Intercultural Communication

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• Intercultural Communication
• Living Together vs. Going it alone
• Kiyoko Sueda

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Comments from the previous week

• In the video clip, I can observe that there are
  cultural differences between Chinese and Japanese
  company, although Chinese and Japanese company
  are said to be similar. It seems the employees in
  Chinese company always seek for direct
  instruction while Japanese company adopt common
  rules and norms instead of giving instructions
  directly. (L.C.F.J)
• The clip shows the different between Japan and
  China, that their culture patterns are not the
  same, thus leading to conflicts between the
  Japanese and Chinese staff. It also shows that
  Chinese people who have learnt Confucianism tends
  to think more about their family. In order not to
  let her family down, she works hard to win over
  the Japanese OL in typing. This is not because of
  own pride, but for the people that support the
  Chinese lady to Japan. Hence, this clip relates
  very much to not only the different cultural
  pattern of different places, but also the
  thinking and concepts. The time element is also a
  factor showed in the clip that is different in
  culture. Asian, especially Chinese, treats time
  so importantly that they treasure the time, so
  they work very fast and dont want to waste time.
  (WHS)

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• In this drama, we can see how different Japanese
  and Chinese cultural backgrounds by seeing
  Japanese workers at the office dont want any
  change that comes from Chinese workers. Its
  related to the UAI scores analysis. Theres a
  word ???? and I thought it describes Japanese
  peoples characters really well. I think Japanese
  still have some kinds of spirits of people in a
  closed country, and sometimes exclude others. I
  guess its a normal expression of fear of being
  invaded. (AN)
• I feel very embarrassed when the video was
  playing. I think the video can shows the cultural
  differences between Chinese and Japanese. But I
  can say this video can only reflect part of the
  culture. We can see the Power Distance between
  both countries. (KL)
• Theres a clear ingroup/outgroup divide here.
  Chinese workers and Japanese workers naturally
  becomes two groups and kind of compete with each
  other without even trying to understand more
  about the other side. When the men explain that
  Japanese want to maintain their face so they
  dont want to join the competition he is trying
  to explain the real meaning that may not be
  understood by someone from a lower context
  culture or simply from other culture. We can also
  see the uncertainty avoidance faced by the
  Japanese workers, they dont want to change jobs.
  I think the video clip is quite dramatic and
  exaggerating, they may leave bad impressions on
  Japanese students. (WF)

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• The video clip explains Power Distance. The
  company change the role of employees without
  considering their condition and experience. The
  company said that we should do, because the
  executive ordered. This opinion really displays
  Power Distance. (YF)
• Claiming a direct opinion to your boss in the
  workplace is an awkward and impolite in Japan. On
  the other hand, a Chinese girl expressed what she
  wanted to do. Also, language skill was highly
  valued in the scene. If you cannot speak Japanese
  appropriately and fluently, youre considered as
  unskilled in the workplace in Japan. This might
  be a reason why Japanese workplace is not
  diverse. (AM)
• In the video clip, the way that the Chinese girl
  answered the phone reveals that the concept of
  power difference between Japanese and Chinese.
  Japanese usually use honorific form of language
  to speak to superior but the Chinese girl just
  used casual form of language when answering the
  phone. Besides, when the superior asked the other
  Chinese girl to clean the office, she obeyed even
  she did not want to. This illustrated the Chinese
  Confucian cultural style of conformity, meaning
  to sustain harmony by obeying the orders of
  superior. Other than that, when the two Chinese
  girls asked their Japanese colleagues to teach
  them what to do and how to do their work, most of
  the Japanese just muddle through it. This shows
  their concept of in-group and out-group. As they
  view the Chinese as out-group, they refuse to
  teach them. (LV)

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• The video showed that Japan is a high power
  distance culture. The younger girl used honorific
  to Shimako who is superior. On the other hand,
  Shimako spoke to the girl without it. Also, the
  Japanese chief got furious when the Chinese
  trainee girl spoke to him without it.
• ( EF) 
• One main relation is that of the communication
  barrier. Even though the Chinese girls understood
  some Japanese, even between themselves that had
  conflicts since they are from different regions
  of China to begin with. By the women surpassing
  the men in the company we can also see the
  Masculinity/Femininity pattern in which men are
  usually the authority, but women had the power to
  succeed as well. (YA)

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• Report submission at the beginning of the class

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How many of the following items do you agree?

• 1. Each individual has a set of characteristic,
  distinctive attributes.
• 2. I am in control of my own behavior I feel
  better when I am in situations where choice and
  personal preference determine outcomes.
• 3. I am oriented toward personal goals of success
  and achievement the relationships

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• and group memberships sometimes get in the way
  of attaining these goals.
• 4. I strive to feel good about myself.
• 5. I believe that the same rules should apply to
  everyone.

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Non-western self

• The previous two pages reflect North-American or
  Western values.
• An Asian expression reflecting a cultural
  prejudice
• against individuality The peg that stands
  out is pounded down.(????????)
• c.f. The squeaky wheel gets the grease.

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1.1. Overview of non-western self

• The rules that apply to relationships are local,
  particular, and well specified by roles rather
  than universals.
• It is natural to carry out ones obligation and
  one is not thanked for carrying out ones
  obligation. e.g. Mongolian hardly say Thank
  you.
• Competence as a leader is not making a choice but
  bringing many peoples ideas together.

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1.2. Western-Eastern Comparison

• Western
• 1. Persons are independent of situations or
  particular personal relationships.

• Eastern
• 1. Persons exist within particular situations
  where there are particular people with whom one
  has relationship.

?
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• Western
• 2. Individuals feel detached from their in-groups
  and tend not to make much difference between
  in-group and out-group.

• Eastern
• 2. Individuals feel placed in their in-groups,
  and distant from out-group.

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• Western
• 3. The person can move from one group to another
  without significant change.

• Eastern
• 3. The person is connected, fluid and
  conditional, and he/she understands him/her in
  relation to the whole (family, organization,
  society).

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• Western
• 4. Find it difficult to describe themselves in a
  particular context.
• e.g. -I am what I am.

• Eastern
• 4. Description depends on context.
• e.g., -I am hard-working at work.
• -I am fun-loving with friends.

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• Western
• 5. They are likely to report to be more unique
  than they really are.
• 6. Children are encouraged to establish
  superiority and uniqueness.

• Eastern
• 5. They are less likely to report to be as
  unique as they really are.
• 6. Children are taught to be harmoniously with
  others and encouraged to be modest.

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Eastern View
In-group
Out-group
Self
Western View
Out-group
In-group
Self
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1.3. Linguistic analysis

• In Chinese, there is no equivalent word for
  individualism.? selfishness?
• In Korean language, Could you come to dinner?
  ?a special address form of you is required.

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Q 1 What do you think of the following passage?

• ????????????????????????????????????????????????
  ?????????????????????????????????????????????????
  ???????????

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• Yesterday, I saw a movie with my family. That
  was Gran Torino. I have seen a couple of
  movies either acted or directed by Clint
  Eastwood, and I think this one is the best among
  his movies.

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Please say the following sentences in Japanese

• 1-a. Invite a friend to a party.
• 1-b. Invite a Japanese language teacher to a
  party.
• 2. Ask a friend to take you to Kamakura with
  him/her.
• 3. Ask a professor if he/she can write a letter
  of recommendation for you.

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• Q 2 What did you find out?
• Q 3 What was/were the reason/s for what you
  found?

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Japanese I and You

• In Japanese language, neither I or you is
  often used.
• In Japanese, there are many forms of I
  depending on the situation.
• e.g. ?(watashi, watakushi)??????????

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• You (anata) can be used in intimate
  relationships or used by someone superior.
• Examples
• StudentSensei, anata wa kore o yomitai
  desuka?

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2. Independence vs. Interdependenceby Markus
Kitayama2.1 Child rearing

• Western
• Babies sleep in a separate bedroom.
• Encouraged to voice choice.
• e.g.," Give me some milk, please.
• Concentrating attention on objects.

• Eastern
• Babies sleep in the same bed as parents.
• Parents make a decision for children.
• e.g, ?????????
• Focusing on feelings and social relations.
• e.g., The toy is crying as you threw it.

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• Western
• Encourage their children to communicate ideas
  clearly.
• Responsibility of communication-Sender

• Eastern
• Encourage their children to be sensitive about
  others feeling.
• Responsibility of communication-Receiver

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2.2 Characteristics

• Independent societies
• 1. Insist on freedom of individual action
• 2. Desire for individual distinctiveness
• 3. Preference for egalitalianism and achieved
  status
• 4. Universal rules
• 5. The self is a unitary free agent.

• Interdependent societies
• 1. Preference for collective action
• 2. Preference for making a harmony with the group
• 3. Acceptance of hierarchy and ascribed status
• 4. Particularistic approaches depending on
  contexts
• 5. The self is part of a larger whole.

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Question 4

• How do you handle the case of an employee whose
  work for a company, though excellent for 15
  years, has been unsatisfactory for a year? What
  would you do if there is no sign that the
  performance will improve? What if the employee
  is older than you?

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3. Awase and Erabi by Mushakoji

• The presence and absence of the tradition of
  debate has dramatic implications for political
  life and negotiation.

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Erabi (active, agentic) style

• We can freely manipulate our environment for our
  own purposes.
• We can set our objective, and act to change the
  environment.
• There is no point of concentrating on the
  relationship.

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Awase (harmonious, fitting-in) style

• Rejects the idea that we can manipulate the
  environment and assumes instead that we adjust
  ourselves to it.
• Relationships are long-term.
• Either/Or choices are avoided.

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4. Some changes (wrong usages) in Japanese

• Watashi tekiniwa iito omoimasu.
• Kochira no shiryou no hoh wo mite
• kudasai.

What do these changes indicate?
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DVD Bend it like Beckham

• How can you relate the DVD to what you learned
  today?

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References

• Funatsu, M. (1983). ltBook Reviewgt Eshun
  Hamaguchi, Japan as a Society of "Contextualism"
  Japanese sociological review
• Vol.34, No.2(19830930) pp. 61-64
• (?? ? lt??gt ????????????? ???
• ??????????? ISSN00215414
• Nisbet, R. E. (2006). Living together vs. going
  it alone. L. A. Samovar, R. E. Porter E. R.
  McDaniel (Eds.,) Intercultural communication A
  reader, (pp. 103-113). Belmont, CA Thomson.