Öz
This
article is devoted to the theme of intercultural communication as a factor in
the modernization of educational activities. The need for the formation of
student’s ability to intercultural communication studies led to the relevance
of the process of mastering the laws of any age nonnative language in the
language environment, as well as analysis of the factors that determine the
success / failure of this process.
In
recent years it has become apparent that the communication is a transmission
from the addressee is not sent to the specific information. Communication flows
more successfully than wider area of intersection of these spaces. Communicants
important to have core knowledge and understanding, which is shared by all
members of the linguaethnocultural community. Consequently, the student and the
teacher should have a thorough understanding of the opportunities enjoyed by
the study group, school, and region to create conditions for the formation of
cross-cultural communication, both within the country and abroad.
Communication
Through Culture provides: 1) the identity of the individual; 2) the interaction
of the individual and society; 3) coordination of the activities of individuals
among themselves; 4) the integration of social groups and social cohesion as a
whole; 5) internal differentiation of society and the individual groups; 6) exchange
of achievements between individuals, groups of individuals and nations.
Language
can be seen as a tool for organizing meanings produced as a result of mental,
emotional and mirosozertsatelnoy human activity, and as a means of transmission
of meanings from one communicant to another. Contact natural language and
culture is as follows: 1) the language contributes to the identification of the
objects of the world (natural and man-made), their classification and ordering
of information about him; 2) it helps to evaluate the objects, phenomena and
their relationship; 3) facilitate human adaptation to environmental conditions;
4) promote the organization and coordination of human activity; 5) allows you
to get psychological support for the correctness of their actions on other
members of a linguistic community.
Thus, the
language is an integral part of the spiritual culture of mankind together with
other sign systems, which include the language of architecture, drama, music,
dance, national symbols, rites, rituals, and others. Communication is a
creative act of intuitive, which is based on an inherent and integral human
need to communicate.
Formation of intercultural
competence should be seen in connection with the development of the student's
personality, his ability and willingness to participate in the dialogue of
cultures on the basis of the principles of cooperation, mutual respect and
tolerance for cultural differences and overcoming cultural barriers,
particularly for modern foreign language teaching. That person Dialogism it is
an important factor (ID) of and as a result makes it capable of participating
in the dialogue of cultures.
Thus, the process of formation
of the intercultural competence of the student's vocation to expand its overall
outlook and overall competence. The development of the individual student, is
in the comparison of at least two linguocultures, carried out on the basis of
their own world view and understanding of the world and involves the perception
and reflection of their own values and social relationships.
Anahtar Kelimeler
intercultural communication foreign language learning communicative competence social groups the dialogue of cultures
Kaynakça
- Davidson D., Mitrofanova O.D. (1990). Russian language and literature in dialogue nations of the world: the problem of functioning and teaching. Functioning of the Russian language: methodical aspect: plenary report, p.3. Khaleeva I.I. (1989). Basic theory of learning foreign speech understanding (training interpreter). Moscow Journal of Higher School, p. 238. Ushakova T.N. (1986). Speech as a cognitive process and as a means of communication. Cognitive Psychology, p.137. Baryshnikov N.V. (2000). Fundamentals of professional intercultural communication. Moscow. pp.5-13. Hall E. (1959). The Silent Language. The mute language, p.169. Frake C. (1981). Plying Frames Can Be Dangerous: Some Reflections on Methodology in Cognitive Anthropology. Language, Culture and Cognition / ed. by R. Casson. NY: Macmillan, pp.138-150. Weaver G.R. (1993). Understanding and Coping with Cross-Cultural Adjustment Stress // Education for the Intercultural Experience / ed. by R.M. Paige. U.S.A .: Intercultural Press, pp.137-167. Kosherbaeva G.N. (2003). Intercultural dialogue in the process of extracurricular activities. Scientific application of the international scientific-pedagogical magazine "Higher School of Kazakhstan", abstract №2, pp.80-84. Temirgazina Z.K. (2003). Intercultural and interethnic communication: to the problem. Problems of intercultural communication in the modern educational space. Proceedings of the international scientific-practical conference. - Tobolsk, pp.188-190. Dzhanseitova S.S. (2002). Art and shaped the concept of the concept of "dialogue of cultures". Bulletin of KNU. A series of philological №54 (3), pp.165-170. Gal’skova N.D. (2000). Contemporary methods of teaching foreign languages. Teachers book, Arcti-Glossa. p.165. Vorobjev G.A. (2003). The development of socio-cultural competence. Foreign Languages in School. p.98. Milrud, V.P. (2004). Competence in language learning. Foreign Languages in School. p.176. Safonova V.V. (2001). Cultural studies in the modern language education. Foreign Languages in School. p.220. Dyachenko M.I. & Kandybovich L.A. (1976). Psychological problems of readiness for activities. Publishing House of the Belarusian University. p.114. Stepanov P.P. (2001). A tolerant person: How to bring him up. Public Education. p.208. Astashova N.A. (2003). The problem of formation of tolerance in the system of educational institutions. Tolerant Consciousness and Formation of Tolerant Relations (Theory and Practice). p.163. Adzhieva E.M. (2003). Ethnopedagogical and ethnopsycological conditions of fostering of tolerance. Tolerant Consciousness and Formation of Tolerant Relations (Theory and Practice). p.182. Ustinenko V.M. (1980). The place and role of the phenomenon of the game in the culture. Philosophy. p.136. Mardakhaev L.V. (2005). Social pedagogics. Book. Moscow. Gardariki. p.269.
Öz
Kaynakça
- Davidson D., Mitrofanova O.D. (1990). Russian language and literature in dialogue nations of the world: the problem of functioning and teaching. Functioning of the Russian language: methodical aspect: plenary report, p.3. Khaleeva I.I. (1989). Basic theory of learning foreign speech understanding (training interpreter). Moscow Journal of Higher School, p. 238. Ushakova T.N. (1986). Speech as a cognitive process and as a means of communication. Cognitive Psychology, p.137. Baryshnikov N.V. (2000). Fundamentals of professional intercultural communication. Moscow. pp.5-13. Hall E. (1959). The Silent Language. The mute language, p.169. Frake C. (1981). Plying Frames Can Be Dangerous: Some Reflections on Methodology in Cognitive Anthropology. Language, Culture and Cognition / ed. by R. Casson. NY: Macmillan, pp.138-150. Weaver G.R. (1993). Understanding and Coping with Cross-Cultural Adjustment Stress // Education for the Intercultural Experience / ed. by R.M. Paige. U.S.A .: Intercultural Press, pp.137-167. Kosherbaeva G.N. (2003). Intercultural dialogue in the process of extracurricular activities. Scientific application of the international scientific-pedagogical magazine "Higher School of Kazakhstan", abstract №2, pp.80-84. Temirgazina Z.K. (2003). Intercultural and interethnic communication: to the problem. Problems of intercultural communication in the modern educational space. Proceedings of the international scientific-practical conference. - Tobolsk, pp.188-190. Dzhanseitova S.S. (2002). Art and shaped the concept of the concept of "dialogue of cultures". Bulletin of KNU. A series of philological №54 (3), pp.165-170. Gal’skova N.D. (2000). Contemporary methods of teaching foreign languages. Teachers book, Arcti-Glossa. p.165. Vorobjev G.A. (2003). The development of socio-cultural competence. Foreign Languages in School. p.98. Milrud, V.P. (2004). Competence in language learning. Foreign Languages in School. p.176. Safonova V.V. (2001). Cultural studies in the modern language education. Foreign Languages in School. p.220. Dyachenko M.I. & Kandybovich L.A. (1976). Psychological problems of readiness for activities. Publishing House of the Belarusian University. p.114. Stepanov P.P. (2001). A tolerant person: How to bring him up. Public Education. p.208. Astashova N.A. (2003). The problem of formation of tolerance in the system of educational institutions. Tolerant Consciousness and Formation of Tolerant Relations (Theory and Practice). p.163. Adzhieva E.M. (2003). Ethnopedagogical and ethnopsycological conditions of fostering of tolerance. Tolerant Consciousness and Formation of Tolerant Relations (Theory and Practice). p.182. Ustinenko V.M. (1980). The place and role of the phenomenon of the game in the culture. Philosophy. p.136. Mardakhaev L.V. (2005). Social pedagogics. Book. Moscow. Gardariki. p.269.
Ayrıntılar
| Bölüm | Makaleler |
|---|---|
| Yazarlar | |
| Yayımlanma Tarihi | 30 Nisan 2017 |
| Gönderilme Tarihi | 9 Ocak 2017 |
| Yayımlandığı Sayı | Yıl 2017Cilt: 3 Sayı: 7 |
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