Н.С. Жумагулова, А.А Ахетова
кандидат педагогических наук, доцент, заведующий кафедрой иностранных языков и переводческого дела, Кокшетауский университет им. Абая Мырзахметова, г. Кокшетау,
Казахстан, е-mail: n_schum@inbox.ru магистр, преподаватель, Кокшетауский университет им. Абая Мырзахметова, г.
Кокшетау, Казахстан, е-mail: ahetova.adiya@mail.ru
LINGUOCULTUROLOGICAL ASPECT OF THE EURASIAN LINGUISTIC IDENTITY
Studying three languages with different functional purposes in a multi-ethnic, polylingual and multicultural society is a unique experience not only for Kazakhstan, but also for other polyethnic states. Formation process of the linguistic identity of a new, Eurasian type, an identity focused on the world cognition, respect and acceptance of moral and cultural values of other nations through studying their languages and cultures is under way in Kazakhstan today. At the same time, learning a foreign language, primarily English requires today students’ attention both to the linguistic features of this language and its culturological aspect. Organization of the educational discourse takes place in such a way that language acquisition occurs due to analysis, comparison, identification of similar and different features not only in languages, but also in the ways of expressing moral meanings, in cultural traditions. Thus, we come to the conclusion that the same problems are found in the cultures and languages of each nation. At the same time, in the culture of each nation there are specific cultural values, fixed in its language, moral standards, beliefs, behavioral features, etc.
Key words :тulti-ethnic\polyethnic, polylingual\multilingual, multicultural, linguistic identity, culturological aspect, educational discourse, intercultural communication, interpersonal communication, cross-cultural interaction, cultural values
Studying three languages with different functional purposes in a multi-ethnic, polylingual and multicultural society is a unique experience not only for Kazakhstan, but also for other polyethnic states. Formation process of the linguistic identity of a new, Eurasian type, an identity focused on the world cognition, respect and acceptance of moral and cultural values of other nations through studying their languages and cultures is under way in Kazakhstan today. As historical experience shows, «the cultures that have the goals of spiritual improvement, the goals, in effect, «lying beyond the bounds» for the material world, managed to achieve both advancement of personal qualities of a man and material welfare.» [1.61]
Following S.G. Ter-Minasova, we believe that «the most important function of the language is its ability to preserve the culture and transmit it from generation to generation. That is why the language plays such a significant role in the formation of the individual, national character, ethnic community, people, nation» [2]. Studying the Kazakh and Russian languages takes place not only in the educational discourse of Kazakhstan, but also in the society thanks to the media, interpersonal communication at the domestic and institutional levels, etc. Based on the established historical reality, cross-cultural interaction of the Russian and Kazakh cultures took place in Kazakhstan long ago, and intercultural communication is carried out in a natural way.
At the same time, learning a foreign language, primarily English requires today students’ attention both to the linguistic features of this language and its culturological aspect. A distinctive feature of the modern approach to the foreign language education is the emphasis on intercultural communication not only as the final goal of training, but also on the process of teaching languages itself. Intercultural training is carried out, above all, through texts of another culture, the language of which we study. This is the process of studying an unfamiliar language in the light of people speaking this language, their historical and cultural experience. In this process, rapprochement of two cultures — the native one that of the foreign language takes place, as studying a foreign (nonnative) language does not only implies working with unfamiliar words and structures, but adoption of different mentality, other cultural concepts and moral values. Organization of the educational discourse takes place in such a way that language acquisition occurs due to analysis, comparison, identification of similar and different features not only in languages, but also in the ways of expressing moral meanings, in cultural traditions.
So, for example, students are bewildered by the phrase «How do you do?» upon acquaintance, on first acquaintance and «Good night!» only instead of saying good-bye; the words «dinner, supper» meaning «dinner», which in their own culture begins at one o’clock in the afternoon, and in modern England in the evening, moreover it is not clear which of these words are more preferable to choose, etc. However, if we turn to the history of the language, the history of the country and the culture of the people, we will discover a satisfactory explanation for these and many other «peculiarities.»
In the process of studying a foreign language we have to realize that studying a foreign language enriches a person with new world knowledge of speakers of another’s language, but also of one’s own. Against the background of «different features» and «similar features» in the cultures of native and foreign languages, both the linguistic and cultural competences of the learner and his or her linguistic identity are formed. In this case, according to N.F. Alefirenko, as concept systems in different languages are comparable, despite the fact that the languages enumerate the surrounding reality differently, divergences of lexical and semantic and grammatical nature are smoothed. [1, 141] At the same time, S.G. Ter-Minasova believes that the need for the most careful study of interlanguage correspondences and the urgency of this problem for optimizing intercultural communication, as well as for improving the methods of teaching foreign languages, for the theory and practice of translation and lexicography becomes evident. [2] N.F. Alefirenko notes that the purpose of culture, its «duty» or the role it plays in human life, is expressed in its functions. All functions are carried out for the sake of a person as a social being. Whether he knows the world or tries to protect nature, whether he trusts in God or shares high ideals of humanism — he does all this for his own sake. [1, 60]
Most of the research devoted to teaching foreign languages points out focus of linguistic education at university on personality development of a student as an individuality and a skilled specialist capable of professional intercultural communication and proficiency in culture of speech (R.A. Archakov, 2006; E.G. Obukhova, 2003); O.N. Alexeyenko, 2009, etc.). Thus, R.A. Archakov believes that «studying foreign languages by students of non-specialized faculties contributes to the development of standard, communicative and ethical aspects of culture of speech, the content and structure of training are built on a complex cultural comparative and linguistic contrast analysis, observing the principle of inherent worth of native culture / native language — non-native culture / non-native language» [3]. O.N. Alexeyenko designs a development model of speech culture of students of pedagogical university, a feature of which is its implementation in the process of studying a foreign language [4]; E.G. Obukhova explores the possibilities of developing the speech culture of students of a pedagogical university by means of a foreign language. [5] We proceed from the principle which implies that while studying a foreign language, the influence of another’s culture is much wider than just on adjusting various aspects of speech. According to S.G. TerMinasova, the relationship and interaction of language and reality, language and culture play a crucial role both in improving the forms and effectiveness of communication, and in teaching foreign languages; their ignoring explains many failures in international contacts and in pedagogical practice. The most common metaphors in discussing this topic: language is the mirror of the surrounding world; it reflects reality and creates its own world view, specific and unique for each language and, accordingly, each nation, ethnic group, speech community using this language as a means of communication. [2]
G.Neuner and H. Hunfeld believe that when learning a foreign language, it is necessary to encourage students to understand not only the language material, but also the world of the speakers of the given language, and through a foreign language they could better understand their own world. As a result, they come to a conclusion, that it is necessary to study topics that excite all people, regardless of their country of residence and culture. They call these topics universal and propose their list, which includes:
— existence on the earth (birth, life, death);
— evidence of identity (self-awareness, personal characteristics);
— social identification in the sphere of personal relations (family, «we» — experience);
— social identification in the sphere of public relations (neighbors, the state, etc.: «they» — experience);
— partnership relations(friendship, love: «you» — experience);
— dwelling (house, apartment);
— the outworld outside the private sphere (environment, nature, civilization, etc.);
— work (provision of means of living);
— education (moral values in society);
— provision (food, clothing, etc.);
— mobility (experience of moving in space, communication);
— free time / art (rational life arrangement);
— communication (use of media);
— health care (health, illness, hygiene);
— normative and value orientation (ethical principles, religious convictions, etc.);
— historical and chronological experience (past, present, future);
— spirituality and soul (reflection, imagination, fantasy, memories, emotions, etc.). [6, 108-
111]
It is generally accepted that a linguistic identity, i. e. speech behavior of a person should be viewed through the prism of the oral and written texts he creates, called discourse, in which he presents his perception of the world and realizes the communicative intention. The text reveals peculiarities of its creator’s thinking, his or her individual speech structure, and the way of thinking of the speaker or the writer. The text is a paradigm of the lexical and grammatical means defined by its author for expressing the author’s «I». Actually, creation of the learner’s own text whether in oral or written form is the ultimate goal of teaching any language and thus forming a linguistic identity.
A linguistic identity is formed in the process of intercultural communication, proceeding according to other laws as opposed to communication between representatives of the same culture, which are constantly and implicitly based on a well-known cultural background.
Learning a foreign language is based on various texts. By texts we mean in this context not only written or spoken verbally message; a text is a film, a song, a poem, a fairy tale, an article, a speech, a report, a textbook, etc.
Foreign texts, whether they are the author’s texts written before making a film, serve broadly as a source of meaningful semantic information and new vocabulary for the students, provide ample opportunities for thinking about the language, information, its author and the author’s attitude towards the information reported, are a model of making his or her own statement, etc. The use of them in the process of teaching a language allows you to get acquainted not only with the history, geography, culture, political structure of the country, its economic development, etc., but also, first and foremost, use the information of these texts to «turn» the students to formation process of their own texts whether in oral or written form.
In the 21st century, the need to update the content and methods of teaching foreign and nonnative languages became evident. Today it concerns not only teaching phonetics, vocabulary and grammar, but rather teaching different culture, realizing the multilingual character of the modern world. Our society needs to realize that only respecting and accepting people of a different culture, exchanging the best achievements in the world cognition with them, we will be able to understand each other. This education can be called intercultural, because it occurs between the bearers of different cultures.
Intercultural tuition is an educational and developmental process in which both cultures (native and foreign-language) play an important role, both cultural differences and cultural convergence manifest themselves, resulting in a certain third culture characterized by a new view of one’s own linguistic identity and an intermediate position between native and foreign culture.
W. Steinig and H. — W. Huneke believe that in the 21st century reading and working with fictional worlds of fine literature can contrast with the attraction of material culture. At the same time, students should know that literary texts always contain lexical gaps that give them, as readers, intellectual freedom, to fill them with their own meanings. [7,39]
Modern students read a little, their readership experience is limited to the experience gained earlier at school, then to the specialty educational material, and as students of language specialties of universities they get acquainted with the works of classic and modern English-language literature. So, first-year students were asked to name the author of the phrase «To be or not to be, that’s the question». Fifteen students among 27 that participated in the survey responded in the affirmative (Shakespeare, Hamlet), twelve students replied in the negative.
25 students among 27 survey participants have favorite authors and books, among them first year students of the specialty «Foreign Language: Two Foreign Languages» noted: «Dandelion Wine» by R. Bradbury, «Sniper Laws in the Universe» by D. Sillov, «The Cathedral Notre-Dame de
Paris» by V. Hugo,»Anna Karenina» by L.N. Tolstoy, «Makhambet’s Arrow » by A. Alimzhanov,
«Ulpan her name» by G. Musrepov, «The Captain’s daughter» by A.S. Pushkin, «Harry Potter» by
J.K. Rowling, «Words of edification» by Abai Kunanbayev, «Alice’s Adventures in Wonderland» by
L. Carroll, «My Best Enemy» by Eli Frey, fairytales, works by J. Verne, «The Lord of the Rings» by J.R. Tolkien , «Scarlet Sails» by A. Green, «My Autobiography» by Alex Ferguson, «A Thousand and One Nights» fairy tales, «The Sky Was Falling in the Fall» and «Eugene Onegin» by A.S. Pushkin, «War and Peace» by L.N. Tolstoy, «Singing in the thorns» by Colin McCullough, «Children of the dungeon» by V. Korolenko, «Love of life» by Jack London, «It» by Stephen King, «The fate of a man» by M. Sholokhov, «Mtsyri» by M.Yu. Lermontov, poems of S.A. Yesenin, «The Master and Margarita» by M. Bulgakov, «To Kill a Mockingbird» by Harper Lee, «The Book Thief» by Marcus Zusak, «Up the Down Staircase» by Bel Kaufman, «Gone with the Wind» by Margaret Mitchell, «Picture of Dorian Gray» by Oscar Wilde , «Hamlet» by W. Shakespeare, etc.
The table below shows the precedent texts known to first-year students from the school curriculum. The most memorable are A.S. Pushkin, S.A. Yesenin, M.Yu. Lermontov, F.M. Dostoyevsky, L.N. Tolstoy. It is gratifying that somebody’s soul was touched by the poems of F.I. Tyutchev, A.A. Fyet, the fables of I.A. Krylov, but it was surprising that A.P. Chekhov was mentioned only once:
Table 1. – Precedent texts (the Russian standard authors, whose names were marked by the students in the questionary)
The authors Number
students of Students’ percentage (%)
A.S. Pushkin 27 100
S.A. Yesenin 19 70,3
M.Yu. Lermontov 18 66,7
F.M.Dostoyevsky 17 63,0
L.N.Tolstoi 15 55,6
N.V. Gogol 6 22,2
N.A. Nekrasov 5 18,5
I.S.Turgenev 4 14,8
F.I. Tyutchev 3 11,1
0 A.A. Fyet 2 7,4
1 I.A. Krylov 1 3,7
2 A.P. Chekhov 1 3,7
3 A.S. Griboyedov 1 3,7
4 M.Ye. Saltykov- Schedrin 1 3,7
Note: [compiled by the author]
To a lesser extent, first-year students are familiar with the creative work of writers of the Soviet-era, and they noted more poets than writers, among them the most familiar is the creative work of A. Akhmatova. The name of D. Dontsova, the author of «ironic detectives», the most widely-read writer in modern Russia can be considered as nonsense in this list. Among the Russian Soviet writers also F.M. Dostoyevsky, L.N. Tolstoy, A.S. Pushkin, M.Yu. Lermontov, A.A. Fyet and F.I. Tyutchev were mentioned.
Table 2. – Precedent texts (the Russian Soviet writers, whose names the students know)
The author Number
students of Students’ percentage (%)
Anna Akhmatova 6 22,2
Mikhail Sholokhov 4 14,8
Mikhail Bulgakov 2 7,4
Marina Tsvetayeva 2 7,4
Darya Dontsova 2 7,4
Vladimir Vysotski 1 3,7
Boris Pasternak 1 3,7
Bulat Okudzhava 1 3,7
Aleksandr Tvardovsky 1 3,7
Bella Akhmadullina 1 3,7
0 Sergei Yesenin 1 3,7
1 Kornei Chukovski 1 3,7
2 Aleksandr Blok 1 3,7
Note: [compiled by the author]
Table 3 presents the names of eighteen Kazakh writers which are familiar to the first year students of the experimental group. This list is headed by Abai Kunanbayev, followed by Mukhtar Auezov, Ybray Altynsarin, Zhambyl Zhabaev. It should be noted that the table includes the most famous representatives of Kazakh literature. However, it is regrettable that not all students of the experimental group are familiar with their work.
Table 3. — Precedent texts (Kazakh writers, whose names students know)
The author Number
students of Students’ percentage (%)
Abai Kunanbayev 17 63,0
Mukhtar Auezov 9 33,3
Ybrai Altynsarin 7 25,9
Zhambyl Zhabayev 7 25,9
Saken Seifullin 5 18,5
Magzhan Zhumabayev 4 14,8
Gabit Musrepov 4 14,8
Beimbet Mailin 3 11,1
Shakarim Kudaiberdiyev 2 7,4
0 Sabit Mukanov 1 3,7
1 Olzhas Suleimenov 1 3,7
2 Gabiden Mustafin 1 3,7
3 Ilyas Essenberlin 1 3,7
4 Chingiz Aitmatov 1 3,7
5 Sultanmakhmut Toraigyrov 1 3,7
Mukagali Makatayev 1 3,7
6
7 Berdibek Sokpakbayev 1 3,7
8 Malik Gabdullin 1 3,7
Note: [compiled by the author]
The source of cultural information for students is classic and contemporary works of foreign literature, life histories of writers. Reading such works of foreign literature in the original language as «Picture of Dorian Gray», «Sister Carrie», «Jennie Gerhardt», «Theater», «King Lear», «Hotel Bertram» — we can see how diverse they are — students are inspired with life atmosphere, problems of these works’ heroes , they live by their life, assess their actions, sympathize with them and condemn them, etc. [8, 276]
So, working on the texts of the classics of English literature such as Charlotte Bronte, the stories of O. Henry, S. Maugham, A. Christie, Oscar Wilde, and others not only broadens students’ minds, enriches their vocabulary with new words, but above all, brings into a world of other relationships and concepts between members of a distant community called England, America, etc. Reading modern texts, for example «The Reader» by Bernhard Schlink, in which the themes of guilt, Nazism, forgiveness, makes us think about good and evil, their modern appearance, etc.
Thus, we come to the conclusion that the same problems are found in the cultures and languages of each nation. At the same time, in the culture of each nation there are specific cultural values, fixed in its language, moral standards, beliefs, behavioral features, etc. It is the presence of common cultural values and a common scale of moral values that provides an opportunity for mutual understanding between nations. At the same time, each nation has its own cultural values and shapes stereotypes of consciousness and behavior, based on their own outlook.
List of references:
1. Alefirenko N.F. Linguoculturology: axiological language space: study guide. — Moscow: Flint: Science, 2010. — 288 p.
2. Ter-Minasova S.G. Language and intercultural communication: study guide [Electronic resource] // Access mode: http://www.gumer.info/bibliotek_Buks/Linguist/Ter/_Index.php, free.
3. Archakov R.A. Formation of vocational and speech culture of future social educators in the process of learning a foreign language: dis. … cand. ped. sciences: Moscow, 2006. — 177 p.
4. Obukhova Ye.G. Speech culture development of students of pedagogical high school by means of a foreign language (on the material of learning the French language): Dis …. cand. ped. sciences: Birobidzhan, 2003. — 227 p.
5. Alekseyenko O.N. Speech culture development of students of pedagogical high school in the process of learning a foreign language. — Author. diss … cand. ped. sciences. — Chelyabinsk, 2009. — 23 p.
6. Neuner G., Hunfeld H. Methods of teaching foreign languages. –Langenscheidt, 2001. -184
S.
7. Steiner W., Huneke H.-W. The German Language didactics. Introduction.-2., Revised and expanded edition. Erich Schmidt Verlag, 2004. — 272 S.
8. Zhumagulova N.S., Glukharyeva Ye.I. The role of the teacher of foreign languages in formation of culture and spirituality//Bulletin of kokshetau state university named Sh. Ualikhanov. Жумагулова Н.С., Глухарева Е.И. Philology series — №3. — 2015. — P.275-278.
Н.С. Жумагулова, А.А Ахетова
Кокшетауский университет им. Абая Мырзахметова г. Кокшетау, Казахстан
Изучение трех языков, имеющих различное функциональное назначение в полиэтничном, полилингвальном и мультикультурном обществе является уникальным опытом не только для Казахстана, но и для других полиэтничных государств. Сегодня в Казахстане идет процесс становления языковой личности нового, евразийского типа, личности, ориентированной на познание мира, уважение и принятие нравственных и культурных ценностей других народов через изучение их языков и культур. В тоже время, изучение иностранного языка, в первую очередь английского, требует сегодня внимания обучающихся не только к лингвистическим особенностям этого языка, но и к его культурологическому аспекту. Организация учебного дискурса происходит таким образом, что усвоение языка происходит в результате анализа, сравнения, выявления сходного и различного не только в языках, но и в способах выражения нравственных смыслов, в культурных традициях. Таким образом, мы приходим к выводу, что в культурах и в языках каждого народа находят свое выражение одинаковые проблемы. В то же время в культуре каждого народа имеются присущие только ему специфические культурные значения, закрепленные в его языке, моральных нормах, убеждениях, особенностях поведения и т.п.
Н.С. Жумагулова, А.А Ахетова
Кокшетауский университет им. Абая Мырзахметова г. Кокшетау, Казахстан
Үш тілді көпұлтты, көпмәдениетті қоғам polilingvalnom әртүрлі функционалдық бар және Қазақстан үшін, сонымен қатар басқа да көпұлтты мемлекеттер үшін ғана емес, бірегей тәжірибе зерттеу. Бүгін, Қазақстан жаңа Еуразиялық типті тілдік тұлғаның, әлемнің тұлғалық-бағдарланған білім, олардың тілдері мен мәдениетін зерттеу арқылы басқа халықтардың адамгершілік және мәдени құндылықтарды құрметтеу мен қабылдау қалыптастыру процесінде болып табылады. Сонымен қатар, шет тілін, әсіресе, ағылшын тілін үйрену, бүгін тілі лингвистикалық ерекшеліктерін студенттерге, сондай-ақ оның мәдени аспектілері ғана емес назар аударуды талап етеді. академиялық дискурс ұйымдастыру тілі сатып алу тілінде, сонымен қатар мәдени дәстүрлері, адамгершілік, мағынасы білдіру жолдармен ғана емес, ұқсастықтар мен айырмашылықтар анықтау, талдау нәтижесі, салыстыру осындай. Осылайша, біз әр халықтың мәдениеті мен тілдерінде бірдей проблемалардың бар екенін білеміз. Сонымен қатар, әр халықтың мәдениеті және т.б., оның тілі, моральдық нормалар, нанымына, мінез-құлық ерекшеліктері, көрініс тапқан оның нақты мәдени құндылықтарды бірегей болып.