形成具有適應(yīng)性的第三種文化（文化丙）英漢對照

1、形成具有適應(yīng)性的第三種文化（文化丙）j 來源于dodd, carley h., dynamics of intercultural communication, shanghai: shanghai foreign language education press, 2006, 9-11dodd, carley h.趙麗 譯解決不確定性和焦慮的某種方式，諸如，忽視他人，假裝喜歡某人，避免溝通責任，或直接產(chǎn)生敵意，能夠?qū)е掠腥毕莸穆毮軕?zhàn)略的形成。該文目的在于引導(dǎo)讀者形成正確的職能戰(zhàn)略。必要的知識和技能將在全書各章節(jié)中闡述。整體而言，這些觀念和技能都基于預(yù)期成果，學者將其與有效的跨文化交流相結(jié)合。

2、我們稱其為基于能力的跨文化交流成果?？缥幕涣鞯某晒φ邞?yīng)用其對文化可變性，文化規(guī)則，適應(yīng)性類型，及對保持積極關(guān)系的動機的認識，推動實現(xiàn)有效交流。具有適應(yīng)性的第三種文化（文化丙），由文化甲和文化乙共同創(chuàng)造，在此過程中，參與者不考慮各自文化，以強調(diào)雙方文化的共同點。當文化發(fā)生碰撞時，雙方關(guān)注于理解共同創(chuàng)造的新文化。二者無需將各自的特性由文化甲融入文化乙，或由文化乙融入文化甲，而是至少在二者需要溝通時，創(chuàng)造一個共同利益的平臺。這樣，各文化都能維持其特性，并在需要時啟用文化丙。前人早已構(gòu)想出創(chuàng)造第三種文化的設(shè)想；如研究員曾一度視融合，共通，或接合等形式為重要戰(zhàn)略。該文闡述的模型建立于新文化觀念，而且，

3、我們將其與先前的動力和動機結(jié)合（二者引導(dǎo)創(chuàng)建了文化丙），并進一步探究隨之而來并相繼產(chǎn)生的知識和技能，其產(chǎn)生于文化丙中的交流互動，此互動允諾將引導(dǎo)實現(xiàn)最終的成功交流。在面對不確定性和焦慮時，幾乎每個人都能形成具有適應(yīng)性的類型或程序。我們認識到文化丙中存在不適應(yīng)和有缺陷的行為，我們同樣識別出其他適應(yīng)和功能正常的行為，及其與有效跨文化交流成果的結(jié)合。功能正常并具有適應(yīng)性的新文化不能自行創(chuàng)建。若干觀念和技巧將有助于我們理解如何成功地創(chuàng)造文化丙。在由文化甲和文化乙共同創(chuàng)建的文化丙中，三條法則在成功進行交流互動時至關(guān)重要。第一，對他人或群體必須持有積極的情感（即，情感層面），如信任，舒適，安全，肯定，或焦

4、慮減弱。不具有此種情感即，認為某人可敬，并使某人犯錯誤時，不遭受嘲諷或忽視人們幾乎不可能很好地與其它不同的人交流。而且，對新文化的適應(yīng)，并在新文化中有效交流將可能會遭到減弱或拖延或永不產(chǎn)生。第二，若想成功創(chuàng)建第三種文化，需要認識我們在跨文化交流中接觸到的信仰（我們經(jīng)常稱其為認識層面）。其包括期待，不確定性（由于我們對某人不了解，或缺乏準確觀察產(chǎn)生），對規(guī)則及程序的誤解，缺乏合適戰(zhàn)略以鍛煉交流能力，及引發(fā)消極或積極社會認識的激活線索（例如，刻板認識和歸因）。不能準確了解某人，人們幾乎不可能很好地與其它不同的人交流。第三，創(chuàng)建第三種文化需要跨文化交流行為。這是指，鍛煉跨文化交流的行為和技能（稱為行

5、為層面），例如，語言和非語言交流行為，生存技能，及相互面對新文化中的規(guī)律和制度。美國學生瑪麗在耶路撒冷度過了一學期，其間，她向旅館店員提出更換屋中破損的燈泡，而當?shù)陠T微笑著將替換燈泡遞給她時，她倍感驚訝?，旣愲S后說道：“我以為我是在度假旅館，店員應(yīng)該幫我把燈泡安上。我甚至都不知道從哪能弄到梯子?！弊詈?，燈泡還是沒能換好?，旣悓Φ陠T的期望及其期望未能實現(xiàn)都導(dǎo)致了行為無效。大體上，概括而言，以上三條法則構(gòu)成了跨文化交流能力。即，運用正確的情感，認識及行為模式是進行有效交流的重要特性，其產(chǎn)生于建立在文化丙的無脅迫環(huán)境中。附原文 forming an adaptive third culture cd

6、odd, carley h.one way of solving the uncertainty or anxiety leads to dysfunctional strategies, as for instance when the drive leads toward ignoring another person, pretending to like someone, avoiding communication responsibility, or outright hostility. a goal of this text is to lead readers toward

7、functional strategies. the necessary knowledge and skill is developed in each chapter throughout the book. taken holistically, these concepts and skills are based on desired outcomes scholars typically associate with effective intercultural communication. we might call these competency-based intercu

8、ltural communication outcomes. competent intercultural communication users apply their awareness of cultural variability and rules, an adaptive style, and a motivation for positive relationships to facilitate their reaching goals of effective outcomes.an adaptive culture, culture c, is invented by e

9、ach participant a and b whereby they put aside their a and b culture in order to emphasize common ground. at the moment of encounter, they focus on the construction of this new culture shared between them. they do not necessarily merge their identities from a into b or b into a, but create an arena

10、of commonality at least for the time they need to communicate. in this way, each can maintain identity with a or b but operate in c as demands dictate.the idea of a third culture is not new; researchers for some time have viewed some form of merging, commonality, or coalescing as an important strate

11、gy. in the model developed for this text, we build on the new culture concept and associate it with antecedent drives and motivation leading to the creation of culture c and we explore the consequent and associated knowledge and skills occurring within the interaction of cs promise to lead ultimatel

12、y to outcome success. almost everyone develops an adaptive style or set of procedures when faced with uncertainty or anxiety. we recognize maladaptive or dysfunctional behaviors in culture c, but we identify other adaptive or functional culture behaviors and their association with intercultural effe

13、ctiveness outcomes.to make the new culture a functional adaptive arena is not automatic. several concepts and skills help us understand how to make culture c successful. three principles are important in developing a successful interaction in culture c between a and b.first, there must be a positive

14、 feeling toward the other person or group (referred to as the affective level), such as trust, comfort, safety, affirmation, or lowered anxiety. without this feelingthat one is regarded as worthy and can experience mistakes without being ridiculed or ignoreda person is less likely to communicate wel

15、l with another who is different. moreover, adjustment and effectiveness in a new culture may be lessened or prolonged or may never occur at all.the second area needed to make a successful third culture climate involves recognizing the belief we bring to intercultural encounters (frequently called th

16、e cognitive level). these include expectations, uncertainties (because of things we do not yet know about a person or a lack of accurate observation), misunderstanding of rules or procedures, lacking appropriate strategy to exercise communication competency, and activation of cues that trigger negat

17、ive or positive social cognitions (such as stereotypes and attributions). without accurate understanding a person is less likely to communicate well with another who is different.a final area needed to build the third culture is intercultural communication actions. this means developing actions and

18、skills (called the behavioral level), such as verbal and nonverbal communication performance, survival skills, and interfacing with systems and institutions in a new culture. when marie, an american student spending a semester in jerusalem, asked the hotel clerk to change a broken light in her room, she was surprised when he smiled and handed her the replacement bulb. she said later, “i guess i expected the holiday inn, where they would fix it for you. i didnt even know where to get a ladder.” the light bulb went unchanged. her expectations and failure to perform to their expectati