Communication in Low-Context and High-Context Cultures

Communication in Low-Context and High-Context Cultures

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Communication in Low-Context and High-Context Cultures

Low- and high- context categorizations do not apply to all people in a specific country, but it is important to understand the general tendencies of the dominant culture because this knowledge can hel p you communicate better with those from cultures different from your own (Copeland & G riggs, 1985). Every culture is unique, and when you interact or do business with people from other cultures, you must become familiar not only with the language of the other country but also with its culture. In some high- context cultures, for example, it is considered rude to directly say “no” if someone makes a

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request of you, and people instead prefer to communicate the “no” without actually saying t he words. They might say, “maybe” or “I will try,” but it is clearly understood to mean “no” t o someone who is familiar with that culture. The “maybe” or “I will try” answers are simply ritualized responses, much like when we ask someone “How are you?” and they respond “fi ne” (even when they are not). This idea is illustrated in the earlier example of the pilots’ int ercultural communication. Due to the high- context communication he is probably used to given his dominant culture, the first officer a nticipated that his high- context message (“Don’t you think it rains more? In this area here?”) would be appropriatel y interpreted by the captain.

People from low- context cultures such as the United States are used to focusing on being precise and using v erbal communication. So, when an American makes a request of a person from a higher- context society who responds with an indirect, ambiguous message such as “I will try,” the American will typically ignore the ritual and the context, take the words literally, and expec t the person to try to accommodate the request. Then the American may become upset whe n the other person makes no attempt to do so. If the American protests, the high- context person may have difficulty understanding and believe the American is trying to forc e a rude response (Novinger, 2001).

When engaging in intercultural communication, you may have a tendency to be ethnocentri c— that is, to believe that your own culture or method of communication is best or does things “the right way” and that others are wrong. One of the most important skills of competent co mmunicators in this multicultural and globalized world is to recognize that most aspects of cultures are not right or wrong; they are merely different from one another. For example, c onsider oceanic fishing practices. Some cultures perceive fishing to be wrong because of its environmental harm (“What is the environmental impact of the fishing industry?”, 2017). H owever, for a number of indigenous coastal cultures, fishing in the ocean not only provides food, but a connection to the earth and to family (Ota & Cisneros- Montemayor, 2017). This shows that one culture’s values are viewed entirely differently by members of another culture. While neither is right or wrong, this clashing of values may ca use conflict. Figure 3.2 summarizes the different characteristics of communication in low- context and high-context cultures.

Figure 3.2: Communication in low-context and high-context cultures

Every culture is unique, but there are some general factors that we can keep in mind when we interact with individuals from low-context and high-context cultures.

Source: Based on information from Novinger, T. (2001). Intercultural communication: A practical guide. Austin, TX: Universit y of Texas Press.

Individualistic and Collectivistic Cultures

In addition to differences between low- and high- context communication in cultures, another fundamental way in which cultures differ is the ir tendency toward individualism or collectivism. We first introduced the concepts of indivi dualism and collectivism when we discussed Hofstede’s five cultural dimensions. Recall tha t individualistic cultures value a strong sense of personal identity and promote individual g oals, rights, choices, and freedoms. People in the United States, as well as in other individua listic cultures such as Australia and the Netherlands, are encouraged to be unique and self- reliant. They are generally stimulated by individual competition, place personal goals over others’ motivations, and often attribute their achievements to their individual strengths. In an individualistic culture, meeting new people often involves questions about accomplishm ents such as “What do you do for a living?” Many believe that they create their own identity, and they are proud of their personal success. Members of collectivistic cultures, however, value close ties, cooperation and harmony, conf orming to the group, and relying on others for support. The group, family, or community a person belongs to is of high importance in these cultures, and people are more interdepend ent and closely associated with their social network. What is best for the group is the overri ding factor in decision making. Often, there is no differentiation between an individual’s pri orities and the group’s priorities (Hofstede, 2001). In Japanese business situations, for insta nce, decisions are made within the group with little or no personal recognition for individu als (Morrison & Conaway, 2006). Interpersonal communication differs according to how individualistic or collectivistic a cult ure is. In interpersonal communication, individualists focus more on the content of the inte raction, or what is being said, while collectivist communicators focus on the relational impli cations of the interaction, or what the interaction means for the relationship (Goldstein, Ma rtin, & Cialdini, 2008).

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. 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And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. 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The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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