“宇宙流浪星”通过精心收集，向本站投稿了8篇论身势语在跨文化交际中的运用，下面是小编为大家整理后的论身势语在跨文化交际中的运用，仅供参考，欢迎大家阅读，一起分享。
- 目录
篇1：论身势语在跨文化交际中的运用
论身势语在跨文化交际中的运用
身势语是非语言交际的重要组成部分,在不同文化中,身势语的意义并不完全相同,各民族有不同的'非语言交际方式.本文简要介绍了身势语的概念和特点,并分别说明了其中的空间距离、目光注视、身体接触、姿态动作及面部表情的文化差异和社会交际功能.
作 者：汤金霞 谷峰 TANG Jin-xia GU Feng 作者单位：汤金霞,TANG Jin-xia(南京农业大学,江苏,南京,210095)谷峰,GU Feng(湖学院,安徽,巢湖,238000)
刊 名：巢湖学院学报 英文刊名：JOURNAL OF CHAOHU COLLGEG 年，卷(期)： 10(1) 分类号：H314 关键词：身势语 非语言交际 文化差异 社会功能篇2：浅谈非语言交际中的身势语
浅谈非语言交际中的身势语
摘要
“身势语”同语言一样，都是文化的一部分。在不同文化中，身势语的意义并不完全相同。各民族有不同的非语言交际方式.例如：不同的民族在谈话时，对双方保持多大距离才合适有不同的看法；谈话双方身体接触的次数多少因文化不同而各异；在目光接触这一方面也有许多规定：看不看对方，什么时候看，看多久，什么人可以看，什么人不可以看；在某些场合下，在中国和讲英语的国家无论微笑还是大笑，通常表示友好﹑赞同﹑满意﹑高兴﹑愉快，但是在某些场合，中国人的笑会引起西方人的反感；打手势时动作稍有不同，就会与原来的意图有所区别，对某种手势理解错了，也会引起意外的反应等等。因此，要用外语进行有效的`交际，在说某种语言时就得了解说话人的手势，动作，举止等所表示的意思。而有些权威人士认为两者相互依存。在大多数情况下这是对的。在某些情况下，人体动作与所说的话不一致，口头说的与身势语表达的意思不一样。这时要借助其他信息或从整个情况中猜测说话人的意思，从某种意义上说，一切身势语都要放在一定的情景下去理解；忽视了整个情景就会发生误解。而通过中美身势语对比研究表明，两者有相似的地方，也有差异的地方，说明了解另一种语言中身势语的重要性。可见，真正掌握两种语言的人在? 挥昧硪恢钟镅运祷笆币惨?挥昧硪恢稚硎朴铩U庋?拍艽锏礁?玫慕患市Ч??/P>
关键词:非语言交际 身势语 不同文化 不同方式
Body Language on Nonverbal Communication
Abstract
“Body language”, like our verbal language, is also a part of our culture. But not all body
language means the same thing in different cultures. Different people have different ways
of making nonverbal communication. For example: different people have different ideas
about the proper distance between people conversing; the appropriateness of physical
contact varies with different cultures; one could draw up quite a list of “rules” about eye
contact: to look or not to look; when to look and how long to look; who and who not to
look at; smiles and laughte r usually convey friendliness, approval, satisfaction, pleasure, joy and merriment, and,
this is generally true in China as well as the English-speaking countries, however, there are situations when some Chinese will laugh that
will cause negative reactions by westerners; gestures can be particularly troublesome,
for a slight difference in making the gesture itself can mean something quite different
from that intended, and, a wrong interpretation of a gesture can arouse quite
unexpected reactions and so on. So in order to communicate effectively in a foreign
language, one should&nb sp;know also the gestures, body movements, mannerisms and etc. that accompany a
;particular language. Some authorities feel that the two are dependent on each other.
This is certainly true in most situations. But it is also true that in certain situations body
action contradicts what is being said, just as the spoken words may mean something
quite different from what body language communicates. When this occurs, one must try
to get further information, or guess the meaning from the context of the situation. In a
sense, all body language should be interpreted ;within a given context; to ignore the
overall situation could be misleading. A comparative study of Chinese and American body
language shows a number of similarities and diversities of body language. It shows the
importance of knowing the specific gestures that go with a language. Observation shows
that a truly bilingual person switches his body language at the same time he switches
languages. This makes communication easier and better.
Key words:nonverbal communication body language different culture different ways
Contents
1. Introduction…… 1
2. The necessity and importance of learning body language on nonverbal
communication…… 2
3. The concrete types and application of the body language…… 3
3.1 Types of body language…… 3
3.1.1 Distance between people conversing …… 3
3.1.2 Physical contact…… 3
3.1.3 Eye contact…… 4
3.1.4 Smiles and laughter…… 6
3.1.5 Gestures …… 6
3.2 Application of the body language…… 6
3.2.1 Greetings …… 6
3.2.2 Signs of affection …… 8
3.2.3 Physical contact in life …… 8
3.3 A comparative study of Chinese and American body language…… 9
4. Conclusion …… 12
篇3：关于身势语在英语教学中的重要性
本科毕业论文（设计）目录Abstract in English………………………………………………..2Key words in English……………………………………………..2Abstract in Chinese………………………………………………..2Key words in Chinese……………………………………………..2I. Introduction………………………………………………..3 II. Body language in several fields……………………………41. Facial expression…………………………………..42. The second word-gestures in class……………….43. Eye contact…………………………………………44. Body distance………………………………………5 III. How to use body language……………………………………..5 Iv. Conclusion………………………………………………………7 1.Body language can attract students’ attention2.Body language can deepen students’ impression and imagination 3. Teach in English , corresponding bodyBibliography…………………………………………………………8 全文共8页 3052 字
The Importance of Body Language in English Teacher
Abstract: Body language is an important media through which people communicate
with each other. It refers to the patterns of facial expressions and gestures that
people use to express their feelings in communication. The specialist on body
language research, Fen. Lafle. Angles, once said: “Once it was lost, a baby could not have grown into a normal person”. It's also true to the juveniles. In school educati-on, body language plays a positive role in cultivating the students' characters. For teachers are usually respected, and factually, what or how the teachers say and do willbe possibly imitated by the students (sometimes subconsciously). In a word, teachers' graceful body language helps to improve the students' artisti-cappreciation and moral character. If the students develop a wonderful body language, which will possibly lead-s them to form an optimistic and active feelings, they will surely have a more smooth interpersonal relation.
Key words: body language, important, vivid, the result of teaching.
摘要: 如口语一样，身势语也是一种重要的交流方式和文化。芬安格斯 说“肢体语言一旦缺失，那样人就不会成为正常人。”在学校教育中，身势语对于学生促进学生的性格培养起积极作用。老师的身势语会对学生的性格形成有极大的影响。老师准确的身势会使学生形成积极向上乐观的性格。老师正确有益的身势语的影响不仅会表现在为学生树立良好的榜样，而且还会创造一个和谐美好的氛围。事实上，老师和蔼亲切的态度表情会极大的激发学生学习的热情。进一步说，那些枯燥乏味的理论知识需要生动鲜明和准确积极的身势语使得他们更具体形象。结果，学生的学习兴趣会被极大的激发和鼓舞，教学效果也会有显著得提高。
关键词： 身势语，重要的， 形象生动， 教学效果。
I. Introduction
As everyone knows, the classroom teaching is one of the most important ways
that the students learn English. As far as the English teaching in the middle
schools is concerned, teachers have to arouse the students' interest so that they
may learn better. There are many ways to arouse the students' interest and help
them to learn better, body language used in English teaching is one of them.
For a long time, people who are addicted to language study only emphasize spoken language and written language. while non spoken language(body language) is often ignored. A research programme makes it clear that: most messages in emotion and attitude is transported by non spoken language (body language).It’s clear that body language is playing a very important in English teaching and actual communication.
Body language can express people’s feelings by gesture,facial expression,eye contact, body action, decent look and so on. Not only can body language take place of spoken language, but also it can widen the range of communication, express or conceal feelings, enrich languages, make expressions more active and vivid, provide much information and deepen the content exc.
The function of body language can be seen in the following sides:
1. Teaching in class. It is valid for teachers and students exchange their feelings. At the same time, It’s good for students to remember and grasp what they have learned.
2. Feed back the message of teaching and study.
3. Control the behavior of class students.
The affection of teachers' body language on the students is reflected not only by
establishing a good example, but also shortening the teacher-student estrangement by which a more harmonious studying atmosphere is created. As a matter of fact, teacher-s' friendly appearance can greatly encourage the students' studying enthusiasm. Furthermore, the characteristics of theoretic and abstraction of knowledge also requires the
vivid, dramatic and an accessible gestures to make it specific and figurati-ve. As a
result, the students' interest is motivated and the effect of teaching is greatly improved
II. Body Language In Several Fields
Well, in which fields can we take advantage of body language to make great progress of English teaching? Now I will make introductions from several sides.
1. Facial expression
Facial expression is a kind of “world language” in human beings history. One’s happiness, worriness, thinking, sorrow, surprise and shock all can be reflected through facial expressions. If we teachers can make good use of facial expressions according to actual situations, it’s likely to improve the atmosphere of class effectively and increase the standard of teaching effects. Always keeping smiling can encourage and praise our students .However, Cut-and-dry facial expression will make students feel confused. Smiling is really very important in teaching. To many students, English study, which demands that teachers should encourage students to be active, confident, and affirmative is very difficult, dry and hard to learn. So smiling is the very way to improve the problem. It’s very important for our English teachers to bring smiles into class at times and carry them out completely.
2. The second language – gesture in class
Our teachers can send our thoughts and express our feelings correctly by using exact and adaptive gestures. What’s more, a teacher will strengthen the persuasion and affection. In a word, The changing of gesture is the quickest and most and the meanings of it are abundant. At the same time, it’s very important to use gesture compendiously, properly, naturally and diversiformly.
3. Eye contact
Eyes are the mirror of our hearts. Judging from the messages in eyes, we can achieve his confusion in mind, like and dislikes, agreement and disagreement of his attitude.
Eyes can speak, send information and effectively express the exquisite feelings. What’s more, teachers can see if our students listen to lessons carefully and the results of teaching in students’ eyes. Teachers can use eye contact to encourage students and control students’ behaviors in order to accomplish teaching aims.
4. Body distance
Body distance among people is also meaningful, which is a kind of silent language. If we teachers stand in different places in class, it will have different effects on students’ mind and bring in different domino affect .A research puts it: Keeping the distance of 2-3.5 metres with students, a teacher can control his students very well.
When students read after we teachers, we teachers who can get down to students and go up to students space will control his class, find and correct his students’ mistakes in pronunciation and intonation. and then, students will come to life and listen to teachers attentively. Many teachers have found it’s not so impactful to use multimedia to teach English because they often stand far away from their students.
In a word, we shouldn’t ignore the body language to teach English. Making full use of body language attentively, we can organize the class, build up the emotive communication between us and students, activate the mood of students’ to study, extrude the emphases of teaching and improve the result of teaching and so on. So we should use body language logically, measurably, exactly and attentively. It is bound to have a favorable effect on teaching to do this.
III. How To Use Body Language
When we know body language is very important, How can we use the body language? In my own opinion, I think a teacher can combine spoken English with body language together when the teacher teach English. Frankly speaking, teacher can use body language as possible as you can.
teachers can use their facial expression reasonably in class. smiling shows teacher’s friendly attitude to their students. How can teachers bring their smiling to the students .I suggest that a teacher should tell his students some humorous stories which he have read. What is more, a teacher can encourage his students to act out some funny, lovely and interesting short plays or to tell other some interesting tales and so on. Being a teacher, he should get into the habit of humorous and optimistic life view. “Education is very important. But it is not necessary for a teacher to always keep numb and dry.”
Sometimes, teachrs’ students behavior are not so good as you have expected in their class. they can keep still and stare at him or her, which shows their anger or attention to him or her. Then his students must realize what is his care. As a result, techer can go on with his lesson without stopping class for a long time. Sometimes, the students who are shy dare not answer your questions loudly. At that time, teacher can show your smiling to encourage them efficiently. In the end, he will finish his class smoothly.
In some class, a teacher can inspire his students to do some interesting tries. For example, when we study something about water, teacher can make his students do some tries like this: first, fill in a glass with some water. Second, cover the glass with a piece of thick paper, and put one of his hands on the piece of paper. Third, put the upside down. At last, move his hand away slowly. Now , the teacher can ask them some questions about water in time because all of them must pay all of their attention to the try. I believe at that time all students must be very interested in the try and they are very excited about it. They will try best to finish their task to answer the questions, listen to their teacher carefully and think about it attentively.
To make the class more effective , vivid and impressive, a teacher should do his best to make them interested in his class. What he have worn and his look will affect his teaching result. Adding some body action will make what he want to teach vivid. For example, when he teaches the word “hop”he can let one of his students do the action. I believe that they will remember the word very well. If the teacher want to tell the differences between some expressions such as “bring” and “take”, “empty” and “full”, “smile” “laugh” “laugh at” and so on, he can make his students do all these actions to express them clearly and impressively. From these actions, the teacher can enrich his class a lot. Especially in some primary schools, he can use body language a lot. For example, he can show “ one” to “ten” by gestures and teach some expressions such as “ come” “go” “sit down” “stand up” “cry” “sleep” “run” “drink” and so on by body language.
In some cases, a teacher’ students need him to inspire and encourage them constantly. When they finish their tasks, they are expecting to be judged. teacher can show his forgiveness to them when they have made some mistakes and put his thumb to express “good” “great” or “excellent” when they carry out the tasks correctly. As a result, the students will be greatly encouraged by you. They will try their best to study English well.
Being a teacher, he will love his students whom he is teaching. A pat on his or her head or a smile can show a teacher’s love and encouragement. After class, the teacher can also use body language to set an example to your students. “ Examples are better than any instructions,” many people said. When a teacher meet someone that he knows, he can use some gestures to say “hi” or “ hello” to them. That a teacher picks up a piece of waste paper and then put it into a dustbin will set a very good example to his students and contribute a great deal to help his students to get into a very good habit and form a attentive life view.
Amson said: “ A man’s eyes will express as much as his tongue. You will get everything from eyes from eyes. Being a teacher, he can often get a lot from his students’ eyes. If a student feels doubt about he has learnt, the teacher will know from his or her puzzled eyes. When a student does not look at the teacher but other places, the teacher will know that he or she does not listen to the teacher lesson carefully. Therefore, when a teacher gives his students a lesson, you should often look around the classroom to make sure that your students are listening to your class very carefully and make them know that the teacher is talking to them.
IV. Conclusion
Learning English needs practice. The 45 minutes in class is very precious andsh-
ould be cherished, during which the students should practice as much as possible. To
exert the limited time, teachers are required to adopt some effective methods. The use of body language can not only attract the students' attention, but also deepen their
impression and imagination. The use of body language is completely up to the standar-d ofaudio-visual teaching principle, so teachers should try to teach in English from
the beginning to the end,together with the correspondingbody language.In the end,the
students' ability of English will be certainly and greatly improved.
Bibliography
Gu Xueliang The Basic Technical Training in English Teaching, Hangzhou
University Press.
He Guangkeng() The Basis of English Teaching and Learning Methods, Ji Nan
University Press.
Hu Chundiao(1990) The English Teaching and Learning Methods, Higher Education,
Hua Wen Press, Shen Minxian(1999) The Use of the Body Language in Elementary
School, Shanghai Education Vol. 12,
Liu Yongfa, Liu Xuan'en() The Practical Body Language,
Wu Zongjie(1998 )Readings for Applied Linguistics and Language Teaching,Zhejiang Teachers' University,
题 目： 身势语在英语教学中的重要性
作 者： 杨雪琪
学 校： 巴彦淖尔市杭后奋斗中学
指导老师：武海燕
Writing the research paper
内蒙古师范大学外国语学院
级一班
杨雪琪
篇4：论英语教学中的跨文化交际
论英语教学中的跨文化交际
英语教学的.根本目的就是为了实现跨文化交际,就是为了与不同文化背景的人进行交流.我们需要正确认识跨文化交际在外语教学中的重要地位,提高对跨文化交际的认识和了解,使语言研究和跨文化研究有机地结合起来,用以指导外语教学和实践.
作 者：任丹 作者单位：绵阳职业技术学院,四川,绵阳,621000 刊 名：科技信息（科学・教研） 英文刊名：SCIENCE & TECHNOLOGY INFORMATION 年，卷(期)： “”(14) 分类号：H3 关键词：跨文化交际 交流 认识 差异篇5：身势语之文化差异及交际功能研究
身势语之文化差异及交际功能研究
身势语是非言语符号中内容最丰富,作用最重要的一种.本文简要介绍了身势语的一般特点,并分别阐述了其中的.目光语、体距语、体触语及姿势所反映出的英汉文化差异,及身势语的社会交际功能.
作 者：吴耀武 作者单位：西安外国语大学,陕西,西安,710061 刊 名：榆林学院学报 英文刊名：JOURNAL OF YULIN COLLEGE 年，卷(期)：2008 18(5) 分类号：H136.4 关键词：身势语 文化差异 交际功能篇6：身势语与非语言交际刍议
身势语与非语言交际刍议
日常生活中的交际方式有两种:语言交际和非语言交际.本文从文化角度对身势语在不同的文化背景中的含义作了介绍,探讨了东西方人在空间砸离、目光注视、身体接触、姿态动作与面部表情等方面的文化差异.
作 者：刘晶 作者单位：牡丹江师范学院,黑龙江,牡丹江,157012 刊 名：牡丹江师范学院学报（哲学社会科学版） 英文刊名：JOURNAL OF MUDANJIANG TEACHERS COLLEGE(PHILOSOPHY SOCIAL SCIENCES EDITION) 年，卷(期)： “”(1) 分类号：H319 关键词：非语言交际 身势语 文化篇7：比较中西方身势语在沟通中的应用
比较中西方身势语在沟通中的应用
Ⅰ. Introduction
When people speak of the communicarion, first they will think of the language, which is the verbal behavior. The verbal behavior is a process relying on the language instrument, including text (written languages) and verbal (oral language ) to carry through communion delivering idea and transferring information. Language is an important tool of human communication, but it is not the only tool of communication. In fact, in addition to language, there is a more abundant content of the means of communication that is non-verbal. The non-verbal communication is the language of all the acts of communication, it is very frequent in the frequency of daily life. A smile, a look, and a gesture belong to be non-verbal bahavior (huang, :16). It is difficult to fancy and cannot be processed that the communication between the people just depend on words without any accompanying gestures or postures. That, at least, is not a sufficient communication. It is impossibility not to have the verbal behavior in human’s communication, but the non-verbal communication goes with the verbal communication. Both of them formed the complete process of communication and also have their own features and functions. Non-verbal communication can represent people’s psychological activities richly and accurately.
As the main component of non-verbal communication, bodt language has its own trait, effect, and function. It must comply with the “principles of cooperation” just as verbal communication (Yang, 1994: 16).
Ⅱ.The Definition and Importance of Body Language
2.1Definition of Body Language
Body language is not a language in the strict sense of the word “language”. “Body language” is expressing how one feels by one’s sitting, standing, moving, etc, rather by words (Oxford Advanced Learners English-Chinese Dictionary, ).
2.2The Importance of Body Language
An investigation into the functions of the factors of verbal and nonverbal communications shows: 35% information is transferred by language; the other 65% are by nonverbal patterns (Samovaretal, 1981). Other study indicates: only 7% emotions in people’s communication are passed by language. The other 93% are by nonverbal patterns. American scholars Deleig • Bronan (1991) pointed out that “Human’s communication consists of writing, oral and body three parts. Because of culture prejudices, a great majority of educated people often think that written language is most important; the oral language is the second. The body language is ranked last. However, whether from the continuously evolution of whole humanity or from a personal point of view, the study indicate that thee important position among the three are part opposition. This shows the necessity and importance of body language.
Human society’s long historical evolution confirmed that labor played a decisive role in the course of human’s evolution. At beginning, human ancestors rely on all sorts of gestures and postures for mutual coordination and communicate. So body language is actually the most primitive instrument of communication. The phonic language is gradually developed with the continuous deepening of communication. Human gradually learned verbal communication after a far-flung nonverbal communication. This shows that the non-verbal communication came into being earlier than verbal communication, it is the origin and base of verbal communication, body language is the earliest communication tool of human.
篇8：论在英语教学中培养跨文化交际能力论文
论在英语教学中培养跨文化交际能力论文
论文关键词：文化差异；跨文化交际能力
论文摘要：本文通过对培养跨文化交际能力必要性的论述，分析了影响跨文化交际能力的因素，提出了在英语教学过程中培养跨文化交际能力的一些措施。
任何一个国家或民族都有自己的文化及独特的文化传统，其中包括人生价值观、风俗习惯、社会礼仪等，这一切就构成了各民族之间的文化差异。英语教学的目的，不仅要使学生掌握英语知识和语言技能，而且还要使他们了解英语所依附和产生的英语文化。目前，中国对各类具有跨文化交际能力人才的迫切需求使得跨文化交际能力的培养不可避免地成了当前外语界的主要任务。怎样在英语教学中培养学生跨文化交际能力呢?
一、跨文化交际能力的含义
跨文化交际(crossculturecommunication)指本族语言者与非本族语言者之间的交际，也指任何在语言和文化背景方面有差异的人们之间的交际。跨文化交际涉及到不同的`文化背景、宗教信仰、社会环境以及由此所形成的不同的语言习惯、社会文化、风土人情。
二、文化差异对跨文化交际的影响
不同文化背景的人在交际过程中遵守着不同的交际原则，这些交际原则是人们在日常生活中逐渐形成的，它们蕴含着文化意义。在跨文化交际中，人们遵循什么样的交际原则上，常常会受到他们所依附的文化背景的干扰。
1.价值观念的差异：每个社会都有其自身的价值体系，它影响着生活在该社会的人们的思维模式及交际原则。比如说中国人提倡集体主义，相反，西方人更强调个人主义。例如英语某些单词既有褒义色彩，又有贬义色彩，由于中西两种价值观的不同就有了不同的看法。如ambitious一词，我们常取其贬意，表示野心勃勃，而美国人多取其褒义，表示有雄心壮志。
2.礼仪习俗的差异：社会习俗是人们在长期的历史发展过程中沿袭下来的一种生活方式，习俗文化一般包括称呼、问候、道谢、打电话、告别等。例如，中国人常用“吃饭了吗？”作为吃饭前后打招呼的常用语，如按字面译成“Haveyoueaten？”外国人听起来就觉得很奇怪，有时会误以为你要请他吃饭。
中国学生学英语没有学习母语的那种环境，这就要求教师在教语言的同时一定要培养他们的跨文化意识、提高他们的交际能力。
三、培养跨文化交际能力的必要性
由于世界上每一种文化都具有其他文化所没有的特质，任何一种文化都不能替代另一种文化本身的功能。全球化带来的跨文化交际遇到文化障碍是必然的。胡文仲教授认为：只注意语言的形式,而不注意语言的内涵是学不好外语的。因此，要获得跨文化交际的最佳效果，我们不仅要掌握语言本身的规律，而且还需要了解语言所承载的文化内涵。
四、在教学中培养跨文化交际能力
1.教师应不断提高自身的跨文化交际意识和文化素养。英语教师的素质直接影响到学生跨文化交际能力培养的效果。许多英语教师对传授语言知识，讲解语法结构驾轻就熟。但涉及到跨文化交际能力时,就会感到自身的文化知识不够丰富，语用能力不强，因而对英语语言文化教学有畏难情绪。因此，在可能的情况下，英语教师应到国外进修学习，亲临所学语言的民族文化氛围，耳濡目染，亲身感受英美国家的语言与文化差异。
2.作好文化背景知识的介绍。在英语课堂上，教师应适当穿插有关英语国家的文化背景知识，诸如这些国家的历史、地理、宗教信仰、风俗习惯、生活方式及风土人情等等。要让学生明白,在交际中，不能死死抱住本民族的思维方式和文化习惯。因为,即使使用的语法词汇都正确,也会导致交际的失败。
3.充分利用现代多媒体技术网络，发挥第二课堂的作用。课堂时间是有限的，仅靠课堂教学远远不能满足学生学习和掌握外语的需要。适当、合理、有序的课外活动是课堂教学的补充和延伸，是帮助学生提高英语交际能力的辅助手段。在教学中，教师应充分利用多媒体设备，给学生创造一个真实的语言环境。如播放一些专门介绍社会情况的记录片等，让学生直接感受英语国家的文化、习俗。
培养当代大学生的跨文化交际能力对于提高外语人才的素质以及综合能力具有重要意义，而提高跨文化交际能力是一项艰巨而又复杂的任务，需要我们广大外语工作者认真探索，努力尝试。
参考文献：
[1].LinellDavisDoingCultureCrossCulturalCommunicationinAction[M].BeijingForeignLanguageTeachingandResearchPress,2001.16-18.
[2].胡文仲.英语教学中为什么要涉及文化[J].外国语，1986，4：10-11.
[3].胡湘辉.英语教学如何培养学生的跨文化交际能力[J].河西学院学报，2006,7：8-9.
论身势语在跨文化交际中的运用（集锦8篇）
