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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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