Chapter 1. DEFINITION AND CLASSIFICATION 5 1.1. Definition 5 1.1.1. The Complete Communication 5 1.1.2. The Ingredients of Communication 6 1.2…. [609305]

IOANA HOREA

– 2009 –
BUSINESS ENGLISH
COMMUNICATION

TABLE OF CONTENTS

Chapter 1. DEFINITION AND CLASSIFICATION 5
1.1. Definition 5
1.1.1. The Complete Communication 5
1.1.2. The Ingredients of Communication 6
1.2. Classification 6
1.2.1. Standard English Communication 7
1.2.2. Business English Communication 7
1.2.2. Intercultural Communication 7

Chapter 2. THE OBJECT OF COMMUNICATION 9
2.1. Perceiving the world 9
2.1.1. The Creation of Symbols 9
2.1.2. Ways of Communicating 10
2. 2. The Language 11
2.2.1. Importance and Meaning 11
2.2 .2 . The English Words 12
2.3. The Silent Languages 12
2.4 . The Human Transaction 13

Chapter 3. DIFFICULTIES OF UNDERSTANDING 16
3.1. Psychological Aspects 16
3.1.1. Facts and Inferences 16
3.1.2. The Neglect of Complexity 17
3.1.3. Insufficiency vs. Self-Sufficiency 17
3.2. The Use of Words 18
3.2.1. The Labyrinth of Words 18
3.2.2. Difficulties of translation 18
3.2.3. False Friends 19

Chapter 4. EVERYDAY CONVERSATION 26
4.1. Meeting People 26
4.1.1. Greeting 26
4.1.2. Introducing Somebody 26
4.2. Suggestions and Advice 27
4.2.1. Invitations and Suggestions 27
4.2.2. Expressing Preferences 28
4.2.3. Giving Advice 28
4.3. Guiding Instructions 28

Chapter 5. COMMUNICATION INSIDE COMPANY 33
5.1. Impersonal and Interpersonal Communication 33
5.1.1. Giving Information 33
5.1.2. Face to Face Relationship 34
5.1.3. Channels of Communication 34
5.2. Written Communication 34
5.2.1. The Memo 35
5.2.2. Business Letters 35
5.2.3. The E-mails 36
5.3. New requirements 37
5.3.1. Global Economy 37

5.3.2. High Technology 37

Chapter 6. COMMUNICATION FILTERS 55
6.1. Meanings and Feelings 55
6.1.1. Semantics 55
6.1.2. Emotions 55
6.1.3. Attitudes 56
6.2. Position and Gender 56
6.2.1. Role Expectations 56
6.2.3. Gender Bias 56
6.3. Nonverbal Messages 57

Chapter 7. EFFECTIVE COMMUNICATION IN COMPANY 59
7.1. Improve Business Communication Skills 59
7.1.1. General Guidance 59
7.1.2. Active Listening 60
7.1.3. Self-disclosure 60
7.2. Business Activities Involving Communication 61
7.2.1. Receiving People 61
7.2.2. Telephone Conversations 62
7.2.3. Making Presentations 63
7.2.4. Negotiations 64
7.2.5. Meetings 66

Chapter 8. AWARENESS OF THE WORLD 69
8.1. Types of Awareness 69
8.1.1. Personal 69
8.1.2. Domestic 70
8.1.3. International 70
8.2. Perception of world 70
8.2.1. Belief, Value, Attitude Systems 70
8.2.2. World View 71
8.2.3. Social Organization 72

Chapter 9. CULTURE AND COMMUNICATION 75
9.1. Cultural Heritage 75
9.1.1. Pattern of Intercultural Communication 75
9.1.2. The Overriding Culture 76
9.2. Cultural Differences 76
9.2.1. Levels of Differences 76
9.2.2. Perception Ranges 77
9.3. Language and Culture 78
9.3.1. Verbal Aspect 78
9.3.2. Nonverbal Aspect 78
9.4. Subcultural Approach 80
9.4.1. Race, Nation, Ethnic Group 80
9.4.2. Subcultures and Subgroups 80
9.4.3. The Argot 81

BIBLIOGRAPHY 87

DEFINITION AND CLASS IFICATION
CHAPTER 1
DEFINITION AND CLASS
INTRODUCTION
Our behaviour has, seemingly, communication potential. All we do can communicate
something about us.

THEME PRESENTATION
Communication is a vital ingredient in all domains of human life and activity. In a
rough classification, one can observe standard, bus in
and the series of particularities that can be ident ified for each.
1.1 DEFINITION

In order to understanding communication we have to first clarify its mechanisms. It all
starts with the fact that people need social
exchange of messages. This is done through certain specialised or adapted human
behaviour, such as: t alk, smile, frown, walk, wave, shake head, other ge stures. Still, these
actions will come to represent messages
same time, they elicit meaning for the other, more precisely the same meaning (as the one
intended by the performer).
1.1.1. THE COMPLETE

When someone observes our behaviour and attributes a
taken place, regardless of whether that behaviour w as conscious or unconscious,
intentional or unintentional
‘behaviour’, too). What is important is to understand
conscious intention). As a general concept, c
organisms to exchange information by several method s.
Considering the participants, the action occurring, the object and the objective of the
action, a more complete definition can be produced. The participants are the people
involved in an interaction. The activity producing communication is the transmission
message, the object. The purpose is the transfer of some knowledge between the persons
engaged in the process.
Communication can be defined as the process of mean ingful interaction
among human beings. It is the act of passing inform ation and the
which meanings are exchanged so as to produce under standing.
Moreover, communication can only be considered comp lete if
perceives the message, attributes meaning to it (de codes it) and is somehow affected by it.
A complete communication is a two
process in which one person (a source) intentionall y encodes and transmits a
message through a channel to an intended audience ( receivers) in order to
induce a particular attitude or behavi IFICATION
DEFINITION AND CLASS IFICATION
behaviour has, seemingly, communication potential. All we do can communicate
Communication is a vital ingredient in all domains of human life and activity. In a
rough classification, one can observe standard, bus in ess or intercultural communication
and the series of particularities that can be ident ified for each.
In order to understanding communication we have to first clarify its mechanisms. It all
starts with the fact that people need social contact and thus they come to long for the
exchange of messages. This is done through certain specialised or adapted human
alk, smile, frown, walk, wave, shake head, other ge stures. Still, these
actions will come to represent messages only if they are observed by the other and, at the
same time, they elicit meaning for the other, more precisely the same meaning (as the one
intended by the performer).
1.1.1. THE COMPLETE COMMUNICATION
When someone observes our behaviour and attributes a meaning to it, communication has
taken place, regardless of whether that behaviour w as conscious or unconscious,
intentional or unintentional . “We cannot not communicate” (to be , to simply exist,
What is important is to understand communication as intended (the
As a general concept, c ommunication is a process that allows
organisms to exchange information by several method s.
Considering the participants, the action occurring, the object and the objective of the
action, a more complete definition can be produced. The participants are the people
involved in an interaction. The activity producing communication is the transmission
message, the object. The purpose is the transfer of some knowledge between the persons
Communication can be defined as the process of mean ingful interaction
among human beings. It is the act of passing inform ation and the
which meanings are exchanged so as to produce under standing.
Moreover, communication can only be considered comp lete if the intended receiver
perceives the message, attributes meaning to it (de codes it) and is somehow affected by it.
complete communication is a two -way, on- going, behaviour
process in which one person (a source) intentionall y encodes and transmits a
message through a channel to an intended audience ( receivers) in order to
induce a particular attitude or behavi our. behaviour has, seemingly, communication potential. All we do can communicate
Communication is a vital ingredient in all domains of human life and activity. In a
ess or intercultural communication
In order to understanding communication we have to first clarify its mechanisms. It all
contact and thus they come to long for the
exchange of messages. This is done through certain specialised or adapted human
alk, smile, frown, walk, wave, shake head, other ge stures. Still, these
only if they are observed by the other and, at the
same time, they elicit meaning for the other, more precisely the same meaning (as the one
meaning to it, communication has
taken place, regardless of whether that behaviour w as conscious or unconscious,
, to simply exist, is a
communication as intended (the
ommunication is a process that allows
Considering the participants, the action occurring, the object and the objective of the
action, a more complete definition can be produced. The participants are the people
involved in an interaction. The activity producing communication is the transmission of a
message, the object. The purpose is the transfer of some knowledge between the persons
Communication can be defined as the process of mean ingful interaction
among human beings. It is the act of passing inform ation and the process by
which meanings are exchanged so as to produce under standing.
the intended receiver
perceives the message, attributes meaning to it (de codes it) and is somehow affected by it.
going, behaviour -affecting
process in which one person (a source) intentionall y encodes and transmits a
message through a channel to an intended audience ( receivers) in order to

DEFINITION AND CLASSIFICATION
66 66 1.1.2. THE INGREDIENTS OF COMMUNICATION

Communication consists of several elements giving i ts characteristic features. Thus, we
may identify as ingredients of communication, the f ollowing: Source, Encoding, Message,
Channel, Receiver, Decoding, Receiver’s response, F eedback.
Other characteristics that identify communication a re: Dynamic, Interactive nature
(Intrapersonal, Interpersonal), Irreversible, Physi cal and social context.
The process of communication can be noticed in figu re 1.

Figure 1. Communication process

On the way from the speaker to the listener, the me ssage has to go through and may be
distorted by various filters, be these the sender’s or the receiver’s.
The filters are represented by:
• semantics
• emotions
• attitudes
• role expectation
• gender bias
• nonverbal messages
1.2 CLASSIFICATION

Communication in English can be studied following t hree major aspects that the language
itself, on one hand, and the particularities of the field of business, on the other hand,
suppose.
In a didactic approach of assessing the spheres of communication of interest for the
business fields, we can identify the occurrence of three large areas that are related and
strongly interact: standard, business and intercult ural communication, as represented in
figure 2.

Figure 2. Business approach of the classification o f communication

The interdependence that provides the reason of the ir inseparability is understandable if
we think that, obviously, one cannot approach the d omain of business communication, let

DEFINITION AND CLASSIFICATION
77 77 alone that of intercultural communication, without having first assimilated the general
structures of the language, as well as the conversa tional elements of lexis, the basis of
Standard English communication.

Much in the same way, the general knowledge might p rove almost useless in the business
field without a proper awareness of the specific vo cabulary of Business English or of the
peculiarities that might occur in the communication al behaviour of their collocutors as
traces of their environment, of their cultural back ground.
1.2.1. STANDARD ENGLISH COMMUNICATION
The specific language of communication implied by t he general English will include
grammatical structures, elements of vocabulary and idiomatic expressions useful for:
/square6 greeting
/square6 introducing oneself / somebody
/square6 inviting / suggesting / advising
/square6 accepting / refusing
/square6 expressing opinions / preferences
/square6 giving directions / orders
/square6 specifying facts / locations / attitudes.
1.2.2. BUSINESS ENGLISH COMMUNICATION
In Business English the specificity consists in the fact that, besides mastering the skills of
general communication, the collocutors are supposed to deal with and make use of specific
lexical elements, managing vocabulary regarding act ivities or concerns such as:
/square6 telephoning
/square6 e-mailing, writing business letters
/square6 making presentations
/square6 negotiating
/square6 debating in / conducting meetings
/square6 winning cooperation / trust
/square6 dealing with subordinates / peers / the higher-rank ed
1.2.3. INTERCULTURAL COMMUNICATION
When the cross-culture communication is implied, th e concern is at the same time placed
on the elements of standard and business communicat ion and on the background
particularities (national/ geographic culture, soci al environment, ethnic/ racial/ group
behaviour). The approach will comprise categories r egarding:
/square6 Perception
/square6 Belief, value, attitude systems
/square6 World view
/square6 Social organization
/square6 Verbal processes
/square6 Patterns of thoughts

DEFINITION AND CLASSIFICATION
/square6 Nonverbal processes
/square6 Behaviour
/square6 Concept of time and space

Summary:
• Communication is a process of meaningful interactio n among human beings
• In what the business field is concerned, three large s pheres of communication can be
identified and discussed: standard, business and in tercultural communication, each
comprising specific elements.
Self evaluation:

1. Define communication.
2. What areas of communication can you identify as concerning the fi eld of business?
3. Explain the interrelation of the spheres of comm unication.
4. Enumerate 4 special activities requiring busines s communication skills.

Communication is a process of meaningful interactio n among human beings .
what the business field is concerned, three large s pheres of communication can be
identified and discussed: standard, business and in tercultural communication, each
communication can you identify as concerning the fi eld of business?
3. Explain the interrelation of the spheres of comm unication.
4. Enumerate 4 special activities requiring busines s communication skills. what the business field is concerned, three large s pheres of communication can be
identified and discussed: standard, business and in tercultural communication, each
communication can you identify as concerning the fi eld of business?

THE OBJECT OF COMMUNICATION
99 99 CHAPTER 2
THE OBJECT OF COMMUNICATION
INTRODUCTION
What we intend communicate further are actually the interpretations we construe about
the world we ourselves perceive. For being able to transmit the images we see, we first
process reality and label it: along civilizations w e learned how to encrypt it so that we
can easily, briefly express our minds. The message we encode and attempt to transmit
is the object of communication
THEME PRESENTATION
After first encoding the outer world in symbols, pe ople found various methods to transfer
their interpretations of the world to the others, e ither through words or through other
ways.
2.1. PERCEIVING THE WORLD

When we talk or write about something, what we desc ribe is the interactions that
happened inside of us – not just what happened outs ide of us so that what we talk or write
about is only a very small part of all that is goin g on ‘out there’.
Experiences ‘teach’ us to perceive the world, to un derstand similarities and differences,
to link together the pieces and see the world as a continuous panorama and many of our
problems in communication arise because we forget t hat individual experiences are never
identical:
/square6 Private interests makes us unintentionally ‘select’ what we perceive and may guide the
way we ‘react’. For instance:
/square6 Ink blot pictures demonstrate that people respond d ifferently to the same image,
according to their experience and interests
/square6 Images we see in the clouds, associations we make, similarities we see in things are
proofs of our knowledge about the world
/square6 Blind or eyes-covered people will perceive an elep hant differently coming in
contact with different parts of its body
2.1.1. THE CREATION OF SYMBOLS

After experiencing an event and interpreting it, pe ople need to express it, to pass it on to
others, to share the information (communicate). For that they need a materialization of
their thoughts, of the inner world which already in cludes the outside event they
experienced. Thus they created words, names of the things outside, symbols for
everything they want to express.
The steps followed are three: experiencing the exte rnal event, interpreting it, conferring it
a certain meaning in accordance to our mental possi bility and knowledge and finally
creating a symbol for next being able to identify e vents alike and for having a means of
expressing it to inform others about it.

THE OBJECT OF COMMUNICATION
Original happening experienced = objective outside event
Interpretation, meaning given = inner subjective ev ent
Symb ol (word) created to report that experience = ‘real ’ new event

Humans develop the capacity to have sounds and mark s serve as substitutes for things
and feelings. Spoken language is the most extensive and adaptable symbolic medium we
posses.
People invented sounds to name things, objects, feelings, ideas
symbols are arbitrary they can have several sometim es diverse meaning
e.g.: “It’s a black day“ may mean a whole set of conditions from the degree of
cover of the visible sunlight to in ternal psychological states of despair and depressi on
2.1.2. WAYS OF COMMUNICATIN

Keeping in mind that Communication is much more the n the verbal interaction between
we can understand that it is achieved through vario us ways of manifestation, such as:
/square6 by actual physical touch:
/square6 tap on shoulder, pat on the back, slap on the cheek
/square6 by visible movement of parts of our bodies:
/square6 wink, nod/shake of head, shrug of shoulders, smile, finger pointing
/square6 by audible symbols:
/square6 sounds, words (pronunciation)
/square6 by visible symbols:
/square6 images, words (spelling)

Pronunciation and spelling, the essence of the last two methods
utmost importance in transmitting the intended mess age
ways a word can be written or said (form, shape, in ton
taught to distinguish its unique pattern and unders tand it. This shows that in fact the
meaning is not in the word but in the people.
The human beings are the ones to attribute a sense to the symbol, according to own
capacities and propensities. That is much too easy to demonstrate thinking of the many
various results that can be identified with a group of people asked to represent in their
mind, to imagine, and next to describe exactly,
feeling, such as ‘happiness’. They would each have variants in concordance with their
imaginative ability and perception of the given ‘th ing’.

Communication is acquired by means of language, but this can have be used in an
extended sense. Thus, it is ‘language’ any production of the human behavi our that tells
something about that producer’s intentions, wishes, preferences etc.
/square6 Verbal: spoken & written
/square6 Nonverbal: facial expressions, gestures, mannerisms , use of space, orientations
time

As for the nature of language , it can be concluded that
encode a message that will then be decoded in order to permit perceiving and
understanding of its meaning .
That code is represented:
/square6 by words – standing for all concepts or mental representations, in all language s Original happening experienced = objective outside event ;
Interpretation, meaning given = inner subjective ev ent ;
ol (word) created to report that experience = ‘real ’ new event .
Humans develop the capacity to have sounds and mark s serve as substitutes for things
Spoken language is the most extensive and adaptable symbolic medium we
invented sounds to name things, objects, feelings, ideas . But b
symbols are arbitrary they can have several sometim es diverse meaning s:
may mean a whole set of conditions from the degree of
ternal psychological states of despair and depressi on
COMMUNICATIN G
Keeping in mind that Communication is much more the n the verbal interaction between
we can understand that it is achieved through vario us ways of manifestation, such as:
tap on shoulder, pat on the back, slap on the cheek
by visible movement of parts of our bodies:
wink, nod/shake of head, shrug of shoulders, smile, finger pointing
the essence of the last two methods exemplified,
utmost importance in transmitting the intended mess age . There are hundreds of different
ways a word can be written or said (form, shape, in ton ation, loudness etc.) but we are
taught to distinguish its unique pattern and unders tand it. This shows that in fact the
meaning is not in the word but in the people.
The human beings are the ones to attribute a sense to the symbol, according to own
capacities and propensities. That is much too easy to demonstrate thinking of the many
various results that can be identified with a group of people asked to represent in their
and next to describe exactly, a simple thing like a ‘tree’. L et alone a
such as ‘happiness’. They would each have variants in concordance with their
imaginative ability and perception of the given ‘th ing’.
Communication is acquired by means of language, but this can have be used in an
it is ‘language’ any production of the human behavi our that tells
something about that producer’s intentions, wishes, preferences etc. Language can be
Nonverbal: facial expressions, gestures, mannerisms , use of space, orientations
, it can be concluded that languages use symbols to
encode a message that will then be decoded in order to permit perceiving and
.
concepts or mental representations, in all language s ; Humans develop the capacity to have sounds and mark s serve as substitutes for things
Spoken language is the most extensive and adaptable symbolic medium we
ut b ecause

may mean a whole set of conditions from the degree of
ternal psychological states of despair and depressi on
Keeping in mind that Communication is much more the n the verbal interaction between
we can understand that it is achieved through vario us ways of manifestation, such as:
are of
. There are hundreds of different
ation, loudness etc.) but we are
taught to distinguish its unique pattern and unders tand it. This shows that in fact the
The human beings are the ones to attribute a sense to the symbol, according to own
capacities and propensities. That is much too easy to demonstrate thinking of the many
various results that can be identified with a group of people asked to represent in their
et alone a
such as ‘happiness’. They would each have variants in concordance with their
Communication is acquired by means of language, but this can have be used in an
it is ‘language’ any production of the human behavi our that tells
Language can be
Nonverbal: facial expressions, gestures, mannerisms , use of space, orientations to
languages use symbols to
encode a message that will then be decoded in order to permit perceiving and

THE OBJECT OF COMMUNICATION
11 11 11 11 /square6 other symbols: signs, figures, commands, rules – in sciences (e.g.: Mathematics or
computer ‘languages’).
2.2. THE LANGUAGE

To discuss language we shall start analysis with th e different stages or phases of
acquiring it.
Pre-linguistic behaviour comes first and it induces a certain degree of control over the
environment. We can think here of the crying or the movement of little children.
First vocabulary, when the child is just labelling things comes next, showing the link
between language development and communication. Chi ldren’s first words are only
nouns, there are no sentences, like in the very fir st steps of the formation of symbols at
the beginnings of the civilisation.
Word combination is the following step, with two an d then more words put together,
aiming to form sentences. E.g.: “John milk” /barb2right “John drink milk”.
Awareness of subtle ways about grammar and correct speech represent the taught and
learned manifestation, assimilating the environment al stimuli, achieving awareness of
self in the context and adjusting to rules of condu ct in society:
“John wants milk” /barb2right “May I have some milk?” (about the age of 3, at le ast).
It goes without saying and is well-known that the m ore a child is spoken to the more and
easier it will learn to speak and practice leads to proficiency.
2.2.1. IMPORTANCE AND MEANING

The importance of language is undisputable and can be easily understood.
It is through language that we reach out and make c ontact with our surrounding reality
and share with others our experiences of that reali ty. We invented words to name almost
everything: all things surrounding and the moments of reference: past, present, future.

Through language we can establish connections and r elate to other people. That is
dependent, besides the knowledge of the same langua ge, on the existence of common
experience and same meaning of words, to ensure abi lity of understanding. Even when
speaking the same language people may not always un derstand each other, because they
may make reference and relate to their different ex periences: e.g. Americans and British.
Language is, at the same time, the basis of thinkin g and self-communication. We can say
that when thinking, we use the same words, but sile ntly.

As for the meaning of language, of words, of the sy mbols we created and use, the things
complicate because of the several overlaps, lacks a nd ambiguities that occur:
At first impression it may seem that we look for me anings in the words. We hear
questions like: “What does the word mean?”. In fact , the words have no meaning, it is we
that associate meanings to them, they are just symb ols of something. The meaning is in
the people, words only stir that meaning.

Words not only may mean different things to differe nt people, but to the same people
they may mean different things at a different momen t or in a different context.
E.g.: love = personal feeling of attachment;
in tennis, love = no points have been scored.

THE OBJECT OF COMMUNICATION
12 12 12 12 There are many more ideas, feelings and things to r epresent than the words, thus the
words get to bear more meanings, to be polysemantic .
2.2.2. THE ENGLISH WORDS

English language nowadays contains 600 000 words, a number increasing with:
/square6 Added human experiences, new technologies
/square6 telescope, microscope, cybernetics, microbiology
/square6 Human creativity forming compounds:
/square6 Hula hoops (1. Polynesian dance; 2. rigid circular band of metal or wood or
other material used for holding or fastening)
/square6 Sense alteration:
/square6 Spectacular (about drama /barb2right outstanding, striking)
/square6 Carpetbagger (wrapper /barb2right opportunist)

The small words often prove as powerful symbols.
The active word block contains approx. 2000 words u sed in everyday conversation and
from these the most commonly used 500 sum up to 140 00 dictionary definitions.
e.g.: lead, will, log, performance, block, glass, l ie, table, well, second etc.

The infinite diversity and richness of human experi ences can be embodied in a relatively
small number of words as words are symbols renderin g various meanings in accordance
to particular circumstances.
The words have no meaning in themselves; they bear the meaning implied by each
particular speaker.
Words mean what we want them to mean. The phrase ‘W hat does it mean?’ should thus
be understood – and is, despite of the thirds perso n singular that is used – as: ‘What do
you mean?’.

The big and medium-sized words are generally very s pecific, unmistakable, determined
clearly.
The medium-sized words are regularly the ones that find themselves contextually
determined. They may refer to distinct situations, known to the speaker but not always
relevant to the receiver. Such are, for instance: o rganization, society, people, government,
experience, business.
The large-sized words can be sophisticated in form but usually unique in content, in
meaning – like, for instance, Icosahedron (not else but a 20 sided geometrical figure) – or
sometimes defined circularly, in themselves – such as Standardization (deriving from
standard).
2.3. THE SILENT LANGUAGES

Besides the spoken and visual symbols, we communica te meaningfully using non-verbal,
non-symbolic ways. These are not only represented by the body language but also by our
attitudes, deeds, acts and reactions to environment . Silence itself means something. Not
responding to a greeting, for instance, is a very r elevant behaviour.

There are three main categories reflecting our beha vioural responses:

THE OBJECT OF COMMUN ICATION
/square6 time – each carries a personal ‘clock’ and has a different time of
measuring, evaluating, perceiving
/square6 colour – we relate differently to colours and attribute them various meanings, the way
of dressing reflects something, colours may influen ce the feelings we have or stimulate
various processes of our brain
/square6 space – orientation and proximity we adopt when engaging
person tell about our intentions
/square6 Some bosses place their study desks in the middle o f the offices and authority flows
outward from the centre
traffic and communication
/square6 The office of the boss is generally at a higher lev el of the building and offices are
bigger and higher positioned
2.4. THE HUMAN TRANS

The transfer of information between people can be s een as a ‘transaction’, representing
the basis of communication.
The flows that constitute this transfer can be sche matised as follows:
♦ sender – message –
♦ receiver – response
♦ sender /barb2right new receiver; response
Thus, the fast that a sender delivers a message to a certain receiver results in the latter’s
production of a response to return so that the form er sender becomes the new receiver
and the response a new message. It means that the p rocess of communication is rather
circular.
Circularity is consequently a
aspect the one that gives it essence
However, the longer the way and the more the recipi ents / senders through which
a message has to be transmitted, the more likely it is to be altered significantly
until reaching the final destination.
Transaction includes several things:
some created, some transmitted
There are some w arnings
~ Our perception and knowledge is limited and fragmen te
~ We communicate things seen through our inner percep tion o
~ Our inner wor ld is different from the others.
Summary :
• After experiencing an event and interpreting it, pe ople need to express it, to pass it on
to others ; thus, communication gets born.
• Communication is done by
gestures to the verbal articulate words. Thus it ca n consist of
the body or symbols ( audible or visible) and it
sender – message – receiv ICATION
each carries a personal ‘clock’ and has a different time of
measuring, evaluating, perceiving ;
we relate differently to colours and attribute them various meanings, the way
of dressing reflects something, colours may influen ce the feelings we have or stimulate
various processes of our brain ;
orientation and proximity we adopt when engaging in communication with a
tell about our intentions and feelings about that person:
Some bosses place their study desks in the middle o f the offices and authority flows
outward from the centre , others have the desks near the wall and leave roo m for
traffic and communication – a more democratic attitude;
The office of the boss is generally at a higher lev el of the building and offices are
bigger and higher positioned in accordance with the hiera rchical rank
2.4. THE HUMAN TRANS ACTION
The transfer of information between people can be s een as a ‘transaction’, representing
the basis of communication.
The flows that constitute this transfer can be sche matised as follows:
– receiver
response – sender
new receiver; response /barb2right new message
Thus, the fast that a sender delivers a message to a certain receiver results in the latter’s
production of a response to return so that the form er sender becomes the new receiver
and the response a new message. It means that the p rocess of communication is rather
is consequently a condition of effective communication
aspect the one that gives it essence ensuring complete, accurate information.
However, the longer the way and the more the recipi ents / senders through which
a message has to be transmitted, the more likely it is to be altered significantly
until reaching the final destination.
ransaction includes several things: some taken in, so me transformed
some transmitted .
arnings that should be considered regarding the human trans fer
Our perception and knowledge is limited and fragmen te d;
We communicate things seen through our inner percep tion o f the outer events
ld is different from the others.
:
After experiencing an event and interpreting it, pe ople need to express it, to pass it on
; thus, communication gets born.
Communication is done by language which can be of various types, from nonver bal
gestures to the verbal articulate words. Thus it ca n consist of actual touch, movements of
audible or visible) and it has to involve three major elements:
receiv er. each carries a personal ‘clock’ and has a different time of reacting or of
we relate differently to colours and attribute them various meanings, the way
of dressing reflects something, colours may influen ce the feelings we have or stimulate
in communication with a
Some bosses place their study desks in the middle o f the offices and authority flows
, others have the desks near the wall and leave roo m for
The office of the boss is generally at a higher lev el of the building and offices are
rchical rank
The transfer of information between people can be s een as a ‘transaction’, representing

Thus, the fast that a sender delivers a message to a certain receiver results in the latter’s
production of a response to return so that the form er sender becomes the new receiver
and the response a new message. It means that the p rocess of communication is rather
condition of effective communication as it is this
complete, accurate information.
However, the longer the way and the more the recipi ents / senders through which
a message has to be transmitted, the more likely it is to be altered significantly
me transformed , some retained,
that should be considered regarding the human trans fer :
f the outer events ;
After experiencing an event and interpreting it, pe ople need to express it, to pass it on
language which can be of various types, from nonver bal
actual touch, movements of
involve three major elements:

THE OBJECT OF COMMUNICATION
Exercises:

1. Match the columns to get the conversation:
a)
1. Are you from Oradea?
2. Where is your house?
3. How is it?
4. Is it big?
5. Is this a picture of your house?
6. What is this building next to your
house?
7. Are these other houses?
b)
1. Good afternoon. Excuse me,
what’s the time, please?
2. Thank you very much. It’s late.
3. Then it is OK.
4. It is a nice day today. No clouds.
5. We are lucky to travel on a
beautiful weather.
6. Well, here, in London, it is rarely
so nice.
7. Where do you travel?
8. Do they live there?
9. How many children have you got?
10. How old are they?
11. Oh, you have big children. What
about grandchildren?
12. How nice! Are they girls?
13. So you are a happy grandfather.

2. Complete the conversations using the structures: ‘
do’, ‘Can you’, ‘How often’, ‘Do you play’, ‘No, I can’t’,
often’, ‘Yes, I can’, ‘Four or five times a week’, ‘No, we don’t’.
Tim: ……………… on a Saturday night?
Danny: ……………… water ski, Mike?
Danny: ……………… . I love water skiing.
Chris: ……………… do you play football?
Chris: ……………… rugby at your school?
Sophie: ……………… your homework?
Sophie: Do you do any homework at weekends?

3. Match each sentence from the first column with on e from the second to build the
dialogues:
a) 1/barb2right. . . 2 /barb2right. . . 3 /barb2right. . . 4 /barb2right. . . 5 /barb2right
1 You should call them.
2 Can I call them? . Match the columns to get the conversation:
What is this building next to your a) It is beautiful.
b) It is near the railway station.
c) No, they are shops.
d) It’s a chemist’s.
e) Yes, it is.
f) No, it isn’t. It is small but nice and I like
it.
g) Yes, I am.
a) Yes, they do. They and their families have
houses in Bristol.
b) Yes, there is enough time.
c) I have got a son and a daughter.
d) Yes, it is; it’s warm and sunny.
e) Unluckily, yes, here the weather is always bad.
f) No, it’s not. The train leaves only at two past
two.
g) Yes, I am. I’m proud of them all.
h) Yes, indeed. I hate when it is wet and rainy.
i) Yes, my daughter has a son, he is 3, and my
son has twins.
j) I go to Bristol, to visit my children.
k) She’s 29 and he’s 33.
l) Yes, they are two beautiful young ladies of 8
years old.
m) Oh, it’s two to two.
. Complete the conversations using the structures: ‘ What do you do’, ‘When do you
do’, ‘Can you’, ‘How often’, ‘Do you play’, ‘No, I can’t’, ‘I usually do’, ‘not very
often’, ‘Yes, I can’, ‘Four or five times a week’, ‘No, we don’t’.
Tim: ……………… on a Saturday night? / Sylvia: I usually go to a club.
……………… water ski, Mike? / Mike: ……………… . Can you?
Danny: ……………… . I love water skiing.
Chris: ……………… do you play football? / Frank: ……………… .
Chris: ……………… rugby at your school? / Frank: ……………… .
Sophie: ……………… your homework? / Louise: ……………… it after dinner.
Sophie: Do you do any homework at weekends? / Louise: Sometimes, but …………… .
. Match each sentence from the first column with on e from the second to build the
/barb2right. . . 6 /barb2right. . . 7 /barb2right. . . 8 /barb2right. . . 9 /barb2right. . . 1 0 /barb2right
a No, they are sleeping right now.
b Yes, quite often, almost every day. No, it isn’t. It is small but nice and I like
Yes, they do. They and their families have
Unluckily, yes, here the weather is always bad.
No, it’s not. The train leaves only at two past
Yes, indeed. I hate when it is wet and rainy.
Yes, my daughter has a son, he is 3, and my
Yes, they are two beautiful young ladies of 8
What do you do’, ‘When do you
I usually do’, ‘not very

Louise: Sometimes, but …………… .
. Match each sentence from the first column with on e from the second to build the
/barb2right. . . .

THE OBJECT OF COMMUN ICATION
3 Would you like to call them?
4 May I call them?
5 Do you call them?
6 Must I call them?
7 Who will call them?
8 Who will you call?
9 Have you thought of calling them?
10 Why are you calling them?
b) 1/barb2right. . . 2 /barb2right. . . 3 /barb2right. . . 4
1. Thanks.
2. Can you open the box?
3. May I open this box?
4. Would you like a
coffee?
5. Do you like coffee?
6. They visit us often.
7. Whose is this?
8. Who's that?
9. Will you join us there?
10. Will you pass me the
salt?
Self evaluation

1. Remake the dialogues:
a) 1/barb2right ….;2 /barb2right….;3 /barb2right….;4
1. When did he leave?
2. Where is their father?
3. How old are you?
4. Have a nice evening!
5. What is that?
6. How do you do.
7. How are your parents?
8. How much is this blouse?
9. Thanks for everything.
10. What is your mother?
b) 1/barb2right ….;2 /barb2right….;3 /barb2right….;4
1. How many are you?
2. Where are your friends?
3. How old are you?
4. Have a nice day!
5. Nice to meet you.
6. How are you?
7. How much is this dress?
8. What is your son?
ICATION
3 Would you like to call them?
9 Have you thought of calling them?
10 Why are you calling them? c I have to tell them something; it's quite urgent.
d No, I'm afraid the phone is not working.
e I believe you are supposed to do that.
f No, if you don't want to.
g OK, thanks for the advice, I thi
h Yes, if I could use your phone, please.
i First of all him, then her.
j I would rather pay them a visit.
. . . 4 /barb2right. . . 5 /barb2right. . . 6 /barb2right. . . 7 /barb2right. . . 8 /barb2right. . . 9
Can you open the box?

Would you like a
Will you join us there?
Will you pass me the a. That's because they are always welcomed here
friendly.
b. He's my neighbour.
c. Yes, please, I'm kind of sleepy.
d. Yes, of course, it's a present for you.
e. Of course, here you are.
f. Well, I'm afraid I'm too tired for another trip now.
g. It must be my neighbour's.
h. You're welcome.
i. No, I don't know how.
j. Yes, I do, I usually drink one first thing in th e
morning.
elf evaluation :
1. Remake the dialogues:
….;4 /barb2right….;5 /barb2right….;6 /barb2right….;7 /barb2right….;8 /barb2right….;9 /barb2right …;10
Where is their father?
Have a nice evening!
How are your parents?
How much is this blouse?
Thanks for everything.
What is your mother? a) It’s my new bag.
b) She is a nurse.
c) They are fine, thank you.
d) At 3 yesterday afternoon..
e) At the post-office.
f) You’re welcome.
g) It’s $ 3.9.
h) Thank you, the same to you.
i) I’m 24.
j) How do you do.
….;4 /barb2right….;5 /barb2right….;6 /barb2right….;7 /barb2right….;8 /barb2right…..
Where are your friends?
How much is this dress? a) He is an engineer.
b) I’m fine, thank you.
c) We are 3 girls and 4 boys.
d) They are in London.
e) It’s £ 5.70.
f) Thank you, the same to you.
g) I’m 20 and my sister is 23.
h) I’m glad to meet you, too. c I have to tell them something; it's quite urgent.
d No, I'm afraid the phone is not working.
e I believe you are supposed to do that.
g OK, thanks for the advice, I thi nk I will.
h Yes, if I could use your phone, please.
j I would rather pay them a visit.
. . . 9 /barb2right. . . 1 0 /barb2right. . . .
a. That's because they are always welcomed here
course, it's a present for you.
f. Well, I'm afraid I'm too tired for another trip now.
j. Yes, I do, I usually drink one first thing in th e
…;10 /barb2right…. .
They are fine, thank you.
At 3 yesterday afternoon..
Thank you, the same to you.
I’m fine, thank you.
We are 3 girls and 4 boys.
They are in London.
Thank you, the same to you.
I’m 20 and my sister is 23.
I’m glad to meet you, too.

DIFFICULTIES OF UNDERSTANDING
CHAPTER 3
DIFFICULTIES OF UNDERSTANDING
INTRODUCTION
Communication is not complete until the message h
decoded properly. Several factors can impede commun ication.
THEME PRESENTATION
Suppositions, neglect of the complexity, insufficien t depth, similitude etc. count for
improper grasp of meaning and defective communicati on.
3.1. PSYCHOLOGICAL ASPECTS

Impressions and likeliness may guide us in our perc eption and interpretation, turning into
strong opinions sometimes, in personal conviction t hat the case is as seen with own eyes
and understood with own mind , not even imagining
3.1.1. FACTS AND INFERENCES

Communication can be influenced by the fact that we consider
directly perceived and neglect the distinction betw een
something just probable, i.e.
/square6 Fact = a piece of information about circumstances t hat exist or events that have
occurred, a statement or assertion of verified info rmation about something that is
the case or has happened, an event known to have ha
have existed, a concept whose truth can be proved
/square6 Inference = The reasoning involved in drawing a con clusion or making a logical
judgment on the basis of circumstantial
on the basis o f direct observation
Facts can alter in time, inferences may or may not become facts
partial evidence, construe a personal meaning and t hus take inferences for facts, next step
would be to further transmit the inaccurate informa tion
a) up
Figure 1. Flipped perspective

We see the world around us in a way that may differ from another person’s view. Things
can be perceived in various ways by distinct person s and still each person would be
convinced things are exactly as they see them and c annot conceive the other possibili
UNDERSTANDING
Communication is not complete until the message h as reached its recipient and got
decoded properly. Several factors can impede commun ication.
uppositions, neglect of the complexity, insufficien t depth, similitude etc. count for
improper grasp of meaning and defective communicati on.

Impressions and likeliness may guide us in our perc eption and interpretation, turning into
strong opinions sometimes, in personal conviction t hat the case is as seen with own eyes
, not even imagining there might be more than that .

Communication can be influenced by the fact that we consider things as
directly perceived and neglect the distinction betw een something obvious
i.e. a reality (‘fact’) and a supposition (‘ inference
Fact = a piece of information about circumstances t hat exist or events that have
occurred, a statement or assertion of verified info rmation about something that is
the case or has happened, an event known to have ha ppened or something known to
have existed, a concept whose truth can be proved ;
Inference = The reasoning involved in drawing a con clusion or making a logical
judgment on the basis of circumstantial evidence and prior conclusions rather than
f direct observation .
Facts can alter in time, inferences may or may not become facts . People may perceive a
partial evidence, construe a personal meaning and t hus take inferences for facts, next step
would be to further transmit the inaccurate informa tion and the process starts again

b) down
Figure 1. Flipped perspective
We see the world around us in a way that may differ from another person’s view. Things
can be perceived in various ways by distinct person s and still each person would be
convinced things are exactly as they see them and c annot conceive the other possibili
as reached its recipient and got
uppositions, neglect of the complexity, insufficien t depth, similitude etc. count for
Impressions and likeliness may guide us in our perc eption and interpretation, turning into
strong opinions sometimes, in personal conviction t hat the case is as seen with own eyes
.
things as
something obvious and
inference ’):
Fact = a piece of information about circumstances t hat exist or events that have
occurred, a statement or assertion of verified info rmation about something that is
ppened or something known to
Inference = The reasoning involved in drawing a con clusion or making a logical
evidence and prior conclusions rather than
People may perceive a
partial evidence, construe a personal meaning and t hus take inferences for facts, next step
and the process starts again .
We see the world around us in a way that may differ from another person’s view. Things
can be perceived in various ways by distinct person s and still each person would be
convinced things are exactly as they see them and c annot conceive the other possibili ties,

DIFFICULTIES OF UNDERSTANDING
17 17 17 17 sometimes not even being demonstrated they exist. F or illustrating, we can consider some
examples of the ambiguous images in figure 1 and in figure 2.

Figure 2. Double perception

It is not that a certain way of seeing things is be tter than another or one is wrong and
another right, the different perceptions are given by the focus on different facets of the
whole ‘picture’ of reality.
3.1.2. THE NEGLECT OF COMPLEXITY

All things represent a sum of characteristics impos sible to be instantly rendered in normal
sentences. Usually people are aware of the fact tha t a statement refers only to a
contextual, individual, particular tiny part of the whole. Sometimes the entirety is blurred,
covered by the occasional statement and the complex ity may remain unknown or be
forgotten.
E.g. the verb “is” not only suggests known facts in stead of the more likely inference but
also restricts the meaning omitting all the other f eatures:
If we say “He is clever”, we somehow restrict the e ntire reality to this impression
we have about the person.
This should have been: “I would say he seems to be clever, besides being a
protestant British doctor, father of two, elegant, curly-haired, still young, nice,
hardworking etc.”
3.1.3. INSUFFICIENCY VS. SELF-SUFFICIENCY

Extremities, opposites, may be clear, things in bet ween – not (sometimes because of
insufficient words). There are many sides, nuances, peculiarities in all situations, but
language restricts us, prevents us from being able to express them all, to quantify and
qualify precisely.
Instances, images, recollections, impressions, mome ntary or temporary reflections guide
us in perceiving and assessing exterior data. Aware ness about dynamism, alteration,
transformation surrounding us also prevents us from communicational mistakes.
There are some measures to be taken and some facts to be considered in order to make
sure about understanding:
Avoid communicational gaps or failures by asking an d clarifying all points:
“They say we’re done”
Who exactly said that?
What exactly did he/she say?
What did he/she mean by that?
How does he/she know?
As tips for an effective communication, the followi ng can be remembered:
~ The ability to communicate is not inborn, but learn ed
~ We can only talk or write about something that ‘hap pened inside us’
~ Difficulties to understand / be understood may come from a ‘leak’ (ignored part of
the communication process) which has to be located and repaired.

DIFFICULTIES OF UNDERSTANDING
18 18 18 18 3.2. THE USE OF WORDS

Some basic elements of Lexicology and Semantics can show how words themselves,
created to help transfer of information and establi sh communication, may, instead, block
it or make it harder, because of the features they present.
3.2.1. THE LABYRINTH OF WORDS

By passing (not getting the right meaning) and misu nderstandings may be caused by the
characteristics of words, such as having similar me aning to other words, having different
meanings in different circumstance (under the same spelling and pronunciation), being
alike in writing or pronunciation a.s.o.
We may say there are ‘tricky’ words:
• homograph (words with the same spelling): tear, bow
• homophones (same pronunciation): had-head, ate-eigh t, night-knight, fair-fare,
made-maid, red-read, some-sum, right-write, son-sun
• homonyms (multiple meanings): light, lead, left, tu be, bar, bear, fair, deal, fall,
ball, mine
We may encounter various possible intonations, emph ases:
“I will tell him” – each of the four words can be e mphasised giving four different
meanings:
– I – stressing the idea of me, myself, as opposed to anybody else
– Will – expressing the clear intention, volition or obstinacy of performing the
action specified next
– Tell – particularising the action that will be perf ormed, as opposed to any other of
the kind (suggest, show, ignore etc.)
– Him – showing distinctively the indirect object, em phasizing the importance of
that person for the given context, and the fact tha t it is who is the going to find out,
not somebody else.
Similitude (associations, synonymies) can as well p roduce or reduce differences:
“That man is running” (after the bus / from some pu rsuers; as a sport / jogging; managing
a company / in charge of some business…)
“She acts well” (pretends or behaves in a certain w ay, plays a certain role in a theatre
show…)
• There are also many words that may sound similar: n ail – snail, God –got,
together – to gather, then – than, bed – bad, most – must, data – date, smile – mile,
test – taste, line – blind
• Malapropisms and mondegreens can occur in various c ircumstances (misuse of
usually long, complex words sounding alike, respect ively mishearing of lexical
structures): influent – affluent, cohesion – coerci on, vengeance – ventures
3.2.2. DIFFICULTIES OF TRANSLATION

There is a very frail relation between language and reality as we want the former to
reflect the latter but we might understand the latt er differently from our fellows.
For this reason, the language we produce might well transmit something else than what
we intend if we are not careful in both manipulatin g language and interpreting reality.
• Every language is a special way of looking at the w orld and interpreting experience;

DIFFICULTIES OF UNDERSTANDING
19 19 19 19 • A whole set of unconscious assumptions about the wo rld and life is inherent in each
language;
• Language not only may describe perceptions, thought s, experiences but it may
determine and shape these.
We can notice a relationship beyond doubt between m ind and language:
/UIminimize what / how we think /barb2right the language we speak
When a foreign language is implied, misunderstandin g or communicational gaps often
come from the problems in translation.
The difficulty of translation comes from the follow ing:
/square6 Words have more than one meaning:
/square6 They don’t have any match. (pair, game, light);
/square6 Many words are culture bound and have no direct tra nslation:
/square6 The beefeaters watch the Tower of London. (old name of the guards);
/square6 Cultural orientation can render a direct translatio n into a nonsensical result:
/square6 The fortune-teller foresees the future.
In some cultures, future is behind us while past is ahead, a difference
represented symbolically in figure 3, and consequen tly, this sentence has no
logic in such situation.

Figure 3. Position towards future and past

Doubtlessly, direct translation is much more diffic ult as besides the aforementioned
problems, it requires some personality qualities: s pontaneity, compatibility, adaptation.
Direct translators have to talk translating a sente nce, to relate that to the meaning of the
context, of the sentence before and at the same tim e to listen to the next sentence.
3.2.3. FALSE FRIENDS

The "false friends" are words presenting an utter r esemblance with terms in the learner's
mother tongue, seemingly giving you a friendly help , but actually having a distinct
meaning, thus, being just a pretended support, in f act, false.

The English vocabulary and the Romanian one do not have too many words in common
as they derive from different ancient languages, st ill the Roman influence has affected the

DIFFICULTIES OF UNDERSTANDING
20 20 20 20 Anglo-Saxon base of English. On the other hand, sub sequent borrowings from other
languages may have had the same effect of assimilat ing words much alike.

Some words may have a very close meaning to the rea l one (see table 1), the wrong usage
will have no major consequence in understanding the speaker:

English term: seemingly resembling the
Romanian term: meaning, in fact:
cake chec prăjitură
assist a asista a ajuta
carpet carpetă covor
crayon creion cretă cerată
pork carne de porc
sanity sănătate sănătate mintală

Table 1. Meanings close to the real ones

There is a number of lexical items that come from a common root and then the
continuous development and transformation of langua ge altered meanings differently.

Some false friends are less important because they are not so easily mistaken (see table
2):

English term: seemingly resembling the
Romanian term: meaning, in fact:
stanza ștanță strofă
smoking smoching fumat
car căruță, a căra mașină
deserve a deservi a merita
elevator lift
office oficiu birou
policy poliție poliță, politică
brilliant minunat, grozav
ordinary ordinar comun, obișnuit

Table 2. Words not so easily mistaken

Differentiated evolution of the same word in lingui stically isolated circumstances, as the
situation of Romanian and English languages, will b ring about different implications and
meanings attributed to the words. They start from t he same root but will come to mean
something else in Romanian than in English, adoptin g various procedures of enlarging,
restricting or focusing the notion embodied in the symbol represented by the certain
word. A list of such false friends (as in table 3 b elow), may prove very useful, these
causing the most important and dangerous mistakes.

English term: seemingly resembling the
Romanian term: meaning, in fact:
actual real, adevărat
abstract rezumat

DIFFICULTIES OF UNDERSTANDING
21 21 21 21 advertisement avertisment publicitate
affluent bogat
apology apologie scuză
billion miliard
camera aparat foto
casual cazual obișnuit
caution cauțiune atenție, avertisment
chance șansă hazard
chef șef bucătar șef
cognate cumnat înrudit, cu origine comună
contest concurs
confectionery confecționare cofetărie
consequent consecvent ulterior, următor
crime crimă delict, infracțiune
deception decepție înșelăciune, iluzie
editor redactor
entitle a intitula a îndreptăți
eventual final
extenuating extenuant atenuant, diminuator
fabric fabrică stofă
finally final în sfârșit
gracious grațios gentil, amabil
grave grav mormânt
introduce a introduce a prezenta
invidious discriminatoriu
Island Islanda insulă
library librărie bibliotecă
magazine magazin revistă
novel nuvelă roman
petrol benzină
physician fizician medic
pregnant pregnant, accentuat gravidă
preservative prezervativ conservant
prevent preveni împiedica
prospect prospect, broșura potențial, de perspectivă
rent rentă chirie
resume a rezuma a relua
scholar școlar erudit
scope scop gamă, extindere
sensible sensibil rațional, înțelept
soda sifon
supply a suplini a aproviziona
sympathetic simpatic înțelegător, empatic
sympathy condoleanțe
topic topică subiect

Table 3. Relevant false friends

DIFFICULTIES OF UNDERSTANDING
22 22 22 22 We may encounter words having in Romanian a certain meaning as the basic one, while
in English that particular meaning is not very comm only used and the terms have other
more important senses. The danger with these is to mistakenly translate the word into
Romanian, directly and keeping the suggested inferr ed meaning, while the context would
imply one of the other meanings.
Much is the same way, a Romanian word may present a polysemy and stand for the
meaning implied by more English words, still having one meaning common to the
English correspondent (e.g. machine).

Table 4 presents some examples of words having simi lar meanings but not as basic, first
meaning, in both languages (presenting another mean ing as the main one).

English Romanian
Sense:
1. He came to his senses and started to learn.
2. The sense of this word is unknown. fire
sens
Classify:
1. An FBI classified document has recently been
exposed.
2. The letters are classified into formal and infor mal. a clasa,
a închide
a clasifica
Figure:
1. I cannot figure the meaning of these words: 5 is a
figure.
2. The oval is a geometrical figure. He has a famil iar
figure. a înțelege, cifră
figură, chip
Apply:
1. He applied for a job as a salesman.
2. They applied that theory; it proved efficient in
practice. a candida
a aplica
Determine:
1. I'm determined, I won't change my mind again.
2. We determined them to confess promising. hotărât
a determina
Effective:
1. To be effective, this medicine has to be taken w ith
milk.
2. The effective work done is less than what was
necessary. eficient

efectiv
Expose:
1. His secret was exposed and he was very embarrass ed.
2. After exposing the data the teacher asked some
questions. a divulga
a expune
Sentence:
1. Any sentence has to have a subject and a predica te.
2. The judge delivered a sentence less harsh than
expected. propoziție
sentință
Machine
The washing machine was damaged during
transportation. aparat,
mașinărie

Table 4. False friends and polysemantic words

Some direct translations have been already adopted in Romanian (e.g. determination, to
apply) and even if they sound forced and improper, they, still, seem to be accepted by
linguists.

One less important category is that of coincidental ly resembling words (table 5), not so
confusing as the words coming from the same root, b ecause there is no connection felt
between the meaning and the form known from the mot her tongue, as it is, instinctively,
in the case when they derive from the same idea.

DIFFICULTIES OF UNDE RSTANDING

English term:
stare
resort
rest
pace
mare
lack
horn
far
glass
corn
comma
abate
adept
cold
mercy
Table 5
Summary :
• People may perceive a
inferences for facts.
• Language restricts us, prevents us from being able to express all nuances or misleads
us to some wrong meaning because of the particulari ties of the words
• Difficulties to u nderstand come from a
Case study:

1. Exercise your perception acuity on the followin g pictures
see first and then trying to distinguish the second

2. Look at the picture
sentences below it.

RSTANDING
resembling the Romanian: meaning, in fact:
a se uita fix
stațiune
odihnă
pace pas
mare iapă
lac lipsă
horn corn, claxon
far departe
glas pahar, sticlă
porumb
comă virgulă
a slăbi
expert
cald rece
mulțumesc milă

Table 5 . Coincidentally resembling words
:
People may perceive a partial evidence, construe a personal meaning and t hus take
Language restricts us, prevents us from being able to express all nuances or misleads
us to some wrong meaning because of the particulari ties of the words
nderstand come from a gap in the communication process.
Case study:
1. Exercise your perception acuity on the followin g pictures [11] , describing what you
then trying to distinguish the second image in each:

taken in an office [12] and consider the truthfulness of the
meaning, in fact:
a se uita fix
corn, claxon
pahar, sticlă
partial evidence, construe a personal meaning and t hus take
Language restricts us, prevents us from being able to express all nuances or misleads
us to some wrong meaning because of the particulari ties of the words .
communication process.
, describing what you

and consider the truthfulness of the

DIFFICULTIES OF UNDERSTANDING

1. There are six pieces of furniture in the office: a desk, a table and four chairs.
2. There is one person in the office.
3. The woman at the desk is an old employee.
4. She is working on the computer.
5. There are some family photos on the desk.
6. There are some documents on the round table.
7. The lady likes flowers.
8. There is a flower on the round table.
9. There is a rose on the window sill
10. There is a calendar on the notice boar
11. The lady is busy writing something.
12. She is right-handed.
Exercises:

1. Write synonyms (a) and antonyms (b) of the words
and explain the differences for the words

Model:
♣ Master – (a) boss
• manager of a
friendly appellative
leader
• head of a group, party, association, united by comm on
interests, goals
owner
• proprietary, detaining and disposing of something o r
somebody as wishing
– (b) slave, subordinate

There are six pieces of furniture in the office: a desk, a table and four chairs.
There is one person in the office.
The woman at the desk is an old employee.
She is working on the computer.
There are some family photos on the desk.
There are some documents on the round table.
There is a flower on the round table.
sill .
There is a calendar on the notice boar d.
is busy writing something.
Write synonyms (a) and antonyms (b) of the words , using the words in the box,
differences for the words written in (a):
manager of a company / informal recognition of authority or
friendly appellative
head of a group, party, association, united by comm on
interests, goals
proprietary, detaining and disposing of something o r
somebody as wishing

There are six pieces of furniture in the office: a desk, a table and four chairs.
, using the words in the box,
company / informal recognition of authority or
head of a group, party, association, united by comm on
proprietary, detaining and disposing of something o r

DIFFICULTIES OF UNDE RSTANDING
diversity, ordinary, leave, disappearance, usual, in ability, capacity, come, special,
habitual, mixture, uniformity, depart, possibility, skill, general, arrive, aspect,
similitude, layout, power,

♣ ability – (a)
– (b)
♣ common – (a)
– (b)
♣ go – (a)
– (b)
♣ variety – (a)
– (b)
♣ appearance – (a)
– (b)

2. Find in the sentences
and explain them:
I like her both because of her looks and because of her nice character.
She is just writing a letter of apology.
They found accommodation at the ground floor.
He has no manners: for instance, he never greets.

3. Match the synonyms and explain the differences:

running
bottle
residence
constable
playing
angling
marmalade
Self evaluation

Find in the text below:
a) synonyms of the words listed
humble , certainly, loud, shining.
b) antonyms of the following:
c) explain the polysemy of the underlined words.

In all the countries in the world and in Great Brit ain and in the United States
there is a tradition to make the last night of the year one of fun and celebration. Whether
the New Year’s Eve party
noisy and glittering.
RSTANDING
iversity, ordinary, leave, disappearance, usual, in ability, capacity, come, special,
habitual, mixture, uniformity, depart, possibility, skill, general, arrive, aspect,
power, sort
(a)
(b)
(a)
(b)
(a)
(b)
sentences words that can have a different meaning in another context
I like her both because of her looks and because of her nice character.
writing a letter of apology.
They found accommodation at the ground floor.
He has no manners: for instance, he never greets.
3. Match the synonyms and explain the differences:
dwelling lean
jam fog
fishing lofty
acting glance
policeman grave
jug voyage
jogging cup
Self evaluation :

synonyms of the words listed , in the given order: states, big, custom, amusement, if,
, certainly, loud, shining.
b) antonyms of the following: ill, first, old.
) explain the polysemy of the underlined words.
In all the countries in the world and in Great Brit ain and in the United States
there is a tradition to make the last night of the year one of fun and celebration. Whether
party is in a restaurant, a club or in a modest home it iversity, ordinary, leave, disappearance, usual, in ability, capacity, come, special,
habitual, mixture, uniformity, depart, possibility, skill, general, arrive, aspect,
words that can have a different meaning in another context
I like her both because of her looks and because of her nice character.
look
mug
journey
smog
high
thin
tomb
states, big, custom, amusement, if,
In all the countries in the world and in Great Brit ain and in the United States as well,
there is a tradition to make the last night of the year one of fun and celebration. Whether
is in a restaurant, a club or in a modest home it will surely be

EVERYDAY CONVERSATION
26 26 26 26 CHAPTER 4
EVERYDAY CONVERSATION
INTRODUCTION
Standard communication consists practically in regu larly using some lexical structures
in the daily conversational situations such as: gre eting, introducing oneself or
somebody else, suggesting a certain course of actio ns, inviting, advising, directing
somebody, explaining things or expressing preferenc es.

THEME PRESENTATION
It proves really useful to learn some typical struc tures and to be able to quickly use them
in the most relevant particular situations that dai ly conversation may require.
4.1. MEETING PEOPLE

In specific circumstances there are certain ready m ade phrases easy to remember and use.
4.1.1. GREETING

Besides the common situations of meeting somebody a nd saying
Hello!, Hi!,
Good morning!, Good afternoon!, Good evening!,
or parting and saying
Good bye!, (Bye-)Bye!, Good night!,
there some other lexical structures used as auxilia ry greetings or in more special
situations.
Ancillary to the departing greeting we may find:
See you (soon/later/ on…)!, So long!, Farewell!,
Have a nice day (/evening/ week etc.),
Hope to see /meet you (again) soon, (Send) my regar ds to ….
When meeting with a special occasion, the greeting will mind that particular situation:
Happy birthday!, Happy anniversary!, Many happy ret urns of the day!,
Happy Mother’s Day!, Happy Valentine(’s Day)!,
Merry Christmas!, Happy Easter!, (A) Happy New Year !.
Other even more peculiar circumstances require vari ous responses such as:
Cheers!, Bless you!, Welcome!,
Good(/ Best of) luck!, Break a leg!, I’ll keep my f ingers crossed!.
4.1.2. INTRODUCING SOMEBODY

The first thing when introducing somebody or yourse lf would be asking for permission to
do so:
May I (/Let me) introduce myself (/my … , /somebo dy) (to you)?(/.)
Then you shall proceed by telling you name and the relevant data for the context while,
when introducing somebody else, you turn and addres s to that person inviting him or her

EVERYDAY CONVERSATION
27 27 27 27 to meet the newcomer (/the audience etc.):
(Dan), meet (my former teacher/ our team/ Mr. Jones , the vice-president etc.)!
The first to talk next would be the person introduc ed then the one to whom he/she is
introduced will answer. They will use expressions s uch as those exemplified in table 1:
(It’s) Nice (/ good / a pleasure / a delight / wond erful)
to meet you.
(I’m) Glad (/ happy / delighted) to meet you.
How do you do. The pleasure is all mine.
Glad/ Nice to meet you, too.
How do you do.
Table 1. Making acquaintance
4.2. SUGGESTIONS AND ADVICE

For situations ranging from suggesting mildly to st rongly advising, followed by accepting
or refusing, several structures have to be employed .
4.2.1. INVITATIONS AND SUGESTIONS

When inviting someone to join you for a certain act ivity or suggesting a certain flow of
events, we may use various expressions each having a certain particular continuation.
Thus, we may have a VB in the ~ing form after structures such as:
Subject [I/we…] + suggest .
What / How about ?
[Here, a Noun Phrase is also possible instead of th e VB in the ~ing form.]
Do you feel like ?
Have you thought of ?
On the other hand, a VB in Short Infinitive will follow expressions such as:
Why don't we / you ?
Why not ?
Shall we / I (or…. / or not) ?
[Also used when asking for a suggestion or for some advice, as well as:
(What) should I/we (do)…?]
You /We could (always) .
Let's . / !
A Long Infinitive is used in the expression:
Would you like ?
A Noun Phrase is possible here instead of the verba l form.
E.g.:
I suggest going to a movie.
What about going to a movie? / What about a movie?
How about going to a movie? / How about a movie?
Do you feel like going to a movie?
Have you thought of going to a movie?
Why don’t we go to a movie?
Why not go to a movie?
Shall we go to a movie?
We could go to a movie.
Let’s go to a movie!
Would you like to go to a movie?

EVERYDAY CONVERSATION
28 28 28 28 4.2.2. EXPRESSING PREFERENCES

Acceptance or Refusal, as seen in table 2, are the common ways of expressing likes and
dislikes and the opportunities to speak up your min d, to give alternatives, after being
invited to or suggested a course of actions.

A series of combinations of the following
structures may be used for a positive answer to a
suggestion:

It / that / this will /would be fun / nice /
wonderful / perfect …
Yes, I would.
I'd like / love to / that.
I like / love / enjoy vb+ing / that.
It's / That's a great / a good… idea.
Definitely. / Sure. / (Yes,) Of course.
I think so. A negative reply may be rendered
using expressions made up of the
following:

Well, I'm not (so) sure (about that)…
I'm afraid…
This is/ That's / It’s / I’m too / kind
of … (tiresome /tired…)
I'd rather / sooner … [’d = would]
I’d better… [’d = had]
Yes, but…on a second thought…
I don’t think so. / know…

Table 2. Acceptance and refusal
E.g.:
Would you like a coffee?
Yes, definitely, it would be just perfect, I love c offee.
Well, I don’t know, I’m afraid it’s kind of late fo r a coffee, I’d rather have a tea instead.
4.2.3. GIVING ADVICE

Modal verbs should and ought to are generally used for advising, following the sec ond
person personal pronoun, but expressions such as had better or If I were you, I would …
are also common.
They are all followed by a short infinitive form of the VB.
E.g.:
If I were you, I would work harder.
You’d better work harder.
You should work harder.
You ought to work harder.
4.3. GUIDING INSTRUCTIONS

For instructing someone or being ourselves guided o n how to get to a certain place in a
town, we have to be familiar with some specific voc abulary, namely motion verbs and
the expressions they form as well as the nouns deno ting particular locations, buildings
etc. Examples of the most common expressions can be found in table 3:

Go Turn
(straight) ahead / on (up to the u-turn/ roundabou t/ fork)
/ forward \ back (ward)
up (on) (the …street/ road) \ down (the …lane/ path )
along (the river) to the left (at the next
crossroads) \ right
round the corner
around / back

EVERYDAY CONVERSATION
Follow
the sidewalk/ rail/ road/
the signs/ map/ guide/
traffic directions
Cross
the street (at the zebra crossing) (when the traffi c light is
green)
the bridge/ passage/ park/ square/ river/ lake (ove r the bridge)
Stop
at the red light / railway signal
sign
to check / to ask for further information
Summary :
• In order to be able to understand and produce commo n structures and lead everyday
conversations, s ome typical phrases can be learned and used.
• Greeting, advising, inviting, instructing and presen ting are the most usual
circumstances that require basic communicational el ements which can be assimilated
respectively and elicited when the c
Exercises

1. Choose the suitable answer:
a)
1. Enjoy your meal!
A) Don’t mention it. B) Here you are. C) Thanks, the same to you!
2. Happy birthday!
A) Sorry, I can’t. B) Thank you. C) Help yourself.
3. Thanks!
A) You are welcome. B) Cheers!
4. Have a nice day!
A) Don’t worry, I won’t. B) Bless you. C) The same to you.
5. Meet my friend, John!
A) I’m afraid not. B) Bye!
6. Merry Christmas!
A) Happy anniversary! B) Of course.
7. Good afternoon.
A) Good afternoon. B) Good bye.
b) Take
the first/second/… turn to the left\ right (on the … street)
the shortcut
the bus/ tram/ trolley
Pass
the street (at the zebra crossing) (when the traffi c light is
the bridge/ passage/ park/ square/ river/ lake (ove r the bridge) by the hotel/ library /…
(on your right
side)…
Walk / Drive
at the red light / railway signal / (down the car) at the agent’s
to check / to ask for further information on until the next stop/
car park/ (gas) station
Table 3. Giving directions
:
In order to be able to understand and produce commo n structures and lead everyday
ome typical phrases can be learned and used.
reeting, advising, inviting, instructing and presen ting are the most usual
circumstances that require basic communicational el ements which can be assimilated
respectively and elicited when the c ondition occurs.
Exercises :
1. Choose the suitable answer:

B) Here you are. C) Thanks, the same to you! D) Go away.

A) Sorry, I can’t. B) Thank you. C) Help yourself. D) The same.

B) Cheers! C) Sure. D) See you!

A) Don’t worry, I won’t. B) Bless you. C) The same to you. D) It’s OK.

B) Bye! C) How do you do. D) Excuse me, please.

B) Of course. C) Merry Christmas to you, too! D) Nice to see you

B) Good bye. C) See you. D) Oh, it’s nothing. right (on the … street)
Pass
by the hotel/ library /…
(on your right -hand
side)…
Walk / Drive
on until the next stop/
car park/ (gas) station
In order to be able to understand and produce commo n structures and lead everyday
reeting, advising, inviting, instructing and presen ting are the most usual
circumstances that require basic communicational el ements which can be assimilated
D) Go away.
D) It’s OK.
D) Excuse me, please.
C) Merry Christmas to you, too! D) Nice to see you

EVERYDAY CONVERSATION
30 30 30 30 1. Many happy returns of the day!
2. The food is very nice!
3. Paul lost all his books.
4. Nice to meet you, sir.
5. Excuse me, where is the new
library?
6. How do you do.
7. A Happy New Year!
8. Bye-bye. a. I’m so glad you like it.
b. The pleasure is all mine.
c. See you later.
c. Thank you, the same to you!
d. Oh, thank you.
e. Go straight on, it’s between the baker's and the
bank.
g. Goodness me!
h. How do you do.

2. Put the fragments in the right order to get the lines of the dialogue:
Peter: James. / Hello,
James: are you? / Hi, Peter! / How
Peter: Let me/ I’m OK,/ thanks./ to you. Michael, / friend, James!/ meet my/
introduce my cousin
Michael: James! / meet you, / Nice to/
James: I’m glad/ you, too!/ to meet
Peter: How / father? / is your
James: for asking. / a little / thank you / and so , / He / better, now;/ is so /

3. a) Fill in the text with the following words: “some, after, is, already, tea, good,
like, having, thought, with, showing, here, afraid, town, in, drink, together, I, should,
somewhere, an”.
P: I’m _________________ my cousin around the _____ ____________, he lives
_________________ Willshire, but he _______________ __ here for his holiday.
J: Oh, let’s walk _________________ then, I’m just _________________ a relaxing
stroll _________________ dinner, myself.
M: I’m _________________ I’m kind of tired ________ _________. What about sitting
_________________ and having something to _________ ________?
P: That’s a _________________ idea. I suggest havin g a rest _________________ in this
pub.
J: It’s OK _________________ me. Shall we have ____ _____________ or coffee?
M: I’d rather eat _________________ ice cream. Woul d you _________________ some,
too?
P: Yes, _________________ would, but… on a second _ ________________, I seem to
have_________________ problems with my throat, I _ ________________ have a cake
instead.
b) Identify the expressions used for suggesting, in viting, advising, refusing
and accepting.

4. Choose the structure that best fits in the gaps and circle the suggestions,
advice, refusals and acceptances:
J: Look! There __1__ my new boss!
P: Oh, he looks __2__ young, one would say he is __ 3__ a student. He must __4__ really
enjoyable.
J: Indeed. And he is also such a friendly __5__ per son.
M: O.K. Lucky __6__! Let’s have __7__, now. My mout h is pouring.
J: Well, I’m sorry but I have kind of __8__ my mind . I was just thinking I ought __9__
and say hello __10__ boss. But the __11__ should st ay here and __12__. I hope you
__13__, do you? Maybe __14__ time…

EVERYDAY CONVERSATION
P: Ok. No problem. __15__!
J: So long! And __16__ ice cream!
M: Thanks. Bye!
1. a) comes
2. a) such
3. a) yet
4. a) to be
5. a) and helpful
6. a) for you
7. a) that cake
8. a) interchanged
9. a) to going
10. a) to my
11. a) two of you
12. a) having fun
13. a) don’t minding
14. a) some another
15. a) See you
16. a) enjoy yourself
Self evaluation

1. Choose the words that best fit in the gaps:
1. a. you look such
2. a. can not remember
3. a. Where we
4. a. we meet
5. a. yours cousin
6. a. How are
7. a. some shopping
8. a. go
9. a. me
10. a. too
11. a. you can tell
12. a. nearer
13. a. catch a cold
14. a. every this
15. a. one in
16. a. would those
17. a. you gave me
James: Good afternoon.
Michael: Goo d afternoon. I’m sorry, __1__ familiar but I __2__ where we met. __3__
classmates?
James: No, __4__ some weeks ago, I’m __5__ Peter’s friend, James.
Michael: Oh, yes, of course, now I know. __6__you, James?
James: Thank you, I’m all right. I’m out doing __ P: Ok. No problem. __15__!
J: So long! And __16__ ice cream!
b) come c) coming
b) so c) enough
b) already c) still
b) be c) to being
b) and helpfully c) a helpful
b) to you c) your
b) cakes c) that cakes
b) exchanged c) changed
b) for go c) of going
b) at my c) to mine
b) of you two c) of two you
b) has fun c) have funny
b) don’t mind c) do mind
b) something other c) some other
b) Seeing yours c) See your
b) enjoying yours c) enjoy your
Self evaluation :
1. Choose the words that best fit in the gaps:
b. you look so c. your look so
b. can’t remind c. cannot remember
b. Were we c. Where were
b. we met c. we’ve met
b. your cousins c. your cousin
b. How is c. Who are
b. some shop c. something shopping
b. to going c. to go
b. my c. mine
b. to c. also
b. can tell you c. can you tell
b. the nearest c. the near
b. catching a could c. catching a cold
b. all this c. all these
b. on in c. one on
b. wood that c. would that
b. you give me some c. yours give my some

d afternoon. I’m sorry, __1__ familiar but I __2__ where we met. __3__
James: No, __4__ some weeks ago, I’m __5__ Peter’s friend, James.
Michael: Oh, yes, of course, now I know. __6__you, James?
James: Thank you, I’m all right. I’m out doing __ 7__ for our holidays. What about you? d) came
d) too
d) also
d) been
d) helpfully
d) you
d) those cake
d) unchanged
d) to go
d) for me
d)you of two
d) have fun
d) doesn’t mind
d) so other
d) Seen you
d) enjoyed your
c. your look so
c. cannot remember
c. Where were

c. your cousin
c. something shopping
c. can you tell
c. catching a cold

c. yours give my some
d afternoon. I’m sorry, __1__ familiar but I __2__ where we met. __3__
James: No, __4__ some weeks ago, I’m __5__ Peter’s friend, James.
7__ for our holidays. What about you?

EVERYDAY CONVERSATION
Michael: I’m preparing __8__ back home to Willshire , __9__ vacation is over. Now, I
was going to do some shopping, __10__. By the way, __11__ me where __12__
chemist’s is? I feel I’m __13__, with __14__ rain…
James: Th ere is __15__ the Soldiers’ Square.
Michael: Where __16__ be? Can __17__ directions?

2. Fill in the blanks with the following words:
be, a, there, look, cross, modern, cinema, ahead, y ou, pass, turn, the, by, left, should, and
James: Sure, let’s see. You __________ go on this street until the crossroa ds, pass
__________ the hotel, on your left, __________ by t he big market on your right and at
the crossroads __________ to the left, then go str aight __________ until you see the
cinema on your _______ ___ ; next to the __________ there is a passage, you can make
a shortcut if you __________ it as you get right t o the square; you should check if it is
all ok so __________ on your right as you come out from the passage: __________
should be a new hos pital __________ a bank; on your left there should __________ a
theatre and a __________ research institution and in front of you, right across the square,
there is __________ cathedral. Your chemist’s is r ound __________ corner, after
__________ pass by that bank.

3. Correct the mistakes in the text:
Michael: Thank you every much. I hope I’ll
took me to a performance on evening, two
square. Now, as you reminded my about the theatre, I believe I know the place.
James: Well, it’s no so difficult to get there and in fact it isn’t very far, either. Good
lucky .
Michael: It was nice to see you against
James: Good bye and send my regards
Michael: Ok, thanks, buy .
Self evaluation questions:

1. Mention 4 phrases use for suggesting.
2. Introduce your husband to your former employer.
3. Direct somebody from the railway station to the tow n hall.
4. Advise someone on buying a new computer.
5. Accept/ Refuse an invitation to a party.
Michael: I’m preparing __8__ back home to Willshire , __9__ vacation is over. Now, I
was going to do some shopping, __10__. By the way, __11__ me where __12__
chemist’s is? I feel I’m __13__, with __14__ rain…
ere is __15__ the Soldiers’ Square.
Michael: Where __16__ be? Can __17__ directions?
2. Fill in the blanks with the following words:
be, a, there, look, cross, modern, cinema, ahead, y ou, pass, turn, the, by, left, should, and
You __________ go on this street until the crossroa ds, pass
__________ the hotel, on your left, __________ by t he big market on your right and at
the crossroads __________ to the left, then go str aight __________ until you see the
___ ; next to the __________ there is a passage, you can make
a shortcut if you __________ it as you get right t o the square; you should check if it is
all ok so __________ on your right as you come out from the passage: __________
pital __________ a bank; on your left there should __________ a
theatre and a __________ research institution and in front of you, right across the square,
there is __________ cathedral. Your chemist’s is r ound __________ corner, after
much. I hope I’ll manager . I thing I know that theatre, Peter
evening, two week ago. I’m sure I most have seen that
bout the theatre, I believe I know the place.
so difficult to get there and in fact it isn’t very far, either. Good
against . Good bye.
James: Good bye and send my regards too Peter.

1. Mention 4 phrases use for suggesting.
Introduce your husband to your former employer.
Direct somebody from the railway station to the tow n hall.
Advise someone on buying a new computer.
Accept/ Refuse an invitation to a party. Michael: I’m preparing __8__ back home to Willshire , __9__ vacation is over. Now, I
be, a, there, look, cross, modern, cinema, ahead, y ou, pass, turn, the, by, left, should, and .
You __________ go on this street until the crossroa ds, pass
__________ the hotel, on your left, __________ by t he big market on your right and at
the crossroads __________ to the left, then go str aight __________ until you see the
___ ; next to the __________ there is a passage, you can make
a shortcut if you __________ it as you get right t o the square; you should check if it is
all ok so __________ on your right as you come out from the passage: __________
pital __________ a bank; on your left there should __________ a
theatre and a __________ research institution and in front of you, right across the square,
there is __________ cathedral. Your chemist’s is r ound __________ corner, after
I know that theatre, Peter
have seen that
so difficult to get there and in fact it isn’t very far, either. Good

COMMUNICATION INSIDE COMPANY
33 33 33 33 CHAPTER 5
COMMUNICATION INSIDE COMPANY
INTRODUCTION
When talking about communication inside companies, we have to fist deal with some
problems such as one-way versus two-way communicati on or the new requirements it
has to meet and to understand how it is propagated.
THEME PRESENTATION
We will distinguish between impersonal and interper sonal communication, describe the
formal and informal channels of communication insid e organizations and understand the
global economy and the advanced technology as facto rs influencing communication.
5.1 IMPERSONAL AND INTERPERSONAL COMMUNICATION

While impersonal communication, established on one direction, from the sender to the
receiver only, without supposing a reply, can be us ed to a certain extent for quickly
informing the employees on some facts, the interper sonal one, the complete
communication, that respects the aspect of circular ity and provides feedback is the most
effective and aimed for.
To spread knowledge about certain facts in the enti re company, the impersonal style might
prove enough, but to ensure that things are clearly understood, to check that each person
knows exactly the task they have to accomplish next , the interpersonal relationship is
required.
5.1.1. GIVING INFORMATION

The impersonal communication in company is used and in general can be effective for
transmitting information. It is only supposed to co me hierarchically down. Thus, inside
companies, the impersonal communication coming from the manager addressing the
employees is a one way information giving process.
In such a situation, the key words would be transmi t and transfer and the purpose may be
rapidly notifying everybody on basic information su ch as company policies, instructions,
various facts. As for the forms that can materialis e such type of communication, there are:
Memos, Letters, Electronic mail, Fax, Printouts, Vo ice mail etc .

Some advantages might be considered in favour of th is type of communication, such as its
speed and the broad scope. It can reach fast each p erson in the company but there is one
relevant disadvantage: there is no opportunity to ask for clarifications – for the receivers –
and no chance – for the sender – to make sure the m essage has reached its destination and
has been effective.
Important facts, vital instructions, information ab out data that would have a relevant
influence on the wellbeing of the company are not t o be transmitted this way. Things with
a mere informative role, of at most average importa nce – and mostly for the employees, not
for the company itself -, are eligible, though.

COMMUNICATION INSIDE COMPANY
34 34 34 34 5.1.2. FACE TO FACE RELATIONSHIP

More effective and quite required for the important things that have to be discussed and
clarified for the welfare of the business, there is the two way relationship, the
communication ‘face to face’. Here, the key words d efining the outstanding features are:
share, exchange, interact and interchange and the m ain characteristic aspect is the presence
of feedback – the response necessary to make sure t he message was understood.

There is one very relevant advantage: the possibili ty of checking conveyance of the
message, and there is the disadvantage that a face to face relationship will most likely be
rather time-consuming.
The forms that are now employed are:
 Dialogues, interviews;
 Meetings, discussions;
 Phone conversations.
5.1.3. CHANNELS OF COMMUNICATION

The role of the channels of communication is unifyi ng the group behaviour and helping
build teamwork.

We can talk about the official side of the communic ational process, the normal lines and
tracks on which the information is transferred, fro m the uppermost level, the highest
position, to the lowest in the company, or among em ployees on the same level of rank,
interdepartmental or inside offices.
The same tracks however can be devices of transmiss ion for the less official news, that
most often can travel even faster and with more ada ptations and personal touches.
Information coming on this channel may be more inte resting and appealing but it may be
suffering distortions or be totally inaccurate. The untrue rumours can sometimes, if funny
and harmless, unwind the atmosphere in an office an d create a certain connection between
the people sharing them, but they may often have a negative effect, creating animosities.
Thus, we can distinguish between the formal and the informal channels, with the vertical
and horizontal tracks each. Vertically, communicati on goes up and down the organization’s
ladder: from managers down to employees and, vice-v ersa, upward from employees up to
management. Horizontally they travel back and forth among fellow employees. So, the
channels are:
o Formal:
• Vertical (hierarchical: boss to employees and upwar d);
• Horizontal (on level; among ‘peers’).
o Informal – both vertical and horizontal:
• Gossip (grapevine) – often more rapid.
5.2. WRITTEN COMMUNICATION

There is a big difference between oral and written communication in English, let alone in
Business English. The first step in preparing for w riting business letters is understanding
the importance of, and acquiring the skills of corr ect spelling.

COMMUNICATION INSIDE COMPANY
35 35 35 35 Accuracy is more relevant in writing than in oral c ommunication, where mistakes can be
even charming. Formal letters are even less the pla ce to be negligent or shallow.
Concise but complete, clear, concrete and correct, curt but still courteous are basic
attributes to be pursued when embarking for the pro duction of written communication in
Business English.
These letters are only effective if they are able t o keep good relationships and at the same
time to trigger some desired action usually not ver y facile to acquire even in oral or
informal communication.
5.2.1. THE MEMO

Memos represent the primary form of internal commun ication within corporate and
governmental offices. They are used for vertical an d horizontal communication whenever
face-to-face communication is impractical or a perm anent record is desirable. They can
even be used for external communications with custo mers, suppliers, or other interested
outsiders. Memos can run for several pages but are usually just one to two pages and, given
the today’s workplace pressures, the shorter or mor e concise the better. [18, p.107-108]

From the functions of memos we can note:
♒ informing people or changing people’s perception in certain matters.
♒ communicating responsibility and deadlines for acti ons
♒ establishing a file record of decisions, agreements , and policies
♒ transmitting short reports or suggestions
♒ bringing new personnel up to date
♒ communicating with difficult people (you don’t want to meet face to face or that
disregard spoken instruction unless followed by a w ritten cover)
♒ stopping unjustified, time-consuming requests.
5.2.2. BUSINESS LETTERS

In business letters, there is a behavioural compone nt that has to be highly considered – the
accurate manner and the need for tact and capacity of producing a meaningful and effective
formal means of communication. Besides this, there are some strict, concrete, aspects that
are to be known and applied when engaging in writin g a business letter. Such are: the
typical phrases that have to be used in certain sit uations, in typical circumstances, and the
necessary parts of the letters, precise elements ba ring particular functions, that must be
positioned flawlessly – as these official letters a re supposed to follow a given format.
Here are some typical situations of business relati onship that may have to be met at a point
by any economist, circumstances implying usage of c ertain phrases and conception of the
letter accordingly: starting an initial letter or a response letter, good news, bad news,
requests, enclosures, complaints, apologies, orders , offers, payment reminders,
appointments, concluding. Each context requires pec uliar formulae that have to be known
by the person appointed to write that letter, hence the need to learn the special phrases.

As for the parts of the business letter here are, i n a nut-shell, the constitutive elements of
this sort of correspondence [10, p. 42]:
/UIforward Heading
/UIforward Date
/UIforward Reference line

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36 36 36 36 /UIforward Inside address
/UIforward Salutation
/UIforward Subject line
/UIforward Body of the letter
/UIforward Complimentary close
/UIforward Signature
/UIforward Initials and postscripts
/UIforward Enclosures

The typology of business letters may be analysed as following a basic classification on the
criterion of the moment of producing the letter as regarding the business partnership: prior
to concluding or along the business contract.

First, there is the pre-contractual correspondence: inquiry letters, demand or order letters,
offers and all the subsequent letters that may driv e from these.

Then, doing business is a dynamic activity this imp lying possible changes that have to be
informed and notified in order to maintain good rel ationship between partners and proper
functioning of the business affairs. Hence, clients or partners have to be announced of the
modifications occurring and this is usually done by letters from those entitled to certify this
information. Thus, we may talk about letters of ann ouncement or notifications.
On the other hand, there are contractual clauses th at are often breached and consequently
letters of complaints will be quite frequent. There are different reasons for complaint and
they will account for a classification of the compl aint letters.
According to the reason of the claim, there may be letters of complaint: about quality,
quantity, packing, carriage, damaged goods, delay i n delivery, price, invoicing and letters
of collection of overdue accounts or reminders (fir st, second and third).
Correspondence is also needed in more specialized e conomic fields, as transportation,
insurance and banks, where cover letters accompany other documentations and are used in
all the phases of the particular activities charact eristic to these domains. These are very
much specialized and demand knowledge of a more pec uliar vocabulary and
comprehension of the various factual situations imp lied.
As for the transportation, we may encounter letters concerning the following: shipping
instructions, freight discussion or inquiry, advice of dispatch, notifications from charterer
to broker.
In what the insurance is concerned, the letters may be: requests for insurance, inquiry for
insurance rate, letters of indemnity a.s.o.
Banking operations can trigger correspondence such as: customer's requests of an
overdraft, status inquiry, mistaken account warning , asking for reference, the bank's replies
to these, bills of exchange, payment orders, docume ntary credit letters etc.
Finally, when applying for jobs, there are the appl ication letters that need to be edited.
They have to accompany the CVs and shall provide th e potential employee with the
personal information he/she expects and needs to fi nd, persuasively presented, concisely
conceived and accurately displayed.
5.2.3. THE E-MAILS

Here is some advice to be taken into consideration when initialising or replying to
electronic messages [2, p.21-22].

COMMUNICATION INSIDE COMPANY
37 37 37 37 E-mails should be conceived and written so that the intended audience can read,
understand and act on the message after the first t ime they read it. Be concise and to the
point and do not make an email longer than it needs to be, keep it to a maximum of 15-20
sentences. Use simple and relevant words. Use prope r structure and layout: short
paragraphs and blank lines in between for easier re ading from the screen. Do not use
abbreviations if you are not sure whether the recip ient knows them. Use correct grammar,
spelling and punctuation and do not attach unnecess ary files. Do not write in capitals
because it seems like you are shouting. Do not over use high priority option because, when
overused, it looses its function and moreover, it a lso might come out as aggressive. Use
"cc:" field only if the recipient in the "cc:" fiel d knows why he or she is receiving the
message.

When you reply to e-mails, try to answer all questi ons and pre-empt new ones, in order to
avoid further e-mails, frustration and wasting time . Respond quickly; email implies a quick
response comparing to the written letter, so they s hould be answered at least within 24
hours. Do not leave out the original messages but u se “Reply with history” so the recipient
can easily see what the email is in reference to. D o not overuse "Reply to All"; use it only
if you need your message to be seen by each person who received the original message.
5.3. NEW REQUIREMENTS

The rapid developments of the technologic society a nd the current tendency towards
globalisation bring about distinct challenges to th e communication fields.
5.3.1. GLOBAL ECONOMY

Recent changes in the economic view, turning from a national approach to the international
and global strategies in business have as a result the expansion of global market.
This triggers a new challenge inside organisations. Due to this internationality that extends,
to the emergence of the multinational companies and to the extensive migration of the
labour force, companies must accordingly train thei r employees so that they should be able
to communicate despite language and cultural differ ences.
5.3.2. HIGH TECHNOLOGY

The technological era culminating with the current massive spread of the computer and the
informational technology is another factor of great influence upon the way communication
is regarded. The Internet widens the communication opportunities exceeding any limits not
long ago hard to even imagine.

The information and the communication are redefined for those who enter this field and in
now time it will be compulsory fro everybody to lea rn and adopt this technology if they
want to keep up with the changes in their society. It is obvious that IT has gained
supremacy in the field of extensive communication a s it is the most effective in terms of
large spread of areas covered and minimal time to s end information just about anywhere.

There are several clear advantages that promote the computer and the internet on highest,
overriding position but there are also some disadva ntages that can constitute causes of
concern, especially in the nowadays sophisticated w orld that takes into consideration every

COMMUNICATION INSIDE COMPANY
single fact that could affect negatively the human rights, the psychological or the emotional
welfare of individuals.

Thus, here are only some of the most important a

Time efficiency;

Minimal costs;

Improved accuracy;

Enhanced customer service;

Some of the filters eliminated.

As for the concerns, the highest might be thought t o be the
the lost human touch.
Of course, sending e- mails to inform all subsidies in all corners of the world o
new development taken by the company proves really useful, economical and rapid, but
one can hardly imagine an important negotiation com pletely and successfully completed
just by means of e- mails. Still, it may always be a strong alternative .

Summary:

Communication inside companies may be impersonal or interpersonal, oral or written,
formal or informal, vertical or horizontal
to adapt to the developments of the rapidly changin g world
Exercises:

I. Match … and follow the instructions in italics f or each drill

a. … the fragments in column A with those in B to f ind some advice on how to
good communicator:


1. Give full attention to people
2. Encourage other people to
3. Present your ideas so that others
4. Treat people fairly and let others know
5. Value teamwork and know how to build
6. Show respect for people’s ideas and
feelings, even
7. Accept differences and conflict as a normal
part of any work
8. Strive to understand other people and
9. Be open to negative feedback, and
communicate difficult
10. Be able to easily win people’s single fact that could affect negatively the human rights, the psychological or the emotional
most important a dvantages of e-mails:
As for the concerns, the highest might be thought t o be the individual’ s right to privacy
mails to inform all subsidies in all corners of the world o f a fact or a
new development taken by the company proves really useful, economical and rapid, but
one can hardly imagine an important negotiation com pletely and successfully completed
mails. Still, it may always be a strong alternative .
Communication inside companies may be impersonal or interpersonal, oral or written,
formal or informal, vertical or horizontal – each with specific characteristics and all having
to adapt to the developments of the rapidly changin g world .
I. Match … and follow the instructions in italics f or each drill
a. … the fragments in column A with those in B to f ind some advice on how to

Treat people fairly and let others know
Value teamwork and know how to build
Show respect for people’s ideas and
Accept differences and conflict as a normal
Strive to understand other people and
to negative feedback, and a) talk, and ask appropriate questions.
b) people (e.g. “He/she is always that
way.”)
c) how you want to be treated.
d) while they are talking to you.
e) to be empathetic.
f) cooperation and commitment.
g) are receptive to you r point of view.
h) environment, and know how to
address them constructively.
i) when you disagree with them.
j) trust and respect.
k) truths in a respectful way. single fact that could affect negatively the human rights, the psychological or the emotional
s right to privacy and
f a fact or a
new development taken by the company proves really useful, economical and rapid, but
one can hardly imagine an important negotiation com pletely and successfully completed
Communication inside companies may be impersonal or interpersonal, oral or written,
each with specific characteristics and all having
a. … the fragments in column A with those in B to f ind some advice on how to be a
talk, and ask appropriate questions.
people (e.g. “He/she is always that
how you want to be treated.
while they are talking to you.
cooperation and commitment.
r point of view.
environment, and know how to
when you disagree with them.

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39 39 39 39 11. Check to make sure you have understood
what
12. Be confident and at
13. Avoid making absolutist judgments about
14. Follow through on your
15. Be able to work with people you have
difficulties l) other people are trying to
communicate.
m) with without becoming negative
yourself.
n) ease giving a presentation.
o) commitments.

Instructions:

– in the first column underline the synonyms of: total, honestly, emotions, variation,
struggle, hard, verify, capable
– in the second column circle the antonyms of: inappropriate, never, agree, lies, positive,
difficulty

b. … the headings (1-4) with the suggestions they c ontain (lines A-D)

1. Connect 2. Listen 3. Communicate 4. Speak

A o Project confidence.
o Connect with your audience.
o Know what you want to accomplish. Do you want peo ple to understand your
position? Lend their support? Approve your request?
o Keep it short and simple. Most communication can accomplish only one objective ,
develop three main points, and hold people’s attent ion only so long.
o Ask for feedback; was the message understood?
B o Establish rapport with people
o Pay attention to people’s facial expressions, bod y language, and tone of voice .
o See things from the other person’s point of view.
o Adjust your communication style to match theirs.
o Avoid criticizing, making negative judgments, or saying that the other person is
wrong .
o Show interest in the other person’s interests and concerns.
C o Encourage people to talk.
o Show your willingness to listen. Minimize distrac tions. Attend to the other person
with your whole body (your body language, eyes, facial expressions). No d your head
and give verbal cues to communicate that you are paying attention.
o Ask open-ended questions.
o Listen to what people are trying to communicate , not just to what they are saying.
Listen to their emotions. Listen also to what they want.
o Check to make sure you understand . Use your own words to reflect what you have
heard and noticed.
D o Speak with sincerity and conviction.
o Be sensitive to other people’s communication styl e.
o Listen at least as much as you talk.
o Attune what you say with how you say it . Keep your message fitting with your tone
of voice, facial expression, and body language.

Instructions:

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40 40 40 40 – in A:
o rephrase the first underlined fragment into an affi rmative followed by a question
tag
o emphasize the second underlined fragment beginning with : "It is only…"

– in B rephrase:
o the first underlined fragment beginning with: "Attention…"
o the second underlined fragment, including the word "order"
o the third underlined fragment using the auxiliary "do" and the negative particle
"not"

– in C: ask the questions so that the underlined st ructures represent the answers

– in D:
o answer the questions:
Whose communicational style should you be sensitive to?
How much should you listen as compared to talk?
How should you message be kept?
o rephrase the underlined fragment including "has to be"

c. … the fragments of the three columns to get some advice on how to listen:

1) Sometimes we do not
understand other
2) We are destructed or
3) We can communicate on
one or all of
4) But sometimes we do not
understand
5) We are not
6) We may hear the
7) “The house is burning”
8) But those four words,
depending a) on how they are said,
b) people because we
are not
c) is a simple,
d) listening
e) simply are
f) people because we
are not hearing
g) the four different
levels:
h) facts, for example,
but i) may mean more things .
ii) straight-forward statement.
iii) miss the feelings.
iv) not paying attention.
v) facts, meaning, feelings,
intention.
vi) to the right level.
vii) listening, or we are not
listening well.
viii) what they want to
communicate.

Instructions:

– turn sentences 1,2,3 into reported speech beginni ng with: "They said…"
– rephrase sentence 4 beginning with: "We would understand…"
– turn sentences 5,6 into interrogative
– ask the questions so that the underlined structur es represent the answers

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41 41 41 41
d. … the levels with the corresponding example:

1. Facts
2. Meaning
3. Feelings
4. Intention a) “Run for your life.”
b) “The house we are in is on fire.”
c) “Ahh!!! Help!!!”
d) “A residential structure is being consumed by flame s.”

Instructions:

– rephrase
b) beginning with "We…" and including "which"
d) beginning with "Flames…"

II. Fill in …

a. … each line with the appropriate criterion (lett ers a-d) to mark the four processes
for each level (1-4):

1 facts 2 meaning 3 feeling 4 intention

a People want to b Your task is to
c You need to ask d Your goal is to

level process criterion
1 Convey Information a ex.
Listen to details and clarify b
“Who?” “What?” “Where?” “Why?” “When?” “How?” c
Picture the situation as the person is describing i t d
2 Understand what the person means, and make the othe r person feel
understood.
Listen to the big picture, summarize and paraphrase
Make themselves understood
“Am I understanding you correctly?” “Is this what y ou are getting at?”
3 “How does it make you feel?” “It sounds to me like you are feeling
…”
Connect on emotional level
Recognize how the person is feeling and make the ot her person feel
connected
Listen with empathy, pay attention to body language and tone of voice
4 Know what the person wants to achieve
Get their needs met
Listen to wants and needs, focus on solutions, acti on
steps and outcomes
“What do you want to have happen?” “What would help you in this
situation?” “What can you/we do about it?”

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42 42 42 42 b. … the text with missing titles (1-8) and fragmen ts (A-H) to find how you should
communicate in order to win cooperation:

1. Do not argue
2. Make people feel understood
3. Be open for other’s ideas
4. Find common ground
5. Listen
6. Help people believe the change is possible
7. Time your request well
8. Care about the people you want to influence

A how cooperating with you can help them achieve
B them a better way, but more importantly convince t hem that the
C feel overwhelmed and stop arguing with you but tha t does not
D can to reassure them and to make them feel safe, a nd you increase your chances
of winning their
E to understand what people mean, without getting hu ng up on
F minded and feel confident with sharing the ideas
G decisions, commitments and judgments based on logi c and sound reasoning
H –

ex. 2

Spend less time trying to make people understand wh at you want, and more time making
them feel understood. In an ideal world people migh t make ex. G . But in this
world people act in response to their preferences, feelings and social influence they might
not be even aware of. If they trust you and feel yo u care about them, they are much more
likely to cooperate with you.

Show people how their needs, values and dreams mesh with yours. To do so, you have to
understand their values and concerns. See things fr om their point of view. Be sympathetic
with their feelings. Then show them _______ what th ey want.

Listening is the best way to make people feel under stood and at the same time to find
common ground. Ask open-ended questions, the kind t hat invite people’s careful
consideration and honesty. Try _________ the litera l meaning of their words. And
acknowledge their thoughts and feelings (which is n ot the same thing as agreeing with
them).

The person you defeat in an argument today may be t he person whose cooperation you
need tomorrow. Arguments make people stake out posi tions and defend them. And the
more you try to prove them wrong, the harder they w ill resist you. People may _________

COMMUNICATION INSIDE COMPANY
43 43 43 43 mean you have won them over. Most of the time, when you win an argument, you lose an
ally.

If you are concerned about the people you are tryin g to win over, _________ if you value
their needs and dreams, they will know it and they will reciprocate. They will
communicate more freely, speaking their mind more o penly and listening more attentively.
They will give you the benefit of the doubt and the y will want to cooperate.

Do not try to impose your ideas on others only. Lis ten to and value the ideas of the people
that work for you or with whom you work together. B e open _________ with others. Even
request for new ideas to gain people’s support and cooperation.

People often know, although they will not often adm it, that they need to change. They feel
a vague uneasiness, sensing that things will not pa n out the way they want. But they persist
in doing what they have always done, thinking they are doing the best they can. Show
_________ change is possible. Do not just give them a solution but offer them confidence.

There is a time and season for everything, especial ly for asking for support. When people
are feeling stressed out, anxious, angry, resentful or threatened, they are not really
receptive. Do what you _________ support. Look for “moments of influence”, times when
they feel capable and confident, and make your best case then.

c. … with the given words to find how to negotiate:
why out your or other
not view an at the
will to might sure blame
on and needs for you

Prepare …………. negotiation. Do not …………. negotiation as confrontational. Do not
try …………. win at all costs. Do …………. become emotion al. Listen to …………. other
person(s). By listening you …………. receive informati on that …………. help you further
in the negotiation. Try to understand the …………. per son. Focus …………. issues, not
personalities. Do not …………. the other person. Use q uestions to find …………. what
the other person’s concerns and …………. might be.
When you hear the other person express their needs …………. concerns, use listening
responses to make …………. you heard correctly (“So, … ………. are saying ..” “If I heard
this right ..”). State …………. needs and the reasons and prepare options beforehand.
Anticipate …………. the other person may resist your s uggestion, and be prepared to
counter with …………. alternative. Consider timing ……… …. do not argue. Aim
…………. win-win situation not a compromise.

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44 44 44 44 d. … each blank with the appropriate word derived f rom the verbs given (in column
A) linking a suffix or prefix (from column B):
A B
argue, agree (3), differ, solve, oppose dis – ; -ment (3); -er; -ent (2);

In order to avoid an ____________, seek areas of __ __________ . Often we agree with
people in principle but ____________ with them in p ractice (we want the same thing but
have ____________ ideas of how to accomplish it). F ind those areas of ____________.
Make them clear. Try always to make the other perso n a fellow problem-____________,
neither an ____________ nor a friend.

e. … with the required form of the verbs in bracket s:

We should ____________( to focus – short infinitive ) on interests, not positions.
An issue ____________ (to be – simple present) what we ____________ (to want – simple
present) or ____________(to need– simple present). A position ____________(to be –
simple present) a way of ____________ (to achieve – gerund) it. ____________(To avoid
– imperative) ____________ (to get – gerund) ______ ______ (to attach – past participle)
to your positions so that you ____________ (to lose – simple present, negative) sight of
your interests. It ____________ (to be – simple fu ture) easier ____________ (to negotiate
– long infinitive) and ____________ (to compromise – short infinitive) around interests
than around positions.

III. Choose the …

a. … right form from the words in brackets:

Try to (see / sea) things from the (other / another ) person’s point-of-view.
There is (an / a) reason (how / why) other people a ct and (think / thing) the way they (do /
does) – no matter (how / who) illogical, wrong-head ed, or misguided (eat / it) may seem
(to / too) you. If you criticize (then / them) or s how disapproval for (their / there)
reasoning, they will (only / lonely) harden in thei r (resolution / solution). They will resent
and resist (your / you). Seek, instead, (two / to) discover their hidden reasons, and you will
(find / found) the key to their motivation.

b. … structure fitting in the numbered gaps:

Ask ___1___ and open-ended questions. Closed ___2__ _ – like “Do you agree with my
proposal?” – limit ___3___ ability to express ___4 ___. Open-ended questions – like “How
do you feel about my proposal?” – give ___5___ free dom and give you more ___6___.
Learn how ___7___ listen. Spend more time listening ___8___ speaking (you can not get
yourself ___9___ trouble by listening, but you sure can start a brawl ___10___ speaking).
Listen ___11___ your body, your eyes and your mind ___12___ well as with your ears.
Try to understand ___13___ people mean, without get ting caught ___14___ in the exact
words they say. Make them ___15___ understood, and they will be ___16___ more likely
to try to understand you.
1 a) clarify b) clarifying c) clarified
2 a) questions b) question c) questioned
3 a) peoples b) people’s c) people

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45 45 45 45 4 a) themself b) themselfs c) themselves
5 a) them b) then c) they
6 a) informing b) informations c) information
7 a) to b) two c) too
8 a) that b) then c) than
9 a) into b) in c) to
10 a) at b) by c) on
11 a) in b) with c) after
12 a) as b) so c) soon
13 a) where b) when c) what
14 a) up b) down c) across
15 a) fill b) fell c) feel
16 a) much b) many c) most

c. … structures from the box to rephrase the text r eplacing the underlined fragments
in it:

If you are wrong, admit it. There is nothing wrong with changing your opinion, once you
have gained new information or perspective. As a matter of fact, it is the sig n of wisdom
and maturity. Remember that you have been wrong in the past even when you thought you
were right, and admit that you might be wrong this time, too .

d. … appropriate ending (suffix or word) for the in complete words in the text
following, and make the necessary changes:
words: thing, will suffixes: -ing, -(t)ion, -nes s

If you are right, allow the other person to save fa ce.
You are try…… to win people’s cooperate……, not to p rove them wrong. Your kind……
will do more to gain their good…… than any…… else.

e. … right heading (from 1 to 6) for each fragment to find advice on making
presentations and then follow the instructions in i talics below the text:
1) Have your audience’s best interests at heart.
2) Approach your presentation from your audience’s per spective – not yours.
3) Establish eye contact.
4) Win the audience's benevolence
5) Talk to people before your presentation.
6) Speak simply and with conviction.
___ex.4 ___
Establish rapport/bond with your audience and they become your partners in a dialog,
allies in your presentation. They will want you to succeed. They will overlook your
nervousness and lack of polish. And they will give you the benefit of the doubt even if they
lose thread of your logic.
___ ___
Introduce yourself as people begin gathering. Ask t hem about themselves, what they do,
and why they are there. Smile.
___ ___ as long as sensibility mark don't deny isn't any thing
before don't forget again, now additional data believed

COMMUNICATION INSIDE COMPANY
46 46 46 46 See your presentation as an opportunity to serve yo ur audience, not to impress or “sell”
them.
___ ___
Look people in the eye one at a time. Hold each per son’s gaze for 5 to 10 seconds and then
look someone else in the eye. We distrust people wh o will not look us in the eye . Still, be
cautious while presenting to foreigners, some cultu res consider such eye contact intrusive
and rude .
___ ___
Do not give a speech. Have a conversation with your audience. Say “I’, “we” and “you”
when appropriate.
___ ___
Address their concerns. Speak to their interests, v alues and aspirations. Avoid words they
might not understand . Cite evidence they find credible . If you have to use words or
acronyms they might not understand, explain them im mediately.

Instructions:
– in the first fragment underline the synonyms of: 'connection, listeners, collaborators,
wish, neglect, though'
– perform/ act orally as suggested in the second fr agment
– rephrase the third fragment beginning with: "Your presentation should…"
– turn the two underlined parts in fragment four in to passive constructions
– rephrase the fifth fragment using: "deliver, hold, public, proper"
– in the last fragment
rephrase
the fist sentence underlined, beginning with: "You shouldn't…"
the second part underlines, including "found"
underline in the last sentence the structures meani ng: "must, comprehend,
explicate, promptly"

IV. Arrange … to form suggestions on how to properl y use e-mail

a. … the fragments:
ex. E-mails should be ex. … b… …d… …a… …c… first time they read it.
a) can read, understand and act
b) constructed and written
c) on the message after the
d) so that the intended audience
1) Be concise and …… …… …… …… needs to be.
a) an email longer
b) not make
c) than it
d) to the point; do
2) Answer all …… …… …… …… and wasting time.
a) further e-mails, frustration
b) questions and pre-empt further
c) questions as by answering all
d) the questions you’ll avoid
3) Use correct …… …… …… …… unnecessary files.
a) and do

COMMUNICATION INSIDE COMPANY
47 47 47 47 b) and punctuation
c) grammar, spelling
d) not attach

4) Make it personal …… …… …… …… customized.
a) of the email
b) should be
c) the content
d) which means that
5) Respond quickly; email …… …… …… …… 24 hours.
a) implies a quick response
b) comparing to the
c) written letter, so they should
d) be answered at least within
6) Use proper structure …… …… …… …… from the screen.
a) and blank lines
b) and layout: short paragraphs
c) easier reading
d) in between for
7) Do not overuse high …… …… …… …… come out as aggressive.
a) because, when overused, it
b) looses its function and
c) moreover, it also might
d) priority option
8) Do not write …… …… …… …… shouting.
a) because it
b) in capitals
c) seems like
d) you are

b. … the letters in the structures underlined to ge t the logic words:
Do not avlee out the original messages but use “Reply with hist ory” so the recipient can
sileay see what the email is in reference to.
Read the elima before you send it because proof reading will help discover missed
steamiks and misspellings, as well as ensure that none of t he cennott is missing.
Do not overuse "Reply to All"; use it only if you a lerly need your message to be seen by
each sopern who received the original message.
Use active instead of passive abusece active voice (“We will process your order”) sounds
more reponals , whereas passive (“Your order will be processed”) sounds ineclusarnesy
formal.

c. … the underlined nouns in their right place
Take care with language : do not use the abbreviations if you are not sure whether the email
knows them.
Use a meaningful function that makes sense to the recipient and yourself and make it as
detailed as possible.
Avoid using "Urgent" and "Important" as the less yo u use them the more recipient they
have when you do use them.
Avoid long words trying to keep them to a maximum of 15-20 communica tion .
Keep your sentences gender neutral.

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48 48 48 48 Use "cc:" field only if the recipient in the "cc:" field knows why he or she is receiving the
subject .
Use face-to-face abbreviations whenever possible instead of e-mail.

V. Rephrase …. to find information on how to use vo ice messages:

a. … beginning with the structures given:

1) Update your personal greeting regularly.
Your….

2) Pause for 1-2 seconds before you record your gre eting.
1-2 seconds of …

3)Make your messages short so the caller will not h ave to wait long to leave a message.
The caller should be prevented….

4) In your greeting let callers know when you will return their call.
When you …

5) Include information in your greeting about how c allers can reach a colleague if you are
not available
While being ….

6) If you will be away from the office for an ext ended period, on business or leave, let
callers know how to reach a colleague who is taking your calls
Callers should be …

7) Make sure the person you direct your calls to is informed and knows how to reply.
The person your calls…

b. … beginning as guided and using the words given:

1) Check your messages as often as possible and ret urn all calls within two hours, at the
very least, within 24 hours.
Your messages …. …all calls…

2) When you return a call thank the caller for leav ing the voice mail message.
Returning …. …you should…

3) When leaving a voice mail message always identif y yourself and the company you are
representing in case it is an outside call and stat e the reason for calling.
A voice mail…. …after you….

4) Leave voice mail messages that are concise and c onvey concrete information, writing an
outline or even a script before you call, if you fi nd it hard to compose a message on the fly.
Concise… …conveying… …should be…
…so that you should… …in case…
…difficult…

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49 49 49 49
5) If you need a return call, say when and where you will be available and give your
phone number.
Your phone… …as well as time and place…
…should be…. …unless you don't…

c. … using words such as "because", "as" or "so" , to link together all the sentence in
each group: 

1) Watch your emotions when you leave a voice mail message. One way communication
can come across much angrier, more hurtful or more self-pitying than intended.

2) When leaving a message remember your voice mail is being recorded. Speak slowly,
clearly and appropriately. Voice mail can be used a s a record of communication, in the
same way as print.

3) Remember a voice mail message is not a two-way conversation. Do not ramble. The
recipient might have many other messages to pick up .

d. … replacing some words with the ones given in br acket sand make the necessary
changes, to find how to telephone:

1) Use your first and last names to introduce your self, be prepared, know what you want
to achieve, have a pen and paper at hand. (surname, ready, obtain, keep)

2) Speak clearly, do not speak too fast or too sl ow. (neither, rapidly, nor)

3) Be confident and positive, genuinely interested and enthusiastic and smile as people can
‘hear’ you smile. (self-assured, really, because)

VI. Correct …

a. … writing on the second column the extra word id entified in each line:

People make judgments about you just by are listeni ng to
your voice. It isn't not only the words you use, bu t how you
say them that they can make a difference.
When people will see you – during face-to-face
communication –, the impact of your voice is about
approximately 38% of the entire overall impression you
make. Over on the phone, it jumps to 85%, since the re are
no other visual cues. ……….
……….
……….
……….
……….
……….
……….
……….

b. … the underlined words to find what you can do t o have a more pleasing voice:

1) Have an appropriately expression, sound enthusiastic, or, when proper, a lterning your
tone to feet the conversation (sounding sympathetic when talkin g about said news, etc.)

COMMUNICATION INSIDE COMPANY
50 50 50 50 2) Speak at the write temp, slowly enough that pupil understand you easily, yet not soo
slowly that you are taking to long to complete a thought.

c. … finding and modifying the incorrect one of t he three underlined structures in
each sentence:

1) Pause properly; by pausing, you give people time enough to take in what you are saying .

2) When you finish a thought , think of adding a periodical (.) by counting to three in your
mind .

3) If it would be a colon (:) , count to two, and if it is a comma (,) , count to one, in other
words, don't run your words together.

d. … the lines containing an extra word, cutting it from the text, and place a tick or a
cross in the end of the line to show it was correct or not:

Speak loud enough to be easily have heard. Speaking in a whisper is non-
assertive and annoying. If people ask you to speak up or to repeat on
yourself, this is a clue that you need help in this area.
Speak soft enough to avoid shouting and the screami ng. If people are
asking you to "shh" or lower your tone, that's a cl ue, too.
Watch your diction and eliminate fillers. Completing words makes you
sound out smarter. Things like saying the "ing" end ing can make a
difference ("going" not "gonna," "doing," not "doin '"). Avoid also of
dropping the beginning of words ("them," not "'em") and avoid "uh,"
"um," or "OK" and "you know." ___
___
___
___
___
___
___
___
___
___

e. … the 10 spelling mistakes in the text:

Control your breatheing when you get nervous or exs ited. It helps to lawer your pitch,
making you sound more credible. (3)
Keep your hands a way from your mounth when speakin g and don't swallow words or let
your voice trail of with any thoughts. (3)
Tape-record yourselve or listen to your voice-mail messages and decide wath you need to
practise so you sound better both in face-to-face e ncounters and electronically. (2)
Remember that the power of your voice is the sum of its vocal quality and the words you
choose butt you must not take either for granted to ensure that your speacking formula is a
winning combination. (2)

VII. Complete the words … to find how to have effec tive meetings

a. … guiding after the first three letters:

1) Set clear obj…………: is a meeting, a brainstorm sessi on, informative or
dec………… making, etc.
2) Prepare an agenda, distribute it in adv………… to all the par………… and stick to
the agenda.
3) Assure the mee………… is chaired.

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51 51 51 51 4) Arrange the loc………… in advance and inf………… all the participants.

b. … with as many letters as indicated by the lines :

1) En _ _ re that appropriate supporting information i s circulated in t _ _ e to be us _ _ ul.
2) Make sure you are not dis _ _ _ _ ed (no cell p _ _ _ _ s).
3) Be on time, be pre _ _ _ ed and stay f _ _ _ sed.
4) Assure participation of all participants, avoid do _ _ _ ance.
5) Assure acc _ _ _ te recording of meeting’s min _ _ _ s/notes.
6) Take a break for meetings exte_ _ _ _ g 1,5 hours.
7) Having an ef_ _ _ _ ent meeting is teamwork.

c. … writing the three letters for the beginnings:

1) Ask ….stions, there is … .hing foolish about it.
2) Make sure the meeting has appropriate ….ning and cl osing.
3) Always end meetings on time and ….empt to end on a ….itive note.
4) At the end of the meeting ….marize the outcomes, re view actions and ….ignments,
and set up the next meeting if ….essary.
5) Assure the ….utes of the meeting are distributed to all the attendants not later than
in the two ….lowing days.

VII. Find …. to get information on running brainstorming session s effectively:

a. … the missing words to fill in the text:
– group’s – and – most – highly – order
Brainstorming can be a ………… effective technique for maximising a ………… creative
potential in …………. to generate ideas ………… determine which ideas are …………
likely to succeed.

b. … the place in the sentences (1-4) to insert the following words in the given order:
"brainstorming, relaxed, person, hand, the, out, it , down, independently, time, minutes".
1. Organize a group of 8-12 people in a environment .
2. Select a leader and a recorder (they may be the same), though the recorder should have
an easy to understand writing.
3. Define problem or idea to brainstorm. Write it c oncisely and make sure that everyone
understands and is in agreement with the way it is worded.
4. If the issue is broad, break it into smaller iss ues which can be brainstormed.
5. Set a limit (i.e. 30) for the brainstorming.

c. … different two letter words to fill in each bla nk:
Set ___ the rules for the session. They should incl ude:
Letting the leader have control ___ the session;
Allowing and encouraging everybody ___ contribute;
Ensuring that ___ one will insult, demean, or evalu ate another participant or his/her ideas;
Stating that no answer ___ wrong;
All ideas are welcome no matter how silly ___ far o ut they seem;
Building ___ others’ ideas;
Recording all the answers unless ___ is a repeat;

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52 52 52 52 Absolutely ___ discussion taking place during the b rainstorming; ( again )
Stopping when the time limit ___ up.( again )

d. … one word that fits in both sentences:

1) a) Once the brainstorming starts, participants s hare their ________ and the
facilitator writes them down preferably so everyone can see them (using a white board or a
flipchart).
b) Keep in mind that most brainstorming sessions fe ature 2 or 3 “false finishes”,
each followed by an explosion of new ________, befo re the group has really exhausted its
store of information and ideas.

2) a) Once the brainstorming is finished, write dow n about five __________ for
evaluating ideas and group the similar ideas togeth er.
b) It might be useful scoring each idea (e.g. 0 to 5) on each __________ in order to
make evaluation.

3) a) Eliminate responses ________ definitely do no t fit.
b) Once ideas are narrowed down (________ is to the top 5), discuss the remaining
ideas in the group.

4) a) If there is ___________ a clear winner, use a voting method.
b) Keep the record of all the ideas generated in th e session even after choosing the
best idea, as it might turn out to be ___________ w orkable.

VIII. Consider the following business letter and:

a. Place the fragments below in the right order.

Bootsystem Offices
PO Box 123
College Street, 23 B 70 Wormshire
As of the date of this letter, your payment which, under the terms of a promissory
note you entered into, was due on October 15 th , has not been received and is now past
due.
If you have already forwarded your payment, please disregard this letter; otherwise,
please forward your payment immediately in order to avoid default under the
promissory note.
Topshoe Clother Ltd.
4th Furnise Avenue
November 2, 2006
Cooper H. Lamnitz
Head Accounts Secretary
Attention: account payable department
Sincerely,

b. Circle in the letter above the synonyms of the f ollowing : ‘headquarters, clauses, sent,
neglect, quickly, boulevard’.

COMMUNICATION INSIDE COMPANY
c. Consider the letter above and circle the right a nswers:
1. it is a) an order
2. it’s addressed to a) the manager
3. it’s send by a) a worker
4. it does not contain a) date
5. it’s likely to be followed by
d) a promotion

d. Consider the structures in ‘…’ below (as they appear in the letter above) and
choose the right answers:
1. ‘as of’ is not replaceable by:
2. ‘letter’ may as well mean:
3. ‘promissory’ derives from:
4. ‘entered’ is not an opposite of:
5. the structure formed with ‘received’ is here:
c) passive d) active
6. ‘payment’ can be followed, here, by:
7. ‘otherwise’ cannot be translated:
8. here, instead of ‘your’, we may use:
9. ‘immediately’ is:
10. ‘order’, here, means:
Self evaluation

Drills:

1) Rephrase the sentence using
Pay attention to your body language, it can communi cate more than you think.

2) Turn into the reported speech beginning as speci fied:
Do not try to get too many messages across. People do not retain more than three ideas
from a presentation or a discus
The instructor told us…

3)  Choose the structure t

1 a) communicate
2 a) so
3 a) generate
4 a) type

Use face-to-face –1– as much
communication.

4) Fill in the gaps with the following words:
aware". COMPANY
c. Consider the letter above and circle the right a nswers:
b) a complaint about delivery c) a reminder
a) the manager b) a gentleman c) an officer d) an office
a) a worker b) a business woman c) a clerk
a) date b) complimentary close c) salutation
it’s likely to be followed by a) legal action b) a similar letter
the structures in ‘…’ below (as they appear in the letter above) and
choose the right answers:
1. ‘as of’ is not replaceable by: a) until b) up to c) by
2. ‘letter’ may as well mean: a) character b) last mentioned c) after a while
3. ‘promissory’ derives from: a) sorry b) miss c) promise
4. ‘entered’ is not an opposite of: a) issued b) exited c) left
5. the structure formed with ‘received’ is here: a) conditional b) in direct speech
6. ‘payment’ can be followed, here, by: a) for ours b) to us c) at our
7. ‘otherwise’ cannot be translated: a) altfel b) în caz contrar c) sau
8. here, instead of ‘your’, we may use: a) the b) yours c) us
a) adjective b) adverb c) noun d) verb
a) ‘command’ b) ‘tidiness’ c) ‘sequence’
Self evaluation :
1) Rephrase the sentence using "careful, tell, believe" and make the necessary change
Pay attention to your body language, it can communi cate more than you think.
2) Turn into the reported speech beginning as speci fied:
Do not try to get too many messages across. People do not retain more than three ideas
from a presentation or a discus sion.
ture that best fits in the numbered gaps:
b) communication c) communicating
b) than c) as
b) general c) generally
b) types c) typing
as much –2– possible as people –3– prefer that
4) Fill in the gaps with the following words: "in, environment, danger, misunderstanding, c) a reminder d) an inquiry
d) an office
c) a clerk d) a customer
d) inside address
b) a similar letter c) a dismissal
the structures in ‘…’ below (as they appear in the letter above) and
c) by d) after
c) after a while d) stairs
c) promise d) prom
c) left d) right
direct speech
c) at our d) as we
c) sau d) deși
c) us d) you
d) verb
c) ‘sequence’ d) none
and make the necessary change s:
Pay attention to your body language, it can communi cate more than you think.
Do not try to get too many messages across. People do not retain more than three ideas
c) communicating
c) generally
prefer that –4– of
"in, environment, danger, misunderstanding,

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Be _________ of the _________ of misinterpretation or _________ while communicating
_________ a multicultural _________.

5) Change the grammar form of the words given at th e end of the each line (derive
them as specified) to write in the blanked text:

_____________ is a process not a product because her e
_____________ needs interaction; moreover, ________ _____
communication is timely and open.

6) Rearrange the letters in the words underlined:
hares the thinking not tsuj the sliccoonun

7) Make the following into a third conditional begi nning as specified:
If there are no bad news or issues, it does not mea n there is nothing to communicate.
It wouldn't have meant …

Questions:

1. What is a one way communication and what is it used for, inside compa ny?
2. What is the interpersonal communication? What si tuations represent this type?
3. Which are the channels of communication inside o rganizations and what do they mean?
4. What is a complaint letter?
5. What is an application letter?
6. Mention the parts of a business letter.
7. Enumerate 5 types of business letter.
8. Explain the use of the “cc:” field in e
9. Mention 4 functions of the memos.
Assignments:

1. Advantages and disadvantages of the internet.
2. The development of global economy and its effect s on communication.
Be _________ of the _________ of misinterpretation or _________ while communicating
_________ a multicultural _________.
5) Change the grammar form of the words given at th e end of the each line (derive
them as specified) to write in the blanked text:
____________ is a process not a product because her e
_____________ needs interaction; moreover, ________ _____ communicate /barb2right noun
inform /barb2right noun
effect /barb2right adjective
6) Rearrange the letters in the words underlined:
sliccoonun .
7) Make the following into a third conditional begi nning as specified:
If there are no bad news or issues, it does not mea n there is nothing to communicate.
communication and what is it used for, inside compa ny?
2. What is the interpersonal communication? What si tuations represent this type?
3. Which are the channels of communication inside o rganizations and what do they mean?
6. Mention the parts of a business letter.
7. Enumerate 5 types of business letter.
8. Explain the use of the “cc:” field in e -mails.

the internet.
2. The development of global economy and its effect s on communication. Be _________ of the _________ of misinterpretation or _________ while communicating
5) Change the grammar form of the words given at th e end of the each line (derive
noun
adjective
If there are no bad news or issues, it does not mea n there is nothing to communicate.
3. Which are the channels of communication inside o rganizations and what do they mean?

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55 55 55 55 CHAPTER 6
COMMUNICATION FILTERS
INTRODUCTION
The filters of communication are relevant in the tr ansmission and reception of the
intended message, having the capacity to influence both the sending and the
interpretation of the transferred information.
THEME PRESENTATION
The six categories of filters previously mentioned can be grouped according to their
characteristics, as referring to the psychological aspect, cognitive, affective and
behavioural or to the social aspect of the communic ation process.
6.1 MEANINGS AND FEELINGS

The cognitive and the affective aspects are given b y the influences upon the process of
information interchange, triggered by the meanings of the words used and respectively by
the emotional and attitudinal sides of the persons involved in the communicational
transfer.
6.1.1. SEMANTICS

Semantics represents the meaning of words. Interpre tation may differ from person to
person in case of some less ‘precise’ words.
We may classify the words that can be met in the co mpany environment according to
their meaning. Thus, we may encounter:
/square6 Ambiguous meaning: job satisfaction, downsizing;
/square6 Clear meaning: computer, typewriter, company.
Understanding is also influenced by the background, the experience, the culture of each
individual. There might problems brought about by t he:
/square6 Incomprehensible jargons: ‘sigma quality’ (good), ‘ enterprise environment’ (office)
/square6 Confusing, meaningless words (for those not in the field): RAM, font, megabyte
The following example is quite suggestive:
– executive’s message:
“Send factory and office headcount broken down by s ex”;
– human resources manager’s reply:
“249 in factory, 30 in office, 3 on sick leave, non e broken down by sex – the problem is
alcohol”.
6.1.2. EMOTIONS

The emotions can shift people’s attention from the content of the message to their
feelings about it and thus may guide judgment and r eactions. In business relationships
people have to look and behave professionally if th ey want to be taken seriously.
Especially in a formal environment, we cannot affor d to release all our feelings. In

COMMUNICATION FILTER COMMUNICATION FILTER COMMUNICATION FILTER COMMUNICATION FILTERS S SS
56 56 56 56 business it is better that our emotions should be c ontrolled, detaching form the other’s
feelings, responding calm, courteous, professional, calculated.
For example: talking with an angry customer, if you get angry too an argument will start
and then no communication is possible, no solution is found. At contrast, if you keep
your polite behaviour and act coolheaded – no matte r how irritating the person in front of
you can be and how much you feel that person would deserve a harsher approach -, the
control upon your impulses will be the only way you would get a chance to actually solve
the problem at stake.
6.1.3. ATTITUDES

The attitudes represent beliefs backed up by emotio ns and they may alter the way of
‘hearing’, of interpreting the message.
From the disadvantages they may bring about, we can note:
∗ Preconceived ideas (about religion, eating habits e tc.) that make it hard to listen to
opposed opinions;
∗ Negative attitudes (dislike of voice, face, accent, gesture, dressing, delivery etc.)
which create resistance to concentrating and percei ving message and thus break
communication;
∗ Being overly positive (biased in favour) leading to hearing only good parts, over
evaluating.
Still, we can say that there is one important advan tage: the stir of an attitude, be it
positive or negative is sometimes like a breeze of fresh air, it can elicit attention that had
previously run shallow and thus it can awaken the c ommunication:
Being impressed /barb2right more receptive /barb2right facilitating communications.
6.2 POSITION AND GENDER

The function occupied in the company by the collocu tor is very relevant to consider when
analysing the barriers that can impede proper commu nication, just as the fact that the
person we have as partner in the process of transfe r of information is a woman or a man.
6.2.1. ROLE EXPECTATIONS

The role expectation refers to how people expect th emselves, or the others, to act (as
boss, customer, employer etc.). There are two major aspects that can be identified.
One aspect is belittling, disobeying:
∗ “It’s just the boss again, saying his old things” ( impression of already known
impedes getting the new message);
∗ “It’s just our old Chuck” (former peer, now promote d, not taken seriously).
Second problem is threatening by authority:
e.g.: ‘position power’ /barb2right managers expecting employees to accept things with out
questioning decisions or making suggestions.
6.2.2. GENDER BIAS

The gender bias reflects the tendency to express di fferently when talking to or to colour
messages received from opposite gender. In companie s nowadays, men and women work

COMMUNICATION FILTER COMMUNICATION FILTER COMMUNICATION FILTER COMMUNICATION FILTERS S SS
57 57 57 57 side by side, men no longer dominate. Women enter workplace in greater number than
ever and achieve management position.
The differences that can be felt influencing commun ication come from the facts that,
generally, women listen more, give more feedback (l ike ‘yeah’, ‘mm’, ‘oh’) and also
expect response so that a silent men would be perce ived as not interested while, on the
contrary, men expect quiet listeners and such suppo rtive replies as those given by women
would be felt as intrusions.
There are also differences in topics or focus: if m en are more interested in, and,
consequently, talk about money, sport, business, wo men have distinct concerns and react
more emotionally when it comes to people, feeling, relationships.
e.g.: In a staff meeting when talking about some ne cessary layoff that is to come, men
will generally support cost-cutting, women will nor mally support people’s feelings.
6.3. NONVERBAL MESSAGES

As in normal communication, the ‘silent messages’ g iven by the facial expression, voice
tone, gestures, appearance, posture, i.e. the body language, may prove very much
effective in company too.
It is known that the nonverbal communication carry 5 time more message than the verbal
one and thus it only comes natural that gestures, b ehaviour, expression of the body
should concord with the things said. They prevail o ver the latter because they are
intuitively felt as less controlled and thus expres sing the truth.
Discordance is easily felt if the verbal message do es not match the gesture, the nonverbal
side.
– E.g.: the manager saying he is interested in your problem but looking at his watch,
playing with objects on the desk, balancing his leg to and fro etc. won’t be believed to
care much about what you are telling him..

Facial expression is the first, the straight forwar d clue noticed by the collocutors and if it
is not always in accordance to the message, credibi lity is threatened. Then, the eye
contact is quite important, in most cultures, to be considered honest one has to look the
collocutor in the eye when talking, and this eye co ntact should be kept about 60,70 % of
the time of the discussion.
Still, not all cultures have the same rule, on the contrary, some consider it rather
intrusive, so business people have to be aware of t his cultural difference before meeting,
for a negotiation, their Indian or Arabian partner, for instance.

Our gestures may betray us as the more important th e things we have to do the less we
can allocate our mind sufficient energy and resourc e to control body movements.
Speeches, presentations, important negotiations are situations that require double
awareness, in order not to be betrayed by nonverbal messages. Gestures can be seen
accompany own speech (expressing nervousness, self- assurance etc.) or show attitudes
toward what is heard.
– E.g.: gestures that signal agreement: imitating t he collocutor's posture, nodding head
(not in all cultures!: in Greece and Bulgaria = “no ”), thumb up, thumb and pointer
forming an ‘o’.

COMMUNICATION FILTER COMMUNICATION FILTER COMMUNICATION FILTER COMMUNICATION FILTERS S SS
Summary:
• Transmission and reception of messages are both inf luenced by various filters that can
intervene in the process of communication
confirming or denying it.
• The meaning of the words may be sometimes unclear, t he emotions may be guiding
people towards other interpretations, and their attitudes
perception.
• People may have various expectations regarding a ce rtain person, considering t
latter’s gender or the position in the company.
• The body language can tell a lot about the person t alking to us and about the
truthfulness of the things said by that person.
Exercises:

1. ‘Breakdown’ is a word with …………. meaning.
a) ambiguous b) clear
2. Emotions ………..guide judgment and reaction.
a) cannot b) can
3. “It’s the vice- manager with his song and dance” is a case of:
a) threatening authority b) belittling
4. Nonverbal messages are represented by:
a) feelings b) gestures
5. Words are elements of the:
a) body language b) verbal message
Assignments:
1. Nowadays successful business women, a challenge for the man’s world.
2. Body language in the world.
Self evaluation:

1. Mention the disadvantages triggered by the belie fs backed up by emotions.
2. Explain the role expectation.
3. Give example of words with clear meaning.
4. What is the dislike of the collocutor’s voice and w hat effect can it have?
5. Enumera te some gestures signalling agreement.
6. In what way and why do the nonverbal messages pr evail over the verbal ones? Transmission and reception of messages are both inf luenced by various filters that can
intervene in the process of communication accompanying the verbal messages , altering,
he meaning of the words may be sometimes unclear, t he emotions may be guiding
and their attitudes can put a mark on their
People may have various expectations regarding a ce rtain person, considering t he
latter’s gender or the position in the company.
The body language can tell a lot about the person t alking to us and about the
truthfulness of the things said by that person.
1. ‘Breakdown’ is a word with …………. meaning.
c) no
2. Emotions ………..guide judgment and reaction.
c) must
manager with his song and dance” is a case of:
b) belittling c) being positive
. Nonverbal messages are represented by:
b) gestures c) thoughts
b) verbal message c) facial expression
1. Nowadays successful business women, a challenge for the man’s world.
1. Mention the disadvantages triggered by the belie fs backed up by emotions.
Give example of words with clear meaning.
What is the dislike of the collocutor’s voice and w hat effect can it have?
te some gestures signalling agreement.
6. In what way and why do the nonverbal messages pr evail over the verbal ones? Transmission and reception of messages are both inf luenced by various filters that can
, altering,
he meaning of the words may be sometimes unclear, t he emotions may be guiding
he

EFFECTIVE COMMUNICATION
59 59 59 59 CHAPTER 7
EFFECTIVE COMMUNICATION
INTRODUCTION
The communication is efficient only provided that t he message gets to the recipient
and gets there as intended by the sender. In order to do that, one has to be aware of the
barriers and to know how to overcome them. In a spe cial environment such as a
business company, things get more complicated due t o the various relationships that
are created not only on hierarchical levels but als o between the members of the same
office.
THEME PRESENTATION
There are several means of improving our skills, fr om learning how to listen and see
better to knowing what to say and how to say things in order to avoid misunderstandings
and communicational gaps. These are rather unpleasa nt in normal situations, in standard
communication but they would be really destructive when it comes to organizations and
work environment, as effective communication may be vital for the business.
7.1. IMPROVE BUSINESS COMMUNICATION SKILLS

Effective communication depends on both the sender and the receiver. The sender has
full responsibility for sending a clear, concise me ssage. The receiver has complete
responsibility for receiving the message as intende d by the sender and providing the latter
with enough feedback to ensure accurate reception.
7.1.1. GENERAL GUIDANCE

As general guidelines in improving the communicatio n skills, being both in the posture of
the sender of the message and in that of a receiver of messages, we can note the
following:
/j6right Send clear message (‘KISS’ strategy: ‘keep it short and simple’):
– concise,
– to the point;
/j6right Use words carefully:
– concrete, non-ambiguous, less complex, less offic ial;
/j6right Use repetition and parallel channels:
– reinforcing, for instance, a discussion by a memo , a notice;
/j6right Develop listening skills:
– Focusing on the flow of words heard:
/square6 not preparing a response in the meantime,
/square6 not thinking of something else or paying attention to outside sights or sounds,
/square6 listening for ideas, not facts;
– Accepting challenge:
/square6 not prejudging from speaker’s appearance or manner,
/square6 holding the conversation even when difficult.

EFFECTIVE COMMUNICATION
60 60 60 60 7.1.2. ACTIVE LISTENING

Group meetings and teamwork are essential parts of the working world today. For a team
to work smoothly, its members must be able to commu nicate effectively. They must
speak clearly and concisely so everyone understands what they are saying. They must
also be willing to listen and learn from each other – this is the point of meetings. The
most effective teams allow every member to contribu te during meetings. Listening to
everyone’s ideas and opinions is utmost important.

Here are five things to avoid when meeting as a tea m [3, p.93]:
/hearing Don’t interrupt.
/hearing Don’t jump to conclusions.
/hearing Don’t judge the messenger.
/hearing Don’t be self-centred.
/hearing Don’t tune out.

In order to acquire an active listening that would improve the skill of listening for a better
communication ability there are several tips or str ategies that could be taken into account:
/drawdblright Cultivate a listening attitude, dropping hearing ex pectation, being emphatic, trying
to understand the speaker and being patient, refrai ning from interrupting;
/drawdblright Focus full attention establishing eye-contact, equa l height, open posture and
continually avoid distractions;
/drawdblright Take notes for detailed instructions;
/drawdblright Ask questions whenever not in clear because it is t he best method to ensures own
understanding, helps securing additional informatio n and provide feedback;
To become an emphatic listener, able to sense your collocutor best avoid being
judgmental, be patient and accept what is said even if you do not agree with the speaker.
7.1.3. SELF-DISCLOSURE

As an ancillary method of creating a nice and trust ful atmosphere and building a
relationship proper for establishing communication is the self-disclosure, the act of
letting the other persons know what you feel, think and want, giving them some personal,
private information not available elsewhere, winnin g them over by showing them
openness and trust.
Finding common hobbies to refer to, talking from yo ur own experience about family and
things you know as important for the others in diff erent moments, showing apprehension
as already ‘having been there’, entrusting the coll ocutor with small ‘secrets’ that would
both make him/ her feel better about their problem and also consider you a peer, a trustful
person to talk to. Self-disclosure is, thus, not th e same but a little more than a self-
description as that would only provide common info about yourself, known to others
from various sources, like the CV, the personal fil e a.s.o.
Among the benefits of self-disclosure we can note t hat those using it can easily:
/square6 develop trust, confidence, deepen relationship;
/square6 discover common interests;
/square6 reduce stress;
/square6 increase accuracy.
Despite the relevant advantages there are also seve ral problems that can come against the
use of this method, from the risk of, for instance, boring people with a too prominent
hobby that sometimes is over and over told and brou ght into discussion to, let’s say, the

EFFECTIVE COMMUNICATION
61 61 61 61 danger of exposing certain private facts that can l ater, in a presently unconceivable
situation, be used against you.
Consequently, some guidelines for appropriate self- disclosure might prove useful:
/cuspopen Use self-disclosure to repair damaged relationships ;
/cuspopen Discuss disturbing situations as they happen;
/cuspopen Select the right time and place;
/cuspopen Avoid overwhelming the other with your self-disclos ure.
7.2. BUSINESS ACTIVITIES INVOLVING COMMUNICATION

When involved in various business activities commun icational skills might prove
essential. Those activities can be, in what encount ering is regarded, telephone
conversations or face to face: from regular, proble m-solving meetings or brainstorming
sessions – that you have to take part in or maybe l ead, as a chairperson -, to negotiations
or presentations your firm has sent you to hold. Su ch activities will require certain lexical
structures [20].
From the point of view of your personal degree of p articipation they may be participative
(merely requiring a degree of involvement from your side) or performative (you being the
centre of attention, the main performer). Although the degree of activeness may differ
from person to person, in business, passiveness is excluded; people involved in this field
have to get to ‘communicate’.
7.2.1. RECEIVING PEOPLE

Receiving people refers to enumerable situations en countered in the domain of business,
when somebody, by the nature of the job (secretary, assistant managers, receptionist,
shopkeeper etc.), has to welcome people (partners, new company members, tourists,
customers etc.), to assist them, introduce them to other people, have a small talk with
them.

Table 1 presents some expressions that can be learn ed and used in some of the
circumstances mentioned, and some assertions possib le to come from the person received
are also listed:

person receiving: received person:
welcoming Welcome to…
My name’s … Hello, I’m … from…
I have an appointment to see
…. arriving
offering
assistance May I help you?
Can we do anything for you?
Can I get you anything?
Would you like a ….?
If you need … just say.
Do you need …? Could you get me…?
Could you help me …?
Can you recommend… ?
I’d like to ….
There is one thing… asking for
assistance
introducing This is… she\he is …
Can I / I’d like to introduce
you to … , our ….. Pleased to meet you.
It’s a pleasure. meeting

Table 1. Receiving and being received

EFFECTIVE COMMUNICATION
62 62 62 62 A short conversation might come as appropriate in c ertain situations, a sort of a small talk
or socializing attempt, involving quite simple lexi cal elements and structures such as:
– How was your / Did you have a good trip / flight / journey?
– How are things in …?
– How long are you staying? Is this your first visi t to …? I hope you like it.
7.2.2. TELEPHONING

People may, on one hand, be in the situation of hav ing to call a company in order to make
certain arrangements or to complain about something and, on the other hand, they may
be, by virtue of their jobs, the ones answering the phone, having to take messages, to
offer information, to handle problems.

Let’s see what structures the caller and the person answering may use and in what
situations, in table 2:
Caller Answerer
introducing oneself
Hello, my name is …calling from… Good morning / Hel lo, this is … from…
stating the reason for calling (not /) putting thro ugh
I’d like to speak to …please.
Could I have the… department, please?
Is … there, please?
I’m ringing to … / about …
I’d like to…
I need some information … Just a moment/ hold on…
I’ll put you through (to …).
Sorry, … is not available / is not in / is in
a meeting / is away…
Can anyone else / I help you?
Would you like to speak to …?
Shall I ask …to call you back?
leave a message take a message
Please tell / ask … to…
Could you give … a message?
Can I leave a message? Would you like to leave a message?
Can I take a message?
May I ask for a number where … can call
you later?
explaining problem and decision handling problem
There seems to be …/ We haven’t
received…/ The …doesn’t work
The quality is below standard…
The characteristics are not in accordance
with our specifications.
This is the … time/ It’s not the first time this
has happened, you assured us…
If it is not resolved…the consequences
could be very serious / we’ll have to
reconsider / renegotiate… Could / Can you tell me (exactly)…?
I’m sorry to hear that / about the problem
/ mistake…
I’m afraid that can’t be true / that’s not
quite right.
I think you are mistaken.
No, I don’t think that can be right.
making arrangements (not) agreeing, confirming
Could we meet…?
When would be a good time …?
Would …suit you? / What about …?
We have an appointment for…I’m afraid I
can’t come …could we fix an alternative? That would be fine
Sorry, I can’t make it/ am too busy then
So… Can I check that…?You said…
to confirm that…
Can I/ you confirm that by …?

EFFECTIVE COMMUNICATION
63 63 63 63 asking for repetition, acknowledging
Sorry, I didn’t understand /hear/ catch
that… could you repeat?
I understand / see, thank you. Sorry, can you repeat your name/
company name/ number? / Could you
spell (that), please?
Ok, I got it.
ending call
Right, I think that’s all. Thanks very much
for your help.
Good bye. Do call if you need anything else.
We look forward to welcoming / hearing /
seeing /meeting… you.

Table 2. On the phone
7.2.3. MAKING PRESENTATIONS

Presentations are among the most common activities in business, being a very useful
means of dissemination, information, marketing, pro motion, advertising, introducing
reports, displaying performances a.s.o. Being exten sively used, the method has gained
importance, and has become a must in the preparatio n of prospect members of business
companies. Apart from the physical preparation, th e formal dressing and the extra
attention to be paid to the nonverbal messages the body language can transmit, the person
that has to make a presentation also needs training in the art of orally exposing things –
certain findings, results of research, given facts, promotional material or his own ideas –
in a persuasive, tactful and trustful manner, so th at the audience would take the steps the
presenter intended.
Focusing only on the communicational side of making presentations, we shall look closer
into the language specific to the phases of the pre sentation.

At the beginning, after addressing the audience and greeting ( Good …, ladies and
gentlemen… ), there are some specifications, some mentions tha t should be made, about
the subject of the presentation and the way of orga nizing it – the structure, the duration,
the discussions. The communicational elements met i n this part would range from the
following:
/UIminimize I am going / plan / would like to talk about / to g ive you an overview of / to say a few
words about…
/UIminimize The theme / subject of this presentation / my talk is…
/UIminimize I’ve divided it in… parts. (In the ) First (part)… . (Then in the) Second (part)….
Next… Finally…
/UIminimize My presentation will take about…(there will be a .. . break / we’ll stop for…)
/UIminimize If you have / there are any questions, feel free to ask / please interrupt / we’ll have …
minutes for discussion after my talk / there will b e time for them at the end…

A presentation is now unconceivable without visual support. Most commonly a laptop
and a video projector, projecting the presentation slides on a screen, will do. Still, other
devises might be used, such as: OHPs (for transpare ncies), flip chart, whiteboard. The
material presented should be schematised as much as possible, especially in business,
words are mostly to be said, as explanations of cha rts, diagrams, pictures, graphs, rather
than written and read from the material prepared. S till, the vocabulary that will be used at
this point is again important, from introducing the visual to describing the images shown
or comparing the data presented:

EFFECTIVE COMMUNICATION
64 64 64 64 /UIminimize Have a / Let’s look at this… Here we can see… I’d l ike to show you… This …
shows / (re)presents…;
/UIminimize increase / climb / rise / go up / improve / get b etter/ recover /barb2right decrease /
decline / fall / go down /get worse;
/UIminimize reach a peak / a maximum /barb2right hit bottom / reach a low point, stabilise / level out
/ stay the same /barb2right undulate / fluctuate;
/UIminimize Let’s compare the… This compares … with … here you see a comparison between
the trends in … and ….

As connectors, moving to following parts in the pre sentations, we may use:
/UIminimize To begin with…. We can see some advantages and disa dvantages. As for
advantages, one is… another…
/UIminimize Let’s move to the… part, which is about…. Now I wan t to turn to / describe… / we
come to…/ the next part.
/UIminimize There are … things / different stages to consider / steps involved. On one hand, …
on the other hand… .First / At the beginning … Seco nd / Then / Later / Next… Finally /
Last (but not least)…
/UIminimize This completes / concludes… This is / That’s all (o n… ) for now.

Dealing with the questions from the audience will i mply the use of structures like:
/UIminimize It is not an easy question to answer here briefly, but in my opinion / experience… /
it could be/ I would say
/UIminimize I don’t think I’m the right person to answer, … (ma ybe our PR manager might
help here), it is not my field / I do not have much experience in…
/UIminimize I’m afraid that is outside the scope of this presen tation / I’ll come to that later (in
my talk / during the break) / you’ll have to discus s that with…
/UIminimize Sorry, I didn’t catch / I’m not sure I’ve understoo d… Are you asking…?/ Do you
mean…? Could you repeat..?
/UIminimize Is that okay now? Does this answer your question?

For ending the presentation, some closing structure s like the following might come
handy:
/UIminimize I’d like to end / finish by emphasising (… / the ma in points) / with some
observations / recommendations / conclusion / a sum mary.
/UIminimize There are… conclusions. Right, that ends my talk. T hank you for listening. Now I
would like to hear / invite your comments .
7.2.4. NEGOTIATIONS

The phases that together form the process of negoti ation require, each, specific
vocabulary, distinct structures. For each of the ma in stages of the negotiation we can
identify certain expressions that can be useful in producing our communication.

First, in the stage of relationship building we may make use of structures such as:
/UIminimize Welcome to…
/UIminimize Make yourself comfortable / Please, have a seat / …
/UIminimize Would you like (a cup of coffee /)… ?
/UIminimize I’m convinced / sure we will have a useful / produc tive meeting.

EFFECTIVE COMMUNICATION
65 65 65 65 In the phase of the preparation for the meeting, wh en we turn to business, the following
can be found useful:
/UIminimize We would like to reach agreement on …
/UIminimize We have reached an important stage…
/UIminimize Previously we have agreed on…
/UIminimize Today we have to think about…

Stating the objectives, preparing for exposing your proposals and bidding, would require
linguistic elements such as:
/UIminimize I’d like to begin with a few words about …
/UIminimize We want to / May I clarify / outline our positions / aims / objectives…
/UIminimize There are … specific areas we would like to discuss .
/UIminimize We have to decide…
/UIminimize It is important for both of us that we agree on…

Then, when bargaining, in the phase of negotiation proper, there are more structures that
can be used:
/UIminimize That’s not acceptable unless / without…
/UIminimize We can (only) agree to that on condition that / if ….
/UIminimize Would you be interested in… ?
/UIminimize We could offer… provided …
/UIminimize If you could / on condition that we agree on / so l ong as …. we could agree /
consider / accept / offer …

Next, there are the acceptations or the refusals th at have to be expressed and dealt with.
The positive answers are really unproblematic
/UIminimize That’s probably all right.
/UIminimize It seems acceptable. We agree.
and the positive approaches are tactful and conside rate
/UIminimize We should focus on the positive aspects / look at t he benefits / at the points we
agree on…;
/UIminimize Could you tell us why you feel like that?/ What do you think is a fair way to
resolve that? ,
while the negative ones might go from simple reject ion
/UIminimize Unfortunately, I don’t think it would be sensible / possible for us to …/ I’m afraid
we are unlikely to / can’t…
to adjourning or breaking the negotiation
/UIminimize It’s a pity / I’m sorry / I believe / Unluckily… we couldn’t / I don’t think we are
going / we appear unable to… agree/ reach agreement / settle….

Finally, when the negotiation is successful, the st age of confirming and summarising the
discussions and the resolutions will come concludin g the deal. In this phase, negotiators
will probably use phrases like:
/UIminimize I’d like to / Can we / Let’s summarise / go / run t hrough the main / important
points / proposals we’ve talked about / we’ve agree d / of our offer…
/UIminimize I think this is a good moment / I’d like to check / summarise the progress we’ve
made / the main points / what we’ve agreed /said…
/UIminimize It’s been a very productive / useful meeting, we lo ok forward to a successful
partnership .

EFFECTIVE COMMUNICATION
66 66 66 66 7.2.5. MEETINGS

For keeping a meeting on track and all participants informed, agendas are essential. They
shall list one or more objectives stating the purpo se of the meeting. Only the necessary
people should be asked to participate to meetings i n order to keep the group focused and
active.
When leading a meeting, speak with energy, tone var iability, and hand gestures. Maintain
eye contact with your listeners. Listen carefully a nd completely before preparing to
disagree with someone. At the end of the meeting, s ummarize all the actions or decisions
that were made to be sure everyone is in agreement. [3, p.124-125]

There are two basic major types of meetings that co mpanies hold: problem solving and
brainstorming. Leading the former implies establish ing clear set, exposing the objectives
and sticking to the agenda, following the track and cutting irrelevances, focusing on the
problem at hand and finding a solution.
At contrast, for the sessions of brainstorming, eve n the seemingly irrelevant thoughts
should be allowed to surface, not rejected and not judged, active participation of all the
people convened should be ensured, eliciting everyo ne’s opinion and idea, encouraging
the shy and not allowing the assertive and dominant members to monopolise the floor, as
any humble idea could be the seed of the best solut ion, leading to the most relevant
discussion.

The tasks the chairpersons and the other participan ts in meetings have during it can be
classified according to the stages the former has t o introduce and conduct and to the
actions taken by the latter during the session, as we can see in figure 1. The lexical
elements used in meetings are specific to these ste ps and actions.

Figure 1. Participation in meetings

Opening:
/UIminimize Thank you for coming. We’ve received apologies from … . It’s …o’clock. Let’s
start.
Objectives stating:

EFFECTIVE COMMUNICATION
/UIminimize We’re here today /
item to hear / discuss / consider / find a solutio n….
Introducing:
/UIminimize The issue / (background to the) problem / point is (about)…
/UIminimize Can we hear …? / I’d like to ask … to tell us …. / I know … has prepa
explain … to us.

Controlling:
/UIminimize Well / Er / Sorry, …, we can’t talk about that / ca n we let … finish?
/UIminimize Can we / Let’s move / go on to the next point / thi nk about….
Clarifying:
/UIminimize Could you explain that…/ be more specific?
/UIminimize This means… / To explain this
/UIminimize Is that clearer / okay now?

Summarising:
/UIminimize So, the main point is… /
/UIminimize I’d like to go over the decisions we’ve taken…/ to conclude… we’ve agreed… .
Closing:
/UIminimize We should end here. Can we leave t
more time to consider this…
/UIminimize I think we can close the meeting now / we’ve conven ed everything. That’s it, next
meeting will be…

Opinions:
/UIminimize It seems to me… I would say… I think / believe / fe el… .
/UIminimize In my opinion / view… it’s clear / obvious … / there is no alternat ive / doubt …
/UIminimize I’d like to hear …/ What is your view / do you thin k? Do you have any comments /
opinions about / views on…

Interruptions:
/UIminimize Sorry to / If I may interrupt / Excuse me, may I as k for
but…/ could you tell…?
/UIminimize Do you think so? /Is that so / possible? My impress ion is / I would say / think…
/UIminimize Sorry, please let me / If I may finish.
another discussion? That’s not relevant rig
/UIminimize Yes, go ahead.

Referring to other participants:
/UIminimize As … has already told us / we’ll hear later in … re port…
/UIminimize I’m sure …. is aware of / knows about…
Summary :
• In order to achieve effective communication people have to improve their
communication skills, both being responsible sender s of messages (producing clear,
intelligible messages, choosing the words clearly a nd using reinforcement) and trying COMMUNICATION
We’re here today / Our objective / What we want to do s / there is/are … main
item to hear / discuss / consider / find a solutio n….
The issue / (background to the) problem / point is (about)…
Can we hear …? / I’d like to ask … to tell us …. / I know … has prepa
Well / Er / Sorry, …, we can’t talk about that / ca n we let … finish?
Can we / Let’s move / go on to the next point / thi nk about….
Could you explain that…/ be more specific?
This means… / To explain this in more details… / I wanted to say …
Is that clearer / okay now?
So, the main point is… / you mean…/ just to summarise…
I’d like to go over the decisions we’ve taken…/ to conclude… we’ve agreed… .
We should end here. Can we leave t his / postpone the decision until … ? We need
more time to consider this…
I think we can close the meeting now / we’ve conven ed everything. That’s it, next
It seems to me… I would say… I think / believe / fe el… .
view… it’s clear / obvious … / there is no alternat ive / doubt …
I’d like to hear …/ What is your view / do you thin k? Do you have any comments /
opinions about / views on…
Sorry to / If I may interrupt / Excuse me, may I as k for clarifications on this /

Do you think so? /Is that so / possible? My impress ion is / I would say / think…
Sorry, please let me / If I may finish. Can I come to this later / we leave that to
another discussion? That’s not relevant rig ht now.
Referring to other participants:
As … has already told us / we’ll hear later in … re port…
I’m sure …. is aware of / knows about…
:
In order to achieve effective communication people have to improve their
communication skills, both being responsible sender s of messages (producing clear,
intelligible messages, choosing the words clearly a nd using reinforcement) and trying Our objective / What we want to do s / there is/are … main
Can we hear …? / I’d like to ask … to tell us …. / I know … has prepa red to
Well / Er / Sorry, …, we can’t talk about that / ca n we let … finish?

in more details… / I wanted to say …
I’d like to go over the decisions we’ve taken…/ to conclude… we’ve agreed… .
his / postpone the decision until … ? We need
I think we can close the meeting now / we’ve conven ed everything. That’s it, next
view… it’s clear / obvious … / there is no alternat ive / doubt …
I’d like to hear …/ What is your view / do you thin k? Do you have any comments /
clarifications on this /
Do you think so? /Is that so / possible? My impress ion is / I would say / think…
Can I come to this later / we leave that to
In order to achieve effective communication people have to improve their
communication skills, both being responsible sender s of messages (producing clear,
intelligible messages, choosing the words clearly a nd using reinforcement) and trying

EFFECTIVE COMMUNICATION
their best to become skilful receivers (by active listening) and encouraging talking
‘confessions’ by the personal example.
• In business, the concrete activities that need a great deal of
meetings, negotiations, presentations, telephoning, welcomi
They each require some more or less formal lexical structures to be used in their various
stages and for the distinct activities that compose them.
Self evaluation:

1. Mention 3 phrases you may use when handling inte rruptions.
2. How will the chairperson introduce a speaker in the meeting?
3. Mention 3 structures that a chairperson may use for stating the objectives of the
meeting.
4. How would you take a message for a colleague, on the phone?
5. Give the opposite of the foll owing: decrease, fall, fluctuate, get better.
6. How would you introduce the visual support in yo ur presentation?
7. Mention 2 ways of ending your presentation.
8. How should you begin the negotiation?
9. Mention 5 phrases used for offering assistance.
10. Enumerate some phrases you could use while bargaini ng.
11. Mention 4 structures you can use when not able to put the caller through.
Assignments:

1. Make a presentation of a product of your company .
2. Imagine a telephone conversation with a discontent
delay in delivery.
3. Present your company to a prospect partner, before the start of negotiations for a
partnership.
4. Make up a dialogue between the tourist that has just arrived and the host of the guest
house.
5. Advertise a new program that your company wants to promote and launch. become skilful receivers (by active listening) and encouraging talking
‘confessions’ by the personal example.
the concrete activities that need a great deal of oral communication
meetings, negotiations, presentations, telephoning, welcomi ng and assisting people
They each require some more or less formal lexical structures to be used in their various
stages and for the distinct activities that compose them.
1. Mention 3 phrases you may use when handling inte rruptions.
2. How will the chairperson introduce a speaker in the meeting?
3. Mention 3 structures that a chairperson may use for stating the objectives of the
4. How would you take a message for a colleague, on the phone?
owing: decrease, fall, fluctuate, get better.
6. How would you introduce the visual support in yo ur presentation?
7. Mention 2 ways of ending your presentation.
8. How should you begin the negotiation?
Mention 5 phrases used for offering assistance.
Enumerate some phrases you could use while bargaini ng.
11. Mention 4 structures you can use when not able to put the caller through.
1. Make a presentation of a product of your company .
Imagine a telephone conversation with a discontent customer complaining about a
Present your company to a prospect partner, before the start of negotiations for a
4. Make up a dialogue between the tourist that has just arrived and the host of the guest
5. Advertise a new program that your company wants to promote and launch. become skilful receivers (by active listening) and encouraging talking
communication are:
ng and assisting people .
They each require some more or less formal lexical structures to be used in their various
3. Mention 3 structures that a chairperson may use for stating the objectives of the
customer complaining about a
Present your company to a prospect partner, before the start of negotiations for a
4. Make up a dialogue between the tourist that has just arrived and the host of the guest

AWARENESS OF THE WOR AWARENESS OF THE WOR AWARENESS OF THE WOR AWARENESS OF THE WORLD LD LD LD
69 69 69 69 CHAPTER 8
AWARENESS OF THE WORLD
INTRODUCTION
Modern technology has made world to become smaller and people will often come
into contact with other cultures. Cultural differen ces are always doubtless and often
quite obvious.
THEME PRESENTATION
For personal benefits, out of an urge to acquire na tional awareness or because of
whatever reason to approach different cultures, peo ple undertaking the study of
communication with respect to the culture shall hav e in mind differences in the
perception of the world: attitude systems civilizat ions have formed along centuries,
particular beliefs, values and world views.
8.1 TYPES OF AWARENESS

Why study intercultural communication?
The modern society feels more and more acutely the need of cross-cultural contacts and
interaction. Hence, the problems which develop from the inability to understand and get
along with groups and societies differentiated by s pace, appearance, ideologies or
behaviour, resulting in international misunderstand ing: from minor quarrels or
isolationism to even armed conflict.
The study of intercultural communication also enhan ces one’s view upon own status in
the world, providing awareness of the person in the social, national and international
context. [19]
8.1.1. PERSONAL

Studying intercultural communication people may eas ily get aware of more things than
before, enlarge their sphere of knowledge and becom e more open both to the social
phenomena around and to the changes of a private ch aracter that they should undergo in
order to fit better into a changing world.
As personal advantages of studying intercultural co mmunication we may consider:
/octastar1 Enjoyment and satisfaction for discovery of somethi ng new, another person’s
culture
o e.g.: fascination of seeing a Buddhist religious ce remony
/octastar1 Aid in avoiding misunderstanding
o e.g.: Gestures may differ (greetings, nodding head etc.)
/octastar1 Extended employment opportunities
o Openness, tolerance, understanding diversity repres ent favourable points in
finding a job within a multinational company, for i nstance, or in another
country
/octastar1 Improving self–perception, psychological approach
o Better understanding of own culture

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o Examining rationally prejudices and
8.1.2. DOMESTIC

Intercultural awareness provides at the same time a better understanding of the own
culture’s particularities, an important apprehensio n of the national specificities being as
relevant in the modern wo rld as that of the mixture of cultures.
Cultural revolutions within the countries
subcultures and a series of associations appeared d emanding all sorts of rights.
Thus, there are more and more aggressive
more than recognition.
/square6 E.g.: Blacks, the poor, women, homosexuals, hippies
The peculiarities that define them differ form supe rficial characteristics such as:
language, dress, skin colour, length of hair
values, way of perceiving the universe.
8.1.3. INTERNATIONAL

Since 1960s the world became smaller, we got to kno w other cultures through rapid
transportation, mobility and modern communication technology
unfamiliar, strange and mysterious because of our lack of cultural understanding
Some common concerns and worries appeared.
jeopardize the modern society, the nuclear threat a nd the shortage of natural resources,
made it clear that such matters cannot afford a poor communication bec ause lack of
understanding could cause disasters.
In what the International Business community
investments, foreign markets, multinational compani es, multiling
a clear interdependence and the need of developing international awareness and cross
culture communicational skills.
8.2. PERCEPTION OF W ORLD

Cultural differences basically consist in the fact that, for instance, w
social object or event and agree upon what it is in objective terms, but what it represents,
what it means to us individually may differ
E.g.: a Saudi Arabian and a European will both agree in the objective sense that a
particular person is a woman,
and status in society.
Three socio- cultural elements have a direct influence on the me aning we develop for our
concepts:
/octastar2 Belief, value, attitude systems
/octastar2 World view
/octastar2 Social organization
8.2.1. BELIEF, VALUE, ATTITUDE SYSTEMS

The belief represents the subjective probability that some value, concept, at tribute, object
or event is related to some other. Beliefs may be o f three big types as rationally prejudices and stereotypes
Intercultural awareness provides at the same time a better understanding of the own
culture’s particularities, an important apprehensio n of the national specificities being as
rld as that of the mixture of cultures.
Cultural revolutions within the countries have le d to the emergence of new groups and
subcultures and a series of associations appeared d emanding all sorts of rights.
Thus, there are more and more aggressive organizations seeking usually not
E.g.: Blacks, the poor, women, homosexuals, hippies …
The peculiarities that define them differ form supe rficial characteristics such as:
language, dress, skin colour, length of hair etc., to complex differences like: lifestyle,
values, way of perceiving the universe.
Since 1960s the world became smaller, we got to kno w other cultures through rapid
modern communication technology . Other cult ures seemed
because of our lack of cultural understanding .
concerns and worries appeared. The m utual dangers that began to
jeopardize the modern society, the nuclear threat a nd the shortage of natural resources,
such matters cannot afford a poor communication bec ause lack of
International Business community was concerned, the import, export,
investments, foreign markets, multinational compani es, multiling ual catalogues etc.
and the need of developing international awareness and cross
basically consist in the fact that, for instance, w e may see the
social object or event and agree upon what it is in objective terms, but what it represents,
what it means to us individually may differ .
: a Saudi Arabian and a European will both agree in the objective sense that a
particular person is a woman, though they will strongly disagree about her role
cultural elements have a direct influence on the me aning we develop for our
ATTITUDE SYSTEMS
subjective probability that some value, concept, at tribute, object
or event is related to some other. Beliefs may be o f three big types as considering the way Intercultural awareness provides at the same time a better understanding of the own
culture’s particularities, an important apprehensio n of the national specificities being as
d to the emergence of new groups and
subcultures and a series of associations appeared d emanding all sorts of rights.
organizations seeking usually not
The peculiarities that define them differ form supe rficial characteristics such as:
differences like: lifestyle,
Since 1960s the world became smaller, we got to kno w other cultures through rapid
ures seemed
utual dangers that began to
jeopardize the modern society, the nuclear threat a nd the shortage of natural resources,
such matters cannot afford a poor communication bec ause lack of
import, export,
ual catalogues etc. led to
and the need of developing international awareness and cross –
e may see the same
social object or event and agree upon what it is in objective terms, but what it represents,
: a Saudi Arabian and a European will both agree in the objective sense that a
though they will strongly disagree about her role
cultural elements have a direct influence on the me aning we develop for our
subjective probability that some value, concept, at tribute, object
considering the way

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/circle6 Experiential – or gained form experience
/circle6 Informational – i.e. found from others
/circle6 Inferential – alleged, supposed, understood from hints

The value comprises of the evaluative aspects, qualities as u sefulness, goodness,
aesthetics, need satisfaction ability, pleasure pr
to either psychological reasons or to social ones i nto cultural and respectively normative.
The cultural values, those transmitted from a gener ation to another, and most
reached at through generations
from very relevant – to protect at the expense of even supreme sacrifice
important but still offering psychological comfort and welfare of those that adopt them.
Cultural values (worth fighting for)
/square6 Primary (e.g. democracy Western culture
/square6 Secondary (e.g. modern technology)
/square6 Tertiary (e.g. gratefulness)
The normative values are those already turned into a sort of
of c ivilised society have to undertake and assume. They are
expected to be performed
values, according to the acceptability of their imp lementation on a general scale:
/square6 Negative (e .g. supporting communism)
/square6 Positive (e.g. education)
/square6 Neutral (e.g. sacredness of farm land)
/handhalt The examples given above reflect the Western culture, in the Eas tern
situation might be totally opposite

The attitude systems refer to the complex of features defining the cultu ral personality
taken as a whole and the general characteristics ap plicable to the members of a culture
learned tendency to respond in a consistent manner with respect to a given object of
orientation. The components that intermingle forming the attitud e systems are: cognitive
or belief, affective or evaluative, intensity or ex pectancy.
E.g.: bullfighting is
positive, in others.
8.2.2. WORLD VIEW

The world view of a culture is the
nature, man, God, the universe and other philosophi cal issues concerning the
concept of being
It helps locating our place and rank in the univers e.
E.g.: A catholic
or atheist.
A Native American Indian sees himself at one with n ature, while a
European has a human
mastering the universe.
If western cultu res are stricter and more precise, direct, open and as accurate as possible,
longing for things to be expressed and spoken up,
eastern ones are more elusive and evasive, slippery and more profound, interpretative,
let ting things unsaid but instead judging, feeling and construing meaning
inexplicit, believed and thought
or gained form experience
i.e. found from others
alleged, supposed, understood from hints
comprises of the evaluative aspects, qualities as u sefulness, goodness,
aesthetics, need satisfaction ability, pleasure pr oduction. They are categorised according
to either psychological reasons or to social ones i nto cultural and respectively normative.
The cultural values, those transmitted from a gener ation to another, and most
generations of national struggles are at their turn of different levels,
to protect at the expense of even supreme sacrifice
important but still offering psychological comfort and welfare of those that adopt them.
fighting for) can, thus, be:
Primary (e.g. democracy Western culture – modesty Eastern culture)
Secondary (e.g. modern technology) ;
Tertiary (e.g. gratefulness) .
values are those already turned into a sort of regulations, which
ivilised society have to undertake and assume. They are prescribing behaviours
expected to be performed . In this respect we may identify three types of no rmative
values, according to the acceptability of their imp lementation on a general scale:
.g. supporting communism)
Positive (e.g. education)
Neutral (e.g. sacredness of farm land)
given above reflect the Western culture, in the Eas tern
situation might be totally opposite .
refer to the complex of features defining the cultu ral personality
taken as a whole and the general characteristics ap plicable to the members of a culture
learned tendency to respond in a consistent manner with respect to a given object of
The components that intermingle forming the attitud e systems are: cognitive
or belief, affective or evaluative, intensity or ex pectancy.
E.g.: bullfighting is regarded as cruel, negative, in some cultures and c
The world view of a culture is the culture’ s orientation towards such things as
nature, man, God, the universe and other philosophi cal issues concerning the
concept of being .
It helps locating our place and rank in the univers e.
A catholic has a different world view than a Moslem, Taoist, J ew, Hindu,
A Native American Indian sees himself at one with n ature, while a
European has a human centred world view, humans being the supreme creatures
mastering the universe.
res are stricter and more precise, direct, open and as accurate as possible,
longing for things to be expressed and spoken up, explicit, clarified and specified, the
eastern ones are more elusive and evasive, slippery and more profound, interpretative,
ting things unsaid but instead judging, feeling and construing meaning
inexplicit, believed and thought while the uttered, explicit side is minimal comprises of the evaluative aspects, qualities as u sefulness, goodness,
oduction. They are categorised according
to either psychological reasons or to social ones i nto cultural and respectively normative.
The cultural values, those transmitted from a gener ation to another, and most often
are at their turn of different levels,
to protect at the expense of even supreme sacrifice – to less
important but still offering psychological comfort and welfare of those that adopt them.
modesty Eastern culture) ;
regulations, which members
prescribing behaviours
. In this respect we may identify three types of no rmative
values, according to the acceptability of their imp lementation on a general scale:
given above reflect the Western culture, in the Eas tern one, the
refer to the complex of features defining the cultu ral personality
taken as a whole and the general characteristics ap plicable to the members of a culture , a
learned tendency to respond in a consistent manner with respect to a given object of
The components that intermingle forming the attitud e systems are: cognitive
regarded as cruel, negative, in some cultures and c ourageous,
s orientation towards such things as
nature, man, God, the universe and other philosophi cal issues concerning the
has a different world view than a Moslem, Taoist, J ew, Hindu,
A Native American Indian sees himself at one with n ature, while a
world view, humans being the supreme creatures
res are stricter and more precise, direct, open and as accurate as possible,
clarified and specified, the
eastern ones are more elusive and evasive, slippery and more profound, interpretative,
ting things unsaid but instead judging, feeling and construing meaning s unuttered,
while the uttered, explicit side is minimal . Thus, the

AWARENESS OF THE WOR AWARENESS OF THE WOR AWARENESS OF THE WOR AWARENESS OF THE WORLD LD LD LD
eastern culture rely more on inferences and impress ions, while the western one on
and certainties.
8.2.3. SOCIAL ORGANIZATION

The dominant social units are the most influential institutions within any culture:
family, school and church. It is these that
the beliefs, attitudes, values, views
There are two forms of societal composition
the map and also the political or social structures formed along civilisations, and a more
recent one, given by the function in society, the r ole played and the ideas the members
promote and share.
Accordingl y, we can identify, two types of cultures
/circle6 Geographic culture: Nations, tribes, casts, religio us sects, and others defined by
geographical boundaries;
/circle6 Role culture: memberships in social positions, from professional groups to
organizations sharing specific ideologies.
Summary:
/UIrecord Our awareness of the world, our way of perceiving i t, influences the way we
communicate. Beliefs, values and attitudes are cult urally formed, the view that we have
upon the world is the result of the culture we belo ng to
/UIrecord It is the knowledge, the experience and the tradition of the culture we are formed
in that guide us, they are transmitted to us
in accordance to this formation.
/UIrecord In intercultural contacts, our baggage will surface , we ma
become aware of differences and it is important to know how to overcome them, to
understand the other culture and react in apprehens ion.
Exercises:

Discuss and explain the differences between the fol lowing recipes

for 8 people:
1 goose (3,4 kg)
salt, pepper, marjoram, 3 apples, 4 carrots, beer.

Please wash the goose in cold water, dry it with th e paper
towel. Remove the rest of feathers. Salt and pepper the
goose inside and outside. Fill the goose with cut apples,
carrots and marjoram. Sew the gap. Put it on a pan and to
the oven at 200 0 C for the electric oven or at level 3 for the
gas oven. eastern culture rely more on inferences and impress ions, while the western one on
The dominant social units are the most influential institutions within any culture:
It is these that next build, in the new generations all
the beliefs, attitudes, values, views upon world, of each particular culture.
There are two forms of societal composition , a traditional one, following the location on
the map and also the political or social structures formed along civilisations, and a more
recent one, given by the function in society, the r ole played and the ideas the members
y, we can identify, two types of cultures :
Geographic culture: Nations, tribes, casts, religio us sects, and others defined by
Role culture: memberships in social positions, from professional groups to
ideologies.
Our awareness of the world, our way of perceiving i t, influences the way we
communicate. Beliefs, values and attitudes are cult urally formed, the view that we have
upon the world is the result of the culture we belo ng to .
knowledge, the experience and the tradition of the culture we are formed
are transmitted to us from the previous generations and we will act
In intercultural contacts, our baggage will surface , we ma y have the chance to
it is important to know how to overcome them, to
understand the other culture and react in apprehens ion.
Discuss and explain the differences between the fol lowing recipes for ‘Roasted goose’:
salt, pepper, marjoram, 3 apples, 4 carrots, beer.
Please wash the goose in cold water, dry it with th e paper
towel. Remove the rest of feathers. Salt and pepper the
goose with cut apples,
carrots and marjoram. Sew the gap. Put it on a pan and to
the electric oven or at level 3 for the 1 goose
apples, salt, pepper, flour

Salt and pepper the
goose, fill it with apples
and put on a pan with
some water. Place in the
oven and pour the sauce
over it now and agai
After 1,5 – 2 hours, when eastern culture rely more on inferences and impress ions, while the western one on facts
The dominant social units are the most influential institutions within any culture:
build, in the new generations all

, a traditional one, following the location on
the map and also the political or social structures formed along civilisations, and a more
recent one, given by the function in society, the r ole played and the ideas the members
Geographic culture: Nations, tribes, casts, religio us sects, and others defined by
Role culture: memberships in social positions, from professional groups to
Our awareness of the world, our way of perceiving i t, influences the way we
communicate. Beliefs, values and attitudes are cult urally formed, the view that we have
knowledge, the experience and the tradition of the culture we are formed
and we will act
y have the chance to
it is important to know how to overcome them, to
for ‘Roasted goose’:
apples, salt, pepper, flour
Salt and pepper the
goose, fill it with apples
and put on a pan with
some water. Place in the
oven and pour the sauce
over it now and agai n.
2 hours, when

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Roasting time: 2,5 hour. After 20
water in the pan. Stick the goose on the sid
can come out. Turn the goose after 45 minutes and p our the
sauce over it. If it seems to roast fast, cover it with
aluminium foil. Ten minute before it is ready, pour the beer
over it so as the skin to get crispy. The roasted g oose can be
served with potatoes and vegetables. We recommend w hite
wine to serve with.
Self evaluation

1. The satisfaction of discovering something new belongs t o the …………….. awareness
a) personal
2. Improving self– perception refers to …………….. .
a) understanding own culture
b) e xtending employment opportunities
c) avoiding misund
3. Cultural revolutions within the countries have l ed to the ………… of the subcultures.
a) reconciliation
4. The new groups and the
sorts of rights.
a) recognition
5. The eastern culture is ………….
a) explicit
Case study:

Family Counselling [14]

Mrs. Schmit has been working as a counsellor in a y outh welfare department for some
years now. One of her principles is to involve the whole family in the consultation so as
to understand better the background of the young pe rson that looks for help. She k
that only this way can she help the young people wi th their problems.
But this case is different.
A 17 year old Siberian girl sits with her parents i n the consultation and
child anymore, she does not say a word while her pa rents
some paper in order to marry her 17 year old boyfri end. Mrs. Schmit is asked to help her
get the papers but she finds it difficult even to s tay polite seeing how the girl is treated as
a mentally handicapped
seems to be not allowed to say a word
the same time. They explain their daughter loves he r boyfriend very much and assumes to
be pregnant so that the wedding should tak
agreement and answers in very few words when asked by the counsellor, seeming to not
Roasting time: 2,5 hour. After 20 -30 minutes, put 100 ml
water in the pan. Stick the goose on the sid e so that the fat
can come out. Turn the goose after 45 minutes and p our the
sauce over it. If it seems to roast fast, cover it with
aluminium foil. Ten minute before it is ready, pour the beer
over it so as the skin to get crispy. The roasted g oose can be
served with potatoes and vegetables. We recommend w hite almost ready, pour some
cold water so that the
skin gets crispy. Put
some flour into the sauce,
mix it and let it boil for a
while. You can serve the
goose whole or in prices,
with the sauce.
Self evaluation :
satisfaction of discovering something new belongs t o the …………….. awareness
b) domestic c) international
perception refers to …………….. .
understanding own culture
xtending employment opportunities
avoiding misund erstanding
3. Cultural revolutions within the countries have l ed to the ………… of the subcultures.
b) disappearance c) emergence
4. The new groups and the associations which appeared demand …………….
b) revolution c) restoration
………….
b) minimalist c) straightforward
Case study:

Mrs. Schmit has been working as a counsellor in a y outh welfare department for some
years now. One of her principles is to involve the whole family in the consultation so as
to understand better the background of the young pe rson that looks for help. She k
that only this way can she help the young people wi th their problems.
But this case is different.
A 17 year old Siberian girl sits with her parents i n the consultation and
child anymore, she does not say a word while her pa rents talk in stead of her: she needs
some paper in order to marry her 17 year old boyfri end. Mrs. Schmit is asked to help her
get the papers but she finds it difficult even to s tay polite seeing how the girl is treated as
a mentally handicapped – albeit well developed both physically and psychically
seems to be not allowed to say a word while her mother and father speak excited even at
the same time. They explain their daughter loves he r boyfriend very much and assumes to
be pregnant so that the wedding should tak e place immediately. The girl just nods in
agreement and answers in very few words when asked by the counsellor, seeming to not almost ready, pour some
cold water so that the
skin gets crispy. Put
some flour into the sauce,
mix it and let it boil for a
while. You can serve the
goose whole or in prices,
with the sauce.
satisfaction of discovering something new belongs t o the …………….. awareness
3. Cultural revolutions within the countries have l ed to the ………… of the subcultures.
associations which appeared demand ……………. and all

Mrs. Schmit has been working as a counsellor in a y outh welfare department for some
years now. One of her principles is to involve the whole family in the consultation so as
to understand better the background of the young pe rson that looks for help. She k nows
that only this way can she help the young people wi th their problems.
A 17 year old Siberian girl sits with her parents i n the consultation and , though not a
stead of her: she needs
some paper in order to marry her 17 year old boyfri end. Mrs. Schmit is asked to help her
get the papers but she finds it difficult even to s tay polite seeing how the girl is treated as
both physically and psychically – and
while her mother and father speak excited even at
the same time. They explain their daughter loves he r boyfriend very much and assumes to
The girl just nods in
agreement and answers in very few words when asked by the counsellor, seeming to not

AWARENESS OF THE WOR AWARENESS OF THE WOR AWARENESS OF THE WOR AWARENESS OF THE WORLD LD LD LD
74 74 74 74 really agree on her own free will. The counsellor w ants to talk with the girl alone but
cannot ask her parents to leave the office so she f ixes another appointment to gain time to
think of a solution.

What happened? The counsellor deals with cultural d ifference:
Siberian parents look after their children even whe n they are of age and for the girl it is
absolutely normal that her parents talk for her as she is convinced they know better and
her opinions should correspond with theirs.
The parents don’t know and don’t think they should let their daughter talk and they don’t
respect an open discussion and change of ideas.
Siberian girls have to get married as soon as possi ble and the parents try to sort out the
problem while the girl agrees because she respects the traditions.
The whole family tries to put the counsellor under pressure to achieve their goals.

CULTURE AND COMMUNICATION
75 75 75 75 CHAPTER 9
CULTURE AND COMMUNICATION
INTRODUCTION
The link between culture and communication is best reflected in the statement that the
key factor in fully understanding communication is the ability to grasp cultural
influences.
THEME PRESENTATION
Culture forms patterns for living.
People learn to think, feel, believe, strive for wh at their culture considers proper, what
their ancestors had experienced, had got to value a nd had taught them, one generation
after another.
9.1. CULTURAL HERITAGE

The customs, traditions, skills, knowledge inherite d in each culture determine stability,
insure survival, protect and perpetuate that societ y. [19]
9.1.1. PATTERN OF INTERCULTURAL COMMUNICATION

Culture is linked to communication, they are insepa rable. If the general definition of
communication describes it as a process whereby one person deliberately, intentionally
attempts to convey meaning to another, to determine a certain behaviour, more important
in intercultural communication is the unintentional side, the fact that communication
represents all processes by which people influence one another.
To more easily visualise the problems occurring whe n people from different cultures
have to interrelate, a general intercultural commun ication model can be analysed and
graphically represented, in figure 1.

Figure 1. Model of intercultural exchange

If the sender belongs to a culture and the receiver belongs to another culture, the message
is encoded in the culture of the former and has to be decoded in that of the latter. But as
the different cultures have different repertories o f communicative behaviours and
meanings several difficulties may arise.
Eg: somebody of culture A communicates easier with somebody of B than the
latter with someone of C because of more similariti es and less differences.

CULTURE AND COMMUNICATION
9.1.2. THE OVERRIDING CULTURE

If we focus on the relation culture – communication, understanding that
elements represent a background influencing percept ion, verbal processes and nonverbal
processes as people view the world through categori es, concepts and
products of their culture, we can see that it is th rough the influence of culture that people
learn to communicate.

Culture is a model for life. It is a deposit of val ues, knowledge, experiences, beliefs,
attitudes, meanings, hierarchies, religion, timing, roles, special relations, concept s of the
universe and material objects and possessions acqui red by a large group of people in the
course of generations through individual and group striving.

Language habits, friendships, eating habits
acts, technology depend on culture.
It can be said the culture is above communication, it overrides it, it influences it and
guides it: An Egyptian, Korean, Bulgarian etc. learns to commu nicate like other
Egyptians, Koreans, Bulgarians . Their behaviour can convey meaning because it is
learned and shared; it’s cultural.
9.2. CULTURAL DIFFERENCES

The differences can be analysed on levels of distin ctness, somehow assessing the general
features, giving examples of more similar cultures and more distant
perception particularities, identifying some peculi arities that define the values, beliefs
and the general views upon the world in a certain culture or another.
9.2.1. LEVELS OF DIFFERENCES

We can dis tinguish from particularities of
present quite a lot of similarities, making allowance for the most relevant aspects that can
be considered. So, we can classify cultural
minimum. The maximum would mean that the two cultures are ve ry different in most
aspects: from societal and psychological aspects, l anguage, world view, values,
development of economy and technology, social organ ization, religion, political
behaviour, to physical aspect.

Here are the extreme and the medium e

/square6 Maximum: Asian culture – Western Culture
Still, if we consider a subcategory , like the occupation or the
instance, we can note that there might be similarities betwee n two farmers
the very distinct cultures than between a farmer and a docto r in the same culture.
E.g.: Between a farmer in China and a farmer in the USA there are indeed a lot of
differences, regarding physical appearance, religion, philosophy, social a ttitudes,
language, heritage, basic conceptualization of self and the universe, degree of
technological development, but it is clearly that t hey share a great deal of common
experience and simi litude concerning farming, rural lifestyle, which r epresent their basic
preoccupation, so the aspects that count most in th eir lives are quite alike. CULTURE
communication, understanding that the socio- cultural
elements represent a background influencing percept ion, verbal processes and nonverbal
processes as people view the world through categori es, concepts and labels that are
products of their culture, we can see that it is th rough the influence of culture that people
Culture is a model for life. It is a deposit of val ues, knowledge, experiences, beliefs,
religion, timing, roles, special relations, concept s of the
universe and material objects and possessions acqui red by a large group of people in the
course of generations through individual and group striving.
Language habits, friendships, eating habits , economic, political activities, social
acts, technology depend on culture.
It can be said the culture is above communication, it overrides it, it influences it and
An Egyptian, Korean, Bulgarian etc. learns to commu nicate like other
. Their behaviour can convey meaning because it is
The differences can be analysed on levels of distin ctness, somehow assessing the general
similar cultures and more distant , or, more deeply
perception particularities, identifying some peculi arities that define the values, beliefs
in a certain culture or another.

tinguish from particularities of cultures that are very distinct, to some that
making allowance for the most relevant aspects that can
cultural differences on a scale from maximum to
The maximum would mean that the two cultures are ve ry different in most
aspects: from societal and psychological aspects, l anguage, world view, values,
development of economy and technology, social organ ization, religion, political
Here are the extreme and the medium e xamples of cultural differences:
Western Culture .
, like the occupation or the profession of the person, for
we can note that there might be similarities betwee n two farmers belonging to
distinct cultures than between a farmer and a docto r in the same culture.
and a farmer in the USA there are indeed a lot of
physical appearance, religion, philosophy, social a ttitudes,
language, heritage, basic conceptualization of self and the universe, degree of
technological development, but it is clearly that t hey share a great deal of common
litude concerning farming, rural lifestyle, which r epresent their basic
preoccupation, so the aspects that count most in th eir lives are quite alike. cultural
elements represent a background influencing percept ion, verbal processes and nonverbal
labels that are
products of their culture, we can see that it is th rough the influence of culture that people
Culture is a model for life. It is a deposit of val ues, knowledge, experiences, beliefs,
religion, timing, roles, special relations, concept s of the
universe and material objects and possessions acqui red by a large group of people in the
, economic, political activities, social
It can be said the culture is above communication, it overrides it, it influences it and
An Egyptian, Korean, Bulgarian etc. learns to commu nicate like other
. Their behaviour can convey meaning because it is
The differences can be analysed on levels of distin ctness, somehow assessing the general
more deeply , on
perception particularities, identifying some peculi arities that define the values, beliefs
very distinct, to some that
making allowance for the most relevant aspects that can
on a scale from maximum to
The maximum would mean that the two cultures are ve ry different in most
aspects: from societal and psychological aspects, l anguage, world view, values,
development of economy and technology, social organ ization, religion, political
of the person, for
belonging to
and a farmer in the USA there are indeed a lot of
physical appearance, religion, philosophy, social a ttitudes,
language, heritage, basic conceptualization of self and the universe, degree of
technological development, but it is clearly that t hey share a great deal of common
litude concerning farming, rural lifestyle, which r epresent their basic

CULTURE AND COMMUNICATION
77 77 77 77
/square6 Average: a German – a USA citizen:
There is much less variation between these two pers ons as the physical characteristics are
similar, the English language is a Germanic one (th ey have a common root), their religion
is mostly Christian and both philosophies derive fr om the old Greek one.
From a social-economic point of view, after a gener al analysis that would classify both
countries as developed and very well placed on the global scale, we shall still note some
further and deeper differences knowing that the USA organization follows the Anglo-
Saxon model while Germany has undertaken the Renan– Nippon one.
Behavioural variations are also noticeable on a gen eral scale, with the more sober and
serious German approach to the world and society, v aluing work, punctuality, preciseness
and strictly following norms, acknowledging and res pecting their own and the others’
role and place in the society, as opposed to the la xer atmosphere of the Americans living
in a free country where almost anything goes and mo st people share materialist ideals and
follow the dream of prosperity and welfare.

/square6 Minimum:
≈ Between members of separate cultures: English Canad ian – US American
≈ Between subcultures/ subgroups of the same culture: Baptist – Catholic, middle
class – the poor, male – female etc.
Very similar in all aspects of life, from the langu age spoken and the physical aspect to
philosophy, perception and manners of conduct, the former pair presents only the
difference in nationality, triggering minor variati ons as, moreover, the two countries are
anyhow very near geographically and much alike as p olitical and social organizations.
As for the latter pairs it is vice-versa, the natio nality is common while ideas,
philosophies, economic or social status make the di fference, a generally slight one as the
things in common are many more because of belonging to the same culture.
9.2.2. PERCEPTION RANGES

Our perception of the world can be defined as an in ternal process whereby we convert the
physical energies of our environment into meaningfu l experience.
There is obviously cultural variance in the percept ion of social objects and events.
People tend to notice, reflect on and respond to th ose elements which are more important
to them or which they were accustomed (culturally) to regard as relevant. Thus, for
instance, Japanese people may be attracted to colou rful objects, Americans to big sizes,
French people will understand beauty differently th an Egyptians.
The range of values and the view upon the world dif fering from culture to culture, the
scope of the perception and interpretations brought about by these differences will reach
the same extent.
Consequently, in order to establish communication w e must learn to understand how our
interlocutors perceive the world.
E.g.: the ‘social status’ is:
– achieved by wealth and material possessions in US culture;
– given by the number of friends in Thailand;
– inherited by birth in Ethiopia;
– shown by strength, street wisdom or the crime com mitted (for gang’s or prisoners’
subcultures)

CULTURE AND COMMUNICATION
9.3. LANGUAGE AND CULTURE

Both language and culture are learned and serve to transmit values, beliefs, perceptions,
norms. Language is composed of four ingredients: a group o f people, sounds, symbols,
organization of symbolic sounds.

Thus, we may adopt the following descriptive defini tion of language:
a structured system of arbitrary vocal sounds that a collection of peopl
learned to use as a means of labelling and catalogu ing the things, processes, and
experiences of their environment.
9.3.1. VERBAL ASPECT

On one hand, it seems just too obvious that l
difficult problem in intercultural communication
language, there are numerous problems that are enco untered by speakers of the same
language. Considering English as an international l anguage that can be used by non
native speakers for co mmunicating with each other, after leaning it quite well, there are
the various meanings that the words have and the va rious senses different cultures would
attribute to the word, which can confuse or trick t he collocutor.
The varied experience leads to la nguage problems
understood, meanings lie with in people rather than in words
E.g.: Hearing the word ‘dog’ for most of us would l ead to the mental
representation of a pet, a domesticated animal
Sout heast Asia it is a culinary specialty as there dogs are often eaten
there might think of some delicious food at the hea ring of the same word.
On the other hand, it is our culture that teaches u s to name what is practical, useful and
important; it guides even the formation, the produc tion of language:
E.g.: Eskimos have more words for snow (even differ ent types of snow) while
Arabs have more words for camels.
9.3.2. NONVERBAL ASPECT

Just some examples of n onverbal behaviour
differences can be very relevant in an attempt to e stablish a relationship with somebody
belonging to another culture. Thus:
/square6 While in Germany both men and women shake hands,
rarely shake hands and in Thailand people never
/square6 In Japan eye contact when talking is not important, in Europe is
necessary as a rule of politeness ,
look at an elder.
The g estures may have different signification (
concepts may ha ve different symbolic gestures:
E.g.: suicide can be symbolised differently in distinct cultures:
– pointing at a temple – in the USA,
– hand hitting to the stomach – in Japan,
– hand on the neck – in New Guinea

are learned and serve to transmit values, beliefs, perceptions,
Language is composed of four ingredients: a group o f people, sounds, symbols,
Thus, we may adopt the following descriptive defini tion of language:
a structured system of arbitrary vocal sounds that a collection of peopl
learned to use as a means of labelling and catalogu ing the things, processes, and
experiences of their environment.
On one hand, it seems just too obvious that l anguage differences represent the most
intercultural communication . Besides the difficulties of learning a
language, there are numerous problems that are enco untered by speakers of the same
language. Considering English as an international l anguage that can be used by non
mmunicating with each other, after leaning it quite well, there are
the various meanings that the words have and the va rious senses different cultures would
attribute to the word, which can confuse or trick t he collocutor.
nguage problems just because , as we already
in people rather than in words .
E.g.: Hearing the word ‘dog’ for most of us would l ead to the mental
domesticated animal , man’s best friend etc.
heast Asia it is a culinary specialty as there dogs are often eaten , so the people
there might think of some delicious food at the hea ring of the same word.
On the other hand, it is our culture that teaches u s to name what is practical, useful and
important; it guides even the formation, the produc tion of language:
E.g.: Eskimos have more words for snow (even differ ent types of snow) while
Arabs have more words for camels.
onverbal behaviour will do to understand that nonverbal cultural
differences can be very relevant in an attempt to e stablish a relationship with somebody
both men and women shake hands, in the US A women very
in Thailand people never even touch in public.
In Japan eye contact when talking is not important, in Europe is quite relevant and
, while in Indian reservation is seen as disrespect t o
estures may have different signification ( e.g.: nodding or shaking the head
ve different symbolic gestures:
can be symbolised differently in distinct cultures:
Japan, are learned and serve to transmit values, beliefs, perceptions,
Language is composed of four ingredients: a group o f people, sounds, symbols,
a structured system of arbitrary vocal sounds that a collection of peopl e have
learned to use as a means of labelling and catalogu ing the things, processes, and
anguage differences represent the most
Besides the difficulties of learning a
language, there are numerous problems that are enco untered by speakers of the same
language. Considering English as an international l anguage that can be used by non –
mmunicating with each other, after leaning it quite well, there are
the various meanings that the words have and the va rious senses different cultures would
, as we already
E.g.: Hearing the word ‘dog’ for most of us would l ead to the mental
but in
so the people
On the other hand, it is our culture that teaches u s to name what is practical, useful and
E.g.: Eskimos have more words for snow (even differ ent types of snow) while
will do to understand that nonverbal cultural
differences can be very relevant in an attempt to e stablish a relationship with somebody
A women very
relevant and
while in Indian reservation is seen as disrespect t o
or shaking the head ) and

CULTURE AND COMMUNICATION
79 79 79 79 The concept of time is rather important as there ar e schedules, programs and plans to be
arranged and agreed upon in various intercultural b usiness interchanges. Some examples
of differences of time perception with different cu ltures would be relevant:
/threeoclock German, Swiss are more aware of time, more precise: “We’ll meet at 3 o’clock
sharp”;
/threeoclock Brazilians have a rather lax perception: “We’ll mee t after the rain”;
/threeoclock Hopi Indians think that each person, plant, animal has its own time system and
nature will follow its course as it wishes: “We’ll meet again”.

The use of space is another relevant aspect to cons ider. Its measure in this respect is the
degree of proximity between collocutors, the proxem ics, defined as the way in which
people use space as a part of interpersonal communi cation.
There are two variables that can be analysed here, the distance – or the room left in
between the collocutors – and the orientation – the way of positioning one near the other
along the discussion they have, involving also the movement or non-movement in the
special environment, standing, sitting or walking.
E.g.:
/square6 Distance: closer at Arabs and Latins than at Americ ans or Germans.
/square6 Orientation: side-by-side at Chinese, face-to-face at Western cultures.
Generally speaking, in European culture, distance i s perceived, on average – with smaller
distances in Latin cultures and bigger in Germanic one – as shown in figure 2, on four
zones of closeness, corresponding to the four degre es of intimacy and to the relationship
with those we are communicating with. If difference s may be felt even between European
countries, in a business affair developing between a German and a Japanese, the
differences can be overwhelming.

Figure 2. Distances in European Culture

Colour is another element that should be taken into account when considering
intercultural communication as long as the signific ances of colours differ often massively
from culture to culture. It is well known that whit e symbolises purity, peace and kindness
in most cultures but in East Asia, white is associa ted with mourning while for the
European cultures it is black that symbolises mourn ing and death.
On the other hand, black is a mark of seriousness, soberness and elegance and, thus,
important figures, business people, or ordinary peo ple at special reunions will usually

CULTURE AND COMMUNICATION
80 80 80 80 wear smart dark suits, as a sign of tastefulness, p rofessionalism and, respectively, style. It
would come as no surprise that a Japanese business lady comes to a negotiation with an
American one in a smart but very vividly coloured s uit; but, still, it wouldn’t happen very
often, because most of them – at least those send t o make business on a high level – have
already learned and adopted the occidental code of conduct and would dress accordingly,
despite their cultural features.

As for a general behaviour observation we can note that the various patterns of thought
bring about particular ways of understanding the wo rld around. Forms of reasoning,
approaches to mental processes differ and so will t he response to the stimuli.
E.g.: In Western cultures, logic and action are gov erning and truth has to be
looked for and found while Eastern culture is based on expectation and things are
passively waited to happen, to come.
9.4. SUBCULTURAL APPROACH

There are three forms of intercultural communicatio n, depending on the cultural
peculiarities we refer to, as cultural differences appear not only between members of
distinct countries but also between members of diff erent subgroups, races, ethnic groups.
9.4.1. RACE, NATION, ETHNIC GROUP

It is quite important to be able to distinguish and identify the particularities of interracial,
interethnic and international approaches.

The interracial differences, even if they seem comp ulsorily related to the intercultural
ones, do not refer to those but distinguish clearly as, for instance, we can understand if
we think that at a third generation of an Asian imm igrant, there are no cultural
differences anymore, but the physical aspect is ind icative for the different race. The
problems that can appear spring from the fact that prejudices may guide people in
expecting a certain behaviour or response that migh t not occur.

The international aspect refers to the cultural dif ferences between members of distinct
nations. At a high level, this applies to the discr epancies occurring between nations and
governments, implying diplomacy, being regulated by law, treaties, agreements and
usually involving intercultural and interracial com munication, influenced by policies,
needs, aims, economics of nations.

Interethnic cultural differences can be identified, for example, between an English
Canadian and a French Canadian, between a German Am erican and a Greek American
and so on.
9.4.2. SUBCULTURES AND SUBGROUPS

A subculture is a racial, ethnic, regional, economi c, or social community presenting
characteristic behaviour distinguished from others within the same culture (e.g.: Oriental
Americans, Mafia, Jews).

CULTURE AND COMMUNICATION
81 81 81 81 A subgroup, on the other hand, is represented by pe ople sharing a common
preoccupation, ideals, aims, such as the drug commu nity, youth gangs, gays, religious
cults, revolutionary organizations; having the same social status; or forming professional
associations etc.

Features may overlap and be misleading:
E.g: despite of belonging to the same race and prof ession, and a currently similar
social status, a black neurosurgeon of 45, raised i n a rich British family, attending
best schools in Europe, now residing in New York an d earning $200,000 annually,
cannot be related to or even be ever able to unders tand the psychological
environment of another mid age black doctor, born a nd raised in the Detroit ghetto,
by an alcoholic single parent, among drug dealers a nd users, harassed by white
police all his youth.
9.4.3. THE ARGOT

The subcultures often produce their own language th at would facilitate inter-members
communication and at the same time would prevent un initiates from grasping the
meanings of the group’s conversations. These langu ages represent subcultural linguistic
codes, forms of argot.

Basically, what happens in such a particular ‘langu age’ is that:
/square6 New ‘words’ might be invented to name either common or special things;
/square6 Usual words may be used with a new meaning, not und erstandable by the others.
The fundamental functions of argot are:
/pennant Ensuring self-defence in a hostile environment;
/pennant Meeting a need for privacy and secrecy;
/pennant Providing subculture’s solidarity and cohesiveness by a uniform learned
language code;
/pennant Helping establish groups as real and viable social entities.

As for the link between the subgroup or subcultural experiences and the argot, it can be
noted that different groups develop different degrees of argot usage, as they have to meet
various needs. The more needs they answer, the more pronounced the usage.

The groups that resort to using argot, from the sli ghtest to the highest degree of language
alteration are:
/square6 students, teenagers, market sellers etc. – the so c alled professional groups, that
will create and use a few new ‘words’, either for f un or from a wish to hide from
some direct authorities, or as a mere result of the ir occupation, coming more
handily than the normal, maybe longer or sophistica ted word;
/square6 ethnic groups, the poor, minorities constituted by religion, by sexual preference
etc. – producing and using a relatively average num ber of argotic elements, to
meet their group’s needs;
/square6 prisoners, outlaws – with the most complicated and the richest argotic
vocabulary as having a great deal to hide from too many others.

CULTURE AND COMMUNICATION
Exercises:

On Monday morning, when getting to work, a Chinese employee of a company in
London finds himself unexpectedly reprimand
Explain why , taking into consideration
before:
Mr. James: It looks like the production will have t o go on also on Saturday.
Mr. Li: Oh, really?
Mr. James: Could you come on Saturday?
Mr. Li: I think so.
Mr. James: That would be a real help.
Mr. Li: Yes… you know, Saturday is a special day.
Mr. James: What do you mean?
Mr. Li: My son is going to have birthday.
Mr. James: Oh, wonderful. I hope, you all will have a lot of fun.
Mr. Li: Thanks for your kindness.

Summary:
/UIrecord Culture governs the way we behave and communicate. There are differences
between cultures, from insignificant to extensive.
/UIrecord The dependence of language on culture is analyzable on both the verbal and the
non-verbal aspect, the latter presenting a variety of points, regarding each part icular
culture’s approach of time, space, colour, symbolis m of gestures etc.
/UIrecord The diversity within the same culture following the cultural revolution have led to
the emergence of subcultures and subgroups a
are detectable, similar to those between cultures p roper, a very relevant verbal
manifestation in this respect being the linguistic codification.
Self evaluation:

1. In intercultural communication a very important
that communication represents all processes by whic h people influence one another.
a) unintentional b) intentional
2. ……………….. is a deposit of values, knowledge, expe riences, beliefs, attitudes,
meanings, hier archies, religion, timing, roles etc.
a) Communication b) A country
3. Culture override s, influences and guides ………………
a) subculture b) communication
4. Between a Swedish secretary and an Iranian mecha nic, there is …
difference:
a) big b) medium On Monday morning, when getting to work, a Chinese employee of a company in
reprimand ed.
, taking into consideration the discussion that had taken place the Thursday
Mr. James: It looks like the production will have t o go on also on Saturday.
Mr. James: Could you come on Saturday?

Mr. Li: Yes… you know, Saturday is a special day.
Mr. Li: My son is going to have birthday.
Mr. James: Oh, wonderful. I hope, you all will have a lot of fun.
Culture governs the way we behave and communicate. There are differences
between cultures, from insignificant to extensive.
The dependence of language on culture is analyzable on both the verbal and the
presenting a variety of points, regarding each part icular
culture’s approach of time, space, colour, symbolis m of gestures etc.
The diversity within the same culture following the cultural revolution have led to
the emergence of subcultures and subgroups a mong which communication peculiarities
are detectable, similar to those between cultures p roper, a very relevant verbal
manifestation in this respect being the linguistic codification.
1. In intercultural communication a very important side is the …………… one, the fact
that communication represents all processes by whic h people influence one another.
b) intentional c) relational
2. ……………….. is a deposit of values, knowledge, expe riences, beliefs, attitudes,
archies, religion, timing, roles etc.
b) A country c) Culture
s, influences and guides ……………… .
b) communication c) business
4. Between a Swedish secretary and an Iranian mecha nic, there is … ……… …. cultural
b) medium c) small On Monday morning, when getting to work, a Chinese employee of a company in
the discussion that had taken place the Thursday
Culture governs the way we behave and communicate. There are differences
The dependence of language on culture is analyzable on both the verbal and the
presenting a variety of points, regarding each part icular
The diversity within the same culture following the cultural revolution have led to
mong which communication peculiarities
are detectable, similar to those between cultures p roper, a very relevant verbal
one, the fact
that communication represents all processes by whic h people influence one another.
2. ……………….. is a deposit of values, knowledge, expe riences, beliefs, attitudes,
. cultural

CULTURE AND COMMUNIC ATION
Case study:

1. Read and discuss the following case:

Business negotiation in Russia
Mr. Kurt, an experienced German businessman, is sen t by his company to an important
negotiation to Moscow, where he should win
punctually to the arranged meeting at Mr. Romanov’s office, at 9,30.
arrives at 10,10, greets Mr. Kurt very friendly, but does not excuse himself for being late.
He welcomes two other partners during the meeting a nd also makes some calls. Then he
invites Mr. Kurt for lunch. The German thinks he is finally going to find a good
opportunity to discuss the business and change some ideas but there are also
the very loud music in the background
who greet him and stop to talk to him. He even intr oduces them to Mr. Kurt and they
drink a lot. Mr. Kurt feels confused and doesn’t kn ow what to do among so many
stran gers. After this long and filling lunch, Mr. Romano v invites Mr. Kurt to the sauna.
While Mr. Kurt tries hard to get used with the high temperature, Mr. Romanov meets
again other friends and introduces them to Mr. Kurt . The latter excuses himself after the
sauna and goes to the hotel, rather disappointed fo r not having had a chance to talk his
important business. After a while, at the hotel, he is contacted and enthusiastically told by
his company that Mr. Romanov made some important po sitive decisions duri
concerning the business.

2. Read the following three Case Studies to find ab out some other intercultural
business experiences and then solve the correspondi ng tasks found in the exercises
below them:
a.
Sao Paolo. 2am. A jet- lagged Brit
outside the elegant restaurant in which they hardly talked business all night. Their car is
driven right up to the door. This is a good part of town, but you don’t want to be walking
to the parking l ot in a smart suit and expensive watch. The Brazili an suggests a night
club, but tomorrow’s meeting is scheduled for 9am, and maybe the salesman’s already
had one caipirinha 1 too many.
By 9.35 the following morning, the meeting’s about to begin. The salesm
to everyone round the table in turn. A large number of them seem to be related. Te
conversation ranges from football to families to tr affic problems and back to football.
The atmosphere is relaxed, but the salesman’s barel y started his tec
before someone cut in. Soon everybody’s joining in the discussion with wildly creative
ideas of their own. If this is a negotiation, it’s hard to see how Brazilians are working as a
team.
The salesman is surprised to find his host so e
win them over that easily
He decides to press them for a decision. All eyes t urn to the boss. ‘We needn’t worry
about the contractual details at thi
hand on the Briton’s shoulder. ‘I’m sure we can wor k something out. Let’s think about
the future.’
ATION
Case study:
Read and discuss the following case:
Business negotiation in Russia
Mr. Kurt, an experienced German businessman, is sen t by his company to an important
negotiation to Moscow, where he should win a new business partner. He arrives
to the arranged meeting at Mr. Romanov’s office, at 9,30.
Mr. Kurt very friendly, but does not excuse himself for being late.
He welcomes two other partners during the meeting a nd also makes some calls. Then he
invites Mr. Kurt for lunch. The German thinks he is finally going to find a good
opportunity to discuss the business and change some ideas but there are also
the very loud music in the background – interruptions, through many friends of Romanov
who greet him and stop to talk to him. He even intr oduces them to Mr. Kurt and they
drink a lot. Mr. Kurt feels confused and doesn’t kn ow what to do among so many
gers. After this long and filling lunch, Mr. Romano v invites Mr. Kurt to the sauna.
While Mr. Kurt tries hard to get used with the high temperature, Mr. Romanov meets
again other friends and introduces them to Mr. Kurt . The latter excuses himself after the
sauna and goes to the hotel, rather disappointed fo r not having had a chance to talk his
important business. After a while, at the hotel, he is contacted and enthusiastically told by
his company that Mr. Romanov made some important po sitive decisions duri
concerning the business.
2. Read the following three Case Studies to find ab out some other intercultural
business experiences and then solve the correspondi ng tasks found in the exercises

lagged Brit ish salesman and his better- dressed Brazilian client was
outside the elegant restaurant in which they hardly talked business all night. Their car is
driven right up to the door. This is a good part of town, but you don’t want to be walking
ot in a smart suit and expensive watch. The Brazili an suggests a night
club, but tomorrow’s meeting is scheduled for 9am, and maybe the salesman’s already
too many.
By 9.35 the following morning, the meeting’s about to begin. The salesm
to everyone round the table in turn. A large number of them seem to be related. Te
conversation ranges from football to families to tr affic problems and back to football.
The atmosphere is relaxed, but the salesman’s barel y started his tec
before someone cut in. Soon everybody’s joining in the discussion with wildly creative
ideas of their own. If this is a negotiation, it’s hard to see how Brazilians are working as a
The salesman is surprised to find his host so e nthusiastic about his product. Did he really
win them over that easily – or will there be problems later on? The meeting has overrun.
He decides to press them for a decision. All eyes t urn to the boss. ‘We needn’t worry
about the contractual details at thi s stage,’ says the senior Brazilian manager, smilin g, his
hand on the Briton’s shoulder. ‘I’m sure we can wor k something out. Let’s think about
Mr. Kurt, an experienced German businessman, is sen t by his company to an important
a new business partner. He arrives
to the arranged meeting at Mr. Romanov’s office, at 9,30. Mr. Romanov
Mr. Kurt very friendly, but does not excuse himself for being late.
He welcomes two other partners during the meeting a nd also makes some calls. Then he
invites Mr. Kurt for lunch. The German thinks he is finally going to find a good
opportunity to discuss the business and change some ideas but there are also – apart from
interruptions, through many friends of Romanov
who greet him and stop to talk to him. He even intr oduces them to Mr. Kurt and they
drink a lot. Mr. Kurt feels confused and doesn’t kn ow what to do among so many
gers. After this long and filling lunch, Mr. Romano v invites Mr. Kurt to the sauna.
While Mr. Kurt tries hard to get used with the high temperature, Mr. Romanov meets
again other friends and introduces them to Mr. Kurt . The latter excuses himself after the
sauna and goes to the hotel, rather disappointed fo r not having had a chance to talk his
important business. After a while, at the hotel, he is contacted and enthusiastically told by
his company that Mr. Romanov made some important po sitive decisions duri ng the day
2. Read the following three Case Studies to find ab out some other intercultural
business experiences and then solve the correspondi ng tasks found in the exercises
dressed Brazilian client was
outside the elegant restaurant in which they hardly talked business all night. Their car is
driven right up to the door. This is a good part of town, but you don’t want to be walking
ot in a smart suit and expensive watch. The Brazili an suggests a night –
club, but tomorrow’s meeting is scheduled for 9am, and maybe the salesman’s already
By 9.35 the following morning, the meeting’s about to begin. The salesm an is introduced
to everyone round the table in turn. A large number of them seem to be related. Te
conversation ranges from football to families to tr affic problems and back to football.
The atmosphere is relaxed, but the salesman’s barel y started his tec hnical presentation
before someone cut in. Soon everybody’s joining in the discussion with wildly creative
ideas of their own. If this is a negotiation, it’s hard to see how Brazilians are working as a
nthusiastic about his product. Did he really
or will there be problems later on? The meeting has overrun.
He decides to press them for a decision. All eyes t urn to the boss. ‘We needn’t worry
s stage,’ says the senior Brazilian manager, smilin g, his
hand on the Briton’s shoulder. ‘I’m sure we can wor k something out. Let’s think about

CULTURE AND COMMUNICATION
b.
Rain beats against the mirror- glass windows of a Frankfurt
salesman’s appointment was fixed for 9.30. At 9.29 he’s shaking the hand of his
prospective client and stepping into the spot
Technical diagrams and flowcharts cover the magneti c whiteboard.
machine coffee in styrofoam cups and it’s straight to business.
The salesman starts to set up his PowerPoint presen tation, but there’s a problem loading
the disc and he ends up borrowing the German’s top
make a joke of the problem – rather unsuccessfully. When he finally get going,
objections seem to be raised to nearly everything i n his proposal. ‘Are you sure this is a
more efficient system?’ ‘Do you have figures to bac k that up?’ ‘Ah, we tried that bef
and it didn’t work.’
Sixty minutes have been allocated to the meeting. A n electronic alarm on the German’s
watch marks the hour. Two minutes later there’s a c all from reception to say the
salesman’s taxi has just arrived. He is accompanied to the lift
of six technical manuals, a 200- page printout of production quotas and a promotiona l
video.
Over the next eighteen months the Germans have an e ndless supply of questions. Dozens
of e- mails are exchanged and diagrams faxed before
deal goes through, the salesman is surprised to be invited to dinner at the German
manager’s family home. But he never gets to meet ‘t he big boss’.
c.
Brilliant white walls, luxurious carpets and the so ft hum of ai
salesman sits a little uncomfortably in the office of a Saudi manager. An hour passes in
little more than small talk – recent news, horse
casually compliments his host on his taste in art a
refuse, ends up accepting a valuable- looking vase as a gift.
When the meeting finally gets underway there are al most constant interruptions and it is
difficult to stick to any kind of agenda. People dr ift into the offic
loudly and excitedly and leave. Several subjects se em to be under discussion at one. It is
sometimes difficult to be heard above the noise. Th e salesman smiles uncertainly as he
accepts a third cup of sweet tea.
Five days later a second meeting is in progress. This time the questions are more direct.
A senior Arab manager is presented on this occasion , but says very little. The arrival of
yet another visitor holds up the conversation by a further 40 minutes. The salesman tries
hard to hide his frustration.
Meeting three. Terms are negotiated in a lively hag gling session. The salesman finds the
Saudis more easily persuaded by rhetoric than hard facts. They clearly want to do
business. The question is whether they want to do b usiness with
demands seem unrealistic, but slowly they begin to make concessions. As the Arabs say,
‘When God made time, he made plenty of it!’

Exercises:

a. For case a:

1. Match the following to make collocations from th e text. glass windows of a Frankfurt office block. The British
salesman’s appointment was fixed for 9.30. At 9.29 he’s shaking the hand of his
prospective client and stepping into the spot -lit orderliness of a German’s office.
Technical diagrams and flowcharts cover the magneti c whiteboard. A secretary brings
machine coffee in styrofoam cups and it’s straight to business.
The salesman starts to set up his PowerPoint presen tation, but there’s a problem loading
the disc and he ends up borrowing the German’s top -of-the- range Fujitsu. He tries to
rather unsuccessfully. When he finally get going,
objections seem to be raised to nearly everything i n his proposal. ‘Are you sure this is a
more efficient system?’ ‘Do you have figures to bac k that up?’ ‘Ah, we tried that bef
Sixty minutes have been allocated to the meeting. A n electronic alarm on the German’s
watch marks the hour. Two minutes later there’s a c all from reception to say the
salesman’s taxi has just arrived. He is accompanied to the lift staggering under the weight
page printout of production quotas and a promotiona l
Over the next eighteen months the Germans have an e ndless supply of questions. Dozens
mails are exchanged and diagrams faxed before any agreement is reached. After the
deal goes through, the salesman is surprised to be invited to dinner at the German
manager’s family home. But he never gets to meet ‘t he big boss’.
Brilliant white walls, luxurious carpets and the so ft hum of ai r conditioning. The British
salesman sits a little uncomfortably in the office of a Saudi manager. An hour passes in
recent news, horse -racing, the Royal Family. The salesman
casually compliments his host on his taste in art a nd, after several futile attempts to
looking vase as a gift.
When the meeting finally gets underway there are al most constant interruptions and it is
difficult to stick to any kind of agenda. People dr ift into the offic e unannounced, talk
loudly and excitedly and leave. Several subjects se em to be under discussion at one. It is
sometimes difficult to be heard above the noise. Th e salesman smiles uncertainly as he
meeting is in progress. This time the questions are more direct.
A senior Arab manager is presented on this occasion , but says very little. The arrival of
yet another visitor holds up the conversation by a further 40 minutes. The salesman tries
Meeting three. Terms are negotiated in a lively hag gling session. The salesman finds the
Saudis more easily persuaded by rhetoric than hard facts. They clearly want to do
business. The question is whether they want to do b usiness with him . Their initial
demands seem unrealistic, but slowly they begin to make concessions. As the Arabs say,
‘When God made time, he made plenty of it!’
1. Match the following to make collocations from th e text. office block. The British
salesman’s appointment was fixed for 9.30. At 9.29 he’s shaking the hand of his
lit orderliness of a German’s office.
A secretary brings
The salesman starts to set up his PowerPoint presen tation, but there’s a problem loading
range Fujitsu. He tries to
rather unsuccessfully. When he finally get going,
objections seem to be raised to nearly everything i n his proposal. ‘Are you sure this is a
more efficient system?’ ‘Do you have figures to bac k that up?’ ‘Ah, we tried that bef ore
Sixty minutes have been allocated to the meeting. A n electronic alarm on the German’s
watch marks the hour. Two minutes later there’s a c all from reception to say the
staggering under the weight
page printout of production quotas and a promotiona l
Over the next eighteen months the Germans have an e ndless supply of questions. Dozens
any agreement is reached. After the
deal goes through, the salesman is surprised to be invited to dinner at the German
r conditioning. The British
salesman sits a little uncomfortably in the office of a Saudi manager. An hour passes in
racing, the Royal Family. The salesman
nd, after several futile attempts to
When the meeting finally gets underway there are al most constant interruptions and it is
e unannounced, talk
loudly and excitedly and leave. Several subjects se em to be under discussion at one. It is
sometimes difficult to be heard above the noise. Th e salesman smiles uncertainly as he
meeting is in progress. This time the questions are more direct.
A senior Arab manager is presented on this occasion , but says very little. The arrival of
yet another visitor holds up the conversation by a further 40 minutes. The salesman tries
Meeting three. Terms are negotiated in a lively hag gling session. The salesman finds the
Saudis more easily persuaded by rhetoric than hard facts. They clearly want to do
. Their initial
demands seem unrealistic, but slowly they begin to make concessions. As the Arabs say,

CULTURE AND COMMUNICATION
85 85 85 85 talk a decision
schedule a team
work as business
press for a meeting

2. Find the words or phrase which mean:
interrupt (para 2) ……………………..
persuade (para 3) ……………………..
continue for too long (para 3) ……………………..
find a solution (para 3) …………………… ..

b. For case b:

1. Match the following to make collocations form th e text.
raise agreement
allocate objections
exchange time
reach e-mails

2. Find the words of phrases which mean:
get something ready (para 2) ……………………..
start (para 2) ……………………..
support a fact (para 2) ……………………..
be completed (para 4) ……………………..

c. For case c:

1. Match the following to make collocation from the text
stick to the conversation
hold up concession
negotiate an agenda
make terms

2. Find the words or phrases which mean:
start (para 2) ……………………..
be happening (para 3) ……………………..
argument about a price (para 4) ……………………..
impressive speech (para 4) ……………………..

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