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intercultural communication
Intercultural Communication In Contexts 7th Edition Judith Martin, Thomas Nakayama - Solutions
1. Becoming Culturally Conscious. One way to understand your cultural position within the United States and your own cultural values, norms, and beliefs is to examine your upbringing. Answer the following questions:
5. What are the advantages of a dialectical approach to intercultural communication?
4. How have other fields contributed to the study of intercultural communication?
3. How have the worldviews of researchers influenced how they studied intercultural communication?
2. How did business and political interests influence what early intercultural communication researchers studied and learned?
1. How have the origins of the study of intercultural communication in the United States affected its present focus?
7. Identify six intercultural communication dialectics.
6. Explain the strengths of a dialectical approach.
5. Identify three characteristics of the dialectical approach.
4. Explain the strengths and weaknesses of each approach.
3. Identify the methods used within each of the three approaches.
2. Describe three approaches to the study of intercultural communication.
1. Identify four early foci in the development of intercultural communication.
10. Understand the differences between the modernist and postmodern views of cultural spaces.
9. Explain why it is important to understand cultural spaces in intercultural communication.
8. Describe how cultural spaces are formed.
7. Define cultural space.
6. Discuss the relationship between nonverbal communication and power.
5. Define and give an example of cross-cultural differences in facial expressions, proxemics, gestures, eye contact, paralanguage, chronemics, and silence.
4. Explain the limitations of some cross-cultural research findings.
3. Identify cultural universals in nonverbal communication.
2. Discuss the types of messages that are communicated nonverbally.
1. Understand how verbal and nonverbal communication differ.
3. Values and Language. Although computer-driven translations have improved dramatically over earlier attempts, translation is still intensely cultural. Communication always involves many layers of meaning, and when you move between languages, there are many more opportunities for
2. “Foreigner” Labels. Meet in small groups with other class members and generate a list of labels used to refer to people from other countries who come to the United States—for example, “immigrants” and “aliens.” For each label, identify a general connotation (positive, negative,
1. Regional Language Variations. Meet in small groups with other class members and discuss variations in language use in different regions of the United States (accent, vocabulary, and so on). Identify perceptions that are associated with these variations.
10. Discuss the complexities of language policies.
9. Understand the phenomenon of code switching and interlanguage.
8. Explain the difference between translation and interpretation.
7. Understand the challenges of multilingualism.
6. Explain the power of labels.
5. Give examples of variations in contextual rules.
4. Identify cultural variations in communication style.
3. Describe the role of metaphor in understanding intercultural communication.
2. Explain the nominalist, relativist, and qualified relativist positions on language and perception.
1. Discuss the four components of language.
3. Communication of White Identity. Go to the website http://stuffwhitepeoplelike.com/. This website parodies the stereotypes of white people, and by extension, the stereotyping of other groups. Read through a number of these entries, and then be ready to discuss how whiteness, racism,
g. What do your findings suggest about the power of the media and their effect on identity formation and intercultural communication? (Think about avowal, ascription, and interpellation.)
f. What stereotypes were reinforced in the commercials?
e. In how many cases were people depicted in stereotypical roles—for example, African Americans as athletes, or women as homemakers?
d. What differences (if any) were there in the roles that members of the various groups played? Did one group play more sophisticated or more glamorous roles than others?
c. What groups were least represented? Why do you think this is so?
b. What groups were most represented? Why do you think this is so?
a. How many different groups were represented?
2. Stereotypes in Prime-Time TV. Watch four hours of television during the next week, preferably during evening hours when there are more commercials.Record the number of representatives of different identity groups (ethnic, racial, gender, age, class, and so on) that appear in the commercials;
b. How do they influence communication between U.S. Americans and people from other countries?
a. How do you think these stereotypes developed?
1. Stereotypes in Your Life. List some of the stereotypes you have heard about U.S. Americans. Then answer the following questions:
9. Explain the relationship between identity and communication.
8. Explain the relationship among identity, stereotyping, and prejudice.
7. Describe phases of multicultural identity development.
6. Identify characteristics of whiteness.
5. Identify and describe nine social and cultural identities.
4. Describe phases of majority identity development.
3. Describe phases of minority identity development.
2. Define identity.
1. Identify three communication approaches to identity.
f. How has the history of this group influenced the identity of group members today?
e. What are notable achievements of the group?
d. Who are important leaders and heroes of the group?
c. What are common stereotypes about the group? How did these stereotypes originate?
b. Are there any historical incidents of discrimination? If so, describe them.
a. What is the historical relationship between this group and other groups(particularly the dominant cultural groups)?
1. Cultural-Group History. This exercise can be done by individual students or in groups. Choose a cultural group in the United States that is unfamiliar to you.Study the history of this group, and identify and describe significant events in its history. Answer the following questions:
8. Why do some people in the United States prefer not to talk about history?What views of social reality and intercultural communication does this attitude encourage?
7. What is the significance of the shift from history to histories? How does this shift help us understand intercultural communication?
6. How do histories influence the process of identity formation?
5. When can contact between members of two cultures improve their attitudes toward each other and facilitate communication between them?
4. What factors in your experience have led to the development of positive feelings about your own cultural heritage and background? What factors have led to negative feelings, if any?
3. How do you benefit or have been disenfranchised in the telling of certain histories? How do you take responsibility for the histories from which you benefit?
2. How do the various histories of the United States influence our communication with people from other countries?
1. What are some examples of hidden histories, and why are they hidden?
10. Describe a dialectic perspective in negotiating personal histories.
9. Identify eight contact conditions that influence positive attitude change.
8. Explain the contact hypothesis.
7. Identify four antecedents that influence intercultural contact.
6. Identify seven types of hidden histories.
5. Describe the relationship between history and identity.
4. Describe the role of narratives in constructing history.
3. Explain the relationship between history, power, and intercultural communication.
2. Define “the grand narrative.”
1. Identify six different types of history.
4.How is culture a contested site?
3.What techniques do people use to assert power in communication interactions?
2.How do the values of a cultural group influence communication with members of other cultural groups?
1.How do definitions of culture influence people’s perspectives on intercultural communication?
⬛⬛ What is the orientation toward time?
⬛⬛ What is the preferred personality?
⬛⬛ What is the relationship between humans?
⬛⬛ What is the relationship between humans and nature?
What is human nature?
.Like a coconut pudding, this food comes from Hawaii:a.Lomi lomi b.Poke c.Haupia d.Kalua
9.This traditional Mexican soup is made mostly from tripe, hominy, and chili:a.Tortilla soup b.Tomatillo c.Chorizo soup d.Menudo
8.Sometimes viewed as a Scandinavian tortilla, these potato flatcakes are often sold in areas with high Scandinavian American populations:a.Lefse b.Lutefisk c.Aquavit d.Fiskepudding
7.The celebration of Buddha’s birthday is not held on Christmas, but instead on:a.Fourth of July b.July 14 c.Asian Lunar New Year’s Day d.Hanamatsuri
6. On June 12 every year, some U.S. Americans celebrate “Loving Day” to commemorate:a. Your legal right to love someone of another raceb. Your legal right to love someone of the same sexc. Your legal right to be a single parentd. Your legal right to get a divorce POINT of VIEW 94
5. The month of Ramadan, a month of fasting for Muslims, ends with which holiday?a. Eid ul-Fitrb. Allahu Akbarc. Takbird. Abu Bakr
4. Which of the following is not the name of a Native American tribe?a. Seminoleb. Apachec. Arapahod. Illini
. A very sweet pie made from molasses that originated with the Pennsylvania Dutch:a. Mincemeat pieb. Sugar piec. Shoofly pied. Lancaster pie
2. What is the name of the dish that features black-eyed peas and rice (although sometimes collards, ham hocks, stewed tomatoes, or other items) and is served in the South, especially on New Year’s Day?a. Chitlingsb. Jowlsc. Hoppin’ Johnd. Red rice
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