Cognitive principles of implementing pluricentric knowledge and their linguistic and cultural specificity into the practice of teaching German

This article is devoted to the consideration of cognitive principles that justify the concept of introducing knowledge about ethnic variants of the German language into the educational process. The presented problem is relevant in connection with the need of modern society in personnel possessing cross-cultural communication skills, including the use of relevant language structures reflecting language variability. The dynamics of national language contacts encourages the development of methodological foundations for teaching linguistic and cultural differences at the lexical level. The stated topic involves consideration of the mental processes that determine the assimilation of language knowledge and their use in communication. The aim of the work is to formulate the cognitive principles of pluricentric knowledge assimilation in the framework of the intercultural competence formation. In the linguistic part of the work, the methods of comparative and conceptual analysis are used in the study of factual material. The didactic component of the study is based on the awareness of the learning process from the standpoint of cognitive processes responsible for the processing and assimilation of various types of information. The use of logical methods of analysis and synthesis, as well as the method of observation implemented in the course of experimental work, made it possible to create a pluricentrically-oriented concept of teaching German. The pluricentricity of the German language is realized in the existence of the Austrian and Swiss national variants. As a result of the study, the cognitive principles of introducing knowledge about German language variants into the educational process were formulated: consideration of the importance of the transition from the sensory stage of cognition to the rational one and the need for the formation of individual cognitive models and strategies that optimize the assimilation of territorial differences. The set of exercises and tasks developed in the course of the experimental work includes language, adaptive and real speech exercises and tasks aimed at the formation of cross-cultural competence within the framework of the development of lexical skills.

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The Application of CMIC in Cultivating Learners’ Cross-Cultural Communication Competence

Applied Mechanics and Materials ◽

10.4028/www.scientific.net/amm.610.667 ◽

2014 ◽

Vol 610 ◽

pp. 667-672 ◽

Cited By ~ 1

Author(s):

Xiang Min Li ◽

Yuan Ge Wang

Keyword(s):

Foreign Language ◽

Intercultural Competence ◽

Teaching Practice ◽

Communication Competence ◽

Cross Cultural ◽

Internet Technology ◽

Cultural Communication ◽

Cross Cultural Communication ◽

Positive Effects ◽

Fast Development

With the fast development of computer and internet technology, how to apply computer and internet technology into intercultural teaching to improve learners' intercultural competence aroused great interest in foreign language researchers and teachers. This essay tries to analyze the effects of CMIC on the intercultural competence of learners through the CMIC teaching practice between two universities from China and US. Based on the analysis of the questionnaire, students' reflective logs, and interviews, this essay concludes that the application of CMIC in intercultural teaching has positive effects on the improvement of learners' intercultural competence and that CMIC should be more widely applied into intercultural teaching.

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Developing Intercultural Competence Through Design Thinking

European Integration Studies ◽

10.5755/j01.eis.1.15.28930 ◽

2021 ◽

Vol 1 (15) ◽

pp. 9-21

Author(s):

Tetiana Hantsiuk ◽

Khrystyna Vintoniv ◽

Nataliia Opar ◽

Bohdan Hryvnak

Keyword(s):

Cultural Competence ◽

Intercultural Competence ◽

Design Thinking ◽

Research Problem ◽

Cross Cultural ◽

Cross Cultural Communication ◽

Intercultural Skills ◽

Intercultural Interactions ◽

Development Of Students ◽

Cultural Interactions

Cultural competence, as the ability to interact effectively with the culturally diverse others, is a key component to your success in the globalized world. Developing cultural competence gives us an insight how to benefit from the diversity within intercultural interactions. Everyone may misinterpret the cultural differences due to the low level of cultural competence. That can influence further cooperation with different cultures. Therefore, it is very important to foster students’ intercultural skills, in particular by using different learning techniques and implementing new ideas into the traditional teaching methods. One of them is design thinking as a practice that encourages collaboration and can help students to manage intercultural challenges. Hence, the research problem for this study is to reveal the correlation between the development of students’ intercultural competence and design thinking method application. The purpose of the study is to summarize and synthesize the research on cross-cultural interactions and design thinking to build a framework that shows how the implementation of the design thinking method into the learning process facilitates the development of students’ intercultural competence. The tasks of the research are:a) to review the main contributions to the field of design thinking by analysing multidisciplinary studies on how design thinking fosters development of variety competences including intercultural competence;b) to design the framework to reveal the correlation between the components of intercultural competence and the stages of design thinking process;c) to observe the changes in the students’ intercultural competence level by analysing learners’ responses to the case of intercultural misunderstanding at the beginning of studying the cross-cultural communication classes and after finishing the course.d) The study uses mixed approaches such as quantitative and qualitative methods, scientific literature studies, intercultural competence assessment, grouping, comparative analysis, synthesis, inductive and deductive methods.The key results are presented in the framework that demonstrates the ways how design thinking method supports the development of intercultural competence. This framework can be used by educators to teach intercultural competence and everyone involved in cross-cultural interactions, and who would like to benefit from the diversity.

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Linguodidactic fundamentals of intercultural competence development in teaching Russian as a non-native (on the example of the Republic of Dagestan)

Tambov University Review Series Humanities ◽

10.20310/1810-0201-2019-24-180-106-117 ◽

2019 ◽

pp. 106-117

Author(s):

Zhanna Zherebtsova ◽

Valentina Pavlova ◽

Irina Frolova ◽

Irina Mizis

Keyword(s):

Intercultural Competence ◽

Professional Competence ◽

Modern Society ◽

Competence Development ◽

Educational Process ◽

Russian Language ◽

Highly Qualified ◽

Native Culture ◽

The Republic ◽

Cultural Component

We present the results of educational and methodical work during the implementation of activities on the issues of teaching Russian in a multi-ethnic environment in the Republic of Dagestan. The issues of identifying intercultural competence as a result and criterion of the education quality in a multi-ethnic educational process are considered. We also define the need for expanding the linguodidactic base for the intercultural competence development in teaching Russian through the inclusion of teaching materials with the national and cultural component. The specific practical examples (use of interactive educational technologies: the method of projects, case-study, web-quest) demonstrate ways of organizing educational activities aimed at the development of in-tercultural competence. The relevance of this study is confirmed by the presence of contradictions between the needs of modern society in effective intercultural interaction, highly qualified teach-ing staff, the requirements of regulatory documents and the insufficient level of potential use in the process of learning Russian in a multi-ethnic audience. Particular attention is paid to the methods of demonstrating students’ own national identity in a multi-ethnic environment and presenting native culture through the Russian language, issues of improving the professional competence of Russian teachers required for teaching in a multilingual environment and defining intercultural competence.

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Paralingustic Means in German as a Guide to Cross-cultural Communication

Scientific Research and Development Modern Communication Studies ◽

10.12737/5742 ◽

2014 ◽

Vol 3 (5) ◽

pp. 23-27 ◽

Cited By ~ 1

Author(s):

Дубинский ◽

Vladimir Dubinskiy

Keyword(s):

Everyday Life ◽

Native Speakers ◽

Research Paper ◽

Cross Cultural ◽

German Language ◽

Cultural Communication ◽

General Knowledge ◽

Cross Cultural Communication ◽

Speech Interaction ◽

The Way

In this issue we are starting to publish the research paper presented by V.I. Dubinskiy. The author aims at demonstrating non-verbal means of communi- cation in the German language as well as showing the way they are used in everyday life and the specifics of teaching them further cross-cultural communication with Germans. Knowing non-verbal means of communication typical of native speakers means broadening the general knowledge of the student of the language and developing an active communicative approach to speech interaction.

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Studying Body Language Through TV Programmes – Deutsche Welle

Scientific Research and Development Modern Communication Studies ◽

10.12737/7160 ◽

2014 ◽

Vol 3 (6) ◽

pp. 25-29 ◽

Cited By ~ 1

Author(s):

Vladimir Dubinskiy

Keyword(s):

Everyday Life ◽

Native Speakers ◽

Body Language ◽

Cross Cultural ◽

German Language ◽

Cultural Communication ◽

General Knowledge ◽

Cross Cultural Communication ◽

Speech Interaction ◽

Deutsche Welle

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What, where, when, what for and how? (Reflections on Pragmatic Adaptation)

Current Issues in Philology and Pedagogical Linguistics ◽

10.29025/2079-6021-2021-3-266-279 ◽

2021 ◽

pp. 266-279

Author(s):

Olga V. Petrova

Keyword(s):

Relevant Information ◽

Cross Cultural ◽

Cultural Communication ◽

Source Language ◽

Cross Cultural Communication ◽

Different Types ◽

Definition Of ◽

Types Of Information ◽

The Impact ◽

Language Text

The article discusses the problem of choosing ways and means of pragmatic adaptation in translating a text. The relevance of the topic is due to the necessity to facilitate cross-cultural communication in view of the increased intensity and diversity of forms of international contacts. The definition of pragmatic adaptation as the actions of a translator aimed at adapting the source language text to its perception by a recipient belonging to a different culture, does not answer the questions of when and how a translator can and should change the text in order to preserve the pragmatic potential of the original. The aim of the article is to analyze the problems arising in translating texts requiring pragmatic adaptation and evaluate the impact of different types of pragmatic adaptation on reproducing the pragmatic potential of the original and achieving the possible purposes of translation. In order to do it an experiment was carried out: a text was translated in four different ways with different means used for its pragmatic adaptation, and the translations were compared. The results of the experiment show that the choice of pragmatic adaptation methods and techniques is determined not by the type of text or the type of adaptation, as is usually believed, but by the specific purpose for which the text is translated. Thus, when translating a literary text, which always contains factual, conceptual, emotional, aesthetic, and cultural information, the choice between the naturalness of the text, the preservation of the author’s style, the completeness of the content and the communication of culturally relevant information means, in fact, setting different accents. The means of pragmatic adaptation used by the translator depend entirely on the prioritization of these types of information, in other words, on the purpose of translation.

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Research on Theoretical and Methodological Basis of Cross-Cultural Communication

Scientific Research and Development Modern Communication Studies ◽

10.12737/1894 ◽

2013 ◽

Vol 2 (6) ◽

pp. 35-41 ◽

Cited By ~ 1

Author(s):

Чертовских ◽

Olga Chertovskikh

Keyword(s):

Cross Cultural ◽

Educational Process ◽

Modern World ◽

Cultural Communication ◽

Cultural Interaction ◽

Distinctive Character ◽

Methodological Basis ◽

Cross Cultural Communication ◽

Cultural Dialogue ◽

Main Components

The theoretical and methodological basis of cross-cultural communication in the modern world has been considered and investigated in this paper. The need of cross-cultural communication concept introduction in educational process on English has been revealed. Purposes and problems related to studying of cross-cultural communication in the modern globalized society have been defined. Cross-cultural communication (CCC) is the process of intercourse between representatives of different peoples, e.g. different languages and cultures. This kind of intercourse exactly can be called as cross-cultural dialogue. The main objective of such dialogue is forming a bilingual personality. CCC assumes equal cultural interaction of representatives of various linguo-culture communities, taking into account their distinctive character and originality that results in need of universal identification on the basis of foreign-language and own cultures comparison. In the course of analysis related to theoretical and methodological papers devoted to the problem of cross-cultural communication the main components of CCC course have been revealed. The conducted research has confirmed the need of studying not only foreign languages, but also cultures of other people, their customs, traditions, standards of behavior. It is defined by that now the process of cultures consolidation has captured various spheres of all countries’ public life.

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Influence of Sociocultural Context on Language Learning in Foreign Countries

Comparative Professional Pedagogy ◽

10.1515/rpp-2016-0012 ◽

2016 ◽

Vol 6 (2) ◽

pp. 14-19 ◽

Cited By ~ 1

Author(s):

Natalia Pazyura

Keyword(s):

Foreign Language ◽

Intercultural Competence ◽

Teaching Practice ◽

Professional Competence ◽

Communication Competence ◽

Cross Cultural ◽

Cultural Communication ◽

English Teaching ◽

Cross Cultural Communication ◽

Teaching Concept

Abstract Professional foreign language training is offered to cultivate the ability to master cross-cultural communication in the sphere of future professional activity. By means of intercultural competence of foreign language we are raising professional competence, too. In countries where English is the native language, it is taught to speakers of other languages as an additional language to enable them to participate in all spheres of life of that country. In many countries where it is an official language and language of instruction, as most communication outside school is in the local languages it is taught as language to learn other disciplines. These are two contrasting contexts for enhancing the English language skills. In both settings there are concerns about students’ difficulties in developing adequate English proficiency to successfully learn content through that language. This paper analyzes the influence of sociocultural factors on the students’ motivation to learn English in different countries, reveals main problems and difficulties in oral English teaching practice, illustrates the relationship between oral English teaching and cross-cultural communication competence. On the one hand, cross-cultural communication plays an essential role in oral English teaching; besides, oral English teaching promotes cross-cultural communication competence. On the other hand, in some countries English is not the prerequisite of future successful career. But anyway the author insists on consistency of English teaching concept with that of the world. Improving the students’ cross-cultural oral communication ability is impossible without laying equal stress on cross-cultural communication competence and oral English teaching.

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METHODOLOGY OF USING THE "LANGUAGE PORTFOLIO" TECHNOLOGY AS A MEANS OF FORMING INTERCULTURAL COMPETENCE IN TEACHING ENGLISH LANGUAGE

Bulletin of Kazakh National Women's Teacher Training University ◽

10.52512/2306-5079-2021-85-1-146-156 ◽

2021 ◽

pp. 146-156

Author(s):

А. Q. Zhetpisbay ◽

A. E. Mashrapova

Keyword(s):

Cultural Competence ◽

Foreign Language ◽

Intercultural Competence ◽

English Language ◽

Cross Cultural ◽

Cultural Relations ◽

Intercultural Communicative Competence ◽

Cross Cultural Communication ◽

Technology In Teaching ◽

Communication Interaction

The article is devoted to the problem of formation of intercultural communicative competence of students in the process of learning a foreign language. In the context of globalization and growing cross-cultural relations, this problem is very relevant. This article discusses the concept of "cross-cultural competence", as well as the use of the "language portfolio" technology in teaching a foreign language as an effective educational technology for the formation of cross-cultural competence. For full-fledged cross-cultural communication, interaction with representatives of other countries, the student must not only speak a foreign language, but also have cross-cultural competence. In this regard, the "language portfolio" technology allows students to develop language skills and cross-cultural competencies.

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Intercultural Competence of Psychologists: Problems and Prospects of Study and Development

RUDN Journal of Psychology and Pedagogics ◽

10.22363/2313-1683-2020-17-1-79-100 ◽

2020 ◽

Vol 17 (1) ◽

pp. 79-100

Author(s):

Nadezhda M. Melnikova

Keyword(s):

Cultural Competence ◽

Intercultural Competence ◽

Ethical Issues ◽

Professional Community ◽

Training System ◽

Cross Cultural ◽

Cultural Communication ◽

Cultural Training ◽

Cross Cultural Communication ◽

Cross Cultural Training

The article is concerned with the problem of cross-cultural training of psychologists. The author analyses various approaches to the definition and development of intercultural competence and highlights professional and ethical problems of psychological activity related to cultural competence/incompetence of specialists. Particular attention is paid to the specifics in training psychologists for cross-cultural counselling, the experience of organising psychological work in a multi-cultural environment, using the example of the Republic of Sakha (Yakutia), as well as some important aspects in how psychologists develop and manifest intercultural competence during ethnopsychological field studies. An analysis of the accumulated practical experience in a multicultural environment made it possible to identify the conditions for the successful development of cross-cultural competence, setting the psychologist’s value foundations and motivational readiness to communicate with people of other cultures. These conditions include: (1) a humanistic approach in psychology; (2) a subjectsubject approach to communication; (3) formation of scientific and professional thinking; (4) purposeful development of such mechanisms of understanding other people as decentration and reflection; and (5) mastering of conflict-resolution and group-work technologies. In this regard, the author concludes that the development of intercultural competence in the domestic psychologists’ training system requires not only a detailed discussion of ethical issues related to the psychologist’s activities or specifics of cross-cultural communication within the studied disciplines, but also the introduction of special cross-cultural communication development programmes and trainings in intercultural competence and cultural sensitivity. The cross-cultural training of psychologists can be based on the working model of ethnocultural competence proposed by T.G. Stefanenko. It is emphasized that the development of intercultural competence should involve not only an individual person but the entire professional community through research and open discussion of the current state of cross-cultural competence of psychologists as well as the entire complex of ethical issues.

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