跨文化交际学知识点(唐德根版)

Chapter One

Introduction to Intercultural Communication

Human

being

draw

close

to

one

another

by

their

common

culture,

but

habits

and

customs

keep

them

apart.

---Confucian Saying

1.

Definition

：

Intercultural

Communication

is

communication

between

people

whose

cultural

perceptions

and

symbol

systems are distinct enough to alter the communication event.

2. A short history of intercultural communication

2.1 The Burgeoning Period

The term

“Intercultural communication” itself did

not appear until Hall

’

s The silent language was published in 1959.

2.2 From 1960 to 1970

a.

Two preventative books reflect the continuous efforts made by scholars in the field in the 1960’s:

b.

Olive’s Culture and Communication (1962) and Smith’s Communication and Culture (1966)

c. The first college class in this field taught in 1966 at the University of Pittsburgh.

2.3 From 1971 to 1980

a. The 1970s witnessed rapid development in the field of intercultural communication.

b. In 1973, Samovar and Porter published Intercultural Communication: A reader

c. Indiana University awarded the first doctoral degree in intercultural communication.

d. Condon and Yousef’s Introduction to Intercultural Communication (1975)

2.4 From 1981 to the Present Time

a.

Condon and Yousef’s stress on cultural value orientations and communication behavior parallels

b.

Hofstede’s (1984) later work on cultural values

c .

Hall’s writing on high

-context and low-context cultures in Beyond Culture (1977).

d. Scholars in the early 1970s began to make their contributions in research and teaching by the 1980s.

3. Importance of Intercultural Communication

Three developments

3.1 The new technology

3.2 The new Population

3.3 The new Economic Arena

4. Studying Intercultural Communication

We have met the enemy, and he is us.

---Pogo

Three main obstacles:

First,

Culture lacks a distinct crystalline structure; it is often riddled with contradictions and paradoxes.

Second, Culture cannot be manipulated or held in check; therefore, it is difficult to conduct certain kinds of research on

this topic.

Third,

we study other cultures from the perspective of our own culture, so our observations and our conclusions are

tainted by our orientation.

5. Intercultural Communication

The main conceptions in intercultural communication:

Intercultural

communication:

Face-to-face

communication

between

people

from

differing

cultural

backgrounds.

Intercultural

communication

is

defined

as

the

extent

to

which

there

is

shared

interpersonal

communication

between

members of the same culture.

5.1 Host and Minority Culture

The host culture is the mainstream culture of any one particular country.

Minority cultures: cultural groups that are smaller in numerical terms in relation to the host culture.

5.2 Subcultures (Co- cultures)

Subculture: a smaller, possibly nonconformist, subgroup within the host culture.

E.G. :

Black American; Native American; Hispanic- American, Chinese-American, etc.

5.3 Multiculturalism

Multiculturalism is the official re

cognition of a country’s cultural and ethnic diversity (Hollway, 1992)

5.4 Cross-cultural Communication

-cultural

communication

is

face-to-face

communication

between

representatives

of

business,

government

and

professional groups from different cultures.

acy

is

one

of

the

oldest

forms

of

cross- cultural

communication.

Travel

and

tourism

is

a

second

form

of

cross-cultural communication.

3.A third form of cross- cultural communication unique to this has been the growth of the mass media.

Most recently, cross-cultural communication has been accelerated by cross-border information flows brought about by

computerization.

5.5 Principles of Intercultural Communication

Condon has highlighted three areas as most problematic in intercultural exchange:

ge barrier

ent values

ent patterns of behaviors. (Condon & Saito, 1974)

5.6 Rationale

Worldwide interest in intercultural communication grows out of

two assumptions

:

First, changes in technology, travel, economic and political systems, immigration patterns, and population density have

created a world in which we increasingly interact with people from different cultures.

Second, one’s cultural perceptions and experiences help determine how one sends and receives messages.

5.7 Approach

ental

to

our

approach

to

intercultural

communication

is

the

belief

that

all

forms

of

human

communication

involve action.

book takes a view of intercultural communication that is both pragmatic and philosophical.

5.8 Philosophy

First, it is to the advantage of all 5.5 billions of us who share the planet to improve our interpersonal and intercultural

communication abilities.

Second,

most

of

the

obstacles

to

understanding

can

be

overcome

with

motivation,

knowledge,

and

appreciation

of

cultural diversity.

Activities:

Right or Wrong?

?

You need to learn to accept and like other cultures.

?

You need to respect the validity of other cultures.

?

Underneath, people are fundamentally the same.

?

Culture is pervasive.

?

I can do exactly what I want. My actions are independent of my culture.

?

I don’t have total freedom of choice in my behavior.

?

Culture and ethnicity are the same.

?

If we have more contact, intercultural understanding will improve.

?

Cultural worth is in the eye of the beholder.

?

The perceptions of the individual relate to the perceptions of the group.

Chapter Two

Language Use and Communication

?

?

You cannot speak of ocean to a well-fog, ----the culture of a narrow sphere.

You cannot speak of ice to a summer insect,----the creature of a season.

---Chang Tsu

Communication:

ability to share our ideas and feelings

the basis of all human contact.

1. Human Communication

1.1 Intentional and Unintentional Behavio

r

The

first

one

describes

communication

as

the

process

whereby

one

person

deliberately

attempts

to

convey

meaning

to

another.

The second school of thought proposes that the concept of intentionality fails to account for all the circumstances in which

messages are conveyed unintentionally.

1.2 A Definition of Communication

Communication occurs whenever meaning is attributed to behavior or the residue of behavior.

1.3 The Components of Communication

A.

The

Source

=>

B.

Encoding

=>

C.

The

Message

=>

D.

The

Channel

=>

E.

The

Receiver

=>

F.

Decoding

=>

G.

Feedback

2. Pragmatics: Language Use

2.1 The Problem

(1) We must first distinguish between using language to do something and using language in doing something.

e.g.

Hello

Goodbye

Pass the salt.

Please.

How old are you?

It’ s raining.

(2) What is (successful) linguistic communication?

How does (successful) communication work?

2.2 The Message Model of Linguistic of Linguistic Communication

Speaker

Hearer

Message

Message

Encoding

=?

Sounds

=?

Decoding

2.3 Problems with the Message Model

First, Disambiguation

Since many expressions are linguistically ambiguous, the hearer must determine which of the possible meanings of

an expression is the one the speaker intended as operative on that occasion.

eg1, flying planes can be dangerous.

eg2, A: We lived in Illinois, but we got Milwaukee’s weather.

B: Which was worse

Second, Underdetermination of reference

Third, underdetermination of communicative intent (by meaning)

Fourth, nonliterality

Fifth, indirection

Sixth, noncommunicative acts

2.4 An Inferential Approach to Communication

The basic idea:

linguistic communication is a kind of cooperative problem solving.

The Inferential Model of communication proposes that in the course of learning to speak our language we also learn how to

communicate in that language, and learning this involves acquiring a variety of shared beliefs or presumptions, as well as a

system of inferential strategies.

Presumptions:

1.

Linguistic Presumption

2.

Communicative presumption

ption of literalness

4.

Conversational presumption

2.5 Inferential Theories versus the Message Model

Six specific defects:

1. The Message Model cannot account for the use of ambiguous expressions

2.

Real world reference

3.

Communicative intentions

4.

Nonliteral communication

5.

Indirect communication

6.

Noncommunicative uses of language

3. The Characteristics of Communication

3.1 No Direct Mind-to-Mind Contact

It is impossible to share our feelings and experiences by means of direct mind-to-mind contact.

3.2 We can Only Infer

Because we do not have direct access to the thoughts and feelings of other human beings, we can only infer what they

are experiencing inside their individual homes, to continue our analogy.

3.3 Communication Is Symbolic

Symbols, by virtue of their standing for something else, give us an opportunity to share our personal realities.

3.4 Time-Binding Links Us Together

3.5 We Seeks to Define the World

3.6 Communication Has A Consequence

3.7 Communication Is Dynamic

3.8 Communication Is Contextual

3.9 Communication Is Self- Reflective

4. The Brain Is an Open System

First, this concept of the brain alerts us that while each of us can learn new ideas throughout the life, what we know at any

one instant is a product of what the brain has experienced.

Second, the notion of the brain as an open system reminds us that we can learn from each other.]

Third, because learning is a lifelong endeavor, we can use the information to which we are exposed to change the way we

perceive and interact with the world.

5. We Are Alike and We Are Different

We are alike:

First, everyone realizes at some point that life is finite.

Second, each of us discovers somewhat early in life that we are isolated from all other human beings.

Third, all of us are thrown into a world that forces us to make choices.

Finally, the world has no built-in scheme that gives it meaning.

We are different:

First, the external world impinges on our nerve endings, causing something to happen with us.

Second, we think about what is happening by employing symbols from our past.

Activities: Right or Wrong

?

?

Sophistication is a subjective concept which is “ in the eye of the beholder”

?

Realize that your language reflects and influences the way you se the world.

?

All cultures impose some constrains on the body.

?

Some language can’t distinguish between the present and the past.

?

All cultures express politeness by using words like “please” and “thank you”.

?

All cultures have standards for politeness and ways of being polite.

?

All cultures are concerned about face. This is what motivates politeness.

?

The concept of “face” is universal. Without it, there would be no politeness.

?

Your way of showing that you are paying attention may be considered inappropriate by other cultures.

?

All

cultures

require

and

value

politeness,

but

the

ways

in

which

the

politeness

is

achieved

may

vary

significantly.

Chapter Three

Culture and Communication

Culture is the medium evolved by humans to survive. Nothing in our lives is free from cultural influence. It is the keystone

in civilization

’

s arch and is the medium through which all of life

’

s events must flow. We are culture. (Edward T. Hall)

Culture also determines the content and conformation of the messages we send. This omnipresent quality of culture leads

hall

to

conclude

that

“

there

is

not

one

aspect

of

human

life

that

is

not

touched

and

altered

by

culture

”

(Edward

T

Hall,1977)

Culture and communication are so inextricably bound that most cultural anthropologists believe the terms are

virtually

synonymous. This relationship

is the key factor to understanding intercultural communication.

Studying intercultural communication without studying culture would be analogous to investigation the topic of physics

without looking at matter.

In this chapter,We shall explain why cultures develop, define culture, discuss the major components of culture, and link

culture to communication by offering a

model of intercultural communication that isolates the characteristics of culture

most directly related to communication.

1. Culture is our invisible teacher

1.1 The basic function of communication

People maintain cultures to deal with problems or matters that concern them.-------William A Haviland

It serves the basic need of laying out a predictable world in which each of us is firmly grounded and thus enable us to make

sense of our surroundings.

Malinowski: three types of needs:

Basic needs (food, shelter, physical protection)

Derived needs (organization of work, distribution of food, defense, social control)

Integrative needs (psychological security, social harmony, purpose in life)

1.2 Some Definitions of Culture

E.

Adamson

Hoebel

and

Everett

Frost:

culture

is

an

“

integrated

system

of

learned

behavior

patterns

which

are

characteristic of the members of a society and which are not the result of biological inheritance (Hoebel and Frost, 1976.6)

For them, culture is not genetically

predetermined or instinctive.

”

First, as all scholars of culture believe, culture is transmitted and maintained solely through communication and learning,

culture is learned.

Second, scholars who take the sweeping view believe, each individual is confined at birth to a specific geographic location

and thus exposed to certain messages while denied others.

e.g. Geert Hofstede, a psychological perspective, defining culture as

“

the collective programming of the mind which

distinguishes the members of one category of people from another

”

(Hofstede,1984). Both of these definitions stress the

mental conditioning that culture experiences impose.

Daniel Bates and Fred Plog: culture is a system of shared beliefs, values, customs, behaviors, and artifacts that the

member

of

a

society

use

to

cope

with

their

world

and

with

one

another,

and

that

are

transmitted

from

generation

to

generation through learning.

This definition included not only patterns of behaviors but also patterns of thought (shared meaning that the member

of a society attach to various phenomena, natural and intellectual, including religion and ideologies), artifacts (tools, pottery,

house,

machines,

works

of

art),

and

the

culturally

transmitted

skills

and

techniques

used

to

make

the

artifacts

(G

.Bates,

1990, 7)

We define culture as the deposit of knowledge, experience, beliefs, values, attitudes, meanings, hierarchies, religion,

notions of time, roles, spatial relations, concepts of the universe, and material objects and possessions acquired by a group

of people in the course of generations through individual and group striving. Culture can therefore include everything from

rites of passage to concepts of the soul.

1.3 The Characteristics of Culture

A. Culture is innate; it

’

s learned.

1. Without the advantage of learning from those who lived before us, we should not have culture. You can appreciate,

therefore, why we say that learning is the most important of all the characteristics of culture.

2.

Bates

and

Plog

note:

whether

we

feed

ourselves

by

growing

yams

or

hunting

wild

game

or

by

herding

camels

and

raising wheat, whether we explain a thunderstorm by attributing it to meteorological conditions or to a fight among the gods

—

such thins are determined by what we learn as part of our enculturation (Bates and Plog,1990,19).

The term enculturation denotes the total activity of learning one

’

s culture. As Hoebel and Frost say,

“

conscious or un

conscious conditioning occurring within that process whereby the individual, as child and adult, achieves competence in a

particular culture

”

3. Enculturation takes place through

interaction (

your parents kiss you and you learn about kissing

–

whom to kiss,

when to kiss, and so on

), observation

(you watch your father do most of the driving of the family car and you learn about

gender roles

–

what a man does, what a woman does), and

imitation

(you laugh at the same jokes your parents laugh at

and you learn about humor

–

it is funny if someone slips as long as he or she does not get hurt).

e.g. The mouth maintains silence in order to hear the heart talk. This saying expresses the value Belgians place on intuition

and feelings in interaction.

He who speaks has no knowledge, and he who has knowledge does not speak. This saying from Japan reinforces the value

of silence.

We concluded our description of the first characteristic of culture by reminding you of how our discussion directly relates to

intercultural communication.

First, many of the behaviors we label as cultural are only automatic and invisible, but also engaged in without our being

aware of them.

Second, common experience produces common behaviors.

B. Culture is transmitted from Generation to Generation

For culture to exist and endure, they must endure that their crucial message and elements are passed on.

Richard

Brislin:

if

there

are

values

considered

central

to

a

society

that

have

existed

for

many

years,

there

must

be

transmitted

from

one

generation

to

another.

(Brislin,1993,6).

This

idea

supports

our

assertion

that

culture

and

communication are linked: it is communication that makes culture a continuous process, for once culture habits, principles,

values, attitudes, and the like are

“

formulated

”

< br>

they are communicated to each individual.

The content of culture is what gets transferred from generation to generation.

e.g. American tell each generation to always look forward.

In China, the message is to look to the past for guidance and strength..

For Mexicans and Native Americans, the message is that cooperation is more important than the contest.

In Korea, the message is to respect and treasure the elderly.

C . Culture is based on Symbols

Our symbol

—

making ability enable us to both learn our culture and pass it on from individual to individual, group to group,

and generation to generation.

The portability of symbols allows us to package and store them as well as transmit them. The mind, books, pictures, films,

videos, computer disk and the like enable a culture to preserve what it deems to be important and worthy of transmission.

Culture Is therefore historical and preservable.

D Culture is subject to Change

Cultures are dynamic systems that do not exist in a vacuum, so they are subject to change.

Cultures change through several mechanisms, the two most common are

innovation

and

diffusion.

Innovation

is

usually

defined

as

the

discovery

of

new

practices,

tools,

or

concepts

that

many

members

of

the

culture

eventually accept and that may produce slight changes in social habits and behaviors (Nanda, 1994, 26)

Diffusion is the borrowing by one culture from another and another way in which changes occurs

E. Culture is integrated

The nature of language makes it impossible to do otherwise, yet in reality culture functions as an integrated whole. This one

aspect of culture has altered American attitudes, values, and behaviors.

F Culture is Ethnocentric

William Sumner: defined ethnocentrism as

“

the technical name for the view of things in which one

’

s own group is the

center of everything, and all others are scaled and rated with reference to it

”

(Sumner,1940,13)

Ethnocentric is the perceptual lens through which cultures interpret and judge each other.

Ethnocentric is found in every culture.

The logical extensions of Ethnocentric are

detachment

and

division

, which can take a variety of forms, including war.

e.g. East Indians looking down on the Pakistanis, the Japanese feeling superior to the Chinese, and ethnic rivalries causing

strife between Serbs and Croats in the former Yugoslavia.

Why culture is such a puissant influence on all our lives?

The life history of the individual is first and foremost an accommodation to the patterns and standards traditionally handed

down in his community. From the moment of his birth the customs into which he is born shape his experience and behavior.

By the time he can he the little creature of his culture, and by the time he is grown and able to take part in its activities his

impossibilities.

2. Language and Culture

Language and culture are inextricably linked, so that learning language means learning culture and vice versa.

With language and culture so inextricably linked, it is obvious that a language learner has more to do than master a new

grammar and vocabulary. He must also learn what utterances are appropriate to particular situations.

ng Culture

In

order

to

successfully

integrate

considerations of

cultural

appropriacy

into

language

teaching,

it

is

necessary

that

both

teacher and students examine their own assumptions of what is natural. This mutual exploration, and the establishment of

the relativity of what is considered to be natural, allows participants from both cultures to be both teachers and learners.

The

mayor

skills

involved

are

the

ability

to

suspend

judgment,

to

analyze

a

situation

as

a

native

of

that

culture

would

analyze it, and choose acourse of action that is most culturally appropriate to the situation.

4. Forms of Intercultural Communication

Interracial communication occurs when source and receiver are from different races. The team race pertains to physical

characteristics,

such

as

color

of

skin,

contour

of

head,

shape

of

eyes,

texture

of

hair,

and

the

like.

Interethnic

communication

occurs

when

the

participants

are

of

the

same

race

but

of

different

ethnic

origins

or

ultural communication is communication between members of the same culture.

Two things should be obvious at this point in our description of the forms of intercultural communication.

First, many people hold membership in a number of different groups and co-cultures are also influenced by the norms and

values of the dominant culture. As Julia Wood points out, these affiliations can be based on race, ethnic background,

gender, age, sexual preference, and so forth (Wood, 1994, 157).

Second,

although

there

might

be

minor

distinctions

among

instances

of

interracial,

interethnic,

and

intercultural

communication. They all share the same processes and elements.

Two essential characteristics of culture can be applied to co-cultures.

First, the process by which culture dictates what one experiences.

Second, the process whereby culture, through carriers transmits these experiences so that they are learned by each new set

of members-be they children or adul

ts.

5. An Intercultural Communication

(P119)

In this figure, three cultures are represented by three geometric shapes: Cultures A and B are similar to one another and are

represented,

respectively,

by

a

square

and

an

irregular

octagon

that

resembles

a

square;

and

Culture

C,

which

is

quite

different from Cultures A and B, is distinguished from both by its circular shape and its distance from Cultures A and B.

Culture

’

s influence on intercultural communication is a function of the dissimilarity of the cultures, which is indicated in

the

model

by

the

degree

of

change

in

the

pattern

of

the

message

arrows.

The

change

that

occurs

in

messages

between

Cultures A and B is much less than that in messages between Cultures A and C and between Cultures B and C. This is

because Cultures A and B are similar. Hence, the repertories of social reality, communicative behaviors, and meanings are

similar and the decoding process produces results compatible with the original content of the message. Because Culture C is

quite different from Cultures A and B, the decoded message is different and resembles more closely the patterns of Culture

C.

6. Elements of Intercultural Communication

These elements fall into three general groupings- perception, verbal processes, and nonverbal processes.

6.1

Perception

Marshall

Singer

says:

“

the

process

by

which

an

individual

selects,

evaluates,

and

organizes

stimuli

from

the

external

world

”

(Singer, 1987, 9) Perception is an internal process whereby

we convert

the physical energies of the

world into

meaningful internal experiences

First, people behave as they do because of the ways in which they perceive the world.

Second, one learns these perceptions, and the behaviors they produce, as part of one

’

s cultural experiences.

The three major socio-cultural elements that directly influence the meanings we attach to our perceptions are as follows:

beliefs, values, and attitudes; world view; and social organization.

A

Beliefs ,Values ,and Attitude Systems

Beliefs are subjective probabilities that some object or event is related to some other object or event or to some value,

concept, or attribute.

For example, we have beliefs about religion (Jesus is the son of God), events (the Desert Storm war was necessary), other

people (I know John is smart), and even ourselves (I am very witty).

Values are the evaluative components of our belief, value, and attitude systems. Values generally are normative in that

they inform a member of a culture what is good and bad, right and wrong, true and false, positive and negative, and the like.

An

attitude

is

a

learned

tendency

to

respond

in

a

consistent

manner

to

a

given

object

of

orientation.

Our

attitudes

prepare us to react to the objects and events in our environment.

B

．

World View

World

view

is

most

important

because

it

is

a

culture

’

s

orientation

toward

such

things

as

God,

nature,

life,

death,

the

universe,

and

the

other

philosophical

issues

concerned

with

the

meaning

of

life

and

view

influences

a

culture at a very deep and profound level. Its effects often are quite subtle and do not reveal themselves in obvious ways. It

might be helpful to think of a culture

’

s world view as a pebble tossed into a pond.

C

Social Organization

The manner in which a culture organizes itself is reflected in that culture

’

s institutions. These institutions have a variety of

configurations and can be formal or informal. Our schools, families, and governments all help determine how we perceive

the world and behave in it.

The family is also important because by the time the other major

cultural institutions influence the child, the family has

already exposed it to countless experiences.

School, whether it be a private academic institution or a thatched hut, is another social organization that exerts its influence

on perception and communication.

6.2 V

erbal Processes

A . Verbal Language

Language

is

an

organized,

generally

agreed

upon,

learned

symbol

system

used

to

represent

the

experiences

within

a

geographic or cultural community.

B . Patterns of Though

6.3 Nonverbal Processes

A

Bodily Behavior

In

Germany,

women

as

well

as

men

shake

hands

at

the

outset

of

every

social

encounter;

in

the

United

States,

women

seldom shake hands.

B

Concept of Time

The Germans and the Swiss are even more aware of time than we are. For them, trains, planes, and meals must always be

on time.

C

Use of Space

Americans

prefer

to

sit

face-to-face

or

at

right

angles

to

one

another,

whereas

Chinese

generally

prefer

side-by-side

seating.

Chapter 4: Culture Diversity in

Perception

Warming Exercises

are the different opinions about moon between cultures?

RE:

American perception: they often see a man in the moon, many Native Americans perceive a rabbit.

Chinese perception: they claim that a lady Chang Er who lives on the moon is fleeing her husband.

Samoans’

perception: they report that a woman is weaving.

does “V” symbolize in American and Australian culture?

Re:

Americans think the gesture that is made with two fingers usually represents victory.

Australians equate this gesture with a rude American one which is usually made with the middle finger.

In both of these examples, the external objects (moon and hands) are the same, yet the response

are different.

The reason is perception.

is perception?

Re: Perception is the means by which we make sense of our physical and social world.

must we learn perception in intercultural communication?

Re: Because our information and knowledge of

external physical and social world are mediated by perceptual processes,

perception is primary in th

e study of intercultural communication. As Trenholm and Jensen remind us, “culture is that

makes social cognitions ‘social’”.

1. Understanding Perception

----the process of selecting, organizing ,and interpreting sensory data in a way that enable us to make sense of our

world.

----based on beliefs, values, and attitude systems.

1) Beliefs are our convictions in the truth of something.

—

with or without proof.

2) An attitude is a combination of beliefs about a subject, feeling toward it ,and any predisposition to act toward it.

3) Values are enduring attitudes about the preferability of one belief over another.

Phi

2. Stages of Process of Perception

The first stage is recognition or identification, in which a configuration of light or sound waves is identified.

E.g. the perception of a car or music.

At the second stage, the interpretation and evaluation which has been identified take place.

The result of this process is not the same for all people, however,

the process is learned

therefore influenced primarily

by culture.

How we interpret and evaluate what we hear is very much a function of our culture.

1.1 Culture and Perception

Culture primarily determines the meanings we apply to the stimuli that reaches us. Not everyone in a particular culture is

exactly the same. There is diversity within cultures just as there is diversity between cultures.

American and Japanese are different in the credibility when they talk.

Here are some stories to illustrate the differences in credibility between American and Japanese.

American 1: Do you like the music?

American 2: No. It

’

s too noisy.

American 1: Do you like the music?

Chinese:

It

’

s a bit noisy. Except for that, all is good.

As for Americans, credible people seem to be direct, rational, decisive, unyielding, and confident.

Once the US humor writer Dave Barry was in Japan. He had to fly from Tokyo to Osaka. So he went to the airport for the

ticket.

DB: A ticket to Osaka please.

Ticket seller with smile: ah, ticket to Osaka, just a moment please.

DB: How much?

Ticket seller: It

’

s really good to take a train from Tokyo to Osaka. You can have some nice views on your way. Do you

want a

train ticket?

DB: No. an airline ticket, please.

Ticket seller: ah

…

actually, it is good to take a bus. It is fully equipped, very comfortable. How about a bus ticket?