THE CULTURAL CONTEXT IN FOREIGN LANGUAGE TEACHING.Martin Pütz (Ed.). Frankfurt am Main: Peter Lang, 1997. Pp. vii + 243. $51.95 paper.

2000 ◽  
Vol 22 (2) ◽  
pp. 285-286
Author(s):  
Dieter Wolff
Keyword(s):  
Foreign Language ◽  
Cultural Context ◽  
Business Communication ◽  
Foreign Language Teaching ◽  
Cross Cultural ◽  
Cultural Dimension ◽  
Cultural Communication ◽  
Frankfurt Am Main ◽  
Cross Cultural Communication ◽  
The University

This volume consists of a collection of 13 papers from the 23rd International L.A.U.D. conference on “The Cultural Context in Communication Across Languages” held at the University of Duisburg, Germany, in March, 1997. The conference was concerned with two different aspects of cross-cultural communication: business communication and the cultural dimension of foreign language teaching. The papers dealing with this second aspect are collected in the present volume.

Communicative basis in foreign language teaching

10.12737/76 ◽  
2012 ◽  
Vol 1 (1) ◽  
pp. 0-0 ◽  
Author(s):  
Дубинский ◽  
Vladimir Dubinskiy
Keyword(s):  
Foreign Language ◽  
Social Communication ◽  
Language Teaching ◽  
Verbal Communication ◽  
Foreign Language Teaching ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Cross Cultural Communication

The article addresses the use of the basics of communication in foreign language teaching and the realization of communicative components in the alien linguistic environment, namely, social communication, verbal communication, cross-cultural communication.

scholarly journals Cross-Cultural Communication Issues of Educating Bicultural Students

2020 ◽  
Author(s):  
Valeriia Petrovna Osadchaia ◽  
Olga Lvovna Ivanova ◽  
Elizaveta Iosifovna Getman
Keyword(s):  
Foreign Language ◽  
Cultural Values ◽  
Cultural Awareness ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Teaching Culture ◽  
Intercultural Awareness ◽  
Cross Cultural Communication

The article is devoted to the importance of incorporating of a foreign culture learning, acquiring cross-cultural communication and cultural awareness skills in a foreign language teaching. The authors point out that teaching culture in foreign language teaching context should include cultural knowledge, cultural values, cultural skills and behavior. The author also emphasize that attitudes to teaching culture in the process of foreign language teaching involve, on the one side, considering teaching culture as teaching the fifth language skill along with speaking, listening, reading and writing, implying teaching cultural sensitivity and cultural awareness or the behavior in certain cultural situations, and on the other side, regarding language as social practice being defined by culture in which culture becomes the core of language teaching with cultural awareness viewed as enabling language proficiency. Cultural awareness is the foundation of communication; it helps to understand cultural values, beliefs, and perceptions of the other culture. Training of both bilingual and bicultural students at higher educational institutions is of primary significance. Intercultural awareness presumes a number of skills, improving students’ native culture and other cultures’ awareness and understanding. The authors come to the conclusion that intercultural awareness skills imply overcoming misinterpretations and accepting differences.

scholarly journals Межкультурно-коммуникативное обучение иностранным языкам

2018 ◽  
pp. 295-306
Author(s):  
Jan Gallo
Keyword(s):  
Foreign Language ◽  
Teaching Practice ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Cross Cultural ◽  
Teaching Methodology ◽  
Cultural Communication ◽  
Cross Cultural Communication ◽  
The Third ◽  
Cultural Teaching

This paper discusses the issue of cross-cultural foreign language teaching accentuating Russian Foreign Language Teaching at colleges in Slovakia. In the introduction some ideas on the position and meaning of cross-cultural communication are presented. In the second part there are explanations of the term cross-cultural communication by some linguists and methodists, as well as its implementation on several levels. In the third part attention is focused on the relations between cross-cultural communication and foreign language teaching. The issue of cross-cultural (policultural) didactics is also explained. In the fourth part the problem of cross-cultural teaching methodology is discussed. In the fifth part the focus is on presenting a summary of cross-cultural communication teaching practice in the Department of Russian Studies at Constantine the Philosopher University in Nitra. The paper concludes with a summary of the problems investigated.

scholarly journals A Study of Cultural Empathy in Foreign Language Teaching from the Perspective of Cross-cultural Communication

2018 ◽  
Vol 8 (12) ◽  
pp. 1664 ◽  
Author(s):  
Yunhong Jiang ◽  
Jin Wang
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Training Model ◽  
Foreign Language Teaching ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Cultural Empathy ◽  
Cross Cultural Communication ◽  
Communicative Ability ◽  
The Relationship

Cultural empathy is the central part in the whole system of cross-cultural communication. Meanwhile, cross-cultural communicative ability is extremely important in foreign language teaching. It plays a crucial role in multiple ways. This paper explores the relationship between the cultural empathy and cross-cultural communicative ability, aiming to build an effective foreign language training model to improve students’ skills in cross-cultural communication. Through two investigations into cultural empathy and cross-cultural communicative ability obtained by sixty undergraduates from the English department at Zhejiang Ocean University, it further proposes that there is a positive correlation of the ability of cultural empathy with the cross-cultural communicative ability. This is of great guiding significance for foreign language teaching in China.

Communicative Competence as a Metalanguage for Revealing Hard and Soft Skills in Cross-Cultural Communication

10.12737/4300 ◽  
2014 ◽  
Vol 3 (3) ◽  
pp. 36-41 ◽  
Author(s):  
Гаспарян ◽  
E. Gasparyan
Keyword(s):  
Foreign Language ◽  
Cultural Context ◽  
Communicative Competence ◽  
Soft Skills ◽  
Communication Competence ◽  
Cross Cultural ◽  
Professional Communication ◽  
Cultural Communication ◽  
Cross Cultural Communication

The article analyzes one of the key notions of lingsuitics adn methodology — that of communication competence, interpreting each of its components. Then the author evaluates the importance of the term in teaching a foreign language for professional communication in cross-cultural context and provides the rationale for considering cultural differences revealed in professional communication. Accounting for this need, the author then makes a list of professional competences which can be applied in communication through a formed linguistic competence. The article goes on to analyze the existing Russian documentation on the classification of hard and soft skills. Revealing the gaps in the existing classification the author offers her classification which addresses the current issues in developing communication competence for professional communication in multi-cultural context.

TRANSLATION AS MENTAL INTERPRETATION ACTIVITY IN LINGUISTICS AND LITERATURE

2019 ◽  
Vol 18 (28) ◽  
pp. 43-53
Author(s):  
Svitlana Gruschko
Keyword(s):  
Literary Criticism ◽  
Literary Work ◽  
Cross Cultural ◽  
Literary Translation ◽  
Literary Texts ◽  
Cultural Dimension ◽  
Cultural Communication ◽  
Original Text ◽  
Cross Cultural Communication ◽  
Cross Language

In the article the phenomenon of translation is regarded as mental interpretation activity not only in linguistics, but also in literary criticism. The literary work and its translation are most vivid guides to mental and cultural life of people, an example of intercultural communication. An adequate perception of non-native culture depends on communicators’ general fund of knowledge. The essential part of such fund of knowledge is native language, and translation, being a mediator, is a means of cross-language and cross-cultural communication. Mastering another language through literature, a person is mastering new world and its culture. The process of literary texts’ translation requires language creativity of the translator, who becomes so-called “co-author” of the work. Translation activity is a result of the interpreter’s creativity and a sort of language activity: language units are being selected according to language units of the original text. This kind of approach actualizes linguistic researching of real translation facts: balance between language and speech units of the translated work (i.e. translationinterpretation, author’s made-up words, or revised language peculiarities of the characters). The process of literary translation by itself should be considered within the dimension of a dialogue between cultures. Such a dialogue takes place in the frame of different national stereotypes of thinking and communicational behavior, which influences mutual understanding between the communicators with the help of literary work being a mediator. So, modern linguistics actualizes the research of language activities during the process of literary work’s creating. This problem has to be studied furthermore, it can be considered as one of the central ones to be under consideration while dealing with cultural dimension of the translation process, including the process of solving the problems of cross-cultural communication.

The Application of CMIC in Cultivating Learners’ Cross-Cultural Communication Competence

2014 ◽  
Vol 610 ◽  
pp. 667-672 ◽  
Author(s):  
Xiang Min Li ◽  
Yuan Ge Wang
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Teaching Practice ◽  
Communication Competence ◽  
Cross Cultural ◽  
Internet Technology ◽  
Cultural Communication ◽  
Cross Cultural Communication ◽  
Positive Effects ◽  
Fast Development

With the fast development of computer and internet technology, how to apply computer and internet technology into intercultural teaching to improve learners' intercultural competence aroused great interest in foreign language researchers and teachers. This essay tries to analyze the effects of CMIC on the intercultural competence of learners through the CMIC teaching practice between two universities from China and US. Based on the analysis of the questionnaire, students' reflective logs, and interviews, this essay concludes that the application of CMIC in intercultural teaching has positive effects on the improvement of learners' intercultural competence and that CMIC should be more widely applied into intercultural teaching.

scholarly journals The impact of Erasmus program on intercultural communication skills of students

2020 ◽  
Vol 164 ◽  
pp. 12013
Author(s):  
Tatiana Baranova ◽  
Aleksandra Kobicheva ◽  
Elena Tokareva
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Communication Skills ◽  
Positive Impact ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Cross Cultural Communication ◽  
Level Of Knowledge ◽  
The Impact ◽  
Quantitative And Qualitative Methods

In this paper we examine the development of students’ intercultural communication skills as a result of participation in the Erasmus Mobility Program. For the analysis both quantitative and qualitative methods are used. The results of survey show that students’ level of knowledge, skills and attitudes are much higher than before the program, especially in the skills category. According to the interview with students it can be concluded that students regard the experience of participating in the Erasmus Mobility program as positive primarily for learning a foreign language and developing cross-cultural communication skills. Thus it allows us to confirm the positive impact of Erasmus on intercultural communication skills of Russian students.

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