跨文化交际在高校英语教学中的运用

本文在分析高校英语教学的实施现状及存在问题的基础上，指出了在高校英语教学中运用跨文化交际教学的必要性，进而探讨了高校跨文化英语教学的原则及策略，并指出在高校英语教学中重视跨文化交际能力培养的意义。     

赛珍珠《闺阁》食事之中国食文化解读

赛珍珠的中国题材小说《闺阁》以一幅中华民国年间吴府的世俗生活场景,通过活生生的食事活动向西方读者阐析了中国食文化深邃厚重的内蕴：崇尚礼乐,顺应自然,调和阴阳,谨和五味,饮食有节,食养食治等,折射出中华民族的传统伦理道德、风俗人情、审美心理、人生哲学以及生存理念,同时也客观地回应了西方人习来以久的东方食文化原始怪异的＂他者＂形象,从一个侧面反映了赛珍珠知性、负责任的跨文化阐析理念。     

解读边防派出所工作中的跨文化交际现象

边防派出所工作中的"跨文化交际"现象及其内源主要体现在语言习惯、宗教风俗和历史文化等方面。有效促进边防派出所工作中的"跨文化交际",应培养目的语思维习惯,减少交流障碍,尊重民族宗教、风俗,避免沟通误会,了解地区历史文化、消除思想隔阂。     

Embracing subjectivities in the collaborative teaching of terrorism: pedagogy in a ‘critical’ learning environment

This article seeks to reflect on the experiences of the authors as creators and instructors of a unique course on terrorism. It will reflect on how dynamics of cross-cultural and interdisciplinary interaction have been facilitated in a blended learning environment which prioritises students' subjective engagement with ‘terrorism’ to form the very core of their learning experience. It will also reflect on how ‘orthodox’ and ‘critical’ components can symbiotically interact to mutual benefit in the study of terrorism.     

Egocentric bias in perceived fairness: Is it observed in Japan?

Experiment 1 was a Japanese replication of the studies reported by Messicket al. (1985) and Liebrandet al. (1986). Subjects were asked to write down fair or unfair behaviors that they or others did, giving as many examples as possible in 5 min. As in the previous studies, the subjects began more fair behaviors with the word I than with others. Likewise, they began more unfair behaviors with the word others than with I. In Experiment 2, 80 examples of behaviors (40 fair and 40 unfair) were selected randomly from the results of Experiment 1. The difference between the number of frequent behaviors sorted into the fair/I category and that sorted into the unfair/I category was greater than that between the number of behaviors sorted into the fair/others and that sorted to be unfair/others. Salient behaviors were more likely to be sorted into the category of unfair than into fair, and more likely to be sorted into others than I. On the whole, the egocentric bias of fairness was confirmed in Japan as well as in the Netherlands and the United States. However, in both experiments, gender differences were found; women, compared to men, recalled more others' behavior than their own and were likely to attribute fair and/or unfair behavior to others rather than to themselves.     

Culture and Negotiation: The Pedagogical Dispute Regarding Cross-Cultural Simulations

This article examines one especially challenging aspect of active-learning international studies courses—the use of cross-cultural simulations. What is the significance of culture for negotiation? What difficulties might cross-cultural negotiations pose, and how might negotiators work with cultural differences to achieve successful outcomes? Is it possible to model the effects of cultures on negotiators in a classroom role-play? What are the advantages to using cross-cultural simulations, and what difficulties do they entail? How might an instructor make best use of materials that focus on cultural issues and their effect on negotiation? When teaching students of different cultures by active-learning methods, what ought an instructor to bear in mind? What cross-cultural simulations are available, and what readings might be assigned to accompany them?     

Methodological and Ethical Challenges in Partnering for Refugee Research: Evidence From Two Australian Studies

In this article we reflect on methodological and ethical challenges encountered while conducting two large, nationally funded studies on refugee resettlement in Australia. We focus on collaborative research partnerships, specifically with “industry partners,” wherein the partners may have different understandings of the research process and different agendas, and with bilingual research assistants. We analyze methodological challenges primarily pertaining to collecting good-quality data in cross-cultural contexts and ethical challenges concerned with ensuring confidentiality in recently arrived, tightly knit communities where community insiders assisted in accessing respondents and collecting data.     

跨文化翻译维护国家文化安全的策略研究

全球化进程既是机遇亦是挑战，世界格局也因此而发生了深刻的变革。机遇意味着发展，不同文化之间的竞争也随之愈演愈烈。在不同文明的交融和碰撞中，国家文化的安全问题凸显出来。国际格局呈现出多极化趋势，文化间的交流与合作是时代的潮流，但是国际环境依然存在不确定性因素，威胁世界和平的单边主义、霸权主义和强权政治等国际因素依然活跃。复杂多变的国际形势要求维护国家文化安全，跨文化翻译涉及文化间的交流，对文化安全负有责任。跨文化翻译工作者应当树立起文化安全意识，并将其与跨文化语境意识结合起来，从国家文化安全的立场出发，提升翻译的语言水平，尊重文化差异，灵活运用“归化”和“异化”的翻译策略，形成具有中国文化特色的英语表达模式。跨文化翻译事业要重点塑造和维护国家形象，积极参与国际对话，提升中国的国际话语权，还要吸收其他国家优秀的文化成果，增强中国文化的国际影响力和感召力，打破“沉默的螺旋”。跨文化翻译要始终坚持中国传统文化的民族性和先进性。在推进翻译事业的过程中，维护中国语言文字安全、风俗习惯安全、价值观安全和生活方式安全，从而全面提升中国文化的软实力，坚定中国模式和文化产品的自信心。跨文化翻译事业将融入中国走向世界的进程，通过对精品文化的内外流通严格把关，为国家的文化安全建设保驾护航。     

Cultural Prototypes of the Successful Entrepreneur: Comparison of Estonia and the United States

This study compares and contrasts perceptions of entrepreneurship success factors in Estonia and the USA. The 115-item E-World survey is used to highlight differences of implicit beliefs about behaviors and characteristics of successful entrepreneurs between the USA, a country with a long history of entrepreneurial development, and Estonia, a small economy where entrepreneurship has played an important role in the transition from a command to a market economy. Cultural differences and the institutional context emerge as key models in interpreting the social obligations of entrepreneurs, thus linking future orientation and communication, and entrepreneurs’ perceptions of entrepreneurial risks and challenges.