Means Of Intercultural Communication Research Articles

Национально ориентированный лингвострановедческий учебный словарь для вьетнамских граждан как инструмент обучения межкультурной коммуникации: к вопросу о концепции создания

Nationally oriented teaching is one of the leading directions in the theory and practice of teaching Russian language as a means of intercultural communication. The need to train, in the absence of a language environment, specialists in various fields with knowledge of the Russian language, who will have to interact with their Russian colleagues and partners in the professional and everyday spheres, poses the task of developing effective means of teaching the Russian language. This article is devoted to the consideration of the concept of creating such a teaching tool — a nationally oriented linguistic and cultural educational dictionary for Vietnamese citizens studying the Russian language as a means of intercultural communication “Russia — Vietnam: a handshake of cultures”.
 
 The purpose of the article is to describe the features of the proposed macroand microstructure of the dictionary, to consider the linguistic and methodological tasks facing it, as well as issues related to its relevance and prospects for use.
 
 Based on the analysis of the data obtained during the preparation of the concept of the dictionary, the authors substantiate the principles for the formation of its content and structure: the selection of vocabulary is based on research in the field of contrastive semantics based on Russian-Vietnam ese comparisons; ideographic classification and classification of communicative intentions form the basis of the macrostructure of the dictionary. The article also presents the authors classification of speech intentions, used in the future dictionary, and examples of nationally oriented exercises for the formation of cross-cultural competence.
 
 The scientific novelty and practical significance of the research presented in the article are determined by the relevance and demand for the considered dictionary. As a tool for developing cross-cultural competence, the dictionary “Russia — Vietnam: Handshake of Cultures” will contribute not only to increasing the level of proficiency in Russian language as a means of intercultural communication in the process of learning and teaching, but also to further strengthening mutual understanding between representatives of two friendly countries and peoples.

Improving pedagogical communication with students

The actions of the teacher and students in each part of the lesson must complement each other to achieve the goal of the lesson. The ability of a teacher to organize pedagogical communication with students largely determines the effectiveness of the modern educational process aimed at revealing the personal characteristics of students and mastering a foreign language as a means of intercultural communication. This article discusses the organization of relationships between the teacher and students to achieve results.

Рpinciples of developing the russian cultural identity of university students in foreign language classes

Relevance. In the context of increasing geopolitical tensions in the world the development of Russian cultural identity of students in foreign language classes is of particular importance. Modern Russian society needs competent, creative and active specialists, whose training will not be relevant and sufficient without acquiring knowledge not only about the culture of the countries of the language being studied, but also about their own culture. In the current situation, a foreign language has priority importance as a means of intercultural communication and generalization of the spiritual heritage of the countries and peoples of the studied and native languages.The Research problem: what are the principles of development of Russian cultural identity that contribute to the formation of foreign language communicative competence? The purpose of the research is to substantiate the implementation of the principles of development of Russian cultural identity of technical university students in foreign language classes that contribute to the formation of foreign language communicative competence. The research methods used include pedagogical observation, study of psychological and pedagogical literature, retrospective analysis of teaching activities, assessment, study of the work experience of teachers of higher educational institutions. The results of the research are the following: the role of a foreign language in the formation of Russian cultural identity of students has been determined; principles for the development of Russian cultural identity of students in foreign language classes at a university have been formulated and examples of their implementation given. Key conclusions: the principles of ethnocultural orientation of teaching and the use of PR technologies in foreign language classes, the purpose of which is the development of the Russian cultural identity of students at a technical university, contribute to the formation of foreign language communicative competence.

Translation as a Means of Intercultural Communication

Translation is considered to be the most economical type of intercultural communication. This idea is announced by Monica Năstase, a Romanian researcher who investigated the difficulty of translating realia words from Romanian into English. Realia are words and expressions for culture-specific items. As realia carry a very local overtone, they often represent a challenge for translators. They are born in popular culture, and are increasingly found in very diverse kinds of texts. In this paper we discuss the translation variants of such realia words as “colac”, “ie”, “mămăligă”, “horă” and “dor” from Romanian into English as they represent translatable lacunas and the interpreter has to be very accurate in transposing them into another language. At the same time we concentrate on the ways of rendering word combinations containing „privacy” lexeme in English, a value which is typical to the English and American cultures, and analyse variants of these realia words translated into Romanian.

Y. TAWADA’S WORKS IN MULTICULTURAL CONTEXT

The present paper investigates the stylistic and philosophical-aesthetic features in the works written by Y. Tawada, a contemporary Japanese-German author. The unique position occupied by the author in the literary space leads us to consider her works in the context of multicultural and postcolonial theories. Being stuck between two opposite cultural paradigms and literary traditions — Eastern and Western European — the writer does not fit into either of them. Such a unique position impacts on the author’s view on the problems typical for multicultural literature, such as search for identity, creation of one’s own self in a polyphonic globalized world, cultural dislocation and homelessness experience. In our article particular attention is paid to studying the image of a multicultural writer who is situated at a cultural crossroads and is a nomad in a broadest sense. As a result of the research, it has been found out that development of a new identity takes place in the so-called third or “interstitial space”, where two opposing worldviews meet. Linguistic experiments and unique attitude to universal language codes as a means of intercultural communication are dominant in the author’s writing style. The author is in search of her lost identity. These searches are associated with the searches of the protagonists who suffer from a traumatic experience and go through the loss of their own roots. In the works under analysis the influence of the Japanese literary tradition can be traced. Y. Tawada turns to the genre of monogatari, typical for Eastern literature. In general, the poetic features of the author’s prose are illustrated through examples from the works “Where Europe Begins”, “Suspects on the Night Train” and “Memoirs of a Polar Bear”.

Development of Grammatical Competence Based on the Binary Oppositions of Verbs

The presented article is devoted to the development of grammatical competence of Linguistic University students, which ensures, in accordance with the modern communicative-cognitive paradigm of anthropocentric education, the adequacy of understanding and generation of utterances during intercultural communication. In the article, from the point of view of an intercultural approach, the content of intercultural communicative competence is concretized as the goal of teaching a modern linguist; from the standpoint of lingua-didactics and cognitive linguistics, the features and conceptual content of grammatical competence, which is a means of intercultural communication, have been identified; the skills included in the grammatical competence are defined and classified; a methodological model in the development of grammatical competence has been developed and scientifically substantiated, involving the analysis of grammatical phenomena that, in combination with other linguistic means, form binary verbal oppositions of three contacting linguistic cultures.
 
 Received: 17 May 2023 / Accepted: 28 August 2023 / Published: 5 September 2023

PEDAGOGICAL ASPECT OF THE GOAL OF TEACHING FOREIGN LANGUAGES

The pedagogical aspect of the goal of teaching foreign languages is designed to answer the question: what qualities need to be formed in a student so that he is able to communicate at an intercultural level? To find the answer to this question means, firstly, to determine the set of personality traits of a student that are conducive to mastering a foreign language as a means of intercultural communication, and, secondly, to create conditions for their formation.

К вопросу о методическом сопровождении процесса обучения профессионально ориентированному чтению (на материале англоязычных рекламных текстов)

Introduction of methodological techniques for teaching reading of advertising texts into the academic activities is determined by the necessity to identify effective forms of work with authentic advertising texts of a pragmatic nature at foreign language practical classes to form students’ linguistic competence, contributing to the practical use of foreign language as a means of obtaining information from foreign sources. The authors focus on the linguistic approach to teaching reading advertising texts taking into account the country-specific information contained in them. The paper describes the effective forms of work in foreign language classes through modeling various communication situations based on the material of advertising articles. Special attention is paid to the linguistic analysis of advertising texts in English, which contributes to the development of the ability to conduct a cultural study of these texts as a means of intercultural communication, forms the skills of critical comprehension of the information contained in the texts and the ability to interact with native speakers. The authors claim that in order to develop the ability to analyze professionally oriented texts in a foreign language, a socio-cultural approach should be applied – it is aimed at the selection of authentic pragmatic texts, including advertising. The paper presents the forms of methodological support for teaching reading of advertising texts in English as a purposeful interaction of students with the author of an advertising text, based on the principle of modern educational paradigm that involves forming skills of reading professionally oriented texts based on the system of communicative tasks that contribute to the implementation of subject-subject interaction when communicating, exchanging thoughts, knowledge, ideas and facts. The authors are considering a foreign language advertising text as an object of reading in communicative, pragmatic, linguistic and cognitive aspects.

CROSS-CULTURAL RESEARCH AS A METHODOLOGICAL RESOURCE OF MODERN LINGUODIDACTICS

Cross-cultural linguodidactics is considered a modern methodological tool that allows learning a foreign language not only in the context of immersion in the culture of the people – the native speaker of that language, but also to take into account the effects resulting from the interactive exchange of linguocultural information between all parties of multicultural communication. Based on the above positions, most linguistic facts acquire the status of units with a linguocultural and linguodidactic resource. Moreover, the acquisition and subsequent mastery of these foreign language units contribute to the formation of the secondary linguistic personality fragment of the worldview, which, in turn, allows for building and improving the competence base of an international student in the field of intercultural and multilingual interaction. Material and Methods. The study was conducted on the basis of the material contained in lexicographic sources to investigate the didactic resources of lexical borrowings – Russianisms and Chineseisms. The main method is a comprehensive cross-cultural analysis combining a number of methodological procedures: Observation, etymological, componential and lexical-semantic analysis, associative linguistic experiment, elements of linguoculturological, linguo-conceptual and discursive analysis. Results and Discussion. The cross-cultural study was conducted in several steps. First, based on the analysis of available lexicographic information, the presence of borrowed units belonging to various thematic groups (socio-political, scientific, and technical vocabulary, words denoting natural and geographical objects, realities of national life, economy, historical and cultural phenomena) was established in Russian and Chinese as actively contacting recipient languages. Second, it was found that Russianisms quantitatively predominate and most of the borrowings are internationalisms. Third, an association experiment conducted in groups of Russian and Chinese speakers was used to determine similarities and differences in the interpretation of borrowings. The results of the comparative analysis are mainly determined by the factors of the informant’s belonging to a certain linguistic culture and the level of foreign language proficiency. Finally, recommendations are formulated on how crosscultural analysis can be used for linguodidactic purposes. Conclusion. The didactic tool of cross-cultural analysis makes it possible to learn a foreign language thoroughly and comprehensively and to use it effectively as a means of intercultural communication. At the same time, the borrowed lexical units serve as valuable empirical material for the implementation of the methodological guidelines of a cross-cultural orientation.

GENRE PECULIARITIES OF WEB-MEDIATED COMMUNICATION AS A MEANS OF INTERCULTURAL COMMUNICATION

The article is devoted to the issues of the global Internet system as a means of intercultural communication, definition of the general concept of web-mediated communication, its functions, features and types in the modern world, which have introduced new forms of dialogue and interaction into socium. Having stepped across national borders and uniting the world’s information resources into a single system, the Internet has become a means of intercultural communication with its own specific genres, defined conditions and factors of communication derived from technological multilinear communication means. Currently, online platforms represent a major means for communities to communicate globally, provide news coverage, exchange ideas, share data and knowledge, study and have fun. In this context, the research of web-mediated communication, its genre characteristics and peculiar features is of utmost relevance, as cultural practice and dialogue between diverse cultures are essential tools in promoting mutual understanding, intercultural learning and exchange. Since there are multiple approaches to defining genres of web-mediated communication, the focus of the article was on revealing their peculiar features and affect on intercultural communication. It is shown that genres in web-mediated communication are based on the technological factor, with their characteristic features being increased complexity and multi-dimensionality, creolization, responsiveness and interactivity as well as enormous user outreach, relevance, accessibility, autonomy and hypertextuality.

Internet memes in the dimension of mass culture

The purpose of the work is to study memes as objects of Internet creativity, which by genre typology and nature of distribution belong to mass culture and mass culture digital type of communication in the Internet network. The research methodology consists of the application of analytical, semiotic, and cultural methods in the study of visual-graphic and verbal types of Internet memes, which, thanks to their content-communicative characteristics, can form digital works belonging to mass culture. The scientific novelty of the work consists in the systematization of the typological characteristics of memes as a separate segment of Internet creativity and communication, which belong to mass culture and determine its content with new semantic codes and meanings. Conclusions. Memes as phenomena of mass culture and Internet creativity are both verbal and graphic-visual texts with genre and structure-forming potential in constructing other semiotically complicated texts of mass culture in the digital environment. Internet memes originate mainly in social networks, gradually spreading through other communication channels. The popularity and mass spread of memes are influenced by their ability to be used in many meanings and different communicative situations. According to their content, memes belong to precedent phenomena, which is a compressed form contain information about current events and phenomena of social reality, forming the appropriate context. In the process of communication, recognition, and "reading" of meme connotations, the expected result of achieving the text's main idea is ensured, which, in turn, can serve as a source for further creativity. Memes become sources of mass cultural creativity on the Internet and means of intercultural communication, with the help of which both a certain opinion is expressed and one's referentiality within the communicative environment is confirmed. Key words: memes, mass culture, Internet communication, Internet environment, social networks.

Objects of Cultural-Cognitive Analysis in Comparative Lexicography

Introduction. The article deals with the linguocultural units of value considering them as the main objects of cultural and cognitive analysis to obtain data for compiling nationally oriented lexicographic sources, namely, a nationally oriented linguistic and cultural dictionary for the Vietnamese who study Russian. The authors of the article argue that the implementation of a detailed analysis of value-marked elements that reflect cultural facts and realities, which are rooted in the national linguistic consciousness, is a recurrent theme in modern comparative lexicography. The scientific novelty and significance of the study are based on the practical application of its findings in the field of comparative lexicography, a successfully developing scientific area.Methodology and sources. The article focuses on a comparative study of phraseological units of Russian and Vietnamese linguocultures. The comparative study is carried out using interpretive analysis as well as analysis of definitions. There are used data from dictionaries of various types.Results and discussion. The key objects of cultural and cognitive analysis are linguocultural units reflecting the realities of culture and values of a particular nation. The material of the study allowed the authors to consider some characteristics of the conceptual division of the world and of its conceptualization with the assistance of language distinctive for both Russian and Vietnamese linguocultures. Thus, a comparative analysis of Russian and Vietnamese set phrases, which reflect the peculiarities of the national worldview, made it possible to draw conclusions about the existing national and cultural differences between Russians and Vietnamese, and, that is most importantly, about the existing of discrepancies in the attitude of Vietnamese and Russians to certain values - a circumstance, that must be taken into account in development of linguistic and cultural educational lexicography.Conclusion. The concept of nationally oriented educational lexicography as a special field in a number of other linguistic disciplines aims at fulfilling the tasks of acquiring foreign cultural awareness avoiding any possible interference. The importance of nationally oriented educational lexicography arises from the need to create such teaching aids that will most adequately facilitate the process of foreign language mastering. In our specific case, it will assist a Vietnamese to study the Russian language as a means of intercultural communication.

МОДЕЛЬ ФОРМУВАННЯ МІЖКУЛЬТУРНОЇ КОМПЕТЕНЦІЇ МАЙБУТНІХ ФАХІВЦІВ ТЕХНІЧНОГО ПРОФІЛЮ НА ОСНОВІ ТАНДЕМ-МЕТОДУ

The article reveals the modern goal of learning a foreign language in a globalized, multicultural society. It is not just mastering the communicative skills of language activities in a foreign language, but the development of readiness and ability of the student’s personality to interact with representatives of the international community, using a foreign language as a means of communication. The research substantiates the need to make adjustments to the organization of the process of learning a foreign language in higher technical school and development of new effective educational technologies, taking into account the full range of factors of modern sociocultural and educational situation and based on synergies of language personality, language and environment. The main part is devoted to the description of the tandem method and its didactic potential during foreign language teaching as a means of intercultural communication. It was found that the tandem method in teaching foreign languages ​​and cultures is a method of teaching, which is based on independent (autonomous) mastery of a foreign language and culture by two partners with different native languages, working in pairs. The article proves that the tandem method as an aid in learning a foreign language in technical institutions of higher education also effectively affects the learning process, as it contributes to the effective formation of foreign language intercultural competence of future technical professionals. The purpose of the tandem method is to master the native language of your partner in a situation of real or virtual communication, acquaintance with his personality, culture of the country of the language being studied, as well as obtaining information in professionally important areas of knowledge. The research identifies the characteristics of the tandem method in the process of its application in foreign language learning, namely: the presence of socio-individual character, asymmetry in relations between partners, interchangeability of roles, activation of the natural mechanism of motivation, strengthening the internal motivation of participants. The purpose of formation of intercultural competence of future specialists. The principle of tandem breaks the stereotype that the learning process is a mechanical process of knowledge transfer, which is possible only with the participation of a professional teacher. It is important that the tandem method allows you to enjoy intercultural communication. It is proved that the educational tandem method in the formation of intercultural competence of students is an innovative tool for transforming the teacher, which contributes to the creation of favorable organizational and methodological conditions in which students are involved in active cognitive-discursive activities.

Identifying ELF programs in Italian University websites: what gaps need to be filled

Abstract The present paper stems from an awareness that English has become the most widely used means of intercultural communication on a global scale. Therefore, intercultural communication is more likely to occur through English used as a lingua franca than in any other language used as a lingua franca. English has transcended boundaries and has allowed people from distant cultures to come closer and find common grounds. If, on the one hand, the rise of English has been criticized as a threat to minority languages and cultures, on the other, English has been the means by which people are connected across national and international borders. European Universities and University Language Centres are known to be multicultural environments that provide students with opportunities to familiarise with diverse cultural backgrounds and experience non-native English speech. If therefore, university staff and professionals engage regularly with a multilingual population, they have to be prepared to deal with and respond to their different needs. Within this framework, University degree programs need to be able to cope with a changing cultural and linguistic environment where multilingual speakers increasingly interact in English with other non-native English speakers. In the light of these considerations, this small case study intends to raise awareness of the need to integrate academic degree programs with courses which specifically address Intercultural Communication and English as a Lingua Franca. A sample of Italian university websites has been analysed with a view to identifying the extent to which the aforementioned issues are incorporated within the course programs observed. Preliminary results will be described and considerations suggested.

Application of Digital Educational Technologies and Means of Intercultural Communication in the Multi-Cultural Educational Environment of Universities

Application of Digital Educational Technologies and Means of Intercultural Communication in the Multi-Cultural Educational Environment of Universities

Национально-ориентированная лексикография и обучение русскому как иностранному

The article presents the description and comprehension of the experience of developments in the field of linguistic and regional studies and nationally oriented educational lexicography. The latter is based on the ideas of nationally oriented education and associated with the creation of a linguo-cultural dictionary for citizens of Vietnam who study Russian as a foreign language. Today’s reality is considered to be largely aimed at purely applied aspects of knowledge, including in teaching foreign languages and, in particular, Russian as a foreign language (RFL). In this regard, dictionaries are becoming very significant, among which a special place belongs to the so-called “linguo-cultural dictionary”, which has a relatively recent history of use. Information obtained with the help of such lexicographic sources contributed and contributes to students’ deeper understanding of Russian in real situations. But, since a foreigner “in general” does not exist in nature, the so-called “nationally oriented education”, learning with regard to the national culture of the addressee, becomes more and more relevant. Nationally oriented education implies optimizing the teaching of a specific foreigner the ability to communicate primarily with a native representative of the Russian language and culture, i.e. teaching Russian not just as a foreign language, but as a means of intercultural communication. In this regard, a group of employees of the Pushkin State Russian Language Institute, the authors of this article, together with foreign partners, began to create a concept for a linguo-cultural learner’s dictionary of the so-called “active” type, intended for the Vietnamese audience. This dictionary, as conceived by the developers of the concept, will be focused mainly on a nonphilological audience that will be able to use the relevant information in communication with Russian-speaking partners in business, joint production, etc. As an example, against the background of the Vietnamese linguistic culture, the concept “family” is considered. This concept is part of the basic system of values of the native representatives of the Russian language and culture and in the future nationally oriented linguo-cultural dictionary intended for the Vietnamese audience. The authors declare no conflicts of interests.

ЭТНООРИЕНТИРОВАННЫЙ УЧЕБНИК: ИЗ ОПЫТА РАБОТЫ НАД УЧЕБНЫМ ПОСОБИЕМ ПО РУССКОМУ ЯЗЫКУ. ДЛЯ ГУМАНИТАРНЫХ ФАКУЛЬТЕТОВ ВУЗОВ КЫРГЫЗСТАНА

The relevance of this article is due to the conditions associated with changes in the higher education system in the republic and the role of the Russian language as a means of intercultural communication. The article discusses the author's experience of creating an ethno-oriented textbook for students of 1-2 courses of humanitarian faculties of universities, as well as colleges. The methodological apparatus of the manual is represented by a system of exercises and tasks aimed at developing the speech culture of Kyrgyz students on the basis of national-regional material. Most of the tasks are interactive, all of them are as close as possible to the conditions of real communication. Ethno-oriented material in teaching Russian as a non-native language makes it possible to organize personalized teaching, as it brings foreign language communication closer to the personal experience of Kyrgyz students using information and facts that occur in everyday life in their verbal communication.

Criteria for the Selection of Speech Material for Teaching English for Specific Purposes to Public Administrators

Currently, the priority of postgraduate education is the preparation of specialists with a sufficient level of knowledge of a foreign language for the successful exchange of both scientific and technical achievements through inter-lingual channels. Foreign language competence is a prerequisite for professional development of a specialist, and knowledge of a professionally oriented foreign language as a means of intercultural communication will allow a prospective specialist to build the basis of their personal and social life with practical skills and abilities and implement them in professional activities. This allows us to highlight the importance and necessity of a foreign language competence development in the sphere of public administration. Competence development process should be based on authentic materials and account for situations of real-life professional interaction of the specialists that leads to the relevance of the study, which aims to define the criteria of selection of the speech material for teaching English for specific purposes. This aim led to the use of theoretical research methods (studying philosophical, linguistic, psychological, didactic and methodological papers to understand the problem, developing theoretical foundations and conceptual approaches to the development of program material) and empirical ones (scientific observation of teaching a professionally oriented foreign language to public administrators). The article also outlines the importance of the development of professionally-oriented foreign language competence for the public administrators, highlights the main requirements for the candidates for public service positions in the European space, and discovers educational processes in the framework of postgraduate education in Ukraine. The authors define the unit of selection of teaching material and describe the procedure of its selection as well as the conditions of the development of foreign language competence for professional purposes.

The application of an activity-based approach in teaching a foreign language at school

In connection with the expansion of international political, economic and social ties, the need for the study of foreign languages as a means of intercultural communication is increasing. Language education at the present stage acts as the most valuable tool for a person's successful life in a multicultural space, and the main task of learning foreign languages is the formation of students' skills for unhindered communication with representatives of a foreign language culture. However, modern living conditions require the introduction of new forms, methods and techniques in order to enhance the activities of students. In particular, one cannot fail to note the growing role of information and communication technologies in the process of teaching foreign languages. The article discusses the main ways of implementing the activity approach in schools. Particular attention is paid to theoretical material on this topic. Various methods and techniques are given in order to enhance the activity of students. The conclusion showed that the education system is constantly changing, the world is constantly moving and never stands still, therefore, the use of this approach helps to introduce various forms of teaching into the learning process, which will help develop the communication and creative skills of students.

Translatability of English and Arabic Hypothetical/Unrealizable Propositions

Although translation is a means of intercultural communication, it represents a challenge when it comes to rendering the intended meaning of some propositions, particularly because every language has its distinctive features and structures that may not be accurately rendered into the target language. This challenge is reinforced when translation occurs between two languages that belong to different origins such as English and Arabic. This paper explores the translatability of a grammatical construction (viz. Hypothetical or unrealizable proposition) from English to Arabic, and vice versa. The paper shows—through examples from both languages—that regardless of how carefully translation is conducted, incomplete meanings are usually rendered into the other language. It, moreover, asserts the interlanguage translatability of such propositions and notions. In principle, but by no means exclusively, Arabic is treated as a source language and English as a target language for the purpose of translation. But in many places, this order is reversed. The analysis has implications for translation-related courses, particularly in crucial areas such as legal translation where accurate meanings are carefully searched for.