Field Of Intercultural Communication Research Articles

Impoliteness in polylogal intercultural communication among Asian EFL learners

Abstract By regarding impoliteness as a dynamic process, this research examined impoliteness in the polylogal intercultural communication among Asian learners of English as a foreign language (EFL), including the impoliteness acts by the face-threat initiators, and the responses to the impoliteness acts by both the face-threat recipients and the face-threat witnesses. Moreover, it attempted to identify the factors that caused impoliteness in intercultural communication. Eighty-four Asian EFL learners from five Asian countries were engaged in this research. This research used group discussions to collect the nearly naturally occurring communication. The result illustrated that Asian EFL learners used the criticize/dispraise the hearer impoliteness strategy most frequently. Two new impoliteness strategies were identified, namely the use of the face-threat initiator’s first language (L1), and the use of inappropriate English expressions. In addition, a new reaction was used by both the face-threat recipients and the face-threat witnesses, namely the confirmation of impoliteness. A dynamic model of impoliteness based on the results of this research was proposed. Furthermore, six factors that caused impoliteness were discussed, including different individual cultural variations, accommodation to the intercultural communication, the degree of mindfulness, the individual prior experience of knowledge about the English language, the English proficiency levels of the EFL learners, and differences in individual salience that resulted in the failure of cooperative intention by the interactants in the intercultural communication. This research attempts to fill the lacuna in impoliteness studies in the fields of intercultural communication and intercultural pragmatics.

The Role of Pragmatics in Cross-Cultural Communication

Purpose: The general purpose of this study was to explore the role of pragmatics in cross-cultural communication.
 Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library.
 Findings: The findings reveal that there exists a contextual and methodological gap relating to pragmatics in cross-cultural communication. The study provided valuable insights into the pivotal role of pragmatics in facilitating effective communication across diverse cultural contexts. By exploring principles such as speech acts, politeness strategies, and implicature, the research enhanced understanding of how language is used and interpreted in cross-cultural interactions. The findings underscored the importance of pragmatic competence and cultural sensitivity in achieving mutual understanding. Furthermore, the study highlighted the need for incorporating pragmatic awareness training into educational curricula and policymaking efforts to promote cultural inclusivity and cooperation. Overall, the study's contributions deepen our understanding of cross-cultural communication dynamics and offer practical guidance for navigating cultural differences in an interconnected world.
 Unique Contribution to Theory, Practice and Policy: Speech Act theory, Politeness theory and Relevance theory may be used to anchor future studies on the role of pragmatics in cross-cultural communication. The study provided several key recommendations that contributed to both theory and practice in the field of intercultural communication. These recommendations included incorporating pragmatic competence training into educational curricula, implementing cross-cultural training programs in organizations, developing initiatives and policies to promote intercultural understanding, considering cultural factors in online communication platforms, engaging in reflective practices to enhance awareness of cultural differences, and establishing cross-cultural pragmatics as a distinct field of study. These suggestions aimed to enhance individuals' ability to navigate cross-cultural interactions effectively, promote inclusivity and mutual understanding in diverse settings, and advance theoretical knowledge in the field of intercultural communication.

Pluriversal possibilities for the Euro/U.S.-centric intercultural communication field? A review of the Gulf Cooperation Council states and Taiwan

ABSTRACT The mainstream narrative of intercultural communication (IC) as a field remains Euro/U.S.-centric despite efforts to (re)imagine it from the margins. To shift this, in this exploratory essay we challenge the disciplinary contours of IC by using a pluriversal framework. We ask, how to pluriversalize Euro/U.S.-centric IC scholarship when it already penetrates non-European/U.S. spaces? And what lessons can this offer? To that end, we turn to a comparative review of the state of IC in the Gulf Cooperation Council states and Taiwan. We propose that to pluriversalize a focus on indigeneity and human-nature relationships is needed; and the concept of relational ontologies bind the two cases together and can be extended to other non-Euro/U.S. spaces so that pluriversal alternatives can appear.

Intercultural Communication in the Context of Teaching a Foreign Language to Students of Non-linguistic Fields

New requirements for specialist training provide for improving the quality of language education in higher education. The article examines the concept of intercultural communication and its inseparable connection with the teaching of a foreign language to students at non-linguistic universities. To form communicative competence and overcome cultural and linguistic barriers, the help of specialists in the field of intercultural communication is required, since the cultural component turns out to be part of the language.

How Do Intercultural Communication Textbooks Represent Culture? A Case Study of Chinese Culture

Intercultural communication (IC) textbooks are important means to transfer and construct knowledge about different cultural groups, yet it is still not clear how specific cultures are represented in these educational materials. This study addresses the question by analyzing the content of Chinese culture represented in a sample of intercultural communication textbooks. The findings show that (1) a variety of Chinese cultural contents are covered in IC textbooks, among which cultural products and persons are the most frequent references followed by cultural practices and perspectives; (2) representations of Chinese culture reflect diverse conceptualizations of culture ranging from essential to non-essential orientations; (3) Chinese cultures are presented often with theoretical concepts of the IC field and in comparative contexts together with other cultures. Differences in cultural representation between IC and language textbooks and their educational implications are discussed at the end.

“Tell Me What the Other Eats, and I Will Tell You What is Wrong with You”: A Webometric Analysis of Russian Perceptions on the Alimentary Aspect of the Other's Image in 2023

This article addresses the pressing issue of perceiving other cultures and nationalities in the context of globalization and internet communications. The authors focus on a webometric study, employing data analysis methods for grouping and investigating markers that reflect the quantitative and qualitative characteristics of models representing the Other in the digital space. The study aims to identify current trends and reactions of internet users to the diversity of alimentary preferences of various ethnic groups, thereby providing a deeper understanding of the dynamics of public opinion and stereotypes.
 The research extensively analyzes how perceptions of cultural alimentary features and traditions of different peoples are formed and transformed in the modern information space. It notes the significant influence of search queries and virtual interactions on the formation and alteration of the images of the Other in public consciousness. The authors discuss the implications of these trends for intercultural interaction and present conclusions that can be applied in further research related to the cultural and social aspects of perceiving ethnic groups. The findings of the study will be of interest not only to specialists in the field of intercultural communication, but also to a wider audience seeking to better understand the dynamics of how different cultures are perceived in today's information society.

Concept of Communication in World and National Science

The purpose of the work is to establish the historical context of the formation of the concept of communication as a scientific discipline, to analyse modern theoretical approaches to the study of communication, to study the relationship between culture and communication in terms of moral and ethical norms. The research methodology is based on the use of methods of collecting and analysing information from available open sources, in particular, from reports of all-Ukrainian sociological surveys and studies of intercultural experience in the world. The conceptual methodological basis of the research is a systematic analysis of communication as an integral part of human life and culture, which is constantly evolving under the influence of changes in the modern world. The scientific novelty lies in the study of modern trends in the development of communication processes and the formation of new forms of intercultural communication. In addition, the study reveals the impact of modern technologies on communication processes and their interaction with cultural, social, and political aspects of society. This study is particularly important for the field of musical culture, as it shows the role of intercultural communication in the development of this field. Conclusions. The study found that communication as a process of information transfer is an integral part of the concept of culture. Interaction between cultural groups in the modern world depends on communication, which makes it possible to reduce the distance between cultures and increase understanding between them. Intercultural communication helps Ukrainian culture to preserve its uniqueness, as well as to develop and interact with other cultures to gain new knowledge and views, new experience, in particular in the field of music. Research in the field of intercultural communication is important for the development of social sciences, as it allows for a better understanding of the cultural and social processes that occur in different cultural communities.
 Key words: Ukrainian culture, musical art, intercultural communication, multi-ethnicity.

The concept of "glory" in Russian and Chinese proverbs and sayings

This article discusses the concept of "glory" in Russian and Chinese sayings and proverbs. Fame is one of the most important topics for a person, it has been said for centuries, and occupies a significant place in our lives. In the article we compare and analyze the differences between the Russian and Chinese concept of "glory". The purpose of the research of this article is to identify the concept of "glory" in sayings and proverbs against the background of Russian and Chinese linguistic and cultural traditions. The subject of this study is the idea of the concept of "glory" in Russian and Chinese proverbs and sayings. The scientific novelty of the research is that this article examines and analyzes the concept of "glory" in sayings, proverbs, idioms in Russian and Chinese language pictures of the world. This paper presents the results of the analysis of stable expressions, proverbs, sayings of two languages. Comparing and analyzing the concept of "glory" in Russian and Chinese, it can be noted that the concept reflects the linguistic and ethnic culture of Russia and China, which reflects the national characteristics of the peoples. This is of great importance for researchers of Chinese and Russian languages, and at the same time provides a good prospect for further research in the field of intercultural communication.

Adult third culture kids and sojourner intercultural communication: Exploring belonging through a multilevel approach

How do Adult Third Culture Kids (TCK) discursively understand, negotiate, and communicate the concept of belonging? With a social ecological approach and the communication theory of identity (CTI) scaffolding this study, our goal is to answer this question to expand the limited literature on adult TCK discursive identity dynamics in the field of intercultural communication. We analyze the individual narratives of 12 adult TCKs collected through qualitative in-depth interviewing. The analysis shows that belonging for adult TCKs is indeed a multilevel phenomenon as it puts forth three themes, namely, adult TCKs’ multilevel discursive negotiation of: micro or intrapersonal dynamics of belonging through liminality, memory, and nostalgia; meso or interactional dynamics of belonging through social interaction; and macro or systemic/institutional dynamics of belonging in historical, political, and legal contexts. Also, adult TCKs’ communication (discourses) and sense of self (identity) are co-constitutive as their discursive negotiation of belonging affects their identity/ies and vice versa. Finally, adult TCKs’ discursive dynamics at the affective, personal, interactional, and institutional levels integrate to provide a comprehensive picture of belonging that complicates nation-oriented conceptualizations and presents a nuanced understanding of belonging through the idea of home, which discursively traverses several loci and levels of meaning-making. These findings build on earlier scholarship and reveal the need for multilevel theorizing that can present a complex picture of the impacts of sojourning backgrounds on adult TCK identity development/negotiation and reclaim an authenticity that reflects adult TCKs’ transnational selves.

Establishing ties or strengthening friendships? Students' use of online social networks in intercultural friendship development

PurposeThis study was conducted to achieve the following objectives: (1) determine the differences and reasons for using outgroup OSNs by gender, age and student groups (Mainland and Hong Kong [HK] students); (2) uncover the impact of online social networks (OSNs) on the development of Mainland–HK friendships and (3) determine the roles of different OSNs (social networking sites [SNSs] and instant messaging platforms [IMPs]) in the development of intercultural friendships in the real world.Design/methodology/approachTo explore how OSNs facilitate (or inhibit) intercultural interactions, 198 students completed a questionnaire and 24 students participated in follow-up semi-structured interviews examining the role of OSNs in intercultural friendship development.FindingsResults revealed that demographic and motivational preferences for using outgroup-OSNs differed among students. Both IMPs and SNSs helped students maintain friendships using little effort, whereas it tended to strengthen their existing social networks, rather than helping to start new friendships. IMPs helped develop a sense of “presence awareness”, strengthening pre-existing friendships and solidifying offline connections. SNSs also assisted students in exploring their shared interests while revealing their values and cultural differences.Research limitations/implicationsThe authors’ findings offered empirical evidence on social exchange theory and anxiety-uncertainty management theory regarding the perceived benefit of OSNs on students' friendship development.Practical implicationsThe study sheds light on the differences between Mainland Chinese and HK students, including participants' perceptions of different friendship stages.Originality/valueThis study is interested in the roles of different SNSs and IMPs in intercultural friendship development, especially their strengths and weaknesses as perceived by students. Also, the authors are curious about how students select and use IMPs and SNSs differently according to their individual preferences and needs. To the authors’ knowledge, the dynamic link between online communication and intercultural friendship development has not been thoroughly examined in the field of intercultural communication.

CHARACTERİSTİC FEATURES OF İNTERCULTURAL COMMUNİCATİON

Intercultural communication is the interaction of carriers of different cultures. Man is not the only bearer of culture, biologists and psychologists argue that some animals (in particular, great apes) are able to develop and transmit culture. Intercultural communication (ICC) is a special section of the general theory of communication, which studies – in theoretical and practical terms – the communicative interaction of representatives of different cultures. This teaching aid is intended to acquaint students with the basics of the theory of intercultural communication as a special field of scientific knowledge, as well as with the possibilities of applying this theory in real communication practice. Thus, different animal populations are carriers of different cultures, and the interaction of these groups can also be called intercultural communication. The theory of intercultural communication (ICC), of course, is not concerned with the study of the analysis of animal communication. It is important however, to understand that the ICC is a very ancient phenomenon it appeared simultaneously with the formation of what we call different cultures. The theory of intercultural communication is a discipline that describes the process of intercultural communication, the conditions for its implementation, possible difficulties and causes of communication failures. This article will consider the concept of intercultural communication, key features of the theory of intercultural communication, interdisciplinary connections, the history of this discipline, the scope of knowledge from the field of intercultural communication. However, the theory of ICC as an independent scientific discipline arose quite recently, in the middle of the 20th century. Interest in studying the processes of intercultural communication, in their theoretical understanding arose primarily under the influence of globalization. Transnational corporations are being created, the tourism industry is developing, migration processes are intensifying, more and more people are entering into interethnic marriages, and the adoption of children from other countries is becoming more and more popular.

Towards intercultural communication effectiveness (congruence) in Sino-African interactions

Within the field of intercultural communication, the position of theorist is adopted, to re-thinkand reframe existing insights by creatively combining them in a more useful and holistic way,towards intercultural communication effectiveness (congruence). More specifically, this paper ispremised on the view that intercultural communication awareness resulting from an understandingof communication cultures of those in interaction can enable development of appropriatestrategies for enhancing intercultural communication effectiveness (ICE). Thus, with referenceto the Sino-African cultural context, a synthesis of literature on culture and communication inWestern, African, and Chinese cultures on the basis of a conceptual framework for interculturalcommunication effectiveness is conducted. The result is a framework reflecting potential synergiesand differences in communication culture and patterns, while also suggesting low culture distancebetween African and Chinese culture. A higher culture distance is reported when African andChinese cultures are compared to Western cultures. Patterns of similarity and difference in Africanand Chinese communication culture are also presented. This paper contributes to the limitedknowledge of intercultural communication in Sino-African interactions by providing insights intoAfrican communication culture and comparing three cultures (Chinese, African, and Western).

Building Intercultural Awareness with FORCE-IT62

Flexibility, Openness, Respect, Cultural Empaty, Emotional Stability, Initative, Trust. Seven scales on which the FORCE-IT62 scan scores, generating a personal bar graph about intercultural competence. Supported by lectures in the field of Intercultural Communication, students learn about and reflect on their knowledge, attitude and skills when communicating in a cultural diverse environment.

Overcoming Essentialism? Students’ Reflections on Learning Intercultural Communication Online

The fields of intercultural communication (IC) and intercultural education are in flux and the paradigmatic shift is away from essentialist approaches on culture and interculturality towards seeing IC and interculturality as flexible, fluid, contradictory, political, and ideological constructs. This study presents a virtual exchange project, a joint introductory course on IC between a Finnish university and a French university. One of the objectives of the course was to provide students with a more critical, non-essentialist perspective on interculturality. This study presents an analysis of 32 students’ texts (learning logs) that are processed qualitatively using content analysis to find answers to questions of (1) how students make sense of their experience of learning IC through multilingual online interactions, and (2) how different approaches on culture and interculturality are reflected in students’ leaning logs. The learning logs are written by participants during their six-week learning experience. The findings indicate that students gained confidence in interacting with people from diverse backgrounds and using multiple languages. How students reacted to and reflected on the more critical perspective on interculturality varied greatly, with many learning logs seeming to juggle between different approaches. The online environment was considered a major source of concern prior and at the beginning of the course, but as the course progressed it did not represent a barrier within the documented experiences. Our analysis aims to help teachers of IC to better address the needs of different learners. We also discuss the challenges and possibilities of a multilingual intercultural virtual exchange with a view to creating safe and motivating spaces for teaching and learning about interculturality.

Professionally-Oriented Foreign Language Teaching of Master’s Degree Students

The issue of professionally-oriented foreign language teaching is relevant for foreign language teachers and for future professionals whose work lies in the field of intercultural communication. Foreign language skills become one of the essential requirements for technical professionals. One can determine the efficiency of the educational process by the educational tools and materials. An urgent task is to develop the standards for foreign language teaching of master’s degree students of engineering specialties. There are typical situations that arise in professional communication in the process of creating a teaching program. Professionals’ requirements regarding speech are taken into account. The method of projects in teaching allows master’s degree students to show independence in planning, organizing, controlling their activities, studying practical problems of modern age by means of a foreign language in the real information space. Designing the teaching program based on new educational standards imposes new requirements on assessing relevant competencies in master’s degree students. Individual work as an integral element of the educational process contributes to the improvement of professional qualifications.

Cross-cultural communication as one of the key aspects of successful business relationships of young professionals

The modern world offers new challenges for the world economic relations. Nowadays culture is one of the most important aspects in understanding different economic and business environments because it reflects various historical and traditional peculiarities of this or that society. The country development can be influenced by its own culture and, therefore, correct understanding the nature of culture and its characteristics is substantial to international business relations. The relevance of the study of intercultural communication issues and, mainly, the acquaintance of students-future economists with them responds to modern globalization, which does not stay on the sidelines from business. Knowledge and awareness of young professionals in the field of intercultural communication is one of the most important soft skills and determines their successful career development and achievement of high goals at work. Consequently, the necessity to bring in basic and practical scholastic attainments of the above-mentioned science in the sphere of education becomes more comprehensive and crucial. The method of involving students at Financial University in the generic question of intercultural communication is an online course prepared by teachers of the department of foreign languages and cross-cultural communication. This educational tool illustrated students’ interest in studying this academic discipline, their desire to develop new skills and deepen existing knowledge. The results of the online course displayed a high percentage of digestibility of the material by students and increasing motivation to study this area of knowledge on their own.

Geert Hofstede’s Cultural Dimensions Theory and Its Implications in SLA

Geert Hofstede’s cultural dimension theory is among the most influential theories in the field of intercultural communication. It has played a pivotal role in the study of intercultural management, marketing, human resources, and intercultural teaching and learning. This study briefly introduces Hofstede's cultural dimension theory, explores the application of the theory in the field of Second Language Acquisition, and offers suggestions for strengthening the intercultural communication competence and performance of second language learners.

Practical applications of naturalistic inquiry in intercultural education

In recent years, the field of intercultural communication has seen a remarkable shift characterized by a growth in publications that distance themselves from the traditional, essentialist understanding of culture. In research, this shift is reflected in approaches that appreciate culture-in-action instead of taking culture for granted as a stable entity that pre-exists social interaction and predicts as well as explains human behavior. However, despite attempts to introduce differentiated views on culture and interculturality in education, concrete options for critical intercultural training are scarce and often remain abstract, which makes their application challenging. This article argues for the use of naturalistic inquiry in intercultural education. This pedagogical choice may provide students with access to authentic data and allow them to observe and analyze facets of interculturality by themselves while working out practical solutions collaboratively. Advantages of naturalistic inquiry include independence from theoretical presuppositions, approachability for facilitators and students alike, and applicability to a wide variety of naturally occurring social interactions. The article proposes that naturalistic inquiry enables students to identify and analyze practices that may be problematic with respect to cultural attributions or categorizations and encourages them to notice and discuss the meaning of culture as it dynamically surfaces in interaction.

From ‘intercultural-washing’ to meaningful intercultural education: Revisiting higher education practice

This is the first special issue that JPHE hosts—and could there be a more suitable forum for an issue dedicated to exploring and encouraging a critical dialogue around transformative intercultural communication teaching practices in higher education (HE)? What has led us to engage with the theme of making intercultural education meaningful is a shared observation that there seems to be an increasing disconnect between recent developments in intercultural communication theory and practice. With so much critique published over the years, we are perplexed as to why traditional notions of culture still prevail not only in mainstream intercultural communication research but also in institutional discourses in HE and in popular discourses as articulated by the people who sit—or have once sat—in our classrooms. In this editorial and Special Issue, we approach intercultural communication from a critical angle, akin to the theorization of interculturality as a discursive and contingent, unstable and contradictory, political and ideological construct. We are thrilled to see this approach gain ground in the field of intercultural communication. However, at the same time, we are worried that the terrain of intercultural communication teaching across HE settings has become quite unruly and is characterized by pedagogical solutions that do not have a stable connection to state-of-the-art theory, and that might lead to naive, simplistic, and essentialist understandings of ‘culture’ and ‘the other’.......

Level-oriented modular training within teaching monologic speech to junior students

The expansion of the spheres of political, trade, economic and cultural cooperation between Russia and other countries creates real preconditions for intercultural professional communication in all areas of language experts’ activity: teaching, researching, translating, interpreting and speaking for the peers. In these conditions, learning to provide a monologue in different world languages is becoming increasingly important to future linguists. According to the requirements of the new Federal Standard for Higher Professional Education, a linguist must be able to perform intercultural communication in various professional fields, conduct business negotiations, be an active participant in conferences, workshops and roundtable discussions using several working languages and search for topical information to improve his/her professional skills in the field of intercultural communication. Thus, the standard reflects the strategy of modern foreign-language education aimed to form the cultural and linguistic personality of the language expert who has reached a high level of the foreign-language professional communicative competence, which manifests itself in speech culture, an open-minded attitude to unfamiliar traditions and ways of life, along with the abilities for monologue and international professional communication. High-quality monologic speech is a personally and professionally significant skill, due to which specialists do not have difficulties with business conversations, reports, public messages and presentations in Microsoft PowerPoint and freely participate in discussing the course and prospects of joint activities. Mastering such skills begins at the very beginning of learning a foreign language in a higher educational institution to be able to work with complicated scientific texts and prepare creative monologues as a postgraduate student.