1、导 言“新编跨文化交际英语教程教师用书”主要是为使用“新编跨文化交际英语教程”教师配套的教学指南。“新编跨文化交际英语教程”是在原有“跨文化交际英语教程”的基础上经过全面、系统修订而成，我们对全书做了较大的更新和完善，调整和增补了许多材料，力求使其更具时代性，更适合教学实际和学生需求。为了进一步推进跨文化交际教学，在多年从事跨文化交际教学和研究的基础上，我们又特地编写了这本“新编跨文化交际英语教程教师用书”，希望能对使用本教材进行教学的广大教师们，尤其是初次使用这本教材的教师们提供一些必要的引导和实质性的帮助。为此，我们尽可能地为各单元中几乎所有的部分和项目都提供了参考提示。除此之外，还补充了
2、一些取自跨文化交际学重要著作的选段，供教师进一步了解相关背景知识和理论基础，以拓宽视野，有利于更好地进行教学。同时我们还在书后附上了推荐的中文阅读书目（英文阅读书目可参看上海外语教育出版社的“跨文化交际丛书”系列）和有关跨文化交际的部分电影资料简介。“新编跨文化交际英语教程”主要适用于高等学校英语专业教学中的跨文化交际课程，旨在通过课堂教学及相关活动使学生认识跨文化交际对当代世界所具有的重要意义和作用，了解文化对人类生活各个方面、尤其是交际活动的制约和影响，理解并把握交际活动的重要性、丰富性、复杂性，熟悉跨文化交际的基本构成以及所涉及的各种因素，培养跨文化意识，形成和发展对文化差异的敏感和宽容
3、、以及处理文化差异问题的灵活性，提高使用英语进行跨文化交际的技能，为最终获得与不同文化背景人们进行深入交流的能力奠定基础。通过使用本教材，教师也可从中获得更多有关文化（包括我们自己文化和外族文化）和跨文化交际的知识。这本教材共分为 10 个单元，涉及全球化时代的交际问题、文化与交际、各类文化差异、语言与文化、跨文化言语交际、跨文化非言语交际、时间与空间使用上的文化、跨文化感知、跨文化适应、跨文化能力等，包括了跨文化交际的各个方面，对其中一些重要问题都有相对深入的介绍与探讨。第一单元 Communication Across Cultures 概括介绍跨文化交际，重点描述当今席卷世界的“全球化”
4、浪潮和由此产生的不同文化之间的碰撞和冲突，并在此时代背景下来认识身处“地球村”中的不同文化群体所共同面对的跨文化交际问题。第二单元 Culture and Communication 以文化和交际为中心话题，主要说明文化构成了人们的基本生存环境，人类社会生活中的一切无不受到文化的制约和规定，介绍交际及其过程所涉及的各种因素，揭示交际的复杂性与开放性，以及文化与交际的不可分离。第三单元 Cultural Diversity 以文化的多样性为中心话题，主要讨论不同文化之间在许多方面、尤其是价值观上所存在的巨大差异，并提供了对文化差异进行描述与分析的一些基本框架。第四单元 Language and
5、Culture 主要介绍语言与文化之间的相互关系，分析不同语言在1使用上所存在的显性与隐性文化差异，以及这些差异对跨文化交际的影响。第五单元 Culture and Verbal Communication 着重介绍人们社会交往中的语言使用和文化与语言之间的相互关系，分析不同语言在使用上所存在的显性与隐性文化差异，以及这些差异对跨文化交际的影响。第六单元 Culture and Nonverbal Communication 主要涉及各种形式的非言语交际，包括手势、表情、眼神、姿态、身体接触以及等，同时描述了不同文化在非言语行为上的种种差异。第七单元 Time and Space Across
6、 Cultures 的主要内容是关于时间和空间在交际中的使用，重点分析不同文化间在这些方面存在的差异及其对跨文化交际的影响。第八单元 Cross-cultural Perception 所介绍的主要是不同文化群体的相互感知与认识，民族中心主义倾向对跨文化交际的影响，第九单元 Intercultural Adaptation 主要涉及跨文化调节与适应过程中发生的文化冲击及其应对方法，以及生活在多元文化世界中会面临的问题等。第十单元 Aquiring Intercultural Competence 重点介绍有关跨文化交际能力的形成和培养问题，并涉及跨文化交际的改善和未来发展走向。各单元形式基本统
7、一，均以阅读文章为主线，配有形式多样的练习和较多数量的案例分析，同时还提供了比较丰富的相关文化背景知识材料，供选择使用，以满足不同的教学情境和需求。考虑到教材的学习者英语程度可能高低不同，此次还大幅度增加了相关注释，以方便教学中的使用。总体来看，各单元的结构基本相同。在每一课的开头，都有 Warm Up，意在通过一个比较有趣的事例引出相关话题，并进行必要的课堂“热身”, 以激发学生的学习兴趣。教师使用时可视具体情况进行处理，使其尽可能与学生的个人切身经历或所熟悉的特定具体环境相联系，以调动学生情感因素，有利于课程的学习。每一课都包含两篇阅读文章 Reading I 和 Reading II ，
8、文章均选自英文原版材料，并根据我们的教学实际需要而有所删减或改动。对每篇文章中普通程度的学生可能感觉有一定难度的词语和表达都作了释义，同时对文章中出现的地名、人物名以及其他专有名称等加以解释，为学生阅读扫除一些语言上和相关背景知识上的障碍，以便他们将注意力集中在文章所涉及的中心话题和主要内容上。课文排列的先后顺序应该与其重要程度基本无关。一般说来，稍短的或内容不那么抽象的文章排在前面，但具体教学中不必非照此顺序来使用。两篇文章往往各有不同，即使是关于同一话题，也有内容上和文体上的差异，有的趣味性略强，有的则更具知识性，阐述可能更为系统或全面一些。阅读文章主要供课堂阅读，可要求学生在上课前先浏览
9、一遍，对课文内容有大致了解，教师则可根据文章难易程度和学生的需要作适当讲解与阐述，但一般没有必要从头讲到尾。 通过阅读课文，使学生对跨文化交际所涉及的有关方面有一个初步的了解，并开始关注和思考其中的某些问题。教师也可以根据自己的了解、认识或体验选择就其中某一点或几点展开，做进一步的阐述。所有阅读文章的后面都有 Comprehension Questions，意在帮助学生熟悉课文主要内容，并非是要检测学生的阅读理解力，所以基本上都是可以从课文中直接找到答案内容的问题。2每篇文章之后会有形式不同的作业和练习。其中，有的比较适合在课堂上完成，如 GroupDiscussion， Debate，Fil
10、l-in Task，Cross-cultural Quiz ，Matching Work 等，有的要求学生课外去做并将结果带回课堂，如 Survey ，Interview，Observation Task 等， 还有一些则是课内课外都可以完成的，如 Translation Task，Writing 等。 无论哪种形式，其主要目的都是用于加深学生对跨文化交际中有关方面和问题的理解与认识，帮助他们丰富跨文化感受，增强跨文化意识。做这样的作业和练习重在过程，而不是结果。其中许多都没有、也不可能有所谓标准的统一答案。尤其需要注意的是，在跨文化交际教学中，对问题是允许有不同的、甚至截然相反的看法的，常常
11、没有什么绝对的正确或错误可言，只有认识的深浅、范围的宽窄、视角和参照系的不同之分。教师还可以根据实际情况和需要，改变作业和练习原有的形式与具体要求，以便更好地发挥学生在学习过程中的积极性和创造性。此外，每单元都配有数量不等的其它材料，如 Identifying Difference，Sharing Knowledge ，Discovering Problems， Cultural Information， Intercultural Insight 等，主要是对跨文化交际中某一方面的特定问题做进一步探讨或提供相关背景信息，是对每课中阅读文章内容的补充和丰富，这类材料的使用可视具体情况而定，可以
12、放在课堂上深入讨论，也可留给学生课外自学。 其后的 Questions for discussion 或 Exploration 则是要让学生对由课文内容所引发的某些问题展开思考，最好是能结合个人的经历和社会的实际来进行探索。对此，教师可根据自己和学生的具体情况决定如何进行，使用方式不必统一，应力求多样化。接下去是 Case Study, 每一单元都附有与该课主旨相关的数个经过挑选的跨文化交际案例，供教学中分析研讨之用，以此来培养学生实际应对跨文化交际具体问题的能力，虽然每个案例后都附有问题，但仅供参考，分析讨论都不应局限于此。教师和学生可以依据案例内容，提出更多与之有关的问题，以拓展思路，这
13、样才有可能做到举一反三，一举多得。因此，应鼓励学生从尽可能多的角度看问题，认识事物存在的多种可能性，多方面地探索解决问题的不同途径，对不同的解释或解决问题的途径都要有所认识，从中感悟和把握跨文化交际的要领。和前面的作业与练习一样，教师要扮演的角色不是任何意见纷争的最后裁判，而是讨论的组织者和参与者，我们所能提供的也只是诸多解释或认识中的一种，虽然有可能是比较常见、比较合适的一种。每课最后是 Further Reading，都有两篇文章，其内容大多都有一定深度，是对前面学习内容的深化或补充，其中有一些介绍了跨文化交际领域的一些重要思想和方法，比较适合英文程度较好、学有余力并有兴趣对跨文化交际作进
14、一步全面了解和深入钻研的学生阅读。教师可根据情况来灵活处理，对一般学生可不作要求。但是，对其中一些教师认为比较重要的内容，不妨向学生们指出，让他们也都有所了解。这本教材中每课所包含内容有可能会多于实际教学时间所能完成的，这样做的目的是为了给教师留出了选择的空间，可根据各自的实际情况有针对性地选择使用。跨文化交际所涉及的东西很多，内容非常丰富，任何课本都无法将其全部包括，更何况时代还在不断前行，新的情况也会接二连三地出现。所以，在基本原理和总体原则保持稳定的基础上，教师在使用该教材过程中，要注意根据自己的经验和现实情况，变换教材中的某些内容和方式，或者增补一些更加新鲜的、更为适合特定学生和教学环
15、境的内容（比如分析案例）。由于英语的国际性语言地位，当今世界的跨文化交际大多是使用英语来进行的，这也是3“跨文化交际”被列入英语课程的一个重要原因。可以这么说，使用英语这一国际性语言开设跨文化交际课程，是世界进入全球化时代的需要和要求。然而，“跨文化交际”不同于传统的语言技能课程，教学过程本身也应体现跨文化交际的开放性和多样性。正因为如此，我们需要采取多种多样的方式方法，针对学生不同背景、需求与兴趣，结合具体情况有选择地、生动活泼地组织教学。整个教学的重点不在学生掌握多少所谓的“跨文化技巧”。事实上，许多这类技巧都有十分明显的文化局限性，往往只适合某些文化环境中的特定场合与情况，并非真正具有“
16、跨文化”的意义）。跨文化意识和敏感性的培养才是我们教学的重点，应当有意识地引导学生自己对文化和文化差异现象进行分析，尝试解释，对不熟悉的文化内容进行探索，不断对自己的学习过程进行反思，及时总结经验，改进学习。通过培养和增强学生的跨文化敏感性与自觉性，使他们能够开扩心胸，开放头脑，从更为广阔的视野去看大千世界和包括自己在内的芸芸众生，以更加灵活、更富创造性的方式去与和自己有着不同文化取向的人们进行交往并在“地球村”这个人类拥有的唯一家园中和平共处，共同努力来解决关系人类生存的一系列问题。因此，从这个意义上说，“跨文化交际”绝不仅仅是一门英语课程，而是我们人文素质教育中不可缺少的一个组成部分。最后
17、，特别有必要指出的是，我们在这本“教师用书”里所提供的不是教材各部分的标准答案，而仅仅是一些供教师参考和思索的“提示”。对于我们教材中的许多案例和问题，仁者见仁，智者见智，往往没有什么固定不变、放之四海而皆准的解释。 我们所提供的这些提示，主要用于启发学生联系所学内容从不同角度去思考。对同一案例或问题，分析者所取立场和视角不同，就会有不同的解读，很难说那一种解读是完全正确的，只有相对而言的恰当性和适用性。跨文化交际教学的主要目的不是教给学生有关其它文化的知识（这类知识往往容易成为固见，反而不利于跨文化的交流），而是要让学生们认识到，对世间任何事情都可以有不同的看法和做法，各种看法或做法可能都有
18、一定的道理和存在的合理性。即使在什么地方看到了有关某些案例的解释，那也只能作为参考，千万不能因此而束缚我们的头脑，不能将其当作唯一正确的解释。对于我们的教材和教师用书中提供的参考提示和其它内容等，也应抱有同样的态度。这次教师用书的编写，除署名编者外，周斯斯、乔丽清、沈鸿雁等也参与了部分工作。由于我们的水平、能力以及客观条件的局限，书中疏漏和谬误在所难免，恳请专家和使用教师用书的老师们批评指正，以便今后改进和完善。4参 考 提 示5Unit 1Communication Across CulturesWarm UpQuestions1. Why is it difficult to explai
19、n to a blind person what colors are?2. Do you sometimes find it hard to make yourself properly understood by others? If you do, whydo you think it is hard?It is very difficult for people to understand one another if they do not share the sameexperiences. Of course, we all share the experience of bei
20、ng human, but there are many experienceswhich we do not share and which are different for all of us. It is these different experiences thatmake up what is called culture in the social sciences the habits of everyday life, the cues towhich people respond, the automatic reactions they have to whatever
21、 they see and hear. These oftendiffer, and the differences may introduce misunderstandings where we seek understanding.Reading IIntercultural Communication：An IntroductionComprehension questions1. Is it still often the case that “everyones quick to blame the alien” in the contemporary world?This is
22、still powerful in todays social and political rhetoric. For instance, it is not uncommon intodays society to hear people say that most, if not all, of the social and economic problems arecaused by minorities and immigrants.2. Whats the difference between todays intercultural contact and that of any
23、time in the past?Todays intercultural encounters are far more numerous and of greater importance than in anytime in history.3. What have made intercultural contact a very common phenomenon in our life today?6New technology, in the form of transportation and communication systems, has acceleratedinte
24、rcultural contact; innovative communication systems have encouraged and facilitated culturalinteraction; globalization of the economy has brought people together; changes in immigrationpatterns have also contributed to intercultural encounter.4. How do you understand the sentence “culture is everyth
25、ing and everywhere”?Culture supplies us with the answers to questions about what the world looks like and how welive and communicate within that world. Culture teaches us how to behave in our life from theinstant of birth. It is omnipresent.5. What are the major elements that directly influence our
26、perception and communication?The three major socio-cultural elements that directly influence perception and communicationare cultural values, worldview (religion), and social organizations (family and state).6. What does ones family teach him or her while he or she grows up in it?The family teaches
27、the child what the world looks like and his or her place in that world.7. Why is it impossible to separate our use of language from our culture?Because language is not only a form of preserving culture but also a means of sharing culture.Language is an organized, generally agreed-upon, learned symbo
28、l system that is used to representthe experiences within a cultural community.8. What are the nonverbal behaviors that people can attach meaning to?People can attach meaning to nonverbal behaviors such as gestures, postures, facial expressions,eye contact and gaze, touch, etc.9. How can a free, cult
29、urally diverse society exist?A free, culturally diverse society can exist only if diversity is permitted to flourish withoutprejudice and discrimination, both of which harm all members of the society.Discovering Problems: Slim Is Beautiful?Questions for discussionWhich do you think is the mark of be
30、auty, thin or fat? Why is it often said that beauty is in the eyeof beholder?One sociologist once said that with the greater influence of American culture across the world,the standard of a beauty is becoming more and more Hollywood-like, characterized by a chiseledchin and a tall, slim figure. One
31、can see such beautiful images in almost any American movie. WeChinese also share the notion that the standard idea of beauty includes being tall, thin, and lightskinned. It seems that with the process of globalization, eastern and western beauties look more andmore alike.7But we have to remember tha
32、t the definition of beauty differs from culture to culture. Forexample, Hispanic standards of female beauty are to have big hips, a moderate tan, and a shortheight. As is described in the article, in southeastern Nigeria, Coca-Cola-bottle voluptuousness iscelebrated and ample backsides and bosoms ar
33、e considered ideals of female beauty.Whats more, the ideal standard of beauty varies from time to time. For instance, during timesof famine, the ideal standard of beauty for women is a much larger body size. Larger size and morebody fat may reflect ones status; for it suggests that the person is wel
34、l fed and healthy. Thinnessthen would reflect malnutrition. However, during times of plenty, plumpness is not a reflection ofstatus. People may easily associate fatness with hypertension, heart disease or other potentialdiseases. Likewise, during eras in which lower-class labors had to toil predomin
35、antly outside forhours a day, tanned skin was an indication of lower status, and therefore the ideal standard of femalebeauty was very pale skin; women during those times actually used a lot of white powderedcosmetics to exaggerate the paleness of their skin. Now, however, tan is a reflection of hav
36、ing moreleisure time spent on seashores instead of working in an office all the time, and therefore it maysuggest higher status, so women strive for darker skin tones.It is true that beauty is in the eye of the beholder because people of different cultures and indifferent situations may have differe
37、nt ideas about what is beautiful and what is not.Group WorkFirst share with your group member whatever experiences you have had in communication eventsthat can be considered as intercultural. Then work together to decide whether each of the followingcases of communication is possibly intercultural o
38、r not and, if it is, to what extent it is intercultural.Try to place all the cases along a continuum of interculturalness, from the most intercultural to theleast intercultural.All the cases may seem to be intercultural but they differ in the extent to which they areintercultural. However it may be
39、very difficult for us to place all these cases along a continuum ofinterculturalness from the most intercultural to the least intercultural, for many other factors have tobe taken into consideration if we have to decide which is more intercultural than another. Forinstance, whether communication bet
40、ween a male manager and a female secretary is intercultural ornot and, if it is, how intercultural it may be, may depend on the cultural and social backgrounds ofthe two persons. If they are from drastically different cultures, communication between them issurely intercultural and may be very interc
41、ultural. If they are from the same culture, communicationbetween them may be little intercultural.The following is tentatively suggested for measuring the interculturalness of the cases ofcommunication, and the cases are presented from the most intercultural to the least intercultural:Communication
42、between a Chinese university student and an American professor;Communication between a Canadian girl and a South African boy;Communication between a first-generation Chinese American and third generation one;Communication between a businessperson from Hong Kong and an artist from Xian;Communication
43、between a teenager from Beijing and a teenager from Tibet;8Communication between a father who is a farmer all his life and his son who works as anengineer;Communication between a software technician and a fisherman;Communication between a male manager and a female secretary (supposing they are of th
44、esimilar cultural and social backgrounds) .DebateThe class is to be divided into two groups and debate on the two different views mentioned in thefollowing on intercultural communication. State your point of view clearly and support yourargument with convincing and substantive evidence.Pro: People a
45、re people; more interactions would lead to greater understanding of each other.（Commonality precedes）Con: People are shaped by different environments they find themselves in, therefore, the differenceoverrides. (Differences precedes)Possible Arguments for Pro:1. Human beings tend to draw close to on
46、e another by their common nature. We all share thecommon basic needs.2. Rapid expansion of worldwide transportation and communication networks have made it fareasier than ever before for people throughout the world to contact with one another.3. The process of globalization may reduce the regional d
47、ifferences between people all over theworld. We are all members of the global village.4. Economic interdependence in todays world requires people of different countries to interact onan unprecedented scale, and more interaction will result in more similarity among people.5. More and more people from
48、 various cultures have to work and live together and they will adaptto each other to such an extent that cultural differences between them may no longer matter.Possible Arguments for Con:1. People throughout the world may be similar in many aspects, but differences in habits andcustoms keep them apa
49、rt.2. Though the basic human needs are universally the same, people all over the world satisfy theirbasic common human needs in different ways.3. As our society is becoming more and more diversified, differences between people tend to growlarger in some aspects.4. It is differences between people that underlie the necessity of communication, and it does notfollow that communication which may increase the possibility of understanding between peoplewill always reduce differences.5. People nowadays are more likely to try to maintain their unique cultural identities when th
