Low-Context and High-Context Cultures

Low-Context and High-Context Cultures

Description/Paper Instructions

Low-Context and High-Context Cultures

All cultures incorporate both verbal and nonverbal elements into their communication. Ho wever, some cultures depend more on words, while other cultures rely more on nonverbal elements such as body language, factors in the environment, or the communication situatio n itself. One way to understand these communication differences, introduced by Edward Ha ll in his 1976 book Beyond Culture, is to determine a culture’s context. Context, according to Hall (1976), is a function of culture that “designates what we pay attention to and what we i gnore” (p. 85). Context, in relation to communication, is a cultural factor that determines th e degree to which the intention or meaning of communication is explicit or implicit. A parti cular culture, as it relates to Hall’s conceptualization, can thus be placed along the continuu m ranging from low context to high context. The meaning of messages in a low- context culture tends to be clear, direct, and is typically derived from words. The United Sta tes, for example, is a low- context culture. A great deal of emphasis is placed on the words someone uses when they s peak, and, in U.S. culture, phrases such as “I give you my word” and “My word is my bond” r eflect the value placed on people’s words. A great deal of significance is also placed on expli cit, written messages, including formal contracts, meeting agendas, and even course syllabi, to provide necessary information and details. Nonverbal messages such as silence, eye con tact, or gestures are generally used to reinforce words. A high- context culture, however, emphasizes the implicit and indirect meaning of messages, and th us communicators rely more on nonverbal elements. For example, in some high- context cultures a raised eyebrow might mean “yes,” as in France and Polynesia, or it might mean “no,” as in Greece (Novinger, 2001). Words are not as important as the way they are s aid or the context in which the communication takes place, so members of high- context cultures are better at “reading between the lines.” Much of the important informati on in a high- context message is contained in the nonverbal elements, in a ritualized response, or in the c ontext of the communication. To help illustrate differences between high- and low- context cultures, consider how individuals might engage in conflict with one another. Steph en Croucher and his colleagues (2012) found that members of the high- context cultures of India and Thailand would either avoid conflict or give in during conflict, whereas members of the low- context cultures of the U.S. and Ireland would be direct and dominating during a conflict. B ut it is important to remember that cultures do not rank as “low” or “high” in an absolute se nse. Instead, such distinctions occur on a continuum, or scale, from lower to higher (see Fig ure 3.1). It is also important to remember that people within a particular culture may be ex tremely diverse and that various co- cultures exist within each dominant culture. For example, even though someone may be fro m a low-context culture such as the United States, that person’s central co- culture could be higher context than the dominant U.S. culture.

Figure 3.1: A continuum of low- to high-context cultures

The different explicit and implicit meanings of communication are affected by certain cultu ral factors. Messages tend to be more direct in low- context cultures and more indirect in high-context cultures.

Source: Going International: How to Make Friends and Deal Effectively in the Global Marketplace, by Lennie Copeland and Le

wis Griggs. Copyright © 1985 Lennie Copeland and Lewis Griggs. Used by permission of Griggs Productions. For more informa

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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