跨文化662.doc

Assignment 02 for “Cross-cultural Communication” (Units5-8) The total marks for this assignment are 100 points. Time allowed for completing this assignment is 1 hour (60 minutes).PLEASE WRITE ALL YOUR ANSWERS ON THE ANSWER SHEET.Please note:1. In this new assignment, you are encouraged to apply your cross-cultural knowledge to cross-cultural case analysis.2. The marking criteria for this assignment are different from what you used before.3. The focus of assignment marking will not only be on your language appropriateness but also be on your ability to apply cross-cultural knowledge to cross-cultural problem solving.4. A “three-step approach” to case analysis is recommended in this course. You may follow the three steps below when analyzing cross-cultural cases.Step 1: Normative-level analysisAt this step, these questions need to be addressed: what cultural differences made the involved parties behave in this way? What normative cultural attributes caused the cross-cultural clash?Step 2: Behavioral-level analysisAt this step, this question needs to be addressed: what behaviors of each party caused the clash?Step 3: Giving behavioral-level suggestionsAt this step, these questions need to be addressed: what should have been done by each party to avoid the clash? What might be done by each party to save the situation?Please refer to the “marking criteria” file for sample case analysis!Case Analysis（1） Instruction: The following is a case of cross-cultural communication. Please use the “three-step approach” to analyze the cases. Failure in applying all steps will result in the loss of marks. Ma Dan (马丹) and Michael are classmates in the States. It is only one week before the submission date for a term paper for their class. Unfortunately, Mas computer broke down at this critical time. In order to hand in the paper on time, Ma Dan decided to borrow Michaels computer for only one day to finish her typing. In order to get an easy “yes” from him, Ma Dan treated Michael to a pizza lunch at Pizza Hut, an expensive eating-place for students like them. At the end of the lunch, Ma Dan asked Michael for a favor: “Michael, my computer broke down recently. But you know we have to hand in our term paper on time. I wonder if I could borrow your computer this weekend. We are friends, arent we?” To her astonishment, Michael replied, “Yes, we are friends, Dan. But Im afraid Ive got a lot of things I need to type up every day during these days. I cannot afford to let it go even for a day. I hope I could help you in other ways.” Ma Dan was puzzled and thought: “are we really friends?”答案： 解析：中国人对朋友很讲义气，常常为朋友两肋插刀。而西方人习惯与朋友保持一定的距离，不会亲近到不分彼此。Translation（1） Instructions: Translate the idioms from English to ChineseCast pearls before the swine答案：Keys: 对牛弹琴 （2） blue-eyed boy 答案： 宠儿、红人（3） 酒后之勇 答案：Dutch courage （4） Instructions: Translate the idioms from English to Chinese Butterfly in the stomach答案：Keys: 忐忑不安 （5） black sheep 答案：害群之马 （6） Instructions: Translate the idioms from Chinese to English道高一尺魔高一丈答案：Keys: the more illumination, the more temptation/ where God has his church, the devil will have his chapel （7） hold the blue pencil 答案：决策权在握/重权在握 （8） 浑水摸鱼 答案：fish in troubled water （9） 老虎屁股摸不得 答案：Dont twist the lions tail （10） 一丘之貉 答案：birds of the same feather Guidance on Case Analysis1. Requirements:Step 1: Normative-level analysisAt this step, these questions need to be addressed: what cultural differences made the involved parties behave in this way? What normative cultural attributes caused the cross-cultural clash?第一步从文化特征的角度来分析，找到双方不同的价值观。Step 2: Behavioral-level analysisAt this step, this question needs to be addressed: what behaviors of each party caused the clash?第二步从行为的角度来分析，指出矛盾冲突点。Step 3: Giving behavioral-level suggestionsAt this step, these questions need to be addressed: what should have been done by each party to avoid the clash? What might be done by each party to save the situation?第三步在行为层面给出建议。2. Sample:Shan Zhou is a well-established Chinese scholar in civil engineering. He had been cooperating with Paul, an American engineer on a large project. Paul had been to China twice for the project. Shan Zhou took great care of him on each visit, arranging everything from accommodation to making sure that one or more of his students would gowith him whenever he needed to do something. Frequently Shan Zhou invited Paul to home for meals or went to restaurants with him. He also made arrangements with some of his students to travel around the city with Paul, to help him with shopping, and to socialize with him. Paul was very grateful, but repeatedly told Shan Zhou that he could take care of himself. Yet Shan Zhou continued to be very attentive. Eventually, Shan Zhou went to the United States to work with Paul for half a year. Paul picked him up at the airport and took him directly to his temporary accommodations. Paul apologized that he had to go home to take care of his two children, and that he would take Shan Zhou out for dinner some day.Shan Zhou did not speak much English and it was his first visit to the States. He felt like a stranger and expected Paul to at least send his students to help him around, like what he had done for Paul in China. But that did not happen. Paul did take him out to a nice restaurant one evening, and invited him to his home once. Shan Zhou had expected more from Paul, especially after all the help he had given to Paul. He was very disappointed and hurt by Paul, thinking that Paul should at least return the favor he had done to him. Shan Zhou was so hurt that he said to a good friend that he would not take that much care of Paul any more if he went to China again. In fact, Shan Zhou was so upset that his working relationship with Paul suffered. Paul noticed the change but did not know where the tension came from. 3. Sample analysis:Shan Zhou comes from a collectivist culture which emphasizes reciprocal bonds and duties toward in-group members. Paul comes from an individualistic culture which values independence and self-sufficiency.Working with Paul, Shan Zhou considered him as an in-group member, who, away from home, deserved good care from other members of the group. So he displayed his over hospitality by arranging everything from accommodation to making sure that one or more of his students would go with him whenever he needed to do something or travel around the city. When it was his turn to work in a foreign country, he expected the same treatment for him, but Paul, as an individualist, believed in independence and thought everybody should take care of himself. Sohe didnt get involved too much withShan Zhous life, besides settling him down and inviting him to diner for once. Shan Zhou, not realizing the cultural differences,was disappointed and hurt by Paul. Both Shan Zhou and Paul communicated only from their own cultural perspective and thus caused miscommunication.To avoid miscommunication, Shan Zhou and Paul should learn more about each others culture and behave accordingly. As the saying goes, When in Rome, do as the Romans do. I think Shan Zhou could have learned to be more independent and made his own decisions instead of waiting to be taken good care of while in US .附件一：案例分析三步法1.“跨文化交际”课程建议学生在案例分析时采用案例分析三步法，具体如下：Step 1: Normative-level analysisAt this step, these questions need to be addressed: what cultural differences made the involved parties behave in this way? What normative cultural attributes caused the cross-cultural clash?Step 2: Behavioral-level analysisAt this step, this question needs to be addressed: what behaviors of each party caused the clash?Step 3: Giving behavioral-level suggestionsAt this step, these questions need to be addressed: what should have been done by each party to avoid the clash? What might be done by each party to save the situation?（特别注明：学生需要分析案例中双方的文化特点、差异及行为表象，不能只分析其中一方。）2. 案例分析三步法举例说明案例 （取自学习平台“跨文化交际”笔试样题）：Li Hong is a new teacher in a middle school. One day, one of her Chinese colleague Yang Zhen introduces her to their middle-aged foreign teacher Maggy.Yang: Li Hong, this is Maggy, our English teacher from America. And Maggy, this is Li Hong, our new colleague.Li and Maggy: How do you do?Maggy: Your sweater is so smart.Li: Oh, it is only an old one, I bought it last year.Maggy: You are so young and smart, I am sure you are a good teacher.Li: No, no. I am just a newcomer, I should learn from you old teachers.Maggy looks surprised and thinks, Am I really so old?三步法分析 （注：为了详细阐述三步法如何运用，此案例分析的文字远远超过100字。学生分析每个案例的篇幅在100字左右即可。）1. Li Hong comes from a collectivist culture which emphasizes deference paid to people older than self and modesty displayed on the part of the young. Maggy comes from an individualistic culture which values assertiveness and free expression of feelings. 2. As a young and new teacher, Li Hong showed her respect to Maggy with a formal greeting. When Maggy complimented Li on her sweater and herself, Li reacted in a typical Chinese way by overusing modesty in front of a teacher older than her. She displayed her humbleness by saying that her sweater was an old one and she should learn from Maggy, an old teacher. Lis responses are perfect between Chinese people but terrible in cross-cultural situations like this. She did not realize that her expression of re