Speaker or listener or speaker and listener

2013 ◽  
Vol 3 (2) ◽  
pp. 167-185 ◽  
Author(s):  
Stefanie Alexa Stadler
Keyword(s):  
Intercultural Communication ◽  
Meaning Construction ◽  
Dual Role ◽  
Mutual Understanding ◽  
Shared Understanding ◽  
Considerable Effort ◽  
Creation Process ◽  
Role Relationship ◽  
Meaning Creation ◽  
Intracultural Communication

Communication requires a considerable effort in order to facilitate and indeed reach shared understanding between interlocutors. This is even more important in intercultural communication, where our normal cues fail to function and shared background may be incomplete or altogether absent. Seeing as we can no longer rely on our usual meaning construction tools, we have to work harder than in intracultural communication to derive and deliver meaning. As a consequence, it is not sufficient to carry out the usual speaker and listener roles, in which the speaker holds a more active and the listener a more receptive participative role. Instead, both speaker and listener have to work together in a joint, collaborative and contemporaneous effort to create mutual understanding. This paper explores why there is a need in intercultural communication to fulfil a dual role relationship in the meaning creation process, how this can be achieved in intercultural discourse and how it can benefit interlocutors.

scholarly journals Expert Advisory Groups: Exploring the Sensemaking Proces s During a Public Health C risis R esponse

2018 ◽  
Author(s):  
Iva Seto ◽  
David Johnstone ◽  
Jennifer Campbell-Meier
Keyword(s):  
Public Health ◽  
Decision Makers ◽  
Process Information ◽  
Unexpected Event ◽  
Health Crisis ◽  
Creation Process ◽  
Public Health Crisis ◽  
Advisory Groups ◽  
Expert Advisory ◽  
Meaning Creation

In a public health crisis, experts (such as epidemiologists, public health officers, physicians and virologists) support key decision  makers with advice in a highly dynamic, pressured,  and time-sensitive context. Experts must process information (to provide advice) as quickly as possible, yet this must be balanced with ensuring the information is credible, reliable,  and relevant. When an unexpected event occurs, it may lead to a gap between what is  experienced and what was expected; sensemaking is a meaning creation process which is engaged to fill the gap. This research explores how experts engage in sensemaking during a  public health crisis.

scholarly journals Collective Referential Intentionality in the Semantics of Dialogue

2014 ◽  
Vol 36 (1) ◽  
pp. 143-159
Author(s):  
Dale Jacquette
Keyword(s):  
Collective Intentionality ◽  
Mutual Understanding ◽  
Shared Understanding ◽  
Shared Meaning ◽  
General Terms ◽  
Question And Answer ◽  
Key Terms ◽  
Reasoning And Argument

Abstract The concept of a dialogue is considered in general terms from the standpoint of its referential presuppositions. The semantics of dialogue implies that dialogue participants must generally have a collective intentionality of agreed-upon references that is minimally sufficient for them to be able to disagree about other things, and ideally for outstanding disagreements to become clearer at successive stages of the dialogue. These points are detailed and illustrated in a fictional dialogue, in which precisely these kinds of referential confusions impede progress in shared understanding. It is only through a continuous exchange of question and answer in this dialogue case study that the meanings of key terms and anaphorical references are disambiguated, and a relevantly complete collective intentionality of shared meaning between dialogue participants is achieved. The importance of a minimally shared referential semantics for the terms entering into reasoning and argument in dialogue contexts broadly construed cannot be over-estimated. Where to draw the line between referential agreement and disagreement within any chosen dialogue, as participants work toward better mutual understanding in clearing up referential incongruities, is sometimes among the dialogue’s main points of dispute.

scholarly journals Historical and Symbolic Aspects of Linguistic Representation of the World

2016 ◽  
Vol 2 (1) ◽  
pp. 65-71
Author(s):  
Margarita Ganyushina
Keyword(s):  
Intercultural Communication ◽  
National Culture ◽  
Current Literature ◽  
Historical Development ◽  
Symbolic Meaning ◽  
Mutual Understanding ◽  
Symbolic Language ◽  
Theoretical Understanding ◽  
The World ◽  
World Image

The article is an attempt to offer a theoretical understanding of the notion of a “Linguistic world-image” (LWI) within symbolic contexts as represented in the current literature, define the symbol’s features, its influence on LWI in historic perspective, and investigate its functioning within idioms or metaphors. We have undertaken the review of previous LWI investigations and, as the methodological basis of our research, we have used ethno-semantic and linguistic-philosophical approaches to language; specifically, the method of multiple etymology, introduced by V. N. Toporov and developed by M.M. Makovsky, which permitted us to identify the correlation of LWI with linguistic signs as a carrier of symbolic meaning. It should be noted that studying symbolic language properties and linguistic signs within the linguistic world-image, which were not taken into account before, is conductive to a more profound comprehension of the correlation between language, culture, and mutual understanding index in the intercultural communication process.The LWI concept is considered as a subjective-objective dynamic multilevel construct, which presents its primary features through a lexical-semantic language system within a world and national culture formed as a result of the reflection of sensorial perception, facts, understanding and estimation of the objective phenomena in national linguistic consciousness, in the experience of correlation of language concepts, images and symbols throughout the cultural historical development of the language. Therefore, two approaches to studying LWI are evident - cognitive and cultural-philosophical - which are not so much conflicting as mutually reinforcing.

“It’s Not Just Your Dad, It’s Not Just Your Coach…” The Dual-Relationship in Female Tennis Players

2015 ◽  
Vol 29 (3) ◽  
pp. 224-236 ◽  
Author(s):  
Olivier N. Schmid ◽  
Malayna Bernstein ◽  
Vanessa R. Shannon ◽  
Catherine Rishell ◽  
Catherine Griffith
Keyword(s):  
Dual Role ◽  
Narrative Approach ◽  
Tennis Players ◽  
Role Relationship ◽  
Dual Relationship ◽  
Role Relationships ◽  
Volunteer Coaches ◽  
Insight Into

Tennis has been identified as an ideal context for examining the dynamics of parenting and coaching relationships (Gould et al., 2008) but coaching dual-role relationships remain unexplored in this sport and related investigations only included volunteer coaches (Jowett, 2008; Harwood & Knight, 2012). An open-ended interview approach was used to examine how female tennis players previously coached by their fathers (professional coaches) before competing in college tennis perceived their experiences with the dual-role relationship and the coaching transition. A holistic narrative approach was used to reconstruct retrospectively the stories of the participants’ experiences and understand their development. Despite some beneficial aspects, a majority of participants emphasized their challenging experiences with regards to their needs to manage blurred boundaries, receive paternal approval, and endure their fathers’ controlling and abusive behaviors. Coaching transitions helped normalize father-daughter relationships and provided insight into the respective needs that were fulfilled through the dual-role relationships.

scholarly journals 'Verstehen' heißt nicht 'mögen'

2002 ◽  
Vol 10 (1) ◽  
Author(s):  
Theo Harden
Keyword(s):  
Intercultural Communication ◽  
Basic Assumption ◽  
Necessary Condition ◽  
Mutual Understanding ◽  
Entire Area ◽  
Formal Instruction ◽  
Intercultural Exchange ◽  
Marco Polo ◽  
History Of ◽  
Positive Feelings

The discussion in the entire area of "intercultural communication" revolves around the issue of facilitating mutual understanding between members of ethnic and cultural communities. The basic assumption is that once this has been achieved, the fundamental problems have been addressed, thereby removing the obstacles for sympathetic interaction. The conclusion that understanding is a necessary condition for liking, is, however, faulty. Empathy and sympathy are - even though related - not identical. In this contribution I will argue that getting to know the "other" better will not automatically result in liking him/her more. The history of exotism from Marco Polo via Columbus to even such sober characters as James Cooke shows that phenomena which are not understood may create very strong positive feelings whereas in an intracultural setting which is certainly not ridden by difficulties encountered in intercultural exchange, we do find clearly marked antipathies. A further topic to be addressed is the issue of whether the matters in question are intrinsically accessible and capable of being mediated in formal instruction.

scholarly journals Stability of typologies produced on the basis of repeated measurement with the role relationship and the name generator approach

2009 ◽  
Vol 6 (2) ◽  
Author(s):  
Tina Kogovšek ◽  
Valentina Hlebec
Keyword(s):  
Sampling Procedure ◽  
Second Step ◽  
Considerable Effort ◽  
Survey Question ◽  
Role Relationship ◽  
Overall Stability ◽  
Network Composition ◽  
The Stability ◽  
Complex Coordination ◽  
Experimental Group

In measuring ego-centered social networks, two general approaches can be distinguished. A very simple way to evaluate membership in a social network is to ask an ordinary survey question where response categories are types of relationships (e.g., partner, parents, children, friends, etc.). This approach (usually called the role relation(ship) approach) is very appealing as it saves time and money. However, information obtained by this approach is very limited. Most often, when evaluating ego-centered networks, the name generator approach is used. The list of egos (respondents) is obtained in the first step. In the second step, existing ties are identified - all alters with whom the focal ego has some sort of relationship. When all ties have been identified, the contents and the characteristics of ties are assessed. In most cases the characteristics of the alters are also measured. The name generator approach yields more data and is also of higher quality. However, it is time and money consuming, and it requires either considerable effort from respondents, when it is applied in self-administered mode, or complex coordination between interviewer and respondent, when it is applied in personal interviews (e.g., Kogovšek et al., 2002). In a series of studies (e.g., Hlebec and Kogovšek, 2005; Kogovšek and Hlebec, 2005; Kogovšek and Hlebec, 2008), network composition was estimated using both approaches. Test-retest and split-ballot experiments on convenience samples of respondents were used to assess the stability of network composition. Findings show that, with some caution, the two approaches are comparable. In the present paper this line of research is taken a step further. Typologies of social support networks are produced by hierarchical clustering on the basis of network composition, estimated by both approaches. Overall stability of typologies as well as stability of clustering of individual respondents is studied by means of simple descriptive analyses and by discriminant analysis. The results show that the overall stability of typologies is relatively high – two to three cluster groups are obtained in each analysis. However, the typologies seem to be more stable in one experimental group. Also the stability of clustering for individual respondents seems quite high as 73% to 85% of respondents were correctly classified. Incorrectly classified respondents were also studied, but their characteristics may well reflect the specific characteristics of the sampling procedure rather than some other systematic factor.

scholarly journals Intercultural Communication Barriers. China and the USA, The Difficulties of a Dialogue

2019 ◽  
Vol 25 (2) ◽  
pp. 258-263
Author(s):  
Oana-Antonia Ilie
Keyword(s):  
Cultural Differences ◽  
Intercultural Communication ◽  
Communication Barriers ◽  
Communication Process ◽  
Mutual Understanding ◽  
Language Differences ◽  
Intercultural Exchange ◽  
Communication Difficulties ◽  
The Usa

Abstract When people from different countries, cultures and backgrounds meet, they have to cope with the positive and the negative aspects of the intercultural exchange. Barriers such as anxiety, language, stereotypes, prejudice, ethnocentrism, and assumption of similarity instead of difference are the most significant ones to consider. This paper aims to discuss the main difficulties that individuals of various cultures and heritages may face during the intercultural communication process. In particular, this paper takes a closer look at the cultural differences between China and the USA, and at some of the current communication difficulties that the two countries face, caused by lack of mutual understanding, ethnocentrism, stereotypes, prejudice, language, differences of nonverbal indices, political and economic causes.

‘Rigour’, ‘discipline’ and the ‘systematic’: The cultural construction of educational research identities?

2019 ◽  
Vol 18 (5) ◽  
pp. 527-545
Author(s):  
Edwin Keiner
Keyword(s):  
Intercultural Communication ◽  
Educational Research ◽  
Cultural Construction ◽  
Mutual Understanding ◽  
Evidence Based ◽  
Normal Science ◽  
Scholarly Research ◽  
Theoretical Approaches ◽  
Cultural Contingencies ◽  
Gold Standards

In the present scientific era which prefers evidence-based educational research and methodological gold standards, ‘rigour’, ‘discipline’ and the ‘systematic’ serve as standardising and homogenising concepts and as powerful identifiers of ‘normal science’ in the context of historical and cultural contingencies. These concepts serve to construct disciplinary identities and, furthermore, have the power to define what counts as rigour, discipline and the systematic – and what not. The article starts with the problems of terminology and shows that rigour, discipline and the systematic are rather vague and ambivalent concepts, especially when considering their meaning in different languages and cultures. The second part uses different foci of several theoretical approaches in order to show the meaning and functions of rigour, discipline and the systematic for constructing educational research identities and to explain different notions of these concepts in different research cultures. The final part considers the future and argues for the strengthening of a transversal, (meta-)reflexive and communicative dimension which both opens and limits the forms and formats of educational research employing diversity and intercultural communication as a valuable and powerful resource of sound scholarly research, mutual understanding and intellectual delight.

Grounding in musical interaction: Evidence from jazz performances

2008 ◽  
Vol 12 (1_suppl) ◽  
pp. 71-110 ◽  
Author(s):  
Maya Gratier
Keyword(s):  
Sustained Attention ◽  
Common Ground ◽  
Shared Knowledge ◽  
Mutual Understanding ◽  
Shared Understanding ◽  
Musical Interaction ◽  
Important Basis

This study explores the issue of mutual understanding between musicians in improvised performance. It attempts to describe how improvising musicians indicate to each other that they have grasped each other's expressive intentions in order to collaboratively negotiate common expressive trajectories. The process of moment-to-moment monitoring of shared understanding is referred to as “grounding”. Shared knowledge, beliefs and assumptions provide an important basis for grounding and grounding in turn reinforces a “common ground” of shared representation. Based on research on “grounding” in conversational exchange and on studies of nonverbal mother-infant interaction, some possible indices of “grounding” in musical interaction are discussed. Grounding in conversational exchange is attained through acknowledgement, relevance and sustained attention. It is proposed here that displays of mutual understanding between musicians are rooted in a collaboratively negotiated embodied phrasing through which repetition, mirroring and matching, punctuation, and completion and synchronisation might constitute the musical basis for grounding.

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