Artifacts and Cultures-of-use in Intercultural Communication
Artifacts and Cultures-of-use in Intercultural Communication
复制标题
跨文化交流中使用的文物和文化
DOI：
--
复制
发表时间：
2003
影响因子：
3.8
通讯作者：
S. Thorne
中科院分区：
文献类型：
--
作者：
S. Thorne
本文提出了一个概念框架，用于理解文化艺术品（即，互联网通信工具），创造了令人信服的，有问题的，和令人惊讶的条件，额外的语言学习。三个以计算机为媒介的跨文化参与的案例研究，将话语取向，交际方式，交际活动和新兴的人际动态之间的相关性结合在一起。这些因素导致不同文化间伙伴关系参与的质量和数量各不相同。案例一，“冲突框架的期望不同文化的使用，”表明，文化的使用，互联网通信工具，他们的感知存在和正在进行的建设，作为独特的文化文物，不同的跨文化交际体裁，语用学，和机构的背景下，预计将不同的跨文化。案例二，“跨文化交际作为超个人参与”，说明语用和语言的发展是跨文化关系建立的结果。最后一个案例研究，“正确工作的错误工具？"，“描述了最近一代人在通信工具偏好上的转变，其中表面上无处不在的工具，电子邮件，被证明不适合调解年龄对等关系。这些案例研究表明，互联网通信工具不是中立的媒体。相反，个人和集体的经验被证明会影响学生参与以互联网为媒介的交流的方式，从而对语言发展的过程和产品产生相应的结果。对于某些社会阶层和高度特权的地理区域来说，我们已经进入了一个快速有效的全球传播实践时期，调解了一系列人际，话语材料和文化活动。尽管日常交流实践的日益数字化与全球化和同质化等问题之间存在着强有力的联系，但以互联网为媒介的跨文化教育活动仍然具有明显的多样性。原因有很多。教育文化和目标因国家边界（贝尔茨，2002年）和美国境内的教育机构而异。此外，在同一所大学内，但在不同的课程或时间段，学生群体的变化，教学目标被重新评估，微观intermittent现象说明了自己的“accentuality”（Volosinov，1973），即使任务，因为它是，应该保持一致的参与者和时间（Coughlan & Duff，1994）。本文的重点是人类异质性的另一个维度--互联网传播工具的文化嵌入性以及这种嵌入性对传播活动的影响。三个案例研究将说明一些可能性和相关的问题与外语跨文化互动介导的互联网通信工具。我认为，互联网通信工具，像所有人类的人工制品，是文化工具（这一论点的扩展到自然环境和自然的社会建设，见布劳恩和卡斯特里，1998;哈维，1996;威廉姆斯，1980）。具体来说，我表明，电子邮件，即时通讯，和形式的同步聊天，深受文化的使用，或借用一个生物学术语-表型特征，从这些工具调解日常交际实践的方式演变。为了解释这一点，案例研究中的大多数美国学生都有丰富的互联网经验，这些经验促进了特定的交流形式（和期望）。反过来，结果
This article develops a conceptual framework for understanding how intercultural communication, mediated by cultural artifacts (i.e., Internet communication tools), creates compelling, problematic, and surprising conditions for additional language learning. Three case studies of computer-mediated intercultural engagement draw together correlations between discursive orientation, communicative modality, communicative activity, and emergent interpersonal dynamics. These factors contribute to varying qualities and quantities of participation in the intercultural partnerships. Case one, "Clashing Frames of Expectation Differing Cultures-of-Use," suggests that the cultures-of-use of Internet communication tools, their perceived existence and on-going construction as distinctive cultural artifacts, differs interculturally just as communicative genre, pragmatics, and institutional context would be expected to differ interculturally. Case two, "Intercultural Communication as Hyperpersonal Engagement," illustrates pragmatic and linguistic development as an outcome of intercultural relationship building. The final case study, "The Wrong Tool for the Right Job?," describes a recent generational shift in communication tool preference wherein an ostensibly ubiquitous tool, e-mail, is shown to be unsuitable for mediating age peer relationships. Taken together, these case studies demonstrate that Internet communication tools are not neutral media. Rather, individual and collective experience is shown to influence the ways students engage in Internet-mediated communication with consequential outcomes for both the processes and products of language development. For some social classes and in highly privileged geographical regions, we have entered into a period of rapid and efficient global communication practices mediating an array of interpersonal, discursivematerial, and cultural activities. Despite the robust connections between the increasing digitization of everyday communicative practice and issues such as globalization and homogenization, Internet-mediated intercultural educational activities remain demonstrably polymorphous. Reasons for this are many. Educational cultures and objectives vary across nation state boundaries (Belz, 2002) as well as across educational institutions within the US. Moreover, within the same university but across courses or time periods, student populations shift, pedagogical goals are reassessed, and micro-interactional phenomena illustrate their own "accentuality" (Volosinov, 1973), even when the task, as it were, is supposed to remain consistent across participants and time (Coughlan & Duff, 1994). The focus of this article is yet another dimension of human heterogeneity -- the cultural embeddedness of Internet communication tools and the consequences of this embedding for communicative activity. Three case studies will be presented which illustrate some of the possibilities and problems associated with foreign language intercultural interaction mediated by Internet communication tools. I argue that Internet communication tools, like all human artifacts, are cultural tools (for an extension of this argument to the natural environment and the social construction of nature, see Braun & Castree, 1998; Harvey, 1996; Williams, 1980). Specifically, I show that e-mail, instant messenger, and forms of synchronous chat, are deeply affected by the cultures-of-use, or to borrow a biological term -- phenotypic characteristics, evolving from the manner in which these tools mediate everyday communicative practice. To unpack this somewhat, most of the American students in the case studies have extensive Internet experience that catalyzes specific forms (and expectations) of communication. In turn, the resulting
影响因子：
6
作者：
Andrew Lian
通讯作者：
Andrew Lian
DOI：
--
发表时间：
1996-11
期刊：
The Journal of chemical physics
影响因子：
--
作者：
M. Cole
通讯作者：
M. Cole
田野调查中的“想象力/创造力”：应对地球社会各种问题的“运动比较研究”（3）
DOI：
--
发表时间：
2022
期刊：
中央大学社会科学研究所年報
影响因子：
--
作者：
深谷 裕;坂本 毅啓;原口健太郎;新原道信
通讯作者：
新原道信