新編跨文化交際英語教程答案詳解

1、導(dǎo) 言“新編跨文化交際英語教程教師用書”主要是為使用“新編跨文化交際英語教程”教師配套的教學(xué)指南?！靶戮幙缥幕浑H英語教程”是在原有“跨文化交際英語教程”的基礎(chǔ)上經(jīng)過全面、系統(tǒng)修訂而成，我們對全書做了較大的更新和完善，調(diào)整和增補(bǔ)了許多材料，力求使其更具時(shí)代性，更適合教學(xué)實(shí)際和學(xué)生需求。為了進(jìn)一步推進(jìn)跨文化交際教學(xué)，在多年從事跨文化交際教學(xué)和研究的基礎(chǔ)上，我們又特地編寫了這本“新編跨文化交際英語教程教師用書”，希望能對使用本教材進(jìn)行教學(xué)的廣大教師們，尤其是初次使用這本教材的教師們提供一些必要的引導(dǎo)和實(shí)質(zhì)性的幫助。為此，我們盡可能地為各單元中幾乎所有的部分和項(xiàng)目都提供了參考提示。除此之外，還補(bǔ)充了

2、一些取自跨文化交際學(xué)重要著作的選段，供教師進(jìn)一步了解相關(guān)背景知識和理論基礎(chǔ)，以拓寬視野，有利于更好地進(jìn)行教學(xué)。同時(shí)我們還在書后附上了推薦的中文閱讀書目（英文閱讀書目可參看上海外語教育出版社的“跨文化交際叢書”系列）和有關(guān)跨文化交際的部分電影資料簡介。“新編跨文化交際英語教程”主要適用于高等學(xué)校英語專業(yè)教學(xué)中的跨文化交際課程，旨在通過課堂教學(xué)及相關(guān)活動(dòng)使學(xué)生認(rèn)識跨文化交際對當(dāng)代世界所具有的重要意義和作用，了解文化對人類生活各個(gè)方面、尤其是交際活動(dòng)的制約和影響，理解并把握交際活動(dòng)的重要性、豐富性、復(fù)雜性，熟悉跨文化交際的基本構(gòu)成以及所涉及的各種因素，培養(yǎng)跨文化意識，形成和發(fā)展對文化差異的敏感和寬容

3、、以及處理文化差異問題的靈活性，提高使用英語進(jìn)行跨文化交際的技能，為最終獲得與不同文化背景人們進(jìn)行深入交流的能力奠定基礎(chǔ)。通過使用本教材，教師也可從中獲得更多有關(guān)文化（包括我們自己文化和外族文化）和跨文化交際的知識。這本教材共分為 10 個(gè)單元，涉及全球化時(shí)代的交際問題、文化與交際、各類文化差異、語言與文化、跨文化言語交際、跨文化非言語交際、時(shí)間與空間使用上的文化、跨文化感知、跨文化適應(yīng)、跨文化能力等，包括了跨文化交際的各個(gè)方面，對其中一些重要問題都有相對深入的介紹與探討。第一單元 communication across cultures 概括介紹跨文化交際，重點(diǎn)描述當(dāng)今席卷世界的“全球化”

4、浪潮和由此產(chǎn)生的不同文化之間的碰撞和沖突，并在此時(shí)代背景下來認(rèn)識身處“地球村”中的不同文化群體所共同面對的跨文化交際問題。第二單元 culture and communication 以文化和交際為中心話題，主要說明文化構(gòu)成了人們的基本生存環(huán)境，人類社會(huì)生活中的一切無不受到文化的制約和規(guī)定，介紹交際及其過程所涉及的各種因素，揭示交際的復(fù)雜性與開放性，以及文化與交際的不可分離。第三單元 cultural diversity 以文化的多樣性為中心話題，主要討論不同文化之間在許多方面、尤其是價(jià)值觀上所存在的巨大差異，并提供了對文化差異進(jìn)行描述與分析的一些基本框架。第四單元 language and

5、culture 主要介紹語言與文化之間的相互關(guān)系，分析不同語言在1使用上所存在的顯性與隱性文化差異，以及這些差異對跨文化交際的影響。第五單元 culture and verbal communication 著重介紹人們社會(huì)交往中的語言使用和文化與語言之間的相互關(guān)系，分析不同語言在使用上所存在的顯性與隱性文化差異，以及這些差異對跨文化交際的影響。第六單元 culture and nonverbal communication 主要涉及各種形式的非言語交際，包括手勢、表情、眼神、姿態(tài)、身體接觸以及等，同時(shí)描述了不同文化在非言語行為上的種種差異。第七單元 time and space across

6、 cultures 的主要內(nèi)容是關(guān)于時(shí)間和空間在交際中的使用，重點(diǎn)分析不同文化間在這些方面存在的差異及其對跨文化交際的影響。第八單元 cross-cultural perception 所介紹的主要是不同文化群體的相互感知與認(rèn)識，民族中心主義傾向?qū)缥幕浑H的影響，第九單元 intercultural adaptation 主要涉及跨文化調(diào)節(jié)與適應(yīng)過程中發(fā)生的文化沖擊及其應(yīng)對方法，以及生活在多元文化世界中會(huì)面臨的問題等。第十單元 aquiring intercultural competence 重點(diǎn)介紹有關(guān)跨文化交際能力的形成和培養(yǎng)問題，并涉及跨文化交際的改善和未來發(fā)展走向。各單元形式基本統(tǒng)

7、一，均以閱讀文章為主線，配有形式多樣的練習(xí)和較多數(shù)量的案例分析，同時(shí)還提供了比較豐富的相關(guān)文化背景知識材料，供選擇使用，以滿足不同的教學(xué)情境和需求。考慮到教材的學(xué)習(xí)者英語程度可能高低不同，此次還大幅度增加了相關(guān)注釋，以方便教學(xué)中的使用?？傮w來看，各單元的結(jié)構(gòu)基本相同。在每一課的開頭，都有 warm up，意在通過一個(gè)比較有趣的事例引出相關(guān)話題，并進(jìn)行必要的課堂“熱身”, 以激發(fā)學(xué)生的學(xué)習(xí)興趣。教師使用時(shí)可視具體情況進(jìn)行處理，使其盡可能與學(xué)生的個(gè)人切身經(jīng)歷或所熟悉的特定具體環(huán)境相聯(lián)系，以調(diào)動(dòng)學(xué)生情感因素，有利于課程的學(xué)習(xí)。每一課都包含兩篇閱讀文章 reading i 和 reading ii ，

8、文章均選自英文原版材料，并根據(jù)我們的教學(xué)實(shí)際需要而有所刪減或改動(dòng)。對每篇文章中普通程度的學(xué)生可能感覺有一定難度的詞語和表達(dá)都作了釋義，同時(shí)對文章中出現(xiàn)的地名、人物名以及其他專有名稱等加以解釋，為學(xué)生閱讀掃除一些語言上和相關(guān)背景知識上的障礙，以便他們將注意力集中在文章所涉及的中心話題和主要內(nèi)容上。課文排列的先后順序應(yīng)該與其重要程度基本無關(guān)。一般說來，稍短的或內(nèi)容不那么抽象的文章排在前面，但具體教學(xué)中不必非照此順序來使用。兩篇文章往往各有不同，即使是關(guān)于同一話題，也有內(nèi)容上和文體上的差異，有的趣味性略強(qiáng)，有的則更具知識性，闡述可能更為系統(tǒng)或全面一些。閱讀文章主要供課堂閱讀，可要求學(xué)生在上課前先瀏覽

9、一遍，對課文內(nèi)容有大致了解，教師則可根據(jù)文章難易程度和學(xué)生的需要作適當(dāng)講解與闡述，但一般沒有必要從頭講到尾。 通過閱讀課文，使學(xué)生對跨文化交際所涉及的有關(guān)方面有一個(gè)初步的了解，并開始關(guān)注和思考其中的某些問題。教師也可以根據(jù)自己的了解、認(rèn)識或體驗(yàn)選擇就其中某一點(diǎn)或幾點(diǎn)展開，做進(jìn)一步的闡述。所有閱讀文章的后面都有 comprehension questions，意在幫助學(xué)生熟悉課文主要內(nèi)容，并非是要檢測學(xué)生的閱讀理解力，所以基本上都是可以從課文中直接找到答案內(nèi)容的問題。2每篇文章之后會(huì)有形式不同的作業(yè)和練習(xí)。其中，有的比較適合在課堂上完成，如 groupdiscussion， debate，fil

10、l-in task，cross-cultural quiz，matching work 等，有的要求學(xué)生課外去做并將結(jié)果帶回課堂，如 survey ，interview，observation task 等， 還有一些則是課內(nèi)課外都可以完成的，如 translation task，writing 等。 無論哪種形式，其主要目的都是用于加深學(xué)生對跨文化交際中有關(guān)方面和問題的理解與認(rèn)識，幫助他們豐富跨文化感受，增強(qiáng)跨文化意識。做這樣的作業(yè)和練習(xí)重在過程，而不是結(jié)果。其中許多都沒有、也不可能有所謂標(biāo)準(zhǔn)的統(tǒng)一答案。尤其需要注意的是，在跨文化交際教學(xué)中，對問題是允許有不同的、甚至截然相反的看法的，常常沒

11、有什么絕對的正確或錯(cuò)誤可言，只有認(rèn)識的深淺、范圍的寬窄、視角和參照系的不同之分。教師還可以根據(jù)實(shí)際情況和需要，改變作業(yè)和練習(xí)原有的形式與具體要求，以便更好地發(fā)揮學(xué)生在學(xué)習(xí)過程中的積極性和創(chuàng)造性。此外，每單元都配有數(shù)量不等的其它材料，如 identifying difference，sharing knowledge，discovering problems， cultural information， intercultural insight 等，主要是對跨文化交際中某一方面的特定問題做進(jìn)一步探討或提供相關(guān)背景信息，是對每課中閱讀文章內(nèi)容的補(bǔ)充和豐富，這類材料的使用可視具體情況而定，可以放在

12、課堂上深入討論，也可留給學(xué)生課外自學(xué)。 其后的 questions for discussion 或 exploration 則是要讓學(xué)生對由課文內(nèi)容所引發(fā)的某些問題展開思考，最好是能結(jié)合個(gè)人的經(jīng)歷和社會(huì)的實(shí)際來進(jìn)行探索。對此，教師可根據(jù)自己和學(xué)生的具體情況決定如何進(jìn)行，使用方式不必統(tǒng)一，應(yīng)力求多樣化。接下去是 case study, 每一單元都附有與該課主旨相關(guān)的數(shù)個(gè)經(jīng)過挑選的跨文化交際案例，供教學(xué)中分析研討之用，以此來培養(yǎng)學(xué)生實(shí)際應(yīng)對跨文化交際具體問題的能力，雖然每個(gè)案例后都附有問題，但僅供參考，分析討論都不應(yīng)局限于此。教師和學(xué)生可以依據(jù)案例內(nèi)容，提出更多與之有關(guān)的問題，以拓展思路，這樣才

13、有可能做到舉一反三，一舉多得。因此，應(yīng)鼓勵(lì)學(xué)生從盡可能多的角度看問題，認(rèn)識事物存在的多種可能性，多方面地探索解決問題的不同途徑，對不同的解釋或解決問題的途徑都要有所認(rèn)識，從中感悟和把握跨文化交際的要領(lǐng)。和前面的作業(yè)與練習(xí)一樣，教師要扮演的角色不是任何意見紛爭的最后裁判，而是討論的組織者和參與者，我們所能提供的也只是諸多解釋或認(rèn)識中的一種，雖然有可能是比較常見、比較合適的一種。每課最后是 further reading，都有兩篇文章，其內(nèi)容大多都有一定深度，是對前面學(xué)習(xí)內(nèi)容的深化或補(bǔ)充，其中有一些介紹了跨文化交際領(lǐng)域的一些重要思想和方法，比較適合英文程度較好、學(xué)有余力并有興趣對跨文化交際作進(jìn)一步

14、全面了解和深入鉆研的學(xué)生閱讀。教師可根據(jù)情況來靈活處理，對一般學(xué)生可不作要求。但是，對其中一些教師認(rèn)為比較重要的內(nèi)容，不妨向?qū)W生們指出，讓他們也都有所了解。這本教材中每課所包含內(nèi)容有可能會(huì)多于實(shí)際教學(xué)時(shí)間所能完成的，這樣做的目的是為了給教師留出了選擇的空間，可根據(jù)各自的實(shí)際情況有針對性地選擇使用。跨文化交際所涉及的東西很多，內(nèi)容非常豐富，任何課本都無法將其全部包括，更何況時(shí)代還在不斷前行，新的情況也會(huì)接二連三地出現(xiàn)。所以，在基本原理和總體原則保持穩(wěn)定的基礎(chǔ)上，教師在使用該教材過程中，要注意根據(jù)自己的經(jīng)驗(yàn)和現(xiàn)實(shí)情況，變換教材中的某些內(nèi)容和方式，或者增補(bǔ)一些更加新鮮的、更為適合特定學(xué)生和教學(xué)環(huán)境的

15、內(nèi)容（比如分析案例）。由于英語的國際性語言地位，當(dāng)今世界的跨文化交際大多是使用英語來進(jìn)行的，這也是3“跨文化交際”被列入英語課程的一個(gè)重要原因。可以這么說，使用英語這一國際性語言開設(shè)跨文化交際課程，是世界進(jìn)入全球化時(shí)代的需要和要求。然而，“跨文化交際”不同于傳統(tǒng)的語言技能課程，教學(xué)過程本身也應(yīng)體現(xiàn)跨文化交際的開放性和多樣性。正因?yàn)槿绱?，我們需要采取多種多樣的方式方法，針對學(xué)生不同背景、需求與興趣，結(jié)合具體情況有選擇地、生動(dòng)活潑地組織教學(xué)。整個(gè)教學(xué)的重點(diǎn)不在學(xué)生掌握多少所謂的“跨文化技巧”。事實(shí)上，許多這類技巧都有十分明顯的文化局限性，往往只適合某些文化環(huán)境中的特定場合與情況，并非真正具有“跨文

16、化”的意義）?？缥幕庾R和敏感性的培養(yǎng)才是我們教學(xué)的重點(diǎn)，應(yīng)當(dāng)有意識地引導(dǎo)學(xué)生自己對文化和文化差異現(xiàn)象進(jìn)行分析，嘗試解釋，對不熟悉的文化內(nèi)容進(jìn)行探索，不斷對自己的學(xué)習(xí)過程進(jìn)行反思，及時(shí)總結(jié)經(jīng)驗(yàn)，改進(jìn)學(xué)習(xí)。通過培養(yǎng)和增強(qiáng)學(xué)生的跨文化敏感性與自覺性，使他們能夠開擴(kuò)心胸，開放頭腦，從更為廣闊的視野去看大千世界和包括自己在內(nèi)的蕓蕓眾生，以更加靈活、更富創(chuàng)造性的方式去與和自己有著不同文化取向的人們進(jìn)行交往并在“地球村”這個(gè)人類擁有的唯一家園中和平共處，共同努力來解決關(guān)系人類生存的一系列問題。因此，從這個(gè)意義上說，“跨文化交際”絕不僅僅是一門英語課程，而是我們?nèi)宋乃刭|(zhì)教育中不可缺少的一個(gè)組成部分。最后，特

17、別有必要指出的是，我們在這本“教師用書”里所提供的不是教材各部分的標(biāo)準(zhǔn)答案，而僅僅是一些供教師參考和思索的“提示”。對于我們教材中的許多案例和問題，仁者見仁，智者見智，往往沒有什么固定不變、放之四海而皆準(zhǔn)的解釋。 我們所提供的這些提示，主要用于啟發(fā)學(xué)生聯(lián)系所學(xué)內(nèi)容從不同角度去思考。對同一案例或問題，分析者所取立場和視角不同，就會(huì)有不同的解讀，很難說那一種解讀是完全正確的，只有相對而言的恰當(dāng)性和適用性。跨文化交際教學(xué)的主要目的不是教給學(xué)生有關(guān)其它文化的知識（這類知識往往容易成為固見，反而不利于跨文化的交流），而是要讓學(xué)生們認(rèn)識到，對世間任何事情都可以有不同的看法和做法，各種看法或做法可能都有一定

18、的道理和存在的合理性。即使在什么地方看到了有關(guān)某些案例的解釋，那也只能作為參考，千萬不能因此而束縛我們的頭腦，不能將其當(dāng)作唯一正確的解釋。對于我們的教材和教師用書中提供的參考提示和其它內(nèi)容等，也應(yīng)抱有同樣的態(tài)度。這次教師用書的編寫，除署名編者外，周斯斯、喬麗清、沈鴻雁等也參與了部分工作。由于我們的水平、能力以及客觀條件的局限，書中疏漏和謬誤在所難免，懇請專家和使用教師用書的老師們批評指正，以便今后改進(jìn)和完善。4參 考 提 示5unit 1communication across cultureswarm upquestions1. why is it difficult to explain

19、to a blind person what colors are?2. do you sometimes find it hard to make yourself properly understood by others? if you do, whydo you think it is hard?it is very difficult for people to understand one another if they do not share the sameexperiences. of course, we all share the experience of being

20、 human, but there are many experienceswhich we do not share and which are different for all of us. it is these different experiences thatmake up what is called culture in the social sciences the habits of everyday life, the cues towhich people respond, the automatic reactions they have to whatever t

21、hey see and hear. these oftendiffer, and the differences may introduce misunderstandings where we seek understanding.reading iintercultural communication：an introductioncomprehension questions1. is it still often the case that “everyones quick to blame the alien” in the contemporary world?this is st

22、ill powerful in todays social and political rhetoric. for instance, it is not uncommon intodays society to hear people say that most, if not all, of the social and economic problems arecaused by minorities and immigrants.2. whats the difference between todays intercultural contact and that of any ti

23、me in the past?todays intercultural encounters are far more numerous and of greater importance than in anytime in history.3. what have made intercultural contact a very common phenomenon in our life today?6new technology, in the form of transportation and communication systems, has acceleratedinterc

24、ultural contact; innovative communication systems have encouraged and facilitated culturalinteraction; globalization of the economy has brought people together; changes in immigrationpatterns have also contributed to intercultural encounter.4. how do you understand the sentence “culture is everythin

25、g and everywhere”?culture supplies us with the answers to questions about what the world looks like and how welive and communicate within that world. culture teaches us how to behave in our life from theinstant of birth. it is omnipresent.5. what are the major elements that directly influence our pe

26、rception and communication?the three major socio-cultural elements that directly influence perception and communicationare cultural values, worldview (religion), and social organizations (family and state).6. what does ones family teach him or her while he or she grows up in it?the family teaches th

27、e child what the world looks like and his or her place in that world.7. why is it impossible to separate our use of language from our culture?because language is not only a form of preserving culture but also a means of sharing culture.language is an organized, generally agreed-upon, learned symbol

28、system that is used to representthe experiences within a cultural community.8. what are the nonverbal behaviors that people can attach meaning to?people can attach meaning to nonverbal behaviors such as gestures, postures, facial expressions,eye contact and gaze, touch, etc.9. how can a free, cultur

29、ally diverse society exist?a free, culturally diverse society can exist only if diversity is permitted to flourish withoutprejudice and discrimination, both of which harm all members of the society.discovering problems: slim is beautiful?questions for discussionwhich do you think is the mark of beau

30、ty, thin or fat? why is it often said that beauty is in the eyeof beholder?one sociologist once said that with the greater influence of american culture across the world,the standard of a beauty is becoming more and more hollywood-like, characterized by a chiseledchin and a tall, slim figure. one ca

31、n see such beautiful images in almost any american movie. wechinese also share the notion that the standard idea of beauty includes being tall, thin, and lightskinned. it seems that with the process of globalization, eastern and western beauties look more andmore alike.7but we have to remember that

32、the definition of beauty differs from culture to culture. forexample, hispanic standards of female beauty are to have big hips, a moderate tan, and a shortheight. as is described in the article, in southeastern nigeria, coca-cola-bottle voluptuousness iscelebrated and ample backsides and bosoms are

33、considered ideals of female beauty.whats more, the ideal standard of beauty varies from time to time. for instance, during timesof famine, the ideal standard of beauty for women is a much larger body size. larger size and morebody fat may reflect ones status; for it suggests that the person is well

34、fed and healthy. thinnessthen would reflect malnutrition. however, during times of plenty, plumpness is not a reflection ofstatus. people may easily associate fatness with hypertension, heart disease or other potentialdiseases. likewise, during eras in which lower-class labors had to toil predominan

35、tly outside forhours a day, tanned skin was an indication of lower status, and therefore the ideal standard of femalebeauty was very pale skin; women during those times actually used a lot of white powderedcosmetics to exaggerate the paleness of their skin. now, however, tan is a reflection of havin

36、g moreleisure time spent on seashores instead of working in an office all the time, and therefore it maysuggest higher status, so women strive for darker skin tones.it is true that beauty is in the eye of the beholder because people of different cultures and indifferent situations may have different

37、 ideas about what is beautiful and what is not.group workfirst share with your group member whatever experiences you have had in communication eventsthat can be considered as intercultural. then work together to decide whether each of the followingcases of communication is possibly intercultural or

38、not and, if it is, to what extent it is intercultural.try to place all the cases along a continuum of interculturalness, from the most intercultural to theleast intercultural.all the cases may seem to be intercultural but they differ in the extent to which they areintercultural. however it may be ve

39、ry difficult for us to place all these cases along a continuum ofinterculturalness from the most intercultural to the least intercultural, for many other factors have tobe taken into consideration if we have to decide which is more intercultural than another. forinstance, whether communication betwe

40、en a male manager and a female secretary is intercultural ornot and, if it is, how intercultural it may be, may depend on the cultural and social backgrounds ofthe two persons. if they are from drastically different cultures, communication between them issurely intercultural and may be very intercul

41、tural. if they are from the same culture, communicationbetween them may be little intercultural.the following is tentatively suggested for measuring the interculturalness of the cases ofcommunication, and the cases are presented from the most intercultural to the least intercultural:communication be

42、tween a chinese university student and an american professor;communication between a canadian girl and a south african boy;communication between a first-generation chinese american and third generation one;communication between a businessperson from hong kong and an artist from xian;communication be

43、tween a teenager from beijing and a teenager from tibet;8communication between a father who is a farmer all his life and his son who works as anengineer;communication between a software technician and a fisherman;communication between a male manager and a female secretary (supposing they are of thes

44、imilar cultural and social backgrounds) .debatethe class is to be divided into two groups and debate on the two different views mentioned in thefollowing on intercultural communication. state your point of view clearly and support yourargument with convincing and substantive evidence.pro: people are

45、 people; more interactions would lead to greater understanding of each other.（commonality precedes）con: people are shaped by different environments they find themselves in, therefore, the differenceoverrides. (differences precedes)possible arguments for pro:1. human beings tend to draw close to one

46、another by their common nature. we all share thecommon basic needs.2. rapid expansion of worldwide transportation and communication networks have made it fareasier than ever before for people throughout the world to contact with one another.3. the process of globalization may reduce the regional dif

47、ferences between people all over theworld. we are all members of the global village.4. economic interdependence in todays world requires people of different countries to interact onan unprecedented scale, and more interaction will result in more similarity among people.5. more and more people from v

48、arious cultures have to work and live together and they will adaptto each other to such an extent that cultural differences between them may no longer matter.possible arguments for con:1. people throughout the world may be similar in many aspects, but differences in habits andcustoms keep them apart

49、.2. though the basic human needs are universally the same, people all over the world satisfy theirbasic common human needs in different ways.3. as our society is becoming more and more diversified, differences between people tend to growlarger in some aspects.4. it is differences between people that

50、 underlie the necessity of communication, and it does notfollow that communication which may increase the possibility of understanding between peoplewill always reduce differences.5. people nowadays are more likely to try to maintain their unique cultural identities when theyfind themselves living c

51、losely with people of other cultures.9from the two seemingly opposite viewpoints, we can learn something that we should keep inmind when we are involved in intercultural communication. first, all human beings share somecommon heritages that link us to one another. to some extent, people throughout t

52、he world are prettymuch alike in many aspects, and that has formed the very basis on which it is possible for people ofvarious cultures to communicate. however, what we have to realize is that there are also vastdifferences between people from various cultural groups. to really understand a person w

53、hosecultural background is different from yours can be very difficult, for both you and that person maybe subconsciously influenced by each ones own cultural upbringing. in a sense, what we should doin intercultural communication is to treat people of other cultures both as the same with and asdiffe

54、rent from us.reading iithe challenge of globalizationcomprehension questions1. why does the author say that our understanding of the world has changed?many things, such as political changes and technological advances, have changed the worldvery rapidly. in the past most human beings were born, lived

55、, and died within a limited geographicalarea, never encountering people of other cultural backgrounds. such an existence, however, nolonger prevails in the world. thus, all people are faced with the challenge of understanding thischanged and still fast changing world in which we live.2. what a “glob

56、al village” is like?as our world shrinks and its inhabitants become interdependent, people from remote culturesincreasingly come into contact on a daily basis. in a global village, members of once isolatedgroups of people have to communicate with members of other cultural groups. those people maylive thousands of miles away or right next door to each other.3. what is considered as the