跨文化交际案例分析
跨文化交际案例分析
跨文化交际案例分析 LEKIBM standardization office【IBM5AB- LEKIBMK08- LEKIBM2C】Case Study 1 Age and Status两位同事的矛盾使一家数据处理公司的总经理遇到了麻烦。
一方是一位踌躇满志的法裔加拿大小伙子，另一方是一位有特许签证的年长的中国女性，而此前两人确实很好的合作伙伴…..Case description:A manager in a data-processing company was having difficulty dealing with a conflict between a young, ambitious French Canadian male and his co-worker, an older Chinese woman who was on a special visa from China. She had recently become uncooperative and had made it clear to the manager that she would not be willing to travel to the capital with her co-worker to hold discussion with legislators about a new product with great enthusiasm.When the manager asked her what the problem was, he received no clear explanation. When he asked her co-worker, the young man had no insights to offer. The young French Canadian was clearly annoyed, however, that the Chinese woman was refusing to share her data with him. That meant he couldn’t make the presentation to the legislators because she had all the key data on her computer disks.The manager repeated questions to her but her “problem” got nowhere. So he changed his approach. He began explaining his concerns, as manger and as spokesperson for the company, about the upcoming meeting with legislators. His explanation about his position was unemotional. In that climate she then felt she could explain her position. She revealed she felt that that as an older, and to her mind, more senior person, she should not be sent to the capitol with a younger employee who would do the presentation of material she had worked hard to develop. That would diminish her status, she felt. The general manger knew the root of his headache.Questions:1．What do you think caused the conflict?2. What would you do to resolve the conflict if you were the general manager?矛盾冲突这位年长的中国女士投入极大的热情和精力开发产品．却在最后的关键时刻拒绝与年轻的同事一同去向议员做推介：当经理和同事问其原因．她并未做任何明确的回答：而当经理改变策略，不再直接询问原因，而是迂回地讲起自己的困境时，她才道出自己的顾虑。
跨文化交际不成功的案例
跨文化交际不成功的案例
1. 麦当劳在印度
在20世纪90年代，麦当劳试图在印度扩展其业务。
然而，麦当劳的典型汉堡和肉类菜肴并不适合印度人的饮食习惯，因此没有受到欢迎。
此外，印度的文化和信仰禁止食用牛肉，而麦当劳的其中一种汉堡就是以牛肉作为主要成分。
在未能适应当地饮食习惯的情况下，麦当劳最终退出了印度市场。
2. 比萨宜家在中国
比萨宜家是一家意大利披萨连锁店，在中国开设了多家分店。
公司所选用的品牌名称“比萨宜家”，在中文中音近“屄死你家”的粗俗语言，因而在当地受到负面反应。
此外，比萨宜家在中国分店所提供的菜品也未能符合当地食物传统，因此未能获得中国消费者的广泛认可。
3. 成功咖啡在菲律宾
英国咖啡连锁店成功咖啡试图在菲律宾扩展业务，但没有考虑到当地消费者倾向于喝冷饮，而成功咖啡的菜单主要是以热咖啡和茶为主。
此外，店内的装饰和氛围也与当地文化和咖啡文化不太相符，未能吸引菲律宾的消费者。
4. 外企在日本
外国企业在日本也面临着许多文化差异的挑战。
例如，日本公司经常强调集体决策和团队合作，而许多西方企业则更注重个人表现和工作独立性。
此外，在日本文化中，劳动力的稳定性和长期受雇是重要的价值观，而美国和欧洲的企业往往更注重短期成果和利润。
这些文化差异可能导致沟通和协作的问题，从而妨碍了外国企业在日本的发展。
跨文化交际案例分析题及答案
跨文化交际案例分析题及答案案例描述在跨国公司A的一个国际会议上，来自不同国家的员工们需要共同讨论一个重要项目。
会议进行了几天，但是却一直没有取得明确的进展。
不同国家的员工语言文化差异导致了沟通障碍，讨论过程中出现了许多误解和纠纷。
公司高层深感困惑，希望找到解决这个问题的方法。
障碍分析1. 语言障碍跨国公司A的员工来自不同的国家，他们使用的是各自母语进行交流。
除了英语是共同的工作语言外，其他国别的员工使用的语言差异较大。
这种语言差异导致了语言表达的不准确和理解的模糊，使得员工们无法正常交流和理解对方。
2. 文化差异不同国家的员工具有不同的文化背景和价值观念，这导致了他们在讨论过程中产生了误解和冲突。
文化差异可以涉及到对时间观念、权力关系、政治正确性和个人自由等方面的不同理解，这些差异会影响到他们的决策方式和工作方式，导致合作的困难。
解决方案1. 提供语言支持和培训跨文化交际的第一个挑战是语言障碍。
为了解决这个问题，公司可以提供语言支持和培训，以帮助员工们提高英语或共同工作语言的能力。
这可通过组织语言培训课程，雇佣专业翻译人员或提供翻译工具等方式实现。
提供语言支持和培训可以降低语言障碍，提高员工之间的沟通效率。
2. 开展跨文化培训除了语言障碍外，文化差异也是讨论中的一个重要问题。
公司可以组织跨文化培训，帮助员工了解不同文化之间的差异，并教授他们如何在跨文化环境中进行有效的沟通和合作。
该培训可以包括介绍不同文化的价值观、信念和行为准则，以及跨文化冲突解决的技巧和策略。
通过开展跨文化培训，可以提高员工对文化差异的认识和理解，促进跨文化交际的顺利进行。
3. 引入跨文化中介人为了解决跨文化交际中的难题，公司可以考虑引入跨文化中介人。
跨文化中介人是具有跨文化交际经验和能力的人员，他们可以在员工之间进行翻译和解释，协助双方理解并解决可能出现的误解和冲突。
跨文化中介人的介入可以减少员工之间的摩擦，促进合作和理解。
跨文化交际相关案例分析
材料：中国学生王兰去美国留学，她到美国发现，老师的穿着比较随便，上课的时候经常坐在桌子上。
老师上课时很少自己讲授而是提出问题让同学们讨论，作报告。
她的美国同学也不像中国学生对老师那样尊重，不但直呼其名甚至会和老师争论的面红耳赤。
王兰对老师的教学方法非常不适应，轮到她作报告时她经常觉得非常不好意思，因为老师和同学总是盯着她的眼睛看她。
在讨论时她的美国同学经常要提出问题，甚至和她争论。
这让她觉得她的美国同学对她有敌意，很不友好。
答：总体来说，该材料所反映的是由于中西文化差异而产生的文化冲突，并出现跨文化交际的障碍，造成跨文化交际的失败。
一、问题1：认识上的误区。
不同文化背景的人在交际过程中最容易犯的一个毛病是误以为对方与自己没什么两样。
中国学生王兰去美国留学，她到美国发现，老师的穿着比较随便，上课的时候经常坐在桌子上。
老师上课很少自己讲授而是提出问题让学生们讨论、作报告。
分析1：王兰认为，在中国教师表现出为人师表的形阿象，庄重，严肃，言谈举止中常带有教师的尊严，从着装上也比较讲究传统，正派，师生关系相对比较融洽，但是界线比较清楚，课堂纪律严明，要求学生认真听讲，认真记，老师提问，学生回答，学生不会主动回答问题或者自由发表自己对某个问题的看法。
这是由于王兰把中国的文化规范误认为是他人也接受的文化规范。
正是因为这样，加上缺乏跨文化意识和跨文化交际的经验，所以出现认识上的误区这一障碍。
解决1：认为别人与自己大致相同的想法十分自然，但是对于跨文化交际来说是有害的。
在进行跨文化交际的过程中，必须不断提醒自己人们有着不同的文化背景，迥异的习俗。
必须学会观察异国文化，善于与自己的文化对比，才能逐步提高自己的跨文化意识。
二、问题2：民族中心主义。
她的美国同学也不像中国学生对老师那样尊重，不但直呼其名甚至会和老师争论的面红耳赤。
分析2：所谓民族中心主义就是按照本民族文化的观念和标准去理解和衡量其他民族文化中的一切。
王兰觉得中国“尊师重道”的行为规范才是正确师生关系的表现。
跨文化交际案例分析(共7个)
《跨文化交际学概论》第七章社会交往五、宴请招待p132Case One: Setting Rules for a Guest – American Hospitality案例：When Zhang Tao traveled in America, he lived in the home of his American friend, Bill. Once after he had traveled back, he found Bill was in a bad mood. When he asked what the problem was, Bill told Zhang Tao that his son Adam got furious about the noise Zhang made when walking upstairs and also because he was using too much water in the solar powered shower and Adam had to have his shower in cold water. Bill told Zhang Tao that he should walk more softly in future, and have a fast shower to save water. Zhang Tao felt uneasy. How could the host set such rules for his guest!Question: Why did Zhang Tao feel uneasy?分析：1) In China, when people host someone, they put the guest in the place of honor to show hospitality. They try to take care of the guest，and try to make the guest feel comfortable and at ease.2) In America, people tend to give the guest great freedom and treat a guest more casually, naturally and truthfully.3) Zhang Tao knew he was a guest, and thought in terms of Chinese expectations of hospitality. He thought Bill should treat him courteously instead of setting rules for him.4) Since Zhang Tao lived in American surroundings, he should have known about the customs there sooner.Case Two:案例：Lin had traveled 20 hours from Beijing to New York. He needed a good meal. His American friend, Mike, met him. But Mike only offered him a plate of roasted chicken and a glass of orange juice. Lin was used to having a main course, and asked Mike if he had any rice. Mike said he only had fried noodles, and Lin had to make do with it. Though Lin knew Americans didn’t care very much about what food they ate, he still felt surprised because he had taken Mike to the most famous duck restaurant in Beijing -- Quanjude -- when he arrived in Beijing.Question: Why did Lin feel surprised? Offer some advice to him about adjusting to his new environment in America.分析：1) 0n the topic of hospitality, the Chinese stress on warmth and demonstrating friendship. They take the guest to a famous or luxurious restaurant to have a very good (expensive) meal to show their hospitality. And the Chinese are used to having a big meal. The more dishes they put out，the greater the warmth and friendship they show.2) In western countries, people stress on freedom. They give the guest great freedom to choose their own foods. And westerners tend to have only one main course and some juice or dessert，which is viewed as casual in the eyes of the Chinese.3) Lin lived in American surroundings and should have adjusted himself quickly to the new world (lifestyle). He should have known the custom there first, and felt more at ease in Mike’s h ome.Case Three: Equality or Hospitality for Table Manners案例：Lin Hua has accompanied an American delegation to visit China. They have experienced the hospitality of the Chinese people. After returning to America, Linhua once visited them. They were so glad to meet again. Linhua offered to host the meal, but they refused. They ordered their own dish, and Linhua ordered her own. When footing the bill, they only paid their part，and no one wanted to pay for Linhua. Linhua found them so inhospitable, though she knew the Americans would usually pay for their own food.Question: Why did Linhua find them inhospitable?分析：1) In China, to show hospitality, people tend to host the meal. And if they cannot do this, they at least will struggle to pay for the guest.2) In America, people tend to pay for themselves to show equality and independence.3) Linhua knows this custom, but from a Chinese point of view, she still finds this hard to accept, and feels it a little inhospitable.Case Four:案例：I have an American friend. I have invited him several times, and at long last he invited me to his home one day. He told me to get there at 3 p m. I thought we could chat and have a meal together. I gave him a Chinese calendar, a woman’s scarf and a bottle of Chinese white wine. He only took out a dish of nuts, a plate of bread and a bottle of wine. After two hours’ chat, I found there was no hint of a meal and said good-bye to him. He only gave me a box of chocolate as a present for the New Year. After I got home, I found the box already been opened. I was very surprised, Question: What surprised me?分析：1) In China, a visit to home always includes a meal. And the guest always bringsa relatively expensive present to the host. And the present should be well wrapped or untouched.2) In the west, a visit to home only means a meeting, not necessarily including a meal. And the present is treated not as importantly as it is in China.3) I acted in a way that was based on Chinese customs, so I felt the American way was very interesting (unusual).Case Five: Way of Entertaining Guests in China ---- Drink more and more案例：Tom, an American, went to a Chinese home for the first time. He was offered some tea. Just when the first cup was about to finish, more tea was added. He drank the second cup. Then the cup was filled the third time. Then he drank it, then ⋯ until he was quite full. Tom was totally confused by the way of entertaining.Question: Why was Tom totally confused?分析：1) Traditional Chinese custom requires that during the course of entertaining, the host has to always pour more wine or tea to the guest’s glass or cup, and always adds more food to the guest’s plate or bowl without asking whether it’s wanted.2) Chinese guests know how to respond to this type of hospitality. They simply leave the wine, tea, or food in the container and stop having any more. But Tom, the American guest in the case didn’t know this.3) He followed the politeness rule of his culture: it’s not good manners to leave food in one’s own plate at a dinner table. Therefore, without any knowledge of the differences between the two cultures, an American guest would very likely suffer from either drinking or eating too much in such a situation.Case SixAs a foreign student at the University of Wisconsin in Madison, Keiko Ihara (Japanese) was on a strict budget. She had all her tuition and books paid for by scholarships and grants and until recently was comfortably housed in the dormitory. Wanting to live in the community rather than in the dormitory, she found a small apartment to share with a friend. Her college friends, knowing of her situation, offered to round up some of the necessary items for apartment living. Keiko politely declined, saying she could manage. Wanting to help out her friends found some old but still usable household appliances and furniture. Mary had an old desk that was in hergarage. Ed had some chairs from his uncle, and Joe and Marion had a few extra dishes. They cheerfully brought them over one day. Keiko seemed very embarrassed, but gracefully accepted them, sincerely and profusely thanked them.The following week they were each presented with a gift from Keiko. Mary got an ornate jewelry box, Ed a volume of woodcuts by a famous Japanese artist, and Joe and Marion a beautiful Japanese vase, all of which were of considerable worth and value, much more than the old things they had donated to her. They all protested that she could not afford to give such elaborate gifts; they really expected nothing as the household items were not really being used and they would rather have her use them. Keiko, however, insisted that they take the gifts. In the end, they accepted the gifts, although they all felt uncomfortable as they knew she was really sacrificing to give them.Questions:1. What do you think of Keiko insisting on giving valuable gifts to her college friends?2. Why did Keiko’s friends feel very uncomfortable when they received valuablegifts in return?分析：Keiko insists on giving valuable gifts to her college friends, because in countries like Japan, exchanging gifts is a strongly rooted social tradition. Should you receive a gift, and don’t have one to offer in return, you will probably create a crisis. If not as serious as a crisis, one who doesn’t offer a gift in return may be considered rude or impolite. Therefore, in Japan, gifts are a symbolic way to show appreciation, respect, gratitude and further relationship.Keiko obviously has taken those used items from Mary, Ed and Marion as gifts, for she probably doesn’t know that Americans frequently donate their used household items to church or to the community. Mary, Ed and Marion would never consider those used household items given to Keiko as gifts. No wonder they felt very uncomfortable when they received valuable gifts in return.Case SevenSelma, who is from the US, is in a student exchange program in Indonesia. One day, she was asked to attend a birthday party and she was delighted, for she was curious to know what an Indonesian birthday party was like. To her surprise, she was the only one that dressed in typically Western clothes. Although she had no strong reason to become uneasy, her uneasy feeling prevailed as the party was going on. To make herself feel better, she went to the food table and began to help herself. But, upon leaving the table, she tripped on the leg of a chair and spilled her drink on the floor. One of the girls stooped down to mop up the spill and everyone else laughed out loud. Selma, uncertain what to do next, quietly moved out of her way with her head lowered in shame.Questions:3. What functions does laughing serve in similar situations in China?4. What should we do to help ourselves or other people out of embarrassmentcaused by cultural differences in laughing?分析：Just like smile, laughing does not always serve the same function in different cultures. Interestingly, for us Chinese, laughing often has a special function on some tense social occasions. People may laugh to release the tension or embarrassment, to express their concern about you, their intention to put you at ease or to help you come out of the embarrassment. In this case, the people there were actually wishing to laugh with the American rather than laugh at her. Their laughing seemed to convey a number of messages: don‘t take it so seriously; laugh it off, it‘s nothing; such things can happen to any of us, etc. Unfortunately the American was unaware of this. She thought they were laughing at her, which made her feel more badly and angry, for in her culture laughing on such an occasion would be interpreted as an insulting response, humiliating and negative.。
跨文化交际不成功的案例
跨文化交际不成功的案例案例一：礼貌用语的误会1.1 背景介绍在某次跨国商务会议上，美国代表团与中国代表团进行了一场接触。
会议开始时，美国代表以一种直接、幽默的方式表达了对中国代表团的欢迎，但中国代表团却感到被冒犯了。
1.2 问题分析美国代表使用了许多幽默的话语和俚语，他们期望通过这种方式与中国代表团建立紧密的关系。
然而，中国代表团对于这种幽默方式并不敏感，他们希望在商务会议中保持一定的正式性和尊重。
1.3 解决方案要解决这个问题，双方需要更好地理解彼此的价值观和沟通风格。
美国代表可以选择使用更正式的语言和礼貌用语，以更好地迎合中国文化的需要。
中国代表也可以在交流中表达对幽默的欣赏，以促进双方之间的友好关系。
案例二：语言和非语言表达的差异2.1 背景介绍一位日本游客在访问法国时，需要问路去博物馆，他向一位法国人询问了路线，但是得到了不友好的回答，他感到非常困惑和沮丧。
2.2 问题分析这个问题涉及到语言和非语言表达之间的差异。
在日本文化中，人们更加倾向于使用委婉、间接的方式表达自己的需求，而法国文化更加注重直接和直截了当的表达。
2.3 解决方案为了解决这个问题，日本游客可以采取更加直接的表达方式，向法国人清楚地表达自己的需求。
法国人则可以更加耐心地倾听和理解对方的意图，而不仅仅只看表面上的表达方式。
双方需要更好地适应对方的沟通风格，以实现有效的跨文化交流。
案例三：身体接触的误解3.1 背景介绍在一次澳大利亚和巴西的文化交流活动中，一位澳大利亚人在与巴西人交谈时，不小心触碰了巴西人的肩膀，结果巴西人对此感到非常不悦。
3.2 问题分析巴西文化中身体接触是常见的交流方式，人们之间常常会有轻微的身体接触，这被视为一种友好和亲密的表达方式。
然而，在澳大利亚文化中，身体接触往往被视为侵犯个人空间和隐私。
3.3 解决方案为了解决这个问题，澳大利亚人可以更加谨慎地避免身体接触，尤其是在与不同文化背景的人交流时。
巴西人也可以更加理解并尊重其他文化对于个人空间的不同理解。
跨文化交际案例及分析(精选5篇)
跨文化交际案例及分析（精选5篇）跨文化交际案例及分析范文第1篇[关键词]跨文化外语教学案例分析大同学跨文化交际本领一、跨文化英语教学现状分析就我国的外语教学现状而言，高一虹（2023:28）指出，现有的跨文化交际本领培育模式都有肯定局限。
行为中心的培育模式，只关注交际行为本身和交际结果，执着于实在目标，但在我们一般性的大学教育中，很难确定同学将来可能与之打交道的目的文化，因此也很难像对特定出国人员进行培训那样对同学实施有较强针对性的训练；学问中心模式，则集中于认知层面，重要向同学灌输有关文化学问，但难以让同学产生切身体验，而且还不适用于处理文化的多样性和动态性，传授文化学问简单变成“定型”（stereotype），反而不利于跨文化交际本领向较高层次进展。
另外，我们的教学大纲设计和教学实践往往缺乏充足的开放性，没有给同学较多面对问题和独立解决问题的机会。
因此在跨文化外语教学中，需要依据跨文化交际本领框架，提高同学使用语言的正确性的同时还要帮忙其提高言语行为的得体性。
在近年来对跨文化交际本领框架的浩繁讨论中，笔者认为杨盈、庄恩平（2023）提出的由全球意识、文化调适、文化学问和交际实践四大本领系统构成的外语教学跨文化交际本领框架，符合教学大纲和教学实践的要求，具较强可行性。
二、案例分析在跨文化英语教学中的作用目前跨文化英语教学普遍采纳的方法重要包括背景学问导入、文化内涵探究、案例分析、角色扮演及情景仿照、实例搜索等。
案例分析教学中将不同文化背景的语言特色、风土人情、历史事件和现实冲突等素材呈现于同学面前，是跨文化学问、意识、思维和交际本领的综合训练过程，能帮忙同学达到学习外语语言技能与培育跨文化交际本领有机结合的目的。
在谈到案例教学法时，陈建平（2023）强调:“案例是为适应特定的教学目的而编写的”，教学过程重要是“同学之间的讨论和辩论”，教学目的重要是“培育同学的本领”。
上述特点，使案例教学能很好适用于跨文化外语教学，它对培育本领的重视大过取得学问，成为语言文化学问向跨文化本领变化的有效途径。
跨文化交际案例分析
案例三：非语言交际行为的误解
情况描述
在一次国际晚宴中， 一位美国客人和一位 日本客人之间的社交 礼仪产生了差异。美 国客人习惯于直接、 热情的礼仪，而日本 客人则更注重谦虚和 尊重。这导致双方在 晚宴中的互动出现了 尴尬和误解
案例三：非语言交际行为的误解
问题分析
这个案例中的问题主要是由社交礼仪的差异引起的。美 国客人和日本客人的社交礼仪存在明显差异，这种差异 可能导致双方在互动中产生误解和尴尬
案例三：非语言交际行为的误解
解决方案
为了解决这个问题，首先需要认识到这种社 交礼仪的差异，并尊重彼此的礼仪习惯。美 国客人可以尝试更理解日本客人的谦虚和尊 重，而日本客人也可以尽可能适应美国客人 的直接和热情。双方可以通过了解彼此的社 交礼仪，找到一个共同的解决方案，以达到 和谐的互动
PART 4
案例五：食物与文化的关系
4
案例五：食物与文化的关系
情况描述
在一个国际家庭聚会 中，来自不同国家的 亲戚们在一起共享美 食。然而，由于食物 与文化的关系不同， 一些食物在某些国家 是受欢迎的，而在其 他国家却被视为禁忌 。这导致了一些尴尬 和误解
案例五：食物与文化的关系
问题分析
这个案例中的问题主要是由食物与文化的关系引起的。 来自不同国家的亲戚们对食物的认知和文化背景存在差 异，这种差异可能导致在共享美食时产生尴尬和误解
案例一：语言与文化差异的处理
解决方案
为了解决这个问题，首先需要认识到这种语 言与文化差异的存在，并尊重彼此的交际风 格。英国员工可以尝试更能明确表达 自己的意见。此外，双方还可以通过提高彼 此的语言能力，更好地理解和尊重对方的文 化背景
PART 2
案例二：价值观与文化冲突的解决
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课程名称: 跨文化交际案例分析
总学时: 36
学分: 2
适用专业: 汉语国际教育专业硕士
先修课程:无
教学目标:
培养学生的跨文化交际能力和社会实践能力，强化学生的跨文化
交际意识。
通过中外文化异同分析，正确认识世界多元文化的价值、地位与影响。
了解跨文化交际学基本概念、基础理论及典型案例，掌握基本的社交礼仪，知晓中西方在价值观、思维方式和行为方式等方面的异同，提高理论水平与思辨分析能力。
通过对文化态度、文化观念，以及跨文化交际心理的探讨，使
学生加深对世界多元文化的理解，形成平等、尊重、宽容、客观的跨
文化观念。
主要内容:
本课程的基本内容主要包括：学科综述，跨文化交际的基本概念、基础理论以及典型案例分析。
本课程强调“案例教学”的重要性，突出课程的实践性和实用性，通过有针对性的案例分析与讨论，帮助学生学会综合运用所学的理论知识进行跨文化交际案例分析。
为了培养学生对外交际的能力和学生对中国文化掌握的能力，我们的教学内容是促使双向沟通的教学内容。
所谓双向沟通是指我们的学生和所在国的人们的沟通和他们所教的学生将来和中国人的沟通。
我们的教学内容应该紧紧围绕着这双向沟通而展开。
在课堂上，我们给学生两种案例让学生分析，一种是他们在生活中和教学中可能遇到的跨文化交际问题的案例，另一种是在课堂上、在文本中的中国文化问题的案例。
双向沟通的教学内容，才能保证学生在国外从事汉语国际教育工作时能顺利完成任务。
主要章节：
第一章跨文化交际概述
第二章文化因素与跨文化交际
1 价值观中的文化冲突
民族性格
案例分析
2 心理因素与跨文化交际
（1）语言的习得与发展
（2）中外思维方式的差异
（3）定势与偏见
3 自然环境、空间环境与跨文化交际
4 心理环境与跨文化交际---隐私
案例分析
第三章社会环境与跨文化交际
1情景与跨文化交际
2角色与跨文化交际
案例分析
3人际关系与跨文化交际
案例分析
第四章规范系统与跨文化交际
1 关于规范和规则
2 规范系统的层次性
3 中外规范系统的不同
案例分析
第五章符号、代码系统、编码和译码与跨文化交际
1 符号
2 代码系统
3 代码系统的不同层次
第六章语言与跨文化交际
1什么是“文化附加意义”
2“文化附加意义”的特点
3 中外语言中文化附加意义的不同
4 词汇与思维方式及价值观念
案例分析
第七章交往规则与跨文化交际
1 社会语言差异
2 合作原则及其文化差异
3 礼貌原则及其文化差异
案例分析
第八章社会礼仪、社会习俗与跨文化交际
1 送礼
2 禁忌
案例分析
第九章言语行为与跨文化交际
1 称呼
2 邀请
3 拒绝
4 招呼
5 请求
6 恭敬
7 道歉与感谢
案例分析
第十章非言语行为与跨文化交际
1 非言语行为的特点
2 中外身势语的文化差异
3 中外手势语的文化差异
4 中外表情语的文化差异
5 中外体距语的文化差异
6 中外身体接触的文化差异
7 中外服饰语的文化差异
第十一章跨文化适应
1 文化休克
2 跨文化适应的过程
3《刮痧》综合性案例分析
第十二章跨文化交际与汉语教学
教学方式:
“跨文化交际案例分析”的讲解采取“基本概念+相关跨文化交际理论+典型案例分析”相结合的授课方式，将概念、理论和典型案例进行合理分类与归纳，所以我们以跨文化交际的理论为纲，以理论串案例，把那些典型性、综合性、前沿性、实用性，特别是那些能够展示世界多元文化特点、有助于预见学生跨文化交际中可能出现障碍的案例置于不同的跨文化交际理论框架下，先简要介绍跨文化交际的理论，然后，通过大量有针对性的案例的分析与讨论，帮助学生学会综合运用所学理论进行分析，帮助学生循序渐进而又较为系统地掌握相关知识，体现理论与实践紧密结合的教学宗旨。
本课程采用简要的理论讲解、全方位的课堂互动、立体化的学习材料等方式进行授课。
考核方式: 1 本课程采用100分制
课堂表现20分
案例分析 20分
期末考核30分
论文：30分
教材及参考文献：
1．贾玉新《跨文化交际学》，上海外语教育出版社，1997
2．关世杰《跨文化交流学》，北京大学出版社，1995
3．胡文仲《跨文化交际学概论》，外语教学与研究出版社，l999
4. [美]拉里·A·萨默瓦，理查德·E·波特著，闵惠泉等译《跨文化传播》，中国人民大学出
版社，2004
5. 顾希佳《礼仪与中国文化》，人民出版社，2001
6. 吴为善严慧仙《跨文化交际概论》，商务印书馆，2009
7. 毕继万《跨文化交际与第二语言教学》，北京语言大学
出版社，2009
8. 胡文仲毕继万《跨文化非语言交际》，外语教学与研究
出版社，1999
9. 李杰群《非语言交际学》，北京大学出版社 2002
10 许嘉璐《未惬集》，贵州人民出版社，2005
任课教师: 吕俞辉
大纲撰写人: 吕俞辉。