Misunderstanding in cross-cultural communication

1996 ◽  
Vol 19 (1) ◽  
pp. 21-37 ◽  
Author(s):  
Helen FitzGerald
Keyword(s):  
Problem Solving ◽  
Cultural Values ◽  
Small Groups ◽  
Cross Cultural ◽  
Value Systems ◽  
Cultural Communication ◽  
Workplace Training ◽  
Spoken Discourse ◽  
Cross Cultural Communication ◽  
Immigrant Professionals

This paper examines the spoken discourse of immigrant professionals problem solving in small groups in order to see how different cultural values both influence, and are reflected in, the way a problem is defined and solutions proposed. It also provides evidence that these values are one of the factors that contribute to miscommunication in this type of communication. Three types of miscommunication are identified: misinterpretation of the message because a cultural filter distorts the message; incomplete comprehension because the underlying values are not explicated and the hearers remain unaware of the full implications of the message; and comprehension but misunderstanding and dissonance because the values of the hearers are at variance with the reality of the message. The extent to which the views of individuals conformed to the value systems general ascribed to their cultural background is discussed and instances of individual variance noted. Finally, the implications for teaching and workplace training suggested by these findings are discussed.

scholarly journals Cross-Cultural Communication Issues of Educating Bicultural Students

2020 ◽  
Author(s):  
Valeriia Petrovna Osadchaia ◽  
Olga Lvovna Ivanova ◽  
Elizaveta Iosifovna Getman
Keyword(s):  
Foreign Language ◽  
Cultural Values ◽  
Cultural Awareness ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Teaching Culture ◽  
Intercultural Awareness ◽  
Cross Cultural Communication

The article is devoted to the importance of incorporating of a foreign culture learning, acquiring cross-cultural communication and cultural awareness skills in a foreign language teaching. The authors point out that teaching culture in foreign language teaching context should include cultural knowledge, cultural values, cultural skills and behavior. The author also emphasize that attitudes to teaching culture in the process of foreign language teaching involve, on the one side, considering teaching culture as teaching the fifth language skill along with speaking, listening, reading and writing, implying teaching cultural sensitivity and cultural awareness or the behavior in certain cultural situations, and on the other side, regarding language as social practice being defined by culture in which culture becomes the core of language teaching with cultural awareness viewed as enabling language proficiency. Cultural awareness is the foundation of communication; it helps to understand cultural values, beliefs, and perceptions of the other culture. Training of both bilingual and bicultural students at higher educational institutions is of primary significance. Intercultural awareness presumes a number of skills, improving students’ native culture and other cultures’ awareness and understanding. The authors come to the conclusion that intercultural awareness skills imply overcoming misinterpretations and accepting differences.

scholarly journals FAKTOR PEMBEDA DALAM KOMUNIKASI LINTAS BUDAYA ANTARA WISATAWAN ASING DENGAN MASYARAKAT LOKAL DI DESA WISATA KANDRI GUNUNGPATI KOTA SEMARANG

2019 ◽  
Vol 11 (1) ◽  
pp. 1-11
Author(s):  
Nurul Khotimah
Keyword(s):  
Culture Shock ◽  
Cross Cultural ◽  
Value Systems ◽  
Educational Systems ◽  
Economic Systems ◽  
Cultural Communication ◽  
Cross Cultural Communication ◽  
Communication Activity ◽  
Tourist Village ◽  
Religious Systems

Cultural diversity is a necessity in the human community in the world. Cultures have different value systems, so they determine different life goals, and determine ways of communicating that are strongly influenced by language, rules and norms in each culture. So that every communication activity with other people always contains the potential for cross-cultural or intercultural communication, because it will always be in a "culture" that is different from other people. This study aims to find out how cultural differences between foreign tourists and local communities are examined based on the study of cross-cultural communication, so that they can be understood together and avoid culture shock. This research was conducted in the tourist village of Kandri, Gunungpati sub-district, Semarang city with the object of research of foreign tourists who came in the tourist village. The research method used is a qualitative field reserach. Data collection techniques in this study were interviews and observations. The results of the study show that the distinguishing factors in communication can be seen from the verbal and nonverbal language systems, economic systems, educational systems, cultures (values and norms), and religious systems.

scholarly journals Information sequencing in Modern Standard Chinese

1993 ◽  
Vol 16 (2) ◽  
pp. 27-60 ◽  
Author(s):  
Andy Kirkpatrick
Keyword(s):  
Fundamental Principle ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Complex Sentence ◽  
Spoken Discourse ◽  
Written Text ◽  
Cross Cultural Communication ◽  
Naturally Occurring ◽  
Standard Chinese ◽  
Modern Standard

The hypothesis presented in this paper is that the sequence of ‘modifier-modified’ is a fundamental unit of sequencing in Modern Standard Chinese (MSC). It is shown that this sequencing unit extends beyond word pairs such as adjective-noun to sentences with complex clauses and also that it constitutes a fundamental principle of sequencing at discourse and text levels. Examples of ‘modifier—modified’ sequencing (also called ‘because—therefore’ sequencing) occurring at levels of the complex sentence, extended spoken discourse and written text are provided. These examples are taken from naturally occurring MSC data. A discussion concerning the implications of the differences in information sequencing between MSC and English in the fields of cross-cultural communication and language teaching concludes the paper.

scholarly journals Report from the 13th International Conference on Researching and Applying Metaphor: "Metaphorical Creativity in a Multilingual World" (Hamar, Norway, 18–21 June 2020)

2021 ◽  
Vol 45 ◽  
Author(s):  
Julia Ostanina-Olszewska
Keyword(s):  
Applied Sciences ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Local Data ◽  
Culture Studies ◽  
Spoken Discourse ◽  
International Conference ◽  
Cross Cultural Communication ◽  
University Of Applied Sciences ◽  
Research Findings

Report from the 13th International Conference on Researching and Applying Metaphor: Metaphorical Creativity in a Multilingual World (Hamar, Norway, 18–21 June 2020)The RaAM 2020 conference on metaphor research was held online on 18–21 June 2020, hosted by the Inland Norway University of Applied Sciences (INN) in Hamar, Norway. The aim was to exchange ideas and research findings of historians, culture studies specialists, and cognitive linguists from all around the world. The theme of the event was Metaphorical Creativity in a Multilingual World, including the following areas: multimodal metaphor, metaphor in spoken discourse, metaphor in gesture, metaphor in cross-cultural communication, metaphor and translation, metaphor and film, metaphor in education. Among the large group of researchers, specialists from Lithuania and Latvia presented their findings in metaphor research based on local data (Lithuanian media, posters, advertisements and billboards, film translation into Lithuanian). Sprawozdanie z trzynastej międzynarodowej konferencji dotyczącej badania i zastosowania metafory pt. Metaphorical Creativity in a Multilingual World (Hamar, Norwegia, 18–21 czerwca 2020)Wirtualna konferencja naukowa RaAM 2020 poświęcona badaniom nad metaforą odbyła się w dniach 18–21 czerwca 2020 roku w Inland Norway University of Applied Sciences (INN) w Hamarze w Norwegii. Celem spotkania była wymiana myśli i wyników badań naukowych historyków, kulturoznawców i językoznawców kognitywnych z całego świata. Tematem konferencji była kreatywność metaforyczna w wielojęzycznym świecie i obejmował on następujące obszary: metafora multimodalna, metafora w dyskursie mówionym, metafora w gestach, metafora w komunikacji międzykulturowej, metafora i przekład, metafora i film, metafora w edukacji. Wśród licznych badaczy byli również specjaliści z Litwy i Łotwy, którzy zaprezentowali wyniki badań nad metaforą na podstawie danych ze źródeł krajowych (media litewskie, plakaty, reklamy i bilbordy, tłumaczenie filmów na język litewski).

How do you know what i’m going to say? the use of advance organisers in modern standard Chinese

1994 ◽  
Vol 11 ◽  
pp. 83-96
Author(s):  
Andy Kirkpatrick
Keyword(s):  
Language Teaching ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Spoken Discourse ◽  
Cross Cultural Communication ◽  
Standard Chinese ◽  
Modern Standard

Abstract The use of advance organisers (Clyne 1987) are common in English. In this article, we divide advance organisers into two types – those that signpost the structure of the discourse for a listener and those that signpost the content of the discourse for the listener. Data of extended spoken discourse in Modern Standard Chinese (MSC) shows that, while advance organisers that signpost structure are common in MSC, advance organisers that signpost content are rare. Implications of this for language teaching and cross-cultural communication conclude the article.

scholarly journals Part of Experimental Researches in Nationally Addressed Lexicography (on the Material of Russian-Mongolian Comparisons)

2020 ◽  
Vol 17 (1) ◽  
pp. 20-30
Author(s):  
Alexander S. Mamontov ◽  
Enhtuya Tzedendorjiin ◽  
Vera V. Boguslavskaya
Keyword(s):  
Cultural Values ◽  
Foreign Students ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Concrete Case ◽  
Cross Cultural Communication ◽  
Linguistic Unit ◽  
Experimental Researches ◽  
Comparative Description ◽  
Contextual Meaning

The purpose of this work is to research significance of experimental procedures usage, in particular so called “psychosemantic” approach in process of nationally addressed educational dictionaries for foreign students, studying language as cross-cultural communication means creation, including a dictionary of values for foreigners. In concrete case we are speaking about the Mongolian students, studying Russian and, accordingly, Russian culture. The investigation is based on principles of comparative Russian-Mongolian cultural values description, received by experimental way. Necessary to underline that in comparative description of the values content it is expediently to proceed from, that content of any linguistic unit is formed by contextual meaning of this unit. Every unit functions in some contexts, therefore in description of any lingual unit usage it is expediently to take into consideration maximum number of context types. In our opinion, it is possible to speak about existence of so-called “Mongolian’s and Russian’s values”. The last plays a considerable role in nationally addressed lexicography (NAL).

Designing Quality Online Education to Promote Cross-Cultural Understanding

2011 ◽  
pp. 35-59 ◽  
Author(s):  
Youmei Liu
Keyword(s):  
Social Capital ◽  
Online Education ◽  
Cultural Values ◽  
Cross Cultural ◽  
Cultural Value ◽  
Value Systems ◽  
Cultural Learning ◽  
Cultural Understanding ◽  
Cross Cultural Communication ◽  
Use Of Technology

This chapter focuses on four main areas: (1) the relationship between cultural value systems and education, (2) the influence of cultural values on assessment systems, (3) the use of technology to facilitate cross-cultural communication, and (4) online education promoting the development of social capital. It argues that in order to design an effective curriculum that can be applied in a cross-cultural learning environment, both instructors and students need to be aware of diverse cultural value systems and their characteristics. This cross-cultural understanding and the creation of social capital can be developed through effective communication with the assistance of technology.

From Computer-Mediated Colonization to Culturally Aware ICT Usage and Design

2007 ◽  
pp. 178-197 ◽  
Author(s):  
Charles Ess
Keyword(s):  
Cultural Values ◽  
Computer Mediated Communication ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Cultural Group ◽  
Mediated Communication ◽  
Cross Cultural Communication ◽  
Computer Mediated

A number of examples demonstrate that technologies of computer-mediated communication (CMC) embed and foster specific cultural values and communicative preferences. Differences between the values and preferences embedded in CMC and those of a given cultural group thereby lead to communication failures. Hofstede’s and Hall’s theories partially explain these failures and, by contrast, examples of successful online cross-cultural communication via CMC designed to incorporate important cultural and communicative differences.

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