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Perceptions of Effective Communication in the United States and Japan

Junko Tominaga & William B. Gudykunst*

Hiroshi Ota
Aichi Shukutoku University

Paper presented at the annual meeting of the International Communication Association,

*Corresponding Author: William B. Gudykunst

Abstract
The purpose of this study was to examine perceptions of effective communication in the United States
and Japan using thematic analysis. Seven themes were isolated in the United States: (1)
understanding, (2) compatibility, (3) displaying positive behavior, (4) smoothness of communication,
(5) positive outcomes, (6) positive nonverbal communication, and (7) adapting messages. Nine
themes were isolated in Japan: (1) compatibility, (2) appropriateness, (3) relations between
communicators, (4) positive outcomes, (5) smoothness of communication, (6) displaying positive
behavior, (7) understanding, (8) positive nonverbal communication, and (9) clarity. None of the
themes in either culture are relationship or gender specific. The labels for several themes are similar
across cultures, but the content of the themes tend to be different. Perceptions of effective
communication appear to be outcome-based and individual-focused in the United States, and process-
based and relationship-focused in Japan.

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 Hall (1976) argues that communication varies across cultures based on the importance placed on context
in attributing meaning. He argues that low-context communication involves messages where "the mass of
information [needed to attribute meaning] is vested in the explicit code" (p. 70). High-context communication,
in contrast, involves messages where "most of the information [needed to attribute meaning] is either in the
physical context or internalized in the person, while very little is in the coded, explicit, transmitted part of the
message (p. 79). Stated differently, low-context communication involves using direct and explicit messages,
and high-context communication involves using indirect and implicit messages in interactions. Gudykunst and
Ting-Toomey (1988) argue that low-context communication is emphasized in individualistic cultures (e.g.,
cultures in which individuals take precedence over ingroups; Triandis, 1995) and high-context communication is
emphasized in collectivistic cultures (e.g., cultures in which ingroups take precedence over individuals;
Triandis, 1995). Individualism-collectivism influences whether individuals tend to view themselves as
independent and autonomous or interdependent with others (Markus & Kitayama, 1991).
If people in a culture communicate directly and explicitly or indirectly and implicitly, there should be
differences in what they have to do to communicate effectively and what they perceive to be effective
communication. Hall (1976) argues that the United States culture emphasizes low-context communication and
the Japanese culture emphasizes high-context communication (also see Okabe, 1983). What is perceived to be
effective communication in the United States and Japan should differ because of the differences in the relative
emphases on low- and high-context communication and the different emphases on viewing individuals as
independent or interdependent. These cultural differences should influence how Japanese and U.S. Americans
view competent and effective communication. To date, however, there is no research comparing what
constitutes effective communication in the United States and Japan (or any other individualistic and
collectivistic cultures). Our purpose, therefore, was to compare perceptions of effective communication in the
two cultures.
Competence and Effectiveness in the United States and Japan
Competence and effectiveness are related closely. Spitzberg and Cupach (1984), for example, maintain
that effectiveness is one component of competence. They isolate two general approaches to the study of
competence: outcome-focused approaches and message-focused approaches. The main concern in the outcome-
focused approaches is that outcomes are achieved effectively. There are three outcome-focused approaches:
fundamental, social, and interpersonal competence. Fundamental competence refers to “the ability to achieve
desired outcomes” (p. 35). Social competence is the ability to facilitate “the normatively and socially accepted
behaviors” (p. 68). Interpersonal competence is defined as “the ability of communicators to accomplish tasks
successfully” (p. 53). The message-focused approaches include linguistic, communicative, and relational
competence. Linguistic competence is “the knowledge of rules underlying the use of language” (p. 59).
Communicative competence refers to “the ability to adapt messages appropriately to the interaction context” (p.
63). Relational competence is the ability to achieve goals and communication skills in the context of a
relationship.
Spitzberg and Cupach (1984) emphasize the importance of relational competence in the study of
communication. Relational competence involves the appropriateness and the effectiveness of communication.
Appropriateness refers to understanding and following social norms or rules, and effectiveness refers to
achieving goals or objectives in interactions. The focus is on individiuals’ perceptions of competence in their
relationships and the contexts in which their communication occurs. Spitzberg and Cupach (1984) argue that
competent communicators are perceived to be motivated to communicate, knowledgeable about how to
communicate, capable of utilizing their knowledge, sensitive to the communication context, and capable of
achieving outcomes in their communication interactions.
Wiemann and Bradac (1989) isolate two approaches to the study of competence: structuralist and
functionalist. The structuralists are concerned with effectiveness of communication whether others comprehend
individuals’ intentions and whether communication seems coherent (e.g., Sanders & Martin, 1975). Although
the functionalists also are concerned with effectiveness, their focus is on individuals’ attempts to achieve
intended consequences such as attitude change, relational satisfaction, and harmony (e.g., Bowers, 1963).

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 Parks (1994) defines communication competence as "the degree to which individuals satisfy and
perceive that they have satisfied their goals within the limits of a given social situation without jeopardizing
their ability or opportunity to pursue their other subjectively more important goals" (p. 595). He argues that
control, adaptation, and collaboration are general themes associated with communication competence.
As indicated earlier, effectiveness is one of the components of competence. One of the major
approaches to communication effectiveness is coorientation theory (e.g., McLeod & Chaffee, 1972; Newcomb,
1953). This theory suggests that communicative behaviors are influenced by “coorientation (simultaneous
orientations)” between communicators (Kim, 1986). “Simultaneous orientations” refer to communicators’
perceptions that occur simultaneously toward an object (Kim, 1986). Coorientation theory is based on the
assumption that the essential function of communication is information exchange rather than persuasion (Kim,
1986). Effective communication in coorientation theory involves understanding and accuracy (Kim, 1986).
Understanding refers the degree of similarity between communicators’ perceptions (e.g., orientations) toward an
object (McLeod & Chaffee, 1972). Accuracy refers the degree of similarity between senders’ perception toward
an object and what listeners think their perception are, or vice versa (McLeod & Chaffee, 1972).
Basic communication fidelity is another approach to effective communication. Basic communication
fidelity is “the degree of congruence between the cognitions of two or more individuals following a
communication event” (Powers & Lowry, 1984, p. 58). In other words, basic communication fidelity deals with
the similarity between individuals’ perceptions toward an object. This corresponds to understanding in
coorientation theory. The concern of basic communication fidelity is about the elements that influence
congruency between the communicators rather than appropriateness or accuracy of communicators’ cognitions
(Powers & Lowry, 1984). Similarly, Kincaid (1988) defines mutual understanding, one of the cental constructs
of convergence theory, as "a state in which two or more individuals share to some degree a similar interpretation
of information that they have shared" (p. 284).
Another approach to effectiveness is anxiety/uncertainty management (AUM) theory (Gudykunst,
1995). Gudykunst points out that communicators need to manage their uncertainty (e.g., individuals’ inability to
predict others’ behavior) and anxiety (e.g., feeling uneasy about what might happen) for effective
communication to occur. Effective communication involves minimizing misunderstandings in AUM theory.
This conceptualization corresponds to understanding in coorientation theory and mutual understanding in
convergence theory. Gudykunst argues that individuals need to maintain their uncertainty and anxiety between
their minimum and maximum thresholds in order to communicate effectively, because too much or too little
uncertainty and anxiety may lead to misunderstandings. In other words, anxiety and uncertainty that is above
individuals’ maximum thresholds or that is below their minimum thresholds prevent them from communicating
effectively. Gudykunst also suggests that effective communication is facilitated when individuals are mindful
(e.g., consciously aware) of their communication. Gudykunst and Nishida (2001) found that managing anxiety
and uncertainty predict perceived effectiveness of communication in ingroup and outgroup relationships in the
United States and Japan. They point out, however, that their results may be due to conceptualizing effective
communication as minimizing understanding.
Spitzburg and Cupach’s (1984) view of competence as involving effectiveness and appropriateness is
utilized by Japanese researchers (e.g., Miyahara, 1999; Takai, 1994, 1996; Takai & Ota, 1994). Japanese
researchers maintain that both effectiveness (e.g., achieving goals/objectives in interactions) and appropriateness
(e.g., following social rules/norms) are essential to understanding Japanese interpersonal competence.
Individuals are not perceived as competent when they fulfill their goals by violating social rules or when they
follow the social norms but fail to accomplish their objectives in Japan.
When translating concepts, Japanese researchers try to accurately translate Western-developed concepts
and scales into Japanese (Takai, 1994). There is no word for competence, however, in Japanese. Japanese
researchers, therefore, use conpitensu (“competence” written in katakana to indicate a foreign word) when
conducting research in Japanese (e.g., Takai, 1994, 1996). Japanese researchers, in contrast, have translated
“effectiveness” into Japanese as kouka.

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 Japanese researchers contend that there are problems in utilizing the Western-developed (e.g.,
individualistic) perspectives on competence when studying Japanese (e.g., collectivistic) interpersonal
competence (e.g., Miyahara, 1999; Takai, 1994, 1996; Takai & Ota, 1994). They argue interpersonal
competence is influenced by culture, especially the appropriateness of communication behavior because
appropriateness involves the “adherence to social rules or norms” (Westmyer, DiCioccio, & Rubin, 1998, p. 30).
Communication rules and social norms are culture specific because they tell individuals how they should or
should not behave and guide their behaviors in specific situations (Edgerton, 1985).
Lebra (1976) argues that wa (e.g., harmony) is an important concept in understanding Japanese
behavior. Wa refers to “the quality of human relationships and involves cooperation, trust, sharing, and
warmth, based on a caring attitude toward others” (Hall & Hall, 1987, p. 78). Fitting-in with other ingroup
members is important in collectivistic cultures where interdependence with ingroup members is emphasized
(Markus & Kitayama, 1991). The importance of maintaining ingroup harmony is a major component of
practical interaction goals in Japanese communication (Okabe, 1983). Japanese communication outcomes
involve practical goals which change depending on the situation, but preserving relationships (e.g., maintaining
group harmony) is important across situations. Competent Japanese communicators, therefore, are those who
are capable of achieving their goals without hurting their relationships with ingroup members.
Wada (1991) argues that nonverbal aspects of behavior are important components of interpersonal
competence in Japan. He isolated two dimensions of the nonverbal aspects of competence: nonverbal
expresionlessness and control, and nonverbal sensitivity. The former refers to controlling and suppressing
nonverbal expressions, and the latter refers to the skills that enable individuals to understand others through
observation and inference.
Takai and Ota (1994) isolated five factors of Japanese interpersonal competence: perceptive ability, self-
restraint, hierarchical relationship management, interpersonal sensitivity and tolerance for ambiguity.
Perceptive ability is related to Japanese high-context communication; it is the ability to communicate using
implicit messages. Self-restraint is related to maintaining group harmony in the Japanese culture. Hierarchical
relationship management deals with adapting communication based on where individuals are in the status
hierarchy (e.g., communicate politely to superiors). Interpersonal sensitivity is concerned with sensitivity to
others’ indirect messages. Tolerance for ambiguity is concerned with the ability to deal with ambiguity in
interactions.
Miyahara (1995) examined the use of competent communication strategies in potentially conflict
situation in Japan. He found that Japanese college students would be straight-forward and preserve others’ face
when quitting a part-time job; and emphasize clarity, honesty, frankness, and sympathy when turning down a
request from a long-standing friend wanting to borrow money. These results suggests that Japanese use direct
communication strategies, but the situation influences whether they are perceived as competent.
As indicated earlier, the purpose of the present research is to examine perceptions of effective
communication in the United States and Japan. In the United States, it is assumed that effective communication
tends to be individual-focused due to the individualistic values. Communicating directly and clearly in
interactions are assumed to be effective in the United States because of the predominant use of low-context
communication. Being indirect and ambiguous in interactions, in contrast, may be viewed as ineffective. U.S.
Americans have greater tolerance of deviant behaviors than Japanese (Hofstede, 1980). Following social rules
and norms in communicating, therefore, are not as important in the United States as in Japan (Edgerton, 1985).
This leads to the assumption that effective communication in the United States (e.g., Kincaid, 1988; McLeod &
Chaffee, 1972) may not depend on following social rules and norms. Approaches to communication
effectiveness in the United States suggest that understanding is an important part of effective communication.
It, therefore, is assumed that achieving understandings is viewed as effective.
In Japan, it is assumed that being indirect and ambiguous in communication interaction is effective
because of the predominant use of high-context communication in Japan. Following social rules and norms,
therefore, is important in interactions in Japan (Edgerton, 1985). This implies that Japanese effective
communication may be based on following Japanese social rules and norms. Japanese researchers also argue

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that preserving wa (e.g., harmony) is a major focus in communication interactions in Japan (e.g., Miyahara,
1990; Okabe, 1983; Takai, 1994, 1996; Takai & Ota, 1994). This suggests that Japanese effective
communication involves maintaining harmony in ingroup relationships.

Methods
Respondents
Participants were 152 U.S. American college students (59 males, 90 females, and three unidentified)
from a moderate-size university in the western United States, and 111 Japanese college students (48 males, 54
females, and nine unidentified) from a moderate-size university in Japan. The average age of the U.S. American
participants was 20.83, and the average age of the Japanese participants was 19.27. The United States sample
consisted of 57 European Americans, 38 Latino(a) Americans, 24 Asian Americans, four African Americans,
two Native Americans, six with mixed ethnicities, and 18 who did not identify their ethnicity. The Japanese
sample consisted of all Japanese nationals.
The Questionnaire
In order to determine how U.S. Americans and Japanese perceive effective communication, the first part
of each section asked respondents to define effective communication in a specific relationship. Respondents
were then asked to describe in as much detail as possible an interaction in which they thought they
communicated effectively. The second part of each section asked respondents to define ineffective
communication in a specific relationship. Then, respondents were asked to describe in as much detail as
possible an interaction in which they thought they communicated ineffectively. The questionnaire also included
similar questions about competence and incompetence. We did not analyze the responses for competence and
incompetence, however, because respondents in both cultures frequently gave the same definitions for
effectiveness and competence. We omitted competence because questions about it appeared after questions
about effectiveness, and following previous Japanese researchers we used conpitensu for competence and a
Japanese translation of effectiveness (kouka) for effectiveness. To conserve space, we present only the data for
effective communication in the United States and Japan. The corresponding themes for ineffective
communication are summarized in notes.
Ten relationships were used for different versions of the questionnaire to ensure that perceptions of
communication effectiveness isolated are not relationship specific. The questions involved communication in
the following relationships: (1) strangers from your culture and ethnic group who are of the same-sex as you; (2)
strangers from your culture and ethnic group who are of the opposite-sex as you; (3) acquaintances from your
culture and ethnic group who are of the same-sex as you; (4) acquaintances from your culture and ethnic group
who are of the opposite-sex as you; (5) friends from your culture and ethnic group who are of the same-sex as
you; (6) friends from your culture and ethnic group who are opposite-sex as you; (7) your best friend from your
culture and ethnic group; (8) your boy/girl friend from your culture and ethnic group; (9) an “old” person from
your culture and ethnic group of the same-sex as you; and (10) an “old” person from your culture and ethnic
group of the opposite-sex as you (“older” person was used in the Japanese questionnaire).
Questions about effective and ineffective communication in two of the ten relationships were combined
randomly to form five versions of the questionnaire. Each questionnaire consisted of two sections, and each
section involved a different relationship about which respondents answered questions. The order of the
relationships in each questionnaire was varied. The questionnaires were developed in English and translated
into Japanese, with back translation to check for accuracy. The five versions of the questionnaire were
distributed randomly to respondents.
Plan for Data Analysis
The present study employed thematic analysis. Spradley (1979) defines a theme as “any cognitive
principle, tacit or explicit, recurrent in a number of domains and serving as a relationship among subsystems of
cultural meaning” (p. 186). A cognitive principle is “something that people believe, accept as true and valid” (p.

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186). Thus, themes are “assertions that have a high degree of generality,” which recur in multiple domains (p.
186).
Thematic analysis is “a search for the relationships among domains and how they are linked to the
culture as a whole” (Spradley, 1979, p. 94). Themes were isolated by examining “the dimensions of contrast
from several domains,” and domains are found by examining relationships among themes (p. 186). Owen
(1984) argues that the criteria for isolating themes are recurrence and repetition. Recurrence involves “an
implicit recurrence of meaning” using different wording (p. 275). Repetition involves “an explicit repeated use
of the same wording” (p. 275).
The U.S. American and Japanese data were analyzed separately. The answers for the questions defining
effective and ineffective communication were read independently across all the relationships in the
questionnaire. The U.S. Americans’ definitions of communication effectiveness, for example, were read
independently across all ten relationships. The Japanese data were analyzed in Japanese, and then the examples
presented were translated into English by the first author. 1
The responses were divided into categories with answers that appeared to have similar meanings. One U.S.
Americans’ definition of effective communication, "the receiver understands the sender’s message,” for
example, was placed in the same category as “the other person knows what you are talking about” because the
meanings appear to be similar. The definition that “the message sent and the message received are understood
in the same way” was placed in a category different from “the ability to convey my message to the other person
without too much confusion or misunderstandings” because of the different meanings implied.
After the sorting process, the definitions in each category were examined to label the theme. Subthemes were
identified when the responses in a category appeared to form subcategories (e.g., subdivisions of the theme that
were similar where all subdivisions clearly are related to the larger category). Themes of communication
effectiveness and ineffectiveness were supported by examples, which were found in the detailed descriptions of
effective and ineffective interactions the respondents provided. Each theme also was examined to determine
whether the theme was limited to specific relationships, or responses from only males or females.

Results and Discussion

The results and discussion of the perceptions of effective communication in the United States are
presented first. These are followed by the results and discussion of the data from Japan. The themes are
presented in the order of the frequency of the responses in the themes. Each theme is supported by examples of
definitions and descriptions of interactions that illustrate the theme. We conclude by comparing the themes
isolated in the United States and Japan.
Effective Communication in the United States
Seven themes were isolated for effective communication: (1) understanding (108 responses, 30.68% of
total responses), (2) compatibility (73 responses, 20.74%), (3) displaying positive behaviors (55 responses,
15.63%), (4) smoothness of communication (45 responses, 12.78%), (5) positive outcomes (32 responses,
9.09%), (6) positive nonverbal communication (20 responses, 5.68%), and (7) adapting messages (19 responses,
5.40%).2 Some themes had subthemes, and some did not. Understanding involves one party understanding the
other party or both parties understanding each other in the interaction. Compatibility includes commonality,
openness to communicate, and a positive atmosphere. Displaying positive behaviors include displaying positive
attitudes and positive listening. Smoothness of communication involves the flow of communication and
responsiveness. Positive outcomes involve achieving, accomplishing or gaining desirable outcomes through
communication. Positive nonverbal communication involves eye contact, positive body language, positive
facial expressions, and so forth. Adapting messages involves adapting messages to the person with whom
respondents are communicating.

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 Theme 1: Understanding. There were 108 respondents who defined effective communication as
understanding. This definition was presented most frequently. There were two subthemes for this theme: 64
defined understanding as “one party in an interaction understands the other party” and 44 defined it as “both
parties in an interaction understand each other.”
“One party understands the other party” generally means the receiver understands the sender’s message.
Examples of this subtheme include (Note: the respondent’s gender, whether it was a same- or opposite-sex
interaction, and the relationship are provided in parenthesis after quotations): “When the person is able to really
understand what you are saying without asking you to repeat what the message was” (F, same, acquaintances);
“Effective communication is when the message sent and the message received are understood in the same way”
(F, same, friends); “When the other person understands the point you want to make to them” (F, same,
strangers); “When the other person understands what I’m trying to say or do” (F, same, friends); and “I define
effective communication as when the old person understands what I am saying or how I am feeling” (M, same,
old people).
Other respondents indicated that communication is effective when the receiver of the message
understands the sender’s “point of view,” “ideas,” “the meaning of the message,” and so on. Examples of this
include: “Effective communication is when my friend, Ray, understands my point of view clearly when he asks
for advice” (M, same, best friend); and “Effective communication occurs when I send a message and the
receiver perceives/understands my meaning within the message” (F, same, strangers). Despite the differences,
the underlying subtheme is that communication effectiveness involves one party understanding the other party
in the interaction.
The following description illustrates an interaction in which a female respondent communicated
effectively with a same-sex friend. She described the friend as understanding what she said in the interaction:
"One interaction that I had with a same-sex friend from my own culture and ethnic group in which I was able to
communicate effectively was when we talked about the problems she was having with her sister. I was able to
effectively tell her what I thought the problem was and what I thought she should do. She understood well and
felt better after our discussion" (F, same, friends). This quotation clearly illustrates the one-way nature of
understanding; the friend understood the respondent’s message.
Another female respondent also described an interaction with her roommate as an example of effective
communication which involves one party understanding the other party: "I communicated to my roommate that
I felt we needed to discuss some things about our living relationship. In terms of splitting up the household
chores, she understood what I meant and understood the problem wasn’t about our friendship but about our
household responsibilities" (F, same, friends). This quotation illustrates that their communication was effective
because the roommate understood what the respondent was saying during the interaction.
A male respondent described an interaction with his best friend, which involved indirect communication.
He remarked that the communication was effective because his best friend understood what he meant even
though he did not state his message explicitly: “My best friend and I were driving to Vegas. I asked him if he
liked the stereo to be played so loud, he said yes and after a minute he turned it down” (M, same, best friend).
A female respondent described an interaction she had with her uncle, in which she was able to understand
how he felt about his life: "I went to visit my uncle in the hospital. He lost his wife a while ago and recently
found a new relationship. I asked how he could get into another one after spending so much time with my aunt
and he said that we get one chance at life and my aunt would have wanted him to be happy. I understood why
after our visit" (F, same, old people). This quotation illustrates the respondent understood his uncle’s feelings
after they talked.
This subtheme appeared across all relationships. It appeared more frequently in the interactions with
“acquaintances” (18), “strangers” (12), “old people” (12), and “friends” (11) than in the interactions with
“boy/girl friend” (6), and “best friend” (5). There were more females (44) than males (20) who defined
effective communication as one party understands the other party.

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 The second subtheme is “both parties understand each other.” Compared to the previous subtheme, the
difference is that understanding exists on both sides and is not going only from one person to the other.
Examples of this subtheme include: “You each understand what the other is trying to communicate” (F, same,
old people); “There is a mutual understanding of what is being discussed” (M, opposite, boy/girl friend); “To me
effective communication with someone is when you both have the same meaning about things said in the
conversation” (F, opposite, strangers); “I define effective communication as understanding one another’s
meaning and reasoning” (M, same, friends); and “When he completely understands how I feel and why I feel
that way and vice versa” (F, opposite, boy/girl friend).
To illustrate this subtheme, one female respondent described an interaction with her friend: “I met a friend
who was Vietnamese, we started talking about Vietnamese New Years and our plans for it. We both understood
what our New Year was all about” (F, same, friends). This description shows that the respondent perceived their
communication to be effective because mutual understanding of the topic was observed in the interaction.
A male respondent described an interaction with his same-sex friend that illustrates mutual understanding:
"I was speaking with my friend Mike about an upcoming party. We were brainstorming on ideas and created a
good idea. When we were talking to another friend, Mike told him we had been talking and we came up with a
good idea. When Mike explained, it was how I’d seen it" (M, same, friends). This example illustrates both
parties understood what was being discussed, which led the respondent to perceive their communication to be
effective.
Another female respondent described an interaction with a same-sex classmate when they discussed a
class assignment: "An interaction that I felt was effective was when I spoke with a girl in my class and we were
discussing an assignment. We both expressed our feelings about the assignment and understood what we were
trying to communicate to one another" (F, same, acquaintances). The respondent perceived their
communication as effective because both parties understood each other and they were able to understand what
the other person expressed in the interaction.
This subtheme appeared across all relationships. It appeared more frequently in the interactions
with “acquaintances” (12), “strangers” (9), and “friends” (9) than in the interactions with “old people” (6),
“boy/girl friend” (5), and “best friend” (3). There were no sex differences observed.
Several approaches to effective communication in the United States suggest that understanding
is the key for communication effectiveness (e.g., Gudykunst, 1995; Kincaid, 1988; McLeod & Chaffee, 1972;
Powers & Lowry, 1984), and Spitzberg and Cupach (2002) isolate fidelity as one of the major approaches to
conceptualizing communication competence. It was assumed that achieving understanding through
communication would be considered as effective. The fact that the understanding theme emerged as the most
frequently mentioned theme indicates that achieving understanding is perceived as an important aspect of
effective communication in the United States. This is consistent with Spitzberg and Cupach’s (2002) claim that
"a layperson’s definition of competent communication is likely to refer to clear communication, or
communication in which a person’s meanings are clearly understood" (pp. 575-576).
The present findings also are consistent with Kim and her colleagues’ work on conversational constraints.
They report that members of individualistic cultures like the United States are concerned with clarity in
conversations (e.g., Kim, 1994) and view clarity as necessary for effective communication (e.g., Kim & Wilson,
1994) more than members of collectivistic cultures like Japan.
Theme 2: Compatibility. There were 73 respondents who identified effective communication as
compatibility between participants in the interaction. There were three subthemes for this theme: commonality,
openness to communicate, and a positive atmosphere.
Twenty respondents stated that communication is effective when individuals have commonalities. In
other words, when communicators share similarities or backgrounds their interactions are effective. Examples
of this subtheme include: “I define effective communication as when I interact with opposite-sex strangers I and
the other person and I have a lot of things in common and we basically talk about them” (F, opposite, strangers).
Some respondents stated that commonality allows them to increase the amount of their communication; for

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example, “It seems that I can talk more because we have more in common” (F, same, friends). Another example
indicated that commonality promotes understanding: “Effective communication occurs when the other female
shares a similar background as myself. We have a common understanding on many issues due to our similar
culture” (F, same, acquaintances).
To illustrate the commonality subtheme, a male respondent described an interaction with an opposite-
sex stranger online. They talked about what they had in common: "I felt that I had communicated well because
the stranger and I talked about our culture and what we had in common. For example, we talked on how our
families were strict on studies and we talked about music. For me, it is such easier to communicate with the
opposite-sex when they have same culture experiences and/or same common traits" (M, opposite, strangers).
This quotation illustrates that the respondent perceived their communication as effective due to the commonality
between himself and the other person.
Another male respondent described an interaction with his same-sex friend that illustrates the importance
of commonality: "I have a friend who I met not too long ago. We converse and tell each other our problems.
There was one occasion in which we were writing essays for college applications, very personal essays. When
we read each other’s, it came to pass that we had a lot more in common than we had thought. We were able to
share feelings and fears" (M, same, friends). This quotation illustrates that commonality allowed the two friends
to talk about things they had not discussed before, which led the respondent to perceive their communication to
be effective.
Twenty-eight respondents defined communication effectiveness as openness to communicate.
Compatibility between communicators allows them to communicate openly. Examples of this subtheme
include: “When I can speak to my boyfriend and say anything I want to him” (F, opposite, boy/girl friend);
“Effective communication occurs when we share personal experiences together, talk about all things, both
personal and impersonal and know each other very well and tell each other merely everything” (F, unknown,
best friend); and “Being able to share my feelings with this person and not being afraid of what she’ll think” (M,
opposite, best friend).
To illustrate this subtheme, one female respondent described an interaction she had when she met a new
friend: "An interaction that I had was when I met my friend Mike. We started asking questions about one
another and found out that we had a lot of things in common. We started talking about things that were personal
to us. We felt that we had trust with each other" (F, opposite, strangers). This description shows that the
communicators were open and able to deal with personal subjects which led to them developing trust.
Twenty-five respondents indicated that communication is effective when the interaction involves a
positive atmosphere. Compatibility between communicators involves communication being comfortable,
exciting, fun, and so forth. Examples of this subtheme include: “Not letting age and sex get in the way of
communicating . . . being able to talk to them like they are my age and my sex and feel comfortable” (F,
opposite, old people); “I feel comfortable and excited to talk to her!” (F, same, best friend); “When both people
are happy” (M, opposite, boy/girl friend); and “A lot of fun and joking around, but being able to become serious
and listen when needed” (F, opposite, friends). Other respondents referred communication effectiveness to
positive atmosphere such as “relaxed,” “friendly,” “enjoyable,” “fun,” “humorous,” and “getting along with
each other well.”
To illustrate this subtheme, a female respondent remembered an interaction with her boyfriend’s father. It
is an example of interaction that involves a positive atmosphere being perceived as effective communication:
"Speaking with my boyfriend’s father about what he was going to do today. He answered my questions in detail
about his plans and we continued to talk about things related to what he’s doing. We were open and comfortable
talking to each other and I was able to talk with him like he’s a friend of mine" (F, opposite, old people). This
quotation illustrates that the respondent perceived their communication as effective because they were open and
comfortable communicating with each other.
Another female respondent described an interaction with an opposite-sex stranger at a birthday party. It
reveals that their interaction involved a positive atmosphere: "I was at my friend’s birthday party and I met a
friend of hers who came and started talking to me. He got to know my name and I got to know his. We talked

8
for a little bit and he was very friendly and we got along as if we’ve already known each other" (F, opposite,
strangers). This quotation also illustrates effective communication because the respondent and the stranger were
getting along with each other in the interaction.
This theme was found across all relationships. In addition, there was no difference in appearance across
the relationships in this theme, even at the subtheme level. No sex differences were observed.
Compatibility and similarity have been linked to effective communication in the United States. Rogers
and Bhownik (1971), for example, argue that communication between people who perceive that they are similar
is generally more effective than between people who perceive they are dissimilar. Berger and Calabrese’s
(1975) uncertainty reduction theory suggests that perceiving similarities leads to increasing the frequency of
communication and more openness. Openness is linked to the role of communication skills in competence.
Weinstein (1969) argues that having a large repertoire of skills is necessary for communication competence.
Burleson (1990) contends that conversational skills are critical (e.g., the ability to start, maintain, and end
conversations that are enjoyable). Any form of apprehension (e.g., communication apprehension, McCroskey,
1982) or unwillingness-to-communicate (e.g., Burgoon, 1976) can lead to ineffective communication.
Theme 3: Displaying Positive Behaviors. There were 55 respondents who defined effective
communication as displaying positive behaviors when communicating. The subthemes for this theme were
displaying positive attitudes and positive listening.
Thirty-seven respondents recognized that maintaining displaying positive attitudes is necessary to
communicate effectively with others. Several forms of positive attitudes were mentioned such as “respect,”
“politeness,” “friendliness,” “honesty,” “attentiveness,” “understanding,” and “sensitivity.” Examples of this
subtheme include: “When we can both respect each other’s points of views” (F, opposite, old people); “I define
effective communication with older same-sex people to be respectful and very attentive to the messages
received from the old person” (M, same, old people); “Being honest with each other and never talking ‘behind
the other person’s back’” (F, same, friends); and “Communication is effective when one can be aware and
sensitive to the other person’s background” (M, same, acquaintances).
To illustrate this subtheme, a male respondent described an interaction with strangers at work. He
recalled how friendly and relaxed he was communicating with them: "I work at a country club and we strive for
customer service so I am friendly and greet everyone that enters (even those I don’t know) and when I’m
relaxed and at ease conversation flows naturally and easy" (M, same, strangers). This quotation illustrates that
the respondent’s positive attitude allowed the conversation to proceed smoothly, which led him to perceive their
communication to be effective.
A female respondent described an interaction with her boyfriend. Respect toward the other person was
observed in the description. She expressed how she felt and her boyfriend respected it: "When I told him that he
was too nice to some pretty girls and that it was bothering me because it seemed like he liked her or them and he
understood and respected the way I felt" (F, opposite, boy/girl friend). This quotation illustrates that the
respondent interpreted her boyfriend’s positive attitude as effective communication.
Another female respondent described an interaction she had with her best friend. Honesty in the
interaction was demonstrated in the description: “I spoke to my best friend on the phone. I noticed something
was wrong so I asked her what was wrong. She told me and I gave her my honest opinion about it” (F, same,
best friend). The respondent perceived their communication as effective because she was honest with her
friend.
This subtheme appeared across all relationships. It appeared more frequently in the interactions with “old
people” (12), “friends” (9), and “strangers” (9) than in the interactions with “acquaintances” (3), “boy/girl
friend” (3), and “best friend” (1). There were more females (24) than males (13) who perceived positive
attitudes as communication effectiveness.
Eighteen respondents stated that communication effectiveness involves positive listening in the
interaction. Examples of this subtheme include: “Not forgetting that part of the communication process is
listening” (F, opposite, acquaintances); “I have to be a good listener for effective communication” to occur (F,

9
same, friends); “When you can tell that the other person is listening” (F, same, friends); and “When we listen
and respond in a way to make our friend know we are listening” (M, unknown, best friend).
To illustrate this subtheme, a male respondent described an interaction with his girlfriend. He perceived
their communication as effective because they both listened: “On the phone with my girlfriend when
conversation just clicks, it’s when both of us are interested in the conversation and we’re eager to listen too” (M,
opposite, friends). Likewise, a female respondent described an interaction with her best friend. It shows they
were willing to listen to each other, which led the respondent to perceive that they communicated effectively:
“We had an argument and we were willing to listen to each other’s thoughts and opinions and we worked
something out” (F, unknown, best friend).
This subtheme appeared across all relationships almost equally. There were more females (12) than
males (6) who perceived positive listening as effective communication.
The content of this theme appears to reflect the individual-focused tendencies in the United States
(Triandis, 1995). The most frequently-mentioned positive attitudes displayed (“respect”), for example, reflects
the importance of individuals in the culture (Triandis, 1995). In other words, it is important to respect others as
individuals. Likewise, positive listening was perceived as effective communication because individuals need
others to pay attention to them when they view themselves as autonomous and independent from others.
Theme 4: Smoothness of Communication. Forty-five respondents indicated that effective
communication depends on the smoothness of communication. To put it another way, they believed that the key
for effective communication involves the flow communication takes place or how actively the interaction
proceeds. This theme included two subthemes: flow of communication and responsiveness.
Fourteen respondents stated that flow of communication is critical for individuals to communicate
effectively. Examples of this subtheme include: “When they continue the conversation on the same topic as you
began the conversation” (F, same, friends); and “Finding a topic and talking about it and it just keeps flowing”
(M, opposite, acquaintances). Another example includes having a minimum of silence in the interactions:
Communication is “effective when there isn’t a lot of silent pauses in the conversation. There is something in
common to keep the conversation going” (F, opposite, acquaintances).
To illustrate this subtheme, one female respondent described an interaction with a classmate: “I talked to
a guy about the class we were both in. The conversation slowly drifted to work and then to friends and what we
would both be doing on the weekend” (F, opposite, strangers). This description illustrates a smooth flow to the
interaction, which the respondent interpreted as effective communication.
Another female respondent described an interaction with an opposite-sex stranger. The description
illustrates a smooth flow of communication with little silence: "Today I spoke with a guy in the hall, and we
talked about school and a little about ourselves. The conversation never had a quiet moment and we continued
to look at each other" (F, opposite, strangers). This quotation clearly illustrates the smooth flow of the
interaction led the respondent to perceive her communication to be effective.
This subtheme appeared across all relationships almost equally except for the interactions with “boy/girl
friend.” More females (10) defined effective communication as involving the flow of communication than
males (4).
There were 31 respondents who defined communication effectiveness as responsiveness. This involves
asking or answering questions: “When questions are asked; like who, what when, where, shows me that my
friend is getting the more specific thoughts like I have” (F, same, friends).
Reacting to conversations, such as giving or getting responses and feedback, is another way of viewing
responsiveness. Examples of this include: “When we can talk about things and I can get a response that I’m
looking for. When I say something funny and she laughs” (F, same, best friend); “Listener shows support
(verbal and physical) for what I am saying. For example, kind word, nod of the head, pat on the shoulder, etc.”
(F, opposite, boy/girl friend); and “I define effective communication as when the person [with whom] I’m trying

10
to communicate responds, stating he understands. Responsiveness I think is the key, if he does not understand
the first time, he will probably ask what I said” (M, same, strangers).
Active involvement in the interaction is also a type of responsiveness: “Effective communication would
consist of sharing ideas and opinions with each other” (F, opposite, strangers). Another respondent stated: "I
feel my communication is effective when my girlfriend asks me questions about a subject we share and then
gives constructive criticism or restates what I’ve just said in her own words. I, in turn, do the same for her" (M,
opposite, boy/girl friend). This quotation illustrates that responsiveness is necessary for communication to be
perceived as effective.
To illustrate this subtheme, a female respondent described an interaction with an opposite-sex
acquaintance in which asking questions to get details from the acquaintance was involved: "We were planning
what we would be doing this weekend. He is vague and I like details. He told me he wanted to go
snowboarding this weekend. I asked what day and he said Sunday for sure, Saturday if it rained but hopefully
both days. Although plans were not set I had a more realistic view of how much time he wanted to spend snow-
boarding this weekend" (F, opposite, acquaintances). This quotation illustrates that the respondent viewed
asking and answering questions as effective communication.
One female respondent described an interaction with her best friend that involved a lot of communication
and feedback given to each other: “Last week my best friend and I went out to coffee, and talked for three hours
about everything that’s going on in our lives. We gave each other feedback, and talked over the problems” (F,
unknown, best friend). Another female respondent communicated with her boyfriend and also received
feedback from him on the issue: "I spoke to my boyfriend on the phone telling him about an argument I had
with my sister. He listened and then gave me feedback that included his view of the situation, how he would
feel, and a similar argument he had in the past after which I expanded more on my feelings etc." (F, opposite,
boy/girl friend). This quotation illustrates that the respondent perceived their communication to be effective
because she received responses and feedback from her boyfriend.
A male respondent described an interaction with his uncle in which both of them were involved actively:
"I was talking with my grand-uncle about a family dispute in which he and my father were involved. I was able
to understand his point of view yet I was able to describe the other point of view without causing anger" (M,
same, old people). This quotation illustrates that the respondent perceived their communication as effective due
to their active involvement in the interaction.
This subtheme appeared across all relationships. It appeared most frequently in the interactions with
“strangers” (10), followed by “friends” (6), and least frequently in the interactions with “boy/girl friend” (3) and
“old people” (3). There were no sex differences observed in this subtheme.
Smoothness of communication was not one of the initial assumptions about effective communication in
the United States. The two subthemes, flow of communication and responsiveness, however, appear to be
related to the attentiveness and responsiveness dimensions of interaction involvement (e.g., Cegala, 1981).
Attentiveness involves paying attention to others, listening carefully, and knowing what is expected in
conversations. Responsiveness involves knowing what we should say in conversations and when we should say
it.
Theme 5: Positive Outcomes. Thirty-two respondents indicated that communication is effective when
they obtain a positive outcome from their interactions. In other words, communication is effective when it
results in achieving, accomplishing, or gaining something desirable. Examples of this theme include: “I feel
that my message was conveyed when the person does what I want them to do. I feel I have communicated
effectively when the outcome of the interaction is what I wanted” (M, opposite, acquaintances); “When we talk
about getting something done and it gets done, the way we both described it” (F, opposite, old people); “I think
that to communicate effectively I would learn something from the other person whether it be something that
they tell me directly or something that I observe from them” (F, same, old people); and “When a conversation,
such as a serious one, brings the two of us closer as friends” (F, unknown, best friend).

11
 To illustrate this theme, a male respondent described an interaction with an opposite-sex acquaintance at
work: "I asked a girl at work to switch shifts with me so I could take my brother out for his birthday. She was
hesitant because she may have missed out on having fun that night, but I stressed the importance of my situation
and promised to return the favor, so she agreed" (M, opposite, acquaintances). The respondent thought he
communicated effectively because he was able to convince his acquaintance to fulfill his needs (e.g., positive
outcome).
Another male respondent described an interaction with a same-sex friend during their hunting trip:
"During a recent hunting trip over Easter vacation, a friend and I discussed how we could traverse an area to
flush out birds, and also when and where we expected to meet. We were successful at achieving our goal and
we also met at the correct place and time" (M, same, friends). This quotation illustrates that the respondent
viewed their communication as effective because they achieved their goal.
Problem solving is also an example of effective communication as a positive outcome. A female
respondent described an interaction with her same-sex friend: “Once a good friend of mine was having trouble
with her parents and I was able to talk to her and make her see the positive things out of a negative situation” (F,
same, friends). Another female respondent described an interaction in which she communicated with her
boyfriend: "My boyfriend and I were talking and I was very concerned about my job and he gave me advice and
listened to my problems and helped me solve it. I now have a new job that I am much happier at" (F, opposite,
boy/girl friend). The respondent perceived that she communicated effectively with her boyfriend because he
helped her solve her problem; she achieved a positive outcome.
A female respondent described an interaction in which she communicated effectively with her boyfriend:
"I communicated effectively with my boyfriend about needing time apart. I was able to have him see my
viewpoint and realize how I just wanted to spend time with friends. He was able to listen and I was able to
explain I wasn’t choosing between things. I communicated effectively because we didn’t fight and he was able
to understand" (F, opposite, boy/girl friend). This interaction was effective because she was able to present her
viewpoint and have him see her viewpoint without negative consequences.
The following example describes an interaction that enabled the female respondent to get to know an
opposite-sex stranger: "First when I met my male friend, I had no idea about him. But as I talked about our
same hobby that is playing tennis with him, I could feel like “I may see some aspect of him with natural flow of
our conversation.” Even though the topic was small, I could see some characteristic of him such as active,
cheerful and like to do exercise" (F, opposite, strangers). This description illustrates that the respondent viewed
getting to know the stranger as a positive outcome.
This theme appeared across all relationships. It appeared most frequently in the interactions with
“acquaintances” (9), followed by “strangers” (6) and “old people” (6). It appeared least frequently in the
interactions with “best friend” (2), followed by “boy/girl friend” (4). There were more females (23) than males
(8) who defined effective communication as positive outcomes.
As indicated earlier, Spitzberg and Cupach (1984) maintain that relational competence is the ability to
achieve goals in the context of a relationship. They argue that relational competence involves communication
appropriateness and effectiveness, and effectiveness includes achieving goals and objectives in interactions.
Waldron (1990), for example, reported that almost one-half of the thoughts individuals have when
communicating with others involve their goals and how to accomplish them. Parks (1994) links accomplishing
goals to viewing competence as "control."
Theme 6: Positive Nonverbal Communication. Twenty respondents indicated that effective
communication involves positive nonverbal communication behaviors. One example is eye contact, and a total
of 14 respondents regarded direct eye contact as important for communication to be effective: “It is very
important that I keep eye contact” (M, same, old people); and “When the other person makes eye contact with
you when you speak” (F, same, friends).
Other positive nonverbal behavior is reflected in the following examples: “When that person smiles and
laughs with you” (M, same, old people); “When I interact with acquaintances from my own culture it is

12
important that [we have] good eye contact” (M, opposite, acquaintances); and “Effective communication is eye
contact, getting their name, listening to all issues they may present, keeping in mind positive body language,
voice, etc.” (M, opposite, strangers).
There were a few respondents who valued positive nonverbal communication behaviors for certain
purposes such as to make sure you are heard, to feel comfortable, or to reduce tensions in interactions: “Seeing
through body language that the person is listening, for example, eye contact, smiling” (M, opposite,
acquaintances); “Maintaining enough distance so that both of you feel comfortable but not despondent” (F,
opposite, stranger); and “You shake hands and that takes away the uneasiness and anxiety” (M, same,
acquaintances).
To illustrate this theme, one male respondent described how he interacted effectively with an opposite-
sex stranger using positive nonverbal behavior: “I stood tall. I looked directly at her. I spoke in a firm but
gentle voice” (M, opposite, strangers). Another male respondent’s interaction involved positive nonverbal
communication when he interacted with an opposite-sex acquaintance: "I made eye contact with her and we
greeted each other. I gave her a hug and asked her how she was doing. I was interested in her day. I likewise
told about how I was doing after she asked. We talked a little longer, hugged each other, and then said good
bye" (M, opposite, acquaintances). This quotation illustrates that eye contact and hugs are perceived as
effective communication.
One female respondent described an interaction with same-sex old people at work in which positive
nonverbal communication was involved: “At work I asked them if they need help, I used a smile while doing
this and when they responded back to me they smiled back” (F, same, old people). Their communication was
viewed as effective because they smiled when they communicated.
This theme emerged only in the interactions with “strangers” (9), “acquaintances” (5), “friends” (4), and
“old people” (2). No sex differences were observed in this theme.
Positive nonverbal communication was not one of the initial assumptions about effective
communication in the United States. As presented above, 20 respondents isolated positive nonverbal
communication theme, and 14 of them regarded eye contact as crucial to communicate effectively. As the
respondents indicated, eye contact is important when they speak or listen to others. This means that maintaining
eye contact recognizes the individual speaking or listening in the interactions. Berger and Calabrese (1975) link
positive nonverbal affiliative expressiveness to the reduction of uncertainty. Gudykunst (1995) argues that
managing uncertainty is a component of effective communication.
Theme 7: Adapting Messages. There were 19 respondents who defined effective communication as
involving adapting messages. It refers to transmitting messages clearly and concisely. Examples of this theme
include: “Getting a clear message across to them” (F, same, old people); “When you express your ideas clearly”
(F, opposite, strangers); “Effective communication is when the other person sounds intelligent, and whose
thoughts and words are clear and concise” (M, same, acquaintances); “When getting whatever across, being sure
it is clear is effective communication” (M, opposite, boy/girl friend); and “Almost completely spelling
everything out so that there aren’t any misunderstandings” (F, opposite, boy/girl friend).
Furthermore, employing proper use of words, terms or language is also part of adapting messages to the
receivers. Examples of this include: “Using clear simple words” (F, opposite, old people); “Use words that they
will understand” (M, same, acquaintances); and “Using terms the ‘old’ person could relate to” (F, same, old
people).
To illustrate this theme, one male respondent described an interaction with his girlfriend in which he
thought he communicated effectively: "Me and my girlfriend had an argument about something that I felt was
important and she didn’t understand why, and because of the misunderstanding she wanted to go do something
else. Once I explained my feelings to her in a way she could understand she decided to do what I wanted to do"
(M, opposite, boy/girl friend). This quotation illustrates that speaking in a way his girlfriend would be able to
understand him was perceived to be effective communication.

13
 Another male respondent described an interaction with his grandmother. The description shows his
attempts to communicate effectively with her: "When I talk to my grandmother I have to talk to her in a
different tone and use different words so she can understand. I try not to use slang words and I talk a little
slower" (M, opposite, old people). This quotation illustrates the respondent adapts his messages (e.g., not using
slang, speaking slowly) when he communicates with his grandmother in order to communicate effectively.
This theme appeared across all relationships except for the interactions with “friend.” It appeared more
often in the interactions with “strangers” (7) and “old people” (6) than in the interactions with “acquaintances”
(3), “boy/girl friend” (2), and “best friend” (1). Sex differences were not observed in this theme.
Adapting messages was not one of the initial assumptions about effective communication in the United
States. The emergence of the theme, however, seems to be explained by the dimension of appropriateness in the
relational competence approach (Spitzberg & Cupach, 1984). Spitzberg and Cupach (1984) argue that
appropriateness is important to communicate competently. Adapting messages is one way to communicate
appropriately in interactions. Duran (1983, 1992) also links communicative adaptability to communicative
competence. Parks (1994) argues that "adaptation is so fundamental that it is often almost as a synonym for
competence" (p. 594).
Effective Communication in Japan
Nine themes were isolated for effective communication in Japan: (1) compatibility (47 responses, 21.17%
of total responses), (2) appropriateness (40 responses, 18.02 %), (3) relations between communicators (39
responses, 17.57%), (4) positive outcomes (32 responses, 14.41%), (5) smoothness of communication (17
responses, 7.66%), (6) displaying positive behaviors (15 responses, 6.76%), (7) understanding (14 responses,
6.31%), (8) positive nonverbal communication (12 responses, 5.41%), and (9) clear messages (6 responses,
2.70%).3 Compatibility involves a positive atmosphere, openness to communicate, and getting along with each
other. Appropriateness involves choice of topic, language, and manner. Relations between communicators
involves getting to know the other party, adapting to the other party, maintaining harmony, and impression
management. Positive outcomes refer to gaining or achieving desirable outcomes through communication.
Smoothness of communication includes a lot of communication and continuous flow of communication.
Displaying positive behaviors involve displaying positive attitudes and positive listening. Understanding
includes one party understands the other party and both parties understand each other. Positive nonverbal
communication includes eye contact, positive facial expressions, and so on. Clear messages involve sending
clear or precise messages to the other party. The themes are presented in the order of frequency of appearance.
Theme 1: Compatibility. There were 47 respondents who defined communication effectiveness as
compatibility. There were three subthemes for this theme: a positive atmosphere, openness to communicate, and
getting along with each other.
Thirty-four respondents indicated that communication is effective when it involves a positive atmosphere.
Communication can be fun, interesting or relaxed when communicators are compatible. Examples of this
subtheme include: “Being able to converse joyfully with the person” (F, opposite, strangers); “When you, as
well as the other person, feel the conversation is enjoyable and when you can sympathize with what one says to
the other. Daily conversations, serious ones, and even unimportant ones can be fun” (F, same, acquaintances);
“When both of you have fun communicating” (F, same, friends); and “When the conversation grows and
becomes more enjoyable” (F, same, old people). Other examples indicated that effective communication should
be humorous or relaxed: “Communication that involves jokes is effective” (M, same, friends); and “Trying to
make the other person relaxed [to communicate effectively]” (M, opposite, strangers).
To illustrate this subtheme, a male respondent described an interaction he had with a same-sex stranger: “I
talked to a stranger. We spoke well of each other, and that made the atmosphere and ourselves friendly” (M,
same, strangers). This illustrates that the positive atmosphere in the interaction was perceived as effective
communication. Another male respondent described an interaction with an opposite-sex acquaintance: “I talked
to her enthusiastically, and we enjoyed talking to each other” (M, opposite, acquaintances). This shows that
their communication was perceived to be effective because they enjoyed their interaction.

14
 This subtheme appeared across all relationships. It appeared most frequently in the interactions with
“acquaintances” (9), followed by “strangers” (7) and least frequently in the interactions with “best friend” (3),
followed by “old people” (4). There were no sex differences observed.
Eight respondents defined effective communication as openness to communicate. When communicators
are compatible, they are comfortable communicating openly. Examples of this subtheme include: “Being open-
minded” (unidentified, opposite, strangers); “When you can say anything to each other” (F, unknown, best
friend); “Being yourself as much as possible when communicating” (M, same, strangers); and “When each
individual talks to someone freely” (unidentified, opposite, strangers).
To illustrate this subtheme, a male respondent described an interaction with a same-sex stranger: “Both
the stranger and I were able to say what really was on our minds. I could disclose myself happily and naturally”
(M, same, strangers). Although the person with whom he communicated was a stranger, he was able to be open
during the interaction, which he perceived as effective communication.
Another respondent described an interaction with a same-sex acquaintance: “Both of us pointed out each
other’s bad points, such as what my acquaintance shouldn’t have done and my faults. I was glad that we could
do that” (unidentified, same, acquaintances). This quotation illustrates that the respondent and the acquaintance
were open enough to deal with each other’s negative points, and the respondent perceived this as effective
communication.
This subtheme appeared in the interactions with “strangers” (3), “acquaintances” (2), “best friend” (2),
and “friends” (1). There were no sex differences observed.
Five respondents stated that getting along with each other is necessary for communication to be
effective. Communicators get along with each other when they are compatible. Examples of this subtheme
include: “When I get along with the other person” (M, opposite, acquaintances); “It is effective when you
communicate with someone with whom you get along” (M, same, friends).
To illustrate this subtheme, one female respondent described an interaction with an opposite-sex older
person: “Despite the age difference (although he was older than I am), we were getting along, and our
conversation became interesting” (F, opposite, old people). This description indicates that they got along with
each other and were compatible, which was perceived as effective communication.
This subtheme appeared only in the interactions with “acquaintances” (2), “friends” (2), and “old
people” (1). No sex differences were observed.
Maynard (1997) views cooperation and collaboration as defining aspects of Japanese communication.
Similarly, Bachnik (1994) points out that "the relation of meaning to context . . . is defined through social
practice, as Ucooperative work between speaker and hearerU" (p. 20). In order to cooperate and collaborate,
Japanese communicators create a positive atmosphere in their interactions and try to get along with others (e.g.,
maintain harmony). If Japanese perceive that they are compatible, openness is possible. Lebra (1976) argues
that "gregariousness serves to confirm and reconfirm solidarity and group identification" (p. 27). Spitzberg and
Cupach (1989) contend that interpersonal collaboration is central to understanding communication competence.
Theme 2: Appropriateness. There were 40 respondents who defined effective communication as
appropriateness. There were three subthemes for this theme: appropriate choice of topic, appropriate language,
and appropriate manner.
Seventeen respondents stated that communication effectiveness involves appropriate choice of topic.
Examples of this subtheme include: “Finding a common topic for the communicators to discuss” (M, opposite,
strangers); “Talk about common things and something about which we can sympathize” (M, same, strangers);
“Talk about a topic that is suitable for each person” (M, unknown, best friend); “Engaging in an inoffensive
(comfortable) topic” (F, opposite, strangers); “Talking about a topic that makes the atmosphere friendly” (M,
opposite, strangers); “Engaging in a topic that makes the atmosphere alive” (M, opposite, strangers); and “Being
able to engage in a topic in which the other person is interested” (F, same, friends).

15
 To illustrate this subtheme, a male respondent described an interaction in which he thought he
communicated effectively with an opposite-sex stranger: “She was interested in the topic I mentioned, so we
could talk about it” (M, opposite, strangers). His choice of topic was appropriate to their interaction because she
was interested in it. Therefore, he perceived their communication to be effective. Another male respondent
described an interaction with an opposite-sex friend: “I dealt with the topics that might interest her, and we
became close friends” (M, opposite, friends). This description illustrates that his appropriate choice of topics
led him perceive that their communication was effective.
This subtheme appeared in the interactions with “strangers” (8), “acquaintances” (4), “best friend” (2),
“old people” (2), and “friends” (1). There were more males (10) than females (5) who identified appropriate
choice of topic as ineffective communication (2 unidentified).
Fifteen respondents stated that effective communication involves using appropriate language. Examples
of this subtheme include: “Use keigo [honorific/respect language] when talking [to old people]” (M, same, old
people); “Using appropriate words” (F, same, old people); “Talking politely. Never forgetting that the person
you’re communicating with is older than you” (F, same, old people); “Being careful about the language you
use” (F, opposite, old people); and “Talking with kind words” (M, opposite, friends).
To illustrate this subtheme, a female respondent described an interaction with her neighbor who was an
older lady: “When I spoke with my older neighbor, I used a polite language. Then she thought I was well-
mannered” (F, same, old people). Her communication was viewed as effective because her choice of language
was appropriate for talking to someone who was older than she is. A male respondent described an interaction
with a same-sex old person in which he thought he communicated effectively: “I was careful, used keigo and
praised him” (M, same, old people). This illustrates that he perceived his appropriate use of language led to
their communication being effective.
This subtheme appeared only in the interactions with “old people” (13) and “friends” (2). There were
more females (10) than males (5) who identified appropriate language as ineffective communication.
Eight respondents indicated that effective communication involves using appropriate manners.
Examples of this subtheme include: “Greeting the person at the beginning” (M, same, strangers); “Greeting the
other person politely” (M, opposite, friends); and “Being well-mannered” (M, same, old people).
To illustrate this subtheme, a male respondent described an interaction with a same-sex stranger: “First,
we started with greeting, and we introduced ourselves briefly. Then we started our conversation gradually” (M,
same, strangers). This description shows that he viewed their communication as effective because they started
off their conversation with greeting and a brief introduction, which was appropriate for an interaction between
strangers.
This subtheme appeared only in the interactions with “strangers” (3), “old people” (3), and “friends”
(2). There were no sex differences observed.
As discussed earlier, following social rules and norms is important in interactions in Japan (Hofstede,
1980). Hofstede (1980) argues that there is little tolerance toward deviant behaviors in Japan. Furthermore,
Triandis (1995) points out that norms, obligations and duties guide social behaviors in Japan. Lebra (1976)
points out that "conspicuous idiosyncracy and dissension are avoided or supressed" in Japan (p. 28). Effective
communication in Japan, therefore, tends to be based on following social rules and norms, or communicating
appropriately. Takai and Ota (1994) found that social appropriateness was one of the five factors of Japanese
communication competence. Spitzberg and Cupach (1989) argue that collaboration (theme 1) and appropriate
behavior (theme 2) are linked to communication competence in the United States. This clearly extends to Japan
as well.
Theme 3: Relations between Communicators. Thirty-nine respondents defined effective communication
as maintaining good relations between communicators. There were four subthemes for this theme: getting to
know the other person, adapting to the other person, maintaining harmony, and impression management.

16
 Thirteen respondents stated that effective communication involves getting to know the other person.
Examples of this subtheme include: “Trying to get to know the other person through communication. He tries to
get to know me as well” (F, opposite, acquaintances); “Trying hard to convey that I want the person to know me
and I want to understand him” (F, opposite, boy/girl friend); “Asking questions about the person to get to know
her in a way that does not make her uncomfortable” (F, same, acquaintances); and “Exchanging as much
information as possible so that I can develop a precise image of who the person is” (unidentified, opposite,
acquaintances).
To illustrate this subtheme, a male respondent described an interaction he had with an opposite-sex
stranger: “I introduced myself to her. Then, she introduced herself to me. From there, the conversation
developed” (M, opposite, strangers). The introduction was a good start for the strangers to get to know each
other, which led him to interpret their communication was effective.
This subtheme appeared in the interactions with “acquaintances” (6), “strangers” (4), “boy/girl friend”
(2), and “friends” (1). No sex differences were observed.
Eleven respondents indicated that effective communication involves adapting to the other person.
Adapting to other individuals is important to maintain good relations between communicators. Examples of this
subtheme include: “Agreeing with the other person on the surface [even if you disagree with him to avoid
unnecessary tensions]” (F, opposite, acquaintances); “Trying to pull out what the person is interested in” (F,
same, strangers); “Compliment the other person. Ask about the person’s experiences [to show that you are
interested in interacting with the person]” (F, same, old people); “Letting the person know that I care about him”
(F, opposite, boy/girl friend); “Flattering the other person” (M, same, old people); and “Making the person feel
good/comfortable” (M, same, old people).
To illustrate this subtheme, a female respondent described an interaction with a same-sex acquaintance:
“I tried to compliment her good points as much as I could. Then she was very happy” (F, same, acquaintances).
This illustrates that interaction was perceived to be effective due to the respondent adapting to her acquaintance
by praising her.
This subtheme appeared in the interactions with “old people” (4), “acquaintances” (3), “boy/girl friend”
(2), “strangers” (1), and “friends” (1). More females (8) than males (2) identified adapting to the other person
as ineffective communication (1 unidentified).
Nine respondents defined effective communication as maintaining harmony. Maintaining harmony
between communicators is possible by avoiding hurting people’s feelings and being considerate. Examples of
this subtheme include: “Trying not to hurt the other person[’s feelings]” (M, opposite, old people);
“Communicating without making the other person feel bad” (unidentified, opposite, acquaintances); “Trying to
guess how the other person feels and act according to the situation” (F, same, friends); “When you communicate
taking the person’s feelings into consideration” (M, opposite, old people); and “Not having uncomfortable
feelings toward each other” (F, opposite, strangers).
To illustrate this subtheme, one female respondent described an interaction she had with an opposite-sex
acquaintance: “I tried to put myself in his shoes and tried hard to understand his way of thinking and behaviors”
(F, opposite, acquaintances). This shows that she was trying to adapt to her acquaintance when she
communicated, and this led her to perceive that they communicated effectively.
This subtheme appeared across nine relationships. No sex differences were observed in this subtheme.
Six respondents indicated that effective communication involves impression management. Other
individuals perceived respondents as a good people if they successfully manage the impressions they make.
Examples of this subtheme include: “When I can make myself look good to the other person through
communication” (M, opposite, friends); “Trying to give the person a good impression of myself” (M, same,
acquaintances); and “Leaving a strong impression [of myself to the other person]” (F, same, acquaintances).
To illustrate this subtheme, a male respondent described an interaction with a same-sex friend: “I
recognized his good and bad points. I did not disclose my bad points but disclosed only my good side of

17
myself” (M, same, friends). This description shows that he perceived their communication was effective
because he was able to leave good impressions of himself.
This subtheme was observed in the interactions with “acquaintances” (3), “strangers” (1), “friends” (1),
and “old people” (1). There were no sex differences observed.
Effective communication in Japan tends to be relationship-focused. Maintaining good relationships and
preserving wa (e.g., harmony) is a major focus of Japanese communication interactions (e.g., Ichikawa, 1980;
Lebra, 1976; Miyahara, 1990; Okabe, 1983; Suzuki, 1980; Takai, 1994, 1996; Takai & Ota, 1994). These
tendencies are due, in large part, to Japan being a collectivistic culture (Lebra, 1976). Kim (1994) reported that
not hurting others’ feelings and not imposing on others are more important in collectivistic cultures than in
individualistic cultures. Tezuka (1992) argues that in Japan awase (e.g., to adapt to others) requires that
speakers and hearers reciprocally adapt to each other. Adapting to others can be linked to empathy in Japan.
Lebra (1976), for example, points out that "Japanese empathy refers to anticipating and taking care of [others’]
wants" (p. 40). The subthemes isolated here are related to Takai and Ota’s (1994) dimensions of Japanese
communication competence. Their self-restraint dimension includes maintaining harmony in relationships,
while the hierarchical relationship management and interpersonal sensitivity dimensions involve adapting to
others and impression management.
Theme 4: Positive Outcomes. Thirty-two respondents stated that communication is effective when it
results in a positive outcome. This means achieving desirable outcomes such as getting new information,
solving problems, developing closer relationships and so forth. Examples of this theme include: “Effective
communication occurs when I get information I don’t know” (F, opposite, strangers); “I don’t know about the
person, but if I’m able to obtain necessary information from him/her, it is effective. I also give him/her
information that is necessary” (F, same, friends); “When I get benefits through the communication interaction”
(F, unknown, best friend); “I feel communication is effective when I learn various things I don’t know through
talking with my friends” (F, same, friends); “When I confess my troubles and get suitable advice for them” (F,
same, friends); “I think communication is effective when it is meaningful and gives me good advice that is
useful for my life” (F, same, old people); “Effective communication has a positive influence on my relationship
with the person in the future” (F, same, strangers); “When I get to know the opposite-sex person’s way of
thinking” (F, opposite, acquaintances); “When I make friends with the person” (F, opposite, acquaintances);
“When a relationship of mutual trust becomes deeper” (M, same, old people); and “When communication brings
us closer” (M, opposite, acquaintances).
To illustrate this theme, one female respondent described an interaction with a same-sex older person: “I
confessed my worries to an older lady, and she gave me some helpful advice” (F, same, old people). This
description shows that the respondent perceived their communication to be effective because she was able to
obtain a positive outcome, helpful advice from the lady.
This theme appeared in the interactions with “friends” (8), “old people” (8), “strangers” (7),
“acquaintances” (6), and “best friend” (3). There were more females (25) than males (4) who defined effective
communication as positive outcomes (3 unidentified).
Positive outcomes was not one of the initial assumptions about Japanese effective communication.
Japanese researchers (e.g., Miyahara, 1999; Takai, 1994, 1996; Takai & Ota, 1994), however, maintain that
interpersonal competence involves the dimensions of effectiveness and appropriateness, and effectiveness
involves accomplishing objectives. Perceiving positive outcomes as effective communication is linked to being
persuasive in Japan (e.g., Mizuhara, 1984). Japanese approaches to persuasion and compliance gaining,
however, tend to differ from those used by U.S. Americans. Hirokawa & Miyahara (1986), for example,
reported that Japanese managers prefer to use altruistic strategies and appeals to duty, while U.S. Americans
prefer to use threats and direct requests to gain subordinates compliance.
Theme 5: Smoothness of Communication. Seventeen respondents indicated that communication
effectiveness is related to the smoothness of communication. There were two subthemes for this theme: a lot of
communication and smooth flow of communication.

18
 Twelve respondents stated that communication is effective when there is a lot of communication.
Example of this subtheme include: “When I talk to him a lot as a friend” (F, opposite, friends); and “When I’m
drawn into the conversation” (M, opposite, friends).
To illustrate this subtheme, a female respondent described an interaction she had with an opposite-sex
acquaintance: “Both of us talked a lot when we went out or ate out together” (F, opposite, acquaintances). This
description shows that when they engaged in a lot of communication, the respondent perceived their
communication to be effective. A male respondent described an interaction with his girlfriend: “We talked for
many hours at the same place but were never bored” (M, opposite, boy/girl friend). This illustrates that he
perceived their communication to be effective because they had talked a lot.
Five respondents defined communication effectiveness in terms of the flow of communication. In other
words, communication is perceived as effective when communication flows smoothly. Examples of this
subtheme include: “When communication flows smoothly” (M, same, acquaintances); and “When conversation
is growing lively” (F, opposite, acquaintances).
To illustrate this subtheme, a female respondent described an interaction with a same-sex friend: “We
were able to develop our conversation from small talk” (F, same, friends). This description indicates that the
respondent perceived they communicated effectively since their communication flowed from one topic to
another.
This theme appeared across all relationships. It appeared most frequently in the interactions with
“stranger” (5) and least frequently in the interactions with “best friend” (1) and “boy/girl friend” (1). More
males (11) than females (6) defined effective communication based on the amount of communication.
Smoothness of communication was not included in the initial assumptions about Japanese effective
communication. The smooth flow of communication in Japan appears to be related to turn-taking behavior.
Yamada (1990), for example, found that Japanese "take short-turns, distribute their turns relatively evenly, and
continue to distribute their turns evenly regardless of who initiates a topic" (p. 291) in casual conversational
settings. More generally, it appears that engaging in a lot of communication and a smooth flow of
communication make it possible for Japanese to manage their uncertainty, which reduces their anxiety and stress
in their interactions. As a consequence, individuals can communicate effectively.
Theme 6: Displaying Positive Behaviors. Fifteen respondents defined effective communication as
displaying positive behaviors. There were two subthemes: displaying positive attitudes and positive listening.
Nine respondents indicated that communication is effective when it involves displaying positive attitudes.
Positive attitudes included “respect” and “honesty.” Examples of this subtheme include: “Treat older people
with due respect” (M, opposite, old people); “Assume a humble attitude towards the person and respect him”
(M, opposite, old people); “Pay respect to the other person” (M, same, friends); and “Not telling lies” (M,
unknown, best friend).
To illustrate this subtheme, one female respondent described an interaction with a same-sex older person:
“I showed her respect when we communicated because I believe I should respect people who are older than I
am. Because of that, she respected me as well” (F, same, old people). The respondent’s respect for the older
person led her to perceive their communication as effective.
Six respondents indicated that communication is effective when it involves positive listening. Examples
of this subtheme include: “Always being a good listener” (unidentified, opposite, friends); “Effective
communication occurs when I try to listen seriously to the things in which the other person is interested. And I
show that I’m eager to learn something from them” (F, opposite, acquaintances); and “When old people do not
neglect my opinions just because they’re older than me, but listen to me” (F, opposite, old people).
To illustrate this subtheme, a female respondent described an interaction she had with a same-sex friend:
“When each of us had something to talk about, I listened to her story first. While I was doing that, I also tried to
touch on what I wanted to talk about” (F, same, friends). This illustrates that the respondent perceived their
communication to be effective because she tried to engage in positive listening.

19
 This theme appeared in the interactions with “old people” (8), “friends” (3), “acquaintances” (2), “best
friend” (1), and “boy/girl friend” (1). There were no sex differences observed.
As discussed earlier, it was assumed that Japanese communication effectiveness tends to be relationship-
focused. In addition, paying attention to relationships is necessary because preserving wa (e.g., harmony) is a
major concern in the Japanese interactions (e.g., Lebra, 1976; Miyahara, 1999; Okabe, 1983; Takai, 1994, 1996;
Takai & Ota, 1994). Displaying positive behaviors, including displaying positive attitudes (mainly respect) and
positive listening, contribute to maintaining good relationships.
Theme 7: Understanding. Fourteen respondents defined effective communication as understanding.
There were two subthemes for this theme: “one party in an interaction understands the other party” and “both
parties in an interaction understand each other.”
Twelve respondents stated that communication is effective when one party understands the other party.
Examples of this subtheme include: “When you get your ideas across to the other person” (F, opposite,
strangers); “When what you want to say was conveyed to the other person” (F, same, friends); “When your
intentions are understood by the other person” (F, opposite, acquaintances); “When the person understands how
I feel” (F, opposite, old people); and “When I understand the person’s feelings that she is trying to tell me” (F,
same, friends).
To illustrate this subtheme, one respondent described an interaction with an opposite-sex acquaintance: “I
conveyed that I liked my acquaintance directly and indirectly so I would not make the person uncomfortable. I
understood whether the person liked me based on the information the person provided” (unidentified, opposite,
acquaintances). This description shows that the respondent was able to understand the information that was
provided by the acquaintance and thus perceived that their communication was effective.
Two respondents stated that communication is effective when both parties understand each other.
Examples of this subtheme include: “Being able to understand each other enough” (F, opposite, acquaintances);
and “When both parties can understand each other’s feelings” (unidentified, same, acquaintances).
To illustrate this subtheme, a male respondent described an interaction with his best friend: “When our
interests were same, it was easy for us to understand what the other was talking about” (M, unknown, best
friend). This indicates that they were able to understand each other easily due to their common backgrounds
(i.e., same interests).
This theme appeared in the interactions with “acquaintances” (9), “friends” (2), “old people” (2), and
“strangers” (1). There were more females (10) than males (2) who defined effective communication as
understanding (2 unidentified).
Understanding was not included in the initial assumptions about Japanese communication effectiveness.
Japanese researchers (e.g., Miyahara, 1999; Takai, 1994, 1996; Takai & Ota, 1994), however, maintain that
Japanese competence involves the dimensions of effectiveness and appropriateness. Effectiveness involves
achieving goals and objectives in the interactions, as well as understanding. This theme is similatr to the theme
in the United States, but the focus in Japan was on understanding others’ feelings not their their thoughts as in
the United States.
Theme 8: Positive Nonverbal Communication. Twelve respondents indicated that effective
communication involves positive nonverbal communication, such as smiles, eye contact, positive facial
expressions and body language. Examples of this subtheme include: “You sometimes give a smile when you are
talking” (M, opposite, old people); “Talk as you look into the other person’s eyes” (F, opposite, boy/girl friend);
“When body language is used skillfully” (M, same, friends); and “When you communicate expressively” (F,
same, strangers).
To illustrate this subtheme, a male respondent described an interaction with a same-sex friend: “I
managed to make my friend understand me by using body language when I could not express things with
appropriate words” (M, same, friends). This description shows that the respondent’s nonverbal communication
made it possible for his friend to understand him, which led their communication being viewed as effective.

20
 This theme appeared across all relationships. It appeared most frequently in the interactions with
“strangers” (4) and least frequently in the interactions with “friends” (1), “best friend” (1), and “old people” (1).
There were more males (8) than females (4) who defined effective communication as positive nonverbal
communication.
Positive nonverbal communication was not one of the initial assumptions about Japanese communication
effectiveness. The emergence of this theme, however, can be explained by the emphasis on high-context
communication in Japan. High-context communication emphasizes the importance of nonverbal
communication for understanding others’ messages (Hall, 1976). Lebra (1976), for example, points out that
"among the Japanese, Uheart-to-heart-talkU refers to a nonverbal exchange of emotional feelings" (p. 28).
Theme 9: Clarity. Six respondents indicated that effective communication involves clarity. Clarity means
sending messages clearly or precisely to the other party. Examples of this theme include: “Presenting your own
opinion precisely to the other person” (unidentified, same, old people); “When communicating what each other
is feeling and thinking firmly, not assuming” (F, opposite, acquaintances); “When you communicate your
intention to the other person without hesitation” (F, same, old people); and “When you pronounce [your words]
clearly” (M, same, acquaintances).
To illustrate this subtheme, a female respondent described an interaction with her same-sex best friend:
“When she consulted with me, I could reply to her precisely” (F, same, best friend). This description shows that
their communication was viewed as effective because the respondent could send her message precisely.
This theme was appeared only in the interactions with “old people” (3) and “acquaintances” (3). There
were no sex differences observed.
Sending clear or precise messages was not one of the initial assumptions about effective communication
in Japan. This theme appeared as a theme of effective communication, however, because clarity promotes
understanding, which also was a theme of effective communication in Japan. The emergence of this theme is
consistent with the findings of Miyahara’s (1995) study.
Comparison of Themes in the United States and Japan
Seven themes were isolated for effective communication in the United States: (1) understanding, (2)
compatibility, (3) displaying positive behaviors, (4) smoothness of communication, (5) positive outcomes, (6)
positive nonverbal communication, and (7) adapting messages. Nine themes were isolated for effective
communication in Japan: (1) compatibility, (2) appropriateness, (3) relations between communicators, (4)
positive outcomes, (5) smoothness of communication, (6) displaying positive behaviors, (7) understanding, (8)
positive nonverbal communication, and (9) clarity. Most of the themes observed in the two cultures appeared to
be consistent. It is important to note, however, that the labels for the themes appeared the same but the contents
of several of the themes are different when they are examined in detail. Table 1 summaries the themes in the
two cultures.
(Table 1 about here)
“Understanding” appeared as a theme of effective communication in the United States (most frequent
theme) and Japan (seventh most frequent theme). The subthemes (one party understands the other party and
both parties understand each other) were compatible in the two cultures. The content, however, is different in
the two cultures. In the United States, over 96% of the responses for this theme referred to understanding
messages (such as content, points, meaning, and ideas) and less than 4% of the responses referred to
understanding individuals’ feelings. Over 85% of the responses for this theme in Japan, in contrast, were related
to understanding individuals’ feelings and less than 15% of the responses were related to understanding
intentions or ideas in the interactions. These differences suggest that understanding for U.S. Americans tends to
be cognitive and message-focused and Japanese understanding tends to involve affective elements.
“Compatibility” was observed as a theme of effective communication in both cultures (most frequent in
Japan; second most frequent in United States). The subthemes included “openness to communicate” and a
“positive atmosphere” in both cultures. “Commonality” also was included as a U.S. American subtheme, and

21
“getting along with each other” was included in the Japanese subthemes. It appears that openness and positive
atmospheres reflect compatibility across cultures. Commonality, however, also is necessary for compatibility
when individuals view themselves as autonomous and independent of each other. If individuals do not perceive
commonalities between themselves and others, they will not feel compatible. In cultures where individuals are
interconnected with other members of their ingroups, getting along with each other and fitting-in with the
ingroup are critical to be feel compatible.
“Displaying positive behaviors” was perceived as effective in the United States (third most frequent) and
Japan (sixth most frequent). The subthemes (“displaying positive attitudes” and “positive listening”) were
consistent in the two cultures. “Respect” was observed most recurrently as a positive attitude in both cultures as
well. “Displaying positive behaviors” in the United States appears to be linked to individuals being viewed as
autonomous and independent. Independent individuals need to be respected as individuals (displaying positive
attitudes) and need to have others pay attention to them (positive listening) in their interactions with others. In
Japan, “displaying positive behaviors” appears to reflect a relationship-focused view of effective
communication. In addition, paying attention to relationships is important because maintaining wa (e.g.,
harmony) is a major concern in Japanese interactions (e.g., Miyahara, 1999; Okabe, 1983; Takai, 1994; 1996;
Takai & Ota, 1994).
“Smoothness of communication” was related to effective communication in the United States (fourth
most frequent) and Japan (fifth most frequent). The “flow of communication” appeared as a subtheme in both
cultures. “Responsiveness” also was included as a U.S. American subtheme, and “a lot of communication” was
included as a Japanese subtheme. It appears that a smooth flow of communication is perceived as effective
across cultures. A smooth flow of communication is associated with the attentiveness dimension of interaction
involvement (e.g., Cegala, 1981) and effective communication. In cultures where individuals view themselves
as autonomous and independent of others, however, individuals also perceive others paying attention to them
(e.g., the responsiveness dimension of interaction involvement) as effective communication. The reason why "a
lot of communication" was perceived as effective communication in Japan is not as apparent. It may be these
(only five) respondents perceived "a lot of communication" as effective because the amount reflects the
smoothness of communication.
Communication was perceived to be effective when it resulted in positive outcomes in the United States
(fifth most frequent) and in Japan (fourth most frequent). “Positive outcomes” referred to achieving desirable
outcomes in both cultures. The emergence of this theme is explained by the dimension of effectiveness in
relational competence (Spitzberg & Cupach, 1984). Relational competence includes the dimensions of
effectiveness and appropriateness, and effectiveness involves achieving goals and objectives in the interactions
in the United States (Spitzberg & Cupach, 1984) and Japan (e.g., Takai, 1994; 1996; Takai & Ota, 1994).
Effective communication involved “positive nonverbal communication” in the United States (sixth most
frequent) and Japan (eighth most frequent). This theme included eye contact, positive facial expressions, and so
on in both cultures. Comparing the details, 70% of the responses for this theme involved eye contact in the
United States, whereas close to 60% of the responses for this theme involved facial expressions (such as smiles)
in Japan. Facial expressions were mentioned 10% of the time in the United States, and eye contact was
mentioned 25% of the time in Japan. These differences appear to indicate that U.S. American positive
nonverbal communication reflects that individuals are recognized in the interactions by maintaining eye contact.
Japanese positive nonverbal communication, in contrast, appears to reflect the emphasis on the use of high-
context communication (Hall, 1976).
“Adapting messages” was observed as a theme of effective communication in the United States. This
involved communicating by adapting messages to the other person and sending messages clearly and precisely.
This theme appeared least frequently suggesting that U.S. Americans do not emphasize an other-orientation
when they are trying to be effective. Burgoon, Stern, and Dillman (1995) argue that "despite predispositions to
adapt, the degree of strategic, conscious adaptation in any situation will be limited" (p. 264, italics omitted).
“Clarity” was observed as a theme of effective communication in Japan. This involved sending clear and
precise messages to the other party. The theme appeared least frequently, suggesting a relatively low emphasis
on low-context communication when Japanese are trying to communicate effectively.

22
 “Appropriateness” was perceived as effective in Japan. It included “appropriate choice of topic,”
“appropriate language,” and “appropriate manners.” There was no compatible theme observed in the United
States, and this was the second most frequently-mentioned theme in Japan. Appropriateness is viewed as
critical for effective communication because following social rules and norms is important in Japan (Edgerton,
1985). Edgerton, for example, "one gained virtue by following the rules and lost it by failing to do so" in Japan
(p. 176). He goes on to point out that "there are legitimate exceptions to rules in Japan today based on age,
gender, intoxication, ceremony, and various settings. These exceptions are as clearly understood as the rules
that they exempt one from following" (p. 177).
Good “relations between communicators” was perceived as effective in Japan. It involved “getting to
know the other party,” “adapting to the other party,” “maintaining harmony,” and “impression management.”
This theme appeared only in Japan, and it was the third most frequently-mentioned theme. “Relations between
communicators” is important for effective communication and is consistent with the idea that effective
communication is relationship-focused in Japan. In addition, not hurting the harmony in relationships between
communicators is important since a major focus of interactions is to preserve wa (e.g., harmony) in Japan (e.g.,
Miyahara, 1990; Okabe, 1983; Takai, 1994, 1996; Takai & Ota, 1994). Yoshitaka’s (1991) research suggests
that Japanese select conformity and agreeing with others as communication styles over self assertion to maintain
good interpersonal relations with others.
Comparing themes of effective communication in the United States and Japan, it is evident that themes of
effective communication in the two cultures are similar except for “appropriateness” and “relations between
communicators” in Japan. There were differences, however, in the content of the themes. “Compatibility”
involved “openness to communicate” and a “positive atmosphere” subthemes in both cultures. “Commonality,”
however, was observed as a subtheme in the United States, but not in Japan, and “getting along with each other”
was observed in Japan, but not in the United States.
“Understanding” appeared most recurrently in the United States. This indicates that understanding is
important for effective communication. This result also indicates that U.S. Americans’ perceptions of
communication effectiveness tend to be outcome-based. That is to say, reaching understanding of the messages
is effective, and reaching understanding is an outcome. This is consistent with Yum’s (1988) observation that in
U.S. American communication the outcome "is more important than the process" (p. 381). Communication in
Asian cultures with a Confucian heritage, in contrast, focuses on the process, not the outcome.
“Compatibility” appeared most frequently and “relations between communicators” appeared third most
frequently in Japan. These themes revealed that Japanese perceptions of effective communication tend to be
relationship-focused. This is compatible with Maynard’s (1997) view that the Japanese language and
communication involve "relationality," or at least two parties. In addition, “appropriateness” was the second
most frequently-mentioned theme in Japan, but there was no compatible theme in the United States. These three
most frequently-mentioned themes (56.76% of responses) suggest that Japanese perceptions of effective
communication tend to be process-based. To illustrate, communication is perceived as effective when the
interactions involve a positive atmosphere, appropriate choice of topic, and maintaining harmony. Similarly,
Yum (1988) contends that "the main function of communication under Confucian philosophy is to initiate,
develop, and maintain social relationships" (p. 381). Spitzberg and Cupach (1989) argue that interpersonal
collaboration and behaving appropriately are central to understanding communication competence.
Japanese perceptions of effective communication tend to be process-based U.S. American perceptions
of effective communication tend to be outcome-based. Japanese, therefore, emphasize different aspects of
communication than U.S. Americans to be effective, even though many of the themes appear similar. Process-
based effectiveness seems to involve how individuals feel about the process of their communication. This may
be related to communication satisfaction (e.g., Hecht, 1978). Communication satisfaction is an emotional
reaction to interactions that are successful and meet expectations. When Japanese get along with each other, for
example, they feel good about their interactions. In other words, when Japanese are satisfied with their
communication, they perceive it as effective. Consequently, Japanese perceptions of effective communication
appear to focus on affective components of communication, rather than the cognitive components of
communication which are the focus in the United States.

23
 Conclusion

Qualitative themes related to perceptions of effective communication were isolated in Japan and the
United States. The seven themes that emerged in the United States also appeared in Japan. Two additional
themes, appropriateness and good relations between communicators, also emerged in Japan. Even though the
themes are similar on the surface, it appears that there are underlying differences. Effective communication is
the United States appears to be perceived as outcome-based and individual-focused. Effective communication
in Japan, in contrast, appears to be perceived as process-based and relationship-focused.
The responses presented in this paper provide the basis for developing a derived etic measure (e.g.,
Berry, 1969) of (perceptions of) effective communication. Developing such a measure requires several steps.
First, the themes need to be compared in detail looking for similarities. Next, items need to be generated from
the common themes observed. To illustrate, one of the themes that was used to define effective communication
in both cultures was compatibility. Examples of items for perceived compatibility could be “Communication is
effective when I can say anything to my friend (or other relationships),” and “Communication is effective when
I feel comfortable talking to my friend (or other relationships).” Examples of items for perceived understanding
could be “Communication is effective when I understand what a friend (or other relationships) is saying to me,”
and “Communication is effective when I understand how my friend (or other relationships) feels and my friend
(or other relationships) understands how I feel.” It is important that the items written for a derived etic measure
of effective communication tap the outcome versus process bases of perceptions of effective communication, as
well as the individual versus the relationship foci and the emotional versus the cognitive emphases in effective
communication.
In addition to developing items from the common themes, items based on the themes that were found
only in Japan (e.g., appropriateness and relations between communicators) should be included as well to
investigate if these themes are recognized as aspects of communication effectiveness in the United States. To
illustrate, an item for perceived appropriateness could be “Communication is effective when I talk about a topic
about which my friend (or other relationships) is interested.” An example of an item for relations between
communicators could be “Communication is effective when I do not hurt my friend’s (or other relationships)
feelings.”
To conclude, the present study suggests that there are systematic differences and similarities in the
perceptions of effective communication in the United States and Japan. The culture-specific findings can be
used to develop quantitative measures of perceptions of effective communication in the two cultures. The
common findings from the two cultures can be used to develop a derived etic measure of perceptions of
communication effectiveness. The differences that exist need to be taken into consideration in future cross-
cultural and intercultural research on U.S. American-Japanese communication.

Notes
1. Japanese responses to the open-ended questions often reflected high-context communication. One-word or
very short answers, for example, were given frequently by the Japanese respondents, and the Japanese’s answers
usually did not contain as much detail as the U.S. Americans’ responses. These short and understated answers
required interpretation to place them in the thematic categories. One answer, for example, that stated “ tanoshii”
(“fun”) to define effective communication was interpreted as “individuals have fun when communicating” and
was placed under the subtheme of positive atmosphere. Some of the translations of Japanese responses,
therefore, are not direct translations.2. The seven themes identified for communication ineffectiveness in the
United States were: (1) lack of understanding (107 responses, 32.04% of total responses), (2) displaying
negative behaviors (67 responses, 20.06%), (3) incompatibility (49 responses, 14.67%), (4) negative outcomes
(40 responses, 11.98%), (5) unsmooth communication (29 responses, 8.68%), (6) negative nonverbal

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communication (24 responses, 7.19%), and (7) lack of adapting messages (18 responses, 5.39%). A complete
description of these themes is available at (web site to be provided).
3. The nine themes isolated for communication ineffectiveness in Japan were: (1) breakdown in relations (42
responses, 23.20% of total responses), (2) unsmooth communication (37 responses, 20.44%), (3) incompatibility
(30 responses, 16.57%), (4) displaying negative behaviors (26 responses, 14.36%), (5) inappropriateness (19
responses, 10.50%), (6) lack of understanding (11 responses, 6.08%), (7) negative outcomes (7 responses,
3.87%), (8) negative nonverbal communication (5 responses, 2.76%), and (9) lack of clarity (4 responses,
2.21%). A complete description of these themes is available at (web site to be provided).

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Table 1. A Summary of the Themes in the United States and Japan and Example Definitions

THEMES IN THE UNITED STATES

1. Understanding (108 responses, 30.68% of responses)

a. One part understands the other – "When the other person understands the point you want to make to
them."

b. Both parties understand each other - "There is mutual understanding of what is being discussed."

2. Compatibility (73 responses, 20.74% of responses)

a. Commonalities - "Effective communication occurs when the other [person] shares a similar
background as myself."

b. Openness to communicate - "Effective communication occurs when we share personal experiences

c. Positive atmosphere - "I feel comfortable and exited to talk to [others]."

3. Displaying positive behaviors (55 responses, 15.63% of responses)

a. Displaying positive attitudes - "Communication is effective when one can be aware and sensitive to
the other person's background."

b. Positive listening - "When we listen and respond in a way to make our friends know we are
listening."

4. Smoothness of communication (45 responses, 12.75% of responses)

a. Flow of communication - "Finding a topic and talking about it and it just keeps flowing."

b. Responsiveness - "When we talk about things and I can get the response that I am looking for."

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5. Positive outcomes (32 responses, 9.09% of responses)

"I feel that my message was conveyed when the person does what I want."

6. Positive nonverbal communication (20 responses, 5.68% of responses)

"Seeing through body language that the person is listening, for example, eye contact, smiling."

7. Adapting messages (19 responses, 5.40% of responses)

"Use words that they will understand." "Using terms the 'old' person could relate to."

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(Table 1 continued)
THEMES IN JAPAN

1. Compatibility (47 responses, 21.17 % of responses)

a. Positive atmosphere - "When you, as well as the other person, feel the conversation is enjoyable and
when you can sympathize with what one says to the other."

b. Openness to communicate - "When you can say anything to each other."

c. Getting along with each other - "It is effective when you communicate with someone with whom you
get along."

2. Appropriateness (40 responses, 18.02% of responses)

a. Appropriate choice of topic - "Talking about a topic that is suitable for each person."

b. Appropriate language - "Using keigo [honorific, respect language] when talking [to old people]."

c. Appropriate manners - "Being well-mannered."

3. Relations between communicators (39 responses, 17.57% of responses)

a. Getting to know the other person - "Trying hard to convey that I want the person to know me and I
want to understand him."

b. Adapting to the other person - "Agreeing with the other person on the surface [even when you
disagree to avoid unnecessary tension]."

c. Maintaining harmony - "Not having uncomfortable feelings toward each other."

d. Impression management - "Trying to give the other person a good impression of myself."

4. Positive outcomes (32 responses, 14.41% of responses)

"When I get to know the opposite-sex's way of thinking." "When communication brings us closer."

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5. Smoothness of communication (17 responses, 7.66% of responses)

a. A lot of communication - "When I talk to him a lot as a friend."

b. Flow of communication - "When communication flows smoothly."

6. Displaying positive behavior (15 responses, 6.76% of responses)

a. Displaying positive attitudes - "Treat older people with due respect."

b. Displaying positive listening - "Effective communication occurs when I try to listen seriously to the
things in which the other person is interested."

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(Table 1 continued)

7. Understanding (14 responses, 6.31% of responses)

a. One part understands the other - "When you get your ideas across to the other person."

b. Both parties understand each other - "When both parties can understand each other's feelings."

8. Positive nonverbal communication (12 responses, 5.41% of responses)

When body language is used skillfully." "When you communicate expressively."

9. Clear messages (6 responses, 2.70% of responses)

"When you communicate your intention to the other person without hesitation."
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