Abstract
In the present research, the authors have studied direct and indirect cross-cultural contact as well as motivated behavior and language attitude in a study-abroad context on the territory of the Russian Federation. For the research purposes, the mixed method combining quantitative and qualitative research methodologies was applied in order to demonstrate contact, behavioral and motivational variables throughout one academic year of the foundation programme. The authors attempted to identify the main factors affecting the language learning motivation of international students studying in Russian international programs, to define the type and frequency of the contact with the maximum impact on students’ perception of the language acquisition. The results of encounter experiences were registered at three discrete points throughout the academic year. The detailed analysis showed that written and media use contacts had become more frequent throughout the year while the direct spoken contacts had exhibited the opposite tendency. The authors attempted to give some recommendations that would encourage contact opportunities and reduce inter-group anxiety among foreign students. The implemented analysis of the research results has demonstrated that self-confidence of international students had suffered immensely as the result of the negative encounter experiences. This type of experiences could be fully eliminated or reduced to a minimum if the hosts were aware of the expectation, attitudes, feelings, and possible forms of the international students’ behavior. The study proved out the necessity of potential students to prepare for the study abroad programs before their arrival to the host country. They are supposed to develop communication skills and strategies as well as their linguistic ability. A necessary precondition for students upon their arrival is the provision of institutional support, which allows them to get used to new cultural and social environment and to bond with native speakers.
Highlights
Learning Russian as the Second Language involves studying the language itself and cultural aspects
Studying in technical universities in the Russian language could be challenging for international students as no programs are realized in English at the moment in the given university, and even Russian-speaking students usually struggle with certain disciplines, such as theoretical mechanics, strength of materials, or perspective geometry
The results have proven that according to Schumann’s (1986) Acculturation Hypothesis when the Target Language speaking community is large and the group is cohesive, the participants of Second Language will be less inclined to communicate in the Target Language with host country students and teachers
Summary
Learning Russian as the Second Language involves studying the language itself and cultural aspects Learning another language could serve as a portal to the historical perspectives, literatures, cultures and experiences of humanity accumulated over centuries. This is especially true in study-abroad contexts when learners are engaged in immediate interaction with the representatives of other cultures, and such intercultural encounters have great impact on student’s identification with a particular cultural and ethnical group. Cross-cultural communication affects disposition of learners of Russian as the Second Language towards acquiring the language skills and motivating their behavior The aim of this intercultural experience for international learners studying abroad is to communicate and interact with the host country members and in this manner acquire more profound understanding of their culture. Studying in technical universities in the Russian language could be challenging for international students as no programs are realized in English at the moment in the given university, and even Russian-speaking students usually struggle with certain disciplines, such as theoretical mechanics, strength of materials, or perspective geometry
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