Attitudes and Tolerance in the Structure of Individual Readiness for Intercultural Interaction

Banshchikova, Tatyana; Solomonov, V. A.; Fomina, Elena

doi:10.1016/j.sbspro.2015.11.753

Cited by 9 publications

(7 citation statements)

References 4 publications

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“…These process types look at the sentence structure represented by processes and the participants and conditions surrounding them. People can deduce how the field of a situation is produced by evaluating the transitivity system (Banshchikova et al, 2015;Tjalla et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Transitivity Analysis of EFL Students’ Narrative Text in Vocational High School

Agustina

Suarnajaya

2021

JPBI

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Language cannot be understood one at a time without considering contextual information about the current circumstances and culture. As a result, language can only be understood when individuals comprehend the circumstance and culture. This study aimed at identifying the process types that characterize the students' narrative texts. This study applied a descriptive qualitative method. The researcher collected the data from narrative texts. There were 28 students selected to be the subjects of this study. The collected data, presented in sentences and clauses, were analyzed using Halliday's transitivity system. Findings show that the process type that are dominantly used in the students' narrative texts are material, behavioral, intensive attributive, verbal, mental, and existential processes. The material process was the most common process type used because the students' subjects were connected to past figures. The findings in this study of the students' narrative texts demonstrate that the students must use the linguistic elements of a narrative text to give information. The purpose of text types in students' narrative texts is to encourage readers to imagine the words and sentence patterns used in the texts. It may help to minimize misunderstandings about the contents of the narrative text. As a result, while creating a narrative text, the students must employ the proper specific meaning, generic structure, linguistic characteristics, and language elements to stimulate readers' interest in providing necessary information while entertaining them.

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Section: Introductionmentioning

confidence: 99%

Transitivity Analysis of EFL Students’ Narrative Text in Vocational High School

Agustina

Suarnajaya

2021

JPBI

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“…Other researchers (Banshchikova et al, 2015;Jackson, 2015;Karabinar & Guler, 2012;Trompenaars & Hampden-Turner, 2004) consider interethnic tolerance as an essential characteristic of a specialist's multicultural competence.…”

Section: Problem Statementmentioning

confidence: 99%

Formation Of Interethnic Tolerance Through Educational Situations At Foreign Language Classes

Sinenko¹

2021

Knowledge, Man and Civilization - Proceedings of International Scientific Congress «Knowledge, Man and Civilization» (ISCKMC 20

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“…This concept implies that, through direct communication, people of different cultures experience interdependence, transcending cultural or other differences and identities, which could contribute to the unity in cultural diversity. It is common cultures, traditional culture and its elements [24] and identity forming an individual's selfawareness, i.e. interaction and integration as an outcome of interculturalism, that become important in the context of cultural diversity.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Understanding Otherness: Student’s Learning Experiences in Intercultural Groups

Jurgilė¹

2019

LICEJ

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The ability of members of intercultural learning to successfully adapt, communicate and collaborate in an intercultural environment demonstrates an individual's interculturalism. This ability can help to successfully adapt in the learning environment. [1] Byram, Nicols and Stevens (2001) argue that the acquisition of intercultural competence depends on the cultural environment, where cultural experience happens. There is an inevitable continuing dialogue in the process of intercultural learning, which encourages people to refuse stereotypes or assumptions about other cultures. It is important to note that the cultural environment can promote intercultural learning and interfere with it. Therefore, the main problem of this research is related to higher education studies and the aim of the research is to find out how the learning process takes place in an intercultural learning environment. All of this presupposes the main research questions: What types of learning emerge? What are the factors that promote or hinder learning in a non-traditional learning environment where only a national language is used? Such a problem as the lack of language skills forms a new learning process. The purpose of this study is to identify factors of intercultural learning in the empirical context.

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Attitudes and Tolerance in the Structure of Individual Readiness for Intercultural Interaction

Cited by 9 publications

References 4 publications

Transitivity Analysis of EFL Students’ Narrative Text in Vocational High School

Transitivity Analysis of EFL Students’ Narrative Text in Vocational High School

Formation Of Interethnic Tolerance Through Educational Situations At Foreign Language Classes

Understanding Otherness: Student’s Learning Experiences in Intercultural Groups

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