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СОВРЕМЕННОЕ ПЕДАГОГИЧЕСК



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СОВРЕМЕННОЕ ПЕДАГОГИЧЕСК
ОЕ ОБР
АЗОВАНИЕ
empirical (the method of personal inclusion, question-
naires, surveys, reflexive- evaluative procedures); sta-
tistical (quantitative and qualitative analysis of the re-
sults, systematization).
Theoretical justification of cross- language 
communication
A large number of theoretical and applied studies 
[6, 11, 12, 13], both in Russia and abroad, are 
presently devoted to intercultural interaction problems. 
Contemporary world is marked by increasing the level of 
mobility, cultural exchanges and direct contacts between 
the representatives of different countries, so total 
immersion in a foreign- language cultural environment 
is becoming a reality and the enrichment of national 
self-awareness occurs. Modern educational institutions 
have a large percentage of foreign students, teachers 
undergo internships abroad, contributing to developing 
intercultural communication and cultural dialogues.
The first sociological studies on building cultural 
models in the context of intercultural communication 
were undertaken by G. Hofstede [13, p. 32]. Cross-cul-
tural communication as a scientific discipline is includ-
ed in the curriculum of many higher educational insti-
tutions around the world [9].
In Russia, researches on intercultural communica-
tion became most in demand in the second half of the 
20
th
century and were mostly reduced to accentuating 
the culture of the foreign language being studied. In this 
regard, the works of E. M. Vereshchagin, V. G. Kostoma-
rov, S. G. Ter- Minasova should be mentioned [1], [7].
According to O. V. Flerov, “Intercultural or cross- 
cultural communication is a process of interaction and 
motivated communication between the representa-
tives of different cultural communities at the individual 
and collective level” [10].
We share E. V. Vereshchagin and V. G. Kostoma-
rov’s opinion who gave the following definition to this 
phenomenon: “Intercultural communication refers to 
an adequate understanding of two participants belong-
ing to different national cultures in the communicative 
act” [1]. The effectiveness of interlingual communica-
tion largely depends on understanding, which is dia-
logical in nature and is governed by the characteristics 
and traits of the perceiving person, his goals, the con-
text of comprehension.
Thus, developing cross- language communication 
and establishing a new discipline “Theory of intercul-
tural communication” was due to the real processes 
occurring in the modern world, the practical needs of 
people representing different cultures, professions, 
social institutions. Evolving tourism and business, ed-
ucational integration, numerous migration processes 
leading to the communication impediments arouse the 
researchers’ interest in intercultural contacts.


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