Theory and Practice of Intercultural Communication in Language Teacher Training and Translator Training (original) (raw)

The Role of Foreign Language Teachers in Developing Students’ Intercultural Communication Skills

2014

By now it is well-known that the role of modern education is to equip students with several types of competences necessary for their future personal and professional life. One of these competences, namely communication skills, has a component whose development is, according to the author's opinion, mainly in charge of foreign language teachers. It is their role to create the shift from the ethnocentric level of students' attitude towards cultural issues to the ethnorelativistic stage that is to make their students aware of and accept cultural differences and to help them acquire skills necessary for intercultural encounters. The two main topics present study is focusing on are: to what extent it is necessary to intervene in this respect and which are the ways teachers can develop intercultural sensitivity and competence. The results of a questionnaire applied to more than 200 students of the University of Oradea, Romania-studying Economics, Medicine and Law-confirmed the author's hypothesis that in spite of the extended international relations and travel opportunities Romanian students are not really aware of cultural diversity and its overwhelming impact upon people's behaviour, reactions and way of thinking. To change this situation, teachers, especially foreign language teachers may resort to techniques and methods like simulation games on cultural differences (Barnga, Ecotonos, BaFá BaFá, Randömia Balloon Factory etc.) that intercultural communication trainers use successfully in their seminars to make participants aware of cultural diversity and help them manage real life situations involving international encounters and/or appeal to the opportunities offered by information and communication technologies and the internet, through youtube and different socialization platforms.

Ways of Forming Intercultural Communication in Foreign Language Teaching

Science and Education, 2020

The article provides information about cultural iceberg, intercultural communication competence and ways of forming it in teaching English. It is known that in teaching a foreign language it is important to develop not only the language skills of students, but also their intercultural communication competence. Intercultural communication, international cultural competence, differences between cultures play an important role in language learning and teaching, and extra-linguistic aspects of intercultural communication (worldview, rituals, customs, human language, taboos, stereotypes, the role of society in multiculturalism, image, symbols) it is important to use culturally appropriate features in communication (greetings, ways of expressing politeness, ways of addressing, idioms, etc.) as well as to explore aspects of another language culture.

Literature on the Intercultural Teaching of Russian as a Foreign Language (2007–2022): Some Critical Notes

Iris Journal of Educational Research, 2023

This mini review summarizes and evaluates the results from research on the intercultural teaching of Russian as a foreign language (RFL) during the period 2007–2022. We focused on 10 studies (books, articles, and book chapters) that dealt with concepts and issues relevant to the area of intercultural education (IE) (e.g., the definition of intercultural communication, the development of intercultural communicative competence). In addition to highlighting common patterns in the treatment of IE in the RFL field, we identified the strengths of the literature on IE in the RFL field (the holistic intertwining of IE and RFL and an emphasis on both IE theories and practices) and weaknesses (the isolation of RFL scholars from international debates on IE and their essentialized view of Russian culture). The mini review concludes with suggestions of possible new avenues for the development of IE theories and practices in the RFL sphere.

The role of intercultural communication in teaching English at the initial stage

Nowadays in the epoch of international, economic, diplomatic, cultural ties, the intercultural communication being considered as the communication of the representatives of different ethnolingvo cultural communities has its own peculiarities both in lingvo cultural and sociocultural aspects. Moreover the role of intercultural communication in teaching a foreign language at the initial stage of training becomes one of the most important and promising directions in methods of teaching, because it makes a significant contribution to the development of the individual worldview theory. As it is generally known mastering a foreign language at the initial stage is more effective in the process of comparing both the foreign language (English) and the native (Tatar) ones. Our experience in teaching English for the Tatar audience shows that the acquisition of the target language is more resulting if the teacher systematically and regularly compares verbal means of speech etiquette of the studied language and the mother tongue.

A construct of intercultural competence for young learners (by N. Kravchenko)

2021

The paper tackles the issue of forming a basis of intercultural competence for young learners. Considering the fact that we live in the globalized world and in the era of communication technologies this issue is becoming more and more acute. It is getting incredibly easy to explore other nations and cultures either by travelling or by using social media. This fact has greatly influenced foreign language teaching. The goals of this paper are to develop the theoretical construct of intercultural competence for young learners, to analyze the current English textbooks-both Russian and authentic ones-on the matter of knowledge, skills ,and abilities that are represented and formed in them, and to compare the theoretical and practical results of the research: What is lacking? What can be added? As a research method, a theoretical analysis of the academic literature is used. Analyzing the educational documents, the theory of socio-cultural competence developed by Doctor Victoria Safonova and M. Byram's theory of intercultural communication, I found out that it needs to be specified for young learners. As a result, the construct of intercultural competence for young learners is developed. The construct includes a set of knowledge, skills, acquired practices, abilities and attitudes. Furthermore, this construct might be useful for creating a set of tasks for developing young learners' intercultural competence. Second, the current English textbooks, both Russian and English ones,were analyzed according to the knowledge, skills, abilities and attitudes represented in them. Then the author of the paper compared the practical construct from the English textbooks with the theoretical one by searching for the areas where intercultural competence might be developed more fully. As one of the possibilities to teach intercultural communication to young learners the author suggests organizing culturalexchange between Russian and English-speaking students trough project work. Such work will allow students to deepen their intercultural knowledge and practice their cultural observation by comparing different cultures.

Starting point on the roadmap of the intercultural communication competence

RoBES , 2023

In spite of the widespread use of the concept of "intercultural communication competence" in theoretical and empirical studies, there are problems with the development of this competence in real-time teaching process within local contexts. This research aims to analyze the situation regarding the development of intercultural communicative competence in the learning process in the context of Turkey and to evaluate the approach used as a starting point for developing linguistic and cultural awareness among the students of the Russian language and literature department in Ankara Haci Bayram Veli University. As part of the study, the author used the methods of deductive analysis, the analysis of the current state of the problem as well as the onomasiological and contrastive analysis. The author analyses the results of testing, based on the ideas of contrastive onomasiology and presented in a learning book for the Translation Course. The results show that a comparative analysis of the reality-language interaction models based on concepts such as "situation", "perspective" and "reframing" helps develop the awareness of the students towards the different "thought patterns". The main conclusion of this paper is the thesis that contrastive onomasiology contributes to the development of linguistic and cultural awareness, which is the first step towards intercultural communicative competence.

Why Intercultural Language Studies ? Intercultural Language

2014

Intercultural Communication has been a popular concept for many decades finding its way into such diverse fields as international business and education. Consequently, increased intercultural awareness has led to the development of various contrastive methods in intercultural training and curricular objectives vis-à-vis intercultural sensitivity and mediation. In the meantime, however, it has become clear that cultural dimensions and orientations require more semantic and pragmatic differentiation and cross-cultural validation. Furthermore, teaching intercultural competence to real students has proven to be much more difficult than (fuzzy) political or curricular proclamations suggest. The term „intercultural language studies‟ was chosen, after some intense discussion, to reflect a departure from the overly general characterisation of linguistic processes represented by „intercultural communication‟. It was also chosen to mark the crucial role of language in intercultural encounters...

Ethnopsychological Aspects of Intercultural Communication and their Consideration in the Process of Teaching Students of a Linguistic University

2020

The article discusses the features of the process of intercultural communication from the point of view of ethnopsychological differences between partners in interaction as representatives of different languages and cultures. The authors reveal the key provision that the learning process must take into account the ethno-psychological characteristics of people from different cultures, which determine the ethnocultural specificity of system of relations of media culture to reality. Ethno-psychological features are manifested in perceptual, communicative and interactive aspects of intercultural communication in the perception, understanding and evaluation of reality, national value orientations and behavioral strategies. The article provides examples of oriented and interactive tasks aimed at mastering the knowledge of ethnopsychological features of the native speaker of the target language, the ability to use this knowledge in the process of intercultural communication, as well as the...

Formation of Undergraduate Students’ Intercultural Communicative Competence

2023

2.4 Formation of undergraduate students' intercultural communicative competence Introduction. Recent events regarding Ukraine's EU candidacy have demonstrated the importance of reconsidering the role of intercultural communicative competence formation, especially in the process of English for Specific Purposes (ESP) teaching in the course of future professionals' training. Contemporary socioeconomic and cultural trends of the Ukrainian social development, accession of Ukraine to the European educational system state new problems and challenges for future professionals. In particular, a foreign language proficiency is one of the prerequisites for successful professional communication of future specialists. Knowledge of a foreign language enhances the competitiveness and mobility of future professionals, giving them the opportunity to feel more confident in the job market, which is constantly placing new requirements for the specialists. The phenomenon of culture and communication in their inextricable connection was considered in the works of philosophers L.