揭阳职业技术学院：《跨文化交际》课程授课教案 Intercultural Communicatio（一，商务英语专业，任课教师：夏傲婷）

InterculturalCommunication跨文化交际课程教案揭阳职业技术学院业技00教案课程：跨文化交际任课教师：、夏傲婷专业：商务英语班级：231丶三加证书231、订单班231

Intercultural Communication 跨文化交际 课程教案 1 揭阳职业技术学院 教案 课程： 跨文化交际 任课教师： 夏傲婷 专业： 商务英语班级： 231、三加证书231、订单班231

InterculturalCommunication跨文化交际课程教案Introduction2

Intercultural Communication 跨文化交际 课程教案 2 Introduction

InterculturalCommunication跨文化交际课程教案ChapterIntroduction思政目标：如何向外国人介绍自己的文化1.Toidentifythedefinitionsofinterculturalcommunication2. To identify some relevant concepts about interculturalTeachingObjectivecommunication3.Tocultivatestudentstobeabletorecognizeandanalyzecultural factorsRelated terms of Intercultural communicationa.InterpersonalCommunication人际交际b.InternationalCommunication国际间交际TeachingFocusc.InterethnicCommunication跨民族交际d.InterracialCommunication跨种族交际e.interregionalCommunication跨地区交际InternationalCommunication国际间交际Teaching DifficultyInterethnic Communication跨民族交际InterracialCommunication跨种族交际Teaching Duration2 periodsTeaching MethodGroup discussion.AssignmentFind some international communication casesTeaching Procedures and ContentsStep1Toidentifythedefinitionsofinterculturalcommunication☆the interaction/communication of people from different cultures.1本族语者与非本族语者的交际2任何语言和文化背景有差异的人之间的交际Ask the students warming-up questions:Howto understand and effectively communicate withpeoplefrom other nationsand culturesStep2Keystrategiesforeffectiveinterculturalcommunication* The understanding and acceptance of differences

Intercultural Communication 跨文化交际 课程教案 3 Teaching Procedures and Contents Step1 To identify the definitions of intercultural communication ☆the interaction/communication of people from different cultures. 1 本族语者与非本族语者的交际 2 任何语⾔和文化背景有差异的⼈之间的交际 Ask the students warming-up questions: How to understand and effectively communicate with people from other nations and cultures Step2 Key strategies for effective intercultural communication * The understanding and acceptance of differences Chapter Introduction Teaching Objective 思政⽬标：如何向外国⼈介绍⾃⼰的文化 1. To identify the definitions of intercultural communication 2. To identify some relevant concepts about intercultural communication 3. To cultivate students to be able to recognize and analyze cultural factors Teaching Focus Related terms of Intercultural communication a. Interpersonal Communication⼈际交际 b.International Communication国际间交际 c. Interethnic Communication跨⺠族交际 d. Interracial Communication 跨种族交际 e. interregional Communication 跨地区交际 Teaching Difficulty International Communication国际间交际 Interethnic Communication跨⺠族交际 Interracial Communication 跨种族交际 Teaching Duration 2 periods Teaching Method Group discussion. Assignment Find some international communication cases

InterculturalCommunication跨文化交际课程教案* High priority of equality*Developingtoleranceandacceptance*Developing culture sensitivity*No stifle and ignore on thediversity*Equal distribution of organizational resources* Shared decision-making* Flexible institutional policies, practices, and proceduresStudy areaVerbal Language--(word..)Nonverbal language-bodylanguage(facial expressions,eye contact,gesture,posture,touching and nodding),time concept, spatial language,paralanguage,environment..思政元素：如何更好地向外国人介绍自己的文化Social perception (values, beliefs,attitudes,world views...)HomeworkP5Unit11Chapter思政目标：如何成为一个更好的跨文化交际者1.Toidentifythedefinitionsof intercultural communication2.To identify some relevant concepts about interculturalTeaching Objectivecommunication3.To cultivate students tobeable to recognize and analyzecultural factorsCollectivism&individualismTeaching Focusthecharacteristicsofcollectivism&individualismTeaching DifficultyTeaching Duration4 periodsTeaching MethodCaseanalysis;Group discussion;lectureAssignmentreadFran's response,draw a mindmap.Teaching Procedures and Contents4

Intercultural Communication 跨文化交际 课程教案 4 * High priority of equality * Developing tolerance and acceptance * Developing culture sensitivity * No stifle and ignore on the diversity * Equal distribution of organizational resources * Shared decision-making * Flexible institutional policies, practices, and procedures Study area  Verbal Language  (word,.)  Nonverbal language  body language（facial expressions, eye contact, gesture, posture, touching and nodding ）, time concept, spatial language, paralanguage, environment.  思政元素：如何更好地向外国⼈介绍⾃⼰的文化  Social perception (values, beliefs, attitudes, world views.) Homework P5 Unit1 Chapter 1 Teaching Objective 思政目标:如何成为一个更好的跨文化交际者 1. To identify the definitions of intercultural communication 2. To identify some relevant concepts about intercultural communication 3. To cultivate students to be able to recognize and analyze cultural factors Teaching Focus Collectivism & individualism Teaching Difficulty the characteristics of collectivism & individualism Teaching Duration 4 periods Teaching Method Case analysis ; Group discussion; lecture Assignment read Fran's response, draw a mind map. Teaching Procedures and Contents

InterculturalCommunication跨文化交际课程教案Step1CulturenoteITaxiCharges--Tipping-Taxiin the USEx.Japaneseathletes'smileafterbeingterriblydefeatedStep2Collectivist & individualistCollectivist--SacrificeforthebenefitofthegroupIndividualist---shouldn'tbe subordinated to the needs of a larger groupDiscussion:marriageStep3Individualistic cultures""consciousness-independence,competition,Collectivistcultures"We"consciousness,interdependence,group harmony,All peopleand cultures have both individual and collective dispositions.Stronginfluence on social relationshipsTheconcept of ingroups and outgroupsStep4In-group vs out-groupIn-groupvs out-group:peoplewhomyou consider closetoyou,familymembers,friendscolleagues, etc.For individualistic countries, boundary between in-group and out-group not very clear.-For collectivistic countries, boundarybetween in-group and out-group very clear.Typical individualistic countries:English-speaking countries (US,Australia,UK,NewZealand,N.Europe,France,etc)Typical collectivistic countries:Spanish-speaking countries (Arab-speaking countries,Japan,China,etc.)Ranking of IndividualismRankingCountry or RegionU.S.A[15

Intercultural Communication 跨文化交际 课程教案 5 Step1  Culture note  Taxi Charges  Tipping  Taxi in the US Ex. Japanese athletes’ smile after being terribly defeated Step2 Collectivist & individualist Collectivist - Sacrifice for the benefit of the group Individualist-shouldn’t be subordinated to the needs of a larger group Discussion : marriage Step3  Individualistic cultures  “I” consciousness  independence,  competition,  Collectivist cultures  “We” consciousness,  interdependence,  group harmony,  All people and cultures have both individual and collective dispositions.  Strong influence on social relationships  The concept of ingroups and outgroups Step4 In-group vs out-group  In-group vs out-group: people whom you consider close to you, family members, friends, colleagues, etc.  For individualistic countries, boundary between in-group and out-group not very clear.  For collectivistic countries, boundary between in-group and out-group very clear.  Typical individualistic countries: English-speaking countries (US, Australia, UK, New Zealand, N. Europe, France, etc )  Typical collectivistic countries: Spanish-speaking countries (Arab-speaking countries, Japan, China, etc. ) Ranking of Individualism Country or Region Ranking U.S.A 1

InterculturalCommunication跨文化交际课程教案2Australia3Great BritainCanadaNetherlands.思政因素：Filmsanalysis如何成为一个更好的跨文化交际者TheJoyLuckClubThe JoyLuck Club is thefirst novel of AmyTan·afamous Chinese-American writer.Inthe novel shemainlydescribestherelationshipbetween the JoyLuck Clubmothers andtheir daughters and cultural conflicts. It represents the process of misunderstanding,conflicts,understanding andblendingbetween themothers and thedaughters.There are 4 mother-daughter pairs in the novel,mothers are the first generationimmigrants, and the daughters are born in America. while their daughters are born inAmerica, they are the second generation immigrants, and they don't understand theirmothers Chinese culture,and their way of thinking,so there are often misunderstandingsbetween the mothers and the daughters.In order tomake their daughtersknowthemand the Chinese culture,the JoyLuck Clubmothers have made great efforts to remove their differences. They seize every opportunitytotell theirdaughters theirpastexperiences.Thanks to their great efforts, their daughters gradually understand them and the Chineseculture. Therefore, cultural understanding and blending between the mothers anddaughters are achievedHhomework P17Unit22Chapter思政目标：如何理解集体主义与个人主义？1.Toidentifythedefinitionsof interpretationTeaching Objective2.Toidentifysomerelevant concepts about public&private3.Tocultivatestudentstobeabletorecognizeandanalyzecultural factorsthe definitions of interpretationTeaching FocusPublic&privateTeaching Difficulty6 periodsTeaching Duration6

Intercultural Communication 跨文化交际 课程教案 6 Australia 2 Great Britain 3 Canada 4 Netherlands 5 思政因素：Films analysis如何成为一个更好的跨文化交际者 The Joy Luck Club  The Joy Luck Club is the first novel of Amy Tan，a famous Chinese-American writer. In the novel she mainly describes the relationship between the Joy Luck Club mothers and their daughters and cultural conflicts. It represents the process of misunderstanding, conflicts, understanding and blending between the mothers and the daughters.  There are 4 mother-daughter pairs in the novel, mothers are the first generation immigrants, and the daughters are born in America. while their daughters are born in America, they are the second generation immigrants, and they don't understand their mothers' Chinese culture, and their way of thinking, so there are often misunderstandings between the mothers and the daughters.  In order to make their daughters know them and the Chinese culture, the Joy Luck Club mothers have made great efforts to remove their differences. They seize every opportunity to tell their daughters their past experiences .  Thanks to their great efforts, their daughters gradually understand them and the Chinese culture. Therefore, cultural understanding and blending between the mothers and daughters are achieved. Hhomework P17 Unit2 Chapter 2 Teaching Objective 思政⽬标：如何理解集体主义与个⼈主义？ 1. To identify the definitions of interpretation 2. To identify some relevant concepts about public & private 3. To cultivate students to be able to recognize and analyze cultural factors Teaching Focus the definitions of interpretation Teaching Difficulty Public & private Teaching Duration 6 periods

InterculturalCommunication跨文化交际课程教案Teaching MethodCase analysis ; Group discussion; lectureanalysethedifferencesoffacial expressionsbetweenAssignmentChinese and Americans.Teaching Procedures and ContentsStep1 Culture note1 Gift giving in the WestInappropriate: valuable giftAppropriate: perishable gift(food and drink)2~Gift and BribesPrivate gift (esp.a valuable one)As a reward of performinga work-related dutyStep2 Definition of interpretationWhat foreigners'words and actions meanWhy they do what they doStep3 Intercultural interactionsCommunication is an interpretive processStep4思政元素：集体主义与个人主义的区别Public:work nationaldutyPrivate: homefamily personalfriendshipsThe key difference is probably that personal relationships and considerations havesomewhat less influence in Individualist western societies than they do in collectivistones.Step5 UnacceptablequestionsforwesternersHow old are you?(age?)Are you married? (state of marriage?)So you're divorced. What was the reason? Couldn't you two get along?What'sour religion?What's your income?HomeworkP311

Intercultural Communication 跨文化交际 课程教案 7 Teaching Method Case analysis ; Group discussion; lecture Assignment analyse the differences of facial expressions between Chinese and Americans. Teaching Procedures and Contents Step1 Culture note 1、Gift giving in the West Inappropriate: valuable gift Appropriate: perishable gift (food and drink) 2、Gift and Bribes Private gift (esp.a valuable one) As a reward of performing a work-related duty Step2 Definition of interpretation What foreigners’ words and actions mean Why they do what they do Step3 Intercultural interactions Communication is an interpretive process Step4 思政元素：集体主义与个⼈主义的区别 Public: work national duty Private: home family personal friendships The key difference is probably that personal relationships and considerations have somewhat less influence in Individualist western societies than they do in collectivist ones. Step5 Unacceptable questions for westerners How old are you?(age?) Are you married? ( state of marriage?) So you’re divorced. What was the reason? Couldn’t you two get along? What’sour religion? What’s your income? Homework P31

InterculturalCommunication跨文化交际课程教案Unit33Chapter思政目标：如何避免跨文化沟通中的定性思维？1.ToidentifythedefinitionsofGeneralization&Stereotypes.Teaching Objective2.Tocultivate students tomakefull of thepositive effects ofcultural stereotype and turn the negative ones into benefits.the definitions of Generalization & Stereotypes.Teaching Focusmakefullofthe positive effects of cultural stereotype and turnTeaching Difficultythe negative ones into benefits.6 periodsTeachingDurationTeaching MethodCase analysis;Group discussion;lectureAssignmentread Fran's response and draw a mind map.Teaching Procedures and ContentsStepl Culture noteTips: Most westerners would consider it rude to correct others'errors. In fact,theywould probably not interrupt a language learner to correct his/her grammar mistakesMany western teachers emphasize communication.The idea is that using English it is more important to understand others and beunderstood by others than it is to have every sentence be perfectly correct.Step2 Generalization & Stereotypes1 - Generalization: statement based on generalizingGeneralizing“Chinese culture"Express idea indirectly(subtle)Show their careness by asking private thingsHaving dinner becomes a indispensable part of kinds of occasion2~stereotypeStereotypical statements, either positive or negative, are applied to all members of agroup without regard for individual differences.人们对另一民族或国家的成员会产生简单化的固有的、程序化的看法，忽视了这个文化群体中的个体差异。8

Intercultural Communication 跨文化交际 课程教案 8 Unit3 Chapter 3 Teaching Objective 思政⽬标：如何避免跨文化沟通中的定性思维？ 1.To identify the definitions of Generalization & Stereotypes. 2.To cultivate students to make full of the positive effects of cultural stereotype and turn the negative ones into benefits. Teaching Focus the definitions of Generalization & Stereotypes. Teaching Difficulty make full of the positive effects of cultural stereotype and turn the negative ones into benefits. Teaching Duration 6 periods Teaching Method Case analysis ; Group discussion; lecture Assignment read Fran's response and draw a mind map. Teaching Procedures and Contents Step1 Culture note Tips: Most westerners would consider it rude to correct others’errors. In fact, they would probably not interrupt a language learner to correct his/her grammar mistakes Many western teachers emphasize communication. The idea is that using English it is more important to understand others and be understood by others than it is to have every sentence be perfectly correct. Step2 Generalization & Stereotypes 1、Generalization: statement based on generalizing Generalizing “Chinese culture” Express idea indirectly(subtle) Show their careness by asking private things Having dinner becomes a indispensable part of kinds of occasion 2、stereotype Stereotypical statements, either positive or negative, are applied to all members of a group without regard for individual differences. ⼈们对另⼀⺠族或国家的成员会产⽣简单化的、 固有的、程序化的看法， 忽视 了这个文化群体中的个体差异

InterculturalCommunication跨文化交际课程教案A culture is not like a simple painting in which everything is black or white. Instead, aculture is a richly detailed painting with many lines and different shades of color.How do cultural stereotypeform?As the definition suggests, stereotypes do not develop suddenly but are formedover a period of time. They are made up of bits and pieces of information that westore and use to make sense of what goes on around us. They are connected withsocial custom and rules. As we grow up, we absorb the statements of differencesamongculturesfromourparents,teachersandfriends,whichbecomeourownstereotypes. The mess medium, such as TV, magazines, newspaper, books andInternet, also plays an important role in spreading and consolidating the stereotype.For example, by reading Travels of Marco Polo, westerners got the idea that China isextremely prosperous that gold can be seen everywhere in 13th century. Onceestablished, stereotypes become relatively steady.The positive effects of cultural stereotypeIf the stereotypes are in coincidence with the truth, the benefits are apparent.They can be the first step toward learning more about another people or culture.Whentalking withaperson from another culture,we mayfeel anxious thatwehave littleidea of his likes and dislikes.At this moment, the stereotypes can help us knowanother individual orgroup that weare not familiar with easier and faster. As a result.their possible reactions and behaviors can be predicted before we communicate withthem. For example, never will we ask the privacy-age, salary or marriages—of awesterner we first meet, because we have stereotyped that they might feel offended bysuch questions.Thus thepossibleunpleasantness or even conflict canbe avoided.AsThiederman(1991: 16) said, the primary reason that people stereotype in workplace isto relieveanxiety,for it is human nature to feel anxious when situations areambiguous or behavior is unpredictable. He believes that by stereotyping or byconstructing categories which human beings can be placed, this anxiety is relieved,and we regain a sense of control and predictability. What's more, stereotypes can notonly release our anxiety, but also help us reach a successful communication. Whennegotiating with Germen, never will weplayjokestorelievethe atmospherefor itmay make them feel we are unserious. With the stereotypes, we can choose the mostefficient and effective ways to fulfill our target.The negative effects of cultural stereotypeHowever, like many things, cultural stereotype has two sides.And to myunderstanding,the negative effects overweigh the positive ones.Often stereotypes areproblematic because they are oversimplified and exaggerated, basing on half-truth ordistortions about a group of people. Many people have preconceived ideas andstereotypes about other cultures. Most of these stereotypes are probably erroneous,andbuiltwallsbetween cultures.Thecommon effectsareasfollows:First, they bring about widely false perception on the people we will communicatewith.Forinstance,inAmerica,thewhitecommonlythinkallAfrican-Americansareviolent.Reports constantly show whitepeopleareattacked bythem.As a result,thewhite become so scared that they keep a distance from them. Such kind of stereotypeactually prevents communication between these two groups, which adds to theo

Intercultural Communication 跨文化交际 课程教案 9 A culture is not like a simple painting in which everything is black or white. Instead, a culture is a richly detailed painting with many lines and different shades of color. How do cultural stereotype form? As the definition suggests, stereotypes do not develop suddenly but are formed over a period of time. They are made up of bits and pieces of information that we store and use to make sense of what goes on around us. They are connected with social custom and rules. As we grow up, we absorb the statements of differences among cultures from our parents, teachers and friends, which become our own stereotypes. The mess medium, such as TV, magazines, newspaper, books and Internet, also plays an important role in spreading and consolidating the stereotype. For example, by reading Travels of Marco Polo, westerners got the idea that China is extremely prosperous that gold can be seen everywhere in 13th century. Once established, stereotypes become relatively steady. The positive effects of cultural stereotype If the stereotypes are in coincidence with the truth, the benefits are apparent. They can be the first step toward learning more about another people or culture. When talking with a person from another culture, we may feel anxious that we have little idea of his likes and dislikes. At this moment, the stereotypes can help us know another individual or group that we are not familiar with easier and faster. As a result, their possible reactions and behaviors can be predicted before we communicate with them. For example, never will we ask the privacy—age, salary or marriages—of a westerner we first meet, because we have stereotyped that they might feel offended by such questions. Thus the possible unpleasantness or even conflict can be avoided. As Thiederman(1991: 16) said, the primary reason that people stereotype in workplace is to relieve anxiety, for it is human nature to feel anxious when situations are ambiguous or behavior is unpredictable. He believes that by stereotyping or by constructing categories which human beings can be placed, this anxiety is relieved, and we regain a sense of control and predictability. What’s more, stereotypes can not only release our anxiety, but also help us reach a successful communication. When negotiating with Germen, never will we play jokes to relieve the atmosphere for it may make them feel we are unserious. With the stereotypes, we can choose the most efficient and effective ways to fulfill our target. The negative effects of cultural stereotype However, like many things, cultural stereotype has two sides. And to my understanding, the negative effects overweigh the positive ones. Often stereotypes are problematic because they are oversimplified and exaggerated, basing on half-truth or distortions about a group of people. Many people have preconceived ideas and stereotypes about other cultures. Most of these stereotypes are probably erroneous, and built walls between cultures. The common effects are as follows: First, they bring about widely false perception on the people we will communicate with. For instance, in America, the white commonly think all African-Americans are violent. Reports constantly show white people are attacked by them. As a result, the white become so scared that they keep a distance from them. Such kind of stereotype actually prevents communication between these two groups, which adds to the

InterculturalCommunication跨文化交际课程教案problem.Second, Stereotypes often lead to self-fulfilling propheciespeople see inforeigners what they expect to see(Xiuzhen Ren, 2006:46), preventing some people ofstereotyped groups from succeeding in activities orfields.An example of this wouldbe the prevalent stereotype that women are not good at math and sciences, which inturn may cause women to internalize such beliefs and avoid studying or pursuingmathor sciencerelatedprofessions.Besides, as an extension of ethnocentrism, stereotypes are one of the obviousbarriers to intercultural communication, contributing to racism as well as theconfrontation between cultures. Aloud, an American social psychologist claimed thatbeing influenced by parents and environment, children around 5 years old havealready learned to distinguish between the white and the black with the negativestereotypes on the black. When reaching 7, most of them show discrimination toAsiansand Indians思政元素：如何避免跨文化交际中的定性思维()Being aware that we are stereotyping;(2) Assuming stereotypes are “best first guesses", not “definite answers";(3)Usingloose,interpretivecategoriesratherthanevaluativecategories(4) Qualifying our perceptions and interpretations;(5) Being open to new information ready to redefine categories;(6) Getting to know the identities of individuals within the group;(7) Recognizing“meaningful and valid differences"between our group and theirsStep3Difference in Rank and PowerEvery society has hierarchy to some degree.Pre-reading questionsI)What is hierarchy?2)How do western ciltures generally view hierarchy?3)Howdoyouunderstandthewordequality"?HomeworkP51Unit44Chapter思政目标：如何增加文化认同感1.To identifythedefinitions of CultureshockTeaching Objective2. To identify the concepts about HC &LC3. To cultivate students to be able to recognize and analyzecultural factors10

Intercultural Communication 跨文化交际 课程教案 10 problem. Second, Stereotypes often lead to self-fulfilling prophecies—people see in foreigners what they expect to see(Xiuzhen Ren, 2006:46), preventing some people of stereotyped groups from succeeding in activities or fields. An example of this would be the prevalent stereotype that women are not good at math and sciences, which in turn may cause women to internalize such beliefs and avoid studying or pursuing math or science related professions. Besides, as an extension of ethnocentrism, stereotypes are one of the obvious barriers to intercultural communication, contributing to racism as well as the confrontation between cultures. Aloud, an American social psychologist claimed that being influenced by parents and environment, children around 5 years old have already learned to distinguish between the white and the black with the negative stereotypes on the black. When reaching 7, most of them show discrimination to Asians and Indians. 思政元素：如何避免跨文化交际中的定性思维 (1) Being aware that we are stereotyping; (2) Assuming stereotypes are “best first guesses”, not “definite answers”; (3) “Using loose, interpretive categories rather than evaluative categories”; (4) Qualifying our perceptions and interpretations; (5) Being open to new information ready to redefine categories; (6) Getting to know the identities of individuals within the group; (7) Recognizing “meaningful and valid differences” between our group and theirs. Step3 Difference in Rank and Power Every society has hierarchy to some degree. Pre-reading questions 1)What is hierarchy? 2)How do western ciltures generally view hierarchy? 3)How do you understand the word “equality”? Homework P51 Unit4 Chapter 4 Teaching Objective 思政⽬标：如何增加文化认同感 1. To identify the definitions of Culture shock 2. To identify the concepts about HC &LC 3. To cultivate students to be able to recognize and analyze cultural factors