scholarly journals NATIONAL CULTURAL SPECIFICITY OF TRADITIONAL RUSSIAN LIFE OBJECTS AND PHENOMENA NAMES FROM THE POINT OF VIEW OF A REPRESENTATIVE OF CHINESE LINGUACULTURE

2021 ◽  
Vol 18 (1) ◽  
pp. 77-82
Author(s):  
Kang Yinan ◽  
◽  
A.S. Mamontov ◽  
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Academic Discipline ◽  
Chinese Students ◽  
Point Of View ◽  
Cultural Specificity ◽  
Cultural Component ◽  
Object Of Study ◽  
Cultural Connotations ◽  
Different Cultures

The article discusses the problem of mastering names of traditional Russian life objects and phenomena by Chinese students of advanced level. The aim of the work is to analyze the names of traditional Russian life objects and phenomena as an object of study for Chinese students within the framework of the academic discipline "Russian as a Foreign Language" and to build up a lexicographical methodology for working on this group of language units. The linguistic and cultural approach reveals common and different cultures in Russia and China and provides extensive material to overcome the differences that hinder communication among speakers of these languages. The article describes the names of objects and phenomena of traditional Russian life as a section of nonequivalent and part-equivalent vocabulary, presents a thematic classification of the names of objects and phenomena of traditional Russian life, and also examines in detail a group of words meaning food and drinks, in terms of their translation into Chinese. In order to understand and use correctly in speech names of objects and phenomena of traditional Russian life, it is important to know not only their interpretations, but also cultural connotations. This requires a learning commentary with extra-linguistic information. It is concluded that the implementation of the principles of national-oriented teaching, the logic of which fully corresponds to the study of traditional Russian life objects and phenomena names as language units with a national cultural component, contributes to the formation of intercultural competence, which corresponds to the optimal model of teaching a foreign language.

scholarly journals THEORETICAL AND PRACTICAL PECULIARITIES OF TRANSLATING CULTURE-SPECIFIC TERMS

2020 ◽  
Vol 74 (4) ◽  
pp. 494-497
Author(s):  
B. Mizamkhan ◽  
◽  
T. Kalibekuly ◽  
Keyword(s):  
Point Of View ◽  
Target Language ◽  
Mutual Understanding ◽  
Cultural Backgrounds ◽  
Source Language ◽  
Language Groups ◽  
Adequate Understanding ◽  
Cultural Connotations ◽  
Different Cultures ◽  
Cultural Linguistics

The term “culture-specific vocabulary” appeared in the 1980s. Problems of translating culture-specific terms from one language to another have always been a serious issue for translators. It causes even more problems if the languages being compared belong to different language groups and represent different cultures. Nevertheless, the study of culture-specific vocabulary helps to achieve the adequacy of translation, which in turn helps speakers of different languages ​​and cultures to achieve mutual understanding. The above emphasizes the relevance and timeliness of the study of translation from the point of view of cultural linguistics. This paper will examine the peculiarities of translating culture-specific terms from Kazakh into English. It provides different methods of translating cultural connotations, taking into account the ways of living and thinking, as well the historical and cultural backgrounds embedded in the source language (hereafter SL) and target language (hereafter TL). These methods will be analyzed using specific examples, originals and translations of such works as “The Path of Abai” by Mukhtar Auezov and “Nomads” by Ilyas Yessenberlin. Therefore, the main aim of the paper is to try to explain main approaches and theories needed for adequate understanding of different cultures through translation.

scholarly journals Использование языковой игры для развития межкультурной компетенции у студентов-поляков

2020 ◽  
Vol 24 ◽  
pp. 7-17
Author(s):  
Olga Anchimiuk ◽  
◽  
Maryna Michaluk ◽  
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
National Language ◽  
Language Games ◽  
Important Place ◽  
Language And Culture ◽  
Learning And Teaching ◽  
Communication Difficulties ◽  
Linguistic Approach ◽  
Different Cultures

Mutual contacts between representatives of different cultures often lead to communication difficulties. The article attempts to verify language games which in the process of intercultural communication reflect the uniqueness of the national language and culture. The authors, on the basis of the cultural linguistic approach, offer various forms and ways of didactic work using jokes, puzzles, anecdotes and aphorisms. Teaching to understand the meaning of language games, which occupy an important place in everyday language contacts, using them in learning and teaching a foreign language, helps learners develop intercultural competence. Mastering them allows the avoidance of difficulties in relations with representatives of other languages and cultures.

scholarly journals FORMATION of STUDENTS' "WORLD VIEW” of ANOTHER CULTURE in PROCESS of STUDYING FOREIGN LANGUAGE

2021 ◽  
Vol 1 (193) ◽  
pp. 306-312
Author(s):  
Tetyana Kolbina ◽  
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
World View ◽  
Cultural Development ◽  
Foreign Languages ◽  
Pedagogical Practice ◽  
Sociocultural Context ◽  
Main Method ◽  
World Outlook ◽  
Different Cultures

A new view has been formed on studying foreign languages nowadays: the aim is to make students aware of peculiarities concerning consciousness and culture of another people, that is reflected in its language. The result of studying foreign languages is the acquired intercultural competence based on the formed «world view» of another people, that provides efficient interaction among communicators from various cultures. The article deals with the ways offorming students ’ «world view» of another people in the process of studying a foreign language on the grounds of the concept regarding a person’s cultural development and the theory of activity, that is worked out by representatives of cognitive psychology (L. Vygotsky, О. Leontiev, P. Galperin, І. Zymnia and others). The results of their scientific search have proved that that the language is inseparably connected with the people’s culture; its studying should be realised in a sociocultural context; a sufficient level of mastering a language, which allows using it as a means of communication, confirms the fact ofperceiving the peculiarities of culture reflected in the language. The main method of studying a foreign language is contrasting and comparing realia in a wide context of different cultures. The pedagogical practice justifies the scientists ’ conclusion: studying foreign languages should be built on culturological and communication- and activity approaches, and focused on formation of each student - a future participant of the process of intercultural communication. Students’ consciousness is enriched and their level of communicative culture is improved through perception of realia of another culture, peculiarities of its representatives ’ world outlook.

scholarly journals Why the hell are cuss words not included in teaching Portuguese as foreign language?!

2018 ◽  
Vol 25 (44) ◽  
Author(s):  
Manjulata Sharma
Keyword(s):  
Foreign Language ◽  
Emotional Expression ◽  
Intercultural Competence ◽  
Point Of View ◽  
Target Language ◽  
Pragmatic Competence ◽  
Functional Grammar ◽  
Figures Of Speech ◽  
Emotional Aspect ◽  
Normative Standard

This brief study of Brazilian swear words is an attempt to understand the non-inclusion of swear words in the teaching of Portuguese as a foreign language as they are considered as taboo lexicon from the point of view of the institutionalized normative standard language supervised periodically by the Academies. I argue that, since the swear words form a part of the repertoire of popular colloquial vocabulary, they represent the popular culture through their intensity of emotional expression and contextual use. I use the Theory of Lexiculture, proposed by Galisson (1987), and Functional Grammar, by Halliday (2004), to argue that swear words should be introduced through figures of speech such as euphemism and dysphemism, as well as comparisons between swear words of native language of the learner and that of the target language to give the learner a better understanding of the emotional aspect of the language and to foster better pragma-linguistic, socio-pragmatic competence and intercultural competence for the learner of Portuguese as a Foreign Language.

scholarly journals Teaching Chinese students Russian anthroponyms (nationally oriented approach)

2020 ◽  
pp. 94-105
Author(s):  
Yulia B. Martynenko
Keyword(s):  
Foreign Language ◽  
Language Skills ◽  
Chinese Students ◽  
Component Structure ◽  
Object Of Study ◽  
Teaching Chinese ◽  
Oriented Approach

When teaching Russian as a foreign language, anthroponyms act both as an object of study and as material for teaching Russian as a foreign language. The article points out the difficulties that Chinese students most often encounter in studying the Russian anthroponymic system, and ways to overcome them. The greatest difficulty in mastering Russian anthroponyms is associated with the three-component structure of Russian anthroponyms – distinguishing the name, patronymic and last name and using them in speech, so the teacher of Russian as a foreign language is faced with the task of introducing students to Russian anthroponymic formulas of speech etiquette. When teaching Chinese students Russian anthroponyms, it is effective to use a cognitive-regional geographic approach, which will improve the level of language skills and the general cultural level of students.

scholarly journals The studying of Russian phraseological units and paroemias in English speaking audience

2020 ◽  
Author(s):  
Anna Baskakova
Keyword(s):  
Comparative Analysis ◽  
Foreign Language ◽  
Foreign Students ◽  
Point Of View ◽  
English Speakers ◽  
Semantic Field ◽  
Working Mechanism ◽  
English Speaking ◽  
Semantical Point ◽  
Different Cultures

A working mechanism during the comparative analysis of phraseological units and paroemias (proverbs and aphorisms) at the classes of Russian as foreign language with English speaking learners is presented in the article. While working in the audience, the attention is being paid to the comparative analysis of phraseological units and paroemias in Russian and foreign students’ native language from a semantical point of view. Such concepts and ideas as family, homeland, work / service / profession, studying, friendship, human flaws and virtues, represented in the proverbs and paroemias, are being analyzed. The similarities and differences in semantic field of phraseological units and paroemias of different cultures’ speakers are found. A parallel attitude to the main categories as family, home and friendship among Russian and English speakers is shown up. During a comparative analysis, it is being observed that in definite cases similar meanings can be expressed by different lexis typical for the concrete nation. Studying of this topic promotes the dialogue of cultures.

scholarly journals FORMATION OF INTERCULTURAL COMPETENCE OF FUTURE TEACHERS

2020 ◽  
pp. 176-188
Author(s):  
Наталья Александровна Дильдина ◽  
Елена Борисовна Быстрай ◽  
Борис Александрович Артеменко ◽  
Ирина Николаевна Евтушенко ◽  
Лариса Александровна Белова
Keyword(s):  
Foreign Language ◽  
General Education ◽  
Intercultural Competence ◽  
Cultural Awareness ◽  
Preschool Education ◽  
Practical Experience ◽  
Educational Process ◽  
Frame Structure ◽  
Future Teachers ◽  
Different Cultures

Рассматривается проблема подготовки будущих педагогов для системы общего образования, готовых к работе в условиях взаимодействия различных культур. Представлен практический опыт на примере реализации образовательной программы по направлению 44.03.05 Педагогическое образование (с двумя профилями подготовки), направленность (профиль) «Дошкольное образование. Иностранный язык». В качестве основы выстраивания образовательного процесса взята модель, предложенная М. Байрамом, выделившим пять компонентов: межкультурные отношения, знания, навыки интерпретации и связи, навыки открытия и взаимодействия и критическое культурное осознание. Авторами была разработана и реализована фреймовая структура дисциплины «Основы межкультурной коммуникации» в органичном синтезе с участием будущих педагогов в волонтерском движении. Мониторинг уровня сформированности межкультурной компетентности продемонстрировал позитивную динамику. In this article, the authors consider the problem of training specialists for the general education system, ready to work in the conditions of interaction between different cultures. Practical experience is presented on the example of the implementation of the educational program in the direction 44.03.05 Pedagogical education (with two training profiles), the focus (profile) «Preschool education. Foreign language». As the basis for building the educational process, the model proposed by M. Bayram was taken, who identified five components: «intercultural attitudes», «knowledge», «skills of interpreting and relating», «skills of discovery and interaction» and «critical cultural awareness». The authors have developed and implemented the frame structure of the discipline «Fundamentals of Intercultural Communication» in an organic synthesis with the participation of future teachers in the volunteer movement. Monitoring of the level of formation of intercultural competence has shown positive dynamics.

scholarly journals МІЖКУЛЬТУРНА КОМПЕТЕНТНІСТЬ ФАХІВЦІВ ІНОЗЕМНИХ МОВ У КОНТЕКСТІ СУЧАСНИХ ЗАРУБІЖНИХ КОНЦЕПЦІЙ

2021 ◽  
pp. 140-150
Author(s):  
NATALIYA ROKITSKA ◽  
TETIANA TSEPENIUK
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Intercultural Competence ◽  
Modern World ◽  
Professional Activity ◽  
Training Professionals ◽  
Cultural Standards ◽  
Characteristic Features ◽  
New Generation ◽  
Different Cultures

The article identifies the prerequisites for the emergence of intercultural communication as a subject of research, points to the priority objectives of studies in the field of intercultural communication in the European community. It considers the issue of formation of intercultural competence as a necessary factor for the process of communication between representatives of different cultures while training professionals of a new generation. The content of the concept of “intercultural communication” is revealed, the problematic issues of its formation in the process of mastering a foreign language are analyzed in the article. Knowledge of foreign languages helps to relieve psychological barriers, to be more confident while communicating with foreign partners, and be more compatible in modern world. It has been found that certain problems associated with involvement in different cultures are likely to occur when communicating with representatives of different cultures. Communication between people of different cultures is complicated not only by different languages, but also by the fact that this process is influenced by different cultural standards. The relevance of the concept of “intercultural competence” is substantiated, various views of Western scholars on the essence and structure of the concept of “intercultural competence” are presented in the article. The authors suggest models of intercultural competence which show that intercultural competence of future professionals is an integral part of their professional activity. Different views on the formation of a personality of a mediator between cultures are considered. The definitions of “mediator of cultures”, “bilingual personality”, “secondary linguistic personality” are given. Within the concept of “secondary linguistic personality” attention is paid to its special model, which is formed in the process of mastering a second foreign language. The article focuses on the analysis of characteristic features of a mediator of cultures.

scholarly journals Возможности активизации учеников при обучении иностранному языку с использованием икт (с учётом рки)

2020 ◽  
Author(s):  
Veronika Kaplanova
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
Intercultural Competence ◽  
Communication Technologies ◽  
Point Of View ◽  
Theoretical Point ◽  
Advantages And Disadvantages ◽  
New Knowledge ◽  
Information And Communication ◽  
Competence Motivation

This article deals with the possibilities of using selected activating methods and organizational forms of teaching in the context of the use of information and communication technologies. Activating methods are analysed from the theoretical point of view, especially with regard to problem solving, constructing new knowledge, acquiring communication and intercultural competence, motivation, cooperation and the development of the pupil's personality. It also describes their advantages and disadvantages or limits. Additionally, the article presents practical examples useful for lessons of Russian as a foreign language.

scholarly journals TEACHING INTERCULTURAL COMPETENCE

2021 ◽  
Vol 1 (11(79)) ◽  
pp. 202-205
Author(s):  
Natalia Lutai ◽  
Tetiana Besarab ◽  
Kate Mastruserio
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Intercultural Communicative Competence ◽  
New Approach ◽  
Teaching Culture ◽  
Language And Culture ◽  
Language Studies ◽  
Culture Teaching ◽  
Analysis Of Results ◽  
Cultural Component

The article еnlightens some problems in the field of teaching culture withinthe frames of foreign language studies curricula. It is also stated that in accordance with the standards of basic foreign language competences this aspect is still neglected to some extent in the classroom. The article provides a concept of intercultural communicative competence though some researchers find it too vague. In addition, some discrepancies between the new approach to teaching culture and traditional methods, beliefs and discourses related to teaching culture have been analyzed and discussed. The authors have carried out a critical analysis of results of numerous studies of the cultural component of in the field of culture teaching so as to reveal their drawbacks and advantages and to propose possible ways of solving this issue. As some researchers claim in order to develop intercultural competence amidst students of foreign languages departments teachers are to broaden their knowledge of language and culture interaction to avoid stereotyped approaches. Because of new tendencies in teaching culture not only besides philological or literatural issues, they have to deal with such disciplines as semiotics, anthropology, history, sociology and other sciences in the process of discussing culture to master their skills and respond to new challenges.

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