PartTwoInterculturalSkillsUnit5UnderstandingCulturalDifferencesWhatYouCanLearnfromThisUnit1.Understandculturaldifferencesthroughtheframeworkoffourculturaldimensions;2.Understandthevaluesthatformthefoundationofpeople’sthinkingandbehaviorsoastounderstandculturaldifferences;3.Understandthedifferencesinbehaviorandthinkingbetweenindividualisticandcollectivisticpeople;4.Understandthehiddencausesofmisunderstandingsininterculturalcommunication.UnderstandingCulturalDifferencesUnit

5QuestionsforInterculturalAwareness1.Whataspectsofculturecanshapepeople’sbehavior?Herearesomeexamples:history,politics,geography,economy,values,beliefs,andwaysofthinking.2.Whichaspectsofculturecanbecomebarriersinaninterculturalworkplace?UnderstandingCulturalDifferencesUnit

5Project-basedLearningInterculturalLensReading2Reading1Warm-upScenarioCaseStudyWarm-upScenarioTeachingtips:1.Thisisatop-managers’experiencesharedbytheCEOofthecompany.Beforestudentsstarttoworkonthecasestudy,askthemtothinkaboutwhichcompetenceisthemostimportanttomanagethecompany’sdailywork—managerialcompetenceorinterculturalcompetence?Andwhy?2.Studentsshouldfocustheirattentiononeachdirector’sverbalexpressionsandnonverbalbehaviors,andthenanalyzethemtodiscoverculturalfactorsbehind.DiscusshowtheCEO,Fischer,utilizesherinterculturalexpertisetomanagethemeeting.3.YoumaylearntoapplytheOnionModel(unit1)toanalyzetheirbehaviors.InterculturalCompetenceorManagerialCompetence?Warm-upScenarioDiscussionInterculturaltips:LauraFischerexemplifiesgloballeadershipcompetencethroughherabilityto:Bridgeculturalgapsincommunicationanddecision-making.Mediateconflictswhilepreservingrelationships.Fosterinclusivityandrespectfordiversenorms.Balanceefficiencywithculturaladaptability.Herapproachalignswiththedemandsofleadingamulticulturalteam,wheresuccesshingesonunderstandingandharmonizingvariedculturalvalues,communicationstyles,andorganizationalhierarchies.InterculturalCompetenceorManagerialCompetence?Warm-upScenarioDiscussionInterculturalCompetenceorManagerialCompetence?e.g.InterculturalCompetenceCulturalSensitivity:Recognizesandrespectsdiversecommunicationstyles.Forexample:InvitesSuzuki(Japanese)toelaborateafterheavoidsdirectconflictwithSchmidt,aligningwithJapanesenormsofharmonyandindirectdisagreement.NoticesChen(Chinese)waitingforaninvitationtospeak,respectinghierarchicaldeferencetoauthoritycommoninChineseculture.AdaptstoDecision-MakingNorms:BalancesMiller’s(American)preferencefordemocraticvotingwithSchmidt’s(German)demandforthoroughdata,andSuzuki’semphasisonconsensus.anthropologistn.人類學家commonalityn.共性debriefv.聽取匯報emanatev.來自facetn.（性格、情況等的）一個方面Reading1DynamicsofInterculturalCommunicationVocabularygrapplev.盡力解決（某困難問題）linearadj.線性的machismon.大男子氣概nurturancen.培養underscorev.強調NotesReading11.Hofstede’sCulturalDimensions“文化維度”是荷蘭心理學家吉爾特·霍夫斯泰德及其同事在對文化因素進行定量研究時采用的概念。霍夫斯泰德認為，影響管理活動或管理決策模式的文化層面主要有四個方面：個人主義和集體主義；價值觀的剛柔性；權力距離；不確定性規避。21世紀初，該模型又拓充為六個方面，增加了長期取向與短期取向、約束與放縱取向兩個維度。2.individualism-collectivism“個人主義與集體主義”表示個人與群體間的關聯程度。個人主義文化注重個體目標，集體主義文化則更強調集體目標。個人主義文化中，人們應當自己照顧自己和直系家庭；而在集體主義文化中，人們期望他們的內群體或集體來照顧他們，作為這種照顧的交換條件，他們對內群體擁有絕對的忠誠。美國、澳大利亞和加拿大屬于典型的個人主義社會，強調個性自由及個人的成就。印度尼西亞、中國和日本都是崇尚集體主義的社會，強調個人和社會之間的和諧狀態。NotesReading13.masculine-femininecultures陽剛型社會性別角色有明確的劃分，陰柔型社會性別角色有所重疊。陽剛型社會的文化成員贊揚成就、雄心、物質、權力和決斷性，而陰柔型社會的文化成員則強調生活的質量、服務、關心他人和養育后代。日本、奧地利和委內瑞拉等國屬于陽剛型氣質比較顯著的國家，在這些國家里，男女的社會角色差異明顯。而斯堪的納維亞國家富有陰柔型特點，男性和女性社會角色交叉較多。4.powerdistance“權力距離”表示組織或機構內權力較少的成員對權力分配不均這一事實的接受程度。權力距離大的社會權力層級更多，權力距離小的社會結構更加扁平化。奧地利、丹麥和新西蘭等國文化的權力距離指數較低，而新加坡、巴拿馬和菲律賓等國文化的權力距離指數較高。NotesReading15.uncertaintyavoidance“不確定性規避”表示人們對未來不確定性所持的態度。對不確定性規避程度較強的文化往往有明確的社會規范和原則來指導幾乎所有情況下發生的行為，而對不確定性規避程度較弱的文化的社會規范和原則就不那么明確和嚴格。新加坡、丹麥和瑞典等國屬于不確定性規避指數較低的國家，社會成員會比較容易接受生活中的不確定性；希臘、葡萄牙和秘魯等國屬于不確定性規避指數較高的國家，社會成員難以容忍模棱兩可的現象。6.self-disclosure該表達指將信息“自我表露”，即明確傳遞信息，不含糊，體現個人主義文化群體的溝通方式。NotesReading17.Thosecountriesthatarelowinpowerdistancearemorehorizontal.作者用vertical和horizontal分別形容高權力距離文化和低權力距離文化。前者就像一座金字塔，越往上代表權力越大、地位越高。在組織結構中，下屬必須層層往上級上報；上級下達指示時也是層層往下級傳遞，這種垂直式的組織結構體現組織結構中的等級關系。后者則與此相反，文化成員相互平等。這是一種平行式的組織結構，雖然有領導與被領導的關系，這種關系僅僅是工作性質不同。NotesReading18.Obviously,somecultureshaveahighneedforinformationandcertainty.…Othercultures,however,seemmorecomfortabledealingwithdiversityandambiguity.這里闡述的是“不確定性規避”這一文化維度，即人們對未來不確定性所持的不同態度。一些國家的人對未來有明確的預期，需要充分的信息，不然他們就無所適從，于是他們會采取積極主動的行為，比如提問等方式，使不明確的信息變得明確。這種行為方式會被適應不明確信息國家的人們認為咄咄逼人。而另一些國家的人們更容易接受未來的不明確性，因為他們自己就在這種文化中成長，比如當一方給予另一方含糊的信息時，另一方就能理解這種含糊表達的真實含義，因為另一方自己也是以這種方式表達真實的含義的，所以能適應這種方式。DiscussionfromInterculturalPerspectives教學參考：

/intercultural-management

7.WHATISTHEHOFSTEDEMODELOFNATIONALCULTURE?CultureisoftendescribedthroughProfessorGeertHofstede'sdefinition:Theprogrammingofthehumanmindbywhichonegroupofpeopledistinguishesitselffromanothergroup-thesetofsharedbeliefs,values,andnormsthatdistinguishonegroupofpeoplefromanother.Asglobalorganisationsbecomeincreasinglydiverse,understandingandmanagingculturaldifferenceshasbecomeacriticalcompetencyforbusinessleaders.具體例子可結合InterculturalLens部分Reading1DiscussionfromInterculturalPerspectives注意：masculinity/femininity維度已更名Reading1manifestationn.明顯跡象，表現minutesn.會議記錄moderatorn.仲裁人，調解人turnovern.人事變動（率），人員流動（率）unanimousadj.（決定、表決等）一致通過的UnderstandingValuesBehindAmericanBusinesspeopleVocabularyReading2acquaintedadj.認識的allegiancen.忠誠，效忠bluntlyadv.（說話）直言不諱地disciplinev.懲處disconcertv.使困惑，使尷尬，使不安illuminatev.闡明，解釋NotesReading21.Inkeepingwiththeirnotionsabouttheimportanceofusingtimewiselyandgettingthejobdone,Americanexecutivesgenerallywanttogetrightdowntobusiness.美國主管對他人的個人生活不感興趣，習慣開門見山，直接談生意。他們不喜歡花時間在社交寒暄上，注重工作的效率。這種“脾性”常常讓不同文化背景的人覺得冷漠、難相處。2.Americans’notionsaboutequalitystronglyinfluencewhathappensthroughoutbusinessorganizations.美國是一個權力距離指數較低的國家，其社會成員行為獨立，彼此平等相待。因此，即便是上級和下級之間，關系也依舊平等自在，并不緊張。相反，在權力距離指數較高的國家，上級和下級之間的等級觀念根深蒂固。DiscussionfromInterculturalPerspectivesTeaching

tips：1.Openquestion.2/3.UnderlyingCulturalValuesSingapore

(CollectivistInfluence):Emphasizesgroupcohesion,respectforhierarchy,andpreservingsocialharmony.Indirectnesshelpspreventembarrassmentorlossofface(mianzi).America

(IndividualistCulture):Valuesindividualism,egalitarianism,and“speakingone’smind.”Directnessisequatedwithhonestyandprofessionalism.Reading2DiscussionfromInterculturalPerspectives4.CulturalValuesinFluxRiseof“LyingFlat”(躺平)and“LetItRot”(擺爛):Counter-movementsrejectingsocietalpressuretooverwork,symbolizingdisillusionmentwithtraditionalsuccessmetrics.DelayedMarriageandChildbearing:Focusoncareerandpersonalgrowthdelaysfamilyformation,alteringlifepriorities.DigitalIdentity:Socialmedia(e.g.,Douyin,Xiaohongshu)amplifiesindividualism,withsuccessoftenmeasuredbyonlineinfluenceratherthanjobtenure.China’smoveawayfromlifetimeemploymentreflectsaculturalpivottowardadaptability,individualism,andself-realization,drivenbyeconomicmodernization,generationalchange,andglobalinfluences.Whiletraditionalvalueslikefamilyandeducationremaincentral,thepursuitofpersonalfulfilmentandfinancialsuccessincreasinglydefinestheaspirationsofyoungerChinese.ThistransformationmirrorsbroaderglobaltrendsbutretainsuniquecharacteristicsshapedbyChina’ssocio-politicalcontext.Reading2Thissectionintegrates

discussionbasedonReading1whileencouragingstudentsto

exploreculturalvaluesofspecificcountries/regions

through

AI-assistedresearch

basedontheirinterests.InterculturalLensTeachingTips:Encouragestudentstoactivelysharetheirviewsinclass.Don’texpectprofessorstoinviteyoutospeakinexplicitcultures.Ifyouremainsilentwithoutcontributingyouropinions,yourquietnessmaybeinterpretedasalackofthoughtsorideas.StudyingAbroadCaseStudyWhat“unusual”meanttoSusannaInJapaneseacademicculture:“Unusual”implies

”odd,”“irregular,”or“deviatingfromthenorm”

—oftenwithnegativeconnotations.Standingoutisdiscouraged;harmonyandconformityarevalued.Aprofessorhighlighting“unusual”wouldsignal

criticism

(e.g.,“Yourquestionisinappropriate”).Susanna’sinterpretation:

Sheassumedtheprofessormeant:

→

“Yourquestionisstrange/foolish,”

→

“You’redisruptingthenorm,”

or

→

“Idisapproveofyourparticipation.”AnalyzingtheIssuesintheCaseStudyingAbroadCaseStudy“Unusual”canbeinterpretedbytheprofessorasunexpected,buttheprofessorfeelspleasedtoseethatthestudentstartstoparticipateinclass.Itcanbeacomplimenttoher.Theprofessoraimedto

validateSusanna’scourage,butculturalfilterstwistedhispraiseintoperceivedcriticism.Thisunderscoreswhy

interculturalcommunicationrequiresbothpartiestoprobeintentandreframeassumptions.AnalyzingtheIssuesintheCaseStudyingAbroadCaseStudyProject-basedLearningLearningChineseculture:SeekingcommongroundwhilereservingdifferencesTeachingtips:Askstudentstoidentifywhereandonwhichoccasionthesedifferentsayingsarequoted.Then,havethemdiscussthesignificanceofthesesayingsthatconveythesamevalues.StudentscanalsoseekassistancefromAItodiscoveradditionalexpressionsthatreflectsimilarvaluessharedbetweenChinaandothercountries.Project-basedLearningLearningChineseculture:Seekingcommongroundwhilereservingdifferences出處——“習”語原文：亞太發展到今天，每邁出一步都要向改革要動力，向創新要活力。改革創新是好事，也是難事。中國古語說：“遇事無難易，而勇于敢為?！崩乐V語說，“沒有比缺乏意志更大的困難”。2014年，亞太經合組織領導人在北京批準《經濟創新發展、改革與增長共識》，為亞太地區走創新發展之路指明了方向。今年，二十國集團領導人杭州峰會通過《創新增長藍圖》，強調改革創新的重要意義，制定具體行動計劃。TheAsia-Pacifichascomealongwayinpursuitofdevelopment,andeveryprogresshasbeenmadeasaresultofreformandinnovation.Reformandinnovationareworthyundertakings,buttheyarealsodifficulttoaccomplish.AsanoldChinesesayingputsit,couragetotakeonchallengewillmakeadifficultjobeasier.AproverbinLatinAmericasaysthatthereisnogreaterdifficultythanlackofresolve.In2014,APECleadersadoptedin

BeijingtheAPECAccordonInnovativeDevelopment,EconomicReformandGrowth,chartingacourseofinnovativedevelopmentfortheAsia-Pacific.Thisyear,theG20HangzhouSummitadoptedthe

G20BlueprintonInnovativeGrowth,highlightingreformandinnovationandformulatingspecificplansofaction.2016年11月19日亞太經合組織工商領導人峰會LearningculturethroughproverbsWorkinpairsandexchangeviewsonthemeaningsofthefollowingproverbs,thentrytofindouttheirChineseequivalentsifthereisany,anddiscussthevaluestransmitted.Project-basedLearningProverb

1Hewhoplayswithacatmustexpecttogetscratched.—AmericanproverbTranslation和貓玩耍就要準備好被貓抓傷。/不入虎穴，焉得虎子。Thepersonwhotakesrisksmustgetpreparedfortheloss.Anyventurewillberisky.Nothingventure,nothinggained.ValuesAmericansvaluechange,development,improvementandprogress.Stability,continuityandtraditionarenotconsideredveryimportantinbusinessbutareverycharacteristicoftheAmericanpoliticalsystem.Sotheyareadventurousandwillingtograspchance,eveniftherearefullofrisks.Toventureismuchbetterthanremainunchanged.Proverb

2Anailthatsticksupshouldbehammereddown—JapaneseproverbTranslation槍打出頭鳥。Anindividualwhotriestoexceloverotherscannotbetolerated.Peopleshouldfollowthegeneraltrend.ValuesJapaneseculturestressesharmonyandgroupconcept.Anindividualisapartofagroup.Oneshouldbemoreconcernedwiththegroupinterestsratherthanwithhisownopinionorachievement.Theybelievethatharmoniousrelationshipsinthegroupshouldbemaintainedatallcosts.Conflictsorpersonalchallengesarenothelpful.Project-basedLearningProject-basedLearningProject1WorkonculturaldimensionsinteamsandhelpChinesecompaniesthatintendtoinvestintheMiddleEastorLatinAmericatofindcommongroundinculturesbetweenChinaandonecountryfromtheMiddleEastorLatinAmerica.PeaseuseaChartmodeltoillustrateculturaldifferencesorculturalsimilarities.Project2AskstudentstoconsiderwhyChinesecompaniestendtoinvestinAsiancountrieswithculturessimilartotheirown,ratherthaninregionswithculturesthatareunfamiliartothem.Pleaserefertothemodelonp.214foritsclearexplanation.LearningbydoingProject-basedLearningThekeylessonwecanlearnisthatChineseenterprisescannotsimplytransfertheirownmanagementstyleorpracticestoforeigncountrieswhenexpandingtheirbusinessoverseas.Itisessentialtorecognizethatmanagementapproachesmustbeadaptedtotheculturalcontextofthehostcountry.Beforeoperatingabroad,Chineseenterprisesshoulddevelopaculturalintegrationplantoensuresmoothmanagementpractices.StudentsmayrefertotheCulturalCmodel(page55)asaframeworkfordesigningtheirculturalintegrationplan.LearningbydoingPartTwoInterculturalSkillsUnit6TimeandCultureWhatYouCanLearnfromThisUnit1.Understanddifferencesinattitudestowardtimeheldbypeoplefromdifferentcultures;2.Understanddifferentwordsandactionsmanifestedbydifferenttimesystems;3.Identifyproblemsandmisunderstandingscausedbydifferenttimesystemsandapplythisknowledgetotheglobalworkingenvironment;4.Definevariouscriteriaforpunctualityacrossdifferentcultures.TimeandCultureUnit

6QuestionsforInterculturalAwareness1.Canyouidentifysomeexamplesrelatedtotheconceptanduseoftimeinyourlife?2.Howdoyoupersonallyviewandhandletime?3.Doyouagreethatthereisalwaysanappropriatetimeforacertainthing?(Forinstance,goingoutonadate,makingaphonecall,etc.)Whyorwhynot?4.Howiscommunicationinfluencedbydifferentattitudestowardtime?Explain.TimeandCultureUnit

6Project-basedLearningInterculturalLensReading2Reading1Warm-upScenarioCaseStudyWarm-upScenarioTeachingtips:First,havestudentsstudyReading1andReading2togainabetterunderstandingofthebasicconceptsofpolychronicandmonochronictime.Next,askthemtoapplytheseconceptstoanalyzewhathappensinthewarm-upscenario.Then,askstudentstopresentvariousculturalpointsandinterculturalperspectives.Finally,askstudentstodiscusshowtheywouldhandlesituationswherepolychronicandmonochronicindividualsworktogetherinfutureworkplaces.ExperiencingDifferentCulturesatShanghaiWorldExpoWarm-upScenarioDiscussionExperiencingDifferentCulturesatShanghaiWorldExpoMonochronicCultures

(e.g.,USA,Germany,Japan)PolychronicCultures

(e.g.,Mexico,SaudiArabia,India)Timeislinear,segmented,andschedule-driven.Timeisfluid,flexible,andrelationship-focused."Onethingatatime"

–tasksaresequential.Multipletaskssimultaneously

–interruptionsarenormal.Punctuality=professionalism.Deadlinesareflexible;relationships>schedules.Example:

AGermanmanagerendsmeetingsabruptlywhenthescheduleends.Example:

AnArabexecutivemayextendameetingifavaluedguestarriveslate.anthropologyn.人類學Bedouinn.貝都因人（在阿拉伯半島、敘利亞和北非沙漠中游牧的阿拉伯人）contingencyn.（可能發生的）意外事件，不測事件continuumn.統一體，連續體demarcationn.劃分，劃定，界定digressionn.偏離主題enculturatev.使適應所處社會的文化方式Heraclitusn.赫拉克利特（古希臘唯物主義哲學家）Reading1DynamicsofInterculturalCommunicationVocabularyinvokev.（在腦海中）喚起，引起，產生monochronicadj.單元時間制的Navajon.納瓦霍人（散居于美國新墨西哥州、亞利桑那州及猶他州的北美印第安人）passagen.（時間的）流逝Plutarchn.普魯塔克（古希臘傳記作家、散文家）polychronicadj.多元時間制的seamlessadj.渾然一體的，無縫的variablen.（數學中的）變量，變元NotesReading11.Subsequentresearchfromavarietyofsourcesindicatedthatsomecultureswithapastorientationviewthetraditionsofwhatcamebeforeasbeingmoreimportantinmanywaysthanthepresent.pastorientation意為“過去時間取向”，即注重傳統、過去。大部分亞洲國家以過去時間取向文化為主。本句大意為：后來的種種研究表明，在一些以過去時間取向文化為主的人們眼里，傳統比起當下的事物，在許多方面都更為重要。2.Thesearemostlylinearthinkerswhoseetimeasscarce,valuable,somethingtobesaved(orlost),andhavingamonetaryequivalent:“Timeismoney.”本句大意為：這些大部分都是線性思維的人，他們認為時間是稀少的、寶貴的，是需要節約（或會被浪費）的，而且可以與金錢對等，即“時間就是金錢”。具有這種時間觀念的人討厭浪費時間，比較守時。NotesReading13.Theyalsoprefertofocusononetaskatatime.本句大意為：他們也更偏向于在一段時間內把注意力集中在一件事情上。即在每一時間段中做一件事，不會在同一時間段中安排兩件或三件事。4.…youcanexpecttostartoffwithafewminutesofsmalltalkandthenproceedinalinearfashionfromitemnumberonetothelastitemontheagendawithnomajordigressions.本句大意為：你會發現人們通常在開始時寒暄幾分鐘，然后就進入議程，將議程上的問題逐個進行討論，其間不再有過多的題外話。持這種時間觀念的人不會花過多時間閑聊，見面寒暄之后就會直接進入主題。NotesReading15.Hurryinganypropositionisconsideredsuperficialanddeadlinesarenevermissed(theyaresimplyadjusted)…本句大意為：匆忙達成一項提議被認為是膚淺的，人們從不會超過截止日期（因為人們會一直調整日期）。這說明多元時間制的人們對已作出的時間安排會不斷地改變與調整，不像單元時間制的人們那樣按計劃、按時間安排處事。6.Still,nationssuchasIndia,Brazil,Mexico,andVietnamarelearningtolivewithbothoftheseconcepts…本句大意為：不過，印度、巴西、墨西哥、越南等國家正在試著接受這兩個概念，允許它們并存。當單元時間制與多元時間制的人們在談判時，由于他們對時間概念理解不同，在談判中必然會產生誤解，所以只有雙方相互理解，相互調整，交流才會順利進行，才能取得預期的效果。DiscussionfromInterculturalPerspectives1.Theconceptoftimeis

culturallyspecific,notuniversal.Whileallhumansexperiencetimebiologically(e.g.,aging,circadianrhythms),its

socialperception,organization,andvalue

varydramaticallyacrosscultures.

Globalization’sImpact:Hybridization,NotHomogenizationWhiletechnology(e.g.,globalZoommeetings)imposessuperficialalignment:Deepculturalvaluespersist:

AJapaneseteammay

formally

adoptWesterndeadlinesbutstillprioritizeconsensus-buildingoverspeed."Corporatetime"vs."Localtime":

Multinationalsenforcestandardizedschedules,butlocalofficesadaptinternally(e.g.,strictclientdeadlinesbutflexibleinternalmeetingsinBrazil).Reading1DiscussionfromInterculturalPerspectives2.

Punctualityisa

highlyvaluedsocialnorminmostWesterncultures,deeplytiedtoconceptsofprofessionalism,respect,andefficiency.However,itsdefinitionandstrictnessvaryacrossWesternsocieties.

CoreWesternAttitudesTowardPunctuality"TimeisMoney"Mentality

Rootedinindustrialization,timeisseenasafiniteresource.Latenessequalswastedtimeandlostproductivity.

Example:

U.S.businesscultureoftenquantifiesmeetingdelaysinliteraldollars(e.g.,"This30-mindelaycostus$5,000inbillablehours").Punctuality=Respect

Arrivingontimesignalsyouvalueothers’time;latenessimpliesdisrespect.

Example:

InGermany,beinglateforajobinterviewcandisqualifyacandidate.ReliabilityMarker

Consistentlybeingontimebuildstrust;chroniclatenessdamagescredibility.Reading1DiscussionfromInterculturalPerspectives3.

ThenotionthatmanyAsianandLatinculturesemphasizetraditionandhistoricalcontinuity

doesoftenreflectprideinpastachievements,butit'smorenuancedthansimplenostalgia—it'sabout

drawingidentity,wisdom,andsocialcohesionfromhistory.Crucially,

yes,theirculturalvaluescanbeperceivedthroughobservablepractices,astraditionsareactivelywovenintomodernlife.

Thepastisn’tamuseuminthesecultures—it’sa

toolkitfornavigatingmodernity.Observing

howtraditionsarepracticed,debated,orcommercialized

revealscorevalues:Continuity

(e.g.,ancestralrites),Adaptation

(e.g.,ancientcraftsinglobalmarkets),Resilience

(e.g.,historicalnarrativesfuellingdevelopment).Reading1intervaln.間隔，間歇meticulouslyadv.一絲不茍地posethechallengeanew重新提出提議presagev.預示，預兆（尤指壞事）reputedlyadv.據說slackn.富余部分，閑置部分ManagingChangeinaPast-orientedCultureVocabularyReading2caucusv.召開核心會議demeanorn.舉止，風度episoden.片段Ethiopian.埃塞俄比亞gotogreatpains煞費苦心（做某事）harkback回想，談論往事，追憶過去inthelastdeparture“slot”在最后一個可以離開的“契機”NotesReading21.Synchronicculturescarrytheirpaststhroughthepresentintothefutureandwillrefusetoconsiderchangingunlessconvincedthattheirheritageissafe.synchronicculture意為“共時性文化”，在共時性文化中，人們往往將過去、現在和將來聯系在一起，并認為過去和將來都會對現在產生影響。本句大意為：在共時性文化中，人們認為過去貫穿于現在和將來，除非確保他們的文化遺產是安全的，否則不愿意改變。2.…theMexicanteamthrewofftheschedulerightawaybyarrivingonehourlate.墨西哥團隊沒有按照美方的要求準時到場參加會議，使美國團隊等了一個小時，這是因為二者的時間觀念不同。美國屬于單元時間制文化（monochronicculture），認為時間是線性的，每個事件之間不會有時間上的重疊，因此人們注重守時，按時完成每一件事；而墨西哥屬于多元時間制文化（polychronicculture），認為時間是可循環的，許多事情可以同時發生，并不強調守時。NotesReading23.Hereturnedawhilelatertofindthatthemeetinghadgoneonwithouthim.墨西哥部長因有急事離開會議，回到會議室后發現會議在按原計劃繼續進行，因此感到吃驚與失望。這是因為美國屬于單元時間制文化，活動與會議需要按計劃進行，不會因某人（即使是領導）延遲。在墨西哥的多元時間制文化中，時間并不會被嚴格地規劃和管理，時間的安排往往很靈活，而且又會因人而隨時改變。在本案例中部長以為人們會等他回來再繼續會議。4.…thepresentationfocusedonlyonthefirsttwoyearsafterinstallationratherthanthelonger-termfuturetogether.美國人在報告中只作了兩年的規劃，而墨西哥人認為應該作長遠規劃。這是因為墨西哥文化為長期取向文化（long-termorientationculture）,傾向于制定長遠目標，而美國文化為短期取向文化（short-termorientationculture），更習慣制定許多短期目標。NotesReading25.AlongpresentationonthehistoricalbackgroundoftheFrenchstate-ownedcompanywaspreparedfortheministerandhisteam.IthaddonebusinesswithMexico’stelephonesystemasearlyas1930andwantedtore-establishahistoricpartnership.法國代表在報告中沒有為將來制定清晰的目標，而是反復重申過去的歷史以及與墨西哥以往的合作，這是因為法國文化屬于過去時間取向文化（past-orientedculture）。在這種文化中，人們傾向于在當下的生活中保護和維持過去的歷史與傳統。本句大意為：法國國有公司為墨西哥部長和他的團隊準備了一段很長的報告，來講述雙方合作的歷史背景。早在1930年他們就與墨西哥電信系統有過合作，他們希望以此為契機再次合作。NotesReading26.TheMexicanswereinterestedintheproductonlyaspartofanongoingrelationship,anissuewhichthesynchronicFrenchwerealsocarefultostress.墨西哥和法國文化都屬于共時性文化（synchronicculture），也可稱為多元時間制文化，在這種文化中，目標的達成往往與人與人之間的關系密切相關，因此在與他們合作之前，需要先與他們建立良好的關系；而序列文化（sequentialculture），也稱為單元時間制文化的人們往往對事不對人，將工作與個人情感分開，因此在工作或談判中不會涉及太多社交活動。DiscussionfromInterculturalPerspectivesKeyInsight:

“TheAmericansoptimizedforspeed;theFrenchoptimizedfortrust.”

Synchronicculturesrejectrushed,segmentedapproaches—theyseekpartnerswhohonorsharedhistoryandinvestinlimitlessfutures.Reading2ManagingChangeinaPast-orientedCultureDiscussionfromInterculturalPerspectivesReading2AmericanMistakeswithTightSchedulesMonochronicvs.PolychronicTime:Americans(monochronic):Viewtimelinearly,prioritizeschedules,efficiency,andtasksegmentation.Mexicans(polychronic):Valuerelationships,flexibility,andsimultaneousagendas.Timeisfluid.KeyErrors:RigidScheduling:TheAmericans’minute-by-minuteagenda(video→VPpresentation→lunch→Q&A)ignoredMexicanculturalnorms.Mexicansarrivedlate,tookurgentcalls,andexpectedsocialflexibility.DisrespectingRelationship-Building:TheAmericanstreatedlunchasa"battle"tacticratherthanorganicrelationship-building.Mexicanssawthisastransactional.IgnoringSynchronicity:Separatingsalesfromafter-salesservice(as"later"tasks)clashedwiththeMexicanviewofbusinessasacontinuousrelationship.PoorWaitingEtiquette:WhenMexicanswerelate,theAmericanscaucusedprivatelyinsteadofwaitingrespectfully.Thissignalledunavailabilityandimpatience.Result:ThetightschedulefeltaggressiveanddismissiveofMexicanpriorities(relationships,flexibility).DiscussionfromInterculturalPerspectivesReading2FrenchSuccessFactorsCulturalSynergywithMexicans:FlexibleApproach:LooseagendaallowedadjustmentsbasedonMexicanneeds(e.g.,timing,topics).EmphasisonHistory:Highlightedlong-termties(businesssince1930),framingthedealasrenewingapartnership—aligningwithMexico’spast-oriented,synchronicculture.IntegratedRelationships:Treatedafter-salesserviceaspartofthe

ongoing

relationship,notaseparate"future"contract.TimeInvestment:Dedicated2weekstobuildtrust,lettingMexicanscontrolthepace.KeyCulturalAlignment:SynchronicTimePerception:BothFrenchandMexicansviewedtimeholistically(past-present-futureinterconnected).RelationshipoverEfficiency:Prioritizedlong-termpartnershipoverquickwins.RespectfulDemeanor:Waitedpatiently,avoidedpressuringdeadlines,andhonoredMexicansocialcues(e.g.,flexibility,hospitality).Result:TheFrenchdemonstratedcommitmenttomutualgoalsandculturalrespect,winningtrustdespiteaninferiorproduct.InterculturalLensTeachingtips：Encouragestudentsto

explorebodylanguageofspecificcountries/regions

through

AI-assistedresearch

basedontheirinterests.ThefollowingareexamplesprovidedbyDeepSeek.“OK”sign(??):InBrazilandsomeothercountries,thisgesture(thumbandindexfingerformingacircle)canbeoffensive(similartogivingsomeonethemiddlefingerintheU.S.).“Thumbsup”(??):Generallypositive,butinpartsofBrazil,itcanmean"thankyou"or"goodjob."Usecautiously.Pointingwiththeindexfinger:Consideredrudeinmanycountries(e.g.,Argentina,Chile).Instead,gesturewithanopenhandornodyourhead.GuesturesTeachingTips:Beforestudentsstarttoanswerquestions,teacherscanaskstudentsfirsttodiscusswhathappened,analyzethereasonsbehind,andthenaskstudentstodiscusstwopiecesofadvice:adaptationandcommunicationAskstudentstodiscussthefirstadvice:adaptationWhoshouldadapttotheother?Andwhy?IftheChinesestudentadaptsherselftotheAmericanwaybytakingshowerinthemorning,doyouthinktheywillbecomefriends?Whyorwhynot?AdaptationorCommunicationCaseStudyThendiscussthesecondpieceofadvice:communicationDiscusshowtocommunicateandwhattosaytotheAmericanroommate.(Studentsmaydiscussitingroups.Askeachgrouptoperformarole-playbasedontheirdiscussions.Afteralltherole-plays,theclasscanevaluateanddeterminewhichapproachworksbest.AdaptationorCommunicationCaseStudy??

Interculturalconflictsthriveincommunicationvacuums.

Talkearly,talkkindly

–smalladjustments+mutualunderstandingpreventbigclashes.KeyCulturalInsightsOutcome:Whenbothpartiesvoiceneedsrespectfully,theyhonoreachother’svalues→conflictbecomes

bonding.AnalyzingtheIssuesintheCaseCaseStudyAdaptationorCommunicationPro