Nature and Elements of Communication Definition of Communication
: the act or process of using words, sounds, signs, or behaviors to express or exchange information or to express your ideas, thoughts, feelings, etc., to someone else : a message that is given to someone: a letter, telephone call, etc. -Merriam Webster’s Dictionary Nature of Communication 1. Communication is related to human activity: Communication exchanges are actually directly linked with every single ball of human being lifetime. It is necessary within primary some sort of substantial human being lifetime. Taking Taking pleasure pleasure in restful lifetime, acquiring persontoperson persontoperson interactions, creating a flourishing point out and so on. !ren"t probable without having communication exchanges. 2. Communication involves two or more parties: !t least, two parties are involved in virtually any communication exchange process. This party exactly who communicates information is known as sender and the party exactly who is provided with the info is known as a device. #ven so in some instances some sort of sender could send out a message for you to many receivers. 3. Communication could be one-way or maybe two-way process: Communication might take the design involving twoway or maybe oneway process. $ith twoway communication, the receiver sends his feedback to the sender after receiving the message. %neway communication means communication means you move move involv involving ing inform informat ation ion style style sende senderr to be able able to receiv receive e only only.. In this this parti particu cular lar mean means s of communication receiver doesn"t present his or her reaction to your sender. . !uccess o" communication depends on a proper understandin# o" the parties involved: &owerful communication communication comes about if your receiver feels your concept you might say your sender posts the idea. If the receiver doesn"t deliver his or her reaction to your sender, your sender is not going to fully grasp your receiver"s view. In this case, your communications are going to be inadequate. !s a result, to make your communication prosperous the two senders and receiver got to know your side effects of different. $. Conversation in or#ani%ation "lows in a variety o" styles: $ith organi'ation, information flows in a variety of recommendations, recommendations, for example way upward direction, down way, hori'ontal hori'ontal way and many others.
Communication is media or channel based: #very single person communication comes about by means of suing a selected method. This media could be composed, common and nonverbal or maybe a mixture of spoken and nonverbal media. Elements of Communication !ender : The person who intends to convey the message with the intention of passing information and ideas to others is known as sender or communicator. &deas: This is the sub(ect matter of the communication. This may be an opinion, attitude, feelings, views, orders, or suggestions.
'ncodin#: )ince the sub(ect matter of communication is theoretical and intangible, its further passing requires use of certain symbols such as words, actions or pictures etc. Conversion of sub(ect matter into these symbols is the process of encoding. Communication Channel: The person who is interested in communicating has to choose the channel for sending the required information, ideas etc. This information is transmitted to the receiver through certain channels which may be either formal or informal. (eceiver: *eceiver is the person who receives the message or for whom the message is meant for. It is the receiver who tries to understand the message in the best possible manner in achieving the desired ob(ectives. Decodin#: The person who receives the message or symbol from the communicator tries to convert the same in such a way so that he may extract its meaning to his complete understanding. )eedbac*: +eedback is the process of ensuring that the receiver has received the message and understood in the same sense as sender meant it. Process of Communication
The communication process is relatively simple and is divided into three basic components: a sender, a channel, and a receiver. The sender will initiate the communication process by developing an idea into a message. This is also known as encodin# . The sender will then transmit the message through a channel , or a method of delivery think of things like email, phone conversations, instant messages, facetoface discussion, or even a text message. The message then moves through the channel to the receiver , who completes the communication process by interpreting and assigning meaning to the message, which is also known as decodin# . -ow, since most communication exchanges involve a continued dialogue between senders and receivers, a "eedbac* loop was added to the communication process. !lthough I know some of you wish your spouse would forget about this at times, the feedback loop is a critical component in the communication process because it ensures a message was properly received and interpreted by the other party. In the workplace, feedback is especially significant so that a manager can be certain the messages that he or she sends are, in fact, received and interpreted correctly, eliciting the appropriate action from subordinates.
Models of Communication
refers to the conceptual model used to explain the Models o" communication human communication process. The first ma(or model for communication came in /0/ by Claude #lwood )hannon and $arren $eaver for 1ell 2aboratories. +ollowing the basic concept, communication is the process of sending and receiving messages or transferring information from one part 3sender4 to another 3receiver4. •
!hannon and Weaver. The original model was designed to mirror the functioning of radio and telephone technologies. Their initial model consisted of three primary parts: sender, channel, and receiver. The sender was the part of a telephone a person spoke into, the channel was the
telephone itself, and the receiver was the part of the phone where one could hear the other person. )hannon and $eaver also recogni'ed that often there is static that interferes with one listening to a telephone conversation, which they deemed noise. The noise could also mean the absence of signal. In a simple model, often referred to as the transmission model or standard view o" communication, information or content 3e.g. a message in natural language4 is sent in some form 3as spoken language4 from an emisor5 sender5 encoder to a destination5 receiver5 decoder. This common conception of communication views communication as a means of sending and receiving information. The strengths of this model are simplicity, generality, and quantifiability. )ocial scientists Claude )hannon and $arren $eaver structured this model based on the following elements: !n information source, which produces a message. ! transmitter, which encodes the message into signals. ! channel, to which signals are adapted for transmission. ! receiver, which 6decodes6 3reconstructs4 the message from the signal. ! destination, where the message arrives. )hannon and $eaver argued that there were three levels of problems for communication within this theory. The technical problem: how accurately can the message be transmitted7 The semantic problem: how precisely is the meaning 6conveyed67 The effectiveness problem: how effectively does the received meaning affect behavior7 8aniel Chandler critiques the transmission model by stating: It assumes communicators are isolated individuals. -o allowance for differing purposes. -o allowance for differing interpretations. -o allowance for unequal power relations. -o allowance for situational contexts. •
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David +erlo. In /9, 8avid 1erlo expanded on )hannon and $eaver"s 3/0/4 linear model of communication and created the );C* ;odel of Communication. The )ender;essageChannel *eceiver ;odel of communication separated the model into clear parts and has been expanded upon by other scholars. !chramm. Communication is usually described along a few ma(or dimensions: ;essage 3what type of things are communicated4, source 5 emisor 5 sender 5 encoder 3by whom4, form 3in which form4, channel 3through which medium4, destination 5 receiver 5 target 5decoder 3to whom4, and *eceiver. $ilbur )chramm 3/<04 also indicated that we should also examine the impact that a message has 3both desired and undesired4 on the target of the message. 1etween parties, communication includes acts that confer knowledge and experiences, give advice and commands, and ask questions. These acts may take many forms, in one of the various manners of communication. The form depends on the abilities of the group communicating. Together, communication content and form make messages that are sent towards a destination. The target can be oneself, another person or being, another entity 3such as a corporation or group of beings4. Communication can be seen as processes of information transmission governed by three levels of semiotic rules: )yntactic 3formal properties of signs and symbols4, &ragmatic 3concerned with the relations between signs5expressions and their users4 and )emantic 3study of relationships between signs and symbols and what they represent4. Therefore, communication is social interaction where at least two interacting agents share a common set of signs and a common set of semiotic rules. This commonly held rule in some sense ignores autocommunication, including intrapersonal communication via diaries or selftalk, both secondary phenomena that followed the primary acquisition of communicative competences within social interactions. +arnlund. In light of these weaknesses, 1arnlund 3=>4 proposed a transactional model of communication. The basic premise of the transactional model of communication is that individuals
are simultaneously engaging in the sending and receiving of messages. In a slightly more complex form a sender and a receiver are linked reciprocally. This second attitude of communication, referred to as the constitutive model or constructionist view, focuses on how an individual communicates as the determining factor of the way the message will be interpreted. Communication is viewed as a conduit a passage in which information travels from one individual to another and this information becomes separate from the communication itself. ! particular instance of communication is called a speech act. The sender6s personal filters and the receiver6s personal filters may vary depending upon different regional traditions, cultures, or gender which may alter the intended meaning of message contents. In the presence of ?communication noise? on the transmission channel 3air, in this case4, reception and decoding of content may be faulty, and thus the speech act may not achieve the desired effect. %ne problem with this encodetransmitreceivedecode model is that the processes of encoding and decoding imply that the sender and receiver each possess something that functions as a codebook, and that these two code books are, at the very least, similar if not identical. !lthough something like code books is implied by the model, they are nowhere represented in the model, which creates many conceptual difficulties. Theories of coregulation describe communication as a creative and dynamic continuous process, rather than a discrete exchange of information. Canadian media scholar @arold Innis had the theory that people use different types of media to communicate and which one they choose to use will offer different possibilities for the shape and durability of society 3$ark, ;cAen'ie //B4. @is famous example of this is using ancient #gypt and looking at the ways they built themselves out of media with very different properties stone and papyrus. &apyrus is what he called 6)pace 1inding6. it made possible the transmission of written orders across space, empires and enables the waging of distant military campaigns and colonial administration. The other is stone and 6Time 1inding6, through the construction of temples and the pyramids can sustain their authority generation to generation, through this media they can change and shape communication in their society 3$ark, ;cAen'ie //B4. •
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,sycholo#y o" communication. 1ernard 2uskin, C2!, /B, advanced computer assisted instruction and began to connect media and psychology into what is now the field of media psychology. In //>, the !merican !ssociation of &sychology, ;edia &sychology 8ivision 09 Task +orce report on psychology and new technologies combined media and communication as pictures, graphics and sound increasingly dominate modern communication. Constructionist Model. There is an additional working definition of communication to consider that authors like *ichard !. 2anham 3=D4 and as far back as #rving Eoffman 3/
Eoffman sees the performance of self as the most important frame to understand communication. Eoffman wrote, F$hat does seem to be required of the individual is that he learn enough pieces of expression to be able to Hfill in" and manage, more or less, any part that he is likely to be givenG 3Eoffman BD4 Eoffman is highlighting the significance of expression. The truth in both cases is the articulation of the message and the package as one. The construction of the message from social and historical context is the seed as is the preexisting message is for the transmission model. Therefore any look into communication theory should include the possibilities drafted by such great scholars as *ichard !. 2anham and #rving Eoffman that style and performance is the whole process. Communication stands so deeply rooted in human behaviors and the structures of society that scholars have difficulty thinking of it while excluding social or behavioral events. 1ecause communication theory remains a relatively young field of inquiry and integrates itself with other disciplines such as philosophy, psychology, and sociology, one probably cannot yet expect a consensus conceptuali'ation of communication across disciplines. Communication ;odel Terms as provided by *othwell 3<4: oise interference with effective transmission and reception of a message. !ender the initiator and encoder of a message. (eceiver the one that receives the message 3the listener4 and the decoder of a message. Decode translates the senders spoken idea5message into something the receiver understands by using their knowledge of language from personal experience. 'ncode puts the idea into spoken language while putting their own meaning into the word5message. Channel the medium through which the message travels such as through oral communication 3radio, television, phone, in person4 or written communication 3letters, email, text messages4 )eedbac* the receivers verbal and nonverbal responses to a message such as a nod for understanding 3nonverbal4, a raised eyebrow for being confused 3nonverbal4, or asking a question to clarify the message 3verbal4. Messa#e the verbal and nonverbal components of language that is sent to the receiver by the sender which conveys an idea. •
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inear Model. It is a one way model to communicate with others. It consists of the sender encoding a message and channeling it to the receiver in the presence of noise. 8raw backs the linear model assumes that there is a clear cut beginning and end to communication. It also displays no feedback from the receiver. +or example a letter, email, text message, lecture. &nteractive Model. It is two linear models stacked on top of each other. The sender channels a message to the receiver and the receiver then becomes the sender and channels a message to the original sender. This model has added feedback, indicates that communication is not a one way but a two way process. It also has Ffield of experienceG which includes our cultural background, ethnicity geographic location, extend of travel, and general personal experiences accumulated over the course of your lifetime. 8raw backs there is feedback but it is not simultaneous. +or example instant messaging. The sender sends an I; to the receiver, then the original sender has to wait for the I; from the original receiver to react. %r a question5answer session where you (ust ask a question then you get an answer. /ransactional Model . It assumes that people are connected through communication they engage in transaction. +irstly, it recogni'es that each of us is a senderreceiver, not merely a sender or a receiver. )econdly, it recogni'es that communication affects all parties involved. )o communication is fluid5simultaneous. This is how most conversation are like. The transactional model also contains ellipses that symboli'e the communication environment 3how you interpret the data that you are given4. $here the ellipses meet is the most effect communication area because
both communicators share the same meaning of the message. +or example talking5listening to friends. $hile your friend is talking you are constantly giving them feedback on what you think through your facial expression verbal feedback without necessarily stopping your friend from talking. •
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Communication cycle. The first ma(or model for communication came in /0/ by Claude )hannon and $arren $eaver for 1ell 2aboratories. The original model was designed to mirror the functioning of radio and telephone technologies. Their initial model consisted of three primary parts: sender, channel, and receiver. The sender was the part of a telephone a person spoke into, the channel was the telephone itself, and the receiver was the part of the phone where one could hear the other person. )hannon and $eaver also recogni'ed that often there is static that interferes with one listening to a telephone conversation, which they deemed noise. In a simple model, often referred to as the transmission model or standard view of communication, information or content 3e.g. a message in natural language4 is sent in some form 3as spoken language4 from an emisor5 sender5 encoder to a destination5 receiver5 decoder. This common conception of communication simply views communication as a means of sending and receiving information. The strengths of this model are simplicity, generality, and quantifiability. )ocial scientists Claude )hannon and $arren $eaver structured this model based on the following elements: !n information source, which produces a message. ! transmitter, which encodes the message into signals. ! channel, to which signals are adapted for transmission. ! receiver, which 6decodes6 3reconstructs4 the message from the signal. ! destination, where the message arrives. )hannon and $eaver argued that there were three levels of problems for communication within this theory. The technical problem: how accurately can the message be transmitted7 The semantic problem: how precisely is the meaning 6conveyed67 The effectiveness problem: how effectively does the received meaning affect behavior7 8aniel Chandler critiques the transmission model by stating: It assumes communicators are isolated individuals. -o allowance for differing purposes. -o allowance for differing interpretations. -o allowance for unequal power relations. -o allowance for situational contexts. Communication noise. In any communication model, noise is interference with the decoding of messages sent over a channel by an encoder. There are many examples of noise: #nvironmental -oise: -oise that physically disrupts communication, such as standing next to loud speakers at a party, or the noise from a construction site next to a classroom making it difficult to hear the professor. 1. ,hysiolo#ical-&mpairment oise: &hysical maladies that prevent effective communication, such as actual deafness or blindness preventing messages from being received as they were intended.
2. !emantic oise: 8ifferent interpretations of the meanings of certain words. +or example, the word ?weed? can be interpreted as an undesirable plant in a yard, or as a euphemism for mari(uana.
3. !yntactical oise: ;istakes in grammar can disrupt communication, such as abrupt changes in verb tense during a sentence.
. 0r#ani%ational oise: &oorly structured communication can prevent the receiver from accurate
interpretation. +or example, unclear and badly stated directions can make the receiver even more lost.
$. Cultural oise : )tereotypical assumptions can cause misunderstandings, such as unintentionally offending a nonChristian person by wishing them a ?;erry Christmas?.
. ,sycholo#ical oise: Certain attitudes can also make communication difficult. +or instance, great anger or sadness may cause someone to lose focus on the present moment. 8isorders such as !utism may also severely hamper effective communication. Types of Communication erbal Communication
Jerbal or oral communication uses spoken words to communicate a message. $hen most people think of verbal communication, they think of speaking, but listening is an equally important skill for this type of communication to be successful. Jerbal communication is applicable to a wide range of situations, ranging from informal office discussions to public speeches made to thousands of people. Improving your verbal communication skills can help you to foster better relationships with your co workers and maintain a large network of contacts that you can call on when necessary. Consultants are one group of professionals that need to pay particular attention to this area of communication, as they need to constantly meet with new people and quickly communicate large quantities of important information. &ublic speaking is the aspect of verbal communication that many otherwise confident business people struggle with. on-erbal Communication
-onverbal communication includes body language, gestures, facial expressions, and even posture. -onverbal communication sets the tone of a conversation, and can seriously undermine the message contained in your words if you are not careful to control it. +or example, slouching and shrinking back in your chair during a business meeting can make you seem underconfident, which may lead people to doubt the strength of your verbal contributions. In contrast, leaning over an employee"s desk and invading his or her personal space can turn a friendly chat into an aggressive con"rontation that leaves the employee "eelin# victimi%ed and undervalued. Written Communication
$ritten communication is essential for communicating complicated information, such as statistics or other data, that could not be easily communicated through speech alone. $ritten communication also allows information to be recorded so that it can be referred to at a later date. $hen producing a piece of written communication, especially one that is likely to be referred to over and over again, you need to plan what you want to say carefully to ensure that all the relevant information is accurately and clearly communicated.
$ritten communication must be clear and concise in order to communicate information effectively. ! good written report conveys the necessary information using precise, grammatically correct language, without using more words than are needed. 1y improving your verbal, nonverbal, and written communication skills, you can become more successful in all areas of business. $hether you are managing others or working as part of a team, the ability to communicate effectively can improve relations with your colleagues and help you all to work more effectively together.
Effective Communication Skills 1. ive them the impression that you’re enthusiastic about tal*in# to them. They want to feel that you
would rather be talking to them than anyone else. $hen you give them the impression that you are excited about talking to them and that you care about them, you make them feel better about themselves. !s a result, they"ll be more likely to really open up to you. 2. 4s* open-ended 5uestions about their interests. !sk questions that will get them to talk about their
interests and their life in a way that provides you with insight into their needs and wants. $hen you help them gain a new, positive perspective about their situation, they will feel a deep sense of connection with you. 3. 4dapt to their body lan#ua#e and "eelin#s. &ay special attention to their nonverbal communication.
$atch their body language and posture, also take note of their inflection and word choices. -ow, tailor your words, body language, and voice tone to match what you have observed. 8oing this will help them feel a deep subconscious connection with you. . !how them approval: /ell them what you admire about them and why. %ne of the best ways to
instantly connect with people is to be forthright and tell them exactly why you like or admire them. If being too direct isn"t appropriate, insinuate with a few indirect statements here and there. #ither approach can be equally as effective because everyone responds well to approval. $. isten attentively to everythin# they say. 8on"t focus too much on what you"re going to say next as
they are talking. Instead, listen to every word they say and respond back as relevantly and smoothly as possible. This shows people that you are interested in what they have to say and you are fully engaged and in the moment with them. !lso make sure to ask questions whenever there"s something they say that you don"t quite understand. This will help fill any potentially awkward lapses in communication.
. ive them the ri#ht amount o" eye contact. #ye contact communicates to the other person that you
are not only interested in them and what they have to say, but that you are also trustworthy. $hen done in moderation, they will also assume you are confident in yourself because of your willingness to face them directly. !s a result, people will naturally want to pay more attention to you and what you have to say. 6. (eveal as much about yoursel" as possible. %ne of the best ways to earn someone"s trust is to
reveal yourself as openly as you can. Tell stories about interesting events from your life or (ust describe 'any instances from normal everyday life. !s you do this, make sure not to mention things that stray too far from where their interests and values lie. -othing builds trust like genuine transparency. K 7. ive the impression that you are on the same team. se words like Fwe, us, we"re, our, and
ourselvesG to instantly build a bond. $hen you use those words, you make it seem like you are all on the same team with a common goal or concern. This moves you into their circle while everyone else seems lack your special insight and understanding. 8. ive them your best smile. When you smile at people, you communicate that you like them and
their presence brings you happiness. )miling at them will cause them to subconsciously want to smile back at you which will instantly build rapport between the two of you. Lust make sure that your smile is sincere because if it"s not they will sense it. 19. 0""er help"ul su##estions. *ecommend restaurants you"ve been to, places you"ve been to, movies
you"ve seen, helpful people they"d like to meet, books you"ve read, career opportunities and whatever else you can think of. 8escribe what was so great about those people, places and things and how they might appeal to the other person. If you suggest enough ideas that interest them, they will look at you as a Fgo toG person when they need to make a decision about what to do next. 11. ive them encoura#ement. If the person you"re dealing with is younger or in a more difficult
position than you, they will appreciate any encouragement you can offer. $hen you help them feel more confident in their own abilities they will value your input. This helps even out the relationship. Convince them that they can surpass their problems and limitations and they will feel good about connecting with you. 12. 4ppear to have a sli#htly hi#her ener#y level than the other person. Eenerally, people want to be
around those who lift them up, instead of bringing them down. If you indicate with your voice and
your body language that you have a slightly higher energy level, they will feel more energi'ed and positive while around you. 8on"t be so energetic that you put people off, but have enough so that they feel energi'ed after talking with you. 13. !ay their name in a way that is pleasin# to their ears. ! person"s name is one of the most
emotionally powerful words for them. 1ut how you say it is more important than how often say it. If you say their name with they right inflection, it can actually convey a lot of positive feeling directly to their nervous system. If their name feels good to them when you say it, they will feel bonded to you on a subconscious level without even knowing why. 1. 0""er to ta*e the relationship a step "urther . There are a number of things you could do to advance
your friendship with someone: offer to eat with them, talk over a cup of coffee, see a sports game, have a beer or two with them, etc. #ven if people don"t take you up on your offers, they will be flattered that you like them enough to want to take the friendship to a deeper level. In a way, they will look up to you because you have the guts to take charge of your life and build friendships instead of expecting those friendships to magically appear for you.
Barriers of Communication
/he use o" ar#on. %vercomplicated, unfamiliar and5or technical terms.
'motional barriers and taboos. )ome people may find it difficult to express their emotions and some topics may be completely 6offlimits6 or taboo.
ac* o" attention; interest; distractions; or irrelevance to the receiver.
Di""erences in perception and viewpoint.
,hysical disabilities such as hearin# problems or speech di""iculties.
,hysical barriers to non-verbal communication. -ot being able to see the nonverbal cues, gestures, posture and general body language can make communication less effective.
an#ua#e di""erences and the di""iculty in understandin# un"amiliar accents.
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Cultural di""erences. The norms of social interaction vary greatly in different cultures, as do the way in which emotions are expressed. +or example, the concept of personal space varies between cultures and between different social settings.
Avoiding te Barriers of Communication =1> Clari"y &deas be"ore Communication:
The person sending the communication should be very clear in his mind about what he wants to say. @e should know the ob(ective of his message and, therefore, he should arrange his thoughts in a proper order.
=2> Communicate 4ccordin# to the eed o" the (eceiver:
The sender of the communication should prepare the structure of the message not according to his own level or ability but he should keep in mind the level, understanding or the environment of the receiver. =3> Consult 0thers be"ore Communication:
!t the time of planning the communication, suggestions should be invited from all the persons concerned. Its main advantage will be that all those people who are consulted at the time of preparing the communication plan will contribute to the success of the communication system. => +e 4ware o" an#ua#e; /one and Content o" Messa#e:
The sender should take care of the fact that the message should be framed in clear and beautiful language. The tone of the message should not in(ure the feelings of the receiver. !s far as possible the contents of the message should be brief and excessive use of technical words should be avoided. =$> Convey /hin#s o" ?elp and alue to the istener:
The sub(ect matter of the message should be helpful to the receiver. The need and interest of the receiver should specially be kept in mind. Communication is more effective in such a situation. => 'nsure ,roper )eedbac*:
The purpose of feedback is to find out whether the receiver has properly understood the meaning of the information received. In the faceto face communication, the reaction on the face of the receiver can be understood. 1ut in case of written communication or some other sort of communications some proper method of feedback should be adopted by the sender. =6> Consistency o" Messa#e:
The information sent to the receiver should not be self contradictory. It should be in accordance with the ob(ectives, policies, programmes and techniques of the organisation. $hen a new message has to be sent in place of the old one, it should always make a mention of the change otherwise it can create some doubts. =7> )ollow up Communication:
In order to make communication effective the management should regularly try to know the weaknesses of the communication system. In this context effort can be made to know whether to lay more stress upon the formal or the informal communication would be appropriate. )imilarly, suggestions can be invited in respect of the medium of communication 3oral, written and gestural4 to know as to which medium would be more effective and appropriate. =8> +e a ood istener:
It is the essence of communication that both the sender and the receiver should be good listeners. 1oth should listen to the each other"s point of view with attention, patience and positive attitude. ! sender can receive much relevant information by being a good listener.
!ntercultural Communication &ntercultural communication is a form of communication that aims to share information across different cultures and social groups. It is used to describe the wide range of communication processes and problems that naturally appear within an organi'ation or social context made up of individuals from different religious, social, ethnic, and educational backgrounds. Intercultural communication is sometimes used synonymously with crosscultural communication. In this sense it seeks to understand how people from different countries and cultures act, communicate and perceive the world around them. ;any people in intercultural business communication argue that culture determines how individuals encode messages, what medium they choose for transmitting them, and the way messages are interpreted.
$ith regard to intercultural communication proper, it studies situations where people from different cultural backgrounds interact . !side from language, intercultural communication focuses on social attributes, thought patterns, and the cultures of different groups of people. It also involves
understanding the different cultures, languages and customs of people from other countries. Intercultural communication plays a role in social sciences such as anthropology, cultural studies, linguistics, psychology and communication studies. Intercultural communication is also referred to as the base for international businesses. There are several crosscultural service providers around who can assist with the development of intercultural communication skills. *esearch is a ma(or part of the development of intercultural communication skills.
