Arab World English Journal (AWEJ) Volume 12. Number3 September 2021 Pp. 82- 96
DOI: https://dx.doi.org/10.24093/awej/vol12no3.6
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: a.solodkaya1967@gmail.com
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
Abstract:
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.
DOI: https://dx.doi.org/10.24093/awej/vol12no3.6
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