跨文化交際(UNIT-8)-課件

ReviewofUnit7WhatisM-TimeandP-Time?Whichdoyouthinkisthedominatingtimesysteminourculture?2.Whatistherightwayofdealingwithissuesofspaceandprivacyinaninterculturalenvironment?1PPT課件InterculturalCommunication

Unit8

Cross-CulturalPerception

2PPT課件WarmUp

Pleasereadthestoryonpage264andfillintheblanks.Whatdoyouthinkofthestory?“ItoldtheEnglishmanitwasthe1sportingthingtodo,andhejumped.ItoldtheFrenchmanitwas2chic;theGermanthatitwasa3command;theItalianthatitwas4forbidden;theRussianthatitwas5revolutionary;sotheyalljumpedoverboard.”“AndhowdidyougettheAmericantojump?”“Noproblem,”saidthecaptain,“Itoldhimhewas6insured!”O(jiān)fcourse,whatthestorytellsusaboutpeopleofthosedifferentnationscanonlybepartiallytrueatbestandwemustbeawareofsuchovergeneralizationandoversimplificationinourperceptionofpeopleofothercultures.3PPT課件FrenchLeaveandDutchCourage(p265-267)

DoyouknowsometermsandexpressionsinEnglishthatareformedwithnamesofothernationalities?Danishpastry,Flemishbond,Irishstew,Italichandwriting,Portugueseman-or-war,Russianroulette,Spanishfly,Scotchpine,Swissroll,TurkishdelightandWelshrarebit;Belgianhare,Dutchbarn,Frenchletter,Germanmeasles,GreekgiftsandSwedishdrill.AmongtheEnglishidiomsmentionedinReadingI,someareemotionally“neutral”inthattheyonlydealwith“floraandfaunaandproducts”thatarenotnativetoEngland.However,someotheridiomsmaycarrytheBritishculturalvaluesandattitudestoothernations.4PPT課件FrenchLeaveandDutchCourage(p265-267)

DoyouknowsometermsandexpressionsinEnglishthatareformedwithnamesofothernationalities?Forinstance,idiomswhichareculturallyneutralinclude: Danishpastry,Flemishbond,Irishstew,Italichandwriting,Portugueseman-or-war,Russianroulette,Spanishfly,Scotchpine,Swissroll,TurkishdelightandWelshrarebit.Idiomswhichareculturallyloadedinclude: Belgianhare,Dutchbarn,Frenchletter,Germanmeasles,GreekgiftsandSwedishdrill.

5PPT課件FrenchLeaveandDutchCourage(p265-267)ManyidiomsconcerningothernationssuggestthattheBritish’susedtoholdothersinderisionandcontempt.ButallthoserelatedtotheBritishthemselvesindicatethattheBritishusedtoviewthemselvesinpositiveways.Homework:FinishtheFill-inTaskexercise(p268).Whatdotheymeaninthesentence?6PPT課件Fill-inTask(p268)1.ExcusemyFrench,buthe’sabloodynuisance!2.TheheadmasteralwaystalkstothepupilslikeaDutchuncle.3.Idon’tunderstandthisbookatall,it’sallGreek

tome!4.Ifyouwantedmetogo,whydidn’tyousaysoinplainEnglishinsteadofmakingvaguehints?5.ScratchaRussian,andyou’llfindaTartar.DoyouunderstandwhatImean?7PPT課件Fill-inTask(p268)6.Keepawayfrom;hisIrishisup.7.I’llhaveacoupleofdrinkstogivemeDutchcourage.8.It’sgoodtoseethatoldfilmstarenjoyinga(n)Indiansummerwithhersecondhighlyacclaimedfilmthisyear.9.Beforesheleft,shesaidafinalgoodbyeandgivehimalongFrenchkiss.10.ThecompaniesdonotwishtoWelshontheirdebtstobankerifthoughtheirbusinessseemstobenotgoodatthemoment.8PPT課件ReadingIIReadthearticle“EthnocentrismandEthnorelativism”(p272-276)

.1.Whatisethnocentrism?Mostotherculturesarebackwardcomparedwithmyculture.Mycultureshouldbetherolemodelforothercultures.Otherculturesshouldtrytobemorelikemyculture.Mostpeoplefromotherculturesjustdon’tknowwhat’sgoodorthem.Mostpeoplewouldbehappieriftheylivedlikepeopleinmyculture.Peopleinmyculturehavejustaboutthebestlifestylesofanywhere.Lifestylesinotherculturesarenotasvalidasthoseinmyculture.Idonotcooperatewithpeoplewhoaredifferent.9PPT課件ReadingIIReadthearticle“EthnocentrismandEthnorelativism(p272-276)”.1.Whatisethnocentrism?Idonottrustpeoplewhoaredifferent.Idislikeinteractingwithpeoplefromdifferentcultures.Ihavelittlerespectforthevaluesandcustomsofothercultures.Otherculturesaresmarttolookuptomyculture.Otherpeoplearemuchthesameasmypeople.Ourwayofdoingthingsistheonlyrightway.10PPT課件ReadingIIEthnocentrismisnegativelyjudgingaspectsofanotherculturebythestandardsofone’sownculture.Itisthetechnicalnamefortheviewofthingsinwhichone’sowngroupisthecenterofeverything,andallothersarescaledandratedwithreferencetoit.Itoccurswhenournationisseenasthecenteroftheworld.Inotherwords,itreferstoourtendencytoidentifywithouringroupandtoevaluateoutgroupsandtheirmembersaccordingtoitsstandard.11PPT課件ReadingIIItisnotsuggestedthatethnocentrismisalwaysdeliberate.Oftentheexpressionofethnocentrismisafunctionofhowwearesocialized.(seeexamplesonp273)Ethnocentrismoftenisexpressedinthewaypeopledrawtheirmaps.Peopletendtodrawmapsoftheworldwiththeirowncountryatthecenterandwithotherpartsoftheworlddepictedasperipheral.Ethnocentrismcanalltooeasilyleadto“us”versus“them”thoughtandlanguage.Thecollectivepronouns“us”and“them”becomepowerfulinfluencesonperception.Thenamesgivento“them”canbeusedtojustifytheirsuppressionandeventheirextermination.(seethepoem“WeandThey”onp280-281)12PPT課件ReadingIIItseemstobereallyimpossibletoeradicateethnocentrismthrougheducationandinterculturalexchange;however,theydohelpreducethedegreeofethnocentrism,asortofnaturaltendency,forpeopleliveinthecontextoftheirculturesotheycanhardlygetridoftheirculture’sinfluencesontheirthinking,behavingandwayofliving.Whatoneneedstodoistodeveloptheattitudeofethnorelativism.Whatisethnorelativism?Itisjustoppositetotheattitudeofethnocentrism;itisculturalrelativism.Itinvolvestheviewthatallculturesareofequalvalueandthevaluesandbehaviorsofaculturecanonlybejudgedusingthatcultureasaframeofreference.13PPT課件DiscoveringProblemsthestereotypedimagesofdifferentculturesintheUS(p276-278)andthestereotypesofAmericans(p278-279)Sincemostofinformationwegetaboutpeopleofothernationscomesfromthemassmediatoday,itisverydifficultforustoavoidbeinggreatlyinfluencedbythemediainourformationofimpressionsofotherpeoples,andourimpressionstendtobecomestereotypesthatmayhinderusfromtrulyunderstandingthosepeoplesininterculturalcommunication.Besides,whatimpressionswehaveformedaboutpeopleofothernationsmayalsobedifferentfromwhattheyviewthemselves.Forinstance,ithasbeennotedthatthereoftenexistsadisparitybetweenthewayU.Speoplethinkofthemselvesandthewaytheyareviewedbyforeigners.Pleaselookattheresultsofasurveyinthefollowing:14PPT課件DiscoveringProblemsU.SPersons’ViewsofThemselvesInformal,friendly,casualEgalitarianDirect,aggressiveEfficientGoal/achievementorientedProfitorientedIndividualisticProgressiveEnthusiasticOpenForeigners’ViewsofU.SPersonsUndisciplined,toopersonal&familiarInsensitivetostatusBlunt,rude,oppressiveObsessedwithtime,opportunisticPromisemorethentheydeliverMaterialisticSelf-absorbedTendtoequate“new”with“best”DeceptiveUntrustworthy15PPT課件CultureandPerception(p281-284)

ABasicModelofHumanPerception:(1)Sensation,(2)Perception,(3)Selection,(4)Organization,(5)Interpretation.

Sensation:Itistheneurologicalprocessbywhichpeoplebecomeawareoftheirenvironment.Itreferstotheinitialdetectionofenergyfromthephysicalworld.Perception:Itistheprocessbywhichwebecomeawareofobjects,events,andespeciallypeopleandtheirbehaviorthroughourvarioussensesandinvolveshigher-ordercognitionintheinterpretationofthesensoryinformation.16PPT課件CultureandPerception(p281-284)

ABasicModelofHumanPerception:(1)Sensation,(2)Perception,(3)Selection,(4)Organization,(5)Interpretation.

Selection:Itisaprocessinwhichwescreenoutwhatweneedfromallthestimuliandinformationaroundus.

Organization:Itistheprocessduringwhichweneedtoorganizeandimposestructureonwhatweobserveinameaningfulway.Interpretation:Itreferstoattachingmeaningtosensedataandissynonymouswithdecoding.

17PPT課件BarrierstoAccuratePerceptioninInterculturalCommunication(1)IgnoringDetails,(2)Over-generalizing,(3)HoldingontoPreconceptionsandStereotypes,(4)ImposingConsistency,(5)PreconnectingCausesandEffects,(6)PreferringSimpleExplanations,(7)IgnoringCircumstances,(8)CreditingIrrelevantInformation,(9)FocusingontheNegative,(10)SeeingGoodorBad.18PPT課件StereotypeandPrejudice(p292-295)

StereotypeAstereotypeisafixednotionaboutpersonsinacertaincategory,withnodistinctionsmadeamongindividuals.Inotherwords,itisanovergeneralizedandoversimplifiedbeliefweusedtocategorizeagroupofpeople.PrejudiceTrueprejudicesarethosenegativeattitudesdirectedtowardgroups,especiallyracialandreligiousgroups,thatareformedbyhighlypersonalandunreasonedgeneralizationsaboutallormostmembersofthegroup.19PPT課件StereotypeandPrejudice(p292-295)Directresultsofprejudice:theformationofingroupsandoutgroups.Maincausesofracialprejudice:ignorance:itleadstoindifferenceandhostility.insecurity:itleadstofear.Classificationsofprejudice:Red-neckracism:basedonsomeimaginedstandard;formaleducation.Symbolicracism:expressedintermsofthreatstopeople’sbasicvaluesandtothestatusquo.Tokenism:certainpeopleharbornegativefeelingsaboutagivengroupbutdonotwanttoadmitthisfacttothemselves;theyengageinunimportant,butpositiveintergroupbehaviors,thustheycaneffusetoperformmoreimportantintergroupbehaviors.20PPT課件StereotypeandPrejudice(p292-295)Classificationsofprejudice:Arm’s-lengthprejudice:certainpeopleengageinfriendly,positivebehaviortowardoutgroupmembersincertainsituationsbutholdthosesameoutgroupmembersatan“arm’slength”inothersituations.Reallikesanddislikes:membersofthegroupengagedinbehaviorsthatpeopledislike;shouldbegivenmoreattention.Thefamiliarandunfamiliar:toexperiencebehaviorsorideasthatareunfamiliarandhencefeeluncomfortable;alackofunderstandingandaninsensitivityregardingotherculturalgroups.21PPT課件StereotypeandPrejudice(p292-295)Relationamongstereotypes,prejudiceanddiscrimination:Whencognitions(stereotypes)areassignedvalues(prejudice),wemayenactbiasedaction(eg.discrimination).Prejudicevariesprincipallyalongthedimensionofintensity.Fivecommonformsofprejudicecanbeidentifiedintermsofintensity:verbalabuse,physicalavoidance,discrimination,physicalattack,andmassacre.Howtoovercomestereotypesandprejudice:Empathyisthemaincommunicationskillweshouldlearntosolvetheproblemthroughtheface-to-faceinteraction.Empathicpersonsknowhowtoshowunderstandingbyprojectingthemselvesintotheirpartner’sposition.Thismeansthattobeempathicininterculturalinteractionsweneedtobeopen-mindedintermsofinformationsharings,tobeimaginativeincorrectlydrawingthepictureofother’ssituation,andtoshowacommitmentorstrongwillingnesstounderstandourculturallydifferentpartnersinanykindofsituation.22PPT課件CaseStudyCase29

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285)Inthiscase,boththewhitepeople(theVirginiaGovernment)andtheIndianswereethnocentric.

ThewhitepeopleseemedtobelievethattheirlearningandscienceswerewithoutdoubtsuperiortotheIndians’learning.Theydidn’texpectthatwhattheyconsideredasgoodfortheIndianyouthwouldbetakenas“totallygoodfornothing”bytheIndians,towhom,thewhitepeople’slearningandsciencescouldbeinapplicableintheirlivingenvironmentandirrelevanttothewaytheypreferredtolive.Ontheotherhand,theIndianswerealsosomewhatethnocentricwhentheyimpliedthattheireducationwasbetterbyaskingthewhitepeopletosendtheirsonstobeeducatedbytheIndiansandpromisingthattheywouldbeableto“makemenofthem”throughinstructingtheminalltheIndiansknew.23PPT課件CaseStudyCase30

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286-287)ItissaidthattheeventwhichreallymarkedadividingpointinWesternimagesofChinawasthevisitofU.S.PresidentRichardNixontoChinainFebruary1972.“AweekthatchangedtheWorld”wasNixon’scharacterizationofhisowntripandhisviewwassharedbymanyAmericans,becauseitsym