teaching cross-cultural communication skills at philological universities

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teaching cross cultural communication skills at philological universities contents introduction………………………………………………………………...3 chapter i. prospects of teaching cross-cultural communication in a globalized world ……………………...….5 1.1. cross-cultural communication as a basic part of teaching foreign language…………………………………………………………………………...5 1.2. the formation of cross-cultural competence of students-managers by means of the foreign language learning at the non-linguistic university……………………14 chapter ii cross-cultural language learning: interpretative engagement…………………………………….…19 2.1. intercultural competence development at universities…………………..…19 2.2. intercultural activities in teaching foreign languages: modern ukrainian dimension………………………………………………………………………...24 conclusion…………………………………………………………………..30 references ………………………………………………………………….31 introduction the current conditions of the covid-19 pandemic have made teachers and students adapt to new forms of presenting and acquiring knowledge. as practice shows, the sphere of teaching languages is the one that was affected to a great extent since teaching/learning languages has positive results if interlocutors communicate eye-to-eye. in most cases, educational institutions provide students with online classes, depriving teachers and students of sharing vivid emotions. many students lose motivation …

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nto teaching foreign languages is always relevant and predetermined by the international liaisons between ukraine and other countries of the world. it (the issue) proves the demand for the training of highly skilled linguistic cross-culture-cognizant specialists who can apply their learning acquisitions masterfully in profession-related spheres and display their cultural proficiency to participate in cross-cultural and intercultural communication successfully. thus, the main aim of this research is to investigate how the integration of international work and methodological tools of teaching foreign languages to ukrainian students can contribute to their academic success. the realization of the set aim is possible if these objectives are fulfilled: 1) to analyze the content of normative education-related documents and programs in the sphere of teaching/learning foreign languages (english, chinese, turkish, and korean); 2) to substantiate the necessity to internationalize education; 3) to specify a criterion-based construct for assessing ukrainian students’ acquisitions under current conditions. the …

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f the major characteristics of our time is the formation of a single information space, the collaboration of cultures, comity of nations and the processes of globalization. the practical value the authors initiated this research to show that the study of cross-cultural communication is determined by the need to assess the current state of human society as it becomes important to identify the boundaries between globalization and preservation of social and cultural pluralism. communicators learn social norms and peculiarities of other cultures in the process of cross-cultural communication. this research seeks to address successful socialization and acculturation with the subsequent formation of a multicultural personality. chapter i. prospects of teaching cross-cultural communication in a globalized world 1.1. cross-cultural communication as a basic part of teaching foreign language globalization is recognized as being a complex phenomenon and a stage of development of economic, political, social and cultural relations, in which the …

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ividual and social groups to successfully socialize in the new cultural and civilizational conditions through a deep understanding of the changes taking place. highlighting globalization as the central factor of transformations in a society, we recognize the inconsistency and multidimensional nature of its characteristics, since both positive and negative effects of globalization on the life of society and individuals are becoming more and more obvious. the globalized world opens up wide opportunities for people to create and operate up-to-date transportation modes and communication, simplifies access to innovative technologies, diverse knowledge, and achievements in the fields of economy, science, and culture. it pushes the boundaries, allowing humanity to realize its unity and the values of freedom. at the same time, it is necessary to emphasize the following: thanks to globalization, english as a universal means of communication and the language of international communication in the modern multilingual world has taken a …

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human civilization are familiar to almost everyone. the communication skills between representatives of different cultures and cultural models are transcended with the significant amplification of distinct forms of intercultural communication. culture and communication culture occupy an important place in the formation of an individual. as we all know, language is a representation of human culture because it serves as a kind of indicator of the factors and preferences that surround all people. in addition, speech is a vital element of the system of cultural development. therefore, there is no coincidence that since the last three decades of the xx century the issue of interaction and reciprocal understanding within different historically established cultures is becoming relevant, in which the problem of specificity, identity and differences of cultures of different societies, the development of the cultural context plays a pivotal role. global changes in politics, economics and culture are also accompanied by …

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teaching cross cultural communication skills at philological universities contents introduction………………………………………………………………...3 chapter i. prospects of teaching cross-cultural communication in a globalized world ……………………...….5 1.1. cross-cultural communication as a basic part of teaching foreign language…………………………………………………………………………...5 1.2. the formation of cross-cultural competence of students-managers by means of the foreign language learning at the non-linguistic university……………………14 chapter ii cross-cultural language learning: interpretative engagement…………………………………….…19 2.1. intercultural competence development at universities…………………..…19 2.2. intercultural activities in teaching foreign languages: modern ukrainian dimension………………………………………………………………………...24 conclusion……………………………………………………………...

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