scholarly journals THE DEFINING OF PECULIARITIES OF TIME PERCEPTION WITH THE PURPOSE OF INCREASING THE EFFICIENCY OF INTERCULTURAL COMMUNICATION PROCESS

2020 ◽  
Vol 73 (4) ◽  
pp. 182-188
Author(s):  
Ganna Salashchenko ◽  
Keyword(s):  
Law Enforcement ◽  
Foreign Language ◽  
Intercultural Communication ◽  
Time Perception ◽  
Intercultural Competence ◽  
High Efficiency ◽  
Law Enforcement Officers ◽  
Communication Process ◽  
General Importance ◽  
High Level

The article focuses on improving the efficiency of the process of intercultural communication, namely the finding out of the peculiarities of time perception by the participants of communication, who belong to different cultures, to eliminate barriers that arise during intercultural interaction between them. The relevance of this topic for lawyers, law enforcement officers and applicants for higher education in the field of "Law" and "Law Enforcement" is justified, because professional foreign language communication activities of law enforcement officers and lawyers require the establishment and maintenance of contacts not only with foreign colleagues but also with foreign citizens of different age, professional, cultural and ethnic groups. The article reveals the essence of the concept of "intercultural communication", presents its main characteristics; analyzes indicators of economic culture such as the division of cultures into high-context and low-context and time parameters. It also determines that English, as the language of intercultural communication, is one of the main components of intercultural communication and is considered as a means of communication and involvement in the culture of the other people. It has been found out that the perception of time and its value significantly affects the types and forms of communication, and taking into account the differences in attitudes towards it when interacting with people from different countries and cultures, prevents misunderstandings, contextual errors and promotes and ensures a high level intercultural dialogue of its participants. Successful application of language is the ability to create an atmosphere of general importance of communication for all its participants, which will positively result in its effectiveness. Achieving high efficiency of intercultural communication largely depends on the formation of intercultural competence of its communicators, which involves learning a foreign language with obligatory consideration of the socio-cultural aspect. So, the defining and study of important and relevant aspects of the process of intercultural communication during the training of future lawyers and law enforcement officers become especially important.

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.

scholarly journals The effectiveness of studying foreign language in the intercultural communication

2021 ◽  
Vol 273 ◽  
pp. 11017
Author(s):  
Anna Kononenko ◽  
Larisa Nedospasova
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Communicative Competence ◽  
Communication Process ◽  
Practical Implementation ◽  
Daily Routine ◽  
Intercultural Interaction ◽  
High Level ◽  
Learning Language ◽  
Language Content

The variety of the intercultural communication provides the existence of different methods and tools that appear in learning process using the intercultural interaction in preparing future specialists. For understanding the intercultural communication it should be combined the knowledge and understanding another culture language. Moreover, the developing intercultural communication process should be seen in practice if the students have opportunities to develop language skills of the intercultural communication in daily routine or in professional situations conducted at the different learning classes with using modern pedagogical methods. One of the most effective ways of intercultural communication is a motivation to learn a foreign language for special occasions aimed at obtaining professional skills and professional experience. Achieving a high professional level of language training is directly related to the peculiarities of a foreign language culture. The proposed method is based on communicative competence of learners with practical implementation in the professional sphere. The method under consideration makes it possible to give conclusions about necessity for studying a foreign language and pay attention to filling the learning language content using professional direction. Nowadays, the professionals with high level of the foreign language in various fields are highly competitive and indispensable now. The obtained results of the research based on the effectiveness of modern methods` use and application in the classroom for preparing future specialists.

scholarly journals Theoretical Justification of the Meaning and Specifications of the Linguistic Competence in NGU Officers

2020 ◽  
pp. 35-50
Author(s):  
Volodymyr Liutyi ◽  
Keyword(s):  
Law Enforcement ◽  
Foreign Language ◽  
National Guard ◽  
Law Enforcement Officers ◽  
Armed Forces ◽  
Professional Activity ◽  
Language Competence ◽  
Security Forces ◽  
And Training ◽  
Positive Results

The relevance of the article is due to the European integration aspirations of Ukraine and the prospects of joining its security forces, including the National Guard of Ukraine, to the NATO. So, the formation of language competence in modern conditions is an integral part of the officer’s professional development and training. Theoretical analysis of scientific sources on the language competence development in servicemen of the Armed Forces of Ukraine and law enforcement officers of the Ministry of Internal Affairs of Ukraine revealed that this problem has not been studied and needs additional research. The essence of the language competence in the NGU officer is revealed as a personal integrative formation, which allows the specialist (an officer) effectively to communicate in foreign language, to achieve positive results in his professional activity. It is studied that the requirements of the NATO STANAG-6001, as well as various aspects of the NGU's professional activity should be taken into account when developing the language competence in NGU officers.

scholarly journals Uncertainty and risk phenomena in the context of intercultural communication

2021 ◽  
pp. 79-88
Author(s):  
Бронислава Рафаиловна Могилевич
Keyword(s):  
Intercultural Communication ◽  
Intercultural Competence ◽  
Social Reality ◽  
Uncertainty Reduction Theory ◽  
Intercultural Interaction ◽  
New Information ◽  
Real Value ◽  
The Stability ◽  
The One ◽  
High Level

Риск и неопределённость онтологически присутствуют в жизненном цикле людей, и поэтому эти проблемы всегда актуальны, особенно в современном социуме постмодерна. Информационное постиндустриальное общество характеризуется большим объёмом разнообразной информации, легко доступной для всех членов социума. С одной стороны, доступ к информации и её количество представляют собой благо, с другой стороны, люди не могут адекватно выбрать, интерпретировать и оценить новые сведения. Возникающая в этом случае неопределённость дезориентирует людей, нарушая стабильность их социокультурных коммуникативных связей. Неопределённость амбивалентна по своей природе - она субъективна как проекция личностного восприятия социальной реальности; она объективна как актуализация слома/смены социальных смыслов и институтов. Исследование о природе неопределённости и рисков едины в том, что высокий уровень неопределённости современности обусловлен такими факторами, как глобализация, информатизация и цифровизация. «Текучая современность» как социальная реальность характеризует сегодняшнюю жизнь людей в ракурсе основных концептов жизнедеятельности: свободы, индивидуальности, времени и пространства, работы и сообществ. Концепция рисков как продуктов неопределённости варьируется - от сравнения рисков с аварией на Чернобыльской АЭС до оценки рисков как мобилизующих сил. Социокультурные риски, межкультурные в частности, приобретают особую значимость в эпоху постмодерна. Выделенные 6 универсальных категорий культуры определяют межкультурную интеракцию в ракурсе учёта культурных характеристик, детерминирующих успех межкультурного взаимодействия. Теория сокращения неопределённости предлагает пути установления успешной межкультурной коммуникации. Обозначены стратегии смягчения неопределённости (пассивные, активные и интерактивные), и факторы её успеха обусловлены уровнем межкультурной компетенции коммуникантов. Следование принципам Кооперации и Вежливости способствует снижению межкультурной неопределённости и рисков как видов коммуникативного дискомфорта. Risk and uncertainty are ontologically linked with the life cycle of people, and therefore these problems are always relevant, especially in the contemporary postmodern society. The informational postindustrial society is characterized by a large amount of diverse information that is easily accessible to all members of society. On the one hand, access to information and its amount is a real value, on the other hand, people cannot adequately select, interpret and evaluate new information. The uncertainty arising in this case disorients people, disrupting the stability of their socio-cultural communicative ties. Uncertainty is ambivalent in nature - it is subjective as a projection of personal perception of social reality; it is objective as an actualization of the breakdown/change of social meanings and institutions. The study on the nature of uncertainty and risks is unanimous in the fact that the high level of uncertainty of our time is due to such factors as globalization, informatization and digitalization. “Fluid modernity” as a social reality characterizes everyday life of people from the perspective of the main concepts of life: freedom, individuality, time and space, work and communities. The concept of risks as products of uncertainty ranges from comparing risks with the Chernobyl accident to assessing risks as mobilizing forces. Socio-cultural risks, intercultural in particular, acquire special significance in the postmodern era. The identified 6 universal categories of culture define intercultural interaction from the perspective of taking into account cultural characteristics that determine the success of intercultural interaction. Uncertainty reduction theory offers ways to establish successful intercultural communication. The identified strategies for reducing uncertainty (passive, active and interactive) and the factors of its success are determined by the level of intercultural competence of the communicants. In addition, adherence to the principles of Cooperation and Politeness helps to reduce intercultural uncertainty and risks as types of communicative discomfort.

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.

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.

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.

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