The Anatomy of Intercultural Encounters. A Sociolinguistic Cross-Cultural Study

Grażyna Kiliańska-Przybyło

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ISBN/ISSN:

978-83-226-3017-4

DOI:

Wydawnictwo:

Uniwersytet Śląski

Rok wydania:

2017

Liczba stron:

250

XML:ISBN/ISSN:

ONIX MARC21

Bibliografia:

Kiliańska-Przybyło, Grażyna. The Anatomy of Intercultural Encounters. A Sociolinguistic Cross-Cultural Study. Red. . Katowice: Uniwersytet Śląski, 2017, 250 s. ISBN 978-83-226-3017-4

Bibliografia refWorks:

RT Book, Whole

SR Electronic(1)

A1 Kiliańska-Przybyło, G.

T1 The Anatomy of Intercultural Encounters. A Sociolinguistic Cross-Cultural Study

PB Uniwersytet Śląski

PP Katowice

YR 2017

SN 978-83-226-3017-4

Bibliografia BibTex:

@Book{ 181288, author = "Kiliańska-Przybyło, Grażyna", editor = "", title = "The Anatomy of Intercultural Encounters. A Sociolinguistic Cross-Cultural Study", publisher = "Uniwersytet Śląski", year = "2017", address = "Katowice", isbn = "978-83-226-3017-4" }

Bibliografia endNote:

TY - BOOK

AU - Kiliańska-Przybyło, Grażyna

ED -

TI - The Anatomy of Intercultural Encounters. A Sociolinguistic Cross-Cultural Study

PB - Uniwersytet Śląski

CY - Katowice

PY - 2017

SN - 978-83-226-3017-4

ER -

Netografia (standard APA):

Kiliańska-Przybyło, Grażyna. The Anatomy of Intercultural Encounters. A Sociolinguistic Cross-Cultural Study [baza danych online] Katowice: Uniwersytet Śląski, 2017 [dostęp: 23 07 2024]. Dostęp w Ibuk Libra: https://libra.ibuk.pl/reader/the-anatomy-of-intercultural-encounters-a-sociolinguistic-cross-grazyna-kilianska-przybylo-181288.

komunikacja interkulturowa, świadomość językowa, spotkania międzykulturowe, kompetencja interkulturowa, narracje osobiste, zdarzenia krytyczne

Żyjemy w czasach, w których kontakt z obcokrajowcami (osobisty lub wirtualny) jest nieunikniony. Publikacja koncentruje się na charakterystyce spotkań międzykulturowych, interakcji jakie zachodzą pomiędzy uczestnikami takich spotkań oraz przedsta...

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ISBN/ISSN:

978-83-226-3017-4

DOI:

Wydawnictwo:

Uniwersytet Śląski

Rok wydania:

2017

Liczba stron:

250

XML:ISBN/ISSN:

ONIX MARC21

ContentsAcknowledgments /9
Introduction /11
1.1 Intercultural encounters – Facts /17
Chapter 1: Intercultural encounters /17
1.2 Intercultural encounters as awareness-raising situations /21
1.3 Intercultural encounters as interaction, mediation, and negotiation /22
1.3.1 Intercultural encounters as mediation /25
1.3.2 Intercultural encounters as negotiation /26
1.4 Intercultural encounters – The linguistic dimension /27
1.4.1 Intercultural encounters as language-in-action situations /28
1.4.2 Intercultural encounters as culture bumps – Cross-cultural pragmatics /30
1.5 Intercultural encounters as problem-solving tasks /33
1.6 Intercultural encounters as emotion-generation situations /34
1.6.1 Empathy /37
1.6.2 Perspective-taking and sense-making /38
1.6.3 Identity and self-construals /39
1.6.4 Communication apprehension /40
1.6.5 Willingness to communicate /41
1.6.6 Self-disclosure /42
1.6.7 Cultural differences in self-disclosure /43
1.6.8 Stereotypes /44
1.6.9 Culture shock /45
1.7 The intercultural continuum /46
1.7.1 Interculture, interlanguage /47
1.7.2 Cultural intelligence /48
1.7.3 Intercultural competence /49
1.7.4 Intercultural sensitivity and other conditions for intercultural learning /52
1.7.5 Learning – unlearning – relearning /53
1.8 Obstacles to intercultural communication /54
1.9 Intercultural encounter as a trigger for reflection /56
1.9.1 Intercultural encounter as an example of experiential learning /57
1.9.2 Intercultural encounter as a part of a sociocultural proces /57
1.10 Research on intercultural competence /58
1.10.1 Projects on intercultural competence and training – An overview /58
1.10.2 Ways of studying intercultural competence /59
Chapter 2: Narrative inquiry – Background /61
2.1 Homo narrans and narrative intelligence /62
2.2 Narrative’s moments – A record of one’s own experience (individual’s perspective) /64
2.3 Tell me your story – Approaches to narrative analysis (researcher’s perspective) /67
2.3.1 Narrative inquiry: The elements of a good story /70
2.3.2 Cultural aspects in the narrative analysis /72
2.4 Narrative and intercultural learning – The critical incident theory /73
2.4.1 What is critical about critical incidents? /74
2.4.2 Critical incidents and intercultural communication /76
3.1 Research objectives /81
Chapter 3: The scheme of the research study /81
3.2 The subjects /83
3.2.1 Poland and Turkey – Rationale for choosing the research partners /86
3.3 Research tools and procedures /88
3.3.1 Discussion-generating tasks /88
3.3.2 The questionnaire for students /89
3.3.3 Intercultural Sensitivity Scale /90
3.3.4 Written narrative task: Narrative about intercultural encounters /92
3.4 Narratives – Analysis and evaluation procedures /93
3.4.1 Content analysis /93
3.4.2 Statistical analysis: LIWC software – Brief characteristics /93
3.5 Stages of the research project /98
3.6 Data evaluation procedures /101
4.1. Statistical analysis of the narratives – General characteristics /103
Chapter 4: Narratives – Data presentation and analysis /103
4.2 Content analysis of the encounters /109
4.2.1 Topical analysis – Background about the nature of the encounters /109
4.2.2 Intercultural encounter as an experience raising students’ language awareness /114
4.2.3 Intercultural encounter as an opportunity to communicate /118
4.2.4 Intercultural encounter as a lesson in culture /123
4.2.5 Affectivity in intercultural encounters /124
4.3 From “Haha” to “aha” – Intercultural encounters as an incentive to reflect, restructure, and learn from the experience /126
4.3.1 Knowledge extension /126
4.3.2 Self-knowledge /128
4.3.3 Redefinition and modification of stereotypes /129
4.3.4 Change of attitudes /131
4.4 Intercultural encounters – Reflection for action – Teacher’s perspective /133
4.5 Structural analysis /137
5.1 Questionnaire – Background (biographical) information /139
Chapter 5: Questionnaires and scales – Data presentation and analysis /139
5.2 Intercultural profile – Data analysis /147
5.3 The analysis of Cross-Cultural Adaptability Inventory (CCAI) /163
5.3.1 Emotional Resilience /163
5.3.2 Flexibility and Openness /165
5.3.3 Perceptual Acuity /167
5.3.4 Personal Autonomy /169
6.1 Answers to the research objectives /173
6.1.1 Differences between the groups of Polish P1, Polish P2, and the Turkish subjects /173
Chapter 6: Conclusions /173
6.1.2 The students’ perception and self-assessment of the sociocultural competence /177
6.1.3 Culturally determined aspects of language use /178
6.1.4 Communication and miscommunication /179
6.1.5 Cultural sensitivity and cultural knowledge /179
6.1.6 Intercultural encounters and affect /180
6.1.7 Narrativisation and reflection /183
6.1.8 Perspective-taking /184
6.1.9 The students’ intercultural experiences and adaptability /186
6.1.10 Learning outcomes: Me as a FL teacher vs. me as a language learner /187
6.2 Evaluation of the research project /192
6.3 Implications for further research /193
1. Research scenario for intercultural encounters /197
Appendix /197
2. Iceberg Theory of Culture (supplementary materials implemented during the research – Theoretical training, Step 1) /199
2a. The Iceberg Theory of Culture – Modified version – Theoretical training, Step 1) /200
3. The Form technique (Supplementary materials implemented during the research – Theoretical training) /201
4. Culture Quiz /202
5. Questionnaire: Intercultural Encounters (Supplementary materials implemented during the research – Data collection procedure, Step 2) /203
6. Narrative task (Supplementary materials implemented during the research – Data collection procedure, Step 3) /207
7. LIWC2007 Output Variable Information – detailed data presentation: Polish P1 group, Polish P2 group, Turkish group /208
Bibliography /213
Streszczenie /241
Zusammenfassung /243

Introduction

butitshouldalsotakeintoaccounttheremainingtwoaspects,thatis,

theafectiveaspectandthecognitiveone.Someofthecurrentchal-

lengesandfuturedirectionsofICCresearchshouldfocuson“there-

investigationofthenatureofinterculturalcommunicationcompetence

inglobalcontext”andtheexplorationoftheimpactofnewmediaon

theICC”(Chen2014:23;Neuliep2015).

LadegaardandJenks(2015:5)statethatoneoftheissuesthathas

beenrepeatedlydiscussedinICCresearchoverthepastthreedecadesis

“howweconceptualiseculture,andhowmuch,orhowlittle,importance

weshouldattachtointerlocutors’culturalbackgroundwhenweanalyse

interculturalencounters.”Currentresearchtendenciesview“cultureas

aﬂuid,ﬂexibleandmultifacetedphenomenon,whichiscreated,nego-

tiatedandrecreatedinsituaspeopleengageintalkandotherforms

ofsocialinteraction”(LadegaardandJenks2015:5).Thishasalotin

commonwiththesocialconstructionistapproach(LadegaardandJenks

2015:5).However,therearealsovoicesthatinordertounderstandthe

roleofcultureininterculturalcommunication,weneedtotakeintoac-

counttheimportanceofbackgroundcultureandsituationaldemands

(i.e.,“thepossibilityofethnicorculturalmarkingincommunicative

behaviorandthesituationalcontextwhereparticipantsco-construct

(inter)culturesinsitu,”Kecskes2014:5,inLadegaardandJenks2015:6).

Thisviewiscongruentwithanumberofstudies.AccordingtotheAc-

culturationModel(Schuman1970,inNiżegorodcew2011)andComplex

SystemTheory(Larsen-FreemanandCameron2008),whentwopeople

areengagedinatalk,their<conversation’emergesfromthedynamicsof

howtheytalktoeachother,whilewhattheysayreﬂectsandconstructs

whotheyareassocialbeings(Larsen-FreemanandCameron2008:163,

inNiżegorodcew2011:32).Consequently,interactionisdependenton

thelinguisticconstraints(e.g.,theconstantadaptationoftheirlinguis-

ticresourcesintheserviceofmeaning-making,cf.Larsen-Freemanand

Cameron2008:135,inNiżegorodcew2011:32),contextualconstraints

andafectiveconstraints(e.g.,learner’sexpectationandlearneradapt-

ability,tomentionjusttwo).

Itisagreedthat“interculturalcommunicativeprocessesarees-

sentiallydialogic,andinvolverecognisingandnegotiatingpointsof

samenessaswellasdiference”(Holmes2014:2;Jokikokko2010:13).

However,interculturaldialogueisnotalwaysasmoothandeasyproc-

ess.Problemsoftenfacedininterculturalcommunicationinclude:cul-

turalidentityconﬂict,anxiety,interpersonaldifculties,valueconfu-

sion,tonamejustafew.Yet,difcultiesareperceivedasnormaland

indispensabletoanyprocessofcommunicationandrelationbuilding

(Holmes2014:2).AccordingtoHolmes(2014:2),thepositivething

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