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
7
Islam
Dietary restrictions: • do not eat pork • do not drink • do not eat blood
28
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
•11
Education, Inc.
跨文化商务沟通chapter1
lazy, poor, loud, dirty, uneducated
cold, respect authority, hard-working
religious, quarrelsome, wealthy, greedy
•Copyright © 2014 Pearson
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)
11.10.2019
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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。
19
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.
跨文化商务沟通ppt课件
跨文化商务沟通
4
第十章 跨文化商务沟通
一、跨文化商务沟通的定义
（一）文化
文化是一个群体在价值观念、信仰、态度、 行为准则、风俗习惯等方面所表现出来的区别 于另一群体的显著特征，是人的思维、行为的 范式，是人们时间经验的积累和表现模式，是 人的行为导向。正是这种文化在群体上的差异 性导致了企业经营国际化时所面临的文化冲突。
跨文化商务沟通
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第十章 跨文化商务沟通
（二）跨文化商务沟通中的语言差异
一个民族所使用的语言与该民族所拥有的 文化之间存在着密切联系。在跨文化沟通中， 不同文化之间的差异对于商务沟通语言有明显 的制约关系。
1. 中国 2．美国
3．法国 4．日本
跨文化商务沟通
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第十章 跨文化商务沟通
（三）跨文化商务沟通的语言沟通策略 1．选择适当的句型 2．善用模糊限制语 3．提高语言的表达效果和灵活性 4．保全面子，维系合作关系 5．保护说话者，减轻其所负责任
跨文化商务沟通
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第十章 跨文化商务沟通
3．融合
融合是指不同文化间在承认、重视彼此间
差异的基础上,相互尊重,相互补充,相互协调,
从而形成一种你我合一的、全新的组织文化,
这种统一的文化不仅具有较强稳定性, 而且
极具“杂交”优势。对于大多数跨国公司来讲,
通过融合的方式吸收异质文化的精华，形成自
身特有的企业文化和管理模式, 是适应跨国文
一种“统一”的组织文化, 但其缺点是不利于
博采众长, 而且其他文化因遭到压抑而极易使
其成员产生强烈的反感, 最终加剧冲突。
跨文化商务沟通
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第十章 跨文化商务沟通
2．折衷 所谓折衷是指不同文化间采取妥协与退让
商务沟通中的跨文化
2020年3月21日11时37分
12
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。
2020年3月21日11时37分
13
《贫民窟的百万富翁》主角剧照与生活照
商务沟通
——跨文化沟通
1
第一节 跨文化沟通概述
❖ “地球村”已不再单单是一个概念性的名 词，转瞬间已成为人们生活的一部分，跨 文化沟通也随之成为人们需要面对的问题。
2
一、跨文化沟通是经济全球化发展的要求
❖ 文化：一个群体所共有的价值观和行为准 则的体系。
2020年3月21日11时37分
3
文化的基本构成
2020年3月21日11时37分
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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。
❖ 宴请——吃饭时，一定要吃很多，以表示你 的感激之情。
❖ 风俗——和其他穆斯林文化一样，左手被认 为是不洁的。吃饭或者给阿拉伯人递东西时， 通常只用右手。
2020年3月21日11时37分
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2020年3月21日11时37分
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一、沟通中的美国文化
❖ 生意第一
❖ 平等意识和个人主义
❖ 语言和习俗——很少有美国人的外语非常流 利。所以如果你的英语水平不好，就得雇佣 一名翻译，因为别想指望他们会说很好的中 文。
❖ 谈判风格——干脆利落、不兜圈子
2020年3月21日11时37分
23
二、沟通中的英国文化
三、沟通中的阿拉伯人
跨文化商务沟通の课件总结
Chapter 1: Communication:An intercultural Perspective 1、N eeds and purposes for communication（1）Maslow’s hierarchy of needs----------be suit of developed country The most basic at the bottom to the most refined at the peak of atriangle---------Physiological needs,such as food,shelter,and sex;Justabove that come the needs of safety like family ; then there are socialneeds for things like love and friendship ; these are followed by egoand esteem needs ,which are above us as individuals wantingself-respect,recognition,and even power;finally ,at the top of thetraingle comes the most sophidticated need----------forself-actulization.this is about self-fulfillment,about finding and beingoneself.（2）For developing countrys-------------10 itemsSurvival ---------rent a flat/shelter ; try to get helpCo-operation---------work with others ;social groupsPersonal needs（within survival）Relationships（love/belonging）PersuasionPowerSocial needsInformationMaking sense of the worldSelf-expression2、d efinition of communication（1）Communication simply refers to the process of sending and receiving messeges among people .-------限定于人（2）Communication is someone perceives behavior or its residue and attributes meaning to it,communication has taken place regardless of whether that behavior is concious or unconcious ,intentional or unintentional . --------------没有限定于人3、the scope and classification of communication（1）there are at least two or more peopleClassification:1) frist classification of communication-----five tapesA ：human communicationB : animal communicationC : human – animal communicatiomE : machine-to – machine communicationF : human –machine communication2)the second classification of communication（2）There must be some contact between communicators.（3）There must to be a language shared by communicators.（4）An exchange of information has taken placeThere is often taken as a successful condition of communication .but there are various degrees of success in communication,ranging from complete success,partial success to failure.4、T he process of communicationa)components of communicationThe definition identifies eight key components of communicationwithin the framework of intentional communication:message, ,sender , receiver ,channel , noise , feedback,encoding and decoding.i.messege--------verbal and nonverbal--------carries ideas from oneperson to another.2)sender refers to the person who sends the message .While the receiveris the one who receiver the message. :in order to reduce the uncertaintyor misunderstandings,the sender should think from the receiver’s piontof view when composing the message ,Besides ,the role of sender andreceiver is always changing.3)Channel/Medium refers to the way for sending or receiving message.4)Niose refers to the disturbances along the communicationprocesses ,which may resultunintended message perceived by therecevier .such as environment5)Feedback refers to the reaction from the message receiver to themessage sender.6)Encoding refers to the reaction from the message into asignal;Decoding refers to the process of the receiver interpreting thesignal from the senger.Encoding:the process of collecting message,considered of socialhabits,culture,communications rule.Decoding :the process of collecting feedback.b) Models of communication1. The Linear Model （线性模型）What it basically says is 5Ws:Who A senderSay what Directs a MessageIn which channel Through some MediumTo whom To a receiverAnd with what effect With some effectWhat sender through what message through what channel to whatreceiver with what effectThe theory’s advantages and disadvantagesAdvantages:this is a vary popular model which has been usedby a lot of communication scholars（this is the earlest andstill most useful method）；Disadvantage:①human communication involves many morethings. e.g:power relations,rolerelations.age and sex difference,feelings②there are no feesback in this model（itdon’t pay attention to the feedback.）.2.The Circular Model（环形模型）The communication is two-way process and thar everyone is both a decoder and an encoder.This model focus on feedback.3）The Contextualized ModelContext refers to the idea that every act of communication must been happen in some sort of surroundings,and what it meant by this is actually quite complicated。
窦卫霖跨文化商务交际教案讲稿1
教案首页3. The Scope and Classification of Communication4. The Process of Communication1) A basic communication model consists of these components: the sender and receiver, the medium or channal, messages, noise, feedback, encoding and decoding.e.g. “That’s all for today. See you all next week.”I(sender) put into words(encoding) my meani ngs that “class is over”(messge) and speak the words(channel) in the hope that the words will be suitably understood(decoding) by the students(receiver).2) Models of Communication① Linear ModelAristotle --- speaker→speach→audience→effectOccasionLasswell --- 5-W modelWho say what in what channal to whom with what effect.② Contextualized ModelContext: the idea that every act of communication must happen in some sort of surroundings and what is meant by this is actually quite complicated. There is physical context, social context and cultural context.II. Business Communication1. Defining Business CommunicationBusiness communication is the exchange of oral, nonverbal, and written messages within (and across the boundaries of) a system of interrelated and interdependent people working to accomplish common tasks and goals.2. Internal and External Communication(1) Internal communication refers to the communication taking place within a given organization through such written or oral channels as memos, reports, proposals, meetings, oral presentations, speeches, and person-to-person and telephone conversationsInternal communication includes: downward/ upward/ horizontal communication.(2) External communication refers to the communication between the organization and the outside institutions and people---the general public, customers, vendors and other businesses, and government officials.3. Formal and Informal Communication(1) Formal communication which refers to such communicative activities as business letter, speech, talk, a product presentation and so on.(2) Informal communication, also called grapevine, exists in almost all organizations and at all levels. It has a small number of activists guiding and influencing the informal communication.Assignment:1. Preview Part 3.2. Review the terms and key points in this part.教案首页Warm-up ActivitiesLook at some pictures and try to identify what cultural differences are displayed. Left: Westerners Right: Chinesea. b.c. d.e. f.g. h.I. The Nature of Culture1. Definitions of Culture(1) Scholars give various definitions of culture from different perspectives. “Culture is the arts and other manifestation of human intellectual achievement regarded collectively.”-----Concise oxford Dictionary(2) Culture may be classified by three large categories of elements:-- Artifact (which include items ranging from arrowheads to hydrogen bombs, magic charms to electric lights, and chariots to jet planes)-- Concepts (which include such beliefs or value systems as right or wrong, God and man, ethnic, and the general meaning of life)-- Behavior (which refers to the actual practice of concepts or beliefs)(3) At the most rudimentary, culture consists of two levels: a level of values, or an invisible level and a visible level of resultant behavior or artifacts of some form.3. Characteristics of Culture•C ulture influences biological processes:e.g. Sneezing; food culture; sleeping ; giving birth•C ulture is transmitted from generation to generation:‐For cultures to exist and endure, they must ensure that their crucial messages and elements are passed on (through communication).‐Some of the behaviors a culture selects to pass on are universal and others are unique.‐Each individual is heir to a massive “library” of cultural information collected.•C ulture is selected:‐Each culture represents a limited choice of behavior patterns from the infinite patterns of human experience.‐What a culture selects to tell each succeeding generation is a reflection of what that culture deems important.‐The notion of selectivity suggests that cultures tend to separate one group from anther.•C ulture is ethnocentric:‐Ethnocentrism is a universal tendency for any people to put its own culture and society in a central position of priority and worth.‐It leads to a subjective evaluation of how another culture conducts its daily business.•C ultures are interrelated wholes:‐Cultures are coherent and logical systems.‐You touch a culture in one place and everything else is affected. –Hall (1977)•C ulture is subject to change:‐History abounds with examples of how cultures have changed because of laws, shifts in values, natural disasters, wars , etc.‐Technology promoted cultural change. (e.g. e-mail)‐Although cultures change, most change affects only the surface structure of the culture. The deep structure resists major alterations.•C ulture is like an iceberg:‐a greater part of culture is hidden under the water, such as views, attitudes, preference, love and hatred, customs and habits. They are out of our awareness, which makes the study of culture difficult. In order to trulyunderstand a culture, we must explore the behaviors below the waterline.•C ulture is like an onion:‐The skins of an onion - symbols that represent the most superficial and the easiest to perceive by an outsider and the least important to an insider.‐The second skin of the onion is heroes-the kind of people you worship.‐The third skin is rituals-collective activities that are considered socially essential within a culture.‐The core of culture-values, which are the deepest manifestation of culture and the most difficult to understand by an outsider.II. The Basics of Cultural Values1. Definition of Value(1) Oxford Dictionary: one’s principles or standards or one’s judgment of what is valuable or important in life.(2) Hofstede: values are a broad tendency to prefer certain states of affairs over others.(3) Kluckhohn: values are a conception, explicit or implicit, distinctive of an individual or characteristic of a group, of the desirable which influences the selection from available modes, means, and ends of action.2. Priorities of Cultural Values(1) Values can be divided into three types:•U niversal valuesUniversal values are values common to all people.e.g. a desire to live a happy life is a universal value, as everyone wants to live happily•C ultural-specific values•P eculiar expression or deviation of individuals within culture.These are aspects of subjective culture. So we say, although each of us has a unique set of individual values, there also are values that tend to permeate a culture. These are called cultural values. Therefore, values tend 10 bebroad-based, enduring, and relatively stable.(2) Priorities of ValuesValues can be classified as primary, secondary, and tertiary.What do you value most? How do your priorities influence your day-to-day activities, especially those relating to your business work'' Begin answering these questions by choosing from the following 20 values that are common to most international cultures, but their importance varies from culture to culture; (1) group harmony, (2) competition. (3) seniority, (4) cooperation, (5) privacy, (6)教案首页Warm-up ActivitiesLook at some pictures and try to identify what cultural differences are displayed. Left: Westerners Right: Chinesea. b.c. d.e. f.g. h.I. The Nature of Culture1. Definitions of Culture(1) Scholars give various definitions of culture from different perspectives. “Culture is the arts and other manifestation of human intellectual achievement regarded collectively.”-----Concise oxford Dictionary(2) Culture may be classified by three large categories of elements:-- Artifact (which include items ranging from arrowheads to hydrogen bombs, magic charms to electric lights, and chariots to jet planes)-- Concepts (which include such beliefs or value systems as right or wrong, God and man, ethnic, and the general meaning of life)-- Behavior (which refers to the actual practice of concepts or beliefs)(3) At the most rudimentary, culture consists of two levels: a level of values, or an invisible level and a visible level of resultant behavior or artifacts of some form.3. Characteristics of Culture•C ulture influences biological processes:e.g. Sneezing; food culture; sleeping ; giving birth•C ulture is transmitted from generation to generation:‐For cultures to exist and endure, they must ensure that their crucial messages and elements are passed on (through communication).‐Some of the behaviors a culture selects to pass on are universal and others are unique.‐Each individual is heir to a massive “library” of cultural information collected.•C ulture is selected:‐Each culture represents a limited choice of behavior patterns from the infinite patterns of human experience.‐What a culture selects to tell each succeeding generation is a reflection of what that culture deems important.‐The notion of selectivity suggests that cultures tend to separate one group from anther.•C ulture is ethnocentric:‐Ethnocentrism is a universal tendency for any people to put its own culture and society in a central position of priority and worth.‐It leads to a subjective evaluation of how another culture conducts its daily business.•C ultures are interrelated wholes:‐Cultures are coherent and logical systems.‐You touch a culture in one place and everything else is affected. –Hall (1977)•C ulture is subject to change:‐History abounds with examples of how cultures have changed because of laws, shifts in values, natural disasters, wars , etc.‐Technology promoted cultural change. (e.g. e-mail)‐Although cultures change, most change affects only the surface structure of the culture. The deep structure resists major alterations.•C ulture is like an iceberg:‐a greater part of culture is hidden under the water, such as views, attitudes, preference, love and hatred, customs and habits. They are out of our awareness, which makes the study of culture difficult. In order to trulyunderstand a culture, we must explore the behaviors below the waterline.•C ulture is like an onion:‐The skins of an onion - symbols that represent the most superficial and the easiest to perceive by an outsider and the least important to an insider.‐The second skin of the onion is heroes-the kind of people you worship.‐The third skin is rituals-collective activities that are considered socially essential within a culture.‐The core of culture-values, which are the deepest manifestation of culture and the most difficult to understand by an outsider.II. The Basics of Cultural Values1. Definition of Value(1) Oxford Dictionary: one’s principles or standards or one’s judgment of what is valuable or important in life.(2) Hofstede: values are a broad tendency to prefer certain states of affairs over others.(3) Kluckhohn: values are a conception, explicit or implicit, distinctive of an individual or characteristic of a group, of the desirable which influences the selection from available modes, means, and ends of action.2. Priorities of Cultural Values(1) Values can be divided into three types:•U niversal valuesUniversal values are values common to all people.e.g. a desire to live a happy life is a universal value, as everyone wants to live happily•C ultural-specific values•P eculiar expression or deviation of individuals within culture.These are aspects of subjective culture. So we say, although each of us has a unique set of individual values, there also are values that tend to permeate a culture. These are called cultural values. Therefore, values tend 10 bebroad-based, enduring, and relatively stable.(2) Priorities of ValuesValues can be classified as primary, secondary, and tertiary.What do you value most? How do your priorities influence your day-to-day activities, especially those relating to your business work'' Begin answering these questions by choosing from the following 20 values that are common to most international cultures, but their importance varies from culture to culture; (1) group harmony, (2) competition. (3) seniority, (4) cooperation, (5) privacy, (6)教案首页Warm-up ActivitiesLook at some pictures and try to identify what cultural differences are displayed. Left: Westerners Right: Chinesea. b.c. d.e. f.g. h.I. The Nature of Culture1. Definitions of Culture(1) Scholars give various definitions of culture from different perspectives. “Culture is the arts and other manifestation of human intellectual achievement regarded collectively.”-----Concise oxford Dictionary(2) Culture may be classified by three large categories of elements:-- Artifact (which include items ranging from arrowheads to hydrogen bombs, magic charms to electric lights, and chariots to jet planes)-- Concepts (which include such beliefs or value systems as right or wrong, God and man, ethnic, and the general meaning of life)-- Behavior (which refers to the actual practice of concepts or beliefs)(3) At the most rudimentary, culture consists of two levels: a level of values, or an invisible level and a visible level of resultant behavior or artifacts of some form.3. Characteristics of Culture•C ulture influences biological processes:e.g. Sneezing; food culture; sleeping ; giving birth•C ulture is transmitted from generation to generation:‐For cultures to exist and endure, they must ensure that their crucial messages and elements are passed on (through communication).‐Some of the behaviors a culture selects to pass on are universal and others are unique.‐Each individual is heir to a massive “library” of cultural information collected.•C ulture is selected:‐Each culture represents a limited choice of behavior patterns from the infinite patterns of human experience.‐What a culture selects to tell each succeeding generation is a reflection of what that culture deems important.‐The notion of selectivity suggests that cultures tend to separate one group from anther.•C ulture is ethnocentric:‐Ethnocentrism is a universal tendency for any people to put its own culture and society in a central position of priority and worth.‐It leads to a subjective evaluation of how another culture conducts its daily business.•C ultures are interrelated wholes:‐Cultures are coherent and logical systems.‐You touch a culture in one place and everything else is affected. –Hall (1977)•C ulture is subject to change:‐History abounds with examples of how cultures have changed because of laws, shifts in values, natural disasters, wars , etc.‐Technology promoted cultural change. (e.g. e-mail)‐Although cultures change, most change affects only the surface structure of the culture. The deep structure resists major alterations.•C ulture is like an iceberg:‐a greater part of culture is hidden under the water, such as views, attitudes, preference, love and hatred, customs and habits. They are out of our awareness, which makes the study of culture difficult. In order to trulyunderstand a culture, we must explore the behaviors below the waterline.•C ulture is like an onion:‐The skins of an onion - symbols that represent the most superficial and the easiest to perceive by an outsider and the least important to an insider.‐The second skin of the onion is heroes-the kind of people you worship.‐The third skin is rituals-collective activities that are considered socially essential within a culture.‐The core of culture-values, which are the deepest manifestation of culture and the most difficult to understand by an outsider.II. The Basics of Cultural Values1. Definition of Value(1) Oxford Dictionary: one’s principles or standards or one’s judgment of what is valuable or important in life.(2) Hofstede: values are a broad tendency to prefer certain states of affairs over others.(3) Kluckhohn: values are a conception, explicit or implicit, distinctive of an individual or characteristic of a group, of the desirable which influences the selection from available modes, means, and ends of action.2. Priorities of Cultural Values(1) Values can be divided into three types:•U niversal valuesUniversal values are values common to all people.e.g. a desire to live a happy life is a universal value, as everyone wants to live happily•C ultural-specific values•P eculiar expression or deviation of individuals within culture.These are aspects of subjective culture. So we say, although each of us has a unique set of individual values, there also are values that tend to permeate a culture. These are called cultural values. Therefore, values tend 10 bebroad-based, enduring, and relatively stable.(2) Priorities of ValuesValues can be classified as primary, secondary, and tertiary.What do you value most? How do your priorities influence your day-to-day activities, especially those relating to your business work'' Begin answering these questions by choosing from the following 20 values that are common to most international cultures, but their importance varies from culture to culture; (1) group harmony, (2) competition. (3) seniority, (4) cooperation, (5) privacy, (6)。
跨文化商务交际 Chapter 1 Culture, Communication and Cross
Culture Focus Case Study 1
This part helps you have a general idea about the cultural diversity in the workplace and communication in high- context culture and low- context culture. Cases are given for your further understanding. And then you are asked to finish the tasks.
Encounter Video Watching
Watch the video “ What Is Culture ” and complete the following tasks.
Encounter Video Watching
Task 1 Work in pairs, and discuss whether the following statements are true or false based on what you’ve
Chapter 1
Learning Objectives
On completion of this chapter you are able to: 1. understand what culture is and what elements culture includes; 2. have an understanding of your own culture; 3. get to know what cross-cultural communication is.
to the understanding of the world.
跨文化商务沟通课件
类型
价值观差异：不同文化对个体主义与集 体主义、权力距离、不确定性规避等方 面的价值观存在的差异。
文化差异对商务沟通的影响
01
02
03
沟通障碍
文化差异可能导致沟通误 解、信息传递不畅，增加 商务沟通的难度。
冲突与误解
不同的价值观、沟通方式 和思维方式可能导致双方 产生冲突和误解，影响商 务合作关系。
案例三：跨文化商务团队建设实践分享
团队组建 团队培训 团队协作 成功案例
在组建跨文化商务团队时，注重成员的文化多样性，确保团队 具备跨文化沟通的能力。
通过跨文化培训，提高团队成员对文化差异的认识和尊重，增 强团队凝聚力。
鼓励团队成员分享各自的文化经验和知识，促进团队成员间的 互相学习和成长，提升团队整体绩效。
角色准备
学员需提前了解所扮演角色的文化背景、商务习俗和谈判目标，以便更
好地融入角色并展开有效的沟通。
03
教练指导
专业教练将对学员的角色扮演进行观察和指导，帮助学员改进沟通策略
，提高谈判技巧。
小组讨论：分享跨文化商务沟通经验与策略
经验分享
学员将围绕跨文化商务沟通的主题，分享自己在工作或学 习中积累的经验和故事。通过分享，学员可以相互学习、 借鉴成功策略。
• 拓展市场份额：通过有效的跨文化商务沟通，企业 可以更好地开拓国际市场，扩大市场份额。
• 文化差异带来的沟通障碍：不同文化背景下，人们 对沟通方式、时间观念、社交礼仪等方面可能存在 差异，这增加了沟通的复杂性。
机遇
• 汲取多元文化优势：跨文化商务沟通有助于企业汲 取不同文化的优势，提升企业创新能力和竞争力。
跨文化商务沟通的基本原则
尊重文化差异
有效倾听
跨文化商务沟通第01章
• 多中心主义管理
– 多中心主义管理办法考虑公司所在国家的文化。管理人员考 虑公司所在地工作人员的文化需求。
• 区域中心主义管理
– 区域中心主义管理更注重公司所在的区域而不是国家，国家 会有并且经常有不同的文化背景。
• 地心主义管理
– 地心主义管理要有一个各个国家通用的结构，以便各个地方 的分公司有足够的自由运营来满足工人的文化需求。
听者理解范围之外的词汇。
• 非语言的——非语言信息。 • 竞争——倾听者做其他事情而不是专注地倾听。
1-15
1.10 跨文化构念
• 多大程度上理解跨文化沟通取决于以下内容 的实现程度：
– 我们，不管是沟通者还是被沟通者，意识到沟通的目的可能 会导致单一的表达行为或者信息收集。 – 一种文化中的控制论（自我概念）可以在另一种文化之外独 立运行。 – 我们能掌握其他文化的语言。 – 我们能够在建立于另外一种文化的人类沟通系统的限制下工 作（个人的、情境的以及文化的）。
– 假设人都是最好的；多数人按照他们学到的价值观和传统行 事。 – 真诚。 – 保持幽默感。 – 努力变得招人喜欢；当人们喜欢你的时候，他们会原谅你的 错误。 – 微笑。
1-21
1-8
1.5 民族中心主义
• 民族中心主义
– 民族中心主义是认为自身的文化背景正确的一种信仰，包 括分析问题的方式、价值观、信仰、语言以及语言和非语 言沟通方式。民族中心主义者相信他们的文化是核心文化， 其他的文化是不正确、有缺陷或者古怪的。我们通过自身 标准来评价他人，因为这是我们所了解的。
• 思维方式
• 全球化
– 全球化就是通过社会和商业两种途径传播生活方式。
• 全球本土化
– 全球本土化指的是“全球和本土的相互渗透，会在不同地 理区域导致独特的结果”。
跨文化商务沟通第章
5.1 高语境和低语境旳语言
日本 韩国 中国
阿拉伯 希腊 西班牙
意大利
英国
北美
瑞士 德国
5-4
高语境旳语言
• 非语言、文化方面旳信息尤为主要。 • 极少传递明确旳信息。
• 例子：日本 • 例子：中国
• 人们必须在字里行间体会引申旳含义。 • 沉默经常用于高语境文化旳沟通中。 • 沟通往往是间接而非直接旳。
子、黑帮、娼妓及杀人犯。 • 黑人英语–有些美国人经常使用旳非原则
旳美国英语称为黑人英语。
5-13
5. 5 语言互动旳形式
• 语言斗争-就像制胜绝招一样，目旳 是看看谁在友好旳辩论中取得优势， 而不是传递需要旳信息。
• 妙语如珠旳对话-是一种在聚会中频 繁轮番演讲旳会话，一般在演讲旳 前几句之后就开始。
• 内涵性含义-是感情上旳含义，如阿拉斯 加王者螃蟹（尽管阿拉斯加王者螃蟹也是 日本蜘蛛螃蟹，但它有愈加主动和吸引人 旳名称）。
• 比喻性含义-是描述性旳含义，如一命呜 呼。
5-30
日本旳语言风格
• 他们交谈时对别人旳话不予回答，强调旳 是非语言沟通，所以他们不会去倾听。
• 他们喜欢少言寡语旳人并注重沉默。 • 在谈话旳开头喜欢为他们要说旳内容找理
• 欧洲旳34,5%等于美国旳34.5% 。
• 在美国、俄罗斯、法国、意大利、土耳其、 巴西、希腊，10亿有9个零 （1000000000）。而在德国、澳大利亚、 荷兰、匈牙利、瑞典、丹麦、挪威、芬兰、 西班牙、葡萄牙、塞尔维亚、克罗地亚以及 南美洲旳某些国家，10亿有12个零（）。
5-8
5. 4 非正式与可选择旳语言
• 语言间以及同一种语言旳多样性是任意旳。 这些语言中有旳单词没有固定旳含义，只有 在某种特定旳文化环境下才有特定旳含义。
《跨文化商务沟通》第一章 文化、沟通及跨文化沟通课后练习
《跨文化商务沟通》第一章文化、沟通及跨文化沟通课后练习一、单项选择题共12 题1、Cultural bias is unavoidable since there was a long process of culture （）in world history.A . separationB . communicationC . progressD . communicat参考答案：A2、Although there are many cultural barriers among different cultures, there are also certain proper channels to（）among different nations.A . argumentB . communicateC . disputeD . transport参考答案：B3、Culture has variety of characteristics but not （）.A . sharedB . learnedC . ethnocentricD . invariability参考答案：D4、Only outward symbols of a culture are visible, while the most important aspects of a culture are invisible. This phenomenon is often compared as a metaphor （）.A . blanketB . icebergC . iceboxD . invisible man参考答案：B5、（）The communication between people from different cultures when a member of one culture produces a message for consumption by a member of another culture.A . business communicationB . cultural communicationC . intercultural communicationD . vertical communication参考答案：C6、（）A process by which information is exchanged between individuals through a common system of symbols, signs, or behavior, or the exchange of thoughts, messages, or information, as by speech, signals, writing, or behavior.A . communicationB . messageC . informationD . transformation参考答案：A7、（）The communication is within business and administration, aiming at a common objective and profits for both the individuals and organizations.A . cultural exchangeB . business exchangeC . business communicationD . intercultural communication参考答案：C8、Culture and language are not the same, but they （）.A . link each otherB . are essentially differentC . can be substituted each otherD . have different aspects参考答案：A9、（）The belief that your own cultural background, including ways of analyzing problems, values, beliefs, language, and verbal and nonverbal communication, is superior.A . communicationB . cultureC . prejudiceD . ethnocentrism参考答案：D10、（）The total accumulation of beliefs, customs, values, behaviors, institutions and communication patterns that are shared, learned and passed down through the generations in an identifiable group of people.A . cultureB . beliefC . environmentD . institution参考答案：A11、（）The communication at the same level in an organization.A . vertical communicationB . horizontal communicationC . business communicationD . directive communication参考答案：B12、Lateral communication could be expressed as （）.A . single communicationB . prejudice communicationC . directive communicationD . horizontal communication参考答案：D二、判断题共12 题1、Culture could be understood as variety of ways of social lives for different nation or groups in the world.对错参考答案：正确2、With the integration of language into the fabric of culture, confusion and dysfunction would happen and the culture would be destroyed.对错参考答案：错误3、Culture is all men's medium; there is no aspect of human life that is not touched and altered by culture.对错参考答案：正确4、The culture shown in an onion consists of two levels: a level of norms and values, or an invisible level, and a visible level of resultant behavior or artifacts of' some form.对错参考答案：正确5、Culture cannot be known without a study of communication, and communication can only be understood with an understanding of the culture it supports.对错参考答案：正确6、In the global village, neighbors communicate free of troubles and difficulties.对错参考答案：错误7、Culture could be understood as the only universal way of life in the world.对错参考答案：错误8、The terms of intercultural communication and international communication can be used interchangeably.对错参考答案：正确9、Intercultural communication could be the communication between persons of different cultures.对错参考答案：正确10、Stereotypes, like culture itself, are learned in a variety of ways. They are the products of limited, lazy, and misguided perceptions.对错参考答案：正确11、The culture shown in an iceberg consists of two levels: a level of norms and values, like an invisible iceberg under sea level, and a visible level of characteristics, like the visible iceberg above sea level.对错参考答案：正确12、It is impossible for us to communicate with another totally different culture.对错参考答案：错误三、简答题共 3 题1、有人说，“掌握了对方的语言，就消除了跨文化沟通的障碍”。
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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