Chapter 6
Oral and Nonverbal Communicaon Paerns
Quesons
1. Thought paerns include the speed with which decisions are made. Making quick
decisions is a characterisc of U.S. managers, while the Japanese views this as impulsive.
2. Paralanguage refers to rate, volume, and quality that a+ect meanings of messages.
3. A1tudes toward me are re2ected in the two me systems, monochronic and
polychronic me. People in countries that follow monochronic me (the U.S., England,
4. Space needs of people in the United States are greater than those in Lan America or
5. Cultures that favor direct eye contact include Britain, Canada, the United States, and
6. Olfaccs (smell) can have a posive or negave e+ect on intercultural encounters. Most
7. Cultures that are comfortable with bodily contact include the Lan and Middle East
8. Di+erences in body language of people in various cultures include: people in the U.S.
9. Some colors have a posive connotaon in one culture and a negave connotaon in
10. The Japanese are comfortable with silence; people of the U.S., Italy, and Greece use lile
Case 1
Barbara‘s asking Anna in the e-mail why the Germans cannot get their materials shipped
on me could be perceived as a generalizaon that Germans are never on me. Since
punctuality is highly regarded by Germans, she may have insulted Anna’s naonal pride.
Case 2
In the negoaon between the representave of the U. S. and members of the Japanese
$rm, the movement of their heads in an up and down moon may have simply meant
Case 3
Pre-departure training would have corrected this faux pas. For social occasions one
arrives half an hour to an hour a-er the me on the invitaon. This and other social
Case 4
Fred, like many U.S. people, believes people show respect by maintaining eye contact.
Many cultures, such as China, show respect by not maintaining eye contact. Even Arabs,
Case 5
Cultural di+erences involved in this situaon include di+erent a1tudes toward
tardiness, importance of the family, and what is considered appropriate
Acvies
1. Responses will vary. Students who have traveled widely will, of course, have more
2. Prior to preparing the skit, class members should discuss possible scenarios that would
3. The instructor could $nd numerous examples of gestures with various meanings in
4. The instructor could divide the class into small groups, such as: interacon between
Lan American males with females/males, U.S. males with females/males, and Egypan
5. Eye contact in the U.S. is direct, in Japan it is impolite to look superiors or elders directly
6. Changes/improvements students may suggest include improvements to restaurant sign