Brief Introduction to Intercultural Communication
11 Defining and Describing Culture  2
 111 Two Types of Culture  2
 112 Five Dimensions of Culture  3
 113 Characteristics of Culture 5
12 Culture and Communication9
 121 Defining and Describing Communication9
 122 Relationship Between Culture and Communication 10
13 Defining and Describing Intercultural Communication13
 131 Definition of Intercultural Communication 13
 132 Five Elements in the Communication Process 14
Chapter 2
Verbal and Nonverbal Communication
21 Introduction to Verbal Communication  22
 211 Role of Language in Verbal Communication  23
 212 Receptive and Productive Language Skills 25
 213 Need for Using Bias-Free Language  26
 214 Types of Verbal Communication  26
22 Verbal Communication Skills  29
 221 Effective Verbal Communication 29
 222 Examples of Verbal Communication Skills in the Workplace 29
 223 7Cs of Communication  32
 224 Steps to Improve Your Verbal Communication Skills in the Workplace  33
23 Introduction to Nonverbal Communication  36
 231 Definition of Nonverbal Communication 37
 232 Types and Features of Nonverbal Communication  37
24 Functions of Nonverbal Communication 43
 241 Conveying Meaning43
 242 Regulating Conversational Flow44
 243 Affecting Relationships45
 244 Expressing Identities49
25 Guidelines to Improve Nonverbal Competence 51
Chapter 3
Communicative Competence & Intercultural Competence
31 Communicative Competence & Intercultural Communicative 
Competence60
 311 Framework for Communicative Competence 61
 312 Concept of Intercultural Communicative Competence  62
 313 Concept of Transcultural Competence 63
 314 Skills of Multilingual Communicators 64
32 Communicating Under Different Cultural Contexts  65
 321 Differences in Greetings66
 322 Differences in Approval and Disapproval Movements 68
 323 High-Contact Culture & Low-Contact Culture 71
 324 Signs Cannot Be Used Casually Abroad  73
33 A Recipe for Successful Intercultural Communication  75
 331 A Heart Set 76
 332 A Mindset  77
 333 A Skill Set  78
 334 Other Practical Approaches  79
34 Culture Shock  79
 341 Five Stages of Culture Shock  79
 342 Reverse Culture Shock  83
 343 Transition Shock 84
Chapter 4
Cultural Patterns
41 A Brief Introduction to Cultural Patterns 90
 411 Beliefs91
 412 Values  92
 413 Norms94
42 High-Context & Low-Context Cultures 96
 421 High-Context Culture96
 422 Low-Context Culture 97
 423 Differences Between High-Context Culture & Low-Context Culture 98
 424 China—A Country in a High-Context Culture 101
 425 America—A Country in a Low-Context Culture 102
43 Cultural Dimensions Theory 106
 431 Masculinity & Femininity 107
 432 High Power Distance & Low Power Distance  109
 433 Collectivism & Individualism 113
 434 Uncertainty Avoidance 117
 435 Long-Term Orientation & Short-Term Orientation 119
44 Values Orientation Theory124
 441 Human-Nature Orientation 125
 442 Man-Nature Orientation126
 443 Time Orientation 127
 444 Activity Orientation 128
 445 Relational Orientation 129
Chapter 5
Intercultural Communication in Various Social Contexts
51 Family and Friends136
 511 Brief Introduction to Relationship136
 512 Family Relationships 137
 513 Friendships 138
52 Education140
 521 Relationship Between Education and Culture 140
 522 Cultural Dimensions in an Educational Context 141
53 Economics and Business144
 531 Three Main Factors Influencing International Communication in Business144
 532 Important Tips on Doing Business Internationally146
54 Principles and Rules of Intercultural Communication148
Chapter 6
Cultural Bias
61 Stereotype158
 611 Definition of Stereotype158
 612 Three Major Types of Stereotypes 159
 613 Two Dimensions of Stereotypes 160
 614 Characteristics of Stereotypes  160
 615 Causes of Stereotypes 161
 616 Influences of Stereotypes162
 617 Tips on Reducing Stereotypes 163
62 Prejudice 172
 621 Definition of Prejudice173
 622 Seven Types of Prejudice173
 623 Causes of Prejudice 177
 624 Influences of Prejudice 179
63 Racism183
 631 Brief Introduction to Racism183
 632 Four Main Types of Racism 184
 633 Causes and Effects of Different Types of Racism 186
 634 Ways to Cope with Racism192
64 Stereotypes, Prejudice & Intercultural Communication 194
 641 Interrelationship Among Stereotypes, Prejudice & Discrimination194
 642 Impacts of Stereotype and Prejudice on Intercultural Communication 197
Chapter 7 
Identity
71 Personal Identity  202
72 Social Identity  206
 721 Understanding of Social Identity 207
 722 Henri Tajfel and His Social Identity Theory208
 723 Three Stages of Social Identity Awareness 209
 724 Realistic Group Conflict Theory: Intergroup Conflict212
 725 Identity Threat 217
73 Cultural Identity  220
 731 Definition of Cultural Identity  220
 732 Major Types of Cultural Identities 222
 733 Formation of Cultural Identity: Jean S Phinney’s Three-Stage Model of 
 Ethnic Identity Development  225
Chapter 8
Globalization and Global Citizenship
81 Globalization  234
 811 Overview of Globalization 234
 812 Economic Globalization 237
 813 Political Globalization 239
 814 Cultural Globalization240
82 Global Citizenship  248
 821 Definition of Global Citizenship  248
 822 Core Themes of Global Citizenship 249
 823 Outlooks of Global Citizenship 251
 824 Skills Needed for Global Citizenship251
83 Global Citizenship Education  256
 831 Definition of Global Citizenship Education  256
 832 Pedagogical Features of Global Citizenship Education 257
References  269

    跨文化交際是高校英語類專業核心課程，是“一帶一路”和人類命運共同體境下各涉外相關專業為提升學生的國際傳播能力而開設的專業課程，同時也是大學英語的通識選修課程。本課程旨在提高外語學習者的跨文化交際意識，培養他們的跨文化交際能力，使其能靈活運用所學知識在今後的跨文化交際實踐中有效應對不同的交際環境，提高他們傳播中國文化、講好中國故事的能力。相關教材中，概論型和論述語言與文化的居多，但是從學生跨文化交際能力視角出發，注重問題意識和思辨能力的培養，線上和線下學習相結合的應用型和案例分析型教材並不多。鋻於此，我們決定嘗試編寫出這樣一本教材，並將該教材取名為《跨文化交際：原理與應用》。 
    本教材采用全英文編寫，目的是希望學生通過基於內容的沉浸式學習模式學習該門課程，在提高學生英語水平的同時培養他們的跨文化交際能力。本教材的主要特點是在引入跨文化交際原理時引入案例分析，充分利用多種現實案例及多媒體手段增強學生的目的語學習興趣，並采用問題探究和小組討論等方式提升學生的反思能力，使他們盡可能在輕松愉快的學習過程中獲得更好的學習體驗和學習效果。
    在課程體繫上，本教材在對國內外同類課程的理論體繫予以充分重視的同時，將案例分析、問題意識與理論體繫有機結合，特別是在使用案例分析跨文化交際過 程中遇到的相關衝突和問題時導入相關原理和理論，而絕非在講解原理和理論時以問題來證明前者。本教材注重讓學生通過團隊合作的方式完成任務、解決文化衝突，促進自主性學習、過程性學習和體驗式學習。教材每個章節都已經提供了含有解決方案的案例給學生作為參考，後面緊隨的拓展案例則沒有提供答案，要求學生根據前面的案例自己進行分析、應用和反思，目的是培養學生獨立分析問題和解決問題的能力。 
    我們希望使用本教材的老師打破傳統上以概念為主、過多地以理論推演為核心 的教學模式，同時緊密結合學生的心理特點，運用教材中的諸多案例進行生動講解，開展直觀教學，提高學生的學習興趣和內在學習動機，盡量選擇學生感興趣的主題 和的熱點話題發問，著力凸顯時代感與現代性。教學方法上建議教師采用直接法、情境法、探究法、任務型教學法以及暗示法等，將教學重點放在交際過程的問題意識上，以問題為抓手，以案例為核心，培養學生發現、思考和解決問題的學習習慣與能力，同時增強他們的團隊合作意識和跨文化意識。評定該門課程成績時可以結合過程性考核和終結性考核，並且采用以過程性考核和形成性評估為主的考核評估方式。 
    本教材的編寫團隊同時也是首批一流本科課程“東方遇見西方：跨文化交際之旅”的教學團隊。教材和課程均為團隊裡每一位成員團結協作的結晶。主編餘衛華負責確定全書的整體編寫框架、各章節的主要內容、全書的編寫體例和規範等，同時提供主要文獻並撰寫前言，此外還負責與第二主編一起審校全書書稿及相關配套教學資源。其他編寫人員的分工如下：諶莉編寫第 1 章和第 8 章及 5.1 和 5.2 小節；張悅編寫 2.3 至 2.5 小節及 3.1 至 3.3 小節；曹環編寫第 6 章和第 7 章；樓凌玲編寫第 4 章及 5.3 和 5.4 小節；王敏編寫 2.1 和 2.2 小節及 3.4 小節。
     為方便學生結合線上和線下開展學習，本教材提供了配套慕課，學生在智慧樹網站搜索“東方遇見西方：跨文化交際之旅”課程，即可線上學習。本教材另配有各章節習題、測試題及內容豐富的 PPT 課件，讀者可登錄 ftp://ftp.tsinghua.edu.cn 下載使用。
    限於編者水平，本教材難免會有疏漏之處，我們懇請專家和讀者批評指正。 
    餘衛華 
    2022 年 9 月 
    於浙江省紹興市浙江越秀外國語學