跨文化溝通（第二版）課件unit 1 Culture Behind Language；unit 2 Communicating Interculturally

PartOneBasicConceptsof

InterculturalCommunicationUnit

1CultureBehindLanguageCultureBehindLanguageUnit

1WhatYouCanLearnfromThisUnit1.

Understandhowimportantitistolearnculturethroughaforeignlanguage;2.

Knowthatculturegivesmeaningtowords;3.

Understandthemeaningbehindwords;4.

Understandthatculturemightbeahiddenbarrierininterculturalcommunication.QuestionsforInterculturalAwarenessWhat

is

the

relationship

between

language

and

culture?WhenlearningEnglish,doyoutrytounderstandwhatculturalvaluessomeEnglishwordsorstatementsindicate?ListsomeEnglishsayingsorproverbs

and

explain

the

values

they

convey.Can

you

list

some

barriers

in

intercultural

communication?

Share

your

viewin

class.

CultureBehindLanguageUnit

1Project-basedLearningInterculturalLensReading2Reading1Warm-upScenarioCaseStudyWarm-upScenarioDiscussion1.Yes,therearesomemisunderstandings.Judymightbeinterestedingettingtogethersometimeateachother’shousesandwouldexpectCarmentobespecificaboutthetime.Ontheotherhand,CarmenexpectsJudytosuggestatime.Asaresult,nooneoffersaspecifictimeduetoculturaldifferencesregardingwhoshouldtaketheinitiativeinsuggestingatime.2.Aninterculturalsuggestionistorespondtoanambiguousinvitationbyproposingaspecifictimetomeet.Thisallowsyoutoseewhethertheotherpersonacceptsitornot.Iftheydonotacceptyourproposedtime,itmightindicatethatwhatsoundslikeaninvitationinyourcultureisnotconsideredarealinvitationintheirs.Instead,itcouldbeasubtlehintsignalingtheirintentiontoleave.HowtoUnderstandInvitationReading1Language,Thought,Culture,andInterculturalCommunication

Vocabularycrystalline

flakes 片狀結(jié)晶referent

n.

［語］語詞所指的對象spectrum

n. 光譜NotesReading11.Everylanguagehasitsuniquefeaturesandwaysofallowingthosewhospeakittoidentifyobjectsandexperiences.一種語言之所以區(qū)別于另一種語言，就是因?yàn)槊糠N語言使用者感知和認(rèn)識世界的方式不同。例如，東西方都有龍的傳說，但由于文化的不同，龍所代表的形象也不同。在中國文化中，龍是瑞獸；而在西方文化中，龍卻是怪獸。中國人自稱龍的傳人，龍是中華民族的圖騰；而西方文化中的龍一般帶有惡毒、兇狠的意味，與中國文化中的瑞獸完全不一樣。這種文化差異就造成了溝通的障礙。本句大意為：每種語言都有其特色和表達(dá)方式，讓它的使用者可以確定語言所指的實(shí)物和事件。2.linguisticrelativity“薩丕爾—沃爾夫假說”即“語言相對論”，指的是美國人類學(xué)家、語言學(xué)家薩丕爾和他的弟子沃爾夫提出的語言學(xué)假說，包括兩個(gè)形式：一是語言決定論（linguisticdeterminism），也就是語言決定著人們的思維、信念、態(tài)度等；語言不同的民族，他們的思維方式也不同。另一種較溫和的觀點(diǎn)認(rèn)為語言反映人們的思維、信念、態(tài)度等，但并不完全決定它們；思維是相對于語言來說的，思維模式會隨著語言的不同而不同，隨著語言的變化而變化。“語言相對論”有兩層含義：第一，一種文化中的內(nèi)容，只有用該文化中的語言才能得到充分表達(dá)；第二，發(fā)源于某一文化中的概念，如果用另一種文化中的語言去講，意思就會有所不同，至少在人們心目中喚起的意象不同。NotesReading13.Abetterexplanationforlinguisticdifferencesisthatvariationsinthecomplexityandrichnessofalanguage’svocabularyreflectwhatisimportanttothepeoplewhospeakthatlanguage.語言中的詞匯也體現(xiàn)文化差異，影響跨文化溝通的效果。例如，因紐特語中有關(guān)雪的詞匯就有很多，因?yàn)樗麄兊纳铍x不開雪，但這對于生活在熱帶的人來說就很難理解，因?yàn)樗麄兛赡軓膩頉]有見過雪。本句大意為：對于語言差異，還有更好的解釋，那就是，人們可以根據(jù)某種語言中詞匯的復(fù)雜和多樣化的程度，判斷出什么樣的事物對于該語言使用者來說非常重要。NotesReading1DiscussionfromInterculturalPerspectives1.Eveninthesamelanguage,people’s

culturalbackground,communicationhabits,andpersonalstyle

cancausemisunderstandings.Recognizingthesefactorsandlearningfromthemisanimportantpartofbecominganeffectiveinterculturalcommunicator.Forexample:RegionalDifferencesandSlang

Chinahasmany

dialectsandregionalexpressions.EvennativeChinesespeakerssometimesfindeachother’sslangoridiomshardtounderstand.Example:AfriendfromSichuanmightuseexpressionsthatsomeonefromShanghaidoesn’trecognize.GenerationalorContextualGaps

Differentagegroupsmayuselanguage

differently,suchaspopularonlineslang,abbreviations,or

humor.Example:“YYDS”or“emo”mightconfusesomeonewhoisn’tfamiliarwith

Internetslang.Reading1DiscussionfromInterculturalPerspectives2.

CulturalMeaningsDifferThesamewordmayrefertothesameobject,butthe

culturalsignificance

ofthatobjectcanbe

verydifferent.Reading1Example:CowIn

India,cowsareconsidered

sacred,andpeopledonoteatbeef.In

Westerncountries,acowismainlyviewedasa

sourceofmilkormeat.→Aconversationabouteatingbeefmaybenormalinoneculturebut

offensiveinanother.DiscussionfromInterculturalPerspectivesReading1Example:DragonIn

Chineseculture,thedragonisa

positivesymbol—representing

power,strength,andgoodluck.In

Westerncultures,dragonsareusuallyseenas

evilordangerouscreatures

inmythsandstories.→Talkingaboutdragonscouldevoke

respect

inonecultureand

fear

inanother.Conclusion:Justbecausepeoplefromdifferentculturesusethesameworddoesn’tmeantheyunderstanditthesameway.

Culturalcontextdeeplyinfluencesmeaning,andwithoutculturalawareness,misunderstandingscanstillhappen—evenwithfamiliarwords.That’swhy

interculturalcommunicationrequiresmorethanjustlanguageskills—italsoneedsculturalsensitivityandcuriosity.DiscussionfromInterculturalPerspectivesReading23.Thesetwostatementsreflect

differentculturalattitudestowardtime,commitment,andcommunicationstyle.

PerspectiveInterpretationCulturalValueReflectedChineseIt’softenusedto

showpoliteness

andavoidsaying“no”directly.Thespeakermaynotbesuretheycancome,butwantstomaintainharmonyandavoiddisappointingothers.Indirectness,savingface,andmaintainingharmony.AmericanItmaybeseenas

uncertainorvague.Americansoftenpreferclearyes/noanswersandmayinterpretthisasalackofcommitment.Directness,clarity,andindividualresponsibility.“Iwilltrymybesttocomehere.”sounds

non-committal—it’spoliteandleavesroomforflexibility.DiscussionfromInterculturalPerspectivesPerspectiveInterpretationCulturalValueReflectedChineseWhilevaluedinprofessionalcontexts,beingpreciselyontimemaybe

lessstrictlyenforced

ininformalsituations.Punctualityisimportant,but

relationshipandflexibility

cantakepriority.Relationship-centeredcommunication,situationalflexibility.AmericanPunctualityisasignof

professionalism,reliability,andrespect.Sayingyou’llbethereby9:00usuallymeansyouareexpected

toarrive

before

9:00.Timeorientation,efficiency,personalaccountability.“I’llbehereby9:00a.m.”clearandtime-specific—itshowsstrongcommitment.Reading2instillv.逐漸灌輸judicialadj.法庭的，法官的，裁決的predominantadj.占優(yōu)勢的，占主導(dǎo)地位的provocationn.激怒，挑釁psychen.精神reinforcev.加強(qiáng)，強(qiáng)化righteousnessn.正直LanguageMirrorValues

VocabularyReading2adversarialadj.對抗性的assertv.堅(jiān)持（自己的權(quán)利、個(gè)性等）conciliatoryadj.和解的confrontationaladj.故意尋釁的consensusn.共識counterpartn.職位相當(dāng)?shù)娜薲isruptiveadj.引起混亂的eloquencen.雄辯NotesReading21.Evenwhendealingwithchildren,Americanstrytoprovidethemwithabedroomoftheirown,respecttheirindividualrighttoprivacy,andattempttoinstillinthemasenseofselfrelianceandindependencebyencouragingthemtosolvetheirownproblems.本句大意為：甚至在對待孩子的問題上都能體現(xiàn)出美國人的文化價(jià)值觀，他們給孩子提供自己的臥室，尊重孩子的隱私，讓孩子解決自己的問題，盡力灌輸給孩子們獨(dú)立自主的意識。作者舉這個(gè)例子是想說明美國人的所作所為都是美國文化的反映，這種文化同時(shí)反映了他們的價(jià)值觀。NotesReading22.AsCondonremindsus,“IfDescarteshadbeenJapanese,hewouldhavesaid,‘Wethink,thereforeweare.’”笛卡爾的哲學(xué)思想基于唯理性的前提：“我思，故我在。（Ithink,thereforeIam.）”本句大意為：正如康登提醒我們的那樣，如果笛卡爾是日本人的話，他說的便是“我們思，故我們在”了。作者在此是以I和we在不同的文化團(tuán)體中不同的使用傾向來說明individual-orientedcultures和group-orientedcultures的差別。日本人在發(fā)表見解時(shí)習(xí)慣用we來代替I，從中我們就能看到日本人的集體主義觀念在語言表達(dá)中的反映，因?yàn)槿毡救苏J(rèn)為，集體利益高于個(gè)人利益，不能突出個(gè)人。NotesReading23.GroupmembersinJapandon’twanttostandoutorasserttheirindividualitybecauseaccordingtotheJapaneseproverb,“Thenailthatsticksupgetshammereddown.”日本人的這句諺語Thenailthatsticksupgetshammereddown意為“釘子豎起來，會被錘子砸下去”，與中國的“槍打出頭鳥”是一個(gè)意思。這些語言表達(dá)有助于我們理解中、日文化的含義。中國人是歷來講究合群的，凡事跟大部分人一樣，便很安全，很保險(xiǎn)。日本人的做法也是如此，在眾人面前不會輕易發(fā)表個(gè)人的不同見解，這跟美國人的做法剛好相反。所以我們學(xué)習(xí)一門外語，目的不僅僅在于理解其字面的意思，或?qū)⑵浞g成中文，更重要的是理解該語言所表達(dá)的文化含義，以及在這些文化價(jià)值觀影響下人們的行為表現(xiàn)。NotesReading24.…itisusuallydonegentlyandveryindirectlybyusingsuchpassiveexpressionsas“Itissaidthat…”or“Somepeoplethinkthat…”作者在此要表達(dá)的是日本人在發(fā)表不同見解時(shí)的語言習(xí)慣。為了禮貌待人，日本人說話委婉，表達(dá)含糊。他們最討厭的是正面的語言交鋒，因?yàn)檫@不僅會傷害雙方面子，還會破壞整個(gè)集體的和睦。在這種交際心理的制約下，日本語言就形成了一種模糊委婉的特點(diǎn)。5.Thus,alloftheselinguisticcontrastsbetweenJapanandtheUnitedStatesexpresstheirfundamentallydifferentapproachestotheculturalvaluesof“groupness”andindividualism.作者在文中提到的日本和美國語言表達(dá)上的差異能夠反映出兩國不同的價(jià)值觀。日本人的是“groupness”或者說是collectivism，即集體主義價(jià)值觀；而美國人的則是individualism，即個(gè)人主義價(jià)值觀。作者強(qiáng)調(diào)的是語言的使用可以反映出價(jià)值取向，從而證明自己的論題——languagemirrorsvalues。DiscussionfromInterculturalPerspectives1.Thestatement“Languageislikeamirrorwhichcanreflectpeople’svalues”meansthatlanguageisnotmerelyatoolforcommunication,butaculturalartifactthatrevealsthecorebeliefs,priorities,socialstructures,andworldviewofitsspeakers.Likeamirror,itshowswhatasocietydeemsimportant,sacred,trivial,ortaboo.

StudentsmaybeencouragedtofindexampleswiththehelpofAI.Reading2DiscussionfromInterculturalPerspectivesReading22.

TheAmerican-Japanesecontrasthighlightshowcommunicationstylesareculturalsurvivaltools:Americansprioritizeclarityandspeedinamobile,diversesociety;Japaneseprioritizenuanceandcohesioninahomogeneous,stability-focusedculture.Understandingthesedifferencespreventsmisattributingintent(e.g.,interpretingJapaneseindirectnessasevasiveness,orAmericandirectnessasrudeness).AspectAmericansJapaneseSpeakingstyleDirect,clearIndirect,subtleExpressingdisagreementOpen,straightforwardCautious,vagueRoleofsilenceUncomfortable,avoidedAcceptable,evenrespectfulEmotionsinspeechOpen,expressiveReserved,controlledCommunicationcontextLow-context(explicit)High-context(implicit)InterculturalLens

ValueNorm

Behaviors

CultureIsLikeanOnionOutsideInInsideOutOnionCultureModelYoucanapplytheOnionCultureModeltobetterunderstandtherelationshipbetweenlanguageandculture.Cultureislikeanonion.Youcanonlyseetheouterlayeroftheonion,whileyoucandiscovertheinnerlayerbypeelingoffonelayerafteranother,untilyouseethecorepartoftheonion.Asthemodelindicates,theouterlayerrepresentspeople’sbehaviors,sayings,orproverbs,whichisthevisiblepartofaculture.Byanalyzingthesebehaviorsorexpressions,youcanbegintouncoverthedeeperlayersoftheonion,suchastheculturalnormsthatshapethesevisibleelements.CultureBehindLanguageThenyoucanunderstandwhypeopleinthiscountryactdifferentlyfromthoseinyourowncountry,duetothedifferentnormsofthetwocultures,whichleadsyoutoseethecoreoftheonion—theculturalvaluesofthecountry.Inotherwords,byobservingaperson’sbehavior,youcanbetterunderstandhowtheiractionsandexpressionsareshapedbytheculture:Language→Culture→BehaviorSimilarly,whenlearningasayingoraproverb,thekeypointisnotjusttotranslateitintoChinese,buttounderstandtheculturalvaluesitconveys.Bydoingso,youcangaindeeperinsightsintohowpeoplefromthatculturearelikelytobehave.InterculturalLensTeachingTips:Aninterculturalperspectiveteachesstudentshowtounderstandsomethingbehindthissaying,whichismoreimportantthatknowingitsChineseversion.TeacherscantellstudentshowtousetheOnionCultureModelinunderstandingsomesayingsfromInterculturalLens.InterculturalLens1.ThefeatureofthespeechbyLiuistouseproverbsorsayingstoreflecthowdemocracyinonecountryisstatedandimplemented.2.Democracydoesnothaveagloballyuniversalstandard,andeachcountryhasitsowninterpretationandlanguageexpressionsofdemocracy.Byquotingdifferentproverbs,LiureferencedASEANcountries’definitionstodemocracyaligningwiththeirownculturevaluesandsuitablefortheirsocialsystems.3.Whatwecanlearnfromthiscaseisthatseekingcommongroundininterculturalcommunication—suchassayingsorproverbswhichreflectsharedvaluesacrosscountries—isaneffectivewaytoresonatewithpeoplefromothercountries.AnalyzingtheIssuesintheCaseLiuJinsongCitedASEANProverbstoShedLightonDemocracyCaseStudyProject-basedLearningTeachingtips:Differentcountrieshavedifferentsayingsorproverbsthatconveydistinctvalues,whichoftenreflecttheirwayofdoingthings.TheChinesesaying“Seekingcommongroundwhilereservingdifferences”

embodiestheChineseinclusiveculture.TheobjectiveofthispartistohighlightthatdespiteculturaldifferencesbetweenChinaandothercountries,therearesharedvaluesthatcanbeidentifiedintheirrespectivesayingsorproverbs.Thesedifferentexpressionsoftenconveysimilarculturalvaluesacrossdifferentcountries.InUnit1,twowell-knownChinesesayingsareintroduced.ThekeypointisthatstudentsshouldunderstandhowthesesayingsarereflectedinChina’sdiplomaticpractices.ByapplyingtheOnionCultureModel,studentscanlearntoobserveandanalyzeChina’sinternationalrelationshipanddiplomaticpracticesinadeeperculturalcontext.LearningChineseculture:SeekingcommongroundwhilereservingdifferencesLearningculturethroughproverbsWorkinpairsandexchangeviewsonthemeaningsofthefollowingproverbs,thentrytofindouttheirChineseequivalentsifthereisany,anddiscussthevaluestransmitted.Project-basedLearningProverb

1Everydoghasitsday.Translation凡人都有得意之日。Itmeansifyouareunluckynow,youmaygetthechancesomeday;orevenifyouareatthebottomofthesociety,Don’tworry,youmaychangeyoursocialstatusinthefuture.ValuesTheproverbemphasizesoptimisminlifeevenwhenpeoplearepoororoflowsocialstatus.Self-relianceandfutureorientationarehighlyvalued.Peoplewithsuchavaluebelievethatthefuturewillbemuchbetterthanthepresent.Sotheywillworkhard,believingtheycanimprovetheirsituationontheirown.Project-basedLearningProverb

2Moreismeantthanmeetstheear.Translation意在言外；聽話聽音；言外之意。Itmeansthereismoremeaninginwhatyouhearthansimplythewordsthatyouhear.ValuesSimilarsayingsarecommoninsomenationsofhighcontextcultures,suchasAsiancountrieslikeChina.Itmeanswhatisreallymeantisbeyondwhatissaid,soyouhavetofigureoutthemessageshiddenbehindtheutteredwords.Inotherwords,itindicatesthatyoucanonlygettherealmessagewithinaspecificcontext.Bycontrast,inlowcontextcultureslikewesterncountries,messagesareoftenplainlycodedanddeliveredandcanbeunderstoodliterally.Forexample,“morethanmeetstheeye,”apopularAmericanphrase,issimilartothisproverbinformbutdifferentinmeaning.Itmeansthatsomethingismorecomplicated,complex,orinterestingthanyouthoughtinitially.Project-basedLearningTeachingTips:AskstudentstopayattentiontothespeechesdeliveredbyspokespersonsortheleadershipofChinaatinternationalconferencesorforums,andthenanalyzetheirfeaturesfromaninterculturalperspective.Forexample:AttheFourthChina-CELAC(CommunityofLatinAmericanandCaribeanStates)MinisterialForum,whichheldinBeijingfromMay10-14,2025,PresidentXideliveredaspeech.HequotedbothaChinesesaying“人生樂在相知心”（Thejoyoflifeliesinunderstandingeachother’shearts）andaLatinAmericansaying“擁有朋友就擁有寶藏”(Tohavefriendsistohavetreasure).Discussthevalueofthesesayingsandtheeffectofquotingthemonthisoccasion.LearningbydoingPartOneBasicConceptsof

InterculturalCommunicationUnit2CommunicatingInterculturallyWhatYouCanLearnfromThisUnitUnderstanddifferentaspectsof

culture;Understand

the

relationship

between

culture

and

communication;Recognizehowverbalexpressionsareinfluencedby

culture;Increaseinterculturalawarenessand

sensitivity;Communicate

interculturally

with

English

speaking

people.CommunicatingInterculturallyUnit

2QuestionsforInterculturalAwareness1.

What

are

the

various

aspects

of

culture,

that

is,

the

elements

that

make

up

a

culture?2.

What

is

the

relationship

between

culture

and

communication?3.

Isitpossibletolearnaforeignlanguagewellwithoutlearningabouttheculture

where

it

is

spoken

as

a

native

language?

Why

or

why

not?CommunicatingInterculturallyUnit

2Project-basedLearningInterculturalLensReading2Reading1Warm-upScenarioCaseStudyWarm-upScenarioTeachingtips:ThisstoryissharedbyanMBAstudentinclassabouttheinterculturalissueshercolleaguesarefacingnow.TheseissuesarecommonnowinjointventurecompaniesinChina.Thediscussionofsuchissuescanhelpinterculturallearnersunderstandwhatcompetencetheyshoulddevelopbeforetheygraduatefromcolleges.Byfrequentlydiscussingvariousinterculturalchallengesinglobalworkplaces,studentscanbecomemoresensitivetotheissuestheymayencounterintheirfuturecareersanddeveloptheskillstohandlethemeffectively.Bythen,theywillbeabletodemonstrateacompetitiveedgeintheworkplace.Askstudentswhymorepeopleworkingintheinterculturalworkplacesarenowembarrassedbyculturalconflicts,anddiscussthevalueoflearningInterculturalCommunicationcourseincolleges.GlobalWorkplaceCommunicationWarm-upScenarioDiscussion1.InHungary,India,Iran,Bangladesh,andpartofGreece,noddingmeans“No”,whileshakingone’sheadmeans“yes”.2.Whattheassessmentexpertmeansby“communicationproblem”ofChinesecolleaguesisnottheirlanguageproblem,buttheirineffectivenessincommunicationinwhichtheyfailedtoanswerthequestionsandexplaintheirpointsclearly.3.RegardingthequietbehaviorsofChinesecolleaguesinthemeetings,Westerncolleaguesmightinterpretthisasalackofideasorunwillingnesstosharetheirthoughts.However,thisisaninterculturalmisunderstanding.Chinesecolleaguesmaynotbefamiliarwithhowtointeractinsuchsettings,mayfeelunsureabouthowtointerruptthespeaker,ormaysimplybewaitingforsomeonetoinvitethemtorespond.Studentsmaythinkofwhatshouldbedoneinsuchasituation.4.Thisisanopenquestion.GlobalWorkplaceCommunicationFormoreinterculturalperspectives,pleaserefertothefollowingcommunicationstyles:Warm-upScenarioDirectandindirectwaysofthinking漢語與朝鮮語閃米特語英語拉丁語俄語Warm-upScenarioTeachingtips:HolisticWayofThinkingandAnalyticWayofThinking綜合思維方式(東方)vs.分析思維方式（西方）HolisticWayofThinkingstartsfromgeneraltospecific:Forexample,inwriting,thepaperstartswithageneralintroduction,andthenmovestospecificpoints.Thiswayofthinkingisoftendemonstratednegotiationsresponsestoquestionsbypeoplewhothinkthisway.AnalyticWayofThinkingstartsfromspecifictogeneral.Forexample,duringnegotiations,Westernersmayhavesomespecificagendapoints,accordingtowhichtheywouldstartwithonepointandthenmovetothenext.Whentheyaskhowyouwouldguaranteeproductquality,theymayexpectyouprovidespecificpointsbysaying“one…two…three…four…”andsoon.GlobalWorkplaceCommunicationVerbal-basedunderstandingmeansthatthespeakertransmitsallthemessages/meaningsclearlystatedinwordssothatthelistenercaneasilyunderstandthemeaningstatedinwords.Context-basedunderstandingmeansthatspeakerexpressesthemeaningnotstatedinwords,butimpliedinthecontext.Contextreferstothecircumstances,setting,orbackgroundthatsurroundaparticularevent,statement,situation,orpieceofinformation.Ithelpsprovidemeaning,clarity,andrelevancebyshowinghowsomethingrelatestoitsenvironment.Warm-upScenarioTeachingtips:GlobalWorkplaceCommunicationWestEast?ExplicitcommunicationImplicitcommunication?Verbal-basedunderstandingContext-basedunderstanding?SpeakerorientedcommunicationstyleListener-orientedcommunicationstyleVerbal-basedunderstandingmeansthatthespeakertransmitsallthemessages/meaningsclearlystatedinwordssothatthelistenercaneasilyreceivethem.Context-basedunderstandingmeansthatthespeaker’sintentionisoftennotstatedinwords,butimpliedinthecontext.Contextreferstothecircumstances,settings,orbackgroundofaparticularevent,statement,situation,orpieceofinformation.Ithelpsprovidemeaning,clarity,andrelevancebyshowinghowsomethingrelatestoitsenvironment.Verbal-basedunderstandingmeansthatthespeakertransmitsallthemessages/meaningsclearlystatedinwordssothatthelistenercaneasilyunderstandthemeaningstatedinwords.Context-basedunderstandingmeansthatspeakerexpressesthemeaningnotstatedinwords,butimpliedinthecontext.Contextreferstothecircumstances,setting,orbackgroundthatsurroundaparticularevent,statement,situation,orpieceofinformation.Ithelpsprovidemeaning,clarity,andrelevancebyshowinghowsomethingrelatestoitsenvironment.Warm-upScenarioTeachingtips:GlobalWorkplaceCommunicationSpeakerorientedcommunicationstyleItisthespeaker’sresponsibilitytohelpthelistenerunderstandthespeaker.Thatistosay,ifthelistenercan’tunderstandthespeaker,itisthespeaker’sfault,sothespeakershouldbespecificwhenmakingstatements,tryingtheirbesttogetthemessageacross.Listener-orientedcommunicationstyleItisthelistener’sresponsibilitytounderstandthespeaker.Ifthelistenercan’tunderstandthespeaker,itistheirownproblem.YoumayaskstudentstodiscussdifferentteachingstylesofChineseteachersandteachersfromothercultures.articulatev.清晰地表達(dá)blindnessn.不自覺，沒有認(rèn)識ethnocentrismn.種族（或民族）中心主義inherentlyadv.內(nèi)在地，固有地spicen.趣味，情趣，風(fēng)味Reading1TheLinkBetweenCultureandCommunicationVocabularyNotesReading11.…ourownculturallydesignedlensesthroughwhichweviewthenewenvironment這里culturallydesignedlenses意為“文化透鏡”，以此來說明人們都是通過自己的文化視角來觀察新環(huán)境，評判是非。在單一文化環(huán)境中我們應(yīng)該學(xué)會換位思考，不能以自己的觀點(diǎn)作為是非的標(biāo)準(zhǔn)，在多元文化環(huán)境中我們更應(yīng)該學(xué)會以跨文化視角分析不同的觀點(diǎn)與現(xiàn)象。2.LearningaboutAmericanculturealongwiththeAmericanlanguagedoesnotnecessitateyourbecoming“Americanized”andactingjustlikeanAmerican,butitdoesmeanmakinganefforttounderstandAmericanpeopleandculture.Inotherwords,ithelpsyoutoseelikeanAmericanwithouthavingtobelikeanAmerican.這段話闡述了兩個(gè)觀點(diǎn)：一是學(xué)習(xí)一種語言就是在學(xué)習(xí)所學(xué)語言國家的文化，因?yàn)檎Z言是文化的傳播工具；二是學(xué)習(xí)美國語言與文化不是讓學(xué)習(xí)者的行為像美國人一樣，而是以此幫助學(xué)習(xí)者更好地了解美國社會與美國人的行為。NotesReading13.…thatiswhatIsaid,butthat’snotwhatImeant…我們用自己的母語進(jìn)行交流時(shí)，是否也常用此表達(dá)回答對方？難道我們就聽不懂對方說的話嗎？我們當(dāng)然都能聽懂對方的話，但我們不一定都能理解對方所指的意思，理解這一觀點(diǎn)對學(xué)習(xí)跨文化交流很有幫助。4.asuccessfulinterculturalcommunicator這里提出一個(gè)概念asuccessfulinterculturalcommunicator而不是aninterculturalcommunicator，因?yàn)樵诳缥幕Z境中任何人都是aninterculturalcommunicator，但不都是asuccessfuloreffectiveinterculturalcommunicator。DiscussionfromInterculturalPerspectives1.“MeaningIsinthePerson,NotintheWord”Thisprinciple,championedbylinguistslikeLudwigWittgenstein,arguesthatwordsgainmeaningthroughpersonal/culturallenses,notdictionaries.PowerDynamics:thewaypowerisdistributedandexercisedinrelationships,interactions,orsystemsHistoricaltraumaorprivilegealtersmeanings.Example:“Colonialism”mayevokeprideinsomeEuropeansandrageinAfricans.Reading1DiscussionfromInterculturalPerspectivesExamplesforyourreference:1)

“關(guān)系”(guānxi)LiteralMeaning:“Relationships”or“connections.”CulturalLoad:InChina,itsignifiesmutualobligation,trust-building,andsocialcapital.Westerninterpretationsoftenreduceitto“nepotism,”missingitsConfucianrootsinreciprocity(人情,rénqíng).ValueReflection:Collectivismandinterdependence.2)“孝順”(xiàoshun)LiteralMeaning:“Filialpiety.”CulturalLoad:Beyondobeyingparents,itimplieslifelongdevotion(e.g.,caringforelders,continuingfamilylineage).NodirectWesternequivalent;“familyloyalty”lacksitsmoralweight.ValueReflection:Confucianhierarchyandancestralreverence.Reading1DiscussionfromInterculturalPerspectives3)“Fairness”LiteralMeaning:Impartialtreatment.CulturalLoad:Americansequateitwithequalopportunity(e.g.,“l(fā)evelplayingfield”).Japanesemayassociateitwithequitableoutcomes(e.g.,seniority-basedrewards).ValueReflection:U.S.emphasizescompetition;Japanprioritizessocialharmony.Reading1DiscussionfromInterculturalPerspectives2.Thestatement“Alwaysthinkingthat‘culturallydifferent’means‘culturallywrong’willonlypromoteinterculturalmisunderstanding”meansthatwhenpeopleassumetheirowncultureisthestandardor“right”wayofdoingthings,andviewotherculturesaswrongsimplybecausetheyaredifferent,itcreatesbarrierstounderstandingandrespect.Reading1DiscussionfromInterculturalPerspectives3.Thisstatementhighlightsafundamentalprincipleof

culturalrelativism—thatwhatisconsidered“right”orappropriateinoneculturemaynotbeviewedthesamewayinanother.e.g.Businesscommunicationstyle:AGermanmanagermayvaluedirect,explicitfeedback,whereasaJapanesecolleaguemightuseindirect,high-contextlanguagetoavoidembarrassment.TheGermanmayseetheJapaneseapproachasunclear,whiletheJapanesemayfindtheGermanapproachtoobluntoraggressive.Thisstatementremindsusthatininterculturalcommunication,

one-size-fits-allthinkingdoesn’twork.Eachculturehasdevelopeditsvaluesandbehaviorsinaspecificcontext.Tocommunicateeffectivelyandrespectfully,wemustrecognizethesedifferences—notjudgethem.Reading1monoculturaladj.單一文化的rebellionn.反抗，不服從simultaneouslyadv.同時(shí)發(fā)生地，同步地transcendv.超過，超越InterculturalAwarenessandCommunicationVocabularyReading2assimilationn.吸收cometotermswith與某事妥協(xié)，對某事讓步empathizev.有同感，產(chǎn)生共鳴impendingadj.逼近的，即將發(fā)生的letgoof放手NotesReading21.Thepointisthatlanguageandculture,asweallknow,arelinkedtogetherandthatcommunication,evenbetweentwopeoplespeakingthesamelanguagecanbedifficultifthereisaculturaldifferencebetweenthetwospeakers.本