Abstract
The pa per em phasizes the pros pects of cross-cultural dialog as a means of poly-cultural education, and demonstrates the ex perience of culture dialog referring to a foreign language university course. Analyzing the existing definitions and s pecificities of cross-cultural dialog, the author regards it as a communicative context of culture clashes, as well as the mechanism of mutual understanding and enrichment in cultural and semantic s pheres. Consequently, the cross-cultural dialogue and its further reflection hel p to develo p active life attitude and readiness for professional activity in a situation of multicultural diversity; on the other hand, it develo ps students’ ethnic identity, em pathy, and ability to re present the native culture. The theoretical part of the research presents a three-stage formation model of the cross-culture dialog aimed at develo ping a multicultural personality; the practical part describes a seminar on the cross-culture dialog with students s pecializing in the Theory and Methods of English Language Teaching at Tumen State University. The pa per is addressed to methodologists and foreign language teaches both practicing and pros pective.
Highlights
The theoretical part of the research presents a three-stage formation model of the cross-culture dialog aimed at developing a multicultural personality; the practical part describes a seminar on the cross-culture dialog with students specializing in the Theory and Methods of English Language Teaching at Tumen State University
The paper is addressed to methodologists and foreign language teaches both practicing and prospective
В. Психологические особенности смысловой саморегуляции студентов при изучении иностранного языка как смыслообразующего контекста: дис
Summary
Цель данной статьи – показать перспективность межкультурного диалога (МД) как педагогического средства воспитания поликультурности и поделиться практическим опытом его (диалога) организации в курсе изучения иностранного языка в вузе. Межкультурный диалог как педагогическое средство воспитания поликультурности при сохранении своей этнической культурной принадлежности. Преподаватель сначала задает аудитории вопросы типа «Как вы понимаете...», «Почему...», «С чем связано...», которые помогают обнаружить лексические, грамматические и стилистические особенности выражения культурного явления или смыслов, заложенных в этом тексте.
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