Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Communication
IOANA HOREA
- 2009 -
TABLE OF CONTENTS
Chapter 1. DEFINITION AND CLASSIFICATION
1.1. Definition
1.1.1. The Complete Communication
1.1.2. The Ingredients of Communication
1.2. Classification
1.2.1. Standard English Communication
1.2.2. Business English Communication
1.2.2. Intercultural Communication
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BIBLIOGRAPHY
87
NU ME LE CA PI TO LU LU I 1
CHAPTER 1
DEFINITION AND CLASSIFICATION
INTRODUCTION
Our behaviour has, seemingly, communication potential. All we do can communicate
something about us.
THEME PRESENTATION
Communication is a vital ingredient in all domains of human life and activity. In a
rough classification, one can observe standard, business or intercultural communication
and the series of particularities that can be identified for each.
1.1 DEFINITION
In order to understanding communication we have to first clarify its mechanisms. It all
starts with the fact that people need social contact and thus they come to long for the
exchange of messages. This is done through certain specialised or adapted human
behaviour, such as: talk, smile, frown, walk, wave, shake head, other gestures. Still, these
actions will come to represent messages only if they are observed by the other and, at the
same time, they elicit meaning for the other, more precisely the same meaning (as the one
intended by the performer).
1.1.1. THE COMPLETE COMMUNICATION
When someone observes our behaviour and attributes a meaning to it, communication has
taken place, regardless of whether that behaviour was conscious or unconscious,
intentional or unintentional. We cannot not communicate (to be, to simply exist,
is a behaviour, too). What is important is to understand communication as
intended (the conscious intention). As a general concept, communication is a
process that allows organisms to exchange information by several methods.
Considering the participants, the action occurring, the object and the objective of the
action, a more complete definition can be produced. The participants are the people
involved in an interaction. The activity producing communication is the
transmission of a message, the object. The purpose is the transfer of some
knowledge between the persons engaged in the process.
Communication can be defined as the process of meaningful interaction
among human beings. It is the act of passing information and the
process by which meanings are exchanged so as to produce
understanding.
Moreover, communication can only be considered complete if the intended receiver
perceives the message, attributes meaning to it (decodes it) and is somehow
affected by it.
A complete communication is a two-way, on-going, behaviour-affecting
process in which one person (a source) intentionally encodes and
transmits a message through a channel to an intended audience
(receivers) in order to induce a particular attitude or behaviour.
5
DEF I NI TI O N A ND CL A S SI F I CATI O N
DE F I NI TIO N A ND CL A S S I F I CATI O N
structures of the language, as well as the conversational elements of lexis, the basis of
Standard English communication.
Much in the same way, the general knowledge might prove almost useless in the business
field without a proper awareness of the specific vocabulary of Business English or of the
peculiarities that might occur in the communicational behaviour of their collocutors as
traces of their environment, of their cultural background.
1.2.1. STANDARD ENGLISH COMMUNICATION
The specific language of communication implied by the general English will include
grammatical structures, elements of vocabulary and idiomatic expressions useful for:
greeting
introducing oneself / somebody
inviting / suggesting / advising
accepting / refusing
expressing opinions / preferences
giving directions / orders
specifying facts / locations / attitudes.
telephoning
e-mailing, writing business letters
making presentations
negotiating
debating in / conducting meetings
winning cooperation / trust
dealing with subordinates / peers / the higher-ranked
DEF I NI TI O N A ND CL A S SI F I CATI O N
Nonverbal processes
Behaviour
Concept of time and space
Summary:
Communication is a process of meaningful interaction among human beings.
In what the business field is concerned, three large spheres of communication can be
identified and discussed: standard, business and intercultural communication, each
comprising specific elements.
Self evaluation:
1. Define communication.
2. What areas of communication can you identify as concerning the field of business?
3. Explain the interrelation of the spheres of communication.
4. Enumerate 4 special activities requiring business communication skills.
TH E O BJE CT O F CO M MU NI CATI O N
CHAPTER 2
THE OBJECT OF COMMUNICATION
INTRODUCTION
What we intend communicate further are actually the interpretations we construe about
the world we ourselves perceive. For being able to transmit the images we see, we first
process reality and label it: along civilizations we learned how to encrypt it so that we
can easily, briefly express our minds. The message we encode and attempt to transmit
is the object of communication
THEME PRESENTATION
After first encoding the outer world in symbols, people found various methods to transfer
their interpretations of the world to the others, either through words or through other
ways.
2.1. PERCEIVING THE WORLD
When we talk or write about something, what we describe is the interactions that
happened inside of us not just what happened outside of us so that what we talk or
write about is only a very small part of all that is going on out there.
Experiences teach us to perceive the world, to understand similarities and differences, to
link together the pieces and see the world as a continuous panorama and many of
our problems in communication arise because we forget that individual experiences
are never identical:
Private interests makes us unintentionally select what we perceive and may guide the
way we react. For instance:
Ink blot pictures demonstrate that people respond differently to the same image,
according to their experience and interests
Images we see in the clouds, associations we make, similarities we see in things are
proofs of our knowledge about the world
Blind or eyes-covered
people will perceive an elephant differently coming in
contact with different parts of its body
2.1.1. THE CREATION OF SYMBOLS
After experiencing an event and interpreting it, people need to express it, to pass it on to
others, to share the information (communicate). For that they need a materialization
of their thoughts, of the inner world which already includes the outside event they
experienced. Thus they created words, names of the things outside, symbols for
everything they want to express.
The steps followed are three: experiencing the external event, interpreting it, conferring it
a certain meaning in accordance to our mental possibility and knowledge and finally
creating a symbol for next being able to identify events alike and for having a
means of expressing it to inform others about it.
Original happening experienced = objective outside event;
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TH E O BJE CT O F CO M MU NI CATI O N
TH E O BJE CT O F CO M MU NI CATI O N
TH E O BJE CT O F CO M MU NI CATI O N
TH E O BJE CT O F CO M MU NI CATI O N
time - each carries a personal clock and has a different time of reacting or of
measuring, evaluating, perceiving;
colour - we relate differently to colours and attribute them various meanings, the way
of dressing reflects something, colours may influence the feelings we have or stimulate
various processes of our brain;
space - orientation and proximity we adopt when engaging in communication with a
person tell about our intentions and feelings about that person:
Some bosses place their study desks in the middle of the offices and authority flows
outward from the centre, others have the desks near the wall and leave room for
traffic and communication a more democratic attitude;
The office of the boss is generally at a higher level of the building and offices are
bigger and higher positioned in accordance with the hierarchical rank
Summary:
After experiencing an event and interpreting it, people need to express it, to pass it on
to others; thus, communication gets born.
Communication is done by language which can be of various types, from nonverbal
gestures to the verbal articulate words. Thus it can consist of actual touch, movements of
the body or symbols (audible or visible) and it has to involve three major elements:
sender message receiver.
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TH E O BJE CT O F CO M MU NI CATI O N
Exercises:
1. Match the columns to get the conversation:
a)
1. Are you from Oradea?
a) It is beautiful.
2. Where is your house?
b) It is near the railway station.
3. How is it?
c) No, they are shops.
4. Is it big?
d) Its a chemists.
5. Is this a picture of your house?
e) Yes, it is.
6. What is this building next to your f) No, it isnt. It is small but nice and I like
house?
it.
7. Are these other houses?
g) Yes, I am.
b)
1. Good afternoon. Excuse me,
a) Yes, they do. They and their families have
whats the time, please?
houses in Bristol.
2. Thank you very much. Its late.
b) Yes, there is enough time.
3. Then it is OK.
c) I have got a son and a daughter.
4. It is a nice day today. No clouds.
d) Yes, it is; its warm and sunny.
5. We are lucky to travel on a
e) Unluckily, yes, here the weather is always bad.
beautiful weather.
f) No, its not. The train leaves only at two past
6. Well, here, in London, it is rarely two.
so nice.
g) Yes, I am. Im proud of them all.
7. Where do you travel?
h) Yes, indeed. I hate when it is wet and rainy.
8. Do they live there?
i) Yes, my daughter has a son, he is 3, and my
9. How many children have you got? son has twins.
10.How old are they?
j) I go to Bristol, to visit my children.
11. Oh, you have big children. What k) Shes 29 and hes 33.
about grandchildren?
l) Yes, they are two beautiful young ladies of 8
12.How nice! Are they girls?
years old.
13.So you are a happy grandfather.
m) Oh, its two to two.
2. Complete the conversations using the structures: What do you do, When do you
do, Can you, How often, Do you play, No, I cant, I usually do, not very
often, Yes, I can, Four or five times a week, No, we dont.
Tim: on a Saturday night? / Sylvia: I usually go to a club.
Danny: water ski, Mike? / Mike: . Can you?
Danny: . I love water skiing.
Chris: do you play football? / Frank: .
Chris: rugby at your school? / Frank: .
Sophie: your homework? / Louise: it after dinner.
Sophie: Do you do any homework at weekends? / Louise: Sometimes, but .
3. Match each sentence from the first column with one from the second to build the
dialogues:
a) 1 . . . 2 . . . 3 . . . 4 . . . 5 . . . 6 . . . 7 . . . 8 . . . 9 . . . 1 0 . . . .
1 You should call them.
a No, they are sleeping right now.
2 Can I call them?
b Yes, quite often, almost every day.
3 Would you like to call them?
c I have to tell them something; it's quite urgent.
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TH E O BJE CT O F CO M MU NI CATI O N
Self evaluation:
1. Remake the dialogues:
a) 1 .;2.;3.;4.;5.;6.;7.;8.;9 ;10. .
1. When did he leave?
a) Its my new bag.
2. Where is their father?
b)She is a nurse.
3. How old are you?
c) They are fine, thank you.
4. Have a nice evening!
d)At 3 yesterday afternoon..
5. What is that?
e) At the post-office.
6. How do you do.
f) Youre welcome.
7. How are your parents?
g)Its $ 3.9.
8. How much is this blouse?
h)Thank you, the same to you.
9. Thanks for everything.
i) Im 24.
10. What is your mother?
j) How do you do.
b) 1 .;2.;3.;4.;5.;6.;7.;8..
1. How many are you?
a) He is an engineer.
2. Where are your friends?
b) Im fine, thank you.
3. How old are you?
c) We are 3 girls and 4 boys.
4. Have a nice day!
d) They are in London.
5. Nice to meet you.
e) Its 5.70.
6. How are you?
f) Thank you, the same to you.
7. How much is this dress?
g) Im 20 and my sister is 23.
8. What is your son?
h) Im glad to meet you, too.
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CHAPTER 3
DIFFICULTIES OF UNDERSTANDING
INTRODUCTION
Communication is not complete until the message has reached its recipient and got
decoded properly. Several factors can impede communication.
THEME PRESENTATION
Suppositions, neglect of the complexity, insufficient depth, similitude etc. count for
improper grasp of meaning and defective communication.
3.1. PSYCHOLOGICAL ASPECTS
Impressions and likeliness may guide us in our perception and interpretation, turning into
strong opinions sometimes, in personal conviction that the case is as seen with own eyes
and understood with own mind, not even imagining there might be more than that.
3.1.1. FACTS AND INFERENCES
Communication can be influenced by the fact that we consider things as
directly perceived and neglect the distinction between something obvious
and something just probable, i.e. a reality (fact) and a supposition
(inference):
Fact = a piece of information about circumstances that exist or events that have
occurred, a statement or assertion of verified information about something that is
the case or has happened, an event known to have happened or something known to
have existed, a concept whose truth can be proved;
Inference = The reasoning involved in drawing a conclusion or making a logical
judgment on the basis of circumstantial evidence and prior conclusions rather than
on the basis of direct observation.
Facts can alter in time, inferences may or may not become facts. People may perceive a
partial evidence, construe a personal meaning and thus take inferences for facts,
next step would be to further transmit the inaccurate information and the process
starts again.
a) up
b) down
Figure 1. Flipped perspective
We see the world around us in a way that may differ from another persons view. Things
can be perceived in various ways by distinct persons and still each person would be
convinced things are exactly as they see them and cannot conceive the other
16
possibilities, sometimes not even being demonstrated they exist. For illustrating, we
can consider some examples of the ambiguous images in figure 1 and in figure 2.
A whole set of unconscious assumptions about the world and life is inherent in each
language;
Language not only may describe perceptions, thoughts, experiences but it may
determine and shape these.
We can notice a relationship beyond doubt between mind and language:
Anglo-Saxon base of English. On the other hand, subsequent borrowings from other
languages may have had the same effect of assimilating words much alike.
Some words may have a very close meaning to the real one (see table 1), the wrong usage
will have no major consequence in understanding the speaker:
English term:
cake
assist
carpet
crayon
pork
sanity
meaning, in fact:
prjitur
a ajuta
covor
cret cerat
carne de porc
sntate mintal
meaning, in fact:
strof
fumat
main
a merita
lift
birou
poli, politic
minunat, grozav
comun, obinuit
meaning, in fact:
real, adevrat
rezumat
publicitate
avertisment
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affluent
apology
billion
camera
casual
caution
chance
chef
cognate
contest
confectionery
consequent
crime
deception
editor
entitle
eventual
extenuating
fabric
finally
gracious
grave
introduce
invidious
Island
library
magazine
novel
petrol
physician
pregnant
preservative
prevent
prospect
rent
resume
scholar
scope
sensible
soda
supply
sympathetic
sympathy
topic
apologie
cazual
cauiune
ans
ef
cumnat
confecionare
consecvent
crim
decepie
a intitula
extenuant
fabric
final
graios
grav
a introduce
Islanda
librrie
magazin
nuvel
fizician
pregnant, accentuat
prezervativ
preveni
prospect, broura
rent
a rezuma
colar
scop
sensibil
a suplini
simpatic
topic
bogat
scuz
miliard
aparat foto
obinuit
atenie, avertisment
hazard
buctar ef
nrudit, cu origine comun
concurs
cofetrie
ulterior, urmtor
delict, infraciune
nelciune, iluzie
redactor
a ndrepti
final
atenuant, diminuator
stof
n sfrit
gentil, amabil
mormnt
a prezenta
discriminatoriu
insul
bibliotec
revist
roman
benzin
medic
gravid
conservant
mpiedica
potenial, de perspectiv
chirie
a relua
erudit
gam, extindere
raional, nelept
sifon
a aproviziona
nelegtor, empatic
condoleane
subiect
more important senses. The danger with these is to mistakenly translate the word into
Romanian, directly and keeping the suggested inferred meaning, while the context would
imply one of the other meanings.
Much is the same way, a Romanian word may present a polysemy and stand for the
meaning implied by more English words, still having one meaning common to the
English correspondent (e.g. machine).
Table 4 presents some examples of words having similar meanings but not as basic, first
meaning, in both languages (presenting another meaning as the main one).
English
Sense:
Romanian
1. He came to his senses and started to learn.
fire
2. The sense of this word is unknown.
sens
Classify: 1. An FBI classified document has recently been a clasa,
exposed.
a nchide
2. The letters are classified into formal and informal.
a clasifica
Figure:
1. I cannot figure the meaning of these words: 5 is a a nelege, cifr
figure.
figur, chip
2. The oval is a geometrical figure. He has a familiar
figure.
Apply:
1. He applied for a job as a salesman.
a candida
2. They applied that theory; it proved efficient in a aplica
practice.
Determine: 1. I'm determined, I won't change my mind again.
hotrt
2. We determined them to confess promising.
a determina
Effective: 1. To be effective, this medicine has to be taken with eficient
milk.
2. The effective work done is less than what was efectiv
necessary.
Expose:
1. His secret was exposed and he was very embarrassed. a divulga
2. After exposing the data the teacher asked some a expune
questions.
Sentence: 1. Any sentence has to have a subject and a predicate.
propoziie
2. The judge delivered a sentence less harsh than sentin
expected.
Machine
The washing machine was damaged during aparat,
transportation.
mainrie
Table 4. False friends and polysemantic words
Some direct translations have been already adopted in Romanian (e.g. determination, to
apply) and even if they sound forced and improper, they, still, seem to be accepted by
linguists.
One less important category is that of coincidentally resembling words (table 5), not so
confusing as the words coming from the same root, because there is no connection felt
between the meaning and the form known from the mother tongue, as it is, instinctively,
in the case when they derive from the same idea.
English term:
meaning, in fact:
stare
resort
rest
pace
mare
lack
horn
far
glass
corn
comma
abate
adept
cold
mercy
a se uita fix
staiune
odihn
pas
iap
lips
corn, claxon
departe
pahar, sticl
porumb
virgul
a slbi
expert
rece
mil
pace
mare
lac
horn
far
glas
com
cald
mulumesc
Summary:
People may perceive a partial evidence, construe a personal meaning and thus take
inferences for facts.
Language restricts us, prevents us from being able to express all nuances or misleads
us to some wrong meaning because of the particularities of the words.
Difficulties to understand come from a gap in the communication process.
Case study:
1. Exercise your perception acuity on the following pictures [11], describing what you
see first and then trying to distinguish the second image in each:
2. Look at the picture taken in an office [12] and consider the truthfulness of the
sentences below it.
23
1. There are six pieces of furniture in the office: a desk, a table and four chairs.
2. There is one person in the office.
3. The woman at the desk is an old employee.
4. She is working on the computer.
5. There are some family photos on the desk.
6. There are some documents on the round table.
7. The lady likes flowers.
8. There is a flower on the round table.
9. There is a rose on the window sill.
10. There is a calendar on the notice board.
11. The lady is busy writing something.
12. She is right-handed.
Exercises:
1. Write synonyms (a) and antonyms (b) of the words, using the words in the box,
and explain the differences for the words written in (a):
Model:
Master (a) boss
manager of a company / informal recognition of authority or
friendly appellative
leader
head of a group, party, association, united by common
interests, goals
owner
proprietary, detaining and disposing of something or
somebody as wishing
(b) slave, subordinate
24
ability
common
go
(a)
(b)
(a)
(b)
(a)
(b)
variety (a)
(b)
appearance (a)
(b)
2. Find in the sentences words that can have a different meaning in another context
and explain them:
I like her both because of her looks and because of her nice character.
She is just writing a letter of apology.
They found accommodation at the ground floor.
He has no manners: for instance, he never greets.
3. Match the synonyms and explain the differences:
running
bottle
residence
constable
playing
angling
marmalade
dwelling
jam
fishing
acting
policeman
jug
jogging
lean
fog
lofty
glance
grave
voyage
cup
look
mug
journey
smog
high
thin
tomb
Self evaluation:
Find in the text below:
a) synonyms of the words listed, in the given order: states, big, custom, amusement, if,
humble, certainly, loud, shining.
b) antonyms of the following: ill, first, old.
c) explain the polysemy of the underlined words.
In all the countries in the world and in Great Britain and in the United States as well,
there is a tradition to make the last night of the year one of fun and celebration. Whether
the New Years Eve party is in a restaurant, a club or in a modest home it will surely be
noisy and glittering.
25
CHAPTER 4
EVERYDAY CONVERSATION
INTRODUCTION
Standard communication consists practically in regularly using some lexical structures
in the daily conversational situations such as: greeting, introducing oneself or
somebody else, suggesting a certain course of actions, inviting, advising, directing
somebody, explaining things or expressing preferences.
THEME PRESENTATION
It proves really useful to learn some typical structures and to be able to quickly use them
in the most relevant particular situations that daily conversation may require.
4.1. MEETING PEOPLE
In specific circumstances there are certain ready made phrases easy to remember and use.
4.1.1. GREETING
Besides the common situations of meeting somebody and saying
Hello!, Hi!,
Good morning!, Good afternoon!, Good evening!,
or parting and saying
Good bye!, (Bye-)Bye!, Good night!,
there some other lexical structures used as auxiliary greetings or in more special
situations.
Ancillary to the departing greeting we may find:
See you (soon/later/ on)!, So long!, Farewell!,
Have a nice day (/evening/ week etc.),
Hope to see /meet you (again) soon, (Send) my regards to .
When meeting with a special occasion, the greeting will mind that particular situation:
Happy birthday!, Happy anniversary!, Many happy returns of the day!,
Happy Mothers Day!, Happy Valentine(s Day)!,
Merry Christmas!, Happy Easter!, (A) Happy New Year!.
Other even more peculiar circumstances require various responses such as:
Cheers!, Bless you!, Welcome!,
Good(/ Best of) luck!, Break a leg!, Ill keep my fingers crossed!.
4.1.2. INTRODUCING SOMEBODY
The first thing when introducing somebody or yourself would be asking for permission to
do so:
May I (/Let me) introduce myself (/my ... , /somebody) (to you)?(/.)
Then you shall proceed by telling you name and the relevant data for the context while,
when introducing somebody else, you turn and address to that person inviting him or her
to meet the newcomer (/the audience etc.):
26
(Dan), meet (my former teacher/ our team/ Mr. Jones, the vice-president etc.)!
The first to talk next would be the person introduced then the one to whom he/she is
introduced will answer. They will use expressions such as those exemplified in table 1:
(Its) Nice (/ good / a pleasure / a delight / wonderful) The pleasure is all mine.
to meet you.
Glad/ Nice to meet you, too.
(Im) Glad (/ happy / delighted) to meet you.
How do you do.
How do you do.
Table 1. Making acquaintance
4.2. SUGGESTIONS AND ADVICE
For situations ranging from suggesting mildly to strongly advising, followed by accepting
or refusing, several structures have to be employed.
4.2.1. INVITATIONS AND SUGESTIONS
When inviting someone to join you for a certain activity or suggesting a certain flow of
events, we may use various expressions each having a certain particular continuation.
Thus, we may have a VB in the ~ing form after structures such as:
Subject [I/we...] + suggest
.
What / How about
?
[Here, a Noun Phrase is also possible instead of the VB in the ~ing form.]
Do you feel like
?
Have you thought of
?
On the other hand, a VB in Short Infinitive will follow expressions such as:
Why don't we / you
?
Why not
?
Shall we / I
(or. / or not)
?
[Also used when asking for a suggestion or for some advice, as well as:
(What) should I/we (do)?]
You /We could (always)
.
Let's
./!
A Long Infinitive is used in the expression:
Would you like
?
A Noun Phrase is possible here instead of the verbal form.
E.g.:
I suggest going to a movie.
What about going to a movie? / What about a movie?
How about going to a movie? / How about a movie?
Do you feel like going to a movie?
Have you thought of going to a movie?
Why dont we go to a movie?
Why not go to a movie?
Shall we go to a movie?
We could go to a movie.
Lets go to a movie!
Would you like to go to a movie?
4.2.2. EXPRESSING PREFERENCES
27
Acceptance or Refusal, as seen in table 2, are the common ways of expressing likes and
dislikes and the opportunities to speak up your mind, to give alternatives, after being
invited to or suggested a course of actions.
A series of combinations of the following
structures may be used for a positive answer to a
suggestion:
traffic directions
the bus/ tram/ trolley
Cross
Pass
the street (at the zebra crossing) (when the traffic light is
by the hotel/ library /
green)
(on your right-hand
the bridge/ passage/ park/ square/ river/ lake (over the bridge)
side)
Stop
Walk / Drive
at the red light / railway signal / (down the car) at the agents on until the next stop/
sign
car park/ (gas) station
to check / to ask for further information
Table 3. Giving directions
Summary:
In order to be able to understand and produce common structures and lead everyday
conversations, some typical phrases can be learned and used.
Greeting, advising, inviting, instructing and presenting are the most usual
circumstances that require basic communicational elements which can be assimilated
respectively and elicited when the condition occurs.
Exercises:
1. Choose the suitable answer:
a)
1. Enjoy your meal!
A) Dont mention it. B) Here you are. C) Thanks, the same to you! D) Go away.
2. Happy birthday!
A) Sorry, I cant. B) Thank you. C) Help yourself. D) The same.
3. Thanks!
A) You are welcome. B) Cheers! C) Sure. D) See you!
4. Have a nice day!
A) Dont worry, I wont. B) Bless you. C) The same to you. D) Its OK.
5. Meet my friend, John!
A) Im afraid not. B) Bye! C) How do you do. D) Excuse me, please.
6. Merry Christmas!
A) Happy anniversary! B) Of course. C) Merry Christmas to you, too! D) Nice to see you
7. Good afternoon.
A) Good afternoon. B) Good bye. C) See you. D) Oh, its nothing.
b)
29
2. Put the fragments in the right order to get the lines of the dialogue:
Peter:
James. / Hello,
James:
are you? / Hi, Peter! / How
Peter:
Let me/ Im OK,/ thanks./ to you. Michael,/ friend, James!/ meet my/
introduce my cousin
Michael:
James! / meet you, / Nice to/
James:
Im glad/ you, too!/ to meet
Peter:
How / father? / is your
James:
for asking. / a little / thank you / and so, / He / better, now;/ is so /
3.
a) Fill in the text with the following words: some, after, is, already, tea, good,
like, having, thought, with, showing, here, afraid, town, in, drink, together, I, should,
somewhere, an.
P: Im _________________ my cousin around the _________________, he lives
_________________ Willshire, but he _________________ here for his holiday.
J: Oh, lets walk _________________ then, Im just _________________ a relaxing
stroll _________________ dinner, myself.
M: Im _________________ Im kind of tired _________________. What about sitting
_________________ and having something to _________________?
P: Thats a _________________ idea. I suggest having a rest _________________ in this
pub.
J: Its OK _________________ me. Shall we have _________________ or coffee?
M: Id rather eat _________________ ice cream. Would you _________________ some,
too?
P: Yes, _________________ would, but on a second _________________, I seem to
have_________________ problems with my throat, I _________________ have a cake
instead.
b) Identify the expressions used for suggesting, inviting, advising, refusing
and accepting.
4. Choose the structure that best fits in the gaps and circle the suggestions,
advice, refusals and acceptances:
J: Look! There __1__ my new boss!
P: Oh, he looks __2__ young, one would say he is __3__ a student. He must __4__ really
enjoyable.
J: Indeed. And he is also such a friendly __5__ person.
M: O.K. Lucky __6__! Lets have __7__, now. My mouth is pouring.
J: Well, Im sorry but I have kind of __8__ my mind. I was just thinking I ought __9__
and say hello __10__ boss. But the __11__ should stay here and __12__. I hope you
__13__, do you? Maybe __14__ time
P: Ok. No problem. __15__!
30
c) coming
c) enough
c) still
c) to being
c) a helpful
c) your
c) that cakes
c) changed
c) of going
c) to mine
c) of two you
c) have funny
c) do mind
c) some other
c) See your
c) enjoy your
d) came
d) too
d) also
d) been
d) helpfully
d) you
d) those cake
d) unchanged
d) to go
d) for me
d)you of two
d) have fun
d) doesnt mind
d) so other
d) Seen you
d) enjoyed your
Self evaluation:
1. Choose the words that best fit in the gaps:
1. a. you look such
b. you look so
c. your look so
2. a. can not remember
b. cant remind
c. cannot remember
3. a. Where we
b. Were we
c. Where were
4. a. we meet
b. we met
c. weve met
5. a. yours cousin
b. your cousins
c. your cousin
6. a. How are
b. How is
c. Who are
7. a. some shopping
b. some shop
c. something shopping
8. a. go
b. to going
c. to go
9. a. me
b. my
c. mine
10. a. too
b. to
c. also
11. a. you can tell
b. can tell you
c. can you tell
12. a. nearer
b. the nearest
c. the near
13. a. catch a cold
b. catching a could
c. catching a cold
14. a. every this
b. all this
c. all these
15. a. one in
b. on in
c. one on
16. a. would those
b. wood that
c. would that
17. a. you gave me
b. you give me some
c. yours give my some
James: Good afternoon.
Michael: Good afternoon. Im sorry, __1__ familiar but I __2__ where we met. __3__
classmates?
James: No, __4__ some weeks ago, Im __5__ Peters friend, James.
Michael: Oh, yes, of course, now I know. __6__you, James?
James: Thank you, Im all right. Im out doing __7__ for our holidays. What about you?
31
Michael: Im preparing __8__ back home to Willshire, __9__ vacation is over. Now, I
was going to do some shopping, __10__. By the way, __11__ me where __12__
chemists is? I feel Im __13__, with __14__ rain
James: There is __15__ the Soldiers Square.
Michael: Where __16__ be? Can __17__ directions?
2. Fill in the blanks with the following words:
be, a, there, look, cross, modern, cinema, ahead, you, pass, turn, the, by, left, should, and.
James: Sure, lets see. You __________ go on this street until the crossroads, pass
__________ the hotel, on your left, __________ by the big market on your right and at
the crossroads __________ to the left, then go straight __________ until you see the
cinema on your __________ ; next to the __________ there is a passage, you can make
a shortcut if you __________ it as you get right to the square; you should check if it is
all ok so __________ on your right as you come out from the passage: __________
should be a new hospital __________ a bank; on your left there should __________ a
theatre and a __________ research institution and in front of you, right across the square,
there is __________ cathedral. Your chemists is round __________ corner, after
__________ pass by that bank.
3. Correct the mistakes in the text:
Michael: Thank you every much. I hope Ill manager. I thing I know that theatre, Peter
took me to a performance on evening, two week ago. Im sure I most have seen that
square. Now, as you reminded my about the theatre, I believe I know the place.
James: Well, its no so difficult to get there and in fact it isnt very far, either. Good lucky.
Michael: It was nice to see you against. Good bye.
James: Good bye and send my regards too Peter.
Michael: Ok, thanks, buy.
32
CHAPTER 5
COMMUNICATION INSIDE COMPANY
INTRODUCTION
When talking about communication inside companies, we have to fist deal with some
problems such as one-way versus two-way communication or the new requirements it
has to meet and to understand how it is propagated.
THEME PRESENTATION
We will distinguish between impersonal and interpersonal communication, describe the
formal and informal channels of communication inside organizations and understand the
global economy and the advanced technology as factors influencing communication.
5.1 IMPERSONAL AND INTERPERSONAL COMMUNICATION
While impersonal communication, established on one direction, from the sender to the
receiver only, without supposing a reply, can be used to a certain extent for quickly
informing the employees on some facts, the interpersonal one, the complete
communication, that respects the aspect of circularity and provides feedback is the most
effective and aimed for.
To spread knowledge about certain facts in the entire company, the impersonal style might
prove enough, but to ensure that things are clearly understood, to check that each person
knows exactly the task they have to accomplish next, the interpersonal relationship is
required.
5.1.1. GIVING INFORMATION
The impersonal communication in company is used and in general can be effective for
transmitting information. It is only supposed to come hierarchically down. Thus, inside
companies, the impersonal communication coming from the manager addressing the
employees is a one way information giving process.
In such a situation, the key words would be transmit and transfer and the purpose may be
rapidly notifying everybody on basic information such as company policies, instructions,
various facts. As for the forms that can materialise such type of communication, there are:
Memos, Letters, Electronic mail, Fax, Printouts, Voice mail etc.
Some advantages might be considered in favour of this type of communication, such as its
speed and the broad scope. It can reach fast each person in the company but there is one
relevant disadvantage: there is no opportunity to ask for clarifications for the receivers
and no chance for the sender to make sure the message has reached its destination and
has been effective.
Important facts, vital instructions, information about data that would have a relevant
influence on the wellbeing of the company are not to be transmitted this way. Things with a
mere informative role, of at most average importance - and mostly for the employees, not
for the company itself -, are eligible, though.
33
Dialogues, interviews;
Meetings, discussions;
Phone conversations.
5.1.3. CHANNELS OF COMMUNICATION
The role of the channels of communication is unifying the group behaviour and helping
build teamwork.
We can talk about the official side of the communicational process, the normal lines and
tracks on which the information is transferred, from the uppermost level, the highest
position, to the lowest in the company, or among employees on the same level of
rank, interdepartmental or inside offices.
The same tracks however can be devices of transmission for the less official news, that
most often can travel even faster and with more adaptations and personal touches.
Information coming on this channel may be more interesting and appealing but it may
be suffering distortions or be totally inaccurate. The untrue rumours can sometimes, if
funny and harmless, unwind the atmosphere in an office and create a certain
connection between the people sharing them, but they may often have a negative
effect, creating animosities.
Thus, we can distinguish between the formal and the informal channels, with the vertical
and horizontal tracks each. Vertically, communication goes up and down the
organizations ladder: from managers down to employees and, vice-versa, upward
from employees up to management. Horizontally they travel back and forth among
fellow employees. So, the channels are:
o Formal:
Vertical (hierarchical: boss to employees and upward);
Horizontal (on level; among peers).
o Informal both vertical and horizontal:
Gossip (grapevine) often more rapid.
5.2. WRITTEN COMMUNICATION
There is a big difference between oral and written communication in English, let alone in
Business English. The first step in preparing for writing business letters is understanding
the importance of, and acquiring the skills of correct spelling.
34
Accuracy is more relevant in writing than in oral communication, where mistakes can be
even charming. Formal letters are even less the place to be negligent or shallow.
Concise but complete, clear, concrete and correct, curt but still courteous are basic
attributes to be pursued when embarking for the production of written communication in
Business English.
These letters are only effective if they are able to keep good relationships and at the same
time to trigger some desired action usually not very facile to acquire even in oral or
informal communication.
5.2.1. THE MEMO
Memos represent the primary form of internal communication within corporate and
governmental offices. They are used for vertical and horizontal communication whenever
face-to-face communication is impractical or a permanent record is desirable. They can
even be used for external communications with customers, suppliers, or other interested
outsiders. Memos can run for several pages but are usually just one to two pages and, given
the todays workplace pressures, the shorter or more concise the better. [18, p.107-108]
From the functions of memos we can note:
communicating with difficult people (you dont want to meet face to face or that
disregard spoken instruction unless followed by a written cover)
Heading
Date
Reference line
Inside address
35
Salutation
Subject line
Body of the letter
Complimentary close
Signature
Initials and postscripts
Enclosures
The typology of business letters may be analysed as following a basic classification on the
criterion of the moment of producing the letter as regarding the business partnership: prior
to concluding or along the business contract.
First, there is the pre-contractual correspondence: inquiry letters, demand or order letters,
offers and all the subsequent letters that may drive from these.
Then, doing business is a dynamic activity this implying possible changes that have to be
informed and notified in order to maintain good relationship between partners and
proper functioning of the business affairs. Hence, clients or partners have to be
announced of the modifications occurring and this is usually done by letters from those
entitled to certify this information. Thus, we may talk about letters of announcement or
notifications.
On the other hand, there are contractual clauses that are often breached and consequently
letters of complaints will be quite frequent. There are different reasons for complaint
and they will account for a classification of the complaint letters.
According to the reason of the claim, there may be letters of complaint: about quality,
quantity, packing, carriage, damaged goods, delay in delivery, price, invoicing and
letters of collection of overdue accounts or reminders (first, second and third).
Correspondence is also needed in more specialized economic fields, as transportation,
insurance and banks, where cover letters accompany other documentations and are used in
all the phases of the particular activities characteristic to these domains. These are very
much specialized and demand knowledge of a more peculiar vocabulary and
comprehension of the various factual situations implied.
As for the transportation, we may encounter letters concerning the following: shipping
instructions, freight discussion or inquiry, advice of dispatch, notifications from charterer
to broker.
In what the insurance is concerned, the letters may be: requests for insurance, inquiry for
insurance rate, letters of indemnity a.s.o.
Banking operations can trigger correspondence such as: customer's requests of an
overdraft, status inquiry, mistaken account warning, asking for reference, the bank's replies
to these, bills of exchange, payment orders, documentary credit letters etc.
Finally, when applying for jobs, there are the application letters that need to be edited.
They have to accompany the CVs and shall provide the potential employee with the
personal information he/she expects and needs to find, persuasively presented, concisely
conceived and accurately displayed.
5.2.3. THE E-MAILS
Here is some advice to be taken into consideration when initialising or replying to
electronic messages [2, p.21-22].
36
E-mails should be conceived and written so that the intended audience can read,
understand and act on the message after the first time they read it. Be concise and to the
point and do not make an email longer than it needs to be, keep it to a maximum of 15-20
sentences. Use simple and relevant words. Use proper structure and layout: short
paragraphs and blank lines in between for easier reading from the screen. Do not use
abbreviations if you are not sure whether the recipient knows them. Use correct grammar,
spelling and punctuation and do not attach unnecessary files. Do not write in capitals
because it seems like you are shouting. Do not overuse high priority option because, when
overused, it looses its function and moreover, it also might come out as aggressive. Use
"cc:" field only if the recipient in the "cc:" field knows why he or she is receiving the
message.
When you reply to e-mails, try to answer all questions and pre-empt new ones, in order to
avoid further e-mails, frustration and wasting time. Respond quickly; email implies a quick
response comparing to the written letter, so they should be answered at least within 24
hours. Do not leave out the original messages but use Reply with history so the recipient
can easily see what the email is in reference to. Do not overuse "Reply to All"; use it only
if you need your message to be seen by each person who received the original message.
5.3. NEW REQUIREMENTS
The rapid developments of the technologic society and the current tendency towards
globalisation bring about distinct challenges to the communication fields.
5.3.1. GLOBAL ECONOMY
Recent changes in the economic view, turning from a national approach to the international
and global strategies in business have as a result the expansion of global market.
This triggers a new challenge inside organisations. Due to this internationality that extends,
to the emergence of the multinational companies and to the extensive migration of the
labour force, companies must accordingly train their employees so that they should
be able to communicate despite language and cultural differences.
5.3.2. HIGH TECHNOLOGY
The technological era culminating with the current massive spread of the computer and the
informational technology is another factor of great influence upon the way
communication is regarded. The Internet widens the communication opportunities
exceeding any limits not long ago hard to even imagine.
The information and the communication are redefined for those who enter this field and in
now time it will be compulsory fro everybody to learn and adopt this technology if
they want to keep up with the changes in their society. It is obvious that IT has gained
supremacy in the field of extensive communication as it is the most effective in terms
of large spread of areas covered and minimal time to send information just about
anywhere.
There are several clear advantages that promote the computer and the internet on highest,
overriding position but there are also some disadvantages that can constitute causes
of concern, especially in the nowadays sophisticated world that takes into
37
consideration every single fact that could affect negatively the human rights, the
psychological or the emotional welfare of individuals.
Thus, here are only some of the most important advantages of e-mails:
Time efficiency;
Minimal costs;
Improved accuracy;
Summary:
Communication inside companies may be impersonal or interpersonal, oral or written,
formal or informal, vertical or horizontal each with specific characteristics and all having
to adapt to the developments of the rapidly changing world.
Exercises:
I. Match and follow the instructions in italics for each drill
a. the fragments in column A with those in B to find some advice on how to be a
good communicator:
what
12. Be confident and at
13. Avoid making absolutist judgments about
14. Follow through on your
15. Be able to work with people you have
difficulties
communicate.
m) with without becoming negative
yourself.
n) ease giving a presentation.
o) commitments.
Instructions:
- in the first column underline the synonyms of: total, honestly, emotions, variation,
struggle, hard, verify, capable
- in the second column circle the antonyms of: inappropriate, never, agree, lies, positive,
difficulty
b. the headings (1-4) with the suggestions they contain (lines A-D)
1. Connect 2. Listen
A
3. Communicate
4. Speak
o Project confidence.
o Connect with your audience.
o Know what you want to accomplish. Do you want people to understand your
position? Lend their support? Approve your request?
o Keep it short and simple. Most communication can accomplish only one objective,
develop three main points, and hold peoples attention only so long.
o Ask for feedback; was the message understood?
o Establish rapport with people
o Pay attention to peoples facial expressions, body language, and tone of voice.
o See things from the other persons point of view.
o Adjust your communication style to match theirs.
o Avoid criticizing, making negative judgments, or saying that the other person is
wrong.
o Show interest in the other persons interests and concerns.
o Encourage people to talk.
o Show your willingness to listen. Minimize distractions. Attend to the other person
with your whole body (your body language, eyes, facial expressions). Nod your head
and give verbal cues to communicate that you are paying attention.
o Ask open-ended questions.
o Listen to what people are trying to communicate, not just to what they are saying.
Listen to their emotions. Listen also to what they want.
o Check to make sure you understand. Use your own words to reflect what you have
heard and noticed.
o Speak with sincerity and conviction.
o Be sensitive to other peoples communication style.
o Listen at least as much as you talk.
o Attune what you say with how you say it. Keep your message fitting with your tone
of voice, facial expression, and body language.
Instructions:
- in A:
39
Instructions:
- turn sentences 1,2,3 into reported speech beginning with: "They said..."
- rephrase sentence 4 beginning with: "We would understand"
- turn sentences 5,6 into interrogative
- ask the questions so that the underlined structures represent the answers
d. the levels with the corresponding example:
40
1.
2.
3.
4.
Facts
Meaning
Feelings
Intention
a)
b)
c)
d)
Instructions:
- rephrase
b) beginning with "We" and including "which"
d) beginning with "Flames"
II. Fill in
a. each line with the appropriate criterion (letters a-d) to mark the four processes
for each level (1-4):
1 facts
2 meaning
3 feeling
a People want to
c You need to ask
level
1
4 intention
b Your task is to
d Your goal is to
process
Convey Information
Listen to details and clarify
Who? What? Where? Why? When? How?
Picture the situation as the person is describing it
Understand what the person means, and make the other person feel
understood.
Listen to the big picture, summarize and paraphrase
Make themselves understood
Am I understanding you correctly? Is this what you are getting at?
How does it make you feel? It sounds to me like you are feeling
Connect on emotional level
Recognize how the person is feeling and make the other person feel
connected
Listen with empathy, pay attention to body language and tone of voice
Know what the person wants to achieve
Get their needs met
Listen to wants and needs, focus on solutions, action
steps and outcomes
What do you want to have happen? What would help you in this
situation? What can you/we do about it?
criterion
a
ex.
b
c
d
b. the text with missing titles (1-8) and fragments (A-H) to find how you should
communicate in order to win cooperation:
1. Do not argue
2. Make people feel understood
3. Be open for others ideas
41
Show people how their needs, values and dreams mesh with yours. To do so, you have to
understand their values and concerns. See things from their point of view. Be sympathetic
with their feelings. Then show them _______ what they want.
Listening is the best way to make people feel understood and at the same time to find
common ground. Ask open-ended questions, the kind that invite peoples careful
consideration and honesty. Try _________ the literal meaning of their words. And
acknowledge their thoughts and feelings (which is not the same thing as agreeing with
them).
The person you defeat in an argument today may be the person whose cooperation you
need tomorrow. Arguments make people stake out positions and defend them. And the
more you try to prove them wrong, the harder they will resist you. People may _________
mean you have won them over. Most of the time, when you win an argument, you lose an
ally.
If you are concerned about the people you are trying to win over, _________ if you value
their needs and dreams, they will know it and they will reciprocate. They will communicate
42
more freely, speaking their mind more openly and listening more attentively. They will
give you the benefit of the doubt and they will want to cooperate.
Do not try to impose your ideas on others only. Listen to and value the ideas of the people
that work for you or with whom you work together. Be open _________ with others. Even
request for new ideas to gain peoples support and cooperation.
People often know, although they will not often admit, that they need to change. They feel
a vague uneasiness, sensing that things will not pan out the way they want. But they persist
in doing what they have always done, thinking they are doing the best they can. Show
_________ change is possible. Do not just give them a solution but offer them confidence.
There is a time and season for everything, especially for asking for support. When people
are feeling stressed out, anxious, angry, resentful or threatened, they are not really
receptive. Do what you _________ support. Look for moments of influence, times when
they feel capable and confident, and make your best case then.
c. with the given words to find how to negotiate:
why
out
your
or
other
not
view
an
at
the
will
to
might sure
blame
on
and
needs for
you
Prepare . negotiation. Do not . negotiation as confrontational. Do not
try . win at all costs. Do . become emotional. Listen to . other
person(s). By listening you . receive information that . help you further
in the negotiation. Try to understand the . person. Focus . issues, not
personalities. Do not . the other person. Use questions to find . what the
other persons concerns and . might be.
When you hear the other person express their needs . concerns, use listening
responses to make . you heard correctly (So, . are saying .. If I heard
this right ..). State . needs and the reasons and prepare options beforehand.
Anticipate . the other person may resist your suggestion, and be prepared to
counter with . alternative. Consider timing . do not argue. Aim
. win-win situation not a compromise.
d. each blank with the appropriate word derived from the verbs given (in column
A) linking a suffix or prefix (from column B):
A
B
argue, agree (3), differ, solve, oppose
dis- ; -ment (3); -er; -ent (2);
In order to avoid an ____________, seek areas of ____________. Often we agree with
people in principle but ____________ with them in practice (we want the same thing but
have ____________ ideas of how to accomplish it). Find those areas of ____________.
43
Make them clear. Try always to make the other person a fellow problem-____________,
neither an ____________ nor a friend.
e. with the required form of the verbs in brackets:
We should ____________( to focus short infinitive) on interests, not positions.
An issue ____________ (to be simple present) what we ____________ (to want simple
present) or ____________(to need simple present). A position ____________(to be
simple present) a way of ____________ (to achieve gerund) it. ____________(To avoid
imperative) ____________ (to get gerund) ____________ (to attach past participle)
to your positions so that you ____________ (to lose simple present, negative) sight of
your interests. It ____________ (to be simple future) easier ____________ (to negotiate
long infinitive) and ____________ (to compromise short infinitive) around interests
than around positions.
III. Choose the
a. right form from the words in brackets:
Try to (see / sea) things from the (other / another) persons point-of-view.
There is (an / a) reason (how / why) other people act and (think / thing) the way they (do /
does) no matter (how / who) illogical, wrong-headed, or misguided (eat / it) may seem
(to / too) you. If you criticize (then / them) or show disapproval for (their / there)
reasoning, they will (only / lonely) harden in their (resolution / solution). They will resent
and resist (your / you). Seek, instead, (two / to) discover their hidden reasons, and you will
(find / found) the key to their motivation.
b. structure fitting in the numbered gaps:
Ask ___1___ and open-ended questions. Closed ___2___ like Do you agree with my
proposal? limit ___3___ ability to express ___4___. Open-ended questions like How
do you feel about my proposal? give ___5___ freedom and give you more ___6___.
Learn how ___7___ listen. Spend more time listening ___8___ speaking (you cannot get
yourself ___9___ trouble by listening, but you sure can start a brawl ___10___ speaking).
Listen ___11___ your body, your eyes and your mind ___12___ well as with your ears. Try
to understand ___13___ people mean, without getting caught ___14___ in the exact words
they say. Make them ___15___ understood, and they will be ___16___ more likely to try to
understand you.
1
a) clarify
b) clarifying
c) clarified
2
a) questions
b) question
c) questioned
3
a) peoples
b) peoples
c) people
4
a) themself
b) themselfs
c) themselves
5
a) them
b) then
c) they
6
a) informing
b) informations
c) information
7
a) to
b) two
c) too
8
a) that
b) then
c) than
9
a) into
b) in
c) to
10
a) at
b) by
c) on
11
a) in
b) with
c) after
12
a) as
b) so
c) soon
44
13
14
15
16
a) where
a) up
a) fill
a) much
b) when
b) down
b) fell
b) many
c) what
c) across
c) feel
c) most
c. structures from the box to rephrase the text replacing the underlined fragments
in it:
as long as
beforedon't forget
sensibility mark
again, now
don't deny
isn't anything
additional data
believed
If you are wrong, admit it. There is nothing wrong with changing your opinion, once you
have gained new information or perspective. As a matter of fact, it is the sign of wisdom
and maturity. Remember that you have been wrong in the past even when you thought you
were right, and admit that you might be wrong this time, too.
d. appropriate ending (suffix or word) for the incomplete words in the text
following, and make the necessary changes:
words: thing, will
suffixes: -ing, -(t)ion, -ness
If you are right, allow the other person to save face.
You are try to win peoples cooperate, not to prove them wrong. Your kind
will do more to gain their good than any else.
e. right heading (from 1 to 6) for each fragment to find advice on making
presentations and then follow the instructions in italics below the text:
1) Have your audiences best interests at heart.
2) Approach your presentation from your audiences perspective not yours.
3) Establish eye contact.
4) Win the audience's benevolence
5) Talk to people before your presentation.
6) Speak simply and with conviction.
___ex.4___
Establish rapport/bond with your audience and they become your partners in a dialog,
allies in your presentation. They will want you to succeed. They will overlook your
nervousness and lack of polish. And they will give you the benefit of the doubt even if they
lose thread of your logic.
___ ___
Introduce yourself as people begin gathering. Ask them about themselves, what they do,
and why they are there. Smile.
___ ___
See your presentation as an opportunity to serve your audience, not to impress or sell
them.
___ ___
Look people in the eye one at a time. Hold each persons gaze for 5 to 10 seconds and then
look someone else in the eye. We distrust people who will not look us in the eye. Still, be
cautious while presenting to foreigners, some cultures consider such eye contact intrusive
and rude.
___ ___
Do not give a speech. Have a conversation with your audience. Say I, we and you
when appropriate.
45
___ ___
Address their concerns. Speak to their interests, values and aspirations. Avoid words they
might not understand. Cite evidence they find credible. If you have to use words or
acronyms they might not understand, explain them immediately.
Instructions:
- in the first fragment underline the synonyms of: 'connection, listeners, collaborators,
wish, neglect, though'
- perform/ act orally as suggested in the second fragment
- rephrase the third fragment beginning with: "Your presentation should"
- turn the two underlined parts in fragment four into passive constructions
- rephrase the fifth fragment using: "deliver, hold, public, proper"
- in the last fragment
rephrase
the fist sentence underlined, beginning with: "You shouldn't"
the second part underlines, including "found"
underline in the last sentence the structures meaning: "must, comprehend,
explicate, promptly"
IV. Arrange to form suggestions on how to properly use e-mail
a. the fragments:
ex.
ex. E-mails should be
b
d
a c first time they read it.
a) can read, understand and act
b) constructed and written
c) on the message after the
d) so that the intended audience
1) Be concise and needs to be.
a) an email longer
b) not make
c) than it
d) to the point; do
2) Answer all
and wasting time.
a) further e-mails, frustration
b) questions and pre-empt further
c) questions as by answering all
d) the questions youll avoid
3) Use correct unnecessary files.
a) and do
b) and punctuation
c) grammar, spelling
d) not attach
4) Make it personal
customized.
a) of the email
b) should be
c) the content
d) which means that
5) Respond quickly; email
24 hours.
a) implies a quick response
46
b) comparing to the
c) written letter, so they should
d) be answered at least within
6) Use proper structure from the screen.
a) and blank lines
b) and layout: short paragraphs
c) easier reading
d) in between for
7) Do not overuse high
come out as aggressive.
a) because, when overused, it
b) looses its function and
c) moreover, it also might
d) priority option
8) Do not write shouting.
a) because it
b) in capitals
c) seems like
d) you are
b. the letters in the structures underlined to get the logic words:
Do not avlee out the original messages but use Reply with history so the recipient can
sileay see what the email is in reference to.
Read the elima before you send it because proof reading will help discover missed
steamiks and misspellings, as well as ensure that none of the cennott is missing.
Do not overuse "Reply to All"; use it only if you alerly need your message to be seen by
each sopern who received the original message.
Use active instead of passive abusece active voice (We will process your order) sounds
more reponals, whereas passive (Your order will be processed) sounds ineclusarnesy
formal.
c. the underlined nouns in their right place
Take care with language: do not use the abbreviations if you are not sure whether the email
knows them.
Use a meaningful function that makes sense to the recipient and yourself and make it as
detailed as possible.
Avoid using "Urgent" and "Important" as the less you use them the more recipient they
have when you do use them.
Avoid long words trying to keep them to a maximum of 15-20 communication.
Keep your sentences gender neutral.
Use "cc:" field only if the recipient in the "cc:" field knows why he or she is receiving the
subject.
Use face-to-face abbreviations whenever possible instead of e-mail.
V. Rephrase . to find information on how to use voice messages:
a. beginning with the structures given:
1) Update your personal greeting regularly.
Your.
47
48
2) When leaving a message remember your voice mail is being recorded. Speak slowly,
clearly and appropriately. Voice mail can be used as a record of communication, in the
same way as print.
3) R
emember a voice mail message is not a two-way conversation. Do not ramble. The
recipient might have many other messages to pick up.
d. replacing some words with the ones given in bracket sand make the necessary
changes, to find how to telephone:
1) Use your first and last names to introduce yourself, be prepared, know what you want to
achieve, have a pen and paper at hand. (surname, ready, obtain, keep)
2) Speak clearly, do not speak too fast or too slow. (neither, rapidly, nor)
3) Be confident and positive, genuinely interested and enthusiastic and smile as people can
hear you smile. (self-assured, really, because)
VI. Correct
a. writing on the second column the extra word identified in each line:
People make judgments about you just by are listening to
your voice. It isn't not only the words you use, but how you
say them that they can make a difference.
When people will see you during face-to-face
communication , the impact of your voice is about
approximately 38% of the entire overall impression you
make. Over on the phone, it jumps to 85%, since there are
no other visual cues.
.
.
.
.
.
.
.
.
b. the underlined words to find what you can do to have a more pleasing voice:
1) Have an appropriately expression, sound enthusiastic, or, when proper, alterning your
tone to feet the conversation (sounding sympathetic when talking about said news, etc.)
2) Speak at the write temp, slowly enough that pupil understand you easily, yet not soo
slowly that you are taking to long to complete a thought.
c. ... finding and modifying the incorrect one of the three underlined structures in
each sentence:
1) Pause properly; by pausing, you give people time enough to take in what you are saying.
2) When you finish a thought, think of adding a periodical (.) by counting to three in your
mind.
3) If it would be a colon (:) , count to two, and if it is a comma (,) , count to one, in other
words, don't run your words together.
49
d. ... the lines containing an extra word, cutting it from the text, and place a tick or a
cross in the end of the line to show it was correct or not:
Speak loud enough to be easily have heard. Speaking in a whisper is nonassertive and annoying. If people ask you to speak up or to repeat on
yourself, this is a clue that you need help in this area.
Speak soft enough to avoid shouting and the screaming. If people are
asking you to "shh" or lower your tone, that's a clue, too.
Watch your diction and eliminate fillers. Completing words makes you
sound out smarter. Things like saying the "ing" ending can make a
difference ("going" not "gonna," "doing," not "doin'"). Avoid also of
dropping the beginning of words ("them," not "'em") and avoid "uh,"
"um," or "OK" and "you know."
___
___
___
___
___
___
___
___
___
___
3)
Self evaluation:
Drills:
1) Rephrase the sentence using "careful, tell, believe" and make the necessary changes:
Pay attention to your body language, it can communicate more than you think.
2) Turn into the reported speech beginning as specified:
Do not try to get too many messages across. People do not retain more than three ideas
from a presentation or a discussion.
The instructor told us
3) Choose the structure that best fits in the numbered gaps:
1
2
3
4
a) communicate
a) so
a) generate
a) type
b) communication
b) than
b) general
b) types
c) communicating
c) as
c) generally
c) typing
Use face-to-face ---1--- as much ---2--- possible as people ---3--- prefer that ---4--- of
communication.
4) Fill in the gaps with the following words: "in, environment, danger, misunderstanding,
aware".
Be _________ of the _________ of misinterpretation or _________ while communicating
_________ a multicultural _________.
5) Change the grammar form of the words given at the end of the each line (derive
them as specified) to write in the blanked text:
_____________ is a process not a product because here
_____________ needs interaction; moreover, _____________
communication is timely and open.
communicate noun
inform noun
effect adjective
1. What is a one way communication and what is it used for, inside company?
2. What is the interpersonal communication? What situations represent this type?
3. Which are the channels of communication inside organizations and what do they mean?
4. What is a complaint letter?
5. What is an application letter?
6. Mention the parts of a business letter.
7. Enumerate 5 types of business letter.
8. Explain the use of the cc: field in e-mails.
9. Mention 4 functions of the memos.
Assignments:
1. Advantages and disadvantages of the internet.
2. The development of global economy and its effects on communication.
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C O M M U N I C A T I O N F I LTE R S
CHAPTER 6
COMMUNICATION FILTERS
INTRODUCTION
The filters of communication are relevant in the transmission and reception of the
intended message, having the capacity to influence both the sending and the
interpretation of the transferred information.
THEME PRESENTATION
The six categories of filters previously mentioned can be grouped according to their
characteristics, as referring to the psychological aspect, cognitive, affective and
behavioural or to the social aspect of the communication process.
6.1 MEANINGS AND FEELINGS
The cognitive and the affective aspects are given by the influences upon the process of
information interchange, triggered by the meanings of the words used and respectively by
the emotional and attitudinal sides of the persons involved in the communicational
transfer.
6.1.1. SEMANTICS
Semantics represents the meaning of words. Interpretation may differ from person to
person in case of some less precise words.
We may classify the words that can be met in the company environment according to
their meaning. Thus, we may encounter:
C O M M U N I C A T I O N F I LTE R S
Its just the boss again, saying his old things (impression of already known
impedes getting the new message);
Its just our old Chuck (former peer, now promoted, not taken seriously).
Second problem is threatening by authority:
e.g.: position power managers expecting employees to accept things without
questioning decisions or making suggestions.
6.2.2. GENDER BIAS
The gender bias reflects the tendency to express differently when talking to or to colour
messages received from opposite gender. In companies nowadays, men and women
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C O M M U N I C A T I O N F I LTE R S
work side by side, men no longer dominate. Women enter workplace in greater
number than ever and achieve management position.
The differences that can be felt influencing communication come from the facts that,
generally, women listen more, give more feedback (like yeah, mm, oh) and
also expect response so that a silent men would be perceived as not interested
while, on the contrary, men expect quiet listeners and such supportive replies as
those given by women would be felt as intrusions.
There are also differences in topics or focus: if men are more interested in, and,
consequently, talk about money, sport, business, women have distinct concerns and
react more emotionally when it comes to people, feeling, relationships.
e.g.: In a staff meeting when talking about some necessary layoff that is to come, men
will generally support cost-cutting, women will normally support peoples
feelings.
6.3. NONVERBAL MESSAGES
As in normal communication, the silent messages given by the facial expression, voice
tone, gestures, appearance, posture, i.e. the body language, may prove very much
effective in company too.
It is known that the nonverbal communication carry 5 time more message than the verbal
one and thus it only comes natural that gestures, behaviour, expression of the body
should concord with the things said. They prevail over the latter because they are
intuitively felt as less controlled and thus expressing the truth.
Discordance is easily felt if the verbal message does not match the gesture, the nonverbal
side.
- E.g.: the manager saying he is interested in your problem but looking at his watch,
playing with objects on the desk, balancing his leg to and fro etc. wont be
believed to care much about what you are telling him..
Facial expression is the first, the straight forward clue noticed by the collocutors and if it
is not always in accordance to the message, credibility is threatened. Then, the eye
contact is quite important, in most cultures, to be considered honest one has to
look the collocutor in the eye when talking, and this eye contact should be kept
about 60,70 % of the time of the discussion.
Still, not all cultures have the same rule, on the contrary, some consider it rather intrusive,
so business people have to be aware of this cultural difference before meeting, for
a negotiation, their Indian or Arabian partner, for instance.
Our gestures may betray us as the more important the things we have to do the less we
can allocate our mind sufficient energy and resource to control body movements.
Speeches, presentations, important negotiations are situations that require double
awareness, in order not to be betrayed by nonverbal messages. Gestures can be
seen accompany own speech (expressing nervousness, self-assurance etc.) or show
attitudes toward what is heard.
E.g.: gestures that signal agreement: imitating the collocutor's posture, nodding head
(not in all cultures!: in Greece and Bulgaria = no), thumb up, thumb and pointer
forming an o.
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C O M M U N I C A T I O N F I LTE R S
Summary:
Transmission and reception of messages are both influenced by various filters that can
intervene in the process of communication accompanying the verbal messages, altering,
confirming or denying it.
The meaning of the words may be sometimes unclear, the emotions may be guiding
people towards other interpretations, and their attitudes can put a mark on their
perception.
People may have various expectations regarding a certain person, considering the
latters gender or the position in the company.
The body language can tell a lot about the person talking to us and about the
truthfulness of the things said by that person.
Exercises:
1. Breakdown is a word with . meaning.
a) ambiguous
b) clear
c) no
2. Emotions ..guide judgment and reaction.
a) cannot
b) can
c) must
3. Its the vice-manager with his song and dance is a case of:
a) threatening authority
b) belittling
c) being positive
4. Nonverbal messages are represented by:
a) feelings
b) gestures
c) thoughts
5. Words are elements of the:
a) body language
b) verbal message c) facial expression
Assignments:
1. Nowadays successful business women, a challenge for the mans world.
2. Body language in the world.
Self evaluation:
1. Mention the disadvantages triggered by the beliefs backed up by emotions.
2. Explain the role expectation.
3. Give example of words with clear meaning.
4. What is the dislike of the collocutors voice and what effect can it have?
5. Enumerate some gestures signalling agreement.
6. In what way and why do the nonverbal messages prevail over the verbal ones?
58
EF F E CTI VE CO M MU NI CATI O N
CHAPTER 7
EFFECTIVE COMMUNICATION
INTRODUCTION
The communication is efficient only provided that the message gets to the recipient
and gets there as intended by the sender. In order to do that, one has to be aware of the
barriers and to know how to overcome them. In a special environment such as a
business company, things get more complicated due to the various relationships that
are created not only on hierarchical levels but also between the members of the same
office.
THEME PRESENTATION
There are several means of improving our skills, from learning how to listen and see
better to knowing what to say and how to say things in order to avoid misunderstandings
and communicational gaps. These are rather unpleasant in normal situations, in standard
communication but they would be really destructive when it comes to organizations and
work environment, as effective communication may be vital for the business.
7.1. IMPROVE BUSINESS COMMUNICATION SKILLS
Effective communication depends on both the sender and the receiver. The sender has full
responsibility for sending a clear, concise message. The receiver has complete
responsibility for receiving the message as intended by the sender and providing the
latter with enough feedback to ensure accurate reception.
7.1.1. GENERAL GUIDANCE
As general guidelines in improving the communication skills, being both in the posture of
the sender of the message and in that of a receiver of messages, we can note the
following:
Send clear message (KISS strategy: keep it short and simple):
- concise,
- to the point;
Use words carefully:
- concrete, non-ambiguous, less complex, less official;
Use repetition and parallel channels:
- reinforcing, for instance, a discussion by a memo, a notice;
Develop listening skills:
- Focusing on the flow of words heard:
not preparing a response in the meantime,
not thinking of something else or paying attention to outside sights or sounds,
listening for ideas, not facts;
- Accepting challenge:
not prejudging from speakers appearance or manner,
holding the conversation even when difficult.
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EF F E CTI VE CO M MU NI CATI O N
Dont interrupt.
Dont be self-centred.
Focus full attention establishing eye-contact, equal height, open posture and
continually avoid distractions;
Ask questions whenever not in clear because it is the best method to ensures own
understanding, helps securing additional information and provide feedback;
To become an emphatic listener, able to sense your collocutor best avoid being
judgmental, be patient and accept what is said even if you do not agree with the
speaker.
7.1.3. SELF-DISCLOSURE
As an ancillary method of creating a nice and trustful atmosphere and building a
relationship proper for establishing communication is the self-disclosure, the act of
letting the other persons know what you feel, think and want, giving them some
personal, private information not available elsewhere, winning them over by
showing them openness and trust.
Finding common hobbies to refer to, talking from your own experience about family and
things you know as important for the others in different moments, showing
apprehension as already having been there, entrusting the collocutor with small
secrets that would both make him/ her feel better about their problem and also
consider you a peer, a trustful person to talk to. Self-disclosure is, thus, not the same
but a little more than a self-description as that would only provide common info
about yourself, known to others from various sources, like the CV, the personal file
a.s.o.
Among the benefits of self-disclosure we can note that those using it can easily:
develop trust, confidence, deepen relationship;
discover common interests;
reduce stress;
increase accuracy.
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EF F E CTI VE CO M MU NI CATI O N
Despite the relevant advantages there are also several problems that can come against the
use of this method, from the risk of, for instance, boring people with a too
prominent hobby that sometimes is over and over told and brought into discussion
to, lets say, the danger of exposing certain private facts that can later, in a presently
unconceivable situation, be used against you.
Consequently, some guidelines for appropriate self-disclosure might prove useful:
person receiving:
Welcome to
My names
received person:
Hello, Im from
arriving
I have an appointment to see
.
Could you get me?
asking for
Could you help me ?
assistance
Can you recommend ?
Id like to .
There is one thing
meeting
EF F E CTI VE CO M MU NI CATI O N
EF F E CTI VE CO M MU NI CATI O N
EF F E CTI VE CO M MU NI CATI O N
Have a / Lets look at this Here we can see Id like to show you This
shows / (re)presents;
reach a peak / a maximum hit bottom / reach a low point, stabilise / level
out / stay the same undulate / fluctuate;
Lets compare the This compares with here you see a comparison between
the trends in and .
Lets move to the part, which is about. Now I want to turn to / describe / we
come to/ the next part.
There are things / different stages to consider / steps involved. On one hand,
on the other hand .First / At the beginning Second / Then / Later / Next Finally /
Last (but not least)
I dont think Im the right person to answer, (maybe our PR manager might
help here), it is not my field / I do not have much experience in
Im afraid that is outside the scope of this presentation / Ill come to that later (in
my talk / during the break) / youll have to discuss that with
Sorry, I didnt catch / Im not sure Ive understood Are you asking?/ Do you
mean? Could you repeat..?
There are conclusions. Right, that ends my talk. Thank you for listening. Now I
would like to hear / invite your comments.
7.2.4. NEGOTIATIONS
The phases that together form the process of negotiation require, each, specific
vocabulary, distinct structures. For each of the main stages of the negotiation we can
identify certain expressions that can be useful in producing our communication.
First, in the stage of relationship building we may make use of structures such as:
Welcome to
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EF F E CTI VE CO M MU NI CATI O N
In the phase of the preparation for the meeting, when we turn to business, the following
can be found useful:
We have to decide
We should focus on the positive aspects / look at the benefits / at the points we
agree on...;
Could you tell us why you feel like that?/ What do you think is a fair way to
resolve that?,
while the negative ones might go from simple rejection
I think this is a good moment / Id like to check / summarise the progress weve
made / the main points / what weve agreed /said
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EF F E CTI VE CO M MU NI CATI O N
7.2.5. MEETINGS
For keeping a meeting on track and all participants informed, agendas are essential. They
shall list one or more objectives stating the purpose of the meeting. Only the necessary
people should be asked to participate to meetings in order to keep the group focused and
active.
When leading a meeting, speak with energy, tone variability, and hand gestures. Maintain
eye contact with your listeners. Listen carefully and completely before preparing to
disagree with someone. At the end of the meeting, summarize all the actions or decisions
that were made to be sure everyone is in agreement. [3, p.124-125]
There are two basic major types of meetings that companies hold: problem solving and
brainstorming. Leading the former implies establishing clear set, exposing the objectives
and sticking to the agenda, following the track and cutting irrelevances, focusing on the
problem at hand and finding a solution.
At contrast, for the sessions of brainstorming, even the seemingly irrelevant thoughts
should be allowed to surface, not rejected and not judged, active participation of all the
people convened should be ensured, eliciting everyones opinion and idea, encouraging
the shy and not allowing the assertive and dominant members to monopolise the floor, as
any humble idea could be the seed of the best solution, leading to the most relevant
discussion.
The tasks the chairpersons and the other participants in meetings have during it can be
classified according to the stages the former has to introduce and conduct and to the
actions taken by the latter during the session, as we can see in figure 1. The lexical
elements used in meetings are specific to these steps and actions.
Thank you for coming. Weve received apologies from . Its oclock. Lets
start.
Objectives stating:
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EF F E CTI VE CO M MU NI CATI O N
Were here today / Our objective / What we want to do s / there is/are main item
to hear / discuss / consider / find a solution.
Introducing:
Controlling:
We should end here. Can we leave this / postpone the decision until ? We need
more time to consider this
I think we can close the meeting now / weve convened everything. Thats it, next
meeting will be
Opinions:
Id like to hear / What is your view / do you think? Do you have any comments /
opinions about / views on
Interruptions:
Sorry to / If I may interrupt / Excuse me, may I ask for clarifications on this /
but/ could you tell?
Do you think so? /Is that so / possible? My impression is / I would say / think
Sorry, please let me / If I may finish. Can I come to this later / we leave that to
another discussion? Thats not relevant right now.
Yes, go ahead.
Referring to other participants:
Summary:
In order to achieve effective communication people have to improve their
communication skills, both being responsible senders of messages (producing clear,
intelligible messages, choosing the words clearly and using reinforcement) and trying
their best to become skilful receivers (by active listening) and encouraging talking
confessions by the personal example.
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EF F E CTI VE CO M MU NI CATI O N
In business, the concrete activities that need a great deal of oral communication are:
meetings, negotiations, presentations, telephoning, welcoming and assisting people.
They each require some more or less formal lexical structures to be used in their various
stages and for the distinct activities that compose them.
Self evaluation:
1. Mention 3 phrases you may use when handling interruptions.
2. How will the chairperson introduce a speaker in the meeting?
3. Mention 3 structures that a chairperson may use for stating the objectives of the
meeting.
4. How would you take a message for a colleague, on the phone?
5. Give the opposite of the following: decrease, fall, fluctuate, get better.
6. How would you introduce the visual support in your presentation?
7. Mention 2 ways of ending your presentation.
8. How should you begin the negotiation?
9. Mention 5 phrases used for offering assistance.
10. Enumerate some phrases you could use while bargaining.
11. Mention 4 structures you can use when not able to put the caller through.
Assignments:
1. Make a presentation of a product of your company.
2. Imagine a telephone conversation with a discontent customer complaining about a
delay in delivery.
3. Present your company to a prospect partner, before the start of negotiations for a
partnership.
4. Make up a dialogue between the tourist that has just arrived and the host of the guest
house.
5. Advertise a new program that your company wants to promote and launch.
68
CHAPTER 8
AWARENESS OF THE WORLD
INTRODUCTION
Modern technology has made world to become smaller and people will often come
into contact with other cultures. Cultural differences are always doubtless and often
quite obvious.
THEME PRESENTATION
For personal benefits, out of an urge to acquire national awareness or because of
whatever reason to approach different cultures, people undertaking the study of
communication with respect to the culture shall have in mind differences in the
perception of the world: attitude systems civilizations have formed along centuries,
particular beliefs, values and world views.
8.1 TYPES OF AWARENESS
Why study intercultural communication?
The modern society feels more and more acutely the need of cross-cultural contacts and
interaction. Hence, the problems which develop from the inability to understand and
get along with groups and societies differentiated by space, appearance, ideologies
or behaviour, resulting in international misunderstanding: from minor quarrels or
isolationism to even armed conflict.
The study of intercultural communication also enhances ones view upon own status in
the world, providing awareness of the person in the social, national and
international context. [19]
8.1.1. PERSONAL
Studying intercultural communication people may easily get aware of more things than
before, enlarge their sphere of knowledge and become more open both to the social
phenomena around and to the changes of a private character that they should
undergo in order to fit better into a changing world.
As personal advantages of studying intercultural communication we may consider:
8.1.2. DOMESTIC
Intercultural awareness provides at the same time a better understanding of the own
cultures particularities, an important apprehension of the national specificities
being as relevant in the modern world as that of the mixture of cultures.
Cultural revolutions within the countries have led to the emergence of new groups and
subcultures and a series of associations appeared demanding all sorts of
rights.
Thus, there are more and more aggressive organizations seeking usually not
more than recognition.
E.g.: Blacks, the poor, women, homosexuals, hippies
The peculiarities that define them differ form superficial characteristics such as:
language, dress, skin colour, length of hair etc., to complex differences like:
lifestyle, values, way of perceiving the universe.
8.1.3. INTERNATIONAL
Since 1960s the world became smaller, we got to know other cultures through rapid
transportation, mobility and modern communication technology. Other cultures
seemed unfamiliar, strange and mysterious because of our lack of cultural
understanding.
Some common concerns and worries appeared. The mutual dangers that began to
jeopardize the modern society, the nuclear threat and the shortage of natural
resources, made it clear that such matters cannot afford a poor communication
because lack of understanding could cause disasters.
In what the International Business community was concerned, the import, export,
investments, foreign markets, multinational companies, multilingual catalogues
etc. led to a clear interdependence and the need of developing international
awareness and cross-culture communicational skills.
8.2. PERCEPTION OF WORLD
Cultural differences basically consist in the fact that, for instance, we may see the same
social object or event and agree upon what it is in objective terms, but what it
represents, what it means to us individually may differ.
E.g.: a Saudi Arabian and a European will both agree in the objective sense that a
particular person is a woman, though they will strongly disagree about her role
and status in society.
Three socio-cultural elements have a direct influence on the meaning we develop for our
concepts:
World view
Social organization
8.2.1. BELIEF, VALUE, ATTITUDE SYSTEMS
The belief represents the subjective probability that some value, concept, attribute, object
or event is related to some other. Beliefs may be of three big types as considering
the way of acquiring them:
Experiential or gained form experience
70
The examples given above reflect the Western culture, in the Eastern one, the
situation might be totally opposite.
The attitude systems refer to the complex of features defining the cultural personality
taken as a whole and the general characteristics applicable to the members of a culture, a
learned tendency to respond in a consistent manner with respect to a given object of
orientation. The components that intermingle forming the attitude systems are: cognitive
or belief, affective or evaluative, intensity or expectancy.
E.g.: bullfighting is regarded as cruel, negative, in some cultures and courageous,
positive, in others.
8.2.2. WORLD VIEW
The world view of a culture is the cultures orientation towards such things as
nature, man, God, the universe and other philosophical issues concerning
the concept of being.
It helps locating our place and rank in the universe.
E.g.:
A catholic has a different world view than a Moslem, Taoist, Jew, Hindu, or
atheist.
A Native American Indian sees himself at one with nature, while a
European has a human centred world view, humans being the supreme creatures
mastering the universe.
If western cultures are stricter and more precise, direct, open and as accurate as possible,
longing for things to be expressed and spoken up, explicit, clarified and specified, the
eastern ones are more elusive and evasive, slippery and more profound, interpretative,
letting things unsaid but instead judging, feeling and construing meanings unuttered,
inexplicit, believed and thought while the uttered, explicit side is minimal. Thus, the
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eastern culture rely more on inferences and impressions, while the western one on facts
and certainties.
8.2.3. SOCIAL ORGANIZATION
The dominant social units are the most influential institutions within any culture:
family, school and church. It is these that next build, in the new generations
all the beliefs, attitudes, values, views upon world, of each particular
culture.
There are two forms of societal composition, a traditional one, following the location on
the map and also the political or social structures formed along civilisations, and a
more recent one, given by the function in society, the role played and the ideas the
members promote and share.
Accordingly, we can identify, two types of cultures:
Geographic culture: Nations, tribes, casts, religious sects, and others defined by
geographical boundaries;
Role culture: memberships in social positions, from professional groups to
organizations sharing specific ideologies.
Summary:
Our awareness of the world, our way of perceiving it, influences the way we
communicate. Beliefs, values and attitudes are culturally formed, the view that we have
upon the world is the result of the culture we belong to.
It is the knowledge, the experience and the tradition of the culture we are formed
in that guide us, they are transmitted to us from the previous generations and we will act
in accordance to this formation.
In intercultural contacts, our baggage will surface, we may have the chance to
become aware of differences and it is important to know how to overcome them, to
understand the other culture and react in apprehension.
Exercises:
Discuss and explain the differences between the following recipes for Roasted goose:
for 8 people:
1 goose (3,4 kg)
salt, pepper, marjoram, 3 apples, 4 carrots, beer.
Please wash the goose in cold water, dry it with the paper
towel. Remove the rest of feathers. Salt and pepper the
goose inside and outside. Fill the goose with cut apples,
carrots and marjoram. Sew the gap. Put it on a pan and to
the oven at 2000 C for the electric oven or at level 3 for the
gas oven.
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1 goose
apples, salt, pepper, flour
Salt and pepper the
goose, fill it with apples
and put on a pan with
some water. Place in the
oven and pour the sauce
over it now and again.
After 1,5 2 hours, when
Self evaluation:
1. The satisfaction of discovering something new belongs to the .. awareness
a) personal
b) domestic
c) international
2. Improving selfperception refers to .. .
a) understanding own culture
b) extending employment opportunities
c) avoiding misunderstanding
3. Cultural revolutions within the countries have led to the of the subcultures.
a) reconciliation
b) disappearance
c) emergence
4. The new groups and the associations which appeared demand . and all
sorts of rights.
a) recognition
b) revolution
c) restoration
5. The eastern culture is .
a) explicit
b) minimalist
c) straightforward
Case study:
Family Counselling [14]
Mrs. Schmit has been working as a counsellor in a youth welfare department for some
years now. One of her principles is to involve the whole family in the consultation so as
to understand better the background of the young person that looks for help. She knows
that only this way can she help the young people with their problems.
But this case is different.
A 17 year old Siberian girl sits with her parents in the consultation and, though not a
child anymore, she does not say a word while her parents talk instead of her: she needs
some paper in order to marry her 17 year old boyfriend. Mrs. Schmit is asked to help her
get the papers but she finds it difficult even to stay polite seeing how the girl is treated as
a mentally handicapped albeit well developed both physically and psychically and
seems to be not allowed to say a word while her mother and father speak excited even at
the same time. They explain their daughter loves her boyfriend very much and assumes to
be pregnant so that the wedding should take place immediately. The girl just nods in
agreement and answers in very few words when asked by the counsellor, seeming to not
really agree on her own free will. The counsellor wants to talk with the girl alone but
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cannot ask her parents to leave the office so she fixes another appointment to gain time to
think of a solution.
What happened? The counsellor deals with cultural difference:
Siberian parents look after their children even when they are of age and for the girl it is
absolutely normal that her parents talk for her as she is convinced they know better and
her opinions should correspond with theirs.
The parents dont know and dont think they should let their daughter talk and they dont
respect an open discussion and change of ideas.
Siberian girls have to get married as soon as possible and the parents try to sort out the
problem while the girl agrees because she respects the traditions.
The whole family tries to put the counsellor under pressure to achieve their goals.
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CHAPTER 9
CULTURE AND COMMUNICATION
INTRODUCTION
The link between culture and communication is best reflected in the statement that the
key factor in fully understanding communication is the ability to grasp cultural
influences.
THEME PRESENTATION
Culture forms patterns for living.
People learn to think, feel, believe, strive for what their culture considers proper, what
their ancestors had experienced, had got to value and had taught them, one
generation after another.
9.1. CULTURAL HERITAGE
The customs, traditions, skills, knowledge inherited in each culture determine stability,
insure survival, protect and perpetuate that society. [19]
9.1.1. PATTERN OF INTERCULTURAL COMMUNICATION
Culture is linked to communication, they are inseparable. If the general definition of
communication describes it as a process whereby one person deliberately,
intentionally attempts to convey meaning to another, to determine a certain
behaviour, more important in intercultural communication is the unintentional side,
the fact that communication represents all processes by which people influence one
another.
To more easily visualise the problems occurring when people from different cultures have
to interrelate, a general intercultural communication model can be analysed and
graphically represented, in figure 1.
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Minimum:
Between members of separate cultures: English Canadian US American
Between subcultures/ subgroups of the same culture: Baptist - Catholic, middle
class the poor, male female etc.
Very similar in all aspects of life, from the language spoken and the physical aspect to
philosophy, perception and manners of conduct, the former pair presents only the
difference in nationality, triggering minor variations as, moreover, the two countries are
anyhow very near geographically and much alike as political and social organizations.
As for the latter pairs it is vice-versa, the nationality is common while ideas,
philosophies, economic or social status make the difference, a generally slight one as the
things in common are many more because of belonging to the same culture.
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Both language and culture are learned and serve to transmit values, beliefs, perceptions,
norms. Language is composed of four ingredients: a group of people, sounds,
symbols, organization of symbolic sounds.
Thus, we may adopt the following descriptive definition of language:
a structured system of arbitrary vocal sounds that a collection of people have
learned to use as a means of labelling and cataloguing the things,
processes, and experiences of their environment.
9.3.1. VERBAL ASPECT
On one hand, it seems just too obvious that language differences represent the most
difficult problem in intercultural communication. Besides the difficulties of learning
a language, there are numerous problems that are encountered by speakers of the
same language. Considering English as an international language that can be used
by non-native speakers for communicating with each other, after leaning it quite
well, there are the various meanings that the words have and the various senses
different cultures would attribute to the word, which can confuse or trick the
collocutor.
The varied experience leads to language problems just because, as we already
understood, meanings lie within people rather than in words.
E.g.: Hearing the word dog for most of us would lead to the mental
representation of a pet, a domesticated animal, mans best friend etc. but in
Southeast Asia it is a culinary specialty as there dogs are often eaten, so the people
there might think of some delicious food at the hearing of the same word.
On the other hand, it is our culture that teaches us to name what is practical, useful and
important; it guides even the formation, the production of language:
E.g.: Eskimos have more words for snow (even different types of snow) while
Arabs have more words for camels.
9.3.2. NONVERBAL ASPECT
Just some examples of nonverbal behaviour will do to understand that nonverbal cultural
differences can be very relevant in an attempt to establish a relationship with
somebody belonging to another culture. Thus:
While in Germany both men and women shake hands, in the USA women very
rarely shake hands and in Thailand people never even touch in public.
In Japan eye contact when talking is not important, in Europe is quite relevant and
necessary as a rule of politeness, while in Indian reservation is seen as disrespect to
look at an elder.
The gestures may have different signification (e.g.: nodding or shaking the head) and
concepts may have different symbolic gestures:
E.g.: suicide can be symbolised differently in distinct cultures:
- pointing at a temple in the USA,
- hand hitting to the stomach in Japan,
- hand on the neck in New Guinea
The concept of time is rather important as there are schedules, programs and plans to be
arranged and agreed upon in various intercultural business interchanges. Some
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would come as no surprise that a Japanese business lady comes to a negotiation with an
American one in a smart but very vividly coloured suit; but, still, it wouldnt happen very
often, because most of them at least those send to make business on a high level - have
already learned and adopted the occidental code of conduct and would dress accordingly,
despite their cultural features.
As for a general behaviour observation we can note that the various patterns of thought
bring about particular ways of understanding the world around. Forms of reasoning,
approaches to mental processes differ and so will the response to the stimuli.
E.g.: In Western cultures, logic and action are governing and truth has to be looked
for and found while Eastern culture is based on expectation and things are
passively waited to happen, to come.
9.4. SUBCULTURAL APPROACH
There are three forms of intercultural communication, depending on the cultural
peculiarities we refer to, as cultural differences appear not only between members of
distinct countries but also between members of different subgroups, races, ethnic
groups.
9.4.1. RACE, NATION, ETHNIC GROUP
It is quite important to be able to distinguish and identify the particularities of interracial,
interethnic and international approaches.
The interracial differences, even if they seem compulsorily related to the intercultural
ones, do not refer to those but distinguish clearly as, for instance, we can understand
if we think that at a third generation of an Asian immigrant, there are no cultural
differences anymore, but the physical aspect is indicative for the different race. The
problems that can appear spring from the fact that prejudices may guide people in
expecting a certain behaviour or response that might not occur.
The international aspect refers to the cultural differences between members of distinct
nations. At a high level, this applies to the discrepancies occurring between nations
and governments, implying diplomacy, being regulated by law, treaties, agreements
and usually involving intercultural and interracial communication, influenced by
policies, needs, aims, economics of nations.
Interethnic cultural differences can be identified, for example, between an English
Canadian and a French Canadian, between a German American and a Greek
American and so on.
9.4.2. SUBCULTURES AND SUBGROUPS
A subculture is a racial, ethnic, regional, economic, or social community presenting
characteristic behaviour distinguished from others within the same culture (e.g.:
Oriental Americans, Mafia, Jews).
A subgroup, on the other hand, is represented by people sharing a common
preoccupation, ideals, aims, such as the drug community, youth gangs, gays,
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Exercises:
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CU LTU R E A ND CO M MU NI CATI O N
Summary:
Culture governs the way we behave and communicate. There are differences
between cultures, from insignificant to extensive.
The dependence of language on culture is analyzable on both the verbal and the
non-verbal aspect, the latter presenting a variety of points, regarding each particular
cultures approach of time, space, colour, symbolism of gestures etc.
The diversity within the same culture following the cultural revolution have led to
the emergence of subcultures and subgroups among which communication peculiarities
are detectable, similar to those between cultures proper, a very relevant verbal
manifestation in this respect being the linguistic codification.
Self evaluation:
1. In intercultural communication a very important side is the one, the fact
that communication represents all processes by which people influence one another.
a) unintentional
b) intentional
c) relational
2. .. is a deposit of values, knowledge, experiences, beliefs, attitudes,
meanings, hierarchies, religion, timing, roles etc.
a) Communication b) A country
c) Culture
3. Culture overrides, influences and guides .
a) subculture
b) communication c) business
4. Between a Swedish secretary and an Iranian mechanic, there is . cultural
difference:
a) big
b) medium
c) small
Case study:
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a Brazilian drink made of sugar cane alcohol, crushed limes, ice and sugar.
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The salesman starts to set up his PowerPoint presentation, but theres a problem loading
the disc and he ends up borrowing the Germans top-of-the-range Fujitsu. He tries to
make a joke of the problem rather unsuccessfully. When he finally get going, objections
seem to be raised to nearly everything in his proposal. Are you sure this is a more
efficient system? Do you have figures to back that up? Ah, we tried that before and it
didnt work.
Sixty minutes have been allocated to the meeting. An electronic alarm on the Germans
watch marks the hour. Two minutes later theres a call from reception to say the
salesmans taxi has just arrived. He is accompanied to the lift staggering under the weight
of six technical manuals, a 200-page printout of production quotas and a promotional
video.
Over the next eighteen months the Germans have an endless supply of questions. Dozens
of e-mails are exchanged and diagrams faxed before any agreement is reached. After the
deal goes through, the salesman is surprised to be invited to dinner at the German
managers family home. But he never gets to meet the big boss.
c.
Brilliant white walls, luxurious carpets and the soft hum of air conditioning. The British
salesman sits a little uncomfortably in the office of a Saudi manager. An hour passes in
little more than small talk recent news, horse-racing, the Royal Family. The salesman
casually compliments his host on his taste in art and, after several futile attempts to
refuse, ends up accepting a valuable-looking vase as a gift.
When the meeting finally gets underway there are almost constant interruptions and it is
difficult to stick to any kind of agenda. People drift into the office unannounced, talk
loudly and excitedly and leave. Several subjects seem to be under discussion at one. It is
sometimes difficult to be heard above the noise. The salesman smiles uncertainly as he
accepts a third cup of sweet tea.
Five days later a second meeting is in progress. This time the questions are more direct. A
senior Arab manager is presented on this occasion, but says very little. The arrival of yet
another visitor holds up the conversation by a further 40 minutes. The salesman tries hard
to hide his frustration.
Meeting three. Terms are negotiated in a lively haggling session. The salesman finds the
Saudis more easily persuaded by rhetoric than hard facts. They clearly want to do
business. The question is whether they want to do business with him. Their initial
demands seem unrealistic, but slowly they begin to make concessions. As the Arabs say,
When God made time, he made plenty of it!
Exercises:
a. For case a:
1. Match the following to make collocations from the text.
talk
a decision
schedule
a team
work as
business
press for
a meeting
2. Find the words or phrase which mean:
interrupt (para 2)
..
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CU LTU R E A ND CO M MU NI CATI O N
persuade (para 3)
continue for too long (para 3)
find a solution (para 3)
..
..
..
b. For case b:
1. Match the following to make collocations form the text.
raise
agreement
allocate
objections
exchange
time
reach
e-mails
2. Find the words of phrases which mean:
get something ready (para 2)
..
start (para 2)
..
support a fact (para 2)
..
be completed (para 4)
..
c. For case c:
1. Match the following to make collocation from the text
stick to
the conversation
hold up
concession
negotiate
an agenda
make
terms
2. Find the words or phrases which mean:
start (para 2)
..
be happening (para 3)
..
argument about a price (para 4)
..
impressive speech (para 4)
..
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NUM E LE CA PI TO LU LU I 1
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