Intercultural Communication

1
Welcome!

• Intercultural Communication
• Ellen Waddell
• Instructor

2
Agenda

• Verbal Communication
• Language and Culture - Idioms
• Class Exercises

3
Language Barriers or Bridges?

• What is more important?
• What you say
• How you say it

4
Language and Meaning

• You are a teacher
• when you are loving towards another being
• when you are yelling at another being
• when you lie in front of children
• You are constantly teaching teach carefully

5
Self Disclosure

• The deliberate communication of information about
  yourself to others.
• Should be appropriate for the time, setting and
  people in the group
• It is a function of ongoing relationships
• It is reciprocal

6
Understandings Misunderstandings

• Language is Symbolic
• Words are arbitrary, they dont have meaning in
  themselves. People create the meaning
• Language is Subjective
• Words can be interpreted different ways
• Paralanguage cues create different meaning to the
  same words
• Semantic Rules- Meaning given to words

7
Understandings Misunderstandings

• Pragmatic Rules- interpretation of message in
  context
• Realistic or no nonsense rules
• Its obvious what he means when he says that!
• Power and control
• Feelings and emotions
• Ritual participation
• Execution of plans

8
Understandings Misunderstandings

• Syntactic Rules- structure, way symbols are
  arranged
• grammatical and language rules
• I seen that yesterday vs. I saw that
  yesterday
• What letters when put together make words that
  give meaning
• C A T
• Semantic Rules- Meaning given to words
• its just semantics
• In a way we all share a common semantic
  environment-one created by the major news
  services, networks, and the intellectual climate
  of our times. In another way, each of us
  inhabits a semantic environment not quite like
  that of anyone else, since all of us read
  different magazines and books, listen to
  different speakers, watch different TV shows,
  hear different information and rumors at
  different places of workThe semantic environment
  is the product of that vast network of
  communication which we call civilization (p.
  299). (S. I.
  Hayakawa, 1964)

9
Impact of Language

• Name, identity
• Affiliation, attraction, interest
• Power/powerless
• Disruptive

10
Gender Differences

• Men are from Mars, Women are from Venus- John
  Gray
• There are significant differences in the way men
  and women speak.

11
What are the differences?

• When Men talk they.
• When Men listen they.

• When Women talk they.
• When Women listen they.

12
Deborah Tannen- You Just Dont Understand

• Women
• Talk more about personal and domestic subjects,
  relationship problems, family, health, food,
  weight, clothing, men women
• More likely to gossip
• Rapport Talk Talk is the essence of
  relationships empathy/nurture
• Ask more questions to invite the other person to
  share info
• Maintain harmony
• Use powerless speech more often (history, career,
  upbringing)

• MEN
• Talk more about music, current events, sports,
  business and other men.
• Report Talk Talk to accomplish the job at hand
  rather than nurture the relationship
• Less likely to disclose vulnerability- sign of
  weakness
• More prone to dominate conversation- leads to
  power
• Talk competitive and men interrupt more often
  than women
• Assert control
• Men swear more

13
Intercultural Language and Meaning

• Collectivist

• Individualist

Next time we will discuss nonverbal communication
in cultures. Please come with one common gesture
that is representative of your culture. Gesture
should not be an obscenity, though.
14
Welcome!

• Intercultural Communication
• Ellen Waddell
• Instructor

15
Agenda

• Nonverbal Communication
• Class Exercises

16
NV and Culture

• What emotions are felt, how they are expressed,
  are a matter of culture
• Samovar Porter

17
Nonverbal CommunicationSilent Language Speaks

• Communicating Without Words
• Unconscious communication
• Analyze nonverbal cues
• enhance understanding
• better define relationships

18
Cues and Contexts

• Cultural spaces are the contexts that form our
  identity, where we grow up and where we live (not
  necessarily the actual homes and neighborhoods,
  but the cultural meanings created in these
  places) (p. 161).

19
Cues and Contexts

• Nonverbal communication
• our bodies and appearance
• the environment we create and live in
• Perpetual
• frequently involuntary
• Verbal and nonverbal messages
• Mixed messages contradiction between words and
  actions
• Often contradictory

20
Functions of Nonverbal Communication

• Repeating
• Saying NO while moving head back and forth
• Accenting
• Pounding on the desk while speaking
• Complementing
• Pat the person on the back while complementing
• Substituting
• Large smile, with no words, to express delight
• Regulating
• Looking at someone, then nodding-lets them know
  it is their turn
• Contradicting
• Use of a gesture that contradicts verbal message

21
Aspects of Nonverbal Communication

• Kinesics the study of body language
• Emblems
• Illustrators
• Regulators
• Adaptors
• Affect displays
• ?

• Learned
• -through socialization/culture
• -by six months of age

22
Aspects of Nonverbal Communication

• Kinesics the study of body language
• Emblems
• Gestures that have specific verbal translation
• Primarily hand gestures or use of hands
• (peace signwidely recognized)
• Wave of the hand means goodbye
• The finger is translated as an insult
• Example When President Bush went to Iraq in
  December 2008, a journalist threw both shoes at
  him. That had a specific verbal translation
  The ultimate insult

23
Aspects of Nonverbal Communication

• Kinesics the study of body language
• Illustrators
• Gestures that go with our speech (synchronized)
• Examples
• Shaking a finger to emphasis
• Talking with hands

24
Aspects of Nonverbal Communication

• Emblems and Illustrators in action Greeting
  rituals
• U.S. Handshake
• Japan Bowing-indicates status
• Exchange of business card
• take time to examine
• Put in jacket pocket-NEVER in pants pocket
• Amish Raised finger to heaven
• Hawaiian Hang loose
• Saudi Arabia Cheek kissing
• East India Bow slightly or kneel with hands
  pressed together palm to palm in front of chest

25
Aspects of Nonverbal Communication

• Emblems and Illustrators in action
• Common gestures/Uncommon meanings
• U.S. Point with index finger
• Germany Point with little finger
• Japan Point with entire hand
• Pointing with index finger rude
• U.S. Wave to a friendhello
• Saudi Arabia Wave to anotherI want to kill you

26
Aspects of Nonverbal Communication

• Kinesics the study of body language
• Regulators Use of nonverbals to regulate
• Conversation/discussion
• Pauses
• Coming/going (handshakes or hugs)

27
Aspects of Nonverbal Communication

• Kinesics the study of body language
• Adaptors
• Management of emotions
• Tapping feet/fingers
• Clinching fist
• Sighing
• Closing eyes

28
Aspects of Nonverbal Communication

• Kinesics the study of body language
• Affect displays

• Different cultures recognize the power of the
  face and produce many rules to regulate not only
  what kinds of facial behaviors are permitted in
  social interaction, but also how it may be even
  to attend to the faces of others during
  interactions
• Matsumoto

29
Aspects of Nonverbal Communication

• The face tells the secret Yiddish proverb
• Ones face is the mirror of ones soul
  Mexican adage
• Facial Expressions
• facial muscles
• The facemain communication channel
• The single most important broadcaster of emotions
• Most facial expressions transcend culture
• Universal meanings
• Fear surprise grimace

30
Eye contact Culture modifies amount

• Indirect vs. direct Culture specific
• U.S. Direct highly valued
• Suspicious when indirect
• Arab Look into eyes fully-shows interest in
  discussion
• Latin America/Caribbean Indirect respect
• Africa Direct is act of Aggression (m2m) or of
  love interest (m2f)
• Hopi direct is offensive-staring
• Mexican Americans Sustained eye contact when
  speaking directly to someone is rudeinsolent
• Indirect eye contact with superiors a sign of
  respect

31
Eye contact Culture modifies amount

• U.S. 6 functions
• Degree of attentiveness/arousal
• Influences attitude/persuasive
• Regulate interaction
• Communicate emotions
• Define power and status
• Impression management

32
Aspects of Nonverbal Communication

• Cultural differences with emotions/facial
  expressions
• Mediterranean cultures grief and sorrow
• Not uncommon to see men cry
• US Are men allowed to cry publicly?
• Japanese difference between public and private
  face
• Hide emotions publicly
• Smiles used to hide true feelings
• Chinese Showing too much emotion disrupts
  harmony causes conflict
• Korea Too much smilingshallow person
• Germany A smile is used with discretion/direct
  eye contact indicates honesty and true interest

33
Touch/Haptics

• Haptics rules learned in infancy
• Who and what
• M/F
• Muslims Eat with the right hand/greet with the
  left
• Parts of Europe Kiss when greeting
• Asian/African DO NOT PAT ON THE TOP OF HEAD
• Costa Rica Women greet with kiss on one cheek
  and hand on shoulder
• Japan Limited/no touching

34
Smell

• Different aromas have different cultural meanings
• India incense
• China flowers and herbs medicinal properties
• Arab Breath on people when they talk-indicates
  involvement in conversation
• Personal smell is extension of the person
• US fragrances/perfumes/deodorant
• Eskimos rubbing of noses is mutual sniffing
• Bali Greeting includes deep breathing of
  others smell
• Filipino Trading parts of clothing to evoke
  memories
• Personal hygiene important
• They think Americans do not bath enough

35
Beauty

• US Tall/slender
• Japan Small/diminutive
• China Simple, not drawing attention
• Africa/Russia Buxom and stout

36
Posture

• US casual friendly
• Germany formal/no slouching rude
• Arab direct body orientation/stance
• Chinese indirect body orientation/stance
• Japan low posture respect

37
Clothing and Artifacts

• Artifactual communication
• the use of personal adornments
• Can indicate and is regulated by culture Age
  Sex Status
• A reflection of a cultures value orientation
• Arab modesty/traditional roles traditional
  dress
• Spanish status/rank
• Japan Conforming/avoiding disharmony
• US Costume/image related

38
Paralanguage

• Paralanguage vocal cues that accompany language
• Volume
• Israelis Increased volumestrong belief
• Germany Commanding tone confidence
• Thailand Increased volume rude
• Japan increased volume lack of self control
• Gentle/good manners
• Maintain social harmony

39
Paralanguage

• Paralanguage vocal cues that accompany language
• U.S./Co Cultures
• African American More inflection/dynamic
• Caucasian Less emotion/inflection
• Too much inflection self control in question
• U.S./Gender
• Men- 1500 words per day/Limited expression
• Women higher pitch/more variation
• Use more expressive words (ing)
• 7000 words per day

40
Paralanguage
41
Silence

• Silence is also speech African proverb
• Individualistic
• Not comfortable with silence
• Verbally connected
• Collectivist
• Connection made nonverbally
• Silence is not a problem

42
Space and Distance

• Individualistic
• Stress personal space (next slide)
• Collectivist
• Interdependent
• Work/play/live/sleep in close proximity
• Arabs conversations at close range
• Mexico interpersonal space valued less
  important
• Africans Get close to strangers
• Asians status and space related
• Teacher
• Boss

43
Space and Distance/Individualistic

• Distances
• Intimate 0-18 inches (holding hands/hugging)
• Personal 18 inches to 4 ft.
• Social 4 to 12 ft.
• Public 12 ft. to limit of sight
• Spaces
• Informal highly mobile and can be quickly
  changed
• Semi-fixed-feature objects create distance
• Fixed-feature relatively permanent objects

44
Territoriality and Personal Space

• Territoriality possessive or ownership in
  relationship to space
• Markers used to establish territory or reserve
  ones space

45
Colors

• Color affects us emotionally and physiologically
• Can trigger
• Excitement
• Warmth
• Passion and sensuality
• Happiness
• Relaxation
• Persuasion

46
Chronemics

• Using time to communicate
• The meaning of time differs around the world
• Time talks
• Last minute invitations
• Habitual tardiness
• Allocation of certain activities to appropriate
  times
• Structure time differently
• Perception is different culturally

47
Diversity and Nonverbal Behavior

• High-context cultures
• Information drawn from surroundings
• Environment
• Warmer climates
• Gestures
• Mood

• Low-context cultures
• Emphasis is on words
• Nonverbal less important
• Segment/compartmentalize communication
• Knowledge is commodity
• Need to know basis
• Environment
• Cooler climates

48
Diversity and Nonverbal Behavior

• Western Cultures
• Time is manipulated
• Time is
• Present
• Past
• Future
• Time is resource
• Time is aspect of history

• Eastern Cultures
• Time simply exists
• Time in present is more important than past or
  future
• Time is a limited pool
• Time has a ripple effect

49
Chronemics/Perception

• U.S. He who hesitates is lost/Time is money
• Mexico Do not do today what you can do tomorrow
• China Think three times before you act

50
Chronemics/Perception

• U.S. punctuality is stressed and related to
  status
• Boss is late/ok
• Secretary is late/nonverbal rebuke
• Germany Promptness is an obsession
• Nigeria the watch did not invent the man
• Latin America tardiness is a sign of respect
• Arab Nonchalance about time and deadlines
• Indonesians time is a limitless pool/no need to
  hurry
• Rubber time-stretches and shrinks

51
My Big Fat Greek WeddingGroup Discussion

• What were the cultural aspects of nonverbal
  communication readily noticed in the film?

• Space and Distance
• Color
• Time
• Haptics
• Gender

• Cues and context
• Face Posture Gestures
• Paralanguage
• Clothing

• How did the families deal with the differences?
• How did Ian and Tula handle these differences?

52

• Next session bring to class at least one item
  from your home that you consider to be
  representative of pop culture

53
end of presentation
54
Welcome!

• Intercultural Communication
• Ellen Waddell
• Instructor

55
Popular Culture

• Popular culture often is seen as populist, in
  that it includes forms of contemporary culture
  that are made popular by and for the people
  through their mass consumption of these products
  (p. 190).
• Arises from mixing and borrowing from other
  cultures
• Example African American Jazz
• the most significant form of musical
  expression of African-American culture and
  arguably the most outstanding contribution made
  to the art of music (The Columbia Encyclopedia
  ).
• Originated from black work songs, field shouts,
  sorrow songs, hymns

56
Four Significant Characteristics

• Produced by culture industries
• Capitalist industries/system
• Different from folk culture
• Traditional rituals and traditions of a specific
  cultural group
• Example Amish ?
• Pervasive-it is everywhere
• Fills a social function
• Feels like traditional culture

57
Differences between popular andfolk culture

• Folk culture
• Made up of people who maintain the traditional
• Describes people who live in an old-fashioned
• way-simpler life-style
• Example Amish
• Rural, cohesive, conservative, largely
  self-sufficient group, homogeneous in custom
• Strong family or clan structure and highly
• Highly developed rituals
• Tradition is paramount change comes
  infrequently and slowly

58
Differences between popular andfolk culture

• Popular culture
• Money based economy prevails
• Disney Folk stories turned into products
• Replacing folk culture in industrialized
  countries and many developing nations
• Folk-made objects give way to their popular
  equivalent
• Item is more quickly or cheaply produced

59
Popular culture

• Serves an important social function
• Example television serves as a cultural forum
  for discussing and working out ideas on a variety
  of topics
• We are not passive receivers of popular culture
• We are quite active in our consumption
• We are even active in our resistance to it.

60
Case in point The Simpsons

• http//www.fox.com/fod/play.php?shsimpsons
• The show includes references to major pop
  culture
• literary works
• pop songs
• Movies
• numerous other cultural markers.
• The Simpsons use stereotypes for each its major
  characters as well as that of particular
  cultures.

61
Popular Culture and Stereotypes (p. 199)

• Group Discussion
• How are the following portrayed?
• Women/men
• Ethnic and racial groups
• People with disabilities
• What impact do such portrayals have on the
  culture/youth?
• Is the manner in which certain groups are
  portrayed changing?
• Which groups?
• Why/Why not?

62

• How does the physical environment influence a
  regions culture?
• (think of examples)
• How is building material and design related to
  the physical environment?
• List several examples of folk foods and popular
  foods
• Why are some foods "taboo"?

63
Consumption

• The more a cultural group joins the consumption
  of popular culture, the more it gives up its own
  traditions, beliefs, values
• Example Hispanic definition of body image is
  changing
• Rise of eating disorders
• The Merchants of Cool
• http//www.pbs.org/wgbh/pages/frontline/shows/cool
  /

64

• "Kids feel frustrated and lonely today because
  they are encouraged to feel that way. You know,
  advertising has always sold anxiety and it
  certainly sells anxiety to the young. It's always
  telling them that they are not thin enough,
  they're not pretty enough, they don't have the
  right friends, or they have no friends...they're
  losers unless they're cool. But I don't think
  anybody, deep down, really feels cool enough,
  ever."
• Media Critic Mark Miller

65
Merchants of Cool

• Last year, America's teens spent 100 billion,
  while influencing their parents' spending to the
  tune of another 50 billion.
• Are the merchants predatory or reactionary to
  teen consumption?
• How will the merchandising of cool impact the
  future of individual and national pop culture?

66
Consumption Changes

• Increased use of internet is changing the
  influence of journalism
• How many of you read a newspaper or watch
  television news?
• How many get news from internet?
• How many from alternate news source?
• Faith communities offering alternatives
• Television and movies
• Clothing
• Fast food

67
Group Discussion and Report

• Group 1. What do we know about places that we
  have never been and how do we know it?
• Group 2. What types of assumptions might Shrek or
  The Stepford Wives lead people outside the
  country to make about U.S. Americans?
• Group 3. Why do people select some popular
  culture forms over others?
• Group 4. How do the choices we make about what
  forms of popular culture to consume influence the
  formation of our cultural identity?
• Group 5. What is your favorite television show?
  What values does it embody/illustrate?
• Group 6. How can fear of a particular cultural
  group be perpetuated through popular culture?

68
Personal Application

• What did you learn about popular culture today
  that will influence the choices you make about
  its consumption?
• Why?
• Why not?

69
 
 
 
End of Presentation
70
Welcome!

• Intercultural Communication
• Ellen Waddell
• Instructor

71
Conflict Between Cultural Groups

• When people of different nationalities and
  ethnic origins, who frequently speak different
  languages and hold different convictions, attempt
  to work and live together, conflicts can easily
  arise.
• Samovar Porter

72
Conflict Between Cultural Groups

• Causes
• Perception of incompatible goals
• Perception of threat to ego
• Related to personality traits
• Language content misunderstandings
• How terms are defined matter
• Related to core values and beliefs (often
  religious)
• Life
• Gay
• Liberal/Conservative

73
Types of Conflict

• Affective conflict
• occurs when people become aware that their
  feelings and emotions are incompatible.
• Conflict of interest
• arises when people have incompatible preferences
  for a plan or course of action
• Value conflict
• occurs when people differ in ideologies/worldviews
  on specific issues.
• Cognitive conflict
• describes a situation in which two or more
  people become aware that their thought processes
  or perceptions are in conflict.
• Goal conflict
• occurs when people disagree about a preferred
  outcome or end state.

74
Two Approaches to Conflict

• 1. Direct or Indirect Approach
• 2. Emotional Expressiveness or Restraint Conflict
  Style

?
75
Direct/Indirect Approaches to Conflict

• Direct Conflict is a good thing-strengthens
  relationships
• Precise language is the approach
• Goal is to articulate issues for best solution
• Indirect Conflict is ultimately destructive
  for relationships.
• Pacifism, a nonresistant response, fits this
  approach.
• When members disagree, they should adapt to the
  consensus of the group rather than engage in
  conflict.
• Members who undermine group harmony may be
  sanctioned.
• Confrontations are seen as destructive and
  ineffective, and silence and avoidance are often
  used to manage conflict.
• Individuals from these groups also use
  intermediaries (a friend or colleague) to act on
  their behalf in dealing with conflict.

76
Emotional Expressivenessand Restraint Conflict
Style

• Intense displays of emotion
• They think it is better to show emotion through
  expressive nonverbal behavior and vocalization.
• Outward displays of emotion are seen as
  indicating that one really cares and is committed
  to resolving the conflict.
• Restraint style needs calm manner.
• These people are uncomfortable with emotional
  expression.
• People who prefer this approach are concerned
  with protecting the face or honor of the other
  in order to make the relationship stronger.

77
Two Approaches to Conflict

• Individualistic cultures
• Conflict is seen as good and the individual is
  responsible for preserving his/her own dignity.
• Collectivistic cultures
• People are more concerned with preserving harmony
  in the group and preserving the dignity of
  others.

78
Conflict Between Cultural Groups

• American Perspective
• Conflict is a part of competition/useful
• Middle East Conflict is a natural part of life
• Intensity expected
• Greeks Tradition of argument and debate
• Japanese peace at all costs
• Conflict seen as destructive to relationships

79
Dealing with Conflict

• Individualistic
• Direct
• No is an acceptable answer
• Rush to resolve conflict
• Interpersonal harmony not an issue

• Collectivist
• Do not use no
• Perceived threat
• Use qualifiers, disclaimers, to convey point of
  view
• Perhaps/Dont you think/Yes, but

80
Cultural Comfort

• The tendency to see own group as desired over
  others
• Affirmative action
• Isolation from diverse situations
• By choice
• Conflict can result
• Can be racial/gender/socioeconomic/
  racial/ethnic/religious/familial/age

81
Managing Intercultural Conflict

• Productive
• Identify problems
• Focus on problem
• Direct towards solution
• Mutually satisfaction with outcome

• Destructive
• sweeping generalizations
• Focus on person
• Threats, coercive
• Polarization

82
Class discussion

• What are some of the conflicts that arise between
  different cultural groups
• Internationally
• Nationally
• Locally

83
Adapt

• Ethnocentrism
• Recognize the strong pull
• Keep it in check
• Language
• Attempt to learn language
• Understand idioms/proverbs/rules
• Know proper manners
• Social
• M/F
• Practice forgiveness

84
Relationship Formation Exercise

• The purpose of this exercise is to help students
  explore how and with
• whom they tend to form relationships. Form groups
  of four to six
• students as directed then
• Identify and record responses to the following
  questions
• Why do we develop relationships with other
  people?
• How do we get to know our friends and romantic
  partners?
• How do we form relationships with people with
  whom we want to become friends?
• How do we get to know people who are different
  from us? Are these relationships different from
  those characterized by similarity?
• What are some of the criteria we use to determine
  who we want to form friendships with and with
  whom we don't want to be associated?
• Keep track of your answers after fifteen
  minutes, each group will report back to the
  class.

?
85
Group Discussion

• What types of conflict do you find most difficult
  to navigate?
• Do you approach conflicts with others in
  different ways?
• Parents vs. Siblings
• Friends vs. Strangers
• Coworkers vs. Boss
• If conflict is inevitable, why do we avoid them?

86
CMUN 6 Introduction to Conflict
Resolution

• Introduces students to conflict resolution and
  mediation.
• Core concepts about the causes and resolution of
  conflict
• Examination of how ethnicity, gender, and class
  affect power in conflict situations.

87
The Joy Luck Club

• Film presented next session
• Reaction paper to follow

88

• End of presentation

89
Welcome!

• Intercultural Communication
• Ellen Waddell
• Instructor

90
Agenda

• Film Reaction The Joy Luck Club
• Perception Stereotypes Alternate realities
• Conflict
• Intracultural
• Intercultural

91
Intercultural Conflict

• Intercultural conflict is defined as the
  perceived or actual incompatibility of values,
  norms, processes, or goals between a minimum of
  two cultural parties over content, identity,
  relational, and procedural issues.
• Stella Ting-Toomey
• California State University at Fullerton

92
Conflict The Joy Luck Club

• Group Discussion
• What was the nature of the conflict?
• Intraculturally
• Interculturally
• How did each culture react when cultural
  traditions and values became issues?
• How did gender identity couple with cultural
  identity and cause relationships to fail?
• What customs did the Miller family use to
  reproduce their cultural heritage?
• What happened to change tradition within each
  culture that allowed the couple to be married?

93
Welcome!

• Intercultural Communication
• Ellen Waddell
• Instructor

94
Agenda

• Introduction to small group communication
• Group assignment

95
WHY???

• Small group work is an inherent part of business,
  social, and academic contexts
• Advantages
• Disadvantages

96
SMALL GROUP COMMUNICATION

• interaction among a small group of people
  3-12 who share a common purpose, or goal, who
  feel a sense of belonging to the group, and who
  exert influence on one another. (Beebe
  Masterson)

97
Advantages of Working in Groups/Teams

• More experience to use in group, than just
• one individual
• Two Heads are better than one stimulates
• creativity
• Improved learning and comprehension
• (Auditory/Visual/Kinesthetic Learning
  Styles)
• Individuals who help solve problems are more
• committed to the solution
• Feedback helps you better understand your
• strong and weak group skills.

98
Disadvantages of Working in Groups/Teams

• Pressure to conform to majority decision
• Individual may dominate discussion
• Members rely on others to get the job done
• Group/team work takes much more time
• to complete
• For this assignment You will have POWER!!!
• You will be given a portion of the grade to
  assign each member (including yourself)
• A group may vote a nonperforming member out via
  consensus vote
• (the person earns 0 points on the assignment)

99
Group Assignment

• Review assignment sheet
• The group to which you will be assigned will be
  teaching a specific concept to the class and will
  administer a quiz at the end.
• Demonstration of intercultural communication
  concepts is a necessary ingredient of this
  assignment.
• For this assignment, your group may choose a
  clip, or a variety of clips that illustrate the
  concept assigned.
• For example, if you were to teach gender
  communication, you might choose a clip that
  demonstrates how men and women communicate
  differently.

100
Intercultural Communication in Applied Settings

• Chapter 10
• Intercultural Communication in Tourism Contexts
• Chapter 11
• Intercultural Communication and Business
• Chapter 12
• Intercultural Communication and Education
• Chapter 13
• Intercultural Communication and Health Care

101
Group Assignment

• Please break out into groups as assigned
• Read assignment sheet
• Choose roles and assignments
• When making decisions, the final choice must have
  the support and commitment of ALL
• All are in agreement
• NOT majority vote
• no coercion to persuade/force agreement with
  ideas
• Begin working on assignment- GIVE YOUR GROUP A
  NAME Gavilan Tourism, Inc.

102
(No Transcript)
103
Welcome!

• Intercultural Communication
• Ellen Waddell
• Instructor

104
Speaking With Style

• Speech Delivery
• Verbal communication
• Non-Verbal Communication
• Visuals
• Types
• Design
• How to Use

105
Speaking With Style

• Speech Delivery
• how you say what you say
• Verbal
• Nonverbal

106
Speaking With Style

• Verbal communication
• Choice of words
• Jargon
• Slang
• Grammar
• Enunciation
• Speech Fillers
• Vocal variety (pitch/volume)
• Speedy speakers

107
Speaking With Style

• Non verbal Communication
• What are you doing with your body?????
• Body language speaks volumes
• Posture
• Hand gestures
• Facial expressions
• Eye contact
• Dress/appearance
• Body movement/use

108
Speaking With Style

• Non verbal Communication
• What are you doing with your body?????
• NO TOUCHING YOUR BODY
• No fig leaf stance
• No tapping fingers/toes
• Dont clutch podium

109
Speaking With Style

• Non verbal Communication
• Eyes
• Full Audience, NOT
• out the window
• on the floor
• ..on a spot on the wall
• on your nails
• Note cards
• Loss of eye contact minimal
• Hands
• Emphasis your points
• Visual Aid use

110
Group Presentations

• This is a group project, not six individual
  projects combined.
• All are responsible for the whole
• Review each others work/critique
• I will give one grade. If you allow a member to
  slide, that will be reflected in the grade
• You are on stage as a group, not individuals who
  happen to be presenting the same project
• Introduce members at the start of presentation
• Assist those presenting
• Transition between speakers

111
Speaking With Style

• Visuals
• Charts
• Models
• Objects
• Electronic Media
• Power Point Presentation
• HTML
• DVD/Video
• Pictures (scanned/Internet)
• Drawings

112
Speaking With Style

• Preparing/Designing Visuals
• Size
• Can everyone see it?
• Photo
• Object
• Lettering style/size
• Power Point Presentation
• Size 24 Font Minimum
• Slide design
• KISS Keep It SimpleSimon

113
Speaking With Style

• Preparing/Designing Visuals
• Use
• Support/clarify topic
• make visual your topic
• Fluid use
• should support speech
• not the centerpiece
• Look/talk to audience, not visual
• Turn off/cover when not in use
• DO NOT PASS VISUAL AROUND THE ROOM

114
Speaking With Style

• Professional style is key
• NO HAND PRINTED POSTERS
• NO LAST MINUTE, HURRY UP AND GET IT DONE
  OBJECTS/MATERIALS

115
Expectations for Speech Makers

• Society has grown accustomed to high-quality
  speeches
• Characteristics of good speakers
• Have insight
• Know their audience
• Believe what they are doing is important
• Always practice
• Think of the speech as a performance
• Make a critique or post-presentation analysis of
  the speech

116
Structure vs. Communication

• Good communication requires a structure
• Such as a skeleton
• Organize your thought into a pattern
• (topical/chronological/etc.)
• Support your points with specifics
• Construct an introduction
• Construct a conclusion

117

• OUTLINE FLOW CHART
• TITLE
• I. INTRODUCTION
• The Introductory paragraph sets the tone for
  the paper and includes an attention getter,
  establishes credibility, and ends with a one
  sentence declarative thesis statement.
• Transition to BODY of speech
• II. BODY
• First Main Point
• -Sub points with supporting materials from
  text
• 
  
• Internal Summary to Second Main Point
• Second Main Point
• -Sub points with supporting materials from
  text
  
• III. CONCLUSION
• The last paragraph of your paper
  includes a restatement of the Thesis, closing
  comments, and an CLINCHER to conclude the
  paragraph.

118
end of presentation