scholarly journals DEVELOPING CONSECUTIVE INTERPRETER’S COMMUNICATIVE SKILLS OF EMOTIVE-EMPATHIC INTERACTION

2020 ◽  
pp. 115-131
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
National Culture ◽  
Speech Act ◽  
Oral Communication ◽  
Communicative Skills ◽  
Communicative Ability ◽  
Language Communication ◽  
Definition Of ◽  
Different Cultures

Consecutive interpretation is a special form of oral communication between people speaking different languages, representing different cultures, and it is carried out in any situation of intercultural communication in order to exchange thoughts, information, knowledge, labor results, products, emotions, values, relationships in the process of interaction. A consecutive interpreter is a mediator of intercultural communication, and the development of emotive-empathic interaction skills of an interpreter promotes the successfullness of such communication. Interpreters’ communicative skills of emotive-empathic interaction within consecutive interpretation may be defined as a communicative and speech act in a foreign language communication implemented independently and in an optimal way. The act is accomplished at the level of interaction-exchange of emotions and relations both in the frames of independent component and in the frames of processing the cognitive and interactive components. This enables to carry out the emotive-empathic interaction under any conditions and new situations of consecutive interpretation thanks to the full totality of qualities. The aim of the paper is to consider issues related to emotions, empathy, their role in the process of communication, and their levels of empathy. Skills of emotive-empathic interactions and relevant to national culture, also the issues of the development of communicative skills in the mentioned interaction of the future interpreters, determined the conditions for their formation are described. In addition the paper presents definition of the communicative ability of the emotive-empathic interaction of future interpreters; considers a set of exercises aimed at the formation of these skills. The results of the scientific research are presented by the set of exercises.

scholarly journals Communication as the Center of Teaching/Learning Process of Foreign Languages (the Case of French Language)

2016 ◽  
Vol 6 (2) ◽  
pp. 147
Author(s):  
Leonarda Myslihaka
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Oral Communication ◽  
French Language ◽  
Foreign Languages ◽  
Core Element ◽  
Communicative Skills ◽  
Language Communication ◽  
The One ◽  
Teaching Learning

Knowing at least one foreign language has become almost a necessity. However, in learning a foreign language, communication definitely plays a crucial role. Moreover, without communication there is no interaction, language teaching or learning. Communication is considered as very important and more and more is used as a useful tool to organize a pupil – centered lesson. In this article is treated the need to strengthen and highlight the communicative aspects in teaching foreign language, in our case French language, for a better learning of the language. The objective of learning a foreign language is to develop at pupils the communicative competences in this language. More and more we are going towards a method where communication is the one that realizes successfully the process of teaching and learning. The hypothesis that is set in the article is: Is communication the core element in teaching and learning a foreign language? Other research questions and cases that will be treated are: Communication methods of the foreign languages. What communicative skills are required to develop at pupils/students who learn a foreign language and the strategies of their lessons?; Linguistic competences and their communication role; Communication and the importance of interaction; Oral communication in teaching / learning French language, in the French and Italian language department, in “Aleksandër Xhuvani” university, Elbasan.

scholarly journals Взаимосвязи и взаимообусловленности межкультурного образования и коммуникации на иностранном языке

2013 ◽  
pp. 193-202
Author(s):  
Tadeusz Pacholczyk
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Intercultural Competence ◽  
Communication Analysis ◽  
Language And Culture ◽  
Language Communication ◽  
The Subject ◽  
Definition Of ◽  
Culture Development ◽  
And Linguistics

The contemporary glottodidactics is an interdisciplinary science, which is reflected, among others, in the transition from mono- to bi- and multiculturalism. The main objective of this paper is to define the relationships between, and conditions of, intercultural teaching and foreign language communication. The following issues will be explored in detail: - discussion of the main assumptions of the post-communicative paradigm of contemporary glottodidactics; - definition of the subject of cultural studies and linguistics in the context of the relationships between “language and culture”; - development of relationships in terms of communication and intercultural competence; - definition of the main objective of intercultural communication; - analysis of relationships as well as intercultural teaching and communication based on examples.

scholarly journals Communication as the Center of Teaching/Learning Process of Foreign Languages (the Case of French Language)

2016 ◽  
Vol 1 (4) ◽  
pp. 106
Author(s):  
Leonarda Myslihaka
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Oral Communication ◽  
French Language ◽  
Foreign Languages ◽  
Core Element ◽  
Communicative Skills ◽  
Language Communication ◽  
The One ◽  
Teaching Learning

Knowing at least one foreign language has become almost a necessity. However, in learning a foreign language, communication definitely plays a crucial role. Moreover, without communication there is no interaction, language teaching or learning. Communication is considered as very important and more and more is used as a useful tool to organize a pupil – centered lesson. In this article is treated the need to strengthen and highlight the communicative aspects in teaching foreign language, in our case French language, for a better learning of the language. The objective of learning a foreign language is to develop at pupils the communicative competences in this language. More and more we are going towards a method where communication is the one that realizes successfully the process of teaching and learning. The hypothesis that is set in the article is: Is communication the core element in teaching and learning a foreign language? Other research questions and cases that will be treated are: Communication methods of the foreign languages. What communicative skills are required to develop at pupils/students who learn a foreign language and the strategies of their lessons?; Linguistic competences and their communication role; Communication and the importance of interaction; Oral communication in teaching / learning French language, in the French and Italian language department, in “Aleksandër Xhuvani” university, Elbasan.

scholarly journals General education role of foreign language teaching in General education schools and higher educational institutions

2020 ◽  
Vol 6 (1) ◽  
pp. 20-30
Author(s):  
Natalya Bashlueva ◽  
Mariya Bashlueva
Keyword(s):  
Foreign Language ◽  
General Education ◽  
Language Teaching ◽  
General Purpose ◽  
Point Of View ◽  
Foreign Languages ◽  
Educational Role ◽  
Language Communication ◽  
Definition Of

the article deals with the directions in the methodology of teaching foreign language to students of secondary schools and cadets and students of educational organizations of the Ministry of internal Affairs. The issue of the General educational role of teaching foreign languages is discussed. Attention is paid to the discussion of the point of view of some Methodists about the place and role of the theoretical and descriptive aspect of teaching. Proponents of this theory believe that this aspect is the essence of the General educational function of language teaching, and sometimes argue that it should be considered as the main content of learning and its main purpose. In the existing methodological concepts, two points deserve the sharpest criticism: the wrong understanding of the General educational meaning of foreign languages and the resulting erroneous definition of the content and essence of teaching. Ready-made signs of a language, its systems of elements and structures can and should be studied separately as the sum of phenomena and facts of language in the corresponding theoretical courses; but specific types of communicative activity are always mastered, where the "lexical", "grammatical" and "phonetic" aspects appear in an indissoluble organic unity, because not only in any act of language communication, but also in any sign of a sound language, there are both "vocabulary", "grammar", and "phonetics". From the General purpose of teaching a foreign language at school, it follows that it cannot be reduced to the development of any one type of communication activity (for example, reading or speaking), since this would unacceptably narrow the practical value of learning; the school should lay the Foundation for using all four main types: speaking, listening, reading to oneself and writing.

scholarly journals NONVERBAL MEANS OF INTERCULTURAL COMMUNICATION: A PROBLEM OF CONFORMITY

2021 ◽  
pp. 104-114
Author(s):  
Durdona ABDUAZIZOVA
Keyword(s):  
Intercultural Communication ◽  
Nonverbal Communication ◽  
Nonverbal Behavior ◽  
Emotional State ◽  
Speech Act ◽  
Different Cultures ◽  
Speech Melody ◽  
Verbal Utterance

The article substantiates the need to study the features of nonverbal behavior of representatives of different cultures due to the discrepancy of kinesic systems. English, Russian and Uzbek non-speech behavior, and the divergence of gestures are analyzed using the example of English, Russian and Uzbek kinesic cultures. Emotions can have a significant impact on the development, success or failure of the speech act and on the expression of the emotional state of each participant in communication. Gestures characterize national, territorial and social peculiarities of the communicant observed in temperament, emotional state and attitude to the interlocutor and, therefore, the author considers the problem of intercultural conformity, closely associated with interpretation of non-verbal text by different cultures. It is argued, for a complete and clear interpretation of the meaning of the statement transmitted by non-verbal means; it is necessary to avoid incorrect, incomplete, and excessive interpretation of non-verbal speech. The special nature of nonverbal communication explains the presence of universal, understandable signs, as well as specific signals used only within one culture. It is also analyzed the phonation phenomena of speech: melody, timbre, rhythm and strength of voice, articulation activity, which have the functions of supplementing and replacing a verbal utterance, which determine the physical and psycho-emotional state of the interlocutor.

scholarly journals Intercultural Communicative Competence: Why Is It Significant and How Can It Be Enhanced in EFL Settings?

2021 ◽  
Vol 35 (2) ◽  
pp. 793-803
Author(s):  
Seçil Tümen Akyıldız ◽  
Vildan Çelik ◽  
Kwestan Hussein Ahmed
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Current Literature ◽  
Classroom Practices ◽  
Communicative Competence ◽  
Foreign Language Teaching ◽  
Intercultural Communicative Competence ◽  
Lingua Franca ◽  
Efl Teachers ◽  
Different Cultures

In the current literature on foreign language teaching, it has become clear that having the requisite ability of intercultural communicative competence (ICC) to be aware of different cultures, respect them, and interact with people from different cultures is crucial. Language is connected to culture and societies, in which people need to communicate with one another. English as a lingua franca provides a means of communication among different cultures. Thus, English as a foreign language (EFL) teaching classes offer perfect situations to foster ICC. From this viewpoint, this article gives an account to raise awareness of ICC in EFL settings by explaining ICC and its relationship with language, describing the significance of ICC, and illustrating some suggestions in the literature for the enhancement of ICC in EFL classes. This paper seeks to improve EFL teachers’ understanding of intercultural communication and to help them with their classroom practices.

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.

INTERCULTURAL COMMUNICATION AS A BASIS FOR PROFESSIONAL COMMUNICATION

2020 ◽  
Vol XIII (XIII) ◽  
pp. 114-118
Author(s):  
A.Z. NASIKHANOVA ◽  
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Professional Community ◽  
Professional Communication ◽  
Necessary Condition ◽  
Community Readiness ◽  
Qualitative Characteristic ◽  
The World ◽  
Language Communication

The article deals with the formation of readiness for intercultural communication as a prerequisite for the integration of specialists into the world professional community. Readiness for intercultural communication as a qualitative characteristic of a person is closely related to the formation of intercultural communication, which is a necessary condition for mastering the skills of foreign-language communication.

scholarly journals “Xaste Nabâši(D)” As A Culture Specific Speech Act In Persian

2014 ◽  
Vol 4 (1) ◽  
pp. 269-289
Author(s):  
Masoume Khodaei Moghaddam ◽  
Mahmoud Elyasi ◽  
Shahla Sharifi
Keyword(s):  
Speech Acts ◽  
Speech Act ◽  
Cultural Patterns ◽  
Politeness Theory ◽  
Persian Language ◽  
Phatic Communication ◽  
To Come ◽  
Definition Of ◽  
Natural Settings ◽  
Different Cultures

As different cultures have different speech acts and some cases of unsuccessful communication are due to the differences among the cultural patterns of speech acts, knowledge of these speech acts can help people to communicate more successfully. In this regard, the present paper ,based on Brown and Levinson Politeness Theory (1987), examines and analyzes œxaste nabi(d)  speech act in Persian language to come up with the functions it serves in the Iranian Persian-speaking community for those non-Persian speakers who want to speak or learn Persian. For this purpose, some native speakers of Persian language from different ages and different groups were ­observed in such natural settings as markets, shops, the streets, and parties and their speech was recorded; then transcribed and translated into English, finally, the data was analyzed qualitatively. The results show that, there are seven major functions of xaste nabi(d) in Persian which are as follows: In literal meaning of "not being exhausted or tired", phatic communication, greeting and sometimes to bid farewell, mitigating request, to state indirectly end of a work or an activity, thanking and blaming. Finally, it is worth noting that we can define politeness in Persian language as using such politeness expressions (”xaste nabi(d) not only for mitigating face threatening act (FTA), but also for face enhancing act (FEA) and successful interaction and communication. So incompatible with politeness definition of Brown and Levinson (1987) who consider politeness simply as a means of mitigating FTA, politeness in Persian is defined as FEA too.

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