Diese Arbeit untersucht nonverbale Kommunikation, genauer gesagt, Stille. "Silence and Pauses" nehmen unterschiedliche Stellenwerte in verschiedenen Kulturen ein und können so eine Barriere in der interkulturellen Kommunikation darstellen. Hier wird speziell der Gebrauch von Pausen in japanischer und anglo-amerikanischer Kommunikation betrachtet, wobei auf unterschiedlichen Einsatz, Länge und Deutung von Pausen fokusiert wird. Zuletzt folgt eine Diskussion zu den Konsequenzen und Problemen, die abweichende kulturelle Definitionen von Stille mit sich bringen können.
This paper examines nonverbal communication, more precisely, silence. "Silence and pauses" can take on different roles and meanings in various cultures, thus creating barriers in intercultural communication. The focus of this paper is on the use of silence in Japan and Anglo-culture, taking a closer look at different usage, length and interpretation of pauses. Lastly, consequences and problems which might emerge due to the varying cultural definitions of silence are discussed.
Table of Contents
1. Introduction
2. The cross-cultural meanings of silence
2.1 The meaning of silence in Japanese culture
2.2 The meaning of silence in Anglo-culture
3. The intercultural role of silence
4. Conclusion
Research Objectives and Key Topics
This paper examines the cultural differences regarding the use and interpretation of silence within Japanese and Anglo-cultures. It aims to clarify why silence is perceived differently in these two contexts, specifically exploring how power dynamics, politeness strategies, and cultural attitudes toward communication influence these variations, ultimately addressing the resulting misunderstandings in intercultural encounters.
- Cross-cultural definitions and functions of silence.
- Analysis of silence as a politeness strategy in Japanese culture.
- Perception of silence in Anglo-culture, including its association with dishonesty or powerlessness.
- Impact of different turn-taking styles on intercultural classroom communication.
- Consequences of cultural misinterpretations of silence.
Excerpt from the Book
The meaning of silence in Japanese culture
Besides studying the behaviour of Japanese students in Australian classrooms, Nakane also devotes a whole chapter on his studies of silence in all Japanese high school classrooms from 1999 and 2001, to form a basis for a comparison of the behaviour of Japanese students in a native in contrast to a non-native surrounding with special focus on “classroom communication styles” (2007: 41). For this he observed 10 sessions in different subjects on a public and a private high school. 4 of these sessions were audio- and video-taped, the others were recorded via field-notes, while estimating the lengths of significant pauses. Considering the time of observation and the inaccuracy of the measuring of some of the silences this study is not highly representative and exact. However, Nakane's study is only concerned with Japanese silence in Japanese classrooms, while previous studies often exclusively looked at silence of Asian students in multicultural classrooms, which might take on different forms than the silence in native contexts, and therefore is so far the best description of the usage and the functions of silence in Japanese culture.
Based on these observations, Nakane firstly states that in Japanese classrooms the written form of communication is generally preferred, with the teacher using the board extensively so the students can copy rather than take notes from what he/she is orally telling them (Nakane 2007: 43). Also, students mostly answer study-questions by writing a short paragraph to read it out afterwards (ibid.: 46). Therefore, the teacher “takes the burden of the spoken mode of communication in the classroom” (ibid.), thus teaching the students to participate by writing rather than speaking.
Summary of Chapters
1. Introduction: This chapter provides an overview of the role of silence in communication and defines the research focus on the cross-cultural differences between Japanese and Anglo-cultural communication styles.
2. The cross-cultural meanings of silence: This section investigates the specific interpretations of silence in both cultures, highlighting how Japanese classrooms prioritize silence as a mark of respect and politeness, while Anglo-cultures often view it negatively, associating it with hesitation or dishonesty.
3. The intercultural role of silence: This chapter discusses how differing expectations regarding turn-taking and silence lead to miscommunications in academic settings, particularly affecting Japanese students in Australian institutions.
4. Conclusion: The concluding chapter summarizes the main findings, suggesting that while the "silent East" stereotype exists, the underlying reasons for silence are deeply rooted in specific cultural values, which necessitates greater cross-cultural awareness.
Keywords
Silence, Intercultural Communication, Japanese Culture, Anglo-Culture, Nonverbal Communication, Politeness Strategy, Classroom Discourse, Power Distance, Cultural Schemata, Misinterpretation, Turn-taking, Language Proficiency, Social Norms, Cultural Values.
Frequently Asked Questions
What is the central focus of this research paper?
The paper explores the diverse meanings, functions, and interpretations of silence in both Japanese and Anglo-cultures to understand why these groups communicate differently.
What are the primary thematic fields addressed?
The core themes include intercultural communication, cultural differences in nonverbal behavior, classroom interaction dynamics, and the impact of societal power structures on communication habits.
What is the main objective of the study?
The goal is to determine how cultural background influences the perception of silence and to highlight the consequences of these differences in an intercultural, specifically educational, environment.
Which scientific methods were utilized?
The paper relies on a literature-based analysis, primarily examining Ikuko Nakane’s observational studies and qualitative findings regarding classroom communication, as well as theories from researchers like Jefferson, Kurzon, and Hofstede.
What content is covered in the main section of the paper?
The main section compares the specific "meaning" of silence in Japanese education—linked to hierarchy and politeness—with the interpretation of silence in Anglo-cultures—where it is often viewed as a sign of hesitation or a lack of power.
Which keywords best characterize this work?
Key terms include silence, intercultural communication, Japanese culture, Anglo-culture, politeness strategy, power distance, and social norms.
How do Japanese students perceive classroom participation according to the study?
In the Japanese context described, silence is often a strategic choice to show respect for the teacher, maintain the 'face' of both teacher and student, and adhere to a culture that avoids public disagreement.
Why is a one-second pause significant in Anglo-cultures?
Research indicates that in Anglo-cultures, silence exceeding approximately one second is often interpreted negatively, triggering perceptions of dishonesty, uncertainty, or a lack of engagement.
How does power distance influence communication in these cultures?
High power distance in Japan encourages students to remain silent to respect authority, whereas low power distance in Anglo-cultures encourages active verbal participation and equality in dialogue.
- Quote paper
- Sophia Gundlach (Author), 2010, The Meaning of Silence in Japan and Anglo-Culture, Munich, GRIN Verlag, https://www.grin.com/document/213442
