跨文化溝通（第二版）課件unit 5 Understanding Cultural Differences；unit 6 Time and Culture

PartTwoInterculturalSkillsUnit5UnderstandingCulturalDifferencesWhatYouCanLearnfromThisUnit1.Understandculturaldifferencesthroughtheframeworkoffourculturaldimensions;2.Understandthevaluesthatformthefoundationofpeople’sthinkingandbehaviorsoastounderstandculturaldifferences;3.Understandthedifferencesinbehaviorandthinkingbetweenindividualisticandcollectivisticpeople;4.Understandthehiddencausesofmisunderstandingsininterculturalcommunication.UnderstandingCulturalDifferencesUnit

5QuestionsforInterculturalAwareness1.Whataspectsofculturecanshapepeople’sbehavior?Herearesomeexamples:history,politics,geography,economy,values,beliefs,andwaysofthinking.2.Whichaspectsofculturecanbecomebarriersinaninterculturalworkplace?UnderstandingCulturalDifferencesUnit

5Project-basedLearningInterculturalLensReading2Reading1Warm-upScenarioCaseStudyWarm-upScenarioTeachingtips:1.Thisisatop-managers’experiencesharedbytheCEOofthecompany.Beforestudentsstarttoworkonthecasestudy,askthemtothinkaboutwhichcompetenceisthemostimportanttomanagethecompany’sdailywork—managerialcompetenceorinterculturalcompetence?Andwhy?2.Studentsshouldfocustheirattentiononeachdirector’sverbalexpressionsandnonverbalbehaviors,andthenanalyzethemtodiscoverculturalfactorsbehind.DiscusshowtheCEO,Fischer,utilizesherinterculturalexpertisetomanagethemeeting.3.YoumaylearntoapplytheOnionModel(unit1)toanalyzetheirbehaviors.InterculturalCompetenceorManagerialCompetence?Warm-upScenarioDiscussionInterculturaltips:LauraFischerexemplifiesgloballeadershipcompetencethroughherabilityto:Bridgeculturalgapsincommunicationanddecision-making.Mediateconflictswhilepreservingrelationships.Fosterinclusivityandrespectfordiversenorms.Balanceefficiencywithculturaladaptability.Herapproachalignswiththedemandsofleadingamulticulturalteam,wheresuccesshingesonunderstandingandharmonizingvariedculturalvalues,communicationstyles,andorganizationalhierarchies.InterculturalCompetenceorManagerialCompetence?Warm-upScenarioDiscussionInterculturalCompetenceorManagerialCompetence?e.g.InterculturalCompetenceCulturalSensitivity:Recognizesandrespectsdiversecommunicationstyles.Forexample:InvitesSuzuki(Japanese)toelaborateafterheavoidsdirectconflictwithSchmidt,aligningwithJapanesenormsofharmonyandindirectdisagreement.NoticesChen(Chinese)waitingforaninvitationtospeak,respectinghierarchicaldeferencetoauthoritycommoninChineseculture.AdaptstoDecision-MakingNorms:BalancesMiller’s(American)preferencefordemocraticvotingwithSchmidt’s(German)demandforthoroughdata,andSuzuki’semphasisonconsensus.anthropologistn.人類學(xué)家commonalityn.共性debriefv.聽取匯報(bào)emanatev.來自facetn.（性格、情況等的）一個(gè)方面Reading1DynamicsofInterculturalCommunicationVocabularygrapplev.盡力解決（某困難問題）linearadj.線性的machismon.大男子氣概nurturancen.培養(yǎng)underscorev.強(qiáng)調(diào)NotesReading11.Hofstede’sCulturalDimensions“文化維度”是荷蘭心理學(xué)家吉爾特·霍夫斯泰德及其同事在對文化因素進(jìn)行定量研究時(shí)采用的概念?；舴蛩固┑抡J(rèn)為，影響管理活動(dòng)或管理決策模式的文化層面主要有四個(gè)方面：個(gè)人主義和集體主義；價(jià)值觀的剛?cè)嵝裕粰?quán)力距離；不確定性規(guī)避。21世紀(jì)初，該模型又拓充為六個(gè)方面，增加了長期取向與短期取向、約束與放縱取向兩個(gè)維度。2.individualism-collectivism“個(gè)人主義與集體主義”表示個(gè)人與群體間的關(guān)聯(lián)程度。個(gè)人主義文化注重個(gè)體目標(biāo)，集體主義文化則更強(qiáng)調(diào)集體目標(biāo)。個(gè)人主義文化中，人們應(yīng)當(dāng)自己照顧自己和直系家庭；而在集體主義文化中，人們期望他們的內(nèi)群體或集體來照顧他們，作為這種照顧的交換條件，他們對內(nèi)群體擁有絕對的忠誠。美國、澳大利亞和加拿大屬于典型的個(gè)人主義社會，強(qiáng)調(diào)個(gè)性自由及個(gè)人的成就。印度尼西亞、中國和日本都是崇尚集體主義的社會，強(qiáng)調(diào)個(gè)人和社會之間的和諧狀態(tài)。NotesReading13.masculine-femininecultures陽剛型社會性別角色有明確的劃分，陰柔型社會性別角色有所重疊。陽剛型社會的文化成員贊揚(yáng)成就、雄心、物質(zhì)、權(quán)力和決斷性，而陰柔型社會的文化成員則強(qiáng)調(diào)生活的質(zhì)量、服務(wù)、關(guān)心他人和養(yǎng)育后代。日本、奧地利和委內(nèi)瑞拉等國屬于陽剛型氣質(zhì)比較顯著的國家，在這些國家里，男女的社會角色差異明顯。而斯堪的納維亞國家富有陰柔型特點(diǎn)，男性和女性社會角色交叉較多。4.powerdistance“權(quán)力距離”表示組織或機(jī)構(gòu)內(nèi)權(quán)力較少的成員對權(quán)力分配不均這一事實(shí)的接受程度。權(quán)力距離大的社會權(quán)力層級更多，權(quán)力距離小的社會結(jié)構(gòu)更加扁平化。奧地利、丹麥和新西蘭等國文化的權(quán)力距離指數(shù)較低，而新加坡、巴拿馬和菲律賓等國文化的權(quán)力距離指數(shù)較高。NotesReading15.uncertaintyavoidance“不確定性規(guī)避”表示人們對未來不確定性所持的態(tài)度。對不確定性規(guī)避程度較強(qiáng)的文化往往有明確的社會規(guī)范和原則來指導(dǎo)幾乎所有情況下發(fā)生的行為，而對不確定性規(guī)避程度較弱的文化的社會規(guī)范和原則就不那么明確和嚴(yán)格。新加坡、丹麥和瑞典等國屬于不確定性規(guī)避指數(shù)較低的國家，社會成員會比較容易接受生活中的不確定性；希臘、葡萄牙和秘魯?shù)葒鴮儆诓淮_定性規(guī)避指數(shù)較高的國家，社會成員難以容忍模棱兩可的現(xiàn)象。6.self-disclosure該表達(dá)指將信息“自我表露”，即明確傳遞信息，不含糊，體現(xiàn)個(gè)人主義文化群體的溝通方式。NotesReading17.Thosecountriesthatarelowinpowerdistancearemorehorizontal.作者用vertical和horizontal分別形容高權(quán)力距離文化和低權(quán)力距離文化。前者就像一座金字塔，越往上代表權(quán)力越大、地位越高。在組織結(jié)構(gòu)中，下屬必須層層往上級上報(bào)；上級下達(dá)指示時(shí)也是層層往下級傳遞，這種垂直式的組織結(jié)構(gòu)體現(xiàn)組織結(jié)構(gòu)中的等級關(guān)系。后者則與此相反，文化成員相互平等。這是一種平行式的組織結(jié)構(gòu)，雖然有領(lǐng)導(dǎo)與被領(lǐng)導(dǎo)的關(guān)系，這種關(guān)系僅僅是工作性質(zhì)不同。NotesReading18.Obviously,somecultureshaveahighneedforinformationandcertainty.…Othercultures,however,seemmorecomfortabledealingwithdiversityandambiguity.這里闡述的是“不確定性規(guī)避”這一文化維度，即人們對未來不確定性所持的不同態(tài)度。一些國家的人對未來有明確的預(yù)期，需要充分的信息，不然他們就無所適從，于是他們會采取積極主動(dòng)的行為，比如提問等方式，使不明確的信息變得明確。這種行為方式會被適應(yīng)不明確信息國家的人們認(rèn)為咄咄逼人。而另一些國家的人們更容易接受未來的不明確性，因?yàn)樗麄冏约壕驮谶@種文化中成長，比如當(dāng)一方給予另一方含糊的信息時(shí)，另一方就能理解這種含糊表達(dá)的真實(shí)含義，因?yàn)榱硪环阶约阂彩且赃@種方式表達(dá)真實(shí)的含義的，所以能適應(yīng)這種方式。DiscussionfromInterculturalPerspectives教學(xué)參考：

/intercultural-management

7.WHATISTHEHOFSTEDEMODELOFNATIONALCULTURE?CultureisoftendescribedthroughProfessorGeertHofstede'sdefinition:Theprogrammingofthehumanmindbywhichonegroupofpeopledistinguishesitselffromanothergroup-thesetofsharedbeliefs,values,andnormsthatdistinguishonegroupofpeoplefromanother.Asglobalorganisationsbecomeincreasinglydiverse,understandingandmanagingculturaldifferenceshasbecomeacriticalcompetencyforbusinessleaders.具體例子可結(jié)合InterculturalLens部分Reading1DiscussionfromInterculturalPerspectives注意：masculinity/femininity維度已更名Reading1manifestationn.明顯跡象，表現(xiàn)minutesn.會議記錄moderatorn.仲裁人，調(diào)解人turnovern.人事變動(dòng)（率），人員流動(dòng)（率）unanimousadj.（決定、表決等）一致通過的UnderstandingValuesBehindAmericanBusinesspeopleVocabularyReading2acquaintedadj.認(rèn)識的allegiancen.忠誠，效忠bluntlyadv.（說話）直言不諱地disciplinev.懲處disconcertv.使困惑，使尷尬，使不安illuminatev.闡明，解釋NotesReading21.Inkeepingwiththeirnotionsabouttheimportanceofusingtimewiselyandgettingthejobdone,Americanexecutivesgenerallywanttogetrightdowntobusiness.美國主管對他人的個(gè)人生活不感興趣，習(xí)慣開門見山，直接談生意。他們不喜歡花時(shí)間在社交寒暄上，注重工作的效率。這種“脾性”常常讓不同文化背景的人覺得冷漠、難相處。2.Americans’notionsaboutequalitystronglyinfluencewhathappensthroughoutbusinessorganizations.美國是一個(gè)權(quán)力距離指數(shù)較低的國家，其社會成員行為獨(dú)立，彼此平等相待。因此，即便是上級和下級之間，關(guān)系也依舊平等自在，并不緊張。相反，在權(quán)力距離指數(shù)較高的國家，上級和下級之間的等級觀念根深蒂固。DiscussionfromInterculturalPerspectivesTeaching

tips：1.Openquestion.2/3.UnderlyingCulturalValuesSingapore

(CollectivistInfluence):Emphasizesgroupcohesion,respectforhierarchy,andpreservingsocialharmony.Indirectnesshelpspreventembarrassmentorlossofface(mianzi).America

(IndividualistCulture):Valuesindividualism,egalitarianism,and“speakingone’smind.”Directnessisequatedwithhonestyandprofessionalism.Reading2DiscussionfromInterculturalPerspectives4.CulturalValuesinFluxRiseof“LyingFlat”(躺平)and“LetItRot”(擺爛):Counter-movementsrejectingsocietalpressuretooverwork,symbolizingdisillusionmentwithtraditionalsuccessmetrics.DelayedMarriageandChildbearing:Focusoncareerandpersonalgrowthdelaysfamilyformation,alteringlifepriorities.DigitalIdentity:Socialmedia(e.g.,Douyin,Xiaohongshu)amplifiesindividualism,withsuccessoftenmeasuredbyonlineinfluenceratherthanjobtenure.China’smoveawayfromlifetimeemploymentreflectsaculturalpivottowardadaptability,individualism,andself-realization,drivenbyeconomicmodernization,generationalchange,andglobalinfluences.Whiletraditionalvalueslikefamilyandeducationremaincentral,thepursuitofpersonalfulfilmentandfinancialsuccessincreasinglydefinestheaspirationsofyoungerChinese.ThistransformationmirrorsbroaderglobaltrendsbutretainsuniquecharacteristicsshapedbyChina’ssocio-politicalcontext.Reading2Thissectionintegrates

discussionbasedonReading1whileencouragingstudentsto

exploreculturalvaluesofspecificcountries/regions

through

AI-assistedresearch

basedontheirinterests.InterculturalLensTeachingTips:Encouragestudentstoactivelysharetheirviewsinclass.Don’texpectprofessorstoinviteyoutospeakinexplicitcultures.Ifyouremainsilentwithoutcontributingyouropinions,yourquietnessmaybeinterpretedasalackofthoughtsorideas.StudyingAbroadCaseStudyWhat“unusual”meanttoSusannaInJapaneseacademicculture:“Unusual”implies

”odd,”“irregular,”or“deviatingfromthenorm”

—oftenwithnegativeconnotations.Standingoutisdiscouraged;harmonyandconformityarevalued.Aprofessorhighlighting“unusual”wouldsignal

criticism

(e.g.,“Yourquestionisinappropriate”).Susanna’sinterpretation:

Sheassumedtheprofessormeant:

→

“Yourquestionisstrange/foolish,”

→

“You’redisruptingthenorm,”

or

→

“Idisapproveofyourparticipation.”AnalyzingtheIssuesintheCaseStudyingAbroadCaseStudy“Unusual”canbeinterpretedbytheprofessorasunexpected,buttheprofessorfeelspleasedtoseethatthestudentstartstoparticipateinclass.Itcanbeacomplimenttoher.Theprofessoraimedto

validateSusanna’scourage,butculturalfilterstwistedhispraiseintoperceivedcriticism.Thisunderscoreswhy

interculturalcommunicationrequiresbothpartiestoprobeintentandreframeassumptions.AnalyzingtheIssuesintheCaseStudyingAbroadCaseStudyProject-basedLearningLearningChineseculture:SeekingcommongroundwhilereservingdifferencesTeachingtips:Askstudentstoidentifywhereandonwhichoccasionthesedifferentsayingsarequoted.Then,havethemdiscussthesignificanceofthesesayingsthatconveythesamevalues.StudentscanalsoseekassistancefromAItodiscoveradditionalexpressionsthatreflectsimilarvaluessharedbetweenChinaandothercountries.Project-basedLearningLearningChineseculture:Seekingcommongroundwhilereservingdifferences出處——“習(xí)”語原文：亞太發(fā)展到今天，每邁出一步都要向改革要?jiǎng)恿?，向?chuàng)新要活力。改革創(chuàng)新是好事，也是難事。中國古語說：“遇事無難易，而勇于敢為。”拉美諺語說，“沒有比缺乏意志更大的困難”。2014年，亞太經(jīng)合組織領(lǐng)導(dǎo)人在北京批準(zhǔn)《經(jīng)濟(jì)創(chuàng)新發(fā)展、改革與增長共識》，為亞太地區(qū)走創(chuàng)新發(fā)展之路指明了方向。今年，二十國集團(tuán)領(lǐng)導(dǎo)人杭州峰會通過《創(chuàng)新增長藍(lán)圖》，強(qiáng)調(diào)改革創(chuàng)新的重要意義，制定具體行動(dòng)計(jì)劃。TheAsia-Pacifichascomealongwayinpursuitofdevelopment,andeveryprogresshasbeenmadeasaresultofreformandinnovation.Reformandinnovationareworthyundertakings,buttheyarealsodifficulttoaccomplish.AsanoldChinesesayingputsit,couragetotakeonchallengewillmakeadifficultjobeasier.AproverbinLatinAmericasaysthatthereisnogreaterdifficultythanlackofresolve.In2014,APECleadersadoptedin

BeijingtheAPECAccordonInnovativeDevelopment,EconomicReformandGrowth,chartingacourseofinnovativedevelopmentfortheAsia-Pacific.Thisyear,theG20HangzhouSummitadoptedthe

G20BlueprintonInnovativeGrowth,highlightingreformandinnovationandformulatingspecificplansofaction.2016年11月19日亞太經(jīng)合組織工商領(lǐng)導(dǎo)人峰會LearningculturethroughproverbsWorkinpairsandexchangeviewsonthemeaningsofthefollowingproverbs,thentrytofindouttheirChineseequivalentsifthereisany,anddiscussthevaluestransmitted.Project-basedLearningProverb

1Hewhoplayswithacatmustexpecttogetscratched.—AmericanproverbTranslation和貓玩耍就要準(zhǔn)備好被貓抓傷。/不入虎穴，焉得虎子。Thepersonwhotakesrisksmustgetpreparedfortheloss.Anyventurewillberisky.Nothingventure,nothinggained.ValuesAmericansvaluechange,development,improvementandprogress.Stability,continuityandtraditionarenotconsideredveryimportantinbusinessbutareverycharacteristicoftheAmericanpoliticalsystem.Sotheyareadventurousandwillingtograspchance,eveniftherearefullofrisks.Toventureismuchbetterthanremainunchanged.Proverb

2Anailthatsticksupshouldbehammereddown—JapaneseproverbTranslation槍打出頭鳥。Anindividualwhotriestoexceloverotherscannotbetolerated.Peopleshouldfollowthegeneraltrend.ValuesJapaneseculturestressesharmonyandgroupconcept.Anindividualisapartofagroup.Oneshouldbemoreconcernedwiththegroupinterestsratherthanwithhisownopinionorachievement.Theybelievethatharmoniousrelationshipsinthegroupshouldbemaintainedatallcosts.Conflictsorpersonalchallengesarenothelpful.Project-basedLearningProject-basedLearningProject1WorkonculturaldimensionsinteamsandhelpChinesecompaniesthatintendtoinvestintheMiddleEastorLatinAmericatofindcommongroundinculturesbetweenChinaandonecountryfromtheMiddleEastorLatinAmerica.PeaseuseaChartmodeltoillustrateculturaldifferencesorculturalsimilarities.Project2AskstudentstoconsiderwhyChinesecompaniestendtoinvestinAsiancountrieswithculturessimilartotheirown,ratherthaninregionswithculturesthatareunfamiliartothem.Pleaserefertothemodelonp.214foritsclearexplanation.LearningbydoingProject-basedLearningThekeylessonwecanlearnisthatChineseenterprisescannotsimplytransfertheirownmanagementstyleorpracticestoforeigncountrieswhenexpandingtheirbusinessoverseas.Itisessentialtorecognizethatmanagementapproachesmustbeadaptedtotheculturalcontextofthehostcountry.Beforeoperatingabroad,Chineseenterprisesshoulddevelopaculturalintegrationplantoensuresmoothmanagementpractices.StudentsmayrefertotheCulturalCmodel(page55)asaframeworkfordesigningtheirculturalintegrationplan.LearningbydoingPartTwoInterculturalSkillsUnit6TimeandCultureWhatYouCanLearnfromThisUnit1.Understanddifferencesinattitudestowardtimeheldbypeoplefromdifferentcultures;2.Understanddifferentwordsandactionsmanifestedbydifferenttimesystems;3.Identifyproblemsandmisunderstandingscausedbydifferenttimesystemsandapplythisknowledgetotheglobalworkingenvironment;4.Definevariouscriteriaforpunctualityacrossdifferentcultures.TimeandCultureUnit

6QuestionsforInterculturalAwareness1.Canyouidentifysomeexamplesrelatedtotheconceptanduseoftimeinyourlife?2.Howdoyoupersonallyviewandhandletime?3.Doyouagreethatthereisalwaysanappropriatetimeforacertainthing?(Forinstance,goingoutonadate,makingaphonecall,etc.)Whyorwhynot?4.Howiscommunicationinfluencedbydifferentattitudestowardtime?Explain.TimeandCultureUnit

6Project-basedLearningInterculturalLensReading2Reading1Warm-upScenarioCaseStudyWarm-upScenarioTeachingtips:First,havestudentsstudyReading1andReading2togainabetterunderstandingofthebasicconceptsofpolychronicandmonochronictime.Next,askthemtoapplytheseconceptstoanalyzewhathappensinthewarm-upscenario.Then,askstudentstopresentvariousculturalpointsandinterculturalperspectives.Finally,askstudentstodiscusshowtheywouldhandlesituationswherepolychronicandmonochronicindividualsworktogetherinfutureworkplaces.ExperiencingDifferentCulturesatShanghaiWorldExpoWarm-upScenarioDiscussionExperiencingDifferentCulturesatShanghaiWorldExpoMonochronicCultures

(e.g.,USA,Germany,Japan)PolychronicCultures

(e.g.,Mexico,SaudiArabia,India)Timeislinear,segmented,andschedule-driven.Timeisfluid,flexible,andrelationship-focused."Onethingatatime"

–tasksaresequential.Multipletaskssimultaneously

–interruptionsarenormal.Punctuality=professionalism.Deadlinesareflexible;relationships>schedules.Example:

AGermanmanagerendsmeetingsabruptlywhenthescheduleends.Example:

AnArabexecutivemayextendameetingifavaluedguestarriveslate.anthropologyn.人類學(xué)Bedouinn.貝都因人（在阿拉伯半島、敘利亞和北非沙漠中游牧的阿拉伯人）contingencyn.（可能發(fā)生的）意外事件，不測事件continuumn.統(tǒng)一體，連續(xù)體demarcationn.劃分，劃定，界定digressionn.偏離主題enculturatev.使適應(yīng)所處社會的文化方式Heraclitusn.赫拉克利特（古希臘唯物主義哲學(xué)家）Reading1DynamicsofInterculturalCommunicationVocabularyinvokev.（在腦海中）喚起，引起，產(chǎn)生monochronicadj.單元時(shí)間制的Navajon.納瓦霍人（散居于美國新墨西哥州、亞利桑那州及猶他州的北美印第安人）passagen.（時(shí)間的）流逝Plutarchn.普魯塔克（古希臘傳記作家、散文家）polychronicadj.多元時(shí)間制的seamlessadj.渾然一體的，無縫的variablen.（數(shù)學(xué)中的）變量，變元NotesReading11.Subsequentresearchfromavarietyofsourcesindicatedthatsomecultureswithapastorientationviewthetraditionsofwhatcamebeforeasbeingmoreimportantinmanywaysthanthepresent.pastorientation意為“過去時(shí)間取向”，即注重傳統(tǒng)、過去。大部分亞洲國家以過去時(shí)間取向文化為主。本句大意為：后來的種種研究表明，在一些以過去時(shí)間取向文化為主的人們眼里，傳統(tǒng)比起當(dāng)下的事物，在許多方面都更為重要。2.Thesearemostlylinearthinkerswhoseetimeasscarce,valuable,somethingtobesaved(orlost),andhavingamonetaryequivalent:“Timeismoney.”本句大意為：這些大部分都是線性思維的人，他們認(rèn)為時(shí)間是稀少的、寶貴的，是需要節(jié)約（或會被浪費(fèi)）的，而且可以與金錢對等，即“時(shí)間就是金錢”。具有這種時(shí)間觀念的人討厭浪費(fèi)時(shí)間，比較守時(shí)。NotesReading13.Theyalsoprefertofocusononetaskatatime.本句大意為：他們也更偏向于在一段時(shí)間內(nèi)把注意力集中在一件事情上。即在每一時(shí)間段中做一件事，不會在同一時(shí)間段中安排兩件或三件事。4.…youcanexpecttostartoffwithafewminutesofsmalltalkandthenproceedinalinearfashionfromitemnumberonetothelastitemontheagendawithnomajordigressions.本句大意為：你會發(fā)現(xiàn)人們通常在開始時(shí)寒暄幾分鐘，然后就進(jìn)入議程，將議程上的問題逐個(gè)進(jìn)行討論，其間不再有過多的題外話。持這種時(shí)間觀念的人不會花過多時(shí)間閑聊，見面寒暄之后就會直接進(jìn)入主題。NotesReading15.Hurryinganypropositionisconsideredsuperficialanddeadlinesarenevermissed(theyaresimplyadjusted)…本句大意為：匆忙達(dá)成一項(xiàng)提議被認(rèn)為是膚淺的，人們從不會超過截止日期（因?yàn)槿藗儠恢闭{(diào)整日期）。這說明多元時(shí)間制的人們對已作出的時(shí)間安排會不斷地改變與調(diào)整，不像單元時(shí)間制的人們那樣按計(jì)劃、按時(shí)間安排處事。6.Still,nationssuchasIndia,Brazil,Mexico,andVietnamarelearningtolivewithbothoftheseconcepts…本句大意為：不過，印度、巴西、墨西哥、越南等國家正在試著接受這兩個(gè)概念，允許它們并存。當(dāng)單元時(shí)間制與多元時(shí)間制的人們在談判時(shí)，由于他們對時(shí)間概念理解不同，在談判中必然會產(chǎn)生誤解，所以只有雙方相互理解，相互調(diào)整，交流才會順利進(jìn)行，才能取得預(yù)期的效果。DiscussionfromInterculturalPerspectives1.Theconceptoftimeis

culturallyspecific,notuniversal.Whileallhumansexperiencetimebiologically(e.g.,aging,circadianrhythms),its

socialperception,organization,andvalue

varydramaticallyacrosscultures.

Globalization’sImpact:Hybridization,NotHomogenizationWhiletechnology(e.g.,globalZoommeetings)imposessuperficialalignment:Deepculturalvaluespersist:

AJapaneseteammay

formally

adoptWesterndeadlinesbutstillprioritizeconsensus-buildingoverspeed."Corporatetime"vs."Localtime":

Multinationalsenforcestandardizedschedules,butlocalofficesadaptinternally(e.g.,strictclientdeadlinesbutflexibleinternalmeetingsinBrazil).Reading1DiscussionfromInterculturalPerspectives2.

Punctualityisa

highlyvaluedsocialnorminmostWesterncultures,deeplytiedtoconceptsofprofessionalism,respect,andefficiency.However,itsdefinitionandstrictnessvaryacrossWesternsocieties.

CoreWesternAttitudesTowardPunctuality"TimeisMoney"Mentality

Rootedinindustrialization,timeisseenasafiniteresource.Latenessequalswastedtimeandlostproductivity.

Example:

U.S.businesscultureoftenquantifiesmeetingdelaysinliteraldollars(e.g.,"This30-mindelaycostus$5,000inbillablehours").Punctuality=Respect

Arrivingontimesignalsyouvalueothers’time;latenessimpliesdisrespect.

Example:

InGermany,beinglateforajobinterviewcandisqualifyacandidate.ReliabilityMarker

Consistentlybeingontimebuildstrust;chroniclatenessdamagescredibility.Reading1DiscussionfromInterculturalPerspectives3.

ThenotionthatmanyAsianandLatinculturesemphasizetraditionandhistoricalcontinuity

doesoftenreflectprideinpastachievements,butit'smorenuancedthansimplenostalgia—it'sabout

drawingidentity,wisdom,andsocialcohesionfromhistory.Crucially,

yes,theirculturalvaluescanbeperceivedthroughobservablepractices,astraditionsareactivelywovenintomodernlife.

Thepastisn’tamuseuminthesecultures—it’sa

toolkitfornavigatingmodernity.Observing

howtraditionsarepracticed,debated,orcommercialized

revealscorevalues:Continuity

(e.g.,ancestralrites),Adaptation

(e.g.,ancientcraftsinglobalmarkets),Resilience

(e.g.,historicalnarrativesfuellingdevelopment).Reading1intervaln.間隔，間歇meticulouslyadv.一絲不茍地posethechallengeanew重新提出提議presagev.預(yù)示，預(yù)兆（尤指壞事）reputedlyadv.據(jù)說slackn.富余部分，閑置部分ManagingChangeinaPast-orientedCultureVocabularyReading2caucusv.召開核心會議demeanorn.舉止，風(fēng)度episoden.片段Ethiopian.埃塞俄比亞gotogreatpains煞費(fèi)苦心（做某事）harkback回想，談?wù)撏?，追憶過去inthelastdeparture“slot”在最后一個(gè)可以離開的“契機(jī)”NotesReading21.Synchronicculturescarrytheirpaststhroughthepresentintothefutureandwillrefusetoconsiderchangingunlessconvincedthattheirheritageissafe.synchronicculture意為“共時(shí)性文化”，在共時(shí)性文化中，人們往往將過去、現(xiàn)在和將來聯(lián)系在一起，并認(rèn)為過去和將來都會對現(xiàn)在產(chǎn)生影響。本句大意為：在共時(shí)性文化中，人們認(rèn)為過去貫穿于現(xiàn)在和將來，除非確保他們的文化遺產(chǎn)是安全的，否則不愿意改變。2.…theMexicanteamthrewofftheschedulerightawaybyarrivingonehourlate.墨西哥團(tuán)隊(duì)沒有按照美方的要求準(zhǔn)時(shí)到場參加會議，使美國團(tuán)隊(duì)等了一個(gè)小時(shí)，這是因?yàn)槎叩臅r(shí)間觀念不同。美國屬于單元時(shí)間制文化（monochronicculture），認(rèn)為時(shí)間是線性的，每個(gè)事件之間不會有時(shí)間上的重疊，因此人們注重守時(shí)，按時(shí)完成每一件事；而墨西哥屬于多元時(shí)間制文化（polychronicculture），認(rèn)為時(shí)間是可循環(huán)的，許多事情可以同時(shí)發(fā)生，并不強(qiáng)調(diào)守時(shí)。NotesReading23.Hereturnedawhilelatertofindthatthemeetinghadgoneonwithouthim.墨西哥部長因有急事離開會議，回到會議室后發(fā)現(xiàn)會議在按原計(jì)劃繼續(xù)進(jìn)行，因此感到吃驚與失望。這是因?yàn)槊绹鴮儆趩卧獣r(shí)間制文化，活動(dòng)與會議需要按計(jì)劃進(jìn)行，不會因某人（即使是領(lǐng)導(dǎo)）延遲。在墨西哥的多元時(shí)間制文化中，時(shí)間并不會被嚴(yán)格地規(guī)劃和管理，時(shí)間的安排往往很靈活，而且又會因人而隨時(shí)改變。在本案例中部長以為人們會等他回來再繼續(xù)會議。4.…thepresentationfocusedonlyonthefirsttwoyearsafterinstallationratherthanthelonger-termfuturetogether.美國人在報(bào)告中只作了兩年的規(guī)劃，而墨西哥人認(rèn)為應(yīng)該作長遠(yuǎn)規(guī)劃。這是因?yàn)槟鞲缥幕癁殚L期取向文化（long-termorientationculture）,傾向于制定長遠(yuǎn)目標(biāo)，而美國文化為短期取向文化（short-termorientationculture），更習(xí)慣制定許多短期目標(biāo)。NotesReading25.AlongpresentationonthehistoricalbackgroundoftheFrenchstate-ownedcompanywaspreparedfortheministerandhisteam.IthaddonebusinesswithMexico’stelephonesystemasearlyas1930andwantedtore-establishahistoricpartnership.法國代表在報(bào)告中沒有為將來制定清晰的目標(biāo)，而是反復(fù)重申過去的歷史以及與墨西哥以往的合作，這是因?yàn)榉▏幕瘜儆谶^去時(shí)間取向文化（past-orientedculture）。在這種文化中，人們傾向于在當(dāng)下的生活中保護(hù)和維持過去的歷史與傳統(tǒng)。本句大意為：法國國有公司為墨西哥部長和他的團(tuán)隊(duì)準(zhǔn)備了一段很長的報(bào)告，來講述雙方合作的歷史背景。早在1930年他們就與墨西哥電信系統(tǒng)有過合作，他們希望以此為契機(jī)再次合作。NotesReading26.TheMexicanswereinterestedintheproductonlyaspartofanongoingrelationship,anissuewhichthesynchronicFrenchwerealsocarefultostress.墨西哥和法國文化都屬于共時(shí)性文化（synchronicculture），也可稱為多元時(shí)間制文化，在這種文化中，目標(biāo)的達(dá)成往往與人與人之間的關(guān)系密切相關(guān)，因此在與他們合作之前，需要先與他們建立良好的關(guān)系；而序列文化（sequentialculture），也稱為單元時(shí)間制文化的人們往往對事不對人，將工作與個(gè)人情感分開，因此在工作或談判中不會涉及太多社交活動(dòng)。DiscussionfromInterculturalPerspectivesKeyInsight:

“TheAmericansoptimizedforspeed;theFrenchoptimizedfortrust.”

Synchronicculturesrejectrushed,segmentedapproaches—theyseekpartnerswhohonorsharedhistoryandinvestinlimitlessfutures.Reading2ManagingChangeinaPast-orientedCultureDiscussionfromInterculturalPerspectivesReading2AmericanMistakeswithTightSchedulesMonochronicvs.PolychronicTime:Americans(monochronic):Viewtimelinearly,prioritizeschedules,efficiency,andtasksegmentation.Mexicans(polychronic):Valuerelationships,flexibility,andsimultaneousagendas.Timeisfluid.KeyErrors:RigidScheduling:TheAmericans’minute-by-minuteagenda(video→VPpresentation→lunch→Q&A)ignoredMexicanculturalnorms.Mexicansarrivedlate,tookurgentcalls,andexpectedsocialflexibility.DisrespectingRelationship-Building:TheAmericanstreatedlunchasa"battle"tacticratherthanorganicrelationship-building.Mexicanssawthisastransactional.IgnoringSynchronicity:Separatingsalesfromafter-salesservice(as"later"tasks)clashedwiththeMexicanviewofbusinessasacontinuousrelationship.PoorWaitingEtiquette:WhenMexicanswerelate,theAmericanscaucusedprivatelyinsteadofwaitingrespectfully.Thissignalledunavailabilityandimpatience.Result:ThetightschedulefeltaggressiveanddismissiveofMexicanpriorities(relationships,flexibility).DiscussionfromInterculturalPerspectivesReading2FrenchSuccessFactorsCulturalSynergywithMexicans:FlexibleApproach:LooseagendaallowedadjustmentsbasedonMexicanneeds(e.g.,timing,topics).EmphasisonHistory:Highlightedlong-termties(businesssince1930),framingthedealasrenewingapartnership—aligningwithMexico’spast-oriented,synchronicculture.IntegratedRelationships:Treatedafter-salesserviceaspartofthe

ongoing

relationship,notaseparate"future"contract.TimeInvestment:Dedicated2weekstobuildtrust,lettingMexicanscontrolthepace.KeyCulturalAlignment:SynchronicTimePerception:BothFrenchandMexicansviewedtimeholistically(past-present-futureinterconnected).RelationshipoverEfficiency:Prioritizedlong-termpartnershipoverquickwins.RespectfulDemeanor:Waitedpatiently,avoidedpressuringdeadlines,andhonoredMexicansocialcues(e.g.,flexibility,hospitality).Result:TheFrenchdemonstratedcommitmenttomutualgoalsandculturalrespect,winningtrustdespiteaninferiorproduct.InterculturalLensTeachingtips：Encouragestudentsto

explorebodylanguageofspecificcountries/regions

through

AI-assistedresearch

basedontheirinterests.ThefollowingareexamplesprovidedbyDeepSeek.“OK”sign(??):InBrazilandsomeothercountries,thisgesture(thumbandindexfingerformingacircle)canbeoffensive(similartogivingsomeonethemiddlefingerintheU.S.).“Thumbsup”(??):Generallypositive,butinpartsofBrazil,itcanmean"thankyou"or"goodjob."Usecautiously.Pointingwiththeindexfinger:Consideredrudeinmanycountries(e.g.,Argentina,Chile).Instead,gesturewithanopenhandornodyourhead.GuesturesTeachingTips:Beforestudentsstarttoanswerquestions,teacherscanaskstudentsfirsttodiscusswhathappened,analyzethereasonsbehind,andthenaskstudentstodiscusstwopiecesofadvice:adaptationandcommunicationAskstudentstodiscussthefirstadvice:adaptationWhoshouldadapttotheother?Andwhy?IftheChinesestudentadaptsherselftotheAmericanwaybytakingshowerinthemorning,doyouthinktheywillbecomefriends?Whyorwhynot?AdaptationorCommunicationCaseStudyThendiscussthesecondpieceofadvice:communicationDiscusshowtocommunicateandwhattosaytotheAmericanroommate.(Studentsmaydiscussitingroups.Askeachgrouptoperformarole-playbasedontheirdiscussions.Afteralltherole-plays,theclasscanevaluateanddeterminewhichapproachworksbest.AdaptationorCommunicationCaseStudy??

Interculturalconflictsthriveincommunicationvacuums.

Talkearly,talkkindly

–smalladjustments+mutualunderstandingpreventbigclashes.KeyCulturalInsightsOutcome:Whenbothpartiesvoiceneedsrespectfully,theyhonoreachother’svalues→conflictbecomes

bonding.AnalyzingtheIssuesintheCaseCaseStudyAdaptationorCommunicationPro