在英文导游员讲解中“察言观色”的妙用

摘要：来自不同国家的外国游客在活动中的需求与心理变化是多样而复杂的，这就需要导游员要巧妙运用“察言观色”来发现外国游客的多种需求。就此，文章从“察言观色”的角度出发，为英文导游员的讲解工作提供一些有意义的建议。
关键词：察言观色”；英文导游；外国游客
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　　　　
　　心研究证明，由于个体的差异，每个人的思想和感情的流露，多包含在一种与众不同的习惯性动作和神态当中。因此，在交谈过程中，善于从这两个方面洞察对方的人，即懂得察言观色的人，通常能较好地掌握谈话的主动权。
　　英文导游员的讲解工作亦然。在进行导游讲解以及同外国游客谈话沟通的旅游过程中，同样需要把握谈话的主动权。导游员要努力培养自身敏锐的观察力，学会“察言观色”，这也是表现英文导游员讲解水平的重要心理基础。只有因人而异，因人施导的导游，才能收到事半功倍的效果。
　　一、观“表”
　　观“表”有两层含义：一是对外国游客面部表情的细致观察，包括游客的眼睛、眉毛、嘴巴、鼻子、耳朵及面部肌肉运动，由此探得游客的内心情感与心理活动。美国心理学家艾伯特·梅拉比安首先通过一系列研究得出了结论：信息的总效果＝7％言词＋38％语调＋55％面部表情。可见，面部表情在导游讲解中有着十分重要的地位和作用。比如，游客双眉倒竖、两目圆睁的表情，表示其可能正在愤怒，导游员就不应火上浇油；而游客微蹙眉头、轻咬嘴唇的表情，则表示其可能正在思考，导游员这时就不要去打扰。二是观察外国游客的装扮，包括着装、佩戴的首饰等。人的装扮有着丰富的信息传播功能，以西方女性佩戴的饰品——戒指为例。一般，戒指戴在中指上，表示已经有结婚的对象；戴在无名指上，表示已经结婚；戴在小指上，表示独身。这样，导游员看到女士手上携带的戒指，就知道是用Ms（小姐）还是Mrs（夫人）来称呼该位女士了。
　　事实上，英文导游员通过观察外国游客的装扮不仅可以了解其职业、爱好、社会身份、性格气质、文化修养、信仰观念、风俗习惯等多方面内容，还可以为其与游客之间的互动交流找到一些合适的话题。比如，有一次，一位英文导游员带领一个英国旅游团游览南京中山陵时，观察到那天几乎所有的游客都换掉了前两天穿的休闲服，而是穿上了比较正式的服装。尤其是几位年龄比较大的老年游客，甚至穿上了深色西服并打上了领带。导游员看在了眼里，记在了心上。当团队一行人开始向中山陵行进时，这位英文导游员开始对孙中山先生的生平事迹进行介绍了，其中他还特意提到：“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） （译文：人都非常尊重孙先生，而且事实上，很多外国人也来到中山陵在拜谒这位伟大的领袖。看看你们，你们都穿着西服和套装，我知道你们真的是非常欣赏并尊重孙先生的。作为中国人，我非常感谢你们！（鞠躬））”。这样一来，不仅增强了外国游客们对孙中山先生的尊敬之情和对中山陵的敬仰之心，同时也拉近了导游与游客的距离，让团队的气氛变得更加融洽与和谐。
　　二、探“行”
　　探“行”指的是观察游客的行为也即身体语言，由此发现游客的心理需求和变化。游客的举止是一种无声的语言。有些身体语言的意图很明确，比如游客在用餐时拨弄自己的牙齿，表明他可能需要一根牙签；如果游客坐在旅游车的窗边时，用手遮在眼睛上，表明他可能需要拉上窗帘等等。
　　但是，具体到不同国家的游客，其动作所表示的含义也有可能大相径庭。导游员如果不熟悉，就有可能对游客的一些动作产生疑惑或不理解甚至误解。比如，在讲的国家中，通常若有人两臂交叉放于胸前，就表示他旁观或不准备介入；食指对着别人摇动，表示不赞同或警告；两个拇指相互旋转，表示话题无聊或感觉无趣；大拇指向下指，表示反对或不接受；女子掌心放于胸前，表示真诚；他们在表达“不知道”、“无可奈何”、“没有办法解决”时，习惯用两手的手心向上配以耸肩的动作。又如，印度、泰国的游客对左右手的使用界限划分十分明确，用左手递送物品给他人是无礼和不尊重对方的意思。因此，只有用右手承递物品才是礼貌、尊重对方的文明举止。
　

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(朗读). 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”指的是通过认真聆听和仔细揣摩游客的言谈，来探寻游客内心的真实想法与意愿，并进行灵活应对。
　　比如，在团队即将离开某地时，导游员规定外国游客不要再到人多眼杂的商场或商店购物。这时，一位外国游客向导游员提出了要求： I’d like to go there to buy some souvenirs for my children. ”这时，导游员就不能以一句简单的“Sorry, you can’t ”完事，而是要向客人耐心解释为何不让他去购物的原因。导游员可以说：“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.”这样，游客就明白了原因，也就不会对导游员产生抱怨或不良抵触情绪了。
　　另外，一些外国游客来华因不熟悉不了解的国情和外交原则，在和英文导游员交谈时，也可能提出一些无理的要求。这时，导游员要通过认真听取游客言谈内容，来判断其提出的问题到底是因为其对中国的不了解产生的疑问还是故意刁难的恶意行为，并采取不同的处理方法。如果是前者，导游员向其进行耐心地说明，让其明白道理即可。但如果是后者，导游员就不能放任其恣意言行，而应摆明立场，指出其言行的不合理性，并委婉地劝说其尽快改正。
　　四、寻“根”
　　寻“根”指的是英文导游员通过“察言观色”来寻找和发现来自不同国家、不同民俗、不同文化背景的外国游客所具有的生活习性与个人喜好。正所谓“知己知彼，百战不殆”，导游员掌握了不同国家游客的不同文化与生活习性，才能应对自如，“对症下药”。
　　比如，英文导游员初次接待来自美国的旅游团，最好不要用“What’s your nationality?”这样的语句发问。因为，美国是个移民国家（an immigrant country），国籍（nationality）是个相当敏感（sensitive）的话题。当你用了上面的问句提问时，在美国人听来既像是在盘问对方，也很不礼貌，除非你是联邦调查局（FBI）的工作人员。因此，用“Where are you from”（你从哪里来？）或者“What’s your country of origin?”（你祖辈是哪个国家的？）更为确切和适宜。再如，英文导游员用赞扬外国游客。在英语是母语的外国游客看来，nice或good通常是用来赞扬他人的，比如赞扬他人敏锐的观察力。但是，赞扬自己时，则一般不用nice或good，而是用更有表达力的、更为具体的词汇，如talented等。
　　另外，导游员带客游览之前，应先熟悉游客的情况，对有特殊宗教信仰或禁忌等要求的游客，要预先做好准备。比如，美国人忌讳养黑猫，认为只有纯白色的猫才能给人带来好运，而黑色的猫只会给人带来坏运气。另外，西方国家大多数人都忌讳询问别人的收入和家庭等隐私，女士也忌讳别人问及其年龄。有时，由于导游员的疏忽或大意，其言谈和行为可能会触及游客的心理“禁忌”或“误区”。这时，导游员就更需要细致入微地察言观色，千万不要因为游客看上去似乎毫无反应或并无多大愤怒和意见，就以为可以过眼云烟地一扫而过，一晃了之。
　　
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[1]尹燕.英文导游词的创作和讲解[M].北京：中国旅游出版社，2007．