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英文導(dǎo)游員講解中“察言觀(guān)色”的妙用
英文導(dǎo)游員講解中“察言觀(guān)色”的妙用 摘要:來(lái)自不同國(guó)家的外國(guó)游客在旅游活動(dòng)中的需求與心理變化是多樣而復(fù)雜的,這就需要英文導(dǎo)游員要巧妙運(yùn)用“察言觀(guān)色”來(lái)發(fā)現(xiàn)外國(guó)游客的多種需求。就此,文章從“察言觀(guān)色”的角度出發(fā),為英文導(dǎo)游員的講解工作提供一些有意義的建議。
關(guān)鍵詞:察言觀(guān)色”;英文導(dǎo)游;外國(guó)游客
Abstract: From the different country's foreign tourist's in tourism activity demand and the psychological change is diverse and complex, this needs English guide to utilize ingeniously “watches a person's every mood” discovers foreign tourist's many kinds of demands. In light of this, the article from “watches a person's every mood” angle embarking, provides some meaningful suggestions for English guide's explanation work. key word: Watches a person's every mood”; English tour guide; Foreign tourist
前 言
心理學(xué)研究證明,由于個(gè)體的差異,每個(gè)人的思想和感情的流露,多包含在一種與眾不同的習(xí)慣性動(dòng)作和神態(tài)當(dāng)中。因此,在交談過(guò)程中,善于從這兩個(gè)方面洞察對(duì)方的人,即懂得察言觀(guān)色的人,通常能較好地掌握談話(huà)的主動(dòng)權(quán)。
英文導(dǎo)游員的講解工作亦然。在進(jìn)行導(dǎo)游講解以及同外國(guó)游客談話(huà)溝通的旅游過(guò)程中,同樣需要把握談話(huà)的主動(dòng)權(quán)。導(dǎo)游員要努力培養(yǎng)自身敏銳的觀(guān)察力,學(xué)會(huì)“察言觀(guān)色”,這也是表現(xiàn)英文導(dǎo)游員講解藝術(shù)水平的重要心理基礎(chǔ)。只有因人而異,因人施導(dǎo)的導(dǎo)游,才能收到事半功倍的效果。
一、觀(guān)“表”
觀(guān)“表”有兩層含義:一是對(duì)外國(guó)游客面部表情的細(xì)致觀(guān)察,包括游客的眼睛、眉毛、嘴巴、鼻子、耳朵及面部肌肉運(yùn)動(dòng),由此探得游客的內(nèi)心情感與心理活動(dòng)。美國(guó)心理學(xué)家艾伯特·梅拉比安首先通過(guò)一系列研究得出了結(jié)論:信息的總效果=7%言詞+38%語(yǔ)調(diào)+55%面部表情�？梢�(jiàn),面部表情在導(dǎo)游講解中有著十分重要的地位和作用。比如,游客雙眉倒豎、兩目圓睜的表情,表示其可能正在憤怒,導(dǎo)游員就不應(yīng)火上澆油;而游客微蹙眉頭、輕咬嘴唇的表情,則表示其可能正在思考,導(dǎo)游員這時(shí)就不要去打擾。二是觀(guān)察外國(guó)游客的裝扮,包括著裝、佩戴的首飾等。人的裝扮有著豐富的信息傳播功能,以西方女性佩戴的飾品——戒指為例。一般,戒指戴在中指上,表示已經(jīng)有結(jié)婚的對(duì)象;戴在無(wú)名指上,表示已經(jīng)結(jié)婚;戴在小指上,表示獨(dú)身。這樣,導(dǎo)游員看到女士手上攜帶的戒指,就知道是用Ms(小姐)還是Mrs(夫人)來(lái)稱(chēng)呼該位女士了。
事實(shí)上,英文導(dǎo)游員通過(guò)觀(guān)察外國(guó)游客的裝扮不僅可以了解其職業(yè)、愛(ài)好、社會(huì)身份、性格氣質(zhì)、文化修養(yǎng)、信仰觀(guān)念、風(fēng)俗習(xí)慣等多方面內(nèi)容,還可以為其與游客之間的互動(dòng)交流找到一些合適的話(huà)題。比如,有一次,一位英文導(dǎo)游員帶領(lǐng)一個(gè)英國(guó)旅游團(tuán)游覽南京中山陵時(shí),觀(guān)察到那天幾乎所有的游客都換掉了前兩天穿的休閑服,而是穿上了比較正式的服裝。尤其是幾位年齡比較大的老年游客,甚至穿上了深色西服并打上了領(lǐng)帶。導(dǎo)游員看在了眼里,記在了心上。當(dāng)團(tuán)隊(duì)一行人開(kāi)始向中山陵行進(jìn)時(shí),這位英文導(dǎo)游員開(kāi)始對(duì)孫中山先生的生平事跡進(jìn)行介紹了,其中他還特意提到:“All Chinese people respect to him and as a matter of fact, lots of foreigners come here to pay homage to his mausoleum. Look at you, you are wearing suits and I know you how much you appreciate him and respect him. As a Chinese, I just want to say: Thanks a lot!(Speaking with a bow) (譯文:中國(guó)人都非常尊重孫先生,而且事實(shí)上,很多外國(guó)人也來(lái)到中山陵在拜謁這位偉大的領(lǐng)袖�？纯茨銈�,你們都穿著西服和套裝,我知道你們真的是非常欣賞并尊重孫先生的。作為中國(guó)人,我非常感謝你們!(鞠躬))”。這樣一來(lái),不僅增強(qiáng)了外國(guó)游客們對(duì)孫中山先生的尊敬之情和對(duì)中山陵的敬仰之心,同時(shí)也拉近了導(dǎo)游與游客的距離,讓團(tuán)隊(duì)的氣氛變得更加融洽與和諧。
二、探“行”
探“行”指的是觀(guān)察游客的行為也即身體語(yǔ)言,由此發(fā)現(xiàn)游客的心理需求和變化。游客的舉止是一種無(wú)聲的語(yǔ)言。有些身體語(yǔ)言的意圖很明確,比如游客在用餐時(shí)撥弄自己的牙齒,表明他可能需要一根牙簽;如果游客坐在旅游車(chē)的窗邊時(shí),用手遮在眼睛上,表明他可能需要拉上窗簾等等。
但是,具體到不同國(guó)家的游客,其動(dòng)作所表示的含義也有可能大相徑庭。導(dǎo)游員如果不熟悉,就有可能對(duì)游客的一些動(dòng)作產(chǎn)生疑惑或不理解甚至誤解。比如,在講英語(yǔ)的國(guó)家中,通常若有人兩臂交叉放于胸前,就表示他旁觀(guān)或不準(zhǔn)備介入;食指對(duì)著別人搖動(dòng),表示不贊同或警告;兩個(gè)拇指相互旋轉(zhuǎn),表示話(huà)題無(wú)聊或感覺(jué)無(wú)趣;大拇指向下指,表示反對(duì)或不接受;女子掌心放于胸前,表示真誠(chéng);他們?cè)诒磉_(dá)“不知道”、“無(wú)可奈何”、“沒(méi)有辦法解決”時(shí),習(xí)慣用兩手的手心向上配以聳肩的動(dòng)作。又如,印度、泰國(guó)的游客對(duì)左右手的使用界限劃分十分明確,用左手遞送物品給他人是無(wú)禮和不尊重對(duì)方的意思。因此,只有用右手承遞物品才是禮貌、尊重對(duì)方的文明舉止。
it makes me much stronger; I like playing chess, for, it makes me more clever; and I like reading books, for, 'reading makes one perfect'". During the introduction, the teacher should use the new vocabularies and sentence structures together with a vivid expression and mating gestures as possibly as he can. He smiles when he says hello to the class; he shakes hands with some students saying "Nice to meet you"; he writes name down on the blackboard; he imitates the action of dribbling and shooting at the basketball, playing chess and turning pages to explain his hobby. After his introduction, the teacher can create a circumstance for the students to practice: "Mary and Jack are new classmates. They are walking together in the street, and they meet one of Jack's old friends, Yangpei. Then Yangpei and Mary are introduced to each other by Jack." After the students' practice the dialogue is introduced naturally from it. Usually, the application of body language in different situations will result in an attracting and successful lesson.
3. Body language helps to improve reading
The purpose of Senior English teaching is to train the students' preliminary ability of using spoken and written English. In the senior school, we lay emphasis one the reading ability that serves the students' further study. Here we mainly mention the helpfulness for reading aloud(朗讀). Reading aloud helps the students to get a correct pronunciation and intonation and to develop the combination of vocabularies' pronunciation, spelling and meaning. Furthermore it also helps the students to find out the article's internal feelings and appreciate the beauty of the language. A linguist ever said: "A poem is not a poem until it is read." Reading aloud is basic in the middle school, and the teachers should make full use of body language to develop the students' ability of reading aloud.
When reading the sentences, attention should be paid to where to speak softly, emphasize, and raise or lower our tone. To make it clear, we can imitate the strong or soft pats that are used in music teaching, which means to use the arcs to represent different tones. Generally speaking, we use falling tones in declarative and special interrogative sentence, first rising tones and then falling tones in the choosing interrogative sentence. The students in the middle school are not often accustomed to and always confuse them, however, with the help of body language, they can solve the problem much more easily. For example, they use gestures. As they read the choosing interrogative sentence, they raise their hands in rising tones and lower in falling tones. After training for some times, as soon as they read the sentences, they will remind themselves of the gestures. As a result, there will be no problems in rightly reading the sentences at all.
In a word, the vivid gesture together with the fluent English can create a good circumstance of learning, which will surely play an active part in improving the students' reading ability.
4. Body language helps to improve writing.
Writing is one of the four basic skills of learning language, and it is so important a skill that we can even say without it, people can't communicate with others. Not only should the students get some English knowledge and vocabularies, but also the ability to communicate in spoken and written English as what is mentioned in the teaching programs. To some extent, writing is much more important than speaking, for it can spread without the limitation of space and time. Since the students learn English as a media for communication, they should have the ability of writing.
To get rid of the students' feelings of being dull and tiring, an English teacher has to use every possible method. This is the same to the writing. Teachers use different method in order to improve the students' ability of writing, among which, the application of body language can deepen the object impression, such is magnificent in developing the students' writing ability.
The linguist Franklin ever said, "Tell me, I'll forget; teach me, I'll remember; involve me and I'll learn." If we asked the students to write an unfamiliar composition, they would probably be unable to and feel discouraged. However, the students can write excellent articles if they have the experience. In and out of class, we should ask the students to participate some English-related activities, and then ask them to write it down. Take "The First Snow in Winter" for example, having enjoyed themselves in the beautiful snowing and been given some hints, the students can write much better a composition. For contrast to their complete imagination, the students are deeply impressed by the body movement of the teachers and themselves, which surely leads to a better article.
IV. Conclusion
Learning English needs practice. The 45 minutes in class is very precious and should 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 standard of audio-visual teaching principle, so teachers should try to teach in English from the beginning to the end, together with the corresponding body language. In the end, the students' ability of English will be certainly and greatly improved.
Bibliography:
1. He Guangkeng, The Basis of English Teaching and Learning Methods, Ji Nan University Press, 1999
2. Shen Minxian, The Use of the Body Language in Elementary School, Shanghai Education Vol. 12, 1999
3. Gu Xueliang, The Basic Technical Training in English Teaching, Hangzhou University Press, 1998.
4. Hu Chundiao, The English Teaching and Learning Methods, Higher Education Press, 1990
5. Liu Yongfa, Liu Xuan'en, The Practical Body Language, Hua Wen Press, 1997
6. Wu Zongjie, Readings for Applied Linguistics and Language Teaching, Zhejiang Teachers' University, 1998
三、察“言”
察“言”指的是通過(guò)認(rèn)真聆聽(tīng)和仔細(xì)揣摩游客的言談,來(lái)探尋游客內(nèi)心的真實(shí)想法與意愿,并進(jìn)行靈活應(yīng)對(duì)。
比如,在團(tuán)隊(duì)即將離開(kāi)某地時(shí),導(dǎo)游員規(guī)定外國(guó)游客不要再到人多眼雜的商場(chǎng)或商店購(gòu)物。這時(shí),一位外國(guó)游客向?qū)в螁T提出了要求: I’d like to go there to buy some souvenirs for my children. ”這時(shí),英文導(dǎo)游員就不能以一句簡(jiǎn)單的“Sorry, you can’t ”完事,而是要向客人耐心解釋為何不讓他去購(gòu)物的原因。導(dǎo)游員可以說(shuō):“I’m sorry ,but there is only one and half hours for us to leave this city, and we have to arrive at the airport to check in ahead of time. Otherwise, we will be late.”這樣,游客就明白了原因,也就不會(huì)對(duì)導(dǎo)游員產(chǎn)生抱怨或不良抵觸情緒了。
另外,一些外國(guó)游客來(lái)華旅游因不熟悉不了解中國(guó)的國(guó)情和外交原則,在和英文導(dǎo)游員交談時(shí),也可能提出一些無(wú)理的要求。這時(shí),導(dǎo)游員要通過(guò)認(rèn)真聽(tīng)取游客言談內(nèi)容,來(lái)判斷其提出的問(wèn)題到底是因?yàn)槠鋵?duì)中國(guó)的不了解產(chǎn)生的疑問(wèn)還是故意刁難的惡意行為,并采取不同的處理方法。如果是前者,導(dǎo)游員向其進(jìn)行耐心地說(shuō)明,讓其明白道理即可。但如果是后者,導(dǎo)游員就不能放任其恣意言行,而應(yīng)擺明立場(chǎng),指出其言行的不合理性,并委婉地勸說(shuō)其盡快改正。
四、尋“根”
尋“根”指的是英文導(dǎo)游員通過(guò)“察言觀(guān)色”來(lái)尋找和發(fā)現(xiàn)來(lái)自不同國(guó)家、不同民俗、不同文化背景的外國(guó)游客所具有的生活習(xí)性與個(gè)人喜好。正所謂“知己知彼,百戰(zhàn)不殆”,導(dǎo)游員掌握了不同國(guó)家游客的不同文化與生活習(xí)性,才能應(yīng)對(duì)自如,“對(duì)癥下藥”。
比如,英文導(dǎo)游員初次接待來(lái)自美國(guó)的旅游團(tuán),最好不要用“What’s your nationality?”這樣的語(yǔ)句發(fā)問(wèn)。因?yàn)?美國(guó)是個(gè)移民國(guó)家(an immigrant country),國(guó)籍(nationality)是個(gè)相當(dāng)敏感(sensitive)的話(huà)題。當(dāng)你用了上面的問(wèn)句提問(wèn)時(shí),在美國(guó)人聽(tīng)來(lái)既像是在盤(pán)問(wèn)對(duì)方,也很不禮貌,除非你是聯(lián)邦調(diào)查局(FBI)的工作人員。因此,用“Where are you from”(你從哪里來(lái)?)或者“What’s your country of origin?”(你祖輩是哪個(gè)國(guó)家的?)更為確切和適宜。再如,英文導(dǎo)游員用英語(yǔ)贊揚(yáng)外國(guó)游客。在英語(yǔ)是母語(yǔ)的外國(guó)游客看來(lái),nice或good通常是用來(lái)贊揚(yáng)他人的,比如贊揚(yáng)他人敏銳的觀(guān)察力。但是,贊揚(yáng)自己時(shí),則一般不用nice或good,而是用更有表達(dá)力的、更為具體的詞匯,如talented等。
另外,導(dǎo)游員帶客游覽之前,應(yīng)先熟悉游客的情況,對(duì)有特殊宗教信仰或禁忌等要求的游客,要預(yù)先做好準(zhǔn)備。比如,美國(guó)人忌諱養(yǎng)黑貓,認(rèn)為只有純白色的貓才能給人帶來(lái)好運(yùn),而黑色的貓只會(huì)給人帶來(lái)壞運(yùn)氣。另外,西方國(guó)家大多數(shù)人都忌諱詢(xún)問(wèn)別人的收入和家庭等隱私,女士也忌諱別人問(wèn)及其年齡。有時(shí),由于導(dǎo)游員的疏忽或大意,其言談和行為可能會(huì)觸及游客的心理“禁忌”或“誤區(qū)”。這時(shí),導(dǎo)游員就更需要細(xì)致入微地察言觀(guān)色,千萬(wàn)不要因?yàn)橛慰涂瓷先ニ坪鹾翢o(wú)反應(yīng)或并無(wú)多大憤怒和意見(jiàn),就以為可以過(guò)眼云煙地一掃而過(guò),一晃了之。
【參考文獻(xiàn)】
[1]尹燕.英文導(dǎo)游詞的創(chuàng)作和講解[M].北京:中國(guó)旅游出版社,2007.
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