大學(xué)英語(yǔ)跨文化交際教程

前言

　　西方文化學(xué)家斯賓格勒曾說(shuō)過(guò)，一部人類(lèi)歷史就是“一群偉大文化組成的戲劇”，“每種文化都有自己的觀念，自己的情欲，自己的生活、愿望和情感……”。文化的豐富與多樣不僅書(shū)寫(xiě)多彩的人類(lèi)歷史，同時(shí)也帶來(lái)文化的差異與疏離，“跨文化交際”正是帶著理解與溝通的使命，進(jìn)入人類(lèi)關(guān)注與思考的前沿，以期由此構(gòu)筑另一種形態(tài)的巴別塔?！　∪蚧男魇垢鞣N民族文化相遇，科技的發(fā)展使世界成為了名副其實(shí)的“地球村”。來(lái)自不同國(guó)度、不同種族，講著不同語(yǔ)言的人們可以輕易地跨越千山萬(wàn)水，進(jìn)行面對(duì)面的交流，也可以通過(guò)電子技術(shù)隨時(shí)隨地交換信息，實(shí)現(xiàn)“天涯若比鄰”的夢(mèng)想。不同國(guó)度、不同種族的人們皆需應(yīng)對(duì)跨文化交際的問(wèn)題。文化交流的日益頻繁，越來(lái)越凸顯出理解多元文化的必要性和提高跨文化交際能力的迫切性。　　近年來(lái)國(guó)內(nèi)許多高校紛紛開(kāi)設(shè)跨文化交際課程，并使用國(guó)外原版教材，但這引發(fā)了很多問(wèn)題。由于大多數(shù)國(guó)外原版教材語(yǔ)言難度過(guò)大，學(xué)生不能完全理解，從而在一定程度上削弱了學(xué)生的學(xué)習(xí)興趣；在理論闡述、實(shí)地考察和案例分析等方面國(guó)外教材均采用他國(guó)視角，教材內(nèi)容與中國(guó)的文化語(yǔ)境并不相符，影響了學(xué)生的學(xué)習(xí)效率與效果。本教材編者以雙語(yǔ)教學(xué)、文化教學(xué)、建構(gòu)主義、任務(wù)型教學(xué)法等理論為指導(dǎo)，探索出適合中國(guó)高校非英語(yǔ)專(zhuān)業(yè)學(xué)生的跨文化交際教程。通過(guò)本教材的學(xué)習(xí)，學(xué)生可以達(dá)到《大學(xué)英語(yǔ)課程教學(xué)要求》中所提到的“在今后學(xué)習(xí)、工作和社會(huì)交往中能用英語(yǔ)有效地進(jìn)行交際”、“提高綜合文化素養(yǎng)，以適應(yīng)我國(guó)社會(huì)發(fā)展和國(guó)際交流的需要”等教學(xué)要求?！　”緯?shū)分為10個(gè)單元，涵蓋了跨文化交際各個(gè)方面的主要內(nèi)容，并對(duì)其中一些重要問(wèn)題有相對(duì)深入的介紹與討論。第1章從文化的定義、特點(diǎn)以及層次入手，打開(kāi)文化殿堂的大門(mén)；第2章闡述了關(guān)于交際的基本理論，并介紹了跨文化交際的定義和種類(lèi)；第3章對(duì)影響人們感知和認(rèn)知世界的文化因素進(jìn)行了剖析；第4章主要描述了跨文化交際過(guò)程中可能遇到的障礙；第5章和第6章分別探討了文化差異在言語(yǔ)交際和非言語(yǔ)交際方面的種種表現(xiàn)；第7章探討了文化模式的定義及內(nèi)涵，并對(duì)比較經(jīng)典的文化理論進(jìn)行了詳盡闡釋和分析；第8章主要介紹了文化差異在商務(wù)、教育和醫(yī)療語(yǔ)境中的具體表現(xiàn)；第9章對(duì)跨文化適應(yīng)的過(guò)程和階段進(jìn)行了描述和分析；第10章對(duì)如何培養(yǎng)跨文化交際能力提出了行之有效的策略和方法?！　”窘滩耐ㄟ^(guò)對(duì)英語(yǔ)國(guó)家較為典型的主流文化現(xiàn)象進(jìn)行描述、闡釋和討論，培養(yǎng)學(xué)生對(duì)目的語(yǔ)文化的興趣和理解力，進(jìn)而使學(xué)生主動(dòng)觀察、分析、對(duì)比、評(píng)價(jià)文化及文化差異現(xiàn)象，使學(xué)生能夠較為客觀、系統(tǒng)、全面地認(rèn)識(shí)英語(yǔ)國(guó)家的文化，以有效拓寬學(xué)生的國(guó)際視野，提高學(xué)生的跨文化交際意識(shí)，培養(yǎng)學(xué)生的跨文化交際能力。

內(nèi)容概要

本教程對(duì)文化、交際、語(yǔ)言、跨文化交際等相關(guān)概念進(jìn)行了詳細(xì)講解。本教材通過(guò)對(duì)英語(yǔ)國(guó)家較為典型的主流文化現(xiàn)象進(jìn)行描述、闡釋和討論，培養(yǎng)學(xué)生對(duì)目的語(yǔ)文化的興趣和理解力，進(jìn)而使學(xué)生主動(dòng)觀察、分析、對(duì)比、評(píng)價(jià)文化及文化差異現(xiàn)象，使學(xué)生能夠較為客觀、系統(tǒng)、全面地認(rèn)識(shí)英語(yǔ)國(guó)家的文化，從而拓寬學(xué)生的國(guó)際視野，提高學(xué)生的跨文化交際意識(shí)，增強(qiáng)學(xué)生的跨文化交際能力。    本教程依托“大學(xué)英語(yǔ)跨文化交際”國(guó)家精品課程，入選普通高等教育“十一五”國(guó)家級(jí)規(guī)劃教材。與本教程配套的教學(xué)支持網(wǎng)站（210.46.97.180/jpk）內(nèi)容豐富，為教師教學(xué)和學(xué)生學(xué)習(xí)提供幫助。

作者簡(jiǎn)介

嚴(yán)明，教授，男，1963年生，英語(yǔ)語(yǔ)言文學(xué)學(xué)士，民商法學(xué)、教育管理學(xué)碩士，管理學(xué)博士，英語(yǔ)語(yǔ)言文學(xué)專(zhuān)業(yè)博士研究生?，F(xiàn)任黑龍江大學(xué)外語(yǔ)教學(xué)研究部主任，黑龍江大學(xué)應(yīng)用外語(yǔ)學(xué)院院長(zhǎng)，教育部高等學(xué)校大學(xué)外語(yǔ)教學(xué)指導(dǎo)委員會(huì)委員，全國(guó)大學(xué)英語(yǔ)四、六級(jí)考試委員會(huì)委員，

書(shū)籍目錄

前言Case ListFigure ListTable ListIntroductionChapter 1 Culture  Pre?class Activities—Lead?in Case  In Class Learning—Culture    Text A: The Nature of Culture    Text B: Definitions of Culture    Text C: Characteristics of Culture    Text D: Cultural Identity    Text E: Cultures Within Culture  Checklist  Summary—From the Intercultural Perspective  AssessmentChapter 2 Communication & Intercultural Communication  Pre?class Activities—Lead?in Case  In Class Learning—Communication & Intercultural Communication    Text A: Communication    Text B: Characteristics of Communication    Text C: Culture and Communication    Text D: Intercultural Communication  Checklist  Summary—From the Intercultural Perspective  AssessmentChapter 3 Culture’s Influence on Perception  Pre?class Activities—Lead?in Case  In Class Learning—Culture’s Influence on Perception    Text A: Overview: Human Perception    Text B: Cross?cultural Differences in Sensation and Perception    Text C: Barriers to Accurate Perception in Intercultural Communication    Text D: How to Improve Your Perceptual Skills in Intercultural Communication  Checklist  Summary—From the Intercultural Perspective  AssessmentChapter 4 Intercultural Communication Barriers  Pre?class Activities—Lead?in Case  In Class Learning—Intercultural Communication Barriers    Text A: Emotional Problems as Barriers to Intercultural Communication    Text B: Attitudinal Problems as Barriers to Intercultural Communication    Text C: Translation Problems as Language Barriers  Checklist  Summary—From the Intercultural Perspective  AssessmentChapter 5 Verbal Intercultural Communication  Pre?class Activities—Lead?in Case  In Class Learning—Verbal Intercultural Communication    Text A: Significance of Verbal Communication    Text B: Language and Culture    Text C: Verbal Communication Styles    Text D: Language Diversity    Text E: Cultural Influence on Written Communication  Checklist  Summary—From the Intercultural Perspective  AssessmentChapter 6 Nonverbal Intercultural Communication  Pre?class Activities—Lead?in Case  In Class Learning—Nonverbal Intercultural Communication    Text A: Significance of Nonverbal Communication    Text B: Definition and Functions of Nonverbal Communication    Text C: Paralanguage and Silence    Text D: Time and Space    Text E: Other Categories of Nonverbal Communication  Checklist  Summary—From the Intercultural Perspective  AssessmentChapter 7 Cultural PatternsChapter 8 Cultural Influences on ContextsChapter 9 Intercultural AdaptationChapter 10 Intercultural Communication CompetenceConclusionAppendix A TermsAppendix B Key to ExercisesAppendix C Text SourcesAppendix D Case Sources

章節(jié)摘錄

　　As we have made very clear right from the beginning, our purpose is not to produce a theoretical compendium of knowledge on intercultural communication but to produce a reader-friendly textbook that every student can use in or out of class for self-study purposes and every teacher can use as teaching resource in and out of class too. Thus, we have created two mascots to guide the students or teachers in the learning process: one is Jason, the interactive mascot, and the other is Julia, the task facilitator. Jason appears all throughout the chapters to engage the learner and provide relaxation, while Julia only appears whenever an activity is proposed to the learner. She monitors the student in the task-based learning.　　However, this book serves another purpose: it aims at educating the learner in intercultural communication and making him/her a proficient intercultural communicator. Hence, it would be incomplete if it failed to include a few strategies to improve intercultural communication. As we all know, different people communicate in different ways and when people communicate between cultures, the problems often multiply. Therefore, to solve the problems and overcome the frustrations caused by cultural differences, we all need to know some strategies to improve intercultural communication. Here are five suggestions:　　1. Understanding and Accepting Differences　　We should know being different is not always being negative. We should try to understand and accept the differences. In this way, we can develop effective and appropriate intercultural communication with people from other cultures.

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