跨文化交际案例真题分析
李鸿章被邀请去美国吃饭案例分析跨文化交际
李鸿章被邀请去美国吃饭案例分析跨文化交际清朝时期，东西方交流变得更加频繁，由此而来的文化碰撞和观念的差异显得更加尖锐，有关这一点，在李鸿章出使国外的时候，就能通过一些小事见微知著。
光绪二十年（公元1898年）的10月20日，美国最为著名的《纽约时报》所刊登的一则八卦新闻，差点把光绪等清政府最高领导人气到了吐血，因为纽约时报竟然以一则标题为《haslihungchangmarried？》（李鸿章结婚了吗？）的新闻大肆渲染，中国权利最高的女人慈禧太后已经在一个叫“新发”的寺庙里与清政府的命官李鸿章秘密结婚了。
究竟当时发生了什么事情，竟然让远在数千里之外的美国有一个如此天大的误会呢？据《纽约时报》方面称，他们之所以报道这则新闻，是因为他们当时从加拿大的温哥华那边得到一个消息说，在一艘从香港与横滨出发的“日本皇后”号邮轮上有一批叫做《中国邮报》（chinamail，当时也叫做《德臣日报》）的东方报纸，里面记载着说在1889年9月22日的上午，慈禧太后与李鸿章已经秘密结婚了，并且到旅顺港进行度蜜月。
不过这则《纽约时报》报道完这则八卦新闻之后，就知道这并不是的，于是又发了一篇以《lihungchangnotmarried》（李鸿章没有结婚）的报道，并在文章指出“显然，这是一则来自于东方的玩笑。
”但是作为美国最具影响力的报纸，《纽约时报》未经证实，就发布了这么一则荒唐的八卦新闻，那这是不是可以理解为“这是一则来自于西方的玩笑”呢？而且那所谓的日本皇后号邮轮上的东方报纸，又有没有可能是《纽约时报》自己杜撰出来的呢》？虽然所谓的“慈禧太后下嫁李鸿章”只不过是美国人所杜撰出来的一篇八卦新闻，但是曾经被称之为“晚清外交第一人”的李鸿章，曾经在出访欧洲各国的时候，却闹了不少笑话。
一、爱穿黄马褂，被误认为中国总统剿灭太平军等重大的功勋，让清朝廷对李鸿章信赖有加，并且赏赐给他一件在两百多年清朝历史上很少有人得到的黄马褂。
黄马褂在当时可以说是一种权利与荣誉的象征，所以李鸿章非常的宝贝，并在出访美国的时候，骄傲的将黄马褂穿在了身上，结果因为黄马褂跟皇袍一样都是黄色的，所以不认识真正皇袍和光绪帝的美国人，竟把李鸿章认为是当时中国政府的最高领导人，所以在《纽约时报》上面竟然大幅报道“中国总统李鸿章到访”的新闻。
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
跨文化交际案例分析
Case1: She Has Three HandsIn the following scenario,a Chinese doctor, a patient and a physiotherapistinteract.A female neurologistfrom Beijing was working on a research project in a Toronto hospital. She shared asmall office with a young Canadianmale from a large family, who loved peanut butter. He was so fond of peanutbutter that he kept ajar in the office. One day he cameinto the office and exclaimed,“Whotook my peanutbutter?”But the Chinese woman immediately felt accused.After all, there wereonly two of them in the office.She was deeply distressed,but true to her learned cultural behavior of never showinganger in public, shesaid nothing. Later that day she was working in a room where the physiotherapist was treating a patient who suffered paralysis of his legs and arms from a motorcycle accident.The physiotherapist moved oneof the patient's legs in a way that caused him pain.“ Ouch! h”e cried.“OhI, didn'd t o that,”said the physiotherapist.“ Iwt as that doctor over there,”and he pointed to the Chinesewoman.“ Howcould she havedone it since she'o s n the other side ofthe room?”the patient pointed out.“ Ah,she hasthree hands. the”physiotherapistreplied.At thesewords the Chinese doctor becameeven moreupset.She was so disturbedthat shebehavedin a way uncharacteristicof her culture. She waited until the patient had gone,and then said to the physiotherapist, “I 'v m ery upsetby what you said.”The physiotherapistwas taken aback. “ Whaht ad I said?”“ Yousaid I had threehands,”the Chinesedoctor finally choked. “Youthink I took the peanutbutter.”Answer the following questions:1.How do you understandthephrase“tohavethreehands”?（3 分）2. What causedtheir communication conflicts?（7 分）Case1:This case canreflect the different communication styles between Chineseand Canadians.In westerncultures, communication is the means of transmitting ideas.Western peopleusually communicate directly with eachother. That is why the Canadianin this casesays what is in his mind directly in front of the Chinesewoman without hiding anything. While Chineseculture stressesharmony andemphasizesthe relationships betweenthecommunicators.Chinesepeople view communication as a processwhere all parties are searchingto develop and maintain a social relationship. So the Chinesewoman in this casetries not to argue with the Canadianface to face to keep the“harmonious relationship”betweenthem.Case 2: Left in the ColdKatherine cameto Beijing in 1998 andfound ajob as anEnglish teacherin a foreign languageinstitute. Soon after her classesbegan she found that her students showedno interestin her teaching style. Quite a few of them avoided attendingher class.She was feeling quite upset and discouragedso she decidedto ask the Director, Prof. Wang for help. Prof. Wang reviewed his timetable and suggestedthey meet at ten o' clockon Thursday morning. When Thursday came,Katherine arrived at Prof. Wang's office at the exactly ten o'clockfinding him talking with another teacherin Chinese. Seeingthat she hadcome, Prof. Wang smiled and gestured herto sit down. Katherine sat down and the professor excused himself and continuedto talk with the other teacher.After five minutes, he finished his conversation, andapologized to Katherine, andbegan to focus his attention on her situation. Prof. Wang showed greatconcern and askedher what the problem was. Just as shewas discussingher problem, another Chineseteacherinterrupted, with a form that required the Director's signature.The Director smiled, apologizedto Katherine again, and turned to talk with the Chineseteacherin Chinese. Katherinebecame impatient, and wonderedwhy their discussion shouldbe interrupted since shehad made anappointment. Also, shewas upsetandfrustrated that they continued to speak Chinesein front of her. Although their talk continued,shewas apparently unhappy about what had happened.Answer the following questions:1. How would you explain the Director's behavior toward Kathrine?（ 5 分）2. How would you make the Director understand whyKatherine felt frustrated and angry? （5 分）Case2:CommentThis is a typical cultural clash betweenChinese andWesterners. There is a great differencein the concept of appointment and its behavior pattern in different cultures. To Americans, an appointmentis a confirmation to meetat a precise time. If an appointment is scheduled, both parties should respectthe appointment time. For example, if a professor makes an appointment witha studentat a certain time, it should notbe interrupted by other things or people.In addition, Westernersare good timekeepers;they adherestrictly to schedules. However,Chinese view appointmentsin a more flexible manner. They aremore casual about commitments. This difference in attitudes toward appointmentwas the root of Katherine's unhappiness.Since the Director madean tena'clockappointment,he should havetried to avoid any interruption. However, when Katherine arrived on time, the Director was still talkingwith anotherteacher.When their meeting finally began, it wasinterrupted again. Thereis no wonder Katherine becamefrustrated and angry.Case 3: Personal SpaceMark had recently moved from Denmark to Sydneyto work asa salespersonfor a large Australian company. After threeweeks, he was invited to join a local club. During the first few weeksat the club, Mark would either stand in the corner talking with someoneor sit on a sofa listening to other peopletalk and chat. As time went by, he cameto know most of the club membersand seemedto enjoy talking with them. One day, at an evening party one of thefemale members approachedhim. Mark immediately showed hisinterest by talking about theatmosphereof the party. At first, the conversation betweenthem seemedto go quite smoothly, but as it progressedthe lady seemedto step further and further away from Mark as he had beengradually moving closer to her. The lady obviously seemeduncomfortable. As Mark was about to ask her questions regarding Australiansocial customs,another man standing nearby directed a glance towardthe lady. Sheexcusedherself and went to talk with that man, leaving Mark standing aloneandwondering why their conversationhad come to such a suddenstop.Answer the following question1. Why did that woman suddenlystop talking with Mark and turned to another man? （10 分）Case3:This is a typical case ofmisunderstandingcausedby different perceptions abutbody distance.There is alot of evidenceto show that body distancevaries with different people, different circumstances, anddifferent cultures. In Denmark, at a formal event,the intimate spaceis usually between20 to 30 centimeters;while in Australia such an occasionrequires a body distanceof 40 to 50 centimeters.Therefore when a Danetalks with an Australian, the problem arises:the Dane is accustomedto a closedistance while the Australian is comfortable with a great distance.In this case,Mark, by trying to establishhis normal intimate space, infringed on the Australian lady's s pace. Becauseof this, she felt somewhatthreatenedand lost her senseof comfort. At that moment, the nearby man offered her the opportunity to excuseherself from Mark. If Mark had had someknowledge about the expected personal spacefor Australians, the encountermight have been totally different.Case4Li Ming, a male Chinesegraduatestudent, studiedin the United States.He shared aroom with his American classmateTony in a residencehall. At the very beginning, Li Ming found it easyand enjoyable to get along with Tony, for he was an open-minded personand sometimeshecould give Li Ming quite alot of helpful advice. But later,Li Ming felt it really hard to do the real effective communication. For example:One day Tony went into the bathroom and completely shavedhis head.Li Ming easily discoveredthis fact when hehimself visited the bathroom and sawthe hair everywhere. He returnedto his room andsaid to Tony, “Yo'u veshavedyour head. ”Tony replied, “Yeah, dIid. ”Li Ming waited awhile, then said,I discovered you'd shaved your headwhen I went into the bathroom andsaw the hair.“Yeah.T”ony confirmed. Li Ming was at a loss.He believed he hadcommunicatedin the strongestpossible languagehis wish that the American would clean up the messhe'd madein the bathroom. ButLi Ming wasvery much disappointedat his roommate Tony!Later he discussedthe surprising episode with someChinese friends who told him, “ Listenw, ith Americans you actually have to say:Clean up the bathroom!”Li Ming believed his message hadbeenvery clear. However, he was relying on the context of the communication for the messageto be understood:hair was all over the bathroom, and his roommatenow was bare-headed.Questions:1. Why doyou think the American studentTony failed to understandwhat his ChineseroommateLi Ming had wanted to say?2. Supposethe main charactersin the story are two Chinese students or two American students, inwhat way will they deal with the matter?Case7 (P30)Caseanalysis: Cultural differences decide the two studentsare going to communicatein different ways. 案例分析:文化差异决定这两个学生要沟通的方式不同。
中西跨文化交际课程情景案例分析.docx
中西跨文化交际课程情景案例分析.docxUn i t1L a n g u a g e a n d Cu l t u r e i n Co mmu n i c a t i o nTheory Communication is something we do every day. It takes place sonaturally that we simply fail to notice it until it hiccups or breaks down. Though it is commonplace, it is no exaggeration to say that communication is life and life is communication.1.When you join a social gathering,you must be aware of rules and procedures that govern the way things are going to proceed. There is atechnical term for such rules and procedures—schema.2.Face and politeness are two other areas which are extremely value —sensitive. One of the distinctive features of Chinese politenessis self —denigration and other—elevation.Case1:Litz is a professor of cross —cultural communication in a university in Finland. She invited her Chinese students home for anevening party.The schema from Litz ’s point of view includes the following:1.Giving invitation: by phone / by mail2.Prepare everything before the arrival of guests3.Receiving guests: open the door / express welcome / taketheir overcoats/introduce guests/offer them drinks/make them comfortable4. Serving food: set the table / soup first / main course / desert5. Post dinner activities: chat / play music / offer more drinks6.Seeing guests off: thank them for coming / good nightLitz ’s evening party was not very successful, because she was upset byone of her guests.Here was the initial conversation between Litz and Lin: Litz: (opens the door ) Oh, Lin, how nice you could come!Lin: It ’s not difficult to find your house.Litz: Come on in.Lin: (comes in )Litz: Can I take your coat?Lin: No, thanks.Litz: Ok, this way please.Lin: (take off her coat and hangs it)Analysis : Litz was hurt because Lin did not let her hang her coat.Litz’s offering to hang Lin’s coat is one of Litz’s ways (it’s on Litz’s schema). On Lin ’s side,she thought that Litz was her supervisor and that it was inappropriate to let her supervisor hang her coat. Here we havean instance of one action attached with different cultural values.Case 2:Finding an Interested BuyerGeorage Hall was in Beijing attending a trade fair and looking for anopportunity to do business in China. He had been very successful in hisbusiness dealings in the US and prided himself on his ability“to get things moving. ” His first day was going well .He looked around at thedisplays of sporting equipment to get someidea of whomhemight approach. He was sure that his products,tennis rackets with an unusual new design, would arouse some interests.On the second day he approached the company which he felt would be most responsive to his products. He introducedhimself to the general, a Mr. Li. Since he had read that Chinese findgetting down to business immediately too abrupt and rude,he began a casual conversation, eventually leading up to the topic of his products andsuggesting how Mr. Li ’s company might benefit from using them. Georgethen suggested that he could arrange to get together with Mr. Li andprovide more specifics and documentation on his products.Mr. Li responded in fairly good English,” That would be interesting.”Knowing that he had only a few days left in Beijing,George wanted to nail down a time, ” When can we meet? ” asked George.“Ah. This week is very busy,” replied Mr. Li.“It sure is, ” said George, ” Howabout10 o’clock?Meet you here. ”“Tomorrow at 10 o ’clock? ” asked Mr. Li thoughtfully.“Right, ” said George,“I ’ll see you then?”“Hmm, yes; why don ’t you come by tomorrow,” was the reply.“OK,” responded George,” It was nice meeting you.”The next day at 10 o ’clock he approached Mr. Li’s company’s exhibit only to find that Mr. Li had some important business and was not able tomeet with George. He called back later in the day and wastold that Mr.Li was not available.Analysis : 英美人士做事情讲究守时。
跨文化交际案例分析
bine the theory with the case
Thus, in this case, Koreans tried their best to take the peacemaking approach to de-escalate conflicts, so that harmony between members would be maintained as long as possible. However, Jim, from individualistic culture, considered it strange that his Korean colleagues would rather hide the problems to the last moment than solve the conflicts. In his view, suspending the conflicts wouldn’t release tensions and solidify the relationship but to potentially destruct the relationship.
During his first week he was met with bows, polite smiles, and the continual denial of any significant problems. But Jim was enough of a realist to know that he had never heard of any manufacturing operation that didn’t have some problems. So after some research, he uncovered a number of problems that the local manager and staff were not acknowledging. None of the problems were particularly unusual or difficult to solve, but Jim was frustrated that no one would admit that any problems existed.
跨文化交际与翻译真题·
跨文化交际与翻译真题2021 .6.5临床专业一、案例分析(答题说明：每题10分，合计10.0分。
)1. Situation: T wo Americans, Bill and T ony, are talking about T ony’s unhappy experience with his Chinese college.Bill: Hi, T ony. How’re you doing?T ony: Fine. Just got back from visiting the home of one of my Chinese colleagues.Bill: Oh, have a good time?T ony: Oh yes, very good. Mind you, I was bit hurt about the way they treated my present. You see, I know they like western music so I brought them back some of the latest tapes from the UK. Had them all wrapped up beautifully and gave them to them as soon as I got inside the door and what do you think happened?Bill: What?T ony: Nothing. Well, more or less, they said thank you but then just put them away in a corner. Didn’t even bother to unwrap them. I must say I felt a bit miffed after all the trouble I’d taken. 参考答案：答题点：Gift giving in the West三、跨文化单项选择(答题说明：每题1分，合计15.0分。
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跨文化交际案例真题分
析
-CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN
跨文化交际案例真题分析
案例一
一位意大利妈妈每次用小推车推她的孩子出去，总是有无数的中国人过来告诉她，这么冷
的天你不能只给孩子穿袜子，一定要穿上鞋。有时候好心的中国人多得她都无法走路。
“在意大利，冬天穿短袖衬衫夏天穿羽绒的多了去了，这个天只给孩子穿袜子是极其正
常的。”那位妈妈极其气愤又极其不解的问我：“难道我不比他们更了解我的孩子难道我
不比他们更关心我的孩子”
案例二
有一个美国女孩中国话讲得很流利，还会讲点广东话。在四川生活多年，听得懂四川
话，就是这样一个人，对川菜店的服务员十分不满意。
“你们中国人来吃饭，服务员总是问您是要微辣、中辣还是重辣？我来吃饭，从来就没
有人问过我这个问题。如果我疏忽了，忘了告诉他们要重辣，上来的准不是辣的；就算我
再三重复，上来的最终只是微辣。
有一次她实在忍不住把服务员叫来：“我刚才跟你讲了那么多遍要重辣，你为什么给我微
辣”
“你们老外不能吃辣的，我知道的。我们这里来的老外多着呢。”没想到服务员还是见过
世面的。
美国女孩发了脾气：“你又不是我肚子里的蛔虫，你怎么这么了解我”
更多分析可以加扣 一二六零四四一二六九
针对上述两个材料，我们可以做出如下分析：
两个材料中意大利妈妈和美国女孩的气愤源于她们对中国文化尚没有清晰
的认识和理解，她们两个人和处于交际另一方的中国人的跨文化意识都有些淡
薄，从而导致了跨文化交际的矛盾冲突。
“跨文化意识”指的是在跨文化交际中，对不同文化之间的差异和冲突具
有感觉的敏锐性（即善于发现矛盾和问题）、理解的科学性（理性的分析和科
学的判断）、处理的自觉性（自觉排除“三大敌人”的干扰，有效和得体地解
决问题）。它要求有必要的知识和经验。案例一中的意大利妈妈和案例二中的
美国女孩正是缺乏这种意识，没有意识到中西文化的差异，才对中国人的行为
感到非常不解。
其中，案例一中意大利妈妈所遇到的情况在中国人看来是好心的提醒，而
在意大利妈妈看来却令人十分不快，她认为自己受到了“面子威胁”。“面
子”是个人要求在公众面前树立的形象，中西方的面子文化有很多不同之处。
在西方文化中，建议、劝告、提醒类的话被视为对听话人的面子威胁，讲话人
表示自己认为听话人应该做某事或可能会忘掉某事，似乎显示自己比别人强，
因而会触犯听话人。而中国人则将这些行为看成是对自己的关心，只会产生感
激之意。
而在案例二中，川菜馆的服务员一看是外国女孩便自作主张地提供微辣菜品，
认为所有的老外都不能吃辣，这是由于他对外国人产生了刻板印象。刻板印象
指的是人们头脑中对存在的某一类人的固定印象，这些印象可能是正面的，也
可能是负面的。刻板印象往往完全疏忽个体区别，而且不轻易改变自己的看
法。刻板印象使得人们不能客观地观察另一种文化，失去应有的敏感。服务员
不问美国女孩的个体情况就先入为主地认定其不能吃辣即是对外国人产生了
“不能吃辣”的刻板印象。它导致人们在观察异国文化时只注意那些与自己的
刻板印象吻合的现象，而忽略其他。它妨碍我们与不同文化背景的人们相处，
不利于顺利开展跨文化交际。
两个案例中意大利妈妈和美国女孩的跨文化交际行为产生的跨文化冲突从
本质上来说，都是由于中西方的思维方式不同造成的。所谓思维方式指的是一
个文化群体或名族在长期历史和文化沉淀中形成，为该群体或民族所共有，比
较稳定的思维方法、思维习惯和对客观事物的认知模式。思维方式有文化差
异，造成此差异的原因有：历史发展轨迹不同、宗教信仰差别和生活环境各
异。并且这种思维方式差异会对跨文化交际造成干扰，甚至还会引起严重的文
化误解和文化冲突。材料一中中国人好心的提醒以及材料二中服务员的自作主
张正是受中国人思维的影响，认为这是对他人的关心；而处于西方文化的意大
利妈妈和美国女孩受西方个体思维的影响，就认为这是对她们的不尊重，从而
造成误解。
中国文化石群体文化，追求整体观，崇尚群体观念，因此注重关心他人，
维护他人的利益，因此中国人对意大利妈妈都会给予好心的提醒，在案例二中
的川菜服务员也才会设身处地的将美国女孩的菜调换为“微辣”。而西方文化
则属于个体文化，他们崇尚个人意识，以个体为中心，一切从个人利益出发。
案例中意大利妈妈受到提醒，美国女孩买不到重辣的菜而感到气愤都是由于她
们认为自己的个人权利和利益受到了侵害。尤其在材料二中，美国女孩是典型
的西方“线性思维”，认为应该直截了当的表达信息，听话人也应当顺着这一
思路去理解，而服务员却是东方的“螺旋型思维”，在接收到信息之后，在理
解原有信息的同时还会有其他的考虑，因此会出现材料二中的矛盾。
处于不同文化背景的人在交际过程中如果没有相应的跨文化意识，不能认
识到不同文化在语言、生活、交际河思维等方面的差异就容易产生跨文化交际
的冲突。材料中的意大利妈妈和美国女孩生活在与她们自身文化截然不同的中
国，就应当努力去了解两种文化的差异所在，积极培养自己的跨文化意识，努
力实现文化适应。而文化适应的过程也是价值观念和文化身份调整或转变的过
程，它的成果大小、时间快慢不仅取决于两种文化之间差异的大小，更重要的
是看本人的态度和适应能力。两位女士应该意识到在文化适应过程中，遇到挫
折时在所难免的，只有多与新文化接触，自觉自愿地接受新的文化生活方式、
价值观念，才能更好地融入新文化中。
同时，材料中的中国人和服务员也应该注意自己的交际行为，了解中西
方的文化差异，尊重对方的交际行为。川菜服务员应当撇开自己对外国人的刻
板印象，尊重个体差异。只有交际双方共同努力，才能实现成功的跨文化交际
行为。