Italians in Russia: сrosscultural сommunication in history. Diplomatic and cultural relation between Russia and Italy in the middle of XV and first half of the XVI centuries. Итальянцы в России: межкультурная коммуникация в истории. Дипломатические и культурные связи России и Италии в середине XV- первой половине XVI вв.
The book contains a collection of the materials of the International conference which took place in Moscow Region State University on September, 26-27, 2014. The problems discussed relate to the theoretical aspects of cross-cultural communication, the systemic and structural aspects of foreign languages, stylistics, lingual typology, terminology, terminography and virtual communication. The book is intended for philologists, researchers, post-graduate students and University students.
This chapter focuses on measures and measurement in intercultural (ICC) and cross-cultural communication (CC). While these terms are often used interchangeably, the fields are very different. Intercultural communication is the study of communication that takes place between unlike individuals (people from different cultures). Cross-cultural communication is studying/comparing the same phenomena in different cultures (Croucher, 2016). This delineation has been posited by previous researchers (Gudykunst, 2002; Rogers & Hart, 2002).
We live in an era where globalization has met boundaries and where it has become clear that globalization is more beneficial for the more affluent and educated groups in Western societies. How can we proceed from here? What role can international associations of professionals play in these dynamics? The emphasis in my contribution is on cross-cultural psychology (as the current President of the International Association for CrossCultural Psychology, although the views expressed here do not necessarily reflect those of the Association). In my view communication within, with and by international associations is pivotal in achieving its international role
In modern EFL teaching in Russia, much attention is paid to making students aware of variations in the cultural schemata represented by their L1 and the target language, as well as behavioral patterns of their speakers. At the same time, researchers and teaching practitioners scarcely address certain linguistic issues of Russian L1 prosodic interference that lead to attitudinal confusion on the part of native English speakers even when utterances produced by Russian EFL learners are void of any grammatical and lexical errors.
The study examines Russian L1 intonation in English, analyzes the differences in the pragmatic meaning created by the wrong application of L1 intonation contours, and looks at the reasons leading to the failure of the educational system to address the issue. Specifically, the paper investigates features of Russian L1 prosodic interference that affect communication and lead to misunderstanding of Russian speakers’ attitude or intent from native speakers’ perspective, as well as questions the importance of teacher beliefs in dealing with the problem. The results emphasize the importance of intonation teaching in an English classroom and suggest possible ways of dealing with institutional constraints that impede full-fledged intonation study.
The collection of studies is intended for teaching staff, post-graduate students and undergraduates.
The book has four main sections. The first section contains articles on topical linguistic issues and cross-cultural communication. The second and third sections are devoted to translation studies and methodology of teaching foreign languages. The fourth section investigates the problems of literature and linguistic cultural studies.
The article considers the riddle as a cross-cultural communication element relevant in learning the Spanish language. Being a folklore element, riddles are closely integrated into culture and popular world-view thus presenting substantial interest in teaching and learning Spanish as a foreign language.
The present article is concerned with the necessity to cover current trends of gender-inclusive language in teaching modern English. The author focuses on the problem of androcentrism and gender correctness. The question of gender asymmetry in the English language that has become a burning issue recently was first raised in the 1950s with the beginning of the feminist movement in the U.S. In 2015-2016 the debates about self-identity shook first the academic world and then all the American society leading to the awareness to reconsider gender politics. The author proves that the social and cultural inequality of men and women in different spheres of life are reflected in the language. According to many feminists, English expresses male-centered culture and does not equally represent the social and cultural role of men and women in different spheres of life. New terms and grammar variants are being constantly implemented into the language to achieve gender equality. Meanwhile, in recent years due to the radical changes in the traditional perception of gender identity in American society, there appears to have evolved new communicative rules and norms towards people who do not identify with the aspects of gender that are assigned to their biological sex. The author describes the new tendencies in the English language for more gender-neutral and gender-inclusive language promoted by some prestigious American universities and analyzes the most widespread recommendations for successful communication in the modern English language environment.