跨文化交际1PPT课件

1、Intercultural Communication,Lecture One and Two,1,To help you improve your English, especially your ability to discuss and explain ideas, and your ability to talk about culture in English. -To help you learn more about the cultures of Western nations. The textbook pays special attention to the cultu

2、re of the United States, not only because it is the largest English-speaking country, but also because its culture is different from Chinas in a number of especially interesting ways. -To help you become a better intercultural communicator. You will learn this partly by studying more about the proce

3、ss of intercultural communication and also about the factors that affect that process. However, even more important, you will develop new skills and thinking habits that will help you make sense of foreign cultures and their people, especially of things Westerners do which may seem strange, puzzling

4、, or even bad,Goals of the course,2,To familiarize you with basic concepts of intercultural communication. The textbook introduces many of the basic concepts of intercultural communication, assuming that the more students understand about the various factors that affect intercultural communication,

5、the more aware they will be of the role these factors play in influencing how they interpret the behavior of foreigners,3,Reading the textbook and other related materials (assigned by the teacher or found/searched by you upon the teachers request) -Regular attendance of the classes -If possible, mak

6、e friends with one or two foreigners to gain some personal experiences in cross-cultural communication,Requirements of the course,4,Dear Fran, Yesterday was my first day in China, and it was a little bit strange. I decided to go to a park, and there I met several Chinese students. They started talki

7、ng with me in Chinese, and I was happy to finally have a chance to practice speaking in Chinese with real Chinese people, and maybe also to make some Chinese friends. At first they asked me some pretty easy questions about how long I had been in China, what country I was from, and so forth. But then

8、 the questions started getting more complicated and harder for me to understand and answer; also, sometimes when I was struggling to answer a question the students would laugh. That kind of bothered me, and I felt like they were making fun of me. Then one of the students said something that I though

9、t was a little weird. “Wo men zuo pengyou ba.” I mean, I did originally hope to make friends with them, but I didnt expect someone I hardly knew to just say “Lets be,Letter to FranA case study,5,Friends!” That seemed a little strange and rather pushy. BY that point, I was feeling a little uncomforta

10、ble, so I just made an excuse and left. Im not quite sure what to make of this experience. I cant tell if the students were enjoying themselves at my expense; Im also not sure if they are trying to get something from me. Finally, if I see them again Im not sure if I should talk to them, or maybe jus

11、t try to avoid them. You know China a lot better than I do, so any advice or suggestions you have would be appreciated. Sincerely, Pete,6,Part of the problem was that Petes Chinese wasnt very good, so it was hard for him to communicate. It seems likely that Pete didnt understand Chinese culture very

12、 well, and this made it harder for him to understand why the students acted as they did. Another part of the reason lies in the way Pete handled this intercultural communication situation. When the Chinese students did or said things that seemed strange to him, he tended to jump to conclusions,Petes

13、 problems,7,E.B.Tylor(1967): Culture is a complex whole of our social traditions and as prerequisite for us to be a member of the society. -Can be a set of fundamental ideas, practices, and experiences of a group of people that are symbolically transmitted generation to generation through a learning

14、 process. -May as well refer to beliefs, norms, and attitudes that are used to guide our behaviors and to solve human problems. - Or a negotiated set of shared symbolic systems that guide individuals behaviors and incline them to function as a group,Definition of culture,8,As the software of human m

15、ind, culture, in addition to allowing our participation in a specific group, serves two major functions: -Culture provides a context in which three aspects of human society are embedded: linguistic, physical, and psychological (Borden, 1991). Language allows us to communicate with people who have si

16、milar value and belief system. Physical aspects supply an environment of activities and permit what we do within the culture. Finally, the psychological aspect is related to our mental activities, including what we believe and what we have learned,Functions of culture,9,Culture functions to provide

17、structure, stability and security that are used by the group and members to maintain themselves as a healthy system. For example, according to traditional Chinese custom, the marriage of young people had to be arranged by their parents. A matchmaker was used to introduce the two parties. If the pare

18、nts of the male were interested in seeing the lady, the matchmaker would plan an arranged meeting for both sides to meet and observe each other. If the male family was pleased with the lady, the matchmaker would be sent to the female family to formally propose a marriage. A payment made by the groom

19、s family to the family of the bride would be made when the couple married. Dowry, including money, jewelry, or other gifts, from the brides family usually accompanied the bride,10,The structural process of this matching process for the young people in traditional Chinese society clearly reflects the

20、 functions of culture. This practice not only maintained the stability of the Chinese society for many hundred years but also ensured the financial security of the female family after a daughter moved out to stay with the other family,11,Four basic characteristics: holistic, learned, dynamic, and pe

21、rvasive 1. Culture is holistic (整体的）. It can be broken down into several subsystems, including a kinship system, an educational system, a religious system, an association system, a political system, and so on, but the various aspects of culture are closely interrelated. In other words, any change in

22、 a subsystem will affect the whole system. For example, the American Civil Rights Movement brought about changes in different facets of American culture and altered American attitudes, values, and behaviors,Characteristics of culture,12,2. Culture is learned. Because culture is a shared symbolic sys

23、tem within a relatively large group of people, the only way for group members to integrate into, reinforce, and co-create this shared symbolic system is through a learning process. We begin to consciously and unconsciously learn our culture in our early life through the process of socialization or e

24、nculturation. Interaction with family members and friends is the most common way for us to learn about our culture. Other sources for learning our culture are schools, church, media, folk tales, and art. Question: What is ethnocentrism,13,The process of learning our own culture will inevitably foste

25、r a phenomenon called ethnocentrism. Ethnocentrism leads group members to tie themselves tightly together and to be proud of their own heritages by subjectively using their cultural standards as criteria for interpretations and judgments in intercultural communication,14,3. Culture is dynamic. Cultu

26、res are constantly changing over time. Some cultures are more open and accepting of change, others tend to resist it. Culture change in the process of transmission from generation to generation, group to group, and place to place. Question: What would bring about the changes of a culture,15,Four maj

27、or mechanisms account for the change of cultures: technological invention, disasters( natural and human), cultural contact, and environmental factors (e.g. Increasing population,16,4. Culture is pervasive. Like the ubiquitous（无所不在的） air we breathe, culture penetrates into every aspect of our life an

28、d influences the way we think, the way we talk, and the way we behave,17,Intercultural communication refers to the communication between people from two different cultures. The study of intercultural communication aims to understand the influence of culture on our attitudes, beliefs, and behaviors i

29、n order to reduce misunderstandings that result from cultural variations,Intercultural communication,18,According to Dodd(1991), successful intercultural communication is based on three factors: 1. the positive feeling we possess at the affective level, including affirmation, self-esteem, comfort, t

30、rust, and safety; 2. the beliefs we bring into the intercultural encounter at the cognitive level, including expectations, stereotypes, uncertainties, and misunderstanding of rules or procedures; 3. the action or skills we possess at the behavioral level, including verbal and nonverbal communication

31、 skills in intercultural settings,19,Kenneth, an American student, met Vernon, a student recently arrived from Malaysia, and they decided to have dinner together at the university cafeteria. In the cafeteria, Kenneth ordered a pizza and some other food for their dinner. When the food was sent to the

32、m, Kenneth tore the pizza into pieces and handed one piece to Vernon, using his left hand. Vernon took that piece of pizza and put it on his plate without eating it. Kenneth was quite confused about what had gone wrong, so he asked Vernon, “Are you all right?” “Yes, Im fine,” Vernon replied. Kenneth

33、 kept on asking, “Why dont you eat the pizza?” Vernon said nothing but began to eat the other food, ignoring the pizza. Kenneth was confused but he ceased his questioning. And the two just kept on eating without much conversation. How would you help explain Vernons behavior,Mini case 1,20,Some likel

34、y interpretations Ms. Kelsen may feel that teachers should not accept gifts, especially valuable ones, from students. (In the West, it is rare for individual students to give teachers gifts, especially expensive ones.) Ms. Kelsen does not think it is right to accept a gift, especially a valuable one

35、, just for doing her duty as a teacher. Ms. Kelsen is afraid that other people will find out that she accepted the gift, and that they will think she took a bribe. Ms. Kelsen may feel that she only did her duty, so she has done nothing to deserve such a special gift. Ms. Kelsen may feel uncomfortabl

36、e because she assumes Frank cannnot afford to give expensive gifts. Ms. Kelsen may feel that accepting the gift would put her under obligation to Frank. (Most Westerners feel that accepting a valuable gift entails a degree of reciprocity互惠，互给.,Case 2 (also Encounter in the book,21,Gift giving in the

37、 West: Westerners generally only give gifts on certain culturally designated occasions such as birthdays or certain holidays such as Christmas. “In general, Westerners do not use gifts to incur or repay social obligations” (Davis 2001:113) It is not generally necessary to reciprocate for small perso

38、nal favors by giving gifts; usually saying “thank you” is sufficient. In situations where someone does want to show gratitude by offering a gift, Westerners are often comfortable with being taken out to eat, or with a small gift that has more personal significance than monetary value. Perishable gif

39、ts like food and drink can also generally be accepted relatively easily. Valuable gifts are an appropriate way to show gratitude only for a truly significant favor, and only in situations where it will not look like the gift-giver is trying to buy favor,Culture notes,22,Gifts and bribes: In most Wes

40、tern cultures, it is not considered appropriate to accept a private gift, especially a valuable one, as a reward for performing a work-related duty. Such a gift would often be viewed as a bribe. “Outside ofwell established occasions like Christmas and birthdays, circumspection(谨慎） is observed so tha

41、t gift giving appears personally anonymous or offhand（即席的）. The gifts significance is carefully limited to avoid a personal meaning that might be construed as offering a bribe, seeking special favors, or as requiring reciprocity.”(Steward and Bennett1991:95,23,Public and private distinction: In both

42、 China and the West, expressing gratitude for work-related service by giving a personal gift would often be considered inappropriate. There are, however, differences between East and West on more specific points of how this general principle is applied. On the whole, Western (individualist) cultures

43、 generally feel there should be a clearer distinction between public and private life then Eastern (collectivist) cultures would make, and this causes Westerners to fell it is more wrong to do things that would transgress (违反）the boundaries between these two parts of life. One consequence of this is

44、 that Westerners are less likely to feel it is necessary to be rewarded (privately) for doing (public) duties,24,Gift giving in China (for example: lucky money in Spring Festival,Discussion task,25,Lee” is a Chinese student who has just arrived in the US to do graduate studies. After a long and tiri

45、ng flight from China, she goes through customs at the airport. Them with all of her luggage, she waits in line for a taxi. After a long annoying wait, she finally gets a taxi. However, the taxi driver seems friendly enough, and the taxi is comfortable, so she is able to relax a little during the lon

46、g drive to her school. When she gets to the school, the taxis meter reads $32.5, so she starts getting the money out of her wallet. But when the taxi stops the driver turns around, smiles at Lee, and says that she should give him $50! Do you know why the driver asks for $50 rather than $32.5,Case 3,

47、26,The taxi driver is trying to cheat Lee. There are extra charge for luggage that Lee doesnt know about. There are extra charges for tolls that Lee doesnt know about. There is an honest misunderstanding. Maybe there is something wrong with the meter, or fares have recently gone up and the meter has

48、nt been adjusted yet. Lee misunderstood what the driver said, or didnt hear what he said clearly. The driver has included a tip for himselfan unreasonably large one. The driver has included a generousbut not entirely unreasonabletip for himself, perhaps because he knows Lee is a foreigner and thinks

49、 she doesnt know that she should tip, or because in the past other foreigners have given him very stingy tips,Some likely interpretations,27,Taxi charges: In taxis in the US, it is quite normal to have a small extra charge or each piece of luggage. Usually there will be a list of luggage charges pos

50、ted somewhere in the taxi. In the US there are also sometimes tolls for bridges, tunnels, and certain roads, and the taxi driver will generally pay these first and then add them to the cost of the ride,Cultural notes,28,Taxis in the US: While taxis can often be found at US airports, taxis are relati

51、vely rare in all but the largest American cities, and to get a taxi people often need to call a taxi company. This is because most Americans drive their own cars. (Note: In large cities like New York, taxi drivers are often immigrants from other countries who do not speak English as their first lang

52、uage.,29,Tipping: For employees in some service industries it is common and expected practice to offer a tip on top of the bill as long as service is not below average. Following are some common tipping guidelines: waiters: 15-17% of bill before tax, 20% at a 5-star restaurant or for large parties (

53、at a fancy restaurant check to make sure service is not included in the bill) taxi drivers: 15% of total bill, no less than 25 cents hairdressers: 15% shampooer: $1-$2,30,pizza delivery person: $1-2 for short distance, $2-3 for longer distance airport skycap : $1-2 per bag bellhop: $10 for carrying

54、luggage, $5 for showing you to your room room service: 15% of the bill furniture delivery: $5-10 minimum, up to $20 for very heavy or large items. (Tipping is not normal in fast-food restaurants where customers get their own food.,31,Individualism vs Collectivism,An individualist culture is one in w

55、hich people tend to view themselves as individuals and to emphasize the needs of individuals. In general, Western culture tends to be individualist,A collectivist culture is one in which people tend to view themselves as members of groups (families, work units, tribes, nations), and usually consider

56、 the needs of the group to be more important than the needs of individuals. Most Asian cultures tend to be collectivist,Individualist cultures “I” consciousness independence, Competition,Collectivist cultures “We” consciousness, interdependence, group harmony. (Strong influence on social relationshi

57、ps: the concept of in-groups and out-groups,32,Ranking of Individualism,33,Individualist vs Collectivist Culture,Emphasis on self-reliance; not obligated to help family members and friends. Emphasis on the individual rights. Individuals should take credit and responsibility for what they have personally done,Obligated to help other members of their groups. Obligated to sacrifice for the benefit of the group Accept more responsibility for what other members of their groups do,34,From an early age, American children are encouraged to believe that they themselves a