Fostering Language Acquisition and Intercultural Competence Through Authentic Literary Texts

Cultural Knowledge ◽

Literary Texts ◽

The World ◽

Practical Proposal ◽

Theoretical Foundations ◽

Based on current theoretical foundations, this chapter discusses the advantages of using authentic literature in the EL classroom by providing a first approach to contemporary short stories written in English from different parts of the world. A practical proposal is also provided for language trainers: two multicultural short stories are shown as a means to develop both language acquisition and intercultural communicative competence at B1/B2 levels. The study shows that using authentic literary texts in the EL classroom will enable students not just to improve their reading skills and language input, but also to acquire cultural knowledge and develop critical thinking at the same time.

Intercultural Foreign Language Teaching and Learning in Higher Education Contexts - Advances in Educational Technologies and Instructional Design ◽

Networking-Based Strategies of Intercultural Communicative Competence Development Among Kazakhstani University Students

10.4018/978-1-5225-8128-4.ch010 ◽

2019 ◽

pp. 197-210

Author(s):

Azamat Akbarov

Keyword(s):

Foreign Language ◽

Cultural Values ◽

Cultural Knowledge ◽

Necessary Condition ◽

Intercultural Understanding ◽

Intercultural Awareness ◽

Language Communication

This chapter presents an empirical study of the intercultural communicative competence of students of Kazakhstani universities. The study results indicate that students should develop their cultural knowledge, intercultural receptivity, communication strategies, intercultural awareness etc. A number of issues related to the formation of intercultural competence in the process of teaching foreign-language communication, taking into account the cultural and mental differences of the native speakers, which is a necessary condition for a successful dialogue of cultures are also discussed. The concept of communicative competence in teaching foreign languages stipulates development of students' knowledge, skills and abilities that enable them to join the ethno-cultural values of the country of the studied language and use the foreign language in situations of intercultural understanding and cognition in practice. Conjunction of such knowledge, skills and abilities constitutes communicative competence. Based on the results of the research, proposals are made for the curriculum and teaching of intercultural communication and methods of developing intercultural communicative competence of students of Kazakhstan universities in a networked environment.

Is there a Prehistory of Linguistics?

Cambridge Archaeological Journal ◽

10.1017/s0959774300015055 ◽

1995 ◽

Vol 5 (2) ◽

pp. 257-275

Author(s):

Colin Renfrew ◽

Theodora Bynon ◽

Merritt Ruhlen ◽

Aron Dolgopolsky ◽

Peter Bellwood

Keyword(s):

Language Acquisition ◽

Human Society ◽

Human Language ◽

Cultural Groups ◽

Related Language ◽

The World ◽

Early Humans ◽

Easy Answer ◽

Archaeological Cultures ◽

There are few aspects of human behaviour more fundamental than our ability to use language. Language plays a key role in the study of any living human society, and of all historical communities which have left us written records. In theory it could also throw enormous light on the development and relationships of prehistoric human communities. But here there is a huge and obvious problem: what evidence can there be for human languages in the pre-literate, prehistoric age? In other words, what hope is therefor a prehistory of linguistics? There is no easy answer, yet it is hard to accept that any account of human prehistory can be considered adequate without some knowledge of prehistoric languages and linguistic relationships, if only at the broadest scale.The list of questions we might wish to pose stretches back to the period of the very earliest hominids. When did our human ancestors first begin to talk to each other? Was language acquisition sudden or gradual? Did human language arise in one place, and then spread and diversify from- that point? Or did it emerge independently, among separate groups of early humans in different parts of the world?Leading on from this is the study of ethnicity and ethnogenesis. Since the end of the nineteenth century one of the biggest problems facing prehistoric archaeologists has been the identification and interpretation of archaeological cultures and cultural groups. Do these have any social or ethnic reality? Is it right to speak of a Beaker ‘folk’? Was the Bandkeramik colonization the work of one people or of many? These questions would be so much easier to resolve if only we could trace the prehistory of languages, and could establish, for instance, whether all Bandkeramik and Beaker users spoke the same or a related language.Such possibilities may seem exciting and hopeful to some, irredeemably optimistic to others. Whatever view we take, they clearly merit serious discussion. In the present Viewpoint, our third in the series, we have asked five writers — two archaeologists (Renfrew & Bellwood), three linguists (Bynon, Ruhlen & Dolgopolsky) — to give their own, personal response to the key question ‘Is there a prehistory of linguistics?’ Can we, from the evidence of archaeology, linguistics (and now DNA studies), say anything positive about langtiage in prehistory?

Cognitive Metaphor in the Work of L. S. Petrushevskаya

Educação & Formação ◽

10.25053/redufor.v5i15.3378 ◽

2021 ◽

Vol 6 (1) ◽

pp. e3378

Author(s):

Viktoria Vyacheslavovna Radchenko ◽

Oksana Vasilievna Sizykh ◽

Anastasiya Egorovna Alekseeva ◽

Anna Sofronovna Starostina

Keyword(s):

Short Stories ◽

Literary Text ◽

Literary Texts ◽

Artistic Style ◽

Cognitive Metaphor ◽

The World ◽

Way Of Thinking ◽

Individual Style

The paper dwells on functioning of cognitive metaphor in the literary texts. The metaphor in literary text is the active creative mechanism. Many researches focused on the analysis of the development of metaphorical relations, images, concepts that evolve from myth to symbol. The metaphor in the literary text is not just a means of expression, but a way of thinking and knowing the world. The academic novelty of the paper consists in the study of the author’s perception of reality through conceptual images that expand the boundaries of the metaphorical space of the text. The study reveals the ways cognitive metaphors function in the short stories by Lyudmila Petrushevskaya, also describing the author’s individual style, the manner of understanding reality, the peculiarity of author’s thought, her contribution to the development of metaphorization, and the expansion of the metaphorical space of the text. The author’s interpretation of already known symbols, images, concepts is of great importance. A substantive base that forms a metaphor in the work of Petrushevskaya is also relevant, together with the factors that influence the development of metaphorical relations, those events or phenomena that are an incentive for the development of a metaphor in the writer’s work. The paper identifies algorithms of metaphorical transformations, as well as metaphorical structure of cognitive metaphor, typical of author’s way of thinking and individual artistic style.

Social tourism: global challenges and approaches

10.1079/9781789241211.0000 ◽

2021 ◽

Keyword(s):

Low Income ◽

Policy Implications ◽

Historical Evolution ◽

Disabled Children ◽

Target Groups ◽

The World ◽

Challenges And Opportunities ◽

Low Income Families ◽

Theoretical Foundations ◽

Abstract This book analyses social tourism across the world, exploring the theoretical foundations of this type of tourism with examples of practical implementations. Part II is composed of case studies discussing the historical evolution of the concept and implementation of social tourism in different parts of the world. This discussion also results in the identification of challenges and opportunities for the development of social tourism in these contexts. Part III of the book reflects on tourism experiences lived by different target groups of social tourism, such as seniors, disabled children, and low-income families. Part IV of the book is devoted to practical challenges of social tourism and policy implications. The book has 13 chapters, in addition to an introduction and a conclusion.

Intercultural Communicative Competence Levels of Indonesian EFL Students: A Preliminary Study in a Higher Education Contex

Langkawi Journal of The Association for Arabic and English ◽

10.31332/lkw.v7i2.2870 ◽

2021 ◽

Vol 7 (2) ◽

pp. 134

Author(s):

Anna Riana Suryanti Tambunan ◽

Fauziah Khairani Lubis ◽

Widya Andayani ◽

Winda Setia Sari

Keyword(s):

Intercultural Communication ◽

Cultural Knowledge ◽

Cultural Backgrounds ◽

Intercultural Communication Competence ◽

Teaching Goals ◽

Efl Students ◽

Preliminary Study

The lack of intercultural communication skills will likely cause disharmony, misunderstanding, and even conflict in communication. To be successful in communication with native speakers depends on language skills, customs, and cultural knowledge. In the age of global communication, English as a Foreign Language (EFL) teaching goals should be reoriented to cultivate intercultural communication competence (ICC). EFL learners should have this intercultural competence and be sensitive in order to avoid disharmony, misunderstandings, and even conflicts in communication. The main objective of this preliminary study is to reveal the levels of intercultural communicative competence among EFL students at a state university in Indonesia. A survey questionnaire was performed employing a quantitative analysis in this study. Eighty-nine students filled out the ICC questionnaire, which consisted of 20 questions. Findings indicated that most of the students had a low ICC level because they are lack of experience and knowledge in interacting and socializing with people from various cultural backgrounds. In terms of gender differences, the results showed that male students had higher levels of ICC than that female students. This research implied that intercultural topics should be included in the university’s curriculum.

Autobiographical narration in short prose by Yevgeniya Bozhyk

LITERARY PROCESS methodology names trends ◽

10.28925/2412-2475.2020.15.14 ◽

2020 ◽

pp. 88-94

Author(s):

Tetiana Tkachenko

Keyword(s):

Short Stories ◽

Literary Texts ◽

Stream Of Consciousness ◽

Time And Space ◽

Textual Structure ◽

The World ◽

Rhetorical Constructions ◽

The Moment ◽

The Relationship ◽

The Universe

The article devotes to the analysis of the autobiographical aspect of narration in short prose by Yevgeniya Bozhyk (1936–2012). It investigates interesting stories, essays, sketches as well as short stories. They are united by a holistic thematic and problematic circle of relevant universal issues that are outside of time and space. The writer reveals the secrets of her creative laboratory, uses various expressive means (metaphor, metonymy, refrain, symbol, rhetorical constructions, ellipse, excursion and anticipation, stream of consciousness, and open finale). She emphasizes such qualities of the creator as the ability to hear and listen, to catch the slightest nuances of mood in the world around her. It is noteworthy that literary texts have components of fiction, journalism in confessional presentation (author, hero and reader). The works have unique textual structure (fragmentation, sensitive dominant, intersemiotic components, primarily musical, aphoristic statements, changes in tempo, and autoallusions). The writer can communicate with people, read thoughts and feelings thanks to fine mental organization, guess unsaid things by female intuition, feel the relationship with the interlocutor at the highest sensory and mental levels. The artist of the word manages to capture the moment when there are changes in nature and man — two components of the universe. Therefore, the reader also becomes an author. He empathizes with the heroes, relates them to himself, learns and ponders what he has read. So, the creator builds conditional and frank conversation with each recipient of her works. Yevgeniya Bozhyk reproduces in literature her rich experience of meeting with different people (prototype characters), sharing her own view of the world with the reader and presents the vision of the Motherland in the bright and exciting kaleidoscope of events, perceptions, reflections. The keynote is the search for Man and Will. Only the brave can get rid of stereotypes and slavery. Indeed, the freedom of the country is unthinkable without the freedom (primarily spiritual) of each of its citizens.

World Authorship

10.1093/oxfordhb/9780198819653.001.0001 ◽

2020 ◽

Keyword(s):

Real World ◽

World Literature ◽

World History ◽

Literary Texts ◽

Early Nineteenth Century ◽

Human Element ◽

The People ◽

The World ◽

Real Places ◽

Booksellers, authors, and academics have been talking about world literature since Goethe made the term fashionable in the early nineteenth century. Yet amidst all the talk of books that ‘circulate’ and literature as a kind of ‘universal property’ that can function as a ‘window on the world’, how do we account for the people who live in real places, and who write, translate, market, and read the texts that travel on these global journeys? This handbook breaks new ground by showing how to bring together the real-world contexts of authorship with the literary worlds of fiction through the concept of the world author. ‘World authorship’ is a practical update on Michel Foucault’s ‘author function’ that significantly expands the network of people and practices involved with literature and is at the same time more grounded in the study of actual literary texts. The concept is set out in detail in a rigorous introduction followed by twenty-five keyword chapters that cover all core aspects of world authorship, from ‘Beginnings’ to ‘Voice’, and have been written by professionals who work right across the sector. In its entirety, the handbook illuminates how literature is made and shared in different parts of the world and at different times of world history. At the heart of all contributions, however, is one key question: where is the human element in world literature? Established authors, translators, publishers, prize judges, and festival coordinators as well as academics from a range of different disciplinary backgrounds collectively give us the answer.

Przekład jako spotkanie różnych tożsamości

Slavia Meridionalis ◽

10.11649/sm.2012.014 ◽

2015 ◽

Vol 12 ◽

pp. 235-247

Author(s):

Alicja Pstyga

Keyword(s):

National Identity ◽

European Integration ◽

Literary Texts ◽

Profound Knowledge ◽

Polish People ◽

The World ◽

Similarities And Differences

Translation as an encounter of different identities The interest in the national identity of Slavic people is related to the processes of social, political and ideological changes as well as to European integration and globalization. The question of the national identity of Slavic people concerns similarities and differences between them, influenced by the specific perception and categorization of reality. After the period of forced transnational integration and constructed linguistic and cultural national communities, the Slavic linguistic views of the world are diversified. Both for Macedonian and Polish people, language is one of the exponents of national identity. Macedonian literary texts translated into Polish enable readers to encounter different cultural phenomena, reflected in artistic visions and symbols. Their perception is quite difficult as it requires profound knowledge and intercultural competence. As examples, we will consider Polish translations of important Macedonian novels, Tvrdoglavi (Polish title: Zawzięci) by Slavko Janevski, Vremeto na kozite (Polish title: Czasy kóz) by Luan Starova, Razgovor so Spinoza: roman‑pajažina by Goce Smilevski (Polish title: Rozmowa ze Spinozą: powieść–pajęczyna) and Skriena kamera (Polish title: Ukryta kamera) by Lidija Dimkovska.

Literature-in-English as a Tool for Fostering Intercultural Communicative Competence in Multicultural Classrooms in Nigeria

Konfrontasi: Jurnal Kultural, Ekonomi dan Perubahan Sosial ◽

10.33258/konfrontasi2.v9i1.95 ◽

2020 ◽

Vol 9 (1) ◽

pp. 40-49

Author(s):

Oladotun Opeoluwa Olagbaju

Keyword(s):

Ethnic Groups ◽

Cross Cultural ◽

Cultural Identities ◽

Civil Unrest ◽

Multicultural Classrooms ◽

Diverse Cultures ◽

Nigeria is a nation of several unique ethnic nationalities with diverse cultures. Cultural diversity has been identified as one of the factors responsible for growing civil unrest, insecurity and hate speeches in different parts of Nigeria. Multiculturalism is a common experience in several Nigerian states and the Nigerian education system. Efforts to inculcate intercultural competence among the members of the numerous ethnic groups and cultural identities in the country have been in form of legislation, convocation of national conferences and certain ‘political concessions’ to different ethnic groups. In spite of these efforts, very little has been achieved. The concern of this study is to discuss how education, through the tool of literature-in-English, can be engaged to teach intercultural communicative competence in multicultural classrooms. Recommendations were made on how to use literature-in-English to facilitate cross-cultural competence in Nigeria.

Prioritizing Criteria for Evaluating Cultural Contents in EFL Textbooks through AHP

Journal of Language Teaching and Research ◽

10.17507/jltr.0705.03 ◽

2016 ◽

Vol 7 (5) ◽

pp. 841 ◽

Cited By ~ 1

Author(s):

Kaili LIU

Keyword(s):

Measurement Model ◽

Cultural Knowledge ◽

Relative Importance ◽

Ahp Method ◽

Analytic Hierarchy ◽

Textbook Evaluation ◽

Hierarchy Process

With the rising interest in culture and the development of intercultural approaches in language teaching, evaluating the cultural contents in EFL textbooks is becoming a great concern. The main purpose of this study is to develop a measurement model for assessing cultural contents in EFL textbooks through the analytic hierarchy process (AHP) method. Using AHP, the criteria influencing textbook evaluation are identified and their relative importance is weighted. The results show that among the 17 criteria, the six that rank the highest are intercultural attitude, communication, cultural knowledge, relevance, diversity and interest. These findings suggest that the goals given in textbooks related to promoting intercultural competence and topics with the potential to develop intercultural competence are highly valued. Additionally, the high ranking of the criterion measuring student participation underscores the importance of cultural activities in triggering learners’ active learning. It is hoped that the results will provide teachers with a reference for assessing cultural contents in textbooks and offer textbook writers information that will allow them to revise contents created for the development of intercultural communicative competence.