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
References:
Baker, W. (2015). Culture and Identity through English as a Lingua Franca: Rethinking Concepts and Goals in Intercultural Communication. Berlin: Mouton de Gruyter.
Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Clevedon: Multilingual Matters.
Chou, P. N., & Chen, H. H. (2008). Engagement in online collaborative learning: A case study using a Web 2.0 tool. Journal of Online Learning and Teaching, 4 (4), 574-582.
Cook, G. (2010). Translation in Language Teaching: An Argument for Reassessment. Oxford: Oxford University Press.
Crozet, C. (1996). Teaching verbal interaction and culture in a language classroom. Australian Review of Applied Linguistics (ARAL), 19 (2), 37-57. DOI: https://doi.org/10. 1075/aral 19.2.03cro
Diaz, A. R. & Dasli, M. (2017). Tracing the ‘critical’ trajectory of language and intercultural communication pedagogy. In A. R.Diaz & M. Dsali (eds) The Critical Turn in Language and International Communication Pedagogy (pp. 3-21). New York: Routledge.
Donato, R. (1994). Collective scaffolding in second language learning. In J. P. Lantolf & G. Appel (eds) Vygotskian Approach to Second Language Research (pp. 33-56). Norwood, NJ: Ablex.
Goodwin, C. & Duranti, A. (1992). Rethinking context: An introduction. In A. Durandti & C. Goodwin (eds) Rethinking Context: Language as an Interactive Phenomenon (pp.1-42). Cambridge: Cambridge University Press.
Haugh, M. (2010). Intercultural (im) politeness and the macro-micro issue. In A. Trosborg (ed.) Handbook of Pragmatics. Vol.7, Pragmatics across Language and Culture (pp.139-166). Berlin: Mouton de Gruyter.
Haugh, M. (2012). Conversational interaction. In K. Allan & K. M. Jazczolt (eds) Cambridge Handbook of Pragmatics (pp. 251-274). Cambridge: Cambridge University Press.
Neuendorf, K.A. (2020). The Content Analysis Guidebook. Thousand Oaks, CA: SAGE.
Houghton, S. A. (2012). Intercultural dialogue in Practice: Managing Value Judgment through Foreign Language Education. Bristol: Multilingual Matters.
Ishihara, N. & Cohen, A. D. (2010). Teaching and Learning Pragmatics: Where Language and Culture Meet. Longman Applied Linguistics.
Kasper G. & Rose, K. R. (2001). Pragmatics in language teaching. In K. R. Rose and G. Kasper (eds) Pragmatics in Language Teaching (pp.1-9). Cambridge: Cambridge University Press.
Kearney, E. (2016). Intercultural Learning in Modern Language Education: Expanding Meaning-Making Potentials. Bristol: Multilingual Matters.
Kecskes, I. (2014). Intercultural Pragmatics. Oxford: Oxford University Press.
Kim, D. (2020). Learning Language, Learning Culture: Teaching Language to the Whole Student. Retrieved from https://journals.sagepub.com/doi/full/10.1177/2096531120936693
Kumi-Yeboah, A. (2018). Designing a cross-cultural collaborative online learning framework for online instructors. Online Learning, 22(4), 181-201. doi:10.24059/olj.v22i4.1520
Liddicoat, A. (2014). Pragmatics and Intercultural Mediation in Intercultural Language Learning. Intercultural Pragmatics, 11 (2), 259-277. DOI: http://dx.doi.org/10.1515/ip-2014-0011
Liddicoat, A. & Scrino, A. (2013). Intercultural Language Teaching and Learning. New York: Wiley-Blackwell.
Lo Castro, V. (2003), An Introduction to Pragmatics: Social Action for Language Teachers. Ann Arbor, MI: University of Michigan Press.
McConachy, T. (2013). Exploring the meta-pragmatic realm in English language teaching. Language Awareness, 22 (2), 100-110. DOI: http://dx.doi.org/10.1080/096 58416. 2011. 644795
McConachy, T. (2018). Developing Intercultural Perspectives on Language Use. Exploring Pragmatic in Culture in Foreign Language Learning. Multilingual Matters. Bristol: Blue Ridge Summit.
McCornahy, T. & Liddicoat, A. (2016). Meta-pragmatic awareness and intercultural competence: The role of reflection and interpretation in intercultural mediation. In F.Dervin and Z.Gross (eds) Intercultural Competence in Education: Alternative Approaches for Different Times (pp.13-30). London: Palgrave Macmillan.
Meier, A. J. (2015). The role of noticing in developing intercultural communicative competence. Eurasian Journal of Applied Linguistics, 1 (1), 25-38. Retrieved from https://doaj. org/article /a2876e8a05a042e490eabd2d42777ad1
Phipps, A. & Gonzalez, M. (2005). Modern Languages: Learning and Teaching in an Intercultural Field. London: SAGE.
Pizziconi, B. (2009). Stereotyping communicative styles in and out of the language classroom: Japanise indirectness, ambiguity, and vagueness. In R. Moron, M. Cruz, M. Amaya & M. Lopez (eds) Pragmatics Applied to Language Teaching and Learning (pp.221-253). Cambridge: Cambridge Scholars.
Scarino, A. & Liddicoat, A. (2016). Reconceptualizing learning in transdisciplinary language education. L2 Journal 8 (4), 20-35. DOI:10.5070/L28429918.
Solodka, A. (2015). Cross-cultural interaction of educational process participants in higher education. Mykolaiv: Illilon.
Solodka, A., & Perea, L. (2018). The Speech Act of Complimenting as Part of the Ukrainian, Russian and English-Speaking Communities: Ukraine and the USA. Arab World English Journal, 9 (4), 39-55. DOI: https://dx.doi.org/10.24093/awej/vol9no4.3
Solodka, A., Perea, L. & Romanchuk N. (2019). Interlanguage Development of English Complimenting Speech Acts: Strategies of Performance. Arab World English Journal, 10 (4), 18 –32. DOI: https://dx.doi.org/10.24093/awej/vol10no4.2
Solodka, A., Zaskaleta, S., Moroz, T., & Demianenko, O. (2021). Sheltered Instructional Observational Protocol Model in Digital Teaching EFL Students in Ukraine. Arab World English Journal (AWEJ) Special Issue on Covid 19 Challenges (1) 21-36. DOI: https://dx.doi.org/10.24093/awej/covid.2
Swain, M. & Lapkin, S. (2010). Talk-based second language learning: The uses of the first language. Language Teaching Research, 4 (3), 251-274. DOI: https://doi.org/10.1177/ 136216880000400304
van Compernolle, R.A. (2014). Sociocultural Theory and L2 Instructional Pragmatics. Bristol: Multilingual Matters.
Van Lier, L. (1996). Interaction in the Language Curriculum: Awareness, Autonomy, and Authenticity. Harlow: Longman.
Verbitskyi, A. (2004). Competitive approach and theory of context teaching. Moscow: Research center of education.
Vershueren, J. (2004). Notes on the role of meta-pragmatic awareness in language use. In A. Jaworski, N. Coupland & D. Galasinski (eds) Metalanguage: Social and Ideological Perspectives (pp.53-73). Berlin: Mouton de Gruyter.
Zhukova, N. (2005). Contexts in the education of personality. Moscow: Moscow M. A. Sholokhov State University.
