scholarly journals Reflexiones onomasiológicas en torno al papel de la administración en los programas de Español como lengua extranjera

LETRAS ◽  
2010 ◽  
pp. 83-96
Author(s):  
Bianchinetta Benavides Segura ◽  
Gisselle Herrera Morera
Keyword(s):  
Foreign Language ◽  
Cultural Values ◽  
Collective Identity ◽  
Academic Community ◽  
Intercultural Awareness ◽  
Linguistic Skills ◽  
The Individual

Es un planteo de base teórica sobre la incorporación efectiva de la conciencia intercultural en los programas de Español como lengua extranjera (ELE) y de la influencia de las personas encargadas de administrar y facilitar su adecuada inclusión. La competencia en una lengua extranjera supone tanto capacidades lingüísticas, como el conocimiento y apropiación del conjunto de valores, creencias y normas culturales que conforman la identidad individual y colectiva de una comunidad académica.This is a theoreticalIy-based proposal conceming the effective incorporation of intercultural awareness in Spanish as a Foreign Language (SFL) programs and the influence of administering facilitating its adequate inclusion. Proficiency in a foreign language involves not only linguistic skills but also a knowledge and appropriation of the cultural values, beliefs and norms integrated in the individual and collective identity of an academic community.

Networking-Based Strategies of Intercultural Communicative Competence Development Among Kazakhstani University Students

2019 ◽  
pp. 197-210
Author(s):  
Azamat Akbarov
Keyword(s):  
Foreign Language ◽  
Cultural Values ◽  
Intercultural Competence ◽  
Communicative Competence ◽  
Cultural Knowledge ◽  
Necessary Condition ◽  
Intercultural Communicative Competence ◽  
Intercultural Understanding ◽  
Intercultural Awareness ◽  
Language Communication

This chapter presents an empirical study of the intercultural communicative competence of students of Kazakhstani universities. The study results indicate that students should develop their cultural knowledge, intercultural receptivity, communication strategies, intercultural awareness etc. A number of issues related to the formation of intercultural competence in the process of teaching foreign-language communication, taking into account the cultural and mental differences of the native speakers, which is a necessary condition for a successful dialogue of cultures are also discussed. The concept of communicative competence in teaching foreign languages stipulates development of students' knowledge, skills and abilities that enable them to join the ethno-cultural values of the country of the studied language and use the foreign language in situations of intercultural understanding and cognition in practice. Conjunction of such knowledge, skills and abilities constitutes communicative competence. Based on the results of the research, proposals are made for the curriculum and teaching of intercultural communication and methods of developing intercultural communicative competence of students of Kazakhstan universities in a networked environment.

scholarly journals Which cultural interventions most effectively reduce retaliatory behavior within organizations

10.28945/4585 ◽  
2020 ◽  
Vol 4 ◽  
pp. 107-118
Author(s):  
Denise A Breckon ◽  
Juan C Cruz ◽  
Katherine Kemmerer ◽  
Bryce Adams
Keyword(s):  
Systematic Review ◽  
Cultural Values ◽  
Social Relations ◽  
Collective Identity ◽  
Complex Adaptive Systems ◽  
Adaptive Systems ◽  
Shared Responsibility ◽  
Complex Adaptive ◽  
The Individual ◽  
Cultural Interventions

The purpose of this systematic review is to explore retaliation within organizations and their culture. Specifically, this research examines extant scholarly literature regarding retaliation and how senior leaders, managers, and workers can help reduce it. Further, this study provides organizations intervention recommendations to help mitigate retaliation in small and medium organizations. In this study, complex adaptive systems (CASs) theory was found to be an appropriate mechanism for exploring and understanding how to mitigate retaliation effectively in the workplace. CASs is a people-based, people-driven, and behaviorally focused framework that requires collaboration and shared responsibility among the individual agents and agent-groups sharing a particular system, rather than just the system’s leaders or workers. This qualitative systematic review presents consistent evidence that in organizations retaliation can be reduced by: (1) promoting a culture of collective identity and justice; (2) using structures that maintain and restore justice; and (3) using training and pro-social relations to reinforce the organization’s cultural values. Based on the themes found in the research, three recommendations emerge as cultural interventions that will effectively reduce retaliatory behavior within organizations: (1) institutionalize an organizational culture of collective identity and justice; (2) create a structure that maintains and restores justice; and (3) reinforce values and policies through training and positive social relations.

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.

The Content of the Emotional Component of Foreign-Language Education: Principles of Selection and Organization

2021 ◽  
pp. 211-218
Author(s):  
Svetlana S. Kuklina ◽  
◽  
Maya N. Tatarinova ◽  
Keyword(s):  
Foreign Language ◽  
Cultural Values ◽  
Language Education ◽  
Foreign Language Education ◽  
Value Orientations ◽  
Educational Process ◽  
Activity Component ◽  
Emotional Component ◽  
Methodological Principles ◽  
The Individual

Today, the issue of developing the principles of selection and organization of the content of the emotional component of foreign-language education, which can change the value preferences not only of the individual, but also of society, is becoming urgent. The leading approach to research in this article is axiological (emotion- and value-based). The culturological nature of foreign-language education is closely related to the educational process's value foundations, which emphasize innovative aspects of linguodidactics. The inclusion of cultural values in the foreign-language educational process contributes to the development of students' value orientations, as well as their emotional and volitional sphere. The logic of the presentation of the material in the article suggests solving a number of interrelated tasks: to describe private methodological principles of selecting the content for this component, to present the principles of its organization, to describe the holistic system of selection and organization of the content of the emotional component of foreign language education in secondary school. The described principles of selecting the content of the component in question are focused on the motivational personal aspects and value-based senses of foreign-language education, and are aimed at achieving its personal results. These are the principles of holistic reflection in the content of foreign-language education of the objectives for a harmonious development of personality and formation of a student's basic culture, emotional significance of the content of speech material, its problematic nature, relevance of the complexity of the content to learners' actual learning opportunities, individualization. To give the component the ability to work in any conditions of the foreign-language educational process, its sub-components should be built in accordance with the principles of functional systems organization: actualization of characteristics aimed at achieving the goal of the system; neutralization of dysfunctions in the process; concentration of actualized functions of all sub-components to obtain the result while giving them some lability to ensure the dynamism of the system. The principles of selection and organization of the content of the emotional component are presented as a hierarchical whole. It has a specific composition and contains the description of their functioning, the key function, and the functioning environment. This system requires an activity component of foreign-language education that is adequate to the content of the emotional component. Its characteristics will be presented in the authors' further studies.

Translating ambiguous and nonambiguous Words in a foreign Language

2003 ◽  
Vol 139-140 ◽  
pp. 129-152
Author(s):  
Paul Bogaards ◽  
Elisabeth Van Der Linden ◽  
Lydius Nienhuis
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learners ◽  
Mother Tongue ◽  
Empirical Support ◽  
Lexical Ambiguity ◽  
Target Language ◽  
Bilingual Lexicon ◽  
The Individual

The research to be reported on in this paper was originally motivated by the finding that about 70% of the mistakes made by university students when translating from their mother tongue (Dutch) into their foreign language (French) were lexical in nature (NIENHUIS et al. 1989). This was partially confinned in the investigation described in NIENHUIS et al. (1993). A closer look at the individual errors suggested that many problems were caused by words with more than one meaning which each require different translations in the target language. In the research reported on in this paper, we checked our fmdings in the light of what is known about the structure of the bilingual lexicon and about the ways bilinguals have access to the elements of their two languages. On the basis of the model of the bilingual lexicon presented by KROLL & Sholl (1992) an adapted model is proposed for the processing of lexical ambiguity. This leads to a tentative schema of the mental activities that language learners have to perfonn when they are translating from their mother tongue into a foreign language, The second part of the paper describes two experiments we have carried out in order to find empirical support for such a schema. The last section of the paper contains a discussion of the results obtained as well as the conclusions that can be drawn.

Developing Intercultural Awareness and Language Speaking Proficiency for Foreign Language Learners through Cross–Cultural Voicemail Exchange

2011 ◽  
Vol 1 (4) ◽  
pp. 17-32 ◽  
Author(s):  
Amber Yayin Wang ◽  
Wan-Jeng Chang
Keyword(s):  
Foreign Language ◽  
Online Communication ◽  
The United States ◽  
Cross Cultural ◽  
Intercultural Awareness ◽  
Foreign Language Learners ◽  
Speaking Proficiency ◽  
Before And After ◽  
Efl Students ◽  
English Speaking

To expand global and intercultural communication, the effectiveness of asynchronous online communication devices, especially email, have been discussed in the area of foreign language teaching. A lack of specific research exists that addresses the application of online voicemail. This paper reports on a five month period of voicemail exchanges between 53 EFL learners in Taiwan and 56 CFL learners in the United States. The authors examine the responses of EFL students to this cross–cultural voicemail project and assess their progress in intercultural awareness and English speaking proficiency before and after the project. This study concludes that the use of voicemail creates an impact on the English speaking performance and intercultural awareness of EFL students and increases the motivation of EFL students in using English to express ideas. Further implications for teaching are discussed.

Translation and sociolinguistics

Babel ◽  
2007 ◽  
Vol 53 (2) ◽  
pp. 123-131 ◽  
Author(s):  
María T. Sánchez
Keyword(s):  
Cultural Values ◽  
First Language ◽  
Specific Situation ◽  
Original Text ◽  
Original Language ◽  
The Individual ◽  
Individual Speaker

Language varies depending not only on the individual speaker but also on the specific situation in which speakers find themselves. This means that the language used in a given social envi­ronment may be perfectly translatable into a different language, but the society to which this other language belongs may not recognise the situation described by the first language. This ­article presents some examples of cultural values which cannot be translated literally (or which, if translated literally, will convey a message not intended in the original language/culture) and reaches the conclusion that, as a result of all this, there cannot be a simple answer to whether language can translate society. In some cases, it will be perfectly possible; in others, the translator will have to adopt a technique which reflects the society he or she is translating for, rather than the society described in the original text.

scholarly journals Migration, acculturation, and the maintenance of between-group cultural variation

2017 ◽  
Author(s):  
Alex Mesoudi
Keyword(s):  
Social Learning ◽  
Cultural Values ◽  
Cultural Evolution ◽  
Population Level ◽  
Empirical Literature ◽  
Cultural Variation ◽  
Individual Level ◽  
And Migration ◽  
The Individual ◽  
Social Learning Processes

AbstractHow do migration and acculturation (i.e. psychological or behavioral change resulting from migration) affect within- and between-group cultural variation? Here I answer this question by drawing analogies between genetic and cultural evolution. Population genetic models show that migration rapidly breaks down between-group genetic structure. In cultural evolution, however, migrants or their descendants can acculturate to local behaviors via social learning processes such as conformity, potentially preventing migration from eliminating between-group cultural variation. An analysis of the empirical literature on migration suggests that acculturation is common, with second and subsequent migrant generations shifting, sometimes substantially, towards the cultural values of the adopted society. Yet there is little understanding of the individual-level dynamics that underlie these population-level shifts. To explore this formally, I present models quantifying the effect of migration and acculturation on between-group cultural variation, for both neutral and costly cooperative traits. In the models, between-group cultural variation, measured using F statistics, is eliminated by migration and maintained by conformist acculturation. The extent of acculturation is determined by the strength of conformist bias and the number of demonstrators from whom individuals learn. Acculturation is countered by assortation, the tendency for individuals to preferentially interact with culturally-similar others. Unlike neutral traits, cooperative traits can additionally be maintained by payoff-biased social learning, but only in the presence of strong sanctioning institutions. Overall, the models show that surprisingly little conformist acculturation is required to maintain realistic amounts of between-group cultural diversity. While these models provide insight into the potential dynamics of acculturation and migration in cultural evolution, they also highlight the need for more empirical research into the individual-level learning biases that underlie migrant acculturation.

scholarly journals The International Tourism Development as a Way to Formation of Cross-Cultural Tolerance

2021 ◽  
Vol 1 (516) ◽  
pp. 58-64
Author(s):  
Z. A. Atamanchuk ◽  
Keyword(s):  
Cultural Values ◽  
Scientific Publication ◽  
Cross Cultural ◽  
Communication Process ◽  
International Tourism ◽  
Modern World ◽  
Intercultural Communications ◽  
Level Of Satisfaction ◽  
The Individual

The scientific publication is aimed at exploring the communicative aspects of tourism, its value impact on humans, substantiating the peculiarities of the development of international tourism as a way to formation of cross-cultural tolerance. The article accentuates on the cultural values and value characterizations of international tourism, the role of the communicative culture of the individual as the main link in the concept of the theoretical model of universal human values, the importance of adherence to the principles of tolerance, which are becoming increasingly important in the modern world in the context of globalization of the economy, development of communications, growth of mobility, integration, interdependence and transformation of social cultures. The approaches to analyzing tourism as a social and cultural phenomenon are systematized, the stages of the communication process are distinguished. The author analyzes the content of the most significant documents in the sphere of international tourism adopted with the participation of the World Tourist Organization, which emphasizes the need to adhere to tolerant forms of communication. The focus is placed on the role of international organizations in strengthening cultural ties between peoples, mutual enrichment of cultures as a result of tourist exchange, observance of the principles of tolerance. On the way to the application in practice of establishing intercultural communications in international tourism, the article substantiates effectiveness of such methods as: introduction of an adequate system of acculturation, which involves such types of communication ties as integration, assimilation, division, marginalization at the levels of emotions, actions and cognition; creation of such conditions by the host party, which would contribute to increasing the level of satisfaction of tourists by establishing a constant exchange of information, maintaining feedback, disseminating content among visitors regarding the prospects for the development of tourist infrastructure of the host country.

scholarly journals On “Nationology”: The Gravitational Field of National Culture

2021 ◽  
pp. 002202212110447
Author(s):  
Plamen Akaliyski ◽  
Christian Welzel ◽  
Michael Harris Bond ◽  
Michael Minkov
Keyword(s):  
Gravitational Field ◽  
Cultural Values ◽  
National Culture ◽  
Random Noise ◽  
Religious Groups ◽  
Individual Values ◽  
Individual Level ◽  
Collective Phenomenon ◽  
Using Data ◽  
The Individual

Nations have been questioned as meaningful units for analyzing culture due to their allegedly limited variance-capturing power and large internal heterogeneity. Against this skepticism, we argue that culture is by definition a collective phenomenon and focusing on individual differences contradicts the very concept of culture. Through the “miracle of aggregation,” we can eliminate random noise and arbitrary variation at the individual level in order to distill the central cultural tendencies of nations. Accordingly, we depict national culture as a gravitational field that socializes individuals into the orbit of a nation’s central cultural tendency. Even though individuals are also exposed to other gravitational forces, subcultures in turn gravitate within the limited orbit of their national culture. Using data from the World Values Survey, we show that individual values cluster in concentric circles around their nation’s cultural gravity center. We reveal the miracle of aggregation by demonstrating that nations capture the bulk of the variation in the individuals’ cultural values once they are aggregated into lower-level territorial units such as towns and sub-national regions. We visualize the gravitational force of national cultures by plotting various intra-national groups from five large countries that form distinct national clusters. Contrary to many scholars’ intuitions, alternative social aggregates, such as ethnic, linguistic, and religious groups, as well as diverse socio-demographic categories, add negligible explained variance to that already captured by nations.

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