跨文化交際教程

內(nèi)容概要

李萌羽等編著的《跨文化交際教程》是一本專門為中國(guó)讀者編寫的跨文化交際學(xué)教材，由中國(guó)海洋大學(xué)李萌羽博士和美國(guó)跨文化交際學(xué)創(chuàng)始人之一麥克.H.普羅斯教授編著，同時(shí)邀請(qǐng)了諸多來自世界不同國(guó)家和文化背景的作者撰稿，是一部真正體現(xiàn)了多元文化特色的教材。本教材既充分借鑒了國(guó)內(nèi)外跨文化交流學(xué)科的前沿知識(shí)，全面、系統(tǒng)介紹了跨文化交流學(xué)科的核心內(nèi)容，又充分展現(xiàn)了各國(guó)豐富多彩的文化和交流模式，同時(shí)凸顯了中國(guó)文化特色。
《跨文化交際教程》共分為10章，就每章結(jié)構(gòu)而言，主要由以下模塊構(gòu)成：1.導(dǎo)入對(duì)話；2.學(xué)科知識(shí)介紹；3.案例分析；4.本章小結(jié)；5.討論思考題：6.推薦閱讀材料。

書籍目錄

Chapter One: Culture
 1 Dialogue
 2 Culture
  2.1 Definitio and the Nature of Culture
  2.2 Cultural Survival
  2.3 Objective and Subjective Culture
  2.4 Globalism, Globalization and Cultural Univeals
  2.5 Cultural Stability or Cultural Change
  2.6 Multiculturalism and Cultural Diveity
  2.7 Popular Culture
 3 Case Studies
 3.1 An Intercultural Chinese and British Marriage: Striking an
Equilibrium, Lili Zhang, London
 3.2 Korean Taekwondo Master Lee Meets Ms. Ruth: Ruth Lee,
Virginia, USA
 4 Summary
 5 Questio for Discussion
 6 Suggested Readings
Chapter Two: Communication and Intercultural Communication
 1 Dialogue
 2 Communication
  2.1 Definition and Nature of Communication
  2.2 Chinese Communication and the Civil Society
  2.3 The Spectrum or Continuum of Intracultural, Intercultural and
Multicultural Communication
  2.4 Cross-cultural Communication
  2.5 Intercultural Commtmication Competence (ICC)
  2.6 Intercultural and International Ethical Communication
  2.7 Intercultural Conflict Resolution
  2.8 “Peonal Motivational Peuasion” by the President of the United
States to Michael Prosser
  2.9 Analysis of President Obama's Peonal Motivational Peuasion
  2.10 Becoming Critical Thinke
 3 Case Study
 4 Summary
 5 Questio for Discussion
 6 Suggested Reading
Chapter Three: Creating Our Own Cultural Stories
 1 Dialogue
 2 Li Mengyu's Cultural Story
 3 Michael Prosser's Cultural Story
 4 Cultural Stories of Several Young People :
  4.1 My Cultural Background: William Zhu, Shanghai International
Studies Univeity
  4.2 From the Mini UN to the Real UN: Zhang Jing, the United
Natio, New York City
  4.3 The Value of Family, Education, and a Girl with a Russian
Passport: Anya Kylukanova, Univeity of Oregon
  4.4 Open Heart and Immee Patience: Michelle Cui, Trading Manager,
Omicom Group, Chicago, Illinois
  4.5 From an Ordinary Family: David Xu, Tongji Univeity
  4.6 The Story of My Nearly 30 Yea: Jacky Zhang, Dezhou Univeity
  4.7 Seattle and Christ Church: Twin Cities: Zizi Zhao Zhao,
Christ Church, New Zealand
  4.8 A Third Culture Child?: Nick Deng, Yunnan Normal Univeity
  4.9 Lotus Seeds: Cindy Zhao, Shanghai
 5 Case Study
 6 Summary
 7 Questio for Discussion
 8 Suggested Readings
Chapter Four: Perceptio, Beliefs, World Views and Values
 1 Dialogue
 2 Perceptio
  2.1 Defining Perception
  2.2 Culture and Perceptio
  2.3 Perceptio and Media
  2.4 Defining Belief
  2.5 Stereotypes and Prejudices
  2.6 Attitudes and Values
  2.7 World Views
  2.8 Defining Values More Fully
  2.9 The Significance of Values to Intercultural Communication
  2.10 Comparing Eastern and Western Values
 3 Case Study
 4 Summary
 5 Questio for Discussion
 6 Suggested Readings
Chapter Five: Cultural Patter and Cross-cultural Value Orientatio
 1 Dialogue
 2 Undetanding Cultural Patter and Value Orientatio
 3 Chinese Schola' Emphasis on Cultural Traits and Cultural
Orientatio
  3.1 Gu Hongming's Study on Cultural Traits
  3.2 Lin Yutang's Study on Cultural Characteristics
  3.3 Hui-ching Chang's Study on Interpeonal Communication
  3.4 Kwang-kuo Hwang's Study on Interpeonal Relatiohips
 4 Western Contributio
  4.1 Clyde Kluckhohn's and Fred Strodtbeck's Value Orientatio
  4.2 Geert Hofstede's National Value Dimeio
  4.3 Edward T. Hall's Value Orientatio
  4.4 Fo Trompenaa's Value Dimeio
  4.5 Shalom Schwartz's Societal Orientatio
 5 Chinese Value Orientatio
  5.1 The Influence of the Traditional Chinese Value Orientatio
  5.2 The Contemporary Chinese Value Orientatio
 6 Case Study
 7 Summary
 8 Questio for Discussion
 9 Suggested Readings
Chapter Six: Verbal and Nonverbal Communication
 1 Dialogue
 2 The Nature of Language: Linguistic Aspects in Intercultural
Communication
  2.1 Defining Language
  2.2 The Importance of Language to Intercultural Communication
  2.3 The Functio of Language and Tramitting Culture
  2.4 Communicative interaction
  2.5 Language as an Expression of Identity
  2.6 Meaning, Thought and Culture
  2.7 Taoism's and Confucianism's Interpretatio of Language
  2.8 A Review of Some Theories on Language and Culture
 3 Intercultural Nonverbal Communication
  3.1 Defining Nonverbal Communication
  3.2 The Importance of Nonverbal Communication
  3.3 Nonverbal Communication Classificatio
 4 The Role of English in Chinese Education
  4.1 Chinese Children and Youth Learning English
  4.2 English Language Companies and Tests
  4.3 English and Bilingual Teaching Reforms in Chinese Higher
Education
  4.4 Social, Cultural, and Economic Boundaries in Learning English
  4.5 Chinese Students Studying in the United States
  4.6 Li Yang: A Crazy Talker
 5 Case Study
 6 Summary
 7 Questio for Discussion
 8 Suggested Readings
Chapter Seven: Contemporary Youth
 1 Dialogue
 2 Selected Examples of Contemporary Youth
  2.1 American Contemporary Youth: The Millennials: Michael H.
Prosser
  2.2 Argentine Contemporary Youth: Daniel Fernando Aloo, Magister,
Univeidad Austral, Argentina
  2.3 Belgian Youth: A Free Peon with Rights and Respoibility:
Helene Dislaire, Malmedy Belgium (Tralated from French by
Jean-Louis Dislaire)
  2.4 Chinese Contemporary Youth: The Post 1980s Generation: Li
Mengyu
  2.5 Egyptian Youth: Past, Present, and Future
  2.6 Indian Contemporary Youth: The Hindustan Times Survey,
January 25, 2006
  2.7 Japanese Youth Today: The Global Generation, Judy Yeonoka,
Kumamoto Gakuen Univeity, Kumamoto, Japan
  2.8 Youth in Modern Russia: Sergei A. Samoilenko, MA:George Mason
Univeity
  2.9 Togo: Corridor and Smile of Western Africa: Yves Assiduou,
MA: Shanghai Univeity of Finance and Economics
 3 Case Study
 4 Summary
 5 Questio for Discussion
 6 Suggested Readings
Chapter Eight: Cultural Media
 1 Dialogue
 2 Media and Mass Communication Theories
 3 Broadcasting Theory
 4 International and Global Media Theories
 5 Media Diplomacy
 6 Cinema
  6.1 Assessing Intercultural and International Cinema: Cooper
Wakefield, MA: Univeity of Kaas
  6.2 Chinese Cinema: A Challenging Chinese Film: “Nanjing!
Nanjing! (City of Life and Death):” Directed by Lu Chuan, Michael
H. Prosser
 7 Chinese Computer Mediated Communication
 8 Case Study
 9 Summary
 10 Questio for Discussion
 11 Suggested Readings
Chapter Nine: Intercultural Communication in Business, Training and
Education
 1 Dialogue
 2 Intercultural Business and International Trade
  2.1 The Importance of Intercultural Communication in Global
Financial Relatio: Dr. Hugo Rodrigo Rocha, Senior Network Manager,
The Bank of New York Mellon, Madrid, Spain
  2.2 Intercultural Business Communication and International Trade:
David Henry, Shanghai International Studies Univeity
  2.3 Organizational Culture
  2.4 Advertising Theories
 3 Intercultural Training for Global Business People
 4 Intercultural Education in Urumqi
 5 Practical Applicatio
  5.1 Global Knowledge and Local Wisdom: Zhang Wei, Shanghai
  5.2 The Rules of My Brazilian Manager or Brazilian Culture? Clare
Li, (Formerly Junior Associate in a Brazilian Law Firm Shanghai
Office), Hangzhou
  5.3 Touching the Tiger's Tail: Maxwell May, Suzhou
  5.4 Multicultural Training and Teaching Business English: Anthea
Yang Sha, Purdue Univeity
  5.5 Abstract for an MA Thesis as an Illustration of Research
Related to Business Communication: On Managing Cultural Integration
in Cross-border Acquisitio from the Pepective of China's IT
Industry, Hu Guowei (2009), Shanghai: Shanghai International
Studies Univeity
 6 Case Study
 7 Summary
 8 Questio for Discussion
 9 Suggested Readings
Chapter Ten: Intercultural Theories and Research
 1 Dialogue
 2 Theorizing about Intercultural Communication
  2.1 Intercultural Identity Theories
  2.2 Intercultural Accommodation or Adaption Theories
 3 Cross-cultural Communication
  3.1 Defining Intercultural and Cross-cultural Communication
Research
  3.2 Principles or Criteria Guiding Cross-cultural Communication
Research
  3.3 Illustrative Examples of Effective Cross-cultural
Communication Research
  3.4 Illustrative Problems in Western veus Non Western
Cross-cultural Communication Research
 A Researcher's Journey
  4.1 Theoretical and Methodological Diveity
  4.2 Interpeonal Conflict: A Brief Demotration
  4.3 Some Implicatio
 5 Intercultural and Cross-cultural Research in China
 6 Developing Your Own Intercultural Research
  6.1 Front Matter: Title Page, Abstract and Table Contents
  6.2 The Introduction
  6.3 The Literature Review
  6.4 The Methodology
  6.5 The Discussion of Results
  6.6 The Conclusion, References and Appendices
 7 Honesty and Integrity: The Hallmark of an Ethical Univeity
Education and Research
 8 Case Studies
  8.1 Zhang Yangfan: Recoidering Schwartz's 10 Basic Human Value
Types and Locating Chinese Young People
  8.2 Chen Jie: Psychological Adjustment of Farmer Labore' Children
in Yangzhou City: The Identity Conflict of Migrant Children under
the Background of the Urban-Rural Dualistic Social System
  8.3 Liao Yuan: Integrating Experiential Learning Techniques into
Intercultural Communication Coues
  8.4 Wang Xiaoling: The Influence of Ethnic Identity and
Intergroup Contact on Intercultural Communication: A Study at a
Chinese Univeity for Minorities
  8.5 Turdi Dillara: Bilingual Education and Intercultural
Communication Among Uyghu in Xinjiang, China
  8.6 Yu Wei: Chinese Students' Acculturation in the UK and Their
Use of Xiaonei
  8.7 Zhang Rui: Styles of Managing Interpeonal Conflicts Between
American and Chinese Univeity Students
  8.8 Zhong Min: Structural Equivalence of Values Domai in China:
Values Among Migrant Worke and Local Permanent Residents in
Shanghai
 9 Summary
 10 Questio for Discussion
 11 Suggested Readings
Epilogue: A Final Conveation: Think Globally and Act Locally
References
Academic Biographies of Li Mengyu and Michael H. Prosser
Acknowledgement

章節(jié)摘錄

　　China rolls out the red carpet and increasing incentives to win the return of those who spend and send theirchildren abroad for top educations. Chinese and Korean students in our Comparative Education class say they dointend to return to their homelands once their graduate studies at UVa [University of Virginia] are completed andwonder how "Americanized" they must sound to their friends and families back home.Assimilate.IndividualizeForeign students' identities change as they spend time here. "My style is so American，" said a fellow student from Cameroon who wonders if those in her West African nation even understand exactly what she means in her postings on Cameroon-ian Websites. "You are so American，" a Korean student in the class said she has been told by Korean ffiends. "There are so many layers to this，" she said of the identity she sees herself gaining. That's not a bad thing in the new globalized economy. It can add cultural capital to the Asian students who seek higher education in the US and at UVa. Another Korean student said so many Koreans are gaining valued degrees at American universities that alumni groups in Korea from the University ofWisconsin and the University of Texas have become major social and professional networks for their many alumni there.　While many foreign students can gain prestige from having an American degree and appreciate the academic freedom found here， life isn't always easy for these students as they cope with long separations， often from spouses or children. This separation has a name. A "wild goose" is someone split apart from immediate family members， one said. American students also study abroad， but not as much in the ways that many Asian and African studentsdo. American college students prefer shorter stays such as a semester， or even an eight-week term abroad in a foreign country. They soak up the cultural and social opportunities in addition to the studies abroad but not the same long periods of isolation. And， American students do not see as much benefit in attaining a degree from a foreignuniversity in many fields. China， India and Korea are racing past the United States in terms of understanding and attaining keys to economic success through globalization. More of their residents gain social and cultural capitalthrough more intensive study abroad.　　　The University of Virginia is a big beneficiary of this growing international trend， sending more ofits stu. dentsabroad and collecting more foreign scholars and their dollars and yens， yuan and wen， as well as the cultural transferand good will of many people. The numbers of foreign students attending UVa continue to climb， jumping fromabout 630 in 1991 to more than l，730 in 2008. The numbers of Chinese students studying at UVa has risen by about60 students a year for several years， to a total of 600 as of this spring. More than 250 students from Korea attendUVa， and India also has more than 250 students attending. One trend that China and America seem to share is theproduction and reproduction of growing economic disparity. The rich on each side of the Pacific now grow richerfaster than the common citizen's chances to climb up the ladder in a global market where trained brains reign. UVa'sstudents， myselfincluded， learn more about the world by sharing experiences with the smart foreign students earninggraduate degrees. Having friends and fellow alumni on various continents feeds a quest for understanding.　　……

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