Teaching Intercultural Business Communication.

Autor/in	Gould, John W.
Titel	Teaching Intercultural Business Communication.
Quelle	(1987), (10 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Business Administration Education; Business Communication; Course Content; Course Organization; Cross Cultural Training; Curriculum Development; Curriculum Evaluation; Higher Education; Intercultural Communication; Japanese Culture; Languages for Special Purposes; Second Languages; Student Participation + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Unternehmenskommunikation; Kursprogramm; Course organisation; Kurskonzept; Interkulturelle Orientierung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interkulturelle Kommunikation; Sprachhandlungsfähigkeit; Second language; Zweitsprache; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	Suggestions are provided for teachers wishing to develop a course segment on intercultural business communication, based on a hypothetical need for an instructional module in Japanese business culture. It is suggested that the teacher first read related materials and seek out resource people who have lived and worked in the culture. Module objectives reflecting the businessperson's need for cultural, historical, and social information should then be established. Content should touch on geography, popular culture, and language, and can be integrated with simulated negotiations involving the resource persons. Students should be required to study the American culture in preparation for studying a foreign one. A course progression from conceptual to theoretical and again to conceptual is recommended, beginning with a comparison of cultural characteristics and behaviors relating to self-disclosure in various contexts. Evaluation of the module should seek information about (1) the students' cultural awareness before and after the content was taught, (2) student perceptions of what content is most useful, and (3) colleagues' and guest participants' perceptions of their own roles and the instructor's role in producing and presenting the curriculum. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC