跨文化6612.docx
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跨文化6612.docx
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跨文化6612
Assignment01for“Cross-culturalCommunication”(Units1-4)
Thetotalmarksforthisassignmentare100points.Timeallowedforcompletingthisassignmentis1hour(60minutes).
PLEASEWRITEALLYOURANSWERSONTHEANSWERSHEET.
Pleasenote:
1.Inthisnewassignment,youareencouragedtoapplyyourcross-culturalknowledgetocross-culturalcaseanalysis.
2.Themarkingcriteriaforthisassignmentaredifferentfromwhatyouusedbefore.
3.Thefocusofassignmentmarkingwillnotonlybeonyourlanguageappropriatenessbutalsobeonyourabilitytoapplycross-culturalknowledgetocross-culturalproblemsolving.
4.A“three-stepapproach”tocaseanalysisisrecommendedinthiscourse.Youmayfollowthethreestepsbelowwhenanalyzingcross-culturalcases.
Step1:
Normative-levelanalysis
Atthisstep,thesequestionsneedtobeaddressed:
whatculturaldifferencesmadetheinvolvedpartiesbehaveinthisway?
Whatnormativeculturalattributescausedthecross-culturalclash?
Step2:
Behavioral-levelanalysis
Atthisstep,thisquestionneedstobeaddressed:
whatbehaviorsofeachpartycausedtheclash?
Step3:
Givingbehavioral-levelsuggestions
Atthisstep,thesequestionsneedtobeaddressed:
whatshouldhavebeendonebyeachpartytoavoidtheclash?
Whatmightbedonebyeachpartytosavethesituation?
Pleaserefertothe“markingcriteria”fileforsamplecaseanalysis!
1)
Instructions:
Thefollowingisacaseofcross-culturalcommunication.Writeananalysisonwhatistobedesiredformoresuccessfulcommunicationorculturalunderstanding.Youmayorganizeyouranalysisinaccordancewiththefollowingprocedure:
whydidthepeopleinvolvedbehavesofromtheculturalperspective?
Whatbehaviorscausedthemisunderstandinginthecase?
Whatcorrectivebehaviorsdoyousuggesttoeachpartyinthecase?
TangJunisanexchangestudentfromtheChinaatKing’sSecondarySchoolofBristol.HewasinvitedbyoneofhisclassmatesJohnMilltoadinnertohisfamily.Tangarrivedthereontimeandwasshownaroundbyhisclassmate.Whentheywereenjoyingtheviewsinthegarden,John’sfatherJerryreturnedfromwork.Johntookthisopportunitytointroducehisclassmatetohisfather,“Jerry,thisisTang,aguestfromChina.”TangJunwasverysurprisedandthoughtJohnwasnotpolitetohisfather.Whatwentwronginthisprocess?
答案:
解析:
中国文化的等级观念造成长幼亲疏尊卑分明,直呼长辈名字被视为不礼貌、不孝顺;而西方文化的个人主义价值取向带来的是人人平等的观念,熟悉的亲朋好友之间都直呼其名。
(BetweenlevelconceptsinChineseculturetocauseseniorityclosenesspeckingdistinctaddresshimbytheelders,thenameisconsideredimpolite,notfilial;Westerncultureofindividualismvalueorientationbroughttheconceptofequality,familiarfriendsandfamilycallthembytheirnames)
(2)
Instructions:
Thefollowingisacaseofcross-culturalcommunication.Answerthequestionwhythepeopleinvolvedbehavesofromtheculturalperspective?
Whatbehaviorscausedthemisunderstandinginthecase?
WangLinworeanewlyboughtcoattowork.Ontheway,shemetwithaformercustomerfromtheU.K,LindonJackson.Lindoncomplimentedherforherbeautifulclothes:
Lindon:
Oh,youlooksgorgeousonthiscoat,Wang!
Wang:
Notsobeautiful.Itcostsonly100Yuan.(Infact,itwasworth250Yuan)
Lindon:
Oh,really.Wheredidyougetit.Iwanttobuyoneformywife.
Wang:
uh.
WhatledWangLinintosuchadilemma?
答案:
解析:
中国人习惯对别人的赞美表示谦逊态度,有意贬低自己,但给西方人一个错误的概念,即否认对方的评价和赞美。
而西方人比较直接,东西好受到别人夸奖就表示感谢,认同。
中国人和朋友谈论衣服价格时一般会有意报出低价,以便得到别人称赞自己会砍价,买到便宜质量又不错的商品。
而在国外一般买东西没有讨价还价的余地,都是明码实价。
(Chinesepeopleareusedtorepresentahumbleattitude,intentiontobelittlehispraiseofothers,butgiveWesternersawrongconceptthatdenyeachother'scommentsandpraise.Westernersaremoredirect,somethinggoodpraisebyothersthankedrecognition.Andfriendstalkaboutclothespricesaregenerallyinterestedinapplyingforalowpriceinordertogetotherstopraisetheirownbargain,buycheapandgoodqualitymerchandise.Noroomforbargaininggenerallybuythingsabroad,areclearlytheprices.)
附件一:
案例分析三步法
1.“跨文化交际”课程建议学生在案例分析时采用案例分析三步法,具体如下:
Step1:
Normative-levelanalysis
Atthisstep,thesequestionsneedtobeaddressed:
whatculturaldifferencesmadetheinvolvedpartiesbehaveinthisway?
Whatnormativeculturalattributescausedthecross-culturalclash?
Step2:
Behavioral-levelanalysis
Atthisstep,thisquestionneedstobeaddressed:
whatbehaviorsofeachpartycausedtheclash?
Step3:
Givingbehavioral-levelsuggestions
Atthisstep,thesequestionsneedtobeaddressed:
whatshouldhavebeendonebyeachpartytoavoidtheclash?
Whatmightbedonebyeachpartytosavethesituation?
(特别注明:
学生需要分析案例中双方的文化特点、差异及行为表象,不能只分析其中一方。
)
2.案例分析三步法举例说明
案例(取自学习平台“跨文化交际”笔试样题):
LiHongisanewteacherinamiddleschool.Oneday,oneofherChinesecolleagueYangZhenintroduceshertotheirmiddle-agedforeignteacherMaggy.
Yang:
LiHong,thisisMaggy,ourEnglishteacherfromAmerica.AndMaggy,thisisLiHong,ournewcolleague.
LiandMaggy:
Howdoyoudo?
Maggy:
Yoursweaterissosmart.
Li:
Oh,itisonlyanoldone,Iboughtitlastyear.
Maggy:
Youaresoyoungandsmart,Iamsureyouareagoodteacher.
Li:
No,no.Iamjustanewcomer,Ishouldlearnfromyouoldteachers.
Maggylookssurprisedandthinks,"AmIreallysoold?
"
三步法分析(注:
为了详细阐述三步法如何运用,此案例分析的文字远远超过100字。
学生分析每个案例的篇幅在100字左右即可。
)
1.LiHongcomesfromacollectivistculturewhichemphasizesdeferencepaidtopeopleolderthanselfandmodestydisplayedonthepartoftheyoung.Maggycomesfromanindividualisticculturewhichvaluesassertivenessandfreeexpressionoffeelings.
2.Asayoungandnewteacher,LiHongshowedherrespecttoMaggywithaformalgreeting.WhenMaggycomplimentedLionhersweaterandherself,LireactedinatypicalChinesewaybyoverusingmodestyinfrontofateacherolderthanher.ShedisplayedherhumblenessbysayingthathersweaterwasanoldoneandsheshouldlearnfromMaggy,anoldteacher.Li'sresponsesareperfectbetweenChinesepeoplebutterribleincross-culturalsituationslikethis.Shedidnotrealizethatherexpressionofrespectcouldbetranslatedintooffencesinceindividualisticculturesdonotassociateasmuchdeferencewithageascollectivisticculturesdo.Therefore,Maggy,comingfromanindividualisticculture,wassurprisedwhenLicalledher"oldteacher".Maggydidnotunderstandthattheword"old"heremeantasacompliment,meaningthatshehadricherteachingexperience.BothLiHongandMaggycommunicatedonlyfromtheirculturalperspectivesandthuscausedmiscommunication.
3.Toavoidmiscommunication,LiHongandMaggyshouldlearnmoreabouteachother'scultureandadjusttheirbehaviorsaccordingly.WhenMaggycomplimentedLionhersweaterandherself,Licouldsimplyreply"thankyou".Shecouldusehernon-verballanguagetoshowherrespecttoMaggy,forinstance,withasmile,ahandshake,etc.AstoMaggy,shecouldusefewercomplimentarywordsormoreobjectivequestionstoreduceLi'snervousness.Sheshouldalsounderstandthatoneofthekeyvaluesincollectivismisdeferencepaidtoexperienceandoldage.
GuidanceonCaseAnalysis
1.Requirements:
Step1:
Normative-levelanalysis
Atthisstep,thesequestionsneedtobeaddressed:
whatculturaldifferencesmadetheinvolvedpartiesbehaveinthisway?
Whatnormativeculturalattributescausedthecross-culturalclash?
第一步从文化特征的角度来分析,找到双方不同的价值观。
Step2:
Behavioral-levelanalysis
Atthisstep,thisquestionneedstobeaddressed:
whatbehaviorsofeachpartycausedtheclash?
第二步从行为的角度来分析,指出矛盾冲突点。
Step3:
Givingbehavioral-levelsuggestions
Atthisstep,thesequestionsneedtobeaddressed:
whatshouldhavebeendonebyeachpartytoavoidtheclash?
Whatmightbedonebyeachpartytosavethesituation?
第三步在行为层面给出建议。
2.Sample:
ShanZhou isawell-establishedChinesescholarincivilengineering.HehadbeencooperatingwithPaul,anAmericanengineeronalargeproject.PaulhadbeentoChinatwicefortheproject.ShanZhoutookgreatcareofhimoneachvisit,arrangingeverythingfromaccommodationtomakingsurethatoneormoreofhisstudentswouldgo withhimwheneverheneededtodosomething.FrequentlyShanZhouinvitedPaultohomeformealsorwenttorestaurantswithhim.HealsomadearrangementswithsomeofhisstudentstotravelaroundthecitywithPaul,tohelphimwithshopping,andtosocializewithhim.Paulwasverygrateful,butrepeatedlytoldShanZhouthathecouldtakecareofhimself.YetShanZhoucontinuedtobeveryattentive.
Eventually,ShanZhouwenttotheUnitedStatestoworkwithPaulforhalfayear.Paulpickedhimupattheairportandtookhimdirectlytohistemporaryaccommodations.Paulapologizedthathehadtogohometotakecareofhistwochildren,andthathewouldtakeShanZhououtfordinnersomeday.
ShanZhoudidnotspeakmuchEnglishanditwashisfirstvisittotheStates.HefeltlikeastrangerandexpectedPaultoatleastsendhisstudentstohelphimaround,likewhathehaddoneforPaulinChina.Butthatdidnothappen.Pauldidtakehimouttoanicerestaurantoneevening,andinvitedhimtohishomeonce.
ShanZhouhadexpectedmorefromPaul,especiallyafterallthehelphehadgiventoPaul.HewasverydisappointedandhurtbyPaul,thinkingthatPaulshouldatleastreturnthefavorhehaddonetohim.ShanZhouwassohurtthathesaidtoagoodfriendthathewouldnottakethatmuchcareofPaulanymoreifhewenttoChinaagain.Infact,ShanZhouwassoupsetthathisworkingrelationshipwithPaulsuffered.Paulnoticedthechangebutdidnotknowwherethetensioncamefrom.
3.Sampleanalysis:
ShanZhoucomesfromacollectivistculturewhichemphasizesreciprocalbondsandduties
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