跨文化交际中文化准则的导向作用分析

论文摘要

随着全球化进程的不断推进和国际交往的日益频繁,越来越多的人工作和生活在多元文化的环境中,来自不同文化背景的人交往时,彼此往往感到非常难以理解对方的交际行为和方式,文化差异对他们的合作产生负面的影响。文化因素是影响交际的核心变量,因为文化是蕴涵着某一群体的人们的信仰体系、价值观念体系、生活方式、行为习惯 人造物品等一切积淀物的总和体系。它是人们为了自己的生活方式被社会的其他成员所接受,必须知晓和相信的导向系统,是代代人通过学习而传承下来的。缺乏对它的了解,双方相遇,立即会产生不和谐的交际情形。 文化导向系统的中心特点被定义为文化准则,它是被某个社会的多数成员视为正常的、理所当然的、典型的和具约束力的,对一切感知、评判、思维和行为过程均起调节作用的那部分文化。 本文借鉴使用Mayring(1996)&Oevermann(1997)和Thomas(1993,1996)创建的确定文化准则的方法,通过分析中美人交往时所经历的不和谐交际情景案例,探索了文化准则在跨文化交际中如何调控人的感知、评判、思维和行为过程,识别出相对的“核心文化准则”,比较核心文化准则间的异同,分析他们的“导向”作用,归纳出在新的环境下中美人交往的人际关系类型、人际关系取向和人际交往取向。并利用分析不和谐交际情境,识别相对“核心文化准则”,从不同的抽象层面上—从一般的价值观念到特定的、具约束性的行为规范,综括出文化准则呈现的等级结构与相互联系: 1.文化准则是典型的导向系统,它被某个文化的大多数成员视为正常的、理所当然的、典型的和具约束力的,并对他们的一切感知、认知、情感反应和行为方式过程产生影响的导向系统; 2.己方和异方的行为举止均在文化准则的基础上得到评判和调节; 3.核心文化准则在各种不同情景中均起作用,对较大范围内感知、思维、评判和行为起调节和调控人际关系的重要作用; 4.文化准则的个体和群体特点在一定的容差范围内可以有所变化; 5.超出容差界限的行为方式和观点态度,则会遭到拒绝和惩罚。

论文目录

• 独创性声明
• Abstract
• 摘要
• 1 General introduction
• 1.1 Background
• 1.2 Issues in intercultural communication （ICC）
• 1.2.1 Pragma-linguistic and socio-pragmatic studying issues
• 1.2.2 Misunderstanding contextualization cues
• 1.2.3 Issues in acquisitional pragmatics
• 1.3 The reasons for this research
• 1.4 The purpose of choosing the topic
• 2 Literature review
• 2.1 What is culture?
• 2.2 Brief overview of cross-cultural psychology
• 2.3 What is cultural standard （CS）?
• 2.3.1 Cultural standard is relative and bilateral
• 2.3.2 There are variations and divergences within individual cultural standards
• 2.4 Theories and methods of research on culture standards
• 3 The influence of culture on communication
• 3.1 Culture and communication
• 3.2 Culture and perception
• 3.2.1 Beliefs
• 3.2.2 Values
• 3.2.3 Cultural patterns
• 3.3 The deep structure of culture
• 3.3.1 World view
• 3.3.2 Family
• 3.3.3 History
• 4 Orientation of cultural standards
• 4.1 Cultural standard method
• 4.2 Procedures of identifying core culture standards
• 4.2.1 Form and content of data
• 4.2.2 Procedures for gathering data
• 4.3 Method of data collecting
• 4.3.1 The process of categorizing the critical incidents
• 4.3.2 Collecting analysis of the critical incidents through members of the interviewee's culture
• 4.3.3 Collecting analysis of the critical incidents through bi-cultural experts
• 4.4 Content analysis and identification and naming of the core cultural standards （CS）
• 4.4.1 Power distance
• 4.4.2 Individualism versus collectivism
• 4.4.3 Masculinity versus femininity
• 4.4.4 Uncertainty avoidance
• 4.5 Core cultural standards
• 4.6 Analysis: explaining culture-historic background of the culture standards
• 4.6.1 Individualism and collectivism
• 4.6.2 Self-orientation and in-group orientation
• 4.6.3 Importance of hierarchy and authority
• 4.6.4 Relationship-oriented
• 4.7 Comparing cultural values
• 4.7.1 Human nature
• 4.7.2 Relationship of humans to nature
• 4.7.3 Sense of time
• 4.7.4 Activity
• 4.7.5 Social relationships
• 4.8 Cultural standards serve the function of criteria in ICC
• 5 Training of intercultural interaction competence
• 5.1 Culture assimilator oriented training （CAOT） as an experiential learning process
• 5.2 Culture assimilator oriented training program
• 5.3 Experiment content
• 5.3.1 Experimental design
• 5 3.2 Measure
• 5.3.2.1 Intercultural interaction skills and cultural knowledge （IISCK）
• 5.3.2.2 In-class behavior evaluations （ICB）
• 5.3.2.3 Cultural assimilator orientation index （CAOI）
• 5.3.2.4 Productivity environmental preference survey
• 5.3.2.5 Analysis
• 5.4 Result
• 5.4.1 Descriptive statistics and manipulation check
• 5.4.2 Scale reliabilities
• 5.4.3 Correlations
• 5.5 Regression analyses
• 5.5.1Prodicting post-training cultural knowledge
• 5.5.2 In-class behaviors （ICB）
• 5.6 Mean training effects
• 5.7 Discussion
• BIBLIOGRAPHY
• APPENDIX
• APPENDIX Ⅰ
• APPENDIX Ⅱ
• APPENDIX Ⅲ
• APPENDIX Ⅳ
• APPENDIX Ⅴ
• APPENDIX Ⅵ
• APPENDIX Ⅶ
• APPENDIX Ⅷ
• LIST OF ABBREVIATIONS
• ACKNOWLEDGE