Matching Items (2)
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- All Subjects: Intercultural communication
- Creators: Cerron-Palomino, Alvaro
Description
The field of intercultural communication emerged from demonstrated need in the public sector and has roots in cultural anthropology. There is continued need in academic and practitioner domains for improved ways to effectively engage across cultures. To do so, it is necessary to develop approaches that enable a person to take the emic perspective of an intercultural Other. Worldview is a promising concept in several fields, such as anthropology and cross-cultural psychology, but remains undeveloped in the field of intercultural competence. In addition, existing conceptualizations and approaches to identify worldviews are too comprehensive or ambiguous to be useful. The purpose of this project was to propose a novel worldview framework synthesizing existing literature. The resulting construct is constituted by the composite universals, morality, agency, and positionality (MAP). Worldview MAP was applied to intercultural interactions between members of two distinct sociocultural groups working together on a two-week global management project in a multinational organization in Japan. Three research questions focused on identifying intercultural difficulties, worldview assumptions of each party, and relationships between the difficulties and worldviews. Inter-rater reliability was calculated for three morality subdimensions most underdeveloped in the literature. Findings include worldview descriptions for both culture groups across MAP and ways in which worldviews are interconnected with and illuminate three complex intercultural difficulties. Further, five meta-level worldview findings show how implicit worldviews were indirectly revealed in narrative data. Limitations of the study and implications for future work are discussed.
ContributorsSteiner, Elena (Author) / Corman, Steven R. (Thesis advisor) / Kim, Heewon (Committee member) / Tsuda, Takeyuki (Committee member) / Arizona State University (Publisher)
Created2019
Description
Drawing on previous empirical works in the field of Intercultural Competence (ICC) and telecollaboration (Chun, 2011; Elola & Oskoz, 2008; Furstenberg, 2004; Schulz, 2007), this study investigates how a completion of Cultura Project tasks in L1 and L2 helped to determine students' cultural values and behaviors, find out how their mental lexicons are structured, and assess a state of their critical cultural awareness. The theoretical framework for this study is based on Byram's (1997) work on ICC. As a part of their course work, Spanish language learners from a lower-division class participate in three Cultura Project tasks and provided their comments afterwards. The findings revealed cultural values and believes of the participants, as well as the organization of their mental lexicons. Moreover, the findings illustrated how the level of critical cultural awareness, as one of the components of ICC, could be assessed using the rubrics developed based on Byram's (1997) work on ICC and Bloom's (1990) revised taxonomy of learning skills. The results of the study contributed to the field of SLA on what is known about the roles of culturally-based questionnaires in critical cultural awareness assessment and the structure of mental lexicons of L2 learners.
ContributorsVaskivska, Tetiana (Author) / Lafford, Barbara A. (Thesis advisor) / Cerron-Palomino, Alvaro (Committee member) / González-López, Verónica (Committee member) / Arizona State University (Publisher)
Created2015