Barriers to Effective Intercultural Communication

Communication in itself is a complicated process, but when you introduce different cultures into the mix, the amount of ‘disturbing’ factors gets so large that it’s a near miracle that we usually more or less understand each other!

Communication barriers arise for a number of reasons. The presence of individuals from diverse cultural backgrounds can increase the need to overcome these blockages. The exchange of ideas and information can also highlight the need to maximize communication. Unfortunately, while the effort to decrease barriers remains important, the presence of cultural communication issues continues to persevere.

Specific cultural barriers to effective communication are:

Language:

Often, two parties do not have a language in common, or not enough knowledge of a language to effectively communicate. Especially if one party speaks his/her native tongue and the other party has a limited or reasonable command of that language, miscommunication can easily occur, especially by use of ambiguous or difficult terms, use of expressions or slang. Often, parties have a third language in common; in business this is often English. Using a third language with both parties not knowing much of the cultural context of their conversation partner, misunderstandings are very common.

Cultural norms:

Attitudes, etiquette and the divisions within a cultural background can prevent effective communication. Culture-specific restrictions on the communication between genders or between age groups may affect effective communication. Unintended breaches of etiquette and behavioral norms can inadvertently send a wrong signal.

History between groups:

Negative aspects of a shared history between two cultures can effective communication. Competition for resources, political disputes and the effects of past conflicts can create such strong opinions and prejudices that effective communication is not possible.

11. How the tolerance among learners of different cultures can be increased?

Two easy steps to take to promote tolerance :

1. Be aware of your own stereotypes - if your family is constantly making jokes about other stereotypes, watches shows that poke fun of different cultures, or make remarks about the way others dress, talk and act then you are promoting prejudice and stereotyping to your children. You can't promote tolerance to your children if you or your spouse or not tolerant.

I, for one, agree that we must teach our children that on a constant basis, but I believe we also need to expose our children to different cultures early in life so they can grow up with an open mind about different cultures and traditions. The best way to expose our children to other cultures without sacrificing anyone's safety?

2. Host a foreign exchange student. Foreign exchange students are prime role models for younger children to look up to and learn how to appreciate differences in other culture's beliefs and traditions. While growing up, my family constantly opened up our home to international students and I know that has molded me into the person that I am today, respectful and appreciative of other's views. I can't stress how important hosting a foreign exchange student is. This will open the communication between two completely different cultures and in a way promote peace. We all know that other countries see Americans as stupid and close minded, but if we open our doors to the youth of those nations, we will see that they can promote America in a better light within their own country and start a domino effect. As well as, promoting the next generation of universal tolerance by opening up lines of communication between two countries and developing life long friendships. Read some success stories from students.

Together, foreign exchange students and ourselves, we can teach our children that we have an identity and that other identities are just as interesting and just as valuable. We can encourage our children to experience the positive aspects of diversity rather than a fear of diversity.

12. What are the major problems in multicultural learning environment?

All things considered, it can be seen that there are some serious problems that are likely to be encountered when two or more cultures come into contact in educational settings. The information obtained from the case studies corresponds to data provided by other authors in the field.

This study pointed at differences on culture dimensions among 21 European countries. The results show that two broad clusters or patterns of cultural values can be distinguished, contrasting the North-Western and South-Eastern part of Europe. On the basis of these results it is hardly possible to speak of a single typically European culture (Koopman et al 1999). In turn, the observations gathered during interaction between Polish students and the lecturer from China at University of Silesia, correspond with some estimations of cultural dimensions proposed with regard to criteria suggested by Hofstede (1991). There is expected high cultural distance between Poland and China especially in terms of individualism, uncertainty avoidance and long-term orientation. Such distance may be the reason for the state of misunderstanding, stress and even conflict between the lecturer and students during the course.

Implications that could be provided are, above all, to be open to other nations and cultures and to try to familiarize the students with the differences between the patterns of behaviour of the representatives of various nationalities, sub-cultures etc. The role of the teacher is vital because the teacher is the person who builds the atmosphere during the class and through equal treatment he/she can make it easier for the students coming from different backgrounds to feel good in the group. Students that are treated equally are not likely to bear any grudges towards foreigners obtaining better marks. Besides, the authorities of higher education institutions should select students more carefully to ensure a comparable level of English among all students in a particular group. Moreover, visiting professors should also fulfill some criteria concerning their ability of using a foreign language that will be the language of instruction at a given course.

On the whole, although there are various problems concerning learning and teaching in a multicultural environment, it should not be forgotten that there are also serious benefits that can be taken from multicultural education. What is more, learning and teaching in multicultural settings is inevitable as the world is a global village nowadays and our mobility abilities are bigger than ever. We should try to take advantage from multiculturalism and try to love it, or, at least to bear it.

13. What is nonverbal communication?Why should one care about it?

Nonverbal communication is usually understood as the process of communication through sending and receiving wordless (mostly visual) cues between people.

Messages can be communicated through gestures and touch, by body language or posture, by facial expression and eye contact, which are all considered types of nonverbal communication. Speech contains nonverbal elements known as paralanguage, including voice quality, rate, pitch, volume, and speaking style, as well prosodic features such as rhythm, intonation, and stress. Likewise, written texts have nonverbal elements such as handwriting style, spatial arrangement of words, or the physical layout of a page. However, much of the study of nonverbal communication has focused on face-to-face interaction, where it can be classified into three principal areas: environmental conditions where communication takes place, physical characteristics of the communicators, and behaviors of communicators during interaction.

Behavior and elements of speech aside from the words themselves that transmit meaning. Non-verbal communication includes pitch, speed, tone and volume of voice, gestures and facial expressions, body posture, stance, and proximity to the listener, eye movements and contact, and dress and appearance.

Research suggests that only 5 percent effect is produced by the spoken word, 45 percent by the tone, inflexion, and other elements of voice, and 50 percent by body language, movements, eye contact, etc.

Nonverbal communication represents two-thirds of all communication. Nonverbal communication can portray a message both verbally and with the correct body signals. Body signals comprise physical features, conscious and unconscious gestures and signals, and the mediation of personal space. The wrong message can be established if the body language conveyed does not match a verbal message. Nonverbal communication strengthens a first impression in common situations like attracting a partner or in a business interview: impressions are on average formed within the first four seconds of contact. First encounters or interactions with another person strongly affect a person's perception.When the other person or group is absorbing the message they are focused on the entire environment around them, meaning the other person uses all five senses in the interaction: 83% sight, 11% hearing, 3% smell, 2% touch and 1% taste.

14. What are the types of nonverbal communication?

A substantial portion of our communication is nonverbal. Every day, we respond to thousands on nonverbal cues and behaviors including postures, facial expression, eye gaze, gestures, and tone of voice. From our handshakes to our hairstyles, nonverbal details reveal who we are and impact how we relate to other people.

In many cases, we communicate information in nonverbal ways using groups of behaviors. For example, we might combine a frown with crossed arms and unblinking eye gaze to indicate disapproval.

Facial Expression

Facial expressions are responsible for a huge proportion of nonverbal communication. Consider how much information can be conveyed with a smile or a frown. While nonverbal communication and behavior can vary dramatically between cultures, the facial expressions for happiness, sadness, anger and fear are similar throughout the world.

Gestures

Deliberate movements and signals are an important way to communicate meaning without words. Common gestures include waving, pointing, and using fingers to indicate numeric amounts. Other gestures are arbitrary and related to culture.

Paralinguistics

Paralinguistics refers to vocal communication that is separate from actual language. This includes factors such as tone of voice, loudness, inflection and pitch. Consider the powerful effect that tone of voice can have on the meaning of a sentence. When said in a strong tone of voice, listeners might interpret approval and enthusiasm. The same words said in a hesitant tone of voice might convey disapproval and a lack of interest.

Body Language and Posture

Posture and movement can also convey a great deal on information. Research on body language has grown significantly since the 1970's, but popular media have focused on the over-interpretation of defensive postures, arm-crossing, and leg-crossing, especially after the publication of Julius Fast's book Body Language. While these nonverbal behaviors can indicate feelings and attitudes, research suggests that body language is far more subtle and less definitive that previously believed.

Proxemics

People often refer to their need for "personal space," which is also an important type of nonverbal communication. The amount of distance we need and the amount of space we perceive as belonging to us is influenced by a number of factors including social norms, situational factors, personality characteristics and level of familiarity. For example, the amount of personal space needed when having a casual conversation with another person usually varies between 18 inches to four feet. On the other hand, the personal distance needed when speaking to a crowd of people is around 10 to 12 feet.

Eye Gaze

Looking, staring and blinking can also be important nonverbal behaviors. When people encounter people or things that they like, the rate of blinking increases and pupils dilate. Looking at another person can indicate a range of emotions, including hostility, interest and attraction.

Haptics

Communicating through touch is another important nonverbal behavior. There has been a substantial amount of research on the importance of touch in infancy and early childhood. Harry Harlow's classic monkey study demonstrated how the deprivation of touch and contact impedes development. Baby monkeys raised by wire mothers experienced permanent deficits in behavior and social interaction. Touch can be used to communicate affection, familiarity, sympathy and other emotions.

Appearance

Our choice of color, clothing, hairstyles and other factors affecting appearance are also considered a means of nonverbal communication. Research on color psychology has demonstrated that different colors can evoke different moods. Appearance can also alter physiological reactions, judgments and interpretations. Just think of all the subtle judgements you quickly make about someone based on his or her appearance. These first impressions are important, which is why experts suggest that job seekers dress appropriately for interviews with potential employers.

15.What are the elements of body language?

Nearly all body language behaviours and non-verbal cues include one or more of eight primary elements. It is these elements alone or in combination, that communicate so powerfully to the people around you. Some might be quite familiar to you, while others might be a bit more surprising. Regardless, as you read through this article you are almost guaranteed to think of many examples of how each element appears in your own non-verbal communication patterns.

The eight primary elements of body language are commonly listed as follows:

Face – Your face is a major source of expression when communicating with others. It can smile, frown, remain neutral, show anger, show disgust, indicate you want to speak, and show interest.

Eyes – Your eyes are often the first piece of body language others see or notice. They can be used to make visual contact, avoid visual contact, express feelings based on intensity and length of eye contact, and the like.

Posture – Your posture includes how you hold your head, shoulders, legs, arms, and hips. Each of these parts of your body work separately as well as together to send non-verbal cues. Examples include tilting your head, slumping your shoulders, turning your hips sideways, and the like.

Gestures – Your gestures can be related to verbal communication or unrelated to verbal communication. For instance, you might wave at another person as a way of saying ‘hello’, but you do not have to actually say the word out loud for the message to be clear. Or, you might use hand gestures to emphasise a key point during a speech or presentation; in this case, your gesture is related to the verbal communication.

Voice – Your voice is used to verbalize language, but is an integral part of your non-verbal communication. For instance, your tone of voice, volume, emotion, pace, and the like, all influence the messages you send as part of your body language.

Movement – Your movement, whether using your entire body or just part of your body, is both flexible and commanding. For instance, moving toward another person may send a message of dominance or assertiveness, while moving away from another person may send a message of avoidance, submission, or simply bringing the interaction to a close.

Touch – This is one of the most powerful elements of body language. It is capable of communicating so many different messages, and can also be interpreted in so many different ways. Touch is usually divided into four main categories: friendship, professional, social, and intimacy.

Appearance – Your physical appearance includes clothing, neatness, body shape, and anything else that provides visual messages and cues to other people. For instance, you dress conservatively and formally for a funeral, but casually and informally for a backyard barbecue.

16. What gestures are used in different countries for greetings?

A greeting can consist of an exchange of formal expression, a simple kiss, a hand shake or a hug. The form of greeting is determined by social etiquette, as well as by the relationship of the people.

Beyond the formal greeting, which may involve a verbal acknowledgment and sometimes a hand shake, facial expression, gestures, body language and eye contact can all signal what type of greeting is expected. Gestures are the most obvious signal, for instance greeting someone with open arms is generally a sign that a hug is expected. However, crossing arms can be interpreted as a sign of hostility. Facial expression, body language and eye contact reflect emotions and interest level. A frown, slouching and lowered eye contact suggests disinterest, while smiling and an exuberant attitude is a sign of welcome.

Throughout all cultures people greet one another as a sign of recognition, affection, friendship and reverence. While hand shakes, hugs, bows, nods and nose rubbing are all acceptable greetings, the most common greeting is a kiss, or kisses, on the cheek. Cheek kissing is most common in Europe and Latin America and has become a standard greeting in Southern Europe.

While cheek kissing is a common greeting in many cultures, each country has a unique way of kissing. In Russia, Slovenia, Serbia, Bosnia & Herzegovina, Macedonia, Montenegro, the Netherlands and Egypt it is customary to “kiss three times, on alternate cheeks.” Italians & Hungarians usually kiss twice in a greeting and in Mexico and Belgium only one kiss is necessary. In the Galapagos women kiss on the right cheek only and in Oman it is not unusual for men to kiss one another on the nose after a handshake. French culture accepts a number of ways to greet depending on the region. Two kisses are most common throughout all of France but in Provence three kisses are given and in Nantes four are exchanged. However, in Finistère at the western tip of Brittany and Deux-Sèvres in the Poitou-Charentes region, one kiss is preferred.

18. How can we define the term “Paralanguage”?

Paralanguage is nonverbal communication such as your tone, pitch or manner of speaking.

Paralanguage is the set of nonphonemic properties of speech, such as speaking tempo, vocal pitch, and intonational contours, that can be used to communicate attitudes or other shades of meaning.

Paralanguage nonverbal means of communication, such as tone of voice, laughter, and, sometimes, gestures and facial expressions, that accompany speech and convey further meaning.

Paralanguage refers to the non-verbal elements of communication used to modify meaning and convey emotion. Paralanguage may be expressed consciously or unconsciously, and it includes the pitch, volume, and, in some cases, intonation of speech. Sometimes the definition is restricted to vocally-produced sounds. The study of paralanguage is known as paralinguistics.

The term ’’paralanguage’’ is sometimes used as a cover term for body language, which is not necessarily tied to speech, and paralinguistic phenomena in speech. The latter are phenomena that can be observed in speech (Saussure's parole) but that do not belong to the arbitrary conventional code of language (Saussure's langue).

The paralinguistic properties of speech play an important role in human speech communication. There are no utterances or speech signals that lack paralinguistic properties, since speech requires the presence of a voice that can be modulated. This voice must have some properties, and all the properties of a voice as such are paralinguistic.

However, the distinction linguistic vs. paralinguistic applies not only to speech but to writing and sign language as well, and it is not bound to any sensory modality. Even vocal language has some paralinguistic as well as linguistic properties that can be seen (lip reading, McGurk effect), and even felt, e.g. by the Tadoma method.