Suchergebnisse

Intro -- Preface -- To the Student -- PART I Foundations of Intercultural Communication -- Chapter 1 Why Study Intercultural Communication? -- The Self-Awareness Imperative -- The Demographic Imperative -- Changing U.S. Demographics -- Changing Immigration Patterns -- The Economic Imperative -- The Environmental Imperative -- Floods and Droughts Lead to Migration -- Wildfires -- Water Rights -- The Technological Imperative -- Technology and Human Communication -- Access to Communication Technology -- The Peace Imperative -- The Ethical Imperative -- Relativity Versus Universality -- Being Ethical Students of Culture -- Internet Resources -- Summary -- Discussion Questions -- Activities -- Key Words -- References -- Credits -- Chapter 2 The Study of Intercultural Communication -- The Early Development of the Discipline -- Interdisciplinary Contributions -- Perception and Worldview of the Researcher -- Three Approaches to Studying Intercultural Communication -- The Social Science Approach -- The Interpretive Approach -- The Critical Approach -- A Dialectical Approach to Understanding Culture and Communication -- Combining the Three Traditional Paradigms: The Dialectical Approach -- Six Dialectics of Intercultural Communication -- Keeping a Dialectical Perspective -- Internet Resources -- Summary -- Discussion Questions -- Activities -- Key Words -- References -- Credits -- Chapter 3 Culture, Communication, Context, and Power -- What is Culture? -- Social Science Definitions: Culture as Learned, Group-Related Perceptions -- Interpretive Definitions: Culture as Contextual Symbolic Patterns of Meaning, Involving Emotions -- Critical Definitions: Culture as Heterogeneous, Dynamic, and a Contested Zone -- What is Communication? -- The Relationship Between Culture and Communication -- How Culture Influences Communication.

"Written in a conversational style, this book introduces students to the foundations of intercultural communication, a vibrant discipline within the field. Authors Stella Ting-Toomey and Leeva Chung take a multicontextual, inclusive approach that balances international and intercultural communication issues against U.S. domestic diversity issues. In addition to emphasizing a value-oriented perspective on intercultural encounters, the text contains a robust ethical chapter, complete with specific guidelines that will help students become ethical intercultural communicators. By integrating current empirical research with lively intercultural examples, the authors ask thought-provoking questions and pose ethical dilemmas for students to ponder. The text offers a sprawling treatment of such topics as ethnic and cultural identity change, culture shock and intercultural adjustment, romantic relationships and raising bicultural children, global identity challenges, and decision-making choices in intercultural ethics"--

There is a question of the multiple types of intercultural communication, the mutual influence of cultures in the era of globalization. The specific term acculturation, associated with the influence of cultures on each other (ethnocultures here are mainly considered here) with a significant change in one or both of them, while maintaining a significant difference between cultures, is popular among specialists engaged in such phenomena. Considering this term in the framework of this paper, mainly in connection with social rather than personal phenomena, the author nevertheless concludes that there is a need for an ethical balance between cultures at the level of personal of intercultural communication. The author draws attention to the crisis of politics and the theory of multiculturalism of the West that does not take into account the complexity of culture as such, the complexity of intercultural communication, and does not essentially aspire to the necessary ethical balance in the field of contact between people of different nationalities in the modern world. It is also concluded that the moral force of culture is capable, if desired, to resist unnecessary influences, undergoing changes only to the extent that is necessary in certain historical conditions. It is this factor that mainly contributes to the preservation of the existing wealth of cultures in the modern world.

This paper reports on a rich, qualitative research study that aimed to discover how undergraduate and culturally diverse students experienced a collaborative, international, online, experiential project to learn about intercultural communication. Student participants in the study endorsed experiential learning in culturally diverse groups about intercultural communication through intercultural communication. The data revealed how participants made sense of and responded to intercultural communication amongst team members by juxtaposing personal experience of working in the online international learning group, their own cultural heritage and the literature available to them. The author concludes that experiential learning is a powerful tool for learning about intercultural communication through intercultural communication in the context of online, international and culturally diverse teams working on business case studies. It is also recommended as an activity that serves the process of internationalising a business communication curriculum and some of the broad aims of global citizenship.

The objective of interculturally-oriented language teaching is intercultural competence. The theory of perspective transformation (Taylor 1994) provides a model for the learning of intercultural communication. When practicing, the cognitive, affective, and behavioral components of competence as well as students' stage of intercultural sensitivity must be paid attention to.
The Culture General Assimilator (Brislin et al. 1986; 1996) is a programmed learning approach based on simulation and consisting of critical incidents with alternative explanations and their rationales. When analyzing reasons for the problems and misunderstandings, students begin to learn about culturally influenced behavior.
The Same but Different hypercourseware developed for Finnish polytechnic students contains 25 modified critical incidents. The incidents have hotwords linked to display further information about the word. The program was implemented using the Asymetrix Multimedia ToolBook 4.0-CBT Edition authoring system. To develop The Same but Different further, the program has been tested with information technology students (n 78).

In this paper we explore and describe aspects of intercultural communication in an Internet based virtual environment. In spite of a massive Anglo-American dominance, the Internet share of non-English language use and of participants from non-English speaking countries is steadily increasing (cf Flydal). Our study is based on observing spontaneous text-based communication in a potentially multilingual and multicultural setting, the Active Worlds multi-user VR system. The paper examines a number of features of this communication, such as length of contributions, languages used, origins of participants, types of introductions, topics, vocabulary and communication management.