Dissertationen: „Intercultural communication“

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Bondarchuk, Julia. „Intercultural communication barriers“. Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/18276.

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Khrapach, A. „Intercultural communication in business“. Thesis, Sumy State University, 2016. http://essuir.sumdu.edu.ua/handle/123456789/49035.

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Nelson Mandela said, «If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart». This quotation fully reflects how important learning a foreign language is as a way to improve international communication in the globalized world. For example, this skill is very useful when you have a vacation or you need to go to work to another country. The boss tells you have to solve the problem with a foreign partner, but if you do not know how to speak another language how will you complete this task? It should be successful, not a failure. Communicating with people abroad is an integral part of the holiday abroad and only using gestures will be difficult to survive. The great German poet Goethe once said, «He, who knows no foreign language, does not know his own one». That is why in order to understand oneself and environment one has to learn foreign languages.

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Lin, Yi. „Chinese International Students’ Intercultural Communication Competence and Intercultural Communication Apprehension in the USA“. Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etd/1516.

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This study investigated the intercultural communication competence and intercultural communication apprehension of Chinese international students. Participants in the study consisted of Chinese international students over 18 years old studying at two 4-year public universities in the southeastern United States. The study participants completed 2 online survey questionnaires: the Intercultural Sensitivity Scale (ISS), which measured the degree of intercultural communication competence, and the Personal Report of Intercultural Communication Apprehension (PRICA), which measured the degree of intercultural communication apprehension. The findings of the study indicated a significant relationship between Chinese international students' intercultural communication competence and their intercultural apprehension. Findings also noted that gender, age, number of U.S. friends, and level of education were not factors predicting the participants' degree of intercultural communication competence and intercultural communication apprehension. However, frequency of speaking English outside of the classroom was an important factor indicating differences in the degree of the study participants' intercultural communication competence and intercultural communication apprehension. In addition, the study revealed that the length of time in the United States affected participants' intercultural communication competence but not their intercultural communication apprehension.

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Renner, Jasmine, und Yi Lin. „Intercultural Communication Competence and Intercultural Communication Apprehension among Chinese Students Studying in the USA“. Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3048.

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5

Waygood, Richard. „Challenges in Intercultural Business Communication“. St. Gallen, 2005. http://www.biblio.unisg.ch/org/biblio/edoc.nsf/wwwDisplayIdentifier/02603207001/$FILE/02603207001.pdf.

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6

Hall, Douglas Alan, University of Western Sydney, of Arts Education and Social Sciences College und of Communication Design and Media School. „Intercultural communication: a multicultural perspective“. THESIS_CAESS_CDM_Hall_D.xml, 2005. http://handle.uws.edu.au:8081/1959.7/515.

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Intercultural communication theory and research have largely been based on the assumption that dealing with cultural differences is the key element in intercultural encounters. This is applied particularly to encounters between people from different societies, either where a participant is visiting another country, or where that participant has recently migrated. Encounters between people who, though culturally different, live permanently together in the same society however, are not necessarily the same as encounters between people from different societies. In the light of this, intercultural communication theory should be reviewed and developed to better conceptualise the nature of intercultural interaction as it occurs within the same (multicultural) society. Such a review requires a framing of intercultural communication episodes within a broader social perspective, a more thorough investigation of the relationship of homogeneity and heterogeneity as it affects intercultural interaction and a greater focus how communication processes help to create culture as well as how they are influenced by culture. An organising model for the multicultural perspective is therefore proposed based on three key elements. First it incorporates a system approach that recognises influences on communication, the interactive process and the outcomes of that process. Second, it incorporates a three-tiered approach that recognises the role played by structural processes in establishing the character of the society, the general patterns of interaction that emerge from these structural processes and the individual application of these processes in communicative episodes. Third, it incorporates a recognition of the interplay of centripetal and centrifugal forces at each of these levels and the range of intercultural possibilities that this raises. The organising model is then used to analyse intercultural interactions across four focuses: meaning, social relations, identity and behaviour
Doctor of Philosophy (PhD)

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Sakai, Jiro. „A phenomenology of intercultural communication /“. Full-text version available from OU Domain via ProQuest Digital Dissertations, 1997.

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8

Турчина, Тамара Василівна, Тамара Васильевна Турчина und Tamara Vasylivna Turchyna. „Intercultural Communication in the Global Workplace“. Thesis, Ukrainian Academy Of Banking, 2009. http://essuir.sumdu.edu.ua/handle/123456789/50957.

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The need for intercultural communication skill is obvious - we are all working in an interconnected global economy and it is important to build good relationships with people from other cultures. This leads to better business.

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Мальована, Нiна Володимирiвна, Нина Владимировна Малеванная und Nina Volodymyrivna Malovana. „Non-Verbal Behaviour in Intercultural Communication“. Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/67272.

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The implementation of intercultural communication, the achievement of mutual understanding between peoples are important factors of stability and cultural exchange against the background of the diversity of cultures, traditions, religions, business, and technologies. Productive intercultural dialogue is largely possible not only due to knowing foreign languages, but also non-verbal communication that helps to overcome cultural barriers.

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Ferrarese, Anna Chiara <1991&gt. „Intercultural Communication International Tourists in Venice“. Master's Degree Thesis, Università Ca' Foscari Venezia, 2016. http://hdl.handle.net/10579/8553.

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Questo elaborato si propone di approfondire il tema della comunicazione interculturale in ambito turistico, prendendo come spunto di ricerca il turista internazionale che si reca a Venezia. La domanda di fondo è se questa ormai longeva destinazione turistica sia preparata ad accogliere turisti che provengono da culture lontane e parlano lingue diverse. Oggigiorno la domanda turistica è sempre più internazionalizzata. La crescente globalizzazione e la diffusione di nuove tecnologie permettono al turista moderno di trovare qualsiasi informazione e organizzare il viaggio in anticipo. Inoltre, il profilo del turista (e del consumatore in generale) diventa sempre più complesso: è più informato e più esigente, di conseguenza anche l‘offerta, inizialmente improntata su di un’ottica orientata al prodotto, ora si sposta sempre più verso il consumatore stesso, mirando a soddisfarne le esigenze. Varietà, flessibilità e personalizzazione sono gli elementi chiave dell’offerta odierna. Tuttavia, avere a che fare con un turista internazionale comporta maggiori sfide rispetto a un turista nazionale: la componente culturale e linguistica contribuiscono a rendere lo scambio comunicativo più problematico. Saper comunicare efficacemente impone una presa di coscienza della diversità, non solo linguistica ma anche e soprattutto culturale e sociale. La cultura, dopotutto, influenza costantemente i nostri comportamenti, le nostre aspettative, le nostre idee e costruzioni mentali: nel mondo del turismo è importante non sottovalutare tali aspetti per poter offrire un servizio all’ altezza del consumatore-turista. Attraverso questa tesi si intendono analizzare gli aspetti rilevanti della comunicazione interculturale, capendone le problematiche e trovando le possibili soluzioni per una comunicazione efficace. Essere coscienti delle nostre differenze culturali è il primo passo verso la comprensione dell’altro e verso la possibilità di offrire un’esperienza turistica positiva. In questo contesto la presenza di una lingua franca come l’inglese acquisisce un ruolo fondamentale nel permettere una comunicazione efficace tra l’ospite straniero e il personale turistico italiano. Varie strategie sono impiegate tra parlanti non nativi di inglese, al fine di superare le difficoltà linguistiche e rendere i messaggi chiari e comprensibili. Attraverso l’analisi del caso di Venezia, verranno individuate le problematiche esistenti nella comunicazione tra il personale turistico e il turista straniero, sia per quanto riguarda le barriere culturali che quelle linguistiche, ma anche per ciò che concerne il livello e la qualità di informazione che la destinazione turistica offre.

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Vevea, Nadene N. „Intercultural Communication Competence Theory: Integrating Academic and Practical Perspectives“. Diss., North Dakota State University, 2011. https://hdl.handle.net/10365/28885.

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Over the past five decades, scholars of intercultural communication have attempted to define, describe, and otherwise operationalize the concept of competency in an intercultural interaction. This study constructed a comprehensive theory of intercultural communication competence (ICC) grounded in the extant literature and the practical or everyday understanding of the concept. Using classroom data that was validated by a metasynthesis of existing qualitative or ethnographic studies describing ICC, the academic definitions and lay descriptions were each explored and then compared to find points of convergence and points of divergence. The comparative analysis provided the foundation for the development of tenets: ICC is an outcome; ICC is externally perceived and measured; and ICC is bound by the cultural context in which it takes place, conditions regarding interaction goals and power roles of the interactants, and culture specific elements for the holistic ICC theory proposed by this study. An examination of the implications of the newly constructed ICC theory and its future application and implications were explored.

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Beraldo, Elisa <1993&gt. „Intercultural Communication Problems in the Business Field / Problemi di Comunicazione Interculturale in Ambito Commerciale“. Master's Degree Thesis, Università Ca' Foscari Venezia, 2017. http://hdl.handle.net/10579/11901.

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La tesi affronta il tema della comunicazione interculturale in ambito commerciale ed i problemi che ne conseguono, da quelli linguistici a quelli dovuti al sistema valoriale delle persone e riguarda soprattutto chi è occupato nel settore terziario, in cui il lavoratore è a stretto contatto con il cliente. Nel primo capitolo è trattata la negoziazione interculturale: strategie comunicative, risoluzione di problemi e come gestire la negoziazione stessa con persone che hanno una percezione degli eventi diversa dalla nostra. Il secondo capitolo esamina la gestione del reclamo in chiave interculturale, cui tema principale è la grande differenza tra collettivisti ed individualisti durante una situazione di reclamo, la loro relazione con il proprio 'in-group' e 'out-group' e la gestione di situazioni tanto complicate quanto delicate che ogni giorno un lavoratore a contatto con queste due varianti culturali deve affrontare. Nell'ultimo capitolo si fa riferimento al modello Balboni - Caon sia per il modello di competenza linguistica sia per il modello di competenza linguistica interculturale e una rielaborazione di entrambi sul caso. Il capitolo è concluso da esempi su come gestire le varie situazioni con clienti di culture diversa dalla nostra.

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Pelosi, Anna M. „Intercultural communication in the refugee determination hearing“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ29855.pdf.

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Pelosi, Anna M. „Intercultural communication in the refugee determination hearing“. Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=27480.

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Through interviews, observation of refugee hearings, the analysis of negative decisions rendered by the Immigration and Refugee Board (IRB), and the application of communication, and social work theories, as well as discourse analysis, this study explores the effects of intercultural communication on the outcome of the refugee determination hearing. It is argued that a gap exists between the principle of cultural receptiveness at the IRB, and that which occurs in the hearing. This paradox is testimony to the difficulties of applying the international definition of a Convention Refugee to a socially and culturally-constructed refugee determination process. The political, social, and cultural context in which the IRB functions, the Board's institutional culture, which mirrors the social discourse on refugees, and the way individuals ascribe meaning to information in a culturally-defined manner, all have an impact on the outcome of the hearing, and in turn on refugee protection in Canada.

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Krutous, O. O. „Translation as a means of intercultural communication“. Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/10819.

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Al, musaiteer Suliman Saleh. „The Saudi students' experience in intercultural communication“. University of Akron / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=akron1439568586.

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Hotta, Muneo. „Intercultural communication competence and intercultural adjustment of Japanese business sojourners and their spouses“. PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4268.

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The purpose of this thesis was to examine the relationship among intercultural communication competence, attitudes toward the U.S. culture, and linguistic skills in English for Japanese business sojourners and their spouses living in the United States.

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Asghar, Nida, und Anika Tabassum. „Intercultural Communication Barriers among Future Leaders & Followers : A study on Intercultural communication barriers in Swedish multicultural work settings“. Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96062.

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This is an era of globalization due to which the world has become a Global Village and organizations are transforming into multicultural firms while increasingly building diverse teams. However, due to the organizations’ tendency towards becoming international, individuals worldwide travel and migrate from one society to another. This cross-culturalism is fabricating challenges for the countries of higher immigrant rates because individuals bring the complex nature of mixed cultures with them. The context of cross-culturalism is based on various different elements e.g. cultural specific values, norms, behaviors, lifestyles, ethics and beliefs which promote diversity in multicultural organizations. Thus the diversity of people creates intercultural barriers for managers/leaders to manage multicultural teams as well as challenges have increased for employees/followers who work in those teams. However, it has become crucial for both leaders and followers to learn cultural competencies so that they can manage cultural barriers and perform effectively as well as efficiently in multicultural teams.Due to the rising demand to learn intercultural competencies, this research was initiated to help future leaders and followers to better understand and manage ICC barriers. This study is an addition to existing research and will guide multicultural organizations and their participants (leaders & followers). However two questions were developed around which this study has been executed 1) How do participants from High context and Low context cultures experience intercultural communication barriers while working in multicultural settings? and 2) How can intercultural communication barriers/challenges effectively be managed among participants? In order to answer these questions, interviews on students were conducted at four universities of Sweden for the purpose of collecting empirical data which later on analyzed with the existing literature relevant to ICC.The findings of this study conclude that both High-context (HC) cultures and Low-context (LC) cultures have differences among each other which create barriers/challenges for the individuals working in multicultural settings. The results represent that when an individual from HC moves to LC, he/she comes across challenges or even if an HC moves to HC he/she faces some sort of challenges in any way possible too and, same goes for LC. The empirical data after analysis with existing literature proved that every culture whether it’s LC or HC wants to interact with HC or LC, it always creates challenges and conflicts. But at the same time there are some possible steps which can be taken to manage these barriers e.g. observation of cultures, active listening, comparison with own culture, have a dialogue around the problem as well as understanding of others’ behaviors and giving them space.

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Зайцева, Станіслава Станіславівна, Станислава Станиславовна Зайцева, Stanislava Stanislavivna Zaitseva und Victor Adeseye Adebisi. „Intercultural communication: studying the ukrainian language by foreign students, its importance for intercultural relations“. Thesis, Харківський національний автомобільно-дорожній університет, 2022. https://essuir.sumdu.edu.ua/handle/123456789/87481.

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Мета цього дослідження – вказати на взаємозв’язок української мови та освіти, а також на важливість вивчення української мови іноземними студентами.
The relevance and aim of this research is to point out the relationship between the Ukrainian Language and education, as well as the importance of learning the Ukrainian language to foreign students.

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Boness, Christian. „Kritische Situationen in Begegnungen zwischen Tansaniern und Europäern : eine Felduntersuchung im Sekundarschulsystem Tansanias /“. Frankfurt am Main [u.a.] : Lang, 2002. http://webdoc.sub.gwdg.de/diss/2003/abstracts/boness_abs_de.pdf.

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Byrnes, Frances Mary. „Intercultural communication in a development project in Samoa“. Phd thesis, Australia : Macquarie University, 2005. http://hdl.handle.net/1959.14/82638.

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Thesis (PhD)--Macquarie University, Division of Linguistics & Psychology, Department of Linguistics, 2005.
Bibliography: p. 329-355.
Preamble -- Research objectives and methodology -- Theoretical and epistemological frameworks -- Culture, identity and power -- Meetings -- "The clearing of the sky" -- Project reform.
The data for this research thesis derives from a development project in Samoa. Through the study of key project events and their associated discourses the study identifies and interprets cultural and professional resources that the project team draws on as they negotiate their way through the project; in particular the 'resources' (including communication resources) that participants bring to project interactions. The thesis explores how participants used these resources and what consequences resulted (for them and for others) from such use. -- This study takes a critical and ideological stance, underpinned by a belief in the value and possibility of social action. While not primarily a call to action, the thesis presents its interpretations in the context of larger ethical and political challenges, with a view to informing change, specifically what deliberate action might be taken to improve processes and practices in future projects. The project is explored as a 'soft' system of social interactions and processes; and as a 'Third Space' (Bhabha 1990, 1994) where traditional boundaries of sociocultural organisation, or of professions, are destabilised and where newlyconstructed practices, orders of discourse, identities and representations are required. -- The study is evaluation and policy oriented. It explicitly addresses the implications of knowledge gained from the research for future project design and implementation. In making recommendations for project change, the study argues for the inclusion of local research as a legitimate project task, to inform evaluative processes and create a framework for ongoing modification to project design and implementation. The recommendations for change made in this study are concerned with determining principles and codes of practice for: - identifying and developing intercultural competence in project situations ; - project training (for intercultural project work, including ongoing participant research) ; - improving project systems ; - using relevant approaches/techniques in organisational change management.
Mode of access: World Wide Web.
397 p

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Cavanaugh, S. Austin. „Intercultural contact, communication apprehension, and social perspective taking“. Thesis, East Carolina University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1544970.

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This research examined the relationship between intergroup contact, intercultural communication apprehension, and social perspective taking. Participants were students taking a course which facilitates interactions between culturally diverse students around the globe via internet technologies, students taking an introductory psychology course, and students taking upper-level psychology courses. Participants in the intercultural contact condition were expected to show gains in social perspective taking and a decrease in intercultural communication apprehension when compared to the two comparison groups. No significant differences between the three groups were found for either change in intercultural communication apprehension or social perspective taking. Potential explanations for this lack of change are explored, along with a path model to explain the influence of extraversion, neuroticism, agreeableness and openness on the dependent variables.

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Alder, Simone. „CoMIC : an exploration into computer-mediated intercultural communication“. Scholarly Commons, 2001. https://scholarlycommons.pacific.edu/uop_etds/682.

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Alder, Simone. „CoMIC : an exploration into computer-mediated intercultural communication“. Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/682.

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This thesis explores how cultural differences manifest themselves in computermediated intercultural communication (CoMIC). This study particularly looks at the role and use of digital nonverbals (DNVs) and their regulatory functions. The data analyzed is from a global virtual team working together for a period of three months. The grounded theory method has been employed to code the electronic transcript of the team's communication. Furthermore, the participants were surveyed regarding their personal backgrounds, their work, and their perception of the communication processes that took place. The study shows that in an intercultural communication process DNVs are used to avoid intercultural misunderstandings and to underline the various communication styles. The different styles, hand in hand with the DNVs used, vary depending on the team's overall situation. However, the absence of DNVs can be an indicator for a state of crisis.

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Al, Saideen Bassam M. „Translating Intertextuality as Intercultural Communication| A Case Study“. Thesis, State University of New York at Binghamton, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10929286.

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Intertextuality refers to the textual space where texts intersect and new (hyper)texts emerge. It is the shaping of a text’s meaning by other (inter)texts present in it. As a literary device taking forms like allusion, quotation, pastiche, translation, etc., it depends on the presupposition of the presence of intertexts (or hypotexts) in (hyper)texts and on the reader’s recognition of such presence. For the recognition of intertexts, authors usually rely on shared cultural knowledge with the reader. The presence of intertexts in a text can either open it to interpretations or direct the reader towards a one in particular. If such recognition can possibly be missed intraculturally, the possibility is doubled when the reading is intercultural, as in translation. To minimize the loss of the intertextual context of the source text (ST), translators adopt certain translation strategies (such as analogous intertexts, paratextual devices, and exegetical translation) that ensure such context is relayed into the target text (TT) and recognized by the target reader. While the semantic equivalence can neutralize the linguistic difference, relaying the intertextual relations in the ST remains the daunting problem encountered by the translator.

I argue in this dissertation that intertexts, particularly Quranic references, in the Arabic novel are a source of semantic density and pose a considerable challenge to the translator. Since semantic equivalence alone does not guarantee that the ST intertextual relations are maintained in the TT, a synthesis of other translation strategies is required to relay the ST intertextual relation into the TT. Drawing on Kristeva’s (1986) ‘vertical intertextuality,’ Fairclough’s ‘manifest intertextuality’ (Momani et al., 2010), Derrida’s ‘iterability’ and ‘citationality’ (Alfaro, 1996), Bakhtin’s ‘reaccentuation’ or ‘double-voicing’ (Kristeva, 1986), I opted for paratextual devices to ensure that the TT reader will capture those relations. Bracketed explanations were used extremely economically to avoid producing an enlarged translation.

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Massum, Eric Elias, Станіслава Станіславівна Зайцева, Станислава Станиславовна Зайцева und Stanislava Stanislavivna Zaitseva. „The influence of language stereotypes on intercultural communication“. Thesis, Національний аерокосмічний університет ім. М.Є. Жуковського "ХАІ", 2021. https://essuir.sumdu.edu.ua/handle/123456789/85982.

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Сьогодні у світі налічується близько 7139 мов, ця кількість постійно змінюється. Мови знаходяться в постійному русі, вони живі та динамічні. У своїй роботі автор досліджує мову, як один із найвпливовіших засобів спілкування між людьми, систему комунікацій. Встановлено, що мова і культура залежать одна від одної й не можуть існувати окремо. Вивчення іноземної мови, мови іншого народу, відіграє вирішальне значення у формуванні міжетнічної комунікації й розвитку міжетнічних взаємовідносин. Для міжнародної співпраці знання іншої культури в першу чергу залежить від рівня опанування іноземною мовою. Автор визначає, що вивчення мови допомагає зрозуміти поведінку суспільства, культурні звичаї, адже саме мова є продуктом думок і поведінки суспільства.
Today there are about 7139 languages in the world, this number is constantly changing. Languages are in constant motion, they are alive and dynamic. In his work, the author explores language as one of the most influential means of communication between people, the system of communication. It is established that language and culture depend on each other and cannot exist separately. The study of a foreign language, the language of another people, plays a crucial role in the formation of interethnic communication and the development of interethnic relations. For international cooperation, knowledge of another culture primarily depends on the level of mastery of a foreign language. The author determines that the study of language helps to understand the behavior of society, cultural customs, because it is language that is the product of thoughts and behavior of society.

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Mantina, A. Y. „To the problem engineering students' intercultural EFL communication“. Thesis, Sumy State University, 2015. http://essuir.sumdu.edu.ua/handle/123456789/40611.

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Cultural features of different nations make more urgent the problem of cultural identity and cultural differences. The cultural diversity of modern humanity is increased and nations try to preserve and develop their cultural identity.

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Havryliuk, Y. R., und I. V. Victor. „Intercultural communication - integration potential in teaching foreign students“. Thesis, Національний технічний університет "Харківський політехнічний інститут", 2019. http://repository.kpi.kharkov.ua/handle/KhPI-Press/41369.

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Sousa, Sandra Maria Vieira de. „Intercultural communication: representations of culture and teacher's role“. Master's thesis, Universidade de Aveiro, 2006. http://hdl.handle.net/10773/4983.

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Mestrado em Estudos Ingleses
O conceito de Comunicação Intercultural é de uso comum nos nossos dias emcontextos educativos. A nova realidade da língua Inglesa e os novos contextos em que é utilizada são amplamente reconhecidos por professores e teóricos,que reconhecem também a nova realidade cultural, os novos desafios eobjectivos que se impõem para a dimensão cultural no ensino das línguasestrangeiras, especificamente no ensino do Inglês enquanto língua estrangeiranum contexto específico e europeu como é Portugal. No entanto a realidade revela a existência de uma profunda distância entre ateoria e as práticas educativas, o papel do professor continua a devermuito à ideia do professor enquanto transmissor de conhecimentos – isto parece ser especialmente visível no ensino da cultura. A análise dos resultados do meuprojecto de investigação, revela que, apesar da maioria dos professores de inglês em Portugal reconhecerem a importância dos novos contextos culturaisda língua inglesa, bem como a importância de se contrastar e reflectir sobreaspectos e comportamentos culturais, esta reflexão parece permanecermeramente retórica, não conduzindo a um verdadeiro compromisso com uma atitude crítica e por isso mesmo transformadora da realidade. É necessárioque a educação de professores, quer inicial quer contínua, reconheça aimportância de os formar em questões de interculturalidade, de debaterassuntos e clarificar conceitos, para que os professores sejam capazes deadoptar uma nova perspectiva em relação ao mundo e redefinir-se a si próprios enquanto indivíduos e enquanto profissionais. Só através dumprofundo esclarecimentoos professores poderão ser capazes de se comprometerem com uma transformação das suas práticas educativas e coma formação de cidadãos capazes de efectivamente analisar, criticar etransformar o mundo em que vivemos, numa lógica de conhecimento ecompreensão dos ‘Outros’ e da sua própria realidade.
The notion of Intercultural communication is a common concept nowadays ineducational contexts. The new reality of the English language and its newcontexts of use are widely recognised by teachers and theoreticians alike, whoalso recognise the new cultural reality, the new challenges and goals which areraised for the cultural dimension in foreign language teaching, specially the teaching of English as a foreign language in a specific European context suchas Portugal. Nevertheless, there is a profound distance between theory and educationalpractices, and teachers’ roles still owe much to the idea of the teacher as atransmitter of information –this seems to be especially true in culture teaching. The analysis of the results of my research project reveal that even though mostteachers of English in Portugal recognise the importance of the new cultural contexts of the English language and also the importance of reflecting uponand contrasting cultural events and behaviour, this reflection seems to bemerely rhetorical and a true commitment to a critical and transformative attitudetowards social realities is avoided. Teacher training and further educationshould recognise the importance of training teachers in issues of interculturalityand of discussing matters and clarifying concepts so that teachers feel secureand able to adopt a new perspective of the world and redefine themselves as individuals and professionals. Only through a profound enlighteningcan teachers commit to a transformation of their teaching practices and to theeducation of citizens able to effectively analyse, criticise and transform the world we live in, in a logic of knowledge and understanding of ‘Others’ and oftheir own reality.

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Stojakovic, Jelena. „Teaching intercultural communication competence in the healthcare context“. Diss., [Missoula, Mont.] : The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-06052009-204749.

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Martins, Susanne. „Intercultural communication and cultural intelligence in the workplace“. Thesis, Martins, Susanne (2013) Intercultural communication and cultural intelligence in the workplace. Masters by Research thesis, Murdoch University, 2013. https://researchrepository.murdoch.edu.au/id/eprint/16881/.

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In today’s increasingly intercultural workplace setting, an individual’s ability to function effectively in culturally diverse situations is paramount for the success of the organisation. The main purpose of this study is to examine and understand the intercultural communication between Australian hospital workers (nurse managers, nurses and Patient Care Assistants and volunteers) through the theoretical lens of Cultural Intelligence (CQ). A mixed method approach was employed to collect data from multiple sources including the use of questionnaires and interviews. Items for the questionnaires and interviews were drawn from the literature on cultural intelligence. The questionnaire included 20 Likert scale items which were developed by the Centre for Cultural Intelligence based in the United States and Singapore. In addition there were six Likert scale items developed by the researcher on intercultural experiences to gauge satisfaction levels in interactions. Another seven Likert scale items were drawn from the Ali Individualism Scale to understand how culture type influenced CQ and intercultural interactions. The interview included six open-ended questions related to cultural intelligence, English language proficiency and a critical incident scenario. The interviews were used to provide detail on the cultural intelligence questionnaire statements. A Western Australian private hospital was selected for the study where 400 questionnaires were distributed. Out of these 157 returned questionnaires, 15 voluntary interviewees were chosen based on their job roles and culture type to be interviewed. The study found that overall the hospital workers had a high level of cultural intelligence. There were two cultural intelligence factors that were low: Cognitive CQ, involving knowledge of other cultures, and Behavioural CQ, involving the ability to provide the appropriate cultural response during intercultural interactions. The study found that those with higher levels of CQ enjoyed meeting people of different cultures and had more satisfactory relationships. Those with lower levels of CQ seemed to have more challenging intercultural interactions. This thesis concluded by recommending that the hospital provide intercultural awareness training to all staff and some form of technical training relating to introduction of common terms used in a hospital setting for employees who have lower levels of English proficiency. It was also recommended that the hospital include CQ as part of their Human Resources systems, such as recruitment, appraisals and competency assessments.

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Gilster, Elisabeth 1955. „Communication strategies and behavioral adaptations in intercultural channels“. Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/290671.

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Although international business-to-business marketing is pervasive, little systematic empirical work has been conducted on face-to-face interactions between channel members from different cultures. Greater knowledge regarding cross-cultural communication strategies (e.g. verbal and non-verbal language choices) and behavioral adaptations (e.g. rapport building, increased flexibility with timing, and contractual format) will enhance the strength, efficiency and longevity of relationships between channel partners from distinct cultures. More importantly, a lack of this knowledge seriously jeopardizes cross-cultural understanding and the ability to develop and maintain intercultural exchange relationships. This dissertation presents an empirically derived conceptual framework of cross-cultural communication and behavioral processes. This framework is drawn from extensive ethnographic fieldwork in two intercultural channels of distribution and from academic literature. Acculturation moderates the influence that culture of the producer and the power situation have on the choice of communication strategies and behaviors in interactions between intercultural channel partners. The more the choice of communication strategies and behavioral adaptations is consistent with cultural traditions of the channel members, the higher the levels of trust engendered through the relationship. Hence, trust was expected to be a critical predictor of satisfaction and performance. This was consistent in the interview data, but not in the observation data. The conceptual framework is tested using survey research in the same industries. Power and acculturation were found to have limited effects on the choice of communication strategies. Trust was shown to play a very limited role as a mediating variable. However, significant correlations between the communication strategies and behavioral adaptations and the business outcome variables were revealed. In the conclusion, implications for marketing managers are discussed, limitations of this research are outlined, and future research ideas are proposed.

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Kaschula, Russell H., Pamela Maseko und H. Ekkehard Wolff. „Multilingualism and intercultural communication: a South African perspective“. Wits University Press, 2017. https://muse.jhu.edu/book/52741.

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publisher version
To date, there has been no published textbook which takes into account changing sociolinguistic dynamics that have influenced South African society. Multilingualism and Intercultural Communication breaks new ground in this arena. Its scope ranges from macro-sociolinguistic questions pertaining to language policies and their implementation (or non-implementation), to micro-sociolinguistic observations of actual language-use in verbal interaction, mainly in multilingual contexts of Higher Education (HE). There is a gradual move for the study of language and culture to be taught in the context of (professional) disciplines in which they would be used, such as Journalism and African languages, Education and African languages, etc. The book caters for this growing market. Because of its multilingual nature, it caters to English and Afrikaans language speakers, as well as the Sotho and Nguni language groups. It brings together various inter-linked disciplines such as Sociolinguistics and Applied Language Studies, Media Studies and Journalism, History and Education, Social and Natural Sciences, Law, Human Language Technology, Music, Intercultural Communication and Literary Studies. The unique cross-cutting disciplinary features of the book will make it a must-have for twenty-first century South African students and scholars and those interested in applied language issues.

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Kiesel, Suzan. „Intercultural Interaction of Russian-American Space Crews“. TopSCHOLAR®, 2001. http://digitalcommons.wku.edu/theses/671.

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NASA has recently directed the United States into the largest global partnership in U.S. history — the development of an International Space Station. In order to collaborate successfully in this unique setting, participants must develop a strong sense of teamwork, camaraderie, and partnership. Previous research indicates a variety of factors, such as differences in cultural background and environmental factors, that may affect the ability to develop these successful relationships. This study analyzes cultural variance and disclosure dynamics between Russian cosmonauts and American astronauts.

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Lu, Yu. „Willingness to communicate in intercultural interactions between Chinese and Americans“. online access from Digital Dissertation Consortium, 2007. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?1446916.

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Sangpradup, Mavong Ratchaneewan. „Recherches sur la formation linguistique et interculturelle pour les étudiants en tourisme : préparer au programme Home Stay en Thailande“. Thesis, Paris 3, 2010. http://www.theses.fr/2010PA030103.

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Cette recherche est une contribution à l'amélioration du Home Stay, forme de tourisme chez l'habitant d'apparition récente en Thaïlande. Enseignante de français dans une Université d'une région touristique, il nous est apparu que son développement profiterait à la région et offrirait des débouchés à nos étudiants. Nous avons recensé les Home Stay qui recevaient des touristes français ou francophones, dont nous avons contacté chefs de villages et habitants ainsi que les visiteurs étrangers présents lors de nos visites. Nous leur avons fait remplir des questionnaires, les visiteurs étrangers étant classés en trois catégories: français, francophones et autres, questionnaires que nous avons dépouillés à l'aide d'un logiciel SPSS. Nous en avons conclu à la nécessité de médiateurs interculturels. Pour permettre aux visiteurs étrangers de satisfaire leur curiosité sur le mode de vie traditionnel des habitants, leurs travaux, leurs fêtes et leurs coutumes et répondre également au souhait des habitants, il fallait une présence permanente dans les villages de tels médiateurs. Nous avons jugé qu'il serait intéressant de proposer à nos étudiants une formation linguistique et interculturelle pour pratiquer ce métier, ces deux compétences étant également nécessaires pour jouer le rôle de médiateurs dans un Home Stay. Pour éviter le choc culturel et les malentendus dus à la différence culturelle entre habitants et visiteurs étrangers, il est indispensable de mettre l'accent dans cette formation sur l'éducation et la communication interculturelles. Cette formation devra leur faire acquérir les trois composantes de la compétence en communication : savoirs, savoir-faire et savoir-être
This research is contributed to the improvement of the Home Stay, a form of tourism recently appear in Thailand that allows the visitor to stay in a house of local family. Teaching French in a university within a touristic region, it appeared to us that this type of tourism would offer advantages not only to the region and but also to our students. We formulated the Home Stay for welcoming French or French-speaking visitors by contacting the village chiefs and the villagers as well as the others foreign visitors during our visits. We asked them to fill in a questionnaire, with the foreign visitors classified into three categories: French, French-speaking and Other, which we analyzed by statistical software SPSS. In conclusion, the results of the questionnaire data point to the necessity of the intercultural mediators. In letting the foreign visitors satisfy their curiosity about the villagers' traditional way of life, their works, their fetes and their customs, and responding to the desire of the villagers, it appears that these mediators could be required on a permanent basis, in the village. In turn, we propose a linguistic and intercultural program to our students towards the goal of becoming intercultural mediators. These two competencies are also necessary for the role of mediators in a Home Stay. In order to avoid cross-cultural and misunderstanding between the villagers and foreign visitors, it is necessary to emphasize the intercultural education and communication in this program. It would allow students to obtain three components of communication competency: knowledge, skills and attributes common to intercultural mediators

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Hartwig, Katilyn E. „Exploring the Emotional and Cognitive Levels of Uncertainty through Intercultural Communication Intervention“. Youngstown State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1485795515022897.

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Chigwendere, Fungai Beaula. „Towards intercultural communication congruence in Sino-African organisational contexts“. Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/62395.

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Despite the prevalence of theories and research that could serve as guidelines for addressing intercultural communication challenges such as misunderstanding, ineffectiveness and inappropriateness in communication in Sino-African organisational contexts, the continued existence of these challenges suggests the inadequacy of such theories. Accordingly, in consideration of African and Chinese cultural perspectives, the aim of this study was to develop a hybrid intercultural communication congruence (HICC) framework in order to enhance intercultural communication and achieve intercultural communication congruence in Sino-African organisational contexts. In this study, intercultural communication congruence means effectiveness and appropriateness in intercultural communication. To achieve the study aim, an interpretive pragmatism paradigm was adopted, comprising a two-pronged approach of a synthesis of extant literature and theory as well as an empirical qualitative study, both underpinned by cross-cultural management theory. Based on the synthesis of literature and theory, a generic theoretical intercultural communication congruence framework underpinned by intercultural communication awareness - a state where communicants understand communication orientation and manner of communication in their own and their counterparts’ culture - was developed. A further contribution was a theoretical contextualisation of the generic theoretical intercultural communication congruence framework, resulting in a theoretical framework for intercultural communication awareness in Western, African and Chinese cultures and a theoretical intercultural communication congruence framework specific to Sino-African organisational contexts. Thereafter, with the aim of validating the intercultural communication awareness dimension of the theoretical intercultural communication congruence framework specific to Sino-African organisational contexts, an empirical study was conducted with a sample of seven African and eight Chinese experts using indepth interviews with open-ended and semi-structured questions. Based on qualitative content analysis, six intercultural communication awareness enablers or conditions that enable people to understand communication in different cultures and contexts for the purposes of attaining intercultural communication awareness emerged. These were cultural orientation, manner of communication, orientation to rules and protocol, individual dispositions, intercultural communication influences and intercultural communication variations. An integration of the intercultural communication awareness enablers into the generic theoretical intercultural communication congruence framework results in an updated generic theoretical intercultural communication congruence framework. Then, informed by the updated generic theoretical intercultural communication congruence framework, a further contribution of this study was an empirical verification of the intercultural communication awareness dimension of the theoretical intercultural communication congruence framework specific to Sino-African organisational contexts to result in a final hybrid intercultural communication congruence framework for Sino-African organisational contexts supported by the perspectives of those involved in interaction, rather than predetermined standards of other cultures. Empirical findings suggest that both African and Chinese colleagues maintain a sense of collectivism in the Sino- African organisational context, although this is demonstrated differently. In addition, African colleagues display a blended manner of communication characterised by a mix of Western and African ways while the Chinese manner is contextual and governed by roles and relationships. In African culture, rules and protocol are negotiated, aimed at social maintenance, while strong cultural patriotism ensures strict adherence in Chinese culture. In respect of individual dispositions, African people are seen as open and accommodating while the Chinese disposition could be described as closed and ambiguous. Also evident in the findings is the existence of within-culture differences and influence of noncultural factors on intercultural communication that should be addressed in order to achieve intercultural communication congruence. Finally, the frameworks developed and the methodological processes followed will stimulate academic debate and raise numerous questions for future research. Immediate future research could be geared towards refining the concepts of intercultural communication awareness, intercultural communication congruence and the hybrid intercultural communication congruence framework for Sino-African organisational contexts. At a management practice level, intercultural communication awareness insights provide a reference point for intercultural communication enhancement strategies and interventions in Sino-African organisational contexts.

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Sin, Nga-kwok Francesca, und 冼雅珏. „Issues of intercultural communication among undergraduate students of HKU“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B44391146.

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Nhlapo, Moleboge Emma. „Intercultural communication in information systems development teams / M.E. Nhlapo“. Thesis, North-West University, 2013. http://hdl.handle.net/10394/9810.

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Communication is a critical success factor to information systems development (ISD) projects. Intercultural communication involves two or more people from diverse cultures communication and using different worldviews and context transmit messages to each other. The aim of this study is to gain an understanding on the influence of the intercultural communication on the performance of an ISD team. In order to achieve this aim one needs to understand information systems research and to justify the selection of the chosen research methodology; to understand information systems development and ISD teams; to understand culture and communication; to understand what affects communication has between different cultures; to discover how cultural misunderstandings impact upon ISD team performance and to discover the steps taken to eliminate miscommunication due to cultural issues in organizations. The interpretive research was carried out in several organizations in Gauteng province of South Africa that develop or has a department that develops information systems. A multiple case study using interviews and content analysis as research methods were instrumental in coming to the conclusion of the research. A multicultural dyad conducted interviews in three participating organizations. Diverse information systems development team members participated in this study. The results of the study describe how intercultural communication influences ISD teams in a South African environment. They also provide an understanding on culture and communication. The results of the study also report on culture and personality as determinants of behaviour, and also on different perceptions of culture. The different ISD team dynamics may be affected by team members’ culture and personality. The results also report on intercultural communication in information systems development teams and how it is affected by the different cultural context.
Thesis (MSc (Computer Science))--North-West University, Potchefstroom Campus, 2013.

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Nunn, Roger Charles. „Describing classroom communication in intercultural curricular research and development“. Thesis, University of Reading, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.320044.

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Pechapan, Sawitri. „Intercultural communication in guided-tour discourse : a comparative analysis“. Thesis, University of Nottingham, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438179.

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Pineda, Kimberly Rose. „Intercultural communication in healthcare interpreting : an exploration of possibilities“. Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/754.

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This thesis will present an exploration of how healthcare interpreters utilize intercultural communication skills as they interact with cultural differences in their work. I will review the literature on healthcare interpreting, including provision laws, standards, codes of ethics, paradigms, and roles. I will focus on intercultural communication literature in order to demonstrate possible ways that it can be applied to the healthcare interpreting field. In order to better understand how intercultural communication is being used in healthcare interpreting, I will conduct interviews with healthcare interpreters who have had intercultural training. In conclusion, elements of a training framework will be introduced that could be developed in order to train advanced interpreters who are interested in using an intercultural approach in their work.

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Glazebrook, Jonathon R. „Advertising to the Hispanic community : an intercultural communication approach“. Scholarly Commons, 2005. https://scholarlycommons.pacific.edu/uop_etds/619.

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This study investigates the ways in which advertisers employ acculturation and intercultural communication tactics when targeting advertising campaigns to Hispanic consumers. The study focused on three research questions regarding (1) how advertisers adapt marketing plans to account for the differences in the dominant Hispanic subgroups, (2) the role of the target audience's level of acculturation on the planning of an advertising campaign, and (3) how advertisers employ accommodation strategies when constructing advertising messages for Hispanics. The study utilized personal interviews with eight advertising professionals from various markets across the country to answer the research questions. The results of the study indicated that (1) advertisers frequently rely on similarities among the various Hispanic groups when planning advertising campaigns, (2) a Pan-Hispanic approach is used in the language of many advertising campaigns that target Hispanics, and (3) advertisers seek to formulate messages that resonate with Hispanics based on knowledge of the target audience's values and beliefs.

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Wang, Ying. „Chinese speakers' perceptions of their English in intercultural communication“. Thesis, University of Southampton, 2012. https://eprints.soton.ac.uk/367398/.

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In the field of English as a Lingua Franca (ELF) research, an overarching question is why native English should be exclusively followed by all users around the world regardless of their purposes of communication and identity projection. This provides the starting point of my investigation into Chinese speakers’ perceptions of their English in intercultural communication, which is traditionally considered as ‘learner English’ due to its difference from native English. Influenced by the ELF perspective, I consider Chinese speakers’ English as both fluid and subject to Chinese speakers’ appropriation according to their purposes in engaging intercultural communication, and label it as Chinese speakers’ English as a Lingua Franca (CHELF). Four dimensions of CHELF are considered in this research: linguistic creativity, community, identity and attitude, while the empirical data focuses on CHELF users’ perceptions in order to offer an insight into their attitudes, identities, beliefs, and contextual factors related to their perceptions. The research findings illuminate contrast, complementation, uncertainty and conservation in the participants’ attitudes towards, and identities in, their use of English, and reveal an interplay between a traditional EFL perspective and the ELF perspective that underlined their attitudes and identities. The data highlights contextual factors as playing a key role in influencing, shaping and developing the participants’ perceptions of ELF. Importantly, a good understanding of the concept of ELF makes a difference in the participants’ confidence in their ELF use. The findings thus suggest the possibility of CHELF developing legitimacy, as well as the challenges involved in such a development. This study thus provides a fresh insight into Chinese speakers’ English and contributes to ELF research at large. In particular, the establishment of contextual factors to CHELF users adds to the growing evidence of the necessity of including ELF in pedagogy.

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Guo, Yuanyuan. „Intercultural Business Communication- A Comparison of China and Sweden“. Thesis, Uppsala universitet, Teologiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-329050.

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Mandla, Veliswa Maureen. „Intercultural communication in three Eastern Cape HIV/AIDS clinics“. Thesis, Rhodes University, 2009. http://eprints.ru.ac.za/1610/.

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Burke, Maria Bennett Milton J. „Befriending difference intercultural sensitivity training for ministers /“. Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

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Padilla, Emily Lopez. „The role of intercultural communication sensitivity in overcoming cultural barriers“. Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/662.

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Baker, William. „Intercultural awareness and intercultural communication through English : an investigation of Thai English language users in higher education“. Thesis, University of Southampton, 2009. https://eprints.soton.ac.uk/66542/.

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Over the previous few decades there has been an increased emphasis on the cultural aspects of English language teaching. However, in settings where English is used as a global lingua franca the cultural associations of the language are complex and the role culture plays in successful communication has yet to be extensively investigated. To conduct such a study it is necessary to explicate the role and nature of English in global contexts and particularly how English functions as a lingua franca (ELF). Furthermore, a theoretical understanding of the relationships between languages and cultures in intercultural communication is needed, which emphasises the fluid and dynamic nature of any connections. The thesis focuses on cultural awareness (CA) as an approach to equipping learners and users of English for the diversity of intercultural communication. However, it is suggested that CA has still not incorporated an understanding of the multifarious uses of English in global contexts where no clear cultural associations can be established. Thus, intercultural awareness (ICA) is offered as an alternative which addresses these needs. This results in the formulation of research questions which aim to explore how ICA can best be characterised in an expanding circle setting and the role it plays in intercultural communication. Furthermore, this research also aims to explicate the relationships between the English language and cultures in such an environment and how this reflects on language use and attitudes. The study was predominantly qualitative utilising approaches associated with ethnography with the aim of producing a rich description of the research participants and their environment. The fieldwork took place over a six month period in a Thai university and seven participants formed the core of this study. The main data sources were recordings of the participants engaged in intercultural communication and interviews with the participants. These were supplemented with a survey, diaries, observations and documents from the research site. The findings of the study suggest that in successful intercultural communication culturally based forms, practices and frames of reference are employed as emergent, dynamic and liminal resources in a manner that moves between individual, local, national and global references. Furthermore, the results also indicated that ICA was a valid construct in the context investigated for explaining the types of cultural knowledge and related skills needed by participants to take part in successful intercultural communication through English.

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Dissertationen zum Thema „Intercultural communication“

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