University student education of intercultural communication: methodological aspects

2016 ◽  
Vol 10 (1) ◽  
pp. 60-65
Author(s):  
Наталья Зорина ◽  
Natalya Zorina ◽  
Наталья Новикова ◽  
Natalya Novikova ◽  
Вадим Кортунов ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Intercultural Communication ◽  
Intercultural Competence ◽  
Student Behavior ◽  
Modern World ◽  
Student Centered ◽  
Learning Groups ◽  
Constructive Feedback ◽  
Cultural Dialogue ◽  
Methodological Aspects

The article emphasizes the importance of teachers of humanitarian disciplines in the formation of intercultural competence of students. Teaching youth communication skills in the dialogue of cultures should contribute to the development of ideas about human possibilities in the modern world, should lay the foundations of a respectful attitude to people of other religion, other nationality, other traditions. The authors analyze in detail interactive forms of teaching intercultural communication, including lectures, presentations, round tables, trainings. The article emphasizes the importance of motivation, activity, multiple experience and constructive feedback in the learning process. The professionalism of the teacher is manifested in student-centered pedagogy, the formation of learning skills, using a model of natural learning. The article examines the opportunities for inter-ethnic learning groups in teaching intercultural communication. Harmonious, friendly atmosphere of communication in the multicultural group creates conditions for understanding and acceptance of tolerance as a social value, fills its contents and brings in the student behavior. It pays attention to the difficulties that may students experience when they enter a different culture. The article presents the results of the diagnostic analyze, which determines the level of emotional intelligence as a set of emotional competencies and skills that help to cope with the demands of the environment and to resist its pressure, which helps to understand the emotions of other people and providing them facilitating support. The basic directions of development of emotional intelligence in the context of cross-cultural dialogue to enhance professional and personal effectiveness of students are also presented. The described form of working in a multicultural group gives psychotherapeutic effect both students and teachers.

scholarly journals Komunikacja międzykulturowa jako pomost ku integracji społecznej w środowisku wielokulturowym

1970 ◽  
pp. 401-413
Author(s):  
Katarzyna Bogucka
Keyword(s):  
Social Development ◽  
Social Integration ◽  
Intercultural Communication ◽  
Social Mobility ◽  
Intercultural Competence ◽  
Contact Hypothesis ◽  
Modern World ◽  
Intercultural Relations ◽  
Multicultural Environment

The article focuses on intercultural communication, which creates a passage from a multicultural environment towards social integration and intercultural relations. The author introduces the topic by short characteristics of changes in the modern world, determined by social mobility and multiculturalism. The article presents then some chosen aspects of social integration of migrants seen as bilateral process which requires the development of intercultural competences of both migrants’ and the receiving community. The author further describes intercultural communication and stresses its importance for education and social development. Finally, some factors conditioning the acquisition of intercultural competence with reference to Gordon Allport’s contact hypothesis and informational influences are presented along with highlighting the importance of empathy.

scholarly journals Peculiarities of intercultural competence in teaching foreign languages

2019 ◽  
Vol 4 (18) ◽  
pp. 221-224
Author(s):  
Dilrabo Bakhronova ◽  
Muminova Dilshodakhon Abduvakhitovna ◽  
Khodjakulova Feruza Rustamovna ◽  
Hashimova Sabohat ◽  
Musaeva Shahzoda Ibrohimovna
Keyword(s):  
Foreign Language ◽  
Cultural Heritage ◽  
Intercultural Communication ◽  
Intercultural Competence ◽  
Foreign Languages ◽  
Modern World ◽  
Foreign Culture ◽  
Intercultural Competencies

The article deals with the issues related to intercultural competence in teaching foreign languages. The modern world and society are increasingly in need of people who can think creatively, analyze, and understand others. And a foreign language is one of the best tools to develop these skills. Comparison of countries, people, customs, traditions, cultural heritage stimulates and motivates the desire to increase and deepen the knowledge about other countries and their own country. At the center of the modern personality-oriented concept is the personality of the student, his needs, and interests. The main goal of teaching a foreign language is seen in the formation of communicative and intercultural competencies among pupils. In the process of teaching foreign languages, both competencies are formed interconnected intercultural competence is formed based on communicative and in the process of its development. Each lesson of a foreign language is a crossroads of cultures this is the practice of intercultural communication because each word reflects a foreign world and a foreign culture.

scholarly journals МІЖКУЛЬТУРНА КОМПЕТЕНТНІСТЬ ФАХІВЦІВ ІНОЗЕМНИХ МОВ У КОНТЕКСТІ СУЧАСНИХ ЗАРУБІЖНИХ КОНЦЕПЦІЙ

2021 ◽  
pp. 140-150
Author(s):  
NATALIYA ROKITSKA ◽  
TETIANA TSEPENIUK
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Intercultural Competence ◽  
Modern World ◽  
Professional Activity ◽  
Training Professionals ◽  
Cultural Standards ◽  
Characteristic Features ◽  
New Generation ◽  
Different Cultures

The article identifies the prerequisites for the emergence of intercultural communication as a subject of research, points to the priority objectives of studies in the field of intercultural communication in the European community. It considers the issue of formation of intercultural competence as a necessary factor for the process of communication between representatives of different cultures while training professionals of a new generation. The content of the concept of “intercultural communication” is revealed, the problematic issues of its formation in the process of mastering a foreign language are analyzed in the article. Knowledge of foreign languages helps to relieve psychological barriers, to be more confident while communicating with foreign partners, and be more compatible in modern world. It has been found that certain problems associated with involvement in different cultures are likely to occur when communicating with representatives of different cultures. Communication between people of different cultures is complicated not only by different languages, but also by the fact that this process is influenced by different cultural standards. The relevance of the concept of “intercultural competence” is substantiated, various views of Western scholars on the essence and structure of the concept of “intercultural competence” are presented in the article. The authors suggest models of intercultural competence which show that intercultural competence of future professionals is an integral part of their professional activity. Different views on the formation of a personality of a mediator between cultures are considered. The definitions of “mediator of cultures”, “bilingual personality”, “secondary linguistic personality” are given. Within the concept of “secondary linguistic personality” attention is paid to its special model, which is formed in the process of mastering a second foreign language. The article focuses on the analysis of characteristic features of a mediator of cultures.

scholarly journals INTERCULTURAL COMMUNICATION IN MODERN WORLD

2018 ◽  
pp. 80-85
Author(s):  
D. Kostenko
Keyword(s):  
Cultural Values ◽  
Intercultural Communication ◽  
Intercultural Competence ◽  
Cultural Context ◽  
Modern Science ◽  
Point Of View ◽  
Modern World ◽  
Successful Implementation ◽  
Cultural Significance ◽  
The Individual

The article analyses the content of the concept of ˝intercultural competence˝ and defines its elements as the basis of its own communicative behaviour. It also emphasises the socio-cultural significance of intercultural communication in the modern world. The problem of intercultural communication is one of the main in modern science. In the most general form, the process of intercultural communication is the interaction of individuals who are carriers of different cultures, each of which has its own language, types of behaviour, values, customs and traditions. In the process of communication, each participant acts simultaneously and as a separate individual, and as a member of a socio-cultural group, and as a representative of a particular cultural community, and as a representative of all mankind. Hence, he has simultaneously individual, as well as social, national, and universal knowledge in his mind. Development of competent intercultural communication skills requires its participants to understand what, when, and how it can and must be said or done. For successful implementation of these settings they need: socio-cultural (context) knowledge, communicative skills and abilities, as well as language knowledge. As a result of achieving life and professional goals, the individual must have the ability to intercultural communication: to adequately perceive and interpret different cultural values; consciously overcome the borders separating cultures; see in foreign cultures not only general but also common features; to consider various cultural phenomena and representatives of other cultures from the point of view of empathy; correlate existing ethno-cultural stereotypes with own experience and make adequate conclusions; to be able to view and change their assessments of another culture in accordance with the expansion of skills and experience of intercultural communication; to change self-esteem as a result of comprehending another culture and rejecting unwarranted stereotypes or prejudices; to accept new knowledge about another culture for a deeper knowledge of one’s own; systematise the facts of cultural life; synthesise and generalize your personal experience in intercultural dialogue.

scholarly journals Mediating Factor of Emotional Intelligence in Intercultural Competence and Work Productivity of Volunteers

2019 ◽  
Vol 11 (9) ◽  
pp. 2625 ◽  
Author(s):  
Jolita Vveinhardt ◽  
Rita Bendaraviciene ◽  
Ingrida Vinickyte
Keyword(s):  
Emotional Intelligence ◽  
Empirical Research ◽  
Research Methodology ◽  
Intercultural Competence ◽  
Work Productivity ◽  
Intercultural Education ◽  
Structured Interviews ◽  
Mediating Factor ◽  
The Impact

Volunteering, the volunteer’s intercultural competence and emotional intelligence contribute to intercultural education and sustainability in various societies of today. The aim of this study was to analyse the impact of emotional intelligence and intercultural competence on work productivity of volunteers. The first part of the article substantiates theoretical associations between emotional intelligence, intercultural competence and work productivity. Based on theoretical insights, empirical research methodology was prepared, which consisted of four categories divided into sub-categories that provided the structure of the question groups. The empirical research involved seven informants working in Lithuania, who welcomed volunteers from abroad. The research was conducted using the method of semi-structured interviews. The conclusions present a systematic perspective towards the role of emotional intelligence in the intercultural competence and work productivity of volunteers. In this context, emotional intelligence works as a mediating factor. The contributing role of volunteer-receiving organisations in the development of the volunteers’ emotional intelligence is also highlighted.

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.

Intercultural Communication Apprehension and Emotional Intelligence in Higher Education

2013 ◽  
Vol 76 (4) ◽  
pp. 412-426 ◽  
Author(s):  
Lisa T. Fall ◽  
Stephanie Kelly ◽  
Patrick MacDonald ◽  
Charles Primm ◽  
Whitney Holmes
Keyword(s):  
Higher Education ◽  
Emotional Intelligence ◽  
Intercultural Communication ◽  
Communication Apprehension

scholarly journals EVOLUTION OF THE CONCEPT OF «ARMED CONFLICT»: HISTORICAL, LEGAL AND THEORETICAL AND METHODOLOGICAL ASPECTS

2021 ◽  
Vol 74 (1) ◽  
pp. 20-26
Author(s):  
Oleksandra Severinova ◽  
Keyword(s):  
Armed Conflict ◽  
Armed Conflicts ◽  
Modern World ◽  
International Humanitarian Law ◽  
Humanitarian Law ◽  
Law Of Armed Conflict ◽  
The World ◽  
History Of ◽  
Political Economic ◽  
Methodological Aspects

The article analyzes the theoretical and methodological aspects of the formation and development of doctrinal ideas about the meaning of the concept of «armed conflict» in the history of world political and legal thought. The question of the name of the branch of law that regulates armed conflict, by analyzing its historical names such as «law of war», «laws and customs of war», «law of armed conflict», «international humanitarian law» and «international humanitarian law, used in armed conflicts». As a result of this analysis, it can be concluded that it would be most appropriate to use the terms «international humanitarian law» only in a narrow sense or «international humanitarian law applicable in armed conflicts», which is more cumbersome but most accurately describes the field. It is emphasized that due to the availability of new powerful weapons (economic, political, informational, cultural and weapons of mass destruction), which are dangerous both for the aggressor and for the whole world; the aggressor's desire to downplay its role in resolving conflicts in order to avoid sanctions from other countries and international organizations, as well as to prevent the loss of its authority and position on the world stage; the attempts of the aggressor countries to establish their control over the objects of aggression (including integrating them into their political, economic and security systems) without excessive damage to them is the transformation of methods and means of warfare. It is determined that the long history of the formation of the law of armed conflict has led to the adoption at the level of international law of the provision prohibiting any armed aggression in the world, which is reflected in such a principle as non-use of force or threat of force. At the same time, the UN Charter became the first international act in the history of mankind, which completely prohibited armed aggression and enshrined this principle at the international level, which is binding on all states of the modern world.

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