跨文化商務(wù)溝通

內(nèi)容概要

經(jīng)濟(jì)全球化增進(jìn)了不同文化背景人們的交流和合作，也促進(jìn)了企業(yè)向國(guó)際市場(chǎng)和新興領(lǐng)域的拓展。然而，不同文化背景的企業(yè)經(jīng)營(yíng)者之間的文化沖突現(xiàn)象日益顯著，合作雙方在經(jīng)營(yíng)與管理時(shí)所產(chǎn)生的矛盾也日益增加，甚至導(dǎo)致了合作失敗。研究表明，導(dǎo)致跨文化管理失敗的主要原因在于文化差異。著名跨國(guó)文化差異研究專家戴維·A．利克斯對(duì)此作了如下結(jié)論：大凡跨國(guó)公司大的失敗，幾乎都是忽略文化差異所導(dǎo)致的結(jié)果。于是，管理學(xué)者試圖從管理角度分析跨文化管理失敗的原因；跨文化溝通學(xué)者也試圖以跨文化視角探索產(chǎn)生文化沖突的根源。兩種研究方法看似都有其道理，但實(shí)際上都難以解決企業(yè)所面臨的實(shí)際問(wèn)題。于是美國(guó)教授Iris Varner于2000年提出了Intercultural BusinessCommunication(跨文化商務(wù)溝通)的理論框架，她將商務(wù)、文化與溝通三者融為一體，旨在分析與解決在跨文化工作環(huán)境中的跨文化問(wèn)題。    根據(jù)《高等學(xué)校英語(yǔ)專業(yè)教學(xué)大綱》以及“商務(wù)英語(yǔ)”專業(yè)的要求，外語(yǔ)人才培養(yǎng)應(yīng)適應(yīng)社會(huì)發(fā)展的需要，培養(yǎng)學(xué)生的跨文化溝通能力。而且，具有跨文化溝通能力的人才已成為21世紀(jì)社會(huì)所急需的人才。    《跨文化商務(wù)溝通》一書(shū)就是根據(jù)以上需求，以Iris Varner教授跨文化商務(wù)溝通學(xué)科的理論框架，結(jié)合教學(xué)特點(diǎn)，以及作者多年來(lái)對(duì)跨文化商務(wù)溝通學(xué)科的研究、跨國(guó)公司咨詢與培訓(xùn)的經(jīng)驗(yàn)，精心設(shè)計(jì)編寫(xiě)而成的。因此，本書(shū)具有以下特點(diǎn)：    特點(diǎn)之一：這是一本以案例為主的教材，案例涉及跨文化商務(wù)語(yǔ)境中的方方面面，許多案例都是作者參與跨國(guó)公司咨詢與培訓(xùn)所涉及的實(shí)際案例，因此這些案例都體現(xiàn)跨國(guó)公司管理中的實(shí)際問(wèn)題，分析與解決案例中的文化沖突問(wèn)題對(duì)學(xué)生的未來(lái)工作具有指導(dǎo)意義。     特點(diǎn)之二：注重跨文化能力培養(yǎng)，培養(yǎng)學(xué)生在跨文化商務(wù)語(yǔ)境中發(fā)現(xiàn)問(wèn)題、分析問(wèn)題與解決問(wèn)題的能力。    特點(diǎn)之三：注重跨文化商務(wù)語(yǔ)境中的商務(wù)溝通知識(shí)與技能，如：如何反饋、如何提問(wèn)、如何表示理解與否、如何寫(xiě)電話留言等，這些都是跨文化工作環(huán)境中最基本而又最重要的工作知識(shí)與技能。    特點(diǎn)之四：注重學(xué)生的參與討論過(guò)程，培養(yǎng)學(xué)生以跨文化視角思考問(wèn)題與分析問(wèn)題的能力，所有問(wèn)題都是開(kāi)放性的問(wèn)題，因而能激發(fā)學(xué)生討論的積極性。    本教材可供英語(yǔ)專業(yè)、商務(wù)英語(yǔ)專業(yè)(方向)學(xué)生使用，也可作為大學(xué)英語(yǔ)選修課及“跨文化交際”課程的教材。

書(shū)籍目錄

ContentsPart One  Intercultural Awareness 　Unit 1  language and Culture  　　Learning Objectives　　Warm-up Discussion 　Core Reading 1　The Role of Language in Intercultural Business Communication　　Intercultural Notes　　Vocabulary in Context　　Intercultural Questions 　　Expanding Vocabulary　　Speaking Interculturally 　Core Reading 2　　Language Mirrors Valuesi 　　Intercultural Notes　　Vocabulary in Context  　　Questions for Discussion 　　Checking Intercultural Knowledge　　Developing Intercultural Skills 　Unit 2  Barriers to Intercultural Communication 　　Learning Objectives  　　Warm-up Discussion 　Core Reading 1　　Barriers to Intercultural Communication  　　Intercultural Notes  　　Vocabulary in Context  　　Intercultural Questions  　　Expanding Vocabulary 　　Increasing Intercultural Awareness　Core Reading　2　　The Role of Intercultural Communication Barriers , Affective　Responses,Consensual Stereotypes, and Perceived Threat 　　　Intercultural Notes 　　　Vocabulary in Context 　　　Questions for Discussion 　　　Checking Intercultural Knowledge 　　　Developing Intercultural Skills   　Unit 3  Nonverbal Communication 　　　Learning Objectives  　　　Warm-up Discussion  　　Core Reading I　　　　Significance of Nonverbal Communication 　　　　Intercultural Notes　　　　Vocabulary in Context 　　　　Intercultural Questions 　　　　Expanding Vocabulary  　　　　Understanding the Most Popular Gestures   　　Core Reading 2　　　　Characteristics of Nonverbal Codes  　　　　Intercultural Notes　　　　Vocabulary in Context  　　　　Questions for Discussion 　　　　Checking Intercultural Knowledge 　　　　Developing Intercultural Skills  Part Two  Connnunication Skills　Unit 4  Different Communication Styles  　　Learning Objectives　　Warm-up Discussion 　Core Reading 1　Verbal Communication: The Way People Speak　　Intercultural Notes  　　Vocabulary in Context  　　Intercultural Questions  　　Expanding Voeabular　……Part　Three Cultural DifferencesPart　Four Intercultural and BusinessPart  Five Inrercultural Comperence

章節(jié)摘錄

　　Emotion　　In some high-context cultures， public display of emotion is a sign of immaturity and a potential cause of shame to the group. Japanese negotiators will close their eyes， or look down，　　r rest their heads against their hands and shade their eyes in order to conceal an emotion such as anger. Similarly， Thais have learned to keep potentially disruptive emotions from showing on their faces. Koreans and other Asians along with Japanese and Thais have earned the descriptor inscrutable from Westerners because of their learned cultural practice of avoiding a facial display of strong and disruptive emotion.　　High-context cultures value harmony in human encounters， and their members avoid sending any nonverbal messages that could destroy harmony. Other high-context cultures， for example in the Middle East， put a high priority on displays of emotion （although not anger） to emphasize the sincerity of the position being put forward.　　In low-context cultures， the deliberate concealment of emotion is considered to be insincere. Members of low-context cultures have learned a large vocabulary of facial expressions that signal the emotions a speaker feels. When they see none of the expected indicators of emotion on the faces of negotiators on the opposite side of the table， they assume that an emotion is not present. If this assumption is discovered to be wrong and the speaker is indeed feeling an emotion such as anger， the members of the low-context culture feel deceived.

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