The linguistic aspects of intercultural communication in teaching of foreign languages.

Temirbulatova A.K.

Karaganda, Kazakhstan

Language is the main spokesman identity of culture — at the same time it is also the chief intermediary in cross-cultural communication process. Earlier the foreign language was learned in a separation from its sociocultural context. It is a question that the real use of words, the real speech production substantially is defined by knowledge of social and cultural life of speech collective speaking this language. "Language doesn't exist out of culture, i.e. out of socially inherited set of practical skills and the ideas characterizing our way of life". For active use of language as means of communication it is necessary as it is possible to know more deeply "the world of learned language. Due to the expansion of cross-cultural contacts the need of society for the experts of various profile knowing a foreign language increases. Into the forefront need of verbal ensuring cross-cultural communication acts (establishment of personal contacts, conducting telephone conversations, an exchange of correspondence, carrying out presentations, meetings, negotiations, participation in conferences and seminars). Intercultural communication assumes communication between representatives of different cultures during which, at least, one of participants can speak non-native language. In the modern world where English strongly reached position of the international communication language, often both participants of communication speak non-native language, introducing in it own cultural nuances. [1].

At the same time successful cross-cultural communication assumes along with foreign language skills also ability adequately to interpret communicative behaviour of the another society representative, and also readiness of communication participants for perception of other communicative behaviour form, understanding of its distinctions and variation from culture to culture. Strategy of rapprochement of foreign culture knowledge is directed on prevention not only semantic, but also cultural failures in communication. Here is the main problem — an understanding problem. At its decision it is necessary to remember that language is only the tool for transfer of speech behaviour forms, he only creates the environment for cross-cultural communication. Understanding in cross-cultural communication is difficult process of interpretation which depends on complex both actually language, and not language factors. For achievement of understanding in cross-cultural communication its participants haven't to own simply grammar and lexicon of this or that language, but to know a cultural component of a word meaning, reality of foreign culture. "The world of learned language" consists of "set of the extra language facts", i.e. those sociocultural structures and units which are cornerstone of language structures and units and are reflected in the last [2]. It is possible to tell that the language picture of the world is reflection of a sociocultural picture of the world. Without knowing the world of learned language, it is impossible to master language as a means of communication, it can be mastered only as a way of storage and information transfer, as the "dead" language deprived of the vivifying soil is culture of the carrier. By the way, failures have a talk with the artificial languages not widely adopted and doomed to dying. For this reason learning of foreign language assumes not only assimilation of the expression plan of some language phenomenon, but also the plan of its contents, i.e. development in consciousness being trained concepts about new subjects and the phenomena which don't have analogues neither in their native culture, nor in their native language. For this purpose it is necessary to include regional geography elements in teaching of language (it creates the synthetic type of teaching work called by E.M. Vereshchagin and V.G. Kostomarov "linguo cross-cultural teaching"). The integrated approach combining actually linguistic preparation and knowledge of a sociocultural context of learned language, allows to provide an adequate translation from non-native language on native [2].

The translation of texts is concrete process of cross-cultural interaction, process of explanation of one cultural code by another. Quite often when transfer subtleties and semantic shades, features and nuances of a foreign language are lost, the text becomes simpler, and at times is distorted, finding an ambiguity. Not incidentally the formula was fixed in language: "untranslatable word-play". The creative translator who is deeply understanding both cultures, having personal experience of the contacts, (bilinguist) perfectly knowing by both languages, is capable to enrich with the translation language, having organically picked up semantic equivalents [3].

Thus, any translation is an interpretation, interpretation of the sense standing behind obvious sense, conscious or unconscious attempt to overcome a distance between cultures of communicant. The mechanisms of mastering a foreign language are studied by psychologists, ethnologists, linguists. The principles of assimilation of the second language, observed in the bio-cultural and bilinguistic environment, a bit different, than in homogeneous cultural and monolingual environment. Here the interference phenomenon (transferring, introduction) elements of culture The child, socialized in the bio-cultural (multicultural) environment, has installation on existence in cultural space of alternative symbolical system which isn't perceived alien, own cultural system menacing with destruction, on the contrary, by other culture promoting mastering. Thus installation on cultural tolerance is formed. "With increase of material well-being of society and its cultural level such states cultural and language two-and multilingualism tend to proliferation and qualitative stability" [3].

The idea of communication of culture and language belongs to the 18th century, but purposeful studying of this problem began only at the end of the last century. Researches had more declarative character and up to the beginning 1970-s neither in the Russian then Soviet, nor in foreign linguistics there were not enough detailed studies devoted to this subject. However for the last two decades the number of the works testifying to interest and aspiration of linguists considerably grew to research of the language phenomena in a wide extra linguistic context. And if still quite recently admitted that the appeal to extra linguistic factors testifies to some insolvency or weakness of the linguist-researcher, now need of studying of language for its real functioning for various spheres of human activity became standard [4].

At a turn of the third century on the eve of the international year of Culture of the world becomes obvious that problems of culture have to be presented in all training systems. From here also there is an idea of interdisciplinary communications in university programs. For example, a foreign language - on the one hand, history, geography, literature and other humanitarian subjects - with another. The concept of culture consists of 2 parts - objective and subjective.

For the solution of objectives the following methods of pedagogical research were used: studying and the analysis of special literature - synthesis of teaching experience of a foreign language at school, conversations with students and teachers for the purpose of identification of the most suitable for those and other methods of training - skilled and experimental work. All this allowed us to be convinced that the few domestic educational and methodical complexes are based on ideas of cross-cultural aspect of training in a foreign language at high school. In this regard recently there is a number of works in which attempts to find conditionality of language in the value of lexical units become, to allocate a so-called cultural component of value, to open the linguistic nature of background knowledge, to show feature and an originality of their functioning in each of considered linguistic communities.

Thus, mastering the foreign-language code allows successfully to carry out cross-cultural interaction, assumes studying of features of the culture defining specifics of public and business behaviour of the partner, determined by influence of historical traditions and customs, a way of life, etc. Therefore foreign languages as a communication medium between representatives of the different people and cultures have to be studied in indissoluble unity with the world and culture of the people speaking these languages

Literature:

1. Sepir E. Yazyk. Vvedeniye v izuchenie rechi. M, 1993. 211p.

2. Kuzmenkova Yu.B. "Ot tradizij kultury k normam rechevogo povedeniya , britanzev. Amerikanzev i rossiyan", Izd. GU VShE, M., 2005. 233 p.

3. Nikitayev S. N., Ter-Minasova S.G. "Sovremennye teorii i metody obuchenija inostrannym yazykam: materially 2 mezhdunarodnoy konferenzii "Yazyk mira i mir yazyka", M., March 23-24, 2005. P. 11-19

4. Ter-Minasova S.G. "Stranovedenie i prepodavanie russkogo yazyka kak inostrannogo", MGU, M. 2004. 306 p.