Communicative-oriented training in the classes of foreign language

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Communicative-oriented training in the classes of foreign language

Nelia Zuenko, Ph. D in Pedagogics, Associate Professor Associate Professor at the Department of Foreign Philology and Translation National University of Life and Environmental Sciences of Ukraine

У статті розглядаються навички та вміння, що становлять основу міжкультурної компетенції, фактори, які впливають на успішність міжкультурної комунікації, підкреслюється значущість системи цінностей кожної національної культури для розвитку відносин у сфері комунікації. Доведено, що ефективне спілкування поряд з мовними знаннями передбачає знання лінгвосоціологічніх і культурологічних особливостей представників іншомовного соціуму.

Ключові слова: навички, вміння, фонові знання, міжкультурна комунікація.

В статье рассматриваются навыки и умения, составляющие основу межкультурной компетенции, факторы, влияющие на успешность межкультурной коммуникации, подчеркивается значимость системы ценностей каждой национальной культуры для развития отношений в сфере коммуникации. Доказано, что эффективное общение рядом с языковыми знаниями предполагает знание лингвосоциологичних и культурологических особенностей представителей иноязычного социума.

Ключевые слова: навыки, умения, фоновые знания, межкультурная коммуникация.

cross-cultural communication value skill

The article considers the skills, abilities, that are the foundation of intercultural competence, the factors influencing the success of cross-cultural communication, highlights the importance of the system of values of each national culture for the development of relations in the sphere of communication. It is proved that effective communication along with linguistic knowledge includes knowledge linhvosotsiolohichnyh and cultural peculiarities of foreign language socium.

It is necessary to attract the attention of students to the differences and similarities of culture using all these types of work, while making it clear that neither native culture nor the culture of native speakers is «better» or «worse», they are simply different and to communicate effectively and achieve mutual understanding, we must take this into account. Thus, effective communication along with linguistic knowledge involves knowledge of the linguistic and sociological and cultural characteristics of the representatives of the foreign-language society, the inclusion in their conceptual system, the study of their value orientations and the readiness to adapt to their culture of communicative interaction. Thus, training of the future experts cooperation in foreign language must be based on the concept of integrity, which includes an integrated set of cognitive and linguistic knowledge. It is possible only with communication-oriented teaching of foreign languages.

Key words: skills, skills, background knowledge, intercultural communication.

Formulation of the problem

High-level graduates put high demands in the modem world. Apart from fluency in a foreign language, he must also be a communications specialist. The close relationship between language and culture is evident, as S.G. Ter-Minasov points out, «language is the mirror of culture, it reflects not only the real world surrounding a person, not only the real conditions of his life, but also the social consciousness of the people, his mentality, national character, way of life, traditions, customs, morals, system of values, attitude of life, vision of the world» (Ter-Minasova S., 2000, p. 145).

Analysis of recent research and publications

The study of well-known philosophers and linguists (F. Bras, V von Humboldt, V. Leibniz, V. Wundt, O. Potebni, etc.) formed the basis for the development of intercultural communication as a science, the theoretical foundations of which were defined by E. Holl (Bosova L., 2000). At the present stage, problems that arise in the process of intercultural communication are considered by domestic scientists (S. Ter-Minasova, O. Zemskaya, T. Grushevskaya, A. Monashnenko, A. Starostenko, O. Sarokin, V. Manakin, V. Popkov, F Batsevych) and foreign (P.Emmert, V. Donahue, C.Ting-Tuli, N. Sigband, A. Bell, G. Hofstedts, F. Trompenaars) (Humboldt V., 1985. p. 300).

Identification of previously unsettled parts of the problem

One of the urgent problems in the teaching of foreign languages is the need for better understanding of the world speakers today. The European Concept for the Study of Foreign Languages in the last decades as the goal of teaching brings intercultural competencies. According to existing theories, the language is proposed to be viewed simultaneously both as an object of study and as a means of learning. The study of a foreign language involves not the division of aspects of language and types of speech activity, and their integration - learning all at the same time around the cultural context (Potebenja A., 1985, p. 614).

The main material

Communication, by definition S. Ter-Minasova, is a messaging process, the reproduction of meanings is constantly occurring, since they do not coincide with people who speak the same language that grew up in the same culture. Communication enables the exchange of information, experience and the way of establishing contacts, but its effectiveness depends on the ability of all participants in this process to really understand each other. The common language does not indicate a common idea of the interlocutors about the subject of conversation, resulting in misunderstanding even in the native speakers. The concept of «the balance of speech and thinking» O. Potebny gives an explanation of the difficulties that arise in the process of communication: the Speech Act only stimulates mental activity in the listener, which is more or less similar to that of the speaker, the speaker's thoughts are not transmitted to the listener; the presentation of the listener is never identical with the speaker's representations. Every understanding is together incomprehensible, all agreement - together disagreement (Potebenja A., 1985, p. 532).

Thus, each person has his own philosophy, his personal perception of the environment is reflected in the forms and methods of information transfer interlocutors.

Setting the objectives

Internationalization and globalization changes in society require the establishment of contacts at the international level, within the framework of intercultural communication. According to the definition of F. Batsevych, «Intercultural communication is a process of communication (verbal and non-verbal) of people (groups of people) belonging to different national linguocultural communities, usually use different identical languages, feel linguocultural» foreignness «of the partner of communication, have different communicative competences, which can become the cause of communicative failures or cultural shock in communication» (Batsevych F., 2007, p. 205). A. Monashnenko points out the importance of mastering the linguistic-information competence during the training of specialists. Linguistic competence is one of the components of communicative competence. Linguistic competence includes lexical, phonetic, phonological, syntactic knowledge. The purpose of communication is to establish contact with a foreign partner, exchange of professionally relevant information and the communicative influence on the representative of the foreign language society in solving practical problems (Monashnenko A., 2014).

The main material

Future specialist need some background knowledge baggage for successful implementation of communication with native speakers. It is impossible to study the language only as a means of communication without understanding the thinking of the native speakers. It is necessary to have an idea of the history of the country under study, its state, social and economic preferences, customs and traditions. Therefore, in order to provide future specialists with necessary background knowledge, studying and teaching languages should be conducted so that at the same time they become acquainted with the culture of the country of the language they are studying. The presence of background knowledge and the ability to adequately apply them and will serve as a sign of the emergence of intercultural communicative competence. We list only some of the skills and abilities that form the basis of intercultural competence. They include:

- a positive attitude towards another culture and its speakers;

- ability to interpret linguistic behavior of a partner correctly;

- the ability to initiate and maintain intercultural dialogue;

- the ability to see the similarities and differences between linguistic cultures and apply them in the context of intercultural communication;

- the ability to put yourself in the position of the interlocutor - the representative another culture;

- the ability to avoid or resolve intercultural conflicts and contradiction, rejection of prejudices and stereotypes;

- ability to operate with different verbal and non-verbal means for achieving mutual understanding between cultures;

- the ability to vary the choice of language operations deliberately in dependence from the purpose and the situation of communication, to choose the style of speech and language means correctly.

At the same time, intercultural competence is only one of the components of the complex of competences that the future specialist uses in communicative activities in the study of a foreign language.

Therefore, in developing the skills of intercultural communication, special attention should be paid to the study of the sociolinguistic and cultural characteristics of the communicative behavior of foreign-language partners, since only those who possess the professional-significant concepts of culture can understand the specifics of the social behavior of foreign-language partners familiar with the intercultural and professional interaction of the intercultural and professional interaction traditions and customs of the country of the studied language.

The success of intercultural and professional interaction in society is impossible without proper communicative behavior, which includes the ability to adequately interpret and adopt the socio-cultural characteristics of communication partners, therefore, when learning intercultural communication, we are talking about communicatively oriented knowledge of a foreign language, which is understood as a collection of linguistic and cognitive knowledge, skills and abilities.

In the process of intercultural communication, informational and communicative interaction is realized with the help of multi-level linguistic means, language skills and communicative skills that are determined by the norm and ethics of communicative behavior.

Traditionally, competences are divided into general and communicative. Undoubtedly, the teacher of a practical course of a foreign language, first of all, seeks to form students' own linguistic competencies, but learning occurs with the obligatory involvement of the linguistic-national aspect. For successful students' acquisition of socio-cultural knowledge and acquisition of intercultural skills in the classes of foreign language is modern linguistic material, which should reflect the actual problems of modern life. An appeal to the present is of interest to students and contributes to the enhancement of academic performance. For the development of communicative- behavioral skills and skills necessary for successful intercultural business communication, it is recommended to use educational texts that include background knowledge of socio-cultural specifics. An important component in the study of foreign languages is the use of authentic texts. Text is not only a carrier of information, but also a unit of communication. His adequate understanding is possible only if the future specialist has language and relevant sociopsychological, behavioral and cultural knowledge (Bosno L.).

Purposeful selection of texts reflecting the sociocultural and communicative behavioral characteristics of the foreign language society contributes to the formation in the minds of students of the concepts that, in the process of intercultural communication, will contribute to the successful implementation of communicative intentions.

Working with texts as communicative and cognitive units should be aimed at awareness and perception of specific features of society.

When selecting text material, one should rely on sources that contain the most significant national-specific cultural and communicative features relevant for professional interaction and are limited to the most typical, frequent and meaningful components of business communication.

It is necessary to remember that for effective intercultural communication, not only the lexical-stylistic, but also the cognitive aspect of the organization of professional communication is important, as in solving practical problems of professional communication the ability of future specialists to perceive the sociocultural specificity of the foreign-language society is no less important than the transfer of information professionally - business language in foreign language.

Thus, the advantage of authentic texts is that they represent the original linguistic material, illustrating the functioning of the language in the form adopted by the native speakers and in the natural social context. Consequently, authentic texts are the best means of teaching the culture of the country the language is studied. Of course, it's not always advisable to use authentic texts in beginner guides, so specially designed or adapted texts prevail at the initial stage of learning. But in textbooks for university students who continue to study a foreign language after high school, the original linguistic material is used. The source of such material may be foreign- language press. It should be noted that newspapers and magazine articles provide wide opportunities for analyzing contemporary socio-cultural information. The authenticity of the structure and content of the texts, their stylistic diversity promotes the motivation of students and creates the conditions for the most effective immersion in the language environment in practical classes in a foreign language. The study of such texts allows you to penetrate into another national culture, to master the vocabulary of everyday use of native speakers.

Authentic texts fill the study of a foreign language with the most communicatively meaningful lexical units. At the same time, assimilation of words with national-cultural components takes place. The given stage of teaching a foreign language involves the formation of not only linguistic but also sociolinguistic and pragmatic competencies. These include: knowledge of rules of courtesy, proverbs and verbal expressions, ability to expand and generalize information obtained from various written and oral texts (Bosova L.). Along with the ability to distinguish the necessary information formed the ability to use it in various forms, volumes and situations in oral communication. Students must have rules for constructing statements, be able to use statements to perform various communicative functions: expressions of their own thoughts, beliefs, arguments, evidence, explanations. Examples of tasks can be as follows: 1) prove or refute the validity of the author's opinion; 2) express your own opinion on this issue; 3) analyze the information and make your own conclusions; 4) give your own definition of this phenomenon (Kramsch Q, 1996).

As recent studies have shown in the field of teaching methods of foreign languages, it is impossible to study a foreign language and learn a foreign language culture without resorting to the mother tongue and their own culture. For example, the study of topics such as «globalization», «global economy», «migration», «national identity», «patriotism», «multicultural communication» leads students to an analysis of what place is occupied and what understanding these concepts get in their native culture. There is a need to compare cultural and national values and traditions. The teacher is not limited to correcting grammatical and phonetic errors to develop students' communicative skills. It is also necessary to draw the attention of future specialists to the national peculiarities of foreign-language cultures. In order to communicate productively and achieve mutual understanding, students must know and respect the cultural traditions of the interlocutor without losing their identity.

Conclusions

It is necessary to attract the attention of students to the differences and similarities of culture using all these types of work, while making it clear that neither native culture nor the culture of native speakers is «better» or «worse», they are simply different and to communicate effectively and achieve mutual understanding, we must take this into account. Thus, effective communication along with linguistic knowledge involves knowledge of the linguistic and sociological and cultural characteristics of the representatives of the foreign-language society, the inclusion in their conceptual system, the study of their value orientations and the readiness to adapt to their culture of communicative interaction. Thus, training of the future experts cooperation in foreign language must be based on the concept of integrity, which includes an integrated set of cognitive and linguistic knowledge. It is possible only with communication-oriented teaching of foreign languages.

Reference

1. Batsevich F. (2007). Slovnyk termoniv mizhkulturnoji komunikaziji [Dictionary of intercultural communication]. K.: Dovira, 205 (ukr).

2. Bosova, L. (2000). Linguodidacticcheskoei cognitivnyje aspect mezhkulturnojidelvoj komunikaziji [Linguodidactic and cognitive aspects of intercultural business communication].

3. Humboldt W. (1985). Jasykifilsofija cultury [Language and philosophy of culture]. M.: Progress, 300 (rus).

4. ManakinV. M. (2012). Mowa i mizhkulturna comunikazja [Language and intercultural communication]. K.: ZUL, 288 (ukr).

5. Monashnenko A. (2014). Formuwannja lindwo-informazijnoi competentnosti u majbutnih perekladachiv [Formation of linguistic and informational competence in future translators]. Theory and methods of educational management.

6. Potebnya A. (1985). Estetyca i poetyca [Aesthetics and poetics]. M.: Iscusstwo, 614 (rus).

7. Ter-Minasova S. (2000). Jasykimezh kulturnaja communikacyja [Language and intercultural communication]. M.: Slovo, 261(rus).

8. Kramsch C. (1996). The cultural component of language teaching. ZIF,

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