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金陵科技学院教案【封面】任课系部:人文学院
课程名称 跨文化交际(双语) 课程编号 0303402005
授课对象专业 对外汉语
课程类别 必修课 公共基础课□;学科基础课;专业核心课□选修课 专业方向课√;专业拓展课□;公选课
总学时数 32 学分数 2
学时分配 课堂讲授 24 学时; 实践课 8 学时教材名称 跨文化交际实用教
程 作者 胡超 出版社及出版时间 外语教学与研究出版社
2006 年指定参考书 作者 出版社及出版时间
《Aspects of Intercultural
Communication》 胡文仲 外语教学与研究出版社 1999 年
《跨文化交际案例分析》 廖华英 北京理工大学出版社 2010 年
授课教师 陈静 职称 讲师 单位 金陵科技学院人文学院
2
金陵科技学院教案【教学单元首页】第 1 次课 授课学时 2 教案完成时间:
章、节 第一章 An Introduction 课程介绍
主要内容
一、Lead-in activities 热身讨论二、Communication 交际三、 Culture 文化四、 Intercultural Communication 跨文化交际五、Intercultural Business Communication 跨文化商务交际
目的与要求
本章主要介绍跨文化交际这门学科与课程,要求学生了解本课程的基本特点与要求,对跨文化交际的历史与发展作总体介绍,理解并掌握文化、交际、跨文化交际等概念。
重 点与 难点
重点:文化、交际、跨文化交际的概念。 难点:如何理解与避免跨文化交际中的文化冲突。
3
教 学方 法与 手段
课堂讲授,多媒体教学,课堂讨论 。
4
授课内容内 容 备 注
第一章 An Introduction 课程介绍 1.Warm-up Cases
Case 1: Showing Concern
1)Please discuss the cases in groups and make a comment on it.
In China:
Xiao Li (an interpreter): You must be very tired. You’re old…Catherine (an elderly American lady): Oh, I’m NOT old, and I’m NOT tired.
work.
2). Comment : What the interpreter said is quite courteous in China. It means, “If you are
tired, we can take a little rest, since you are getting on in years.”
The interpreter gave the impression that he thought the elderly lady would
collapse any minute if she doesn’t rest immediately.
In the West, there is a value placed in being young that many people
consciously, or subconsciously, are not willing to accept that they are growing
old. In the West:
A: How are you doing now? Would you like to rest?
B: No, not a bit.
The way of showing concern is different.
In China In theWest
statement question
must how would
Case 2 First Offer
A Canadian colleague and I traveled to Guilin with our admirable guide
Heping Liu in very hot weather. Sightseeing is a thirsty business. We did not
trust the water, and enjoyed excellent beer. We politely offered some to Heping
but he refused. We said nothing and drank our beer, while poor Heping watched.
5
On another day, Heping quickly accepted our offer of beer.
1) Questions for discussion
In your daily life, do you often accept first offer?
If yes, in what situation?
2)Comment
Chinese people usually refuse First offer, to show Modest, Polite , well-behaved.
They usually accept second or third offer.
Westerners will not ask for the second time, because they think it’s because of
Religious reasons or reformed alcoholic, or allergic.
2. What is communication?
1). Students are asked to read the following definitions and conclude “What
is communication?”Definition 1: Generally speaking, communication can be defined as a dynamic,
symbolic, transactional and contextual process in which people create shared
meanings or messages. (from textbook Intercultural Communication, Practical
Coursebook)
Definition 2: communication, which is etymologically related to
both “communion”(交 融 ) and“community”( 社 区 ) , comes from the Latin
word “communicate”, which means, “to make common” or “to share”.
(Weekley, 1976).
Definition 3: Communication is a form of human behavior derived from a need
to connect and interact with other human beings. Therefore, communication
simply refers to the act process of sending and receiving messages among
people.
2)A picture is used to help students understand communication:
The elements of communication: the initiator and the respondent(交际双方)
6
The process: Step1. The initiator encodes and sends messages.
Step2. The respondent receives and decodes messages.
Conclusion: It's a successful communication! Communication occurs whenever
meaning is attributed to behavior.
3). Ask students to look at a picture and ask: Are the two men
communicating
----No.
4). To know the classification of communication:
Conclusion: interpersonal communication is our focus.
3. What is culture?
1). Students are required to watch a dozen of pictures to understand
spiritual culture, behavior culture and material culture.
2) Discussion: to know the types of culture:
Classification 1:• Spiritual culture 精神文化
7
• Material culture 物质文化• Behavior culture 行为文化• System culture(体制文化,也可归为第一种“精神文化”,一般独立出
现在跨文化商务交际中)
Classification 2:• State Culture 国家文化• Nationality culture 民族文化• Hometown culture 家乡文化• Enterprise culture 企业文化• Campus culture 校园文化• Family culture 家族文化• Religion culture 宗教文化 3). Cultural groups(P13 from the textbook): An Iceberg of Culture (page
7 from the textbook)
Culture is made up of many groups, see the following drawing:
8
4)Students are asked to discuss What is culture?
Definition1: Culture is the total way of life that a group of people shares.
Definition2: Culture is a system of shared beliefs, values, customs, behaviors,
and artifacts that the members of a society use to cope with their world and with
one another, and that are transmitted from generation to generation through
learning.
Definition3:Culture can be seen as shared knowledge,what people need to
know in order to act appropriately in a given culture. (p6 in the textbook)
5)To conclude the elements of culture:
. Conclusion: product culture include material and non-material culture; ideas
(ideology) cover beliefs, values, institutions. Behaviors involve customs, habits,
dress(着装打扮), foods(饮食习惯) ,leisure.
6) Observing their dress, behavior and thoughts and answer the question:
9
Who are they and where are they from?
One is Japanese monk and another is Chinese monk.
7). To translate the seven characters of culture from English to Chinese
Culture is transmitted from generation to generation. 文化可以代代相传。Culture is not innate; it is learned. 文化不是与生俱来的,而是后天习得的。The facets of culture are interrelated. 文化的各个层面是互相关联的。Culture is subject to change. 文化不是一成不变的。Culture is selective. 文化是可以选择的。Culture is ethnocentric. 文化具有民族中心主义的特点。Culture is adaptive. 文化是要适应的。 4. Intercultural communication
1)Discussion: what is intercultural communication?
---- Intercultural Communication (ICC) is the exchange or communication
between people who have different cultural backgrounds.
Why do we learn intercultural communication?
Development of Science &Technology
Globalization of Economy
Widespread Immigration
Development of Multiculturalism
International Communication 跨国交际Interracial Communication or minority communication 跨种族交际 跨民族交
10
际2) Read and translate the following paragraph:
People are different throughout the world, culturally, religiously, Ideologically
[,aidiə'lɔdʒikali] ( 思 想 上 ; 意 识 形 态 上 ) and racially, actually different in
almost every aspect, therefore we are supposed to know about their differences
as much as possible, just for a smooth communication among the Homo
sapiens(现代人),
the people in the global village. You will make it by coming to Intercultural
Communication.
5. Intercultural business communication
1)What is intercultural business communication?
-----Intercultural business communication (ICBC) is a relatively new term in the
business world and is defined as communication within and between business
that involve people from more than one culture.
2) Answer the following questions:
Which international companies are doing business in China?
------ Nike, Cocacola, KFC, Hilton Hotel,…
Which Chinese companies are doing business abroad?
------ Huawei, Haier, Meidi,Zhongtie,…6. Summary
7. Assignment
Read the following case and analyze why Sam didn’t perform his work
successfully together with his Saudi Arabian laborers.
To Be Direct or Not
11
Sam Lucas, a construction supervisor for an international engineering firm, had
the reputation of being tough but fair-minded. He was a very forceful, obstinate
individual who always spoke his mind. He never hesitated to criticize any
worker whom he felt was performing poorly.
Even though during his six years with the company Sam had never worked
outside of the United States, he was chosen to supervise construction on a new
hotel project in Jidda, Saudi Arabia, primarily because of his outstanding work
record. for after all, he rebuked both Americans and Saudi Arabians alike. He
was troubled, however, by the fact that the problems seemed to be growing
worse and more numerous.
On this project, Sam supervised the work of about a dozen Americans and nearly
100 Saudi Arabian laborers. It was not long before Sam realized that the Saudi
Arabian laborers, to his way of thinking, were nowhere as reliable as the
workers he had supervised in the United States. He was becoming increasingly
annoyed at the seeming lack of competence of the local workforce. Following
the leadership style that helped him in such good stead at home, he would
rebuke any worker who was not doing his job properly, and he would make
certain that he did it publicly so that it would serve as a lesson to all the other
workers. He was convinced that he was doing the right thing and was being fair,
In the United States, public criticism is one of a number of techniques that can
be used quite effectively to change personnel’s behavior. In the world of Islam,
however, where the preservation of dignity and slef-respect is absolutely
essential, public reprimand will be totally counterproductive(产生不良后果的 ).
If Arabs feel that they have suffered a loss of personal dignity because they have
been criticized in public, they take it as a to dishonor both themselves and their
families. And when Sam insisted on using this “motivational” technique, the
individual at whom the reprimand was directed was not only hurt for the open
12
humiliation(丢脸;羞辱 ) but also loses the respect of fellow workers witnessing
it.
金陵科技学院教案【末页】本 单 元知 识 点
归 纳 概念术语:文化、交际、跨文化交际、跨文化商务交际、文化的民族中心主义跨文化交际学科的历史及其发展
思考题或作业
题
Book P12-15 习题部分补充思考题。
本 单元 教学情况小结
学生对本单元的基本概念、术语及本课程的研究对象和范围能比较好的掌握和了解,学生对本课程的学习兴趣较浓,愿意下功夫学好本课程。能按教学大纲要求在规定时间内完成教学任务。
13
备注
注:教案首页和末页中间为授课内容
金陵科技学院教案【教学单元首页】第 2 次课 授课学时 3 教案完成时间:
章、节 第二章 Daily Verbal Communication 1 日常言语交际 1
主要内容
一、热身案例讨论二、称呼三、问候四、发起会话与话题的选择五、拜访六、离开
目的与要求
基本要求:熟悉跨文化交际中日常言语交际的表达方式,掌握称呼语、问候、发起会话、话题选择、拜访礼仪等日常交际的形式。
重 点与 难点
重点:跨文化日常交际中的经常出现的问题,如称呼、话题选择等。 难点:训练学生日常交际的模式化习得。
14
教 学方 法与 手段
课堂讲授,多媒体教学,课堂讨论,学生角色扮演。
15
授课内容内 容 备 注
第二章 Daily Verbal Communication 1 日常言语交际 1
I. Warm-up activities
1. Warm-up discussion
Q. What is verbal communication and what are its attributes?
Verbal communication refers to the communication that is carried out either in
oral or in written form with the use of words.
Attributes of verbal communication:
1). can express all kinds of ideas we want to express.
2) can keep and disseminate information.
3) can be more clarified and efficient than other ways.
2. Warm-up cases
Please discuss the cases in groups and make a comment on it.
★ Case 1. Twelve cups of tea
Question 1: Why did I have 12 cups of tea?
Question 2: How could you help “I” in this case out of the awkward situation?
★ Case 2. Have you had your lunch? / Where are you going?
Chinese think it is quite normal because it is just a kind of greetings, whereas the
westerners feel offended because they consider it is an invasion of privacy.
II. Detailed Study
1. Addressing People
Discuss the differences in addressing people between English and Chinese cultur
es
Chinese English
Formal Relationship/ Situation Surname+Title Title+Surname
Neutral Relationship/Situation Surname+Title Title+Surname
Given Name
Close Relationship/
Informal Situation
Given Name Given Name
16
2. Greetings
Western expressions
£ Good morning/afternoon/ evening.
£ How are you?
£ How are things going?
£ How are you getting on?
£ How are things (with you)?
£ How’s everything?
£ How’s life?
£ Hello.
£ Hey. /Hi.
Chinese expressions
£ Where are you going?你上哪去?£ Where have you been?你去哪里啦?£ Have you had your meal?吃过了吗? 3. Initiating Conversations and Conversation Topic
1)Topics that should be avoided in initiating conversation in western culture
£ Age
£ Money/Salary
£ Health
£ Family
2)Conversation topics acceptable to both Westerners and Chinese
£ Hobbies
£ Holidays
£ The weather
£ A local or national event
£ Jobs
17
£ Films/books
4. Visiting Someone
1)Business visiting in western culture
Westerners prefer to arrange a time in advance, and expect the visitor to come str
aight to the point.
2)Social visiting in western culture
Social visiting seems more flexible to westerners, and depends on individual pre
ferences.
3) Some suitable expressions for arranging in advance to meet a western fri
end:
I
haven’t seen you for a long time. I was wondering whether I could come round t
o visit you sometime.
I’d like to come and see you sometime. Would you be free one afternoon next w
eek?
Mr. Zhang and I would like to come and visit you. Would it be convenient fo
r us to come Wednesday evening?
4) Things to be minded when visiting someone in western culture
l )Advance notice
Take off the out-door clothing immediately, unless you are only going to stay a
few minutes.
2)Finish eating
3)Food-offering differences
5. Partings
Question
What are the differences in parting between Chinese and English cultures?
The differences:
£ Westerners: A couple of minutes’ small talk
18
Ø Well, it’s been lovely to see you again, but I must be going soon. I hope we’ll
be able to get together again before long…Ø Thank you for a lovely evening. I must not hold you any longer.
£ Chinese: abrupt leaving-taking
Ø I’m leaving now.
III. Case Study
★ Case 3. Li Hongzhang’s embarrassment
Question 1: Could the Westerners understand the Chinese modesty?
Question 2: How could Li get rid of his embarrassment?
Comment:
What Li said is just some formulaic polite expression common in type. But the c
ase happened in America, they could not understand the Easterners over-
modesty,
for they tend to comprehend what they hear literally, and a clash was inevitable.
Proper expression:
The cuisine of your country is really great. It is my great honor to have a chance
to entertain you with them.
★ Case 4. Different Attitudes Toward a Fly in a Beer
Question: What can be revealed out of the case?
Comment:
The case shows that social interactions may vary greatly owing to different cultu
ral backgrounds. In this case, people’s different reactions toward a fly in a beer r
eveal not only their individual personality but also the orientation of their nation
’s mainstream culture.
English seriousness
French arrogance
Spanish generosity
Japanese criticalness
Arab sarcasm
American humor
19
★ Case 5. Borrow Money & Lend Money
Question 1:
If you were “I” in this case, how would you adjust yourself?
Question 2:
What’s the response of the American if you are generous and say:”Don’t mentio
n it
again. You don’t have to pay me back.”
Answer: He would be angry and think you were looking down on him, not belie
ving his ability to repay the money.
IV. Exercises
Please finish the exercises from page 32 to 39.
V. Assignments
1. Compare the American friendship with the Chinese friendship.
2. Video Watching
The Joy Luck Club喜福会
金陵科技学院教案【末页】
20
本 单 元知 识 点
归 纳称呼语、问候、发起会话、话题选择、拜访礼仪、告别离开礼仪等日常交际的形式;中英文致谢与致辞歉的语言表达形式。
思考题或作业
题
Book P32-39 本单元习题部分。
本 单元 教学情况小结
学生对本单元的基本概念、原理及方法能比较好的掌握和了解,学生对日常语言交际中的礼仪较为熟悉,能正确进行相关场合的跨文化交际。能按教学大纲要求在规定时间内完成教学任务。
备注
注:教案首页和末页中间为授课内容
21
金陵科技学院教案【教学单元首页】第 3 次课 授课学时 3 教案完成时间:
章、节 第三章 Daily Verbal Communication 1 日常言语交际 2
主要内容
一、热身案例讨论二、赞语与赞语应答三、赞语的社会功能四、中西方赞语的区别五、中英赞语应答的准则六、中英文致谢与致歉的语言表达形式
目的与要求
基本要求:熟悉跨文化交际中日常言语交际的表达方式,掌握赞语、赞语应答等日常交际的形式,了解赞语的社会功能,中西方赞语的区别,熟悉中英文致谢与致歉的语言表达形式。
重 点与 难点
重点:跨文化日常交际中的经常出现的问题,如赞语、赞语应答等;中英文致谢与致歉的语言表达形式。 难点:训练学生日常交际的模式化习得。
教 学方 法与 手段
课堂讲授,多媒体教学,案例讨论,学生角色扮演。
22
授课内容内 容 备 注
第三章 Daily Verbal Communication 1 日常言语交际 2
I. Warm-up cases
1. Group Work
(1) Please discuss the cases in groups and make a comment on it.
★ Case 1. An Invitation to Dinner
Question:
If you were the director and chosen to mediate this situation, what would you
do to ensure not to offend either party? How would you explain Bart’s behavior
to Manual? How would you explain Manual’s to Bart?
Background information—First Communion
First Communion is considered one of the holiest and most important occasion
s in a Roman Catholic person’s life. It is the first time that a person receives the
Sacrament of the Holy Eucharist, which is the eating of consecrated bread and dr
inking of consecrated wine. Catholics believe these to be the body and blood of
Jesus Christ. Most Catholic children receive their First Communion when they'r
e 7 or 8 years old, because this is considered the age of reason.
Comment:
£ A: Knowing how many people will attend a gathering is one of the key prioriti
es, as it helps the host to prepare properly.
£ F: The number of guests is not very important, they usually prepare more food
than enough and would not mind if there were leftovers.
£ A: Pay great attention to important social gatherings, especially when their chi
ldren are involved.
The First Communion is very important. Inviting his colleagues to attend the g
athering alongside his family members is very special.
£ F: Prefer to be together with people they know well.
The First Communion is not as important as the party that follows.
★ Case 2. The Cancellation of the Dinner Party
23
Question for discussion
Which of the following tells the true reason about Jose’s cancellation of the din
ner party?
A: Jose will go to the library for more materials so he could better explain his pr
oposal in the future.
B: Jose is jealous that Stan’s proposal was approved.
C: Jose thought that Stan’s actions during the meeting were not those of a true fr
iend.
D: The principal asked Jose to reconsider his proposal.
Comment:
l In New Zealand, a friend can openly provide constructive criticism. If Stan did
not make such suggestions to a friend in his country, the friend would be angry t
hat Stan did not help him when he had the chance.
l In Philippines, a person cannot be a friend and a critic at the same time, or at le
ast not in public. Stan should find some other way (acceptable to the Filipinos) t
o voice his comments.
II. Detailed Study
1. Significance of compliments and compliment responses
Compliments and compliment responses are an essential part of daily verbal co
mmunication. Various expressions of compliment and compliment responses ma
nifest the cultural variations and different cultural roots.
2. Compliments and compliments responses
Chinese people are occasionally suspected of “fishing for compliments”
Chinese way of showing modesty may be considered by westerners as “fishin
g for compliments”(“fishing for compliments” means “trying to make someone s
ay something nice about you”)
Example 1
Chinese: Growing flowers is my hobby, but I’m not much good at it
Westerner: But these flowers are beautiful./I wish I could do as well!
Example 2
24
Chinese: I really know little about the subject.
Westerner: Well, I certainly don’t know anybody who knows more than you d
o!/
Oh, come on. I know you’re an expert on Chinese art.
3. Social functions of compliments
© To create or reinforce solidarity
© To greet people
© To express thanks or congratulations
© To encourage aging people
© To soften criticism
© To start a conversation
© To overcome embarrassment
4. Differences between Chinese and English Compliments
1)
Chinese people compliment each other much less frequently than westerners do.
2) Chinese people try to draw a line between compliment and flattery
3) Chinese people interpret other’s positive compliments as a request for posses
sing something.
5. The Semantic Formula
1)English compliments: using Adjectives or Verbs
£ This was a great meal.
£ You look so nice today.
£ You did a good job.
£ I like your haircut.
£ I love your glasses.
£ I really enjoyed your class
2)Chinese compliments: using Adjectives, adverbs, verbs
£ 这裙子很漂亮。£ 这房子真不错。
25
£ 你真是位经验丰富的老师。£ 你干得不错。£ 你很用功,进步也很快。£ 我特别喜欢你衬衫的颜色。£ 你该受表扬。 6. The Syntactic Formula
1)English:
NP(noun phrase) is/looks really ADJ(adjective)(53%)
Your blouse looks beautiful.
You are so efficient.
I really like/love NP(noun phrase)
I really like your hardwood floors.
That’s really a beautiful car.
2)Chinese
■ You V(verb) ADV(adverb)
You did the job well.
■ NP(noun phrase) is ADJ(adjective)
Your coat is really beautiful.
■ PRO(pronoun) is ADJ(adjective) NP(noun phrase)
That’s a wonderful wall calendar.
■ PRO(pronoun) V(verb) O(object)
You deserve being honored.
■ I like NP(noun phrase)
I like this picture.
7. Response Formulas of English and Chinese compliments
1)American:
26
A: This is really a nice sweater.
B: I’m glad you like it.
A: You did a good job.
B: Thank you/Thanks.
2)Chinese:
A: Your sweater is very good.
B: I bought it only for ten yuan.
A: You did the job very well.
B: That’s the result of joint efforts./There’s still much room for improvement.
■ Generally speaking, native English speakers tend to accept the compliments
while the Chinese tend to efface themselves in words although they do feel comf
ortable about the compliments. Sometimes humorous responses could be used w
hen with intimate friends.
Pair work
Begin a conversation with a compliment in pairs.
£ (two neighbors)
One compliments the other’s garden.
£ (guest/ host)
The guest compliments the meal.
£ (two friends)
One compliments the other’s clothes.
£ (two students)
One compliments the other’s English.
8. Cultural Assumption
£ “Good” refers to one’s health, appearance and manner in both English and Chi
nese cultures
£ “Losing weight” means good in English culture but not good in Chinese cultur
e
£ “putting on weight” can be a compliment to Chinese but offensive to America
ns
27
9. Expressions of gratitude and apology
£ The expressions are far more frequently used in English than in Chinese.
£ Chinese often neglect minor favors especially among friends and members of f
amily. They think the expressions of gratitude and apology unnecessary and eve
n tiresome.
Some special Chinese expressions
1)(responses to apology)It doesn’t matter. 没关系 Never mind. 不要紧2)(responses to gratitude)You’re welcome. 不用谢It’s my pleasure. 没关系 III. Case Study
★ Case 3 Why should they do like this?
Question for discussion
Why did the British become agitated?
A: Being a British, he was unwilling to be seen with a group of foreigners.
B: He thought their excitement was not proper in public.
C: He suspected the Filipinos were talking about him.
D: He thought the Filipinos were very rude for not introducing him to their frien
d.
Comment:
l )The British people maintain their etiquette and social manners even when they
are very excited.
2)The Filipino couple did not introduce their Filipino friend to him
3)The Filipinos were talking in their own native language. No doubt the British f
28
elt left out, which is unacceptable and rarely occurs on social occasions in Britai
n.
4) When immigrants meet in a foreign country, they tend to take no notice of the
ir surroundings/people around, which is considered to be rude and requires attent
ion.
IV. Exercises
Please finish the exercises of unit 3.
V. Assignments
1. Compare the similarities and differences between the Chinese way and the A
merican way in gift giving and gift-receiving.
2. Video Watching
Family Album: USA 《走遍美国》
金陵科技学院教案【末页】
29
本 单 元知 识 点
归 纳跨文化交际中日常言语交际的表达方式:赞语、赞语应答等日常交际的形式;赞语的社会功能、中西方赞语的区别;中英文致谢与致歉的语言表达形式。
思考题或作业
题
Book P59-66 本单元课后习题
本 单元 教学情况小结
学生对本单元的教学方法和原则能比较好的掌握,学生对日常语言交际中的礼仪较为熟悉,能较为正确进行相关场合的跨文化交际。但在有些具体情境下的交际尚存在一些语言表达上的困难。能按教学大纲要求在规定时间内完成教学任务。
备注
注:教案首页和末页中间为授课内容
金陵科技学院教案【教学单元首页】
30
第 4 次课 授课学时 3 教案完成时间:
章、节 第四章:Verbal Communication 语言交际
主要内容
一、Lead-in activities 热身讨论二、culturally loaded words 文化负载词三、cultural reflections on proverbs 谚语反映的文化四、 taboos 语言禁忌五、differences in cultural thought patterns 文化思维方式的差异
目的与要
求本章主要要求学生掌握基本的文化负载词,了解其涵义;了解谚语中反映的文化和各国的语言禁忌,理解中西方文化思维方式的差异。
重 点与 难点
重点:基本的文化负载词涵义;理解文化思维方式的差异。难点:学会如何与来自不同文化的人进行语言交际。
31
教 学方 法与 手段
课堂讲授,多媒体教学,课堂讨论,互动交流。
32
授课内容内 容 备 注
第四章:Verbal Communication 语言交际 I. Warm-up cases
Please discuss the cases in groups and make a comment on it.
★ Case 1. Shoes for Street Walking
Question:
Why did the Italian shop owner make such a blunder?
Interpretation:
“a street walker” means “a prostitute” in English and “to have a fit” means “to
become suddenly and violently angry or upset”
★ Case 2. A Misunderstanding Caused by a Joke
Comment:
The problem resulted from the misunderstanding of the word “hustle”. In colloq
uial American English, there are at least two meanings for the word “hustle”: 1)
to force sb to make a decision before they are ready or sure; 2) to work as a prost
itute / romance or sex is hinted.
This case remind foreign language learners that they should pay special attention
to the slang and idiomatic expressions used by native speakers. Meaning will var
y depending on the context which can be hard for foreign language learners to c
omprehend.
II. Detailed Study
1.Culturally Loaded Words
Definition of loaded words:
Loaded words and phrases are those which have strong emotional overtones or c
onnotations, and which evoke strongly positive or negative reactions beyond the
ir literal meaning.
Major semantic differences between English and Chinese terms:
1) A term in one language does not necessarily have a counterpart in the other l
33
anguage;
E.g. “扁担” does not have a counterpart in English.
2) Words or terms in both language appear to refer to the same object or concept
only on the surface, but actually refer to quite different things;
E.g. “ 龙 ” in Chinese culture is a totem with many royal associations, e.g. 龙
颜,龙床,龙袍, 龙心大喜。Yet, in EC, “dragon” refers to horrible, disgustin
g monsters.
3) Things or concepts are represented by one or perhaps two terms in one langu
age, but by many more terms in the other language, ie, finer distinctions exist in
the other language;
E.g. In English, the same function that “副” fulfills in Chinese are perform
ed by a number of words.
副主席 vice-chairman
副教授 associate professor
副主任 deputy director
副秘书长 assistant secretary
副州长 lieutenant governor
副国务卿 undersecretary
4) Terms have more or less the same primary meaning, but have secondary or ad
ditional meanings that may differ considerably from each other.
2. Cultural Reflections on Proverbs
Significance of proverbs:
34
Proverbs may provide interesting glimpses or clues to a people’s geography, h
istory, social organization, social views, etc.
Equivalents of proverbs
1) Some proverbs in one culture have their equivalents in another, and the p
roverbs show the similarities of human experiences and observations.
E.g. English proverb “A new broom sweeps clean” and Chinese proverb “ 新 官
上任三把火” get similar meanings.
2) Some proverbs in one culture do not have commonly known equivalents i
n another.
E.g. There’s no equivalent proverb of “瓜田不纳履,李下不正冠” in English
3) Some proverbs illustrate difference, despite having surface similarities:
E.g. “Gilding the lily” would seem similar to “锦上添花” . However, Englis
h saying implies spoiling something already fine, good or beautiful by attemptin
g to make it better, whereas the Chinese one meaning adding something to make
a good thing even better or turning excellence into perfection.
3. Taboos
1)Definition of verbal taboos
2)Some words or experiences that are to be avoided because tradition or soc
ial custom strongly frowns on their use.
3)Taboos in both English and Chinese cultures:
Excreta and acts of human excretion are to be avoided in polite conversation.
Talking about sexual intercourse and certain parts of the body is taboo.
Swear words (age, sex, occupation) are taboo
4. Differences in Cultural Thought Patterns
Understanding and appreciation of differences among cultures in cognitive pr
ocessing and problem solving is a major step toward successful intercultural co
35
mmunication.
l )English-speakers---linear and direct
2)Semitic---combination of tangential and semi-direct
3)Asian--- circular
4)Romance---more consistently circuitous
5)Russian---direct and circuitous
6)American---factual-inductive (ascertain facts, find similarities, and formulate
conclusions)
7) Russian---combination of direct and circuitous approaches/axiomatic-
deductive (move from general principle to particulars which can be easily deduc
ed)
8)Arab---intuitive-affective (facts are secondary to emotions)
III. Exercises
Please finish the exercises of unit 4.
V. Assignments
1. Give the Chinese equivalents of the following expressions.
Justice has long arms.
Tread upon eggs.
sanitation engineer
Industrial climate
To take things without permission
A man of doubtful taste
Gilding the lily
You can’t have the cake and eat it too.
Associate professor
ethnocentrism
2.Research Topic
Different colors have different associations in different languages. Please mak
e a close study of the “color” languages in Chinese and English.
3. Watch the video “A Journey to India”
36
金陵科技学院教案【末页】本 单 元知 识 点
归 纳 文化负载词的概念、涵义;谚语中反映的文化;各国的语言禁忌;中西方文化思维方式的差异、如何与来自不同文化的人进行语言交际。
思考题或作业
题
Book P80-83 本单元课后习题。
本 单元 教学情况小结
学生对本单元的基本概念、术语及能比较好的掌握和了解,对本单元的语言文化论题很感兴趣,能判断基本的文化差异模式,但对于如何在具体情境下开展跨文化交流尚须在实践中加以提高。能按教学大纲要求在规定时间内完成教学任务。
37
备注
注:教案首页和末页中间为授课内容
金陵科技学院教案【教学单元首页】第 5 次课 授课学时 4 教案完成时间:
章、节 第五章 Nonverbal Communication 非语言交际
主要内容
一、热身讨论二、非语言交际的定义、功能、地位三、非语言交际的研究领域四、非语言交际中的文化差异五、时间语言、空间语言、身体语言、副语言
目的与要求
基本要求:理解非语言交际的定义、功能、地位;理解中西方非语言交际行为的差异;掌握非语言交际的主要研究领域。
重 点与 难点
重点:掌握非语言交际的主要研究领域,特别是身体语言;理解中西方非语言交际差异。 难点:如何与不同文化的人进行非语言交际
38
教 学方 法与 手段
课堂讲授,多媒体教学,案例讨论,学生手势演示。
39
授课内容内 容 备 注
第五章 Nonverbal Communication 非语言交际 I. Warm-up cases
1. Group Work
1) Please discuss the cases in groups and make a comment on it.
★ Case 1. Personal Space
Question: Why did that woman suddenly stop talking with Mark and turned to
another man?
Comment:
1) This is a typical case of misunderstanding caused by different perceptions
about body distance.
2) In Denmark , the intimate space is usually between 20 to 30 centimeters;
while in Australia , such an occasion requires a body distance of 40-50
centimeters.
II. Detailed Study
1. Introductory Case
《三国演义》中“空城计”的故事就是用非言语交际一个例子:诸葛亮得知
司马懿的大队人马即将兵临空城之下,却命令一些老弱残兵洞开城门,打
扫街道,同时自己泰然自若地坐在城头上弹琴作乐。司马懿来到城下,看
到这番情景,狐疑诸葛亮对自己的偷袭早有准备,于是撤兵而走。在这个
故事里,诸葛亮与司马懿之间没有说过一句话,没有书信来往,即是说,
没有言语交际。但是他们之间却交换了信息,他们是全部运用非言语进行
40
了交流。
How often have we listened to someone speak and wondered what the speaker
really was saying?
We may agree intuitively with the words, but in the back of our minds we feel
that there is more to the message than the words.
We may even come to the conclusion that the speaker means the opposite of
what he says.
We may base our judgment on an evaluation of tone, intonation, emphasis, facial
expressions, gestures and hand movements, distance, and eye contact—in short,
nonverbal signals or the silent language.
2.What is nonverbal language?
The process by which nonverbal behaviors are used, either singly or in
combination with verbal
behaviors.
3.Functions of nonverbal communication
Functions:Complementing \Accenting\Regulating\Contradicting \Repeating\
Substituting
Functions of NVC
1)非语言交际通常与语言交际结合进行,在不同的情况下作用不同,大致
上起补 充 Complementing 、否定 Contradicting 、 重复 Repeating 、调节
Regulating 、替代 Substituting 或强调Accenting 的作用。2)我们在机场欢迎客人,一边说:Welcome to Beijing,一边热烈握手。这握
手的动作是对所说的话的一种补充。3)当你接到你不喜欢的礼物时,尽管嘴里说如何如何喜欢,但脸上的表情
41
却流露出你的真实的不愉快的表情,也就是说,你的表情否定了你所说的
话。4)我们有时一边说话一边用手势表达同样的意思。例如,一边说要两杯饮
料,一边伸出两个手指,重复已经发出的信息。5)在两个人谈话时,常用眼神和语调表示下面该是谁讲话,调节相互的关
系。6)交通警察指挥机动车辆使用非语言手段手势或指挥捧替代语言交际。7)在人们讲话时,常常用手势加强语气,或强调某一个论点。4.Status of Nonverbal Communication
Nonverbal Behavior accounts for 65% - 93% of the total meaning of
communication.
NV behavior accounts for much of the meaning we derive from conversations.
When nonverbal and verbal messages appear inconsistent, most of us tend to
believethe nonverbal message.
NV behavior spontaneously reflects the speaker’s sub-consciousness.
5.Study Areas
Chronemics
Proxemics
Kinesics
paralanguage
Cultural Differences
Silent language /hidden demension:
Invisible nonverbal
42
snapping fingers to call a waiter
women hold hands men embrace
1)Time Language
Monochronic Time: punctuality and promptness
Polychronic Time:More flexible and human-centered
Northern American, Western and Northern European cultures
Latin American, African, Arab and most Asian cultures
Brainstorm:Please come up with as many words or phrases about
puntuality as possible.
Punctual on schedule on time on the minute on the hour
well-timed timely in time in good time at the stated time
perfect timing at the appointed time
2)Space Language
Body distance and body touch
Body bubbles
Interpersonal relationship
Public distance:2-3 m
Social distance:1.3-3 m
Personal distance:45-80cm
Intimate distance:0-45cm
Body distance
Short Medium Long
Latins Americans Japanese
Mediterranean Arabs Northern Europeans Mediterranean Europeans
Touch & Non-touch culture
Touch culture:Cultures of Arabs, Southern and Western Europeans, Jews and
Latins
Arabs envelop each other in their breath.Comfortable and desirable
Non-touch culture:Cultures of Americans, Northern Europeans and Orientals
English-speaking countries avoid physical contact.
If touch accidentally, make an apology“Sorry, oh, I’m sorry.”“Excuse me.”
43
China and other Asian cultures
In public, a little body touching.
If you are talking with a friend in a coffee shop, you may touch each other once
or twice in an hour in the U.S.
have no touch at all in London.
touch a hundred times in an hour in a French or a Parisian café.
Rude or Not Rude?
In Thailand and Laos, it is rude for a stranger or acquaintance to touch a child on
the top of the head.
Body Language
Kinesics is the non-verbal behavior related to movement, either of any part of
the body, or the body as a whole. In short all communicative body movements
are generally classified as kinesics.
Facial expressions\Eye contact\Posture and stance\Gesture
(1)Postures
The way we sit, stand, and walk sends a nonverbal message.
In Western culture to stand tall conveys confidence. The confident person stands
erect with shoulders back and head up. The posture signals, "I am not afraid of
anything."
Appropriate posture is related to a person's status in society. For example, the
manager may stand erect when talking to subordinates, but the subordinates may
drop their shoulders when talking to the manager.
Example:1)deep in thinking \or in the blues
2)attentive and interested \absent-minded or lacking interest
3)US: comfortable, friendly
Arab/ Thailand: the sole should never be pointed in the direction of another
person.
Germany/Sweden/China: a sign of rudeness and poor manners
4)美国教师和学生在教室里站立和坐着的姿势显然与我国师生不同。我们
44
参观他们的小学常常觉得学生在课堂上太随便,缺乏纪律,东倒西歪,站
没有站相,坐没有坐相,教师管教不严。英美人参观我们的小学,又会认
为中国教师对学生管得太死,学生没有什么自由。在大学的课堂上,美国
教师有时坐在讲桌边上与学生一起讨论,这在我们看来有些不合体统,但
美国教师的想法是在课堂上创造一种无拘无束的自由讨论的气氛。 (2)Gestures
各民族都用手势表达一定的意义,但同一手势在不同的文化中却可以表示
并不相同的意义。例如,将手掌平放在脖子下面在我国文化中是杀头的意
思,但是在英语国家的文化中却可以表示吃饱了的意思。Chinese way of counting
Example:
1)The Chinese point to the tip of their nose, and ask “Me”? But the westerners
point to their chest.
The index finger pressed against the lips is a silent suggestion to stop talking,
for someone may overhear us. Most often used by people to warn the others who
are speaking loudly in class or at theater. Sometimes it means a sign to tell
others that a special man is coming or entering.
Be quiet, please!
2) Gestures– point to objects and people
US: ok Asia: rude
3)US: OK Japan and Korea: money
Latin American countries and Germany: obscene
45
Tunisian:I will kill you. Arabs: (a baring of teeth)extreme hostility
4)Thumbs-up
Great !
This characteristically American gesture remains well understood in most places
for its American-ness. Except in a few places, that is, where it could land you in
serious trouble - namely Australia and Nigeria. In these countries, it means,
something like "up yours." Do not use it.
美国人站在公路旁边向上伸出拇指,这是向过往的汽车司机表示,希望能
搭他们的车。英语 thumb a ride表达的即是这个意思5)英美人把中指放在食指上面,表示希望事情能办成功,具体说法是 Let’s
keep our fingers crossed。6)V-sign
伸出食指与中指,作 V 形表示胜利。这是二次大战胜利后传布开的手势。Despite being invented by the Brits' own national hero, Winston Churchill, the
V-for-victory sign poses severe danger of misinterpretation in the U.K. If you
flash the "V" palm outward, everything's hunky-dory (fine) - you will have just
indicated "victory" or general approval. But, if you flash it with your palm
facing yourself, it apparently means something like "up yours."
7) Up yours
把两只手摊开,耸耸肩膀,表示“我不知道”,或“没有办法”。8)Nodding the head
In north America: up and down:I agree
In the Middle East:Nodding the head down: I agree
up: I disagree
Japan: I am listening.
46
9)Shaking the head
most countries: refusal or disapproval
SriLanks, Nepal, and India: agreement
(3) Facial expressions
Sadness Anger Surprise Fear Enjoyment Disgust Contempt
While many facial expressions carry similar meanings in a variety of
cultures, the frequency and intensity of their use may vary. Latin and Arab
cultures use more intense facial expressions, whereas East Asian cultures use
more subdued facial expressions. 美国人的面部表情比亚洲人多,但比拉
丁美洲人、南欧人少。实际上,在亚洲人中面部表情仍有很大的区别。在日
本人看来,中国人的感情比日本人外露。Americans can have a very deep-felt belly laugh that comes from the deepest
emotions. In Arabic and Latin cultures the laugh is often accompanied by
expressive gestures, such as arm waving and touching. The Japanese seldom
laugh that way except among intimates. 比如,“发笑”,一般说来,日本
人发笑时,放低声音,不能容忍哄然大笑。中国人和美国人则往往“开怀
大笑”。这种做法在日本人眼里是“太过分”了的感觉。日本人说话时,一
开始就微笑,并且将笑容保持一段很长的时间。而美国人说话时先是微
笑,接着微笑消失,以此表明自己是严肃认真的,然后有继续下去。 日
本人的微笑和点头并不一定表示快乐和友谊,可以表示害羞、尴尬、不舒服
47
和惊奇等多种感情,甚至也可以用笑来表示悲痛和厌恶。日本人的微笑很
费解,这在世界上也是闻名的。日本人碰到严重问题或有麻烦时,常常不
由自主地笑,此时的笑有几种含义:承认自己出丑;领悟到自己无法用言
语进行辩解;惊讶地说不出话来;怎么做也挽不回败局。日本人这种笑主
要是对自己发笑。中国人的面部感情虽不如日本人那样含蓄,但是比起西
方文化来,也属于感情不太外露的文化,中国的“保留面子”的概念就是
这种态度的一种体现。
sadness
Mediterranean cultures: exaggerate signs of grief or sadness—men crying in
public
American: suppress the emotions
Japanese: hide expressions of anger, sorrow, or disappointment—laughing or
smiling
Chinese: control emotions—saving face
smile
American: a sign of happiness or friendly affirmation
Japanese: mask an emotion or avoid answering a question
Korean: too much smiling a shallow person
Thailand: the land of Smiles
(4) Eye contact
North Americans: direct eye contact a sign of honesty
If not, a sign of untruthfulness, shame or embarrassment
Chinese: avoid long direct eye contact to show politeness, or respect, or
48
obedience
Japanese: avoid prolonged eye contact is considered rude, threatening and
disrespectful.
Latin American and Caribbean people: a sign of respect
It is apparently true that when conversing with each other, people tend to look at
their interlocutor’s face, especially the interlocutor’s eyes, and ignore other parts
of the body.
(5) Smell
Filipinos: sensory-information gathering
Americans: feel umcomfortable with natural smells
Many other cultures: natural odor is normal
Paralanguage
Voice modulation
tempo
silence
Final
True or False(20 items for 10 scores)
Translation of euphemisms and proverbs(10)
Appropriate or not(10)
Cultural puzzles(2 items for 10 scores)
Case study(2 items for 10 scores)
金陵科技学院教案【末页】
49
本 单 元知 识 点
归 纳非语言交际的概念、功能、地位;;非语言交际中的文化差异;非语言交际的研究领域:时间语言、空间语言、身体语言、副语言
思考题或作业
题
Book P111-112 本单元习题部分。
本 单元 教学情况小结
学生对本单元的基本概念、原理及方法能比较好的掌握和了解,学生对非语言交际中的相关手势、礼仪较为熟悉,能正确进行相关场合的跨文化交际。能按教学大纲要求在规定时间内完成教学任务。
备注
注:教案首页和末页中间为授课内容
50
金陵科技学院教案【教学单元首页】第 6 次课 授课学时 3 教案完成时间:
章、节 第六章 Cross-gender Communication 跨性别文化交际
主要内容
一、热身案例讨论二、生物性别与社会文化性别三、女性与男性交际文化四、理解跨性别文化交际五、有效进行跨性别交际的原则
目的与要求
基本要求: 掌握生物性别与社会文化性别的区别,了解女性与男性交际文化的差异,理解跨性别文化交际。
重 点与 难点
重点:女性与男性交际文化的区别。 难点:如何与不同性别的人进行有效交际。
教 学方 法与 手段
课堂讲授,多媒体教学,案例讨论,学生角色扮演。
51
授课内容内 容 备 注
第六章 Cross-gender Communication 跨性别文化交际
Expressions related to two genders
Men are from Mars, women are from Venus.
There’re three types of human beings: men, women and women doctors.
Man and woman are like two hedgehogs in winter: too close, get hurt; too far
away, get lonely and cold.
Is it possible to get a confidante or confidant in reality?
“别瞎说,我们只是好朋友而已。”听到这种台词,相必一大帮人会带着一
副原来如此的表情在心里说“且……”。我只听过一句话“不要让你的女朋友有蓝颜知己,因为蓝着蓝着你就绿
了,不要让你的男朋友有红颜知己,因为红着红着你俩就黄了”我觉得很
对。在幼儿园里存在,还有就是耄耋之年有,这中间的年龄段绝对是挑战。无论红颜蓝颜,都是替补队员
理论上当然有,两个条件:长得足够难看,情商足够高。据说 90+的妹子认为存在的 90+的男人认为不存在如果这个世界有鬼存在的话,我就会相信有红颜知己存在。I. Warm-up cases
1. Group Work
52
1) Please discuss the cases in groups and make a comment on it.
★ Case 1.
1. Lead-in
How could you explain to Li Hua’s parents about the relationship between Li
Hua and John? How could you explain to John Li Hua’s parents’ behavior?
Case 1 I’ve not considered marriage yet.
comment
The case shows man and woman’s different attitudes toward their relationship,
and the parents’ attitudes regarding children’s love and marriage in Chinese
culture.
To John 6 months not lead to marriage
To Li Hua time to bring John to meet parents
To Li Hua’s parents treat John as a future son-in-law
background marriage plans
misunderstanding conflict
Case 2 Can we talk about us?
This shows a common type of clash in cross-gender communication.
For women, their relationship is a popular topic, while for men, it is not a focus.
Men use talk to solve problems rather than to enhance their relationship.
Women think if they are talking with each other, then everything is going
smoothly.
For Ben, Anna’s suggestion to talk about their relationship is pointless. For
Anna, Ben’s reluctance and lack of interest in talking simply hurt her feelings.
Case 3 Feeling left –out
In public, the norms of expressing one’s feelings and affections toward the
opposite sex varies across culture. In Asia and some countries around the
Mediterranean Sea, it is acceptable to have body contact between the same sex
in public, but not between the opposite sexes, especially in front of the friends.
Chen left because he felt awkward witnessing them hugging and kissing. This
shows that Dick knows nothing about the natural response of the Chinese to
53
certain behaviors. Similarly, Chen Liang’s behavior shows that he is also in the
dark about American behaviors.
2. Text Study
Please read Sex and Gender in your textbook from page 119 to 120 and answer
the following questions.
What is sex? And what is gender?
2. What is the difference between sex and gender?
Indicate sexual identities
Sex is determined by genetic codes that program biological features.
Man woman
Male female
Gender is more complex than sex.
masculine and feminine
Sex is determined by genetics and biology, while gender is produced by society.
Please read Feminine and Masculine Communication Cultures in your textbook
from page 120 to 123 and answer the following questions.
What are the basic rules of boy’s or girls interaction?
What are the differences between feminine and masculine communication
culture?
Girls’ Games
(unstructured, cooperative)
Be cooperative, collaborative, and inclusive
Don’t criticize or outdo others.
Pay attention to other’s feelings and needs
Boy’s games
(more structured, large, individualized)
Assert yourself.
Focus on outdoors.
Be competitive.
Summary
54
Girls’ games occur within a gender culture that emphasizes cooperation,
sensitivity toward others, and experience more than outcome.
Boys’ games emphasize achievement, both for the team and for the individual
members.
Differences between Feminine and Masculine Communication Culture
Feminine Talk
1.Use talk to build and sustain rapport with others.
2. Share yourself and learn about others through disclosing
3. Use talk to create symmetry or equality between people
Masculine Talk
1. Use talk to assert yourself and your ideas.
2. Personal disclosures can make you vulnerable
3. Use talk to establish your status and power
4. Matching experiences with others shows understanding and empathy
5. To support others, express understanding of their feelings.
6. Include others in conversation by asking their opinions and encouraging them
to elaborate.
7. Matching experiences is a competitive strategy to command attention.
8. To support others, do something helpful
9. Don’t share the talk stage with others, wrest it from them with
communication. Interrupt others to make your own points.
10. Keep the conversation going by asking questions and showing interest in
others’ ideas.
11. Be responsive. Let others know you hear and care about what they say.
12. Be tentative so that others feel free to add their ideas.
13. Talking is a human relationship in which details and interesting side
comments enhance depth of connection
14. Each person is on her or his own; it’s not your job to help others join in.
15. Use responses to make your own points and to outshine others.
16. Be assertive so others perceive you as confident and in command.
55
17. Talking is a linear sequence that should convey information and accomplish
goals.
Four Examples
What counts as support?
Tricky feedback
Expressing care
I’d rather do it myself.
Six Principles
Suspend judgement.
Recognize the validity of different communication styles
Provide translation cues.
Seek translation cues.
Enlarge your own communication style
Suspend judgement
金陵科技学院教案【末页】本 单 元知 识 点
归 纳生物性别、社会文化性别、女性与交际文化、男性交际文化、跨性别文化交际、有效的跨性别文化交际的原则。
56
思考题或作业
题
Book P129-134 本单元课后习题
本 单元 教学情况小结
学生对本单元的概念、术语的涵义能够能比较好的掌握,学生对两性交际文化的区别有了一定的感性与理性认识,能较为正确进行跨性别的交际。但在有些观念上仍需要进一步的深入研讨。能按教学大纲要求在规定时间内完成教学任务。
备注
注:教案首页和末页中间为授课内容
金陵科技学院教案【教学单元首页】第 7 次课 授课学时 4+4 教案完成时间:
章、节 第七章 Cultural Variations in Negotiation Styles
谈判风格文化差异
57
主要内容
一、商务活动的文化差异二、选择谈判者的文化差异三、决策的文化差异
目的与要求
基本要求: 了解并熟悉跨文化商务谈判的整个过程,讨论跨国谈判中文化差异的影响力,能够区分不同的谈判风格和谈判策略。
重 点与 难点
重点:跨国谈判中的文化差异表现。 难点:如何运用正确的谈判策略从事商务谈判。
教 学方 法与 手段
课堂讲授,多媒体教学,案例讨论,学生进行谈判实践模拟,完成课程实践一作业。
58
授课内容内 容 备 注
第八章 Cultural Variations in Negotiation Styles 谈判风格文化差异pre-reading activities
Warm-up questions
1). Regarding the decision-making in Chinese business negotiation, which style
is more salient?
Consensus-oriented,
majority voting
or authority-oriented?
2). Who tends to be goal-oriented, or relationship-oriented, Americans or
Chinese?
I Definition of Negotiation Varies
The very definition of negotiation can vary from culture to culture.
low context cultures, negotiation usually means achieving a good outcome for
both parties through a discussion of the reasons and facts involved.
high context cultures, negotiation has as its core element the relationship
between the two parties.
Goal-oriented American
Relationship oriented Chinese
When one compares Americans and Japanese, who tends to have detailed
written agreements? Who tends to prefer brief documents and values
gentlemen’s agreements (君子协定)?
3). What is the Japanese’ norm for the decision-making ? Consensus-building or
individual-oriented?
Consensus-building
4). Does the Saudis consider protocol very important? Why?
5). When one compares Americans and French, who has more communication
complexity and involves more nonverbal messages?
59
Differences in ways of thinking, behaving, and in managing conflict have a
profound impact on how successfully or unsuccessfully the parties are able to
negotiate or conduct business transactions.
Cultural differences can generate misunderstandings, sow the seeds of
distrust, and/or generate negative emotions among the negotiators. When
managers differ in their basic thought processes, misunderstandings are all but
inevitable.
1. Communication in Negotiation
Negotiation is a discussion between two or more disputants who are trying to
work out a solution to their problem.
This interpersonal or inter-group process can occur at a personal level, as well
as at a corporate or international (diplomatic) level.
Informal negotiations:
e.g. you talk to your boss about the pay raise or the holidays,
you contact your debtor about the overdue payment,
you claim compensation to the supplier for a wrong dispatch of merchandise,
you ask your subordinates to finish the work according to the scheduled
timetable
Intercultural negotiation
Moran & Stripp (1991):intercultural negotiation involves discussions of
common and conflicting interests between reasons of different cultural
backgrounds who work to reach an agreement of mutual benefit.
Negotiations take place within the context of the four C’s:
common interest, conflicting interests, compromise and criteria.
The Four Cs
1) Common interest considers that both parties in the negotiation share, have, or
want something that the other party has or does.
2) Areas of conflicting interests include payment, distribution, profits,
contractual responsibilities, and quality.
3) Compromise
60
includes areas of disagreement. Although a win-win negotiated settlement
would be best for both parties, the compromises that are negotiated may not
produce that result.
4)The criteria include the conditions under which the negotiations take place.
e.g. My negotiation with a foreign partner:
See negotiation as a long-term activity.
Do not use tricks. They think about each other’s interests.
different cultures do not share the same ways of thinking, feeling and behavior.
The Negotiation style you use so effectively at home can be ineffective and
inappropriate in another country
II. Intercultural Negotiation Variables
In addition to the conventional preparation for any negotiation, the need for
extensive study of the cultures cannot be overstressed.
The focus of these preparations should be on the culture, not the language.
Stephen Weiss’ variables of negotiation
Many scholars have identified variables affecting intercultural negotiations.
Stephen Weiss (1988) proposes twelve variables of negotiation in the seven
cultural groups – Americans, Chinese, French, Japanese, Mexicans, Nigerians,
and Saudis.
For ease of use, the form consists of 5 “blocks” of the 12 points.
Each of them represents a focal point in identifying a cultural impact:
Summary of Twelve Variables (1)
GENERAL MODEL
1. Basic Concept of the Negotiation Process
2. Most Significant Type of Issue
3. Selection of Negotiators
4. Individuals’ Aspirations (愿望)5. Decision-making in Groups
6. Orientation toward Time
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7. Risk-taking Propensity (倾向)8. Bases of Trust
9. Concern with Protocol
10. Communication Complexity
11. Nature of Persuasion
12. Form of Agreement
Among the twelve variables above, there are some tie-ins ( 关联) and
overlaps.
e.g. the communication complexity relates to the nature of persuasion and form
of agreement, as well as, how the individual’s aspirations affect the selection of
negotiators.
Selection of negotiators:
Criteria: negotiating experience, status, knowledge of the subject, personal
attributes
Negotiation skill: record of success, reputation, particular skills
individuals’ aspirations
In some cultures, individual is seen very important:
In other cultures: individuals are subordinate to the home negotiating party and
personal ambitions are contained.
Decision-making in groups
Decisions made:
By Individuals or a group?
Consensus-oriented,
Majority voting
Authority-oriented
Orientation toward time
The value of time differs from one group to another :
Limited and it should be used wisely
Plentiful and always available
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Risk-taking propensity
Some cultures: open to new ideas and unexpected suggestions
Other cultures: prefer to remain within the expected boundaries
Concern with protocol
Degree of formality and informality
Saudis
Americans
Form of agreement
Explicit or implicit agreement
Explicit: detailed forms, written contracts that cover most contingencies and
bind parties legally
Implicit: consist of broad, general principles often agreed to orally
1. 1 Differences in focus
Focus may be positive or negative; it may be explicit
or implicit; it may be general or specific.
Cultures that emphasize communication as a tool for articulating specific goals
in order to accomplish them tend to look upon negotiations as a series of points
to "settle".
Their language in negotiations is explicit and zeroes in on what has yet to be
agreed.
E.g. Americans: direct & explicit approach
"What do you still not like about this detail of product design?” --questions
and negative points of disagreement
Westerners: specific
Focus on particulars, esp. unresolved ones and address them one by one
(sequential)
But cultures that use communication to encourage harmony, preserve face, and
develop long-term relationships are not comfortable with direct and explicit talk.
E.g. Japan and China: indirect & implicit approach
getting straight to some point might result in confrontation and negative
63
emotions--even anger.
Asians: general
emphasize the positive side of the agreement
not ask pointed questions (not enjoy being asked such questions)
begin with general terms
regard unresolved issues as potentially resolved because of the developing
relationship (simultaneous)
The Chinese strategist and philosopher Sun Tzu wrote about diffusing
conflicts(扩散冲突) this way:
Indirect tactics, efficiently applied, are inexhaustible as heaven and earth,
unending as the flow of rivers and streams; like the sun and moon they end but
to begin again; like the four seasons, they pass away but to return once more.
故善出奇者,无穷如天地,不竭如江河。终而复始,日月是也;死而复
生,四时是也。用兵作战,总是以正兵当敌,以奇兵取胜。所以,善于出奇制胜的人,其
战术变化,就像天地万物那样无穷无尽,像江河之水那样通流不竭.
Honor
Group membership, when it is highly valued, can impact negotiations in a
number of ways.
E.g. Arab countries and
Korea may be motivated
to gain the best advantage
for the honor of their group.
Collectivist cultures
very much related to a team's decision-making process (consensus-based
64
process)
lengthy discussions of the group before the negotiations—less able to change
Individualist cultures
Individuals have authority to make decisions
flexible and open to change Emotion
In some high-context cultures, public display of emotion is a sign of immaturity
and a potential cause of shame to the group.
Japanese negotiators will close their eyes, or look down, or rest their head
against their hand and shade their eyes in order to conceal an emotion such as
anger.
Similarly, Thais keep potentially disruptive (引起混乱的破坏性的 ) emotions
from showing in their faces.
Koreans, Chinese, and other Asians along with Japanese and Thais have earned
the descriptor "inscrutable” ( 难 以 了 解 的 , 不能预测的 ) from Westerners
because of their learned cultural practice of avoiding a facial display of strong
and disruptive emotion.
High-context cultures value harmony in human encounters, and members
avoid sending any nonverbal messages that could destroy harmony.
Yet other high-context cultures, for example in the Middle East, put a high
priority on displays of emotion (although not anger) to emphasize the sincerity
of the position being put forward.
In low-context cultures, a deliberate concealment of emotion is considered to be
insincere or poker-faced.
Members of low-context cultures have learned and habitually use a large
vocabulary of facial expressions that signal the emotion a speaker feels.
Silence
Silence as a nonverbal communication tool can be very effective in negotiations.
In low-context cultures where ideas are explicitly encoded into words and
65
unspoken ideas are more difficult to respond to, silence makes low-context
negotiators uneasy. And it indicates a rupture has occurred, a break in the
process of communicating.
Silence often means unhappiness in low-context cultures.
Even when no message about unhappiness is intended, silence in low-context
cultures indicates a rupture (割裂 ) has occurred, a break in the process of
communicating.
Negotiators from low-context cultures generally are uncomfortable with silence.
They often feel responsible for starting conversation or keeping it going.
They also use silence as a tactic.
High-context cultures are comfortable with silence.
e.g.
Japanese speakers are comfortable with silence in negotiations and do not hurry
to fill it up with speech.
2. Cultural Variations in Conducting Business
2.1 Negotiation atmosphere
Americans----an attitude of economic gain, expect others to display “American
professionalism”; not interested in long-term relationship; efficiency,
compromise; ability; trust counterparts at the onset
French----distrust counterparts in the beginning; see themselves as experienced;
formal hospitality
Japanese—socialization, establish long-term relationship; rely on trust between
the parties and implicit understanding
Chinese—mutual interests and friendships, socialization; expect favorable terms
Middle Easterners, Brazilians and Mexicans—personal relationship, hospitality;
trust and respect; initiated with pre-negotiation social graces
2.2 Detail: Depth vs. Breadth
Americans—impersonal and mission-driven, openly challenged
1) I can handle it by myself.
66
2) Please call me Steve.
3) Pardon my French.
4) Let’s get to the point.
5) Speak up; what do you think?
6) Let’s put our cards on the table.
7) A deal is a deal.
Express individualism
Make people feel relaxed by being informal
To excuse profanity [prə’fæniti] (沾污神圣不敬)
To speed up decision
To avoid silence
To convey the expectation of honesty
To indicate that the agreement will be honored
Chinese:
Tea and social talk
Slow start to warm up and followed by tentative suggestions
Technical competence, large delegation, inadequate interpreters, fewer lawyers
Intermediary
Delay, indecision
2.3 Communication style
Americans:
convey warmth, sincerity and confidence
--ready to bargain & compromise
--English
--employ threats, warnings, pushiness
--express bluntly率直地--silence as uncomfortable and trouble
The British: kind, friendly, sociable, agreeable, flexible and responsive
( compared with Americans)
67
--more silence and less egalitarian 主张平等的--interrupt less
--polite and indistinct style模糊的Japanese: very polite and less aggressive
--seemingly accepting and passive →appear easily persuaded
--little reaction except nodding
--long pause, not rushed, patient, no interruption
--self-restrained, seek simple symbolic expression →covert 掩饰 , fragmented
expression
--silence, harmony
Middle Easterners:
intuitive-affective, not based on reasoning
Germans: clear, firm, assertive
--not compromise
--frequently interrupt
--not ask many questions but disclose a lot
Chinese: harmony, save face, relationship
--avoid open conflicts
--avoid losing face
--slow concessions 让步--refrain from small talk
--not accept hypothetical examples假设的Germany business men are very proud, and have strong self-confidence, they
attach great importance to the contract, they make it very clear what the prices,
conditions and ways of acting are.
In addition, Germany businessmen have serious principles about interpersonal
68
relationship and they focus on personal credit.
French: confrontational and competitive
--frequently employ “no”
--insist on the use of French
--long-winded (冗长) negotiation
--stress on reason
--not easily accept new information
--welcome debate and dissent
France
It is known to all that people in France take great pride about their nations and
mostly their language French. Therefore, during the negotiation, they persist in
speaking French, meanwhile the accuracy of French often help them a lot.
At the very beginning, French negotiators tend to make effort to find what
their counterparts demands and request are, and only at the very end of
negotiation they show their cards, which makes negotiators who are from other
countries, especially Americans consider French businessman to be sly.
In the meeting, French business men like to conduct logical analysis about all
the subjects, so the negotiation often went on redundantly.
French men never believe in the "friendship" built up in the early period, and
they don't like to call people's name straightly, take off coat or listen to people
talking about their personal or family affair.
They never compromise, but they can always keep gentle and calm, and state
their opinion or stand repeatedly.
Mexicans: rhetoric and deductive推论的--play the weaker side for sympathy
--compromise=threat to dignity
--emphasis on contemplation and intuition
--stand closer, physical contact to show confidence
69
Brazilians: aggressive
--a lot of commands, no’s, you’s
--not silent
--frequent touching
--facial gazing
--compete for floor抢话” 强调的是“抢”,也就是在别人说话以前就抢先
说话3. Cultural Variations in Selecting Negotiators
Cultures vary in choosing individuals to send to the negotiating table. These
criteria include negotiating experience, status( seniority, political affiliation政治
背景 , sex, ethnic ties, or kinship), knowledge of the subject, and personal
attributes( affability, loyalty, and trustworthiness in the eyes of the principal).
American
Typically invoke the ability criterion and choose their negotiators on the basis
of their substantive knowledge of the issues at the table and on their negotiating
experience; the gender, age or social status of the negotiator can be incidental.
Chinese
Large teams of varied composition tend to be used. They expect to deal with
someone of authority and status.
French
Status is the major criterion, although ability is gaining in use. Similarity in
personality and background is important.
Iranian
Based on age—oldest: leader
Saudis
In government or business, negotiators tend to be males selected on the basis
70
of status (family and personal ties) and loyalty.
Japanese
A team of individuals is selected on the basis status (sex, age, seniority) and
knowledge.
--leader: at 40, members: late 30, women rarely participating
British
The status and role of the negotiators are crucial.
Mexicans
Negotiators are selected on the basis of status (political affiliation, relatives)
and personal attributes.
Middle Easterners
Similar to Japanese
4. Cultural Variations in Decision-making
American Made by individuals
Chinese Made authoritatively
French Highly centralized
Japanese Consensus building is the norm.
Mexicans Highly centralized
Saudis Highly centralized but consultative
Problem-solving Process
1)Americans
view negotiations as problem-solving sessions
preoccupied with the person who makes the decision and direct their proposals
to him
rely on rational thinking and concrete data
persuasion is factual inductive
2)French
more debate than bargain
less flexible
71
long-range view
conservative, safe decision maker
3)Japanese
heavily on level expertise
slow in producing conclusions, fast in implementation
stick to decisions
decisions based on detailed information rather than persuasion
4)Middle Easterners
intuitive-affective, not based on reasoning
5. Form of Agreement
Negotiations are entered into only for the purpose of reaching an agreement.
An agreement is an exchange of conditional promises in which each party
declares that it will act in a certain way on condition that the other parties act in
accordance with their promises.
A win-win strategy
The key to effective negotiating is to create new issues and thus increase the
alternatives for each party to benefit, i.e. find a win-win alternative by which
both sides can benefit.
They seem to cluster around 2 categories: explicit and implicit forms.
(general or specific)
▼ Explicit forms—detailed, written contracts that cover most contingencies
and bind parties legally
▼ Implicit forms—consist of broad, general principles often agreed orally
(See Table)
6. Phases of Negotiation
Development of a relationship
--openness and face ( self-respect, esteem in the west)
Information exchange about the topic
72
--ask questions and frame questions
Persuasion
--inclusiveness 公平合理,包容Concession and agreement
--counter-concession using “if” language
III. Intercultural Negotiation Guidelines
A win-win strategy
The key to effective negotiating is to create new issues and thus increase the
alternatives for each party to benefit, i.e. find a win-win alternative by which
both sides can benefit.
How a win-win solution helps both sides is exemplified in the following (Follet,
1940).
In short, Westerners negotiate a contract, most Orientals and Latins negotiate
a relationship. The former is task-oriented, direct and to the point, emphasizing
the shot-term, while the latter is relationship-oriented, indirect and ambitious,
wanting to know what the long-term effects will be.
Summary (1)
The above discussion is mainly from the existing negotiation literature of
Western scholars, who speak mainly to Western readers.
They need both to be followed and to be discarded when being fashioned to each
specific culture.
Theories for identifying where and how cultures differ are of greatest help when
they aid us in seeing ourselves in relation to the people we are meeting at the
table.
Summary (2)
Out power at the table lies not in overcoming or changing the other side, but in
understanding it.
And ultimately, we take this power only when we use it to see ourselves.
When we take that step, we are truly opening ourselves up to richer possibilities
73
than we would ever have known otherwise.
Summary (3)
Remember that having a fund of knowledge about another culture can help you
better decide what is appropriate and inappropriate behavior.
Confucius said much the same thing in a far more eloquent manner: “The
essence of knowledge is, having it, to apply it.”
学以致用
金陵科技学院教案【末页】本 单 元知 识 点
归 纳商务活动的文化差异;选择谈判者的文化差异;决策的文化差异
思考题或作业
题
Book P152-P156 本单元课后习题
74
本 单元 教学情况小结
学生对本单元的概念、术语的涵义能够能比较好的掌握,学生对商务活动的基本过程有了较为清晰的认识,在实践中能较为正确地进行商务谈判模拟。但在有些表达上仍需要进一步完善。能按教学大纲要求在规定时间内完成教学任务。
备注
注:教案首页和末页中间为授课内容
金陵科技学院教案【教学单元首页】第 8 次课 授课学时 2+4 教案完成时间:
章、节 第八章 Intercultural Personhood 跨文化人格的形成
主要内容
一、热身案例讨论二、东西方世界观三、综合四、互补性五、形成跨文化人格
目的与要求
基本要求: 了解东西方世界观特点与差异,掌握文化的综合性与互补性,培养自身的跨文化人格。
75
重 点与 难点
重点:东西方世界观特点与差异;文化的综合性与互补性。 难点:如何养成并完善自身的跨文化人格。
教 学方 法与 手段
课堂讲授,多媒体教学,案例讨论,学生完成自我跨文化人格鉴定的实践任务。
76
授课内容内 容 备 注
第八章 Intercultural Personhood 跨文化人格的形成1. pre-reading activities
If you are not in tune with the universe, there is sickness in the heart and mind.
—Navajo Saying
纳瓦霍人(美国最大的印第安部落)
Communication Competence
Communication competence is a social judgment that people make about others.
Intercultural Competence
“The ability to become effective and appropriate in interacting across cultures”
Intercultural communication competence
Intercultural communication competence refers to the ability to accomplish
effective and appropriate intercultural communication between communicators
of different cultures.
2. Modes of acculturation
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.
The Process of Acculturation
is a process in which members of an ethnic group are absorbed into the
dominant culture, losing their culture in the process.
a. Assimilation
b. Integration
is a process of desiring a high level of interaction with the host culture while
maintaining identity with their native culture.
c. Separation and segregation
Separation is when individuals prefer low levels of interaction with the host
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culture and associated microcultural groups while desiring a close connection
with, and reaffirmation of, their native culture. If such separation is initiated and
enforced by the dominant society, this is called segregation
d. Marginalization (边缘化)
Marginalization occurs when the individual chooses not to identify with his or
her native culture or with the host culture.
3.Strategies for Avoiding Culture Shock and Engaging in Intercultural
Adaptation
▲Pre-reading Task:
Please role-play the following scenario: A is an American student who comes
to China to go on with his higher education and he has been in China for 3
months. Now he finds that he sometimes has communication problems with
Chinese people and feels very low. B is an American student who has been in
China for over 3 years and he tries to comfort A and also tells A how to
overcome such problems.
“Culture Shock”, first identified in 1958 by anthropologist Kalvero Oberg, is
a long term psychological stress and It refers to the traumatic experience that all
human beings may encounter when entering a different culture or when they
move to a completely new cultural environment.
Culture shock usually sets in the first few weeks of moving to a new
environment, though sometimes can take longer to surface.
Culture shock, like a disease, has causes, symptoms and cures.
1). Symptoms of culture shock
a. physical symptoms
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.
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Home cooking Alcohol
b.psychological symptoms
Psychological symptoms are insomnia, fatigue, isolation and loneliness,
disorientation, frustration, criticism of new country, depression, nervousness,
self-doubt, irritability, anger, and emotional and intellectual withdrawal.
Fatigue
Disorientation
Depression
2)Strategies for Avoiding Culture Shock and Engaging in Intercultural
Adaptation
a. Study the host culture
b. Study the local environment
c. Learn basic verbal and nonverbal language skills
d. Develop intercultural relationships
e. Maintain an intimate social network
f. Assume the principle of difference/Remember your perceptual context
g. Anticipate failure events
Reduce cultural shock as much as you can
Cultural adjustment----Two W
The adjustment process in a new culture:
[1]Honeymoon period; [2]Cultural shock; [3] Initial adjustment; [4]
Mental isolation; [5]Acceptance and integration
The “Re-entry” Adjustment Process: [1] Acceptance and integration; [2]
Return anxiety; [3] Return honeymoon; [4] Re-entry shock; [5] Re-integration
The relativity of cultural differences
“Culture, though diversified, distinguish one another not in nature but in
degree; all cultures bear the characteristics of HC and LC which vary merely in
proportion in any two cultures; one culture may be in favor of HC, yet it still
contains a less proportion of LC…” (Wu Aizhen)
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“I love you” in Chinese
3)Localization and Globalization of Cultures
Globalizations
Chinese culture adopts features of American culture:the changes of Chinese
culture
American culture adopts features of Chinese culture:Speaking in a
straightforward way does not necessarily mean honesty and those who are
thoughtful of others and do not always call a spade a spade should be
appreciated; “the underprivileged” for the poor and “the involuntarily leisured”
for the unemployed
Localization: Each culture tries even hard to resist the influence of cultures in a
dominant position
Toward an intercultural personhood
Increase intercultural awareness
Watch carefully and be ready to ask foreigners what surprises you
Pay attention to the cultural information embedded when you are reading
literary works
Dig up as much cultural information as possible from English movie and
television series
4)Two principles to follow
The principle of never ever imposing any culture upon another culture without
its selection
The principle of letting people live as they so choose
Planetary culture
Eastern mysticism
holistic, spiritual orientation of the East
Western science and rationalism
willful, rational approach to the life of the West
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“voluntary simplicity” ("自愿简单化生活方式", 在美国甚至孕育了一个
崭新的、可称之为反消费主义的生活方式)a practical life style 务实的生活方式3.Intercultural person
An image of future human development
whose cognitive, affective, and behavioral characteristics are not limited but
open to growth beyond the psychological parameters of his or her own culture
Eastern and Western World Views
Influences
East: Buddhism, Hinduism, Taoism, Zen
West: Greek, the Judeo-Christian traditions
在宗教文化异质多元的美国,作为美国社会主流宗教信仰——犹太-基督教禅Zen is a school of Mahayana Buddhism 大乘佛教 which originated in China
during the 6th century CE as Chán. From China, Zen spread south to Vietnam, to
Korea and east to Japan.
The word Zen is derived from the Japanese pronunciation of the Middle Chinese
word 禪 Dzyen (Modern Mandarin: Chán), which can be approximately
translated as "absorption" or "meditative state".
Zen emphasizes experiential wisdom in the attainment of enlightenment.
通过日常的实践,感悟到真正的智慧Universe and Nature
basic premise: teachings about our relationship to the nature of the universe and
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to the non-human natural world
People in the West:the universe was initially created, externally controlled by a
divine power:dualistic, materialistic, lifeless
elementary particles of matter\
essentially non-living
Eastern view
Holistic, dynamic, spiritual
vast, multidimensional, living organism
a continuous dance of creation: the cosmic pattern is viewed as self-contained
and self-organizing
Eastern view
Everything in this dynamic world is fluid, ever-changing, impermanent
a sharp contrast:
This notion of the impermance of all forms and the appreciation of the
aliveness of the universe in the Eastern world view is strongly contrasted with
the Western emphasis on the visible forms of physical reality and their
improvement through technological progress
The knowledge component comprises various cognitive aspects of
communication competence; it involves what we know about ourselves and
others, and about various aspects of communication.
b. Knowledge
The ultimate purpose of knowledge is to transcend the apparent contrasts and to
“see” the interrelatedness and underlying unity of all things (Eastern )
dynamic balance between the two
yin and yang
the all-embracing, holistic, intuitive, aesthetic continuum
Western view
Rationality
“discovered” reason , Plato
clear and distinct ideas by means of categorization and linear analytic logic of
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syllogism
Time
East: dynamic wheel
West: an arrow or a moving river
Communication
Eastern
the view of self and identity
accepts hierarchy in social order
Communication (continued)
Western view
strong ego identification
egalitarian--cooperative arrangement between two partners
individualism
Contrast
While the East emphasizes submission (or conformity) of the individual to the
group, the West encourages individuality and individual needs to override the
group
Interpersonal understanding
Intuition vs logical reasoning
verbal hesitance and ambiguity ,silence vs. Eloquent verbalization
subtle, implicit, nonverbal, contextual realm and is understood aesthetically and
intuitively vs. Direct, explicit, verbal realm relying heavily on logical and
rational perception, thinking, and articulation
Communication Patterns
High-context communication
Low-context communicaiton
A synthesis
The mechanistic Western world view: describe and explain the physical
phenomena we encounter : alienation from self and others
The analytical mind of the West had led to modern science and technology, but it
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has also resulted in knowledge that is departmentalized, specialized, fragmented,
detached from the fuller totality of reality.
A Synthesis(continued)
The East does not encourage worldly activism or promote the empowerment of
individuals to fundamentally change the social and material circumstances of
life.
The Eastern view tends to work toward ego extinction (transcendence). It tends
to encourage ego dependency and passivity since people feel locked into an
unchanging social order.
Our task
Not to trade one view for another
but to integrate
not to create a homogeneous mass
but to continuously unfold a diverse yet organic whole
Complementarity
Potential benefits(to West):
a heightened sense of freedom
a heightened awareness of the aliveness of the universe
the holistic, aesthetic component, in human nature and in the nature of all things
is a factor that pacifies us
to East: incorporating the Western functional,pragmatic interpersonal orientation
into Eastern life is a drive for growth in material progress and social change
Toward intercultural Personhood
The dualism in our thinking process must be transcended.
The Western orientation is a necessary part of an evolutionary stage, ... another
birth of higher consciousness--an integration of East and West --might
subsequently evolve.
We need to knowledge that both rational and intuitive modes of experiencing
life should be cultivated fully.
With an openness toward change, a willingness to revise our own cultural
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premises, and the enthusiasm to work it through, we are on the way to
cultivating our fullest human potentialities and to contributing our share in this
enormous process of civilization change.
Research Question
The Chinese culture is mainly shaped by Buddhism, Confucianism and Taoism
while the Western Culture was originated from the Greek and the Judeo-
Christian tradition. Please compare the American Christian Culture and Chinese
Confucius Culture and evaluate their influences to its respective modern society.
金陵科技学院教案【末页】本 单 元知 识 点
归 纳世界观、东西方世界观特点、东西方世界观差异,文化的综合性、文化的互补性; 跨文化人格的概念、如何培养跨文化人格。
思考题或作业
题
Book P198-203 本单元课后习题
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本 单元 教学情况小结
学生对本单元的概念、术语的涵义能够能比较好的掌握,经过本课程的学习,学生对东西方世界观的总体特点与差异有了进一步的感性与理性认识,但跨文化人格的培养仍需较长的过程,长期关注并实践才能逐渐养成。能按教学大纲要求在规定时间内完成教学任务。
备注
注:教案首页和末页中间为授课内容