DEVELOPMENT OF CROSS-CULTURAL COMMUNICATIVE COMPETENCE OF ECONOMIC SPECIALTIES STUDENTS.
This article is devoted to the problem of formation of cross-cultural communicative competence of economic specialties students, there are given the definitions of terms: «communicative competence», «cross-cultural competence» also «cross-cultural communicative competence» as the ability to positively meet different views on the world by different cultures representatives, helping to work in a multicultural staff members, be tolerant of social, ethnic, religious and cultural differences.
The authors consider the essence of the competence and its significance in relation to students of economic specialties, as well as the history of a particularly taken competence. The reporters consider the sub-competencies of the CCC from the point of view of some researchers, identifies the types of competencies that contribute to the effective development of cross-cultural communicative competence among students of economic specialties. The authors give examples of cross-cultural differences during communication native representative with a business partner, which play a considerable role for a student of economic specialties in his future professional life in the modern socio-economic world.
Keywords: formation of cross-cultural communicative competence, cross-cultural competence, communicative competence, economic specialties students.
INTRODUCTION
All over the world, businessmen and politicians from different countries, due to their interests, seek economic and political cooperation, which provides more effective and deeper interaction with representatives of other cultures. In Kazakhstan, business is being successfully implemented on a broad scale in international cooperation, ranging from scientific research and ending with the modernization of computers. Today, knowledge of a foreign language is an important aspect of the socio-economic conditions of modern society. Teaching a foreign language to economic specialties students is of great importance, for the professional occupation of economists is associated with the investigation of economic and financial markets, international contacts and business relations. In this regard, for society, especially for economic specialties students become relevant to study foreign languages equally with the mastering of cross-cultural communicative competence (CCC).
The definition of «Cross-cultural communicative competence» combines two important parts of the process of teaching international communication: communicative and cross-cultural competence.
The term «Communicative competence» was introduced in 1960 by the American sociolinguist and anthropologist Dell Hymes, who believed that the definition is inherent in «internal knowledge of the situational appropriateness of language»[1]. According to A. P. Sadokhin: «Communicative competence is the degree of knowledge of communicative mechanisms, techniques, and strategies necessary to ensure an effective communication process»[2].
In other words, communicative competence is the acquirement of communications tools, both verbal and non-verbal. During non-verbal communication, the recipient may not correctly interpret the signals of the conversation partner, as he perceives in its own way, due to culture. Non-verbal communication is a very important aspect in communication between representatives of different cultures, how you understand non-verbal signals will depend on the result of business negotiations vitally important for students of economic specialties. Knowledge of non-verbal signals will allow more correctly differentiate the signals of their own and other culture. However, verbal communication forms a speech, where the language acts as a bridge between representatives of different cultures.
MAIN PART
According to cross-cultural communication researchers, such as A. S. Andrienko, N. D. Galskova, G. V. Elizarova, I. L. Pluzhnik, A. P. Sadokhin, S. G. Ter- Minasova, S. E. Tsvetkova, N. D. Usvyat, the competence-based approach is a key component in the framework of teaching students a foreign language. They are developing a theoretical justification and offer practical recommendations pointing to the interaction training and the formation of cross-cultural communication ability in a foreign language.
The founder of the theory of cross-cultural communication is E. Hall, who first introduced the concept in the 50s, in the frame of the program which he developed for the US Department of state adaptation of American diplomats and businessmen in other countries. The main conditions and ideas of the CCC were developed in the work of E. Hall «Silent language», 1959, where the author came to the conclusion that «if culture is studied, it means that it can be taught» [3].
There are exist many formulations of cross-cultural competence. Cross-cultural competence (CC) is considered by the authors in different scientific literature. According To G. V. Elizarova: «CC is the ability based on knowledge and skills that allow a linguistic person to go beyond his own culture, to acquire the qualities of a mediator of cultures without losing his own cultural identity» [4], in agreement with A. P. Sadokhina: «CC is a positive attitude to the presence of various ethnic and cultural groups in society and the ability of some individual to communicate effectively with any representatives of these groups» [5], in line with determination of K. Knapp, A. KnappPotthoff: «CC is the ability to achieve an equally successful understanding of both representatives of other cultures and communication communities, and representatives of their culture» [6]. O. A. Leontovich distinguishes «three components of intercultural competence: linguistic, communicative and cultural competence». [7]
After analyzing the various concepts of «Cross-cultural competence» we can come to the conclusion that in the above definitions the leading points of CC are the understanding and awareness of the national culture of different peoples, knowledge of historical, territorial, economic and demographic facts.
I. L. Pluzhnik gives more strict definition of the essence of cross-cultural communicative competence: «…it (CCC) is a functional ability to understand the views and opinions of representatives of another culture, to adjust their behavior, to overcome conflicts in the communication process, to recognize the right to the existence of different values, norms of behavior, becomes the most popular for the modern specialist. It creates a basis for professional mobility, preparation for quickly changing living conditions, introduces a specialist to the standards of world achievements, increases the possibilities of professional self-realization on the basis of communication and tolerance» [8]. According to S.S. Kunanbayeva, the structure of cross-cultural communicative competence includes: linguistic — cultural, socio-cultural, conceptual, cognitive, personality — centered and communicative competence [9]. D. Hymes considers grammatical, sociolinguistic, strategic and discursive competencies [1], G. V. Elizarova highlights linguistic, sociolinguistic, discursive, socio-cultural and social competencies [4]. S. G. Ter-Minasova emphasizes the importance of communicative competence in cross-cultural communicative competence, which consists of the knowledge used in the communication of symbolic systems and the rules of their functioning, as well as the principles of communicative interaction. [10].
Eventually, it can be concluded that according to the opinion of publicists’ cross-cultural communicative competence has multi-structural levels. However, in the list of the above-mentioned competencies, we can distinguish the following types of competencies that help to promote the effective acquisition of cross-cultural communicative competence by economic specialties students:
1. Socio-cultural studies promote
• the ability to overcome fear, anxiety, excitement and uncertainty in situations of facing a new culture;
• the ability to positively meet different views of the world from different cultures;
• the ability of quick adaptation to the new environment;
• develop empathy;
• skills in building communication between subjects;
• cross-cultural foreign language education;
• ability to work in a team, tolerantly welcome social, ethnic, religious and cultural differences;
• ability to avoid conflicts in the communication process.
2. Cognitive
• flexible thinking;
• ability to analyze, extract the necessary information in the business environment.
3. Discursive
• the skills of selection of speech etiquette;
• skills recognition of patterns of verbal behavior;
• skills to structure proposals in professional and business communication;
• ability to prepare professional reports;
• ability to communicate verbally and in writing the form in Russian, Kazakh, and English to solve problems of interpersonal and cross-cultural interaction.
4. Language competence
• the ability to master the professional language system of knowledge and its proper use in the communication process;
• knowledge of basic economic terminology [11].
The above-mentioned competencies can provide professional knowledge and communication skills that guarantee effective interaction in the process of cross-cultural professional communication; as well as the ability to observe, assimilate and solve significant cultural phenomena in the process of communication.
As S. G. Ter-Minasova notes: «The cultural barrier is much more dangerous and unpleasant than the language one, as cultural mistakes are usually much more painful than language errors, and produce the most negative impression » [10]. According to S. G. Ter-Minasova, it is very important to know the cross-cultural differences, which is useful to know in advance, because business partners cannot act intuitively, they cannot predict or know the behavior of the representative of another nation. As an example, we can mention next differences: communicating with a business partner, a representative of his own culture needs to know how to address a partner, during business meetings and breakfasts or during making contracts. A representative of different cultures must have humanitarian literacy. For the instant, as we know any business communication begins with the presentation of the name. In Kazakhstan, to show the status and respect of a person we should address by the name and the patronymic while the second name may not be used, in England to express the polite form we should use Sir to a stranger, Mr (mister) to the man, Mrs to a married woman and Miss to an unmarried woman or girl.
When filling out questionnaires or documents such as booking the flight, representatives of the native culture also face some differences, for example, during filling out any document in Kazakhstan, you indicate surname first name and middle name, in England the filling procedure is different. Firstly, the word order is various and established so they take it very seriously. Secondly, the English people don’t use a middle name. In any kind of documents, they write the first name then surname (second name). A greeting usually follows the presentation, for the instant, greeting a woman any man in England, can make a slight bow. British people very rarely touch each other. The most common gesture of greeting in England is considered a handshake, but not too long.
All this confirms the significance of the formation of the CCC among economic specialties students, which contributes to the creation of a multicultural person sensitive to the system analysis of the surrounding reality.
CONCLUSION
After analyzing the definition of cross-cultural communicative competence, as well as the actuality of its formation, we can come to the following conclusions. Cross-cultural communicative competence is a complex and many-sided, which includes a set of various sub-competences, the formation of which will lead to the successful professional activity of a specialist in the field of Economics and cross-cultural communication.
To achieve the understanding of the interlocutor, students of economic specialties should not only know the language of communication but also know the cultural component of the meaning of the word, understand the realities of cross-cultural literacy, including terms, dialectics and phraseological units. As well as have the ability to use methods, techniques, and tactics necessary for cross-cultural communication which is the main purpose of the educational process.
REFERENCES:
1. Hymes D. On Communicative Competence. In J. B. Pride and J. Holmes (eds.), Sociolinguistics. Harmondsworth: Penguin, 1972.
2. Sadokhin A. P., Introduction to cross-cultural communication, Moscow, 2010.-311.
3. Hall E. The Silent Language. Published by Anchor Jul 03, 1973 — 224.
4. Elizarova G. V., Culture and foreign language training, КАRО, 2005. — 352. // Formation of cross-cultural competence of students in the process of teaching foreign language communication, 2001.-217 pages.
5. Sadokhin A. P., Cross-cultural communicatopn: textbook — Alfa-М: ИНFRА-М, 2004. — 288 pages -281 – 286.
6. Knapp K., Knapp-Pothoff A., Cross-cultural communication // Journal of foreign languages studding. — 1990. — № 1 — 83.
7. Leontovich O. A., International training at the Center for American studies, PhD // proc.Doc. II region scientific — prakt. Conferences. — Volgograd, 17-18 Jan. 2003.
8. Pluzhnik I. L., Formation of cross-cultural communicative competence of students of humanitarian profile in the process of professional training. Tyumen, 2003. 326.
9. Kunanbayeva S.S., Theory and practice of modern foreign language education / / Almaty, 2010-344.
10. Ter-Minasova S. G. Language and intercultural communication, [proc., Handbook for undergraduate, graduate and postgraduate students majoring in Linguistics and intercultural communication] S. G. Ter-Minasova. – Moscow: Slovo, 2000 – 262.
11. https://cyberleninka.ru/article/v/suschnost-struktura-i-urovni-mezhkulturnoykommunikativnoy-kompetentsii-studentov-ekonomicheskih-spetsialnostey.
Дуйсенбина А.Т. , Альбекова А.К.2
Экономикалық мамандықтар студенттерінің мәдениетаралық коммуникативтік құзыреттілігін дамыту
мәдениетаралық коммуникацияларының тиімді дамуына ықпал ететін құзыреттілік түрлерін бөледі. Бизнес серіктеспен жеке мәдениет өкіліне қарым-қатынас жасау кезінде мәдениетаралық айырмашылықтардың мысалдарын келтіреді,бұл экономика мамандығы студенттерінің болашақта өз кәсіптерінің әлеуметтік-экономикалық жағдайда заманауи шебері болуына өте кажет.
Дуйсенбина А.Т. 1, Альбекова А.К.2
Развитие межкультурной коммуникативной компетенции у студентов экономических специальностей
1,2Кокшетауский государственный университет им Ш. Уалиханова, г. Кокшетау, Казахстан Настоящая статья посвящена проблеме формирования межкультурной коммуникативной компетенции у студентов экономических специальностей, даются определения терминов, «Коммуникативная компетенция», «Межкультурная компетенция», а также «Межкультурная коммуникативная компетенция» как способность позитивно встречать разные взгляды на мир представителей разных культур, позволяющая работать в мультикультурном коллективе, толерантно воспринимая социальные, этнические, конфессиональные и культурные различия.
В статье исследуется сущность данной компетенции и ее актуальность применительно к студентам экономических специальностей, а также история отдельной взятой компетенции.
Авторы рассматривают субкомпетенций МКК с точки зрения некоторых исследователей, выделяет разновидности компетенций которые способствуют эффективному развитию межкультурной коммуникации у студентов экономических специальностей. Приводит примеры межкультурных различий при общении с бизнес партнером представителю собственной культуры, что весьма важно студентам экономических специальностей в дальнейшей профессиональной жизни в современных социально-экономических условиях.