ccc exam 2
Next select one and provide a Biblical example. What can we learn about nonverbal communication from the example?
**Biblical Example: The Parable of the Prodigal Son (Luke 15:11-32):** -we can learn about nonverbal communication from the facial expressions of the characters involved: 1. **Father's Joyful Expression: 2. **Prodigal Son's Contrition: 3. **Elder Son's Disapproval: learn: 1. **Facial Expressions Are Universally Recognized:** Facial expressions are a universal language of emotion. Regardless of cultural or linguistic differences, joy, sadness, and other emotions can be conveyed and understood through facial cues. 2. **Facial Expressions Enhance Storytelling:** In the parable, Jesus uses the characters' facial expressions to convey the depth of their emotions and motivations. These nonverbal cues make the story more vivid and relatable to the audience. 3. **Nonverbal Communication Reflects Inner States:** -highlights how facial expressions reflect the inner emotional states of the characters.
Hofstede
**Hofstede's Cultural Dimensions:** - developed framework for understanding cultural differences. He identified six cultural dimensions that help explain how societies differ in their values and behavior: - Power Distance: This dimension measures how a culture deals with hierarchical power structures. - Individualism vs. Collectivism: It assesses the degree to which a culture emphasizes individual autonomy or group harmony. - Masculinity vs. Femininity: This dimension explores the extent to which a culture values traditionally masculine or feminine traits. - Uncertainty Avoidance: It examines a culture's tolerance for ambiguity and risk. - Long-Term Orientation vs. Short-Term Orientation: This dimension gauges a society's orientation toward the past, present, or future. - Indulgence vs. Restraint: measures a culture's approach to gratifying desires and impulses.
****According to Samovar's text, define language and explain three key functions of language.
- Language may be thought of as an organized system of symbols, both verbal and nonverbal, used in a common and uniform way by persons who are able to manipulate these symbols to express their thoughts and feelings 1. Words Evoke Denotative or Connotative Meanings 2. Words Are Arbitrary 3. Words Are Only Symbols
What are potential problems that accents, and other language variants can create, according to Samovar's text?
-If the speaker's accent is prominent, comprehension might be impeded -Speakers may be negatively stereotyped by their accent· Negative impressions on the listener
Moreau and colleagues provide Biblical examples to illustrate different values. Select two values and provide a Biblical example (e.g., individualism, collectivism, high power, low power, high distance, low distance, masculinity, femininity).
1. **Collectivism:** -cultural value that emphasizes the importance of group harmony, interdependence, and the well-being of the community over individual interests; -The Early Christian Community (Acts 2:44-45):** "All the believers were together and had everything in common. They sold property and possessions to give to anyone who had need." -highlights the strong sense of collectivism among the early Christian, prioritizing the well-being of the community over individual wealth or possessions. 2. **High Power:** - characterized by a significant power distance between individuals; hierarchy is deeply ingrained in societal norms. - The Centurion's Faith (Matthew 8:5-13):** In the New Testament, there is a story of a Roman centurion who sought help from Jesus to heal his servant. The centurion recognized Jesus' authority and power, saying, "Lord, I am not worthy to have you come under my roof; but only speak the word, and my servant will be healed."
According to Moreau chapter 6, there are seven types of nonverbal communication. Identify and define each.
1. Paraverbal- Audible sounds that accompany oral language to augment its meaning 2. Silence and stillness-Can be a communication in itself. 3. Physical characteristics-Physique, body shape, body and breath odors, height, weight, and skin color or tone. 4. Proxemics- The use of space. Seating arrangements, spatial arrangements related to leadership, cowding, size and layout, conversational distance 5. Chronemics- Punctuality, duration of meetings, length of conversations, the part of the day or night, and special times and seasons. 6. Kinesics- Things such as gestures, movements of the body, movements of the hands, feet, facial expressions, eye behavior and posture. 7. Artifacts and environmental factors-Massive buildings, closed offices, offices with windoes, corner offices, and cubicals communicate levels of hierarchy. Decorations, colors, clothes, cosmetics, adornments, ect. Also play a role.
There are two types of honor: define each.
2 types of honor: Ascribed Honor: This type of honor is based on an individual's social or family background and is assigned to them at birth. It is often linked to factors like family reputation, social class, or inherited societal status. An individual's honor ascribed at birth is not within their control but is determined by factors beyond their choice. Achieved Honor: This form of honor is earned and developed over a person's lifetime through their actions, behaviors, and accomplishments. It is based on an individual's personal achievements, character, and conduct. People can actively shape their honor achieved during life through their decisions and actions, reflecting their values and principles.
Select one of the following: individualism-collectivism (chapter 11), power distance (chapter 12), gender roles (chapter 13). Provide two biblical examples and discuss what we can we learn about this value orientation by exploring these examples.
Exodus From the example of Moses and the Israelites, we can learn that power distance was prevalent in the cultural context of the biblical narrative. The people accepted and respected the authority of their leaders, like Moses, as they believed that their connection with God justified their leadership roles. This example highlights the cultural value of deference to authority figures and a willingness to follow their guidance. Matt 25:14-30 The Parable of the Talents reflects a power dynamic where the master holds authority and the servants are expected to be accountable to him. The parable conveys the expectation of stewardship and responsibility in a hierarchical relationship, reinforcing the cultural value of accepting and respecting authority and the consequences of power and responsibility.
You read a letter from Chief Sealth to the President of the United States, written in the mid 1800's. According to this letter, what are two values reflected in Chief Sealth's letter. Define each value and illustrate with examples from the letter
Feminine culture: intuitive, harmonious, quality of life · Rivers are our brothers · man belongs to the earth · the end of living is the beginning of survival Collectivist orientation · Every part of this earth is sacred to my people · You must give to the rivers the kindness you would give any brother Past orientation- Value tradition and history -"But the blood of our ancestors" Harmony- Be a part of nature- "We love this earth as a newborn loves its mother's heartbeat."
****Describe Ting-Toomey work, be sure to define face, face-giving, face-saving, facework, and self-construal.
Her research has contributed significantly to understanding how face plays a pivotal role in shaping interactions and relationships between individuals from different cultural backgrounds. 1. **Face:** In the context of intercultural communication, "face" refers to one's self-esteem, self-worth, and identity. It is the social value and reputation that individuals maintain in their interactions with others. 2. **Face-Giving:** Face-giving refers to actions and behaviors that enhance or support someone's face. 3. **Face-Saving:** Face-saving, on the other hand, involves behaviors and strategies aimed at preserving one's own or another person's face. 4. **Facework:** Facework encompasses all the communicative strategies and behaviors that individuals employ to manage and negotiate face in social interactions. 5. **Self-Construal:** Self-construal relates to how individuals perceive themselves in relation to others and the cultural context.
Minkov
Minkov's World Values Survey:** - Michael Minkov extended Geert Hofstede's work and conducted the World Values Survey to assess cultural values. He proposed a set of cultural dimensions, including Individualism-Collectivism, Power Distance, Masculinity-Femininity, Uncertainty Avoidance, and Long-Term Orientation, which are similar to Hofstede's dimensions.
******Hall proposed that cultures organize time in terms of monochronic (M-time) or polychronic (P-time). Define each, comparing monochronic and polychronic cultures in terms of at least five points (hint: see table Samovar, p. 332, and Moreau chapter 10).
Monochronic - · do one thing at a time· Concentrate on the job/task · Take time commitments seriously · Are low context and need information · Adhere to plans · Rules of privacy / not disturbing others · Accustomed to short-term relationships Polychronic - · Do many things at one · Easily distracted and subject to interruption · Consider time commitments as an objective (try to achieve if possible) · Are high context and already have information · Change plans often and easily · Concerned with people close to them rather than privacy · Often build lifetime relationships
Schwartz
Schwartz's Theory of Basic Human Values:** - theory of basic human values. He identified ten universal values grouped into four higher-order categories: - Self-Transcendence: Values related to the welfare and interests of others, including universalism and benevolence. - Conservation: Values related to maintaining and preserving the status quo, such as conformity and security. - Self-Enhancement: Values related to personal success and achievements, including power and achievement. - Openness to Change: Values associated with a desire for novelty, variety, and change, such as self-direction and stimulation.
What's the difference between tight and loose cultures?
Tight: strict rules of regulation, exhibit strong established societal norms, low level of tolerance for deviations from accepted behaviors Loose: less strict rules, weak societal norms, considerable tolerance for deviance from those expectations
According to Ting-Toomey (see class handout), how is face-negotiation applied in business communication (Ting-Toomey lists six applications—describe three).
Ting-Toomey's framework of face-negotiation can be a valuable tool for business communication, as it helps professionals navigate various challenges and nuances related to face, respect, and maintaining harmonious relationships in the context of business interactions. It emphasizes the importance of being culturally aware and adaptable to effectively engage in cross-cultural business communication.
Explain what Triandis, as stated in Moreau chapter 11, means when he says that "all people manifest elements of both individualism and collectivism."
Triandis' statement underscores the notion that cultural orientations exist on a spectrum, and individuals may draw from both individualistic and collectivistic values depending on their personal circumstances, life stages, and the cultural context in which they are operating. This concept acknowledges the complexity of human behavior and highlights the need to avoid overgeneralizing cultural traits or making assumptions about individuals solely based on their cultural backgrounds.
Kluckhohn and Strodtbeck
Value Orientation Framework:** - developed a value orientation framework that identifies five critically cultural value dimensions: - Human-Nature Orientation: The perception of the relationship between humans and nature. - Time Orientation: How cultures view time, whether past, present, or future-oriented. - Activity Orientation: The approach to human actions and goals. - Relational Orientation: The cultural perspective on relationships between individuals. - Being-Doing Orientation: Whether cultures prioritize "being" or "doing" in their way of life.
******According to our Samovar text, what are the four functions of nonverbal communication —describe each? Compare this list to the functions of nonverbal communication articulated by Moreau (pp. 126-127).
a. conveying internal states - reflects how one feels to others (body language and facial expressions show happiness, sadness, anger b. creating identity - judgements on how you dress, skin color, makeup, accent, greeting tells others about you c. regulating interaction - shows people how you navigate specific situations (i.e. classroom versus with friends - would interact differently) d. Substituting for words - actions can substitute words (i.e. waving hi instead of saying anything)
Identify and define the two different typologies, offering at least three points of comparison
hofstede v schwartz differ in their scope, focus, and methodology. Hofstede's model primarily assesses and compares societal and organizational values across cultures, using dimensions like Power Distance, Individualism vs. Collectivism, and Masculinity vs. Femininity, offering a macro-level analysis of cultural norms. In contrast, Schwartz's theory investigates fundamental human values that guide individual and collective behavior, emphasizing universal values like universalism, benevolence, and power. Schwartz's approach provides a micro-level analysis, examining the psychological foundations of values. Additionally, while Hofstede relies on quantitative cross-cultural surveys and statistical analysis, Schwartz's typology combines qualitative and quantitative research methods, employing in-depth research and psychological assessments to explore the core human values and their impact on individual choices and behavior.
According to Moreau, why is understanding the notion of time important in intercultural communication?
it influences how people perceive and manage time, communicate, and build relationships. Recognizing and respecting these cultural differences in time orientation can lead to more effective, respectful, and successful cross-cultural interactions.
Why is self-construal a better predictor of conflict resolution than is culture? (see video shown in class).
offers a more individualized and dynamic perspective on how people approach conflict resolution. It acknowledges the complex interplay between culture and an individual's self-identity, allowing for a more accurate prediction of conflict resolution strategies in diverse and evolving contexts. By considering self-construal, researchers and practitioners can better understand and address the intricacies of conflict resolution within and across cultures.
What is contexting (Moreau, p. 129)?
refers to a strategy of choosing the appropriate mix of verbal and extraverbal communication to get a message across
Moreau and colleagues state that "contexting is not limited to verbal communication (p. 131). What do they mean by this?
they are emphasizing that the concept of contexting extends beyond just spoken or written language. In intercultural communication and the study of culture, communication is not solely reliant on words and language but encompasses a broader spectrum of nonverbal cues and elements that contribute to understanding and interpretation. -the statement emphasizes that effective intercultural communication requires a holistic understanding of the context, which encompasses both verbal and nonverbal elements, as well as the cultural environment in which communication takes place. By acknowledging the significance of nonverbal communication and cultural context, individuals can better navigate and adapt to intercultural interactions and avoid misunderstandings.
What are the key differences between a high and low context culture?
· High context: centers on group orientations and stresses nonverbal communication; need a lot of context to interpret meaning, long time to learn, level of voice · Low context: centers on individualistic values, stresses verbal communication; more direct, relies on straightforwardness, knowledge and logic
Reviewing Moreau chapter 14, distinguish between honor and justice orientations.
· Justice Orientations: the individual is the center of focus, guilt controls behavior, conformity to rules that apply to everyone, restoration of guilt comes about through forgiveness/punishment; what has the person done rather than what is thought of him · Honor Orientations: Being in a group is a primary focus, Shame controls behavior, conformity based on relationships/behaving in ways acceptable to the in-group, Restoration; what family you were born into; similar to the traditional Indian cast system
