Culture Shock: Indirect Communication Essay Example

students and themselves. However, once in China, foreign teachers may experience “culture shock”, such as teacher-student interaction (Tsui, 1993), students’ learning approaches or learning styles (Valiente, 2008).

The present study aims to explore “culture shock” concerning ways of communication that some foreign teachers experience at Jiaying University in Meizhou.The author believes this study will enhance understanding and raise challenges for foreign teachers in better communicating with students in this area and at the same time providing students with the new ways of communication in this area. 2. Relevant studies concerning the Hakkas and culture shock 2.

1 The Hakkas The spelling “Hakka” is derived from the pronunciation in Hakka dialect (pronounced as “haagga” in Hakka * The author would like to thank Mr. Dennis Green who helped and encouraged her a lot in this paper. Mr. Gary Lee and Mr. Nick Lake who helped her to correct the mistakes.Students in Jiaying University who gave her the initial push to choose this topic and actively participated in the study.

WANG Liu-mei, lecturer of School of Foreign Languages, Jiaying University; research field: English teaching (both vocabulary and culture teaching). 1 Retrieved May 6, 2009, from http://www. chinatefl. com. 57 Culture shock: Indirect communication—A foreign teacher’s teaching experience in a Chinese university located in a Hakka region and “kejia” in Mandarin). The Hakkas are a unique ethnic group of “Han” Chinese originally active around the Central Plains of China (Lee, 2001).

The Hakkas were migrating with the culture and spirit of the Central Plains of China. During its 1,000 years and more of migration, it gradually became a significant ethnic group with a large population widely spread all over

the world. The Hakkas “not only opened a new phase in southern mountainous areas (Guangdong, Fujian and Jiangxi), but also ventured abroad to start their business there” (GUO & CHEN, 1999, p. 23). Although they have been migrants in the South and even in foreign countries for a long time, they still maintain the features of the old of the Central Plains in language, customs, literature and arts.Therefore, the Hakkas have rich charm and their own characteristics, such as the Hakkas fosters the spirit of industriousness, pioneering and solidarity.

In addition, the Hakkas emphasize the importance of education. The Hakkas are also famous for its aspiration for learning and veneration for Confucianism. It is hoped that through study, one can acquire knowledge and gain wisdom, enhance themselves’ value and finally reach the ideal esteemed realm (GUO & CHEN, 1999, p. 27). In other words, the Hakkas love learning and venerate Confucianism, and they view education as one of the most important things in their life.Hakka culture is an important element of Chinese culture and has unique features.

It has attracted great attention from researchers both at home and abroad (Lee, 2001). The experts have reached the following agreements concerning the Hakkas spirit: (1) The Hakkas are well-known for their perseverance even in the most adverse environment. (2) The Hakkas are among the most conservative in keeping the traditions. (3) The Hakkas are more concerned about knowledge than properties. (4) The Hakkas are famous for retaining harmony among social groups.According to the well-known Chinese Xinhua Dictionary (p.

262), the Hakkas are inhabitants at the junction of Guangdong, Fujian and Jiangxi. The present study focuses on the

Hakkas in Meizhou, which is one of the regions where the most Hakkas inhabit. Meizhou is also a historical city and famous as “the home of culture, of football and of overseas Chinese” and “the capital of Hakka”. 2. 2 Culture shock The term “culture shock”, was first coined in 1958 by Dr.

Lalervo Oberg, whose theory laid a solid foundation for further research.Oberg (1960) explained that culture shock is “a disease precipitated by the anxiety that results from losing all familiar signs and symbols of social intercourse” (p. 177). When working in a country other than their own, foreign teachers may “become overwhelmed by the cultural differences they suddenly face” (Pukthuanthong & Walker, 2007, p. 714).

They may likely feel “depression, serious physical reactions, anger, aggression towards the new culture, and even total withdrawal, which can be concluded as ‘culture shock’” (Samovar, Porter & Stefani, 2000, p. 250).Obviously, culture shock is, to a greater or lesser degree, unavoidable for foreign teachers in China. Studies related to “culture shock” concerning teaching and learning are inevitable in inter-cultural exchanges (XUE & JIA, 2003; CHENG, 2007; HUANG, 2008; Simpson, 2008). Foreign teachers may meet various degrees and examples of culture shock. There are also some relevant studies written by foreign experts, such as Roberts and Tuleja (2008, p.

474) state that the foreign teachers experience culture shock in China in the area of interpersonal communication.Hall (1976) argued that student-teacher interpersonal relationships are hierarchical, and their communication tends to be indirect. Thus, a significant goal in communication is to retain harmony among social groups, thereby avoiding loss of face, and to reinforce role and status differences (Watkins &

Biggs, 2001). Hammond and GAO (2002) described Chinese classroom interpersonal communication as being influenced by a 58 Culture shock: Indirect communication—A foreign teacher’s teaching experience in a Chinese university located in a Hakka region ialectic model of learning, also known as traditional learning, which tends to be “fragmented, linear, competition oriented, and authority-centered” (p.

228). Roberts and Tuleja (2008, p. 480) compared and found out that it is significantly different between US students and Chinese students concerning the ways of interpersonal communication. The Chinese students regarded open criticizing or questioning an instructor as being too bold.

The Chinese students expected to be more comfortable to maintain a high level of formality.Valiente (2008, p. 81) found out Chinese students take unspoken agreements and conventions as a manifestation of respect, “face”, and deep social harmony. These involve avoiding the open expression of conflicting opinions, particularly to people who do not belong to the inner group of personal relationships (Hofstede, 1984; Gudykunst & Ting-Toomey, 1988; Pratt, et al. , 1999; Tweed & Lehman, 2002; cited in Valiente, 2008, p. 81).

As it can be seen from the above review, seldom studies were conducted or written by Chinese experts or scholars.According to the author’s knowledge, there is no study concerning culture shock experienced by foreign teachers in universities located in a Hakka region. The present study attempts to fill this gap. The paper focuses on culture shock from the point of foreign teachers’ view—indirect communication and explores the reasons from the Hakka culture perspectives. The research questions are: What culture shock do the foreign teachers have concerning indirect communication? Why do the foreign teachers feel shocked? The author believes

his study will help foreign teachers and students to be aware of culture shock concerning indirect communication and to help foreign teachers minimize culture shock and confusion while they are teaching in Hakka regions in China, as well as to adapt to the teaching environment as soon as possible.

The study also will help students to aware the necessary of introducing new ways of communication. 3. Design 3. 1 Background Before describing the research design, the author would like to briefly talk about how the author was motivated to conduct the study. The author has been a Chinese teacher of English at Jiaying University since 2002.

Besides being a teacher, the author has been a Chinese coordinator of foreign teachers for 4 years in the School of Foreign Languages of the University. In August 2009, when Mr. Green first came to Jiaying University, the author was arranged as a Chinese coordinator for Mr. Green.

Therefore, the author and Mr. Green had a lot of communication after they met each other. Two weeks later, when the author told Mr. Green that she was very interested in the “culture shock” study in large part due to her position at the university, Mr. Green told the author he was willing to help and he would do whatever the author asked.Henceforth, the author went and observed Mr.

Green’s classes on random occasions, and asked him to keep notes about instances when he felt shocked or surprised by events which could be the result of cultural differences. The author trailed him for 1 year. During this year, the author observed Mr. Green’s classes for 20 periods, interviewed him several times, and

had countless meetings to talk about teaching or teaching arrangement. From the author’s observation in and out of class, the author found Mr. Green to be a cheery, peaceable individual with an unassuming nature and a great passion for travel.

He is highly motivated, interested and organized. Besides, he considers himself resourceful and pragmatic with a keen eye for detail and a determination to see a task through to its conclusion. In addition, from his teaching notes and his diaries, the author believes he is a self-analytical person because he often reflects. Mr.

Green agreed to give one copy of his written notes and provide some contents concerning culture shock 59 Culture shock: Indirect communication—A foreign teacher’s teaching experience in a Chinese university located in a Hakka region in his diary to the author. . 2 Informants He is the foreign teacher who is involved in this exploratory case study. Mr.

Green is from the UK and before he came to Jiaying University, he was a teacher in Britain. He has been in China for nearly 2 years, for the first year, he had taught oral English in Shenzhen, Guangdong Province; for the second year, he has been teaching English (literature/creative writing) for senior students in Jiaying University. The 69 senior students majoring in English taught by Mr. Green were from 2 classes of Faculty of Foreign Languages, Jiaying University.

3. Instrument The study employed qualitative method through narrative inquiry (for example, a face-to-face interview) because this method is “concerned with the meaning of experience, voice, human qualities on personal and professional dimensions, and research as a story’’ (Cortazzi, 2001, p. 385). “The choice of method

should clearly depend on the problem under study and its circumstances” (Flyvbjerg, 2006, p.

226). The author believes that the case study is especially well suited to exploring the nature of the culture shock that foreign teachers have experienced.The reasons are as follows: (1) “Case studies are likely to produce the best theory” (Walton, 1992, p. 129); and (2) “The case study is useful for both generating and testing of hypotheses but is not limited to these research activities alone” (Flyvbjerg, 2006, p. 229).

3. 4 Data collection Mr. Green was interviewed by the author on campus and was asked questions about his experiences of culture shock in his communicating with students for 4 rounds. In addition, there were 2 additional methods used: (1) The author noted the culture shock that Mr. Green has experienced; and (2) Mr.

Green showed the author some diaries concerning culture shock.Therefore, the data of the present study are based on the interviews, classes’ observation, teacher’s notes and diaries. 4. Major findings From Mr. Green’s experience, they can tell that he is a good teacher in the students’ minds, which is in line with the author’s general impression.

When the author observed his classes, many positive comments from his “public classes”, cited clear and logical sequencing of topics, enthusiasm and excellent encouragement, resulting in good overall participation of students. Banks (1986) reminded learners that teachers are human beings who bring their cultural perspectives and values to the classroom.Therefore, Mr. Green experienced culture shock concerning indirect communications, which are included in the following because they are so different from his expectations. 4. 1 “Go-between”: Culture shock about students’ indirect feedback After

having been teaching in this university for 1year, Mr.

Green comes to realize that students have never given any feedback for him. However, he feels very surprised because: Students do not give me any feedback, particularly criticism: In the West, students would tell their teachers immediately of something needed to be improved. In China, it seemed not so.Moreover, students’ feedback was sent to the dean or vice dean of their faculty rather than went to me, and thus can therefore come as a big shock for me! Mr.

Green told the author that it was the biggest shock for him during the time that he has taught here. From his point of view, students should give feedback to him directly no matter it is positive or not, not to anyone else because it is his own business. In addition, for a foreign teacher, this appears to be cowardly backstabbing. 60 Culture shock: Indirect communication—A foreign teacher’s teaching experience in a Chinese university located in a Hakka regionBecause of the different ways of getting feedback, it is likely to lead to poor communication, even causing trouble in future communication. However, the use of a go-between is the hardest for Mr.

Green to interpret. From the students’ point of view, they think it could avoid direct conflict between the foreign teacher and themselves. The reasons are as follows: 4. 1. 1 Students respect teachers very much “In Chinese society, under the influence of the Confucian culture, teachers’ authority and the suppression of individuality have deep-seated cultural roots” (Ho, 2001, p. ).

The Hakkas practiced the mainstream of Confucian as any other Han Chinese group (Lee, 2002). Hierarchy

is one of the key principles in the Confucian philosophy, and it is partially as a result of the respect for the past. Traditionally, a well-defined hierarchy was necessary for sustaining a stable social order. The Chinese have a strong respect for their elders and their superiors, and they trust authority figures to the extent that opinions from the authorities are rarely questioned or disputed (ZHU, 2008, p. 34).CHAN, K.

L. and CHAN, C. L. W. (2005) claim that in Chinese society, a teacher’s role is highly respected as he or she owns knowledge and truth.

Therefore, “The teacher-student relationship is hierarchically determined” (p. 382). To show respect for the foreign teachers, students of the university are likely to avoid questioning them because in the students’ opinion, challenging a teacher’s ideas is deemed to be impolite. In other words, the students regarded open criticizing or questioning a teacher as being too bold.

If a student shows his or her disagreement with a teacher, it is treated as a personal attack and a sign of disrespect (CHAN, K. L. & CHAN, C. L. W.

, 2005). In addition, Meizhou people value harmony. People can disagree with their elders or superiors, but the disagreement has to be conveyed in a respectful manner. That is the reason why students do not give feedback, especially negative feedback to foreign teachers because they think it might lead to failure of communication. To sum up, students respect teachers very much and do not want to hurt their teachers, especially foreign teachers. 4.

1. Students try to understand foreign teachers’ position from their own perspective Students in Meizhou understand the difficulties of travelling

from another place to teach in the university, because the Hakkas were immigrating from the Central Plains of China and they are the “guests” and they regard foreign teachers as new “Hakka” people. In addition, there are more than 3 million2 Hakka people abroad in more than 70 countries or regions; many students in Meizhou have their family members or relatives abroad. There is a tradition that people in Meizhou expect their family members or relatives are treated well abroad.Therefore, students treat foreign teachers very well in return. Finally, students in Meizhou pay great attention to “Clan Education” (GUO & CHEN, 1999, p.

26). In order to bring development and prosperity to the clan, many families ran private schools to educate their youth, hoping they could succeed in the government examination and do honor to the family. Influenced by these customs, people in Meizhou viewed education as one of the most important things in their life. As a result, they value the opportunity of being taught by teachers, especially foreign teachers. 4.

1. Students are more comfortable to maintain a high level of formality Confucianism views harmony as the ultimate goal for a society (YANG, ZHENG & LI, 2006, p. 347). Harmony is considered by many Chinese as the crucial value of Chinese culture. The Hakkas hold the belief that reducing and avoiding conflict are important means of reaching interpersonal harmony, which refers to communication that is contained, reserved, implicit and indirect. Students in Meizhou are more comfortable to maintain a high level of formality and avoiding conflict by conveying incompatible opinions indirectly.

This perhaps explains why students seldom challenge their teachers. 2 Retrieved June 9,

2009, from http://mz. meizhouchina. com/new/info.

asp? id=439. 61 Culture shock: Indirect communication—A foreign teacher’s teaching experience in a Chinese university located in a Hakka region To sum up, students think using a go-between to communicate with foreign teachers will not cause the teacher to lose face or make the teacher embarrassed. Students may make complaints through a go-between, who is often the teacher’s superior of the class.They think it is a safe, polite and respectful approach. Mr. Green found significant differences between the students in the universities of the UK and those in Jiaying University concerning the ways of communication.

Besides the above indirect communication, there are also some reflections on daily life communication. 4. 2 “Maybe”: Culture shock about students’ indirect communication Teacher’s note (February 20th, 2009) I was always at a loss to understand why most Chinese people would say “maybe” when I asked them if they wanted to go somewhere with me or do something.I felt they were not so sure about me. Maybe I was right.

But I came to be frustrated for a while that no one ever seemed to say “No, I won’t come with you today” instead of “maybe”–so I never knew whether my invitation was accepted or not. In England, we tend to be more direct, however, we will still say “no”, but in a nice way! Foreign teachers usually expect more of a clear answer, such as “Yes” or “No”. However, they often encountered ambiguity when students answer “Maybe”. Based on interviewing students, the author categorized the following reasons: 4.

. 1 Students do not want to hurt the foreign teachers by saying “No” In Chinese

tradition, the Hakkas are among the most conservative in keeping the traditions. Though students do not agree, they will not say it out directly because they do not want to hurt others. As some students said, “This is my habit, especially when I am not sure about the answers”. Besides, students like to give more ways for themselves, such as “I have more time to think about”, “I can think more about coming Western or Chinese factors to this decision”.On the one hand, students are reflective of the spirit of Chinese culture, paradoxically conservative, especially when they meet foreign teachers, because the Hakkas are also known to be very adamant in defending their cultural heritage, which was the reason for their migration to flee from the “northern” influence at that time (Lee, 2001).

4. 2. 2 Students are not confident to give a definite answer Students use “maybe” rather than the exact answer because of the following reasons: “I have more options.I don’t need to make a decision so soon”, “It is more flexible for me to make a decision”. “If I say ‘yes’, I have to obey.

It means I have already made the decision. It’s hard to change or refuse; If I say ‘no’ that means I think about turning down the offer so far or I am ‘decisive’, ‘not flexible’, ‘close-minded’”. On the other hand, many students3 are willing to take risks and seek new opportunities elsewhere to establish themselves. The migratory tradition results in the distribution of Hakka which is one of the most remote parts of the world.While preserving Hakka culture, learners should also learn about cultures of other ethnic

groups.

4. 2. 3 Students’ low English proficiency and lack of Western culture exposure Students use “maybe” frequently because of their ability and comfort in using a foreign language. It is popular and common to use “maybe” because most students can not find the exact word to express their feelings more precisely. Or they can not think out some sentences instead of “maybe”.

Another reason is that many students in Meizhou do not have very much exposure to Western culture.Meizhou, where the university is located, is a small, mountainous city with few foreigners/foreign trade enterprises. The university is not a key or provincial university and has few foreign students and teachers. Therefore, students seldom have opportunities to experience 3 Young Hakkas.

62 Culture shock: Indirect communication—A foreign teacher’s teaching experience in a Chinese university located in a Hakka region English and Western culture with foreigners out of class. 5. Conclusion Given the culture shock Mr.Green experienced concerning indirect communication at Jiaying University, Meizhou, the author suggests that both foreign teachers and students should not only be aware of these cultural differences but also make efforts to adapt to themselves to the differences as many as possible so as to have more effective teaching and learning methods. Foreign teachers need to “understand the teaching context as well as knowing how to navigate the cultural context effectively” (Murphy-O’Dwyer, 1996, cited in Simpson, 2008, p. 387).

In other words, foreign teachers need to be aware that although times have changed, history and traditions still have an enormous impact on how Chinese conduct themselves in everyday life (Roberts & Tuleja, 2008, p. 481). Chinese students are firmly rooted in the

Chinese social context, Hakka culture and education system. Therefore, foreign teachers should develop intercultural awareness for their students as well and should be adaptive in their teaching and communication. Mr.

Green has repeatedly told the author that the teaching experience is very impressive, and it is an available pportunity to experiencing Hakka culture, a part of Chinese culture. He thinks this special experience might be good for his professional development and his future life. Although culture shock is most often associated with negative consequences, it can be an important aspect of cultural learning, self-development (Simpson, 2008, p. 391) and personal growth (Adler, 1975). In addition, it might be a very useful aid for Mr. Green in his future teaching experiences.

Slethaug (2007) noted the opportunity to teach abroad offers tremendous professional and personal rewards.In addition, this experience can be a part of the learning process. One of the ideal ways to minimize culture shock for Mr. Green is to work with host counterparts, because “collaboration with their Chinese counterparts will help Western ESL teachers to become more successful EFL teachers and to make a more healthy transition into the foreign culture” (Griffin, 1999; LI, 1994; LI, 1998; Morrison, 2001; Paine, 1997; Wong, 2000, cited in Simpson, 2008, p.

389). From the students’ perspective, while preserving Hakka culture, they should also learn about cultures of other ethnic groups.As in the context of deepening globalization, China has increasingly involved itself in full-scale cooperation with the outside world and has now emerged as a member of the international community with growing national power and a rising international influence. Frequent contact and communication with the world is crucial to

Chinese development, and will surely encourage the intercultural dialogue.

However, indirect communication might impede the smooth dialogue and communication between people in the Hakka region and those outside China.Therefore, while being conservative, students need to expand the cultural horizon and develop new cultural practices. First of all, students need to be more aware of culture shock resulting from different cultures and “cultural differences may be considered problematic if evaluated from the perspective of another cultural background” (Kingston & Forland, 2008, p. 211).

Secondly, students need to understand why they should adapt and change—they are preparing themselves to live and work or do business in a globalized world, in which China will play an increasingly important role in the future.If they do not change when they go abroad to study or work, they will meet difficulties. One of the ideal ways for students is to encourage them to be exposed to foreign cultures by different experiences and preparation, such as reading English novels, watching movies, listening to foreign broadcasts and interacting with trustworthy foreigners, such as teachers or students. In this way, students may learn and develop new ways of communication. The limitations of this study are as follows.

There is only one foreign teacher involved in this study, whereas 63Culture shock: Indirect communication—A foreign teacher’s teaching experience in a Chinese university located in a Hakka region if the results and information were collected from a group, then it might be considered more valid. Students are largely local students and many are from the countryside. They are generally less sophisticated and may have less knowledge and exposure to foreigners and foreign culture than students in modern

and “international” cities. In addition, the discussions could have been more in detail.