Intercultural competence as an aspect of the communicative ...

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stay abroad. However, these interviews were less structured, and more focused on the ability of the interviewees to recall incongruities they had faced. The data collected through these two groups of interviews were then organized into particular cultural incidents with the support from various theoretical sources. Some incidents were modelled after the already existing ones but were rewritten to comply with the needs of the study and to be representative of the local setting (Cushner, Brislin 1996; Lambert, Myers 1994; Levin, Adelman 1993; The INCA project 2004). Further theoretical basis was found in Wang (2000) and Fowler (1995) which helped in combining similar experiences into a single incident, as well as with editing of incident explanations. Brislin (1996) defines 18 themes that are a basis for misunderstandings and which are therefore employed in this assimilator as well. These themes range from disconfirmed expectations, ambiguity, confrontation with one’s own prejudices, to time and space organization, roles, hierarchy, in-group-out-group distinctions. The culture assimilator consists of 21 situations, accompanied with four possible attributions, or solutions 31 . After a pilot study had been conducted and based on the feedback that the participants in the pilot study provided, the number of assimilators was reduced from 28 to 21 for two reasons. The first one was to keep the topics and issues discussed in the incidents close to student life or work prospects. Therefore, the incidents included were those where new colleagues or students who just met interacted, or where the atmosphere and expectations in a work place or in the classroom were ‘problematic’. The second reason was the constraints of time, as going through the whole assimilator would have lasted at least an hour, the number of incidents had to be reduced considerably and not all were included in the interviews. Many assimilators have dealt with either culture-specific or culture-general issues in intercultural communication, however, as Bhawuk (2001) notices, no attempt has been made to use culture theory in assimilators, individualism and collectivism for example, to explain and predict social behaviours across cultures. Yet, the value of these constructs is great and they might help explain the concepts of cultural distance, cultural influences on the self, behaviour toward in-group and out-group members (Triandis, McCusker and Hui 1990), predicting effects of social loafing (Earley 1989 as cited in Bhawuk 2001) and competition in groups (Wagner 1995 as cited in Bhawuk 2001), among other things. For 31 For the purposes of the study, the incidents presented to the interviewees did not include the attributions. 140
these reasons the culture assimilator for the present study did include these theoretical considerations. Those critical incidents used for the interviews are presented in this section, while the rest of the culture assimilator, where each critical incident is followed by a multiple choice and a rationale, generated after the inital interviews with the native speakers and the interviews with the students, is presented in Appendix 9 32 . Critical incident 1. At an informal party there is a group of Americans who are in Serbia on a study program. Milan is trying to get to know one of them, Matthew, a bit better. Milan is an easy-going sociable guy, and has no problems starting a conversation. They exchange a few questions, about their home towns, age, girlfriends, but Milan has problems staying close to Matthew. Every time he gets closer, Matthew takes a few steps back. Why might this be? Critical incident 2. Marija is asked as an international student at one US college to meet with an American student in order to help the student work on the project about world cultures. Marija meets Julie after class, and they try to get to know each other better and to schedule a next meeting. However, Julie does not stop staring at Marija directly in the eyes, and it makes Marija feel uncomfortable. She starts wondering if she has something on her forehead. She expects this to stop after a while, but during the whole conversation it’s the same. Why might this be? Critical incident 3. Vuk is attending a course with other American students. He’s already had few classes, and now knows most of the name of his classmates. But, he wants to get to know them even better, so he suggests going out Vuk: OK, maybe we can meet sometime soon. John:. Yeah, we should. Vuk: What do you think, Nicole? For coffee? Nicole: Sure, definitely! See ya soon. But, even after they have had a few more classes, they always talk about going out and never actually go out, why might this be? Critical incident 4. Marko arrived at an American university and started going to classes. However, he was very disappointed to see the way students behaved in class. They would take off their shoes, put up their feet on the seat in front of them, would be laid back. What surprised Marko even more is the fact that teachers didn’t mind this at all. There was one instance that a young man, sitting back, with his feet up, raised his hand and asked for a clarification, and the teacher calmly provided one. Marko couldn’t understand this at all. What might be the reason for this situation? 32 Even though the culture assimilator was created for the purposes of the present study, it can be used as a teaching and assessment tool in EFL teaching, since it can provide a basis for further work on linguistic competence in terms of vocabulary, structures and functional language 141
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UNIVERSITY OF NOVI SAD FACULTY OF P
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Fizički opis rada: FO 6 poglavlja
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UNIVERSITY OF NOVI SAD FACULTY OF P
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esults, showing a considerable lack
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2.5.1. Introduction 105 2.5.2. Tech
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LIST OF TABLES Table PAGE Table 3.1
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LIST OF FIGURES Figure PAGE Figure
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ABSTRACT With the increased interco
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APSTRAKT Ciljevi nastave engleskog
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CHAPTER I - INTRODUCTION 1.1. Backg
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enough attention is given to interc
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shows that in spite of an allegedly
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1.6. Definitions of terms A more de
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group differentiates between in- an
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For the purpose of the present stud
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CHAPTER II - LITERATURE REVIEW 2.1.
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the experience. Finally, the concep
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problem, but culture is still seen
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Keesing (1974) proposes a definitio
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to the complexity of the concept (B
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2.1.2. Cultural awareness Cultural
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Ronnau (1994) states that CC requir
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Culture Language world knowledge sp
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The iceberg theory Since culture is
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Hofstede’s onion layers model Hof
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Spencer-Oatey’s model In order to
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2.2.2. Communicative competence mod
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This observation will be important
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the ‘development of social respon
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Celce-Murcia In 1995, Celce-Murcia
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as dependent on ‘the cultural fea
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also ‘the cognitive, affective, a
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The two prevailing comments on Hall
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The success in intercultural compet
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already mentioned categorisation of
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how they guide one’s behaviour. F
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the experiential, cognitive and soc
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put forth not only definitions but
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training which students received be
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no link between positive attitudes
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subjective process. Some authors ra
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easily’ (Oksaar 1990: 242), as th
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process of cross-cultural mediation
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stage, but it is a teacher’s role
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Ruben’s behavioural approach Rube
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The first one is Denial of differen
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This stage is a goal of IC training
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Beamer proposes a model that has fi
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Hofstede’s culture dimensions Hof
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The model has been among the first
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Internal vs. external distinction s
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Page 111 and 112: connected to the skills of discover
Page 113 and 114: Another important characteristic of
Page 115 and 116: Intercultural Competence Assessment
Page 117 and 118: Kramer The model that Kramer (2000)
Page 119 and 120: component is the situation in which
Page 121 and 122: hand, an inductive approach since a
Page 123 and 124: ‣ gain awareness of the things th
Page 125 and 126: into practice certain forms they sh
Page 127 and 128: a culture (values and beliefs every
Page 129 and 130: eporting that people gave a more fa
Page 131 and 132: for their preparation for a society
Page 133 and 134: web-based self-study. The course wa
Page 135 and 136: esearch in the area of ICC in our r
Page 137 and 138: However, despite positive results t
Page 139 and 140: Understandably, there was a clear d
Page 141 and 142: aimed at teachers 27 , or teachers
Page 143 and 144: CHAPTER III - METHODOLOGY 3.1. Intr
Page 145 and 146: certain of their findings; it enhan
Page 147 and 148: students in the research are the fi
Page 149 and 150: which represents a degree of comple
Page 151 and 152: different groups of students who ha
Page 153 and 154: phase, a qualitative technique, an
Page 155: of the interview, here too, the epi
Page 159 and 160: irritated by the kids’ behaviour
Page 161 and 162: The curriculum of the Faculty of Ec
Page 163 and 164: with information gathered in interv
Page 165 and 166: classrooms varied greatly. Not only
Page 167 and 168: insight into the research, but only
Page 169 and 170: esearch notes, where the first inte
Page 171 and 172: 3.9. Summary In this chapter the re
Page 173 and 174: CHAPTER IV - RESULTS 4.1. Introduct
Page 175 and 176: For the Intrapersonal domain that i
Page 177 and 178: Serbian Mean 2,9182 3,4176 3,9778 4
Page 179 and 180: English language students In order
Page 181 and 182: Total 330 Affect 1 233 169,46 39563
Page 183 and 184: Even thought language instruction c
Page 185 and 186: there was a statistically significa
Page 187 and 188: willingness to engage with others w
Page 189 and 190: showed confidence about their inter
Page 191 and 192: In order to be analysed, the interv
Page 193 and 194: Then, the interviewees were asked t
Page 195 and 196: 4.4.2. Attributions The central par
Page 197 and 198: judgments and finally, to probe for
Page 199 and 200: Some kind of prejudice that Serbs a
Page 201 and 202: 4.4.2.3. Socializing As an importan
Page 203 and 204: Maybe he wasn’t ready, maybe his
Page 205 and 206: In another critical incident from s
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We talked about that in Sociology o
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4.4.2.6. Family life There were two
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The ability to create an intercultu
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Lastly, not all interviewees provid
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CHAPTER V - DISCUSSION 5.1. Introdu
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subdomains. However, the idea of th
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academic year in the USA. However,
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contact with other nations we are b
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one’s intercultural learning, sen
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However, the knowledge of customs o
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a significant role in each of the c
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It is interesting that none of the
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FL training should be employed to h
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al. 2012) and, since authority of i
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the seniors in the firm. However, t
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5.2.7. Intercultural awareness Fina
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interviews were basic and very simp
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e only implied. Although the mean o
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5.4. Summary In this chapter the re
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CHAPTER VI - CONCLUSION 6.1. Conclu
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the students for the most part foun
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Another limitation is that the rese
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The research tool used for the pres
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REFERENCES Aguilar, M. J. C. (2008)
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Bennett, M.J. (2004). Becoming inte
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Byram, M., M. Fleming (Eds.) (1998)
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Dahl, S. (2004). Intercultural Rese
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Fennes, H., K. Hapgood (1997). Inte
Page 263 and 264:
Nishida (Eds.), Communication in pe
Page 265 and 266:
Ignjačević, A. (1998). Stavovi o
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Kovalainen, N. (2005). Students’
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Lincoln, Y.S., E. Guba (1985). Natu
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Current Trends in European Second L
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Rickheit, Gert, H. Strohner, C. Vor
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Sheḳedi, A. (2005). Multiple Case
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The Common European Framework of Re
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Yarbro, C.L.M. (1988). An assessmen
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APPENDICES Appendix 1 - Informed co
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Appendix 3 - Permission to use the
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Appendix 4 - The Global Perspective
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Appendix 5- GPI subdomain items Kno
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Appendix 6 - Transcription conventi
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43 R Da li misliš da smo mi toliko
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uopšte, ima samo par profesora koj
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Appendix 8 - Critical incidents use
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(18) Ešli je u Srbiji već jedan m
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d) Showing one’s love interest mi
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6. Jack came to Serbia to be a mana
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9. Veljko is an exchange student of
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) Dusan took the colleague too seri
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a) There aren’t many strict rules
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Ashley: Can’t we at least split i
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d) He thinks that he is intentional
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Appendix 11 - Tables and figures Ta
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Table A.3 Stays abroad and subdomai
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Figure A.3 Department comparison on
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