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Файл:Tolerance in intercultural communication. Knowledge and skills (Толерантность в межкультурном общении. Знания и навыки). Учебное пособие
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Министерство образования и науки России
Федеральное государственное бюджетное образовательное
учреждение высшего профессионального образования
«Казанский национальный исследовательский
технологический университет»
Э. И. Муртазина
TOLERANCE IN INTERCULTURAL
COMMUNICATION:
KNOWLEDGE AND SKILLS
(Толерантность в межкультурном общении: знания и навыки)
Учебное пособие
Казань
Издательство КНИТУ
2015
УДК 802.0:37.015.3 (075)
Рецензенты:
д-р пед. наук, проф. И. И. Галимзянова
(Казанская государственная консерватория
(академия) им. Н. Г. Жиганова)
канд. филол. наук, доц. Г. Х. Алеева
(Казанский (Приволжский) федеральный
университет)
ISBN 978-5-7882-1785-7
©
Муртазина Э. И., 2015
©
Казанский национальный исследовательский
технологический университет, 2015
ББК Ш 143.21:Ю
Муртазина Э. И.
Tolerance in intercultural communication: knowledge and skills.
(Толерантность в межкультурном общении: знания и навыки) : учебное пособие
/ Э.И. Муртазина; М-во образ. и науки России, Казан. нац. исслед. технол. ун-т.
– Казань : Изд-во КНИТУ, 2015. – 128 с.
ISBN 978-5-7882-1785-7
Пособие содержит теоретическую часть, практические задания, а также
задания для развития навыков межкультурного общения.
Предназначено для занятий по дисциплине «Иностранный язык
(английский язык)» для студентов-бакалавров 1 и 2 курсов по направлениям
подготовки 37.03.02 (034000.62) «Конфликтология», 39.03.02 (040400.62)
«Социальная работа» и направлено на развитие навыков использования
английского языка для повседневной и деловой коммуникации.
Пособие может быть также использовано магистрами, аспирантами
экономических и технических специальностей.
The course attempts to develop students’ knowledge of tolerance and
tolerance behavior skills through self-assessment, biography reflection, interview,
modelling and simulation, role-playing, group discussion, written and oral report;
to develop intercultural business communication skills using their knowledge
and skills while participating in raising intercultural awareness, developing
intercultural understanding, facilitating students autonomy activities and in
business role plays;
to develop students’ speaking and writing skills using vocabulary and
grammar clichés; phrases for business socializing.
Печатается по решению редакционно-издательского совета Казанского
национального исследовательского технологического университета
ВВЕДЕНИЕ
2
Цель пособия - развитие знаний студентов о толерантности и
формирование толерантных поведенческих навыков через самооценку,
биографическую рефлексию, интервью, моделирование, ролевую игру,
дискуссию в группе, письменный и устный доклад;
- развитие навыков межкультурного делового общения
посредством использования полученных знаний и навыков в деловых
ролевых ситуациях, участия в видах деятельности по повышению
уровня межкультурной осознанности, развитию межкультурного
понимания и самостоятельности студентов в выборе толерантного
межкультурного поведения;
- развитие навыков речи, используя лексические и
грамматические шаблоны; фразы для делового общения.
Пособие делится на два раздела: базовый курс, который
содержит теоретическую и практическую часть (1-8 уроки) и
приложение (деловые ролевые игры, а также упражнения,
способствующие повышению уровня межкультурной осознанности и
развитию межкультурного понимания).
Каждый урок содержит оригинальные англоязычные тексты из
газет, журналов; подготовительные упражнения (ознакомление с
лексикой урока, чтение текста, вопросы к тексту); грамматические и
коммуникативные упражнения, которые закрепляют лексику урока и
развивают навыки английского языка: монологическую,
диалогическую и письменную речь.
3
Part 1 “Culture knowledge” (Часть 1 “Знания о культуре”)
UNIT 1
CULTURAL DESCRIPTORS
(Термины для описания культуры)
“The love of one's country is a splendid thing. But why should love stop at
the border?”- Pablo Casals (Spanish Cellist, Wrote music for UN Anthem
for world peace)
Learning objectives
Knowledge: terms: Culture, ethnicity, race, religion, socioeconomic status
Skills: students should be able to:
1. Consider what constitutes culture.
2. Define themselves using cultural descriptors.
3. Identify cultural influences.
WARM-UP
Try to remember “hellos” in different languages as many as you can:
Buenos dias (Spanish), Ni hao (Chinese), Dobry den (Czech), Guten tag
(German), Dzien dobry (Polish), Shalom (Hebrew), Salaam (Arab),
Namaste (Hindi), Konnichi wa (Japanese), Bom-dia (Portuguese), Ciao
(Italian), Goedendag (Dutch)
Activity 1: Pair work
Organize yourself into groups of three or four and write a definition of the
word ‘culture’, then read your definition to the others:
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In small groups, write down a definition of what you think ‘intercultural
Definition
Characteristics
Examples
Non-Examples
dialogue’ discuss the worth or value of intercultural dialogue. Combine
your ideas and create one definition that you are happy with..
Activity 2: Cultural metaphors
Culture is a backpack. It is hard to carry but it provides necessary things.
Culture is a pair of glasses. It helps you to see the world clearly.
Culture is water. It can keep you alive or kill you.
Culture is a mask. It hides a person’s true identity.
Discuss in pairs: Which metaphors seem most useful when trying to
define culture? Why? In pairs, come up with two metaphors of your
own.
Draw such a table into your exercise book and write down every new notion
you learn at classes during the study of all new words and expressions from
all units of this book:
Vocabulary list for the text “Cultural descriptors”
Paragraph A Paragraph B Paragraph C
culture ethnicity race
enculturation ancestry racial background
descriptor subgroup identity
physical biological bases
characteristics
ancestral origin
shared culture
ethnic group
Paragraph D Paragraph E
religion cultural influences
socioeconomic status dominant culture
minorities
assimilation
merging
Find the English equivalents for the Russian words and phrases using
the vocabulary list:
этническая принадлежность, раса, идентичность, общественноэкономический статус, доминирующая культура, национальные
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меньшинства, ассимилирование (уподобление), культура, религия,
инкультурация (адаптация к культурным нормам), дескриптор
(характеристика), происхождение (родословная), подгруппа,
физические характеристики, родовое происхождение, единая культура,
этническая группа, культурное влияние, расовое происхождение,
биологическая основа (человека), слияние.
Activity 3: Read and translate the text:
Cultural descriptors
A. Culture is the system of shared beliefs; values, customs, behaviors,
and artifacts that the members of society embrace. Culture is transmitted
from generation to generation through learning, a process known as
enculturation. Our culture helps to shape and influence our perceptions and
behaviors. Society has assigned many descriptors to assist us in defining
our culture.
Global, or worldwide descriptors, such as ethnicity, race, nationality,
religion and socioeconomic class, or status are broad categories that are
often used to help define who we are as cultural beings. Often these terms
are used interchangeably, which can lead to confusion. The following will
help to distinguish some difference and highlight the similarities in these
common cultural descriptors.
B. Ethnicity refers to a group of people within a larger society who have
a common ancestry, memories of a shared historical past, and a cultural
focus on one or more symbolic elements that help to define them as people.
In other words, one’s ethnicity is their membership in a subgroup within an
environment dominated by another culture i.e. Italian American, Jewish
American, etc. These subgroups can be characterized by religion, language,
customs, traditions, physical characteristics, and ancestral origin. Some
key points about ethnicity:
Ethnicity involves claims of connection, common history of some kind, and
that key symbols represent the core of the group’s identity like language.
Some ethnic groups don’t have a shared culture, and many groups with a
shared culture aren’t ethnic groups. Ethnic groups are subgroups in a larger
society. Ethnic identities are boundaries between people.
C. Race is a group of people who are classified together on the bases of a
common history, nationality, or geographical location. In other words race
is an ethnic group that has assumed biological basis or physical attributes
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that are believed to be characteristic of that group i.e. hair type and color of
the skin. Often times it is difficult to identify one’s racial background
based on physical characteristics because many people have multiple racial
and ethnic backgrounds.
Some key points about race:
· Race is based on physical differences
· Identity is usually assigned to a group by another group
· Identity usually reflects power relationship
· When an ethic group is assumed to have a biological bases, it is called a
race.
Example to help clarify race and ethnicity: John is a male in his
twenties. His skin color is black, his eyes are brown and his hair is tightly
woven. For all accounts one might assume that John is African American.
However, he was born in Jamaica. John considers his race to be black, and
his ethnicity to be Jamaican.
D. Religion and socioeconomic status are two other global descriptors
that help to define who we are as cultural beings. It is important to realize
that unlike race and ethnicity, one can adopt new religious beliefs and
change their economic status, thus changing the culture they belong to.
Age, the social group that we relate to, our gender, sexual orientation, belief
system, values and morals also help to develop the framework that gives
structure to our cultural being. We learn a culture by watching, listening and
talking to, learning from, and being with other people, in both conscious and
unconscious ways.
E. Cultural influences. Many things influence culture. Our families, in
particular our parents, share with us generational cultural traditions, beliefs,
values and symbols. Our geographic location, or where we live also
influences our culture. For example clothing styles, speech patterns,
language, customs, etc. may change in accordance with where we live.
Often times the dominant culture, or culture that is shared by the largest
number of people, dictates what is acceptable culturally. In many instances
through out history minorities have adopted the traits of the dominant
culture. This process is known as assimilation-- the merging of groups and
their traditions within a society that endorses a single common culture
(Axelson, 2002).
Researchers believe that pop culture has an enormous influence on our
culture. Pop culture has to do with the food we eat, the music we listen to,
current fashion trends, the movies and television show we watch, and much
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more. Probably one of the largest creators of pop culture is the media.
Influential people, large companies, and corporations also influence our pop
culture.
COMPREHENSION QUESTIONS
Say whether it is true or false:
1. One’s culture includes beliefs, values, customs and behavior.
1. Culture is inherited, not learned.
2. Ethnic groups are subgroups in a larger society.
3. One’s race can always be determined by physical characteristics.
4. Pop culture is a slang term for popular music.
5. People usually belong to one cultural group.
6. Many groups with a shared culture are ethnic groups.
7. Race is based on physical similarities.
8. People can change their culture by adopting a new religion and changing
their economic status.
9. Majorities have adopted the traits of the dominant culture.
GRAMMAR
Vocabulary: Choosing the correct word for the definitions. Changing the
grammatical form.
Activity 6: First, choose the correct word for the definitions. Then fill in
the blanks in definitions the sentences below the definitions. Note: You
may have to change the grammatical form of the word placed in the
sentence.
Heterogeneous, breakdown, racial, adaptation, assimilate, inevitable,
heritage.
1. that which is handed down from one's ancestors or the past (e.g., culture,
tradition) ___________________
The ancient rituals for marriage were part of a rich cultural _____________
2. certain to happen, unavoidable ____________________
He didn't shady for the exam and it was ________________that he would
fail.
3. pertaining to or typical of a race _______________ ____
In some countries passport forms request information about one's
____________________or ethnic background.
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4. a gradual change or adjustment in behavior to the environment_________
eye eye foot water water fire ice end
When people travel abroad, it is sometimes difficult for them to
____________________to new foods and customs.
5. to be absorbed into the cultural tradition of a group________________
New immigrants who ________________too quickly into a new culture may
become confused about their identities.
6. failure to function ____________________
The communication _____________between father and son was due to their
political differences.
7. mixed; with varied composition ____________________
The _____________class had students from 16 countries.
Vocabulary: Idioms
An idiom is a phrase or fixed expression that has a figurative, or sometimes
literal, meaning. An idiom's figurative meaning is separate from the
literal meaning. The English language is rich in idiomatic expressions. For
example, if you combine the literal meanings of the words "all, of, a, sudden"
in the expression "all of a sudden", you will not get the idiomatic meaning of
this expression, which is "suddenly, unexpectedly".
Many phrasal verbs have literal and idiomatic meanings (break up; go ahead;
put on; take off). Many other phrasal verbs have only idiomatic meanings
(make out; speak up; dress up; show off).
Activity 7: Choose the most appropriate word in the box to complete the
idioms in the sentences below.
1. I was thrown in at the deep end when my company sent me to run the
German office. I was only given two days’ notice to prepare.
2. We don't see eye to …… about relocating our factory. The Finance
Director wants to move production to the Far East, but I want it to remain in
Spain.
3. I got into hot …… with my boss for wearing casual clothes to the
meeting with our Milanese customers.
4. Small talk is one way to break the....... when meeting someone for the
first time.
5. I really put my .... in it when I met our Japanese partner. Because I was
nervous, I said ‘Who are you?’ rather than ‘How are you?’
6. I get on like a house on ............with our Polish agent; we like the same
things and have the same sense of humour.
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7. When I visited China for the first time I was like a fish out of ..........
out over up in with out
Everything was so different, and I couldn't read any of the signs!
8. My first meeting with our overseas clients was a real ............... -opener.
I had not seen that style of negotiation before.
Work in pairs or small groups. Discuss the following:
1. What tips do you have for breaking the ice at meetings with unknown
people?
2. Talk about a place you have visited which was a real eye-opener.
3. Describe a situation when you a) put your foot in it. b) felt like a fish out of
water. c) got into hot water. d) were thrown in at the deep end.
Prepositions
Activity 8: Complete the sentences with a preposition from the box.
1. Leo's been to Nigeria many times. He knows the culture inside out.
2. We've told you everything about this job opportunity in Uzbekistan. Now
you tell us what you think. The ball is .......... your court.
3. Sometimes it doesn't really matter if you don’t know the culture. You just
need to maintain a good-natured attitude and go ........the flow.
4. I had all sorts of problems with my new colleague, but now I've had it
……. with her, and we work really well together.
5. If any of the presentations runs ……… schedule, we'll be late for the
final plenary meeting.
6. With this conference next month, we're all ..........to our eyes in work at
the office.
CONVERSATIONAL ACTIVITIES
Skills: Considering what constitutes culture, race, ethnicity, language,
identity, religion, socio-economical status, age.
Activity 4: Discussion
Discuss in pairs the differences between the following terms: culture,
race, ethnicity, and language.
Explain the meaning of these notions: identity, religion, socio
economical status, age. Use the following phrases and questions:
1. What do you mean by ___?
2. What is the difference between __and ____?
3. What are the specific functions of ____?
4. What do you understand by _____?
5. What is _____?
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