Intercultural competence as an aspect of the communicative ...

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discussed from the Serbian cultural framework, showing that the interviewees are also characterized by this feature of a Minimalisation stage (Bennett 2004). With the last remark in mind, it could be said that the inability or unwillingness to provide alternative behaviour for the characters in the critical incidents should not be surprising. Cultural assumptions are for the most part unconscious and ‘we cannot readily imagine alternatives to them’ (Stewart, Bennett 1991: 12). Therefore, the interviewees tried to find a middle way, just as the Golden rule states. Common themes that emerged from the attribution and interviews which could be valuable for the teaching practice were the ‘us vs. them’ contrast and dispositional attribution. In terms of ICC instruction, this points to a need to dissuade ethnocentric views as the dynamics behind them rests on the assumption that one’s own culture is normal and natural which leads to the degradation of others and formation of value judgment. The attitude ‘us vs. them’ might be even more detrimental if analysed within one’s own culture, as it would mask the recognition of one’s own culture and possible institutional privilege that might offer to its members. This would consequently prevent learners from understanding subcultures or minorities in their own society. As Bennett points out, this stand minimizes differences by applying ‘the same universal standard to all the groups without bias’ and when this results in ‘group differences, the explanation […] is that groups differ in intelligence, skills or preparation’ (Bennett 2004: 68) at the expense of ‘others’. As for dispositional attribution, if in an educational framework critical cultural awareness is to be developed, relativisation of one’s own and valuing of others’ meanings, beliefs and behaviours ‘can happen only with a reflective and analytical challenge to the ways in which they have been formed and experienced’ (Byram 1997: 41). The learners should be made aware of those unconscious values, beliefs and norms and instructed not to see particular visible features as an exhaustive account of the characteristics of an individual or a culture but aspects of a different worldview that needs to be explored to be understood. 226
5.4. Summary In this chapter the results of both quantitative and qualitative phases of the study were discussed and interpreted. The data gathered through two instruments were compared and the qualitative data were used to cross-validate the quantitative data. The attributions of the interviewees were analysed against some cultural models in order to show their intercultural competence. Special attention was given to this last segment as it most completely answers the research questions. 227
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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
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‣ gain awareness of the things th
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into practice certain forms they sh
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a culture (values and beliefs every
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eporting that people gave a more fa
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for their preparation for a society
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web-based self-study. The course wa
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esearch in the area of ICC in our r
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However, despite positive results t
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Understandably, there was a clear d
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aimed at teachers 27 , or teachers
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CHAPTER III - METHODOLOGY 3.1. Intr
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certain of their findings; it enhan
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students in the research are the fi
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which represents a degree of comple
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different groups of students who ha
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phase, a qualitative technique, an
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of the interview, here too, the epi
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these reasons the culture assimilat
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irritated by the kids’ behaviour
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The curriculum of the Faculty of Ec
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with information gathered in interv
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classrooms varied greatly. Not only
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insight into the research, but only
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esearch notes, where the first inte
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3.9. Summary In this chapter the re
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CHAPTER IV - RESULTS 4.1. Introduct
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For the Intrapersonal domain that i
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Serbian Mean 2,9182 3,4176 3,9778 4
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English language students In order
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Total 330 Affect 1 233 169,46 39563
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Even thought language instruction c
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there was a statistically significa
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willingness to engage with others w
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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
Page 225 and 226: However, the knowledge of customs o
Page 227 and 228: a significant role in each of the c
Page 229 and 230: It is interesting that none of the
Page 231 and 232: FL training should be employed to h
Page 233 and 234: al. 2012) and, since authority of i
Page 235 and 236: the seniors in the firm. However, t
Page 237 and 238: 5.2.7. Intercultural awareness Fina
Page 239 and 240: interviews were basic and very simp
Page 241: e only implied. Although the mean o
Page 245 and 246: CHAPTER VI - CONCLUSION 6.1. Conclu
Page 247 and 248: the students for the most part foun
Page 249 and 250: Another limitation is that the rese
Page 251 and 252: The research tool used for the pres
Page 253 and 254: REFERENCES Aguilar, M. J. C. (2008)
Page 255 and 256: Bennett, M.J. (2004). Becoming inte
Page 257 and 258: Byram, M., M. Fleming (Eds.) (1998)
Page 259 and 260: 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’
Page 269 and 270: Lincoln, Y.S., E. Guba (1985). Natu
Page 271 and 272: Current Trends in European Second L
Page 273 and 274: Rickheit, Gert, H. Strohner, C. Vor
Page 275 and 276: Sheḳedi, A. (2005). Multiple Case
Page 277 and 278: The Common European Framework of Re
Page 279 and 280: Yarbro, C.L.M. (1988). An assessmen
Page 281 and 282: APPENDICES Appendix 1 - Informed co
Page 283 and 284: Appendix 3 - Permission to use the
Page 285 and 286: Appendix 4 - The Global Perspective
Page 287 and 288: Appendix 5- GPI subdomain items Kno
Page 289 and 290: Appendix 6 - Transcription conventi
Page 291 and 292: 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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