跨文化商务沟通chapter1
跨文化商务交际 IBC Chapter 1-6
Chapter 1Ⅰ Basics of Human Communication1. Could you list some needs and purposes for Communication?➢Survival➢Co-operation➢Personal needs➢Relationship➢Persuasion➢Power➢Social needs➢Information➢Making sense of the world➢Self-expression2. How do you define COMMUNICATION?"Communication occurs whenever meaning is attributed to behavior or the residue of behavior."——Samovar and PorterAttribution: means that we draw upon our past experiences and give meaning to the behavior that we observe.Residue: refers to those things that remain as a record of our actions.3.What are the two major models of communication to illustrate the process?3.1 The Linear Model by Aristotle : more applicable to public speaking3.2 The Contextualized Model : with the dimension of a situationⅡ. Business Communication1. Would you illustrate the structures of business communication?2. Three types of internal communicationDownward communication, horizontal communication, upward communicationⅢ. Intercultural Communication1.What is intercultural business communication?It is the communication among individuals or groups from different culturalbackgrounds in a business environment.2. What are the fields related to the multi-disciplinary approachto the study of IC?Anthropology; sociology; psychology; education; linguisticsIV. Learning Intercultural Business Communication1. What are the potential problems that might arise in IBC?a. Avoidance of the unfamiliar (Birds of a feather flock together.)b. Uncertainty of reduction (Reduce the uncertainty in every meeting withstrangers from different cultures.)c. Withdrawal (Withdrawal from the communication event)d. Stereotyping (Mentally organize your experiences and guides your behaviortoward a particular group og people.)e. Prejudice (Rigid and irrational generalization about a group)f. Racism (Superior because of color of skin.)g. Misuse of power (Handle the power incorrectly to control people or things))h. Cultural shock (Anxiety from losing all familiar signs.)i. Ethnocentrism (Your own culture is correct.)2. What is appropriateness and what is effectiveness?a. Appropriateness means that the valued rules, norms, and expectancy of the relationship are not violated significantly.b. Effectiveness is the accomplishment of valued goals or rewards to costs and alternatives.3. What are the 3 requirements to make communication both appropriate and effective?a. Knowledgeb. Motivationc. Skilled actionsChapter 2 Understanding Cultures and Their ValuesⅠ. The Nature of CultureDefinitions of Cultures P43Dictionary: "the arts and other manifestations of human intellectual achievement regarded collectively".Ⅱ.The basics of cultural valuesDefinition of Value"Values are matters of preference".Three types of values P48Universal valuesCultural-specific valuesPeculiar expression or deviations of individuals within culturesIII. Understanding Cultural Patterns1.Five basic values that appear on Kluckholn and Strodtbeck's chart for eachorientation: P52-551）Human nature ：good, evil, a mixture of good and evil2）Relationship to nature ：subjugation to nature, harmony with nature, mastery overnature3）Sense of time：past, present, future4）Activity ：being-oriented, being-and-becoming, doing-oriented5）Social relationship ：hierarchy, group, individual2. The GLOBE Study:P60-619 dimensions of cultural variation：1）Institutional collectivism2）In-group collectivism3）Power distance4）Uncertainty avoidance5）Gender egalitarianism6）Assertiveness7）Humane orientation8）Future orientation9）Performance orientationPower distance: Refers to attitudes toward differences in authority.High power distance cultures: power is distributed unequally; some members have greater resources and influence; status and rank are clear-cut; employees have a great deal of respect for those in high positions. Decisions and activities focus around personal face-to-face relationships, often around a central person who has authority.Low power distance cultures: Power is not emphasized; employees aremore comfortable approaching and even challenging their superiors.Task-centered. Decisions and activities focus around what needs to be done. Division of responsibilities.3. Hall's High-and Low-context Orientation p61-63Hall distinguishes among cultures on the basis of the role of context in communication.Definition:P61(1)High-context culture: most of the information is in the physical context or is internalized in the people who are a part of the interaction.(2)Low-context: most of the information is contained in the verbal message, and very little is embedded in the context or within the participants.Contrasing High-context and Low-context cultures:P62From high-context to low-context:Chinese,Korean,Japanese,Arab,Greek,Spanish,Italian,English,North American, Swiss, GermanEstablish social trust firstHigh-context Value personal relations and goodwillAgreement by relations and goodwillNegotiation slowGet down to business firstLow-context Value experience and performanceAgreement by specific, legalistic contrastNegotiation as efficient as possibleFour major differences in how high-context and low-context cultures affect the settings:P63(1) Verbal messages are extremely important in low-context cultures.(2) Low-context people who rely primarily on verbal messages for information are perceived as less attarctive and less credible by people in high-context cultures.(3) People in high-context cultures are more adapt at reading nonverbal behavior and the environment.(4) People in high-context cultures have an expectation that others are also able to understand the unarticulated communication; hence, they do not speak as much. Comparison between Low Context and High Context P63Questions:Compare high-power distance with low-power distance cultures and give a list of some major differences between Chinese and Western cultures.Chapter 3 Comprehending Verbal CommunicationI. The Basics of LanguageDefinition of Language"A language is a symbolic code of communication consisting of a set of sounds (phonetics) with understood meanings and a set of rules (grammar) for constructing messages."The way language works:Linguistics — is just one of the many ways to think about language. It divides up the study of language into 4 parts: Semantics——is the study of meaningSyntactics——is the study of structure or grammar of a languagePragmatics——is the study of how meaning is constructed in relation to receivers, how language is actually used in a context in language communitiesPhonetics——is the study of the sound system of languageThe Relationship Between Language and culture1)The influence of culture on language1. Language as a reflection of the environmentIn Chinese, only one word for 骆驼.In Arabic, over 400 words for a variety of 骆驼.Eskimos use different words for "snow".The Chinese and Japanese have a variety of words for "rice" and "tea".Connotational meanings varies due to different geographical environment:English word "zephyr" connotates the same meaning as "东风" in Chinese.2. Language as a reflection of valueIn Chinese, there is an elaborate system of kinship terms.In Japan (high power distance culture), titles are always used.Navajos do not have a word for "late" because they don't have a sense of time.II. Meanings of WordsDenotational meanings —Dictionary definitionConnotational meanings —Extended meanings or associated meaningsIII. Speech Acts and Politeness Across Cultures1. Pragmatic Rules and PolitenessPragmatic transfer —Use of rules of speaking across speech community.Pragmatic failure usually results in more serious problems than grammatical errors. (Thomas, P. 90)Face and politeness"Face" is "the kernel element in folk notion of politeness" (Brown &Levinson).Definition of "face" ——an individual's self-esteemPositive face: the desire to be approved ofNegative face: the desire to be unimpeded in one's actionsNearly all speech acts are face-threatening acts; they infringe on the hearer's face wants.2. Positive face and negative faceBrown characterized positive face by desires to be liked, admired, ratified, and related to positively, noting that one would threaten positive face by ignoring someone. At the same time, she characterized negative face by the desire not to be imposed upon, noting that negative face could be impinged upon by imposing on someone.Positive Face refers to one's self-esteem, while negative face refers to one's freedom to act.The two aspects of face are the basic wants in any social interaction, and so during any social interaction, cooperation is needed among the participants to maintain each other's faces.3. Cooperative Principle with four maxims (by Grice)Quantity maxim: give the right amount of information（足量）.Quality maxim: make your contribution one that is true （真实）.Relation maxim: be relevant（相关）.Manner maxim: be perspicuous （明晰）.4. Politeness principle with six maxims (by G. Leech)Tact maximGenerosity maximApprobation maximModesty maximAgreement maximSympathy maximLeech's politeness principles apply to most societies, but some of them are not suitable to the Chinese culture.5. Four notions underlying the Chinese conception of 礼貌：respectfulness —self's positive appreciation or admiration of other concerning the latter's face, social status, etc. modesty —self-denigration (自贬)attitudinal warmth —self-demonstration of kindness, consideration, and hospitality to otherrefinement —self's behavior to other which meets certain standards6. Face and 面子or 脸——Different concept of "face" and "politeness"The different concepts of politeness lies in the fact that Chinese politeness is to know how to attend to each other's 面子and to enact speech acts appropriate to and worthy of such an image while the western politeness is to meet the desire to be approved of and the desire to be free from impediment.7. Comparing Chinese and English Speech Acts1) Address:order of surname plus given name in Chineseextended use of kinship terms in ChineseMost occupational titles can be used as address terms in Chinese, but their English equivalents are not necessarily used in the same manner.2) Greeting and leave-takingGreetings：Giving regards to others directly:Commenting on sth. as a means of greeting each other:Using address forms as greetings:Using non-verbal forms as greeting:Leave-taking:English: a couple of minutes' talk in preparation for leaving."Well, it's been lovely to see you again, but I must be going. I hope we'll be able to get together again before long."(In typical western contexts the guests would usually find reasons to leave related to themselves rather than to their hosts)Chinese: often stand up suddenly and say "I'm leaving now"."I'm sorry to have wasted your time." "You must be very tired."English: A smile and a gesture of farewell would be enough.Chinese: “请留步”，“慢走”，“我送送你”，“请回”，“别送了”3) Invitation and responseIn both Chinese and English, invitations may be unambiguous or ambiguousUnambiguous invitation — between intimates, giving time, place, or activity and a request for a response Ambiguous — between non-intimates, with a lead or pseudo-lead, depending on whether it leads to a successful social environment .Chinese notion of attitudinal warmth and refinement underpin Generosity and Tact Maxims.4) Compliment and responseTo one who is offering a compliment, nothing would be more embarrassing than the rejection of his compliment. It is here that intercultural misunderstanding is likely to occur.EnglishA: This is really a nice sweater.B: I'm glad you like it.A: You did a good job.B: Thank you/Thanks.Agreement maxim is followed here by using “ thanks”.ChineseA: Your sweater is very good.B: I bought it for only five yuan.A: You did the job very well.B: That's the result of joint efforts/there is still much room for improvement.Modesty maxim is followed here by using compliment rejection and disagreement.5) Apologies and responseBut people in different cultures have different ways of expressing apologies. What demands an apology in one culture may not be taken as offensive in another. The Chinese are less frequent and more flexible in making apologies.China:A. occurs between people of unequal social status.It can be used to express gratitude: 给您添麻烦了，让您破费了。
跨文化商务沟通 第一章
The Implications of Culture
• Culture is often thought of and composed of the products of a civilization: art, music, dance, literature , architecture, foods, clothes and festivals. • These are the aspects of culture which can be discovered through the senses and are obvious sources of discussions, delight and comparison.
• Each Chapter has Preview, Core Text 1 and Core Text 2.(Put emphasis on Core Text 1, 精讲；Core Text 2, 泛读。 • And some related exercises. • Inl introduction to the core text.
跨文化商务沟通
Cross-cultural Business Communication
主编：郁文蕾 华东理工大学出版社
• Class plans:
• 1. Greetings and personal introduction. • 2. The significance of learning the book. • 3. Introduce generally the structure of the book . • 4. Study Chapter One • 5. Deal with related exercises • 6. Summary of class
跨文化商务交际unit 1 Intercultural communication
The process of communication
Communication :
• Encoding and decoding are of great
significance to successful communication.
• eg.1. liam ru 4 skt • • 2.“You’re a sexy girl.”
Social perception (values, beliefs, attitudes, world views…)
Unit one
• Communication • Intercultural communication
Communication
Study the following counication situation, and try to identify types of communication.
• To avoid cultural misunderstandings
• to enhance of students’ cultural awareness
Study area
Verbal Language (word, thought patterns,...)
Nonverbal language (body language, time concept, spatial language, paralanguage, environment…)
Types of communication
• Human communication • Animal communication • Human-animal communication • Human-machine communication • Machine-machine communication
跨文化商务沟通1
跨文化商务沟通Chapter 1 The Nature of Intercultural CommunicationQuestions1. The united states has long been called a melting pot. what does this term mean?The term "melting pot" means a sociocultural assimilation of people of differing backgrounds and nationalities; the term implies losing your ethnic differences and forming one large society.2. What does it mean for a firm to be global?When a firm is referred to as being global, it means that the corporation is producing and marketing products in numerous parts of the world.3. Give examples of how products have been globalized.For an example of how products have been globalized but have maintained the status quo of the area to which they were introduced, students should be instructed to consult such references as Axtell's books and Advertising Age, which covers new marketing ventures of corporations. A comparison should be made between how the product selected is marketed in the U.S. and in a foreign country.4.Explain the differences between norms, roles, rules, and networks.Norms are culturally ingrained principles of correct and incorrect behaviors that, if broken, carry a form of overt or covert penalty. Rules are formed to clarify cloudy areas of norms. A role includes the behavioral expectations of a position within a culture and is affected by norms and rules. Networks are formed with personal ties and involve an exchange of assistance.5.Defined a subculture and give examples of U.S. subcultures.Subcultures are groups of people possessing characteristic traits that set them apart and distinguish them from others within a larger society. Examples of subcultures in the U.S. include senior citizens, baby boomers, Latin Americans, Catholics, trade associations, and self-help groups.6.What is cultural synergy?Cultural synergy takes place with the merging of two cultures to form a stronger overriding culture.Corporate cultures are an example of a synergy of diverse cultures.7.Distinguish between intercultural communication and intracultural communication.Intercultural communication is communication between persons of different cultures;intracultural communication is communication between members of the same culture.8. Identify the dimensions of culture.The three main dimensions of culture as identified by Borden are languages, physical, and psychological. Thelanguage dimension is used to communicate with those with values and beliefs like ours. The physical dimension deals with the physical reality of our environment; it is measured objectively. The psychological dimension is measured subjectively.9. Identify type of barriers to communication.Barriers to communication include physical, cultural, perceptual, motivational, experiential, emotional, linguistic, nonverbal, and competition.10. Are business cultures necessarily aligned to national cultures?To show whether business cultures are aligned to national cultures the answer should include information on how particular businesses either mirror the national culture, develop their own unique culture, or are someplace in between. The answer should show an understanding of the difference between ethnocentric, polycentric, regiocentric, and geocentric management orientations.Case 1In a reception for a political candidate, the explanation of the cultural phenomenon would include the following. People tend to break into groups with which they feel comfortable where communication barriers will be minimal. The group displays a lack of sociocultural assimilation. The groups have not had to come together and therefore do not have cultural synergy. The groups are practicing ethnocentrism and feel their cultural background is correct and, therefore, they have a preference for people who believe as they do. The groups, because they are ethnically divided, form subcultures within the macroculture of the political party.Case 2An explanation of the globalization of the automotive industry should include the following factors. As firms globalize, it becomes very difficult to say if a car is U.S., German, Japanese, Mexican, or something else because it is made literally with parts and labor from all over the world. The Japanese did their marketing homework and found out what the U.S. market wanted and gave it to them. As Japan is a very small country and you must prove you have a place to park a car in the larger cities before you can purchase a car, the Japanese obviously need vehicles which are very different from the large automobiles most of the U.S. manufacturers make. Also the Japanese are assembling many of their automobiles in the U.S. that are destined for the U.S. market thereby providing U.S. citizens with jobs.It may be fair to ask how many U.S. cars are assembled in Japan giving Japanese workers jobs. As firms globalize another point is that they are raising the standard of living in those countries where they do manufacturing, which will in turn allow those countries to purchase more of our goods and services in the long run.Case 3In the U.S. we expect others to honor their obligations to us. Therefore when the Shah was ill, it was correct for the U.S. to offer him medical assistance. The Christian religion is based on a number of commandments, one of which is 揕ove thy neighbor as thyself.擳he U.S. feels it is their responsibility to help anyone in need anywhere in the world, but particularly friends. The Iranian mindset is based in the Islamic religion which has a very strict code of an eye for an eye, et cetera.The Islamic Iranians feltthat the Shah had sold them out to the U.S. economic concerns, and therefore felt the Shah should pay for his wrong doings.They also felt that if the medical facilities were good enough for the rest of Iran they should be good enough for the Shah. Both the U.S. and Iran saw their positions as correct based on their religious philosophies, and neither looked at the situation from the other’s perspective.Objectivity is difficult to maintain because we consider our views correct and the other culture’s views as wrong.Case 4Media has made it possible for the world to know what is going on in any part of the world at any time.The only limit is if the media has limited access. The general public did not know when dignitaries talked, met, agreed, or disagreed. It was much easier before satellites for the governments to keep information from the public. Politicians and world leaders now have to deal with the views of their constituents. It has also tended to change the views of the public concerning their leaders. People formerly believed their leaders were almost superhuman and were praised for the devotion. People hear much more today about their leaders and realize they are only human beings and have tended to become more cynical about politics in general. In the United States people realize that when they have 揾elped? other countries in the past, the rich got richer and the poor remained in poverty. The money never truly trickled down to the poor to help them. Imelda, in the Philippines, is probably one of the best examples of leaders using money, equipment, and the like meant for the people at large. The leaders are now in a glass bowl where everyone can see what they are doing. It has become more difficult for leaders to hide political manipulation of the public.Case 5The use of an ethnocentric management style would be very difficult for Asians if it were coming from North America or Europe because this style does not account for cultural differences in the workforce.Ethnocentric management would not take into account the collectivistic nature of Asians. If polycentric management practices are followed, then whichever culture would be working in any other country in the triad would consider the differences in the country’s culture and would change their management practice to fit the culture of the country. Regiocentric management considers a smaller area of a country, a region. Geocentric management allows locations to operate independently. It may be difficult for North Americans or Europeans to adjust to the country culture or the regional cultures in Asia. It might also be difficult for some of the Europeans or North Americans to adjust to the country or to regional cultural differences. Europe and North America have very diverse cultures themselves. Many companies now hire from within the culture to avoid these problems.Chapter 2Universal SystemsQuestions1.Defined universal cultural systems and identify themUniversal cultural systems are formed out of common problems of all cultures. Systems that are universal to all cultures include economic, political, education, marriage and family, and social hierarchies and interaction.2. Why do societies develop economic/political systems, and what do these systems do for themembers of a society?A culture develops an economic system in order to meet the physiological needs of its people.These needs are met by establishing a system for producing or procuring goods and a procedure for distributing them.3. Compare the economic systems of Japan and Canada.Japan's economy is the strongest in the world; it is a capitalistic/free market based on manufacturing, fishing, and exporting. Canada's economy is strong worldwide; it is capitalistic with socialistic controls in the areas of health care and the retirement system. The economy is driven by industrial plants, mining, fishing, and agriculture. Japan has few natural resources, and Canada has many natural resources.4. Compare the political systems of the United kingdom and MexicoEngland is ruled by a constitutional monarchy with a parliament. The House of Lords are noblemen who are life appointees and Church of England bishops and is the highest court; the House of Commons is elected by citizens age 18 and over. The prime minister is the leader of the majority party in the House of Commons and appoints a cabinet that runs the government. Mexico has a federal government with the president elected by the people 18 years of age and above (voting is compulsory). The states of Mexico are heavily controlled by the federal government in the areas of education and certain industries.5. Discuss differences in educational system in various culturesEducational systems may be formal, informal, or a combination of the two. Education is free and compulsory for certain age groups in the U.S., Japan, France, England, Canada, and Mexico.Germany's educational system is a bit different. People must choose between technical training and college at age 13; education is free from kindergarten through the university. In Iran religious instruction receives more support than secular education; only recently has their educational system included females. In Saudi Arabia, males and females attend separate schools after age six, including universities.6. Explain how marriage and family systems in the United states are different from those of othercultures.The family system in the U.S. includes the nuclear family (father, mother, and children) and the extended family (grandparents, uncles, aunts, and cousins). In other cultures the family may include second-, third-, and fourth-generation relationships. The Arabs may have over a hundred close relatives. In Mexico godparent relationships are considered family. People in the U.S. have monogamous or serial monogamous marriages. Dating begins at 13 to 15 years of age. Premaritalsex is common, and many couples live together prior to marriage. In Saudi Arabia, on the other hand, marriages are arranged although some people are being allowed to choose their mates. Because of the separation of genders, there is no dating. Although Islamic law allows a man to have four wives with the wife's permission, most Saudi men have only one wife. In Japan most marriages were arranged in the past; however, now most people choose their mates.7. How important is social reciprocity in Mexico, Japan, and the United Arab EmiratesSocial reciprocity is important in Mexico, Japan, and Saudi Arabia. Mexicans are good hosts and place great importance on being a good employer, employee, and friend. The Japanese are also concerned with social reciprocity that can be seen in the importance they place on gift giving. The Saudi Arabians are also friendly and hospitable, but their personal privacy is important.8.What are intermediaries? In which countries are intermediaries used?Intermediaries are people who act as go betweens with other people. Cultures that use intermediaries generally dislike confrontations and are group oriented. Although intermediaries are not used in the U.S., they are used in Japan, especially in negative situations.9. Explain cultural variations in the way property is viewed.Property can be viewed as private, utilitarian, or community. In the U.S. people think of property as an extension of the self and are very possessive of it, while Mexicans think of property ownership in relation to feelings and need. Property is important to the Japanese, perhaps because it is very expensive because so many people live in such small geographic areas.10. Explain what is meant by ‘equality’ in the United States. Does the term mean the same thing inother countries?The term equality in the U.S. refers to equality of opportunity, not to equality in terms of wealth, position, or mental ability. In some cultures, people are born into a certain social class (monarchies);equality in that culture would imply the person is equal in terms of social class.Case 11. The role of U.S. universities will continue to be important. Anyone can get into college in the U. S.since some postsecondary schools have low admissions standards, in contrast to other nations where applicants would not have access to their colleges. The attitude toward higher education in the U. S.is that all persons who are academically qualified should have access to higher education. Even those who criticize the U. S. school system have to concede that something must be right about the system since people of the U. S. were able to put men on the moon.2. The fact that 25 percent of the U. S. population does not graduate from high school is important in lightof what is happening in other countries of the world. Perhaps U. S. secondary schools should providea stronger foundation in the basics (reading, writing, and calculating) so that U. S. students would beon a more equal footing with such cultures as Japan, where 99 percent complete high school.3. The presence of so many foreign students in U. S. colleges is probably seen primarily as positive. Theguiding ideal of the U. S. educational system is based on the principle that as many people as possible should have access to as much education as possible. The U. S. system is geared to accommodate students of various academic aspirations as well as the physically impaired, and those for who English is a second language. Foreign countries will be able to develop educational systems similar to the U.S. in the future not requiring as many of their students to study abroad.Case 2Children of other nationalities who have been adopted by U.S. Americans often do return to their native country to learn about their own ethnic heritage. Cultural problems would include typical types of cultural shock, including customs and beliefs, food and diet, housing, lack of modern conveniences, and standards of cleanliness.Case 3The people will have to learn to accept risk. Formerly communist states gave everyone necessities and jobs. Now individuals will have to learn how to compete and be part of the new economic and political systems.Case 4The feasibility of developing one monetary system to do away with exchange rates is questionable, because of widely fluctuating economies in various countries, differences in GDPs, differences in costs of living, and differences in political structures.Case 51.If you chose to take one of the positions, what would you want to know? The answer should includeinformation on the universal systems such as political situation, economic situation, education situation, family situations, and social hierarchies and interaction. A predeparture training program on these issues should be a requirement.2.How would you prepare for the welcoming and/or the hatred you would experience? Throughpredeparture training, a person should be prepared for the Iraqis who welcome us and the ones who do not. Part of the preparation should be arguments to use with those who do not want us there.3.What characteristics that you possess would be a strength or a weakness? This will be individual inresponse, but should include such items as languages, physical, and psychological dimensions; the fact that culture is learned and the willingness to learn a new culture; not being stereotypical; understanding enculturation, acculturation ethnocentrism, and mindsets; and a willingness to be open and learn new ideas and ways of life.4.Do you feel that everyone who is in Iraq as a foreign worker should train an Iraqi to replace him/her?The answer to this question will vary but should include arguments for the U.S.’s not staying longer than necessary in Iraq (or any country staying in another country); the reasons why it is difficult for a people to be occupied (freedom, outsiders, cultural differences, social hierarchy and interaction differences); the fact that the Iraq people need to have incomes and be part of the process of rebuilding their own nation; the fact that only the Iraqi people can form a new political and economic structure forIraq. Current event articles can also be brought in for this part of the question.5.What are the intercultural relationship problems in this current situation? Different religion, differentfamily structure, different education, political, and economic structure than what the U.S. people consider normal. The language problem is very large. The fact that the U.S. is one of the strongest nations in the world and fear by the Iraqis that we want their oil and our reason for being there may not be altruistic.Chapter 3 Contrasting Cultural ValuesQuestions1. Explain how values are formed.Values are formed by contacts with family members, teachers, and religious leaders. The media also has an impact on the formation of values.2. In what ways are the values of persons in the united states different from those of persons inother cultures?Values held by people in the U.S. include equality, informality, individualism, and directness; the U.S.is a time-, future-, and work-oriented society. Persons in other cultures do not share these U.S.values. Equality, informality, individualism, and directness are not valued in Asian cultures. Latin cultures do not place the same importance on time as do people of the U.S. In the Asian and Arab cultures, the past is revered; the people are not future-oriented.3. Explain how semantic differences can affect intercultural communication. Give some examplesSemantic differences can affect intercultural communication when the word used has multiple meanings and when the English word does not have a counterpart in a foreign language. An example of semantic differences is the use of the word homely, which in the U.S. means plain but to the English it means friendly, warm, and comfortable. Australians would use the word bloke for man and sandshoes for sneakers.4. Explain what is meant by the term attribution.The term attribution means the ability to look at social behavior from another culture's view.Communication problems occur because known experiences from your own culture are used to explain unknown behaviors of those in another culture.5. How are attitudes toward women culturally different? In what countries are women and mentreated equally in the workplace?Cultural roots influence attitudes toward women. In the U.S., France, and Canada, women are considered equal to men and hold leadership positions in government and industry. In Libya, however, women are considered subordinate to men. Countries in the Far East are beginning to advance women in business, while in the Middle East progress is slow.6. Explain the differences between work attitudes in the United states and other countries. Areyour personal work attitudes typical of the U.S. culture or another culture?In the U.S. people value work and subscribe to the work ethic, which means that hard work isrewarded and failure to work is viewed negatively. In much of Europe, attitudes toward work seem more relaxed, as evidenced by the custom of closing businesses during the month of August so that people can go on vacation. The Japanese work long hours Monday through Friday but do not usually work weekends as do U.S. businesspeople.7. How are attitudes toward ethics in the United states different from those in Latin America?Attitudes toward ethics are culturally diverse. Accepting bribes would not be considered ethical in the U.S., while in some Latin American countries the practice of using gifts to assure success in sealing an agreement is an accepted way of conducting business. “Grease” payments are considered ethical by the Foreign Corrupt Practices Act of 1977.8. What role does religion play in conducting business in the united states and Saudi Arabia?Religion plays a minor role in conducting business in the U.S. Although business is not conducted on such religious holidays as Christmas and Easter, people do not feel obligated to participate in religious ceremonies since the U.S. has never had an official state church. In Saudi Arabia the official religion is Islam. Muslims observe the ritual of stopping work five times a day to pray, so meetings with Saudis would need to be flexible to allow for this ritual. Conducting business during the month of Ramadan is not recommended as Muslims are required to fast from dawn to sunset. 9.Explain individualism and collectivism. Give examples of cultures that are primarilyindividualistic and those that are primarily collectivistic.Individualism refers to the attitude of valuing ourselves as separate individuals with responsibility for our own destinies and actions. Cultures that are primarily individualistic include the U.S., Australia, United Kingdom, Canada, and the Netherlands. Collectivism emphasizes common interests, conformity, cooperation, and interdependence. Countries that are collectivistic include South and Central American countries, Pakistan and Indonesia; the Japanese and Chinese value the group approach over individualism.10.Explain the difference between ethical relativism and ethical universalism and give examples ofeach term/Ethical relativism proponents maintain that ethical principles vary with the culture. For example, people of the United States believe in telling the truth, while people of such countries as Japan believe that saving face is more important than telling the truth. Ethical universalism proponents believe that certain values are universal across cultures, such as the United Nat ions’ Universal Declaration of Human Rights.Case 1The behaviors Ching Lee observed of the U.S. workers that may have led to the conclusion that workers were not giving him the proper respect could have included: addressing him by his first name (Asians typically would not address superiors by their first name); steady eye contact (Asians do not favor direct eye contact); workers may have preceded him when entering an elevator or room (Asians permit those of higher rank to enter first); and the workers may have been assertive or direct intheir communication style (Asians prefer being indirect).Case 2Cultural attitudes and behaviors Laura Green could expect as a woman negotiating a contract for fast-food restaurants in Saudi Arabia include separation of males and females in the society. Women do not socialize with men in public; they do not drive a car; and many of their restrictions apply to women from other cultures. Ms. Green would need to understand that most Arabs, although they will do business with a woman, will do so only if they know and trust her.Case 3Mr. Hunt needed to learn about family values in Mexico. Unlike the U.S. where children do not necessarily continue to live near their relatives as adults, in Mexico most people stay near their extended families. Also bosses are considered to be a parental figure and would be expected to know that if the subordinate is not at work there is a valid reason. Helping one’s family is a valid reason for missing work in Mexico. In the U.S. for the most part family members take care of themselves. A parent would not expect children or other extended family members to accompany them to the doctor or school. In the U.S. work is first and family is second; in Mexico family is first and work is second.Case 4First Disney must learn about the different European cultures and understand they are dealing with many different cultures. Vacation structures and family structures will be very important considerations. Disney will need to revamp parts of the park with parks and picnic facilities. While the French may not snack, they do enjoy their pastries, coffee shops, cheese shops, and wine shops. If only one day a week is dedicated to family outings in France, then Disney must attract people from other cultures to use the park the other six days of the week. People visiting France would realize that most of the French employees in the country are not overtly friendly to strangers; other Europeans particularly would realize this fact. Disney could use interns or full-time employees from “friendly”countries to fill some of the key positions.Case 5The Taiwanese would feel they are being polite by listening intently and not making conversation. The Taiwanese not interacting with the U.S. businesspeople made them feel as if the Taiwanese were arrogant; however, the Taiwanese were trying to show the U.S. people that they were impressed with their presentation. The silence was being used to show attention and respect and was misunderstood as arrogance and a lack of being willing to share ideas. Individualistic cultures want to talk and do business immediately while collectivistic cultures want to listen, discuss among themselves, then come back, and discuss with the other side. The two sides look at doing business from very different perspectives.Chapter 4 Cultural ShockQuestions1. Explain what is meant by the term cultural shock.The term cultural shock is used to describe the trauma you experience when moving into a culture different from your home culture. Cultural shock includes the frustrations that accompany a lack ofunderstanding of the verbal and nonverbal communication of the host culture, their customs, and values.2. Identify and discuss the stages of cultural shock.The stages of cultural shock include: excitement or initial euphoria, crisis or disenchantment, adjustment, and acceptance. The first stage can last a few days or several months; you are fascinated with the food and people and tend to overlook minor problems and inconveniences. During the second stage, your excitement turns to disappointment as some of the problems now appear to be overwhelming. In the third stage, you begin to make adjustments to the new culture and can see the humor in situations you cannot change. In the fourth phase, you feel at home in the new culture and become involved in activities of the culture and make friends with the nationals. In the final stage, you return to the home culture and experience reentry shock, which may go through the initial four stages of cultural shock.3. How can multinational firms alleviate cultural shock?Multinational firms can alleviate cultural shock by selecting employees for overseas assignments who possess certain personal and professional qualifications and by providing training programs for employees prior to overseas deployment.4. Identify and describe the approaches to intercultural training offered by multinational firms.Approaches to intercultural training offered by multinational firms include: intellectual model or classroom model (participants are given facts about the host country using a variety of instructional methods), area training model or simulation model (emphasizes affective goals, culture specific content, and experiential processes), self-awareness model or human relations model (based on the assumption that the trainee with self-understanding will understand the new culture better and will therefore be more effective in the overseas assignment), cultural awareness model (emphasizes cultural insight and stresses affective goals and an experiential process), interaction approach (participants interact with people in the host country), multidimensional approach, (concept that using any single training approach is not as effective as is using an approach which attempts to combine cognitive, affective, and behavioral aspects of training).5. Identify types of cultural stress that may confront persons who are living abroad.Types of cultural stress that may confront persons who are living abroad include adjusting to new foods and problems with housing, climate, services, or communication.6. Identify positive coping skills that may be used to alleviate stress.Positive coping skills to alleviate stress include diversions, such as taking up a hobby, planning family events, sharing problems with friends and family members, changing one's mental outlook, exercise and meditation, and spiritual copers.7. How can social class and poverty/wealth extremes be sources of cultural shock for U.S.Americans in overseas assignments.Social class and poverty-wealth extremes can be sources of cultural shock for U.S. Americans in overseas assignments because the U.S. is mainly one large middle class; and in many developing。
跨文化商务沟通(PPT32页)
Character features
South China: exquisite, euphemistic North China:bold, frank,straightforward
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Islam
Dietary restrictions: • do not eat pork • do not drink • do not eat blood
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Analysis
• The delegators from Dubai belief in Islamism, and have strong religious concepts. Boar is their totem, they are banned from eating pork.
• Chinese people lack of religious conscious and ignore the important factor when they negotiate with Dubai’s company.
different cultures, customs and religious belief different thoughts or actions conflicts
2
Types
Verbal behaviors
Different ways of greeting Different responds to praise The main part of considering issues
跨文化商务沟通chapter1
Processes
Natural Man Made
Knowledge Belief Encoding Systems Decoding Thought
•From Borden, 1991, 171
•Copyright © 2014 Pearson
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跨文化商务沟通chapter1
lazy, poor, loud, dirty, uneducated
cold, respect authority, hard-working
religious, quarrelsome, wealthy, greedy
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பைடு நூலகம்•16
• Learning and sharing require communication
• Communication requires coding and symbols that are learned and shared. (Smith, 1966)
•Copyright © 2014 Pearson
Japanese
Americans
English Irish Chinese Mexicans Russians Israelis
gentlemanly, polite
cold, patient, religious
diligent, serious ingenious, laboring
cheerful, passionate spicy-food eaters
• Diffusion - the process by which two cultures learn and adapt materials and adopt practices of each other
商务沟通中的跨文化沟通 (ppt 36页)
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三、沟通中的阿拉伯人
对阿拉伯地区的商务沟通上的注意点有 所了解，对在整个中东地区的沟通都有 帮助。
阿拉伯地区是个复杂的地方，无论是它 的政治、经济，还是文化。这是这种复 杂性会让你在不经意间触到了“高压 线”。
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1．宗教特色
宗教在阿拉伯国家占据极其重要地位。
种语言说得好到以用来处理复杂的商业 谈判。英语不流利的商人应该考虑聘请 一位翻译。 谈判风格——沉默、平静、自信、谨慎
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三、沟通中的法国文化
关系第一
注重地位
餐饮特色
语言————在法国，商务语言一定是 法语 。
谈判风格——与法国人洽谈生意时，不 应只顾谈生意上的事务与细节，否则很 容易被法国对手视为没有情趣。
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1．印度文化
四大文明古国之一的印度有着鲜明的民族特 色
官僚主义
等级制度——印度自古就有很森严的等级制 度，而且这种与生俱来的等级地位不能像在 中国一样通过考取功名之类的方式得到改变。
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《贫民窟的百万富翁》主角剧照与生活照
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关系第一——和日本一样，印度的商业 行为也是关系导向型，不过由于印度商 人的商业意识远没有日本人的那么浓， 在这里的关系第一就更加重要，更加强 调朋友交情。
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2．风俗习惯
个人空间意识——阿拉伯地区个人距离 较小。
时间观念——在海湾地区，耐心是个重 要的美德。
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宴请——吃饭时，一定要吃很多，以表 示你的感激之情。
跨文化商务沟通 chapter 1
capabilities
Introductory Case
McDonald Tries to Adapt Itself to Local Culture
Discussion Questions:
1.4 Some related Cultural terms
Multiculturalism
Multiculturalism is a social concept in which several groups of people from different culture and ethnic co-exist within one society. It means “the co-existence of diverse cultures, where culture includes racial, religious, or cultural groups and is manifested in customary behaviors, cultural assumptions and values, patterns of thinking, and communicative styles”.
1.2 The Key Characteristics of Culture
Culture is learned.
Culture is learned from the people you interact with as you are socialized. This notion that culture is acquired through the process of learning has several important implications for the conduct of international business.
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• “Here’s your headcount: we have 30 in the factory, 15 in the office, 5 in the hospital on sick leave, none broken down by sex. If you must know, our problem here is with alcohol.” (Axtell, 1994)
• 64% • 16% • 14% • 5% • .9% • .2%
• .9%
White Americans Hispanic Americans African Americans Asian Americans Amer. Indians & Alaskan Natives Native Hawaiians & Pacific Islanders Others
• Melting pot - sociocultural assimilation of people of differing backgrounds and nationalities; implies losing ethnic differences and forming one large society (macroculture)
cold, dark, closed, secret, selfish
religious, faithful, warlike, Jewish
formal, proper, polite, intelligent
drinkers, jovial, hot-tempered, loud
quiet, small, industrious, smart
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• Make decisions on hard, objective facts
• Consider contracts and the written word as very important
• Be aware of the status differences within the organization; however, generally no display of superiority or inferiority is made which makes rank-conscious foreigners uneasy
Chapter 1
The Nature of Intercultural Communication
Topics
• Globalization/glocalization/grobalization • Culture • Enculturation/Acculturation • Ethnocentrism • Norms, rules, roles, and networks • Subcultures and subgroups • Communication barriers • Multinational management orientations
lazy, poor, loud, dirty, uneducated
cold, respect authority, hard-working
religious, quarrelsome, wealthy, greedy
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• Grobalization—focuses on the imperialistic ambitions of nations, corporations, and organizations to impose themselves on others
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• Stereotypes are perceptions about certain groups of people or nationalities, often based upon limited knowledge and/or exposure
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Knowledge Belief Encoding Systems Decoding Thought
From Borden, 1991,Байду номын сангаас171
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Describe the U.S. or another Culture Using Borden
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Globalization, Glocalization, and Grobalization
• Globalization—the worldwide diffusion of practices
• Glocalization—the interpenetration of the global and local
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Communication and Culture
• Communication and culture are inseparable.
• Culture is a code we learn and share.
• Language – Verbal – Nonverbal
• Psychological – Content • Knowledge • Belief Systems – Processes • Encoding Thought • Decoding Thought
• Physical – Environment – Cultural activities
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Stereotypes of U.S. Persons
• Informal relationships • Rather formal in business attire
(suits for men; dresses or suits for women) • Workaholics • Embarrass foreign businesspeople • Overly concerned with time, money, and appointments
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Definitions
• International communication communication between governments or among nations
• Intracultural communication communication between members of the same culture
• Globalization - the ability of a firm to take a product and market it in the entire civilized world
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U.S. Census 2010
• Are very mobile
• Convey superiority in their actions
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Stereotypes of Selected
Cultures (Japanese and U.S. Students)
• Global business communication communication between businesses from different countries
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• Intercultural business communication – interpersonal communication within and between businesses that involve people from more than one culture
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Example of Miscommunication
• Telex sent to a factory manager of a U.S. subsidy in Lima, Peru:
• “Please send a headcount of the people in your factory and in your office, broken down by sex. Information urgent.”
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Perceptions & Stereotypes
• Perceptions are learned through the dimensions of culture. Culture is learned through perception.
• Diffusion - the process by which two cultures learn and adapt materials and adopt practices of each other