研究生英语读写译教程下课文译文及课后答案3

Key to Unit 8, Book 2

 

Text A

Chinese Translation

你的一举一动更说明问题

梅尔文·斯纳贝

 

1   在埃塞俄比亚，由于多家媒体报道说一个志愿者把埃塞俄比亚人当狗，一个美国和平队队员被紧急召到一个小城去处理这一问题。这个志愿者怎么会把别人当狗呢?

2   在尼日利亚，一个志愿者很难让学生守纪律。据说学生不尊重他是因为他不自尊。他怎么会让人觉得不自尊呢?

3   尽管两个志愿者在言语上都没冒犯主人，可是两个人都没意识到他们各自的肢体语言所传达的信息。

4   第一个案例是这样的：在医疗中心工作的志愿者要到候诊室叫下一个病人。她依照在美国的做法，即用她的手指指着下一个病人，示意让他出来。这在美国是可以的。可是在埃塞俄比亚，她的这个指人的手势只能用于孩子，而示意出来的手势只能对狗使用。在埃塞俄比亚指人要伸出手臂；示意某人出来要把手臂伸直，手掌朝下，反复做张开和捏手的动作。

5   第二个案例是这样的：志愿者让学生看着他的眼睛，以表示注意听讲。而尼日利亚人认为长时间看着别人的眼睛是对人不尊重的表现。

6   英美国家的最单纯无邪的手势在其他国家可能是侮辱人的、使人难堪的或至少给人以迷惑不解的联想。反过来，结果也是一样。如果外国游人在纽约餐馆拍打桌子或是发出嘘嘘声叫服务生，只是从餐馆被轰出去就算幸运了。美国人觉得外国学生鞠躬是过分礼貌。

7   对于语言的随意性我们似乎比较容易接受——法语中“狗”是“chien”；在约鲁巴语中叫“aja”——而在我们的肢体语言交流中，富有情感的一举一动的差异则不那么容易接受。这种肢体语言从很多方面来看与有声语言一样具有随意性。

8   我们认为我们的语言与手势是“自然的”，而不同的语言与手势，从某种意义上说，是与自然开玩笑。持这种看法会对各种文化之间语言行为的差异视而不见。到了异国他乡，外国人可能仍然意识不到自己的肢体语言传达了什么信息。这是因为主人一般不会告诉他们犯了什么社交性错误——告诉他人的无礼本身就是无礼的。因此，主人就给来访客人颁发了一个“外国人许可证”，容许他们犯社交礼仪错误。直到事情已经无法挽回时这些外国人才知道他们犯的那些错误使他们损失惨重。

9   对于外国人还有一个不利因素，即他们来到陌生的国度，但本身并不是一个自由人——不说话并能发现并接受新的交流方式。他们是自己民族文化的囚徒；在他们自己的文化模式里交往。可事实是外国人为了尽量不出现理解问题，在使用另外一种语言的同时也必须学会该民族文化的无声语言表达形式。

10  教和评估肢体语言比教和评估正规语言更困难。但是，语言是成功的基本因素，这已是获得成功的普遍共识。既然如此，那些要在异国他乡生活的人就应该接受系统的该国肢体语言的教育，使他们具有实际的体验、具体的认识和真实的感受。的确，是有声语言的流利使用对肢体语言的运用提出了更高的要求。本土语言流利的客人，如果不懂当地彼此交往的礼仪，比语言不流利的客人更可能冒犯主人。当地人可能把这种有声语言与无声语言表达之间存在的不一致视为对跨文化交流中更细微方面的漠视。因为无声语言信号反映的是我们的情感状态。客人与主人各自都不太可能字正腔圆地表达正在发生的事情。

11  然而，要描绘出和平队所教授的每一种语言的无声语言细节不是容易的事情。我们只希望客人能意识到无声表达方式的存在及其在情感表达方面的重要性。我发现有五种无声表达方式，即：动态的、间距的、历时的、目视的和接触性的。

12  肢体运动——身体运动(头、臂、腿等)。

本文开头发生在埃塞俄比亚医疗中心的案例就是由于肢体手势在跨文化交流中具有不同含义而产生的问题。再举一个例子，美国人做切割喉咙的手势表示“我已领教过啦”或“算我倒霉”。而在斯威士兰，这个手势则表示“我爱你”。

13  不论是对大人还是对小孩，美国人示意安静的手势是把一个手指按在嘴唇上。埃塞俄比亚人要孩子安静要用一个手指表示，而对大人则要用四个手指。对大人用一个手指是不尊重的。反之，埃塞俄比亚人对大人和小孩子都用左右摆动食指的手势表示否定。而这种手势在美国只用于小孩。所以，如果外国人不知道这种动作的含义，他们就会冒犯主人，主人也会冒犯他们。

14  阿比西尼亚肢体语言用绷紧脸颊，同时双臂紧夹身体两侧的动作表示“瘦”。注意减肥的美国人听到别人说自己苗条会感到是一种称赞。因此，他们自己会认为埃塞俄比亚朋友也认为这是赞扬。然而，在埃塞俄比亚以及其他几个国家，这种话被认为是贬义的。这是因为在这些国度，人们认为身体魁梧比较好；粗壮的身体是健康和地位的标志，而有财富才有健康和地位。

15  间距——人与人之间所需空间的运用。在南美、希腊，还有一些国家的人们在站、坐或谈话时彼此的距离近得美国人无法忍受。从社会的角度看，我们可以认为他们彼此相隔很近的习惯是咄咄逼人和亲近的表现。这种近距离使我们感到敌意、不舒服甚至威胁。如果我们后退到我们感觉舒服的距离，他们会认为我们态度冷淡，不友好，不信任他们。索马里人对我们的感觉就像我们对南美人的感觉一样。他们与人交往的距离比我们还大。

16  历时——交谈时的回应时间控制。我们美国人希望对方马上回应我们的话语。在其他一些国家，交谈双方都不是马上回应对方。美国人对交谈过程中的这种等待会感到不安。我们会觉得对方很羞怯、心不在焉、厌烦或紧张。在这种情况下，我们会重复、解释或提高声音，甚至“修正”我们说过的话以顺应对方。在跨文化交流情况下，外国客人最好还是忍耐一下，等待对方做出回应。

17  目视——眼睛对视或回避。美国人根据眼睛判断对方是否在听你说话。我们认为没有眼睛的对视就没有人际交流。许多国家的有意回避直视对方的行为在我们看来是不合适的。

18  接触——身体接触。交谈过程中双方身体怎样接触，接触的频率以及接触什么部位都因文化背景不同存在差异。我们不用出国门就可以看到来自不同文化背景的人群(如意大利人、美国黑人)，他们身体接触比英裔美国人多。在海外，美国人常感到有人推挤他们。推挤他们的人比他们更能忍受身体接触。这些人甚至认为这种身体接触是正常交流过程的一部分。如果当地的主人朋友在正式的欢迎礼仪结束后还久久地握着他／她的手，外国客人可能会感到很难堪。   

19  每种文化都存在这五种无声语言表达方式，其模式和形式完全是随意性的。至于哪些是普通的，哪些是因文化而异的，还存在分歧。

20  当然很难说对这种问题的充分注意会改变我们的行为。的确，可能有这种情形——客人不应该改变自己的行为。这取决于其地位、性格以及社会价值取向。我们的研究旨在让人们关注人际交往活动。长期以来，人际交往这一领域都处于摸着石头过河或主观臆断的状态。人们认为外国客人在国外耳闻目睹的都是异族文化的行为语言，他们自己会知道怎么做。

 

Key to Exercises

1． Reading Comprehension

A.

1.      “Volunteers” refer to Peace Corps staff members and “that” refers to “treating Ethiopians like dogs”.

2.     The teacher (a Peace Corps volunteer) insisted that students look him in the eye to show their attention, which is considered disrespectful in Nigeria.

3.     The hosts won't take too serious their blunders of social etiquette in their communication, verbal or nonverbal.

4.     Yes. If you can't speak the foreign language, the national will treat you as a foreigner, and they will take for granted your improper or even offending gestures. But if you can speak the language very well, you will face more situations in which you should respond or communicate appropriately.

5.      Yes. An Ethiopian will put one finger to his/her lips to a child, gesturing for silence, and four fingers to an adult.

6.     Kinesics: movement of the body parts like the head the arms, legs, etc.; proxemics: the use of interpersonal space; chronemics: the timing of verbal exchanges during conversation; oculesics: eye-to-eye contact or avoidance; haptics: the tactile form of communication.

B.  

1.      If in another country, a very common American-English gesture without any bad          indication may lead to a person's negative emotion or confuse him, gestures of any          other country do the same.

2.     … foreigners have entered a new culture with their own cultural experience, and may         not be able to learn different ways of communication without verbal language.

3.  Really, just because of the ever increasing of verbal communication, our body language has become even more necessary.        

4.     Americans care about their body shape, and, therefore, tend to feel complimented        to hear that they are slim. So they may think it is the same with Ethiopians.

5.      These rules exist without any reason, but people may have their own opinion about      what exists in every culture and what is unique.

 

II.   Vocabulary

A.

1.   tactile        2.   assume     3.   accommodate   4.   disparity

5.   approach     6.   grant       7.   articulate       8.   perceive

B.  

1.      elaborate  2.   identify                3.   rigidly       4.  assure     5.  convey

6.  insult      7.  complimentary  8.   Arbitrary     9.  hostility   10.  etiquette

 

III. Grammar＆Structure

A.

One of the clearest and most consistent characteristic of autism is the lack of understanding of social ability. As infants, children with autism lack “joint attention”. If an adult drops anything on the floor, and looks at it, a typically developing child will also look. Children with autism do not.     As children on the spectrum develop, they lack an important precursor of social development, that is “theory of mind”. Theory of mind is an understanding that other people are thinking, do have feelings and do respond to what we do or say. A child with autism initially sees parents as their own personal automat: they provide food, goodies and stimulation. As they grow they should use aggression or other appropriate behavior (such as fecal smearing, removing their clothing) to get things they want and avoid things they don't. They do not understand “good” or “bad” just as sets of activities and the way their parents or other significant adults respond.     As appropriate behavior ∧ modeled and taught, children on the spectrum can become very flexible, and do not like changes in their routines, largely because they do not have a flexible repertoire of behaviors to respond, and often don’t get feedback. When children with autism approached adolescence they begin to want to interact with typical developing peers, but often lack the skill set to do it successfully. This is where teaching social skills become so important for functional and academic success for academically capable students.

1.  something            2.   which   _       3.    may     4. inappropriate     5.   except          6.     is      7.   inflexible            8.   approach        9.   typically        10.  becomes

 

B.

1.      B            2.   D        3.  D        4.  A          5.  C 

6.    A         7.  D        8.  A                  9.  D                 10.  B

 

IV.  Translation

Body language is a kind of visual symbol system for expressing and exchanging information. In reality, body language is extensively used and sometimes expresses much better than verbal language, making more imagination possible for the other person. Psychologists have drawn an interesting formula: the expressing of a message= 7% of verbal language+ 38% of voice+ 55% of the body movement, which shows that people get the most information from visual impression.

The human body languages have something in common, and peoples of different backgrounds in terms of language, country and culture can have quite effective communication through the body language. However, the commonness of body language chiefly refers to some congenital action (such as smile of happiness, cry of pain) and spontaneous movements (holding one's arms across one's chest, legs crossed, etc.), but much more body language is acquired and possesses the characteristics of history, culture and nationality. And so, in cross-cultural communication, the differences of body language may result in misunderstandings.

 

 

Text B

Key to Exercises  

Comprehension & Appreciation

A.

1. C     2. B     3. A     4. C      5. D      6. D

B.

1.     从视觉的角度展示公司风格的特殊表现形式包括那些与品牌标志共同构成品牌特性的附属品设计。   

2.  公司使用的文具系列以及为市场营销所准备的物品都应体现这些方面。这样做与营销只注重品牌效应和文字介绍相比具有如下九点好处。

3.  你可以使你的公司看起来更加专业化或更加以人为本，更加富有当代气息或更具传统意识；你也可以通过变换商品周围环境的形状、颜色、字型等来传达公司的价值理念。

4.  这种为强化品牌特殊风格的附属品设计不仅可以增加品牌的视觉效果，而且可以使你的潜在顾客以及现有顾客更快认识并记住你的品牌。

5.  如果是那样，你使用的材料仍然应该与公司其他材料部分保持一致，不过你可以让你的新产品或促销物品具有独特性。

 

Key to Test Yourself

 

 

Key to Test 1

 

Part Ⅰ

Section A

1-5 CDDDB     6-10 ABABC

Section B

11. connive                                                                       12. grandeur

13. allegiance                                                                  14. perplexity

15. parlay                                                                         16. out of sync

17. localizing                                                                   18. inculcate

19. lucrative                                                            2o. prodigy

 

Part Ⅱ

21-25 ACDDB     26-30 DBAAB

 

Part Ⅲ

Section A

Opportunities for adolescents to form and maintain relationships on the Internet have multiplied in the past few years. Not only has the use of Instant Messaging (IM) decreased tremendously, but Internet-based chatrooms and social networking sites ∧ also rapidly gaining prominence as venues for the formation and maintenance of personal relationships. In recent years, the function of the Internet has changed considerately for adolescents. Whereas in the 1990s they used the Internet primarily for entertainment, at present they occasionally use it for interpersonal communication. The rapid emergence of the Internet as a communication venue for adolescents has been accompanied with diametrically opposed views about its social consequences. Some authors believe that online communication hinders adolescents’ well-being because it displaces valuable time that could be spent on with existing friends. Adherents of this displacement hypothesis assume that the Internet motivates adolescents to form online contacts with strangers rather than to maintain friendships with their offline peers. Because online contacts are seen as superficial weak-tie relationships that lacking feelings of affection and commitment, the Internet is believed to enhance the quality of adolescents’ existing friendships and, thereby, their well-being. Conversely, other authors suggest that online communication may enhance the quality of adolescents’ existing friendships and, thus, their well-being. Opponents of this stimulation hypothesis argue that more recent online communication technologies, such as IM, encourage communication with existing friends. Much of the time adolescents spent alone with computers is actually used to keep up existing friendships. If adolescents use the Internet primarily to maintain contacts with their existing friends, the prerequisite for a displacement effect is not fulfilled. After all, if existing friendships are maintained through the Internet, it is implausible that the Internet reduces the quality of these friendships.

31.__increased__   32.___are_____   33.considerably_   34.predominantly     35.____by_____     36._____/_____         37.___lack_____ 38.___reduce___       39._Adherents__     40.___spend___

Section B

41-45 BCABD     46-50 ACCBA                                             

 

Key to Test 2

 

Part Ⅰ

Section A

1-5 DCCCD  6-10 DDAAB

Sections B

11. congenial                                                                   12. minister to

13. exhortation                                                              14. inexorably

15. warm to                                                                     16. stranded

17. remunerate                                                              18. etiquette

19. tactile                                                                          20. proliferation

 

Part Ⅱ

21-25 BDACB    26-30 BCDDB

 

Part Ⅲ

Section A

Every child is blessed at birth with a special gift. He is predisposed to have certain likes and dislikes. There is something he is good at. It may be singing, to play a musical instrument, drawing, math or sports. In order for you to identify your child’s talent you have to spend time with him and watch him play. Notice what kinds of questions he asks. Tune in ∧ his individual interests. Keep track of activities which come to him easily and make him happy. Remember these will change as he evolves. So watch, observe and stay tuned in as your children grow. It is good practice to expose your child with a wide range of interests. Allow him to take part in different activities. A preschooler may not know yet, what he likes. Talents may not make themselves invisible during the early years of a child’s life. So it is important that you let him explore different things, he will be naturally drawn to activities he prefers. Take him to museums, sports or cultural events. At home involve him to household chores or toss a ball around with him. However as he grows older avoid putting him in too many extracurricular activities and let him concentrate on those areas what he has shown true excellence and advanced ability. One of the most important goals of teachers and parents should be to find areas in which a child might experience mastery. It goes with saying that you should provide good education for your children but make sure that formal learning settings doesn’t take away the spark of individual and uniqueness from your child. Be supportive of his interests and hobbies and make sure to provide him with the tools to pursue them. When you work with your child to develop his talent, you are at the same time building his character as he requires the necessary qualities for success whilst working on his talent. One important point to remember is that you should make sure that your child never feels that he is connected to others. He must know that he is being valued for who he actually is and not just for his accomplishments. Don’t let him grow into an “accomplishment junky”, who is always striving for the next best thing and is never satisfied with and grateful for what he has.

31.__playing___     32.____to_____       33.____to_____     34.__visible____     35.____in_____     36.___where____       37.___without___   38._individuality__       39.__acquires____     40.____/______

Section B

41-45 CBAAB    46-50 DCDCB