Factors in the Cultural Behavior of Taiwanese Students

4.2.2 Factors in the Cultural Behavior of Taiwanese Students Admiration

Taiwanese students’ over-excited emotions and lack of manners compared with American students are, according to students’ interviews, the results of excessive admiration of Western culture. Like fans seeing their idols, Taiwanese students feel American students are superior to them and are very eager to talk to them. “I think I was too excited when seeing American students” (Peggy, Oct, 2009). Constant compliments on American students’ appearance is not simply a result of inadequate language proficiency; it is also the result of admiration of how American students look. In addition, students from east Taiwan have fewer chances to encounter foreigners; “We nearly have a chance to talk to Americans” (Winnie, Oct, 2009). Thus, when seeing Americans face to face, they acted more dramatically and spoke exaggeratedly. This is related to Taiwanese students’ use of commercial-style language and exclamations to promote and present Taiwanese culture. Feeling

Taiwanese culture is inferior to American culture, Taiwanese students thought they had to persuade American students to come to Taiwan and lacked the confidence when hearing American students’ confirmation that they knew Taiwan and would like to come to Taiwan; “We are such a small country, I don’t think American students would ever bother to com here” (Stephanie, Oct, 2009).

According to Kowner and Wiseman (2003), perception of one’s status as lower than others’ leads to subordinate, timid, considerate, and respectful behavior. Status may also affect the emotional and cognitive state of people as well as their attitude to communication with people. Taiwanese students’ over-polite and humble behaviors in this study may be one of the examples.

Interplay between Confidence and the Lack of Confidence

Taiwanese students’ perception of their own country and culture is contradictory and complex. For example, while the use of Chinese vocabulary to replace English words is frequent and could be accounted for the lack of proficiency in English, this could also be partly due to the fact that the Taiwanese students are very proud of their Chinese language and wish to display it; “I think this century is Chinese’s century, or, why do American students start to learn Chinese?” (Hank, Oct, 2009).

In addition, the lack and the different use of small talk when communicating with the American students resulted in occasional awkward situations. When communicating cross-culturally, research has found that Taiwanese people tend to speak in an outspoken and brusque way, and make few exchanges during the communication process (Hsieh, 2001). Taiwanese students’ direct statements are: You are beautiful”, serves as an opening in a conversation, or “You must come to Taiwan”, as an ending to a conversation. These are all in line with previous studies that Asians seem to communicate in a more direct and rude manner (Hall, 1976; Hall & Hall, 1990; Kalliny, Cruthirds, & Minor, 2006; Vuckovic, 2008). Although this argument

may seem to contradict the concept that Asians carry out conversations in a more implicit, highly context-related, and collectivist (which aims to be harmonious) form (Chang & Holt, 1991; Yum, 1988), it does conform to the revised version of cross-cultural communication categories of Yau (2006). This version believes that the concept of collectivism does not exist in Chinese culture because of the influence of Western culture. Instead, manners of different orders determine the functioning of interpersonal relations (guan-xi) and communication patterns.

The theory of manners of different orders proposed by Fei (1948) compares the evolution of one’s interpersonal relationships to a stone cast into the water that creates ripples closest to the social actor, with different levels of the ripples representing different degrees of obligation and intimacy. According to the theory of manners of different orders, the individual is the self-created center of an ever-augmenting set of relationship circles (Chang & Holt, 1991). According to Fei’s theory, a clear distinction can be drawn between ingroup and outgroup members. Ingroup members are those who focus on caring for each other and helping one another in time of need.

On the other hand, outgroup members are those who focus on the rules of equity and rationality and overlook human feelings (Huang, 1987). It is important to note that these circles are penetrable depending on changes in the relationships between communicators.

From the videotaped observations, Taiwanese students’ relationships with American students are still in the outgroup-relation stage. However, Taiwanese students are eager to “promote” American students’ to the ingroup-relation stage as fast as possible. This eagerness and desire are good-intended because Taiwanese students hoped to show Taiwanese’ hospitality and friendliness. However, if American students do not understand the good intentions behind, they would regard the whole series of statements and questions as inappropriate behaviors lacking good etiquettes.

Lack of Experiences of Cross-Cultural Interaction and Conference Manners Communicating with an American student in person is an exciting event to students in eastern Taiwan. In addition, lack of training in formal conference manners and lack of experiences in participating in formal conferences result in Taiwanese students’ abrupt noises and heated atmosphere. These are all reflected in some observant students’ feedback and reflection. One student wrote that “I found American students were always listening to us attentively and taking notes” (Peggy, Oct, 2009) and “American students never interrupted us, not like us” (Winnie, Oct, 2009). “It seemed that American students were somehow trained before, and I am ashamed that we didn’t display proper manners” (Gary, Oct, 2009).

Overall observations and factors students contributed to are summarized in the following chart.

Table 4.2 Taiwanese Students’ Cultural Behaviors in Videoconferences

Observation Possible Factor

1. Taiwanese students’ over-excited emotions

1. Admiration toward western culture

2. Taiwanese students’ constant use of questions to reassure themselves of American students’ understanding of their introduction of Taiwan

2. Lack of confidence that American students would be really interested in Taiwanese cultures

3. Using commercial-style language and exclamations to promote Taiwanese culture

3. Proud of being a Chinese speaker and desire to teach American students Chinese

4. Using commercial-style language and exclamations to promote Taiwanese culture such as “Wow !” “Delicious!”

“Beautiful!”

4. Proud of being a Chinese speaker and desire to teach American students cultures

Background Factors

1. Lack of experiences in interacting with English speakers 2. Lack of training in conference manners

3. Lack of cultural stimulant

4.3. Special Cases and Strategies Used

Three incidents happened in the videoconferences were worthy of notes.

Incident One: Solo Performance of Chinese Violin

When Amy was observing her group members presenting to American students, she listened quietly and attentively. It seemed that she understood what the group members and the American students were talking about; it was just that she could not reply and respond. In the middle of the presentation, American students asked what music Taiwanese students like and what instrument they usually play in school. Amy is good at playing Chinese violin. She then came up with the idea of playing Chinese violin to American students. She went back to the classroom and brought back her Chinese violin, and she played for almost five minutes in front of the computer screen.

The beautiful Chinese melody and the unique tone of Chinese violin attracted all American students. Without any English, she was one of the most impressive Taiwanese students in American students’ mind.

Amy has poor grades in English classes. Her average score in English is 50. She always ranks last in the mid-term examination. She is quiet in class and is described by her classmate as a very considerate girl This incident suggests that cultural communication and exchange can sometimes be carried out without verbal languages.

People all over the world use music for leisure, pleasure, and entertainment—next to a lot of other more “serious” communicative functions (Fock, 2009). Music is both innocent and indispensable entertainment, and seems immediately acceptable and natural. Amy showed her eagerness to express her promotion of Taiwanese culture to American students; being not so good in speaking English, she definitely found

another way to reveal her friendliness.

Some studies indicated that low language proficiency would result in EFL students’ high anxiety and cause low willingness to communicate (Alemi, Daftarifard

& Pashmforoosh, 2011). However, when interviewed, Amy stated that she wanted to participate in the presentation and the causal chatting very much. “I didn’t know how to cut in the conversation, because for most part I didn’t understand what Americans were talking about. But when American students asked about music, I understood! I felt maybe I can promote Taiwanese cultures through Chinese violin” (Amy, Oct, 2009). Amy further claimed that through this experience, she was motivated to learn to speak and listen to English. She stated that although her English scores would not be improved quickly, she appreciated the opportunity to interact with real English speakers.

Twelve American students, in their e-mails, complimented on Amy’s performance; one wrote:

I was impressed by how that beautiful girl played Chinese violin. It was amazing!

Can she demonstrate to us again next time?

(Eric, Oct, 2009) Incident Two: Impromptu Finger Drama on Moon Festival

One of the Taiwanese students, Winnie, when presenting the origin of Chinese Moon Festival, suddenly had a great idea on the spot. She found using descriptive language was a bit boring to explain Moon Festival, so she came up with the idea of using her own fingers to act out a short drama. Using each finger as one character in the story of Chang e (嫦娥) and Hou Yi (后羿), the American students found the presentation unforgettable and hilarious.

This is another incident showing that cross-cultural communication can be done by not only normal and formal linguistic signal exchange but also informal and

artistic ways. Again, conversations, dialogues, and drama are universal. Winnie’s creativity indeed added spices to the videoconference.

Winnie has always been diligent in English classes. Her English scores in class are average, and she is always considered as a responsible class leader. When being interviewed how she came up with the idea of performing with fingers, Winnie said she didn’t think too much and she just thought that would be helpful in

communication. This conforms to the Byram’s (1998) categorization that there are many components of cross cultural communication, including non-verbal communication, gestures, paralangues, facial expressions, in addition to language it self.

Incident Three: Whole class use hands to demonstrate one vocabulary

When one group is presenting the origin of Moon Festival, elixir was one word that American students did not understand. Because of Taiwanese students’

pronunciation, American students kept showing their bewildered looks. They didn’t understand what Taiwanese students were talking about. The whole class then tried to use body languages and gestures to indicate what elixir is. They moved their hands up to the mouth, acting like drinking something; they then used their fingers extending horizontally, indicating a long life. American students finally got the meaning, and the whole class found it interesting.

This proves again that nonverbal communication is a critical component of human communication. Mcneil (2000) interprets that both verbal and nonverbal communication are under the concept of communication and are inseparable. Most of the Taiwanese students, in the interview, interpreted nonverbal communication in this case as the non-speaking part in communication. The functions of this nonverbal communication are also discussed by other Taiwanese students. One of the interviewee stated that “Sometimes people may have problems communicating by

using the language, and then they need to use body language to help others and themselves understanding and understood” (Elisa, Oct, 2009). One student even said

“Nonverbal behaviors even can be used to reveal emotions. Sometimes the person will not speak his feelings out, but the way he talks or the body language he uses may give out the person’s true feelings” and “we should be taught how to use nonverbal languages to communicate with English speakers (Hank, Oct, 2009).

Stella Ting-Tommey (1987) describes three ways in which culture affects cross-cultural understanding. First, cognitive constraints, in which frames of reference or world views provide a backdrop that all new information is compared to or inserted into. Second, behavior constraints, in which each culture has its own rules about proper behavior which affect verbal and nonverbal communication. Third, emotional constraints, in that some cultures get very emotional when they are debating an issue.

Other cultures may try to be rational or focus on factual aspect. From observer’s view, Taiwanese students indeed tried to compare cultures with American students, displayed behaviors that they themselves think appropriate, and above all, demonstrated much more emotional and dramatic reactions than their American peers.

Also, when it comes to working together effectively on a task, cultures differ with respect to the importance place on establishing relationship early on in the collaboration (Hsieh, 2001). Asian cultures tend to attach more value to developing relationships at the beginning of a shared project and more emphasis on task completion toward the end compared with Americans. Americans tend to focus immediately on the task at hand and let relationships develop as they work on the task.

This does not mean people the two cultures committed less or more to the accomplishing the task, or value relationship more or les; it means they pursue them differently. Thus, Taiwanese students in the study are eager to develop relationship early, either through verbal or nonverbal languages, while American students are more

composed and focused on the task, letting the relationship be developed in the process.

4.4 Taiwanese Students’ Evaluation and Researcher’s Observation Written Feedback

A careful study of the participants’ written feedback is summarized in Table 4.4 (a). The videoconferencing activity received approval from half of the Taiwanese participants (51%), saying that they felt a sense of achievement when the American students listened to their English presentation. One fifth of the Taiwanese students (20%) felt the experience is interesting and exciting. Also, twenty percent of them felt touched by American students’ presentation in that they sometimes tried to speak Chinese. However, there were still two Taiwanese students (5%) who felt very nervous and were under a lot of pressure during the activity.

In terms of culture and language learning, over half of the students (51%) learned to speak with Americans without fear. Not as many as half of them (46%) learned Chinese (home) cultures a great deal. It is surprising that eight students wrote they had learned to communicate with American partners with gestures.

As for the expectation for future technology improvement, most students (39%) hoped that they can talk to one American student one on one, and one third of them hoped that the technology equipment could be improved in both quality and quantity, making their videoconferencing sessions longer and more frequently.

Regarding their own expectation for future self-improvement, almost half of Taiwanese students (49%) found that they need to improve speaking fluency.

Nineteen of them found that they needed to improve their listening comprehension ability. This experience seems to be motivating to them.

Table 4.4 (a)

Results of Post-Activity Written Feedback (Taiwanese Students)

Positive n %

I feel a sense of achievement when the American students listen to me speaking English patiently.

21 51%

The videoconferencing experience is interesting, fresh, and exciting.

8 20%

I felt touched when the American students prepared their presentation in Chinese.

8 20%

The videoconferencing activity is an interactive task that makes us speak to foreigners face to face. It is meaningful.

5 12%

Negative I felt quite nervous and was under pressure in videoconferences. 2 5%

Learning I learned speaking with American students without fear. 21 51%

I learned Chinese cultures a lot. 19 46%

I learned a lot about American cultures. 12 29%

I spent more time on listening, reading, and speaking practice. 10 24%

I learned communicating with American students by gestures. 8 20%

I learned to look for information and write an English manuscript by myself.

7 17%

I learned American students are just like us. 6 15%

I learned the differences between American and Chinese school systems.

5 12%

I learned to use Skype. 4 10%

I learned their hardworking and polite attitude. 3 10%

I learned the world is not so big. 2 5%

I learned how to respond in English quickly. 2 5%

Improvement

I hope in the future I can talk to one American student individually.

16 39%

I hope that the total videoconferencing activities can increase and the time in each session could be prolonged.

12 29%

I hope the school computer can be better in quality and quantity. 12 29%

Self-improvement I found I need to improve my speaking fluency. 20 49%

I found I need to improve my listening ability. 19 46%

I found I need to improve my pronunciation. 13 32%

I found I am too shy to speak in front of Americans. 9 22%

I found I should practice more (for the presentation). 6 15%

I found I should memorize more vocabulary. 5 12%

I found I should learn American colloquial language. 5 12%

I should create an English-speaking environment for myself. 2 5%

Note: N=41

As for American students, the feedbacks were mainly positive (Table 4.4 b).

Almost half of the students (49%) mentioned they had a lot of fun. Furthermore, approximately one third of them (35%) wrote they would like to do it again.

In terms of language/culture learning, American students stated that their largest gain was from festival presentations. They seemed to like those presentations the most and acquired quite a great deal of Chinese cultural festival knowledge. However, it is surprising that American students did not state anything regarding the language

(Chinese) part. It showed that American students were impressed mostly by the cultural interaction, instead of the Chinese/English exchange.

As for the expectation for further improvement, many of American students (37%) mentioned the nervousness and seriousness of Taiwanese students. They thought students here should be more relaxed and have more fun.

It is also surprising that American students did not reveal any negative feelings on the videoconferencing activities. Their teacher suggested that American students were overall overwhelmed by Taiwanese students’ English proficiency (compared to their Chinese proficiency), and thus did not have anything to “complain”. In terms of their own Chinese improvement, American students did not write anything as well.

Their teacher, however, indicated that they worked much harder in their Chinese class after the activities.

Table 4.4 (b)

Results of Post-Activity Written Feedback (American Students)

Positive n %

I had a lot of fun. 15 49

I would like to do it again. 10 35

Learning

The Chinese festivals impressed me the most. 11 36

Improvement

Taiwanese students should be more relaxed. 12 37

The equipment should be improved, especially microphones. 12 37

E-mail contact should be extended even after the

videoconferencing activities. 3 10

Note:N=31

Interview

Language Difficulties and Nervousness

Many students described their speaking difficulties when encountering

unprepared English vocabulary. Some of them claimed that the poor listening ability caused their communication breakdown. Stephanie claimed that “My listening ability is rather poor, and I can not follow quite well what American students were talking about. I am afraid that caused a lot of inconvenience to them” (Stephanie, Oct, 2009).

Cherry further claimed that “I should work on my listening ability and train my speaking ability back at home. I feel my English is not fluent enough” (Cherry, Oct, 2009). Some even said this is a shocking experience for them.

I felt quite shocked how timid and uncomfortable I was when talking to American students. I lacked courage and that made me shy and dared not to say too many things.

I felt my surrounding was not in an English-speaking environment. I don’t speak

I felt my surrounding was not in an English-speaking environment. I don’t speak