Democratic and Popular Republic of Algeria Ministry of High Education and Scientific Research ...

69 Pages·2015·1.69 MB·English

Democratic and Popular Republic of Algeria

Ministry of High Education and Scientific Research

University of Tlemcen
Faculty of Arts and Languages
Department of Foreign Languages
Section of English
The Impact of Exchange Programmes on Intercultural
Competence: A Life Experience of Algerian MEPI Programme
Students
Thesis submitted to the Department of Foreign Languages as a partial
fulfilment of the requirements for the degree of Master in Language Sciences

Presented By: Supervised By:
Ms. Amina GUERRICHE D r . N o u r e d d i n e M O U H A D JER

Board of Examiners
Dr. Noureddine MOUHADJER S upervisor University of Tlemcen
Dr. Mohammed Nassim NGADI Internal Examiner University of Tlemcen
Dr. Nawel BENMOSTEFA Internal Examiner University of Tlemcen

Academic Year : 2014/2015
Statement of Originality

I hereby declare that this submission is my own work and that, it contains no material
previously published or written by another person nor material which has been
accepted for the qualification of any other degree or diploma of a university or other
institution. I also certify that the present work contains no plagiarism and is the result
.
of my own investigation, except where otherwise stated

Mis. Guerriche Amina
04/29/2015

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Acknowledgements

Upon beginning the process of writing this master’s thesis, the eventual day of completing
the project seemed a far off notion. However, after much hard work and considerable
assistance from several individuals, a finished product is a reality.
It is a pleasure to thank those who made this thesis possible. I owe my deepest gratitude to
my supervisor , Dr. MOUHADJER Noureddine , whose guidance, and expertise from the
initial proposal to the final thesis encouraged me to continue working and to develop an
understanding of the subject. . I would also love to thank all my professors and the board or
examiners; Dr, NEGADI and Dr, BENMOSTEFA for their endless support all along my
academic path.
Also, without the knowledge and dedicated contributions of my Algerian MEPI student
leaders friends who provided all necessary assistance requested, a successful research
culmination would not have been possible.
I would like to thank Algeria MEPI chapter and the director of the CIED at Georgetown
University Mr. Christopher Shirley for they never ceased an effort to provide the necessary
support and assistance for the completion of this work.
To my amazing parents, family, friends, and professors whose words of encouragement and
push for tenacity ring in my ears.
I place on record, my sense of gratitude to one and all, who directly or indirectly, have lent
helping hand in this venture.

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Abstract
This qualitative study examines how studying abroad, through exchange programs,
provides cultural emersion that would help participants develop their intercultural
competence .It takes for case study the Middle East Partnership Initiative program
which offers a chance to Algerian students to participate in a 6 weeks long cultural
emersion program experience in the United States of America.
Data were collected by means of a pre-program and a post-program participation
multiple choices questionnaires of twenty Algerian students. Findings and conclusions
drawn from the comparison between the pre and post participation questionnaires will
show that studying abroad programs expose students to people and cultures from
different religious, geographic, cultural, and social backgrounds, and in doing so have
the potential to grant them the opportunity to develop their understanding of cultural
diversity and hence nurture them with an intercultural competence that would help
them accommodate to differences.

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Table of Contents
Statement of Originality……………………………………………………………..i
Acknowledgments…………………………………………………………………...ii
Abstract……………………………………………………………………………...iii
Table of Contents…………………………………………………………………....iv
List of Tables ………………………………………………………………………..vi
List of Figures……………………………………………………………………….vii
List of Abbreviations………………………………………………………………..ix
General Introduction………………………………………………………………...01
Chapter One : The Review of Literature............................04
Introduction...............................................................................................................5
1. Intercultural Competence......................................................................................5
1.1. Culture...................................................................................................................5
1.2.Intercultural Competence....................................................................................6
2. Intercultural Sensitivity.........................................................................................8
2.1. Empathy……………………………………………………………………………………………………9
2.2. Flexibility………………………………………………………………………………………………..10
3. Intercultural Awareness .......................................................................................11
3.1. Adaptability…………………………………………………………………………………………….12
3.2. Self Assertiveness……………………………………………………………………………………13
4. Importance of Cultural Diversity .......................................................................14
5. Study Abroad Programs .....................................................................................15
6. The Role of Study Abroad Programs in Promoting Intercultural
Competence..............................................................................................................16
Conclusion................................................................................................................19

Chapter Two : The Research Method.................................20
Introduction.............................................................................................................22
1. Situation Analysis.................................................................................................22
1.1. Intercultural Differences................................................................................22
1.2.Cultural Profiles...............................................................................................27
1.2.1. American Students’ Profile......................................................................27
1.2.2. Algerian Students’ Profile.......................................................................28
1.3. Middle East Partnership Initiative Program................................................30
1.4. Research Instruments ....................................................................................31
2. Data analysis.........................................................................................................32
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2.1.Intercultural Awareness ................................................................................32
2.1.1. Assertiveness ............................................................................................32
2.1.2.Adaptability...………………………………………………………………………………………......33
2.2.Intercultural Sensitivity …………………………………………………………………………34
2.2.1.Flexibility …………………………………………………………………………………………34
2.2.2.Empathy ………………………………………………………………………………………….35
3. Data Interpretation ………………..……………………………………………………………………36
3.1.Intercultural Awareness ………………………………………………………………..36
3.2.Intercultural Sensitivity ……………………………………………………………………………..42
4.Implications..........................................................................................................48
Conclusion................................................................................................................50

General Conclusion………………………………………………………………….......................51
Bibliography…………………………………………………………………………..........................53
Webliography………………………………………………………………………...........................55
Appendices…………………………………………………………………………...........................56

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List of Tables

Chapter two
Table 1.1.1: Hofstede’ 4 Dimensions Cultural Model ……………………....................24
Table 1.1.2: Differences Between Small- and Large- Power Distance
Societies……..............................................................................................................25
Table 1.1.3: Differences Between Weak and Strong Uncertainty Avoidance
Societies….................................................................................................................25
Table 1.1.4: Differences between Collectivist and Individualist Societies............26
Table1.1.5 : Differences between Feminine and Masculine Societies………….......26

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List of Figures

-Figure 3.1.1: Students’ Assertiveness reflected in voicing opinion prior
participation in the program……………………………………………………………………......36
-Figure 3.1.2: Students’ assertive behaviour reflected in self expressing and
relationship building- prior participation in the program-……………………….....36
-Figure 3.1.3: Students’ reaction to disagreement with culturally different
individuals -prior participation in the program-…………………………………………….37
-Figure 3.1.4 : Students’ assertive behaviour reflected in voicing opinion – post
participation in the program………………………………………………………………………….37
-Figure 3.1.5 : Students’ assertiveness reflected in self expression and
relationship building – post program participation-
………………………………………................................................................................37
-Figure 3.1.6 : Students’ reaction to disagreement with culturally different
individuals – post program participation -
……………………………………………………………...........................................................38

-Figure 3.1.7: Students’ adjustment to the USA diverse cultural environment -
Prior program participation- …………………………………………………………................39

-Figure 3.1.8 : Students’ willingness to live in culturally different environments -
Prior program participation - …………………………………………………………..............39

-Figure 3.1.9: students’ behavioural adjustment in different cultural setting -
Prior program participation- …………………………………………………………...............39

-Figure 3.1.10: Students’ adjustment to the USA diverse cultural environment -
Post program participation- …………………………………………………………................40

-Figure 3.1.11: Students’ willingness to live in culturally different environments -
Post program participation- …………………………………………………………................40

-Figure 3.1.12: students’ behavioural adjustment in different cultural setting -
Post program participation- ………………………………………………………….................41

-Figure 3.2.1 : Students’ willingness to partner with different working groups -
Prior program participation- …………………………………………………………................42

-Figure 3.2.2: Students’ flexibility reflected in their intercultural curiosity -Prior
program participation- …………………………………………………….............................42

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-Figure 3.2.3 : Diversity of the students’ social network -Prior program
participation-……............................................................................................43

-Figure 3.2.4 : Students’ opinion regarding the influence of cultural diversity on
interaction -Prior program participation…………………………………………..............43

-Figure 3.2.5 : : Students’ willingness to partner with different working group -
Post program participation-………………………………………………………….................43

-Figure 3.2.6 : Students’ flexibility reflected in their intercultural curiosity -Post
program participation- …………………………………………………………........................44

-Figure 3.2.7 : Diversity of the students’ social network -Prior program
participation………………………………………………………………………..............................44

-Figure 3.2.8 : Students’ opinion regarding the influence of cultural diversity on
interaction -Post program participation-……………………………………………..........44

-Figure 3.2.9: Students’ behavioural adjustment -Prior program participation-
…....................................................................................................................45

-Figure 3.2.10: Students’ position regarding stereotyping -Prior program
participation………………………………………………………………………............................46

-Figure 3.2.11 : Students’ self- judgement regarding the reaction to cultural
differences -Prior program participation-…………………………………………............46

-Figure 3.2.12: Students’ position regarding stereotyping -Post program
participation-…………………………………………………………………….............................46

-Figure 3.2.13: Students’ self- judgement regarding the reaction to cultural
differences -Prior program participation-
……………………………………...................................................................................47

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List of Abbreviations

MEPI : Middle East Partnership Initiative
MENA: Middle East and North Africa
USA : United States of America
IC : Intercultural Competence

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