Transcript Unit 4 Verbal and Communication

Unit 4
Verbal and
Communication
Jessica袁
[email protected]
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Reading Test for week6
• 1. What can you do if you don’t know how to
translate exactly different kinds of snow as the Arctic
peoples have many different words to refer to snow?
• 2. What is the meaning of “the old man kicked the
bucket”?
• 3. What is the difference between “book a place”
and “place a book”?
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Contents
Lead in: Language Barriers
Verbal
&
communication
Translation Problems
Case study -- compliment
Language diversity
Written communication: direct and indirect plan
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Reading One
Translation Problems as Language Barriers
▲ Pre-reading Task:
Please translate the following items into Chinese or English and
then compare your translations to the exact meanings conferred by the
original expressions in either Chinese or English. Then discuss what
problems you have in translating them.
motel
嫦娥奔月
landlord
狗仗人势
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集体主义
as wise as an owl
四小龙
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Translation Problems Include:
Vocabulary
Idiomatic
Equivalence
Equivalence
Lack
Grammatical-Syntactical Equivalence
Of
Experiential
Equivalence
Conceptual
Equivalence
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Task in class
• The mascots of 2010 Guangzhou Asian Games
follow the tradition of 2008 Beijing Olympic Games.
They consist of five lovely sheep-like cartoon
characters. Their Chinese names come from a lucky
message, that is “祥和如意乐洋洋.”
• Could you translate the Chinese names into English?
• 阿祥
• 阿和
a message of blessing,
literally meaning
• 阿如
"harmony, blessings,
success and happiness"
• 阿意
• 乐洋洋
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Cultural note:
The Tower of Babel
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Translate the following items:
Idiomatic Equivalence
Group 2:
yellow-bellied
break a leg
胆小鬼
as timid as a chicken
read between the lines
祝你成功
hold your horses
领会言外之意
raining cats and dogs
请耐心点
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Translate the following items:
Group 3:
plan a table
table a plan
book a place
place a book
lift a thumb
thumb a lift
Grammatical-Syntactical Equivalence
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Translate the following items:
Experiential Equivalence
Group 4:
motel
parliament
炕
太极
Thanksgiving
文化大革命
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Translate the following items:
5. Lack of Conceptual Equivalence
freedom
自由
Human rights
corruption
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Reading Two
Understanding Language
language
semantics
syntactics
pragmatics
denotative & connotative
grammar
actually used
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Case study – compliments
(P58)
• Situation:
• Jonathan is a teacher in an adult school class in the United States.
After class, he is speaking to Ann, one of his students.
• Jonathan: Ann, your English is improving. I am pleased with
your work.
• Ann: (Looking down) Oh, no, my English is not very good.
• J: Why do you say that, Ann? You are doing very well in class.
• A: No, I am not a good student.
• J: Ann, you’re making progress in this class. You should be
proud of your English.
• A: No, it’s not true. You are a good teacher, but I am not a good
student.
• J: (He is surprised by her response and wonders why she thinks
her English is so bad. He doesn’t know what to say and wonders
if he should stop giving her compliments.)
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Compliments and response
• American: The cloths are so beautiful.
• Chinese: oh, it’s just an ordinary dress in China.
• American: I wish I can own one like that.
Fishing for compliments
Try to make someone say
something nice about you.
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How to compliment?
• A: Hi, how are you today?
You look nice.
• B: Thank you. So do you.
A: Your shoes are beautiful.
How much did they cost?
B: Only 50 yuan.
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A: That’s reasonable. I think
I’m going to buy a pair
tomorrow.
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How to praise them?
This is not very
delicious, but …
This is the best
I can offer.
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A few compliments that work if they're sincere:
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1. You smell fantastic.
2. You look amazing/ gorgeous.
Long to/ desire
3. I love your hair like that.
to/ be eager to
4. You have amazing eyes.
5. I love it when you smile.
6. Your voice is so sexy.
7. Well done. /Good job. /Awesome./ Cool.
8. That color looks great on you.
9. You have great taste in ______.
10. Being with you is really ______.
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Assignment – Case 2 P58
• Analyze the case above follow the structure
• 1. indicate the final result
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These two people failed to communicate with
each other.
• 2. figure out the problems
• 3. offer suggestions
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In order to solve the above problems, there are
several suggestions as follows.
First,
Second,
Third
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Language diversity – Dialects
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Brainstorming
Find out where your classmates come from.
Ask them about dialects spoken in their hometown.
Take down note about the dialects of various regions
and see if they are different in accent, vocabulary
or grammar. Discuss with your group members.
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Taboo and Euphemism
• Taboo – prohibition of a set of behaviors that should
be avoided because they are offensive and impolite.
• Euphemism – expressions that soften the
offensiveness or impoliteness
Discussion:
Brainstorm
Do you often ask the following questions:
1. How old are you?
What words
2. Are you married or single?
do you prefer to
3. What’s your salary?
imply the meaning of
4. How much did that cost?
death?
When you are asked such kind of questions,
what’s your response?
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Written communication
• 1. direct plan
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Indirect plan
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Reflection
• Establish the differences between a direct plan and
an indirect plan in written communication.
Direct plan
Sentences are short.
Subject-verb-object pattern
Active-voice verbs
Avoid ambiguity
Get the message across clearly
Main massage is in the
opening paragraph
Indirect plan
Start with greeting
Ambiguity
Side conversation
Main massage is in the end
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Assignment
• Please help Li Jun, an employee from Jinhua
company write a thank-you letter to Ms. Anna Brown
for her training program as well as to Mr. Doe who’s
the instructor.
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(begin at top margin)1600 Main Street
Springfield, Kansas 12345(four single spaces)
December 1, 2008
(double space)
Ms. Anna Brown, Chair
Department of Linguistics
Right State University
1415 University Drive
Felicity, OH 45435(double space)Dear Ms. Brown:(double space)I am writing
to thank you for the training seminar you arranged, and to especially thank you
for sending Mr. Doe to be our primary instructor. He did his homework well,
and was more aware of our needs than any of our previous instructors. We
appreciate the time he took to study samples of our work in advance so his
comments were immediately applicable. We would welcome his instruction
again. Please convey our thanks to Mr. Doe.(double space)Sincerely,(four
single spaces)[Signature]
John Doe
(double space)Enclosure
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Problems as
Barriers to Intercultural Communication
• ▲ Translation Problems
• ▲ Emotional Problems
• ▲ Attitudinal Problems
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1. Anxiety and Uncertainty
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Activity 1: Questionnaire for the Assessment of Anxiety and Uncertainty
The purpose of this questionnaire is to help you assess the amount of anxiety
and uncertainty you generally experience when you communicate with strangers:
(Note. You can determine the amount of anxiety and uncertainty you experience
when communicating with the "strangers" in each of the statements.) Respond to
each statement by indicating the degree to which the adjectives are applicable when
you interact with strangers. If you never have the experience, answer 1 in the space
provided; if you almost never have the experience, answer 2; if you sometimes have
the experience and sometimes do not, answer 3; if you almost always have the
experience, answer 4; if you always have the experience, answer 5.
(1) I am not confident when I communicate with strangers.
(2) I can interpret strangers' behavior when we communicate.
(3) I am indecisive when I communicate with strangers.
(4) I can explain strangers' behavior when we communicate.
(5) I am notable to understand strangers when we communicate.
(6) I know what to do when I communicate with strangers.
(7) I am uncertain how to behave when I communicate with strangers.
(8) I can comprehend strangers' behavior when we communicate.
(9) I am not able to predict strangers' behavior when we communicate.
(10) I can describe strangers' behavior when we communicate.
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1. Anxiety and Uncertainty
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To find your scores, first reverse the responses for
the even-numbered items (if you wrote 1, make it 5; if
you wrote 2, make it 4; if you wrote 3, leave it as 3; if
you wrote 4, make it 2; if you wrote 5, make it 1). Next,
add the numbers next to each of the items. Scores
range from 10 to 50. The higher your score, the more
anxiety and uncertainty you experience when
interacting with others.
[Source: Adapted from W. B. Gudykunst, Bridging
Differences, copyright @1994 by Sage Publications.
Reprinted by permission of Sage Publications.]
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Attitudinal Problems as Barriers to Intercultural
Communication
▲ Activity 2 :
Form groups of 4 or 5 and discuss whether you have come
across any discriminating descriptions of people owing to
their different national, ethnic or regional origins?
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Attitudinal Problems Include:
Racism
Prejudice
Ethnocentrism
Stereotyping
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1. Ethnocentrism (Case Study)
Rosamine and Merita are from two different cultures. they are
talking about one aspect of family life. They seem to have
different points of view. Who do you agree with? Why? Discuss
these questions in small groups.
Rosamine: I think it’s terrible that in your country children leave their
parents when they are so young. Something that shocks me
even more is that many parents want their children to leave
home. I can’t understand why children and parents don’t like
each other in your country.
Merita: In your country parents don’t allow their children to become
independent. Parents keep their children protected until the
children get married. How are young people in your country
supposed to learn about life that way?
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Ethnocentrism
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Ethnocentrism refers to the tendency to think
of one’s own culture as being the centre of the
world, or to look at the world from one’s own
culture’s perspective.
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Examples
“China is a country with a long history.”
“ arranged marriage”
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Negative Impact of Ethnocentrism
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If people believe that their
culture is the only true culture, they will
discriminate against people who
manifest cultural norms that fail to
correspond to their values and behaviors.
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Let’s have fun !
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Clasp your hands together in front
of you, interlocking your fingers.
which thumb is on top?
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• If your left thumb is on top, it suggests the right
side of your brain is dominant.
• The left side of your brain is said to be more
adept at language, logic and linear thinking.
• The right side of your brain is said to control your
visual, spatial and intuitive processes.
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Stereotyping
Definition
Stereotypes are a form of generalization
about some group of people, or a means of
organizing images into fixed and simple
categories that are used to stand for the
entire collection of people.
(Walter Lippmann)
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Stereotyping
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Reasons
Human beings have a psychological need to
categorize and classify. The world is too big, too
complex, and too transitory for us to know it in all
its details. Hence, we want to classify. Stereotypes,
because they tend to be convenient, help us with
our classifications.
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Case Study:
What do you think of Mr. Bias’
decision? What mistake did he commit?
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Why are they barriers ?
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1. Stereotypes fail to specify individual
characteristics.
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They assume that all members of a
group have exactly the same traits.
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2. They are oversimplified, over generalized,
and/ or exaggerated.
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They are based on half-truths,
distortions, and often untrue premises;
but often taken as “truth”.
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As a result
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Stereotype inaccuracy can lead to errors in
interpretations about the behaviors of others.
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It can also lead to errors in interpretations
about the future behaviors of others.
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• Stereotypes: Men are…
• Stereotypes: women are…
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-competitive
-unsentimental
-analytical
-task-focused
-aggressive
-silent,etc
-nurturing
-emotional
-intuitive
-supportive
-passive
-talkative, etc
The stereotype of women as
“ homemakers” often keeps
women from advancing in the
workplace.
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Right attitude
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Intercultural competence requires an
ability to move beyond stereotypes and to
respond to the individual. Previous
experiences should be used only as
guidelines or suggested interpretations
rather than as hard and fast categories.
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Prejudice
Activity 4: Expressing Opinions
What do you think of women in power?
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Prejudice
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Definition
It refers to negative attitudes towards other people
that are based on faulty and inflexible stereotypes. It
is an unfair, biased, or intolerant attitude towards
another group of people. ( Lusting & Koester)
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Examples
Example 1: “Those Germans did it once, so I can
never trust any of them ever again.”
• Example 2: “Don’t pay the Mexicans very much.
They don’t have any education and will work for
almost nothing.”
Stereotyping may lead to prejudice.
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Who is the Killer?
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Racism
Activity 5: Reflection
Have you ever avoided physical contact with
people from other races? If yes, why do you
do so?
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Discrimination refers to the behavioral manifestations of the prejudice,
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can beBusiness
thought
of as prejudice “in action”. ( Lusting & Koester)