Language and Intercultural Communication57 and resources.This notwithstanding,the volume is likely to be of interest not just to students,rearchers and teachers in the areas of translation and contrastive analysis, but also to corpus builders and software developers who will e here many examples of the us to which their resources are being put.
马车英文Referencesretinoids
Adolphs,S.(2006).Introducing electronic text analysis:A practical guide for language and literary studies.London and New Y ork:Routledge.
Baker,M.(1993).Corpus linguistics and translation studiesÁimplications and applications.In M.Baker,G.Francis,&E.Tognini-Bonelli(Eds.),Text and technology.In honour of John Sinclair(pp.233Á250).Amsterdam,The Netherlands:John Benjamins.
Catford,J.C.(1965).A linguistic theory of translation.An essay in applied linguistics.London: Oxford University Press.
modifyingLaviosa,S.(2002).Corpus-bad translation studies.Amsterdam and New Y ork:Rodopi. McEnery,T.,Xiao,R.,&Tono,Y.(2006).Corpus-bad language studies:An advanced resource book.London and New Y ork:Routledge.
Olohan,M.(2004).Introducing corpora in translation studies.London and New Y ork: Routledge.
Wendy Anderson
Department of English Language,University of Glasgow
12University Gardens
Glasgow G128QQ,UK
W.Anderson@englang.arts.gla.ac.uk
勃朗特三姐妹#2009Wendy Anderson Intercultural communication:an advanced resource book,by A.Holliday,M.Hyde, and J.Kullman,London:Routledge,2004,256pp.,ISBN978-01-415-27061-8
As human society becomes increasingly pluricultural and more complex,we need resources to educate people about intercultural communication and cultural otherness.Holliday,Hyde and Kullman’s new book Intercultural Communication: An Advanced Resource Book responds to this need by providing a rich learning and rearch resource for all students,not only tho learning another language,who will inevitably work and live in pluricultural contexts.The book provides a new
and much-needed contribution to the literature in the field by positioning an exploration of intercultural understanding and communication within the disciplines of cultural studies,anthropology and ethnography.As the authors argue,‘the book is not bad upon the principle that cultural differences exist as real and tangible entities,but are inter-subjective and negotiated process(admittedly affected by power structures)’(p.xv).The authors work from the tenet that all communication is intercultural. Therefore,the book is about‘developing skilled communication strategies and principles in a globalizing world’(p.xv).Students learn how culture is(re)con-structed and(re)negotiated in everyday communication with cultural others through examples and texts that encourage multifaceted interpretations and analys,thus avoiding the esntialising or stereotyping of people,communication and events.
hto
The structure of the book is also novel in that it does not offer a chapter by chapter development of aspects of intercultural communication,as typically found in other textbooks of intercultural communication,most of which are United
58Book reviews全国一卷语文答案
States-centric in scholarship,authorship,and readership,and often embedded in structuralist theories
of culture and communication.Rather than offer theories and examples of cultural differences and exotic cultural behaviours,Holliday et al. provide examples of intercultural interaction and analysis that encourage students to explore the complexity and richness of human communication within and across cultures and co-cultures.The examples ud for this exploration come from cultural studies texts,and also from the authors’own lived intercultural communication experiences.However,later in the book,students are encouraged to transfer their learning and skills development to in their own ethnographic rearch.
The book is divided into three ctions:Section A,‘Introduction’,where concepts that form the basis for study throughout the book are prented;Section B,‘Extension’,where the concepts are further developed and explored in dialogue with a number of contemporary readings in the field of cultural studies;and Section C,‘Exploration’,where a methodology for intercultural communication rearch is established,drawing on anthropological and ethnographic approaches.In this final ction,students engage in rearch tasks,building on knowledge gained in the two earlier ctions and requiring them to reflect on their own lived intercultural communication experiences.
章程英文Each of the three ctions is then divided into three themes repeated across all three ctions.Theme I,Identity,discuss how we tend to bring with us our own discours and ideas abo
exhaust manifoldut culture,which we negotiate in communication.For example,in Section A,such topics as the multi-facetedness of other people and societies,the way people talk,and cultural identity construction and multiplicity are explored vividly through examples of an Iranian woman’s frustration at being misreprented by her British colleagues,the challenges Chine teachers face in positioning their identity within a Confucianist construct,and the communication problems that emerge when a group of school girls speak in the discour of their ‘small culture’,thus marking them as different,with Others on a bus in South-east England.
A cond theme found in each of the three ctions is that of Otherisation,which the authors describe as stereotyping or generalising and a major hindrance to (intercultural)communication.In Section A,for example,Otherisation is explored in terms of the presumptions we make about people,the idea of a‘middle culture of dealing’where aspects of two culturally different communicators’identities interct and collide,and issues of power and discour in communication.
The third theme,Reprentation,explores how culture is communicated through the media,and in professional discours as well as everyday language.In Section A, this concept is illustrated in assumptions we make of others as a result of images fed to us by the media,for example,in assumptions that refugees are uneducated and Muslim women are not liberated.By uncovering simp
listic respons through sophisticated and complex reprentations of the Other(through identity and communication),we as academics,teachers,and language learners are able to understand and experience intercultural communication as complex,dynamic, contextual and unfolding/processual.
From the structure and examples,the book does more than add value to the resources available for teaching intercultural communication.The examples from the real-life experiences of the authors,complemented by texts from the Critical Studies literature,take us on a journey of lf-examination of how we make n of cultural Others.The examples are accessible and offer good illustrations of the quandary we
Language and Intercultural Communication59 often find ourlves in when trying to deconstruct intercultural communication experiences.The rearch methodology offered in Section C speaks to a current anthropologic and ethnographic preference for ways of rearching Others that both empowers them and,in deconstructing their behaviour and communication,avoids dominant discours of Otherisation.Further,the approach breaks away from monolithic and structuralist interpretations of culture by enabling understanding from an insider perspective,thus encouraging the emergence of other world views (Chuang,2003).
情人节 英文
What,then,are the shortcomings of the book?I found the tting out of the book,with its array of headings and subheadings,at first overwhelming.However, clear previews and summaries make links between and within ctions apparent,thus giving meaning to the overall complicated structure.Connections between concepts are also facilitated through numbered lists and diagrams.Although the examples are intended to build a broad picture of how we might approach intercultural communication,they can easily be ud in isolation.
Overall,Holliday,Hyde and Kullman’s book offers a new and unique approach to theorising,teaching and learning about intercultural communication.I have heard many teachers of intercultural communication speak positively of the ufulness of the book,and the examples within it.I have also drawn on many of the examples and approaches within my own teaching.The book is visionary and refreshing,filling a much-needed gap in the literature on the teaching and learning of intercultural communication.
Reference
Chuang,R.(2003).A postmodern critique of cross-cultural and intercultural communication rearch:Contesting esntialism,positivist dualism,and Eurocentricity.In W.Starosta& G-M.Chen(Eds),Ferment in the interculturalfield:Axiology/value/praxis(pp.24Á53).
clearcaThousand Oaks,CA:Sage.
Prue Holmes
Department of Management Communication
University of Waikato,Hamilton
New Zealand
pholmes@
#2009Prue Holmes
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