Примењена лингвистика у част Ранку Бугарском - Језик у

Tatjana Paunović: INTERCULTURAL COMMUNICATIVE COMPETENCE: ...
interpret as an indicator of intercultural sensitivity and awareness in our participants.
These different perspectives included: stereotypes about the USA, Great
Britain, Canada and Australia; stereotypes in the USA that may lead to prejudice
and discrimination (racial, social); stereotypes and cultural prejudice within the
UK (mutual stereotypes ethnic, regional); Serbian stereotypes about the British;
stereotypes about ethnic minorities in Serbia, and reciprocal European national
stereotypes (Italian, German, French, Spanish, Greek, Turkish, Scandinavian).
Revealing students’ awareness of the social role of the media, another frequently
emerging theme was the presence of stereotypes in the media, mainly national
cultural stereotypes, but occasionally social group stereotypes, too (gender,
age, class). Both the frequency of this theme (55% within this thematic category)
and the variety of specific examples used in students’ analyses showed their ability
and readiness to critically observe and analyse the ways in which stereotypes
are used in the media for particular communicative purposes, in a particular
social context. This thematic sub-category included: stereotypical views of the
Serbian culture in the English-speaking media; stereotypes in TV serials (Allo,
Allo!) and films (Bridget Jones’s Diary, Four weddings and a funeral; My big fat
Greek wedding, Snatch); stereotypes in Serbian TV shows (talk shows, entertainment
programmes); stereotypes in newspapers and magazines, in cartoons (The
Censored Eleven, Aladdin, Peter Pan, Pocahontas). Another concept identified
here was the use of the stereotypical images of women in the media, particularly
the ‘blond’ stereotype (western TV commercials). Although it was of very low
frequency in the corpus, we consider it important, because it is an indicator of
students’ critical awareness.
The third sub-category of themes emerging here was the difference between
stereotypes and prejudice, including fighting prejudice and discrimination.
The contexts in which this theme occurred involved specific examples taken from
films (American History X), or personal experience. Very importantly, the analysis
of the specific contexts in which this theme was identified showed students’
awareness of the possible difference between overt and covert prejudice and discrimination,
and of the subtle forms prejudice and discrimination can take. Most
importantly, because we interpret it as a sign of high intercultural awareness and
readiness to look critically at their own culture, the specific contexts in which
this theme occurred included dealing with stereotypes about your own culture,
but also fighting prejudice and discrimination within your own culture (ethnic
minority groups).
The second most frequently identified thematic category was that of subcultures.
However, although the general frequency of occurrence of the concepts
classified here was rather high, the specific examples students dealt with included
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