Means and ways of developing of communication skills

Moldabayeva K.E

Senior teacher AUPET

Annotation

The article is about the problems of intercultural communication in learning a foreign language. The article also presents the requirements for foreign language teaching in intercultural communication format and some examples of the difficulties faced by teachers, such as lexical and phraseological combinations of words and multiple meanings of foreign words.

At the end of the article is given possible ways of solving the problem of intercultural communication in learning a foreign language.

Key words: a treasure, a pantry, a piggy bank culture, radical change, communication skills, foreign culture norms

The fact that language and culture are interrelated elements of social life, people began to think in the XVIII century, but specifically with this problem became engaged only at the end of the last century. However, we can say that such studies lacked a solid scientific ground, they were more declarative, and sometimes even propagandistic character.

However, over the last two decades in this field, there is quite significant and interesting from a practical point of view the study. This demonstrates the interest and desire to explore the linguistic l phenomena in a broad cultural context. This suggests that the study of this area is still not lost its relevance.

So, what is a language in whole?

Language is a mirror of culture, it reflects not only the real world surrounding the person, not only his real conditions of life, but also the social consciousness of the people, his mentality, national character, lifestyle, traditions, customs, morals, values, attitude, vision world.

Language is a treasure, a pantry, a piggy bank culture. It stores the cultural values in the lexicon, in grammar, in the idiom, in proverbs, sayings, in folklore, in art and literature, in the form of written and spoken language.

Language is the transmitter, the carrier of culture; it passes the treasures of national culture that is stored in it, from generation to generation. Mastering their native language, children learn with him and generalized cultural experience of previous generations.

Language is an instrument, a tool culture. It forms the identity of the person of a native speaker, imposed on him by the language and the vision embodied in the language of the world, the mentality, the attitude of the people, and so on, that is the culture of the people who uses that language as a medium of communication.

The sudden and radical change in the social life of our country, it’s "discovery" and the rapid entry into the world - especially Western - community languages brought back to life, making them a real means of different types of communication, the number of which is increasing day by day along with the growth of science and technology means.[1]

The basic principles of this trend can be formulated as follows:
1. learn languages functionally , in terms of using them in different areas of society : science , technology , economy, culture , etc. ;

2. Compile a wealth of practical and theoretical experience in teaching foreign languages in the art;

3. scientific basis , and to develop methods of language learning as a means of communication between professionals , as an instrument of production , combined with the culture , economics, law, applied mathematics , the various branches of science - those areas that require the use of foreign languages ;

4. learn languages in a synchronous slice on a broad background of social, cultural, and political life of the people who speak those languages , that is closely connected with the world of the target language ;

5. Develop a model for the training of teachers of foreign languages, specialists in international and intercultural communication specialists in public relations.

That's why more and more attention is paid to the study of the language of the world, that is, the study of the country in which they say in the target foreign language. This area received the name ‘linguistic’

Linguistic as a subject matter is directly related to the methods of teaching foreign languages. But in contrast to the methods of teaching, focused on theoretical knowledge of a foreign language is more related to the grammatical construction of the written text, it focused on the study of extra-linguistic factors, that is, the study of social structures and units that form the basis of any national culture.[2]

Difficulties arise mainly in teaching active methods of learning a language - that is, teaching writing and speaking. Thus there are two main reasons for difficulties in a collision with a cross-cultural communication.

Every word of every language has its own unique language of this provision compatibility. In other words, it is «friendly» and is combined with some words and «not friendly» and, accordingly, may not be combined with others.

Today a high school specialist is a highly educated man, having fundamental training. Accordingly, foreign language specialist of this kind is an instrument of production, and part of the culture, and means humanization of education. All this suggests a fundamental and versatile training in the language.

The level of knowledge of a foreign language student is determined not only by direct contact with his teacher. In order to teach a foreign language as a means of communication , it is necessary to create an environment of real communication , establish contact with foreign language teaching life actively use foreign languages in living , natural situations .

Maximum development of communication skills are the basic and promising, but very difficult task, facing the teachers of foreign languages . To solve the problem they need to learn new methods of teaching aimed at the development of all four types of language skills, and fundamentally new training materials that can be used to teach people how to communicate effect .

At the same time, of course, it would be wrong to rush from one extreme to the other and give up all the old methods: they have to be careful to select the best, useful, previously passed by the practice of teaching.[3]

This may be a scientific debate on the language with the assistance of foreign experts and without referencing and discussion of foreign scientific literature, reading individual courses in foreign languages, students' participation in international conferences, the work of a translator, which is precisely to communicate, contact, the ability to understand and transmit the information. Need to develop after-school forms of communication: clubs, clubs, public lectures in foreign languages , scientific societies of interest, which can be assembled students of different specialties.

So, very specific communication through written texts by no means limited command of the language as a medium of communication, a means of communication. Maximum development of communication skills is the basic and promising, but very difficult challenge for teachers of foreign languages.

To solve the problem , and need to learn new methods of teaching aimed at the development of all four types of language skills, and fundamentally new training materials that can be used to teach people how to communicate effectively.

At the same time, of course, it would be wrong to rush from one extreme to another, and to give up all the old methods: one must carefully select the best, useful, previously passed by the practice of teaching.

The main answer to the question of solving the actual problem learning foreign languages as a means of communication between people of different nations and cultures is that languages should be taught in an indissoluble unity with the world and culture of the peoples who speak these languages.
Teach people how to communicate (oral and written), to teach to produce, create, and not only to understand a foreign language - it is a difficult task, complicated by the fact that communication - not just a verbal process. Its effectiveness, in addition to knowledge of the language depends on many factors, conditions and culture of communication, etiquette, knowledge of non-verbal forms of expression (facial expressions, gestures), the presence of deep background knowledge and more.[4]

The components of culture, the national carrier specific coloration can be attributed at least the following:

• a) tradition (or stable elements of culture), and customs (as defined in the tradition of «socio-normative " culture ) and rituals (which function as

Unconscious initiation to the mainstream in the system of regulatory requirements);

• b) Consumer culture, closely associated with the traditions, so that it is often referred to as traditional culture;

• c) The daily behavior (habit of some representatives of culture, taken in a society norms of communication), as well as the associated mimic and pantomimic codes used by some carriers of linguistic-cultural community;

• g) "national picture of the world," reflecting different perceptions of the world, representatives of the national characteristics of the thinking of a particular culture;
• d ) artistic culture that reflects the cultural traditions of a particular ethnic group.

A specific characteristic has the carrier of national language and culture. In intercultural communication must be taken into account the peculiarities of the national character of the communicators, the specifics of their emotional warehouse, and the national specifics of thinking ". [5]

The picture of the world around native speakers, not just reflected in the language, and it generates the language and its media, and determines the characteristics of using of speech. That's why without the knowledge of the world can not be the target language to learn. It can be studied as a piggy bank, a method of storing and transmission of culture, that is, as a dead language.

Living language of living in a world of its speakers, and the study of it without the knowledge of the world (excluding the fact that in different scientific schools is called differently: background knowledge, vertical context, etc.) makes a living in a dead language, that is, the student denies the possibility to use the language as a medium of communication. This, apparently, explains the failures with artificial languages . Even the most famous of them - Esperanto - gets spread and is doomed to die in the first place, because for him there is no life-giving soil - the culture medium. [6]

The cultural barrier is much more dangerous and unpleasant than the language. It seems to be made of clear glass and is imperceptible as long as not break his forehead about this invisible barrier.

It is dangerous for the fact that the cultural errors generally perceived much more painful than linguistic errors, despite the fact that the former is much more excusable: cultural differences are not summarized in the rule books as language differences, no grammars or dictionaries about culture. However, we all know from our own experience that cultural errors are generally producing the negative impression to the native speakers.

Extensive knowledge of the culture of the target language must have a teacher himself, and to the strategies for collecting, processing , and methods of presentation should be given special attention . This strategic direction to some extent offers a way out of the perennial problem of inability to reach a diverse culture in its integrity and is a satisfactory solution to the problem of fragmentation of knowledge on culture which focuses on the techniques complement and enhance of the informative block. Besides the skills to collect and analyze information can observe a very important requirement to be satisfied by any knowledge of the culture to be constantly updated.[6]

Intercultural learning focuses on the conditionality of many processes of cultural frameworks, dominating in every cultural standard. This directly applies to the process of learning a foreign language and culture, which are perceived in terms of their culture. Awareness of this conditionality as affection and understanding the target language to another context and attempt to get into this context is not an easy task for methodical intercultural teaching foreign languages, at the same time is a distinctive feature of this kind of teaching.

Used literature

1.Е. М. Верещагин, В. Г. Костомаров. Язык и культура. М., 1990, с. 26

2.В. В. Воробьев. О статусе лингвокультурологии // IX Международный Конгресс МАПРЯЛ. Русский язык, литература и культура на рубеже веков. Т.

Верещагин Е.М. Костомаров В.Г. Лингвострановедческая теория слова - М., Рус. яз., 2000.

3.Сабитова М. Т., Исина Г. И. Теория перевода (на немецком языке). – Алматы : Казахстан, 1995. – 149 с.

4.Тер - Минасова С. Г. «Язык и межкультурная коммуникация» - 25-28 с.;

5.Э. Сепир. Коммуникация // Избранные труды по языкознанию и культурологии. М., 1993, с. 211.

6.Э. Сепир. Язык. Введение в изучение речи // Избранные труды по языкознанию и культурологии, с. 185

Резюме

В статье говориться о проблемах межкультурной коммуникации в изучении иностранного языка.

В статье также представлены требования для обучения иностранному языку в формате межкультурного общения и некоторые примеры трудностей, с которыми сталкиваются учителя, такие как, лексические и фразеологические сочетания слов и многозначность иностранных слов . 

Түйін

Мақалада шет тілін мәдениет аралық коммуникация шеңберінде оқыту барысында кездесетін пробламалар мен оларды шешу жолдары қарастврылады.Мақалада тілдің атқаратын қызметтеріне жалпы шолу жасалып, тілде кездесетін лексикалық,фразеологиялық сөз тіркестері және сөздің көп мағналы болу себебінен кездесетін кедергілерді және мәдени аралақ шекараны жою жолдры көрсетілген.