English is More than Just Words in Cross-Cultural Business Communication (original) (raw)
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IAEME, 2019
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Iberica, 2013
Past research has concluded that people from collectivist cultures communicate differently from individualist cultures. This distinction has been based upon the observation of Hall’s (1976) theory and has not been subjected to systematic empirical investigation. In this paper, I report a research finding examining communication behaviors of individualist cultures (Sweden and Finland) and collectivist cultures (Hong Kong and Japan). The data sets were the transcripts of intercultural meetings where participants discussed and made decisions about similar topics. Using this meeting data, the communication behaviors on multiple dimensions are examined. Both quantitative and qualitative aspects of the data are analyzed to answer the three research questions put forward. While the quantitative aspect of the data answers research questions related to turn-taking behaviors, the qualitative data describes the discourse patterns used in relation to topic management strategies.
Perspectives on Teaching Cross-Cultural Business Communication
Intercultural Communication Studies, 1996
The growth in cross-cultural encounters increases the opportunities for intercultural understanding and the possibilities of miscommunication. To increase intercultural communication competence, a successful cross-cultural teaching model should find the balance between theory and application. This article describes a cross-cultural business communication model developed and used in Hong Kong and the United States. The article attempts to provide a general framework that can be adapted universally. The Hong Kong and US examples were used to illustrate the applicability of this model in the West and in Asia.
ENGLISH LANGUAGE AND MANAGING CROSS-CULTURAL BUSINESS ENVIRONMENT
Journal of Forntline Research
Globalization has resulted in microcosming the world into a global village; its varied linguistic and social specifications giving way to the evolving trend of socio-linguistic hybridity and cultural de-territoriality. Globalization is also manifested in a rapid expansion of markets, cutting across geographical and political barriers along with an ever-widening reach of information technology. While this can be considered as sign of a greater and nonessentialized alignment towards the formation of a global organizational uniformity, on the other hand, it can also be viewed as a potent factor responsible for the decimation of several cultural and linguistic traditions worldwide. Against such a backdrop, there have been attempts at preserving the indigenous cultural traits against the onslaught of the market forces into the ever-shrinking space of the unexplored markets. This is pertinent in case of the states of Northeast India, which is the home to innumerable tribes with their unique cultural and traditional belief systems.
The Cultural Context in Business Communication
English for Specific Purposes, 2002
In the next chapter Ron Scollon examines the extent to which television can be used to analyse and illustrate culture differences in patterns of conversational openings and recommends the use of television as a source of teaching materials. Martin Cortazzi and Lixian Jin, in ''Cultural mirrors: materials and methods in the EFL classroom'', consider how culture is reflected in textbooks used for teaching English as a foreign language and English as a second language. A variety of English language teaching materials from around the world are analyzed to show ways in which culture figures in textbooks. What emerges from the analyses is that a cultural focus on intercultural competence leads to communicative competence. While this volume has many strengths, one glaring weakness is in its bias towards the learning of English, despite the fact that the title of the volume suggests a more general approach to the influence of culture on language. Many other languages are being learned as second and/or languages than English, particularly in European, Asian and African contexts (Connor, 1996; Thondhlana, 2000; Valdes, 1986), and while the insights drawn in this volume can be applied to other linguistic contexts, it would be fruitful to bring on board the experiences of second language researchers, teachers and learners of these other languages. Despite this unfortunate omission, however, this volume will be invaluable to second language researchers, teachers and learners in a variety of contexts.
Proceedings of the International Scientific Conference "Far East Con" (ISCFEC 2020), 2020
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The Intercultural Approach in the Teaching of Communication in Business English
The major aim of the present chapter is to focus on the application of the intercultural approach in the development of communicative skills in Business English. It seems that intercultural language education has redefined the agenda of modern teaching all over the world and it has touched upon various types of English. The author intends to discuss the skills relevant in the process of communication in Business English, which prove enormously different from those worked on in everyday communication. The intercultural component is particularly essential in Business English as learners should not only have a chance to become familiar with the cultural information related to the language they are studying, but also possess and develop a certain degree of intercultural awareness and sensitivity since they are demanded from any business persons communicating at the criss-cross of cultures. 22.1. The Intercultural Approach in Foreign Language Teaching In recent years a growing body of research has been observed in the area of the intercultural approach in language teaching. In line with the findings, it has been implied that language learners must be developed into intercultural speakers who are able to engage with complex and multiple identities. In addition, it is imperative to avoid the stereotyping which accompanies perceiving someone through a single identity (Byram et al., 2004). The intercultural dimension in language teaching is concerned with: (1) helping learners to understand how intercultural interactions take place, (2) how social identities become part of all interaction, (3) how their perceptions of other people and other people's perceptions of them influence the success of communication,
Malaysia- Thailand Crossborder Communication: The Potential of Business English as Lingua Franca
Journal of Human Capital Development, 2010
Recently, with the spread of English as the global language, English has been professed as one of the prominent lingua franca for the new world. It has become the means of communication between nations in the area of judiciary, economic, education and in almost all aspect of global negotiation. Countless studies have been made on the role of English language as a lingua franca; however there is a limited study on the usage of English as lingua franca in crossborder context. It is understood that most people turn to English when communicating across nation, yet it is unclear how English language fare as the lingua franca in crossborder communication especially in South East Asia. Sharing border denoted sharing similar culture, history and exposure and for these similarities it is a wonder if English would still emerge as the language of choice for communication between such parties. This paper analyzes both Malaysian and Thai students’ use of the Business English as Lingua Franca (BE...
ESP Malaysia, Vol. 19, Dec. 2013, 27–41, 2013
This study aimed to look at the awareness of Malaysian English for Business Purposes (EBP) students on the importance of using appropriate language in relation to cultural differences in an international business setting. This research was conducted as a result of several stressful hours of restating and reinforcing the importance of understanding cultural differences in written and spoken business communication to the EBP learners. Prior to the study, the students failed to see that the world communities are built of general and personal cultures. The term culture and subculture did not really bother them as they were not able to see what culture constitutes of. Hence, miscommunication caused by cultural bias was often seen in their outcomes. However, once they were able to notice the different cultural elements presented in the nine culturally-embedded television advertisements, it has been observed that the students were more sensitive towards their selection of words, phrases, sentence structures and their written or spoken styles. They were more careful when using vernacular language, idioms, over-generalization and under-generalization words. Reducing the number of miscommunication possibilities caused by wrong selection of words, phrases and written or spoken styles is crucial. Thus, by arriving at such conclusion, it can be assumed that now the students have realized the important roles played by both language and culture in EBP settings.