Communicating Effectively in Cross Cultural Communications Speech or Presentation

Communicating Effectively in Cross Cultural Communications - Speech or Presentation Example 2. Perceptions of effective communication differ among individuals with different cultural backgrounds. Tominaga et al. (2003) investigated perceptions of effective communication in the United States and Japan. Their qualitative research found differing themes for the perception of effectiveness in the United States and Japan. Conclusion In general, researchers accept and utilize the notion that competence involves dimensions of effectiveness and appropriateness such as interpersonal skills, knowledge and motivation. However, several Japanese researchers point out that there is a Western bias in competence research. Their research found differing themes for the perception of effectiveness in the United States and Japan Communicating Effectively in Cross Cultural Communications Introduction Effectiveness in communication is considered as an important component of communication competence (e.g., Gudykunst, 1993). Competent communicators make use of interpersonal skills, knowledge and m otivation. However, individuals' cultural backgrounds influence the ways they communicate and their perceptions of competence (Gudykunst, 1993). Perceptions of effective communication also differ among individuals with different cultural backgrounds. ... ssfully accomplish his [or her] own interpersonal goals†¦ while maintaining the face and line of his [or her] fellow interactants within the constraints of the situation" (p. 198). He (1977) proposes two underlying assumptions of competence: cognition and judgment. Each individual possesses cognitive notions about the nature of competence, and it is these cognitive notions that shape impressions of others' behavior (Wiemann, 1977). Moreover, these impressions become a basis for judgment of others and the individuals themselves. In other words, whether an individual is a competent communicator is based on his or her cognition of competence. Spitzberg and Cupach (2002) suggest that competent communicators provide definitions of competent communication. Competent communicators make use of interpersonal skills, knowledge and motivation. Interpersonal skills refer to recurrent goal-oriented behaviors, behavioral patterns, and sequences of behavior that are appropriate to an interacti onal context. There are two types of knowledge: content knowledge and procedural knowledge (Spitzberg & Cupach, 2002). Content knowledge refers to information about relational partners, topics of conversation, social contexts, regulation of language, and regulation of conversation (Spitzberg & Cupach, 2002). Procedural knowledge refers to information on processes of an interaction, such as how to formulate goals and how to solve problems during an interaction. Motivation is defined as "the affective force that energizes performance and guides a person's approach avoidance orientation to a social situation" (Spitzberg & Cupach, 2002, p. 575). Interpersonal skills, knowledge and motivation play an important role in that these three concepts contribute to developing competent communication