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The concept of The concept of cognocogno- -cultural awarenesscultural awareness ± ±
a prerequisite for intercultural communicationa prerequisite for intercultural communication
Jasmina Djordjevic, PhDFaculty of Law and Business Studies Novi Sad, Serbia
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IntroductionIntroduction
O f utmost importance is that weaccept to µextend ourselves to includeothers in the same envelope of awareness.¶ (Hall, 1996)
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S ummaryS ummaryTopic:
Intercultural communication depends on the individual¶s ability toperceive and process cultures in an intercultural context, i.e. onthe particular level of cogno-cultural awareness that the individualcan develop.
Rationale:
1. Communication depends on a particular model of conceptualising reality (MCR).
2. Intercultural communication is the ability to switch from thesource model of conceptualising (SMC ) to an equivalent targetmodel of conceptualising (TMC) and vice versa ± ability for conceptual shifts between different conceptual mapping
systems (Mandelblit - 'Cognitive Translation Hypothesisµ, 1995) .
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B asic premisesB asic premisesUsing mental capacities to makeinformed decisions about how to dealwith new or similar situations.
Cognitiveawareness
Using knowledge about one¶s own andothers¶ cultures to assist in the
performance of professional and/ oreveryday duties.
Cultural
awareness
Ability to interact effectively withpeople from different/ diverse cultural
backgrounds.
Cultural/Interculturalcompetence
Ability to switch from one model of conceptualising reality/ culture toanother model of conceptualising
reality/ culture .
Conceptual shift
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P rerequisites for the conceptual shiftP rerequisites for the conceptual shift
in intercultural communicationin intercultural communication
1. Ability to create meaning for messagesfrom and/ to members of differentcultural background
2. Ability to interpret the meaning of suchmessages
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A bility to create meaning A bility to create meaning
P rovide content tocommunication
The WHAT
Depends on the
linguistic andextralinguisticknowledge thatinterlocutors bringinto the process
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A bility to interpret meaning A bility to interpret meaning
Apply process of understanding
The HOW
Depends on cognitive and
perceptive abilities to seerelationships ³outside thebox´, empathy to ³feel thecontent´, intelligence toread ³between the lines´.
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E xample: conceptual shift with aE xample: conceptual shift with a
culture specific termculture specific termS ource model of conceptualising
P lace in an open areaP eople can say what they wantS ymbol of free speech
Target model of conceptualising
Mesto na otvorenomLjudi mogu slobodno re i tagod eleS imbol slobode govora
Equivalent/corresponding term
Mesto na uglu, slobodagovora = Ugao govornika
S p e ak
er s¶
C or n er
U g a
o g ov
or ni k
a
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E xample: Conceptual shift among intelocutorsE xample: Conceptual shift among intelocutorsfrom diverse cultural backgroundsfrom diverse cultural backgrounds
T wo teams of scientists: low-context(American) and high-context(Japanese)
Discussion on education programmes
Either the Japanese start explaining orthe Americans learn how to makeconclusions by reading between the lines
Interlocutors
Issue
Shift
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ConclusionsConclusions
1. µMost of us remain lonely until we meetsomeone else, who also knows that other
people are real and not the paper cutoutsthat those, who do not know, make themout to be.¶ (Hall, 1998)
2. We need µa conceptual shift from a
hierarchical perspective of culturalinfluence, compromise and adaptation toone of collaborative cross-culturallearning ¶ (Bartholomew and Adler, 1996)
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THANK YOU !THANK YOU !
Jasmina Djordjevic, P hDFaculty of Law and Business S tudies, Novi S ad
S erbia