Teaching Cultural Diversity through Fictional Discourse
Students studying a foreign language find themselves involved into the dialogue between their own culture and that one of the target language. To perform successfully cross-cultural communication they need to develop cross-cultural competence. The task of a foreign language teacher is to help them acquire necessary skills. The article addresses the issue of using fictional discourse as a valuable source to teach cultural diversity as cultural patterns, concepts, symbols and stereotypes are acquired through texts of a particular culture, literary works playing a significant role among them. The focus is on certain comprehensive analysis techniques (linguo-stylistic, conceptual and culturological) of figures of speech, metonymy in particular, which can be applied to decode implicit cultural codes.
The article deals with the linguistic mechanism of functioning of verbal metonymy functioning in fictional discourse which is based on the functional categorization. In the metonymical using re-categorization of the verbs is taking place, that is, the change of their original system value. In some cases there is the actualization of the system categorial meaning while changing the values of the categorical boundaries of the situation denoted by the verb.
The collected papers contain articles by famous and young scientists on actual problems of philology (cognitive linguistics, lexical semantics, semiotics, pragmatics, text linguistics, stylistics; poetics, literary criticism; translation, intercultural communication). The issue also presents research on foreign language teaching methods. The edition is addressed to linguists, translators, teachers, postgraduates, students and a wide readership.
The article looks at the problem of designing theoretical courses delivered in a foreign language. The author describes a set of skills which form professional communicative competence and offers some recommendations concerning the structure of these courses and the main conceptual principles the courses should be bases on.
The article discusses the benefits of curriculum internationalization through web-based asynchronous discussion within Culture Studies.
The paper is focused on the study of reaction of italian literature critics on the publication of the Boris Pasternak's novel "Doctor Jivago". The analysys of the book ""Doctor Jivago", Pasternak, 1958, Italy" (published in Russian language in "Reka vremen", 2012, in Moscow) is given. The papers of italian writers, critics and historians of literature, who reacted immediately upon the publication of the novel (A. Moravia, I. Calvino, F.Fortini, C. Cassola, C. Salinari ecc.) are studied and analised.
In the article the patterns of the realization of emotional utterances in dialogic and monologic speech are described. The author pays special attention to the characteristic features of the speech of a speaker feeling psychic tension and to the compositional-pragmatic peculiarities of dialogic and monologic text.