The field of intercultural communication has recently been introduced to Japan from the United States. The theories and concepts of this field have been developed based on Western social sciences, and they are likely to be culture-bound. This thesis investigates the possibility that modifying Western ideas in the field of intercultural communication would make the study of this subject more effective for Japanese learners.

Self-reported behaviorally-based intercultural communication competence inventories are one way to understand the relationship between a pre-departure training program and its participants' intercultural communication competence (ICC). One such inventory, called the Cross- Cultural Adaptability Inventory (CCAI), was chosen to explore this relationship. This research sought to confirm or reject the following three hypotheses: 1) experimental subjects will demonstrate higher levels of ICC than control subjects, 2) experimental subjects will demonstrate higher levels of ICC after they take the pre-departure class at Walla Walla College, and 3) there will be relationships among all subjects' ICC and the demographic variables involved in this research. Fifty seven subjects from Walla Walla College participated in the research, 23 as experimental subjects, and 34 as control subjects. Experimental subjects took the cross-cultural ministry class at Walla Walla College and were given the inventory twice, once before and once after the course. Control subjects had never been SMs, had not taken any previous pre-departure training, and were administered the inventory once.

The film addresses the problem of why it is challenging for Chinese college students to study, socialize and succeed in American universities and how language barriers, differences in family communication, educational systems and socialization between the United States and China contributes to the challenges that Chinese students are facing in the The United States. Some of the problems that Chinese students encounter are getting worse, leading to serious mental health problems or even Chinese students committing suicide.

Published Article / This article argues that, whether she recognises it or not, the translator is an agent, i.e. someone with an active hand in the intercultural communication process. This position endows the translator with the responsibility to make decisions in intercultural communication that can have far-reaching ideological effects. For this reason, translators should be educated to be able to take up this responsibility. In this regard, the author proposes the notion of wisdom as the aim of translator education. The article also argues in favour of indigenising and even subverting translations in theAfrican context.

This empirical study examines politeness phenomena in the English of first and second language students at an academic institution. Using the theoretical framework of the CCSARP, a OCT and a qualitative questionnaire were used to analyze the speech act realizations of requests and apologies. The main objective of the study was to establish the extent of differences in the choice of speech act realizations and whether distinct patterns of speech act behaviour obtained. Findings show evidence of a difference in preference for positive and negative politeness strategies. The L2's expressed more of a concern for solidarity, than for social distance and deference, using in-group markers to signal social closeness. The L 1 's use of internal modification, in the form of downgraders, exhibited negative politeness. The frequent use of indirectness, especially hints, reflected a hesitancy to impose. Results from the investigation could have implications for enhancing cross-cultural communication. / Linguistics and Modern Languages / M.A. (Linguistics)

<p><strong><p>Seminar Date: 28th May, 2010 <strong></strong></p><p>Level: Master Thesis – EFO705 <strong></strong></p><p>Program: MIMA – International Business and Entrepreneurship <strong></strong></p><p>Authors: Alisa Pongsriwat & Wissawa Aunyawong <strong></strong></p><p>Title: Cross Institutional and Cultural Barriers: The opportunity of Thai entrepreneurs in doing business in Sweden - <em>Case study of Restaurant business <strong></strong></em></p><p>Tutor: Sune Tjernström <strong></strong></p><p>Background: Doing Thai Restaurant in Sweden seems to be opportunity of Thai entrepreneurs as there are potential trend leading to business success and many advantages supporting investment. However, cross institutional and cultural barriers can cause business failure. <strong></strong></p><p>Research Problem:´How can Thai entrepreneur overcome the cross institutional and cultural barriers for successfully running restaurant business in Sweden to beat in Swedish market? <strong></strong></p><p>Purpose: Our purpose is to understand and explain the cross cultural barriers in doing Thai restaurant business in Sweden in the context of cultures embedded in both Thailand and Sweden. The foundation of our research is based on the case study of Thai food restaurants in Sweden. <strong></strong></p><p>Method: Our research is mainly based on qualitative research using the case study and the secondary information gathered during the research. We have also taken into account some primary information by conducting three semi-structured interviews from the Thai owners of Thai restaurants in different locations in Sweden. All the information collected during the course of our research has been analyzed and has finally led us to a conclusion. <strong></strong></p><p>Conclusion: After the analysis of outcomes, both from the interviews and the secondary information conducted, we concluded that Thai entrepreneurs need to strictly follow the laws and regulations of Sweden because they cannot be changed. They also need to adapt some norms and cultures but not too much in order to maintain Thai uniqueness as competitive advantage in Swedish market. We have recommended that Thai entrepreneurs should recognize the key characteristics between Thai and Swede as the key successful business. <strong></strong></p><p>Contribution: Our research will give the useful information and practical recommendations in the future to the Thai entrepreneurs in Thailand, who are interesting in doing business in Sweden in order to seeking new opportunity.</p></strong></p><p> </p>

This thesis analyses face-to-face and one-to-one supervision sessions between British academics and Chinese students in a British university. It argues that identity relations can be reproduced and transformed in discursive practices. Three levels of identity relations – interactional, institutional, and sociocultural – are identified to investigate both collective identities and individual styles in intercultural institutional discourse. Chapter 1 presents a review of the literature covering the major contributions to our understanding of the relationship between discourse and identity, and, based on these, Chapter 2 argues for a multi-modal analysis of intercultural institutional interaction, combining three complementary approaches: Conversation Analysis and Critical Discourse Analysis; ethnographic analysis and discourse analysis; and qualitative and quantitative analysis. Chapter 3 introduces the specific context of the study and process of data collection, and presents the research focus on the reproductive and transformative attribute of identity relations in discursive practice. The institutional identity dyad SUPERVISOR-STUDENT is taken as a focal point around which interactional and sociocultural identity relations pivot. Taking supervisors and students as two separate but related homogeneous groups, Chapter 4 investigates their shared discursive practices to demonstrate the nature of the collective identities reproduced by the relevant social structures. Chapter 5 complements this analysis by highlighting the contrasts and differences amongst individual supervisors and students, and examining the ways in which identity relations are transformed. In order to enrich our understanding of these collective identities and personal styles, the qualitative discourse analysis is supplemented by word frequency statistics, and ethnographic accounts of participants’ orientations and routine linguistic and institutional practices. The conclusion to this thesis in Chapter 6 reinforces its contribution to the study of discourse and identity, that is, the introduction of a rich, multi-modal approach to the investigation of collective identities and personal styles. With supervision sessions taken as a specific type of institutional discourse, the routine and individual practices of British academics and Chinese students are analysed to provide insights into intercultural talk-ininteraction in the institutional context, supervision styles of local supervisors and participation styles of international students at a British university. As a result, the thesis concludes with a discussion of the implications for spoken English teaching in China and proposals for future research.

This project seeks to explore the subject of nation and nationalism in the context of rhetoric and the philosophy of communication. By exploring ancient tropes of nation through rhetorical figures such as Isocrates in Ancient Greece and Cicero in the Roman Republic; through Kant, the Enlightenment and modernity; and, through postmodern interpretations, I attempt to reconceptualize the nation as a communicative construct while pointing to what may lie ahead for the future. By applying Anderson's (2006) concept of "imagined communities" as an interpretative framework, the nation appears to be a more fluid, contingent space for communication that is grounded in ancient and Enlightenment ideals, but is perhaps reconfiguring in the face of postmodern complexity as advanced by scholars such as Appadurai (1996) and Smith (1979, 1983, 1995, 1998, 2008, 2010). The transition from antiquity and modernity to postmodernity is characterized by what I call a theory of "dialogic nationalism," which has roots in Martin Buber's understanding of dialogue (1988, 1996, 2002) and his writings on nationalism (2005). Dialogic nationalism may serve as an alternative hermeneutic for the nation within the postmodern moment. The experience of international students in the United States and the complex issue of immigration around the world are also explored as practical applications for dialogic nationalism. / McAnulty College and Graduate School of Liberal Arts; / Communication and Rhetorical Studies / PhD; / Dissertation;

Approved for public release; distribution is unlimited / This thesis proposes the study of rumor as a guide to the battle for hearts and minds in Iraq. It reviews existing rumor theory to identify how rumors function and what we can learn from them. Rumors often serve as a window into a community, and can provide valuable information for developing a campaign to assess, monitor, and gain the support necessary to defeat insurgents. This thesis employs two distinct typologies to analyze over ten months of rumors in Baghdad, Iraq. The motivation typology provides indications of Iraqi sentiment, and suggests unrelieved anxiety and fear is likely contributing to widespread hostility towards the US-led Coalition. Indications of unrealistic expectations are also evident, potentially contributing to hostility levels as they go unrealized. The subject typology identifies overarching concerns of the Iraqi people, and suggests there are specific fears inhibiting cooperation with US counterinsurgency efforts. This thesis then examines rumor remedies. Because they rely on effective communication skills, American and Arab cultural communication styles are contrasted and integrated into tailored remedies for Iraq. The findings in this thesis could assist Coalition information campaigns by alerting them to existing Iraqi perceptions so they can tailor messages to address significant concerns and fears. / Captain, United States Air Force

M.Ed. / The objective of this study was to establish if the cultural factors as an aspect of culturally sensitive feedback are accommodated during assessment. This research has helped to procure teacher opinion as to the extent at which principals are culturally sensitive when giving feedback during assessment. The study showed that lack of awareness of cultural differences between principals and teachers make feedback ineffective and impairs the development of teachers. These differences have some implications for teacher competence and its assessment. Principals need to be culturally sensitive when they give feedback to teachers after assessment. In this way the feedback process will be regarded in a positive light and teachers will see it as a development procedure and not as a tool for pinning them down. The recommendations made in this study may be useful in developing teacher assessment programs that will be effective and also enhance teacher competence in schools countrywide.