跨文化交流与武术术语的英译

文章运用文献资料法与逻辑分析法,从跨文化交流的视角运用跨文化翻译的相关理论对武术术语英译的现状与存在问题进行分析研究,并建议依据武术术语的特点和武术术语英译中存在的问题采取针对性的措施和翻译技巧,从而规范武术术语的英译,提高武术术语的英译水平,促进武术的国际跨文化交流与传播。     

Appraisal models of intercultural communication apprehension among sojourners

We used R. S. Lazarus’ (Emotion and Adaptation. Oxford: Oxford University Press, 1991) appraisal theory of emotions to propose a theoretical model of anxiety, upon which we built two empirical models centering on intercultural communication apprehension (ICA), distinguished by timing. We tested the models in three samples: Chinese in the US (N?=?268), US Americans who studied abroad (N?=?419), and US Americans in the US (N?=?515). The models achieved good fit. The results showed that during an anticipated or actual intercultural interaction, people had multiple, potentially conflicting goals. The goal-related appraisals of the situation resulted in emotional reactions, such as ICA, as well as coping strategies. ICA and coping further influenced people’s immediacy behaviors and the intention to interact. Our empirical models supported the utility of the theoretical framework for all three samples, and provided advice for practitioners to improve sojourners’ time abroad.     

Threat and Prejudice against Syrian Refugees in Canada: Assessing the Moderating Effects of Multiculturalism,Interculturalism, and Assimilation

A survey experiment (N = 529) was used to test the moderating effects of intergroup ideologies (assimilation, multiculturalism, and interculturalism) on the relationship between social dominance orientation (SDO) and expressions of prejudice under conditions of intergroup threat. Moderated multiple regression analyses suggest a multicultural integration frame moderates the relationship between SDO and feelings toward Syrian refugees in Canada when the target outgroup is portrayed as a source of intergroup threat. This moderating effect was unique to the relationship between SDO and feelings toward Syrians and did not extend to other correlates of prejudice including beliefs in zero-sum group competition or a multicultural ideology, nor did it extend to more general measures of prejudice (i.e., attitudes toward immigrants or evaluations of intercultural contact). Findings suggest the prejudice-reducing effects of a multicultural integration narrative affect group evaluations and functions by targeting beliefs in social dominance, rather than zero-sum group competition or ideological support for cultural diversity. The results offer insights into the prejudice-reducing potential for two alternative integration narratives that are institutionalized in Canada.     

Intercultural education in physical education: results of a quasi-experimental intervention study with secondary school students

Background: Due to migration processes, cultural diversity and strangeness are becoming characteristics of modern society. The competence to handle this heterogeneity – the so-called intercultural competence – is a key competence for all children and youths. Sports and physical education (PE) are often considered as a particular field for enhancing intercultural competence. However, until now there is no theory-based empirical study that proves this assumption. Purpose: This study was designed to examine the effects of a standardised, theoretically driven programme in PE on the development of underlying cognitive concepts of intercultural competence: acculturation attitudes and attitudes towards cultural diversity. Research design: The research design consists of a quasi-experimental design with four measurement points. The intervention group (N?=?69; mean age?=?11.6 years (SD?=?0.60)) followed standardised and theory-driven intervention lessons following the didactical guidelines of the concept of ‘Intercultural Movement Education’ (IME). The developed games tend to trigger ‘crises’ with the aim to insecure students. These experienced insecurities were afterwards reflected upon with the students. The internal control group (N?=?63; mean age?=?11.8 years (SD?=?0.62)) and external control group (N?=?93; mean age?=?10.8 years (SD?=?0.69)) were taught in a unspecific manner. The impact of the intervention study programme was tested with a reliable and valid questionnaire. Results: A significant time by group interaction effect for the subscale ‘assimilation/segregation’ of acculturation attitudes was found in boys and in girls. The attitudes increased significantly after the intervention. For the girls, the intervention group showed also a significant decrease of the attitude ‘integration’. No significant impact of the intervention study on the attitudes towards cultural diversity could be identified either with boys or girls. Discussion: The effects of the study are ambivalent. The significantly increased assimilative attitudes can be interpreted as a need for a sense of security. This is also underlined by the decrease of the integration attitude that values the maintenance of cultural integrity. It must be critically discussed whether the ‘crises’ were too intense and not adapted to the children’s skills to overcome them. Second, we have to critically analyse whether the discussions with the students about their experiences were sufficiently focused to debrief the students. Summary for practitioners: The competence to handle heterogeneity – the so-called intercultural competence – is a key competence for children and youths. Sports and PE are often considered as a particular field for enhancing intercultural competence. However, until now there has been no theory-based empirical study that proves this assumption. This paper describes the development, implementation and evaluation of an intervention programme on intercultural learning in PE along the didactic guidelines of IME. This programme tries to trigger ‘crises’ that stimulate the students to react and think about their self- and world relations. The statistical analyses show that the ‘crises’ were probably too intense as the students’ scores in assimilation attitudes increased. This lead to the didactical reflection of the implementation of intercultural learning processes in PE.     

Intercultural knowledge development: Evidence from student interviews during short-term study abroad

The goal of this investigation was to examine intercultural knowledge development during a short-term study abroad program focused on language and cultural learning. Interviews with students were conducted at the beginning and end of the program, allowing for a qualitative approach to analysis, supported by quantitative measures. While previous investigations have relied on qualitative data, this is the first analysis of intercultural knowledge development based on a qualitative, pre- and post-program design. Intercultural knowledge development was identified considering the change and growth in student knowledge. Results indicated that students experienced a change in the salience of intercultural knowledge themes over the period abroad, focusing on City life and Schedule differences more at the beginning of the program than at the end. Such shift may be indicative of cultural adaptation during the program. Results also demonstrated intercultural knowledge growth over the period abroad, with the greatest growth being related to knowledge themes of Big C (e.g., culture and history), daily life, food and drink, and values and politics. These results led to a distinction between types of knowledge that traditionally have been included in definitions of intercultural knowledge, an analysis of context as it intersects with knowledge development, and a theoretical consideration of the relationship between intercultural knowledge and intercultural communicative competence. Furthermore, practical considerations for cultivating intercultural knowledge during short-term study abroad programs were discussed.     

Somewhere in the Middle: The Measurement of Third Culture

This study explores the concept of “third culture,” which has not been tested by quantified measures since it was introduced. This study develops the 10-item measurement of third culture based on three dimensions—equality, commonality, and transcendence. Two hundred and fifteen international married individuals from 42 countries participated in a self-administered email survey. The findings indicated that the new scale is reliable and functions as a single dimension instead of as three subdimensions. Suggestions for future study as well as several implications on theory and methodology are discussed, drawing on the experience of this study.     

Intergroup Contact,Media Exposure,and Racial Attitudes

The present investigation uses intergroup contact and media systems’ dependency theories to illuminate the relative significance of various sources of information in shaping Caucasian-American attitudes toward African-Americans. It uses empirical data from an exploratory survey of college students to build a chain of related variables that link primary sources of information (face-to-face versus mediated) to stereotypical beliefs, perceived internal causal attributions for African-Americans’ failures, and prejudicial feelings toward African-Americans. Results suggest that face-to-face sources of racial/ethnic out-group information are more effective than mediated sources in prejudice reduction. The discussion includes theoretical and practical implications of the findings.     

论文化互动教育研究的价值取向、对象与方法

在联合国教科文组织大力推进文化互动教育走向国际化的进程中,愈来愈多的国家开始关注并积极助推文化互动教育的现代发展。纵观当前我国学界关于文化互动教育的研究成果,价值取向上,理论价值与实践价值并举;研究对象上,宏观、中观与微观相联结;研究方法上,时间—历史研究与空间—比较研究相互演进。然而,文化互动教育研究依然存在着理论研究的“薄弱化”、实践研究的“片段化”、综合研究的“浅表化”等问题。为此,今后的相关研究需要注重丰富更多视域的理论研究、畅显文化互动教育的具体实践研究、开展三观互联的综合性研究。