Intercultural competence as an aspect of the communicative ...

More documents

Recommendations

Info

is important is to see oneself able to ‘walk in the other's moccasins’ (p. 5). The model purports that intercultural behaviour is successful when seen to be so in the eyes of a person from the target culture which should make learners aware of others’ feelings. Similarly to Ruben’s model, this one also relies on three domains – cognitive, affective and behavioural to explain intercultural encounters. Possible drawbacks of the model are that the application appears to be culture-specific, and to be limited to sojourners (Beamer 1992). Bennett’s Developmental Model of Intercultural Sensitivity Bennett (1993) offered a framework for the conceptualization of IC dimensions in his Developmental Model of Intercultural Sensitivity (DMIS). Bennett sees intercultural sensitivity as ‘the construction of reality as increasingly capable of accommodating cultural difference that constitutes development’ (Bennett 1993: 24). For Bennett, learning means the integration of the assumptions, values, and beliefs (the invisible elements) of another culture into one’s own world view. Therefore, as a consequence, one would be able to adapt personal behaviour (the visible) to the norms of the target culture. As Bennett believes that objective culture is of limited value for intercultural communication, he situates the model in the domain of subjective culture, stating that understanding objective culture ‘may create knowledge, but might not generate competence’ (Bennett 1998: 3). The DMIS constitutes a process through which one goes in moving along a continuum from more ethnocentric stages to more ethnorelative ones, with potential for more sophisticated intercultural experience. ‘The DMIS assumes that construing cultural difference can become an active part of one’s worldview’, which could lead to a better understanding of one’s own culture, as well as other cultures, ‘and an increased competence in intercultural relations’ (Hammer et al. 2003: 423). Therefore, this model is not a descriptive one, but a model in which ‘changes in knowledge, attitudes or skills are taken as manifestations of changes in the underlying worldview’ (Bennett 2004: 75). In terms of teaching ICC this is important because training is not aimed ‘at any particular knowledge, attitude change or skill acquisition’ (ibid). Bennett’s six-stage model of learning to perceive and work with cultural differences comprises of six stages. The stages are then sub-grouped into ethnocentric (the first three) and ethnorelative (the last three). 76
The first one is Denial of difference and is typically present in monocultural societies, either because of the isolation or self-imposed isolation, thus there is little intercultural experience. In this stage only the native culture is seen as the real and true one, and its values and beliefs as only correct ones. Other cultures are not noticed or only vaguely constructed and people ‘with a denial worldview generally are disinterested in cultural difference even when it is brought to their attention’ (Bennet 2004: 63). What is important for intercultural learning for learners at this stage is not that they refuse to face ‘the facts’ rather, they cannot ‘make the perceptual distinctions that allow cultural facts to be recognized’ (p. 64). To help learners move past this stage, simple categories for particular cultures should be created which would allow for the next stage to begin. In the second stage of Defense, cultural differences are seen as a threat to the worldview, since one’s culture is seen ‘as the only viable one’ (Bennett 2004: 65), and cultural differences are experienced as stereotypes. Even though people at this stage are more skilful at recognizing differences, their worldview is not complex enough to allow for the same status of other cultures. ‘People of dominant cultures are likely to experience defense as an attack on their values, [while those] of non-dominant cultures are more likely to experience it as discovering and solidifying a separate cultural identity in contrast to the dominant group’ (Hammer et al. 2003: 424). It only shows that people at this stage are more ‘threatened by cultural differences than are people in a state of denial’ (Bennett 2004: 65) 19 . In terms of teaching intercultural competence, learners in this stage should be helped to ‘recongiz[e] the common humanity’ (p. 65), and fight the polarized worldview so that they could move towards the next stage. The Minimization stage is a stage where superficial differences are acknowledged while at the same time there is the assumption that people are basically the same because ‘the threat associated with cultural differences experienced in defense is neutralized by subsuming the differences into familiar categories’ (Bennett 2004: 66). Although in comparison to two previous stages this one appears quite forward and positive, it is actually ‘negative’, because people in it avoid differences on universal grounds, claiming that we are all humans and basing the assumption on religious or biological grounds. Those in minimization stage may also expect other cultures to be similar to their own, and therefore ‘become insistent on correcting others’ behaviour to match their expectations’ 19 For individuals who are in a new, adopted culture, this stage might be experienced as a Reversal stage, where the new culture is seen as superior to the native one. While individuals in this stage do not see other cultures as a threat, they still perceive cultures in ‘us vs. them’ manner. 77
Page 1:
UNIVERSITY OF NOVI SAD FACULTY OF P
Page 4 and 5:
Fizički opis rada: FO 6 poglavlja
Page 6 and 7:
UNIVERSITY OF NOVI SAD FACULTY OF P
Page 8 and 9:
esults, showing a considerable lack
Page 10 and 11:
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 and 62: Celce-Murcia In 1995, Celce-Murcia
Page 63 and 64: as dependent on ‘the cultural fea
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: Ruben’s behavioural approach Rube
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
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 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 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
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 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 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
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
show all

Intercultural competence as an aspect of the communicative ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?