大学英语跨文化交际presentation
大学英语跨文化交际ppt
Traditional creeds and modern approaches
Today,modern approaches and traditional beliefs come paradoxically hand in hand in Chinese culture
Traditional creeds and modern approaches
team member ：
曹佳鑫 王佳均
何津娜 徐超
topic
• Guanxi and professionalism
• Importance of face and self-expression
• contradictory family education concept
• Traditional creeds and modern approaches
Many problems can be solved easily rely on relationship
Guanxi and professionalism
Today,guanxi and proessionalism seem to be intertwined with each other and both remain important and meaningful in revealing the dynamics of business and social life in China
Importance of face and self-expression
• Be a person to stay a line, in the future to meet(做人留一线，日后好相见）
大学英语跨文化交际 chapter4
Chapter 4 Intercultural Communication BarriersI. Teaching ObjectivesIn this chapter, the teacher should enable the students to:1. understand Intercultural Communication Barriers.2. understand some barriers caused by emotional problems and attitudinal problems.3. analyze various reasons for the persistence of ethnocentrism, stereotyping,prejudice and racism.4. perceive and deal with some barriers caused by translation problems.II. Contents1. Keywords(1) Anxiety: It occurs because of not knowing what one is expected to do, and focusing on thatfeeling and not be totally present in the communication transaction.（焦虑：当人们不知道如何迎合他人对自己的期待，过多的关注自己情绪以至不能全心投入到交际事物中去时，就会产生焦虑。
）(2) Uncertainty: It refers to our cognitive inability to explain our own or other’s feelings andbehaviors in interactions because of an ambiguous situation that evokes anxiety. (不确定：不确定是指人们无法从认知的角度去解释交际活动中自己或他人的感觉及行为，这种认知角度解释能力的欠缺是某种引起焦虑的含糊情境导致的。
Presentation在教学中文化导入层面的应用分析
Presentation在教学中文化导入层面的应用分析摘要：作为任务型语言教学模式有效形式的presentation，在引入中国的课堂后得到了诸多学者的关注。
presentation这种教学方法在文化导入环节的实际应用，能开拓学生的思维和眼界，有效提升学生的综合语言能力。
为此应做好教师的引导和帮助，教师的评价和总结。
关键词：课堂展示；文化导入；应用中图分类号：g642 文献标志码：a 文章编号：1002-2589（2013）23-0322-02一、课堂展示（presentation）教学法介绍保证语言学习者在掌握基本语言知识的基础上，顺利地进行跨文化交际，是外语教学的根本目的所在。
每个民族都有其独特的社会文化背景，所以交际的有效性不仅仅和语言形式的正确与否相关，语言形式所涉及的文化内涵也显得至关重要。
长期以来，我国的英语教学偏重于语言知识传授，对文化教学的培养有所缺失，这导致学生的跨文化交际能力相对不足。
当前大部分学生掌握了一定的词汇和语法知识，但因其不了解异国文化，在写作上捉襟见肘，阅读理解能力停滞不前，口语表达和交际更是漏洞百出，要改善这一局面必须重视语言教学中的文化导入。
近些年来，我国的大学英语教学改革使得以“学生为中心”的课堂教学模式深入人心，为充分调动学生的学习自主性与参与性，课堂展示（presentation）教学法被很多教师引入课堂教学实际。
presentation是美国课堂教学的基本模式，在英语课堂实践中，它主要有两种呈现形式：个人课堂展示和小组课堂展示。
其中个人展示指以个人为单位，由个人进行自主选题，并收集整理资料，之后进行报告制作等，最后在课堂上向班级同学展示自己的课题。
而在小组展示中，首先把班上的学生进行分组，每个小组在小组长的统筹安排下讨论并确定主题，然后组员进行分工来完成相关资料的搜集整理和课件的制作，随后确定发言人做课堂展示，之后班级同学就该组的展示内容进行讨论，可以对发言人和小组其他成员进行提问。
大学英语跨文化交际案例分析课堂PPT演示样本
Case Three: Cultural Misunderstandings in International Tourism
• Summary: Cultural Misunderstandings in International Tourism
Case Three: Cultural Misunderstandings in International Tourism
• Detailed description • Catering habits: ts from different cultural backgrounds may have
different dining habits and preferences. For example, some cultures may prefer spicy food, while others may place more emphasis on a light and healthy diet. • Etiquette and Customs: During the tourism process, tourists need to understand and abide by local etiquette and customs. For example, in some cultures, touching someone's head or using the left hand is considered impolite and disrespectful behavior. • Language expression: In cross-cultural communication, differences in language expression may lead to misunderstandings and conflicts. For example, some languages may have specific expressions or implicit meanings, which may lead to communication barriers if not understood.
大学英语跨文化交流课件第2章
Eastern perspective of communication
Definitions of communication from many Asian countries stress harmony, which is most notable in cultures with a Confucian tradition. Eastern cultures’ understanding would define communication as a process where all parties are searching to develop and maintain a social relationship.
Interactive Model of Communication
decoding
message / channel
encoding
Sender Receiver
noise
Sender Receiver
encoding
message / channel
decoding
Feedback is essential to good communication
Activity 1:
Teacher: Who can guess what it is —a small animal with four legs that people often keep as a pet and can catch mice easily? A Chinese student: It is called “猫” in Chinese. A French student: It is called “Chat” in French. A Japanese student: “Neiko” in Japanese. A Spanish student: “Gato” in Spanish. A German student : “Katze” in German A Russian student : “Kosta” in Russian. Answer the following questions: 1. Do we use the same word to symbolize a certain object when we communicate with those speaking different languages? 2. What kind of process is involved in communication?
跨文化交际(英文PPT)
III. Plan.
1.Required Textbook :Communication Between Cultures (Third Edition)By Larry A. Samovar Richard E. Porter Lisa A. Stefani 2000 2. Time schedule: 36 periods in one term. 1).Introduction to Intercultural Communication ;4periods 2).Part I Communication and Culture; 8 periods 3).Part II The Influence of Culture ; 8 periods 4).Part III From Theory of Practice; 8 periods 5).Part IV Knowledge into Action; 8 periods 3. Evaluation will be based on: 1)Attendance and participation. 2)Project presentation and handout (the required essay ). 3)Final examination.
The book is divided into four interrelated parts, including 10 chapters: (Look at P.F28)
Part I introduces the study of communication and culture(Chapter1-2);
大学英语跨文化交际chapter10 Intercultural Communication Competence
Intercultural Communication Competence
Factors
Significance of Competent Intercultural Communication Imperative for Intercultural Competence Definitions Components Dimensions
Chapter 10 Intercultural Communication Competence
• The Knowledge Dimension • The Affective Dimension • The Psychomotor Dimension • The Situational Features Dimension
知识因素 -文化价值观、信仰和行为 -言语和非言语脚本 -认知的简单和僵化 -民族中心主义
情感因素 -回避倾向 -跨文化焦虑 -跨文化交际意愿
跨文化交际能力
心智活动特征 -言语表现 -非言语表现 -角色扮演
情境特征 -环境语境 -预先接触 -地位差别 -第三方的干扰
Text E Strategies and Skills for Improving Intercultural Competence
Individual
Knowledge Affective
Communication Competence
Improving Intercultural Communication
Intercultural Competence and Intercultural Communication Competence
Chapter 10 Intercultural Communication Competence
大学英语跨文化交际 chapter10
Chapter 10 Intercultural Communication CompetenceI. Teaching ObjectivesIn this chapter, the teacher should enable the students to:1. Understand intercultural communication competence.2. Summarize the various components of intercultural competence.3. Distinguish the dimensions of intercultural competence.4. Master the strategies and skills for improving intercultural competenceII. Contents1. Keywords(1) Competent communication: It is interaction that is perceived as effective in fulfilling certain rewarding objectives and is also appropriate to the context in which the interaction occurs.（有能力的交际：有能力的交际被视为能够有效完成预期交际目标同时适合于具体交际语境的交际。
）(2) Intercultural communication competence: It refers to the ability to accomplish effective and appropriate intercultural communication between communicators of different cultures. （跨文化交际能力：跨文化交际能力是指一种在不同文化的交际者之间能够完成有效且得体的交际的能力。