As a result of globalization, the teaching of intercultural communication knowledge seems increasingly important in the modern society. In this paper, a dialectical approach is employed to the education of intercultur...As a result of globalization, the teaching of intercultural communication knowledge seems increasingly important in the modern society. In this paper, a dialectical approach is employed to the education of intercultural knowledge of nonverbal communication, in which two most important aspects of the nonverbal language are focused on: kinemics and proxemics. I will start with a brief literature review of nonverbal communication and the approaches to the study of intercultural communication, and then discuss the theoretical considerations underpinning the fields concerned. Following these, I will illustrate, in the fields of kinemics and proxemics, the importance of teaching both cultural similarities and cultural differences to our students, and exemplify with reference to some classroom activities I designed how the dialectical approach to teaching nonverbal communication can be used at the university where I study. I will make a conclusion by evaluating the dialectical approach as well as its suitability for teaching intercultural nonverbal communication strategies in the situation of Chinese universities. For classroom teaching of nonverbal kinemics and proxenics in China, it is relatively new to employ a dialectical approach.展开更多
文摘As a result of globalization, the teaching of intercultural communication knowledge seems increasingly important in the modern society. In this paper, a dialectical approach is employed to the education of intercultural knowledge of nonverbal communication, in which two most important aspects of the nonverbal language are focused on: kinemics and proxemics. I will start with a brief literature review of nonverbal communication and the approaches to the study of intercultural communication, and then discuss the theoretical considerations underpinning the fields concerned. Following these, I will illustrate, in the fields of kinemics and proxemics, the importance of teaching both cultural similarities and cultural differences to our students, and exemplify with reference to some classroom activities I designed how the dialectical approach to teaching nonverbal communication can be used at the university where I study. I will make a conclusion by evaluating the dialectical approach as well as its suitability for teaching intercultural nonverbal communication strategies in the situation of Chinese universities. For classroom teaching of nonverbal kinemics and proxenics in China, it is relatively new to employ a dialectical approach.
