Межкультурная коммуникация. Практикум для магистрантов

“It made the original languages die out” because priests and government officials punished those who spoke any language other than Portuguese or Nheengatú.

But in modern times, the language acquired a very different significance. As the dominion of Portuguese advanced and those who originally imposed the language instead sought its extinction, Nheengatú became “a mechanism of ethnic, cultural and linguistic resistance,” said Persida Miki, a professor of education at the Federal University of Amazonas.

Задание 10. Посмотрите на картинки и определите, что означает каждый из этих жестов для британца и для вашей родной культуры?

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Задание 11. Какие вербальные и невербальные реакции характерны для представителей британской культуры в следующих ситуациях, свя-

занных с приветствием? Какие речевые и поведенческие клише свой-

ственны вашей родной культуре в подобных случаях?

1.When you meet someone whom you know very slightly (in the morning).

2.When you meet an acquaintance. At about 12.30 p.m.

3.When you come into a room where there is. A group of your fellow-students.

4.When a senior college asks, “How are you?”.

5.When your hostess says, “Nice to see you”.

Задание 12. Ознакомьтесь со следующими ситуациями приветствия.

Какие коммуникативные стратегии выберут представители британской культуры? Соответствуют ли они стратегиям родной культуры?

1)a close friend called Mike;

2)an elderly neighbour (Elsie South) at 3 p.m.;

3)your parents, on arriving home in the evening;

4)a group of fellow-students;

5)your sister;

6)your doctor to whom you have come for examination (David Bennet);

7)your university professor (Frank Simpson);

8)your business college (Henry Watson).

Задание 13. Сопоставьте стиль общения в левой колонке таблицы

с примером справа.

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Задание 14. Определите коммуникативные стили, которые можно наблюдать в следующих примерах.

Situation 1. A student: — It seems a little bit cold today. I am shivering like a leaf in the wind. If I don’t feel warm enough I just can’t work, I can’t concentrate on the task. Maybe it is because of the open window.

Situation 2. — Hi there! I am glad to see you, guys. I will run lectures on statistical analysis for the next seventeen weeks. My name is John Wilkinson. You can call me John.

Situation 3. — Would you pass me that thing for the stuff? — Sure.

Situation 4. In the morning a Russian visitor to a Canadian family answers humbly “No, thank you” when the hostess asks her: — Would you like to have a cup of coffee with us, Lena?

Situation 5. A guest: — I need to make an important call. Can I use your

phone, please?

Situation 6. — Keiko-san, can you tell me the time, please?

Situation 7. — Николай Петрович, простите, если вы не против, то я могла бы заменить воду в вазе с цветами.

Situation 8. — Mr. Stevens, I thought these flowers might brighten your parlor a little. — I beg your pardon? — I thought it might cheer things up for you.

Situation 9. Students bring flowers and supply food for the college examiners.

Situation 10. A doctor speaks to the patient providing information on tests and procedures as well explaining reasons for treatment options.

Situation 11. A doctor speaks to the patient introducing self, providing verbal encouragement and support, nonverbal communication such as touching the patient and engaging in small talk.

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Situation 12. The wife to her husband: — Oh, Gosh! We’ve run out of milk.

And I need it to make my cake for dinner.

Задание 15. Прочтите эссе «Достаточно, чтобы у вас закружилась го-

лова» Элизабет Келли, волонтера Корпуса мира, Болгария (2003–2005),

иобсудите качества хорошего оратора и хорошего слушателя (в Америке для носителей английского языка). Составьте список качеств говорящего

исписок качеств слушателя.

A story by a Peace Corps Volunteer

By Elizabeth (Vernon) Kelley — Peace Corps Volunteer: Bulgaria (2003–2005)

“I'll have coffee,” I tell the waitress at a cafe during my first week in Bulgaria. She shakes her head from side to side. “OK, tea,” I say, thinking that maybe there's something wrong with the coffee machine. Again, she shakes her head. “Um ... cola?” Once more, she shakes her head. By now, she's looking at me like I'm crazy, and I'm totally confused. Then I remember: A shake of the head by a Bulgarian means

“yes,” and a nod? what the rest of the world does for “yes”? means “no”.

I knew about this before I arrived in Bulgaria, but it's amazing how something that seems simple and easy enough to remember can lead to so much confusion, and so many funny moments. Early on, when I communicated with Bulgarians, it seemed like my head was moving in ways my brain hadn't told it to. Sometimes I wanted to grab my ears and use them as controls. Learning a language with a completely different alphabet was challenging enough, without trying to figure out whether to nod or shake.

When I began teaching, all this head-bobbing made communication in the classroom interesting. Although I had made sure my students knew about this cultural difference on the first day of school, we all frequently forgot what we were doing. My students would answer a question correctly or say something really great, and I'd nod. A second later, they were trying to change their answer, since they thought the nod meant they had been wrong. But the confusion went both ways. Sometimes I'd

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ask a student a yes-or-no question and he or she would answer with a nod or a shake, without saying anything. Not remembering the difference, we'd have to go through the motions several times before I understood. Frequently I found myself saying: “Da or ne — just tell me one or the other!”

I also had to deal with confused colleagues who couldn't figure out why I kept nodding my head while they talked, as if I were arguing with them. In truth, I was just trying to show that I understood and was following along with the story. And then there was the even greater problem of how to act with Bulgarians who spoke English and were aware of the nodding? shaking problem. Was I supposed to nod or shake for

“yes” when I was speaking English with them? And what was I supposed to do when we were speaking Bulgarian? What if we were in a situation where both languages were being spoken? To make matters even more complicated, after going a couple of weeks without any contact with other Americans, we'd finally get together and I'd find myself shaking when I should have been nodding. My head was spinning!

After a year of living here, the gestures have become second nature, and I rarely have to think about what my body language should be. Once in a while, if I'm really tired or not thinking clearly, I find my head moving in a semi-circular nod? shake wobble, which the Bulgarians find quite amusing.

Along with all the funny moments this cultural difference has provided me and my Bulgarian friends, I've come to understand the importance of using all my senses in a new culture, and of not making assumptions that a gesture or other form of communication, even one that seems very simple and universal — means the same thing everywhere. Beyond being conscious of the yes/no difference, I must make sure I am really listening and watching for other clues when someone is communicating with me. Here, a sound along the lines of a cluck of the tongue often accompanies a “no,” and being aware of that helps me steer clear of confusion. Tuning in to how the people around me communicate has brought me closer to the people and the culture here. And whenever we slip up and forget to control our heads, the laughter that follows brings us together. Luckily, a smile is a smile the world over.

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Задание 16. Оцените вербальное и невербальное поведение участни-

ков ситуации и эффективность общения.

It is the office of the City Mayor. It is 9.47 a.m. Anna, 28, the secretary of Mr. Kolobov, is expecting an important foreign visitor who had scheduled the appointment at 10 a.m. Her boss is now in his office. Anna is currently sorting out the papers on her table. She is sitting comfortably in her chair. The door opens and a colleague Nikita, 29, enters the room.

—Ань, привет! Как дела? Николай Петрович у себя?

—Привет, Никит! Нормально. Да, он занят. А что ты хотел?

—Мне надо вот это подписать.

—Окей. Оставь это. Через полчаса зайдешь.

At this moment the foreign guest enters the room:

— Hi! My name is Mr. Johnson. I have an appointment with Mr. Kolobov.

Anna rises to her feet, leaves the table and approaches the guest:

— Hi, Mr. Johnson, nice to meet you. Mr. Kolobov is waiting for you. This way, please.

Anna shows Mr. Johnson in and then resumes her work.

Questions:

1.What nonverbal communication is demonstrated by Nikita?

2.How does Nikita structure his request?

3.How does Anna respond to it?

4.What nonverbal communication is demonstrated by Anna towards Mr. Johnson?

5.How does Anna structure her verbal message to the foreign guest?

6.How can her verbal and nonverbal behavior to the visitors be attributed within the frame of cultural differences and social norms in the particular case?

7.Was the communication successful, overall? (refer to the goals of the participants, their statuses maintenance).

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Задание 17. Посмотрите на слова из первого списка (американский вариант английского языка). Соедините их со словами, которые исполь-

зуются в британском варианте. Слова, помеченные звездочкой ( ), могут

использоваться в обоих вариантах с одним и тем же значением.

Задание 18. Посмотрите на слова из первого списка (австралийский вариант английского языка). Соедините их со словами, которые исполь-

зуются в британском варианте.

to give up

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Задание 19. Посмотрите на слова из первого списка (новозеландский вариант английского языка). Соедините их со словами, которые исполь-

зуются в британском варианте.

a bit batch/crib bro buggered/knackered chilly bin choice chur heaps hockey-pokey jumper mate stoked togs tramping

hiking swimsuits super happy friend sweater ice cream flavour a lot thanks awesome portable cooler really tired friend holiday home a little

Задание 20. Посмотрите на слова из первого списка (канадский вари-

ант английского языка). Соедините их со словами, которые используются в британском варианте.

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SELF-STUDY

Задание 21. Термины.

Соедините английский термин межкультурной коммуникации с рус-

ским эквивалентом. Дайте определение каждому термину.

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Задание 22. Тест на самопроверку.

Выберите правильный ответ.

1.The section of communication that studies the meaning and role of touch in verbal communication:

a) takesika; b) proxemika; c) kinesika.

2.Countries with a high cultural context include:

a)Japan;

b)Chine;

c)Spain;

d)Italy;

e)Russia;

f)France.

3.The significance of the cultural context in communication was first determined by:

a) F. Klakhon; b) F. Strodbeck; c) E. Hall.

4.An integral content-semantic formation, expressed by a set of a system of signs of different types and levels of complexity included in multi-stage information connections, is called:

a) text;

b) sentence; c) word.

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