中西文化差異專題 課件PPT38頁

1、Communicating Across CulturesA Guide for TeachersHow to include culture learning in English language classes Linell Davis January 2019Linell Davis January 18,2019What do we mean by culture?Chinese speakers often mean characteristics of Chinese people as compared to characteristics of people from oth

2、er nations Knowledge about culture is often expressed as generalizationsThe English are conservativeAmericans are individualisticThe French are romanticNational culturePersonal traits of people from that nationMore meanings of cultureWay of life of any groupRegional culture- north/south, rural/urban

3、Religious culture- Christian, Buddhist, MoslemEthnic culture- Han, Hui, Tibetan, XinjiangGender culture- male/femaleEconomic class culture- farmer/intellectual/businessGenerational culture- youth/middle age/elderlyOrganizational culture schools, education“Way of Life” definition of cultureAssumes th

4、at people with similar life experiences share VALUES.They see the world in similar ways.Members of important groups share MEANINGS.They can understand one another more easily than they can understand people from other groups.Group membership is often more important than national culture.What do I kn

5、ow about the NBA?Nothing at allI am female and I am oldThe NBA is American and I am an AmericanIt is an experience shared by male members of the international youth cultureI am not a member of that cultureSo, dont assume that national culture is the only or best level of analysis What do I know abou

6、t teaching?A lot; it is my love, my craft, my lifeI share many experiences with other teachersIt doesnt matter whether they are Americans or ChineseWe can communicate about teaching, learning, schools, students, etc. We share an academic or educational cultureDifferences in national culture are not

7、necessarily significant barriers to communicationDo I know how to use chopsticks?Of course, I do. Why do people keep asking me that question?Because Chinese use chopsticks and Americans use knives and forks, and I am an AmericanThey assume that I am different from them in every way because I am a wa

8、iguo renLook for similarities, not just differencesWhen you meet someone for the first time, you look for what you have in common with that person. How do Americans celebrate Christmas?In many different ways, some not at allEthnic cultures Italian/Swedish/German/HispanicReligious cultures Christian/

9、Jewish/secularRegional cultures south/north, east coast/west coastPeople often ask me questions about AmericansThey assume all Americans are alikeThey want me to give them a generalizationGeneralizations about national cultures cause many misunderstandings in communicationDo all Americans sleep late

10、?A Chinese friend invited me to go to a park to do morning exercisesBUT all along the way she complained about the traffic.I asked Why do you do it if it is so unpleasant?Her answer You are an American, so I didnt think you would want to go as early as I usually go. I am an early-riser. National cul

11、ture is not a good predictor of most personal habits.Are Americans more individualistic than Chinese?The conventional opinion is yes, they are.There is some truth to it, but it is an oversimplification.This idea alone is not a useful guide to predicting the preferences or behavior of Americans.Chine

12、se educational culture is much more individualistic than American educational culture.American teachers collaborate more.Students do more group work.If you use American individualism to predict what Americans prefer, you will make many mistakes In international competition Americans excel at team sp

13、orts while Chinese excel at individual sports.Americans are constantly forming groups and joining groups to meet a variety of personal and professional goals. Typically, Americans participate in groups very differently from the way Chinese people do. Pay attention to processes rather than traitsHow

14、do people carry on a friendship?How do they teach; how do they learn?How do they show respect?How do they express disagreement?How do they apologize?How do they handle relationships with people of higher or lower status than themselves? How do they participate in work groups?ICC - Intercultural comm

15、unication competenceKnowledge of social groups in your own country and other countriesAttitude of openness about other cultures and peopleAbility to gain new knowledge and to act on that knowledgeKnowledge of processes and ability to use that knowledgeHow to communicate not just how to speak the tar

16、get languageMeeting, greeting, starting a conversationExpressing agreement and disagreementAsking for informationWorking with others Then, how do we teach culture?Three approaches are used:Big “C” CultureImportant people, works, eventsMark Twain, Bill Gates, “I have a dream” speech, War of Independe

17、nce, Civil WarLittle “c” cultureDaily life, holidays, customsCultural awarenessCulture-general rather than culture-specificTry these two approachesCultural awarenessThe classroom as a cultural sceneStretching, expanding, destabilizing the culturally prescribed ways of teaching and learning“When a bu

18、tterfly flaps its wings in the north, it produces a typhoon in the south.”It means doing small things can have big effectsCultural awarenessSensitivity toPeopleSituationsSimilarities and differencesExpanding the concept of culture beyond the idea of national cultureWorking on problems of generalizat

19、ion and prejudiceBuilding on what students already know about how to communicateEnglish is a global languagePeople in many countries learn English.Dont limit culture learning to the study of countries where English is a native language.English can be used to learn about many different cultures and a

20、bout culture in general.It is likely that in the future your students will be communicating with speakers of English as a second or foreign language.They are participants in the emerging global culture.So are you!Culture learning begins with awareness of the home cultureHow did you/your family come

21、to Shenzhen?How does your family entertain guests?What was life like for your grandparents when they were your age?Tell about an experience in which someone judged you based on a single characteristic.Tell about an experience in which you communicated with someone different from you.Your class is fu

22、ll of cultural diversityA microcosm of our global villageThrough these activities you teach how to deal with differences Respect differences, appreciate them and learn from themLook for similarities as a basis for building relationshipsNotice that these learning activities are inductive and student-

23、centered. Using them you are doing culture, not just learning about a specific cultureYou are modeling social practices from the global culture. Bring new experiences into the classroomLook at the organizational culture of the school and the classroom.Take steps to stretch that culture a little to m

24、ove it closer to the ways of the target culture.This is the best way to teach culture.It is the way for you and your students to gain intercultural competence.Similarities in classroom culturesStudents study similar subjectsThey usually live at home and attend school five days a weekThey have homewo

25、rk; they take examsThey are sensitive to the approval/disapproval of their teachers and classmatesFrom the classroom culture they are learning how to participate in the larger cultureDifferences in classroom culturesAmerican ChineseStudent-centeredTeacher - centeredKnowledge is sometimes discovered

26、by students InductiveKnowledge is given by the teacher DeductiveMore than one answer is acceptable; uncertainty stimulates discoveryStudents prefer definite answers; uncomfortable with ambiguity, uncertaintyLearning through problem-solving thinking, actingLearning through reading- visualizingRelatio

27、nships based on hierarchyThe teacher is at the top of the hierarchy, the leader of the classRelationships between teacher and students somewhat distant because students owe respect and obedienceRelationships are reciprocal or complementary The pattern is one of mutual dependenceRespect, service and

28、obedienceDirection, care and protectionCommunication flowThe classroom leader, the teacher, belongs to other hierarchies.Teacher owes respect, service and obedience to those aboveCommunication flows from the top down Teachers communicate with one student at a time or with the group as a wholeStudent

29、s can communicate freely with each other unless they are competing for the approval of the leader.Teacher - Student InteractionTeachers are likely to give very precise instructionsThe students job is to produce the correct answerThis process is endlessly repeated and elaboratedIt produces the examin

30、ation systemWhat am I supposed to do?I hope I dont make a mistakeI better tell them exactly what to doI dont want any mistakesBring the new close to the familiarDevelop your intercultural competence by stretching the system a little.Introduce activities in which students learn inductively cultural a

31、wareness activities.Encourage student inquiry.Encourage them to ask questions that do not have definite or fixed answers.Western style groups Short term time limited group learning projectsBelong to many groups classes and a variety of extra-curricular groups such as sports teams and music groupsLes

32、s emotionally involved in each groupPrefer equal relationships teacher is not as socially distant, not as elevated in statusThe teacher is more like the coach of a teamRecreation groupsGroup identity and personal identity are separateIn the West groups have less influence over the individuals behavi

33、orThe person forms and breaks ties easilyThe person looks for groups that are useful in achieving personal goalsProfessional groupsCommunity groupsWork groupspersonGroup leadership is dispersedVarious members take leadership rolesLeaders win their roles by convincing members of their effectiveness M

34、embers expect to contribute in different ways to the groupTheir rewards will be different too.FormalleaderProcessleaderResourceleaderTask leaderEmotionalleaderMembers cooperate and competeMembers may compete with one another for recognition, leadership, allies, etc.They also cooperate within the gro

35、up and outside the groupLinking the group with other groups is an essential functionThe group boundary is relatively openThese complex patterns of competition and cooperation are made orderly by rules of process called “fair play rules” Examples of fair play rulesEveryone should have an equal opport

36、unity to participate no one should dominate or be left outDecision-making is shared not the exclusive responsibility of the leader whether that is the teacher or any other memberMembers should give honest feedback students freely say what they like and dont like; they make suggestionsEveryone should

37、 focus on the task at handSome tasks are individual; others are completed by the groupKnow the difference and dont cheatThese process rules are often more important than reaching a specific outcomePersonal motivation is criticalBecause group membership is voluntary, members must be motivated to devo

38、te energy to the groupIf a person must be in a group, it is still necessary to build motivation to create energy for the groups workChinese classroom groups depend more on extrinsic motivation passing examsIf I do a greatjob Ill move up inthe organizationI like working with the peoplein this groupI

39、can learn some new skills fromthis groupI really believein the purposeof this groupMy goalsare the sameas the groupsgoalsComparing group behaviorsWesternlittle difference between ingroup and outgroup behaviorsless associative with ingroups; less hostile to outgroupsinformal and direct insensitive to

40、 hierarchical relations among membersChinesegreat difference between ingroup and outgroup behaviorsmore associative with ingroups; more hostile to outgroupsmay be motivated by loyalty to ingroupsexpect all members to be rewarded equallyQuestions for teachers who want to stretch the classroom cultureWhat motivates me and others?Do I respond to extrinsic or intrinsic motivation?What roles do I play in the groups I participate in?A directive leader in some and passive follower