scholarly journals Forms of Address and their Meaning in Contrast in Polish and Russian Languages

2015 ◽  
pp. 225-235
Author(s):  
Wojciech Sosnowski
Keyword(s):  
Intercultural Communication ◽  
Interpersonal Communication ◽  
21St Century ◽  
Social Behaviour ◽  
Foreign Languages ◽  
Mutual Understanding ◽  
Parallel Corpora ◽  
Contrastive Study ◽  
Bilingual Dictionaries ◽  
Interesting Area

Forms of Address and their Meaning in Contrast in Polish and Russian LanguagesMany studies in contemporary linguistics focus on investigating politeness and rudeness in language. This paper, however, has not been intended as a contrastive study of the phenomena in question. Language politeness and rudeness are conveyed by means of expressions of politeness and rudeness which are perceived as entrenched and recurring in specific situations. These expressions convey the expected meaning of politeness and rudeness accepted in the model of social behaviour. If one uses the explicative method such expressions could be reduced to the following formula ‘I inform you that I follow a verbal conduct defined as polite’. Owing to the emergence of parallel corpora of particular languages, it is nowadays easier to collect data for research on forms of address as well as on expressions of politeness in the first half of the 21st century. Investigating the meaning of forms of address, which are part of linguistic repertoire used to express politeness and rudeness should be regarded as an interesting area of research. It is the consequence of the increasing importance of intercultural communication, expansion of international cooperation, and formation of new standards of interpersonal communication aimed at achieving mutual understanding without resorting to violence. It is worth mentioning that currently there are no bilingual dictionaries which would include practical rules for using forms of address. Moreover, dictionaries (especially bilingual ones) also do not list classifiers of politeness, which becomes a shortcoming as regards the purposes of translation and teaching foreign languages. The aforementioned problems apply to print as well as computer dictionaries. A reliable list of forms of address and their meaning may become helpful in intercultural communication. It would be also important to create a Contemporary Dictionary of Expressions of Politeness and Rudeness in a paper as well as a computer version.

scholarly journals THE ROLE OF INTERCULTURAL COMMUNICATION IN THE PROCESS OF TEACHING FOREIGN LANGUAGES TO FUTURE MANAGERS OF SOCIO-CULTURAL ACTIVITIES AT THE PRESENT STAGE

2020 ◽  
pp. 90-94
Author(s):  
Serhiy DANYLYUK ◽  
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Interpersonal Communication ◽  
Language Proficiency ◽  
Cultural Difference ◽  
Cultural Knowledge ◽  
Theory And Practice ◽  
Foreign Languages ◽  
Integrative Approach ◽  
Communicative Behavior

The need to review goals, objectives and teaching methods in the process of teaching foreign languages in Ukraine in connection with the rapid entry of Ukraine into the world community, which, in its turn, leads to changes in both general methodology and specific methods, and techniques in the theory and practice of teaching foreign languages is discussed in the paper. It is noted that the main purpose of learning a foreign language is the formation of a linguistic personality who is ready for real, productive com- munication with representatives of other cultures at different levels and in different spheres of life. At the forefront is the need for verbal support for intercultural communication. Emphasis is placed on the fact that an integrative approach to foreign language teaching is especially important in the context of intercultural dialogue, which assumes that the interaction of different worldviews presented by communicators in- cludes their logics, thinking, values and is not blocked but stimulated by mutual understanding, tolerance, positive attitude. It is emphasized that relations are intercultural if their participants do not resort to their own traditions, customs, ideas and ways of behavior, but get acquainted with other people’s rules and norms of everyday communication. Intercultural communication requires that the sender and recipient of the message belong to different cultures. It also requires participants in communication to be aware of each other’s cultural differences. In essence, intercultural communication is always interpersonal communication in a special context, when one par- ticipant discovers the cultural difference of another.It is also said that successful intercultural communication involves, in addition to foreign language proficiency, the ability to adequately interpret the communicative behavior of a representative of a foreign society, as well as the willingness of partic- ipants to perceive other forms of communicative behavior, understanding its differences and variation from culture to culture. The strategy of convergence of non-cultural knowledge is aimed at preventing not only semantic but also cultural failures in communication.

Pragmatics of intercultural communication

2010 ◽  
Vol 1 (1) ◽  
pp. 138-154 ◽  
Author(s):  
Dominique Bouchet
Keyword(s):  
Intercultural Communication ◽  
Interpersonal Communication ◽  
The Other ◽  
Mutual Understanding ◽  
Human Beings ◽  
Cultural Backgrounds ◽  
Cultural Elements ◽  
The Social ◽  
State Of Mind ◽  
Globalized World

This article explains why intercultural communication always should be studied in context and how even though misunderstanding is normally at stake in intercultural communication, one can argue that the promotion of mutual understanding actually is of mutual interest for all of humanity. Studying in context means paying attention to circumstances around the uses of signs as well as to the roles and moods of the users of signs. Promoting mutual understanding means avoiding a state of mind that implies the depreciation of the other. To be intercultural, a communication must not be infected by prejudices. Any real attempt at intercultural communication is a paradoxical procedure. It supposes that human beings who engage in it at one and the same time recognize the stranger as similar and as different. Also, it can lead to acceptance of the other and a better understanding of what communication is about as well as to rejection and obscurantism. In this paper, I argue that even though people always relate in various ways to common and different cultural backgrounds, they still have to relate to common issues that govern their ways, and that focusing on those common issues and studying the various communicative contexts and contents help promoting mutual understanding, as these activities highlight the implicit role of the value of respect in all interpersonal communication. Human beings cannot avoid evaluating situations, contexts, relations, peoples and cultures. How can we establish that mutual respect and open-mindedness are better than disdain and dogmatism? Well, precisely by affirming that human relations commonly build on the inevitability of communicating and contrasting values and norms. Meaning in interaction permanently transforms cultural elements and patterns into something new. Intercultural communication becomes more respectable when it acknowledges the variety of ways humans interact meaningfully and the plurality of their logic of (inter-)action. It is good and reasonable to value understanding because this variety and this pluralism always have kept the social alive and more than ever in our modern globalized world contribute to the creativity and interactivity of modern life. The interest of pragmatics in user attitudes, its focus on practical rather than on alethic modalities, can contribute to a more nuanced approach to intercultural communication, where the different elements of meaning in interaction can be studied in various bundles rather than in a single strand.

scholarly journals ВИХОВНИЙ ПОТЕНЦІАЛ ПІДРУЧНИКА З ІНОЗЕМНОЇ МОВИ

2019 ◽  
Vol 2 (1(31)) ◽  
pp. 42-46
Author(s):  
Сем’янів Анастасія
Keyword(s):  
Foreign Language ◽  
Cultural Heritage ◽  
Intercultural Communication ◽  
Educational Process ◽  
Foreign Languages ◽  
Mutual Understanding ◽  
The Past ◽  
Universal Values ◽  
Educational Potential

The article is devoted to problems of the educational potential of the foreign language textbooks. The article deals with the problem of education, which is one of the most important components of the educational process, along with learning. Stand out and describe the features of the role of the textbook, which serves as the main means in the education of human. Due to the role of the textbook on foreign languages, a person cultivates a culture, an understanding of universal values. The textbook absorbed the richness of the cultural heritage of the past of its people and the peoples of other countries, which seeks for mutual understanding with them, able and ready to implement interpersonal and intercultural communication.

scholarly journals Use of monolingual and comparable corpora in the classroom to translate adverbial connectors

2016 ◽  
Vol 36 (1) ◽  
pp. 147
Author(s):  
Beatriz Sánchez Cárdenas ◽  
Pamela Faber
Keyword(s):  
Lexical Selection ◽  
Parallel Corpora ◽  
Text Type ◽  
Comparable Corpora ◽  
Bilingual Dictionaries ◽  
Text Production ◽  
Before And After ◽  
Semantic Prosody ◽  
Semantic Values

http://dx.doi.org/10.5007/2175-7968.2016v36nesp1p147Research in terminology has traditionally focused on nouns. Considerably less attention has been paid to other grammatical categories such as adverbs. However, these words can also be problematic for the novice translator, who tends to use the translation correspondences in bilingual dictionaries without realizing that formal equivalence is not necessarily the same as textual equivalence. However, semantic values, acquired in context, go far beyond dictionary meaning and are related to phenomena such as semantic prosody and preferences of lexical selection that can vary, depending on text type and specialized domain.This research explored the reasons why certain adverbial discourse connectors, apparently easy to translate, are a source of translation problems that cannot be easily resolved with a bilingual dictionary. Moreover, this study analyzed the use of parallel corpora in the translation classroom and how it can increase the quality of text production. For this purpose, we compared student translations before and after receiving training on the use of corpus analysis tools

Intercultural communication and teaching foreign languages

2021 ◽  
Vol 11 (4) ◽  
pp. 33-39
Author(s):  
Tukhlieva Gavkhar Nurislamovna ◽  
Qurbonova Mushtariy Abdujabborqizi ◽  
Abdullaeva Nigora Rustamovna ◽  
Azodova Mahliyo Neymatjonqizi
Keyword(s):  
Intercultural Communication ◽  
Foreign Languages

scholarly journals The Correlation between Students’ Ethnic Identity and Self-Presentation in Interpersonal Communication in Different Cultural Groups

2020 ◽  
pp. 133-143
Author(s):  
В.И. Казаренков ◽  
М.М. Карнелович
Keyword(s):  
Ethnic Identity ◽  
Intercultural Communication ◽  
Interpersonal Communication ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Cultural Groups ◽  
Self Presentation ◽  
Cross Cultural Communication ◽  
Different Cultures ◽  
Higher Education Internationalization

Проблема межкультурного взаимодействия приобретает особую актуальность в связи с процессом интернационализации высшего образования. В ситуации межличностного взаимодействия студенты — представители разных культур являются субъектами самопрезентации их этнической идентичности. В связи с высокой прикладной значимостью проблемы эффективного и толерантного взаимодействия студентов в условиях поликультурной образовательной среды была выдвинута и подвергнута эмпирической проверке гипотеза о связи этнической идентичности и самопрезентации студентов, являющихся представителями разных культурных групп — русской, белорусской, туркменской и индийской. Цель работы — эмпирически выявить специфические особенности взаимосвязи типа этнической идентичности и тактик самопрезентации у студентов разных культурных групп в межличностном взаимодействии. В исследовании определены содержание и направленность связи между типами этнической идентичности — позитивной, нигилистичной, индифферентной, фанатичной, эгоистичной — с защитными и ассертивными стратегиями самопредъявления студентов. Предлагается обзор программы тренинга самопрезентации, направленного на коррекцию неадаптивных способов самопредъявления и формирование эффективных стратегий самопрезентации студентов в межличностном взаимодействии с представителями иных культурных групп. Результаты исследования представляют интерес для специалистов в области кросс-культурной коммуникации, этнической психологии и психологии личности. The issue of intercultural communication is gaining relevance because of the process of higher education internationalization. In situations of interpersonal communication, students, representatives of different cultures, define themselves and their ethnic identity. The investigation of students’ efficient and tolerant interaction in the conditions of multicultural learning environments enables the authors of the research to put forward a hypothesis that students’ ethnic identity is closely related to their self-presentation in multicultural groups (Russian, Belorussian, Turkmen, and Indian). The aim of the research is to empirically single out some specific peculiarities of students’ ethnic identity and self-presentation strategies in interpersonal communication. The research defines the content and the interconnection between ethnic identity — positive, nihilist, indifferent, fanatical, selfish — and protective and assertive strategies of students’ self-presentation. The article presents an overview of a self-presentation training course aimed at the correction of nonadaptive means of self-presentation and the formation of efficient strategies of self-presentation in interpersonal communication with representatives of other cultural groups. The results of the research may be useful for specialists in the sphere of cross-cultural communication, ethnic psychology and personal psychology.

scholarly journals Formation of Multiculturalism of Future Teachers of Foreign Languages in the Context of Multicultural Education

2020 ◽  
pp. 168-175
Author(s):  
Valeriia Shkarlet ◽  
Keyword(s):  
Foreign Language ◽  
Multicultural Education ◽  
Intercultural Communication ◽  
Professional Training ◽  
Foreign Languages ◽  
Future Teachers ◽  
Modern Times ◽  
Multicultural Environment ◽  
Language Knowledge ◽  
History Of

The article explains the key concept "multicultural education of future teachers of foreign languages". The essence and content of the notions "multiculturalism", "multicultural education" are clarified; the connection between them is established. The influence of these concepts on the process of professional training of future teachers of foreign languages is also revealed. The concept of culture is defined, namely the origin and history of ancient, medieval and modern times of the use of this concept. The relevance of teaching humanitarian disciplines in higher education institutions, especially a foreign language, is highlighted, which expands the language knowledge of students and gives them the opportunity to become full members of a multicultural environment. Also, synonymous terms for the concept of "polyculture" and the main goals of polycultural education are presented. So, we can state that the multiculturalism of the personality of future teachers of a foreign language consists in striving during intercultural communication with representatives of other languages; to understand a specific foreign language system of language and concepts of culture, their system of value-semantic guidelines, to integrate new experience into one's own system of language and concepts of culture, and also to analyze the system of one's own culture through cognition of a new culture, which leads to the formation of multicultural value guidelines.

scholarly journals Historical and Symbolic Aspects of Linguistic Representation of the World

2016 ◽  
Vol 2 (1) ◽  
pp. 65-71
Author(s):  
Margarita Ganyushina
Keyword(s):  
Intercultural Communication ◽  
National Culture ◽  
Current Literature ◽  
Historical Development ◽  
Symbolic Meaning ◽  
Mutual Understanding ◽  
Symbolic Language ◽  
Theoretical Understanding ◽  
The World ◽  
World Image

The article is an attempt to offer a theoretical understanding of the notion of a “Linguistic world-image” (LWI) within symbolic contexts as represented in the current literature, define the symbol’s features, its influence on LWI in historic perspective, and investigate its functioning within idioms or metaphors. We have undertaken the review of previous LWI investigations and, as the methodological basis of our research, we have used ethno-semantic and linguistic-philosophical approaches to language; specifically, the method of multiple etymology, introduced by V. N. Toporov and developed by M.M. Makovsky, which permitted us to identify the correlation of LWI with linguistic signs as a carrier of symbolic meaning. It should be noted that studying symbolic language properties and linguistic signs within the linguistic world-image, which were not taken into account before, is conductive to a more profound comprehension of the correlation between language, culture, and mutual understanding index in the intercultural communication process.The LWI concept is considered as a subjective-objective dynamic multilevel construct, which presents its primary features through a lexical-semantic language system within a world and national culture formed as a result of the reflection of sensorial perception, facts, understanding and estimation of the objective phenomena in national linguistic consciousness, in the experience of correlation of language concepts, images and symbols throughout the cultural historical development of the language. Therefore, two approaches to studying LWI are evident - cognitive and cultural-philosophical - which are not so much conflicting as mutually reinforcing.

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