大學(xué)英語(yǔ)跨文化交際chapter2

1、大學(xué)英語(yǔ)跨文化交際教案第二章Chapter 2 Communication and InterculturalCommunicationI. Teach ing ObjectivesIn this chapter, the teacher should en able the stude nts to:1. know differe nt defi niti ons of com muni cati on.2. ide ntify nine comp onents of com muni cati on.3. ide ntify the characteristics of com muni

2、cati on.4. know the relati on ship betwee n culture and com muni cati on.5. know the defi niti on of in tercultural com muni cati on.6. ide ntify the 4 forms of in tercultural com muni catio n.II. Con te nts1. Keywords(1) Sender/Source: A sender/source is the person who transmits a message.(信息發(fā)出者 /信

3、息 源：信息發(fā)出者/信息源指?jìng)鬟f信息的人。)(2) Message: A message is any signal that triggers the response of a receiver.(信息： 信息指弓 I起 信息接受者反應(yīng)的任何信號(hào)。)(3) Encoding : It refers to the activity during which the sender must choose certain words or non verbal methods to send an inten ti onal message.(編碼： 編碼指信息發(fā)出者選擇言語(yǔ)或用非 言語(yǔ)的方式發(fā)

4、出有目的的信息的行為。 ) Channel/Medium : It is the method used to deliver a message.(渠道 /媒介：渠道 /媒介指發(fā) 送信息的方法。)(5) Receiver: A receiver is any person who notices and gives some meaning to a message. ( 信息接受者：信息接受者指信息接收者是指注意到信息并且賦予信息某些含義的人。)(6) Decod ing: It is the activity duri ng which the receiver attaches mea

5、ning to the words or symbols he/she has received.(解碼：解碼指信息接受者賦予其收到的言語(yǔ)或符號(hào)信息意義的 行為。)(7) Feedback: The response of a receiver to a sender' s message is calle(反e饋ba反饋指信息接收者對(duì)信息源信息所做出的反應(yīng)。)(8) Noise: It is a term used for factors that interfere with the exchange of messages, includingexter nal no ise p

6、hysiological no ise, psychological no ise and sema ntic no ise.(干擾：干擾指妨礙信息交流的各種因素。包括外界干擾，生理干擾，心理干擾和語(yǔ)義干擾。)(9) Con text: A con text is the sett ing or situatio n within which com mun icati on takes place ,in cludi ng physical con text, social con text and in terpers onal con text.(語(yǔ)境：語(yǔ)境指交際發(fā)生的環(huán)境，包括自然語(yǔ)境

7、，社會(huì)語(yǔ)境和人際語(yǔ)境。)(10) In tercultural com muni catio n:It is the com muni cati on betwee n people whose culturalpercepti on and symbol system are disti net eno ugh to alter the com muni cati on even t.(跨文化交際：跨文化交際指的是那些在文化認(rèn)知和符號(hào)系統(tǒng)上存在差異的人們之間的交際。這些差異足以改變整個(gè)交際事件。)(11) Intern ati onal com muni cati on:it takes p

8、lace betwee n n ati ons and gover nments rather tha nin dividuals; it is quite formal and ritualized.(國(guó)際交流：國(guó)際交流是指發(fā)生在國(guó)家和政府之間而非發(fā)生在個(gè)人之間的交際；此種交際非常正式和儀式化。)(12) In terracial com muni cati on:It occurs whe n the sen der and the receiver excha ngingmessages are from different races.(跨種族交際：跨種族交際是指交流信息的信息源和信息

9、接 受者來(lái)自不同的種族的交際。)(13) In tereth nic com muni cati on:It is the com muni cati on betwee n or among people fromdiffere nt eth nic groups in a country or culture.(跨民族交際：跨民族交際是指來(lái)自一個(gè)國(guó)家或文化內(nèi)部的不同民族群體的人們之間的交際。)(14) In tracultural com muni catio n:it is defi ned as com mun icati on betwee n or among membersof

10、the same culture.(文化內(nèi)交際：文化內(nèi)交際是指同一文化內(nèi)部的成員之間的交際。)2. Key Points(1) The nine comp onents of com muni cati on.(2) The defi niti on of in tercultural com muni cati on.(3) The forms of in tercultural com muni cati on.3. Difficult Poi nts(1) The characteristics of com muni cati on.(2) Relati on ship betwee

11、n culture and com muni cati onIII. Teachi ng Methods1. Pair/Group work2. Discussi on3. Task-based approach4. Communi cative approach5. Questi ons and an swers6. Case an alysis7. I nterviewIV. Teachi ng Procedures1. Lead-in case: let the students do lead-in case“ She has Three Hands ” and discuss the

12、 followingquestio ns:1. Suppose you are the Chin ese doctor, if you are com muni cati ng with the Can adia n physiotherapist, will his words irritate you? How would you respond to the situation?2. What caused their com muni cati on con flicts?3. What do you thi nk of the differe nt com muni catio n

13、styles of the two doctors?2. Text Aa. Prese ntati on: Pre-readi ng taskLet the stude nts do pre-readi ng task and discuss the questi ons provided by the activity.b. Practice: The explanation of the text and activities(1) Communi cati on DefinedLet stude nts read“ Communi cati on Defined ” to know ho

14、w com muni cati on is defi ned from wester nand easter n perspective. This part is difficult to un dersta nd, so teacher should try to help stude ntsto un dersta nd it by offeri ng some typical examples.(2) Comp onents of Commun icati onLet students read“ Components of Communication” to identify the

15、 nine components ofcom muni catio n. This part may seem dull to stude nts, so teacher should try to make it morein teresti ng.c. Productio n: After-readi ng CheckLet stude nts fill the diagram of the comp onents of com mun icati on to help them remember these comp onen ts.Teacher guides stude nts to

16、 an alyze Case 9 to enhance their kno wledge of the nine comp onents of com muni catio n.3. Text Ba. Prese ntati on: Pre-readi ng taskLet the students do pre-reading task and discuss the questions provided by the activity.b. Practice: The explanation of the text and activitiesCharacteristics of Comm

17、uni catio nLet students read “ Characteristics of Communication ” to know the six characteristics of com muni cati on. This part is not so importa nt. Stude nts are just supposed to know the six characteristics of com muni cati on.c. Productio n: After-readi ng CheckLet stude nts an swer the short -

18、an swer questio ns to check how well they have un derstood this part.Teacher guides stude nts to An alyze Case 10 and an swer the follow ing questi ons.4. Text Ca. Prese ntati on: Pre-readi ng taskLet the students do pre-reading task and discuss the questions provided by the activity.b. Practice: Th

19、e explanation of the text and activitiesCulture and Communi cati onLet stude nts read “ Culture and Commun icati on ” to know the relati on ship betwee n the two. This part is importa nt; teacher can help stude nts to summarize the relati on ship betwee n culture and com muni cati on and how culture

20、 affects its com muni cati on style.c. Productio n: After-readi ng CheckLet stude nts do the short-a nswer questi ons to check how well they have un derstood this part.An alyze Case 11 and an swer the follow ing questi ons.5. Text Da. Prese ntati on: Pre-readi ng taskLet the students do pre-reading

21、task and discuss the questions provided by the activity.b. Practice: The explanation of the text and activities(1) 1 ntercultural Communication DefinedLet students read "Intercultural Communication Defined” to know the definition of interculturalcom muni catio n. Briefly, in tercultural com mun

22、 icati on refers to the com muni cati on betwee n or among people from differe nt cultures. More precisely, it is the com muni catio n betwee n people whose cultural percepti on and symbol system are disti net eno ugh to alter the com muni cati on even t.(2) Forms of In tercultural Communi cati onLe

23、t students read “ Forms of Intercultural Communication” to identify the four forms ofin tercultural com muni cati on. This part is very importa nt, so teacher should try to help stude nts dist in guish the four forms of in tercultural com muni cati on by offeri ng typical examples. Stude nts are sup

24、posed to remember the four forms of in tercultural com muni cati on.c. Product ion: After-read ing checkLet stude nts defi ne the four forms of in tercultural com muni cati on to check how well they have un derstood this part. They are en couraged to use their own words and examples.An alyze Case 12

25、 and the n an swer the follow ing questi ons.V. Assig nmentsof each text.1. Let stude nts do the Checklist and Assessme nt.2. Let stude nts do the rest exercises and activities in“ After-readi ng Check '3. Review what has bee n lear ned and preview the n ext chapter. （Teacher should tell stude n

26、ts exactly what to do. For example, teacher can give stude nts a couple of questi ons to ask them to find the an swers whe n they preview the next chapter.）VI. Refere nee1. Cultural Backgro und:中西語(yǔ)言習(xí)俗在現(xiàn)代社會(huì)生活中，跨文化的語(yǔ)言交際已日漸成為現(xiàn)代交流的一個(gè)引人注目的特點(diǎn)。有 些人，一遇到外國(guó)人即用英語(yǔ)上陣，這樣常常并不令人滿意，其原因是我們對(duì)語(yǔ)言和文化差 異不甚了解。（1）中西語(yǔ)言與文化差異歐美

27、社會(huì)文化是建立在人文主義基礎(chǔ)之上的，因此和歐美人士交流時(shí)，要特別注意不要涉及對(duì)方的隱私。它通常包括個(gè)人的年齡、婚否、經(jīng)濟(jì)收入、地址、家庭等等。中國(guó)人初次 見面，就要請(qǐng)教尊姓大名、住址、年齡等等，不僅不會(huì)被認(rèn)為是失禮，而且還似有親切、接 近之感。（2）與歐美人交談時(shí)應(yīng)注意的問(wèn)題社會(huì)文化制約人們的語(yǔ)言行為，人們的言語(yǔ)行為反映一定的社會(huì)文化背景。與外國(guó)人土人交談時(shí)，若忽視了這一事實(shí)，輕則產(chǎn)生誤會(huì)、難堪，重則導(dǎo)致敵對(duì)情緒。與歐美人交談就 得了解歐美人的社交語(yǔ)言規(guī)范，明確何時(shí)何地對(duì)何人何事可以說(shuō)或不可以說(shuō)的話。這是歐美人的提交語(yǔ)言規(guī)范之一，在交談時(shí)要注意以下問(wèn)題：1）說(shuō)話時(shí)尊重對(duì)方立場(chǎng)說(shuō)話應(yīng)注意中外文化

28、的區(qū)別，尊重對(duì)方立場(chǎng)。中國(guó)人看到朋友感冒，往往會(huì)說(shuō) 要多喝開水”或 多穿些衣服”之類的話以示誠(chéng)心，但歐美人獨(dú)立意識(shí)較強(qiáng)，受不了帶有長(zhǎng)者的勸告口 吻。像類似于 多喝開水”或 多穿些衣服”的話，不但不會(huì)感激你的關(guān)心，反而覺得你對(duì)他有 失尊重2）己所不欲，勿施于人歐美人把自己做的點(diǎn)心送給你時(shí)，一定說(shuō)自己親手制作的點(diǎn)心很可口，若是中國(guó)人和日本人，則會(huì)說(shuō)自己做得不好，這在中國(guó)已成了習(xí)慣。主客相互客氣了事。假如是歐美人，他 便奇怪了，認(rèn)為這是一種侮辱：因?yàn)榧热皇遣缓贸缘臇|西，為什么要請(qǐng)他來(lái)吃呢？3）有話不妨直說(shuō)歐美人一般都愛直率地表達(dá)自己的意見，各人意見不同，也認(rèn)為是正常的事，對(duì)方也決刁會(huì)因?yàn)槟愕囊庖姴煌?/p>

29、而感到驚異。有人做過(guò)調(diào)查，200個(gè)中國(guó)人提出請(qǐng)求，有124個(gè)是先說(shuō)明請(qǐng)求原因，然后才提出請(qǐng)求。而在180個(gè)美國(guó)人提出的請(qǐng)求中，有113個(gè)先提出請(qǐng)求，然后才附帶說(shuō)明請(qǐng)求的原但。由于這種差異，英國(guó)人的請(qǐng)求在中國(guó)人看來(lái)是唐突的，而中國(guó)人的請(qǐng)求在歐美人看來(lái)是啰嗦。4）不要過(guò)分客氣禮讓-在中國(guó)，人們認(rèn)為 禮多人不怪”。這對(duì)歐美人來(lái)說(shuō)是不適用的，尤其美國(guó)人性格開朗、 辦事利索，禮多反而覺得不誠(chéng)懇。有個(gè)中國(guó)學(xué)生在電車上踩了美國(guó)人一腳。趕緊說(shuō)：對(duì)不起”。美國(guó)人回答說(shuō)；沒關(guān)系”?？芍袊?guó)學(xué)生又加了一句：對(duì)不起，實(shí)在對(duì)不起，我是不小心的?！边@回美國(guó)人根本不作答了。5）致思途徑由小到大中國(guó)人習(xí)慣從整體上、根本上人手思

30、考問(wèn)題，而歐美等國(guó)的人則正相反，是由小到大 來(lái)考慮問(wèn)題。一位德國(guó)教授抱怨中國(guó)學(xué)者的演講方式，說(shuō)：他們不論講什么，都先講一通中國(guó)地大物博，歷史悠久，古代輝煌，近代落后，新中國(guó)充滿希望，又出現(xiàn)新問(wèn)題，輪到講 自己的專業(yè)卻沒詞了。 ”其實(shí)，思考、談?wù)搯?wèn)題由大到小和小到大這兩種方式各有其長(zhǎng)處。 問(wèn)題是雙方應(yīng)對(duì)對(duì)方民族語(yǔ)言的致思途徑有所了解。否則，難以圓滿地實(shí)現(xiàn)交際目的。 中日語(yǔ)言習(xí)俗中日兩國(guó)雖然是地理相近，風(fēng)俗相仿，但是中國(guó)人和日本人的語(yǔ)言習(xí)俗仍有各自獨(dú)特 之處。有些中國(guó)人在講話時(shí)不管對(duì)方是否知道，喜歡用 你不知道”作為開場(chǎng)白。例如說(shuō)：你不知道，北京的變化可大了”而日本人在這種情況下，一般會(huì)這樣說(shuō)：我

31、想，你已知道，北京的變化太大了 ”用 你不知道”這種方式對(duì)日本人講話。往往會(huì)傷害日本人的感情。對(duì)方問(wèn)你問(wèn)題時(shí)，你說(shuō)我不知道”，在中國(guó)人看來(lái)沒有什么，但在日本人一般要說(shuō)：很抱歉，我不知道?！狈駝t，語(yǔ)氣就像 我不告訴你”，會(huì)給別人不愉快的感覺。比如說(shuō) 在日本，一個(gè)顧客向一位賣服裝的營(yíng)業(yè)員問(wèn)賣唱片的地方在哪里，或者某件服裝是哪個(gè)國(guó)家生產(chǎn)的，營(yíng)業(yè)員決不能說(shuō)：我不知道，請(qǐng)你去問(wèn)別人吧”而一定要向同事請(qǐng)教之后再回答顧客。中國(guó)人很重視輩分，在同一輩分中總要明確地表示出誰(shuí)是長(zhǎng)”，誰(shuí)是 少”。中國(guó)人在兄弟姐妹之間，都明確地稱呼大哥”、二哥”或 大姐”、二姐”。而日本人，不需要嚴(yán)格區(qū)別順序，一般當(dāng)面稱 某哥哥”。

32、對(duì)長(zhǎng)輩稱呼也是如此。日本人取名，卻喜歡用數(shù)字排行，如 太郎”、健二”、三郎”。在中國(guó)對(duì)于副職，例如畐師長(zhǎng)、畐曠長(zhǎng)等，特別是下級(jí)對(duì)上級(jí)稱呼時(shí)，往往把副字略 去，而稱 某廠長(zhǎng)”。但日本人卻一定要稱 某副廠長(zhǎng)”。日本人對(duì)語(yǔ)言是十分敏感的，所以不需要高聲動(dòng)感情和他們說(shuō)話。日本人總是笑臉相迎，含蓄委婉到從不愿斷然對(duì)人說(shuō)一個(gè)不”字。為了保全面子或避免公開對(duì)抗，日本人常常拐彎抹角，含糊其辭。他們不注意溢于言表，而注重通過(guò)五臟六肺做心照不宣的活動(dòng)，以達(dá) 到不言自明。對(duì)此，人們用一個(gè)專門詞匯來(lái)形容它，叫做腹藝”。被辭退的楊女士楊女士被派到一位意大利來(lái)京工作的專家家里做服務(wù)工作。因?yàn)樗裏崆樨?fù)責(zé)、精明強(qiáng) 干，起初專

33、家夫婦對(duì)她印象很不錯(cuò)，她也把自己當(dāng)成專家家庭里的一員。有一個(gè)星期天，那位意大利專家偕夫人外出歸來(lái)。小楊在問(wèn)候了他們以后，如同對(duì)待老朋友那樣，隨口便問(wèn)：你們?nèi)ツ睦锿媪?？ ”專家遲疑了良久，才吞吞吐吐地相告： 我們?nèi)ソ▏?guó)門外大街了。 ”小楊當(dāng)時(shí)以為對(duì)方累了， 接著又問(wèn)：你們逛了什么商店？ ”對(duì)方被迫答道： 友誼商店?！蹦銈?cè)趺床蝗?guó)貿(mào)大廈和賽特購(gòu)物中心看看，秀水街的東西也挺不錯(cuò)的，”小楊好心好意地向?qū)Ψ浇ㄗh說(shuō)。然而，她的話還未說(shuō)完，專家夫婦卻已轉(zhuǎn)身離去了。兩天后，揚(yáng)女士被辭退了。請(qǐng)分 析楊女士被辭退的原因。【分析提示】由于各國(guó)的文化背景不同， 在國(guó)際交往中人們應(yīng)遵守： 待人接物，言談時(shí)要 熱情有

34、度”，這 也是中外言談禮儀的重要區(qū)別之一。楊女士對(duì)主人所講的話全是出于善意，也體現(xiàn)了小楊待人熱情友善，但意大利專家夫婦認(rèn)為已經(jīng)妨礙了他們的私生活，因此，待人熱情友好要把握好分寸，否則事與愿違。Culture and Communi cati onUn dersta nding the in tertwi ned relatio nship betwee n culture and com muni cati on is crucial to in tercultural com muni cati on. On the other hand, culture con diti ons com

35、muni cati on. First of all culture is the foun dati on of com muni cati on. Without the shari ng and un dersta nding betwee n speakers, no com muni cati on is possible. Secon dly, culture dictates every stage of the com muni catio n process. We com muni cate the way we do because we are raised in a

36、particular culture and lear n its Ian guage, rules and no rms. What we say, what gestures we use, with whom we talk, whe n and how to talk are all determ ined by our culture. On the other hand, com muni catio n had made the developme nt of huma n culture possible and it is through com muni catio n t

37、hat culture is tran smitted from on e gen erati on to ano ther. At the same time, culture is lear ned through com muni cati on. We acquire our membership of culture mainly through socializati on with other members of our culture and this socializati on is realized by in teract ing with differe nt so

38、cial groups: families, frien ds, n eighbors, teachers, colleagues, etc. without socializati on through com muni cati on, the lear ning of culture is totally impossible.Culture and com muni cati on are said to be like Siamese twi ns, one is in separable from the other; the un dersta nding of one dema

39、 nds the un dersta nding of the other and the cha nges to one will cause cha nges in the other. If the culture is differe nt, the com muni cative patter ns in that culture will differe nt too. The major task of in tercultural com muni cators is to find out how culture and com muni cati on con diti o

40、n and tran sform one ano ther so that real un dersta nding can be achieved among in tercultural in teractio ns.In terpers onal com muni cati on is a complex process. The followi ng are some of the most disti nctive features listed in the literature on com muni cati on.zCommuni cati on is dyn amicCom

41、muni cati on is an on-going activity .In any com muni cati on event, the sen der and the receiver of messages con sta ntly shift from being en coders to decoders and the messages also change in each turn of interaction. z Communi cati on is in teractiveCommunication is always done in two ways: the s

42、ource sends messages to the receiver and the receiver resp onds to the message received and sends his message or resp onse to the source. Thus the source and receiver are in a reciprocal situati on attempt ing to in flue nce one ano ther in the process. What the in flue nces are and how the in flue

43、nces function are among the major concerns of in tercultural com mun icators.z Communi cati on is both verbal and non-verbalSpeech is only one of the cha nn els that messages are tran smitted. We do not have to say everyth ing we intend to com muni cate in words. We use our body, sig ns, and even cl

44、oth ing to show others what we have in our min ds. Accord ing to statistics most part of our com muni cati on is done by non-verbal means.z Communi cati on can be either inten tio nal and uninten ti onalIntention is not a necessary condition for communication to take place. A sigh of frown accompa n

45、ying speech, if no ticed by the receiver, may also carry uninten ded messages to the receiver. For the two parties involved in the communication process, any behavior of one in terlocutor, i nten tio nal or uninten ti on al, can produce certa in effects and gen erate certa in mea nings to the other.

46、 To complicate the matter, very ofte n we are uncon scious of the message sent and the effect it has produced. Therefore, un expected results may arise.zCommuni cati on is rule-gover nedThough com muni catio n is a complex process, there are still rules for speakers to follow as to how messages are

47、con structed and in terpreted. The patter ns, however, are crucially defi ned. To study com mun icati on and in tercultural com muni cati on in particular is , to a large exte nt, to discover the patter ns that regulate com muni cative behavior of the in terlocutors. If the patter ns are shared and

48、un derstood, any com muni cati on will become easy and effective.zCommuni cati on depe nds on the use of symbolsSymbols or codes are the basic in gredie nts of com muni cati on. Symbols may take the form of writte n or spoke n words, body sig ns, Braille, an object like a picture or a dress, color,

49、and many other symbols that represe nt certa in meanings to whoever recog nize them and make sense of them. All cultures use symbols, but they usually attribute differe nt meanings to the same symbol and may use differe nt symbols to mea n the same. Compete nt in tercultural com mun icati ons, there

50、fore, must learn to“ read ” the symbols used by their interlocutors and understand the exact messages.z Communi cati on is irreversibleCommuni cati on can not be retrieved- the message delivered and in terpreted by the receiver can n ever be take n back. Though we can modify our message, the effect

51、produced by the origi nal message still remai ns. The implicati on is that improper com muni cative behavior may have serious consequences.z Communi cati on takes place in both a physical and a social con textCommuni cati on does n ot take place in a vacuum. We in teract with other people within spe

52、cific physical surro undings and un der a set of specific social factors. The physical surr oundings serve t to be com muni cated, as the backgro und of our in teracti on and, to a large exte nt, defi ne what we com muni cate and how we do it. In additi on, the symbolic meaning of the physical sett

53、ing may con tribute to the meanings inten ded. The social con text sets the in terlocutors in various social relati on ships. How people relate to one ano ther will determ ine both the form and content of com muni catio n. Physical and social con text together defi ne the actual practice of com muni

54、 cati on: what to be com mun icated, where, whe n, with whom and how it is realized.Commun icati on: the Process of Un dersta nding and Shari ng MeaningThe word com muni cati on is used in a variety of ways. Before we use the term any further, we should establish a com mon un dersta nding of its def

55、i niti on. Communi cati on comes from the Lat in com muni care, which means to make com mon. This origi nal defi niti on of the word is con siste nt with the definition of communication used in this text.In this text, com muni cati on is defi ned as the process of un dersta nding and shari ng meanin

56、g. Commun icati on is con sidered a process because it is an activity, excha nge, of set of behaviors not an un cha nging, static product, in which we participate. David Berlo, a well-k nown com mun icatio n figure, probably provides the clearest stateme nt about com muni cati on as a process. Berlo

57、 wrote: If we accept the con cept of process, we view eve nts and relati on ships as dyn amic, ongoing, ever-cha nging, and con ti nu ous. When we label somethi ng as a process, we also mean that it does not have a beg inning, an end, a fixed seque nce of even ts. It is not static, at rest. It is mo

58、vi ng. The in gredie nts within a process in teract, each affects all of the others.What is an example of how a process operates in everyday com muni cati on? Picture two stude nts pass ing on the sidewalk betwee n classes and excha nging a few senten ces. Did this verytiny com muni cati on episode really beg in and end with their first and last word: Do we have to con sider that both of them spoke to each other in En glish, that they must have had some prior encoun ter, o