scholarly journals Komunikacja międzykulturowa jako pomost ku integracji społecznej w środowisku wielokulturowym

1970 ◽  
pp. 401-413
Author(s):  
Katarzyna Bogucka
Keyword(s):  
Social Development ◽  
Social Integration ◽  
Intercultural Communication ◽  
Social Mobility ◽  
Intercultural Competence ◽  
Contact Hypothesis ◽  
Modern World ◽  
Intercultural Relations ◽  
Multicultural Environment

The article focuses on intercultural communication, which creates a passage from a multicultural environment towards social integration and intercultural relations. The author introduces the topic by short characteristics of changes in the modern world, determined by social mobility and multiculturalism. The article presents then some chosen aspects of social integration of migrants seen as bilateral process which requires the development of intercultural competences of both migrants’ and the receiving community. The author further describes intercultural communication and stresses its importance for education and social development. Finally, some factors conditioning the acquisition of intercultural competence with reference to Gordon Allport’s contact hypothesis and informational influences are presented along with highlighting the importance of empathy.

scholarly journals Peculiarities of Etymology and Lexical Structure of English Brand Names of Dishes

2020 ◽  
pp. 128-140
Author(s):  
Catherine Lyssenko
Keyword(s):  
Cultural Values ◽  
Intercultural Communication ◽  
Geographical Location ◽  
Special Kind ◽  
Brand Names ◽  
Modern World ◽  
Intercultural Relations ◽  
Cultural Concepts ◽  
The Individual ◽  
Cultural Concept

The article considers such aspects of modern English vocabulary as the names of culinary dishes, food consumption and the history of their names. In modern conditions of intercultural communication the formation, strengthening of intercultural relations, specific features of each language come to the fore. Food itself is one of the main manifestations of cultural relationships today. That is why the study of various aspects of gastronomic discourse, which are influenced by different national cuisines in our rapidly changing modern world, is gaining new impetus. Under the gastronomic discourse in our work we understand a special kind of verbal and social discourse, the purpose of which is to achieve a certain type of communication. It is a piece of text or language related to the eating process in which the participants are considered, the conditions, the ways of communication, the environment in which the conversation takes place. In modern conditions of intercultural communication, the formation, strengthening of intercultural relations, specific features of each gastronomic preference have been formed over the centuries, and, of course, features such as geographical location, climate, religion, traditions and foundations, as well as economic factors could not affect them. . It is often enough to just look at what a person eats to determine where he comes from, what beliefs he has and what lifestyle he leads. It is known that the linguistic personality exists in a certain culture and has basic values – cultural concepts. The concepts that exist in the collective consciousness are essential for both the individual and for collective cultural identity in general. The problem of defining the concept of "food" as a cultural concept in modern language theory in the 21st century is of great interest to linguists and linguistic and cultural scientists. This concept in linguistic culture is one of the least studied and defined, although its meanings and cultural values are quite high. The food and cuisine of any nation are integral to the language and are reflected in its vocabulary. In the system of national values, the cultural concept of "food" occupies one of the key places. This phenomenon can be viewed from different angles.

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 Peculiarities of intercultural competence in teaching foreign languages

2019 ◽  
Vol 4 (18) ◽  
pp. 221-224
Author(s):  
Dilrabo Bakhronova ◽  
Muminova Dilshodakhon Abduvakhitovna ◽  
Khodjakulova Feruza Rustamovna ◽  
Hashimova Sabohat ◽  
Musaeva Shahzoda Ibrohimovna
Keyword(s):  
Foreign Language ◽  
Cultural Heritage ◽  
Intercultural Communication ◽  
Intercultural Competence ◽  
Foreign Languages ◽  
Modern World ◽  
Foreign Culture ◽  
Intercultural Competencies

The article deals with the issues related to intercultural competence in teaching foreign languages. The modern world and society are increasingly in need of people who can think creatively, analyze, and understand others. And a foreign language is one of the best tools to develop these skills. Comparison of countries, people, customs, traditions, cultural heritage stimulates and motivates the desire to increase and deepen the knowledge about other countries and their own country. At the center of the modern personality-oriented concept is the personality of the student, his needs, and interests. The main goal of teaching a foreign language is seen in the formation of communicative and intercultural competencies among pupils. In the process of teaching foreign languages, both competencies are formed interconnected intercultural competence is formed based on communicative and in the process of its development. Each lesson of a foreign language is a crossroads of cultures this is the practice of intercultural communication because each word reflects a foreign world and a foreign culture.

Intercultural communicative competence formation of degree-seeking students

2021 ◽  
Vol 7 (3B) ◽  
pp. 301-310
Author(s):  
Oksana Chaika ◽  
Olha Poliakova ◽  
Oleksandr Polishchuk ◽  
Oleksandr Panarin ◽  
Yuri Shepel
Keyword(s):  
Intercultural Communication ◽  
Intercultural Competence ◽  
Research Result ◽  
Educational Process ◽  
Theory And Practice ◽  
Intercultural Communicative Competence ◽  
Main Research ◽  
Multicultural Environment ◽  
Observation Methods ◽  
Teachers And Students

This academic work provides an overview of a series of research directions in the sphere of intercultural communication; consequently, the objective is to establish the feasibility of introducing the theory and practice of intercultural communication for a better perception and adaptability of students to the learning process. In addition, research involves establishing the effectiveness of intercultural competence; teachers also assess their role in the educational process as well as in the process of learning foreign languages. The hypothesis of the research lies in the fact that teachers and students will more effectively acquire intercultural communication skills and abilities during the educational process in a multicultural environment. The experiment was the main research method; observation methods and questionnaire were also used. The research result involves the development of ways to effectively include the theory and practice of intercultural communication in the educational process, where knowledge and motivation are identified as important components of learning in higher education institutions.

scholarly journals INTERCULTURAL COMMUNICATION IN MODERN WORLD

2018 ◽  
pp. 80-85
Author(s):  
D. Kostenko
Keyword(s):  
Cultural Values ◽  
Intercultural Communication ◽  
Intercultural Competence ◽  
Cultural Context ◽  
Modern Science ◽  
Point Of View ◽  
Modern World ◽  
Successful Implementation ◽  
Cultural Significance ◽  
The Individual

The article analyses the content of the concept of ˝intercultural competence˝ and defines its elements as the basis of its own communicative behaviour. It also emphasises the socio-cultural significance of intercultural communication in the modern world. The problem of intercultural communication is one of the main in modern science. In the most general form, the process of intercultural communication is the interaction of individuals who are carriers of different cultures, each of which has its own language, types of behaviour, values, customs and traditions. In the process of communication, each participant acts simultaneously and as a separate individual, and as a member of a socio-cultural group, and as a representative of a particular cultural community, and as a representative of all mankind. Hence, he has simultaneously individual, as well as social, national, and universal knowledge in his mind. Development of competent intercultural communication skills requires its participants to understand what, when, and how it can and must be said or done. For successful implementation of these settings they need: socio-cultural (context) knowledge, communicative skills and abilities, as well as language knowledge. As a result of achieving life and professional goals, the individual must have the ability to intercultural communication: to adequately perceive and interpret different cultural values; consciously overcome the borders separating cultures; see in foreign cultures not only general but also common features; to consider various cultural phenomena and representatives of other cultures from the point of view of empathy; correlate existing ethno-cultural stereotypes with own experience and make adequate conclusions; to be able to view and change their assessments of another culture in accordance with the expansion of skills and experience of intercultural communication; to change self-esteem as a result of comprehending another culture and rejecting unwarranted stereotypes or prejudices; to accept new knowledge about another culture for a deeper knowledge of one’s own; systematise the facts of cultural life; synthesise and generalize your personal experience in intercultural dialogue.

University student education of intercultural communication: methodological aspects

2016 ◽  
Vol 10 (1) ◽  
pp. 60-65
Author(s):  
Наталья Зорина ◽  
Natalya Zorina ◽  
Наталья Новикова ◽  
Natalya Novikova ◽  
Вадим Кортунов ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Intercultural Communication ◽  
Intercultural Competence ◽  
Student Behavior ◽  
Modern World ◽  
Student Centered ◽  
Learning Groups ◽  
Constructive Feedback ◽  
Cultural Dialogue ◽  
Methodological Aspects

The article emphasizes the importance of teachers of humanitarian disciplines in the formation of intercultural competence of students. Teaching youth communication skills in the dialogue of cultures should contribute to the development of ideas about human possibilities in the modern world, should lay the foundations of a respectful attitude to people of other religion, other nationality, other traditions. The authors analyze in detail interactive forms of teaching intercultural communication, including lectures, presentations, round tables, trainings. The article emphasizes the importance of motivation, activity, multiple experience and constructive feedback in the learning process. The professionalism of the teacher is manifested in student-centered pedagogy, the formation of learning skills, using a model of natural learning. The article examines the opportunities for inter-ethnic learning groups in teaching intercultural communication. Harmonious, friendly atmosphere of communication in the multicultural group creates conditions for understanding and acceptance of tolerance as a social value, fills its contents and brings in the student behavior. It pays attention to the difficulties that may students experience when they enter a different culture. The article presents the results of the diagnostic analyze, which determines the level of emotional intelligence as a set of emotional competencies and skills that help to cope with the demands of the environment and to resist its pressure, which helps to understand the emotions of other people and providing them facilitating support. The basic directions of development of emotional intelligence in the context of cross-cultural dialogue to enhance professional and personal effectiveness of students are also presented. The described form of working in a multicultural group gives psychotherapeutic effect both students and teachers.

scholarly journals Comprehensive Model of Intercultural Competence: Theoretical Substantiation

2020 ◽  
Vol 17 (1) ◽  
pp. 13-28
Author(s):  
Oleg E. Khukhlaev ◽  
Valentina V. Gritsenko ◽  
Olga S. Pavlova ◽  
Natalya V. Tkachenko ◽  
Shushanik A. Usubian ◽  
...  
Keyword(s):  
Intercultural Communication ◽  
Cultural Sensitivity ◽  
Intercultural Competence ◽  
Optimal Level ◽  
Intercultural Relations ◽  
Comprehensive Model ◽  
Russian Science ◽  
Theoretical Substantiation ◽  
Intercultural Interaction ◽  
Intercultural Skills

The paper presents theoretical substantiation and development of the authors’ comprehensive model of intercultural competence (ICC), based on the analysis and generalization of empirical models of intercultural interaction existing in Western and Russian science. The model is based on 9 constructs: intercultural stability/sustainability, intercultural flexibility, intercultural openness, intercultural interest, absence of ethnocentrism, cultural sensitivity, intercultural empathy, management of intercultural relations, and tolerance to intercultural uncertainty. Those constructs are combined into three groups of characteristics: 1) intercultural traits; 2) attitudes and mentality features; 3) intercultural skills. Basic mechanisms by which the distinguished constructs of intercultural competence contribute to intercultural efficiency are substantiated - this is maintenance of an optimal level of sensitivity to uncertainty and an optimal level of anxiety in the process of intercultural communication. The role of each component of intercultural competence is shown. Constructs “Cultural Sensitivity”, “Intercultural Empathy”, “Management of Intercultural Relations”, “Tolerance to Intercultural Uncertainty”, and “Intercultural Flexibility” make a significant contribution to maintaining the optimal level of sensitivity to uncertainty and thereby contribute to increasing effectiveness of intercultural interaction. Such components of intercultural competence as “Intercultural Empathy”, “Intercultural Interest”, “Lack of Ethnocentrism”, “Intercultural Openness”, “Tolerance to Intercultural Uncertainty”, maintain the optimal level of anxiety, which contributes to the effectiveness of intercultural communication. It is emphasized that none of the components of the ICC is a universal predictor of the success of intercultural interaction, this effect being achieved only through an integrative combination with other ICC constructs.

scholarly journals Culture and complexity through English as a lingua franca: rethinking competences and pedagogy in ELT

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Will Baker
Keyword(s):  
Intercultural Communication ◽  
Intercultural Competence ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Lingua Franca ◽  
Language And Culture ◽  
Language Pedagogy ◽  
Nation States ◽  
Meaningful Category

AbstractEnglish as a lingua franca (ELF) research highlights the complexity and fluidity of culture in intercultural communication through English. ELF users draw on, construct, and move between global, national, and local orientations towards cultural characterisations. Thus, the relationship between language and culture is best approached as situated and emergent. However, this has challenged previous representations of culture, particularly those centred predominantly on nation states, which are prevalent in English language teaching (ELT) practices and the associated conceptions of communicative and intercultural communicative competence. Two key questions which are then brought to the fore are: how are we to best understand such multifarious characterisations of culture in intercultural communication through ELF and what implications, if any, does this have for ELT and the teaching of culture in language teaching? In relation to the first question, this paper will discuss how complexity theory offers a framework for understanding culture as a constantly changing but nonetheless meaningful category in ELF research, whilst avoiding essentialism and reductionism. This underpins the response to the second question, whereby any formulations of intercultural competence offered as an aim in language pedagogy must also eschew these simplistic and essentialist cultural characterisations. Furthermore, the manner of simplification prevalent in approaches to culture in the ELT language classroom will be critically questioned. It will be argued that such simplification easily leads into essentialist representations of language and culture in ELT and an over representation of “Anglophone cultures.” The paper will conclude with a number of suggestions and examples for how such complex understandings of culture and language through ELF can be meaningfully incorporated into pedagogic practice.

Towards an employment strategy of inclusive growth

2017 ◽  
Author(s):  
Günther Schmid
Keyword(s):  
Human Capital ◽  
Social Development ◽  
Social Mobility ◽  
General Level ◽  
Inclusive Growth ◽  
Employment Relationships ◽  
Level Of Education ◽  
Economic Event ◽  
The Life Course ◽  
And Training

The inclusive growth agenda prioritises a broad based, employment centred pattern of growth as a foundation of social development. Welfare goals cannot be pursued solely through taxes and transfers ‘after the economic event’. The focus must also be upon the predistribution of economic endowments such as human capital, on the distribution of opportunities within the labour market as well as the wages and conditions of the workforce. This means raising the general level of education and training in the workforce, promoting inclusion of marginalized employees, encouraging transitions between various employment relationships over the life course, and ensuring the potential of social mobility.

scholarly journals Intercultural Relations among Ukrainian Immigrants Living in Portugal

2019 ◽  
Vol 18 (5) ◽  
pp. 1-11
Author(s):  
Félix Neto
Keyword(s):  
Average Length ◽  
Perceived Discrimination ◽  
Psychological Adaptation ◽  
Contact Hypothesis ◽  
Intercultural Relations ◽  
Sociocultural Adaptation ◽  
Intercultural Contact ◽  
Low Level ◽  
Positive Attitudes ◽  
Intercultural Adaptation

The purpose of this research was to test specific predictions based on three general hypotheses: the integration hypothesis, the contact hypothesis, and the multiculturalism hypothesis. The sample included 218 Ukrainian immigrants with an average of 39 years. The average length of time residing in Portugal was 10 years. As regards the integration hypothesis, psychological adaptation and intercultural adaptation were predicted by integration, while sociocultural adaptation was only predicted by marginalization. Thus, the integration hypothesis was partially supported for Ukrainian immigrants living in Portugal. The contact hypothesis tended to be supported, as intercultural contact was predicted by higher positive attitudes toward Portuguese, and assimilation. However, integration has not emerged as a significant predictor of intercultural contact. This sample displayed a relatively low level of perceived discrimination. In line with the multiculturalism hypothesis, perceived discrimination was negatively related to tolerance, attitude towards Portuguese, attitude towards other immigrants, and positively related to preference for separation and marginalization. Findings are discussed considering the existing literature.

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