В современном мире, благодаря процессам активного роста культурных контактов и взаимодействий между разными народами и странами, все большую актуальность приобретают проблемы взаимопонимания и взаимоуважения. Умение построения межкультурных коммуникаций, основанных на знании культурных ценностей и традиций других народов, становится актуальным навыком. Внедрение в конце XX века в отечественную систему образования преподавания такого предмета, как межкультурная коммуникация, было обоснованным и своевременным шагом. Этот предмет дает возможность изучить и понять, что такое культура, коммуникация, раскрывает особенности межкультурного взаимодействия и важность навыков общения с представителями других культур, как на обыденном, так и на профессиональном уровне. В связи с этим, в большинство образовательных программ высших учебных заведений включен ряд навыков и компетенций, связанных с межкультурной коммуникацией, которыми должны обладать будущие выпускники. Например, «владение навыками социокультурной и межкультурной коммуникации, обеспечивающими адекватность социальных и профессиональных контактов, готовность преодолевать влияние стереотипов и осуществлять межкультурный диалог в общей и профессиональной сферах общения, формирования коммуникативной и межкультурной компетенции обучающихся» [44]. Данная работа посвящена исследованию вопроса актуальности обучения навыкам межкультурной коммуникации с представителями восточных культур. Для Российской Федерации этот вопрос особенно важен, так как на протяжении многих лет наше государство поддерживает дружественные отношения и сотрудничает со странами Востока. В качестве примера в данной работе рассматриваются добрососедские, дружественные отношения стратегического партнерства с Китаем, показана важность навыков межкультурной коммуникации, основанных на знании языка, культуры, традиций, этических и моральных норм китайского народа, без которых невозможно построение эффективного межкультурного взаимодействия. Наличие межкультурного компонента в процессе образования делает актуальным поиск новых педагогических и методических решений при обучении навыкам межкультурной коммуникации с представителями других культур. В данной работе рассмотрено применение современной, инновационной методики – метода сase study, при обучении навыкам межкультурной коммуникации. / In the modern world, due to the processes of active growth of cultural contacts and interactions between different peoples and countries, the problems of mutual understanding and mutual respect are becoming increasingly important. The ability to build intercultural communications based on knowledge of the cultural values and traditions of other nations is becoming an actual skill. The introduction of such a subject as intercultural communication into the domestic education system at the end of the 20th century was a reasonable and timely step. This subject provides an opportunity to study and understand what culture, communication is, reveals the features of intercultural interaction and the importance of communication skills with representatives of other cultures, both at the everyday and at the professional level. In this regard, most educational programs of higher educational institutions include a number of skills and competencies related to intercultural communication that future graduates should possess. For example, “possession of sociocultural and intercultural communication skills that ensure the adequacy of social and professional contacts, the willingness to overcome the influence of stereotypes and carry out intercultural dialogue in the general and professional spheres of communication, the formation of communicative and intercultural competence of students” [44]. This work is devoted to the study of the relevance of teaching the skills of intercultural communication with representatives of Eastern cultures. For the Russian Federation, this issue is especially important, since for many years our state has maintained friendly relations and cooperated with the countries of the East. As an example, this paper considers good-neighbourly, friendly relations of strategic partnership with China, shows the importance of intercultural communication skills based on knowledge of the language, culture, traditions, ethical and moral norms of the Chinese people, without which it is impossible to build effective intercultural interaction. The presence of an intercultural component in the education process makes it relevant to search for new pedagogical and methodological solutions in teaching the skills of intercultural communication with representatives of other cultures. This paper considers the use of a modern, innovative methodology - the case study method, when teaching intercultural communication skills.

by Chan Yee-Fong and Lau Chin-Kau. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1998. / Includes bibliographical references (leaves 72-76). / Questionnaires in Chinese and Japanese. / ACKNOWLEDGMENTS --- p.ii / ABSTRACT --- p.iii / TABLE OF CONTENTS --- p.iv / LIST OF TABLES --- p.vi / LIST OF FIGURES --- p.vii / Chapter / Chapter I. --- INTRODUCTION --- p.1 / Background --- p.1 / Overview of Sino-Japan Joint Ventures in China --- p.3 / Cultural impact on Success and Failure of Joint Ventures in China --- p.7 / Objectives of Study --- p.9 / Methodology --- p.10 / Chapter II. --- INTERCULTURAL CONFLICT MANAGEMENT --- p.14 / Concept of Culture --- p.14 / Interpersonal Conflict at Work --- p.19 / Chinese Culture and Her Conflict Management Style --- p.28 / Japanese Culture and Her Conflict Management Style --- p.33 / Chapter III. --- FINDINGS FROM THIS STUDY --- p.41 / Conflict Management Style of Current Chinese Enterprises --- p.41 / Conflict Management Style of Current Japanese Enterprises --- p.44 / Intercultural Conflict Management of Sino-Japan Joint Ventures --- p.47 / Implication for Management --- p.52 / Chapter IV. --- CONCLUSIONS --- p.55 / Summary of Findings --- p.55 / Limitations of our Study --- p.56 / Suggestions for Future Study --- p.59 / APPENDIX --- p.62 / BIBLIOGRAPHY --- p.72

This is an exploratory, interpretive study, focusing on classroom communication experiences of Chinese teaching assistants (CTA) in a U.S. university. The research asked: What are CTAs' experiences communicating in the U.S. university classroom? How do they interpret their experiences from their own perspective? And what is their emergent adaptation pattern to the U.S. university classroom?

Texte remanié de : thèse de doctorat : Anglistik : Justus-Liebig Universität, Giessen : 2004. / Bibliogr. p. 301-323.

Thesis (Ph. D.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (MPhil (General Linguistics))--University of Stellenbosch, 2008. / This thesis has been written as a research project within a programme that topicalises intercultural communication in fairly broad terms. It provides an analysis of the different constructions in the media of events and people by journalists from different linguistic communities who have regular intercultural contact in the course of reporting on local newsworthy events. The communities here are different media producers, different news publishing institutions who print and circulate current news to audiences in different language communities. Illustratively, attention will go to the particular role players in the media, i.e. news producers (journalists, newspapers, publishing groups), newsmakers (people whose actions are observed and topicalised in the media) and news consumers (the audience, readership) engaged in reporting on a particular, prominently mediated event in 1986, and again in 1996. The event that is now recorded as the Guguletu Seven incident is investigated for the way in which it can highlight cultural linguistic differences in mediating the same event.

No description available.

This thesis explores how cultural differences manifest themselves in computermediated intercultural communication (CoMIC). This study particularly looks at the role and use of digital nonverbals (DNVs) and their regulatory functions. The data analyzed is from a global virtual team working together for a period of three months. The grounded theory method has been employed to code the electronic transcript of the team's communication. Furthermore, the participants were surveyed regarding their personal backgrounds, their work, and their perception of the communication processes that took place. The study shows that in an intercultural communication process DNVs are used to avoid intercultural misunderstandings and to underline the various communication styles. The different styles, hand in hand with the DNVs used, vary depending on the team's overall situation. However, the absence of DNVs can be an indicator for a state of crisis.

Increasing globalization and transnational trends in business have resulted in greater contact with people from different cultures. However, in any cross-cultural encounter, miscommunication and misunderstandings are likely to occur. In a workplace setting, these can seriously undermine job performance and employee relations. The Intercultural Sensitizer is a cross-cultural training tool that is designed to increase the likelihood that trained individuals will make accurate interpretations concerning behavior observed in individuals from other cultural groups (Albert, 1983) . The purpose of this study was two-fold: (1) to identify cultural differences between Americans and Japanese that can lead to misunderstandings in the workplace and hinder communication, and (2) to construct an intercultural sensitizer that will enable the two cultural groups to interact more effectively with each other. The study's five-phase research design was based on Albert's (1983) delineation of the construction of an intercultural sensitizer. Twenty-four episodes were constructed and statistically analyzed to determine if there was a difference in the way the two cultural groups responded to a given situation. Nine episodes yielded critical values significant at the .05 level. The study concluded that there while there are differences in the cultural perspectives of American and Japanese business professionals, the two groups also share common cultural assumptions. The study's findings have numerous implications for cross-cultural corporate training and higher education.

Costa Rica embodies many of the characteristics which the United States would like to foster in Central America and elsewhere. In recent years, however, misunderstandings have often been present in the development of relations between both nations, and leaders. These differences have been particularly visible between Presidents Reagan and Arias when carrying out their foreign policies towards Central America. Recent developments in warfare, social and political unrest and economic crises in the region added to the emergence of a Central American political leadership--independent of U.S. decision making-have increased international misunderstandings between both political speakers. These misunderstandings are shown by Reagan and Arias' through their public discourses which have revealed deterioration in communication and cooperation between them. Since Reagan and Arias come from different cultures, their values are different, making it difficult for the two men to communicate effectively. Towards discovering the differences m cultural values underlying arguments between them, this study uses the Toulmin model to provide a critical and interpretative analysis of the exchange of political arguments from both leaders concerning Central America. Data were collected from public discourses by Reagan and Arias. An intercultural communication perspective is then used to assess the effects of the arguments on international understanding. This research was successful in isolating a number of political arguments concerning Reagan and Arias' respective policies toward Central America, it revealed consistently different underlying cultural values. These differences in cultural values may affect the mutual understanding between the two political leaders, since their discourses did not acknowledge each other's cultural values or patterns of thinking. At the core of Reagan and Arias' disagreements is the ethnocentric assumption that each is similar to the other. This assumption is not a recommended strategy for intercultural interaction. Because of the novelty of this type of interdisciplinary interpretative research, the results can not be compared adequately with previous research on values in public discourse. Further investigation in this area should support the worth of studying political argumentation from the combines approaches of rhetorical analysis and intercultural communication.