从霍夫斯泰德文化维度模式看中国当代大学生的文化价值取向
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摘要
在全球化发展趋势日益加强的今天,跨文化交际这一领域不断受到重视。作为跨文化交际研究的核心,文化价值观直接影响着交际的过程和结果。中西方由于不同的文化背景,表现出了不同的文化价值观。我们在承认中西方文化价值观差异的同时,更要考虑到文化价值观的动态性特征,要看到中西方在文化价值观上的发展变化趋势。当代大学生代表着最前沿、最先进的思想,他们的文化价值取向可以代表价值观的发展趋势。本文主要依据荷兰社会心理学家吉尔特·霍夫斯泰德的文化维度模式来分析中国当代大学生的文化价值取向。
本文分为七部分：引言；第一章,文献回顾；第二章,理论基础；第三章,问卷设计；第四章,数据分析；第五章,研究发现和启示；结论。
引言部分指出价值取向在跨文化交际研究中的重要性,以及研究中国当代大学生文化价值取向的意义。第一章开篇首先对文化价值取向的基本概念进行了界定与阐述,然后对学者们就这方面的理论研究进行了概括性的描述。第二章详细地介绍了霍夫斯泰德的五个文化维度模式及其在行为上的表现并探讨了霍夫斯泰德文化维度模式的应用。第三章依次介绍了问卷调查的研究问题、研究目的、研究对象、研究方法及研究步骤。作者收集400份问卷,共计10400项数据,运用SPSS软件进行数据分析。第四章分别从五个文化维度的角度对所得数据进行分析和说明。第五章详细探讨了问卷反映出的中国当代大学生文化价值取向的现状,及其对第三文化的启示。最后一部分是结论,对本文进行了总结和提炼,指出中西方文化价值观的融合为第三文化打下基础。
Increasing globalization and intercultural communication are gaining more attention every day. As the core of intercultural communication study, cultural values directly influence both the process and results of communication. With different cultural backgrounds, Chinese and Western cultural values are not the same. We admit such differences, at the same time, we should take the dynamic features of cultural values into consideration, giving emphasis on the development trend of Chinese and Western cultural values. With the newest and the most advanced thought, the cultural value orientations of contemporary college students can represent the development trend of cultural values. This thesis make an analysis on the cultural value orientations of Chinese contemporary college students in the light of five value dimensions developed by Dutch social psychologist Geert Hofstede.
This thesis falls into seven parts:Introduction; Chapter One Literature Review; Chapter Two Theoretical Background; Chapter Three Research Design; Chapter Four Data Analysis; Chapter Five Findings and Implications; and Conclusion.
Introduction points out the significance of the study and the meaning in the study of the cultural value orientations of contemporary Chinese college students. Chapter One begins with a general explanation of the definition of cultural value orientation. This is followed by review of previous studies on the theory. Then, Chapter Two makes a detailed introduction to Hofstede's five value dimensions. The following section talks about the applications of the value dimensions. Chapter Three introduces the research questions, purpose, subjects, method and procedure respectively. Altogether,400 participants have taken the survey and 10,400 survey items have been collected for data analysis. Chapter Four analyzes the data according to the perspective of five value dimensions. Chapter Five investigates the cultural value orientation of Chinese contemporary college students and concludes the implication for the third culture. Based on the four chapters, the last part arrives at the conclusion that the integration between Chinese and Western cultural values lays foundation for the third culture.
本文分为七部分：引言；第一章,文献回顾；第二章,理论基础；第三章,问卷设计；第四章,数据分析；第五章,研究发现和启示；结论。
引言部分指出价值取向在跨文化交际研究中的重要性,以及研究中国当代大学生文化价值取向的意义。第一章开篇首先对文化价值取向的基本概念进行了界定与阐述,然后对学者们就这方面的理论研究进行了概括性的描述。第二章详细地介绍了霍夫斯泰德的五个文化维度模式及其在行为上的表现并探讨了霍夫斯泰德文化维度模式的应用。第三章依次介绍了问卷调查的研究问题、研究目的、研究对象、研究方法及研究步骤。作者收集400份问卷,共计10400项数据,运用SPSS软件进行数据分析。第四章分别从五个文化维度的角度对所得数据进行分析和说明。第五章详细探讨了问卷反映出的中国当代大学生文化价值取向的现状,及其对第三文化的启示。最后一部分是结论,对本文进行了总结和提炼,指出中西方文化价值观的融合为第三文化打下基础。
Increasing globalization and intercultural communication are gaining more attention every day. As the core of intercultural communication study, cultural values directly influence both the process and results of communication. With different cultural backgrounds, Chinese and Western cultural values are not the same. We admit such differences, at the same time, we should take the dynamic features of cultural values into consideration, giving emphasis on the development trend of Chinese and Western cultural values. With the newest and the most advanced thought, the cultural value orientations of contemporary college students can represent the development trend of cultural values. This thesis make an analysis on the cultural value orientations of Chinese contemporary college students in the light of five value dimensions developed by Dutch social psychologist Geert Hofstede.
This thesis falls into seven parts:Introduction; Chapter One Literature Review; Chapter Two Theoretical Background; Chapter Three Research Design; Chapter Four Data Analysis; Chapter Five Findings and Implications; and Conclusion.
Introduction points out the significance of the study and the meaning in the study of the cultural value orientations of contemporary Chinese college students. Chapter One begins with a general explanation of the definition of cultural value orientation. This is followed by review of previous studies on the theory. Then, Chapter Two makes a detailed introduction to Hofstede's five value dimensions. The following section talks about the applications of the value dimensions. Chapter Three introduces the research questions, purpose, subjects, method and procedure respectively. Altogether,400 participants have taken the survey and 10,400 survey items have been collected for data analysis. Chapter Four analyzes the data according to the perspective of five value dimensions. Chapter Five investigates the cultural value orientation of Chinese contemporary college students and concludes the implication for the third culture. Based on the four chapters, the last part arrives at the conclusion that the integration between Chinese and Western cultural values lays foundation for the third culture.
引文
[1]Casmir F L. Ethics in Intercultural and International Communication [M]. Mahwah: Lawrence Erlbaum Associates, Inc.,1997:89-119.
[2]Casmir F L. Foundations for the Study of Intercultural Communication Based on a Third-Culture Building Model[J]. International Journal of Intercultural Relations,1999, 23(1):91-116.
[3]Davis L. Doing Culture Cross-Cultural Communication in Action[M]. Beijing:Foreign Language Teaching and Research Press,2001:187-287.
[4]Fang T. A Critique of Hofstede's Fifth National Culture Dimension[J]. International Journal of Cross Cultural Management,2003,3(3):347-368.
[5]Feng Qi. The Influence of Cultural Individualism-Collectivism and Self Construals on Hong Kong People's Style of Acquiring Information in Initial Encounters[C]. Beijing:Foreign Language Teaching and Research Press,1999:523-542.
[6]Goodman N R. Intercultural Education at the University Level:Teacher-Student Interaction[C]. Wuhan:Wuhan University Press,2006:613-644.
[7]Hill M. D. Kluckhohn and Strodtbeck's Value Orientation Theory[J/OL]. Online Readings in Psychology and Culture.2002.
[8]Hofstede G. National Cultures in Four Dimensions[J]. International Studies of Management and Organization,1983,13(1-2):46-71.
[9]Hofstede G. Cultural Differences in Teaching and Learning[J]. International Journal of Intercultural Relations,1986,10(3):301-320.
[10]Hofstede G. Cultures and Organizations-Software of the Mind[M]. New York: McGraw-Hill Book Co.,2004:4-17.
[11]Hoftede G. Culture's Consequences:Comparing Values, Behaviors, Institutions and Organizations across Nations[M]. Shanghai:Shanghai Foreign Language Education Press,2008.
[12]Jia Yuxin. Interpersonal Relationship and Intercultural Communica-tion:East and West[C]. Beijing:Foreign Language Teaching and Research Press,1999:505-522.
[13]Lailawati Mohd Salleh. High/Low Context Communication:The Malaysian Malay Style[J/OL].http://melayuonline.com/eng/article/read/333/high-low-context-communic ation-the-malaysian-malay-style,2007.
[14]Lee, S. Beyond Cultural Boundary:A Empirical study of the Third Cultural Theory[J/OL]. http://www.allacademic.com/meta/p112182_index.html,2009-05-26.
[15]Lustig M W, Koester J. Intercultural Competence:Interpersonal Communication across Cultures[M]. Shanghai:Shanghai Foreign Language Education Press,2007.
[16]Metzger G. The Third Culture[J]. Theory, Culture& Society,2007,24(1):137-145.
[17]Purohit Y S, Simmers C A. Power Distance and Uncertainty Avoidance:A Cross-National Examination of Their Impact on Conflict Management Modes[J]. Journal of International Business Research,2006,5(1).
[18]Samovar L A, Porter R E, Stefani L A. Communication between Cultures[M]. Beijing: Foreign Language Teaching and Reasearch Press,2000:60-85.
[19]Schwartz S H. Individualism-Collectivism:Critique and Proposed Refinements [J]. Journal of Cross-Cultural Psychology,1990,21(2):139-157.
[20]Shalom H. Schwartz. Universals in the Content and Structure of Values:Theoretical Advances and Empirical Thesis in 20 Countries [J]. Advances in Experimental Social Psychology,1992(25):1-65.
[21]Shalom H. Schwartz, Wolfgang Bilsky. Toward a Theory of the Universal Content and Structure of Values:Extensions and Cross-Cultural Replications [J]. Journal of Personality and Social Psychology,1990,58(5):878-891.
[22]Sondergaard M. Reasearch Note:Hofstede's Consequences:A Study of Review, Citations and Replications[J]. Organization Studies,1994,15(3):447-456.
[23]Ting-Toomey S. Communicating across Culture[M]. Shanghai:Shanghai Foreign Language Education Press,2007.
[24]Tom Gallagher. The Value Orientations Method:A Tool to Help Understand Cultural Difference[J]. Journal of Extension,2001,39(6).
[25]陈东平.以中国文化为视角的霍夫斯泰德跨文化研究及其评价[J].江淮论坛,2008(1)：123-127.
[26]陈国明.跨文化交际学[M].上海：华东师范大学出版社,2009.
[27]陈静.从冲突走向融合：全球化背景下的中西方价值观[D].新疆：新疆大学,2004.
[28]迟若冰.国内跨文化价值观研究问题综述[J].学术论坛,2009(1)：280.
[29]邓海龙.全球化与跨文化交际：一项探索性研究——中国人的角度[D].南昌：江西师范大学,2005.
[30]韩丽娜,孙爱静,刘青.浅析对当代大学生价值观的影响因素[J].科学教育,2008(6)：152.
[31]贺拥军,周小李,朱湘辉.当代大学生价值观之特点述评[J].重庆科技学院学报(社会科学版),2009(8)：189-109.
[32]胡文仲.跨文化交际学概论[M].北京：外语教学与研究出版社,1999：165-175.
[33]胡文仲.超越文化的屏障[M].北京：外语教学与研究出版社,2004.
[34]胡召音,姜杰.文化全球化背景下中西价值观念的冲突与融合[J].学者论坛,2007(3)：24-25.
[35]黄伟东.锻造“第三文化”思维[J].企业研究,2003(24)：60.
[36]李恺.当代大学生价值观变迁及原因探讨[J].学理论,2009(12)：207-208.
[37]李萍.中国大学生的个人主义和集体主义价值取向——东西方文化会通的视角[D].镇江：江苏大学,2009.
[38]李侨.中美文化价值观——差异与相互理解[D].天津：天津理工大学英语系,2005.
[39]李西杰.当代大学生价值观及其影响因素分析[J].南方论刊,2008(6)：53-55.
[40]李禹.从当代中美两国文化再看Hofstede的二元个体主义／集体主义框架[D].上海：上海外国语学院,2007.
[41]蒋迪.当代大学生的价值观研究[J].吉林华侨外国语学院学报,2008(2)：60-61.
[42]刘畅.中美大学生文化价值取向比较研究[D].长沙：中南大学,2007.
[43]刘长远.全球一体化背景下文化价值观变迁研究—中国青年个人主义价值观的演变[D].上海：上海外国语大学英语系,2008.
[44]潘璠,张子刚.从中国文化看霍氏文化研究的不足[J].湖北社会科学,2003(7)：22-23.
[45]彭世勇.霍夫斯塔德文化价值理论及其研究方法[J].解放军外国语学院学报,2004,27(1)：95-99.
[46]彭世勇.Hofstede跨文化交际理论中个人主义层面质疑[J].汕头大学学报,2009,25(4)：54-58.
[47]石健.转变中的价值观——中美价值观比较[D].上海：上海外国语大学英语系,2004.
[48]施建亚,杨燕,孙妍珺.论西方文化思潮对当代大学生价值观的影响[J].盐城工学院学报(社会科学版),2009,22(3)：25-29.
[49]童政权,李公根.当代大学生价值观的现状及对策思考[J].中国集体经济教学园地,2008(3)：180-181.
[50]王莉.中美价值取向比较研究——差异性与相似性[D].郑州：郑州大学英语系,2003.
[51]王莉莉.基于霍尔理论的中美跨文化交际中语境文化差异研究[D].山东：山东师范大学,2009.
[52]王巍.全球化语境下的中西深层文化的拒斥与融合[J].学术交流,2008(12)：37-39.
[53]谢衡晓.从Hofstede的文化视角看中国文化在创新中的作用[J].科技创业月刊,2007(1)：27-29.
[54]许力生.跨文化交际[M].上海：上海外语教育出版社,2008：87-97.
[55]许士密.全球化语境与中西方文化的整合[J].中共福建省委党校学报,2001(9)：52-54.
[56]严明.跨文化交际理论研究[M].哈尔滨：黑龙江大学出版社,2009：38-55.
[57]曾永志.“第三种文化”的哲学思考[J].理论与方法,2009(11)：24-26.
[58]张明志.大学生文化价值观：变迁、冲突、调试与展望[J].探索,2004(3)：110-113.
[59]张宁.个体主义-集体主义与中美交际风格的定性定量分析[D].南京：南京师范大学,2006.
[60]张亚静.当代大学生价值观变化原因及对策研究[J].河北农业大学学报,2008,10(2)：197-198.
[61]左飚.当今大学生价值观调查及中西方文化交流断想[J].外语教学与研究(外国语文双月刊),2005,37(6)：466-471.
[2]Casmir F L. Foundations for the Study of Intercultural Communication Based on a Third-Culture Building Model[J]. International Journal of Intercultural Relations,1999, 23(1):91-116.
[3]Davis L. Doing Culture Cross-Cultural Communication in Action[M]. Beijing:Foreign Language Teaching and Research Press,2001:187-287.
[4]Fang T. A Critique of Hofstede's Fifth National Culture Dimension[J]. International Journal of Cross Cultural Management,2003,3(3):347-368.
[5]Feng Qi. The Influence of Cultural Individualism-Collectivism and Self Construals on Hong Kong People's Style of Acquiring Information in Initial Encounters[C]. Beijing:Foreign Language Teaching and Research Press,1999:523-542.
[6]Goodman N R. Intercultural Education at the University Level:Teacher-Student Interaction[C]. Wuhan:Wuhan University Press,2006:613-644.
[7]Hill M. D. Kluckhohn and Strodtbeck's Value Orientation Theory[J/OL]. Online Readings in Psychology and Culture.2002.
[8]Hofstede G. National Cultures in Four Dimensions[J]. International Studies of Management and Organization,1983,13(1-2):46-71.
[9]Hofstede G. Cultural Differences in Teaching and Learning[J]. International Journal of Intercultural Relations,1986,10(3):301-320.
[10]Hofstede G. Cultures and Organizations-Software of the Mind[M]. New York: McGraw-Hill Book Co.,2004:4-17.
[11]Hoftede G. Culture's Consequences:Comparing Values, Behaviors, Institutions and Organizations across Nations[M]. Shanghai:Shanghai Foreign Language Education Press,2008.
[12]Jia Yuxin. Interpersonal Relationship and Intercultural Communica-tion:East and West[C]. Beijing:Foreign Language Teaching and Research Press,1999:505-522.
[13]Lailawati Mohd Salleh. High/Low Context Communication:The Malaysian Malay Style[J/OL].http://melayuonline.com/eng/article/read/333/high-low-context-communic ation-the-malaysian-malay-style,2007.
[14]Lee, S. Beyond Cultural Boundary:A Empirical study of the Third Cultural Theory[J/OL]. http://www.allacademic.com/meta/p112182_index.html,2009-05-26.
[15]Lustig M W, Koester J. Intercultural Competence:Interpersonal Communication across Cultures[M]. Shanghai:Shanghai Foreign Language Education Press,2007.
[16]Metzger G. The Third Culture[J]. Theory, Culture& Society,2007,24(1):137-145.
[17]Purohit Y S, Simmers C A. Power Distance and Uncertainty Avoidance:A Cross-National Examination of Their Impact on Conflict Management Modes[J]. Journal of International Business Research,2006,5(1).
[18]Samovar L A, Porter R E, Stefani L A. Communication between Cultures[M]. Beijing: Foreign Language Teaching and Reasearch Press,2000:60-85.
[19]Schwartz S H. Individualism-Collectivism:Critique and Proposed Refinements [J]. Journal of Cross-Cultural Psychology,1990,21(2):139-157.
[20]Shalom H. Schwartz. Universals in the Content and Structure of Values:Theoretical Advances and Empirical Thesis in 20 Countries [J]. Advances in Experimental Social Psychology,1992(25):1-65.
[21]Shalom H. Schwartz, Wolfgang Bilsky. Toward a Theory of the Universal Content and Structure of Values:Extensions and Cross-Cultural Replications [J]. Journal of Personality and Social Psychology,1990,58(5):878-891.
[22]Sondergaard M. Reasearch Note:Hofstede's Consequences:A Study of Review, Citations and Replications[J]. Organization Studies,1994,15(3):447-456.
[23]Ting-Toomey S. Communicating across Culture[M]. Shanghai:Shanghai Foreign Language Education Press,2007.
[24]Tom Gallagher. The Value Orientations Method:A Tool to Help Understand Cultural Difference[J]. Journal of Extension,2001,39(6).
[25]陈东平.以中国文化为视角的霍夫斯泰德跨文化研究及其评价[J].江淮论坛,2008(1)：123-127.
[26]陈国明.跨文化交际学[M].上海：华东师范大学出版社,2009.
[27]陈静.从冲突走向融合：全球化背景下的中西方价值观[D].新疆：新疆大学,2004.
[28]迟若冰.国内跨文化价值观研究问题综述[J].学术论坛,2009(1)：280.
[29]邓海龙.全球化与跨文化交际：一项探索性研究——中国人的角度[D].南昌：江西师范大学,2005.
[30]韩丽娜,孙爱静,刘青.浅析对当代大学生价值观的影响因素[J].科学教育,2008(6)：152.
[31]贺拥军,周小李,朱湘辉.当代大学生价值观之特点述评[J].重庆科技学院学报(社会科学版),2009(8)：189-109.
[32]胡文仲.跨文化交际学概论[M].北京：外语教学与研究出版社,1999：165-175.
[33]胡文仲.超越文化的屏障[M].北京：外语教学与研究出版社,2004.
[34]胡召音,姜杰.文化全球化背景下中西价值观念的冲突与融合[J].学者论坛,2007(3)：24-25.
[35]黄伟东.锻造“第三文化”思维[J].企业研究,2003(24)：60.
[36]李恺.当代大学生价值观变迁及原因探讨[J].学理论,2009(12)：207-208.
[37]李萍.中国大学生的个人主义和集体主义价值取向——东西方文化会通的视角[D].镇江：江苏大学,2009.
[38]李侨.中美文化价值观——差异与相互理解[D].天津：天津理工大学英语系,2005.
[39]李西杰.当代大学生价值观及其影响因素分析[J].南方论刊,2008(6)：53-55.
[40]李禹.从当代中美两国文化再看Hofstede的二元个体主义／集体主义框架[D].上海：上海外国语学院,2007.
[41]蒋迪.当代大学生的价值观研究[J].吉林华侨外国语学院学报,2008(2)：60-61.
[42]刘畅.中美大学生文化价值取向比较研究[D].长沙：中南大学,2007.
[43]刘长远.全球一体化背景下文化价值观变迁研究—中国青年个人主义价值观的演变[D].上海：上海外国语大学英语系,2008.
[44]潘璠,张子刚.从中国文化看霍氏文化研究的不足[J].湖北社会科学,2003(7)：22-23.
[45]彭世勇.霍夫斯塔德文化价值理论及其研究方法[J].解放军外国语学院学报,2004,27(1)：95-99.
[46]彭世勇.Hofstede跨文化交际理论中个人主义层面质疑[J].汕头大学学报,2009,25(4)：54-58.
[47]石健.转变中的价值观——中美价值观比较[D].上海：上海外国语大学英语系,2004.
[48]施建亚,杨燕,孙妍珺.论西方文化思潮对当代大学生价值观的影响[J].盐城工学院学报(社会科学版),2009,22(3)：25-29.
[49]童政权,李公根.当代大学生价值观的现状及对策思考[J].中国集体经济教学园地,2008(3)：180-181.
[50]王莉.中美价值取向比较研究——差异性与相似性[D].郑州：郑州大学英语系,2003.
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