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Файл:Tolerance in intercultural communication. Knowledge and skills (Толерантность в межкультурном общении. Знания и навыки). Учебное пособие
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6. What does term _______ indicate?
2 4 1
3
ME,
____
Answers: ______stands for__, ______means_
List one disability category in which students in the following
racial/ethnic groups are overrepresented and underrepresented. Discuss
why students might be over- or underrepresented in that particular
disability category (overrepresented - представленный чрезмерно
большим количеством; underrepresented – недостаточно
представленный)
a. Asian: overrepresented:…underrepresented:
b. Black overrepresented:…underrepresented:
c. Hispanic overrepresented:…underrepresented:
d. White overrepresented:…underrepresented:
Skills: Defining oneself using cultural descriptors.
Activity 5: “Getting to know your cultural descriptors”
1) Write your names in the center circle.
2) You should then fill in each satellite circle with a dimension of your
identity that you consider to be among the most important in defining
yourselves.
Examples of dimensions that might fit into the satellite circles: female,
Jewish, brother, student, Asian American, middle class, etc.
Cultural descriptor mapping handout
3) Once you have chosen your identifiers, choose a partner. Each partner in a
group should discuss a) when they felt most proud to be associated with one
of the identifiers they selected and when they felt particular sad or
embarrassed to be associated with an identifier.
Group discussion of the activity 4:
1) How do the dimensions of your identity that you chose as important differ
from the dimensions that other people chose?
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2) How does the way we identity ourselves culturally, differ from the way
other people identify us?
Skills: Identifying Cultural Differences through the interview and the roleplay
INTERVIEWING THE GROUP MATE: ROLEPLAYING THE
SITUATION
Activity 9: In pairs interview each other and then introduce your partner
to the rest of the class. Interviewers should ask for the following
information:
1. Name 2. Country of birth 3. Nationality 4. Languages spoken 5. Length of
time spent in present location 6. Other places lived 7. Hobbies, interests
Activity 10: Role-play the situation “Cultural differences”:
• You are doing practical training in London.
• Your mentor is Phil, a 40-year old Londoner.
• Phil doesn't speak Russian and has never met people from a Russian
speaking country before.
What would you do in the following situations?
1) Small-talk – you want to break the ice. Which topic would you choose?
a) family b) weather c) politics
2) There is a difference of opinion between you and Phil. How do you tell
him that he is not right?
a) You are not right. b) I think this is not true. c) I understand your point of
view, but ...
3) Phil accidently treads on your foot. How do you react?
a) Sorry. b) Never mind. c) Ouch!
HOME WORK: PICTURING
a) Draw a diagram that captures the significant influences on your
identity:
List your cultural identity elements;
Create a pie chart with these elements where size of slices reflect strength
(importance to you) of each element.
Include 4-10 cultural groups with which you personally identify e.g. gender,
ethnic or national origin,r, family, religion, gender, sexual orientation,
language, geographical region, educational background, socio‐economic
level, job or profession occupation etc.
b) Retell the text “Cultural descriptors”
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UNIT 2
INTERCULTURAL COMMUNICATION THEORIES (Теории
межкультурной коммуникации)
“Collective will supplants individual whim”
― Samuel P. Huntington, an American scientist who gained wide prominence
through his “Clash of civilizations” book, a thesis of a post-Cold War new
world order.
Learning objectives
Knowledge: terms: low-context and high-context cultures; individual and
collective orientations; high and low power distance; uncertainty avoidance;
masculinity and femininity.
Skills: students should be able to:
1. Discuss the difference between low-context and high-context cultures.
2. Describe behaviors of people from individual and collective orientations,
high and low power distance, weak and strong uncertainty avoidance,
masculinity and femininity cultures.
WARM-UP
Low-context communication: the mass of information is transferred in the
explicit code [message]. High-context communication: most of the
information is either in the physical context or initialized in the person."
Example of low-context communication: “I would like to drink some
Löwenbräu Original beer with 5.2% alcohol content by volume. If I order it
online, I specify all these details”.
Vocabulary list for the text “Low-context and high-context cultures”
Paragraph A Paragraph B Paragraph C
low-context relationship-based precise language
high-context rule-based
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authority figure
ancestor
manual
Paragraph D Paragraph E Paragraph F
flexibility to caution objective validity
in the terms: to acknowledge to resolve disputes
to renegotiate a proposal; courtesy
vague face saving
adjustment
trust relationship
Phrases and expressions
to respect for rules [B] to file a request [B]
to read between the lines[C] to fall back on [F]
Find the English equivalents for the Russian words and phrases using
the vocabulary list:
авторитетное лицо (старший); точный язык; руководство (указатель);
низкий контекст; предок; культура высокий контекст; гибкость
условий (контракта); пересматривать договор; неясный
(неопределенный); основанный на правилах; согласование;
предупреждать (предостерегать); доверительные отношения;
подтверждать предложение; юридическая сила; разрешать споры;
вежливость (этикет); спасение престижа (репутации); основанный на
отношениях; уважать правила; обратиться с просьбой (подавать
прошение); уловить скрытый смысл; опираться на (прибегать к).
Activity 1: Read and translate the texts:
I Low-context and high-context cultures
A. In 1976 Edward T. Hall’s Edward T. Hall (Эдвард Холл), an
American anthropologist and cross-cultural researcher, developed the most
useful concept for understanding cultural differences in business
communication - distinction of low-context and high-context cultures. It
explains much about how negotiation proceeds, how agreements are
specified, and how workers are managed. In high-context communication,
the message cannot be understood without a great deal of background
information. Low-context communication spells out more of the information
explicitly in the message.
As a rule, cultures with western European roots rely more heavily on lowcontext communication. These include Australia, Canada, New Zealand,
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and the United States, as well as much of Europe. The rest of the world
tends toward high-context communication.
B. Relationship-based and rule-based cultures: Behavior in relationshipbased cultures is regulated through close supervision by authority figures
(parents, elders, bosses, or even departed ancestors). Behavior in rule-based
cultures is based on respect for rules. This is not to say that rule-based
cultures have rules and relationship-based cultures do not; both do. Because
personal relationships are relatively unimportant in the enforcement of
rules, the rules tend to be spelled out explicitly, and people are taught to
pay attention to them. The result is low-context communication.
There are clear implications for business communication. A manager in
New York City transmits behavior norms through employee manuals and
official memos. Employees who want a week off, follow prescribed
procedures for filing a request; Employees in Bogotá, by contrast, will more
likely approach the boss, or a friend of the boss who can plead their case.
C. Indirect and direct Communication Styles: Cultures with an indirect
communication style (also referred to as high context cultures) expect the
listener to “read between the lines” in order to understand the message. In
other words, the context surrounding the conversation is more important
than what is being said. Cultures with a direct communication style (also
referred to as low context cultures), on the other hand, expect the speaker to
convey the message clearly using precise language.
D. Contracts: In western countries once a contract is signed, there is no
flexibility in the terms unless both partiers agree to renegotiate. In high-
context societies the terms are vague, there is room for adjustment as the
situation develops. As for compliance, the parties are more likely to rely on
a pre-existing trust relationship than a legal system. One should not be
surprised if the managers want to alter the terms the day after the document
is signed.
E. Decision making: Every cross-cultural business manual cautions
Western negotiators that, in much of the world, “yes” does not necessarily
mean yes, and “maybe” can mean “no”. “Yes” can be a way of indicating
that one understands or acknowledges a proposal. If the proposal is
unsatisfactory, the response is likely to be indirect, perhaps consisting of
such statements as, “we will think about it,” a period of silence (as in a
Japanese setting, where silence can have other meanings as well).
F. Negotiating styles: The distinction of relationship-based and rule-based
cultures also underlies differences in negotiating styles. The frankness of
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rule-based cultures is possible because of an underlying confidence that
rules have objective validity and can therefore serve as a basis for
resolving disputes. The absence of such confidence in relationship-based
cultures requires that they fall back on courtesy and face saving.
COMPREHENSION QUESTIONS
1. Give the distinction of low-context and high-context cultures.
2. How do relationship-based and rule-based cultures differ from each
other?
3. How would an employee in America act if he wants a week off?
4. What is the sense of indirect and direct communication styles?
5. How does culture influence on making a contract?
6. What is the difference between “yes” and “no” in high-context and lowcontext societies?
7. What can you say about negotiating styles of two cultures?
Note the following words and phrases from the text 2:
personal privacy - неприкосновенность личной жизни
inequality - неравенство
informal manner - неформальное поведение
to take initiative – проявлять инициативу
to ask for permission – спрашивать разрешения
to cope with – справляться с
uncertainty – неуверенность, нерешительность
undue stress – чрезмерный стресс
ambiguity – неясность, неопределенность
conformity – послушание, подчинение
safety - безопасность
risk avoidance – избежание риска
assertiveness – упорство, настойчивость
prescribed roles – предписанные роли
persistence – настойчивость
perseverance – упорство
to fulfil social obligations – выполнять социальные обязательства
immediate gratification – немедленное удовлетворение
long-term fulfillment – постоянное выполнение
Activity 2: Read and translate the text:
II Hofstede’s 5 dimensions theory
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Geert Hofstede (Герт Хофстеде), a Dutch social psychologist, developed
cultural dimensions theory. The five dimensions are: Individualism, Power
Distance, Uncertainty avoidance, Masculinity, and Long Term Orientation.
Individualism vs. Collectivism (Индивидуализм - Коллективизм)
Individualistic cultures value personal freedom and autonomy. People
assign individual responsibility (e.g., Joe is responsible for …). They devote
time and energy to achieve goals.
Collectively oriented cultures use groups as their frame of reference and
place greater value on group harmony and loyalty. People assume collective
responsibility (e.g., the maintenance department is responsible for …),
devoting time and energy to build relationships.
High and low power distance (высокая и низкая
дистанцированность от власти)
The term “power distance” measures the “psychological distance” between
subordinates and superiors and the degree to which inequality is accepted.
In a low power distance culture subordinates interact with their superiors in
an informal manner (e.g., students joke around with their teachers); take
initiative; believe that superiors should recognize their skills and abilities
and support their initiative
In a high power distance culture subordinates interact with their superiors in
a formal manner (e.g., students address teachers as sir, ma’am or miss); ask
for permission; are unwilling to disagree with or contradict the opinions of
their superiors.
Uncertainty avoidance (Избегание неопределённости)
The degree to which members of a society are able to cope with the
uncertainty of the future without experiencing undue stress. According to
Hofstede, this is a uniquely Western value.
Weak UA characterized by: risk taking; tolerance of differing behaviors
and opinions; flexibility; organizations with a relatively low degree of
structure and few rules, promotions based on merit.
Strong UA characterized by: avoidance of risk; organizations that have
clearly delineated structures, many written rules, standardized procedures,
promotions based on seniority or age; lack of tolerance for deviants; strong
need for consensus; need for predictability hence, planning is important;
respect for authority.
Generally, countries that show the most discomfort with ambiguity and
uncertainty include Arab, Muslim, and traditional African countries, where
high value is placed on conformity and safety, risk avoidance, and
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reliance on formal rules and rituals. It may be difficult for outsider
negotiators to establish relationships of confidence and trust with members
of these national cultures.
Hofstede identified the United States, Scandinavia, and Singapore as having
a higher tolerance for uncertainty. It may be easier for outsiders to establish
trusting relationships with negotiating partners in these cultural contexts.
Masculinity and femininity («мужской тип» и «женский тип»)
These terms reflect the degree to which a culture values assertiveness or
nurturing and social support. The terms also refer to the degree to which
socially prescribed roles operate for men and women. Japan and Latin
America prefer values of assertiveness, task-orientation, and achievement.
In countries and regions rated feminine such as Scandinavia, Thailand, and
Portugal, values of cooperation, nurturing, and relationship solidarity, and
the ethic is more one of "work to live." Elements considered masculine in
one culture might be considered feminine in another.
American approach reflects a “masculine” culture that values competition
and aggression, whereas Scandinavian culture is “feminine” and emphasizes
cooperation more than competition.
Long-term orientation vs. Short-term orientation (Стратегическое
мышление: краткосрочная или долгосрочная ориентация на
будущее)
Long-term orientation exists when you are focused on the future. If you
have this cultural perspective, you value persistence, perseverance, saving
and being able to adapt.
Short-term orientation exists when you are focused on the present or past
and consider them more important than the future. If you have a short-term
orientation, you value tradition, the current social hierarchy, and fulfilling
your social obligations. You care more about immediate gratification
than long-term fulfillment.
These two orientations reflect the differences in cultures regarding how
they view time and the importance of the past, present and the future.
COMPREHENSION QUESTIONS
Say whether it is true or false:
1. Low-context cultures are peculiar for Japan, China, Korea, Saudi Arabia.
2. In low-context communication, the most part of information is
transferred through the sign (sound and letter) code.
3. There are a lot of hints and undertone in the high-context languages.
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4. In low-context cultures characteristic of Scandinavian countries,
point bush grapevine stick wavelength wires nutshell picture
tail purposes
Germany, Canada and the USA interpersonal contacts are distinguished.
5. High-context cultures are collective and low-context cultures are
individualist ones.
6. In feminine cultures gender roles are clearly distinct.
7. In career success (masculine cultures), there tend to be more rigid gender
roles and "live to work" orientations.
8. In masculine culture both men and women are supposed to be modest,
tender and concerned with the quality of life.
9. In cultures with High Power Distance the subordinates are ready for
unequal distribution of authorities in the enterprise.
10. Strong uncertainty avoidance is characterized by risk taking.
11. Long-term orientation exists when you are focused on the present and
past.
GRAMMAR
Vocabulary: Words multiple choice
Activity 3: Choose the word that best defines the italicized word.
1. A positive outlook is necessary for a happy life.
a. personality c. answer b. thinker d. attitude
2. The elderly are beginning to demand rights for themselves.
a. parents c. aged b. couples d. children
3. What should be done about the citizens' indifference to the international
situation?
a: lack of interest in c. lack of agreement about b. lack of knowledge of d.
lack of understanding of 4. New students trying to meet friends on crowded
campuses often feel alienated.
a. ignorant c. alone b. awkward d. poor
5. Close family ties help children feel secure.
a. homes c. relationships b. bows d. circles
6. Working mothers have obligations to the family.
a. needs c. expectations b. responsibilities d. compromises
7. Communal living works best for people who have similar beliefs.
a. communistic c. independent b. individualistic d. group
Vocabulary: Idioms
Activity 4: Complete these idioms with the missing words from the box.
a) to put it in a..................
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b) to get straight to the ………………
c) to hear it on the………
d) to put you in the ……………………
e) to get the wrong end of the ……………
f) to be on the same ……………………
g) can’t make head or……….of it
h) to talk at cross…………
i) to beat about the
j) to get our ……………….. crossed
Activity 5: Which of the Idioms in Exercise mean the following?
1. to fail to understand anything
2. to share similar opinions and ideas
3. to summarize briefly
4. to misunderstand
5. to delay talking about something
6. to give the latest information
7. to talk about the most important thing
8. to hear about something passed from one person to another
Activity 6: Ask your partner the following questions.
1. What have you heard on the grapevine recently?
2. When was the last time you got the wrong end of the stick?
3. When is it necessary to put someone in the picture?
4. In what situations is it good to beat about the bush?
5. In what situations is it good to get straight to the point?
6. Can you give an example of when you were talking at cross purposes?
7. Is there anything you can't make head or tail of?
CONVERSATIONAL ACTIVITIES
Skills: Dealing with communication breakdown
Activity 7: What expressions can you use on the phone in the following
situations?
1. you don't hear what someone says
2. the person speaks too fast or too quietly
3. you don't understand a word or expression they use
4. you want to check the spelling of something
5. you want more information about a subject
6. the connection is not good and you can't continue the conversation
7. you want to check the key points
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