跨文化交际课后答案

跨文化交际课后答案
跨文化交际课后答案

Case 1 A Canadian

The shipping agent(代理) is serving the customers in the way that is considered efficient in Venezuelan(委内瑞拉) culture. To the Canadian, however, this is unfocused activity(活动) that is not nearly as efficient(有效地) as it would be —particularly from her point of view — if the agent simply dealt(处理) exclusively(专门) with her scheduled(计划) appointment. In Canada, businesspeople typically(通常) write appointments and activities into the day’s agenda(议程) every day. They then work sequentially(顺序) through the agenda until they have completed each task or the day is over. In other words, Canadians prefer to do one thing at a time, while the South Americans, including Venezuelans, tend to do a few things simultaneously(同时).

Case 2 A dozen

As a Westerner, the American visiting professor(客座教授) does not quite understand the collective ownership(集体所有制) of information in some other cultural environments. What made her annoyed(恼火) is a different attitude toward information about people. In the United States, it is generally assumed(认为) that personal matters are private(隐私). Teachers go through elaborate(精心) procedures(设计) to assure that students do not have access(接触) to each other’s grades. In business it is the same. Evaluations(评估) are confidential(保密的).

Case 3 When

As a matter of fact, the American woman was not being disrespectful(不敬). However, it is clear that her way of showing respect and welcome was different from the ancient tradition of keeping physical distance from superiors(上级), which is still widely observed(遵守), especially when royalty(皇室) is involved(有关的).

Paul Keating, the Australian prime minister(总理), may have intended(打算) to suggest by his gesture(姿态) that Australia would no longer accept the queen as head of state but just as one of their honored guests. Obviously, the British would not like it at all.

Sometimes, such seemingly(表面上的) trivial(琐碎的) things can influence relations between countries. That’s why protocol(协议) is taken seriously and people who are to hold diplomatic(外交) posts(公告) will be given detailed and careful instructions(指示).

Case 7 A female

When the Canadian young man said, “Who took my peanut butter(花生酱)?”, what he really meant was “Where is my peanut butter? I can’t find it.” The Chinese doctor felt upset because in Chinese culture questions like this, especially expressed in the way the young Canadian man did, often imply(暗示) that someone is to blame(罪魁祸首). Chinese culture prohibits(禁止) direct accusing(指责)unless a person has been targeted for shame. However, true(忠诚的) to her learned cultural behavior of never

showing anger in public, the Chinese doctor didn’t say anything, though she was deeply distressed.

Later, the physiotherapist(理疗师) was making a joke when she said the Chinese doctor had “three hands”. She wasn’t serious, of course, and expected the patient to be amused(被逗乐) by her explanation for his pain: that the doctor on the other side of the room could have reached an imaginary(虚构的) hand out to touch him. She didn’t know that in Chinese a “three-handed person” is a slang(俚语) for a thief.

Case 8 Brent Weber

In American culture, people’s personal goals take priority(优先) over their allegiance(效忠) to groups like the family or the employer. The loyalty(忠诚) of individuals to a group is usually weak. Americans are apt(倾向于) to change their relationship if it suits their individual needs, and they are not likely to be emotionally(情绪) dependent on organizations(组织) and institutions(机构).

In Japanese society, the relationship between an employee and the firm(公司) is much more interdependent(依赖), somewhat similar to a child-mother relationship where the mother (firm) is obliged(义务) to take care of her children (employees) and children (employees) have to obey and follow the commands(命令) of their mother (firm).

It is not surprising for an American to try to find another job before he or she leaves his or her present employer if he or she consider it necessary for him- or herself. However, this action was regarded(认为) by the Japanese firm as disloyal(不忠), undermining(破坏) the trust between the two parties. In spite of this, the manager(经理) of the firm did not like the parting to be understood as Brent being fired, because the appearance of harmony(和谐) and agreement(协议) within the group (the firm in this case) is important in Japanese society.

Case 9 In a cross-cultural

When they are being scolded(责骂) by the trainers(辅导员) for being repeatedly late for afternoon sessions(会议), the Chinese trainees felt bewildered(困惑) because they thought it is inappropriate(不适当的) for the Canadian trainers to become so angry about it. In their opinion, one should not let him- or herself behave as emotionally(冲动) like this. The appropriate(适当) way to deal with such a person would be to become cooler toward and more distant from the person who behaved so irresponsibly(不负责任的). It was understandable that one would feel angry in this situation but it was not appropriate to show anger, for the other person would certainly lose face if anger were directed toward him or her, and the angry person would look foolish and childish(幼稚的) and therefore also lose face.

Canadians see such situations in a very different way. They tend to explicitly(明确地) express how they feel and openly criticize(批评) the person who they think has been wrong or irresponsible(不负责的). It seems to them that this has little to do with face.

Case 16 A mission

What went wrong in this case? Contrary(相反) to general American perception(观念), it is considered proper behavior for Japanese to be silent(沉默). It is a discreet(谨慎) way to show respect if he listens to others speak rather than speaking out. So the Japanese delegates(代表) did what they considered proper, i.e., listen quietly to what the Americans had to say. Silence often means that they are seriously thinking about the subject at issue(讨论中的问题). But many Americans will interpret(理解) silence in a conversation(谈话) to mean disapproval(不满), disagreement(分歧), or even arrogance(傲慢). This is an example that illustrates(说明) the problem of the so-called “perception-gap(观念鸿沟)”. Participants(参与者) in communication perceive(感知) each other’s behavior in very different ways, which often results in misunderstanding or conflict(争执).

Case 17 Tom

It is customary(习俗) in China and many other Asian countries for hosts(主人) to ask their guests again and again to take more. Tom didn’t have to eat extra food if he didn’t want any more.

In the U.S., a host will offer more food usually only once. And the Americans will take a “no” to mean “no”, whether it is the first, second or third time. However, in many other parts of the world it is considered good manners for guests not to accept an offer at first. Sometimes one mustn’t accept food the second time it is offered. Therefore, hosts try to repeat an offer until they are sure that their guests really want to decline(谢绝).

Case 18 Ted Washington

Ted Washington, the marketing manager, rejected(拒绝) the sale proposals(议案) of both the American, Dale Peters and the Japanese, Hideo Takahashi, without considering who made the proposal. While the direct and outright(公然的) rejection is O.K. with Peters, for he and the manager are from the same culture, to Hideo, it means something beyond the rejection of a proposal itself. Therefore, the two people responded(响应) to the rejection in quite different ways.

In this case, the American believes the root(根源) of the conflict(冲突) lay in different goals and objectives(目标), therefore, Peters entered into a heated(热烈的) discussion with Ted, trying to get his proposal(议案) accepted by producing facts(事实), figures(数据), and graphs(图) to illustrate his case. But the Japanese believes the conflict was not in the rejection of the proposal but rather in the way it was communicated, so he thinks of it as a personal attack or a sign of mistrust. In short, Americans tend to be more task-oriented(工作型) while the Japanese are more likely to focus on(集中于) interpersonal relationships(人际关系).

Case 22 An American

People from different cultures may consider their own communication style to be natural and normal, and therefore tend to evaluate(评价) other styles negatively(负面的). In this case, both people are unaware(未察觉) of the American preference(偏爱) for a direct and explicit(直率的) style in contrast to(与…相反) the more

contextual(语境) African style. Both these communicators(传播者) are likely to leave the situation less inclined(倾向) to ask or answer questions of each other again. Case 23 A French

In France it is required that all calls begin with an apology for disturbing(打扰) the answer. They are also expected(希望) to begin the call by checking that they have reached the right number, identifying(确认) themselves, and then chatting(聊天) with whoever has answered the phone, if this person is known to them. Only after some conversation may callers indicate(表明) their wish to speak with the person they have actually called to speak to.

In contrast, callers in the U. S. A. apologize only when they feel they have called at an inappropriate(不适当的) time; they often ask for the person they want without identifying themselves or conversing with the answer, even when that person is known to them; and they behave, in general, as though the person who has answered the phone is just an extension(扩展) of the instrument(仪器) itself.

Case 24 At a 1970

The Japanese have a strong dislike of entering into direct confrontations(对抗) and placing others in an embarrassing(尴尬) position. It is very difficult for a Japanese to respond to any suggestion or request with a definite(明确的) “no”. What the Japanese will often do instead is resort to a vague(模糊) sort of reply to the effect(结果) that the matter needs further study and consideration. They do this to save face for the person who has made the suggestion or request, but Americans may not properly understand it and may completely misinterpret(误解) the vagueness(模糊性) as compliance(符合) and assume(认为) that the proposition(提议) has been accepted. But this was apparently(显然的) never made clear to Nixon(尼克松). That is why he included that he had been double-crossed(出卖了). The misunderstanding had serious adverse(不利) consequences(后果) for Japanese U. S. relations.

Case 25 A Japanese

Nonverbal(非语言) behaviors such as smiles seem to cut across(超过) cultural lines. But in reality(现实), they are often found to be not universal(普遍). To most Americans, a smile is the most common nonverbal behavior to bridge gaps that may exist between strangers (including foreigners) and themselves. It is natural for them to be smiling and friendly when they come across(遇到) strangers. But in eastern Asian countries like Japan, smiles are used differently. Japanese do not readily(乐意) show their feelings. In Japan, people do not usually smile at a stranger. If you do, you might be considered impolite.

Case 26 Wang Ping

Chinese people seldom(很少) hug(拥抱) each other, particularly in public places. If people do, a romantic message is usually conveyed(表达). Go to any airport or train station in China, and you will see scenes of greeting and good-bye with all the feeling expressed in the eyes and the face and in the practical things family members and

relatives and friends do for each other, but it is unlikely people will hug, with only younger ones as an exception(例外).

In contrast, people of Latin American(拉美) cultures touch each other in communication much more than people of some other cultures, especially Eastern Asian cultures. At a time of meeting a friend or upon departing(分别), hugging each other is very natural for Latin American people. On such occasions(场合), hugging has no sexual connotation(性内涵); it is just like a handshake in China, but warmer and more enthusiastic(热情). Women tend to hug each other more than men hug women, but both are common. One’s discomfort(不适) at hugging in such situations may be interpreted(被理解为) by Latin American people as unfriendliness(不友善). Case 27 The other

As with smiling, laughing does not always serve the same function in different cultures. Interestingly, for us Chinese, laughing often has a special function during tense(紧张) social occasions. People may laugh to release the tension or embarrassment, to express their concern(关怀) for you, their intention(意图) to put you at ease or to help you shrug off(摆脱) the embarrassment. In this case, the people there actually(实际上) wished to laugh with the American rather than at him. Their laughing seemed to convey(传达) 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(不幸的是), the America was unaware(没意识到) of this. He thought they were laughing at him, which made him feel more embarrassed and angry, for in his culture laughing on such an occasion would be interpreted(被理解为) as an insulting(侮辱的) response, humiliating(羞辱) and negative(消极).

Case 37 What is

The U.S. salesman(推销员) in this case was acting according to ideas about dress that seemed appropriate(适当的) to him in his culture. He may have considered the informality of his dress as signaling(暗号) a willingness(自愿的) to put aside rigid rules(死板的规定) of behavior and be friendly. He may have been cold and enjoyed the warmth of a large sweater(线衣). He may have spent the previous(先前的) 20 hours on plane and, without a chance to change his clothes, may have gone straight to the trade show(贸易展览), because to him, being there was more important than being dressed a certain way. But in the Japanese culture, this kind of dress is considered very inappropriate(不适当的) for such a formal business occasions. Case 38 The marketing

In a country where there are very strict cultural taboos(文化禁忌) on nudity(裸体), such packaging(包装) would be considered a form of obscenity(猥亵). The U.S. firm had to pay a high price for not understanding the culture of their customers. Religion plays an important role in influencing(影响) customs, people’s attitudes towards life, what and how to buy and so on. More seriously, people may even refuse(拒绝) to buy certain products or services for religious reasons. So it’s no wonder that a common and well-received culture in one culture may meet its

waterloo(惨败) in another culture. In Saudi Arabia(沙特阿拉伯), the Muslim faith(穆斯林) plays a significant(重要) role in people’s lives. This case demonstrates(展示) to us that moral standards(道德标准) vary(不同) from country to country. Thus when doing international trade, one should never take his own religion and moral standards for granted(假定) but should always bear(怀有) those differences in mind.

Case 39 In international

In this case, what is at issue(争论) is the correct translation of terms(条款), as well as the accepted use of terms in the chicken trade. The meaning of chicken in Swiss culture is different from that in America. In this case, the failure(失误) was caused by the misunderstanding of the different meanings of chicken in each other’s culture. In Swiss, chicken has a specific meaning, while in America this term is used for any type of chicken.

As the case went to trial(试验) in the U.S., it was judged according to the American culture, which seems unfair. However, unawareness(没意识到) of these cultural differences will definitely(肯定) result in problems in intercultural communication(跨文化交际).

跨文化交际概论-课程各章节内容要点整理

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跨文化交际习题

跨文化交际习题

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在日本,自动售货机里出售除下列哪一种饮料以外的所有其他饮料? A. 啤酒 B. 加糖精的保健饮料 C. 加糖的咖啡 D. 美国公司生产的软饮料 解答: B 参考答案: B 3. 单选题:(1.0分) 在拉丁美洲,管理者______。 A. 一般会雇佣自己家族的成员 B. 认为雇佣中级家族成员是不合适的 C. 强调雇佣少数特殊群体员工的重要性

D. 通常雇佣比实际工作所需更多的员工 解答: A 参考答案: A 4. 单选题:(1.0分) 在拉丁美洲,人们______。 A. 认为交谈时和对方进行眼神交流是不礼貌的 B. 总是等到对方说完才开始说话 C. 身体接触次数比相似情况下北美商人多 D. 避免身体接触,因为这被认为是对个人隐私的侵犯解答: C 参考答案: C

5. 单选题:(1.0分) 马来西亚的主要宗教是______。 A. 佛教 B. 犹太教 C. 基督教 D. 伊斯兰教 解答: D 参考答案: D 6. 单选题:(1.0分) 在泰国______。 A. 男性之间挽手同行很常见

B. 男女之间在公共场合挽手很常见 C. 男女同行是很粗鲁的举止 D. 传统上男性和女性在街上遇见会互相亲吻解答: A 参考答案: A 7. 单选题:(1.0分) 在印度,进食时恰当的举止是______。 A. 用右手取食物,用左手吃 B. 用左手取食物,用右手吃 C. 取食物和吃都只用左手 D. 取食物和吃都只用右手 解答: D 参考答案: D

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《跨文化交际》课程教学大纲 课程编号:ENGL2046 课程类别:专业选修课程 授课对象:英语专业、俄英双语、法英双语学生 开课学期:英语第6学期、双语第8学期 学分:2 学分 主讲教师: 指定教材:《跨文化交流入门》,浙江大学出版社,许力生主编,2004年。《文化与交际》,暨南大学出版社,胡穗鄂编。 教学目的: 目前我国经济快速增长,文化交流、旅游业蓬勃发展。江、浙、沪地区外国独资、合资企业数量增多,与国际人员的经济文化交往日益增多。跨文化交际现象已经成为苏州本地文化的一个重要方面。但是,在众多的跨文化交际中,一些人员出现文化误解,或者表现出不自信,降低了交际的效益,直接的后果往往导致经济效益的降低。苏州大学作为本地的人才高地,有责任、有条件在教学中培养学生的跨文化交际能力。我们的毕业生主要从事文化、教育、经济活动,我们的课程也应适应这社会需要,帮助学生通过知识的获取、情感的开放和技能的培养形成以自我文化又和他国文化保持一定距离的跨文化意识,也就是说一种能以局外者的眼光看待自己文化的能力;局内者的眼光理解自己和他人的文化意识;培养学生在交际中对他国文化和本土文化怀有好奇、开放和宽容的态度。从而在国际交往中提高交际的效益,提升个人的自信心。 本课程采用课堂教学、学期作业和网络平台相结合的教学形式。课堂教学采用多种教学法综合进行教学。课堂语言为英语。采用理论与实践活动相结合的方式,与学生互动探讨理论。参插角色扮演、小组讨论、全班讨论的活动方式,进行情景模拟实验、引导学生发表观点。另外有录音、录像供学生观摩讨论。学期作业的形式是一篇千字以上的论文,内容是运用学到的某些跨文化交际的理论概念对现实生活案例、本土文化和外国文化进行阐释、分析、比较和反思。学生必须自己选题、规划。文章材料包括文字、图片、音频和视频,教师的工作是建议、修改、监督和评估,创造机会,帮助学生完成学期论文。 该课程有两个网站:一个是在外国语学院服务器上的课程资源网站,网站上有该课程的教学大纲、进度表、备课教案,另设有通知板、网上跨文化交际咖啡俱乐部、学习工具等帮助学生完成科目的服务性网站。另一个网站是新浪博客上的学期作业网站。所有学生的学期作业从开题、大纲创建开始,就直接与课程教师、同班同学见面。所以,学生论文的完成过程,也是教师不断地修改、同学建议、学生本人反馈、修正的过程,直至最后作业完成。 此外,该课程联系了国外大学跨文化交际专业的师生,进行网络实时联合授课,每学期四次,让师生们有真实的跨文化交际体验。 此教学设计的目的是提高发挥教师的主动创造性,提高学生的学习动机、发展他们的自主学习能力,培养具有开阔视野的具有跨文化交际意识的外语专业人才。 考试方式: 学期论文(70%)(课本内容)+平时成绩(30%)(上课讨论发言、出勤率、网上参与率) 第一课Communication in Global Village 课时:第一周,共2课时 教学内容Introduction to Communication

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第一讲跨文化交际 1. 在你的日常活动中哪些是比较典型的跨文化交际? 答:(1)具有不同文化背景的人从事交际的过程就是跨文化交际。 (2)日常活动中比较典型的跨文化交际有: ①中外领导人谈判、进出口公司的工作人员与外国商人谈生意; ②和外国旅游者、外国留学生、外国教师交往; ③阅读外国小说、观看外国电影、电视节目。 2. 你认为强调个人之间的文化差异有什么利弊? 答:强调个人之间的文化差异有如下利弊: (1)利:每个人都隶属于若干群体,而且没有哪两个人隶属的群体是完全相同的。即使在同一群体中,每个人的态度、价值和信念也不会完全一样。因此,每个人都应该被认为是独特的。强调个人的差异,就是在从地区、职业、年龄、性别等方面来研究不同文化对个体的影响,这有助于跨文化交际深入开展。 (2)弊:过于强调个人之间的文化差异也有一定的弊端。个体只是一种或多种文化的具体情况。根据传统的观念,文化通常不是指个人行为,而是指一个群体的生活方式和习惯,个人之间的差异研究只有在把他们当作群体代表时才有意义。过于强调个人文化之间的差异会使跨文化交际变得非常繁琐,实际上取消了跨文化研究的意义。 3. 我国的地区文化差异是否可以作为跨文化交际研究的重要方面? 答:我国的地区文化差异可以作为跨文化交际研究的重要方面。 (1)跨文化交际研究的重要性排序如下:主流文化—亚文化—地区文化—小群体文化。 (2)地区文化的差异是跨文化交际研究的重要课题之一。我国幅员辽阔、地域广袤,地势高低起伏,地形复杂多变,由于空间分布差异,各地区形成了具有各自地方特斯的区域文化。 (3)同时,我国是一个多民族国家,每个民族都有自己的民族文化传统,这些也构成了地区文化的一部分。这些地区文化从总体上看,特点显著,区别性强,差异性大,值得进行跨文化研究。

(完整版)新编跨文化交际英语教程翻译1-10单元

1 Translation 纵观历史,我们可以清楚地看到,人们由于彼此所处地域、意识形态、容貌服饰和行为举止上存在的差异,而长久无法互相理解、无法和睦相处。在这种情况下,跨文化交际作为一个特定的研究领域得以形成和发展。值得注意的是,人类文明在发展过程中所遭受的许多挫折,既是个人的,又是全球性的;人类历史进程总是充满了个人间的直接冲突和民族间的误解——从骂骂咧咧到孤立主义直至到武装冲突,大大小小争端不绝。 很显然,文化间以及亚文化间的交往比以前多了,这迫切要求我们共同努力,去理解有着不同信仰和文化背景的人们,并与之和睦相处。通过加深认识和理解,我们能够与生活方式、价值观念不同的人们和平共处;这不但有益于我们周遭环境的安定,也是维护世界和平的决定性因素。 2 Translation 文化有时候被称为我们的心智程序,我们“头脑的软件”。但是,我们可以进一步引申这个用电脑所做的类比,把文化看作是支持运行的操作环境。文化就像电脑使用的DOS或者Unix或者“视窗”(Windows)等操作系统一样,使我们能在各种各样的实际应用中处理信息。用“视窗”这个比喻来描述文化似乎也很有吸引力。文化就是我们心灵的视窗,透过它我们审视生活的方方面面。一个社会中不同个体的视窗是不大一样的,但都有着一些重要的共同特征。 文化就好像是鱼畅游于其中的水一般,人们想当然地把文化看成是客观存在的事实,因而很少去研究它。文化存在于我们所呼吸的空气之中,文化对于我们了解我们自身之为何物是必不可少的,就正如生命离不开空气一样。文化是特定群体的共有财产,而不单是个体的特征。社会按照文化设定的程序运作,这种程序来自于相似的生活体验以及对这种生活体验之含义的相似阐释。 如果文化是一种心智程序,那么它也是现实的心灵地图。从我们很小的时候开始,文化就告诉我们应该看重什么、偏好什么、规避什么和做些什么,文化还告诉我们事物应该是什么样。文化为我们提供超越个体经验可能的理想典范,帮助我们决定应该优先考虑的人或事。文化为我们建立起行为准则,并视遵守这些准则的行为为正当、合法。 3 Translation 43

跨文化交际答案1

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大学英语跨文化交际教程课后答案完整版

期末考试范围 ? 1. 阅读理解2篇(20%) ? 2. 选词填空:15个句子(15个备选项,课后的key concepts,概念的词为主。(15%) ?eg: ———the belief that any individual, no matter how poor, can achieve wealth and fame through diligence and virtue. ? 3. 简答题:课后comprehension questions和case study( 课内或者稍微改动的)。(25%) 4. 实用写作:一封信什么的(格式)(10%) 5. 写作:给出某个文化现象观点,运用所学文化差异进行评论 (comment)。(30%) 如: 说给一个关于教育的话题(文化现象),我们要用所学的中 美教育差异进行评论,议论文形式。 价值观,家庭观,社会关系朋友观,饮食观,教育观,时间观等 篇目:Unit1: A B C Unit2 A Unit3 A B Unit5A Unit6A Unit7 A Unit10 B Unit1 A Key concepts reservation: 谦逊的coldness: 冷静的 modesty:谦虚的 humor:幽默的 sportsmanship:运动员精神 Q1、what is a reserved person like? Answer: A reserved person is one who does not talk very much to strangers, does not show much emotion, and seldom gets excited. Q2、what is the character of the Englishmen? Answer: reserved 、humor、modesty、cold、sportsmanship. Q3、what is sportsmanship? Answer: sportsmanship is the ability to practice a sport according to its rules, while al so showing generosity to one’s opponent and good temper in defeat. Case study Q、What made the British feel quite unhappy in this situation?

《跨文化交际》课程教学大纲

《跨文化交际学》课程教学大纲 一、课程简介: 课程代码课程名称:跨文化交际学课程属性:公共必修课 学时:36 学分:2 课程内容: 《跨文化交际学》的主要内容是对中国文化和西方文化进行介绍并作对比研究, 授课内容主要涉及语言,文化和跨文化交际的话题。该课程有助于增强文化差异的敏感性,增强跨文化交际意识,有助于学生跨文化交际能力的提高。 二、课程教学大纲 《跨文化交际学》课程教学大纲 1、课程说明 该课程旨在扩大学生的知识面,对西方文化的不同层面有所了解,以提高学生的交际能力。在传统的教学中, 人们往往忽视文化的重要作用, 只注重语言能力的培养而未能顾及交际能力的提高。近年来国内学者认识到外语教学必须引进文化知识的对比,训练学生灵活运用语言知识, 更好地与外国人沟通, 减少和避免误解。该课程教学要求学生提高对文化差异的敏感性, 更有效地与外国人进行交际,为学生跨文化交际能力的提高奠定基础。 2、教学对象 全校本科学生 3、教学目的 该课程教学重点在于培养学生对英语国家文化的了解及跨文化交际意识, 提高驾驭英语语言的能力, 从而使其能得体地运用语言与操英语的外国人士进行交流。该课程授课形式以讲解为主,课堂讨论为辅。教师的讲授重点是帮助学生认识中西文化的异同,分析文化差异的根源, 帮助学生深化对西方文化的理解。中西文化的差异在表层上很容易识别,但对造成差异的原因却需追根溯源。东西方在历史,思维方式以及哲学等方面的差异则是造成中国学生对西方文化不解的主要原因,也是该课程的难点。 4、教学要求: 该课程要求学生全面掌握涉及跨文化交际中的问题,关于文化的定义和模式,基础理论,

比如集体主义与个体主义。该课程还讨论语言交际中的具体问题,比如介绍与问候,词语的使用,非言语交际,价值观念,对时间,空间的看法,对教育,工作的态度, 人际间的关系, 家庭观念,以及文化冲突,文化休克等问题。最后能考试合格。 5、教学基本内容及学时安排(总学时:36) 6、各章节教学要求及教学重点 第一章跨文化交际中的问题 本章主要教学内容: 举例说明中国人与英美人士交际中存在的误解或问题。 本章教学目的及要求: 要求学生认识到跨文化交际中文化意识的重要性。 本章教学重点及难点: 交际失败的深层原因不只是语言问题,而是价值观念,经济基础,道德观念等因素在起作用。

跨文化交际课前习题答案

UnitTwoCultureShock Ⅰ.Fillinblanks a.Inaformalwesternmeal,youreofferedasecondhelpingbutyouhavealready hadenough.Youshouldsay“______”.ThatwasdeliciousbutIvealreadyhadple nty,thanks. b.Taboosarewords,expressions,et c.thatareconsideredasbeing______or__ ____.unpleasant,disgustingc.______isaculturethatscoreshighonindividual ism.Individualculture d.Socialdistancereferstothedegreeof______or______betweentwoculture s.similarity,dissimilarity e.Becauseoftheir______,individualistsgivelittleth oughttothe______ofothers.Butcollectivistscareverymuchwhatothersinth eirgroupsthinkanddonotliketobethetargetsof______and_______.indepen dence,evaluations,scrutiny,criticism Ⅱ.KeyTerms a.cultureshock b.collectivistculture c.hospitality d.politeness e.privacy 在一个正式的西餐,你再提供一次帮助但你已经有足够的。你应该说“______”。那是美味的但我已经有很多,谢谢。 B.禁忌词,表达,等,被视为______或______。不愉快的,令人厌恶的 C. ______是一种文化,分数高的个人主义。个体文化 D.社会距离指的是______或______程度在两种文化之间。相似性,相异性 E.因为他们______,个人主义者不在乎别人的______。但集体主义者非常关心他们小组

跨文化交际课后答案

Case 1 A Canadian The shipping agent(代理) is serving the customers in the way that is considered efficient in Venezuelan(委内瑞拉) culture. To the Canadian, however, this is unfocused activity(活动) that is not nearly as efficient(有效地) as it would be —particularly from her point of view — if the agent simply dealt(处理) exclusively(专门) with her scheduled(计划) appointment. In Canada, businesspeople typically(通常) write appointments and activities into the day’s agenda(议程) every day. They then work sequentially(顺序) through the agenda until they have completed each task or the day is over. In other words, Canadians prefer to do one thing at a time, while the South Americans, including Venezuelans, tend to do a few things simultaneously(同时). Case 2 A dozen As a Westerner, the American visiting professor(客座教授) does not quite understand the collective ownership(集体所有制) of information in some other cultural environments. What made her annoyed(恼火) is a different attitude toward information about people. In the United States, it is generally assumed(认为) that personal matters are private(隐私). Teachers go through elaborate(精心) procedures(设计) to assure that students do not have access(接触) to each other’s grades. In business it is the same. Evaluations(评估) are confidential(保密的). Case 3 When As a matter of fact, the American woman was not being disrespectful(不敬). However, it is clear that her way of showing respect and welcome was different from the ancient tradition of keeping physical distance from superiors(上级), which is still widely observed(遵守), especially when royalty(皇室) is involved(有关的). Paul Keating, the Australian prime minister(总理), may have intended(打算) to suggest by his gesture(姿态) that Australia would no longer accept the queen as head of state but just as one of their honored guests. Obviously, the British would not like it at all. Sometimes, such seemingly(表面上的) trivial(琐碎的) things can influence relations between countries. That’s why protocol(协议) is taken seriously and people who are to hold diplomatic(外交) posts(公告) will be given detailed and careful instructions(指示). Case 7 A female When the Canadian young man said, “Who took my peanut butter(花生酱)?”, what he really meant was “Where is my peanut butter? I can’t find it.” The Chinese doctor felt upset because in Chinese culture questions like this, especially expressed in the way the young Canadian man did, often imply(暗示) that someone is to blame(罪魁祸首). Chinese culture prohibits(禁止) direct accusing(指责)unless a person has been targeted for shame. However, true(忠诚的) to her learned cultural behavior of never

跨文化交际教学大纲

《跨文化交际》 课程教学大纲 课程名称:英语教学论 课程类别:专业必修课 考核类别:考试 适用对象:本科 适用专业:英语 总学时、学分:36学时2学分 一、课程教学目的 该课程旨在扩大学生的知识面,对西方文化的不同层面有所了解,以提高学生的交际能力。在传统的外语教学中, 人们往往忽视文化的重要作用, 只注重语言能力的培养而未能顾及交际能力的提高。近年来国内学者认识到外语教学必须引进文化知识的对比,训练学生灵活运用语言知识,

更好地与外国人沟通, 减少和避免误解。 二、课程教学要求 该课程教学要求学生提高对文化差异的敏感性, 更有效地与外国人进行交际,为英语专业课程的学习和翻译实践能力的提高奠定基础。 三、先修课程 跨文化交际是英语专业的必修课, 是在完成了精读、泛读、综合英语、写作等基本技能训练后开设的,旨在增强文化差异的敏感性,增强跨文化交际意识,有助于英语专业课程的学习和翻译实践能力的提高。因此,学生先期完成英语听说读写等技能训练基本课程,如《基础英语》、《英国文学选读》等课程。

四、课程教学重、难点 该课程教学重点在于培养学生对英语国家文化的了解及跨文化交际意识, 提高驾驭英语语言的能力, 从而使其能得体地运用语言与操英语的外国人士进行交流。教师的讲授重点是帮助学生认识中西文化的异同,分析文化差异的根源, 帮助学生深化对西方文化的理解。中西文化的差异在表层上很容易识别,但对造成差异的原因却需追根溯源。东西方在历史,思维方式以及哲学等方面的差异则是造成中国学生对西方文化不解的主要原因,也是该课程的难点。 五、课程教学方法(或手段) 教学方法:以课堂讲授为主,适当组织课堂讨论,鼓励学生充分利用课外资源进行探索性、研究性学习。

大学英语跨文化交际教程课后答案(全)

Unit1 Sportsmanship:It is the ability to practise a sport according to its rules, while also showing generosity to one’s opponent and good temper in defeat. 2. Traditionally, an Englishman is thought to be reserved, unemotional, courteous, shy of strangers, suspicious of change, and slow to accept new ideas. 3. It is the ability to practise a sport according to its rules, while also showing generosity to one’s oppo nent and good temper in defeat. Moreover, sportsmanship as an idea is applied to life in general. The pioneering spirit: Except for the brought from Africa, immigrants came to America voluntarily, early in search of greater prosperity and freedom. Rags-to-riches: It is story about a poor boy who, because he was hardworking, honest, and lucky, grew up to become rich and respected. American dream: The belief that any individual, no matter how poor, can achieve weather and fame through diligence and virtue. 1.Traditionally, individualism, independence and collaboration, practice, tolerance, melting pot and racial discrimination are the character of Americans. 3.The American Dream is the belief that any individual, no matter how poor, can achieve wealth and fame through diligence and virtue. Unit 2 Key concepts Five relationships Five relationships: ruler-minister, father-son, husband-wife, elder-younger brother and friend-friend. Humanism Humanism means that man not only had the right to enjoy the beauty of their life, but also had the ability to perfect themselves and perform wonders. Individualism An individualism culture is one in which people tend to view themselves ad individuals and to emphasize the needs of individuals.

跨文化交际课前习题答案

Unit Two Culture Shock Ⅰ.Fill in blanks a. In a formal western meal, you?re offered a second helping but you hav e already had enough. You should say “______”. That was delicious but I?ve already had plenty, thanks. b. Taboos are words, expressions, et c. that are considered as being _____ _ or ______. unpleasant, disgusting c. ______ is a culture that scores high on individualism. Individual culture d. Social distance refers to the degree of ______ or ______ between two c ultures. similarity, dissimilarity e. Because of their ______, individualists give little thought to the ______ of others. But collectivists care very mu ch what others in their groups think and do not like to be the targets of __ ____ and _______. independence, evaluations, scrutiny, criticism Ⅱ. Key Terms a. culture shock b. collectivist culture c. hospitality d. politeness e. privacy 在一个正式的西餐,你?再提供一次帮助但你已经有足够的。你应该说“______”。那是美味的但我?已经有很多,谢谢。 B.禁忌词,表达,等,被视为______或______。不愉快的,令人厌恶的 C. ______是一种文化,分数高的个人主义。个体文化

大学英语跨文化交际教程课后答案(全)

Unit1 Sportsmanship: It is the ability to practise a sport according to its rules, while also showing generosity to one’s opponent and good temper in defeat. 2. Traditionally, an Englishman is thought to be reserved, unemotional, courteous, shy of strangers, suspicious of change, and slow to accept new ideas. 3.It is the ability to practise a sport according to its rules, while also showing generosity to one’s oppo nent and good temper in defeat. Moreover, sportsmanship as an idea is applied to life in general. The pioneering spirit: Except for the brought from Africa, immigrants came to America voluntarily, early in search of greater prosperity and freedom. Rags-to-riches: It is story about a poor boy who, because he was hardworking, honest, and lucky, grew up to become rich and respected. American dream: The belief that any individual, no matter how poor, can achieve weather and fame through diligence and virtue.

跨文化交际课程安排

跨文化交际课程安排 Syllabus Course: Cross-Cultural Communication Studies Instructor: Prof. LI Benxian Office: Room G205 , School of English Studies Office Hours: Subject to appointment Course Overview: This course, as rudiments of Cross-Cultural Communication Studies, is about what happens when people from different cultures come together to share ideas, feelings, and information. More specifically, it addresses how cu lture influences one’s verbal and nonverbal behavior, explains why miscommunication and non-communication occur in the multicultural context. Thru the course, you are expected to acquire some concepts and learn ABC theory popular in the field. With the foundation and global view of IC, you can further explore issues related to IC such as ICC and globalization, cultural differences and reconciliation strategies, culture and confrontations between civilizations. Objectives: ◆Enable you to explore the not ion of culture and the ways it is conceptualized. ◆Familiarize the participants with the commonly used research methods and approaches in the discipline.

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