scholarly journals Ethnocultural Component of Content of Education in Intercultural Context

2021 ◽  
Vol 3 (3) ◽  
pp. 37-39
Author(s):  
Tatyana Nikolaevna Nikolaeva
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Family Relations ◽  
Target Language ◽  
Educational Institutions ◽  
German Language ◽  
Timely Response ◽  
The World ◽  
Approach To Teaching ◽  
Selection Of

The work is devoted to the problem of co-learning of languages ​​and cultures in a multiethnic region. Introduction. Addressing the problem of ethnocultural education in the context of the ongoing changes in the life of society is due to reasons that require timely response and adjustments to the process of education and upbringing, especially among young people. The purpose of the study is to generalize the theoretical and practical approaches to teaching a foreign (German) language, taking into account local ethnographic material. Methods. The work represents the author's reflections on the problems of ethnocultural education. Research results. To solve the problem of filling the content of ethno-oriented education based on knowledge of the elements of everyday culture, traditional culture, linguistic picture of the world, it is necessary to include in the process of teaching a foreign language topics, issues related to the sphere of everyday life of northerners, their living conditions, family relations, rules of behavior, traditions, rituals. Conclusions. Currently, educational institutions are changing the approach to teaching foreign languages ​​towards the development of communicative and intercultural competence of students, which involves the co-learning of languages ​​and cultures of both the country of the target language and the native land. This can be facilitated by a balanced selection of the content of the «Foreign language» subject at the expense of the ethnocultural component as a reserve that forms intercultural competence for socialization in the world space.

scholarly journals DESIGN OF INDIVIDUAL EDUCATIONAL ROUTES FOR STUDENTS WHEN TAUGHT GERMAN AT TECHNICAL UNIVERSITY

2020 ◽  
Vol 14 (4) ◽  
pp. 681-695
Author(s):  
I. V. Кusоvskaya ◽  
Keyword(s):  
Foreign Language ◽  
Design Method ◽  
Practical Significance ◽  
Educational Institutions ◽  
German Language ◽  
Motivational Support ◽  
Competency Based ◽  
Technical University ◽  
Rational Organization ◽  
Resource Support

Introduction. The paper focuses on the design of individual educational routes for students of higher educational institutions in a competency-based learning environment. Individual educational routes assume particular importance for teaching a foreign language in multilevel and multidirectional groups. The objective of the study is to design individual educational routes for students studying German at a technical university. The achievement of this objective involves specification of the concept, scope, and stages of the design of individual educational routes and corresponding pedagogical conditions. Materials and Methods. The object of the research is the process of designing individual educational routes for Bachelor and Specialist’s degree students learning the discipline “Foreign Language” at Irkutsk State Transport University. The development of individual educational routes based on design method is a joint activity of teacher and students at the stages of motivational support, goal-setting, content and resource support. Results. The outcome of the research is designed individual educational routes of the adaptive, developmental and creative type for the students learning German. Conclusion. The practical significance of the study lies in the individualization and variability of competency-based learning, and the rational organization of individual work based on the knowledge of the German language. Prospects for further study of the issue entails reflective analyses of the adoption of the designed individual educational routes and their optimal correction. Keywords: design, individual educational route, technical university, German teaching.

scholarly journals The Impact of a Cultural Research Course Project on Foreign Language Students’ Intercultural Competence and Language Learning

2017 ◽  
Vol 8 (1) ◽  
pp. 97 ◽  
Author(s):  
Fang Li ◽  
Yingqin Liu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mandarin Chinese ◽  
Intercultural Competence ◽  
Learning Experience ◽  
Target Language ◽  
Cultural Research ◽  
Language Students ◽  
The Impact ◽  
Foreign Language Students

This study explores whether using a cultural research course project can positively impact foreign language students’ intercultural competence and language learning. Using a case study method, the researchers recruited 12 student participants from an Intermediate Mandarin Chinese I class and from an Introduction to Mandarin Chinese I class in the Fall 2014 semester at a small public southwest university in USA. The project asked the participants to do a PowerPoint oral presentation on special topics from the target language culture and then to write a reflective cultural comparison English essay on this learning experience during the final exam. The findings show that, through doing the project, the students have improved their intercultural competence in that they have a more positive attitude towards “otherness,” enriched their cultural knowledge of the target language society and  that of their own, and obtained skills in critically appreciating and evaluating both similarities and differences  between the target language culture and their own. The students also expanded their language learning experience beyond the classroom and textbook and acquired better language skills in listening, speaking, and writing Chinese characters while they became more interested in and motivated by learning the target language and culture. Recommendations for future study are discussed.

scholarly journals Joe’s Laundry: Using Critical Incidents to Develop Intercultural and Foreign Language Competence in Study Abroad and Beyond

2018 ◽  
Vol 30 (2) ◽  
pp. 47-62
Author(s):  
Tama Lea Engelking
Keyword(s):  
Study Abroad ◽  
Foreign Language ◽  
Cultural Values ◽  
Intercultural Competence ◽  
Critical Incident ◽  
Thinking Skills ◽  
Target Language ◽  
Intercultural Training ◽  
Language Competence ◽  
Training Tool

The development of intercultural competence and foreign language skills in study abroad and the FL classroom is often seen as an either/or proposition due to lack of time, training or the availability of materials in the target language. The Critical Incident method (CI) provides an example of an intercultural training tool that can link these competencies in ways that are developmentally appropriate for the FL and IC levels of the students. This method uses authentic intercultural mishaps to develop critical thinking skills as students reflect on the cultural values and attitudes underlying the experience. Drawing on research in study abroad FL pedagogy, this paper describes the CI method, provides a review of best practices in the context of study abroad, and develops an example of a CI from a study abroad program in France to illustrate how cultural incidents can be used to promote both intercultural and foreign language competence.

scholarly journals The development of students’ sociocultural competence in English at linguistic higher educational institutions

2018 ◽  
Keyword(s):  
Verbal Behavior ◽  
Language Learners ◽  
Native Speakers ◽  
Communicative Competence ◽  
Target Language ◽  
Educational Institutions ◽  
Communicative Skills ◽  
Social Settings ◽  
Approach To Teaching ◽  
Main Components

The article deals with the problem of teaching sociocultural competence in the target language to students learning English for professional purposes. The point of the issue is that the most effective way of teaching creative, culturally determined social communication in the target language a more fruitful approach to teaching a sociocultural competence is based on taking into account the linguistic, speech, psychological and psycholinguistic difficulties experienced by Azerbaijani students who learn English for developing communicative purposes. Language learners’ attention should be concentrated on similarities and differences between two cultures and dynamic nature of social interaction. Teaching should be done to master language university students’ sociocultural skills in productive communicative skills. The teacher’s role will be to encourage and facilitate the application of individual learning in social settings, bringing groups of learners together to put them through their paces. One of the main components of a communicative competence as well as linguistic, discursive and strategic competences is a sociocultural competence. It should be noted that the formation of the sociocultural competence implies with the formation of verbal behavior norms, non-verbal behavior norms are adopted among the native speakers. One of the significant factors contributing to the success of communication is the use of participants of the target language. It should be noted that today at all stages of teaching English as a specialty the main attention is traditionally focused on teaching the language system despite the urgency and importance of the problem of the sociocultural component formation of the communicative competence.

scholarly journals Why the hell are cuss words not included in teaching Portuguese as foreign language?!

2018 ◽  
Vol 25 (44) ◽  
Author(s):  
Manjulata Sharma
Keyword(s):  
Foreign Language ◽  
Emotional Expression ◽  
Intercultural Competence ◽  
Point Of View ◽  
Target Language ◽  
Pragmatic Competence ◽  
Functional Grammar ◽  
Figures Of Speech ◽  
Emotional Aspect ◽  
Normative Standard

This brief study of Brazilian swear words is an attempt to understand the non-inclusion of swear words in the teaching of Portuguese as a foreign language as they are considered as taboo lexicon from the point of view of the institutionalized normative standard language supervised periodically by the Academies. I argue that, since the swear words form a part of the repertoire of popular colloquial vocabulary, they represent the popular culture through their intensity of emotional expression and contextual use. I use the Theory of Lexiculture, proposed by Galisson (1987), and Functional Grammar, by Halliday (2004), to argue that swear words should be introduced through figures of speech such as euphemism and dysphemism, as well as comparisons between swear words of native language of the learner and that of the target language to give the learner a better understanding of the emotional aspect of the language and to foster better pragma-linguistic, socio-pragmatic competence and intercultural competence for the learner of Portuguese as a Foreign Language.

scholarly journals Deutsch als Fremdsprache in Rumänien am Beispiel der Polytechnischen Universität Temeswar

2021 ◽  
Vol 47 (1) ◽  
pp. 260-272
Author(s):  
Ana-Maria Dascălu-Romiţan
Keyword(s):  
Foreign Language ◽  
Everyday Life ◽  
Language Skills ◽  
Scientific Field ◽  
German Language ◽  
Language And Culture ◽  
The World ◽  
Foreign Language Skills

Abstract In the phenomenon of globalization, the foreign language skills are part of both scientific field and everyday life. Though the number of learners of German decreased in the last twenty years, German seems to be again in greater demand as a foreign language all over the world. In the Romanian universities, the study of the German language continues to arouse great interest in the recent years. The following article deals with the role that German language plays in our country, and it tries to find answers regarding the Banat region/area, by using the example of the Polytechnic University of Timișoara. Another topic that the author emphasizes is the contribution of German as a foreign language - lessons in promoting the German language and culture in the Banat region.

„Im Deutschen kan das nicht“ – Text type didactics for the teaching of German modal verb constructions

2016 ◽  
Vol 4 (1) ◽  
pp. 31-46
Author(s):  
Sabine Jentges
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Construction Grammar ◽  
Target Language ◽  
Scientific Debate ◽  
Text Type ◽  
Verb Constructions ◽  
Modal Verb ◽  
Approach To Teaching

Abstract In the Netherlands, the similar origin Dutch shares with German lends itself to a contrastive approach to teaching and learning German and, for this reason, is promoted on all levels. This leads to Dutch textbooks and grammars being almost exclusively contrastive in nature, irrespective of the targeted language level, which is also reflected in the unanimous scientific debate. This paper discusses to which degree construction grammar approaches and/or contrastive approaches can assist the Dutch learner of German in their language acquisition. Advanced Dutch learners of German’s use - or lack thereof - of sollen ‘are supposed to’ vs. sollten ‘should’ in written texts is analyzed and compared to the presentation of this topic in Dutch teaching materials for German as a foreign language. Furthermore, the questions are raised whether a contrastive approach mainly promotes the strategy of avoiding errors stemming from L1 inferences as well as whether a construction grammar approach leads to a more adequate acquisition of the target language. Based on these discussions, possible implementations for teaching soll(t)en to Dutch learners of German are proposed.

scholarly journals Linguoculturological analysis of English and Russian idioms with ornithonyms

2021 ◽  
Vol 127 ◽  
pp. 02017
Author(s):  
Aleksandra Pavlovna Shmakova ◽  
Elena Nikolayevna Belaya
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Native Speakers ◽  
University Graduates ◽  
Cultural Interpretation ◽  
World Picture ◽  
The World ◽  
Research Findings ◽  
Points Of View ◽  
The Difference

In the modern conditions of globalization, there are new requirements for university graduates. They should not only know a foreign language, but also a well-formed intercultural competence. The authors distinguish cultural interpretation as one of the ways of forming intercultural competence. Cultural interpretation helps to identify the national and cultural specifics of idioms, in which there is information about the world of a particular country, its lifestyle, and traditions. The internal form of idioms contains a set of cultured ideas about the world picture of a particular society. The idioms with the ornithonym component reflect the specific division of this sphere of reality. This language layer has not been sufficiently studied. The authors give the linguoculturological analysis of the Russian and English idioms with the components “swallow” and “peacock”. Culture codes and sources of cultural interpretation are analyzed from the cultural and linguistic points of view. The Russian and English idioms with the ornithonyms are compared. The authors conclude that the comparative analysis of idioms shows the difference in the linguistic world views and sheds light on the ethnic logic. The research findings can be used in teaching a foreign language to comprehend the culture of native speakers.

scholarly journals LINGUISTIC ABILITIES FOR MASTERING FOREIGN LANGUAGES IN STUDENT TRANSLATORS WITHIN SIOP MODEL

2021 ◽  
Author(s):  
Tetiana Yefymenko ◽  
◽  
Viktoria Maistrenko ◽  
Keyword(s):  
Foreign Language ◽  
Communication Skills ◽  
Intercultural Competence ◽  
Foreign Languages ◽  
Language Abilities ◽  
The World ◽  
Language Communication ◽  
Development Of Language ◽  
Linguistic Intuition ◽  
The Individual

The purpose of the paper is to identify linguistic abilities to master foreign languages in students-translators. This research was conducted based on the methods and methodology of observation, comparison, analysis, functional and descriptive methods. In order to solve this problem, the achievements of linguistics, sociolinguistics, psychology, psycholinguistics, methods of teaching foreign languages were analyzed, as the study of the phenomenon of linguistics ability is based on them. Linguistic ability includes some specific abilities such as foreign language ability, language guessing, language intuition and communication skills. The result is the formation of a linguistic personality, in particular, the bilingual personality of the translator in a dialogue that has the ability and skills to use the language in all its manifestations in different situations of intercultural communication; the ability to understand and assimilate someone else's way of life and behavior in order to break ingrained stereotypes; skills to expand the individual picture of the world by involving in the "language picture of the world" speakers of the studied language. Value/originality. The development of language abilities is possible on the basis of individualization, differentiation of the learning process and increasing motivation for learning a language. It is necessary to clarify that the presence of communication skills, linguistic intuition and ability to languages is absolutely not enough for a full-fledged foreign language communication, and even more so for characterizing a secondary linguistic personality, in fact, its development is the leading goal of teaching a foreign language for translation students. Linguistic giftedness and ability for languages are only a prerequisite for the formation of intercultural competence and the development of a secondary linguistic personality.

scholarly journals THE PROBLEM OF TRANSLATION OF GERMAN SPECIAL VOCABULARY OF SHIPBUILDING AND SEAFARING

2020 ◽  
Vol 10 (86) ◽  
Author(s):  
Diana Kaplinska ◽  
◽  
Iryna Baklan ◽  
Keyword(s):  
International Communication ◽  
Target Language ◽  
German Language ◽  
Lexical Borrowing ◽  
Subject Knowledge ◽  
Main Research ◽  
The World ◽  
Translation Techniques ◽  
Correct Translation

The article is devoted to the terminological aspects of translation, which cause difficulties in reproducing the German professional vocabulary of the shipbuilding and seafaring in the Ukrainian language. The authors consider a special vocabulary, which includes professional vocabulary, jargon and nomenclature. And since these days international communication plays a crucial role in the formation of the country on the world stage, the focus is precisely on terminology, the correct translation of which will allow experts in any industry to understand each other. The case study revealed that the Ukrainian terminology of shipbuilding and seafaring is non-uniform and non-standard, which significantly complicates the translation. The main obstacle to adequate translation is the phenomenon of synonymy. Maritime terminology has a rich tradition in the German language, which is associated with the presence of realities that should be reproduced by means of the Ukrainian language. In this case, the approach of lexical borrowing is useful, which provides target text economy; although in some cases, it can complicate the perception of exotic vocabulary in the target language. In order to avoid these difficulties, it is appropriate to use descriptive translation or analogue choice in particular cases. Many terms of shipbuilding and seafaring are part of the phraseological units, which creates additional difficulties in translating the latter. The main research presents the ways of rendering of German terms in the field of shipbuilding and seafaring in the Ukrainian language within the lexical and semantic approaches of translation, represented by the techniques of transcription, loan translation and descriptive translation. Loan translation and transcription (in particular, practical transcription) were identified as the main translation techniques. As the result of researched vocabulary analysis, it was revealed that the main difficulties during translation are caused by etymology of lexems and collocations. For adequate translation of special vocabulary of shipbuilding and seafaring, it is necessary to use the relevant subject knowledge and thoroughly explore the semantics of paticular terminological units.

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