scholarly journals Межкультурно-коммуникативное обучение иностранным языкам

2018 ◽  
pp. 295-306
Author(s):  
Jan Gallo
Keyword(s):  
Foreign Language ◽  
Teaching Practice ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Cross Cultural ◽  
Teaching Methodology ◽  
Cultural Communication ◽  
Cross Cultural Communication ◽  
The Third ◽  
Cultural Teaching

This paper discusses the issue of cross-cultural foreign language teaching accentuating Russian Foreign Language Teaching at colleges in Slovakia. In the introduction some ideas on the position and meaning of cross-cultural communication are presented. In the second part there are explanations of the term cross-cultural communication by some linguists and methodists, as well as its implementation on several levels. In the third part attention is focused on the relations between cross-cultural communication and foreign language teaching. The issue of cross-cultural (policultural) didactics is also explained. In the fourth part the problem of cross-cultural teaching methodology is discussed. In the fifth part the focus is on presenting a summary of cross-cultural communication teaching practice in the Department of Russian Studies at Constantine the Philosopher University in Nitra. The paper concludes with a summary of the problems investigated.

Communicative basis in foreign language teaching

10.12737/76 ◽  
2012 ◽  
Vol 1 (1) ◽  
pp. 0-0 ◽  
Author(s):  
Дубинский ◽  
Vladimir Dubinskiy
Keyword(s):  
Foreign Language ◽  
Social Communication ◽  
Language Teaching ◽  
Verbal Communication ◽  
Foreign Language Teaching ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Cross Cultural Communication

The article addresses the use of the basics of communication in foreign language teaching and the realization of communicative components in the alien linguistic environment, namely, social communication, verbal communication, cross-cultural communication.

scholarly journals Cross-Cultural Communication Issues of Educating Bicultural Students

2020 ◽  
Author(s):  
Valeriia Petrovna Osadchaia ◽  
Olga Lvovna Ivanova ◽  
Elizaveta Iosifovna Getman
Keyword(s):  
Foreign Language ◽  
Cultural Values ◽  
Cultural Awareness ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Teaching Culture ◽  
Intercultural Awareness ◽  
Cross Cultural Communication

The article is devoted to the importance of incorporating of a foreign culture learning, acquiring cross-cultural communication and cultural awareness skills in a foreign language teaching. The authors point out that teaching culture in foreign language teaching context should include cultural knowledge, cultural values, cultural skills and behavior. The author also emphasize that attitudes to teaching culture in the process of foreign language teaching involve, on the one side, considering teaching culture as teaching the fifth language skill along with speaking, listening, reading and writing, implying teaching cultural sensitivity and cultural awareness or the behavior in certain cultural situations, and on the other side, regarding language as social practice being defined by culture in which culture becomes the core of language teaching with cultural awareness viewed as enabling language proficiency. Cultural awareness is the foundation of communication; it helps to understand cultural values, beliefs, and perceptions of the other culture. Training of both bilingual and bicultural students at higher educational institutions is of primary significance. Intercultural awareness presumes a number of skills, improving students’ native culture and other cultures’ awareness and understanding. The authors come to the conclusion that intercultural awareness skills imply overcoming misinterpretations and accepting differences.

scholarly journals A Study of Cultural Empathy in Foreign Language Teaching from the Perspective of Cross-cultural Communication

2018 ◽  
Vol 8 (12) ◽  
pp. 1664 ◽  
Author(s):  
Yunhong Jiang ◽  
Jin Wang
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Training Model ◽  
Foreign Language Teaching ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Cultural Empathy ◽  
Cross Cultural Communication ◽  
Communicative Ability ◽  
The Relationship

Cultural empathy is the central part in the whole system of cross-cultural communication. Meanwhile, cross-cultural communicative ability is extremely important in foreign language teaching. It plays a crucial role in multiple ways. This paper explores the relationship between the cultural empathy and cross-cultural communicative ability, aiming to build an effective foreign language training model to improve students’ skills in cross-cultural communication. Through two investigations into cultural empathy and cross-cultural communicative ability obtained by sixty undergraduates from the English department at Zhejiang Ocean University, it further proposes that there is a positive correlation of the ability of cultural empathy with the cross-cultural communicative ability. This is of great guiding significance for foreign language teaching in China.

The Application of CMIC in Cultivating Learners’ Cross-Cultural Communication Competence

2014 ◽  
Vol 610 ◽  
pp. 667-672 ◽  
Author(s):  
Xiang Min Li ◽  
Yuan Ge Wang
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Teaching Practice ◽  
Communication Competence ◽  
Cross Cultural ◽  
Internet Technology ◽  
Cultural Communication ◽  
Cross Cultural Communication ◽  
Positive Effects ◽  
Fast Development

With the fast development of computer and internet technology, how to apply computer and internet technology into intercultural teaching to improve learners' intercultural competence aroused great interest in foreign language researchers and teachers. This essay tries to analyze the effects of CMIC on the intercultural competence of learners through the CMIC teaching practice between two universities from China and US. Based on the analysis of the questionnaire, students' reflective logs, and interviews, this essay concludes that the application of CMIC in intercultural teaching has positive effects on the improvement of learners' intercultural competence and that CMIC should be more widely applied into intercultural teaching.

scholarly journals Influence of Sociocultural Context on Language Learning in Foreign Countries

2016 ◽  
Vol 6 (2) ◽  
pp. 14-19 ◽  
Author(s):  
Natalia Pazyura
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Teaching Practice ◽  
Professional Competence ◽  
Communication Competence ◽  
Cross Cultural ◽  
Cultural Communication ◽  
English Teaching ◽  
Cross Cultural Communication ◽  
Teaching Concept

Abstract Professional foreign language training is offered to cultivate the ability to master cross-cultural communication in the sphere of future professional activity. By means of intercultural competence of foreign language we are raising professional competence, too. In countries where English is the native language, it is taught to speakers of other languages as an additional language to enable them to participate in all spheres of life of that country. In many countries where it is an official language and language of instruction, as most communication outside school is in the local languages it is taught as language to learn other disciplines. These are two contrasting contexts for enhancing the English language skills. In both settings there are concerns about students’ difficulties in developing adequate English proficiency to successfully learn content through that language. This paper analyzes the influence of sociocultural factors on the students’ motivation to learn English in different countries, reveals main problems and difficulties in oral English teaching practice, illustrates the relationship between oral English teaching and cross-cultural communication competence. On the one hand, cross-cultural communication plays an essential role in oral English teaching; besides, oral English teaching promotes cross-cultural communication competence. On the other hand, in some countries English is not the prerequisite of future successful career. But anyway the author insists on consistency of English teaching concept with that of the world. Improving the students’ cross-cultural oral communication ability is impossible without laying equal stress on cross-cultural communication competence and oral English teaching.

scholarly journals Chinese and Slavic Culture Differences for Chinese Language Teaching in Ukraine

2020 ◽  
pp. 119-127
Author(s):  
Xiong Yuxiangt
Keyword(s):  
Foreign Language ◽  
Social Life ◽  
Language Teaching ◽  
Chinese Language ◽  
National Language ◽  
Cultural Communication ◽  
Cross Cultural Communication ◽  
Cultural Teaching ◽  
Chinese As Foreign Language ◽  
Teaching Chinese

Teaching Chinese as foreign language is not only a language teaching, but also a cultural teaching. To teachers, the teaching objects are foreigners who have different cultural backgrounds. To learners, it is a social cultural communication. There are lots of differences between Chinese and Slavic cultures, which have great impact on language learners. That is to say, teachers need to consider the differences and adopt effective measures to help Ukraine students grasp Chinese. Language is the carrier of culture, and language itself is also an important part of culture. "Teaching Chinese as a Foreign Language" is both a language teaching and a kind of cultural teaching. The unity of language teaching and cultural teaching is the most fundamental characteristic of teaching Chinese as a foreign language. The core and purpose of teaching Chinese as a foreign language is to cultivate students'communicative competence in Chinese. For students whose native language is non-Chinese, this communicative competence in Chinese is a cross-cultural communication ability. The system of kinship terms represents the traditional culture of any nation and reflect the historical accumulation of different titles, respectively, represent different language culture. Kinship terms, as a basic vocabulary in a tight form of the national language system. relatively stable, reflecting a social life of nations, cultural traditions, national psychology and so on. Although there are similarities between ethnic and national phenomenon, but similar does not mean exactly the same, there are some difference to identify those key kinship.

scholarly journals Language: a ‘mirror’ of the culture and its application English language teaching

2021 ◽  
Vol 5 (1) ◽  
pp. 93-103
Author(s):  
Hartono Hartono ◽  
Suparto Suparto ◽  
Ahdi Hassan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Cross Cultural ◽  
English Language Teaching ◽  
Cross Culture ◽  
Cross Cultural Communication

This article is intended to highlight the linguistic principle proposed by anthropological linguists, “Language is a mirror of the culture.” The purpose of study attempts to explore foreign language teaching and learning from the perspective of language shapes thought and to improve language learning through a cross a cross-cultural communication. The first part of this article, the linguistic principle, is reflected in the Sapir–Whorf hypothesis or the Whorfian hypothesis briefly highlighted. Second part focuses on the practical use of the Whorfian hypothesis for teaching English as a foreign language (TEFL), especially cross culture understanding (CCU) and the English teaching for specific purposes (ESP).

THE CULTURAL CONTEXT IN FOREIGN LANGUAGE TEACHING.Martin Pütz (Ed.). Frankfurt am Main: Peter Lang, 1997. Pp. vii + 243. $51.95 paper.

2000 ◽  
Vol 22 (2) ◽  
pp. 285-286
Author(s):  
Dieter Wolff
Keyword(s):  
Foreign Language ◽  
Cultural Context ◽  
Business Communication ◽  
Foreign Language Teaching ◽  
Cross Cultural ◽  
Cultural Dimension ◽  
Cultural Communication ◽  
Frankfurt Am Main ◽  
Cross Cultural Communication ◽  
The University

This volume consists of a collection of 13 papers from the 23rd International L.A.U.D. conference on “The Cultural Context in Communication Across Languages” held at the University of Duisburg, Germany, in March, 1997. The conference was concerned with two different aspects of cross-cultural communication: business communication and the cultural dimension of foreign language teaching. The papers dealing with this second aspect are collected in the present volume.

scholarly journals Neue Ansätze in der DaF-Methodik und ihre Konsequenzen für die Lehrwerkgestaltung

2018 ◽  
Vol 36 ◽  
pp. 107-118
Author(s):  
Luiza Ciepielewska-Kaczmarek
Keyword(s):  
Foreign Language ◽  
Present Article ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Teaching Methodology ◽  
Target Groups

The following factors have contributed to arising new target groups in teaching foreign languages: the European Union’s claim concerning the multilingualism of its members, migrations, common mobility. As a consequence of this situation new handbooks for teaching and learning foreign languages have appeared on the market. Thus, the teacher is often confronted with the necessity of choosing the handbook, which is most adequate for the needs of a particular group of learners. The present article aims at defining the criteria of handbook selection in the light of the latest trends in foreign language teaching methodology.

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