论《基本要求》下跨文化意识的培养

语言使用得体与否,离不开社会文化知识。语言和语言的应用不可能脱离文化而独立存在。本文对如何根据《基础要求》,在高职高专实施跨文化意识的培养进行了探讨。     

美国雪佛龙公司CDB项目外派人员在华跨文化适应状况

通过问卷调查和访谈,针对美国雪佛龙公司川东北天然气项目外派人员在华跨文化适应状况,深入分析和探讨了影响跨文化适应期的相关因素,加深了对外派人员在华的跨文化适应状况的认识。同时,研究也能有效指导外派人员采取适当的行动去学习、适应东道国文化,帮助其顺利适应外派国的工作和生活。     

Identity and linguistic acculturation expectations. The attitudes of Western Catalan high-school students towards Moroccans and Romanians

This study analyzes the influence of identity complexity on the linguistic acculturation expectations that Catalan high-school students hold towards their peers of Moroccan and Romanian origin. It also takes into account social status and cultural proximity, expecting higher expectations of linguistic integration towards Romanians. Using a 5-point Likert scale, 345 autochthonous high-school students were asked about their degree of self-identification with Spain and Catalonia. Then, they responded to several questions concerning linguistic acculturation expectations regarding Romanians and Moroccans. While integration is the most popular profile for all three groups, the bicultural identity group scored the highest, followed by the Catalan identity group and the Spanish identity group ranking last. Bicultural identification was also a significant predictor for all integration measures, as was Catalan identification for ‘integration to Catalan’ and ‘integration to Spanish and Catalan’. However, the distinctions between answers regarding Romanians and Moroccans were scant. We conclude that incorporating the languages of immigration into a bilingual host society is not only possible, this type of community may even be more welcoming. The potential of working with the concept of identity complexity to decrease black and white thinking and foster tolerance is also discussed.     

Social contact configurations of international students at school and outside of school: Implications for acculturation orientations and psychological adjustment

Social contact has been widely investigated as a contributing factor to international students’ cross-cultural adaptation. Previous investigations have focussed largely on understanding the relation between distinct sources of social contact and adaptation-related outcomes. What is less understood is whether different combinations of social contact are associated with different outcomes for international students and if these effects vary across formal (school) and informal (outside of school) contexts. In the present study, we use a person-centred approach to explore international students’ social contact configurations based on frequency of contact with co-nationals, locals, and other internationals at school and outside of school. Data from 291 international students were subjected to latent profile analysis and five contact configurations were identified: 1) isolated (12.7 %), 2) socializing with other internationals only (14.4 %), 3) socializing with other internationals and Hungarians (12.4 %), 4) socializing with co-nationals only (35.4 %), and 5) socializing with co-nationals and Hungarians (24.7 %). Patterns of interactions were largely consistent across contexts. Contact profiles reflected different acculturation orientations and showed differences in psychological outcomes. A stronger host culture orientation was associated with profiles characterized by frequent contacts with locals (Profiles 3 and 5), whereas home cultural orientation was greater in profiles characterized by frequent contacts with co-nationals (Profiles 4 and 5). The profile displaying frequent contacts with both co-nationals and locals reported the greatest psychological wellbeing, whereas the isolated profile was linked to poor psychological outcomes. Overall, findings highlight the importance of considering the configuration of social contacts as a whole.     

Intramarriage and intermarriage: young Iranians in Los Angeles

This study examines the attitudes of young Muslim Iranians and young Jewish Iranians regarding intramarriage and intermarriage, and identifies reasons for differences between these two groups. It also examines differences between male and female Iranians in choosing a prospective spouse. The results indicate that Muslim Iranians attitudes regarding mate selection are more liberal (Americanized) than are those of Jewish Iranians. Regardless of religion, male Iranians attitudes regarding mate selection are more Americanized than are those of female Iranians. The findings indicate that cultural, religious, sex role attitudes, and dating patterns are factors in young Iranians attitudes regarding mate selection.     

文化适应问题研究:西方的理论与模型

随着全球化进程在20世纪下半期的深化与扩展以及人们跨国及跨地区流动的增加,文化适应问题得到了西方研究者广泛的关注和研究。至今人们已提出了多个不同的文化适应理论和模型,其中影响比较深远的有:Berry的跨文化适应模型,它区分了文化适应的四种不同类型;Ward的文化适应过程模型,它描述了文化适应的过程及社会心理层面上的影响因素;还有Danckwortt的对陌生文化的适应理论,它全面总结并分析了文化适应的特点、领域、过程和阶段。批判地借鉴和发展这三个理论与模型对于推进我国对留学生和少数民族学生的文化适应问题的研究以及本土化文化适应理论的构建,具有十分重要的意义。     

态度和动机:谈外语学习中的文化适应性

文化教学在外语教学中的地位不容质疑，同时，学生对于异国文化所持的态度极其对外语学习的影响也是外语教师面临的课题。本文从态度和动机的角度阐述了外语学习中的文化适应性，并提出教师如何引导学生树立正确的学习态度。     

体育旅游对民族旅游地文化变迁影响与涵化模式建立

摘要：我国政府十分重视少数民族区域政治、经济、文化发展问题,为强化少数民族区域旅游扶贫,找到活化少数民族区域文化契合点,结合实地的东北区域民族村落的具体田野调研以及中外各级文献资料的查找,最终决定运用人类学中文化变迁理论分析我国少数民族区域发展路径。研究认为：体育旅游应该可以作为少数民族区域传播文化的“载体”,特别对于中国境内的“小”民族的文化传承是极具指导性与实践性作用即通过旅游业传播民族文化的可行性;同时发现它也是中国扶贫工作的良好运营形式。为少数民族区域发展提出新的涵化模式以及少数民族聚集区发展体育旅游的新构想;同时提出保护我国少数民族未来文化发展应提倡主体居民继续发扬“莫日根”精神与当地文化活化目标。     

试析新课标视角下"学校体育教育"的濡化功能和涵化功能

研究从“濡化”和“涵化”两个方面对“学校体育教育”功能进行分析,提出基础教育中“学校体育教育”的本质功能是教育、健身、娱乐的濡化功能,其它的功能都是“学校体育教育”在与外界环境接触下表现的涵化功能,应在保持其濡化功能同时,不断吸收先进的文化来发展涵化功能,促进学校体育的可持续发展。     

文化休克：高等教育不可忽视的重要现象

文化休克是人们迁移到一个陌生的环境后产生的心理上的不适应,它是跨文化交往中普遍存在的一种心理现象。高校新生入学后的适应过程,是典型的跨文化适应过程,必然遭遇“文化休克”。从关注大学生因为异源文化而引起的“文化休克”现象入手,对文化休克进行了心理学解释,探讨了它的症状及负面影响,并提出高校重视提高学生的跨文化适应能力是走出休克、走向良好社会适应的重要策略。