大学英语跨文化交际chapter2

1、大学英语跨文化交际教案第二章Chapter 2 Communication and InterculturalCommunicationI. Teach ing ObjectivesIn this chapter, the teacher should en able the stude nts to:1. know differe nt defi niti ons of com muni cati on.2. ide ntify nine comp onents of com muni cati on.3. ide ntify the characteristics of com muni

2、cati on.4. know the relati on ship betwee n culture and com muni cati on.5. know the defi niti on of in tercultural com muni cati on.6. ide ntify the 4 forms of in tercultural com muni catio n.II. Con te nts1. Keywords(1) Sender/Source: A sender/source is the person who transmits a message.(信息发出者 /信

3、息 源：信息发出者/信息源指传递信息的人。)(2) Message: A message is any signal that triggers the response of a receiver.(信息： 信息指弓 I起 信息接受者反应的任何信号。)(3) Encoding : It refers to the activity during which the sender must choose certain words or non verbal methods to send an inten ti onal message.(编码： 编码指信息发出者选择言语或用非 言语的方式发

4、出有目的的信息的行为。 ) Channel/Medium : It is the method used to deliver a message.(渠道 /媒介：渠道 /媒介指发 送信息的方法。)(5) Receiver: A receiver is any person who notices and gives some meaning to a message. ( 信息接受者：信息接受者指信息接收者是指注意到信息并且赋予信息某些含义的人。)(6) Decod ing: It is the activity duri ng which the receiver attaches mea

5、ning to the words or symbols he/she has received.(解码：解码指信息接受者赋予其收到的言语或符号信息意义的 行为。)(7) Feedback: The response of a receiver to a sender' s message is calle(反e馈ba反馈指信息接收者对信息源信息所做出的反应。)(8) Noise: It is a term used for factors that interfere with the exchange of messages, includingexter nal no ise p

6、hysiological no ise, psychological no ise and sema ntic no ise.(干扰：干扰指妨碍信息交流的各种因素。包括外界干扰，生理干扰，心理干扰和语义干扰。)(9) Con text: A con text is the sett ing or situatio n within which com mun icati on takes place ,in cludi ng physical con text, social con text and in terpers onal con text.(语境：语境指交际发生的环境，包括自然语境

7、，社会语境和人际语境。)(10) In tercultural com muni catio n:It is the com muni cati on betwee n people whose culturalpercepti on and symbol system are disti net eno ugh to alter the com muni cati on even t.(跨文化交际：跨文化交际指的是那些在文化认知和符号系统上存在差异的人们之间的交际。这些差异足以改变整个交际事件。)(11) Intern ati onal com muni cati on:it takes p

8、lace betwee n n ati ons and gover nments rather tha nin dividuals; it is quite formal and ritualized.(国际交流：国际交流是指发生在国家和政府之间而非发生在个人之间的交际；此种交际非常正式和仪式化。)(12) In terracial com muni cati on:It occurs whe n the sen der and the receiver excha ngingmessages are from different races.(跨种族交际：跨种族交际是指交流信息的信息源和信息

9、接 受者来自不同的种族的交际。)(13) In tereth nic com muni cati on:It is the com muni cati on betwee n or among people fromdiffere nt eth nic groups in a country or culture.(跨民族交际：跨民族交际是指来自一个国家或文化内部的不同民族群体的人们之间的交际。)(14) In tracultural com muni catio n:it is defi ned as com mun icati on betwee n or among membersof

10、the same culture.(文化内交际：文化内交际是指同一文化内部的成员之间的交际。)2. Key Points(1) The nine comp onents of com muni cati on.(2) The defi niti on of in tercultural com muni cati on.(3) The forms of in tercultural com muni cati on.3. Difficult Poi nts(1) The characteristics of com muni cati on.(2) Relati on ship betwee

11、n culture and com muni cati onIII. Teachi ng Methods1. Pair/Group work2. Discussi on3. Task-based approach4. Communi cative approach5. Questi ons and an swers6. Case an alysis7. I nterviewIV. Teachi ng Procedures1. Lead-in case: let the students do lead-in case“ She has Three Hands ” and discuss the

12、 followingquestio ns:1. Suppose you are the Chin ese doctor, if you are com muni cati ng with the Can adia n physiotherapist, will his words irritate you? How would you respond to the situation?2. What caused their com muni cati on con flicts?3. What do you thi nk of the differe nt com muni catio n

13、styles of the two doctors?2. Text Aa. Prese ntati on: Pre-readi ng taskLet the stude nts do pre-readi ng task and discuss the questi ons provided by the activity.b. Practice: The explanation of the text and activities(1) Communi cati on DefinedLet stude nts read“ Communi cati on Defined ” to know ho

14、w com muni cati on is defi ned from wester nand easter n perspective. This part is difficult to un dersta nd, so teacher should try to help stude ntsto un dersta nd it by offeri ng some typical examples.(2) Comp onents of Commun icati onLet students read“ Components of Communication” to identify the

15、 nine components ofcom muni catio n. This part may seem dull to stude nts, so teacher should try to make it morein teresti ng.c. Productio n: After-readi ng CheckLet stude nts fill the diagram of the comp onents of com mun icati on to help them remember these comp onen ts.Teacher guides stude nts to

16、 an alyze Case 9 to enhance their kno wledge of the nine comp onents of com muni catio n.3. Text Ba. Prese ntati on: Pre-readi ng taskLet the students do pre-reading task and discuss the questions provided by the activity.b. Practice: The explanation of the text and activitiesCharacteristics of Comm

17、uni catio nLet students read “ Characteristics of Communication ” to know the six characteristics of com muni cati on. This part is not so importa nt. Stude nts are just supposed to know the six characteristics of com muni cati on.c. Productio n: After-readi ng CheckLet stude nts an swer the short -

18、an swer questio ns to check how well they have un derstood this part.Teacher guides stude nts to An alyze Case 10 and an swer the follow ing questi ons.4. Text Ca. Prese ntati on: Pre-readi ng taskLet the students do pre-reading task and discuss the questions provided by the activity.b. Practice: Th

19、e explanation of the text and activitiesCulture and Communi cati onLet stude nts read “ Culture and Commun icati on ” to know the relati on ship betwee n the two. This part is importa nt; teacher can help stude nts to summarize the relati on ship betwee n culture and com muni cati on and how culture

20、 affects its com muni cati on style.c. Productio n: After-readi ng CheckLet stude nts do the short-a nswer questi ons to check how well they have un derstood this part.An alyze Case 11 and an swer the follow ing questi ons.5. Text Da. Prese ntati on: Pre-readi ng taskLet the students do pre-reading

21、task and discuss the questions provided by the activity.b. Practice: The explanation of the text and activities(1) 1 ntercultural Communication DefinedLet students read "Intercultural Communication Defined” to know the definition of interculturalcom muni catio n. Briefly, in tercultural com mun

22、 icati on refers to the com muni cati on betwee n or among people from differe nt cultures. More precisely, it is the com muni catio n betwee n people whose cultural percepti on and symbol system are disti net eno ugh to alter the com muni cati on even t.(2) Forms of In tercultural Communi cati onLe

23、t students read “ Forms of Intercultural Communication” to identify the four forms ofin tercultural com muni cati on. This part is very importa nt, so teacher should try to help stude nts dist in guish the four forms of in tercultural com muni cati on by offeri ng typical examples. Stude nts are sup

24、posed to remember the four forms of in tercultural com muni cati on.c. Product ion: After-read ing checkLet stude nts defi ne the four forms of in tercultural com muni cati on to check how well they have un derstood this part. They are en couraged to use their own words and examples.An alyze Case 12

25、 and the n an swer the follow ing questi ons.V. Assig nmentsof each text.1. Let stude nts do the Checklist and Assessme nt.2. Let stude nts do the rest exercises and activities in“ After-readi ng Check '3. Review what has bee n lear ned and preview the n ext chapter. （Teacher should tell stude n

26、ts exactly what to do. For example, teacher can give stude nts a couple of questi ons to ask them to find the an swers whe n they preview the next chapter.）VI. Refere nee1. Cultural Backgro und:中西语言习俗在现代社会生活中，跨文化的语言交际已日渐成为现代交流的一个引人注目的特点。有 些人，一遇到外国人即用英语上阵，这样常常并不令人满意，其原因是我们对语言和文化差 异不甚了解。（1）中西语言与文化差异欧美

27、社会文化是建立在人文主义基础之上的，因此和欧美人士交流时，要特别注意不要涉及对方的隐私。它通常包括个人的年龄、婚否、经济收入、地址、家庭等等。中国人初次 见面，就要请教尊姓大名、住址、年龄等等，不仅不会被认为是失礼，而且还似有亲切、接 近之感。（2）与欧美人交谈时应注意的问题社会文化制约人们的语言行为，人们的言语行为反映一定的社会文化背景。与外国人土人交谈时，若忽视了这一事实，轻则产生误会、难堪，重则导致敌对情绪。与欧美人交谈就 得了解欧美人的社交语言规范，明确何时何地对何人何事可以说或不可以说的话。这是欧美人的提交语言规范之一，在交谈时要注意以下问题：1）说话时尊重对方立场说话应注意中外文化

28、的区别，尊重对方立场。中国人看到朋友感冒，往往会说 要多喝开水”或 多穿些衣服”之类的话以示诚心，但欧美人独立意识较强，受不了带有长者的劝告口 吻。像类似于 多喝开水”或 多穿些衣服”的话，不但不会感激你的关心，反而觉得你对他有 失尊重2）己所不欲，勿施于人欧美人把自己做的点心送给你时，一定说自己亲手制作的点心很可口，若是中国人和日本人，则会说自己做得不好，这在中国已成了习惯。主客相互客气了事。假如是欧美人，他 便奇怪了，认为这是一种侮辱：因为既然是不好吃的东西，为什么要请他来吃呢？3）有话不妨直说欧美人一般都爱直率地表达自己的意见，各人意见不同，也认为是正常的事，对方也决刁会因为你的意见不同

29、而感到惊异。有人做过调查，200个中国人提出请求，有124个是先说明请求原因，然后才提出请求。而在180个美国人提出的请求中，有113个先提出请求，然后才附带说明请求的原但。由于这种差异，英国人的请求在中国人看来是唐突的，而中国人的请求在欧美人看来是啰嗦。4）不要过分客气礼让-在中国，人们认为 礼多人不怪”。这对欧美人来说是不适用的，尤其美国人性格开朗、 办事利索，礼多反而觉得不诚恳。有个中国学生在电车上踩了美国人一脚。赶紧说：对不起”。美国人回答说；没关系”。可中国学生又加了一句：对不起，实在对不起，我是不小心的。”这回美国人根本不作答了。5）致思途径由小到大中国人习惯从整体上、根本上人手思

30、考问题，而欧美等国的人则正相反，是由小到大 来考虑问题。一位德国教授抱怨中国学者的演讲方式，说：他们不论讲什么，都先讲一通中国地大物博，历史悠久，古代辉煌，近代落后，新中国充满希望，又出现新问题，轮到讲 自己的专业却没词了。 ”其实，思考、谈论问题由大到小和小到大这两种方式各有其长处。 问题是双方应对对方民族语言的致思途径有所了解。否则，难以圆满地实现交际目的。 中日语言习俗中日两国虽然是地理相近，风俗相仿，但是中国人和日本人的语言习俗仍有各自独特 之处。有些中国人在讲话时不管对方是否知道，喜欢用 你不知道”作为开场白。例如说：你不知道，北京的变化可大了”而日本人在这种情况下，一般会这样说：我

31、想，你已知道，北京的变化太大了 ”用 你不知道”这种方式对日本人讲话。往往会伤害日本人的感情。对方问你问题时，你说我不知道”，在中国人看来没有什么，但在日本人一般要说：很抱歉，我不知道。”否则，语气就像 我不告诉你”，会给别人不愉快的感觉。比如说 在日本，一个顾客向一位卖服装的营业员问卖唱片的地方在哪里，或者某件服装是哪个国家生产的，营业员决不能说：我不知道，请你去问别人吧”而一定要向同事请教之后再回答顾客。中国人很重视辈分，在同一辈分中总要明确地表示出谁是长”，谁是 少”。中国人在兄弟姐妹之间，都明确地称呼大哥”、二哥”或 大姐”、二姐”。而日本人，不需要严格区别顺序，一般当面称 某哥哥”。

32、对长辈称呼也是如此。日本人取名，却喜欢用数字排行，如 太郎”、健二”、三郎”。在中国对于副职，例如畐师长、畐旷长等，特别是下级对上级称呼时，往往把副字略 去，而称 某厂长”。但日本人却一定要称 某副厂长”。日本人对语言是十分敏感的，所以不需要高声动感情和他们说话。日本人总是笑脸相迎，含蓄委婉到从不愿断然对人说一个不”字。为了保全面子或避免公开对抗，日本人常常拐弯抹角，含糊其辞。他们不注意溢于言表，而注重通过五脏六肺做心照不宣的活动，以达 到不言自明。对此，人们用一个专门词汇来形容它，叫做腹艺”。被辞退的杨女士杨女士被派到一位意大利来京工作的专家家里做服务工作。因为她热情负责、精明强 干，起初专

33、家夫妇对她印象很不错，她也把自己当成专家家庭里的一员。有一个星期天，那位意大利专家偕夫人外出归来。小杨在问候了他们以后，如同对待老朋友那样，随口便问：你们去哪里玩了 ？ ”专家迟疑了良久，才吞吞吐吐地相告： 我们去建国门外大街了。 ”小杨当时以为对方累了， 接着又问：你们逛了什么商店？ ”对方被迫答道： 友谊商店。”你们怎么不去国贸大厦和赛特购物中心看看，秀水街的东西也挺不错的，”小杨好心好意地向对方建议说。然而，她的话还未说完，专家夫妇却已转身离去了。两天后，扬女士被辞退了。请分 析杨女士被辞退的原因。【分析提示】由于各国的文化背景不同， 在国际交往中人们应遵守： 待人接物，言谈时要 热情有

34、度”，这 也是中外言谈礼仪的重要区别之一。杨女士对主人所讲的话全是出于善意，也体现了小杨待人热情友善，但意大利专家夫妇认为已经妨碍了他们的私生活，因此，待人热情友好要把握好分寸，否则事与愿违。Culture and Communi cati onUn dersta nding the in tertwi ned relatio nship betwee n culture and com muni cati on is crucial to in tercultural com muni cati on. On the other hand, culture con diti ons com

35、muni cati on. First of all culture is the foun dati on of com muni cati on. Without the shari ng and un dersta nding betwee n speakers, no com muni cati on is possible. Secon dly, culture dictates every stage of the com muni catio n process. We com muni cate the way we do because we are raised in a

36、particular culture and lear n its Ian guage, rules and no rms. What we say, what gestures we use, with whom we talk, whe n and how to talk are all determ ined by our culture. On the other hand, com muni catio n had made the developme nt of huma n culture possible and it is through com muni catio n t

37、hat culture is tran smitted from on e gen erati on to ano ther. At the same time, culture is lear ned through com muni cati on. We acquire our membership of culture mainly through socializati on with other members of our culture and this socializati on is realized by in teract ing with differe nt so

38、cial groups: families, frien ds, n eighbors, teachers, colleagues, etc. without socializati on through com muni cati on, the lear ning of culture is totally impossible.Culture and com muni cati on are said to be like Siamese twi ns, one is in separable from the other; the un dersta nding of one dema

39、 nds the un dersta nding of the other and the cha nges to one will cause cha nges in the other. If the culture is differe nt, the com muni cative patter ns in that culture will differe nt too. The major task of in tercultural com muni cators is to find out how culture and com muni cati on con diti o

40、n and tran sform one ano ther so that real un dersta nding can be achieved among in tercultural in teractio ns.In terpers onal com muni cati on is a complex process. The followi ng are some of the most disti nctive features listed in the literature on com muni cati on.zCommuni cati on is dyn amicCom

41、muni cati on is an on-going activity .In any com muni cati on event, the sen der and the receiver of messages con sta ntly shift from being en coders to decoders and the messages also change in each turn of interaction. z Communi cati on is in teractiveCommunication is always done in two ways: the s

42、ource sends messages to the receiver and the receiver resp onds to the message received and sends his message or resp onse to the source. Thus the source and receiver are in a reciprocal situati on attempt ing to in flue nce one ano ther in the process. What the in flue nces are and how the in flue

43、nces function are among the major concerns of in tercultural com mun icators.z Communi cati on is both verbal and non-verbalSpeech is only one of the cha nn els that messages are tran smitted. We do not have to say everyth ing we intend to com muni cate in words. We use our body, sig ns, and even cl

44、oth ing to show others what we have in our min ds. Accord ing to statistics most part of our com muni cati on is done by non-verbal means.z Communi cati on can be either inten tio nal and uninten ti onalIntention is not a necessary condition for communication to take place. A sigh of frown accompa n

45、ying speech, if no ticed by the receiver, may also carry uninten ded messages to the receiver. For the two parties involved in the communication process, any behavior of one in terlocutor, i nten tio nal or uninten ti on al, can produce certa in effects and gen erate certa in mea nings to the other.

46、 To complicate the matter, very ofte n we are uncon scious of the message sent and the effect it has produced. Therefore, un expected results may arise.zCommuni cati on is rule-gover nedThough com muni catio n is a complex process, there are still rules for speakers to follow as to how messages are

47、con structed and in terpreted. The patter ns, however, are crucially defi ned. To study com mun icati on and in tercultural com muni cati on in particular is , to a large exte nt, to discover the patter ns that regulate com muni cative behavior of the in terlocutors. If the patter ns are shared and

48、un derstood, any com muni cati on will become easy and effective.zCommuni cati on depe nds on the use of symbolsSymbols or codes are the basic in gredie nts of com muni cati on. Symbols may take the form of writte n or spoke n words, body sig ns, Braille, an object like a picture or a dress, color,

49、and many other symbols that represe nt certa in meanings to whoever recog nize them and make sense of them. All cultures use symbols, but they usually attribute differe nt meanings to the same symbol and may use differe nt symbols to mea n the same. Compete nt in tercultural com mun icati ons, there

50、fore, must learn to“ read ” the symbols used by their interlocutors and understand the exact messages.z Communi cati on is irreversibleCommuni cati on can not be retrieved- the message delivered and in terpreted by the receiver can n ever be take n back. Though we can modify our message, the effect

51、produced by the origi nal message still remai ns. The implicati on is that improper com muni cative behavior may have serious consequences.z Communi cati on takes place in both a physical and a social con textCommuni cati on does n ot take place in a vacuum. We in teract with other people within spe

52、cific physical surro undings and un der a set of specific social factors. The physical surr oundings serve t to be com muni cated, as the backgro und of our in teracti on and, to a large exte nt, defi ne what we com muni cate and how we do it. In additi on, the symbolic meaning of the physical sett

53、ing may con tribute to the meanings inten ded. The social con text sets the in terlocutors in various social relati on ships. How people relate to one ano ther will determ ine both the form and content of com muni catio n. Physical and social con text together defi ne the actual practice of com muni

54、 cati on: what to be com mun icated, where, whe n, with whom and how it is realized.Commun icati on: the Process of Un dersta nding and Shari ng MeaningThe word com muni cati on is used in a variety of ways. Before we use the term any further, we should establish a com mon un dersta nding of its def

55、i niti on. Communi cati on comes from the Lat in com muni care, which means to make com mon. This origi nal defi niti on of the word is con siste nt with the definition of communication used in this text.In this text, com muni cati on is defi ned as the process of un dersta nding and shari ng meanin

56、g. Commun icati on is con sidered a process because it is an activity, excha nge, of set of behaviors not an un cha nging, static product, in which we participate. David Berlo, a well-k nown com mun icatio n figure, probably provides the clearest stateme nt about com muni cati on as a process. Berlo

57、 wrote: If we accept the con cept of process, we view eve nts and relati on ships as dyn amic, ongoing, ever-cha nging, and con ti nu ous. When we label somethi ng as a process, we also mean that it does not have a beg inning, an end, a fixed seque nce of even ts. It is not static, at rest. It is mo

58、vi ng. The in gredie nts within a process in teract, each affects all of the others.What is an example of how a process operates in everyday com muni cati on? Picture two stude nts pass ing on the sidewalk betwee n classes and excha nging a few senten ces. Did this verytiny com muni cati on episode really beg in and end with their first and last word: Do we have to con sider that both of them spoke to each other in En glish, that they must have had some prior encoun ter, o