scholarly journals The effectiveness of studying foreign language in the intercultural communication

2021 ◽  
Vol 273 ◽  
pp. 11017
Author(s):  
Anna Kononenko ◽  
Larisa Nedospasova
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Communicative Competence ◽  
Communication Process ◽  
Practical Implementation ◽  
Daily Routine ◽  
Intercultural Interaction ◽  
High Level ◽  
Learning Language ◽  
Language Content

The variety of the intercultural communication provides the existence of different methods and tools that appear in learning process using the intercultural interaction in preparing future specialists. For understanding the intercultural communication it should be combined the knowledge and understanding another culture language. Moreover, the developing intercultural communication process should be seen in practice if the students have opportunities to develop language skills of the intercultural communication in daily routine or in professional situations conducted at the different learning classes with using modern pedagogical methods. One of the most effective ways of intercultural communication is a motivation to learn a foreign language for special occasions aimed at obtaining professional skills and professional experience. Achieving a high professional level of language training is directly related to the peculiarities of a foreign language culture. The proposed method is based on communicative competence of learners with practical implementation in the professional sphere. The method under consideration makes it possible to give conclusions about necessity for studying a foreign language and pay attention to filling the learning language content using professional direction. Nowadays, the professionals with high level of the foreign language in various fields are highly competitive and indispensable now. The obtained results of the research based on the effectiveness of modern methods` use and application in the classroom for preparing future specialists.

scholarly journals Dynamics of communicative difficulties of students who learn a foreign language, in situations of intercultural communication

2019 ◽  
pp. 72-77
Author(s):  
Yelena N. Orekhova ◽  
Anna G. Samokhvalova
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Communicative Competence ◽  
Intercultural Interaction ◽  
Communication Difficulties ◽  
Determining Factors ◽  
University Course

The paper summarises the findings concerning the dynamics of intercultural communication difficulties in FL students. The author studies the concept of the communicative competence in the intercultural context, its key components and determining factors as well as describes typical communicative difficulties that hinder intercultural interaction. The study identified the frequency of the said communication difficulties in students’ communication in a foreign language at different stages of their university course.

scholarly journals FORMINGOF INTERCULTURAL COMPETENCE OF STUDENTS: REALITIES AND CHALLENGES OF THE MODERNEDUCATIONAL ENVIRONMENT

2018 ◽  
pp. 20-23
Author(s):  
D. Kostenko
Keyword(s):  
Foreign Language ◽  
Facial Expressions ◽  
Professional Education ◽  
Intercultural Competence ◽  
Communicative Competence ◽  
Communication Process ◽  
Economic Changes ◽  
Intercultural Interaction ◽  
Language Communication ◽  
Higher Professional Education

The social and economic changes taking place in our society determine the requirements for the quality of the training of students with higher professional education, putting forward new tasks for the modern methodological science. These requirements can not impose a reflection on certain issues of the theory of teaching a foreign language, when the priority is the teaching of intercultural interaction, that is, in this case, it is not just about mastering a foreign language, but above all – all types of competencies, in particular intercultural competence. The purpose of the article is to analyze the concept of 'intercultural competence' from the point of intercultural interaction, the use of linguistic material, taking into account the national specification of the participants in the language dialogue. It seems that teaching students to communicate both orally and in writing, to reproduce, and not just understand the language already created by someone, is a difficult task, more complicated by the fact that communication is not just a verbal process. Its effectiveness depends on many factors: knowledge of language, conditions and culture of communication, rules of etiquette; knowledge of non-verbal forms of expression (facial expressions, gestures), deep background knowledge, etc. Today, there is a sufficiently elaborate classification of competencies, which is the basis of the communication process and ensures its success. Modern researchers distinguish a number of competencies that reach the ultimate goal of learning – the formation of communicative competence. As part of the communicative competence that the student must necessarily possess, we consider intercultural competence as a student's activity associated with communication in the international situations, and this communication always involves conflicts between knowledge and ignorance, even in the context of communication in one language. We believe that in the process of forming the intercultural competence of the student, the teacher should familiarize him with the national-cultural features of the behavior of foreigners, such as the use of certain facial expressions and gestures, in order to avoid possible conflicts in interethnic communication. Thus, using theoretical empirical general scientific methods in the study of the question of the formation of intercultural competence, one can conclude that the formation of intercultural competence involves mastering the following skills: to see from representatives of other cultures not only that which distinguishes us, but also that which unites; change attitudes as a result of understanding another culture; abandon stereotypes; use knowledge of another culture for a deeper knowledge of one's own. Intercultural competence is formed in the process of learning foreign language communication, taking into account the cultural and mental differences of language carriers and is a prerequisite for a successful dialogue of cultures. Awareness of possible problems arising in the intercultural communication of representatives of different cultures, understanding of values and generally accepted norms of behavior are very significant factors in the studying of a foreign language.

scholarly journals THE DEFINING OF PECULIARITIES OF TIME PERCEPTION WITH THE PURPOSE OF INCREASING THE EFFICIENCY OF INTERCULTURAL COMMUNICATION PROCESS

2020 ◽  
Vol 73 (4) ◽  
pp. 182-188
Author(s):  
Ganna Salashchenko ◽  
Keyword(s):  
Law Enforcement ◽  
Foreign Language ◽  
Intercultural Communication ◽  
Time Perception ◽  
Intercultural Competence ◽  
High Efficiency ◽  
Law Enforcement Officers ◽  
Communication Process ◽  
General Importance ◽  
High Level

The article focuses on improving the efficiency of the process of intercultural communication, namely the finding out of the peculiarities of time perception by the participants of communication, who belong to different cultures, to eliminate barriers that arise during intercultural interaction between them. The relevance of this topic for lawyers, law enforcement officers and applicants for higher education in the field of "Law" and "Law Enforcement" is justified, because professional foreign language communication activities of law enforcement officers and lawyers require the establishment and maintenance of contacts not only with foreign colleagues but also with foreign citizens of different age, professional, cultural and ethnic groups. The article reveals the essence of the concept of "intercultural communication", presents its main characteristics; analyzes indicators of economic culture such as the division of cultures into high-context and low-context and time parameters. It also determines that English, as the language of intercultural communication, is one of the main components of intercultural communication and is considered as a means of communication and involvement in the culture of the other people. It has been found out that the perception of time and its value significantly affects the types and forms of communication, and taking into account the differences in attitudes towards it when interacting with people from different countries and cultures, prevents misunderstandings, contextual errors and promotes and ensures a high level intercultural dialogue of its participants. Successful application of language is the ability to create an atmosphere of general importance of communication for all its participants, which will positively result in its effectiveness. Achieving high efficiency of intercultural communication largely depends on the formation of intercultural competence of its communicators, which involves learning a foreign language with obligatory consideration of the socio-cultural aspect. So, the defining and study of important and relevant aspects of the process of intercultural communication during the training of future lawyers and law enforcement officers become especially important.

Grammatical Competence within L2 Communication: Language Production, Monitor Hypothesis, and Focus on Forms Instruction

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Moh. Rofid Fikroni
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Production ◽  
Communicative Competence ◽  
Focus On Form ◽  
Grammatical Competence ◽  
Foreign Language Learners ◽  
Speaking Skill ◽  
Focus On Forms ◽  
Learning Language

Bearing in mind that the learners’ speaking skill had become the main goal in learning language, grammatical competence is believed to have a big role within foreign language learners’ language production, especially in spoken form. Moreover, the learners’ grammatical competence is also closely related to the Monitor Hypothesis proposed by Krashen (1982) in which it says that the acquired system will function as monitor or editor to the language production. The students’ monitor performance will vary based on how they make use of their acquired system. They may use it optimally (monitor optimal user), overly (monitor over-user), or they may not use it at all (monitor under-user). Therefore, learners’ grammatical competence has its own role, which is very crucial, within learners’ language production, which is not only to produce the language, but also to monitor the language production itself. Because of this reason, focus on form instruction will give a great impact for students’ grammatical competence within their communicative competence. This paper aims to present ideas about the how crucial the role grammatical competence within learners’ L2 communication.

scholarly journals Scientific Conferences as Way to Develop Students’ Foreign Language Communicative Competence

2018 ◽  
Vol 50 ◽  
pp. 01155
Author(s):  
Yuliya Savinova ◽  
Tatiana Akhmetzyanova ◽  
Svetlana Pozdnyakova ◽  
Ekaterina Dvorak ◽  
Zhanna Zarutskaya
Keyword(s):  
Critical Thinking ◽  
Student Engagement ◽  
Foreign Language ◽  
Communicative Competence ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Foreign Languages ◽  
Research Skills ◽  
High Level ◽  
Development Of Students

The issues of the student engagement in science-related activities and the development of students’ language communicative competence are especially relevant in a technical university, where due to the prevailing of the Sciences, the professional communicative competence has become increasingly vital. The goal of this article is to examine how interdisciplinary scientific conferences for students held in foreign languages can foster the foreign language communicative competence of students. In the article, we present the definition and the three basic models of communicative competence. A method of pedagogical observation is used that represents comprehension and analysis of goal-oriented preparation of students for practical scientific conferences. We reveal the fact that interdisciplinary scientific conferences for students held in foreign languages allow educators to foster the foreign language communicative competence of students and deepen their knowledge in professional area, as well as to equip them with research skills since students’ participation in the conferences increases their attention and focus, motivates them to practice critical thinking skills of high level.

scholarly journals The Formation of Intercultural Communicative Competence of Future Teachers in a Trilingual Educational Environment

2020 ◽  
Vol 15 (17) ◽  
pp. 148
Author(s):  
Sandugash Tleubay ◽  
Gulmira Nurzhanova ◽  
Saltanat Ybyshova ◽  
Saltanat Abdigulova ◽  
Aksaule Mankesh ◽  
...  
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Intercultural Communicative Competence ◽  
Cultural Aspects ◽  
Communicative Development ◽  
The People ◽  
Globalizing World ◽  
High Level

This study was conducted on the junction of Cultural Linguistics, Methodology and Pedagogy. As the issue of foreign language teaching by implying cognitive lingua-cultural aspects and competence based approach in the formation of intercultural communicative competence for the requirements of the globalizing world is relatively new, the topic can be characterized by a high level of availability. This paper provides an overview of the aspects to foreign language teaching in the formation of intercultural communicative competence and it investigates the following areas: the place and importance of gaining Intercultural communicative competence in foreign language teaching to overcome misbehavior, misunderstanding arising from the cultural and mentality diversity of the people from different lingua-cultural background for cross-cultural and intercultural interaction and communication; contribution to development of cultural based exercises and activities for the aim of intercultural communicative development according to European Union Competence reference.

Development of professional intercultural foreign language communicative competence of students of “Agricultural Engineering” programme in the conditions of content and language integrated learning

2020 ◽  
pp. 64-76
Author(s):  
Tatiana V. Baydikova
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Integrated Learning ◽  
Intercultural Interaction ◽  
Cognitive Components ◽  
Conflict Situations ◽  
Ability And Willingness

The work is devoted to determining the purpose of professional foreign language teaching to students of an agrarian university in the conditions of content and language integrated learning. Based on the study of the history of the issue of determining the purpose of foreign language teaching at different stages, it was concluded that the main result of teaching should be the development of students’ professional intercultural foreign language communicative competence. This type of competence in work is understood as the ability and willingness of agrarian university students to use a foreign language as a mean of professional communication with representatives of different countries and cultures, taking into account the specifics of intercultural interaction, as well as a mean of cognition and professional development. Structurally, intercultural professional foreign language communicative competence includes three blocks: professional, intercultural, and foreign language communicative. Foreign language communicative competence represents the ability and willingness of students to use a foreign language as a mean of communication, cognition and development. It will reflect the professional orientation of teaching and include linguistic, speech, sociocultural, strategic and educational-cognitive components. Intercultural competence represents the ability and willingness to interact with representatives of different countries and cultures, aimed at establishing professional intercultural contacts, resolving conflict situations in the field of intercultural communication, and achieving the goals of intercultural interaction. All these three blocks of professional intercultural foreign language communicative competence exist separately only for descriptive purposes and are in close interconnection with each other. We also consider professional foreign language communicative competence as a level category consisting of value-motivational, cognitive, communicative and reflective components. Each of the components is described in detail.

scholarly journals TRANSLATED TERMINOLOGICAL E-DIKTIONARIES AS AN URGENT REQUIREMENT OF THE PRESENT IN THE PROCESS OF LANGUAGE STUDENTS OF HEI

2021 ◽  
Vol 1 (11(79)) ◽  
pp. 233-236
Author(s):  
Olena Kolhan ◽  
Tetiana Kolgan ◽  
Ruslana Padalka
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
21St Century ◽  
Communicative Competence ◽  
Mining Industry ◽  
Educational Process ◽  
Professional Activity ◽  
Original Material ◽  
Language Communication ◽  
High Level

The article reveals the problems that appear in linguistics of the 21st century, in particular, in terminology in direction of forming foreign language competent specialists. The works focus on the issue of the modern state of Ukrainian terminology in the mining industry. In the study, it is analysed the original material, it is monitored the present thesauruses of the mining industry of different types as well as translated ones. The authors present in brief the short description of the basic achievement of Ukrainian terminography in the mining industry starting with the middle of the 19th century till the present.The scientists have clearly stated the dependence of the development of terminography in the field of Ukrainian mining on the lingual and extra-lingual factors. Particular attention is paid to the problem of the absence of mining dictionaries (both monolingual and multilingual) in modern linguistics, which undoubtedly negatively affects the process of formation of foreign language communicative competence of the specialists of the future mining industry. The relevance of the article isdue to the urgent need to provide students of institutions of higher education with new innovative technologies for the formation of foreign language communicative competence and the search for modern approaches during the educational process in the educational institutions of both mining and humanities profiles. After all, the 21st century requires specialists in any field of human activities (as well as the mining one) to expand opportunities for intercultural communication, to deepen their knowledge of achievements in a particular field (including the mining one) by means of language communication, etc. All this becomes possible only under the condition of the formation of the number of competences, in particular, communicative. Creating and developing the e-dictionarywill enable free communication between representatives of different countries for the purpose of taking on the experience gained during the professional activity, as well as in the field of the mining industry, and will be worth representing the achievements of the domestic industry at the world stage. The high level of foreign language proficiency of graduates of Ukrainian universities will contribute to affirming the positive educational and scientific image of our country.

scholarly journals INTERCULTURAL COMMUNICATIONS AS A SCIENTIFIC AND PROFESSIONAL PHENOMENON

2019 ◽  
Author(s):  
Svetlana Nikolaevna Zhdanova
Keyword(s):  
Theoretical Analysis ◽  
Intercultural Communication ◽  
Information Society ◽  
Communicative Competence ◽  
Intercultural Communicative Competence ◽  
Intercultural Interaction ◽  
Intercultural Communications ◽  
Scientific Pedagogical

In the course of a theoretical analysis, the concepts of “communication” and “intercultural communication” are clarified, the relevance of intercultural professional and scientific - pedagogical communications in an information society, expanding the scale of intercultural interaction of teachers, is revealed. The necessity of the development of intercultural communicative competence of the teacher as a result of the development of intercultural communications in professional - pedagogical activity is substantiated.

scholarly journals Uncertainty and risk phenomena in the context of intercultural communication

2021 ◽  
pp. 79-88
Author(s):  
Бронислава Рафаиловна Могилевич
Keyword(s):  
Intercultural Communication ◽  
Intercultural Competence ◽  
Social Reality ◽  
Uncertainty Reduction Theory ◽  
Intercultural Interaction ◽  
New Information ◽  
Real Value ◽  
The Stability ◽  
The One ◽  
High Level

Риск и неопределённость онтологически присутствуют в жизненном цикле людей, и поэтому эти проблемы всегда актуальны, особенно в современном социуме постмодерна. Информационное постиндустриальное общество характеризуется большим объёмом разнообразной информации, легко доступной для всех членов социума. С одной стороны, доступ к информации и её количество представляют собой благо, с другой стороны, люди не могут адекватно выбрать, интерпретировать и оценить новые сведения. Возникающая в этом случае неопределённость дезориентирует людей, нарушая стабильность их социокультурных коммуникативных связей. Неопределённость амбивалентна по своей природе - она субъективна как проекция личностного восприятия социальной реальности; она объективна как актуализация слома/смены социальных смыслов и институтов. Исследование о природе неопределённости и рисков едины в том, что высокий уровень неопределённости современности обусловлен такими факторами, как глобализация, информатизация и цифровизация. «Текучая современность» как социальная реальность характеризует сегодняшнюю жизнь людей в ракурсе основных концептов жизнедеятельности: свободы, индивидуальности, времени и пространства, работы и сообществ. Концепция рисков как продуктов неопределённости варьируется - от сравнения рисков с аварией на Чернобыльской АЭС до оценки рисков как мобилизующих сил. Социокультурные риски, межкультурные в частности, приобретают особую значимость в эпоху постмодерна. Выделенные 6 универсальных категорий культуры определяют межкультурную интеракцию в ракурсе учёта культурных характеристик, детерминирующих успех межкультурного взаимодействия. Теория сокращения неопределённости предлагает пути установления успешной межкультурной коммуникации. Обозначены стратегии смягчения неопределённости (пассивные, активные и интерактивные), и факторы её успеха обусловлены уровнем межкультурной компетенции коммуникантов. Следование принципам Кооперации и Вежливости способствует снижению межкультурной неопределённости и рисков как видов коммуникативного дискомфорта. Risk and uncertainty are ontologically linked with the life cycle of people, and therefore these problems are always relevant, especially in the contemporary postmodern society. The informational postindustrial society is characterized by a large amount of diverse information that is easily accessible to all members of society. On the one hand, access to information and its amount is a real value, on the other hand, people cannot adequately select, interpret and evaluate new information. The uncertainty arising in this case disorients people, disrupting the stability of their socio-cultural communicative ties. Uncertainty is ambivalent in nature - it is subjective as a projection of personal perception of social reality; it is objective as an actualization of the breakdown/change of social meanings and institutions. The study on the nature of uncertainty and risks is unanimous in the fact that the high level of uncertainty of our time is due to such factors as globalization, informatization and digitalization. “Fluid modernity” as a social reality characterizes everyday life of people from the perspective of the main concepts of life: freedom, individuality, time and space, work and communities. The concept of risks as products of uncertainty ranges from comparing risks with the Chernobyl accident to assessing risks as mobilizing forces. Socio-cultural risks, intercultural in particular, acquire special significance in the postmodern era. The identified 6 universal categories of culture define intercultural interaction from the perspective of taking into account cultural characteristics that determine the success of intercultural interaction. Uncertainty reduction theory offers ways to establish successful intercultural communication. The identified strategies for reducing uncertainty (passive, active and interactive) and the factors of its success are determined by the level of intercultural competence of the communicants. In addition, adherence to the principles of Cooperation and Politeness helps to reduce intercultural uncertainty and risks as types of communicative discomfort.

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