跨文化商务谈判中有意沉默的交际功能及其文化依附性

商务谈判中有意沉默频繁出现并传递交流信息和意图。运用会话分析的研究方法,商务谈判中有意沉默的会话含义及其对谈判效果的影响可以得到有效阐释。同时,考虑到国际商务谈判是跨国商业行为,必然存在文化差异,事实上东西方对沉默含义及功能的认可确实存在差异,导致东西方对沉默理解差异的三大因素是语言观、宗教因素及交际文化观因素。     

book review

International students make up an increasingly large proportion of the UK's student population. Whether studying at undergraduate, postgraduate taught or postgraduate research level, they require support just like home students. However, international students can often bring additional issues and complications for the staff who are supporting them. This paper examines the additional complications involved in supporting international students, with a specific focus on cultural issues, and will make recommendations as to how practice can be improved. Key recommendations include the introduction of greater support for staff who teach and support international students and the expansion of orientation programmes for international students to include topics such as current educational culture in the UK.     

论可移动文化遗产及其在信息资源整合中的意义

“可移动文化遗产”一词频频出现在有关国际公约中,其含义已经引起了国内外的关注。然而,通过比较代表性的界定不难看出,其内涵至今尚未达成共识,有必要重新加以认识。基于现有的研究成果,作者探讨了可移动文化遗产的定义,分析了它与馆藏文物、档案、图书和艺术品之间的内在关联,进而剖析了可移动文化遗产在信息资源整合中的意义,即以可移动文化遗产为平台,可以整合部门化的信息资源,提高现有资源的利用率。     

Model of blogging structure for intercultural communication environments in higher education

It is often observed that most international students are less likely to express their opinions in class. The lack of communicative engagement has negative impacts on students' academic performance. The objective of this article was to explore a range of possible explanations for international students' lack of engagement in class discussions and to seek a way to model how an e-tool could be applied to make international students more comfortable communicating. The present study viewed that those students' communication problems are induced by the following multiple factors: a sense of belonging to a minority, cultural difference, and communication apprehension. Blogs were thus suggested to enhance those students' communication contexts. An ideal model of blogging interactions between students and teachers was theoretically proposed.     

关于国家文化主权的国际法思考

文化主权是国家主权中重要的组成部分,不仅关系着国家文化的独立性,更关系着一个民族的政治主权和独立地位。文化主权与反对西方的文化霸权是相伴而生、相辅相成的。在新的复杂国际形势下,我国面临着严峻的文化安全形势,维护国家文化主权的任务十分艰巨。一个国家在国际法制定过程中发挥的作用越大,其＂软实力＂就越强,获得的＂文化安全＂系数也越高。要充分利用国际法和国际法律体系,依法维护中国的文化安全,实现国家的文化主权。     

Higher education students’ experiences of a short-term international programme: Exploring cultural competency and professional development

Background: Globalisation trends such as increased migration to and within European countries have led to even greater cultural diversity in European societies. Cultural diversity increases the demand of cultural competency amongst professionals entering their work field. In particular, healthcare professionals need knowledge and skills to equip them to work with clients from different cultural backgrounds. Within higher education (HE), the professional development of cultural competency should ideally feature in undergraduate education and is often promoted as a by-product of a study abroad period. However, recognising that logistical and financial barriers often exist for extended study abroad, one alternative approach could be participation, at home or abroad, in a short-term international programme set within students’ own HE institutions.

Purpose: The aim of this study was to explore HE students’ experiences of participating in international ‘short-term mobility week’ programmes at three European universities.

Methods: Each university involved in the research offered short-term programmes for healthcare professions students at their own institution, where both local students and students from abroad could participate. Participants were healthcare students in the programme at one of the three universities. Data were collected through focus group interviews (4–8 students per group; n = 25). The data were transcribed and then analysed qualitatively, using a content comparison method.

Results: The analysis identified six categories, which reflected students’ journeys within the short-term international experiences.

Conclusions: The analysis suggested that, for these students, engagement in a short-term mobility week programme provided valuable opportunities for encounters with others, which contributed to personal and professional development, greater confidence in the students’ own professional identities, as well as an increasing sense of cultural awareness.     

国际营销谈判中的文化差异

国际营销谈判是国际营销的重要环节。在国际营销谈判中 ,沟通风格、谈判策略、决策方式以及对冲突的处理都受到不同文化背景和文化规范的影响。了解和尊重这些文化差异 ,克服文化障碍 ,避免自我参照标准 ,有助于在国际营销谈判中有效地实现跨文化沟通 ,实现谈判的成功。     

试论东西方文化差异与言语得体的问题

随着国际间在多领域合作的加强,世界各国的团体和个人相互交往和交流日益频繁,跨文化交际已经成为了一种日常生活方式,但是东西方文化取向和价值观的差异往往使交际低效,交际主体之间经常产生误解甚至冲突。进而东西方文化差异会使人们的交际行为相差甚远,因而跨文化冲突在所难免。本文详述了东西方文化的一些显著差异,并提出了如何在增强英语交际水平的前提下,秉承着合作原则,提高跨文化交际能力。     

基于文化体验教学的教师综合素养提升研究

文化体验教学是以体验为中心的文化教学,具有真实性、亲历性、情感性等特点。文化基地作为文化体验教学的一个延伸平台,为来华留学生实现跨文化交际创造了机会,符合现代国际教育发展的新要求。在文化体验教学中,课堂文化教师与基地文化导师发挥的作用至关重要,其综合素养的提升直接关系到文化体验教学的效果。本研究从优化文化体验教学方法、提升教师个体文化涵养、加强教师整体文化教学能力诸方面提出相关策略。     

Like a Version: playing with online identities

The paper offers a neo‐Marxist framework of interculturalisation to accommodate the increasing cultural diversity in the internationalisation of higher education with specific reference to Chinese students in New Zealand. At present, there are few official strategies in place to provide for the needs of international students in New Zealand universities. Tolerance is often promoted to cope with differences in general, but this notion is not sufficient to embrace and encourage cultural diversity in higher education. The paper reviews neoliberal and neo‐Marxist perspectives of interculturalism/interculturalisation. In order to move beyond mere tolerance of cultural diversity, which is seen as a problem to be overcome, the paper concludes that a national and institutional policy for internationalisation in higher education should be underpinned by neo‐Marxist principles of interculturalism.     

Local Spirit,Global Knowledge: A Japanese approach to knowledge development in international cooperation

Japan has emerged as a leading player in international aid but has often been seen as being rather peripheral to the major debates about development and aid. This paper seeks to examine the distinct contribution Japan can make to these debates. To develop such an argument it is necessary to look into Japan's own history of development and aid receipt. It is also important to understand the crucial role played by Japanese cultural values and, particularly, the central importance of a Japanese tradition of understanding knowledge that is very different from those of other aid-providing countries.     

中原文化在留学生教育中的实施策略

中原文化博大精深、内涵丰富,是中国传统文化的典型代表。在留学生教学中实行中原文化教学对于留学生文化教学意义重大,既是河南省留学生教育发展的必然要求,也会更好地满足河南省的留学生教学的文化需求。探索中原文化特色的留学生办学模式,需要从课程建设、师资队伍的培养、教材编写和营造学习氛围等方面提出具有针对性的实施策略。     

Getting the fish out of the water: Considering benefits and problems of doing research on teacher education at an international level

Structure and content of teacher education depend on a deeper rationale, which is a result of cultural boundaries. At the same time teaching is a cultural practice that differs across countries. Like the water in the fish's tank, such cultural givens are too often invisible as we debate research designs. In this article, we focus in particular on the understanding of three main components of teacher education: mathematics, mathematics pedagogy and general pedagogy, and on juxtaposing two extreme models: Germany and the US. It turns out that benefits and problems of international comparisons are closely related to each other.     

International perspectives on child abuse

This paper reviews an extensive sampling of the international literature on child abuse. The paper focuses on: (1) where the international research on child abuse is being conducted; (2) similarities and differences in definitions of abuse and violence; (3) the types of research methods and theoretical models used to study abuse; and (4) what we currently know about child abuse in other countries. The paper concludes with a discussion of how we can advance our understanding of child abuse by pursuing cross-cultural research. Awareness of child abuse, internationally, varies a great deal, often depending on the political, social, economic, and cultural milieu of the country. Also, despite noticeable trends within countries, the research techniques and theoretical models used to guide scientific investigations vary considerably from one country to the next. For these reasons, one must draw conclusions about the patterns, causes, and extent of child abuse around the world very tentatively. There is much variation as to the likelihood of children being abused, although western, industrialized nations report the highest rates of abuse. Explanations for the variation of child abuse from one country to the next emphasize cultural differences in attitudes towards, and values placed on children, and the cultural appropriateness of using violence as a means of social control.     

The Globalizing Labor Market in Education: Teachers as Cultural Ambassadors or Agents of Institutional Isomorphism?

Institutional isomorphists and other proponents of world culture theory argue that schools around the world are converging in many ways, whereas anthropologists and others question this conclusion, often arguing that local cultural differences belie superficial similarities. These viewpoints are not merely academic explanations of the spread and apparent convergence of education policies and practices around the world but are often present in policy and practice. The authors seek both to shed new light on these often-entrenched positions and to refocus the debate by considering the presence and influence of such views in the policies and practices of international teacher exchanges. In the context of the expanding global labor market for teachers, the authors consider the implicit theories underpinning international exchange policies and the ways in which the exchange teachers themselves make sense of these policies.

In particular, we recognize that although extensive work has been done on the dynamics of policy borrowing, little attention has been paid to international exchange teachers as potential agents of isomorphism, adopting and disseminating practices at the local level. Paradoxically, the exchange policies construct a universal teacher who is interchangeable across national (and cultural) contexts, a view resonant with institutional isomorphists, while justifying the exchanges rhetorically on the basis of their value as a cultural exchange, a view more consistent with the culturalists. The teachers who participate, however—and who effectively self-select by their beliefs that such exchanges are possible—accept the interchangeability thesis and view such exchanges as a professional development opportunity.     

论先进文化和先进文化建设

先进文化和落后文化是近年来人们经常使用的术语,但究竟什么是先进文化和落后文化,却给人语焉不详之感,这两个概念有进一步明确的必要。文章给出了先进文化和落后文化的定义,并分别从三个方面论证了先进文化贵在先进,落后文化的关键在于其落后性。文章强调先进文化是继承性和创新性的统一,民族性和世界性的统一,时代性和前瞻性的统一,群众性和导向性的统一,科学性和思想性的统一。     

文化带传统文旅品牌的形象塑造与国际传播

文化带的建设模式为我国整合资源、协同推动区域文化建设提供了重要途径和有力抓手。场域内的优秀传统文化是文化带建设的核心无形资产,创造性转化创新性发展是文化带优秀传统文旅在新时代下实现资产增值、增强溢价能力的必然选择。同时,从游客视角来看,扩大品牌形象的认知、增强品牌形象吸引力和影响力,促进其在全球文化交流互鉴背景下国际化传播,是文化带传统文旅发展的必然趋势。从客观品牌形象塑造的视角来看,文化带传统优秀文旅品牌重塑的基本要求,一要科学凝练文化元素,唤醒传统文化之魅,又赋予其现代化之魂;二要形塑受众易感知的文化品牌形象符号,将艺术审美价值与品牌市场战略深度结合;三要重视品牌生命周期,其品牌理念应与时俱进,同时要有精准的受众定位。从受众主观感知视角来看,文化带传统文旅品牌需加强国际传播,其立足点是挖掘文化内涵,促进传统文旅品牌的价值传播,其突破点在于保持主体自觉性,利用好亲缘文化圈,提升国际传播能力。     

Creating the Global Graduate: A Cross‐Cultural Videoconferencing Case Study

Business people in multinational environments must deal with a variety of situational barriers and cultural differences, such as time zones, languages, and common practice differences. Learning to accommodate these barriers and differences effectively often takes years of practice. Students who experience some of these barriers and become aware of some of the cultural differences while still in school have the advantage of beginning their practice early. Classroom to classroom videoconferencing (VC) provides an excellent discovery, or active, learning opportunity for business students to interact with, and learn more about, other's cultural similarities and differences. This article presents a case study that describes the videoconferencing interactions experienced by Japanese and U.S. undergraduate business students conducted in three successive years with three different sets of students on each side. In each year, students report learning a great deal about each other's cultures through the discovery learning process; at the same time, faculty learned that some types of discussion vehicles work better than others. Implications for how best to provide a cross‐cultural experience via videoconferencing for students who will soon be in the international workforce are discussed.     

中国留学生自我概念与文化身份重构问题研究

通过质性研究的方法对中国留学生在跨文化互动过程中的自我概念及文化身份重构的问题进行探究,旨在更全面、深入地了解中国留学生的跨文化适应状况及其深层影响因素,为如何正确地培养和提高学生的文化自信、文化自觉、文化选择和辨别等跨文化能力提供有效参考。研究结果表明,中国留学生在自我概念的重构上呈现出从关联型自我向独立型自我迁移的动态特征,在文化身份重构的过程中显现出文化反思、文化自觉、文化认同和跨文化认同四个阶段。     

论古代云南建水的国际交流

云南建水是中国历史文化名城。自古以来 ,建水就是民族迁徙的途经之路和聚居地 ,国际交流的交通要道和咽喉地带 ,历代王朝的军事前哨和边徼重地 ,民族文化融和的纽带和传播走廊 ,在古代的国际交流中扮演着重要角色。