跨文化互動

內容概要

本書闡釋了跨文化互動的理論、實踐和研究，體現(xiàn)了跨文化交際過程的復雜性和跨文化交際學的多學科綜合特征。書中所選的文化互動實例全部源于真實交際場合，反映了跨文化交際學的最新研究成果，能開闊讀者的學術視野，為從事這一學科的研究者提供了新的方法。

書籍目錄

List of FiguresGeneral Editors" PrefaceAcknowledgements1 Introduction  1.1  Aim and readership of the book  1.2 Title of the book  1.3 Authors' subjectivity  1.4  Overview of the bookPart 1 Conceptualizing Intercultural Interaction  2 Unpacking Culture     2.1  Defining culture     2.2 Etic frameworks for comparing cultures:multtdtsciplinary perspectives       2.2.1  Frameworks in psychology       2.2.2  Frameworks in anthropology       2.2.3  Frameworks in international business       2.2.4 Frameworks in applied linguistics and discourse studies     2.3  Emic perspectives on culture     2.4 Culture and regularity       2.4.1  Types of cultural regularity       2.4.2 Culture, regularity and variability     2.5  Culture and social groups       2.S.1  Culture and religious groups       2.5.2 Culture and organizations       2.S.3  Culture and professional groups       2.5.4 Culture and communities of practice       2.5.5  Culture and multi-group membership     2.6 Culture and representation     2.7 Concluding comments     Suggestions for further reading  3 Intercultural Interaction Competence (ICIC)    3.1 Introduction: terminology and definitions  ……Part2 Promoting Competence in Intercultural InteractionPart3 Researching Intercultural InteractionPart4 ResourcesReferencesIndex

章節(jié)摘錄

　　An assessment instrument of the kind described so far is probably inappropriate as the sole means of assessing growth in competence as a result of a development or learning process in educational contexts such as school or university and as a way ef certifying a competence level for a qualification. （As we show in Chapters 9 and 10， they may be used at the end of a learning process .by researchers interested in examining the effectiveness of a particular development intervention.） Few， if any， are statistically robust enough to justify the exclusion of the teachers assessment and， especially in formal educational contexts， forms of assessment which have a close link to the preceding teaching and learning activities are rightly conventional， having as they do a greater face validity （see below） and thus acceptance by learners and teachers alike. Suitable instruments for this purpose， which are rather different in nature to those described so far， are discussed below in Section 8.5.　　Statistical and other forms of analysis show that a number of instruments possess the validity and reliability （see below） that allow them to be used with confidence for research purposes， for example， explaining the failure and success of expatriate assignments. A number of instruments have been developed purely or mainly with research purposes in mind and some of these are discussed in Chapter 11.　　8.1.2 Criteria to guide the selection of assessment instruments Clearly， chief among the criteria for selecting an assessment instrument is the extent to which it fulfils the purpose the user has in mind. It is also important that the instrument is reliable and valid in various ways so that the user can be sure that conclusions drawn from the data generated by the instrument are soundly based. This is particularly the case when it is used for research purposes.　　The stability of the instrument over time （test-retest reliability） in producing similar results with the same respondent， and the internal consistency of the instrument （split-half reliability） can be examined statistically and an assessment of the instruments reliability made. It is important for the user to know that the results obtained when applying the instrument are not purely a matter of chance and that the test repeated with the same respondent and in the same conditions will produce adequately similar results.

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