The Language‐Culture Connection in International Business
Bibliographic Data
| ID | 8936375 |
|---|---|
| Authors | Brian L Block (0000-0002-0779-1170, University of Auckland, corresponding author), Brian Block |
| Year | 1996 |
| Volume | 29 |
| Issue | 1 |
| Pages | 27-36 |
| Publication date | 1996-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1944-9720.1996.tb00840.x |
| OpenAlex | W2003164975 |
| Language | EN |
| References cited | 10 |
This article examines the linkage between language and culture within the context of international business. Much has been written relatively independently on language and on culture in international business, but not on the relationship between the two. The overall significance of language in business is considered, after which the nature and strength of the links between language and culture are discussed. Intracultural homogeneity (uniformity within a particular cultural group) and “context” or background are analyzed in terms of language capabilities. The shortcomings of translation and consequent importance of language skills as a means of facilitating acceptance and minimizing resentment of foreign direct investment are additional relevant issues. Finally, attention is paid to certain exceptions to the normally inextricable culture‐language nexus and the danger of separating the two in training and learning situations
Comprehension approach · Context (archaeology · Foreign language · International business · Language education · Language industry · Linguistics · Nexus (standard · Pedagogy · Political science · Resentment · Sociology · Computer Science · EFL/ESL Teaching and Learning · History · Law · Psychology · Second Language Learning and Teaching
Principles and practice in second language acquisition
Teacher's handbook
The Learner-Centred Curriculum
Another Look at Yes/No Questions
Consciousness-Raising and the Second Language Learner1
Krashen's Monitor and Occam's Razar
Making It Happen
Grammar Teaching for the Acquisition‐Rich Classroom
The Monitor Model
| Highly cited | No |
|---|