Representatives Of Different Cultures Research Articles

Экспликация авторской позиции в англоязычных аннотациях к научным статьям: сопоставительный анализ

This paper, inspired by interest in semantics and pragmatics of academic discourse, focuses on English-medium research article abstracts by authors with native languages other than English. The study assumes that in order to convey an authorial stance and establish an effective relationship with the reader, representatives of different cultures use a repertoire of metadiscourse devices varying in terms of quality and quantity. The theoretical basis of the research is K. Hyland’s taxonomy of stance markers. Hedging and boosting devices found in the corpus were analysed using the terminology proposed by K. Hyland and H. Zou. The analysis showed that hedges and boosters are important elements of academic discourse. They play a crucial role in authorial efforts to make claims tentative and avoid categorical statements or persuade readers of certainty and accuracy of research results. The study found that academic article abstracts by Latin American authors contain considerably more hedges than those written by their Russian counterparts, who make extensive use of boosters. Anticipating and acknowledging alternative points of view, Latin American authors are more careful when making claims, which is in compliance with the internationally accepted academic writing norms. The findings suggest that Russian novice academic writers should be taught stancetaking strategies in line with the academic writing norms.

Youth and media: the impact of information technology on the political worldview

The subject of the research is the influence of information technology on the political worldview of young people. For example, young people who take an active life position or strive for it. Today's youth spend most of their time in the online space, receiving information from social networks, news portals and blogs. This makes the Internet the main source of information about politics for young people. The article examines such aspects as accessibility of information, media literacy of young people, as well as the possibility of forming public opinion through social networks and news resources. The research method includes analysis, surveys and interviews with youth representatives, as well as an overview of current news and political events. The scientific novelty of this study is to identify ways to form a political worldview among young people in the digital age. The availability of information and the ability to communicate with different people help to broaden the horizons and understanding of political processes, but you need to be careful and analytical so as not to fall under the influence of manipulation and fake news. Thanks to the Internet, youth can discuss political issues with representatives of different cultures and worldviews, which can significantly expand their horizons and help them better understand complex political processes. However, it is important to remember that distorted or one-sided data may be presented on the Internet, which can lead to the formation of incorrect or exaggerated political views. Therefore, a critical approach to information obtained from the Internet is extremely important. The main conclusions of the study are that modern information technologies have a significant impact on the political worldview of young people, however, it is important to develop media literacy and critical thinking among the younger generation for a more informed perception of information.

The idea of anger in Russian and Chinese cultures.

The article examines the idea of "anger" in two linguistic worldviews - Russian and Chinese. The study is a contrastive one, the obtained results are compared. The description of each concept follows a clear algorithm: the etymology of the word is explored, the mythological roots of the concept are examined, its collocations are analyzed, and the substantive connotation is extracted from the collocations following the approach of V. A. Uspensky. Dictionary definitions are also compared. The aim of the study is to identify the peculiarities of the representation of the idea of "anger" in these cultures based on the material of semantic fields in the Russian and Chinese languages. Furthermore, a comparison is made to identify similarities and differences in the worldview of different peoples. The research employs various scientific methods, such as the comparative-historical method, the method of generalization, and the method of semantic analysis. This topic is relatively underexplored and relevant since there have been no previous linguistic and cultural studies analyzing this concept in Russian and Chinese languages and cultures, which represents the scientific novelty of the work. The results obtained will contribute to establishing mutual understanding between cultures, serving as a kind of conceptual bridge for representatives of different cultures. These findings will be used in the teaching of regional studies, comparative cultural studies, and in the instruction of relevant languages in higher education institutions.

Підходи до формування міжкультурної компетентності фахівців публічного управління

Statement of the problem. At the present stage of development of a globalised society, the importance of intercultural competence, which should be possessed by specialists in those fields that are directly related to the communication process with partners in the international arena, is increasing. The public sphere is no exception, as it is the place where a layer of specialists is formed to perform important tasks assigned to them by the state. Therefore, the relevance of possessing an adequate level of intercultural competence of public administration professionals is growing, especially in recent years, when Ukraine has declared the European integration vector of its development. Analysis of recent research and publications. The formation of intercultural competence of public administration professionals is studied by such scholars as Y. Vyshnevska, L. Gren, O. Hrybko, H. Kyrychenko, N. Kovalska, V. Marchenko, S. Medvedenko, O. Sytko and many others. They study the peculiarities of forming the communicative competence of public administration specialists, consider ways of forming the communicative component of the leadership potential of government officials, raise the issue of the nature of information and communication mechanisms for shaping the image of public authorities, and analyse communicative tolerance in public administration. Identification of previously unresolved parts of the overall problem. The issue of raising the level of intercultural competence of public administration professionals remains an urgent problem that needs to be addressed in the context of Ukraine's European integration. Summary of the basic research material. The intercultural competence of public administration professionals is seen as a set of skills that form a sufficient and effective dialogue between partners and relevant groups of professionals representing different economic, political, religious, ethnic or national groups. The article highlights the main structural components of intercultural competence of future public administration professionals. Angovernment official must be able to interact with partners who may be representatives of different cultures and ethnicities. Close to this is the ability to conduct a mutually beneficial dialogue and the readiness of specialists to make the most effective decision for the communicators. A high level of dialogue is considered to be the ability of its participants to hear and perceive the position of their opponents. Specialists should have the ability to conduct business negotiations at the highest level, as well as a wide range of techniques and methods of comparison and generalisation. Finally, a public sector professional must be an effective conflict resolution specialist and be able to manage conflict situations. Conclusions. Thanks to developed intercultural communication, dialogue in a modern multicultural society becomes possible, and intercultural competence serves as an effective tool for it. It is able to form an environment that provides for a basic and higher level based on such factors as motivation, skills and knowledge, moral autonomy, creativity and criticism.

STEREOTYPES AS DISTORTING MIRROR OF REALITY

The purpose of the study is to analyze the mechanisms and causes of social stereotypes formation in modern world. The problem of stability and variability of ethnic stereotypes, as well as heterostereotypes (external stereotypes formed by representatives of one culture about another) and autostereotypes (myths about themselves that exist within the framework of the given culture) are considered. Modern society is characterized by stereotypical mindset. There are various stereotypes that exist at language level and may interfere in the process of intercultural communication. Intercultural perception is a key point in interaction of the representatives of different cultures, and ethnic stereotypes are an important component of intercultural perception. The mechanisms of forming stereotypes are connected with the peculiarities of human mindset and psyche. Mechanisms of stereotyping also include a person’s tendency to draw conclusions based on one’s own cultural experience. Once formed, stereotypes acquire а high degree of stability. They are difficult to modify and become a “distorting mirror”, in which the representatives of different groups are reflected in a blurred or distorted form. Language plays a leading role in creating stereotypes. Constant repetition of the same phrases, which acquire stability on the level of language within a course of time, leads to the fact that their meaning settles in the subcortex of the brain, and their perception takes place automatically, without the participation of higher consciousness. Language carries in itself a huge influencing power. Modeling the worldview of native speakers, it defines their actions and behavior not only on the interpersonal, but also on the social levels.

LINGUISTIC ASPECT OF INTERCULTURAL CONFLICT COMMUNICATION

The article reveals the linguistic aspect of intercultural conflict communication with the help of a specially prepared linguistic experiment on “Interlingual homonyms” (conducted with English- and Ukrainian-speaking students of Vasyl’ Stus Donetsk National University), as well as through scientific observation (interesting conflict-generating communication situations during the educational process, the subject of which was the contradictory use of certain morphological forms and phraseological units, were identified). Intercultural communication is positioned as a process of verbal and non-verbal communication between people belonging to different national and cultural communities. Conflict in intercultural communication (i.e., intercultural conflict communication) is presented as a cultural phenomenon, the content of which is determined by cultural factors, and the process of emergence and development of conflicts is regulated by cultural norms, which under certain circumstances lead to the emergence of special cultural rituals that affect the process of conflict interaction between participants. The analysis of the linguistic aspect of intercultural conflict communication is to identify verbal and non-verbal markers of cultural information in order to achieve communicative interaction between representatives of different cultures and prevent the emergence of communicative conflicts. Specific examples demonstrate that intercultural conflict communication can be realized at several linguistic levels: lexical, phraseological, morphological, and syntactic. It is proved that the most effective way to regulate intercultural conflict communication is to develop intercultural communication competence in its real and potential participants as the ability to adequately use culturally significant language tools, concepts and behavioral stereotypes.

Age-related differences in Russian and Hungarian linguistic pictures of the world

This cross-cultural, interdisciplinary study aims to investigate how the linguistic picture of the world differs in various age groups from kindergarten years to adulthood. In this paper, linguistic picture of the world is referred to as a technical term introduced into linguistics by Leo Weisgerber (Weltbild der Sprache). In order to trace the differences in Russian and Hungarian language users’ linguistic picture of the world in different age groups, thus obtaining a more precise picture of the linguistic development of the individual from a cross-cultural perspective, a research was conducted and data were collected with the aid of the association experiment, a foundational research method of Russian psycholinguistics. Respondents from three age groups (4–5 years, 10–12 years, and 18–26 years) were investigated via the collection of word associations to 10 stimulus words. As the research results suggest, culturally bound traits of linguistic development were identified, including the Russian linguistic consciousness changing its orientation from being self- and family-oriented in early childhood to being people-oriented (man-oriented) as an adult. The study also revealed common characteristics of the age-related development of the Russian and Hungarian linguistic pictures of the world, for instance, toys and games moving from the center of the linguistic image of the world to the periphery to be replaced by love. Results can be utilized not only for theoretical psycholinguistic purposes including a better description of the presumed age-related changes in the mental lexicon but also in the practical realm of education for curriculum development or the fine-tuning of pedagogical methods, as well as in intercultural studies for gaining a more precise picture of the linguistic consciousness of representatives of different cultures.

Semantic analyzing of color in the english and karakalpak languages

In the world of linguistics, at present, in the process of globalization and intcrcultural communication of people, the question arises about all aspects of language, including the analysis of socio and linguacultural meanings reflected in the language. Color is a category that attracts the attention of specialists from all over the world, whose scientific interests lie in completely different fields of knowledge: physicists, biologists, doctors, psychologists, artists, designers, art historians, philosophers, literary critics, linguists and many others. Structural and linguistics, differences in the field of color names are associated with differences in the world pictures of representatives of different cultures, with established historical and cultural, religious, climatic and other features [1, 179-186]

The place and role of cultural diplomacy in the process of consolidating the country's image on the international arena

The article examines the peculiarities of cultural diplomacy, and also determines the place and role of cultural diplomacy in the process of consolidating the country's image on the international arena. It was determined that cultural diplomacy plays an important role in modern international relations. The spread of traditions and cultural values contributes to the destruction of barriers and stereotypes, promotes mutual understanding of representatives of different cultures. The spread of cultural heritage, familiarization with the intellectual contribution of the people of a separate state forms a general perception, attracts attention, increases the level of respect and forms a positive image of the country. Considering the fact that cultural interaction is an autonomous element of interstate interaction, contributing to the achievement of established foreign policy goals, its implementation becomes possible thanks to the deep relationship between traditional diplomatic missions and special cultural institutions. It is noted that in order to create a positive image of the country, it is worth using various forms of cultural international cooperation, such as festivals, forums, exhibitions, tours of outstanding creative groups, fairs and holidays of national culture. During the organization of such events, representatives of diplomatic institutions should contribute to the resolution of organizational issues (signing of documentation, organization of negotiations with public authorities of the host country), while employees of cultural organizations are responsible for the substantive side of these initiatives. It was established that in order to form the image of the state, it is impossible to do without the use of communication strategies specific to the sphere of cultural foreign policy. The state's cultural policy and cultural diplomacy should mainly operate with communicative strategies in the information sphere to popularize national culture outside the state. It has been proven that the key factors in the process of implementing state policy in the field of cultural diplomacy should be Ukrainian cultural achievements abroad, taking into account heritage and modernity, as well as emphasizing the need to form strategic planning to support the image of Ukraine on the international arena.

The idea of "luck" in Russian and Chinese cultures

The article examines the idea of "luck" in two linguistic worldviews – Russian and Chinese. The research is comapartive, two linguocultures are compared. The description of each concept follows a clear algorithm: the etymology of the word is studied, the mythological roots of the idea are explored, its collocations are analyzed, and the material connotation, following V. A. Uspensky, is extracted from these collocations. This is followed by a comparison of dictionary definitions. The goal of the research is to identify the features of how this idea is represented in different cultures using the semantic field of the concept "luck" in Russian and Chinese languages. The comparison is aimed at revealing the similarities and differences in the worldview of different peoples. The scientific methods employed in this research include the comparative-historical method, the method of generalization, and the method of semantic analysis. It is important to note that this topic is considered underexplored, and previously, there have been no linguocultural studies that comprehensively analyze this idea within the context of Russian and Chinese cultures. This makes the research scientifically innovative. The results obtained from this research will significantly contribute to mutual understanding among nations and can be seen as a kind of conceptual bridge promoting better mutual understanding between representatives of different cultures. Furthermore, the findings can be useful in the development of courses in regional studies, comparative cultural studies, and in the teaching of relevant languages. Thus, this research has a wide range of applications in both scientific and educational fields.

Перцептивные стереотипы в сравнениях русского и английского языков

The article is dedicated to the comparative analysis of Russian and English perceptual stereotypes. Their appearance is associated with cultural dominants and the peculiarities of the system of people’s perception. Stereotypes exist in minds in the form of images and language clichés. They are used automatically and are rarely changed. The relevance of the article is due to the necessity to study and compare the significant elements of national cultures and language systems. The perceptual stereotypes can be defined as the object of study, the verbalization of perceptual stereotypes in Russian and English comparisons being the subject of study. The material for the analysis was obtained from the national corpora of Russian and English languages, as well as from Google Books corpus. In total, 40 Russian and 37 English perceptual stereotypes were identified. They characterize the modes of perception, sense organs, perceptual actions, as well as perceptual features of the subjects of action. The study showed that in both cultures, perceptual stereotypes are more often formed about the features of the subject of action. Images for comparison are animals, inanimate objects and professions. In Russian culture, precedent names can also be an image for comparison. The stereotypes may not correspond or partially correspond to reality. The formation of comparisons with modes of perception is typical for the Russian language, while in English the comparisons of perceptual actions prevail. Stereotypes about the sense organs in both languages are formed on the basis of functional and external similarity. The knowledge of basic cognitive judgments about the sphere of perception contributes to successful interaction between representatives of different cultures.

DEVELOPING INTERCULTURAL COMPETENCE OF FUTURE GEOGRAPHY TEACHERS IN UKRAINIAN HIGHER EDUCATION INSTITUTIONS

Formation of intercultural competence in the modern world and contemporary conditions is a relevant scientific and pedagogical issue. The manifestation of modern integration processes leads to a change in perspectives on the necessity of tolerant relations among representatives of different cultures, religions, and viewpoints. Currently, within the context of international development, there is cultural exchange at personal, national, and international levels. Therefore, education has seen the emergence of a need for a culture of communication and cultural dialogue between different countries and their citizens. Considering multiculturalism and multi-ethnicity becomes a pedagogical priority for global civilization and nations. Adhering to it is an essential condition for democratizing civil society. The features of forming intercultural competence largely extend beyond pedagogy and depend on the influence of social and political institutions, but higher education institutions are the very establishments that can help shape a new multicultural, democratic, and civic society.The problem of forming intercultural competence is particularly pertinent for future geography teachers. Precisely, the prospective geography teacher should become a multicultural individual who will shape a tolerant, multicultural, conscious, and civic society in our nation. The article delves into the specifics of forming intercultural competence in higher education institutions, using the example of analyzing educational programs for the specialization “Secondary Education. Geography”. An analysis of scientific literature is conducted to systematize information about the particularities of cultivating multiculturalism in future educators. Researchersʼ viewpoints regarding the implementation specifics of intercultural competence in the educational process are scrutinized. The educational programs of five pedagogical universities are characterized in terms of the place of intercultural competence in the preparation of future geography teachers.
 Keywords: educational program; professional training; general competencies; professional competencies; multiculturalism; intercultural competence; teacher; geography.

СОЦИОКУЛЬТУРНЫЙ КОНТЕКСТ РОССИЙСКО-КИТАЙСКОГО ВЗАИМОДЕЙСТВИЯ В СФЕРЕ ОБРАЗОВАНИЯ

The article is devoted to the analysis of Russian-Chinese interaction in the sphere of education in the context of intercultural dialogue. In this article the sphere of education is considered in the context of interaction between cultures, where the concept of intercultural dialogue is considered as equal bilateral communication between representatives of different cultures, based on the recognition of the authenticity of each culture and the idea of voluntary cooperation. The author notes that the educational component played one of the leading roles in the intercultural interaction between the two countries. The flowering of intercultural interaction occurred during the Soviet period. The Soviet educational system influenced the formation of public education in China.

SOCIAL EMOTIONAL COMPETENCE AND PROFESSIONAL ETHICS: PROFESSIONAL CHALLENGES OF THE POLICE OFFICER IN A MULTICULTURAL SOCIETY

In every profession, where basic activities are carried out in direct interaction with people, often solving diverse problem situations and providing assistance to victims, cooperating with representatives of different cultures, not only professional knowledge and skills are important, but also interpersonal cooperation and emotional skills. The aforementioned raises the issue of socio-emotional competence, which directly interacts with the professional ethics of a police officer, so that it is possible to effectively perform official duties and overcome personal and professional challenges, including in the context of a multicultural society. The purpose of the article is to describe important aspects of the interaction between the socio-emotional competence and professional ethics of a police officer, providing proposals for their promotion in professional everyday life, which would allow the police officer to overcome personal and professional challenges while performing official duties in a multicultural society. The research uses the analysis of documents and scientific literature, methods of interpretation of legal norms (historical method; teleological method; grammatical method; systemic method), analyzing regulatory acts, as well as induction and deduction methods, drawing conclusions and making proposals for the improvement of regulatory acts and police service practice.

Psychology of Mastering Intercultural Competence of Future Translators

The purpose of our research is to show the context of the definition of “in-tercultural competence”; to explain the connection between the structural com-ponents of intercultural competence and necessary skills and abilities of future translators with the purpose to do effective translational activity; to determine Psychology of mastering intercultural competence of future translators.methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. The ascertaining research was used as an empirical method. the results of the research. We proved, that in the process of oral trans-lation a real process of thought generation, the path from meaning to finding meaning (and vice versa – from meaning to meaning) was much more difficult. It is not limited to certain structural models, because in translation, as well as in the process of intercultural communication, the most difficult thing can be the definition of not even individual signs, realities, but the peculiarities of their re-lationships in the minds of representatives of different cultures, in which there is a functional coincidence of the main and secondary characteristics, figures and backgrounds, which, in turn, facilitate the development of intercultural compe-tence.conclusions. The most effective implementation of the intermediary role of the translator can only be perceived by us as a result of his/her consistent appeal to culture ­specific and universal aspects of the phenomena having been studied, which is achieved by consistent movement in the space of comparative cultures in the direction of emic – etic – emic. By this way it is also the process of the development of intercultural competence of students – future translators. Cogni-tive structures, having been formed in the course of such a reflexive movement, must be combined in cognitive models with language signs that correspond to the world image. The dominant role in the process of forming the intercultural competence of students – future translators display to the greatest extent by the thinking scheme of representatives of a certain linguistic and cultural com-munity. These processes testify to the considerable role of the basic components of translation activity: psychological and linguistic elements, verbal methods of performing oral translation.

Institutional support of intercultural communication in Ukraine in the context of implementation of its european integration vector

Institutional support of intercultural communication in Ukraine in the context of implementation of its european integration vector

Unintended transnationalism of Ukrainian military migrants in Poland: Socio-cultural aspect

The full-scale military invasion of Ukraine by the Russian Federation in 2022 triggered a massive wave of forced migration to Poland. This has resulted in the phenomenon of ‘unintended transnationalism.’ Transnational migrants do not part with their country of origin forever but live a double life, act as members of two socio-cultural communities and become carriers of a double culture. This study aims to systematize the socio-cultural peculiarities of the unintended transnationalism of military migrants from Ukraine to Poland.The theoretical foundations of migrants’ transnationalism are systematically analyzed and its main characteristics are systematized. The emergence of the so-called unintentional transnationalism of military migrants is revealed. A comparative analysis made it possible to compare transnational processes in Poland and Ukraine. The study found that migrants’ transnationalism is manifested through sharing their cultural values, traditions, and customs in a new cultural environment. The culture of migrants includes elements of the host country’s culture, elements of the culture of the migrants’ homeland, as well as new elements arising from the interaction of these two cultures. The main manifestations of migrants’ culture are language and communication, education, religious practices, intercultural dialogue, relations between representatives of different cultures, and other aspects of their daily lives. The study has shown that the transnationalism of military migrants can generate various cultural processes, including multilingualism, hybridization, cultural diffusion, cultural preservation, and intercultural dialogue.

Міжкультурні особливості в процесі управлінських комунікацій.

The main problem of cross-cultural communications is that decoding is closely related to the specifics of the participants' culture in information exchange and joint activities. Representatives of different cultures decipher received messages in different ways. The participants of collective actions represent the further the cultures, the more difficult it becomes to achieve mutual understanding and the more difficulties arise in implementing everyday actions. Studying and accounting for the peculiarities of cross-cultural communications allows for predicting the behavior of foreign partners and avoiding mistakes in the management of international organizations and projects. For the timely prevention and resolution of emerging conflicts, a balanced strategic policy of company management, readiness to see the causes of conflicts and make changes to achieve a reasonable compromise, flexibility, and adaptability of the organizational structure are essential. The in-depth knowledge of managers of the characteristics and basic parameters of the cultures in which the organization works and whose representatives are its employees is of great importance. Professional solutions to cross-cultural problems can be effective management of communications and human resources, use of virtual teams, and development of bicultural skills. The practical work of managers with human resources in companies is vital. A positive view of different attitudes and values helps prevent problematic situations and conflicts. Intercultural communication in the workplace is about understanding different business customs, beliefs, and communication strategies. This happens when people from different cultural backgrounds interact with each other. As we live in an age of globalization, it is only natural that employers are not limited to hiring people close to them. Specific cultural barriers exist to effective communication between a manager and a team. Since cultural diversity can positively and negatively affect the company, HR managers should consider the importance of developing effective intercultural communication in clearly conveying intended information to employees of different cultural orientations and ensuring unity of goals and objectives. Keywords: communications, features, interaction, management, information.

BASIC APPROACHES OF TEACHING INTEGRATED SKILLS.

This article deals with methods of teaching English for students of higher education institutions. Language as a means of professional communication with representatives of different cultures, change experience and establish professional contacts with foreign colleagues. It makes little sense to talk about skills in isolation since, as Eli Hinkle stated “in meaningful communication, people employ incremental language skills not in isolation, but in tandem” When we are engaged in conversation, we are bound to listen as well as speak because otherwise we could not interact with the person we are speaking to (although some people, of course, are better listeners than others!). Lecturers frequently rely on notes they have written previously, and people listening to lectures often write notes of their own. Even reading, generally thought of as a private activity, often provokes conversation and comment. Writing, too, is rarely done in isolation. Much of today's communication is electronic (for instance, via emails and text messages). We read what people send to us and then reply fairly instantly. And even when we are writing on our own, we generally read through what we have written before we send it off. Sometimes, of course, this is not the case when dealing with emails and text messages, but writers and texters often regret sending their messages in haste! Furthermore, the appropriate teaching method depends in many ways on the information or skills being learned, and it can also be influenced by the ability and enthusiasm of the students. Also, integrating the skills allows you to build in more variety into the lesson, because the range of activities will be wider. Instead of just having listening, the students can have speaking, reading and writing practice. This can raise their motivation to learn English. Above all, integrating the skills means that you are working at the level of realistic communication, which provides all-round development of communicative competence in English. Integration of the four skills is concerned with realistic communication. Clearly, therefore, if skill use is multi-layered in this way, it would make no sense to teach each skill in isolation. We will, therefore, look at how input and output are connected in the classroom, how skills can be integrated, and how skill and language works are connected.

Communication: topology of metadiscourse of social interactions

The article focuses on the definition and analysis of communication as a metadiscourse of social interactions in terms of the topological methodology. Socio-cultural transformations that shape the model of the global world and change the Ukrainian landscape, the intensification of cross-cultural contacts, international relations, relations of social communities on different levels actualize the problem of communicative interaction. Globalization processes, which involve representatives of different cultures in the general development of civilization, the challenges of military conflicts, in particular the war of Ukrainian people against the Russian invasion, require an adequately constructed discourse. In such contexts, the concept of communication as a metadiscourse, that is, a discourse about the discourses of social interactions, acquires a new meaning.