Intercultural Communication

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girgishannaharoun@yahoo.co.uk



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( Mr. / Girgis H. H).



منهج الانجليزى ثانوية عامة / معكم الاستاذ / جرجس حنا هارون /Unit 1: (Writers and stories) Lesson: 1


 

A brief Summary for:




My Project



  A Research




book binding png - Thesis Book Cover | #2882886 - Vippng


 Intercultural communication





Mr. / Girgis




Title



Intercultural communication



Corresponding Authors:

1-Mr. / Girgis  Haroun, the senior researcher.

2- 4 of my assistant Colleagues.


Editor

Edited by: Mr./ Girgis Hanna Haroun



Supervisor:

Senior supervisors of English in Egypt.


The site published on:

www.bchmsg.yolasite.com


Subject:

Intercultural Communication


Online since :  2016


Affiliation:

The Ministry of Education in Egypt.


Drawing upon findings from a  funded study of an academic

leadership in Egypt (Ministry of Education) and provided by

(full) professors, this research focuses on  leadership as

perceived by those on the receiving end of it.


My research is supervised  by my senior and public

supervisors of education in Egypt. Research on(Language

and communication) is defined as the influence of one or

more people on the research-related, attitudes or intellectual

capacity of others. Seven specific features or keywords of my

professorial research about leadership are identified and

examined. They are the conflicts of interest in my research.


They include:

(Communication, Intercultural Communication skills,

Application of Communication, Steps of Communication,

Factors, Importance of audience, Verbal and Non-verbal

communication)).




Abstract


         Intercultural communication


This thesis has been written on commission by me, Girgis

Hanna Haroun, a supervisor of English at high schools and

colleges in Egypt. Several preliminary interviews made

 us very interested at the situations at schools and helped

 us to formulate our research question: “How does

communication affect the productivity of schools,

 organizations, societies,communities all over the world?"


Moreover, it made our research have two purposes, one of

academic character, and one of practical character.

The academic purpose is in investigating relationship

 between communication, culture and language,

 i.e. efficiency and productivity. The practical purpose

 is in giving analysis-based recommendations about

possible ways to increase productivity

and efficiency to our educational organizations.

The findings of our research revealed that words,

 grammatical study, diverse cultures and texts have roles.

Communication is a dynamic interactive process that involves

 the effective transmission of facts, ideas, thoughts,

 feelings, cultures and values.



Intercultural communication skills are those required to

 communicate, or share information, with people from

other cultures and social groups.Communication is

instrumental or directly satisfies certain needs like

physical, emotional, social, psychological.


1-To inform.           2-To entertain.       3-To regulate.         4-To instruct.
 
5-To influence.      6-To motivate.        7-To persuade.       8-To

inquire.Types of Communication include oral and written

communication, verbal and Non-verbal communication.

Communication steps include; 

1-Ideation:

2-Encoding

3-Transmission:

4-Decoding

5-Feedback.




Intercultural communication


1-Introduction



Learning how to make new discoveries that will contribute

to a better understanding of how natural language is used

and processed in real-life situations. Whenever we use

 language – whether it’s written, spoken or signed – we’re

communicating. How does this work, and how and why

does miscommunication occur? How does language fit

together and how do we learn to understand each other?


This study provides a research devoted to the

 interdisciplinary study of language and communication.

The investigation of language and its communication

 functions is treated as a concern shared in common

by those working in applied linguistics, child development,

 cultural studies, discourse analysis, intellectual history,

 legal studies, language evolution, linguistic anthropology,

 linguistics, philosophy, the politics of language, pragmatics,

psychology, rhetoric and semiotics.

Language allows people to communicate with


great precision. The Language and Communication


group studies how people use language in specific


discourse contexts, to share information with others,


 and to persuade or otherwise affect them.




Our overall goal is to understand how language is

 actually used, when it is used effectively, and why.

 For instance, how do particular text characteristics

 interact with a reader's cognitive architecture such

 that information is conveyed in a coherent,

comprehensible way? How does language

interact with people's emotional and motivational

architecture so that it effectively moves or persuades

 them?


1-The Research Vision, Mission and Objectives

The vision is (Communication between learners,

individuals, societies, nations and countries all over

 the world).

The mission is Doing research theses

The Objectives are:Solving problems that arise from the

diverse cultures and their conflicts inside the education

organizations and among nations.



2-A problem needs a solution

 The differences and disputes between individuals,

 societies and communities come out of the differences

 in communication that result from the differences in

 languages and cultures.



Problems

The problems in intercultural communication usually

 come from problems in message transmission.

In communication between people of the same

culture, the person who receives the message

interprets it based on values, beliefs, and

expectations for behavior similar to those of the

 person who sent the message.


When this happens, the way the message is

 interpreted by the receiver is likely to be fairly

similar to what the speaker intended. However,

 when the receiver of the message is a person

from a different culture, the receiver uses

 information from his or her culture to interpret

 the message. The message that the receiver

 interprets may be very different from what the

 speaker intended.


We faced a problem that needs a an urgent solution.

The problem is: We, the researching group, noticed

that the learning outcomes of high schools and

colleges are low. Learners didn't practice Languages

 as means of communication. They used languages

 as subjects to be memorized to answer its exercises

only through written tests.People differ because of the

 difference in cultures, words, sentences, languages

 and cultures.



3-Reasons for the research:

The reason for doing such research is that I and

 my colleagues noticed that some organizations and

 schools did not work as efficiently as they could, and

 senior managers have encountered various problems.

There is no proper communication. Complaints were

 numerous.

People worked in terms of only firm accountability

and punishment. People differ because of the

difference in cultures, words, sentences, language

s and cultures. There was no communication between

 the wars fighting countries.


There was no vision, no mission, no objectives, no

team work, no love or respect and no good performance.

We have been asked to estimate the situation, analyze it,

and come up with solutions which could increase

efficiency and productivity;


in other words, increase organizational performance.

After preliminary interviews with the senior managers

and teachers at schools, we have identified our areas

of the interest: ( Practice creats communication,

Communication and culture, Communication and language)



4- The researching questions:

How dodo language, culture and grammar affect

 communication among learners and people?

How we make education organizations perform well

and learning outcomes high through using language

as a means of communication in life? How do people

and nations overcome the differences in languages,

ideas, thoughts, cultures ?


5-The problem solutions

Cultured diverse employers and employees must l

earn academically and practice actually the roles

 played by leadership, organizational culture,

motivation and commitment.


6-Objectives:

This study enables you to:

1-Use the words, grammar constructions and texts

 in communication 2-know that Language has

influence on actions and exchanges of information.

3-deepen your knowledge of everything from how

 language interacts with culture and media to how

 language changes over time and how language

 enhances cognitive abilities. 





2-Materials and Methods


In order to find out the answer to the research question

 and to fulfill both purposes of the research, we have

 conducted a qualitative research.We used types of

 qualitative research methods like an in-depth interview,

 focus groups, ethnographic research, content analysis

 and case study research that are usually used.


This has been done by interviewing twenty schools

managers and 20 educational leaders or administers

 beside 50 teachers and senior teachers working at

schools and education zones and supervision. 

These semi-structured interviews resulted in

qualitative data, which had been processed and

 analyzed using coding technique.




Our research used 2 methods:

One of academic character, and one of practical

character.


1-The academic purpose is in investigating

relationship between organizational structure,

 leadership, and communication and organizational

 performance, i.e. efficiency and productivity.

2-The practical purpose is in giving analysis-based

 recommendations about possible ways to increase

 productivity and efficiency to our educational

 organizations.


3-We used interviews, lectures, debates, experiencing,

 observations, analysis, synthesis, assessment,

 feedback and evaluation.


4-We held workshops, modeling, training units

authentic field practice in actual fields and we

 assessed, followed and evaluated what we

recommended academically before.

It took 3 months to conduct our experiences that

 we acquired from our professors in East Anglia

University, England.



Image result for intercultural communication



3- Main Findings / Results
     

   Findings and results:

We wrote a report that included our data, solutions and

recommendations we presented.

Our teachers, senior teachers, schools managers and

 education organizations leaders learnt the following

key findings and secondary findings we presented.


I will Present a result and then explain it, before

 presenting the next result then explaining it, and

so on, then end with an overall synopsis.

This is the preferred approach as I have multiple

 results of equal significance.  It is more common

in longer papers because it helps the reader to

better understand each finding.



Why Intercultural communication?


The world today is characterized by an ever growing

 number of contacts resulting in communication

 between people with different linguistic and

 cultural backgrounds.


This communication takes place because of contacts

 within the areas of business, military cooperation,

 science, education, mass-media, entertainment,

tourism but also because of immigration brought

 about by labor shortage or political conflicts.


Fast travel, international media, and the Internet

 have made it easy for us to communicate with

people all over the world. The process of economic

 globalization means that we cannot function in

 isolation but must interact with the rest of the

 world for survival.



The global nature of many widely diverse modern

problems and issues such as the environment,

governance of the Internet, poverty and international

 terrorism call for cooperation between nations.

Intercultural communication is no longer an option,

 but a necessity.





 Finding result  3:

Identity


Ethnic and cultural identity


Cultural identities and ethnicity are becoming more

 relational and contextual, as well as constantly evolving.

 They are complex, ambiguous and multifaceted.


Individuals undergo self- and cultural identity

transformation in order to achieve understanding,

 harmony and balance within themselves and their

environment, and in their connection with others.


Cultures also change in this process, because social,

 political, economic and historical influences affect

 cultural and intercultural interactions.

Cultural groups reflect, re-create, unify, and maintain

their ethnic and cultural identities.

Cultural identities are negotiated, co-created, and

reinforced in communication with others.

They reflect our unique, personal life histories and

experiences. They may also be seen as

manifestations of social reality.




Racial identity


Race has been defined as a group of persons related

 by common descent or heredity. It is a classification

 of modern humans based on an arbitrary selection

of physical characteristics as skin color, facial form,

 or eye shape. Race is a social construction of human

 difference that is used to classify human beings into

 separate value-based categories.





Ethnic identity

Ethnic refers to a group of people sharing a common

and distinctive culture, religion, language, etc.

Furthermore, it has been explained as the attribute of

membership in a group set off by racial, territorial,

economic, religious, cultural, aesthetic, or linguistic

 uniqueness.


Ethnicity has also been seen as a cultural marker that indicates

shared traditions, heritage, and ancestral origins; ethnicity is

defined psychologically and historically. On the other hand

ethnic identity may be explained as an emotional bond that

people share that originates from their past and that gives

them an emotional force to claim their historical origins.






Cultural identity

It is commonly understood that culture and cultural

 identity are umbrella terms that subsume racial and

ethnic identity. Culture has been defined as learned

and shared values, beliefs, thinking patterns and

 behavior common to a particular group of people.


Culture forges a group's identity and assists in its survival.

Institutions, language, social structures and various practices

shared by a group of individuals are also part of culture.


In addition, the individuals are connected by an ancestral

heritage, often linked to a particular geographical location.

Individuals have a sense of belonging to a particular culture

or ethnic group.




4- Results / Secondary Findings


I will Present a result and then explain it, before

 presenting the next result then explaining it,

and so on, then end with an overall synopsis.

This is the preferred approach as I have multiple

results of equal significance.  It is more common

 in longer papers because it helps the reader to

 better understand each finding.



Secondary finding result  1  :


Intercultural communication


It is a form of communication that aims to share

 information across different cultures and social

 groups. It is used to describe the wide

range of communication processes and problems

 that naturally appear within an organization or social

 context made up of individuals from different

 religious, social, ethnic, and educational backgrounds.


In this sense it seeks to understand how people

 from different countries and cultures act,  and

 perceive the world around them.


Many people in intercultural business

communication argue that culture determines how

individuals encode messages, what medium they

 choose for transmitting them, and the way

messages are interpreted.




Secondary finding result  2:


Teaching and learning


Methods used to promote intercultural


 communication skills:


simulation activities, followed by reflective discussion

and/or written analysis informal face‐to face interaction

in hypothetical contact situations guided group activities

learner diaries questionnaires

peer teaching

tandem exchanges

study visits abroad or local contact with speakers of

 other languages

cross‐cultural study projects

medical coverage reports

oral presentations

ethnographic projects




Secondary finding result  3  :


Knowledge for Intercultural Communication



Key areas of knowledge for those wanting to improve their

intercultural communication are:


Some knowledge of the cultures, organizations and

 institutions, history and general way of living of

different communities and nations.


Recognition that these aspects affect behavioral norms.
 For example, there is considerable ‘history’ between
 the Greeks and Turks, and therefore it may be
 considered potentially a problem to serve Turkish
food to a Greek person.

Some understanding of the conventions that may
 govern behavior in certain specific intercultural
environments, such as views on the role of women,
 or the license (or otherwise) permitted to children.

Crucially, awareness of your own and other
 people’s beliefs and values, and a willingness
to recognize when these may clash.

Sensitivity towards cultural stereotypes that may
affect and interfere with intercultural communication.




5-Discussion


The purpose of the discussion is to interpret and describe the

significance of our findings in light of what was already

known about the research problem being investigated

and to explain any new understanding or insights that

emerged as a result of our study of the problem.


 DISCUSSION provides the explanation and interpretation of

results or findings by comparing with the findings in prior studies.

Then, I can say that: compared to the previous study about

(Intercultural Communication), I say that my research is

different .






My research recommended the following:


Assessment



Courses on the theory and content of intercultural

communication tend to evaluate knowledge by

means of written examination and essay.

Alternatively projects may involve students applying

their theoretical knowledge to particular communicative

 situations or conducting small‐scale ethnographic or

case study research from home.


Evaluation of intercultural communication as practice

 may occur in the assessment of general language

courses (e.g. translation), but since intercultural

communication is not systematically taught as part

 of general language courses, formalized assessment

 is not widespread. In some institutions, however,

 the practice of writing logbooks is established, and

intercultural awareness is assessed through reflective

 essays.


Any such assessment is likely to be integrated with

other factors associated with advanced language learning.

 There is little sign of role‐play or self‐assessment

being widely practiced, though, in exceptional cases,

 it can be effectively integrated into oral assessment,

e.g. through situation‐based interpreting.


Given that intercultural competence can be separated

 into knowledge, skills and attitudes, only the knowledge

 component can, strictly speaking, be assessed in

 traditional ways.


Skills and attitudes need to be assessed in other ways

 such as role‐play, observation, self‐assessment or

reflection on critical incidents. Yet such assessment

practices are not widespread within European higher

education language programs.





6-Limitations


 “The empirical results reported herein should be


considered in the light of some limitations.”



1-Time constraints


Just as researchers have deadlines to turn in their

class papers, academic researchers also must

meet the deadline for submitting a research

manuscript to a journal. Therefore, the time

available to study a research problem and to

measure change over time is constrained by

 the deadline of my “assignment.”


I should have Made sure I choose a research problem that

I will be able to complete well before the assignment’s

deadline. If time constraints negatively impacted my study

in any way, acknowledge this impact by mentioning a

need for a future study (e.g., a longitudinal study) to

answer this research problem.


2-Conflicts arising from cultural bias and


other personal issues


Researchers might be biased views due to their cultural

backgrounds or perspectives of certain phenomena,

and this can affect a study’s legitimacy. Also, it is possible

that researchers will have biases toward data and results

that only support their hypotheses or arguments. In order

to avoid these problems, the author(s) of a study should

examine whether the way the problem was stated and

the data-gathering process were carried out appropriately.

I found a difficulty , but I did it .


3-More study:


I suggest additional studies in the future as the subject


 of my research is of a national importance to my great country.


       Leading a multicultural team is very important.




7-Conclusion



 In conclusion, I provide a brief conclusion that ties each


of the findings together and provides a narrative bridge


 to the discussion section of the your paper. We reached


 to the objectives we set before and the vision we dreamed


of through implementing our mission, goals and objectives.


Through conclusion, I give my recommendations.



We reached to the objectives we set before and the vision

we dreamed of through implementing our mission, goals and

objectives. All people at any organization knew and practiced

their work according to the organization principles, values,

vision, mission, goals and objectives. All people became loyal

to their organization in terms of communication, responsibility,

tolerance, understanding, good relation, teamwork, love,

respect, the ideal atmosphere that paved the way to creation

and innovation.


Also, the leaders worked in terms of communication,

 sharing, mercy, rewards, listening to complaints and

 speaking, justice, responsibility, equality, solving

 problems, Democracy,,commercial awareness and

 technical skills.


8-Acknowledgements



I would like to express my very great appreciation to

 those people who helped me during my work on this thesis.

They gave advice and assistance in keeping my progress

on schedule.


I would like to express my very great appreciation to Dr Rod

in East Anglia University for his valuable and constructive

suggestions during the planning and development of this

research work. His willingness to give his time so generously

has been very much appreciated.





I thank:


(The Main supervisor,The Second supervisor,

The Other academic staff in my department) .


I would like to offer my special thanks to the students

who undertook side projects with me.

I want to thank my people in charge of the education

 system in my country for Funding and inviting me to

 work on this project.


I would like to thank the schools, companies,

 associations and other educational associations

for their assistance with the collection of my data :

 personnel of schools


( Affiliated Institutions ) for their direct technical help,

time statistics/data and effort. Special thanks to my

colleagues, for their help and support.


I wish to acknowledge the help provided by my public

supervisor for his help, guidance, and advice in times

 when I needed it most.


I am particularly grateful for the assistance given by

my professors in East Anglia University for their

 general supervision and general administrative support.


My special thanks are extended to the staff of my

 team for their writing assistance, technical editing,

 language editing, and proof-reading.”


Finally, I wish to thank my parents for their support

and encouragement throughout my study.





9-References


1-Some texts from publications of my professors in


East Anglia


University, Norwich, Norfolk, England, UK.


2-Some quotations from online sites.


3-Some recommendations, guide and advice from my

colleagues who worked with me collaboratively and

 shared in collecting data, analyzed them and

synthesized them  .




Other Resources:


1-Cultures.


2-Practice


3-TILO Project.


4-Lesson plan.


5-Reading abilities.



6-A model Lesson.



7-Curriculum Design.

8-Creativity in English language teaching.


View Other Resources:


1-Teaching methods for  4 stages



2-Social media inside classrooms


3-Talented / Gifted and Slow Learners.



4-A Learning and Teaching Environment.


5-Creativity in English language teaching.


6-The role of the Good teacher

Cover photo of Forum



Teaching Forum 2006, Volume


44, Number 2


1-r Teaching English to Young




2-Vocabulary Activities



3- Learning: Language through Stories


4-English Clubs



5-Using Drama with Children


6-Teaching Prepositions



7-Classroom Techniques


8-Songs and Poems with Young



9-Songs for Children



10-Pictures for Classroom Activities


11-The Lighter Side  

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