This chapter defines professional communication in intercultural contexts. It presents a workable model of culture, connects that model to rhetoric, and provides a method to analyze rhetorics and cultures in intercultural contexts. It also contextualizes the model of intercultural rhetorical research in prevailing paradigms of rhetoric and professional communication, strongly criticizing the lo...

The paper discusses an original research project in the area of education and cross-cultural rhetoric on the use of persuasive digital technologies to enable intercultural competencies among students and teachers across globally-distributed teams. The paper outlines the methodology for the research, including the use of video conferences, collaborative blogs, a project wiki, webforums, and Goog...

The purpose of the present study was to explore the effectiveness of raising Iranian learners’ pragmatic awareness of intercultural rhetoric in enhancing their L2 writing ability, complexity, and accuracy. To this end, two 25-member groups of EFL learners who were taking Basic Writing course at Islamic Azad University, Roudehen Branch, were selected based on their performance on a language prof...

the purpose of the present study was to explore the effectiveness of raising iranian learners’ pragmatic awareness of intercultural rhetoric in enhancing their l2 writing ability, as well as their written complexity and accuracy. to this end, two 25-member groups of efl learners who were taking basic writing course at islamic azad university, roudehen branch, were selected based on their perfor...

As individuals launch themselves into cyberspace via networked technologies, they must navigate more than just the human-computer interface. The rhetoric of the “global village”—a utopian vision of a harmonious multicultural virtual world—has tended to overlook the messier and potentially much more problematic social interfaces of cyberspace: the interface of the individual with cyberculture (M...

One of the distinguishing features of advanced-level L2 learners is that they can “direct their writing to specific audiences, and they demonstrate an ability to alter style, tone, and format according to the specific requirements of the discourse” (American Council on the Teaching of Foreign Languages, 2001, p. 2) and use “language flexibly and effectively for social purposes, including emotio...