Intercultural Communicative Language Research Articles

The crucial role of English language in intercultural communication within global healthcare

The English language's pivotal role in global healthcare communication is essential. It serves as a bridge across diverse cultures, enabling seamless interaction among healthcare professionals and patients from various linguistic backgrounds. In today's interconnected healthcare landscape, English acts as a unifying medium, transcending geographical and linguistic boundaries. Its prevalence is not just convenient but foundational, facilitating collaboration, research dissemination, and universal implementation of medical advancements. Beyond mere functionality, English embodies inclusivity, democratizing access to healthcare information and empowering patients in their care decisions. This paper delves into the significance, challenges, and considerations surrounding English as the primary language for intercultural communication in medicine.

Practical aspects of using chatbots for learning the Russian language in intercultural communication

Сhatbot based on artificial intelligence is a comprehensive research and educational tool for Russian language teachers and Chinese students studying Russian language and culture. This article is devoted to the issue of integrating a chatbot into the educational process as part of the study of the Russian language by Chinese students. The possibilities of using a chatbot in the aspect of RFL in face-to-face and remote formats are considered, and its advantages and disadvantages in acquiring specific practical skills, in particular, when studying Russian numbers, are identified. The purpose of this research is to study the possibilities of using a chatbot to identify the meaning of language units and the correctness of grammatical structures, as well as cultural characteristics in the process of teaching Russian as a foreign language. The research method is to analyze the correctness and usefulness of the chatbot's (ChatGLM) responses to questions related to the Russian language and culture. The scientific novelty of the study lies in the consideration of practical aspects of using a chatbot for studying the Russian language and culture. The results of this study show that the chatbot is a useful tool and allows you to practice language, ask questions in Russian and Chinese and receive answers from the system. To a limited extent, the chatbot can correct errors, suggest correct phrases and help students improve their foreign language communication skills. Machine learning methods and technologies, such as the chatbot, can be used to improve foreign language skills in the context of cross-cultural communication if treated judiciously. The results can be used to create methodological developments in the field of Russian-Chinese intercultural communication, as well as in the process of learning relevant languages.

A Sociolinguistic Study of the Dynamics of Taboo Language in Intercultural Communication

The prevalence of intercultural communication is underpinned by the ongoing globalisation of contemporary communication. As an important branch of sociolinguistics, the issue of Chinese-English taboos has become typical of the study of intercultural communication. Based on the different linguistic features of the Chinese and English languages, and the obvious differences in such features, the two are constantly confronted with the confrontation and challenge of taboo language in intercultural communication, not to mention the new vocabulary of communication that has emerged as a result of the development of the Internet. When taboo language and specific communication situations on both sides are accurately analysed, it is more likely that the root of the problem can be identified and avoided in order to ensure the progress and quality of intercultural communication. The analysis of regular cases from recent years has shown that the active avoidance of the direct use of taboo language and the reinforcement of linguistic knowledge for reasons of cultural sensitivity are effective in preventing intercultural communication errors.

An exploratory foreign language curriculum: The creative application of RICH in senior high school English instruction

With the rapid development of globalization, foreign language learners are supposed to have the ability to use the language in intercultural communication accurately and appropriately. However, guided by the traditional teacher-centered language teaching and learning model, learners cannot meet the requirements of social development because the knowledge that students acquire is rather limited, let alone learning and applying abilities. Meanwhile, their interest in learning a foreign language cannot be fully stimulated. RICH, a creative curriculum concept, combines Research-based Learning, Integrated Curriculum, Cooperative Learning, and Humanistic Outcomes. The new curriculum concept aims to lead students to enter the language classroom as thinkers and researchers, developing their humanistic qualities and their abilities to use the English language in practice through interdisciplinary studies so as to promote their intercultural communicative ability eventually. To test the applicability of RICH in senior high English school instruction, qualitative and quantitative research methods were employed, including one academic year’s teaching experiment lasting from 2020 through 2021, video recordings of instructing cases, and semi-open interviews with some subjects. Research data has demonstrated that RICH can be of great help in creatively designing and implementing key competence cultivation-oriented English instructions in the context of the New Curriculum Standards for senior high school English instruction.

EDUCATIONAL CONDITIONS FOR THE FORMATION OF INTERCULTURAL COMPETENCE OF STUDENTS AT THE FACULTY OF FOREIGN LANGUAGES

The article is devoted to the development of intercultural competence as one of the main competencies of language training of higher education students at the Faculty of Foreign Languages of Pavlo Tychyna Uman State Pedagogical University. The author considers the theoretical foundations of intercultural competence in the educational environment, which are outlined in the basic document in the field of language education “Common European Framework of Reference for Languages: Learning, Teaching, Assessment”. The article considers the model of formation of intercultural competence and its components: knowledge, skills, attitudes, and education. Based on this model, the educational conditions for the formation of intercultural competence at the Faculty of Foreign Languages of Pavlo Tychyna Uman State Pedagogical University, where foreign citizens from Turkmenistan study, are analyzed. As part of the study, a survey of 4th year students of the Faculty of Foreign Languages was conducted, in which both foreign citizens of Turkmenistan and Ukrainians became respondents. It was found that none of them had any previous knowledge of each other’s country, except for general information about the country from geography and world history lessons at school. The article finds that by teaching English as a language of intercultural communication, the conditions for students are created, regardless of nationality, to realize themselves as representatives of culture; involvement of students in cultural events of different levels dedicated to folk traditions, national holidays, and anniversaries promotes an effective dialogue of cultures, critical analysis of cultural similarities and differences, and acceptance of the culture of another country; awareness of current globalization trends shows that the importance of establishing ties with all countries of the world is growing, as all countries unite for a common future.
 Keywords: culture; communication; intercultural competence; learning English; language of international communication; intercultural bias; model of intercultural competence; educational conditions; prerequisites for effective intercultural competence.

THE EFFECTIVENESS OF INTERCULTURAL COMMUNICATIVE LANGUAGE TEACHING (iCLT) MODEL FOR LEARNING INTERCULTURAL COMMUNICATION: A CASE STUDY

Abstract: This study to find out the effectiveness of the effectiveness of the intercultural communicative language teaching model (iCLT) in EFL students' learning experiences of intercultural communication. This study used qualitative research as Methodology and used in-depth information using a variety of data collection, such questionnaires and interviews as research design. The research of this study was held in the second semester in the academic year of 2020/2021. The data was taken from the third grade of of English Education Department on a Private University in Cirebon. The result showed that the the implications of teaching intercultural communicative language (iCLT) on intercultural communication, it can be concluded that most of the effectiveness of the iCLT model in intercultural communication learning is very positive. They gain new learning experiences, understand their own identity in relation to others, and do not adopt a new cultural identity. Even Though, there are still the strengths and weaknesses of each teaching step (Input Notice Practice Output) in the ICLT model. And each step of teaching is part of the ICLT model which aims to accommodate them to become intercultural speakers with ICC and be able to communicate and socialize effectively. and appropriate with other people from different cultures and countries.Keywords: Intercultural Communicative Language Teaching(iCLT) Model, Intercultural Communication (IC), Teaching Step, Intercultural Communicative Competence (ICC), Intercultural.

THE ROLE OF DEVELOPMENT OF SOCIOLINGUISTIC COMPETENCE IN FLT WITHIN ICT TECHNOLOGIES

This scientific article highlights the basic principles of socio-cultural competence of students in FLT. The concept of "socio-cultural competence" is considered as the formation of skills of representing native culture and culture of a foreign language in intercultural communication, assimilation of cultural components in the study of a foreign language as the main condition for introducing students to the culture of the country of the studied language. According to the existing methodological principles of socio-cultural education, such as the principle of cultural conformity, the principle of cultural reflection, the principle of dialogue of cultures.

ЗНАЧЕННЯ ІНОЗЕМНОЇ МОВИ В СТРАТЕГІЇ МОВНОЇ ПІДГОТОВКИ ПЕДАГОГІЧНИХ КАДРІВ

The study of the state language is quite naturally correlated with the task of mastering a foreign language, especially English, as one of the most widely used in the world. International communication has become possible due to the rapid spread of English, which is attributed to current global challenges, and English itself is increasingly called the «world» or «global» language. It is highlighted that «global» English language affects the quality and general nature of communication in the national environment, defined and largely limited by the framework of the nation state. It is not easy to give an unambiguous assessment of whether there are mostly positive or, on the contrary, mostly negative consequences, because both positivity and negativity do not appear in a «pure» form, complicated in each case by various additional, concomitant elements and connotations. In the article the author describes the negative trends in the influence of a foreign language, in particular the fact that the breakthrough into new environments and the establishment there of dominant Western-centric discourses (including cultural, artistic, literary, television, audiovisual, information, etc. ). push back to the background or even to the periphery traditional for these environments local discourses, with some of which are directly related to the national cultural essence and national identity. The role of a foreign language in intercultural communication of student contingents in international educational programs is noted. International educational programs contribute to the implementation of specialty skills, are the foundation for building skills of integration into the cultural space of another country. In parallel with professional knowledge, the student aims to master the language and establish understanding with the local community. Yes, there is a process of establishing cross-cultural communication – not just learning a language, but acquiring language skills in live communication.

High School Teachers’ Perceptions of the Intercultural Communicative Language Teaching (ICLT) Model Applied in Language Classrooms- A Case Study of a Vietnamese High School

This study exemplifies itself as an attempt to bridge theory and practice in developing high school learners’ intercultural communicative competence (ICC) through language teaching. In particular, it aims to introduce the Intercultural Communicative Language Teaching (ICLT) model to teachers through seminars for teaching practice in a high school context. Teachers’ perceptions of the model were investigated via two rounds of interviews and classroom observations. Ten teachers in a high school in the Mekong Delta Region participated in the first stage of seminars and round-one interviews and three continued to proceed to the second phase of lesson planning and teaching practice. Findings from the study revealed a high level of awareness the teachers had regarding the need to integrate cultural aspects and develop students’ ICC. The teachers perceived contextual conditions in their school as favourable for integrating cultural contents in their English lessons. Yet, the urge to abide by the prescribed curriculum and textbooks, and the exam backwash effects appeared to discourage them to confidently adopt a more language-culture balanced approach in teaching. The teachers were also found to wholeheartedly welcome the ICLT model for its values in promoting more weight on cultural aspects and bringing more motivation to learners. The model was perceived as teacher-friendly and highly feasible in their context thanks to its resemblance to the CLT teaching approach that they were familiar with. Heavy workload in lesson preparation, time restriction in the curriculum and teachers’ lack of confidence in their own cultural and intercultural knowledge and skills were found to be key challenges to the teachers’ practice when the ICLT model was applied.

English in higher education in the Kyrgyz Republic, Tajikistan, and Uzbekistan

AbstractIn Central Asia, English is not only considered a language of intercultural communication, but it is also by far the most studied foreign language at schools and universities. The globalization and internationalization of education resulted in English becoming a medium of instruction in all levels of schooling. English functions as the language of research and academia. This article focuses on comparative research conducted on the role(s) of English in higher education institutions (HEIs) in three Central Asian republics – the Kyrgyz Republic, Tajikistan, and Uzbekistan. The main objective of this study was to explore the role(s) of English at HEIs to have a better evidence‐based understanding of the benefits and drawbacks of English medium instruction (EMI) in these countries.

English language in the European Union in the context of brexit

Today the EU consists of 27 member states speaking 24 official languages. Formally widespread in the EU, the policy of multilingualism is rarely applied in practice, as keeping official documents in 24 different languages is not an easy task. In recent decades, the main working languages of the EU have been English, French, and German, with a strong predominance of English as the language of intercultural communication. Brexit has drawn the attention of politicians and researchers to the future of English in the EU. There are two radically opposite views among the predictions – complete stop of the use of English in the field of official communication in the EU, the so-called Engxit, or the adoption of a new, European version, the so-called Euro-English. The article demonstrates the results of the content analysis, which was carried out on the basis of the English-language media discourse of 2016-2021. Most of the analyzed publications continue to evaluate English as the main language of the EU and the world; lingua franca; the most popular foreign language to study; the neutral language of global and intercultural communication. The characteristics of the new version of the English language (Euro-English) in media differ – starting from positive to negative, focused on errors and deviations from the standard version of the English language. However, the very existence of such a variant of the English language in the EU is almost beyond doubt for both researchers and citizens. It is likely that the UK’s withdrawal from the European Community could mark the beginning of a process of codification of the European variant of English and its further active use in official EU communication.

ВІДТВОРЕННЯ КОНЦЕПТУАЛЬНОЇ КАРТИНИ СВІТУ В МОРАЛЬНО-ЕТИЧНОМУ ДИСКУРСІ АНГЛОМОВНОГО РОМАНУ-АНТИУТОПІЇ В УКРАЇНСЬКОМУ ПЕРЕКЛАДІ

The article considers the problem of reflecting the picture of the world of English social dystopia and its moral and ethical component in the author’s idiosyncrasy, as well as ways of its reproduction in modern translation into Ukrainian. The urgency of this issue is dictated by the dynamism and variability of society, the processes of globalization and integration of states and nations, the need to find a common language in intercultural communication, solving common problems, finding compromises through faithful cross-cultural communication, interaction and cooperation. Within the framework of the research a comprehensive translation analysis was made, which allowed to outline the concepts related to the conceptual picture of the world and moral and ethical discourse of the dystopian novel, to find out and compare the features of authorial and translational transferring of the conceptual picture of the world in moral and ethical discourse in Ukrainian translation, as well as to characterize its tactical and strategic basis and translation operations. To reproduce the culturologically complicated, but conceptually important components of the picture of the world in the dystopian novel, it is necessary to adhere to the principles of “flexibility” and “combinatoriality” in the selection of translation operations for faithful rendering of these components. It is established that the correctness and faithfulness of rendering of the conceptual picture of the world in the dystopian novel is possible due to the holistic-situational perception and translation of the original text, wide subject and rich background knowledge of the translator, his/her creative intuition, pragmatic adaptation of the source text using logical and semantic, cross-cultural and occasional ways of solving the problem and adherence to an objective tactical and strategic approach in translation.

Analysis and Translation Strategies of Public Signs from the Perspective of Pragmatics

With the improvement of China’s internationalization level, public signs in Chinese and English can be used universally. But in such cross-cultural communication, cultural differences in different countries inevitably lead to misunderstanding and even cultural conflict. Pragmatic failure is a common problem in cross cultural communication of public signs, because different languages carry different pragmatic rules and pragmatic constraints. This paper, under the framework of pragmatics, uses pragmatic failure theory to analyze pragmatic failure in the translation of public signs and put forward corresponding translation strategies in order to promote the harmony of the expression of mother tongue and target language in intercultural communication, to avoid communication conflicts and to improve the comfort of the language environment of public signs.

Plurilingualism and Intercultural Pedagogy Revisited: Integrating Decolonial Perspectives in Tertiary English Curricula

The 21^st global era of massive migration and rapid change is characterised by social, cultural, scientific, political and economic upheavals hence highlighting the need for intercultural education as intervention to improve student performance, social*cohesion, economic development and peaceful coexistence. In South Africa (henceforth SA), English second language (EL2) educators are debating a transformation model of the humanities curricula to reduce intercultural incompetence and education inequality. This article uses the qualitative in-depth critical analysis method of the affordances and controversies of plurilingualism, as well as multilingualism. Specifically, it assesses the feasibility of adopting the intercultural communicative language teaching (iCLT) and language learning (ILL) framework to integrate intercultural perspectives, decolonise the EL2 curricula and promote multilingualism for higher education transformation. Educators are encouraged to shift perspectives by being eclectic in incorporating intercultural perspectives, the philosophy of Ubuntu, as well as understanding the crucial role of using SA indigenous languages/inter-cultures in scaffolding EL2 curricula for effective development of students' plurilingual and intercultural competence (IC). Finally, implications are outlined for using pedagogical strategies such as translanguation, technical computer-mediated support, instructional and research design, to innovatively develop students' academic proficiency, intercultural competence, socio-cultural identity construction, and democracy in multilingual SA and the cosmopolitan global village.

The Language of a Lost Russian Region in the Historical Context of Russia’s Eastward Expansion

This paper presents the results of a pilot field study of the Russian language of a group of East Siberian old settlers in the context of their ethnic and cultural history and their role in Russian expansion eastward, including Alaska between the eighteenth and nineteenth centuries. From a linguistic perspective, the regional features of the old settlers’ Russian language testify to the cultural and historical processes that involved various groups of the Russianspeaking population of Eastern Siberia. This paper aims at comparing these linguistic materials to the data on the Russian language of Alaska found by the authors, which may help clarify the historical processes that shaped the Russian linguistic and cultural landscape of Alaska, the only overseas Russian region. Linguistic data from Siberia are checked against those of Alaskan Russian – a language of intercultural communication in Alaska from the beginning of the Russian America period (mid-eighteenth century) and through to the mid-twentieth century. The research on Alaskan Russian is based on the variant spoken in Ninilchik (Kenai Peninsula) that has survived until the present time. The lexical, grammatical, and phonological features of Ninilchik Russian demonstrate both contact features of this idiom and its peculiarities as a variant of Russian. This description is followed by data from the language of the so-called “teamster old settlers” from the Pokrovsk region in Yakutia. It is known that Russian old settlers from Siberia, and especially teamster old settlers, made up a considerable part among the Siberian Russians who were coming to Alaska in the nineteenth century. However, drawing on a comparison of the two sets of linguistic data, the authors conclude that the dialect they speak is quite different from the varieties of Russian spoken in Alaska.

ВИЗНАЧЕННЯ ОСОБЛИВОСТЕЙ СПРИЙНЯТТЯ ЧАСУ З МЕТОЮ ПІДВИЩЕННЯ ЕФЕКТИВНОСТІ ПРОЦЕСУ МІЖКУЛЬТУРНОЇ КОМУНІКАЦІЇ

The article focuses on improving the efficiency of the process of intercultural communication, namely the finding out of the peculiarities of time perception by the participants of communication, who belong to different cultures, to eliminate barriers that arise during intercultural interaction between them. The relevance of this topic for lawyers, law enforcement officers and applicants for higher education in the field of "Law" and "Law Enforcement" is justified, because professional foreign language communication activities of law enforcement officers and lawyers require the establishment and maintenance of contacts not only with foreign colleagues but also with foreign citizens of different age, professional, cultural and ethnic groups. The article reveals the essence of the concept of "intercultural communication", presents its main characteristics; analyzes indicators of economic culture such as the division of cultures into high-context and low-context and time parameters. It also determines that English, as the language of intercultural communication, is one of the main components of intercultural communication and is considered as a means of communication and involvement in the culture of the other people. It has been found out that the perception of time and its value significantly affects the types and forms of communication, and taking into account the differences in attitudes towards it when interacting with people from different countries and cultures, prevents misunderstandings, contextual errors and promotes and ensures a high level intercultural dialogue of its participants. Successful application of language is the ability to create an atmosphere of general importance of communication for all its participants, which will positively result in its effectiveness. Achieving high efficiency of intercultural communication largely depends on the formation of intercultural competence of its communicators, which involves learning a foreign language with obligatory consideration of the socio-cultural aspect. So, the defining and study of important and relevant aspects of the process of intercultural communication during the training of future lawyers and law enforcement officers become especially important.

The Role of Language in Intercultural Communication

Intercultural dialogue as a critical component of modern society should contribute to the self-identification of a person in the cultural space. This research aims to demonstrate the importance of multiculturalism— learning a second language in the Russian system of higher education. To accomplish the research objectives, 78 students were recruited at Tula State University, 158 students at Kuban State University and 152 technical students at Moscow Aviation Institute. Analysing and comparing experiments on learning a second language, the findings determine the effective methods and forms of teaching. In doing so, the research foregrounds some forms of effective teaching and indicates the ways to achieve them. In other words, the findings made it possible to identify the effective strategies for teaching a foreign language both in local and global level.

CONTRIBUTION OF ENGLISH LINGUA FRANCA TO STABLE CROSS-CULTURAL COMMUNICATION

The article deals with the phenomenon of English lingua franca (ELF) and its rapid expansion on the territory of Europe. With globalization processes growing, cross-cultural awareness is bound to be enhancing the use of a common language for international interactions. The expanding circle of English incorporates its variety which is used for cross-cultural communication exclusively by non-native speakers. There is no one who speaks English lingua franca as a native language. Thus, the analysis of its functional value should be focused on the success of communication rather than on the number of deviations from the norms. The functional range of ELF allows its users to exploit it more liberally without being bound to any specific norms or regulations. The paper illustrates the influence of the linguistic situation in Europe on the formation of a new type of the language of intercultural communication (English lingua franca) with reference to the professional culture of seafarers. It has been taken into consideration that international seafarers use ELF for their communication, both oral and written, thus contributing to the process of de-standardization of the English language. The content analysis of certain texts (extracts from seafarers’ professional correspondence) shows some independence of communicative effect from correct / incorrect grammatical and structural form of the utterance based on the use of professional sublanguage and its implicit effect. English lingua franca is promptly becoming an effective communicative instrument of mighty force. It represents a certain cultural segment and enjoys sustainable development.Key words: linguistic situation; expanding circle; effective communicative event; deviation from norms; professional culture; communication instrument.

MODELS, METHODS AND FORMS OF INITIAL EDUCATION OF THE ENGLISH LANGUAGE TEACHERS IN THE EU COUNTRIES

The article deals with the analysis of the basic models, methods and forms of professional education of the English language teachers in the countries of the European Union. There are three main models of professional education of the English language teachers presented in the article. The basic methods and approaches to organization and content filling of the English language teachers’ training are analyzed. The list of basic forms of organization of professional education of the English language teachers, which are used in the vast majority of countries and institutions of higher education of the EU, is presented.The aim of the article is to analyze the main models, methods and forms of professional education of the English language teachers in the countries of the European Union.The research is conducted on the assumption that in modern society special attention is given to learning the English language as the language of intercultural communication. This attention also affects the educational process in HEIs, as the society demands an English teacher to be skillful, experienced, educated and to have a high level of language proficiency in order to provide the proper language training of students. For that reason various forms and methods of professional education of the English language teachers in HEIs provide students with techniques and technologies enabling them to carry out high-quality teaching and ensure that their students achieve success in learning. The conducted analysis confirmed the existence of general trends in the use of models, methods and forms in the majority of the EU countries, but also displayed that these trends depend on socio-cultural and historical contexts. The study is not exhaustive and opens the prospect for further research of modernization of the methods and forms of professional education of the English language teachers in Ukraine based on European experience.

The effectiveness of the intercultural language communicative teaching model for EFL learners

Over the past years, there has been a growing interest in intercultural communicative competence (ICC) in English language education. However, not all English language educators in the Vietnamese context and other similar contexts are well aware of intercultural language teaching since there lacks instructional design models to integrate intercultural content into English language classes. This project, therefore, aims to test the effectiveness of a developed intercultural communicative language teaching (ICLT) model. It involved forty-seven EFL learners learning General English at a foreign language center in Ho Chi Minh City, Vietnam. Three research instruments, namely language test, intercultural competence test and semi-structured group interview were employed to garner data. The findings revealed that after a thirteen week training course, EFL learners’ language competence and intercultural competence had similar patterns of improvement. This project, thus, implies that the ICLT model is effective in facilitating EFL learners’ ICC development, and it can be applied in other similar EFL contexts.