跨文化交際實訓(xùn)（雙語）第2版全套教學(xué)課件

跨文化交際實訓(xùn)（雙語）（第二版）全套可編輯PPT課件Unit1

UnderstandingCulture,CommunicationandInterculturalCommunication

LearningObjective:Afterlearningthisunit,youshouldbeableto:definecharacteristicsofcultureandcommunication;understandtherelationshipbetweencultureandcommunication;defineandclassifythetypesofinterculturalcommunication.Unit1

UnderstandingCulture,CommunicationandInterculturalCommunication 6Warmup：Whatiscultureinyourview?Howcanpeoplefromdifferentculturescommunicateeachother?Whatwillgetonthewaywhenpeoplefromdifferentculturescommunicate?Unit1

UnderstandingCulture,CommunicationandInterculturalCommunication 6Background

Businessisnotconductedinanidenticalfashionfromculturetoculture.Consequently,businessrelationsareenhancedwhenmanagerial,sales,andtechnicalpersonnelaretrainedtobeawareofareaslikelytocreatecommunicationdifficultiesandconflictacrosscultures.Similarly,internationalcommunicationisstrengthenedwhenbusinesspeoplecananticipateareasofcommonality.Finally,businessingeneralisenhancedwhenpeoplefromdifferentculturesfindnewapproachestooldproblems,creatingsolutionsbycombiningculturalperspectivesandlearningtoseeissuesfromtheviewpointofothers.

Problemsininternationalcommunicationconductedacrossculturesoftenarisewhenparticipantsfromonecultureareunabletounderstandculturallydetermineddifferencesincommunicationpractices,traditions,andthoughtprocessing.Unit1

UnderstandingCulture,CommunicationandInterculturalCommunication 61.Culture文化2.Communication交際

3.InterculturalCommunication跨文化交際

FocusStudy：1. Culture文化1.1DefinitionsofCulture文化的定義1.2LayersofCulture文化分層Figure1-1ManifestationsofCultureatDifferentLevelsofDepth1.3CharacteristicsofCulture文化的特征KeytermsCulture文化Layersofculture文化分層Characteristicsofculture文化的特征

GlossaryComprehensiveQuestions1. Culture文化2.Communication交際2.1DefinitionsofCommunication交際的定義2.2PrimaryTypesofCommunication交際的基本類型2.3ComponentsandProcessofCommunication交際元素和交際過程2.3ComponentsandProcessofCommunication交際元素和交際過程SenderMessageEncodingMediumReceiverDecodingFeedbackFigure1-3MainComponentsofCommunicationProcessKeytermsCommunication交際Primarytypesofcommunication交際的基本類型CharacteristicsofcultureGlossaryComprehensiveQuestions2.Communication交際3.InterculturalCommunication跨文化交際

3.1DefinitionsofInterculturalCommunication跨文化交際的定義3.2TheFormsofInterculturalCommunication跨文化交際的類型3.3MainBarriersinInterculturalCommunication跨文化交際的主要障礙3.2TheFormsofInterculturalCommunication跨文化交際的類型

InterracialcommunicationInterethniccommunicationIntraculturalcommunication3.3MainBarriersinInterculturalCommunication跨文化交際的主要障礙

LanguageNegativestereotypesPrejudiceanddiscriminationEthnocentrismValuesKeytermsInterculturalcommunication跨文化交際Interracialcommunication跨種族交際Interethniccommunication跨族群交際Intraculturalcommunication同文化交際GlossaryComprehensiveQuestions3.InterculturalCommunication跨文化交際ExtendedActivities：CaseAnalysisCase1DogMeatEatingFestival:TraditionorTorture？

Case2

SaudiArabiaOrdersWallsinShopstoDivideMale,FemaleCoworkersActivitiesInsmallgroups,eachmembertellsaboutoneortwoofyourcommunicationproblemswithpeoplefromothercountries.Makealistoftheseproblemsandtrytoprovidesomeeffectivesuggestions.

InvestigatetwoormoreforeignersandaskthemhowtheirculturesdifferfromChineseculture.Youmaycategorizetheiranswersintoseveralaspects,suchasnonverbalbehavior,religion,andvalues.Finally,makeacomparisonbetweenChinesecultureandtheircultures.FurtherReadingHowSensitiveisInterculturalCommunicationattheWorkplaceImportantFactorsHowtoAidInterculturalCommunicationintheWorkplace

MaintainingaPositiveAttitudeUnderstandingDiversityEncouragingIndividualInteractionConductingInductionPrograms

DiscourageRacismandDiscriminationFurtherdiscussion1.Whataretheculturalfeaturesthatyousharejustwithmembersofyourhometown?2.Givesomeexamplesofculturalpracticesthathavechangedinyourcountry.Self-assessmentlogIcanunderstandthedefinitionsofculture.Icandescribethefunctionsandcharacteristicsofculture.Icansummarizetheprocessoftheformationofculturalidentity.Icanevalutateculturaldiversity.Unit2

CulturalPatternsandCommunicationLearningObjectivesAfterlearningthisunit,youshouldbeableto:defineculturalvalues;describethecharacteristicsofculturevalues;understandcomparisonbetweenChinesevaluesandwesternvalues.Warm-up1.UsesomeexamplestoexplainComparisonbetweenChineseandEnglishreligiousbeliefs.2.ListHofstede’sfivevaluesdimensions.Unit2

CulturalPatternsandCommunicationBackgroundDefiningculturalpatternsObviousculturaldifferenceSubtleculturaldifference“Sharedbeliefs,values,norms,andsocialpracticesthatarestableovertimeandthatleadtoroughlysimilarbehaviorsacrosssimilarsituations.”文化模式：指生活在一個民族或社團(tuán)中的人們長期適應(yīng)、共同遵守的一種獨特的文化規(guī)則，并在這種文化規(guī)則影響下所表現(xiàn)出來的價值取向、行為模式wayofacting、心理趨向wayofthinking等一整套文化系統(tǒng)。FocusedStudyCulturalValues文化價值觀BeliefandReligion信仰和宗教Hofstede’sFiveValuesDimension霍夫斯泰德的文化五維度KluckhohnandStrodtbeck’sValueOrientation克拉克洪—斯托特柏克價值取向Unit2

CulturalPatternsandCommunication1.CulturalValues文化價值觀1.1ComparisonbetweenChineseValuesandWesternValues中西文化價值觀比較Differencesinexpressinggratitude.Differencesinsymbolization.

Differencesinattitudestowardswomen.1.CulturalValues文化價值觀1.2ComparisonbetweenChineseValuesandAmericanValues中美價值觀比較Differencesinfriendship.DifferencesintimeconsciousnessDifferencesinconceptionoftheselfDifferencesinapproachestotasksDifferencesinsocialrelationships1.3CulturalValuesinInternationalBusiness國際商務(wù)中的文化價值觀Keyterms

TESOL對外英語教學(xué)GlossaryComprehensiveQuestions1.CulturalValues文化價值觀2.Hofstede’sFiveValuesDimension霍夫斯泰德的文化五維度2.1PowerDistance權(quán)利距離

SmallPowerDistanceCultureLargePowerDistanceCulture2.2IndividualismVersusCollectivism個體主義和集體主義IndividualisticCultureCollectivistCulture2.3MasculineCultureVersusFeminineCulture剛?cè)嵝晕幕?/p>

MasculineCultureFeminineCulture2.4UncertaintyAvoidance不確定性規(guī)避LowUncertaintyAvoidanceHighUncertaintyAvoidance2.5LongVersusShortTermOrientation長期取向與短期取向2.Hofstede’sFiveValuesDimension霍夫斯泰德的文化五維度2.Hofstede’sFiveValuesDimension霍夫斯泰德的文化五維度KeytermsGeertHofstede吉爾特·霍夫斯泰德GlossaryComprehensiveQuestions3.KluckhohnandStrodtbeck’sValueOrientation

克拉克洪—斯托特柏克價值取向KluckhohnandStrotdtbeck'sfivevalueorientationsabovecanbesummedupinthefollowingtable:(王維波,車麗娟.2013)Table2-1FiveValueOrientations3.KluckhohnandStrodtbeck’sValueOrientation

克拉克洪—斯托特柏克價值取向KeytermsIBM:InternationalBusinessMachinesCorporation國際商業(yè)機器公司

KluckhohnandStrodtbeck克拉克洪—斯托特柏克構(gòu)架GlossaryComprehensiveQuestions4.EdwardT.Hall’sHighandLowContext愛德華·霍爾高低語境

CharacteristicsofHigh-contextCulture

Characteristics

of

Low-context

Culture4.EdwardT.Hall’sHighandLowContext愛德華·霍爾高低語境KeytermsHighcontextandLowcontext高語境和低語境Scandinavian斯堪的納維亞（人）的GlossaryComprehensiveQuestionsExtendedActivities:CaseAnalysisCase1:LiuZhong,thePresidentofaChinesefirm,toldastoryonaradioprogramofhowheoncealmostlostavaluableAmericanemployeeworkingforhiminNewYork.HeemailedeverydaytotheAmerican,inquiringfortheindexnumberhewasmostconcernedabout.Tohisgreatastonishment,hisAmericanemployeeturnedinhisresignationafteraweek.LiuZhongwaspuzzledhowtheemployeecoulddothattohim.Hehadgivensuchgreatattentiontotheemployee’sjob.AChineseemployeewouldhavebeenmorethanhappyifhisorherbosshadshowedsuchgreatconcernforhimorher.Hethenfoundoutthat,unlikeChineseemployees,theAmericantookwhatmeantgreatconcerntoChineseasdistrust.ButLiuZhongassumedunconsciouslythattheAmericanwasmoresimilartohisChineseemployeesthanheactuallywasandtreatedhimjustashetreatedanyChineseemployee.ExtendedActivities:CaseAnalysisQuestionsforDiscussion1. WhydoestheAmericanemployeeturninhisresignation?2. WhatkindofresponsemayaChineseemployeehaveifabossshowsgreatconcernforhimorher?3. Whatarethereasonsofthiscommunicationbarrier?ExtendedActivities:CaseAnalysisCase2

ExchangingforsomeCountryAcontrolledlandinCountryB,CountryB’sgovernmentagreedtobuildupanewfacilityatanothermilitaryinstallationcontrolledbyCountryA’sarmy.Afterthepreliminarydrawingswerecompleted,aconferencewasheldwiththetwostates’engineersandonetranslatorrepeatedquestionsinCountryA’slanguage;theCountryA’squestionswerethentranslatedbackintoCountryB’slanguage.ACountryA’sengineeraskedaquestionaboutthemaximumdistanceallowedbetweentwopointsthathehadindicatedinthedrawing.Thequestionwastranslated,andaCountryB’sengineerquicklyraisedhishandwithhisindexfingerpointingupwardandanswered“onemeter”.Thetranslator,thinkingnotranslationwasnecessary,remainedsilent.TheCountryB’sengineerswrotetwometersintheirnotes;theCountryA’sengineerwroteonemeter.(InCountryB,whenusingfingerstoshowanumber,begincountingwiththethumbasnumberone;therefore,theindexfinger,beingthesecondfingerfromthethumb,representsthenumbertwo.)ExtendedActivities:CaseAnalysisQuestionsforDiscussion1. WhydidthetranslatorthinknotranslationwasnecessarywhenCountryA’sengineeranswered“onemeter”?2. DoestheindexfingerrepresentthesamenumberinCountryAandCountryB?3. Canyouusethisexampletoexplainthatencodinganddecodingaretheareaswheremiscommunicationtakesplace?ActivitiesTask1

Task2Task3

Task4FurtherReadingConfuciusandConfucianismSelf-assessmentlogIcandefineculturalvalues.Icandescribethecharacteristicsofculturevalues.IcanunderstandthecomparisonbetweenChinesevaluesandwesternvalues.FurtherdiscussionCommunicationandcultureareinseparable.Provideexamplestoexplainthatcultureiscommunicationandcommunicationisculture.Unit3ManagingInterculturalConflictsLearningObjectivesAfterlearningthisunit,youshouldbeableto:defineinterculturalconflicts;describeculturalshock;understandtheimportanceofinterculturalconflictsandculturalshock.Warm-up1.Whatisyourfirstfeelingaboutculturalshock?2.Usesomeexamplestoexplaininterculturalconflicts.Unit3ManagingInterculturalConflictsBackgroundExpressionsofinterculturalconflicts

Thetwopartiesholddifferentnotionsofhierarchy.Thetwopartiesholddiverseexpectationsofwomanhood.ThetwopartiesresponddifferentlytowardEuropeancivilization.Thetwopartiesdiverseintheirmanners.Everyculturehasitsreasontoexist.Nooneisabsolutelysuperiororinferiortoanother.Ifbothpartiescanadoptarational,tolerantattitudetoothers’behavior,speech,mannersandhabits,thetragedymaybeavoidable.Unit3ManagingInterculturalConflictsFocusedStudy1.InterculturalConflicts跨文化沖突2.CultureShock文化休克3.EffectiveManagement有效管理1.InterculturalConflicts跨文化沖突KeytermsPushingHands

《推手》

GlossaryComprehensiveQuestionsCultureShock文化休克2.1FeelingofCultureshock文化休克感知Peoplesufferalotattheverybeginning,astheyusuallygothroughthefollowing.Familiarsignsandsymbolsarelost

FamiliarcuesareremovedAllculturesarenotexactlythesame2.CultureShock文化休克2.2StagesofCultureShock文化休克的階段

TheHoneymoonStage

TheHostilityStageTheRecoveryStage

TheAdjustmentStageTheBiculturalismStage2.CultureShock文化休克2.3SymptomsofCultureShock文化休克癥狀PhysicalsymptomsofcultureshockPsychologicalsymptomsofcultureshock2.4SymptomsofReverseCultureShock反向文化休克癥狀2.CultureShock文化休克KeytermsBiculturalism二元文化

GlossaryComprehensiveQuestions3.EffectiveManagement有效管理3.1DefenseMechanismsagainstCultureShock克服文化休克的預(yù)防機制

Repression

Regression

Isolation

Rejection3.EffectiveManagement有效管理3.2AlleviatingCultureShock減輕文化休克LearningthroughoutyourstayGetinvolvedMastersimpletasksTrytounderstandLearntolivewithambiguityBeempatheticBeflexibleandresourcefulBehumorous3.EffectiveManagement有效管理KeytermsCultureshock文化休克

GlossaryComprehensiveQuestionsExtendedActivities:CaseAnalysisCase1ABritishyoungmanistalkingwithhisfriendsabouthisexperienceofhisfirstvisittohisChinesetutor,“AssoonasIsatdownwithmytutor,thehostess---mytutor’swife,cameuptomewithacupofcoffee.Idranktencupsofcoffeeinlessthananhourstayingatmytutor’shome...”QuestionsforDiscussion1.IstheBritishstudentcrazyaboutcoffeesothathedrinkstencupsofcoffeeathistutor’shome?(房玉清,姚穎2014)ExtendedActivities:CaseAnalysisCase2LiHua,aChinesestudentstudyinginBritain,wasonceinvitedbyherBritishclassmateJamestohishousetocookaChinesemeal.HertwoChinesefriendswerealsoinvited.Theybusiedthemselvesinthekitchen,makingdumplingswhileJamesdidsomethinginthegardenandhiswifesatonthesofareading.LiHuafeltalittleupset,forshethoughtthatboththehostandthehostessshouldoffertohelpwiththekitchenwork.Themealwasgreatandeveryoneenjoyedthemselves.Thecouplekeptcomplimentingthemontheircookingskillsandaskedfortherecipe.Butthenafterthemeal,thecouplejustputdowntheirchopsticksandstartedmindingtheirownbusiness,leavingtheChinesegueststoclearthetableanddothedishes.LiHuafeltabsolutelyconfusedandevengotangry.(房玉清,姚穎2014)QuestionsforDiscussion1.Howdoyouunderstandthiscase?ShouldLiHuagetangry?ExtendedActivities:CaseAnalysisCase3ZhangYunhadjuststartedworkingforaforeign-ownedenterprise.Hewassittingathisworkstationbuthadnotbeengivenanyassignmentthatheshouldbedoingatthismoment.Hewasrelaxingandwaitingandthenthoughthewouldtaketheopportunitytohavealookaround.Hepokedhisheadintoseveralofficesjusttoseewhattherewastobeseen.Suddenly,Mr.White,whoalsoworkedinthecompany,cameuptohimandangrilyaskedhimwhathewasdoing.ZhangYunwasembarrassed.Helaughedandquicklystartedtomovebacktowardhisworkstation.ThisdidnotseemtosatisfyMr.Whitewhostartedtotalkrapidlyandangrily.Hopingtocalmhimdown,Mr.Zhangsmiledandapologized,tryingtoexplainthathewastryingtolearnmoreaboutthedepartment.However,Mr.Whitegotevenangrier.Finally,anotherworkercamebyandcalmedhimdown,butMr.Smithleft,stilllookingangry.Mr.Zhangsighed;heknewhehadmadeabadstartbutstilldidn’tunderstandwhy.(房玉清,姚穎2014）QuestionsforDiscussion1.WhydidMr.WhitegetsoangrywithMr.Zhang?2.CanyoufigureoutsomedifferencesbetweenwesternersandChinesefromthiscase?ExtendedActivities:CaseAnalysisCase4

ZhangZhidong,oneofthetopofficialsintheQingDynasty,wasinvitedtovisittheUnitedStates.Hewaswarmlywelcomed.Oneday,ZhangwashostingabanquetfortheAmericanofficialsatapopularrestaurant.Asthebanquetstarted,accordingtotheChinesecustom,Zhangstoodupandsaid,“Iamveryhappytohaveallofyouheretoday.Althoughthesedishesarecoarseandnotdeliciousandgoodenoughtoshowmyrespectforyou,Ihopeyouwillenjoythem...”Thenextday,theEnglishversionofhiswordswasshowninthelocalnewspaper.Tohisshock,therestaurantownerflewintoarage.HethoughtitwasaninsulttohisrestaurantandinsistedthatZhangZhidongshouldshowhimtheevidenceofwhichdishdamagedthereputationoftherestaurant,andheshouldapologize.AllthefussmadeZhangZhidongratherembarrassed.（房玉清，姚穎2014）QuestionsforDiscussion1.CouldtheWesternersunderstandChinesemodesty?FurtherReading

LettertoDavid

David’sResponseGroupworkDivideyourselvesintogroupsof4or5andchooseaspecificculturalshockinEnglishandmakealistaboutwhatthegroupmembersknowabouttheculturalshock.Self-assessmentlogIcandefineinterculturalconflicts.Icandescribeculturalshock.Icanunderstandtheimportanceofinterculturalconflictsandculturalshock.Unit4

VerbalCommunicationLearningObjectivesAfterlearningthisunit,youshouldbeableto:defineverbalcommunication;describeandclassifyoforalcommunicationandwrittencommunication;understandtheaccurateusagesofbothoralandwrittencommunication.Warm-up1.WhatarethemajordifferencesbetweentheChineseandpeoplefromothercountrieswhentheytalktoeachother?2.Useyourownexperienceorsomeexamplesaroundyoutoexplainthedifferences.Unit4

VerbalCommunicationBackgroundThebasisofcommunicationistheinteractionbetweenpeople.Throughcommunicationwetrytoeliminatethemisunderstandingbetweendifferentpeopleindifferentcultures,butsometimesthisisaveryhardthingtodo.Communicationmethodsprovideameansforpeopletoshareinformation,ideasandplans.Verbalcommunicationmethodsplayasignificantroleineverydaysociety,enablingsystemsandprocessestoproceedinanorderlyfashion.Unit4

VerbalCommunicationFocusedStudy:1.VerbalCommunication言語交際2.OralCommunication口頭交際3.WrittenCommunication書面交際1.VerbalCommunication言語交際2.1AddressForm稱呼語2.2GreetingsandPartings問候語和告別語2.3Compliments恭維語2.4TopicPicking話題選擇2.OralCommunication口頭交際2.1AddressForm稱呼語2.2GreetingsandPartings問候語和告別語2.3Compliments恭維語2.4TopicPicking話題選擇2.OralCommunication口頭交際Keyterms

Powerandsolidarity權(quán)勢關(guān)系與同等關(guān)系外國的uncle,aunt和中國的“七大姑八大姨”

GlossaryComprehensiveQuestions3.WrittenCommunication書面交際3.1TypesofWrittenCommunication書面交際的類型

Letters

Emails

Runningrecords

Referrals

ReportsAssessmentsSummariesAgreementsMessages2.OralCommunication口頭交際3.2KeyIssues注意事項

Purpose

Relevance

Planning

Clarity2.OralCommunication口頭交際3.3BasicE-mailstructure電子郵件的基本格式Subject主題Salutations稱呼語Introduction導(dǎo)語/開頭Body正文好消息(Goodnews)壞消息(Badnews)請求(Request)道歉(Apologies)意見和建議(Opinion)可選項：告訴對方有附件Closing結(jié)束語Complimentaryclose結(jié)尾敬語2.OralCommunication口頭交際KeytermsE-mailGlossaryComprehensiveQuestionsExtendedActivities:CaseAnalysisCase1TomisanAmericanboywhofallsinlovewithaChinesegirlnamedZhangXiao.Today,heiscomingtoZhangXiao’shometopayavisittoherparentswhoknowslittleaboutEnglish.Atfirst,everythinggoessmoothly.ButZhang’sfatherfeelsawkwardaboutbeingcalled“Mr.Zhang”allthetimebyakid.HesuggestsTomtocallhim“uncle”.Tomisconfusedbutherespectsthecustom.WhenZhang’smothercomeshome,Tomgreetsandtellsherthatsheisveryprettyandsexy.ThatannoysZhang’sfatherandhethinksTomisanunreliableanddisrespectfulman.QuestionsforDiscussionWhatdidTomdoinappropriatelythatannoysZhang’sfather?CanyougivesomeadvicetoTom?ExtendedActivities:CaseAnalysisCase2AfterthefirstunsuccessfulmeetingwithZhangXiao’sparents,Tomdecidedtotryagain.HeaskedZhangXiaotopersuadeherparentstogivehimanotherchanceandexplaintheculturedifference.Tomwantedtofixeverythingright,soheborrowedsomebooksaboutChineseculture.Thistime,hewasdoinggreat,butonlyatfirst.Hecarefullychosethewordsheusedandbehavedpolitelyandhumbly.Zhang’sparentswereverysatisfiedandtheymadeteaforTom.Tomisunfamiliarwithteaandhedidn’twanttotry.Heaskedifhecouldhaveaglassofwater.ButZhang’sparentsinsistthatteawouldbebetterchoice.Tomhadhisfirstsipoftea,thendrankup.Zhang’sfatherthoughtthatTomlovedtheteaandpouredanothercupforhim.Tomdrankupagain,thenthecupwasfilledagain.Afterfiveorsixtimesofdrinkingandpouring,TomstartedtowanderwhyZhang’sfatherkeptfillinghiscupwithteathathedidn’treallylike.QuestionsforDiscussion1.PleaseexplainthereasontoTom.2.Whataretheculturedifferencesinthiscase?ExtendedActivities:CaseAnalysisCase3:Airportriderequest:QuestionsforDiscussionDistinguishthedifferencesamongthethreescenes.Explainthereasons.FurtherReadingHowtosay“yes”and“no”FurtherdiscussionCanyougiveexamplesofwordsinEnglishthatwereimportedintoChinesealongwiththeirculturalvalues?WhataboutChinesewordsthatarenowusedinEnglish?Self-assessmentlogIcanknowthemeaningofverbalcommunication.Icandescribeandclassifyoforalcommunicationandwrittencommunication;Icanunderstandtheaccurateusagesofbothoralandwrittencommunication.Unit5NonverbalCommunicationLearningObjectivesAfterlearningthisunit,youshouldbeableto:definenonverbalcommunication;identifynonverbalbehaviorandknowthemeaningbehind;understandhownonverbalcommunicationinfluencesourdailylivesineveryaspect.Warm-upDoessignlanguagebelongtononverbalcommunication?Useyourownexperienceorsomeexamplesaroundyoutoexplaintheimportanceofnonverbalcommunication.Unit5NonverbalCommunicationBackground

Peoplearemorefrightenedofbeinglonelythanofbeinghungry,orbeingdeprivedofsleep,orofhavingtheirsexualneedsunfulfilled”(FriedaFrommReichmenn).

Paralanguage:referstoallnonverbalcommunicationactions.(KinesicsandProxemics)Itincludesintentionalandunintentionalmessages.Unit5NonverbalCommunicationFocusedStudy1.NonverbalCommunication非言語交際BodyLanguage體態(tài)語Paralanguage副語言

ObjectLanguage客體語

EnvironmentalLanguage環(huán)境語1.NonverbalCommunication非言語交際1.1DefinitionsofNonverbalCommunication非言語交際概念1.2FunctionsofNonverbalCommunication非言語交際功能RepeatingConflictingComplementingSubstitutingAccenting/ModeratingRegulating1.NonverbalCommunication非言語交際KeytermsFunctionsofNonverbalCommunication非言語交際的功能GlossaryComprehensiveQuestions2.BodyLanguage體態(tài)語2.1FacialExpression面部表情SurpriseFearDisgustAngerHappinessSadness2.BodyLanguage體態(tài)語2.2GestureandPosture手勢及姿勢

“OK”sign

“Thumb-up”sign“V-shaped”sign“Finger-crossing”signOther“famous”gesturesPostureIdentifyingDifference:PostureandSittingHabits2.BodyLanguage體態(tài)語ThehandshakeThebody-guideThepatThearm-linkTheshoulderembraceThefullembraceorhugThehand-in-handThewaistembraceThekissThehand-to-headThehead-to-headThecaressThebodysupportThemockattack2.3Touch觸感2.4EyeContact眼神交流2.4EyeContact眼神交流KeytermsFacialexpressions面部表情GlossaryComprehensiveQuestions3.Paralanguage副語言3.1VoiceQualityandVocalization

音色及發(fā)音3.2Silence沉默3.Paralanguage副語言KeytermsParalanguage副語言GlossaryComprehensiveQuestions4.ObjectLanguage客體語

BodysmellClothesOthers4.ObjectLanguage客體語Keyterms服飾習(xí)慣的文化差異GlossaryComprehensiveQuestions5.EnvironmentalLanguage環(huán)境語5.1Time時間Monochronic-TimePeoplePolychronic-TimePeopleDoonethingatatimeDomanythingsatonceConcentrateonthejobAreeasilydistractedandsubjecttointerruptionsTaketimecommitments(deadlines,schedules)seriouslyConsidertimecommitmentsanobjectivetobeachieved,ifpossibleArelow-contextandneedinformationArehigh-contextandalreadyhaveinformationArecommittedtothejobArecommittedtopeopleandhumanrelationshipsAdheretoplansChangeplansoftenandeasilyAreconcernedaboutnotdisturbingothers;followrulesofprivacyAremoreconcernedwithpeopleclosetothem(family,friends,andclosebusinessassociates)thanwithprivacyShowgreatrespectforprivateproperty;seldomborroworlendBorrowandlendthingsoftenandeasilyEmphasizepromptnessBasepromptnessontherelationshipAreaccustomedtoshort-termrelationshipsHavestrongtendencytobuildlifetimerelationshipsTable5-1ComparisonofM-TimeandP-Timepeople5.EnvironmentalLanguage環(huán)境語5.2Space空間SexAge

Culturalandethnicbackground

TopicorsubjectmatterSettingfortheinteractionAttitudinalandemotionalorientationCharacteristicsoftheinterpersonalrelationshipPersonalitycharacteristics5.EnvironmentalLanguage環(huán)境語KeytermsTime時間Space空間GlossaryComprehensiveQuestionsExtendedActivities：CaseStudyCase1Inaninterrogationchamber,asuspectnamedTomisconsideredasahit-and-rundriver.Policehasthefootage,showingthatthevehiclebelongstoTom.Unfortunately,theycan’tgetaclearlookatthedriverduetothedarknight.DetectiveJohnsonrantheplatenumberandarrestedTominalocalbaranhourafterthecaraccident.Tomclaimsthatheborrowedhiscartoafriend’sfriendwhohecouldn’tprovideanyinformationabout.What’sworse,TomcannotreachhisfriendatthistimebecausehisfriendisonaplanetoAustralia.DetectiveJohnsondecidestoobserveTom’sbehaviorandseewhetherhecanfindsomecluesornot.Tomisverycalmatfirst.ThenanOfficercomesinandaskshimabouthiswhereabouts.Tom’sfacebeginstoshowasenseoffearandpanicandheisunconsciouslyavoidingeyecontactwiththatofficer.Hiseyebrowsareraisedanddrawntogetherandhestartsmumblingabouthislocationwhenthecaraccidenthappened.Heconstantlytoucheshisneckandhisfeetarealltowardsthedoor.Afterobservation,DetectiveJohnsonassuresthatTomisthemanwhocommittedthecrime.Fourhourslater,thepolicefindsthedumpedcarandevidenceshowsthatTomistheonewhodrovethevehicleandhitaninnocentpedestrian.QuestionsforDiscussion1.HowcanDetectiveJohnsonbesosurethatTomisthehit-and-rundriver?2.IfyouwereTom,whatwouldyoudotodeceiveDetectiveJohnson?FurtherReadingTop10NonverbalCommunicationTipPayAttentiontoNonverbal