毕业论文-探析商务英语在跨文化交际中的应用.doc

毕 业 论 文 论文题目论文题目： 探析商务英语在跨文化交际中的应用 学学 生生： 指导教师指导教师： 副教授 专专 业业： 商务英语 班班 级级： 2008 级商务英语本科三班 2012 年年 5 月月 6 日日 Heilongjiang University Cambridge College Graduation Thesis Title Exploration and Analysis of Intercultural Communication In Business English Learning Abstracts Student Supervisor Specialty Business English Class Class Three, 2008 Business English May 6, 2012 哈尔滨剑桥学院 毕 业 论 文 任 务 书 题目名称题目名称： Exploration and Analysis of Intercultural Communication in Business English Learning Abstract 探析商务英语在跨文化交际中的应用 立题意义立题意义 1. 领会跨文化交际的基本知识 2. 掌握商务英语的文体知识 3. 通过对于商务英语的文体研究可以更好得掌握跨文化交际的应用的分析 技术条件与要求技术条件与要求 技术要求： 1调查语篇。利用多种途径查阅商务英语跨文化交际的相关资料，如互联网、 图书馆等。 2分析文献。根据导师的指导，从查阅到的大量资料中筛选精品来重点分析。 3在初稿的拟定以及多次修改当中深化对广告语言和代言合作原则的理解。 4通过导师的指导和一系列的分析了解广告语在产品代言中的作用，并通过答 辩来检验工作的成果。 工作计划： 第一步：查找资料，确定论文选题为探析商务英语在跨文化交际中的应用。 第二步：完成关于论文资料的收集，取得跨文化交际的相关资料。 第三步：根据掌握的资料，进行系统地分析、整理， 第四步：阅读与论文相关的书刊，深入针对跨文化交际在商务英语中的应用加以 分析。 第五步：组织、整理相关资料，准备论文撰写。 第六步：完成论文写作提纲。 第七步：根据论文提纲，开始论文写作，形成初稿。 第八步：根据导师提出的论文修改意见，不断对论文进行修改、完善，并完成论 文写作。 第九步：论文定稿、打印、装订、准备答辩。 第十步：毕业论文答辩。 任务内容（包括内容、计划、时间安排、完成工作量与水平具体要求）任务内容（包括内容、计划、时间安排、完成工作量与水平具体要求） 内容：内容： 通过在互联网上搜集各种与本文相关的信息和去图书馆查找关于跨文化的各种资料， 独立仔细的分析这些资料，得出自己的观点，进一步提高对跨文化交际应用的理解，最 终完成初稿的拟定和终稿的写作。 计划：计划： 第一步：使用多种方式寻找所需资料，如利用互联网信息、图书馆等，最终确定 论文选题。 第二步：完成关于论文的研究，查找相关各种资料，通过导师的指导，从已得到的 多种资料中进行筛选重点来剖析。 第三步：根据掌握的研究资料，进行仔细地分析、整理，找到问题切入点。 第四步：阅读与论文相关的书籍与期刊，从客观的角度加以分析。 第五步：组织、整理所查找资料，准备开始论文撰写。 第六步：完成论文大纲。 第七步：按照论文大纲进行写作，形成初稿。 第八步：根据导师所提出的各种修改意见，完成论文写作。 第九步：论文定稿、打印、装订、准备答辩。 第十步：进行毕业论文答辩。 时间安排：时间安排： 1. 2011 年 12 月 03 日 选题。 2. 2011 年 12 月 03 日03 月 10 日接受指导教师的指导。 3. 2011 年 12 月 09 日12 月 15 日拟定论文大纲。 4. 2011 年 12 月 14 日01 月 14 日搜集、查阅、整理相关资料。 5. 2012 年 01 月 15 日03 月 01 日初稿形成。 6. 2012 年 03 月 02 日03 月 10 日初稿审定。 7. 2012 年 03 月 10 日03 月 17 日第一次修改。 8. 2012 年 03 月 17 日03 月 24 日第一次审定。 9. 2012 年 03 月 25 日04 月 01 日第二次修改。 10. 2012 年 04 月 02 日04 月 15 日定稿。 11. 2012 年 04 月 16 日05 月 01 日论文评阅小组评审论文（设计） 。 12. 2012 年 05 月 04 日 毕业论文（设计）答辩。 完成工作量：完成工作量： 2011 年 11 月末至 12 月初完成论文选题和开题报告，2012 年 3 月初完成初稿的拟 定，3 月至 4 月进行多次修改，论文定稿，5 月 4 日答辩。 水平要求：水平要求： 可以很好的完成对论文资料的查阅，并能独立进行分析，完成论文写作工作。 专业负责人意见专业负责人意见 签名： 年 月 日 哈尔滨剑桥学院哈尔滨剑桥学院 毕 业 论 文 审 阅 评 语 一、指导教师评语一、指导教师评语 是否同意答辩：是否同意答辩： 同意答辩同意答辩 不同意答辩不同意答辩 指导教师（签名）指导教师（签名） 职职 称称 年年 月月 日日 二、评阅人评语二、评阅人评语 是否同意答辩：是否同意答辩： 同意答辩同意答辩 不同意答辩不同意答辩 评阅教师（签名）评阅教师（签名） 职职 称称 年年 月月 日日 哈尔滨剑桥学院哈尔滨剑桥学院 毕 业 论 文 答 辩 评 语 及 成 绩 三、答辩委员会评语三、答辩委员会评语 四、毕业设计成绩四、毕业设计成绩 签签 字（盖章）：字（盖章）： 五、答辩委员会主任单位：五、答辩委员会主任单位： 答辩委员会主任职称：答辩委员会主任职称： 答辩委员会主任签字：答辩委员会主任签字： 年年 月月 日日 i 摘摘 要要 众所周知，中国在政治、经济及文化各方面日益开放，在全球化，尤其是经济全球 化的影响下，中国与西方国家特别是说英语的国家往来和交流十分频繁。特别是在商务 往来过程中，跨文化交际的概念得到人们更多的关注。而对于商务人士而言，要实现与 来自不同文化背景的人们顺畅、恰当和有效的沟通，获得跨文化交际能力显得尤为重要。 而商务英语恰恰是商务人士建立商务关系的工具。作为这一语言工具的熟练掌握者， 商务英语专业学生很可能成为商务人士。因此，对他们而言，培养跨文化交际能力尤为 重要。 关于跨文化能力，跨文化非语言交际能力是其与语言交际能力至少同等重要的组成 部分，因为非语言交际行为占整个人类交际行为的大部分。商务英语专业学生在未来的 职业生涯中可能会有更多机会使用英语与商务人士进行交流，因此，对于他们，培养和 提高跨文化非语言交际能力更为重要。 关键词：跨文化交际；跨文化非语言交际能力；商务英语；文化教学 ii Abstract As is known, China is more and more open politically, economically and culturally. With the influence of globalization, especially the economical globalization, China cannot avoid frequent contact and communication with the western world, especially English speaking countries. The concept of intercultural communication is being given more attention especially in business interactions. For business people, it is very important to acquire the intercultural communicative competence in order to communicate with people from different cultures smoothly, appropriately and effectively. Business English is a tool for business people to establish business relationship. Business English majors may be likely to become business persons who are proficient with the language tool. So for them, it is more important to develop intercultural competence. But as for intercultural competence, intercultural nonverbal communicative competence is a component at least as important as verbal communicative competence, for nonverbal communication comprises a bigger part of the whole communication. For Business English majors, who have more opportunities to use English to communicate with business people in their future career, it is more important to develop and improve intercultural nonverbal communicative competence. Key Words: Intercultural Communication; Intercultural Nonverbal Communicative;Competence; Business English; Culture Teaching iii Contents 摘 要i Abstract ii 1 Introduction 1 1.1 Background of the Study1 1.2 Necessity of the Study1 2 Literature Review 3 2.1 On ICC3 2.2 On Context4 3 Implications for Business English (BE) Learning and Teaching5 3.1Way of Thinking Levels6 3.2 Values Level6 3.3The Level of Language8 4 Strategy to Improve Intercultural Communication Competence and Training Strategy in the Business English9 4.1Overcome Cultural Barriers to Eliminate Misunderstandings 9 4.2 Develop Cross-cultural Communication Skills10 5Conclusion11 Bibliography12 Acknowledgements 13 1 1 Introduction 1.1 Background of the Study With the process of global integration speeding up socially, economically and culturally, people from different cultures have more opportunities to meet and communicate. China consequently has more and more frequent contact with the western world, especially in terms of trade and commerce. As the concept of intercultural communication is introduced into China, the development of intercultural communicative competence is beginning to be noticed in English language teaching in university classrooms. In particular, Business English has been given more attention, for it serves as a main communication tool in intercultural commercial activities. Cultural differences may result in a variety of misunderstandings and even conflicts. For businessmen, the culture-based misunderstandings may cause serious financial loss. So for English majors, especially for business English majors, it is more important to have a clear idea of how to use the English language to communicate with people from a different culture effectively and appropriately. Then how to have an effective communication? It is far sufficient to have enough language knowledge. Beyond language is the cultural background. So it is critical to cultivate the English majors, especially the Business English majors intercultural communicative competence, which not only encompasses language knowledge. However, during the actual English teaching practice, the linguistic competence is still the main focus while not enough contents are intended to develop the students intercultural communicative competence. 1.2 Necessity of the Study This thesis focuses on the study of the intercultural nonverbal communicative competence of only the Business English majors. The main reasons are as follows: Firstly, in todays China, intercultural commercial activities are increasingly frequent; Business English is needed by the businessmen to achieve a variety of commercial purposes. Secondly, as for intercultural interaction, only language proficiency is not enough, for intercultural communication involves not only language but also cultural knowledge and cultural awareness. Nonverbal communication plays a more important role in business activities. Thirdly, Business English majors may enjoy more opportunities to be engaged in intercultural interactions, so it has more significance for them to have high intercultural communicative competence, especially the nonverbal competence. Finally, in most English classrooms, no enough contents are aimed to develop students 2 intercultural competence. Language proficiency is the only focus of the teachers and students. If there are no contents in class intended for the business communication, the author will propose that there should be relevant contents added to Business English classes. In general, the development of the intercultural communicative competence of the Business English majors has been neglected, let alone their nonverbal communicative competence. This study is to research the general situation of the actual nonverbal communicative competence of the Business English majors and try to find the existing problems and put forward some feasible advice on possible solutions. 3 2 Literature Review This section comprises three parts. The first part introduces ICC from abroad and at home; the second part states the conception of context from home and abroad; the third part introduces pragmatic theories as politeness theory, relevance theory and speech act theory for ICC development. 2.1 On ICC Intercultural communication competence is multi-dimensional in nature, entailing not only linguistic competence and a body of knowledge about existing general cultural facts, but also the power of perceiving and interpreting socio-cultural encounters in their complexity. Scholars and researchers use different terms to illustrate ICC, such as intercultural adaptation, communication effectiveness, perceived competence, intercultural flexibility etc. The following part will present related representative models for ICC abroad and at home. Some scholars state intercultural competence in cognition perspective. Triantis regards that the cognition and other related cultural knowledge will determine ones intercultural competence. Intercultural competence is the ability to adopt related knowledge to the correct understanding and interpretation on behaviors of people in different cultures. Ruben (1976) mentions that intercultural competence is proper communication ability under different cultural backgrounds. Early cultural preferences of the East thinking, a comprehensive study from a global point of view, the Western cultural preference for analytical thinking, in terms of ideology, to a complete object is broken down into component parts, has . Business activities, Asians generally focus on to talk about the principle, after the talk about the details. Western culture, especially Americans, accustomed to start from the concrete things, that the details is the nature of the problem in their contract, the terms of the identification than Easterners detailed clear. Secondly, the oriental culture to focus on unity, emphasizing the priority of the overall Western culture focuses on the opposition, stressed that part of the priority. Such as China and Japan, often on all the issues, strategic considerations, that as long as able to establish a harmonious business relationship, the details of the problem can be solved. Western culture, especially the Anglo-American people is the order of decision-making method, the first major task is decomposed into a small task, they used to solve a provision to promote a clause, the final agreement is individual agreement together. In addition, the law way of thinking in the oriental culture is the spiral of a problem to expand it, try to avoid the subject directly. Anglo-American culture, on the other hand, tends to linear thinking, and cut to the chase after straight to begin with the central idea. In international business negotiations, the Chinese people are a subtle way of expression that the subtle means of expression than the direct expression. Britain American due to the influence of linear thinking and analytical way of thinking, the most important things the logical relationship between weight specific than the overall. Their way of thinking in business activities in the concrete manifestation of the direct and concise, straight to the point and straightforward. 3.2 Values Level The values are the deepest level of culture that determines how to communicate. In international business activities, people from different cultures will inevitably encounter the conflict of different values. First, the different concepts of time. Western developed countries, peoples strong sense of time, with a single time habits (Mono-chronic time or the M-time) , most of the North American, Swiss, German and Scandinavian to Scandinavia artificially typical. The time is divided into a 7 small unit, then very concerned about punctuality; tendency to a point in time, only the specialization thing. For example, the notion that time is money is the promotion came from the United States. In contrast, in some underdeveloped or feudal strong sense of country, people hold multiple time to get used to (Polo-chronic time or the P-time) , the characteristics of the P- time within the same time takes quite a lot and very involved and between people. For example, the concept of time in the Middle East and Latin American culture is weak, in their view, time is flexible, time should be used to enjoy. China and Japan are typical of a variety of time use. Arbitrary flexibility of the Chinese people on the use of time in business activities, more focus on building long-term cooperative relations, so wills a lot of time to build friendships to enhance understanding. Japanese in the negotiations in order to achieve the desired objective, not the most important; in the implementation of their actions very quickly. The same with China, Japan also attaches importance to the relationship between culture, to win business, like a lot of time and effort to establish a personal friendship. Second, differences in the concept of equality. Business activities are mainly reflected in two aspects, one is the distribution of profits and the other is the rights gap. Western developed countries to adhere to the egalitarian values that buyers and sellers regardless of which party should get a profit and therefore relatively more equitable in the distribution of profits. Even many American managers, the fairness of the division of profits seems to be more important than the profits. While Asians deeply influenced by the class consciousness, the seller will often obey the buyers needs and desires, and the distribution of profits is more favorable to the buyer. In addition, the rights gap is the culture of business activities is an important difference. China as a high gap between the countries on the Rights of the grade gap in business negotiations can be seen everywhere. A superior authority was greatly respected, and subordinates often act in accordance with the directives. Hierarchical, according to their position and practices to determine their own behavior. Face of the need to go beyond their own power to make decisions, and up reports awaiting instructions, this high right gap caused low efficiency, business negotiations and a long time shortcomings. The United States is the gap between low-rights countries, each business negotiators are given the right to make a decision on the spot to face the problem, not only to improve efficiency, negotiators more responsibility. Also, individual awareness and group consciousness different. Eastern culture emphasizes collectivism and a sense of community, faithful to the state power and collective interests, the importance of personal interests is a manifestation of the desires of the; Western culture, advocating self-awareness and personal struggle, if the national interest above personal interests, is equivalent to loss. In international economic activities, the Chinese focus groups, itself part 8 of the group to obey the will of the groups, make a personal choice for the group to maximize the interests of each persons honor advance and retreat are related to this group are closely related. Therefore lead to the Chinese people depend on and grow accustomed to the administrative intervention of the government departments, so the sense of responsibility than the West, but also the lack of an independent personality and self-determination. By individualism, Americans believe that people are separate individuals, both the respon