Seminar course 1

Theme: Why study intercultural communication?

Questions:
Intercultural communication. What is IC? (Presentations)
Discussion:
1. Explain your own interest in Intercultural Communication.
2. What are benefits of studying of IC course?
3. What are some examples of IC?
4. Why do we need to study IC?
5. How is IC important to the student?
6. What are the examples of IC language?
Task 1
Watch the short video http://www.youtube.com/watch?v=QlifMpIwPus and discuss the importance of
intercultural education in the modern world.
Task 2
Study the following defenitions and answer the questions.
Intercultural communication takes place when people from different cultural backgrounds interact.

How is intercultural communication different from usual communication?

Intercultural communication is an integral aspect of almost any professional activity nowadays. The
reasons are obvious: globalization, integration of economies, increase of international organizations, etc.
As a result we are to study professional intercultural communication which can be defined as
communication within a workplace context when participants belong to different cultural backgrounds.

Task 3
What can you see in the picture below?
Why have the problems in communication occurred?
Which culture might each person belong to?
How can such situations affect business?

(Source: Professional intercultural communication. Tatiana A. Gavrilenko.Andrei N. Kuznetsov. 2015)

Reading list

1.Hall E. T. (1959). The Silent Language. New York

2.Hall E. T. & Hall M.R. Understanding Cultural Differences. Intercultural Press, INC, 1987.
3.Samovar, L. A., & Porter, R. E. (Eds.). (2003). Intercultural communication: A reader (10th ed.).
Belmont, CA: Thomson Wadsworth.

Seminar course 2

Theme : The Iceberg model of Culture

What is culture?
Task 1
Study the following definitions of Culture given by outstanding experts in intercultural communication.

1. Edward T. Hall (1914 –2009, an American anthropologist and cross-cultural researcher) Any
culture is primarily a system for creating, sending, storing and processing information.
Communication underlies everything.

2. Fons Trompenaars` (born 1953, Dutch expert in intercultural communication and management):
culture is the way in which a group of people solves problems.

3. Geert Hofstede (born 1928, an influential Dutch researcher in the fields of culture, sociology and
management) Culture is the collective programming of the mind distinguishing the members of
one group or category of people from others.

Task 2
Comment on the definitions.
What emphasis does each scientist make when talking about culture?
Do you find these approaches to understanding culture new or unexpected?

The Iceberg model

In an attempt to explain culture more clearly it is useful to depict it as an iceberg. Elements of culture
(such as artifacts, values, attitudes, traditions, etc) are placed either above or below the waterline
depending on its being obvious and visible to us.

Task 3
Think about cultural elements and decide where to put them (above or below the waterline):
Literature and music, values, forms of greeting, notion of modesty, gestures work ethic,
style of dress, importance of time, holidays, thought patterns, gender roles, prejudice, concept of humour.
(Source: Professional intercultural communication. Tatiana A. Gavrilenko.Andrei N. Kuznetsov. 2015)
Reading list
1.Hall E. T. & Hall M.R. Understanding Cultural Differences. Intercultural Press, INC, 1987.

2.Samovar, L. A., & Porter, R. E. (Eds.). (2003). Intercultural communication: A reader (10th ed.).
Belmont, CA: Thomson Wadsworth.

Seminar course 3-4

Theme: Hofstede’s Cultural Dimensions Theory
Task 1
For better understanding, study the following incidents:

Incident 1.

Incident 2.

Task 2
Identify the dimension and its degree (high/low) in the following descriptions:
1. In North America a person can bounce from career to career, from being a chartered accountant
to a band roadie, but in Japan, similar to other Asian cultures, employees are expected to stay
with one company for their entire working careers.

2. In Japanese organizations, supervisors and employees have a largely egalitarian relationship

where consensus on both parts is required for making decisions. Rather than being a source of
authority, top management is seen as a facilitator/consensus builder and has the responsibility of
maintaining harmony so that employees can work together.
 3. The decision making process within Chinese firms is based on respect, evasiveness, hierarchy
and discipline. Open conflict is avoided at all costs, even if upper management is clearly making
a wrong decision.

4. German industries tend to work closely with governments, adhering to government standards,
policies, and regulations. Virtually all German products are subject to norms established through
consultation between industry and government, with strong inputs from the management
associations, chambers of commerce, and trade unions.

Task 3
Analyze the following critical incidents applying Hofstede’s dimensions theory. For countries’ score visit
http://geert-hofstede.com/countries.html and explain the reason for misunderstanding in terms of cultural
dimensions.

Critical incident 1

Critical incident 2
A clothing company from Finland did business with Italian company. The Finnish Company ordered
clothes from Italy in their strict deadlines, ordering dates and expectations that the goods will be delivered
on time. The manager told to two of our employees to make sure that the orders are done and delivered.
The employees contacted the persons in Italy made order and agreed on the deadlines, due dates of the
payments and delivery dates. Everything was done well. but when the delivery date came, no goods were
delivered or even sent from Italy yet, even we in Finland already had promised the goods to be in the
boutique for customers. The manager in Finland blamed the two employees for not doing their task well,
and contacted the people in Italy. When the manager talked to the contact person in Italy they said “Yes
the goods are being delivered, we had a vacation week last week and nothing is happening in Italy that
week”.

Critical incident 3

(Professional intercultural communication. Tatiana A. Gavrilenko.Andrei N. Kuznetsov. 2015)

Task one.
Read the following passages and analyse the cultural misunderstandings described in them according to
the G. Hofstede’s Cultural Taxonomy. Identify the words and phrases pointing out the meaning of the
problem and underline them. Then, present your interpretation of the problem, indicate culture
dimensions are at stake in the following crosscultural encounters.

1.The Job Candidate

I was travelling from London to Amsterdam on a consultancy assignment for US high-tech company.
Accompanying me was the head of HR for all European operations, who was Irish and who had been in
his position for sixteen years. We got onto the subject of understanding and doing business with different
cultures, when he suddenly leaned over and said earnestly in his Irish lilt ”Whatever you do, you don’t
want to be doing business with the Dutch!” I asked him why not, and he proceeded to explain.
“I very nearly hired a Dutch fellow to become a director of marketing. He had all the right skills,
experience, and references and had impressed all the other directors of the region during our multiple-
interview process. Just as we were in the final stages of hiring him, he asked if it would be possible to
work forty-eight hours per week, within four days of the week. I was aghast and told him that this would
be inconceivable. You can believe I quickly ended the hiring process then and there. I realized it would be
impossible to get the kind of total commitment to the company from him we expected, with that kind of
attitude. He was only thirty-three old, for goodness sakes. What would such a young man do with three
days off? Not only that, but whatever I’ve negotiated an opportunity with a potential Dutch candidate,
they always have to go home first and talk everything over with their wives and family before giving an
answer. With me, I make the business decisions and inform my wife. She trusts my judgment to be in the
best interest for all of us. Not in Holland! The point is that with all this going on, you’ll never get
anything done if you work with the Dutch!”
As we were landing and admiring the ingenuity and organization of the tulip beds and 180 greenhouses
stretching for miles and miles below us, I commented that they certainly seemed to accomplish quite a lot
anyway. Later, in the Amsterdam office, I observed that of the management population at that site, indeed
only one was Dutch. Unfortunately, I was unable to meet him because he was on extended holiday.
Source: G. Jan Hofstede, P. B. Pedersen, G. Hofstede. (2002). Exploring Culture, p.49.

2.Extreme Hospitality
When I was fifteen years old, I played indoor soccer. I was a member of a very nice team; we were
friends. Once we played Maluku, our biggest rival. Maluku is an association for people form the Maluku
Islands in Indonesia, many of whom live in Holland. After the game, which we lost 5 to 1, we were
invited to the canteen (bar) of the Maluku Club. Whole families were present there. They insisted we join
in and eat and drink with them. I felt very uneasy. They were all relaxed and friendly and really pleased to
be with us, but somehow I was very frightened by their extreme hospitality. After having been there for a
short time, I stood up and went to the toilet, and I stayed there for half an hour. I was just washing my
hands when the coach of the Maluku team came in. He asked me where I had been for so long, and I told
him that I had been in the rest room because I had a terrible stomachache. When we reacher the canteen
again, there was a loud and happy party going on. Although I didn’t want to hurt my hosts’ feelings, I just
couldn’t go back in there. I told the coach of the Maluku team that I still felt bad and asked him to leave
me alone for a minute. After the coach had joined the party, I took my bag, ran out of the building, and
went home.
The people of the Maluku islands still think that I had a stomachache that night. If they knew I left
because I felt frightened by their hospitality, I’m sure they would feel very sad about it. I’m almost sure
they would think I did not like them, but I do. I have been in similar situations since then, and I have
experienced the joy and warmth these people are able to share so easily. Back then, though, it was new
and somehow unreal to me. Source: G. Jan Hofstede, P. B. Pedersen, G. Hofstede. (2002). Exploring
Culture, p.53.

3.Half a Greek
A multinational company had manufacturing facilities in Greece. The US headquarters appointed Nick
Nikopoulos, born in the United States but with Greek ancestry, as a floor manager. His assignment was to
improve efficiency without firing people. Nick was anxious to get ahead. He thought he would start by
establishing a good working relationship with the existing workers. His first action was to call in his
direct reports, the shift leaders, for a meeting. He told them in his broken Greek, “I want to launch an
efficiency operation. Since you have worked here longer than I have, I would like to ask your opinion
about the optimal duration of a number of tasks”.
To his surprise and discomfort, the shift leaders stared at the floor mutely, until one of the older ones
finally, said, “Sir, you are the boss. Why don’t you just tell us what to do?” Nick began to realize that he
was not as Greek as he had thought he was back in the US. Source: G. Jan Hofstede, P. B. Pedersen, G.
Hofstede. (2002). Exploring Culture, p.55.

4.George Bush in Japan

In 1991 the American president George Bush Sr. traveled to Japan for a trade mission. He was
accompanied by several of the leading business tycoons from the United States. Their mission was to
discuss trade regulations. What they really wanted was to curb Japanese competition. They complained
that the Japanese were flooding the US with products while keeping their own borders closed to
American products, which was causing layoffs back home.
The Japanese were not impressed. They pointed to the fact that an American CEO earns about two
million dollars per year, which is six times as much as a Japanese CEO makes, 182 while the Japanese
pay more taxes. This money should go into the business, they said. In Japan, they explained, when the
business takes a downturn, the CEO cuts his own salary before laying anybody off. If these American
CEOs cared more about the future of their companies and less about their own bank accounts, the
Japanese said, their business problems would be solved. Obviously, the trade dispute was not settled.
Incidentally, quite a few Americans openly agreed with the Japanese line of reasoning, among whom was
Bill Clinton, the ambitious governor of Arkansas who wanted to run for president.
Source: G. Jan Hofstede, P. B. Pedersen, G. Hofstede. (2002). Exploring Culture, p.57

5.Fernando and the Napkin

Two years ago I lived with an Irish family for fifteen days during the summer. The first day when I sat at
the table to have lunch, I realized that there was no napkin beside my plate. I asked the Irish woman for
one, and she reacted as if I had asked her for the strangest thing in the world. I felt bad because I thought
that they thought I was a dirty boy who needed a napkin to clean what I was going to soil. However, I was
sure that my behavior was correct. Afterward, she took a napkin and gave it to me, and for the remaining
days she did the same not only for me but also for the rest of the family.
Source: G. Jan Hofstede, P. B. Pedersen, G. Hofstede. (2002). Exploring Culture, p.61.

6.In the Pub

I have observed German and Dutch boys in the pub at night. It strikes me every time that huge
differences exist between the Dutch and Germans, who live so close to each other. 183 German boys just
go out with boys. They go out with girls only when they happen to be their girlfriends. Also, going out in
Germany is about discussing about the problems of the world, like environment, politics, and economics.
Choose any subject, and they will be happy to discuss it. Germans talk a lot about their ideals and
opinions. In discussions between German and Dutch students, I have observed a lot of misunderstandings
because the Germans were only talking about what could be done to overcome present difficulties.
Germans have the habit of judging each other. They have heated discussions about being right or wrong
in conversations. The Dutch have discussions, too, but they are not very serious most of the time. They
ask for others’ opinions strongly.
The German turn-taking behavior in discussions is also very different. Dutch students listen to another
person and giver their comments afterwards, in a more gentle form; they believe everybody is allowed to
have his or her opinion. German students interrupt each other, clearly disagree with what has been said,
and try to convince other participants in the discussion of the mistakes in their arguments. I have also
observed that Germans have the same personality everywhere; they will stick to one role, whereas the
Dutch adapt their behavior to the situation.
Source: G. Jan Hofstede, P. B. Pedersen, G. Hofstede. (2002). Exploring Culture, p.63.

7.Who pays for the Drink? (A story told by a Dutch girl)

Last summer some people from all over Europe came to the Netherlands to attend a language course in
English. Among them was a Romanian boy, Septi, who was studying medicine. One night there was a
party, and I offered Septi something to drink. He refused; instead he immediately went to buy me and
himself a drink. Some time later I tried again, but he seemed to be uncomfortable about my paying for the
drinks. A Dutch boy tried to offer him a drink, and after two refusals Septi finally accepted one drink
form this boy but immediately bought another drink for the Dutch boy.
I found Septi’s behavior very strange at the time. In the Netherlands, students and otheryoung people
normally offer a drink to someone they like. I had never had trouble, until that night, offering a boy a
drink. It is normal among friends, as we earn about the same amount of money.
Source: G. Jan Hofstede, P. B. Pedersen, G. Hofstede. (2002). Exploring Culture, p.67.

8.A Tale of two Stairways

Mrs. Ngo, a woman from Cameroon, was studying at a Dutch university. A professor whom she was
having an interview with showed her out of his office at the end of the interview. As she was heading
toward the long way out of the building, he pointed out to her a staircase that provided a shortcut. “Oh,”
she exclaimed, “I thought that stairway was for staff only.” This greatly amazed the Dutch professor,
because stairways for staff only do not exist at Dutch universities, so he asked her what had made her
think that the stairway was limited to staff use only. She replied that she had seen a staff member use it.
Source: G. Jan Hofstede, P. B. Pedersen, G. Hofstede. (2002). Exploring Culture, p.69.
Task 6. Choose one of the following options. Write altogether about 2 pages.
1) How do values manifest in everyday life? Focus on some values (e. g., power distance,
individualism/collectivism, time orientation, Indulgence versus Restraint) and give examples from your
own culture and from your encounters with other cultures. What kind of differences have you noticed?
2) Look at Hofstede's Cultural Dimensions (http://geerthofstede.com) and make a comparison of values
with your home country and another country that you know quite well. Do you agree / disagree with the
results? Justify your answer and illustrate with practical examples.

Seminar course 5
Topic: Edward T. Hall. High and Low Context Cultural Theory
Task 1
Enter the following link and do the Cultural Context Quiz to see where you fit on the low and high
context continuum...
https://www2.pacific.edu/sis/culture/pub/context_cultures_high_and_lo.htm
Quiz

Task 2
What are your Cultural Context results and how do you use them to communicate effectively with
people?
What is your context preference?
How do you communicate with parents, friends, classmates, and teachers? What words, expressions, and
nonverbal cues do you use? How do they communicate in return?
 Seminar course 6-7

Theme :Culture shock

Task 1
Read the text.
a. ……..
Culture shock refers to the feeling of disorientation experienced by people when they move to an
unfamiliar cultural environment or when they are suddenly exposed to a different way of life or set of
attitudes. This can be the result of immigration or a visit to a new country, a move between social
environments, or simply a transition to another type of life.
b. ……….
Culture shock consists of four distinct stages: honeymoon, negotiation, adjustment, and adaptation. The
honeymoon stage occurs when the individual sees the differences between the old and new culture in a
romantic light. In the negotiation stage, the differences between the old and new culture become apparent
and may create anxiety. The adjustment stage refers to the period when the individual grows accustomed
to the new culture and develops routines. Finally, in the adaptation stage, individuals are able to
participate fully and comfortably in the host culture. Adaptation or acceptance does not mean total
conversion; people often keep many traits from their earlier culture, such as accents and languages. It is
often referred to as the bicultural stage.
c …..
Culture shock may cause homesickness. This refers to the feeling of longing for one’s home. People
suffering from culture shock typically experience a combination of depressive and anxious symptoms
related to homesickness. Ways of coping with homesickness include developing a hobby, thinking
positively and feeling grateful about what one has, and building new relationships.
Cultural shock is a natural phenomenon that occurs when one has a cross-cultural experience. Going
through the different stages can take weeks, months or years. But ultimately, the experience can be
enriching and may end up with either adaptation with the new culture or a return home.
Task 2
Match the heading with the different sections of the text:
1.Culture shock stages 1.…….
2.Homesickness 2.…….
3. What is culture shock? 3.…….

Task 3
Does culture shock have only negative effects on people experiencing it?
Task 4
Are these statements true or false (justify your answers):
1. Culture shock occurs only as a result of immigration.
2. The adaptation stage means that there is a complete change of personality.
3. Both homesickness and culture shock refer to the same thing.

Task5
Answer the following questions:
1. What is culture shock?
1. What are the different stages of culture shock?
2. How can one cope with culture shock?

Task 6
Find in the text words having the same meaning as:
1. Change (paragraph 1)
2. Familiarized to (paragraph 2)
3. Thankful (paragraph 3)

Task7
Complete the following chart:
Definition of culture shock …………………..

The culture shock stages …………………..

Definition of homesickness …………………..

How to cope with homesickness …………………..

Task 8
Write a summary of the text.
Task 9
Imagine you have a pen pal (UK pen friend) who is coming to your country. He or she is going to stay
with you for a few days. What aspects of your local culture do you think will shock him/her the most?
(e.g. greeting, eating habits,….). Make a list of those cultural habits.
1.….
2.….
3.….
4.….

Task 10
If you move abroad and feel homesick, what will you miss most about your home country? (e.g. food?
Weather? Family? Friends?…) Write a paragraph! You can start your paragraph as follows:
If I ever move abroad I will certainly feel homesick. I will miss many things. …
Task 11
Think of your social experience and try to draw out any culture shock incidents (possibly involving
people not only from other countries, but also from different professions, families, age or gender groups).
Have you gone through the stages described above?

Task 12
Study the following “Country Profiles”. Try to guess a country. Will a Kazakh/ Russian person
experience culture shock while interacting with representatives of these cultures?
Culture profile 1.
They are used to being crowded and working in close proximity to each other. Be prepared to “rub
shoulders”. They may touch your arm or shoulder or perhaps hug you if they are feeling friendly. After
some months’ acquaintance, they may kiss you on both cheeks when greeting you or departing. They do
not arrive for appointments on time. Punctuality means they are 30 minutes late. Communication style is
eloquent, wordy, demonstrative and apparently emotional. They are exuberant, loquacious talkers. They
are also quick thinkers who can figure out what you are going to say long before you have finished saying
it. So they often jump with their response while you are still talking.
Culture profile 2.
Developing rapport is a critical part of the overall negotiating process in this country. Get to know your
counterparts before starting to discuss business. First you make a friend, then you make a deal. They
regard open display of anger or impatience as infantile, and lose respect for people, who cannot retain a
calm exterior under stress. They are rather reserved and informal, extremely punctual and abhor wasting
anyone’s time. They are courteous and considerate interlocutors. The senior man must be shown great
respect and attention at all times, even though he takes little part; the deputy or vice chairman is often the
decision maker. When discussing major issues they rely much more on face-to-face meetings than on
written communication or phone calls.
Task 13
Read the story and speculate on the questions.
Questions
This story was told from the point of view of the boss. What stages of culture shock do you think
Maria experiences during this episode? And what about her boss? Does he recognize these stages,
and does he experience culture shock himself?

(Source: Professional intercultural communication. Tatiana A. Gavrilenko.Andrei N. Kuznetsov. 2015)

Task one.
Paul Abraham. Daphne Mackey. Second Edition Contact U.S.A. Reading and Vocabulary Textbook.
REGENTS/PRENTICE НALL Englewood Cliffs, New Jersey 07632. p.73-88

Task two.
G. Hofstede attributes such names to the stages of culture shock: 1. Honeymoon; 2. Disorientation; 3.
Irritability and hostility; 4. Adjustment and integration; 5. Biculturality.
Read the text given below and identify the stages Rui had gone through.
The Day after the Party
I can still remember sitting in the airplane about to start my new life. I was very excited about coming to
this country and making new friends. But once I got to the university the first weeks were mostly filled
with practical problems. I had to find a room, I had to buy books, I had to register for various things, and
so on. I had expected to get more help with these things. My supervisor was always away on a foreign trip
or at meetings. Then over the next weeks I started to get the feeling that the people here were cold.
During the day they never seemed to have time for anything other than working. Contacts with the people
from apartment building were distant and superficial, and I did not know how to change that. The best
part of the week was calling home on Saturday nights.
Then one of the PhD students got married and invited me to the wedding party. That was great. I got to
know the people from the office and many others, and we had a lot of fun. They taught me their way of
dancing, and I taught them my way. I finally went home thinking, “Now I know how to make friends in
this country”. But next Monday morning they acted as if nothing had happened! They just said the usual
“hi” in the corridor and went on with their work! I felt cold and lonely. What had I done wrong? Were
they showing me I was just an outsider after all?
My misery must have shown on my face, because a few days later one of the PhD students I had been
dancing with came to me and asked me whether something was the matter. We talked about it, and she
explained to me that this was normal behavior and that people made a clear distinction between work time
and private time. This conversation made me feel a bit better. Since then, we have talked about these
things every now and then, and she and a few others have become good friends. I am doing well now.
Work organization is efficient here, and I am making good.
progress. I have noticed that people do take the time to talk about the content matter of my work when I
asked them. I still feel , though, that the people here do not make the best of their lives, and I miss the
warmth of home.

(Source: G. Jan Hofstede, P. B. Pedersen, G. Hofstede. (2002). Exploring Culture,Boston-London:

Intercultural Press, p.24-25)

Seminar course 8

Theme:Stereotypes
Task 1

Look at the pictures. Do you agree with the message they convey?

Task 2

Can stereotypes be helpful? Give examples

Read the text below and answer the question again.

Stereotypes are traits or characteristics generally attributed to all members of specific groups.
Stereotyping is making erroneous judgments. However, beware and do not reject the possibility that two
or many people can have something similar in their behavior, emotion, and attitudes. How many times
have you heard someone make the following pronouncement (or any derivation thereof): “You cannot
compare these two people because they are totally and completely different from each other?”Here we
have a vivid illustration of a person who is making the converse mistake of allowing similarities between
people to be overshadowed by their differences. Thus, the individual who staunchly and adamantly
maintains that “One should never stereotype,” is effectively blinding himself or herself to authentic
commonalities that actually do exist within specific groups. However, by obstinately clinging to this
position, such individuals practically ensure that they will remain oblivious to true similarities within (as
well as between) groups of people and run the risk of allowing true—and potentially helpful—similarities
between persons to be overlooked, neglected, or omitted.
 Stereotypes have a ‘kernel of truth’: in part wrong, superficial and limited, they (stereotypes)
nevertheless generalize some actual cultural traits and are based on empirical reality. It is crucial to
“look for both similarities and differences” that can be constructively applied in the cross-cultural
setting. Despite apparent differences, two individuals can share something in common.
Moreover, some categorization is necessary and normal. Indeed, there is survival value in the
ability to make accurate generalizations about others, and stereotypes function as mental "energy-saving
devices" to help make those generalizations efficiently. It is useful to have a brief, pragmatic summary of
some of the characteristics of the world’s main business cultures. Stereotypes must be a general starting
point for further inquiry, initial hypotheses to be examined and modified through active engagement.
Stereotypes can also be used to hypothesize likely areas of contrast and possible communication
problems. As more knowledge of relevant cultural differences is acquired, generalizations will offer
valuable pointers to those who are working with people from these cultures specific, hypotheses more
particular, and communication difficulties more predictable.

Task 4: Vocab building

Match the words on the left with the definitions on the right.

Divine providence Strange behavior and habits

Omniscience Forever
To sift through (s/th) Posh accent (talk like the aristocracy)
Basis in fact not showing emotion
Unity in diversity To go through a set of (something) and look at each one
briefly
Eccentricity To know everything
In vast reserve We are strong together, because we are different
Perpetual Huge amounts
A stiff upper lip God’s gifts or care
Self-effacing Not taking oneself too seriously
Plummy accent Truth

Task 5
Watch the video: What are the American Stereotypes?
Q: What is a typical American/Brit like?

Video quiz questions.

1) ...not so smart but fun, always enthusiastic. That's a ...
a. positive
b. paused
c. causative
2)
Put the words in order: quiet. a English introverted more and are lot
3) What was the first stereotype the blond man mentioned?
Fill the gap: Generally speaking, it's ________________________ traveled.
4) What was one stereotype the speaker didn't mention?
a. One-dimensional sense of humour.
b. Uncompetitive.
c. Very emotional.
5) What's the last thing the man in the hat says?
Fill the gap: Everything's larger that life ________________________ you know
6) Americans take their appearance very seriously.
a. True
b. False
7)
Put the words in order: country. of things to But a tons wrong. There's get love. great me don't America's
8) Americans are unfriendly.
a. True
b. False
9) What does the blond man say?
Fill the gap: There's some beautiful ________________________ of it that even some Americans are
unaware of.
10)
Put the words in order: understand don't that. football for soccer, one. calling Well, I

11)
Fill the gap: ...they just always need to be ________________________ something. I don't know...
12) Is it customary to tip in Britain?
Answer the question using your own words.
13) Which of the following did he not use to compare the UK/US to?
a. A divorce.
b. A wise, older brother.
c. A pregnant teenager.
15)
Put the words in order: always of at ends up the sentences? ends sentences? the at up of do go Why they
always
16) The lady said Americans are obsessed with age.
a. True
b. False

17) If you had to choose between America and the UK, which one would you choose? Do you have
the same perception of Americans? Answer the question using your own words.

Task 6: Reading and retelling

Read ten stereotypes about Britain. Five are 'true' and five are 'false'.
TEXT: Five stereotypes about Britain that are simply not true, and 5 that really are.
It would be valuable indeed if divine providence blessed us with the gift to ‘see ourselves as others see
us’ as Robert Burns mused in his famous poem ‘To A Louse’, but although we’ll never achieve this sort
of omniscience, it’s still fun to sift through some of the most common stereotypes about Britain and the
British and consider which have any basis in fact.
Naturally, it’s impossible to generalise over the beliefs, habits and attitudes of each and every Briton, and
as a modern multicultural nation we also celebrate unity in diversity. However, one thing Britons have in
vast reserve is eccentricity, as evidenced by their love of British themed fancy dress and their perpetual
ability to combine a stiff upper lip with surreal and self-effacing humour.
So here follow five stereotypes about Britain which are false and five which have some basis of truth.
FALSE: Everyone in Britain is closely related to the Royal Family
Since Britain has a population of over 63 million this is not the case, but some unlikely Britons in line for
the throne include Catherine Laing; a West Country travel agent’s wife and Chloe Felton, a farmer’s
daughter from Devon. In fact, there are only around 20 people in the UK who bear the title ‘Your
Highness’ or ‘Your Majesty’ and around a further 70 who can claim to be members of the extended Royal
Family or Royal Household; so it’s a reasonably exclusive club!
FALSE: It rains every day in Britain
Although Britain receives its fair share of rain, in 2009 the UK received less annual rainfall than Norway,
Switzerland, Japan or New Zealand. It’s true that sodden citizens of Glasgow can expect around 48 inches
of rain a year but this is only half the amount that the good people of Bergen, Norway can look forward
to!
FALSE: Pubs in Britain only serve warm beer
Whilst some ales are still served warm, the popularity of continental lagers means that most beers served
in the UK are now served cold. In fact, British lagers such as Carling and Tennents are marketed as best
served cold and even Guinness stout has an ‘extra cold’ version due to popular demand!
FALSE: Everyone in Britain has a plummy accent and talks like the Queen
This is untrue as there are hundreds of distinctive regional accents across the UK and Standard English is
itself a synthetic language amalgamated from elements of regional languages. For some interesting
explorations of languages and dialects, check out the poem ‘The 6 O’Clock News’ by Tom Leonard and
the song ‘Cockney Translation’ by Smiley Culture.
FALSE: All Britons have bad teeth
There seems to be no factual basis for this stereotype, dental hygiene in the UK compares well to that of
any other developed nation. However, some British cultural icons do have very ‘unusual’ teeth; such as
Rab C Nesbitt and Ken Dodd.
TRUE: Britons drink tea all day
Each Brit consumes 1.89 KG of tea per year according to 2009 figures and are ranked 6th in a list which
is topped by the United Arab Emirates, followed by Ireland and Mauritania. Of course, tea is the 2nd
most popular drink in the world next to water, so Britons are not alone in their collective love for a cuppa!
TRUE: Britons love to queue
Although no-one in their right mind loves to queue anywhere, many British people will state that they
would prefer forming an orderly queue than the type of ‘free for all’ policy they may have seen adopted in
other countries (although this in itself might be yet another stereotype!) However, the record for longest
toilet queue is actually held by the Belgians and occurred when 756 people waited in line to use a latrine
as part of UNICEF World Water Day activities!
TRUE: Britons do everything by the book
Business groups are constantly complaining about the reams of Governmental red tape, rules and
regulations and (in their view) the effect it has on jobs being lost as businesses move abroad to avoid
bureaucracy. Britain is unarguably one of the most rule-bound nations on Earth but it is debatable
whether these regulations protect our freedoms or infringe them.
TRUE: Britons are obsessed with the class system
Although traditional class boundaries have become more blurred over the years, most Britons do tend to
identify with one of the 3 main classes for better or for worse and although some claim that social
mobility is greater now than it was for previous generations, evidence suggests that Britain unfortunately
remains divided along class lines.
TRUE: Britons love to celebrate Royal occasions
This is definitely true as Royal Weddings and Jubilees are lavish occasions which millions of Britons love
to celebrate by waving Union Jacks, organising street parties and donning fantastic Great British fancy
 dress costumes! Indeed, as 24.5 million viewers watched the Royal Wedding of Prince William and
Princess Catherine on TV last year, if a Royal Wedding was held every week it would certainly eclipse
viewing figures of ‘Eastenders’ , ‘Coronation Street’ and ‘The X Factor’!

Task 7
What do you understand by the term 'stereotype'?
Do you believe in stereotypes?
What are the stereotypes about your own nationalities? etc.
Choose four countries that you are familiar with and fill the table.
UK USA Kazakhstan
Eats/drinks

Likes/dislikes

Plays

Behaviour

STEREOTYPES ABOUT BRITISH PEOPLE

1) Think of some stereotypes we have about British people. Add your ideas to the picture:

Here are some words that will help you to understand the statements from exercise 2:
Queue – stand in a line;
Posh – elegant, upper-class;
Manor - a large country house with lands;
Nanny - a person, typically a woman, employed to look after a child in its own home;
Pale - light in colour or shade.
Top hat - a man's formal hat with a high cylindrical crown.
Tail - a man's coat, cut away over the hips and descending in a pair of skirts behind, usually black and
worn as part of full evening dress.
Someone who has a stiff upper lip is very reserved and does not show his/her emotions openly.
2) Read the following statements about British people. Is it fact or fiction? Try to guess.
1. “We love tea, especially afternoon tea” ____________
2. “We love to queue” ____________
3. “We love talking about the weather” ____________
4. It rains every day ____________
5. “We’re all posh and live in large manors” ____________
6. “We wear top hats and tails (or kilts)” ____________
7. “We all play cricket” ____________
8. “We all had nannies and au pairs” ____________
9. “We all have pale skin” ____________
10. “We have stiff upper lips” ____________

1) Fact; 2) Fact; 3) Fact; 4) Fiction (mostly); 5) Fiction; 6) Fiction; 7) Fiction; 8) Fiction; 9) Fact; 10)
Fiction.

Seminar course 9-10

Theme 1. Communication. Types of communication.

1. What is Communication?
2. Types of communication.
3. Verbal Communication.
4. Components of Verbal Communication.
5. The Different Elements in the Process of Communication.

Task One. Using the described model of the Communication Process. Discuss in groups the
communication that takes place in: 1) Your family; 2) Your classroom; 3) Public places (public transport,
a supermarket etc.)

Task Two. List the strengths and weaknesses of the three modes of communication. Share your findings
with your fellow students.

Task three.
Describe the communication process.
 Source: What Every Student Should Know About Intercultural Communication Compiled by Loreta
Chodzkienė Vilnius, 2014
Non-verbal interaction
Task :
Group Presentations.
In groups of 2-3 students you are to develop a multimedia presentation on one of the suggested topics
below. Each presentation should include: a) textual information that provides a good overview of the
selected topic, b) photos\drawings related to your topic 3) a short video (1-3 minutes) related to your
topic, if such is possible. 4) 3 multiple choice questions related to your topic that will be used in the final
test, 4) references (list of all resources you used). You must use at least 3 different sources for your
presentation.
Topics: The Nonverbal Code. Kinesics. Paralanguage. Proxemics, haptics, chronemics.

Seminar course 11

Theme : Social Etiquette in the UK

Task 1

Discussion
Is it important in your culture to be polite?
When should you be polite?
What happens if you are not polite?
What instructions would you give someone about being polite in your home culture?
Task 2
1. Watch the video about English Culture: Manners & How to be polite.
2. Test your understanding of the video by answering these questions.
1. Which of the following is not polite to do at a formal dinner?
A. eat with a fork and knife
B. thank the person who made your meal
C. put your hands on your lap
D. put your elbows on the table
2. Your boss invites you to his house. Which of the following is not something you're expected to bring?
 A. a box of chocolates
B. a bouquet of flowers
C. a pizza
D. a bottle of wine
3. The English are "punctual" people. This means that we usually __________________.
A. settle arguments with their fists
B. arrive late
C. arrive on time
D. use correct punctuation
4. You are working as an electrician in Leeds. You go to your client's house. When you get there, you
should ____________________________.
A. take off your socks and shoes.
B. take off your shirt
C. take off your pants
D. keep your shoes on
E. take off your watch
5. If you are on the tube or a public bus, you should put your music on loudly so that everyone can enjoy
it.
A. true
B. false
6. You're out at a restaurant. Where shouldn't you change your baby's diaper?
A. in the washroom
B. on the table
C. in your car
7. Because English people are so busy, they often eat fast food on the bus.
A. true
B. false
8. What is a queue?
A. a letter of the alphabet
B. a line that people form when they are waiting
C. a french wine that is popular in England
D. a special seat on the bus that is reserved for the elderly and disabled
9. You've been at a friend's house for a couple of hours and you're feeling tired. You can get up and leave
without saying anything.
A. true
B. false
"French leave" is only acceptable in large social situations like parties.
10. In England it is always acceptable to breastfeed in public.
A. true
B. false

Task 2
Group Presentations.
In groups of 2-3 students you are to develop a multimedia presentation on one of the suggested topics
below. Each presentation should include: a) textual information that provides a good overview of the
selected topic, b) photos\drawings related to your topic 3) a short video (1-3 minutes) related to your
topic, if such is possible. 4) 3 multiple choice questions related to your topic that will be used in the final
test, 4) references (list of all resources you used). You must use at least 3 different sources for your
presentation.
Topics: Polite social behaviour in the UK. Small talk. Tipping. Food etiquette etc.

Links:
https://englishlive.ef.com/blog/english-in-the-real-world/mind-manners-english-speaking-dinner/
https://www.engvid.com/good-manners-polite-english/
https://www.thespruce.com/conversation-etiquette-1216497

Buisness Etiquette
Reading
Text 1. Gestures or Subtle Cues?
Many cultural anthropologists divide countries into low-context (i.e. the United Kingdom,
Germany and the United States) and high-context societies (i.e. Japan, France and Qatar). In low-context
cultures, information is predominantly communicated verbally or in writing, in an overt, frank manner.
But in high context societies, much information is transmitted non-verbally, with subtle, indirect cues.
Therefore, “Saying What You Mean and Meaning What You Say, “is not always the best policy in places
like Japan or Indonesia. Key points often go unsaid, but are clearly understood.
To complicate matters, many non-verbal communications have entirely different meanings from
one country to another. To illustrate, here are some standard, initial interactions examined from several
countries’ perspectives.
Eye contact. From the introduction to the farewell, appropriate eye contact varies greatly
depending upon the country. In the United States, direct eye contact is considered a sign of honesty and
reliability. Shifting one’s gaze away, or to the floor indicates a lack of attention, or worse, deceit.
However, in Latin America, intense eye contact between men can be considered challenging and
aggressive. Depending upon the situation, subordinates may not always look superiors in the eye for a
protracted period of time. If a Hispanic looks away when being questioned, he or she is probably being
respectful, rather than hiding something.
Extended eye contact between the sexes – In a purely business setting – is common in the United States,
but can be interpreted as an overture for more intimate communications in many Latin and Mediterranean
countries.
Smiles. “You’re never fully dressed without a smile.” While a smile is generally part of an
introduction, smiles aren’t always the universal signal for friendship. Although smiles invite
communication in much of the Western Hemisphere, in the Far East, a smile can be used to cover up
embarrassment, dismay or fury. If you’re negotiating with Japanese, Chinese or Indonesian prospects, an
inscrutable smile is used to communicate far more than pleasure. It’s a form of polite behavior, which
masks anything from sincere enjoyment to menace. When accompanied by a protracted period of silence,
a mysterious smile can unnerve Western salespeople. Relax, if you have already made your statement, it’s
acceptable to sit respectfully in silence, and smile back.
In the French frame of reference, a person who grins too much can be regarded as simple. And in
Germany, smiles are often reserved for family, friends and social situations, but not displayed freely in
business settings.
Shaking Hands. In the United States, a firm grip has long been an indicator of strength of
character, but styles of handclasps can definitely vary around the world. In Asia, a weak, extended grip is
normal and doesn’t belie the negotiating strengths of the participants.
If you’re in a Muslim or Orthodox Jewish environment, you must be highly sensitive to touching
the opposite gender. Devout orthodox Muslims and Jews must not touch women, so follow your hosts’
lead.
Bowing. The tradition of bowing is so complex that Asians attend classes in the proper protocol
of the bow. It’s unlikely that any international visitor would be able to appropriately execute a formal
bow (to the right depth, with the correct duration, etc). However, a polite attempt to bow in greeting will
be appreciated by your Asian hosts. If you’re the subordinate in the relationship, bow lower. Be sure to
learn an appropriate verbal greeting to express with the bow.
Kissing. Most initial business meetings around the world don’t involve a kiss. But after
establishing a relationship with clients in the Middle East, Latin America, many parts of the
Mediterranean and parts of Africa, there may be times when your clients/friends initiate a brief kiss on
either cheek, accompanied by a handshake, hug or pat on the back.
If you’re in Brazil, this custom may occur between the sexes after only one or two meetings. In
the Middle East, the same custom is likely to happen between males, followed by an extended period in
close proximity. Whatever you do, never back away from a kiss. You don’t want to undermine your new
business relationship by being coy about your personal space. As the saying goes, “When in Rome (or
Rio or Riyadh), act as the Romans do.”
In the 1990s, a U.S. governmental study evaluated the characteristics of successful ambassadors
and diplomats.
Of all the variables that were measured, the most telling indicator of longterm success was their
capability to pick up on non-verbal communications within the target country. Overall, those individuals
who comprehended a situation without auditory reinforcement were most capable of maneuvering
successfully through the maze of international politics that occur in any global transaction.
There are thousands of cultures around the world, and an immense variety of non-verbal
communications. Becoming sensitive to the subtle gestures of your surroundings can help you avoid
insulting your companions by what might be an innocuous movement in your home country, but is taboo
in theirs (like the “OK” sign in Brazil; it’s obscene). But when in doubt about a gesture, keep your hands
to yourself.
Comprehension 1.
1. Explain, what is meant by the following expressions in the text:
 overt, frank manner or communication;
 to transmit information;
 subtle, indirect cues;
 a smile can be used to cover up embarrassment;
 a mysterious smile can unnerve Western sales people;
 devour or orthodox Muslims and Jews;
 close proximity;
 you don’t want to undermine your business relationships by being coy about your personal space;
their capability to pick up on non-verbal communication.
2.Answer the questions:
 Give examples of high-context and low-context cultures. Where would you put your country?
 In which countries do certain non-verbal communications have opposite meaning?
 Explain, why the capability to pick up on non-verbal communications may be an indication?
 From this article, which nationalities can cooperate with each other? Which may have difficulties
in communication?
 Which nationality seems thee easiest for Russians to deal with? Why?
3.Imagine that you are experienced international businessman. Choose the country you know well
from the list below and comment on customs, traditions and patterns of behaviour of this country:
Japan;
 USA;
 Brazil;
 Saudi Arabia;
 France.
4. You are a cross-cultural consultant hired by a foreign executive going to do business for the first
time in your country. Prepare some advice that you would give your client about business practices.
Use the following topics to help you:
 use of language;
 non – verbal communication.

Text 2
Read the articles and summarize the content of it in 8-10 sentences.
1.Allow me to Introduce Myself. Some hints on business card usage around the world
 Take your time. It's impossible to convey respect if you fling your card at someone.
 Remember that the left hand is considered unclean in the Islamic world. Even in many non-
Islamic areas of Africa and Asia, the tradition has evolved of using the right hand in preference
over the left.
 In some parts of Asia (notably Japan), presenting a card with two hands conveys respect. When
using both hands, hold your card by the two upper corners.
 When you receive a business card, immediately take time to read it. This is a good time to repeat
the person's name, especially if it is in a language you're not familiar with.
 While you may write on your own card, never write on someone else's business card.
 Ideally, you should store your business cards in a small case.
 If you don't have a card case with you, put your cards in a front or side pocket. It's only polite to
have your card translated into the local language. One side of the card should be in your
language, the opposite side in the local language.
 Bring plenty of cards. In some countries, you will need two for each one to-one visit, since the
secretary will keep one card.

2.Kiss, Bow or Shake Hands? Some general guidelines on greetings and terms of address.
Physical greetings
Businessmen in the United States and Britain rarely have to endure a kiss on each cheek from
another man. Even in countries where such greetings are common (Italy and Russia, for example), a kiss
is generally reserved for relatives or good friends. A foreign businessman will have to do a lot of
relationship-building to reach the point at which he is greeted with a kiss. When that happens, the easiest
thing to do is to stay still and let the kiss-initiating person move his head. Otherwise your noses may
collide!
In Asia, Westerners rarely master all the intricacies of a bow. The basics usually suffice: bow
from the waist, and the person with the lower status bows more deeply. When greeting Westerners, many
Asians follow a bow with a handshake.
As any politician can attest, strong handshakes can hurt. North Americans and Australians should
moderate their strong handshakes overseas. Many Asians who do shake hands actually perform a hand-
clasp, with no pressure and very little pumping. To give emphasis to a handshake, it is permissible for
each person to place their left hand over their clasped hands.
Forms of address
There are very few countries in which businesspeople address each other by first names after a
short time. In Germany and Switzerland, for example, even longstanding business partners may choose to
address each other by their surnames. North Americans commonly use first names, and are notorious for
losing credibility by using first names overseas.
Degrees of politeness
Some Asian languages have several degrees of politeness. To know which level to use, Asians
need to know their counterpart's standing in society. Hence they often ask very personal questions of
foreigners, such as how much they earn or how many employees they supervise, to determine the level of
politeness required. If you find such questions too personal, simply decline to answer, or say that it is not
something that is usually discussed in your culture.
Written reflection
You are a PR officer at an international firm. Your firm is expecting a delegation from prospective
partners from Saudi Arabia. Write a memo for the staff involved to instruct them in Saudi Arabia
communication practices.
Speaking
1. What do you think is happening here?
 Sales representatives from Germany and Britain are in a difficult negotiation. Things are getting tense.
Franz Bauer sits upright and is disturbed as Jim Banks relaxes in his chair. Franz Bauer feels that Jim is
not taking the negotiation seriously. Jim feels that Herr Bauer is getting more and more aggressive.
Comments
The German's upright position indicates the seriousness with which he is taking the situation, while
Jim's posture in the chair indicates his wish to defuse the situation. The two people misinterpret each
other's behaviour, and so the situation escalates. In some cultures travellers should be careful to avoid
exposing certain parts of their body. In some Arab cultures, for example, the sole of the foot is considered
dirty, and should never be shown, so anyone who adopts the local custom of sitting on the floor, for
instance, has to take care to avoid doing this.
1. What do you think is happening here?
 A British expatriate living in Germany complains about being stared at in the underground train.
“They stare at me straight in the face as if I've come from another planet”, he said.
 A US manager reports problems with Japanese staff. “I asked them how the project was going
and, of course, not much has been done. I was suspicious when they didn't even look me in the
eye”, he said.
Comments
The length of time that it is acceptable to look directly at someone can also differ from one country to
the next. In some cultures, looking someone in the eye is taken as a sign of interest and honesty. In others,
however, this can be seen as a sign of disrespect. Visitors gradually do not learn nor to look too directly at
the person are they talking to, in case they are thought to be staring intrusively.
2.What do you think is happening here?
A European manager who came to work in the US subsidiary of an insurance company was pleased to
find that he had an excellent secretary. After she had completed yet another piece of work long before the
deadline, he went up to her, tapped her on the shoulder, and said, “Pat, thanks again. It really is such a
help that you are here.” Her response was to complain to the manager's boss.
Comments
Where, how, and how often people touch each other varies widely across cultures. Even in the
business world there are large variations. In the USA, the actions of some male employees in touching
female employees, whether innocently or otherwise, has given rise to law suits for sexual harassment.
When and how often people shake hands varies widely, too. A group of British investment
bankers felt that their German colleagues shook hands excessively, and advised a British colleague going
to a meeting in Germany that they should shake hands with anything that moves'. In other cultures,
hugging or kissing are more appropriate forms of greeting, even in a business context.
3. What do you think is happening here?
Julio, an Argentinean student, who is keen to improve his English, is attending a course in
Business English. He often stays behind after the class to ask the British lecturer, Jim Ford, some
questions. When Julio approaches, Mr Ford looks uneasy and begins to move away. Julio wonders
whether Mr Ford doesn't like him, if he is asking too many questions, or whether students are not
supposed to ask questions after class.
Comments
How close you get to another person when talking to them differs widely across cultures.
Research has shown that in the USA the 'comfort zone' is about an arm's length. In Latin America, the
tendency is for people to get closer to each other than people, for instance, in the UK. The fact that this is
a tendency doesn't, of course, mean that all British people do this. Julio's explanations of Mr Ford's
behaviour might be correct, but it could also be that the lecturer feels uneasy because the student is
coming too close to him.
(Source: Гришаева, Е. Б. Г82 Английский язык: межкультурная коммуникация. [Электронный
ресурс]: практикум / Е. Б. Гришаева, Р. А. Свиридон. – Электрон. дан. (1 Мб). – Красноярск: ИПК
СФУ, 2008. P.53-58)
 Seminar course 12

Theme: Brown and Levinson’s Politeness Theory

Task 1
Discussion
1. Is it important in your culture to be polite?
2. When should you be polite?
3. What happens if you are not polite?
4. What instructions would you give someone about being polite in your home culture?
Task 2
In groups of three or four, discuss the following questions:
1. Why is politeness theory important?
2. Who created the politeness theory?
3. What are the politeness strategies?
4. How does politeness affect communication?
5. What is face in politeness theory?
6. What is linguistic politeness?
7. How do you show politeness?
8. What is a face threat?
9. What is politeness in intercultural communication?
(Шеманаева М.А. ГИД ПО ВОПРОСАМ МЕЖКУЛЬТУРНОЙ КОММУНИКАЦИИ
INTERCULTURAL COMMUNICATION GUIDE Учебное пособие для студентов языковых
специальностей)

Task

1. Watch the video about English Culture: Manners & How to be polite.
2. Test your understanding of the video by answering these questions.

1. Which of the following is not polite to do at a formal dinner?

E. eat with a fork and knife
F. thank the person who made your meal
G. put your hands on your lap
H. put your elbows on the table
2. Your boss invites you to his house. Which of the following is not something you're expected to
bring?
E. a box of chocolates
F. a bouquet of flowers
G. a pizza
H. a bottle of wine
3. The English are "punctual" people. This means that we usually __________________.
E. settle arguments with their fists
F. arrive late
G. arrive on time
 H. use correct punctuation
4. You are working as an electrician in Leeds. You go to your client's house. When you get there,
you should ____________________________.
F. take off your socks and shoes.
G. take off your shirt
H. take off your pants
I. keep your shoes on
J. take off your watch
5. If you are on the tube or a public bus, you should put your music on loudly so that everyone can
enjoy it.
C. true
D. false
6. You're out at a restaurant. Where shouldn't you change your baby's diaper?
D. in the washroom
E. on the table
F. in your car
7. Because English people are so busy, they often eat fast food on the bus.
C. true
D. false
8. What is a queue?
E. a letter of the alphabet
F. a line that people form when they are waiting
G. a french wine that is popular in England
H. a special seat on the bus that is reserved for the elderly and disabled
9. You've been at a friend's house for a couple of hours and you're feeling tired. You can get up and
leave without saying anything.
C. true
D. false
"French leave" is only acceptable in large social situations like parties.
10. In England it is always acceptable to breastfeed in public.
C. true
D. false

Seminar course 13
Task 1
Topic: Intercultural barriers
Activities
Part 1: Read the following statements by German students about misunderstandings abroad and try to
identify the main problem in each case.
Whenever I write with my American friend she is always saying ‘talk to you soon’, ‘we will come to
Germany soon’. So I always got so excited about it, but I found out that it is normal for them to say
something like this because they want to be nice and polite. So sometimes it is really hard for me to
understand what the actual meaning is behind all the ‘façade’.”

o Different script
o Different politeness routines
o Semantic problem

Part 2: Watch the video “10 surprising ways to offend people in other countries” and decide in each case
whether the problem is related to verbal, nonverbal, paraverbal or extraverbal communication.
Tick the suitable box in the table to decide whether the problem is related to verbal, nonverbal, paraverbal
or extraverbal communication.

Seminar course 14

Theme: Bennett’s model of Intercultural Sensitivity

READING
Exercise 1
What is the reason for the lack of mutual understanding between representatives of different cultures?
Share ideas and thoughts with your partner.
Exercise 2
Read a text about The Developmental Model of Intercultural Sensitivity and answer the following
questions:
1. What does the term “ethnocentrism” mean?
2. Which stage describes individuals experiencing their own culture as the only “real” one?
3. When does defense against cultural difference occur?
4. Which characteristics apply to the minimization stage? Tell more 5 adjectives.
5. What does the term “ethnorelativism” mean?
6. When do people start to be interested in other cultures?
7. How do you compare and contrast the adaptation and integration stages? Are they similar?
Why/ why not?

Bennett’s Model of Intercultural Sensitivity

The Developmental Model of Intercultural Sensitivity is based on decades of academic research
and on formal observations of cross-cultural dynamics in schools, communities, and organizations. The
DMIS identifies the underlying cognitive orientations individuals use to understand cultural differences.
The first three stages are ethnocentric as one sees his own culture as central to reality. Ethnocentrism
assumes that "the worldview of one's own culture is central to all reality". By the fourth stage,
ethnocentric views are replaced by ethnorelative views. Ethnorelativism supposes that "cultures can only
be understood relative to one another, and that particular behavior can only be understood within a
cultural context".
1. Denial of cultural difference occurs when people fail to recognize distinctions among cultures
or consider them to be irrelevant; when they reject the claim that cultural differences exist or that they can
be meaningful and consequential; or when they perceive people from different cultures in simplistic,
undifferentiated, and often self-serving ways.
2. Defense against cultural difference occurs when people perceive other cultures in polarized,
competitive, zero-sum, or us-against-them terms; when they exalt their own culture over the culture of
others; or when they feel victimized or attacked in discussions about bias, bigotry, or racism. Defense
may also manifest in efforts to deny people from other cultures equal access or opportunity, such as
opposition to affirmative-action policies or diversity-hiring initiatives.
3. Minimization of cultural difference occurs when people assume that their distinct cultural
worldview is shared by others, when they perceive their culture’s values as fundamental or universal
human values that apply to everyone, or when people obscure, disregard, or neglect the importance of
cultural differences. Minimization may also manifest in arguments that human similarities are more
important than cultural differences, or in claims that “deep down humans are all alike.”
4. Acceptance of cultural difference occurs when people recognize that different beliefs and
values are shaped by culture, that different patterns of behavior exist among cultures, and that other
cultures have legitimate and worthwhile perspectives that should be respected and valued. The acceptance
stage may also manifest as greater curiosity about or interest in other cultures, and people may start to
seek out cross-cultural relationships and social interactions that they might have avoided in the past.
5. Adaptation to cultural difference occurs when people are able to adopt the perspective of
another culture, when they can empathize intellectually and emotionally with the experiences of others, or
when they can interact in relaxed, authentic, and appropriate ways with people from different cultures.
6. Integration of cultural difference occurs when someone’s identity or sense of self evolves to
incorporate the values, beliefs, perspectives, and behaviors of other cultures in appropriate and authentic
ways. As Bennett explains, “Integration of cultural difference is the state in which one’s experience of
self is expanded to include the movement in and out of different cultural worldviews…. people are able to
experience themselves as multicultural beings who are constantly choosing the most appropriate cultural
context for their behavior.”

Exercise 3
What stage of Intercultural Sensitivity are you at now? Write down one minute all your ideas about it and
then compare your answer with a partner.

LISTENING
Exercise 1
Look at the picture below and guess what you are going to listen to? Take some notes about the picture
individually and then share your ideas with classmates.
Exercise 2
Listen to the video from the YouTube channel about ‘Bennett's Developmental Model of Intercultural
Sensitivity (DMIS)’ and complete the table with characteristics of each stage.
Bennett's Developmental Model of Intercultural Sensitivity (DMIS)

Stage Specific characteristics

1. Denial

2. Defence

3. Minimization

4. Acceptance

5. Adaptation

6. Integration

Exercise 3
Listen to the podcast again and think about examples for each stage. Discuss in small groups about them
according to your own experience/ real life situations.

SPEAKING
Exercise 1
Imagine that you are a foreigner who comes to your city for the first time. What do you think, what can
catch the eye of a person who has never been to Kazakhstan before? Here are some examples of things to
look out for:
1. "Spiritual culture"
2. History
3. Advertisements
4. Everyday situations at: supermarket, street, post office, bus stop, cafe etc.
What other spheres of public and everyday life, in your opinion, could be touched upon when describing
the national and regional characteristics of your culture?

Exercise 2
Tell about your experience of dealing with manifestations of ethnocentrism. How often do you face this
phenomenon in real life?

Exercise 3
Read the statement about cultural sensitivity given by Stafford, Bowman, Eking, Hanna, & Lopez-Defede
1997. Express your opinion. Do you agree or disagree?
“Cultural sensitivity is being aware that cultural differences and similarities between people exist without
assigning them a value – positive or negative, better or worse, right or wrong (Stafford, Bowman, Eking,
Hanna, & Lopoes-Defede 1997, 33).”
Group discussion: Why is M. Bennett's theory called the theory of intercultural sensitivity? Argue your
answer.

WRITING
Exercise 1
Match stages of Intercultural Sensitivity with changes occur when evolving through each step of the scale
(1-5 with A-E):
1. From Denial to Defense
2. From Defense to Minimization
3. From Minimization to Acceptance
4. From Acceptance to Adaptation
5. From Adaptation to Integration

A. exploration and research into the other culture begins

B. the person acquires an awareness of difference between cultures
C. subject develops empathy towards the other culture
D. negative judgments are depolarized, and the person is introduced to similarities between cultures
E. exploration and research into the other culture begins
Seminar course 15

Intercultural competence

Task 1
Watch the video https://www.youtube.com/watch?v=iekfqnwl924and discuss the awareness of
intercultural competence in the modern world.

Task 2
Answer the questions.
1. How is intercultural competence different from communicative competence?
2. How to develop tools and habits of observation and questioning of interacting?
3. How to underline cultural values and beliefs to understand the needs to develop respectful
attitudes to develop ICC
Task 3
Intercultural communication: Culture clash
Watch a movie a find some episodes which involve intercultural communication clashes.
Analyse the episodes using the following plan: Briefly describe the general context. Comment on the
situation in terms of the following point:
Hall theory.
Hofstede theory.
Stereotypes.
Intercultural competence.
Task 4
Intercultural competence: A critical incident
Recall a situation where there was a cultural misunderstanding (e. g., disagreement or argument) between
you and a person from another culture. Briefly describe the general context (e. g., is the person your
friend, your spouse, a stranger, etc, and the general topic of the misunderstanding). Use Milton Bennett's
model «Development of Intercultural Sensitivity» as a guideline for your analysis.
Task 5
Discuss the following themes as critically as possible. A) To what extent can intercultural competence be
learned? B) In your opinion, what kind of methods should prove the most efficient when trying to
improve one's intercultural competence? C) Looking back at your schooling and studies, choose one
example of a course or an experience that, in your opinion, has had a strong (positive or negative)
influence in the development of your own intercultural competence or intercultural sensitivity. Remember
to ground your argumentation to the course material where appropriate. You can also introduce other
sources when doing this assignment. This assignment should be about 2-3 pages long.

Reading list
1.Hall E. T. (1959). The Silent Language. New York
2.https://web.snauka.ru/en/issues/2014/03/31889
3. https://articlekz.com/en/article/23148