20220630 Culture 4 - Revision history

Zhou Haoxi: /* 英语笔译梁思婷 Liang Siting 202170081581 */

2022-07-22T11:48:05Z

英语笔译梁思婷 Liang Siting 202170081581

Zhou Haoxi: /* 英语笔译梁思婷 Liang Siting 202170081581 */

2022-07-22T11:47:19Z

英语笔译梁思婷 Liang Siting 202170081581

Zhou Haoxi: /* 英语笔译梁思婷 Liang Siting 202170081581 */

2022-07-22T11:44:42Z

英语笔译梁思婷 Liang Siting 202170081581

Show changes

Li Zijie: /* References */

2022-07-06T22:45:24Z

References

Li Zijie: /* References */

2022-07-06T22:44:07Z

References

Li Zijie: /* Confucius Institute logo */

2022-07-06T22:43:13Z

Confucius Institute logo

Li Zijie: /* The development of Confucius Institutes */

2022-07-06T22:42:26Z

The development of Confucius Institutes

Li Zijie: /* Terms and expressions */

2022-07-06T22:41:51Z

Terms and expressions

Li Zijie: /* Questions */

2022-07-06T22:41:32Z

Questions

Li Zijie: /* Overview of Confucius Institutes */

2022-07-06T22:40:44Z

Overview of Confucius Institutes

@@ Line 399: / Line 399: @@
 <center>'''Culture and Prejudice'''</center>
-'''Liang Siting'''
+<center>'''Liang Siting'''</center>
 ===Abstract===

@@ Line 397: / Line 397: @@
 ==英语笔译	梁思婷	Liang Siting	202170081581==
-'''Culture and Prejudice'''
+<center>'''Culture and Prejudice'''</center>
 ===Abstract===
@@ Line 426: / Line 428: @@
 The main content of the analysis in this paper is Hofstede's descriptions of different cultural value dimensions and related comments in his book The Consequences of Culture: Differences in Cultural Values in the Work Environment (1991a). These descriptions are mainly based on words, phrases and independent sentences, and their related comments are mainly expressed in a few short sentences. Therefore, the main object of analysis in this paper is the semantic units such as the relevant words and propositions in the text, and the analysis will adopt the three steps of description, interpretation and elucidation proposed by Fairclough (1989: 26).
-.1 Lexical analysis
+'''3.1 Lexical analysis'''
 Regarding the potential ability of vocabulary to participate in the construction of discourse ideas, domestic and foreign researchers in discourse analysis (Halliday, 1976;
@@ Line 451: / Line 453: @@
 Obviously, without considering the contextual factors, there is nothing special about the above-mentioned types of oppositional terms, because, they seem to be simply words that coincide with the most common ways people categorize and judge things. However, when they are put together in cross-cultural studies to describe different cultures, they actually construct an idea of cultural superiority/inferiority (ideology) in one's perception. For example, when describing the individualism/collectivism difference, one can clearly perceive discrimination against the collectivist culture. When the four dimensions are used simultaneously to judge the characteristics of various cultures, these terms more directly create the impression that certain cultures are superior to another, such as Australia, Canada, Britain, Ireland, South Africa, and the United States because of their high degree of individualism, low power distance, low uncertainty avoidance, and high degree of social masculinity." equality" and "democracy". Once these views are subconsciously accepted, people will unconsciously place a culture as superior or inferior first when dealing with and studying different cultures, and use this as a basis for further discussion, preventing them from further considering deeper questions such as whether there are superior or inferior cultures, and how different cultures really are.
-.2 Propositional analysis
+'''3.2 Propositional analysis'''
 Propositions are the smallest independent units of meaning in language and thought, usually expressed by independent sentences or clauses (van Dijk, 1988: 31). Since semantics deals with both meaning and enlightenment, propositions can also be seen as the smallest semantic units that are either true or false in the dimension of denotation. At any time when people want to express their ideas, communicate with others or learn something, they necessarily use propositions, so propositions are closely linked to thinking and social cognition. Because of this, propositions are also inseparable from ideas, "ideas as content are represented and communicated through language, and these are best thought of as propositions or relations between propositions" (Wood, 2004: 39). One of the most widely used ways of making propositions is by implication, i.e., when people's intentions are inappropriate or cannot be expressed clearly and unambiguously, they usually use those more readily acceptable entailments to imply or conceal their true intentions and make others agree on the validity of their assertions. In such cases, listeners or readers may find it difficult to grasp and reject these ideas. Hoh's description of the four dimensions of cultural values often consists of two sentence propositions that form opposites or contrasts with each other and that contain biases against certain cultures, in several categories.

@@ Line 366: / Line 366: @@
 ===References===
 [1]李智.文化外交--- 种传播学的解读[M].北京:北京大学出版社,2005
 [2]关世杰.跨文化交流学[M].北京:北京大学出版社,1995
 [3]刘继南,周积华等著.国际传播与国家形象-- 国际关系的新视角[M].北京:北京广播学院出版社,2002
 [4]刘继南,何辉等著.中国形象-- 中国国家形象的国际传播现状与对策[M].北京:中国传媒大学出版社,2006
 [5]吴瑛.孔子学院与中国文化的国际传播[M].杭州: 浙江大学出版社，2013
 [6]关世杰中国跨文化传播研究十年回顾与反思[J].对外大传播,2006(12)
-[7]李加军.跨文化的对话:误读与化解路径-- 以孔子学院为例[J].学术探
-索,2011(4)
+[7]李加军.跨文化的对话:误读与化解路径-- 以孔子学院为例[J].学术探索,2011(4)
 [8]雷启立,常冬.跨文化传播的困境与可能一- 以孔子学院在全球的发展为例[J].杭州师范大学学报(社会科学版),2009(7)
-[9]徐丽华.孔子学院的发展现状、问题及趋势[J].浙江师范大学学报(社会科学
-版),2008(9)
+[9]徐丽华.孔子学院的发展现状、问题及趋势[J].浙江师范大学学报(社会科学版),2008(9)
 [10]李瑞晴海外孔子学院发展浅析[J].八桂侨刊,2008(1)
 [11]李香.鉴歌德学院浅析孔子学院发展中存在的问题[J].商业文化,2010(4)
 [12]吴瑛,提文静孔子学院的发展现状与问题分析[J.云南师范大学学报(对外汉语教学与研究版),2009(9)
 [13]郭宇路.孔子学院的发展问题与管理创新[J].学术论坛,2009(6)
 [14]吴瑛.对孔子学院中国文化传播战略的反思[I]学术论坛，2009(7)
 [15]陈刚华.从文化传播角度看孔子学院的意义[J].学术论坛2008(7)

← Older revision		Revision as of 22:44, 6 July 2022
Line 365:		Line 365:

	===References===		===References===
		+	[1]李智.文化外交--- 种传播学的解读[M].北京:北京大学出版社,2005
		+	[2]关世杰.跨文化交流学[M].北京:北京大学出版社,1995
		+	[3]刘继南,周积华等著.国际传播与国家形象-- 国际关系的新视角[M].北京:北京广播学院出版社,2002
		+	[4]刘继南,何辉等著.中国形象-- 中国国家形象的国际传播现状与对策[M].北京:中国传媒大学出版社,2006
		+	[5]吴瑛.孔子学院与中国文化的国际传播[M].杭州: 浙江大学出版社，2013
		+	[6]关世杰中国跨文化传播研究十年回顾与反思[J].对外大传播,2006(12)
		+	[7]李加军.跨文化的对话:误读与化解路径-- 以孔子学院为例[J].学术探
		+	索,2011(4)
		+	[8]雷启立,常冬.跨文化传播的困境与可能一- 以孔子学院在全球的发展为例[J].杭州师范大学学报(社会科学版),2009(7)
		+	[9]徐丽华.孔子学院的发展现状、问题及趋势[J].浙江师范大学学报(社会科学
		+	版),2008(9)
		+	[10]李瑞晴海外孔子学院发展浅析[J].八桂侨刊,2008(1)
		+	[11]李香.鉴歌德学院浅析孔子学院发展中存在的问题[J].商业文化,2010(4)
		+	[12]吴瑛,提文静孔子学院的发展现状与问题分析[J.云南师范大学学报(对外汉语教学与研究版),2009(9)
		+	[13]郭宇路.孔子学院的发展问题与管理创新[J].学术论坛,2009(6)
		+	[14]吴瑛.对孔子学院中国文化传播战略的反思[I]学术论坛，2009(7)
		+	[15]陈刚华.从文化传播角度看孔子学院的意义[J].学术论坛2008(7)

	==英语笔译梁思婷 Liang Siting 202170081581==		==英语笔译梁思婷 Liang Siting 202170081581==

@@ Line 310: / Line 310: @@
 On December 4, 2018, the 13th Confucius Institute Conference was held in Chengdu, with more than 1500 delegates from 154 countries and regions attending the conference. Sun Chunlan, vice premier of the State Council and chairman of the Confucius Institute Headquarters Council, attended and delivered a speech.
-== '''Confucius Institute logo''' ==
+'''Confucius Institute logo'''
 The logo uses a variant of the simplified Chinese word "Han" and combines two patterns of doves of peace and the earth flying high. Concise and lively, rigid and flexible, dynamic and powerful, it not only fully reflects China's traditional language and culture, but also reflects the pace of the times moving rapidly towards modernization. It has a certain inheritance with the logo of China's national language promotion agency, the national Hanban, and is a vivid embodiment of the work policy of "innovation, integration, and leap forward" of the national Hanban.

@@ Line 295: / Line 295: @@
 The most important work of the Confucius Institute is to provide standardized modern Chinese textbooks for Chinese learners all over the world; Provide the most formal and main Chinese teaching channels.
-== '''The development of Confucius Institutes''' ==
+'''The development of Confucius Institutes'''
 In 2004, the world's first Confucius Institute was officially established in Seoul, South Korea.

← Older revision		Revision as of 22:41, 6 July 2022
Line 365:		Line 365:

	===References===		===References===
−
−	~~===Terms and expressions===~~

	==英语笔译梁思婷 Liang Siting 202170081581==		==英语笔译梁思婷 Liang Siting 202170081581==

← Older revision		Revision as of 22:41, 6 July 2022
Line 367:		Line 367:

	===Terms and expressions===		===Terms and expressions===
−
−	~~===Questions===~~

	==英语笔译梁思婷 Liang Siting 202170081581==		==英语笔译梁思婷 Liang Siting 202170081581==

@@ Line 288: / Line 288: @@
 ===Overview of Confucius Institutes===
 '''Brief Introduction'''
 Confucius Institute is a non-profit educational institution jointly established by China and foreign countries. It is committed to adapting to the needs of people in all countries (regions) of the world for Chinese learning, enhancing the understanding of people in all countries (regions) of the world for Chinese language and culture, strengthening educational and cultural exchanges and cooperation between China and other countries, developing friendly relations between China and foreign countries, promoting the development of multiculturalism in the world, and building a harmonious world.
 Confucius Institutes carry out Chinese teaching and exchanges and cooperation in education and culture between China and foreign countries. The services provided include: carrying out Chinese teaching; Train Chinese teachers and provide Chinese teaching resources; Carry out Chinese examination and Chinese teacher qualification certification; Provide information consultation on Chinese education and culture; Carry out language and cultural exchanges between China and foreign countries.
 The most important work of the Confucius Institute is to provide standardized modern Chinese textbooks for Chinese learners all over the world; Provide the most formal and main Chinese teaching channels.

20220630 Culture 4 - Revision history

Zhou Haoxi: /* 英语笔译 梁思婷 Liang Siting 202170081581 */

Zhou Haoxi: /* 英语笔译 梁思婷 Liang Siting 202170081581 */

Zhou Haoxi: /* 英语笔译 梁思婷 Liang Siting 202170081581 */

Li Zijie: /* References */

Li Zijie: /* References */

Li Zijie: /* Confucius Institute logo */

Li Zijie: /* The development of Confucius Institutes */

Li Zijie: /* Terms and expressions */

Li Zijie: /* Questions */

Li Zijie: /* Overview of Confucius Institutes */

Zhou Haoxi: /* 英语笔译梁思婷 Liang Siting 202170081581 */

Zhou Haoxi: /* 英语笔译梁思婷 Liang Siting 202170081581 */

Zhou Haoxi: /* 英语笔译梁思婷 Liang Siting 202170081581 */