跨文化交际理论与实践上外外汉3

1Intercultural Communication: Theory and Practice跨文化交际理论与实践Fall semester, September- January, 2013Instructor: 王一安Email: ; Course blog: 和而不同 并行不悖 /u/2421784760课程概述：本课程为国际汉语教育硕士专业的必修课程。课程采用多种教学策略（如讲授、讨论、案例分析、播放影像资料和模拟游戏等），帮助学习者理解跨文化交际的基本概念和相关理论，培养跨文化意识，提高跨文化交际能力，掌握应对跨文化冲突的技能，使他们在今后的教学中能与来自不同文化背景的同事和学生进行有效、恰当的沟通，并能在教学中将对外汉语教学与跨文化交际能力培养有机结合。Course description: This is a required course for MA students of international Chinese education program. It will use varied cross-cultural learning strategies (lectures, videos, discussions, case studies, simulation games) to expose participants to a broad range of psychological perceptions, cross-cultural issues, situations and concepts. Students will increase cross-cultural awareness and sensitivity, develop intercultural communication competence, and improve skills in handling cross-cultural conflicts. They are expected to develop a personal intercultural perspective and cross-cultural skills which can be applied for career development and effective interaction. In addition, this course will also encourage students to consider how to implement intercultural education in their Chinese teaching. 课程目的：通过本课程的学习，学习者能够1. 培养跨文化意识和敏感性，深入认识自己的本族文化，了解其他不同文化；2. 认识自己的文化身份，了解自己的个性特征，以开放的态度面对待学习和工作任务；3. 了解跨文化冲突产生的根源，掌握避免和应对跨文化冲突的技能；4. 培养恰当的态度和有效的跨文化交际技能，主要包括在多元文化环境中善于观察、理解、移情、适应和调整的能力；5. 认识国际汉语教育中的跨文化教育的意义，能够根据不同学生群体灵活调整教学策略，并能将汉语教学与跨文化交际能力培养有机结合。Specific Course Objectives: This course is to help each participant develop: 1. General Cross-cultural Awareness and Sensitivitya. of participants OWN culture (new insights into the Chinese culture)b. of OTHER cultures in general (several cross-cultural frameworks)22. Specific Self Awareness for Communicative EffectivenessHelp participants understand who they specifically are in relation to the Chinese culture to cultivate the self-understanding and open attitudes needed for effective professional or international opportunities.3. Effective conflict or misunderstanding management skillsClassroom activities will seek to develop psychological and cultural awareness for analyzing and considering common cultural misunderstandings and conflicts. Conceptual frameworks will be introduced to provide participants with a “tool kit” for facilitating cross-cultural comparison and understanding. 4. Effective Cross-Cultural Skills and AttitudesThe above concepts will be applied to help train ICC abilities to observe, understand, empathize, accept ambiguity, adjust, adapt, and effectively function in diverse, multicultural environments.5. Effective Cultural Skills for International Chinese EducationInclude both the ability to adjust teaching strategies to meet the needs of different groups of students and the ability to integrate Chinese language teaching and intercultural communication competence development. 参考书目 Sourcebooks: 1跨文化交际学（陈国明），华东师范大学出版社， 2009。2跨文化外语教学（张红玲），上海外语教育出版社，2007。3跨文化交际学概论（胡文仲），外语教学与研究出版社，1999。4中西文化之鉴（L. Davis,），外语教学与研究出版社， 1999。成绩评定 Grading Policy:The course grade is composed of the following items: 1. Class attendance and performance (5 %)2. Posting and chatting on online discussion broad (5 %) (at least 3 times) 3. Reflection paper 1: My cultural story (10%) 4. Mid-term exam (20%) 5. Intercultural ethnographic interview project (two reflective Journals and a written report). (30%) - First reflective journal of ethnographic project - Second reflective journal of ethnographic project - Written Report - In-class symposium 6. Final Intercultural Portfolio: (30%) 教学安排 Course schedule:The following schedule may be altered or amended during the semester. You will be informed of any changes in advance.1. 9/24 跨文化交际概述及课程简介（Introducing IC and this Course）32. 10/08 文化的概念与语境（Understanding Concepts of Culture and Context）文化模式和价值理论(Understanding Cultural Patterns and Value Frameworks) 中国传统文化及其影响因素 (Understanding Chinese Cultural Roots)3. 10/22 文化意识和交流障碍 （Cultural Perceptions and Barriers to Communication）跨文化研究中的民族志研究方法 （Ethnographic approach to intercultural research）- My cultural Story Due4. 11/05 文化、语言与交际风格 （Culture, Language and Communication Style） 非语言交际（Dimensions of Non-verbal Communication） 5. 11/19 文化与身份 （Culture and Identity ）文化冲撞与跨文化适应（Understanding Culture Shock and Cross-cultural Adjustment）- First reflective journal of ethnographic project due(Mid-term examination)6. 12/ 03 跨文化冲突（Understanding Intercultural Conflicts and Conflict Management）跨文化交际能力（Understanding Intercultural Communication Competence）- Second reflective journal of ethnographic project Due7. 12/17 工作中的文化差异（Cross-cultural Approaches to Work）教育中的文化差异（Cross-cultural Approaches to Education）- Written Report of ethnographic project Due 8. 12/29 课堂讨论：In-class symposium to discuss- Final Intercultural Portfolio Due4Instructions of the course evaluation Journal one: My Cultural Story (10/22)Journal 1 consists of the description of one self-selected picture that the student felt represented his/her identity culture. Some of the learners actually took pictures to show important elements of their culture. Especially interesting were the photos that represented their home cultures, as well as those of study abroad experiences where learners showed the importance of cultural artifacts, clothing, actions, and described other people appearing in them. In some cases learners took a new picture in which they presented important objects in their cultures to explain the symbolism in their composition. Some learners selected a picture where they appeared alone while other learners appeared with friends or relatives in a particular context (e.g. church, school, at home, during a celebration, at the dorm, in the park, in the street). Cultures that were represented in the learners pictures were their own or one they are familiar with. Learners justified the selection of their picture and described (following the structure studied in class) and explained the cultural aspects represented. Example: This extract of Anas composition 1 shows how she selected a few artifacts to describe her cultural identity, nationality, religion, gender, and educational background in her self-culture assignments. For example, she describes a hanbok to represent her Korean heritage and a scarf from the world cup in Germany to represent her German cultural heritage, a bible to represent her religion, as well as pins for her university to represent her student life. We all have a story. Some people write their stories in books and others, like Frida Kahlo, tell their stories through art. My photo is a self-portrait that can be considered art. This picture tells the story of my lifeit expresses what is important to me and represents what I achieved in my life so far. In this photo I am smiling and sitting at home. I am wearing a traditional Korean dress, and a scarf from Germany. The dress is beautiful, with pink, green and dark colors. It has pink floral details as well. The scarf is from the 2006 World Cup that took place in Germany. It has all the colors of the German flag-black, red, and gold. I have the Bible in my hands and a photo album of my friends and my family. At my feet I have other symbolic things. I have my graduation gown from high school that was held in Constitution Hall in Washington DC, I also have a painting I did myself and a letter from my high school (in Maryland) that has some pins of the activities in which I participated. Also, I have running shoes, a tennis ball, some goggles, and finally a painting of a butterfly. All these objects are important because they represent something in my life. What I am wearing represents a cultural mix that enriches me. My mother is from Germany that is why I am wearing the German scarf, and my father is from Korea-so I am wearing the traditional Korean dress called hanbok”. The reason I took this picture at home is because there I am more comfortable. Moreover, the house represents a family place, a place of love, and a place where I can feel secure (Ana, Composition 1)19Mid-term ExamAn open test based on some basic terms of IC and some critical incident analysis.Intercultural Ethnographic Interview Project You (you may also choose a partner to team-work on a same interview topic) will be conducting an intercultural ethnographic project which includes two interviews on the same topic during the semester. The second interview is expected to be based upon your first interview, and go into as much depth as possible for exploring more understanding about the chosen topic. However, we understand and accept that due to the nature of the ethnographic interview process, it is possible that a new or related topic will be emerged in your second interview. In terms of the interview topics, we will provide you some interview topics for 5your reference at the beginning of the semester. You will also be submitting a one-page reflective journal in English/Chinese upon the completion of each interview. Detailed information about the reflective paper will be given later to facilitate the integration of your interview and personal reflection about this cross-cultural experience. We will help you locate your interviewee/ topics at the first seven week of the semester. Learners are encouraged to use epal/ QQ/Wechat tools to conduct Online ethnographic interview globally under the lecturers guidance. Due to the limited Chinese/English proficiency, you could conduct this interview project in English/Chinese. At the final weeks of instruction, we will organize an in-class symposium to discuss and share with your classmates about your experience of conducting these interviews. Detailed information about the symposium will also be released later. To assist you conducting this project successfully, in week 3, we will arrange an in-class instruction to help you familiarize what ethnographic interview techniques are, how these techniques can help you better understanding perspectives from other people with different cultures. In week 4 and 5, we will provide a ten-minute individual tutorial session to help you be familiar with the interview techniques and choose the topics. We will arrange a workshop on online interview in week 4 to help those learners who are willing to conduct global online ethnographic interview.The purpose of this project is to increase your cross-cultural sensitivity, and further prepare you to become a sensitive and understanding individual to be succeeds in your future cross-cultural encounters. To ensure the project is appropriated conducted, and you will benefit most from the project, Please remember the following deadlines in your mind. First Reflective Journal ( 11/19)You will be submitting a one page reflective journal that reflects upon what you have learned in general from your first interview. The following questions might help you organize your thoughts for writing this journal, but you are encouraged to provide more insights beyond these eliciting questions. 1) Please first specify what your interview topic is, what region is your interviewee from, and provide the information of how much time you spent conducting this interview.2) How did you feel about the interview (ex: the atmosphere of the interview, getting acquaintance with your interviewee, etc.)?3) What did you talk about in the interview?4) What information did you obtain from the interview? What have you learned from this interview?5) Was the information that you had obtained from your interviewee different from your previous expectation? Describe it.6) What did you learn about your interviewees culture? Is there any similar cultural experience in your own culture?7) What do you plan to ask about in order to gain more and deeper understanding on the same topic in your next interview?8) Evaluate your first interview: Do you think it is a successful interview? Did youapply the ethnographic interview techniques in your interview? Please also turnin the checklist of ethnographic interview technique to your instructor on the duedate.Second Reflective Journal (12/03)Based upon your first interview, go into as much depth as possible for exploring more understanding about your chosen topic in your second interview. You will be submitting a one page reflective journal that reflects upon what you have learned in general from your second 6interview. The following questions might help you organize your thoughts, but you are encouraged to provide more insights beyond these eliciting questions:1) First, please specify your interview topic again, and provide information on how much time your spent on the second interview.2) How do you felt about the interview comparing to the first one (ex: the atmosphere of the interview, getting acquaintance with your interviewee, etc.)?3) What did you talk about in the interview?4) What additional information about the topic did you obtain from the second interview? What have you learned from the second interview?5) Have you gained any deeper understanding toward the topic? Please describe it.6) What did you learn about your interviewees culture from the second interview?Is there any similar cultural phenomenon corresponding to your own culture?7) Have you gained any new perspective about the chosen topic? Describe it.8) Evaluate your second interview: Do you think it is a successful interview? Did you apply the ethnographic interview techniques in your interview? Please also turn in the checklist of ethnographic interview technique to your instructor on the due date.Written Report ( 12/17)You will be submitting a one to two page written report that best reflects upon what you have learned from the interview project. Different from the previous two journals that you have submitted, in this short essay, please demonstrate whether or how you have developed a new understanding toward the chosen interview topic, after learning from your interviewee perspective and reflection on your own cultural basis. Further critical reflection on the topic is also encouraged.When working on this paper, try to imagine that you are going to give a short presentation on the topic that you have been investigated from the cross-cultural interview project: What do you want to tell people about your project? What have you learned from the project? What have you learned from your interviewee? How does ethnographic interview techniques help you obtain the information that you want to know? Have you found any differences or similarities about the particular cultural phenomenon between two cultures? Have you gained any new perspective based upon the two cultures about the chosen topic? What have you learned about your interviewees culture? What have you learned about your own culture? Any comment to make about this interview experience? Of course, the above questions just come to help organize your thoughts for this paper. Your further reflection and insight about the interviewed topic and project are highly encouraged beyond these eliciting questions. You might also want to consider integrating your written report to the oral presentation in the in-class symposium later. In-class Symposium (12/29 )Based on the Oxford dictionary, a symposium means “a collection of essays or papers on a particular subject by a number of contributors“. The design of the in-class symposium is to invite each of you, the contributor of your chosen topic, to exchange what you have learned from your cross-cultural interview project, and further generate more collective and intellectual discussion about the investigated topics.In this part of requirement, you will be asked to give a group-based presentation on your cross-cultura