Intercultural competence as an aspect of the communicative ...

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to use conversational conventions (holding the floor, turn taking, interrupting, providing feedback, etc.). Actional competence is linked to sociolinguistic competence, comprising knowledge and ability to match ‘actional intent with linguistic form based on the knowledge of verbal schemata that carry illocutionary force’ (Celce-Murcia 1995: 17). It is, therefore, the ability to know how to use language to perform certain functions (make a promise, give orders, or complain). Finally, strategic competence includes knowledge, skills and ability to resolve communicative difficulties and increase effectiveness in communication. In the 2007 model, Celce-Mercia highlights the importance of sociocultural competence, as opposed to sociolinguistic, as she believes learners cannot be easily dissuaded to ‘change their native verbal behavior’ (Celce-Murcia 2007: 46). Also, formulaic (routines, collocations, idioms) and interactional (information exchanges, interpersonal exchanges, expression of opinions and feelings, complaining, blaming, apologizing, turn-taking, interrupting, getting, holding, and relinquishing the floor, back channeling) (the latter used to be termed actional) competences gain in importance as they are seen as essential for successful completion of speech acts. This change in the conceptualisation of CC comes with a heightened awareness of the importance of learning being contextualised in authentic material, and of the fact that learning ‘through content is one of the most effective means available for achieving communicative competence in a second or foreign language’ (Celce-Murcia 2007: 51). Common European Framework of Reference The importance of communicative competence is seen also in the fact that it has been included as one of the main teaching aims in Common European Framework of Reference (CEFR) (2001), a guideline for language teaching. CEFR defines communicative language competence as comprising several components: linguistic, sociolinguistic and pragmatic. Each of these components, in turn, consists of knowledge and skills and know-how. Linguistic competences ‘include lexical, phonological, syntactical knowledge and skills and other dimensions of language as system, independently of the sociolinguistic value of its variations and the pragmatic functions of its realisations’ (CEFR p. 13). This dimension of communicative competence stands for both the quality of knowledge and cognitive organisation of that knowledge. This is an important aspect of the linguistic competence because the cognitive organisation is seen 46
as dependent on ‘the cultural features of community or communities’ in which a student has been brought up. The sociolinguistic component consists of social conventions – politeness, relationship between the sexes, generations, classes, use of a particular jargon, it shapes language communication between people from different cultures. Pragmatic competences refer to ‘the functional use of linguistic resources (production of language functions, speech acts, irony, and text types), drawing on scenarios or scripts of interactional exchanges’ (CEFR p. 13). This component too is dependent on ‘interactions and cultural environment’ (CEFR p. 13) in which this particular competence, as well as the others, develops. These three components that form communicative competence represent competencies that ‘a social agent’ would possess – internalised ‘representations, mechanisms and capacities’ (CEFR p. 14) as well as the knowledge about them, all of which is responsible for the visible performance. As in other models, authors also believe that any learning process would improve a student’s capacities and competencies. 2.2.3. Criticism of communicative competence The models of CC were not without some criticism raised against them 12 especially in the field of TEFL as some authors (Alptekin 2002) believe that a new notion is needed, one that would see the English language as the world language, and therefore, communicative competence should shift from the native speaker model. The communicative competencies being different across the languages, members of a particular culture ‘behave and […] interpret the behaviour of others in reference to the communicative systems they have available to them’ (Alptekin 2002: 58). As particularly detrimental for FL learner Alptekin sees monolithic cultures that try to enforce a native speaker model, regardless of these communication style differences. While it will be difficult to define a model that would fulfill Alptekin’s demands on communicative competence, one of his proposals for the new pedagogical model is to include intercultural communicative competence. Therefore, students will be ‘equipped with linguistic and cultural behaviour’ (Alptekin 2002: 63), so that they would be prepared to cope with the difference and communicate effectively. 12 With the native speaker no longer the model for the foreign language learner, it was more appropriate to go a step beyond the concept of communicative competence and, with the connection with intercultural competence reach intercultural communicative competence (Baxter 1983). 47
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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
Page 12 and 13: LIST OF TABLES Table PAGE Table 3.1
Page 14 and 15: LIST OF FIGURES Figure PAGE Figure
Page 17 and 18: ABSTRACT With the increased interco
Page 19 and 20: APSTRAKT Ciljevi nastave engleskog
Page 21 and 22: CHAPTER I - INTRODUCTION 1.1. Backg
Page 23 and 24: enough attention is given to interc
Page 25 and 26: shows that in spite of an allegedly
Page 27 and 28: 1.6. Definitions of terms A more de
Page 29 and 30: group differentiates between in- an
Page 31 and 32: For the purpose of the present stud
Page 33 and 34: CHAPTER II - LITERATURE REVIEW 2.1.
Page 35 and 36: the experience. Finally, the concep
Page 37 and 38: problem, but culture is still seen
Page 39 and 40: Keesing (1974) proposes a definitio
Page 41 and 42: to the complexity of the concept (B
Page 43 and 44: 2.1.2. Cultural awareness Cultural
Page 45 and 46: Ronnau (1994) states that CC requir
Page 47 and 48: Culture Language world knowledge sp
Page 49 and 50: The iceberg theory Since culture is
Page 51 and 52: Hofstede’s onion layers model Hof
Page 53 and 54: Spencer-Oatey’s model In order to
Page 55 and 56: 2.2.2. Communicative competence mod
Page 57 and 58: This observation will be important
Page 59 and 60: the ‘development of social respon
Page 61: Celce-Murcia In 1995, Celce-Murcia
Page 65 and 66: also ‘the cognitive, affective, a
Page 67 and 68: The two prevailing comments on Hall
Page 69 and 70: The success in intercultural compet
Page 71 and 72: already mentioned categorisation of
Page 73 and 74: how they guide one’s behaviour. F
Page 75 and 76: the experiential, cognitive and soc
Page 77 and 78: put forth not only definitions but
Page 79 and 80: training which students received be
Page 81 and 82: no link between positive attitudes
Page 83 and 84: subjective process. Some authors ra
Page 85 and 86: easily’ (Oksaar 1990: 242), as th
Page 87 and 88: process of cross-cultural mediation
Page 89 and 90: stage, but it is a teacher’s role
Page 91 and 92: Ruben’s behavioural approach Rube
Page 93 and 94: The first one is Denial of differen
Page 95 and 96: This stage is a goal of IC training
Page 97 and 98: Beamer proposes a model that has fi
Page 99 and 100: Hofstede’s culture dimensions Hof
Page 101 and 102: The model has been among the first
Page 103 and 104: Internal vs. external distinction s
Page 105 and 106: these ‘can be achieved through st
Page 107 and 108: implementation in the classroom. Ho
Page 109 and 110: language mastery, and incorporates
Page 111 and 112: 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
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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
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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