Intercultural Willingness to Communicate for Saudi Students in the US - Assignment Example

Intercultural willingness to communicate for Saudi students in the U.S Introduction Intercultural willingness to communicate refers to the ability and the desire for individuals to initiate conversations or any form of interactions to people who belong to a culture different from their own when the chance arises. As individual get introduced to new environments, new cultures and the way of life, they are bound to experience culture shock and may hinder their willingness to communicate (Donovan & Maclntyre, 2004). Moreover, they may be hindered by the lack of eloquence and fluency in second language, or may perceive themselves as incompetent in communication and may be feeling inferior based on the results that arises from prior occasions when they were more willing to communicate (Zakahi & Duran, 1985). This report is a literature review based on the intercultural willingness for people to communicate in a second language and willingness to communicate in intercultural interactions. It seeks to evaluate the willingness to communicate for Saudi students in the United States. Saudi Arabia is among Middle Eastern countries, Riyadh being its capital city. Although people from this region has been weary of western education systems, there has been a tremendous number of students going abroad like in Europe and the United States for further studies as exchange students, working abroad or those seeking further studies, in the recent past (Yu & Hsu, 2008). This is coupled with the need to promote international relations, learning new inventions and innovations, which are present in western countries to overcome political, economical, technological, social and global challenges in the modern world (Eadie & Paulson, 1984). Literature Review The subject of intercultural willingness to communicate has been a fertile ground for research by theorists. They seek to understand intercultural relationships and what factors does influence the intercultural willingness for people in two contradicting cultures to communicate. There are numerous studies dedicated to this section, which is meant to influence unity and promote international relations. According to (Zoltán, 2001), more often than not, people will be willing to or refuse to communicate to other different cultures from their on based on the tension caused by the levels of ethnocentrism which the different cultures interacting, have. Ethnocentrism is the concept of a group of people regarding their culture, values, traditions, language and norms being superior to others, and using what their norms are and cultures as a measuring rod to judge, accept and reject others with different or unfamiliar cultures (Donovan & Maclntyre, 2004).Ethnocentrism causes development of negative attitudes, misplaced and uninformed perceptions, prejudice and in worst times, discrimination. Ethnocentrism occurs in form of indifference directed to those who are perceived inferior, restricting interaction and being hostile to them (Zoltán, 2001). Although studies previously done were on the cultural conflicts and interaction between different cultures from varied nationalities, united States have predominantly been the denominator of the studies (Macintyre, 2007). Based on Yu and Chia-Fang’s journal, they describe the willingness to communicate as a process where individuals have the urge to initiate conversations, and relations when occasion arises (Yu & Chia-Fang, 2008). More often than not, individuals with more willingness to communicate are more self-motivated, have high self-esteem, self-confidence, are open-minded and are more so receptive enough to different cultures, people and ideas, which are new, different and unfamiliar to them. It should be understood that having high levels of ethnocentrism does not convert to high levels of intercultural willingness to communicate and vice versa (Burroughs, et al., 2003). Research Questions This report seeks to answer some research questions, and highlight possible questions that this study may raise. Among research questions are: Is there a significant difference between Saudi males and females studying in the U.S. in their IWTC? What is the relationship between SPCC and IWTC for Saudi students in the U.S.? What is the relationship between immersion and IWTC for Saudi students in the U.S.? Elements That Influence the Intercultural Willingness to Communicate The self-perceived communication competence (SPCC) The intercultural willingness to communicate for individuals is greatly related and based on the self-perceived communication competence (SPCC). SPCC is defined as a process where individuals evaluate themselves as able to be competent communicators. According to studies done, the connection between intercultural willingness to communicate and self-perceived communication competence is similar in all cultures (Donovan & MacIntyre, 2004). An increase in intercultural willingness to communicate is attributed to being able to competently talk in second language, increased time for interaction and having increased frequency and amount of time with other people and being self or inter-group motivated. Increased levels of intercultural willingness to communicate was observed from previous studies, which were noted on individuals who perceived themselves as good communicators, had high self-esteem, self efficacy and self confidence to attempt new things like talking to strangers and initiating communication amongst acquaintances (Yu & Chia-Fang, 2008). Saudi students just as any individual from any other cultures, whether responding to communication in first and second language, indicate less degree of willingness to communicate, they perceive themselves as language incompetent and are more communication apprehensive compared to residents. Thus, communication apprehension and the self-perceived communication competence influence a person’s intercultural willingness to communicate (Burroughs, et al., 2003). However, when people are in their own hometown, responding in their first language, they indicate increased willingness to communicate, they perceive themselves as competent communicators and registers low communication apprehension (Macintyre, 2007). Since the connection between intercultural willingness to communicate and self-perceived communication competence is similar in all cultures, Saudi students are bound to show increased willingness to communicate, perceive themselves as competent communicators and registers low communication apprehension when communicating in their first language or when communicating in their homes. Effect of Immersion on intercultural willingness to communicate The willingness to communicate in relation to immersion indicates that increased contact with a different culture or language positively influences one to be confident enough to be willing to communicate (Burroughs, et al., 2003). Time which is key in the aspect of immersion, helps people master basic skills of second language, attitude and behavior of others, thus fluency and comprehension, they get opportunities to practice the second language, and they have increased chances to communicate in second language especially in class set-up and when socializing (Peter, et al., 2001). Therefore, the amount of time for immersion positively determines intercultural willingness to communicate (Yu & Chia-Fang, 2008). Keeping this is mind; Saudi students are expected to have higher levels of intercultural willingness to communicate when they have longer exposure in the American culture than would Saudi students with less immersion time. This is because, longer period of immersion allows them to practice to communicate in second language, and get more chances to speak. Relationship between Communication Apprehension and intercultural willingness to communicate Communication apprehension can be defined as the factual or imagined anxiety and fear related to possibility of initiating or communicating with others. As observed in the journal presented by (Richmond, et al., 2008), individuals responding in first language register less communication apprehension, and shyness but indicate high levels of assertiveness, responsiveness, compulsive communication, self perceived communication and willingness to communicate than their counterparts responding in second language. This is expected to occur for Saudi students in the United States. They are expected to show increased levels of communication apprehension and shyness when communicating in second language, than they would when communicating in first language. Low level communication apprehension individuals will show higher intercultural willingness to communicate than individuals with high communication apprehension levels (Zakahi & Duran, 1985). Relationship between Self perceived language competence and intercultural willingness to communicate Self perceived language competence refers to individuals evaluating the communication competence, confidence and performance based on their ability to communicate in the second language. Individuals who have the confidence and believe they can communicate coherently in the second language, are more likely to show increased intercultural willingness to communicate than their counterparts who have less confidence that they can communicate well in second language (Jean-Marc, 2010). However, individuals communicating in second language have been found to indicate high levels of communication apprehension and perceived themselves as less communication competent. From these studies, it is expected that intercultural willingness for Saudi students in the United States will increase when Saudi students believe and have the confidence that they can speak eloquently and fluently in the second language. It is also expected that they will register increased levels of communication apprehension and perceive themselves as less competent to communicate when communicating in the second language. The relationship between motivation and intercultural willingness to communicate Motivation in communication can be defined as the tendency for individuals to desire and being more inclined to not only have intercultural willingness to communicate, but go to such great lengths as to learn how to conduct, behave ad speak with the language and norms from a culture different from their own. From previous studies on this area as presented by (Maclntyre, et al., 1998), individuals who are self motivated or get motivation from inter-groups are more likely to initiate intercultural willingness to communicate and even more so communicate in the second language. This report therefore, creates a hypothesis of whether Saudi students with increased rates of motivation are more or less intercultural willing to communicate and vice versa. United States is seen as a land of opportunities and promise for those who cannot find these elements in their home countries. Those who desire and make efforts to go to United States, describe it as a place where dreams are realized by those who put their minds to it regardless of who they are or where they come from. The American citizens have had to share their homeland with incoming foreigners, thus the reason why it has been a focal point for most of studies on the intercultural willingness to communicate. In often of times, Saudi students who study in United States either decide not to reveal their identities if they can in order to communicate to new people, or will tend to be willing to communicate to foreigners as themselves. This is because a Saudi student may have high levels of willingness to communicate but have low intercultural willingness to communicate since intercultural willingness to communicate varies between different cultures (Burroughs, et al., 2003). Saudi students indicates increased willingness to communicate to American students who they have known for a longer time, or those (American Students) who are not ethnocentric and those who go out of their way to talk, interact and communicate positively with the Saudi students. Among other universally accepted reasons, why people will be wiling or unwilling to communicate inter-culturally is due to linguistic anxiety, which is influenced greatly by mother tongue and pronunciation, social elements and situational issues (Maclntyre, et al., 1998). It is imperative to understand that the rate at which a Saudi student will be more willing to communicate is also influenced by their ability to comprehend what is being said and respond appropriately. Moreover, they will have higher levels of willingness in case of increased frequency of contact, increased amount of contact, and the positive results that they get after initiating communication (Peter, et al., 2001). On the other hand, they are less willing to communicate if the frequency and amount of contact is low, and they receive negative communication results once communication is initiated (Eadie & Paulson, 1984). Social Educational Motivation Model The social educational motivation model is an approach that seeks to suggest that people are willing or unwilling to communicate for the basis of motivation (Yang, et al., 2005). This refers to a distinct desire and attitude by an individual to go out and meet new people, interact with them, talk and relates with them (Burroughs, et al., 2003). A highly motivated Saudi student with high levels of willingness to communicate is more motivated, they go to lengths to learn the American language like English, and have fun while doing it despite what others think. This model illustrates a form of motivation driven by positive attitude, objective-oriented mannerism, desire to belong and to be accepted and the need for the students to develop and sustain relationships and bonds with other people in United States (Macintyre, 2007). Ultimately, the main reason why a Saudi student may be willing to communicate and learn a second language is motivated by the need to establish a communicative interaction with individuals with a different cultural identity from their own. The Pyramid Model of Willingness to Communicate This approach indicates that there are six layers or levels to intercultural willingness to communicate. Level one illustrates communication behavior, which is indicated by the desire to approach someone and acquaint oneself but coupled with hesitation, which is roused, by suspicion, and rejection (Burroughs, et al., 2003). Level 2 is illustrated by an individual’s intention and mannerism to communicate. Layer 3 is the situated antecedents where the self-confidence of an individual is important (Yu & Chia-Fang, 2008). It is influenced by desire to talk to a particular person, for a particular reason and at a particular time specified. Layer 4 is the motivational propensities level where motivation from oneself and others propels one to communicate with others depending on the roles they play (Yang, et al., 2005). Layer 5 is the affective cognitive context, which interconnects attitudes, situation and the ability of an individual to communicate effectively, that is, the intended meaning, is passed and received, and feedback is given. From this, an individual may decide to take the first step or hesitate (Macintyre, 2007). Layer 6 is the social and the individual context level, which is coupled with inter-group environment and the individual traits. These are predominantly genetically predisposed, and an individual may have minimal or no influence over their attitudes and behavior (Jean-Marc, 2010). The difference between Saudi males and females studying in the U.S. in their Intercultural Willingness to Communicate The levels at which Saudi students are intercultural willing to communicate is also influenced by their sex. As presented by (Donovan & MacIntyre, 2004) “ the patterns of WTC across different in men and women, males show an increase in WTC as they grow towards adulthood, and females may show a parallel decrease in WTC.” Male Saudi students have higher levels of willingness to communicate than their female counter parts. Female are more reserved, and hesitate before they take the step to communicate. This is attributed to the concept of communication in Saudi Arabian culture - where females are not so much outspoken. Moreover, it is influenced by the position of a woman in the Muslim culture (Jean-Marc, 2010). From the literature review on intercultural willingness to communicate for Saudi students in the United States, it is apparent that majority of the students are more likely to exhibit the same characteristics in regards to intercultural willingness to communicate. This is because the variables of self-perceived communication competence, immersion, motivation, self-perceived language competence and intercultural willingness to communicate interrelate. If any deviation from this will be experienced, it will only be a minute percentage of students owing to personal experience. References Burroughs, N., Marie, V., & McCroskey, J. (2003). Relationships of self-perceived communication competence and communication apprehension with willingness to communicate: A comparison with first and second languages in Micronesia. Communication Research Reports, 20(3), 230-239. Retrieved from Communication & Mass Media Complete database. Donovan, L., & MacIntyre, P. (2004). Age and sex differences in willingness to communicate, communication apprehension, and self-perceived competence. Communication Research Reports, 21(4), 420-427. Retrieved from Communication & Mass Media Complete database. Eadie, W. F., & Paulson, J. W. (1984). Communicator attitudes, communicator style, and Communication competence. The Western Journal of Speech Communication, 48, 390- 407. Jean-Marc, D. (2010). Multilingualism and affordances: Variation in self-perceived communicative competence and communicative anxiety in French L1, L2, L3 and L4. International Review of Applied Linguistics in Language Teaching, 48(2-3), 105–129, ISSN (Online) 1613-4141, DOI: 10.1515 Macintyre, P. (2007). Willingness to communicate in the second language: Understanding the decision to speak as a volitional process. Modern Language Journal, 91(4), 564-576. doi:10.1111/j.1540-4781.2007.00623.x. Maclntyre, P.D., Dornyei, Z., Clement, R, & Noels, K.A. (1998). 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