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Qian, Jingjing. "More Than an Ornament: Intercultural Communication Value of Metaphors from Chinese and English Literature." Scholarly Repository, 2010. http://scholarlyrepository.miami.edu/oa_theses/37.
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Due to China's important status on the global stage, its language and culture have drawn a great deal of attention in academia. Meanwhile, the United States remains a major power, and English continues to be the most widely spoken language in today's world. Exploring intercultural communication among people who speak Chinese and English continues to be an important research area. This study, with its primarily linguistic concern, was designed to focus on a frequently employed figure of speech, metaphor. Based on a comprehensive review of literature on intercultural communication and cognitive linguistics, this research focused on metaphor's cognitive value in order to explore its universal validity. A sample database was generated utilizing metaphorical expressions in classical poetry from Chinese, British, and American literature. An in-depth content analysis was conducted using grounded theory methodology to investigate the common place understanding between Chinese and English cultures. Similarities were achieved among existing patterns of metaphorical expressions from relevant poems. Three primary types of metaphors were found. The first metaphor included abstract concepts projected to concrete concepts. The second metaphor was objects projected to human beings. The third metaphor was objects projected to objects. Two main implications were found based on this research. The primary implication for intercultural communication was related to common ground understanding, adaptation of Chinese immigrants in the United States, and improved international relations. Metaphor's universally cognitive validity constitutes the secondary implication of this study, which contributes to the development of cognitive linguistic theory.
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Lee, So-Hee. "Forging intercultural communication : Korean readers' collective responses to English feminist texts - focussing on cross-cultural gender differences." Thesis, University of Hull, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389287.
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Lazar, Oliver Günter. "Sino-German communication interferences in intercultural teamwork : a postmodern approach." Thesis, University of Gloucestershire, 2013. http://eprints.glos.ac.uk/1181/.
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Previously, research on multinational teamwork with various nationalities and cultures involved, which looked at the aspect of communication, was largely based on the examination of specific facilitators and barriers to its communication (i.e. Watson, et al., 1993; Hofner Saphiere, 1996). There it was found that multinational teams might have specific communication facilitators dependent upon the cultures involved. This is reflected in the theoretical development in the field of intercultural management, which gives guidance for culturally complex team settings (i.e. Trompenaars, 1993). The complexity managers’ face is increasing further through China’s involvement in the implementation of globalization strategies (Podsiadlowski, 2002). Recently, the relevance of China’s involvement has been increasing for Germany, in particular given Chinese companies’ investments in Germany. Therefore, the study of various nationalities in one research project has been reconsidered and currently there is new demand for studies, which seek to understand the complexity of Sino-German teamwork (Podsiadlowski, 2002). However, besides non-research based literature, research focusing solely on Sino-German teamwork occupies a marginal place (i.e. Podsiadlowski, 2002). Additionally, much of the multinational team research (for example, Watson, et al., 1993) looked at outcomes and disregarded the team members’ experience itself by using quantitative methods. It provided an understanding influenced by positivistic perspectives, saying that certain factors are pre-conditions for successful team communication. This study recognized these positions, but questioned the positivist bias demonstrated there. Throughout this research, associated factors were understood as being non-linear and interrelated, representing the complexity managers are experiencing. As a result this study argued that Chinese and Germans working in teams were marginalised in the intercultural management research field until today and their needs were not addressed by much of the existing research. These led to my conclusion that there is a need to conduct research that for the first time is informed by a postmodern theoretical framework that seeks to privilege multiplicity and diversity and that also attends to the silences surrounding this group. Therefore, a postmodern framework provided the theoretical lens through which this research, and its authorial, methodological, and interpretive characteristics were construed and represented. This perspective emphasised local stories about experiences, attended to ‘difference’, was concerned with the multiple nature of ‘reality’, and recognised the importance of language as a medium for the social construction of what may be considered ‘truth’ (Cheek, 2000). Narrative inquiry represented in this thesis the postmodern epistemological framework to understand subjective experiences by exploring the stories of twelve Chinese and German participants and the meanings derived from these. These stories were themselves experiences structured and recalled inside wider cultural and social contexts (Kirkman, 2002; Webster & Mertova, 2007). The socio-cultural contexts were woven into the language used by the participants to explain their experiences and signified the meanings of these experiences. However, Chinese and Germans not only differed with regards to language and language variety, but also with respect to their patterns of usage and how meaning was generated in interactive situations on the basis of socio-cultural knowledge. Therefore, my narrative inquiry took into account both linguistic and sociocultural aspects and addressed the relations between interactive communication strategies and larger social and cultural phenomena. Within the context presented above, the focus and contribution of this study were the descriptions of the intercultural communication experiences of members of Sino- German teams and the analysis of factors relating to interferences in communication to provide a thicker explanation of communication interferences in intercultural communication, where theoretical attempts so far remained rather fragmented, and to contribute findings from different perspectives on what has traditionally been viewed from a positivistic standpoint. Through sharing the participants’ lived experiences of working and communicating with Chinese and Germans and vice versa, a number of linguistic and socio-cultural factors influencing communication behaviour and causing interferences were uncovered. The factors identified from the study resonate with a number of factors previously established in existing multinational teamwork research and whilst others contributed new information that adds to the understandings of the meanings that may be made from such experience of communication interferences. Comparing the experiences related by Chinese participants with those related by German participants showed a substantial consensus with regards to the communication interferences experienced in Sino-German teams and the factors relating to these interferences, as well as observable differences in communication behaviours. The lack of foreign language proficiency on the side of both Chinese and German individuals was stated as being a major factor for communication interferences that was further enhanced through the strong linguistic barrier between these two languages. Good language proficiency minimises the occurrence of misunderstandings and miscommunications. It allows better personal contact between the team members since it better enables people to establish personal contacts and relationships, as well as to use an interlinked communication structure that allows informal communication and therefore compliance with the Chinese cultural ‘rules of the game’. However, foreign language proficiency alone is not a guarantee for successful intercultural communication in Sino-German teams. This study also analysed, in addition to the practical and theoretical significance of language and language skills, the cultural influences on the communication between Chinese and German team members. Many participants were either unaware (especially on the German side) or only partially aware of the fact that differences in communication behaviour are based on different culture-specific communication conventions and strategies. It was found that intercultural awareness on the part of individuals in a team, meaning the knowledge and awareness of culture-specific conventions and norms, had a positive influence on communication within the team. Knowledge of the meaning of the two key terms mianzi and guanxi plays an important role in Sino-German teams. On the other hand, an ethnocentric perspective on either one or both sides inevitably results in mutual negative attributions. This findings added to the understanding how this communication could be improved and, most importantly, as a prerequisite for actions of any kind to achieve improvements, to draw the attention of German team members to the relevance of communication when working with their Chinese colleagues and vice versa. Furthermore, the study functioned as an act of empowerment, a way to give voice to managers and team members who were methodologically not heard.
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Gemein, Mascha Nicola. "Multispecies Thinking from Alexander von Humboldt to Leslie Marmon Silko: Intercultural Communication Toward Cosmopolitics." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/293607.
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The concept of cosmopolitics identifies a multispecies political practice within the framework of multinaturalism. The dissertation, "Multispecies Thinking from Alexander von Humboldt to Leslie Marmon Silko: Intercultural Communication Toward Cosmopolitics," is concerned with understandings of multispecies relationships, with the human intercultural communication that could prepare for a cosmopolitical practice, and with the ways Native American fiction supports this endeavor. This research draws from Native American literary studies and ecocritical scholarship to illustrate the potential of transdisciplinary thinking about multispecies ethnography, cosmopolitics, and Indigenous paradigms as providing a promising communication zone against the grain of scientific imperialism. It thus traces the development of pluralist and multispecies-oriented thought and its points of connection to Indigenous paradigms from Alexander von Humboldt's Cosmos Studies of the early 19th century to 21st century Indigenous cosmopolitics. First, this study discusses the insights and obstructions to Western pluralist and multispecies thinking in relation to Native American paradigms from Humboldt via 19th century nature writers-Henry David Thoreau, Margaret Fuller, and John Muir-to contemporary interdisciplinary research. Opening to wide potential with Humboldt's holistic Cosmos Studies, intercultural communication was tempered by the colonial enterprise in the 19th century United States, including a nature-culture dualism and the notion of degenerated, vanishing Indigenous peoples. The resulting conceptual understandings, terms, and attitudes have been influential until today and are what contemporary Native American authors and activists are confronted with when engaged in their work. Detailed textual analysis of exemplary Native American literature outlines how contemporary authors criticize, counter-narrate, and/or integrate Western intellectual traditions. Furthermore, this study outlines 20th and 21st century scientific concepts that refine much earlier ideas, provide helpful terminology regarding Western approaches to Indigenous ontologies and multispecies thinking, and facilitate a new, insightful reading of contemporary Native American fiction as cosmopolitical texts. The analyses of works by Louise Erdrich, Linda Hogan, Louis Owens, and Leslie Marmon Silko demonstrate the value of these works to enhance multispecies thinking and respective political practices. Therefore, Native American literature plays a major role worldwide as an educational and critical tool for an intercultural communication toward cosmopolitics.
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Cooper, Sara-Louise. "Movements between languages and histories in the autobiographies of Vladimir Nabokov, Georges Perec and Patrick Chamoiseau." Thesis, University of Oxford, 2014. https://ora.ox.ac.uk/objects/uuid:7f7a428e-3938-4aa7-83e0-dd1d243c2aae.
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What does it mean to link one's own history to that of another person or group of people? In what sense can a given history be 'one's own' or 'another's'? This thesis investigates movements between histories in three autobiographical texts which confront intergenerational shifts in language, triggered by the legacies of violent histories. Nabokov charts his movement from the Russian to the English language against the backdrop of the October Revolution, the Second World War and the Cold War. Perec's text confronts the silences in his family history produced by the death of his father in the Second World War and his mother's deportation to Auschwitz. His autobiography engages with a family history of displacement and movement between religious affiliations, countries, alphabets and languages, triggered by multiple waves of anti-Semitism, culminating with his mother's death in the Holocaust. Chamoiseau explores the ambivalent cultural and linguistic affiliations produced by a post- or neo-colonial childhood in Martinique. The thesis argues that in such contexts the links between the author's life and the lives of previous generations take on a central importance. Further, it demonstrates that each author goes beyond his own collective history to forge links between his life and those of other people who have lived through or are still suffering the legacies of different histories of violence and oppression. Though these movements have sometimes been noted, the original contribution of this thesis is that it argues such movements are central to the autobiographical texts under discussion. It looks at why and how inter-generational shifts in language inflect these authors' approach to the connections between their own histories and those of other people, and tests what is to be gained when the critic takes up the comparative interpretive framework these texts establish. By opening up a dialogue between these texts and a range of current theories of traumatic memory, inter-generational transmission of memory and 'multidirectional' memory, it finds that a comparative approach has the potential to enrich and nuance current debates in these areas.
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Van, Staden Drieka. "Intercultural issues in the translation of parody; or, getting Alice to speak French and Afrikaans in Wonderland." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6590.
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Thesis (MPhil (General Linguistics))--University of Stellenbosch, 2011.Bibliography
ENGLISH ABSTRACT: The classic Victorian tale by Lewis Carroll, Alice’s Adventures in Wonderland (1865), has been enjoyed by adults and children alike in many countries and in many languages. In this book, Carroll parodies the accepted style of children’s books of the Victorian Age by mocking the moralistic and realistic expectations. All the poems in the book are parodies of once familiar nursery rhymes, which often conveyed a moral lesson. Translating Alice’s Adventures in Wonderland is a challenging task, as it poses culturespecific, text-specific and language-specific problems. Although the book has been translated into more than 70 languages, it seems to be more popular in some cultures than in others. At the same time, some cultures seem to be content with “older” translations, while others need “updated” versions. Cultural differences seem to play a role in these preferences. The aim of this study is to examine the French and Afrikaans translations of a parodied poem (as found in chapter 2 of Alice’s Adventures in Wonderland) from an intercultural perspective. In both cases, the translators seem to have found equivalents in their respective cultures that would be acceptable to their target readers.
AFRIKAANSE OPSOMMING: Die klassieke Victoriaanse verhaal deur Lewis Carroll, Alice se Avonture in Wonderland (1865), het plesier verskaf aan volwassenes en kinders in baie lande en in baie tale. In hierdie boek parodieer Carroll die aanvaarbare styl van kinderboeke van die Victoriaanse tydperk deur die spot te dryf met die moralistiese en realistiese verwagtinge. Al die gedigte in die boek is parodieë van eens bekende rympies, wat dikwels ‘n morele les bevat het. Die vertaling van Alice se Avonture in Wonderland is ‘n uitdagende taak, aangesien dit bepaalde kultuur-, teks- en taalverwante probleme inhou. Hoewel die boek in meer as 70 tale vertaal is, blyk dit meer gewild te wees in sekere kulture as in ander. Terselfdertyd is sommige kulture skynbaar tevrede met “ouer” vertalings, terwyl ander meer “hersiene” weergawes verkies. Kultuurverskille speel oënskynlik ‘n rol in hierdie voorkeure. Die doel van hierdie studie is om die Franse en Afrikaanse vertalings van ‘n geparodieerde gedig (soos dit voorkom in hoofstuk 2 van Alice se Avonture in Wonderland) te ondersoek vanuit ‘n interkulturele perspektief. Klaarblyklik het die vertalers in beide gevalle ekwivalente in hulle onderskeie kulture gevind wat aanvaarbaar sou wees vir hulle teikenlesers.
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Tuomaala, Seidi. "Behaviorism versus Intercultural Education in the Novel Purple Hibiscus : A Literature Study of Education in Purple Hibiscus from a Swedish EFL Perspective." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-19099.
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The aim of this essay is to analyze two different educational paradigms, which I refer to broadly as the behavioristic way of learning through imitation versus intercultural education, as these are depicted in the novel Purple Hibiscus by the Nigerian writer Chimamanda Ngozi Adichie. The analysis focuses on how the narrator Kambili´s learning, identity and personal development are differently affected by these two contrastive approaches to education. After the analysis, examples of how the novel can be taught in intercultural, communicative EFL classrooms will be given. In the analysis theories of mimicry and imitation, and identity will be used as well as understandings of the terms intercultural education and behaviorism. The analysis shows that Kambili´s father Eugene represents behaviorism in the novel, whereas Kambili´s aunt Ifeoma symbolizes intercultural education. At home, Kambili learns to imitate her father´s behavior and values. In Ifeoma´s house on the other hand she encounters a kind of intercultural education, where critical thinking and questioning are encouraged. The thematization of contrastive educational and developmental paradigms in the novel is relevant to the comprehensive goals of Swedish upper secondary schools, which promote intercultural learning, as well as critical thinking and reflection on learning processes. Reading literature in the EFL classroom at this level may promote these broad educational objectives as well as the achievement of more specific, language- and culture-based learning outcomes. For many Swedish EFL students, Purple Hibiscus may represent difference, and therefore it is a suitable novel to include in intercultural education, as the students are encouraged tounderstand and reflect on different perspectives. By discussing the novel in groups, the education becomes intercultural because everyone becomes active participants and everyone´s voices are heard.
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Shareefi, Adnan Osama. "The Role of American Islamic Organizations in Intercultural Discourse and Their Use of Social Media." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1499273914498808.
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Garr, Madeline. "The Interlanguage of Advanced Speakers: Implications & Suggestions." TopSCHOLAR®, 1991. https://digitalcommons.wku.edu/theses/2392.
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This thesis details a study of the interlanguage of advanced speakers of English as a Second Language. The purpose of the study was to see what errors these students made when speaking the language in a communicative environment. In approaching the issue of interlanguage, the writer surveys the research in language acquisition as well as in interlanguage, error analysis and language learning theories. Based on this research and the results of this study, the writer explores the implications of both the research and the study and offers suggestions to teachers of advanced conversation classes.
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Ged, Geneva. "Conscious Reconstruction: The Effects of Second Language Acquisition on Self-Perception of Gender Identity." TopSCHOLAR®, 2013. http://digitalcommons.wku.edu/theses/1317.
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Gender interacts with other facets of English Language Learners’ social identity like race and ethnicity to guide their learning experiences, desires, and outcomes; however, much of traditional Teaching English as a Second Language (TESOL) research has focused on how motivation and language learning beliefs differ between male and female English as a Second Language/English as a Foreign Language (ESL/EFL) students with the intent to identify difference, if it exists. English Language Learners who are studying abroad or who have immigrated to the United States have already established a gender identity influenced and created by their experiences in their first language and culture. Yet, immersion in a new culture and acquiring a second language may cause these students to re-evaluate their perceptions of gender roles and influence their choice of language, as previously found by Gordon (2004) and Schmenk (2004). This thesis attempts to break from this tradition of ‘differential tendencies’ research in the creation of two pilot surveys, one of which was tested, that attempt to solicit information on English Language Learner’s perceptions of their own gendered identity and their consciousness of the catalyst for identity change that is learning a second language. In this case, an English pilot survey asked 32 ESL students to evaluate their beliefs about their own perceptions of gender identity, their conscious choice of language utilization, and their perception of their inclusion in American culture; from that survey, a second has been created but not piloted. A conclusion is drawn that incorporates research about the appropriateness of addressing developing gender identity by teachers inside of the classroom.
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Åsberg, Ylva. "Interkulturelle Organisationskommunikation : Eine kontrastive Studie zur interkulturellen Kommunikation in deutschen und schwedischen Betrieben." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-82156.
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Germany and Sweden are important business partners. In business it is important to be aware of different organizational cultures. Sweden and Germany are in many aspects alike, but at the same time there are cultural differences. In this study, research was conducted to compare part of the Swedish-German organizational communication as well as the meaning of intercultural communication in different companies. Online questionnaires were answered by 18 respondents. They included Swedes at a company in Sweden, which was bought by a German company and Germans at a company in Germany, which was bought by a Swedish company. Interviews with two executive directors, one at a Swedish company and one at a German company were made as well. The results of this study show that Germany has a strong hierarchal structure in comparison with Sweden. Sweden has a flatter structure, where meetings are a big part of the community within the organization. The most striking difference between the organizational cultures in both countries is the hierarchy.
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CASU, MANUELA. "Educazione indigena in Perù. Il concetto di interculturalità e la sua applicazione nell’elaborazione del materiale didattico." Doctoral thesis, Università degli Studi di Cagliari, 2015. http://hdl.handle.net/11584/266853.
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The objective of this thesis is to analyse the transformation process of the indigenous oral literature in teaching materials within the scope of the bilingual intercultural education (BIE) in Perù. More specifically, the attention is focused on the experience of “Programa de Formación de Maestros Bilingües de la Amazonía Peruana” (FORMABIAP) that deals with the training of the bilingual teachers and the creation of curricula, methodologies and didactic materials, taking into consideration the cultural linguistic heritage of the students and the social reality in which they live. In the examined texts, which belong to the shawi and kukama cultures, it is evident that the persistence of a different measure in the orality as conscious stylistic choice is evident, and it aims at deconstructing schemes and structures that are typical of the western writing. The active participation of the indigenous students as writers, translators and in some cases as illustrators, removes the mediation of the western interpretative filter and facilitates the affirmation of “other” kinds of logic. The appropriation of the new Information and Communication Technologies (ICT) by the new autochthonous generations favours the expression of the performative character of the Amazonian culture and witnesses the reality of systems of thought different from the western one. The analysis of the current legislation and the different projects carried forward by the national policies, NGOs and religious missions, has allowed to outline a normative historical panorama in which the concept of interculturalism has assumed different meanings based on the political interests and its promoters. In recent times, despite being an instrument for cultural homologation and assimilation since the beginning, the school has undertaken an important role for the indigenous populations within the process of knowledge decolonization and the power relationships overrunning the national reality.
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Croiset, Sophie. "Écrivains chinois d'expression française. Typologie d'un champ littéraire transculturel." Thesis, Paris 3, 2012. http://www.theses.fr/2012PA030074.
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Dans le courant du XXe siècle, la scène littéraire de langue française s’est enrichie d’auteurs venus de Chine. Passeurs de langues, de frontières et de cultures, ils érigent, par leurs productions, des ponts singuliers illustrant les défis de la mondialisation. Du roman à la poésie en passant par le théâtre, l’objectif de notre étude est d’avancer une typologie de ce champ littéraire émergent. Englobant les vingt-quatre auteurs qui composent ce dernier, parmi lesquels François Cheng, Gao Xingjian, Dai Sijie, ou encore Ying Chen, l’analyse se fonde sur un concept-référent : la transidentité des auteurs. Par ailleurs, afin de saisir au mieux la complexité et la diversité des productions, la transdisciplinarité des approches – sociologique, littéraire et linguistique – s’avère éclairante. Par le prisme de l’identité culturelle, l’étude interne des œuvres se divise en deux volets : les représentations interculturelles et la poétique transculturelle. Dans une optique de comparaison constante entre les œuvres de chaque auteur, puis entre les différents auteurs, nous rendons compte des caractéristiques récurrentes et opérons des classifications. Ceci permet d’interroger le statut du champ au sein des littératures dites "francophones" et de soulever la question de l’étiquette. Ainsi, par le truchement des auteurs chinois, c’est le statut identitaire et théorique de tout écrivain périphérique dans l’espace francophone que nous cherchons à éclairerIn the 20th century, French literary scene has been enriched by authors coming from China. Crossing languages, borders and cultures, they erected, through their productions, singular bridges that illustrate the challenges of globalization. Focused on novels, poetry, passing by theater, the purpose of this research is to advance a typology of this emerging literary field. Encompassing the twenty-four authors composing it, including François Cheng, Gao Xingjian, Dai Sijie, or Ying Chen, the study is based on a referent-concept: the authors’ transidentity. For a better understanding of complexity and diversity of productions, transdisciplinarity – sociological, literary, and linguistic approaches – is instructive. By the prism of cultural identity, the internal study of works is divided into two components: intercultural representations and transcultural (of cross-cultural) poetic. With a constant comparison between works of each author, and between the authors, we figure out recurring characteristics and operate classifications. This allows to question the status of the field in the so-called "Francophone" literature and to raise the issue of the label. Thus through Chinese authors, it is any peripheral writer theoretical status in the francophone space that we are trying to explore and enlighten
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Bondarchuk, Julia. "Intercultural communication barriers." Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/18276.
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Gomes, Anabela Maria. "Cheong-Sam e as sua versoes Chinesas : uma analise de questoes culturais." Thesis, University of Macau, 2009. http://umaclib3.umac.mo/record=b2129836.
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Icleanu, Constantin C. "A CASE FOR EMPATHY: IMMIGRATION IN SPANISH CONTEMPORARY MEDIA, MUSIC, FILM, AND NOVELS." UKnowledge, 2017. http://uknowledge.uky.edu/hisp_etds/33.
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This dissertation analyzes the representations of immigrants from North Africa, Latin America, and Eastern Europe in Spain. As engaged scholarship, it seeks to better the portrayal of immigrants in the mass media through the study of literature, film, and music about immigration spanning from the year 2000 to 2016. Because misconceptions continue to propagate in the media, this dissertation works to counteract anti-immigrant, xenophobic representations as well as balance out overly positive and orientalized portrayal of immigrants with a call to recognize immigrants as human beings who deserve the same respect, dignity, and rights as any other citizen.
Chapter 1 examines and analyzes the background to immigration in Spain by covering demographics, the mass media, and political theories related to immigration. Chapter 2 analyzes Spanish music about immigration through Richard Rorty’s social theory of ‘sentimental education’ as a meaningful way to redescribe marginalized minorities as full persons worthy of rights and dignity. Chapter 3 investigates the representation of immigrants in Spanish filmic shorts and cinema. Lastly, Chapter 4 demonstrates how literary portrayals of immigrants written by undocumented immigrants can give rise to strong characters that avoid victimization and rear empathy in their readers in order to affect a social change that minimizes cruelty.
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Imaeda, Chieko. "Cross-cultural pragmatics: Politeness for the customer in spoken aspects of service in the restaurant in Australian English and Japanese." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/755.
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In listening to members of different cultures, it is possible to feel bad, even while recognising that the speaker is trying to speak politely. Sometimes we do not feel very comfortable with someone else’s speech, even though their expressions might be very polite with the choice of specific linguistic forms to show a high level of formality such as terms of address and specific types of formulaic expression such as ' I (don 't) think ... ' or ' I (don't) believe' . The speaker may be intending to speak politely in a considerate way. But the hearer's reaction may be quite different.
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Khrapach, A. "Intercultural communication in business." Thesis, Sumy State University, 2016. http://essuir.sumdu.edu.ua/handle/123456789/49035.
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Nelson Mandela said, «If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart». This quotation fully reflects how important learning a foreign language is as a way to improve international communication in the globalized world. For example, this skill is very useful when you have a vacation or you need to go to work to another country. The boss tells you have to solve the problem with a foreign partner, but if you do not know how to speak another language how will you complete this task? It should be successful, not a failure. Communicating with people abroad is an integral part of the holiday abroad and only using gestures will be difficult to survive. The great German poet Goethe once said, «He, who knows no foreign language, does not know his own one». That is why in order to understand oneself and environment one has to learn foreign languages.
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Geiling-Hassnaoui, Susanne. "Le potentiel interculturel de l’enseignement de la littérature en cours des langues vivantes : l’exemple de la section Abibac en France." Thesis, Reims, 2015. http://www.theses.fr/2015REIML012.
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Cette thèse traite du potentiel interculturel de la littérature en cours de langue à l'exemple de la section Abibac en France, créée en 1994 dans le contexte de la coopération franco-allemande. Permettant l'obtention simultanée du baccalauréat français et de son équivalent allemand, l'Abitur, son objectif principal est le développement de la compétence interculturelle.La première partie présente un aperçu historique de la section Abibac, l'arrière-plan conceptuel de notre recherche dans les domaines interculturel, didactique et littéraire, et nos choix méthodologiques.Dans la deuxième partie, nous analysons le contexte théorique et institutionnel de l'enseignement de l'allemand en France. Nous discutons le statut de l'élève en tant que lecteur et présentons une étude empirique concernant la place de la littérature et de l'interculturel dans les textes-cadre institutionnels en France et en Allemagne, ainsi que dans les supports pédagogiques.La troisième partie démontre par des études de terrain les pratiques dans les sections Abibac en France. Une enquête menée auprès des professeurs concernant leurs choix de supports pédagogiques ainsi que leurs approches et objectifs est approfondie par des observations participatives menées dans quatre sections Abibac. Une expérimentation d'enseignement basée sur la lecture croisée de littératures de minorités mène à un modèle didactique permettant l'exploitation du potentiel interculturel des textes littéraires en classe.L'approche interdisciplinaire et interculturelle ainsi que l'association de la recherche théorique et de l'expérience pratique sur le terrain sont les clés de cette rechercheThe cross cultural potential of literature in foreign language teachingThe example of Franco German bilingual departments of French High-SchoolsThis thesis deals with teaching German literature in the bilingual department in French High-Schools: “Abibac”, created in 1994 in the field of Franco German cooperation, enables the students to pass the German and the French Secondary School examination simultaneously. The priority is to develop intercultural skills through the reciprocal knowledge of the two cultures.In the first part of this thesis, the development of the bilingual departments “Abibac” of French High-Schools is described in the historical context. Then the basic concepts of intercultural research, literary didactics and foreign languages didactics we refer to are reflected and the methodology of the thesis is presented.In the second part of our research, we present the theoretical and official context of German literature teaching in France. The theoretical analysis of pupils as readers is completed by an empirical study of the official instructions of German and French High-Schools. There is also an analysis of the way literature is introduced and intercultural skills are developed in textbooks.The third part of this thesis deals with the daily teaching practice in “Abibac”-departments in France. A survey of teachers on their teaching material, teaching practices and objectives is analysed and deepened by the presentation of observations in four “Abibac”-departments. A concrete teaching experience with books by multicultural authors will show how to study intercultural questions in literature.The interdisciplinary and intercultural approach of this project, the association of university research and practical experience in high-schools are the keys of this thesis
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Lin, Yi. "Chinese International Students’ Intercultural Communication Competence and Intercultural Communication Apprehension in the USA." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etd/1516.
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This study investigated the intercultural communication competence and intercultural communication apprehension of Chinese international students. Participants in the study consisted of Chinese international students over 18 years old studying at two 4-year public universities in the southeastern United States. The study participants completed 2 online survey questionnaires: the Intercultural Sensitivity Scale (ISS), which measured the degree of intercultural communication competence, and the Personal Report of Intercultural Communication Apprehension (PRICA), which measured the degree of intercultural communication apprehension. The findings of the study indicated a significant relationship between Chinese international students' intercultural communication competence and their intercultural apprehension. Findings also noted that gender, age, number of U.S. friends, and level of education were not factors predicting the participants' degree of intercultural communication competence and intercultural communication apprehension. However, frequency of speaking English outside of the classroom was an important factor indicating differences in the degree of the study participants' intercultural communication competence and intercultural communication apprehension. In addition, the study revealed that the length of time in the United States affected participants' intercultural communication competence but not their intercultural communication apprehension.
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Renner, Jasmine, and Yi Lin. "Intercultural Communication Competence and Intercultural Communication Apprehension among Chinese Students Studying in the USA." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3048.
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Waygood, Richard. "Challenges in Intercultural Business Communication." St. Gallen, 2005. http://www.biblio.unisg.ch/org/biblio/edoc.nsf/wwwDisplayIdentifier/02603207001/$FILE/02603207001.pdf.
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Hall, Douglas Alan, University of Western Sydney, of Arts Education and Social Sciences College, and of Communication Design and Media School. "Intercultural communication: a multicultural perspective." THESIS_CAESS_CDM_Hall_D.xml, 2005. http://handle.uws.edu.au:8081/1959.7/515.
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Intercultural communication theory and research have largely been based on the assumption that dealing with cultural differences is the key element in intercultural encounters. This is applied particularly to encounters between people from different societies, either where a participant is visiting another country, or where that participant has recently migrated. Encounters between people who, though culturally different, live permanently together in the same society however, are not necessarily the same as encounters between people from different societies. In the light of this, intercultural communication theory should be reviewed and developed to better conceptualise the nature of intercultural interaction as it occurs within the same (multicultural) society. Such a review requires a framing of intercultural communication episodes within a broader social perspective, a more thorough investigation of the relationship of homogeneity and heterogeneity as it affects intercultural interaction and a greater focus how communication processes help to create culture as well as how they are influenced by culture. An organising model for the multicultural perspective is therefore proposed based on three key elements. First it incorporates a system approach that recognises influences on communication, the interactive process and the outcomes of that process. Second, it incorporates a three-tiered approach that recognises the role played by structural processes in establishing the character of the society, the general patterns of interaction that emerge from these structural processes and the individual application of these processes in communicative episodes. Third, it incorporates a recognition of the interplay of centripetal and centrifugal forces at each of these levels and the range of intercultural possibilities that this raises. The organising model is then used to analyse intercultural interactions across four focuses: meaning, social relations, identity and behaviourDoctor of Philosophy (PhD)
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Sakai, Jiro. "A phenomenology of intercultural communication /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1997.
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Baroutsaki-Tsirigoti, Sofia. "La littérature au service de l'interculturalité dans la classe de FLE en Grèce et l'apport des nouvelles technologies." Electronic Thesis or Diss., Sorbonne université, 2023. http://www.theses.fr/2023SORUL087.
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Même si la didactique des langues, en l’occurrence du FLE, les sciences pédagogiques, les recherches en didactique de la littérature et le CECRL promeuvent la littérature dans le cours de langue comme « un objet clairement repérable, clairement délimité » (Schneuwly B., 1998, p. 270 sq.), cela ne signifie pas cependant qu’elle s’y trouve entièrement intégrée. À ce titre, les textes littéraires sont envisagés comme l'un des types de documents susceptibles d'être abordés dans l'enseignement des langues et leur exploitation sert plusieurs finalités, décrites dans les descripteurs du CECRL. La place de la littérature en didactique du FLE est ambiguë et la fréquence du recours au texte littéraire en classe de langue ne paraît pas être privilégiée selon le constat des chercheurs et les réactions des enseignants grecs interrogés pour cette étude. L’exploitation des textes littéraires peut se réaliser d’une façon esthétique par contact direct avec l’œuvre, d’une façon artistique par l’éveil des sens, et d’une façon symbolique par l’analyse critique. Parmi tout cela, la dimension particulièrement délicate, mais fondamentale de l’éducation interculturelle ressurgit comme modalité de mise en relation des langues et des cultures dans la perspective d’un monde en changement. La présente recherche qui s’est réalisée dans un contexte hellénique, vise à proposer une nouvelle approche du fait littéraire en classe de FLE. En effet, la démarche prônée propose une exploitation de la littérature aux dimensions pragmatiques de la communication mettant en jeu des savoirs linguistiques, des savoir-faire et des savoir-être socioculturels. La réflexion se porte d’une part sur « l’aptitude à comprendre et à se faire comprendre dans la langue considérée » (Porcher L. et Groux D., 1998, p. 7) et d’autre part sur la libération des compétences langagières des apprenants. Sa spécificité s’édifie sur des formes complexes de médiatisation et de médiation de la séquence numérique « Victor Hugo : un homme, une histoire » agissant sur les cinq facettes de l’apprentissage : information, motivation, activités, interaction, production. Il s’agit de mailler l’enseignement-apprentissage du FLE et le déploiement d’une formation interculturelle au support de la littérature par un processus interactif dans un cadre culturel mouvant à l’ère du numérique. La faisabilité et la pertinence de l'utilisation des textes littéraires et de l’exploration du fait littéraire au moyen de ce dispositif hybride d’approche de la littérature comme « science de la vie » sont examinées. La mise en relation du cadre des références de cette étude, de la proposition didactique, de sa pratique en classe de FLE avec les résultats obtenus et leur analyse, permet d’esquisser les apports de telles pratiques à la situation hellénique de l’apprentissage du FLE qui pourraient faire avancer les réflexions didactiques plus généralement. Littérature et culture de l'information se rejoignent dans cette éducation progressive, en fonction du niveau de langue (B2-C1 du CECRL), des connaissances acquises et des objectifs fixés tout en avançant les aspects langagiers, culturels et interculturelAlthough language didactics, in this case FLE (French as a foreign language), pedagogical sciences, research in didactic literature and the Common European Framework of Reference for Languages promote literature in the language course as “a clearly identifiable, clearly delimited object” (Schneuwly B., 1998, p. 270 sq.), this does not mean that it is fully integrated. As such, literary texts are envisioned as one of the type of documents which can be used in languages teaching and their usage serves several purposes, described in the descriptors of the Common European Framework of Reference for Languages. The place of literature in didactics of French as a foreign language is ambiguous and the frequency of the use of literary text in language classes does not seem to be preferred according to the findings of the researchers and the reactions of the Greek teachers interviewed for this study. The exploitation of literary texts can be achieved in an aesthetic way by direct contact with the work, in an artistic way through the awakening of the senses, and in a symbolic way through critical analysis. Among all this, the particularly delicate but fundamental dimension of intercultural education resurfaces as a way of connecting languages and cultures in the perspective of a changing world. This research, carried out in a Greek context, aims to propose a new approach to literary teaching in FLE classroom. Indeed, the advocated approach proposes the exploitation of literature with pragmatic dimensions of communication involving linguistic knowledge, know-how and socio-cultural know-how. The discussion focuses on “the ability to understand and be understood in the language in question” (Porcher L. and Groux D., 1998, p. 7), on the release of the language skills of learners. Its specificity is built on complex forms of mediatization and mediation of the digital sequence “Victor Hugo: a man, a story” acting on the five facets of learning: information, motivation, activities, interaction, production. The aim is to combine the teaching and learning of the FLE and the deployment of intercultural training in support of literature through an interactive process in a cultural context shifting in the digital age. The feasibility and relevance of the use of literary texts and the exploration of literary fact through this hybrid approach to literature as “life science” are studied. The linking of the framework of the references of this study, the didactic proposal, its practice in the FLE classroom with the results obtained and their analysis, makes it possible to outline the contributions of such practices to the Greek situation of the learning of the FLE which could advance didactic reflections more generally. Literature and information culture come together in this progressive education, depending on the level of language (B2-C1 of the CECRL), the knowledge acquired, and the objectives set, while advancing the linguistic, cultural, and intercultural aspects
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Massolou, Ida Sandrine. "Le rôle de la couleur de la peau dans le roman contemporain antillais et d'Afrique noire subsaharienne francophone." Thesis, Limoges, 2014. http://www.theses.fr/2014LIMO0063/document.
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Le contact avec l’Autre, désigné ainsi en raison de la différence culturelle, de couleur de peau, ou encore de phénotype, a produit un bouleversement profond des structures socioculturelles et des territoires touchés par les systèmes esclavagistes et coloniaux. À présent, les nouvelles générations issues de ces territoires sont confrontées à des mutations que nous examinons pour en dégager les survivances coloniales et les nouveaux phénomènes sociologiques décrits par les écrivains francophones contemporains. Les sujets analysés par ces derniers dans leurs œuvres expriment des interactions fondées sur des différences et/ou des similarités idéologiques, raciales, physiques, culturelles, au sein des trois aires géographiques que sont les Antilles (Martinique/Guadeloupe), l’Afrique (Subsaharienne, noire et francophone) et la France métropolitaine. Le roman devient alors un instrument de dissection des effets de la présence et de la domination de l’idéologie et de la culture occidentales. On y découvre ainsi les différents types de relations, Blanc/Noir, ancien esclavagiste/ancien esclave, ancien dominant/ancien dominé, ancien colonisateur/ancien colonisé, du point de vue de ces auteurs. Dans un contexte social dominé par les déplacements humains et les échanges interculturels, les regards croisés des personnages se focalisent sur les différentes formes d’altérité et d’identité et sur les problématiques actuelles en rapport avec la race, l’immigration, l’exil, le racismeThe contact with the Other, so called because of its cultural, skin color or phenotype difference, has generated a deep upheaval into the sociocultural structures and affected territories by the slave and colonial systems. Nowadays, the new generation natives of those territories are facing transformations that we are investigating in order to bring out the colonial survivals and the new sociological phenomena described by the contemporary French-speaking authors. The subjects analyzed by the latter in their works are expressing interactions based on ideological, racial, physical, cultural differences and/or similarities, in the three geographical areas: the Antilles (Martinique, Guadeloupe), Africa (black and French-speaking sub-Saharan) and Metropolitan France. The novel becomes then a dissection instrument of the effects of the presence and the domination of Western ideology and culture. Thereby, we discover the different types of relations, White/Black, former slave driver/former slave, former dominant/former dominated, former colonizer/former colonized, from the authors point of view. In a social context dominated by human movements and intercultural exchanges, the crossed looks of the characters focus on the various forms of otherness and identity and on the current problems in relation with race, immigration, exile, racism
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Турчина, Тамара Василівна, Тамара Васильевна Турчина, and Tamara Vasylivna Turchyna. "Intercultural Communication in the Global Workplace." Thesis, Ukrainian Academy Of Banking, 2009. http://essuir.sumdu.edu.ua/handle/123456789/50957.
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The need for intercultural communication skill is obvious - we are all working in an interconnected global economy and it is important to build good relationships with people from other cultures. This leads to better business.
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Мальована, Нiна Володимирiвна, Нина Владимировна Малеванная, and Nina Volodymyrivna Malovana. "Non-Verbal Behaviour in Intercultural Communication." Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/67272.
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The implementation of intercultural communication, the achievement
of mutual understanding between peoples are important factors of stability
and cultural exchange against the background of the diversity of cultures,
traditions, religions, business, and technologies. Productive intercultural
dialogue is largely possible not only due to knowing foreign languages, but
also non-verbal communication that helps to overcome cultural barriers.
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Ferrarese, Anna Chiara <1991>. "Intercultural Communication International Tourists in Venice." Master's Degree Thesis, Università Ca' Foscari Venezia, 2016. http://hdl.handle.net/10579/8553.
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Questo elaborato si propone di approfondire il tema della comunicazione interculturale in ambito turistico, prendendo come spunto di ricerca il turista internazionale che si reca a Venezia. La domanda di fondo è se questa ormai longeva destinazione turistica sia preparata ad accogliere turisti che provengono da culture lontane e parlano lingue diverse.
Oggigiorno la domanda turistica è sempre più internazionalizzata. La crescente globalizzazione e la diffusione di nuove tecnologie permettono al turista moderno di trovare qualsiasi informazione e organizzare il viaggio in anticipo. Inoltre, il profilo del turista (e del consumatore in generale) diventa sempre più complesso: è più informato e più esigente, di conseguenza anche l‘offerta, inizialmente improntata su di un’ottica orientata al prodotto, ora si sposta sempre più verso il consumatore stesso, mirando a soddisfarne le esigenze. Varietà, flessibilità e personalizzazione sono gli elementi chiave dell’offerta odierna. Tuttavia, avere a che fare con un turista internazionale comporta maggiori sfide rispetto a un turista nazionale: la componente culturale e linguistica contribuiscono a rendere lo scambio comunicativo più problematico. Saper comunicare efficacemente impone una presa di coscienza della diversità, non solo linguistica ma anche e soprattutto culturale e sociale. La cultura, dopotutto, influenza costantemente i nostri comportamenti, le nostre aspettative, le nostre idee e costruzioni mentali: nel mondo del turismo è importante non sottovalutare tali aspetti per poter offrire un servizio all’ altezza del consumatore-turista. Attraverso questa tesi si intendono analizzare gli aspetti rilevanti della comunicazione interculturale, capendone le problematiche e trovando le possibili soluzioni per una comunicazione efficace. Essere coscienti delle nostre differenze culturali è il primo passo verso la comprensione dell’altro e verso la possibilità di offrire un’esperienza turistica positiva.
In questo contesto la presenza di una lingua franca come l’inglese acquisisce un ruolo fondamentale nel permettere una comunicazione efficace tra l’ospite straniero e il personale turistico italiano. Varie strategie sono impiegate tra parlanti non nativi di inglese, al fine di superare le difficoltà linguistiche e rendere i messaggi chiari e comprensibili.
Attraverso l’analisi del caso di Venezia, verranno individuate le problematiche esistenti nella comunicazione tra il personale turistico e il turista straniero, sia per quanto riguarda le barriere culturali che quelle linguistiche, ma anche per ciò che concerne il livello e la qualità di informazione che la destinazione turistica offre.
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Hotta, Muneo. "Intercultural communication competence and intercultural adjustment of Japanese business sojourners and their spouses." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4268.
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The purpose of this thesis was to examine the relationship among intercultural communication competence, attitudes toward the U.S. culture, and linguistic skills in English for Japanese business sojourners and their spouses living in the United States.
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Boness, Christian. "Kritische Situationen in Begegnungen zwischen Tansaniern und Europäern : eine Felduntersuchung im Sekundarschulsystem Tansanias /." Frankfurt am Main [u.a.] : Lang, 2002. http://webdoc.sub.gwdg.de/diss/2003/abstracts/boness_abs_de.pdf.
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Rincon, Restrepo Claudia. "Didactique du texte littéraire dans l’enseignement universitaire du français en Colombie : Histoire, actualité et perspectives." Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCA069.
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L’objectif de cette thèse est de dégager les traits majeurs de l’enseignement de la littérature dans les licences de formation de futurs professeurs de français dans les universités publiques colombiennes. Pour mieux comprendre la situation actuelle, on retracera d’abord l’histoire de l’université colombienne et son rôle comme agent diffuseur du français, les objectifs de l’enseignement de cette langue, son évolution de première à deuxième langue étrangère au XXe siècle et la place de l’étude littéraire, d’abord étroitement liée à l’étude de la langue puis séparée de celle-ci. Parallèlement, on décrira les textes, les auteurs, les méthodologies et les exercices littéraires réalisés à chaque époque. Ensuite, on décrira le système éducatif colombien actuel et, à partir de données recueillies grâce à une recherche sur le terrain utilisant plusieurs outils nous permettant de contraster les points de vue des étudiants, professeurs et responsables des licences, on abordera les pratiques et approches didactiques actuelles du texte littéraire tant dans les cours d’apprentissage de la langue que de littérature. Les institutions choisies pour cette étude sont l’Université Nationale et l’Université Pédagogique Nationale à Bogotá, et l’Université d’Antioquia à Medellín. Cette recherche permettra également de connaître les difficultés rencontrées lors de l’étude de la littérature à l’université, pouvant expliquer, en partie, les raisons pour lesquelles cette étude est relativement délaissée, principalement dans le processus d’apprentissage de la langue. Par ailleurs, ce travail nous amènera à réfléchir sur l’avenir de l’enseignement du français et de la littérature à l’université, fortement contesté aujourd’hui, et sur les défis que doivent surmonter les universités pour continuer à assurer une place aux sciences humaines. Puis, compte tenu des résultats de la recherche et du contexte actuel, on s’interrogera sur les évolutions possibles de l’enseignement de la littérature dans le contexte d’enseignement du français. On suggérera une démarche en quatre étapes pour réintroduire l’étude de la littérature dans les cours d’apprentissage de la LE, fondée sur la dimension interculturelle de la langue et l’élargissement des corpus à la littérature francophone, visant à améliorer la formation littéraire des futurs professeurs de français. Enfin, on proposera deux séquences d’exploitation didactique des textes littéraires de différentes époques et origines pour différents niveaux d’apprentissageThe aim of this doctoral thesis is to examine the main features of the teaching of French literature in the training of future teachers ofFrench in Colombian public university programs. To better understand the current situation, we shall first trace the history of the Colombianuniversity and its role as broadcasting agent of the French language, the objectives of the teaching of this language, its evolution from first tosecond foreign language during the XXth century and the position of literary education, that was at first very much centered on languagestudy and subsequently separated from it. At the same time, we shall describe the texts, authors, methodologies and literary exercisesperformed at each period. We shall then describe the current Colombian institutional environment of education and based on data collectedthrough a field search using several tools enabling us to confront the points of view of students, and professors and persons in charge of theFrench teacher training programs, we shall become acquainted with the current practices and didactic approaches of literary texts both inFrench learning courses and French literature courses. The institutions selected for this study are the National University of Colombia and theNational Pedagogical University in Bogotá, and the University of Antioquia in Medellín. The field work will also allow us to appreciate thedifficulties that could appear during the study of literature in universities, which may partly explain why this kind of work is relativelyneglected, mainly during the learning process of the language. Moreover, this study will lead us to ponder on the future of French teachingtraining programs and the place of education in literature in universities, presently strongly contested, and the challenges that universitiesmust overcome to continue to ensure a place for humanities. Then, taking into account the results of the field search and the current contextof education, we will explore the possible and desirable evolutions in the study of French literature. We will suggest an approach in foursteps to reintroduce literature study in the language learning courses, based on the intercultural dimension of the language and on theenlargement of the literary corpus towards francophone literature, aiming at improving the literary training of future teachers of French.Finally, we will propose two didactic approaches to study literary texts of different periods and origins for different training levels
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Pelosi, Anna M. "Intercultural communication in the refugee determination hearing." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ29855.pdf.
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Pelosi, Anna M. "Intercultural communication in the refugee determination hearing." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=27480.
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Through interviews, observation of refugee hearings, the analysis of negative decisions rendered by the Immigration and Refugee Board (IRB), and the application of communication, and social work theories, as well as discourse analysis, this study explores the effects of intercultural communication on the outcome of the refugee determination hearing. It is argued that a gap exists between the principle of cultural receptiveness at the IRB, and that which occurs in the hearing. This paradox is testimony to the difficulties of applying the international definition of a Convention Refugee to a socially and culturally-constructed refugee determination process. The political, social, and cultural context in which the IRB functions, the Board's institutional culture, which mirrors the social discourse on refugees, and the way individuals ascribe meaning to information in a culturally-defined manner, all have an impact on the outcome of the hearing, and in turn on refugee protection in Canada.
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Krutous, O. O. "Translation as a means of intercultural communication." Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/10819.
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Al, musaiteer Suliman Saleh. "The Saudi students' experience in intercultural communication." University of Akron / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=akron1439568586.
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Kennedy, Eimear. "Intercultural encounter in Irish-language travel literature." Thesis, Queen's University Belfast, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.727414.
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This thesis explores contemporary Irish-language travel literature, a genre that has been largely ignored in Irish literary criticism to date. Unlike travel literature in major world languages, such as English and French, Irish-language travel literature does not have a long-established link with colonialism. It is only in more recent years, as social and economic conditions in Ireland improved and emigration began to give way to travel for leisure purposes, that the field has begun to develop. Given the significant differences between the history of the genre in Irish and other major world languages, this study interrogates how/whether the cultural background of Irish-language travel writers differs to that of other international writers and examines how this impacts upon their interactions with other peoples and other cultures. In order to explore these questions, this thesis draws on postcolonial theory and travel, tourism and mobility studies to investigate intercultural encounter. It pays particular attention to the work of four contemporary writers: Manch^n Magan, Gabriel Rosenstock, Cathal 0 Searcaigh and Dutch-born Alex Hijmans. These writers are minority-language speakers who come from, or who have lived in, Ireland, a country on the periphery of Western Europe that was the victim of colonization, yet they are also relatively wealthy Western Europeans. Thus this study examines how their distinct cultural background alongside their economic privilege affects their encounters with travellees and investigates the associated issues of representation, power and ethics. Ultimately, this thesis provides a new critical insight into Irish-language travel literature which, in turn, has implications for how we study travel writing in languages associated with former imperial powers. The 'in-between' positioning of Irish-language travel writers transcends the conventional dichotomised approach to encounter, provides new perspectives into intercultural contact and proposes a new, dynamic and counterdiscursive 'third space’ that accommodates fluid cultural identities.
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Asghar, Nida, and Anika Tabassum. "Intercultural Communication Barriers among Future Leaders & Followers : A study on Intercultural communication barriers in Swedish multicultural work settings." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96062.
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This is an era of globalization due to which the world has become a Global Village and organizations are transforming into multicultural firms while increasingly building diverse teams. However, due to the organizations’ tendency towards becoming international, individuals worldwide travel and migrate from one society to another. This cross-culturalism is fabricating challenges for the countries of higher immigrant rates because individuals bring the complex nature of mixed cultures with them. The context of cross-culturalism is based on various different elements e.g. cultural specific values, norms, behaviors, lifestyles, ethics and beliefs which promote diversity in multicultural organizations. Thus the diversity of people creates intercultural barriers for managers/leaders to manage multicultural teams as well as challenges have increased for employees/followers who work in those teams. However, it has become crucial for both leaders and followers to learn cultural competencies so that they can manage cultural barriers and perform effectively as well as efficiently in multicultural teams.Due to the rising demand to learn intercultural competencies, this research was initiated to help future leaders and followers to better understand and manage ICC barriers. This study is an addition to existing research and will guide multicultural organizations and their participants (leaders & followers). However two questions were developed around which this study has been executed 1) How do participants from High context and Low context cultures experience intercultural communication barriers while working in multicultural settings? and 2) How can intercultural communication barriers/challenges effectively be managed among participants? In order to answer these questions, interviews on students were conducted at four universities of Sweden for the purpose of collecting empirical data which later on analyzed with the existing literature relevant to ICC.The findings of this study conclude that both High-context (HC) cultures and Low-context (LC) cultures have differences among each other which create barriers/challenges for the individuals working in multicultural settings. The results represent that when an individual from HC moves to LC, he/she comes across challenges or even if an HC moves to HC he/she faces some sort of challenges in any way possible too and, same goes for LC. The empirical data after analysis with existing literature proved that every culture whether it’s LC or HC wants to interact with HC or LC, it always creates challenges and conflicts. But at the same time there are some possible steps which can be taken to manage these barriers e.g. observation of cultures, active listening, comparison with own culture, have a dialogue around the problem as well as understanding of others’ behaviors and giving them space.
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Tumia, Francesca. "La métaphore comme "passeur culturel" dans l'oeuvre de Vénus Khoury-Ghata." Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCA140/document.
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À travers ses créations littéraires, Vénus Khoury-Ghata, écrivaine libanaise francophone vivant à Paris, propose une alternative à une représentation cloisonnante du Liban et de l’identité libanaise. Son regard, développé en français depuis le « dehors », met à profit sa marginalisation à l’égard d’une littérature nationale soucieuse d’« authenticité culturelle » pour inventer d’autres images de son pays d’origine. L’effet littéraire et stylistique produit par une écriture poétique et romanesque, qui se situe à l’intersection des cultures et des langues, est particulièrement saisissant dans son emploi de la métaphore. Cette figure de style est envisagée d’abord à travers les problématiques de la représentation du national, puis dans sa fonction de « passeur culturel » dans le texte, dans un premier temps dans une perspective interculturelle, et dans un second temps dans une perspective transculturelle.Dès lors que l’on considère la culture comme un processus plutôt que comme un patrimoine, la métaphore khouryghatienne se présente comme un dispositif stylistique dans le texte qui ouvre des possibles dans les discours identitaires. En ce sens elle joue chez Vénus Khoury-Ghata le même rôle que la Relation dans la totalité-monde glissantienne. Par le travail de la métaphore, l’œuvre khouryghatienne ouvre la conscience nationale à la conscience mondiale en réalisant la rencontre entre de multiples cultures et œuvre à la compréhension et à la reconstruction identitaire du peuple libanaisThrough her literary works, Francophone Lebanese writer Vénus Khoury-Ghata who resides in Paris, suggests an alternative idea to that of the isolated representation of Lebanon and of the Lebanese identity. Expressed in French from the outside of her motherland’s limits, her point of view makes good use of her marginalization towards the national literature which worries about its “cultural authenticity” while aiming to invent other images of her own country.The literary effect produced through the writing of her poetry and novels, which is situated and placed in the meeting point of cultures and languages, is thought particularly striking through her use of the metaphor. This figure of speech is contemplated primarily through the issues about the representation of the Nation, and it is then dealt with its function of “cultural crossing” through text, firstly in an intercultural perspective and secondly in a transcultural one. Seeing that they consider culture as a process rather than that of heritage, the khouryghatien metaphor in the text stands as a way of disclosing the realms of “possibles” in the Identity studies. In this sense, it plays the same role in Vénus Khoury-Ghata’s work as the Relation in Glissant’s total world. Through the metaphor task, khouryghatien poetry and novels widen national consciousness to the world by encouraging the meeting among multiple cultures and it also works for understanding and reconstructing the identity of the Lebanese people
Attraverso le sue creazioni letterarie Vénus Khoury-Ghata, scrittrice libanese francofona residente a Parigi, propone un'alternativa ad una rappresentazione separativa del Libano e dell'identità libanese. Il suo punto di vista, elaborato in francese "dall'esterno", mette a profitto la propria marginalizzazione rispetto ad una letteratura nazionale attenta a preservare un’"autenticità culturale" per creare immagini diverse del suo paese d'origine. L'effetto letterario e stilistico prodotto da una scrittura - e in versi e in prosa - situata nell'intersezione di culture e lingue, riesce particolarmente incisivo nell'uso della metafora. Questa figura stilistica viene esaminata anzitutto attraverso le problematiche della rappresentazione del significato nazionale, quindi nella sua funzione di "passeur culturale" nel testo, dapprima nell'ambito di una prospettiva interculturale e poi entro una prospettiva transculturale. Qualora si intenda la cultura come un processo "in fieri" anziché un patrimonio esclusivo da salvaguardare, la metafora khouryghatiana appare come un dispositivo stilistico atto ad aprire dei "possibili" nei discorsi identitari. In questo senso essa gioca nell’opera di Khoury-Ghata lo stesso ruolo della Relazione nella totalità-mondo di Édouard Glissant. Tramite la creazione della metafora, l'opera khouryghatiana apre, dunque, la consapevolezza nazionale a quella mondiale favorendo l'incontro tra più culture e concorre alla comprensione e alla ricostruzione identitaria del popolo libanese
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Boirie, Véronique. "L'interculturel franco-allemand en entreprise : l'influence du management américain : l'exemple du management franco-allemand chez Total." Phd thesis, Université Michel de Montaigne - Bordeaux III, 2013. http://tel.archives-ouvertes.fr/tel-00960149.
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L'interculturel franco-allemand en entreprise est indissociable du contexte économique mondial actuel dans lequel les États-Unis prédominent. Total, premier groupe pétrolier français, a constitué notre terrain d'investigation pour répondre à la question de l'influence des pratiques managériales américaines sur le management franco-allemand chez Total et notamment dans l'une de ses filiales à Berlin. C'est auprès du personnel d'encadrement de la filiale allemande principalement, mais aussi de la maison-mère située à Paris, que nous avons pu réaliser 35 entretiens : 12 auprès de managers français - 11 au sein de la filiale à Berlin, un au sein de la maison-mère à Paris - et 18 auprès de managers allemands à Berlin. Les autres entretiens ont été conduits auprès de trois managers belges, d'un manager hollandais et d'un manager anglais.Dans une première partie, nous avons procédé à un état des lieux des travaux existant dans le domaine du management interculturel qui a connu son envol dans les années 1980. Nous avons articulé théorie et pratique en traitant de l'influence de la culture nationale sur les organisations, ce qui nous a permis de redéfinir les modes de fonctionnement des entreprises françaises, allemandes et américaines et d'y associer, à partir de typologies, un style de management et une culture d'entreprise types. Il s'agit bien entendu de modèles. Les décalages entre ces modèles théoriques et la pratique ont trouvé leur expression dans une deuxième partie.Dans cette deuxième partie, nous avons recensé les malentendus interculturels franco-allemands à travers l'évolution des relations franco-allemandes en entreprise de l'avènement du Marché commun à aujourd'hui. Le cas du drame industriel de l'A380 chez Airbus en 2006, les travaux du consultant Jacques Pateau sur la dimension interculturelle dans la coopération franco-allemande, les conseils du cabinet J. P. B. consultants préconisant des solutions aux malentendus franco-allemands récurrents, et les relations de travail entre journalistes français et allemands de la chaîne culturelle européenne Arte, ont constitué des éléments de comparaison intéressants pour obtenir un panorama des problèmes inhérents à la relation de travail franco-allemande, indépendamment du secteur d'activité. L'exemple du groupe Total - à partir de l'analyse du discours de ses managers - montre qu'il est possible de dépasser les malentendus interculturels récurrents ou " incidents critiques ", véritables entraves à la relation de travail franco-allemande. De l'interaction quotidienne entre ces personnels de différentes cultures nationales résulte ainsi un style de travail commun, susceptible toutefois de changer au contact d'autres influences culturelles. Les influences extérieures et les interactions quotidiennes entre acteurs de différentes cultures nationales font de la culture émergente un produit en perpétuelle construction, rendant le développement d'une compétence interculturelle nécessaire. Dans une troisième partie, nous avons analysé ces influences extérieures et les transformations qu'elles entraînent chez Total.Cette troisième partie traite de l'influence exercée par les États-Unis et leur pratique du management sur la direction binationale de la filiale allemande de Total. Les techniques managériales américaines font l'objet d'une appropriation différenciée par les managers français et allemands travaillant de concert dans le groupe. C'est ainsi que, du contact entre les systèmes français, allemand et américain, naissent de nouvelles pratiques : il s'avère en effet que les managers du groupe tendent vers un style plus libéral, perçu et vécu différemment toutefois par les Français et les Allemands. Les notions d'" équipe " et de " groupe de travail " trouvent une application dans le quotidien professionnel du personnel d'encadrement de la filiale et jouent un rôle essentiel chez Total [...].
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Kiesel, Suzan. "Intercultural Interaction of Russian-American Space Crews." TopSCHOLAR®, 2001. http://digitalcommons.wku.edu/theses/671.
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NASA has recently directed the United States into the largest global partnership in U.S. history — the development of an International Space Station. In order to collaborate successfully in this unique setting, participants must develop a strong sense of teamwork, camaraderie, and partnership. Previous research indicates a variety of factors, such as differences in cultural background and environmental factors, that may affect the ability to develop these successful relationships. This study analyzes cultural variance and disclosure dynamics between Russian cosmonauts and American astronauts.
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Зайцева, Станіслава Станіславівна, Станислава Станиславовна Зайцева, Stanislava Stanislavivna Zaitseva, and Victor Adeseye Adebisi. "Intercultural communication: studying the ukrainian language by foreign students, its importance for intercultural relations." Thesis, Харківський національний автомобільно-дорожній університет, 2022. https://essuir.sumdu.edu.ua/handle/123456789/87481.
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Мета цього дослідження – вказати на взаємозв’язок української мови та освіти, а також на важливість вивчення української мови іноземними студентами.The relevance and aim of this research is to point out the relationship between the Ukrainian Language and education, as well as the importance of learning the Ukrainian language to foreign students.
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Hartwig, Katilyn E. "Exploring the Emotional and Cognitive Levels of Uncertainty through Intercultural Communication Intervention." Youngstown State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1485795515022897.
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Byrnes, Frances Mary. "Intercultural communication in a development project in Samoa." Phd thesis, Australia : Macquarie University, 2005. http://hdl.handle.net/1959.14/82638.
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Thesis (PhD)--Macquarie University, Division of Linguistics & Psychology, Department of Linguistics, 2005.Bibliography: p. 329-355.
Preamble -- Research objectives and methodology -- Theoretical and epistemological frameworks -- Culture, identity and power -- Meetings -- "The clearing of the sky" -- Project reform.
The data for this research thesis derives from a development project in Samoa. Through the study of key project events and their associated discourses the study identifies and interprets cultural and professional resources that the project team draws on as they negotiate their way through the project; in particular the 'resources' (including communication resources) that participants bring to project interactions. The thesis explores how participants used these resources and what consequences resulted (for them and for others) from such use. -- This study takes a critical and ideological stance, underpinned by a belief in the value and possibility of social action. While not primarily a call to action, the thesis presents its interpretations in the context of larger ethical and political challenges, with a view to informing change, specifically what deliberate action might be taken to improve processes and practices in future projects. The project is explored as a 'soft' system of social interactions and processes; and as a 'Third Space' (Bhabha 1990, 1994) where traditional boundaries of sociocultural organisation, or of professions, are destabilised and where newlyconstructed practices, orders of discourse, identities and representations are required. -- The study is evaluation and policy oriented. It explicitly addresses the implications of knowledge gained from the research for future project design and implementation. In making recommendations for project change, the study argues for the inclusion of local research as a legitimate project task, to inform evaluative processes and create a framework for ongoing modification to project design and implementation. The recommendations for change made in this study are concerned with determining principles and codes of practice for: - identifying and developing intercultural competence in project situations ; - project training (for intercultural project work, including ongoing participant research) ; - improving project systems ; - using relevant approaches/techniques in organisational change management.
Mode of access: World Wide Web.
397 p
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Cavanaugh, S. Austin. "Intercultural contact, communication apprehension, and social perspective taking." Thesis, East Carolina University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1544970.
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This research examined the relationship between intergroup contact, intercultural communication apprehension, and social perspective taking. Participants were students taking a course which facilitates interactions between culturally diverse students around the globe via internet technologies, students taking an introductory psychology course, and students taking upper-level psychology courses. Participants in the intercultural contact condition were expected to show gains in social perspective taking and a decrease in intercultural communication apprehension when compared to the two comparison groups. No significant differences between the three groups were found for either change in intercultural communication apprehension or social perspective taking. Potential explanations for this lack of change are explored, along with a path model to explain the influence of extraversion, neuroticism, agreeableness and openness on the dependent variables.
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Alder, Simone. "CoMIC : an exploration into computer-mediated intercultural communication." Scholarly Commons, 2001. https://scholarlycommons.pacific.edu/uop_etds/682.
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Alder, Simone. "CoMIC : an exploration into computer-mediated intercultural communication." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/682.
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This thesis explores how cultural differences manifest themselves in computermediated intercultural communication (CoMIC). This study particularly looks at the role and use of digital nonverbals (DNVs) and their regulatory functions. The data analyzed is from a global virtual team working together for a period of three months. The grounded theory method has been employed to code the electronic transcript of the team's communication. Furthermore, the participants were surveyed regarding their personal backgrounds, their work, and their perception of the communication processes that took place. The study shows that in an intercultural communication process DNVs are used to avoid intercultural misunderstandings and to underline the various communication styles. The different styles, hand in hand with the DNVs used, vary depending on the team's overall situation. However, the absence of DNVs can be an indicator for a state of crisis.
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Al, Saideen Bassam M. "Translating Intertextuality as Intercultural Communication| A Case Study." Thesis, State University of New York at Binghamton, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10929286.
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Intertextuality refers to the textual space where texts intersect and new (hyper)texts emerge. It is the shaping of a text’s meaning by other (inter)texts present in it. As a literary device taking forms like allusion, quotation, pastiche, translation, etc., it depends on the presupposition of the presence of intertexts (or hypotexts) in (hyper)texts and on the reader’s recognition of such presence. For the recognition of intertexts, authors usually rely on shared cultural knowledge with the reader. The presence of intertexts in a text can either open it to interpretations or direct the reader towards a one in particular. If such recognition can possibly be missed intraculturally, the possibility is doubled when the reading is intercultural, as in translation. To minimize the loss of the intertextual context of the source text (ST), translators adopt certain translation strategies (such as analogous intertexts, paratextual devices, and exegetical translation) that ensure such context is relayed into the target text (TT) and recognized by the target reader. While the semantic equivalence can neutralize the linguistic difference, relaying the intertextual relations in the ST remains the daunting problem encountered by the translator.
I argue in this dissertation that intertexts, particularly Quranic references, in the Arabic novel are a source of semantic density and pose a considerable challenge to the translator. Since semantic equivalence alone does not guarantee that the ST intertextual relations are maintained in the TT, a synthesis of other translation strategies is required to relay the ST intertextual relation into the TT. Drawing on Kristeva’s (1986) ‘vertical intertextuality,’ Fairclough’s ‘manifest intertextuality’ (Momani et al., 2010), Derrida’s ‘iterability’ and ‘citationality’ (Alfaro, 1996), Bakhtin’s ‘reaccentuation’ or ‘double-voicing’ (Kristeva, 1986), I opted for paratextual devices to ensure that the TT reader will capture those relations. Bracketed explanations were used extremely economically to avoid producing an enlarged translation.
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Massum, Eric Elias, Станіслава Станіславівна Зайцева, Станислава Станиславовна Зайцева, and Stanislava Stanislavivna Zaitseva. "The influence of language stereotypes on intercultural communication." Thesis, Національний аерокосмічний університет ім. М.Є. Жуковського "ХАІ", 2021. https://essuir.sumdu.edu.ua/handle/123456789/85982.
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Сьогодні у світі налічується близько 7139 мов, ця кількість постійно змінюється. Мови знаходяться в постійному русі, вони живі та динамічні. У своїй роботі автор досліджує мову, як один із найвпливовіших засобів спілкування між людьми, систему комунікацій. Встановлено, що мова і культура залежать одна від одної й не можуть існувати окремо. Вивчення іноземної мови, мови іншого народу, відіграє вирішальне значення у формуванні міжетнічної комунікації й розвитку міжетнічних взаємовідносин. Для міжнародної співпраці знання іншої культури в першу чергу залежить від рівня опанування іноземною мовою. Автор визначає, що вивчення мови допомагає зрозуміти поведінку суспільства, культурні звичаї, адже саме мова є продуктом думок і поведінки суспільства.Today there are about 7139 languages in the world, this number is constantly changing. Languages are in constant motion, they are alive and dynamic. In his work, the author explores language as one of the most influential means of communication between people, the system of communication. It is established that language and culture depend on each other and cannot exist separately. The study of a foreign language, the language of another people, plays a crucial role in the formation of interethnic communication and the development of interethnic relations. For international cooperation, knowledge of another culture primarily depends on the level of mastery of a foreign language. The author determines that the study of language helps to understand the behavior of society, cultural customs, because it is language that is the product of thoughts and behavior of society.
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Mantina, A. Y. "To the problem engineering students' intercultural EFL communication." Thesis, Sumy State University, 2015. http://essuir.sumdu.edu.ua/handle/123456789/40611.
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Cultural features of different nations make more urgent the problem of cultural identity and cultural differences. The cultural diversity of modern humanity is increased and nations try to preserve and develop their cultural identity.