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Английский язык: межкультурная коммуникация В. В. Жданович, Н. Б. Полянина Красноярск, 2008

Английский язык: межкультурная коммуникация

В. В. Жданович, Н. Б. Полянина

Красноярск, 2008

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УДК 802.0 ББК 81.2(Англ.) П54 Электронный учебно-методический комплекс по дисциплине «Английский

УДК 802.0
ББК 81.2(Англ.)
П54
Электронный учебно-методический комплекс по дисциплине «Английский язык: межкультурная коммуникация» подготовлен в рамках инновационной

образовательной программы «Создание Института экономики и управления в рамках СФУ как инновационной научно-образовательной системы непрерывного экономического и бизнес-образования, ориентированной на качественно новый уровень профессиональной компетенции», реализованной в ФГОУ ВПО СФУ в 2007 г.
Рецензенты:
Красноярский краевой фонд науки;
Экспертная комиссия СФУ по подготовке учебно-методических комплексов дисциплин
Полянина, Н. Б.
П54 Английский язык: межкультурная коммуникация. Презентационные материалы. Версия 1.0 [Электронный ресурс] : наглядное пособие / Н. Б. Полянина, В. В. Жданович. – Электрон. дан. (3 Мб). – Красноярск : ИПК СФУ, 2008. – (Английский язык: межкультурная коммуникация : УМКД № 198-2007 / рук. творч. коллектива Е. Б. Гришаева). – 1 электрон. опт. диск (DVD). – Систем. требования : Intel Pentium (или аналогичный процессор других производителей) 1 ГГц ; 512 Мб оперативной памяти ; 3 Мб свободного дискового пространства ; привод DVD ; операционная система Microsoft Windows 2000 SP 4 / XP SP 2 / Vista (32 бит) ; Microsoft PowerPoint 2003 или выше.
ISBN 978-5-7638-1088-2 (комплекса)
ISBN 978-5-7638-0930-5 (пособия)
Номер гос. регистрации в ФГУП НТЦ «Информрегистр» 0320802555 от 03.12.2008 г. (комплекса)
Номер гос. регистрации в ФГУП НТЦ «Информрегистр» 0320802547 от 05.12.2008 г. (пособия)
Настоящее издание является частью электронного учебно-методического комплекса по дисциплине «Английский язык: межкультурная коммуникация», включающего учебную программу, конспект лекций, практикум, методические указания по самостоятельной работе, контрольно-измерительные материалы «Английский язык: межкультурная коммуникация. Банк тестовых заданий».
Представлена презентация (в виде слайдов) теоретического курса «Английский язык: межкультурная коммуникация».
Предназначено для студентов 1–2-го курсов направления подготовки бакаловров 080100.62 «Экономика» укрупненной группы 080000 «Экономика и управление (менеджмент)».
© Сибирский федеральный университет, 2008
Рекомендовано к изданию Инновационно-методическим управлением СФУ
Разработка и оформление электронного образовательного ресурса: Центр технологий электронного обучения информационно-аналитического департамента СФУ; лаборатория по разработке мультимедийных электронных образовательных ресурсов при КрЦНИТ
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Оглавление Module 1 Module 2 Module 3 Красноярск, 2008

Оглавление

Module 1
Module 2
Module 3

Красноярск, 2008

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Module 1 Красноярск, 2008

Module 1

Красноярск, 2008

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Module 1 Culture Historically, the word derives from the Latin word

Module 1

Culture

Historically, the word derives from the Latin word
‘colere’, which

could be translated as ‘to build’, ‘to care for’, ‘to plant’ or ‘to cultivate’.
Spencer-Oatey (2000) proposed the following definition:
Culture is a fuzzy set of attitudes, beliefs, behavioural norms, and basic assumptions and values that are shared by a group of people, and that influence each member's behaviour and his/her interpretations of the "meaning" of other people's behaviour.
Hall (1983) views culture as often subconscious:
“Culture has always dictated where to draw the line separating one thing from another. In the West a line is drawn between normal sex and rape, whereas in the Arab world is much more difficult, for a variety of reasons, to separate these two events.”
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Module 1 Culture Hofstede (1994) defined culture as “the collective programming

Module 1

Culture

Hofstede (1994) defined
culture as “the collective programming of the

mind which distinguishes
the member of one group or category of people from another”
Kroeber & Kluckhohn definition of culture reads
‘Culture consists of patterns, explicit and implicit, of and for behaviour
acquired and transmitted by symbols, constituting the distinctive achievements of human groups, including their embodiment in artifacts; …’
the essential core of culture consists of traditional (i.e. historically derived
and selected) ideas and especially their attached values;
culture systems.

products of action

conditional elements
of future action’

Concluding, we can say that ‘culture’ consists of various factors
that are shared by a given group, and that it acts as an interpretive
frame of behaviour.

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Module 1 "What is culture? How can it be defined and

Module 1

"What is culture? How can it be defined and what

does it do?"

Quotations
O Mankind, We created you from a single (pair) of a male and a female and made you into nations and tribes, that you may know each other. The Quran, 49:13
Culture is a thin but very important veneer that you must be careful not to scratch. People from different cultures are basically the same and respond in the same way. However, make sure that you understand their basic customs and show an interest and willingness to learn the differences between your cultures. Mike Wills
Culture is the way in which a group of people solves problems and reconciles dilemmas. E. Schein
Culture is the fabric of meaning in terms of which human beings interpret their experience and guide their action. Clifford Geertz

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Module 1 "What is culture? How can it be defined and

Module 1

"What is culture? How can it be defined and what

does it do?"

Quotations
I do not want my house to be walled in on all sides and my windows to be stuffed. I want the cultures of all the lands to be blown about my house as freely as possible. But I refuse to be blown off my feet by any. Mahatma Gandhi 
Culture is a little like dropping an Alka-Seltzer into a glass-you don't see it, but somehow it does something. Hans Magnus Enzensberger
If man is to survive, he will have learned to take a delight in the essential differences between men and between cultures. He will learn that differences in ideas and attitudes are a delight, part of life's exciting variety, not something to fear. Gene Roddenberry
On a group of theories one can found a school; but on a group of values one can found a culture, a civilization, a new way of living together among men. Ignazio Silone

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Module 1 "What is culture? How can it be defined and

Module 1

"What is culture? How can it be defined and what

does it do?"

Quotations
A culture may be conceived as a network of beliefs and purposes in which any string in the net pulls and is pulled by the others, thus perpetually changing the configuration of the whole. Jacques Barzun
Culture is the name for what people are interested in, their thoughts, their models, the books they read and the speeches they hear, their table-talk, gossip, controversies, historical sense and scientific training, the values they appreciate, the quality of life they admire. All communities have a culture. It is the climate of their civilization. Walter Lippmann
Culture means control over nature. Johan Huizinga
Culture is roughly anything we do and the monkeys don't.  Lord Raglan

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Module 1 Types of culture ● CORPORATE CULTURE (for example, the

Module 1

Types of culture

● CORPORATE CULTURE (for example, the culture of

Microsoft)
● PROFESSIONAL CULTURE (for example, the culture of lawyers or doctors)
● GENDER CULTURE (for example, the different cultures of men and women)
● AGE CULTURE (for example, the culture of young, middle-aged, and old people)
● RELIGIOUS CULTURE (for example, Catholicsm, Islam)
● REGIONAL CULTURE (for example, Northern and Southern Italy)
● CLASS CULTURE (for example, working class, middle class, and upper class)
factors that bind people together
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Module 1 Types of culture intracultural The term intracultural is used

Module 1

Types of culture

intracultural The term intracultural is used to describe data

and interactional data from within one cultural group.
For example: Value variations among Germans is intracultural.
intercultural The term intercultural is generally used to describe comparative data and studies of a large number of cultures, or studies that try to identify dimensions that are not culture specific.
For example: Hofstede's work is intercultural, as it desribes cultural dimensions applicable for all cultures.
Intercultural is also used to describe interactional data from
members of different cultural backgrounds (normally more than two).
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Module 1 ‘The Culture Onion’

Module 1

‘The Culture Onion’

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Module 1 Iceberg Model

Module 1

Iceberg Model

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Module 1 CULTURAL DIMENSIONS Non-verbal communication Communication style Time and space

Module 1

CULTURAL DIMENSIONS
Non-verbal communication
Communication style
Time and space
Power
The individual and the group
Uncertainty
Nature

BUSINESS

COMMUNICATION
Managing people
Negotiating
Socializing
Giving presentations
Advertising
Applying for a job
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Module 1 Hofstede Geert Hofstede, the Dutch social psychologist and engineer,

Module 1

Hofstede

Geert Hofstede, the Dutch social psychologist and engineer, collected data

from employees of IBM in the late 1960s and early 1970s.
His database cover­ed employees working in 72 of the company's national subsidiaries, who fol­lowed 38 different occupations, and spoke 20 languages.
More than 116,000 questionnaires were distributed, each with over 100 questions.
Hofstede published his findings in 1980 in a groundbreaking book called Culture's Consequences, which has had an enormous influence on the further develop­ment
of the field.
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Module 1 Hofstede He identified four dimensions: individualism/collectivism uncertainty avoidance power

Module 1

Hofstede

He identified four dimensions:
individualism/collectivism
uncertainty avoidance
power distance
masculinity/femininity
Hofstede later extended his work

to include a fifth dimension: LONG-TERM ORIENTATION . Although generally highly respected, his work has been criti­cized for concentrating too much on national cultures.
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Module 1 Individualist and Collectivist cultures Individualist cultures stress self-realization, whereas

Module 1

Individualist and Collectivist cultures

Individualist cultures stress self-realization, whereas collectivist ones

require that the individual fits into the group.
The collectivist idea is illustrated by the Japanese saying 'The nail that stands out must be hammered down'.
In indi­vidualist cultures, people look after
themselves and their immediate family, whereas in collectivist ones they look after a wider group, in exchange for loyalty.
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Module 1 Individualist and Collectivist cultures Collectivist cultures tend to have

Module 1

Individualist and Collectivist cultures
Collectivist cultures tend to have the following

features:
identity is based on the social network to which you belong
harmony should be maintained
communication is high context
employer—employee relationships are like a family link
decisions on employing people take the group into account
management is management of groups
relationship is more important than task.
(Adapted from Hofstede 1991:67)
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Module 1 Individualist and Collectivist cultures Individualist cultures stress self-realization, whereas

Module 1

Individualist and Collectivist cultures

Individualist cultures stress self-realization, whereas collectivist ones

require that the individual fits into the group.
The collectivist idea is illustrated by the Japanese saying 'The nail that stands out must be hammered down'.
In individualist cultures, people look after
themselves and their immediate family, hereas in collectivist ones they look after a wider group, in exchange for loyalty.
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Module 1 Individualist and Collectivist cultures Individualist cultures tend to have

Module 1

Individualist and Collectivist cultures

Individualist cultures tend to have the following

features:
identity is based on the individual
honest people speak their mind
communication is low context
employer-employee relationships are based on a contract
decisions to employ people take skills into account
management is management of individuals
task is more important than relationship.
(Adapted from Hofstede 1991:67)
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Module 1 The Power Distance Index (PDI) is one of the

Module 1

The Power Distance Index (PDI) is one of the five

intercultural dimensions developed by Hofstede. This cultural dimension looks at how much a culture does or does not value hierarchical relationships and respect for authority. Below is a country list illustrating the scores compiled by Professor Geert Hofstede with regards to the dimension named
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Module 1 Power Distance Index China – 80 India – 77

Module 1

Power Distance Index
China – 80
India – 77
Iran – 58
Russia

– 93
Saudi Arabia – 80
Turkey – 66
Egypt – 80
Germany - 35
Italy – 50
UK – 55
USA – 40
Sweden – 31
Spain – 57
Brazil – 69
Mexico – 81
Japan - 54
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Module 1 Cultivating the Right Attitude Individualism is one of the

Module 1

Cultivating the Right Attitude

Individualism is one of the five intercultural

dimensions developed by Hofstede. This cultural dimension looks at how much a culture emphasises the rights of the individual versus those of the group (whether it be family, tribe, company, etc).
Individualist cultures include the United States and much of Western Europe, where personal achievements aremphasised. 
Collectivist cultures, such as China, Korea, and Japan, emphasize the group such as the family and at work this manifests in a strong work group mentality.
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Module 1 Cultivating the Right Attitude Masculinity is one of the

Module 1

Cultivating the Right Attitude
Masculinity is one of the five intercultural

dimensions developed by Hofstede. It is also one of the least understood as many people tend to associate it with masculinity literally. In essence it looks at the degree to which 'masculine' values like competitiveness and the acquisition of wealth are valued over 'feminine' values like relationship building and quality of life.
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Module 1 From Hofstede's research Japan was found to be the

Module 1

From Hofstede's research Japan was found to
be the world's most

masculine society, with a
rating of 95. Sweden was the most feminine with a rating of 5.
Other examples of "masculine" cultures include the USA, the Germany, Ireland and Italy.
"Feminine" cultures include Spain, Thailand, Korea, Portugal and the Middle East.
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Module 1 Uncertainty avoidance is one of the five intercultural dimensions

Module 1

Uncertainty avoidance is one of the five intercultural dimensions developed

by Hofstede. In essence this cultural dimension measures a country or culture's preference for strict laws and regulations over ambiguity and risk. According to the Hofstede's findings Greece is the most risk-averse culture while Singapore the least. Generally speaking Protestant countries and those with Chinese influences score low. Catholic, Buddhist and Arabic speaking countries tend to score high in uncertainty avoidance. Below is a сountry list illustrating the scores compiled by Professor Geert Hofstede with regards to the dimension named
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Module 1 Uncertainty Avoidance Index China – 30 India – 40

Module 1

Uncertainty Avoidance Index

China – 30
India – 40
Iran – 58
Russia

– 95
Saudi Arabia – 68
Turkey – 85
Egypt – 68
Germany - 65

Italy – 75
UK – 35
USA – 46
Sweden – 29
Spain – 86
Brazil – 76
Mexico – 82
Japan - 92

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Module 1 The Cultural Comparison Graph – he areas where the

Module 1

The Cultural Comparison Graph – he areas where the two

cultures differ greatly

PDI (Power Distance Index) - the degree of equality or inequality between people in a country's society.
IDV (Individualism) - the degree to which a culture values and reinforces the importance of the individual as opposed to the group.
MAS (Masculinity) - the degree to which a culture reinforces the traditional role of males vs females.
VAI (Uncertainty Avoidance) - the level of tolerance for uncertainty and ambiguity within a culture.

China/Italy

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Module 1 Trompenaars Dutchman, Fons Trompenaars, carried out research on 15,000

Module 1

Trompenaars

Dutchman, Fons Trompenaars, carried out research on
15,000 managers from

28 countries. His findings can be
found in the Very successful book, Riding the Waves of
Culture (Trompenaars and Hampden-Turner 1997).
He describes three main cultural dimensions:
RELATIONSHIPS WITH PEOPLE
ATTITUDE TO TIME
ATTITUDE TO THE ENVIRONMENT
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Module 1 Intercultural Competence is The fundamental acceptance of people who

Module 1

Intercultural Competence is

The fundamental acceptance of people who are different

to oneself outside one's own culture.
The ability to interact with them in a genuinely constructive manner which is free of negative attitude (e.g. prejudice, defensiveness, apathy, aggression etc.) 
The ability to create a synthesis, something which is neither "mine" nor "yours", but which is genuinely new and would not have been possible had we not combined our different backgrounds and approaches. 
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Module 1 Benefits of cross cultural competence training Self-Awareness: People learn

Module 1

Benefits of cross cultural competence training

Self-Awareness: People learn about their

own strengths, weaknesses, prejudices and preconceptions.
Builds Confidence: Cultural competency training promotes self-confidence in individuals and teams through empowerment. 
Breaks down Barriers: Our cultural training demystifies 'the other' and creates awareness. 
Builds Trust: Awareness leads to dialogue which leads to understanding which results in trust.
Motivates: Through self-analysis people begin to recognise areas in which they need to improve and become motivated to develop.
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Module 1 Benefits of cross cultural competence training Opens Horizons: Cultural

Module 1

Benefits of cross cultural competence training

Opens Horizons: Cultural competency training

helps people think outside the box.
Develops Skills: Participants develop better 'people skills' - they begin to deal with people with sensitivity and empathy.
Develops Listening Skills: By becoming good listeners, people become good communicators.
Using Common Ground: Rather than focus on differences participants move towards creating a shared space.
Career Development: Cross cultural competence training enhances people's skills and therefore future employment opportunities.
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Module 1 The interculturally effective person Simply stated, an interculturally effective

Module 1

The interculturally effective person

Simply stated, an interculturally effective person is

omeone
who is able to live contentedly and work successfully in
another culture.
Taken a little further, the interculturally effective person has
three main attributes:
an ability to communicate with people of another culture in a way that earns their respect and trust
the capacity to adapt his/her professional skills (both technical and managerial) to fit local conditions and constraints
the capacity to adjust personally so that s/he is content and generally at ease in the host culture
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Module 1 Breaking the Barriers of Intercultural Communication 1. Break Assumptions

Module 1

Breaking the Barriers of Intercultural Communication

1. Break Assumptions
Assumptions are

beliefs rather than objective truth
and are usually influenced by a number of
subjective factors.
2. Empathise
Through putting yourself in someone else's shoes
you come to see or appreciate their oint of view.
3. Involve
Involving others in tasks or decision making
empowers and builds strong relationships, a
more creative approach to problem solving as it
incorporates different points of view.
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Module 1 Breaking the Barriers of Intercultural Communication 4. Discourage Herd

Module 1

Breaking the Barriers of Intercultural Communication

4. Discourage Herd Mentality
It

encourages creativity, innovation and advancement
5. Shun Insensitive Behaviour
By attacking someone's person, you attack their culture
and therefore their dignity. This can only be divisive.
6. Be Wise
Intercultural communication is essentially founded upon
wisdom, i.e. showing maturity of thought and action in
dealing with people.
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Module 1 The widely known work of Milton Bennett helps to

Module 1

The widely known work of Milton Bennett helps to elucidate

the process
of adaptation to a new culture. In his work, Developmental Model of
Intercultural Sensitivity, 1993, he describes six main stages in the
development of intercultural sensitivity:
denial
defensiveness
minimization
acceptance
adaptation
integration
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Module 1 Culture shock The symptoms of culture shock can include:

Module 1

Culture shock

The symptoms of culture shock can include:
strain
sense of loss
anxiety
helplessness
Physical

symptoms can include:
headaches
sleeplessness
desire for comfort foods (for example, chocolate)
excessive consumption of alcohol

confusion
feeling rejected
obsession with hygien
overeating
stomach pains

Phases of culture shock (Marx 1999)

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Module 1 Culture shock Positive mood Mood changes Negative mood

Module 1

Culture shock

Positive mood
Mood changes
Negative mood

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Module 1 The Cultural Adjustment Process There are several stages most

Module 1

The Cultural Adjustment Process
There are several stages most newcomers go

through in adjusting to a new culture.
1.     Fun: The excitement and adventure of experiencing new people, things, and opportunities.
2.     Flight: The urge to avoid everything and everyone that is different. This stage is characterized by symptoms similar to those seen in cases of clinical depression, but as a reaction to culture shock.
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Module 1 The Cultural Adjustment Process There are several stages most

Module 1

The Cultural Adjustment Process
There are several stages most newcomers go

through in adjusting to a new culture.
3.       Fight: The temptation to judge people or things that may be different in a negative light. At this stage, one wrestles with the influence of the new culture while resisting giving up one's original cultural identity. Hopefully, a blend will emerge that fits you well.
4.      Fit: Willingness to understand, to embrace, and to creatively interact with the new culture. At this final stage, adaptation to the local culture has been made and hopefully one has made a decent adjustment.
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Module 1

Module 1

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Module 1 Examples of fast and slow messages Fast Messages Prose

Module 1

Examples of fast and slow messages

Fast Messages 
Prose
Headlines
A communiqué
Propaganda
Cartoons
TV commercials
Television
Easy familiarity
Manners


Slow Messages
Poetry
Books
An ambassador
Art
Etchings
TV documentary
Print
Deep relationships
Culture

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Module 1 Monochronic and Polychronic Cultures

Module 1

Monochronic and Polychronic Cultures

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Module 1 MONOCHRONIC PEOPLE POLYCHRONIC PEOPLE do one thing at a

Module 1

MONOCHRONIC PEOPLE POLYCHRONIC PEOPLE

do one thing at a time
concentrate

on the job
take time commitments (deadlines,schedules) seriously
are low-context and need information
are committed to the job
adhere religiously to plans
are concerned about not disturbing others; follow rules of privacy and consideration
show great respect for private property; seldom borrow or lend
emphasize promptness
are accustomed to short-term
relationships

do many things at once
are highly distractible and subject to interruptions
consider time commitments an objective to be achieved, if possible
are high-context and already have information
are committed to people and human relationships
change plans often and easily
are more concerned with those who are closely related (family, friends, close business associates) than with privacy
borrow and lend things often and easily
base promptness on the relationship
have strong tendency to build lifetime relationships

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Module 1 Visualization of time (Lewis 1996) PRESENT PRESENT vaguely understood PAST visible influential FUTURE unknowable

Module 1

Visualization of time (Lewis 1996)

PRESENT

PRESENT vaguely understood

PAST visible influential

FUTURE unknowable

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Module 1 Values continuum Time and Its Control --------- Human Interaction

Module 1

Values continuum

Time and Its Control --------- Human Interaction
(punctuality, keeping schedules)

(relations between people most
important)
Personal Control over ---------- Fate
the Environment (course of events is beyond power or
(Each person should control control)
is beyond power whatever
might affect him)
Self-Help ---------- Birthright Inheritance
(a person's achievement (privilege of birth; inherited
on his own) wealth or social position)
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Module 1 Values continuum Change ------------------ Tradition (connotes improvement, (honours rich

Module 1

Values continuum

Change ------------------ Tradition
(connotes improvement, (honours rich and ancient
development,

growth and heritage/ civilization)
progress)
Future Orientation ------------------- Past orientation
(looking to future as better, (past kept alive, today’s
planning and goal setting) world seen as continuity
of past)
Individualism/Privacy ------------------- Group’s welfare
Competition ------------------- Cooperation
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Module 1 Values continuum Equality --------------- Hierarchy/Rank/System (position in society clearly

Module 1

Values continuum

Equality --------------- Hierarchy/Rank/System
(position in society clearly define
by

rank/status)
Informality -------------- Formality
Practicality/Efficiency -------------- Idealism
(philosophical, knowledge for
knowledge’s sake)
Directness/Openness/
Honesty --------------- Indirectness/Ritual/”Face”
Action/Work Orientation --------------- “Being” Orientation
(action is superior to inaction) (state of inaction is acceptable,
concern with the nature of
existence and inner self)
Materialism/Acquisitiveness -------------- Spiritualism/Detachment
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Module 1 Trompenaars and Hampden-Turner in their book “Riding The Waves

Module 1
Trompenaars and Hampden-Turner in their book
“Riding The Waves of

Culture” (1997), identify
seven value orientations.
Some of these value orientations can be regarded
as nearly identical to Hofstede’s dimensions.
Others offer a somewhat different perspective.
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Module 1 The seven sub-categories of value dimensions identified were Universalism

Module 1

The seven sub-categories of value dimensions identified were
Universalism versus Particularism Communitarianism

versus Individualism Neutral versus Emotional Defuse versus Specific cultures Achievement versus Ascription Human-Time relationship and Human-Nature relationship
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Module 1 Value Orientations Orientation Postulated Range of Variation Kluckhohn and Strodtbeck, 1961;

Module 1

Value Orientations Orientation Postulated Range of Variation

Kluckhohn and Strodtbeck, 1961;


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Module 2 Красноярск, 2008

Module 2

Красноярск, 2008

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Module 2 Dimensions of non-verbal behaviour eye behaviour (occulesics) facial expressions

Module 2

Dimensions of non-verbal behaviour
eye behaviour (occulesics)
facial expressions
posture
limb movements (kinesics)
tone and

pitch of voice (paralanguage)
distance (proxemics)
Слайд 55

Module 2 Interpreting gesture clusters

Module 2

Interpreting gesture clusters

Слайд 56

Module 2 Body language (kinesics) body movement, body position and facial

Module 2

Body language (kinesics)
body movement, body position and facial expressions, as

well as dress

1.

2.

3.

4.

Слайд 57

Module 2 Body language (kinesics) Gestures (Axtell 1991) In the USA,

Module 2

Body language (kinesics)

Gestures (Axtell 1991)
In the USA, this means 'A-OK',

in France, 'zero', in Japan, 'money', and in Tunisia, 'I'll kill you.'
In Germany, this means 'two', or victory; in Britain, it means 'victory' if the palm of the hand is facing outwards, but is a rude gesture if the palm is facing inwards.
In Greece and Italy, this means 'goodbye', in the USA, it means 'come here'.
In many cultures, this means that everything is fine.
Слайд 58

Module 2 Paralanguage It is not only words used that convey

Module 2

Paralanguage

It is not only words used that convey a message,

but also
range of other factors, such as our tone of voice, and the
speed or pitch of what we say.
Intonation patterns and tone of voice vary widely in different
cultures. What in one culture sounds like a hysterical
argument, in another would be con­sidered to be the norm
for a reasonable discussion. Geoff Woodside came to the
wrong conclusion about the tone ofthe conversation when
he judged the sound of people speaking in Polish by the
Very different intonation patterns in English.
Слайд 59

Module 2 Paralanguage Trompenaars provides a useful diagram to illustrate some possible patterns. Anglo-Saxon Latin Oriental

Module 2

Paralanguage
Trompenaars provides a useful diagram to illustrate some possible patterns.

Anglo-Saxon

Latin

Oriental

Слайд 60

Module 2 Edward Hall (1976, 1989) distinguished between high-context and low-context

Module 2

Edward Hall (1976, 1989) distinguished between high-context and low-context cultures. High-context

culture: a culture in which people tend to rely heavily on a range of social and non-verbal dues when communicating with others and interpreting their messages. Low-context culture: a culture in which people tend to focus on the written and spoken word when communicating with others and interpreting their messages.
Слайд 61

Module 2 High-context culture establish relationship first value personal relations and

Module 2
High-context culture
establish relationship first
value personal relations and goodwill
agreement based on

trust
slow and ritualistic negotiations
Low-context culture
get down to business first value
expertise and performance
agreement based on legal contract
fast and efficient negotiations
Слайд 62

Module 2 Culture profile Making small talk Specific Diffuse Attitudes to

Module 2

Culture profile

Making small talk
Specific Diffuse
Attitudes to time
Monochronic Synchronic
Team-working
Individualist Collectivist
Questioning style
Direct

Indirect
Слайд 63

Module 2 Culture profile How much detail? Low context High context

Module 2

Culture profile
How much detail?
Low context High context
Attitudes to risk
High uncertainty

avoidance Low uncertainty avoidance
Showing respect
Achievement Status
Слайд 64

Module 2 Forms of address China - the family name only

Module 2

Forms of address

China - the family name only for business

purposes - the surname, together with a title
India - the appropriate formal title
Italy - wait until invited to move to a first name basis
Spain - the basic titles of courtesy followed by the surname
Sweden - his/her first name 
Japan - first names are usually reserved for family and close friends even if you are on a first name basis, it is appropriate to use his or her last name in the presence of colleagues use courtesy titles in addition to last names use professional titles in the place of actual names
Слайд 65

Module 2 Greetings Across Cultures Germany - firm, brief handshakes -

Module 2

Greetings Across Cultures
Germany - firm, brief handshakes
- avoid shaking

hands with one hand in your
pocket
Italy - an enthusiastic handshake yet rather formal with
direct eye contact and a smile suffices between
strangers
- air-kissing on both cheeks, starting with the left is
often added as well as a pat on the back between
men once a relationship develops
Слайд 66

Module 2 Greetings Across Cultures India - a handshake the namaste

Module 2

Greetings Across Cultures

India - a handshake
the namaste - the

palms are brought together at
chest level with a slight bow of the head
Russia - a (very) firm handshake
Turkey - shake hands firmly
- greet friends and relations with either one or two
kisses on the cheek
- respect elders by kissing their right hand then
placing the forehead onto the hand
Слайд 67

Module 2 Dress for success Argentina – very formal Saudi Arabia

Module 2

Dress for success

Argentina – very formal
Saudi Arabia – modest quality
China

– unpretentious
Russia – conservative

Brazil – casual but stylish
France – stylish; best
Spain - con elegancia

“All choices of clothing, particularly the quick and simple ones involve allying oneself with others who have made the same choice.” Ann Hollander

Слайд 68

Module 2 Asia: AfghanistanAfghanistan Azerbaijan Afghanistan Azerbaijan Bahrain Afghanistan Azerbaijan Bahrain

Module 2

Asia:
AfghanistanAfghanistan     Azerbaijan Afghanistan     Azerbaijan     Bahrain Afghanistan     Azerbaijan     Bahrain    BangladeshAfghanistan     Azerbaijan     Bahrain    Bangladesh    China
Georgia     India

IranIran     KuwaitIran     Kuwait    PakistanIran     Kuwait    Pakistan     Russia Iran     Kuwait    Pakistan     Russia  Saudi
ArabiaArabia   Sri LankaArabia   Sri Lanka   Turkey
Africa:
AlgeriaAlgeria     EgyptAlgeria     Egypt     Morocco Algeria     Egypt     Morocco     South Africa Algeria     Egypt     Morocco     South Africa     Tunisia
Europe:
Austria Austria     Belgium Austria     Belgium    Bulgaria Austria     Belgium    Bulgaria     Cyprus Austria     Belgium    Bulgaria     Cyprus     Czech Republic
Denmark Denmark    EstoniaDenmark    Estonia     Finland Denmark    Estonia     Finland     FranceDenmark    Estonia     Finland     France     Germany 
GreeceGreece    HungaryGreece    Hungary    Italy Greece    Hungary    Italy     LithuaniaGreece    Hungary    Italy     Lithuania   LuxembourgGreece    Hungary    Italy     Lithuania   Luxembourg    Neth
erlands erlands   Norwayerlands   Norway    Portugal erlands   Norway    Portugal    Romania erlands   Norway    Portugal    Romania     Spain
Слайд 69

Module 2 North & South America: ArgentinaArgentina Bolivia Argentina Bolivia Brazil

Module 2

North & South America:
ArgentinaArgentina     Bolivia Argentina     Bolivia     Brazil Argentina     Bolivia     Brazil    ChileArgentina     Bolivia     Brazil    Chile    Colombia 
Dominican

Republic Jamaica Jamaica      Mexico Jamaica      Mexico     Venezuela
East Asia & Australasia:
AustraliaAustralia    Cambodia Australia    Cambodia     HongKong  Australia    Cambodia     HongKong     Indonesia  
Japan Japan    New Zealand Japan    New Zealand Philippines Japan    New Zealand Philippines     Singapore   
South Korea South Korea  ThailandSouth Korea  Thailand      Vietnam
Слайд 70

Module 2 China Facts and Statistics Location: Eastern Asia bordering Afghanistan

Module 2

China

Facts and Statistics
Location:  Eastern Asia bordering Afghanistan 76 km, Bhutan

470 km, Burma 2,185 km, India 3,380 km, Kazakhstan 1,533 km, North Korea 1,416 km, Kyrgyzstan 858 km, Laos 423 km, Mongolia 4,677 km, Nepal 1,236 km, Pakistan 523 km, Russia (northeast) 3,605 km, Russia (northwest) 40 km, Tajikistan 414 km, Vietnam 1,281 km
Capital:  Beijing
Слайд 71

Module 2 China Climate: extremely diverse; tropical in south to subarctic

Module 2

China
Climate:  extremely diverse; tropical in south to subarctic in north
Population:

 1,298,847,624 (July 2004 est.)
Ethnic Make-up: Han Chinese 91.9%, Zhuang, Uygur, Hui, Yi, Tibetan, Miao, Manchu, Mongol, Buyi, Korean, and other nationalities 8.1%
Religions:  Daoist (Taoist), Buddhist, Muslim 1%-2%, Christian 3%-4%
Government:  Communist state
Слайд 72

Module 2 India Facts and Statistics Location: Southern Asia, bordering Bangladesh

Module 2

India

Facts and Statistics
Location:  Southern Asia, bordering Bangladesh 4,053 km, Bhutan

605 km, Burma 1,463 km, China 3,380 km, Nepal 1,690 km, Pakistan 2,912 km
Capital:   New Delhi
Слайд 73

Module 2 India Climate: varies from tropical monsoon in south to

Module 2

India
Climate:  varies from tropical monsoon in south to temperate in

north
Population:  1,065,070,607 (July 2004 est.)
Ethnic Make-up: Indo-Aryan 72%, Dravidian 25%, Mongoloid and other 3% (2000)
Religions:  Hindu 81.3%, Muslim 12%, Christian 2.3%, Sikh 1.9%, other groups including Buddhist, Jain, Parsi 2.5% (2000)
Government:  federal republic
Слайд 74

Module 2 Iran Facts and Statistics Location: The Middle East, bordering

Module 2

Iran

Facts and Statistics
Location:  The Middle East, bordering Afghanistan 936 km,

Armenia 35 km, Azerbaijan-proper 432 km, Azerbaijan-Naxcivan exclave 179 km, Iraq 1,458 km, Pakistan 909 km, Turkey 499 km, Turkmenistan 992 km
Capital:   Tehran
Слайд 75

Module 2 Iran Climate: mostly arid or semiarid, subtropical along Caspian

Module 2

Iran

Climate:  mostly arid or semiarid, subtropical along Caspian coast
Population:  69,018,924

(July 2004 est.)
Ethnic Make-up: Persian 51%, Azeri 24%, Gilaki and Mazandarani 8%, Kurd 7%, Arab 3%, Lur 2%, Baloochi 2%, Turkmen 2%, other 1%
Religions:  Shi'a Muslim 89%, Sunni Muslim 9%, Zoroastrian, Jewish, Christian, and Baha'i 2%
Government:  Islamic republic
Слайд 76

Module 2 Russia Facts and Statistics Location: Northern Asia, bordering Azerbaijan

Module 2

Russia

Facts and Statistics
Location:  Northern Asia, bordering Azerbaijan 284 km, Belarus

959 km, China (southeast) 3,605 km, China (south) 40 km, Estonia 294 km, Finland 1,313 km, Georgia 723 km, Kazakhstan 6,846 km, North Korea 19 km, Latvia 217 km, Lithuania (Kaliningrad Oblast) 227 km, Mongolia 3,485 km, Norway 196 km, Poland (Kaliningrad Oblast) 206 km, Ukraine 1,576 km
Capital:   Moscow
Слайд 77

Module 2 Russia Climate: ranges from steppes in the south through

Module 2

Russia
Climate:  ranges from steppes in the south through humid continental

in much of European Russia; subarctic in Siberia to tundra climate in the polar north; winters vary from cool along Black Sea coast to frigid in Siberia; summers vary from warm in the steppes to cool along Arctic coast
Population:  143,782,338 (July 2004 est.)
Ethnic Make-up: Russian 81.5%, Tatar 3.8%, Ukrainian 3%, Chuvash 1.2%, Bashkir 0.9%, Belarusian 0.8%, Moldavian 0.7%, other 8.1% (1989)
Religions:  Russian Orthodox, Muslim, other
Government:   federation
Слайд 78

Module 2 Turkey Facts and Statistics Location: southeastern Europe and southwestern

Module 2

Turkey

Facts and Statistics
Location: southeastern Europe and southwestern Asia (that portion

of Turkey west of the Bosporus is geographically part of Europe), bordering the Black Sea, between Bulgaria and Georgia, and bordering the Aegean Sea and the Mediterranean Sea, between Greece and Syria
Capital: Ankara
Слайд 79

Module 2 Turkey Climate: temperate; hot, dry summers with mild, wet

Module 2

Turkey
Climate: temperate; hot, dry summers with mild, wet winters; harsher

in interior
Population: 68,893,918 (July 2004 est.)
Ethnic Make-up: Turkish 80%, Kurdish 20% (estimated)
Religions: Muslim 99.8% (mostly Sunni), other 0.2% (mostly Christians and Jews)
Government: republican parliamentary democracy
Слайд 80

Module 2 Egypt Facts and Statistics Location: North East Africa bordering

Module 2

Egypt

Facts and Statistics
Location:  North East Africa bordering Palestine (Gaza Strip)

11 km, Israel 266 km, Libya 1,115 km, Sudan 1,273 km
Capital:   Cairo
Слайд 81

Module 2 Egypt Climate: desert; hot, dry summers with moderate winters

Module 2

Egypt
Climate:  desert; hot, dry summers with moderate winters
Population:  76,117,421 (July

2004 est.)
Ethnic Make-up: Eastern Hamitic stock (Egyptians, Bedouins, and Berbers) 99%, Greek, Nubian, Armenian, other European (primarily Italian and French) 1%
Religions:  Muslim (mostly Sunni) 94%, Coptic Christian and other 6%
Government:  republic
Слайд 82

Module 2 Germany Facts and Statistics Location: Central Europe, bordering Austria

Module 2

Germany

Facts and Statistics
Location:  Central Europe, bordering Austria 784 km, Belgium

167 km, Czech Republic 646 km, Denmark 68 km, France 451 km, Luxembourg 138 km, Netherlands 577 km, Poland 456 km,Switzerland
334 km
Capital:   Berlin
Слайд 83

Module 2 Germany Climate: temperate and marine; cool, cloudy, wet winters

Module 2

Germany
Climate:  temperate and marine; cool, cloudy, wet winters and summers;

occasional warm mountain (foehn) wind
Population:  82,424,609 (July 2004 est.)
Ethnic Make-up: German 91.5%, Turkish 2.4%, other 6.1% (made up largely of Greek, Italian, Polish, Russian, Serbo-Croatian, Spanish)
Religions:  Protestant 34%, Roman Catholic 34%, Muslim 3.7%, unaffiliated or other 28.3%
Government:  federal republic
Слайд 84

Module 2 Italy Facts and Statistics Location: Southern Europe, bordering Austria

Module 2

Italy

Facts and Statistics
Location:  Southern Europe, bordering Austria 430 km, France

488 km, Holy See (Vatican City) 3.2 km, San Marino 39 km, Slovenia 232 km, Switzerland 740 km
Capital:   Rome
Слайд 85

Module 2 Italy Climate: predominantly Mediterranean; Alpine in far north; hot,

Module 2

Italy

Climate:  predominantly Mediterranean; Alpine in far north; hot, dry in

south
Population:  58,057,477 (July 2004 est.)
Ethnic Make-up: Italian (includes small clusters of German-, French-, and Slovene-Italians in the north and Albanian-Italians and Greek-Italians in the south)
Religions:  predominately Roman Catholic with mature Protestant and Jewish communities and a growing Muslim immigrant community
Government:  republic
Слайд 86

Module 2 Spain Facts and Statistics Location: Southwestern Europe, bordering the

Module 2

Spain

Facts and Statistics
Location:  Southwestern Europe, bordering the Bay of Biscay,

Mediterranean Sea, North Atlantic Ocean, and Pyrenees Mountains, southwest of France
Capital:   Madrid
Слайд 87

Module 2 Spain Climate: temperate; clear, hot summers in interior, more

Module 2

Spain

Climate:  temperate; clear, hot summers in interior, more moderate and

cloudy along coast; cloudy, cold winters in interior, partly cloudy and cool along coast
Population:  40,280,780 (July 2004 est.)
Ethnic Make-up: composite of Mediterranean and Nordic types
Religions:  Roman Catholic 94%, other 6%
Government:  parliamentary monarchy
Слайд 88

Module 2 Brasil Facts and Statistics Location: Eastern South America bordering

Module 2

Brasil

Facts and Statistics
Location:  Eastern South America bordering Argentina 1,224 km,

Bolivia 3,400 km, Colombia 1,643 km, French Guiana 673 km, Guyana 1,119 km, Paraguay 1,290 km, Peru 1,560 km, Suriname 597 km, Uruguay 985 km, Venezuela 2,200 km
Capital:   Brazilia
Слайд 89

Module 2 Brasil Climate: mostly tropical, but temperate in south Population:

Module 2

Brasil

Climate:  mostly tropical, but temperate in south
Population:  184,101,109
Ethnic Make-up: white

(includes Portuguese, German, Italian, Spanish, Polish) 55%, mixed white and black 38%, black 6%, other (includes Japanese, Arab, Amerindian) 1%
Religions:  Roman Catholic (nominal) 80%
Government:  federative republic
Слайд 90

Module 2 Mexico Facts and Statistics Location: Middle America, bordering the

Module 2

Mexico

Facts and Statistics
Location:  Middle America, bordering the Caribbean Sea and

the Gulf of Mexico, between Belize and the US and bordering the North Pacific Ocean, between Guatemala and the US
Capital:   Mexico City
Слайд 91

Module 2 Mexico Climate: varies from tropical to desert Population: 104,959,594

Module 2

Mexico

Climate:  varies from tropical to desert
Population:  104,959,594 (July 2004 est.)
Ethnic

Make-up: mestizo (Amerindian-Spanish) 60%, Amerindian or predominantly Amerindian 30%, white 9%, other 1%
Religions:  nominally Roman Catholic 89%, Protestant 6%, other 5%
Government:  federal republic
Слайд 92

Module 2 Japan Facts and Statistics Location: Eastern Asia, island chain

Module 2

Japan

Facts and Statistics
Location:  Eastern Asia, island chain between the North

Pacific Ocean and the Sea of Japan, east of the Korean Peninsula.
Capital:   Tokyo
Слайд 93

Module 2 Japan Population: 127,333,002 (July 2004 est.) Ethnic Make-up: Japanese

Module 2

Japan

Population:  127,333,002 (July 2004 est.)
Ethnic Make-up: Japanese 99%, others 1%

(Korean 511,262, Chinese 244,241, Brazilian 182,232, Filipino 89,851, other 237,914)
Religions:  observe both Shinto and Buddhist 84%, other 16% (including Christian 0.7%)
Слайд 94

Module 3 Красноярск, 2008

Module 3

Красноярск, 2008

Слайд 95

Module 3 Socializing

Module 3

Socializing

Слайд 96

Module 3 Socializing Negative perception The coconut (the private sphere is

Module 3

Socializing

Negative perception
The coconut (the private sphere is pretty large and

hard to get into) sees the peach as:
superficial not to be taken seriously, childish
too playful insincere
The peach (the public sphere is relatively large and the private sphere is reserved) sees the coconut as:
unapproachable hard
stiff impolite
lacking humour gruff
Слайд 97

Module 3 Socializing Positive perception The coconut sees the peach as:

Module 3

Socializing

Positive perception
The coconut sees the peach as:
open enthusiastic
friendly

humorous
flexible
The peach sees the coconut as:
reliable proper
clear honest
trustworthy
(adapted from Zaninelli 1994: 97-100)
Слайд 98

Module 3

Module 3

Слайд 99

Module 3

Module 3

Слайд 100

Module 3 Gift giving in different countries

Module 3

Gift giving in different countries

Слайд 101

Module 3 Gift giving in different countries

Module 3

Gift giving in different countries

Слайд 102

Module 3 Topics for Conversation

Module 3

Topics for Conversation

Слайд 103

Module 3 Topics for Conversation

Module 3

Topics for Conversation

Слайд 104

Module 3 Topics for Conversation

Module 3

Topics for Conversation

Слайд 105

Module 3 Topics for Conversation

Module 3

Topics for Conversation

Слайд 106

Module 3 Group and Individual Interests The defining characteristics of this

Module 3

Group and Individual Interests

The defining characteristics of this dimension are:


The relative importance of individual rights vs. the greater good of the group or society
The source of an individual's identity and loyalties
The value of individual contributions vs. teamwork in accomplishing and rewarding business goals
The roles and responsibilities of individuals to other family members
Appropriate levels of assertion and self-promotion within a society

Definition: Defines the importance of individual endeavors vs.
collective undertakings.

Слайд 107

Module 3 If you are going to a more Group-oriented society

Module 3

If you are going to a more Group-oriented society

Individuals feel

a strong sense of responsibility for other family members. Family needs will take precedence over professional obligations.
People value their role as a family or team member and identify themselves first as part of a group, then as an individual. They may be uncomfortable if the focus is placed too much on them.
Remember that individuals do not take sole credit for accomplishments, even when credit is primarily due to one person. Instead, employees are rewarded in groups. Do not single people to answer questions, provide ideas or complete a project.
Слайд 108

Module 3 If you are going to a more Group-oriented society

Module 3

If you are going to a more Group-oriented society
Promotions will

draw heavily on seniority and experience - not performance and achievement.
Decision making may be a slow process, as many individuals across the hierarchy will need to be consulted. However, once consensus is reached, implementation is usually quite rapid.
Слайд 109

Module 3 If you are going to a more Individualistic society

Module 3

If you are going to a more Individualistic society

Don't expect

to rely on the group to provide answers. An individual's importance and self-worth are determined by his or her ability to think and work independently.
Try to be accepting of the fact that people live and work more independently. This may mean that they do not rely on building trusting relationships or networks of loyal contacts to fulfill their personal or professional roles and responsibilities.
As an employer or manager, provide employees with sufficient opportunities for independent problem solving. Individuals will respond well to being given the autonomy, independence and flexibility to get the job done.
Слайд 110

Module 3 If you are going to a more Individualistic society

Module 3

If you are going to a more Individualistic society

Be aware

that it is culturally appropriate for employees to identify opportunities to demonstrate their abilities and "make their mark." In meetings and presentations, individuals will strive to distinguish themselves. Presentations tend to be dynamic and interactive.
Remember that individual expression is encouraged and will be demonstrated in people's appearance, behavior and the way they decorate their homes and offices.
Слайд 111

Module 3 Status versus Balance Motivation The defining characteristics of this

Module 3

Status versus Balance Motivation

The defining characteristics of this dimension are:


The relative importance and value attached to professional vs. personal lives
The presence or absence of government-sponsored initiatives relating to family welfare benefits
The source of an individual's identity and self-esteem
Tolerance for blurring the lines between professional and personal lives
How status and success are defined by a society

Definition: The value of achievement recognition vs. personal and family time.

Слайд 112

Module 3 If you are going to a Status Motivation society

Module 3

If you are going to a Status Motivation society

Recognize that

to succeed in this environment, you will be expected to make sacrifices in the form of longer work hours, shorter vacation allowances and possibly frequent travel or moves.
Be aware that people will discuss business anytime, anywhere with anyone.
Recognize that people will use professional identity and achievements to evaluate others, and to provide a frame of reference for relating to others.
Слайд 113

Module 3 If you are going to a Status Motivation society

Module 3

If you are going to a Status Motivation society

Whether in

a new social or business situation, always be assertive and introduce yourself. Self-promotion is an acceptable part of the business culture in this competitive environment. Always carry business cards.
Expect people from different social backgrounds to work and socialize comfortably together. Rather than family background or connections, individuals will be evaluated - and define themselves—based on professional or personal accomplishments.
Слайд 114

Module 3 If you are going to a society with a

Module 3

If you are going to a society with a Balance

orientation

Recognize that employees will value their personal time, take longer vacation allowances, and will be reluctant to work late or on weekends.
Small talk at business or social functions will cover every aspect of an individual's life and interests - and not focus exclusively on professional matters.
Employees may have a strong work ethic and work hard, but they are more likely to work on a prescribed basis, not working beyond prescribed duties or hours.
Recognize that attempts to network, to generate business leads, or to talk about work in general at social functions is considered inappropriate.
Employees will be less willing to relocate for their jobs. Family obligations will take precedence over professional loyalties or advancement.

Слайд 115

Module 3 Entertaining for business success China -“The Morning Tea” Evening

Module 3

Entertaining for business success

China -“The Morning Tea” Evening banquets
Yum

Cha' tea drinking ritual
Home entertaining
India - Dinner at home
Iran - Restaurant At functions
Germany - Business Lunch
Italy - Dining with a certain protocol
Japan - Restaurant of your own culture
“Karaoke” bars
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