scholarly journals PRAGMATICS OF INTERCULTURAL COMMUNICATIONS IN STUDYING RUSSIAN AS A FOREIGN LANGUAGE

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
M.S SIMAKOVA ◽  
Keyword(s):  
Strategic Planning ◽  
Foreign Language ◽  
Cultural Context ◽  
Mutual Influence ◽  
Pragmatic Approach ◽  
Language And Culture ◽  
Intercultural Communications ◽  
Intercultural Exchange ◽  
Communication Needs ◽  
Observation Method

Purpose: justification of a pragmatic approach in the study of Russian as a foreign language. Methods . Linguoculturological analysis provides insight into the interaction and interdependence of language and culture in speech behaviour, supplemented by the observation method, which makes it possible to describe various aspects and phenomena in intercultural exchange, and by the discursive method, which reveals the dynamism of their mutual influence. Findings. Mutual intelligibility as the basis of intercultural exchange is based on the qualitative communication indicators, which ensure the openness, accessibility and clarity of the communicative intentions of the parties involved. Conscious entry into the zone of common meanings suggests reaching agreement while preserving the cultural identity of the participants. The pragmatic approach to the study of Russian as a foreign language consists in the formation of strategic planning skills for speech behaviour that correlates communication needs, speech competencies and cultural phenomena significant for communication. Conclusions. The study of the communication phenomenon theoretically justifies the adaptation of students to various situations of intercultural exchange. The search for a communicative solution requires guidelines for speech behaviour, which the student draws from the social and cultural context. Cultural phenomena are not only the subject of the study, but they also develop communication skills in terms of their application in various situations. The use of speech genres that are actively prevalent in the world culture in studying facilitates the achievement of mutual intelligibility, contributing to the independent strategic planning of speech behaviour, taking into account own communication needs.

Klára Buzássyová V Kontexte Sémantizácie Slovenskej Lexiky Cudzincom

2018 ◽  
Vol 69 (3) ◽  
pp. 616-625
Author(s):  
Jana Pekarovičová
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Summer School ◽  
European Language ◽  
Dynamic Changes ◽  
Language And Culture ◽  
Current Trends ◽  
Communication Needs ◽  
The Impact ◽  
Slovak Language

Abstract This paper deals with the characteristics of the scientific research of the renowned Slovak linguist Klára Buzássyová who – as a lecturer at the Studia Academica Slovaca summer school of Slovak language and culture – presented to foreign students the specifics of Slovak lexis and their function in speech within the context of intraand interlingual relationships. In her lectures, she helped students to see Slovak as a developped and modern Central European language which has its own genetic and typological properties and as a language capable of reacting to dynamic changes emerging from the communication needs of language users while respecting current trends in European language policy. Klára Buzássyová presented students with the latest results of her linguistic research and discussed the issues regarding the dynamics of vocabulary with an emphasis on the methods of wordformation, motivation, and the impact on the semantic and stylistic value of lexical units. Her papers, published in the Studia Academica Slovaca proceedings from 1980 to 2001 presented her scientific orientation and became an inspiration for the linguistic and didactic conception of Slovak as a foreign language in the context of the development of Slovak studies in Slovakia as well as abroad.

SOME FEATURES OF TEACHING SPANISH AS A SECOND AND SUBSEQUENT FOREIGN LANGUAGE TO THE LEARNERS OF ENGLISH

2021 ◽  
Vol 55 (3) ◽  
pp. 91-98
Author(s):  
Y.V. Maslova ◽  
Keyword(s):  
Foreign Language ◽  
Mutual Influence ◽  
Native English Speakers ◽  
Positive Influence ◽  
Foreign Languages ◽  
English Speakers ◽  
Further Training ◽  
New Techniques ◽  
Language And Culture ◽  
Initial Perception

The article considers teaching the Spanish language as a second foreign language to those students who already speak English as their first foreign language. The relevance of the work lies in the fact that at present new techniques of teaching students who speak two or more foreign languages should be reconsidered. It is also necessary to actively use the skills, knowledge and abilities that have already been developed while learning the first foreign language. The aim of the work is to identify the necessary techniques that can make teaching Spanish as a second foreign language to students studying English as their first foreign language more effective. The article compares English and Spanish in order to determine the factors contributing to a positive transference when learning Spanish as a second language, as well as those that complicate this process. Based on the analysis, a number of exercises are presented, which include those for initial perception, formation of speech skills and habits, development of the same and further training, which takes into account the factor of positive influence of the first foreign language and addresses the negative ones. The exercises presented include comparing and contrasting the two languages. The observation carried out while teaching two groups of students showed that taking into consideration the mutual influence of the two foreign languages, as well as including teaching materials for native English speakers in the learning process, increases students’ interest in the language and culture, and allows one to facilitate the process of learning Spanish.

scholarly journals SOCJOKULTUROWY ASPEKT POWITAŃ W JĘZYKU SUAHILI

AFRYKA ◽  
2020 ◽  
Vol 50 (50) ◽  
pp. 99-116
Author(s):  
Beata Wójtowicz
Keyword(s):  
Cultural Competence ◽  
Foreign Language ◽  
Cultural Context ◽  
Cultural Norms ◽  
Primary Language ◽  
Language And Culture ◽  
African Languages ◽  
Norms And Values ◽  
Discourse Strategies ◽  
Language Context

The Socio-Cultural Context of Greetings in Swahili1 Today most linguists agree that language and culture are tightly connected. It is also argued that in order to communicate successfully, we need to achieve a level of socio-cultural competence along with an ability to use the grammar and the lexicon of a particular language. There are many kinds of cultural norms and values that one has to obey, as there may be fundamental communication and discourse differences between one language and another. This paper is primarily concerned with some issues of discourse strategies and pragmatics of African languages. While the study focuses on greeting practices among the Swahili, it also investigates how learners acquire the pragmatics of Swahili greetings in a foreign language context, and how Swahili, as a language of wider communication, is infl uenced by cultural norms and values of its speakers, for whom Swahili is not a primary language.

Cultural Customs Learning and Intercultural Communication

2015 ◽  
Vol 3 (5) ◽  
pp. 99-104
Author(s):  
Xiaochi Zhang ◽  
Jinjing ZHANG
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Intercultural Communication ◽  
Cultural Context ◽  
Foreign Language Learning ◽  
Native People ◽  
Component Part ◽  
Good Communication ◽  
Language And Culture ◽  
Foreign Language Learners

Cultural customs learning should be a component part of foreign language learning. Cultural customs have very important functions in intercultural communication, which influence the people’s behaviors and ways in special cultural context, and even essential conditions that people from different cultural backgrounds make better and smoother intercultural communication. However, foreign language learners often overlooked learning cultural customs and misunderstood cultural customs, so that they always made unsuccessful intercultural communication with the native people. In this article, the author takes a Chinese character “Fu” for an example, elaborates a real story that the author experienced in person more than ten years ago and analyzes the relationships between language and culture, and then discusses about the important effects of cultural customs in intercultural communication and adaptation. Finally, the author gives some suggestions of how to adapt to a new culture, especially a new cultural custom in order to have a better understanding one new culture and have a good communication with the native people.

The Making of Bible Women in the Fujian Zenana Mission from the 1880s to the 1950s

2018 ◽  
pp. 59-82
Author(s):  
Zhou Yun
Keyword(s):  
Cultural Context ◽  
Church Of England ◽  
Women Missionaries ◽  
Intercultural Communications ◽  
Intercultural Exchange ◽  
The 1950S ◽  
Bible Women ◽  
Relationship Of ◽  
The Church

This chapter explores women missionaries from the Church of England Zenana Mission Society and their Bible women in Fujian. It focuses on the intercultural exchange between these two groups of women from entirely different backgrounds from the 1880s to the 1950s, with an aim to address Chinese experience from a transnational perspective. It shows that Bible women were central figures in a process of proselytizing local women and were formed mainly through a series of intercultural communications with their Western mission workers. The author argues that Bible women were the combined historic product of a particular Chinese historical and cultural context and a worldwide evangelical workforce by Western women, developed through transnational interactions and nurtured in a relationship of sisterhood and friendship.

Factors in Targeting Proficiency Levels and an Approach to “Real” and “Realistic” Practice

1980 ◽  
Vol 3 (1) ◽  
pp. 34-41
Author(s):  
Gail Guntermann
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
The United States ◽  
Operational Definition ◽  
Teaching Profession ◽  
Coherent System ◽  
Course Content ◽  
Communication Events ◽  
Present Decade ◽  
Communication Needs

During most of the present decade the foreign-language teaching profession in the United States has devoted prodigious efforts to the creation and publication of classroom exercises to develop the learners' ability to communicate. While the resulting diversity of activities bears testimony to the ingenuity of foreign language educators, it also manifests the lack of a coherent system for specifying objectives and creating or selecting appropriate activities for practice. That ubiquitous term “communicative competence” has lacked an operational definition. The concept of functional syllabus design, founded on the identification of the sociolinguistic factors that comprise communication events, suggests some means to fill that void. Once the learners' communication needs have been ascertained, inventories of functions, notions, and keys should be valuable tools for selecting appropriate linguistic exponents and generally determining course content.

Linguistic Consciousness and Foreign Language Learning in Multilingual Education

2021 ◽  
Vol X (2) ◽  
pp. 71-83
Author(s):  
Nataliia Safonova ◽  
◽  
Alla Anisimova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Communicative Competence ◽  
Foreign Language Learning ◽  
Language Education ◽  
Modern Society ◽  
Learning Tools ◽  
Language And Culture ◽  
Multilingual Education ◽  
Important Means

The article deals with the issues where linguistic consciousness as a sociolinguistic phenomenon is successfully revealed in FLT, namely, in problematic questions of language learning. It covers the description of linguistic consciousness and some aspects of its influence on the process of development of students’ communicative competence. It is emphasized that the philosophy of lifelong learning has become a widespread phenomenon in modern society. Learning a foreign language can be considered an important means of forming linguistic consciousness and the ability to conduct intercultural dialogues. The correlation of two languages and cultures (Ukrainian and foreign ones) helps to outline their national specific features, which contribute to a deeper understanding of both the foreign and the native language and culture. Any education system is open and fairly stable. As for the methods and learning tools, they can vary depending on the applicable learning concept. The article gives a detailed description of the development of linguistic consciousness of Ukrainian students from different social groups while learning English. So linguistic consciousness is a reflection of the actual language sphere contributes to the development of both communicative and multilingual competences. The main aim of the use of modern educational technologies is to increase the level of the communicative competence and linguistic consciousness in students, their educational achievements, and to improve the quality of language education.

scholarly journals Implementation of word-formative potential of the lexemes in social and economic activities

2020 ◽  
pp. 60-65
Author(s):  
Maryna Navalna ◽  
Olha Spys
Keyword(s):  
Foreign Language ◽  
Comparative Method ◽  
Word Formation ◽  
Economic Sector ◽  
Economic Activities ◽  
Descriptive Research ◽  
The Subject ◽  
Lexical Items ◽  
Observation Method ◽  
Political Vocabulary

The subject of the research is word-formative and semantic processes in the vocabulary of socio-economic sector. The aim of the study. To analyze the socio-political vocabulary and to determine the word-formative and semantic potential of these linguistic items. Research methods. The material of the research is a body of lexical items, selected from the language of all-Ukrainian and regional mass media. The descriptive research method and observation method were used as main in this scientific research. At different stages of the research the method of functional analysis was used to determine the stylistic load of lexical items. The comparative analysis of individual lexical positions, which are in different styles of Ukrainian literary language, was done by using a comparative method. Results of work. The article analyzes the word-formative potential of socio-political vocabulary, it distinguishes derivative and non-derivative verbs and presents formations. Application of the results. The results of the research can be used in teaching activities in the course “Scientific and Technical Terminology”, “Business Ukrainian” and others. Conclusions. Ukrainian and foreign-language verbs of the socio-economic sector have formed a great word-formative potential in the internal verbal word-formation, above all, the prefixal and postfixal. Ukrainian verbs are combined with most of the prefixes of the Ukrainian language, foreign-languages verbs – primarily with genetically homogeneous word-formative formats and some Ukrainian ones, in particular.

scholarly journals Towards LSP (II) – Language Teaching for Future Interpreters: Graduate Profiles

10.29007/wzmn ◽  
2018 ◽  
Author(s):  
Heather Adams ◽  
Laura Cruz-García
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Foreign Languages ◽  
Oral Performance ◽  
Specific Language ◽  
Language And Culture ◽  
Development Of Language

This paper presents some of the findings from research carried out among language teachers on translation and interpreting (T&I) degree courses in Spain, who responded to a questionnaire aiming to obtain a clearer idea of how foreign language teaching in this field of studies differed from approaches in other areas. The main purpose was to compile data based on actual practice, rather than theoretical notions. While the questions posed tended to be framed in such a way as to draw conclusions more for translation than for interpreting, a number of them were conducive to eliciting responses relating to aural and oral performance. Our paper will set forth the ensuing findings that can be applied to the development of language- and culture-based competences for subsequent interpreting courses and practices, as well as exploring possible further areas of study in the area of the teaching of both foreign languages and the mother tongue based on the specific language competences required in the different modalities of interpreting. We are, of course, immensely grateful to all those teachers who took the time and trouble to answer our questions.

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