AmitChopada_017crosscultural
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Communication is shaped by culture through language, nonverbal cues, and social relationships. Effective cross-cultural communication requires understanding one's own cultural perspectives and how communication varies across cultures. Different cultures have divergent perceptions of concepts like time, space, personal responsibility, importance of "face", and use of nonverbal cues. While general cultural differences can be identified, categories are oversimplified and negotiators should respond appropriately to each unique situation.
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The document discusses cross-cultural communication and some common cultural differences that impact it. Communication is cultural, drawing on language patterns and nonverbal cues. To communicate effectively across cultures requires cultural fluency, including understanding your own cultural lenses and how communication varies between cultures. Some key cultural differences that can impact communication are perceptions of time, space, personal responsibility, importance of "face," and emphasis on nonverbal vs. verbal communication. However, these categories are simplifications, and negotiators should be aware of differences without overgeneralizing.
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Comm via printed media 02
This document discusses communication models and the history of communication studies. It provides definitions of communication and outlines the major forms of communication: intrapersonal, interpersonal, group, public, and mass communication. The linear transmission model of communication is introduced followed by the interactive model which includes feedback. Finally, the transactional model is presented in which communication helps to construct social realities rather than just transmit messages.
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This document discusses barriers to effective communication and possible solutions. It defines communication and barriers, then outlines 9 common types of barriers: physiological, psychological, physical/environmental, cultural, personal, social, semantic, linguistic, and organizational. For each barrier type, examples are provided. The document also discusses the six C's of effective communication (complete, clear, consideration, concise, correctness, courtesy). Finally, it provides possible solutions to overcoming different barrier types, such as ensuring proper seating, language usage, organizational structure, and cultural understanding. The overall goal is to identify barriers that interfere with communication and how to enhance the communication process.
Summary theory-unit_9-_2012
This document provides an overview of mediation skills and activities in language teaching. It discusses mediation as one of the four language teaching activities along with reception, production, and interaction. Mediation involves reformulating information from one language to another or from one form to another, such as translating, interpreting, summarizing, or paraphrasing. The document outlines the differences between oral and written mediation and strategies for mediation activities. It also discusses translation and summarizing as two specific mediation activities, providing details on how to incorporate them into language teaching.
barriers of communication
This document discusses barriers to communication and ways to overcome them. It defines communication and describes the communication process. There are many potential barriers that can interfere with effective communication, including physiological, psychological, physical/environmental, cultural, personal, social, semantic, linguistic, and organizational barriers. Some examples provided are language barriers, distractions, cultural differences, lack of confidence, and unclear planning. The document recommends ways to improve communication such as using simple language, active listening, providing feedback, proper media selection, and following the six C's of effective communication - complete, clear, correct, concise, considerate and courteous.
Plurilingualism and intercomprehension teaching forum 2012
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Telecollaborative exchange involves groups of students engaging in online intercultural interaction and collaboration with partner classes from other cultures or locations, guided by educators. Effective tasks go beyond superficial exchanges, instead providing opportunities for genuine collaboration, such as jointly creating presentations. Tasks should also introduce intercultural interaction gradually and provide opportunities for reflection on the online interaction.
English language acquisition an innovative perspective
The document discusses language acquisition from an innovative perspective. It argues that language learning should focus on enabling socially meaningful communication at the individual, community, and societal levels. The purpose of language goes beyond basic acquisition to include integration, equality, and cohesion. Effective language teaching is learner-led, interactive, flexible, and contextualized to learners' lives and communities. It should facilitate learning over traditional teaching and build skills alongside English proficiency.
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AmitChopada_017crosscultural
- 2. CREATED BY AMIT CHOPADA EN:- 130210125017
- 3. PowerPoint Summary of: Cross-Cultural Communication Copyright © 2006-2007 The Beyond Intractability Project Beyond Intractability is a Registered Trademark of the University of Colorado
- 4. Slide 2: Communication and Culture Communication is cultural • It draws on speech patterns, language, and nonverbal messages • It is interactive • It operates through social relationships PowerPoint Summary of: Cross-Cultural Communication
- 5. Slide 3: Communication and Culture Cultural Fluency • Essential for effective cross-cultural communication • Consists of • Understanding your own cultural lenses • Understanding communication variation across cultures • Applying these understandings to enhance relationships PowerPoint Summary of: Cross-Cultural Communication
- 6. Slide 4: Common Cultural Differences Perception of Time Perception of Space Fate and Personal Responsibility Importance of Face Nonverbal Communication PowerPoint Summary of: Cross-Cultural Communication
- 7. Slide 5: Perception of Time and Space Time • Monochromic -- linear quantitative time, most common in the northern and western hemispheres • Polychromic -- cyclical time w/ unraveling and unlimited continuity, most common in southern and eastern hemispheres Space -- differences in comfortable distance between people PowerPoint Summary of: Cross-Cultural Communication
- 8. Slide 6: Fate and Personal Responsibility Extent to which we feel ourselves to be the masters of our lives Extent to which we see ourselves as subject to things outside our control PowerPoint Summary of: Cross-Cultural Communication
- 9. Slide 7: Face and Face-Saving Face is the standing a person has in the eyes of others The importance of “face” and face-saving varies across cultures • Some cultures value “face” more than their own well-being • Other cultures do not care about face all that much PowerPoint Summary of: Cross-Cultural Communication
- 10. Slide 8: Nonverbal Communication Different cultures use different systems of understanding nonverbal cues • Low-context cultures -- place relatively less emphasis on nonverbal cues • High-context cultures -- place relatively more emphasis on nonverbal cues PowerPoint Summary of: Cross-Cultural Communication
- 11. Slide 9: WARNING! These categories (time, space, fate, face, context, etc.) are both oversimplified and non- exhaustive! Negotiators should be aware of differences and respond appropriately. PowerPoint Summary of: Cross-Cultural Communication