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2015-02-20

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PEDAGOGY
UDC 37
L.A. Nedoseka, O.G. Domorovskaya
Southern federal university
Rostov-on-Don, Russia
nedoseka@mail.ru
FOREIGN LANGUAGE POTENTIAL IN EXPANDING
THE BOUNDARIES OF MULTICULTURAL COMMUNICATION
OF NON-LINGUISTIC UNIVERSITY STUDENTS
[Потенциал иностранного языка в расширении границ поликультурного общения
студентов неязыковых вузов]
The article considers the potential of a foreign language in the formation of multicultural communication, based
on competence approach to the study of a foreign language in the educational space of non-linguistic university. The
article focuses on cultural approach in foreign language studying, as the main instrument of multicultural interaction.
The article highlights the impact of multicultural communication in personality development of the student.
Key words: foreign language potential, multicultural approach, competence approach.
A feature of modern society is to bring together countries and peoples, strengthening their cooperation, the globalization of the world as a whole. The positive nature of the process of cultural
globalization, which affects all aspects of life in modern society, much depends on how the higher
education system will address issues of preparation of students - the future experts in multi-level
cooperation in the framework of a diverse range of intercultural communication [4, c. 4].
Globalization, with its contradictory phenomenon, which tend to strengthen, confronts education priority - training of future specialists for professional work in a multicultural environment, the
formation of the ability to communicate and collaborate with people from different social groups,
nationalities, religions. Therefore, the problem of formation of a multicultural identity, the ability to
search for and find ways to resolve the socio-cultural tensions, tolerance becomes ever more urgent.
It should be noted the general trend of shifting the socio-political situation in the world. Globalization of the world and multicultural nature of communications reflects the change in the perception of the world as a whole. Professor AP Liferov defined the term "global education" - as one of
the directions of development of modern pedagogical theory and practice, which is based on the
need to prepare a person for life in a rapidly changing and increasingly interconnected world, the
growing global challenges and crises [5, p. 237]. Globalization is based on the process of international integration of the components in the basic organizational structure of the university, which is
regarded as the internationalization of the development of new competencies and skills of students
and teachers: great attention is given to human and organizational factors are not; special culture is
formed in the school, which accumulates multicultural values.
Training carried out in the framework of higher professional education institution should aim
at the acquisition of the future experts of social sphere of professionalism in the broad sense, ie, It is
focused on mastering them not only the necessary knowledge and professional skills, but also on the
development and improvement of professionally significant personal qualities that are integral
components of professionalism. In this regard, the formation of a multicultural identity occupies an
important place in the training of qualified specialists [4, c. 5].
Learning a foreign language offers the student the opportunity to take a step to thinking and
cultural context of the target language country. Without the ability to communicate and understand
a culture in its own sense, access to this culture is limited. In a world where nations and peoples
have become increasingly dependent on each other in the supply of goods and services, solving political disputes and ensuring international security, understanding other cultures it is of paramount
importance. The lack of cross-cultural sensitivity can lead to distrust and misunderstanding, an inability to co-operate and negotiate, it is impossible to find a compromise, and perhaps even to a military confrontation. Intercultural understanding begins with the people who have language skills and
which can thus provide for their own nation or community insight into the foreign culture, who can
understand the external news sources, and provide an understanding of other points of view on the
international situation and current events. In order to survive in the global community, every nation
needs people. The man is competent in other languages can bridge the gap between cultures, to
promote international diplomacy, the promotion of national security, the establishment of peace in
the world, and successfully participate in international trade.
The processes of globalization, mobility and communication are designed to unite the world
in this regard, all the more urgent is the need for "global citizens" [1, c. 123] competent in foreign
languages. The United States is the only industrialized country in which graduates do not have
knowledge of foreign languages. While 52.7% of Europeans are free to speak their native language,
and at least one foreign language, only 9.3% of Americans fluent in their native language and a foreign. This statistic does not bode well for America's future in a global society.
If businesses want to compete effectively in the global economy, they must learn to deal with
other cultures. Companies that plan to do business abroad and therefore have a critical need for bilingual and multilingual staff. Businesses that intend to compete on the international level are needed employees who can communicate competently in a country where they do business. Employees
who speak the same language can communicate only with people who speak the same language.
Business is not the only area of the application of language skills. Government agencies, hospitality industry, machine building, communication; the sphere of education, international law, economics, public policy, advertising, research, experiencing an acute need for employees who speak
foreign languages.
While some analysts believe that English has become the international language of business
and communication has never been a better time to learn another foreign language, such as German,
French or Japanese. The reasons for learning a new language are varied, but the importance of foreign language learning is universal.
First of all, one of the most important reasons to learn a foreign language is to stimulate thinking skills.
Foreign languages are also important for people working in business, communication, and
almost any other industry career. Even if your potential customers are saying in English, there is no
better way to understand their needs and cultural desire than to learn their language. In many cultures, the attempt to communicate in the language of the country is seen as a sign of respect, and has
a huge potential for future cooperation.
The study of several foreign languages will always serve to improve the quality of life, and
even if you never use the foreign language in practical terms, you will appreciate the time spent
studying it.
Studies show that language skills increases students' understanding of language in general,
and allows them to make better use of their mother tongue. This applies to specific language skills,
as well as to the general language abilities. Studying a foreign language, students acquire skills better understanding of the language and improve the level of literacy in general. Improving reading
skills in their native language, as well as advanced skills of information perception by ear and
memory improvement observed in students, in-depth study of foreign languages. The results are
apparent in several studies, as well as the results of tests [6, c.56]
Due to the fact that learning a foreign language includes a variety of learning skills, it can increase the ability to learn. Students who successfully learn a foreign language, demonstrate a greater
ability of cognitive development in areas such as mental flexibility, creativity, problem solving,
conceptualization and reasoning.
In addition to the cognitive benefits of learning foreign languages leads to the acquisition of
some important life skills. Learning foreign languages learn to cope with unfamiliar cultural meaning, so they are much more adaptable and find solutions to problems in a rapidly changing world.
They also learn to effectively cope with new situations. In addition, a meeting with cultures different from their own culture leads to tolerance of different lifestyles, traditions and customs. And it
improves the ability of the student to understand and communicate with people from different countries.
Possession of a foreign language at a high level necessary to participate in study abroad programs. The benefits of such programs is that students can apply in practice what they have learned
in the classroom. Students can focus on the development of language skills by learning about the
culture, using everyday experiences with native foreign language, which leads to high results improve language competence.
Knowledge of a foreign language and culture provides a unique opportunity to see yourself
and your own culture from an outside perspective. There are aspects of the native language, life,
own culture, that person takes an absolute and universal or that what ever thought, until you encounter a culture and people who are very different from the traditional model of attitude. Contact
with other languages and cultures provides a unique opportunity to go beyond the familiar framework of existence and consider the customs of their own culture, traditions and norms, as well as
your own value system through the eyes of others. Conversely, "monolingual" monocultural world
view strongly limits the view and perception of reality. Experience multicultural dialogue has a major impact on the formation of personality, strengthening its identity and providing a full assessment
of situation. This can happen only when the knowledge of a foreign culture and language.
Speaking of multiculturalism as the ability to engage in dialogue, to understand other human
cultures perceive it such as it is, keep it in a critical situation, as well as an opportunity to enrich
their culture when, knowing the other, to enrich itself, it can be argued that it is multiculturalism the
individual is an effective means of countering the adverse effects of globalization, the mitigating
factor of globalization processes [5, c. 6].
Cultural exchange of information takes place through the dialogical competence. Globalization contains powerful force for leveling of cultural differences, these forces are, of course, faced
with the cultural traditions that can not be easily reconciled with modernity. The ability to use dialogue to review and gradual process of searching and finding solutions to problems in a multicultural environment can be a worthy manner. Through dialogue, people are better able to understand
their differences and use them to achieve common goals. Cultural exchange, thus it means identifying their own cultural identity and making it through the process of dialogue. If the culture, which
consists of values, attitudes, traditions, way of life and dreams, which provide
framework for political, business and other social events deprived of their roots, conflicts will
undoubtedly arise [3, p. 18-19]. Only when the cultural values collide with each other and do not
conflict with each other, they may be the subject of transnational productive dialogue [2, c. 125]
that can provide recognition of the diversity that makes possible the coexistence and provides a solid foundation for freedom, non-violence and respect for the dignity of each person. In all cultures
and social sense, the basic values of humanity found expression in focusing on the fact that different
cultures have in common, instead of focusing on the fact that they are distinguished [3, p. 19].
Many of the fundamental values of humanity, therefore, have a privileged place in the history of all
societies and cultures through dialogue and people are able to detect it [3, c.6].
Only by respecting other cultures and religions and appreciating their uniqueness and diversity, it is possible to take advantage of the fact that globalization has to offer. In the peaceful coexistence in the modern world, a dialogue between cultures should play a key role [3, p. 18]. The
dialogue covers countless implications of phenomena of globalization on educational concepts, political and economic restructuring at the local and global level.
It is necessary to talk about intercultural communicative competence when it is able to manage complex differences and misunderstandings inherent in communication with the person or persons belonging to unfamiliar cultures. Intercultural competence refers to social competence, which
may be inherent characteristics such as cooperation, communication, competition and selfawareness. Intercultural competence is essential in understanding and ability to communicate with
people of different cultures. Dialogue is a recognized and practical way in which these funds can be
demonstrated [1, p. 58]. Through dialogic competence, you can increase tolerance for diversity.
Tolerance, as a sign of dialogue is fundamentally important, because of the inevitability of stereotypes and prejudices. Tolerance in cooperation involves skills that are essential for people to appropriate behavior in different cultures, societies and groups. The term "tolerance" is associated with
the term "dialogue" because the dialogical competence is a means of combating the vast variety and
related conflicts.
Foreign Language has the potential in the formation of a multicultural identity of future specialists. This potential will be fully realized if they are taken into account the following principles:
the principle of dialogue among cultures, bilingual education, self-search and research activities, to
interact with the representatives of a multicultural world, in terms of training integrated into the educational process multicultural natural language environment.
References
1. Briede B. Dialogue in the context of intercultural competence. In: Studies about Languages (Kalb ų Studijos), 2006.
2. Kakar S. Cultural encounters in the era of globalization. In: Mohn, L. (Ed.). Cultures in
globalization: A Europe-India dialogue on global challenges and cultural visions. Proceedings of the International Cultural Forum New Delhi (Vol. VI), 2005.
3. Mohn, L. (Ed.). Cultures in globalization. A Europe-India dialogue on global challenges
and cultural visions. Proceedings of the International Cultural Forum New Delhi (Vol.
VI), 2005.
4. Agranat Y.V. Formation of future specialists multicultural individuality in the social
sphere while teaching foreign language at university. synopsis of diss. cand. of ped. sciences. – Khabarovsk, 2009.
5. Liferov A.P., Myasnikov V.A., Naidenova N.N., Tagunova I.A. Education in the changing world. М., 2005.
6. Mironov S.P. Professional identification and formation: modern problems. Ekaterinburg,
2009.
Литература
1. Briede B. Dialogue in the context of intercultural competence. In: Studies about Languages (Kalb ų Studijos), 2006.
2. Kakar S. Cultural encounters in the era of globalization. In: Mohn, L. (Ed.). Cultures in
globalization: A Europe-India dialogue on global challenges and cultural visions. Proceedings of the International Cultural Forum New Delhi (Vol. VI), 2005.
3. Mohn, L. (Ed.). Cultures in globalization. A Europe-India dialogue on global challenges
and cultural visions. Proceedings of the International Cultural Forum New Delhi (Vol.
VI), 2005.
4. Агранат Ю.В. Формирование поликультурной личности будущих специалистов
социальной сферы при обучении иностранному языку в вузе: Автореф. дис. канд.
пед. наук. Хабаровск, 2009.
5. Лиферов А.П., Мясников В.А., Найденова Н.Н., Тагунова. И.А. Образование в изменяющемся мире. М., 2005.
6. Миронов С.П. Формирование профессиональной идентификации: современные
проблемы. Екатеринбург, 2009.
March, 18, 2015
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