Final

Report
INTERCULTURAL
COMMUNICATION
and CONFLICT MANAGEMENT

Lecturer: MA. Vu Thi Bich Dao

Group: 09
 TABLE OF CONTENTS

I. INTRODUCTION 3

II. GROUP EXPERIENCE 6

1. WORD GAME 7

2. OPEN HOUSE 9

3. FINAL PROJECT 12

III. EVALUATE THE CONTRIBUTION OF

MEMBERS TO ALL ACTIVITIES 14

IV. EVALUATION OF THE COURSE 17

1. STRENGTHS 18

2. WEAKNESSES AND SUGGESTIONS 19

V. CONCLUSION 20

2
 I. INTRODUCTIONS

OUR GROUP
Our group include 6 members from class 21K4 and
21K5, Faculty of Korean Language and Culture,
University of Language and International Studies
(ULIS), VNU.

OUR MEMBERS

No. Student ID Full Name Role

1 21040296 Nguyễn Hoàng Lan Vy Leader

2 21040377 Nguyễn Minh Phương Member

3 21041604 Nguyễn Thị Quỳnh Nga Member

4 21040200 Đỗ Thị Thu Trang Member

5 21041673 Lê Thị Hồng Nhung Member

6 21041592 Đặng Thu Huyền Member

3
 I. INTRODUCTION

OUR COURSE

The goal of "Intercultural communication conflict

management" is to provide learners with the most
basic and useful understanding of the field of
intercultural communication in the context of
globalization, besides, learners are exposed to
situations and have the opportunity to experience and
resolve conflicts that may arise in the process of
intercultural communication.
The course content includes 7 main contents, divided
into 2 main components as follows:
Intercultural communication’s foundation
Intercultural communication’s process

4
 I. INTRODUCTION

OUR COURSE

Approaching the topic of intercultural

communication, we were briefly introduced to
fundamental knowledge like verbal communication and
non- verbal communication in the first part.

In the second one, in the process of communicating

with someone from another culture, it is inevitable that
communication breakdowns or conflicts can easily lead
to misunderstandings. Therefore, in the second part, the
course covers the frequently conflicting aspects of
communication like small talk, addressing terms, table
manners, compliments and making negotiations

5
 II. GROUP
EXPERIENCES
1. WORD GAME 2. OPEN HOUSE

3. FINAL PROJECT

6
1. WORD GAME a. The group working process:
We creatively designed the game to ensure
everyone in the class could participate.
Although there were moments of fatigue
and frustration over small mistakes, in the
end, we pulled through and together crafted
some fantastic word games, as both our
peers and the teacher witnessed. We truly
felt fortunate to work with Group 9. This is
a cohesive team, with everyone contributing
equally. People know how to listen and
support each other.

b. Experience with teamwork:

Through the process of creating the word game with everyone, We have
gathered some experiences:
Creative Organization: Planning and designing the game were
excellent opportunities for everyone in the group to showcase their
creativity. Establishing game rules and selecting suitable vocabulary
required collaboration and discussion.
Developing Communication Skills: Discussing and negotiating
various aspects of the game, from rules to word arrangements, helped
each member of the group enhance their communication and
teamwork skills.
Vocabulary Knowledge: During the design and playing of the game,
each member of the group had the opportunity to learn new
vocabulary and improve their language skills. This was also a chance
to share and exchange knowledge.

7
1. WORD GAME
c. Experience with another group's
Word Game:
Vocabulary Complexity: The words
used in the game were appropriate to
the players' level of understanding.
Some overly difficult words could
make the game excessively
challenging for players.
Creativity and Uniqueness: Each
group's game showed unique
creativity. Elements such as drama
performances or pirate-themed slides
made their games stand out from
others.
Communication and Teamwork:
The way each group explained and
guided the gameplay was easily
understandable. The cohesion among
the group members was evident.
Fun and Enjoyment: Each group's
game was highly enjoyable, creating a
cheerful atmosphere for the entire
class.
Fairness and Transparency in
Rules: There was fairness and
transparency in the game rules.
The standout feature, particularly in
terms of slides and seamless
coordination among members, belonged
to Group 9.
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 2. OPEN HOUSE
“TRADITIONAL FIVE-ELEMENT COLORS IN THE CUISINE
AND COSTUME OF KOREANS AND VIETNAMESE”

Traditional Five-Element Colors

consist of five basic colors: red,
blue, white, yellow, and black.
These colors are considered to
represent luck and the balance of
yin and yang in life. They appear
quite commonly in the traditional
culture of costume, food, and
living. Although they are
frequently used in costume and Based on the philosophical
cuisine in both Vietnam and foundation of the Five
Korea, very few people truly Elements and the desire for a
understand the origin and prosperous and fulfilling life,
symbolic meaning of these five the five colors are used
colors. When studying the Korean delicately in the cuisine and
Language and Culture, we realized costume of both nations. Each
that similar to Vietnam, color carries its own meaning,
Traditional Five-Element Colors representing natural elements
and the concept of yin and yang and the five elements, and
also play a significant role in the reflects unique aesthetic
cultural life of Koreans. concepts.

9
 2. OPEN HOUSE
“TRADITIONAL FIVE-ELEMENT COLORS IN THE CUISINE
AND COSTUME OF KOREANS AND VIETNAMESE”

Our group has decided to focus on

two aspects: cuisine and costume
because they vividly express the
cultural identity of both Vietnam
and Korea and serve as a bridge for
cultural exchange between the two
countries. We also recognize that
despite sharing influences from
Traditional Five-Element Colors,
Vietnamese and Korean cuisine
and costume still possess distinct Most importantly, people can
characteristics, reflecting apply this knowledge in their
geographical conditions, climate, daily lives, starting from
lifestyle habits, and unique simple tasks such as selecting
aesthetic concepts of each nation. ingredients for meals to create
We aim to introduce the Five- a balanced and healthy diet, or
Element Colors in the cuisine and on a broader scale, building
costume of both countries so that cultural bridges and fostering
people can have a clearer positive exchanges.
understanding of the traditional
culture of each nation. This topic
will also help people fully grasp the
beautiful, rich, and profound
spiritual life of two nation. 10
 2. OPEN HOUSE
“TRADITIONAL FIVE-ELEMENT COLORS IN THE CUISINE
AND COSTUME OF KOREANS AND VIETNAMESE”

The data collected in this report

provides detailed information on (1) the
Introduction of "Five-Element Colors,"
(2) Traditional Five-Element Colors in
the Cuisine and Costume of Koreans,
and (3) Traditional Five-Element Colors
in the Cuisine and Costume of
Vietnamese. Through researching this
topic, our group has gained a deep
understanding of how Traditional Five-
Element Colors are manifested in the
costume and cuisine of Korea and Viet This shared appreciation for
Nam. elemental symbolism underscores
While Korean and Vietnamese cultures a deep cultural connection to
have distinct cuisines and traditional nature and heritage in both
costumes, they both share societies. In summary, while
commonalities in how they incorporate Korean and Vietnamese cuisines
the principles of the Five Elements into and traditional costumes have
their culinary and sartorial practices. In their unique characteristics, they
cuisine, both cultures emphasize fresh both share a deep appreciation for
ingredients, spices, staple grains, white
the principles of the Five
elements, and seafood, aligning with the
Elements, which are reflected in
elemental attributes. In costume, the
their culinary practices and
colors, materials, and designs of Hanbok
sartorial aesthetics, showcasing a
and Ao Dai reflect the essence of the
profound connection to nature
Five Elements, fostering a sense of
harmony and balance. and cultural heritage.
11
3. FINAL PROJECT
“GIFT GIVING IN VIETNAM AND KOREA”
To come to the final decision on the topic
"“Gift giving in Vietnam and Korea”, we had
difficult times before. We initially
misunderstood the lesson plan of the subject
and thought that the Open house topic was
also the final topic, but the final topic would
have to be done more fully and thoroughly.
Our group worked together to create a
presentation script, Powerpoint, etc. All
preparations were completed 1 week before
the presentation report. But near the Accordingly, understanding "the
reporting date, we were confirmed that the similarities and differences in the
final topic must be different from our culture of giving and receiving gifts
group's Open House theme and other groups. between Vietnamese and Korean
Our group was like lightning. We have people" has become a useful guide for
prepared everything for the final report, and everyone to give and receive gifts
now the group needs to start over and come appropriately in Vietnam. two
up with a different topic. My group different cultures. The questions used
discussed together to come up with a in this report are to collect data to
solution. Although everyone has a lot of understand (1) Similarities and
homework from other subjects, the members differences in the gift-giving culture
all try together, cooperate and start over. of Vietnam and Korea in general; (2)
After a discussion meeting, my group decided Types of gifts given on certain
on the final topic called "Gift-giving culture occasions and holidays to Vietnamese
of Vietnam and Korea". The reason the and Korean people; (3) Taboos in the
group chose this topic is because today, along gift-giving culture of Vietnamese and
with learning a language, understanding the Korean people.
culture of the communities that use that
language is equally important.
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3. FINAL PROJECT
“GIFT GIVING IN VIETNAM AND KOREA”
Through studying this topic, our group has better
understood the gift-giving culture of Vietnamese and
Korean people. The gift-giving culture of Vietnam
and Korea both show care, gratitude, and the
relationship between the giver and the recipient. In
addition, depending on the occasion and holiday, the
gifts given will also be different. In Korea, when
Koreans move to a new house, guests will give them
toilet paper, detergent, etc., or during Tet, adults will
give lucky money to children, etc. In Vietnam, most
people will give lucky money to their children. On
most important occasions, Vietnamese people often
give envelopes with money inside. During Lunar New
Year - the biggest holiday for Vietnamese people, they
also often give each other lucky money, or at
weddings, in addition to giving When the wedding
envelope comes out, they also give jewelry, gold and
silver to the bride and groom. An interesting thing in
this report is the taboos in the gift-giving culture of
Vietnamese and Korean people. Koreans hate being
given those gifts in quantities of 4, do not like white
gift wrapping paper, etc. In particular, they do not
like their names written in red pen. Therefore, if you
send a card to a Korean person, be careful not to
write their name in red ink. In Vietnam, you should
avoid gifts that are sharp objects, or yellow or white
flowers (e.g. chrysanthemums, lilies, etc.). Our group
has expanded our knowledge about the gift-giving
culture of the two countries a lot after finding out
about this topic.

13
3. FINAL PROJECT
“GIFT GIVING IN VIETNAM AND KOREA”
Through studying this topic, our group has better
understood the gift-giving culture of Vietnamese and
Korean people. The gift-giving culture of Vietnam
and Korea both show care, gratitude, and the
relationship between the giver and the recipient. In
addition, depending on the occasion and holiday, the
gifts given will also be different. In Korea, when
Koreans move to a new house, guests will give them
toilet paper, detergent, etc., or during Tet, adults will
give lucky money to children, etc. In Vietnam, most
people will give lucky money to their children. On
most important occasions, Vietnamese people often
give envelopes with money inside. During Lunar New
Year - the biggest holiday for Vietnamese people, they
also often give each other lucky money, or at
weddings, in addition to giving When the wedding
envelope comes out, they also give jewelry, gold and
silver to the bride and groom. An interesting thing in
this report is the taboos in the gift-giving culture of
Vietnamese and Korean people. Koreans hate being
given those gifts in quantities of 4, do not like white
gift wrapping paper, etc. In particular, they do not
like their names written in red pen. Therefore, if you
send a card to a Korean person, be careful not to
write their name in red ink. In Vietnam, you should
avoid gifts that are sharp objects, or yellow or white
flowers (e.g. chrysanthemums, lilies, etc.). Our group
has expanded our knowledge about the gift-giving
culture of the two countries a lot after finding out
about this topic.

13
 III. EVALUATE
THE CONTRIBUTION
OF MEMBERS
TO ALL ACTIVITIES

14
Name Word game Open house Final Project Evaluation Total

-Enthusiastic
-Manage the with work, ready
-Present as
-Present as progress of to help other
Nguyễn the host for team members to
the host for the whole
Hoàng Word get the job done.
Open house project.
Lan Vy game Make -Complete 10/10
-Make ideas -Edit video deadlines on
( Team ideas
-Write -Design time
leader ) -Prepare
script slides -Good
props presentation
-Present
skills.

-Good
-Present as
-Prepare presentation
the host for skills.
food for
Nguyễn Word -Edit video -Participate in
presentation
Minh game - Design group activities
Phương -Find
-Design
slides and work
10/10
(member) template
slides -Present enthusiastically.
-Write -Complete
and design
content deadlines on
slides time

-Connecting
group members,
-Make -Make ideas creating many
Nguyễn questions -Summarize -Write opportunities for
Thị emotional
-Write content content
Quỳnh bonding among 10/10
content -Design -Design
Nga members.
(member ) -Prepare slides slides -Work , follow the
props -Present work progress.
-Complete
15
deadlines on time
 -Have a
positive
attitude, know
-Design
-Do how to listen
Đỗ Thị slides
research -Design and absorb
Thu -Write
and collect slides ideas, actively
Trang script 10/10
learn and
( member pictures. -Make
-Write
) -Give questions collect
content information.
ideas.
-Present -Complete
deadlines on
time.

-Participate in
group
Write activities and
Lê Thị Write
Design contentDesi work
Hồng contentCo
slidesMake gn enthusiasticall 10/10
Nhung ( ntribute
member ) questions slides Prese y.
ideas -Work , follow
nt
the work
progress.

-Actively
participate in
-Present as group work.
Đặng
the host for -Write -Offer new
Thu Make
Open house content ideas and 10/10
Huyền ( questions
-Write -Present ideas,
member )
script enthusiasticall
y participate
in the work. 16
 IV. EVALUATION
OF THE COURSE
1.Strengths 2. Weaknesses

3. Suggestions

17
 1. STRENGTHS
The first strength of the course is that
the teacher is highly- qualified and
impart knowledge in an easy-to-
understand way. The enthusiasm and
dedication of her inspired and
motivated us a lot in the learning
process.

Second, the word game at the beginning of each lesson helped

learners revise the lesson in an interesting way and memorized the
knowledge more effectively. The class atmosphere was lively and
friendly, encouraging learners to actively participate in the lesson.

Third, The course can help students improve their communication,

presentation, teamwork skills and language skills.

Finally, The course material is diverse, for example assigned

readings, video recordings,...

18
2. WEAKNESSES AND SUGGESTIONS
Besides strengths , the course also has some
weaknesses that needs improving. The subject
needs to add more practical cultural
experiences and exchange activities, helping
students have a specific view and learn how to
apply knowledge better.There are not many
opportunities to interact and
explore the culture directly as we only approach
it mainly through lectures and textbooks.

Therefore, after finishing the course, our group have some suggestions
for the course. First, if possible, we want the lecturer can contact and
invite some foreign students to share the experiences, which will help to
increase the interest of the whole class and provide practical knowledge

Second, increasing the time to practice exchanging open-ended

questions during class time. Create practical activities such as making
video interviews about situations that students in the school encounter
when studying and working with foreigners and discussing next to word
games if possible.

19
The course "Intercultural communication conflict management"
transcends the conventional boundaries of knowledge
dissemination, offering a profound journey imbued with both
seriousness and levity. It equips participants with a robust
understanding and skill set in navigating communication and
conflict resolution within today's multicultural milieu.
Through a combination of project-based learning and
collaborative exercises, the course facilitates practical application
of communication skills and teamwork. Engaging with culturally
diverse peers broadens perspectives and enhances integration
capabilities within real-world environments.
Classroom sessions immerse participants in the rich tapestry of
cultural diversity, from customary practices to the distinctive core
values of various communities. This not only fosters deeper
comprehension of diversity but also instills a profound respect for,
and appreciation of, the unique facets inherent in daily
communication.
Moreover, beyond mere acquisition and comprehension, the course furnishes
participants with essential tools and techniques to effectively address
potential conflict scenarios. By employing methods such as discussion, role-
playing, and situational analysis, individuals learn to confront challenges
and devise pragmatic, supportive solutions conducive to all parties involved.
Such preparedness enables adept handling of conflicts within multicultural
settings, fostering a nuanced understanding of intercultural communication
dynamics and promoting objective, efficacious conflict resolution.
Furthermore, hands-on practice of communication and teamwork skills
through assignments not only hones soft skills but also fosters opportunities
for multicultural integration and collaboration. In an increasingly
globalized world, the ability to collaborate effectively with individuals of
diverse cultural backgrounds and perspectives is paramount. Ultimately, the
course not only cultivates flexible, confident communicators but also
encourages a mindset of openness and readiness to embrace cultural
diversity across all facets of life and work. It transcends the realm of mere
academic instruction to become a spiritual journey, nurturing understanding
and empathy in cross-cultural communication endeavors.