Современное педагогическ
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- №7 2021 [СПО] 86
| Conclusion
The conducted study made it possible to give theoretical justification of cross- language communication. This phenomenon is considered in the paper as an adequate understanding of two participants belonging to different national cultures in the communicative act. In the paper sociocultural competence is defined as an ability to communicate in a language appropriate- ly, situationally and culturally, the knowledge of cus- toms, rules, beliefs and principles of a given society. Cross-cultural communication generates such qual- ities as tolerance, patience, impartiality towards the representatives of other countries and cultures and shows the readiness and ability to conduct a dialogue of cultures. The requirements of intercultural commu- nication in the multicultural environment make it nec- essary to form a global mindset among its participants, which implies identifying false stereotypes leading to incorrect conclusions, making objective evaluative judgments about cultural phenomena without preju- dice and distortion. The conducted survey among the higher school students of Bryansk State Technical University re- vealed the difficulties arising in the process of com- munication associated with language barriers, namely the barrier of understanding, lack of attention, speak- ing barrier and cultural barrier. The conducted survey proves that the majority of respondents single out the №7 2021 [СПО] 86 speaking barrier in the interlingual multicultural en- vironment as the most important, experience mostly lexical and grammar difficulties, see an international friendship club organisation among Russian- speaking and foreign students as a compensation for the diffi- culties arising in cross- cultural communication, experi- ence language impediments while participating in dis- cussions and sightseeing. While forming communica- tive skills among higher school learners in multicultural educational environment a communicative approach, a learner- centred approach, an approach of mistakes and errors are to be used. Teaching printed materials should achieve impact, help learners feel at ease, cor- respond to the trainee’s needs, objectives; be abun- dant in communicative activities and authentic. Speak- ing is usually assessed by range, language appropria- cy, accuracy, ability to talk logically about the subject for the correct length of time. In this paper, an attempt has been made to bring out various techniques and activities such as Group Discussions, Role Plays, Talking Circles, Case Stud- ies, Debates, Presentations, Mocking Interviews to teach speaking skills to higher school students. This practice enhances learners’ speaking skills and helps them in their personal as well as professional develop- ment. The emphasis is on the interaction between the lecturer and learner; better results will be expected if the lecturers involve them in various speaking activi- ties. Instead of adopting one or two techniques, apply- ing a wide range of them makes the learners shift from the normal routine and as a result, they participate in various activities more energetically and enthusiasti- cally. жүктеу/скачать 4.6 Mb. Достарыңызбен бөлісу:
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