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.

scholarly journals Formation of Multiculturalism of Future Teachers of Foreign Languages in the Context of Multicultural Education

2020 ◽  
pp. 168-175
Author(s):  
Valeriia Shkarlet ◽  
Keyword(s):  
Foreign Language ◽  
Multicultural Education ◽  
Intercultural Communication ◽  
Professional Training ◽  
Foreign Languages ◽  
Future Teachers ◽  
Modern Times ◽  
Multicultural Environment ◽  
Language Knowledge ◽  
History Of

The article explains the key concept "multicultural education of future teachers of foreign languages". The essence and content of the notions "multiculturalism", "multicultural education" are clarified; the connection between them is established. The influence of these concepts on the process of professional training of future teachers of foreign languages is also revealed. The concept of culture is defined, namely the origin and history of ancient, medieval and modern times of the use of this concept. The relevance of teaching humanitarian disciplines in higher education institutions, especially a foreign language, is highlighted, which expands the language knowledge of students and gives them the opportunity to become full members of a multicultural environment. Also, synonymous terms for the concept of "polyculture" and the main goals of polycultural education are presented. So, we can state that the multiculturalism of the personality of future teachers of a foreign language consists in striving during intercultural communication with representatives of other languages; to understand a specific foreign language system of language and concepts of culture, their system of value-semantic guidelines, to integrate new experience into one's own system of language and concepts of culture, and also to analyze the system of one's own culture through cognition of a new culture, which leads to the formation of multicultural value guidelines.

Methods for selecting authentic texts in accordance with the language level of students while teaching German

2021 ◽  
Vol 69 (08) ◽  
pp. 32-37
Author(s):  
Turan Şahin qızı Kərimbəyli ◽  
Keyword(s):  
Foreign Language ◽  
Natural Language ◽  
Key Words ◽  
Intercultural Communication ◽  
Selection Criteria ◽  
Foreign Languages ◽  
Authentic Texts ◽  
Language Level ◽  
Authentic Text ◽  
Communicative Teaching

Today our main goal is to use authentic texts, including the study of the peculiarities of intercultural communication in the environment of communicative teaching of foreign languages. Authentic text reflects the use of natural language. It should be noted that the teaching of authentic texts in teaching a foreign language should be determined by the language level of the students. The selection criteria for authentic texts in German differ depending on the language level of the students. Key words: authentic texts, intercultural communication, communicative learning

On cultivation of intercultural communication awareness in english vocabulary teaching

2015 ◽  
Vol 3 (9) ◽  
pp. 69-73
Author(s):  
Xiaochi Zhang
Keyword(s):  
English Language Learners ◽  
Intercultural Communication ◽  
Language Learners ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Cultural Elements ◽  
Language And Culture ◽  
Intercultural Communication Competence ◽  
Close Relationship

Language And Culture Keep A Very Close Relationship And Are Inseparable. English Language Teaching Is Not Only To Cultivate English Language Learners’ Linguistic Competence, But Also To Promote Their Intercultural Communication Competence. In Fact, English Vocabulary Teaching Is One Part Of Vital Integration In English Language Teaching. Meantime, English Vocabulary Teaching Plays An Important Role In The Cultivation Of English Language Learners’ Intercultural Communication Awareness. Therefore, The Author Attempts To Expound The Significance Of Cultural Elements In English Vocabulary Teaching, Discusses About The Relationship Between Language And Culture, Stresses On The Cultural Connotations Of English Vocabulary Through The Formation Of English Language, Especially In Some Specific Words And Focuses On Some Typical Cases And Analyzes The Functions Of English Vocabulary Teaching For English Language Learners’ Intercultural Communication Awareness Finally, The Author Puts Forward Some Useful Suggestions To Cultivate The English Language Learners’ Intercultural Communication Awareness Through English Vocabulary Teaching.

Negotiation of power and solidarity in email

2014 ◽  
Vol 24 (1) ◽  
pp. 60-80
Author(s):  
Ikuko Nakane ◽  
Chihiro Kinoshita Thomson ◽  
Satoko Tokumaru
Keyword(s):  
Social Context ◽  
Foreign Language ◽  
Intercultural Communication ◽  
Teaching And Learning ◽  
Foreign Language Teaching ◽  
Language Learner ◽  
Prior Exposure ◽  
Cultural Backgrounds ◽  
Essay Writing ◽  
Over Time

The issue of e-politeness has been attracting increasing attention in the field of foreign language teaching and learning. This article examines how students of Japanese as a foreign language in Australia negotiated power and solidarity in their email correspondence with ‘facilitators’ in Japan who provided support in essay writing tasks. Their relationships, which were neither completely status-unequal nor status-equal, offer a unique social context for an examination of politeness. The study examines whether and how power and solidarity shifted over the 12 weeks of email exchanges. The results show varying levels of rapport and orientations to politeness developing over time, as well as evidence of students applying implicit input from the facilitators’ email messages. The article also considers the impacts, on the politeness phenomena in the data, of students’ cultural backgrounds and prior exposure to casual Japanese. The findings are discussed in relation to the question of ‘appropriateness’ in fostering foreign language learner ability to negotiate power and solidarity in intercultural communication.

scholarly journals THE ROLE OF INTERCULTURAL COMMUNICATION IN THE PROCESS OF TEACHING FOREIGN LANGUAGES TO FUTURE MANAGERS OF SOCIO-CULTURAL ACTIVITIES AT THE PRESENT STAGE

2020 ◽  
pp. 90-94
Author(s):  
Serhiy DANYLYUK ◽  
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Interpersonal Communication ◽  
Language Proficiency ◽  
Cultural Difference ◽  
Cultural Knowledge ◽  
Theory And Practice ◽  
Foreign Languages ◽  
Integrative Approach ◽  
Communicative Behavior

The need to review goals, objectives and teaching methods in the process of teaching foreign languages in Ukraine in connection with the rapid entry of Ukraine into the world community, which, in its turn, leads to changes in both general methodology and specific methods, and techniques in the theory and practice of teaching foreign languages is discussed in the paper. It is noted that the main purpose of learning a foreign language is the formation of a linguistic personality who is ready for real, productive com- munication with representatives of other cultures at different levels and in different spheres of life. At the forefront is the need for verbal support for intercultural communication. Emphasis is placed on the fact that an integrative approach to foreign language teaching is especially important in the context of intercultural dialogue, which assumes that the interaction of different worldviews presented by communicators in- cludes their logics, thinking, values and is not blocked but stimulated by mutual understanding, tolerance, positive attitude. It is emphasized that relations are intercultural if their participants do not resort to their own traditions, customs, ideas and ways of behavior, but get acquainted with other people’s rules and norms of everyday communication. Intercultural communication requires that the sender and recipient of the message belong to different cultures. It also requires participants in communication to be aware of each other’s cultural differences. In essence, intercultural communication is always interpersonal communication in a special context, when one par- ticipant discovers the cultural difference of another.It is also said that successful intercultural communication involves, in addition to foreign language proficiency, the ability to adequately interpret the communicative behavior of a representative of a foreign society, as well as the willingness of partic- ipants to perceive other forms of communicative behavior, understanding its differences and variation from culture to culture. The strategy of convergence of non-cultural knowledge is aimed at preventing not only semantic but also cultural failures in communication.

scholarly journals THE IMPORTANCE OF ACQUIRING INTERCULTURAL COMMUNICATIVE COMPETENCE FOR PRESENT AND FUTURE TOURIST PROFESSIONALS IN MONTENEGRO

2020 ◽  
Author(s):  
Gordana Mušura ◽  
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Communicative Competence ◽  
Interdisciplinary Approach ◽  
Tourism Industry ◽  
Foreign Language Teaching ◽  
International Level ◽  
Intercultural Communicative Competence ◽  
Tourist Destination ◽  
Cultural Elements

The aim of this paper2 is to discuss and emphasize the importance of acquiring and developing intercultural communicative competence (hereinafter ICC) for tourist professionals in the context of strategic advantages of Montenegro as a tourist destination. Montenegro, as a multicultural, multiethnic and multi-confessional country with a very rich and ancient cultural heritage and preserved natural resources, strives for European integration and achieving international competitiveness in the field of tourism through the development of its strategic advantages. In order to achieve progress in tourism industry, it is necessary to apply an interdisciplinary approach, which includes a symbiosis of elements of culture and tradition with the need and demands of modern tourists who want to communicate with the domicile population, or at least with their hosts, as well as to feel comfortable and welcome at the destination they have chosen for their holiday. Therefore, communicative and affective segments must be added to this interdisciplinary approach which inevitably includes the acquisition of new skills in intercultural communication at the international level. Such communication enables the development of ICC through the inclusion of both linguistic and cultural elements of education in tourism and applying the intercultural approach in foreign language teaching. Furthermore, developing intercultural aspects in tourism should be seen as one of core advantages of smaller and still insufficiently affirmed tourist regions, such as Montenegro, especially in these disruptive circumstances of crisis caused by Covid -19 virus.

Pragmatics of intercultural communication

2010 ◽  
Vol 1 (1) ◽  
pp. 138-154 ◽  
Author(s):  
Dominique Bouchet
Keyword(s):  
Intercultural Communication ◽  
Interpersonal Communication ◽  
The Other ◽  
Mutual Understanding ◽  
Human Beings ◽  
Cultural Backgrounds ◽  
Cultural Elements ◽  
The Social ◽  
State Of Mind ◽  
Globalized World

This article explains why intercultural communication always should be studied in context and how even though misunderstanding is normally at stake in intercultural communication, one can argue that the promotion of mutual understanding actually is of mutual interest for all of humanity. Studying in context means paying attention to circumstances around the uses of signs as well as to the roles and moods of the users of signs. Promoting mutual understanding means avoiding a state of mind that implies the depreciation of the other. To be intercultural, a communication must not be infected by prejudices. Any real attempt at intercultural communication is a paradoxical procedure. It supposes that human beings who engage in it at one and the same time recognize the stranger as similar and as different. Also, it can lead to acceptance of the other and a better understanding of what communication is about as well as to rejection and obscurantism. In this paper, I argue that even though people always relate in various ways to common and different cultural backgrounds, they still have to relate to common issues that govern their ways, and that focusing on those common issues and studying the various communicative contexts and contents help promoting mutual understanding, as these activities highlight the implicit role of the value of respect in all interpersonal communication. Human beings cannot avoid evaluating situations, contexts, relations, peoples and cultures. How can we establish that mutual respect and open-mindedness are better than disdain and dogmatism? Well, precisely by affirming that human relations commonly build on the inevitability of communicating and contrasting values and norms. Meaning in interaction permanently transforms cultural elements and patterns into something new. Intercultural communication becomes more respectable when it acknowledges the variety of ways humans interact meaningfully and the plurality of their logic of (inter-)action. It is good and reasonable to value understanding because this variety and this pluralism always have kept the social alive and more than ever in our modern globalized world contribute to the creativity and interactivity of modern life. The interest of pragmatics in user attitudes, its focus on practical rather than on alethic modalities, can contribute to a more nuanced approach to intercultural communication, where the different elements of meaning in interaction can be studied in various bundles rather than in a single strand.

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