跨文化交际黑龙江大学崔常亮老师chapter Communication and Internat
黑龙江大学外语部第一教学中心跨文化交际教研室
黑龙江大学外语部第一教学中心跨文化交际教研室集体备课记录_2006-2007_学年__秋季__学期日期： 2006年 8 月 30 日时间：_13：30_至14：30___ 主讲教师: _艾军________________ 记录教师： _刘晓丹__________________ 参加教师：____跨文化交际教研室全体教师黑龙江大学外语部第一教学中心跨文化交际教研室集体备课记录_2006-2007学年__秋季__学期日期：2006年 8 月 30 日时间：_13：30_至14：30__主讲教师: _常开媛__________ 记录教师： ___张知博________________参加教师：____跨文化交际教研室全体教师黑龙江大学外语部第一教学中心跨文化交际教研室集体备课记录_2006-2007_学年__秋季__学期日期： 2006年 9 月 6 日时间：_13：30_至14：30___ 主讲教师: _艾军________________ 记录教师： _董璇 __________________ 参加教师：____跨文化交际教研室全体教师黑龙江大学外语部第一教学中心跨文化交际教研室集体备课记录_2006-2007_学年__秋季__学期日期： 2006年月日时间：_13：30_至14：30___ 主讲教师: _______金梅_______ 记录教师： __________________参加教师：____跨文化交际教研室全体教师黑龙江大学外语部第一教学中心跨文化交际教研室集体备课记录2006-2007学年秋季学期日期：2006年9 月 25日时间：14：00至15：00 主讲教师: 李晓光记录教师：参加教师：跨文化教研室全体教师黑龙江大学外语部第一教学中心跨文化交际教研室集体备课记录_2006-2007_学年__秋季__学期日期： 2006年 9 月 27 日时间：_13：30_至14：30___ 主讲教师: _宋冰________________ 记录教师： _刘晓丹__________________ 参加教师：____跨文化交际教研室全体教师黑龙江大学外语部第一教学中心跨文化交际教研室集体备课记录_2006-2007_学年__秋季__学期日期： 2006年 10月 18日时间：_13：30_至14：30___ 主讲教师: 国玮秋________________ 记录教师：刘洋参加教师：____跨文化交际教研室全体教师黑龙江大学外语部第一教学中心跨文化交际教研室集体备课记录__2006-2007____学年___秋学期日期：年月日时间：______至_______ 主讲教师: ___王凤____ 记录教师： ___王玉双________________参加教师：______跨文化交际教研室全体教师黑龙江大学外语部第一教学中心跨文化交际教研室集体备课记录_2006-2007_学年__秋季__学期日期： 2006年 10 月 25 日时间：_13：30_至14：00___ 主讲教师: _杨白________________ 记录教师： _杨白__________________参加教师：____跨文化交际教研室全体教师黑龙江大学外语部第一教学中心跨文化交际教研室集体备课记录_2006-2007_学年__秋季__学期日期： 2006年 10 月 25 日时间：_13：30_至14：00___ 主讲教师: _杨白________________ 记录教师： _杨白__________________参加教师：____跨文化交际教研室全体教师黑龙江大学外语部第一教学中心跨文化交际教研室集体备课记录_2006-2007_学年__秋季__学期日期： 2006年 11 月 29 日时间：_13：30_至14：30___主讲教师: _张丽娇________________ 记录教师： _艾军__________________参加教师：跨文化交际教研室全体教师黑龙江大学外语部第一教学中心跨文化交际教研室集体备课记录_2006-2007_学年__秋季__学期日期： 2006年 12 月 6 日时间：_13：30_至14：30___ 主讲教师: _郑春梅________________ 记录教师： ____________参加教师：____跨文化交际教研室全体教师黑龙江大学外语部第一教学中心跨文化交际教研室集体备课记录_2006-2007_学年__秋季__学期日期： 2006年 12 月 7 日时间：_13：30_至14：30___ 主讲教师: _严明______________ 记录教师： _艾军__________参加教师：____跨文化交际教研室全体教师亲贤臣，远小人，此先汉所以兴隆也；亲小人，远贤臣，此后汉所以倾颓也。
黑大跨文化第十周教学主要内容
Chapter 4 Intercultural Communication Barriers1. Keywords(1) Anxiety: It occurs because of not knowing what one is expected to do, and focusing on that feeling 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 and behaviors 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。
)(3) Assuming similarity instead of difference: It refers to the idea that people coming from another culture are more similar to you than they actually are or that another person’s situation is more similar to yours than it in fact is. （假定一致性：假定一致性是指认为来自另一文化的他人和自己相似或他人的处境与自己的处境相似，而事实上却并非如此。
跨文化交际-黑龙江大学-崔常亮老师-chapter1-2分析
Case analysis:
The case reflects the characteristics of culture. We can tell from the case that culture is pervasive and it’s learned. People may invent different ways for things even as simple as the issue of floor moping. The Philippine woman must have learned this way of mopping from her own culture.
Formation of Cultural Identity
Unexamined cultural identity
Cultural identity achievement
Cultural identity search
赵本山说：“生活让 人深沉。人生是快乐 的，人生也是深沉的。 有时候，我心里还挺 郁闷。自己本来是个 农民，但是现在因为 有了点小名气，说的 话在老百姓中间就有 了一点影响力，说话 就得注意，不能忘了 文化身份。”
Text D Cultural Identity
Cultural identity refers to one’s sense of belonging to a particular culture or ethnic group. 文化身份：认为自己归属于某 一文化或民族群体的感觉。
Jack y
Tony is an American student. Li Ming share a room with Tony. Tony shaved his head but didn’t clean the
黑龙江大学外语部第一教学中心跨文化交际教研室
黑龙江大学外语部第一教学中心跨文化交际教研室集体备课记录_2006-2007_学年__秋季__学期日期： 2006年 8 月 30 日时间：_13：30_至14：30___ 主讲教师: _艾军________________ 记录教师： _刘晓丹__________________ 参加教师：____跨文化交际教研室全体教师黑龙江大学外语部第一教学中心跨文化交际教研室集体备课记录_2006-2007学年__秋季__学期日期：2006年 8 月 30 日时间：_13：30_至14：30__主讲教师: _常开媛__________ 记录教师： ___张知博________________参加教师：____跨文化交际教研室全体教师黑龙江大学外语部第一教学中心跨文化交际教研室集体备课记录_2006-2007_学年__秋季__学期日期： 2006年 9 月 6 日时间：_13：30_至14：30___ 主讲教师: _艾军________________ 记录教师： _董璇 __________________ 参加教师：____跨文化交际教研室全体教师黑龙江大学外语部第一教学中心跨文化交际教研室集体备课记录_2006-2007_学年__秋季__学期日期： 2006年月日时间：_13：30_至14：30___ 主讲教师: _______金梅_______ 记录教师： __________________参加教师：____跨文化交际教研室全体教师黑龙江大学外语部第一教学中心跨文化交际教研室集体备课记录2006-2007学年秋季学期日期：2006年9 月 25日时间：14：00至15：00 主讲教师: 李晓光记录教师：参加教师：跨文化教研室全体教师黑龙江大学外语部第一教学中心跨文化交际教研室集体备课记录_2006-2007_学年__秋季__学期日期： 2006年 9 月 27 日时间：_13：30_至14：30___ 主讲教师: _宋冰________________ 记录教师： _刘晓丹__________________ 参加教师：____跨文化交际教研室全体教师黑龙江大学外语部第一教学中心跨文化交际教研室集体备课记录_2006-2007_学年__秋季__学期日期： 2006年 10月 18日时间：_13：30_至14：30___ 主讲教师: 国玮秋________________ 记录教师：刘洋参加教师：____跨文化交际教研室全体教师黑龙江大学外语部第一教学中心跨文化交际教研室集体备课记录__2006-2007____学年___秋学期日期：年月日时间：______至_______ 主讲教师: ___王凤____ 记录教师： ___王玉双________________参加教师：______跨文化交际教研室全体教师黑龙江大学外语部第一教学中心跨文化交际教研室集体备课记录_2006-2007_学年__秋季__学期日期： 2006年 10 月 25 日时间：_13：30_至14：00___ 主讲教师: _杨白________________ 记录教师： _杨白__________________参加教师：____跨文化交际教研室全体教师黑龙江大学外语部第一教学中心跨文化交际教研室集体备课记录_2006-2007_学年__秋季__学期日期： 2006年 10 月 25 日时间：_13：30_至14：00___ 主讲教师: _杨白________________ 记录教师： _杨白__________________参加教师：____跨文化交际教研室全体教师黑龙江大学外语部第一教学中心跨文化交际教研室集体备课记录_2006-2007_学年__秋季__学期日期： 2006年 11 月 29 日时间：_13：30_至14：30___主讲教师: _张丽娇________________ 记录教师： _艾军__________________参加教师：跨文化交际教研室全体教师黑龙江大学外语部第一教学中心跨文化交际教研室集体备课记录_2006-2007_学年__秋季__学期日期： 2006年 12 月 6 日时间：_13：30_至14：30___ 主讲教师: _郑春梅________________ 记录教师： ____________参加教师：____跨文化交际教研室全体教师黑龙江大学外语部第一教学中心跨文化交际教研室集体备课记录_2006-2007_学年__秋季__学期日期： 2006年 12 月 7 日时间：_13：30_至14：30___ 主讲教师: _严明______________ 记录教师： _艾军__________参加教师：____跨文化交际教研室全体教师。
跨文化交际 Intercultural Communication智慧树知到课后章节答案2023年
跨文化交际 Intercultural Communication智慧树知到课后章节答案2023年下内蒙古民族大学内蒙古民族大学绪论单元测试1.Foreigners are interested to learn about Chinese Culture and Chinese People.At the same time, there are misunderstandings of Chinese culture.A:错 B:对答案:对2.Overseas experiences can expand one's vision and enrich one'sunderstanding of Intercultural Communication.A:对 B:错答案:对3.Before communicating with others, you need to understand your own culturewell.A:错 B:对答案:对4.Culture learning is not so important as language learning.A:错 B:对答案:错5.Knowing all the words and having perfect grammar of a language is enoughto deal with Intercultural Communication.A:错 B:对答案:错6.Everything abroad is the same as “at home”.A:错 B:对答案:错7.In this course, we are going to learn aboutA:Intercultural communication barriers B:Verbal and non-verbalcommunication C:Thearatical foundations of Intercultural Communication D:Acquring Intercultural Communication Competence答案:Intercultural communication barriers;Verbal and non-verbalcommunication;Thearatical foundations of InterculturalCommunication;Acquring Intercultural Communication Competence8.In the study of intercultural communication, we are going to achieve thegoals ofA:understanding the basic termsB:developing communicative competence C:fostering critical thinking ofdifferent cultures D:avoiding potential problems in interculturalcommunication答案:understanding the basic terms;developing communicative competence;fostering critical thinking ofdifferent cultures;avoiding potential problems in interculturalcommunication9.The course you are taking isA:Phycology B:Communication C:Intercultural Communication D:EnglishLiterature答案:Intercultural Communication10.When being asked by other people about your culture, you will be moreaware of your identity.A:对 B:错答案:对第一章测试1.The dialogues at the United Nations, for example, would be termed _________.A:international communication B:interpersonal communication C:interracial communication D:interethnic communication答案:international communication2.In China, if a Tibetan communicates with a Han, it is _____.A:interracial communication B:international communication C:interethnic communication D:interpersonal communication答案:interethnic communication3._____ is the socialization process you go through to adapt to your society.A:Enculturation B:Deculturation C:Acculturation D:Assimilation答案:Enculturation4.Many of the same proverbs appear throughout the world, because all people,regardless of their culture, share common____.A:experiences B:stories C:languages D:arts答案:experiences5.In the popular cultural iceberg metaphor, you can only see about 10-15%above the surface, most part of the iceberg is under the water, which is a bit of a mystery. Which of the following do you think are above the water?A:clothing B:food C:architecture D:music答案:clothing;food;architecture ;music6.Six reasons of why study intercultural communication were mentioned，please try pick the ones mentioned in the following.A:technology B:imperative C:self-awarenessD:demographic changes答案:technology;imperative;self-awareness;demographic changes7.Culture can be categorized as either material or nonmaterial culture.A:对 B:错答案:对8.Culture is that complex whole whichincludes knowledge,belief,arts,morals,law,custom and any other capabilities and habits acquired by man as a member of society.A:对 B:错答案:对9.It is reasonable that we use what's below our surface to try to understandwhat's above somebody else’s.A:错 B:对答案:错10."Dig the well before you are thirsty" is a Chinese proverb meaning "吃水不忘挖井人”。
跨文化交际-黑龙江大学-崔常亮老师-chapter 9-CD
your perceptual context
3 g. Anticipate failure events
Home work and After-class activities
1. Surf on the Internet to collect the information about culture shock. 2. Summarize the strategies on how to avoid culture shock and engage in intercultural adaptation.
Now, let’s summarize the key points
of this chapter
!
Missing China!
1. John has been living in China for 4.5 years. 2. He returned to Vancouver for 3 times. 3. It gets harder to adjust each time. 4. He couldn’t wait to return to China.
3 c. Learn basic verbal and nonverbal language
skills
3 d. Develop intercultural relationships
3 e. Maintain an intimate social network
3 f. Assume the principle of difference/Remember
2. Stages of Intercultural Adaptation
U-curve Pattern
跨文化交际-黑龙江大学-崔常亮老师-chapter 8 (1)
★ Contexts specify the appropriate rules
★ Management
“Management” can be viewed differently from culture to culture. 1. Management In China 2. Management in the United States 3. Management in Germany 4. Management in Japan 5. Management in France 6. Management in Mexico and Latin America
See and think…
What is inappropriate?
Chapter 8
Cultural influences on Contexts
Section One
Idioms
Live together like brothers and do business like strangers. —Arab Proverb
Culture’s Influence on the Business Context
Business negotiation is intertwined紧密相连 with cultural exchange. This really is due to globalization, which is a result of growth in U.S. and foreign multinational industries since the 1960s.
Chapter 9 Intercultural Adaptation Section One Cultural influences on Contexts Section One 大学英语
Positive
Negative
Possible Results
1. The definition of acculturation
Acculturation（文化适应）refers to an
individual’s learning and adopting the norms and values of the new host culture.
e. Education shock
Education shock is frequently used to describe what happens to international students who try to adapt themselves to academic life, especially when the learning situation is new and distressing.
Physical symptoms are over-concern about cleanliness of food, bedding, and dishes, extreme stress on health and safety; fear or physical contact with anyone in the new country; great concern over minor pains and skin eruptions; craving “home cooking”; use of alcohol and drugs; and a decline in work quality.
2. Forms of culture shock
a. Language shock b. Role shock c. Transition shock d. Cultural Fatigue e. Education Shock f. Adjustment Stress g. Culture Distance
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we share our thoughts, hopes, and knowledge with others.
Chapter 3 Communication
1. The definition of communication
➢ Western Perspective of communication ➢ Eastern perspective of communication
THE COMMUNICATION PROCESS
Feedback
Response
Source
Encoding
Channel Decoding Message
Receiver
Noise
context
Chapter 3 Communication
Class activity
Picture Analysis What are the components of communication reflected in the following picture?
Channel/Medium is the method used to deliver a message.
Receiver （信息接收者）
A receiver is any person who notices and gives some meaning to a message.
Decoding （解码） Decoding is the activity during which the receiver attaches meaning to the words or symbols he/she has received. Feedback （反馈）
Chapter 3 Communication
2. Components of communication
Sender/Source （信息源）
A sender/source is the person who transmits a message.
Message （信息）
A message is any signal that triggers the response of a receiver.
➢Western Perspective of commuChnapitecr 3aCtioommnunication
➢(西方人的观点）
In western cultures, communication is studied as the
means of transmitting ideas. Western cultures emphasize the instrumental function of communication; that is, effectiveness is evaluated in terms of success in the manipulation of others to achieve one’s personal goal.
psychological noise and semantic noise. Noise is inevitable.
(1)External Noise
Sounds that distract communicators: voices in the next room; annoying ring of someone’s cell phone in a meeting; etc. Other types of external noise that don’t involve sound: an overcrowded room or a smelly cigar (2) Physiological Noise illnesses and disabilities
An idiom
Human beings draw close to one another by their common nature, but habits and customs keep them apart.
Confucius
Learning objectives:
Chapter 3 Communication
People's behaviors are frequently interpreted symbolically, as an external representation of feelings, emotions, and internal states.
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?
Communication is dynamic（动态的）
Chapter 3 Communication
➢Eastern perspective of communication （东方人的观点）
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.
B
Characteristics of Communication
DYNAMIC
CONTEXTUAL
IRREVERSIBLE
SYSTEMATIC
COMMUNICATION IS…
SYMBOLIC
TRANSACTIONAL SELF-REFLECTIVE
Pre-reading Task:
Transactional
Self-reflective
Contextual
Part I
Background &
Lead-in (10 mins)
Lead-in Case: She Has Three Hands
I. Read the case and retell the story. 1. a Chinese doctor, a patient and a
c. Communication is symbolic （符号性的）
Symbols are central to the communication process because they represent the shared meanings that are communicated. A symbol is a word, action, or object that stands for or represents a unit of meaning.
Encoding （编码）
Encoding refers to the activity during which the sender must choose certain words or nonverbal methods to send an intentional message.
Channel /Medium （渠道）
Communication Defined
Components of Communication
Dynamic Systemic Symbolic Irreversible
Intercultural Communication
Defined
Forms of Intercultural Communication
Communication is an ongoing activity. It is not fixed. A word or action does not stay frozen when you communicate; it is immediately replaced with yet another word or action.
angry
Part II
Body (40min-50min)
Text A Communication
Chapter 3 Communication
COMMUNICATION
Communication is derived from the Latin word ‘communicare’, meaning to share with or to make common,
The response of a receiver to a sender’s message is called feedback.
Noise （干扰）
Noise is a term used for factors that interfere with the exchange
of messages, including external noise ，physiological noise,
Chapter Outline
Communication
and
Intercultural
Communication
Communication
Characteristics of Communication
Culture and Communication
Intercultural Communication