英文电影与跨文化交际——浅析英文电影对提高跨文化交际能力的作用及应用策略

通过教学途径学习的英语和英美日常生活中使用的英语有一些差别,这主要体现在语音、语调、非语言交际手段的使用等诸多方面。这些差异会在跨文化交际中引起一些交际困难或失误。英文电影内容生动、情景直观,真实反映了英语语言国家的社会状况、生活情景、文化教育,可以很好地让学生逐渐熟悉和适应这些差异,有效弥补英语课堂教学的不足,并提高学生的跨文化交际能力。本文仅就英文电影对提高学生跨文化交际能力的作用及其应用策略加以讨论。     

Bourdieu and Adorno: Converging theories of culture and inequality

The theories of Pierre Bourdieu and Theodor Adorno both conceive culture as legitimating the inequalities of modern societies. But they postulate different mechanisms of legitimation. For Bourdieu, modern culture is a class culture, characterized by socially ranked symbolic differences among classes that make some seem superior to others. For Adorno, modern culture is a mass culture, characterized by a socially imposed symbolic unity that obscures class differences behind a facade of leveled democracy. In his later writings, however, Bourdieu’s theory converges with that of Adorno. He too begins to privilege the high culture of intellectuals over mass culture by employing the universal standard of autonomy from economic interests. But there remains one vital difference between these theories. Bourdieu grounds the origins of a critical, autonomous culture in specific social structures, while Adorno grounds it in technology.     

Effective educators are culturally competent communicators

Effective formal education or schooling is not simply a matter of teaching and learning curriculum content. It is also about values, assumptions, feelings, perceptions and relationships. No education can take place without interpersonal communication. Effective teaching can thus be qualified in terms of relating effectively in the classroom. Effective education thus also presupposes effective communication skills. Communication as the means and indeed the medium of education is therefore crucial to school success in culturally diverse education. Teachers should therefore be sensitive to the potentially problematic outcomes of intercultural communication in the culturally diverse class. Communication may be a useful source of intercultural knowledge and mutual enrichment between culturally diverse students if managed proactively by the teacher. Otherwise, it could be a source of frustration, misapprehensions, intercultural conflict and ultimately school failure. Effective and successful communication is difficult to realise even in the most favourable circumstances. Intercultural factors, therefore, create the potential for numerous communication problems and intercultural conflict. Communication, both verbal as well as non-verbal, is critically important in cross-cultural competence. As language and culture are inextricably bound, cross-cultural communication is complex and potentially problematic. In this paper, it is argued that effective educators are effective communicators and thus culturally competent in cross-cultural encounters.     

Re-Creational Television: The Paradox of Change and Continuity within Stereotypical Iconography

Speculation abounds regarding the cumulative effect of stereotypical images in the media, especially those effects directed toward ethnic/gender identity. Using images of Black women in the United States as a case study, this paper explores the ways in which three historical stereotypes—Mammy, Jezebel, and Sapphire—are re-created in current-day television broadcasts. I argue that these recreations influence modern depictions of Black women in important ways. But my analysis differs from other sociological works on stereotypes, as it critically examines three underexplored components of the stereotyping process: (1) the symbolic properties of stereotypical images; (2) the separation of time and space achieved on television; and (3) the use of rigid interpretive frames as means of sustaining stereotypes in this media age.
[b]lack women, still least powerful economically, socially and politically in American society … have been refracted through a prism that tends to project them in one of three extremes: larger than life as matriarchs or sex objects, diminished to insignificance as mammies or maids, or faded into invisibility as irrelevant. (Edwards 1993, p. 217)     

Gender Difference and Gender Disadvantage

This paper explores the theoretical foundations of American sex discrimination law. Traditional legal frameworks have analyzed gender issues in terms of gender difference. Yet, inder this approach, sex-based differences have been both overlooked and overvalued. In some instances, such as occupational restrictions and military service, courts have transformed biological distinctions into cultural imperatives. In other cases, such as those involving pregnancy, sex-based differences have remain unacknowledged and unaddressed. The alternative framework proposed here focuses less on gender difference than on gender disadvantage- on inequalities in the sexes' social status, political power, and economic security. Taking issues surrounding occupational restrictions, protective labor, and maternity policies as representative samples, the paper suggests how a contextual inquiry can usefully shift gender discrimination law from its focus on difference to the consequences that follow from it. For most of this nation's history, the law's approach to gender difference has alternated between exaggeration and neglect. Neglect has been the preferred strategy; the recent cluster of Bicentennial conferences on women and the Constitution is an ironic reminder of the fact.¹ When the nation's founding fauthers spoke of "We the People" they were not using the term generically. Although subject to the Constitution's mandates, women were unacknowledged in its text, uninvited in its formulation, unsolicited in its ratification, and, before the last quarter-century, largely uninvolved in its interpretation. Yet, as these recent conferences also testify, such patterns of silence have been broken. Women have found a voice. How we should use it is a question worthy of greater exploration. The following analysis considers a specific set of questions about voice. How we describe the relation between the sexes involves a politics of paradigms that legal decision makers rarely acknowledge or address. For the most part, traditional legal frameworks have analyzed gender issues in terms of gender difference. Under this approach, sex-based distinctions have been both overvalued and overlooked. In some contexts, such as occupational restrictions, courts have transformed biological differences into cultural imperatives. In other cases, such as those involving pregnancy, those differences have remained unrecognized. Significant progress will require an alternative framework, one focused not on gender difference but on gender disadvantage.     

Affective Interaction as a Determinant of Musical Involvement*

Music may be understood as a structural representation, or symbolic “model,” of social interaction processes. Since music is a readily available expressive system in our society, individuals may use it as a socially meaningful symbolic medium within which they manage conflicting affective associations with interaction. Music listening then becomes one means by which individuals may maintain psychological well-being while adapting to complex social structures. Three initial points in this argument were examined, using high and low music listeners. High listeners were found to have more conflicting positive and negative affective associations with interaction than low or medium listeners, as measured by a TAT-type technique. The effect of role playing an affective interaction situation in an experimental design increased listening absorption in music for high but not for low listeners. High listeners were also more likely to describe musical effects in terms of symbolic participation in group processes.     

Verbal Labels and Gestural Routines in Parental Communication with Young Children

Infants initially use words and symbolic gestures in markedly similar ways, to name and refer to objects. The goal of these studies is to examine how parental verbal and gestural input shapes infants' expectations about the communicative functions of words and gestures. The studies reported here suggest that infants may initially accept both words and gestures as symbols because parents often produce both verbal labels and gestural routines within the same joint-attention contexts. In two studies, we examined the production of verbal and gestural labels in parental input during joint-attention episodes. In Study 1, parent-infant dyads engaged in a picture-book reading task in which parents introduced their infants to drawings of unfamiliar objects (e.g., accordion). Parents' verbal labeling far outstripped their gestural communication, but the number of gestures produced was non-trivial and was highly predictive of infant gestural production. In Study 2, parent-infant dyads engaged in a free-play session with familiar objects. In this context, parents produced both verbal and gestural symbolic acts frequently with reference to objects. Overall, these studies support an input-driven explanation for why infants acquire both words and gestures as object names, early in development.     

The new gender essentialism--domestic and family 'choices' and their relation to attitudes

This paper critically examines two strands within contemporary gender essentialism--that is, the argument that men and women are fundamentally different and that it is this 'difference' that explains the continuing social and material differences between the sexes. The first strand we examine is Hakim's 'preference theory', which has argued that persisting sex differences in employment patterns are an outcome of the 'choices' made by different 'types' of women. We next examine the claims of populist conservative feminism, that has argued that women (and men) in partnerships will be happier if they adopt a gender role traditionalism in the domestic sphere. Our empirical findings suggest that neither of these theoretical explanations are supported by our data, which is derived from the samples of six countries participating in the International Social Survey Programme Family 2002 module.     

Sex and gender: What do we know?

The study of sex and gender is concerned with documenting the existence of differences between the sexes and explaining why those differences exist. This paper first examines what we know about how women and men differ, focusing on differences in social roles, and in the abilities and traits associated with those roles. The paper then examines why women and men differ. In addressing this question, the roles of both biological and social influences are considered. Although there is reason to believe some sex differences in behavior and attitudes have a biological basis, the existence of historical and cross-cultural variation in gender role differentiation and stratification provides strong evidence that social influences play an important role in the determination of differences between the sexes. Both biological and social factors have influenced the division of labor by sex, and the division of labor provides the basis for gender stratification by affecting the degree to which each sex is able to acquire and control the valuable resources of a society. Reduction of gender inequality in contemporary societies therefore requires reduction of gender differentiation in the division of labor.     

Emoticons und Personenwahrnehmung: Der Einfluss von Emoticons auf die Einschätzung unbekannter Kommunikationspartner in der Online-Kommunikation

Text-based computer-mediated communication is a daily experience in social as well as work-related communication. Enriching text messages with emoticons to convey emotions or non-verbal communication aspects can provide the recipients with important background information. However, it’s still not well understood how impression formation takes place in text-based computer-mediated communication. This study investigated how using emoticons influences the perception of communication partners in anonymous computer-mediated communication settings. In an online experiment (N?=?50) participants rated communication partners, who used emoticons in the experimental condition and did not use emoticons in the control condition, on the following dimensions: Openness, Friendliness, Warmth, Sense of Humor, and Respectability. Furthermore, they guessed the senders’ sex. Results show medium to strong effects on the dimensions “Warmth” and “Friendliness”: Senders using emoticons received higher ratings on these dimensions. Methodical limitations and implications for further research are discussed.     

La metafora: the power of metaphors and creative resources in working systemically with families and children with autism—a conversation with Carmine Saccu

Metaphors are valuable tools of expression, which give meaning to situations and allow the spontaneous processing of feelings and emotions. As therapists, we can support clients to develop and create their individual metaphor to explain their own meaning of experiences or communicate their perception of problems. Creativity provides us with a rich landscape to explore, expand, and enrich ourselves as therapists and consequently our clients. As systemic therapists, we are responsible for the co-creation of a human process, which has at its core safety in allowing expression, connection, and movement. Through a respectful and curious approach, we can develop pathways to tap organically into our ‘creative selves’ while reaching into our clients' creativity and selves as catalysts for connection and positive change. Creative resources and therapies have been successfully used in psychotherapy to enhance the mental and emotional well-being of children, particularly children with autism who have limited verbal capacity or who are non-verbal. These children also wish to be understood in expressing their thoughts and feelings; however, they use other methods of communication – sometimes obvious, sometimes not. Therefore, it is important that a therapist can access diverse ways to support the child through this process. The creative use of animals in therapy neutralises spaces, eliciting calm, safety, and healing. This is particularly the case when working with this group of children. This paper is derived from my conversation with an elder statesman of the family therapy profession, Professor Carmine Saccu. He is a jovial master storyteller who craftfully communicates via metaphors. Through creative means, play, and humour, he has developed a remarkably unique way of working with children, especially non-verbal children with autism. He uses his canine, co-therapist Mafalda, as a powerful resource and intervention strategy to safely elicit engagement and connection in the therapeutic space.     

Explicit Verbal Sexual Consent Communication: Effects of Gender,Relationship Status,and Type of Sexual Behavior

Objectives: College students believe that they are supposed to be explicit and verbal in their sexual consent communication. We examined various contexts to determine when sexual consent is likely to be communicated explicitly and verbally. Method: We surveyed U.S. college students’ (n?=?707) sexual consent communication. Results: We identified contexts when explicit verbal consent cues are less likely—when the person is a woman, when the sexual relationship is casual, and when the sexual behavior is not vaginal-penile intercourse. Conclusions: If sexual consent is contextual, that means communicating consent should not ever be taken for granted.     

Family Assessment and Intervention Using an Interactive Art Exercise

The authors have developed a family-centered interactive art exercise from a synthesis of clinical tools used by attachment theory and family art therapists. The exercise aims to facilitate assessment and treatment of families with younger children (two to eight years) at a tertiary referral child and family psychiatric facility, by observing how a family collectively as well as individually sets about planning and completing an art task. Art exercises allow for both verbal and non-verbal communication. The exercises are deliberately kept simple in order to span a range of developmental abilities, and allow the therapist/s to observe from behind a one-way screen, so as to be less intrusive in the family dynamics. Although developed for assessment with a specific population, the exercise is likely to be useful in other clinical situations and has been used as a treatment tool by the authors.     

Creativity as mediated action: A comparison of improvisational performance and product creativity

This paper elaborates the notion of mediated action through a comparison of group improvisational performance and the product‐oriented creative domains studied by psychology. Semiotically mediated interaction is central to both forms of creativity: in group improvisation, the interaction is parallel and simultaneous, communication between performers is mediated by musical or verbal symbolic structures, and is thus synchronies in product‐oriented creative domains, interaction between creating individuals is mediated by ostensible products in the domain, the interaction is over long time spans, and thus is historical or diachronic. After presenting a model of mediated action, six interactional dimensions of contrast are described which are characteristic of both synchronic and diachronic creative interaction. By demonstrating these processual parallels between synchronic and diachronic creativity, the model suggests that the study of performance has several implications for the broader study of creativity. The focus on processes of symbolic interaction represents an application of the mediated action concept to both product creativity and improvisational performance.     

Verbal and nonverbal cues as mediators of deception ability

In an extension of previous research on individual differences in deception ability, 35 undergraduate subjects were administered standardized measures of social skills and public self-consciousness and their attitudes on a variety of sociopolitical attitudes were measured. Later, subjects were videotaped while giving pro-attitudinal (truthful) and counter-attitudinal (deceptive) presentations to a videocamera. Videotaped presentations were content analyzed for various verbal and nonverbal cues, and were shown to untrained judges who rated each on a scale of truthfulness/believability. Results of structural modeling analyses indicated that socially skilled subjects were judged as believable regardless of whether they were truth-telling or deceiving. Individuals high in public self-consciousness were less successful deceivers. Most importantly, these relationships were mediated by certain behavioral cues, particularly cues of verbal fluency, which were consistently associated with judgments of truthfulness. These results have both theoretical and methodological implications for future deception research.This research was supported by intramural grants from California State University, Fullerton (CSUF) Foundation to the first author. The authors would like to thank Barbara Throckmorton, Maria Hale, Barbara Choco, Scott Johnson, Lee Salinas, and Monica Turner for assistance in data collection and coding. Correspondence concerning this article should be addressed to: Ronald E. Riggio, Department of Psychology, California State University, Fullerton, CA 92634.Ronald E. Riggio, Ph.D. is an Associate Professor of Psychology at California State University, Fullerton. His research interests include the study of individual differences in communication skills and research on deception. Requests for reprints should be sent to Dr. Riggio at: Department of Psychology, Calif. State University, Fullerton, CA 92634. Joan Tucker, M.A. received her Masters degree at California State University, Fullerton. She is currently a graduate student at the University of California, Riverside, conducting research on nonverbal communication. Keith F. Widaman, Ph.D. is an Associate Professor of Psychology at the University of California, Riverside and has contributed to research on the development of human abilities and on a range of quantitative topics.     

The Interaction of Sex,Verbal, and Nonverbal Cues in Same-Sex First Encounters

This experiment examined sex differences in responses to various combinations of verbal and nonverbal content during a same-sex interaction. Fifty men and thirty women participated in a same-sex interview task with a confederate posing as another participant. Confederates disclosed either superficial or emotional information, and they faced away from or toward the participant, when answering questions. Results revealed that men attended to verbal information to evaluate the appropriateness of their own personal disclosure, whereas women attended to both verbal and nonverbal cues to evaluate the conversation partner and the appropriateness of their own personal disclosure.     

Dimensions of Cross Cultural Treatment with Late Adolescent College Students

This paper addresses the need to develop culturally sensitive services on university campuses with a student population that is rapidly becoming more culturally diverse. It explores the different psychological paradigms of Western and non-Western cultures, the adolescent developmental process within diverse cultural constructs and the notion of self cross-culturally. Clinical practice implications in cross-cultural treatment are investigated. These include the therapist's self-disclosure, resistance and countertransference issues, verbal and non-verbal communication in the therapeutic relationship, and the dynamics of power and authority. Two short vignettes illustrate some of these clinical issues and emphasize the value of the therapist's knowledge and awareness of cultural differences as well as the importance of their willingness to modify more traditional clinical practices to fit diverse cultural paradigms.     

A Test of Symbolic Interactionist Predictions About Emotions in Imagined Situations

From the perspective of symbolic interactionism, inner experiences—including emotions—are shaped culturally as individuals formulate events in words, and individual experiences are shaped socially as others contribute to the verbal formulation of one's experiences. Understanding cultural shaping and social negotiation of emotions requires understanding how emotion attributions arise from linguistic framings of events, and Affect Control Theory (ACT) offers a model of emotions that addresses this issue. We report tests of ACT predictions of emotions in 128 events against self-reported emotions of respondents imagining themselves in such situations. ACT predictions are found to correlate with self-reported emotions. Thus, empirical results validate ACT's postulate that emotions emerge from the personal impression that is generated in an event, along with the difference between that impression and the person's identity. In the conclusion, we discuss how the ACT formulation can enlighten interpretations of social negotiations regarding emotions.     

Use of graphical modality in a collaborative design distant setting

In this paper, we present an original environment, the Distributed Collaborative Design Studio (DCDS) which allows multimodal real-time remote exchanges, and which aims at re-creating remotely the conditions of co-present meetings. This environment associates a videoconference tool (supporting verbal and non-verbal communication) and an original realtime shared digital hand-drawn sketches system (supporting graphical communication). The users can import documents and annotate them in real-time at distance. In this paper, we are interested in studying the use of the graphical modality (digital sketch and document annotations) as a tool for collective design and remote communication. This study takes place in the framework of a collaborative architectural design studio, which has taken place during 3 month, and gathering students from Belgium and France to work together in 3 small groups mainly at distance. The study focuses on the role of graphical modality in the synchronous remote meetings supported by the DCDS. We identify the types of digital annotations made on the imported document, thanks to the electronic pen, and their role in the cognitive processes of designing and in the collaboration and communication processes. We also identify the different practices of digital sketching, according to the group and its collaborative strategies. We discuss the utility of the graphical modality as an efficient support for collaborative synchronous activities and show that the DCDS environment supports different strategies of collaborative design (co-design and distributed design). We conclude on recommendations for improving the system and for designing sketch-based collaborative environments.