Informace o publikaci
Intěrferencija kak rezul'tat kontakta jazyka i kul'tury?
| Autoři | |
|---|---|
| Rok publikování | 2019 |
| Druh | Další prezentace na konferencích |
| Fakulta / Pracoviště MU | |
| Citace | |
| Popis | The relation between the learning of a foreign language and its use in the cultural background is not frequently discussed in pedagogical research. Every year there is a growing number of foreign students who want to study at a prestigious university looking for new opportunities for future employment. They are led by an interest in a foreign language and culture. The aim of the presentation is to share experiences in the field of linguoculturology as a part of ethnolinguistics and academic writing with an emphasis on manifestations of national character and mentality in language. Indeed, it transpires that "words have meaning in themselves, independent of any context or speaker" (Lakoff – Johnson 2002: 23). This paper views the relation between language and culture from the interference point of view. Interference being not necessarily seen as an undesirable element. This transfer is described on the example of approximately 80 sample essays (course Russian for Academic Purposes at the Masaryk University); there is an explication of the so-called positive transfer (when it is appropriate to use the first language for foreign language teaching) and the so-called negative transfer (where there are obvious deviations in the language system). The paper introduces common principles of writing in Russian and requirements for an essay as such. Writing thus becomes one of the ways to reflect the progress in foreign language learning and to increase internal motivation. The text deals with the role of Russian (as a second or third language) in the process of its learning being interfered by the experience with other languages (Czech, English) and explains the specifics of studying Russian as a foreign language. Linguoculturology (as a scientific branch which explains the connections between language units and cultural phenomena) is used to answer some of the questions. The conclusion is that the changing needs of a student can be met by active work with a mistake or by educational games. The students are able to increase their learning success and ability to profess in today's plurilingual world by perceiving Russian through a prism of other languages, applying the correct analysis of learning strategies and competences. |