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?

Task 3
Write an essay on the topic: The use of Low and High - Context Communication to improve
your daily and intercultural communication skills.
 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
What stereotypes about Russians do you know? Are they fair?
What advice would you give to a person visiting your country for the first time?

Task 3
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 11-12

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 13

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

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.
Topics: British tea etiquette. English telephone etiquette. Tipping & Etiquette. Public transport
Etiquette etc.
 Seminar course 14
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 15
Intercultural competence

1.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.
2) 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.
3. 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.