跨文化交际(UNIT 8).ppt

ReviewofUnit7,WhatisM-TimeandP-Time?Whichdoyouthinkisthedominatingtimesysteminourculture?2.Whatistherightwayofdealingwithissuesofspaceandprivacyinaninterculturalenvironment?,InterculturalCommunicationUnit8Cross-CulturalPerception,WarmUp,Pleasereadthestoryonpage264andfillintheblanks.Whatdoyouthinkofthestory?“ItoldtheEnglishmanitwasthe1sportingthingtodo,andhejumped.ItoldtheFrenchmanitwas2chic;theGermanthatitwasa3command;theItalianthatitwas4forbidden;theRussianthatitwas5revolutionary;sotheyalljumpedoverboard.”“AndhowdidyougettheAmericantojump?”“Noproblem,”saidthecaptain,“Itoldhimhewas6insured!”Ofcourse,whatthestorytellsusaboutpeopleofthosedifferentnationscanonlybepartiallytrueatbestandwemustbeawareofsuchovergeneralizationandoversimplificationinourperceptionofpeopleofothercultures.,FrenchLeaveandDutchCourage(p265-267),DoyouknowsometermsandexpressionsinEnglishthatareformedwithnamesofothernationalities?Danishpastry,Flemishbond,Irishstew,Italichandwriting,Portugueseman-or-war,Russianroulette,Spanishfly,Scotchpine,Swissroll,TurkishdelightandWelshrarebit;Belgianhare,Dutchbarn,Frenchletter,Germanmeasles,GreekgiftsandSwedishdrill.AmongtheEnglishidiomsmentionedinReadingI,someareemotionally“neutral”inthattheyonlydealwith“floraandfaunaandproducts”thatarenotnativetoEngland.However,someotheridiomsmaycarrytheBritishculturalvaluesandattitudestoothernations.,FrenchLeaveandDutchCourage(p265-267),DoyouknowsometermsandexpressionsinEnglishthatareformedwithnamesofothernationalities?Forinstance,idiomswhichareculturallyneutralinclude:Danishpastry,Flemishbond,Irishstew,Italichandwriting,Portugueseman-or-war,Russianroulette,Spanishfly,Scotchpine,Swissroll,TurkishdelightandWelshrarebit.Idiomswhichareculturallyloadedinclude:Belgianhare,Dutchbarn,Frenchletter,Germanmeasles,GreekgiftsandSwedishdrill.,FrenchLeaveandDutchCourage(p265-267),ManyidiomsconcerningothernationssuggestthattheBritishsusedtoholdothersinderisionandcontempt.ButallthoserelatedtotheBritishthemselvesindicatethattheBritishusedtoviewthemselvesinpositiveways.Homework:FinishtheFill-inTaskexercise(p268).Whatdotheymeaninthesentence?,Fill-inTask(p268),1.ExcusemyFrench,buthesabloodynuisance!2.TheheadmasteralwaystalkstothepupilslikeaDutchuncle.3.Idontunderstandthisbookatall,itsallGreektome!4.Ifyouwantedmetogo,whydidntyousaysoinplainEnglishinsteadofmakingvaguehints?5.ScratchaRussian,andyoullfindaTartar.DoyouunderstandwhatImean?,Fill-inTask(p268),6.Keepawayfrom;hisIrishisup.7.IllhaveacoupleofdrinkstogivemeDutchcourage.8.Itsgoodtoseethatoldfilmstarenjoyinga(n)Indiansummerwithhersecondhighlyacclaimedfilmthisyear.9.Beforesheleft,shesaidafinalgoodbyeandgivehimalongFrenchkiss.10.ThecompaniesdonotwishtoWelshontheirdebtstobankerifthoughtheirbusinessseemstobenotgoodatthemoment.,ReadingII,Readthearticle“EthnocentrismandEthnorelativism”(p272-276).1.Whatisethnocentrism?Mostotherculturesarebackwardcomparedwithmyculture.Mycultureshouldbetherolemodelforothercultures.Otherculturesshouldtrytobemorelikemyculture.Mostpeoplefromotherculturesjustdontknowwhatsgoodorthem.Mostpeoplewouldbehappieriftheylivedlikepeopleinmyculture.Peopleinmyculturehavejustaboutthebestlifestylesofanywhere.Lifestylesinotherculturesarenotasvalidasthoseinmyculture.Idonotcooperatewithpeoplewhoaredifferent.,ReadingII,Readthearticle“EthnocentrismandEthnorelativism(p272-276)”.1.Whatisethnocentrism?Idonottrustpeoplewhoaredifferent.Idislikeinteractingwithpeoplefromdifferentcultures.Ihavelittlerespectforthevaluesandcustomsofothercultures.Otherculturesaresmarttolookuptomyculture.Otherpeoplearemuchthesameasmypeople.Ourwayofdoingthingsistheonlyrightway.,ReadingII,Ethnocentrismisnegativelyjudgingaspectsofanotherculturebythestandardsofonesownculture.Itisthetechnicalnamefortheviewofthingsinwhichonesowngroupisthecenterofeverything,andallothersarescaledandratedwithreferencetoit.Itoccurswhenournationisseenasthecenteroftheworld.Inotherwords,itreferstoourtendencytoidentifywithouringroupandtoevaluateoutgroupsandtheirmembersaccordingtoitsstandard.,ReadingII,Itisnotsuggestedthatethnocentrismisalwaysdeliberate.Oftentheexpressionofethnocentrismisafunctionofhowwearesocialized.(seeexamplesonp273)Ethnocentrismoftenisexpressedinthewaypeopledrawtheirmaps.Peopletendtodrawmapsoftheworldwiththeirowncountryatthecenterandwithotherpartsoftheworlddepictedasperipheral.Ethnocentrismcanalltooeasilyleadto“us”versus“them”thoughtandlanguage.Thecollectivepronouns“us”and“them”becomepowerfulinfluencesonperception.Thenamesgivento“them”canbeusedtojustifytheirsuppressionandeventheirextermination.(seethepoem“WeandThey”onp280-281),ReadingII,Itseemstobereallyimpossibletoeradicateethnocentrismthrougheducationandinterculturalexchange;however,theydohelpreducethedegreeofethnocentrism,asortofnaturaltendency,forpeopleliveinthecontextoftheirculturesotheycanhardlygetridoftheirculturesinfluencesontheirthinking,behavingandwayofliving.Whatoneneedstodoistodeveloptheattitudeofethnorelativism.Whatisethnorelativism?Itisjustoppositetotheattitudeofethnocentrism;itisculturalrelativism.Itinvolvestheviewthatallculturesareofequalvalueandthevaluesandbehaviorsofaculturecanonlybejudgedusingthatcultureasaframeofreference.,DiscoveringProblems,thestereotypedimagesofdifferentculturesintheUS(p276-278)andthestereotypesofAmericans(p278-279)Sincemostofinformationwegetaboutpeopleofothernationscomesfromthemassmediatoday,itisverydifficultforustoavoidbeinggreatlyinfluencedbythemediainourformationofimpressionsofotherpeoples,andourimpressionstendtobecomestereotypesthatmayhinderusfromtrulyunderstandingthosepeoplesininterculturalcommunication.Besides,whatimpressionswehaveformedaboutpeopleofothernationsmayalsobedifferentfromwhattheyviewthemselves.Forinstance,ithasbeennotedthatthereoftenexistsadisparitybetweenthewayU.Speoplethinkofthemselvesandthewaytheyareviewedbyforeigners.Pleaselookattheresultsofasurveyinthefollowing:,DiscoveringProblems,U.SPersonsViewsofThemselvesInformal,friendly,casualEgalitarianDirect,aggressiveEfficientGoal/achievementorientedProfitorientedIndividualisticProgressiveEnthusiasticOpen,ForeignersViewsofU.SPersonsUndisciplined,toopersonalformaleducation.Symbolicracism:expressedintermsofthreatstopeoplesbasicvaluesandtothestatusquo.Tokenism:certainpeopleharbornegativefeelingsaboutagivengroupbutdonotwanttoadmitthisfacttothemselves;theyengageinunimportant,butpositiveintergroupbehaviors,thustheycaneffusetoperformmoreimportantintergroupbehaviors.,StereotypeandPrejudice(p292-295),Classificationsofprejudice:Arms-lengthprejudice:certainpeopleengageinfriendly,positivebehaviortowardoutgroupmembersincertainsituationsbutholdthosesameoutgroupmembersatan“armslength”inothersituations.Reallikesanddislikes:membersofthegroupengagedinbehaviorsthatpeopledislike;shouldbegivenmoreattention.Thefamiliarandunfamiliar:toexperiencebehaviorsorideasthatareunfamiliarandhencefeeluncomfortable;alackofunderstandingandaninsensitivityregardingotherculturalgroups.,StereotypeandPrejudice(p292-295),Relationamongstereotypes,prejudiceanddiscrimination:Whencognitions(stereotypes)areassignedvalues(prejudice),wemayenactbiasedaction(eg.discrimination).Prejudicevariesprincipallyalongthedimensionofintensity.Fivecommonformsofprejudicecanbeidentifiedintermsofintensity:verbalabuse,physicalavoidance,discrimination,physicalattack,andmassacre.Howtoovercomestereotypesandprejudice:Empathyisthemaincommunicationskillweshouldlearntosolvetheproblemthroughtheface-to-faceinteraction.Empathicpersonsknowhowtoshowunderstandingbyprojectingthemselvesintotheirpartnersposition.Thismeansthattobeempathicininterculturalinteractionsweneedtobeopen-mindedintermsofinformationsharings,tobeimaginativeincorrectlydrawingthepictureofotherssituation,andtoshowacommitmentorstrongwillingnesstounderstandourculturallydifferentpartnersinanykindofsituation.,CaseStudy,Case29(Page285)Inthiscase,boththewhitepeople(theVirginiaGovernment)andtheIndianswereethnocentric.ThewhitepeopleseemedtobelievethattheirlearningandscienceswerewithoutdoubtsuperiortotheIndianslearning.TheydidntexpectthatwhattheyconsideredasgoodfortheIndianyouthwouldbetakenas“totallygoodfornothing”bytheIndians,towhom,thewhitepeopleslearningandsciencescouldbeinapplicableintheirlivingenvironmentandirrelevanttothewaytheypreferredtolive.Ontheotherhand,theIndianswerealsosomewhatethnocentricwhentheyimpliedthattheireducationwasbetterbyaskingthewhitepeopletosendtheirsonstobeeducatedbytheIndiansandpromisingthattheywouldbeableto“makemenofthem”throughinstructingtheminalltheIndiansknew.,CaseStudy,Case30(Page286-287)ItissaidthattheeventwhichreallymarkedadividingpointinWesternimagesofChinawasthevisitofU.S.PresidentRichardNixontoChinainFebruary1972.“AweekthatchangedtheWorld”wasNixonscharacterizationofhisowntripandhisviewwassharedbymanyAmericans,becauseitsymbolizedthattheU.S.nolongerregardedChinaasamajorenemy,perhapsevennotasanenemyatall.ImagesofcontemporaryChinawerechangeddrasticallyintheprocess.,CaseStudy,Case31(Page287)ItseemsthatIanand