Cross- cultural Communication This page intentionally left blank

True/false exercises
True/false exercises are a straightforward but effective way of checking lev-
els of knowledge of other cultures either at the beginning of a course or as 
quick revision exercises. The alternatives (true or false) are selected by the 
students. A typical example is given below, which could, of course, be fur-
ther expanded.
German culture
It is unusual for Germans to use first names early in a business relationship 
T/F
It is usual for Germans to shake hands when first meeting 
T/F
It is usual for Germans to interrupt and ‘talk over’ in a conversation 
T/F
Germans begin a business meeting presentation with jokes and humour 
T/F
Germans are good listeners 
T/F
Japanese culture
White flowers in Japan are given at funerals 
T/F
Number four is considered lucky in Japan 
T/F
Japanese attach more importance to written contracts than verbal agreements T/F
Japanese often send money to bereaved friends as an expression of sympathy T/F
The typical Japanese company regards market share as more important than profit T/F

---

Teaching Cross- Cultural Communication 287
Cultural values checklists
Cultural values checklists can be used to advantage when asking students 
to mark their responses as to how they see their own culture and, using a 
separate form of marking, how they see the foreign culture. A further exer-
cise can be for them to compare their answers to the same checklist after 
they have been living and working in the foreign culture for a short period 
of time to see whether they have changed or modified their original replies. 
Tomalin and Nicks (2010) suggest a ten-point checklist (see Figure 14.2).
The simple exercise below consists of 15 cultural values. Students are 
required to circle the ones they select from the range of the nine points, 
with marking in the middle showing no particular preference for either.
1. STATUS, TITLE
Important for reasons other than merit 
Earned by merit
(i.e. 
hereditary)
* * * * * * * * *
2. ATTITUDE TO TIME
 Mañana attitude 
Every moment counts
* * * * * * * * *
3. CHILD REARING
Strict reliance on control, 
Permissive, reliance
rewards and punishments 
on child responsibility
* * * * * * * * *
4. PROBLEM SOLVING
Rational, logical approach 
Instinctive, impulsive
* * * * * * * * *
5. INDIVIDUALISM/COLLECTIVISM
Very 
individual 
Group-minded
* * * * * * * * *
6. FAMILY
Strong, first loyalty 
Other relationships are as 
important
* * * * * * * * *
7. PRIVACY
Highly valued, wide personal space 
Less important, prefer a crowd
* * * * * * * * *

---

288 Cross-Cultural Communication
8. WOMEN
Inferior to men in status in society 
Superior to men in status in 
society
* * * * * * * * *
9. WORK
Work to live 
Live to work
* * * * * * * * *
10. MATERIAL OBJECTS
Of great value 
Of less value
* * * * * * * * *
11. RELATIONSHIP WITH ELDERS
Honour, respect, deference 
Of less importance, disregarded
* * * * * * * * *
12. THE ENVIRONMENT
Can be controlled by man 
Beyond man’s control
* * * * * * * * *
13. COMMUNICATION STYLE
Polite, 
indirect 
Frank, 
open, 
direct
* * * * * * * * *
14. TIME
Mainly 
monochronic 
Mainly 
polychronic
* * * * * * * * *
15. RELIGION
An essential part of life 
Less important
* * * * * * * * *