This paper presents a model of language-based communication zones in international business communication. The model builds on Du-Babcock and Babcock's (1996) descriptions of expatriate-local personnel communication patterns by reconfiguring and adding new zones, which vary according to the language proficiency matches of the interactants. The eight new communication zones represented here can contribute to a more comprehensive framework that represents the dynamic, bi-directional, multiply influenced, and tmnsformational translation process integral to international business communication. Previous research has operated on the assumption that all participants within an international business communication setting function as fully proficient users of all languages being spoken, with no accounting for communication difficulties based on varying levels of language proficiency. This study asserts that there is, in fact, a language-competency variable that greatly impacts communication and communication dynamics within the eight identified language-based communication zones. Research-based incidents from four countries illustrate likely communication patterns in the language-based communication zones.

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This article modifies and elaborates the language-based communication zones model. The authors distinguish between potential zones and activated zones, add MegaZone Two and MegaZone Three to the model, define language competency more completely and precisely, and identify three types of genre patterns (i.e., professional genre, commercial genre, and relational genre). Concentrating on the language patterns in the direct channels of language-based communication zones, they focus on determining the language competencies required to communicate directly in different communication situations and about different communication tasks. Professional, commercial, and relational genre patterns in Zone One, MegaZone Two, and MegaZone Three are identified and described. Researchbased examples are included to illustrate the genre patterns.Individuals who speak different national languages and possess varying levels of second-language competency exchange messages directly and indirectly in an increasingly fast-paced and expanding globalized communication environment. In this globalized environment, the messages cover a wide range of subject complexity (from the most simple to the most complex) and

Case studies tend to embed the language and values of the culture in which they are created. To use an American-based behavioural simulation, Looking Glass Inc., in Hong Kong, we needed to adapt it to the students' language environment and proficiency, their culturally derived behaviours, and their understanding of the context of American business. In Hong Kong, the norms prescribing language use are complex and contradictory; English is a major business, government, and legal language, but Cantonese and sometimes Mandarin have a continuing presence, especially in oral communication. The English in the simulation, however, reflect ing the authors' emphasis on realism, included slang and idiomatic expressions that were confusing even to students otherwise fluent in the language, and thus we had to modify materials to aid comprehension. We also had to adjust our administra tion of the materials to account for cultural differences between the individualistic and low power distance dimensions of the American scene represented in the sim ulation and the collectivistic and high power distance environment our students found more comfortable. Our strategy in adapting the simulation was to stimulate participants in Looking Glass Inc. to act authentically in their roles, negate reac tive and promote proactive behaviour at all four organisational levels, and encour age the thoughtful and complete analysis of the simulation, not something that came naturally. Finally, we had to make explicit several elements of American business assumed by the authors but not known to the students, including Ameri can geography and transportation systems, laws and administrative bodies, and race and gender issues.