Linguocultural Competence Research Articles

Linguocultural bases of socialization of foreign applicants of higher education in the university education area

The article highlights the problems of the linguocultural socialization of foreign applicantsfor highereducation. The scientific and methodical bases of linguocultural educational system of educational migrants’ support that forms in two ways: language training and social and cultural adaptation implemented as per level degree (bachelor’s degree, master’s degree, Ph.D. degree) were defined according to the tasks of socialization of foreigners in the higher education area. The article describes the potential of the language instruction that plays the role of educational discipline and the basis for the socialization of applicants for higher education in a foreign language and social and cultural environment. The process of linguocultural competence formation among different categories of educational migrants is outlined. The functions of the socially educational process at the university as the main factor of socialization of foreigners were determined. The authors point out that the socialization of foreign students in the educational and cultural environment of higher education institutions (HEIs) should be considered in conjunction with three aspects: linguosocial adaptation, integration, and individualization. Scientific and methodical bases of each of the mentioned aspects were discussed. The main forms of social and pedagogical support of socially educational work with foreign applicants of higher education, who study at V.N. Karazin Kharkiv National University (training courses, cultural assimilators, excursions, local history master classes, theme nights, discussions regarding intercultural communication, creative contests, business games, conferences of young scientists etc.) were specified.

The use of precedent texts to form the linguocultural competence in foreign language teacher training at higher school

The use of precedent texts to form the linguocultural competence in foreign language teacher training at higher school

COMMUNICATIVE APPROACH TO DEVELOPING LINGUOCULTURAL COMPETENCE OF FUTURE FOREIGN LANGUAGE TEACHERS VIA THE COURSE “LINGUISTIC COUNTRY STUDIES”

The article substantiates necessity of including linguistic and country study content while developing communicative competence of students; demonstrates a scheme of applying the communicative approach to developing linguocultural competence of students as a system of country-through-language knowledge, skills and motives that enable effective communication in the process of cross-cultural intercourse. The model of developing such competence is based on the principles of authenticity of linguocultural material, philological way of cognition, polychannel perception of information; and encompasses motivating (psychological), orientating (factual) and communicative (subject-oriented, pseudo-communucative, creative) stages. Keywords: communicative competence, cross-cultural communication, country-though-language studies, linguocultural competence, future foreign language teachers, philological training.

Linguo-cultural competence as a cornerstone of translators’ performance in the domain of intercultural business communication

Acknowledging language as an integral element of a sociocultural community highlights some sensitive areas in the realm of translation studies. Since the translator acts as a mediator between two unique cultures, the efficiency of cross-cultural interaction appears to be largely dependent on the quality of such intermediacy. The present paper aims to examine this culturally determined specificity of translation activity and consider lingua-cultural competence as a cornerstone of translators’ performance. The authors also contemplate the opposition of ‘accuracy’ vs ‘readability’ as a stumbling block for translator’s activity, and draw up a model of the lingua-cultural competence of translators specialising in intercultural business communication. Inferences made in the study rely on the data obtained from a questionnaire distributed among tutors and lecturers employed in higher educational institutions and involved in specialised translation training. The data collected were analysed based on statistical analysis that helped identify the importance of each separate skill incorporated in the lingua-cultural competence for the training of student translators specialising in intercultural business communication. This evidence was further utilised to elaborate on a set of methodological guidelines capable of developing the lingua-cultural competence of student translators specialising in intercultural business communication.

Podcasts as a means of the development of linguo-cultural, socio-cultural and person-centered competence of students

Podcasts as a means of the development of linguo-cultural, socio-cultural and person-centered competence of students

МЕТОДОЛОГІЧНІ ПІДХОДИ ДО ФОРМУВАННЯ ЛІНГВОКУЛЬТУРНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ МЕНЕДЖЕРІВ ЗОВНІШНЬОЕКОНОМІЧНОЇ ДІЯЛЬНОСТІ

МЕТОДОЛОГІЧНІ ПІДХОДИ ДО ФОРМУВАННЯ ЛІНГВОКУЛЬТУРНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ МЕНЕДЖЕРІВ ЗОВНІШНЬОЕКОНОМІЧНОЇ ДІЯЛЬНОСТІ

Формирование лингвокультурологической компетенции у курсантов военных вузов: на материале концепта воин

Формирование лингвокультурологической компетенции у курсантов военных вузов: на материале концепта воин

The Acquisition of the Communicative Act of Greeting: Language Parallels between Hungarian and Bulgarian

Abstract The acquisition of linguo-cultural competence in foreign language learning has its share in the overall process of acquiring the language. In the inter-language contact situation, the speaker has to overcome not only the language but also the cultural barrier. The present paper examines the acquisition of greetings by Hungarian native speakers in the process of learning Bulgarian language, as a result of acquiring linguo-cultural competence. The question of the nation-specific aspect of the communicative act carries an important role in foreign language acquisition, undoubtedly due to the fact that it reveals language-specific features. Furthermore, the “strangeness” of the foreign language seems to be best demonstrated within the frames of a typological analysis of the two - native and foreign - languages.

The Identity and Socio-cultural Processes in the Migrant Communities of Tatarstan

The relevance of the problem under research is explained by the necessity of studying the problems connected with the adaptation of labor migrants in the host society, which is of social, economic, political and cultural significance for the modern Russian society in general, and the Republic of Tatarstan in particular. The necessity of studying the adaptation strategies of migrants in the host society, as well as socio-cultural processes inside migrant communities is growing. The purpose of the research is to analyze the structure of identity and socio-cultural processes in the environment of migrant communities in the Republic of Tatarstan. The analyzed materials were prepared using the methods of mass poll, as well as biographical and semi-structured interview. As a result of the systematization of the data the structure of the social identity of migrants was analyzed. The linguocultural competence in relation to Russian and Tatar languages was examined, the most updated ethno-consolidated signs were revealed. Special attention was paid to the analysis of religion as an important component of ethnic integration. There was made a conclusion that the socio-cultural orientations of migrants made an impact on the character of their social contacts and successful adaptation in the host society. DOI: 10.5901/mjss.2015.v6n6s5p269

The Development of Linguocultural Competence of Students in Teaching the History of the English Language

The article deals with the concept of “linguocultural competence” in teaching English. Its place in language system is defined. In modern studies on methods of teaching English language increasing attention is focused on the relation between language, history and culture. The acknowledgement of the importance of the cultural component in research is closely connected with the usage of cognitive approach.

Dialogue of Cultures in the System of Teaching Foreign Languages: Modern Imperative

The possibilities of overcoming the ‘deficits’ of culture-oriented linguistics and regional studies content knowledge as well as the strategies for building linguocultural competence of EFL learners were studied in the practical experience gained through a series of linguistic quiz-contests. The findings suggest that familiarizing students with the culture, traditions and realities of a foreign country should begin at school where students learn to understand the importance of learning a foreign language and the need to use it as a means of communication. They learn to tolerate other cultures and be socially adapted to a constantly changing multicultural, multilingual world. Gaining knowledge of the culture of the English-speaking countries should be based on its dialogue with the native culture.

UNIVERSITY EDUCATIONAL PROCESS POTENTIAL IN THE DEVELOPMENT OF LINGUOCULTURAL COMPETENCE OF THE FUTURE INTERPRETERS WHO LEARN SEVERAL FOREIGN LANGUAGES

The article considers the university educational process potential in the development of linguo-cultural competence of the future interpreters who learn several foreign languages. The author defines the tasks which are set to higher educational institutions by the process of globalization and concludes that training of competitive professionals with developed feelings of patriotism, citizenship, morality, humanism and a high level of culture is one of them. The educational process of the university is considered to be systematic, personality-orientated and multicultural. The translator needs to get prepared for communication, cooperation and further rapprochement with representatives of various cultures. The analysis of educational documents defined the aims of interpreters training, among which there is the development of linguo-cultural competence as an integrative property of the personality of the future interpreter, determining his willingness to interact with other people in various situations of intercultural communication. A special role in the future interpreters’ educational process is played by the possibility of learning several foreign languages. The process of developing linguo-cultural competence of interpreters learning two or more foreign languages has a number of special features, including: the need to create a multicultural environment, the relevant choice of methods and forms of work aimed at intensive study of a large volume of new material, the integration of classroom and unsupervised work, research and practical training, etc.