PartOneBasicConceptsof

InterculturalCommunicationUnit

1CultureBehindLanguageCultureBehindLanguageUnit

1WhatYouCanLearnfromThisUnit1.

Understandhowimportantitistolearnculturethroughaforeignlanguage;2.

Knowthatculturegivesmeaningtowords;3.

Understandthemeaningbehindwords;4.

Understandthatculturemightbeahiddenbarrierininterculturalcommunication.QuestionsforInterculturalAwarenessWhat

is

the

relationship

between

language

and

culture?WhenlearningEnglish,doyoutrytounderstandwhatculturalvaluessomeEnglishwordsorstatementsindicate?ListsomeEnglishsayingsorproverbs

and

explain

the

values

they

convey.Can

you

list

some

barriers

in

intercultural

communication?

Share

your

viewin

class.

CultureBehindLanguageUnit

1Project-basedLearningInterculturalLensReading2Reading1Warm-upScenarioCaseStudyWarm-upScenarioDiscussion1.Yes,therearesomemisunderstandings.Judymightbeinterestedingettingtogethersometimeateachother’shousesandwouldexpectCarmentobespecificaboutthetime.Ontheotherhand,CarmenexpectsJudytosuggestatime.Asaresult,nooneoffersaspecifictimeduetoculturaldifferencesregardingwhoshouldtaketheinitiativeinsuggestingatime.2.Aninterculturalsuggestionistorespondtoanambiguousinvitationbyproposingaspecifictimetomeet.Thisallowsyoutoseewhethertheotherpersonacceptsitornot.Iftheydonotacceptyourproposedtime,itmightindicatethatwhatsoundslikeaninvitationinyourcultureisnotconsideredarealinvitationintheirs.Instead,itcouldbeasubtlehintsignalingtheirintentiontoleave.HowtoUnderstandInvitationReading1Language,Thought,Culture,andInterculturalCommunication

Vocabularycrystalline

flakes 片狀結晶referent

n.

［語］語詞所指的對象spectrum

n. 光譜NotesReading11.Everylanguagehasitsuniquefeaturesandwaysofallowingthosewhospeakittoidentifyobjectsandexperiences.一種語言之所以區別于另一種語言，就是因為每種語言使用者感知和認識世界的方式不同。例如，東西方都有龍的傳說，但由于文化的不同，龍所代表的形象也不同。在中國文化中，龍是瑞獸；而在西方文化中，龍卻是怪獸。中國人自稱龍的傳人，龍是中華民族的圖騰；而西方文化中的龍一般帶有惡毒、兇狠的意味，與中國文化中的瑞獸完全不一樣。這種文化差異就造成了溝通的障礙。本句大意為：每種語言都有其特色和表達方式，讓它的使用者可以確定語言所指的實物和事件。2.linguisticrelativity“薩丕爾—沃爾夫假說”即“語言相對論”，指的是美國人類學家、語言學家薩丕爾和他的弟子沃爾夫提出的語言學假說，包括兩個形式：一是語言決定論（linguisticdeterminism），也就是語言決定著人們的思維、信念、態度等；語言不同的民族，他們的思維方式也不同。另一種較溫和的觀點認為語言反映人們的思維、信念、態度等，但并不完全決定它們；思維是相對于語言來說的，思維模式會隨著語言的不同而不同，隨著語言的變化而變化。“語言相對論”有兩層含義：第一，一種文化中的內容，只有用該文化中的語言才能得到充分表達；第二，發源于某一文化中的概念，如果用另一種文化中的語言去講，意思就會有所不同，至少在人們心目中喚起的意象不同。NotesReading13.Abetterexplanationforlinguisticdifferencesisthatvariationsinthecomplexityandrichnessofalanguage’svocabularyreflectwhatisimportanttothepeoplewhospeakthatlanguage.語言中的詞匯也體現文化差異，影響跨文化溝通的效果。例如，因紐特語中有關雪的詞匯就有很多，因為他們的生活離不開雪，但這對于生活在熱帶的人來說就很難理解，因為他們可能從來沒有見過雪。本句大意為：對于語言差異，還有更好的解釋，那就是，人們可以根據某種語言中詞匯的復雜和多樣化的程度，判斷出什么樣的事物對于該語言使用者來說非常重要。NotesReading1DiscussionfromInterculturalPerspectives1.Eveninthesamelanguage,people’s

culturalbackground,communicationhabits,andpersonalstyle

cancausemisunderstandings.Recognizingthesefactorsandlearningfromthemisanimportantpartofbecominganeffectiveinterculturalcommunicator.Forexample:RegionalDifferencesandSlang

Chinahasmany

dialectsandregionalexpressions.EvennativeChinesespeakerssometimesfindeachother’sslangoridiomshardtounderstand.Example:AfriendfromSichuanmightuseexpressionsthatsomeonefromShanghaidoesn’trecognize.GenerationalorContextualGaps

Differentagegroupsmayuselanguage

differently,suchaspopularonlineslang,abbreviations,or

humor.Example:“YYDS”or“emo”mightconfusesomeonewhoisn’tfamiliarwith

Internetslang.Reading1DiscussionfromInterculturalPerspectives2.

CulturalMeaningsDifferThesamewordmayrefertothesameobject,butthe

culturalsignificance

ofthatobjectcanbe

verydifferent.Reading1Example:CowIn

India,cowsareconsidered

sacred,andpeopledonoteatbeef.In

Westerncountries,acowismainlyviewedasa

sourceofmilkormeat.→Aconversationabouteatingbeefmaybenormalinoneculturebut

offensiveinanother.DiscussionfromInterculturalPerspectivesReading1Example:DragonIn

Chineseculture,thedragonisa

positivesymbol—representing

power,strength,andgoodluck.In

Westerncultures,dragonsareusuallyseenas

evilordangerouscreatures

inmythsandstories.→Talkingaboutdragonscouldevoke

respect

inonecultureand

fear

inanother.Conclusion:Justbecausepeoplefromdifferentculturesusethesameworddoesn’tmeantheyunderstanditthesameway.

Culturalcontextdeeplyinfluencesmeaning,andwithoutculturalawareness,misunderstandingscanstillhappen—evenwithfamiliarwords.That’swhy

interculturalcommunicationrequiresmorethanjustlanguageskills—italsoneedsculturalsensitivityandcuriosity.DiscussionfromInterculturalPerspectivesReading23.Thesetwostatementsreflect

differentculturalattitudestowardtime,commitment,andcommunicationstyle.

PerspectiveInterpretationCulturalValueReflectedChineseIt’softenusedto

showpoliteness

andavoidsaying“no”directly.Thespeakermaynotbesuretheycancome,butwantstomaintainharmonyandavoiddisappointingothers.Indirectness,savingface,andmaintainingharmony.AmericanItmaybeseenas

uncertainorvague.Americansoftenpreferclearyes/noanswersandmayinterpretthisasalackofcommitment.Directness,clarity,andindividualresponsibility.“Iwilltrymybesttocomehere.”sounds

non-committal—it’spoliteandleavesroomforflexibility.DiscussionfromInterculturalPerspectivesPerspectiveInterpretationCulturalValueReflectedChineseWhilevaluedinprofessionalcontexts,beingpreciselyontimemaybe

lessstrictlyenforced

ininformalsituations.Punctualityisimportant,but

relationshipandflexibility

cantakepriority.Relationship-centeredcommunication,situationalflexibility.AmericanPunctualityisasignof

professionalism,reliability,andrespect.Sayingyou’llbethereby9:00usuallymeansyouareexpected

toarrive

before

9:00.Timeorientation,efficiency,personalaccountability.“I’llbehereby9:00a.m.”clearandtime-specific—itshowsstrongcommitment.Reading2instillv.逐漸灌輸judicialadj.法庭的，法官的，裁決的predominantadj.占優勢的，占主導地位的provocationn.激怒，挑釁psychen.精神reinforcev.加強，強化righteousnessn.正直LanguageMirrorValues

VocabularyReading2adversarialadj.對抗性的assertv.堅持（自己的權利、個性等）conciliatoryadj.和解的confrontationaladj.故意尋釁的consensusn.共識counterpartn.職位相當的人disruptiveadj.引起混亂的eloquencen.雄辯NotesReading21.Evenwhendealingwithchildren,Americanstrytoprovidethemwithabedroomoftheirown,respecttheirindividualrighttoprivacy,andattempttoinstillinthemasenseofselfrelianceandindependencebyencouragingthemtosolvetheirownproblems.本句大意為：甚至在對待孩子的問題上都能體現出美國人的文化價值觀，他們給孩子提供自己的臥室，尊重孩子的隱私，讓孩子解決自己的問題，盡力灌輸給孩子們獨立自主的意識。作者舉這個例子是想說明美國人的所作所為都是美國文化的反映，這種文化同時反映了他們的價值觀。NotesReading22.AsCondonremindsus,“IfDescarteshadbeenJapanese,hewouldhavesaid,‘Wethink,thereforeweare.’”笛卡爾的哲學思想基于唯理性的前提：“我思，故我在。（Ithink,thereforeIam.）”本句大意為：正如康登提醒我們的那樣，如果笛卡爾是日本人的話，他說的便是“我們思，故我們在”了。作者在此是以I和we在不同的文化團體中不同的使用傾向來說明individual-orientedcultures和group-orientedcultures的差別。日本人在發表見解時習慣用we來代替I，從中我們就能看到日本人的集體主義觀念在語言表達中的反映，因為日本人認為，集體利益高于個人利益，不能突出個人。NotesReading23.GroupmembersinJapandon’twanttostandoutorasserttheirindividualitybecauseaccordingtotheJapaneseproverb,“Thenailthatsticksupgetshammereddown.”日本人的這句諺語Thenailthatsticksupgetshammereddown意為“釘子豎起來，會被錘子砸下去”，與中國的“槍打出頭鳥”是一個意思。這些語言表達有助于我們理解中、日文化的含義。中國人是歷來講究合群的，凡事跟大部分人一樣，便很安全，很保險。日本人的做法也是如此，在眾人面前不會輕易發表個人的不同見解，這跟美國人的做法剛好相反。所以我們學習一門外語，目的不僅僅在于理解其字面的意思，或將其翻譯成中文，更重要的是理解該語言所表達的文化含義，以及在這些文化價值觀影響下人們的行為表現。NotesReading24.…itisusuallydonegentlyandveryindirectlybyusingsuchpassiveexpressionsas“Itissaidthat…”or“Somepeoplethinkthat…”作者在此要表達的是日本人在發表不同見解時的語言習慣。為了禮貌待人，日本人說話委婉，表達含糊。他們最討厭的是正面的語言交鋒，因為這不僅會傷害雙方面子，還會破壞整個集體的和睦。在這種交際心理的制約下，日本語言就形成了一種模糊委婉的特點。5.Thus,alloftheselinguisticcontrastsbetweenJapanandtheUnitedStatesexpresstheirfundamentallydifferentapproachestotheculturalvaluesof“groupness”andindividualism.作者在文中提到的日本和美國語言表達上的差異能夠反映出兩國不同的價值觀。日本人的是“groupness”或者說是collectivism，即集體主義價值觀；而美國人的則是individualism，即個人主義價值觀。作者強調的是語言的使用可以反映出價值取向，從而證明自己的論題——languagemirrorsvalues。DiscussionfromInterculturalPerspectives1.Thestatement“Languageislikeamirrorwhichcanreflectpeople’svalues”meansthatlanguageisnotmerelyatoolforcommunication,butaculturalartifactthatrevealsthecorebeliefs,priorities,socialstructures,andworldviewofitsspeakers.Likeamirror,itshowswhatasocietydeemsimportant,sacred,trivial,ortaboo.

StudentsmaybeencouragedtofindexampleswiththehelpofAI.Reading2DiscussionfromInterculturalPerspectivesReading22.

TheAmerican-Japanesecontrasthighlightshowcommunicationstylesareculturalsurvivaltools:Americansprioritizeclarityandspeedinamobile,diversesociety;Japaneseprioritizenuanceandcohesioninahomogeneous,stability-focusedculture.Understandingthesedifferencespreventsmisattributingintent(e.g.,interpretingJapaneseindirectnessasevasiveness,orAmericandirectnessasrudeness).AspectAmericansJapaneseSpeakingstyleDirect,clearIndirect,subtleExpressingdisagreementOpen,straightforwardCautious,vagueRoleofsilenceUncomfortable,avoidedAcceptable,evenrespectfulEmotionsinspeechOpen,expressiveReserved,controlledCommunicationcontextLow-context(explicit)High-context(implicit)InterculturalLens

ValueNorm

Behaviors

CultureIsLikeanOnionOutsideInInsideOutOnionCultureModelYoucanapplytheOnionCultureModeltobetterunderstandtherelationshipbetweenlanguageandculture.Cultureislikeanonion.Youcanonlyseetheouterlayeroftheonion,whileyoucandiscovertheinnerlayerbypeelingoffonelayerafteranother,untilyouseethecorepartoftheonion.Asthemodelindicates,theouterlayerrepresentspeople’sbehaviors,sayings,orproverbs,whichisthevisiblepartofaculture.Byanalyzingthesebehaviorsorexpressions,youcanbegintouncoverthedeeperlayersoftheonion,suchastheculturalnormsthatshapethesevisibleelements.CultureBehindLanguageThenyoucanunderstandwhypeopleinthiscountryactdifferentlyfromthoseinyourowncountry,duetothedifferentnormsofthetwocultures,whichleadsyoutoseethecoreoftheonion—theculturalvaluesofthecountry.Inotherwords,byobservingaperson’sbehavior,youcanbetterunderstandhowtheiractionsandexpressionsareshapedbytheculture:Language→Culture→BehaviorSimilarly,whenlearningasayingoraproverb,thekeypointisnotjusttotranslateitintoChinese,buttounderstandtheculturalvaluesitconveys.Bydoingso,youcangaindeeperinsightsintohowpeoplefromthatculturearelikelytobehave.InterculturalLensTeachingTips:Aninterculturalperspectiveteachesstudentshowtounderstandsomethingbehindthissaying,whichismoreimportantthatknowingitsChineseversion.TeacherscantellstudentshowtousetheOnionCultureModelinunderstandingsomesayingsfromInterculturalLens.InterculturalLens1.ThefeatureofthespeechbyLiuistouseproverbsorsayingstoreflecthowdemocracyinonecountryisstatedandimplemented.2.Democracydoesnothaveagloballyuniversalstandard,andeachcountryhasitsowninterpretationandlanguageexpressionsofdemocracy.Byquotingdifferentproverbs,LiureferencedASEANcountries’definitionstodemocracyaligningwiththeirownculturevaluesandsuitablefortheirsocialsystems.3.Whatwecanlearnfromthiscaseisthatseekingcommongroundininterculturalcommunication—suchassayingsorproverbswhichreflectsharedvaluesacrosscountries—isaneffectivewaytoresonatewithpeoplefromothercountries.AnalyzingtheIssuesintheCaseLiuJinsongCitedASEANProverbstoShedLightonDemocracyCaseStudyProject-basedLearningTeachingtips:Differentcountrieshavedifferentsayingsorproverbsthatconveydistinctvalues,whichoftenreflecttheirwayofdoingthings.TheChinesesaying“Seekingcommongroundwhilereservingdifferences”

embodiestheChineseinclusiveculture.TheobjectiveofthispartistohighlightthatdespiteculturaldifferencesbetweenChinaandothercountries,therearesharedvaluesthatcanbeidentifiedintheirrespectivesayingsorproverbs.Thesedifferentexpressionsoftenconveysimilarculturalvaluesacrossdifferentcountries.InUnit1,twowell-knownChinesesayingsareintroduced.ThekeypointisthatstudentsshouldunderstandhowthesesayingsarereflectedinChina’sdiplomaticpractices.ByapplyingtheOnionCultureModel,studentscanlearntoobserveandanalyzeChina’sinternationalrelationshipanddiplomaticpracticesinadeeperculturalcontext.LearningChineseculture:SeekingcommongroundwhilereservingdifferencesLearningculturethroughproverbsWorkinpairsandexchangeviewsonthemeaningsofthefollowingproverbs,thentrytofindouttheirChineseequivalentsifthereisany,anddiscussthevaluestransmitted.Project-basedLearningProverb

1Everydoghasitsday.Translation凡人都有得意之日。Itmeansifyouareunluckynow,youmaygetthechancesomeday;orevenifyouareatthebottomofthesociety,Don’tworry,youmaychangeyoursocialstatusinthefuture.ValuesTheproverbemphasizesoptimisminlifeevenwhenpeoplearepoororoflowsocialstatus.Self-relianceandfutureorientationarehighlyvalued.Peoplewithsuchavaluebelievethatthefuturewillbemuchbetterthanthepresent.Sotheywillworkhard,believingtheycanimprovetheirsituationontheirown.Project-basedLearningProverb

2Moreismeantthanmeetstheear.Translation意在言外；聽話聽音；言外之意。Itmeansthereismoremeaninginwhatyouhearthansimplythewordsthatyouhear.ValuesSimilarsayingsarecommoninsomenationsofhighcontextcultures,suchasAsiancountrieslikeChina.Itmeanswhatisreallymeantisbeyondwhatissaid,soyouhavetofigureoutthemessageshiddenbehindtheutteredwords.Inotherwords,itindicatesthatyoucanonlygettherealmessagewithinaspecificcontext.Bycontrast,inlowcontextcultureslikewesterncountries,messagesareoftenplainlycodedanddeliveredandcanbeunderstoodliterally.Forexample,“morethanmeetstheeye,”apopularAmericanphrase,issimilartothisproverbinformbutdifferentinmeaning.Itmeansthatsomethingismorecomplicated,complex,orinterestingthanyouthoughtinitially.Project-basedLearningTeachingTips:AskstudentstopayattentiontothespeechesdeliveredbyspokespersonsortheleadershipofChinaatinternationalconferencesorforums,andthenanalyzetheirfeaturesfromaninterculturalperspective.Forexample:AttheFourthChina-CELAC(CommunityofLatinAmericanandCaribeanStates)MinisterialForum,whichheldinBeijingfromMay10-14,2025,PresidentXideliveredaspeech.HequotedbothaChinesesaying“人生樂在相知心”（Thejoyoflifeliesinunderstandingeachother’shearts）andaLatinAmericansaying“擁有朋友就擁有寶藏”(Tohavefriendsistohavetreasure).Discussthevalueofthesesayingsandtheeffectofquotingthemonthisoccasion.LearningbydoingPartOneBasicConceptsof

InterculturalCommunicationUnit2CommunicatingInterculturallyWhatYouCanLearnfromThisUnitUnderstanddifferentaspectsof

culture;Understand

the

relationship

between

culture

and

communication;Recognizehowverbalexpressionsareinfluencedby

culture;Increaseinterculturalawarenessand

sensitivity;Communicate

interculturally

with

English

speaking

people.CommunicatingInterculturallyUnit

2QuestionsforInterculturalAwareness1.

What

are

the

various

aspects

of

culture,

that

is,

the

elements

that

make

up

a

culture?2.

What

is

the

relationship

between

culture

and

communication?3.

Isitpossibletolearnaforeignlanguagewellwithoutlearningabouttheculture

where

it

is

spoken

as

a

native

language?

Why

or

why

not?CommunicatingInterculturallyUnit

2Project-basedLearningInterculturalLensReading2Reading1Warm-upScenarioCaseStudyWarm-upScenarioTeachingtips:ThisstoryissharedbyanMBAstudentinclassabouttheinterculturalissueshercolleaguesarefacingnow.TheseissuesarecommonnowinjointventurecompaniesinChina.Thediscussionofsuchissuescanhelpinterculturallearnersunderstandwhatcompetencetheyshoulddevelopbeforetheygraduatefromcolleges.Byfrequentlydiscussingvariousinterculturalchallengesinglobalworkplaces,studentscanbecomemoresensitivetotheissuestheymayencounterintheirfuturecareersanddeveloptheskillstohandlethemeffectively.Bythen,theywillbeabletodemonstrateacompetitiveedgeintheworkplace.Askstudentswhymorepeopleworkingintheinterculturalworkplacesarenowembarrassedbyculturalconflicts,anddiscussthevalueoflearningInterculturalCommunicationcourseincolleges.GlobalWorkplaceCommunicationWarm-upScenarioDiscussion1.InHungary,India,Iran,Bangladesh,andpartofGreece,noddingmeans“No”,whileshakingone’sheadmeans“yes”.2.Whattheassessmentexpertmeansby“communicationproblem”ofChinesecolleaguesisnottheirlanguageproblem,buttheirineffectivenessincommunicationinwhichtheyfailedtoanswerthequestionsandexplaintheirpointsclearly.3.RegardingthequietbehaviorsofChinesecolleaguesinthemeetings,Westerncolleaguesmightinterpretthisasalackofideasorunwillingnesstosharetheirthoughts.However,thisisaninterculturalmisunderstanding.Chinesecolleaguesmaynotbefamiliarwithhowtointeractinsuchsettings,mayfeelunsureabouthowtointerruptthespeaker,ormaysimplybewaitingforsomeonetoinvitethemtorespond.Studentsmaythinkofwhatshouldbedoneinsuchasituation.4.Thisisanopenquestion.GlobalWorkplaceCommunicationFormoreinterculturalperspectives,pleaserefertothefollowingcommunicationstyles:Warm-upScenarioDirectandindirectwaysofthinking漢語與朝鮮語閃米特語英語拉丁語俄語Warm-upScenarioTeachingtips:HolisticWayofThinkingandAnalyticWayofThinking綜合思維方式(東方)vs.分析思維方式（西方）HolisticWayofThinkingstartsfromgeneraltospecific:Forexample,inwriting,thepaperstartswithageneralintroduction,andthenmovestospecificpoints.Thiswayofthinkingisoftendemonstratednegotiationsresponsestoquestionsbypeoplewhothinkthisway.AnalyticWayofThinkingstartsfromspecifictogeneral.Forexample,duringnegotiations,Westernersmayhavesomespecificagendapoints,accordingtowhichtheywouldstartwithonepointandthenmovetothenext.Whentheyaskhowyouwouldguaranteeproductquality,theymayexpectyouprovidespecificpointsbysaying“one…two…three…four…”andsoon.GlobalWorkplaceCommunicationVerbal-basedunderstandingmeansthatthespeakertransmitsallthemessages/meaningsclearlystatedinwordssothatthelistenercaneasilyunderstandthemeaningstatedinwords.Context-basedunderstandingmeansthatspeakerexpressesthemeaningnotstatedinwords,butimpliedinthecontext.Contextreferstothecircumstances,setting,orbackgroundthatsurroundaparticularevent,statement,situation,orpieceofinformation.Ithelpsprovidemeaning,clarity,andrelevancebyshowinghowsomethingrelatestoitsenvironment.Warm-upScenarioTeachingtips:GlobalWorkplaceCommunicationWestEast?ExplicitcommunicationImplicitcommunication?Verbal-basedunderstandingContext-basedunderstanding?SpeakerorientedcommunicationstyleListener-orientedcommunicationstyleVerbal-basedunderstandingmeansthatthespeakertransmitsallthemessages/meaningsclearlystatedinwordssothatthelistenercaneasilyreceivethem.Context-basedunderstandingmeansthatthespeaker’sintentionisoftennotstatedinwords,butimpliedinthecontext.Contextreferstothecircumstances,settings,orbackgroundofaparticularevent,statement,situation,orpieceofinformation.Ithelpsprovidemeaning,clarity,andrelevancebyshowinghowsomethingrelatestoitsenvironment.Verbal-basedunderstandingmeansthatthespeakertransmitsallthemessages/meaningsclearlystatedinwordssothatthelistenercaneasilyunderstandthemeaningstatedinwords.Context-basedunderstandingmeansthatspeakerexpressesthemeaningnotstatedinwords,butimpliedinthecontext.Contextreferstothecircumstances,setting,orbackgroundthatsurroundaparticularevent,statement,situation,orpieceofinformation.Ithelpsprovidemeaning,clarity,andrelevancebyshowinghowsomethingrelatestoitsenvironment.Warm-upScenarioTeachingtips:GlobalWorkplaceCommunicationSpeakerorientedcommunicationstyleItisthespeaker’sresponsibilitytohelpthelistenerunderstandthespeaker.Thatistosay,ifthelistenercan’tunderstandthespeaker,itisthespeaker’sfault,sothespeakershouldbespecificwhenmakingstatements,tryingtheirbesttogetthemessageacross.Listener-orientedcommunicationstyleItisthelistener’sresponsibilitytounderstandthespeaker.Ifthelistenercan’tunderstandthespeaker,itistheirownproblem.YoumayaskstudentstodiscussdifferentteachingstylesofChineseteachersandteachersfromothercultures.articulatev.清晰地表達blindnessn.不自覺，沒有認識ethnocentrismn.種族（或民族）中心主義inherentlyadv.內在地，固有地spicen.趣味，情趣，風味Reading1TheLinkBetweenCultureandCommunicationVocabularyNotesReading11.…ourownculturallydesignedlensesthroughwhichweviewthenewenvironment這里culturallydesignedlenses意為“文化透鏡”，以此來說明人們都是通過自己的文化視角來觀察新環境，評判是非。在單一文化環境中我們應該學會換位思考，不能以自己的觀點作為是非的標準，在多元文化環境中我們更應該學會以跨文化視角分析不同的觀點與現象。2.LearningaboutAmericanculturealongwiththeAmericanlanguagedoesnotnecessitateyourbecoming“Americanized”andactingjustlikeanAmerican,butitdoesmeanmakinganefforttounderstandAmericanpeopleandculture.Inotherwords,ithelpsyoutoseelikeanAmericanwithouthavingtobelikeanAmerican.這段話闡述了兩個觀點：一是學習一種語言就是在學習所學語言國家的文化，因為語言是文化的傳播工具；二是學習美國語言與文化不是讓學習者的行為像美國人一樣，而是以此幫助學習者更好地了解美國社會與美國人的行為。NotesReading13.…thatiswhatIsaid,butthat’snotwhatImeant…我們用自己的母語進行交流時，是否也常用此表達回答對方？難道我們就聽不懂對方說的話嗎？我們當然都能聽懂對方的話，但我們不一定都能理解對方所指的意思，理解這一觀點對學習跨文化交流很有幫助。4.asuccessfulinterculturalcommunicator這里提出一個概念asuccessfulinterculturalcommunicator而不是aninterculturalcommunicator，因為在跨文化語境中任何人都是aninterculturalcommunicator，但不都是asuccessfuloreffectiveinterculturalcommunicator。DiscussionfromInterculturalPerspectives1.“MeaningIsinthePerson,NotintheWord”Thisprinciple,championedbylinguistslikeLudwigWittgenstein,arguesthatwordsgainmeaningthroughpersonal/culturallenses,notdictionaries.PowerDynamics:thewaypowerisdistributedandexercisedinrelationships,interactions,orsystemsHistoricaltraumaorprivilegealtersmeanings.Example:“Colonialism”mayevokeprideinsomeEuropeansandrageinAfricans.Reading1DiscussionfromInterculturalPerspectivesExamplesforyourreference:1)

“關系”(guānxi)LiteralMeaning:“Relationships”or“connections.”CulturalLoad:InChina,itsignifiesmutualobligation,trust-building,andsocialcapital.Westerninterpretationsoftenreduceitto“nepotism,”missingitsConfucianrootsinreciprocity(人情,rénqíng).ValueReflection:Collectivismandinterdependence.2)“孝順”(xiàoshun)LiteralMeaning:“Filialpiety.”CulturalLoad:Beyondobeyingparents,itimplieslifelongdevotion(e.g.,caringforelders,continuingfamilylineage).NodirectWesternequivalent;“familyloyalty”lacksitsmoralweight.ValueReflection:Confucianhierarchyandancestralreverence.Reading1DiscussionfromInterculturalPerspectives3)“Fairness”LiteralMeaning:Impartialtreatment.CulturalLoad:Americansequateitwithequalopportunity(e.g.,“levelplayingfield”).Japanesemayassociateitwithequitableoutcomes(e.g.,seniority-basedrewards).ValueReflection:U.S.emphasizescompetition;Japanprioritizessocialharmony.Reading1DiscussionfromInterculturalPerspectives2.Thestatement“Alwaysthinkingthat‘culturallydifferent’means‘culturallywrong’willonlypromoteinterculturalmisunderstanding”meansthatwhenpeopleassumetheirowncultureisthestandardor“right”wayofdoingthings,andviewotherculturesaswrongsimplybecausetheyaredifferent,itcreatesbarrierstounderstandingandrespect.Reading1DiscussionfromInterculturalPerspectives3.Thisstatementhighlightsafundamentalprincipleof

culturalrelativism—thatwhatisconsidered“right”orappropriateinoneculturemaynotbeviewedthesamewayinanother.e.g.Businesscommunicationstyle:AGermanmanagermayvaluedirect,explicitfeedback,whereasaJapanesecolleaguemightuseindirect,high-contextlanguagetoavoidembarrassment.TheGermanmayseetheJapaneseapproachasunclear,whiletheJapanesemayfindtheGermanapproachtoobluntoraggressive.Thisstatementremindsusthatininterculturalcommunication,

one-size-fits-allthinkingdoesn’twork.Eachculturehasdevelopeditsvaluesandbehaviorsinaspecificcontext.Tocommunicateeffectivelyandrespectfully,wemustrecognizethesedifferences—notjudgethem.Reading1monoculturaladj.單一文化的rebellionn.反抗，不服從simultaneouslyadv.同時發生地，同步地transcendv.超過，超越InterculturalAwarenessandCommunicationVocabularyReading2assimilationn.吸收cometotermswith與某事妥協，對某事讓步empathizev.有同感，產生共鳴impendingadj.逼近的，即將發生的letgoof放手NotesReading21.Thepointisthatlanguageandculture,asweallknow,arelinkedtogetherandthatcommunication,evenbetweentwopeoplespeakingthesamelanguagecanbedifficultifthereisaculturaldifferencebetweenthetwospeakers.本