跨文化交际(UNIT 5)

ReviewofUnit41.WhatistherelationshipbetweenlanguageandcultureaccordingtotheSapir-WhorfHypothesis?2.Translatethefollowingterms: housewarming disinterested Mindone’sp’sandq’s Aninedayswonder 红糖 红茶 眼红 青天InterculturalCommunicationUnit5CultureandVerbalCommunicationWarmUp Pleasereadthestoryonpage156.Whatmayhavebeenthefactorscontributingtothefailureofthepresentation?Whatcanwelearnfromthestory? ItisoftencustomaryforAmericanstostarttheirtalkwithsomejokesorhumorousanecdotes,butGermanshavedifferentideasandtheytendtoconsidertellingjokesinappropriateintalksonseriousmatters.AndinGermanculture,executiveswhooccupyimportantpositionsareusuallyseniorinage,andtheyhadnotexpectedtheAmericanmanufacturertosendayoungmanastheirrepresentativetostartbusinesswiththem,areputableGermandistributor.Theymayhavefounditdifficulttotrustsuchayoungperson.Supplement:VerbalCommunicationVerbalcommunicationhappenswhenpeoplefromdifferentculturalbackgroundscommunicatewitheachotherbyusinglanguage.Ininterculturalcommunication,weusewordstocommunicatewiththeoutsideworld,sharethepast,exercisesomecontroloverthepresent,formimagesofthefuture.Supplement:VerbalCommunicationVerbalCommunicationStyles(p179-183): Direct/Indirect Self-enhancement/Self-effacement Elaborate/Exacting/Succinct Personal/Contextual Instrumental/AffectiveSupplement:VerbalCommunication1.DirectandIndirectVerbalInteractionStyles Inthedirectverbalstyle,statementsclearlyrevealthespeaker’sintentions. Eg.U.S.Americanstendtouseastraightforwardformofrequest. Intheindirectverbalstyle,ontheotherhand,verbalstatementstendtohidethespeaker’sactualintentions. Eg.Chinesetendtoaskforafavorinamoreroundaboutandimplicitway.Supplement:VerbalCommunication2.Self-EnhancementandSelf-EffacementVerbalStyles Theself-enhancementverbalstyleemphasizestheimportanceofboastingaboutone’saccomplishmentsandabilities. Eg.Intheclassifiedads,Americanadmightbeginwith,“Ahandsome,athleticmalewithagoodsenseofhumorseeksafun-lovingpartner…” Theself-effacementverbalstyle,ontheotherhand,emphasizestheimportanceofhumblingoneselfviaverbalrestraints,hesitationsandmodesttalk. Eg.Intheclassifiedads,Japaneseadmightread,“AlthoughIamnotverygood-looking,I’mwillingtotrymybest.”Supplement:VerbalCommunication2.Self-EnhancementandSelf-EffacementVerbalStylesComparethefollowingwaystoservetea: Japanese:Thisisnotverydelicious,but… American:ThisisthebestIcanoffer.Supplement:VerbalCommunication3.Elaborate,ExactingandSuccinctStyles Anelaboratestyleemphasizesflashyandembellishedlanguage.ThisstyleofcommunicationcanbeseeninmanyArab,MiddleEastern,andAfro-Americancultures. Anexactingstyle,wherepersonssaynomoreorlessthanisneeded,isusedbyAmericans. Asuccinctstyleischaracterizedbytheuseofconcisestatements,understatements,andevensilence.AsuccinctstylecanbefoundinJapan,China,andsomeNativeAmericanculturesSupplement:VerbalCommunication3.Elaborate,ExactingandSuccinctStyles Comparethefollowings: Arab:@#%&$%~$*&`^%#@...… American:Justthefacts! Chinese:SilenceisGolden.Supplement:VerbalCommunication4.PersonalandContextualStyle Thepersonalcommunicationstyleemphasizestheindividualidentityofthespeaker. Eg.Englishhasonlyoneformforthesecondperson,thatis,you. Thecontextualstylehighlightsone’sroleidentityandstatus. Eg.Chinese,GermanandFrench,forexample,haveinformalandformalformsofthepronounyou(你/您;du/Sie;tu/vous).Supplement:VerbalCommunication5.InstrumentalandAffectiveStyle Aninstrumentalverbalstyleissender-basedandgoal-outcomebased.Theinstrumentalspeakerusescommunicationtoachievesomegoaloroutcome.Theburdenofunderstandingoftenrestswiththespeaker. Anaffectivecommunicationstyleisreceiverandprocessoriented.Theaffectivespeakerisconcernednotsomuchwiththeoutcomeofthecommunication,butwiththeprocess.Theresponsibilityofunderstandingrestswithboththespeakerandthelistener.Supplement:VerbalCommunication Inverbalcommunication,LCinteractionemphasizesdirecttalk,person-orientedfocus,self-enhancementmode,andtheimportanceof“talk”.HCinteraction,incomparison,stressesindirecttalk,status-orientedfocus,self-effacementmode,andtheimportanceofnonverbalsignalsandevensilence.ReadingIReadthearticleof“UnderstandingtheCultureofConversation”(p157-160).Whatarethedifferentculturesofconversationamongpeoplefromdifferentcountries?Conversationisarichpoint(arichpointissomethinginoneculturethatmakesitdifficulttobeconnectedwithanotherculture).Itisn’tanyparticularwordorgrammaticalconstructionthatproducestherichpoint;itissomethingaboutthewaythingsaregoing,somethingaboutpeople’sideasabouthowtodoaconversation.Tohandletherichpoints,oldunconsciouswaysofdoingthingsaredustedoff,newwaysarebuiltup.Toconverseinthenewways,youhavetoexperiencecultureandmanufacturesomeframes.Ifyoudon’tfigureouttheframes,youmightspeakgrammaticallycorrectEnglish,butwhatyoucommunicatewilldifferfromwhatyouintended.ReadingIConversationculturesofdifferentcountries: Mexican: Theconversationmaystartwithonetopic,andifanotherinterestingtopicseepsinyourideitaroundforawhile.Stickingtothefirsttopicislessimportantthanhavinganinterestingconversation. American: Theconversationusuallyhasatopic,andthespeakerwantstotakeastraightlinethroughitfromthebeginningtoend. TheAmericansexpectananswertotheorientingquestion,thatistolancetheirconversationwithself-promotion--here’swhoIam,here’swhyI’mgoodatit,here’swhyyoushouldpayattentiontome.ReadingIConversationculturesofdifferentcountries: Swedish: TheSwedishconversationalidealistorespondinaconcisemannerwithoutelaboratingspecificdetails,esp.thoseforself-promotion.Thus,whatcausesmiscommunicationisoftenthewayideasareputtogetherintoanargument,thewaysomeideasareselectedforspecialemphasis,orthewayemotionalinformationabouttheideasispresented. FinishExercisesonpage161.WhataredifferentconversationculturesbetweenAmericanEnglishspeakersandAthabaskans?Fill-inTask(161)What’sconfusingtoAmericanEnglishSpeakersaboutAthabaskans? Theydonotspeakandavoidsituationsoftalking. They7.keepsilent. Theyonlywanttotalkto6.closeacquaintances. Theyplaydowntheirownabilities. Theyavoiddirectquestions. Theynever9.startaconversation. Theyneversayanything1.aboutthemselves. Theyare8.slowtotakeaturnintalking____. Theytalkwithaflattoneofvoice Theyare11.tooindirectandinexplicit.Fill-inTask(161)What’sconfusingtoAthabaskansaboutAmericanEnglishspeakers? Theytalk12.toomuch. Theyalwaystalkfirst. Theyoftentalkto10.strangersorpeopletheydon’tknow. They5.bragaboutthemselves. They4.asktoomanyquestions_. Theyalwaysinterrupt. Theyonlytalk2.aboutwhattheyareinterestedin. Theydon’tgiveothersachancetotalk Theyare3.alwaysgettingexcitedwhentheytalk. Theyarenotcarefulwhentheytalkaboutthingsorpeople.Fill-inTask(161)DifferentconversationculturesbetweenAmericanEnglishspeakersandAthabaskans: Whospeaksfirst(whoopenstheconversation); Whocontrolsthetalk; Whenit’stimeforanewpersontotakeaturn,suchasthelengthofapause;(whotalksnext) Howlongoneshouldtalk; Howaconversationshouldclose;(whoclosestheconversation)Thus,ifAmericanEnglishspeakersandAthabaskanstendtojudgetheothers’wayoftalkaccordingtotheirownideasaboutwhatistheappropriatewayfortalking,theywouldhavemostlynegativeimpressionsofeachotherconcerningthewaytheytalk.ReadingII Apartfromdifferencesingrammar,vocabulary,andpronunciation,whatotherdifferencescanyoufindbetweenChineseandEnglish? Readthearticleof“TheWayPeopleSpeak”(p165-169). FromtheexampleoftheconversationbetweenanItalianandanAmerican,wecanseethedifferentconversationpatternsinthesetwocultures.TheAmericansdonotenjoyverbalconflictsoverpoliticsoranythingelsewhiletheItalianswelcomethem.ReadingIIHighinvolvementconversationpatternsandhighconsideratenesspatterns(DeborahTannen)(p165):Highinvolvementpatterns:talkmore;interruptmore;expecttobeinterrupted;talkmoreloudlyattimesandtalkmorequickly.Manyenjoyarguments. e.g.Italian,Russian,Greek,Spanish,SouthAmerican,Arab,andAfrican.Highconsideratenesspatterns:speakoneatatime;usepolitelisteningsounds;refrainfrominterruptingandgiveplentyofpositiveandrespectfulresponsestotheirconversationpartners. e.g.AsianCultureslikeChineseandJapanese,mainstreamAmericans.ReadingIITherearealsosignificantdifferencesbetweenthevariousculturesofthesameconversationpattern.EvenwithintheUnitedStatesthereareimportantregionalandethnicdifferencesinconversationstyles.Theimportantdifferencesincommunicationcreateproblemsofstereotypingandincorrectjudgmentsamongmembersofdiversegroups.Culturalbeliefsdifferastowhetherdirectnessorindirectnessisconsideredpositive.InthemainstreamAmericanculture,theidealformofcommunicationincludesbeingdirectratherthanindirect.LatinAmericansandmanyAsiansvalueindirectness.ReadingIIPing-PongconversationalstyleandBowlingstyle InanAmerican“Ping-Pong”conversation,onepersonhastheballandthenhitsittotheothersideofthetable.Theotherplayerhitstheballbackandthegamecontinues.Eachpartoftheconversationfollowsthispattern:thegreetingandtheopening,thediscussionofatopic,andtheclosingandfarewell. However,inaJapanese“Bowling”conversation,eachparticipantwaitspolitelyforaturnandknowsexactlywhenthetimeisrighttospeak.Thatis,theyknowtheirplaceinline.InJapaneseconversation,longsilencesaretolerated.ForAmericans,eventwoorthreesecondsofsilencecanbecomeuncomfortable.ConclusionSofar,wecanseethattherearetheCulturalRelativityofCommunication--whentotalk,whattosayandhowtosaydifferfromculturetoculture.(i)Whentotalk(theexampleoftheconversationbetweenAnglosandAthabaskans) AthabaskanIndiansconsideritinappropriatetotalktostrangers.Theyhavenegativestereotypesofnon-Athabaskansasridiculouslygarrulous(talkativeinanunfavorablesense)andalsohypocritical. Angloswouldconsideritawkwardtohavealongperiodofsilencewhenhavingaconversation.TheyconcludethatIndiansareuncooperative,evenstupid.Conclusion(ii)Howtotalk(theexampleoftheconversationbetweenAnglosandAthabaskans)①PacingandpausingMeaning:Howfastdoyouspeak?Howlongdoyouwaitfollowinganotherspeaker’sutterance,beforeconcludingtheotherhasnomoretosay?②Listenership(theexampleoftheconversationbetweenAnglosandAthabaskans)Mostlyitisconnectedwithnonverbalbehaviorssuchaseyecontact.③IndirectnessMeaning:Onlyapartofmeaningresidesinthewordsspoken;thelargestpartiscommunicatedbyhints,assumptions,andlistenersfilling-infromcontextandpriorexperience.Conclusione.g.AGreekwife(ordaughter):CanIgotothemarketplace?Husbandorfather:(neversayno)Ifyouwant,youcango.–meaningNo.Yes,ofcourse,go.–meaningYes.(iii)Whattosay--topics(Seetheexercisesonp164) Conversationisusedasanicebreakerandtocreatewarmmemoriesforeveryoneattendingasocialorbusinessfunction.Therearetopicsyoucan,andwilldiscuss,withyourdearestfriends.However,whenyou’reamongagroupofacquaintancesorbusinessassociateskeepyourconversationaltopicsneutral.(p164)Whichtopicsareregardedastheappropriateonesinconversations? Weather,Pet,Work,Hobby,Sex,Family,Age,Income,Property,Maritalstatus,Politics,Religiousbelief,Disease,Death,Disability topics InEnglish-speakingcultures InChineseculture Acceptabletopicsofconversation WeatherPetWorkHobbySex FamilyAgeIncomePropertyMaritalstatus Unacceptabletopicsofconversation Age,especiallyalady’sageMaritalstatusPropertyPoliticsReligiousbelief DiseaseDeathSexPregnancyDisabilityGroupWork(p170-172) Readthethreedialoguesonpage170-172,thentrytofindouttheproblemsandwaystoavoidsuchproblemsininterculturalcommunication.GroupWork(p170-172)Dialogue1 Itmeansthat“IagreethatthereisneedforkeepingtheproductionlinerunningonSaturday”. TheChineseemployeeshouldsay:“I’dloveto,butI’vepromisedmysontocelebratehisbirthdaywithhimonthisSaturday.I’msorryImaynotbeabletocomein.” TheAmericaniscultivatedinalow-contextculturewhiletheChineseemployeecomesfromahigh-contextculture.Ingeneral,theChinesemodeofcommunicationisoftenindirectandimplicitwhiletheWesternmodeofcommunicationtendstobedirectandexplicit.GroupWork(p170-172)GroupWork(p170-172)Dialogue2 ThebossrefusestotelltheemployeedirectlywhatheactuallyfeelsabouthisworkbecausehethinksthatthatmaymaketheAmericanemployeeloseface. ItisnaturalfortheemployeetopressfordefiniteanswerstohisquestionsbecauseheisAmericanand,inhisculture,itisusuallyrighttodosoevenwhenoneiscommunicatingwithone’sboss.GroupWork(p170-172)Dialogue3 TheAmericansupervisorusesa“straighttalk”low-contextapproachindealingwiththeworkproblem,whereastheGreeksubordinateusesa“facetalk”high-contextapproachindealingwiththeissue.Compliments(p162-163)MakingGoodIntroduction Supposeanimportantclientisvisitingyourcorporateheadquarters.You’rehavingaconversationwhenthepresidentofyourcompanywalksintotheroom.It’suptoyoutomaketheintroductions.Butwhomdoyouintroducetowhom?Whichperson’snamedoyoustatefirst?Yourclientisimportanttoyouandyourcompany,butcertainlythecompanypresidentisalsoimportant.Doyouhaveadilemma?Notifyouunderstandthebackgroundofmakingintroductions,whichisbasically,“Thepersonwithgreaterimportancetakesprecedence.”MakingGoodIntroductionSequenceofintroduction--ausefulformat:Alwaysstatethenameofthemostimportantpersonfirst;Usewordslike“MayI”or“Iwouldliketo”or“Itisapleasureto”;Followwithwordslike“Introduce”or“Present”(“Present”ismoreformal);ThenstatethenameoftheLowerrankingperson;Alwaysaddabriefsentenceaboutthelowerrankingperson,suchasajobtitleorprojectheorsheisworkingon,arecentsuccess,oracommoninterestwiththesenior.Thisprovidestheseniorwithinformationtobeginacomfortableconversation.MakingGoodIntroductionExamples:“Ms.GoldCrown,mayIintroduceMr.NoCrown.Mr.NoCrownjustcompletedatriptoourAsianfacilities.”“Mr.GoldCrown,IwouldliketointroduceMs.NoCrown.Ms.NoCrownistheCEOofourcompany.”“Ms.GoldCrown,mayIpresentMr.NoCrown,whoisanavidsailor.”(ThepresenterknowsthatMs.GoldCrownisalsoasailor,sothisinformsthembothofacommoninterest)Ifthesituationismorecasual,youcanusefirstnames,“Goldie,I’dlikeyoutomeetSilvery.SilveryplayspercussionintheWindSymphony.”Oraverycasualintroductionofarelative,suchas“Goldie,thisismysisterSherrie.”CaseStudyCase17 (Page 176) MrRichardsonisverypleasedtohavemadetheacquaintanceofMrChuandfeelstheyhavegottenofftoaverygoodstart.Incontrast,MrChufeelsquiteuncomfortablewithMrRichardson. Heisparticularlybotheredthat,insteadofcallinghimDavidorMrChu,MrRichardsonusedhisgivenname,Hon-fai,thenamerarelyusedbyanyone,infact.Itwasthisembarrassmentwhichcausedhimtosmile.HewouldfeelmorecomfortableiftheycalledeachotherMrChuandMrRichardson.Nevertheless,whenhelearnedthatAmericansfeeluncomfortablecallingpeopleMrforanyextendedperiodoftime,hedecidestoadoptawesternname.HechoseDavidforuseinsuchsituations.CaseStudyCase18 (Page 176-177) Inthiscase,hehadtosay“No”atleastthreetimes. Indeed,Britishrecipientsofsuchhospitalitysometimesfeelthattheirhostisbehavingimpolitelybyforcingthemintoabind.CaseStudyCase19 (Page 177) Peopleinhigh-contextcountrieslikeChinaputhighpriorityonkeepingharmony,preventinganyonefromlosingface,andnurturingtherelationship. AthomeinCanadahewouldhavegonedirectlytothepoint.ButinChina,goingdirectlytotheproblemwithsomeonemaysuggestthatheorshehasfailedtoliveuptohisorherresponsibilityandthehonorofhisorherorganizationisinquestion.CaseStudyCase20 (Page 178) IntheviewoftheEnglish-speakingpeople,theopeninglinesofChineserequestsandsomeotherspeechactsdonotusuallyprovideathesisortopicstatementwhichwillorientthelistenertotheoveralldirectionofthecommunication.Worstofall,thelackofprecisionandthefailuretoaddressthepointdirectlymayleadtosuspicionsthattheChinesespeakersarebeatingaroundthebush.Tothem,thepresenceofaclearandconcisestatementofwhatistobetalkedaboutwillmakethespeechmoreprecise,moredramatic,andmoreeloquent.CaseStudyCase20 (Page 178) Insuchasituation,itisusuallyconsideredasmartstrategyifyoucarefullydelineatethejustificationsthatwillnaturallyleadtoyourrequestorargument.Therefore,insteadofstatingtheirpropositionsomewhereinthebeginningandthenproceedingtobuildtheircase,Chinesepeopleoftenfirstestablishasharedcontextwithwhichtojudgetheirrequestsorarguments.Onlyaftercarefullyprefacingthemwithanavalancheofrelevantdetails,asiftonullifyanyopposition,willtheypresenttherequestsorarguments.Homework Read“PreferencesintheOrganizationofVerbalCodes(p184-187)”. Whatculturalimplicationsarethereunderlyingthedifferencebetweenspeaker-responsibilityandlistener-responsibilityinorganizationalstructure?