Intercultural communication in English: Arguments for a cognitive approach to intercultural pragmatics

2006 ◽  
Vol 3 (3) ◽  
Author(s):  
Hans-Georg Wolf ◽  
Frank Polzenhagen
Keyword(s):  
Intercultural Communication ◽  
Cognitive Approach ◽  
Intercultural Pragmatics

scholarly journals Representation of the image of Russia and Central Europe in the British press. The impact of media on intercultural communication in global context

2021 ◽  
Vol 129 ◽  
pp. 10010
Author(s):  
Silvia Polakova ◽  
Jozef Bruk ◽  
Lenka Môcova
Keyword(s):  
Mass Media ◽  
Eastern Europe ◽  
Intercultural Communication ◽  
Political Development ◽  
Value Added ◽  
Cultural Knowledge ◽  
Cognitive Approach ◽  
The Media ◽  
British Press ◽  
The Impact

Research background: Twenty-first century’s sees strong globalization trends in which mass media play crucial role in shaping public opinion which might saliently impact intercultural communication on the international level. Purpose of the article: This paper focuses on the representation of the image of Russia and Central and Eastern Europe in the British press and, besides, it sets out the role of stereotyping in intercultural communication. The article writers assume that the stereotypes play pivotal role in image shaping of a country in the media. Above all, the most efficient way to not stereotype is a straightforward communication of the participants alongside with the knowledge of the participant’s background, i. e. cultural knowledge. Drawing on the information from the British press, Russia, Central as well as Eastern Europe appears not solely as a geographical region. On the contrary, despite the fast economic, social and political development, its image abroad is still predominantly negative. Methods: The paper, in conjunction with the cultural linguistics and cognitive approach, reveals the range of metaphorical expressions, in particular cognitive aspect of metaphors used by British journalists, which, in turn form the image of Russia in the British press. Findings & Value added: The paper suggests that the analysis of the image of country in the mass media might apply to the investigation of images of other countries as well as to comparative studies.

scholarly journals THE IMPORTANCE OF INTERCULTURAL PRAGMATICS IN TEACHING A FOREIGN LANGUAGE

2021 ◽  
pp. 166-177
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Foreign Languages ◽  
Cultural Backgrounds ◽  
Cultural Elements ◽  
Intercultural Communication Competence ◽  
Cultural Foundations ◽  
Intercultural Pragmatics ◽  
Methodological Aspects ◽  
Pragmatic Aspects

This article focuses on the role of intercultural pragmatics in modern foreign languages teaching and, on the notion, issues of intercultural pragmatics. It also analyses the importance of intercultural communication in the teaching of foreign languages, pragmatic aspects of intercultural communication, the interdependence of linguistic and cultural phenomena. While pragmatics is a branch of linguistics, intercultural pragmatism is developing as a new supplement to pragmatics. The process of intercultural communication includes linguistic and socio-cultural elements. The importance of intercultural communication in the study of a foreign language is that it eliminates cultural misunderstandings, mistrust and helps to adapt to other civilizational traditions of intercultural communication. Nowadays, according to communicative language teaching the main focus is on the development of communicative competence in foreign languages teaching. Sociolinguistic and pragmatic competencies are the integral aspects of this competence. Cultural and social factors are important in developing intercultural communicative competences in order to avoid difficulties that may arise in understanding interlocutors of different cultural backgrounds. Knowledge of the components of a language and cultural foundations such as phraseological units, words and proverbs help to overcome difficulties in intercultural communication and lead not only to understanding of “foreign” culture through “own” culture, but also the pragmatic factors that arise in this case. Given that English is the lingua franca in the world, there are many problems with intercultural pragmatics in the process of communication in this language. Therefore, it is necessary to pay attention to the development of intercultural communication competence in the process of teaching English. However, there are a number of problems in the process of teaching a foreign language. The problem can be divided into linguistic, lingua-didactic and methodological aspects.

Figurative language in intercultural communication – a case study of German-Southern African international academic discourse

2017 ◽  
Vol 14 (4) ◽  
Author(s):  
Karsten Senkbeil
Keyword(s):  
Intercultural Communication ◽  
Figurative Language ◽  
Academic Discourse ◽  
Cognitive Approach ◽  
Cognitive Patterns ◽  
Communicative Success ◽  
Interdisciplinary Integration ◽  
International Research Project ◽  
Integration Of Methods

AbstractThis article analyzes intercultural academic discourse in an international research project involving German and Southern African scholars, with an eye on the use of figurative language in authentic communication. It combines intercultural pragmatics with a cognitive approach to figurative language as an expression of conceptual, cognitive patterns. This paper intends to show how international academics involved in intercultural communication actively and creatively apply metaphoric and other forms of figurative language to co-construct and conceptualize academic subject matter in transculturally understandable forms, and to forge a group identity in what has been called a “discursive interculture.” The quality and communicative success of figurative language for such purposes depends on various factors, for which both pragmatic and cognitive linguistic perspectives provide explanations, which is why an interdisciplinary integration of methods is advisable.

Metapragmatic comments in web-based intercultural peer evaluation

2019 ◽  
Vol 16 (1) ◽  
pp. 57-83 ◽  
Author(s):  
Ping Liu ◽  
Xiaoye You
Keyword(s):  
Intercultural Communication ◽  
Common Ground ◽  
Interpersonal Relations ◽  
Contextual Factors ◽  
Three Dimensions ◽  
Peer Evaluation ◽  
Cognitive Approach ◽  
Web Based ◽  
American University ◽  
Online Exchange

Abstract Peer evaluation (PE) of student writings is increasingly conducted online these days, creating unique opportunities for intercultural communication. Adopting a socio-cognitive approach and drawing on data from an online exchange program between Chinese and American university students, the study examines how revision-oriented metapragmatic comments (MPCs) are used to adjust the salience of specific contextual factors in three dimensions: information (including socio-cultural, language, and writing knowledge), situational context, and interpersonal relations. The MPCs are found to have substantiated a host of pragmatic strategies, such as patterned moves, foregrounding or backgrounding information, evidentiality markers, dispreferred second turns, and highlighting group identity. Enhancing or degrading the salience of contextual factors, the MPCs facilitate the construction of a common ground between the Chinese and American students in terms of knowledge and personal affiliation. The use of revision-oriented MPCs in PE manifests the collaborative, mutually supportive nature of web-based intercultural communication.

scholarly journals Towards a unified, socio-cognitive approach to language-mediated intercultural competence

2018 ◽  
Author(s):  
Ariadna Strugielska ◽  
Katarzyna Piątkowska
Keyword(s):  
Intercultural Communication ◽  
Intercultural Competence ◽  
Unified Approach ◽  
Cognitive Approach ◽  
Integrated Framework ◽  
Do So

Towards a unified, socio-cognitive approach to language-mediated intercultural competenceVery few intercultural competence (IC) models include language, and those that do so portray the notion in an inconsonant manner. Nonetheless, research shows that language assures successful intercultural communication. Thus, this article stresses the need for a unified socio-cognitive approach which will introduce common and solid foundations for the role and nature of both language and IC. The article demonstrates that such an integrated framework, built on a reappraised notion of language, helps to overcome numerous dichotomies within IC models and leads to the emergence of a unified approach to language-mediated IC. W kierunku ujednoliconego, socjo-kognitywnego podejścia do kompetencji interkulturowej opartego na językuNieliczne modele kompetencji interkulturowej (ang. IC) uwzględniają język, a te, które to robią, przedstawiają to pojęcie w niekonsekwentny sposób. Jednak badania pokazują, że język jest gwarantem efektywnej komunikacji interkulturowej. Niniejszy artykuł podkreśla potrzebę ujednoliconego podejścia socjo-kognitywnego, które oparte jest na wspólnych podstawach łączących rolę i naturę zarówno języka, jak i kompetencji interkulturowej. W artykule wykazujemy, że takie zintegrowane podejście, zbudowane na przeformułowanej koncepcji języka, pomaga przezwyciężyć liczne dychotomie w modelach kompetencji interkulturowej i prowadzi do powstania jednolitego podejścia do kompetencji interkulturowej opartej na języku.

scholarly journals Editorial: Relevance Theory and Intercultural Communication Problems

2017 ◽  
Vol 15 (1) ◽  
pp. 1-9 ◽  
Author(s):  
Agnieszka Piskorska
Keyword(s):  
Intercultural Communication ◽  
Relevance Theory ◽  
Conversational Implicature ◽  
Special Issue ◽  
Communication Problems ◽  
Intercultural Pragmatics

This editorial to the special issue of RiL dedicated to relevance theory and problems of intercultural communication addresses the general requirements that a theory of communication must meet to be applicable to the analysis of intercultural communication. Then it discusses criticism levelled against Grice’s theory of conversational implicature and Brown and Levinson’s theory of politeness on the grounds that these theories were not universal enough to be applied to all data. Finally, it offers some remarks on the applicability of relevance theory to intercultural pragmatics.

scholarly journals A Cognitive Approach to Grammatical Mechanism in English Euphemism

2017 ◽  
Vol 8 (4) ◽  
pp. 817
Author(s):  
Yu Li
Keyword(s):  
Intercultural Communication ◽  
Reference Point ◽  
Head Noun ◽  
Cognitive Grammar ◽  
Cognitive Approach ◽  
Short Introduction ◽  
Linguistic Phenomenon

Euphemism is a common linguistic phenomenon. A short introduction to euphemism in English and Chinese will benefit our future intercultural communication. Three grammatical approaches in English euphemism were analyzed in light of cognitive grammar: negation, postmodification and aspect. Thanks to negation, profile and base are changed, resulting in the prominence of “NOT” and the shift of cognitive reference point. Postmodification makes the head noun the trajector in a relational profile, hence reducing the prominence of the modifier. Aspects help to turn a bounded scene into an unbounded one and hence change the cognitive focus. These will be benefit for human’s communication.

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