ТЕОРИЯ И МЕТОДИКА ПРЕПОДАВАНИЯ ФИЛОЛОГИЧЕСКИХ ДИСЦИПЛИН В ШКОЛЕ И ВУЗЕ (original) (raw)
Related papers
The Communicative Orientation of Russian-Language Textbooks
The Slavic and East European Journal, 1992
The paper presents the description of specific communicative practice among the Russian language speakers. This research is based on linguistic and cultural data collected in everyday speech and behavior, as well as in the Russian philosophical and literary tradition. The following elements of verbal communication were analyzed: syntactic structures, lexical units, and phonetics. Sociocultural phenomena, such as role-switching, use of background knowledge, and talk domination were observed too. Generally, the method applied here could be defined as content analysis. The findings of the present study suggest that the typical features of the communicative style in the Russian culture are straightforwardness, familiarity, gender and race intolerance, aggressiveness, rude language, irony, and emotionality.
The Modern Language Journal, 2010
The MLJ reviews books, monographs, computer software, and materials that (a) present results of research in-and methods of-foreign and second language teaching and learning; (b) are devoted to matters of general interest to members of the profession; (c) are intended primarily for use as textbooks or instructional aids in classrooms where foreign and second languages, literatures, and cultures are taught; and (d) convey information from other disciplines that relates directly to foreign and second language teaching and learning.
Vestnik Tomskogo gosudarstvennogo universiteta, 2020
This article presents the results of a case study that puts the classical and new educational models and methods to the test through practical implementation by a French foreign language assistant in Russia. On that basis, the authors revise the modern theories of language and intercultural communication. The research emphasises that for the efficient acquisition of foreign language and the development of cultural competences it is necessary to design a "learning microculture" and unique "ecology" of the classroom.
Interpreter training: Taking account of intercultural communication
Journal of Contemporary Philology, Ss Cyril and Methodius University, B Koneski Faculty of Philology, 2018
Communication settings involving interpreters are always instances influenced by intercultural factors, due to the fact that in interpreted communication there is the co-presence of two or more cultural and language systems which inevitably give rise to potential misunderstandings or misinterpretations of the original, intended message issued by the speaker. The point of departure of the study is the understanding that besides being language experts, interpreters also need to acquire intercultural effectiveness in order to successfully practice their profession. The study discusses basic concepts of intercultural communication and examines the relationship between interpreting and intercultural awareness, particularly focusing on the role and specific skills of the interpreter. To this effect, a survey was carried out among professional interpreters in the Republic of Macedonia. The aim of the survey was to test interpreters' point of view of the way they perceive their role during the interpretative event. The importance of including the teaching of intercultural communication as part of the interpreter training program at the Faculty of Philology "Blaže Koneski"-Skopje, will also be highlighted.
Teaching Foreign Languages to Students of the Philological Direction Using the Academic Language
Revista Gestão Inovação e Tecnologias, 2021
Modern socio-educational student environment, which stands on communication is based on the exchange of visual images and philological units. Philology students see in communicating with foreign language communicants an opportunity to develop the spoken language of a non-native language, as well as to supplement this knowledge with cultural characteristics and new images. The perception of academically correct lexical group is relevant in combination with spoken language. The novelty of the study lies in the fact that the authors go beyond the stereotype, according to which the academic language is conventionally considered an anachronism and, in general, not an effective means to expand linguistic competence. The article proves that students are ready to learn the academic language not only ion the cultural plane, but also with the help of pedagogical methods. The study also confirms the authors' assertion that it is advisable to introduce an extended learning format into the c...
Rizomilioti. V. and V. Deli (Eds.). Proceedings for English for Academic Purposes: Teaching Practices and Challenges, University of Patras, 18-10-2014, 2016
This paper considers the role of the Greek tutor in tutorials and the possible implementation of tutorials within an English for Specific Purposes (ESP) context. Specifically, the session is divided into two parts. The first part offers a literature review providing evidence on the impact of culture on Greek students’ learning behavior. A description of the complexity of defining and illustrating the context where tutorials take place is also offered where it is shown that the effects of tutorials on student learning are positive but the process of this tutoring is a critical issue. The second part explains the teaching situation in relation to the English for General Academic Purposes (EGAP) and the English for Specific Academic Purposes (ESAP) courses in University of Patras (Agrinio campus) and provides a discussion on reasons why tutorials could be a teaching method that corresponds to the Greek learning profile.
Inter-Cultural Professional Competence As A Key Aspect Of Translators Training
In the frame of implementation of tri-lingualism strategy in Kazakhstan the reliance on integrated course aimed at development of intercultural translators' competence is quite obvious. That discipline fits the situation in Kazakhstani higher education as a few years ago multilingual groups for all undergraduate majors were founded. This subject should be treated as a "bridge" that links language study (in Kazakhstan, primary focus is on such languages as Kazakh, Russian and English) and major-specific disciplines in the field of translation studies. Therefore, the principles of theoretical knowledge representation and practical tasks solution are designed to combine multilingual specialists training with their prospective work as mediators in intercultural communication process (both in our country and abroad). In our viewpoint, the key aspects in that field are the following:-first of all, intercultural competence development requires both scientific approach to communication and study of translation as intercultural communication process. Also, would-be translators should be familiar with structural characteristics of culture and cultural values.-secondly,intercultural translators competence requires specific knowledge about different types of communicative failures in the field of translation as well as retention of key strategies of acculturation. Special emphasis is placed on intercultural communication in business and science (especially in the field of abstracting and referring). INTRODUCTION One of challenges in contemporary world as well as one of current tendencies in teaching translation is the development of intercultural competence of would-be translators. On the other hand, in accordance with language policy in Kazakhstan, the whole range of translators' competences should be developed for tri-lingual communication. Thus, in his Message President of Kazakhstan N. A. Nazarbayev pointed out that our country follows the traditions of multilingual and multi-cultural community. So that, one of the most important purposes for Kazakhstani people is to learn Kazakh (for all of them), Russian (for 95% of them); also, it is necessary for at least to 25% of our commonwealth to use English language as a means of intercultural communication. Moreover, at three National Universities in Kazakhstan, from 2013 year we have multilingual groups on different specialties at the level of both Bachelor and Master programs. Finally, in 2016 Ministry of Education is going to start the implementation of tri-lingualism strategy in secondary (and even in primary!) schools.
Background/Objective: The article covers the aspects directly related to linguistic-cultural adaptation. The purposes of this article are: studying and systematizing publications on general cultural and linguistic-cultural adaptation; describing the deliverables of linguistic-cultural adaptation of non-philology students and French expats; identifying the theoretical and practical bases for the elimination of the linguistic culture shock. Methods/Statistical Analysis: The descriptive, analytical and pedagogical observation method, i.e. an analysis of the work and discussions with students, have been used. In 2012-2016, first- year students (120) of the faculties of economics and law taught at the RUDN and French expats (60) were interviewed. Findings: Using the empirical method, the authors have demonstrated that the improvement of the general proficiency in Russian as a foreign language takes on crucial importance in overcoming the subsequent linguistic shock when transferring from pre-university education to its main stage. Improvements/Application: The results can be used in developing curricula and educational multimedia materials, teaching relevant courses in education and philology departments, and in the frame of in-service training for specialists in Russian philology. The outcome can be used in updating the methodology of teaching Russian as a foreign language. Keywords: Intercultural Interaction, Linguistic-Cultural Adaptation, Linguistic Culture Shock, Russian as a Foreign Language.