Development of Intercultural Communicative Competence in the Process of Teaching English to Future Interpreters

Abstract

The successful functioning of both the state and individual in the conditions of updated intercultural communication is impossible without adequate mastery of the universal language of international communication, which is currently the English language. The development of intercultural abilities of future interpreters in the field of business communication is aimed at continuous improvement of existing educational programs of institutions of higher education. The relevance of our research is due to the growing demand in modern business society for highly qualified interpreters with intercultural communication competencies. The purpose of the study is to develop and practically implement a model of intercultural communicative competence in the process of teaching business English. The mentioned educational program is for applicants for higher education in the field of translation who are studying in a bachelor’s degree program at Kyiv National University of Technologies and Design. Changes in the development of intercultural communicative competencies of students were recorded experimentally using diagnostic techniques. The research results are reflected in the educational program “The English language: translation in business communications” and designed on the principles of developing the intercultural communicative competence of future interpreters. It is created to train highly qualified specialists who can analyze, organize and conduct interlingual and intercultural business communication, plan and carry out successful complex translation projects, and act as intermediaries in the process of interlingual and intercultural communication of business partners.

Challenges and Strategies in Developing Sociolinguistic Competence for Indonesian Elementary School Students

“…Sociolinguistic instruction involves the study of language use in social contexts, and authentic materials give students the opportunity to learn how language is utilized in the real world. In this essay, I will discuss the advantages of using authentic materials in elementary school sociolinguistic instruction and provide examples of authentic materials that can be used (Dvorianchykova et al, 2022;Lee, 2020;SevaraBaxodirovna, 2021;Sudiarta & Widana, 2019). An important advantage of using authentic materials in sociolinguistic instruction is that they expose students to real-world language usage.…”

“…Advertisements are designed to persuade and influence consumers to purchase a product, and they provide students with an excellent opportunity to study the language employed to achieve these ends. Students can analyze how language is used to appeal to various audiences and how language varies depending on the advertised product (Dvorianchykova et al, 2022;Fisenko et al, 2021;SevaraBaxodirovna, 2021;Sudiarta & Widana, 2019). News articles are another example of authentic materials that can be used for sociolinguistic instruction.…”

“…Students can analyze the use of figurative language in compositions and how it conveys meaning, for instance. Literature can also provide students with the opportunity to study the language usage of various authors and how language usage varies depending on context and audience (Dvorianchykova et al, 2022;Fisenko et al, 2021;Isda, 2023;Liu et al, 2020).…”

Students Engagement in Flipped Course through Motivational Design

“…It has been demonstrated that intrinsic motivation, self-determination theory, social cognitive theory, and goal-setting theory increase motivation and engagement, whereas extrinsic motivation may not. The optimal strategy for motivating learners depends on the learner's needs, the learning environment, and the task (Dvorianchykova et al, 2022).…”

Intercultural Communication Skills as an International Tool for the Development of English-Language Communicative Competencies

“…That is, in addition to the language, it is important to know also the peculiarities of the native culture of your interlocutor. Educational institutions currently face the urgent task of not only developing students' language skills: listening, speaking, reading, writing, grammar and vocabulary, but also developing intercultural English-language communicative competencies (Vu & Dinh, 2022;Dvorianchykova et al, 2022).…”