跨文化交际教案英文版chapter 7 inter communication barries.doc

Chapter VII Intercultural Communication BarriersTeaching Objectives1.To understand the intercultural communication barriers2.To understand the translation problems3.To understand how to overcome intercultural communication barriersLeading in Teaching Procedures Step1Lead-in case:Mr. Wang, the Chairman of Board of Directors of a Chinese firm, told a story on CCTV program Dialogue of how he once almost lost a valuable Canadian employee working for him in Vancouver. He emailed every day to the Canadian, inquiring for the index number he was most concerned about. To his great astonishment, his Canadian employee turned in his resignation after a week. Mr. Wang was puzzled how he could do that to him as he gave such great attention to his job. A Chinese employee would have been more than happy if his or her boss had showed such great concern for him or her. He then found out that, unlike Chinese employees, the Canadian took what meant great concern to Chinese as distrust. But Mr. Wang assumed unconsciously that the Canadian was more similar to his Chinese employees than he actually was and treated him just as he treated any Chinese employee.Ask students warming-up questions: l Why does the Canadian employee turn in his resignation?l What kind of response will a Chinese employee have if a boss showed great concern for him or her? l What are the reasons of this communication barrier? Step27.1 Common problems and barriers in intercultural communication AnxietyPresent the film The Year of the Yao, which shows Yaos anxiety about new environment, language and cooperation with the team.Anxiety occurs because of not knowing what one is expected to do, and focusing on that feeling and not be totally present in the communication transaction.Case Analysis: Unnecessary Anxiety or Not?Sugawara (1993) surveyed 168 Japanese employees of Japanese companies working in the United States and 135 of their U.S coworkers. Only 8% of the U.S. coworkers felt impatient with the Japanese coworkers English. While 19% of the Japanese employees felt their spoken English was poor or very poor and 20% reported feeling nervous when speaking English with U.S. coworkers, 30% of the Japanese employees felt that the U.S. coworkers were impatient with their accent, and almost 60% believed that language was the problem in communicating with the U.S. coworkers. For some Japanese workers, anxiety over speaking English properly contributed to avoiding interactions with the U.S. coworkers and limiting interactions both on and off the job to other Japanese only. Assuming similarity instead of differenceA case about the experience of a Danish woman (in the textbook: P96)Present a film to the students: The Guasha TreatmentBeijingers in New York (TV seriers which shows that Wang Qiming assumes their friends will take good care of his wife and himself and offer good accommodation when they first come to New York, but on the contrary the friend went away after welcoming them at the airport and left them alone in a totally strange street.) EthnocentrismLet students see part of the film The King and I (or the new version Anna and the King) in which the King, prince and the concubines of Siam think their country is superior than other countries even the very strongest country England in the seventeenth century.Ethnocentrism means, by the definition of the Websters Third New International Dictionary:(1) a habitual disposition to judge foreign peoples or groups by the standards and practices of ones own culture(2) a tendency toward viewing alien cultures with disfavor and a resulting sense of inherent superiorityCase Analysis: You Are Well BlessedOr Role-Play: we can let three students role-play in the class: one Chinese host, an American lady, and an interpreter Yang GuifeiVarious forms of ethnocentric attitude:My culture should be the role model for other cultures.I have little respect for the values and customs of other cultures.Most people would be happier if they lived like people in my culture.People in my culture have just about the best lifestyles of anywhere.I do not cooperate with people who are different.I do not trust people who are different.I dislike interacting with people from different cultures. Stereotypes and prejudicea. Stereotypes Stereotypes are the perceptions or beliefs we hold about groups or individuals based on previously formed opinions and attitudes.PARIS IN THE THE SPRING The conservative and gentlemen-like English The demonstrative and talkative Italians The music-loving, masculine LatinosStereotyped Chinese northerners Culture ImageEnglishconservative, reserved, polite, proper, formalFrench arrogant（傲慢的, 自大的）, rude, chauvinistic（沙文主义的）, romantics, gourmets（能精选品评美食、美酒的人）, cultural, artisticItaliansdemonstrative, talkative, emotional, romantics, bold, artisticLatin Americansmanana attitude, macho（男子气的）, music lovers, touchersCase Analysis: StereotypingCase Analysis: A Tragedy in U.S Historyb. PrejudiceShow the following pictures to the students and let them discuss the communication barriers involved. Prejudice refers to the irrational dislike, suspicion, or hatred of a particular group, race, religion, or sexual orientation.Case Analysis: An Interesting Experiment Show the film Pride and Prejudice which shows the prejudice Elizabeth holds toward Darcyc. RacismRacism is any policy, practice, belief, or attitude that attributes characteristics or status to individuals based on their race.d. The role of communicationWhat are the reasons for the persistence of prejudice, ethnocentrism, stereotypes and racism?SocializationSocial benefitsEconomic benefitsPsychological benefitsl Hate Speech Hate speech refers to hostile words or actions that people say or do against a certain group because that group is different. 7.1.5 Language problemsa. Sapir-Whorf hypothesisLinguistic determinist is that language structure controls thought and cultural norms.Linguistic relativity is more scientific. It holds that culture is controlled by and controls language.b. Translation problemsAxtell (1991) identifies a number of U.S. translation problems: 1) General Motors automobile Nova in Spanish means doesnt go; 2) Pepsi-Colas Come Alive with Pepsi when translated in Taiwanese is Pepsi brings your ancestors back from the grave; 3) Electrolux, a Swedish manufacturer, used Nothing sucks like an Elecrolux, which failed because of the slang meaning of suck in the United States; 4) Bich pens were originally named Bich by their French manufacturer.What led to translation problems?The lack of a. Vocabulary equivalencemokusatsu:b. Idiomatic equivalenceThe old man kicked the bucket. ?c. Grammatical-syntactical equivalenceAsk students the different meanings of “book a place” and “place a book” by changing the verb and noun of the phased. Experiential equivalenceTell students the meanings of department store, shopping mall, and plaza. e. Conceptual equivalence.Corruption in Singapore is an anti-law behavior while in Thailand it is only morally wrong which led to the corruption of the whole society, from the president to the common taxi-driver.7.2 Overcoming Intercultural Communication Barriers7.2.1 Raise awarenessa. Self-awarenessb. Consciousness of ones values and biases and their effectc. Necessity of becoming comfortable with differencesd. Sensitivity to circumstances7.2.2 Obtain knowledge We can obtain knowledge by reading books, surfing on the internet and communicating with people from different cultures.7.2.3 Enhance motivation7.2.4 Master skillsCultural-general skillsCultural-specific skillsStep3Raising Intercultural Awareness: 文化定势：通过描述对不同群体或个人的印象，了解文化定势现象，学习文化定势产生的原因、优点和缺点。 活动目的：了解文化定势的产生原因，体会文化定势对交际的影响。 活动过程描述：步骤一： 教师让学生观看不同国籍的人们的照片，要求学生用形容词说出对照片中任务的印象，例如：英国男士、法国风景、意大利雕塑等。学生可能说英国男士比较绅士、保守，法国是个浪漫的国家，意大利是艺术之国等。步骤二：学生与教师共同讨论上述评价的科学性和准确性，引导学生明白不顾个体差异的整体评价是一种文化定势的表现。例举其他的文化定势，例如：关于南、北方人的文化定势；对英国的足球迷的文化定势等。需要注意的是：教师应该注意本班学生构成的地域差别，避免引起冲突的定势表达，及时调节敌对的情绪。步骤三：教师引导学生针对班级学生来源地域，表述相应的文化定势。在这一活动环节中，学生们会开始体会到被以固定的形象看待是什么样的感觉，一般来讲，他们会对其他同学对自己来源地域文化的思维定势感到惊讶或觉得好笑。此时，由于每个人都有可能觉得自己成为了所谓的文化定势的“受害者”，所以大家一般都不会对他人的看法产生愤怒和不快。步骤四：建议讨论话题：（1） 你怎样看待别人对你家乡文化的定势性评价？（2） 你认为文化定势的存在原因是什么？（3） 我们应该如何克服或冲破某些消极的文化定势？可能出现的文化定势：a. 北方人的脾气都很暴躁。b. 四川人都喜欢吃辛辣的食物。c. 广东人谙于生意之道。d. 上海人都很小气。e. 南方的男人都很细心。f. 西藏的牧民只有在特定的节日才沐浴。文化场景短剧几位学生表演一幕情景短剧，其他学生欣赏并从文化角度理解和分析短剧中的情景。 活动目的：锻炼学生的观察技能，提高学生分析文化现象的能力。 活动过程描述：步骤一：几位学生表演一幕情景短剧，其他学生观看短剧表演。注意：表演是教师预先安排学生排练的，短剧内容以家庭生活类场景为主，例如：晚餐闲谈、拜访亲友、年少子女约会晚归或向父母要车钥匙等。作为演员的学生应把短剧的时间长度控制在5至10分钟，并且应该注意避免把短剧中蕴涵的文化现象编排得过于浅显直白，应为观众留有思考的空间和余地。步骤二：短剧表演完毕，讨论以下问题：（1） 短剧中发生了什么事情？（2） 剧中体现了哪些文化现象和冲突？ 教师最好将这两个问题同步进行，以便让学生了解观察与解释之间的关联性；此外，建议教师引导学生按时间顺序进行讨论，这有助于学生更好地掌握短剧中所反映的文化现象的脉络。步骤三：教师引导学生讨论以下话题：（1） 一些同学观察到了别人没有发现的东西；一些同学对于同一现象的解释和理解与别人不同，这是为什么？（2） 有时侯，我们把另一文化中的某些现象视为“奇怪”、“错误”、或者“滑稽可笑”，这是为什么？这样做容易产生什么后果？参考短剧表演总则：教师课前在学生中选择两男、两女四位同学，分别扮演来自不同文化的两对夫妇。夫妇A来自X国，夫妇B来自Y国（以英语为母语的国家）。要求教师对两对学生讲解表演要求，分别给予两对表演者两种“表演脚本”，这两种“表演脚本”虽描写同一短剧场景，但描述的角度不同，这样安排的目的是为了使短剧中的表演者在自然的状态下，对不同的文化现象和对方行为作出更为真实的反应，使观众和表演者同时从观察和表演中获得更为真实的感受，引发其切实而有效的思考。表演脚本一：（夫妇A，X国）夫妇A来自X国，X国与其他国家的交流较少，该国的社会体制和该国人的生活方式也与大部分国家不同，属于母系社会。在X国，妇女往往是国家政治、社会生活的领导者和财富的所有者，在家庭生活中是一家之主。男性很少外出工作，他们主要负责照顾孩子和料理家务。在这一社会中，教育对于妇女极为重要，而对于男性则无关紧要。妇女的地位要远远高于男性。X国的某些社会文化规则也与别国存在差异。X国的妇女以擅长园艺设计而闻名，在该国，在每年女王生日的那一天，她的花园会对外开放，但接待的对象仅为妇女，以此来庆祝女性的成长。在一般情况下，不允许外国人参加这一盛典。另外，X国人不习惯长时间的眼神交流，在谈话过程中，他们喜欢时不时地用目光瞥对方；在X国，盯着对方看是很不礼貌的行为。夫妇A（Mr. Alef 和Mrs. Alef）来自X国，Mrs. Alef是该国的外交部长，正在雅典进行官方访问，其丈夫Mr. Alef随行旅游。在途中，他们偶遇夫妇B(Mr. Johnson和 Mrs. Johnson，一对来自Y国的记者夫妇，其母语为英语)，几年前，Mrs. Alef曾与夫妇B有过一面之缘。夫妇A用英语与夫妇B进行交流，他们的发音并不准确且词汇量有限，只能用词组或简单的句子进行交流，实际上，Mr. Alef的英语水平要更差一些。出于职业需要，夫妇B请求夫妇A设法帮助他们参加下一届的女王花园节。两对夫妇首先进行15分钟的对话，接着夫妇B请求离开几分钟，商量求得允许的最佳方案，然后夫妇B继续与夫妇A的对话，提出参观盛典的请求。Mrs. Alef需要做出决定，是否接受夫妇B的请求，为其提供帮助。在这一情景短剧中， 如果夫妇B表现出符合X国人习惯的文化敏感性，教师应“规定” Mrs. Alef答应其请求。Mrs. Alef应考虑如下问题：（1） 只能由Mrs. Johnson提出请求，且其请求对象必须是Mrs. Alef；这一场景中的男性成员不能参与请求。（2） Mrs. Alef应该考虑夫妇B是否照顾到其英语水平的程度。如果夫妇B的确能尽量适应夫妇A的英语水平，则Mrs. Alef应该把这一行为视作答应请求的考虑因素之一。（3） Mrs. Alef应该观察夫妇B是否注意到X国人不喜欢眼神交流。如果夫妇B在对话过程中，盯着夫妇A，则Mrs. Alef要拒绝夫妇B的请求。表演脚本二：（夫妇B，Y国）夫妇B是一对著名的记者夫妇，具有多年国际采访的经验，擅长报道国家政治、文化和艺术等方面的事件。夫妇B在雅典的一家饭店中巧遇夫妇A，几年前，他们曾与Mrs. Alef有过一面之缘。夫妇B不记得应该怎样称呼夫妇A，但是他们清楚地记得夫妇A来自X国一个外国人了解甚少的与众不同的国家，这一国家属于母系社会。夫妇B了解X国以其高度发达的艺术水平著名，尤其是其园艺风景，并且该国每年一度的女王花园节享有盛名，但是，极少有外国人参加或报道过这一盛典。如果有记者有幸能得到这样的宝贵机会，这将是轰动国际新闻届的一件大事。在这一表演场景中，夫妇B会接近夫妇A的餐桌并开始与其交谈；接着，夫妇B请求离开几分钟，商量求得允许的最佳方案，然后夫妇B继续与夫妇A的谈话，提出参加盛典的请求。最后，夫妇B会得到答复。Step4Homework and After-class activitiesl Write a paper illustrating stereotypes in intercultural communication.l Surf on the Internet to collect the information about the lack of vocabulary equivalence.Step 5Test Your Intercultural Competence_1. Generally, I am comfortable interacting with a group of people from different cultures._2. I am tense and nervous while interacting in group discussions with people from different cultures_3. I like to get involved in group discussions with others who are from different cultures_4. Ordinarily I am very calm and relaxed in conversations with a person from different cultures_5. Im afraid to speak up in conversations with a person from a different culture. Supplimentary Materials1. Key Terms: 7.1 焦虑焦虑产生的原因：在新的环境下，人们不知道如何应对，过多的关注自己情绪。 例如：第一天到大学报到或第一天到新环境上班时的情绪。7.2 假定一致性从自己看待事物的角度来判断别人的想法被称之为认知角度的假定一致性.例如：一位丹麦女性将自己14月大的孩子放在餐馆外，被涉嫌侵犯当地法律而被监禁。 这是因为她出到纽约，感到周围的外部环境与哥本哈根的相似，因此，她误认为这里的一切都与自己的家乡一样，自己的这种行为不有不当之处。7.3 民族优越感从本文化的角度片面的审视其他民族的文化。例如：“西方”“东方”的界定被称为典型的欧洲中心种族主义。所谓“东方”是在欧洲的东面，换言之，是以欧洲为参照物来界定的7.4 定势:针对目标群体的成员所持有的（过于简单的）正面或反面的判断。 人们经常认为定势只含有否定贬义的意思。然而，定势还包括盲目积极方面的判断， 例如：认为所有的医生都是聪明机智的。7.5 偏见：对于某一特定群体、种族、宗教、或性取向的无端地憎恶和怀疑 。例如： 对非裔美国人和西班牙裔美国人的报到普遍都是否定的。 7.5.1 种族主义/种族偏见指基于种族把性格特点或地位归因于个人的任一政策、做法、信仰或态度。2. Additional Information: 萨贝尔沃尔夫假设: 语言结构影响说话者对现实的认知,并影响他们的思维模式和世界观.假说分为: 语言决定论和语言相对论. 语言决定论: 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. 一个人的思维完全由母语决定, 因为一个人只能根据其母与中的编码设定的范畴来认知世界. 语言相对论: 语言影响思维,语言不同的民族,其思维方式在一定程度有差异,不同语言的人对客观世界的认知也是不同的.翻译障碍a 缺乏词汇的对等性b 缺乏成语的对等性c 缺乏语法和句法的对等性d 缺乏相应的经历e 缺乏概念的对等性7.3 Cross-cultural tipsBreaking the Barriers of Intercultural CommunicationWe live in an increasingly complex world. One element of this complexity is the mixing of different cultures, languages and faiths. Within the business world intercultural communication is vital for success. Effective communication between colleagues from different cultural backgrounds ensures a team is working harmoniously.The six steps to intercultural communication are basic pointers that all working in intercultural teams should be aware of to ensure culture becomes a vehicle for positive advancement rather than a barrier.1. Break Assumptions Everyone makes or has assumptions about others. Assumptions are beliefs rather than objective truth and are usually influenced by a number of subjective factors. For intercultural communication to truly work, people need to assess their assumptions and ask themselves why they hold those ideas or beliefs. By doing so and even openly examining them with others, the initial barrier to intercultural communication is overcome. 2. Empathize In order to come to appreciate and understand people from different cultures, empathy is vital. Through putting yourself in someone elses shoes you come to see or appreciate their point of view. 3. Involve Involving others in tasks or decision making empowers and builds strong relationships. Using intercultural diversity is in essence a more creative approach to problem solving as it incorporates different points of view. 4. Discourage Herd Mentality Herd mentality refers to a closed and one dimensional approach. Such a way of thinking curbs creativity, innovation and advancement as people are restricted in how to think, approach and engage with people or challenges.Intercultural communication can only flourish and therefore contribute if people are encouraged to think as individuals, bring their cultural inf