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  • QUESTION

    Scholarly Article Review: Textbook Part 3 (Chapters 7-9)

    Please read the instructions down below carefully. Please do not use any outside source only use the provided source which is Chapter # 7, 8, And 9 and my school library database. This is same kind of assignment you did it before so you know everything how it works. Please provide the my school library database about the actual article you going to choose for this assignment in the work sited page as a MLA format like you did it before. And also use the textbook as well and provide this under work sited as well.

     

     

    Scholarly Article Journal Reviews  (each review approximately 1 – 2 pages) 

    The purpose of the assignment is to demonstrate that you have read and understand current research in the field of Communication.  You will be choosing articles from Communication Journals (which you can find in my college library site Link is down below).  You will choose a topic from one of the chapters in Part One of the textbook and complete a short writing assignment. 

    For example, you could choose to find an article about the idea that Communication is Contextual (from Chap 7), or that Ecology affect culture (from Chap 8), or the components of Intercultural Competence (from Chap 9).  Find a concept, an idea from one of these chapters that interests you and explore the idea in an academic journal. (which you going to find in my school Library database).

    You may complete a traditional survey of the article or you may answer the questions below.  Either option will take approximately 500 – 1000 words.

    If you choose option B, Make sure that your answers are complete and use your own words in discussing the article, limiting the use of direct quotes.

    For both Option A and Option B include a complete MLA citation at the top of your paper of the article that you are reviewing.

    Questions for Option B:

    1. What was the major purpose or problem described in this article?
    2. List the hypotheses or research questions.
    3. What type of sample was used in this research (i.e., who was studied)?
    4. What types of methods were used (e.g., questionnaires, observations, interventions, etc.)?
    5. What were the results and conclusions of this research?
    6. What were the limitations of this research?
    7. What is your opinion or reaction to this research?
    8. How does this study contribute to our understanding of Intercultural Communication?

    Please do not use any outside source only use the chapters I provided and our library website to find scholarly article. The topic you going to choose from the three chapter of the textbook and explore the idea in an academic journal. Please write the Scholarly article journal review In MLA format between 500-1000 words. Please do this assignment correctly. If you have any question message me please do not make any mistakes. Please limiting the use of direct quotes. Please include a complete MLA citation at the top of your paper of the article that you are reviewing. Please-Please follow the direction carefully.

    https://libraryguides.chabotcollege.edu/az.php?s=90756

    My Id: W10767599

    Pasword Is: 300080

     

    Rubric

    Scholarly Article Review

    Scholarly Article Review

    Criteria

    Ratings

    Pts

    This criterion is linked to a Learning OutcomeOrganization

    5.0 pts

    Satisfactory

    Writing is coherent and logically organized. Some points remain misplaced and stray from the topic. Transitions evident but not used throughout essay.

    2.5 pts

    Needs Improvement

    Writing lacks logical organization. It shows some coherence but ideas lack unity. Serious errors.

    0.0 pts

    Did not Complete

    5.0 pts

    This criterion is linked to a Learning OutcomeLevel of Content

    4.0 pts

    Satisfactory

    Content indicates thinking and reasoning applied with original thought on a few ideas.

    2.0 pts

    Needs Improvement

    Shows some thinking and reasoning but most ideas are underdeveloped and unoriginal.

    0.0 pts

    Did not Complete

    4.0 pts

    This criterion is linked to a Learning OutcomeDevelopment

    4.0 pts

    Satisfactory

    Main points well developed with high quality and quantity support. Reveals degree of critical thinking.

    2.0 pts

    Needs Improvement

    Main points lack detailed development. Ideas are vague with little evidence of critical thinking.

    0.0 pts

    Did not Complete

    4.0 pts

    This criterion is linked to a Learning OutcomeOutcome Research

    4.0 pts

    Satisfactory

    Sources support some claims made in the paper, but might not be integrated well within the paper’s argument. There may be a few errors in MLA style.

    2.0 pts

    Needs Improvement

    The paper does not use adequate research or if it does, the sources are not integrated well. They are not cited correctly according to MLA style, nor listed correctly on the Works Cited page.

    0.0 pts

    Did not Complete

    4.0 pts

    This criterion is linked to a Learning OutcomeGrammar & Mechanics

    4.0 pts

    Satisfactory

    Most spelling, punctuation, and grammar correct allowing reader to progress though essay. Some errors remain.

    2.0 pts

    Needs Improvement

    Spelling, punctuation, and grammatical errors create distraction, making reading difficult; fragments, comma splices, run-ons evident. Errors are frequent.

    0.0 pts

    Did not Complete

    4.0 pts

    This criterion is linked to a Learning OutcomeStyle

    4.0 pts

    Satisfactory

    Attains college level style; tone is appropriate and rhetorical devices used to enhance content; sentence variety used effectively.

    2.0 pts

    Needs Improvement

    Mostly in elementary form with little or no variety in sentence structure, diction, rhetorical devices or emphasis.

    0.0 pts

    Did not Complete

    4.0 pts

    Total Points: 25.0

     

 

Subject Article Analysis Pages 8 Style APA

Answer

Non-verbal Communication across Cultures

Semnani-Azad, Zhaleh & Adair, Wendi. The Display of ‘Dominant’ Nonverbal cues in Negotiation: The Role of Culture and Gender. International Negotiation. 2011, Vol. 16 Issue 3, p451-479. http://eds.a.ebscohost.com.chabotcollege.idm.oclc.org/eds/pdfviewer/pdfviewer?vid=4&sid=98c0e737-32d6-4b78-adbf-183689a4666d%40sdc-v-sessmgr03

Nonverbal communication is one of the most important aspects of cultural communication that a member of a given culture usually acquires from a very young age. In communication, nonverbal cues differ from one culture to another, and the perceived meanings behind some interactions also change from one culture to culture. The variations that exist in the display rules that influence nonverbal communication across cultures have been documented extensively. According to Lustig et al (2018), these display rules govern the requirement, preference, permission or prohibition of verbal expressions and is therefore the standard upon which young children lie to interpret their nonverbal expressions (p. 135). The article by Semnani-Azad and Adair cited above explores the realm of nonverbal communication across cultures and explains the concept in the context of cross-cultural negotiation. The article takes notice of the fact that the cultural differences in the modes of nonverbal communication often present international negotiators with unprecedented challenges due to the failure by those negotiators to adapt or over-adapting to their fellows. To be able to mitigate the challenges in cross-cultural negotiations then, it is important that the potential of intercultural clashes as a result of misunderstandings in nonverbal communication are assessed and understood.

From the outset, the writers begin by identifying some of the non-verbal elements in culture that may lead to cross-cultural misunderstandings. The first one identified is the cultural variation in display rules and the interpretation of non-verbal behaviour across cultures. Because display rules guide interpretations, differences in the same cause misunderstandings so often. Secondly, the cultural differences are evident in the negotiator’s facial expressions. A Ukrainian negotiator may start the negotiation with a stern and forlorn facial expression but ease with time. On the other hand, an American or British negotiator will start the negotiation with a smile and a relaxed countenance. The clash comes whereby the Ukrainian negotiator interprets the gesture as being pretentious while the British negotiator feels the Ukrainian is disinterested. Eye contact is also another area from where we can find variations in the display and interpretation. Negotiators from the Western countries like France may interpret the lack of eye contact as disingenuousness and deceit while a negotiator from the Eastern world like from Japan would interpret direct eye contact as an act of domination. Such misunderstandings would harm negotiations across these cultures.

Important to the understanding of non-verbal communication across cultures in negotiation is the element of dominance. The article attempts to illustrate culture variation in behaviours that convey dominance. The element of dominance in negotiations is vital because to a lesser or greater degree, negotiations involve some element of competing interests and the cross-cultural distances may elicit behaviours that convey dominance. Behaviours like anger, a relaxed posture and the use of space for instance by spreading work all over the table are taken as displays of dominance. Besides pure competition, displays of dominance are also caused by negative emotions and interpersonal processes. If we take the use of space as an example, countries that have in the past embraced conquest and territorial expansion like Greta Britain, Spain and Germany can be said to have been expressing dominance. The other laid back ones are on the opposite end of the spectrum. When someone relaxes and sits back during a negotiation, it can interestingly be interpreted as a sign of dominance. When you enter an office and there is a roundtable discussion, you are more likely to judge the person who is laid back in his or her chair and in a relaxed posture as the superior. In terms of anger, people with dominance tend to get angry fast and display negative emotion. They may frown, yell, refuse to laugh or sit by and watch fixedly. Seeing them this way is an indication that they are setting themselves apart and displaying dominance. Anger is much more likely to be used by negotiators from the Asian nations like Korea while friendliness would be preferred by the West. The conflict comes about when the person from the Asian nation feels the Western negotiator is not serious and when the Western negotiator believes his Asian counterpart is pretentious. Intercultural competence would make these negotiators recognize the underlying display rules that guide the interpretation of such non-verbal cues in communication.

The differences in cultural interpretation of display rules are also evident in the realm of conflict resolution. During conflict resolution, there are certain modes of behaviour that and non-verbal communication that suggest the thinking of those involved in the resolution. The issues of individualists, who tend to be more self-interested and thus more dominating, against collectivists who are less militant, can be explained in this part. A French student for instance would prefer a confrontational method to conflict resolution as compared to a student from Japan who would be more inclined towards avoidance in conflict resolution. In negotiations then, the French would tend to use more dominating approaches as compared to the Japanese.

The writers also explore the idea of gender differences in the display of dominant non-verbal behaviour. Gender role stereotypes tend to perceive men as dominant and aggressive compared to females who are agreeable and nurturing. However, differences in the extent of these interpretations still exist. A person from Saudi Arabia would think it inappropriate for a female in the United States to openly display assertiveness and bold refusal. This is because even if the female in the United States is not expected to be as aggressive as the man, there still is a difference between her and the woman from Saudi Arabia.

In conclusion, it is true that non-verbal communication varies from one culture to another. The variations that exist however are created by the differences in display rules that govern interpretation from one culture to another. International negotiators face challenges when they have to interpret the non-verbal signs and cues like facial expressions, gestures and posture that may portray varied levels of dominance. Misinterpretations of these cues often hamper cross-cultural communication, making it impossible to reach agreeable resolutions.

                                                                

.

References

 

Lustig, Myron et al. Intercultural competence: Interpersonal communication across cultures. Boston: Pearson. 2018.

Semnani-Azad, Zhaleh & Adair, Wendi. The Display of ‘Dominant’ Nonverbal cues in Negotiation: The Role of Culture and Gender. International Negotiation. 2011, Vol. 16 Issue 3, p451-479. http://eds.a.ebscohost.com.chabotcollege.idm.oclc.org/eds/pdfviewer/pdfviewer?vid=4&sid=98c0e737-32d6-4b78-adbf-183689a4666d%40sdc-v-sessmgr03

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