Лингвокультурологические аспекты обучения академическому письму в университете
This article aims to analyze everyday Hebrew dialogues, printed in the Manual of the Russian Language by Zalkind Epshteyn (1869). The status of the Hebrew language of the 19th century — whether it was a dead language or not so much — still remains disputable. Within this framework, the manual represents a curious source that contradicts common knowledge on Hebrew language usage before its revival. The analysis of the manual begins with a survey on everyday Hebrew lexis (part 2) and on the dialogue topics (part 3). Enlightenment pragmatics of the book limited the possible variety of topics. Therefore dialogues describing communicative situations of a lower status, such as trade, for example, are quoted from other sources. For a key feature of conversational speech I have chosen the system of address form, which is outlined in part 4. Honorific forms of address, detected in the manual, were compared with corresponding forms in other Hebrew sources of the period (part 5), with T-V distinction in Polish (part 6) and German (part 7) languages. The article ends with a brief overview of T-V distinction in the Hebrew language of the former and following periods.
Nowadays learning a foreign language is closely connected with mastering communication norms and traditions practiced by its native speakers, which entails integrating intercultural competence development into teaching foreign languages. Educators face the task of choosing the way to implement the achievements in the theory of national communicative behaviour into their work in order to cater for their learners who aim both to be understood and accepted when communicating in a foreign language. Nevertheless, teaching foreign language speech etiquette tends to be ignored by teachers as well as by learners, firstly due to the lack of resources, secondly because of the commonly shared attitude to speech etiquette as something that “goes without saying”. A training has proved to be the most effective way to develop cross-cultural awareness beyond the main course of English through interactive tasks and combination of the core theory with practice. The report analyses the experience of training adult professionals to master the English speech etiquette and identifying some tasks to be researched further.
The article describes the American bank terminology in terms of its structure. Areas of the associated spheres, with the terms being a part of the terminological system periphery, are distinguished. The attempt to define the relation and percent composition of terms from the areas under research in the bank terminology is made. The diachronic aspect of forming the terminological system is taken into account, and basic stages of its development are described. The goal of the research is to reveal the relation of special bank terminology with other term systems for further defining the strategy of studying and fixing terminological units in this area of knowledge.