Intercultural competence as an aspect of the communicative ...

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Table 4.2 Years of learning English No. of years No. of SS percentage 7-10 200 60% >10 103 31% The participants were also asked if they had friends from abroad, where 215 stated they had and 115 that they did not. Out the whole sample, 84 students – which made a quarter of the whole number of the participants, had never been abroad. Others stated as their trips abroad excursions and tourist visits. Only eight participants had spent a longer period of time abroad, listing various reasons – sporting events, competitions, participating in concerts or seminars, visiting relatives. Two students listed being born abroad, one spent two years living abroad, and two were on an exchange programs that lasted 10 months. 4.2. Questionnaire results The questionnaire was distributed for the purposes of establishing the overall intercultural sensitivity of university students, in particular those who had English language courses. The second objective was to establish if there was a difference between intercultural sensitivity of English language students and students of other departments. The section presents the results of the questionnaire. The three domains in the GPI questionnaire are cognitive, intrapersonal and interpersonal, each subdivided into two subdomains. These categories can be seen in Table 2.1, and in which phases of the present study they are explored (questionnaire or interview). In the GPI, the higher the average of the six categories (on a scale from 1-5), the more the group is considered to have a global perspective. For the purposes of comparison, we would consider the mean 0-2 as showing lower global perspective, the mean of 2-3.5 medium, and finally, the mean of 3.5-5 representing higher global perspective. The statistical analysis showed that the mean value for the cognitive subdomain Knowing, the degree of complexity of one’s view of the importance of cultural context when deciding what is important to know and value, was 2.8. Knowledge, the degree of understanding and awareness of various cultures and their impact on our global society, had the mean of 3.3. 158
For the Intrapersonal domain that is divided into Identity and Affect, the average answers are higher. Identity, the awareness of unique identity; purpose in life; meaningful philosophy of life, had a mean of 3.9, which is the highest mean out of all categories. The subdomain Affect, which represents the level of respect and acceptance of cultural perspectives different from one’s own and the degree of emotional confidence when processing encounters with other cultures, had the mean of 3.7 Finally, for the Interpersonal domain that consists of Social Interactions, a degree of engagement with others who are different from oneself and degree of cultural sensitivity in living in pluralistic setting, the students scored 3.7, while Social responsibility, a level of commitment of interdependent living, had the mean of 3.6. The Table 4.3 shows the mean values of all the subdomains. It can be seen that the subdomains Knowing and Knowledge had the lowest minimums, while the subdomain Knowing had the lowest maximum too. All other subdomains fell into the range of 2-5. Table 4.3 Mean values of GPI subdomains N Minimum Maximum Mean Std. Deviation Knowing 336 1,56 4,00 2,8850 ,38611 Knowledge 336 1,40 5,00 3,3673 ,58244 Identity 336 2,00 5,00 3,9946 ,53741 Affect 336 2,22 5,00 3,6562 ,42831 Responsibility 336 2,00 5,00 3,6263 ,49234 Interaction 336 2,33 5,00 3,7365 ,46253 Well Being 336 2,14 5,00 3,8464 ,42243 Global Citizenship 336 2,20 5,00 3,7044 ,48827 Valid N (list-wise) 336 According to the GPI result scheme, the higher the mean for a subdomain, the better participants performed, so the results placd the students at medium-level competence. It should be pointed out that the lowest mean for all departments was on the subdomain Knowledge which ranged from 2.7 to 3. The questions grouped under the category of Identity asked of the participants to ‘assess’ themselves and their understanding of self as well as their preparedness to appropriately (re)act in new situations. The participants showed a strong belief in their identity, with the mean above 3.8. When compared to the answers given to another set of 159
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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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these ‘can be achieved through st
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implementation in the classroom. Ho
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language mastery, and incorporates
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connected to the skills of discover
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Another important characteristic of
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Intercultural Competence Assessment
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Kramer The model that Kramer (2000)
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component is the situation in which
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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 and 156: of the interview, here too, the epi
Page 157 and 158: these reasons the culture assimilat
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: CHAPTER IV - RESULTS 4.1. Introduct
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
Page 207 and 208: We talked about that in Sociology o
Page 209 and 210: 4.4.2.6. Family life There were two
Page 211 and 212: The ability to create an intercultu
Page 213 and 214: Lastly, not all interviewees provid
Page 215 and 216: CHAPTER V - DISCUSSION 5.1. Introdu
Page 217 and 218: subdomains. However, the idea of th
Page 219 and 220: academic year in the USA. However,
Page 221 and 222: contact with other nations we are b
Page 223 and 224: 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
Page 261 and 262:
Fennes, H., K. Hapgood (1997). Inte
Page 263 and 264:
Nishida (Eds.), Communication in pe
Page 265 and 266:
Ignjačević, A. (1998). Stavovi o
Page 267 and 268:
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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