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Abstract
The present paper examines key issues regarding the differences in structural and semantic characteristics of economic term systems in Business English and Russian, which pose major translation challenges and cause problems in intercultural professional communication. Difficulties in vocabulary acquisition caused by non-equivalence in Russian and English business lexis are analyzed. The article attempts to describe some common types of non-equivalence caused by lacunas, non-equivalent words and culture-specific words in Business English. As the infusion of English vocabulary into contemporary Russian is rapid and widespread, many recent borrowings have several variants of spelling, being either exact transliteration or having modified spelling assimilated to the Russian language patterns. The article emphasizes the importance of differentiated approach to the identification, selection and arrangement of the lexical material. Contrastive sociolinguistic research aimed at revealing some common and distinguishing features in the terminological competence of the Russian and English-speaking business communication participants is described. The implications of business vocabulary acquisition for the formation of intercultural professional communicative competence of Russian ESP economics students are highlighted. DOI: 10.5901/mjss.2015.v6n6s5p242
Highlights
After several decades of intense development, internationalization of higher education has grown in scale and value
Internationalization of higher education is “the process of integrating international, intercultural and global dimensions into goals, functions and processes of higher education” (Knight, 2012). This process has changed perception of what English language competence means for a specialist in a globalized world
People, cultures, institutions and systems is much dependant on effective communication that requires high level of English language proficiency in the field of the participants’ specialism
Summary
After several decades of intense development, internationalization of higher education has grown in scale and value. The centrality of this idea in Russia is emphasized in national policy statements, international declarations and university strategic plans. Internationalization of higher education is “the process of integrating international, intercultural and global dimensions into goals, functions and processes of higher education” (Knight, 2012). This process has changed perception of what English language competence means for a specialist in a globalized world. People, cultures, institutions and systems is much dependant on effective communication that requires high level of English language proficiency in the field of the participants’ specialism
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