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研究生： 謝立泰
Shay, Jonathan
論文名稱： Strategies of Low-context Teachers for Acculturation into High-context Teaching Environments
Strategies of Low-context Teachers for Acculturation into High-context Teaching Environments
指導教授： 王慕容
James Stanworth
學位類別： 碩士
Master
系所名稱： 管理學院 - 國際經營管理研究所碩士班
Institute of International Management (IIMBA--Master)
論文出版年： 2016
畢業學年度： 104
語文別： 英文
論文頁數： 114
外文關鍵詞： high-context communication, low-context communication, intercultural, expatriates, acculturation, adaption, cultural sensitivity, human resources, Taiwanese bosses, managers, English teachers.
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    • This research examines the intercultural interactions between Western, English teachers and their Taiwanese bosses, managers. The focus is on low-context Western subordinates/employees and how they communicate with their high-context, Taiwanese superiors/bosses, as there is little research on this dynamic. Most research focuses on the vice versa scenario of Western superiors/managers and Asian subordinates/employees. Thus, this research is important due to the trend of increasing numbers of Westerners seeking out careers in growing, dynamic Asian economies as Asian companies, particularly from China, grow in influence and size on the international marketplace. Through the use of pilot test interviews, interviews with laddering, and projective techniques, I analyzed 1369 transcribed words and phrases which were consolidated into 49 categories in an effort to answer the questions, "What experiences do subjects encounter?", "Why do these experiences show up?", and "How do low-context Westerners acculturate into the high-context, Taiwanese workplace?" The findings for this research are as follows: 1) subjects all experience and notice the indirect nature of communication in Taiwan's high-context culture, 2) hierarchy, one where the boss is significantly bigger or more important than the employees, tends to be a dominant theme among subjects, 3) miscommunication often leads to misunderstandings, 4) subjects respond to various situations in the workplace with two general sides of a spectrum of emotions ranging from confusion to acceptance, 5) subjects are forced to adapt and navigate through the local workplace and culture on their own because they "jumped" into Taiwanese culture without support but they come out better acculturated, and 6) subjects that utilize cultural sensitivity as a strategy in which subjects try to understand a culture and keep an open-mind.
     

    TABLE OF CONTENTS ABSTRACT I ACKNOWLEDGEMENTS III TABLE OF CONTENTS V LIST OF TABLES VIII LIST OF FIGURES IX CHAPTER ONE INTRODUCTION 1 1.1 Research Background and Motivation. 1 1.1.1 The Interactions between Western Expatriate Managers and Asian Employees. 3 1.1.2 Interactions between Western Subordinates and Asian Superiors. 4 1.1.3 Difficulties and Challenges Facing Low-Context Western, Subordinates Working in High-Context, Asian Environments. 4 1.1.4 The Context for Studying Interactions between Western Subordinates and Asian Superiors in High-Context Environments.7 1.2 Statement of Research. 8 1.3 Research Objectives. 8 1.4 Research Procedure. 9 1.5 Contribution. 10 CHAPTER TWO LITERATURE REVIEW 12 2.1 High-Context and Low-Context Communication: An Introduction. 12 2.2 When Low-Context Communication Meets High-Context Communication: Adaptation is Difficult for Low-Context Communicators in High-Context Environments. 14 2.2.1 An Overview. 14 2.2.2 Acculturation and The Fourfold Model. 16 2.2.3 On Western Superiors Interacting with Host-Country Subordinates. 17 2.2.4 On Asian Superiors Interacting with Western Subordinates.20 2.2.5 On White Westerners in Taiwan. 21 2.3 Strategies that Low-Context Communicators Have Used in Interacting with and Adapting to High-Context Cultures. 21 2.3.1 Westerners Understanding and Learning High-Context Cultures and How to Interact with Them. 22 2.3.2 The Overseas Experience (OE) Forces Western Expatriates to Adapt and Flourish Abroad. 22 2.3.3 Guanxi and Networking Are Important in Getting Things Done in High-context Cultures. 23 2.3.4 "Going Native" and Having Cultural Sensitivity Helps to Connect with Host-country Locals. 25 CHAPTER THREE RESEARCH DESIGN AND METHODOLOGY 26 3.1 Study Design. 26 3.2 Observations. 29 3.2.1 Observations for Pre-Data Collection. 29 3.3 Interviews. 30 3.3.1 Laddering. 31 3.3.2 The Interviewing Process. 31 3.4 Projective Technique - Before and After Acculturation. 31 CHAPTER FOUR RESEARCH RESULTS AND DISCUSSION 34 4.1 Overall Results - Categories by Locally-bound, Communication Norms and Values Difference. 35 4.1.1 Ambiguous Difference (Fresh Teachers). 37 4.1.2 Ambiguous Difference - Translated Problems. 38 4.1.3 Ambiguous Difference - Emotional Reactions. 42 4.1.4 Ambiguous Difference - Strategies and Approaches. 46 4.1.5 Irreconcilable Difference (Moderately-experienced Teachers). 50 4.1.6 Irreconcilable Difference - Translated Problems. 51 4.1.7 Irreconcilable Difference - Emotional Reactions. 60 4.1.8 Irreconcilable Difference - Strategies and Approaches.67 4.1.9 Acknowledged Difference (Veteran Teachers). 74 4.1.10 Acknowledged Difference - Translated Problems. 76 4.1.11 Acknowledged Difference - Emotional Reactions. 81 4.1.12 Acknowledged Difference - Strategies and Approaches.84 CHAPTER FIVE CONCLUSIONS AND SUGGESTIONS 90 5.1 Research Conclusions. 90 5.2 Limitations of this Study. 101 5.3 Practical Applications 102 5.4 Addendum 103 APPENDICES 106 Appendix 1: Hello Fellow English Teacher Letter 106 Appendix 2: Teacher-Observation Template 108 Appendix 3: Interview Guidelines 110

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