口语教学中的文化教学

语言与文化相互依赖密不可分,语言学习离不开文化积累。本文从文化、语言、交际的内涵以及三者的关系为出发点,阐述了中西文化体现在语言运用上的差异,提出了将文化融于口语教学中的必要性和具体的实施方法。     

跨文化交际中的非语言语用失误

非语言交际是交际的一种重要形式。跨文化非语言交际语用失误包括体态语、副语言、客体语和环境语的语用失误。这些失误主要是由于交际双方不同的文化背景和社会环境,以及对认知语境的失误判断引起的。     

浅议移情障碍

在跨文化交际过程中,由于交际双方缺少对不同文化差异的了解和敏感性,只是简单盲目地从自身的文化出发去解读和评价对方的话语和行为,再加上出于一种自我保护的需要,导致在交际过程中不情愿坦露心声,以致于不能达到有效交际,这些都导致了移情的失败。移情能力是交际成功的关键因素,是不同文化群体的交际主体之间建立良好人际关系的一道润滑剂。本文从跨文化角度出发,浅析了跨文化交际过程中的移情障碍,提出了培养移情能力的若干建议。     

STTEPping in the right direction? Western classical music in an orchestral programme for disadvantaged African youth

This article looks at STTEP, an outreach project currently housed at the University of Pretoria, which concentrates on the teaching of western orchestral instruments, plus background areas such as music theory, to disadvantaged children and youth from a variety of townships around Pretoria, South Africa. STTEP’s direction can well be described as ‘right’ – pupils are already surrounded by all kinds of global phenomena, and their formal music studies in western classical music are not making them forget their roots. In fact, the contrary has been found to be the case and some interesting cultural fusions are already seen – always a sign of a living culture.     

英语教学与跨文化交际能力的培养

本文探讨了语言和文化的关系,并分析了我国英语教学的现状。文章指出文化教学是英语教学的重要组成部分。教师应该加强自身对文化教学意义的认识,努力提高学生对文化差异的敏感性,培养较强的跨文化交际能力,以适应时代发展的需要。     

Effects of critical incident tasks on the intercultural competence of English non-majors

ABSTRACT

In this internationalised world, graduate employability in terms of intercultural communication skills needs to be taken into account in higher education. The present study aims to explore the effects of critical incident task instruction on English non-majored undergraduates’ intercultural competence. One group of students received ten weeks of instruction with one critical incident task per week and another group received standard English classes. Data were collected from the students’ pre- and post-test. The results showed a significant and strong effect of the intervention with critical incident tasks. Implications for educational practice are presented for further teaching with critical incident tasks.     

基于思维法则学的跨文化信任框架——综合中国本土化思想与西方理论的尝试

以"承诺式信任"和"说服式信任"作为2个极端点,以"调节式信任"作为连续体的中间状态,提出了"信任的连续统一体"模型。该模型解释了中国情境下基于"关系"和"面子"的信任,以及西方基于认知、基于情感的信任;从调节式信任的角度,提出了跨文化信任的框架,分析了跨文化信任构建过程的一些阶段及调节策略;给出了关于发展中国管理理论、促进管理科学中国学派走向世界的思考。     

跨文化意识的培养：问题与对策

在外语教学活动中，有效地培养学生的跨文化意识，增强学生的跨文化交际能力，既是教育工作者的历史使命，也是外语教学改革的一项重大课题。探索在外语教学中培养学生跨文化意识的主要途径，很有现实意义。     

Becoming cosmopolitan: encountering difference in a city of mobile labour

ABSTRACT

Many who move countries today do so for work, and labour mobility – both temporary and permanent – is the mechanism by which countless people (both movers and stayers) come into contact with cultural difference. The domain of mobile labour is thus an important context through which to consider the transformative possibilities of encounters with racial and cultural difference. Situated within debates on everyday multi-culture and vernacular cosmopolitanisms, this essay considers the question of intercultural encounter at work in relation to the layered histories of race and variegated citizenships of mobile labour in Singapore. Exploring the micro-nature of cosmopolitan practices, the paper considers under what labour conditions might an outward-looking cosmopolitan sensibility and a convivial openness to otherness emerge among migrant workers, as against a set of survival-based intercultural capacities. I reflect specifically upon two cases of ‘incongruous encounter’ in workplaces reliant on precariously employed migrant labour: a mainland Chinese man and a Filipina woman who, because of Singapore’s racialised system of work visas, find themselves working in South Asian restaurants in Singapore’s Little India. They both engage ‘cosmopolitan practices’, yet their sensibilities differ sharply. Their stories highlight how, in a place like Singapore, the ‘encounter’ needs to be understood within a regime of mobile labour, situated racial hierarchies, and a highly stratified system of work visas. I further suggest that situational factors such as the nature of work including its spatial and temporal qualities, the mixture of co-workers, and recognition relations with superiors all mattered in framing the affective atmospheres of encounter. In a context of forced encounter, I argue that learnt capacities to function and interact across difference should not necessarily be romanticised as a cosmopolitan sensibility.