Intercultural Communication Competence: Language and Culture. The role Intercultural Communicative Competence in teaching foreign languages. Intercultural Competence in Foreign language teaching. Contexts for intercultural learning in the classroom.
Intercultural Communication Competence: Language and Culture 2.1 Contexts for intercultural learning in the classroomList of referencesIn fact, it needs much more to learn a language and be able to use it properly, than just achieving grammatical skills and knowledge in terms of vocabulary. The actuality of this work: English has become the official language of many nations worldwide and every nation developed its own history and culture, there are many cultures involved when it comes to learning about English culture. Many people in intercultural business communication argue that culture determines how individuals encode messages, what medium they choose for transmitting them, and the way messages are interpreted. The European researcher Daniele Trevisani pointed out the semantic distinction between intercultural and cross-cultural communication should be clearly specified: Intercultural Communication properly refers to the study of the "interaction" between people from different cultures, while cross-cultural communication specifically refers to the comparison of how people from different cultures communicate. These areas can be divided into eight different skills: self-awareness (using knowledge about yourself to deal with difficult situations), self-respect (confidence in what you think, feel, and do), interaction (how effectively you communicate with people), empathy (being able to see and feel things from other people"s points of view), adaptability (how fast you can adjust to new situations and norms), certainty (the ability to do things opposite to what you feel), initiative (being open to new situations), acceptance (being tolerant or accepting of unfamiliar things).In many cases, teaching culture has meant focusing a few lessons on holidays, customary clothing, folk songs, and food. While these topics may be useful, without a broader context or frame they offer little in the way of enriching linguistic or social insight - especially if a goal of language instruction is to enable students to function effectively in another language and society. Understanding the cultural context of day-today conversational conventions such as greetings, farewells, forms of address, thanking, making requests, and giving or receiving compliments means more than just being able to produce grammatical sentences. It means knowing what is appropriate to say to whom, and in what situations, and it means understanding the beliefs and values represented by the various forms and usages of the language. Culture must be fully incorporated as a vital component of language learning.
Вывод
List of referencesThe idea of teaching culture is nothing new to second language teachers. In many cases, teaching culture has meant focusing a few lessons on holidays, customary clothing, folk songs, and food. While these topics may be useful, without a broader context or frame they offer little in the way of enriching linguistic or social insight - especially if a goal of language instruction is to enable students to function effectively in another language and society. Understanding the cultural context of day-today conversational conventions such as greetings, farewells, forms of address, thanking, making requests, and giving or receiving compliments means more than just being able to produce grammatical sentences. It means knowing what is appropriate to say to whom, and in what situations, and it means understanding the beliefs and values represented by the various forms and usages of the language.
Culture must be fully incorporated as a vital component of language learning. Second language teachers should identify key cultural items in every aspect of the language that they teach. Students can be successful in speaking a second language only if cultural issues are an inherent part of the curriculum.
List of references
1. Brown H.D. (1986). Learning a Second Culture In Valdez (1986).
2. Trevisani. Intercultursl Empathy and Emotional Empathy combined. 2005
3. Belay G. Toward of paradigm shift for intercultural and international communication. 1993, p.457
4. Chen & Starosta. Model of Intercultural Sensevity Scale. 1996.
5. Chen. Intercultural Communication competence. 1990
6. Byram, M. & Risager, K. (1999). Language Teachers, Politics and Cultures. Clevedon: Multilingual Matters.
7. Lovelyday, L., 1982. The Sociolinguistics of Learning and Using a Non-native Language.UK: Pergamon Press.
8. Irving, 1986. Communicating with Asia.Understanding people and Customs. Australia: Allen &UNWINPTY Ltd.
9. Hall, E. T., 1991. The Silent Language. New York: Doubleday.
