Cross-Cultural Language Learning: Interpretative Engagement

Autor/inn/en	Solodka, Anzhelika; Filatova, Oksana; Hinkevych, Oksana; Spanatiy, Oleksandr
Titel	Cross-Cultural Language Learning: Interpretative Engagement
Quelle	In: Arab World English Journal, 12 (2021) 3, S.82-96 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Solodka, Anzhelika) ORCID (Filatova, Oksana) ORCID (Hinkevych, Oksana) ORCID (Spanatiy, Oleksandr)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2229-9327
Schlagwörter	Cultural Awareness; Intercultural Communication; Language Usage; Pragmatics; Metalinguistics; Universities; Foreign Countries; Audio Equipment; Case Studies; Content Analysis; Student Attitudes; Discourse Analysis; Second Language Learning; Second Language Instruction; Scaffolding (Teaching Technique); Sociocultural Patterns; Cross Cultural Training; Classroom Communication; Undergraduate Students; Semiotics; Decision Making; English (Second Language); Ukraine + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Interkulturelle Kommunikation; Sprachgebrauch; Pragmalinguistik; Metalanguage; Metasprache; University; Universität; Ausland; Audio-CD; Case study; Fallstudie; Case Study; Inhaltsanalyse; Schülerverhalten; Diskursanalyse; Zweitsprachenerwerb; Fremdsprachenunterricht; Soziokulturelle Theorie; Interkulturelle Orientierung; Klassengespräch; Semiotik; Decision-making; Entscheidungsfindung; English as second language; English; Second Language; Englisch als Zweitsprache
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. (As Provided).
Anmerkungen	Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01