Intercultural Awareness

Question 0

Technology development, especially communication and transportation technology, over the last decades is the main reason the world now engages in intercultural communication on a daily basis.

As a result, the need for intercultural knowledge and skills that lead to intercultural communication competence becomes critical for leading a productive and successful life.

Answer 0

Chen and Starosta

Question 1

It is the ability to acknowledge, respect and tolerate and integrate cultural differences that qualifies one for enlightened global citizenship.

Answer 1

Intercultural communication competence

Question 2

Intercultural communication competence comprises three interrelated components:

Answer 2

1. Intercultural sensitivity
2. Intercultural awareness
3. Intercultural adroitness

Question 3

It is the affective aspect of intercultural competence, and refers to the development of a readiness to understand and appreciate cultural differences in intercultural communication.

Answer 3

Intercultural sensitivity

Question 4

It is the cognitive aspect of intercultural communication competence that refers to the understanding of cultural conventions that affect thinking and behavior.

Answer 4

Intercultural Awareness

Question 5

It is the behavioral aspect of intercultural communication competence that stresses those skills that are needed for us to act effectively in intercultural interactions.

Answer 5

Intercultural adroitness

Question 6

What leads to cultural diversity or multiculturalism?

Answer 6

Globalization

Question 7

The changing cultural characteristics

Answer 7

Neighborhood
School
Workforce

Question 8

Enlightened global citizen who tolerates cultural differences and shows mutual respect among cultures in order to practice multicultural coexistence

Answer 8

Global civic culture

Question 9

Six most common intercultural training programs

Answer 9

Affective training
Cognitive training
Behavioral training
Area simulation training
Cultural awareness training
Self awareness training

Question 10

It promotes understanding of cultural differences and similarities.

Answer 10

Cognitive training

Question 11

It requires participants to understand the aspects of culture that are universal and specific

Answer 11

Cultural awareness training

Question 12

It helps participants to identify attitudes, opinions and biases embedded in their own culture that influence the way they communicate.

Answer 12

Self awareness training

Question 13

It requires individuals to understand, from their own cultural perspective, that they are cultural beings and to use this understanding as a foundation to further figure out the distinct characteristics of other cultures in order to effectively interpret the behavior of others in intercultural interactions.

Answer 13

Intercultural awareness

Question 14

If a map is accurate, and you can eead it, you won’t get lost; if you know a culture, you’ll know your way around in the life of a society

Answer 14

Cultural map

Question 15

The thread that goes through a culture and organizes a culture as a recognizable system. It acts as a guideline to people’s thinking and behavior, and appears repeatedly in daily life.

Answer 15

Cultural theme

Question 16

Levels intercultural awareness

Answer 16

1. Awareness of superficial cultural traits.
2. Awareness of significant and subtle cultural traits that contrast markedly with another’s
3. Awareness of how another culture feels from the insider’s perspective.

Question 17

It based mainly on stereotypes. It is tends to be superficial and often partial. The information comes from media, tourism books, textbooks or the first impression.

Answer 17

First level of ICA:

Awareness of superficial cultural traits

Question 18

Second level of ICA is direct and secondhand experience and has two phase:

Answer 18

Culture conflict situations

Intellectual analysis

Question 19

It is through experience by direct and indirect interactions with people of another culture.

Answer 19

Second level of ICA

Question 20

One needs to foster the power of flexibility to make psychic shifts. The power of flexibility is nourished by empathy and “transspection”.

Answer 20

Third level of ICA

Question 21

It helps one to estimate what is inside another’s mind and to share the other’s experience

Answer 21

Empathy

Question 22

It was coined by Maruyama who indicates that this is an understanding by practice.

Answer 22

Transspection

Question 23

It is the ability to project feelings to others with a shared epistemology.

Answer 23

Empathy

Question 24

It is a trans-epistemological process of temporarily believing whatever counterparts believe by trying to learn their beliefs, their assumptions, their perspectives, their feelings, and the consequences of such feelings in their context.

Answer 24

Transspection

Question 25

What are the two approaches in intercultural awareness?

Answer 25

Culture-general

Culture-specific

Question 26

It aims to understand culture’s global influence on human behavior.

Answer 26

Culture general

Question 27

Two examples of culture-general?

Answer 27

Cultural assimilators

BaFa baFa simulation

Question 28

It requires participants to answer a question by selecting the best from the four or five possible answers about a critical incident regarding a specific culture.

Answer 28

Cultural assimilators

Question 29

It is a simulation game that divides participants into Alphas and Betas, cultural groups representing two distinct set of values and communication patterns.

Answer 29

BaFa baFa

Question 30

It aims to impart information about a specific culture and cultural guidelines for interacting with people in a specified culture.

Answer 30

Cultural-specific

Question 31

What are the commonly used to enhance culture specific understanding?

Answer 31

Role play

Area studies

Question 32

It allow participants to gain insight into the experiences of people of different cultures.

Answer 32

Role play

Question 33

It is usually employ a lecture to present information about a particular country and its people and culture.

Answer 33

Area studies

Question 34

It is often used to help learners obtain specific data that can be assembled to develop a holistic picture of the culture.

Answer 34

Dos and donts

Question 35

It is implemented through additional academic methods in which the lecture format is used to disseminate cultural information and characteristics of another culture to learners

Answer 35

Didactic learning

Question 36

It involves participants in a simulated environment of role play and aims to reach intercultural awareness through interactions.

Answer 36

Experiential learning

Question 37

Two categories of cultural components

Answer 37

Basic factual information

Deep structures cultural values

Question 38

It concerns the profile of the culture or nation regarding history, geography, family and social organization art or political system

Answer 38

Basic factual information

Question 39

Culturegram. A series of published by David Kennedy Center for International Studies classifies the understanding of a nation into four categories:

Answer 39

Customs and courtesies
People
Lifestyle
Nation

Question 40

Coordinated systems approach to divide unitary whole of culture into eight systems:

Answer 40

Kinship system
Educational system  
Economic system 
Political system 
Religious system
Association system
Health system
Recreational system

Question 41

The most fundamental framework of the deep structure of a culture

Answer 41

Cultural values

Question 42

It dictate what ought or ought not to do. They are set of of explicit or implicit conceptions that distinguish an individual or characteristic of a group from another.

Answer 42

Cultural values

Question 43

Models for the ICA

Answer 43

1. The gratification-discipline dilemma: affectivity vs affectivity neutrality
2. The private vs. Collective interest dilemma: self-orientation vs. collectivity orientation
3. The choice between types of value-orientation standards: universalism vs. particularism
4. The choice between “modalities” of the social object: achievement vs. ascription
5. The definition of scope of interest in the object: specificity vs. diffuseness