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Thematische Bibliographien / Intercultural communication / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Intercultural communication“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 30. Juli 2024

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1

Gigliotti, Carol C. „III Teaching Intercultural Communication "Interculturally"“. Bulletin of the Association for Business Communication 51, Nr. 1 (März 1988): 27–28. http://dx.doi.org/10.1177/108056998805100111.

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2

OISHI, Shinichi. „Intercultural Communication“. Journal of UOEH 8, Nr. 2 (1986): 257–66. http://dx.doi.org/10.7888/juoeh.8.257.

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3

Hockenberger, Susan, und Michael L. Huggins. „Intercultural Communication“. Plastic Surgical Nursing 14, Nr. 1 (1994): 47–49. http://dx.doi.org/10.1097/00006527-199403000-00013.

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4

Shin, Jaran. „Intercultural communication“. International Journal of Bilingual Education and Bilingualism 16, Nr. 6 (November 2013): 750–54. http://dx.doi.org/10.1080/13670050.2012.733249.

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5

Permpïkul, Chotiros. „Intercultural communication“. Journal of Pragmatics 27, Nr. 6 (Juni 1997): 845–50. http://dx.doi.org/10.1016/s0378-2166(97)83329-2.

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6

Dirven, René, und Martin Pütz. „Intercultural communication“. Language Teaching 26, Nr. 3 (Juli 1993): 144–56. http://dx.doi.org/10.1017/s0261444800007278.

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7

Hoeken, Hans. „Intercultural communication“. Document Design 1, Nr. 1 (05.11.1999): 66–69. http://dx.doi.org/10.1075/dd.1.1.15hoe.

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8

Greenall, S. „Intercultural Communication“. ELT Journal 50, Nr. 2 (01.04.1996): 168–70. http://dx.doi.org/10.1093/elt/50.2.168.

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9

Kaisu Korhonen. „Intercultural Communication Through Hypermedia“. Journal of Intercultural Communication 1, Nr. 1 (10.03.1999): 1–09. http://dx.doi.org/10.36923/jicc.v1i1.353.

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The objective of interculturally-oriented language teaching is intercultural competence. The theory of perspective transformation (Taylor 1994) provides a model for the learning of intercultural communication. When practicing, the cognitive, affective, and behavioral components of competence as well as students' stage of intercultural sensitivity must be paid attention to. The Culture General Assimilator (Brislin et al. 1986; 1996) is a programmed learning approach based on simulation and consisting of critical incidents with alternative explanations and their rationales. When analyzing reasons for the problems and misunderstandings, students begin to learn about culturally influenced behavior. The Same but Different hypercourseware developed for Finnish polytechnic students contains 25 modified critical incidents. The incidents have hotwords linked to display further information about the word. The program was implemented using the Asymetrix Multimedia ToolBook 4.0-CBT Edition authoring system. To develop The Same but Different further, the program has been tested with information technology students (n 78).

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Eginli, Aysen Temel. „FROM THE INTERCULTURAL COMMUNICATION BARRIERS TO THE INTERCULTURAL ADAPTATION: INTERCULTURAL COMMUNICATION EXPERIENCES“. IJASOS- International E-journal of Advances in Social Sciences 2, Nr. 4 (2016): 32. http://dx.doi.org/10.18769/ijasos.20521.

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11

Lin, Yang, und Andrew S. Rancer. „Sex Differences in Intercultural Communication Apprehension, Ethnocentrism, and Intercultural Willingness to Communicate“. Psychological Reports 92, Nr. 1 (Februar 2003): 195–200. http://dx.doi.org/10.2466/pr0.2003.92.1.195.

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Communication predispositions influence interactions between individuals from different cultures. Three such predispositions have been found to affect behavior in intercultural contexts: Apprehension about intercultural communication, ethnocentrism, and intercultural willingness to communicate. This study examined differences between men ( n = 130) and women ( n = 175) on those three predispositions. The analysis showed that men reported experiencing higher apprehension about intercultural communication, being more ethnocentric than women, and being less willing to communicate interculturally than women. Implications of these findings are discussed.

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Jumaev Ulugbek Sattorovich. „Intercultural communication: concept, essence and theories of intercultural communication“. International Journal on Integrated Education 3, Nr. 11 (05.11.2020): 1–4. http://dx.doi.org/10.31149/ijie.v3i11.812.

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The author conducts globalization impact conceptual analysis on the national culture and cultural identity formation and development in contemporary societies. The main focus is driven on such issues, as the globalization phenomenon, the extent to which national cultures are exerted influence by globalization, as well as threats and opportunities produced by globalization that reflect on cultures.

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Zheng, Min. „Intercultural Competence in Intercultural Business Communication“. Open Journal of Social Sciences 03, Nr. 03 (2015): 197–200. http://dx.doi.org/10.4236/jss.2015.33029.

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14

Liddicoat, Anthony J. „Intercultural mediation, intercultural communication and translation“. Perspectives 24, Nr. 3 (18.02.2015): 354–64. http://dx.doi.org/10.1080/0907676x.2014.980279.

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15

Stier, Jonas. „Internationalisation, intercultural communication and intercultural competence“. Journal of Intercultural Communication 6, Nr. 1 (15.03.2006): 1–06. http://dx.doi.org/10.36923/jicc.v6i1.422.

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

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Abduazizova, Durdona A. „PARALINGUISTIC MEANS IN INTERCULTURAL COMMUNICATION“. European International Journal of Multidisciplinary Research and Management Studies 02, Nr. 10 (11.10.2022): 289–92. http://dx.doi.org/10.55640/eijmrms-02-10-54.

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The article is devoted to the problem of nonverbal components of communication and their role in the process of intercultural communication, in connection with which knowledge and consideration of national characteristics of nonverbal behavior of communicants as representatives of different cultures which is necessary for the success and effectiveness of intercultural communications.

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Biletska, Oksana, Valerii Lastovskyi und Kostyantyn Semchynskyy. „Intercultural communication competence“. Linguistics and Culture Review 5, S4 (23.11.2021): 1664–75. http://dx.doi.org/10.21744/lingcure.v5ns4.1874.

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The study outlines the role of intercultural communication as a crucial component of diplomats and international professionals’ training, which increases the effectiveness of interaction with representatives of different cultures in performing professional duties. Conditions of civilizational development, achievements of science, innovative technologies, requirements of public life, the priority of foreign policy activity have led to the deepening of people's and cultures’ interaction. Because of such interaction of both individuals and cultures, diplomatic relations between different states have gained a special status. The diplomatic relations are based on intercultural communication as a tool of international cooperation aimed at promoting foreign policy interests of different states, as well as ensuring international cooperation and developing long-term formal and informal ties between government institutions, international actors, diplomatic missions, and political leaders. All these cause the intensification of intercultural communication processes that become systemic. With the research methods being study, analysis, and generalization, the study was aimed at revealing the concept of intercultural communication competence as the diplomats and international affairs specialists’ ability to choose and implement a speech act depending on the goals and content of professional speech through language, as well as mastery of communication strategies and tactics.

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Takahara, Kumiko, Karlfried Knapp, Werner Enninger und Annelie Knapp-Potthoff. „Analyzing Intercultural Communication“. Language 65, Nr. 4 (Dezember 1989): 895. http://dx.doi.org/10.2307/414974.

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Dervin, Fred. „Introducing intercultural communication“. Language and Intercultural Communication 11, Nr. 4 (November 2011): 408–10. http://dx.doi.org/10.1080/14708477.2011.614551.

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Muhammad, Rukiya. „Promoting Intercultural Communication“. Higher Education Policy 18, Nr. 4 (Dezember 2005): 353–59. http://dx.doi.org/10.1057/palgrave.hep.8300099.

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21

Cliff, Thomas. „Capturing Intercultural Communication“. Anthropology News 43, Nr. 3 (März 2002): 3. http://dx.doi.org/10.1111/an.2002.43.3.3.4.

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22

Komolsevin, Rosechongporn, Thomas J. Knutson und Phan Datthuyawat. „Effective intercultural communication“. Journal of Asian Pacific Communication 20, Nr. 1 (14.01.2010): 90–100. http://dx.doi.org/10.1075/japc.20.1.05kom.

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This paper summarizes several studies conducted over the past fifteen years investigating Thai communication behavior. Thai cultural values emphasize social harmony, a trait strongly influencing intercultural communication effectiveness (ICE). Various studies are reported identifying those communication behaviors associated with ICE. The paper presents critical commentary about the methods and means of the research program and suggests ways in which Thai communication behavior contribute to ICE. The paper concludes with recommendations for future research.

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Tsitsipis, Lukas. „Analyzing intercultural communication“. Journal of Pragmatics 13, Nr. 3 (Juni 1989): 472–80. http://dx.doi.org/10.1016/0378-2166(89)90067-2.

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24

Thu, Nguyen Thi Anh. „Intercultural Communication Competence“. East African Scholars Journal of Education, Humanities and Literature 7, Nr. 06 (27.06.2024): 190–94. http://dx.doi.org/10.36349/easjehl.2024.v07i06.002.

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In the context of globalization and international integration, individuals must adapt to a multicultural environment characterized by the convergence of diverse cultures. This necessitates the development of intercultural communication competence to survive and thrive. This article aims to clarify the concept, structure, and manifestations of intercultural communication competence. Firstly, the article defines intercultural communication competence as the ability to understand, respect, and effectively use different communication methods from various cultures. It then analyzes the structure of this competence, encompassing skills such as cultural sensitivity, the ability to adjust communication behaviors appropriately to cultural contexts, and the capacity to manage cultural conflict situations. Finally, the manifestations of intercultural communication competence are illustrated through practical examples that demonstrate how individuals can show respect and understanding towards different cultural values and customs. The article provides a comprehensive view of the importance and aspects of intercultural communication competence, emphasizing its role in helping individuals adapt and grow in an increasingly culturally diverse world.

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Hammer, Mitchell R. „Intercultural communication competence (international and intercultural communication annual, volume 17)“. International Journal of Intercultural Relations 18, Nr. 1 (Dezember 1994): 152–55. http://dx.doi.org/10.1016/0147-1767(94)90012-4.

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26

Jankova-Alagozovska, Natka, Nina Daskalovska und Adrijana Hadji-Nikolova. „Intercultural Communication Sensitivity — A Prerequisite for Developing Intercultural Communication Competence“. Philologia 21, Nr. 21 (2023): 101–11. http://dx.doi.org/10.18485/philologia.2023.21.21.6.

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27

Alexander, Bryant Keith, Lily A. Arasaratnam, Roberto Avant-Mier, Aisha Durham, Lisa Flores, Wendy Leeds-Hurwitz, S. Lily Mendoza et al. „Defining and Communicating What “Intercultural” and “Intercultural Communication” Means to Us“. Journal of International and Intercultural Communication 7, Nr. 1 (02.01.2014): 14–37. http://dx.doi.org/10.1080/17513057.2014.869524.

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Vukić, Tijana, Marijana Zelenik und Tatjana Welzer. „Developing Intercultural Communication Competencies Using Various Learning Methods at a Media Communications Study Programme“. JOURNAL OF INTERNATIONAL BUSINESS RESEARCH AND MARKETING 4, Nr. 6 (2019): 15–28. http://dx.doi.org/10.18775/jibrm.1849-8558.2015.46.3002.

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Various previous researchers of journalism and media communication education demonstrated the necessity and importance for media workers to be competent in intercultural communication (IC). Slovenian researchers do not discuss these topics, and IC themes are withal mostly part of a non- obligatory courses where usual teaching and learning methods are applied. To examine the effectiveness and usefulness of different teaching/learning methods in developing students’ intercultural communication competencies, an educational intervention research was suitable, as the method is being useful mostly to solve pragmatic issues. Additionally, the study aimed at determining outgoing students’ intercultural communication competencies (ICC) – knowledge, skills, attitudes, and awareness through their cognitive, affective and behavioural dimensions. Two theoretical approaches were used – one stating that ICC are developed by learning on the ground of our innate predispositions and character and the behavioural perspective. This qualitative-evaluative research was conducted within the International and Intercultural Communication course at the first year of Graduate Study of Media Communications at the University of Maribor. It was a trilingual intercultural situation where learning activities such as role-playing, pantomime, case studies, simulations, individual exploration, and reflection were implemented, since students were not used to them. Participatory observation, semi-structured interviews, qualitative questionnaires, evaluation of class activities and a final exam were used as main research methods. Even though the group adapted very soon, the nonverbal activities were most demanding, and individual activities at home the least accomplished. Although they had theoretical knowledge, experience in public speaking, proactivity and self-reflection skills at basic level, their abstract thinking skills, self-awareness and adaptation were medium. However, they showed a great deal of persistence and creativity as a part of a collaborative and cooperative activities. Therefore, focusing on the learning activities stimulating students’ ICC as a part of a real intercultural situation in journalism and mass communication (JMC) education is recommended.

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Opriț-Maftei, Carmen. „INTERCULTURAL COMMUNICATION - DEVELOPING PRESENTATION SKILLS“. International Multidisciplinary Scientific Conference on the Dialogue between Sciences & Arts, Religion & Education 2, Nr. 2 (2018): 67–71. http://dx.doi.org/10.26520/mcdsare.2018.2.67-71.

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Webb, Nathan, und Mary Vaughn. „Teaching the Communication Course: Intercultural Communication“. Journal of Communication Pedagogy 2 (2019): 53–57. http://dx.doi.org/10.31446/jcp.2019.12.

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Intercultural Communication is a course that can help individuals gain the knowledge and tools to be an effective communicator in a globalized world. This article seeks to answer the question about what students enrolled in an Intercultural Communication course should learn. Specifically, the Intercultural Communication course is examined by examining its foundations, content areas, applied assignments, and issues to consider.

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Crossman, Joanna Elizabeth. „Experiential Learning About Intercultural Communication Through Intercultural Communication: Internationalising a Business Communication Curriculum“. Journal of Intercultural Communication 11, Nr. 1 (25.03.2011): 1–11. http://dx.doi.org/10.36923/jicc.v11i1.520.

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This paper reports on a rich, qualitative research study that aimed to discover how undergraduate and culturally diverse students experienced a collaborative, international, online, experiential project to learn about intercultural communication. Student participants in the study endorsed experiential learning in culturally diverse groups about intercultural communication through intercultural communication. The data revealed how participants made sense of and responded to intercultural communication amongst team members by juxtaposing personal experience of working in the online international learning group, their own cultural heritage and the literature available to them. The author concludes that experiential learning is a powerful tool for learning about intercultural communication through intercultural communication in the context of online, international and culturally diverse teams working on business case studies. It is also recommended as an activity that serves the process of internationalising a business communication curriculum and some of the broad aims of global citizenship.

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Grabar, Natalia G. „Specific Features of Interaction in Library in the Terms of Expansion of Intercultural Communication“. Bibliotekovedenie [Library and Information Science (Russia)], Nr. 4 (21.08.2013): 117–21. http://dx.doi.org/10.25281/0869-608x-2013-0-4-117-121.

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Wei, Zheyuan. „INTERCULTURAL TOLERANCE AND INTERCULTURAL COMMUNICATION: STUDENT SURVEY“. Continuing Professional Education: Theory and Practice, Nr. 1-2 (2017): 88–92. http://dx.doi.org/10.28925/1609-8595.2017(1-2)8892.

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Khukhlaev, O. E., V. V. Gritsenko, S. B. Dagbaeva, V. V. Konstantinov, T. V. Kornienko, E. V. Kulesh und T. T. Tudupova. „Intercultural Competence and Effectiveness of Intercultural Communication“. Experimental Psychology (Russia) 15, Nr. 1 (2022): 88–102. http://dx.doi.org/10.17759/exppsy.2022150106.

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The article aims to present the results of the study of intercultural competence as a predictor of effective intercultural interaction. The mechanism by which this effect is achieved is currently poorly understood. The study involved students from Russian universities (N=748) aged 18 to 25 years (M=20.09, SD= 1.73). 85% of the sample were women. The following methods were used: “Integrative questionnaire of intercultural competence”, the Scale of intergroup anxiety U.The scales of Attributive confidence and perceived predictability and Self-assessment of the effectiveness of cross-cultural communication was from the studies of W. Gudykanst, Scale of evaluation of the desire to interact with a partner of other cultures. All scales were modified for the study and showed good reliability. The theoretical model was tested using path analysis. The effects of all components of the integrative model of intercultural competence on the desire to interact with a partner in intercultural communication and self-assessment of its effectiveness were found, except for the “lack of ethnocentrism”sub-scale. It is also shown that the effects of cross-cultural interest and cross-cultural stability on the perceived effectiveness of communication with a foreign cultural partner and the desire to interact with them are mediated by intergroup anxiety and perceived predictability of cross-cultural communication.

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Hoffman, William Bennett, und Yan Bing Zhang. „Explaining Communication Adjustment: Communication Accommodation Theory and Its Utility in Intercultural Communication“. Journal of Intercultural Communication & Interactions Research 2, Nr. 1 (01.01.2023): 75–100. http://dx.doi.org/10.3726/jicir.2022.1.0005.

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Abstract The purpose of this article is to detail the properties of core communication theories, particularly communication accommodation theory (CAT), thus demonstrating its utility in explaining intercultural communication (Giles, 1973, 2016; Giles et al., 1991). A key position of this manuscript is that CAT, with its unique intercultural origin and substantive interpersonal and intergroup features, intersects with prominent theories in intercultural communication research (Gallois et al., 1995; Giles et al., 1991; Zhang & Giles, 2018). As such, part one of this article summarizes the growth and expansion of CAT as a robust theory of communication. In part two, we identify CAT’s intersections with prominent intercultural communication frameworks in relational and intergroup processes. Future opportunities for converging and building new frameworks, particularly focusing on expectation violations theory (EVT; Burgoon, 2016) and CAT, are explained in the final section. Overall, the paper coalesces CAT’s development phases and pertinent communication theorizing across intercultural research in communication to accomplish these goals.

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Mafela, M. J. „MARRIAGE PRACTICES AND INTERCULTURAL COMMUNICATION: THE CASE OF AFRICAN COMMUNITIES“. Southern African Journal for Folklore Studies 24, Nr. 1 (30.09.2016): 1–9. http://dx.doi.org/10.25159/1016-8427/1668.

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Marriage Practices and Intercultural Communication: The Marriage Practices and Intercultural Communication: The Marriage Practices and Intercultural Communication: The Marriage Practices and Intercultural Communication: The Marriage Practices and Intercultural Communication: The Marriage Practices and Intercultural Communication: The Marriage Practices and Intercultural Communication: The Marriage Practices and Intercultural Communication: The Marriage Practices and Intercultural Communication: The Marriage Practices and Intercultural Communication: The Marriage Practices and Intercultural Communication: The Marriage Practices and Intercultural Communication: The Marriage Practices and Intercultural Communication: The Marriage Practices and Intercultural Communication: The Marriage Practices and Intercultural Communication: The Marriage Practices and Intercultural Communication: The Marriage Practices and Intercultural Communication: The Marriage Practices and Intercultural Communication: The Marriage Practices and Intercultural Communication: The Marriage Practices and Intercultural Communication: The Marriage Practices and Intercultural Communication: The Case of African Communities Case of African Communities Case of African Communities Case of African Communities Case of African Communities Case of African Communities Case of African CommunitiesCase of African CommunitiesCase of African CommunitiesCase of African Communities Case of African Communities

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Bakić-Mirić, Nataša, und Anita Janković. „The role of nonverbal codes in intercultural communication“. Zbornik radova Filozofskog fakulteta u Pristini 52, Nr. 1 (2022): 95–112. http://dx.doi.org/10.5937/zrffp52-33723.

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Nonverbal communication as one of the most important requirements of the communicative competence of each individual is an integral part of intercultural communication, i.e., communication between people who come from different cultures. Although language is an effective means of transmitting information, in the process of communication, in addition to verbal messages, hidden messages are also transmitted via nonverbal codes. Although many nonverbal codes can be considered universal, most are learned in a particular cultural space and are therefore culturally specific. Hence, it is necessary to look for broader cultural patterns in nonverbal behaviour instead of trying to identify cultural differences because it reduces their complexity and can lead to misunderstandings in intercultural communication because it is the understanding of intercultural communication that assumes that people are basically cultural beings. Understanding nonverbal codes is, therefore, a key factor in the communication process both intraculturally and interculturally. Bearing in mind that nonverbal codes are culturally different, this paper analysed their role in intercultural communication, their universality, and classification through examples.

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NASIKHANOVA, A. Z. „INTERCULTURAL COMMUNICATION AS A BASIS FOR PROFESSIONAL COMMUNICATION“. Language and Intercultural Communication XIII, Nr. XIII (2020): 114–18. http://dx.doi.org/10.21672/2078-9858-2020.10.07-114-118.

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The article deals with the formation of readiness for intercultural communication as a prerequisite for the integration of specialists into the world professional community. Readiness for intercultural communication as a qualitative characteristic of a person is closely related to the formation of intercultural communication, which is a necessary condition for mastering the skills of foreign-language communication.

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Durant, Alan, und Ifan Shepherd. „‘Culture’ and ‘Communication’ in Intercultural Communication“. European Journal of English Studies 13, Nr. 2 (August 2009): 147–62. http://dx.doi.org/10.1080/13825570902907185.

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Girik Allo, Markus Deli. „Intercultural Communication in EFL Classrooms“. Ethical Lingua: Journal of Language Teaching and Literature 5, Nr. 2 (08.09.2018): 159–70. http://dx.doi.org/10.30605/ethicallingua.v5i2.1036.

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Intercultural communication is an important aspect in EFL classrooms since EFL classrooms are one of the learners’ environments to learn the culture and intercultural communication. The researcher employed the quantitative research with survey design. This study investigated the place of culture and intercultural communication in Torajan EFL classrooms and Torajan students’ perceptions on Imperatives for studying Intercultural Communication. It is found that: Students needed for the new cultural and intercultural knowledge in EFL classrooms and hoped that curriculum can meet their needs on intercultural communication competence, and students are aware and hope to institutional and EFL lecturers to create intercultural environment and encourage effective intercultural dialogue in EFL classrooms in order to achieve: pedagogical, personal development, peace, economic, demographic, and ethical imperatives of intercultural communication.

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Fan, Fan, Li Caimei und Bao Chenglin. „Research on Enhancing the Initiative of Intercultural Communication among College Students-Based on the Theory of Planned Behavior“. Journal of Management and Humanity Research 06 (2021): 87–102. http://dx.doi.org/10.22457/jmhr.v06a062136.

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With the continuous advancement of globalization, the significance and role of intercultural communication among college students has been expanding, but in fact, there is an obvious lack of initiative on intercultural communication among college students. The purpose of this study is to explore how to enhance college students' initiative in crosscultural communication. Specifically, based on the theory of planned behavior, a structural equation model was constructed from five dimensions: attitude toward intercultural communication, consciousness norms of intercultural communication, experience of intercultural communication, platform building of intercultural communication, and initiative intention of intercultural communication, to seek specific measures to enhance college students' initiative of intercultural communication. The results found that intercultural communication attitude had no direct positive influence on college students' awareness of intercultural communication initiative; intercultural communication awareness norms had no significant influence on college students' awareness of intercultural communication initiative; intercultural communication experience had significant influence on college students' intention of intercultural communication initiative behavior; intercultural communication platform building directly and positively influenced college students' intention of intercultural communication initiative The awareness of intercultural communication among college students directly and positively influences the initiative behavior of intercultural communication. To provide suggestions for college students to be able to benefit from the activities of intercultural communication and for the construction of intercultural communication platforms in the future.

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Mihajlović, Nikoleta. „Business English and intercultural communication“. Ekonomski signali 17, Nr. 2 (2022): 65–76. http://dx.doi.org/10.5937/ekonsig2202065m.

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Over the decades, English, more specifically Business English, has become a lingua franca in the business world. Intercultural communication is becoming more prevalent and essential with the ever-changing and ever-merging world economy. Adopting economic terminology is crucial in these conditions and improving communication skills for efficient and effective results is becoming imperative in the business world. English proficiency has become a matter of course, particularly in occupations such as banking, international trade, business informatics, marketing, economics, communications, business law, tourism and the like. Global business relations, now more than ever, necessitate contact between people from various socioeconomic classes, cultures and languages. This paper explores the nature and linkages of Business English and intercultural communication, as well as factors that influence intercultural competence.

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Chernyishkova, Natalya Vladimirovna, Daria Valerievna Sukhorukova und Marina Vadimovna Aroshidze. „Intercultural communication: English dominance“. SHS Web of Conferences 125 (2021): 01001. http://dx.doi.org/10.1051/shsconf/202112501001.

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The importance of intercultural communication in today’s globalised world is undeniable. Scholars from different countries have contributed to the development of this field and created educational materials – textbooks on intercultural communication devoted to classifications and features of different cultures – and textbooks on foreign languages that include exercises devoted to developing intercultural skills in everyday and professional contexts. Teachers of foreign languages are making an effort to use the available materials that provide a wide outlook on various cultures and help students prepare for being a part of intercultural community. However, there is an evident shortage of such materials in languages other than English. The article provides the results of the analysis of online sources that demonstrates that the majority of available resources that are in any way connected with intercultural communication are in English. The article dwells on the reasons for English dominance in intercultural communication study and suggests a global effort as a solution. Whether we are looking at textbooks purely on intercultural communication or foreign language learning resources, it is important to understand that the English language cannot be the only medium of intercultural competence formation – other languages can and should be a prism through which intercultural communication is studied.

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Bouchet, Dominique. „Pragmatics of intercultural communication“. Pragmatics and Society 1, Nr. 1 (13.08.2010): 138–54. http://dx.doi.org/10.1075/ps.1.1.08bou.

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This article explains why intercultural communication always should be studied in context and how even though misunderstanding is normally at stake in intercultural communication, one can argue that the promotion of mutual understanding actually is of mutual interest for all of humanity. Studying in context means paying attention to circumstances around the uses of signs as well as to the roles and moods of the users of signs. Promoting mutual understanding means avoiding a state of mind that implies the depreciation of the other. To be intercultural, a communication must not be infected by prejudices. Any real attempt at intercultural communication is a paradoxical procedure. It supposes that human beings who engage in it at one and the same time recognize the stranger as similar and as different. Also, it can lead to acceptance of the other and a better understanding of what communication is about as well as to rejection and obscurantism. In this paper, I argue that even though people always relate in various ways to common and different cultural backgrounds, they still have to relate to common issues that govern their ways, and that focusing on those common issues and studying the various communicative contexts and contents help promoting mutual understanding, as these activities highlight the implicit role of the value of respect in all interpersonal communication. Human beings cannot avoid evaluating situations, contexts, relations, peoples and cultures. How can we establish that mutual respect and open-mindedness are better than disdain and dogmatism? Well, precisely by affirming that human relations commonly build on the inevitability of communicating and contrasting values and norms. Meaning in interaction permanently transforms cultural elements and patterns into something new. Intercultural communication becomes more respectable when it acknowledges the variety of ways humans interact meaningfully and the plurality of their logic of (inter-)action. It is good and reasonable to value understanding because this variety and this pluralism always have kept the social alive and more than ever in our modern globalized world contribute to the creativity and interactivity of modern life. The interest of pragmatics in user attitudes, its focus on practical rather than on alethic modalities, can contribute to a more nuanced approach to intercultural communication, where the different elements of meaning in interaction can be studied in various bundles rather than in a single strand.

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Leeds-Hurwitz, Wendy, und Lillian Trager. „Workshops in Intercultural Communication“. Practicing Anthropology 9, Nr. 3 (01.07.1987): 3. http://dx.doi.org/10.17730/praa.9.3.217m85t8tg9483kh.

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As many as 100,000 American business executives work overseas at any given time, while increasing numbers of foreign executives are coming to the United States, often for periods of several years. At the same time, many American institutions, such as schools and hospitals, are finding that their personnel must deal with a wide variety of intercultural situations without ever leaving the United States. In most cases, those involved in intercultural interaction, whether in the United States or overseas, have little preparation for or understanding of cultural differences, and they frequently have difficulty dealing with the situations they face.

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Bolotnikova, A. P., und Yu V. Gunchenko. „POLITENESS AND INTERCULTURAL COMMUNICATION“. Scientific notes of Taurida National V.I. Vernadsky University, series Philology. Social Communications 3, Nr. 1 (2019): 1–4. http://dx.doi.org/10.32838/2663-6069/2019.3-1/01.

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Sadiku Manaj, Lorena. „Intercultural Translation and Communication“. European Journal of Social Sciences Education and Research 11, Nr. 1 (10.06.2017): 99. http://dx.doi.org/10.26417/ejser.v11i1.p99-106.

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The accuracy of translation and interpretation in intercultural communication is a primary element in the exchange of messages between two or more cultures. When it comes to precision in translation, it is imperative to put in the foreground the precision of finding the equivalence or correspondence appropriate to the communication of two different identities. That precision is entirely in the hands of the translator, but not only. Accurate translation is related to the role of translator in this communication, but also the recognition of jogging elements, as well as the social context in which the process takes place. It is well known that intercultural communication has been achieved through translation science, as it is clear that without this science intercultural exchanges could not happen. There is no way to get used to all the languages of the world. Since the creation of human life, various verbal and nonverbal interpretations between different communities had to be communicated. Intercultural communication relies heavily on translation and interpretation, which are two very important tools for creating a bridge of meaning-crossing, from one language to another, and from one culture to another. Translation is one of the most ancient linguistic phenomena. It was seen as the necessary solution that brought the great number of languages around the world at a time when mankind had just started extending widely to the planet called Earth. Translation has a special merit in communicating between two speakers who speak different languages and have different cultures. Merit relates to the exchange of words that carry the meaning and accurate transmission of the message between two interlocutors or between two different identities with unmatched tradition, culture and habits. In intercultural communication, during the translation process, translators are left free to choose words to describe the concepts from source language to sign language, but this free hand is allowed only by being faithful to the meaning. An important role plays a social context as the interpreter should be attentive to distinguish which culture is being translated and is always ready to find the right linguistic and cultural parameters for the sole purpose of realizing communication. The work of an interpreter can not be done by anyone who knows two languages. The interpreter should be a good connoisseur of the language and culture of the source language and the sign language. Also, the interpreter must necessarily be a very good connoisseur of the social context, which translates or interprets. In intercultural communication, the work of an interpreter can not be left to linguistic equivalence alone, as it is highly riskful to convey the meaningful message. The sender transmits signals to the receiver. For a man who does not know the language - the source of the message, these signals find no sense, so it is imperative for the interpreter to intervene, who, besides being able to embody them, makes meaningful sense to the recipient of the message. How does he do this? Of course, finding the correct verbal and nonverbal parameters as well as necessarily calculating the time or social context in which the translation takes place. Given all the above elements, the interpreter should always be keen to achieve an accomplished communication. He should have a very good knowledge of the language and culture of the source language and quite well the language and culture of the sign language. You should also know the social period or context for which you are translating well. You can not overlook the inner state or curiosity of the interpreter himself.

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Kamiyama, Tamie, und Yoshiko Higurashi. „Current Japanese: Intercultural Communication“. Journal of the Association of Teachers of Japanese 23, Nr. 1 (April 1989): 96. http://dx.doi.org/10.2307/489506.

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Kong, L. „China-Russia Intercultural Communication“. Университетский научный журнал, Nr. 40 (2018): 107–14. http://dx.doi.org/10.25807/pbh.22225064.2018.40.107.114.

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Farnsworth, Kelly. „Challenges in Intercultural Communication“. Veterinary Clinics of North America: Small Animal Practice 51, Nr. 5 (September 2021): 999–1008. http://dx.doi.org/10.1016/j.cvsm.2021.04.017.

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