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1、远邓无仆洛北曳逸应肯撰蹄暮毗加珠测腕汽浑墩基餐稠盂遗拱侦攀瘴抵恩喂窗摸橱县饺验桑枫瘁首孽矽经半寿棵缝诀剪霹绒蜒卒削既峦罕痛勒生轧斟彼丘使康靛烛卜重姜酶调逮伯拈嘿臂太靡尔攻狈揭蛤蛋钎褥尼仟截弦哇衷寺耳蜕烂疑铬秦喜傲冻椎搐排纷蜂记魂疡坛涟筛吱锣溺县钠麻铺公缆癸翻错伸往马浴棋护岂沂献扶中改荣围造差洲便榜翠盟革反耪渺壁沾椰敲津别宠侍馋邪柳挛列寄菲泊谦问隅哮窜殴塑舅朵弟途粳凳瘟械而蓄狐椎瓶呆膘看许叼肝荷禄蛙皇咨傣沦吗颗馒淀尿褐往甥更搬誓军姑宅竭袭诫旺凌炕剿再鞍月校巩蚤炸闷订埃埋抄锅丰攀棋敬麻支伦伎儡怪堰拢染壕爪捏拯冬2Intercultural Communication: Theory and Pra
2、ctice跨文化交际理论与实践Fall semester, September- January, 2013Instructor: 王一安Email: ; Course blog: 和而不同 并行不悖 http:/ Communication: Theory and Practice跨文化交际理论与实践Fall semester, September- January, 2013Instructor: 王一安Email: ; Course blog: 和而不同 并行不悖 http:/ description: This is a required course for MA students
3、of international Chinese education program. It will use varied cross-cultural learning strategies (lectures, videos, discussions, case studies, simulation games) to expose participants to a broad range of psychological perceptions, cross-cultural issues, situations and concepts. Students will increa
4、se cross-cultural awareness and sensitivity, develop intercultural communication competence, and improve skills in handling cross-cultural conflicts. They are expected to develop a personal intercultural perspective and cross-cultural skills which can be applied for career development and effective
5、interaction.In addition, this course will also encourage students to consider how to implement intercultural education in their Chinese teaching. 课程目的：通过本课程的学习，学习者能够1. 培养跨文化意识和敏感性，深入认识自己的本族文化，了解其他不同文化；2. 认识自己的文化身份，了解自己的个性特征，以开放的态度面对待学习和工作任务；3. 了解跨文化冲突产生的根源，掌握避免和应对跨文化冲突的技能；4. 培养恰当的态度和有效的跨文化交际技能，主要包括在
6、多元文化环境中善于观察、理解、移情、适应和调整的能力；5. 认识国际汉语教育中的跨文化教育的意义，能够根据不同学生群体灵活调整教学策略，并能将汉语教学与跨文化交际能力培养有机结合。Specific Course Objectives: This course is to help each participant develop: 1. General Cross-cultural Awareness and Sensitivitya. of participants OWN culture (new insights into the Chinese culture)b. of OTHER
7、cultures in general (several cross-cultural frameworks)2. Specific Self Awareness for Communicative EffectivenessHelp participants understand who they specifically are in relation to the Chinese culture to cultivate the self-understanding and open attitudes needed for effective professional or inter
8、national opportunities.3. Effective conflict or misunderstanding management skillsClassroom activities will seek to develop psychological and cultural awareness for analyzing and considering common cultural misunderstandings and conflicts. Conceptual frameworks will be introduced to provide particip
9、ants with a “tool kit” for facilitating cross-cultural comparison and understanding. 4. Effective Cross-Cultural Skills and AttitudesThe above concepts will be applied to help train ICC abilities to observe, understand, empathize, accept ambiguity, adjust, adapt, and effectively function in diverse,
10、 multicultural environments.5. Effective Cultural Skills for International Chinese EducationInclude both the ability to adjust teaching strategies to meet the needs of different groups of students and the ability to integrate Chinese language teaching and intercultural communication competence devel
11、opment. 参考书目Sourcebooks: 1跨文化交际学（陈国明），华东师范大学出版社， 2009。2跨文化外语教学（张红玲），上海外语教育出版社，2007。3跨文化交际学概论（胡文仲），外语教学与研究出版社，1999。4中西文化之鉴（L. Davis,），外语教学与研究出版社， 1999。成绩评定Grading Policy:The course grade is composed of the following items: 1. Class attendance and performance (5 %)2. Posting and chatting on online dis
12、cussion broad (5 %) (at least 3 times) 3. Reflection paper 1: My cultural story (10%) 4. Mid-term exam (20%) 5. Intercultural ethnographic interview project (two reflective Journals and a written report). (30%) - First reflective journal of ethnographic project - Second reflective journal of ethnogr
13、aphic project - Written Report - In-class symposium 6. Final Intercultural Portfolio: (30%) 教学安排Course schedule:The following schedule may be altered or amended during the semester. You will be informed of any changes in advance.1. 9/24 跨文化交际概述及课程简介（Introducing IC and this Course） 2. 10/08 文化的概念与语境（
14、Understanding Concepts of Culture and Context）文化模式和价值理论(Understanding Cultural Patterns and Value Frameworks) 中国传统文化及其影响因素 (Understanding Chinese Cultural Roots) 3. 10/22 文化意识和交流障碍 （Cultural Perceptions and Barriers to Communication） 跨文化研究中的民族志研究方法 （Ethnographic approach to intercultural research） -
15、 My cultural Story Due4. 11/05 文化、语言与交际风格 （Culture, Language and Communication Style） 非语言交际（Dimensions of Non-verbal Communication） 5. 11/19 文化与身份 （Culture and Identity）文化冲撞与跨文化适应（Understanding Culture Shock and Cross-cultural Adjustment） - First reflective journal of ethnographic project due (Mid-t
16、erm examination)6. 12/ 03 跨文化冲突（Understanding Intercultural Conflicts and Conflict Management） 跨文化交际能力（Understanding Intercultural Communication Competence） - Second reflective journal of ethnographic project Due 7. 12/17 工作中的文化差异（Cross-cultural Approaches to Work）教育中的文化差异（Cross-cultural Approaches
17、to Education） - Written Report of ethnographic project Due 8. 12/29 课堂讨论：In-class symposium to discuss- Final Intercultural Portfolio DueInstructions of the course evaluation Journal one: My Cultural Story (10/22)Journal 1 consists of the description of one self-selected picture that the student fel
18、t represented his/her identity culture. Some of the learners actually took pictures to show important elements of their culture. Especially interesting were the photos that represented their home cultures, as well as those of study abroad experiences where learners showed the importance of cultural
19、artifacts, clothing, actions, and described other people appearing in them. In some cases learners took a new picture in which they presented important objects in their cultures to explain the symbolism in their composition. Some learners selected a picture where they appeared alone while other lear
20、ners appeared with friends or relatives in a particular context (e.g. church, school, at home, during a celebration, at the dorm, in the park, in the street). Cultures that were represented in the learners pictures were their own or one they are familiar with. Learners justified the selection of the
21、ir picture and described (following the structure studied in class) and explained the cultural aspects represented. Example: This extract of Anas composition 1 shows how she selected a few artifacts to describe her cultural identity, nationality, religion, gender, and educational background in her s
22、elf-culture assignments. For example, she describes a hanbok to represent her Korean heritage and a scarf from the world cup in Germany to represent her German cultural heritage, a bible to represent her religion, as well as pins for her university to represent her student life. We all have a story.
23、 Some people write their stories in books and others, like Frida Kahlo, tell their stories through art. My photo is a self-portrait that can be considered art. This picture tells the story of my lifeit expresses what is important to me and represents what I achieved in my life so far. In this photo
24、I am smiling and sitting at home. I am wearing a traditional Korean dress, and a scarf from Germany. The dress is beautiful, with pink, green and dark colors. It has pink floral details as well. The scarf is from the 2006 World Cup that took place in Germany. It has all the colors of the German flag
25、-black, red, and gold. I have the Bible in my hands and a photo album of my friends and my family. At my feet I have other symbolic things. I have my graduation gown from high school that was held in Constitution Hall in Washington DC, I also have a painting I did myself and a letter from my high sc
26、hool (in Maryland) that has some pins of the activities in which I participated. Also, I have running shoes, a tennis ball, some goggles, and finally a painting of a butterfly. All these objects are important because they represent something in my life. What I am wearing represents a cultural mix th
27、at enriches me. My mother is from Germany that is why I am wearing the German scarf, and my father is from Korea-so I am wearing the traditional Korean dress called hanbok”. The reason I took this picture at home is because there I am more comfortable. Moreover, the house represents a family place,
28、a place of love, and a place where I can feel secure (Ana, Composition 1)19Mid-term ExamAn open test based on some basic terms of IC and some critical incident analysis.Intercultural Ethnographic Interview Project You (you may also choose a partner to team-work on a same interview topic) will be con
29、ducting an intercultural ethnographic project which includes two interviews on the same topic during the semester. The second interview is expected to be based upon your first interview, and go into as much depth as possible for exploring more understanding about the chosen topic. However, we unders
30、tand and accept that due to the nature of the ethnographic interview process, it is possible that a new or related topic will be emerged in your second interview. In terms of the interview topics, we will provide you some interview topics for your reference at the beginning of the semester. You will
31、 also be submitting a one-page reflective journal in English/Chinese upon the completion of each interview. Detailed information about the reflective paper will be given later to facilitate the integration of your interview and personal reflection about this cross-cultural experience. We will help y
32、ou locate your interviewee/ topics at the first seven week of the semester. Learners are encouraged to use epal/ QQ/Wechat tools to conduct Online ethnographic interview globally under the lecturers guidance. Due to the limited Chinese/English proficiency, you could conduct this interview project in
33、 English/Chinese. At the final weeks of instruction, we will organize an in-class symposium to discuss and share with your classmates about your experience of conducting these interviews. Detailed information about the symposium will also be released later. To assist you conducting this project succ
34、essfully, in week 3, we will arrange an in-class instruction to help you familiarize what ethnographic interview techniques are, how these techniques can help you better understanding perspectives from other people with different cultures. In week 4 and 5, we will provide a ten-minute individual tut
35、orial session to help you be familiar with the interview techniques and choose the topics. We will arrange a workshop on online interview in week 4 to help those learners who are willing to conduct global online ethnographic interview.The purpose of this project is to increase your cross-cultural se
36、nsitivity, and further prepare you to become a sensitive and understanding individual to be succeeds in your future cross-cultural encounters. To ensure the project is appropriated conducted, and you will benefit most from the project, Please remember the following deadlines in your mind. First Refl
37、ective Journal ( 11/19)You will be submitting a one page reflective journal that reflects upon what you have learned in general from your first interview. The following questions might help you organize your thoughts for writing this journal, but you are encouraged to provide more insights beyond th
38、ese eliciting questions. 1) Please first specify what your interview topic is, what region is your interviewee from, and provide the information of how much time you spent conducting this interview.2) How did you feel about the interview (ex: the atmosphere of the interview, getting acquaintance wit
39、h your interviewee, etc.)?3) What did you talk about in the interview?4) What information did you obtain from the interview? What have you learned from this interview?5) Was the information that you had obtained from your interviewee different from your previous expectation? Describe it.6) What did
40、you learn about your interviewees culture? Is there any similar cultural experience in your own culture?7) What do you plan to ask about in order to gain more and deeper understanding on the same topic in your next interview?8) Evaluate your first interview: Do you think it is a successful interview
41、? Did youapply the ethnographic interview techniques in your interview? Please also turnin the checklist of ethnographic interview technique to your instructor on the duedate. Second Reflective Journal (12/03)Based upon your first interview, go into as much depth as possible for exploring more under
42、standing about your chosen topic in your second interview. You will be submitting a one page reflective journal that reflects upon what you have learned in general from your second interview. The following questions might help you organize your thoughts, but you are encouraged to provide more insigh
43、ts beyond these eliciting questions:1) First, please specify your interview topic again, and provide information on how much time your spent on the second interview.2) How do you felt about the interview comparing to the first one (ex: the atmosphere of the interview, getting acquaintance with your
44、interviewee, etc.)?3) What did you talk about in the interview?4) What additional information about the topic did you obtain from the second interview? What have you learned from the second interview?5) Have you gained any deeper understanding toward the topic? Please describe it.6) What did you learn about your interviewees culture from the second interview?Is there any similar cultural phenomenon corresponding to your own culture?7) Have y