大学英语I(写作)课程教案1-3.doc

Business Communication商务沟通课程教案Chapter One Fundamentals of Business CommunicationI. Teaching Objectives On completion of this Chapter, students should be able to:1. grasp the definition of communication;2. identify the importance of communication;3. understand the process of communication;4. identify the flow of communication;5. know how cultures influence communication and communication channel.II. The Points to Be Highlighted1. The Definition of Communication2. The Process of Communication3. The Flow of Communication4. Internal and External Communication5. The Influence of Culture on Communication III. Teaching Approaches and FacilitiesApproaches: 1. Pair/Group work 2. Discussion 3 Task-based approach4. Communicative approach 5. Questions and answersFacilities: blackboard, video clip; media classroom; on-line research; IV. Background Information 研究者、学术界关于沟通(communication)的界定不下百余种。要想给沟通下一个放之四海皆准的定义，实在是困难。因为在不同情境下，沟通必定表现出多样性特征。在此，我们把沟通定义为“人与人之间通过共同享有的象征意义、符号和行为等进行信息传递和思想交流的过程”。换言之，沟通即可以用表达感情、对话、通信、写作、倾听、和信息交流等词语表达的过程。 沟通的基本要素包括：（信息）发出者、（信息）接收者、编码、信息、渠道、噪音、解码、反馈和环境。下图反映了沟通的基本要素和过程。 V. Teaching Procedures and ContentsLead-in Read the following case and answer the questions.1. Why didnt the Taiwanese mention the memos that Judith had given to him?2. Why did the Taiwanese want face-to-face communication instead of memos?A New Zealand consultant, Judith, thought memos would provide an accurate record of information without too much formality, so she wrote memos to her client, the owner of a family business in Taiwan. She put her comments in writing in order to reduce misunderstanding, but the owner never acknowledged the memos. So she wrote more. Still no mention of them. Finally she asked Taiwanese friends what this meant. She learned that her status with the owner meant she should have face-to-face discussions with him. Memos are impersonal, and he thought she didnt want to get to know him. That made him reluctant to trust her. She was responsibly using an effective communication channel, as far as her own culture was concerned. But it was counterproductive in Taiwan.Specific Contents1. Definition of CommunicationSimply put, communication is an exchange of messages between individuals for the purpose of creating or influencing the meaning that others assign to events.2. The Importance of Communication Communication skills can help you acquire a first job or a better job. On the job, poor communication skills can be harmful. Having good communication skills can give you an edge over other job candidates.3. The Process of Communication Sender and Source（发出者和信息源） Participants in the communication process who communicate messages to an audience are called senders. Message（信息）A message is the written, oral, or nonverbal communication that sender transmits to an audience.信息一般通过符号表示。这些符号代表一定的意义，并可分为语言符号和非语言符号两大类。语言符号是代表特定事物或观点的字、词、句。除语言符号之外，非语言符号也是重要的交流方式，比如，身体语言，包括面部表情、手势、姿势、声调、外表等等。不同文化中，非语言符号涵义有所不同。比如，不直视某人在某些文化中表示对他人的尊重，而在另外一些文化中，则表示不诚实、企图隐瞒事实。 Encoding（编码） The activity of the sender choosing certain words or nonverbal methods to send an intentional message is called encoding. （编码指发出者输出信息前，选择语言和非语言信息的过程，亦即制造符号(creating symbol)的内心活动，这一过程可长可短。） Channel（渠道）Every message is transmitted through a channelthe medium through which the message sender and the message receiver communicate.Table 1-1: Three Typical Communication ChannelsTwo-way, face-to-faceInformal conversations, interviews, oral reports, speeches, and teleconferencesTwo-way, not-face-to-faceTelephone conversations and intercompany announcementsOne-way, not-face-to-faceWritten documents such as letters, memos, reports, and press release prepared traditionally or sent electronically (electronic mail, facsimile, voice mail)沟通的渠道是人们表达信息的手段，是传递被编码信息的途径。信息传递的路径多种多样：可以是书面形式的，如报纸和杂志等；可以是非纸介的电子形式，如电子邮件、手机短信等；也可以通过电波、光波和声波等形式，如电话、广播、电视等；既可以是平面化的，如信札、照片等，也可以是立体的，如可视电话、网络视频等。 Receiver（接收者）Receivers are the audience to whom messages are directed. Decoding（解码）The activity of the receiver attaching meaning to the words or symbols that the sender sends is called decoding.接收者在反馈信息之前，接收发出者发出的信息并赋予意义的过程被称为解码。影响赋予符号意义的因素很多，诸如生活经验、宗教信仰、性别年龄、社会角色与文化差异等。其中又以文化差异的影响最为显著。 Feedback（反馈）Feedback consists of messagesverbal and nonverbalthat convey a reaction to the communicators message.正常情况下，接收者收到发出者发出的信息之后，会对信息作出反应(response)，然后向发出者回送信息，这一回复信息的过程称之为反馈。正是因为有了反馈，沟通才能显现出双向、持续的动态性特征。 Noise（干扰）It refers to all the factors that interfere with the exchange of messages.干扰是阻碍人们准确理解信息的因素。干扰可以分为内部干扰(internal noise)、外部干扰(external noise)和语义干扰(semantic noise)。外部干扰来自于环境，可能阻碍信息的接收或理解，比如，课堂附近的建筑工地发出的各种噪音会直接影响授课、听课效果等。内部干扰出现在发出者和接收者的内心，使发出者和接收者关注的不是当前的交流而是其他事情。例如，一个学生放不下对丢失钱包的思虑，注意力根本不在课堂上，听课效果必然大打折扣。语义干扰是指所用词汇含有几种不同意义，可能会干扰接收者对信息的理解。 Context（语境）The communication context refers to the situation in which communication takes place and to every factor affecting its transmission。语境是指沟通发生的场所和情景。语境可以分为物理语境(physical context)、社会语境(social context)和人际语境(interpersonal context)。物理语境是指交际发生的真实客观环境，即交际互动是发生在室内或是室外，是公共场合还是私人聚会，周围环境喧闹还是安静，灯光明亮或是昏暗等等。社会语境是指在不同的社交场合人们对他人不同的行为期待，例如，人们在葬礼上的交际活动就有别于私人聚会。人际语境也是一种沟通环境。从人际语境可以看出沟通双方之间的关系，如师生、朋友、对头、上下级等，以及不同文化背景的两者相互交流等。Task DesignDevelop a list of possible barriers that may occur at each stage of the communication process.BarriersEncoding_Channel_Decoding_Feedback_Suggestion for ImprovementEncoding_Channel_Decoding_Feedback_4. The Flow of Communication Upward Communication（向上沟通）Messages flowing from subordinates to superiors are called upward communication. Upward communication conveys four types of messages:20Foreign Language Teaching and Research DepartmentHeilongjiang University What subordinates are doing Unsolved work problems Suggestions for improvement How subordinates feel about each other and the job向上沟通是指信息从较低层次向较高层次传递的过程。如下级、被管理者通过一定的渠道，与上级、管理决策层所进行的信息交流。下级、被管理者通过向上沟通可向上级管理者提供反馈、汇报各种信息，并告知当前存在的问题。上级、管理者也可通过沟通了解某些不足之处。向上沟通可采取面对面交谈、较正式的会议或情况介绍等形式，也可通过书面的形式传递。 Downward Communication（向下沟通）Downward communication occurs whenever superiors initiate messages to their subordinates. There are four types of downward communication: Job instructions Job rationale Procedures and practices Feedback向下沟通是指信息从较高层次向较低层次传递的过程，即信息的传递是从高级主管到中层主管，再到基层主管，最后到工作执行人员。例如，上层管理者给下属布置工作，进行工作指导，告知政策与程序等，通常采取向下沟通的模式。由于向下沟通可用来传达组织内部管理所需的规章制度、工作程序和日常信息，因而向下沟通具有权威性，可能包括下达正式的书面文件、介绍日常工作情况和布置工作或上下级之间单向的面对面交谈。 Horizontal Communication（水平沟通）Horizontal communication consists of messages between members of an organization with equal power. Horizontal communication serves five purposes: Task coordination Problem solving Sharing information Conflict resolution Building rapport向上沟通和向下沟通属于跨越不同层级的沟通，因此，可视为垂直沟通。当沟通发生在同一工作群体的成员之间，同一等级的工作群体成员之间，同一等级的管理者之间以及任何等级相同的人员之间时，这种沟通模式就被称为水平沟通或横向沟通。5. Internal and External Communication Internal Communication（内部沟通）Internal communication involves communicating back and forth within the organization through such written and oral channels as memos, reports, proposals meetings, oral presentations, speeches, and person-to-person and telephone conversation. External Communication（外部沟通）External communication refers to communication with an organizations major audiencesthe general public, customers, vendors and other businesses, and government officials.6. Communication and Culture High-Context Culture（高语境文化）High-context cultures prefer to use high-context messages in which most of the meaning is either implied by the physical setting or presumed to be part of the individuals internalized belief, values, and norms; very little is provided in the coded, explicit, transmitted part of the message.Communicators in these societies learn to discover meaning from the context in which a message is delivered: the nonverbal behaviors of speakers, the history of the relationship, and the general social rules that govern interaction between people. Low-Context Culture（低语境文化）Low-context cultures prefer to use low-context messages, in which the majority of the information is vested in the explicit code.To low-context communicators, the meaning of a statement is in the words spoken.7. Communication ChannelThe oral channel includes media such as face-to-face conversation, telephone calls, speeches, presentations, and meetings. The most common written media are letters, memos, and reports.Oral channel also includes voice mail, audiotape and videotape, teleconferencing and videoconferencing, closed-circuit television, and many more. Written media also include e-mail, faxing, computer conferencing (with groupware), websites, instant messaging, and more.VI. Assignments1. Finish the exercise2. Review and Preview VII. Reference Material1. Carol M. Lehman, William C. Himstreet & Wayne Murlin Baty Business Communication, 东北财经大学出版社, 1998. 第一章和第二章2. 刘永强. IMS商务英语（沟通篇）.南京：南京大学出版社，2007. 第一章Chapter Two Contrastive Rhetoric in Business CommunicationI. Teaching Objectives On completion of this Chapter, students should be able to:1. describe the definition of contrastive rhetoric;2. understand the relationship between culture, language, and rhetoric;3. analyze general sites of rhetorical contrasts in business communication;4. analyze specific sites of rhetorical contrasts in business communication.II. The Points to Be Highlighted1. the definition of contrastive rhetoric2. Cultures influence on business communication3. Specific Sites of Rhetorical Contrasts in Business Communication III. Teaching Approaches and FacilitiesApproaches: 1. Discussion 2. Task-based approach3. Questions and answersFacilities: blackboard, video clip; media classroom; IV. Background Information1. 对比修辞学定义：According to Connor (1996:5), contrastive rhetoric is an area of research in second-language acquisition that identifies problems in composition encountered by second-language writers and, by referring to the rhetorical strategies of the first language, attempts to explain them. It is believed that the linguistic and rhetorical conventions of the first language interfere with writing in the second language. 对比修辞学是第二语言习得研究中的新领域,其主要研究范围是探讨第二语言学习者的学术写作问题,并借鉴母语修辞策略对第二语言学术写作问题进行解释。对比修辞学研究跨语言、跨文化以及跨教育、商务等不同语境的英语作为第二语言和英语作为外语写作(ESL and EFL writing)的差异与相似之处。2. 对比修辞学历史与发展：对比修辞学研究始于40多年前，由美国应用语言学家Kaplan发起，他在1966年发表了一篇题为跨文化教育中的文化思维模式的论文，讨论语篇段落组织与文化思维模式之间的关系，首先提出了“对比修辞学”这一概念，从而为对比修辞学的兴起与发展奠定了基础。Kaplan的研究引发了人们对英语作为第二语言的学生在写作过程中受到母语和母语文化的影响的关注。Kaplan认为语言的修辞模式对每种语言和文化是唯一的。修辞模式的差异导致二语学习者写作上的困难。从那时起，对比修辞学领域的研究对英语作为第二语言和英语作为外语的学习者的写作教学都产生了巨大影响。因此，人们开始将英语作为第二语言教学的注意力从口语技能向写作教学转移。Kaplan早期的对比修辞学现在已被视为传统的对比修辞学，经过近40年的发展，现代对比修辞学逐渐衍生出新的理论框架。Kaplan以及Connor等全球知名的对比修辞学家提出了一些新的研究视角，为该领域的研究指明了方向。3. 对比修辞学的理论基础(Connor， 2002) Connor(1996： 28)指出，萨丕尔沃尔夫语言相对论假说是对比修辞学的理论基础。“萨丕尔-沃尔夫假说”(Sapir-Whorf Hypothesis)是20世纪50年代,在美国人类学家、语言学家萨丕尔(Edward Sapir)和他的学生沃尔夫(Benjamin Lee Whorf)过世后,一些语言学家为概括其相关理论而提出的一个命题。该假说包括两个基本观点:（1） 语言决定论语言决定论，即语言决定思维、信念、态度等；语言不同的民族,其思维方式完全不同。这是该假说的强式表述或观点。例如：爱斯基摩语言中有很多表示“雪”的词汇，根据语言决定论的观点，爱斯基摩人对雪的认知与其他民族不同。（2）语言相对论语言相对论，即语言反映思维、信念、态度等；换言之，思维相对于语言，思维模式随着语言的不同而不同。该假说的弱式表述或观点是：语言影响思维，语言不同的民族，其思维方式在一定程度上有差异。萨丕尔-沃尔夫假说在人类学、社会学、哲学、心理学、语言学等一系列人文科学研究中产生了巨大的影响，引起了激烈的争辩。语言影响思维，语言不同意味着说话者感知的世界也同样存在差别。根据该假说，不同的语言用不同的方式影响人们的感知与思维，人们的本族语影响并控制思维，结果阻碍了二语习得的顺利进行。沃尔夫假说提出后引起了许多人的兴趣， 同时也频频受到语言学家、心理学家等的批判。一些心理学家认为，该假说的强势版即语言决定思维与感知是不正确的，甚至其弱势版即语言影响思维也是无法证明的。(Clark & Clark，1977： 557)20世纪90年代后，人们对沃尔夫假说的讨论热度又有所回升，重新引起了人们对文化差异研究的兴趣。该假说是弱势版“语言影响思维”也获得了语言学、心理学以及作文研究领域的专家的普遍认同。(Connor， 2002)“当语言由口头语言发展到书面语言时，人类进入了有史文明的阶段。由于不同言语社团使用不同语言，对世界的认识不尽相同。反之，世界通过语言的折射，使我们的认知有时也有不同，包括语言表达上的不同。萨丕尔沃尔夫的理论基本上反映了语言与认知的这个特殊关系。”(胡壮麟， 2004： 4) Matsuda(2001)认为，对比修辞学的起源是Kaplan至少整合了三种不同知识传统的结果：对比分析、萨丕尔沃尔夫假说和当时新兴的作文与修辞研究，尤其是Christensen的段落生成修辞，后者使得Kaplan扩大了研究视野，将对比分析由句子层面拓展到语篇段落层面。V. Teaching Procedures and ContentsLead-in The following pictures represent the organization structure of different culture. Which pattern do you think the Chinese belongs to?在1966年的研究中,Kaplan对约600篇英语作为第二语言的作文进行了对比分析,发现文化背景不同,英语作为第二语言的学生写作段落的组织模式也不同。闪语语篇在段落组织中往往采用一系列复杂的平行结构,段落发展呈平行型;东方语言中段落的发展是绕着主题团团转,而不直接从主题入手展开讨论,语篇的主题往往采用迂回的方式来加以阐述与发展,文中夹杂着似乎与主题没有直接联系的内容,段落组织呈螺旋型;罗曼语和俄语的段落组织方式有些相似,段落中通常含有一些在英美人看来似乎是离题的枝节,段落组织呈曲折型。Specific Contents1. Contrastive Rhetoric Defined对比修辞学是第二语言习得研究中的新领域,其主要研究范围是探讨第二语言学习者的学术写作问题,并借鉴母语修辞策略对第二语言学术写作问题进行解释。Task design1) How does culture influence the process of intercultural business communication?2) How do you find your home culture influence your second-language writing process?2. Culture, Language, and RhetoricCulture is the way we do things around here, and it is how people think, feel, and act. Language, as we know, differs among nations and geographic locations, but differences even within the same language are rooted in the cultural history of the native speakers.Rhetoric is the way we put together language to affect an audience, and each audience has certain expectations of rhetorical structure based on the traditional forms of rhetoric in their culture.影响人们理解书面材料并对之作出反应的七个方面：Political variablestrade issues, legal issues, political traditions and symbolism.Economic variablesincome, availability of resources, business status.Social variablesage, business etiquette, family and social interaction, popular culture.Religious variablesreligious practices, expectations, and beliefs.Educational variablesliteracy, learning styles, common body of knowledge.Linguistic variablesofficial national languages, writing style, reading orientation (left-to-right or right-to-left), pronunciation, syntactic cues.Technological variablesavailability, compatibility.Task design1. What is the relationship between culture, language and rhetoric?2. How do you think the seven main variables should affect the way people understand and respond to written material?3. Current Issues and Strategies in International Business Communication Stereotypes: They refer to negative or positive judgments made about individuals based on any observable or believed group membership.（文化定势：文化定势指基于明显的或受到认可的群体身份，对目标群体中的个体成员所持有的正面或反面的判断。）High context communication: is one in which most of the information is already in the person, while very little is in the coded, explicitly transmitted part of the message. （高语境交际是指在交际过程中大部分的信息靠交际人本身传递，只有少量信息被明确地用语言的形式传递。）Low context communication: is one in which the mass of the information is vested in the explicit code. （低语境交际是指大量的信息通过明确的语言编码被传递的交际。）Task design1. What are the differences between high-context culture and low-context culture?2. How do they influence intercultural communication?3. How has modern technology changed the way people communicate? 4. What is the possible communication form for two language varieties in the new era?4. General Sites of Rhetorical Contrasts in Business Communication 4.1 Translation 涉外商务翻译要求信息必须准确、无误地进行传达，其遵循的翻译理论应该是美国著名翻译家尤金奈达所提出的“功能对等” (Functional Equivalence)理论。该理论强调:翻译的预期目的主要是原文和译文在信息内容、说话方式、文体、文风、语言、文化、社会因素诸方面达到对等，从而使原文读者的反应与译文读者的反应达到对等。（一）专业专业性，是商务英语的一个重要特点。商务英语的词汇具有比较明显的专业特征，其语境制约着部分词汇具有其特殊的商务语义。如，普通英语中“balance，liability，quote，draft”的通常含义分别为“平衡、责任、引用、草稿”，但在商务语境中，它们却有着特殊的含义。例如: 此公司债台高筑，不得不破产了。Heavy liabilities forced the firm into bankruptcy. （二）庄重商务英语具有正式、严肃、庄重的文体特征。例如：欣寄样品一份。I have pleasure in forwarding this sample to you. 以上句中have pleasure, forward在各自的上下文中分别可用简单口语词汇来代替，但文体意义有所不同，原文使用了书面语言，句子更正规庄重。（三）明确普通英语常大量使用代词指代前面的名词，以避免不必要的重复。而商务英语则一反普通英语的这种一般趋势，为防止指代可能产生的模糊性，经常采用重复名词或语句的手段，以准确严密的语言结构确保商务信息传递的明确性和完整性。 我方会尽快发货。We will deliver your things soon.The 200 cassettes you ordered on July 21st will be delivered on August 1st.（四）简洁简洁是商务英语的另一文体特征，这从其格式用语的使用即可见一斑，其格式有“if+ 形容词(或过去分词)”或“as+过去分词”等用法。如“if available，if possible，if necessary，if practicable”或“as agreed，as required”等。 4.2 Illustrations Graphics play an important role in international communication because they convey meaning without depending on words. It is important to bear in mind that different cultures have different levels of visual literacy and often have different associations for what they see. 4.3 Numbers Differences in Numerical RepresentationsCountry Sample date formats United States March 1, 2000 France 1 mars 2000 Germany (official format) 1.Marz 2000 Sweden 00-01-03 Italy (official format) 1.3.00 Country Sample time formats United States 8:35 p.m. France 20:35 Germany 20:35 Quebec, Canada 20 h 35 Sweden kl20.35 Venezuela 8:35 Country Sample magnitude representations One thousand One million One billion United States 1,000 1,000,000 1,000,000,000 Germany 1.000 1.000.000 1.000.000.000 Sweden 1000 1 000 000 1 000 000 000 4.4 Online Communication Avoid using acronyms unless you are sure the audience understands them. Keep in mind that the word count in one language will not be the same as the word count in another language.