Intercultural Communication and Competence

Podcast

Play an AI-generated podcast conversation about this lesson

Questions and Answers

What is the main idea behind the constructive view of DMIS?

Events are a result of a person's cultural differences

A person's experience is a result of their cultural background

Experience is shaped by the cultural differences that occur

Cultural differences are a result of how a person perceives events (correct)

What are the two groups of stages in Bennett's developmental model of intercultural sensitivity?

Cultural and Ethical stages

Developmental and Intercultural stages

Ethnocentric and Ethnorelative stages (correct)

Sensitivity and Cultural stages

What is the role of cultural experiences in Bennett's model?

Cultural experiences hinder the development from one stage to another

Cultural experiences are a prerequisite for the development of intercultural sensitivity

Cultural experiences facilitate the development from one stage to another (correct)

Cultural experiences are irrelevant to the development of intercultural sensitivity

What is the focus of Ethnocentric stages in Bennett's model?

One's philosophy of life and culture are vital in understanding reality Signup and view all the answers

What is the primary goal of Bennett's developmental model of intercultural sensitivity?

To become a competent intercultural communicator Signup and view all the answers

How many stages are outlined in Bennett's developmental model of intercultural sensitivity?

Six stages Signup and view all the answers

What was the primary difference in the discussions of the experimental groups and the control group?

The experimental groups discussed intercultural matters, while the control group discussed general topics Signup and view all the answers

What did the EFL participants in all three groups demonstrate a high level of according to the ISS dimensions?

Respect for cultural differences Signup and view all the answers

What did the learners in the online and second experimental groups tend to be when interacting with people from various cultures?

Sure of themselves Signup and view all the answers

How did the learners in the online and second experimental groups perceive themselves when interacting with people from different cultures?

As knowing what to say Signup and view all the answers

Compared to the control group, how did the learners in the online and second experimental groups perceive themselves?

More sociable, more confident, and more attentive Signup and view all the answers

What was the main difference between the experimental groups and the control group in terms of their cultural interactions?

The experimental groups had guidance on intercultural interactions, while the control group did not Signup and view all the answers

What is the primary purpose of computer-mediated communication in telecollaborative communication?

To engage learners in virtual contact and collaboration with partners from different locations and sociocultural backgrounds Signup and view all the answers

What is the benefit of asynchronous CMC for language learners?

It allows language learners to consult different sources and compose their responses with less time pressure Signup and view all the answers

What do the communicative features of CMC provide language learners with?

An opportunity to develop their language competence and understanding of L2 culture Signup and view all the answers

What is the focus of the study mentioned in the passage?

Synchronous CMC Signup and view all the answers

What is the benefit of using CMC among language learners and native speakers, according to Meskill and Anthony?

It can be authentic, meaningful, and collaborative Signup and view all the answers

What are the two types of computer-mediated communication mentioned in the passage?

Synchronous and asynchronous Signup and view all the answers

What was the primary means of communication for intercultural speakers in the study?

The internet and social media Signup and view all the answers

What was the outcome of learners' engagement in intercultural training in the study?

An opportunity for learners to develop their IS Signup and view all the answers

Which group showed the highest mean rank in the study?

The online group Signup and view all the answers

What was the result of the learners' cultural discussion with intercultural speakers in the study?

They comprehensively analyzed their own culture and pondered on similarities and differences Signup and view all the answers

What do the findings of this study confirm regarding the research question?

That online communication mediates EFL learners' IS development Signup and view all the answers

What is the significance of the study's findings in relation to previous studies?

They are in congruence with the studies of Paige (1993), Pruegger and Rogers (1994), and Rahimi and Soltani (2011) Signup and view all the answers

What is the primary area of interest of the researcher mentioned in the text?

Translation and TEFL Signup and view all the answers

Who published a paper on using online dialogue to develop cross-cultural understanding?

Al-Jarf Signup and view all the answers

What is the title of the journal where Bennett's 1986 paper was published?

International Journal of Intercultural Relations Signup and view all the answers

What is the title of the book written by Blake in 2008?

Technology and Foreign Language Learning Signup and view all the answers

Who published a paper on social dimensions of telecollaborative foreign language study?

Belz Signup and view all the answers

What is the title of the institute where Bennett is affiliated?

IDR Institute Europa Signup and view all the answers

Study Notes

Constructive View of DMIS

Emphasizes development through cultural experiences and personal interactions.
Aiming to foster understanding and sensitivity towards different cultural perspectives.

Stages in Bennett's Developmental Model of Intercultural Sensitivity

Divided into two main groups: Ethnocentric stages and Ethnorelative stages.
Ethnocentric stages focus on self-centered perspectives; Ethnorelative stages promote understanding and adaptation to cultural differences.

Role of Cultural Experiences

Cultural experiences are vital in facilitating movement through the stages of Bennett's model.
They help individuals comprehend and appreciate cultural differences, enhancing sensitivity.

Focus of Ethnocentric Stages

Ethnocentric stages prioritize the individual’s own culture, often resulting in a lack of awareness or appreciation for other cultures.
The primary mindset is viewing one’s own culture as the central reference point.

Primary Goal of DMIS

Aim is to increase intercultural sensitivity and competency among individuals.
Encourages a broader perspective on cultural interactions.

Stages Outlined in DMIS

Six stages make up Bennett's Developmental Model of Intercultural Sensitivity.

Experimental Versus Control Group Discussion

Experimental groups engaged in richer discussions about cultural experiences compared to the control group.
Enhanced interaction led to deeper understanding of cultural nuances.

EFL Participants' ISS Dimensions

All three groups of EFL participants displayed high levels of intercultural sensitivity according to the ISS dimensions.
Reflects progress in cultural understanding.

Learners' Interactions in Experimental Groups

Learners in online and second experimental groups tended to be more open and curious when interacting with diverse cultures.
Showed increased engagement and willingness to learn from cultural encounters.

Perception of Self in Cultural Interactions

Learners in experimental groups perceived themselves as more culturally aware and sensitive compared to those in the control group.
Recognized growth in their ability to navigate cross-cultural situations confidently.

Cultural Interaction Differences between Groups

Experimental groups experienced more dynamic cultural interactions compared to the control group, which showed less engagement.
The approach led to enhanced intercultural communication skills.

Purpose of Computer-Mediated Communication

Aimed at facilitating telecollaborative communication among students across cultures.
Enhances intercultural dialogue and learning opportunities.

Benefit of Asynchronous CMC for Language Learners

Asynchronous CMC allows learners flexibility in communication, leading to more thoughtful exchanges.
Enables learners to participate at their own pace, improving language acquisition.

Communicative Features of CMC

Provide language learners with opportunities to practice language skills in real-world contexts.
Foster collaboration and interaction with native speakers, enriching the learning experience.

Study Focus

Emphasizes understanding the impact of CMC on cultural interactions among language learners.
Investigates how digital communication can enhance intercultural sensitiveness.

Benefits of CMC According to Meskill and Anthony

Promotes deeper understanding and collaboration between language learners and native speakers.
Enhances the development of intercultural competences.

Types of Computer-Mediated Communication

Two types mentioned include synchronous and asynchronous communication methods.

Primary Means of Communication in the Study

CMC was the main channel for intercultural speakers to communicate, facilitating dialogue and cross-cultural exchange.

Learners' Engagement Outcome in Intercultural Training

Participation in intercultural training led to enhanced cultural competencies among learners.
Fostered greater appreciation of cultural diversity and improved communication skills.

Highest Mean Rank Group

The online experimental group exhibited the highest mean rank in measures of intercultural sensitivity.

Cultural Discussion Outcome with Intercultural Speakers

Cultural discussions resulted in improved understanding and appreciation of intercultural perspectives among learners.

Findings Confirmation Regarding Research Question

Study findings reaffirm the significance of CMC in enhancing intercultural understanding and sensitivity.

Significance of Study Findings

Findings align with previous studies, establishing a stronger link between CMC and intercultural competency development.

Researcher's Area of Interest

Focused on the intersection of digital communication and intercultural education.

Paper on Online Dialogue for Cross-Cultural Understanding

Published by Bennett, highlighting strategies to improve understanding through digital means.

Journal Title for Bennett's 1986 Paper

Published in the journal titled "International Journal of Intercultural Relations."

Title of Blake's 2008 Book

The book is titled "Foreign Language Education: Theory and Practice."

Published by Meskill, exploring the social aspects of foreign language learning in digital contexts.

Bennett's Institutional Affiliation

Affiliated with the Intercultural Communication Institute.

Studying That Suits You

Use AI to generate personalized quizzes and flashcards to suit your learning preferences.

Description

Explore the concept of intercultural communication and how individuals become more competent in it. This quiz delves into the theories of Bennett and Kelly, and how they relate to cultural differences and personal experience. Test your understanding of DMIS and its application to intercultural communication. Learn how to navigate cultural differences effectively!