Arab World English Journal (AWEJ) Volume 12. Number3   September 2021                                  Pp. 82- 96

Full Paper PDF 

Cross-cultural Language Learning: Interpretative Engagement 

Anzhelika Solodka
Department of German Philology and Translation, Faculty of Philology,
V.O. Sukhomlynskyi National University of Mykolaiv,Ukraine
Corresponding Author:

Oksana Filatova
Department of Social Studies and Humanities,
Admiral Makarov National University of Shipbuilding, Mykolaiv, Ukraine

Oksana Hinkevych
Department of Social Studies and Humanities,
Admiral Makarov National University of Shipbuilding, Mykolaiv, Ukraine

Oleksandr Spanatiy
Department of Department of Social Studies and Humanities
Admiral Makarov National University of Shipbuilding, Mykolaiv, Ukraine


Received: 7/6/2021                    Accepted:  8/28/2021                 Published:  9/24/2021


Conceptualization of foreign language teaching as a cross-cultural interaction means engaging learners in various cultural mediations. Language use becomes a form of interpretative architecture of a target language. Understanding language use from a discursive perspective develops meta-pragmatic awareness and interpretative capacities of learners. The study answers the question of how to design the architecture of context analysis. This research aims to determine the effective ways of interpretative engagement of learners with aspects of pragmatics in the Ukrainian university setting. The study investigates how the process of interaction shapes the engagement of learners in practices of noticing, reflection, and comparison of cross-cultural situations.  The data came from a case study on cross-cultural language learning within the second semester, 2021. The study analyzes the audio-recording of the classes, researcher notes, and post-course interviews of 24 participants. This research used a method of the content analysis. The study of the results, based on six categories (narrative analysis, discourse analysis, semiotic analysis, interpretative analyses, conversation analysis, and critical analysis), showed that the learners started to consider the nature of their cross-cultural mediation. The research proved that through such an interpretative engagement, students become engaged into working with languages and cultures. The study presents some recommendations for language teachers to create a meaning-making process from multiple perspectives.
Keywords: cross-cultural context, cross-cultural language learning, interpretative engagement, interpretation of socio-cultural context, meta-pragmatic awareness, teacher scaffolding

Cite as:  Solodka, A., Filatova, O., Hinkevych, O., & Spanatiy, O.  (2021). Cross-cultural Language Learning: Interpretative Engagement .
Arab World English Journal, 12 (3) 82- 96.


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Received: 7/6/2021 
Accepted: 8/28/2021   
Published: 9/24/2021

Anzhelika Solodka, Doctor of Science (Education), Professor of Department of German Philology and Translation at V.O. Sukhomlynskyi National University of Mykolaiv, Ukraine. Her main areas of interest include Cross-cultural Communication, Applied Linguistics and Translation.

Oksana FilatovaDoctor if Philological Sciences, Professor of the Department of Social Studies and Humanities, Admiral Makarov National University of Shipbuilding, Mykolaiv, Ukraine. Her academic interest is in the field of philology and social communication.

Oksana Hinkevych, Associate Professor of the Department of Social Studies and Humanities, Admiral Makarov National University of Shipbuilding, Mykolaiv, Ukraine. Her academic interest is in the field of philology, social communication, and higher education pedagogy.

Oleksandr Spanatiy, Candidate of Sciences in Social Communications (PhD), Associate Professor of the Department of Department of Social Studies and Humanities, Admiral Makarov National University of Shipbuilding. His academic interest is in the field of social communication.