出版时间:2009-9 出版社:清华大学 作者:严明 编 页数:367
Tag标签:无
前言
西方文化学家斯宾格勒曾说过,一部人类历史就是“一群伟大文化组成的戏剧”,“每种文化都有自己的观念,自己的情欲,自己的生活、愿望和情感……”。文化的丰富与多样不仅书写多彩的人类历史,同时也带来文化的差异与疏离,“跨文化交际”正是带着理解与沟通的使命,进入人类关注与思考的前沿,以期由此构筑另一种形态的巴别塔。 全球化的旋流使各种民族文化相遇,科技的发展使世界成为了名副其实的“地球村”。来自不同国度、不同种族,讲着不同语言的人们可以轻易地跨越千山万水,进行面对面的交流,也可以通过电子技术随时随地交换信息,实现“天涯若比邻”的梦想。不同国度、不同种族的人们皆需应对跨文化交际的问题。文化交流的日益频繁,越来越凸显出理解多元文化的必要性和提高跨文化交际能力的迫切性。 近年来国内许多高校纷纷开设跨文化交际课程,并使用国外原版教材,但这引发了很多问题。由于大多数国外原版教材语言难度过大,学生不能完全理解,从而在一定程度上削弱了学生的学习兴趣;在理论阐述、实地考察和案例分析等方面国外教材均采用他国视角,教材内容与中国的文化语境并不相符,影响了学生的学习效率与效果。本教材编者以双语教学、文化教学、建构主义、任务型教学法等理论为指导,探索出适合中国高校非英语专业学生的跨文化交际教程。通过本教材的学习,学生可以达到《大学英语课程教学要求》中所提到的“在今后学习、工作和社会交往中能用英语有效地进行交际”、“提高综合文化素养,以适应我国社会发展和国际交流的需要”等教学要求。 本书分为10个单元,涵盖了跨文化交际各个方面的主要内容,并对其中一些重要问题有相对深入的介绍与讨论。第1章从文化的定义、特点以及层次入手,打开文化殿堂的大门;第2章阐述了关于交际的基本理论,并介绍了跨文化交际的定义和种类;第3章对影响人们感知和认知世界的文化因素进行了剖析;第4章主要描述了跨文化交际过程中可能遇到的障碍;第5章和第6章分别探讨了文化差异在言语交际和非言语交际方面的种种表现;第7章探讨了文化模式的定义及内涵,并对比较经典的文化理论进行了详尽阐释和分析;第8章主要介绍了文化差异在商务、教育和医疗语境中的具体表现;第9章对跨文化适应的过程和阶段进行了描述和分析;第10章对如何培养跨文化交际能力提出了行之有效的策略和方法。 本教材通过对英语国家较为典型的主流文化现象进行描述、阐释和讨论,培养学生对目的语文化的兴趣和理解力,进而使学生主动观察、分析、对比、评价文化及文化差异现象,使学生能够较为客观、系统、全面地认识英语国家的文化,以有效拓宽学生的国际视野,提高学生的跨文化交际意识,培养学生的跨文化交际能力。
内容概要
本教程对文化、交际、语言、跨文化交际等相关概念进行了详细讲解。本教材通过对英语国家较为典型的主流文化现象进行描述、阐释和讨论,培养学生对目的语文化的兴趣和理解力,进而使学生主动观察、分析、对比、评价文化及文化差异现象,使学生能够较为客观、系统、全面地认识英语国家的文化,从而拓宽学生的国际视野,提高学生的跨文化交际意识,增强学生的跨文化交际能力。 本教程依托“大学英语跨文化交际”国家精品课程,入选普通高等教育“十一五”国家级规划教材。与本教程配套的教学支持网站(210.46.97.180/jpk)内容丰富,为教师教学和学生学习提供帮助。
作者简介
严明,教授,男,1963年生,英语语言文学学士,民商法学、教育管理学硕士,管理学博士,英语语言文学专业博士研究生。现任黑龙江大学外语教学研究部主任,黑龙江大学应用外语学院院长,教育部高等学校大学外语教学指导委员会委员,全国大学英语四、六级考试委员会委员,
书籍目录
前言Case ListFigure ListTable ListIntroductionChapter 1 Culture Pre?class Activities—Lead?in Case In Class Learning—Culture Text A: The Nature of Culture Text B: Definitions of Culture Text C: Characteristics of Culture Text D: Cultural Identity Text E: Cultures Within Culture Checklist Summary—From the Intercultural Perspective AssessmentChapter 2 Communication & Intercultural Communication Pre?class Activities—Lead?in Case In Class Learning—Communication & Intercultural Communication Text A: Communication Text B: Characteristics of Communication Text C: Culture and Communication Text D: Intercultural Communication Checklist Summary—From the Intercultural Perspective AssessmentChapter 3 Culture’s Influence on Perception Pre?class Activities—Lead?in Case In Class Learning—Culture’s Influence on Perception Text A: Overview: Human Perception Text B: Cross?cultural Differences in Sensation and Perception Text C: Barriers to Accurate Perception in Intercultural Communication Text D: How to Improve Your Perceptual Skills in Intercultural Communication Checklist Summary—From the Intercultural Perspective AssessmentChapter 4 Intercultural Communication Barriers Pre?class Activities—Lead?in Case In Class Learning—Intercultural Communication Barriers Text A: Emotional Problems as Barriers to Intercultural Communication Text B: Attitudinal Problems as Barriers to Intercultural Communication Text C: Translation Problems as Language Barriers Checklist Summary—From the Intercultural Perspective AssessmentChapter 5 Verbal Intercultural Communication Pre?class Activities—Lead?in Case In Class Learning—Verbal Intercultural Communication Text A: Significance of Verbal Communication Text B: Language and Culture Text C: Verbal Communication Styles Text D: Language Diversity Text E: Cultural Influence on Written Communication Checklist Summary—From the Intercultural Perspective AssessmentChapter 6 Nonverbal Intercultural Communication Pre?class Activities—Lead?in Case In Class Learning—Nonverbal Intercultural Communication Text A: Significance of Nonverbal Communication Text B: Definition and Functions of Nonverbal Communication Text C: Paralanguage and Silence Text D: Time and Space Text E: Other Categories of Nonverbal Communication Checklist Summary—From the Intercultural Perspective AssessmentChapter 7 Cultural PatternsChapter 8 Cultural Influences on ContextsChapter 9 Intercultural AdaptationChapter 10 Intercultural Communication CompetenceConclusionAppendix A TermsAppendix B Key to ExercisesAppendix C Text SourcesAppendix D Case Sources
章节摘录
As we have made very clear right from the beginning, our purpose is not to produce a theoretical compendium of knowledge on intercultural communication but to produce a reader-friendly textbook that every student can use in or out of class for self-study purposes and every teacher can use as teaching resource in and out of class too. Thus, we have created two mascots to guide the students or teachers in the learning process: one is Jason, the interactive mascot, and the other is Julia, the task facilitator. Jason appears all throughout the chapters to engage the learner and provide relaxation, while Julia only appears whenever an activity is proposed to the learner. She monitors the student in the task-based learning. However, this book serves another purpose: it aims at educating the learner in intercultural communication and making him/her a proficient intercultural communicator. Hence, it would be incomplete if it failed to include a few strategies to improve intercultural communication. As we all know, different people communicate in different ways and when people communicate between cultures, the problems often multiply. Therefore, to solve the problems and overcome the frustrations caused by cultural differences, we all need to know some strategies to improve intercultural communication. Here are five suggestions: 1. Understanding and Accepting Differences We should know being different is not always being negative. We should try to understand and accept the differences. In this way, we can develop effective and appropriate intercultural communication with people from other cultures.
图书封面
图书标签Tags
无
评论、评分、阅读与下载