Межкультурная коммуникация. Практикум для магистрантов

ГЛОССАРИЙ

Acculturation — а mechanism of cultural change that occurs when a person, or groups of people adapt the cultural patterns of another group.

Affective communication style — process-oriented and listener-focused in verbal exchange and use a receiver-oriented language. The roles of speaker and listener are rather integrated than differentiated and are interdependent. The affective style is dominant in collectivistic, high-context cultures.

Aggressive communicative behavior — demonstrated when the rights, needs, opinions or feelings of others are not respected. Aggressive communicators think that they are never wrong, never apologize, they point, frown, and glare, they order people around, and they speak fast and loud.

Assertive communicative behavior — occurs when the rights and statuses of all the participants are maintained, active listening is employed, the feelings of others are checked on, the appropriate volume is used. One feels comfortable asking for things he/she needs or wants.

Assimilation — merging of groups and their traditions within a society that endorses a single common culture.

Behavior — any observable response given by a person.

Communication — the transmission of common understanding through the use of symbols. The term communication is derived from a Latin word that means

“common”. In other words, unless a common understanding results from the transmission of the symbol (verbal or nonverbal) there is no communication.

Contextual communication style — is status and role oriented. Formality and asymmetrical power distance is often emphasized. Personal pronouns are not often used. All information does not need to be explicitly expressed. Yet common background knowledge is assumed, or in essential parts conveyed during the interaction, often indirectly.

Culture — a way of life — traditions and customs — transmitted through learning, which play a vital role in molding the beliefs and behaviors of the people exposed to them.

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Cultural Relativism — the view that behavior in one culture should not be judged by the standards of another. The belief that all cultures are equal, have intrinsic value, are equally entitled to respect, and should be appreciated for their differences.

Culture Shock — disturbed feeling that often arise when one has contact with an unfamiliar culture.

Direct communication style — refers to an explicit straightforward and precise way of expressing the speaker’s true intention in terms of his/her needs, wants and desires.

Dominant Culture — values and customs of a group that strive to set the standards for cultural correctness.

Elaborate communication style distinguishes itself by a rich, expressive language, which uses a large number of adjectives describing a noun, exaggerations, idiomatic expressions, proverbs and metaphors. This style is mainly used in highcontext cultures of the Middle East such as Iran, Egypt, Lebanon and Saudi-Arabia.

Enculturation — the social process by which culture is learned and transmitted across the generations.

Ethnic Group — group distinguished by cultural similarities such as beliefs, values, habits, customs, language, religion, history, geography, kinship, or race.

Ethnocentrism — the tendency to use one’s own cultural standards and values to judge the behavior and beliefs of people with different cultures.

Exacting communication style can be found in low-context cultures, these are mainly North American and North European cultures. It says that neither more nor less information is required to communicate a message. The speaker just uses those words, which describe exactly the speakers′ intention. No additional words or paraphrases are required.

Gender — refers to whether a person is male or female. It is preferable to the term “sex”, which can have other meanings.

Indirect communication style his/her thoughts implicitly, or using hints or modifiers (e.g. “perhaps”, the speaker/writer’s expressing “maybe”). In this case the listener/reader is expected to monitor the nonverbal communication, to read contex-

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tual cues, to relate what has been stated to all information available about the speaker/writer and the situation at hand in order to read the real meaning.

Instrumental communication style is the exchange of information for practical purposes. It is goal-oriented in verbal exchange and employs a sender-oriented language. The instrumental style is dominant in individualistic, low-context cultures.

Minority — those having inferior power and less secure access to resources than do majority groups, which are dominant or controlling.

Personal communication style is informal and emphasizes the individual and equalitarian relationships. The person-centeredness is reflected, for instance, by the use of the pronoun.

Rapport is a relationship of mutual understanding or trust and agreement between people; it includes three behavioral components: mutual attention, mutual positively, and coordination.

Social status of the communicative partner is a relative position in the situation (high/low/equal).

Status: A broad term that speaks to where someone fits in society. People always occupy multiple statuses. Ascribed status is one that people have little or no choice about, such as age, race and ethnicity. Achieved status is one that isn’t automatic but come through traits, talents, actions, efforts, activities, and accomplishment.

Stereotype — fixed ideas, often unfavorable, about what members of a group are like.

Subcultures — diverse cultural patterns and traditions associated with subgroups in the same nation.

Succinct communication style is characterized by frequent pauses, silence and

“low key” verbal expressions that go to the point.

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ЛИТЕРАТУРА

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10. White privilege it a term that refers to Whites having privileges because

they work harder than other ethnic groups:

a) true; b) false.

11. Appreciating cultural diversity is really the same thing as tolerating those

who are culturally diverse:

a) true; b) false.

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ПРИЛОЖЕНИЕ 2. ЗАДАНИЕ НА СТЕРЕОТИПЫ

ИПРЕДРАССУДКИ

1.Ask participants to get into small groups of 3–4 people (size can vary depending on size of class)/

2.Prepared ahead of time several 5×7 cards with the name of a group of people who are often the target of societal prejudice. Fold the cards, so that the participants cannot see what is written on the cards.

3.Place the cards in a box and have a volunteer from each team select a card.

4.Instruct teams that they are to write down as many stereotypes (adjectives) they can come up with that they have heard to describe their particular group.

5.Give teams about 5 minutes to complete the listing of stereotypes.

6.Once the teams are finished discuss:

Where did these stereotypes start?

Why do people hold this stereotype?

Are there positive and negative stereotype?

How does this stereotype affect people who share a cultural background? Have any of you ever felt the effects of prejudice? How did it make you feel? How does prejudice and stereotyping hurt individuals and society?

What can we do about dispelling the myths that perpetuate stereotypes and prejudices?

Ideas for 5×7 card labels: Asians, American Indians, Americans, Middle Eastern, Whites, Blacks, African Americans, Hispanics, Jews, Catholics, Baptist, Rural people, People with HIV/AIDS, Women, Mentally handicapped, Gays, Lesbians, Bisexuals, Elderly, Physically handicapped.

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