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VARIANT – 16
1.
Three main methods in gathering and systematization of factual material. (give short
information about each of them)
2.
Experiment. (definition)
3.
Write keywords and abstract for the following article:
In recent years, the international connections have become increasingly close, the
interconnections between cultures and languages across the world have increased significantly
as well. All these phenomena have promoted the learning of a second language. Based on the
principle of intercultural pragmatic competence of foreign students, the teaching methods of
foreign languages are “to learn language via culture and learn culture via language”. With the
continuous surge of global immigrants, a multicultural society has been formed in the world,
especially in a country. Under this circumstance, the problems of intercultural teaching of
foreign students have arisen as well.
Many scholars, such as F. Batsevich, A. Berdichevsky, V. Zagorodnova, have noticed the issue
of intercultural education. In their researches, cross-culture was regarded as the
methodological premise for developing humanities in a multicultural world, the guarantee of
tolerant communication between nations, and the basis of anthropocentrism. According to their
researches, due to the dynamics of intercultural connections, human society has been
overcoming their priorities of traditional culture. Hence, the issue of cultural identity has been
reflected in all aspects of human interaction in modern society, and interculture is conductive
to understanding cultural identity of specific human groups shown in the process of
intercultural interaction and the historical procedure of mutually enriching (Gorchakova O.A.,
2013).
In the 1960s, K. Ober, an American scientist, found that: “when a person enters a new cultural
environment, he/she may feel unpleasant; namely, the difference between his/her own culture
and foreign culture and language may make him/her unpleasant, which results in confusion
over the orientation of certain values and a lack of understanding of social and personal
identity." Researchers called it “culture shock”, and it is constantly occurring in the learning
process of a second language (Krylova N.B., 2000).
Consequently, when working with students whose mother tongue is another language, we have
to consider specific psycholinguistic national models and social views that have been formed
in their opinions. In other words, we need to follow the concepts that bilingualism is a dialogue
between world views and systems with representatives (languages) to observe each other
through the "prism" of their languages and culture (Grushevitskaya T.G., 2003). In the opinion
of K. Yakovleva, for a specific language group, its perception of reality was fixed in the
language landscape of such language. As a result, language landscape must be considered
when learning a language (Yakovleva E.S., 1996).
Intercultural competence is necessary for intercultural communication, О.А. Gorchakova put
forward a practical model of intercultural competence. This model consists of 3 main factors:
motivation, knowledge, and skill (Gorchakova O.A., 2013). Motivation factors include
participants’ need for communication and interaction, mutual contact, social connection,
selfperception, and openness to perception of new information. Knowledge factors include
expectation, common information network, perception of different views, integration of
alternative views, and understanding of similar and different things. Skill factors include
demonstrating empathy, tolerating others, adapted to communication, creating a pleasant
communication environment, changing one’s behavior in the process of communication, and
taking other’s cultural conditions into account.
It’s a great and arduous task to improve intercultural pragmatic competence. To solve this
problem, it is necessary to constantly update teaching methods to maximize the role of
listening, speaking, reading, and writing in teaching. The improvement of intercultural
pragmatic competence is beneficial to forming intercultural communicative competence.
Intercultural communication is the full social interaction between two participants or among
many participants represented by different national cultures in the communication. In the
teaching of second language, students will make a comprehensive analysis of relevant
knowledge in their minds by feeling the spiritual connotation and recognizing the world
landscape of the second language, including the comparison of characteristics of local culture,
cultures of various languages and relevant background information. In this way, students can
integrate and expand their own cultural landscape and upgrade their intercultural pragmatic
competence.
“Pragmatics is a perspective rather than a parallel component of linguistic theory” [11]. The
emotion, thought, and culture expressed by language are the embodiment of the language
vitality, and the goal of the cultivation of pragmatic competence. If the teaching of second
language is only for the infusion of language knowledge, without the collision and comparison
of ideas and cultures, or correct expression and communication of emotions, it is dereliction of
duty of teaching. In modern society, education is a necessary way for individuals to grow and a
convenient way to gain personal experience. Only by linking language education with
pragmatic competence can language education play its due role.
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