scholarly journals METHODICAL APPROACHES OF THE INTERCULTURAL COMPETENCE FORMATION OF FUTURE ECONOMISTS

2019 ◽  
Vol 8 (4) ◽  
Author(s):  
Oksana V. Polyakova ◽  
Alina F. Nigmatullina ◽  
Margarita A. Mihailova
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Intercultural Competence ◽  
Professional Training ◽  
Practical Interest ◽  
Theory And Practice ◽  
Federal State ◽  
Simulation Games ◽  
Active Growth ◽  
Master's Degrees

The paper represents the results of conducted experiments on the formation of intercultural competence among undergraduate economics students of Kazan Federal University (Russia). Aimed at describing the advantages of the intercultural competence formation approach, the article focuses on the evidence of competence-based approach’s effectiveness in the formation of intercultural competence. The business games, projects, discussions, brainstorming, and simulation games were used as the methods of the formation of the intercultural competence. Both a linguistic and a cultural components have become increasingly important in the personality of an international level modern economist. In addition to knowledge in the professional field, future economist needs to possess cultural, sociocultural knowledge and skills that allow him to adequately represent himself in situations of intercultural communication. This problem is widely discussed these days due to the active growth of theoretical and practical interest in issues of intercultural communication. The introduction of a two-level education system (bachelor's and master's degrees) in Russia entails a considerable number of changes, including creating courses related to the world economy in a foreign language. These programs must be compiled in accordance with the federal state standards of the generation 3+ and must be implemented in the professional training of future economists at the Institute of Management, Economics and Finance of the KFU. Hence, there is a need to increase the level of intercultural competence of future specialists in the economy field and the need for pedagogical theory and practice in the formation of intercultural competence of students in the process of teaching a foreign language at a university.

Teachers’ perceptions of effective strategies for developing intercultural competence

2020 ◽  
Vol 6 (2) ◽  
pp. 333-358
Author(s):  
Xiaoping Gao
Keyword(s):  
Foreign Language ◽  
Teacher Perceptions ◽  
Intercultural Competence ◽  
Professional Training ◽  
Language Teaching ◽  
Teaching Experience ◽  
Theory And Practice ◽  
Teachers Perceptions ◽  
Effective Strategies ◽  
Factors Influencing

Abstract How to effectively integrate culture into second language teaching has long been of concern in foreign language education. Despite advances in theory and practice for intercultural language teaching, there has been little research to investigate factors influencing teachers’ pedagogical beliefs and perceptions. This study addresses this gap by examining teachers’ perceptions of effective strategies that foster students’ intercultural competence in the teaching of Chinese as a foreign language and factors influencing their beliefs. Twenty-nine school and university teachers in Australia completed a survey and a focus group interview. Quantitative analyses revealed that teachers’ perceptions of the effectiveness of the strategies varied despite an overall positive attitude towards the teaching of culture. Their beliefs were significantly influenced by their years of teaching experience, educational setting, and native language, but not by gender, age group and educational backgrounds. Qualitative analyses attribute the inconsistency in teacher perceptions to teachers’ disparate conceptualisations of culture, teaching experiences, and educational contexts associated with different curricular and pedagogical requirements and learner characteristics. The findings reinforce the necessity for providing teachers with professional training, along with pedagogical guidance and resources in order to facilitate their intercultural language teaching practices.

Experimental Verification of Methods for the Intercultural Competence Formation in the Professionally Oriented Informational Educational Environment of the University

2021 ◽  
pp. 216-224
Author(s):  
Svetlana S. Kuklina ◽  
◽  
Anna I. Shevchenko ◽  
Keyword(s):  
Foreign Language ◽  
Experimental Verification ◽  
Intercultural Competence ◽  
Professional Training ◽  
Educational Environment ◽  
Educational Process ◽  
Federal State ◽  
Internal Factors ◽  
Data Verification ◽  
State Educational

The article focuses on the problem of creating conditions for the preparation of university students for their future professional activities in the foreign language classroom. For this purpose, we took into account the external and internal factors of the organization of the educational process. The external factors include the Federal State Educational Standard of Higher Education, the Cultural Studies syllabus; the combination of competence-based, environmental, professionally oriented and intercultural approaches. The internal factors include the conditions of the educational process in the first year, the level of the development of students’ personal and subjective qualities. These factors are determined by the principles of selection (intercultural and professional orientation, informational richness) and organization (personal and subject individualization, comparison, problematic sufficiency of educational material and its adequacy to components of the intercultural competence). The aim of the article is to present a methodology for the intercultural competence formation in a specifically selected and organized professionally oriented informational educational environment and the results of its experimental verification. The methodological basis of the research is a combination of competencebased, environmental, professionally oriented and intercultural approaches. The research methods include the analysis of literature, designing polls, experimental verification, quantitative and qualitative analysis of the results, statistic data verification. The article presents the methods of the intercultural competence formation in the professionally oriented informational educational environment designed for foreign language learners majoring in culturology. As a result of the purposeful selection and organization of the environment, the methodology is filled with the intercultural professionally oriented information and instrumentally equipped with the system of exercises to achieve the expected results. Controlling and evaluating tools for diagnosing the level of the intercultural competence formation are created. The process and results of experimental verification are described for determining the efficiency of the designed methods of the intercultural competence formation, which the future culture expert needs in order to take part in the professional foreign language communication. The results of the research and the statistic data verification have proved the efficiency of the designed methods of the intercultural competence formation in the purposefully selected and organized professionally oriented informational educational environment and its contribution to the professional training of students majoring in culturology.

scholarly journals Formation of Multiculturalism of Future Teachers of Foreign Languages in the Context of Multicultural Education

2020 ◽  
pp. 168-175
Author(s):  
Valeriia Shkarlet ◽  
Keyword(s):  
Foreign Language ◽  
Multicultural Education ◽  
Intercultural Communication ◽  
Professional Training ◽  
Foreign Languages ◽  
Future Teachers ◽  
Modern Times ◽  
Multicultural Environment ◽  
Language Knowledge ◽  
History Of

The article explains the key concept "multicultural education of future teachers of foreign languages". The essence and content of the notions "multiculturalism", "multicultural education" are clarified; the connection between them is established. The influence of these concepts on the process of professional training of future teachers of foreign languages is also revealed. The concept of culture is defined, namely the origin and history of ancient, medieval and modern times of the use of this concept. The relevance of teaching humanitarian disciplines in higher education institutions, especially a foreign language, is highlighted, which expands the language knowledge of students and gives them the opportunity to become full members of a multicultural environment. Also, synonymous terms for the concept of "polyculture" and the main goals of polycultural education are presented. So, we can state that the multiculturalism of the personality of future teachers of a foreign language consists in striving during intercultural communication with representatives of other languages; to understand a specific foreign language system of language and concepts of culture, their system of value-semantic guidelines, to integrate new experience into one's own system of language and concepts of culture, and also to analyze the system of one's own culture through cognition of a new culture, which leads to the formation of multicultural value guidelines.

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

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.

scholarly journals Developing Students’ Intercultural Competence among Moroccan EFL students: Focus on raising their Cross-cultural Awareness

2020 ◽  
Vol 2 (3) ◽  
pp. 43-56
Author(s):  
Driss Benattabou
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Language Learners ◽  
Intercultural Competence ◽  
Cultural Awareness ◽  
Cross Cultural ◽  
Communication Course ◽  
Foreign Language Learners ◽  
Deep Culture ◽  
Efl Students

         The goal of this paper is to consider alternative ways to incorporate an intercultural communication course as an integral part of the curriculum designed for Moroccan learners of EFL. Some aspects of what comes to be dubbed as ‘deep culture’ should find room in the contents of the EFL course so as to alert Moroccan learners about the potential intercultural barriers they are far more likely to face. It is proposed that for an effective intercultural communication to take place, the English course should help foreign language learners explicitly understand what target linguistic forms might be and how their meanings may differ across cultures. The analysis of some instances of intercultural misunderstandings may surely give more credence to the vital importance of implementing a multicultural approach to education. This paper offers some teaching strategies to assist Moroccan learners of EFL overcome these intercultural barriers.

scholarly journals Взаимосвязи и взаимообусловленности межкультурного образования и коммуникации на иностранном языке

2013 ◽  
pp. 193-202
Author(s):  
Tadeusz Pacholczyk
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Intercultural Competence ◽  
Communication Analysis ◽  
Language And Culture ◽  
Language Communication ◽  
The Subject ◽  
Definition Of ◽  
Culture Development ◽  
And Linguistics

The contemporary glottodidactics is an interdisciplinary science, which is reflected, among others, in the transition from mono- to bi- and multiculturalism. The main objective of this paper is to define the relationships between, and conditions of, intercultural teaching and foreign language communication. The following issues will be explored in detail: - discussion of the main assumptions of the post-communicative paradigm of contemporary glottodidactics; - definition of the subject of cultural studies and linguistics in the context of the relationships between “language and culture”; - development of relationships in terms of communication and intercultural competence; - definition of the main objective of intercultural communication; - analysis of relationships as well as intercultural teaching and communication based on examples.

RELEVANT TRENDS IN DESIGN OF THE COURSES IN INTERCULTURAL COMMUNICATION FOR STUDENTS OF THE MANAGEMENT DEPARTMENT

2020 ◽  
pp. 12-20
Author(s):  
Olga A. Dan'ko ◽  
◽  
Dmitrii V. Enygin ◽  
Venera O. Midova ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Intercultural Competence ◽  
Educational Needs ◽  
Multicultural Training ◽  
Current Situation ◽  
Educational Process ◽  
Professional Orientation ◽  
Practical Orientation ◽  
The Status

The article is devoted to one of the relevant issues of modern professional pedagogy – that is the development of intercultural competence of a future specialist, in particular, the material considers the fundamental elements of professional multicultural training of a future manager; spheres of intercultural communication of specialists of this area are relevantly highlighted. The authors analyze the current situation in the existing large non-linguistic universities of our country and determine the basic requirements of the present time for the competence of the manager; clarify the concept of intercultural competence. The article also provides some evidence for the status of a foreign language in the development of intercultural competence of the student. The article also uses the principles of developing courses for intercultural communication for future managers, enveloping the principles of personality-activity orientation, communicative orientation, professional orientation, the principle of multiculturalism, integration and the principle of relative openness. The principles are based on the main vectors of developing courses on intercultural communication for students of management departments. They are the use of four-dimensional models of the educational process, the analysis of the educational needs of students, teachers and employers, as well as the use of the pyramid of academic benefit. Particular emphasis is placed on the need for practical orientation in designing the courses on intercultural communication.

Fostering English Learners' Intercultural Competence and Multicultural Awareness in a Foreign Language University in Northeastern China

2017 ◽  
pp. 890-913
Author(s):  
Lili Qin ◽  
Theresa D. Neimann
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Curriculum Design ◽  
Intercultural Competence ◽  
Design Theory ◽  
Chinese Culture ◽  
Northeastern China ◽  
Strategic Leadership ◽  
Multicultural Awareness ◽  
Foreign Language Learners

Strategic leadership needs to address the improvement of multicultural awareness of foreign language learners in China in order to enhance students' intercultural competence (IC). As part of strategic leadership and management this should be one of the foremost tasks of foreign language education in the context of globalization. An analysis of the following factors: needs of society, school, teacher and students with consideration to Taba's 7-step curriculum design theory, led the researchers to conclude that the implementation of a series of innovative intercultural communication (IC) courses, called 4-D (four-dimension) IC modules which included Intercultural Communication Theory module, Chinese Culture module, World Cultures module (cultures from different countries) and Comparative Methodologies of Chinese & Western Cultures module was the defining factor that led to multicultural awareness. The curriculum was oriented to multicultural awareness development and carried out in a foreign language university in northeastern China. The result demonstrated that student IC awareness increased comparatively slight, without the training of the above courses, while that of the students participating in the courses was significantly higher, which means the expected goal of upgrading the IC of foreign language talents has been achieved.

The symbolic dimensions of the intercultural

2010 ◽  
Vol 44 (3) ◽  
pp. 354-367 ◽  
Author(s):  
Claire Kramsch
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Virtual Worlds ◽  
Intercultural Competence ◽  
Language Use ◽  
Communicative Competence ◽  
Well Being ◽  
Third Place ◽  
Research And Teaching ◽  
Language Classrooms

While communicative competence is characterized by the negotiation of intended meanings in authentic contexts of language use, intercultural competence has to do with far less negotiable discourse worlds, the ‘circulation of values and identities across cultures, the inversions, even inventions of meaning, often hidden behind a common illusion of effective communication’ (Kramsch, Lévy & Zarate 2008: 15). The self that is engaged in intercultural communication is a symbolic self that is constituted by symbolic systems like language as well as by systems of thought and their symbolic power. This symbolic self is the most sacred part of our personal and social identity; it demands for its well-being careful positioning, delicate facework, and the ability to frame and re-frame events. The symbolic dimension of intercultural competence calls for an approach to research and teaching that is discourse-based, historically grounded, aesthetically sensitive, and that takes into account the actual, the imagined and the virtual worlds in which we live. With the help of concrete examples from the real world and foreign language classrooms, the paper attempts to redefine the notion of third place (Kramsch 1993) as symbolic competence.

scholarly journals Fostering Intercultural Competence of Students during Translation Classes at the John Paul II Catholic University of Lublin

Werkwinkel ◽  
2016 ◽  
Vol 11 (1) ◽  
pp. 95-112
Author(s):  
Muriel Waterlot
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Intercultural Competence ◽  
Scientific Discipline ◽  
Communication Process ◽  
Non Profit ◽  
Intercultural Awareness ◽  
John Paul Ii ◽  
Catholic University ◽  
University Level

Abstract Intercultural communication has become a scientific discipline which aims at improving communication during intercultural contacts by means of fostering the intercultural awareness and competence of the interlocutors involved within the intercultural communication process. In view of the intensifying European and international contacts the interest for this competency has grown during the last decades. This can among others be observed within foreign language teaching, but also in the training of translators at university level where new didactical approaches and teaching methods are being developed in order to improve the intercultural of future translators. This article presents a preliminary collaboration between the John Paul II Catholic University of Lublin and non-profit organization of translators, as well as the theoretical and practical backgrounds of a project which that they envisage to realize in future in order to transform its participants into intercultural competent translators.

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