ABOUT FORMATION OF ABILITY TO CROSS-CULTURAL
COMMUNICATION AMONG FOREIGN STUDENTS
Ikhsangalieva G.K., Nurzhanova Zh.S.
Almaty, Kazakhstan
g.k.ikhsan@mail.ru
nur.zhanna@list.ru
Мақалада мәдениетаралық қарым-қатынасқа қабілеттілікті қалыптастыру негізінде жатқан
қағидалар мен бағдарлар қарастырылады: бөгдетілді ортада, мәдениетаралық қарым-қатынас
жағдайында шет тілінде туған мәдениетін таныстыра білу; аялық білімге сүйену, әлеуметтік-мәдени
орта, тіл иелерімен орынды мәдениетаралық қарым-қатынасқа түсу үшін тілді қолдануда белгілі бір
рөл атқаратын және білім алушылардың бөгдетілді коммуникациялық біліктілікке ықпал ететін аялық
білімдер қажет болғандықтан оның аясында үйреніліп жатқан шет тілі қолданылады.
В статье рассматриваются принципы и подходы, положенные в основу формирования
способности к межкультурной коммуникации: развитие представления родной культуры на
иностранном языке в иноязычной среде, в условиях межкультурного общения; опора на фоновые
знания, социокультурный фон, в контексте которого функционирует изучаемый иностранный язык,
так как для адекватной межкультурной коммуникации с носителями языка необходимы фоновые
знания, играющие определённую роль при использовании языка и тем самым влияющие на
иноязычную коммуникационную компетенцию обучаемых.
There are considered the principles and approaches which are been the basis for formation of ability
to cross-cultural communication: development of representation of native culture in the foreign language in
the different environment, in the conditions of cross-cultural communication; support on background
knowledge, socio-cultural background in the context of which the learned foreign language as the
background knowledge playing a part when using language and by that influencing foreign-language
communication competence of trainees is necessary for adequate cross-cultural communication with native
speakers functions.
мәдениетаралық қарым-қатынас, аялық білім, тіл, мәдениет
межкультурная коммуникация, фоновые знания, язык, культура
cross-cultural communication, background knowledge, language, culture
In modern conditions the problems of cross-cultural communication are very
relevant, since the mixing of languages and cultures reached the large scales and
more than ever the problem of tolerance education to other cultures, development of
interest and respect for them are particularly acute at present. In our opinion, these
questions stimulate public interest in issues of intercultural communication.
As changes in policy, economy and in the social sphere have led to large-scale
migration, at present no society, no culture is homogeneous on the structure; most
often they represent mixture of different ethnic cultures. Thus for each of these
cultures the standards of behavior and rules of communication, valuable orientations
and attitude are characteristic. In view of this socio-cultural diversity, on the one
hand, people inevitably conflict with each other that lead in turn to the conflict of
cultures. On the other hand, similar mixture of cultures leads to new opportunities of
communication, and mutual understanding, respect of culture of partners in
communication have to be the base of successful communication. As well as the
understanding of culture, the effective and productive instrument of mutual
understanding is knowledge of language of the communicate partner. Language as a
means of dialogue serves communication.
Issue of language connection with culture is one of those problems of
linguistics the study of which has a really practical use. First of all during the training
in foreign language, in our case Russian as foreign, the great value has the idea what
is the reliability of communication of these or those translation equivalents. Without
knowledge of the corresponding connotations which are present at foreign language it
is impossible to understand completely the sense put in this or that statement.
It should be noted that the last and most considerable achievements which are
available in studying the influence of culture on language were made, mainly, within
lingo-cultural relations and generally on material of Russian taught to foreigners. At
present time wide-ranging studies of national and cultural specifics of the word
taking into account background knowledge are carried out.
It is not enough to study the culture of only one country. It needs to be
constantly compared with the culture of the trained. In connection with this
comparative linguistic and area studies are very promising, where the phenomenon of
the language being studied are compared with similar phenomena in their own
language and culture of the trained. It is also necessary to determine the role and
place of lexical units with a cultural component in the comparable cultures, to
establish their relevance in the mass consciousness of students of different languages.
Thus, the teaching of any language is closely related to intercultural communication.
Due to expansion of the international contacts and cooperation the number of
foreign students from Korea, China, Japan, the USA, Afghanistan, etc coming to
Kazakhstan to learn the Kazakh and Russian languages grows every year.
Each people have own ideas of world around, of people, of representatives of
other culture. Thus in society there are certain stereotypes like concerning behavior
and traditions within the cultural space, and concerning representatives of other
language and cultural space.
To master a foreign language, nonnative language it is necessary to comprehend
the different world, on another dismembered and objectified in the language. "To
learn foreign language, - said A. Martin, - doesn't mean to hang up new labels to
familiar objects. Mastering language means learning to analyze differently what
makes the subject of language communication" [1, page 382]. The teacher of any
foreign language should keep this in mind constantly.
In our opinion, it is necessary to consider that the trainee perceives the foreign
language learned by him through a prism of numerous forms of the native language.
So, Afghan students speak Farsi in which nouns are characterized by categories of
number and certainty / uncertainty. The accent in the majority of words falls on the
final syllable. There are divergences in categories of noun gender and case. However,
the audience is mixed, there are students whose native speaking language are Pashto,
Dari and Uzbek languages. Learning Russian, they show various results of studying.
So, native speaking Pashto students understand better and acquire category of noun
gender as at their native language there is the category of gender (masculine and
female). So that teachers have difficulty in presenting neuter gender. And in the
Uzbek language and Dari category of gender is virtually absent, as in the Kazakh
language, so during the studying parallel Russian language and Kazakh, students
quickly learn the Kazakh language than Russian.
In the final result of studying process, we are witnessing some kind of different
speech errors, which, in our opinion, arise when one or the other language category
object of sense perception is replaced by the language category produced by the
subject of the question. In this audience it will be applicable the effective method,
based on the component analysis. It is important to compare, for example, a noun on
the distinctive characteristics when it is detected preferential use of certain features in
the particular language. Component analysis allows revealing the relative redundancy
or economy in the organization of the statements in the compared languages.
It is difficult to the Afghan students learning Russian to accept a set of the
verbs expressing different actions when on Farsi all these actions can be expressed
one verb in Russian. The declined personal pronouns of Russian for Afghan students
also represent complexity for perception as on Farsi it is possible to manage one
pronoun. We hope that students will cease to perceive cultural and language contrasts
as paradoxical only after completely accustom to the new language environment.
In our opinion, contacts between representatives of different languages and
cultures can be complete only if participants of dialogue are able to understand not
only the direct maintenance of what they hear, but also to apprehend the contents
implied. Therefore already at the beginning stage of studying Russian as foreign
along with training in the writing, reading, listening and speaking need to organize
adaptation of foreign students to conditions of life and culture of the country in which
they are trained with bigger efficiency, to impart them background knowledge.
As for main types of speech activity, today in the technique of teaching
Russian as foreign teachers focus attention on generation of the speech without what
real-life communication is impossible. In this sense interactive nature of activity
trained on classes in the foreign language is caused by creation of the educational and
speech situations that motivate learners to the need for foreign and speech
communication in the conditions similar to the natural.
The educational and speech situation is defined as set of the speech conditions
necessary in order that the trainee correctly carried out speech action according to the
planned communicative task. Situations can be designed on the basis of the studied
foreign texts and be considered in connection with work on them, and can be created
out of communication with texts and join in occupations as exercises on development
of educational and speech activity.
Teaching foreign students to communicate (not only to understand the foreign
speech, but to create it) is a complex challenge, considering that communication is
not only verbal process, which efficiency, besides knowledge of language, depends as
we already noted earlier, from existence of profound background knowledge:
conditions and culture of communication, rules of etiquette, knowledge of nonverbal
forms of expression (mimicry, gestures), etc. It should be noted that students have to
be ready to:
1) development of other culture;
2) tolerance (respect for all cultures): abilities to interact with people of other
culture (students from the different countries can study in the group) on the basis of
the accounting of their values, norms, representations; abilities to correct the behavior
in the course of communication with the representative of other culture; lack of
rigidity in behavior;
3) seeing in the foreign culture not only the differences that distinguish us from
each other, but how many things, concepts and ideas of the world and life pull us
together and unite;
4) abilities to empathize, responding to emotions, experiences of carriers of
foreign culture; to feel and understand moods of people; to reach compromise, to be
able to listen;
5) ability to come into contact and to support.
The problem of formation of ability to cross-cultural communicative
competence is carried out in the course of speech interaction: listening, reading,
speaking, writing as in the course of classroom occupations, and out-of-class work
with the trained students. We will consider the principles and approaches which are
been the basis for formation of ability to cross-cultural communication:
understanding by trainees of own national culture and the native language to
stimulate knowledge of the native land, to develop representation of native culture in
the foreign language in the different environment, in the conditions of cross-cultural
communication; support on background knowledge, socio-cultural background in the
context of which the learned foreign language as the background knowledge playing
a part when using language and by that influencing foreign-language communication
competence of trainees is necessary for adequate cross-cultural communication with
native speakers functions.
The educational environment is playing an important role during training by
nominating the trainee as the subject of cross-cultural communication and as the
subject of language educational process and allowing speaking about shift of
emphasis in the course of training in the foreign language from teaching activity on
the activity of trained students, their formation as creative person and it leads to
interesting results.
Development of ability to cross-cultural communication competence conducts
to positive personal changes of trained student on the basis of the reflection, focus on
comprehension of values of other culture, on deepening of feeling of civic
consciousness in the course of the appeal to native culture and language.
As the teacher in the learning process has to deal with the representatives of
different countries, it should be noted that teacher himself should know about living
and thinking in the different parts of the world.
REFERENCES
1. Martine A. Osnovyi obschey lingvistiki. /V kn.: Novoe v lingvistike, vypusk 3. M.,
1963