Professional Documents
Culture Documents
COML 598 B1
Jared Gillingham
Gonzaga University
RESPECT OR DISRESPECT 2
Abstract
The goal of this paper is to determine the effect nonverbal communication plays in
showing signs of respect or disrespect in Asian cultures. The first aim of the paper is to examine
research showing that there are indeed differences in nonverbal communication methods
amongst all cultures, as well as why these differences are important. The paper will then
transition into why it is imperative to specifically focus on how nonverbal communication differs
between American and Asian cultures and what specific differences are among the two groups.
Using a variety of different studies, the paper will then ask if it possible for one cultural group to
learn the nonverbal communication cues used by members of another cultural group and if so,
Just as every country as their own language, so too does each country have their own
gestures and symbols. These various forms of nonverbal communication vary tremendously
around the world; what may be an innocent gesture in the United States is seen as incredibly
obscene in another part of the world. As the world continues to become more interconnected, the
importance to not only understand the language but to become consciously aware of body
language while we are in these parts of the world is magnified. An extensive amount of research
has been done to determine how various forms of nonverbal communication varies and can be
learned and exchanged amongst different cultural groups. Within this research, work has been
done involving numerous Asian cultural groups, focusing on not only the ways in which
nonverbal communication differs from a Western standpoint, but also upon how common
meanings of nonverbal communication can be learned. This paper will attempt to dissect this
literature and determine where the variances occur between Western and Asian cultures, as well
as how these variances can be overcome through a learning and understanding of cultural
differences.
As previously mentioned, the meaning of body language varies among cultures around
the world. Dane Archer (1997) suggests that incorrect gestures are fairly common when we visit
countries or interact with cultures different from our own. This is based primarily on what the
assumption that we can always communicate with hand gestures when words fail. However,
Archer asserts that this assumption is false because there is no “universal language of gestures”
(p. 80); that is, there is no gesture that is recognized as having the same meaning in all countries
or across all cultures. Archer uses the example of an American traveler signaling for a place to
RESPECT OR DISRESPECT 4
find a drink by using a hand gesture to simulate a bottle. “A thirsty traveler using a hand gesture
to simulate a bottle might just as well try yelling ‘beverage’ at the locals. Just as there is no
American hand gesture to be recognized” (p. 80). Archer continues on to say that any attempts to
learn foreign hand gestures from verbal description alone are impossible because these gestures
occur along “so many different dimensions and variables that verbal description is doomed as a
Ren Zhi-peng’s article (2014) builds upon the points in Archer’s article by discussing two
distinct, but common, aspects of body language in detail: eye contact and nonverbal gestures.
Due to the commonality of the use of these types of expression, comparing them is simpler
because they can be found throughout the world, despite having different meaning depending on
location. In America, we rely heavily upon eye contact in conversation and assume that those
who are unwilling to look us in the eye are untrustworthy. Many other countries hold similar
views towards the importance of eye contact. However, there are a significant number of cultures
that hold the exact opposite point of view, as Zhi-peng writes: “In a number of places … direct
eye contact from child to adult is not allowed. Instead, children are expected to look down as a
sign of respect for elders” (p. 1031). He continues to say that in Bangladesh, everyone - even
adults - must show respect for an older people or person of a higher status by “keeping eyes close
to the ground and speaking only when spoken to” (p. 1031).
These differences continue to arise when examining nonverbal gestures as well. For
example, the symbol commonly known as “OK” in American culture means “worthless” or
“zero” among the French. The thumbs up gesture, meant to signify approval in a number of
countries, means rejection in Bangladesh and should always be done with both thumbs in Kenya
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(p. 1032). While many people often consider learning important words or phrases when they visit
another country, Zhi-peng’s article suggests that being aware of what messages we are
conveying with our body language is equally important. Interacting with members of other
cultures is a daily occurrence for many Americans and being cognizant of body language only
With over 4.5 billion people currently living in the continent (“Population of Asia”,
2018) and another 20 million in America tracing their roots back to Asian countries (Lopez,
Ruiz, & Patten, 2017), it is now more important than ever to ensure that those around the globe
are able to effectively communicate with both Asian and Asian American cultural groups. As
Archer and Zhi-peng’s research suggests, cultural understanding and communication is most
effective when nonverbal elements are also considered. While it would be foolish to suggest that
nonverbal communication methods are consistent across Asian and Asian American cultures,
Contrary to American culture, Asian culture considers avoiding eye contact to be a sign
of respect, such as in Japan, where speakers should look at the listener’s neck or an area other
than the eyes (Zhi-peng, 2014, p. 1031). Persons of Thai heritage also rarely make eye contact,
particularly when there are differences in age or status (Damnet and Borland, 2007, p. 130). As
mentioned previously, various hand gestures that may be harmless in America can be seen as
disrespectful in Asian cultures. The same symbol that means “OK” in the US and “worthless” in
France means “money” in Japan and the US symbol for “good luck” may mean either
“boyfriend” or “screw you” in Japanese culture (Archer, 1997, p. 81). As many Asian cultures
are rooted in Buddhist teachings, value is placed on the ability to avoid expressions of anger,
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aggression, or any emotion which may otherwise be construed as negative. The lack of constraint
as a result (Damnet and Borland, 2007, p. 130). Generally speaking, Asian cultures refrain from
forms of touching which might be common in other parts of the world. Many Asian cultures
consider the head to be a sacred part of the body and believe that touching another person there is
taboo (Bernstein, 2017). In business relations, prior research suggests that East Asians tend to be
more cooperative when dealing with in-group conflict, in addition to using more restrained
gestures and postures, as compared to North Americans (Semnani-Azad and Adair, 2011, p. 456-
457).
While Archer’s (1997) research suggests that nonverbal communication cannot be taught
via verbal description (Archer, 1997, p. 84), other aspects of both Archer’s and Damnet and
Borland’s (2007) research suggest nonverbal communication can be captured and could be
learned by members of other cultures through a variety of visual methods, all with varying levels
of success. In Archer’s research, he discovered that English as a Second Language students were
“eager to learn American norms of nonverbal behavior – our unwritten ‘rules’ governing eye
contact, touching, comfortable speaking distance, acceptable public seating patterns, etc.”
(Archer, 1997, p. 86). Additionally, these same students were equally eager to share their own
cultural gestures. Archer created a documentary, A World of Gestures, which visually shows the
Damnet and Borland’s research investigates the extent to which Thai university students
studying English are able to develop their knowledge and skills in nonverbal communication.
This research was conducted by making these students watch three films, Erin Brockovich, While
RESPECT OR DISRESPECT 7
You Were Sleeping, and Paperback Hero and analyze various interactions to interpret the
displays of nonverbal communication within them. One group received teaching via video
lectures from Dane Archer, explicitly focused on nonverbal communication in English covering
five topics: facial expressions, bodily appearance and communication, gestures, vocal
paralanguage, and cultural differences in nonverbal communication. The second group received
relevant to the films and language development-oriented activities. Both groups took a pre-test
films.
The results of the survey showed that the group which received training in nonverbal
communication, despite scoring lower on the initial test, significantly outperformed students in
the group which did not receive training on their post-tests. However, both groups experienced a
these films (Damnet and Borland, 2007, p. 141). Additionally, their research suggests that those
who received this formal training were able to obtain a level of understanding roughly equivalent
to that of native speaking American college students (p. 143), while outperforming the American
English-speaking students in some areas (p. 145). Overall, this study suggests that film is an
accessible medium which an English language learner might use to enhance understanding of
focused on nonverbal communication codes. The results also suggest that it is possible for
members of other cultural groups to learn nonverbal communication codes of another cultural
group through formal training, which had not previously been suggested (p. 145).
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Conclusion
As the world continues to grow more interconnected, we must collectively realize that
communication methods. While more research needs to be done on the subject, studies such as
those done by Damnet and Borland suggest that it is possible to learn and become well-versed in
not only realize these differences in gestures and body language among cultures but to attempt to
learn them as we might do with a language. The future success of world defining interactions
References
Park University.
Damnet, A., & Borland, H. (2007). Acquiring nonverbal competence in English language
contexts: The case of Thai learners of English viewing American and Australian
doi:10.1075/japc.17.1.08dam
Lopez, G., Ruiz, N. G., & Patten, E. (2017, September 8). Key facts about Asian Americans, a
Semnani-Azad, Z., & Adair, W. L. (2011). The display of 'dominant' nonverbal cues in
negotiation: The role of culture and gender. International Negotiation, 16(3), 451-479.
doi:10.1163/157180611X592950