Module test 1

Vivien Monush

1. Dwell on the connection between verbal and nonverbal

communication.

When we speak of non-verbal communication we refer to all those forms of

communication that do not use language as a vehicle and system to express
themselves. That is, all those ways of transmitting a message that do not require
words or verbal language.

Non-verbal communication has to do with gestures, sounds, movements and

other paralinguistic elements, that is, they usually accompany the use of verbal
language to qualify and channel it. 

Nonverbal messages can highlight, replace, or even disagree with the

meaning of the messages conveyed with words. These nonverbal messages can
be intentional or unintentional.

People provide context and clarify the meaning of verbal messages through
the use of facial expressions. However, miscommunication can occur when a
nonverbal signal means different things to people in other culturesNo body
movement has the same social meaning in all societies. So nonverbal
communication is affected by cultural, situational, and individual variations. 

2. Explain how one can reduce cultural conflict.

The best way to resolve or handle cultural conflict is by learning about other
cultures. Organizations work in diverse environments. This gives people the
opportunity to interact regardless of culture. It may also prevent cross-cultural
conflicts by allowing someone to learn about a specific culture before potential
conflict arises. Authors Abramson and Remington suggest, “the person involved
in cross-cultural conflicts must be careful not to assume that the perception and
values of the persons involved in the conflict are the same” . This may be
difficult due to the new thinking it requires. Knowledge of cross-cultural conflict
can be obtained through various training programs, reading, and simply talking
to people of diverse cultures.
In understanding cultural conflict, we also need to be respectful and maintain
cordiality—even when we disagree. Whether it is negative or positive outlook,
an understanding of how each culture handles conflict is the best way to
preventing matters to worsen.  

Conflict may result in a positive or negative outcome. It provides the necessary

experiences to teach diversity. It is an essential tool that builds healthy
relationships in organizations. It is common for people to disagree with each
other. These disagreements come from different views we share. 

3. Dwell on how problem-solving skills can help discover culture.

Problem-solving skills help you determine the source of a problem and find an
effective solution.

Common culture-learning techniques that take advantage of students’ problem-

solving activities include information gaps, research projects, problem-solving
activities, and critical incidents. Another classic technique is the culture
assimilator. As presented in Seelye, the culture assimilator describes a “critical
incident” of cross-cultural interaction that is usually a common occurrence in
which a foreign visitor and a national host interact, a situation one or both find
puzzling or conflictual or that they are likely to misinterpret. After the students
read about the incident (a paragraph or two), they are asked an interpretive
question: “Why do you think the man behaved the way he did?” or something
similar. The students are presented with four possible answers. Only one of the
answers is correct. After the students have selected an answer, it is checked. If
they choose an incorrect answer, they are asked to choose another answer. When
they answer correctly, they are given a detailed description of why their answer
is correct.
Culture assimilators are difficult to write correctly. The writer must take care to
ensure the following:
• The incident must be reasonably natural rather than too artificially contrived.
Ask yourself, “Would a real person from the culture described really do this?”
• The incorrect answers must be done is the way not to be rejected out of hand,
but at the same time they cannot be too similar to the correct answer.
• The explanations offered for the answers should also lead to learning.
• The correct answer needs to be such that a typical native speaker would
answer correctly without any difficulty. You may wish to test your questions on
a native speaker.

4. Explain the situations given below. Think about the different cultural
backgrounds of the participants. What do you think happened?
Why? How could the misunderstanding have been prevented?

Aya, a Japanese student studying in the USA, and Erica, her American friend,
were meeting in the school cafeteria to have a cup of coffee together after class.
At the register, Erica realized that she did not have enough money with her. Aya
lent her five dollars, but Erica forgot to pay the money back. Although she
wanted to have her money returned, Aya never spoke of the matter to Erica.

-Shyness is a very common nature of the Japanese. Japanese always keep in

mind about politeness. Aya just doesn’t want to hurt Erica’s feelings so she was
afraid to speak of this matter.It is easier for her just to forget about it. Americans
often tend to be frivolous. Maybe that is the reason why Erica forgot to returne
money. This situation could be easily prevented. There is nothing wrong to
remind Erica to give money back, so she needs to be more decisive.

On her way to class, Antonella, an Italian student studying in the USA, ran into
Professor Manetta, her art professor. She had become friendly with him since,
as an art major, she had recently exhibited some of her work at his studio in
New York. Eager to discuss some of her newest paintings but late for class,
Professor Manetta said, “We should talk more over lunch one day”. A week
went by and Antonella had still not heard from him. He did not follow up on his
invitation, and she was uncertain as to what she might have done wrong.

-It is not cool to be late for a class. Teacher may take it as disrespect towards
them. Also, Manetta did not give accurate invitation to a certain date. Teacher
might have not taken student’s suggestion seriously. Student need to talk tot he
teacher once again and discuss problems.
1. A code of moral values such as honesty in coursework or in the general educational
environment is called ___. 
a) academic integrity;
b) cultural empathy;
c) cultural identity. 
2. The stage in the process of achieving overall intercultural sensitivity when we
recognize differences and form strategies to counter them is known as ___.
a) defense;
b) denial;
 c) minimization.
3. A stage of acculturation or culture shock that involves a gradual adaptation to a new
culture is called ____.
a) adjustment stage;
b) assimilation stage;
c) honeymoon stage.
4. A process in which a new culture and its beliefs and values replace the original
culture is called ___.
a) assimilation;
b) acculturation;
c) attribution.
5. Mental stances that we take in regard to a fact or a state of something are called ___.
a) norms;
b) beliefs;
c) attitudes.
6. Explanation of the behavior of others through one’s own cultural lens is called ____.
a) cultural competence;
b) cultural empathy;
c) attribution.
7. Conversational feedback including sounds such as uh huh to show that listeners are
attentive to what is being said is called ____.
 a) cultural empathy;
 b) backchannel behavior;
 c) attribution.
8. Convictions of the truth of something or the reality of some phenomena based on an
examination of the evidence are called ____.
a) norms;
b) beliefs;
c) attitudes.
9. Objective culture or something that is accepted by the larger group, such as music,
literature, architecture, etc. is called ____.
a) big C culture;
 b) little c culture;
 c) low-context culture.
10. The study of the use of time, such as M-time, P-time, and synchrony is called ___.
a) chronemics;
b) pragmatics;
c) oculesics.
11. Six significant, observable characteristics of culture were set forth by ____.
a) Peterson;
b) Atkinson;
c) Damen.
12. Five functions of nonverbal communication were identified by ____.
a) Kohls;
b) Brown;
c) Ting-Toomey.
13. Chronemics is considered from ___.
a) two different perspectives;
b) three different perspectives;
c) four different perspectives.
14. Low power distance cultures tend to ___.
a) treat the roles for females and males unequally;
b) be collectivistic and believe that hierarchy and different levels of equality are
acceptable and appropriate;
c) be individualistic and minimize social or class inequalities.