Chapter 12. Intercultural Interaction: Teacher and Student Roles in the Classroom of Portuguese as a Foreign Language in Macau, China

2011 ◽  
pp. 231-248 ◽  
Author(s):  
R. Teixeira E Silva ◽  
C. Cavaco Martins
Keyword(s):  
Foreign Language ◽  
Intercultural Interaction

Development of professional intercultural foreign language communicative competence of students of “Agricultural Engineering” programme in the conditions of content and language integrated learning

2020 ◽  
pp. 64-76
Author(s):  
Tatiana V. Baydikova
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Integrated Learning ◽  
Intercultural Interaction ◽  
Cognitive Components ◽  
Conflict Situations ◽  
Ability And Willingness

The work is devoted to determining the purpose of professional foreign language teaching to students of an agrarian university in the conditions of content and language integrated learning. Based on the study of the history of the issue of determining the purpose of foreign language teaching at different stages, it was concluded that the main result of teaching should be the development of students’ professional intercultural foreign language communicative competence. This type of competence in work is understood as the ability and willingness of agrarian university students to use a foreign language as a mean of professional communication with representatives of different countries and cultures, taking into account the specifics of intercultural interaction, as well as a mean of cognition and professional development. Structurally, intercultural professional foreign language communicative competence includes three blocks: professional, intercultural, and foreign language communicative. Foreign language communicative competence represents the ability and willingness of students to use a foreign language as a mean of communication, cognition and development. It will reflect the professional orientation of teaching and include linguistic, speech, sociocultural, strategic and educational-cognitive components. Intercultural competence represents the ability and willingness to interact with representatives of different countries and cultures, aimed at establishing professional intercultural contacts, resolving conflict situations in the field of intercultural communication, and achieving the goals of intercultural interaction. All these three blocks of professional intercultural foreign language communicative competence exist separately only for descriptive purposes and are in close interconnection with each other. We also consider professional foreign language communicative competence as a level category consisting of value-motivational, cognitive, communicative and reflective components. Each of the components is described in detail.

scholarly journals Dynamics of communicative difficulties of students who learn a foreign language, in situations of intercultural communication

2019 ◽  
pp. 72-77
Author(s):  
Yelena N. Orekhova ◽  
Anna G. Samokhvalova
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Communicative Competence ◽  
Intercultural Interaction ◽  
Communication Difficulties ◽  
Determining Factors ◽  
University Course

The paper summarises the findings concerning the dynamics of intercultural communication difficulties in FL students. The author studies the concept of the communicative competence in the intercultural context, its key components and determining factors as well as describes typical communicative difficulties that hinder intercultural interaction. The study identified the frequency of the said communication difficulties in students’ communication in a foreign language at different stages of their university course.

The cultural interaction in the manuals of French as a foreign language

2021 ◽  
Vol 28 ◽  
Keyword(s):  
Foreign Language ◽  
Cultural Variation ◽  
Cultural Interaction ◽  
Way Of Life ◽  
Social Culture ◽  
Essential Point ◽  
Intercultural Interaction ◽  
French Culture ◽  
History Of ◽  
Research Show

Cultural reflection is the mirror to improve international relations as well as to develop social culture. Our research seeks the meaning of intercultural interaction through the authentic manuals of French Langue Etrange in Iraqi universities. The receiver/transmitter obtains through these manuals a detailed view of the French world such as mores and traditions and the way of life in French. The content of authentic FLE manuals is a reflection of French culture and civilization; through them, the student gets knowledge of the history of France. The authentic FLE manuals that we used in this research show us the progress of France from the old centuries till today. We find in Le Nouveau Sans Frontières a glance of the events from the beginning of the centuries before the Christian Jesus, and the contemporary life of the French families as a mirror of the French culture in detail is the first thing arrives at the head by the title of La France en Direct, also, in G. Mauger we observe the cultural variation reflected by the individuals traveling to another place where the culture is very different from that of his country. The person will know other cultures so he is capable to announce his own culture. This shows us the interculturality is the essential point in the content of authentic FLE manuals in our universities which allow the student a chance to discover and know another culture which is different. Keyword: Cultural interaction, education, authentic manual, social context, sender/ receiver

Pedagogical conditions for teaching foreign language intercultural interaction of students based on the case method

2020 ◽  
pp. 79-86
Author(s):  
Roman A. Danilin
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
Teaching Methods ◽  
Communication Technologies ◽  
Foreign Language Teaching ◽  
Case Method ◽  
Approaches To Teaching ◽  
Intercultural Interaction ◽  
Collective Interaction ◽  
Information And Communication

The work is devoted to identifying and substantiating the list of pedagogical conditions for teaching foreign language intercultural interaction of students based on the case method. At the present stage, the case method is one of the modern methods of problem learning, based on the students’ analysis of specific situations. The case method can be used in the development of the skills of foreign language intercultural interaction of students. However, in order to achieve the ef-fectiveness of the proposed teaching methods, it is necessary to identify and substantiate a number of pedagogical conditions. Based on the analysis of pedagogical and methods literature on the use of distance and information and communication technologies in foreign language teaching, as well as methods and approaches to teaching foreign language intercultural interaction of students, a list of such conditions is proposed. There are four of them: a) students’ proficiency in a foreign language at the B1 level and above; b) the ability and readiness of a foreign language teacher to draw up cases aimed at developing the skills of intercultural interaction; c) the ability and readiness of students for collective interaction in the process of completing cases; d) sequential execution of the stages of the cases. The work provides a detailed description of each of the pedagogical conditions.

scholarly journals SOCIOCULTURAL COMPONENT OF THE CONTENT OF FOREIGN LANGUAGE TEXTBOOKS FOR TECHNICAL UNIVERSITIES

2021 ◽  
pp. 120-129
Author(s):  
Ольга Николаевна Игна
Keyword(s):  
Foreign Language ◽  
Foreign Languages ◽  
Educational Support ◽  
University Teachers ◽  
Intercultural Interaction ◽  
Sociocultural Approach ◽  
Language Communication ◽  
Current Century ◽  
Cultural Component ◽  
Contemporary School

Ориентация стандартов высшего технического образования на развитие у студентов универсальных компетенций в категориях «Коммуникация» и «Межкультурное взаимодействие» и одновременно превалирование в иноязычной подготовке будущих инженеров направленности на коммуникацию в социально-бытовой и профессиональной сферах требуют применения в обучении иностранным языкам в технических вузах элементов социокультурного подхода. Данный подход полноценно разработан в научных исследованиях, однако проблемы его реализации в учебниках для технических вузов остаются актуальными. Проанализировано содержание отечественных и зарубежных учебников по иностранным языкам для технических вузов, изданных в текущем столетии, на предмет социокультурного компонента их содержания. Полученные результаты могут быть значимы для разработчиков соответствующих вузовских учебников, преподавателей иностранных языков. The current standards of higher technical education provide for the development of universal competencies of students (groups of competencies “Communication”, “Intercultural interaction”), which should be implemented within the framework of the study of the discipline “Foreign language” and, accordingly, reflected in the content of educational support. As a few decades ago, and today, future engineers and university teachers of foreign languages recognize the inadequacy of teaching foreign language communication only in everyday and professional spheres. The sociocultural approach in foreign language teaching is well characterized in scientific research, and the content of most contemporary school textbooks on foreign languages is saturated with relevant topics and language material. At the same time, the problems of implementing this approach in the content of textbooks for universities, especially technical ones, remain relevant and insufficiently studied. The purpose of the study is to compare, analyze the content of domestic and foreign (authentic) university textbooks in English and German for students of technical universities, published in the current century, for the socio-cultural component of their content (topics, speech material, sociocultural commentary, etc.). In total, the author of the article analyzed 40 textbooks of this direction. The results obtained can be taken into account by the developers of the corresponding university educational literature, teachers of foreign languages of technical universities.

scholarly journals Formation of tolerance to other cultures as a component of professional training of future managers for intercultural interaction in content and language integrated learning

2021 ◽  
Vol 13 (3) ◽  
Author(s):  
I.E. Kuteneva ◽  
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Diagnostic Techniques ◽  
Positive Influence ◽  
Educational Institutions ◽  
Intercultural Interaction ◽  
Student Community ◽  
Tolerance Education ◽  
Teaching Tolerance

Today, in connection with the aggravation of the international situation, teaching tolerance is of particular relevance. Currently, there is a contradiction between the tendencies towards globalization and the isolation of cultures, therefore, the problem of establishing intercultural ties and building an equal dialogue of cultures is acute. The aim of the research is to analyze the role of developing tolerance towards other cultures in preparation for intercultural interaction. In the research the author uses the method of analysis of scientific literature and diagnostic techniques. As a result of the experiment, the positive influence of the development of tolerance to other cultures on the preparation for intercultural interaction has been revealed. Thus, we can draw key conclusions that: preparation for intercultural interaction helps to overcome psychological barriers in learning a foreign language, promotes the disclosure of the student's personality, creates a healthy atmosphere in the student community and stimulates further learning; tolerance education should be more widely applied in educational institutions of various levels as the prevention of extremism in a tense intercultural environment.

scholarly journals Universal competence of intercultural interaction in learning a foreign language in professional activities

2021 ◽  
Vol 127 ◽  
pp. 02006
Author(s):  
Maria Sergeevna Zavyalova ◽  
Elina Borisovna Kalinichenko ◽  
Lyubov Mikhailovna Ivanova ◽  
Marina Nikolaevna Razdobarova
Keyword(s):  
Foreign Language ◽  
Language Teachers ◽  
Professional Competencies ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Professional Activities ◽  
Intercultural Interaction ◽  
Language Knowledge ◽  
Higher Educational ◽  
High Level

The article is devoted to the problem of formation of universal competencies. The purpose of the work is to determine the optimal conditions for efficient formation of universal competencies of intercultural interaction. The authors substantiate the idea that, along with professional competencies, the employers increasingly demand a high level of universal competencies in modern graduates of higher educational institutions. The article dwells on the peculiarities of formation of intercultural-interaction universal competence as a complex characteristic of the graduate’s aptitude to apply the acquired foreign-language knowledge, skills and abilities in standard and professional situations. The research identified the interconnection between the universal professional and general professional competencies. The article considers the subject-oriented methods of teaching a foreign language, which along with the universal competence, contribute to the formation of students’ GPC (general professional competencies) and PC (professional competencies). The basic concepts in respect of the above are presented and analysed; the ratio of maturity of this competence in the process of foreign language teaching is highlighted. A number of methods necessary for the formation of intercultural-interaction universal competence were identified for the development of the educational/methodological complex under the discipline “Foreign language in professional activities” within the system of training for the master degree in the field 38.04.01 “Economics”. The considered subject will be interesting for specialists in different spheres of humanitarian knowledge: foreign language teachers of higher educational institutions, representatives of educational and methodical associations, methodologists.

scholarly journals Pedagogical Interaction Modeling of EFL Teaching in Polyethnic Groups at Coal Region University

2021 ◽  
Vol 278 ◽  
pp. 03024
Author(s):  
Tatyana Sergeichik ◽  
Nina Tunyova
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Foreign Students ◽  
Social Adaptation ◽  
State University ◽  
Intercultural Interaction ◽  
Text Selection ◽  
Thematic Units ◽  
Interaction Modeling ◽  
The University

Kemerovo State University, the largest institution of higher education in Kuzbass, has a significant contingent of foreign students. The article is devoted to pedagogical interaction modeling of teaching a foreign language in multiethnic groups of the University. The basis for modeling is the textbook of English designed specifically for students of different ethnic groups in order to develop different language skills along with the skills of proper intercultural interaction, successful social adaptation, as well as self-education skills. The content of the textbook is divided into thematic units - modules. Special attention is paid to the text selection as a main communicative and didactic unit of educational content. The practical tasks are classified into three groups. The first group tasks are based on the teaching methods and techniques outside the communicative reality. The second group tasks involve teaching in educational communicative reality. The third group tasks are developed to contribute teaching in natural communicative reality.

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.

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