跨文化交际教案2010.3
跨文化交际教案（5篇范文）
跨文化交际教案（5篇范文）第一篇：跨文化交际教案黑龙江大学文学院对外汉语专业必修课程《跨文化交际》主讲人：殷树林电子信箱：*****************第一章文化与交际一、文化“文化”是跨文化交际学中的核心因素之一，有必要界定它的概念。
文化的定义是中外学者们争论不休而又见仁见智的问题。
“横看成岭侧成峰，远近高低各不同”。
从1871年文化人类学的创始人英国学者泰勒（E.B.Tylor）提出文化的定义以来，学者们从不同的学科角度出发给文化下定义，至今有150多种之多。
尽管这是个令人头疼的问题，但是作为本学科的基础研究对象之一，我们又必须面对它。
（一）文化的概念1、文化一词的来源。
在我国古籍中，“文”既指文字、文章、文采，又指礼乐制度、法律条文等；“化”是“教化”的意思。
汉代刘向在《说苑》中说：“凡武之兴，为不服也，文化不改，然后加诛”。
“文化”与“武功”相对，含教化的意思。
在西方，“文化”一次来源于拉丁文cultura，在英文中为culture，原义是指农耕以及对植物的培育，从15世纪以来，逐渐引申为对人的品德和能力的培养。
在近代，日本人把英文的culture翻译成文化，我们又借用了日本人的译法。
（经济，编辑，逻辑，主义等等）文化一词的中西两个来源，殊途同归，今人都用来指人类社会的精神现象，或泛指人类所创造的一切物质产品和非物质产品的总和。
2、文化概念的界定。
文化是社会学和人类学的一个基本概念。
中国学者对文化的界定为：广义的文化是指人类创造的一切物质产品和精神产品的总和；狭义的文化专指包括语言、文学、艺术以及一切意识形态在内的精神产品。
西方学者对文化的各种界定中，美国文化人类学家克罗伯和克鲁克洪在1952年发表的《文化：一个概念定义的考评》中提出的定义为多数人所接受。
他们在分析了100多种文化定义后，把文化定义为：文化存在于各种内隐和外显的模式之中，借助于符号的运用得以学习和传播，并构成人类群体的特殊成就，这些成就包括他们制造物品的各种具体式样，文化的基本要素是传统（通过历史衍生和由选择得到的）思想观念和价值，其中尤以价值观最为重要。
跨文化交际教案
《跨文化交际》教案第一章跨文化交际与跨文化交际学教学目的：通过本章的学习，认识跨文化交际领域的一些重要概念。
并对相似概念进行辨析。
使学生对本课程的内容有个大概的了解。
教学内容：影响普通交际的因素；文化的定义与范畴；跨文化交际的特征及其复杂性；跨文化交际的性质与研究内容；跨文化交际研究的意义；跨文化交际的历史与现状；跨文化交际研究的方法与步骤。
重点：文化的定义与范畴；跨文化交际的特征及其复杂性；跨文化交际研究的方法与步骤。
难点：跨文化交际研究的方法与步骤。
教学进程组织与设计：多媒体教学、讲授、讨论一、文化依附指的是交际双方代表或体现何种文化，一般分为三种：案例分析（本族文化依附）二、跨文化交际学（一）跨文化交际学的定义、性质及研究内容（二）跨文化交际学的产生及其在中国的发展三、跨文化言语交际分析四、跨文化非言语交际第二章跨文化交际之外事礼仪教学目的(教学目标)：通过本章的学习，了解在跨文化交际中的外事礼仪，为学生将来从事外事工作、中外文化交流、对外汉语教学等工作打下基础。
教学内容：跨文化交际的各类礼仪礼节。
教学重点、难点：跨文化交际之外事礼仪禁忌。
教学进程组织与设计：多媒体、教学录像、讲授、学生讨论一、授礼礼节1、何时送礼2、送什么礼物3、接受礼品二、演说三、告别礼节四、访问礼节四、馈赠礼品五、外事人员的个人礼仪第三章跨文化言语交际分析教学目的：通过本章的学习，了解言语交际的概念及重要性，并从微观处巡视中国文化与英美文化的不同。
教学内容：称呼、介绍、闲聊、问侯、致谢、道歉等。
重点与难点：中西跨文化言语交际中的不同。
教学进程组织与设计：多媒体教学、讲授、讨论一、“先生”的烦恼二、有序与无序——说介绍三、让“球”滚动的艺术——说闲聊四、“问我好，我受不了”——说问候五、千恩万谢为哪般——说致谢六、“对不起”不等于没道理——说道歉七、“每天至少称赞三个人”——说恭维八、私人领地不容侵犯——说禁忌九、不要拐弯抹角“打游击”——说请求十、“不要教训你老奶奶”——说关心十一、吃喝中的“卫生”习惯——说十二、“千里送鹅毛，不讲价多少”第四章非语言交际教学目的(教学目标)：了解非语言交际在跨文化交际中的重要地位与作用。
备课教案第一章跨文化交际
备课教案第一章跨文化交际一、引言跨文化交际是指不同文化下的个体之间进行沟通和交流的过程。
在全球化的下，跨文化交际的重要性越来越被人们所重视。
在教育领域，培养学生的跨文化交际能力已成为一项重要任务。
本教案的第一章将介绍跨文化交际的概念、原则和意义，并提供一些教学方法和策略。
二、跨文化交际的概念跨文化交际是指在不同文化下，个体之间进行交流和互动的过程。
跨文化交际涉及到语言、文化、社会习俗和价值观等方面的差异。
在跨文化交际中，个体需要理解和尊重对方的文化差异，同时要注意自己在交际中所表现出来的行为和态度。
三、跨文化交际的原则1.尊重差异：在跨文化交际中，应该尊重对方的文化差异，包括语言、礼仪、思维方式等方面的差异。
不应该对对方的文化进行歧视或偏见。
2.适应变化：在跨文化交际中，个体需要适应不同的文化环境和情境。
需要灵活地调整自己的行为和态度，以便更好地与对方进行交流。
3.建立共同语言：虽然语言可能是跨文化交际中的一个障碍，但个体可以通过学习对方的语言，或者使用一种中性的语言来建立共同的语言，从而更好地进行交流。
4.接纳多样性：在跨文化交际中，个体需要接纳不同的文化观念和价值观。
要意识到每个文化都有其独特的优点和特点，不应该将自己的文化观念强加于他人。
四、跨文化交际的意义跨文化交际具有重要的意义，它可以促进不同文化之间的交流和理解，有助于消除文化冲突和误解。
在教育领域，培养学生的跨文化交际能力可以帮助他们更好地适应多元文化的社会，并且能够为未来的国际交流和合作提供基础。
五、跨文化交际的教学方法和策略1.多元文化教育：在教学中注重引入多元文化的内容和案例，让学生了解不同文化的差异和特点。
2.语言对比学习：通过对比不同文化下的语言差异，帮助学生理解文化之间的差异，从而更好地进行跨文化交际。
3.资源共享：鼓励学生分享自己的文化和经验，这样可以促进学生之间的互相了解和交流。
4.情景模拟：通过模拟真实的跨文化交际情景，让学生在实践中学习如何应对文化差异和问题。
跨文化交际口语初中教案
跨文化交际口语初中教案课程目标：1. 学生能够理解跨文化交际的重要性。
2. 学生能够识别和尊重不同文化的差异。
3. 学生能够运用基本的跨文化交际技巧进行口语交流。
教学内容：1. 跨文化交际的概念和重要性2. 不同文化的差异3. 跨文化交际技巧教学过程：一、导入（5分钟）1. 教师通过提问方式引导学生思考跨文化交际的重要性，例如：“你们有没有遇到过在与外国人交流时遇到困难的情况？”，“你们认为跨文化交际对于我们的生活有什么影响？”2. 学生分享自己的经历和看法。
二、讲解跨文化交际的概念和重要性（10分钟）1. 教师简要介绍跨文化交际的定义，即不同文化背景的人们之间的交流和互动。
2. 强调跨文化交际在当今全球化时代的重要性，例如：促进国际合作、增进相互理解、避免误解和冲突等。
三、分析不同文化的差异（15分钟）1. 教师介绍一些不同文化的差异，例如：交流方式、礼仪习惯、表达方式等。
2. 学生通过小组讨论，分享自己了解到的其他文化差异。
四、学习跨文化交际技巧（20分钟）1. 教师介绍一些基本的跨文化交际技巧，例如：倾听、尊重、提问、适应等。
2. 学生通过角色扮演等方式，练习这些交际技巧。
五、小组讨论和分享（15分钟）1. 学生分成小组，讨论在跨文化交际中遇到的困难和挑战。
2. 每个小组选择一个代表进行分享，其他小组成员可以提出建议和解决方案。
六、总结和反思（5分钟）1. 教师引导学生总结本节课学到的内容，例如：跨文化交际的概念、文化差异、交际技巧等。
2. 学生分享自己的学习心得和体会。
教学评价：1. 观察学生在角色扮演等实践活动中的表现，评估他们的跨文化交际能力。
2. 收集学生的讨论发言，评估他们的理解和应用能力。
教学资源：1. 跨文化交际相关的阅读材料和视频资源。
2. 录音机或音响设备，用于播放角色扮演的录音。
教学建议：1. 在教学过程中，教师应该注重培养学生的跨文化意识，提醒他们尊重和理解不同文化的差异。
跨文化交际导入课教案
跨文化交际导入课教案一、教学目标。
1. 了解跨文化交际的概念和重要性；2. 掌握跨文化交际的基本原则和技巧；3. 培养学生的跨文化交际能力和跨文化意识。
二、教学重点和难点。
1. 跨文化交际的基本原则和技巧；2. 如何培养学生的跨文化交际能力。
三、教学内容。
1. 什么是跨文化交际。
跨文化交际是指在不同文化背景下进行交际和沟通的过程。
在全球化的今天，跨文化交际已经成为一个重要的能力。
了解不同文化的习俗、价值观和沟通方式，可以帮助我们更好地进行跨文化交际。
2. 跨文化交际的重要性。
跨文化交际的重要性不言而喻。
在国际商务、跨国合作、国际交流等方面，跨文化交际能力是至关重要的。
只有了解并尊重对方的文化，才能更好地进行沟通和合作。
3. 跨文化交际的基本原则和技巧。
（1）尊重对方的文化。
在跨文化交际中，尊重对方的文化是非常重要的。
我们要学会接受和尊重不同文化的差异，避免因为文化差异而产生误解和冲突。
（2）学会倾听。
在跨文化交际中，倾听是非常重要的。
我们要学会倾听对方的意见和看法，尊重对方的观点，避免以自己的文化标准来评判他人。
（3）学会观察。
观察对方的肢体语言、表情和言辞，可以帮助我们更好地理解对方的意思。
在跨文化交际中，观察是非常重要的技巧。
（4）学会沟通。
良好的沟通是跨文化交际的关键。
我们要学会清晰地表达自己的意思，避免使用一些可能会引起误解的词语和表达方式。
4. 培养学生的跨文化交际能力。
（1）开展跨文化交际活动。
可以通过角色扮演、情景模拟等方式，让学生在跨文化交际的情境中进行练习，提高他们的跨文化交际能力。
（2）引导学生进行跨文化研究。
可以让学生选择一个国家或地区的文化进行研究，了解该地区的习俗、传统和价值观，培养他们的跨文化意识。
（3）鼓励学生参与国际交流。
可以组织学生参加国际交流活动，让他们有机会与来自不同国家和地区的人进行交流，提高他们的跨文化交际能力。
五、教学过程。
1. 导入。
通过展示一些跨文化交际中的误解和冲突案例，引导学生思考跨文化交际的重要性，并激发他们学习的兴趣。
跨文化交际概论教案
跨文化交际概论教案教案标题：跨文化交际概论教案教学目标：1. 了解跨文化交际的概念和重要性。
2. 掌握跨文化交际的基本概念和原则。
3. 培养学生的跨文化交际能力，包括跨文化意识、跨文化知识、跨文化能力和跨文化沟通技巧。
4. 培养学生的团队合作和解决问题的能力。
教学内容：1. 跨文化交际的定义和重要性。
2. 跨文化交际的基本概念和原则。
3. 跨文化意识的培养。
4. 跨文化知识的学习。
5. 跨文化能力的培养。
6. 跨文化沟通技巧的训练。
教学方法：1. 课堂讲授：通过教师的讲解，介绍跨文化交际的概念、重要性以及相关的基本概念和原则。
2. 小组讨论：学生分组进行讨论，分享自己的跨文化经验和观察，并从中总结出跨文化交际的重要因素和挑战。
3. 角色扮演：学生分组进行跨文化场景的角色扮演，锻炼跨文化沟通技巧和解决问题的能力。
4. 案例分析：通过分析真实的跨文化案例，让学生理解跨文化交际中可能出现的问题，并提出解决方案。
5. 多媒体展示：使用多媒体资料，展示不同文化之间的差异和交流方式，帮助学生更好地理解和认知跨文化交际。
教学资源：1. 教科书：选择一本关于跨文化交际的教材，作为教学指导。
2. 多媒体资料：准备一些关于不同文化之间交流的视频和图片，用于课堂展示。
3. 案例材料：收集一些真实的跨文化案例，用于学生分析和讨论。
评估方法：1. 学生小组讨论的成果：评估学生在小组讨论中的参与度和贡献度。
2. 角色扮演表现：评估学生在角色扮演中展示的跨文化沟通技巧和解决问题的能力。
3. 案例分析报告：评估学生对跨文化案例的分析能力和解决问题的能力。
4. 期末考试：设计一份包括选择题、填空题和简答题的考试，测试学生对跨文化交际概论的理解和掌握程度。
教学进度安排：本教案建议将跨文化交际概论课程分为10个教学小时进行教学，具体进度安排如下：- 第一课时：引入跨文化交际概念和重要性（课堂讲授）- 第二课时：跨文化交际的基本概念和原则（课堂讲授）- 第三课时：跨文化意识的培养（小组讨论）- 第四课时：跨文化知识的学习（课堂讲授+多媒体展示）- 第五课时：跨文化能力的培养（角色扮演）- 第六课时：跨文化沟通技巧的训练（课堂讲授+案例分析）- 第七课时：复习和总结（课堂讲授）- 第八课时：学生小组讨论和准备案例分析报告- 第九课时：学生案例分析报告展示和讨论- 第十课时：期末考试以上是一个基本的教案框架，具体的教学内容和方法可以根据教师的实际情况和学生的需求进行调整和补充。
跨文化交际教案
跨文化交际教案一、教学目标1.了解跨文化交际的概念和重要性；2.掌握跨文化交际的基本技巧；3.培养跨文化交际的意识和能力；4.提高学生的跨文化交际能力。
二、教学内容1.跨文化交际的概念和重要性；2.跨文化交际的基本技巧；3.跨文化交际的意识和能力。
三、教学方法1.讲授法：通过讲解跨文化交际的概念和重要性，以及基本技巧，让学生了解跨文化交际的基本知识；2.案例分析法：通过分析跨文化交际中的案例，让学生了解跨文化交际的实际应用；3.角色扮演法：通过角色扮演的方式，让学生在模拟跨文化交际的情境中，提高跨文化交际的能力。
四、教学过程第一节：跨文化交际的概念和重要性1.讲解跨文化交际的概念和重要性；2.分析跨文化交际中可能出现的问题；3.引导学生思考如何解决跨文化交际中的问题。
第二节：跨文化交际的基本技巧1.讲解跨文化交际的基本技巧，如礼仪、语言、文化差异等；2.分析跨文化交际中可能出现的问题，并提供解决方案；3.引导学生在实际情境中应用跨文化交际的基本技巧。
第三节：跨文化交际的意识和能力1.讲解跨文化交际的意识和能力的重要性；2.分析跨文化交际中可能出现的问题，并提供解决方案；3.通过角色扮演的方式，让学生在模拟跨文化交际的情境中，提高跨文化交际的能力。
五、教学评价1.通过课堂讨论、作业和考试等方式，对学生的跨文化交际能力进行评价；2.鼓励学生参加跨文化交际活动，提高跨文化交际的实践能力；3.不断调整教学方法和内容，提高教学效果。
六、教学资源1.课本：《跨文化交际》；2.视频：《跨文化交际实例分析》；3.网络资源：跨文化交际相关网站。
七、教学反思1.教学目标：本教案的教学目标比较明确，但需要更加具体和可操作性；2.教学内容：本教案的教学内容比较全面，但需要更加系统和有机结合；3.教学方法：本教案的教学方法比较多样，但需要更加灵活和创新；4.教学评价：本教案的教学评价比较全面，但需要更加科学和客观；5.教学资源：本教案的教学资源比较丰富，但需要更加精选和实用；6.教学反思：本教案的教学反思比较重要，需要不断总结和改进。
跨文化交际 导学课教案
2010年跨文化交际教案Unit 1: Language and Culture in Communication1.Basics of cross-cultural communication1) Definition: When you and a foreigner talk with each other, you two are engagedin cross-cultural communication.2) What may effect cross-cultural communication?Cross-cultural communication, or intercultural communication, is communication among people from different cultures. In cross-cultural communication, one should keep in mind some basic elements that effect the communication:1) The Ways that people observe things（人们观察事物的方法）2) Verbal language3) Non-verbal language2.Types of communicationHuman communication, animal communication, human-animal communication, human-machine communication, machine-to-machine communication.补充：Four Types of CommunicationCommunication is exchanging information in the form of messages, symbols, thoughts, signs and opinions. There are many different types of communication, depending on the medium used for communication or the way in which information is exchanged. Let us discuss the basic four types of communication. Communication of information, messages, opinions, speech and thoughts can be done via different forms of modern communication media, like, e-mail, telephone and mobile. Some of the basic ways of communication are by speaking, singing, sign language, body language, touch and eye contact. These basic ways of communication are used to transfer information from one entity to other. There are many different types of communication but they can be classified into four basic types of communication. These four types of communication are as follows:Verbal CommunicationVerbal communication includes sounds, words, language and speaking. Language is said to have originated from sounds and gestures. There are many languages spoken in the world. The bases of language formation are: gender, class, profession, geographical area, age group and other social elements. Speaking is an effective way of communicating and is again classified into two types viz. interpersonal communication and public speaking.Good verbal communication is an inseparable part of business communication. In a business, you come across people from various ages, cultures and races. Fluent verbal communication is essential to deal with people in business meetings. Also, in business communication self-confidence plays a vital role which when clubbed with fluent communication skills can lead to success.Public speaking is another verbal communication in which you have to address a group of people. Preparing for an effective speech before you start is important. In public speaking, the speech must be prepared according to the type of audience you are going to face. The content of your your speech should be authentic and you must have enough information on the topic you have chosen for public speaking. All the main points in your speech must be highlighted and these points should be delivered in the correct order. There are many public speaking techniques and these techniques must be practiced for an effective speech.Non-Verbal CommunicationNon-verbal communication involves physical ways of communication, like, tone of the voice, touch, smell and body motion. Creative and aesthetic non-verbal communication includes singing, music, dancing and sculpturing. Symbols and sign language are also included in non-verbal communication. Body language is a non-verbal way of communication. Body posture and physical contact convey a lot of information. Body posture matters a lot when you are communicating verbally to someone. Folded arms and crossed legs are some of the signals conveyed by a body posture. Physical contact, like, shaking hands, pushing, patting and touching expresses the feeling of intimacy. Facial expressions, gestures and eye contact are all different ways of communication. Reading facial expressions can help you know a person better.Written CommunicationWritten communication is writing the words which you want to communicate. Good written communication is essential for business purposes. Written communication is practiced in many different languages. E-mails, reports, articles and memos are some of the ways of using written communication in business. The written communication can be edited and amended many times before it is communicated to the second party to whom the communication is intended. This is one of the main advantages of using writing as the major means of communication in business activity. Written communication is used not only in business but also for informal communication purposes. Mobile SMS is an example of informal written communication.Visual communicationThe last type of communication out of the four types of communication, is the visual communication. Visual communication is visual display of information, like, topography, photography, signs, symbols and designs. Television and video clips are the electronic form of visual communication.These are the four types of communication. The different types of communication media are increasing day by day to ensure clarity and eliminate the ambiguity in communication.3. Models of communicationTheoretically, the model of communication is always described in the following4.Meaning in communicationUtterance meaning; speaker’s meaning; hearer’s meaning.补充材料：Have you ever talked to someone they felt insulted without you actually wanting to insult them? Or maybe a friend told you later that you came over as being arrogant? And next you would say: ”I didn’t mean to…what I meant was…”. Well, when that happe ns, our normal reaction is to mark this down as “mis-communication”, yet we don’t really learn from this, because we don’t think there is anything to learn. Well, there is, and something quite substantial as well!When I started reading books about communication, I would always stumble across different nuggets of truth that put so many things in perspective. Things I could never really explain, yet that made much more sense to me once I “knew”. One of the paradigms of communication is that the meaning of your communication is the outcome you get. It does not matter what you intended, but how the other person understood it! So when you piss someone off without wanting to, it is in fact your fault, and what you now know is how to piss that person off. The great thing is that you can now experiment how to talk to that same person differently.No one but you is responsible for your communication, and for the states you elicit in the people you talk to. Once you realize that, once you acknowledge the full impact of this, talking to anyone becomes a whole different ball game. Maybe you are a team leader, a manager, a parent, or anyone else having to talk to people and get something from them, and every time you talk to them, you can learn something from theirresponses to you. You can learn what this person reacts to and how you can use that reaction to gauge the way you speak.Of course, this is just an idea, and as such you might accept it or not. Yet, if you do decide to take responsibility for your communication, suddenly opportunities for change will open up right in front of you, and the sentence:”But I didn’t mean to…” is banished from your life!5.Effective Cross-cultural communication补充材料：Collaborative Efforts a Must!"We didn't all come over on the same ship, but we're all in the same boat."- Bernard Baruch, American financier and statesman It's no secret that today's workplace is rapidly becoming vast, as the business environment expands to include various geographic locations and span numerous cultures. What can be difficult, however, is understanding how to communicate effectively with individuals who speak another language or who rely on different means to reach a common goal..Understanding Cultural DiversityGiven different cultural contexts, this brings new communication challenges to the workplace. Even when employees located in different locations or offices speak the same language (for instance, correspondences between English-speakers in the U.S. and English-speakers in the UK), there are some cultural differences that should be considered in an effort to optimize communications between the two parties.In such cases, an effective communication strategy begins with the understanding that the sender of the message and the receiver of the message are from different cultures and backgrounds. Of course, this introduces a certain amount of uncertainty, making communications even more complex.Without getting into cultures and sub-cultures, it is perhaps most important for people to realize that a basic understanding of cultural diversity is the key to effectivecross-cultural communications. Without necessarily studying individual cultures and languages in detail, we must all learn how to better communicate with individuals and groups whose first language, or language of choice, does not match our own.Developing Awareness of Individual CulturesHowever, some learning the basics about culture and at least something about the language of communication in different countries is important. This is necessary even for the basic level of understanding required to engage in appropriate greetings and physical contact, which can be a tricky area inter-culturally. For instance, kissing a business associate is not considered an appropriate business practice in the U.S., but in Paris, one peck on each cheek is an acceptable greeting. And, the handshake that is widely accepted in the U.S. is not recognized in all other cultures.While many companies now offer training in the different cultures where the company conducts business, it is important that employees communicating across cultures practice patience and work to increase their knowledge and understanding of these cultures. This requires the ability to see that a person's own behaviors and reactions are oftentimes culturally driven and that while they may not match are own, they are culturally appropriate.If a leader or manager of a team that is working across cultures or incorporates individuals who speak different languages, practice different religions, or are members of a society that requires a new understanding, he or she needs to work to convey this.Consider any special needs the individuals on your team may have. For instance, they may observe different holidays, or even have different hours of operation. Be mindful of time zone differences and work to keep everyone involved aware and respectful of such differences.Generally speaking, patience, courtesy and a bit of curiosity go a long way. And, if you are unsure of any differences that may exist, simply ask team members. Again, this may best be done in a one-on-one setting so that no one feels "put on the spot" or self-conscious, perhaps even embarrassed, about discussing their own needs or differences or needs.Demand ToleranceNext, cultivate and demand understanding and tolerance. In doing this, a little education will usually do the trick. Explain to team members that the part of the team that works out of the Australia office, for example, will be working in a different time zone, so electronic communications and/or return phone calls will experience a delay. And, members of the India office will also observe different holidays (such as Mahatma Gandhi's Birthday, observed on Oct. 2).Most people will appreciate the information and will work hard to understand different needs and different means used to reach common goals. However, when thisis not the case, lead by example and make it clear that you expect to be followed down a path of open-mindedness, acceptance and tolerance.Tip:Tolerance is essential, however you need to maintain standards of acceptable behavior. The following "rules of thumb" seem universal:∙Team members should contribute to and not hinder the team's mission or harm the delivery to the team's customer.∙Team members should not damage the cohesion of the team or prevent it from becoming more effective.∙Team members should not unnecessarily harm the interests of other team members.Other factors (such as national law) are obviously important.When dealing with people in a different culture, courtesy and goodwill can also go a long way in ensuring successful communication. Again, this should be insisted on.If your starting point in solving problems is to assume that communication has failed, you'll find that many problems are quickly resolved.Keep It SimpleWhen you communicate, keep in mind that even though English is considered the international language of business, it is a mistake to assume that every businessperson speaks good English. In fact, only about half of the 800 million people who speak English learned it as a first language. And, those who speak it as a second language are often more limited than native speakers.When you communicate cross-culturally, make particular efforts to keeping your communication clear, simple and unambiguous.And (sadly) avoid humor until you know that the person you're communicating with "gets it" and isn't offended by it. Humor is notoriously culture-specific: Many things that pass for humor in one culture can be seen as grossly offensive in another.6.Social InteractionAll human communication takes place in social situation.Unit 2 Culture ShockWhen teachers ask "How can I learn about culture X?", all too often teachers are discouraged to learn that there is no comprehensive book (or list) available on culture X. The lack of reading matter on various cultures is, in some ways, a blessing, since knowledge of other cultures is better acquired by experience than by study. Thus, teachers should plan to experience cultures different from their own, particularly the cultures represented in their schools and classrooms. To be valid, these experiences should incorporate a few basic principles and discovery techniques.1.Hospitality2.Politeness3.Privacy & Independence4.Value: Individualism CollectivismIn certain societies, individual is not valued very much and an individual’s value is decided by his position in the group belongs to. This cultural trait is acknowledged as Collectivism. Most nations in the Eastern Asia and the South-Eastern Asia are of collectivist cultures, while some societies value individual very highly regardless of his/her position and his/her virtue. This culture is labeled as Individualism. A lot of Western nations are of individualist culture.5.Taboo subjectsHow old are you?What is your salary?What rent do you pay?How big is your flat?Are you Christian?Are you married?补充材料：Culture Shock & Study AbroadWhen you go abroad you’re going to experience new cultures, people, food, music and probably a new language. All of the newness combined with the lack of things and people that you are familiar with might cause you to have some anxiety. This type of anxiety is called cultural shock. Expect to experience some degree of cultural shock.Cultural shock can be put into four stages. Once you become familiar with the stages you will be better able to combat it.∙Honeymoon Stage∙Frustration Stage∙Understanding Stage∙Acclimation StageHoneymoon StageThink of the first stage of cultural shock as the honeymoon stage. This occurs in the first few days of you arriving in your host country.Symptoms of honey moon stage:∙Excitement and euphoria∙General anticipation of everything that you are about to experience∙Everything and everyone you encounter is new and many times exciting∙Y ou’ll probably be eager to learn the language spoken in your host country During the honeymoon stage you will be poised to take on the challenges of living broad.Frustration StageAfter the honeymoon stage your initial excitement may wane. You also may start to feel frustration; this is the onset of the frustration stage. Frustration can occur for various reasons.Symptoms of the frustration stage:∙Some of your initial excitement dissipates∙Feelings of anxiety, anger and homesickness creep in∙You might reject your new environment and begin to have a lack of interest in your new surroundings∙You’ll become frustrated with trying to speak a foreign languageHow to handle the frustration stage∙Don’t blame the host country or its people for your feelings. Your a nxiety and frustration happens to millions of people who study, work or travel abroad.∙Remember, you’re in a new environment and getting accustomed takes time.How you handle this frustration that determines how you to grow from yourexperience abroad.∙D on’t be negative; you’ll only prolong the feelings of frustration.∙Stay positive. Think about the experience you’re having living abroad and learning about new people, food, and culture.∙Try keeping a journal chronicling your experiences.Understanding StageThe understanding stage arrives when you develop a more balanced view of your experience abroad.Characteristics of the understanding stage∙You become more familiar with the culture, people, food and language of your host country∙You will have made friends∙You become less homesick∙You’ll be more comfortable with speaking and listening to the language spoken in your host country∙You become more comfortable and relaxed in your new environment∙You better handle the situations you previously found frustrating Acclimation StageDuring the acclimation stage you will begin to feel like you really belong in your new environment.Characteristics of the acclimation stage∙You’ll be able to compare the good and bad of your host country with the good and bad of your home country∙You feel less like a foreigner and more like your host country is your second home∙You laugh about things that frustrated you at earlier stages of cultural shock Once you reach the acclimation, you’ll have the satisfaction of knowing that yo u can live successfully in two cultures; this is a huge milestoneUnit 3 W hat’s in a name?English Surnames - Meanings & OriginsWhat Does Your English Last Name Mean?By Kimberly Powell, GuideEnglish surnames** as we know them today -- family names passed down intact from father to son to grandson -- began in England as early as the eleventh century. Such hereditary names were not universally prevalent and settled, however, prior to the eraof the Reformation in sixteenth century England. It is conjectured that the introduction of parish registers in 1538 was a great influence in this, as a person entered under one surname at baptism would not be likely to be married under another name, and buried under a third. Some areas of England came later to the use of surnames, however. It was not until the late seventeenth century that many families in Yorkshire and Halifax took permanent surnames.Origins of English Last NamesSurnames in England generally developed from four major sources:∙Patronymic & Matronymic Surnames - These are surnames derived from baptismal or Christian names to indicate family relationship or descent. Somebaptismal or given names have become surnames without any change in form.Others added an ending. son may have formed his surname by adding -s (more common in the South and West of England) or -son (preferred in the northern half of England) to his father's name. The latter -son suffix was also sometimes added to the mother's name. English surnames ending in -ing (from the British engi, "to bring forth," and -kin generally indicate a patronymic or family name as well.∙Occupational Surnames - Many English surnames developed from a person's job or trade. Three common English surnames -- Smith, Wright and Taylor -- are excellent examples of this. A name ending in -man or -er usually implies such a trade name, as in Chapman (shopkeeper), Barker (tanner) and Fiddler. On occasiona rare occupational name can provide a clue to the family's origin. For example,Dymond (dairymen) are commonly from Devon and Arkwright (maker of arks or chests) are generally from Lancashire.∙Descriptive Surnames - Based on a unique quality or physical feature of the individual, these surnames often developed from nicknames or pet names. Most refer to an individual's appearance - color, complexion, or physical shape - such as Armstrong. A descriptive surname may also refer to an individual's personal or moral characteristics, such as Goodchild, Puttock (greedy) or Wise.∙Geographical or Local Surnames - These are names derived from the location of the homestead from which the first bearer and his family lived, and are generally the most common origin of English surnames. They were first introduced into England by the Normans, many of whom were known by the name of their personal estate. Thus, many English surnames derive from the name of an actual town, county, or estate. County names in Great Britain, such as Cheshire, Kent and Devon have been commonly adopted as surnames. A second class of localsurnames derived from cities and towns, such as Hertford, Carlisle and Oxford.Other local surnames derive from descriptive landscape features such as hills,woods, and streams which describe the original bearer's residence. This is theorigin of surnames such as Sykes (marshy stream), Bush and Attwood (near awood). Surnames which begin with the prefix At- can especially be attributed as a name with local origins. By- was also sometimes used as a prefix for local names.ponents of nameGiven names SurnameChristian names Family nameFirst names Last name2.Short forms & InitialBe careful about the combination of the initial letters of the names.3.Origin of Chinese and English namePlace identity Normal, Moor, Hall, WoodOccupation Cook, Forester, Chandler, TaylorFamily relationship Robertson, DonaldsonEthnic identity MacDonaldPersonal Characteristic Long, Little, Moody4.Kin TermBritishThey address them with the title of Uncle or Aunt plus their first name.ChineseThey address them with the title only and the titles can tell whether they are from their father or mother’s side and whether they are older or younger than their father or mother.5.Linguistic theory to analyzeNumber of syllables of first namesNumber of syllables of pet namesPercentage of names with stress on a syllable other than the firstSound of the stressed syllablesLast soundSpeed at which fashion changes\Impressions conveyedUnit 4 Social Interaction1.Inviting2.Footing the Bill3.Gifts4.Showing hospitality in different wayspliment6.Disagreeing Agreeably10 Tips for Improving Social Interaction"Social interaction is a two way street. Make sure you are driving on the right side." - Bryce's LawBy Tim BryceINTRODUCTIONIn past articles I have described the problems our younger workers are having with interpersonal relations/comunications. Many find it easier to plug into an iPod as opposed to working with others. This is resulting in a socially dysfunctional workplace where people work at odds with each other. To overcome this problem, Ioffer the following suggestions for improving a person's social interaction. There is nothing magical here, just ten commonsense tips to help you develop better relationships with your coworkers, your vendors, and your customers.1. GREET SOMEONENobody wants to feel unwelcome or unappreciated. If they do, they will feel like outcasts and less likely to help you with something. The objective is to make people feel at home. This can be accomplished with a simple greeting or a firm handshake while looking at the person directly in the eyes.It is easy to detect when a greeting is sincere or routine. Your goal is to appear genuinely concerned about the person. This can be achieved by:∙Complimenting on some personal attribute of the person (e.g., clothes, hair, car),∙Inquiring about a person's family (e.g., birthday observed, anniversary, graduation, pets, health, etc.),∙Asking about an event the person recently experienced (e.g., attendance at an event, participation in a volunteer organization/charity, a new job or projectassignment, etc.),∙Commenting on something newsworthy - community, sports, weather ("What did you think about...?").Such greetings are an expression of your interest in the person. Too often greetings become routine and, as such, less credible. Try to break it up.A good, basic greeting can work wonders in building cooperation between people.2. ENGAGE IN A CONVERSATIONPeople have a natural curiosity as to what you are all about. The best way to communicate this is to engage in simple conversation. Some people are naturally shy and tend to withdraw from such discourse. If one person is not willing to start a conversation, another should take the initiative simply by asking the other, "How are you?" or "What do you think?"A good icebreaker is to tell a joke. But in this day and age of "political correctness," exercise good judgment and taste in your humor. Avoid slang and offensive remarks unless the occasion calls for it. Goodhearted kidding and teasing is fine, as long as it doesn't turn malicious.Some people do not have the gift of gab for telling jokes. As such, tell a story about some recent event that happened to you. But don't ramble. Stay focused and be sure your story has a point to it.A conversation is a two-way street, regardless if it is humorous or serious in tone. Look interested, stay focused, and ask questions. Also be careful not to dominate a conversation unless that is your intention. If you have a tendency to monopolize a conversation, people will be less likely to engage in conversation with you.3. VOLUNTEERMany people prefer to sit back and watch as others perform the work. Volunteering your time or skills may add an additional burden but it tells others you believe in them and are willing to help out. Such an expression also makes it easy for you to solicit support when you are in need of help.4. ASK FOR ADVICEToo often people are too proud (or too stubborn) to ask for directions in our journey through life. But asking for advice from a colleague accomplishes two things: first, you might get the answer you seek, and; second, it says to the person you trust and respect their opinion. By confiding in an individual, the advisor becomes concerned with your best interests. This leads to mutual trust and respect between people.When you are asked to offer advice to another, be as articulate and rational as possible. If you do not know the correct answer, do not fabricate advice or mislead the person. This will only shatter the person's trust in you. Instead, point him in another direction where he might find the answer he is seeking.5. NETWORKIt seems participation in trade groups and volunteer organizations today are dwindling. This is surprising since such groups provide a convenient vehicle to meet and exchange ideas with your peers. Such forums are useful:∙To exercise our basic social skills.∙To stay abreast of current developments in our field of interest.∙To establish relationships with people who possess different skills and knowledge that can help us.Instead of resisting networking with others, the younger generation should embrace it.I heartily recommend joining trade groups and volunteer/charity/fraternal。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
青岛科技大学教师授课教案课程名称__跨文化交际____课程性质__专业专选课____授课教师____王建英______教师职称__ 副教授_____授课对象英语07级授课时数___32学时______教学日期2010年3月至2010年7月所用教材Communication Between Cultures《跨文化交际》外语教学与研究出版社授课方式___课堂讲授_______《跨化交文际》教学大纲一、课程基本信息1、课程中、英文名称：跨化交文际、Intercultural Communication2、课程类别：专业专选课程3、课程学时：32学时4、学分：2二、课程的目的与任务：跨文化交际作为一门学科涉及到文化和交际的各个层面，包括语言交际、非语言交际、人们之间的相互交往，以及不同文化之间的观念和信仰等。
该课程的目的在于通过不同文化差异的比较研究，提高学生对文化差异的敏感性，提高不同文化语境中语言交际的能力，从而更好地适应不同文化环境。
使学生了解其他文化的社会文化习俗和价值观念；通过学习跨文化交际原理，提高学生对文化差异的敏感性，增加跨文化交际意识，并最终形成跨文化交际能力。
三、课程的重点和基本要求：（一）课程的重点本课程教学的重点是增强学生对跨文化交际中文化差异的敏感性，帮助学员解决在跨文化交际中因文化的差异而产生的种种问题。
通过典型实力分析，模拟交流联系，交际失误分析，英汉双向练习等多种形式，使学生认识语言，文化和交际三者之间的关系，加深对对象国文化的了解，掌握在处理跨文化交际中一些微妙问题时所需要的基本知识和技巧，提高跨文化交流的质量。
（二）．基本要求：1、了解跨文化交际研究的范围和目前发展的动向。
2、掌握跨文化交际研究的基本方法，并运用来解决一些实际问题。
3、奠定向该学科研究纵深发展的理论基础。
四、教学内容、要求及学时分配：1.总论：什么叫跨文化交际(4学时)：跨文化交际的定义；跨文化交际的研究范围和基本方法及手段。
2.交际和文化的定义(6学时)：交际的构成要素分析；文化的定义：高层文化，民间文化和深层文化；交际与文化的切合点。
3.文化差异(6学时)：文化差异的界定；东西方文化差异，包括东西方人际关系对比。
4.语言与文化(6学时)：语言与文化的关系；词汇的文化内涵；语言学习与文化知识的吸收。
5.中国学生典型文化错误分析(6学时)：不熟悉对方文化引起的错误；忽略对方文化差异引起的错误；母语文化负迁移引起的错误。
6.跨文化交际与语言教学(4学时)：增强文化敏感性在语言教学中的必要性和重要性；怎样在语言教学中提高文化敏感性。
在学习方式上，利用网络为本课程学生提供了大量的网上资料，包括本课程的教案、大纲、习题，以及展现中英文化特色的文化图片、文化视听材料等。
本课程的教学特点是寓教于乐，通过精心设计的课堂活动使学生仿佛身临其境般地感受他国文化，体验真实的跨文化交际感受。
通过案例分析和课堂讨论等方法使学生在轻松愉快的氛围中了解中英文化差异，学习跨文化交际的技巧，最终达到教学的目的。
五、考试考核办法：笔试六、教材及参考书：(一)教材：Larry A. Samovar,Richard E. Porter, Lisa A. StefaniCommunication Between Cultures Larry Brooks/ Thomson LearningAsia外语教学与研究出版社(二)参考书：《跨文化交际学》贾玉新著，上海外语教育出版社。
1997 Wadsworth Publishing Company,1994教案正文：Part One Communication and CulturePreface: Rational,Approach,Philosophy,Organization,New features Acknowledgments Preface: Rational,Approach,Philosophy,Organization,New featuresChapter One Intercultural Communication: Interaction in a changing world教学要点:Importance of Intercultural communicationToday intercultural communication encounters are different from encounters from the past. International contactsNew technology, growth of the world’s population, and the shifts in the global economic arena have contributed to increased international contacts.Domestic Contacts1.Domestic contacts areincreasing because newimmigrants and co-cultures aregrowing in numbers.2.Settings that are most affectedby these cultural changes are theeducational system, theworkplace, and interpersonalrelationships.Studying International Communication•The hazards of studying intercultural communication are overgeneralizing and forgetting how complex the nature of human behaviour is.• We are more than our culture. We need to understand the dynamics of images of one's own culture and the foreign one.• We need to face possible problemsof acculturation and culture clash Activities:• In small groups, identify the various ways in which members of the dominant culture, other ethnic cultures, and co-cultures treat members of other groups.How does each culture or group behave and communicate ethnocentrically?•Discuss typical communication behavior and systems in our country•What are our feelings when we interact with people who have a completely different behavior to ours?•Why do we need to learn this subject?Answer:The world today is characterized by an ever growing number of contacts resulting in communication between people with different linguistic and cultural backgrounds. This communication takes place because of contacts within the areas of business, military cooperation, science, education, mass media, entertainment, tourism but also because of immigration brought about by labor shortage or political conflicts. In all these contacts, there is communication which needs to be as constructive as possible, without misunderstandings and breakdowns. It is our belief that research on the nature of linguistic and cultural similarities anddifferences here can play a positive and constructive role. We are in living in the world where •Technicians and executives cooperating in international teams • People freque ntly contacting representatives from other cultures• People participating in international projectsWe need:• To identify the characteristics of the other culture: values, norms, styles of communication• To overcome the sensation of insecurity when relating with people from other cultures• To aid (re)orientation in unknown environments• To develop the capacity to understand radically differentbehaviorLinguistic and cultural similaritiesand differences can play a positiveand constructive role.The goal of the interculturalcommunication is to promoteresearch but also education andtraining in the area of interculturalcommunication. The great interestshown in the activities within thearea of interculturalcommunication.教学时数：2学时Chapter Two: Communication and Culture: Voice and the Echo教学要点：Human communication• Communication is a dynamic, systematic process in whichmeanings are created and reflected in human interaction with symbols. Put more simply, setting and environment help determine the words and actions we generate and the meanings we give the symbols produced by other people. Other elements associated with the systemic(交通) nature of communication are place ,occasion ,time and number of participants.• The largest system affecting communication is our culture, which is the context within which all our interactions take place .The rules ,values ,norms, traditions, taboos, and customs of a culture all affect the other areas of the communication system.The act of communication produces change in people.A common beginning , anatomy ,gender ,age ,culture ,and the like may bind us ,but our isolated minds and unique experiences keep us apart. Cultural, as well as individual differences keep us apart. Our resolutions for each issue have their roots deep in culture. A successful intercultural communicator appreciates similarities and accepts differences. • Communication is contextual:message change always takes place in a specific location, not a vacuum.• Understanding characteristics of communication with another human being. We can only infer what another is experiencing, and we do this by using the symbols that we and other people have produced.• Communication is also a way we define our world. We give meaning to events and people, for example, so that we can function in various groups and be members of our society.• Communication is reflective: we can watch ourselves and evaluate how we are communicating while we are doing it.• The brain is an open system: we can learn from each encounter in which we find ourselves.•Our communicative behavior has consequences.•People are alike and different. We all face many of the same frustration resulting from our physical isolation from each other.Culture• We define culture as the deposit of knowledge, experience, beliefs, values, actions, attitudes, meanings, hierarchies(等级), religion, notions of time ,roles, spatial relations, concepts of theuniverse, and artifacts acquired by a group of people in the course of generations through individual and group striving.Culture is learned ,acted out ,transmitted , and preserved through communication. The issue of intentionality and unintentionality (one of the reason difficult to locate a single definition of communication).• Culture is everything and everywhere. Culture governs and defines the conditions and circumstances under which various messages may or may not be sent ,noticed or interpreted.All those who share a common culture can be expected to behave correctly, automatically, and predictably. Hence, culture shields people from the unknown by offering them a blueprint for all of life’s activities.• The world is a confusing place until we can make some sense of it, so the basic function of culture is to explain the world to each new member of the culture. By telling us what to expect, culture reduces confusion and helps us predict the future.•Seven characteristics of culture that most directly affect communication are that it is (1) learned, (2) transmittedfrom generation to generation, (3) based on symbols, (4) dynamic, (5) integrated, (6) ethnocentric, and (7) adaptive.Intercultural communication •Intercultural communication is a communication between people whose cultural perceptions and symbol system are distinct enough to alter the communication event.•Interracial communication occurs when source and receiver are from different races.•Interethnic communication refers situations in the parties are of the same race but of different ethnic origins. •Intracultural communication is a communication between members of the same culture, including racial, ethnic, and other co-cultures. Elements of Intercultural communication•One element of Intercultural communication is perception, “the process by which an individual selects, evaluates, and organizes stimuli from the external world.”Cultural perceptions are based on beliefs, values, and attitude systems. •Another intercultural element is verbal processes: how we talk to each other and think.• Nonverbal verbal processes, the third element, involve the use of actions to communicate. The meanings of these actions shift from culture to culture. •The context of the communication events is influenced by culture. ActivitiesIn small groups, find out as much as you can about the history of Chinese culture. Try to isolate examples of how our cultural values have been determined by historical events. DiscussionGive additional examples, from recent history, of cultures that have changed as a result of invention, diffusion, and calamity.教学时数：2学时Part Two The Influence of Culture Chapter Three: Cultural Diversity in Perception: Alternative Views of Reality教学要点：Understanding perception •Although the physical process ofperception is almost the same in everyone, culture influences the final step of interpretation and evaluation. Culture and perception •Culturally determined beliefs are the main influence on how we behave and relate to our environment.•Beliefs are our convictions in the truth of something—with or without proof.•Values are enduring attitudes about the preferability of one belief over another.• Dominant American cultural patterns include individualism, equality, materialism, science and technology, progress and change, work and leisure, and competition.•Cultures difer in their attitudes towards (1) individualism and collectivism, (2) uncertainty avoidance,(3) power distance, (4) masculinity and femininity, (5) human nature, (6) the perception of nature, (7) time, (8) activity, (9) relationships, (10) context, (11) formality and informality, and (12) assertiveness and interpersonal harmony.ActivitiesAsk your foreign teachers or foreign friends for English translations of sayings and proverbs from his or her culture that reflect important values in that culture. Alternative, you show the sayings and proverbs in this chapter to them and see if he or she has corresponding sayings.Discusion ideasDoes cultural perceptions of color have particular associations in Americanculture?教学时数：2学时Chapter Four The Deep Structure of Culture: Roots of reality教学要点：• World view is a culture’s orientation toward God, humanity, nature, the universe, life, death, sickness, and other philosophical issues concerning existence. Although world view is communicated in a variety of ways, religion is the predominant element of culture that gives us our world view. • The family, because it is the child’s first introduction to culture, influences both perception and communication. •History, by passing on stories of the past, influences perception and teachesgroup identity, loyalty, and what to strive for.Activities:Find out as much as you can about the history of your informant’s culture. Try to isolate examples of how your informant's cultural values have been determined by historical events.教学时数：2学时Part Three From Theory to PracticeChapter Five The Importance of LanguageLanguage and Culture •Language is the achieves of history .•Not only the symbols (words) and sounds for those symbols different, but so are rules (phonology, syntax, and innotation )for using those symbols and sounds.•Language is a reflection of the culture and culture is a reflection of language.•We simply have many more ideas, feeling and things to represent than we have words to represent them. But when communication is between people from distinct cultures, different experiences are involved and the process is more troublesome. Cultures with this orientation tend to be concerned more with the overall emotional quality of the interaction than with the meaning of particular words and sentences. •L anguage is inseparable from culture. Culture influences language symbols and rules for using those symbols. As we have also seen, meaning is culturally determined.Culture and Meaning•The meanings we have for words is determined by the culture in which we have been raised.• Word usage and meaning are learned, and all cultures and co-cultures have special experiences that frame usage and meaning.Culture and the Use of Language • Each of us learns and uses language as we do because of our cultural background.Foreign Languages and Translation •Translators build bridges not only between languages but also between the differences of two nguages are not this simple, and direct translations in many cases are difficult if not impossible because (1)words have more than one meaning (2)many words are culture-bound and have no direct equivalents(3)cultural orientations can render a direct translation nonsensical ,and (4)a culture may not have the background and understanding to translate experience specific to other cultures. A translator must be able to translate a message so that others hear it as though it were the original message .This means that the interpreter must be skilled in more than vocabulary. He or she must also know the word’s emotive aspects, as well as the culture’s thought processes and communication techniques.If you are selecting an interpreter, you should look for the following qualities or qualifications. The firstis compatibility, second is ethnic compatibility ,third is knowledge of dialect , specialized knowledge women are primarily concerned with personal relationships when they communication ,but men are concerned only with getting the job done .Whereas women wish to include everyone ,men seek to establish their own status .Women’s concrete terminology often clashes with the abstr act nature of men’s verbiage. Whereas women may engage in tentative speech ,men’s speech is characteristically assertive. Women’s communication is decidedly responsive ,while men’s communication is distinctly unresponsive. Women’s and men’s speech create the potential for misunderstanding and conflict between women and menLanguage Diversity in the United States• L D has become a prominent issue in the US•People living within the same geographical boundaries can also use language in ways that differ from the dominant culture.•Argot is a private vocabulary that members of a co-culture share.•Examining argot helps gain insight into a co-culture and its social realities. ActivitiesAsk an informant whose language is not English for examples of expressions from his or her native language that are difficult to translate into English. Idioms are the most likely category in which to find examples. Try to determine why the difficulty exists. What cultural values might these expressions represent? DiscussionWhat problems are associated with language diversity in a country教学时数：2学时Chapter Six Nonverbal communication: The Messages of Action, Space, Time, and Silence教学要点：The importance of nonverbal communication•We make important judgments and decisions about others based on their behavior.•We use actions of others to learn about their emotional states. Defining nonverbal communication •Nonverbal communication involves all nonverbal stimuli in a communication setting that are generated by both the source of his or her environment and that have potential message value for the source or receiver.•Nonverbal messages may be both intentional and unintentional. Functions of nonverbal communication•Nonverbal communication has five basic functions: to repeat, complement, substitute for a verbal action, regulate, and contradict a communication event. Nonverbal communication: guidelines and Limitations•It is important to remember that we are more than our culture.•In nonverbal communication, we often make differences more important than they should be.•Nonverbal action seldom occur in isolation.Nonverbal communication and culture•Nonverbal communication andculture are similar in that both are learned, both are passed on from generation to generation and both involve shared understandings. •Studying nonverbal behavior can lead to the discovery of a culture’s underlying attitudes and values. •Studying nonverbal behavior can also assist us in isolating our own ethnocentrism.Body behavior•Nonverbal messages are communicated by means of body movements(kinesics and posture), dress, facial expressions, eye contact, touch, smell, and paralanguage. Space and distance•Cultures differ in their perception and use of personal space, seating, and furniture arrangement.Time•We can understand a culture’s sense of time by learning about how members of that culture view informal time.•Attitudes towards time also appear in the ways people conceive of the past, present, and future.•Cultural orientations towards time can be classified as monochromic or polychromic.Silence•The use of silence varies from culture to culture.•Generally, Eastern culture value silence more that the use of words: in western cultures, the opposite is true. Activities•In small groups, read the following paragraph and explain what went wrong.Jan was in Brazil on business, Ciro, a Brazilian associate, invited her to a dinner party he and his wife were giving. The invitation was for “around 8, this Friday night.”Jan arrived at Ciro’s house at exactly 8:00. Ciro and his wife were still dressing and had not even begun to prepare the food. Discussion ideas•In what situation might you need to interpret the nonverbal behavior of someone from another culture? What problems could arise from not understanding differences in nonverbal behavior?教学时数：2学时Chapter Seven: Cultural Influences on Context: The business settings:教学要点：Context and communication• Culturally derived rules specify how communication is to take place by prescribing the appropriate behaviors in given contexts.The International business Context • Most nations and many multinational business organizations have international facilities and do business on a global basis.•The most successful companies will be those who have the ability to communicate effectively with their international counterparts•The concept of management can be viewed differently from culture to culture.Business Protocol•The procedures for seeking business appointments, the ways in which people greet one another , and the gift giving practices differ from one culture to another.Negotiation•Strategies for negotiation differ from culture to culture.•There are many different kinds of truth in the world, and the source of “truth”for a culture can influence business transactions.•Trust, on a global scale, should be factored into cross cultural business issues.•People need to be cognizant of the roles and values placed on women in the cultures in which they will be doing business.The Domestic Business Context •The American workforce is undergoing rapid cultural changes. • Major forces behind marketing as we approach the twenty-first century arediversity and culture.•Cultures differ in their value orientations, and these differences cause conflict in the workplace. •Issues such as religions, practices, human rights, language diversity, sexual harassment, and sexual and racial discrimination present potential areas of conflict in the workplace.Activities:•In small groups, discuss the various negotiation strategies used by different countries you know.Discussion:•Discuss how effective intercultural communication is crucial for cross-cultural business success.教学时数：2学时Chapter Eight: Cultural Influences on Context: The educational setting:教学要点：•Education is an important social context in which cultural influences are much in evidence.•System of formal and informal education seek to meet the perceived needs of societies.•Schools help to fashion the individual.•Schools are a primary means by which a culture’s history and traditions are passed from generation to generation.Schools teach the informal knowledge of a culture.What and how cultures teach •Schools are the primary vehicle for teaching cultural values. Multicultural education in the US•Schools in the US are becoming increasingly diverse.•Schools no longer teach only Eurocentric cultural values: instead, today schools routinely teach the experiences and values of many cultures.•Despite improvements in multicultural education, there is still much controversy about approaches to teaching multiculturally.Learning styles•Learning styles are particular ways that individuals receive or process information.•Cognitive, communication and relational, and motivational learning styles have a profound impact on classroom learning.Language Diversity•Language diversity is an important issue in the multicultural classroom. •Students who are limited in their English proficiency face various obstacles in the classroom. •Several approaches to linguistic diversity have been incorporated into the educational system.•Teachers can do a variety of things that will assist the learning of their LEP students.Gender, Culture, and the classroom •Culture establishes norms regarding what is acceptable behavior for boys and girls, and these expectations extend to the educational environment. Multicultural Teaching Competencies•Teachers should be aware of what they bring to the classroom.• Teachers should know as much about students’cultural backgrounds as possible.• Assessing the acculturation levels of the students in the classroom will help the teacher determine how much their students are involved in their own culture as well as the Anglo-American culture.• A key characteristic of the competent multicultural teacher is empathy. Classroom of the future• New technology has the potential to transform the educational environment and resolve some of the current problems in multicultural education such as language diversity, dropout rates, and different learning styles.Additional information:A social occupation has an ironclad rule, that is to say, only a professionaloccupation can have social status and be respected socially. If an occupation can be occupied by anyone at all, it can’t have social status. If teachers have no social status, their vocations can’t be respected socially, the educational structure will collapse, and progress will come to a halt.Education Setting in BritainEven though the UK government implements a mandatory education system for children from the ages of five to sixteen, the opportunities for education range much higher. If parents agree, the government ensures every child can be admitted to a nursery school at the age of four; and the majority of youngsters of age seventeen receive some kind of continuing education or vocational training.In the UK schools are classified as government funded and privately (independent) funded. Private schools, which charge fees, are independent and not under the control of the government. There is a wide range of independent schools with, different charging systems to suit various types, ages and religions.The academic year in UK has three terms, each term running for seven to fourteen weeks. School holidays areChristmas, Easter and summer vacation (July to Sep). The primary / secondary schools and further education colleges normally have much longer terms than those of the Universities.Compulsory EducationCompulsory Education includes kindergarten, primary school and secondary school.Kindergarten (3-5)The government does not require children under five years the local Bureau of Education (LFAs) of age to go to school, but in most areas provides pre-school or early childhood education, taught by qualified teachers. In addition, there are separate individuals and agencies offering pre-school classes, enabling pre-schoolersto better adapt to school life.Primary School (5-11)Generally, the British National Institute provides education for 5-11 year old primary school children although in Scotland and parts of England it is up to 12 years. Primary is usually classified as "child" and "elementary", In some local areasadministered by the National Bureau of Education a three-tier system is used: elementary, primary and secondary schools. Students of eight or nine-year nine years study in primary school , and 12 or 13 year-olds in secondary school. Most primary schools are co-educational.Secondary School (11-17)In the UK education is compulsory for students aged 5-16 years. There have been some changes to the education system in recent years, introducing some new National secondary schools funded by central government and providing free education without local government’s control. In addition, there are about 2,500 private schools for13-years plus students, teaching the secondary school curriculum. Most private schools have student hostels financed by fees and donations. These schools must be registered and government officials inspect them every four years to to ensure they are adhering to required standards. GCSE：Grade A* (A good result of exceptional quality)Grade A (The higher grades needed for further and higher education)Grade BGrade CGrade D(Regarded as average grades-a good base from which to grow)Grade EGrade F(The lower, but still useful, grades of achievement)Grade GUngraded (Unfortunately, no score)Further EducationFurther education is tertiary education after primary and secondary education. The continuing education of students between the ages of 16 and 18 years is generally accepted. Tertiary education is divided into two systems : academic routes and vocational routes. Academic routes focus on cultivating talents, vocational routes meet a combination of social dimensions: occupational needs, training in a variety of industries with specialized skills, and knowledge of personnel.Academic Route and GCE A-LevelA-Level, the full title is "General Certificate of Education Advanced Level”, is an important stage of the academic route , which totals over 100 subjects, over two years of general education. Students reading such courses are aged between 16-18 years old, but we must not be deemedequivalent to Chinese students studying in high school courses. A-Level is the basis for university courses, and is equivalent to China's first two years of college courses. Currently, students must choose their subjects from these courses , but according to the British Ministry of Education recently updated programme of reform, each of the subjects to students in the first year to four subjects, designed to provide students a wider scope of knowledge. A-Level election is very important for students Section, and have the following two general principles :1) professional objectives principle: A-Level the three subjects (or four subjects ) should focus on subjects that the students themselves want to study as undergraduateand as professional career goals.2) competency principle: A-Level performance choosing one or two subjects students are competent at.A-Level and AS-Level：Grade A-Level ASA 10 5B 8 4C 6 3D 4 2E 2 1The English believe that, with social。