Date of Award

1-13-2015

Document Type

Thesis

Degree Name

Master of Arts (MA)

Specialization

Communication and Leadership

School or Department

School of Leadership Studies

First Advisor

Dr. Heather Crandall

Second Advisor

Dr. Giovanni Caputo

Abstract

This thesis assumes that there are some prevalent differences in the intercultural communication experience of both those with a native English speaking background (NESB) and non-native (N-NESB) English speakers associated with campus and community size. This research attempts to unite the communication experiences of international students attending small 2-year campuses within the US, more specifically in southern Wisconsin, with those of undergraduate and graduate students attending 4-year universities of signif icantly larger size. Each student has the right to expect a quality education that minimizes communication misunderstandings due to perceived language deficits, and this is achievable when instructors, staff, and peers respect and value N-NESB student contributions. Misunderstandings are limited through application of Ting-Toomey’s (2005) Face-Negotiation Theory because instructors, staff, and NESB students gain awareness of cultural influences that affect communication. This construct, along with Gudykunst’s (1993) Anxiety/Uncertainty Management (AUM) Theory, was used during classroom observation, and as a basis of gathering self-reports from both NESB and N-NESB students. Instructors and staff observation of NESB and N-NESB students’ communication practices was self-reported, as was their perception of campus training/support in working with a growing international student population. The study results indicate that N-NESB students continually negotiate communication accommodation in similar manners as their counterparts at larger universities, yet there are some variables such as cultural differences in response to conflict that require further investigation.

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