CHAPTER 2
What Is Intercultural Communication?
CHAPTER 2 OBJECTIVES AND OUTLINE
Chapter 2 Objectives:
As a result of reading Chapter 2 and participating in related class discussions and activities, you
should be able to:
(1) Deepen your understanding of a “transactional, process-centered” approach to intercultural
communication;
(2) Define the specific characteristics of the term, intercultural communication;
(3) Identify the three facets of meaning in an intercultural encounter process;
(4) Compare and contrast flexible and inflexible intercultural communication;
(5) Distinguish the difference between an ethnocentric mindset and an ethnorelative mind-set;
(6) Discuss the components and criteria of intercultural communication flexibility; and
(7) Define and use examples to illustrate the four stages of developing intercultural
communication flexibility.
Chapter 2 Outline:
I. Defining Intercultural Communication: A Process Model
Intercultural communication occurs when cultural group membership factors affect
communication process (NOTE: This is a brief description; see textbook for
complete definitions of all terms.)
A. Intercultural Communication Process: Overall Characteristics
Intercultural communication—see definition in text, which includes the
following 6 characteristics:
1. Symbolic exchange: verbal and nonverbal symbols to accomplish shared
meanings
a. Digital aspects: content information that we convey
b. Analogical aspects: “picturesque” or affective meanings
2. Process: interdependent nature of the intercultural encounter
a. Transactional: simultaneous encoding and decoding
b. Irreversible: same message can produce different impressions
3. Cultural community: interacting group within a bounded unit who uphold
shared traditions and way of life
B. Intercultural Communication: Meaning Characteristics
4. Negotiate shared meanings: goal of having our message understood.
Three layers of meaning: content, relational, and identity
5. Interactive situation: occurs in relational, psychological, and physical
contexts
6. Embedded societal system: has multilayered contexts
II. Practicing Intercultural Communication Flexibility
Introduction:
1. Flexible intercultural communication: integrate knowledge, open-minded
attitude, putting into adaptive practice
2. Inflexible intercultural communication: use our own cultural values,
judgments, and routines
3. Ethnocentric mind-set: stuck in our own cultural worldviews and values
to evaluate others’ behaviors
4. Ethnorelative mind-set: understanding behaviors from others’ cultural frames
of reference
A. Three Content Components
1. Knowledge: through formal studying and informal learning
2. Attitude: includes both cognitive and affective layers
a. Cognitive: suspend ethnocentrism, be open-minded
b. Affective: emotional commitment to perspective-taking and cultivation
of an empathetic heart
3. Skills: operational abilities
D. Three Criteria
1. Appropriateness: degree to which exchanged behaviors are regarded as
proper by cultural insiders
2. Effectiveness: degree to which communicators achieve mutually shared
meaning and integrative goal-related outcomes
3. Communication adaptability: ability to change our interaction behaviors and
goals to meet needs of situation
III. Developing Intercultural Communication Flexibility
A. A Staircase Model: Four Stages of Flexible Intercultural Communication
1. Unconscious incompetence: blissfully ignorant
2. Conscious incompetence: semi-awareness
3. Conscious competence: full mindfulness
4. Unconscious competence: mindlessly mindful
B. An Essential Hook: A Mindful Perspective—includes:
1. Training, vast knowledge
2. Mindful cultural scanning
3. Understanding of complexity of intercultural communication
IV. Deepening Intercultural Process Thinking
Process Consciousness: Underlying Principles: Intercultural communication involves:
A. Principle 1: Mismatched expectations stem from group differences
B. Principle 2: Varying degrees of biased intergroup perceptions
C. Principle 3: Simultaneous encoding and decoding of verbal and nonverbal messages,
likely to be misjudged
D. Principle 4: Multiple goals: content, relational, identity
E. Principle 5: Understanding and acceptance of diverse communication approaches
and styles
F. Principle 6: Involves culture bumps and well-meaning clashes.
G. Principle 7: Takes place in a context (physical setting, etc.)
H. Principle 8: Always takes place in embedded systems
IV. Intercultural Reality Check: Do-Ables
A flexible intercultural communicator:
A. Emphasizes a process-focused approach
B. Recognizes separate, ethnocentric realities that divide us
C. Is willing to suspend snap judgments concerning differences
D. Can deal with ambiguities and paradoxes
E. Can communicate appropriately, effectively, and adaptively
CHAPTER 2 CHECK-UP
Check out the following quiz questions related to figures in Chapter 2:
In an intercultural communication situation, what does each communicator operate from that has
to do with his or her own cultural perspectives and ways of viewing appropriate behavior?
POP-UP ANSWER:
A cultural frame of reference. To see the other elements in the Process Model of
intercultural communication, check out Figure 2.1 on page 25 in the text.
Quiz: What is the highest level of communication competence in the staircase model?
POP-UP ANSWER:
Unconscious competence. This is the stage where intercultural communication
flexibility becomes so natural that one is almost unaware (unconscious) of being
flexible and competent, or “mindlessly mindful.” To see the other levels in the
staircase model, check out Figure 2.2 on page 31 in the text.
CHAPTER 2 GLOSSARY-MATCHING QUIZ
Match the following five terms with their respective definitions:
a. Transactional nature of intercultural communication
b. Flexible intercultural communication
c. Inflexible intercultural communication
d. Ethnocentric mind-set
e. Ethnorelative mind-set
___ 1. Emphasizes the importance of integrating knowledge and an open-minded attitude and
putting them into adaptive and creative practice in everyday communication.
___ 2. Staying stuck with one’s own cultural worldviews and using one’s own cultural values as
the baseline standards to evaluate another person’s cultural behavior.
___ 3. The simultaneous encoding and decoding of exchanged messages.
___ 4. Stresses the continuation of using one’s own cultural values, judgments, and routines in
communicating with culturally different others.
___ 5. Understanding a communication behavior from another person’s cultural frame of
reference and the ability to perceive through that person’s cultural lens.
POP-UP ANSWER:
1. b
2. d
3. a
4. c
5. e
Match the following five terms with their respective definitions:
a. Content meaning
b. Relational meaning
c. Appropriateness
d. Effectiveness
e. Communication adaptability
___ 1. The degree to which communicators achieve mutually shared meaning and integrative
goal-related outcomes.
___ 2. Offers information concerning the state of the relationship between the two
communicators.
___ 3. The degree to which exchanged behaviors are regarded as proper and match the
expectations generated by the insiders of the culture.
___ 4. The ability to change interaction behaviors and goals to meet the specific needs of a
situation.
___ 5. The factual (digital) information conveyed.
POP-UP ANSWER:
1. d
2. b
3. c
4. e
5. a
Match the following five terms with their respective definitions:
a. Content goals
b. Identity goals
c. Well-meaning clashes
d. Relational goals
e. Culture bump
___ 1. A cultural violation on the behavioral level when our meanings do not overlap with one
another in viewing the same behavior, therefore creating communication awkwardness or
embarrassment.
___ 2. Misunderstanding encounters in which people are actually behaving in a “socially skilled
manner” and with “good intentions” according to the norms in their own culture.
___ 3. External, substantive issues in the communication process.
___ 4. The socioemotional issues or relational role expectations involved during the interaction.
___ 5. Projected self-image or self-worth issues during the interaction.
POP-UP ANSWER:
1. e
2. c
3. a
4. d
5. b
CHAPTER 2 REVIEW QUIZ
Multiple Choice: Select and click the BEST ANSWER from the choices available.
1. Aileen becomes aware that she has committed an intercultural faux pas during an interaction
with a cultural stranger, but thinks to herself, “That’s just the way I am. It’s not worth trying
to change.” Aileen is in what stage of the staircase model of flexible intercultural
communication?
a. Unconscious incompetence
b. Conscious incompetence
c. Conscious competence
d. Unconscious competence
POP-UP ANSWER:
b. Conscious incompetence (p. 31)
2. The degree to which communicators achieve mutually shared meaning and integrative goalrelated outcomes is which of the three criteria of a flexible intercultural communicator?
a. Appropriateness
b. Effectiveness
c. Communication adaptability
d. Communication ethnocentrism
POP-UP ANSWER:
b. Effectiveness (p. 30)
3. The degree to which exchanged behaviors are regarded as proper and match the expectations
generated by insiders of a culture is which of the four criteria of a flexible intercultural
communicator?
a. Appropriateness
b. Effectiveness
c. Communication adaptability
d. Communication creativity
POP-UP ANSWER:
a. Appropriateness (pp. 29-30)
4. In the staircase model of intercultural communication, the stage in which an individual is
“mindlessly mindful” and can code-switch effortlessly between the two different intercultural
communication stages is the ____________ stage.
a. conscious competence
b. conscious incompetence
c. unconscious incompetence
d. unconscious competence
POP-UP ANSWER:
d. unconscious competence (p. 32)
5. Adine decides to increase her intercultural communication flexibility. She takes a vacation in
Belgium, taking in the sights and interacting with Belgian individuals. What component of
flexible intercultural communication is she focusing on?
a. Knowledge: informal learning
b. Knowledge: formal studying
c. Meaning: cognitive layer
d. Meaning: affective layer
POP-UP ANSWER:
a. Knowledge: informal learning (p. 29)
6. Alisha is from Georgia and is surprised that on her first trip to New York City, native New
Yorkers do not respond to her friendly overtures on the subway. She learns that New Yorkers
generally do not talk to strangers on the subways as a way of obtaining some privacy in a
very crowded city. So, instead of condemning New Yorkers as “unfriendly and suspicious,”
she uses a different cultural frame of reference, understanding their behavior from within
their own frame of reference. Alisha is using what mind-set to evaluate New Yorkers’
behavior?
a. Adaptability
b. Informal
c. Ethnocentric
d. Ethnorelative
POP-UP ANSWER:
d. Ethnorelative (p. 28)
7. Taking this class in intercultural communication is an example of which kind of knowledge?
a. Formal studying
b. Informal learning
c. Affective knowledge
d. Ethnocentric knowledge
POP-UP ANSWER:
a. Formal studying (p. 29)
8. Ah Ming, a Chinese native, is assigned to a temporary overseas work assignment in the United
States, and upon return, he reports that U.S. employees are “pushy and critical,” as they often
directly told him what to do. What kind of mind-set is Ah Ming using to evaluate U.S.
employees’ behavior?
a. Flexible intercultural communication
b. Ethnocentric
c. Ethnorelative
d. Appropriate
POP-UP ANSWER:
b. Ethnocentric (p. 31)
9. Barry approaches his international manager to ask her for a salary increase. What type of goal
is Barry’s salary increase in this intercultural communication interaction?
a. Content goal
b. Relational goal
c. Identity goal
d. Symbolic goal
POP-UP ANSWER:
a. Content goal (p. 34)
10. The fact that intercultural communication involves simultaneous encoding and decoding
reflects which characteristic of intercultural communication?
a. Symbolic exchange
b. Process
c. Different cultural communities
d. Content meaning
POP-UP ANSWER:
b. Process (p. 25)
11. The instructor says to Brooke and Bianca, “You look tired.” Although they both understand
the words, Brooke takes this as a comforting message and Bianca believes she has been
criticized. These two women have understood the same words but attached differing
___________ to them.
a. symbols
b. settings
c. goals
d. meanings
POP-UP ANSWER:
d. meanings (p. 27)
12. __________ meaning is inferred via nonverbal intonations, body movements, or gestures that
accompany the verbal content.
a. Content
b. Relational
c. Instrumental
d. Transactional
POP-UP ANSWER:
b. Relational (p. 27)
13. Dr. Brown realizes she has inappropriately criticized Binh Phuoc’s family remedy for
sprained ankles. However, because intercultural communication is a(n) _____________
process, he cannot take back his remark.
a. transactional
b. embedded
c. irreversible
d. symbol
POP-UP ANSWER:
c. irreversible (p. 26)
True/False: In order to identify the best answer, consider whether each statement is true (i.e.,
accurate) or false (i.e., inaccurate). Click either “a” for “True” or “b” for “False.”
1. Informal learning, such as visiting ethnic neighborhoods, is one way to increase our
knowledge of flexible intercultural communication.
a. True
b. False
POP-UP ANSWER:
a. True (p. 29)
2. We should all try to attain the unconscious incompetence stage of flexible intercultural
communication.
a. True
b. False
POP-UP ANSWER:
b. False (p. 31)
3. The staircase model consists of two main stages: flexible and inflexible intercultural
communication.
a. True
b. False
POP-UP ANSWER:
b. False (p. 31)
4.. Symbolic exchange refers to the use of verbal and nonverbal symbols between a minimum of
two individuals to accomplish shared meanings.
a. True
b. False
POP-UP ANSWER:
a. True (p. 25)
5. The digital aspects of communication refers to the content information that we convey to our
listener.
a. True
b. False
POP-UP ANSWER:
a. True (p. 25)
6. Identity meaning refers to questions such as “Who am I and who are you in this interaction
episode?”
a. True
b. False
POP-UP ANSWER:
a. True (p. 27)
CHAPTER 2 INTERCULTURAL WEB SURFING
Check out the following Internet sites and other resources that are relevant to this chapter:
This link provides information and data (history, economy, geography, population, etc.) about
many countries:
https://www.cia.gov/library/publications/the-world-factbook/index.html
This link may be accessible through your university’s or college’s library database services, as it
requires payment to view reports. Provides a wide variety of reports on over 200 countries and
each U. S. state:
www.culturegrams.com
To check out the many opportunities to study or utilize intercultural communication through the
Intercultural Communication Institute (Portland, OR):
http://www.intercultural.org
Check out the many different assessment tools for intercultural communication competence,
cross-cultural sensitivity:
http://www.sit.edu/SITOccasionalPapers/feil_appendix_f.pdf
Check out this free “Culture in the Workplace” survey, which assesses your preference for
certainty in your workplace:
http://www.itapintl.com/tools/culture-in-the-workplace-questionnairecw/itapcwquestionnaire.html
Films:
Midnight in Paris (2011) finds a struggling writer and his fiancé in France. As he uncovers the
heart of French culture, his relationship suffers.
Outsourced (2006 film) Customer call center manager Todd Anderson must learn to adapt to the
Indian culture. Many good examples to illustrate the staircase model, cultural clashes, and
globalization issues. Also relates to Chapter 5: Culture Shock.
CHAPTER 2 INTERCULTURAL TOUR
Check out the following intercultural scenarios:
(NOTE: See “Chapter 2 Class Handouts” for printable versions.)
FIRST SCENARIO: DECODING INTERCULTURAL DIALOGUES
Decoding a Swiss-Asian Indian Intercultural Dialogue:
A Dialogue Between Mr. Weisheit and Mr. Patel
Mr. Weisheit:
Well Sanjay, it looks like we’ll need to wrap up the final project
with an intense meeting of nonstop work on Saturday. At least we
will be able to get a couple of beers when it’s over! See you
then!
Mr. Patel:
I see … Well …
Mr. Weisheit:
Ok, see you!
Mr. Patel:
Well … yes … I think … um … Mr. Weisheit, … maybe ...
Mr. Weisheit:
Yes, just think: the project that has been driving us crazy will be
out of our office on Saturday. I Can’t wait to celebrate!
Mr. Patel:
Yes … well, this coming Saturday is a very special day in our
family. It is my grandfather's eightieth birthday. It is a big day and
many relatives will be coming from out of town.
Mr. Weisheit:
I see.
Mr. Patel:
So … you understand my situation?
Mr. Weisheit:
Of course! I also like to get away from my relatives and in-laws
when they come to visit. Now you have a great excuse to get out of
it. See you on Saturday, Sanjay!
Mr. Patel:
But … Mr. Weisheit, perhaps we can talk about this later? …
Mr Weisheit????
INTERACTIVE PROBES FOR DECODING INTERCULTURAL DIALOGUES
(Ask yourself and probe your classmates’ reactions):
(NOTE: See “Chapter 2 Class Handouts” for a printable form containing these questions.)
1. Do you perceive any communication problems with the above dialogue between Mr. Weisheit
and Mr. Patel?
2. What are the specific communication problems?
3. Can you infer some cultural assumptions and expectations that Mr. Weisheit has concerning
communication?
4. Can you infer some cultural assumptions and expectations that Mr. Patel has concerning
communication?
===============================
SECOND SCENARIO: DECODING INTERCULTURAL DIALOGUES
Decoding a Brazilian-British Intercultural Dialogue:
A Dialogue Between Kouadio and Maggie in a Studio Design Engineering Office
Kouadio:
What did you think of the New Millennium Design project?
Maggie:
Very nice. I am quite pleased.
Kouadio:
So it’s good, then? We thought it was a tremendous project, a superbly
designed project that will bring the company great rewards due to its
amazing details and engineering feats.
Yes. There is one drawing that needs to be changed. Other than that, the
design will work fine.
Maggie:
Kouadio:
Hmm. I see.
Maggie:
What about that other assignment you were working on? The Gallactica
Project? Any chance I could take a look at it?
Kouadio:
Well, we can make it a priority, if you want. My group of designers is the
best in the business, and we work night and day to come up with such
projects as the Gallactica—which is a stupendous design, a tremendous
effort for all my employees.
Maggie:
Good going. You're a good sport. Thanks, Kouadio.
Kouadio:
So, you want my team to scrap the Millennium design?
Maggie:
Pardon me?
INTERACTIVE PROBES
(Ask yourself and probe your classmates’ reactions)
(NOTE: See “Chapter 2 Class Handouts” for a printable form containing these questions.)
1. Do you perceive any communication problems with the above dialogue between Kouadio and
Maggie?
2. What are the specific communication problems?
3. Can you infer some cultural assumptions and expectations that Kouadio has concerning
communication?
4. Can you infer some cultural assumptions and expectations that Ian has concerning
communication?
CHAPTER 2 CLASS HANDOUTS
Note: Your instructor may ask you to download, print out, and/or e-mail the following
class handouts for this chapter:
DECODING AN INTERCULTURAL DIALOGUE: SCENARIOS ONE AND TWO
INTERACTIVE PROBES: ”DECODING AN INTERCULTURAL DIALOGUE”
Check out the following intercultural scenarios:
FIRST SCENARIO: DECODING INTERCULTURAL DIALOGUES
Decoding a Swiss-Asian Indian Intercultural Dialogue:
A Dialogue Between Mr. Weisheit and Mr. Patel
Mr. Weisheit:
Well Sanjay, it looks like we’ll need to wrap up the final project
with an intense meeting of nonstop work on Saturday. At least we
will be able to get a couple of beers when it’s over! See you
then!
Mr. Patel:
I see … Well …
Mr. Weisheit:
Ok, see you!
Mr. Patel:
Well … yes … I think … um … Mr. Weisheit, … maybe ...
Mr. Weisheit:
Yes, just think: the project that has been driving us crazy will be
out of our office on Saturday. I Can’t wait to celebrate!
Mr. Patel:
Yes … well, this coming Saturday is a very special day in our
family. It is my grandfather's eightieth birthday. It is a big day and
many relatives will be coming from out of town.
Mr. Weisheit:
I see.
Mr. Patel:
So … you understand my situation?
Mr. Weisheit:
Of course! I also like to get away from my relatives and in-laws
when they come to visit. Now you have a great excuse to get out of
it. See you on Saturday, Sanjay!
Mr. Patel:
But … Mr. Weisheit, perhaps we can talk about this later? …
Mr Weisheit????
SECOND SCENARIO: DECODING INTERCULTURAL DIALOGUES
Decoding a Brazilian-British Intercultural Dialogue:
A Dialogue Between Kouadio and Maggie in a Studio Design Engineering Office
Kouadio:
What did you think of the New Millennium Design project?
Maggie:
Very nice. I am quite pleased.
Kouadio:
So it’s good, then? We thought it was a tremendous project, a superbly
designed project that will bring the company great rewards due to its
amazing details and engineering feats.
Yes. There is one drawing that needs to be changed. Other than that, the
design will work fine.
Maggie:
Kouadio:
Hmm. I see.
Maggie:
What about that other assignment you were working on? The Gallactica
Project? Any chance I could take a look at it?
Kouadio:
Well, we can make it a priority, if you want. My group of designers is the
best in the business, and we work night and day to come up with such
projects as the Gallactica—which is a stupendous design, a tremendous
effort for all my employees.
Maggie:
Good going. You're a good sport. Thanks, Kouadio.
Kouadio:
So, you want my team to scrap the Millennium design?
Maggie:
Pardon me?
NAME:________________________________________
INTERACTIVE PROBES FOR “DECODING AN INTERCULTURAL DIALOGUE”
(Ask yourself and probe your classmates’ reactions)
Decoding Analysis for Scenario One:
1. Do you perceive any communication problems with the above dialogue between Mr. Weisheit
and Mr. Patel?
2. What are the specific communication problems?
3. Can you infer some cultural assumptions and expectations that Mr. Weisheit has concerning
communication?
4. Can you infer some cultural assumptions and expectations that Mr. Patel has concerning
communication?
Decoding Analysis for Scenario Two:
1. Do you perceive any communication problems with the above dialogue between Kouadio and
Maggie?
2. What are the specific communication problems?
3. Can you infer some cultural assumptions and expectations that Kouadio has concerning
communication?
4. Can you infer some cultural assumptions and expectations that Maggie has concerning
communication?