輔修翻譯實習(xí)接下來的活動是有效策略例子我們可以從中學(xué)一下如何開發(fā)各種

們都不會人感到力的這些略中有多都是加州大學(xué)跨文化際課上想出（（（AB或C上有些滑稽的標題或評論是為了提醒我們那些與這些不同說話方式相對應(yīng)的有文化背景的價值觀；們本身是幫助們策略。式提供了練習(xí)機會最后值得一提的是說話不要拐彎抹角不要不切還“是的，我們沒有香蕉了”也可以鍛煉我們多元化的技巧?！皞€活動是為了培養(yǎng)我們說話方式中不同的現(xiàn)象，并且讓我們能夠評價別人的說話行互惠方面的不足）接著，C成員開始交流自己對于他們的的觀察結(jié)果。讓變成更容易理解的活？，“rrAB就相應(yīng)的，提一個問題并進行討論。（若是對于英語水平有限的發(fā)言者，需要準備間必須暫停7秒。所有發(fā)言者都必須用另式復(fù)述前面一位的發(fā)言者的話。戰(zhàn)換一個）有人稱此活動“終結(jié)者”在這個活動中，參加者故意問封閉式問題（例如“你有什么動物，或通過簡短的回答響應(yīng)（例如，是/否）來終結(jié)談話并。當(dāng)A組成員和B的角色轉(zhuǎn)換，那些習(xí)慣終結(jié)并的人，會以一種夸張的方式分感受到自己行為。相反。在更嚴重的情況下，所有參與者實行單向的。這是經(jīng)典的活動，叫做“式。一些學(xué)生經(jīng)常把它稱為“三A的，即，解答，個討論的。開放式問題和有爭議的問題有助于這個活動的進行，例如“你如何看待婚ABB組成員必須回答的問題，補充的信息，并向A組成員提出有關(guān)聯(lián)的問題本活動的的同樣為了使生們相交流的能步它能抑“以“處參的規(guī)則礙了的主導(dǎo)位因此這個多化組中別有用任何沉默五秒鐘或更長時間。直到每個人對那支小組已經(jīng)一次給小組成員不得再次發(fā)X（X+5）做的（該技術(shù)獲得的文化信息和作為發(fā)展跨文化的理解過程的有用性闡述1985年：第一章6）“ “ 針對多樣化的結(jié)構(gòu)活這項活動的目的是直接構(gòu)建信息，或獲取權(quán)利的地步。有些學(xué)生把它叫做“你的是什“看，這個星期六晚上怎么樣？”：B組成員直接改述它，并在句子結(jié)構(gòu)上將重要的點放面。例如“你的意思是去看星期六，一起去有空嗎？”： “（作為教師，這樣的教學(xué)我們沒有，是嗎？是的，我們當(dāng)然沒有），1978UsefulTheactivitiesthatfollowareexamplesofusefulstrategiesfordevelodiverseinctionskills.Theyareinnowayexhaustive.Manyofthestrategiesweredevelopedbystudentsincross-culturalcommunicationclassesattheUniversityofCalifornia.Theyareintendedforusewithinculturallyhomogeneousgroups(suchasforeign-languageclasses)orwithinculturallypluralisticgroups(asinEnglishclassesinEnglishspeakingcountriesorinterculturaltrainingsessions).Optimally,allparticipantsyeachrole(A,B,orC)atsometimetopracticeavarietyofspeechstyles.Thesomewhatfacetioustitlesorcommentsthatfollowareremindersoftheculture-boundvaluesthatareoftenattachedtothesestyles;theyare,inthemselves,mnemonicstrategies.Thefirststrategy,Monitor(1),isaimedatidentifyinggeneraldifferencesinspeechstyles.Theinterruptinggame(2),DidIhearyoucorrectly?(3),andGivemeachance(4)areaimedatmakinginputcomprehensibleforbothspeakersandlisteners.Killtheconversation(5),keeptheconversationgoing(6),Equalparticipation(7),andthegoodlisteners(8)providepracticeinreciprocalandnonreciprocalspeechstyles.Finally,Don’tbeataroundthebush(9),Don’tbesoblunt(10),and“Yes,wehavenobananas”(11)developskillsindiverseconversationstructures.IdentifyinggeneraldifferencesinspeechRobertBurnsoncewrote,“OwadsomePow’rthegiftiegieus/Toseeourselsasothersseeus!”Thisactivityisaimedatdeveloanawarenessofdifferentfactorsinspeechstylesandhowwejudgethespeechactsofothers.ItisagoodactivityforintroducingstudentstodiversityinspeechDividetheclassintothirdsandlabelthemA,B,andInstructtheA’sandB’stopairoffandbeginaconversation.(Theymayintroducethemselvesorspeakonadesignatedtopic.)PrivayinstructtheCgrouptoobservesfactorsineachpartner’sspeechstyle.(Theseobservationsmaybe“open”toseewhatparticipantsnoticeontheirown,ortheymaybe“cued”byprovidinganobservationsheet,basedonfactorssuchasthosedescribedatthebeginningofthischapter.)Afterfiveminutes,theentiregroupcomestogether.EachpartnerAintroducespartnerBtotheclassandparaphraseseverythingheorshehasheard.ThenpartnerBdoesthesamewithregardtoA.(Throughthisexperience,partnerAandBbegintorealizesomedimensionsoftheirownspeech,especiallywithrespecttoreciprocal/nonreciprocalfactors.)ThentheC’smakeobservationsabouttheconversations.Discussionfollowsinwhichthefactorsinspeechstylesthathaveemergedaresummarizedandextended.ActivitiesformakingspeechTHEINTERRUPTINGSilenceisnotalwaysgolden!Thisactivityaccustomslistenerstoaskforclarification.Throughlivelyteamcompetition,participantspracticeinterruptingthespeakerinapurposefulway.Atthesametime,participantsmaypractice prehensionskillsfocusingonparticularlinguisticDividetheclassintotwoReadtotheclasspassagecontainingacertainnumberofnonsensewords.Eachtimeanonsensewordisheard,someonemustinterruptyouandasktheappropriateWh-question:Who?Where?What?Why?When?Rules:Anyonecaninterruptatanytime.Thefirsttointerruptwiththecorrectquestionscoresapointforhisorherteam.Theteamwiththemostpointsattheendofthepassagewins.ExampleofapassagewithnonsenseJackandbilper[Who?]wentuptheburle[What?]tofetchapailofplepods[What?Jackfellderge[Where?]andbrokehishern[What?],andJillcametumblingbimper[When?Where?].Note:Thelinguisticgoaloftheexercisemayvary.Forexample,thegoalcouldbeauditorydiscriminationoftheminimalpair“l(fā)/r.”Apassagewithseveralwordscontainingl’sandr’swouldbechosen.Participantswouldbeinstructedtoshout“Excuseme!”eachtimetheyheardan“l(fā).”Acorrectinterruptionwouldincreasetheirteam’sscore.However,anincorrectinterruption(whenno“l(fā)”waspresentintheword)woulddecreasetheirteam’sscore.Thegamecouldbereyed,thistimewithinterruptionsbasedon“r.”DIDIHEARYOUWehaveallheardthecliché“Nonesoblindasthosethatwillnotsee.”Wemayextrapolateto“Nonesodeafasthosethatwillnothear!”Thisisasimpleexerciseinparaphrasingtocheckone’sowncomprehension.Participantswritedownaparagraphextendinganinvitationrelatedtoaspecificsituation.Forexample,theyinvitesomeonetovisitthemtoworkonaparticularprojectintheircountry.PartnerAinvitespartnerPartnerBcheckshisorherowncomprehensionbyrephrasingwhatpartnerAhassaid(e.g.,“Youmeanyouwouldlikemeto...?”).PartnerAconfirmstheinvitationorrestatesitifithasbeenGIVEMEATimeoutforlistening!ThisisanexerciseinpausingandresponsivenesstowhatothershavePoseaquestionregardinganappropriatetopic.(WithlimitedEnglishspeakers,atworeadingrelatedtoacontroversialissuemaybeprovided.Inthisway,studentswillhaveacommonbackgroundfordiscussionatthebeginningofacourse.DividetheclassintogroupsofthreeorRules:Noonemayspeakasecondtimeuntileveryoneinthegrouphasspokenonce.Theremustbeapauseofsevensecondsbetweenspeakers.Allspeakersmustreferinsomewaytowhatapreviousspeakershassaid.Assigntheroleoffacilitatortoonestudentineachgroup,Thefacilitatorensuresthattherulesarenotbroken.(Rotatethefacilitatoreveryfiveminutes.)Afterfifteenminutes,theclasscomestogether.Someonefromeachgroupsummarizesthegroup’sopinions.ActivitiesfordeveloreciprocalandnonreciprocalKILLTHESomehavecalledthisactivity“thekillingconversation.”Inthisgame,participantsdeliberaykilltheconversationbyaskingclosedquestions(e.g.,“Doyouhaveanyanimals”)orbyrespondingwithshortanswers(e.g.,yes/no)andlongsilences.WhentherolesofpartnersAandBareswitched,thoseaccustomedtokillingaconversationwithsilenceseetheirownbehaviorinanexaggeratedform.Conversely,thoseaccustomedtoinitiating(orhogging)theconversationpracticeanexaggeratedformofkeequiet.Inamoreseriousvein,allparticipantspracticenonreciprocalspeech.Instructstudentstowritedownfiveshort,unrelatedquestionstoaskdifferentpeopleintheroom.“Closed”questionsthatrequestresponsestoyes/noorWh-questionsareparticularlyappropriate.Writtenquestionsincreasetheactivity’ssuccessfornonnativespeakersbyensuringtheyhavesomethingtosay.However,writtenquestionsarenotnecessaryfornativespeakersofthelanguage.Dividetheclassintotwogroups,AandInstructtheA’sandB’stoformPartnerAaskseachoftheunrelatedquestionsofpartnerPartnerBrespondswithasshortanansweraspossible.(PartnerBmaynotgiveanyadditionalinformationoraskaquestioninreturn.)ThegroupdiscusseshowtheyfeltwhileactingaspartnerAandpartnerThisistypicalcalled“conversationAmericanstyle.”Somestudentsoftenrefertoitas“thethreeA’sofconversation:answer,add,andask.”Theaimofthisactivityistopracticereciprocalspeech.Instructstudentstowritedownonequestiontoasksomeoneintheroom.Alternatively,thegrouporinstructormaynominateatopicortopicsfordiscussion.Open-endedquestionsandcontroversialissuesfacilitatethisactivity:forexample,“Whatisyouropinionaboutpeoplelivingtogetherbeforemarriage?”DividedtheclassintogroupsAandInstructtheA’sandB’stoformPartnerAaddressesaquestionofpartnerPartnerBmustanswerthequestion,addsomemoreinformation,andaskarelatedquestionofpartnerA.PartnerAthenanswers,adds,andasks,andsoThegroupdiscusseswhattheylearnedabouteachotherandcontraststhewaytheyfeltinthisactivitytohowtheyfeltinthepreviousactivity.EQUALThisactivityalsodevelopsskillsinreciprocalspeechstyles.Itinhibits“conversationhogs”aswellas“conversationunderdogs.”Thecompetitionbetweendifferentteamsdiscouragessilenceinordertowinpointsforone’steam.However,theruleofequalparticipationamongmemberofone’sownteamdiscouragesconversationdominance.Assuch,itisaparticularlyusefulexerciseforaculturallypluralisticgroup.Assignareadingorprovideashorthandoutonacurrentcontroversialtopic,forexample,”Doyouthinkabortionshouldbelegal?Why?”Dividetheclassintotwoteams.Theinstructor/studentfacilitatorbeginsbyaskingoneteamtheinitialquestiononly.Anyonefromtheteammayanswer,andthenposearelatedquestiontotheopposingteam.Fromthenon,theteamsrespondalternayunlesstheylosetheirturnthroughRules:Ateammemberwhosuccessfullyanswersaquestionandthenasksanewquestionscoresapointfortheteam.However,anysilenceoffivesecondsormoreresultsinapointfortheopposingteam.Nomemberofagiventeammayspeakasecondtimeuntileachonthatteamhasspokenonce.Thefirstteamtoreachxpointwins.(Xisthenumberofstudentsonagiventeam+5.)THEGOODThisactivitycouldalsobecalled“the”or“ethnographer,”becausetheskillsdevelopedaresimilartothoseneededintheseoccupations.Theseskillsrequirethelistenertofocusattentiononthespeaker’sinputratherthanonthelistener’sinput;toaskafew,open-endedquestions;tocontinuallyprobethespeaker’sresponsesforelaboration;andtoseekinidentifythespeaker’sfeelingsaswellasthoughts.Whatresultsisaninterviewratherthanconversation.Theinterviewgenerallyinitiatesmostofthequestions,althoughtheyalwaysderivefromwhatthespeakerhasjustsaid.Theactivityillustratesthepositiveusesofnonreciprocalspeech.(Theusefulnessofthistechniqueinobtainingculturalinformationandasaprocessfordevelocross-culturalunderstandingiselaboratedinRobinson1985:chap.6.)PartnerBPartnerAasksforfurtherelaboration:forexample,“WhatdoyoumeanTheinterviewcontinuesforfifteenminutesormore,dependingontheleveloftheTheinterviewerswritedownasummary,includingwhattheylearnedaboutthespeaker’sculture;whattheylearnedaboutthespeaker ally;whattheyhadincommonwiththespeaker;whattheylearnedaboutthemselvesandabouttheirowncommunicationstyle.Ifthesinterviewedareintheclass,theytoomaywriteasummaryofhowtheyfeltduringtheinterview.ActivitiesfordiversifyingconversationDON’TBEATAROUNDTHEhavecalledit“What’syourbottomline?”TheclassisdividedintoA’sandsentence:forexample,“I’vebeenworkingalotlay.There’stoomuchandnotenoughtimetorelax.Whatdoyouliketodoinyourtime?Perhapsyou’dliketogotothemoviessometimes-maybethisSaturdaynight?”PartnerAreadstheparagraphaloud,makingtherequestofpartnerPartnerBrephrasesitdirectly,structuringtheparagraphsothatthemainpointcomesfirst.Forexample,“Doyoumean:WouldIliketogotothemovieSaturday?”DON’TBESOThisactivityissimplythereverseoftheprecedingone.Participantspracticeindirectwaysofstructuringconversation.Inparticular,studentspracticeindirectrefusalsbyavoidingyes/noStudentswritedownadirectrequest,beginningwith“Willyou...?”FollowedbyonesentenceTheclassisdividedintopartnerAandPartnerAmakesadirectrequest,suchastheoneinstep(1).PartnerBrespondsindirectly,exiningthecircumstancesandreplyinginthethirdsentencewithoutusingthewordsyesorno.Forexample:“Ihavebeenverybusylaytoo.SometimesIdon’tusemycarintheafternoon.However,Iwillbeusingittoday.”“YES,WEHAVENOThisexerciseprovidespracticeforthosewhohavedifficultlywithtagquestionsandquestionsinEnglish.(Asteachers,wedon’thavedifficultyteachingthis,dowe?Yes,ofcourseweTheclassstandsupandformsaThrowaballtoastudentandask,“Youdon’thaveaball,doyou?”Thestudentwiththeballmustrespond,“Yes,Ido.”Thestudentwiththeballthrowsittoanotherclassmateacrossthecircle,askingthesamequestion,untilallhavepracticedatleastonce.Theinstructorthenasksaquestionaboutsomethingastudenthas.For