scholarly journals Development of intercultural communicative competence in Russian-Chinese discourse

2021 ◽  
Vol 127 ◽  
pp. 02010
Author(s):  
Tamara Vladimirovna Kuprina ◽  
Mu Ming ◽  
Alla Aleksandrovna Evtyugina ◽  
Konstantin Olegovich Shokhov
Keyword(s):  
Intercultural Communication ◽  
Native Speakers ◽  
Original Text ◽  
Intercultural Communicative Competence ◽  
Language And Culture ◽  
Intercultural Interaction ◽  
Cultural Connotation ◽  
Gender Information ◽  
Special Cases ◽  
Information Combining

The expansion of intercultural interaction between countries and cultures requires the training of modern specialists who know both foreign languages and intercultural communication. However, in the training of translators, there is a lack of authentic material offered by the native speakers of the corresponding language and culture. The purpose of the article is to suggest strategies for teaching the translation of advertising texts and anthroponyms in the Russian-Chinese discourse. The methodological basis of the research is the theory of skopos considering translation as a practical type of activity, as well as a comparative analysis of anthroponyms. As a result of the research, there proposed strategies for translating advertising texts (working with linguistic forms, cultural content, adding and omitting information, combining these strategies) and anthroponyms (using transliteration from Russian into Chinese, it is necessary not only to choose suitable Chinese hieroglyphs but also take into account their meanings, special cases). Comparing Russian and Chinese names, an important difference is found: transliterating Russian names, a person’s gender information can be expressed through Chinese hieroglyphs but this effect cannot be achieved when transliterating Chinese names. Russian-Chinese discourse has a strong cultural connotation, reflecting the unique way of people’s life. The task of the translator is to reproduce not only the formal but also the cultural information of the original text. The novelty of the work is determined by the need to research the Sino-Tibetan language group in order to improve the methodology of teaching translation and intercultural communication as a practical activity.

How native and non-native English speakers adapt to humor in intercultural interaction

2007 ◽  
Vol 20 (1) ◽  
Author(s):  
Nancy D Bell
Keyword(s):  
Second Language ◽  
Intercultural Communication ◽  
Native Speakers ◽  
Native English Speakers ◽  
The Other ◽  
English Speakers ◽  
Intercultural Interaction ◽  
Second Language Speakers ◽  
Negative Message ◽  
Native Speakers Of English

AbstractHumor can often carry an implicit negative message and thus be potentially dangerous to use. In addition, it is culturally and linguistically complex and sophisticated. Because of these things, it poses a challenge for L2 (second language) speakers and we might expect to see attempts at humor failing and causing offense in intercultural interaction. This paper reports on a study that examined humor in interaction between native and non-native speakers of English and found that humor did not seem to be a cause of conflict because of adjustments speakers made to their speech and their situated interpretations of meaning. In general, taboo topics and potentially dangerous forms of humor were avoided and humor was carefully contextualized. Native speakers reported being careful about the vocabulary they used in creating humor and both sides appeared to approach humor in intercultural communication prepared to accommodate the other and with an attitude of leniency.

Potentially Conflictogenic Zones in the Language Consciousness of Bilinguals

2020 ◽  
Vol 2 (6) ◽  
pp. 163-169
Author(s):  
Olga V. Balyasnikova ◽  
◽  
Natalya V. Dmitryuk ◽  
Natalya V. Ufimtseva ◽  
◽  
...  
Keyword(s):  
Intercultural Communication ◽  
Comparative Studies ◽  
Research Method ◽  
Native Language ◽  
Semantic Field ◽  
Men And Women ◽  
Language And Culture ◽  
Intercultural Interaction ◽  
Modified Method

The article is devoted to the identification, fixation, and analysis of the conflictogenic zones in the content of the associative (psychological) meaning of words in the language consciousness of speakers of the Russian, Kazakh, and Yakut languages / cultures in modern multiethnic society. Comparative studies reveal quantitative and qualitative discrepancies in the structure of the associative meaning of equivalent words in different languages. These discrepancies are potentially conflictogenic in the situations of interlanguage (intercultural) interaction and manifest themselves both on a conscious and unconscious level. The research method of the article is the free associative experiment. It was conducted in the native language of the informants (i.e., Yakut or Kazakh), and Russian. The informants were national-Russian bilinguals (Yakuts and Kazakhs), and Russians — students of various universities, aged 17 to 25, with at least 100 people being in each sample (men and women in equal numbers). The lexemes of the semantic field “family” were chosen as the stimulus words. The experimental material was analyzed using the modified method of semantic gestalt by Yu.N. Karaulov. The results obtained made it possible to identify the existing differences in the content of the language consciousness of the speakers of the Russian, Kazakh, and Yakut languages / cultures and to answer the question of how the content of the language consciousness of bilinguals is affected by their native language and culture. The results of the research can be used to optimize intercultural communication and prevent communicative and other conflicts.

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.

Development of Intercultural Communicative Competence of Future Specialists in the Field of Information Technologies in the Process of Foreign Languages Learning

2020 ◽  
Vol 6 (2) ◽  
pp. 103-112
Author(s):  
Svitlana S. Kostiuk
Keyword(s):  
Intercultural Communication ◽  
Cultural Difference ◽  
Information Technologies ◽  
Communicative Competence ◽  
Competence Development ◽  
Intercultural Communicative Competence ◽  
Grammatical Structure ◽  
Language And Culture ◽  
Communication Practice ◽  
Different Cultures

Intercultural communication practice proves that effective communication with the representatives of different cultures involves not only knowledge of phonetics and lexico-grammatical structure, but the culture of the learned language as well. Therefore, the purpose of the study is to investigate and describe the essence of the term “intercultural communicative competence” and show the materials that promote its development. It is proved that the introduction of competence, communicative, and intercultural-based approaches facilitate the achievement of the set purpose. It has been found that intercultural communicative competence constitutes a complex formation with a lot of components that allow people to choose necessary language and speech means according to the sociocultural context, choose the strategies and tactics of communication to achieve set tasks and mutual understanding with the representatives of other cultures. It is found out that specific principles (dominance of problematic cultural tasks, cultural variability, and cultural opposition) form unbiased attitude towards the multicultural world, teach to perceive and analyse cultural difference, understand the interconnection of language and culture and thus improve the language level. The effectiveness of such methods as conscious-comparative, audiolingual, and role-play has been confirmed. Their introduction promotes meaningful learning and makes the process of intercultural communicative competence development easier. Considering the fact that the basis of intercultural communication is language, culture, and personality, the following components of intercultural communicative competence are identified: value-based, cognitive, effective, culturological. Exercises for intercultural communicative competence development of future specialists in the field of information technologies have been proposed. It is proved that the introduction of mentioned approaches, methods, and tasks has improved the maturity level of intercultural communicative competence. The practical value of the paper is in the fact that obtained results can be used in the process of foreign language teaching in any specialty

scholarly journals Overcoming Barriers in Intercultural Communication: A Case Study on Agricultural Idioms in English, Ukrainian and Chinese

2020 ◽  
Vol 9 (6) ◽  
pp. 157
Author(s):  
Tatiana Fomenko ◽  
Marina Bilotserkovets ◽  
Tetiana Klochkova ◽  
Olena Statsenko ◽  
Alina Sbruieva ◽  
...  
Keyword(s):  
Intercultural Communication ◽  
Agricultural Production ◽  
Native Speakers ◽  
Moral Values ◽  
Target Language ◽  
Economic Conditions ◽  
Professional Activity ◽  
Ethnic Communities ◽  
Intercultural Interaction

The paper deals with the case study, focused on exploring certain problems in intercultural communication of Ukrainian and Chinese students in the academic environment of Sumy National Agrarian University. The participants of the ethnographic-linguistic stage of the experiment learned, interpreted and compared the phraseological funds of the Chinese, Ukrainian and English languages, displaying the conceptual sphere “Agriculture”, in order to find out similarities and divarications in the outlook of people, engaged in agricultural production, as well as the perception of agricultural sphere in these cultural-ethnic communities. The qualitative stage of the experiment was conducted to discover the stereotypes about the representatives of other nations, which the informants had. It was revealed that learning idioms and participation in the experiment helped students overcome the stereotypes and improve the intercultural interaction amid academic groups. It was concluded that the students, who learned the target language idioms, belonging to the conceptual sphere “Agriculture”, gained knowledge of the geographical and economic conditions, moral values and traditions of the target language native speakers, became aware of the analogies in their own background. Thus, the participants realised that they could eliminate obstacles that impeded intercultural communication by mastering culturally marked target language material concerning the sphere of their future professional activity.

scholarly journals The Challenges of Implementing Content Language Integrated Learning in Tertiary Education in Thailand: A Review and Implication of Materials

2020 ◽  
Vol 10 (4) ◽  
pp. 125
Author(s):  
Kamonwan Charunsri
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Native Speakers ◽  
Tertiary Education ◽  
First Language ◽  
Integrated Learning ◽  
Development Programs ◽  
Language And Culture ◽  
Material Development ◽  
Native Speakers Of English

The trends of globalization and intercultural communication influence education in most countries of the world. The implementation of content and language integrated learning (CLIL) is a big challenge for Thai content teachers and professional development programs. It is not easy for both teachers and learners who are non-native speakers of English. In Thailand, English is used as a foreign language, so teachers try to find out the most appropriate teaching approach to develop learners’ English skills in order to serve the trends of globalization. This article expresses the idea of CLIL in Thailand, including challenges of implementing CLIL in Thai context, CLIL materials, and steps to successful material development in the Thai context. Additionally, it explains the problems of using CLIL among Thai teachers and learners. The goal is to understand principles that should be considered when adapting or designing CLIL materials for teaching in classrooms. Consecutive steps to implement materials to CLIL class are alternative for teachers to create the successful teaching. It can incorporate elements of the learner’s first language and culture effectively. Furthermore, appropriate materials can be used in the classroom to help motivate learners.

scholarly journals DISCOURSE SYNERGY IN THE INTERCULTURAL CONTEXT

2019 ◽  
pp. 87-94
Author(s):  
N. H. Kravchenko
Keyword(s):  
Cultural Heritage ◽  
Intercultural Communication ◽  
Native Speakers ◽  
Cultural Environment ◽  
Intercultural Interaction ◽  
Linguistic Research ◽  
National Values

The development of linguistic research in the conditions of globalization acquires a new understanding, since it correlates with culturology, ethnology, and explicates the linguistic and cultural heritage. Modern linguistic intelligence is extrapolated to the problems of intercultural communication, linguistic aesthetics, and the study of national and cultural realities. The consideration of languages, in particular Germanic, in intercultural interaction appears to be actualized, because the knowledge of national values and communication peculiarities of Germanic native speakers contributes to the comprehension of the specific cognition nature of their cultural environment.

Pro linhvistychni pokaznyky vzayemodiyi mova – kulʹtura na prykladi analizu polʹsʹko- ukrayinsʹkoho pohranychchya XV-XIXst.

2020 ◽  
pp. 129-148
Author(s):  
Halyna Маtsyuk
Keyword(s):  
Social Relations ◽  
Native Speakers ◽  
Historical Memory ◽  
Linguistic Knowledge ◽  
Social Functions ◽  
Subject Field ◽  
Theoretical Concepts ◽  
Language And Culture ◽  
The Social ◽  
Polish Language

The article is devoted to the formation of a linguistic interpretation of the interaction of language and culture of the Polish-Ukrainian border territories. The material for the analysis includes nomic systems of Ukrainian and Polish languages, which are considered as a cultural product of interpersonal and interethnic communication and an element of the language system, as well as invariant scientific theory created in the works of Polish onomastics (according to key theoretical concepts, tradition of analysis, and continuity in linguistic knowledge). The analysis performed in the article allows us to single out the linguistic indicators of the interaction of language and culture typical for the subject field of sociolinguistics. These are connections and concepts: language-territory, language-social strata, language-gender, language-ethnicity, social functions of the Polish language, and non-standardized spelling systems. Linguistic indicators reveal the peculiar mechanisms of the border in the historical memory and collective consciousness, marking the role of languages in these areas as a factor of space and cultural marker and bringing us closer to understanding the social relations of native speakers in the fifteenth-nineteenth centuries.

Didattica delle lingue in prospettiva interculturale: innovazione e potenzialità

2009 ◽  
Vol 14 ◽  
pp. 189-198
Author(s):  
Manuela Derosas
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Communicative Competence ◽  
Language Education ◽  
Intercultural Communicative Competence ◽  
New Paradigm ◽  
Language And Culture ◽  
Learning And Teaching ◽  
Vast Literature ◽  
The Creation

Since the early ’80s the adjective "intercultural" in language learning and teaching has seemed to acquire a remarkable importance, although its meaning is strongly debated. As a matter of fact, despite the existence of a vast literature on this topic, difficulties arise when applying it in the classroom. The aim of this work is to analyze the elements we consider to be the central pillars in this methodology, i.e. a renewed language-and culture relation, the Intercultural Communicative Competence, the intercultural speaker. These factors allow us to consider this as a new paradigm in language education; furthermore, they foster the creation of new potentialities and configure the classroom as a significant learning environment towards the discovery of Otherness.

scholarly journals Culture and complexity through English as a lingua franca: rethinking competences and pedagogy in ELT

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Will Baker
Keyword(s):  
Intercultural Communication ◽  
Intercultural Competence ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Lingua Franca ◽  
Language And Culture ◽  
Language Pedagogy ◽  
Nation States ◽  
Meaningful Category

AbstractEnglish as a lingua franca (ELF) research highlights the complexity and fluidity of culture in intercultural communication through English. ELF users draw on, construct, and move between global, national, and local orientations towards cultural characterisations. Thus, the relationship between language and culture is best approached as situated and emergent. However, this has challenged previous representations of culture, particularly those centred predominantly on nation states, which are prevalent in English language teaching (ELT) practices and the associated conceptions of communicative and intercultural communicative competence. Two key questions which are then brought to the fore are: how are we to best understand such multifarious characterisations of culture in intercultural communication through ELF and what implications, if any, does this have for ELT and the teaching of culture in language teaching? In relation to the first question, this paper will discuss how complexity theory offers a framework for understanding culture as a constantly changing but nonetheless meaningful category in ELF research, whilst avoiding essentialism and reductionism. This underpins the response to the second question, whereby any formulations of intercultural competence offered as an aim in language pedagogy must also eschew these simplistic and essentialist cultural characterisations. Furthermore, the manner of simplification prevalent in approaches to culture in the ELT language classroom will be critically questioned. It will be argued that such simplification easily leads into essentialist representations of language and culture in ELT and an over representation of “Anglophone cultures.” The paper will conclude with a number of suggestions and examples for how such complex understandings of culture and language through ELF can be meaningfully incorporated into pedagogic practice.

Sign in / Sign up

Export Citation Format

Share Document