scholarly journals Dyskurs edukacyjny a rozwój interkulturowej kompetencji negocjacyjnej podczas lekcji języka obcego na przykładzie języka hiszpańskiego

Neofilolog ◽  
1970 ◽  
pp. 91-106
Author(s):  
Małgorzata Spychała
Keyword(s):  
Young People ◽  
Foreign Language ◽  
Intercultural Communication ◽  
Language Skills ◽  
Specific Knowledge ◽  
Educational Discourse ◽  
Discourse Practices ◽  
Language Classes ◽  
Intercultural Negotiation ◽  
Selection Of

Nowadays young people need not only specific knowledge, but also a wide array of skills, including language skills, enabling them to better adjust to intercultural realities. One such skill is negotiation, coupled with the selection of an appropriate type of discourse. The aim of the present paper is to analyze the features, forms and styles of educational discourse that support the growth of intercultural negotiation competence in foreign language classes. Particular attention will be given to the structure of the content of discourse: intercultural communication and negotiation. The author seeks to answer the question whether students should aim at using multi-discursive competence in order to effectively talk to or nego­tiate with representatives of other cultures. The analysis of specialized discourse allows her to find out whether or not teaching business language in foreign language classes is a sine qua non condition for mastering intercultural negotiation competence. The paper also aims to determine in a precise manner the competences of a student as an intercultural negotiator and mediator. Therefore, it presents general principles and examples of communication (discourse) practices that may contribute to the development of intercultural negotiation and mediation competence under classroom conditions. The last section contains an overview of selected handbooks for learning Spanish from the perspective of developing intercultural negotiation competence, with a focus on the presence of elements that can be used for this purpose.

Tauchnitz for Translators. The Circulation of English-language Literature in Finland

2019 ◽  
Vol 16 (2-3) ◽  
pp. 161-179
Author(s):  
Outi Paloposki
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Book History ◽  
Language Skills ◽  
Point Of View ◽  
Book Production ◽  
German Publisher ◽  
Language Literature ◽  
Selection Of

The article looks at book production and circulation from the point of view of translators, who, as purchasers and readers of foreign-language books, are an important mediating force in the selection of literature for translation. Taking the German publisher Tauchnitz's series ‘Collection of British Authors’ and its circulation in Finland in the nineteenth and early twentieth century as a case in point, the article argues that the increased availability of English-language books facilitated the acquiring and honing of translators' language skills and gradually diminished the need for indirect translating. Book history and translation studies meet here in an examination of the role of the Collection in Finnish translators' work.

SPECIFICITY OF LANGUAGE MATERIAL SELECTION FOR INTRODUCTION OF RUSSIAN IMPERATIVE MOOD IN “RUSSIAN AS A FOREIGN LANGUAGE” CLASSES

2020 ◽  
Author(s):  
Elena Kolosova
Keyword(s):  
Young People ◽  
Foreign Language ◽  
Communicative Competence ◽  
Material Selection ◽  
Russian Language ◽  
Modern Approach ◽  
Language Classes ◽  
Selection For ◽  
Authentic Language ◽  
Imperative Mood

The article is dedicated to the research of specificity of language material selection for introduction of Russian imperative mood in “Russian as a foreign language” (“RFL”) classes. Authentic language materials from different discourses that best showcase the diversity of modern Russian language (such as young people slang, jargons, common folk slang etc.) are required for the modern approach of communicative competence improvement.

Principles of teaching foreign language intercultural interaction of students based on the case method

2021 ◽  
pp. 77-84
Author(s):  
Roman A. Danilin
Keyword(s):  
Foreign Language ◽  
Case Method ◽  
Problem Situation ◽  
Approaches To Teaching ◽  
Cultural Congruence ◽  
Cultural Conflicts ◽  
Intercultural Interaction ◽  
Teaching Principles ◽  
Language Classes ◽  
Selection Of

The case method is one of the methods of problem learning, which consists in solving a problem situation or case by students. The study and discussion of the case, as well as the preparation and presentation of the solution to the problem, takes place in a foreign language. Of particular relevance is the solution by students of cases containing cultural conflicts. From this perspective, the use of cases in foreign language classes will contribute to the development of students’ skills in foreign language intercultural interaction. The effectiveness of the appropriate methods for teaching foreign language intercultural interaction of students based on the case method is directly dependent on the chosen general didactic and methodic approaches to teaching, which, in turn, are implemented through the principles. The methodological basis of teaching in this study is the competence-based, systemic, personality-activity, socio-cultural, intercultural, multicultural and communicative-ethnographic approaches. These approaches are implemented in practice through the principles on the basis of which the selection of subject-thematic content of education and the development of a system of problematic cultural tasks are carried out. The following teaching principles are described in detail: the principle of consciousness and activity, the principle of accessibility and feasibility, the principle of consistency, the principle of individualization of training, the principle of functionality, the principle of speech orientation of teaching, the principle of dialogue of cultures, the principle of didactic cultural congruence, the principle of cultural variability, the principle of cultural reflection, the principle of dominance of problematic cultural as-signments.

Audio Description and Its Application in Spanish Language Glottodidactics

2019 ◽  
pp. 206-226
Author(s):  
Agnieszka Palion-Musioł
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Language Skills ◽  
Spanish Language ◽  
Visual Content ◽  
Audio Description ◽  
Language Classes ◽  
The One ◽  
Description Technique

Audio description is an intersemiotic translation consisting of translating visual content and images into a verbal layer. Most often, it is used in audiovisual materials, in museums, cinemas, theaters, stadiums, etc. It can also be successfully applied to foreign language classes. On the one hand, it creates excellent opportunities to practice all language skills in an integrated manner and to gain the intercultural competence. The aim of the chapter is to present the audio description technique in terms of transferring it and using it during language classes as a technique supporting the use of audiovisual materials, placing special emphasis on the student's intercultural competence, which, according to the author's assumption, is the result of the learner's ethnographic attitude. The learner, basing on the study of his own culture, being free from prejudices, analyzes the culture of a foreign language and compares it with his/her own culture in order to interpret, understand, and describe it, not to evaluate it.

Till Eulenspiegel, Mechthild von Magdeburg, Rudolf von Ems und Herzog Ernst

2016 ◽  
Vol 76 (4) ◽  
pp. 508-529
Author(s):  
Albrecht Classen
Keyword(s):  
Foreign Language ◽  
Learning Outcomes ◽  
German Literature ◽  
Literary Texts ◽  
German Language ◽  
Language Classes ◽  
The Right ◽  
Literature Class ◽  
Specific Learning ◽  
Selection Of

In the assumption that literary texts can be employed already in the first German language classes, we are confronted with the question how to select the right texts and whether there might be historical criteria. This article argues that medieval German literature can also be included, if it is dealt with in a pedagogically and didactically skillful manner. The messages of the medieval texts often prove to be astoundingly meaningful, and this even for us today, not only because they develop alternative perspectives, but also because they address basically the same problems as today, even though from their own perspectives. Based on a selection of literary texts from the twelfth through the late thirteenth century this article illustrates what texts could be used well in German as a Foreign Language and in a literature class to meet specific learning outcomes.

scholarly journals Environmental Messages as Found in Indonesian Folklore and Its Relation to Foreign Language Classroom

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Sony Sukmawan ◽  
Lestari Setyowati
Keyword(s):  
Foreign Language ◽  
Language Skills ◽  
Qualitative Approach ◽  
Cultural Literacy ◽  
Critical Thinking Ability ◽  
Teaching Language ◽  
Language Classes ◽  
Language Classroom ◽  
Thinking Ability ◽  
Environmental Messages

Folklore is rich of values derived from local wisdom and local cultures. Certain folklores deliver narrative to respect and protect nature, either presented literally or symbolically. This study is aimed at identifying and describing Indonesian folklores which contain environmental messages, and investigating the English teachers ' perception of Secondary Schools about the use of Indonesian folklores for their teaching language skills. The study uses qualitative approach focused on content analysis by using mainly documentation instrument. To deepen the analysis, the interview was used to find out whether these folklores are applicable and appropriate for foreign language classes. The result shows that there are 17 Indonesian folklores that present environmental messages either implicitly or explicitly. The messages found in the folklores are firstly, catastrophe happens because of human's greed and misconducts to nature, and secondly it is human himself who can prevent the disaster to happen. Used in foreign language classes, folklore can help the teacher to train the students ' language and communication skills in reading, speaking and writing, at the same time it helps them to build awareness to the protection for the environment, enrich the cultural literacy, cultivate respectful behavior, and train their critical thinking ability.

scholarly journals Formation of Students’ Socio-Cultural and Lingual Competence at Foreign Language Lessons in Primary School

2016 ◽  
Vol 3 (2-3) ◽  
pp. 73-78
Author(s):  
Tetyana Blyznyuk
Keyword(s):  
Cultural Competence ◽  
Foreign Language ◽  
Primary School ◽  
Intercultural Communication ◽  
Social Life ◽  
Language Skills ◽  
Primary School Students ◽  
School Students ◽  
Communicative Behavior

The article identifies the problem of formation of socio-cultural and lingual competenceof primary school students at foreign language lessons (namely English). The author analyzed theconcept of “socio-cultural” and “lingual” competence and their theoretical-methodicalcomponents. The essence of the socio-cultural competence is highlighted throughinternationalization of all aspects of social life and its importance for socialization of modernstudents and their preparation for intercultural communication. The researcher consideredelements of verbal and non verbal communicative behavior of students. The paper presented waysand means of attracting students to get acquainted with the culture of the countries whoselanguage they study. The methodological bases of the usage of the country and language skills andknowledge are actualized by using a particular content

Non-standard features in English in Anglophone Cameroon New Writing: dilemmas for the education system

English Today ◽  
2011 ◽  
Vol 27 (3) ◽  
pp. 52-61 ◽  
Author(s):  
Miriam Ayafor
Keyword(s):  
Foreign Language ◽  
Education System ◽  
Language Skills ◽  
The Other ◽  
General Knowledge ◽  
Extensive Reading ◽  
Linguistic Structure ◽  
Wide Reading ◽  
Knowing That ◽  
Language Classes

One of the ways a language is learned, especially a foreign language, is by personal extensive reading. When people read widely, they are exposed to the linguistic structure of what they read and so learn it consciously or unconsciously. What they come across in their reading remains in their minds and adds to their general knowledge. This includes knowledge of the language they read. General wide reading reinforces the language students have been formally taught in their language classes. Exposure to grammatically correct language would improve their language skills. On the other hand, exposure to incorrect language would negatively affect the language skills of foreign learners and cause them to use wrong language comfortably, not knowing that they are erroneous in their usage.

scholarly journals Modeling cultural and language environment as a factor of preparing specialists for intercultural communication

2021 ◽  
Vol 7 (2) ◽  
pp. 119-127
Author(s):  
N. Е. Merkish
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Russian Society ◽  
Value System ◽  
Amount Of Information ◽  
Simulated Environment ◽  
Multimedia Environment ◽  
Language Environment ◽  
Communicative Space ◽  
Selection Of

 This article discusses the problem of modeling cultural and language environment in the preparation of specialists for intercultural communication. Intercultural communication presupposes that the interlocutors have the necessary amount of information about the specifics of the culture in contact, mentality, value system, traditions, peculiarities of the interlocutor’s speech and non-speech behavior. The simulated environment contains the necessary amount of information, the assimilation of which contributes to the success of international specialists in intercultural communication. The purpose of the article was to develop criteria for the selection of media materials, to determine the functions of a multimedia environment, as well as to identify the advantages and controversial aspects of its creation. In the course of the research, methods of analysis of scientific and theoretical sources, analysis and systematization of empirical experience were used. The article presents the concept of multimedia cultural and language environment, understood as a cultural and linguistic communicative space created for educational purposes with the help of multimedia, in which the perception of a foreign language speech and the culture it broadcasts is realized. Based on the goals of training international specialists, the following criteria for the selection of authentic media materials are being developed: compliance with the value attitudes of modern Russian society, compliance with the topic of educational programs, novelty of information, availability of language design of texts. The functions of the multimedia cultural and linguistic environment are educational, informational, diagnostic, motivational.

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