跨文化交际 unit 2

跨文化交际Unit 2

教学目标：Through this unit, Ss can get a general idea of the differences between Chinese people and the Western people to make some daily verbal communication. Ss can also know how to avoid making misunderstanding or dealing with the cultural puzzles under such situations.

教学内容：Unit 2 Daily Verbal Communication

教学重点与难点：The analysis and understanding of the differences between Chinese people and the Western people to make some daily verbal communication.

教学过程：

Step 1 Gua sha---A film directly dealing with cultural conflicts.

Qs for discussion: (Please try to be objective in discussion)

1. How well do you know about American freedom? What are the differences between American freedom and Chinese freedom?

2. “Gua sha”, a traditional Chinese medical treatment, was unrecognized by American culture. What do you think of it?

3. Can American understand the Chinese filial piety孝道and the Chinese slang “打是亲，骂是爱”？Why?

4. Why can’t the American understand the typical Chinese behavior: beating one’s child to show one’s respect or to give face to the other when the child did something wrong?

5. Are there any other examples of the case that are taken for granted or common sense in one country while are considered unacceptable or illegal in another? What do you think of them? Could you find a possible solution?

Cultural Differences:

(1)American Dream VS Chinese Dream

●House, car, a stable well-paid job.

● A well-known saying-----

“Where there is no vision, the people perish.

Where there is no vision, the America people will perish.”

(Cliton, at a presidential election campaign in 1995) Characteristics of American Dream:

● a kind of wish (Tomorrow will be better than today.)

●reality and action (e.g. gold rush)

●lack of artistic flavor (in Chinese’s eyes)

●part of American spirit

Chinese:

* Real, a dream forever

* Waiting for a prince or princess (白雪公主与白马王子), or waiting for being discovered or promoted. (孔明，姜子牙)

* a perfect dream, Utopia, related to hermitage travel赫米蒂奇旅行, leisure, Chinese painting, calligraphy 书法

* Characteristics: passive; idealistic, quite spiritual, perfect

Open question: What lead to these differences?

(2)American freedom VS Chinese freedom

?Alcoholic drinks (less than 21, forbidden)

?Cigarette smoking (less than 18, forbidden in cities)

?Children below 12 at home along (illegal)

?Job interview (not to be asked about such info as handicapped, birth place; marital status; age;

immigrant info, child info, crime records; etc.)

***Additional things: sexual harassment; gender discrimination; ethnic discrimination; moral evaluation; Chinese: good or bad, American: legal or illegal.

Open Qs: How about Chinese freedom?

What do you think of ruling country by law as well as by De? （依法治国，以德治国）

Step 2: Presentation of the text

Part 1: Form of Address

2.1 Naming names

(1) To make a comparison between a Chinese name and an English one.

E.g. Zhou Xingchi Andrew Lewis

surname (family name) given name given name surname (family name)

(2) For most English people, they have 3 names (Christian name + Given name + Surname) and the first of the given names is usually used by them.

E.g. Anthony John Ward

(4) Sources of some names

(5) Partents should be careful of giving names to their children:

Nichola Ann Green: This is a girl's name with the initials NAG, which unfortunately spell the word meaning to continually complain in an irritating wa y, e.g., '“My wife never stops complaining. She nags me morning, noon, and night.”

Fiona Alice Tanner: This is a girl's name with the initials FAT.

Michael Adam Davies: This is a boy's name with the initials MAD.

Peter Ewan Steven Thompson: This is a boy's name with the initials PEST.

Graham Adam Yiend: This is a boy's name with the initials GAY. This has a number of different meanings. In the past it was simply used to mean 'happy', so would not have been avoided.

Nowadays, however, it has acquired another meaning and is more frequently used to mean 'male homosexual'.

Part 2: Addressing (P.22-25)

Discussion:

?What are the most common forms of address for a man named “ Zhou Xingchi”?

?What are the common forms of address for a man named “Andrew Lewis”?

?What kind of mistakes may Chinese speakers make when addressing foreigners? Reasons? (To see the case on p.37:3)

Three-step approach:

分析方法：A “three-step approach” to case analysis is recommended in this course. You may follow the three steps below when analyzing cross-cultural cases.

Step 1: Normative-level analysis主要是进行背景分析，从书中理论着手

At this step, these questions need to be addressed: what cultural differences made the involved parties behave in this way? What normative cultural attributes caused the cross-cultural clash? Step 2: Behavioral-level analysis行为分析，从文化差异入手。

At this step, this question needs to be addressed: what behaviors of each party caused the clash?

首先，寻找案例中引起误解的关键词（表达形式）；其次，这种形式适用于自己的国家但未考虑对方的文化差异；再次，从对方文化角度分析对这种形式的理解；最后，双方均未考虑文化差异引起的误会。

Step 3: Giving behavioral-level suggestions避免问题，给出建议

At this step, these questions need to be addressed: what should have been done by each party to avoid the clash? What might be done by each party to save the situation?

Please refer to the “marking criteria” f ile for sample case analysis!

分析中特别注意：需要分析案例中双方的文化特点、差异及行为表象，不能只分析其中一方。在三个步骤中均要对双方进行分析，缺一不可。

Acase analysis sample

Situation:

Li Hong is a new teacher in a middle school. One day, one of her Chinese colleague Yang Zhen introduces her to their middle-aged foreign teacher Maggy.

Yang: Li Hong, this is Maggy, our English teacher from America. And Maggy, this is Li Hong, our new colleague.

Li and Maggy: How do you do?

Maggy: Your sweater is so smart.

Li: Oh, it is only an old one, I bought it last year.

Maggy: You are so young and smart, I am sure you are a good teacher.

Li: No, no. I am just a newcomer, I should learn from you old teachers.

Maggy looks surprised and thinks,” Am I really so old?"

Key answer:

Step 1 Normative-level analysis (从文化特征的角度来分析):

Li Hong comes from a collectivist culture which emphasizes deference paid to people older than self and modesty displayed on the part of the young. Maggy comes from an individualistic culture which values assertiveness and free expression of feelings.

Step 2 Behavioral-level analysis (从行为的角度来分析):

As a young and new teacher, Li Hong showed her respect to Maggy with a formal greeting. When Maggy complimented Li on her sweater and herself, Li reacted in a typical Chinese way by overusing modesty in front of a teacher older than her. She displayed her humbleness by saying that her sweater was an old one and she should learn from Maggy, an old teacher. Li’s responses are perfect between Chinese people but terrible in cross-cultural situations like this. She did not realize that her expression of respect could be translated into offence since individualistic cultures do not associate as much deference with age as collectivistic cultures do. Therefore, Maggy, coming from an individualistic culture, was surprised when Li called her “old teacher”. Maggy did not understand that the word “old” here meant as a compliment, meaning that she had richer teaching experience. Both Li Hong and Maggy communicated only from their cultural perspectives and thus caused miscommunication.

Step 3 Giving behavioral-level suggestions (在行为层面给出建议):

To avoid miscommunication, Li Hong and Maggy should learn more about each other’s culture and adjust their behaviors accordingly. When Maggy complimented Li on her sweater and herself, Li could simpl y reply “thank you”. She could use her non-verbal language to show her respect to Maggy, for instance, with a smile, a handshake, etc. As to Maggy, she could use fewer complimentary words or more objective questions to reduce Li’s nervousness. She should a lso understand that one of the key values in collectivism is deference paid to experience and old age.

Case analysis: Addressing member of the family

Tang Jun is an exchange student from China at King’s Secondary School of Bristol. He was invited by one of his classmates, John Mill, to dinner at his house. Tang Jun arrived there on time and was shown around by John. When they were enjoying the view in the garden, John’s uncle, Jerry, also visited them. John took this opportunity to introduce his classmate to his uncle, “Jerry, this is Jun, my Chinese classmate.” Tang Jun was very surprised and thought John was not polite to his uncle.

**( Sister or Brother in English p.24)

Part 2 Greeting

To make a comparison of the greeting in English and in Chinese.

To analyze the misunderstanding that might occur during cross-cultural communication.

(Case 2 p.17)

To have a look at the Cultural Puzzles and People Watching on p.38

Part 3: Initiating Conversation and Conversation Topic

Privacy (p.26):

?How different are Chinese people and English people considering about privacy? Any examples?

?What are the topics that are acceptable to both Western and Chinese?

Money(p.27)----- “How much do you earn?” (Case 6 p.21)

Health(p.28)----- “Drink plenty of water.”“Put on more clothes.”

Family-----“Are you married?”“I’m so sorry.”

Visiting---- p.29

?Arranging the time;

?Be careful of the language to be used----Common mistakes (analysis)

?Suitable expressions.

?Advance notice

?Offer of taking off the coat

?Offer a cup of tea or coffee ( Case 1&3)

?Offer food not at the meal time

?Amount of the food for a meal misunderstandings occur

?Hospitality and modesty ( Case 4)

?Unwanted food

Parting (p.31)

What are the differences in parting between Chinese and English cultures?

Step 3: A brief overview of the Unit 2

To finish the exercise A & C on p.32

To have a look at the case 5 (for relaxation)

V ocabulary of Unit 2:

privacy; attendant; formulaic; affable; contrived; preliminary; slight; indulge;

Homework:

1)To make a review of unit 2

2)To make a preview of unit 3

3)Paper work: To use the three-step approach to analyze the case on p.36

4)Oral work: To make a comment on the cultural differences in The Joy Luck Club