ПРАКТИКУМ ПО МЕЖКУЛЬТУРНОЙ КОММУНИКАЦИИ · 2016. 1. 26. ·...
TRANSCRIPT
РОССИЙСКАЯ ФЕДЕРАЦИЯ
МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ
ФГБОУ ВПО ТЮМЕНСКИЙ ГОСУДАРСТВЕННЫЙ УНИВЕРСИТЕТ
ИНСТИТУТ ФИЛОЛОГИИ И ЖУРНАЛИСТИКИ
КАФЕДРА АНГЛИЙСКОЙ ФИЛОЛОГИИ
Е. В. АГЕЕВА
ПРАКТИКУМ
ПО МЕЖКУЛЬТУРНОЙ КОММУНИКАЦИИ
Учебно-методическое пособие для студентов направления 035700.62 «Лингвистика»
очной формы обучения
Тюмень Издательство
Тюменского государственного университета 2014
УДК 81 (075.8) ББК Ш100.63я73
А239
Агеева Е. В. Практикум по межкультурной коммуникации: учебно-методическое пособие. Дидактические материалы для студентов 3 курса направления 035700.62 «Лингвистика» очной формы обучения. Тюмень, Издательство Тюменского государственного университета, 2014. - 40 с.
В учебно-методическом пособии изложены темы практических занятий и индивидуальные задания, направленные на воспитание межкультурной компетентности, осознания особенностей родной культуры и других культур.
Дидактические материалы составлены в соответствии с
требованиями ФГОС ВПО с учетом рекомендаций и ПрООП ВПО по
направлению и профилю подготовки.
Данное учебно-методическое пособие «Практикум по
межкультурной коммуникации» опубликовано на сайте ТюмГУ.
[электронный ресурс] / Режим доступа: http://www.umk.utmn.ru.,
свободный.
Рекомендовано к изданию кафедрой английской филологии ИФиЖ ТюмГУ. Утверждено проректором по учебной работе Тюменского государственного университета.
ОТВЕТСТВЕННЫЙ РЕДАКТОР: Н. В. Дрожащих, д-р ф. н., зав. кафедрой английской филологии
РЕЦЕНЗЕНТЫ: Е.Г.Сеченова, к. ф. н., доцент,
кафедра перевода и переводоведения О.Г.Дубровская, к. ф. н., доцент, кафедра английской филологии
© ФГБОУ ВПО Тюменский государственный университет, 2014
© Е. В. Агеева, 2014
3
СОДЕРЖАНИЕ
ВВЕДЕНИЕ ................................................................................................4
ЛЕКЦИЯ 1. The Structure of Communication ...........................................8
ЛЕКЦИЯ 2-3. Elements of Culture: human needs and values; rights
and ethics. Cross-cultural differences.......................................................13
ЛЕКЦИЯ 4-5.Verbal and Nonverbal Communication ...............................22
ЛЕКЦИЯ 5-6. Effective communication techniques. Case Analysis.........28
Глоссарий ................................................................................................34
Методические рекомендации для преподавателей .............................38
ЛИТЕРАТУРА .........................................................................................39
4
ВВЕДЕНИЕ
В современной действительности появление дисциплины
межкультурная коммуникация обусловлено политическими и
экономическими изменениями в обществе и развитием культурных
связей в самых разных сферах человеческой жизни – личных
контактах, бизнесе, туризме, спорте, что в свою очередь приводит к
смешению и столкновению. В результате этих процессов все больше
людей испытывает необходимость преодоления разделяющих их
культурных барьеров, возникающих в любой межличностной
коммуникации, когда один её участник обнаруживает культурное
отличие другого. Эти проблемы, связанные с разницей в ожиданиях и
предубеждениях, которые свойственны каждому человеку, можно и
нужно решать, поскольку межкультурная коммуникация это не только
наука, но и набор навыков, которыми нужно владеть. В первую
очередь эти навыки необходимы тем, чья деятельность связана с
взаимодействием между культурами, когда коммуникативные ошибки
и неудачи приводят к неэффективной работе коллектива, к
социальной напряженности. Возникает новая профессия – специалист
по межкультурному общению. Это специалист, способный прилагать
усилия для сведения к минимуму различий вербальных и
невербальных кодов в специфическом контексте коммуникации,
осознающий влияние на интерпретацию межперсональных посланий и
успешность коммуникации личностных и культурных ценностных
систем, возраста, пола, профессии, социального статуса, личного
опыта, степени толерантности и т.д.
Межкультурная коммуникация стала фактором повседневной
жизни современного человека. Включая в себя разнообразные формы
общения между индивидами и группами, принадлежащими к разным
культурам, она делает актуальными вопросы общения, главным
условием эффективности которых является взаимопонимание, диалог
5
культур, терпимость и уважение к культуре партнеров по
коммуникации.
В данном учебно-методическом пособии по дисциплине
«Практика межкультурной коммуникации» изложены темы
практических занятий, методические указания и индивидуальные
задания для студентов 3 курса очной формы обучения направления
035700.62 «Лингвистика».
Для успешного освоения дисциплины студент должен иметь
представление об основных проблемах межкультурной коммуникации,
владеть базовыми понятиями теории межкультурной коммуникации, а
также лексической базой, необходимой для адекватного восприятия
информации межкультурного характера в устной и письменной форме;
грамматической системы английского языка с целью вербализации
информации.
Методический документ составлен на английском языке и включает
в себя шесть лекций в сочетании с групповыми и индивидуальными
заданиями, направленными на практическое освоение и закрепление
теоретического материала, изложенного на лекциях, отработку
навыков решения лингвистических и других задач, необходимых для
освоения будущей профессии. Учитывая все многообразие знаний,
составляющих научную основу теории межкультурной коммуникации,
значительное внимание в учебном пособии уделено рассмотрению
психологических аспектов межкультурной коммуникации и факторов,
влияющих на эффективность межкультурной коммуникации в
различных сферах деятельности. Каждая лекция практикума
представляет собой последовательность из следующих пунктов:
� цели и задачи урока;
� основные теоретические положения, раскрывающие тему
лекции;
6
� серия аудиторных упражнений и заданий по основным разделам
дисциплины (а также анализ кейсов);
� вопросы для устного обсуждения;
� лингвистический фокус;
� индивидуальное письменное задание;
� список ознакомительной литературы.
В практикуме используются следующие виды упражнений.
� Практическое упражнение - задание по определенной теме с
предлагаемым алгоритмом действий для отработки у студентов
навыков решения задач.
� Упражнение-ситуация - вариант практического упражнения для
отработки у студентов навыков решения проблем.
� Разбор конкретных ситуаций - анализ ситуаций. Этот метод
используется для отработки навыков выявления и
формулирования проблемы, сравнения различных подходов к ее
решению, разработки вариантов и принятия окончательного
решения.
Основной целью курса является формирование у студентов
социокультурной компетенции в области межкультурного общения.
Поставленные цели определяют следующие задачи в работе по
программе курса: формирование терпимости, способности признавать
альтернативные ценности и модели поведения, а также развитие речи
в процессе обсуждения широкого круга страноведческих и
культурологических вопросов. В результате освоения дисциплины
обучающийся должен демонстрировать следующие результаты
образования:
Знать:
� основные понятия психологии межкультурных различий;
� основные ценностные установки, смыслы и другие компоненты,
обуславливающие социальный опыт;
7
� существующие концепции потребностей человека; изучить их
сущность, структуру, иерархию;
� эффективные стратегии и тактики межкультурной коммуникации.
Уметь:
� определять роль ценностей культуры в мировоззрении и
коммуникативном поведении человека;
� правильно интерпретировать конкретные проявления
коммуникативного поведения в различных культурах;
� выявлять коммуникативные проблемы и объяснять причины
коммуникативного сбоя;
� моделировать возможные ситуации общения между
представителями различных культур и социумов.
Владеть:
� практическими навыками по анализу и исследованию
коммуникативной ситуации с учетом специфики лингвистических,
национально-культурологических, прагматических, коммуникативных
характеристик;
� навыком активного слушания;
� методикой продуцирования иноязычных (как устных, так и
письменных), предназначенных для использования в области
межкультурного взаимодействия.
8
Lecture 1. The Structure of Communication.
Goal: understanding the mechanisms of a communication model,
building-up the scope of knowledge in this field for further implementation
into various personal, business and intercultural communicative situations.
Issues to be covered in class:
� The elements of communication: addresser – addressee;
message (overall information sent by the participants); channels (verbal
and non-verbal); effect (agreement, disagreement, misunderstanding,
aggression, irritation etc); feedback; roadblocks to communication
(objective and subjective); context. Shannon-Weaver model: information
source, message, transmitter, signal, channel, noise, receiver, information
destination, probability of error, encoding, decoding, information rate,
channel capacity, etc.
� Types of communication (formal, informal, verbal, nonverbal,
oral, written communication, business communication, interpersonal
communication (face-to-face), intercultural communication, public
communication, mediated communication, group communication).
� Role of pragmatics in communication. The setting - time, place,
social context, etc.
� Role of the feelings involved in the process of communication.
Figure 1. Role of feelings in thinking.
Firing order: feel – think – act?
Feelings and emotions demonstration and expression in a
communicative contact. Disintegration of familiar cues: feelings of
embarrassment, self-pity and internal anger. Reintegration of new cues:
feelings of anger, resentment and blame. Restoration of autonomy: a sense
9
of being in control of one's life. Independence: accepting responsibility for
the way one's life is going; feeling able to make choices.
� Communicative statuses of the participants (social, cultural,
personal).
(Norms and Values, 2014)
Figure 2. Как назвать рисунок?
In-class activities:
Assignment 1. State the setting and the type of the following
examples of communication:
A Russian student at the lecture to the American professor:
– Could you speak louder, please?
– Excuse me?
Mr. Goosens: Hi! Is it Media Print Company?
Secretary: Yes, sir.
Mr. Goosens: I am sorry, who am I speaking to?
Secretary: This is Inna, Mr. Averin’s personal assistant. Can I help
you, sir?
– Excuse me, can you tell me the way to Times Square?
– Sure. Take this turn and then three blocks down that street.
10
– You are… Jessica Fletcher?
– Yes.
– Hope I am not intruding. I’ve read all your books and recognized
you from the book jackets and television. My name is Mark Dobson. I am
the manager of the Red Lion. Can I buy you a drink?
– Dear friends! Let me open our meeting. I have invited our French,
German and American delegates to our conference in Darlington Hall to
discuss the international matters…
Assignment 2. Pair up the speakers and listeners (on any topic).
Have students practice accurate picking up underlying feelings (emotions)
in the presented short message (e.g. pride, bitterness, anger, irritation,
happiness, confusion etc.).
Examples:
– I have lost my umbrella. I loved it so much, it was old, but so
cute… (feeling?)
– My mom doesn’t understand me… I’d like to organize a party for
my close friends, but she keeps telling me parties are a waist of time…
– He has sent me seven messages today! We have been dating
for five months and he never stops caring…
– When I come home, I have a cup of tea and a couple of
sandwiches, watch TV and go down. Every day looks the same…
– Excuse me, why is the bill for the cable TV this year is two times
as much? The previous years you just raised the payment only for 5%?
– All my friends are dating someone… I attend parties, I
accompany my friends everywhere, but… how come I don’t have a
girlfriend (boyfriend)?
11
Assignment 3. Read Case 1 and define the social (relative position
in the situation “high-low”), cultural (nationality, age, gender, values, etc)
and personal (traits of character) status of each communicant.
Case 1 (Door phone)
It is a municipal service office. A customer, a young girl, 25, enters
the room and addresses the clerk, a woman, 52, who is involved in her
papers. The girl smiles at her:
– Здравствуйте! Скажите пожалуйста, здесь можно
заплатить за домофон?
– А что, читать не умеете? Что вы хотели? – the woman
keeps her eyes on her documents.
– Я бы хотела заплатить за домофон.
– Адрес? Имя? Давайте квитанцию.
The customer hands in her payment book and the money. The clerk
registers the payment then returns the payment book.
–Спасибо. До свидания! – the girl says and leaves the office.
Questions to the case:
1. What type of communication is it?
2. What are the possible feelings of the communicants in the
dynamics of the conversation?
3. How can you evaluate the effectiveness of this communicative
event? Why?
4. What are the possible barriers in this interaction?
Linguistic focus: practicing vocabulary (range of feelings and
emotions); useful phrases:
� Considering the feelings of the participants it is noteworthy to mention
that…
� The participant appears to be …
12
� The feelings demonstrated in the dynamics of the conversation
appear to be the following: …
� Within the frame of the communicative statuses of the people
involved in the conversation we can say that…”.
Class discussion:
Why is communication considered to be a process?
What constitutes the cultural background of an individual?
Why is it paramount to maintain the status of the communicants?
How may statuses affect the success of communication?
Writing Task:
- Make up a list of feelings and emotions (both positive and negative).
- Share your story. Make up 3 different communicative situations from
your own experience.
Readings:
� Тер-Минасова С.Г. Война и мир языков и культур.
Издательство: СЛОВО/SLOVO, Москва 2008. – С.101-120.
� Непряхин Н. Основы эффективной коммуникации.
http://www.oratorica.ru/news/articles/osnovy_effektivnoy_kommunikacii
� Effective Communication. http://www.dynamicflight.com/
avcfibook/communication/.
� Akmajian A., Demers R.A., Farmer A., Harnish R.M. Linguistics:
An Introduction to Language and Communication. The MIT Press; 5 edition
- 2001. – 648 p.
Movies:
� The film “The Remains of the Day” (1993), Merchant Ivory
Productions, UK.
13
Lectures 2 - 3. Elements of Culture: Needs and Values; Rights
and Ethics. Social Norms. Western vs. Eastern Value System.
Goal: enabling students to understand the role of human needs and
values in behavior; understand social behavior across cultures;
examination and recognition of personal values; identify own values,
beliefs, attitudes; the cultural applicability of the new skills.
Quiz: At the beginning of the class the students write a 5-minute quiz
covering the material of the previous lesson. The questions are designed
by the teacher.
Issues to be covered in class:
� Knowing self ad others. Maslow’s Hierarchy of Human Needs.
Role of the different levels of motivation or pressed needs in human
behavior. Criticism of Maslow’s theory (e.g. in collectivist societies, the
needs of acceptance and community will outweigh the needs for freedom
and individuality).
.
Figure 3. Maslow’s Hierarchy of Human Needs
� Values, beliefs, personal rules and regulations constituting
personal mental paradigm and generating human behavior.
14
Figure 2. Relationship between mental paradigm and behavior
Figure 3. Ways of framing the elements of one’s mental paradigm
� Formation of a personal paradigm and its provision for an
internal reference for what is good, beneficial, important, useful, beautiful,
desirable, constructive, etc for socialization.
Figure 4. How personal values are formed
15
A List of Core Values (Thum, 2013)
Awareness
Balance
Beauty
Being the
Best
Calmness
Cheerfulness
Change
Comfort
Compassion
Competition
Connection
Contribution
Control
Courage
Creativity
Determination
Discipline
Education
Effectiveness
Empathy
Fairness
Faith
Fame
Family
Flexibility
Freedom
Friendship
Fulfillment
Fun
Harmony
Happiness
Health
Honesty
Honor
Humility
Independence
Integrity
Intelligence
Intimacy
Kindness
Knowledge
Love
Money
Nature
Passion
Peace
Perfection
Philanthropy
Power
Respect
Security
Simplicity
Spirituality
Spontaneity
Stability
Success
Status
Teamwork
Tolerance
Tradition
Truth
Wealth
Wisdom
� Consideration of the Ethics and Rights of all the participants in
communication. Rights to consider: right of individual to choose for
her/himself – Autonomy; right to truth – Veracity; right of Privacy; right not
to be injured; right to what has been promised – Fidelity. Principles to
follow: Fairness or Justice, Beneficence.
� The diversity of cross-cultural differences (e.g. environment one
grows in, gender roles, culture, child-rearing practices across cultures,
peer-pressures, norms, time perception etc). Western approach: separation
of power – personal morality is separated from public ethics. Eastern
approach: concentration of power – personal and public morality are the
same.
� A Comparison of the Western and Eastern Systems.
16
Western vs. Eastern Systems
WEST EAST
Values
Primacy of individual Primacy of relationship
Democratic Orientation Authoritarian Orientation
Nuclear Family structure Extended Family structure
Emphasis on Youth Emphasis on Maturity
Independence Interdependence
Assertiveness Compliance
Nonconformity Conformity
Competition Cooperation
Conflict Harmony
Freedom Security
Guiding Principles of Action
Fulfillment of individual needs Achievement of collective goals
Individual responsibility Collective responsibility
Behavior Orientation
Expression of feelings Control of feelings
Uniqueness of individual Uniformity
Self-actualization Collective actualization
Time Orientation
Future orientation Traditionalism
Innovation Conservatism
Ethical Orientation
Morality anchored in Person Morality linked to relationships
(Corey, Corey, Callanan, 2006)
� Social norms as the rules that a group uses for appropriate and
inappropriate: Injunctive Norms, Descriptive Norms, Explicit Norms, Implicit
Norms, Subjective Norms, Personal Norms. Comparison of the ways
Relationship between the ways of reality viewing and communicative
behavior.
17
(Rattray, 2013)
Figure 5. Ways of approaching reality
CULTURAL VALUES CONTRAST
WESTERN EASTERN
Personal Control over Environment Fate/Destiny
Change seen as natural & positive Stability/Tradition
Control over time Close Human Interaction
Equality /Fairness Hierarchy/Rank/Status
Individualism/Independence Group Welfare/Dependence
Self-help/initiative Birthright/Inheritance
Competition Cooperation
Future Orientation Past Orientation
Action/Work Orientation ‘Being’ Orientation
Informality Formality
Directness/Openness Honesty Indirectness/Saving Face
Practicality/Efficiency Idealism/Theory
Materialism/Acquisitiveness Spiritualism/Detachment
(Kohls, Robert & Knight, 1981)
In-class activities:
Assignment 1. Rate your worldview in order of importance from 1 to
10:
Self - ? Family - ? Community - ? Job - ? Values - ? Future - ?
Assignment 2. Think of the opposite value:
18
Freedom - …? Equality - …? Love - …? Health - …? Education - …?
Family - …?
Assignment 3. Study the expressions below used regularly in the
United States. Together with a partner discuss what cultural value or belief
they reveal:
1. Actions speak louder than words.
2. He’s all talk and no action.
Value/belief: action/work orientation
3. She’s always beating around the bush.
4. Tell it like it is.
Value/belief: ________________________________
5. Every cloud has a silver lining.
6. Look on the bright side.
7. Tomorrow is another day.
Value/belief: ________________________________
8. Stand on your own two feet.
9. God helps those who help themselves.
Value/belief: ________________________________
10. Different strokes for different folks.
Value/belief: ________________________________
Assignment 4. What needs and personal values can be traced in the
following situations?
Case 2 (episode from the film “The Remains of the Day”)
Mr. Stevens: Well, no gentlemen calls and love, of course, will you
forgive me my mentioning it, but we had…um…problems of that sort
before, I mean, inside the house too. The previous housekeeper took it into
her head to run off for the under butler. If two members of staff have to fall
in love and then decide to get married, there is nothing one can say, but
what I do find the major irritation …are those persons were simply going
19
from post to post looking for romance?…um…the housekeepers are
particularly guiltier, no offence intended, of course.
Miss Kenton: No, I’ve taken it. I know from my own experience how a
house is at sixes and sevens when the staff start marrying each other.
Mr. Stevens: Yes, indeed.
Case 3 (episode from the film “The Remains of the Day”)
– Mr. Stevens, I thought these flowers might brighten your parlor a
little.
– I beg you pardon?
– I thought it might cheer things up for you.
– Oh, that’s very kind of you.
– If you like Mr. Stevens, I could bring in some more cuttings for you.
– Thank you, Miss Kenton, but I regard this room as my private place
of work. And I prefer to keep distractions to the minimum.
– Would you call flowers a distraction, Mr. Stevens?
– I appreciate your kindness, Miss Kenton, but I prefer to keep things
as they are.
Case 4
(“A South African Storm”, by Allison Howard, Peace Corps Volunteer,
South Africa (2003-2005))
It is a Saturday afternoon in January in South Africa. When I begin
the 45-minute walk to the shops for groceries, I can hear thunder cracking
in the distance. But the sky is still light and I am sure I will be fine without
an umbrella.
Halfway from town, two black women stop me with wide smiles. They
know me; I’m the only white person in town who walks everywhere, as they
do. They chatter quickly in northern Sotho: “Missus, you must go fast. Pula
e tla na! The rain, it comes!” They like me, and it feels very important to me
that they do. “Yebo, mma,” I say –Yes, it’s true – and I hurry along, feeling
good about our brief but neighborly conversation.
20
The people who are walking along this road are black. They work and
board here as domestic workers, nannies, gardeners. Their families live in
black townships and rural villages – some just outside of my town; others
far away.
Class discussion:
When does behavior make more sense?
What values would ask one for a very active lifestyle?
What values would make one to be a person easy to be with?
To what extent can you come to any conclusions about cultural
values in your country?
How does a value differ from a need?
What can the failure to stick to the social rules result in?
Identify the rules that other people are putting on you as a condition
for being in their group. Do you really want to follow these rules?
Linguistic focus: practicing vocabulary (range of personal values);
useful phrases: “Within the frame of the values demonstrated by the
participants…”,
� “On the one hand, the participant employs …”
� “On the other hand, he/she does not adhere to the formal
communication style, which is commonly adopted in employer-
employee relations…”
Writing Task:
- List 10 people who contributed to your development (your Mentors).
Imagine that you are writing a short “thank you” note to each of them. What
could it be?
- Create your personal top 10 positive and negative values.
- Pick any country and describe its Value System.
21
- Can you think of common expressions used in your culture? Write
them below and then list the value or belief they represent.
1. __________________________________________________
Value:
2. __________________________________________________
Value:
3. __________________________________________________
Value:
Readings:
� Maslow A. H. A Theory of Human Motivation.
http://psychclassics.yorku.ca/Maslow/motivation.htm
� Cherry K. The Five Levels of Maslow's Hierarchy of
Needs http://psychology.about.com/od/theoriesofpersonality/
a/hierarchyneeds.htm
� Social Norms. http://changingminds.org/explanations/
theories/social_norms.htm
� Barrett D.W., Wosinska W., Butner J., Petrova P., Gornik-
Durose M., Cialdini R. Individual differences in the motivation to
comply across cultures: the impact of social obligation
http://mba.tuck.dartmouth.edu/pages/faculty/petia.petrova/Petrova%2
0Web%20site%20material/Personality%20and%20Individual%20Diff
erences%20-%20Final.pdf
� Petia, P. K., Robert, C. B., and Sills, S. 2007.
―Consistency based Compliance across Cultures.
http://libres.uncg.edu/ir/uncg/f/S_Sills_Consistency_2007.pdf
� How to Write a Statement of Personal Values.
http://www.howtodothings.com/careers/how-to-write-a-statement-of-
personal-values
22
� Rattray P.S. Bridging cultural divides. Eastern and
Western worldviews in focus. ETC Indonesian Language and
Business Services, 2013. http://www.slideshare.net/PaulRattray/
bridging-cultural-divides
� Thum M. Do you know your personal values?
http://www.myrkothum.com/personal-values/
� Howard A. “A South African Storm” // Coverdell P.D.
Crossing Cultures with the Peace Corps. Worldwide Schools.–P. 8-15
� Coverdell P.D. Building Bridges. A Piece Corp Classroom
Guide to Cross Cultural Understanding. Worldwide Schools. – 46 p.
http://files.peacecorps.gov/wws/pdf/crossingcultures.pdf
Lectures 4-5. Verbal and Nonverbal Communication. General
types of communicative behavior. Linguistic analysis of verbal
messages. Adlerian social theory of cooperative behavior.
Goal: to enable students understand the relationship between the
verbal and nonverbal communication and the cultural/personal values; the
role of nonverbal behavior in enhancing one’s understanding of a topic;
synthesize information and make connections between overt verbal and
nonverbal behavior and the message conveyed.
Quiz: At the beginning of the class the students write a 5-minute quiz
covering the material of the previous lesson. The questions are designed
by the teacher.
Issues to be covered in class:
� Advantages and disadvantages of verbal communication.
Communicative styles: direct/indirect, elaborate/exacting/succinct,
personal/contextual, instrumental/affective. Relationship between the styles
of communication and the emotional, moral and aesthetic norms of a
culture. Linguistic analysis of an utterance in a dialogue: type of dialogue
23
(make-do discourse, make-believe discourse, interpersonal-relations
discourse, fatic discourse); stylistical, syntactical, lexical and morphological
means of expressing the message.
� Nonverbal communication: vocal (pitch, tempo, volume, rate,
silence etc) or nonvocal (body language, facial expression, eye contact,
personal space, gaze, gestures, touch, environment, attire, etc). The
cultural meaning of verbal and non-verbal communication.
� Body language across cultures. Common gestures.
� Types of communicative behavior. Assertive behavior as the
effective way to maintain the statuses of the participants, avoidance of
blaming and criticizing the partner.
behavior I am YOU are message
AGGRESSIVE + _
“I am better than anyone”
PASSIVE _
+ “I am worthless, not important”
PASSIVE
AGGRESSIVE
_
_ “All are bad, me too”
ASSERTIVE + + “I am OK, you are OK. We are equal”
� Adlerian social theory of cooperation. Social and personal
interest. Private Logic. Relationship builders (cooperation, mutual respect
and equality) and relationship barriers (competition, disrespect and
inequality). Feelings involved in functional and dysfunctional behaviors.
FEEL PLUS FEEL MINUS
significant insignificant
accepted rejected
equal not equal
worthy worthless
encouraged discouraged
functional behaviors dysfunctional behaviors
Figure 6. Feelings involved in functional and dysfunctional behaviors
24
� Non-cooperative strategies: reference to busy condition, to no
time condition, to being not competent, irony, topic changing, refusing to
communicate directly, parrying a question, etc.
In-class activities:
Assignment 1. Match the communication style on the left with the
example on the right:
1. direct a. many Arab and Middle Eastern cultures
2. indirect b. many Asian cultures
3. elaborate c. communication is a tool to accomplish tasks
4. exacting d. gives only necessary information
5. succinct e. places more emphasis on process that on outcome
6. instrumental f. tend to be individualistic and high context
7. affective g. speakers may even be silent
Assignment 2. Define the communicative styles that can be
observed in the following examples:
Situation 1. A student: – It seems a little bit cold today. I am shivering
like a leaf in the wind. If I don’t feel warm enough I just can’t work, I can’t
concentrate on the task. Maybe it is because of the open window.
Situation 2. – Hi there! I am glad to see you, guys. I will run lectures
on statistical analysis for the next seventeen weeks. My name is John
Wilkinson. You can call me John.
Situation 3. – Would you pass me that thing for the stuff? – Sure.
Situation 4. In the morning a Russian visitor to a Canadian family
answers humbly “No, thank you” when the hostess asks her: – Would you
like to have a cup of coffee with us, Lena?
Situation 5. A guest: – I need to make an important call. Can I use
your phone, please?
Situation 6. – Keiko-san, can you tell me the time, please?
25
Situation 7. – Николай Петрович, простите, если вы не против,
то я могла бы заменить воду в вазе с цветами.
Situation 8. – Mr. Stevens, I thought these flowers might brighten
your parlor a little. – I beg you pardon? – I thought it might cheer things up
for you.
Situation 9. Students bring flowers and supply food for the college
examiners.
Situation 10. A doctor speaks to the patient providing information on
tests and procedures as well explaining reasons for treatment options.
Situation 11. A doctor speaks to the patient introducing self, providing
verbal encouragement and support, nonverbal communication such as
touching the patient and engaging in small talk.
Situation 12. The wife to her husband: – Oh, Gosh! We’ve run out of
milk. And I need it to make my cake for dinner.
Assignment 3. Read the essay “Enough to Make Your Head Spin”
by Elizabeth Kelley, Peace Corps Volunteer, Bulgaria (2003–2005) and
discuss qualities of good communication for speakers and listeners (in
America, for English speakers). Have the students brainstorm a list for
speakers and a list for listeners.
Assignment 4. Have students evaluate the importance of nonverbal
behavior for the speaker and listener by doing an experiment. Three
students leave the classroom. One by one they will then give a 1-minute
presentation (on any topic: their favorite vacation or the funniest thing that
ever happened to them) before the class. The rest are given the task to
produce THREE different reactions to the “presentations” (negative
nonverbal confirmation of INDIFFERENCE – avoiding eye-contact, staring
in the distance, doing something else, negative nonverbal confirmation of
DISAGREEMENT ANGER – shaking their heads, frowning etc, positive
nonverbal affirmation of ACCEPTANCE – smiling, nodding, maintaining
eye contact).
26
Have each speaker share his/her impressions on the quality of the
listening. Discuss the mixed message that speakers received from the
listeners’ reactions.
Assignment 5. Ask students “to tell a story” relating to one another
without using words. Discuss the effectiveness of the nonverbal messages.
Assignment 6. Assess the verbal and nonverbal behavior of the
participants of the situation and evaluate the effectiveness of the
communication.
Case 5 (Office Case)
It is the office of the City Mayor. It is 9.47 a.m. Anna, 28, the
secretary of Mr. Kolobov, is expecting an important foreign visitor who had
scheduled the appointment at 10 a.m. Her boss is now in his office. Anna is
currently sorting out the papers on her table. She is sitting comfortably in
her chair. The door opens and a colleague Nikita, 29, enters the room.
– Ань, привет! Как дела? Николай Петрович у себя?
– Привет, Никит! Нормально. Да, он занят. А что ты хотел?
– Мне надо вот это подписать.
– Окей. Оставь это. Через полчаса зайдешь.
At this moment the foreign guest enters the room:
– Hi! My name is Mr. Johnson. I have an appointment with Mr.
Kolobov.
Anna rises to her feet, leaves the table and approaches the guest:
– Hi, Mr. Johnson, nice to meet you. Mr. Kolobov is waiting for you.
This way, please.
Anna shows Mr. Johnson in and then resumes her work.
Questions to the case:
COMMUNICATION SKILLS USED
1. What nonverbal communication is demonstrated by Nikita?
2. How does Nikita structure his request?
3. How does Anna respond to it?
27
4. What nonverbal communication is demonstrated by Anna towards Mr.
Johnson?
5. How does Anna structure her verbal message to the foreign guest?
6. How can her verbal and nonverbal behavior to the visitors be attributed
within the frame of cultural differences and social norms in the particular
case?
EVALUATION
7. Was the communication successful, overall? (refer to the goals of the
participants, their statuses maintenance).
Class discussion:
What would be the ideal type of communication, to your mind?
Do you consider the communicative styles concept when you are
talking to a native person, to a foreigner? When making up a dialogue?
Why is it important to be aware of how you communicate
nonverbally?
How do speakers communicate their feelings in cultures that use
indirect style of communication?
In what way is the attire of a person can be valuable for
communication?
Writing Task:
- List common gestures and the gestures that differ worldwide.
- Write an essay on your observation of how people communicate
nonverbally in your family, in public, at school, and how they tried to
promote their messages. How did other people respond to them?
Readings:
� Eshbaugh J. High Context Versus Low Context – the
Communication Style of Your Story. http://letthewordsflow.wordpress.com/
2011/06/22/high-context-versus-low-context-–-the-communication-style-of-
your-story/
28
� Gudykunst W.B.,Ting-Toomey,S. Culture and interpersonal
communication. Newbury Park, 1988.
� Pilkington R. Adlerian Psychology: From Theory to Practice.
Omaha: UNO, 1995. – 48 p.
� Kitao K., Kitao K. Intercultural communication: Improving
Reading Skills and Speed, 1983. http://www.cis.doshisha.ac.jp/kkitao/
library/student/textbook/shohakusha/intercultural.htm
� Kelley E. “Enough to Make Your Head Spin”. Peace building
Toolkit for Educators. High School Edition, 2003–2005.
http://www.buildingpeace.org/sites/usip.qorvisdev.com/files/Lesson%202_5
� Milo sky A. Peace building Toolkit for Educators. High School
Edition, UNITED STATES INSTITUTE OF PEACE PRESS, Washington,
D.C., 2013. http://www.buildingpeace.org/train-resources/educators/
peacebuilding-toolkit-educators/peacebuilding-toolkit-educators-high-schoo
� Neuling I. Differences in communication styles between
cultures. http://www.grin.com/en/e-book/104380/differences-in-
communication-styles-between-cultures
Lecture 5-6. Effective Communication techniques. Case Analysis. Case Study Framework.
Goal: develop analytical, communicative and social skills in the
process of case study; gaining knowledge and use of adequate relevant
information (possible alternative actions, possible outcomes, desirability of
outcomes and consequences); knowledge and use of effective strategy for
converting this information into action.
29
Issues to be covered in class:
� Criteria for Effectiveness of Communication: goals fulfillment
and maintaining the statuses of the communicants. Possible purposes: to
elicit change, generate action, create understanding, inform or
communicate a certain idea or opinion. The communicative failure is
analyzed with the intention of discovering hampering factors (language
differences, emotional barriers and taboos, lack of attention, interest,
distractions, or irrelevance to the receiver, differences in perception and
viewpoint, physical disabilities, failure to read non-verbal clues,
stereotyping, cultural differences, norms differences, values etc).
� Effective Communication techniques: Empathy. Establishing
rapport. Active Listening. Feedback. "I" Statements not "You" Statements.
� In some cultures they move quickly to the point; others talk
about other things long enough to establish rapport (warm, accepting,
understanding relations) or a relationship with the other person. If
discussion on the primary topic begins too soon, the group that needs a
"warm up" first will feel uncomfortable.
� “I” message construction: I feel... (Insert feeling word) when...
(tell what caused the feeling) and I would like... (tell what you want to
happen instead)
� Case Study Framework:
1) Identify the FACTS (verbal and non-verbal behavior) of the
participants.
2) Interpret the behavior - identify the FEELINGS and NEEDS of
them.
3) Identify the PROBLEM and the GOAL of the participants.
4) How do they manage to solve the problem so far?
5) What kind of interest do they demonstrate? What relationship
builders (barriers) do they implement? Is this effective?
6) Comprehend the possible alternatives available:
30
Alternative 1 --- Good Consequences --- Bad Consequences ---
Expected Outcome --- Potential Benefit / Harm
Alternative 2 --- Good Consequences --- Bad Consequences ---
Expected Outcome --- Potential Benefit / Harm
*Consider the Ethics and Rights of all the participants while choosing the alternatives.
In-class activities:
Assignment 1. Your partner says one short paragraph, you repeat it
word for word. If you can’t repeat it word for word, try doing the exercise
with a shorter sentence until you can repeat it word for word. Take turns
with the other person at doing the "repeat" exercise.
Assignment 2. Sit face to face with someone else. Your partner says
a short sentence, you listen to it, and render it back using similar words and
sentence structure. Rearrange words or substitute words to give the
message back to you partner. Ask the speaker if the message is still the
same. Ask your partner if you were able to paraphrase or if you are just
repeating. If the speaker tells you that you are just repeating, dare to move
words around and to replace them with synonyms until you can
successfully paraphrase what your speaker said.
Take turns with your partner, practice this paraphrasing exercise until
you both feel you are good at paraphrasing a message back.
Assignment 3. Change the answer to implement the active listening
skill:
– Мама, когда будет обед?
– Не мешай! Видишь, я готовлю? Когда будет готово, позову.
Teacher: You must redo your work. Besides, it has many mistakes.
Student: You’ve told me this two times. I am tired of it.
31
Tourist: Excuse me, when are we back to the hotel? I need to make a
couple of errands. It’s important.
Guide: Don’t worry! We are having a very interesting excursion
ahead!
Assignment 4. In order to avoid blaming/criticizing change the way in
which the complaints are phrased and provide explanation for your
statement. Use "I" messages. For example:
Variant 1. “You never wash up, I want you to do it now!”
Variant 2."I really am getting troubles with receiving guests now since
I have to cook much and the plates are dirty yet".
1. "You aren't really listening to me."
2. “It is awful, you are 5 minutes late again!”
3. “The section that you wrote is so wordy and lacks order!”
4. “Don’t you shout at me!”
Assignment 5. Make up a list of variants how to thank a person. For
instance: "Thank you", "I truly appreciate your...", "Thanks a million for...".
Assignment 6. Discuss the situation. What factors prevented it from
being successful?
An Arab and a Russian student are doing a home task (group
presentation) together at his home. After one hour of work the host offers
his peer to have some juice. The Russian student being hungry tells him:
– No, thank you. Actually… I would like to chew something now –
she blushed, feeling embarrassed that she had to ask for food directly.
– Oh, of course! Just a moment.
And he brings her several kinds of chewing gum.
Assignment 7. Read the case and discuss it:
Case 6 (Train Case)
It is 9 p.m. The train Moscow-Tomsk is about to pull out of the station.
32
four passengers are settling in a compartment: a young mother with a
baby, an elderly military man, a male student and an elderly woman. The
young woman is trying to comfort her crying baby, but in vain. That
obviously makes other fellow-passengers feel rather uncomfortable. The
elderly military man is making an effort to focus on reading a newspaper.
The young boy, a student, immediately made his bed on the upper berth.
The middle-aged woman sitting next to the man looks irritated, but keeps
silent watching the young mother. It is stuffy in the room. Besides, the wet
baby smells terrible.
Now the train starts moving. Soon the baby gets even more restless.
Whatever the mother does (rocks the baby, breastfeeds it) her efforts
are futile yet. She looks worn out.
The tension in the room is growing. The middle-aged woman sighs,
rolls up her eyes and touches her head as if in pain, the military man
frowns, the seemingly sleeping boy shelters his head under the pillow.
Those signs are noticed by the young mother and that makes her
even more nervous and helpless. There follow some advice remarks from
the passengers offering how to comfort the baby. The young mother follows
the instructions but that does not help.
Questions to the case:
1. What is the setting: place, time, participants?
2. What is the event? Name the facts (participants’ verbal and
nonverbal behavior).
3. What may be the feelings of the participants?
4. What is the problem? Who owns it?
5. Is the problem being solved? How?
6. What can be the goal of all the participants?
7. What type of behavior and communicative style do the participants
demonstrate?
8. Are their actions effective?
33
9. What cultural norms can be traced?
10. What ethical norms are violated?
11. What can be the alternative course of actions in this case?
12. How can the verbal communication be constructed to make the
situation more successful?
Linguistic focus: practicing the useful phrases:
� The case under analysis represents an episode from …
� As far as the verbal behavior is concerned,
� In this case, there is a clear violation of ….
� The mother trusted that the passengers would not use
relationship barriers…
� To prevent inconvenience/harm for other passengers…
� From the analysis, it is clear that the best immediate solution is
to assist the mother…
� Having analyzed all the facts we can surmise that…
� Summarizing all the above, it can be stated that the
communication was a success.
Writing Task:
- Make the written analysis of Case 6 (The Train Case).
Readings:
� "I" Statements not "You" Statements, International Online
Training Program On Intractable Conflict, Conflict Research Consortium,
University of Colorado, 2005.http://www.colorado.edu/conflict/peace/
treatment/istate.htm
� Stewart J. Self-Revealing Communication: A Vital Bridge
Between Two Worlds. Online Training Program On Intractable Conflict,
Conflict Research Consortium, University of Colorado, 2005.
http://www.colorado.edu/conflict/peace/example/amod6814.htm
34
GLOSSARY
Active listening is when a listener gets engaged in what a speaker is
saying. The active listener pays full attention to the words, and at times, the
mood of the person speaking. There are several degrees of active listening
that range from merely repeating what the speaker said, to paraphrasing, to
reflecting (mirroring what the speaker said using your own words).
Affective communication style is process-oriented and listener-
focused in verbal exchange and uses 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 is 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.
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.
Cultural status of the communicative partner comprises all
characteristics of a person like nationality, age, gender, values and the like.
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.
35
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 high-context cultures of the Middle East such as
Iran, Egypt, Lebanon and Saudi-Arabia.
Empathy is the capacity to recognize emotions that are being
experienced by another person. One may need to have a certain amount of
empathy before being able to experience accurate sympathy or
compassion
Ethics is a set of concepts and principles that guide people in
determining right and wrong conduct.
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.
"I" message – simply changing the way in which complaints are
phrased in order to limit escalation pressures. E.g. accusatory phrases,
"you did this," are often more likely to contribute to escalation than less
accusatory phrases such as "I am having trouble because of this."
Indirect communication style – the speaker/writer’s expressing
his/her thoughts implicitly, or using hints or modifiers (e.g. "perhaps",
"maybe"). In this case the listener/reader is expected to monitor the
nonverbal communication, to read contextual 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.
36
Insight – an introspection; an understanding of cause and effect
based on identification of relationships and behaviors within a model,
context, or scenario.
Listening qualities include good eye contact, thinking about the
content of the information conveyed, letting the speaker talk without
interrupting, asking relevant questions at the appropriate time,
paraphrasing or summarizing important data, not interjecting personal
anecdotes unrelated to the subject, and affirming the speaker through
nonverbal communication or body language such as smiling and nodding.
Message – the verbal and nonverbal components of language, sent
to the receiver by the sender, that convey an idea of communication, or
what is communicated; any concept or information conveyed.
Passive communicative behavior is demonstrated when ones
generally do not speak up for their self, very trusting of others, they fidget a
lot, and speak in a low volume.
Passive-aggressive communicative behavior is just another form
of aggressive behavior. It takes the form of sarcasm, malicious rumors,
sabotaging, muttering, stalling, slamming doors, and other creative ways of
attacking the object of the passive aggression thus avoiding responsibility,
often functioning as a victim. Both passive aggressive and aggressive
behavior represent an inability or unwillingness to ask directly for what one
wants. The only difference is that bullying is open aggression, while
passive-aggressive communicating is covert aggression.
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.
Personal status of the communicative partner refers to his/her traits
of character relevant to the situation.
37
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 norms are the rules that are enforced by members of a
community.
Socialization – the process of learning one's culture and how to live
within it. It has three primary goals: teaching impulse control and
developing a conscience, preparing people to perform certain social roles,
and cultivating shared sources of meaning and value.
Social roles – one's position and responsibilities in society, which are
largely determined in modern developed nations by occupation and family
position.
Social status of the communicative partner is a relative position in
the situation (high/low/equal).
Speaking qualities include clarity, proper volume, use of inflection,
interesting topic, appropriate vocabulary, looking at the listener.
Succinct communication style is characterized by frequent pauses,
silence and "low key" verbal expressions that go to the point.
38
Методические рекомендации для преподавателей
Данный учебно-методический документ состоит из двух блоков –
теоретического, в виде лекционных материалов, освещающих
проблемы культуры, культурологи, межкультурной коммуникации и
практического, состоящего из комплекса упражнений и заданий,
нацеленных на анализ коммуникативных ситуаций и отработку
навыков для решения проблемных задач.
Методические рекомендации предлагают стандартный алгоритм
деятельности преподавателей при работе с учебно-методическими
пособиями.
Каждое лекционное занятие предваряется изложением основных
теоретических положений, способствующих пониманию темы. Для
освоения концептуально-терминологического аппарата следует
консультироваться с глоссарием в последнем разделе методического
пособия.
Все индивидуальные и групповые упражнения и задания
рекомендуется выполнять в предложенной последовательности, и в
полном объеме, поскольку их скоординированный порядок позволяет
обеспечить более эффективное овладение навыками межкультурного
общения.
После выполнения всех классных упражнений и заданий
предлагается серия вопросов для аудиторного обсуждения, что
способствует более глубокому пониманию исследуемых тем.
Для самостоятельной работы предлагаются задания
письменного характера, где студенты смогут продемонстрировать
синтез полученных знаний.
Каждый урок снабжен списком обязательной для ознакомления
литературы.
Одним из обязательных условий работы с данным пособием
является наличие у студентов базовых знаний по теории МКК.
39
ЛИТЕРАТУРА
1. Тер-Минасова С.Г. Война и мир языков и культур Издательство:
СЛОВО/SLOVO, Москва, 2008. – С.101-120.
2. Akmajian A., Demers R.A., Farmer A., Harnish R.M. Linguistics: An
Introduction to Language and Communication. The MIT Press; 5 edition -
2001. – 648 p.
3. Gudykunst W.B.,Ting-Toomey,S. Culture and interpersonal
communication. Newbury Park, 1988.
4. Pilkington R. Adlerian Psychology: From Theory to Practice. Omaha: UNO,
1995. – 48 p.
5. Непряхин Н. Основы эффективной коммуникации. http://www.
oratorica.ru/news/articles/osnovy_effektivnoy_kommunikacii
6. Barrett D.W., Wosinska W., Butner J., Petrova P., Gornik-Durose M., Cialdini
R. Individual differences in the motivation to comply across cultures: the impact
of social obligation http://mba.tuck.dartmouth.edu/pages/faculty/petia.petrova/
Petrova%20Web%20site%20material/Personality%20and%20Individual%20Di
fferences%20-%20Final.pdf
7. Chandler D. Semiotics for Beginners. Routledge, London, UK, 1st edn,
2002. On-line version. http://users.aber.ac.uk/dgc/Documents/ S4B/
sem0a.html
8. Cherry K. The Five Levels of Maslow's Hierarchy of Needs http://
psychology.about.com/od/theoriesofpersonality/a/hierarchyneeds.htm
9. Coverdell P.D. Building Bridges. A Piece Corp Classroom Guide to Cross
Cultural Understanding. Worldwide Schools. – 46 p.
http://files.peacecorps.gov/wws/pdf/crossingcultures.pdf
10. Eshbaugh J. High Context Versus Low Context – the Communication Style
of Your Story. http://letthewordsflow.wordpress.com/ 2011/06/22/high-
context-versus-low-context–-the-communication-style-of-your-story/
11. Kitao K., Kitao K. Intercultural communication: Improving Reading Skills
and Speed, 1983. http://www.cis.doshisha.ac.jp/kkitao/library/student/
textbook/shohakusha/intercultural.htm
12. Effective Communication. http://www.dynamicflight.com/avcfibook/
communication/.
40
13. Maslow A. H. A Theory of Human Motivation. http://psychclassics.
yorku.ca/Maslow/motivation.htm
14. Milofsky A. Peace building Toolkit for Educators. High School Edition,
UNITED STATES INSTITUTE OF PEACE PRESS, Washington, D.C.,
2013. http://www.buildingpeace.org/train-resources/educators/
peacebuilding-toolkit-educators/peacebuilding-toolkit-educators-high-schoo
15. Neuling I. Differences in communication styles between
cultures.http://www.grin.com/en/e-book/104380/differences-in-
communication-styles-between-cultures
16. Rattray P.S. Bridging cultural divides. Eastern and Western worldviews in
focus. ETC Indonesian Language and Business Services, 2013.
http://www.slideshare.net/PaulRattray/ bridging-cultural-divides
17. Stewart J. Self-Revealing Communication: A Vital Bridge Between Two
Worlds. Online Training Program On Intractable Conflict, Conflict Research
Consortium, University of Colorado, 2005. http://www.colorado.edu/
conflict/peace/example/amod6814.htm
18. Thum M. Do you know your personal values? http://www.
myrkothum.com/personal-values/
19. Culture Matters. The Peace Corp Cross Cultural Workbook. Peace Corps
Information Collection and Exchange, Washington DC, 2002. – 266 p.
http://files.peacecorps.gov/multimedia/pdf/library/T0087_ cmespanol. pdf
20. Coverdell P.D. Crossing Cultures with the Peace Corps. Worldwide
Schools. – 135 p. http://files.peacecorps.gov/wws/pdf/ crossingcultures.pdf