Hostname: page-component-78c5997874-ndw9j Total loading time: 0 Render date: 2024-11-13T11:40:25.669Z Has data issue: false hasContentIssue false
  • English
  • Français

Understanding cross-cultural communication

Published online by Cambridge University Press:  05 May 2015

David R Thomas
David R Thomas*
Affiliation:
University of Waikato, New Zealand
*
Department of Psychology, University of Waikato, Hamilton, New Zealand
Get access Rights & Permissions [Opens in a new window]

Abstract

The need for cross-cultural communication skills arises whenever people from different languages and cultures come into contact. With increased tourism, international business, students studying overseas, and increasing awareness of indigenous minority cultures there is concern to foster better communication among different cultural groups. In the present paper, examples of cultural differences in communication in Australia and New Zealand are presented. Two approaches to the training of cross-cultural communication skills are described: the cultural assimilator developed by Brislin, and McCaffery's “learning how to learn” orientation.

Type
Articles
Information
South Pacific Journal of Psychology , Volume 7 , 1994 , pp. 2 - 8
Copyright
Copyright © University of Papua New Guinea & University of Central Queensland 1994

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Albert, R. D. & Adamopoulos, J. (1980). An attributional approach to culture learning: The cultural assimilator. In Hamnett, M. P. & Brislin, R. (Eds.), Research in culture learning. Honolulu: East West Center.Google Scholar
Benton, R. A. (1981). The flight of the amokura: Oceanic languages and formal education in the South Pacific. Wellington: New Zealand Council for Educational Research.Google Scholar
Brislin (1986). A culture general assimilator: Preparation for various types of sojourns. International Journal of Intercultural Relations, 10, 215–234.CrossRefGoogle Scholar
Fontaine, G. (1983). Americans in Australia: Intercultural training for “the lucky country.” In Landis, D. & Brislin, R. W. (Eds.), Handbook of intercultural training, Vol. III. New York: Pergamon.Google Scholar
Graves, N. B. & Graves, T. D. (1985). Inclusive versus exclusive behaviour in New Zealand school settings: Polynesian-Pakeha contrasts in learning styles. In Thomas, D. R., Graves, N. B. and Graves, T. D. (Eds.), Patterns of social behaviour: New Zealand and the South Pacific (Psychology Research Series No. 17). Hamilton, University of Waikato.Google Scholar
Gudykunst, W. B. (1983). Intercultural communication theory: Current perspectives. Beverly Hills, Calif.: Sage.Google Scholar
McCaffery, J. A. (1986). Independent effectiveness: A reconsideration of cross-cultural orientation and training. International Journal of Intercultural Relations, 10, 159–178.CrossRefGoogle Scholar
Metge, J. & Kinloch, P. (1978). Talking past each other: Problems of cross-cultural communication. Wellington: Price Milbum.Google Scholar
Ritchie, J. E. (1989). Working in the Maaori world: Resource papers. Hamilton: University of Waikato, Centre for Maaori Studies and Research.Google Scholar
Scollon, R. & Scollon, S. (1980). Interethnic communication. Fairbanks, Alaska: University of Alaska, Alaska Native Training Center.Google Scholar
Scollon, R. & Scollon, S. (1981). Narrative, literacy and face in interethnic communication. Norwood, New Jersey: Ablex.Google Scholar
von Sturmer, J. (1981). Talking with Aborigines. Australian Institute for Aboriginal Studies Newsletter, No. 15, 13–30.Google Scholar
Veno, A. (1982). A preliminary conceptual analysis of community psychology in Australia. Australian Psychologist, 17, 239–252.CrossRefGoogle Scholar
Webber, D. L. (1978). Interpersonal behaviour in relation to Aboriginal programs. Australian Journal of Social Issues, 13, 61–71.CrossRefGoogle Scholar