ASSOSA UNIVERESITY

COLLEGE OF SOCIAL SCIENCE AND HUMANITIES

DEPARTMENT OF SOCIOLOGY

AN ASSESSMENT ON THE BARRIERS OF INTERCULTURAL COMMUNICATION

IN ASSOSA UNIVERSITY STUDENTS

A SENIOR RESEARCH PROPOSAL SUBMITTED TO THE DEPARTMENT OF

SOCIOLOGY FOR THE PARTIAL FULFILLEMENT IN BACHELOR DEGREE IN
SOCIOLOGY

ADVISOR: -MEGERSA (M.A)

Name ID Number
1. Samuel Abdisa……………………………………………….Ru-2610/09
2. Mujahid bilale………………………………………………..Ru-3378/09
3.AlemayehuMatwos…………………………………………....Ru-3559/09
4.NitsuhAyalew………………………………………………….Ru-0773/09
5.BereketNigussie……………………………………………..…Ru-4121/09

April, 2019

ASSOSA,ETHIOPIA
TABLE CONTENTS

CHAPTER ONE ......................................................................................................................................... 1

1. INTRODUCTION ................................................................................................................................... 1
1.1. Background of the study ............................................................................................................... 1
1.2. Statement of the problem ............................................................................................................. 2
1.3. Research Question ........................................................................................................................ 4
1.4. Objective of the study ................................................................................................................... 4
1.4.1. General objective ..................................................................................................................... 5
1.5. Scope of the study ........................................................................................................................ 5
1.6. Significance of the study ............................................................................................................... 5
1.7. Limitation of the study .................................................................................................................. 6
1.8 Operational Definition ................................................................................................................... 6
1.9 Organization of the paper .............................................................................................................. 6
CHAPTER – TWO.................................................................................................................................. 8
2. REVEW LITERATURE ...................................................................................................................... 8
2.1. Definition of culture ...................................................................................................................... 8
E.B. Taylor ........................................................................................................................................... 8
B. Malinowski ...................................................................................................................................... 9
R. Redfield ........................................................................................................................................... 9
V. de Robert......................................................................................................................................... 9
2.2 The Interface of Culture and Communication ............................................................................... 10
2.3. Characteristics of Culture ............................................................................................................ 12
Culture is learnt ................................................................................................................................. 12
Culture is trans missive ...................................................................................................................... 12
Culture is continuous and cumulative ................................................................................................ 12
2.3.1 Culture and conflict................................................................................................................... 13
2.4. Definition of communication....................................................................................................... 13
2.4.1. Components of communication ............................................................................................... 14
2.7 Barriers to intercultural communication ...................................................................................... 16
2.7.1 Anxiety .......................................................................................... Error! Bookmark not defined.
2.7.2 Assuming similarity instead of difference ....................................... Error! Bookmark not defined.

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 2.7.3 Ethnocentrism ............................................................................... Error! Bookmark not defined.
2.7.4 Stereotypes ................................................................................... Error! Bookmark not defined.
2.7.5 Language .................................................................................................................................. 19
2.8. Theoretical and Empirical Literature ........................................................................................... 19
2.8.1. Theoretical Literature .............................................................................................................. 19
2.8.2. Empirical Literature.................................................................................................................. 20
CHAPTER THREE ............................................................................................................................... 20
3. RESEARCH METHODS .................................................................................................................. 20
3.1. Research design .......................................................................................................................... 20
3.2. Description of the study area ...................................................................................................... 21
3.4 Target Population ........................................................................................................................ 23
3.7.1. Interview ................................................................................................................................. 24
3.7.2. Focus Group Discussion (FGD) .................................................................................................. 24
3.7.3. Questionnaires......................................................................................................................... 25
3.7.4. Observation ............................................................................................................................. 25
3.8. Data analysis ............................................................................................................................... 25
Inclusion and Exclusion Criteria ................................................................................................. 26
4.Work plan and Budget plan ............................................................................................................. 29
work plan ............................................................................................................................................. 29
Budget plan .......................................................................................................................................... 30

II
CHAPTER ONE

1. INTRODUCTION

1.1. Background of the study

Ethiopia is home for a cultural multitude of people, which is a unique feature, many nations are
lacking. Because of this, the saying “Our diversity is our beauty, our beauty is our strength”
makes perfect sense. But this does not mean there is no challenge for a nation with diverse
culture to let them co-exist, and if the cultural differences are not respected and well treated it
might lead to a devastating conflict (Jandat, 2001).
In the 21st century , it is becoming more and more important to be able to understand
people from different cultural backgrounds. Trade has got over state boundaries,
immigration is increasing and we find ourselves communicating with people who are
different. They may speak various languages, have different habits, profess sundry religion,
and hold diverse opinions. We might meet these people every day and if we want to
preclude misunderstanding, we need to know how to manage these differences effectively .
University students are the nation’s future political leaders, policy makers and professionals and
they can effectively execute their responsibility when they develop a personality that entertains
national identity. A person better develops such identity feeling when he/she is exposed to all
kinds of principles/philosophies found in the country. People who are good in intercultural
communication can easily understand others, bound the multitude towards a communication
goal, design policies and programs that satisfy all. Therefore, the researchers believe that
concerned bodies should put critical attention on how to develop effective intercultural
communication among university students (Abera, 2010).
It is common to see conflicts in the Ethiopian universities. Even though most of the conflicts are
managed at the university level, some of them have caused national crisis (Abera, 2010) and

1
many of the university conflicts are occurred because of simple misunderstanding between
different cultures (individual and/or group members). Such kinds of conflicts and violence will
be prevented mainly through effective intercultural communication.
Effective intercultural communication enables individuals and the public to reach on common
understanding and build mutual interest. Our government allocated millions of Eth. Birr to
expand higher education. In the past few years alone, the number of higher institutions highly
increased. The increase in number of universities also helps the nation to increase its enrollment.
All of these efforts show how government gives high value to education. In fact, education,
especially higher education, has immense contribution to fasten the ongoing development
activities. Ethiopia’s five years Growth and Transformation Plan stipulates that simple expansion
of education, however, would not grant its priceless contribution to the nation unless we prepare
the students to the coming challenges. One of the challenges is a variety of cultures the nation
holds. Students need to entertain all cultures equally and to maintain effective intercultural
communication. This could not happen unless the students are aware of the various cultures and
identify the barriers that cause obstacles for intercultural communication. Students need support
to develop the knowledge of systems of intercultural communication as well as the barriers
(Thomas, 2013).Research has shown that ethnocentrism tends to be negatively correlated with
intercultural communication. Most often researchers view ethnocentrism as producing negative
communication effects. People form opinions and perceptions based on their ethnocentric
tendencies (Lin et al., 2004).

1.2. Statement of the problem

Higher institutions are the places where the youngsters experience new level of personal growth,
and are starting to build their mind for their next higher personality and responsibility. The
knowledge and experiences that university students obtain in the campus have become the base
for their future life’s decision and philosophy. They meet with others who have different life
outlook and measurements of individuals’ identity. Their few experiences crystallize their
previous life principles but most of them differ to some extent or completely. Most of these
divergent truths are the results of their communication from other cultures. This communication
brings different beliefs and attitudes to the students and when they are not ready to accept or
reconcile the differences, it could create a devastating problem on their personality as well as

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social life. Therefore, the responsible parties have to give their interest to smoothen the
promotion stage of the university students inside and outside of the campus.

Some university students join the campus expecting different social life, while most of them
simply join it without anticipating the reality. As the students come from various places with
various social life style, the communication in-campus become more or less different to the
students. When they were in their birth places, communication was easy to lead their life but in
the campus the communication mainly becomes with different cultures and demands knowledge
of intercultural communication. Exposure to ‘strange’ cultures with its features, social
expectations and language requirements is considered a unique multilevel learning experience
where intercultural competence, knowledge of and respect for other cultures may be developed
(Stier, 2006).

Many campus students force to quit or fail their education every academic year because of their
inability to adapt the new social life in-campuses. Even those who are able to continue in the
campus, they still struggle to live a healthy life. We know one’s social relationship is highly
dependent on his/her communication competence. However, since campus students are not
informed about intercultural communication, we see the students facing difficulties.

Understanding the complementarities and dichotomized nature of the cultural communication of

the people undoubtedly enable the peoples themselves to learn about similarity of cultural
practices of one another and to develop a feeling that they share a lot with one another. They can
understand their similarities and perceive that they are alike and can minimize their differences
of opinion. When they realize that they will be initiated to share cultural practices, minimization
of differences of opinion and interest can, in turn, help for obtaining easy social mobilization for
sustainable development and peaceful relationships among the peoples.

To sum up, the Ethiopian universities are characterized by constituting students from different
cultural backgrounds. The communication among such students is crucial for the existence of
successful learning-teaching, researching, and community servicing environment. However, the
essence and the nature of communication among such culturally diverse students have not been
investigated through the contemporary discourses, theories and methodologies of intercultural
communication. In addition, the same issues have not been examined in terms of the internal (in-

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campus) and external (out-campus) factors affecting the students’ intercultural communication in
Assosa University. Thus, this study intends to assess the barrier of intercultural communication
among students in Assosa University. Thus, one of the most prominent areas in promoting
multiculturalism is in the field of education. Statistics showed that the most hate crimes
occurring in schools or colleges are related to racial bias or bias against victims’ ethnicity or
national origins (Arizaga, et al., 2005). Therefore, it is imperative to develop multicultural
perspective to appreciate cultural diversity and other perspectives. Based on the increasing
awareness of the need for intercultural communication in tertiary education in Ethiopia, this
study will investigate the barriers of communications among students from different cultural
backgrounds and suggest possible solutions.

1.3. Research Question

What is the relation between culture and communication within campus?

What are the communication problems that students face in line with cultural differences?
How the students overcome cultural difference in their day to day communication in campus
life?
What is the barrier of inter cultural communication?

1.4. Objective of the study

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1.4.1. General objective

The general objective of this study is to assess the barriers of intercultural communication in
Assosa university students.

1.4.2. Specific objectives

 To investigate the relation between culture and communication within campus

 To explore the communication problems that students’ face in line with cultural
differences
 To identity how the students overcome cultural difference in their day to day
communication in campus life.
 to identify barriers to intercultural communication;

1.5. Scope of the study

The scope of the studies will cover Assosa university students the barriers of inter cultural
communication in Assosa university, student’s. The study will address the data collection from
student themselves through deferent research instruments like questionnaire and interview. These
studies could not include other campus student’s due to the time and financial constraint that the
researcher collects the information about the research.

1.6. Significance of the study

This study will important for the students to communicate with each other under intercultural
communication to explain some barriers of intercultural communication. It can be the students to
improve communication under diversity culture. Avoid miscommunication practice with students
interactional. This study has a paramount importance for the university in relations to
intercultural communication barriers. Assosa University is Ethiopia in miniature as a result there
is a great opportunities for misunderstanding among students from different ethnic and cultural
and linguistic back grounds which can hamper the smooth teaching and learning processes on
campus.

5
As a result, this study is significant for various reasons. First, it enables to identify the
intercultural communications barriers that can take place on campus among students in social
sciences and law. Second, identifying the causes of intercultural communication barriers among
Assosa university students facilitates to take necessary measures to avoid such type of
misunderstanding and conflicts on campus in order to make the teaching learning effective and
fruitful. Finally, this study can be used as a base line for future studies in intercultural
communication barriers that occur among Assosa University students in general in the future
studies.

1.7. Limitation of the study

This study is expected to be limited on the following first it is purposefully limited only for one
campus which is Assosa university, secondly the population of the study area is expected to be
availability of student in campus from four nations. It is difficult try to deal with each and every
problem in practicing and asses Assosa university students’ intercultural communication
according to many works and observation.
The first reason is there is no structured and well organized practical work the knowledge by
itself is limited in the asses of this topic. The other reason the researcher will expect some
students does not willingness to communicate to researcher through variety case. Lack of
prioritized researched materials particular on related topical of intercultural communication.

1.8 Operational Definition

Intercultural: it refers to the interaction and communication existing among students of different cultural
and sociolinguistics background.

Communication: implies understanding and interest to understand and learn the language, norms, values
and symbols of another way of life.

Barriers to communication: for this study it refers to difference in language, perception, ethnocentrism
and lack of cultural sensitivity.

1.9 Organization of the paper

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This paper contains three (3) chapters. The first chapter contains Background of the study,
statement of the problem, objective of the study under the objective of the study there is general
and specific objective of the study, scope of the study, limitation of the study, research question,
operational definition and organization of the paper and significance of the study. The second
chapter contains, literature review, under literature review. Definition of culture, interface of
culture and communication, characteristics of culture, definition of communication, relationship
between culture and communication, Barriers to inter cultural communication and theoretical and
empirical literature.
The third chapter contains research methods of, in this sub group there is the research design,
description of the study area, sampling techniques, target population, sampling size
determination, sources and types of data under the sources of the data, primary and secondary
data includes, methods of data collection like, interview, focus group discussion questionnaires
and ethical consideration, work plan, budget plan and reference will be include.

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CHAPTER – TWO

2. REVEW LITERATURE

2.1. Definition of culture

Culture is an essential part of conflict and conflict resolution. Having varied cultures invite a host
of barriers in cross-cultural communication. By definition, cross-cultural communication is a
concept on the communicative activities of people coming from different cultural background,
the essence and rules of the communicative activities (Zhou, 2008) and referring to Jia (1997)).
These concepts look at how a person, from different cultures, communicates and exchanges
information. Obviously, it does not only involve communication of different countries, it also
involves communication between people from different nations, social status, communication
styles, behaviors, norms, expectations and life experiences.

Culture is the collective programming of the mind that distinguishes member of one group or
category of people from another (Hofstede, 2001, p. 9). Culture is a way of life of a group of
people, the configuration of all the more or less stereotyped patterns of learned behavior which
are handed down from one generation to the next through means of language and imitations
(Adler, 2002, p. 16). Culture is a set of parameters of collectives that differentiate the collectives
from each other in meaningful ways. Culture is variously defined in terms of several commonly
shared processes: shared ways of thinking, feeling, and reacting; shared meanings of identities;
shared socially constructed environments; common ways in which technologies are used; and
commonly experienced events including the history, language, and religion of their members
(House et al., 2004, p. 15 and 57). National culture consists of the values, beliefs, norms, and
behavioral patterns of a national group (Leung et al., 2005) which is shaped by, amongst others,
ecological factors, history, language, wars, and religions (Bik, 2010).

E.B. Taylor defined culture as “that complex whole which includes knowledge, belief, art,
morale, laws, custom and any other capabilities and habits as acquired by man as a member of
society.”

8
B. Malinowski defined it as “the handwork of man and the medium through which he achieves
his ends.”

R. Redfield defined culture as “organized bodies of conventional understandings manifest in art

which persisting through tradition, characteristics a human group.”

V. de Robert viewed: “Culture is the body of thought and knowledge, both theoretical and
practical, which only man can possess.”

The objective culture refers to the visible tangible aspects culture and includes such things as
the artifacts people make the food, they eat the cloth they wear and even the names they give
to things. Culture is a set of belief or standards shared by a group of people which helps the
individual decide what can be how to feel what to do and how to do and how to go about doing it
(polyakiidiko( 2000;9)

As a culture is extremely complex the difference of culture difference culture can be describe
from many aspects it is also reflected in the language and the use of metaphors saying but also
advertising capable of comparing culture it is precondition for intercultural communication that
the parties should be able to use a mutual language in communication between culture this
mutual langue for one of the parties no doubt the knowledge and proper use of language
makes communication effective between culture but the correct chosen content of conversation
the style and intention of speaking is not less important usually the emphatic and custom system
of difference culture are not the same.

According to Oksasar the misunderstanding which are originated from dissimilarity of culture
are affecting human relationship even more negatively than pure lingual because effect of
mentality which is evolved through directly the influence of culture affects the partners
personality directly BorgulvaIstvanne (1996’56,70,71,72)

Culture usually refers to something that is made by human being rather than something that
Occur in nature. The most critical dimension of culture concern itself within people

9
assumption about life. Culture consists the ideas, values, and assumptions about life that are
widely shared and guide specific behaviors Triandis,( 2000) Pont out distraction between
subjective and objective culture. It is relatively easy to pick up analyze and hypothesize about the
use and meanings of objective elements of culture

Subjective culture on the other hand refers to the invisible, less tangible aspects of a group
peoples value ,attitudes , norms, of behavior and adopted roles the things generally keep in
people mind fall in to category It is much more difficult for people to speak about observe
and understand what is going on when it is subjective element of culture their culture that
are conflict from those of another

It is thought the most cross –cultural misunderstanding occurs at the subjective cultural level
and that this should be the focus of good cross-cultural training Cushner& Brisling( 2001
.p,5,6)

Culture is a complex concept, and no single definition of it has achieved consensus in the
literature. So, out of the many possible definitions examined, the following definition guides this
study: culture is a set of shared and enduring meaning, values, and beliefs that characterize
national, ethnic, or other groups and orient their behavior.

2.2 The Interface of Culture and Communication

No culture exists without the process of communication. Hence communication is the .hub, and
common denominator of all cultures on earth. a result of which, Rogers (n.d.)Conclusively
asserts that cultures must communicate their content to future generations .They are to survive.”
Accordingly, it can be said that communication is the lifeblood to culture as is water to fish. This
is because, without communication and culture it would be impossible to preserve and pass along
cultural features from one place and time to another.

10
Similarly, as Baran (2002) notes that, communication facilitates the creation and maintenance
of culture and its element s within and a “cross generations Creation and maintenance of a more
or less common culture occurs through communication, inhering mass communication. When
we talk to Our friends; when a parent raises a child, when teachers teach; when .grandparents
pass on recipes, when politicians campaign; when media Professional produce content that we
read, listen to and watch, meaning is being shared and culture is being contracture and
maintained (Ibid,2002:10).More specifically, is the means of human interaction through which
cultural elements_ customs, beliefs communication, language, roles, rules, laws or other
patterns_ are created and shared among its members. Indeed, it works cross culturally as well.
One can say, therefore, that culture is created, shaped, transmitted and learned through
communication and communication only. According to Jandt (2004), the reverse also is the case;
which is, communication practices are largely created, shaped, and transmitted by culture.

Any communication behavior that does not take the social context into account, not governed by
the cultural patterns at hand, is likely to face challenges. Put it differently, unless the way we
communicate, both verbally or nonverbally, fits to the value and norms of the communicator(s)
or the dominant society, the communication process hardly succeeds to achieve its goal.

This might even extend to the extent of putting the life of the communicator(s) at risk.

Discussing on this case, Rogers (n.d.) suggests that communication at the very first place, if to be
fruitful and safe should be highly situational and context bound. He further writes: knowing the
cultural background of your counterpart and communicating accordingly would be vital
particularly in intercultural communication processes. For culture by its very nature is subjective,
Griswold (2004) observes, its subjectivity also is manifested in the communication patterns of its
respective societies. Communication pattern varies as per to cultural variations

11
2.3. Characteristics of Culture
Culture is social; Culture does not exist in isolation. It is a product of society. It develops
through social interaction. No man can acquire culture without association with others. Man
becomes a man only among men.

Culture is shared: Culture is not something that an individual alone can possess. Culture in
sociological sense is shared. For example, customs, traditions, beliefs, ideas, values, morale etc.
are all shared by people of a group or society.

Culture is learnt: Culture is not inborn. It is learnt. Culture is often called “learned ways of
behavior.” Unlearned behavior is not culture. But shaking hands, saying thanks’ or ‘namaskar’,
dressing etc. are cultural behavior.

Culture is trans missive: Culture is trans missive as it is transmitted from one generation to
another. Language is the main vehicle of culture. Language in different form makes it possible
for the present generation to understand the achievement of earlier generations. Transmission of
culture may take place by imitation as well as by instruction.

Culture is continuous and cumulative: Culture exists as a continuous process. In its historical
growth it tends to become cumulative. Sociologist Linton called culture ‘the social heritage’ of
man. It becomes difficult for us to imagine what society would be like without culture.

Culture varies from society to society: Every society has a culture of its own. It differs from
society to society. Culture of every society is unique to itself. Cultures are not uniform. Cultural
elements like customs, traditions, morale, values, beliefs are not uniform everywhere. Culture
varies from time to time also.

Culture is dynamic: No culture ever remains constant or changeless. It is subject to slow but
constant change. Culture is responsive to the changing conditions of the physical world. Hence
culture is dynamic.

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Culture is gratifying: Culture provides proper opportunities for the satisfaction of our needs
and desires. Our needs both biological and social are fulfilled in the cultural ways. Culture
determines and guides various activities of man. Thus, culture is defined as the process through
which human beings satisfy their wants.

2.3.1 Culture and conflict

Culture difference can contribute to disagreement because of difference perception and our
view of the world your fundamental outlook on reality your place in universe and purpose in life.
In small group interaction your cultural expectation about how conflict should be mange may
clash with those of someone from another culture who had different fundamental assumption
about managing or resolving difference on study suggest that group members who are in cultural
or ethnic minority to take less unless group members are sensitive to such diminished
contribution good idea may be lost because minority members are reluctant to speak Steven A
Beebe johnT,Masters (p.274)

2.4. Definition of communication

Communication is defined as the successful transmission or distribution of thoughts and feelings

in form of language or another medium (Oxford University Press, 2014). Hence, intercultural
communication is the interaction between people with different cultural backgrounds
(Chitakornkijsil, 2010). Edward T. Hall (1973; 1976, cited in Kittler, Rygl and Mackinnon,
2011) suggested a concept of high- and low-context communication based on the assumption
that different communication styles in cultures exist to create a meaning out of communication
processes. Thereby the level of non-verbal context used in communication is said to determine
culture (Kittler, et al., 2011).

According to Hall (2000, cited in Kittler, et al., 2011) two key terms describe behavior’s and
communication styles regarding non-verbal communication, namely high context cultures and
low-context cultures. The main difference between the two key term definitions is that high-
context cultures prefer non-verbal communication as a main information provider over verbal

13
communication, while low-context cultures do the opposite (Kittler, et al., 2011). Low context
cultures are said to focus on explicit information given verbally, putting less attention to gestures
and interpretations of provided information (Kittler, et al., 2011). However it is emphasized that
no extreme of either high-or low-context culture, meaning to focus on just context or just
information, exists.

According to Chitakornkijsil (2010) it remains a challenge to avoid misinterpretation, the more

dissimilar the receiver’s and the communicator’s cultures are. For that reason a difference
between two cultures resulting in communication barriers can cause miscommunication
(Tagreed, 2012).

Communication can be defined as the process of transmitting information and common

understanding from one person to another. The root if the word" communication” in Latin is
communication which means to share or to make common communication is defined as the
process of understanding and sharing meaning PearsoJj&Nelson(p ‘2000).

2.4.1. Components of communication

Sender or Encoder: - is a person who sends a message. A sender makes use of symbols (order
or graphic or visual aids) to convey the message and produce the required responses.
Message: - is a key idea that the sender wants to communicate it is sign that elicits the response
of recipient communication process begins with deciding about the message to be conveyed. It
must be ensured that the main objective of the message is clear.
Channel or medium: - channel is a means used to exchange or transmit the message. The sender
must choose an appropriate medium for transmitting the message else. The message might not be
conveyed to the desired recipient. The choice of appropriate medium of the communication is
essential for making the message effective and correctly interpreted by the recipient.
Recipient or Decoder: - is a person for whom the message is intended (aimed) targeted. The
degree to w/c the decoder understands the message is dependent up on various factors such as
knowledge of recipient, their responsiveness to the message, and the reliance of encoder or
decoder.

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Feedback: - is the main process component of communication process as it permits the sender to
analyses the efficiency of the message.
It helps the sender in confirming the correct interpretation of message by the decoder. Feedback
may be verbal (through words) or non-verbal (in the form of smiles, sights and etc …).
2.4.2. Humanistic model: - Transactional model of communication, for example, shows that in
addition to sending & receiving message simultaneously, communicate takes their relationship in
to account. Recognizing that communication is transactional allows us to understand. For
example, that the source can know the intended recover well enough to incorporate that personal
knowledge in to the encoding of the message. A transactional understanding to communicate
helps us recognize that the exact same words can be spoken to diverse people with different
meaning.

2.5. The Relationship Between culture & communication

The relationship between communication and culture is a very complex and intimate one, firstly
culture are created through communication, that is communication is the means of human
interaction through which cultural characteristics whether customs, rules laws or other patterns
are create a and shared. It is so much that individual set out to create a culture when they interact
in relationships, group, originations, or societies, but rather cultures are natural byproduct of
social interaction. Before studying what does or should happen when cultures meet, it is of the
essence to define the term culture.

Culture can be seen as the ‘sum total ways of living, including behavioral norms, linguistic
expression, styles of communication, and patterns of thinking ,and beliefs and values of a group
of large enough to be self-sustaining transmitted over the course of generations( Jandt,2001:499).
The definition of culture stated above refers largely to our country context where stable practices
happening within an ethnically stable group of people within stable physical and legal national
borders.

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 2.6. Definition of Intercultural communication

Intercultural communication is the interaction between people whose cultural perceptions and
symbols systems are distinct enough to alter the communication events (Samour and Porter,
2004:15). Intercultural communication as a human activity has been around since human history
began. It has been a human concern for millennia. It takes place when culturally diverse people
interact. Seen in this light, intercultural communication is not a new phenomenon. It investigates
the relation among people representing different cultures (Gudykunst and Mody, 2002).
Intercultural communication is the ‘interaction between people whose cultural perceptions and
symbol systems are distinct enough to alter the communication event’ (Samovar and Porter, 2004: 15).

According to Samovar,Larry A.and Porter, Richard E. (2005; 45).Intercultural communication

inherently variable and interpretation. It is used to mean that while individuals and special
meaning to this term, intercultural communication is that some form of communication has
interacted in a particular space, time and context.

StanieyJ.Baran (2006:p56), defines intercultural communication as the symbolic exchange

process where individual from two or more different cultural communities negotiate shared
meanings in an interactive situations.

2.7 Barriers to intercultural communication

Barriers to intercultural communication are caused by the lack of understanding and

misinterpretation of certain acts of language use, behaviour and cultural differences. The barriers
can lead to confusion and conflict, which may ultimately lead to the termination of
communication (Jandt, 2004: 74). The following sections present various factors which act as
stumbling blocks and impede communication: Anxiety, Assuming similarity instead of
difference, Ethnocentrism, Language, Stereotypes, Prejudice and Racism. These various factors
are especially relevant to the study in that a team is made up of individuals who differ
linguistically and socio-culturally, and in order to create a positive team environment these
16
factors need to be nullified, or else on- and off-field interactions and performances will be
affected. These factors will always be present in initial interactions and it is up to the team
culture and environment to accommodate the individuals’ unique identities while making them
comfortable in the environment, so that conflict can be avoided.

2.7.1 Anxiety

High anxiety functions as a barrier to intercultural communication, and develops out of the
feeling of not knowing what is expected of you (Jandt, 2004: 74). The fear of the unknown is
most noticeable in the context of being ‘new’ in or to environments. A higher level of anxiety
causes emphasis to be placed on emotive feelings, rather than that of the occurring
communication in which an individual may find him/herself, which may further contribute to
high levels of anxiety (Gudykunst, 2003:169). Gudykunst, 2003: 169) defines the notion of the
‘stranger’ as “individuals who are present in the situation but not part of the in-group”.

2.7.2 Assuming similarity instead of difference

In the assumption of similarity, one forgets that each culture is different and unique (Jandt, 2004:
75). The assumption of similarity is usually made when no present information is known about a
‘foreign’ culture and the easiest option is to assume that there are no differences. Along with the
assumption of similarity, there is also “the assumption of difference instead of similarity”, which
offers the inverse, in that an individual assumes that there are always differences and no
similarities between two cultures. Jandt (2004: 75) states that “it’s better to assume nothing. It’s
better to ask”. This statement encourages an individual to gain valuable knowledge and insight
into how to approach various situations with various individuals, without assuming similarity or
difference. The assumption of similarity is particularly relevant to the study as ‘dominant’
cultures might be inclined to assume that the basic values of their culture are universal. This is
particular assumption is detrimental to the team environment and team dynamic where players
have many cultural perspectives and backgrounds, while vying toward a common goal. The
‘dominant’ cultures may also assume difference which may also be detrimental to the team
environment and team dynamic.

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2.7.3 Ethnocentrism

The term ‘ethnocentrism’ is defined by Sumner (1906 in Neulip, 2012: 5) as “the technical name
for [the] view of things in which one’s own group is the centre of everything, and all others are
scaled and rated with reference to it”. Ethnocentrism therefore functions as an intercultural
communication barrier due to a superiority complex held by individuals over other cultures. In
Jandt (2004: 76), ethnocentrism is described as “negatively judging aspects of another culture by
the standards of one’s own culture”. This is similar to Sumner’s definition, as it identifies an
individual using their own culture as the ‘ideal’ cultural construction in comparisons. The
identification of ethnocentrism in both Jandt (2004) and Neulip (2012) gives rise to further forms
of the barrier in “cultural relativism” and “cultural nearsightedness”. ‘Cultural relativism’
maintains that before judgment can be passed, understanding in context is necessary, and in
doing so “we recognize the arbitrary nature of our own cultures behaviours and be willing to re-
examine them by learning about behaviours in other cultures” (Cohen, 1998 in Jandt, 2004: 78).
On the opposite end ‘cultural nearsightedness’ is the disregard for one’s own culture as well as
neglecting other cultures (Jandt, 2004: 78).

2.7.4 Stereotypes, Prejudice and Racism

‘Stereotypes’, ‘Prejudice’ and ‘Racism’ are terms that are related to one another as they all refer
to making judgements about individuals based on group membership. Stereotypes refer to
“judgements made on the basis of group membership” (Jandt, 2004, 94). Stereotypes carry the
possibility of negative or positive connotations, based on observed or believed group
membership. Jandt (2004: 96) mentions that stereotypes are harmful because they impede
communication in at least three ways: (1) they cause us to assume that a widely held belief is true
when it may not be, (2) continued use of the stereotype reinforces the belief, and (3) they cause
us to assume that a widely held belief is true of any one individual. Prejudice refers to “the
irrational dislike, suspicion, or hatred of a particular group, race, religion or sexual orientation”
(Jandt, 2004: 98). Prejudice, unlike stereotypes, does not accommodate any positive
connotations, and individuals are not viewed on their merit if they belong to the group in
question. Racism also involves prejudice in that it is the dislike of individuals of a different race.

18
Racism involves the superiority complex held by individuals who ‘assume’ racial power over
supposedly ‘minority’ races. In these cases no consideration for similar practices or beliefs are
allowed due to race (Jandt, 2004).

2.7.5 Language

“Language is a set of symbols shared by a community to communicate meaning and

experience.” (Jandt, 2013, 161). For people with the same cultural background, same native
language, it is expected for them to understand the meanings better as their ways of thinking are
similar. However, in intercultural communication, people from different cultural groups tend to
misinterpret each other’s meanings. Therefore, language is an obvious obstacle to intercultural
communication. Even when cultures use the same language, there are still differences, such as
vocabulary differences.

2.8. Theoretical and Empirical Literature

2.8.1. Theoretical Literature

A comprehensive theoretical framework from which to understand intercultural communication

is not possible through focusing only on psychological and interpersonal analysis. It is necessary
to take account of the impact of macro level processes, and this account must incorporate a
social, political and economic dimension. We cannot consider culture simply as a dimension of
reality (frequently termed the cultural dimension) because ‘all economic, political, religious,
legal, educational, scientific and technological activities are cultural activities, since they are part
of a certain culture’ (Coll, 2002). Culture cannot be independent of these activities as they are all
expressions of a particular culture and constituents of a society and social group. Particularly,
national policies can also have profound effects on intercultural communication. In respect of the
theoretical framework of this study, the independent variables embedded factors that enhance
barriers for cross-cultural communication. These independent variables being the dimensions of
national cultures, high and low context communication, multinational firm communication,
language and communication system. In addition, the sole dependent variable of this research
was the cross-cultural communication.

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2.8.2. Empirical Literature

According to Bachman (2004), empirical research refers to an activity in which the researcher
observes some phenomenon in the real world, interprets it in some way, and then uses this
interpretation to reach a decision or generalization about the research. In the intercultural
communication context, it requires researchers to observe how people with different cultural
backgrounds interact with each other, both verbally and nonverbally, and interpret the results of
these observations in a way that is meaningful to the field. To make it simple, empirical research
is data-based, characterized by systematic collection and analysis of data (Gao, Li, &Lü, 2001;
Hu, 2005). Empirical research usually follows a systematic format that begins with proposal of
the research question, followed by descriptions of related literature review; processes of data-
collection and data-analysis; detailed explanation of adopted research methods; and reports of the
results, followed by a comprehensive conclusion summarizing the research. Contrary to
empirical research, non-empirical research does not rely on first-hand data and often consists of
theories and implications or personal experiences and views (Gao et al., 2001; Hu, 2005).

CHAPTER THREE

3. RESEARCH METHODS

3.1. Research design

To achieve the stated objective, descriptive type of research design were used. Purposive
sampling technique was engaged in order to select students from the study area from different
culture and religion. Moreover, both primary and secondary source of data collection tools were
used. A research methodology defines what the activity of research is, how to proceed, how to
measure and how to obtain success. The research data for study will be collected by different
research instruments like interview and questionnaire.

20
This study employed qualitative research methodology, as more flexible than quantitative
methodology (Guest et al., 2005), while the data were drawn from both primary and secondary
sources, albeit priority was given to primary sources of data.

This research project will conducted in Assosa Universities and the regular students were the
study subjects. Narrative and story-telling, focus group discussions, and interviews (structured
and unstructured) using interview guide/protocol as well as questionnaires as research instruments
were employed for collecting primary data.

Qualitative approach is a method the researchers use to analysis the data by narrative and
literature form. It use to analysis data gather through observation and interviews.

3.2. Description of the study area

The study will be conduct in 2019 and around west Ethiopia specifically in Assosa
university located around 678km from Addis Ababa and 5 km from the regional capital Assosa
town in Assosa Town is the capital city of Benishangul Gumuz Regional State (BGRS), which
is one of the nine regional states comprising Ethiopian. It is located at the South Western part of
the country, 675 km away from AddisAbaba.

The characteristic of the vegetation is the reflection of climate. Thus, the vegetation of the town
and its surroundings mainly consists of wood land and savanna. They are mixed deciduous wood
lands and savanna with various types of acacia. Most of the trees are deciduous that’ shed their
leaves during the dry season.

The University officially began its duties on June 2011 in a temporary campus at Assosa
Agricultural TVET Collage. The academic wing started with 100 Teachers. 5 faculties including
17 and 1249 students were graduated in July,2015 and June 2016, respectively, in the second and
third graduation ceremonies of the university. The first batch of 1043, regular students which
are assigned to these five Faculties. Namely:-Engineering and Technology, Natural and

21
Computational Sciences, Agriculture and Natural Resource, Business and Economics, and Social
Sciences and Humanity faculties.

Figure 1Map of the study area (ours source)

3.3. Sample size techniques

The researcher use purposive or judgment, sampling type of non-probability sampling technique
in this study. Because sampling is use to represent the whole population and Sampling has
advantages for the researcher like; it saves researcher from highly economical expenditures,
saves my time, represent greater scope, and increases the accuracy of the data generally.
Purposive sampling technique is allowed for the researcher to collect information from where
and from whom they can get rich information base on their choice.

22
Purposive sampling technique will be select to select the respondents from students of Assisi
University specifically from Social science and humanities because I will contact them when
they are to be at their dorm, class and at surrounding of social science and humanities
department. Because to get rich information I have to select the respondents based on my choice
to investigate the serious problem in the study area through interview and questionnaires.

3.4 Target Population

The population is Assosa University students from other social sciences and humanities
especially focus on fresh students because that students the interaction of language, culture and
other are new. The researcher take three departments; sociology, civics and psychology.

3.5. Sample size determination

Due to I can't contact all of Assosa university students, I select a people that can represent their idea and
to minimize challenges for example; to save economic and to save their time that they to be face in
conduct their research. Upon that the researcher select the respondents totally 20(twenty) samples to
gather rich information concerning the study problem. The total of our respondents will be function by
giving enough information or sufficient evidence by different tools. Among of them; the sample size is
four (4) nations out of nine (9) nation students and from each 4(four) nation 20 students are
selected from the each nation. Researcher will be select eight students from Oromia region, five
students from amahra, four students from SNN, and three students from Somale region, based on
the availability of the students in the campus.

3.6. Sources and Types of Data

To get enough information concerning the study problem the researcher will use both primary
and secondary sources of data.

3.6.1. Primary sources of data

The primary sources of data collect through questionnaires, observation and interviews. For
questionnaires researcher select the respondents from; Assosa University students.To avoid a

23
bias information respondents for interviews, will be select from different fuculties like;
Engineering and Technology ,Natural and Computational Sciences, Agriculture and Natural
Resource ,Business and Economics, and Social Sciences and Humanity faculties.To gather
information through Observation, researchers will prepare a check list.

3.6.2. Secondary Sources of Data

Secondary data sources will be collect from written materials including books, organizations
‘websites, journals, articles governments policy and strategy documents, statically evidences and
published reports that are relate to this study.

3.7. Method of Data collection

Representative sample survey will be collect in order to obtain the information that will be need
to conduct the research. To carry out this, different tools will be use for this study. Data will be
collect from different sources through questionnaires, interviews, and observations. The
advantage of these tools for the researcher is to gather the sufficient information.

3.7.1. Interview

Interview will be used to collect detailed information from the side of informants. It will be used
to obtain basic information about the barriers of intercultural communication in Assosa
university students based on informant’s explanation. In this regard, the researcher will use semi-
structured and unstructured interview. To do this, research will prepare questions in
predetermined formats and then will ask informants. For this, the researcher will use 8(eight)
informants, and then from 4(four) will be female and 4(four) will be male respondents

3.7.2. Focus Group Discussion (FGD)

Focus group discussion refers to discussing issues basedon participants selected from the
students. In this, students gathered together they pool their knowledge and memory about the
issue through open and free discussion. For the focus group discussion the researcher organized
two groups and each two group has four students and totally eight students are selected to my
focus group discussion.From this five will be male and three will be female. The researcher will

24
make discussion with the student one time due the lack in the availability of time for the
discussant and the researcher.

3.7.3. Questionnaires

Questionnaire is a list written questions and the answers are record by the respondents. This tool
is less-expensive and questionnaire is secrecy that respondents can answer the question freely
based on their idea.

3.7.4. Observation

Observation isa tool by which researcher gather information what they Observe or seen and what
type of problems are there in study problem area. Use to get enough and clear data by filling a
check list prepared whether or not the problems or challenges.

3.8. Data analysis

The qualitative data were transcribed and analyzed after data collection. Verbatim transcriptions
in the student’s native languages was made for all tape recorded FGDS and in-depth interviews,
and finally used for analysis and comparison for qualitative data. Some quotes from the
qualitative data that best explain the context of the study were identified and translated into the
nearest English version. Those similar items from the discussion were coded and categorized
under a theme. After reducing the data into a systematic manner, the presentation was made in
such a way that it gives more insights into the perceptions and practices of intercultural
communications.

3.9. Ethical consideration

In this study the following ethical issues are considers
Explanation of the objective and significance of the study is given to the participant of the study
and different concerned bodies in order to get more accurate information. In formation will be

25
conduct by voluntarily and asking politely. The culture and tradition of the study population is
respected finally at the time of the research respondent is taken in to account through the process
of study. After collect the data, the researcher has insures the respondents in privacy and safety.

Inclusion and Exclusion Criteria

Inclusion Criteria

 Only focus on those who volunteered to participate in the study will be includ.
 Regular student.

Exclusion Criteria

 Officials in the student services, from Assosa university administrative body, dormitory
coordinators; and
 Instructors.

 Foreign students.

ASSOSA UNIVERSITY Commented [u1]: Rewrite the questionnaire and FGD??

COLLAGE OF SOCIAL SCIENCE AND HUMANITIES

DEPARTMENT OF SOCIOLOGY

Section one introduction

26
Dear respondent these interview question are designed to collect information on
the barrier intercultural communication in Assosa university students. So your
roles and contribution here is to provide information appropriate accurately as
much as possible
The researcher request kindly to answer the question as follows for your answer
put “X” and need of any address related with questions/information Commented [u2]: Where is your questionnaire ???

Socio-demographic characteristics of students

Sex Male Female
Age 15-19 20-24 above 25
Department
Year
Section
Region??
Questions related to the main theme the study

__________________________________________________________________
__???

Section 2: In-depth interview questions for students related to barriers of

intercultural communications
Do you think there exist barriers’ of communication in your campus?
Yes No
If your answer is yes, for question on 1 how do you explain it?

27
__________________________________________________________________
__________________________________________________________________
____________
What do you think about the barratries of inter cultural communication? Explain it
_____________________________________________________________
__________________________________________________________________
______Do you face obstacles which communicating with other students? If your
answer is yes how do you explain ______________________________________
__________________________________________________________________
______What do you think the reason behind for barriers of intercultural
communication under multicultural society?
__________________________________________________________________
______
How do you overcome communication barratries while communicating with other
student that come from different cultural setting?
__________________________________________________________________
______

Section 3 focus group discussion with student

28
What are the major challenges that you faced which communicating with other
student those come from different cultural setting?
__________________________________________________________________
________
How do you overcome communication barriers that may arise from cultural
different?
__________________________________________________________________
_____
What are the major barriers that hinder intercultural communication?
__________________________________________________________________
__________________________________________________________________
____________

4.Work plan and Budget plan

work plan
No Major activity Month
Jan Fab march April May Jun
1 Title select and proposal preparation
2 Literature research
3 Proposal Approval

29
4 Preparation (questioner translation &
duplication
5 Data collection
6 Data processing & analyzing
7 Report writing and first draft
summation
8 Submitting of final draft and
presentation

Budget plan

No Item quantity Unit cost Total

(ETB)
1 Paper 130 43 43
Pen 2 10 10
Flash 1 180 180
2 Service telephone 3 15 15
Service intenerate 10
Service secretary transport 3 24 24
3 Other cost printing 20 120 120
reference photos coping
proposal printing
4 Tea 6 24 24
Total cost 75 416 416

REFERENCES

30
Frede S. Jandet G. (1995:417) An introduction to Intercultural communication: 2nd edition,
state university scans Bernardino.
Judith M. and Thomas N. (2013) Intercultural communication in context of multicultural, 5th
edition.
Joseph R. (1996: P4_12) the dynamics’ mass communication: University of Georgia, Athens.
Samovar H. and Porter K. communication between culture: 3rd edition (1997:p15): wards
worth publishing company.
Edward B. Taylor N.(1897:31)
Samovar, Larry A. and Porter, Richard E. (2005; 45).Intercultural communication inherently
variable and interpretation.
StanieyJ.Baran (2006:p56), defines intercultural communication as the symbolic exchange
process.
(Samour and Porter, 2004:15). Intercultural communication is the interaction between people
whose cultural perceptions and symbols systems are distinct enough to alter the
communication events
Bennett (1993:30) defines ethnocentrism as assuming that the world view of one’s own
culture is central to all reality.
Applegate, James and Sypher, Howard (1988:280), defines stereotype as “the perceptions or
beliefs we hold about groups or individual based on our previously formed opinions of
attitudes”.
Jandat, (2001) identified a number of ways in which stereotypes are harmful and impact of
communication.
AberaHailemariam. (2010). Ethnic identity and the relations of Amhara, Oromo
andTigray students at Addis Ababa University main campus. (Unpublished
master’s thesis). In Addis Ababa University, Institute for Peace and Security
Studies.
Stier, J. (2006). Internationalization, intercultural communication and intercultural
competence.Journal of Intercultural Communication, 11.
Language is a set of symbols shared by a community to communicate meaning and
experience.” (Jandt, 2013, 161).

31