九年級英語-中西方文化差異講解與練習(xí)課件-人教新目標(biāo)版2

CommunicatingAcrossCultures

AGuideforTeachersHowtoincludeculturelearninginEnglishlanguageclassesLinellDavisJanuary2005第一頁，編輯于星期五：十四點(diǎn)分。Whatdowemeanbyculture?ChinesespeakersoftenmeancharacteristicsofChinesepeopleascomparedtocharacteristicsofpeoplefromothernationsKnowledgeaboutcultureisoftenexpressedasgeneralizationsTheEnglishareconservativeAmericansareindividualisticTheFrenchareromanticNationalculturePersonaltraitsofpeoplefromthatnation第二頁，編輯于星期五：十四點(diǎn)分。MoremeaningsofcultureWayoflifeofanygroupRegionalculture-north/south,rural/urbanReligiousculture-Christian,Buddhist,MoslemEthnicculture-Han,Hui,Tibetan,XinjiangGenderculture-male/femaleEconomicclassculture-farmer/intellectual/businessGenerationalculture-youth/middleage/elderlyOrganizationalculture–schools,education第三頁，編輯于星期五：十四點(diǎn)分。“WayofLife〞definitionofcultureAssumesthatpeoplewithsimilarlifeexperiencesshareVALUES.Theyseetheworldinsimilarways.MembersofimportantgroupsshareMEANINGS.Theycanunderstandoneanothermoreeasilythantheycanunderstandpeoplefromothergroups.Groupmembershipisoftenmoreimportantthannationalculture.第四頁，編輯于星期五：十四點(diǎn)分。WhatdoIknowabouttheNBA?NothingatallIamfemaleandIamoldTheNBAisAmericanandIamanAmericanItisanexperiencesharedbymalemembersoftheinternationalyouthcultureIamnotamemberofthatcultureSo,don’tassumethatnationalcultureistheonlyorbestlevelofanalysis第五頁，編輯于星期五：十四點(diǎn)分。WhatdoIknowaboutteaching?Alot;itismylove,mycraft,mylifeIsharemanyexperienceswithotherteachersItdoesn’tmatterwhethertheyareAmericansorChineseWecancommunicateaboutteaching,learning,schools,students,etc.WeshareanacademicoreducationalcultureDifferencesinnationalculturearenotnecessarilysignificantbarrierstocommunication第六頁，編輯于星期五：十四點(diǎn)分。DoIknowhowtousechopsticks?Ofcourse,Ido.Whydopeoplekeepaskingmethatquestion?BecauseChineseusechopsticksandAmericansuseknivesandforks,andIamanAmericanTheyassumethatIamdifferentfromthemineverywaybecauseIamawaiguorenLookforsimilarities,notjustdifferencesWhenyoumeetsomeoneforthefirsttime,youlookforwhatyouhaveincommonwiththatperson.第七頁，編輯于星期五：十四點(diǎn)分。HowdoAmericanscelebrateChristmas?

Inmanydifferentways,somenotatallEthniccultures–Italian/Swedish/German/HispanicReligiouscultures–Christian/Jewish/secularRegionalcultures–south/north,eastcoast/westcoastPeopleoftenaskmequestionsaboutAmericansTheyassumeallAmericansarealikeTheywantmetogivethemageneralizationGeneralizationsaboutnationalculturescausemanymisunderstandingsincommunication第八頁，編輯于星期五：十四點(diǎn)分。DoallAmericanssleeplate?AChinesefriendinvitedmetogotoaparktodomorningexercisesBUT–allalongthewayshecomplainedaboutthetraffic.Iasked–Whydoyoudoitifitissounpleasant?Heranswer–YouareanAmerican,soIdidn’tthinkyouwouldwanttogoasearlyasIusuallygo.Iamanearly-riser.Nationalcultureisnotagoodpredictorofmostpersonalhabits.第九頁，編輯于星期五：十四點(diǎn)分。AreAmericansmoreindividualisticthanChinese?Theconventionalopinionisyes,theyare.Thereissometruthtoit,butitisanoversimplification.ThisideaaloneisnotausefulguidetopredictingthepreferencesorbehaviorofAmericans.ChineseeducationalcultureismuchmoreindividualisticthanAmericaneducationalculture.Americanteacherscollaboratemore.Studentsdomoregroupwork.第十頁，編輯于星期五：十四點(diǎn)分。Ifyouuse‘Americanindividualism’topredictwhatAmericansprefer,youwillmakemanymistakesIninternationalcompetitionAmericansexcelatteamsportswhileChineseexcelatindividualsports.Americansareconstantlyforminggroupsandjoininggroupstomeetavarietyofpersonalandprofessionalgoals.Typically,AmericansparticipateingroupsverydifferentlyfromthewayChinesepeopledo.第十一頁，編輯于星期五：十四點(diǎn)分。PayattentiontoprocessesratherthantraitsHowdopeoplecarryonafriendship?Howdotheyteach;howdotheylearn?Howdotheyshowrespect?Howdotheyexpressdisagreement?Howdotheyapologize?Howdotheyhandlerelationshipswithpeopleofhigherorlowerstatusthanthemselves?Howdotheyparticipateinworkgroups?第十二頁，編輯于星期五：十四點(diǎn)分。ICC-InterculturalcommunicationcompetenceKnowledgeofsocialgroupsinyourowncountryandothercountriesAttitudeofopennessaboutotherculturesandpeopleAbilitytogainnewknowledgeandtoactonthatknowledgeKnowledgeofprocessesandabilitytousethatknowledgeHowtocommunicate–notjusthowtospeakthetargetlanguageMeeting,greeting,startingaconversationExpressingagreementanddisagreementAskingforinformationWorkingwithothers第十三頁，編輯于星期五：十四點(diǎn)分。Then,howdoweteachculture?

Threeapproachesareused:Big“C〞CultureImportantpeople,works,eventsMarkTwain,BillGates,“Ihaveadream〞speech,WarofIndependence,CivilWarLittle“c〞cultureDailylife,holidays,customsCulturalawarenessCulture-generalratherthanculture-specific第十四頁，編輯于星期五：十四點(diǎn)分。TrythesetwoapproachesCulturalawarenessTheclassroomasaculturalsceneStretching,expanding,destabilizingtheculturallyprescribedwaysofteachingandlearning“Whenabutterflyflapsitswingsinthenorth,itproducesatyphooninthesouth.〞Itmeans–doingsmallthingscanhavebigeffects第十五頁，編輯于星期五：十四點(diǎn)分。CulturalawarenessSensitivitytoPeopleSituationsSimilaritiesanddifferencesExpandingtheconceptofculturebeyondtheideaofnationalcultureWorkingonproblemsofgeneralizationandprejudiceBuildingonwhatstudentsalreadyknowabouthowtocommunicate第十六頁，編輯于星期五：十四點(diǎn)分。EnglishisagloballanguagePeopleinmanycountrieslearnEnglish.Don’tlimitculturelearningtothestudyofcountrieswhereEnglishisanativelanguage.Englishcanbeusedtolearnaboutmanydifferentculturesandaboutcultureingeneral.ItislikelythatinthefutureyourstudentswillbecommunicatingwithspeakersofEnglishasasecondorforeignlanguage.Theyareparticipantsintheemergingglobalculture.Soareyou!第十七頁，編輯于星期五：十四點(diǎn)分。CulturelearningbeginswithawarenessofthehomecultureHowdidyou/yourfamilycometoShenzhen?Howdoesyourfamilyentertainguests?Whatwaslifelikeforyourgrandparentswhentheywereyourage?Tellaboutanexperienceinwhichsomeonejudgedyoubasedonasinglecharacteristic.Tellaboutanexperienceinwhichyoucommunicatedwithsomeonedifferentfromyou.第十八頁，編輯于星期五：十四點(diǎn)分。YourclassisfullofculturaldiversityAmicrocosmofourglobalvillageThroughtheseactivitiesyouteachhowtodealwithdifferencesRespectdifferences,appreciatethemandlearnfromthemLookforsimilaritiesasabasisforbuildingrelationshipsNoticethattheselearningactivitiesareinductiveandstudent-centered.Usingthemyouaredoingculture,notjustlearningaboutaspecificcultureYouaremodelingsocialpracticesfromtheglobalculture.第十九頁，編輯于星期五：十四點(diǎn)分。BringnewexperiencesintotheclassroomLookattheorganizationalcultureoftheschoolandtheclassroom.Takestepstostretchthatculturealittletomoveitclosertothewaysofthetargetculture.Thisisthebestwaytoteachculture.Itisthewayforyouandyourstudentstogaininterculturalcompetence.第二十頁，編輯于星期五：十四點(diǎn)分。SimilaritiesinclassroomculturesStudentsstudysimilarsubjectsTheyusuallyliveathomeandattendschoolfivedaysaweekTheyhavehomework;theytakeexamsTheyaresensitivetotheapproval/disapprovaloftheirteachersandclassmatesFromtheclassroomculturetheyarelearninghowtoparticipateinthelargerculture第二十一頁，編輯于星期五：十四點(diǎn)分。DifferencesinclassroomculturesAmericanChineseStudent-centeredTeacher-centeredKnowledgeissometimesdiscoveredbystudentsInductiveKnowledgeisgivenbytheteacherDeductiveMorethanoneanswerisacceptable;uncertaintystimulatesdiscoveryStudentspreferdefiniteanswers;uncomfortablewithambiguity,uncertaintyLearningthroughproblem-solving–thinking,actingLearningthroughreading-visualizing第二十二頁，編輯于星期五：十四點(diǎn)分。RelationshipsbasedonhierarchyTheteacherisatthetopofthehierarchy,theleaderoftheclassRelationshipsbetweenteacherandstudentssomewhatdistantbecausestudentsowerespectandobedienceRelationshipsarereciprocalorcomplementaryThepatternisoneofmutualdependenceRespect,serviceandobedienceDirection,careandprotection第二十三頁，編輯于星期五：十四點(diǎn)分。CommunicationflowTheclassroomleader,theteacher,belongstootherhierarchies.Teacherowesrespect,serviceandobediencetothoseaboveCommunicationflowsfromthetopdownTeacherscommunicatewithonestudentatatimeorwiththegroupasawholeStudentscancommunicatefreelywitheachotherunlesstheyarecompetingfortheapprovaloftheleader.第二十四頁，編輯于星期五：十四點(diǎn)分。Teacher-StudentInteractionTeachersarelikelytogiveverypreciseinstructionsThestudent’sjobistoproducethecorrectanswerThisprocessisendlesslyrepeatedandelaboratedItproducestheexaminationsystemWhatamIsupposedtodo?IhopeIdon’tmakeamistakeIbettertellthemexactlywhattodoIdon’twantanymistakes第二十五頁，編輯于星期五：十四點(diǎn)分。BringthenewclosetothefamiliarDevelopyourinterculturalcompetencebystretchingthesystemalittle.Introduceactivitiesinwhichstudentslearninductively–culturalawarenessactivities.Encouragestudentinquiry.Encouragethemtoaskquestionsthatdonothavedefiniteorfixedanswers.第二十六頁，編輯于星期五：十四點(diǎn)分。WesternstylegroupsShortterm–timelimitedgrouplearningprojectsBelongtomanygroups–classesandavarietyofextra-curriculargroupssuchassportsteamsandmusicgroupsLessemotionallyinvolvedineachgroupPreferequalrelationships–teacherisnotassociallydistant,notaselevatedinstatusTheteacherismorelikethecoachofateam第二十七頁，編輯于星期五：十四點(diǎn)分。RecreationgroupsGroupidentityandpersonalidentityareseparateIntheWestgroupshavelessinfluenceovertheindividual’sbehaviorThepersonformsandbreakstieseasilyThepersonlooksforgroupsthatareusefulinachievingpersonalgoalsProfessional

groupsCommunitygroupsWork

groupsperson第二十八頁，編輯于星期五：十四點(diǎn)分。GroupleadershipisdispersedVariousmemberstakeleadershiprolesLeaderswintheirrolesbyconvincingmembersoftheireffectivenessMembersexpecttocontributeindifferentwaystothegroupTheirrewardswillbedifferenttoo.FormalleaderProcessleaderResourceleaderTaskleaderEmotionalleader第二十九頁，編輯于星期五：十四點(diǎn)分。MemberscooperateandcompeteMembersmaycompetewithoneanotherforrecognition,leadership,allies,etc.TheyalsocooperatewithinthegroupandoutsidethegroupLinkingthegroupwithothergroupsisanessentialfunctionThegroupboundaryisrelativelyopenThesecomplexpatternsofcompetitionandcooperationaremadeorderlybyrulesofprocesscalled“fairplayrules〞第三十頁，編輯于星期五：十四點(diǎn)分。ExamplesoffairplayrulesEveryoneshouldhaveanequalopportunitytoparticipate–nooneshoulddominateorbeleftoutDecision-makingisshared–nottheexclusiveresponsibilityoftheleaderwhetherthatistheteacheroranyothermemberMembersshouldgivehonestfeedback–studentsfreelysaywhattheylikeanddon’tlike;theymakesuggestionsEveryoneshouldfocusonthetaskathandSometasksareindividual;othersarecompletedbythegroupKnowthedifferenceanddon’tcheatTheseprocessrulesareoftenmoreimportantthanreachingaspecificoutcome第三十一頁，編輯于星期五：十四點(diǎn)分。PersonalmotivationiscriticalBecausegroupmembershipisvoluntary,membersmustbemotivatedtodevoteenergytothegroupIfapersonmustbeinagroup,itisstillnecessarytobuildmotivationtocreateenergyforthegroup’sworkChineseclassroomgroupsdependmoreonextrinsicmotivation–passingexamsIfIdoagreatjobI’llmoveupintheorganizationIlikeworkingwiththepeopleinthisgroupIcanlearnsomenewskillsfromthisgroupIreallybelieveinthepurposeofthisgroupMygoalsarethesameasthegroup’sgoals第三十二頁，編輯于星期五：十四點(diǎn)分。ComparinggroupbehaviorsWesternlittledifferencebetweeningroupandoutgroupbehaviorslessassociativewithingroups;lesshostiletooutgroupsinformalanddirectinsensitivetohierarchicalrelationsamongmembersChinesegreatdifferencebetweeningroupandoutgroupbehaviorsmoreassociativewithingroups;morehostiletooutgroupsmaybemotivatedbyloyaltytoingroupsexpectallmemberstoberewardedequally第三十三頁，編輯于星期五：十四點(diǎn)分。QuestionsforteacherswhowanttostretchtheclassroomcultureWhatmotivatesmeandothers?DoIrespondtoextrinsicorintrinsicmotivation?WhatrolesdoIplayinthegroupsIparticipatein?Adirectiveleaderinsomeandpassivefollowe