跨文化交际（课堂PPT）

Unit3SpeakinginaForeignLanguageLecture3PartIEncounter(Page39)Somelikelypossibilities--Huizhenactuallydoesn’tmakemanymistakes,andMr.Schmidtdoesn’tconsiderthefewmistakesshemakesserious.--Mr.Schmidtdoesn’tnoticeHuizhen’smistakesbecauseheispayingmoreattentiontothecontentofwhatHuizhenwassaying.--Mr.Schmidtdoesn’tcorrectHuizhenbecausehedoesn’twanttointerrupther;hedoesn’twanttodiscourageHuizhenfromtalking.--Mr.SchmidtthinksitwouldberudetocorrectHuizhen’sEnglisherrors.--Mr.SchmidtdoescorrectHuizhen’serrors,butheonlycorrectshersubtlybyrepeatingcorrectedversionsofwhatHuizhensaidwrong.Huizhenjustdoesn’tnotice.--Mr.Schmidtdoesn’tthinkthatcorrectingstudents’errorshelpstheirEnglishverymuch.--Mr.Schmidtavoidsmakinggrammarcorrectionsbecausehecan’texplainEnglishgrammarverywell.--Mr.Schmidtdoesn’ttaketeachingveryseriously,especiallygrammar.CulturenotesCorrectingforeigners’Englishmistakes:WhilealanguageteachermightbewillingtointerruptastudentofEnglishinordertopointouthis/hererrors,mostWesternerswouldconsiderthisrudeorawkward.Ifact,inmostcountriestheaveragepersonwouldprobablynotinterruptalanguagelearnertocorrecthis/hergrammarmistakes.Whatmanypeoplewilldowhentalkingtoforeignersistocorrectthingstheforeignersaidwrongbyrepeatingthemlatercorrectly,soifthelearnerpaysattentionhe/shemightstilllearnalot.(Ifalearnerobviouslyappreciateseachoftheselittlecorrectionsandmakesanattempttolearnfromthem,thiswillencourageotherstocontinuecorrecting.If,ontheotherhand,thelearnerseemstoignorecorrectionsofbeannoyedbythem,itisnotlikelythattheotherpersonwillcontinuecorrectingverylong.)Correctionandlanguagelearning:ThereisactuallylittleevidencethatactivecorrectionofmistakesinspokenEnglishbyateacherhelpslearnersimprovetheirgrammarmuch.Somecorrectionshelplearnerslearn,butmostcorrectionstendtobeignoredorforgotten.Howmuchalearnerlearnsdependsmoreonhowcarefullyhe/shepaysattentionthanonhowmuchtheteachercorrects.Westernapproachestolanguagelearning:ManyWesternteacherstakeanapproachtolanguagelearningandteachingwhichemphasizescommunication,sometimesevenattheexpenseofattentiontogrammaticalaccuracy.TheideaisthatwhenusingEnglishitismoreimportanttounderstandothersandbeunderstoodbyothersthanitistohaveeverysentencebeperfectlycorrect.Ofcourse,thisdoesnotmeanthatgrammaticalaccuracyisunimportant,butitdoesmeanthatAmericanteachersmaystressgrammarlessthanstudentsfromotherculturesareaccustomedto.Nativespeakersandgrammar:TheaveragenativeEnglishspeakerdoesn’thavemuchexplicitknowledgeoftherulesofEnglishgrammars(althoughsomewhoareEnglishteachersbyprofessionwillknowgrammarverywell)—andmostdon’tespeciallylikegrammar.Thisdoesnotmeanthatnativespeakersspeakungrammatically,anditcertainlydoesn’tmeanthatnativespeakersdon’tknowwhatisgrammaticallycorrectandincorrect.However,likethespeakersofanylanguage,nativespeakersofEnglishlearntheirmothertongueatayoungagewithoutanyexplicitinstructioningrammar,sowhiletheycanspeakcorrectlyandknowwhatisrightandwrong,theygenerallydon’tknowhowtoexplainitsrules.OftenEnglishteacherswhoarenotnativespeakersofEnglishhaveabetterexplicitknowledgeofgrammarrulesbecausetheylearnedtheserulesastheylearnedEnglish.Encounter2MorenotesComplimentpeopleontheirclothesorappearance:--That’sanicedress.--That’sasmartjacketyou’rewearing.--Whataprettydress.--Ilikeyourhaircut.--Iloveyourshoes.Aretheynew?Youcanalsosaysomethinglike“Youlooknice”or“You’relookingverysmarttoday”.Ifyouwanttobemoreemphatic,youcanuseadjectivessuchas“great”or“terrific”.--You’relookingveryglamorous.--Youlookterrific.Youcanalsocomplimentsomeoneontheirappearancebysayingthatwhattheyarewearingsuitsthem.--Iloveyouinthatdress,itreallysuitsyou.InBritain,men(especiallyoldermen)donotoftencommentoneachother’sappearance.Youcancomplimentsomeoneonamealbysayingsomethinglike“Thisisdelicious”duringthemealor“Thatwasdelicious”afterthemeal.--Thisisdelicious,Ginny.--Hetookabiteofmeat,chewedit,savouredit,andsaid,“Fantastic!”--Mm,thatwaslovely.Youcancomplimentsomeoneondoingsomethingskillfullyorwellusinganexclamation.--Whatamarvelousmemoryyou’vegot!--Oh,that’strue.Yes,whatagoodanswer!--“Look-there’saboat.”–“Ohyes-wellspotted!”Ifsomeonecomplimentsyouonyourskill,youcansaysomethingmodestthatimpliesthatwhatyoudidwasnotverydifficultorskillful.--Oh,there’snothingtoit.--‘Terrificjob.’–‘Well,Idon’tknowaboutthat.CongratulatingsomeoneYoucansay‘Congratulations’tosomeonetocongratulatethemonachievingsomething.--Well,congratulations,Ginny.You’vedoneit.--Congratulationstoallthreewinners.Notethatyoucanalsosay‘Congratulations’tosomeonewhensomethingnicehashappenedtothem.--‘I’mbeingdischargedtomorrow.’–‘Thatisgoodnews.Congratulations.’--‘Congratulations.’thedoctorsaid.‘Youhaveason.’Moreformalwaysofcongratulatingsomeone.--Imustcongratulateyouonyournewjob.--Letmeofferyoumycongratulationsonyoursuccess.--Letmebethefirsttocongratulateyouonawisedecision,Mr.Dorf.--MayIcongratulateyouagainonyourexcellentperformance.--I’dliketocongratulateyouonyourstand.Youhavecourageandintegrity.--Verygood.Icongratulateyou.Abeautifulpieceofwork.DifferenceinRankandPowerIndividualistWesternculturestendtoberelativelyegalitarian.Inotherwords,theytrytominimizerankandpowerdifferencesandplacelimitsonthepowerofpeopleinauthority.Example:1.thestructureoftheUSgovernment.2.people’sattitudestowardspoliticiansandpoliticalleaders.3.addressesAttitudesandbehaviorsLargepowerdistanceSmallpowerdistanceHierarchyHierarchiesreflectthebasicinequalityofpeopleHierarchiesareonlyconvenientwaysoforganizingactivitiesRelationshipsComfortablewithhierarchicalrelationshipsPreferequalrelationshipsPowerAcceptdifferencesinpowerDislikeordistrustauthorityUseofpowerWhoeverholdspowerisrightandgoodWhoeverusestheirpowerwillbejudgedastowhethertheyuseitintherightwayDependencyThelesspowerfularedependentonthepowerfulInterdependencebetweenlessandmorepowerfulpersonsDecisionsmakingauthorityDecisions-makingtendstobecentralized;theleaderdecides.Decision-makingisdispersedthroughoutorganization.Peopleatalllevelsmakedecisions.LeadershipLeadersdirecttheactivitiesofsubordinatesbygivingspecificinstructions.Leadersmotivatetheirsubordinatestoworktowardgoals.Theydonotgiveasmuchspecificdirection.AttitudesandbehaviorsLargepowerdistanceSmallpowerdistanceInitiativeOnlytheleaderinitiates.Everyoneisexpectedtoinitiate.CommunicationflowFromtopoforganizationtothebottom.Fromthetopdownandfromthelowerlevelstohigherlevels.StatusHighstatuspeopleenjoyprivileges.Peopledisapproveofspecialprivilegesandsymbolsofstatus.HowtochangetheorganizationReplacepeopleatthetop.Reformtheorganization.PowerdistanceIndexforselectedcountriesandregionsCountryorRegionPDICountryorRegionPDIMalaysia104Iran58Philippines94Japan54Mexico81Italy50Arabcountries80USA40India77Netherlands38Singapore74Australia36Brazil69Germany35France68GreatBritain35HongKong68Switzerland34SouthKorea60Sweden31Taiwan58Israel13Casestudy:AQuestionofSafetyC:\Users\Administrator\Desktop\AQuestionofSafety.docxQuestions:Whatarethedifferencesbetweenhowthehousingstaffandhowtheforeignresidentsthinkdecisionsshouldbemade?Howwouldyouexplainthebehaviorofthehousingstaffandtheassistantmanagertotheforeignteachers?Whatwouldyouadvisetheforeignteacherstodonowtheimmediatedangerispast?WhatwillhappeniftheygototheForeignAffairsOfficewiththeirlistofcomplaintsabouthowthiscrisiswashandled?WhatcantheReceptionUnitthatmanagesthebuildingdotoimproveitsabilitytorespondtoemergencysituationsinthefuture?AnothercaseofpowerdistanceTheChineseDinnerParty(froma1983publication)OneofCanada’sleadingbanksinvitedaChinesedelegationfordinner.TheCanadianhostchosetosharehishostingresponsibilitieswithacolleague.Thedinnerwasnotasuccess.BoththeChineseandtheCanadiansremainedrelativelyuneasythroughoutthemeal.Duringthedinner,nowelcomingspeechesortoaststomutualgoodhealthweremade.Attheendofthemeal,theChinesestoodup,thankedthebankofficials,declinedaridebacktotheirhotel,andleftfeelingslighted.TheCanadiansalsofeltupset.TheyfoundthedepartureoftheChinesetobeveryabrupt,yettheydidnotknowwhattheyhaddonewrong.Despiteplanningthemenucarefully(avoidingsuchfoodsasbeefanddairyproducts),providingexcellenttranslationservices,andextendingnormalCanadiancourtesies,theCanadiansknewsomethinghadgonewrong;theywereworriedandsomewhathurtbytheirlackofrapport.AnalysisoftheabovecaseWhenthesituationswasanalyzed,itwasclearthattheChineseexpectationshadnotbeenfulfilled.First,havingtwopeoplesharehostingresponsibilitieswasconfusingtothehierarchicallymindedChinese.Second,becauseageisviewedasanindicationofseniority,theChineseconsideredtheyouthoftheirCanadianhostsasaslighttotheirownstatus.Third,inChina,itistraditionalforthehosttoofferawelcomingtoastatthebeginningofthemeal,whichisthenreciprocatedbytheguests;bynotdoingso,theCanadianswerethoughtrude.ThespecificincidentthatupsettheCanadians—theabruptdepartureoftheChinesefollowingthebanquet—was,infact,neitherunusualnoraproblem:theChineseretireearlyanditwasgettinglate.TheCanadians’lackofunderstandingofthehierarchicalnatureofChinesesocietyandtheChinesewaysofcommunicatingrespectclearlycostthemintheirbusinessdealingswiththevisitingdelegation.LowandHighContextHall(1976)dividedculturaldifferencesintotwocategories:low-contextcultureandhigh-contextculture.Lowcontextandhighcontextreferstothefactthatwhenpeoplecommunicate,theytakeforgrantedhowmuchthelistenerknowsaboutthesubjectunderdiscussion.Inlow-contextcommunication,thelistenerknowsverylittleandmustbetoldpracticallyeverything.Inhigh-contextcommunicationthelistenerisalready“contexted”anddoesnotneedtobegivenmuchbackgroundinformation.Oneofthemajordifferencesintermsofcommunicationbetweenlow-contextandhigh-contextculturesisinverbalexpression.Peoplefromlow-contextculturestendtouseadirectverbal-expressionstylewhilepeoplefromhigh-contextculturestendtouseindirectverbal-expressionstyle.(China,England,France,Ghana,Japan,Korea,andVietnamorienttothehigh-contextculture;Germany,Scandinavia,Switzerland,andtheUnitedStatesorientmainlytothelow-contextculture)Fourfeaturesofthedirectverbal-expressionstyleThesituationalcontextisnotemphasized;Importantinformationisusuallycarriedinexplicitverbalmessages;Self-expression,verbalfluency,andeloquentspeecharevalued;Peopletendtodirectlyexpresstheiropinionsandintendtopersuadeotherstoaccepttheirviewpoints.Fourfeaturesoftheindirectverbal-expressionstylesExplicitverbalmessagesarenotemphasized;Importantinformationisusuallycarriedincontextualcues(e.g.,place,time,situation,andrelationship);Harmonyishighlyvalued,withatendencytowardusingambiguouslanguageandkeepingsilentininteractions;Peopletendtotalkaroundthepoint,andtoavoidsaying“no”directlytoothers.Insum,whereasthedirectverbal-expressionstylereferstoverbalmessagesweusetoshowourintentionsintheprocessofconversations,theindirectverbal-expressionstylereferstoverbalmessagesweusetocamouflage(伪装，掩盖）andconcealourtrueintentions.MoredifferencesLow-ContextCultureHigh-ContextCultureOvertlydisplaysmeaningsthroughdirectcommunicationforms.Implicitlyembedsmeaningsatdifferentlevelsofthesocioculturalcontext.Valuesindividualism.ValuesgroupsenseTendstodeveloptransitorypersonalrelationship.Tendstotaketimetocultivateandestablishapermannetpersonalrelationship.Emphasizeslinearlogic.Emphasizesspirallogic.Valuesdirectverbalinteractionandislessabletoreadnonverbalexpressions.Valuesindirectverbalinteractionandismoreabletoreadnonverbalexpressions.Tendstouse“logic”topresentideas.Tendstousemore“feeling”inexpression.Tendstoemphasizehighlystructuredmessages,givedetails,andplacegreatstressonwordsandtechnicalsigns.Tendstgivesimple,ambiguous,noncontextingmessages.Casestudyofhighcontextandlowcontext:DinnerwithFriendsDinnerwithfriends.docxQuestions:Howaredifferencesinobjectiveculture,inthiscasefoodculture,contributingtothecommunicationdifficulties?HowdoChineseunderstandingsofthehot-guestrelationshipsinfluencehowLiuandYangentertainedJaniceandGeorge?HowareGeorgeandJanicerelyingonwordstomakefriendswithLiuandYang?4.Whatkindofcross-culturalproblemsexistinthisencounter?