在百年未有之大变局下，全球范围内各种思想文化交流更加频繁，国家间的软实力竞争更加激
烈。因此，加强我国的国际传播能力建设，讲好中国故事，传播好中国声音，既是提升国家文化软
实力，为我国发展营造良好国际舆论环境的内在要求，也是促进文明交流互鉴，推动构建人类命运
共同体的题中之义。
的兴趣与日俱增。但在开展跨文化交流和国际传播的过程中，我们仍面临严峻挑战。一方面，“西
强我弱”的国际舆论格局还未发生根本改变，面对西方的诸多误解与偏见，我们还面临着“有理说
不出”的现实问题；另一方面，随着新技术的迅猛发展，舆论生态、媒体格局和传播方式发生重大
变化，信息交互呈现“全程、全息、全员、全效”的新特性，这对创新中国故事表达提出了更高的
期待和要求。
鉴于此，为了更好地服务国家战略，加快构建中国话语和中国叙事体系，中国高等外语教育亟
须积极应变，创新知识体系、课程体系与教材体系，培养具有中国深度、全球广度、人文高度的涉
外高素质人才和跨文化交流引领者，在推动中国更好地走向世界、世界更好地了解中国方面作出新
贡献。
讲好中国故事，自信、真信是前提，能讲、会讲是关键。针对当前我国国际传播中的痛点和难
点，以及基于“新文科”建设下大学英语教育的改革目标和发展趋势，外研在线（UNIPUS）携手跨界
名师倾情打造《跨文化国际传播英语教程》新形态教材。该教材面向已经具备了一定英语语言能力的
本科生，适用于大学英语后续选修课程，可支持和赋能有复合型国际化人才培养需求的院校及想在
课程思政、大学英语教学改革中做出特色的院校。通过深入学习本教材，学生可拓展国际视野，提
升语言技能，提高传播能力，以融通中外的方式讲好中国故事，展示真实、立体、全面的中国。
1.在课程性质上落实思政育人和国际化人才培养的目标
《高等学校课程思政建设指导纲要》明确提出“全面推进课程思政建设是落实立德树人根本任务
的战略举措”，强调要“将课程思政融入课堂教学建设全过程”。《跨文化国际传播英语教程》新形态
教材从传媒专业的视角批判西方对我国的误解与偏见，同时通过中西对比、文化传承、价值观塑造
等实现思政育人目标，弘扬中华优秀传统文化，介绍社会主义建设成就，教会学生向国际社会讲好
中国故事。
2.在教学方法和手段上体现线上线下融合的混合式教学模式
在如今信息化与智能化的时代，大数据、人工智能等现代信息技术已经成为外语教育教学的重
前言
一、编写背景
二、编写依据
I
要手段。本教材积极创建多元化教学环境，依据布鲁姆-安德森认知能力模型，线上让学生通过U
校园智慧教学云平台完成知识预习、语言练习，训练记忆、理解、应用等低阶思维能力，并获取评
价与反馈，教师则基于学习数据开展学情监测，进行学情分析；线下教师借助数字化工具创设互动
式、研讨式的课堂，培养学生分析、评价和创造等高阶思维能力。
3.在教学目标上实现跨学科综合应用能力的提高
大学英语教学以英语的实际使用为导向，以培养学生的英语应用能力为重点。《跨文化国际传
播英语教程》新形态教材跳出外语看外语教学，从跨文化的视角切入，将外语和传媒专业知识进行
跨学科融合，构建复合型人才培养新路径，实现大学生跨学科综合应用能力的提高。
4.在教师发展方面全方位提升教师的信息化能力与素养
教育部等六部门发布的《关于加强新时代高校教师队伍建设改革的指导意见》指出，高校要
“积极应对新科技对人才培养的挑战，提升教师运用信息技术进行教学的能力”。使用《跨文化国际
传播英语教程》新形态教材的教师可通过U校园智慧教学云平台的大数据反馈、语音自动评阅引擎、
师生互动和生生互评等创新功能，开展学情监测与分析，辅助作业批阅，提供即时反馈。这些功能
也可为教学研究提供方法指导和数据支撑。
1.打造新形态教材模式，创设智慧教学全流程
《跨文化国际传播英语教程》新形态教材由课堂手册和U校园数字课程构成，引领院校开展线上
线下融合的混合式教学实践。该新形态教材厘清线上、线下功能，突出混合特色，科学合理设计课
前、课中、课后的学习目标、学习任务与实施手段。具体来讲，课前，学生使用U校园数字课程自
主学习，预习教学内容，完成内容理解练习和语言练习，为课堂学习作好知识和语言层面的初步准
备，教师在线进行监管辅助。课中，教师基于U校园平台的学情分析和教学互动工具，利用课堂手
册指导学生对教学内容进行深度理解、思辨讨论。课后，学生可以自主完成U校园视频微课学习，
拓展和巩固课堂所学，最后完成单元产出任务，并使用U校园平台上传任务成果，教师在线评阅和
反馈。
2.把握时代发展脉搏，深入贯彻思政育人理念
该教材以立德树人为根本目标，在教学素材选取和内容编写过程中，突出中国优秀传统文化及
其内涵，融入社会主义先进文化、中国建设成就、发展大势等思政元素，在提高学生英语语言技能
和国际传播能力的同时，兼顾价值观培养。具体而言，一方面，在教学素材选取上聚集时代热点话
题，主动回应国际社会关切，回击偏见，澄清误解，弥合中国真实形象和西方主观印象之间的差
距；另一方面，在教材编写过程中坚持中国立场，尊重传播规律，引导学生运用新媒体技术和地道
的外语表达，以国际社会易于接受的方式讲述中国故事，实现中国立场与国际表达的有机统一。
三、教材特色
II
3.将大学外语教学与传媒专业知识进行跨学科融合
教材创新性地开展“外语+传媒”的“新文科”建设探索，从跨文化视角切入，通过生动的案例
解析将大学外语教学和传媒专业知识进行跨学科有机融合，在培养大学生语言能力的同时，提升其
跨文化素养和媒介素养，构建复合型人才培养新路径，实现跨学科综合应用能力的提高。
4.将跨文化国际传播真实案例研讨与理论知识学习融合
六大时代热点话题进行主体内容架构。每个话题下的内容设计均基于典型生动的跨文化交际案例和
国际传播案例展开，方便教师引导学生进行开放式的案例研讨，分析案例中存在的问题，了解其背
学目标。
5.倡导“双师”教学模式，推动教育资源共享共赢
本校任课教师主导课堂教学，带领学生完成课堂教学活动，UNIPUS名师则通过录播课深挖和
《跨文化国际传播英语教程》新形态教材编者团队由国际新闻传播专业教师和大学英语跨文化
教学一线教师组成，他们既是本教材的编写者，也作为UNIPUS名师通过录播课和直播课赋能课堂
教学。
教材主编为北京外国语大学国际新闻与传播学院的刘沫潇老师和重庆交通大学外国语学院的饶
巧颖老师，副主编为河北科技大学崔丽、金陵科技学院沈菲菲、内蒙古科技大学朱淼和河南科技大
学袁瑛四位老师。
《跨文化国际传播英语教程》新形态教材应新时代的人才培养需求而生，为广大高校践行立德
树人和服务人才强国战略的使命提供了一套全方位、立体化的解决方案，能够有效助力各高校在
“新文科”建设、复合型国际人才培养、课程思政建设、大学英语教学改革等方面进行创新，打造
具有时代特色的精品课程。希望本教材能切实提高大学生的思辨能力、跨文化能力和国际传播能
力，培养有家国情怀、有全球视野、有专业本领、堪当民族复兴大任的时代新人。同时，我们希望
教材在使用过程中可以得到广大师生的反馈与建议，以便我们不断完善教材，服务时代之需。
编者
2022年7月
四、编写团队
III
编写和使用说明
《跨文化国际传播英语教程》的设计和编写积极响应时代发展之需，遵循《大学英语教学指南》
关于大学英语课程定位、课程性质、教学目标与教学要求的指导建议。教学内容对应大学生认知水
平与能力，教学设计突出思辨能力培养，教学资源立体多元，包括跨文化知识微课、传媒知识微
课、中国媒体报道视频素材、中国故事微课、直播课、助教课件等，为教师因材施教和学生自主学
习创造有利条件。
《跨文化国际传播英语教程》遵循线上线下融合的混合式教学模式，线上学生自主完成知识预
习、语言练习和语料积累，为线下教学活动作好准备；线下教师引导学生进行课堂讨论，培养分析、
评价、创造等高阶思维能力。同时，教材还倡导“双师”教学模式，本校教师主导课堂教学，线上
教师通过录播课和直播课赋能课堂教学。
《跨文化国际传播英语教程》共包含6个单元，单元结构如下：
单元结构
Learningobjectives
Across-culturalview
Understanding跨文化概念解读，
拓展知识
思辨能力培养
跨文化交际情境，
发现问题
说明：每个Understanding和Languageinuse小板块均包含线上学习
内容和课堂教学内容，便于开展线上线下融合的混合式教学。
SCENARIO
CROSS-CULTURALUNDERSTANDING
CRITICALTHINKING
Understanding
Languageinuse
西方传媒案例，
传媒解读，分析问题
语言应用，提升技能
CASESTUDY
MEDIALITERACY
RealChina
中国传媒案例，
学习经验CHINESEMEDIAINSIGHTS
REALCHINASTORIES
中国故事，思政育人
TellyourChinastories讲述中国故事，学以致用
学习指南，明确目标
Westernmedia
perspectives
ONLINEACTIVITIES
CLASSROOMACTIVITIES
Onlinetutorial
IV
激发学习兴趣，梳理学习重点，
明确学习目标，指引学习路径。
以有趣生动的跨文化交际场景切入，
引导学生思考跨文化沟通过程中的
文化差异及其导致的问题。
文化沟通概念，就单元话题进行跨
文化理解与思辨。
辨与讨论活动，培养学生分析、评
价信息与观点等的高阶思维能力。
板块介绍
帮助学生掌握重点知识，加深对单
UNIPUS名师通过录播课进一步深
挖和拓展跨文化知识与技能。
V
线上完成针对文本理解的客观练习题，
课堂讨论完成简答题，考查学生对文
本的理解和学习效果。
聚焦语言应用，线上完成语言客观练习题，
课堂讨论完成语言技巧应用题，帮助学生
识与技能。
选取西方传媒真实案例，帮助学生
识别西方对中国的误解与偏见。
运用传媒学专业知识，分析上述传
媒案例中西方媒体所采用的策略和
手段，帮助学生进一步剖析西方对
中国的误读、偏见及其背后的原因
并对其进行批判。
Westernmediaperspectives
UNIPUS名师通过录播课进一步深挖和
拓展传媒专业知识与技能。
基于单元话题进行思辨与讨论，培养学生
分析、评价信息与观点等的高阶思维能力。
VI
线上完成针对文本理解的
客观练习题，课堂讨论完
成简答题，考查学生对文
点词汇与例句，提供
相应语言练习，帮助
学生掌握重点词汇，
夯实语言基础，提升
语言运用能力。
UNIPUS名师通过录播课对中国故事
进行多角度的内容挖掘与话题延伸。
选取中国媒体对外报道的案例，分析
其开展国际传播的有益经验，为学生
提供借鉴。
有针对性地讲解中国成就、中国文化、
价值观以及制度优越性，为学生讲述
中国故事提供知识输入。
UnderstandingLanguageinuse
每学期由UNIPUS名师（本书编者）穿插直
赋能课堂教学。
在线直播课
CHINESEMEDIAINSIGHTS
设置讲述真实中国故事的产出任务，包括进行主题演讲、
撰写报道、开展采访、制作视频、回复社交媒体帖子等
多种形式，让学生真正做到学以致用。
TellyourChinastories
基于单元话题进行思辨与讨论，培
养学生分析、评价信息与观点等的
高阶思维能力。
LIVE
VII
Mapofthebook
Unit
Across-culturalviewWesternmediaperspectivesScenarioCross-cultural
understandingCasestudyMedialiteracy1p2
Chinese
traditional
culture
AboutChinese
courtesyp4
Cultural
awarenessp5
Eatingwith
chopsticksp8
Ethnocentrismp11Bw2p22
Poverty
alleviation
Abouthow
Pu’ershookoff
povertyp24
ChineseDream
vs.American
Dreamp25
Asustainable
povertyalleviation
programp28
Falsebalancep31Pm3p42
Beijing
Olympic
Games
people’sphysical
exercisep44
Stereotypep45Itisnotanuclear
plantp48
Out-of-context
photosorvideos
p51
T4p62
Fighting
againstthe
pandemic
Aboutwearing
masksornotp64
Collectivismvs.
individualismp65
Similarlockdown
policiesp68
Doublestandards
p71
To5p82
Combating
climate
change
Aboutasolar
farminQinghai,
Chinap84
Man-and-nature
relationshipsp85
Takemeatoff
themenuNot
Chinap88
Mediaframep91S6p102
Acommunity
ofshared
future
AboutChina’shelp
toAfricap104
Harmonyvs.
hegemonyp105
Itisnota
neocolonialist
projectp108
Labelingand
stigmatizingp111
BVIII
sRealChina
ChinesemediainsightsRealChinastories
Britishyoungmanfallsinlove
withChineseteaculturep16
TraditionalChinesecultural
symbolsandimplicationsp17
Giveashortspeechtointroduce
Chinesegongfup20
Progresspoints:lookingback,
movingforwardp36
China’sachievementsand
experienceinpoverty
alleviationp37
Writeashortreportonthestory
ofMinningTownp40
Togetherforasharedfuturep56TheBeijing2022Olympicand
ParalympicWinterGamesp57
Conductinterviewstoknow
moreaboutthenationalfitness
campaigninChinap60
Thewholenationfightsas
onep76
experienceinfightingagainstthe
pandemicp77
Makeashortvideotorefute
thefalseaccusationof“vaccine
diplomacy”p80
Saihanbabenefitsmankindp96HowdoesChinarespondto
climatechangep97
Replytoasocialmediapostto
explainwhyChinawouldn’tcause
energycrisisp100
Belt&Roadbedtimestoriesp116Buildingacommunityofshared
futurep117
Makeashortvideototellastory
ofChina’scontributionstothe
worldwiththethemeofgoodneighborlinessp120
IX
Across-culturalviewWesternmediaperspectives
AnEnglishCourseforCross-culturaland
InternationalCommunication
1UNIT
2
RealChinaTellyourChinastories
LEARNINGOBJECTIVES
Uponcompletionofthisunit,you’llbeableto:
explainwhatculturalawarenessisandwhyitis
importantincross-culturalcommunication;
findoutwhatethnocentrismisandidentifyitin
internationalcommunication;
describesometypicalChineseculturalsymbolsand
explaintheirimplications;
makeashortspeechtointroduceChinesegongfuand
thephilosophybehindit.
3
ZhaoXininvitedhisnewAmericancolleagueMr.Smithto
hishousefordinner.Itwassupposedtobeahappydinner,
butthingsturnedoutdifferently.Readthedialoguestofindoutwhathappenedand
answerthefollowingquestions.
(1)Mr.Smitharrivesandringsthedoorbell.
ZhaoXin:Wow!Welcome,Mr.Smith.
Mr.Smith:Thankyousomuch.
ZhaoXin:Allowmetointroduceyou.Thisismywife,LiuWeiwei.
Weiwei,thisisMr.Smith.
Mr.Smith:(toLiuWeiwei)Nicetomeetyou,Weiwei.Youlook
gorgeous!
LiuWeiwei:(shy)Er...notatall.
Mr.Smith:(embarrassed)Imean...
(2)Atthetable.
Mr.Smith:Wow!Somanydishes!Alllookterrific!IlikeChinesefood.
ZhaoXin:Justsomesimpledishes.Theymightnotbedelicious.Ihope
youwon’tmind.
Mr.Smith:HowcomeIthinktheyareverydelicious.(Thenheisfull
andputsdownthechopsticks.)
LiuWeiwei:Mr.Smith,pleasehavesomemore.Makeyourselfathome.
Mr.Smith:Thankyou.I’mreallyfull.
ZhaoXin:Comeon!Pleasehavesomemore.
Mr.Smith:Thankyou,but…
(3)Onhiswayhome,Mr.SmithtalkstohisAmericanfriendonthephone.
Hisfriend:HowwasyourvisittotheChinesefamily
Mr.Smith:(withasigh)YouknowwhatIthinktheChinesecouple
werekindofweird.Itmademefeelalittlebituncomfortable.
“
1.WhydidMr.SmiththinktheChinesecouplewerekindofweird
2.WhataretheculturalvaluesbehindtheChinesecouple’swayof
treatingtheguest
Questions
4
UNIT1
Chinesetraditionalculture
1.Whatisculturalawareness
Itreferstotheknowledge,awareness,andacceptanceofotherculturesandother
people’sculturalidentities.Specifically,itincludesthewillingness,abilityand
sensitivityrequiredtounderstandpeoplewithdifferentbackgrounds,andthe
acceptanceofdiversity.
2.Whydopeoplelackculturalawareness
Peoplelackculturalawarenessprobablybecausetheyaresoclosetotheirownculture
andmaynotbeawarethattheirpatternsofbehaviorarenotuniversal.Sowhen
comingintocontactwithpeoplefromanotherculture,theymaynotbeawareofthe
culturaldifferencesandbehaveaccordingtothenormsoftheirownculture.
3.Howtoimproveyourculturalawareness
First,distinguishbetweeninterculturalcommunication(involvingpeopleofdifferent
culturalbackgrounds)andmonoculturalcommunication(involvingpeopleofcommon
behavior,languageandvalues).Second,developrespectforculturaldifferences.Third,
beawarethatculturaldifferencesusuallylieindifferentculturalvalues,notjustin
observablebehavior.Fourth,avoidimmediateevaluationanddon’tusethenormsof
yourownculturetojudgethebehaviorofpeoplefromothercultures.
Inthescenario,bothMr.Smithandthe
Chinesecouplehaveeveryintentiontobe
politeratherthanrudeaccordingtothe
rulesoftheirrespectivecultures.However,
thingsturnedouttobeembarrassingand
unpleasant.Theproblemliesintheirlack
ofculturalawareness.
Culturalawareness
5
1Findouttheexpressionsorsentencesshowingthelackofcultural
awarenessintheSCENARIO.Writethemdown.
2IfyouwereintheSCENARIO,howwouldyoucarryonthedialogues
toavoidawkwardness
TheChinesecoupleMr.Smith
(1)Mr.Smith:Nicetomeetyou,Weiwei.Youlookgorgeous!
LiuWeiwei:
(2)Mr.Smith:Wow!Somanydishes!Alllookterrific!IlikeChinesefood.
ZhaoXin:
(3)Hisfriend:HowwasyourvisittotheChinesefamily
Mr.Smith:
6
1ONLINEACTIVITIESFinishthecomprehension
taskfordetails.
2CLASSROOMACTIVITIESAnswerthe
followingquestionsaccordingto
whatyouhavelearned.
(1)Whatdoescultivatingcultural
awarenessmeantoChinesepeople
incross-culturalandinternational
communication,especiallyintelling
realChinastoriestotheworld
(2)Whichadviceismostimportantto
you
Watchthevideotolearnmore
aboutculturalawareness.
Online
tutorial
Amini-lecture
oncross-cultural
communication
7
CRITICAL
THINKING
Readthedialogue.Workin
pairstodiscussthefollowing
questions.
LiLin,aChinesecollegeboy,
meetshisforeignlanguageteacher
ProfessorWhiteonthesubway.
ProfessorWhiteisanelderly
Americanladyandsheisnow
standinginthesubwaycar.
LiLin:Hi.ProfessorWhite.Sogladto
seeyouhere.
ProfessorWhite:Oh,nicetoseeyou.
LiLin:WouldyouliketosithereHere
isaseatforseniors.
ProfessorWhite:(embarrassed)Thank
you!I’mjustfine.
1.Whataretheculturaldifferences
reflectedinthedialogue
2.IfyouwereLiLin,whatwould
yousaytoavoidProfessor
White’sembarrassment
Eatingwithchopsticks
nternationalenterprisesareimportantparticipantsincross-cultural
communication.Inordertobetterattractandpersuadethetarget
audiencesofothercountriesandtocreateagoodbrandimage,international
enterprisesneedtogivefullplaytotheroleofadvertisements.
Culturalawarenessisimportanttoadvertisementsaimingattheaudiences
ofothercountries.Agoodandeffectiveadvertisementshouldtakethe
culturalcharacteristicsofthetargetcountryintoconsideration.Otherwise,
theadvertiserwillsufferfromcriticismandevenboycotts.Let’stakea
lookataseriesofadvertisementsnamedEatingwithChopsticks(《起筷吃饭》)
launchedbytheItalianluxuryfashionbrandDolce&Gabbana(D&G)in
2018.
Theadvertisements,composedofthreeshortvideos,wereaimedatthe
Chinesemarket.Theywerepublishedonsocialmediaplatformssuchas
SinaWeibo,InstagramandFacebooktopromoteD&G’supcomingShanghai
FashionShow.
8
ThevideosfeatureaChinesewomaninalavishD&Gdressattemptingto
eatItalianfood:pizza,cannoliandspaghetti.WithChinesefolkmusicin
thebackground,themalevoice-overinstructsthewomanhowto“properly”
eattheItaliandisheswithchopsticks,inacondescendingtone.Thewoman
lookssurprised,perplexedandclumsywhenperformingthistask.
Theoriginalvoice-overoftheadvertisementsisinChineseandtheEnglish
translationismainlyadaptedfromacommentaryarticleofGiovanna
Puppin,LecturerattheUniversityofLeicester.Thefollowingexcerptsare
fromthetranslation.
1:51
0:17
…Today,wewouldliketostartbyshowingeverybodyhowtousethissmall
stick-shapedcutlerytoeatthe“great”traditionalItalianpizzaMargherita.
Wouldyouholdonechopstickinonehand,asifitwereaknife,andcuta
sliceofpizzaNo,no,no,notlikethat!Mmm,right,likethatiscorrect!So,
asiftheywereapairoftongs,clampasliceofpizzaandtheninsertitin
yourmouth.Oh,don’tletthecheesedrip!Bravissimo!
Episode1:PizzaMargherita
1:11…Today,whatwearegoingtoeatisatraditionalSicilian
cannolo…ThiswillmakeyoufeellikeyouareinItaly,but
youareactuallyinChina!Bravissimo!
Episode2:Siciliancannolo
…Inourfinalepisode,thechallengeistraditionalpastawithtomatosauce!
Youmightthinkthatit’sroughlythesameaseatingChinesenoodles,but
thewaytoeatitisactuallyverydifferent.It’snotthateasy.Let’stryand
insertthechopsticksinthepastaandholdit.Yes,holdit…andthentwirl
it.Thosewhomanagetoeatitwillscorehighpoints!Bravissimo!
Episode3:Pastawithtomatosauce
BIASED
9
Wordsandexpressions
boycott/bkt/n.抵制行动
lavish/lv/adj.昂贵的
cannoli/knli/n.奶油甜馅煎饼卷（意大利语为cannolo）
spaghetti/spɡeti/n.意大利面条
voice-over/vsv/n.（电视节目﹑电影的）画外音﹐解说
condescending/kndsend/adj.带着优越感的﹐居高临下的（含贬义）
perplexed/pplekst/adj.困惑的，茫然的
cutlery/ktlri/n.（刀﹑叉等）餐具
tongs/tz/n.[pl.]夹子﹐钳子﹐镊子
clamp/klmp/v.（用夹钳）夹住﹐夹紧
bravissimo/brɑvsm/interj.太好了！（意大利语）
pasta/pst/n.意大利面食
twirl/twl/v.（使）旋转，转动
outrage/atred/n.愤慨﹔震怒
backlash/bkl/n.（尤指对政治或社会事件的）强烈反应﹐反对﹐抵制
Propernames
UniversityofLeicester莱斯特大学（英国）
pizzaMargherita玛格丽特比萨（以脆皮比萨面饼和小番茄为原料）
Siciliancannolo西西里奶油甜馅煎饼卷（外筒由油酥面皮制成﹐卷入有奶油质感的甜馅）
Discussion
Workinpairstodiscussthefollowingquestions.
1.WhydidD&G’sadvertisementseriesenrageChinesepeople
2.WhatarethepossiblereasonsforD&Gtoportraychopsticks,a
symbolofChinesetraditionalculture,inthisway
However,insteadofappealingtothetargetaudiences,thevideosprovoked
publicoutrageinChina,triggeringharshcriticismfromChinesemedia
andnetizens.Facedwiththeintensepublicbacklash,D&Gremovedthe
videosfromsocialmediaplatformsandpostedanapologyonitsofficial
account.Butthesemeasurescouldnotsavethebrand.FindingD&G’s
advertisementsoffensive,manyChinesecelebritieswhoweretoattend
theShanghaiFashionShowwithdrew.Andtheshowwascanceleddueto
thewaveofcriticism.Thebrandwasboycottedcollectivelybythewhole
country.
10
Theadvertisingcampaignof
D&GhighlightstheItalian
brand’ssenseof“superiority.”
ItportraysChinesecultureina
disrespectfulandderogatoryway.This
isatypicalsignofethnocentrismand
hashurtthefeelingsofChinesepeople.
Ethnocentrismreferstothebehavioror
beliefthatfavorsthenation,culture,
orgrouptowhichonebelongs,
oftenaccompaniedbyfeelingsofdislikeforothergroups.Influenced
byethnocentrism,oneusuallyregardshisorherowncultureas“more
appropriate,natural,correctandgood”andregardsotherculturesas
“inferiorandabnormal.”Soethnocentrismisverylikelytoleadtopridein
one’sowncultureandprejudiceagainstothercultures.
Howisethnocentrismembodiedintheads
Intermsofcontent,let’sfirstlookatthemaincharacter,theChinesemodel
intheads.Themodelissittingatadiningtable,eatingItalianfoodwith
chopsticks.However,theoffensiveadsconstantlyconcentrateondepicting
herover-exaggeratedsurprisetoseeItalianfoodandtheclumsiness,
stupidityandawkwardnessofheraction.Thisdesigninappropriately
exaggeratesculturaldifferences.Moreover,theadsreinforcean
undereducatedandunintelligentstereotypeofChinesewomen.
Secondly,let’scheckthenarrator.Themalenarrator,despitenarratingin
Chinese,representsaWesternperspective.HedirectstheChinesemodel
toeatItalianfoodinthe“correct”wayjustlikeasophisticatedteacher
teachingayoung,ignorantchild.Inotherwords,D&G,anItalianbrand,
triestoteachaChineseladyhowtousechopstickstoeatItalianfood.
Thecondescendingandprescriptivetoneofthenarratorindicatesthe
Ethnocentrism
11
advertiser’ssenseof“superiority.”Atthesametime,whenmentioning
ChinainEpisode2,thenarratorusesaregretfultonetofurtherdownplay
China.What’smore,theabsenceofthevoiceoftheChinesemodelalso
intensifiestheinequalitybetweenthetwocultures.
Tosumup,praisingone’sownculturewhilebelittlinganothercultureor
celebratingone’sownculturewhileusinganothercultureasaninferior
backdropisatypicalsignofethnocentrism,whichoftenleadstofailurein
cross-culturalandinternationalcommunication.
Withregardtolanguage,wecanalsofindsomeclues.First,theuseof
personalpronouns.Thenarratorconstantlyusesthesecondpersonal
pronoun“you”tomentiontheChinesemodelandChinesepeople.
Thisisatypicallanguagestyleandthinkingpatternofethnocentrism.
Ethnocentricpeopletendtoidentifywith“in-group”peopleandjudge
“out-group”peopleinanegativelight.Andthedistinctionbetween“we”
and“you”createsasenseofseparationandabarrierthatmakesithardfor
theChineseaudiencestoresonatewiththecommercial.
Second,theuseofrhetoricaldevices,suchasanalogies.Ananalogydraws
acomparisonofonethingwithanotherthathassimilarfeatures.Although
analogiesareusuallyusedtofacilitatetheunderstandingofunfamiliar
things,theadvertisementsuseinadequateandironicanalogiestobeautify
ItaliancultureandbelittleChineseculture.Forexample,theyreferto
chopsticksas“smallstick-shapedcutlery”and“apairoftongs,”whichis
anunnecessaryexplanationforitstargetedChineseaudiences.Moreover,
“sticks”and“tongs”seemtoimplythatusingchopsticksascutleryis
“primitive”andtherefore“inferior”comparedwithusingforksandknives.
Also,bysayingeatingpastaismorecomplicatedthaneatingChinese
noodles,theadvertiseragainhighlightsthe“superiority”ofItalianculture
andthe“inferiority”ofChineseculture.
Third,theuseofsomesentencepatterns.Thefrequentuseofthe
imperativemoodsuchas“No,no,no,notlikethat!”and“Oh,don’tletthe
cheesedrip!”automaticallyputstheWesternperspectiveinadominant
positionandcreatesafeelingofinequality.Itseemsthatthenarrator,who
representsaWesternperspective,constantlygivesorders,whilethemodel,
whorepresentsChinesepeople,isalwaysbeingtalkeddowntolikean
ignorantchild.
12
WhatarethepossiblereasonsforsomeWesternbrandssuchasD&G
todisplayethnocentrismtowardChina
Thefirstreasonmaybetheirintentionofdescribingthemselvesasbeing
moreadvanced,importantordesirable,whichisconducivetoexpanding
theirinfluencesandservingtheirinterests.Nextistheirignorance
ofChineseculture.TheirlimitedknowledgeofChinaresultsintheir
simplificationandmisinterpretationofChinaandChineseculture.The
thirdreasonistheirlackofculturalawareness.
So,asaudiences,weneedtokeepaneyeoninternationalenterprises’ads
toidentifytheirpotentialbiasagainstothercultures,andfindoutthe
possiblereasonsbehindthebias.
ethnocentrism/eθnsentrzm/n.种族中心主义
superiority/suprirti/n.优越感，骄傲自大（含贬义）
derogatory/drɡtri/adj.侮辱的，贬义的
prescriptive/prskrptv/adj.规定的，指定的
downplay/danple/v.淡化……的重要性，对……轻描淡写
belittle/bltl/v.轻视﹔贬低
backdrop/bkdrp/n.背景
resonate/reznet/v.引起共鸣
analogy/nldi/n.类比
theimperativemood祈使语气
talkdownto以高人一等的口气说话
beconducive/kndjusv/to有助于﹐有益于
1ONLINEACTIVITIESPracticereadingfordetails.
2CLASSROOMACTIVITIESAnswerthefollowingquestionsaccordingto
(1)Whatisethnocentrism
(2)WhydidD&GdisplayethnocentrismtowardChinainitsads
(3)Howcanweavoidethnocentricthinkingandbehaviorininternational
13
1ONLINEACTIVITIESLearntousethewordsandexpressionsfromthetext.
2CLASSROOMACTIVITIESFillinthetabletoanalyzethelanguageuse
whichshowsethnocentrismintheads.
LanguagedevicesExamplesInfluences
Personalpronouns
Thiswillmakeyou
feellikeyouarein
Italy,butyouare
actuallyinChina!
Rhetoricaldevices
(analogies)
Sentencepatterns
(theimperative
mood)
14
(1)Whatculturalvaluescanchopsticks
conveyforChinesepeople
(2)Howcanwebetterconveysuch
culturalvaluesincross-cultural
Youhavenowgotageneral
ideaofwhyD&Gdisplayed
ethnocentrismtowardChina.
Butwhatarethespecificcausesofit
Nowlet’swatchavideotofindoutthe
answers.
oninternational
Workinpairstodiscussthe
followingquestion.
Englishisawidelyusedlanguage
intheworld.Thus,someEnglish
speakerstakeitforgrantedthat
allpeopleshouldspeakEnglish
tothemnomatterwherethey
are.Atypicalcaseisthatsome
English-speakingCanadians
traveltoQuebecandexpect
Quebeckers(whospeakFrench)
tospeakEnglishtothem.Howis
ethnocentrismreflectedinthe
case
15
Britishyoungmanfallsinlovewith
Chineseteaculture
SincesomeWesternmediaandcompaniesareethnocentric
andignorantaboutChinesetraditionalculture,thenhowcan
ChinesemediabetterintroduceChinesetraditionalcultureto
theworldLet’swatchavideo“Britishyoungmanfallsinlove
withChineseteaculture”launchedbyChinaDailyandfindout
howittellsthestoryofChinesetraditionalculture.
1.DoyouthinkthevideointroducesChineseteaculturewellWhyor
whynot
2.Apartfromchopsticksandtea,doyouknowanyothertraditional
Chineseculturalsymbolsandtheirimplications
16
ComparedwithD&G’s
ethnocentrismandlackofcultural
awareness,theteaculturevideo
showsagoodwaytotellstoriesofChinese
traditionalculture.First,thevideoshows
thecompatibilityofBritishcultureand
Chineseculturebychoosingacommon
culturalsymbol–tea.Thistriggers
empathyandreducesthedifficultyof
cross-culturalunderstanding.Second,the
videoviewsChinesetraditionalculture
fromtheperspectiveofdevelopment,
showingthatthecultureisconstantly
changing,developingandexchanging
withothercultures.Third,thevideo
doesn’tmerelypresentthecultural
symbolbuttouchesupondeeperthemes
andconnotations:Thetraditionalways
ofdrinkingteareflectChinesepeople’s
pursuitofhappiness,anditisonlyina
peacefulandstablesocietythatatradition
cansurviveanddevelop.
Therefore,inordertointroduceChinese
traditionalculturewell,itisimportantto
choosesuitableculturalsymbols,andthen
probedeeperintotheirimplications.
China,anancientcivilizationintheworld,
hasrichculturalsymbols.Thefollowing
threearefamousintheWesternsociety,
butareoftenmisunderstoodbysome
Westerners.
Dragon
CulturalimplicationsoftheChinesedragon
arecloselyrelatedtothecharacteristics
oftheancientChinesesociety.Itwas
believedthattheChinesedragoncould
causeweatherchangesandsummonrain,
anditwasconsideredtobeanauspicious
andluckysymbol.Thisisbecausethe
ancientChinesesocietyreliedheavily
onagricultureforwhichrainisvery
important.
Thisculturalsymbolalsoembodiesthe
Chinesephilosophyof“yinandyang.”
Morespecifically,thedragonisregarded
as“yang”andpossessesmasculine
features,andthephoenixis“yin,”which
isconsideredtobefeminine.Attraditional
Chineseweddings,thedragonandthe
TraditionalChineseculturalsymbols
andimplications
17
phoenixusuallyappearinpairsassymbols
ofharmony.
Chinesegongfu
GongfuisalsoimportantinChineseculture.
ThepopularityofChinesegongfuintheWest
islargelyduetogongfumovies.
Gongfu,referringtotraditionalphysical
exerciseslikeTaijiQuan/T’aiChi,ishighly
importantinChineseculturebecauseofits
underlyingvaluessuchasrespect,humility,
patience,impartialityandperseverance.Taiji
Quan,acommonstyleofChinesegongfu,
isoftencalled“movingmeditation”forits
softandpeacefulmovements.Itemphasizes
patience,harmonyandthingsinternalrather
thanviolence,confrontationandthings
external.
TraditionalChinesemedicine
TraditionalChinesemedicine(TCM)is
anancientsystemofhealthcare.TCM
emphasizespeople’sentirewell-being,
payingmoreattentiontothebalanceand
harmonyofthewholebody.Itsbasicconcepts
areqiandyinandyang.Qiisavitalforce
oflife.Yinandyangaretheoppositeand
complementaryforcesthatmakeupqi.TCM
holdsthatwhenpeoplehavebalancedyin
andyang,theywillfeelhealthyandwell.If
not,theywillfallill.
FrequentlyusedtreatmentsofTCMinclude
cupping,herbalremedies,andmassage.
Nowadays,TCMisstillplayinganimportant
roleinChina’smedicalsystem.Itisalso
arousinggreaterinterestamongpeople
compatibility/kmptblti/n.（因相似的观念等而产生
的）协调，和谐
connotation/knten/n.隐含意义
summon/smn/v.召唤
auspicious/sps/adj.吉利的，吉祥的
embody/mbdi/v.代表，体现（思想或品质）
masculine/mskjln/adj.属于男性的
phoenix/finks/n.凤凰
feminine/femnn/adj.女性特有的
humility/hjumlti/n.谦逊，谦恭
impartiality/mpɑilti/n.不偏不倚，公正
meditation/medten/n.默想﹔冥想
complementary/kmplmentri/adj.互为补充的，互补的
cupping/kp/n.拔火罐
herbalremedy草药治疗
T’aiChi/tati/n.太极（拳）
inothercountries.Itisbelievedtovalue
overallwell-beingandgeneratelessside
effects.
Weshouldalsobearinmindthatdifferent
culturalbackgroundsmaycausedifferent
understandingsofcertainculturalsymbols.
Forexample,someWesternersseethe
Chinesedragonasanevilcreature;they
alsotendtothinkthatthemajorityofthe
Chinesepracticegongfuandevenregard
TCMas“unscientific.”
Thus,inordertoeffectivelyaddressthe
abovemisunderstandingsandbettertell
Chinastories,itisvitalforustoadopta
comparativeperspective,beequippedwith
necessaryculturalawareness,andbecome
familiarwithbothChinesecultureand
othercultures.
18
(1)Whatarethecommon
misunderstandingsofthethree
ChineseculturalsymbolsintheWest
(2)Whydothesemisunderstandings
ariseWhatshouldwedotointroduce
Chinesetraditionalculturebetter
1ONLINEACTIVITIESExpandyourvocabulary.
2ONLINEACTIVITIESTranslateandrecord.
followingquestionaccordingtowhat
youhavelearned.
Apartfromgettingfamiliarwithtypical
Chineseculturalsymbols,whatelsecanwe
dotobettertellstoriesofChineseculture
ininternationalcommunication,especially
storiesofChineseculturalsymbolsthatare
misunderstoodbyWesterners
Besidesthedragon,Chinese
gongfuandtraditionalChinese
medicine,canyouthinkof
anothertraditionalChinese
culturalsymbolthatisoften
Analyzehowandwhythe
symbolismisunderstoodfroma
comparativeperspective.
ideaofsometypicalChinese
culturalsymbolsaswellastheir
implications.Buthowandwhydosome
Westernersmisunderstandthesecultural
symbolsCanweexaminethemfrom
acomparativeperspectiveNowlet’s
watchavideotofindouttheanswers.
19
Reviewwhatyouhavelearnedintheunit.Thinkaboutinwhatwaythe
knowledgecanbeusedtohelpyoufinishthistask.
Explainwhatculturalawarenessisand
whyitisimportantincross-cultural
UnderstandwhysomeWesterners
misunderstandsometypicalChinese
culturalsymbols
LearntodescribesometypicalChinese
culturalsymbolsandtheircultural
implications
Findoutwhatethnocentrismisandhowto
identifyitininternationalcommunication
Review
ThepopularityofChinesegongfuintheWestislargelydueto
thewidespreadofChinesegongfumovies.SomeWesterners
whohaveseensuchmoviesmaytendtothinkthatthemajority
ofChinesepracticegongfu.Supposeyourcollegeisholding
aneventcalled“ChineseCultureWeek”whichattractslots
offoreignstudents.GiveashortspeechtointroduceChinese
gongfutotheforeignstudentsattheevent.Youmayfollowthe
stepstocompletethistask.
Step1
20
Workingroupstosearchformoreinformationabouttheculturalimplications
ofChinesegongfu.DiscussandfindoutwhysomeWesternerstendtothink
thatthemajorityofChinesepracticegongfu.Thinkabouthowtocorrect
thismisunderstanding.Fillinthetablebelow.
Workwithgroupmemberstodraftthescriptforyourgroupspeech.Then
chooseonemembertopresentittothewholeclass(justsupposeallyour
classmatesareforeignstudents).
Basedontheteacher’sfeedback,revisethescriptofyourgroupspeech.
Makethespeechindividuallyandrecorditafterclass,andthenuploadit