【正文】 ay not be acceptable in another. 2) What does ―wellmeaning clashes‖ mean? ―Wellmeaning‖ means ―intending to be helpful and polite, but not succeeding.‖ because of cultural differences. Such failure of munication will leave a lasting impact on observers and make them learn about other cultures. Activity 2 What is surface culture and what is deep culture? Suggested answers to questions： 7 Obvious cultural element Subtle cultural element language values smile Communication rules eye contact concept of time Spatial arrangement belief Conversational style Daily practices pliments style gesture space food rituals Way to walk Background information: Daily practices differ from culture to culture. The differences are obvious. North Americans and Europeans put the family name last。s study may have seemed too formal to Ji Bing. This is only a partial explanation, however. Look for another good alternative. 2) While many Chinese do have a gift for sarcasm, it is unlikely that Ji Bing was demonstrating it here. The plaintive tone of his question did not suggest irony. He was probably more puzzled than irritated that Charlie continued interrupting him over these trivial matters rather than just taking what he needed. 3) While many Chinese do have a gift for sarcasm, it is unlikely that Ji Bing was demonstrating it here. The plaintive tone of his question did not suggest irony. He was probably more puzzled than irritated that Charlie continued interrupting him over these trivial matters rather than just taking what he needed. 4) This is the best answer. The Chinese word jianwai (consider myself as an outsider) describes the situation perfectly. People often realize that they are being excluded from the ingroup if a counterpart is being exceptionally polite to them (Cushner and Brislin 1996). Charlie39。39。What the 39。Malley et al, learning strategies are often defined in three areas. The first are metacognitive strategies that deal with the awareness and ability to control the process of learning. Metacognitive strategies employed by good language learners include monitoring production, being selfaware, being realistic, and being anized. The second are cognitive strategies that relate more directly to learning it and include the acts of memorization and integration. An example of a cognitive strategy employed by good language learners is mnemonic vocabulary learning. The third are the socioaffective strategies that are related to the actual use of language. Socioaffective strategies employed by good language learners include making errors work for them not against them, learning chunks of language to go beyond their petence, pensation for their weaknesses, and avoidance of areas of weakness. 3 Activity 2 What language learning strategies? 1. The teacher divide the students into 4 groups and make each group review one of the 4 classified language learning strategies on Page 45. 2. Each group focuses on the assigned strategies and has a 5munite discussion about them to have a better understanding. 3. After the 5munite discussion, the teacher regroups the students into 4 new groups, making sure that each new group has people from all the previous 4 groups so that they will report what they have discussed for the assigned strategies. The way of anizing this activity is to generate information gaps for student’s oral work. Activity 3 What are language use strategies? (can be anized in the same way as Activity 2) Activity 4 What factors affect strategy use? 1． The teacher has the students reflect on the list of 16 factors by Oxford on Page 9. 2． Divide the students into group of three and discuss how each factor might affect strategy choice and the language learning process. 3． The teacher monitors the discussions of various groups, answering questions and adding ments as appropriate. 4． Encourage the students to find more factors to add to the list. For instance, the learner’s past learning experience, family influence, peers’ opinions and so on. Activity 5 What is learning style preference? Notes for the teacher: 1. What are learning style preferences? Learning style preference describes the individual learner’s overall approach to learning and the ways in which information is received, processed, and stored They are the individual learning preferences which orient learners to pletion of a task。 Asians put it first. Light switches and door knobs turn opposite ways in Japan and in the United States. Eye contact also differs from culture to culture. North Americans see eye contact as a sign of honesty, but in many cultures, dropped eyes are a sign of appropriate deference to a superior. Puerto Rican children are taught not to meet the eyes of adults The Japanese are taught to look at the neck. In Korea, prolonged eye contact is considered rude. The lowranking person is expected to look down first. Source from: Jerrold J. Merchchant, “Korean International Patterns: Implications for Korean/American Intercultural Communication,” Communication 9(October 1980):65. Spatial arrangements， such as the size, placement, and privacy of one’s office connote status. An individual office with a door that closes connotes more status than a desk in a mon area. Japanese firms see private offices as ―inappropriate and inefficient. Only the very highest executives and directors have private offices in the traditional Japanese pany. 8 Source from: Robert C. Christopher, Second to None: American Companies in Japan (New York: Crown, 1986), 10203. Activity 3 What causes cultural shocks? Suggested answers to question: Question 1: If Tom asked you for help in interpreting this incident, what would you say? There might be 4 explanations: 1. There is a cultural