Running head: EFFECTIVE INTERNATIONAL COMMUNICATION METHODS

Effective International Communication Methods: Collaboration among Campus Communities.

Chuande Ye
ENGL 106I
Argumentative Paper
Kyongson Park
April 26, 2015
Purdue University

Authors Note
Chuande Ye is a freshman student at College of Liberal Arts, Purdue University.
Correspondence concerning this article should be addressed to Chuande Ye.
This project is supported by Kyongson Park and Jon Harrell
The College of Liberal Arts, Purdue University, West Lafayette, IN 47907
Contact: ye131@purdue.edu

EFFECTIVE INTERNATIONAL COMMUNICATION METHODS

Abstract
My topic is about finding effective international communication methods on American
campus. Through my primary and secondary studies, I argue that interacting with domestic
students, learning American culture and improving English language skill are three effective
methods for international students to communicate with domestic students, which is supported
by my RA Jon Harrell (Personal communication, March 1, 2015), Zimmermann (1995), Wang,
Sun, and Liu (2010) and Elisabeth (2012). Meanwhile, I also argue that domestic students should
be more patient and learn international communication skills while communicate with
international students. This argument is supposed by Indiana Universitys (2012) research. As
Eliana (2014) and Megans (2014) articles point out, I also introduce Universitys integrated
program as an effective international communication method on American campus. All in all, I
argue that collaboration among campus communities is the key to achieve effective international
communication on American campus.
Keywords: International communication, American campus, Campus communities,
Collaboration.

EFFECTIVE INTERNATIONAL COMMUNICATION METHODS

Introduction

According to Purdue Universitys report, Purdue had 9,998 international students in the
2013-14 academic year. It is import to ensure that this huge international student group is able to
communicate with local students efficiently. Oftentimes there are so many barriers like
difference in culture, personality, and language to influence effective communication. Those
barriers are likely to make misunderstanding and prevent international students from
communicating with American students. Also, it may cause some negative impacts on their study
if they lack effective methods to communicate with American Students. For example, they can
hardly join the class discussing workshop or teamwork. I decided to conduct a research, in order
to find some effective ways for our international students to communicate with domestic students
and boost intercultural communication. In the research process, I conducted an interview with
my RA (Resident Assistant) Jon Harrell and read 6 references to collect resources and references.
The interview report and those references both support my argument that collaboration among
campus communities is the key to achieve effective international communication on American
campus.
Effective Methods
The interview with my RA Jon Harrell was really impressive. He gave me many new
thoughts and this interview guided my following research. He stressed that communication is
based on the interactive, so the most effective method to communicate with American students is
to interact with them like joining their activities and playing with them. In addition, finding
someone with same interests with you and join their club or community is another effective
method to make connect with American students. Moreover, both international students and
American student should avoid passive attitude like afraid or unwilling to join intercultural
communication. This interview supports one of my argument that interacting with domestic

EFFECTIVE INTERNATIONAL COMMUNICATION METHODS

students is an effective international communication method on American campus. This

argument is supported by Zimmermanns (1995) research.
Zimmermann (1995) shows international students adaption process on an American
campus. This research paper mainly talks about international students adaption progress and
international students aspect and ability in international communication. This papers research
shows that one of the most important method for international students to communicate with
domestic students is joining American students activities like joining clubs or organizations to
communicate with them. It supports and conforms to one of my argument that The most
effective way to communicate with American students is to interact with them like joining their
activities and playing with them.
While Zimmermanns paper focuses on how the culture difference influence international
communication. Wang, Sun, and Liu (2010) are more concern with the linguistic part. Their
research paper focuses on the communication between Chinese graduate students and American
advisors in an American university. It shows that sometimes both international students and
native speakers are feel anxious and unconfutable during communicate process. Moreover,
Graduate students English ability has more influence that their Culture-related behavior
patterns. (Wang, Sun, &Liu, 2010, p. 217). It points out students English abilitys influence to
the international communication and supports my argument that improving English language
skill is an effective method to improve international students international communicational
ability.
Unlike those two papers I mentioned before, Indiana Universitys (2012) research is
more focuses on the specific skills in international communication. Its website provides some
skills for domestic students and faculties to communicate with international students like Learn

EFFECTIVE INTERNATIONAL COMMUNICATION METHODS

names, Listen, and Limit use of unclear languages. It provides American students thoughts about
international communication and their opinion about effective methods in intercultural
communication. Supported by this article, I argue that domestic students should be more patient
and learn international communication skills while communicate with international students.
Like Zimmermanns research, Elisabeths (2012) research also focuses on the culture
barriers in international communication. Elisabeth conducts a research to find Factors
Influencing Intercultural Friendship Formation. This study finds that Home and the host regions
are significant factors influencing the number of American friends international students make as
well as their satisfaction with these friendships. (Elisabeth, 2012, P. 309). The article also
shows that the most common reasons why students attribute their friendship difficulties to
Americans or to U.S. culture are superficiality (32 %) and not being open-minded or interested in
other cultures (25 %).(Elisabeth, 2012, P. 309). Also, 46 percent students think that the internal
factor such as low language proficiency or shyness are the causes of their difficulty to find
American friend. The percentage among East Asian student is much higher- it reached 78%. It
shows the cultural differences significant negative impact on the international communication.
While those articles are focus on individual international students. Eliana (2014) and
Megans (2014) articles are focus on the university level. Elianas article shows how Purdue
developing program to better integrate international students while her colleague Megan gives
more concern about how 'PLaCE' program breaks down language barriers. Those two articles are
both from The Exponent. Both articles are talk about the Purdue Language and Cultural
Exchange (PLaCE) program. In this program, Students will be introduced to American society
with a humanities-based twist: They will learn about art, literature, music, pop culture and the
global influence of English. (Eliana, 2014, pp. 1A). It also provides founding to expand ENGL

EFFECTIVE INTERNATIONAL COMMUNICATION METHODS

106I class. Those two articles shows Purdues efforts to improve intercultural communication on
its on campus and shows university leaderships ideas about best way to boost international
communication- cultural communicate and exchange. It supports my argument that Universitys
integrated program is an effective international communication method on American campus
Conclusion
All in all, by conducting this research project, I argue that that interacting with domestic
students, learning American culture and improving English language skill are three effective
methods for international students to communicate with domestic students, which is supported
by my RA Jon Harrell (Personal communication, March 1, 2015), Zimmermann (1995), Wang,
Sun, and Liu (2010) and Elisabeth (2012). While international students are taking their own role,
as my RA Jon Harrell (March 1, 2015) and Indiana Universitys (2012) research point out,
domestic students also should be more patient and learn international communication skills while
communicate with international students. Finally, I argue that Universitys integrated program is
an effective international communication method on American campus. In brief, collaboration
among campus communities is the key to achieve effective international communication on
American campus. Since now we know those effective international communication methods, we
can boost international communication on American campus in the future.

EFFECTIVE INTERNATIONAL COMMUNICATION METHODS

References
Eliana, Y. (2014). Program created to make Purdue a 'PLaCE' that breaks down language
barriers. The exponent, pp. 1A
Gareis, E. (2012). Intercultural friendship: Effects of home and host region. Journal of
international and intercultural communication, 5(4), 309-328
Harrell, J. (2015, March 1). Personal interview.
Indiana University [IU]. (2015, March 30). Communicating with Culturally Diverse Students.
Retrieved from http://citl.indiana.edu/files/pdf/communicating_diversity.pdf
Megan, T. (2014). Purdue developing program to better integrate international students. The
exponent, pp. 1A
Wang, S., Sun, X., & Liu, C. (2010). Intercultural analysis of communication anxieties
encountered by international students in the United States. Intercultural Communication
Studies, 19(2), 217-234
Zimmermann, S. (1995). Perceptions of intercultural communication competence and
international student adaptation to an American campus. Communication Education,
44(4), 321-335.
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