Abstract
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Highlights
It is a well-known fact that a marked increase of international scholarly co-operation between Russian researchers and researchers from other countries has been taken place in the country since the end of the 20th century
Due to the considerations mentioned above, this paper discusses the concept of intercultural academic culture, focuses on providing a didactically-oriented classification of communicative barriers to Russian PhD students’ effective international academic communication and gives some recommendations on designing problem-solving tasks to be used in the university classroom to help postgraduate students adopt proper communication strategies to overcome communication gaps in international academic contexts
International academic communication is understood as one of the spheres of professional intercultural communication that is related to scholastic environments and to research environments as well in which structured verbal and non-verbal patterns of academic behavior are followed in English, general and specific characteristics of different academic discourse communities are taken into consideration while a) perceiving, collecting and evaluating academic information, b) producing academic products and reflecting on their quality, c) interacting in intercultural academic settings with native and non-native English speakers as representatives of cultural and/or subcultural and/or linguacultural academic communities, and d) using academic mediation activities
Summary
It is a well-known fact that a marked increase of international scholarly co-operation between Russian researchers and researchers from other countries has been taken place in the country since the end of the 20th century. Of the European Union’s programs and the program “Horizon 2020” and Shanghai Co-operation Organisation’s international scientific and educational programs; (b) the creation of the BRICS Network University within the research and Innovation initiative of the BRICS, which includes the implementation of mega-science projects, large- scale national programs, and the development of joint research and innovation platform; (c) the co-operation of Russian universities with a number of international organizations and international projects (Kaganov, 2016, p.2-3). All these steps made a great impact on developing and , renewing Russian Higher Education Standards in 2016-2017 in general, and on choosing new approaches to designing Master’s and PhD’s educational programmes, in particular. Due to the considerations mentioned above, this paper discusses the concept of intercultural academic culture, focuses on providing a didactically-oriented classification of communicative barriers to Russian PhD students’ effective international academic communication and gives some recommendations on designing problem-solving tasks to be used in the university classroom to help postgraduate students adopt proper communication strategies to overcome communication gaps in international academic contexts
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