National Research University – Higher school of EconomicsIntercultural Communication for 45.03.03 – Fundamental and Applied Linguistics

Bachelor Programme

National Research University Higher School of Economics Nizhny Novgorod

Faculty of Humanities

Course Syllabus

“Intercultural Communications”

45.03.03 – Fundamental and Applied Linguistics Bachelors Programme

Prepared by:

Professor, Dr. Marina Tsvetkova mtsvetkova@hse.ruAssociate Professor, Dr. Nelly Boryshneva, nboryshneva@hse.ru

Confirmed by Department of Applied Linguistics and Intercultural Communication 28 August 2015Head of Department of Applied Linguistics and Intercultural Communication, Prof. Valerii Zusman _____________________

Approved by the Academic head of the educational program «___»__________2015 г.Aleksey Malafeev ______________________

Nizhny Novgorod, 2015

National Research University – Higher school of EconomicsIntercultural Communication for 45.03.03 – Fundamental and Applied Linguistics

Bachelor Programme

Правительство Российской ФедерацииНижегородский филиал

Федерального государственного автономного образовательного учреждения высшего профессионального образования

"Национальный исследовательский университет "Высшая школа экономики"

Факультет гуманитарных наук

Рабочая программа дисциплины

«Основы межкультурной коммуникации»

для образовательной программы «Фундаментальная и прикладная лингвистика»

направления подготовки 45.03.03 «Фундаментальная и прикладная лингвистика»

уровень бакалавр

Разработчики программы:М.В. Цветкова, д. филол. наук, проф. (mtsvetkova @ hse . ru )Н.Н. Борышнева, к.фил. н., доц. (nboryshneva @ hse . ru )

Одобрена на заседании кафедры прикладной лингвистики и межкультурной коммуникации «____» ___________2015 г.Зав. кафедрой докт. филол.н., проф. В.Г. Зусман _________________

Одобрена академическим руководителем образовательной программы «___»__________2015 г.А.Ю. Малафеев ______________________

Нижний Новгород 2015

National Research University – Higher school of EconomicsIntercultural Communication for 45.03.03 – Fundamental and Applied Linguistics

Bachelor Programme

АннотацияКурс нацелен на развитие у бакалавров ОП 45.03.03 «Фундаментальная и

прикладная лингвистика» компетенций для успешного взаимодействия в как в межкультурном контексте, так и в рамках собственной культуры и состоит и з теоретической и практической части.

Теоретическая часть знакомит студентов с наиболее влиятельными концепциями в области межкультурной коммуникации как науки с момента ее возникновения до настоящего времени, как возникшими за рубежом (Эдвард Холл, Гирт Хофстеде, Ричард Льюис), так и в нашей стране (С.Г.Тер-Минасова, Ю. Степанов, В.Зусман и др.).

Практическая часть курса «встроена» в лекции в форме дискуссий, решения кейсов и задач по межкультурной коммуникации.

Уникальность курса состоит в том, что он базируется на соединении традиционного и новаторского подхода к межкультурным проблемам с привлечением разработок, выполненных в рамках существующей с 2000 г. Нижегородской школы межкультурной коммуникации.

№ Тема Всего часов

Всего аудиторных часов Самосто

ятельная работаЛекций Семинар

ов1 Межкультурная коммуникация

как наукаОсновные зарубежные теории и подходы: Холл, Хофстеде, Льюис

20 4 6 10

2 Основные зарубежные теории и подходы: Лингвистические подходы. Попова, Стернин, Кубрякоа и др. Лингво-культурологический подход: Ю.Степанов.

18 2 6 10

3 Подход через призму теории систем. Нижегородская школа межкультурной коммуникации.

14 2 2 10

4 Концепт как ячейка культуры в сознании человека. Анализ концепта с лингво-культурной точки зрения.

18 2 6 10

5 Модели коммуникации. 14 2 2 106 Национальные культурные миры:

Русский, английский, американский.

30 4 6 20

Итого 1143 з.е.

16 28 70

National Research University – Higher school of EconomicsIntercultural Communication for 45.03.03 – Fundamental and Applied Linguistics

Bachelor Programme

Курс предполагает следующие формы контроля знаний студентов:

Тип контроля

Форма контроля

1 год Параметры1 2

Текущий(неделя)

Домашнее заданиеПроект, защищаемый группой в форме презентации

7 Презентация (не более 10 слайдов) с детальным описанием проекта 1500-2500 слов, а также распечатка презентации с указанием вклада каждого участника.

Итоговый Тест * 10 вопросов по теоретической части курса

Оитоговая = 0,3*Оактивность на занятиях + 0,3*Од/з + 0,4*Оитоговый тест

National Research University – Higher school of EconomicsIntercultural Communication for 45.03.03 – Fundamental and Applied Linguistics

Bachelor Programme

Bachelor programme in 1-2 modules of 2015/16

Course information: 114 hoursIncluding classroom hours: 44Credits: 3Course assignments: home assignmentFinal test

Course DescriptionThe course is designed to help the students to develop their cross-cultural awareness

in interpersonal as well as personal and professional communication skills. The course encompasses a theoretical and a practical part.

The theoretical part will be based on major theories and approaches in intercultural communication studies that have been developing from the time of its appearance as a scholarly discipline and will include the American and European experience (Edward T. Hall, Geert Hofstede, Richard D.Lewis) as well as the Russian one (Svetlana Ter-Minasova, Juri Stepanov, Valerii Zusman and others).

The practical part of the course will be incorporated into lectures and will focus on case studies discussions and cross-cultural problems solving.

The uniqueness of the course is in the combination of traditional and novel approaches to intercultural issues involving the approach suggested by Nizhny Novgorod scholars (who have been developing their own view on the matters of cross-cultural communication since 2000).

2. Sphere of application and normative references The course program “Intercultural Communication” establishes minimum requirements for students’ competencies and determines the content and styles of training sessions. It is designed for students accomplishing bachelor programme 45.03.03 “Fundamental and Applied Linguistics”.This program is developed in accordance with:

• Educational standards NRU HSE; • Educational program and the curriculum for bachelor's degree 45.03.03

“Fundamental and Applied Linguistics”.

3. Course goalsThe main goals of the course are:

• to give the students knowledge of major theories in the field of intercultural communication studies;

• to help students master competencies, which will allow them to be successful in their interpersonal and professional cross-cultural interactions.

National Research University – Higher school of EconomicsIntercultural Communication for 45.03.03 – Fundamental and Applied Linguistics

Bachelor Programme

4. Student learning outcomesAs a result of the course, students will acquire the following competencies:

1. knowledge of the major theories of Intercultural Communication2. awareness of basic issues of intercultural interaction in business and everyday

contexts3. managing effective interaction within the intercultural context4. readiness to work in an intercultural team5. ability to analyze ‘kontzept’ as a main cell of culture in the mental world of an in-

dividual6. ability to carry out a contrastive analysis of ‘kontzepty’ belonging to different

cultures.At the completion of the course requirements the student will have the following

competences:

7. Universal competences

Competence Type of competence

Descriptors Teaching methods to develop competences

Способен учиться, приобретать новые знания, умения, в том числе в области, отличной от профессиональной

УК -1

Know major intercultural communication theories and be able to apply the knowledge inpractice.

Lectures, case studies, practical assignments, home assignment.

Способен работать в команде

УК-7 Able to work success-fully in a project group. Able to participate in a discussion and to work out a joint statement.

Case studies, practical assignments, presenta-tion of the results of a group research work.

Способен грамотно строить коммуникацию, исходя из целей и ситуации общения

УК-8 Understand cross-cul-tural differences. And able to apply it in ev-eryday communica-tion.

Case studies, practical assignments,

Способен осуществлять производственную или прикладную деятельность в международной среде

УК-10 Able to use the knowl-edge to interact and work successfully in a foreign business con-text.

Case studies, practical assignments.

National Research University – Higher school of EconomicsIntercultural Communication for 45.03.03 – Fundamental and Applied Linguistics

Bachelor Programme

Professional competences

Competence Type of competence

Descriptors Teaching methods to develop competences

Способен проводить сбор и документацию лингвистических данных

ПК-6 Able to make a re-search into ‘kontzepty’ of different cultural worlds.

Home assignment.

Способен спланировать и провести лингвистический эксперимент, описать его результаты и сформулировать выводы

ПК-7 Able to make a re-search into ‘kontzepty’ of different cultural worlds and to present the results of such re-search

Home assignment, pre-sentation of the team project.

Способен провести лингвистическую экспертизу, в частности, экспертизу в области функционирования языка в обществе

ПК-16 Able to make a re-search into ‘kontzepty’ of different cultural worlds.

Home assignment.

Course schedule

Credit units (З.Е.) - 3

№ Topic

Total hours for the topic

Total class hours Self-study

Lectures Seminars

1 Intercultural communication as a field of knowledge.Major Western theories and approaches in the field of In-tercultural communication: Hall, Hofstede, Lewis.

20 4 6 10

2 Major Russian approaches in the field of Intercultural com-munications. Linguistic ap-proaches. Linguocultural ap-

18 2 6 10

National Research University – Higher school of EconomicsIntercultural Communication for 45.03.03 – Fundamental and Applied Linguistics

Bachelor Programme

proach: Stepanov.3 System theory approach to in-

tercultural communication. Nizhny Novgorod school of intercultural communication.

14 2 2 10

4 ‘Kontzept’ as a cell of culture in human mind. Pattern of con-cept analysis: linguocultural perspective.

18 2 6 10

5 Models of communication 14 2 2 106 National cultural worlds: Rus-

sian, British, American30 4 6 20

In total 114 16 28 70

7. Assessment scheme

Type of as-sessment

Form of as-sessment

1year Parameters1 2

Current Home assignment - paper de-fended in a form of group presentation

7 Presentation (length of about 10 slides) and detailed project descrip-tion 1500-2500 words plus the printed version of the project description with the “weight” of contribution of every member of the team specified.

Final Test * 10 questions on the theoretical part of the course

8. Grading procedures

For the team assignment and presentation students are expected to give analysis of a significant cultural concept (Russian, American, British or other) or a contrastive analysis of concepts belonging to different cultures.

This assignment is graded by a 10-scores system. During the grading the Instruc-tor takes into consideration: the use of theoretical knowledge student got from the course, the logic of the statements, independence of the analysis. The results of the re-search will be reported in the form of oral team presentation as well as in a written form.

The final test will consist of 10 mixed (multiple choice and non-multiple choice) questions on the theoretical part of the course.

Deadlines: Students are strongly recommended to follow the deadlines of the assign-ment. Team presentation should be done at the class, detailed description should be e-mailed to the lecturers in three days before the last class. Failure to comply with the deadline reduces the grades to zero.

National Research University – Higher school of EconomicsIntercultural Communication for 45.03.03 – Fundamental and Applied Linguistics

Bachelor Programme

Grading criteria for the project:10-scores grade 5-scores grade The level of the compe-

tences development1-3 failure Student does not demon-

strate the necessary level of competences

4 satisfactory Student demonstrates:УК-1 low levelorУК-7 low levelor ПK-6 low levelorПК-16 low level

5 satisfactory Student demonstrates:ПК-7 low levelorУК-8 low levelor УK-10 low level

6 good Student demonstrates:low (in 2 cases) and basic (in 2 cases) level of the following competences: УК-1; УК-7; ПK-6; ПК-16

7 good Student demonstrates:low (in 2 cases) and basic (in 1 case) level of the fol-lowing competences: ПК-7; УК-8; УK-10

8 excellent Student demonstrates:advanced level (in 2 cases) and basic (in 2 cases) level of the following com-petences: УК-1; УК-7; ПK-6; ПК-16

9 excellent Student demonstrates:advanced level (in 2 cases) and basic (in 1 case) level of the following compe-tences: ПК-7; УК-8; УK-10

National Research University – Higher school of EconomicsIntercultural Communication for 45.03.03 – Fundamental and Applied Linguistics

Bachelor Programme

10 excellent Student demonstrates:advanced level of the fol-lowing competences: УК-1; УК-7; ПK-6; ПК-16; ПК-7; УК-8; УK-10

Grading criteria for the final test:10-scores grade 5-scores grade The level of the compe-

tences development1-3 failure Student does not demon-

strate the necessary level of competences

4 satisfactory Student demonstrates:УК-1 low levelorПК-6 low levelor ПK-16 low level

5 satisfactory Student demonstrates:low (in 2 cases) and basic (in 1 case) level of the fol-lowing competences:УК-1;ПК-6; ПK-16

6 good Student demonstrates:basic (in 2 cases) and low (in 1 case) level of the fol-lowing competences:УК-1;ПК-6; ПK-16

7 good Student demonstrates basic level of the following competences:УК-1; ПК-6; ПK-16

8 excellent Student demonstrates:basic (in 2 cases) and ex-cellent (in 1 case) level of the following compe-tences:УК-1; ПК-6; ПK-16

9 excellent Student demonstrates:excellent (in 2 cases) and basic (in 1 case) level of the following compe-tences:УК-1; ПК-6; ПK-

National Research University – Higher school of EconomicsIntercultural Communication for 45.03.03 – Fundamental and Applied Linguistics

Bachelor Programme

1610 excellent Student demonstrates:

excellent level of the fol-lowing competences:УК-1; ПК-6; ПK-16

Please, keep in mind that the attendance and participation play an important role on a par with the defense of the paper and the final test.

Students are expected to attend all scheduled classes, class presentations, simu-lations, exercises, discussion groups, and lectures. Absences will be excused only in cases when a student misses a class because of serious illness, serious illness of an immediate family member, or a death in the immediate family. Decisions on whether an absence qualifies as an excused absence will be made by the campus dean. To be excused for an absence, a student must submit a request to the dean's office along with any required documentation. If a campus dean approves a student's request to be excused for an absence, the dean will notify all affected faculty. In cases of ex-cused absences, faculty members will be expected to offer make-up or substitute ex-ercises or exams, where feasible.

An absence for any reason except those qualifying for an excused absence will be considered an unexcused absence. Students who miss more than 20% of sched-uled classroom/activity hours because of unexcused absences (e.g., more than two meetings of a 10-meeting course, or more than 4 meetings of a 20-meeting course) will fail the course. Students who miss substantial portions of a course because of excused absences will receive an incomplete grade for the course and will be re-quired to make up missed work or re-take the course.

With the approval of the campus dean, individual Instructors may impose addi-tional and/or stricter attendance requirements and penalties for tardiness or absence, as they see appropriate for their courses. Students should carefully read course syl-labi to be sure that they understand the particular expectations for attendance in each course.

If a student misses a class or other required activity, it is his or her responsibility to review, with classmates, the material covered, and to consult with the Instructor prior to the next class meeting regarding any possible make-up requirements. In case of illness or absence due to religious obligations, students must notify the Instructor(s) by email as soon they are aware of the time conflict. (Note: any make-up work approved by the course Instructor must be completed either immediately be-fore or immediately after the class session missed. It is not acceptable to submit make-up work after the course has ended and/or grades have been issued.)

Absences count as a zero for that day's class participation.Classes begin promptly according to the published schedule. It is the responsi-

bility of each student to be in class on time. Classroom attendance will be recorded. To eliminate disruption, students are requested not to enter or leave the classroom when class is in session. Furthermore, students are expected to attend all class ses-

National Research University – Higher school of EconomicsIntercultural Communication for 45.03.03 – Fundamental and Applied Linguistics

Bachelor Programme

sions with their corresponding cohort and team. Switching cohorts to accommodate class attendance is not allowed except in the presence of extenuating circumstances and with the prior approval by the course Instructor and the Registrar’s Office.

Maintaining the Learning EnvironmentCertain behaviours disrupt class, such as a student arriving late, a phone ringing,

a student leaving in the middle of class, etc. Instructors have the authority to decide policies for their classroom regarding these and similar behaviours that may disrupt the learning environment. All members of the class are expected to respect the learn-ing environment and the instructor’s efforts to maintain it.

ParticipationStudents are expected to participate orally in class, and in online forums and dis-

cussions, in a critical and evaluative manner; to approach instructor and fellow stu-dents with respect and tolerance; and to actively engage in debate, while avoiding derogatory or inflammatory comments on the cultures or attitudes of others in the class.

The course grade consists of the following criteria:30% of the grade – participation30% - homework assignment40% - final testThus, the formula of the final grade is:Final grade = 0,3*Participation+ 0,3*essay+0,4*final test

Academic integrityEach student in this course is expected to abide by the Higher School of Economics’ Academic Honesty Policy. Any work submitted by a student in this course for academic credit will be the student's personal work. For this course, collaboration is allowed in the following instances: group discussion in class, group projects and presentations. Students are encouraged to study together and to discuss information and concepts covered in lecture and the sections with other students. You can give "consulting" help to or receive "consulting" help from such students. However, this permissible cooperation should never involve one student having possession of a copy of all or part of work done by someone else, in the form of an e-mail, an e-mail attachment file, a diskette, or a hard copy. Should copying occur, both the student who copied work from another student and the student who gave material to be copied will automatically receive a zero for the assignment. Penalty for violation of this Policy can also be extended to include failure of the course and University disciplinary action. During examinations, every student must do his/her own work. Talking or discussing is not permitted during the examinations, nor may you compare papers, copy from others, or collaborate in any way. Any collaborative behavior during the examinations will result in failure of the exam, and may lead to failure of the course and University disciplinary action.

National Research University – Higher school of EconomicsIntercultural Communication for 45.03.03 – Fundamental and Applied Linguistics

Bachelor Programme

Any work submitted by a student in this course for academic credit must be the student's own work. If you present, as your own idea, any material copied, para-phrased, or extensively drawn upon, you are plagiarizing—unless you give full cita-tions for your sources. Of course, you may make full use of ideas, arguments and in-formation obtained from books etc. but you must make clear in a footnote whose work you are drawing on. Failure to cite your sources will result in a failing grade for that assignment. In cases of blatant and intentional misrepresentation, a student will receive a failing grade for the course and may face disciplinary action before the Dean and the Commitee (if necessary), which, in extreme cases, may result in dis-missal from the University.

8. Course contentSection 1. Major theories and approaches in the field of Intercultural com-

munications. Part 1. Definitions of intercultural communications. The history of the field of

study’s appearance. Edward T. Hall as the “founding farther” of intercultural communi-cation. His major works. The theory of Proxemics. Hall’s cultural parameters: collec-tivistic – individualistic, polychronic – monochronic, High context – low context cul-tures. Discussion: what type of culture (singled out by Hall) you think Russian / British / American / French /Austrian / Italian etc. culture belongs to. Why?

Part 2. Cultural cooperation and cultural management. Geert Hofstede’s theories. Culture 1 and culture 2. Cultural dimensions. Discussion: Russia in terms of Hofsetede 5 dimensional model as compared to British / American / French /Austrian / Italian cul-tures.

Part 3. Lewis cross cultural communication model. linear-active cultures, multi-active cultures, reactive cultures Discussion: The places of Russia / British / American / French /Austrian / Italian in the model and their consequences.

Section 2. Major Russian approaches in the field of Intercultural communi-cations: Stepanov, Sternin, Ter-Minasova.

Part 1. Russian Approaches to Intercultural Communications. Linguocultural ap-proach to “kontzept”: Stepanov. “Kontzept” as an embryo of culture in human mind.

Part 2. Linguistic approaches: cognitive linguistics, psycholinguistics. Zinaida Popova, Joseph Sternin, Elena Kubryakova, Svetlana Ter-Minasova. “Kontzept” as a quantum of structured knowledge.

Section 3. System theory approach to intercultural communication. Part 1. System theory. Ludwig Von Bertalanfy: characteristics of system; open

and closed systems. Ilya Prigozhin: stable and dissipative systems; fluctuations, bifurca-tions in systems. System theory as applied to humanities.

Part 2. Nizhny Novgorod school of intercultural communication. Victor Zinchenko, Valerii Susman and Zoya Kirnoze’s theory of intercultural communication

National Research University – Higher school of EconomicsIntercultural Communication for 45.03.03 – Fundamental and Applied Linguistics

Bachelor Programme

based on the notion of “kontzept” as a combination of rational and irrational perception of the world.

Part 3. Types of “kontzepty”: inner and outer (verbal, nonverbal). Precedental text as a type of “kontzept”. Jurii Karaulov: the attributes of precedental texts as a phe-nomenon.

Section 4. ‘Kontzept’ as a cell of culture in human mind. Pattern of concept analysis: linguocultural perspective.

Inner form, Nuclear, Actual level as the three elements constituting ‘kontzept’ as a system. The algorithm of linguocultural analysis of ‘kontzept’ exemplified by a ‘kontzept’ ‘dusha’.

Section 5. Models of communication.Linguistic model of communication (Roman Jacobson); Philosophical model of

communication (Michail Bakhtin); cybernetic model of communication (Norbert Vin-ner); noise in communication.

Section 6. National cultural worlds: Russian, British, American etc. Part 1. Dmitrii Likhachov “kontzeptosphera” - system of “kontzepty”. Factors

which forms national cultural world: geography, history, ethnic psychology.Part 2. Russian cultural world. Major “kontzepty” of the Russian culture:

‘dusha’, ‘toska’, ‘sudba’, ‘udal’ and othersPart 3. British cultural world. Major “kontzepty” of the British culture: ‘com-

mon sense’, ‘stiff-upper-lip’, ‘gentleman’, ‘fair play’, ‘freedom’ and others.Part 4. American cultural world. Major “kontzepty” of the American culture: ‘

self-relience’, ‘ speed’, ‘modernity’, ‘liberty’ and others.

Number of class work hours - 44 h.: 16 lectures, 28 seminars.The total amount of individual work is 70 hours including required readings on

the subject and home assignement.

Required readings: Berardo, Kate, Deardorff, Darla K., Trompenaars, Fons Building Cultural Competence : Inno-

vative Activities and Models. Stylus Publishing. 2012. http://site.ebrary.com/lib/hselibrary/search.action?adv.x=1&fromSearch=fromSearch&f00=au-thor&p00=Hofstede&f01=all&p01=&search=Search

Hall, Edward T. FOREWORD: CULTURAL MODELS IN TRANSCULTURAL COMMUNI-CATION. Nonverbal Behavior, 1979, Pages xi-xviihttp://www.sciencedirect.com/science/bookbshsrw/a/subscribed/svt

 Hofstede , Geert The business of international business is culture International Business Re-view, Volume 3, Issue 1, March 1994, Pages 1-14.http://www.sciencedirect.com/science/bookbshsrw/a/subscribed/svt

Hofstede, Geert  Organising for cultural diversity. European Management Journal, Volume 7, Issue 4, December 1989, Pages 390-397http://www.sciencedirect.com/science/bookbshsrw/a/subscribed/svt

National Research University – Higher school of EconomicsIntercultural Communication for 45.03.03 – Fundamental and Applied Linguistics

Bachelor Programme

Hopkins, Bryan Cultural Differences and Improving Performance. Ashgate Publishing Group, 2009. http://site.ebrary.com/lib/hselibrary/search.action?adv.x=1&fromSearch=fromSearch&f00=au-thor&p00=Hofstede&f01=all&p01=&search=Search

Garbsen, Martine Cardel De Gruyter Studies in Organization : Cultural Dimensions of Interna-tional Mergers and Acquisitions 2013.http://site.ebrary.com/lib/hselibrary/search.action?adv.x=1&fromSearch=fromSearch&f00=au-thor&p00=Hofstede&f01=all&p01=&search=Search

Mada, Stanca, Saftoiu, Razvan Professional Communication Across Languages and CulturesJohn Benjamins Publishing Company. 2012.http://site.ebrary.com/lib/hselibrary/search.action?adv.x=1&fromSearch=fromSearch&f00=au-thor&p00=Hofstede&f01=all&p01=&search=Search

Piller, Ingrid Intercultural Communication. Edinburgh University Press. 2011.http://site.ebrary.com/lib/hselibrary/search.action?adv.x=1&fromSearch=fromSearch&f00=au-thor&p00=Hofstede&f01=all&p01=&search=Search

Tomalin, Barry, Nicks, Mike World's Business Cultures, and How to Unlock Them (2nd Edi-tion). Thorogood. 2010. http://site.ebrary.com/lib/hselibrary/search.action?adv.x=1&fromSearch=fromSearch&f00=au-thor&p00=Hofstede&f01=all&p01=&search=Search

Tomes, Yuma Iannotti Cross-Cultural Interaction and Understanding : Theory, Practice, and Reality. Nova Science Publishers, Inc. 2013. http://site.ebrary.com/lib/hselibrary/search.action?adv.x=1&fromSearch=fromSearch&f00=au-thor&p00=Hofstede&f01=all&p01=&search=Search

Зинченко В. Г., Зусман В. Г., Кирнозе З. И. Межкультурная коммуникация. От системного подхода к синергетической парадигме: учебное пособие. Флинта, 2007.http :// www . sciencedirect . com / science / bookbshsrw / a / subscribed / svt

Section 2. Peculiarities “the Russian world” successful interacting with its repre-sentatives.

Part 1. “Russian cultural world”. Its features. Peculiarity of interacting with the representatives of the Russian world.

Part 2. Development of cross-cultural awareness: case studies.

Number of class work hours – 15 h. lectures.The total amount of individual work on the subject is 15 hours including prepar-

ing analyzing case studies and preparation of the team presentation.

Required readings: Зинченко В. Г., Зусман В. Г., Кирнозе З. И. Межкультурная коммуникация. От

системного подхода к синергетической парадигме: учебное пособие. Флинта, 2007.http://www.sciencedirect.com/science/bookbshsrw/a/subscribed/svt

Lectures by Professor, Dr Marina Tsvetkova and Associate Professor Nelly Boryshneva.

9. Educational Technologies (Practices)

National Research University – Higher school of EconomicsIntercultural Communication for 45.03.03 – Fundamental and Applied Linguistics

Bachelor Programme

In the course “Intercultural Communications” following educational technologies are used: lectures, case studies, cross-cultural discussions, solving cultural problems.

10. Appraisal tools for current control and student assessment of academic progress

10.1 Team project “Russia is…”The team should consist of 3-5 people. For the team assignment and presentation students are expected to give their own view and experience of the Russian culture with the reference to the theoretical part of the course (Hall’s cultural parameters, Hofstede cultural dimensions, Lewis cross cultural communication model etc). Presentation should consist of about 10 slides and detailed project description 1500-2500 words submitted via the Internet 3 days before the presentation in class. 10.2 The final test will consist of 10 mixed (multiple choice and open-ended) questions on the theoretical part of the course.

11. Samples of case studies, practical assignments, questions for the final test:

11.1 Cases

Task: Read the case. Discuss in a group and come up with the best answer. Be ready to explain why the answer you have chosen is the best one.

Case 1 Foreign Policy Discussions (from: Cushner Kenneth, Brislin Richard W. Intercultural Interactions: A Practical Guide. – 2nd edition. California: SAGE Publi-cations, 1996, p.10)

Never much interested in newspaper reading or current events, Betty Bradley from the United States had still done quite well in her undergraduate studies in anthro-pology and won a scholarship for overseas study in Germany. Again reflecting her aca-demic abilities, she was quite fluent in German, having studied it in both high school and college. Upon her arrival in Germany, she settled in well and began her graduate studies. During four or five informal gatherings of students at the local beer hall, Ger-man students asked her about U.S. policy on nuclear arms in Europe, the U.S. presi-dent’s seeming unsureness in foreign policy, and recent trade agreements between the U.S. and the former Soviet republics. Betty was unprepared for such questions and had little to say, and so was not so frequently included in beer hall gatherings later on during her sojourn. Betty was puzzled by the fact that she was not included.

If Betty asked you what was going on, what would you say?

1. The German students expected that Betty would have a great deal to say about the issues raised and were surprised that she did not contribute to discussions.

National Research University – Higher school of EconomicsIntercultural Communication for 45.03.03 – Fundamental and Applied Linguistics

Bachelor Programme

2. The German students were baiting Betty, trying to catch her in inconsistency so that they could the counter her arguments vigorously and show her to be poorly in-formed.3. The Germans” concern with politics and foreign policy is a reflection of the au-thoritarianism they still have as a national characteristic.4. The German students were very anti-American and rejected Betty for this reason.

Case 2 Engineering a Decision (from: Cushner Kenneth, Brislin Richard W. Intercultural Interactions: A Practical Guide. – 2nd edition. California: SAGE Publica-tions, 1996, p.64)

M. Legrand is a French engineer who works for a Japanese company in France.. One day, the company’s general manager, Mr. Tanaka, calls M. Legrand into his office to discuss a new project in the Middle East. Mr. Tanaka tells him that the company is very pleased with his dedicated work and would like him to act as a chief engineer for the project. It will mean 2 to 3 years away from home, but his family will be able to ac -company him and there will be a considerable personal financial benefits to the posi-tion –and, of course, he will be performing a valuable service to the company. M. Legrand thanks Mr. Tanaka for his confidence in him, but says that he will have to dis-cuss it with his wife before deciding. Two days later, he returns and says to Mr. Tanaka that both he and his wife do not like the thought of leaving France, and so he does not want to accept the position. Mr. Tanaka says nothing but is somewhat dumbfounded by the decision.

Why is Mr. Tanaka so bewildered by M. Legrand’s decision?

1. He believes it is foolish for M. Legrand to refuse all the financial benefits that go with the position.

2. He cannot accept that M. Legrand should take any notice of his wife’s opinion in the matter.

3. He believes that M. Legrand is possibly trying to bluff him into offering greater incentives to accept the offer.

4. He feels it is not appropriate to M. Legrand to place his personal inclinations above those of his role as an employee of the company.

Case 3. Betting on the Bull (from: Cushner Kenneth, Brislin Richard W. In-tercultural Interactions: A Practical Guide. – 2nd edition. California: SAGE Publications, 1996, p.3)

George is an American salesman working for a multinational company in Spain. He had express an interest to his Spanish colleagues in attending a bullfight, so when the first corrida of the season was announced, they invited him to accompany them.

National Research University – Higher school of EconomicsIntercultural Communication for 45.03.03 – Fundamental and Applied Linguistics

Bachelor Programme

When the first bull was let out, George jokingly asked the others, “So, who’s going to win? I’ll put my money on the bull.” The rest suddenly became silent, and one of his fellow salesmen remarked tartly, “ You Americans know nothing.” George did not know what he had said to offend them and felt very uneasy throughout the corrida.

What explanation would you give to George as to how he had given offence?1. His colleagues though George was suggesting they bet on the outcome.2. George was viewing the event as a sport; the Spanish view bullfighting more

as a ritual.3. His colleagues obviously thought the bull had no chance, and so George was

being very ignorant.4. It is regarded as very unlucky for the matador for someone to proclaim pub-

licly that the bull will win.

Case 4. Opening a Medical Office (from: Cushner Kenneth, Brislin Richard W. Intercultural Interactions: A Practical Guide. – 2nd edition. California: SAGE Publi-cations, 1996, p.66)

Dr. Tom McDivern, a physician from New York City, was offered a 2-year as-signment to practice medicine in a growing urban center in Saudi Arabia Many of the residents in the area he was assigned to were recent immigrants from the much smaller outlying rural areas. Because Western medicine was relatively unknown to many of these people, one of Dr. McDivern’s main responsibilities was to introduce himself and his service to those in the community. A meeting at a local school was organized for that specific purpose. Many people turned out, and Tom’s presentation went well. Some local residents also presented their experiences with Western medicine so that others could understand the value of using his services. Some of Tom’s office stuff were also present to make appointments for those interested in seeing him when his doors opened a week later. The meeting was an obvious success; his opening day was booked solid.

When the day finally arrived, Tom was anxious to greet his first patients. Thirty minutes had passed, however, neither of his first two patients had arrived. Tom began to worry about the future of his practice as he wondered where his patients were.

What was the major cause of Tom’s worries?

1. Although in Tom’s mind and by his standards his presentation was a success, people actually only made appointments so as not to hurt his feelings. They re-ally had no intention of using his service, as modern medicine is so foreign to their past experiences.

2. Given the time lag between sign-up and the actual day of their appointments, people had time to rethink their decisions. They had just changed their minds.

National Research University – Higher school of EconomicsIntercultural Communication for 45.03.03 – Fundamental and Applied Linguistics

Bachelor Programme

3. Views concerning units of time differ between Arabs and Americans. Whereas Tom believed his patients were very late, the Arab patients could still arrive and consider themselves to be on time.

4. Tom’s patients were seeing their own traditional healers from their own cul-ture; after that, they could go on to see the new doctor.

11.2 Practical assignments:In a group which consists of students who belong to the same culture discuss the ques-tions concerning an everyday situation and be ready to present the results of your dis-cussion to other groups and discuss their results. Work out cross-cultural difference:

Situation 1Birthday PartyYou are invited to a birthday party: • What would you wear? (would you dress up?)• What would you give as a present (for a woman/man)?• Would you come on time?

You are the birthday girl/boy• Would you rather invite your guests to a restaurant?• What would you serve on the table if you celebrate at home?• How many people would you invite?• Would you expect your guests to come on time?• What would you do with the presents the guests will bring?• How would you entertain guests?

Situation 2Having guests/being guests

You are guests:• What would you bring with you if at all?

You are: - invited by a family (with kids/without kids); - a woman, invited by a man; - a man, invited by a woman;

• What would you wear?• Would you come on time?

You are the host/hostess:• What would you wear?• What would you serve?

Situation 3In a restaurant/cafe

Who pays?• You go with your friends

National Research University – Higher school of EconomicsIntercultural Communication for 45.03.03 – Fundamental and Applied Linguistics

Bachelor Programme

• You ask a lady out • You are the lady asked out

Would you give tips?• Always/If the service was really great• How much?

Situation 4Test/exam• You are having an exam/test. You are not ready/don’t know the answer. What

would you do:• 1. ask your neighbour to help you?• 2. try to peep the answer?• 3. do nothing?• 4. other• Another student is not ready for the test. He/she is desperate. What would you

do?• 1. try to help him/her when the teacher does not see you• 2. do nothing• 3. Other

Situation 5Hospitality

(what is meant by hospitality in your country?)Imagine, you have a foreign guest.What will you do to be hospitable?

Situation 6Privacy

• Is it polite to call a colleague at weekends/holidays to discuss business ? • Do you invite strangers to your place easily? • Is it OK to visit a person without a previous arrangement?

11.3. Final TestThe final test will consist of 10 mixed (multiple choice and non-multiple choice) questions on the theoretical part of the course.Sample questions:

1. The 5-Demensional cultural Model was introduced by:a) Edward T. Hallb) Geert Hofstedec) Richard Lewisd) Svetlana Ter-Minasova

2. The dimension which coincides in the theory of Hofstede and Hall is:a) Polichronic – monochronic culturesb) Collectivistic – individualistic cultures

National Research University – Higher school of EconomicsIntercultural Communication for 45.03.03 – Fundamental and Applied Linguistics

Bachelor Programme

c) High context – low context culturesd) Feminin – masculine cultures

3. The term “kontzept” deals with:a) senseb) meaningc) both

4. Name five major “kontzepts” of the Russian world5. What mental “kontzept” is hidden under the Russian word “avos’” and in which

features of the Russian character is it manifested?6. What does the score (at Hofsteede’s scale) of 70 for Uncertainty avoidance for

Austria mean in business context?7. Give an example of a high-context culture.8. What type of cultures are labeled as linear-active cultures by R. Lewis?9. Describe proxemic behavior in Russia as opposed to Austria/ Italy.10.Name the factors which form system of national concepts.

12. Technical Provision The present course is run with the help of the following equipment: laptop, projector, screen for lectures.

13. Literature 13.1 Course books: Required readings:

1. Garbsen, Martine Cardel De Gruyter. Studies in Organization: Cultural Dimensions of Interna-tional Mergers and Acquisitions [Электронный ресурс] / Martine Cardel De Gruyter Garbsen; БД EBRARY. – N.Y.: Walter de Gruyter,2013. – Режим доступа: http://site.ebrary.com/lib/hselibrary/search.action?adv.x=1&fromSearch=fromSearch&f00=author&p00=Hofstede&f01=all&p01=&search=Search. – Загл. с экрана.2. Tomes, Yuma Iannotti. Cross-Cultural Interaction and Understanding : Theory, Practice, and Reality [Электронный ресурс] / Yuma Iannotti Tomes; БД EBRARY. – N.Y.: Nova Science Pub-lishers, Inc., 2013. – Режим доступа: http://site.ebrary.com/lib/hselibrary/search.action?adv.x=1&fromSearch=fromSearch&f00=author&p00=Hofstede&f01=all&p01=&search=Search. – Загл. с экрана.

13.2 Additional readings:

1. Зинченко, В.Г. Межкультурная коммуникация. От системного подхода к синергетической парадигме [Электронный ресурс]: учебное пособие / В.Г.Зинченко, В.Г.Зусман, З.И.Кирнозе; ЭБС Университетская библиотека. - М.: Флинта, 2007. - 224 с. – Режим доступа: http://biblioclub.ru/index.php?page=book_view&book_id=79344. – Загл. с экрана.

2. Тер-Минасова, С.Г.  Война и мир языков и культур: вопросы теории и практики межъязыковой и межкультурной коммуникации: [учебное пособие] / С.Г.Тер-Минасова. - М.: Слово/Slovo, 2008.

National Research University – Higher school of EconomicsIntercultural Communication for 45.03.03 – Fundamental and Applied Linguistics

Bachelor Programme

3. Тер-Минасова, С.Г.  Язык и межкультурная коммуникация: [учебное пособие] / С.Г.Тер-Минасова. - М.: Слово/Slovo, 2008.

4. Berardo, Kate. Building Cultural Competence: Innovative Activities and Models [Электронный ресурс] / Kate Berardo, Darla K.Deardorff, Fons Trompenaars; БД EBRARY. – USA: Stylus Publishing, 2012. – Режим доступа: http://site.ebrary.com/lib/hseli-brary/search.action?adv.x=1&fromSearch=fromSearch&f00=author&p00=Hofstede&f01=all&p01=&search=Search. – Загл. с экрана.

5. Hall, Edward T. FOREWORD: CULTURAL MODELS IN TRANSCULTURAL COMMUNICATION [Электронный ресурс] / Edward T. Hall; БД Sciencedirect // Nonver-bal Behavior. – 1979. -  Pages xi-xvii [available online 30.08.2013]. – Режим доступа: http://www.sciencedirect.com/science/bookbshsrw/a/subscribed/svt. - Загл. с экрана.

6. Hofstede, Geert. The business of international business is culture [Электронный ресурс] / Geert Hofstede; БД Sciencedirect // International Business Review. – 1994 (March). - Vol-ume 3. – Issue 1. - Pages 1-14. – Режим доступа: http://www.sciencedirect.com/science/bookbshsrw/a/subscribed/svt. - Загл. с экрана.

7. Hofstede, Geert. Organising for cultural diversity [Электронный ресурс] / Geert Hofstede; БД Sciencedirect // European Management Journal. – 1989 ( December). - Volume 7. – Issue 4. - Pages 390-397. – Режим доступа: http://www.sciencedirect.com/science/bookbshsrw/a/subscribed/svt. - Загл. с экрана.

8. Hopkins, Bryan. Cultural Differences and Improving Performance [Электронный ресурс] / Bryan Hopkins; БД EBRARY. – UK: Ashgate Publishing Group, 2009. – Режим доступа:http :// site . ebrary . com / lib / hselibrary / search . action ? adv . x =1& fromSearch = fromSearch & f 00= au - thor & p 00= Hofstede & f 01= all & p 01=& search = Search . – Загл. с экрана.

9. Mada, Stanca. Professional Communication Across Languages and Cultures [Электронный ресурс] / Stanca Mada, Razvan Saftoiu; БД EBRARY. – Amsterdam, Philadelphia: John Ben-jamins Publishing Company, 2012. – Режим доступа: http://site.ebrary.com/lib/hselibrary/search.action?adv.x=1&fromSearch=fromSearch&f00=author&p00=Hofstede&f01=all&p01=&search=Search. – Загл. с экрана.

10. Piller, Ingrid. Intercultural Communication [Электронный ресурс] / Ingrid Piller; БД EBRARY. – Edinburgh: Edinburgh University Press, 2011. – Режим доступа:http :// site . ebrary . com / lib / hselibrary / search . action ? adv . x =1& fromSearch = fromSearch & f 00= au - thor & p 00= Hofstede & f 01= all & p 01=& search = Search . – Загл. с экрана.

11. Tomalin, Barry. World's Business Cultures, and How to Unlock Them [Электронный ресурс] / Barry Tomalin, Mike Nicks; БД EBRARY. - 2nd Edition. – UK: Thorogood, 2010. – Режим доступа: http://site.ebrary.com/lib/hselibrary/search.action?adv.x=1&fromSearch=fromSearch&f00=author&p00=Hofstede&f01=all&p01=&search=Search. – Загл. с экрана.

12. Guffey, M. E. Business Communication: process & product / M.E.Guffey. - 5th ed. - Mason, OH, USA: THOMSON SOUTH-WESTERN, 2006. - 585 p.

13. Chaney, L.H. Intercultural Business Communication / L.H.Chaney, J.S.Martin. - 4th ed. - New Jersey: Pearson Prentice Hall, 2005. - 306 p.

14. Pearson, J.C. An Introduction to Human Communication: Understanding and Sharing / J.C.-Pearson, P.E.Nelson. - 7th ed. - Madison: Brown & Benchmark Publischers, 1997. - 389 p.

Authors of the programme Professor, Dr. Marina Tsvetkova Associate Professor, Dr. Nelly Boryshneva