The purpose of this study is to help International and Korean students to find effective solutions for the complex problems which they may face during intercultural communication.
Korean society has become a multicultural society, which now includes individuals from different cultural backgroun...
The purpose of this study is to help International and Korean students to find effective solutions for the complex problems which they may face during intercultural communication.
Korean society has become a multicultural society, which now includes individuals from different cultural backgrounds, such as executives and staff members from multinational corporations, international students, soldiers of the U.S. Armed Forces, international married women, and foreign workers. Since Koreans and foreigners began attempting to coexist in the Korean society, they have experienced difficulties in communication due to different cultural backgrounds, which would sometimes lead to conflict. In North America and some European countries a multicultural educational approach has already been adopted.
Korean cultural education has thus far only focused on teaching Korean culture to international students. However, teaching only Korean culture to international students is not sufficient for solving conflicts between foreigners and Koreans. To develop competency of intercultural communication for international students in class, Korean teachers should focus their teaching on how to prevent possible conflicts between foreigners and Koreans. Korean society will be able to coexist harmoniously with other cultures if students receive proper intercultural communication skills training through intercultural exchange programs. Therefore, the purpose of this study is to suggest methods for developing intercultural understanding and enhancing intercultural communication.
Chapter 2 discusses the correlation between intercultural communication and culture. This correlation is cultural background. It was found that the main cause for conflict is the difference in the underlying cultural belief systems of individuals coming from different backgrounds. To better quantify the causes of conflicts between individuals of different backgrounds, it is imperative to establish the cultural foundations of the different individuals. This cultural foundation consists of feelings, emotions, attitudes, norms, thoughts, values, beliefs, ethnocentrism, rules, problem-solving approaches, and decision-making processes etc.
The aim of Chapter 3 is to examine the cultural foundation, which is based on the cultural formation process which in turn depends on geographic environment, climatic condition, edaphic condition, and religion. Korea, Asia, North America, Europe, Africa, Oceania, the Middle East, and North Africa were chosen for this analysis. This analysis will be used to determine the similarities and differences between Korean culture and other cultures through a comparative analysis of the cultural foundations. This chapter also includes the re-categorization of six cultural patterns which are based on the following five theories: 1) Hofstede(2014), 2) Hall(2015), 3) Ting-Toomey(2012), 4) Hiroko Nishida(2005), and 5) Lluckohn & Strodtbeck(1961). The six cultural patters are: social characteristics, contexts, verbal communication, non-verbal communication, time, and psychological factors.
Chapter 3 consists of the comparative analysis of the six cultural patterns between Korea and Asia, North America, Europe, Africa, the Middle East, and North Africa. The aim of this study is to establish the possible causes of conflict between Koreans and foreigners, and would also aim to predict possible conflicts between them. In order to establish the different cultural patterns, a survey was done with two-hundred-and-one individuals from Korea, Asia, North America, Europe, Africa, the Middle East, and North Africa. The results showed noticeable differences between Korean culture and that of other countries in the following cultural patterns. Collectivism and conflict-solving approaches between Koreans and Asians. Time system, ethnocentrism, and masculinity and femininity between Koreans and the Middle East and North Africa. Collectivism, time system, conflict-solving approaches, direct communication and indirect communication style between Koreans and North Americans. Collectivism, power distance, ethnocentrism, high context and low context, direct communication and indirect communication style, conflict-solving approaches and doing-orientation between Koreans and Europeans. Collectivism, high context and low context, direct communication and indirect communication style, conflict-solving approaches and doing-orientation between Koreans and Africans.
Chapter 4 explores conflicts between Koreans and foreigners based on the results of Chapter 3 in more detail. One-hundred-and-forty-eight Koreans and foreigners were interviewed. The results showed that they experienced some conflicts due to different cultural backgrounds.
Chapter 5 establishes new educational goals and directions, which could assist in solving potential conflicts between students, based on the results of Chapter 4. Suggestions are also made with respect to the teacher`s role and attitude in class, the content of education, and the teaching-learning method. A five-step model for solving the conflict in intercultural communication is suggested. The steps are: 1) explanation, 2) cross-cultural comparison, 3) present conflict situations 4) seeking a solution, and 5) evaluation. To verify this hypothesis, the five-step method was applied for a class consisting of 25 Korean students and 25 international students at an international school. The chosen topic for discussion was the Korean hierarchical culture, which was found to be a common cause of conflict between Koreans and foreigners. The results showed that Korean and international students increased their intercultural communication competence, increased their understanding of the Korean hierarchical culture, and also aided in preventing this topic from causing conflict between the students.
The aim of this study is to aid Korean and international students to efficiently resolve conflicts and avoid misunderstandings in any environmental interaction. Therefore, this study is considered meaningful since it is a study of potential conflicts which are encountered in intercultural communication.
The purpose of this study is to help International and Korean students to find effective solutions for the complex problems which they may face during intercultural communication.
Korean society has become a multicultural society, which now includes individuals from different cultural backgrounds, such as executives and staff members from multinational corporations, international students, soldiers of the U.S. Armed Forces, international married women, and foreign workers. Since Koreans and foreigners began attempting to coexist in the Korean society, they have experienced difficulties in communication due to different cultural backgrounds, which would sometimes lead to conflict. In North America and some European countries a multicultural educational approach has already been adopted.
Korean cultural education has thus far only focused on teaching Korean culture to international students. However, teaching only Korean culture to international students is not sufficient for solving conflicts between foreigners and Koreans. To develop competency of intercultural communication for international students in class, Korean teachers should focus their teaching on how to prevent possible conflicts between foreigners and Koreans. Korean society will be able to coexist harmoniously with other cultures if students receive proper intercultural communication skills training through intercultural exchange programs. Therefore, the purpose of this study is to suggest methods for developing intercultural understanding and enhancing intercultural communication.
Chapter 2 discusses the correlation between intercultural communication and culture. This correlation is cultural background. It was found that the main cause for conflict is the difference in the underlying cultural belief systems of individuals coming from different backgrounds. To better quantify the causes of conflicts between individuals of different backgrounds, it is imperative to establish the cultural foundations of the different individuals. This cultural foundation consists of feelings, emotions, attitudes, norms, thoughts, values, beliefs, ethnocentrism, rules, problem-solving approaches, and decision-making processes etc.
The aim of Chapter 3 is to examine the cultural foundation, which is based on the cultural formation process which in turn depends on geographic environment, climatic condition, edaphic condition, and religion. Korea, Asia, North America, Europe, Africa, Oceania, the Middle East, and North Africa were chosen for this analysis. This analysis will be used to determine the similarities and differences between Korean culture and other cultures through a comparative analysis of the cultural foundations. This chapter also includes the re-categorization of six cultural patterns which are based on the following five theories: 1) Hofstede(2014), 2) Hall(2015), 3) Ting-Toomey(2012), 4) Hiroko Nishida(2005), and 5) Lluckohn & Strodtbeck(1961). The six cultural patters are: social characteristics, contexts, verbal communication, non-verbal communication, time, and psychological factors.
Chapter 3 consists of the comparative analysis of the six cultural patterns between Korea and Asia, North America, Europe, Africa, the Middle East, and North Africa. The aim of this study is to establish the possible causes of conflict between Koreans and foreigners, and would also aim to predict possible conflicts between them. In order to establish the different cultural patterns, a survey was done with two-hundred-and-one individuals from Korea, Asia, North America, Europe, Africa, the Middle East, and North Africa. The results showed noticeable differences between Korean culture and that of other countries in the following cultural patterns. Collectivism and conflict-solving approaches between Koreans and Asians. Time system, ethnocentrism, and masculinity and femininity between Koreans and the Middle East and North Africa. Collectivism, time system, conflict-solving approaches, direct communication and indirect communication style between Koreans and North Americans. Collectivism, power distance, ethnocentrism, high context and low context, direct communication and indirect communication style, conflict-solving approaches and doing-orientation between Koreans and Europeans. Collectivism, high context and low context, direct communication and indirect communication style, conflict-solving approaches and doing-orientation between Koreans and Africans.
Chapter 4 explores conflicts between Koreans and foreigners based on the results of Chapter 3 in more detail. One-hundred-and-forty-eight Koreans and foreigners were interviewed. The results showed that they experienced some conflicts due to different cultural backgrounds.
Chapter 5 establishes new educational goals and directions, which could assist in solving potential conflicts between students, based on the results of Chapter 4. Suggestions are also made with respect to the teacher`s role and attitude in class, the content of education, and the teaching-learning method. A five-step model for solving the conflict in intercultural communication is suggested. The steps are: 1) explanation, 2) cross-cultural comparison, 3) present conflict situations 4) seeking a solution, and 5) evaluation. To verify this hypothesis, the five-step method was applied for a class consisting of 25 Korean students and 25 international students at an international school. The chosen topic for discussion was the Korean hierarchical culture, which was found to be a common cause of conflict between Koreans and foreigners. The results showed that Korean and international students increased their intercultural communication competence, increased their understanding of the Korean hierarchical culture, and also aided in preventing this topic from causing conflict between the students.
The aim of this study is to aid Korean and international students to efficiently resolve conflicts and avoid misunderstandings in any environmental interaction. Therefore, this study is considered meaningful since it is a study of potential conflicts which are encountered in intercultural communication.
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