A study of Culture Teaching in Business English (完).docx

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1、StudyofCultureTeachinginBusinessEnglishZhaoYinglongAbstract:TheAppliuitionofcrosvl(uralcommunicationtheoriestotheteachingofbusinessEnglishinthecontextofChineseUnivcniiticvshouldbeCrmdIKtCdinMichawaythatstudentsarcaWctoIcarnIhnlChinesemWcMCnlculturescxiMa，difIcrcntsylenx.andIouden%ladIbtffuxlanlalika

2、sgnemugIbeIVSPeCIiVtfculturalentities.ByCCnlpari，Onandanalysis,buie%xCuhUnildittcrcnccsarcstudiedaposethefollowingsuggestions.4.1 ToguidestudentstouseInternetforinterculturalbusinesscommunicationItisnotdifficultforanEnglishlearneromakeEnglish-speakingfriendsanymorethankstothewideapplicationofInterne

3、t.WiththepopularinstantmessengerMSN,onecanfindpeoplefromalltheEnglish-speakingcountries,thenativespeakers.Ifonehasmicrophone,heorshecanmakeoralconversationswithforeigners.Ifacameraisalsoequipped,theirfacialexpressionscanalsobevisibleforbettercommunication.TherCarcmanyspecializedwebsitesforintercultu

4、ralcomparisonorfricnds-secking.Onecangetrecommendedwebsitesfrominterculturaltextbooks,appendixorbypowerfulsearchingengineslikeGoogle.Multimediacanshowreal-lifematerialtoletstudentsponderthroughcomputerscreen.Teacherscancontrolthespeed,scriptsandetctomakeculturallearningeasierandfun.Whenwatchingnegot

5、iationsellings,onecansensethe(oneandbehavioroftheeroorheroine.Powerdistanceandauthorityrelationship,womensstatus,etiquette,socialno11ns,etc.canbeperceived.SomecontroversyinbusinesssettingsshouldbediscussedandanalyzedunderbusinessEnglishteachersguidance.Nowadays,withtheincreasingroleplayedbyChina,the

6、rearemanyforeignerswhoalsowanttolearntheChineseculture.1,heyhavethesamedesiretoknowmorefromarealChinesenative.Chattingwithnativespeakersisfunandfruitfulfordevelopinginterculturalcompetenceforinternationalcommunication.Whencommunicatingwithforeigners,oneshouldbesensitivetotheirnon-verballanguagebecau

7、sewatchingtheirfacialexpressionsforsignsofunderstanding,misunderstanding,confusion,etc.canmakeinterculturalcommunicationeasierandbelter.4.2 ToputculturalevaluationintobusinessEnglishsyllabusandtestingsystemWiihtheincreasingimportanceofinterculturalcompetenceinbusinessEnglishteaching,currentbusinessE

8、nglishsyllabusshouldbemodifiedtomeettherequirementOfglobalization.IfculturaleducationinbusinessEnglishiswritteninsyllabus,businessteacherswillrealizethesignalandtakeanypossiblechancetopenetrateinterculturalawarenesstotheirstudents.Fishorfishery,whichdoyouprefer?AqualifiedbusinessEnglishteacherwillte

9、achastudenthowtoIcamcfTcclivclybythemselves.Teachersshoulddeveloptheirownteachingapproachesandinterculturalknowledgeforthepurposebysclf-pcrfeclion.BusinessEnglishteachersshoulddeveloptheirownculturalintelligence,andthen(eachheirNUdeilis.Mrarch(2(X)8)definedculturalintelligence.Culturalintelligenceis

10、intelligenceusedloadapteffectivelytoforeignculturesorpeople.Hepointsthatoneissuretosutleraprocessfromindependencehoneymoon,culturalshock,superficialadjustment,depressionisolation,re-integrationcompensationandautonomyprocessifheorshehastomoveintoadifferentculture.ItmeansbusinessEnglishteachersshouldd

11、eveloptheirownculturalintelligencefirstunderthedirectionofsyllabus.CurrentbusinessEnglishtestslaymorestressonlinguisticcompetencethancommunicativecompetence.Patterns,usefulexpressions,phrases,professionaltermsandtranslationarcthemaintestingitems.TheformandcontentofbusinessEnglishtestshouldbeimproved

12、toencourageteachersandstudentstopayfullattentiontothedevelopmentofinterculturalbusinesscommunicativecompetence.Tbtesthowwellthestudentsmastertheculturalknowledge,teacherscancreateasimulatingbusinessscenariolotesttheirappropriatereaction.Theteacherscanalsogivethestudentssomebusinesseasesloanalyze,thu

13、stheycanfindouthowgoodthestudentsareininterculturalbusinessconmunicaion.ByimprovingthecurrentIeSlsystem,teachersandstudentswillbegintofocusontheteachingandlearningofculture.43,ibknowmoreabouttheChinesebusinesscultureAnotherbarrierfacedbybusinessEnglishlearnersinChinaindevelopmentofinternationalbusin

14、esscommunicationisanobjectiveattitudetoourmotherlanguage.Ininterculturalcommunicationwithforeigners,aChinesepersonshouldkeephisorhernationalcharacterwithdeepUndcrslandingonChineset11litionalculture.BearingasolidChineseculturebackground,aChinesecanbeconfidentindealingwithcuhuraldifferences.Intercultu

15、ralcommunicationistwo-wayroadIbrinputandoutput.WhenAmericansorotherpeoplesarecurioustoknowContusionorTaoism,aChineseshouldberesponsibleoplaytheroleascuhuralambassadorointroduceChineseculturetoforeigners.Basedonmutualresectsanddeepunderstandingofn)therlanguage,ChinesebusinessEnglishlearnerscanlearnmo

16、reculturaldifferencesobjectivelyforcomparison.IeachersshouldremindstudentstheimportanceofculturalvarietytoletstudentsbealcrtaboutChinesenationalidentitybasedonChinesetraditionalculture.WheninRome,doastheRomansdo、maybecomeaconcessionforculturalconflicts.Emulsion(1992)statesthattheappropriatenessofspe

17、echactsininteractioncommunicationshouldntbejudgedbythelanguagetheyspeak.Forexample,whenanAmericanbusinessmaninChinaisusingEnglishtocommunicatewithaChinesebusinesspartnerinChina,heshouldntadheretohisAmericanpragmatics9norms,atleastatacertaindegreetofollowChineseculturalcontext.4.4 TOtakeadynamicviewt

18、ointerculturalcommunicationinbusinesssettingsXu1.isheng(2(XX)pointsthatcommunicationbarriersshouldbeeliminatedbynwtualeffortstoadapttoeachother.TeachersshouldguidestudentstoavoidanxietyininterculturalcommunicationandIcanitoobserveanddecodeothercultures.Consideringtiming,physicalsettingandcustoms,teachersandstudentscanbeflexibleinselectingwordsandactions.Oneshouldbealertininterculturalcommunication.Forexample,powerrelationshipbetweenparticipantsincommunicationisoftenneglected.One,sresponsetothesamequestioncanbediff