大学思辨英语教程精读1课件Unit15InterculturalCommunication

1、Unit 15Intercultural Communication Competence Text AStumbling Blocks in Intercultural Communication (I) Laray M. BarnaLearning Objectives Communicative Competence Critical ThinkingAutonomous Learning Intercultural CompetenceCommunicative CompetenceCritical Thinking Comprehend and use language with a

2、ccuracy, clarity and discernmentDevelop a coherent and cohesive oral/written discourseIllustrate your points with appropriate examplesLearning ObjectivesAssess the overall structure of the authors argumentationIdentify and assess the materials the author uses to support her claimsEvaluate the soluti

3、ons provided by the author and propose alternative onesIntercultural CompetenceAutonomous LearningReflect on your own intercultural communication experienceEvaluate your own culture within a global contextDevelop an awareness of ethnocentrism and devalue itBe able to quiz yourself in various ways to

4、 check your achievement or progressCritically evaluate and validate information from the InternetSummarize what you have learned in the whole semesterLearning ObjectivesHave you had any experience of communicating with foreigners? If so, have you come across any communication barriers? Some of those

5、 barriers may be attributable to your limited English or your foreign friends limited Chinese, but many are not. How can you overcome those obstacles in interaction with people from other communities?Lead inThis unit aims to raise your awareness of intercultural communication competence. Text A sugg

6、ests that besides language and non-verbal barriers, the assumption of similarity is a major obstacle in intercultural communication.Text B introduces another five obstacles and offers some principles to cope with them. Hopefully awareness of these obstacles will help you improve your own intercultur

7、al communication competence.Lead in1. About the Author LaRay M. Barna is an internationally acclaimed expert in intercultural communication. Academic interests: intercultural communication, contemporary leadership, and intercultural competence.Main contributions: Barna is well-known for her contribu

8、tion to the understanding of barriers to intercultural communication. The text, from which Text A and Text B were taken, has been cited by 364 journal articles.Background Knowledge 2. Ethnocentrism Collins Definiton: The belief in the intrinsic superiority of the nation, culture, or group to which o

9、ne belongs, often accompanied by feelings of dislike for other groups (民族优越感;民族中心主义) Another Possible Definition: The practice or tendency of making assumptions, many of which are false, about others ways of doing things, based on ones own limited experience. Background KnowledgeExamples:In Chinese,

10、 we have a variety of derogatory phrases reflecting ethnocentrism, such as 胡说, 胡闹, 蛮干, 蛮横, 胡搅蛮缠, etc. Most incredibly, the phrase 中国 in its archaic sense was also an example, where the ancient Chinese people assumed that their country was at the very center of the world and surrounded by barbarians.

11、In English, there are even more examples, particularly in English dictionaries, as observed by Phil Benson, who conducted research on the ethnocentric representation of China in English dictionaries. Background Knowledge3. Margaret MeadMargaret Mead (1901-1978) is an American anthropologist. Contrib

12、utions:She was most notable for her forays into such far-ranging topics as womens rights, child rearing, sexual morality, nuclear proliferation, race relations, drug abuse, population control, environmental pollution, and world hunger. Background KnowledgeContributions:As an anthropologist, Mead had

13、 been trained to think in terms of the interconnection of all aspects of human life. The production of food cannot be separated from ritual and belief, and politics cannot be separated from childrearing or art. This holistic understanding of human adaptation allowed Mead to speak out on a very wide

14、range of issues. Background KnowledgeShe affirmed the possibility of learning from other groups, above all by applying the knowledge she brought back from the field to issues of modern life. Thus, she insisted that human diversity is a resource, not a handicap, that all human beings have the capacit

15、y to learn from and teach each other.Background Knowledge4. Culture ShockDefinition:An occupational disease of people who have been suddenly transplanted abroad. (Oberg)First occurrence:Culture shock was first elaborated theoretically by Kalervo Oberg, although Cora DuBois had already used the phras

16、e before him. Obergs article, cited by more than 2380 scholarly works, was much more influential.Background KnowledgeSymptoms:Generally, they suffer from frustration, anxiety, although individuals differ greatly in their symptoms, which may include excessive washing of the hands, excessive concern o

17、ver drinking water, food, dishes, and bedding; . a feeling of helplessness and a desire for dependence on long-term residents of ones own nationality; fits of anger over delays and other minor frustrations; delay and outright refusal to learn the language of the host country; excessive fear of being

18、 cheated, robbed, or injured; great concern over minor pains and eruptions of the skin; and finally, that terrible longing to be back home, . reject the environment which causes the discomfort.Background Knowledge Text AnalysisDetailed AnalysisEvaluation and ExplorationText Structure1. Text Structur

19、ePartPara(s). Main IdeaI1We need to examine the reasons for frustrations in intercultural communication. II 2 3 4The assumption of similarities is partly caused by peoples inclination in dealing with differences.The assumption of similarities lends support from Darwinian theory on facial expressions

20、.The assumption of similarities, a stumbling block, is partly based on biological commonality. ContinuedPartPara(s).Main IdeaIII 5Emotions are actually determined by peoples cultures. 6 IV 7 8 9 10We must treat each encounter as an individual case.Assumption of similarities and differences affects p

21、eoples attitude in intercultural practice.Assumption of similarities will put one in discomfort.Assumption of similarities keeps one from adjustment to local context.Assumption of similarities will also cause mis-understanding among people in the host country.Text AnalysisDetailed AnalysisEvaluation

22、 and ExplorationText Structure ContinuedPartPara(s).Main IdeaV11 12 13 14 Tensions exist where there is intensive cultural communication. Classroom discussion generates insights.Intercultural classroom is also a place to understand nonverbal behavior in intercultural communication.Increased contact

23、does not necessarily increase friendship and understanding.Text AnalysisDetailed AnalysisEvaluation and ExplorationText Structure ContinuedPartPara(s).Main IdeaV15 16 17 18Tensions, however, can be alleviated with expertise of intercultural communication.Secondhand knowledge of local peoples behavio

24、r and attitudes does not help.A better strategy is to study local culture, develop an investigative, nonjudgmental attitude, and a tolerance for ambiguity.The key lies in understanding the assumptions and values on which local peoples behavior rests.Text AnalysisDetailed AnalysisEvaluation and Explo

25、rationText StructureThe Thesis:The assumption of similarity keeps one from understanding people of other culture backgrounds and it should be addressed with a variety of means in order to better intercultural communication.Text AnalysisDetailed AnalysisEvaluation and ExplorationText StructureHow doe

26、s the author start the whole article? whats the function of this way of writing? The author started the whole article by asking a question. This is a very effective way of starting an article, which may provoke the readers thinking and arouse their interests. Part I Comprehension CheckDetailed Analy

27、sis Part I Part IIPart IIIPart IVPart V1. fraught (Para. 1, line 2): Adj. (1) with sth., filled with sth. unpleasant 充满（不愉快事物）的 e.g. a situation fraught with anger/difficulty/problems (2) (especially BrE) causing or feeling worry and anxiety 焦虑的；忧虑的；担心的 SYN tense e.g. She looked/sounded fraught. The

28、re was a fraught silence. Part I Word StudyDetailed Analysis Part I Part IIPart IIIPart IVPart V2. scenario (Para. 1, line 4): N (1) a description of how things might happen in the future 设想；可能的情况 e.g. Let me suggest a possible scenario . The worst-case scenario would be for the factory to be closed

29、 down. a nightmare scenario 最坏的可能 (2) a written outline of what happens in a film or play （电影或戏剧的）剧情梗概 SYN synopsis (3) a setting for a work of art or literature 场景Detailed Analysis Part I Part IIPart IIIPart IVPart V3. take a hard look at (Para. 1, line 6): VP think seriously about sth. 认真审视，仔细考虑 e

30、.g. If you take a hard look at your life, you may realize that youve already achieved most of your goals. 4. proximity (Para. 1, line 7): N (of sb./sth.) (to sb./sth.) (formal) the state of being near sb./sth. 接近，邻近 e.g. a house in the proximity of the motorway The proximity of the college to London

31、 makes it very popular. Detailed Analysis Part I Part IIPart IIIPart IVPart VTo many peoples surprise, it is not enough to have only good intention and the possibility of mutual benefit, and to use what one considers to be a friendly approach to do away with intercultural misunderstandings. Good int

32、entions, the use of what one considers to be a friendly approach and even the possibility of mutual benefits dont seem to be sufficientto many peoples surprise. (Para. 1) Paraphrase the Sentence. Part I Sentence AnalysisDetailed Analysis Part I Part IIPart IIIPart IVPart VIn Para. 3, there is a stat

33、ement “people are people”. What do you think it means?The statement people are people means there is similarity among people from different cultural background that allows them to understand each other. Part II Comprehension Check Detailed Analysis Part I Part IIPart IIIPart IVPart V1. lure (Para. 3

34、, line 1): V (disapproving) to persuade or trick sb. to go somewhere or to do sth. by promising them a reward 劝诱；引诱；诱惑 e.g. They did not realize that they were being lured into a trap. N (1) a thing that is used to attract fish or animals, so that they can be caught 鱼饵；诱饵 (2) (usually sing.) the att

35、ractive qualities of sth. 吸引力；诱惑力 e.g. Few can resist the lure of adventure. Part II Word StudyDetailed Analysis Part I Part IIPart IIIPart IVPart V 2. interfere (Para. 4, line 2): V (1) (with sth.), something that interferes with a situation, activity, or process has a damaging effect on it. 妨碍 e.g

36、. Smoking and drinking interfere with your bodys ability to process oxygen. I try not to let work interfere with my personal life. Detailed Analysis Part I Part IIPart IIIPart IVPart V (2) (in sth.), to get involved in and try to influence a situation that does not concern you, in a way that annoys

37、other people 干涉；干预；介入 e.g. I wish my mother would stop interfering and let me make my own decisions. The police are very unwilling to interfere in family problems. ContinuedDetailed Analysis Part I Part IIPart IIIPart IVPart V 3. contract (Para. 4, line 6): V (1) to become less or smaller; to make s

38、th. become less or smaller 收缩，缩小 OPP expand e.g. Glass contracts as it cools. The exercise consists of stretching and contracting the leg muscles. (2) to make a legal agreement to work for sb. 订立的合同 e.g. She has contracted to work 20 hours a week. N (with sb.), (between A and B), (for sth./to do sth

39、.) an official written agreement 合同；合约；契约 e.g. to enter into/make/sign a contract withDetailed Analysis Part I Part IIPart IIIPart IVPart V1. One answer to the question of why misunderstanding and/or rejection occurs is that many people naively assume there are sufficient similarities among peoples

40、of the world to make communication easy. (Para. 2) Translate the sentence. 误解和/或排斥发生的原因之一是许多人天真地认为，世界各地的民族之间有足够多的共同点，可以让沟通变轻松。 Part II Sentence AnalysisDetailed Analysis Part I Part IIPart IIIPart IVPart V在交流方面，生物共性并不会产生多大帮助，因为在交流过程中，我们需要交换想法和信息，需要探索共同生活和共同工作的方法，或者需要给人留下某种我们希望产生的印象。2. The biological

41、 commonalities are not much help when it comes to communication, where we need to exchange ideas and information, find ways to live and work together, or just make the kind of impression we want to make. (Para. 2) Translate the sentence. Detailed Analysis Part I Part IIPart IIIPart IVPart VThe idea

42、that we are similar does not often make us expect that we can use the same verbal language, but it does make us less careful in making sense of nonverbal symbols, signs, and signals.3. The assumption of similarity does not often extend to the expectation of a common verbal language but it does inter

43、fere with caution in decoding non-verbal symbols, signs, and signals. (Para. 4) Paraphrase the sentence. Detailed Analysis Part I Part IIPart IIIPart IVPart VIn Para. 6, the statement people are people appears again. What do you think it means here? What function does it serve, given the overall org

44、anization of the text?In Para. 6, the statement suggests that people are all culture bound and culturally modified, the differences cause difficulties in peoples mutual understanding. It echoes the previous paragraphs, which express the opposite idea, and contributes to the cohesion of the article.

45、Part III Comprehension CheckDetailed Analysis Part I Part IIPart IIIPart IVPart V1. upbringing (Para. 5, line 1): N the way in which a child is cared for and taught how to behave while it is growing up 抚育；教养；培养 e.g. Martins upbringing shaped his whole life. He was a Catholic by upbringing. 2. bring

46、about (Para. 5, line 3): VP To cause sth. to happen. 引起 e.g. Interest-rate cuts have failed to bring about economic recovery. Part III Word StudyDetailed Analysis Part I Part IIPart IIIPart IVPart V 3. encounter (Para. 6, line 2): N (1) (with sb./sth.), (between A and B) a meeting, especially one th

47、at is sudden, unexpected or violent 邂逅；遭遇；冲突 e.g. a chance encounter 偶然相遇 close encounters = situations that could have been dangerous Three of them were killed in the subsequent encounter with the police. (2) a sports match against a particular player or team 比赛，交锋 e.g. She has beaten her opponent

48、in all of their previous encounters.Detailed Analysis Part I Part IIPart IIIPart IVPart V V (1) (formal) to meet sb., or discover or experience sth., especially sb./sth. new, unusual or unexpected 偶然碰到；邂逅 SYN come across e.g. She was the most remarkable woman he had ever encountered. (2) to experien

49、ce sth., especially sth. unpleasant or difficult 遭遇，遇到（尤指困难的事） SYN meet with, run into e.g. Every day of our lives we encounter major and minor stresses of one kind or another. ContinuedDetailed Analysis Part I Part IIPart IIIPart IVPart V4. sort out (Para. 6, line 8): (1) arrange or order by classe

50、s or categories 整理 e.g. Could you sort out the toys that can be thrown away? (2) to solve the problem or organize the details 解决 e.g. India and Nepal have sorted out their trade and security dispute. (3) make free from confusion or ambiguity; make clear 使平静 e.g. Were in a state of complete chaos her

51、e and I need a little time to sort myself out. Detailed Analysis Part I Part IIPart IIIPart IVPart V因为似乎没有普遍法则或 “人类天性” 可以作为自动理解的基础，所以我们必须把每一次交际都当做个案，寻找任何共同的感知或沟通方式，然后从那里开始。1. Since there seem to be no universals or “human nature” that can be used as a basis for automatic understanding, we must treat

52、 each encounter as an individual case, searhing for whatever perceptions and communication means are held in common and proceed from there. (Para. 6) Translate the sentence. Part III Sentence AnalysisDetailed Analysis Part I Part IIPart IIIPart IVPart VVin The Do summarized this as follows: “If we r

53、ealize that we are all restircted by our own cultures and we all undergo changes brought about by cultures, we will accept the fact that we are different and we dont really know someone elses real ideas or intentions. 2. This is summarized by Vin The Do: “If we realize that we are all culture bound

54、and culturally modified, we will accept the fact that, being unlike, we do not really know what someone else is. (Para. 6) Paraphrase the sentence.Detailed Analysis Part I Part IIPart IIIPart IVPart V1. What does the word “facade” in Para. 8 refer to? The word “facade” does not mean the front part o

55、f a building. It refers to the appearance of people and cities in the context of intercultural communication. One may find the appearances look similar, but peoples values, the underlying mechanisms of their communication are not.Part IV Comprehension CheckDetailed Analysis Part I Part IIPart IIIPar

56、t IVPart V2. What does “nonevaluative thinking” in the last sentence of Para. 8 mean? You can also refer to Text B for hints.The phrase nonevaluative thinking refers to the attitude of not hurrying to conclusion, as discussed in Part V of Text B. Detailed Analysis Part I Part IIPart IIIPart IVPart V

57、1. figure out (Para. 7, line 5): Understand the meaning of or find the solution to (a problem) 理解；想出；解决 SYN solve, work out e.g. I simply couldnt figure out his intention. We should figure out some ways to stop people from polluting the river. We can figure out the thorny problem. Part IV Word Study

58、Detailed Analysis Part I Part IIPart IIIPart IVPart V2. exclusionary (Para. 7, line 6): Adj. (formal) designed to prevent a particular person or group of people from taking part in sth. or doing sth. 排斥（性）的；排他的 e.g. exclusionary business practices 排外的商业行为 exclusionary conduct 排他行为Detailed Analysis P

59、art I Part IIPart IIIPart IVPart V3. permeate (Para. 8, line 1): V (1) If an idea, feeling, or attitude permeates a system or permeates society, it affects every part of it or is present throughout it. （思想、情感或态度）全面影响 e.g. Bias against women permeates every level of the judicial system. (2) If someth

60、ing permeates a place, it spreads throughout it. 弥漫 e.g. The smell of roast beef permeated the air. Detailed Analysis Part I Part IIPart IIIPart IVPart V4. illusion (Para. 8, line 1): N (1) something that appears to exist or be a particular thing but does not actually exist or is in reality somethin