Academic literature on the topic '280116 Expanding knowledge in language, communication and culture'
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Journal articles on the topic "280116 Expanding knowledge in language, communication and culture"
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Zak, Kseniia L. "Characteristic of the culture of foreign language business communication of future lawyers." Focus on Language Education and Research 3, no. 2 (September 16, 2022): 31–37. http://dx.doi.org/10.35213/2686-7516-2022-3-2-31-37.
Full textAbstract:
In the last few years, international cooperation is expanding. For this reason, the society began to need specialists who is able to carry out business communication in a foreign language. One of the main roles in this situation is played by the knowledge of foreign languages among lawyers. This paper aims to study the characteristic of the culture of foreign language business communication of future lawyers. The application of theoretical research methods contributed to the solution of the problem. The article proposes the author's definition of the concept characteristic of the culture of foreign language business communication of future lawyers, describes its structure. The significance of the results will allow us to further consider in more detail the process of teaching lawyers professional English in a non-linguistic university.
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Pisulińska, Julia. "LINGUISTICS IN LEGAL COMMUNICATION: LANGUAGE, COMMUNICATION, TEXT, LAW." Journal of International Legal Communication 2 (September 25, 2021): 110–17. http://dx.doi.org/10.32612/uw.27201643.2021.2.pp.110-117.
Full textAbstract:
The paper encompasses such fields as language, communication, text, law in terms of legal communication. According to language, I try to define the language itself as well as the linguistic focusing mainly on accomplishments of De Saussure. Secondly, it was introduced the subject of communication and its history while taking into consideration the purpose of the paper: legal communication. Legal communication is based on juridical language and legal language. I discussed them and emphasised distinctions between them. This part of the paper, which I can describe as an introduction part, ends with an indication of the research on the field of legal communication. The second part deals in general with communication and problems concerning this matter. I paid attention to the problem of communicativeness, because this matter is not as easy to be provided in legal communication as it seems to be. I moved on to the text as a part of legal communication, its main assumptions which by scholars are perceived as unable to be fulfilled and levels of interpretation this kind of text. This topic is followed by the issue of terminology which is the key to understand the text relating to law. Then I come back to the language, however, this time I point out the command of Polish language, its culture and the language of law stressing aspects regarding correctness. I decided also to include the subject of legal translation which apart from the issues mentioned above needs the specialised knowledge. The final part presents the main thoughts and my conclusions noticing the mutual influence between presented areas as well as the general need of expanding knowledge specifically in relation to language and law.
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Leggo, Carl. "Alphabet Blocks: Expanding Conceptions of Language With/in Poetry." TESL Canada Journal 23, no. 1 (October 1, 2005): 91. http://dx.doi.org/10.18806/tesl.v23i1.81.
Full textAbstract:
As a poet and language educator, I invite and encourage writers to take risks in their writing, to engage innovatively with a wide range of genres, to push boundaries in order to explore creatively how language and discourse are never ossified, but always organic; how language use is integrally and inextricably connected to knowledge, identity, subjectivity, and being in the world. I invite writers, whether English is a first language or an additional language, to know themselves in poetry, to know themselves as poets. We live in a contemporary culture that mostly ignores poetry. This is unfortunate because poetry invites alternative ways of knowing and being and becoming. I encourage all writers to write poetry, because poetry is a capacious genre that opens up endless possibilities for expression and communication. In this essay I offer a series of poems about language, discourse, epistemology, and pedagogy. I hope these poems will invite language educators and scholars from diverse perspectives and experiences to consider how writing poetry stimulates the imagination and inspires the heart to ask questions about our lives and the world we live in.
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Belousova, Irina, and Svetlana Bairamova. "Linguistic and Cognitive Analysis of Inter-Cultural Business Discourse from the Perspective of “Dialogue of Cultures” in the Formation of Inter-Cultural Communicative Competence." International Journal of Emerging Technologies in Learning (iJET) 15, no. 09 (May 15, 2020): 173. http://dx.doi.org/10.3991/ijet.v15i09.12539.
Full textAbstract:
The article discusses the creation of a qualitatively new educational system in intercultural business communication, capable of providing real interaction between specialists in the global cultural space. Under the current conditions of expanding international cooperation, the humanities specialist must speak a foreign language at a fundamentally new level as an instrument of professional intercultural communicative competence. The aforesaid determines the existence of contradictions between the provisions developed in linguistics and linguistic didactics concerning the theory of intercultural communication and methods of teaching foreign students the Business Russian Language and the lack of their integration and extrapolation in the training of foreign students for interaction in the business sphere of communication. The question of interest is what happens to a linguistic personality when it enters a "foreign" environment undergoing the processes of cognitive consciousness transformation. Based on the studies of the cultural synergy model in the formation of intercultural communicative competence of foreign citizens in business communication, it is concluded that the possession of a foreign-language code that allows a successful intercultural professional interaction requires knowledge of a “foreign” culture and determines the specifics of the social and business behavior of the speakers of this culture. In the “native" culture, a linguistic personality assimilates language through reality, and in a "foreign” culture, the reality is assimilated through language. In this case, the interaction process of communication participants is considered as a complex synergetic system, in which the traditions accepted in the native culture are neutralized and the traditions accepted in the culture of business partners are updated.
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Nurutdinova, A. R. "A new educational paradigm: the formation of a didactically competent multicultural and multilingual personality (linguamultimedia competence of a foreign language teacher)." ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ 72, no. 5 (April 2021): 34–38. http://dx.doi.org/10.18411/lj-04-2021-181.
Full textAbstract:
The global political, economic and social changes in the country and the strengthening of inter-ethnic and international contacts then integration processes in the multi-ethnic society have led to the emergence of a new educational paradigm. The basic requirement of which is the transition from the intuitive and technocratic disciplines’ connection, knowledge and skills accumulation to the increase of individual and social intelligence, from the classical and often «open» triad «knowledge - skills - abilities» to the closed cycle «knowledge - skills – abilities – foregrounding (application, technology) » - knowledge production, competence development though the priority is given to communication. This interpretation of the new educational paradigm has led to a need for a more thorough study of communication processes, including the intercultural communication in general and in the foreign languages teaching in particular. The society informatisation is seen not only as a technological phenomenon, but also as a modern culture phenomenon. Therefore, multimedia appears as the newest and rapidly expanding information environment of modern multicultural linguistic reality as the new technological reality.
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Sadovets, Olesia. "The Relevance of Applied Linguistics in Relation to Language and Communication Studies: A Worldwide Overview." Comparative Professional Pedagogy 9, no. 3 (September 1, 2019): 29–36. http://dx.doi.org/10.2478/rpp-2019-0026.
Full textAbstract:
Abstract The paper outlines the peculiarities of Applied Linguistics as a branch of science and specialty provided by universities worldwide. Its scope, relevance in modern labour market and immediate relation to communication and language studies have been analyzed. Its advantages as a flourishing educational program for tertiary education and as an occupation in modern digital world with diverse realms of communication and language application have been substantiated. A wide range of activities pressuposed by Applied Linguistics study have been outlined: researching language in classrooms (classroom-based research); work with different kinds of written and spoken texts (corpus linguistics); approaching language learning (learner autonomy); testing and assessment of language learning; expanding vocabulary (including multiword expressions); dictionary making; interpretation and translation; studies of bilingualism and multilingualism. It has been determined that five most important concepts are basic for understanding the relation of Applied Linguistics to language and communication studies: Functional Linguistics, Language and its Application, Communicative Competence; Cognitive Discourse Analysis, Conceptual Blending Theory, and Contemporary Discourse Analysis; Barriers in Specialized Translation fields and their overcoming (by means of technology); Linguistics and Culture; Language hierarchy, authority, policy, and planning. Applied Linguistics program in tertiary education provides students with necessary studies in relation to language and communication in terms of language communication, its components, conditions of successful communication and cooperation; language etiquette; speech codes, their switching and mixing; speech acts and their types; context of culture, situation and co-texts; assembling and working with corpora; researching collocations and units of meaning. Undergoing the program of Applied Linguistics in tertiary education students can broaden knowledge of linguistics and language; deal with contemporary issues concerning the diversity of languages and cultures in societies; learn and teach foreign languages; eliminate language and communication gaps between people of different cultures; enhance the development of languages and communication skills.
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Suima, Iryna. "DEVELOPMENT OF SPEAKING SKILLS WHILE LEARNING UKRAINIAN AS A FOREIGN LANGUAGE." Theory and Practice of Teaching Ukrainian as a Foreign Language, no. 16 (October 6, 2022): 128–38. http://dx.doi.org/10.30970/ufl.2022.16.3728.
Full textAbstract:
The study of foreign languages in modern society becomes an integral part of the professional training of specialists of various fields of activity, and their further career growth may largely depend on the degree of their language training. Studying the Ukrainian language as a foreign one contributes to the development of communicative competence, forms the student’s ability to use it as means of communication. At the center of the educational process for foreign students should be activities aimed at developing knowledge and communication skills in the Ukrainian language in a professional context. Its purpose is the formation and improvement of communication skills and abilities of students studying the Ukrainian language, that is, the ability to communicate using a foreign language in various situations in the process of professional interaction with other communication participants. In the learning process, it is possible to take some tasks that ensure the formation and improvement of professional communication in a foreign language: actualization of knowledge of lexical units and grammatical rules; formation of the ability to choose and use adequate language norms depending on the purpose and situation of communication; improving the ability to understand different types of communicative situations, as well as to build coherent and logical utterances; development of abilities to choose verbal and non–verbal means in case of communication failure; expanding knowledge about the socio–cultural features of the representatives of the countries of the language being studied, their traditions and norms of language behavior, as well as the formation of the ability to understand and adequately use them in the process of communication, while keeping student’s own culture. It is necessary to emphasize the special relevance of business communication in the orientation of preparation for personal and professional development of the student. At the same time, language information is the most reliable and perfect social means of communication and information acquisition, which serves as an exchange of thoughts and feelings and at the same time expresses the meaning of social relations. Therefore, the motivation of communicative orientation is one of the most important means of increasing the effectiveness of students’ foreign language learning. Key words: speech activity, dialogue, monologue, communicative approach, communicative task, initiating replica, replica–reaction.
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Halashova, Olena. "MOTIVATING STUDENTS FOR ORAL FOREIGN LANGUAGE COMMUNICATIVE ACTIVITY IN THE PROCESS OF DISTANCE LEARNING OF A FOREIGN LANGUAGE." Collection of Scientific Papers of Uman State Pedagogical University, no. 2 (June 24, 2021): 18–26. http://dx.doi.org/10.31499/2307-4906.2.2021.236626.
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The article analyzes the necessity of forming the motivation of students for oral foreign language communicative activity in the process of distance learning. The importance of motivation and self-motivation for learning in conditions of physical isolation is proved by numerous studies of modern scholars.The purpose of the article is to search for approaches to creating feedback between students and their motivation for foreign language communication in the context of distance learning. Such approaches, according to the author's conclusion are: attracting students to professional research activities, providing students with the initiative to create online collaboration groups, collaborating according to a well-coordinated plan, and identifying individual achievements of students. The effectiveness of the communicative method is defined in view of the applied didactical principle of conscious approach in the process of study a foreign language and practical implementation of this principle as teaching a foreign language based on the native language support.The significance of the students’ scientific work for the growth of their creativity, self-fulfillment, formation of creative critical thinking and the development of individual abilities in solving practical problems, identifying the initiative, expanding the theoretical world outlook and scientific erudition, and the conscious use of theoretical knowledge in future practical activities is obvious. Thus being one of the most important motivating factors for oral foreign language communicative activity in the process of distance learning students’ scientific research work is aimed at forming a culture of foreign language broadcasting, the formation of students’ reflective and research culture to interactively cooperate in the process of performing problem-oriented professional tasks,in the process of cooperation in small groups and creating public speaking skills. The purpose of involving students in research activities was to form a positive motive for learning, awareness of future psychologists about theoretical and practical significance of knowledge gained during the search and processing of professional information. It should be noted that the selection, approval of individual findings of each student by the teacher will help to form their motivation for further exploration and the need to share experiences with other students in the group.
Keywords: distance learning, communication, foreign, motivation, self-motivation, cooperation, research activities, self-fulfillment.
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Cavalheiro, Lili. "DEVELOPING INTERCULTURAL COMMUNICATION AND INTERCULTURAL AWARENESS IN THE EFL CLASSROOM." Estudos Linguísticos e Literários 1, no. 65 (April 24, 2020): 30. http://dx.doi.org/10.9771/ell.v1i65.36467.
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<span lang="EN-US">Throughout multiples regions around the world, waves of migrants and refugees search for better and safer living conditions. As a result, classrooms are becoming increasingly multicultural and multilingual, with many teachers feeling challenged when faced with this ‘new’ reality. Being English the most commonly shared language around the world, the English as a Foreign Language (EFL) classroom can be a ‘safe’ place where dialogue and intercultural communication are fomented. Not only can it facilitate the integration of migrant/refugee students, but it can also contribute to expanding learners’ (inter)cultural awareness and knowledge of how English may be used by multiple speakers (native and non-native) in diverse settings. In light of this, it is imperative that educators develop more inclusive English-language lessons that help break down barriers and taboos, in terms of language and culture. In order to achieve this, however, it is vital that these issues be developed at the beginning of any teacher training. Bearing this in mind, this paper begins by presenting the concept of English as a Lingua Franca and intercultural communication and follows up by reflecting upon how the traditional EFL classroom should to be reconsidered in light of today’s international role of English. Taking into account the specific growing multicultural/multilingual Portuguese context, the last section of this paper presents how these issues are developed in two pre-service MA programs in English Language Teaching at the University of Lisbon, and also how student teachers have integrated ELF-related activities/resources in their practicum, along with a commentary on their learners’ reactions.</span>
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Kuznetsova, O., and V. Zlatnikov. "APPROACHES AND EFFECTIVE METHODS OF INSTRUCTION IN THE FOREIGN LANGUAGE FOR SPECIAL PURPOSES." Visnyk Taras Shevchenko National University of Kyiv. Military-Special Sciences, no. 1 (45) (2021): 17–20. http://dx.doi.org/10.17721/728-2217.2021.45.17-20.
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At the present stage of expanding international contacts in various fields of activity for students it is becoming increasinglyimportant to expand their knowledge of languages outside of everyday foreign language (English). Learning foreign languages hasa number of benefits, including facilitating effective communication and building partnerships, business and military relationships with people from other countries/cultures. Since there are a number of factors that affect the effective acquisition of a foreign language in the context of bilin gualism, modern methods of teaching foreign languages have their own characteristics, considering the target areas and standards. There are many approaches to foreign language teaching developed at the end of the last centurythat have become widely used in teaching foreign languages for special purposes in higher education at the present stage of learning. The range of teaching methods varies depending on which aspects of language acquisition they emphasize – from teaching grammar to the lexicographic component of modern English-language culture of business and professional communication, which are seen as an element of communication skills of young military and civilian professionals [1]. As there is a wide range of different approaches and methods of teaching a foreign language for professional purposes used in lessons, the question will be whether there is evidence that some methods are more effective in acquiring and maintaining acquired skills. The article presents practical recommendations for motivating students to free oral/written communication in a foreign language, taking into account professional needs; the sequence of stages at which new programs for studying a foreign language of special purpose are logically executed, and also offers concerning a vocabulary is provided. The article evaluates and analyzes the latest trends in the methodology of teaching foreign languages, which provides a basis for effective study of a foreign language for professional purposes, taking into account the communicative orientation military, business and professional communication.
Dissertations / Theses on the topic "280116 Expanding knowledge in language, communication and culture"
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Schutt, Stefan. "The Small Histories project: the internet, life stories and ‘performances of reconstruction’." Thesis, 2011. https://vuir.vu.edu.au/16069/.
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This project revolves around Small Histories, an online web-based software system for the uploading and
sharing of life stories: http://www.smallhistories.com. I created Small Histories to explore the ways in which
the internet can facilitate the urge to tell, share and compare one’s personal history and, by doing so,
generate an online network of interlinked personal narratives connected to historical times, events and
places.
The project originated with a personal event: the tracing of my biological Israeli father in 1997 and my
subsequent explorations of my Israeli and German family histories. The stories I encountered in these
explorations differed, depending on who was telling them. The Small Histories system was a response to the
potential of the burgeoning internet to represent such differing viewpoints, and to generate new forms of
encounters with the past. Since then the system has developed in tandem with the internet, especially the
explosive growth over recent years of what has been called social software.
Conceptually, this project explores the fast-evolving social internet as a setting for auto/biographical
narrative practice and how this overlaps with and changes accepted notions of performance, community
formation, identity construction and acts of memory. As a framework for these investigations, I propose
that the internet is a catalyst without precedent for the production of performances of reconstruction, where
fragments of the past are dug up, collected, assembled and presented as an imaginative reconstruction of
‘what used to be’, in an attempt to re-establish a lost sense of roots, identity and belonging; a coherent
narrative of identity in an era of fragmentation.
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Dwyer, Natasha. "Traces of digital trust : an interactive design perspective." Thesis, 2011. https://vuir.vu.edu.au/17663/.
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This thesis explores ways that the complex concept of trust functions between users in
digital environments who are strangers. Although it can and has been argued that
‘trust’ is central to the functioning of society (Watson 2009), it is difficult to apply a
static and complete definition of the term. I argue that trust is neither a fully objective
nor subjective state but is formed through interaction. If users are to communicate via
the mediation of digital environments, how will trust relationships form? In this
thesis, I draw on a recent theory of trust: the enablement of trust. The agenda of trust
enablement allows users to reach and maintain trust or distrust on their own terms.
Book chapters on the topic "280116 Expanding knowledge in language, communication and culture"
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Oskoz, Ana, Ana Gimeno-Sanz, and Ana Sevilla-Pavón. "Examining L2 Learners' Use of Engagement Strategies in Telecollaborative Written Interactions." In Advances in Linguistics and Communication Studies, 200–220. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4154-7.ch008.
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Based on an intercultural telecollaboration project between two universities from either side of the Atlantic Ocean, this chapter analyzes written discourse produced by advanced learners of Spanish as a foreign language and higher intermediate learners of English as a foreign language in order to explore how second-language learners negotiate their ideological positions, create new knowledge, and build their arguments when discussing their first culture (C1) and second culture (C2) in telecollaborative written asynchronous interactions. Two research questions are addressed: a) the extent to which learners engage in a dialogic activity in online forums when discussing their C1 and C2, and b) the ways in which L2 learners use expanding and contracting discourse strategies to develop arguments about C1 and C2 in telecollaborative written asynchronous interactions. The model used in order to analyze the input is based on Engagement, a discourse-semantic subsystem of the appraisal framework.
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Sevilla Pavón, Ana, and Anna Nicolaou. "Engagement in the Expression of Learners' Identity within Virtual Exchange Asynchronous Discussions." In Identity, Multilingualism and CALL: Responding to New Global Realities, 244–70. Equinox Publishing Ltd., 2022. http://dx.doi.org/10.1558/equinox.43416.
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This study examines the interpersonal communication strategies used by Cypriot and Spanish virtual exchange participants for the projection and negotiation of their cultural identities. Framed within Engagement (Martin & White, 2005), it analyses learners’ use of contracting and expanding strategies when sharing knowledge and views about their own language(s) and culture(s) while developing new knowledge about different languages and cultures.