Heraković Gordana 000010/2019

Stojanović Ksenija 000055/2019

THE CORRELATION BETWEEN THE LEVEL OF ETHNOCENTRISM AND THE

USE OF ANGLICISMS IN THE DOMAIN OF SOCIAL MEDIA AMONG
HIGHSCHOOL STUDENTS IN BANAT, SERBIA

Faculty of Philosophy

University of Novi Sad

June, 2023
 1. INTRODUCTION

Today, ethnocentrism is one of the most important concepts studied in the field of
modern sociolinguistics. Ethnocentrism relates to the degree of preference of one’s culture
over others, placing their culture at the very center and valuing other cultures in comparison
with one’s own (Sumner, 1906, as cited in Göncz, 2018:224). One of the means of measuring
the degree of this phenomenon is the Generalized Ethnocentrism Scale (further GENE),
which uses 18 or 22 items, i.e. statements meant to test the interviewee’s stances towards
their native culture and outside cultures (Göncz 2018:225). While low degrees of
ethnocentrism produce openness toward other cultures, groups, and languages, high
ethnocentrism produces negative prejudices (Göncz 2018:224). The English language has
found its way into other languages and cultures, most importantly through slang, acronyms,
and abbreviations in the context of social media. In Serbia, there has been an increase in the
use of anglicisms relating to the Internet realm by the younger generation (Držajić, 2013). In
regards to research on the connection between ethnocentrism and the use of English in
Serbia, there has previously been great focus on elementary school and university students,
but very little attention was brought upon this phenomenon among high school students. The
aim of this research paper is to test the connection between ethnocentrism and the use of
English borrowings by highschool students from Banat, Serbia. In other words, we wish to
test whether the degree of ethnocentrism correlates with the use of English borrowings
related to social media among the aforementioned group.

2. LITERATURE REVIEW

According to Göncz (2018), ethnocentrism is one of the most salient concepts studied
in today’s social sciences. While there are several definitions used, it can most appropriately
be defined as the attitude toward one’s own culture and group, wherein that particular culture
or group is placed at the center of a value system, while all other cultures and groups are
evaluated according to it (Göncz, 2018:224). There are many ways of measuring the degree
of ethnocentrism nurtured in an individual or an entire group of people. There are two distinct
ends on the ethnocentric scale: high and low ethnocentrism (Göncz, 2018:224). The figures
possessive of a high degree of ethnocentrism are typically thought to be overtly patriotic or
nationalistic and prejudiced toward outsider groups (Göncz, 2018). While high ethnocentrism
produces harmful stereotypes and prejudice, on the one hand, low ethnocentrism, Göncz

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(2018:224) argues, produces positive attitudes toward outsider groups, on the other hand. In
other words, one with high levels of ethnocentrism develops positive attitudes toward the
domestic group and negative attitudes toward outsider groups, whereas one with low levels of
ethnocentrism develops positive attitudes toward the domestic group and outsider groups, not
evaluating the domestic culture as any superior. For the purpose of measuring the degree of
ethnocentrism, in a group or individual, the Generalized Ethnocentrism Scale (GENE)
developed by Neuliep and McCroskey is used most frequently (Göncz, 2018). Further
information about the scale, its form, content, use, and scoring will be provided in the
Methodology section. In addition to the positive or negative evaluation of outsider groups
resulting from ethnocentrism, language is one of the segments of outsider groups that is
evaluated. Namely, individuals should acquire positive associations and attitudes toward the
languages of the outsider groups they assess positively. According to Göncz (2018:226-228),
individuals with a significantly low degree of ethnocentrism are fond of multilingualism,
bilingualism, and other languages. However, those maintaining a higher degree of
ethnocentrism view other languages and the use and study thereof as a threat to their group’s
identity (Göncz, 2018). Furthermore, according to Goharimehr (2018:83) from the University
of Osaka in Japan, there is some correlation between a high level of ethnocentrism and
success in learning English as a foreign language. Goharimehr examined the effect of
ethnocentric beliefs and cultural characteristics of Japanese undergraduate students in
connection to their success in learning English. Namely, he explains that the research,
conducted by means of an open-ended survey, showed that the Japanese students expressed
resistance in learning English due to cultural conflicts between the Japanese and the West and
even those who showed a higher success in learning English were often ridiculed for not
using the Japanese adaptation of the language (Goharimehr, 2018:80). This goes to show that
the acquisition of a foreign language can not only be heavily affected by one’s level of
ethnocentrism, but also the ethnocentrism of those around them. In respect of the fact that the
focus of our research is narrowed down to high schools of the Banat region in the northern
Autonomous Province of Vojvodina, in Serbia, including all of its municipalities and
counties, it is worth mentioning that it is a highly multicultural, multiethnic, and diverse
environment. Due to the publishing and invention of various Internet platforms and social
media applications used by the youth in recent years, there is no doubt that English has
become a crucial part of using all such platforms. The English language is used as the
medium for expression and communication between members of distinct speech
communities, with the purpose of mutual understanding in the virtual world (Držajić, 2013).

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Social media, as platforms connecting people from a dozen speech communities and cultures
globally, in recent years have become enriched by anglophone terminology typical of the
younger generations. Držajić (2013:75) claims the modern age and globalization lead to
unavoidable use of English borrowed words, or anglicisms. As she explains, anglicisms have
found their way into most spheres where Serbian is used: education, job advertisements,
education, mass media, and even commerce (Držajić, 2013:77). She notes that anglicisms are
most prevalent among the younger generation, most commonly on the Internet (Držajić,
2013:77). Therefore, expressions such as hejtovati (eng. hate) or even sori (eng. sorry) have
become ingrained in the vocabulary of one young person (Držajić, 2017:77). Držajić
(2013:77) finds the use of such anglicisms to be representative of the interaction between
teenagers. The use of these anglicisms is not justifiable, according to Držajić, who adds that
there are plenty of Serbian lexemes that can be used instead of anglicisms such as these
(Držajić, 2013). Nonetheless, there are certain anglicisms that have simply completely
overtaken their Serbian pairs, such as the previously mentioned hejtovati, which are called
“inert synonyms” (Prćić, 2005, as cited in Držajić, 2013:77). Finally, Držajić finds that the
spread and increase of the use of anglicisms will only continue at a constant rate in the future
and the so-called “language purism” cannot occur, due to the growing influence of
technology and Western culture (Držajić, 2013:79). Certain linguists in Serbia have blamed
high schools from Serbia for the unstoppable surge of anglicisms, as well as for not providing
an adequate curriculum in the Serbian language and not paying any attention to the state of
the media culture (Držajić, 2013:79). Moreover, according to Despotović (2015), the use of
anglicisms among the younger population in Serbia became more common due to the
increase in borrowings from the English language in terminology related to fashion, music,
and film present in popular media culture. Despotović claims that this happens because the
younger population strives to achieve popularity and stand out through the way they use
language, but at the same time to distance themselves from older generations in their
surroundings (Despotović, 2015:80). Furthermore, she argues that the youth not only acquires
English terms in the classroom, but even more so outside of the classroom through cartoons,
music, toys, and time spent by computers (Despotović, 2015:85). Additionally, she argues it
is a fact that the younger generation’s use of a mixture of their mother tongue and English in
writing and speech is increasingly prevalent (Despotović, 2015:85).

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 3. METHODOLOGY

For this research, we opted for a cross-sectional and correlational design. The survey
would be conducted twice, in a span of 6 months, engaging the same participants both times.
With the analysis of our instrument, we found that it tests all necessary and relevant factors.
The questions used measure the known indicators of ethnocentrism and the use of anglicisms
amongst the target population. The data collected in this research will be analyzed using
linear regression analysis. The data gathered from the first administering will be compared to
that gathered during the second administering.

Date: Task:

March, 2023 Topic selection

April, 2023 Write initial proposal

Begin primary research

May, 2023 Write questionnaire questions

Confirm questionnaire distribution time

June 2nd, 2023 Submit research proposal

September 30th, 2023 Conduct all questionnaires from the first

distribution

March 31st, 2024 Conduct all questionnaires from the second

distribution

April, 2024 Write first draft of report

Submit first draft
Table 3.1. Research timetable

Instruments

Questionnaire for evaluation of the use of anglicisms in the domain of social media in
combination with the Generalized Ethnocentrism Scale (GENE)

For the purpose of this study, we have chosen to comprise the data via questionnaire
formed in Google Forms, distributed via email, due to the efficacy of collecting data from
200 participants in the entire region of Banat. The questionnaire was formulated by the
authors of this paper and includes questions meant to test the variables strictly relevant for the
study. All of the questions are close-ended. This instrument is economical, time efficient, and

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easily distributed. In order to certify the validity and reliability of the instrument used, the
exact same form of the questionnaire will have been administered twice, in a span of six
months in between the first and second distribution. This way, the questionnaire’s consistency
of measuring the necessary factors would be guaranteed. The questionnaire consists of four
segments. For the purpose of this research, the questions in the first three segments of the
questionnaire were developed by the authors of this paper due to the absence of universality
in questionnaires utilized in previous research. The first segment is used to collect general
information about the participants. The primary questions in the first segment relate to the
participants’ age and gender. Furthermore, they are asked to share the information about their
residential background (if they reside in a rural or an urban area) and their mother tongue.
Lastly, they are asked about the class they are in, the high school they attend, and their final
grade in English class from the last semester. The aim with this group of questions is to
gather personal information about the partakers, in order to be able to classify them into
groups, observe any potential patterns, and examine whether there is any correlation between
the sample stratification and ethnocentrism. The aim of the second segment is to measure the
frequency of the students’ use of anglicisms related to social media in everyday
communication on a five-degree scale, where 1 stands for infrequent use, i.e. never, while 5
stands for frequent use, i.e. often. The segment comprises 12 English-borrowed terms
commonly used on social media.

Postovati/Post Daunloudovati/Download Sapskrajbovati/Subscribe

Atačment/Attachment Apdejtovati/Update Ripostovati/Repost

Lajkovati/Like Strimovati/Stream Spamovati/Spam

Akaunt/Account Šerovati/Share Riportovati/Report

Table 3.2. Terms used on social media

The purpose of the third segment of the questionnaire is to examine the students’ attitudes
towards the use and presence of anglicisms in their mother tongue. This stage is tightly
related to the GENE scale.

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 1. I love my mother tongue.

2. I think my mother tongue is better than other languages.

3. I love learning foreign languages.

4. I think other languages are equally good as my mother tongue.

5. I consider using borrowings to be okay.

6. I believe using anglicisms is ruining my mother tongue.

7. I believe anglicisms enrich my mother tongue.

8. I consider using anglicisms in today’s age to be justified.

9. I believe people use anglicisms too much today.

10. I believe using borrowings is ruining my mother tongue.

Table 3.3. Statements measuring attitudes on the use of anglicisms

The last segment of the questionnaire is the GENE scale. The authors of this scale are
Neuliep and McCroskey (1997). For the needs of this research, the entire scale was translated
into Serbian. The current form of the scale contains a total of 22 items, all meant to assess the
degree of ethnocentrism present in an individual. The items are statements which relate to the
native culture of the participants and foreign cultures, measuring the participants’ positive or
negative attitudes. The participants are required to express their agreement or disagreement in
relation to the given statements on a five-degree scale, where 1 stands for complete
disagreement, while 5 stands for complete agreement. Only 15 items are used for calculating
the final score, whereas the remaining 7 items are used as distractors (Göncz, 2018:229).
Statements 4, 7, and 9 must be recoded for the purpose of a simplified calculation of the final
results (Göncz, 2018:229). Across several previous studies, this scale was proven to be highly
reliable according to Cronbach's Alpha with the rate of 0.80-0.90 (Göncz 2018:229). Further,
in order to be able to categorize the differing degrees of ethnocentrism, a score above 55 is
considered to be indicative of high ethnocentrism, whereas a result below 55 is indicative of
low ethnocentrism (Campbell, 2016, as cited in Göncz, 2018:229). Thus, this is how the level
of ethnocentrism is measured in any individual or group.

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Sample

The targeted sample for this research are high school students from the region of
Banat in Serbia. The research is to take place in high schools across the North, Central, and
South Banat at grammar schools, as well as high schools of economics, engineering.
medicine, arts, sciences, and others. The intended number of participants is expected to reach
the number of 200. The intended age of the partakers of our research is expected to be
between 14 and 19, considering that the students of all four grades will be asked to partake in
the research. Additionally, partakers of both genders are expected to be involved in this study,
as all of the schools taking part have mixed-gender classes. Furthermore, as Banat is known
as a semi-rural region, many of the participants are expected to have a permanent residence in
the countryside. Moreover, since Banat is an ethnically rich region, participants are expected
to have a mother tongue other than Serbian, which should not affect the end result of the
research. Lastly, all of the students are expected to have different interests, which can reflect
on their grades. Because of this, we expect the students to have both high and low grades in
English class, ranging from 1 to 5, where 1 is the failing grade and 5 is the highest grade in
the Serbian grading system.

REFERENCES
- Despotović, J. (2015) Engleska osnova upotrebe žargonizama u govoru mladih.
Zbornik Radova Nova Naučna Edukativna Misao, 76-86.
- Držajić, K. P. (2013) Jesmo li sada više kul?: anglicizmi u masovnim medijima u
Srbiji. Zbornik Radova Moć Komunikacije, 75-80.
- Etnocentrizam i upotreba anglicizama u domenu društvenih mreža. Google Forms.
Formed May, 2023. https://forms.gle/4iV2QBN85KwkcJKk8
- Goharimehr, N. (2018). Ethnocentrism, Cultural Traits and Identity Negotiations of
Japanese EFL learners. Bulletin of Advanced English Studies–Vol, 1(1), 77-86.
- Göncz, L. (2018). Generalised ethnocentrism among high-school students in a
multicultural setting: the role of the degree of multilingualism. Journal of
Multilingual and Multicultural Development, 39(3), 224-239.
- Neuliep, J. W., & McCroskey, J. C. (1997). The development of a U.S. and
generalized ethnocentrism scale. Communication Research Reports, 14, 385-398.