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37COGNITIVE APPROACH IN FORMATION OF COMMUNICATIVE COMPETENCE IN FOREIGN LANGUAGE TEACHING FOR NON-LINGUISTIC UNIVERSITIES
© Kylyshpayeva M.Kh.*
Zhetysu State University named after I. Zhansugurov
The intercultural communicative competence object relevance is being discussed, i. e. a linguistic individual’s ability to break an edge of own culture and to have cultures mediate features, not missing own culture identity.
With that one of the main object of the current exploration degree is a cognitive approach concept creation forming of intercultural communicative competence.
Key words: intercultural communicative competence, cognitive approach, linguistic individual, integration, globalization.
There has been more confined in the World reminding a global village -large multilinguistic and multicultural village, but the communication here is possible only via interlinguistic and intercultural mutual-understanding and interrelation.
Stability and World prosperity in the third millennium in most cases will be depend on an ability of young generation to be tolerant, to respect other cultural and social peculiarities, willpower and desire to understand each other and to cooperate, to look for and find ways of social conflicts regulation.
Integration processes in Europe and in other places, transition from bipolar to multipolar cooperation, from cultures dialogue to multilogue, constant academic mobility rising of young people demands not only desire to understand speakers, but primarily readiness to master their language. Hoping that the 21st century will be mutual-understanding century without ethnic, racial and cultural barriers cooperation. Breaking these barriers depends on willpower, desire and capacity of people to solve interethnic, interconfessional and intercultural conflicts. It is possible only via understanding and respect of people social-cultural differences and practical implementation of appropriate principles of intercultural communication.
Obviously, the issues of intercultural communication rise today, relating globalization processes, especially within business-integration, new informative technologies developing, beyond information bodies and business, private contacts. Kazakhstan gradually enters the World community, that demands new approaches learning foreign languages of linguistic and non-linguistic higher school students, who use foreign language as a tool of further professional activity. Thus, analyzing economical activity in the foreign terms, A.Yu. Popov stresses that
Senior teacher of foreign language and translation department.
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“contacts with foreign partners, that was episodic via interpreter earlier, but now it is reality of our daily life” [1]. As result, E.I. Passov writes that there is a contradiction between rapid increased demands of society to improve “foreign literacy”, on the one hand, and non-effective foreign languages system of education, not contributing specified positive result, on the other hand [2]. Due to each person within the multiple social functions own result comprehension is individual, the objective of foreign languages learning is not the set of concrete skills, but the linguistic individuality formatting, where foreign language is necessary “for life”, “for communication in the real situation” [3] and which is sufficient in the other cultures communication. The criteria of real sufficient communication is its productivity, achieving mutual-beneficial results [4]. Foreign language is used by gra-duators of economical higher schools in foreign official Kazakhstani companies, foreign companies, communicating in different professional conferences, in private communication. The ability to adapt in new informative means, technologies and streams (in terms of their credibility, professional essence, novelty, communicative relevance); to be professionally prepared to international business-communication; the skill to adapt all individual features within particular labor market, qualified characteristics of modern graduators - all of these matters determine their certain advantages, contribute their carrier rise, ultimately, their life success.
This article describes the relevance of intercultural competence formatting -“the ability of linguistic individual to cut the edge of own culture and to have culture mediator features, keeping own cultural identity” [4]. With that one of the major task of the current issue exploration stage is to create cognitive approach concept via intercultural communication competence formation.
Adequate linguistic behavior in any professional form demands systematic-linguistic knowledge, laws and customs of certain country national mentality, because diversity of business cultures while interrelating leads to misbalancing of decision-making mechanism function, self-organization, conflicts solving. Foreign methodologists, who have been worked in the terms of different cultures interrelation, the idea of cultural component using is axiomatic [5]. Also other famous methodologists such as Ter-Minasova, Elizarova, Safonova, Bagramova, Gluhov, Passov etc. suppose that culture phenomena must be included to the methodological activities system under foreign language learning of different specifics higher schools and high schools. Mentioned above linguists tell about valuable new approach to foreign linguistic communicative competence under conditions of linguistic as well as non-linguistic higher schools.
One of the main problem for scientists from Kazakhstan is goal-setting, namely structure elaboration of aims and objectives, co-subordination of managing-pedagogical objectives according to their functions and content. Speaking about aims of learning, the majority of methodologists till recent time used the “competency” term (linguistic or spoken) [7]. However the methodological literature distinguishes “competency” and “competence”, basing on definitions of Rus-
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sian language dictionaries [8]. Specification the definitions of notions it is efficient to distinguish “communicative competency” and “communicative competence”. Improving via appropriate knowledge, skills in the process of learning-professional activity, linguistic competency supports formation of learners communicative competence and provide its successful cultural-professional activity further. In point of view, linguistic competency must be considered as potential capacity, which is base of efficient decision and determines competence level. In other words, linguistic competence, achieving the high developing level, as result of mastering new knowledge, skills, leads to individual integrative capacity.
Foreign communicative competence formation is one of the main aspects of specialist professional training. Professional communicative competence may be determined as a skill of communicative tasks solving within certain discourse moreover a wide range of communicative situations. In the wide sense, within business-communication discourse, professional foreign communicative competence is a capacity to solve business-tasks for particular business-result achieving in the context of other business-realty and other culture.
Professional foreign communicative competence structure is quiet difficult and includes linguistic component (spoken communication means proficiency), informative component (professional competency), cultural component (having basic knowledge about partners in culture bound term relating other culture).
Learners adaptation process to extra linguistic activity features is considered by many methodologists as learners acculturation process [9]. There are some crucial aspects which are emphasized in the linguistic individual: verbal-semantic level (lexicon), linked with communicative language proficiency (its phonetic, pronouncing, lexical, grammatical level); cognitive level (thesaurus) linked with intellectual sphere and forming on the base of notions, ideas, “picture of World” values system; pragmatic level (pragmatic on), linked with motives, arrangements, individual intensions.
To form certain tasks, which solving is a main requirement of foreign intercultural communication learning, it is important to set which knowledge is necessary to give for efficient acculturation. In the intercultural communication communicative act participants jungle universal (encyclopedic) knowledge, ix. common knowledge or regionalism-knowledge, i.e. knowledge of certain contingent, who bound with common history and location. Last one can be spoken about intercultural analogues. However main acculturation issue is linked with knowledge, non-correspondent in communication caused by different cultures identity. In this case, regarding to basic knowledge, distinct to encyclopedic, primary that they are not systematic, but local associations. Plenty of researches distinguish basic knowledge to culture bound term (subjects and phenomena of national culture) and etiquette all together determine linguistic individual cultural literacy.
According to Elizarova notes [10], due to modern communicative methods contributed high level of linguistic proficiency (native speaker has literacy, sophisti-
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cation, fluency), however there are some disadvantages of the system, where the arrangement of intercultural competence formation is not reckoned. Communicative competence, fluency and spoken accuracy caused by lack of viewing about cultural component meaning that leads to misunderstanding and non-fruitful co-working process. Thus the major aim of communication, its efficiency is doubtful and has negative form especially regarding social and economy officials.
The problem of cultural knowledge learning because cultural component in usual communication has index character, i.e. there is no denotation, having certain culture bound item, but in most cases it is not clear, can be understood by intuition or imposed by available stereotypes of cognitive models.
Intercultural competence learning is compound cognitive process, based on methodical-philological model, considering analyses of cultural universities and oppositions, set of theoretical materials, expressing modern tendencies in language and language politics, implementation of learning-practical activities settings, based on learners expectations analyses and demands of consumers; selection of certain material regarding to its professional and communicative relevancy; main didactical methods determination, functional skills nomenclature.
Predominate method of intercultural communicative competency formation is cognitive approach, i.e. student must comprehend pseudo-real problematic situation, where analyses of spoken and non-spoken activities lead to the solving search.
Analyses of plenty professional texts and business-situations specify frequent grammatical problems of English, demands for working out in economical higher school. Moreover as the major method of Grammaticus formation taking into account intercultural communicative competency is supposed cognitive-active, foregrounded on grammatical conceptual frames formation (mainly, time concept) and its mastering in the system of communicative exercises. Also it is necessary to collate grammatical phenomena within cultural paradigm.
Lexical and situate concepts formation the system of exercises must lead to adequate comprehension about picture of World fragment in Kazakh, Russian, English languages to avoid possible cultural non-adequate behavior in foreign culture. Intercultural communicative competency forming learning lexis must be based on conceptual analyses. Tasks of analyses to detect frame type, corresponding English lexical unit, its components, comparing with appropriate Kazakh, Russian concepts, creating traditional exercises system, actualizing notions, specified structure, determining further reframing process.
Conceptual analyses is basic in intercultural communicative competency forming, because student demonstrate conscious attitude towards given material. This principle reduces maximally exercises as drills and other exercises where students should find any mistakes. In other words, student must construct frames of texts and discourses via analyses.
Studying business communication the whole system consists of frames forming, which is realized in certain communicative situations. The subject of communication is closely linked with spoken behavior of communicators and stipu-
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lates functional choice of linguistic means in the context of participants activities. So as the communication matter in the wide sense it can be considered subject-linguistic context of situation. The whole system of exercises contents informative, where motive and aim are relevant cultural information revealing, and operational, where motive and aim are spoken strategies forming, considering intercultural and professional components.
Written language learning in business communication subject to culture-logical component demands linguistic frames forming via conceptual analyses, including macro-structure of text, subject context constant, linguistic analyses on micro-text level, stressing constant slot elements. In the structure of exercises can be noted such exercises, which form strategic frames, where pragmatic frame dominates. Last one is general intension, so formal expressions as well as certain pragmatic frames forming and communicative strategies mastering aspects need special attention in the learning process.
As the means of formed detection of initial competences there are some culture awareness tests, revealing knowledge, skills in the beginning and ending of course, also the questioners of students self-estimation, which detect cultural mistakes, represent set of communicative strategies and tactics, and its dynamics.
Up to day, due to international business cooperation extension one of the main problem of higher school pedagogy is the problem of non-linguistic faculties students training formation to foreign business communication, which is essential point of professionalism in any activities, because a formation level influences to result of foreign business contacts.
Business communication is a difficult, multidimensional process of contacts arrangement and development between equal partners, caused by demands of mutual cooperation. Readiness and capacity of business communication is an integrative professional mean, so foreign relations become a parity cooperation and constructive problem solving.
Under Kazakhstan State education standard of higher professional education, any specialist must be able to “communicate with foreigners in written and oral forms”, i.e. must be prepared to foreign efficient communication. Adequate oral behavior of any professional aspect demands systematic-linguistic knowledge, laws, traditions and customs, national mentality knowing, thus business cultures disparities lead to misbalance of decision making, self-organization, conflicts solving. Unawareness of cross-cultural dissimilarities decries communication efficiency. At this stage, there is a demand to search efficient means of future specialist training activation for credible business foreign communication.
Considering aforesaid, we can reasonably form aims of methodologists, who arrange linguistic program of foreign language in non-linguistic higher school. Such aim is to form linguistic individual, who can easily correlate in the context of foreign culture. In the structure of foreign communicative competence, which linguistic individual must own, main aspect is international competence and adaptation of communicators to new foreign cultures culture bound items.
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One of the basic methodology of intercultural communicative competency forming is cognitive approach, that means student exposure into pseudo-real problematic situation, where student searches decision via analyses of spoken and non-spoken actions, also a capacity to graphically express and symbolically imagine frame of text or discourse (stereotype information, imagined in consciousness in the form of dynamic or static mental models).
References:
1. Popova A.Yu. Economical activities in the foreign context (experience of business-profession analyses) // Philology and methodology of foreign languages tutoring. - StP., 1998.
2. Passov E.I. Communicative method of foreign speaking training. - The 2nd edition. - M. Prosveschenie, 1991.
3. Safonona VV Foreign international communication learning within culture and civilization dialogue. - Voronezh: “Istoki”, 1996.
4. Elizarova GV Culture and foreign language learning. - StP.: Soyuz, 2001.
5. Thomas A. Psychologie interkulterellen Lerners and Handelns / A. Thomas (Hg.) // Kultervergleichende Psychologie. Eine Einfuerung. Goettingen, etc., 1993.
6. Ter-Minasova S.G. Language and intercultural communication. - M. Slo-vo, 2000.
7. Gluhov B.A., Schukin A.N. Terms of Russian language tutoring methodology as a foreign language. - M., 1993.
8. Bim I.L. Changing process of foreign language learning in a high school // Foreign languages. - 1991.
9. Vereschagin E.M., Kostomarov VG. In the search of new ways of linguo-national studies: the concept of spoken-behavioral tactics. - M., 1999.
10. Elizarova GV Culture and foreign languages learning. - StP.: Soyuz, 2001.
Reviewer: a pedagogical science candidate, an associate professor Hanina N.N. in Zhetysu State University named after I. Zhansugurov.
МЕТАФОРА «ТЕЛО ЧЕЛОВЕКА КАК МЕХАНИЗМ» В МЕДИЦИНСКОМ ДИСКУРСЕ
© Ульянова Ю.С.*
Саратовский социально-экономический институт Российского экономического университета им. Г.В. Плеханова, г. Саратов
В статье рассматривается то, каким образом воспринимается тело человека в медицинском дискурсе. Приводятся и анализируются при-
Аспирант кафедры Переводоведения и межкультурной коммуникации.
