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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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Uncertainty avoidance, Masculinity/Feminity, and Long Term/Short-term
Orientation?
Once completed, compare your perceptions of other cultures and consider
the commonalities (and differences) within the group.
• What are some of the perceptions you hold about American
Culture/British Culture? What influenced the formulation of these
perceptions?
• How do your perceptions/misperceptions impact on your behavior and
interactions with people from these and other (similar) cultures?
• Do you see any difficulties in working with people from these cultures? Or
do you see the opportunities for cultural synergies?
Activity 9: Find the following information in the Internet:
1. What traditional dishes are served in the United States on Thanksgiving,
and what is the history behind them?;
2. What are the popular sports of Australia, and how do they reflect the
culture of that country?;
3. How is the government structured in England?;
4. What is the typical school day like for a student in Canada, and how is it
different from yours?
HOME WORK: REPORT
Prepare information about any foreign country using the resources of
the Internet, newspapers, magazines, and books:
• etiquette and manners • food and cuisine • religion • music • customs and
traditions • clothing and costumes • games and pastimes.
Create a skit incorporating the costumes, music, and food of the culture you
are demonstrating. Use PowerPoint or other formats that contain pictures or
video clips (from YouTube or another source) to demonstrate aspects of the
culture you have chosen. Keep a “culture journal” which allow you to
reflect on what you experience and discuss in class. Write in English reflect on your cultural learning experiences and on your feelings as you
become more aware of your own culture and the one being studied.
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UNIT 4
CULTURE SHOCK. CULTURAL ADAPTATION.
(Культурный шок. культурная адаптация)
“Amazing that you can get a cappuccino at a gas station in L.A. at four in
the morning and you can't buy a stamp at the post office in Sofia.” (Annie
Ward, «The Making of June»)
Learning objectives
Knowledge: terms: ethnocentrism, cultural relativism, culture shock, stages
of the adjustment and re-entry processes.
Skills: students should be able to:
3. Discuss the difference in ethnocentrism and cultural relativism.
4. Discuss the benefits and risks of ethnocentrism and cultural relativism.
5. Know the symptoms of culture shock
6. Define the stages of the Adjustment Process and individual reactions to
the adjustment and re-entry process
WARM-UP
Write down one judgment or opinion of a cultural behavior or belief that is
practiced by another person who is different than you. For example: I think
it’s terrible that Saudi Arabians impose death penalty for armed robbery.
Sometimes the punishment is carried out by public beheading.
***
Why did most of us prefer the same thing? This leads to the definition of
ethnocentrism, the natural tendency for people to feel their culture,
religion, race or nation is superior, and to judge others by one’s own frame
of reference.
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The opposite of ethnocentrism is cultural relativism. Cultural relativism is
the view that the behavior in one culture should not be judged by the
standards of another. The goal of cultural relativism is to be objective and
sensitive to diverse cultures without ignoring international standards of
justice and.
Some very simple examples of ethnocentric thinking. . .
We often talk about British drivers driving "on the wrong side" of the road.
Why not just say "opposite side" or even "left hand side"?
We talk about written Hebrew as reading "backward." Why not just say
"from right to left" or "in the opposite direction from English."
***
An Extreme example of cultural relativism: The Jivaro are an Indian clan.
They are known to be an intensely warlike group, tremendously protective
of their freedom and unwilling to subordinate themselves to other
authorities. In this fierce society, headhunting and shrinking the heads is a
process much revered and honored. This practice is morally permissible. In
contrast, in the U.S., chopping off someone’s head then trying to preserve it
is not only a criminal offence, but held by almost everyone to be immoral.
According to CR, there is no objective, universal rule that says headhunting
is wrong. Rather, it is morally permissible (even admirable) for the Jivaro,
while it is morally wrong from those in the U.S.
Activity 1: Are you ethnocentric?
Answer the questions:
1. Do you recognize your own ethnocentric beliefs and attitudes?
2. Do people within the same culture always share the same attitudes and
beliefs? If yes, why? If no why not?
3. Is anyone culture really better than another?
4. Are there any dangers to ethnocentric attitudes in a world that is
becoming more diverse? If yes, what are the dangers?
5. How can ethnocentric beliefs and attitudes become more culturally
relative?
6. What are things you can do in your life today to become more culturally
relative?
7. Do you think your family and friends might resist your becoming more
culturally relative, if yes, why? If no, why not?
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Activity 2: Choose one stage of Intercultural Sensitivity out of six ones
developed by Bennet M.J.: point at the statements which are true for
you:
1. "As long as we all speak the same language, there's no problem"; "I never
experience culture shock."
2. "When you go to other cultures, it makes you realize how much better
Russia is"; "I wish I could give up my own cultural background and really
be one of these people."
3. "Customs differ, of course, but when you really get to know them they're
pretty much like us"; "If people are really honest, they'll recognize that
some values are universal."
4. "The more difference the better-more difference equals more creative
ideas!"; "I always try to study about a new culture before I go there."
5. "To solve this dispute, I'm going to have to change my approach"; "I
know they're really trying hard to adapt to my style, so it's fair that I try to
meet them halfway."
6. “Everywhere is home, if you know enough about how things work
there.”; “Whatever the situation, I can usually look at it from a variety of
cultural points of view.”
Clue: Denial 2. Defense 3. Minimization -Ethnocentric stages.
4. Acceptance 5. Adaptation 6. Integration - Ethnorelative stages.
Vocabulary list for the text “Cultural adjustment”:
Paragraph A Paragraph B Paragraph C
immersion alienated secure
abroad to glorify environment
bewilderment to exaggerate severity
deprived of to scorn
to reject
Paragraph D Paragraph E Paragraph F
adjustment re-entry process exile
outward signs refugee
to typify
fatigue Paragraph G
to strain to face
self-confidence Phrases and Expressions
routine to account for [A]
associate honeymoon [D]
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Find the English equivalents for the Russian words and phrases using
the vocabulary list:
замешательство; погружение; преувеличивать; восхвалять; за
границей; лишенный чего-л.; высмеивать; отвергать; служить
причиной; безопасная среда; внешние признаки; тяжесть; адаптация;
усталость; определенный режим; коллега; самоуверенность;
напрягаться; высланный; беженец; сталкиваться с; медовый месяц;
обратный процесс; отчужденный.
Activity 3: Read and translate the text:
Cultural adjustment
A. "Culture shock" occurs as a result of total immersion in a new culture. It
happens to "people who have been suddenly transplanted abroad."
Newcomers may be anxious because they do not speak the language, know
the customs, or understand people's behavior in daily life. The visitor finds
that "yes" may not always mean "yes," that friendliness does not necessarily
mean friendship, or that statements that appear to be serious are really
intended as jokes. The foreigner may be unsure as to when to shake hands
or embrace, when to initiate conversations, or how to approach a stranger.
The notion of "culture shock" helps explain feelings of bewilderment and
disorientation. Language problems do not account for all the frustrations
that people feel. When one is deprived of everything that was once familiar,
such as understanding a transportation system, knowing how to register for
university classes, or knowing how to make friends, difficulties in coping
with the new society may arise.
The Adjustment process
B. Newcomers feel at times that they do not belong and consequently may
feel alienated from the native members of the culture. When this happens,
visitors may want to reject everything about the new environment and may
glorify and exaggerate the positive aspects of their own culture.
Conversely, visitors may scorn their native country by rejecting its values
and instead choosing to identify with (if only temporarily) the values of the
new country. This may occur as an attempt to over identify with the new
culture in order to be accepted by the people in it.
C. Reactions to a new culture vary, but experience and research have shown
that there are distinct stages in the adjustment process of foreign visitors.
When leaving the comfortably secure environment of home, a person will
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naturally experience some stress and anxiety. The severity of culture shock
The Adjustment process in a new culture
Honeymoon Acceptance and
period integration
Initial adjustment
Culture shock Mental isolation
depends on visitors' personalities, language ability, emotional support, and
duration of stay. It is also influenced by the extent of differences, either
actual or perceived, between the two cultures.
D. The adjustment stages during prolonged stays may last several months to
several years. The following "W" shaped diagram illustrates periods of
adjustment in a second culture and might apply to a one-year stay
(approximately) in a foreign culture. Although the stages in the cycle do not
always occur in the same order and some stages may be skipped, the
following pattern is a common one:
Each stage in the process is characterized by "symptoms" or outward signs
typifying certain kinds of behavior:
(1) Honeymoon period. Initially many people are fascinated and excited by
everything new. The visitor is elated to be in a new culture.
(2) Culture shock. The individual is immersed in new problems: housing,
transportation, shopping, and language. Mental fatigue results from
continuously straining to comprehend the foreign language.
(3) Initial adjustment. Everyday activities such as housing and shopping
are no longer major problems. Although the visitor may not yet be fluent in
the language spoken, basic ideas and feelings in the second language can be
expressed.
(4) Mental isolation. Individuals have been away from their family and
good friends for along period of time and may feel lonely. Many still feel
they cannot express themselves as well as they can in their native language.
Frustration and sometimes a loss of self-confidence result. Some
individuals remain at this stage.
(5) Acceptance and integration. A routine (e.g., work, business, or
school) has been established. The visitor has accepted the habits, customs,
foods, and characteristics of the people in the new culture. The visitor feels
comfortable with friends, associates, and the language of the country.
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The Re-entry process
E. A similar process occurs when visitors return to their native countries,
although the stages are usually shorter and less intense. The following "W"
shaped diagram illustrates reactions and emotions experienced when a
person leaves a foreign country and returns to his or her own country.
Individual reactions
F. Individuals experience the stages of adjustment and re-entry in different
ways. When visitors have close relatives in the new culture or speak the
foreign language fluently, they may not experience all the effects of culture
shock or mental isolation. An exile or refugee would adjust differently from
someone who voluntarily traveled to a new country. Certain individuals
have difficulties adapting to a new environment and perhaps never do;
others seem to adjust well from the very beginning of their stay.
G. Day-to-day living in another culture is undoubtedly an educational
experience. When facing different values, beliefs, and behavior, they
develop a deeper understanding of themselves and of the society that helped
to shape their characters.
COMPREHENSION QUESTIONS
Say whether it is true or false:
1. When an individual enters a strange culture, he or she is “like fish out of
water".
2. The adjustment stages during prolonged stays may last one month.
3. In “Initial adjustment” stage a person can not express basic ideas and
feelings in the second language.
4. If individuals have very good friends and close relatives in a second
culture, they never experience mental isolation.
5. Many people feel that because of knowing foreign cultures they lose
insight into their own society.
6. If individuals never experience the "Acceptance and Integration" stage in
a foreign culture, in the "re-entry" process they would never experience
a return honeymoon.
7. The adjustment cycle and the re-entry cycle both have “Mental isolation”
stage?
8. "Roller coasters", or situations which change suddenly and often, are
found in second cultures.
9. "Culture shock" is usually experienced toward the end of a stay in a
foreign country.
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10. A "honeymoon" period takes place when people are alienated from
everything new.
In your opinion:
The analogy "Living in a second culture is like riding on a roller coaster"
is used because a. People experience "highs" and "lows" during their stay in
foreign countries. b. Living in a second culture is as exciting and risky as
riding on a roller coaster. c. Living in a foreign country is all fun and no
work.
Why might exiles or refugees adjust to a new culture differently from
those who voluntarily live in a foreign country?
What kind of person experiences the effects of "culture shock" the least? a.
An exile or refugee. b. Someone with a two-month job in a new culture. c.
One-year foreign exchange students.
The text could be renamed as: a. Elation and Depression b. Experiencing
a Second Culture c. Culture Shock.
GRAMMAR
Vocabulary: filling the words in the blanks
Activity 4: Read the definitions of the words and fill in the blanks.
Stereotype A too simple and therefore distorted image of a group.
Tradition A long-established or inherited way of thinking or acting.
Value A belief.
Ritual Something performed regularly, usually for religious or cultural
reasons.
Diversity A variety of things or people.
Acclimatize To get used to.
Nationality The status of belonging to a particular country
Culture shock A state of distress experienced by someone who finds
themselves in a new environment.
1. "The government believes in family …….."
1. "The people of the tribe perform a ……… dance for the gods."
2. "She doesn't fit the typical ……. of an accountant."
3. "After growing up in Manhattan, moving to the countryside was a real
……."
4. "London has a large amount of ethnic and cultural …….."
5. "Eating turkey on Christmas Day in Britain is a ………."
6. "It took a long time to ………. to working life after university."
7. "I have Russian …………..."
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Vocabulary: Words Multiple Choice Activity 5: Choose the word that
best defines the italicized word:
1. Language problems are compounded by cultural misunderstandings.
a. decreased c. increased b. solved d. ignored
2. A child leaving home before he is ready is analogous to a bird trying to
leave the nest before it can fly.
a. contrary c. reluctant b. comparable d. related
3. How could we have remedied the problem when we didn't know that it
existed?
a. ignored c. corrected b. avoided d. understood
4. The foreigner held the preconceived notion that all Americans were rich.
a. constant b. accidental c. primary d. false
5. His prejudice that all houses in Los Angeles had swimming pools was
based on what he had seen in the movies.
a. opinion b. justice c. decision d. bias
6. Sometimes intolerance of a particular group of people indicates a fear of
them.
a. rage b. indignation c. impatience d. provocation
7. When a child first leaves home, he misses the secure environment of his
parents' home.
a. loving b. comfortable c. ordinary d. safe
8.The severity of adjustment problems experienced in a second culture
depends on the individual's ability to adapt to new situations.
a. excitement b. solutions c. intensity d. importance
6. Negative attitudes typifying pessimistic people show up in complaints
and worries.
a. explaining c. contradicting b. enhancing d. characterizing
Vocabulary: Matching the Words and Their Definitions
Activity 6: Match the words on the left with their definitions on the
right. Place the letter of the definition in the space next to the word.
puckering a. judgment or opinion formed before facts are known
ethnocentric b. characteristic or imitative of the earliest ages; not
"civilized"
overgeneralized c. mentally quick; smart
stereotypes d. having the emotional attitude that one's ethnic or religious
group is superior to all others
civilized e. fixed notions about groups and ideas, often allowing for no
individuality
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primitive f. visual or mental impression
image g. wrinkling; folding (especially of the lips)
prejudice h. not "primitive" or savage; "refined"
bright i. truly; certainly
indeed j, overstated; exaggerated
CONVERSATIONAL ACTIVITIES
Skills: Overcoming the culture shock
MAKING A REPORT
Activity 7: Think of the ways of overcoming the culture shock. Make a
report to the class. Here are some examples:
Learn a language
Fight with your fears
Get involved in the local life
Don’t compare. Everything is different in a foreign country
Ask people
ROLEPLAYIG THE DIALOGUE
Activity 8: Read the dialogue “Adapting to other cultures”. Role-play it.
Todd: Now, Keiko, you said you lived in America.
Keiko: Yeah.
Todd: How long did you live in America for?
Keiko: I lived there for five years.
Todd: Five. That's a long time. What was it like when you came back to
Japan?
Keiko: It was quite difficult because I look Japanese and obviously I am
Japanese but the way I wanted to mingle with my friends was a bit different
from how the Japanese people mingle with their friends, for example there's
no hugs between friends. Those little things in daily life kind of shocked me
a little bit.
Or, even in university, I've heard about this before, but in universities, you
know people go to bathroom together, you know they always think about in
a group, OK, what should we do, should we eat lunch, should we go to the
bathroom, should we, you know, do this after school. It's kind of always in a
group.
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