Representatives Of Different Cultures Research Articles

The formation of students’ flexible communication skills in teaching а foreign language for professional purposes

The study is devoted to the problem of forming flexible communication skills of higher education students in teaching a foreign language for professional purposes. Based on the thorough review of scientific publications, the authors prove that in the conditions of the modern labor market, communicative flexibility and adaptability of specialists are the keys to their competitiveness. The article provides a theoretical analysis of “flexible communication skills” and emphasizes the structural components necessary for professional foreign language communication. The authors highlight that teaching a foreign language for professional purposes has its peculiarities related to the specific needs and requirements of professional activity (specific aspects of language material; a clear focus on the development of practical business communication skills that will help future specialists to communicate effectively with colleagues, clients, and partners in a professional environment; taking into account the possibilities of forming intercultural competence of future specialists, which will contribute to a better understanding of representatives of different cultures and establishing network. Based on the survey results, the authors outline the main difficulties in developing the communicative flexibility of future specialists, including studying specialized vocabulary, adapting theoretical knowledge to practical situations, acquiring mutual understanding in an intercultural environment, and overcoming psychological barriers. The study scientifically substantiates effective methods and structured interactive strategies based on the practical application of the language, derivation of terms, and performance of conditional speech tasks that allow for achieving successful results and unlocking students’ potential in learning a foreign language and interacting with native speakers in a professional environment. The article emphasizes promising directions for further scientific research, namely the use of artificial intelligence capabilities and effective methods of assessing flexible communication skills in ESP classes.

COMPARATIVE ANALYSIS OF POLITENESS MAXIMS IN ENGLISH AND UZBEK LANGUAGES

In this article, the factors of the realization of the category of politeness in English and Uzbek languages in the context of intercultural communication, the importance of a pragmatic approach in the process of communication, and the specific norms that representatives of different cultures should take into account in the process of mutual communication, and the issues of describing the category of politeness in speech etiquette are covered.

Bridging cultures in Europe: exploring language and shared values in interactions

The importance of intercultural communication is particularly significant in today's globalised world, given the continuous growth of cultural diversity and interactions among cultures at various levels, from personal relationships to global political processes. It is crucial to understand the mechanisms that facilitate or hinder effective intercultural exchange for the development of inclusive, tolerant, and respectful societies. This study analyses the impact of governance structures, digitalisation, and emotions on intercultural communication, using the theoretical framework of the theory of communicative action. The research focuses primarily on the European context. Governance structures and social hierarchies significantly shape conditions for intercultural dialogue, often creating barriers to equal exchange of ideas and hindering the voices of marginalized groups from being heard. Digitalisation provides new opportunities for intercultural exchange. However, it is important to ensure equal access to digital technologies and the development of digital literacy. Emotions have been found to influence intercultural communication strongly. Adequate expression and interpretation of emotions can contribute to greater mutual understanding and empathy among representatives of different cultures. The research findings suggest that it is necessary to integrate various strategies to overcome existing barriers in intercultural communication. These strategies include actively involving marginalized groups in dialogue, developing inclusive digital platforms, and focusing on the development of emotional intelligence. The study's conclusions emphasise the importance of a comprehensive approach to understanding and practically applying the principles of intercultural communication. This approach aims to build open, tolerant, and respectful intercultural relations. The results of this study have practical implications for educational institutions, international organisations, governmental structures, and other stakeholders seeking to promote intercultural interaction at various levels.

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.

PECULIARITIES OF USING MULTICULTURAL EDUCATION METHODS IN FAMILY-TYPE CHILDREN’S HOMES

The article proves that multicultural education is an important complex educational process for creating a harmonious society, which is carried out in various spheres of life. The process of multicultural education in a family-type children’s home is characterized and its features are identified. It has been found that multicultural education contributes to the adaptation of orphans and children deprived of parental care to an environment in which representatives of different cultures are present; it promotes intercultural dialogue and mutual understanding, enables children to learn each other’s language and cultural characteristics, and develops skills of tolerance towards others. It is determined that a family-type children’s home is a special environment consisting of representatives of different cultures who need to be brought up in an integral family environment. This determines the choice of methods of educational influence. Effective methods of multicultural education include: playful activities, traditional holidays, customs and rituals, excursions and trips, attending cultural festivals, etc.; methods of self-regulation: self-conviction, self-hypnosis, self-analysis, self-correction; innovative active and interactive methods: dialogue, discussion, work in pairs and groups, brainstorming, role-playing games, content analysis, interviewing, surveys, case study method, icebreakers, circle discussions, flyer making, cultural autobiography, ethnographic research, cross-cultural modeling. The peculiarities of applying each method in the work with orphans and children deprived of parental care in a family-type children’s home are determined.

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.

Modern education system and intercultural communication

The article is devoted to the problem of intercultural communication, which is understood as communication between people who are representatives of different cultures and speak different languages. Intercultural communication appears as a special process of communication, which has its own specific characteristics and manifestations. A thorough analysis of intercultural communication shows that there is a difference between intra-cultural and intercultural communication, which has its own peculiarity, specificity, structure, etc. It is argued that one of the goals of the modern education system is to form intercultural competencies in the first place. The need for such knowledge, skills and communication skills is determined by the practical needs of real life. The processes of democratization of social life, globalization, openness and accessibility of the latest achievements of world culture allow a large number of people to learn a lot about the lifestyles and behavior of other nations. The development of intercultural competencies is one of the main goals of modern education. It is the education system that should take on the responsibility to rid people of outdated ethnocentric views, replacing them with new ones that are more in line with the realities of the modern open world. This should also be the focus of the policy of the modern Ukrainian state, which seeks to take its place in the European Union.

THE DEVELOPMENT OF THE COMMUNICATIVE-BEHAVIORAL COMPONENT OF MULTICULTURAL COMPETENCE OF TEACHERS

The article examines the current topic of multicultural competence of teachers through the development of the communicative and behavioral component. Communicative behavior, according to the author, has always been of interest to researchers. Emphasizing the belonging of teachers to the communicative group, one of the main tasks in the system of additional professional education is called – the formation of the need for cultural identification. Subjects of the pedagogical society – teachers must have a high level of behavioral culture based on moral norms, aesthetic culture, ethics and rules. The purpose of the study is the communicative-behavioral component in conjunction with the main characteristics, the development of which is due simultaneously to the lack of knowledge among university teachers on the organization of pedagogical activities in a situation of multicultural education and the implementation of multicultural ideas, the need to increase the level of emotional culture and culture of communicative behavior, the willingness and ability of teachers to perceive and understand their own emotions and the emotions of other people, respect the feelings of others, successfully establish contacts and carry out intercultural communication on the verbal and non-verbal levels. The article emphasizes the importance and implementation of a complex of organizational and managerial, educational and methodological, psychological and pedagogical conditions in the process of educational activities of students - university teachers. Subjects of the pedagogical society – teachers must have a high level of behavioral culture based on moral norms, aesthetic culture, ethics and rules. Based on the example of the introduction into the learning process of advanced training courses of the program “Formation of multicultural competence of higher school teachers” on the basis of the Stavropol State Medical University”, the result is shown that after completing the courses, students demonstrate more effective ways of interacting in various situations, interest in intercultural interaction and understanding of national characteristics of representatives of different cultures. This result is achieved through the inclusion in training of such complementary research methods as organizational, theoretical, general psychological, problem-search and active gaming technologies and trainings, through which attention was focused on the formation of motivation for intercultural interaction of the individual, on the development of productive thinking. The article emphasizes the importance of implementing a complex of organizational, managerial, educational, methodological and psychological-pedagogical conditions in the process of educational activities of students-university teachers.

Приоритетные направления и перспективы развития языковой политики в странах ЕС

Linguistic diversity is deeply rooted in Europe's cultural heritage, making the development of language policy a complex and multifaceted issue. However, it is crucial to balance practical considerations with broader issues related to cultural equality in the EU community. Based on official EU policy evidence, some potential priority areas and realistic perspectives include supporting multilingualism by investing in education programmes and translation services, promoting greater recognition of regional or minority languages through structures such as the European Charter for Regional or Minority Languages, balancing practicality with political factors when developing policies that require sensitive approaches that recognise identity. values. Language policy-making becomes a complex balancing act. On the one hand, there are practical considerations - logistics, costs, benefits - all pragmatic variables that require attention. But on the other side are more subtle but no less important issues: questions of cultural equality and preservation within the EU community. It is not only about facilitating communication, but also about mutual understanding between representatives of different cultures while preserving each unique dialect. Based on official EU policy, there are several potential priority areas that need to be explored and invested in. One such area is the support of multilingualism through the expansion of educational programmes and translation services in EU member states. This is not only about the major languages, but also about regional and minority languages - echoes of Europe's past that still resound in its present.

Level of development of communication skills as a basis for adaptation of junior school children in the educational environment

In this article we have summarized theoretical provisions about the essence and level of development of communication skills as the basis for the adaptation of younger schoolchildren in the educational environment. The article also discusses the child’s problem - the ability to interact with other children, especially if they are representatives of different cultures, it is difficult to adapt to educational activities and study regularly. Also, interaction in the conditions of a collective educational process is ensured due to the required level of development of communication between the student and his peers. This communication is inextricably linked with one of the main components of the educational process: educational action. It is taken into account that the mechanism of pedagogical support for a student in the educational space includes a pedagogical element direct communication. It covers the entire system of social life and represents an image of educational activity and indicates the level of social development of society. Pedagogical assistance should be considered as assistance in self-knowledge (knowledge of national culture, multicultural identification and the formation of ethnic self- awareness). It helps to solve problems during educational activities in a multicultural environment and protect the rights of the child.

DEVELOPING THE VISUAL THINKING OF CHINESE STUDENTS IN THE PROCESS OF TEACHING PIANO

Piano-performing art in China is currently undergoing a period of intensive development. At the same time, it is difficult to ignore the fact that Chinese pianists lag behind European pianists in adequately conveying the artistic content of the works they perform. It can be assumed that this is primarily due to differences in the mental peculiarities of visual thinking of representatives of different cultures, and far from being due to a lack of professional competence in the field of interpreting artistic images. Therefore, the aim of this article is an attempt to identify what are the cultural and historical features and how they can influence the development of artistic and visual thinking of students of music universities. Based on the analysis of a number of scientific works in the field of psychology of thinking, perception and creative imagination, the article proposes methods for the development of students’ visual thinking. The methods proposed in the article can be used not only when Chinese performers master the works of European composers, but also the pieces of Chinese authors by representatives of the European musical tradition.

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.