Levine D.R. & Adelman M.B. Beyond Language. Intercultural Communication for English as a Second Language

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To the Teacher Xlll

group responsible for summarizing the content of particular subhead-

ings. Alternatively, the teacher may ask students to summarize or para-

phrase sections of the readings for writing assignments. The paragraphs

are numbered and lettered so that instructors may refer easily to sections

of the readings.

Comprehension Questions

The comprehension questions are intended to help students assess

whether they have grasped main ideas and understood details from the

readings. Although the reading comprehension questions precede the

vocabulary exercises, the teacher may present either activity first. Inter-

mediate-level students may need to review the vocabulary before doing

the comprehension questions. For variety, the instructor may wish to

alternate the order of presentation of the exercises. Answers to the

comprehension questions are in the teacher's manual.

Vocabulary Exercises

The exercises which follow the vocabulary list incorporate all the italicized

words from the passage. The letter of the paragraph is noted beside the

word or sentence so that the student can easily refer back to the passage.

The exercises vary from chapter to chapter and include: Synonyms,

Multiple Choice, Word Forms, Matching, Definitions, Words in Sen-

tences, Fill-in, and Definitions in Context.

Conversational Activities

The conversational activities provide a format for discussions on a wide

variety of topics related to the readings. The language level and the

design of the activities vary in each chapter. Therefore, instructors are

encouraged to adapt or omit any exercise according to the needs of the

class. Role-playing, for example, may be appropriate for some classes

and not for others. The dialogue fill-in exercises may be more suitable for

an intermediate class than an advanced one. There are enough conversa-

tional activities in each chapter so that the teacher may choose freely

according to the learning style of the class. Some of the activities include

short explanations and follow-up questions which can be used to assist

the instructor in introducing and concluding the exercises. The conver-

XIV To the Teacher

sational activities, which are well-suited to small, culturally-mixed

groups of students, include the following.

Multiple

Students are first given the opportunity to respond to a given situation or

Choice

question and are then asked to choose the 'American' response(s). Gen-

Questions

erally one answer is correct; however two or even three answers may be

correct. The ambiguity is intentional because it stimulates discussions and

encourages students to discuss a variety of cultural and personal contexts where

different responses would be possible. For example:

1. When someone compliments the watch you are wearing, what would

you say or do?

In your country:

________________________________________________

In the United States:

Say "Oh this cheap thing? It's not worth much."

Give it to him or her.

Say "Thanks," and smile.

Say "Would you like to have it?"

In this example, the instructor would indicate that "c" is the best

answer but that "a" is possible. However, the instructor should point out

that "c" is a more typical response than "a." (Answers to multiple choice

questions are found in the teacher's manual.)

Role-Playing

Students act out situations in pairs or in small groups. Grouping the

students according to nationality is an effective strategy for role-playing.

Alternatively, mixed groups can illustrate cultural variations.

Problem-

Students read and discuss short paragraphs in which there is a problem

Solving/

or conflict that needs identification and resolution. This activity is best

Case Studies

accomplished when done first in small groups and then discussed with

the entire class.

Surveys, Students work on exercises which include specific questions related to

Question- the readings. The instructor may wish to assign these exercises as home-

naires, Rating work or have the students complete them individually before discussing

Exercises them with the entire class. Some students may be unfamiliar with the

design of the activities (e.g., rating scales) and the teacher should explain

the procedures for completing these exercises.

To the Teacher XV

Cross- Students discuss questions which elicit responses about intercultural

Cultural similarities and differences. They should be encouraged to choose the

Questions questions of greatest interest to them. Answers to cross-cultural ques-

tions may also be used as subjects in written reports.

Cultural Most of the chapters end with supplementary information on customs,

Notes rules, language usage, and common practices in the United States. The

cultural notes may be presented immediately after the readings or as a final

activity. Also included at the end of the cultural notes is a vocabulary list which

can be used to supplement the vocabulary from the readings.

Excerpts

The text ends with adapted excerpts from international students' com-

From

positions answering the question, "What are the problems and pleasures

Students'

of living in the United States?" These excerpts can be used in conjunction

Writings

with sections of any chapter in order to stimulate discussion on students'

personal experiences living in the United States.

Final No e

In discussions on culture, instructors may need to emphasize and rein-

force several notions. Culture, unlike language, does not always contain

set rules and patterns. Two students from one country may disagree

about what is done in their culture. In addition, some students may want

to discuss "rights" and "wrongs" about a particular culture. It is some-

times necessary to point out that what is considered right in one culture

may be considered wrong in another. Also, there may be a tendency to

assign culture as an explanation for everything. The student may have to

be reminded that an individual's personality can have greater influence

than culture on the individual's perceptions and behavior. Finally, some

students may tend to emphasize intercultural similarities while others

may want to stress the differences. It is our hope that students will

conclude that universal human characteristics can contribute to successful

communications between any two people.

xvi

To the Student

This text is designed so that you can improve your reading, vocabulary,

and conversational skills while learning about culture in the United

States and in other parts of the world. This text is divided into ten

chapters, each of which has two main sections:

(1) readings, comprehension questions, and vocabulary develop

ment;

(2) conversational activities and cultural notes.

The readings at the beginning of each chapter present information

primarily about American culture. After each reading are comprehen-

sion questions which will test your ability to understand main ideas and

important details. Following the comprehension questions are vocabu-

lary exercises which will enable you to practice using new words from

the readings. The conversational activities section will provide you with

opportunities to discuss important aspects of culture.

It is our hope that this book will help you to:

(1) learn about life in the United States;

(2) develop your vocabulary and reading skills;

(3) improve your conversational ability;

(4) recognize the relationship between language and culture.

Terms and definitions used in this book include:

Intercultural Communication

—communication between people from

different cultures; communication which is influenced by cultural

values, attitudes, and behavior.

Culture

—shared background (e.g., national, ethnic, religious) re-

flecting a common language and communication style, and shared cus-

toms, beliefs, attitudes, and values. (Note: "Culture" in this text does not

To the Student XV11

refer to art, music, literature, food, dress, and so on, but is used in a

much broader sense.)

Communication

—the process of shared meaning through verbal and

nonverbal behavior.

Americans

—people born and raised in the United States; citizens of

the United States. (Note: There is, unfortunately, no adequate adjective

to label people from the United States. "American" also refers to Cana-

dians, Mexicans, and people from countries in Central and South Amer-

ica. For lack of a better word and because "United Statesian" is awkward,

the authors have decided to use "American.")

Introductions

PROFESSOR

Mr. Lustig, I would like to introduce you to Dr. Johns, director of the

language institute. Dr. Johns, this is Mr. Lustig, the academic adviser from

Barnum College.

LUSTIG

How do you do, Dr. Johns?

JOHNS

It's a pleasure to meet you, Mr. Lustig. I'm glad that we finally have

the occasion to meet.

* *

FRIEND

I'd like you to meet my friend, Nancy Pipkin. Nancy, this is my brother,

Jack.

NANCY

Hi, Jack. Nice to meet you.

JACK

Hi, Nancy.

* *

FRIEND

Hi, George, have you met Bill?

GEORGE

No, I haven't. Hi, Bill.

BILL

Hi! How ya doing?

Varieties of Introductions

[A]

What do you notice about the above three introductions? Why is the

style of language in all three different? These introductions

exemp ify l

typical American introductions which range from formal to

informal.

Although Americans tend to use informal language as illustrated in the

5 second and third introductions, there are

situations where formal introductions are appropriate.

When meeting

a president of a university, it is

advisable

to say, "How do you do?"

rather than "How ya doing?"

Like-

wise,

someone, who is your age or younger would probably say, "It's

nice to meet you" rather than "How do you do?"

[B]

In the first introduction the speakers use longer sentences, titles (Dr.,

Mr.), and formal words and phrases ("I would like to introduce you

to ... ," "How do you do?" and "It's a pleasure to meet you"). The

' relationship between the speakers in the first introduction is a formal

5 one. The next two introductions, which are more informal, use

reduced.

words and sentences and simpler language. "It's nice to meet you"

becomes "Nice to meet you." "How are you doing?" becomes "How ya

doing?" A very informal introduction does not use titles or last names.

4 Introductions

Use of Titles in Introductions

[C]

Often when there is a difference in

status

or age between two indi-

viduals, formal titles and last names are used unless the person of lower

status is told to use the first name. For example:

ACCOUNTANT

(age 50). Hello, my name is Bob Thomas.

STUDENT

(age 20). It's nice to meet you, Mr. Thomas.

ACCOUNTANT

Please, just call me Bob.

In informal introductions there is a

tendency

to reduce status differences 5

by using first names. In more formal situations, the title along with the last

name is appropriate. For example, when a student introduces herself to a

university professor, she might say:

SUSAN

(student). Hello, Dr. McCarrick. My name is Susan Hall and I would like to

ask you about your course.

Susan used her professor's title (Dr.) and his last name, whereas when she

introduced herself, she used her first name and last name and no 10

title. (Some professors prefer an informal

apport

with students and allow them

to use first names both in and out of the classroom.)

Eye Contact and Handshaking in Introductions

[D]

Direct eye contact and

firm

handshakes during introductions are

customary

in the United States. In introductions as well as in general

conversations, speakers maintain frequent eye contact. Most people

become nervous if frequent eye contact turns into

sta ing.

When shaking 5

hands, people shake firmly and

briefly.

The expression, "He shakes

hands like a dead fish" refers to a limp handshake, a sign in the American

culture of a weak character.

Prolonged

handshaking is not usual.

[E]

Problems can

arise

when these customs are unfamiliar to foreign

visitors. One foreign student remarked, "I'm beginning to think that

there's something wrong with me. I have the impression that people in

the United States don't like me. When I shake hands with them, they

5 always pull their hands away quickly." Is his

impression

correct or is he

misinterpreting a cultural

ritual?

American visitors sometimes pull their

hands away too quickly in countries where prolonged handshaking is

common.

'Small Talk" After Introductions

[F] Immediately after introductions are made, there is usually a period

of time in which impersonal or

trivial

subjects are discussed. This type of

conversation, called "small talk," is important because it often helps to

maintain conversations and it can lead into interesting discussions.

5 Usually speakers

initiate

small talk with such questions as: "Do you live

in this area?", "How do you like living here?" or "What are you study-

- ing?" It is also common for people to ask, "What do you do?" which

means "What is your job?" but it is uncommon and considered

impolite

to ask, "How much money do you make?" or "How much does your

10 house cost?" Other questions such as: "Are you married?" or "How old

are you?" (to an adult) are generally considered too personal for initial

meetings.

[G] In an introductory meeting, maintaining a conversation is easier

when two people find that they have something in common. In the

following dialogue, small talk takes place until the speakers discover that

they share the same experience.

Introductions

SUE

It's nice to meet you. My friend told me about you. Have you lived in Seattle

long?

MARK

No, only three months. How about you?

SUE. I moved here three years ago from California.

MARK

Oh really! I'm from California too. Where did you live in California?

SUE

In Gilroy, not far from San Jose.

MARK

This is really

coincidence.

I'm from Gilroy, too! I like telling people I'm

from the garlic capital of the world. Did you usually go to the summer garlic

festival?

SUE

I used to go every summer. How about you?

MARK

I went to most of them. I thought the one in 1980 was great. Did you go to

that one?

In this conversation, Sue and Mark asked each other small talk questions

before they found that they had a common background. Once they

discovered this, the conversation

flowed

easily.

Levine D.R. &amp; Adelman M.B. Beyond Language. Intercultural Communication for English as a Second Language

Подождите немного. Документ загружается.

Levine D.R. & Adelman M.B. Beyond Language. Intercultural Communication for English as a Second Language