Intercultural competence as an aspect of the communicative ...

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APPENDICES Appendix 1 - Informed consent form for English language native speakers Informed Consent Form Title Intercultural competence as part of communicative competence in tertiary level English language learners You are invited to consider participating in the research study. This form will describe the purpose and nature of the study. Please read the information carefully and ask for any clarification. The participation is entirely voluntary – if you decide to participate, please sign and date the last line of the form Explanation of the study The purpose of the study is to investigate intercultural competence (ICC) of the English language learners in university students. The research will look into the strategies of teaching ICC as well as learning ICC and applying cultural knowledge in intercultural encounters. The research will have several parts with different participants. As native speakers of English acquainted with Serbian culture, you will be asked to provide episodes that include misunderstandings, or even conflicts, due to cultural differences and lack of intercultural knowledge. The responses will be noted down and audio recorded and used to provide the basis for the design of culture assimilators (one of the techniques for (inter)cultural teaching). The interview will take approximately 30 minutes. Confidentiality Your identity as a participant will remain confidential and your name will never be publicly associated with data you provide. Notes (portions of the interview) will be used for research, in linguistics classes and conference presentations exclusively. You may withdraw from the study at any time and you may refuse to answer any questions you are asked. If you have any questions about your participation or about my study, please feel free to contact me at nina.lazarevic@gmail.com. Researcher’s Statement I have fully explained the study to a prospective participant. I have answered and clarified all the question. ............................................. ........................................... ...................................... Researcher Signature Date Participant’s Consent • I have read and understood the terms and conditions in this Informed Consent Form and have had the opportunity to ask questions • I understand that my participation is voluntary • I understand that my responses will be anonymised for the study • I agree to participate in the study ............................................ .......................................... .................................... Participant Signature Date 265
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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
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In order to be analysed, the interv
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Then, the interviewees were asked t
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4.4.2. Attributions The central par
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judgments and finally, to probe for
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Some kind of prejudice that Serbs a
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4.4.2.3. Socializing As an importan
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Maybe he wasn’t ready, maybe his
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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
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 and 242: e only implied. Although the mean o
Page 243 and 244: 5.4. Summary In this chapter the re
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: Yarbro, C.L.M. (1988). An assessmen
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
Page 293 and 294: uopšte, ima samo par profesora koj
Page 295 and 296: Appendix 8 - Critical incidents use
Page 297 and 298: (18) Ešli je u Srbiji već jedan m
Page 299 and 300: d) Showing one’s love interest mi
Page 301 and 302: 6. Jack came to Serbia to be a mana
Page 303 and 304: 9. Veljko is an exchange student of
Page 305 and 306: ) Dusan took the colleague too seri
Page 307 and 308: a) There aren’t many strict rules
Page 309 and 310: Ashley: Can’t we at least split i
Page 311 and 312: d) He thinks that he is intentional
Page 313 and 314: Appendix 11 - Tables and figures Ta
Page 315 and 316: Table A.3 Stays abroad and subdomai
Page 317: Figure A.3 Department comparison on
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