International non-verbal business etiquette of the XXI century: semiotic aspect

2021 ◽  
pp. 56-61
Author(s):  
Evgeniya Sydorovska
Keyword(s):  
Intercultural Communication ◽  
International Business ◽  
System Analysis ◽  
Cultural Analysis ◽  
Semiotic System ◽  
Verbal Cues ◽  
Cultural Space ◽  
Cultural Codes ◽  
Intercultural Skills ◽  
Verbal Rules

The purpose of the article is to identify the features of non-verbal etiquette signs in the context of international business etiquette of the XXI century. Methodology. The method of cultural analysis was applied (to identify the features of the representation of culture by means of intercultural communication in the context of business etiquette); method of structural, functional and system analysis (to identify the features of international business etiquette as a multi-component system); semiotic method (for the study of non-verbal international business etiquette as a complex sign system), etc. Scientific novelty. Business etiquette in the context of international communicative competence is investigated; analyzed an important component of international business etiquette - non-verbal etiquette as a complex system that functions in the global socio-cultural space and consists of non-verbal etiquette signs, relations between them, and non-verbal rules of international etiquette; the non-verbal international business etiquette is considered in a semiotic aspect. Conclusions. International business etiquette is a dynamic system, some aspects of which are constantly changing with the development of international business and globalization. However, despite the fact that cultural differences in business communication in the context of globalization trends in the world socio-cultural space are minimized, certain delicate aspects remain in force, which must be taken into account in intercultural communication. The study revealed that the rules of non-verbal international business etiquette and its semiotic system have remained unchanged for many centuries and are largely due to the specifics of national cultural codes. Intercultural skills are essential to achieve effective and productive international negotiations. Facial expressions, gestures, and other non-verbal cues characteristic of a particular culture are an important part of the international non-verbal business etiquette of the 21st century.

scholarly journals Intercultural Communication In Global Business: An Analysis Of Benefits And Challenges

2012 ◽  
Vol 11 (2) ◽  
pp. 217
Author(s):  
Melvin C. Washington ◽  
Ephraim A. Okoro ◽  
Otis Thomas
Keyword(s):  
Intercultural Communication ◽  
International Business ◽  
Business Environment ◽  
Global Market ◽  
First Century ◽  
Global Business ◽  
Intercultural Skills ◽  
The World ◽  
Business Negotiations ◽  
Appropriate Practices

The twenty-first century business environment is expanding and increasingly attracting the interest of countries from developed and developing nations of the world. As countries of the world become increasingly interdependent and interconnected because of global market and diverse consumer needs, it is critically important that participating countries and their organizations understand and appreciate one anothers cultural differences in order to ensure growth and sustainability in international business. Recent studies have traced the failure of some international business ventures to three significant factors: lack of intercultural skills and competence, inability to communicate effectively at a global level, and failure to practice acceptable etiquette in business negotiations. Therefore, businesses from different countries need to appreciate the importance of understanding the cultures and values of their counterparts as well as develop intercultural communication sensitivity and decorum. This paper then is an attempt toward analyzing the significance and role of intercultural communication and etiquette in international business. Recommendations for appropriate practices and acceptable conducts among nations are provided.

The necessity of teaching Intercultural Communication in higher education

2019 ◽  
Vol 12 (3) ◽  
pp. 506-516 ◽  
Author(s):  
Bassmah B. AlTaher
Keyword(s):  
Higher Education ◽  
Intercultural Communication ◽  
Survey Method ◽  
Cultural Backgrounds ◽  
Content Type ◽  
Cross Cultural Communication ◽  
Intercultural Communications ◽  
Intercultural Skills ◽  
Great Confidence ◽  
Private And Public

Purpose The purpose of this paper is to analyze how Intercultural Communication is a necessary course for students to learn how to communicate in a healthy, tolerant and respectful manner when pursuing higher education, for miscommunication can result from ethnocentric behavior when dealing with people from various cultural backgrounds. Design/methodology/approach A survey method of research was adopted and questionnaires were administered to two sets of students: those who have taken Intercultural Communications and those who have not. A total of 192 valid responses from students were received from the School of Basic Sciences and Humanities, German Jordanian University. The first survey falls under the nominal analysis of a dichotomous questionnaire, and the results were measured with Cronbach’s α to test the reliability of the its consistency. The second questionnaire’s items were uni-dimensional, and so the Guttman chart was used to conduct students’ comprehension of global communication. Findings The results of this study have shown that the first questionnaire has a strong consistency (0.86); students have successfully understood the dynamics of cross-cultural communication, and used that knowledge to aid and prepare them for future careers. As for students who have not taken IC, they have answered the second questionnaire with great confidence in the first category of personal expectations, but fluctuated in their answers when answering the category of self-development and cultural appreciation. ZPD1 and ZPD2 have proven that students need their teacher to learn new knowledge and insights which they can gain from an IC course. Research limitations/implications Apart from the valuable contributions of the study, this study is performed at one public university, and the students, despite their diverse cultural backgrounds and majors, restrict the findings of this research from generalizing the results. Hence, future studies in this area are deeply encouraged, especially when comparing between private and public universities, and how IC is interrelated to other courses in the humanities; moreover, IC as an academic course can bridge the gap between student–teacher relationships. Originality/value The scarcity of a diverse course that teaches intercultural skills in communication has become a growing necessity in this day and age, especially in the Middle East and particularly in Jordan. Due to globalization and informatization, Jordanian students are constantly exposed to cultural and religious differences, and to have them engage in a healthy, well-respected conversation is the core aim of this paper, for tolerance and understanding are constantly on high demand. Students learn these skills in IC, and this course reflects how essential a course like this can play a great role in a student’s development.

Context-dependency and impoliteness in intercultural communication

2017 ◽  
Vol 13 (1) ◽  
Author(s):  
Istvan Kecskes
Keyword(s):  
Intercultural Communication ◽  
Common Ground ◽  
Native Speakers ◽  
Cultural Analysis ◽  
Cross Cultural ◽  
Context Dependency ◽  
Shared Knowledge ◽  
Cross Cultural Differences ◽  
Actual Meaning ◽  
Interpretation Process

AbstractThere has been a great deal of research on impoliteness focusing on one particular language or cross-cultural differences between languages (e.g. Bousfield 2008; Bousfield and Locher 2008; Culpeper 2005, 2009; Haugh 2007, 2011; Kienpointner 1997). However, much less attention has been paid to impoliteness in intercultural communication in which all or some speakers communicate in a language other than their native tongue.On the basis of research on L1s and cross-cultural analysis of impoliteness, most of the researchers (e.g. Culpeper 2005, 2009, Haugh 2011; Watts 2003) in the field seem to agree that no act is inherently impolite, and that such an interpretation depends on the context or speech situation that affects interpretation (see Culpeper 2009). The paper will examine this context-dependency in intercultural communication where interlocutors cannot always rely on much existing common ground, shared knowledge and conventionalized context but need to co-construct most of those in the communicative process. It will be argued that limited shared knowledge and common ground may restrict the interpretation process to the propositional content of utterances, which may result in an increase in the actual situational context-creating power of utterances. Recent research (e.g. Abel 2003; Bortfeld 2002, 2003; Cieślicka 2004, 2006; House 2002, 2003; Kecskes 2007) demonstrated that in intercultural communication the most salient interpretation for non-native speakers is usually the propositional meaning of an utterance. So interpretation generally depends on what the utterance says rather than on what it actually communicates. As a consequence of their taking propositional meaning for the actual meaning of an utterance, interlocutors are sometimes unaware of impoliteness conveyed implicitly or through paralinguistic means.

A Comparison of Learning by Mentally Retarded Adolescents under Direct and Vicarious Conditions

1978 ◽  
Vol 2 (1) ◽  
pp. 10-16
Author(s):  
Stan A. Halpin
Keyword(s):  
Small Group ◽  
Work Performance ◽  
Task Complexity ◽  
Retarded Child ◽  
Group Setting ◽  
Verbal Cues ◽  
Sheltered Workshop ◽  
Verbal Rules ◽  
Vicarious Reinforcement ◽  
Self Instruction

Specialised methods that are geared toward individualized programs may prove ineffectual with the moderately retarded child when instruction is provided in a small group setting. The demands of attending behaviour and observing behaviour may conflict. The effects of vicarious learning may depend upon active verbalization by observers (Cullinan, 1976) the provision of verbal rules, task complexity and the gender of the observer and model (Litrownik, Franzini and Turner, 1976), the combination of modelling and verbal cues Yoder and Forehand, 1974) and the utilization of self-reinforcement and self-instruction techniques (Guralnick, 1976). Others have studied the effects of reinforcement given to one subject while a second observes (Bandura and Walters, 1963; Barnwell and Sechrest, 1965). Studies have examined the effects of vicarious reinforcement upon behavioural problems in educational settings (Becker, Engelmann and Thomas, 1971; Broden, Bruce, Mitchell, Canter and Hall, 1970; Meacham and Weisen, 1969) and upon work performance in a sheltered workshop setting (Kazdin, 1973).

scholarly journals Language and cultural codes: their interaction in linguo-cultural space

2019 ◽  
pp. 180-193
Author(s):  
N. V. Myronova
Keyword(s):  
Cultural Space ◽  
Language And Culture ◽  
Genetic Codes ◽  
Cultural Codes ◽  
Sign Systems ◽  
The People ◽  
Long Time ◽  
Human Thinking ◽  
Cultural Code ◽  
Linguistic Units

For a long time, the study of ethno-language and ethno-culture was conducted based on the use of different conceptual and terminological devices, despite the significant commonality and the research possibilities in mutual connection with applying a single system of instrumental categories – universal methodological basis – semiotics. The semiotics of culture made it possible to interpret the phenomena of language and culture as phenomena of the same order. Culture is explored as a polyglot phenomenon, as a system of sign systems. In the dynamic aspect, culture, formed in the process of sociohistorical development of the people, appears as a set of schemes or programs of subjectpractical and spiritual-theoretical behaviour of people. By analogy with biological heredity, we refer to cultural heritage, in the frame of which individual behavioural programs are considered as a kind of “cultural genes”, whose systems, like genetic codes, form cultural codes. In this article, we consider the language and cultural code, namely their interaction in the linguo-cultural space. Thus, behavioural programs function in society in a signed form: in the form of social symbolism systems, in the form of etiquette signs, various kinds of signals, in the form of language. From these perspectives, we consider language as a mega program that regulates human thinking and behaviour. This approach allows us to identify the connection between language and culture. From the standpoint of the semiotics of culture, verbal speech is the main, nuclear sign system of ethno-culture, over which all other sign systems of this culture are built as its auxiliary mechanisms. The article deals with the connection between the concepts of language and code, as well as a number of related concepts. The concept of “linguistic image” is specified. The cultural code is divided into subcodes with a multi-level hierarchy. The system of cultural codes with its “vertical” and “horizontal” relations represents the figurative system of culture. Units of linguo-cultural code are formed under the interaction of cultural codes with the generally accepted code. A unit of linguo-cultural code consists of any number of lexemes, but it is a natural language embodiment of only one unit of cultural code (a separate image). Figurative codes of culture are embodied only in such linguistic units that have a figurative basis.

scholarly journals Some Sources of Misunderstandings in Intercultural Business Communication

2017 ◽  
Vol 2 (3) ◽  
pp. 91-101 ◽  
Author(s):  
Tímea Lázár
Keyword(s):  
Intercultural Communication ◽  
Market Share ◽  
Business Communication ◽  
Primary Objective ◽  
Minimum Level ◽  
Intercultural Skills ◽  
Intercultural Competencies ◽  
The World ◽  
High Level

It is always a big challenge for all types of companies anywhere in the world to survive in the globalised and accelerated world. Their primary objective is to stay competitive, keep or even enlarge their market share while keeping their costs at a minimum level. These corporations often cross borders and operate on a multinational level. In order to do that successfully they need flexible workforce: people who have a high level of intercultural competencies and can help their corporations to achieve their aim of profit maximising. It is widely accepted that culture and languages are among the most significant impacts on intercultural communication. In this paper first I am going to interpret intercultural communication and the role of culture and then look at different intercultural skills and the role of languages in intercultural communication. Some areas that might cause problems in intercultural business communication will also be described.

scholarly journals The Liminal Space for Intercultural Learning: an Empirical Study among Undergraduate International Business Students

2020 ◽  
Vol 46 (2 (176)) ◽  
pp. 201-226
Author(s):  
Anna Korwin-Kowalewska
Keyword(s):  
Transformative Learning ◽  
Intercultural Communication ◽  
International Business ◽  
Learning Process ◽  
Environmental Sustainability ◽  
Business Students ◽  
Learning Experience ◽  
Variation Theory ◽  
Intercultural Learning ◽  
Potential Conflict

The field of Intercultural Communication has attracted attention of specialists from various disciplines, including such distant fields of research as linguistics and international business studies. Most authors, however, focus on the scope of knowledge and skills in terms of learning objectives. Students’ own perspectives and various conceptions they construct with ascribed meanings, as well as the “architecture” of their learning process remain under-researched. This study provides an example of a replicable analysis of the Intercultural Communication learning process, based on subjects’ perspectives. Most participants of this study are first- and second-generation immigrants. Serious issues present in a multicultural setting based on the perception of the “Other” emerged, with implications for communication, collaboration and potential conflict. Two main transformation patterns were identified in the intercultural learning process, conditioned by mono- and multiculturalism. This study reveals a range within the self-conception transition framework, as well as the deep ontological aspect of the phenomenon. The findings extrapolated into a wider context should contribute to a more conflict-free environment in multicultural societies in general. The phenomenographic approach, variation theory and the threshold concept were applied to explore the semantics, the syntax of the learning process and the critical aspects of the transformative learning experience. * This research was supported by the Institute for Environmental Sustainability, Mount Royal University (No. 2013–49a). Initial design was inspired and partly supported through collaboration with The Institute for Teaching and Learning at Mount Royal University. There has been no public presentation, nor publication of any part of this analysis. This is not part of a thesis or dissertation.

scholarly journals Plädoyer für eine linguistische Partizipation an einem konstruktivistisch begründeten, kulturwissenschaftlichen Projekt transdisziplinärer Forschung am Beispiel der Interkulturellen Kommunikation

2003 ◽  
Vol 14 (2) ◽  
Author(s):  
Antje Hornscheidt
Keyword(s):  
Critical Discourse Analysis ◽  
Intercultural Communication ◽  
Cognitive Linguistics ◽  
Cultural Analysis ◽  
Transdisciplinary Approach ◽  
Traditional Research ◽  
Starting Point ◽  
Constructivist Perspective ◽  
Linguistic Approach

In my article I take a constructivist perspective as a starting point. Giving some introductory remarks on the role of language and the constitution of meaning within a constructivist framework, the article discusses the role and relevance of Critical Discourse Analysis and Cognitive Linguistics within this frame for cultural studies. It is argued that a transdisciplinary approach is most valuable for a research taking the importance of linguistic processes for cultural analysis into account. Following especially Fauconnier (1999) and Verschueren (1999), the importance of a pragmatic and cognitive-linguistic approach to language is underlined. To exemplify the consequences that a transdisciplinary approach could have, the article focuses on the way intercultural communication has been conceptualized within linguistics so far. The critical analysis of traditional research on and conceptualization of intercultural communication shows, how a constructivist perspective can widen the scope of linguistic research.

scholarly journals Communicative Taboos in Modern Business Etiquette

2021 ◽  
Vol 10 (3) ◽  
Author(s):  
Irina Kanyukova ◽  
◽  
Evgeniya Sidorovskaya
Keyword(s):  
Intercultural Communication ◽  
Ethnic Groups ◽  
Nonverbal Communication ◽  
Core Values ◽  
Point Of View ◽  
The People ◽  
Modern Business ◽  
Social Code ◽  
Verbal Rules ◽  
The Times

The article examines the features of communicative taboos in business etiquette. The taboo system has protected core values for centuries and has been an unwritten social code. Taboo reflects the foundations of morality, spiritual culture, features of thinking and worldview of individuals and ethnocultural communities. The spheres and nature of taboos are a reflection of the times and cultures of the people and are clearly manifested in the process of intercultural communication. Violation of the most severe taboos can lead to termination of contact. The study found that in the process of intercultural communication, given the similarity of most taboo topics, the degree of categoricalness of their use is different, or the circumstances under which certain topics can be raised are different. In order to comply with the verbal rules of business etiquette valid in one's own or in other cultures and ethnic groups and at the same time ideologically express the necessary meaning, promoting friendly intercultural communication, it is necessary to use a number of ways not to break taboos related to language units. etc. In the case of nonverbal taboos, mutual misunderstanding and non-perception in the process of nonverbal communication usually occurs because a somatic object is used to nonverbally express a certain meaning or perform a certain movement, which cannot be used from the point of view of another culture.

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