跨文化交际(UNIT 8).ppt

1、Review of Unit 7,What is M-Time and P-Time? Which do you think is the dominating time system in our culture? 2. What is the right way of dealing with issues of space and privacy in an intercultural environment?,Intercultural CommunicationUnit 8Cross-Cultural Perception,Warm Up,Please read the story

2、on page 264 and fill in the blanks. What do you think of the story? “I told the Englishman it was the 1 sporting thing to do, and he jumped. I told the Frenchman it was 2 chic; the German that it was a 3 command; the Italian that it was 4 forbidden; the Russian that it was 5 revolutionary; so they a

3、ll jumped overboard.” “And how did you get the American to jump?” “No problem,” said the captain, “I told him he was 6 insured!” Of course, what the story tells us about people of those different nations can only be partially true at best and we must be aware of such overgeneralization and oversimpl

4、ification in our perception of people of other cultures.,French Leave and Dutch Courage (p265-267),Do you know some terms and expressions in English that are formed with names of other nationalities? Danish pastry, Flemish bond, Irish stew, Italic handwriting, Portuguese man-or-war, Russian roulette

5、, Spanish fly, Scotch pine, Swiss roll, Turkish delight and Welsh rarebit; Belgian hare, Dutch barn, French letter, German measles, Greek gifts and Swedish drill. Among the English idioms mentioned in Reading I, some are emotionally “neutral” in that they only deal with “flora and fauna and products

6、” that are not native to England. However, some other idioms may carry the British cultural values and attitudes to other nations.,French Leave and Dutch Courage (p265-267),Do you know some terms and expressions in English that are formed with names of other nationalities? For instance, idioms which

7、 are culturally neutral include: Danish pastry, Flemish bond, Irish stew, Italic handwriting, Portuguese man-or-war, Russian roulette, Spanish fly, Scotch pine, Swiss roll, Turkish delight and Welsh rarebit. Idioms which are culturally loaded include: Belgian hare, Dutch barn, French letter, German

8、measles, Greek gifts and Swedish drill.,French Leave and Dutch Courage (p265-267),Many idioms concerning other nations suggest that the Britishs used to hold others in derision and contempt. But all those related to the British themselves indicate that the British used to view themselves in positive

9、 ways. Homework: Finish the Fill-in Task exercise (p268). What do they mean in the sentence?,Fill-in Task (p268),1. Excuse my French, but hes a bloody nuisance! 2. The headmaster always talks to the pupils like a Dutch uncle. 3. I dont understand this book at all, its all Greek to me! 4. If you want

10、ed me to go, why didnt you say so in plain English instead of making vague hints? 5. Scratch a Russian, and youll find a Tartar. Do you understand what I mean?,Fill-in Task (p268),6. Keep away from; his Irish is up. 7. Ill have a couple of drinks to give me Dutch courage. 8. Its good to see that old

11、 film star enjoying a(n) Indian summer with her second highly acclaimed film this year. 9. Before she left, she said a final goodbye and give him a long French kiss. 10. The companies do not wish to Welsh on their debts to banker if though their business seems to be not good at the moment.,Reading I

12、I,Read the article “Ethnocentrism and Ethnorelativism” (p272-276) . 1. What is ethnocentrism? Most other cultures are backward compared with my culture. My culture should be the role model for other cultures. Other cultures should try to be more like my culture. Most people from other cultures just

13、dont know whats good or them. 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. Lifestyles in other cultures are not as valid as those in my culture. I do not cooperate with people who are different.,Reading II

14、,Read the article “Ethnocentrism and Ethnorelativism (p272-276)”. 1. What is ethnocentrism? I do not trust people who are different. I dislike interacting with people from different cultures. I have little respect for the values and customs of other cultures. Other cultures are smart to look up to m

15、y culture. Other people are much the same as my people. Our way of doing things is the only right way.,Reading II,Ethnocentrism is negatively judging aspects of another culture by the standards of ones own culture. It is the technical name for the view of things in which ones own group is the center

16、 of everything, and all others are scaled and rated with reference to it. It occurs when our nation is seen as the center of the world. In other words, it refers to our tendency to identify with our ingroup and to evaluate outgroups and their members according to its standard.,Reading II,It is not s

17、uggested that ethnocentrism is always deliberate. Often the expression of ethnocentrism is a function of how we are socialized. (see examples on p273) Ethnocentrism often is expressed in the way people draw their maps. People tend to draw maps of the world with their own country at the center and wi

18、th other parts of the world depicted as peripheral. Ethnocentrism can all too easily lead to “us” versus “them” thought and language. The collective pronouns “us” and “them” become powerful influences on perception. The names given to “them” can be used to justify their suppression and even their ex

19、termination. (see the poem “We and They” on p280-281),Reading II,It seems to be really impossible to eradicate ethnocentrism through education and intercultural exchange; however, they do help reduce the degree of ethnocentrism, a sort of natural tendency, for people live in the context of their cul

20、ture so they can hardly get rid of their cultures influences on their thinking, behaving and way of living. What one needs to do is to develop the attitude of ethnorelativism. What is ethnorelativism? It is just opposite to the attitude of ethnocentrism; it is cultural relativism. It involves the vi

21、ew that all cultures are of equal value and the values and behaviors of a culture can only be judged using that culture as a frame of reference.,Discovering Problems,the stereotyped images of different cultures in the US (p276-278) and the stereotypes of Americans (p278-279) Since most of informatio

22、n we get about people of other nations comes from the mass media today, it is very difficult for us to avoid being greatly influenced by the media in our formation of impressions of other peoples, and our impressions tend to become stereotypes that may hinder us from truly understanding those people

23、s in intercultural communication. Besides, what impressions we have formed about people of other nations may also be different from what they view themselves. For instance, it has been noted that there often exists a disparity between the way U.S people think of themselves and the way they are viewe

24、d by foreigners. Please look at the results of a survey in the following:,Discovering Problems,U.S Persons Views of Themselves Informal, friendly, casual Egalitarian Direct, aggressive Efficient Goal/achievement oriented Profit oriented Individualistic Progressive Enthusiastic Open,Foreigners Views

25、of U.S Persons Undisciplined, too personal formal education. Symbolic racism: expressed in terms of threats to peoples basic values and to the status quo. Tokenism: certain people harbor negative feelings about a given group but do not want to admit this fact to themselves; they engage in unimportan

26、t, but positive intergroup behaviors, thus they can effuse to perform more important intergroup behaviors.,Stereotype and Prejudice (p292-295),Classifications of prejudice: Arms-length prejudice: certain people engage in friendly, positive behavior toward outgroup members in certain situations but h

27、old those same outgroup members at an “arms length” in other situations. Real likes and dislikes: members of the group engaged in behaviors that people dislike; should be given more attention. The familiar and unfamiliar: to experience behaviors or ideas that are unfamiliar and hence feel uncomforta

28、ble; a lack of understanding and an insensitivity regarding other cultural groups.,Stereotype and Prejudice (p292-295),Relation among stereotypes, prejudice and discrimination: When cognitions (stereotypes) are assigned values (prejudice), we may enact biased action (eg. discrimination). Prejudice v

29、aries principally along the dimension of intensity. Five common forms of prejudice can be identified in terms of intensity: verbal abuse, physical avoidance, discrimination, physical attack, and massacre. How to overcome stereotypes and prejudice: Empathy is the main communication skill we should le

30、arn to solve the problem through the face-to-face interaction. Empathic persons know how to show understanding by projecting themselves into their partners position. This means that to be empathic in intercultural interactions we need to be open-minded in terms of information sharings, to be imagina

31、tive in correctly drawing the picture of others situation, and to show a commitment or strong willingness to understand our culturally different partners in any kind of situation.,Case Study,Case 29(Page285) In this case, both the white people (the Virginia Government) and the Indians were ethnocent

32、ric. The white people seemed to believe that their learning and sciences were without doubt superior to the Indians learning. They didnt expect that what they considered as good for the Indian youth would be taken as “totally good for nothing” by the Indians, to whom, the white peoples learning and

33、sciences could be inapplicable in their living environment and irrelevant to the way they preferred to live. On the other hand, the Indians were also somewhat ethnocentric when they implied that their education was better by asking the white people to send their sons to be educated by the Indians an

34、d promising that they would be able to “make men of them” through instructing them in all the Indians knew.,Case Study,Case 30(Page286-287) It is said that the event which really marked a dividing point in Western images of China was the visit of U. S. President Richard Nixon to China in February 19

35、72. “A week that changed the World” was Nixons characterization of his own trip and his view was shared by many Americans, because it symbolized that the U. S. no longer regarded China as a major enemy, perhaps even not as an enemy at all. Images of contemporary China were changed drastically in the process.,Case Study,Case 31(Page287) It seems that Ian an