Advantages and disadvantages of intercultural communication
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Advantages
Effective intercultural communication is vital to not only the establishment, but also the maintenance of positive intergroup relations (Yearwood, 2012). Thus, people must see themselves as possibly engaged in communication and capable of giving and receiving feedback (Yearwood, 2012). For example Muslims’ strong sense of community, spirituality and hospitality are oft cited qualities of virtue (Payne, 2006). Similarly Muslims worldwide regularly praise the West’s technological achievements, respect for equality before the law and queuing (Payne, 2006). Apart from that, both sides also share similar principles, ideas, and other (Payne, 2006).
Besides that, people are believed these factors to be critical to intercultural communication competence, it can increased cultural knowledge and awareness, communication skills, and tolerance for ambiguity (Yearwood, 2012). For example students who engage in intercultural interactions tend to experience gains in communication skills, the ability to empathize and openness to new ideas (Mckeiver, 2013). Moreover, intercultural interactions also increased individuals’ likelihood to challenge personal beliefs and embrace new perspectives and allows us opportunities to practice variations of our intercultural advising style in order to see what works is better for students (Mckeiver, 2013).
Disadvantages
However, intercultural communication may provide cons. Sometimes, international students experience feelings of uncertainty and anxiety about how to integrate into their host society (Yearwood, 2012). International students often question the deeds that prescribe social norms, in their host country and whether or not they are adhering to these norms (Yearwood, 2012). In regards to international students, all of these differences, between the host country and their country of origin, can result in incompatibility among students, intercultural conflicts, and social alienation (Yearwood, 2012). Furthermore, some findings suggest that some schools may express concerns about issues such as a student’s language ability, they tend to lack empathy for the life challenges students are experiencing, including their emotional and psychological well-being, but some schools did not consider their role in contributing to these behaviors, and instead blamed the students for lacking critical thinking skills and other negative things (Mckeiver, 2013).
Besides that, if it is the culture of the host country or dominant society to marginalize minority groups, then the minority groups will have less successful relationships and more conflicts in their interactions (Yearwood, 2012). For example, in an experiment, some American students’ reaction to international students is willing befriend with internationals students, while others will not (Yearwood, 2012). Moreover, research also found the domestic staff and students exhibited greater prejudice against international students by thinking of them as “sad, lonely and other negative words” (Mckeiver, 2013). The level of prejudice varies depending on the student’s home country (Mckeiver, 2013). So, when students lack confidence in their communication skills, or intenational students facing the experience of negative interactions with the host culture, international students may be unwilling to seek guidance when they need it (Mckeiver, 2013). So, it will provide cons of intercultural communication in international students.
Effective intercultural communication is vital to not only the establishment, but also the maintenance of positive intergroup relations (Yearwood, 2012). Thus, people must see themselves as possibly engaged in communication and capable of giving and receiving feedback (Yearwood, 2012). For example Muslims’ strong sense of community, spirituality and hospitality are oft cited qualities of virtue (Payne, 2006). Similarly Muslims worldwide regularly praise the West’s technological achievements, respect for equality before the law and queuing (Payne, 2006). Apart from that, both sides also share similar principles, ideas, and other (Payne, 2006).
Besides that, people are believed these factors to be critical to intercultural communication competence, it can increased cultural knowledge and awareness, communication skills, and tolerance for ambiguity (Yearwood, 2012). For example students who engage in intercultural interactions tend to experience gains in communication skills, the ability to empathize and openness to new ideas (Mckeiver, 2013). Moreover, intercultural interactions also increased individuals’ likelihood to challenge personal beliefs and embrace new perspectives and allows us opportunities to practice variations of our intercultural advising style in order to see what works is better for students (Mckeiver, 2013).
Disadvantages
However, intercultural communication may provide cons. Sometimes, international students experience feelings of uncertainty and anxiety about how to integrate into their host society (Yearwood, 2012). International students often question the deeds that prescribe social norms, in their host country and whether or not they are adhering to these norms (Yearwood, 2012). In regards to international students, all of these differences, between the host country and their country of origin, can result in incompatibility among students, intercultural conflicts, and social alienation (Yearwood, 2012). Furthermore, some findings suggest that some schools may express concerns about issues such as a student’s language ability, they tend to lack empathy for the life challenges students are experiencing, including their emotional and psychological well-being, but some schools did not consider their role in contributing to these behaviors, and instead blamed the students for lacking critical thinking skills and other negative things (Mckeiver, 2013).
Besides that, if it is the culture of the host country or dominant society to marginalize minority groups, then the minority groups will have less successful relationships and more conflicts in their interactions (Yearwood, 2012). For example, in an experiment, some American students’ reaction to international students is willing befriend with internationals students, while others will not (Yearwood, 2012). Moreover, research also found the domestic staff and students exhibited greater prejudice against international students by thinking of them as “sad, lonely and other negative words” (Mckeiver, 2013). The level of prejudice varies depending on the student’s home country (Mckeiver, 2013). So, when students lack confidence in their communication skills, or intenational students facing the experience of negative interactions with the host culture, international students may be unwilling to seek guidance when they need it (Mckeiver, 2013). So, it will provide cons of intercultural communication in international students.
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