跨文化交际教案20xx.3

青岛科技大学教师授课教案

课程名称__跨文化交际 ____

课程性质__专业专选课____

授课教师____王建英______

教师职称__ 副教授 _____

授课对象英语07级

授课时数

___32学时______

教学日期20xx年3月至

20xx年7月

所用教材Communication Between Cultures

《跨文化交际》外语教学与研究出版社

授课方式___课堂讲授_______

《跨化交文际》教学大纲

一、课程基本信息 1、课程中、英文名称：跨化交文际、Intercultural Communication 2、课程类别：专业专选课程 3、课程学时：32学时 4、学分：2 二、课程的目的与任务：跨文化交际作为一门学科涉及到文化和交际的各个层面，包括语言交际、非语言交际、人们之间的相互交往，以及不同文化之间的观念和信仰等。该课程的目的在于通过不同文化 2

差异的比较研究，提高学生对文化差异的敏感性，提高不同文化语境中语言交际的能力，从而更好地适应不同文化环境。使学生了解其他文化的社会文化习俗和价值观念；通过学习跨文化交际原理，提高学生对文化差异的敏感性，增加跨文化交际意识，并最终形成跨文化交际能力。三、课程的重点和基本要求：（一）课程的重点本课程教学的重点是增强学生对跨文化交际中文化差异的敏感性，帮助学员解决在跨文化交际中因文化的差异而产生的种种问题。通过典型实力分析，模拟交流联系，交际失误分析，英汉双向练习等多种形式，使学生认识语言，文化和交际三者之间的关系，加深对对象国文化的了解，掌握在处理跨文化交际中一些微妙问题时所需要的基本知识和技巧，提高跨文化交流的质量。（二）．基本要求： 1、了解跨文化交际研究的范围和目前发展的动向。 2、掌握跨文化交际研究的基本方法，并运用来解决一些实际问题。 3、奠定向该学科研究纵深发展的理论基础。四、教学内容、要求及学时分配： 1. 总论：什么叫跨文化交际 (4学时)：跨文化交际的定义；跨文化交际的研究范围和基本方法及手段。 2. 交际和文化的定义(6学时)：交际 3

的构成要素分析；文化的定义：高层文化，民间文化和深层文化；交际与文化的切合点。 3. 文化差异 (6学时)：文化差异的界定；东西方文化差异，包括东西方人际关系对比。 4. 语言与文化 (6学时)：语言与文化的关系；词汇的文化内涵；语言学习与文化知识的吸收。 5. 中国学生典型文化错误分析 (6学时)：不熟悉对方文化引起的错误；忽略对方文化差异引起的错误；母语文化负迁移引起的错误。 6. 跨文化交际与语言教学 (4学时)：增强文化敏感性在语言教学中的必要性和重要性；怎样在语言教学中提高文化敏感性。在学习方式上，利用网络为本课程学生提供了大量的网上资料，包括本课程的教案、大纲、习题，以及展现中英文化特色的文化图片、文化视听材料等。本课程的教学特点是寓教于乐，通过精心设计的课堂活动使学生仿佛身临其境般地感受他国文化，体验真实的跨文化交际感受。通过案例分析和课堂讨论等方法使学生在轻松愉快的氛围中了解中英文化差异，学习跨文化交际的技巧，最终达到教学的目的。五、考试考核办法：笔试六、教材及参考书： (一)教材：Larry A. Samovar, Richard E. Porter, Lisa A. Stefani 4

Communication Between Cultures Larry Brooks/ Thomson Learning Asia 外语教学与研究出版社 (二)参考书：《跨文化交际学》贾玉新著，上海外语教育出版社。1997 Wadsworth Publishing Company, 1994

教案正文： Part One Communication and Culture

Preface: Rational,

Approach,

Philosophy,

Organization,

New features

Acknowledgments Preface: Rational,

Approach,

Philosophy,

Organization,

New features

Chapter One Intercultural Communication: Interaction in a changing world

教学要点:

Importance of Intercultural communication Today intercultural communication encounters are different from encounters from the past. International contacts New technology, growth of the world’s population, and the shifts in the global economic arena have contributed to increased international contacts.

Domestic Contacts

1. Domestic contacts are increasing because new immigrants and co-cultures are growing in numbers.

2. Settings that are most affected by these cultural changes are the educational system, the workplace, and interpersonal relationships.

Studying International Communication

? The hazards of studying intercultural communication are overgeneralizing and forgetting how complex the nature of human behaviour is.

? We are more than our culture. We need to understand the dynamics of images of one's own culture and the foreign one.

? We need to face possible problems 7

of acculturation and culture clash Activities:

? In small groups, identify the various ways in which members of the dominant culture, other ethnic cultures, and co-cultures treat members of other groups. How does each culture or group behave and communicate ethnocentrically?

? Discuss typical communication behavior and systems in our country

? What are our feelings when we interact with people who have a completely different behavior to ours?

? Why do we need to learn this subject?

Answer:

The world today is characterized by an ever growing number of contacts resulting in communication between people with different linguistic and cultural backgrounds. This communication takes place because of contacts within the areas of business, military cooperation, science, education, mass media, entertainment, tourism but also because of immigration brought about by labor shortage or political conflicts. In all these contacts, there is communication which needs to be as constructive as possible, without misunderstandings and breakdowns. It is our belief that research on the nature of linguistic and cultural similarities and

differences here can play a positive and constructive role. We are in living in the world where ? Technicians and executives cooperating in international teams ? People frequently contacting representatives from other cultures

? People participating in international projects

We need:

? To identify the characteristics of the other culture: values, norms, styles of communication

? To overcome the sensation of insecurity when relating with people from other cultures

? To aid (re)orientation in unknown environments

? To develop the capacity to understand radically different 10

behavior

Linguistic and cultural similarities and differences can play a positive and constructive role.

The goal of the intercultural communication is to promote research but also education and training in the area of intercultural communication. The great interest shown in the activities within the area of intercultural communication.

教学时数：

2学时

Chapter Two: Communication and Culture: Voice and the Echo 教学要点：

Human communication ? Communication is a dynamic, systematic process in which 11

meanings are created and reflected in human interaction with symbols. Put more simply, setting and environment help determine the words and actions we generate and the meanings we give the symbols produced by other people. Other elements associated with the systemic(交通) nature of communication are place ,occasion ,time and number of participants. ? The largest system affecting communication is our culture, which is the context within which all our interactions take place .The rules ,values ,norms, traditions, taboos, and customs of a culture all affect the other areas of the communication system. The act of communication produces change in people. A common beginning , anatomy ,gender ,age ,culture ,and the like may bind us ,but our isolated minds and unique experiences keep us apart. Cultural, as well as individual differences keep us apart. Our resolutions for each issue have their roots deep in culture. A successful intercultural communicator appreciates similarities and accepts differences. ? Communication is contextual: 12

message change always takes place in a specific location, not a vacuum. ? Understanding characteristics of communication with another human being. We can only infer what another is experiencing, and we do this by using the symbols that we and other people have produced. ? Communication is also a way we define our world. We give meaning to events and people, for example, so that we can function in various groups and be members of our society. ? Communication is reflective: we can watch ourselves and evaluate how we are communicating while we are doing it. ? The brain is an open system: we can learn from each encounter in which we find ourselves. ? Our communicative behavior has consequences. ?People are alike and different. We all face many of the same frustration resulting from our physical isolation from each other. Culture ? We define culture as the deposit of knowledge, experience, beliefs, values, actions, attitudes, meanings, hierarchies(等级), religion, notions of time ,roles, spatial relations, concepts of the 13

universe, and artifacts acquired by a group of people in the course of generations through individual and group striving. Culture is learned ,acted out ,transmitted , and preserved through communication. The issue of intentionality and unintentionality (one of the reason difficult to locate a single definition of communication). ? Culture is everything and everywhere. Culture governs and defines the conditions and circumstances under which various messages may or may not be sent ,noticed or interpreted. All those who share a common culture can be expected to behave correctly, automatically, and predictably. Hence, culture shields people from the unknown by offering them a blueprint for all of life’s activities. ? The world is a confusing place until we can make some sense of it, so the basic function of culture is to explain the world to each new member of the culture. By telling us what to expect, culture reduces confusion and helps us predict the future. ? Seven characteristics of culture that most directly affect communication are that it is (1) learned, (2) transmitted 14

from generation to generation, (3) based on symbols, (4) dynamic, (5) integrated, (6) ethnocentric, and (7) adaptive. Intercultural communication ? Intercultural communication is a communication between people whose cultural perceptions and symbol system are distinct enough to alter the communication event. ? Interracial communication occurs when source and receiver are from different races. ? Interethnic communication refers situations in the parties are of the same race but of different ethnic origins. ? Intracultural communication is a communication between members of the same culture, including racial, ethnic, and other co-cultures. Elements of Intercultural communication ? One element of Intercultural communication is perception, “the process by which an individual selects, evaluates, and organizes stimuli from the external world.”Cultural perceptions are based on beliefs, values, and attitude systems. ? Another intercultural element is verbal processes: how we talk to each other and think.

? Nonverbal verbal processes, the third element, involve the use of actions to communicate. The meanings of these actions shift from culture to culture. ? The context of the communication events is influenced by culture. Activities In small groups, find out as much as you can about the history of Chinese culture. Try to isolate examples of how our cultural values have been determined by historical events. Discussion Give additional examples, from recent history, of cultures that have changed as a result of invention, diffusion, and calamity.

教学时数：

2学时 Part Two The Influence of Culture Chapter Three: Cultural Diversity in Perception: Alternative Views of Reality

教学要点：

Understanding perception

? Although the physical process of 16

perception is almost the same in everyone, culture influences the final step of interpretation and evaluation.

Culture and perception

? Culturally determined beliefs are the main influence on how we behave and relate to our environment.

? Beliefs are our convictions in the truth of something—with or without proof.

? Values are enduring attitudes about the preferability of one belief over another.

? Dominant American cultural patterns include individualism, equality, materialism, science and technology, progress and change, work and leisure, and competition.

? Cultures difer in their attitudes towards (1) individualism and collectivism, (2) uncertainty avoidance, 17

(3) power distance, (4) masculinity and femininity, (5) human nature, (6) the perception of nature, (7) time, (8) activity, (9) relationships, (10) context,

(11) formality and informality, and (12) assertiveness and interpersonal harmony.

Activities

Ask your foreign teachers or foreign friends for English translations of sayings and proverbs from his or her culture that reflect important values in that culture. Alternative, you show the sayings and proverbs in this chapter to them and see if he or she has corresponding sayings.

Discusion ideas

Does cultural perceptions of color have particular associations in American 18

culture?

教学时数：

2学时 Chapter Four The Deep Structure of Culture: Roots of reality 教学要点：

? World view is a culture’s orientation toward God, humanity, nature, the universe, life, death, sickness, and other philosophical issues concerning existence. Although world view is communicated in a variety of ways, religion is the predominant element of culture that gives us our world view. ? The family, because it is the child’s first introduction to culture, influences both perception and communication. ?History, by passing on stories of the past, influences perception and teaches 19

group identity, loyalty, and what to strive for.

Activities:

Find out as much as you can about the history of your informant’s culture. Try to isolate examples of how your informant's cultural values have been determined by historical events.

教学时数：

2学时 Part Three From Theory to Practice Chapter Five The Importance of Language Language and Culture ? Language is the achieves of history . ? Not only the symbols (words) and sounds for those symbols different, but so are rules (phonology, syntax, and innotation ) 20

for using those symbols and sounds. ? Language is a reflection of the culture and culture is a reflection of language. ? We simply have many more ideas, feeling and things to represent than we have words to represent them. But when communication is between people from distinct cultures, different experiences are involved and the process is more troublesome. Cultures with this orientation tend to be concerned more with the overall emotional quality of the interaction than with the meaning of particular words and sentences. ? Language is inseparable from culture. Culture influences language symbols and rules for using those symbols. As we have also seen, meaning is culturally determined. Culture and Meaning ? The meanings we have for words is determined by the culture in which we have been raised. ? Word usage and meaning are learned, and all cultures and co-cultures have special experiences that frame usage and meaning.

Culture and the Use of Language ? Each of us learns and uses language as we do because of our cultural background. Foreign Languages and Translation ? Translators build bridges not only between languages but also between the differences of two cultures. Languages are not this simple, and direct translations in many cases are difficult if not impossible because (1)words have more than one meaning (2)many words are culture-bound and have no direct equivalents(3)cultural orientations can render a direct translation nonsensical ,and (4)a culture may not have the background and understanding to translate experience specific to other cultures. A translator must be able to translate a message so that others hear it as though it were the original message .This means that the interpreter must be skilled in more than vocabulary. He or she must also know the word’s emotive aspects, as well as the culture’s thought processes and communication techniques. If you are selecting an interpreter, you should look for the following qualities or qualifications. The first 22

is compatibility, second is ethnic compatibility ,third is knowledge of dialect , specialized knowledge women are primarily concerned with personal relationships when they communication ,but men are concerned only with getting the job done .Whereas women wish to include everyone ,men seek to establish their own status .Women’s concrete terminology often clashes with the abstract nature of men’s verbiage. Whereas women may engage in tentative speech ,men’s speech is characteristically assertive. Women’s communication is decidedly responsive ,while men’s communication is distinctly unresponsive. Women’s and men’s speech create the potential for misunderstanding and conflict between women and men Language Diversity in the United States ? L D has become a prominent issue in the US ?People living within the same geographical boundaries can also use language in ways that differ from the dominant culture. ? Argot is a private vocabulary that members of a co-culture share.

? Examining argot helps gain insight into a co-culture and its social realities. Activities Ask an informant whose language is not English for examples of expressions from his or her native language that are difficult to translate into English. Idioms are the most likely category in which to find examples. Try to determine why the difficulty exists. What cultural values might these expressions represent? Discussion What problems are associated with language diversity in a country 教学时数：

2学时

Chapter Six Nonverbal communication: The Messages of Action, Space, Time, and Silence

教学要点：

The importance of nonverbal communication ? We make important judgments and decisions about others based on their behavior.

? We use actions of others to learn about their emotional states. Defining nonverbal communication ? Nonverbal communication involves all nonverbal stimuli in a communication setting that are generated by both the source of his or her environment and that have potential message value for the source or receiver. ? Nonverbal messages may be both intentional and unintentional. Functions of nonverbal communication ? Nonverbal communication has five basic functions: to repeat, complement, substitute for a verbal action, regulate, and contradict a communication event. Nonverbal communication: guidelines and Limitations ? It is important to remember that we are more than our culture. ? In nonverbal communication, we often make differences more important than they should be. ? Nonverbal action seldom occur in isolation. Nonverbal communication and culture ? Nonverbal communication and 25

culture are similar in that both are learned, both are passed on from generation to generation and both involve shared understandings. ? Studying nonverbal behavior can lead to the discovery of a culture’s underlying attitudes and values. ? Studying nonverbal behavior can also assist us in isolating our own ethnocentrism. Body behavior ? Nonverbal messages are communicated by means of body movements(kinesics and posture), dress, facial expressions, eye contact, touch, smell, and paralanguage. Space and distance ? Cultures differ in their perception and use of personal space, seating, and furniture arrangement. Time ? We can understand a culture’s sense of time by learning about how members of that culture view informal time. ? Attitudes towards time also appear in the ways people conceive of the past, present, and future. ? Cultural orientations towards time can be classified as monochromic or polychromic.

Silence ? The use of silence varies from culture to culture. ? Generally, Eastern culture value silence more that the use of words: in western cultures, the opposite is true. Activities ? In small groups, read the following paragraph and explain what went wrong. Jan was in Brazil on business, Ciro, a Brazilian associate, invited her to a dinner party he and his wife were giving. The invitation was for “around 8, this Friday night.”Jan arrived at Ciro’s house at exactly 8:00. Ciro and his wife were still dressing and had not even begun to prepare the food. Discussion ideas ? In what situation might you need to interpret the nonverbal behavior of someone from another culture? What problems could arise from not understanding differences in nonverbal behavior? 教学时数：

2学时

Chapter Seven: Cultural Influences on Context: The business settings:

教学要点：

Context and communication ? Culturally derived rules specify how communication is to take place by prescribing the appropriate behaviors in given contexts.

The International business Context ? Most nations and many multinational business organizations have international facilities and do business on a global basis. ? The most successful companies will be those who have the ability to communicate effectively with their international counterparts ? The concept of management can be viewed differently from culture to culture.

Business Protocol

? The procedures for seeking business appointments, the ways in which people greet one another , and the gift giving practices differ from one culture to another.

Negotiation

? Strategies for negotiation differ from culture to culture.

? There are many different kinds of truth in the world, and the source of “truth” for a culture can influence business transactions.

? Trust, on a global scale, should be factored into cross cultural business issues.

? People need to be cognizant of the roles and values placed on women in the cultures in which they will be doing business.

The Domestic Business Context

? The American workforce is undergoing rapid cultural changes.

? Major forces behind marketing as we approach the twenty-first century are 29

diversity and culture. ?Cultures differ in their value orientations, and these differences cause conflict in the workplace.

? Issues such as religions, practices, human rights, language diversity, sexual harassment, and sexual and racial discrimination present potential areas of conflict in the workplace.

Activities:

? In small groups, discuss the various negotiation strategies used by different countries you know.

Discussion:

? Discuss how effective intercultural communication is crucial for cross-cultural business success.

教学时数：

2学时

Chapter Eight: Cultural Influences on Context: The educational setting:

教学要点：

? Education is an important social context in which cultural influences are much in evidence. ? System of formal and informal education seek to meet the perceived needs of societies. ? Schools help to fashion the individual. ? Schools are a primary means by which a culture’s history and traditions are passed from generation to generation. Schools teach the informal knowledge of a culture. What and how cultures teach ?Schools are the primary vehicle for teaching cultural values. Multicultural education in the US 31

? Schools in the US are becoming increasingly diverse. ?Schools no longer teach only Eurocentric cultural values: instead, today schools routinely teach the experiences and values of many cultures. ? Despite improvements in multicultural education, there is still much controversy about approaches to teaching multiculturally. Learning styles ? Learning styles are particular ways that individuals receive or process information. ? Cognitive, communication and relational, and motivational learning styles have a profound impact on classroom learning. Language Diversity ? Language diversity is an important issue in the multicultural classroom. ? Students who are limited in their English proficiency face various obstacles in the classroom. ? Several approaches to linguistic diversity have been incorporated into the educational system. ? Teachers can do a variety of things that will assist the learning of their LEP students.

Gender, Culture, and the classroom ? Culture establishes norms regarding what is acceptable behavior for boys and girls, and these expectations extend to the educational environment. Multicultural Teaching Competencies ? Teachers should be aware of what they bring to the classroom. ? Teachers should know as much about students’cultural backgrounds as possible. ? Assessing the acculturation levels of the students in the classroom will help the teacher determine how much their students are involved in their own culture as well as the Anglo-American culture. ? A key characteristic of the competent multicultural teacher is empathy. Classroom of the future ? New technology has the potential to transform the educational environment and resolve some of the current problems in multicultural education such as language diversity, dropout rates, and different learning styles.

Additional information: A social occupation has an ironclad rule, that is to say, only a professional 33

occupation can have social status and be respected socially. If an occupation can be occupied by anyone at all, it can’t have social status. If teachers have no social status, their vocations can’t be respected socially, the educational structure will collapse, and progress will come to a halt.

Education Setting in Britain Even though the UK government implements a mandatory education system for children from the ages of five to sixteen, the opportunities for education range much higher. If parents agree, the government ensures every child can be admitted to a nursery school at the age of four; and the majority of youngsters of age seventeen receive some kind of continuing education or vocational training. In the UK schools are classified as government funded and privately (independent) funded. Private schools, which charge fees, are independent and not under the control of the government. There is a wide range of independent schools with, different charging systems to suit various types, ages and religions. The academic year in UK has three terms, each term running for seven to fourteen weeks. School holidays are 34

Christmas, Easter and summer vacation (July to Sep). The primary / secondary schools and further education colleges normally have much longer terms than those of the Universities.

Compulsory Education Compulsory Education includes kindergarten, primary school and secondary school.

Kindergarten (3-5) The government does not require children under five years the local Bureau of Education (LFAs) of age to go to school, but in most areas provides pre-school or early childhood education, taught by qualified teachers. In addition, there are separate individuals and agencies offering pre-school classes, enabling pre-schoolers to better adapt to school life.

Primary School (5-11) Generally, the British National Institute provides education for 5-11 year old primary school children although in Scotland and parts of England it is up to 12 years. Primary is usually classified as "child" and "elementary", In some local areas 35

administered by the National Bureau of Education a three-tier system is used: elementary, primary and secondary schools. Students of eight or nine-year nine years study in primary school , and 12 or 13 year-olds in secondary school. Most primary schools are co-educational.

Secondary School (11-17) In the UK education is compulsory for students aged 5-16 years. There have been some changes to the education system in recent years, introducing some new National secondary schools funded by central government and providing free education without local government’s control. In addition, there are about 2,500 private schools for13-years plus students, teaching the secondary school curriculum. Most private schools have student hostels financed by fees and donations. These schools must be registered and government officials inspect them every four years to to ensure they are adhering to required standards. GCSE： Grade A* (A good result of exceptional quality) Grade A (The higher grades needed for further and higher education) Grade B Grade C

Grade D (Regarded as average grades-a good base from which to grow) Grade E Grade F (The lower, but still useful, grades of achievement) Grade G Ungraded (Unfortunately, no score)

Further Education Further education is tertiary education after primary and secondary education. The continuing education of students between the ages of 16 and 18 years is generally accepted. Tertiary education is divided into two systems : academic routes and vocational routes. Academic routes focus on cultivating talents, vocational routes meet a combination of social dimensions: occupational needs, training in a variety of industries with specialized skills, and knowledge of personnel. Academic Route and GCE A-Level A-Level, the full title is "General Certificate of Education Advanced Level”, is an important stage of the academic route , which totals over 100 subjects, over two years of general education. Students reading such courses are aged between 16-18 years old, but we must not be deemed 37

equivalent to Chinese students studying in high school courses. A-Level is the basis for university courses, and is equivalent to China's first two years of college courses. Currently, students must choose their subjects from these courses , but according to the British Ministry of Education recently updated programme of reform, each of the subjects to students in the first year to four subjects, designed to provide students a wider scope of knowledge. A-Level election is very important for students Section, and have the following two general principles : 1) professional objectives principle: A-Level the three subjects (or four subjects ) should focus on subjects that the students themselves want to study as undergraduate and as professional career goals. 2) competency principle: A-Level performance choosing one or two subjects students are competent at. A-Level and AS-Level： Grade A-Level AS A 10 5 B 8 4 C 6 3 D 4 2 E 2 1 The English believe that, with social 38

competition o intense, it is impossible for one person to do everything. Only when students have a profound understanding of some aspect of an industry will they,find work. Most English students find a specialty related to their own interests hobby, and take it up as a lifetime goal. Therefore, England's specialty not only many, moreover classifies extremely carefully, for example ，some colleges and universities MBA specialty classifies to financial MBA, marketing MBA, international MBA, human resources MBA, transport MBA, clothing MBA and so on. The curriculum of each MBA is in considerable depth. The English believe that, with social competition o intense, it is impossible for one person to do everything. Only when students have a profound understanding of some aspect of an industry will they,find work. Most English students find a specialty related to their own interests hobby, and take it up as a lifetime goal. Therefore, England's specialty not only many, moreover classifies extremely carefully, for example ，some colleges and universities MBA specialty classifies to financial MBA, marketing MBA, international MBA, human resources MBA, transport 39

MBA, clothing MBA and so on. The curriculum of each MBA is in considerable depth. Education in Intercultural Communication. To truly understand your own culture—no matter how you define it—requires personal knowledge of at least one other culture, one that is distinctly different from your own. In intercultural communication, we can understand other countries’ education setting and learn their advantages to improve our own. Education will be truly effective only when it is specifically designed to meet the individual needs and interests of each student.

Comparing the communicative strategies between Japanese and the American students:

1. More Japanese students stressed the importance of atonement.

2. The four most used strategies were statement of remorse, accounts, description of damage, and reparation which Japanese 40

students used more than their American counterparts.

3. Secondary strategies include compensation and promise not to repeat offense, which were mainly used by Japanese students.

4. Japanese students offered elaborate types of promises not to repeat offense and were more open in their request of forgiveness.

5. Cultural differences in the use of apologies were evident in the following nuances:

a. Japanese students were more ready to offer (and receive) apologies.

b. Japanese students used more elaborate types of remorse statements. They 41

tended to repeat words whereas American respondents used intensifiers, as shown in the following examples:

Japanese: "Sorry, sorry, I am so sorry."

American: "I am terribly sorry."

c. American respondents tended to attribute an offense to forgetfulness or circumstances beyond their control while Japanese students admitted their fault and stressed the lack of malicious intention.

d. Unlike Americans, Japanese students described the negative side of the situation, as shown in the 42

following examples:

Japanese: "Sorry we were late. We wasted a part of your spring break."

American: "Look; we still have all of spring break to enjoy."

6. Japanese students strived more to "save face" while their Americans counterparts tended to try to keep their autonomy by not offering to help remedy the situation. For American respondents, reparation was considered a declaration of responsibility and future actions where the failure to do so would be a bigger offense than the first. On the other hand, Japan More Japanese students stressed the importance of atonement.

7. The four most used strategies were statement of remorse, accounts, description of damage, and reparation which Japanese students used more than their American counterparts.

8. Secondary strategies include compensation and promise not to repeat offense, which were mainly used by Japanese students.

9. Japanese students offered elaborate types of promises not to repeat offense and were more open in their request of forgiveness.

10. Cultural differences in the use of apologies were evident in the following nuances:

e. Japanese students were more ready to offer (and 44

receive) apologies.

f. Japanese students used more elaborate types of remorse statements. They tended to repeat words whereas American respondents used intensifiers, as shown in the following examples: Japanese: "Sorry, sorry, I am so sorry."

American: "I am terribly sorry."

g. American respondents tended to attribute an offense to forgetfulness or circumstances beyond their control while Japanese students admitted their fault and stressed the lack of malicious intention.

h. Unlike Americans, 45

Japanese students described the negative side of the situation, as shown in the following examples: Japanese: "Sorry we were late. We wasted a part of your spring break."

American: "Look; we still have all of spring break to enjoy."

i. Japanese students strived more to "save face" while their Americans counterparts tended to try to keep their autonomy by not offering to help remedy the situation. For American respondents, reparation was considered a declaration of responsibility and future actions where the failure to do so would be a 46

bigger offense than the first. On the other hand, Japanese offenders are not obligated to keep their promises as long as the offended realizes that the offender feels with him/her.

Homework:

Please respond to these questions as realistically and honestly as possible.

1. You borrowed an umbrella from your best friend, and the wind broke it beyond repair. What do you say to him/ her?

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2. You have made plans to go to a concert with your friends; you could not make it and you still owe 47

them money for the ticket. What would you say to them?

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3. You showed up an hour late for a group trip on spring break. What do you say to the students traveling with you?

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4. You have borrowed a classmate’s homework, submitted yours and failed to return his/ hers. What do you say to him/ her?

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5. You did not show up for a

meeting due to a friend’s accident.

What do you say to the students who were supposed to meet with you?

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6. You borrowed a CD from your roommate and did not return it for 3 weeks. What do you say to him/ her?

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7. You failed to meet a friend at the hotel due to miscommunication. What do you say to him/her?

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8. You were playing with your friend’s computer and erased the important paper s/he had been

working on for the past two weeks. What do you say to him/ her?

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9. You borrowed your brother’s/ sister’s Walkman and broke it. What do you say to him/ her?

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11. You cancelled a club meeting and inconvenienced all the

members of the club. What do you say to them?

教学时数：

2学时

Chapter Nine Cultural Influences on 50

Context: The health Care Setting

教学要点：

EXPLANATIONS, TREATMENT AND PREVENTION OF ILLNESS

? Cultures differ in the way they explain, treat and prevent illness.

? All health systems can be divided into three categories: Bio-medical, personalistic, and naturalistic

? There are cultural variations in the course of illness

? There are cultural variations in the treatment of illness

? There are cultural variations in the prevention of illness

Religion spirituality and health care ? Religion, spirituality and health care are often intertwined,

? For many cultures religion and prayer often provide solutions and solace when one is suffering ill health.

Gender roles and health care

? Cultures divide the social world into male and female categories. These divisions affect the healthcare setting. ? In much of the world the North American concept of equality between the sexes does not exist

? In many cultures women hold traditional roles that are subservient to men’s. These subservient roles are evident in the healthcare setting.

? In many cultures female purity and modesty are of paramount importance.

? In all cultures of the world child-bearing and the gift of life are 52

treated with celebration.

The United States healthcare in the diverse patient population

? If optimal healthcare is to be provided in a multi-ethnic society such as the United States awareness of culturally diverse patterns of communication is essential.

? Language barriers, non-verbal messages, and formality and politeness can cause miscommunication in the healthcare setting.

Improving the multicultural healthcare interaction

Often it is not a lack of shared cultural knowledge that causes the breakdown of communication in a multicultural healthcare interaction. Instead failure to act on that knowledge can cause 53

problems.

Activities

In a small group, discuss the various cross-cultural beliefs in the explanation, treatment and prevention of illness.

In a small group, discuss the impact of gender and spirituality on the healthcare setting

Discussion ideas

? Discuss how effective intercultural communication is crucial in the multi-ethnic healthcare setting

? Discuss how non-verbal behaviour can complicate the multi-ethnic healthcare setting

? Discuss how more than one medical belief system can be incorporated to treat patients

教学时数：

2学时

Part Four Knowledge into action Chapter Ten: Accepting Differences and appreciating similarities: A point of view

教学要点：

A philosophy of change

? The belief that improvement in inter-cultural communication is possible is based on two assumptions:

1. The brain is an open system

2. We have free choice

Potential problems in inter-cultural communication

? Avoidance of the unfamiliar, the desire to reduce uncertainty, diversity in communication purposes, 55

stereotyping and prejudice, misuse of power, culture shock and ethno-centrism are major barriers to inter-cultural communication.

Improving inter-cultural communication

? Following some basic guidelines such as knowing yourself, considering the physical and human setting, seeking a shared code, developing empathy, encouraging feedback and learning about cultural adaptation can help improve inter-cultural communication. Explain the following sentences in English, paying attention to the idioms (见课本257页)

It’s not surprising the guy couldn’t get to first base with his new business: he started with two strikes against him. 56

In baseball, if a batter has three strikes against him he is out. This means the ball is pitched to him three times and he misses it three times. So if a man goes into business with two strikes against him, it will be difficult for him to succeed.

2. Let’s put this plan to the acid test by looking at the nuts and bolts of the deal.

"Let's put it to the acid test" means let's check if the plan is good or not by testing it really hard. "Looking at the nuts and bolts" means looking at all the detail. Someone has a big idea, but he must at some time "get down to the nuts and bolts.

3. If we stop beating heads against a brick wall, we would not appear to be such wimps.

"Beating our heads against a brick wall" means trying and trying when it is clear there will be no chance of success. For example: Men trying to take her to dinner are beating their heads against a brick wall.

4. We need to be careful that the tail doesn’t wag the dog.

"We need to be careful that the small details do not change the big

decision." Or the leader must not let followers decide what actually happens.

5. Do not listen to John---------he’s got an ax to grind.

John is protecting or helping his own personal interests.

6. She’s not the least bit

funny----------in fact, she’s laid an egg. In fact she's laid an egg means her attempt at humour has failed.

7. John dropped the ball on this one, and he’s sure ticked off.

"Ticked off" means annoyed (I think only Americans use this one)

8. If you think we are on the same wavelength, just give me a buzz, or we can play it by ear.

"On the same wave-length" means we are thinking the same thing. “Give me a buzz” means give me a ring. "Play it by ear" means we do not plan what we do, we just let things happen as they may. 59

9. We need to stop dilly-dallying and get off the dime.

"dilly-dallying" means wasting time. "get off the dime" means we must start moving forward. A dime is an American coin, this must be an American expression.

Communication Analysis: Case 1

I have an American friend. I have invited him several times，and at long last he invited

me to his home one day. He told me to get there at 3 pm. I thought we could chat and have a meal together. I gave him a Chinese calendar，a man’s tie and a bottle of Chinese white wine. He only took out a dish of nuts，a plate of bread and a bottle of wine. After two hours 60

chat，I found there was no hint of a meal and said good—bye to him. He only gave me a box of chocolate as a present for the New Year. After I got home，I found the box had already been opened. I was Very surprised. Question ：What surprised me? Answer:

1)In China，a visit to home always includes a meal．And the guest always brings a relatively rich present to the host．And the present should be well wrapped or untouched．

2)In the west，a visit to home only means a meeting，not necessarily including a meal．And the present is treated not as importantly as it is in China．

3)I acted in a way that was based on Chinese customs，So I felt the American way was very 61

interesting(unusual)．

Case 2

Lin had traveled 20 hours from Beijing to New York. He needed a good meal. His American friend，Mike，met him. But Mike only offered him a plate of roasted chicken and a glass of orange juice. Lin was used to having a main course，and asked Mike if he had any rice. Mike said he only had fried noodles，and Lin had to make do with it. Though Lin knew Americans didn’t care very much about what food they ate，he still felt surprised because he had taken Mike to the most famous duck restaurant in Beijing, Quanjude, when he arrived in Beijing.

Question：

Why did Lin feel surprised? Offer some advice to him about adjusting to 62

his new environment in America. Answer:

1)On the topic of hospitality，the Chinese stress is on warmth and demonstrating friendship．They take the guest to a famous or luxurious restaurant to have a very good (expensive) meal to show their hospitality．And the Chinese are used to having a big meal. The more dishes they put out，the greater the warmth and friendship they show.

2)In western countries，people stress on freedom．They give the guest great freedom to choose their own foods． And westerners tend to have only one main course and some juice or dessert，which is viewed as casual in the eyes of the Chinese．[Note ! If the student answers that Western people 63

have only three courses，this is also correct!]

3)Lin lived in American surroundings and should have adjusted himself quickly to the new world(1ifestyle)．He should have known the custom there first，and felt more at ease in Mike’s home．

Case 3

When Zhang Tao traveled in America，he lived in the home of his American friend，Bill.0nce after he had traveled back，he found Bill was in a bad mood. When he asked what the problem was，Bill told Zhang Tao that his son Adam got furious about the noise Zhang made when walking upstairs and also because he was using too much water in the solar powered shower and Adam had to have his shower in cold water. Bill told 64

Zhang Tao that he should walk more softly in future，and have a fast shower to save water. Zhang Tao felt uneasy. How could the host set such rules for his guest!

Question：Why did Zhang Tao feel uneasy?

Answer:

1)In China，when people host someone，they put the guest in the place of honor to show hospitality．They try to take care of the guest，and try to make the guest feel comfortable and at ease．

2)In America，people tend to give the guest great freedom and treat a guest more casually，naturally and truthfully.

3)Zhang Tao knew he was a guest，and thought in terms of Chinese 65

expectations of hospitality．He thought Bill should treat him courteously instead of setting rules for him

4)Since Zhang Tao lived in American surroundings，he should have known about the customs there sooner． Case 4

Li Gang is a new Chinese student in an American university. He is very glad that one of his classmates, Peter, invites him to see a film one day. Li Gang goes to the cinema on time. When he gets there, Peter is waiting for him. Peter says, "I have bought mine. You go quickly to buy your ticket." Li Gang gets surprised.

Question: Why does Li Gang get Surprised?

Answer:

1)In China, if somebody invites you to see a film, he will buy the ticket for you.

2)In America, invitation is very common. And people are used to paying individually.

3)Li Gang hasn't got used to this yet. He thought that Peter would buy the ticket for him.

Case 5

Mrs. Chen has just moved to America. Her husband is a guest professor there. She finds that a car is very necessary in America, so she decides to buy one. After she has chosen a suitable car, she takes out the cash to pay. The salesman is very glad and surprised, "Great. You pay in cash. "Mrs. Chen gets confused. 67

Question: Why does Mrs. Chen get confused?

Answer:

1)In China, people are used to paying in cash, especially in daily life.

2)Chinese people consume within their consumptive capability.

3)The Americans are used to paying in check or credit card. And they like consuming in advance. But the merchants prefer to have cash.

Case 6

Sarah and Daniel are a young American couple who are teaching English at Zhejiang University. They are leaning Chinese and enjoy their new lives. They have been eager to get to know 68

Chinese people better so were pleased when Chen' Li, their new Chinese colleague invited them to her home for dinner at one weekend. When Sarah and Daniel arrived, Chen Li introduced them to her husband Wang Bing, asked them to sit down at a table containing 8 plates of various cold dishes served them tea and then disappeared with her husband into the kitchen. Sarah offered to help in the kitchen but Chen Li said she didn't need any help.

A half-hour later she came back and sat down and the three began to eat. Wang Bing came in from time to time to put several hot dishes on the table. Most of the food was wonderful and there was much more than Sarah and Daniel could eat. They wanted Wang Bing to sit down so that they could talk to him. Finally he did sit down and ate a bit, but quickly he turned on the TV to 69

show them high tech features. Soon it was time for Sarah and Daniel to go home.

Sarah and Daniel felt slightly depressed by this experience, but returned the invitation one month later. They decided to make a nice American meal and felt lucky to find olives, tomato juice, butter and even some cheese in the hotel shop. They put these out as appetizers. For the main course they prepared spaghetti and a salad with dressing made from oil, vinegar, and some spices they found in the market.

When Chen Li and Wang Bing arrived they were impressed by the apartment and the decorations, and asked about the price of the furniture, paintings, the carpet and other things. Sarah politely refused to answer their questions. They took small tastes of the appetizers and 70

ate only a little spaghetti and didn't finish the salad on their plates. Sarah urged them to eat more but they refused. Sarah and Daniel talked about their families and asked the Chinese couple about theirs. After a while, Daniel cleared the table and served coffee and pastries. The Chinese couple didn't drink nor eat too much.

After they left, Sarah and Daniel felt puzzled, because their Chinese guests didn't eat too much, while they themselves left Chen Li's home so full.

Question: How does Chinese understanding of the host-guest relationship influence Chen Li and Wang Bing's way of entertaining Sarah and Daniel? How does Sarah and Daniel's understanding of the host-guest relationship influence their way of treating Chen Li and Wang 71

Bing? What advice could you give to both couples to help them further their friendship?

Answer:

1)In China, it is traditional that hosts entertain guests by offering many courses of dishes to show their hospitality, and the number of courses served usually has the connotation of good luck, e. g. the number "8" sounds like 发, which means getting rich. It is quite common, especially in cities, that the husband helps a lot in cooking and serving food. Hosts treat guests, especially distinguished guests, very politely, and guests' offer 0f help in the kitchen; is normally Politely refused Besides, TV programs often play an important role in providing entertainment at formal family dinner parties. These Chinese conventions help explain the way Chen Li and 72

Wang Bing entertained Sarah and Daniel.

2)In the West, hosts' hospitality is not shown by the quality and quantity Of the food, but by offering their own specialty. They hope their guests Would like the food and enjoy their efforts. The hospitality is also shown by the hosts' accompanying the guests and having a conversation with them. So both the host and hostess would' accompany the guests to have dinner and have a warm talk t0gether. Guests Would not ask any private questions, such as the price of the furniture, etc. These Western 'conventions help explain the way Sarah and Daniel treated Chen Li and Wang Bing. Chen Li and Wang Bing followed the Chinese conversation habit, that' S Why they asked about the prices, and often Chinese guests want to show their 73

cultivation and manners by eating limited amount of food, and this may explain Why Chen Li and Wang Bing ate only a little food.

3) It is advisable for both couples to learn the other culture through experience, chatting, observing and reading. On suitable occasions, e.g. at parties, friendly and interesting conVerSati6ns about 1/heir respective cultures, Such as ways of entertaining guests, normal conversation' 'topics and taboos etc, can be an effective way of understanding each other~ ' Through such interactions; their friendship will surely be enhanced

Ethical considerations

? Because communication is an activity that has a consequence, we must continually ask ourselves if we are behaving in a way that harms our 74

communication partner.

Activities

? Bring to class news articles young have collected over a period of a week that directly or indirectly have to do with problems in inter-cultural communication. Then, in small groups, discuss what may have caused the problem. For example, diverse purposes or ethno-centrism, and how the situations might have been improved.

Discussion ideas

1. Find example in the media, especially television or movies, of subtle stereotyping. Explain how the stereotypes may have developed as a result of ethnocentrism.

2. Define your communication style to 75

the best of your ability by answering these questions:

a) Do I give people my full attention b) Do I seem at ease or tense?

c) Do I often change the subject without taking the other person into consideration

e) Do I deprecate the statements of others?

f) Do I smile often?

g) Do I interrupt repeatedly?

h) Do I show sympathy when someone has a problem?

i) Do my actions tend to lower the other person’s self-esteem

It may help you to record yourself in conversation with another person. Or, of you have the means, to videotape yourself.

3. Give a specific example of an 76

inter-cultural communication experience in which an individual and his or her culture might be harmed or changed.

教学时数：

2学时

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