跨文化交际案例分析
Case study
More exercises
精品资料
你怎么称呼老师?
如果老师最后没有总结一节课的重点的难点,你是否会认为老师的教学方法需要改进?
你所经历的课堂,是讲座式还是讨论式?
教师的教鞭
“不怕太阳晒,也不怕那风雨狂,只怕先生骂我笨,没有学问无颜见爹娘 ……”
“太阳当空照,花儿对我笑,小鸟说早早早……”
Case 1
Jim Ellis, vice president of a North Carolina knitwear manufacturer, was sent by his company to observe firsthand how operations were proceeding in their Korean plant and to help institute some new managerial procedures. Before any changes could be made, however, Jim wanted to learn as much as possible about the problems that existed at the plant.
During his first week he was met with bows, polite smiles, and the continual denial of any significant problems. But Jim was enough of a realist to know that he had never heard of any manufacturing operation that didn’t have some problems. So after some research, he uncovered a number of problems that the local manager and staff were not acknowledging. None of the problems were particularly unusual or difficult to solve, but Jim was frustrated that no one would admit that any problems existed.
“If you don’t acknowledge the problems”, he complained to one of the managers, “how do you expect to be able to solve them?” And then to further exasperate him, just today when a problem was finally brought to his attention, it was not mentioned until the end of the workday when there was no time left to solve it.
Case study
Typical sections:
case summary
Cultural reasons
alternatives
conclusion
Suggested answer
Jim was sent to Korean plant to help people there with some new managerial procedures, though Jim was welcomed with great hospitality, only to find that his Korean colleagues tried to avoid acknowledging any significant problems, let alone solving them. Jim couldn’t understand the way that Korean solved the problem. To his exasperation, a problem was mentioned when there was no time left to solve it.
Case summary
Cultural Analysis
High-context/ low-context culture
Individualistic/ collect
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