Scientific and methodological providing of teaching foreign languages in non-linguistic faculties in the light of intercultural communication theory and practice

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

Cherkasy University Bulletin Pedagogical Sciences ◽

10.31651/2524-2660-2020-4-90-94 ◽

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.

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From ‘intercultural-washing’ to meaningful intercultural education: Revisiting higher education practice

Journal of Praxis in Higher Education ◽

10.47989/kpdc130 ◽

2021 ◽

Vol 3 (2) ◽

pp. 1-16

Author(s):

Mélodine Sommier ◽

Malgorzata Lahti ◽

Anssi Roiha

Keyword(s):

Higher Education ◽

Intercultural Communication ◽

Communication Theory ◽

Theory And Practice ◽

Intercultural Education ◽

Special Issue ◽

Education Practice ◽

The People ◽

Recent Developments ◽

Stable Connection

This is the first special issue that JPHE hosts—and could there be a more suitable forum for an issue dedicated to exploring and encouraging a critical dialogue around transformative intercultural communication teaching practices in higher education (HE)? What has led us to engage with the theme of making intercultural education meaningful is a shared observation that there seems to be an increasing disconnect between recent developments in intercultural communication theory and practice. With so much critique published over the years, we are perplexed as to why traditional notions of culture still prevail not only in mainstream intercultural communication research but also in institutional discourses in HE and in popular discourses as articulated by the people who sit—or have once sat—in our classrooms. In this editorial and Special Issue, we approach intercultural communication from a critical angle, akin to the theorization of interculturality as a discursive and contingent, unstable and contradictory, political and ideological construct. We are thrilled to see this approach gain ground in the field of intercultural communication. However, at the same time, we are worried that the terrain of intercultural communication teaching across HE settings has become quite unruly and is characterized by pedagogical solutions that do not have a stable connection to state-of-the-art theory, and that might lead to naive, simplistic, and essentialist understandings of ‘culture’ and ‘the other’.......

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How can the Pragmatic Philosophy of John Dewey Make a Contribution to the Theory and Practice of Intercultural Communication?

Contemporary Pragmatism ◽

10.1163/18758185-01303002 ◽

2016 ◽

Vol 13 (3) ◽

pp. 242-262

Author(s):

Stephen Holmes

Keyword(s):

Intercultural Communication ◽

John Dewey ◽

Communication Theory ◽

Practical Experience ◽

Theory And Practice ◽

The Third ◽

The Arts ◽

And Performance ◽

Set Up ◽

Practical Question

This paper focuses on the practical question of how the ideas of John Dewey can contribute to improved intercultural communication theory and practice, especially to training. The question is answered in four parts. The first part refers to the presumed superiority of sensitivity to difference as opposed to similarity in intercultural communication. The second part suggests that Dewey’s duality of potentiality and interaction can be carried over to the duality of competence and performance. The third part highlights the use of the generic concepts of pattern and habit to better understand culture as a practical experience. The final part advocates a closer look at the idea and experience of rhythm as an epistemological alternative to subject vs object. The author relies on his experience as a trainer and a teacher of Intercultural Communication and proceeds down an interdisciplinary path, especially attempting to set up a dialogue with biology, systems and the arts.

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The childish adult and popular culture: some thoughts to the anthropology of translation as taken from a translated poem of j. R. R. Tolkien

Children s Readings Studies in Children s Literature ◽

10.31860/2304-5817-2020-2-18-382-406 ◽

2020 ◽

Vol 18 (2) ◽

pp. 382-406

Author(s):

Cyril Korolev ◽

Keyword(s):

Popular Culture ◽

Intercultural Communication ◽

Children’S Literature ◽

Point Of View ◽

Theory And Practice ◽

Literary Translation ◽

Foreign Languages ◽

Literary Works ◽

Factors Affecting ◽

Translation Practice

The article examines the theory and practice of modern literary translation in Russia based on the examples of published works of translated children’s literature in foreign languages. From the point of view of the anthropology of translation, various extralinguistic factors affecting translation and publishing intentions are analyzed. An attempt is made to demonstrate how readers’ expectations define the particular age field of specific literary works, regardless of the author’s initial addressees. As an example of translation practice, clearly reflecting the peculiarities of intercultural communication, the translation of an early poem by J. R.R. Tolkien is analyzed.

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Features of the Russian Professional Language in the Field of Linguistics

Vestnik of Northern (Arctic) Federal University. Series Humanitarian and Social Sciences ◽

10.37482/2687-1505-v077 ◽

2021 ◽

pp. 82-91

Author(s):

El’vira A. Sorokinа ◽

Keyword(s):

Foreign Language ◽

Intercultural Communication ◽

Foreign Language Teaching ◽

Theory And Practice ◽

Professional Communication ◽

Foreign Languages ◽

Language For Specific Purposes ◽

Theory Of Language ◽

General Linguistic ◽

Linguistic Methods

In the modern rapidly developing theory of intercultural communication, special attention is paid to the study of professional communication and the analysis of language means used therein. Every branch of professional knowledge has its own language for specific purposes. In the sphere of linguodidactics, there is a language whose metalinguistic function presents certain difficulties for communicants. Linguistic terminology is a set of language means that describe, group and classify lexical units of both native and foreign languages. At the same time, linguistic terminology is an important component of a special professional language for specific purposes. At present, much attention is given to the study of professional languages, but the language for specific purposes in the field of philology has not been sufficiently investigated. The purpose of this research was to describe the main features of linguistic terminology and identify problematic issues of its functioning. The paper is relevant due to the general need for studying linguistic terminology as one of the important tools in the work of various specialists (philologists, translators, lexicographers, terminologists, terminographers, and teachers). This research is an interdisciplinary one, since it covers a range of topical problems addressed by lexicology and lexicography, terminology science and terminography, linguodidactics, theory and practice of translation, as well as general and specific theory of language. In this paper, general linguistic methods – definitive, comparative, contrastive, and descriptive – were applied. The language material and the results of its analysis can be used by specialists in such fields as lexicography, theory and practice of translation, native and foreign language teaching, as well as terminology science.

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Communication Theory and Training Approaches for Multiculturally Diverse Organizations: Have Academics and Practitioners Missed the Connection?

Public Personnel Management ◽

10.1177/009102600103000402 ◽

2001 ◽

Vol 30 (4) ◽

pp. 445-455 ◽

Cited By ~ 10

Author(s):

Marguerite Arai ◽

Maryanne Wanca-Thibault ◽

Pamela Shockley-Zalabak

Keyword(s):

Communication Theory ◽

Diversity Training ◽

Multicultural Training ◽

Theory And Practice ◽

Important Research ◽

Human Communication ◽

The Past ◽

The Common ◽

Multiculturally Diverse ◽

And Training

While a number of articles have looked at the importance of multicultural training in the workplace over the past 30 years, there is little concrete agreement that documents the common fundamental elements of a “successful” diversity initiative. A review of the training literature suggests the importance of human communication theory and practice without including important research, methodologies, and practice from the communication discipline. This article examines formal diversity approaches, provides examples from the literature of several successful diversity initiatives in larger organizations, identifies the limited use of communication-based approaches in diversity training, and discusses the importance of integrating communication theory and practice in future training efforts.

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