This course includes six parts, which, intended for application in the reality, will introduce the basics of intercultural communication, review the cultural and mental factors which influence intercultural communication results based on cultural patterns, and probe into the differences between countries in verbal and nonverbal communication, the emergence of “culture shock” and how to cultivate intercultural communication skills in the multi-culture arena. The main content is:
Part One Introduction
This part introduces the concepts of intercultural communication, cultural connotation, cultural characteristics, communicational connotation and communication patterns in theory so that those who first learn the concept “intercultural communication” can have a macroscopic and sensible understanding and help their future study.
It explains the aim and ultimate goal of this course in order to inspire students’ interests and build up learning motivity and confidence.
Part Two Cultural Factors Influencing Intercultural Communication—a Review Based on Cultural Patterns
Cultural pattern is a mental state which exists in the communication process of just about anyone. Adequate application of cultural patterns can help to learn the differences among cultures faster and promote a smooth intercultural communication. Yet too much reliance on cultural patterns will hamper communications and seriously affect the quality of intercultural communication. Worse, it will even cause cultural conflicts and discriminations. As a result, this part firstly introduces the connotation and characteristics cultural patterns, how they came into being and the values and abuses of them. The content is arranged to associate appropriate examples with theories intensively explained. It aims at allowing students to get a clear idea of the pros and cons of cultural patterns so as to apply the theory in communication reasonably.
Then it introduces cultural factors which will influence intercultural communication, such as the perspective of value, worldview and national characters. After brief introduction of concepts and characteristics of the three, this chapter will enumerate specified cases and draw comparisons in order to satisfy the interests and curiosity of students, and strengthen the maneuverability in communication process. As differences in the three aspects mainly lie between East and West, it becomes the focus of the comparisons in which the similarities and differences of eastern and western worldview, the differences between Chinese and American national characters and the differences of value perspective revealed in American and Japanese ways verbal communications are enumerated. The comparison also contains the differences of four scales of value perspective of forty countries and districts as well as detailed rankings. The last item in particular helps the students understand the main perspective of a country if they would like to teach there.
Part Three Mental Factors Influencing Intercultural Communication—a Review Based on Cultural Patterns
Different thinking patterns will directly lead to different linguistic forms. As a result, TCFL (Teach Chinese as Foreign Language) teachers should have some basic idea of the pronunciation, glossary, wording, letters or characters and writing features of the mother language of the students. In order to explain the language errors for their students and to teach with pertinence, TCFL teachers have to learn the thinking pattern of students from any particular country. This part briefly introduces several thinking patterns in the west and the manifestation of differences between thinking patterns in language forms and pieces of writing. Besides, the key point is the differences between western and eastern way of thinking and why differences occur. Lastly it is mentioned that when the thinking pattern theory is applied to solve a problem, it is necessary to consider its universality, penetrability, diversity, variability etc. so as not to step into the misunderstanding of cultural patterns.
Nationalism or ethnocentrism is a common mental state during individual communication. Members of any nation, culture or colony in the world generally display nationalism or ethnocentrism of different degree, consciously or subconsciously. Such ethnocentrism can work in two ways, both negatively and positively. It can become the cohesion power to make a strong nation; however, it can also be turned into chauvinism for the superpower. For a TCFL teacher, nationalism and ethnocentrism should be avoided. This part uses examples to explain the definition of nationalism or ethnocentrism and give a brief introduction of its positive and negative effects. How that nationalism has negatively affected the communication distance is emphasized most in order to remind TCFL teachers to be alert of unconscious nationalism mistakes in his/her teaching and life abroad, and to overcome the inclination of using his/her own cultural rules and social mores to explain and judge others’ communications.
Part Four Verbal and Nonverbal Communication
The verbal communication part mainly aims at helping students to establish“difference awareness” so as to make them realize and fully appreciate the fact that the pronunciation, glossary, sentence structure and the use of Chinese language are different from other languages. Also, the verbal part reminds the students that such differences should get enough recognition and more should be found, so that they can be applied in teaching practice to improve efficiency.
The nonverbal communication part firstly gives brief introduction of the concept, its classification and function. Then it mainly focuses on enumerating different messages body languages (including facial expression, eye contact and staring, gesture, quietness and silence) used to send in different countries and the diversified requirements of time keeping and communication space. The objective is to help students to build extensive international communication awareness in order to smooth their life and communication in foreign countries.
Part Five Culture Shock
This part consists of two terms: culture shock and reversed culture shock.
The culture shock part introduces the definition and symptoms of culture shock, including the four stages people will experience in a culture shock and the way to handle it. When someone has lived in an alien culture for a period of time, gone though culture shock, and rested in living there, he/she might have a new but mild culture shock, i.e. reversed culture shock, when he/she returns to the homeland. The reversed culture shock part briefly introduces the definition and cause of reversed culture shock, and how to prevent it.
Culture shock is a common issue in the international communication period. For TCFL teachers, especially for those who teach in an alien culture quite distinct from Chinese culture, it is very necessary to understand the basic symptoms and solutions of culture shock, and be mentally prepared for it in advance.
Part Six Cultivation of International Communication Skills in the Multi-cultural Times
This part is an overall conclusion and ellevation of the former four perts. Clearly analyzing the main points in plain language, this part has made a list of the elements for effective communication and skill requirements for effective intercultural communication. It is good for TCFL teachers to collate with the list one by one so as to improve their intercultural communication skills and the effectiveness of Chinese teaching in a alien culture.
【AFTER this course, students are required to reach the standard below/the application in practical TCFL teaching.】
Possess the awareness of perceiving and recognizing the differences between cultures; be able to treat the differences in a tolerant way and get adapted or accept the differences gradually; improve intercultural communication skills; avoid culture conflicts or even culture shock in foreign countries.
During teaching process, treat his/her own culture correctly; avoid obvious nationalism or ethnocentrism; avoid imposing his/her own national value system and thinking pattern on students; respect students’ national feelings; introduce Chinese culture in appropriate ways accepted by students.
When treating a student, avoid overusing culture patterns and pay more attention to the particularity of every student.；
Find out the differences of language form between Chinese and the student’s mother tongue; learn to compare and analyze; look for errors in a student’s Chinese learning process and find the cause; improve teaching efficiency and effectiveness.
Be able to understand the repulsion to Chinese culture of students, lead students with relative knowledge in intercultural communication and help them to establish the right attitude of treating Chinese culture and improve their intercultural communication skills.
