大学英语跨文化交际教程

作者简介

《大学英语跨文化交际教程》阐述了跨文化交际相关的理论，对文化、交际、语言、跨文化交际等相关概念进行了详细讲解。本教材通过对英语国家较为典型的主流文化现象进行描述、阐释和讨论，培养学生对目的语文化的兴趣和理解力，进而使学生主动观察、分析、对比、评价文化及文化差异现象，使学生能够较为客观、系统、全面地认识英语国家的文化，从而拓宽学生的国际视野，提高学生的跨文化交际意识，增强学生的跨文化交际能力。通过本教材学习，学生可以达到《大学英语课程教学要求》中所提到的“在今后学习、工作和社会交往中能用英语有效地进行交际”、“提高综合文化素养，以适应我国社会发展和国际交流的需要”等教学要求。

本教程依托“大学英语跨文化交际”国家精品课程，入选普通高等教育“十一五”国家级规划教材。与本教程配套的教学支持网站（210.46.97.180/jpk）内容丰富，为教师教学和学生学习提供帮助。

本教程主要为我国高等学校的非英语专业学生编写，是大学生完成《大学英语课程教学要求》中所规定的“较高要求”学习后，开设双语教学或选修课所用教材。本教材也可以作为英语专业“跨文化交际”课程教材或补充教材。同时还可供其他英语学习者、国际商务从业人员、中外旅游者、文化研究者或文化爱好者使用。

书籍目录

前言ⅤCase ListⅦFigure ListⅨTable ListⅨIntroduction1Chapter 1  Culture1  Preclass Activities—Leadin Case3  In Class Learning—Culture5    Text A: The Nature of Culture5    Text B: Definitions of Culture9    Text C: Characteristics of Culture13    Text D: Cultural Identity19    Text E: Cultures Within Culture23  Checklist28  Summary—From the Intercultural Perspective29  Assessment30Chapter 2  Communication & Intercultural Communication32  Preclass Activities—Leadin Case34  In Class Learning—Communication & Intercultural Communication35    Text A: Communication35    Text B: Characteristics of Communication43    Text C: Culture and Communication49    Text D: Intercultural Communication53  Checklist58  Summary—From the Intercultural Perspective60  Assessment61Chapter 3  Culture’s Influence on Perception63  Preclass Activities—Leadin Case65  In Class Learning—Culture’s Influence on Perception66    Text A: Overview: Human Perception66    Text B: Crosscultural Differences in Sensation and Perception74    Text C: Barriers to Accurate Perception in Intercultural Communication83    Text D: How to Improve Your Perceptual Skills   in Intercultural Communication90  Checklist95  Summary—From the Intercultural Perspective96  Assessment98Chapter 4  Intercultural Communication Barriers100  Preclass Activities—Leadin Case102  In Class Learning—Intercultural Communication Barriers103    Text A: Emotional Problems as Barriers to Intercultural Communication103    Text B: Attitudinal Problems as Barriers to Intercultural Communication108    Text C: Translation Problems as Language Barriers118  Checklist124  Summary—From the Intercultural Perspective125  Assessment127Chapter 5  Verbal Intercultural Communication129  Preclass Activities—Leadin Case131  In Class Learning—Verbal Intercultural Communication132    Text A: Significance of Verbal Communication132    Text B: Language and Culture135    Text C: Verbal Communication Styles140    Text D: Language Diversity147    Text E: Cultural Influence on Written Communication155  Checklist159  Summary—From the Intercultural Perspective161  Assessment162Chapter 6  Nonverbal Intercultural Communication164  Preclass Activities—Leadin Case166  In Class Learning—Nonverbal Intercultural Communication167    Text A: Significance of Nonverbal Communication167    Text B: Definition and Functions of Nonverbal Communication170    Text C: Paralanguage and Silence175    Text D: Time and Space178    Text E: Other Categories of Nonverbal Communication184  Checklist194  Summary—From the Intercultural Perspective196  Assessment198Chapter 7  Cultural Patterns200  Preclass Activities—Leadin Case202  In Class Learning—Cultural Patterns203    Text A: Defining Cultural Patterns203    Text B: Components of Cultural Patterns208    Text C: Edward T. Hall’s Context—Culture Theory215    Text D: Kluckhohn and Strodtbeck’s Value Orientation219    Text E: Hofstede’s Dimensions of Cultural Variability227  Checklist237  Summary—From the Intercultural Perspective238  Assessment240Chapter 8  Cultural Influences on Contexts242  Preclass Activities—Leadin Case244  In Class Learning—Cultural Influences on Contexts245    Text A: Communication and Context245    Text B: The Business Context249    Text C: The Educational Context258    Text D: The Health Care Context264  Checklist270  Summary—From the Intercultural Perspective271  Assessment272Chapter 9  Intercultural Adaptation274  Preclass Activities—Leadin Case276  In Class Learning—Intercultural Adaptation277    Text A: Acculturation277    Text B: Culture Shock285    Text C: Intercultural Adaptation292    Text D: Strategies for Avoiding Culture Shock and Engaging in   Intercultural Adaptation300  Checklist304  Summary—From the Intercultural Perspective305  Assessment307Chapter 10  Intercultural Communication Competence308  Preclass Activities—Leadin Case310  In Class Learning—Intercultural Communication Competence311    Text A: Factors Underlying Intercultural Communication Competence311    Text B: Definitions: Communication Competence and Intercultural   Communication Competence314    Text C: The Components of Intercultural Competence319    Text D: The Dimensions of Intercultural Competence330    Text E: Strategies and Skills for Improving Intercultural Competence336  Checklist343  Summary—From the Intercultural Perspective344  Assessment345Conclusion347Appendix A  Terms348Appendix B  Key to Exercises352Appendix C  Text Sources354Appendix D  Case Sources362

前言

　　西方文化学家斯宾格勒曾说过，一部人类历史就是“一群伟大文化组成的戏剧”，“每种文化都有自己的观念，自己的情欲，自己的生活、愿望和情感……”。文化的丰富与多样不仅书写多彩的人类历史，同时也带来文化的差异与疏离，“跨文化交际”正是带着理解与沟通的使命，进入人类关注与思考的前沿，以期由此构筑另一种形态的巴别塔。　　全球化的旋流使各种民族文化相遇，科技的发展使世界成为了名副其实的“地球村”。来自不同国度、不同种族，讲着不同语言的人们可以轻易地跨越千山万水，进行面对面的交流，也可以通过电子技术随时随地交换信息，实现“天涯若比邻”的梦想。不同国度、不同种族的人们皆需应对跨文化交际的问题。文化交流的日益频繁，越来越凸显出理解多元文化的必要性和提高跨文化交际能力的迫切性。　　近年来国内许多高校纷纷开设跨文化交际课程，并使用国外原版教材，但这引发了很多问题。由于大多数国外原版教材语言难度过大，学生不能完全理解，从而在一定程度上削弱了学生的学习兴趣；在理论阐述、实地考察和案例分析等方面国外教材均采用他国视角，教材内容与中国的文化语境并不相符，影响了学生的学习效率与效果。本教材编者以双语教学、文化教学、建构主义、任务型教学法等理论为指导，探索出适合中国高校非英语专业学生的跨文化交际教程。通过本教材的学习，学生可以达到《大学英语课程教学要求》中所提到的“在今后学习、工作和社会交往中能用英语有效地进行交际”、“提高综合文化素养，以适应我国社会发展和国际交流的需要”等教学要求。　　本书分为10个单元，涵盖了跨文化交际各个方面的主要内容，并对其中一些重要问题有相对深入的介绍与讨论。第1章从文化的定义、特点以及层次入手，打开文化殿堂的大门；第2章阐述了关于交际的基本理论，并介绍了跨文化交际的定义和种类；第3章对影响人们感知和认知世界的文化因素进行了剖析；第4章主要描述了跨文化交际过程中可能遇到的障碍；第5章和第6章分别探讨了文化差异在言语交际和非言语交际方面的种种表现；第7章探讨了文化模式的定义及内涵，并对比较经典的文化理论进行了详尽阐释和分析；第8章主要介绍了文化差异在商务、教育和医疗语境中的具体表现；第9章对跨文化适应的过程和阶段进行了描述和分析；第10章对如何培养跨文化交际能力提出了行之有效的策略和方法。　　本教材通过对英语国家较为典型的主流文化现象进行描述、阐释和讨论，培养学生对目的语文化的兴趣和理解力，进而使学生主动观察、分析、对比、评价文化及文化差异现象，使学生能够较为客观、系统、全面地认识英语国家的文化，以有效拓宽学生的国际视野，提高学生的跨文化交际意识，培养学生的跨文化交际能力。

内容概要

严明，教授，男，1963年生，英语语言文学学士，民商法学、教育管理学硕士，管理学博士，英语语言文学专业博士研究生。现任黑龙江大学外语教学研究部主任，黑龙江大学应用外语学院院长，教育部高等学校大学外语教学指导委员会委员，全国大学英语四、六级考试委员会委员，

章节摘录

　　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.

图书封面

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