对当前高职高专跨文化交际能力教学现状的思考及建议

我国国际交流与合作日益频繁与密切,跨文化交际已经成为一种广泛而普遍存在的社会现象,高校外语教学应当迎合这一人才培养需求。我国大部分高职高专学生跨文化交际能力不理想,在涉外交际中存在诸多障碍,文章对目前跨文化交际教学现状进行了反思,指出存在其中的问题,并对如何进行有效教学和引导提出了建议。     

基于主观文化视角的西方跨文化管理理论综述

国际商务环境下,文化的差异可以影响企业的运作行为和经营效益,制约着企业的整体发展规划,能协调管理者和员工之间的关系,决定着组织机构的工作效率。因此如何使文化差异转变为跨文化管理过程中的有利资源是至关重要的。合理有效的跨国管理策略是增强市场竞争力的重要力量,而它的制定需要跨文化管理理论的技术支撑。面对多元化的市场机遇和挑战,要想使跨国公司发挥出自身的潜在优势,对西方跨文化理论进行综述是具有极其重要的现实意义和理论价值。     

东西文化差异分析

本文结合对《跨文化交际》课程学习,对东西文化差异作了简要分析。     

Cross-cultural competence and power-based rules: A native American case study

Inter-organizational relationships are increasingly formed between entities representing culturally dissimilar and politically unequal populations. This case study of an Anglo-Navajo inter-organizational relationship identifies effective and ineffective communicative acts on the part of individuals who represent the politically dominant group. It shows that effective cross-cultural coordination in these relationships requires the successful navigation of power-based rules.     

外语教学与跨文化语用能力的培养

跨越不同文化背景的人。即使双方发音正确,懂得语法。掌握相当数量的词汇。有着较好的语言水平。在交际中也经常会发生故障。这是由于双方对彼此的社会文化传统缺乏了解。以及他们的说话方式或习惯不尽相同所造成的语用失误。本文从外语教学入手．探讨在外语教学中如何培养学生的跨文化语用能力。     

跨文化认同与政治修辞——基于对中美当代政治传播实践的考察

本文通过对当代中美政治修辞观念演进的历史梳理,对中美政治修辞文本构成的核心要素的比较,分析中美在政治修辞认识论与方法论上的异同,并尝试提出新时期中国政治修辞的策略要点。本文认为,政治修辞对实现跨文化认同具有重要的理论价值和实践意义。     

The Use of Generalizability (G) Theory in the Testing of Linguistic Minorities

We contend that generalizability (G) theory allows the design of psychometric approaches to testing English-language learners (ELLs) that are consistent with current thinking in linguistics. We used G theory to estimate the amount of measurement error due to code (language or dialect). Fourth- and fifth-grade ELLs, native speakers of Haitian-Creole from two speech communities, were given the same set of mathematics items in the standard English and standard Haitian-Creole dialects (Sample 1) or in the standard and local dialects of Haitian-Creole (Samples 2 and 3). The largest measurement error observed was produced by the interaction of student, item, and code. Our results indicate that the reliability and dependability of ELL achievement measures is affected by two facts that operate in combination: Each test item poses a unique set of linguistic challenges and each student has a unique set of linguistic strengths and weaknesses. This sensitivity to language appears to take place at the level of dialect. Also, students from different speech communities within the same broad linguistic group may differ considerably in the number of items needed to obtain dependable measures of their academic achievement. Whether students are tested in English or in their first language, dialect variation needs to be considered if language as a source of measurement error is to be effectively addressed.