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金陵科技学院教案【封面】任课系部：人文学院

课程名称 跨文化交际（双语） 课程编号 0303402005

授课对象专业 对外汉语

课程类别 必修课 公共基础课□；学科基础课；专业核心课□选修课 专业方向课√；专业拓展课□；公选课

总学时数 32 学分数 2

学时分配 课堂讲授 24 学时； 实践课 8 学时教材名称 跨文化交际实用教

程 作者 胡超 出版社及出版时间 外语教学与研究出版社

2006 年指定参考书 作者 出版社及出版时间

《Aspects of Intercultural

Communication》 胡文仲 外语教学与研究出版社 1999 年

《跨文化交际案例分析》 廖华英 北京理工大学出版社 2010 年

授课教师 陈静 职称 讲师 单位 金陵科技学院人文学院

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金陵科技学院教案【教学单元首页】第 1 次课 授课学时 2 教案完成时间：

章、节 第一章 An Introduction 课程介绍

主要内容

一、Lead-in activities 热身讨论二、Communication 交际三、 Culture 文化四、 Intercultural Communication 跨文化交际五、Intercultural Business Communication  跨文化商务交际

目的与要求

本章主要介绍跨文化交际这门学科与课程，要求学生了解本课程的基本特点与要求，对跨文化交际的历史与发展作总体介绍，理解并掌握文化、交际、跨文化交际等概念。

重 点与 难点

重点：文化、交际、跨文化交际的概念。 难点：如何理解与避免跨文化交际中的文化冲突。

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教 学方 法与 手段

课堂讲授，多媒体教学，课堂讨论 。

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授课内容内 容 备 注

第一章 An Introduction 课程介绍 1.Warm-up Cases

Case 1: Showing Concern

1）Please discuss the cases in groups and make a comment on it.

In China:

Xiao Li (an interpreter): You must be very tired. You’re old…Catherine (an elderly American lady): Oh, I’m NOT old, and I’m NOT tired.

work.

  2). Comment ： What the interpreter said is quite courteous in China. It means, “If you are

tired, we can take a little rest, since you are getting on in years.”

The interpreter gave the impression that he thought the elderly lady would

collapse any minute if she doesn’t rest immediately.

In the West, there is a value placed in being young that many people

consciously, or subconsciously, are not willing to accept that they are growing

old. In the West:

A: How are you doing now? Would you like to rest?

B: No, not a bit.

The way of showing concern is different.

In China In theWest

statement question

must how would

Case 2 First Offer

A Canadian colleague and I traveled to Guilin with our admirable guide

Heping Liu in very hot weather. Sightseeing is a thirsty business. We did not

trust the water, and enjoyed excellent beer. We politely offered some to Heping

but he refused. We said nothing and drank our beer, while poor Heping watched.

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On another day, Heping quickly accepted our offer of beer.

1） Questions for discussion

In your daily life, do you often accept first offer?

If yes, in what situation?

2）Comment

Chinese people usually refuse First offer, to show Modest, Polite , well-behaved.

They usually accept second or third offer.

Westerners will not ask for the second time, because they think it’s because of

Religious reasons or reformed alcoholic, or allergic. 

2. What is communication?

1). Students are asked to read the following definitions and conclude “What

is communication?”Definition 1: Generally speaking, communication can be defined as a dynamic,

symbolic, transactional and contextual process in which people create shared

meanings or messages. (from textbook Intercultural Communication, Practical

Coursebook)

 Definition 2: communication, which is etymologically related to

both “communion”(交 融 ) and“community”（ 社 区 ） , comes from the Latin

word “communicate”, which means, “to make common” or “to share”.

(Weekley, 1976). 

Definition 3: Communication is a form of human behavior derived from a need

to connect and interact with other human beings. Therefore, communication

simply refers to the act process of sending and receiving messages among

people. 

   2）A picture is used to help students understand communication:

The elements of communication: the initiator and the respondent(交际双方)

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The process: Step1. The initiator encodes and sends messages.

           Step2. The respondent receives and decodes messages.

Conclusion: It's a successful communication! Communication occurs whenever

meaning is attributed to behavior.

3). Ask students to look at a picture and ask: Are the two men

communicating

   ----No.

4). To know the classification of communication:

Conclusion: interpersonal communication is our focus. 

3. What is culture?

  1). Students are required to watch a dozen of pictures to understand

spiritual culture, behavior culture and material culture.

  2) Discussion: to know the types of culture:

    Classification 1：•      Spiritual culture 精神文化

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•      Material culture 物质文化•      Behavior culture 行为文化•      System culture(体制文化,也可归为第一种“精神文化”，一般独立出

现在跨文化商务交际中)

       Classification 2：•      State Culture 国家文化•      Nationality culture 民族文化•      Hometown culture 家乡文化•      Enterprise culture 企业文化•      Campus culture 校园文化•      Family culture  家族文化•      Religion culture 宗教文化 3). Cultural groups（P13 from the textbook）: An Iceberg of Culture (page

7 from the textbook)

Culture is made up of many groups, see the following drawing:

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 4）Students are asked to discuss What is culture?

Definition1: Culture is the total way of life that a group of people shares. 

Definition2: Culture is a system of shared beliefs, values, customs, behaviors,

and artifacts that the members of a society use to cope with their world and with

one another, and that are transmitted from generation to generation through

learning. 

Definition3：Culture can be seen as shared knowledge，what people need to

know in order to act appropriately in a given culture. (p6 in the textbook)

  5）To conclude the elements of culture:

. Conclusion: product culture include material and non-material culture; ideas

(ideology) cover beliefs, values, institutions. Behaviors involve customs, habits,

dress(着装打扮), foods(饮食习惯) ，leisure. 

6) Observing their dress, behavior and thoughts and answer the question:

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Who are they and where are they from?

    One is Japanese monk and another is Chinese monk.

7). To translate the seven characters of culture from English to Chinese

 Culture is transmitted from generation to generation. 文化可以代代相传。Culture is not innate; it is learned. 文化不是与生俱来的，而是后天习得的。The facets of culture are interrelated. 文化的各个层面是互相关联的。Culture is subject to change. 文化不是一成不变的。Culture is selective. 文化是可以选择的。Culture is ethnocentric. 文化具有民族中心主义的特点。Culture is adaptive. 文化是要适应的。 4. Intercultural communication

  1）Discussion: what is intercultural communication?

---- Intercultural Communication (ICC) is the exchange or communication

between people who have different cultural backgrounds.

Why do we learn intercultural communication?

Development of Science &Technology

Globalization of Economy

Widespread Immigration

Development of Multiculturalism

International Communication 跨国交际Interracial Communication or minority communication 跨种族交际 跨民族交

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际2） Read and translate the following paragraph:

People are different throughout the world, culturally, religiously, Ideologically

[,aidiə'lɔdʒikali] ( 思 想 上 ； 意 识 形 态 上 )  and racially, actually different in

almost every aspect, therefore we are supposed to know about their differences

as much as possible, just for a smooth communication among the Homo

sapiens(现代人),

the people in the global village. You will make it by coming to Intercultural

Communication.

5. Intercultural business communication

1）What is intercultural business communication?

-----Intercultural business communication (ICBC) is a relatively new term in the

business world and is defined as communication within and between business

that involve people from more than one culture.

2） Answer the following questions:

Which international companies are doing business in China?

------ Nike, Cocacola, KFC, Hilton Hotel,…

Which Chinese companies are doing business abroad?

------ Huawei, Haier, Meidi,Zhongtie,…6. Summary 

7. Assignment

   Read the following case and analyze why Sam didn’t perform his work

successfully together with his Saudi Arabian laborers.

To Be Direct or Not

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Sam Lucas, a construction supervisor for an international engineering firm, had

the reputation of being tough but fair-minded. He was a very forceful, obstinate

individual who always spoke his mind. He never hesitated to criticize any

worker whom he felt was performing poorly.

Even though during his six years with the company Sam had never worked

outside of the United States, he was chosen to supervise construction on a new

hotel project in Jidda, Saudi Arabia, primarily because of his outstanding work

record. for after all, he rebuked both Americans and Saudi Arabians alike. He

was troubled, however, by the fact that the problems seemed to be growing

worse and more numerous.

On this project, Sam supervised the work of about a dozen Americans and nearly

100 Saudi Arabian laborers. It was not long before Sam realized that the Saudi

Arabian laborers, to his way of thinking, were nowhere as reliable as the

workers he had supervised in the United States. He was becoming increasingly

annoyed at the seeming lack of competence of the local workforce. Following

the leadership style that helped him in such good stead at home, he would

rebuke any worker who was not doing his job properly, and he would make

certain that he did it publicly so that it would serve as a lesson to all the other

workers. He was convinced that he was doing the right thing and was being fair,

In the United States, public criticism is one of a number of techniques that can

be used quite effectively to change personnel’s behavior. In the world of Islam,

however, where the preservation of dignity and slef-respect is absolutely

essential, public reprimand will be totally counterproductive(产生不良后果的 ).

If Arabs feel that they have suffered a loss of personal dignity because they have

been criticized in public, they take it as a to dishonor both themselves and their

families. And when Sam insisted on using this “motivational” technique, the

individual at whom the reprimand was directed was not only hurt for the open

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humiliation(丢脸;羞辱 ) but also loses the respect of fellow workers witnessing

it.

 

 

 

金陵科技学院教案【末页】本 单 元知 识 点

归 纳 概念术语：文化、交际、跨文化交际、跨文化商务交际、文化的民族中心主义跨文化交际学科的历史及其发展

思考题或作业

题

Book P12-15 习题部分补充思考题。

本 单元 教学情况小结

学生对本单元的基本概念、术语及本课程的研究对象和范围能比较好的掌握和了解，学生对本课程的学习兴趣较浓，愿意下功夫学好本课程。能按教学大纲要求在规定时间内完成教学任务。

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备注

注：教案首页和末页中间为授课内容

金陵科技学院教案【教学单元首页】第 2 次课 授课学时 3 教案完成时间：

章、节 第二章 Daily Verbal Communication 1 日常言语交际 1

主要内容

一、热身案例讨论二、称呼三、问候四、发起会话与话题的选择五、拜访六、离开

目的与要求

基本要求：熟悉跨文化交际中日常言语交际的表达方式，掌握称呼语、问候、发起会话、话题选择、拜访礼仪等日常交际的形式。

重 点与 难点

重点：跨文化日常交际中的经常出现的问题，如称呼、话题选择等。 难点：训练学生日常交际的模式化习得。

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教 学方 法与 手段

课堂讲授，多媒体教学，课堂讨论，学生角色扮演。

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授课内容内 容 备 注

第二章 Daily Verbal Communication 1 日常言语交际 1

I. Warm-up activities

1. Warm-up discussion

Q. What is verbal communication and what are its attributes? 

    Verbal communication refers to the communication that is carried out either in 

oral or in written form with the use of words.

    Attributes of verbal communication: 

1). can express all kinds of ideas we want to express.

2) can keep and disseminate information.

3) can be more clarified and efficient than other ways. 

2. Warm-up cases

    Please discuss the cases in groups and make a comment on it. 

★ Case 1. Twelve cups of tea

Question 1:  Why did I have 12 cups of tea?

Question 2:  How could you help “I” in this case out of the awkward situation?

★ Case 2. Have you had your lunch? / Where are you going?

Chinese think it is quite normal because it is just a kind of greetings, whereas the 

westerners feel offended because they consider it is an invasion of privacy. 

II. Detailed Study

1. Addressing People

Discuss the differences in addressing people between English and Chinese cultur

es

  Chinese English

Formal Relationship/ Situation Surname+Title Title+Surname

Neutral Relationship/Situation Surname+Title Title+Surname

Given Name

Close Relationship/

Informal Situation

Given Name Given Name

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 2. Greetings

Western expressions

£ Good morning/afternoon/ evening.

£ How are you?

£ How are things going?

£ How are you getting on?

£ How are things (with you)?

£ How’s everything?

£ How’s life?

£ Hello.

£ Hey. /Hi.

Chinese expressions

£ Where are you going?你上哪去？£ Where have you been?你去哪里啦？£ Have you had your meal?吃过了吗？ 3. Initiating Conversations and Conversation Topic

1)Topics that should be avoided in initiating conversation in western culture

£ Age

£ Money/Salary

£ Health

£ Family

2)Conversation topics acceptable to both Westerners and Chinese

£ Hobbies

£ Holidays

£ The weather

£ A local or national event

£ Jobs

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£ Films/books 

4. Visiting Someone

1)Business visiting in western culture 

    

Westerners prefer to arrange a time in advance, and expect the visitor to come str

aight to the point.

2)Social visiting in western culture 

    

Social visiting seems more flexible to westerners, and depends on individual pre

ferences.

3) Some suitable expressions for arranging in advance to meet a western fri

end:

I

haven’t seen you for a long time. I was wondering whether I could come round t

o visit you sometime.

I’d like to come and see you sometime. Would you be free one afternoon next w

eek?

  Mr. Zhang and I would like to come and visit you. Would it be convenient fo

r us to come Wednesday evening?

4) Things to be minded when visiting someone in western culture

l )Advance notice

Take off the out-door clothing immediately, unless you are only going to stay a 

few minutes.

2)Finish eating

3)Food-offering differences 

5. Partings

Question

  What are the differences in parting between Chinese and English cultures?

The differences:

£ Westerners: A couple of minutes’ small talk 

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Ø Well, it’s been lovely to see you again, but I must be going soon. I hope we’ll 

be able to get together again before long…Ø Thank you for a lovely evening. I must not hold you any longer.

£ Chinese: abrupt leaving-taking

Ø I’m leaving now. 

III. Case Study

★ Case 3. Li Hongzhang’s embarrassment

Question 1:  Could the Westerners understand the Chinese modesty?

Question 2:  How could Li get rid of his embarrassment?

Comment:

What Li said is just some formulaic polite expression common in type. But the c

ase happened in America, they could not understand the Easterners over-

modesty, 

for they tend to comprehend what they hear literally, and a clash was inevitable.

Proper expression:

The cuisine of your country is really great. It is my great honor to have a chance 

to entertain you with them. 

★ Case 4. Different Attitudes Toward a Fly in a Beer

Question: What can be revealed out of the case?

Comment:

The case shows that social interactions may vary greatly owing to different cultu

ral backgrounds. In this case, people’s different reactions toward a fly in a beer r

eveal not only their individual personality but also the orientation of their nation

’s mainstream culture.

English seriousness 

French arrogance

Spanish  generosity

Japanese criticalness

Arab sarcasm

American humor

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 ★ Case 5. Borrow Money & Lend Money

Question 1: 

If you were “I” in this case, how would you adjust yourself?

Question 2: 

What’s the response of the American if you are generous and say:”Don’t mentio

n it 

again. You don’t have to pay me back.”

Answer: He would be angry and think you were looking down on him, not belie

ving his ability to repay the money. 

IV. Exercises

Please finish the exercises from page 32 to 39. 

V. Assignments

1. Compare the American friendship with the Chinese friendship. 

2. Video Watching

    The Joy Luck Club喜福会

金陵科技学院教案【末页】

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本 单 元知 识 点

归 纳称呼语、问候、发起会话、话题选择、拜访礼仪、告别离开礼仪等日常交际的形式；中英文致谢与致辞歉的语言表达形式。

思考题或作业

题

Book P32-39 本单元习题部分。

本 单元 教学情况小结

学生对本单元的基本概念、原理及方法能比较好的掌握和了解，学生对日常语言交际中的礼仪较为熟悉，能正确进行相关场合的跨文化交际。能按教学大纲要求在规定时间内完成教学任务。

备注

注：教案首页和末页中间为授课内容

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金陵科技学院教案【教学单元首页】第 3 次课 授课学时 3 教案完成时间：

章、节 第三章 Daily Verbal Communication 1 日常言语交际 2

主要内容

一、热身案例讨论二、赞语与赞语应答三、赞语的社会功能四、中西方赞语的区别五、中英赞语应答的准则六、中英文致谢与致歉的语言表达形式

目的与要求

基本要求：熟悉跨文化交际中日常言语交际的表达方式，掌握赞语、赞语应答等日常交际的形式，了解赞语的社会功能，中西方赞语的区别，熟悉中英文致谢与致歉的语言表达形式。

重 点与 难点

重点：跨文化日常交际中的经常出现的问题，如赞语、赞语应答等；中英文致谢与致歉的语言表达形式。 难点：训练学生日常交际的模式化习得。

教 学方 法与 手段

课堂讲授，多媒体教学，案例讨论，学生角色扮演。

22

授课内容内 容 备 注

第三章 Daily Verbal Communication 1 日常言语交际 2

I. Warm-up cases

1. Group Work 

(1) Please discuss the cases in groups and make a comment on it. 

★ Case 1. An Invitation to Dinner

Question: 

   If you were the director and chosen to mediate this situation, what would you 

do to ensure not to offend either party? How would you explain Bart’s behavior 

to Manual? How would you explain Manual’s to Bart?

Background information—First Communion

   First Communion is considered one of the holiest and most important occasion

s in a Roman Catholic person’s life. It is the first time that a person receives the 

Sacrament of the Holy Eucharist, which is the eating of consecrated bread and dr

inking of consecrated wine. Catholics believe these to be the body and blood of 

Jesus Christ. Most Catholic children receive their First Communion when they'r

e 7 or 8 years old, because this is considered the age of reason. 

Comment:

£ A: Knowing how many people will attend a gathering is one of the key prioriti

es, as it helps the host to prepare properly.

£ F: The number of guests is not very important, they usually prepare more food 

than enough and would not mind if there were leftovers. 

£ A: Pay great attention to important social gatherings, especially when their chi

ldren are involved.

   The First Communion is very important. Inviting his colleagues to attend the g

athering alongside his family members is very special.

£ F: Prefer to be together with people they know well.

  The First Communion is not as important as the party that follows.   

★ Case 2. The Cancellation of the Dinner Party

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Question for discussion

Which of the following tells the true reason about Jose’s cancellation of the din

ner party?

A: Jose will go to the library for more materials so he could better explain his pr

oposal in the future.

B: Jose is jealous that Stan’s proposal was approved.

C: Jose thought that Stan’s actions during the meeting were not those of a true fr

iend.

D: The principal asked Jose to reconsider his proposal.

Comment: 

l In New Zealand, a friend can openly provide constructive criticism. If Stan did 

not make such suggestions to a friend in his country, the friend would be angry t

hat Stan did not help him when he had the chance. 

l In Philippines, a person cannot be a friend and a critic at the same time, or at le

ast not in public. Stan should find some other way (acceptable to the Filipinos) t

o voice his comments. 

II. Detailed Study

1. Significance of compliments and compliment responses

Compliments and compliment responses are an essential part of daily verbal co

mmunication. Various expressions of compliment and compliment responses ma

nifest the cultural variations and different cultural roots.  

2. Compliments and compliments responses

 Chinese people are occasionally suspected of “fishing for compliments”

    Chinese way of showing modesty may be considered by westerners as “fishin

g for compliments”(“fishing for compliments” means “trying to make someone s

ay something nice about you”) 

Example 1

Chinese: Growing flowers is my hobby, but I’m not much good at it

Westerner: But these flowers are beautiful./I wish I could do as well!

 Example 2

24

    Chinese: I really know little about the subject.

Westerner: Well, I certainly don’t know anybody who knows more than you d

o!/ 

Oh, come on. I know you’re an expert on Chinese art. 

3. Social functions of compliments

© To create or reinforce solidarity

© To greet people

© To express thanks or congratulations

© To encourage aging people

© To soften criticism

© To start a conversation

© To overcome embarrassment 

4. Differences between Chinese and English Compliments

1)

Chinese people compliment each other much less frequently than westerners do.

2) Chinese people try to draw a line between compliment and flattery

3)  Chinese people interpret other’s positive compliments as a request for posses

sing something.

 5. The Semantic Formula

1)English compliments: using Adjectives or Verbs

£ This was a great meal.

£ You look so nice today.

£ You did a good job.

£ I like your haircut.

£ I love your glasses.

£ I really enjoyed your class

2)Chinese compliments: using Adjectives, adverbs, verbs

£ 这裙子很漂亮。£ 这房子真不错。

25

£ 你真是位经验丰富的老师。£ 你干得不错。£ 你很用功，进步也很快。£ 我特别喜欢你衬衫的颜色。£ 你该受表扬。 6. The Syntactic Formula

1)English: 

NP(noun phrase) is/looks really ADJ(adjective)(53%)

Your blouse looks beautiful.

You are so efficient.

I really like/love NP(noun phrase)

I really like your hardwood floors.

That’s really a beautiful car.

2)Chinese

■ You V(verb) ADV(adverb)

        You did the job well.

■ NP(noun phrase) is ADJ(adjective)

        Your coat is really beautiful.

■ PRO(pronoun) is ADJ(adjective) NP(noun phrase)

        That’s a wonderful wall calendar.

■ PRO(pronoun) V(verb) O(object)

        You deserve being honored.

■ I like NP(noun phrase)

         I like this picture. 

7. Response Formulas of English and Chinese compliments

1)American:

26

 A: This is really a nice sweater.

 B: I’m glad you like it.

 A: You did a good job.

 B: Thank you/Thanks.

2)Chinese:

 A: Your sweater is very good.

 B: I bought it only for ten yuan.

 A: You did the job very well.

 B: That’s the result of joint efforts./There’s still much room for improvement.

■  Generally speaking, native English speakers tend to accept the compliments 

while the Chinese tend to efface themselves in words although they do feel comf

ortable about the compliments. Sometimes humorous responses could be used w

hen with intimate friends.

Pair work

Begin a conversation with a compliment in pairs.

£ (two neighbors)

   One compliments the other’s garden.

£ (guest/ host)

The guest compliments the meal.

£ (two friends)

One compliments the other’s clothes.

£ (two students)

One compliments the other’s English. 

8. Cultural Assumption

£ “Good” refers to one’s health, appearance and manner in both English and Chi

nese cultures

£ “Losing weight” means good in English culture but not good in Chinese cultur

e

£  “putting on weight” can be a compliment to Chinese but offensive to America

ns 

27

9. Expressions of gratitude and apology

£ The expressions are far more frequently used in English than in Chinese.

£ Chinese often neglect minor favors especially among friends and members of f

amily. They think the expressions of gratitude and apology unnecessary and eve

n tiresome.

Some special Chinese expressions

1)(responses to apology）It doesn’t matter.       没关系 Never mind.           不要紧2)（responses to gratitude）You’re welcome.       不用谢It’s my pleasure.        没关系 III. Case Study

★ Case 3 Why should they do like this?

Question for discussion

Why did the British become agitated?

A: Being a British, he was unwilling to be seen with a group of foreigners.

B: He thought their excitement was not proper in public.

C: He suspected the Filipinos were talking about him.

D: He thought the Filipinos were very rude for not introducing him to their frien

d.

Comment:

l )The British people maintain their etiquette and social manners even when they 

are very excited. 

2)The Filipino couple did not introduce their Filipino friend to him 

3)The Filipinos were talking in their own native language. No doubt the British f

28

elt left out, which is unacceptable and rarely occurs on social occasions in Britai

n.

4) When immigrants meet in a foreign country, they tend to take no notice of the

ir surroundings/people around, which is considered to be rude and requires attent

ion. 

IV. Exercises

Please finish the exercises of unit 3. 

V. Assignments

1. Compare the similarities and differences between the Chinese way and the A

merican way in gift giving and gift-receiving.

2. Video Watching

    Family Album: USA 《走遍美国》

金陵科技学院教案【末页】

29

本 单 元知 识 点

归 纳跨文化交际中日常言语交际的表达方式：赞语、赞语应答等日常交际的形式；赞语的社会功能、中西方赞语的区别；中英文致谢与致歉的语言表达形式。

思考题或作业

题

Book P59-66 本单元课后习题

本 单元 教学情况小结

学生对本单元的教学方法和原则能比较好的掌握，学生对日常语言交际中的礼仪较为熟悉，能较为正确进行相关场合的跨文化交际。但在有些具体情境下的交际尚存在一些语言表达上的困难。能按教学大纲要求在规定时间内完成教学任务。

备注

注：教案首页和末页中间为授课内容

金陵科技学院教案【教学单元首页】

30

第 4 次课 授课学时 3 教案完成时间：

章、节 第四章：Verbal Communication 语言交际

主要内容

一、Lead-in activities 热身讨论二、culturally loaded words 文化负载词三、cultural reflections on proverbs 谚语反映的文化四、 taboos 语言禁忌五、differences in cultural thought patterns 文化思维方式的差异

目的与要

求本章主要要求学生掌握基本的文化负载词，了解其涵义；了解谚语中反映的文化和各国的语言禁忌，理解中西方文化思维方式的差异。

重 点与 难点

重点：基本的文化负载词涵义；理解文化思维方式的差异。难点：学会如何与来自不同文化的人进行语言交际。

31

教 学方 法与 手段

课堂讲授，多媒体教学，课堂讨论，互动交流。

32

授课内容内 容 备 注

第四章：Verbal Communication 语言交际 I. Warm-up cases

Please discuss the cases in groups and make a comment on it. 

★ Case 1. Shoes for Street Walking

Question: 

   Why did the Italian shop owner make such a blunder?

Interpretation:

    “a street walker” means “a prostitute” in English and “to have a fit” means “to 

become suddenly and violently angry or upset” 

★ Case 2. A Misunderstanding Caused by a Joke

Comment: 

The problem resulted from the misunderstanding of the word “hustle”. In colloq

uial American English, there are at least two meanings for the word “hustle”: 1) 

to force sb to make a decision before they are ready or sure; 2) to work as a prost

itute / romance or sex is hinted.

This case remind foreign language learners that they should pay special attention 

to the slang and idiomatic expressions used by native speakers. Meaning will var

y depending on the context which can be hard for foreign language learners to c

omprehend.  

II. Detailed Study

1.Culturally Loaded Words

Definition of loaded words:

Loaded words and phrases are those which have strong emotional overtones or c

onnotations, and which evoke strongly positive or negative reactions beyond the

ir literal meaning. 

Major semantic differences between English and Chinese terms: 

1)  A term in one language does not necessarily have a counterpart in the other l

33

anguage;

    E.g. “扁担” does not have a counterpart in English. 

2) Words or terms in both language appear to refer to the same object or concept 

only on the surface, but actually refer to quite different things;

E.g. “ 龙 ” in Chinese culture is a totem with many royal associations, e.g. 龙

颜，龙床，龙袍， 龙心大喜。Yet, in EC, “dragon” refers to horrible, disgustin

g monsters.

3)  Things or concepts are represented by one or perhaps two terms in one langu

age, but by many more terms in the other language, ie, finer distinctions exist in 

the other language;

E.g. In English, the same function that “副” fulfills in Chinese are perform

ed by a number of words. 

副主席 vice-chairman

    副教授 associate professor

    副主任 deputy director

    副秘书长 assistant secretary

    副州长 lieutenant governor

    副国务卿 undersecretary

4) Terms have more or less the same primary meaning, but have secondary or ad

ditional meanings that may differ considerably from each other. 

2. Cultural Reflections on Proverbs 

Significance of proverbs: 

34

    Proverbs may provide interesting glimpses or clues to a people’s geography, h

istory, social organization, social views, etc.

Equivalents of proverbs

1) Some proverbs in one culture have their equivalents in another, and the p

roverbs show the similarities of human experiences and observations. 

E.g. English proverb “A new broom sweeps clean” and Chinese proverb “ 新 官

上任三把火” get similar meanings. 

2) Some proverbs in one culture do not have commonly known equivalents i

n another.

E.g. There’s no equivalent proverb of “瓜田不纳履，李下不正冠” in English 

3） Some proverbs illustrate difference, despite having surface similarities:

    E.g. “Gilding the lily” would seem similar to “锦上添花” . However, Englis

h saying implies spoiling something already fine, good or beautiful by attemptin

g to make it better, whereas the Chinese one meaning adding something to make 

a good thing even better or turning excellence into perfection.   

3. Taboos

1)Definition of verbal taboos

2)Some words or experiences that are to be avoided because tradition or soc

ial custom strongly frowns on their use. 

3)Taboos in both English and Chinese cultures:

Excreta and acts of human excretion are to be avoided in polite conversation.

Talking about sexual intercourse and certain parts of the body is taboo.

Swear words (age, sex, occupation) are taboo  

4. Differences in Cultural Thought Patterns

    Understanding and appreciation of differences among cultures in cognitive pr

ocessing and problem solving is a major step toward successful intercultural co

35

mmunication.

l )English-speakers---linear and direct

2)Semitic---combination of tangential and semi-direct

3)Asian--- circular

4)Romance---more consistently circuitous

5)Russian---direct and circuitous

6)American---factual-inductive (ascertain facts, find similarities, and formulate 

conclusions)

7) Russian---combination of direct and circuitous approaches/axiomatic-

deductive (move from general principle to particulars which can be easily deduc

ed)

8)Arab---intuitive-affective (facts are secondary to emotions) 

III. Exercises

Please finish the exercises of unit 4. 

V. Assignments

1. Give the Chinese equivalents of the following expressions.  

Justice has long arms.

Tread upon eggs.

sanitation engineer

Industrial climate

To take things without permission

A man of doubtful taste

Gilding the lily

You can’t have the cake and eat it too.

Associate professor

ethnocentrism

2.Research Topic

   Different colors have different associations in different languages. Please mak

e a close study of the “color” languages in Chinese and English.

3. Watch the video “A Journey to India”

36

 

 

金陵科技学院教案【末页】本 单 元知 识 点

归 纳 文化负载词的概念、涵义；谚语中反映的文化；各国的语言禁忌；中西方文化思维方式的差异、如何与来自不同文化的人进行语言交际。

思考题或作业

题

Book P80-83 本单元课后习题。

本 单元 教学情况小结

学生对本单元的基本概念、术语及能比较好的掌握和了解，对本单元的语言文化论题很感兴趣，能判断基本的文化差异模式，但对于如何在具体情境下开展跨文化交流尚须在实践中加以提高。能按教学大纲要求在规定时间内完成教学任务。

37

备注

注：教案首页和末页中间为授课内容

金陵科技学院教案【教学单元首页】第 5 次课 授课学时 4 教案完成时间：

章、节 第五章 Nonverbal Communication 非语言交际

主要内容

一、热身讨论二、非语言交际的定义、功能、地位三、非语言交际的研究领域四、非语言交际中的文化差异五、时间语言、空间语言、身体语言、副语言

目的与要求

基本要求：理解非语言交际的定义、功能、地位；理解中西方非语言交际行为的差异；掌握非语言交际的主要研究领域。

 

重 点与 难点

重点：掌握非语言交际的主要研究领域，特别是身体语言；理解中西方非语言交际差异。 难点：如何与不同文化的人进行非语言交际

38

教 学方 法与 手段

课堂讲授，多媒体教学，案例讨论，学生手势演示。

39

授课内容内 容 备 注

第五章 Nonverbal Communication 非语言交际 I. Warm-up cases

1. Group Work 

1) Please discuss the cases in groups and make a comment on it. 

★ Case 1. Personal Space

Question: Why did that woman suddenly stop talking with Mark and turned to

another man?

Comment:

1) This is a typical case of misunderstanding caused by different perceptions

about body distance.

2) In Denmark , the intimate space is usually between 20 to 30 centimeters;

while in Australia , such an occasion requires a body distance of 40-50

centimeters.

II. Detailed Study

1.  Introductory Case

《三国演义》中“空城计”的故事就是用非言语交际一个例子：诸葛亮得知

司马懿的大队人马即将兵临空城之下，却命令一些老弱残兵洞开城门，打

扫街道，同时自己泰然自若地坐在城头上弹琴作乐。司马懿来到城下，看

到这番情景，狐疑诸葛亮对自己的偷袭早有准备，于是撤兵而走。在这个

故事里，诸葛亮与司马懿之间没有说过一句话，没有书信来往，即是说，

没有言语交际。但是他们之间却交换了信息，他们是全部运用非言语进行

40

了交流。

How often have we listened to someone speak and wondered what the speaker

really was saying?

We may agree intuitively with the words, but in the back of our minds we feel

that there is more to the message than the words.

We may even come to the conclusion that the speaker means the opposite of

what he says.

We may base our judgment on an evaluation of tone, intonation, emphasis, facial

expressions, gestures and hand movements, distance, and eye contact—in short,

nonverbal signals or the silent language.

2.What is nonverbal language?

The process by which nonverbal behaviors are used, either singly or in

combination with verbal

behaviors.

3.Functions of nonverbal communication

Functions:Complementing \Accenting\Regulating\Contradicting \Repeating\

Substituting

Functions of NVC

1)非语言交际通常与语言交际结合进行，在不同的情况下作用不同，大致

上起补 充 Complementing 、否定 Contradicting 、 重复 Repeating 、调节

Regulating 、替代 Substituting 或强调Accenting 的作用。2)我们在机场欢迎客人，一边说：Welcome to Beijing，一边热烈握手。这握

手的动作是对所说的话的一种补充。3)当你接到你不喜欢的礼物时，尽管嘴里说如何如何喜欢，但脸上的表情

41

却流露出你的真实的不愉快的表情，也就是说，你的表情否定了你所说的

话。4)我们有时一边说话一边用手势表达同样的意思。例如，一边说要两杯饮

料，一边伸出两个手指，重复已经发出的信息。5)在两个人谈话时，常用眼神和语调表示下面该是谁讲话，调节相互的关

系。6)交通警察指挥机动车辆使用非语言手段手势或指挥捧替代语言交际。7)在人们讲话时，常常用手势加强语气，或强调某一个论点。4.Status of Nonverbal Communication

Nonverbal Behavior accounts for 65% - 93% of the total meaning of

communication.

NV behavior accounts for much of the meaning we derive from conversations.

When nonverbal and verbal messages appear inconsistent, most of us tend to

believethe nonverbal message.

NV behavior spontaneously reflects the speaker’s sub-consciousness.

5.Study Areas

Chronemics

Proxemics

Kinesics

paralanguage

Cultural Differences

Silent language /hidden demension:

Invisible nonverbal

42

snapping fingers to call a waiter

women hold hands men embrace

1)Time Language

Monochronic Time: punctuality and promptness

Polychronic Time:More flexible and human-centered

Northern American, Western and Northern European cultures

Latin American, African, Arab and most Asian cultures

Brainstorm:Please come up with as many words or phrases about

puntuality as possible.

Punctual on schedule on time on the minute on the hour

well-timed timely in time in good time at the stated time

perfect timing at the appointed time

2)Space Language

Body distance and body touch

Body bubbles

Interpersonal relationship

Public distance:2-3 m

Social distance:1.3-3 m

Personal distance:45-80cm

Intimate distance:0-45cm

Body distance

Short Medium Long

Latins Americans Japanese

Mediterranean Arabs Northern Europeans Mediterranean Europeans

Touch & Non-touch culture

Touch culture:Cultures of Arabs, Southern and Western Europeans, Jews and

Latins

Arabs envelop each other in their breath.Comfortable and desirable

Non-touch culture:Cultures of Americans, Northern Europeans and Orientals

English-speaking countries avoid physical contact.

If touch accidentally, make an apology“Sorry, oh, I’m sorry.”“Excuse me.”

43

China and other Asian cultures

In public, a little body touching.

If you are talking with a friend in a coffee shop, you may touch each other once

or twice in an hour in the U.S.

have no touch at all in London.

touch a hundred times in an hour in a French or a Parisian café.

Rude or Not Rude?

In Thailand and Laos, it is rude for a stranger or acquaintance to touch a child on

the top of the head.

Body Language

Kinesics is the non-verbal behavior related to movement, either of any part of

the body, or the body as a whole. In short all communicative body movements

are generally classified as kinesics.

Facial expressions\Eye contact\Posture and stance\Gesture

(1)Postures

The way we sit, stand, and walk sends a nonverbal message.

In Western culture to stand tall conveys confidence. The confident person stands

erect with shoulders back and head up. The posture signals, "I am not afraid of

anything."

Appropriate posture is related to a person's status in society. For example, the

manager may stand erect when talking to subordinates, but the subordinates may

drop their shoulders when talking to the manager.

Example:1)deep in thinking \or in the blues

2)attentive and interested \absent-minded or lacking interest

3)US: comfortable, friendly

Arab/ Thailand: the sole should never be pointed in the direction of another

person.

Germany/Sweden/China: a sign of rudeness and poor manners

4)美国教师和学生在教室里站立和坐着的姿势显然与我国师生不同。我们

44

参观他们的小学常常觉得学生在课堂上太随便，缺乏纪律，东倒西歪，站

没有站相，坐没有坐相，教师管教不严。英美人参观我们的小学，又会认

为中国教师对学生管得太死，学生没有什么自由。在大学的课堂上，美国

教师有时坐在讲桌边上与学生一起讨论，这在我们看来有些不合体统，但

美国教师的想法是在课堂上创造一种无拘无束的自由讨论的气氛。 (2)Gestures

各民族都用手势表达一定的意义，但同一手势在不同的文化中却可以表示

并不相同的意义。例如，将手掌平放在脖子下面在我国文化中是杀头的意

思，但是在英语国家的文化中却可以表示吃饱了的意思。Chinese way of counting

Example:

1)The Chinese point to the tip of their nose, and ask “Me”? But the westerners

point to their chest.

The index finger pressed against the lips is a silent suggestion to stop talking,

for someone may overhear us. Most often used by people to warn the others who

are speaking loudly in class or at theater. Sometimes it means a sign to tell

others that a special man is coming or entering.

Be quiet, please!

2) Gestures– point to objects and people

US: ok Asia: rude

3)US: OK Japan and Korea: money

Latin American countries and Germany: obscene

45

Tunisian:I will kill you. Arabs: (a baring of teeth)extreme hostility

4)Thumbs-up

Great !

This characteristically American gesture remains well understood in most places

for its American-ness. Except in a few places, that is, where it could land you in

serious trouble - namely Australia and Nigeria. In these countries, it means,

something like "up yours." Do not use it.

美国人站在公路旁边向上伸出拇指，这是向过往的汽车司机表示，希望能

搭他们的车。英语 thumb a ride表达的即是这个意思5)英美人把中指放在食指上面，表示希望事情能办成功，具体说法是 Let’s

keep our fingers crossed。6)V-sign

伸出食指与中指，作 V 形表示胜利。这是二次大战胜利后传布开的手势。Despite being invented by the Brits' own national hero, Winston Churchill, the

V-for-victory sign poses severe danger of misinterpretation in the U.K. If you

flash the "V" palm outward, everything's hunky-dory (fine) - you will have just

indicated "victory" or general approval. But, if you flash it with your palm

facing yourself, it apparently means something like "up yours."

7) Up yours

把两只手摊开，耸耸肩膀，表示“我不知道”，或“没有办法”。8)Nodding the head

In north America: up and down:I agree

In the Middle East:Nodding the head down: I agree

up: I disagree

Japan: I am listening.

46

9)Shaking the head

most countries: refusal or disapproval

SriLanks, Nepal, and India: agreement

(3) Facial expressions

Sadness Anger Surprise Fear Enjoyment Disgust Contempt

While many facial expressions carry similar meanings in a variety of

cultures, the frequency and intensity of their use may vary. Latin and Arab

cultures use more intense facial expressions, whereas East Asian cultures use

more subdued facial expressions. 美国人的面部表情比亚洲人多，但比拉

丁美洲人、南欧人少。实际上，在亚洲人中面部表情仍有很大的区别。在日

本人看来，中国人的感情比日本人外露。Americans can have a very deep-felt belly laugh that comes from the deepest

emotions. In Arabic and Latin cultures the laugh is often accompanied by

expressive gestures, such as arm waving and touching. The Japanese seldom

laugh that way except among intimates. 比如，“发笑”，一般说来，日本

人发笑时，放低声音，不能容忍哄然大笑。中国人和美国人则往往“开怀

大笑”。这种做法在日本人眼里是“太过分”了的感觉。日本人说话时，一

开始就微笑，并且将笑容保持一段很长的时间。而美国人说话时先是微

笑，接着微笑消失，以此表明自己是严肃认真的，然后有继续下去。 日

本人的微笑和点头并不一定表示快乐和友谊，可以表示害羞、尴尬、不舒服

47

和惊奇等多种感情，甚至也可以用笑来表示悲痛和厌恶。日本人的微笑很

费解，这在世界上也是闻名的。日本人碰到严重问题或有麻烦时，常常不

由自主地笑，此时的笑有几种含义：承认自己出丑；领悟到自己无法用言

语进行辩解；惊讶地说不出话来；怎么做也挽不回败局。日本人这种笑主

要是对自己发笑。中国人的面部感情虽不如日本人那样含蓄，但是比起西

方文化来，也属于感情不太外露的文化，中国的“保留面子”的概念就是

这种态度的一种体现。

sadness

Mediterranean cultures: exaggerate signs of grief or sadness—men crying in

public

American: suppress the emotions

Japanese: hide expressions of anger, sorrow, or disappointment—laughing or

smiling

Chinese: control emotions—saving face

smile

American: a sign of happiness or friendly affirmation

Japanese: mask an emotion or avoid answering a question

Korean: too much smiling a shallow person

Thailand: the land of Smiles

(4) Eye contact

North Americans: direct eye contact a sign of honesty

If not, a sign of untruthfulness, shame or embarrassment

Chinese: avoid long direct eye contact to show politeness, or respect, or

48

obedience

Japanese: avoid prolonged eye contact is considered rude, threatening and

disrespectful.

Latin American and Caribbean people: a sign of respect

It is apparently true that when conversing with each other, people tend to look at

their interlocutor’s face, especially the interlocutor’s eyes, and ignore other parts

of the body.

(5) Smell

Filipinos: sensory-information gathering

Americans: feel umcomfortable with natural smells

Many other cultures: natural odor is normal

Paralanguage

Voice modulation

tempo

silence

Final

True or False(20 items for 10 scores)

Translation of euphemisms and proverbs(10)

Appropriate or not(10)

Cultural puzzles(2 items for 10 scores)

Case study(2 items for 10 scores)

金陵科技学院教案【末页】

49

本 单 元知 识 点

归 纳非语言交际的概念、功能、地位；；非语言交际中的文化差异；非语言交际的研究领域：时间语言、空间语言、身体语言、副语言

思考题或作业

题

Book P111-112 本单元习题部分。

本 单元 教学情况小结

学生对本单元的基本概念、原理及方法能比较好的掌握和了解，学生对非语言交际中的相关手势、礼仪较为熟悉，能正确进行相关场合的跨文化交际。能按教学大纲要求在规定时间内完成教学任务。

备注

注：教案首页和末页中间为授课内容

50

金陵科技学院教案【教学单元首页】第 6 次课 授课学时 3 教案完成时间：

章、节 第六章 Cross-gender Communication 跨性别文化交际

主要内容

一、热身案例讨论二、生物性别与社会文化性别三、女性与男性交际文化四、理解跨性别文化交际五、有效进行跨性别交际的原则

目的与要求

基本要求： 掌握生物性别与社会文化性别的区别，了解女性与男性交际文化的差异，理解跨性别文化交际。

重 点与 难点

重点：女性与男性交际文化的区别。 难点：如何与不同性别的人进行有效交际。

教 学方 法与 手段

课堂讲授，多媒体教学，案例讨论，学生角色扮演。

51

授课内容内 容 备 注

第六章 Cross-gender Communication 跨性别文化交际

Expressions related to two genders

Men are from Mars, women are from Venus.

There’re three types of human beings: men, women and women doctors.

Man and woman are like two hedgehogs in winter: too close, get hurt; too far

away, get lonely and cold.

Is it possible to get a confidante or confidant in reality?

“别瞎说，我们只是好朋友而已。”听到这种台词，相必一大帮人会带着一

副原来如此的表情在心里说“且……”。我只听过一句话“不要让你的女朋友有蓝颜知己，因为蓝着蓝着你就绿

了，不要让你的男朋友有红颜知己，因为红着红着你俩就黄了”我觉得很

对。在幼儿园里存在，还有就是耄耋之年有，这中间的年龄段绝对是挑战。无论红颜蓝颜，都是替补队员

理论上当然有，两个条件：长得足够难看，情商足够高。据说 90+的妹子认为存在的 90+的男人认为不存在如果这个世界有鬼存在的话，我就会相信有红颜知己存在。I. Warm-up cases

1. Group Work 

52

1) Please discuss the cases in groups and make a comment on it. 

★ Case 1. 

1. Lead-in

How could you explain to Li Hua’s parents about the relationship between Li

Hua and John? How could you explain to John Li Hua’s parents’ behavior?

Case 1 I’ve not considered marriage yet.

comment

The case shows man and woman’s different attitudes toward their relationship,

and the parents’ attitudes regarding children’s love and marriage in Chinese

culture.

To John 6 months not lead to marriage

To Li Hua time to bring John to meet parents

To Li Hua’s parents treat John as a future son-in-law

background marriage plans

misunderstanding conflict

Case 2 Can we talk about us?

This shows a common type of clash in cross-gender communication.

For women, their relationship is a popular topic, while for men, it is not a focus.

Men use talk to solve problems rather than to enhance their relationship.

Women think if they are talking with each other, then everything is going

smoothly.

For Ben, Anna’s suggestion to talk about their relationship is pointless. For

Anna, Ben’s reluctance and lack of interest in talking simply hurt her feelings.

Case 3 Feeling left –out

In public, the norms of expressing one’s feelings and affections toward the

opposite sex varies across culture. In Asia and some countries around the

Mediterranean Sea, it is acceptable to have body contact between the same sex

in public, but not between the opposite sexes, especially in front of the friends.

Chen left because he felt awkward witnessing them hugging and kissing. This

shows that Dick knows nothing about the natural response of the Chinese to

53

certain behaviors. Similarly, Chen Liang’s behavior shows that he is also in the

dark about American behaviors.

2. Text Study

Please read Sex and Gender in your textbook from page 119 to 120 and answer

the following questions.

What is sex? And what is gender?

2. What is the difference between sex and gender?

Indicate sexual identities

Sex is determined by genetic codes that program biological features.

Man woman

Male female

Gender is more complex than sex.

masculine and feminine

Sex is determined by genetics and biology, while gender is produced by society.

Please read Feminine and Masculine Communication Cultures in your textbook

from page 120 to 123 and answer the following questions.

What are the basic rules of boy’s or girls interaction?

What are the differences between feminine and masculine communication

culture?

Girls’ Games

(unstructured, cooperative)

Be cooperative, collaborative, and inclusive

Don’t criticize or outdo others.

Pay attention to other’s feelings and needs

Boy’s games

(more structured, large, individualized)

Assert yourself.

Focus on outdoors.

Be competitive.

Summary

54

Girls’ games occur within a gender culture that emphasizes cooperation,

sensitivity toward others, and experience more than outcome.

Boys’ games emphasize achievement, both for the team and for the individual

members.

Differences between Feminine and Masculine Communication Culture

Feminine Talk

1.Use talk to build and sustain rapport with others.

2. Share yourself and learn about others through disclosing

3. Use talk to create symmetry or equality between people

Masculine Talk

1. Use talk to assert yourself and your ideas.

2. Personal disclosures can make you vulnerable

3. Use talk to establish your status and power

4. Matching experiences with others shows understanding and empathy

5. To support others, express understanding of their feelings.

6. Include others in conversation by asking their opinions and encouraging them

to elaborate.

7. Matching experiences is a competitive strategy to command attention.

8. To support others, do something helpful

9. Don’t share the talk stage with others, wrest it from them with

communication. Interrupt others to make your own points.

10. Keep the conversation going by asking questions and showing interest in

others’ ideas.

11. Be responsive. Let others know you hear and care about what they say.

12. Be tentative so that others feel free to add their ideas.

13. Talking is a human relationship in which details and interesting side

comments enhance depth of connection

14. Each person is on her or his own; it’s not your job to help others join in.

15. Use responses to make your own points and to outshine others.

16. Be assertive so others perceive you as confident and in command.

55

17. Talking is a linear sequence that should convey information and accomplish

goals.

Four Examples

What counts as support?

Tricky feedback

Expressing care

I’d rather do it myself.

Six Principles

Suspend judgement.

Recognize the validity of different communication styles

Provide translation cues.

Seek translation cues.

Enlarge your own communication style

Suspend judgement

金陵科技学院教案【末页】本 单 元知 识 点

归 纳生物性别、社会文化性别、女性与交际文化、男性交际文化、跨性别文化交际、有效的跨性别文化交际的原则。

56

思考题或作业

题

Book P129－134 本单元课后习题

本 单元 教学情况小结

学生对本单元的概念、术语的涵义能够能比较好的掌握，学生对两性交际文化的区别有了一定的感性与理性认识，能较为正确进行跨性别的交际。但在有些观念上仍需要进一步的深入研讨。能按教学大纲要求在规定时间内完成教学任务。

备注

注：教案首页和末页中间为授课内容

金陵科技学院教案【教学单元首页】第 7 次课 授课学时 4+4 教案完成时间：

章、节 第七章 Cultural Variations in Negotiation Styles

谈判风格文化差异

57

主要内容

一、商务活动的文化差异二、选择谈判者的文化差异三、决策的文化差异

目的与要求

基本要求： 了解并熟悉跨文化商务谈判的整个过程，讨论跨国谈判中文化差异的影响力，能够区分不同的谈判风格和谈判策略。

重 点与 难点

重点：跨国谈判中的文化差异表现。 难点：如何运用正确的谈判策略从事商务谈判。

教 学方 法与 手段

课堂讲授，多媒体教学，案例讨论，学生进行谈判实践模拟，完成课程实践一作业。

58

授课内容内 容 备 注

第八章 Cultural Variations in Negotiation Styles 谈判风格文化差异pre-reading activities

Warm-up questions

1). Regarding the decision-making in Chinese business negotiation, which style

is more salient?

Consensus-oriented,

majority voting

or authority-oriented?

2). Who tends to be goal-oriented, or relationship-oriented, Americans or

Chinese?

I Definition of Negotiation Varies

The very definition of negotiation can vary from culture to culture.

low context cultures, negotiation usually means achieving a good outcome for

both parties through a discussion of the reasons and facts involved.

high context cultures, negotiation has as its core element the relationship

between the two parties.

Goal-oriented American

Relationship oriented Chinese

When one compares Americans and Japanese, who tends to have detailed

written agreements? Who tends to prefer brief documents and values

gentlemen’s agreements (君子协定）?

3). What is the Japanese’ norm for the decision-making ? Consensus-building or

individual-oriented?

Consensus-building

4). Does the Saudis consider protocol very important? Why?

5). When one compares Americans and French, who has more communication

complexity and involves more nonverbal messages?

59

Differences in ways of thinking, behaving, and in managing conflict have a

profound impact on how successfully or unsuccessfully the parties are able to

negotiate or conduct business transactions.

Cultural differences can generate misunderstandings, sow the seeds of

distrust, and/or generate negative emotions among the negotiators. When

managers differ in their basic thought processes, misunderstandings are all but

inevitable.

1. Communication in Negotiation

Negotiation is a discussion between two or more disputants who are trying to

work out a solution to their problem.

This interpersonal or inter-group process can occur at a personal level, as well

as at a corporate or international (diplomatic) level.

Informal negotiations:

e.g. you talk to your boss about the pay raise or the holidays,

you contact your debtor about the overdue payment,

you claim compensation to the supplier for a wrong dispatch of merchandise,

you ask your subordinates to finish the work according to the scheduled

timetable

Intercultural negotiation

Moran & Stripp (1991):intercultural negotiation involves discussions of

common and conflicting interests between reasons of different cultural

backgrounds who work to reach an agreement of mutual benefit.

Negotiations take place within the context of the four C’s:

common interest, conflicting interests, compromise and criteria.

The Four Cs

1) Common interest considers that both parties in the negotiation share, have, or

want something that the other party has or does.

2) Areas of conflicting interests include payment, distribution, profits,

contractual responsibilities, and quality.

3) Compromise

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includes areas of disagreement. Although a win-win negotiated settlement

would be best for both parties, the compromises that are negotiated may not

produce that result.

4)The criteria include the conditions under which the negotiations take place.

e.g. My negotiation with a foreign partner:

See negotiation as a long-term activity.

Do not use tricks. They think about each other’s interests.

different cultures do not share the same ways of thinking, feeling and behavior.

The Negotiation style you use so effectively at home can be ineffective and

inappropriate in another country

II. Intercultural Negotiation Variables

In addition to the conventional preparation for any negotiation, the need for

extensive study of the cultures cannot be overstressed.

The focus of these preparations should be on the culture, not the language.

Stephen Weiss’ variables of negotiation

Many scholars have identified variables affecting intercultural negotiations.

Stephen Weiss (1988) proposes twelve variables of negotiation in the seven

cultural groups – Americans, Chinese, French, Japanese, Mexicans, Nigerians,

and Saudis.

For ease of use, the form consists of 5 “blocks” of the 12 points.

Each of them represents a focal point in identifying a cultural impact:

Summary of Twelve Variables (1)

GENERAL MODEL

1. Basic Concept of the Negotiation Process

2. Most Significant Type of Issue

3. Selection of Negotiators

4. Individuals’ Aspirations (愿望）5. Decision-making in Groups

6. Orientation toward Time

61

7. Risk-taking Propensity （倾向）8. Bases of Trust

9. Concern with Protocol

10. Communication Complexity

11. Nature of Persuasion

12. Form of Agreement

Among the twelve variables above, there are some tie-ins ( 关联） and

overlaps.

e.g. the communication complexity relates to the nature of persuasion and form

of agreement, as well as, how the individual’s aspirations affect the selection of

negotiators.

Selection of negotiators:

Criteria: negotiating experience, status, knowledge of the subject, personal

attributes

Negotiation skill: record of success, reputation, particular skills

individuals’ aspirations

In some cultures, individual is seen very important:

In other cultures: individuals are subordinate to the home negotiating party and

personal ambitions are contained.

Decision-making in groups

Decisions made:

By Individuals or a group?

Consensus-oriented,

Majority voting

Authority-oriented

Orientation toward time

The value of time differs from one group to another :

Limited and it should be used wisely

Plentiful and always available

62

Risk-taking propensity

Some cultures: open to new ideas and unexpected suggestions

Other cultures: prefer to remain within the expected boundaries

Concern with protocol

Degree of formality and informality

Saudis

Americans

Form of agreement

Explicit or implicit agreement

Explicit: detailed forms, written contracts that cover most contingencies and

bind parties legally

Implicit: consist of broad, general principles often agreed to orally

1. 1 Differences in focus

Focus may be positive or negative; it may be explicit

or implicit; it may be general or specific.

Cultures that emphasize communication as a tool for articulating specific goals

in order to accomplish them tend to look upon negotiations as a series of points

to "settle".

Their language in negotiations is explicit and zeroes in on what has yet to be

agreed.

E.g. Americans: direct & explicit approach

"What do you still not like about this detail of product design?” --questions

and negative points of disagreement

Westerners: specific

Focus on particulars, esp. unresolved ones and address them one by one

(sequential)

But cultures that use communication to encourage harmony, preserve face, and

develop long-term relationships are not comfortable with direct and explicit talk.

E.g. Japan and China: indirect & implicit approach

getting straight to some point might result in confrontation and negative

63

emotions--even anger.

Asians: general

emphasize the positive side of the agreement

not ask pointed questions (not enjoy being asked such questions)

begin with general terms

regard unresolved issues as potentially resolved because of the developing

relationship (simultaneous)

The Chinese strategist and philosopher Sun Tzu wrote about diffusing

conflicts(扩散冲突） this way:

Indirect tactics, efficiently applied, are inexhaustible as heaven and earth,

unending as the flow of rivers and streams; like the sun and moon they end but

to begin again; like the four seasons, they pass away but to return once more.

　故善出奇者，无穷如天地，不竭如江河。终而复始，日月是也；死而复

生，四时是也。用兵作战，总是以正兵当敌，以奇兵取胜。所以，善于出奇制胜的人，其

战术变化，就像天地万物那样无穷无尽，像江河之水那样通流不竭. 

Honor

Group membership, when it is highly valued, can impact negotiations in a

number of ways.

E.g. Arab countries and

Korea may be motivated

to gain the best advantage

for the honor of their group.

Collectivist cultures

very much related to a team's decision-making process (consensus-based

64

process)

lengthy discussions of the group before the negotiations—less able to change

Individualist cultures

Individuals have authority to make decisions

flexible and open to change Emotion

In some high-context cultures, public display of emotion is a sign of immaturity

and a potential cause of shame to the group.

Japanese negotiators will close their eyes, or look down, or rest their head

against their hand and shade their eyes in order to conceal an emotion such as

anger.

Similarly, Thais keep potentially disruptive (引起混乱的破坏性的 ) emotions

from showing in their faces.

Koreans, Chinese, and other Asians along with Japanese and Thais have earned

the descriptor "inscrutable” ( 难 以 了 解 的 , 不能预测的 ) from Westerners

because of their learned cultural practice of avoiding a facial display of strong

and disruptive emotion.

High-context cultures value harmony in human encounters, and members

avoid sending any nonverbal messages that could destroy harmony.

Yet other high-context cultures, for example in the Middle East, put a high

priority on displays of emotion (although not anger) to emphasize the sincerity

of the position being put forward.

In low-context cultures, a deliberate concealment of emotion is considered to be

insincere or poker-faced.

Members of low-context cultures have learned and habitually use a large

vocabulary of facial expressions that signal the emotion a speaker feels.

Silence

Silence as a nonverbal communication tool can be very effective in negotiations.

In low-context cultures where ideas are explicitly encoded into words and

65

unspoken ideas are more difficult to respond to, silence makes low-context

negotiators uneasy. And it indicates a rupture has occurred, a break in the

process of communicating.

Silence often means unhappiness in low-context cultures.

Even when no message about unhappiness is intended, silence in low-context

cultures indicates a rupture (割裂 ) has occurred, a break in the process of

communicating.

Negotiators from low-context cultures generally are uncomfortable with silence.

They often feel responsible for starting conversation or keeping it going.

They also use silence as a tactic.

High-context cultures are comfortable with silence.

e.g.

Japanese speakers are comfortable with silence in negotiations and do not hurry

to fill it up with speech.

2. Cultural Variations in Conducting Business

2.1 Negotiation atmosphere

Americans----an attitude of economic gain, expect others to display “American

professionalism”; not interested in long-term relationship; efficiency,

compromise; ability; trust counterparts at the onset

French----distrust counterparts in the beginning; see themselves as experienced;

formal hospitality

Japanese—socialization, establish long-term relationship; rely on trust between

the parties and implicit understanding

Chinese—mutual interests and friendships, socialization; expect favorable terms

Middle Easterners, Brazilians and Mexicans—personal relationship, hospitality;

trust and respect; initiated with pre-negotiation social graces

2.2 Detail: Depth vs. Breadth

Americans—impersonal and mission-driven, openly challenged

1) I can handle it by myself.

66

2) Please call me Steve.

3) Pardon my French.

4) Let’s get to the point.

5) Speak up; what do you think?

6) Let’s put our cards on the table.

7) A deal is a deal.

Express individualism

Make people feel relaxed by being informal

To excuse profanity [prə’fæniti] (沾污神圣不敬)

To speed up decision

To avoid silence

To convey the expectation of honesty

To indicate that the agreement will be honored

Chinese:

Tea and social talk

Slow start to warm up and followed by tentative suggestions

Technical competence, large delegation, inadequate interpreters, fewer lawyers

Intermediary

Delay, indecision

2.3 Communication style

Americans:

convey warmth, sincerity and confidence

--ready to bargain & compromise

--English

--employ threats, warnings, pushiness

--express bluntly率直地--silence as uncomfortable and trouble

The British: kind, friendly, sociable, agreeable, flexible and responsive

( compared with Americans)

67

--more silence and less egalitarian 主张平等的--interrupt less

--polite and indistinct style模糊的Japanese: very polite and less aggressive

--seemingly accepting and passive →appear easily persuaded

--little reaction except nodding

--long pause, not rushed, patient, no interruption

--self-restrained, seek simple symbolic expression →covert 掩饰 , fragmented

expression

--silence, harmony

Middle Easterners:

intuitive-affective, not based on reasoning

Germans: clear, firm, assertive

--not compromise

--frequently interrupt

--not ask many questions but disclose a lot

Chinese: harmony, save face, relationship

--avoid open conflicts

--avoid losing face

--slow concessions 让步--refrain from small talk

--not accept hypothetical examples假设的Germany business men are very proud, and have strong self-confidence, they

attach great importance to the contract, they make it very clear what the prices,

conditions and ways of acting are.

In addition, Germany businessmen have serious principles about interpersonal

68

relationship and they focus on personal credit.

French: confrontational and competitive

--frequently employ “no”

--insist on the use of French

--long-winded (冗长) negotiation

--stress on reason

--not easily accept new information

--welcome debate and dissent

France

It is known to all that people in France take great pride about their nations and

mostly their language French. Therefore, during the negotiation, they persist in

speaking French, meanwhile the accuracy of French often help them a lot.

At the very beginning, French negotiators tend to make effort to find what

their counterparts demands and request are, and only at the very end of

negotiation they show their cards, which makes negotiators who are from other

countries, especially Americans consider French businessman to be sly.

In the meeting, French business men like to conduct logical analysis about all

the subjects, so the negotiation often went on redundantly.

French men never believe in the "friendship" built up in the early period, and

they don't like to call people's name straightly, take off coat or listen to people

talking about their personal or family affair.

They never compromise, but they can always keep gentle and calm, and state

their opinion or stand repeatedly.

Mexicans: rhetoric and deductive推论的--play the weaker side for sympathy

--compromise=threat to dignity

--emphasis on contemplation and intuition

--stand closer, physical contact to show confidence

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Brazilians: aggressive

--a lot of commands, no’s, you’s

--not silent

--frequent touching

--facial gazing

--compete for floor抢话” 强调的是“抢”，也就是在别人说话以前就抢先

说话3. Cultural Variations in Selecting Negotiators

Cultures vary in choosing individuals to send to the negotiating table. These

criteria include negotiating experience, status( seniority, political affiliation政治

背景 , sex, ethnic ties, or kinship), knowledge of the subject, and personal

attributes( affability, loyalty, and trustworthiness in the eyes of the principal).

American

Typically invoke the ability criterion and choose their negotiators on the basis

of their substantive knowledge of the issues at the table and on their negotiating

experience; the gender, age or social status of the negotiator can be incidental.

Chinese

Large teams of varied composition tend to be used. They expect to deal with

someone of authority and status.

French

Status is the major criterion, although ability is gaining in use. Similarity in

personality and background is important.

Iranian

Based on age—oldest: leader

Saudis

In government or business, negotiators tend to be males selected on the basis

70

of status (family and personal ties) and loyalty.

Japanese

A team of individuals is selected on the basis status (sex, age, seniority) and

knowledge.

--leader: at 40, members: late 30, women rarely participating

British

The status and role of the negotiators are crucial.

Mexicans

Negotiators are selected on the basis of status (political affiliation, relatives)

and personal attributes.

Middle Easterners

Similar to Japanese

4. Cultural Variations in Decision-making

American Made by individuals

Chinese Made authoritatively

French Highly centralized

Japanese Consensus building is the norm.

Mexicans Highly centralized

Saudis Highly centralized but consultative

Problem-solving Process

1）Americans

view negotiations as problem-solving sessions

preoccupied with the person who makes the decision and direct their proposals

to him

rely on rational thinking and concrete data

persuasion is factual inductive

2）French

more debate than bargain

less flexible

71

long-range view

conservative, safe decision maker

3）Japanese

heavily on level expertise

slow in producing conclusions, fast in implementation

stick to decisions

decisions based on detailed information rather than persuasion

4）Middle Easterners

intuitive-affective, not based on reasoning

5. Form of Agreement

Negotiations are entered into only for the purpose of reaching an agreement.

An agreement is an exchange of conditional promises in which each party

declares that it will act in a certain way on condition that the other parties act in

accordance with their promises.

A win-win strategy

The key to effective negotiating is to create new issues and thus increase the

alternatives for each party to benefit, i.e. find a win-win alternative by which

both sides can benefit.

They seem to cluster around 2 categories: explicit and implicit forms.

(general or specific)

▼ Explicit forms—detailed, written contracts that cover most contingencies

and bind parties legally

▼ Implicit forms—consist of broad, general principles often agreed orally

(See Table)

6. Phases of Negotiation

Development of a relationship

--openness and face ( self-respect, esteem in the west)

Information exchange about the topic

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--ask questions and frame questions

Persuasion

--inclusiveness 公平合理,包容Concession and agreement

--counter-concession using “if” language

III. Intercultural Negotiation Guidelines

A win-win strategy

The key to effective negotiating is to create new issues and thus increase the

alternatives for each party to benefit, i.e. find a win-win alternative by which

both sides can benefit.

How a win-win solution helps both sides is exemplified in the following (Follet,

1940).

In short, Westerners negotiate a contract, most Orientals and Latins negotiate

a relationship. The former is task-oriented, direct and to the point, emphasizing

the shot-term, while the latter is relationship-oriented, indirect and ambitious,

wanting to know what the long-term effects will be.

Summary (1)

The above discussion is mainly from the existing negotiation literature of

Western scholars, who speak mainly to Western readers.

They need both to be followed and to be discarded when being fashioned to each

specific culture.

Theories for identifying where and how cultures differ are of greatest help when

they aid us in seeing ourselves in relation to the people we are meeting at the

table.

Summary (2)

Out power at the table lies not in overcoming or changing the other side, but in

understanding it.

And ultimately, we take this power only when we use it to see ourselves.

When we take that step, we are truly opening ourselves up to richer possibilities

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than we would ever have known otherwise.

Summary (3)

Remember that having a fund of knowledge about another culture can help you

better decide what is appropriate and inappropriate behavior.

Confucius said much the same thing in a far more eloquent manner: “The

essence of knowledge is, having it, to apply it.”

学以致用

金陵科技学院教案【末页】本 单 元知 识 点

归 纳商务活动的文化差异；选择谈判者的文化差异；决策的文化差异

思考题或作业

题

Book P152－P156 本单元课后习题

74

本 单元 教学情况小结

学生对本单元的概念、术语的涵义能够能比较好的掌握，学生对商务活动的基本过程有了较为清晰的认识，在实践中能较为正确地进行商务谈判模拟。但在有些表达上仍需要进一步完善。能按教学大纲要求在规定时间内完成教学任务。

备注

注：教案首页和末页中间为授课内容

金陵科技学院教案【教学单元首页】第 8 次课 授课学时 2+4 教案完成时间：

章、节 第八章 Intercultural Personhood 跨文化人格的形成

主要内容

一、热身案例讨论二、东西方世界观三、综合四、互补性五、形成跨文化人格

目的与要求

基本要求： 了解东西方世界观特点与差异，掌握文化的综合性与互补性，培养自身的跨文化人格。

75

重 点与 难点

重点：东西方世界观特点与差异；文化的综合性与互补性。 难点：如何养成并完善自身的跨文化人格。

教 学方 法与 手段

课堂讲授，多媒体教学，案例讨论，学生完成自我跨文化人格鉴定的实践任务。

76

授课内容内 容 备 注

第八章 Intercultural Personhood 跨文化人格的形成1. pre-reading activities

If you are not in tune with the universe, there is sickness in the heart and mind.

—Navajo Saying

纳瓦霍人(美国最大的印第安部落)

Communication Competence

Communication competence is a social judgment that people make about others.

Intercultural Competence

“The ability to become effective and appropriate in interacting across cultures”

Intercultural communication competence

Intercultural communication competence refers to the ability to accomplish

effective and appropriate intercultural communication between communicators

of different cultures.

2. Modes of acculturation

The definition of acculturation

Acculturation（文化适应）refers to an individual’s learning and adopting the

norms and values of the new host culture.

The Process of Acculturation

is a process in which members of an ethnic group are absorbed into the

dominant culture, losing their culture in the process.

a.  Assimilation

b.   Integration

is a process of desiring a high level of interaction with the host culture while

maintaining identity with their native culture.

c.  Separation and segregation

Separation is when individuals prefer low levels of interaction with the host

77

culture and associated microcultural groups while desiring a close connection

with, and reaffirmation of, their native culture. If such separation is initiated and

enforced by the dominant society, this is called segregation

d.  Marginalization (边缘化)

Marginalization occurs when the individual chooses not to identify with his or

her native culture or with the host culture.

3.Strategies for Avoiding Culture Shock and Engaging in Intercultural

Adaptation

▲Pre-reading Task:

Please role-play the following scenario: A is an American student who comes

to China to go on with his higher education and he has been in China for 3

months. Now he finds that he sometimes has communication problems with

Chinese people and feels very low. B is an American student who has been in

China for over 3 years and he tries to comfort A and also tells A how to

overcome such problems.

“Culture Shock”, first identified in 1958 by anthropologist Kalvero Oberg, is

a long term psychological stress and It refers to the traumatic experience that all

human beings may encounter when entering a different culture or when they

move to a completely new cultural environment.

Culture shock usually sets in the first few weeks of moving to a new

environment, though sometimes can take longer to surface.

Culture shock, like a disease, has causes, symptoms and cures.

1）. Symptoms of culture shock

a. physical symptoms

Physical symptoms are over-concern about cleanliness of food, bedding, and

dishes, extreme stress on health and safety; fear or physical contact with anyone

in the new country; great concern over minor pains and skin eruptions; craving

“home cooking”; use of alcohol and drugs; and a decline in work quality.

78

Home cooking Alcohol

b.psychological symptoms

Psychological symptoms are insomnia, fatigue, isolation and loneliness,

disorientation, frustration, criticism of new country, depression, nervousness,

self-doubt, irritability, anger, and emotional and intellectual withdrawal.

Fatigue

Disorientation

Depression

2）Strategies for Avoiding Culture Shock and Engaging in Intercultural

Adaptation

a. Study the host culture

b. Study the local environment

c. Learn basic verbal and nonverbal language skills

d. Develop intercultural relationships

e. Maintain an intimate social network

f. Assume the principle of difference/Remember your perceptual context

g. Anticipate failure events

Reduce cultural shock as much as you can

Cultural adjustment----Two W

The adjustment process in a new culture:

[1]Honeymoon period; [2]Cultural shock; [3] Initial adjustment; [4]

Mental isolation; [5]Acceptance and integration

The “Re-entry” Adjustment Process: [1] Acceptance and integration; [2]

Return anxiety; [3] Return honeymoon; [4] Re-entry shock; [5] Re-integration

The relativity of cultural differences

“Culture, though diversified, distinguish one another not in nature but in

degree; all cultures bear the characteristics of HC and LC which vary merely in

proportion in any two cultures; one culture may be in favor of HC, yet it still

contains a less proportion of LC…” (Wu Aizhen)

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“I love you” in Chinese

3）Localization and Globalization of Cultures

Globalizations

Chinese culture adopts features of American culture:the changes of Chinese

culture

American culture adopts features of Chinese culture:Speaking in a

straightforward way does not necessarily mean honesty and those who are

thoughtful of others and do not always call a spade a spade should be

appreciated; “the underprivileged” for the poor and “the involuntarily leisured”

for the unemployed

Localization: Each culture tries even hard to resist the influence of cultures in a

dominant position

Toward an intercultural personhood

Increase intercultural awareness

Watch carefully and be ready to ask foreigners what surprises you

Pay attention to the cultural information embedded when you are reading

literary works

Dig up as much cultural information as possible from English movie and

television series

4）Two principles to follow

The principle of never ever imposing any culture upon another culture without

its selection

The principle of letting people live as they so choose

Planetary culture

Eastern mysticism

holistic, spiritual orientation of the East

Western science and rationalism

willful, rational approach to the life of the West

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“voluntary simplicity” （"自愿简单化生活方式"， 在美国甚至孕育了一个

崭新的、可称之为反消费主义的生活方式）a practical life style 务实的生活方式3.Intercultural person

An image of future human development

whose cognitive, affective, and behavioral characteristics are not limited but

open to growth beyond the psychological parameters of his or her own culture

Eastern and Western World Views

Influences

East: Buddhism, Hinduism, Taoism, Zen

West: Greek, the Judeo-Christian traditions

在宗教文化异质多元的美国,作为美国社会主流宗教信仰——犹太-基督教禅Zen is a school of Mahayana Buddhism 大乘佛教 which originated in China

during the 6th century CE as Chán. From China, Zen spread south to Vietnam, to

Korea and east to Japan.

The word Zen is derived from the Japanese pronunciation of the Middle Chinese

word 禪 Dzyen (Modern Mandarin: Chán), which can be approximately

translated as "absorption" or "meditative state".

Zen emphasizes experiential wisdom in the attainment of enlightenment.

通过日常的实践，感悟到真正的智慧Universe and Nature

basic premise: teachings about our relationship to the nature of the universe and

81

to the non-human natural world

People in the West:the universe was initially created, externally controlled by a

divine power:dualistic, materialistic, lifeless

elementary particles of matter\

essentially non-living

Eastern view

Holistic, dynamic, spiritual

vast, multidimensional, living organism

a continuous dance of creation: the cosmic pattern is viewed as self-contained

and self-organizing

Eastern view

Everything in this dynamic world is fluid, ever-changing, impermanent

a sharp contrast:

This notion of the impermance of all forms and the appreciation of the

aliveness of the universe in the Eastern world view is strongly contrasted with

the Western emphasis on the visible forms of physical reality and their

improvement through technological progress

The knowledge component comprises various cognitive aspects of

communication competence; it involves what we know about ourselves and

others, and about various aspects of communication.

b. Knowledge

The ultimate purpose of knowledge is to transcend the apparent contrasts and to

“see” the interrelatedness and underlying unity of all things (Eastern )

dynamic balance between the two

yin and yang

the all-embracing, holistic, intuitive, aesthetic continuum

Western view

Rationality

“discovered” reason , Plato

clear and distinct ideas by means of categorization and linear analytic logic of

82

syllogism

Time

East: dynamic wheel

West: an arrow or a moving river

Communication

Eastern

the view of self and identity

accepts hierarchy in social order

Communication (continued)

Western view

strong ego identification

egalitarian--cooperative arrangement between two partners

individualism

Contrast

While the East emphasizes submission (or conformity) of the individual to the

group, the West encourages individuality and individual needs to override the

group

Interpersonal understanding

Intuition vs logical reasoning

verbal hesitance and ambiguity ,silence vs. Eloquent verbalization

subtle, implicit, nonverbal, contextual realm and is understood aesthetically and

intuitively vs. Direct, explicit, verbal realm relying heavily on logical and

rational perception, thinking, and articulation

Communication Patterns

High-context communication

Low-context communicaiton

A synthesis

The mechanistic Western world view: describe and explain the physical

phenomena we encounter : alienation from self and others

The analytical mind of the West had led to modern science and technology, but it

83

has also resulted in knowledge that is departmentalized, specialized, fragmented,

detached from the fuller totality of reality.

A Synthesis(continued)

The East does not encourage worldly activism or promote the empowerment of

individuals to fundamentally change the social and material circumstances of

life.

The Eastern view tends to work toward ego extinction (transcendence). It tends

to encourage ego dependency and passivity since people feel locked into an

unchanging social order.

Our task

Not to trade one view for another

but to integrate

not to create a homogeneous mass

but to continuously unfold a diverse yet organic whole

Complementarity

Potential benefits(to West):

a heightened sense of freedom

a heightened awareness of the aliveness of the universe

the holistic, aesthetic component, in human nature and in the nature of all things

is a factor that pacifies us

to East: incorporating the Western functional,pragmatic interpersonal orientation

into Eastern life is a drive for growth in material progress and social change

Toward intercultural Personhood

The dualism in our thinking process must be transcended.

The Western orientation is a necessary part of an evolutionary stage, ... another

birth of higher consciousness--an integration of East and West --might

subsequently evolve.

We need to knowledge that both rational and intuitive modes of experiencing

life should be cultivated fully.

With an openness toward change, a willingness to revise our own cultural

84

premises, and the enthusiasm to work it through, we are on the way to

cultivating our fullest human potentialities and to contributing our share in this

enormous process of civilization change.

Research Question

The Chinese culture is mainly shaped by Buddhism, Confucianism and Taoism

while the Western Culture was originated from the Greek and the Judeo-

Christian tradition. Please compare the American Christian Culture and Chinese

Confucius Culture and evaluate their influences to its respective modern society.

金陵科技学院教案【末页】本 单 元知 识 点

归 纳世界观、东西方世界观特点、东西方世界观差异，文化的综合性、文化的互补性； 跨文化人格的概念、如何培养跨文化人格。

思考题或作业

题

Book P198-203 本单元课后习题

85

本 单元 教学情况小结

学生对本单元的概念、术语的涵义能够能比较好的掌握，经过本课程的学习，学生对东西方世界观的总体特点与差异有了进一步的感性与理性认识，但跨文化人格的培养仍需较长的过程，长期关注并实践才能逐渐养成。能按教学大纲要求在规定时间内完成教学任务。

备注

注：教案首页和末页中间为授课内容