Arab World English Journal (AWEJ) Volume 12. Number3 September 2021 Pp. 432-449
DOI: https://dx.doi.org/10.24093/awej/vol12no3.30
Intercultural Activities in Teaching Foreign Languages: Modern Ukrainian Dimension
Tetiana Mykhailivna Korolova
Department of Translation, Theoretical and Applied Linguistics
Faculty of Foreign Languages
State institution “South Ukrainian National Pedagogical University named after K. D.
Ushynsky” Odesa, Ukraine
Oleksandra Volodymyrivna Popova
Department of Translation, Theoretical and Applied Linguistics
Faculty of Foreign Languages
State institution “South Ukrainian National Pedagogical University named after K. D.
Ushynsky” Odesa, Ukraine
Coressponding Author: alex-popova@ukr.net
Received: 6/17/2021 Accepted: 9/24/2021 Published: 9/29/2021
Abstract:
The article covers the issues related to implementing intercultural events into teaching foreign languages to Ukrainian university students. Against the backdrop of the requirements set by the Bachelor Educational Programs learning outcomes, the main aim of this research is to investigate how the integration of international work and methodological tools of teaching foreign languages to Ukrainian students can contribute to their academic success. The significance of the study manifests itself through the analysis of the methodological background for successful teaching foreign languages to Ukrainian students under current transformed teaching/learning conditions. These questions are considered: How can culture-related activities contribute to learning foreign languages? What learning outcomes can students have? The authors used the context and research tools as follows: the methods of systemic and content-oriented analyses to analyze and generalize the theoretical bases for the topic under study, to systemize the results of the survey (education-based intercultural activities, students’ learning outcomes); focused observation using the register as a tool for data collecting for two semesters each in six groups of second-year students majoring in Philology and Lingua Didactics at Ushynsky University. The authors presented a sum of main findings: contribution of the programs of distance-based academic mobility to the teaching/learning process; internationalization of the educational process; adaptation of a criterial corpus for assessing Ukrainian students’ learning acquisitions in English, Chinese, Turkish, and Korean in terms of linguistic and cultural knowledge and skills. The article contains recommendations for English, Chinese, Turkish, and Korean online and offline classes.
Keywords: English, Chinese, Turkish, Korean, teaching foreign languages, Ukrainian students, cross-cultural communication
Cite as: Korolova, T. M., & Popova, O. V. (2021). Intercultural Activities in Teaching Foreign Languages: Modern Ukrainian Dimension. Arab World English Journal, 12 (3) 432-449.
DOI: https://dx.doi.org/10.24093/awej/vol12no3.30
References
Al Ghafri, M., Audeh, Y., & Al-Gadallah, M. (2019) Teaching to Test or Communicate. Arab World English Journal, 10 (2). 225−241. DOI: https://dx.doi.org/10.24093/awej/vol10no2.18.
Andayani & Gilang. (2020). The Understanding of Local Cultural Treasures on Foreign Students in Indonesian Language Learning. Universal Journal of Educational Research, 8(9), 4113-4121. DOI: 10.13189/ujer.2020.080937.
Bagui, H., & Adder, F. Z. (2020). Promoting Students’ Intercultural Communicative Competence through English Literary Texts: Students’ Attitudes and Teachers’ Challenges. Arab World English Journal, 11 (2) 85-93. DOI: https://dx.doi.org/10.24093/awej/vol11no2.7
Bouslama, A., & Benaissi, F. B. (2018). Intercultural Competence in ELT Contexts: A Study of EFL Teachers’ Perceptions. Arab World English Journal, 9 (4). 122−135. DOI: https://dx.doi.org/10.24093/awej/vol9no4.8.
Byram, M. & Esarte-Sarries, V. (1991). Investigating Cultural Studies in Foreign Language Teaching: A Book for Teachers. Clevedon, United Kingdom: Multilingual Matters, Ltd.
Byram, M. & Morgan, C. (1994). Teaching and Learning Language and Culture. Clevedon: Multilingual Matters.
Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters.
Chekal, H. S., Palii, O. A., Potapenko S. I. & Andriiko, I. F. (2010). Methods of Teaching Foreign Languages in Secondary Schools. Kyiv: Lenvit.
Common European Framework of Reference for Languages: Learning, Teaching, Assessment. (2001). Strasbourg: Cambridge University Press. Retrieved from https://rm.coe.int/16802fc1bf.
Derik, I. M., Savchenko, Y. Y., & Shapoval, A. S. (2020). The Educational Profession-targeted Program “Translation (major – English, minor – Chinese)”. Odesa: South Ukrainian National Pedagogical University named after K. D. Ushynsky.
Farahmandian, H., & Shao, L. (2020). Sociocultural Studies via CDA in Native Son (1939). Arab World English Journal, 11 (1). 389−398. DOI: https://dx.doi.org/10.24093/awej/vol11no1.26.
Fernández, D. M. & Pérez Cañado, M. L. (2012). CLIL Teacher Training. In J. D. M. Agudo (ed.), Teaching and Learning English through Bilingual Education (pp. 181‒212). Cambridge: Cambridge Scholars Publishing.
Fox, R., & Diaz-Greenberg, R. (2016). Culture, Multiculturalism, and Foreign Language Standards in U.S. Teacher Preparation Programs: Toward a discourse of dissonance. European Journal of Teacher Education, XXIX (3), 401-422.
Gerkerova, O. M., Zaitseva, K. I., & Negrivoda, O. O. (2020). The educational profession-targeted program “Secondary Education (Language and Literature (English)”: Bachelor Level. Odesa: South Ukrainian National Pedagogical University named after K. D. Ushynsky.
God, Y.T., & Zhang, H. (2019). Intercultural challenges, intracultural practices: how Chinese and Australian students understand and experience intercultural communication at an Australian university. High Education, 78, 305-322. https://doi.org/10.1007/s10734-018-0344-0.
Halili, E. G., & Doçe E. (2020). Drama Club: A Creative, Performing, Multidisciplinary and Cultural Laboratory in Tirana University. Universal Journal of Educational Research. 8(10). P. 4500−4506. DOI: 10.13189/ujer.2020.081017.
Larzén, E. (2005). In pursuit of an intercultural dimension in EFL-teaching: Exploring cognitions among Finland-Swedish comprehensive school teachers. Abo: Abo Akademi University Press.
Merriam-Webster’s Thesaurus (1828). Retrieved from https://www.merriam-webster.com/thesaurus.
Markiv, O., Zarivna, O., Khymai, N., & Shalova, N. (2021). Formation of the Culture of Working with Information in the Conditions of Distance Learning During the Covid-19 Pandemic. Arab World English Journal (AWEJ), Special Issue on Covid 19 Challenges (1). 318−333. DOI: https://dx.doi.org/10.24093/awej/covid.24.
Ministry of Economy, Trade and Agriculture Development of Ukraine (2020). The Profession-related Standard for the Professions: “Primary School Teacher at General Secondary School,” “Teachers of General Secondary School,” “Primary School Teacher (based on the junior specialist diploma).” Kyiv: Ministry of Economy, Trade and Agriculture Development of Ukraine.
Ministry of Education and Science of Ukraine (2019). Higher education standard of Ukraine: First (Bachelor of Arts) Level, 03 “The Humanities,” 035 “Philology.” Kyiv: Ministry of Education and Science of Ukraine.
Ministry of Education and Science of Ukraine (2019). Higher education standard of Ukraine: Second (Master) Level, 03 “The Humanities,” 035 “Philology.” Kyiv: Ministry of Education and Science of Ukraine.
Naryatmojo, D. L. (2019). Internalization of the Concept of Local Wisdom for Students in the Listening Class. Arab World English Journal, 10(1). 382−394. DOI: https://dx.doi.org/10.24093/awej/vol10no1.31.
Nikolayeva, S. (Ed.). (2002). Methods of Teaching Foreign Languages in Establishments of Secondary Education. Kyiv: Lenvit.
Nikolayeva, Zh. (2004). The Basics of Communication Theory. Ulan-Ude: VSGTU.
Oskina, N. O., Stryga, E. V., Anhelovska K. V., & Mazurina, Yu. O. (2020). The educational profession-targeted program “Secondary Education (Language and Literature (Chinese, English)”: Bachelor Level. Odesa: South Ukrainian National Pedagogical University named after K. D. Ushynsky.
Oxford, R. (1990). Language Learning Strategies: What every teacher should know. New York: Newbury House Publishers.
Pak, A., Mulyk, K. O., Myrkovich, I. L., & Iordanova, D. M. (2021). The educational profession-targeted program “Secondary Education (Language and Literature (Korean, English)”: Bachelor Level. Odesa: South Ukrainian National Pedagogical University named after K. D. Ushynsky.
Peeters, B. (2015). Language and culture values: adventures in applied ethnolinguistics. International Journal of Language and Culture. II.(2), 133-141.
Popova O. (2016). Profession-oriented speech training of the future translators of Chinese under conditions of university education: theoretical issues. Odesa: South Ukrainian National Pedagogical University named after K. D. Ushynsky; Odesa municipal Publishing House.
Popova, А. (2021). Interiorisation of Educational Process as a Cornerstone of Academic Success. Modern vectors of science and education development in China and Ukraine (中国与乌克兰科学及教育前沿研究), (7). 103−110. Odesa: South Ukrainian National Pedagogical University named after K. D. Ushynsky, Harbin: Harbin Engineering University.
Popova, O. V., Korolova, N. V., & Stoianova, T. V. (2020). The educational profession-targeted program “Translation (major – Chinese, minor – English)”: Bachelor Level. Odesa: South Ukrainian National Pedagogical University named after K. D. Ushynsky.
Prodromou, L. (2012). What culture? Which culture? Cross-cultural factors in language learning. English Language Teaching. LXVI.(1), 39-50.
Shin, J, Zohreh, R. E., & Chen, W.C. (2011). Presentation of local and international culture in current international English-language teaching textbooks. Language, Culture and Curriculum. XXIV(3), 253-268.
Veettil, R. P., Binu, P.M., & Karthikeyan, J. (2020). Language Maintenance and Language Shift among Keralites in Oman. Arab World English Journal, 11 (4) 319-327.
DOI: https://dx.doi.org/10.24093/awej/vol11no4.21
Vez, J. M. (2011). La investigación en didáctica de las lenguas extranjeras. en Educación Siglo xxi, 29(1), 81−108. Retrieved from: http://revistas.um.es/educatio/article/view/119881/112861[Consulta: junio de 2019].
Yumrukuz, A. A., Yablonska, T. M., Avramenko, B. V., & Iordanova, D. M. (2020). The educational profession-targeted program “Secondary Education (Language and Literature (Turkish, English)”: Bachelor Level. Odesa: South Ukrainian National Pedagogical University named after K. D. Ushynsky.