language varies substantially in different social situatons like sddressing superior peers and inferiors.
(2) the Thailand language
（3）splanish language reveals male dominance through use of gendered nouns and pronouce. A group of man referred to as ello, agroup of wemen referred to as ellas
7.What are the five intended types of equivalence when doing translation?
(1)lexical equivalence 例子;there is no equivlent to the English color word blue in Russian.
Russia only have the according words of light blue and dark blue that an be translated into
English.
(2)Idiomatic equivalence : “raining cats and dogs”
(3)Grammatical equivalence ；’in Filipino language ,there is no equivalent of the english verb
“to be”.
(4)Experience equivalence
(5)Conceptual equivalence
8.Why do people say language is always ambiguous?
(1)we can never fully control the meanings of the things we say and write in the way of
paticipants interpret
(2)language can never fully express our meanings whether in writing or speaking
(3)whether the participants share the same assumptions and knowledge about the world or
not.
U5:
1.What is a rich point?
Conversation is a rich point ,a rich point is something in one culture that makes it difficult to be connected with another culture.
2.What basic differences can we still find between the English-speaking p eople and the
Chinese people concerning compliment and response?
In English countrries, the “best way “to respond to a compliment is to accept it. Rejection of compliments is often regarded as a symptom of problem, such as low self-esteem. In contrast to english ,the best way rasponse to compliments in Chinese is traditionally thought to be a rejection or denial. A denial is the routinized response to a compliment.
3.What are the differences between “high involvement”style and “high considerateness”
style?
High involvement styles tend to : (1) talk more ；（2）interrupt more ; (30 expect to to be interrupted (4) talk more loudly at times and (5) talk more quickly than those from cultures favoring “high considerateness styles.
High considerateness styles；(1) speak one at times (2)use polite listening sounds;(3) refrain from interrupting; and (4) give plenty of positive and respectful responses to their conversation partners ;
4.Directness & indirectness
‘get to the point! Don’t beat around the bush” & have many ways to say “no” directly
5.Different communication patterns
People’s communication patterns differ the way people converse.
Americans hold a conversation, it seems like they are having a PingPong game.one person has the ball and then hits it to the other side of the table. The other player hits the ball back the game continutes
Japanes conversationstyle is like a bowling game,answer to questions are carefully thought out rather than blurted out ,enven long silences are tolerated. Give a answer to a question must be given enough time .
6.Cross-cultural verbal communication styles
Our verbal communication styles reflects our cultural and personal values and sentiments.
(1)diect and indirect verbal interaction styles,in the direct verbal styles, statements clearly
reveal the speaker’s intention. Say what you mean “don no beat around the bush
(2)person-oriented(treat other people with casualness and informality )and status-oriented
verbal styles(uphold formality in the human relationship)
(3)self-enhancement (boast one’s accomplishments and ablilities) and self-oriented verbal styles
(signal modesty or humanity)
7.What cultural implications are there underlying the difference between
speaker-responsibility and listener-responsibility in organizational structure?187
In Speaker-responsible language, the speaker provides the structure and therefore much of the specific meaning of the statement. Because the speaker want to tell the listener exactly what is goning to be talked about,and what the speaker wants the listener to know. Prior knowledge of
the speaker’s intent is necessary.
In listener-responsible language, speakers need to indicate only indirectly what they are discussing. The listener is forced to construct the meaning and usually does so ,based on shared kownledge between the speaker and the listener.
U6:
1.Values shown in nonverbal communication: intonation, body language (hand movement,
eye contact, smile, touch)
2.Baptics (touch)
There are many kinds of touch to commonly used in the western world. The study of how we use touch in communication is called baptic.
3.Gender and nonverbal communication
What we know as gender is a set of “acts”or social performences that people are repearedly compelled to enact.
Touch, in the us,wemen friends and relatives may walk arm-in-arm, dance together and hug one another .touch between heterosexual males is generally more restricted.
Height ,height equels power and wemen are not supposed to be more powerful than man, taller women may attempt to diminsh themselves,so as to retreat as little space as possible.
Gaze, looking directly into person’s eyes can connote an aggressive threat, a sexual invitation,or a desire for honest and open communication. in some culture, children are taught that to look adults in the eyes is a sign of disrespect. In mixed-sex paries,women are more likely than men to avert their eyes.
Gesture and demeanor ,or “act like a lady”.
Artifactual (objects)message , when worn ,they have beed used to signify a wear’s gender, culture, and socioeconomic class. From the moment at which families or hospital assign infants pink or
blue blankets,artifacts annouce and contribute to the shaping of children’s experience of gender.. maant of us have our notions of masculine and femininity resting on the nonverbal message we display.
4.Functions of nonverbal communication
Our nonverbal communication haves many uses and functions in communication.
Repeating: a nonverbal message can repeat a verbal one. Eg; place fingers to his lips to mean “stop”
Complementing : using of the voice and facial expression to express appology. Subsituting, regulating ,contradictiing
5.Paralanguage
Paralanguage (辅助性语言) lies between verbal and nonverbal communication. It involves sounds but not words. (语音和语调，感叹词的使用，美国中的插入语：you know ,okay, well ,the wors simply build a bridge to what the speaker says next.
U7:
1.Private space & public space
2.Conversational distance
3.The layout of a city reflects its social structure and cultural values.
美国NewYork is arrranged in a grid pattern of right-angled street,any corner can becomen a center ,reflect more equality and independence.
French is star pattern everthing should be surrounded the center of highly centrealized government.
4. 3 perspectives on a culture’s conception of time
(1)Informal time :,conception of late and attitutude to the conversation time.
(2)Past ,present ,and future: behavior and time are linked.
Chinese proverb ；consider the past and you will know the present.
Americans are constanly planning for the future.
(3)monochronic and polychronic
M-time people: do one thing at atime ,concentrate on the job,take the deadline,schedules seriously , adhere to plans,show great respect for privacy.
P-time people；do many things at once ,change the plans ofen easily and often,
5.German use of space
美国与德国的比较，germans sense their own space as an extension of the ego
U8:
1.perceptions/images related to the term “gaijin” in Japanese
blond hair and blue eyes outgoning.
2.ethnocentrism & ethnorelativism
ethnocentrism (民族中心主义)is nagetively judging aspects of another culture by the standars of one’s own culture. It is the technical name for the view of things in whivh one’s own group is the center of everything,and all others are scaled and rated with reference to it.
Ethnorelativism involves the view that all cultures areof equal value and the values and behaviors of a culture can only be judged using that culture as a frame of reference..no one cultural trait is right or wrong ,it is merely diferent from alternative cultural traits.
3.stereotype : a tereotype is over simplified idea about a person ,group,.cultural stereotype
.many american view jew and arab as a menace and demon about americans “we and they “
and they may avoid to talk to them and escape them when they meet them on the way.
4.What is perception? The three-step process of perception
Perception is the means by which you make sense of your physical and social world.
(1)selection,(2) organazation (3)interpretation
5.What are cultural patterns?
6.Racial prejudice
7.the 3 ways in which stereotypes are formed
(1)we may categorize people or things by the most obvious characteristics they possess.
(2)We may apply a set of characteristics to a whole group of people..
(3)We may give the same treatment to each member of the group.
8.the 4 dimensions of stereotypes
A rereotype is an overgeneralized and oversimplified belief we use to categorize a group of people.
（1）direction (positive or negative statements, american honest, ambitious)
（2）intensity ：the strenth of a belief about agroup of people
（3）accuracy
(4)content
9.What is prejudice? The five common forms of prejudice
An attitude based on erroneous beliefs or preconceptions is called prejudice.
Vebal abuse,. Physical avoidance, discrimination, physical attack and massacre.
U9:
1.What is cultural shock? What are the symptoms?
cultural shock refers to the transition period and the accompanying feelings of stress and anxiety
a person experiences during the early period unpon entering a new culture.
(1)physiological such as headache and sleeplessness
(2)emotional such as anxiety,and feeling helpless and loneliness
(3)communication such as frustration and excessive complainting,withdrawal from relationship
and conversation.
2.model that explains the normal cycles or stages of early adaptation and culture shock predeparture stage :everything is beatiful ,awful, ok
adaption and reentry
3.What is reverse culture shock?
The shock suffered by expatriates returning home after lengthy overseas assignments. It is
caused by the fact that the cultural norms of the ex-pat's overseas assignment become
natural to them, over their home country's own traditions and customs.
suggestions for culture shock adaptation
control emotion be patient meet people try new things give youself period of rest and thought,
work on your self-concept observe bady language ,learn the verbal language
4. 2 major views of culture shock: the disease view (hepless victim leave the cuture quickly)&
self-awareness view (positive learning experience)
5.positive cross-cultural learning experiences
6.overcoming ethnocentrism in communication
7.Who are “sojourners”? What is cross-cultural adaptation? What are challenges to sojourner
adaptation?
People who cross cultural boundaries are referred to as sojourners.including immigrants ,refugees ,students
Cross-cutural adaptation refers to how a sojourner chooses to cope with cutural changes. Challenges to sojourner adaptation include ethnocentrism, language barriers, disequilibrium(fit into the host culture0，length of stay, level of knowledge
8.key qualities of a mindful state of being
(`1) creation of new categories (2)openness to new information (3)awareness of more than one perspective.
U10
1.betweenness of identity
2.metaphors of US cultural diversity
3.steps to improve intercultural communication
4.attributes of a competent intercultural communicator
5. 3 cognitive processes of perception
description, interpretation, evaluation
《跨文化交际》 课程教学大纲 课程名称：英语教学论 课程类别：专业必修课 考核类别：考试 适用对象：本科 适用专业：英语 总学时、学分：36学时2学分 一、课程教学目的 该课程旨在扩大学生的知识面，对西方文化的不同层面有所了解,以提高学生的交际能力。在传统的外语教学中, 人们往往忽视文化的重要作用, 只注重语言能力的培养而未能顾及交际能力的提高。近年来国内学者认识到外语教学必须引进文化知识的对比，训练学生灵活运用语言知识, 更好地与外国人沟通, 减少和避免误解。 1
二、课程教学要求 该课程教学要求学生提高对文化差异的敏感性, 更有效地与外国人进行交际，为英语专业课程的学习和翻译实践能力的提高奠定基础。 三、先修课程 跨文化交际是英语专业的必修课, 是在完成了精读、泛读、综合英语、写作等基本技能训练后开设的，旨在增强文化差异的敏感性，增强跨文化交际意识，有助于英语专业课程的学习和翻译实践能力的提高。因此，学生先期完成英语听说读写等技能训练基本课程，如《基础英语》、《英国文学选读》等课程。 四、课程教学重、难点 该课程教学重点在于培养学生对英语国家文化的 2
了解及跨文化交际意识, 提高驾驭英语语言的能力, 从而使其能得体地运用语言与操英语的外国人士进行交流。教师的讲授重点是帮助学生认识中西文化的异同，分析文化差异的根源, 帮助学生深化对西方文化的理解。中西文化的差异在表层上很容易识别,但对造成差异的原因却需追根溯源。东西方在历史,思维方式以及哲学等方面的差异则是造成中国学生对西方文化不解的主要原因,也是该课程的难点。 五、课程教学方法（或手段） 教学方法：以课堂讲授为主，适当组织课堂讨论，鼓励学生充分利用课外资源进行探索性、研究性学习。 六、课程教学内容 Unit 1 Communication Across Cultures（4学时） 3
精品文档 Culture: Culture is the total accumulation of beliefs, customs, values, behaviors, down and passed are shared, learned institutions and communication patterns that through the generations in an identifiable group of people. law, food, etiquette, religion, literature, language, Objective Culture: history, and customs. are and how they feelings and attitudes about how things Subjective Culture: communication family, spaces, friendship, love, concept should be –the of time, pattern, etc. Learned, transmitted from generation to generation, based on ： Characteristics symbols, dynamic, ethnocentric. It is meant to be a contrast to learning “about”culture underscores Doing Culture: of meaning, process of making communicating across cultures is a the idea that build another, know one so they can get to another people understanding one relationships, and solve problems together. It should not be words on paper, but ideas in practice. individuals which process through Communication: Human communication is the respond to and create messages ––in relationships, groups, organizations and societies to adapt to the environment and one another. Dynamic and interactive Characteristics:interaction between : Communication Generally speaking, it refers to Intercultural people from different cultural backgrounds, such as interactions between people from Hispanic and whites and African Americans, between America and China, between Japanese Americans The form of Intercultural Communication people from different races a. Interracial communication – different but of the same race Interethnic communications –the parties are of b. ethnic origins. same the between members of c. Intercultural communication –communication multiple or hold dual or both of the participants one culture, in which ）（gay, disabled, Mexican American, African American, or https://www.doczj.com/doc/ff10094691.html,munication Competence (ICC competence) how much one know about communication. The cognitive component –The affective component –one's motivation to
Unit 1 1 economic globalization(经济全球化）：the integration of national economies into the international economy through trade, foreign direct investment, capital flows, migration, and the spread of technology. 2 barter system(物物交换）：exchange without money –Farming communities traded their surplus produce in exchange for products and services without the medium of money. –Human society has always traded goods across great distances. 3 global village(地球村）：the world form one community –All the different parts of the world form one community linked together by electronic communications, especially the Internet. 4 melting pot(大熔炉）：a socio-cultural assimilation of people of different backgrounds and nationalities. 5 culture(文化）：can been seen as shared knowledge, what people need to know in order to act appropriately in a given culture. 6 cultural diversity(文化融合）：refers to the mix of people from various backgrounds in the labor force with a full mix of cultures and sub-cultures to which members belong. 7. Communication(交际）: mean to share with or to make common, as in giving to another a part or share of your thoughts, hopes, and knowledge. 8 intercultural communication(跨文化交际）：communication between people whose cultural backgrounds and distinct(不同）enough to alter（改变）their communicaion。 9 components of communication（交际的十大要素） ①source(来源）：the person who desires to ②encoding(编码）：the process of putting on idea into a symbol ③message(信息）：identifies the encoding thought ④channel(渠道）：the means of transmission(传播途径） ⑤noise(干扰）：anything distorts the messages ⑥receiver(接受者）：the person who attends to the message ⑦decoding(解码）：assigning meaning to the symbols received ⑧receiver response(接受者反应）：anything the receiver does ⑨feedback(反馈）：the portion which the source has knowledge and to which the source attends and assigns meaning ⑩context(场景）：help define(使明确）the communication
跨文化交际学概论笔记 第一章跨文化交际 一、什么是跨文化交际——具有不同文化背景的人从事交际的过程跨文化交际之所以在今天日益引起人们的注意，主要原因是由于交通工具的进步与通讯手段的发展，使得不同国家、不同种族、不同民族的人能够频繁地接触和交往。L.S.Harms 认为，在世界范围内的交际经历了五个阶段：语言的产生；文字的使用；印刷技术的发明；近百年交通工具的进步和通讯手段的迅速发展；跨文化交际。近二十年来的交际是以跨文化为特征的。 二、第二章跨文化交际学 跨文化交际学在美国Intercultural Communication (与人类学、心理学、传播学关系密切) 1.首先在美国兴起。美国有来自各个国家的移民，有各自的文化系统和风俗习惯，逐渐在美国社会形成了多元文化的格局；美国与各国交往频繁。 2.Edwar Hall 《无声的语言》跨文化交际学的奠基之作。认为不同文化背景的人们在使用时间、空间表达意义方面表现出明显的差异。（对时间、空间、交际的关系作了深入探讨） 3.1970 年是具有重要意义的一年在这一年，国际传播学会承认跨文化交际学是传播学的一个分支，成立了跨文化交际学分会。1972 年，第一届跨文化交际学国际会议，日本东京。 第四章交际 一、交际与传播 这两词来源于同一英语communication表示的是同一个概念，不同学科背景的人采用不同术语。有语言学背景的学者大多使用“交际”，从事传播学教学和研究的学者都采用“传播”。 三、传播的种类 传播可分为人类传播和非人类传播；人类传播又可分为社会传播和非社会传播。非社会传播指内向传播（自我传播），社会传播包括人际传播，组织传播，大众传播。 内向传播（intarpersonal communication)只一个人自己脑子里在自我交流活动或是自言自语 人际传播（interpersonal communication)两个人或以上的信息传受过程。如交谈，书信，小组讨论，大会演讲等。 组织传播（organizational communication)在学校,公司，工厂，机关，军队，党派，群众团体等内部的传播，不都是自上而下的，可具有不同模式，纵式或横式，要注意因文化差异造成的传播不通的局面。 大众传播（mass communication)职业化的传播机构利用机械化，电子化的技术手段向不特定的多数人传送信息的行为或过程，如报刊杂志，广播电视，因特网信息等。 第四章语言交际 一、语言与文化密不可分 （语言反映一个民族的文化，同时有受到文化的巨大影响。）语言与文化有着密切的关系。由于语言的产生和发展，人类文化才得以产生和传承。不存在没有语言的文化，也不存在没有文化的语言。广义的文化包括语言，同时文化又无时无刻不在影响语言，使语言为了适应文化发展变化的需要而变得更加精确和缜密。语言既是文化的载体，又是文化的写照。 E.g.①亲属称谓是语言反映文化的一个突出例证。汉族不仅注重长幼顺序,而且对于是父系、母系或婚系亦十分重视。古人有强烈的传宗接代的观念，按血缘远近区别亲疏,家族里又有内外嫡庶之别。——后来亲属称谓的简化，意味着家族关系在社会生活中不占那么重要的地位。在我国个别地区的亲属称谓中，只有男性称谓，没有女性称谓，可能是古代父系社会的
英语知识点总结 为了英语而加油吧！加油！ 1.discription introduction explanation expression information knowledge --------常考的不可数名词 2.have a good knowledge of。。。。。熟知。。。。 3. 方法： with this method in this way by means(单复数同形) one means / two means 4. 区分： previous以前的，从前的precious宝贵的，珍贵的 5.He is fluent in speaking English = He speaks English fluently 6.assist sb.in (doing) sth.(在写作中应用)在某方面帮助某人 7. 虚拟语气在条件状语从句中 的用法。 条件从句If 从句的谓语形式主句的谓语形式 现在过去时（were）Would/could/should/ might +V. （原） 过去过去完成时 1.过去时 未来 2.should+V. 3. were to do Would/could/should/ might+ have+p.p. would/could/should/ might +V. （原） 8.take/follow one’s advice听从某人的意见 9.formal---informal正式的normal---abnormal正常的 10.辨析 : ①energy 能量，能源，精力 ②force武力和暴力，军事力量by force依靠军事力量 ③power权力（人手中所握的）power station核电站 ④s trength 力气 11.辨析 : ①product （可）工农业产品（加工过的），任何脑力劳动所创造的产 品②produce （不）农业产品，绿色产品（没加工过的） ③production 产量（不）文学作品（可） ④p roductivity （不）生产力，生产率 12. in the distance在远处at/from a distance隔开一段距离
四年级数学期末考试必背知识点 四年级数学期末考试必背知识点 1。整数加法 （1）把两个数合并成一个数的运算叫做加法。 （2）在加法里，相加的数叫做加数，加得的数叫做和。加数是部分数，和是总数。 （3）加数+加数=和，一个加数=和—另一个加数 2。整数减法 （1）已知两个加数的和与其中的一个加数，求另一个加数的运算叫做减法。 （2）在减法里，已知的和叫做被减数，已知的加数叫做减数，未知的加数叫做差。被减数是总数，减数和差分别是部分数。 （3）加法和减法互为逆运算。 3。整数乘法 （1）求几个相同加数的和的简便运算叫做乘法。 （2）在乘法里，相同的加数和相同加数的个数都叫做因数。相同加数的和叫做积。 （3）在乘法里，0和任何数相乘都得0。 （4）1和任何数相乘都的任何数。 （5）一个因数×一个因数=积;一个因数=积÷另一个因数 4。整数除法
（1）已知两个因数的积与其中一个因数，求另一个因数的运算 叫做除法。 （2）在除法里，已知的积叫做被除数，已知的一个因数叫做除数，所求的因数叫做商。 （3）乘法和除法互为逆运算。 （4）在除法里，0不能做除数。因为0和任何数相乘都得0，所以任何一个数除以0，均得不到一个确定的商。 （5）被除数÷除数=商，除数=被除数÷商被除数=商×除数。 5。整数加法计算法则： 相同数位对齐，从低位加起，哪一位上的数相加满十，就向前一位进一。 6。整数减法计算法则 相同数位对齐，从低位加起，哪一位上的数不够减，就从它的前一位退一作十，和本位上的.数合并在一起，再减。 7。整数乘法计算法则 先用一个因数每一位上的数分别去乘另一个因数各个数位上的数，用因数哪一位上的数去乘，乘得的数的末尾就对齐哪一位，然后把 各次乘得的数加起来。 8。整数除法计算法则 先从被除数的高位除起，除数是几位数，就看被除数的前几位; 如果不够除，就多看一位，除到被除数的哪一位，商就写在哪一位 的上面。如果哪一位上不够商1，要补“0”占位。每次除得的余数 要小于除数。 9。运算顺序 （1）小数、分数、整数
1.Three international developments have made intercultural contact more pervasive (无处不在), they are .（D ） A. new technology and information system B. changes in the world’s population C. a shift in the world’s economic arena D. A, B and C 2.___C___ has evolved that lets societies share cultural experiences with one another as films are produced and shown around the world. A. Show business B. I.T. C. international film industry D. Mass media 3.__A____ in the United States, because they have been profoundly affected by population and immigration increases, are a primary setting for domestic intercultural contact. A. Schools B. Community C. Workplace D. club 4. It is difficult to find a single definition of human communication because__D____. A. the complex nature of communication B. the issue of intentionality C. the issue of unintentionality D. A, B and C 5. To Reusch and Bateson, communication often takes place __A___. A. without awareness B. consciously C. intentionally D. deliberately 6. Which of the statements of communication is not true? D A. Communication is dynamic https://www.doczj.com/doc/ff10094691.html,munication is symbolic https://www.doczj.com/doc/ff10094691.html,munication is Interpretive D. Communication is static 7. Communication has a consequence means that ___D___. A. Communication is irreversible B.Our response to message does not have to be immediate C. The nature of our responses to messages is rooted in our culture D. A, B and C 8. Which of the item is not the basic component of culture? C A. Values B. Emotions C. Personality D. Attitudes 9. We learn our culture not through __D______. A. proverbs B. art C. mass media D. self-taught 10.Although many aspects of culture are subject to change, the _B______ of a culture resists major alterations. A. history B. the deep structure C. background D. tradition 11. ___C___ is at the core of intercultural communication. A. sender B. receiver C. culture D. language 12. Although cultures change through several mechanisms, which of the following item is not the three most common ones.C A. Diffusion B. Acculturation C. Invention D. Innovation 13. One of the most difficult tasks for foreigners in learning a new language is learning the _____A____ and ________ in which they are used. A. different styles, the contexts B. grammar, accent C. different styles, the speech acts D. vocabulary, the pronunciation 14. Language is accompanied by a continuous flow of nonverbal communication, which involves not only ____ but also ____ and _____.B A. the tone, gaze, posture B. the voice, the face, the body C. the pitch, gaze, gesture D. the pace, the distance, touch 15. ___B__ is the process of selecting, organizing, and interpreting sensory data in a way that enables us to make sense of our physical and social world. A. Interpretation B. Perception C. Analysis D. Understanding
《跨文化交际学概论》读书报告
《跨文化交际学概论》是胡文仲教授于1998在北京编写的。 胡文仲,1935 年生于天津，祖籍江苏。北京外国语大学教授，博导，《外国文学》主编。曾任北京外国语大学副校长，高校外语专业教材编审委员会副主任、主任；高校外语专业教学指导委员会主任；欧美同学会副会长；国务院学位委员会外文学科组成员。现任中国英语教学研究会会长；中国跨文化交际研究会会长；中国高校英语口语协会会长。由于长期从事英语教学和研究、跨文化交际研究和澳大利亚文学研究，他共出版了专著6部，教材4部，编著10部，译著5部，在国内外发表论文数十篇，并一直享有盛名。 早在80年代初期胡文仲就开始对跨文化交际学感兴趣，在国外的生活学习使他更加明白了学习英语国家文化习俗的重要性。回国后他也多次在杂志上发表过一些有关中西文化差异的文章，但随着更多的学习和研究，胡文仲发现目前我国的研究一般性的探讨较多，而基于大量数据研究比较少，他认为跨文化交际学的研究不应仅限于研究不同文化背景的人们在语际方面遇到的问题，还可以从心理学、人类学、社会学等不同的角度进行。因此，他开始编写《跨文化交际学概论》这本书，目的是通过理论和实例能够帮助不同层次的读者普及跨文化知识和理论，作为他们研究跨文化交际学的入门向导。 首先，对本书进行简单的概括介绍。《跨文化交际学概论》这本书共有十二章，被作者概括为五大部分。第一部分（第一章至第二章）主要是为跨文化交际进行定义及对跨文化研究的不同理解，并对跨文化交际学在世界各地的发展史及其成就做了详尽的描述。第二部分（第三章至第四章）是作者对文化和交际的定义，特征及在跨文化交际中的地位进行了阐述。第三部分（第五章至第九章）是跨文化交际的过程，这一部分内容被作者依次分为了语言交际、非语言交际、社会交往、人际关系和经营管理；在这几章中，胡文仲教授对每一个过程的作用和特征都通过举例做了说明。第四部分（第十章）是跨文化交际的核心内容---价值观。价值观是文化中最深层的一个部分，支配着人们的信念、态度和行动。因此，作者就价值观与交际的关系、价值观的特点、有关价值观的研究几个方面进行了描述。第五部分（第十一章至第十二章）的内容为提高跨文化意识，也就是教人们如何在实践中应对跨文化的有关问题。 胡文仲编写的这本书在很多观点上都有了新的突破，就像之前的文章大都只侧重于研究跨文化交际的一个角度，仅仅关心不同文化背景的人们在语言交际方面遇到的问题，没有更
单片机概述 单片机是微单片微型计算机的简称，微型计算机的一种。 它把中央处理器（CPU）,随机存储器（RAM），只读存储器（ROM）,定时器\计数器以及I\O 接口，串并通信等接口电路的功能集成与一块电路芯片的微型计算机。 字长：在计算机中有一组二进制编码表示一个信息，这组编码称为计算机的字，组成字的位数称为“字长”，字长标志着精度，MCS-51是8位的微型计算机。 89c51 是8位（字长）单片机（51系列为8位） 单片机硬件系统仍然依照体系结构：包括CPU(进行运算、控制)、RAM(数据存储器)、ROM(程序存储器）、输入设备和输出设备、内部总线等。 由于一块尺寸有限的电路芯片实现多种功能，所以制作上要求单片机的高性能，结构简单，工作可靠稳定。 单片机软件系统包括监控程序，中断、控制、初始化等用户程序。 一般编程语言有汇编语言和C语言，都是通过编译以后得到机器语言（二进制代码）。 1.1单片机的半导体工艺 一种是HMOS工艺，高密度短沟道MOS工艺具有高速度、高密度的特点； 另一种是CHMOS工艺，互补金属氧化物的HMOS工艺，它兼有HMOS工艺的特点还具有CMOS的低功耗的特点。例如：8181的功耗是630mW,80C51的功耗只有110mW左右。1.2开发步5骤： 1.设计单片机系统的电路 2.利用软件开发工具（如：Keil c51）编辑程序，通过编译得到.hex的机器语言。 3.利用单片机仿真系统（例如：Protus）对单片机最小系统以及设计的外围电路，进行模拟的硬软件联合调试。 4.借助单片机开发工具软件（如：STC_ISP下载软件）读写设备将仿真中调试好的.hex程序拷到单片机的程序存储器里面。 5.根据设计实物搭建单片机系统。 2.1MCS-51单片机的组成：(有两个定时器) CPU(进行运算、控制)、RAM(数据存储器)、ROM(程序存储器）、I/O口(串口、并口）、内部总线和中断系统等。 工作过程框图如下：
UNIT 1 +Global Village: All the different parts of the world form one community linked together by electronic communications, especially the Internet. 世界各地通过电子通讯，特别是互联网，形成了一个整体。 +Melting pot: a socio-cultural assimilation of people of different backgrounds and nationalities. 不同背景和民族的人的社会文化同化。 +Assimilation: the process of adapting oneself to a new culture so much that he/she gradually loses his own culture. +Cultural Diversity: refer to the mix of cultures and sub-cultures of a group or organization or region. 指一个群体、组织或地区的文化和亚文化的混合。 +Culture: a learned set of shared interpretations解释about beliefs, values, and norms规范, which affect the behavior of a relatively large group of people. 一组关于信仰、价值观和规范的共同理解，这些理解影响着相对较大的群体的行为。
人教版初中英语知识点整理 初中生要学习的英语知识量比较大，所以要十分认真学习英语这门科目，把每个知识点学扎实。下面是小编整理的人教版初中英语知识点，欢迎大家阅读分享借鉴，希望对大家有所帮助，也希望大家能够喜欢。 人教版初中英语知识点1 人称代词 人称代词代替人和事物的名称,分为主格和宾格两种形式。 1、主格用来作句子的主语、表语。如： I often go shopping on Sundays.(星期天我常去购物) / Are theyfrom Brazil?(他们是巴西人吗?) / Where have they gone?(他们上哪儿去了?) / That’s it.(就那么回事) /It’s he!(是他!) 2、宾格用来作及物动词或者介词的宾语。如：Who teaches you English this year?(今年谁教你们的英语?) / Helpme!(救救我!) / We often write letters to her.(我们常给他写信) 3、人称代词作表语或者放在比较状语从句连词than或as之后时,可以用主格形式,也可以用宾格形式,口语中大多用宾格。如：--Who isit?(是谁?) –It’s I/me.(是我。) 4、三个不同人称同时出现,或者主语中包含“我”时,按照“you→he→I”的顺序表达。如： Both he and I are working at that computer company.(我和他都在那家电脑公司上班) –Whowill go there?(谁要去那儿?) –You and me.(你和我) 5、人称代词it除了可以指人指物之外,还可以表示“时间、天气、温度、距离、情况”等含义,此外还可以作“非人称代词”使用,替代作主语或者宾语的不定式、动名词或者名词性从句。如：--What’sthe weather like today?(今天天气怎样?)—It’s fine.(天气晴好) / --What’s
最新《马原》大学期末考试必背知识点汇总 第一章马克思主义是关于无产阶级和人类解放的科学 1、《共产党宣言》的发表，标志着马克思主义的公开问世 2、马克思主义产生的社会根源（或经济、社会历史条件）是资本主义经济的发展 3、马克思、恩格斯完成了从唯心主义同唯物义、从革命民主主义向共产主义的转变，为创立马克思主义奠定思想前提 4、在马克思主义创立过程中，第一次比较系统地阐述了历史唯物主义基本原理的着作是《德意志意识形态》 5、在马克思主义的经典着作中，被誉为“工人阶级的圣经”的着作是《资本论》 6、马克思主义经济理论的基石是剩余价值理论 7、世界上第一个无产阶级政党是共产主义者同盟 8、马克思主义理论区别于其他理论的显着特征是实践性 第二章世界的物质性及发展规律 9、唯物主义与唯心主义的对立和斗争中交织着辩证法与形而上学的对立和斗争 10、全部哲学，特别是近代哲学的重大的基本问题，是思维和存在的关系问题；唯物主义和唯心主义这两个专门的哲学术语有着特定的含义和确定的标准，不能随意乱用，也不能另立标准，否则会造成混乱。这里所说的特定含义和确定标准是指对世界本原究竟是物质还是精神的回答；存在和思维是否具有同一性，是哲学基本问题的第二方面的内容，对这个问题的不同回答，是划分可知论和不可知论的标准， 11、唯物主义一元论同唯心主义一元论对立的根本点在于世界本原问题 12、物质的唯一特性是客观实在性，“客观实在”是指存在于人的意识之外，不以人的意志为转移 13、相信“意念移物”，甚至相信可以用意念来直接改变物质结构，就是信奉主张精神主宰客观物质世界的主观唯心论 14、“心诚则灵，心不诚则不灵”的说法是夸大了意识能动作用的唯心主义观点 15、哲学物质概念与自然科学关于具体的物质形态和物质结构的概念之间共性与个性的关系（不是整体和部分的关系、系统与要素的关系） 16、列宁对辩证唯物主义物质范畴的定义是通过物质与意识的关系界定的 17、物质和意识的对立只有在非常有限的范围内才有绝对的意义，超过这个范围便是相对的了，这个范围是指物质和意识何者为第一性 18、对同一张事物的不同看法都是客观事物的主观映象 19、意识是客观世界的主观映象，这说明意识是客观精神的主观映象 20、“思想实验”体现了意识活动的创造性 21、运动是物质的存在方式和根本属性 22、“寒路神麦正当时”说明一切事物都处在永恒的运动、变化和发展之中 23、物质决定意识，意识对物质具有反作用。这种反作用也就是意识的能动作用，即人特有的积极认识世界和改造世界的能力和活动。 24、运动是物质的根本属性，是物质的存在方式 25、运动是物质的存在方式和根本属性，物质是运动着的物质，脱离运动的物质是不存在的 26、柏格森所说的运动变化不是指任何具体的事物的运动变化，而只是纯粹的“动作”，是没有物质承担者的运动
Case 1 Girl-ness As a visiting professor in an American university, Zhang Hua was invited to give a lecture to a group of American students. He talked about university students in China. During the question-and-answer period after the lecture, one female s tudent asked a question that surprised Zhang Hua. “When you talked about female students, you referred to them as girls. Why?” “Because they are girls. That’s what they are called,” Zhang Hua tried to answer, but he knew he did not really understand the in tent of the question. “ I don’t quite understand your question, I’m afraid.” “In the States, we call ourselves ‘ women’ if we’re old enough to go to the university. Calling us ‘girls’ is insulting.” Do Chinese female college students prefer to be called women? Case 2 Many years ago, a Chinese man showed a photo of his wife to some American visitors. Out of courtesy, they all said,” She is very beautiful.” Also out of courtesy, the man replied with what he would have done in Chinese under the circumstance,” Where! Where!” Quite taken aback, nobody said anything for a moment, until the most ingenious one among the visitors, taking another look at the photo, said, “Oh, everywhere!” What did the Chinese intend to mean by replying with “ Where! Where!”? Case 1 Girl-ness As a visiting professor in an American university, Zhang Hua was invited to give a lecture to a group of American students. He talked about university students in China. During the question-and-answer period after the lecture, one female student asked a question that surprised Zhang Hua. “When you talked about female students, you referred
1. Culture: All the material and spiritual things created by man. 2. Communication: Transmission of information/feelings between a sender and a receiver. 3. Intercultural/Cross-cultural communication: Communication between people of any two different cultures between countries or within a country. 4. Intercultural communication: Usually communication between members of the same culture. 5. Intercultural (communicative) competence: Knowledge, attitudes and ability / skills required for intercultural communication. 6. Racial, ethnic, international communication: Communication between races, ethnic groups or nations. 7. Contact, encounter, interaction, exchange, dialog, negotiation, etc. Culture The total sum of material and spiritual wealth created by the mankind in the process of the social and historical development, especially literature, art, science, technology, architecture, education, traditions and customs, etc. Characteristics of culture: (1) Culture is learned: (2) Culture is dynamic and adaptive: (3) Culture is pervasive (传遍): (4) Culture is interrelated: Spring Festival (5) Culture is largely invisible: (6) Culture is ethnocentric:种族优越感 Cultural identity:One’s sense of belonging to a particular culture or ethnic group. intercultural identity：One’s sense of belonging to more than one particular culture or ethnic group in an intercultural situation. Types of intercultural identity /acculturation (1) Assimilation 融入型: Breaking away from one’s ethnic culture and trying to identify with the dominant culture; (2) Integration 融合型: Maintaining contact with the dominant culture while retaining the core values of one’s ethnic culture; (3) Separation 分离型: Adhering to one’s ethnic culture and shunning the dominant culture in the foreign environment; (4) Marginalization 边缘型: Alienated from and unidentified with either one’s ethnic culture or the dominant culture. Communication: Transmission of information between a sender and a receiver. Ingredients/process of communication: Source：The source is the person with an idea he or she desires to communicate. Encoding：Encoding is the process of putting an idea into a symbol. Message：The term message identifies the encoded thought. Encoding is the process, the verb; the message is the resulting object. Channel：The term channel is used technically to refer to the means by which the encoded message is transmitted. The channel or medium, then, may be print,