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I. Introduction

First coined in 1958, the concept of “culture shock” has become increasingly used to describe the

challenges people confront when entering an unfamiliar social environment.There are many complex

challenges facing students traveling to other countries to undertake university or other educational

courses, particularly if their home country culture is strikingly different from the host country culture.

It is not surprising that the physical and psychological well-being of students, as well as their academic

performance, can be affected by these adjustment challenges (Ward, Bochner & Furnham, 2001).

These relatively short-term visitors to a new culture, who come for purposes other than permanent

settlement, are likely to experience ‘culture shock’ (Oberg, 1960) resulting from the sudden loss of all

familiar signs and symbols of everyday life, with consequent psychological stress and use of coping

strategies to deal with the stresses encountered.

In this study factors that influence individuals’ adjustment to the host culture will be analysed

including background variables such as the difference between the culture of origin and host culture,

language proficiency, gender, age, education level, status, self-esteem, and prior cross-cultural

experience. In addition, there are situational variables such as length of stay, the information and

support provided, social interaction with host nationals, networking with co-cultural, academic or

professional performance and physical health. Length of stay is an important dimension in the process

of adjustment for individuals such as international students, with discomfort usually reducing as the

new culture becomes more familiar (Adler, 1975; Ward, Okura, Kennedy & Kojima, 1998; Ward &

Rana-Dueba, 2000).

II. What Causes a Culture Shock

Factors regarding unawareness of cross-cultural differences, different values, perceptions, cultural

thought patterns, beliefs can be divided into four categories of cognitive, behavioral, phenomenological
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and socio-psychological factors.

II.1. Cognitive Factor

Cognitive is a term that, broadly, refers to the mental processes of perception,

attention, memory, learning, problem solving and decision making (Eysenck and
Keane, 1990) . Cognitive factors of Culture Shock comes from miss-interpretation of cultural
values, beliefs, behaviours, and norms of the new society. People ineffectively use their own cultures as
the standard for interpreting, judging, and behaving in the new culture . For example:
– collectivist societies (e.g., Mexico, Philippines) tend to place greater value on behavior

promoting in-group interdependence and in-group goals

–individualist societies (e.g., United States, Great Britain) are likely to endorse behaviors related to

independence from the in-group and to individual goals

People from collectivist societies may interpret independence from the in-group, for example, as a

sign of disrespect for the social group. In contrast, those from individualist societies may interpret the

same behavior as a sign of maturity.

II.1.1 Stereotyping and Overgeneralization

Stereo types are usually defined as relatively fixed and oversimplified generalizations about

groups or classes of people. In practice, they generally focus on negative, unfavorable characteristics.

Stereotyping magnifies the differences and gap between people. They have a great power over the

peoples mind and can be a great barrier in communication. Some examples of stereotyping are:The

Polish really are stupid, Americans are rude,Christians are homophobic.

II.2 Behavioral Factor

Culture shock occurs because individuals do not know the systems of rewards and punishment

associated with the verbal and nonverbal behaviors in the host culture. Hand signals, shrugs, head
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movements, etc. are the examples of nonverbal behaviours Behaviors that were positively

reinforced in the home country would elicit negative stimuli in the foreign country. Hand gesture

confusion can be referred to as an example. A same gesture can be considered either appropriate or

inappropriate in different cultures.

II.2.1Conflict of Different Value Systems

The sources of conflict play a critical role in determining appropriate ways to manage it.In order

to solve a conflict one must first determine its source. There are many factors

responsible for a conflict, but cultural differences and misunderstandings seem to

create a major source of conflict. Two major soures of conflicts are comunication

and inner value systems.

II.1.2.1.a Communication as a source of conflict

One source of conflict is communication, which is a complex process whereby people connect

with each other, it is affected by different cultural backgrounds. By communication process, a person

receives information and assigns meaning to words or behavior. For example the question

“What are you working on?” asked someone at work place may be interpreted in

different ways. Some persons may feel embarrassed, controlled by peers who ask

the question. Others may understand the question as an interest in his/her job, a

way of offering help.

II.1.2.1.b Inner value system as a source of conflict

The inner value system is another source which people develop within their
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culture. This value system is often evident in how people greet and address each

other. A young employee of a multicultural company in Southern America had a

conflict with a co-worker concerning the way of addressing. The young woman

used to call her senior colleague ‘auntie’. The latter one way annoyed and asked

her younger co-worker to call her by name. For the young woman, the word

‘auntie’ was a term of respect. Most probably that term reflects the value of age in

her culture. The senior member did not understand the meaning behind the term

‘auntie’ and reacted negatively to it. The young woman could not give up her

value system, so she chose to quit using any names when addressing the senior

member. (Avruch K., Black P., and Scimecca J., 1998)

II.1.3 Phenomenological Factor

Culture shock is a transitional experience from a state of low self-steam and cultural awareness to

a state of high self-steem and cultural awareness. Individuals experience culture shock because they

can notuse their own cultural references to convey and validate central aspects of their identity in the

new culture. For example "politeness" as one of aspect of one's self- identity. social rules for

politeness vary cross-culturally, so a person may not be able to convey and validate this aspect of

self- concept in a different culture in the same way as in their own culture. For more information

refer to:

http://hhs.sagepub.com/cgi/reprint/13/3/69

II.1.4 Socio-psychological Factor

Culture shock relates to individuals' feelings of well-being in the host culture, the social

adjustment component refers to individuals' capacity for effective social interaction with host
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members. It encompasses the psychological and social dimentions.

II.1.4.a Psychological dimension

Psychological dimension of culture shock can be understood in terms of cultural dissimilarities

and of feelings of loneliness in the host country. The greater the dissimilarities between the more

difficulty they will in establishing and maintaining relationship.For example, Australians

in Britain should have an easier time of it than is the case for Australians in
Mainland China.

II.1.4.b Social dimension

Social dimension of culture shock can be explained in terms of Sociolinguistic inappropriateness

which is individuals lacking the appropriate cultural Knowledge about the host country and Strong

cultural identity when individuals having strong cultural identities that would make them less likely to

adapt to the host culture.

III. Stages of Culture Shock

The stages of immigration have been extensively written about and the usual beginning point is to

talk about the culture shock which occurs after immigration. This culture shock follows on directly as a

result of changes which occur to one's value systems - to the new ideas in one's new country. The term

"culture shock" was coined by Kalvero Oberg in a 1954 report published by Bobbs-Merrill, in which 5

distinct stages of culture shock were identified. All people experience the same feelings of strangeness

when traveling to or living in another country and this process has a cause, symptoms and resolution.
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H.D. Brown (2000) also describes four successive stages for acculturation. The first stage is

the period of excitement and euphoria. Then second stage—culture shock—

emerges after which The third stage which is called Anomie, and then The fourth

stage which represents near or full recovery.

III.1. Euphoria

Euphoria is a period of excitement over the newness of the surroundings. It is the initial phase

that students will experience.The differences they notice seem exciting and interesting and they have

high expectations about their future experience.For example, in moving to a new country, an

individual might initially love the new foods, the pace of the life, the people's

habits, the buildings and so on.

III.2. Culture Shock

This term refers to phenomena ranging from mild irritability to deep psychological panic and

crisis. persons undergoing culture shock view their new world with resentment and alternate between

being angry at others for not understanding them and being filled with self-pity.

III.2.a Symptoms of culture Shock

the symptoms of culture shock often present themselves gradually and may

not begin until after one spends some time in the new environment. Just like cold

symptoms, signs of culture shock can be mistaken for other problems or concerns.
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Oberg (1960) creates an exhaustive symptoms list, including excessive hand washing, excessive

concern over water and food safety, fear of physical contact with ‘natives’, a feeling of helplessness

and dependence on long-term residents of one’s own nationality, anger over delays

and otherwise minor frustrations, excessive fear of being robbed or injured, concern over minor pains

and cuts and abrasions. Finally, he describes that

terrible longing to be back home, to be able to have a good cup of coffee and
a piece of apple pie, to visit one’s relative, and, in general, to talk to people
who really make sense.

III.3. Anomie

This is a stage of gradual recovery. This stage is typified by what is called “ culture stress”. Some

problems of acculturation are solved while others continue for some time. As individuals begin to

accept the differences in thinking and feeling that surround them, they slowly become more empathic

with other persons in the second culture. Anomie might be described as a feeling of homelessness,

where one feels neither bound firmly to one's native culture nor fully adopted to the second culture.

III.4. Assimilation or adaptation

This forth stage represents near or full recovery as shown by acceptance of the new culture and
self-confidence in the new person who has developed in this culture. This Phase brings with it the
feeling of self-assurance and more complete understanding. Students will be able to value the
differences and similarities between their own culture and that of the host country and they will feel
confident about handling most or all situations.

IV. A Cross-cultural Communication Perspective of a Culture Shock

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Cross-cultural communication refers to communication between people of different cultural

backgrounds. Then what really happens when people from two different cultures come into contact

with each other? Based on Porter and Samovar's

model of intercultural communication (1985: 21)

unsuccessful cross-cultural communication

resulting in cultural transmission and diffusion

unsuccessful one ending in misunderstanding or

even breakdown in communication.

IV.1 Cultural transmission and diffusion

Culture is transmitted through learning rather than genetically and cultural universals make cross-

cultural communication possible. Cultural traits can diffuse from one group to another. Two biological

species cannot share their genetically transmitted means of adaptation. However, two cultures can share

cultural experiences and means of adaptation through borrowing or diffusion. “Culture is contagious”.

It means that customs, beliefs, tools, techniques, folktales, language to another.” ( Newmark, 1988)

ornaments and so on may diffuse from one people or religion to another. Especially nowadays, culture

is becoming more diffused under the influence of movies, television and radio programs, popular

songs, newspapers and magazines, VCD, DVD, Internet, etc. This can be reflected in language. “When

cultures come into contact, words are often borrowed from one another. For example many Turkish

words and expressions are borrowed from English and vice versa.From English to Turkish words like:

Sempatik, pozitif, literatür, kompozisyon, TOEFL,... and From Turkish to English words like: Baklava,

bayram, bektashi, kalpak, lavash, yoghurt, bridge, tulip....

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IV.2 Cultural blank

Due to the dissimilarities between two culture-languages,some words or expressions in one

culture-language cannot find corresponding equivalents in another culture-language. There comes

“lexical gap” or “cultural blank”. Cultural blank is a natural phenomenon resulting from the different

life experiences, different world views and different languages in different cultures. For example the

distinction between a tight fit versus a loose fit is marked in Korean but not in English. A cap on a pen

would be a tight fit relationship, while a pen on a table would be a loose fit relationship. English does

not mark this distinction in the same way, instead emphasizing the “containment” versus “support”

relationship, for example: the coffee is in the mug or the mug is on the table." Example has been

obtained from:

http://www.sciencentral.com/articles/view.php3?type=article&article_id=218392324

Japanese, for example, has a word for blue (aoi), and a word for green (midori), but uses "aoi" in many

situations where we'd use "green." Stoplights, greengrocers, and a sick person's skin are all aoi.

Japanese people don't perceive color differently, they're really just using an earlier form of color

descriptions that at their most primitive are "warm" and "cold." Examples have been taken from :

http://tokyo360.net/?p=94

IV.3 Cultural Bump and Cultural shock

Cultural bump occurs when an individual from one culture finds himself or herself in a different,

strange, or uncomfortable situation when interacting with persons of a different culture. This

phenomenon results from a difference in the way people from one culture behave in a particular

situation from people in another culture.” (Valdes, 1986: 171). For example, when a Japanese and an

American meet, Ameican tend to hand shake while the Japanese tend to bow.
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Cultural shock is a common experience for a person learning a second language in a second

culture. According to H. D. Brown, cultural shock refers to phenomena ranging from mild irritability to

deep psychological panic and crisis. Cultural shock is associated with feelings in the learner of

estrangement, anger, hostility, indecision, frustration, helplessness, unhappiness, sadness, loneliness,

terror, homesickness, and even physical illness that accompany working in an alien society.

IV.4 Cultural Breakdown

Communication breakdown refers to the fact that the normal flow of communication is disrupted

in some way, in which a decoder has failed to grasp the encoder’s message resulting from

misunderstanding or non-understanding. A joke will not provide laughter, smiling and a friendly

gesture may be treated as a threat whereas a sensible and serious question brings in uncomprehending

silence. For example, the famous high-quality Chinese product battery was rejected by the British

customers when it was translated into “white elephant” battery and exported to Britain.

V. How to deal with culture shock

The obviously approach to coping with the discomfort that comes from culture shock is to become
familiar with the norms that govern daily living in the new culture. It is obvioce that if one can not cope
with the cultureshock it leads to a frustration and discomfort and finaly to a cultural disease. Thats why
many students return to their home countries due to the unbearable discomfort they experience.

V.1. Implication for Cross- Cultural Communication

It has been said that “the barriers to communication caused by perceptual variance can best be
lowered by a knowledge and understanding of cultural factors that are subject to variance, coupled with
an honest and sincere desire to communicate successfully across cultural boundaries.” (Porter and
Samovar 1972)
Therefore, it is important for people to understand clearly the process of communication and to know
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the sources of cross-cultural conflict. To have an effective cross-cultural comunication one should:

1. Be aware of one's own cultural behavior

2. Be aware of the cultural behavior of others
3. Be able to explain one's cultural standpoint
4. Avoid negative attitudes like: misinterpretations, Ethnocentrism, Stereotyping/overgeneralization

V.2.Implication For English language Teaching

Language is the basic means of communication among members of a

culture and the most visible reflection of the culture. So foriegn language learning

is often forien culture learning. Learning a second language-culture involves a

reorientation of a person’s worldview, self-identity, and his systems of thinking,

acting, feeling and communicating from one culture to another. To have an

effective teaching program :

1.Teacher should notice the importance of incorporating cultural factors in ELT lessons
2. Provide students with both linguistic as well as culture awareness. Attach importance to both target
language and culture teaching equally
3. Develop students' communicative competence
4. Provide students with knowledge of different target cultures
5. Sensitize learners to expect cross-cultural differences in the linguistics realizations of politeness and
truthfulness
6. Take theteaching of language beyond the realms of mere training and make it truly educational
7. Teach students to be more aware of conventional behaviour in common situations in the target
culture
8. Integrate cultural awareness with language materials and methodology
9.Syllabus design should focus on culture- related topics
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VI. Conclusion

As a result, culture is all-encompassing and greatly influences our social behaviors and language.

Learning a second language-culture involves a reorientation of a person’s worldview, self-identity, and

his systems of thinking, acting, feeling and communicating from one culture to another. A person who

is unable to reorient himself in the new cultural environment may experience culture shock. The degree

of culture shock is different from one person to the other. The stages of culture shock described above

are in no way complete or universal. In addition, the duration and extent to which one is immersed in a

new environment influences the degree to which culture shock occurs. According to a study carried out

in Colombia Business School on January 2008 by International student orientation, 38% of the

International students who now in their second year have encountered the symptoms of culture shock,

26% said that their shock was over in less than one month, 24% between one and two months, 27%

between two and three months, 11% between 5 to 6 months and 12% more than six months. Fishel

(2009).

In sum, Student should learn neither to resist the culture in which he finds himself nor surrender
to it. What he needs to do is fight or grope or inch his way toward a new and flexible personality, a
personality that retains its own cultural identity but recognises the right of members of other cultures to
retain theirs.If that new personality can help him toward a better understanding of himself and of
others, if it can enable him to communicate easily and convey warmth and understanding and good will
across the culture barriers, then the pain of culture shock will have served its purpose, and the
recovered victim will truly have the best of two worlds.
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