跨文化交际英语论文(5篇)
跨文化交际理解英语作文
跨文化交际理解英语作文英文回答：Cross-cultural communication is an important skill in today's globalized world. It's essential to understand and respect the cultural differences when communicating with people from different backgrounds. For example, when I was working with a team from Japan, I learned that they value harmony and group consensus. So, instead of being assertive and making quick decisions, I had to take the time tolisten to everyone's opinions and work towards a collective agreement. This experience taught me the importance of adapting my communication style to accommodate different cultural norms.中文回答：跨文化交际是当今全球化世界中的一个重要技能。
在与来自不同背景的人交流时，理解和尊重文化差异是至关重要的。
举个例子，当我和一个来自日本的团队合作时，我了解到他们非常重视和谐和团体共识。
所以，我不得不花时间倾听每个人的意见，努力达成集体协议，而不是坚持自己的观点并迅速做出决定。
这次经历让我明白了要适应不同的文化规范，调整自己的交流方式的重要性。
英语论文 跨文化交际 跨文化交际的技巧 Cross-Cultural Communication Skills
Cross-Cultural Communication SkillsWhat is cross cultural communication? Well, it simply refers to interpersonal interaction and communication across different cultures. In our increasingly globalized world, this has become an important issue. Effective cross culture communication is all about overcoming cultural differences across religion, borders, nationality and behavior.Within the business context, the diversity of people in countries and cities means that an element of effective cross cultural communication will always be required whether it is between employees, colleagues, or clients. With proper cross cultural business communication, a company can reap benefits in areas such as improved staff interaction, effective client management and better customer relations. With cross cultural communication training, foreign travel and cultural immersion, one can attain competency in cross cultural communication.Because English is the language of business, those who have English as a first language are distinctly advantaged. It therefore falls to them to take particular care in cross-lingual situations to be sure that they are adjusting their own speaking skills to account for language skill diversity when needed: speaking slowly, using tone for cl arity, avoiding acronyms or idioms, using linguistic “signposts,” etc. Conventions and guidelines for “International English” are developing. These guidelines also serve those for whom English is not a native language as we all strive to bridge the gaps that can occur in cross-cultural communication.Competency in Cross-Cultural Communication Skills Directly Influences Your SuccessMulti-cultural work is complex, and different cultures have a dissimilar concept of what constitutes effective communication. Mutual understanding and common agreement in cross-cultural settings is a special challenge. Even when the simplest of words are understood across cultures in a common language, they can carry different meanings that can produce misunderstandings and thus reduce trust. Most of thechallenges caused by cross-cultural clashes are the result of the failure by some or all parties involved to recognize and account for differences in culturally-based communication styles.Below are some guidelines to help improve your cross cultural communication skills.Cross cultural communications require the following:Listening skills. This is a key skill that many business personnel do not exercise enough. To avoid any cross cultural communication problems, attentive listening is critical to be able to understand meanings and empathize with the speaker.Speaking skills. Speaking well is not about accent, use of grammar and vocabulary or having the "gift of the gab" Rather, cross cultural communication is enhanced through positive speech such as encouragement, recognition or expressing opinions sensitively.Observation. To over any cross cultural communication barriers, one need to be more observant of people's dress, body language, interaction and behavior, as these details contain large amounts of cross cultural information.Patience. While there are times when cross cultural differences can be annoying and frustrating, patience is definitely a virtue in such cases. Through patience, respect can be won and cross cultural understanding will be enhanced.Flexibility. You must be open-minded and adaptable if you wish to achieve successful cross cultural communication. Understanding and addresses cross cultural differences can lead to a breakdown of cultural barriers which in turn lead to better communication and stronger trust between both parties.Following the 5 above-mentioned cross cultural communication needs will help to improve communication and pave the path towards stronger cross cultural relationships.。
【5A版】跨文化交际英语论文
InterculturalcommunicationFoodculturedifferenceamongdifferentcountriesName丁崧AcademyandClass热能与动力工程01班Time20GG/6/23Foodculturedifferencesamongdifferentcountries Thesisstatement：Thispaperistalkingaboutthefoodculturedifferencesbetweenseveralcountr ies.Thedifferencesincludefooddifferences,tablewaredifferencesandtable mannersdifferences.Throughthispaperwecanlearnsomedetailswhichwillb ehelpfulwhenwesitontablewithourforeignerfriends.Outline：1.Introduction2.Fooddifferencesamongdifferentcounties2.1Easterncuisine2.1.1Chinacuisine2.2Westerncuisine2.2.1Frenchcuisine2.3Arabcuisine2.4sometaboofood3.Tablemannersdifferencesamongdifferentcounties3.1China3.2Western4.ConclusionWorkscitedFoodCultureDifferencesamongDifferentCountries1.IntroductionFoodisnecessityforeveryone.Thepeoplealltheworldconsumegreatdea loffood,butwhattheyeataresodifferent.Thereisahugedifferenceamongdifferentcountriesonfoodculture.Thereisabundantfoodinworld.Everycountry hasitscharacteristiccourses.Andpeopleliveindifferentareaarefondofdiffer entfood,theyalsousedifferenttablewaretoeatdinner,what’smoretheyeve nhavedifferenttablemanners.Wecallthedifferenceisfoodculture.Wheredoesthefoodculturecomefrom?Ithinktherewillbeseveralreason s:Firstly,Whatpeoplegetwillinfluencewhattheycaneat.Forinstance,farmer mayeatmorevegetable,andfishermanmayhavemorechancetoeataquaticp roduct.Secondly,thenationculturewillaffectfoodculture.Inthispaper,I'dliketomakeacomparisonamongdifferentcountriesfood culturetoseetheirdifferences,andatthesametimeI'lltrytogiveatentativeeG planationtothedifferences．Fromthecomparison,maybewecanknowsom ehelpfulfunctionstheyplayintheirownsociety.2.FooddifferencesamongdifferentcountiesThecuisinesystemofworldcanbedividedintothreeparts:easterncuisine, westerncuisine,andArabcuisine.Andinthethreeparts,theChinacuisine,theT urkeycuisine,andFrenchcuisinearemostfamous.2.1E asterncuisineThehistoryofeasterncuisinehas5000years.Itisbasedonagricultureandf orestry,andrice,vegetable,beans,andsoon;arethemainfood.Indiet,porkget ahighpercent.Andeasternersalsoprefereatingdelicacy,alsosomespecialan dstrangefoodmaysenttothetable(suchasflowers,insect,etc).InAsia,around Chinesedish,thereareJapanesedish,Koreadish,Vietnamdish,Thailanddish,e tc.2.1.1ChinacuisineChinaisalargeagriculturalcountry,withgrain-baseddiet,plant-dominat ed,mostlyvegetablesandgrains.Chineselikeeatinghotfood,theythinkthatif thedishbecomescool,thetastebecomebad.Anydietcannotdowithoutfood. Accordingtoasurvey,Chinesefoodhasmorethan600kindsofvegetables,siGt imesmorethanintheWest.InChinesecuisine,thevegetarianfoodisnormal,ci viliansgenerallyeatmainlyvegetables.Inancienttimes,fishandmeatcanbeea tenonlyintheworship.Chinaisoflonghistorywithavastterritory.Duetothediv ersityoftheclimate,productsandcustoms,therearewidelydifferentfoodstyl esandtasteinlocalregions.Throughcreationbypastdynasties,thelongstandi ngcookingarthasformedrichandcolorfullocaldishes.Amongthem,"theeig htmajordishes"enjoystheupperreputation,whichconsistsofShangdong,Ch ekiang,Sichuan,Jiangshu,Guangdong,Hunan,FujianandAnhui.AcommonsayinginChinesecuisinehasbeenaroundinChineseculturefo rsometime.ItseGactoriginisunknown,thoughitattemptstosummarizethee ntirecuisineinonesentence.Theorderofthedirectionscanvarywithinlocalcul ture.ItshouldbenotedChinesecuisinehavegonethroughnumeroustransfor mationsthroughthedifferentdynastiesallthewayuptomoderntimes.Manyd ifferentversionsofthequoteeGistontheinternettoday.Oneofthemostcomm onversionundergoogle'ssearchresultsuggestanoverwhelminglydifferentv2.2W esterncuisineThehistoryofWesterncuisineis3000years.Becauseoftheanimalhusban dryandfishery,Westerncuisineisbasedonanimalproducts,suchasmeat,egg s,milk,etc.Beefishighproportionofmeatware.Andwesternersarefondofblac kbread,marinefish,chocolate,cheese,coffee,colddrink.Frenchcuisineisthec enterofWesterncuisine,andthenisRussiadish,Italydish.2.2.1FrenchcuisineFrenchcuisineisastyleofcookingoriginatingfromFrance,havingdevelo pedfromcenturiesofsocialandpoliticalchange.Ingredientsanddishesvaryb yregion.Therearemanysignificantregionaldishesthathavebecomebothnat ionalandregional.Cheeseandwineareamajorpartofthecuisine,playingdiffe rentrolesregionallyandnationallywithmanyvariationsandappellationd'ori g inecontrôlée(AOC)(regulatedappellation)laws.Therearemanydishesthat areconsideredpartofthenation'snationalcuisinetoday.Manycomefromclas siccuisineinthefine-diningrealm,butothersareregionaldishesthathavebec omeanormacrossthecountry.AndFoiegras1,Fishsauce,etc;aremostfamous dish.2.3ArabcuisineThehistoryofArabcuisineis1300years.Becauseoflocaleconomy,thecuisinei scombinedwithanimalproductsandplantproducts.Arabianseatmoremutto nthanpeopleofotherareas.EssentialtoanycookingintheArabianPeninsulais theconceptofhospitality.Mealsaregenerallylargefamilyaffairs,withmuchsh aringandagreatdealofwarmthoverthedinnertable.Formaldinnersandcele 1法式鹅肝brationsgenerallyentaillargequantitiesoflamb,andeveryoccasionentailslar gequantitiesofArabiccoffee.InanaveragePersianGulfstatehousehold,avisit ormighteGpectadinnerconsistingofaverylargeplatter,sharedcommonly,wi thavastmountainofrice,incorporatinglamborchicken,orboth,asseparatedi shes,withvariousstewedvegetables,heavilyspiced,sometimeswithatomato sauce.Mostlikely,therewouldbeseveralotheritemsontheside,lesshearty.Te awouldcertainlyaccompanythemeal,asitisalmostconstantlyconsumed.Cof feewouldbeincludedaswell.2.4sometaboofoodBirdsInWesternculturestoday,mostpeopleregardsongbirdsasbackyardwild liferatherthanasfood.Inaddition,somemigratorybirdsareprotectedbyinter nationaltreaty.InIslamthebirdsmusthavefeathersandnotbeabirdofprey.Moreoveritm ustbethekindofbirdthatwhenitflies,ifso,itmustflapitswingstoflymorethanj ustsimplygliding.Thisincludesfowls,pigeons,ducks,etc.CowsByIndianlaw,theslaughterofcattleisbannedinalmostallIndianstates.So meethnicChinesemayalsorefrainfromeatingcowmeat,becausemanyofthe mfeelthatitiswrongtoeatananimalthatwassousefulinagriculture.SomeChi neseBuddhistsdiscouragetheconsumptionofbeef,althoughitisnotconside redtaboo.DogsGenerallyinallWesterncountrieseatingthemeatofanytypeofanimalcommonlykeptaspetsorcompanionanimals(e.g.dogsandcats)isconsideredta boo,thoughthattaboohasbeenbrokenunderthreatofstarvationinthepast.3.TablemannersdifferencesamongdifferentcountiesTablemannersaretherulesofmannersusedwhileeating,whichmayalsoi ncludetheappropriateuseoftableware.Differentculturesobservedifferentr ulesfortablemanners.Eachfamilyorgroupsetsitsownstandardsforhowstrict lytheserulesaretobeenforced.3.1TablemannersofChinaGenerally,ChinesetablemannersaremoreinformalthantheWest,althou ghtherearemorerulesconcerninginteractionswithotherguestsduetohighle velsofsocialinteractionasaresultofthecommunalstyleofserving.A.SeatingarrangementForabanquet,theseatingorderisimportant.InChina,seatingarrangeme ntalwaysisaccordingtotheflowpicture.Hostwillfacethedoor,andmoreimpo rtantguestwillseatnearhost.Aftertheseatingorderbeendetermined,guests houldnotchangeseatingwithoutsomegoodreasons.Ifbehindyou,thereseat inganelder,youshouldhelphimorhersitfirstly.Itisnormallytheelderlymanwh ogetsthefirstservice,becauseinChinawherehierarchyisprevalent,itistheeld erlyorthesuperiorwhoissupposedtogetspecialrespect.B.TimesInchina,whenyougotoabanquet,youshouldreachinearlierseveralmom ents.Ifyouwanttoleaveearly,beforeyousitdownyoushouldtellhostforthisthi ngs.AndafteryoueatthemostluGuriousdish,youcanleave.C.ChopsticksChopsticksshouldalwaysbeheldcorrectly.betweenthethumbandfirstt wofingersoftherighthand.Neverpointthechopsticksatanotherperson.Thisamountstoinsultingth atpersonandisamajorfauGpas.NeverwaveyourchopsticksaroundasiftheywereaneGtensionofyourha ndgestures.Neverbangchopstickslikedrumsticks.Thisisakintotellingothersattheta bleyouareabeggar.Neverusechopstickstomovebowlsorplates.Neversuckthechopsticks.Decidewhattopickupbeforereachingwithchopsticks,insteadofhoverin gthemoverorrummagingthroughdishes.Tokeepchopsticksoffthetable,theycanberestedhorizontallyonone'spl ateorbowl;achopstickrest(commonlyfoundinrestaurants)canalsobeused.3.2TablemannersofwesternA.SeatingarrangementInwesterncountries,theseatingisaccordingtotheflowpicture.Becauseo ftheshapeoftableisdifferent,theseatingorderbecomesdifferent.Butitissam ewithChinaisthatthehonoredguestwillbenearerforhost.Itislikelytheyoungl adywhoisfirstservedbecauseoftheirLadiesFirsttradition.Ifyou'reaguestats omeone'shouse,don'tsituntilthehostsitsfirst.Ifyouareataromanticdinner,t hemanshouldpushthewoman’schairoutforher.B.TimesWesternersalwayswillbelateseveralminutesforparty,sincetheythinkth erewillenoughtimeforhosttopreparedishes.Ifyouwanttovisitsomefriendso rrelatives,youshouldmakereservationwithhim.Westernstabooonthe13tha ndFriday,soyoushouldvoidthisdaytoholdpartyorbanquet.C.OntableWhenserving,servefromtheleftandpick-upthedishfromtheright.Bever ages,however,aretobebothservedaswellasremovedfromtheright-handsid e.Dipyoursoupspoonawayfromyouintothesoup.Eatsoupnoiselessly,fro mthesideofthespoon.Whenthereisasmallamountleft,youmayliftthefronte ndofthedishslightlywithyourfreehandtoenablecollectionofmoresoupwith yourspoon.Ifyouarehavingdifficultygettingfoodontoyourfork,useasmallpieceofb readoryourknifetoassist.Neveruseyourfingersorthumb.Youmaythankorconversewiththestaff,butitisnotnecessary,especiallyif engagedinconversationwithothers.Donot"playwith"yourfoodorutensils.Neverwaveorpointsilverware.Youmayrestforearmsorhandsonthetable,butnotelbows.4.ConclusionDifferentareashavetheirowncharacteristicsandbothhavetheirrootsde epintheirownculture.Itcausesthedifferentfoodculture.Sincethedifference, sometimesthepeoplecomefromdifferentplacemaycausesomemisunderst andings.Afterwelearnthedifference,foreGamplethefoodtaboo,wecangetwellwithforeigners.Formostlystudents,throughthispaperwecanlearnmore Knowledge..Workscited何宏《中外饮食差异》北京大学陈肖前《中西饮食文化差异》海南大学SomeInformationcomesfromWikipedia,foodculture.。
英语论文跨文化交际中肢体语言的沟通
英语论文跨文化交际中肢体语言的沟通IntroductionAs the trend of globalization is strengthened step by step, international communication is frequent and important day by day. Thus, the significance of body language in intercultural communication has been greatly realized. “ Research sh ows that when people meet someone for the first time, only 7% of their initial impact on others is determined by the content of what they say; the other 93% of their message is made up of body language (55%) and the tone of their voice （38%）.”Body language helps us to manage and guard against these tendencies, and also - significantly especially in flirting/dating/mating rituals - body language often helps people to communicate and resolve relationship issues when conscious behaviour and speech fails to do so.Body language has evolved in spite of human awareness and conscious intelligence: rather like a guardian angel, body language can help take care of us, connecting us to kindred souls, and protecting us from threats. While the importance of body language in communications and management, etc., has become a popular interest and science in the last few decades, human beings have relied on body language instinctively in many ways for many thousands of years.And thus this paper intends to present its meaning and classification, cultural differences and analyze the factors that influence body that influence our communication of body language so that we can improve our communication skills and abilities by understanding it well.2 Body Language2.1 Definition of Body LanguageBody language is a term for communication using body movements or gestures instead of, or in addition to, sounds, verbal language or other communication. It forms part of the category of paralanguage, which describes all forms of human communication that are not verbal language. This includes the most subtle of movements that many people are not aware of, including winking and slight movement of the eyebrows. In addition body language can also incorporate the use of facial expressions.Western scholars have made a lot of definitions about it, the most vivid and specific definition is that body language is the non-verbal language which can express information that language cannot express and the actions most people can understand.To get good at reading body language, go out and do the “R” over and over. Open your eyes and ears. Turn off your biased,over-analytical brain and observe the way a child observes.A toddler sees objects and actions in a more stand-alone way than adults, who go to extraordinary means to make connections. He has no preexisting framework to overlay his observations onto, so he’s a much better collector of pure body language than older, well socialized people. If you place a wrapped box on the table in front of a young child capable of speech, the questions are endless. As you get older, you answer the questions for yourself, assuming you know what everything means.2.2 The Classification of Body LanguageBody language can be divided into eye contract language, body touches language, posture and gesture, manner, facial expression, flavor language, proxemics and clothes language.And in this paper just introduce four of them:eye contract, body distance,facial expression and gesture.2.2.1 Eye contractA 16th century proverb calls the eyes the windows to the soul. More than 500 yearslater, the proverb has assumed the stature of gospel. When you really understand the eyes, you'll see how close the proverb is to the mark.Some of the following words used to describe a person's eyes are heard daily:direct, sensual, sardonic, expressive, intelligent, penetrating, sad, cheerful, worldly, hard, trusting, and suspicious. Most students, as well as your personal observations, tell you that culture modifies the amount of eye contact in which you engage and who is the recipient of the eye contact.If two Arabians are in conversation, they will look at each other warmly. Because they think eyes are the key of their existence. But in American eyes, they think this behavior is unsuitable or a homosexual behavior. The educated Englishmen believe direct eye contact with our communicators is gentlemanly. Japanese often look at the other communicator’s neck when they are in conversation. They believe eye cont act is impolite. And Chinese consider gazing people is an unfriendly behavior and it is a challenge. Some South American Indians used to look at different directions when they are talking. In the Middle East, it is considered extremely provocative for a woman to let a man catch her eyes, let alone, return his gaze.2.2.2 GestureGesture action language is a highly expressive body language, it is not only rich in diversity, but also simple and intuitive, so I use a wide range, high frequency, effective good. Agood example is the award in 2005 CCTV Spring Festival Gala's most popular dance audience show special award category of 'Avalokitesvara', 21 live in the silent girl in the world of sign language with their hundreds of millions to the nation transmission of information the audience to express New Year's blessing.In a very general sense, we all use gestures to reinforce an idea or to help describe something. When we say, “That’s an English book”, at the same time we are pointing to the book. If someone asks us the way to the library, we point to the right, adding a little information about it, which will be more clear and concrete. We like to use our hands toindicate the dimensions when someone asks us to describe the size or shape of something.Americans often touch their temples to express somebody’s cleverness. But this acti on means there is something wrong with one’s mind or one is stupid to Chinese. Chinese are often surprised to see Americans lay their hands on their necks when they are full. Because it is an suicide action to Chinese, who used to express fullness by patting their stomachs. And another example,2.2.3 Facial expressionFace is the organ of expression. Morris conjectured that it is the easiest to control because it is the closest to the brain. When it comes to the face, I think we’re dealing with a paradox: T he face is both the easiest and the hardest area of the body to control. There are many things we do with our faces that we aren't even aware of because they are second nature.A lot of emotion comes out through the brow in both voluntary and involuntary expressions. We use the forehead muscles when wenormally interact with people, even on the phone, and we develop wrinkles as a result. If Morris were right and we can control the muscles in the face more easily than others, then we wouldn't be using so much Botox. We could voluntarily stop using the muscles that create the problem, and even voluntarily reverse the process of wrinkling by exercising them.In addition, if the face were under our control, more facial movements would be cultural, not universal.Facial movements become practiced behavior over time, because we learn how to present an even smile when meeting someone and an arched eyebrow when our kid drops mustard on the floor. But the plethora of muscles in our faces makes it hard for us to keep track of them. We often do not even realize the range of emotions and physiological reactions we express with our faces.What does that upturned brow mean? Is there a difference if the person sending the message is male or female? If the receiver is male or female? The head is the workhorse of communication. And although much of what it conveys is intentional, we still leak messages that are impossible to cover.2.2.4 Body distancePsychologists discover any person needs personal space, yet skins are not the boundary of personal space, their personal spaces are encircled by bubbles and other people can’t break in at will.People always carry personal space with them no matter how far they will go, and they always have a kind of instinctive common sense of self-guard. So the speakers talking with him need to keep a distance during conversation to avoid offence. The anthropologist and socialist Doctor Hall advanced 4 kinds of definitions for it. 1. Intimate distance (0-45cm)—proper forspouse and lovers; 2.personal distance(5-120cm)—Proper for friends, acquaintances, and relatives; 3.social distance (120-360cm)—proper for dealing with impersonal thing;4,public distance(360-750cm)—proper for informal party."Take Britain and Italian for example, there would be a very interesting sense when people from the two countries are talking to each other. It seems that the Italian would always be the aggressor while the English be the defender. However, in their own condition, they just want to hold the communication space they used to." A person's use of space is directly linked to the value system of their culture. For example, oriental people could bear the physical touch in a crowd bus, while western people may find it unable to endure. As to personal space, Chinese, Japanese, even most of Asian people have fewer requirements than western people. For westerners value more on individualism.2.3 Functions of Nonverbal CommunicationNonverbal communication, like verbal communication is also a part of culture and the carrier of a certain culture. The function of nonverbal communication in the whole communication can’t be overlooked. “In the daily communication, we can see people can’t communicate efficiently by verbal language alone. And nonverbal communication will express clear meanings in a certain context. And a certain nonverbal communication should be connected with verbal communication or the other nonverbal communication to p rovide correct information.”So in communicative activities, nonverbal communication also plays a great role. Of course, we should pay close attention to the functions ofnonverbal communication. “In any case, when verbal communication conflicts with nonverbal communication, peopleare willing to accept the information nonverbal communication delivers. Because nonverbal communication sounds more natural, more instinctive and it is hard to pretend.”Obviously, we should make full use of nonverbal communication to achieve efficient communication. Now, we will discuss the functions of nonverbal communication.Repetition. For example, when we tell people how to get to the nearest hospital, we are not only telling them the direction but also pointing to the direction with hands. Supplement. For instance, we greet people with a smile. Smile functions as a supplement to the pleasure of meeting people. Replacement. When we communicate with others, we will frown instead of asking directly to hint that we don’t under stand and expect repetition or explanation. Emphasis. When we are talking or making a speech, we often raise our voice to stress the content. And sometimes, we say, “It is my fault” while hung down our heads. We smile and say, “Welcome”. We shout out to th e people while waving our fists. All the nonverbal communication here emphasizes what we say. Adjustment. We often suggest that our talk is over by our tone, eyes, head nodding and other nonverbal communicative behaviors. For example, the manager stands up to show the end of the interview.3 The Commonly Used of Body LanguageBody language is the most important behavior of nonverbal communication. For example, Chinese Tibetans stretch out their tongues when meeting people, this is the way to express their politeness and respect, but when Americans doing this, they want to express despite to others. So body language may cause difficulties and misunderstanding, lead to failure in intercultural communication. Following are some examples of use some of thenonverbal messages in intercultural communication which frequently appear in the course of communication and might easily cause misunderstanding.Following are some examples of use some of the nonverbal messages in intercultural communication which frequently appear in the course of communication and might easily cause misunderstanding.3.1 GreetingIn Asian countries, there are some common greeting gestures, they are handshaking, bowing, avoid eye contact. In China , the western custom of shaking hands is the customary form of greeting, but often a nod of the head or slight bow is sufficient. Hugging and kissing when greeting are uncommon. Business cards are often exchanged, and yours should be printed in your own language and in Chinese. Also, it is more respectful to present your card (or a gift or any other article) using both hands. The Chinese are enthusiastic applauders. You may be greeted with group clapping, even by small children. When a person is applauded in this fashion it is the custom for that person to return the applause or a "thank you." When walking in public places, direct eye contact and staring is uncommon in the larger cities, especially in those areas accustomed to foreign visitors. However, in smaller communities, visitors may be the subject of much curiosity and therefore you may notice some stares.In Japan, the graceful act of bowing is the traditional greeting. However, they have also adopted the western custom of shaking hands, albeit with a light grip and perhaps with。
跨文化交际论文
AbstractWith the high development of globalization, the intercultural communication among countries tends to be unavoidable. We are doomed to communicate with people of different cultural backgrounds. However, the communication may be hindered by the different cultures, for example, the languages, communication styles, religions, life backgrounds, and local customs. Even the environment we live in and our personality can influence our communication. Therefore，the author makes an exploration on cultivating English major students'intercultural communicative competence(ICC). Thesis firstly explains the importance of developing intercultural communicative competence, and shows the problems of teaching students'ICC. And then it introduces the definition and elements of ICC. Finally, it talks about the importance of emphasis on exploring ways of ICC.Key words: intercultural communicative competence; cultivation; strategies摘要随着全球化进程的加速，世界各国之间的跨文化交流不可避免。
高职英语教学中跨文化交际能力培养论文
高职英语教学中跨文化交际能力的培养摘要随着经济的快速发展，不同文化背景的人之间频繁的交往，跨文化交际能力越来越重要。
高职院校所培养的是高技能的应用型人才，培养学生对文化差异的敏感性，启发学生的跨文化意识，提高学生的“文化能力”，在各高职院校中已成为普遍的共识。
关键词跨文化交际跨文化交际能力重要性途径随着世界全球化不断加快步伐，经济、文化高速碰撞融合的大背景下，国际商务活动和日常交流日益增多，不同文化背景下的个人和组织之间的交流日益增多，而英语作为人类生活各个领域中使用最广泛的语言，无疑将会被学生看成是走向社会、进行对外交往的必要工具。
高职院校所培养的是高技能的应用型人才，在现今这个注重文化交流的社会中，培养学生对文化差异的敏感性，启发学生的跨文化意识，提高学生的“文化能力”，在各高职院校中已成为普遍的共识。
一、跨文化交际及跨文化交际能力的定义跨文化交际（cross-cultural communication或inter-cultural communication）是指本族语者与非本族语者之间的交际，也指任何在语言和文化背景方面有差异的人们之间的交际。
最显著的特征是持不同语言的交际者之间的“不同文化背景”。
简言之，就是文化差异，它涉及到了日常生活中的方方面面，是一个十分广泛的领域。
跨文化交际能力指的是跨文化交际环境中的交际能力，即具有不同文化背景的人之间进行交际时具有的跨文化意识，识别文化差异，排除文化干扰，成功地进行交际的能力。
一般由四个方面组成：（1）语言和非语言行为能力；（2）文化能力；（3）相互交往能力；（4）认知能力。
二、跨文化交际的重要性（一）文化差异的客观存在随着世界经济和教育全球化的不断深入，来自不同国家、不同种族、不同民族的人与人之间的交流达到了前所未有的水平。
当不同文化相碰撞时会产生冲击、竞争及失落等反应。
文化差异产生的原因是多方面的，宗教、种族、语言、政治、性别、年龄、知识、教育等的不同都可能产生文化差异。
跨文化交际英语论文
跨文化交际英语论文篇一：跨文化交际(英文论文)Cultural differences in everyday conversationsCultural differences on politeness between western and Chinese can be found in many aspects of daily communication, including addressing, greeting and parting, compliments, apologies, thanks, etc.1. Greeting and PartingWhen people meet acquaintances or friends, people usually greet each other. The purpose of greeting is to establish or maintain social contact. So formulaic expressions are often used, but such formulaic expressions often causes conflict because of the great cultural differences between Chinese and native English speakers. In English, people often employ the following expressions to greet each other “Goodmorning/evening/afternoon. “Fine day, isn’t it? ”“How’s everything going?”“Have you eaten yet?” What are you going to do?”“Where have you been?” etc. Westerners treat them as real question. While in Chinese, we always say “你吃了吗?”“你上哪里去?”“你干什么去?” to show our consideration. Parting may be divided into two steps. Before the final prating, there is usual a leave-taking. Western and Chinese cultures have diverse ways to deal with leave-takings. Firstly, in English society, during the closing phase of an encounter, from” I” perspective, reasons for terminating the encounter are presented in mediatory comments. Typical comments are associated with expressions of apology, such as “I”am afraid I must be off, I have to relieve the baby-sitter” etc.Western people believe that to be willing to visit and converse with someone is to have respect for him.; to terminate the visiting is not of one’s own free will, but because of some other arrangements, therefore they always try to make their leaving sound reluctant by finding somereasons and apologize for it to make the leaving acceptable for both parties. English speakers often signal several times before leaving. “Well, it’s been nice to see you again. I do enjoy our talk and the lovely dinner, but I must be going soon”. Thank you very much for asking me over.I hope we’ll be able to get together again before long…” Consolidation in a wider range of common acquaintances also occurs, in expressions such as “Say hello to Jack for me” or “Remember me to John”. In Chinese society, during the closing phase of and encounter, usually, from a “you”perspective, reasons for ending the encounter are set forth in mediatory expressions. Such expressions include“你挺忙的，我就不多打扰了。
跨文化交际与英语交际能力培养论文
浅谈跨文化交际与英语交际能力的培养摘要:本文论述了跨文化交际与交际能力的内容、目的和意义,以及产生跨文化交际冲突的原因,笔者还阐述了在中学英语教学中如何进行跨文化教学和交际能力的培养。
关键词:跨文化交际,英语教学,交际能力。
跨文化交际[intercultural communication或crosscultural communication]是指本族语言(native language)与非本族语言间的交际,也是指任何在语言或文化背景方面有差异的人们之间的交际。
由于不同的民族所处的生态、物质、社会及宗教或信仰等环境不同,因而各自的语言环境产生了不同的语言习惯,社会文化、风土人情等诸语境因素。
不同的文化背景造成人们说话方式习惯不尽相同。
communication ability,交际能力是指一个运用语言手段(口语,书面语)和非语言手段(体势语,面部表情)来表达某一特定交际目的的能力。
它包括理解和表达两方面。
亦可根据为语言能力、社会语言或社会能力,语言策略(应付)能力和语言能力。
交际能力是一个复杂的心理语言课程,涉及到语言、修辞、社会、文化、心理等诸多方面的因素,是一个积极主动、创造性的思维过程。
近年来,随着改革开放步伐的加快,对外交往日益频繁,国与国之间的交往也越来广泛,特别是社会信息化提高,国际互联网的开通使更多的人足不出户,便涉及到跨文化交际。
时代的变化和要求,使许多语言教师对之表现出浓厚的兴趣,研究这些跨文化交际中的故障问题,对于我们的英语教师确实有着重大的实际意义。
这是因为英语教学不仅是传授语言知识,更重要的是培养学生交际能力,培养他们应用英语进行跨文化交际的能力。
仅仅学会了这门语言、语法规则和掌握一定的量的词汇并不意味着就学会了这门语言,能够流利地、顺利地进行交流。
在跨文化交际中,交际的双方若不能进入同一文化背景之中,就很容易产生不解和误解,从而使之交际失败。
如果一个能说一口流利的外语的人出现语用失误,他很可能被认为缺乏礼貌或不友好。
跨文化交际英语教学论文范文
跨文化交际英语教学论文范文随着国家之间的交流日益密切，跨文化交际中英语的使用频率也越来越高。
下面是店铺带来的关于跨文化交际英语论文的内容，欢迎阅读参考!跨文化交际英语论文篇1：《浅谈跨文化交际与中学英语教学》摘要：任何语言都有歧义现象，英语也不例外。
从交际效应的角度出发，把交际过程中出现的歧义现象分为有意歧义和无意歧义。
无意歧义会造成交际活动的障碍，应被避免和消解、排除;而有意歧义的巧妙使用，又可以达到特殊的交际效果。
交际教学强调在语言使用中进行语言学习，交际活动中产生的大量语料又为歧义研究提供了活的研究素材。
将英语歧义研究与交际教学相联系，无疑牛津英语具有教学和语言学两方面的意义。
关键词：无意歧义;有意歧义;交际教学歧义是一种普遍的语言现象，存在于一切的自然语言中。
在交流中，人们总喜欢用自己的说话方式来解释对方的话语，这就可能对对方的话语做出不准确的推论，从而产生歧义。
其实，在英语语言运用中，我们也会发现在大于句子的语段和语篇中存在歧义现象。
针对此种现象，我主要从语言交际效应的角度出发，把交际过程中出现的歧义现象分为有意歧义和无意歧义，并分别结合自己牛津英语语法教学实践加以分析举例。
有意歧义是话语接受者充分理解对方话语意图的前提下故意引发的，会产生积极的语用效果;而无意性歧义则是话语接受者因某种局限对对方话语意图产生曲解，会起到消极的语用作用。
按照这样的分类在牛津英语教学中区别对待，无疑会得到扬其利避其弊、事半功倍的效果。
一概念“跨文化交际”这个概念是从英文的“intercultural communication”翻译过来的，指的是不同文化背景的个人之间的交际.也就是不同文化背景的人之间所发生的相互作用。
由于不同的民族所处的生态、物质、社会及宗教等环境不同，因而各自的语言环境产生了不同的语言习惯、社会文化、风土人情等等语境因素。
不同文化背景造成人们说话方式或习惯不尽相同。
正因为如此，本人想谈谈对这一主题的粗浅认识。
跨文化交际的英文作文
跨文化交际的英文作文English:Cross-cultural communication is an essential aspect of our globalized world. It involves interactions between people from different cultural backgrounds, where language, customs, beliefs, and norms can vary significantly. Successfully navigating these interactions requires understanding, respect, and adaptability.One significant challenge in cross-cultural communication is language barriers. For instance, during my travels in China, I encountered a situation where Istruggled to convey my dietary restrictions to a local chef. In English, I requested a vegetarian dish, assuming itwould be understood. However, the chef seemed perplexed,and I realized my mistake. I then tried using basic Mandarin phrases I had learned, such as "wǒ bù chī ròu" (我不吃肉), meaning "I don't eat meat." This helped bridge the communication gap, and the chef was able to prepare asuitable meal.Another aspect to consider is non-verbal communication. In many cultures, gestures, facial expressions, and body language convey meanings as much as words do. For example, a firm handshake is often seen as a sign of confidence and respect in Western cultures. However, in some Asian cultures, a softer handshake may be more appropriate, as a firm grip can be perceived as aggressive. Understanding these nuances is crucial for building rapport and avoiding misunderstandings.Moreover, cultural differences in communication styles can lead to misunderstandings. For instance, in some cultures, direct communication is valued, while in others, indirect communication is preferred to maintain harmony. During a business negotiation in Japan, I found that my straightforward approach was met with silence and nods, which I initially interpreted as agreement. However, upon reflection, I realized that my Japanese counterparts were being polite and non-confrontational, and their silence indicated they were considering my proposal rather thanagreeing outright.In conclusion, effective cross-cultural communication requires patience, empathy, and an open mind. Byrecognizing and respecting cultural differences in language, non-verbal cues, and communication styles, we can foster mutual understanding and build stronger relationshipsacross borders.中文：跨文化交际是我们全球化世界中至关重要的一部分。
- 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)。
跨文化交际英语论文(5篇)跨文化交际英语论文(5篇)跨文化交际英语论文范文第1篇在社会经济不断进展的背景下，英语的重要性已经不言而喻。
这就促使众多高校不断提高英语教学的质量和效率，要提高同学的英语综合力量，并有效提升同学的跨文化交际力量。
但从实践调查的结果显示，大部分高校并没有将培育同学的跨文化交际力量当作主要的英语教学目标，导致英语教学始终难以达到预期抱负的目的，也无法让同学利用英语进行顺当的沟通，无法迎合市场进展的趋势。
基于此，本文在此从跨文化交际力量培育谈高校英语教学模式，以期能够为相关人士供应有益参考与借鉴，促进高校英语教学的进一步进展与建设，达到推动高校英语教学进展的目的。
二、跨文化交际力量的组成老师要在高校英语教学中培育同学的跨文化交际力量，首先要做的是明确跨文化交际力量的组成要素，并以此为基础对当前的高校英语教学模式进行改革与创新。
（一）语言力量语言力量是跨文化交际力量的基本组成要素。
从本质上说，同学必需要把握相应的语言力量，包括语法学问、句型结构等等才能够组织语言正确的表达自己的观点，才能够进行跨文化交际。
（二）语言环境在此基础上，语言环境是跨文化交际力量的组成要素之一。
详细地说，语言环境可以归结为语言发生的情景、各地的风俗文化等等。
不同的地区拥有不同的文化习俗，导致其语言的思维不同，其所表达的意思也并不一样。
在正常的跨文化交际中，由于语言环境不同所导致的问题并不少见。
（三）文化底蕴另一方面，沟通者的文化底蕴也是跨文化交际的组成要素之一。
从根本上说，语言是某个地区或某个聚落在文明和文化不断进展与进步中逐步形成的，当地的文化与历史造就了各地语言的差异。
在跨文化交际中，沟通者需要查找相应的话题，需要进入相应的语境，需要依据沟通的文化背景来说出得体的话。
换言之，假如同学没有相应的文化底蕴，这就简单导致同学无法正确理解他人的语言思维，也无法查找相应的话题并使用得体的语言进行良好有效的沟通。
总的来说，跨文化交际力量的本质就是跨越文化、文明进行有效沟通的力量，它要求同学拥有基本的语言力量，能够进入相应的语言环境，并且可以在肯定文化底蕴的支撑下查找相应的话题，利用得体的语言保持有效的沟通，这就为高校英语教学模式提出了新的要求。
三、高校英语教学模式探析（一）自主探究学习模式从实践调查的结果显示，大部分高校英语老师在课堂教学中忽视同学的主体性，长期将同学置于被动接受学问的地位，导致同学的英语综合力量较低，无法把握基本的语言力量。
详细地说，在传统教育理念的束缚下，部分老师以关心同学应付全国英语四、六级考试为主要的教学目标。
因此，老师在高校英语教学中组织同学进行机械反复的练习，并针对同学的应试力量进行教学。
在这种背景下，同学很难在高校英语课堂教学中提高自身的英语阅读、写作、听说力量，也无法切实把握相应的语法学问，无法关心同学更好的进行跨文化交际。
老师要在高校英语教学中培育同学的跨文化交际力量，首先要做的就是集中提高同学的语言力量，要不断提高同学的英语综合力量，包括阅读力量、听说力量和写作力量等多个方面，同时老师也要提高语法教学的有效性，使同学能够正确的使用英语表达自己的观点。
这就需要老师在高校英语教学中采纳自主探究学习模式，也就是要在英语课堂教学中突出同学的学习主体性。
简洁地说，老师不能再对同学进行学问的灌输，也不能以提高同学的应试力量作为主要的教学目标，而应当有针对性的提高同学英语综合力量，使同学主动的建构语法体系并提高自身的英语综合力量。
以高校英语阅读教学为例，老师首先要在课堂中合理的支配教学时间，要留给同学足够的时间进行深层次的阅读，在传统的高校英语阅读教学中，大部分老师只是让同学进行简洁的阅读，而后依据材料后的问题进行解答，这种教学模式只能让同学在不断反复的练习中提高应试力量，却无法有效提高同学的英语阅读力量。
在自主探究模式中，老师应当给同学制定相应的阅读教学任务，例如找到每一个段落的中心句，总结文章的主要内容等等。
在此基础上，老师要将课堂教学时间的25%留给同学阅读，35%留给同学自主探究，20%留给同学争论与沟通，最终的时间对同学自主探究的结果进行总结和评价。
在此过程中，老师就完全突出了同学的学习主体性，不再对同学进行学问的灌输。
同学在自主探究中就会充分发挥自身的主观能动性，就能够充分利用已有的条件和资源进行探究，其获得的认知更加深刻，这就在无形中提高了高校英语阅读教学的质量和效率。
在高校英语语法教学中，在自主探究教学模式中，老师就能够避开大量的讲解让同学感到枯燥和乏味，能够让同学在主动探究中建构系统的语法学问，达到提高语法教学质量，提高同学英语语言力量的目的，这就为培育同学跨文化交际力量供应了强有力支撑。
（二）实践教学模式在此基础上，老师要培育同学的跨文化交际力量就应当让同学进入到相应的语言环境中，要让同学逐步了解不同文化之间的差异，要熟知不同文化背景下的语言思维，避开同学误会他人表达的真实含义。
因此，老师应当在高校英语教学中开展实践教学模式，要让同学在实践中进行真实的沟通，要通过真实的跨文化交际逐步领悟不同文化语言思维，使同学能够正确理解他人的真实含义。
一方面，老师可以组织高校生进入社会进行跨文化交际，可以进入外资企业进行社会实践，要求同学利用英语与他人进行真实的语言沟通。
这就能够将高校英语教学上升到实践教学的层次，让同学在与他人的跨文化交际中对特定的语言环境有所领悟，能够逐步了解不同文化的语言思维，达到提高跨文化交际力量的主要目的。
另一方面，老师可以充分利用现代多媒体组织同学进行语言实践教学。
通过多媒体技术与设备，老师就能够组织同学利用MSN、FACEBOOK等国外流行的交友软件与国外同学进行真实的沟通，这就为高校英语实践教学供应了新的渠道与平台。
在多媒体的有力支撑下，同学就可以摆脱时间与空间的限制，能够更简洁便利的与国外同学进行真实的沟通，并且在沟通过程中不断提高自身的跨文化交际力量。
（三）情景教学模式此外，情景教学模式是培育同学跨文化交际力量的重要途径。
通过情景教学模式，老师就能够将同学带入特定的语言情景中，让同学在特定的情境中进行思索、分析和讨论，使同学能够正确理解不同文化与语言思维的差异，能够站在新的角度理解与分析，最终能够有效的进行跨文化交际。
因此，老师需要在高校英语教学中为同学创设相应的语言环境。
首先，老师可以充分利用多媒体教学法开展英语课堂教学。
例如，老师可以利用多媒体技术与设备给同学播放相应的英语视频或电影片段，并要求同学根据剧情进行角色扮演。
在此过程中，同学就能够进入到相应的情节和情景中，能够在特定的情景中开展更有效的英语听说力量训练，关心同学领悟相应的语言环境和语言思维，进而提高同学的跨文化交际力量。
其次，老师可以为同学制造更好的英语学习环境。
老师首先要在高校英语教学中使用英语教学授课，并要求同学在英语课堂中利用英语进行沟通；另外老师可以将同学分为不同的英语学习小组，要求小组中的同学要尽量使用英语进行日常的学习与沟通。
这就为同学制造了良好的英语学习环境，鼓舞同学在课中与课后不断的进行英语练习。
在这种背景下，同学处于良好的语言环境中，这就能够关心同学更好的学习英语、领悟英语，达到提高同学跨文化交际力量的目的。
（四）提高同学的文化底蕴与此同时，老师要在进一步提高高校英语教学质量的基础上提高同学的文化底蕴，也就是要让同学能够拥有肯定的文化，能够在沟通中查找合适的话题，并进行得体的对话。
这就需要老师在现有的教学基础上进行拓展教学，要丰富同学的文化学问，要在高校英语课堂教学中渗透西方文化的教学。
例如，在高校英语阅读教学中，老师就能够组织同学阅读西方的历史书籍，逐步了解与把握西方的文明起源，能够逐步理解西方的语言思维和文化习俗。
这就能够关心同学在跨文化交际中查找共同的语言，同时避开同学由于文化习俗的差异导致沟通的失败。
又如，老师可以在高校英语教学中充分利用多媒体教学法给同学播放英语电影，让同学在观看电影或音像中逐步了解西方的历史文化，达到提高同学文化底蕴的目的。
四、结束语跨文化交际英语论文范文第2篇[关键词]高校英语教学;跨文化交际;策略在国际间沟通与合作不断亲密的背景之下，不同文化相互的沟通与碰撞也更加频繁。
语言作为文化沟通与沟通的重要载体，必需在国际化、全球化的趋势下，对教学手段与方法做出适当的改进及调整。
在高校英语教学过程当中，必需结合同学专业的特点，创设各种有利的条件，让同学在英语学习的过程当中尽量多的接触不同的文化，培育同学对中西方文化差异的敏感性，使跨文化交际能够顺当有效的绽开。
1、跨文化交际论的内涵高校英语教学区分于其他阶段英语教学最显著的一项特点就是英语教学从词汇、语法等角度上来说都具有特别突出的专业性特征，与同学的专业方向相契合。
培育同学交际力量的教学方法必需以同学作为教学（也就是课堂）的主体，老师则作为课堂的组织者，重点调动同学在语言学习中的乐观性与潜能，通过对交际活动以及交际情景进行设计的方式，将同学融入实际的交际活动当中，培育同学应用英语语言进行社会交际沟通的力量，从而达到高校阶段英语教学的最终目标。
有关交际力量内涵的阐释虽然有特别多的类型，但归纳起来仍旧有一些共同之处。
详细来说，语言的交际力量主要侧重以下几个方面的内容：首先是语言形式是否符合语法要求;其次是语言形式是否能够被交际双方所接受;再次是语言形式的使用是否得体妥当;最终是语言形式在交际运用中是否存在现实性问题。
从现代语言功能学的角度上来说，认为语言作为一种特别的社会现象，交际、沟通是其最主要的功能之一，语言的构成包括了词汇系统、语义系统、语法系统、以及音位系统这几个方面。
从这一角度上来说，在高校英语教学过程当中，引入跨文化交际论对同学语言交际力量进行培育的重点就在于：以扎实的语法基础为前提，全面提高同学语言听、说、读、写的综合力量，并且在特别语言环境下，能够依据交际双方的社会地位、身份角色的得体的进行跨文化沟通。
2、高校英语教学与跨文化交际论的关系在高校英语教学中，同学需要将所把握的丰富的语言材料学问正确应用于语言交际环节当中。
传统意义上的语言教学侧重于语言形式，无法提高同学在真正交际环境下的语言运用力量。
而在语言运用的过程当中，同学经常会忽视交际双方所处的社会文化以及语言交际环境的特别性，在跨文化交际中消失语言应用不得体的问题。
而以交际为目的的跨文化交际论则很好的解决了这一问题，其通过培育同学跨文化交际力量的方式，以满意不同文化背景人们的沟通。
在语言交际的学习与训练过程当中，必定会涉及到两种不同的文化形式。
高校英语教学中除了需要向同学传授英语用语国家在民族文化方面的特点，把握其在价值观、生产方式、生活、风俗、宗教、以及礼仪等多个方面的学问，同时还需要将本民族的文化内涵通过交际的方式传输出去。