THE REPUBLIC OF KAZAKHSTAN

THE REPUBLIC OF KAZAKHSTAN

CENTRAL-ASIAN UNIVERSITY (ALMATY)

FACULTY OF FOREIGN LANGUAGE AND INTERNATIONAL RELATIONS

LANGUAGE IN THE CONTEXT OF INTERCULTURAL COMMUNICATION

A. S. Smagulova

Candidate of Philological Sciences, associate professor

aigerim_0715@mail.ru

Zh. Zh. Esenalieva

Doctor of philology sciences, professor

prof.Esenalieva@mail.ru

Keywords: Interlingua communication, linguistic objectification, the process of direct, linguistic picture

Abstract. The education system is designed to meet the current socio-cultural needs of the individual and society. And one of the most important aspects of this is shown the formation of such personal characteristics as the ability and willingness of intercultural communication for personal and professional social action, and the whole question of intercultural communicative and professional competence as a factor in the training of professionals.

Throughout the history of human society, people enter the economic, political, cultural and social relations with one another, overcoming all sorts of barriers and, above all, language problems, thus bilingualism, multilingualism and Interlingua impact have been attracting the attention of linguists for fairly long time.

Intercultural competence is formed in the process of intercultural communication that occurs under different laws, rather than communication between members of the same culture always implicitly rely on the well-known to them cultural background. Difficulties and obstacles in communication occurs when the sides start from the premise that the problems to communicate on the basis of a good command of the language system.

Sterlin J.A. defines intercultural communication as “the process of direct interaction between cultures, and the whole process of interaction is a part of unmatched (in part, a significant degree, and sometimes all) of the national stereotypes of behavior as affects the understanding of the parties of the communication” [1, 15].

Among the national-specific components of culture the language takes the first place of importance. Language primarily can contribute the culture is a communication tool as well as means of separation of people. Language - is a sign that the speakers belong to a particular society.

Language as the main specific feature of ethnicity can be viewed from both perspectives: from "inside", then it acts as the main factor of ethnic integration, and from "outside", and in this case it’s a main ethno-differentiating feature if ethnicity. Dialectically combining these two opposite functions in itself, the language turns to be a means of self-preserving the ethnic group, as well as means of isolating "us" from "them" [2,25].

By S.G. Ter-Minasova’s definition "language is a powerful public tool that generates ethnic group out of stream of people, forming the nation by keeping up and passing on cultural traditions, social awareness of a definite language group of people" [3,35].

To determine the relationship of language and culture scholars introduce the concept of "linguistic identity", which binds as a whole features of speech and language, culture and identity of the speaker, which is defined as a set of multi-language capabilities to the creation of speech works are distinguished: 1) the degree of structural and linguistic complexity 2) the depth and accuracy of reflection of reality, and 3) determine the degree of focus.

The concept of linguistic identity is a synthesis of psychological and linguistic knowledge. The theory of linguistic identity is basically building a generalized image of a native speaker as the object of verbal action.

Detailed analysis of the linguistic identity gives by U.N. Karakulov leading, ordering the list of verbal skills (readiness) to send representatives on the operational concept of filling the linguistic identity. In his view, the structure of linguistic identity is composed of three levels: verbal - semantic (grammatical) thesaurus (cognitive) and motivational - pragmatic. Each level is characterized by a set of speech elements, which together cover all the language used in the study unit, originally redirecting their specificity, respectively, these levels [4,40]. Linguistic identity - a subject that has a set of properties and enable it to carry out a purely human activity - talk, chat, create oral and written speech products that meet the purpose and conditions of communication, to extract information from texts to perceive speech.

The category of "language person" as applied to the study of foreign languages can be represented as a second language person.

The second language is a set of individual human abilities in foreign language communication at the international level, suggesting an adequate interaction with other cultures. It consists of verbal mastery - a semantic code language being studied, i.e., the "linguistic picture of the world" carriers of the language of "global" (conceptual) view of the world, allowing people to understand his new social reality. The development of the student's secondary features of linguistic identity, making it able to be an effective participant in the international communication and is actually a strategic objective of foreign language instruction. Intercultural competence (as it relates to communicative competence) serves as an indicator of formation of secondary linguistic identity, as the ICC is associated with a picture of the sociocultural world, knowledge of the semantic orientation of another linguistic society, the ability to see the similarities and differences between cultures and communicating in the context of intercultural communication.

The twenty-first century multicultural dialogue is important to the development of multilingual and multicultural linguistic identity, as well as the rationale lingvodidactic status of the categories of "multilingual and multicultural" [5,10].

The requirement of the modern realities is creating the multicultural education in the multi-ethnic environment system of the republic of Kazakhstan .

The language goals of modern education system of the republic of Kazakhstan must be reduced to the following stages: multicultural harmony between different linguistic and cultural groups; mastering other language perfectly and enhance professional learning opportunities at the international level.

The changes of the education system will be carefully planning. You must determine what level of competence of the languages we want to achieve from students.

Selection of targets must match the language of policy of the state and should be in solidarity with her. This is - a significant political decision, which, being dependent on the linguistic and cultural policy is one of its major manifestations. Like any long-term solution, the definition of these objectives corresponds of the prevailing cultural and educational situations, aimed of solving the tasks by promoting integration within the country, the country and the facilitate contact and attention from the outside world.

International law has developed a number of principles of language policy:

- the principle of most favored nation treatment to each of the official languages;

- the principle of maximum satisfaction of the language requirement of peoples and minorities;

-the principle of the prohibition on any discrimination language of the national minorities;

- the principle of encouragement of citizens.

The intercultural communication in the multilingual position is one of the most relevant in the context of social reality. The dynamics of social development, socio-cultural nature of the processes determine the actual social requirements of the specifics of the modern process of the intercultural communication.

Today it is known that humanity on the path of development cooperation relationship and interdependence of different countries, peoples and their cultures. The various spheres of public life around the world. The main and sole of interaction is the man who lives for his entering into relationship with others people forming with them a unified society. However, humanity, becoming more interconnected, does not lose the cultural diversity. Differences in language, traditions and worldview are both great value of each culture.

It is obvious that the effective cross-cultural communication can not be about him, it must be targeted to master. The education system is designed of socially relevant of personality characteristics the urgent socio-cultural request of the individual and society. One of the most important aspects of this is shown the formation of such personal characteristics as the ability and willingness to cross-cultural communication of personal and professional social action, and the whole speech of intercultural communicative competence as a factor in the professional training of qualified specialists.