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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.

This article assumes that the internationalization of higher education demands more elaborate pedagogical approaches to utilise the experiences of multiethnic student groups and to facilitate every student's acquisition of intercultural competencies. Drawing from three internationalisation ideologies embedded in the educational discourse, it is argued that intercultural communication – as a field of study or a discipline – can play a key role in this endeavour. Twelve fields of consideration, when international educators work with students, are also identified.

Examines how intercultural negotiating differences are evidenced communicatively. Previous research suggests that negotiators deal differently with internationals than domestics. A simuluation exercise was conducted to test the endurance of culturally associated negotiation styles in intercultural negotiations between Americans & Taiwanese (N = 94 undergraduate students). Results suggest that culture does exert some global effects in face-to-face encounters with cultural outsiders. Other aspects of negotiation are managed locally, so that predicted cultural differences do not emerge in interaction. 3 Tables, 2 Appendixes, 76 References. Adapted from the source document.

The letter of recommendation (LR) as a means to communicate across different cultures for the purpose of applying for entering a university can be problematic. Using contrastive rhetoric analytic framework, this paper compares LRs written by Chinese and English native speaker professionals. Discussion of culturally situated interpretations of the LRs is based on interviews with university professors who have been on the admission committee. The findings show similarities in macro discourse structure but differences in discourse content between the LRs, which suggest that successful intercultural communication in LRs requires meticulous dialogue with the 'other' according to Bakhtin's theory of dialogism. Unequal power relationship between writer and reader is also discussed from critical discourse analysis perspective.

This study's main objective was to identify reactions triggered when individuals partaking in an intercultural communication interaction believe that there is a discrepancy between the way they identify themselves ethnically and the way they are perceived. In addition, I examined how their reactions can influence the interactions in question.The study showed that reactions caused by perceived misconceptions of one's ethnic identity are context-dependent. While evaluations of the counterpart's attitude are of importance (whether it's positive, neutral, or negative) the reactions are also influenced by circumstances such as one's former experiences with the problem, language skills, and the nature of the relationship with the other party involved. The course of the interaction is, among other things, affected by the counterparts' personality and their response to being reprimanded.

This project focuses specifically on how intercultural negotiating differences are evidenced communicatively. Evidence suggests that negotiators deal differently with internationals than domestics. Therefore, it is important to move beyond within‐culture comparisons as a basis for predicting intercultural negotiation processes. This paper tests empirically the endurance of culturally‐associated negotiation styles in inter‐cultural negotiations between Americans and Taiwanese. Results suggest that culture does exert some global effects in face‐to‐face encounters with cultural outsiders. Other aspects of negotiation are managed locally, so that predicted cultural differences do not emerge in interaction.

Intercultural contacts are very dynamic in the modern world. Intercultural interaction at personal, institutional, and international levels, due to globalization, demographic changes, information technologies development, etc., is intense. The expansion of international relations these days requires developing dialogic skills between various developed cultures, which requires clarification of problems related to intercultural communication. The article analyzes the concepts of intercultural communication in modern society. It also highlights some characteristics, trends, and development in the linguistic space.