Foreign Language and Communication

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Table of Contents

Introduction
Discussion
Conclusion
References

Introduction

Being aware of issues involved in cross communication has become increasingly crucial. Communication across cultures is usually affected by assumptions, interpretations as well as expectations. Traditionally, the study of intercultural communication was approached from a social science approach (Nishida 1999, pp. 753-777). Understanding people’s culture, language and their behaviors is quite important.

Culture has an immense contribution to our perceptions on situations. According to Samovar, Porter and Mc Daniel (2009, p.14), perception and language is quite important in intercultural communication as people from diverse cultures tend to view the world differently. This discourse hence aims at discussing at length about foreign language and communication as well as stereotypes.

Discussion

Spitzberg and Hecht (2000, pp. 575-599) believes that there are three major conditions that ought to exist before we consistently and consciously compete in our intercultural interactions. They are; skills, knowledge and motivation. If a speaker lacks one of those conditions, then the probability of competent intercultural communication is diminished.

Understanding stereotype of people’s culture

Cultural identity and understanding stereotypes is a significant component of intercultural communication (Samovar, Porter and McDaniel 2011, pp. 51-52). To avoid offending other people it is important to learn their culture as far as stereotypes are concerned and understand it.

We should learn about stereotypes so as to avoid miscommunication, ethnocentrism, stereotyping and prejudice. Also learning about stereotypes eliminates the problems of understanding people who are different from us hence this will help us not to misjudge people and understand their way of life.

To effectively communicate with a foreigner or people different from us, we ought to understand the stereotypes or details of their culture. That is generally the essentialist view of culture. Experiences do portray differences in how diverse cultures value space, language and time depending on diverse situational contexts (Fishman 1999, pp. 67-99). Thus cultural awareness is crucial so that cultural norms are not read as ingratitude or rudeness.

On the other hand there is the non-essentialist view of culture which assumes that to communicate with anyone who belongs to a different group or culture with which we are unfamiliar; we need to understand the complexity of who they are. Having knowledge on stereotypes helps us to appreciate the fact that particular groups do not conform to other culture’s or own stereotype. Otherwise this can be interpreted as being ignorant and misinformed.

In intercultural communication, it is important to distinguish between people’s personality and their cultural background. The aspects of culture do range from values, attitudes and behavior. It might seem perfect to generalize, but people need to be careful when generalizing individuals.

By learning other people’s culture stereotypes we realize that our perceptions of a particular group are not always accurate. Ethnocentric attitudes and stereotypes can prevent sound judgment as they obscure reality in favor of emotional ideologies that might hamper effective communication.

Learning a foreign language ensures effective communication

It goes without saying that if one learns a foreign language, then they are in a better position to communicate effectively. When learning to use a foreign language, we ought to be aware that speakers from the target language might use diverse systems and assumptions when using language. We should be aware of other alternatives and be ready for anything.

Additionally, we ought to check clearly on our interpretations of what is obvious (Rufjes 1991, pp. 18-31). Communicative functions do operate at different levels. Areas of sociolinguistics which are usually more concerned with interactional analysis do focus mostly on smaller units of language for instance brief exchanges that include greetings and requests and single utterances.

All human societies do have a stock of interpersonal verbal routines for instance, condolences, thanks, greetings, apologizing, complaining among others. Learning a foreign language ensures effective communication. What is normal in one culture does not necessarily have to be normal in another culture.

Lack of knowledge on other people’s way of life in most scenarios can be seen as ignorance and rudeness hence learning a foreign language will also ensure that one learns on how to use effective language at the right time and place.

Our culture has offered us with a major framework of principles of interpretation which we often use. We do not necessarily need to work out how to use apologies or greetings, how to request and thank people, how to take turns or even interrupt others or what silence might mean. However, when dealing with foreigners and people different from us, we should learn about sociolinguistic use of language.

The main problem when learning a foreign language is usually to learn how to adapt to as well as manage the sociolinguistic uses of that language. For example it is very important to know that greetings vary across cultures. For example in a country like China, asking somebody whether they have eaten is in itself a greeting and not an invitation to have a meal (Grimshaw 2007, pp. 299-311).

In other countries like Malaysia and Fiji, asking people where they are going is not just an enquiry on people’s destination but it is rather a greeting. In South Asia, verbal greetings are used less frequently and with less variability depending on the time of the day hence there is a need to learn.

Another linguistic feature is that of thanking. The use of expressing thanks for example in South Asia, is relatively sparse in variety and use. The often and frequent use of thank you as well as other expressions of thanks between close friends and family members in most English speaking worlds, seems to be misplaced to most South Asians. Asians feel expressing of thanks verbally, is not needed in situations of intimacy as it implies a reduction in intimacy and social distancing (Ferguson & Hoshner 1996, pp. 89-119).

Additionally learning a foreign language helps to understand sociolinguistic uses of compliments. This is because it can lead to dilemmas on the nature of expected responses. For example, complimenting a Chinese can mean a different thing to them. This is because in China, a compliment ought to be rejected so as to show modesty unlike in other cultures where compliments are acceptable.

Speaker’s attitudes can be highly influenced by interpretations which are usually influenced by the cultural systems. It ought to be noted that cultural expectations lead to diverse use of language which hence lead to miscommunication.

In the long run this leads to wrong assessments as well as stereotypes. Nevertheless, a major way in which such vicious circles can be done away with is to be conscious and fully aware of the likely complexities, have clear knowledge about other people’s cultures and finally try and enhance intercultural skills.

In cross-cultural communication it is very imperative to understand on the cultural presuppositions that lie behind the speaker’s words as well as their interpretations and expectations (Kim 1991, pp. 120-151). Another example of sociolinguistic aspects of language is in the use of invitations. Most of the Latin Americans and Chinese usually respond to invitations by affirming the request though it does not necessarily mean they will attend.

To most British and North Americans, this is dishonesty. Hence it is important to understand that when a Chinese promises to come, they are showing good will rather than immediate disappointment to the host.

Therefore, when learning a foreign language, you get to understand that Latin Americans and Chinese base their responses on the social values whereas the North Americans and the British people consider their truth values first. When this is understood, then the situation tends to be easier to both sides. It is hence important to learn and understand foreign language so as to be per with other people so as not to be misunderstood.

Conclusion

To effectively communicate with people from diverse cultures we need to understand the stereotypes of their culture and endeavor to learn their language. Understanding other people’s culture in relation to language, prejudices, stereotypes and behaviors will help us to avoid prejudices and biases and be at per with other people who are different from us.

Generalities on cultural groups should not always be applied to individuals. It ought to be understood that every culture has got balance between diversity and unity, groups and individuals as well as choice and response. It is clear that learning about other cultures’ stereotypes and language will help a lot in effective communication.

References

Ferguson, C & Hshner, T 1996, sociolinguistic perspectives: papers on language in society, 1969-1994, Oxford University press. New York.

Fishman, J 1999, who speaks what language to whom and when? JSROR Journal of linguistics, Vol. 1 no. 2, pp. 67-99

Grimshaw, T 2007, problematizing the construct of the Chinese learner: insights from ethnographic research, Educational studies, Vol. 33 no.3, pp. 299-311

Kim, M 1991, Cross cultural comparisons of the perceived importance of conversational constraints. Human communication research, vol. 21 no. 1, pp. 120-151

Nishida, H 1999, a cognitive approach to intercultural communication based on schema theory. International journal of intercultural relations, vol. 23 no. 5, pp. 753-777

Rufjes, D 19991, Mediating languages and cultures: towards an intercultural theory of foreign language education. Multilingual matters. New York.

Samovar, L., Porter, R and McDaniel, E 2009, Communication between cultures, Cengage learning. New York.

Samovar, L., Porter, R & McDaniel, E 2011, Intercultural communication: A reader. Cengage learning. New York.

Spitzberg, B.H & Hecht, M 2000, A component model of relational competence. Human communication research, vol. 10 no. 1, pp. 575-599

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