<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>Chinese students nowadays have more opportunities to engage in interactions with people from different cultures, but meanwhile, their performance in authentic intercultural communications may be impeded by a variety of barriers. In this study, we qualitatively explored and summarized various types of barriers of intercultural communication as perceived by 40 Chinese students, based on Rozkwitalska’s (2010) model. The findings revealed a series of universal barriers that coincided previous studies (e.g., lack of confidence, shyness, feelings of remoteness, nonproficient use of functional language), and enriched Rozkwitalska’s (2010) model with newly identified barriers (e.g., lack of stress tolerance, self-centered communication, protection of face, discrepant performance concerning SES and age). Our study examined intercultural communications in a more comprehensive manner and made an attempt to develop a well-established, coherent frame of theory-building in international education research. Practical implications for educators and schools are discussed.</p>
</abstract>

Chinese students nowadays have more opportunities to engage in interactions with people from different cultures, but meanwhile, their performance in authentic intercultural communications may be impeded by a variety of barriers. In this study, we qualitatively explored and summarized various types of barriers of intercultural communication as perceived by 40 Chinese students, based on Rozkwitalska’s (2010) model. The findings revealed a series of universal barriers that coincided previous studies (e.g., lack of confidence, shyness, feelings of remoteness, nonproficient use of functional language), and enriched Rozkwitalska’s (2010) model with newly identified barriers (e.g., lack of stress tolerance, self-centered communication, protection of face, discrepant performance concerning SES and age). Our study examined intercultural communications in a more comprehensive manner and made an attempt to develop a well-established, coherent frame of theory-building in international education research. Practical implications for educators and schools are discussed.

An exploration of Chinese students’ perceived barriers to effective intercultural communication

Journal of Language and Cultural Education

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Chinese students nowadays have more opportunities to engage in interactions with people from different cultures, but meanwhile, their performance in authentic...

An exploration of Chinese students’ perceived barriers to effective intercultural communication

Online veröffentlicht: 02. Feb. 2022

Seitenbereich: 11 - 31

DOI: https://doi.org/10.2478/jolace-2021-0008

Schlüsselwörter
intercultural communication, barriers, intercultural competence

© 2021 Xiaotian Zhang et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

An exploration of Chinese students’ perceived barriers to effective intercultural communication

Online veröffentlicht: 02. Feb. 2022

Seitenbereich: 11 - 31

DOI: https://doi.org/10.2478/jolace-2021-0008

Schlüsselwörterintercultural communication, barriers, intercultural competence

© 2021 Xiaotian Zhang et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Schlüsselwörter
intercultural communication, barriers, intercultural competence