chapter8CulturalinfluencesonContextsSectionOne大學(xué)英語跨文化交際教學(xué)課件

chapter8CulturalinfluencesonContextsSectionOne大學(xué)英語跨文化交際教學(xué)課件第一頁，共49頁。Chapter8

CulturalinfluencesonContextsSectionOne

大學(xué)英語跨文化交際教學(xué)課件

第二頁，共49頁。IdiomsLivetogetherlikebrothersanddobusinesslikestrangers.—ArabProverb第三頁，共49頁。Learningobjectives:Inthischapter,studentswilllearnhowto:perceivetherelationshipbetweencontextandcommunication.Describedifferentviewstowardsvariouscontextsindifferentcultures.Understandthemanagementconceptandbehavioralmodesofbusinesscontext.Summarizethedifferentrolesandbehavioralpatternsofeducationalcontext.Evaluatethedifferentattitudesandconversationalstructuresofhealthcarecontext.第四頁，共49頁。CulturalInfluencesonContextsBusinessEtiquetteNorms

Culture'sInfluence

RoleBehaviorsofStudentsandTeachersCulture'sInfluence

FamilyandGenderRolesTheBusinessContextTheEducationalContextTheHealthCareContextCommunicationandContextClassroomParticipationConversationalStructuresandLanguageManagement

TurnTakingCulture'sInfluenceChapterOutline

第五頁，共49頁。Lead-incase:

HowDoStudentsLearn?1.Doyouoftenbehavethesamewayinclassasthestudentsinthecase?Why?2.WhatsuggestionscanyougivetoKarenabouthowtoteachChinesestudentswell?3.Whatkindofculturalphenomenoncanbereflectedinthecaseabove?第六頁，共49頁。TEXTACommunicationandContextCommunicationisinfluencedbyexternalenvironment:allhumaninteractionisinfluencedtosomedegreebythesocial,physical,andculturalsettingsinwhichitoccurs.Thisisknownasthecommunicationcontext.

Threebasicassumptionsabouthumancommunication:

Communicationisrulegoverned

Contextsspecifytheappropriaterules

Rulesareculturaldiverse第七頁，共49頁?！顲ommunicationisrulegovernedPeopleexpectculturallydeterminedpatternsofbehaviororrulestogoverntheirinteractions.Therulesdifferdependingonthecontext,coverbothverbalandnonverbalbehaviors,anddeterminenotonlywhatshouldbesaidbuthowitshouldbesaid.

Anemploymentinterviewabasketballgame“sir”“madam”“Tom”suitsjeansorshorts&T-shirtsshakehandshugone’sfriends,slapthemontheback

第八頁，共49頁。★Contextsspecifytheappropriaterules

Contextsasaclassroom,bank,church,hospital,courtroom,wedding,orfuneraldeterminewhichcommunicationrulesapply第九頁，共49頁?！颮ulesareculturallydiverseAlthoughcultureshavemanyofthesamesocialsettingsorcontexts,theymayemploydifferentrules.Differentcultures,differentrules.Conceptsofdress,time,language,manners,nonverbalbehavior,andcontrolofthecommunicationflowcandiffersignificantlyamongcultures.

TurkeyU.S.ATurkishhospitalityshared“goingDutch”第十頁，共49頁。Tobecomeasuccessfulinterculturalcommunicator,oneshouldknownotonlyone’sownculture’srulesbutalsotheothers’.(ReadCase47.)ThreeAssumptionsaboutCommunicationCommunicationisrulegovernedContextsspecifytheappropriaterulesRulesareculturallydiverse第十一頁，共49頁。TEXTBTheBusinessContextCulture’sInfluenceontheBusinessContext

ManagementBusinessEtiquetteNorms

第十二頁，共49頁。PRE-TASK:

COMPARETHESE2OPINIONS

ABOUTMANAGERS“Managersshouldberesourceful足智多謀的,decisive果斷的andassertive堅定而自信的.”“Managersshouldberesourcefulbutnotvisible.Theyshouldstriveforconsensus意見一致.”第十三頁，共49頁。LEARNINGOBJECTIVES1.PerceivethedifferencesinworkethicsbetweenEastandWest.2.Identifyculturalsimilaritiesanddifferencesintermsofnegotiationstyleandmanagementstyle.3.Increaseawarenessofbusinessprotocol禮儀andetiquette禮節(jié).第十四頁，共49頁。1Culture’sInfluenceontheBusinessContextBusinessnegotiationisintertwined緊密相連withculturalexchange.Thisreallyisduetoglobalization,whichisaresultofgrowthinU.S.andforeignmultinationalindustriessincethe1960s.第十五頁，共49頁。2Management“Management”canbevieweddifferentlyfromculturetoculture.1.ManagementInChina2.ManagementintheUnitedStates

3.ManagementinGermany4.ManagementinJapan5.ManagementinFrance6.ManagementinMexicoandLatinAmerica第十六頁，共49頁。2.1ManagementinChinaChinesebusinessvaluesemphasizekinship(血緣關(guān)系）,interpersonalconnections,respectforelders,andhierarchy.“theIronRiceBowl”“guanxi”

第十七頁，共49頁。2.2ManagementintheUnitedStatesIntheUnitedStates,themanagerisaculturalhero.thedefinitionofmanagerbyHofstededominantmanagerialvalues：

achievementandsuccessbeliefinhardworkpragmatism（實用主義）optimism,Puritanism（清教徒主義）rationality（合理性）impersonalityininterpersonalworkrelationships（客觀冷靜）

equalityofopportunityacceptanceofcompetitionindividualism第十八頁，共49頁。2.3ManagementinGermanyThemanagerisnotaculturalhero.

Infact,Germansdonothaveaverystrongconceptofmanagement.Apprenticeship（學(xué)徒）systemStrongsenseofprofessionandprideinwork,atendencytowardanauthoritarianleadershipstyle第十九頁，共49頁。2.4ManagementinJapantheJapanesedonotshareastrongsenseofmanagement.Thekeycomponentoftheorganization:“workergroup”whichcanexpectlifelongemploymentandadvancementaccordingtoseniority(資歷).TheJapanesearetoalargeextentcontrolledbythepeergroupbutnotthemanager.value“groupism,harmony,acceptanceofhierarchyinworkrelationships,senseofobligation,debtoflowerlevelpersonneltosuperiors,andconsensualdecisionmaking共同決策.”

第二十頁，共49頁。2.5ManagementinFranceManagersactinverysuperiorroles.Donotthinkintermsofmanagersversusnon-managersbutcadresversusnon-cadres.Onecanbecomeacadrebyattendingtheproperschoolandremainsitforever.第二十一頁，共49頁。2.6ManagementinMexicoandLatinAmericaThemanagerialstylehasoftenbeencharacterizedasautocratic

(獨裁的)andpaternalistic（家長式作風(fēng)）.Valuesincludecentralizeddecisionmaking,theself-presentationofstatus,adedicatebalance.第二十二頁，共49頁。3BusinessEtiquetteNormsAppointmentSeekingTheDateforBusinessGreetingBehaviorGiftGiving第二十三頁，共49頁。3.1AppointmentseekingInChina:toestablishcontactsbeforeinvestinginatripInLatinAmerica,appointmentsmustbemadeamonthinadvanceanditisveryhelpfultousealocalwell-connectedpersontomakeintroductionsandcontacts.InSaudiArabia,youmusthaveasponsoractasanintermediary,makeappointment,andarrangemeetings.InItaly,notonlyshouldyouhaveamiddlemanbutalsoyourinitialcontactbewritteninItalian.第二十四頁，共49頁。3.2TheDateforBusinessNobusinessisconducted：InSaudiArabia,attheendofthemonthof

Ramadan（齋戒月）andAid-al-Adha（獻(xiàn)祭）.InJapan,NewYear’sholidays,GoldenWeek(April29toMay5),

and

Obon（盂蘭盆節(jié)）(inmid-August).

InIsrael,theJewishholyday,theSabbath（安息日）.第二十五頁，共49頁。3.3GreetingbehaviorInChina：handshake；nodorbow

InAmerica：shakehands；

kiss

onthecheekorahug.InSaudiArabia:numerous

handshakesInFinland:

firm

handshakesInIndia:namaste(合十禮)第二十六頁，共49頁。Themiddle-levelmanagerinalargecompanyoutranksadepartmentheadfromasmallercompany.Thehighertherankofthepersonyouareintroducedto,theloweryoubow.Thepersonoflowerrankbowsfirstandlowest.第二十七頁，共49頁。3.4GiftGivingTherulesforgiftgivingareverydifferentfromculturetoculture.MostAmericansviewgiftgivinginthebusinesssettingasaformofbribery,butformanycultures,giftgivingisastandardpartofbusiness.Insteadofgifts,lettersofthanksarestandardintheUS.第二十八頁，共49頁。CASE48AGiftfromaChineseThiscasecanreflectthatarulesforgiftgivingareverydifferentfromculturetoculture.Chinesepeoplelovegivinggifts.Usually,thevalueofthegiftisanindicationofhowimportantthereceiverisinthesender’seyes.Mostpeoplegivinggiftsareconcernedaboutwhetherthegiftwillbeseenasvaluableenough.Aninexpensivegiftmeansalossofface.Dongxiemayhaveapracticalreasoningivingtheginsengtohismanager,butmostChinesewilltakeitassomethingusualforasubordinatetodothistoamanageroutofasignofrespect.NorthAmericancompaniesdooccasionallyreceivegiftsoutofappreciationforthefriendshipandassistancethemanagermayprovide.Suchgiftsaretreasured;however,thevalueusuallyisfairlysmall,abottleofwine,amusicCD,asmallbook,orothertokens.第二十九頁，共49頁。Chapter8

CulturalinfluencesonContextsSectionTwo

第三十頁，共49頁。TEXTCTheEducationalContextA.

Culturalinfluenceontheeducationalcontext

B.

RolebehaviorsofstudentsandteacherC.ClassroomParticipationD.Turntaking第三十一頁，共49頁。1Culture’sInfluenceontheEducationalContextTeachers,students,parents,schooladministrators,andotherstaffbringtheircultures’beliefs,values,norms,andsocialpracticeswiththem.Culturaldifferencescanleadtodissimilaritiesininterpretationandexpectationsaboutcompetentbehaviorsforstudentsandteachers.第三十二頁，共49頁。2RoleBehaviorsofStudentsandTeachersDifferentculturescaninfluencepreferencesforhowstudentsandteachersrelatetoeachotherintheclassroom.WithinmanyAsianandAsianAmericancultures,teachersarehighlyrespected.Isnotraisingahandandnotstandingupaviolationofclassroomrules?Appealingtothegrouporstressingthebenefittothespecificstudent?第三十三頁，共49頁。3ClassroomParticipation

SomeNativeAmericanchildrenhaveadifficulttimeaskingstraightforwardquestionsandlookingdirectlyattheirteacher.Similarly,manyNativeAmericanandAsianAmericanstudentsareunwillingtovolunteer,speakout,orraiseproblemsorconcernsunlesstheteacherspecificallycallsonthembyname.

Koreanstudentsareoftenunwillingtotalkwiththeirteachersevenwhentheteachershaveincorrectlycalculatedthestudents’scoresonanexam.

Shouldquestionsforclarificationberegardedasachallengetotheteacher’sauthority?Awillingnesstospeakinclass:encouragedordiscouraged?(DirectVSIndirectverbalstyle)(CollectivismVSIndividualism)第三十四頁，共49頁。4TurnTakingTurntakingwithintheclassroomisalsogovernedbyculturalexpectations.Watchhowteachersinyourvariousclassesregulatetheflowofconversationsandcontributions.第三十五頁，共49頁。CONCLUSIONSThereisabigdifferencebetweenteachingandlearning.Theteacherneedstounderstandhowthelearnerlearnsandwhatthelearnerlearns.Languagelearningrequiresraisingculturalawareness.Learningatargetlanguagerequiresapositiveattitudetowardsthetargetculture.第三十六頁，共49頁。Culture’sInfluenceontheHealth

FamilyandGenderRolesintheHealthCareContext

ConversationalStructuresandLanguageD.TheHealthCareContext

第三十七頁，共49頁。1Culture’sInfluenceonthehealth

carecontextThreegeneralapproaches:MicroreligiousNaturalistic自然主義的Biomedical生物醫(yī)學(xué)的

Allparticipantsinthehealthcarecontextdrawfromtheirownculturalpatternsandexpectationsaboutwhatconstitutesappropriateandeffectivemedicalcare.第三十八頁，共49頁。ACTIVITY:EXPLANATIONOFKEYTERMSWHATDOESMICRORELIGIOUSAPPROACHNATURALISTICAPPROACHBIOMEDICALAPPROACHMEAN?

第三十九頁，共49頁。TREATMENTPROCEDUREINTHEWESTANDINTHEEAST:PRESCRIPTION?PHYSICALTHERAPY?SURGERY?TRADITIONALRECIPES?第四十頁，共49頁。.ACTIVITY:COMPARISONANDCONTRAST

DOCTOR/PATIENTRELATIONSHIPSINTHEEASTANDWEST第四十一頁，共49頁。1.1MicroreligiousApproachInthepersonalistic擬人論的approach,healthandillnessarecloselylinkedtosupernaturalforces.Mysticalpowers,typicallyoutsideofhumancontrol,causehealthandillness.第四十二頁，共49頁。1.2NaturalisticApproachHumansdesiretomaintainasenseofharmonywiththeforcesofnature.Illnessappearswhenorgansinthebody(suchastheheart,lungs,liver,andkidneys)areoutofbalancewithsomeaspectofnature.

YINandYANG第四十三頁，共49頁。1.3BiomedicalApproachPeoplearethoughttobecontrolledbybiochemicalforces

EuropeanAmericanculturalpatterns第四十四頁，共49頁。2FamilyandGenderRolesinthe

HealthCareContext

ThehealthcaresystemintheUnitedStatestypicallyfocusessolelyontheindividualpatient.InLatinAmerica,competenttreatmentforpatientsmayrequiretheinvolvementandagreementofotherfamilymembers.Manycultureshavestrongexpectationsaboutmodesty,andexpectationsaboutbodilydisplayforwomencanmakethemedicalexaminationitselfasourceofinterculturaldifficulties.第四十五頁，共49頁。3ConversationalStructuresandLanguage

Becauseofdifferentinterculturalviews,themedicalinterviewbetweencaregiverandpatientcanbeanothersourceofinterculturalcommunicationproblems.LatinosandArabs,forexample,mayengageinextensivesmalltalkbeforeindicatingtheirreasonsforthemedicalinterview.InterviewswithNativeAmericansmaybepunctuatedwithextensiveperiodsofsilence.Ambiguitiesintheuseoflanguagecanpresentadditionaldifficultiesindiagnosingandtreatingillnesses.Take