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ISSN 2520-2073 (print) ISSN 2521-442X (online) TRAINING, LANGUAGE AND CULTURE

Profession-Oriented Research: Educational and Methodological Perspectives Edited by Dr Robert O’Dowd

Vol. 4 Issue 1 2020

Issue DOI: 10.22363/2521-442X-2020-4-1 The quarterly journal published by Peoples’ Friendship University of Russia (RUDN University) ISSN 2520-2073 (print) AIMS AND SCOPE TRAINING, LANGUAGE AND CULTURE ISSN 2521-442X (online) Training, Language and Culture (TLC) is a peer-reviewed journal that aims to promote and disseminate research spanning the spectrum of language and linguistics, education and culture studies with a special focus on professional communication and professional discourse. Editorial Board of A quarterly journal published by RUDN University Training, Language and Culture invites research-based articles, reviews and editorials covering issues of relevance for the scientiﬁc and professional communities. EDITORIAL BOARD Dr Elena N. Malyuga Peoples’ Friendship University of Russia (RUDN University), Moscow, Russian Federation FOCUS AREAS Barry Tomalin Glasgow Caledonian University London, London, UK Training, Language and Culture covers the following areas of scholarly interest: theoretical and practical perspectives in language and linguistics; Dr Michael McCarthy University of Nottingham, Nottingham, UK culture studies; interpersonal and intercultural professional communication; language and culture teaching and training, including techniques and Dr Robert O’Dowd University of León, León, Spain technology, testing and assessment. Dr Elsa Huertas Barros University of Westminster, London, UK Dr Olga V. Aleksandrova Lomonosov Moscow State University, Moscow, Russian Federation LICENSING Dr Lilia K. Raitskaya Moscow State Institute of International Relations (MGIMO University), Moscow, Russian Federation All articles and book reviews published in Training, Language and Culture are licensed under a Creative Commons Attribution 4.0 International Li- Dr Alex Krouglov University College London, London, UK cense (CC BY 4.0). This means that people can share the material (copy and redistribute in any medium or format), as well as adapt it (remix, trans- Dr Igor E. Klyukanov Eastern Washington University, Cheney, USA form, and build upon the material for any purpose, even commercially) as long as they give appropriate credit, provide a link to the license, and in- Michael Carrier Highdale Consulting, London, UK dicate if changes were made. This can be done in any reasonable manner, but not in any way that suggests the licensor endorsement. The licensor cannot revoke these freedoms as long as the license terms are being followed. Dr Joongchol Kwak Hankuk University of Foreign Studies, Seoul, Korea Dr Chai Mingjiong Shanghai International Studies University, Shanghai, China Dr Claudia Schuhbeck International Certiﬁcate Conference – The International Language Association (ICC), Mexico City, Mexico INDEXATION Dr Enrique F. Quero-Gervilla University of Granada, Granada, Spain The journal is currently indexed in DOAJ, Ulrich’s Web, Linguistics Abstracts Online (Wiley), Google Scholar, EBSCO, Russian Science Citation In- dex, ROAD, Cyberleninka. Dr Iván Vicente Padilla Chasing National University of Colombia, Bogotá, Colombia

ADVISORY BOARD ACCESS TO PUBLICATIONS Robert Williams University of Westminster, London, UK Training, Language and Culture offers Platinum Open Access to its content which means that both readers and authors are granted permanent and 100% free access to the published material. Authors are not charged article processing fees, or publication fees, or article submission fees, or any Anthony Fitzpatrick International Certificate Conference – The International Language Association (ICC), Bochum, Germany other type of fees. Authors retain copyright of their work and allow it to be shared and reused, provided that it is correctly cited. All content publis- Myriam Fischer-Callus International Certificate Conference – The International Language Association (ICC), Bochum, Germany hed in the journal is available immediately upon publication. Following the Budapest Open Access Initiative’s definition of Open Access, readers of Training, Language and Culture are allowed to read, download, copy, distribute, print, search, or link to the full texts of the journal's articles and use EDITORS Elena N. Malyuga, Editor-in-Chief (RUDN University) [email protected] them for any other lawful purpose. All and any publication costs associated with journal's operation are covered by the publisher – Peoples’ Fri- Barry Tomalin, Co-Editor (ICC) [email protected] endship University of Russia (RUDN University). Elizaveta G. Grishechko, Executive Secretary (RUDN University) [email protected] PEER REVIEW COMPUTER DESIGN Elizaveta G. Grishechko Training, Language and Culture is committed to ensuring a fair and productive peer review process to secure the integrity of the scholarly record. The purpose of peer review is to assist the Editors in making editorial decisions and through the editorial communications with the author it may FOUNDERS Peoples’ Friendship University of Russia (RUDN University) also assist the author in improving the paper. Training, Language and Culture uses double-blind review, which means that reviewers are unaware of 6 Miklukho-Maklay Str., 117198 Moscow, Russian Federation http://eng.rudn.ru/ the identity of the authors, and authors are also unaware of the identity of reviewers. The typical period of time allowed for reviews is 3 weeks. International Certificate Conference – The International Language Association (ICC) Bochum, Germany https://icc-languages.eu/ PUBLICATION SCHEDULE AND VOLUME The journal is published quarterly (four issues per year coming out in March, June, September and December) with each issue incorporating 6 to 8 PUBLISHER Peoples’ Friendship University of Russia (RUDN University), Moscow, Russian Federation original research articles, 1 to 4 reviews on relevant books and other publications on the subjects within the Aims and Scope of the journal, as well 6 Miklukho-Maklay Str., 117198 Moscow, Russian Federation as reports on events and latest news. Print will be available on demand.

CORPORATE CONTRIBUTORS Peoples’ Friendship University of Russia (RUDN University), Moscow, Russian Federation ETHICAL PRINCIPLES International Certificate Conference – The International Language Association (ICC), Bochum, Germany In selecting (review process included), preparing (editing) and publishing manuscripts, editors of Training, Language and Culture are guided by international standards of publication ethics. TLC Editorial Board will carefully and responsibly consider all reasonable complaints regarding violations EDITORIAL BOARD ADDRESS 6 Miklukho-Maklay Str., 117198 Moscow, Russian Federation found in published materials. Journal publisher, RUDN University, is a co-founder and member of the Association of Science Editors and Publishers (ASEP) and supports the ASEP Declaration on Ethical Principles for Scientific Publications. The journal also adheres to the policies promoted by the Committeee on Publication Ethics (COPE). EDITORIAL BOARD POSTAL ADDRESS 6 Miklukho-Maklay Str., Office 97, 117198 Moscow, Russian Federation

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Correspondence relating to editorial matters should be addressed to the Editors via journal contact email at [email protected]. Training, Language and Culture is accessible online at https://rudn.tlcjournal.org/ and https://icc-languages.eu/tlcjournal/. Publication schedule: four issues per year coming out in March, June, September and December. Manuscripts are submitted electronically via the TLC Onlince Submission System.

Printing run 100 copies. Order No 87. Open price. Responsibility for opinions expressed in articles and reviews published and the accuracy of statements contained Signed to print 18.03.2020. Date of imprint 27.03.2020. Format 60х84/8. therein rests solely with the individual contributors. Offset paper. Offset printing. Typeface “Optima, Impact”. Printer’s sheet 10,02 Detailed information on the journal’s aims and scope, editorial board, publication policy, peer review, publication ethics, author guidelines and latest news and announcements is available on the journal’s website at https://rudn.tlcjournal.org.

Printed at RUDN University Publishing House: Online archive of all issues published in Training, Language and Culture is available at https://rudn.tlcjournal.org/archive.html. 3 Ordzhonikidze str., 115419 Moscow, Russian Federation Ph.: +7 (495) 952-04-41; Email: [email protected] Publishing Agreement (Public Offer) to Publish an Article in the Academic Periodical ’Training, Language and Culture’ is available online on the journal website at https://rudn.tlcjournal.org/publication-policy.html. © Peoples’ Friendship University of Russia, 2020 ISSN 2520-2073 (print) AIMS AND SCOPE TRAINING, LANGUAGE AND CULTURE ISSN 2521-442X (online) Training, Language and Culture (TLC) is a peer-reviewed journal that aims to promote and disseminate research spanning the spectrum of language and linguistics, education and culture studies with a special focus on professional communication and professional discourse. Editorial Board of A quarterly journal published by RUDN University Training, Language and Culture invites research-based articles, reviews and editorials covering issues of relevance for the scientiﬁc and professional communities. EDITORIAL BOARD Dr Elena N. Malyuga Peoples’ Friendship University of Russia (RUDN University), Moscow, Russian Federation FOCUS AREAS Barry Tomalin Glasgow Caledonian University London, London, UK Training, Language and Culture covers the following areas of scholarly interest: theoretical and practical perspectives in language and linguistics; Dr Michael McCarthy University of Nottingham, Nottingham, UK culture studies; interpersonal and intercultural professional communication; language and culture teaching and training, including techniques and Dr Robert O’Dowd University of León, León, Spain technology, testing and assessment. Dr Elsa Huertas Barros University of Westminster, London, UK Dr Olga V. Aleksandrova Lomonosov Moscow State University, Moscow, Russian Federation LICENSING Dr Lilia K. Raitskaya Moscow State Institute of International Relations (MGIMO University), Moscow, Russian Federation All articles and book reviews published in Training, Language and Culture are licensed under a Creative Commons Attribution 4.0 International Li- Dr Alex Krouglov University College London, London, UK cense (CC BY 4.0). This means that people can share the material (copy and redistribute in any medium or format), as well as adapt it (remix, trans- Dr Igor E. Klyukanov Eastern Washington University, Cheney, USA form, and build upon the material for any purpose, even commercially) as long as they give appropriate credit, provide a link to the license, and in- Michael Carrier Highdale Consulting, London, UK dicate if changes were made. This can be done in any reasonable manner, but not in any way that suggests the licensor endorsement. The licensor cannot revoke these freedoms as long as the license terms are being followed. Dr Joongchol Kwak Hankuk University of Foreign Studies, Seoul, Korea Dr Chai Mingjiong Shanghai International Studies University, Shanghai, China Dr Claudia Schuhbeck International Certiﬁcate Conference – The International Language Association (ICC), Mexico City, Mexico INDEXATION Dr Enrique F. Quero-Gervilla University of Granada, Granada, Spain The journal is currently indexed in DOAJ, Ulrich’s Web, Linguistics Abstracts Online (Wiley), Google Scholar, EBSCO, Russian Science Citation In- dex, ROAD, Cyberleninka. Dr Iván Vicente Padilla Chasing National University of Colombia, Bogotá, Colombia

Chia Suan Chong About our Holds CELTA and DELTA qualifications, a LCCI Cert TEB in teaching Business English, and a MA CONTENTS in Applied Linguistics and English Language contributors Teaching from King’s College London. A writer, a communication skills and intercultural skills trai- 5 About our contributors Tatiana A. Dmitrenko ner, and a teacher trainer. 6 Introduction to Issue 4(1) by Guest Editor Dr Robert O’Dowd DSc in Education. Professor in Foreign Languages Dpt, Faculty of Foreign Languages, Moscow Pe- Olga S. Chesnokova dagogical State University (MPGU), Russia. Acade- DSc in Linguistics, Professor in Foreign Languages mician of the International Teachers’ Training Aca- Dpt, Faculty of Philology, Peoples’ Friendship Uni- Original Research demy of Science. Research interests cover theory versity of Russia (RUDN University). Member of 8 PROFESSION-ORIENTED TRAINING OF FOREIGN LANGUAGE TEACHERS IN MODERN and practice of intercultural professional commu- the International Association for Dialogue Analysis CONDITIONS (IADA) and Asociacion de Hispanistas de Rusia. by Tatiana A. Dmitrenko and Olga A. Kadilina nication and professional-focused technology in intercultural communication teaching. 22 TEACHING ACADEMIC WRITING: A SHIFT TOWARDS INTERCULTURAL RHETORIC Marija Radović by Elina S. Chuikova Olga A. Kadilina CSc in Linguistics, Lecturer in Foreign Languages CSc in Linguistics, Senior Lecturer, Kutafin Mos- Dpt, Faculty of Philology, Peoples’ Friendship Uni- 33 BUSINESS CULTURAL TRAINING IN A GLOBALISED ECONOMY cow State Law University (Russia). Research inte- versity of Russia (RUDN University). Teaches Prac- by Dominique Vouillemin rests cover linguistic identity and personality, vo- tical Spanish, Translation Theory 101, and Profes- cational training, language for specific purposes, sional Translation. Research interests cover Spa- 44 ENHANCING THE DEVELOPMENT OF INTERCULTURAL COMMUNICATIVE COMPETENCE IN and foreign language teaching methodology. nish language teaching and functioning. BUSINESS AND STUDY ENVIRONMENTS by Ozlem Yuges Elina S. Chuikova Alexey V. Akhrenov 55 SUCCESSFUL INTERNATIONAL COMMUNICATION CSc in Education, Associate Professor, Head of CSc in Linguistics, Associate Professor in the Dpt by Chia Suan Chong Foreign Language Teaching Methodology Dpt at of Indo-European and Oriental Languages, Samara Branch of Moscow State Pedagogical Uni- Moscow Region State University (Russia). Rese- 66 THE ROLE OF TOPONYMIC PERIPHRASIS IN DEVELOPING PROFESSIONAL COMPETENCE IN versity (Russia). Research interests cover academic arch interests cover foreign language teaching me- LEARNING SPANISH writing, internationalisation of education, foreign thodology, Spanish language and culture. by Olga S. Chesnokova, Marija Radović and Alexey V. Akhrenov language writing competence. Barry Tomalin Dominique Vouillemin Joint Managing Editor of TLC and a board member Book Reviews Teacher and teacher trainer at International House of ICC. A specialist in international communica- 75 Let’s talk: How English conversation works (a review) London, specialising in language learning and in- tion, cultures, soft power and media. Founder and original work by David Crystal reviewed by Barry Tomalin ternational communication and cultures. Tutor on facilitator of the Business Cultural Trainers Certifi- the IH Business Cultural Trainers Certificate. Runs cate. Teaches at Glasgow Caledonian University 78 Your voice speaks volumes: It’s not what you say but how you say it (a review) Cambridge University Cert IBET courses. London, the Academy of Diplomacy and Interna- original work by Jane Setter reviewed by Maurice Cassidy tional Governance at Loughborough University. Ozlem Yuges CSc in Linguistics, ICC Coordinator, teacher and a Maurice Cassidy News & Events trainer at International House London Executive Senior English as a Foreign Language international 81 ICC News by Robert Williams Centre. Has been working in education with va- consultant, specialist in ELT and former Director of rious age groups including young adults and adult the Executive Centre at International House Lon- 82 EUROLTA News by Myriam Fischer Callus education since 2006. Has been involved in ongo- don. Past Chair of Business English UK. Has travel- 83 RUDN University News by Elena Malyuga ing professional development and curriculum de- led widely internationally, inspecting language velopment in language education. schools and training teachers.

4 Training, Language and Culture Training, Language and Culture 5 Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Volume 4 Issue 1, 2020 rudn.tlcjournal.org Volume 4 Issue 1, 2020 rudn.tlcjournal.org

cation. Coming from this background, I was fasci- oped rather than the countries they were applied cal periphrasis or metaphors of two Spanish-spea- Introduction to nated to read the submissions to this edition of to. The article explores how cultural concepts can king countries: Peru and Panama. In the article, TLC which all deal with issues related to professio- be applied to business and concludes by sug- the authors examine approximately ninety place nal competence development, intercultural com- gesting practical training activities to raise cultural names of Peru and Panama. They justify their Issue 4(1) municative competence enhancement, profession- awareness and improve business performance. choice based on their lingua-cultural, geographi- oriented training of foreign language teachers as Staying with the theme of culture in business cal, associative, and commemorative significance by Guest Editor Dr Robert O’Dowd well as teaching academic writing. contexts, Ozlem Yuges’ article Enhancing the de- for Peruvian and Panamanian people. The authors The first article in this special edition is entitled velopment of intercultural communicative compe- report that the historical, linguistic and onomastic Welcome to Issue 4(1) of Training, Language Profession-oriented training of foreign language tence in business and study environments explores approaches which are proposed in this research and Culture. teachers in modern conditions and has been aut- the development of intercultural communicative reveal different mechanisms of metaphorical na- It is an honour for me to be invited to be Guest hored by Tatiana A. Dmitrenko and Olga A. Kadi- competence in English language teacher training ming and renaming. The authors then go on to Editor for this special issue of the journal on the lina. In this article, the authors evaluate the oppor- and management. The author asks how establis- consider a practical application of their research theme of Profession-Oriented Research: Educatio- tunities and ways to improve professional training hing effective and appropriate behaviour within by evaluating the role of toponymical periphrases nal and Methodological Perspectives. This theme for competitive specialists. They analyse global intercultural communication can promote effective in developing the professional competences of is clearly a very relevant one for the times we are educational practices, define the concept of ‘pro- communication in teacher training programmes Russian university students studying Spanish. They living in. The dual phenomena of globalisation fession-oriented training technology’ and consider and in management training. To answer this ques- suggest that knowing toponymical metaphors enri- and online communications technologies have general trends and principles for modelling profes- tion, the article explores how the concept of inter- ches the professional competences of students and brought about dramatic changes in the fields of sion-oriented technologies. The authors argue that cultural sensitivity is integrated into intercultural can contribute to developing students’ intellectual business, industry and the professions in the first applying profession-oriented training technology communicative competence in training program- activities and forming aesthetic values. two decades of the 21st century. In addition, cer- ensures that high quality training will result in the mes and how it can facilitate the development of These six articles are followed by two very inte- tain related trends have accelerated the impact of development of competitive specialists who have overall sensitivity. In doing so, it identifies some of resting review pieces: the recent publication by these changes: the interdependency of economies qualifications which comply with world standards. the enabling and hindering features that shape the world famous linguist David Crystal Let’s talk: around the world, the international outsourcing of Following this, Teaching academic writing: A development of intercultural communicative com- How English conversation works is reviewed by manufacturing services, increased dependence on shift towards intercultural rhetoric by Elina S. petences in English language and culture in trai- Barry Tomalin and Jane Setter’s book on pronun- migrant workers and international multi-site colla- Chuikova looks at the area of intercultural rhetoric ning courses in management or university. ciation Your voice speaks volumes: It’s not what boration in product development. All these factors which she claims will bring a new view on writing In Successful international communication, you say but how you say is reviewed by Maurice have served to highlight the importance of develo- culture but which, in her opinion, still requires fur- Chia Suan Chong explores what successful com- Cassidy. ping students’ foreign language and intercultural ther research. Her paper uses data taken from the munication in international organisations involves In conclusion, I would like to thank the authors competences in order to make them both effective texts of MA students to estimate which elements of and offers a wide range of strategies and techni- and reviewers for their contributions to this members of the global workforce and also active academic writing merge. The author looks at va- ques that business English and management trai- edition. I feel that the articles and reviews here global citizens. Simply put, in order to live and rious levels of cultural mismatches and considers if ners can use to improve communication in multi- make a strong contribution to our knowledge of work in our globalised world, students need to the integration tendencies take place at levels of national teams and with clients and partners when how culture and language interact together and learn how to communicate and collaborate effec- text creation. She identifies the formation of two using English as a lingua franca. The principles how the nexus of the two has such an important tively with people from other cultures and it is in major characteristics in academic intercultural and good practice suggestions which are included role to play in how people communicate, learn the foreign language classroom where they can communication: individuality and authenticity. in this paper will be helpful to teachers and trai- and work in international contexts. I would also best be prepared for this challenge. In the article Business cultural training in a glo- ners who are helping students and managers to like to thank TLC Editors Elena Malyuga and Barry For many years, I myself have studied how to balised economy, Dominique Vouillemin argues work with international staff in their own country Tomalin, and Executive Secretary Elizaveta Gris- develop students’ intercultural communicative for a reconceptualisation of the concept of cultural or abroad. The article is full of practical tools and hechko, for giving me the opportunity to be invol- competence through engaging them in online col- training in business. The author suggests that the advice about intercultural communication in ved in this edition. laboration projects with partners from other coun- fact that every area of business increasingly invol- English that can be put into practice in a wide ran- As is customary, the issue also comes with re- tries. This activity, known as Virtual Exchange or ves multinationals means that the cultural analysis ge of training and work contexts. cent news from ICC, EUROLTA and RUDN Uni- telecollaboration, has grown in popularity in re- of countries as independent entities is increasingly The final article in this issue is The role of to- versity. cent years as both educators and universities are irrelevant. This means that the models developed ponymic periphrasis in developing professional TLC welcomes contributions in the form of arti- looking for alternatives to physical mobility pro- by Hofstede, Trompenaars, Lewis and Meyer need competence in learning Spanish by Olga S. Ches- cles, reviews and correspondence. Details are grammes for giving students an international to be viewed in a new light and that emphasis nokova, Marija Radović and Alexey V. Akhrenov. available online at rudn.tlcjournal.org. Feel free to learning experience as part of their university edu- should be placed on the concepts they have devel- In this article the authors investigate the toponymi- contact us at [email protected].

6 Training, Language and Culture Training, Language and Culture 7 Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Volume 4 Issue 1, 2020 rudn.tlcjournal.org Volume 4 Issue 1, 2020 rudn.tlcjournal.org cation. Coming from this background, I was fasci- oped rather than the countries they were applied cal periphrasis or metaphors of two Spanish-spea- Introduction to nated to read the submissions to this edition of to. The article explores how cultural concepts can king countries: Peru and Panama. In the article, TLC which all deal with issues related to professio- be applied to business and concludes by sug- the authors examine approximately ninety place nal competence development, intercultural com- gesting practical training activities to raise cultural names of Peru and Panama. They justify their Issue 4(1) municative competence enhancement, profession- awareness and improve business performance. choice based on their lingua-cultural, geographi- oriented training of foreign language teachers as Staying with the theme of culture in business cal, associative, and commemorative significance by Guest Editor Dr Robert O’Dowd well as teaching academic writing. contexts, Ozlem Yuges’ article Enhancing the de- for Peruvian and Panamanian people. The authors The first article in this special edition is entitled velopment of intercultural communicative compe- report that the historical, linguistic and onomastic Welcome to Issue 4(1) of Training, Language Profession-oriented training of foreign language tence in business and study environments explores approaches which are proposed in this research and Culture. teachers in modern conditions and has been aut- the development of intercultural communicative reveal different mechanisms of metaphorical na- It is an honour for me to be invited to be Guest hored by Tatiana A. Dmitrenko and Olga A. Kadi- competence in English language teacher training ming and renaming. The authors then go on to Editor for this special issue of the journal on the lina. In this article, the authors evaluate the oppor- and management. The author asks how establis- consider a practical application of their research theme of Profession-Oriented Research: Educatio- tunities and ways to improve professional training hing effective and appropriate behaviour within by evaluating the role of toponymical periphrases nal and Methodological Perspectives. This theme for competitive specialists. They analyse global intercultural communication can promote effective in developing the professional competences of is clearly a very relevant one for the times we are educational practices, define the concept of ‘pro- communication in teacher training programmes Russian university students studying Spanish. They living in. The dual phenomena of globalisation fession-oriented training technology’ and consider and in management training. To answer this ques- suggest that knowing toponymical metaphors enri- and online communications technologies have general trends and principles for modelling profes- tion, the article explores how the concept of inter- ches the professional competences of students and brought about dramatic changes in the fields of sion-oriented technologies. The authors argue that cultural sensitivity is integrated into intercultural can contribute to developing students’ intellectual business, industry and the professions in the first applying profession-oriented training technology communicative competence in training program- activities and forming aesthetic values. two decades of the 21st century. In addition, cer- ensures that high quality training will result in the mes and how it can facilitate the development of These six articles are followed by two very inte- tain related trends have accelerated the impact of development of competitive specialists who have overall sensitivity. In doing so, it identifies some of resting review pieces: the recent publication by these changes: the interdependency of economies qualifications which comply with world standards. the enabling and hindering features that shape the world famous linguist David Crystal Let’s talk: around the world, the international outsourcing of Following this, Teaching academic writing: A development of intercultural communicative com- How English conversation works is reviewed by manufacturing services, increased dependence on shift towards intercultural rhetoric by Elina S. petences in English language and culture in trai- Barry Tomalin and Jane Setter’s book on pronun- migrant workers and international multi-site colla- Chuikova looks at the area of intercultural rhetoric ning courses in management or university. ciation Your voice speaks volumes: It’s not what boration in product development. All these factors which she claims will bring a new view on writing In Successful international communication, you say but how you say is reviewed by Maurice have served to highlight the importance of develo- culture but which, in her opinion, still requires fur- Chia Suan Chong explores what successful com- Cassidy. ping students’ foreign language and intercultural ther research. Her paper uses data taken from the munication in international organisations involves In conclusion, I would like to thank the authors competences in order to make them both effective texts of MA students to estimate which elements of and offers a wide range of strategies and techni- and reviewers for their contributions to this members of the global workforce and also active academic writing merge. The author looks at va- ques that business English and management trai- edition. I feel that the articles and reviews here global citizens. Simply put, in order to live and rious levels of cultural mismatches and considers if ners can use to improve communication in multi- make a strong contribution to our knowledge of work in our globalised world, students need to the integration tendencies take place at levels of national teams and with clients and partners when how culture and language interact together and learn how to communicate and collaborate effec- text creation. She identifies the formation of two using English as a lingua franca. The principles how the nexus of the two has such an important tively with people from other cultures and it is in major characteristics in academic intercultural and good practice suggestions which are included role to play in how people communicate, learn the foreign language classroom where they can communication: individuality and authenticity. in this paper will be helpful to teachers and trai- and work in international contexts. I would also best be prepared for this challenge. In the article Business cultural training in a glo- ners who are helping students and managers to like to thank TLC Editors Elena Malyuga and Barry For many years, I myself have studied how to balised economy, Dominique Vouillemin argues work with international staff in their own country Tomalin, and Executive Secretary Elizaveta Gris- develop students’ intercultural communicative for a reconceptualisation of the concept of cultural or abroad. The article is full of practical tools and hechko, for giving me the opportunity to be invol- competence through engaging them in online col- training in business. The author suggests that the advice about intercultural communication in ved in this edition. laboration projects with partners from other coun- fact that every area of business increasingly invol- English that can be put into practice in a wide ran- As is customary, the issue also comes with re- tries. This activity, known as Virtual Exchange or ves multinationals means that the cultural analysis ge of training and work contexts. cent news from ICC, EUROLTA and RUDN Uni- telecollaboration, has grown in popularity in re- of countries as independent entities is increasingly The final article in this issue is The role of to- versity. cent years as both educators and universities are irrelevant. This means that the models developed ponymic periphrasis in developing professional TLC welcomes contributions in the form of arti- looking for alternatives to physical mobility pro- by Hofstede, Trompenaars, Lewis and Meyer need competence in learning Spanish by Olga S. Ches- cles, reviews and correspondence. Details are grammes for giving students an international to be viewed in a new light and that emphasis nokova, Marija Radović and Alexey V. Akhrenov. available online at rudn.tlcjournal.org. Feel free to learning experience as part of their university edu- should be placed on the concepts they have devel- In this article the authors investigate the toponymi- contact us at [email protected].

6 Training, Language and Culture Training, Language and Culture 7 Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Profession-oriented training of foreign language teachers in modern conditions Volume 4 Issue 1, 2020, pp. 8-21 doi: 10.22363/2521-442X-2020-4-1-8-21 by Tatiana A. Dmitrenko and Olga A. Kadilina

Guest Editor Dr Robert O’Dowd of the work of low-skilled teachers; they also pro- 2. MATERIAL AND METHODS vide each student with the opportunity to study ac- The analysis of recent national and foreign de- cording to an individual programme that fully suits velopments has shown that the intensification of Original Research their cognitive abilities, motives, inclinations and vocational training involves extending the inde- other personal qualities. pendent work of students, which is considered to- The most important characteristics of profes- day as one of the most important ways to improve sion-oriented technologies are: effectiveness (high professional training quality for a future specialist. Profession-oriented training of foreign language results achieved by each student); cost-effectiven- In this regard, the issue of students’ independent teachers in modern conditions ess (a large amount of educational material is ef- work occupies one of the central places in the uni- fectively assimilated per unit of time without high versity training of a specialist. Its solution is direct- by Tatiana A. Dmitrenko and Olga A. Kadilina loss of time and effort on the part of both the ly related to matters of further self-education and Tatiana A. Dmitrenko Moscow Pedagogical State University dmit.t [email protected] teacher and the student); ergonomics (psycho-hy- professional growth of graduates. Olga A. Kadilina Kutafin Moscow State Law University [email protected] giene) (training takes place in an atmosphere of In modern conditions of the rapid development Date of submission: 22.01.2020 | Date of acceptance for publication: 2.03.2020 cooperation and a positive emotional microclima- of science and technological progress, the solution Recommended citation format: Dmitrenko, T. A., & Kadilina, O. A. (2020). Profession-oriented training of foreign te, in the absence of overload and overwork); to this problem is associated with the development language teachers in modern conditions. Training, Language and Culture, 4(1), 8-21. Doi: creating high motivation to study the subject, of critical thinking among students, the desire for 10.22363/2521-442X-2020-4-1-8-21 which allows to identify and improve the best per- self-improvement and continuous enrichment and sonal qualities of students, to reveal their reserve updating of knowledge. All this can be achieved The study discusses the problem of competitive specialist training in the field of intercultural contacts and capabilities (Dmitrenko, 2009). with the intensification of vocational training, fol- aims to assess the opportunities and main means to improve professional training for competitive Profession-oriented educational technologies in lowing the path of extending the independent specialists, which are considered quality indicators for university education. The authors analyse global higher education incorporate the latest achieve- work of students. educational practices, define the concept of ‘profession-oriented training technology’, identify relevant pro- ments in didactics, psychology, computer science, The most important indicator of educational blematic affecting the efficiency of vocational training quality, consider general trends and principles for etc., increasing the informative capacity of the and cognitive activity at a high level is the modelling profession-oriented technologies, and argue that applying profession-oriented training technology educational content, developing general educatio- students’ motivational readiness to master know- ensures high quality training results for a competitive specialist whose qualification complies with the world nal skills, educational and methodological ledge: the desire to comprehensively consider pro- standards. support, ensuring students’ active mental work, blems that arise, expand the amount of knowledge etc. by referring to additional sources, the need for KEYWORDS: foreign language training, intercultural communication, profession-oriented technology, multi- The practical implementation of such training self-improvement, and the search for innovative cultural environment, competitive specialist technologies is possible only if this process is ef- ways to solve problems. Self-improvement and fectively managed both from the outside and from self-education outwardly express the most active This is an open access article distributed under the Creative Commons Attribution 4.0 International License the inside, i.e. systemically at all levels of conside- side of the regulatory and managerial function of which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is ration of the student’s educational activities: at the self-awareness (Akiba et al., 2007). properly cited (CC BY 4.0) socio-pedagogical, psychophysiological and, final- Most educators believe that bettering a person’s ly, didactic levels. Therefore, there is a need to education first of all implies accustoming them to create systems of techniques, tasks, exercises, etc. self-education throughout life. Another way to in- 1. INTRODUCTION plies, on the one hand, optimisation of training, that stimulate learning activities that not only lead tensify professional training of specialists is to When it comes to training competitive specia- which allows the most appropriate building of the to learning process intensification, but also affect bring training closer to future professional activi- lists in the multicultural environment, preparation educational process by selecting and organising the personality as a whole. They influence a per- ties. The essence of profiling is the requirement for of pedagogical corps conforming to the needs of training material correctly, and, on the other hand, son’s desire for self-improvement, self-education, a focused and optimal content of the material, modern life is a priority task. Today, profession- enhancing educational activities, where the main and self-government, which is why a synthesis of strictly focused on solving the problems of full- oriented training of future foreign language focus is on creating favourable psycho-hygienic control actions at all levels occurs and we get the fledged training of a future specialist. A promising teachers in higher education institutions is implau- and aesthetic conditions for training. expected effect of productive, economical, way to increase the effectiveness of vocational sible without the intensification and optimisation When training teachers in universities, professi- psycho-hygienic, and highly motivated training training is to solve the psychological and pedago- of the learning process. on-oriented technologies guarantee the necessary and education – a new personality, responsible for gical problems of ensuring the transformation of High-quality professional training of future spe- and sufficient level of efficiency and quality of the effective self-management of further educatio- one type of activity into another – educational to cialists in the system of language education im- education and reduce the negative consequences nal and cognitive activities (Dmitrenko, 2020). professional.

© Tatiana A. Dmitrenko, Olga A. Kadilina 2020 8 Training, Language and Culture This content is licensed under a Creative Commons Attribution 4.0 International License rudn.tlcjournal.org Training, Language and Culture 9 Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Profession-oriented training of foreign language teachers in modern conditions Volume 4 Issue 1, 2020, pp. 8-21 doi: 10.22363/2521-442X-2020-4-1-8-21 by Tatiana A. Dmitrenko and Olga A. Kadilina

Guest Editor Dr Robert O’Dowd of the work of low-skilled teachers; they also pro- 2. MATERIAL AND METHODS vide each student with the opportunity to study ac- The analysis of recent national and foreign de- cording to an individual programme that fully suits velopments has shown that the intensification of Original Research their cognitive abilities, motives, inclinations and vocational training involves extending the inde- other personal qualities. pendent work of students, which is considered to- The most important characteristics of profes- day as one of the most important ways to improve sion-oriented technologies are: effectiveness (high professional training quality for a future specialist. Profession-oriented training of foreign language results achieved by each student); cost-effectiven- In this regard, the issue of students’ independent teachers in modern conditions ess (a large amount of educational material is ef- work occupies one of the central places in the uni- fectively assimilated per unit of time without high versity training of a specialist. Its solution is direct- by Tatiana A. Dmitrenko and Olga A. Kadilina loss of time and effort on the part of both the ly related to matters of further self-education and Tatiana A. Dmitrenko Moscow Pedagogical State University [email protected] teacher and the student); ergonomics (psycho-hy- professional growth of graduates. Olga A. Kadilina Kutafin Moscow State Law University [email protected] giene) (training takes place in an atmosphere of In modern conditions of the rapid development Date of submission: 22.01.2020 | Date of acceptance for publication: 2.03.2020 cooperation and a positive emotional microclima- of science and technological progress, the solution Recommended citation format: Dmitrenko, T. A., & Kadilina, O. A. (2020). Profession-oriented training of foreign te, in the absence of overload and overwork); to this problem is associated with the development language teachers in modern conditions. Training, Language and Culture, 4(1), 8-21. Doi: creating high motivation to study the subject, of critical thinking among students, the desire for 10.22363/2521-442X-2020-4-1-8-21 which allows to identify and improve the best per- self-improvement and continuous enrichment and sonal qualities of students, to reveal their reserve updating of knowledge. All this can be achieved The study discusses the problem of competitive specialist training in the field of intercultural contacts and capabilities (Dmitrenko, 2009). with the intensification of vocational training, fol- aims to assess the opportunities and main means to improve professional training for competitive Profession-oriented educational technologies in lowing the path of extending the independent specialists, which are considered quality indicators for university education. The authors analyse global higher education incorporate the latest achieve- work of students. educational practices, define the concept of ‘profession-oriented training technology’, identify relevant pro- ments in didactics, psychology, computer science, The most important indicator of educational blematic affecting the efficiency of vocational training quality, consider general trends and principles for etc., increasing the informative capacity of the and cognitive activity at a high level is the modelling profession-oriented technologies, and argue that applying profession-oriented training technology educational content, developing general educatio- students’ motivational readiness to master know- ensures high quality training results for a competitive specialist whose qualification complies with the world nal skills, educational and methodological ledge: the desire to comprehensively consider pro- standards. support, ensuring students’ active mental work, blems that arise, expand the amount of knowledge etc. by referring to additional sources, the need for KEYWORDS: foreign language training, intercultural communication, profession-oriented technology, multi- The practical implementation of such training self-improvement, and the search for innovative cultural environment, competitive specialist technologies is possible only if this process is ef- ways to solve problems. Self-improvement and fectively managed both from the outside and from self-education outwardly express the most active This is an open access article distributed under the Creative Commons Attribution 4.0 International License the inside, i.e. systemically at all levels of conside- side of the regulatory and managerial function of which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is ration of the student’s educational activities: at the self-awareness (Akiba et al., 2007). properly cited (CC BY 4.0) socio-pedagogical, psychophysiological and, final- Most educators believe that bettering a person’s ly, didactic levels. Therefore, there is a need to education first of all implies accustoming them to create systems of techniques, tasks, exercises, etc. self-education throughout life. Another way to in- 1. INTRODUCTION plies, on the one hand, optimisation of training, that stimulate learning activities that not only lead tensify professional training of specialists is to When it comes to training competitive specia- which allows the most appropriate building of the to learning process intensification, but also affect bring training closer to future professional activi- lists in the multicultural environment, preparation educational process by selecting and organising the personality as a whole. They influence a per- ties. The essence of profiling is the requirement for of pedagogical corps conforming to the needs of training material correctly, and, on the other hand, son’s desire for self-improvement, self-education, a focused and optimal content of the material, modern life is a priority task. Today, profession- enhancing educational activities, where the main and self-government, which is why a synthesis of strictly focused on solving the problems of full- oriented training of future foreign language focus is on creating favourable psycho-hygienic control actions at all levels occurs and we get the fledged training of a future specialist. A promising teachers in higher education institutions is implau- and aesthetic conditions for training. expected effect of productive, economical, way to increase the effectiveness of vocational sible without the intensification and optimisation When training teachers in universities, professi- psycho-hygienic, and highly motivated training training is to solve the psychological and pedago- of the learning process. on-oriented technologies guarantee the necessary and education – a new personality, responsible for gical problems of ensuring the transformation of High-quality professional training of future spe- and sufficient level of efficiency and quality of the effective self-management of further educatio- one type of activity into another – educational to cialists in the system of language education im- education and reduce the negative consequences nal and cognitive activities (Dmitrenko, 2020). professional.

Teaching students in the context of future pro- – search task statement, which contributes to Moreover, linguistic, methodological and other fessional activities is currently considered as a way ‘To understand the structure of the the development of critical thinking among stu- problems related to the specifics of the subject un- to improve the quality of future specialists’ profes- subject, it is important to understand the dents who can see and creatively solve problems der study become less significant. sion-oriented training: basic relationships within it. In order for that lead to their cognitive independence, search Over the past decades, conditions for impro- – from the very beginning, the student is placed skills at a high level of communication, ability to ving the quality and effectiveness of vocational in an active position, since academic subjects are the learning outcome to be fruitful, apply knowledge in unfamiliar situations, include training in higher education have not yet been ful- presented in the form of activities (educational, training should be structured so that the them in new systems to expand knowledge boun- ly created. One of the conditions for the quality quasi-professional, educational and professional) result achieved in one step helps learning daries; training of future foreign language teachers in the with a specific scenario for their deployment, dy- – use of active teaching methods (projects, role- higher education system is the possibility of invol- namisation; in the next steps and is useful in future playing, business games, analysis of business situa- ving each student in the active cognitive activity, – the full potential of student’s work is activated professional activities’ tions), the flexible variation of which in class pro- applying their knowledge in practice and obtai- – from the level of perception to the level of social vides an individual educational trajectory for stu- ning a clear understanding of where, how and for readiness to make mutual decisions; and the components of the course. To understand dents; what purposes this knowledge can be applied. – students acquire knowledge in the context of the structure of the subject, it is important to un- – use and further development of cognitive The concept of education is complex and mul- resolving future professional situations presented derstand the basic relationships within it. In order abilities of students, the disclosure of students’ re- tifaceted: it includes not only knowledge and in training in a didactically sound form, which for the learning outcome to be fruitful, training serves, which are inherent in their genetic inclina- skills, but also the ability to think critically, to eva- provides the conditions for the formation of not should be structured so that the result achieved in tions and holistic socio-cultural experience. luate historical and any other events in the world only cognitive, but also professional motivation, one step helps learning in the next steps and is Creating favourable educational psycho-hygie- from a highly moral standpoint, and to implement the personal meaning of the learning process; useful in future professional activities. The conti- nic and aesthetic conditions for training makes it the knowledge creatively. – students’ activity is both individual and joint nuity of training depends on the students’ mastery possible not only to optimise all training and cor- The integration of education, science and pro- collective in nature, which determines the formati- of the subject structure. rectly select and organise training material, but duction allows us to intensify the use of such on of business and moral qualities of the future Another promising way to improve the quality also to intensify students’ mental activity. teaching methods as problem lectures, practical specialist personality and allows everyone to per- of vocational training involves the creating of fa- Profession-oriented teaching technology is ai- exercises of a problem-search nature, business and form a teaching function in relation to other stu- vourable conditions in the learning process. The med not only at quantitative changes (more study heuristic games. dents; educational process, like the educational activities time, more training material, etc.), but, above all, The latest technical tools are becoming an in- – acquisition of experience in the use of educa- of students, should be emotionally saturated. The qualitative changes in the education system. Many dispensable link in vocationally oriented educational information as a means of regulating stu- emotional background that accompanies the study experts interpret it as the best way to implement tion in higher education. Information and commu- dent’s activity, which is increasingly becoming and assimilation of material and the development the trends of scientific and technological progress nication technologies based on personal compu- professional and ensures the conversion of this in- of skills, is of great importance. It can contribute to (Dmitrenko, 2009). The result of teaching a foreign ters are gaining recognition. formation into a means of professional activity, increasing the working capacity of students or vice language using profession-oriented technology is Many countries associate the future with achie- into knowledge itself as a personal asset of a future versa to reduce it, to influence the memorisation embodied in the students’ mastery of professional vements in the field of scientific and technological specialist. of educational material, facilitating it or not. Emo- and communicative competence, their ability to progress, especially in the field of information and We believe that there are three main ways to tionally coloured knowledge, as the knowledge actively and creatively participate in communicati- communication training technologies, primarily, improve the quality of vocational training in hig- that is acquired independently, permanently settles on on the subject under study. information and computer support for training her education. One of them is the students’ appli- in memory and becomes very strong. Lasting The strategic direction of enhancing the effici- courses. Some authors suggest that with the deve- cation of learning outcomes in their future profes- knowledge also becomes the knowledge that is ency and quality of education today is not only in- lopment of new information technologies there sional activities. For this, the teaching of any sub- applied in practical activities. creasing the amount of information transmitted in will be no need for books, and laptops will replace ject in a university should be carried out in the Proponents of this way of intensifying the pro- the learning process, but also creating didactic and paper and pencil, both in schools and in industry context of the future profession of students – this is cess of future specialists’ training widely use in psychological conditions for understanding it. and commerce (Tomlinson & Jarvis, 2014). the way to generalise the acquired knowledge and their arsenal the following (Imbernon et al., 2020): It seems that the quality of mastering the sub- Today, computer literacy can significantly in- skills. – the Internet that creates a global educational ject depends not only on the abilities of the crease a person’s intellectual abilities, contribute Another way to increase the effectiveness of vo- and developing environment in which the future trainees, but also on the scientifically developed to making optimal decisions in the most difficult cational training in the higher education system is generations will not only communicate, but also system of teaching this subject. In this regard, cur- situations, and to a certain extent expand the pros- to provide students with a clear understanding of build professional and personal relationships, effi- rently, among the problems associated with impro- pects for the development of the economy and the basic structure of the course of the subject un- ciently positioning their interests and representing ving the quality of professional training of future technology, science and culture. Knowing the ca- der study, its theoretical and practical significance, themselves; teachers, specialists highlight psychological issues. pabilities of a personal computer and the ability to

10 Training, Language and Culture rudn.tlcjournal.org Training, Language and Culture 11 Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Profession-oriented training of foreign language teachers in modern conditions Volume 4 Issue 1, 2020, pp. 8-21 doi: 10.22363/2521-442X-2020-4-1-8-21 by Tatiana A. Dmitrenko and Olga A. Kadilina use it are included in the concept of general com- developing global thinking in a personality, crea- The rhythmic and melodised language material puter literacy, which is becoming a necessary ting motivation for lifelong learning, developing performs an important educational and suggestive ‘The rhythmic and melodised language component of modern general cultural training. students’ self-control skills and easy achievement task: it is easily assimilated by students and is firm- material performs an important In this study, the development of profession-ori- of the state of ‘concentrated psychorelaxation’, ly imprinted in their memory, as the musical ac- educational and suggestive task: it is ented training is discussed at a conceptual level, and overcoming the difficulties of communication; companiment provides a vivid, imaginative, and which helps identify the main guidelines, under- – in the comprehensive development of all re- emotionally coloured perception of the material in easily assimilated by students and is firmly stand pedagogical experience and the conditions serves of a personality. a foreign language and thereby its subconscious imprinted in their memory, as the musical for achieving goals and objectives. The review A profession-oriented technology for teaching a memorisation. The song cycle allows perfectly il- accompaniment provides a vivid, analysis of leading research in the field of profes- foreign language by activating the capabilities of lustrating lexical and grammatical material and it sional training for future specialists showed that ef- an individual and a team is based on the active fixes it with the help of sounding melodies. The imaginative, and emotionally coloured fectiveness increase in professional and pedagogi- use of psychological and socio-psychological ca- musical component in the content of teaching a perception of the material in a foreign cal training for future teachers in higher education pabilities of the individual in the team (Roberts, foreign language helps effectively address a whole language and thereby its subconscious is possible only if creative approaches prevail in 2016). This way of profession-oriented training is series of tasks in the educational process at once: memorisation’ the students’ activity at all stages of the educatio- based on the following principles: to stimulate foreign language communication, to nal process. – collective interaction; motivate a positive attitude towards the given sub- of the need and the conscious need finds itself in Profession-oriented technologies in higher pe- – personality-oriented communication; ject, to illustrate the content of a text, to acquaint the subject of educational activity, i.e. in the assi- dagogical schools should meet the following re- – role organisation of the educational process; students with the musical culture of the country of milation of the studied subject. quirements: individualisation and differentiation, – concentration in the organisation of educatio- the language, etc. The coincidence of motive and goal gives the professionalisation, deeper insight into creative re- nal material and educational process; Each of the researchers listed above has contri- activity a reasonable meaning and makes this ac- search studies, computerisation, the use of various – multifunctional exercises. buted to the study of the theoretical and methodo- tivity effective. They study a subject intensively forms, methods and means of activating educatio- A profession-oriented technology for teaching a logical foundations of profession-oriented teaching and qualitatively only when it is needed, and this nal process, etc. foreign language based on an emotional-semantic technologies. Thus, the following main characte- need is recognised. The very organisation of pro- context is focused on an emotional-semantic ap- ristics, which have developed in educational theo- fession-oriented training in modern forms of its im- 3. STUDY AND RESULTS proach aimed at practical mastery of a foreign lan- ry and practice, are inherent in the new direction plementation contributes to the strengthening of This study will consider various ways to impro- guage (Matsuda, 2017). With such training, the of future specialists’ vocational training: appeal to this need. ve the quality of vocational training of future spe- following scheme operates: reality – meaning – the student’s intellectual and personal reserves; ac- A feature of profession-oriented technologies cialists in the field of foreign languages, which sounding speech – knowledge – language. tivation of cognitive processes (especially memo- for teaching students of higher pedagogical have become profession-oriented training origins, Unlike others, the profession-oriented technolo- ry); positive impact on the emotional sphere; fati- schools is also the creation of high mental activity as they are of specific professional interest for for- gy for teaching foreign languages to scientific em- gue removal and the creation of the ‘effect of rest’ among students. Active mental work is caused by eign language teachers. ployees (the so-called ‘immersion method’) is a fo- in the classroom; psychotherapeutic effects – miti- a problem situation, the solution of mental tasks. A The suggestive way of a profession-oriented cused, controlled, accelerated process of teaching gation of aggressive tendencies, optimisation of so- distinctive feature of such profession-oriented technology for training specialists in the field of a foreign oral speech in the environment of the lan- cial adaptation processes. teaching technology is also the dominance of un- foreign language is founded on three main princi- guage under study artificially created and maintai- Profession-oriented educational technology in conscious over conscious memorisation and the ples – joy and relaxedness in the training process, ned throughout the course, the environment as the current sense implies a rather high concentrati- predominance of awareness of the content plane the unity of the conscious and subconscious, and close to reality as possible (Freeman, 2016). on of training. Concentration favourably affects over the formal one. the presence of a suggestive connection between ‘Immersion’ is provided by the training system, those aspects of educational activity that require Thus, at present, the psychological feature of the teacher and the student – formed a substantial including goals, conditions, content, principles, concentration when entering a situation. These as- profession-oriented training is, on the one hand, a basis for the subsequent development of this direc- means and methods of training. In creating an at- pects of educational activity are characterised by clear organisation of educational material and tion by many researchers (Canals & Al-Rawash- mosphere of high emotional mood in the educa- the need for continuous reinforcement; provide educational activities of students and, on the other deh, 2019). The proposed type of educational pro- tional process using the immersion technique, a greater flexibility in behaviour in the future by co- hand, the correct distribution in the concentration cess helps solve new problems, the essence of special role is assigned to the song cycle. In additi- vering the entire system. In the conditions of pro- system of educational activities, the correct organi- which is: on to the general aesthetic purpose, musical visua- fession-oriented training, this problem is solved in sation of trusting relationships, through which the – in accelerated learning of new material at a lisation in teaching a foreign language via this a new way, because here a distribution in the con- student is aware of and comprehends (with the creative level; technology is an effective means of psychothera- centration system is formed. A specific feature of help of a teacher) educational material and a ge- – in an accelerated educational effect, moving peutic influence for relaxation or, conversely, en- profession-oriented teaching technologies is the nuine communication situation, in which the mas- simultaneously in the following four directions – hancement of emotional activity. presence of an urgent need. Each student is aware tery of a subject, a foreign language in particular,

12 Training, Language and Culture rudn.tlcjournal.org Training, Language and Culture 13 Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Profession-oriented training of foreign language teachers in modern conditions Volume 4 Issue 1, 2020, pp. 8-21 doi: 10.22363/2521-442X-2020-4-1-8-21 by Tatiana A. Dmitrenko and Olga A. Kadilina use it are included in the concept of general com- developing global thinking in a personality, crea- The rhythmic and melodised language material puter literacy, which is becoming a necessary ting motivation for lifelong learning, developing performs an important educational and suggestive ‘The rhythmic and melodised language component of modern general cultural training. students’ self-control skills and easy achievement task: it is easily assimilated by students and is firm- material performs an important In this study, the development of profession-ori- of the state of ‘concentrated psychorelaxation’, ly imprinted in their memory, as the musical ac- educational and suggestive task: it is ented training is discussed at a conceptual level, and overcoming the difficulties of communication; companiment provides a vivid, imaginative, and which helps identify the main guidelines, under- – in the comprehensive development of all re- emotionally coloured perception of the material in easily assimilated by students and is firmly stand pedagogical experience and the conditions serves of a personality. a foreign language and thereby its subconscious imprinted in their memory, as the musical for achieving goals and objectives. The review A profession-oriented technology for teaching a memorisation. The song cycle allows perfectly il- accompaniment provides a vivid, analysis of leading research in the field of profes- foreign language by activating the capabilities of lustrating lexical and grammatical material and it sional training for future specialists showed that ef- an individual and a team is based on the active fixes it with the help of sounding melodies. The imaginative, and emotionally coloured fectiveness increase in professional and pedagogi- use of psychological and socio-psychological ca- musical component in the content of teaching a perception of the material in a foreign cal training for future teachers in higher education pabilities of the individual in the team (Roberts, foreign language helps effectively address a whole language and thereby its subconscious is possible only if creative approaches prevail in 2016). This way of profession-oriented training is series of tasks in the educational process at once: memorisation’ the students’ activity at all stages of the educatio- based on the following principles: to stimulate foreign language communication, to nal process. – collective interaction; motivate a positive attitude towards the given sub- of the need and the conscious need finds itself in Profession-oriented technologies in higher pe- – personality-oriented communication; ject, to illustrate the content of a text, to acquaint the subject of educational activity, i.e. in the assi- dagogical schools should meet the following re- – role organisation of the educational process; students with the musical culture of the country of milation of the studied subject. quirements: individualisation and differentiation, – concentration in the organisation of educatio- the language, etc. The coincidence of motive and goal gives the professionalisation, deeper insight into creative re- nal material and educational process; Each of the researchers listed above has contri- activity a reasonable meaning and makes this ac- search studies, computerisation, the use of various – multifunctional exercises. buted to the study of the theoretical and methodo- tivity effective. They study a subject intensively forms, methods and means of activating educatio- A profession-oriented technology for teaching a logical foundations of profession-oriented teaching and qualitatively only when it is needed, and this nal process, etc. foreign language based on an emotional-semantic technologies. Thus, the following main characte- need is recognised. The very organisation of pro- context is focused on an emotional-semantic ap- ristics, which have developed in educational theo- fession-oriented training in modern forms of its im- 3. STUDY AND RESULTS proach aimed at practical mastery of a foreign lan- ry and practice, are inherent in the new direction plementation contributes to the strengthening of This study will consider various ways to impro- guage (Matsuda, 2017). With such training, the of future specialists’ vocational training: appeal to this need. ve the quality of vocational training of future spe- following scheme operates: reality – meaning – the student’s intellectual and personal reserves; ac- A feature of profession-oriented technologies cialists in the field of foreign languages, which sounding speech – knowledge – language. tivation of cognitive processes (especially memo- for teaching students of higher pedagogical have become profession-oriented training origins, Unlike others, the profession-oriented technolo- ry); positive impact on the emotional sphere; fati- schools is also the creation of high mental activity as they are of specific professional interest for for- gy for teaching foreign languages to scientific em- gue removal and the creation of the ‘effect of rest’ among students. Active mental work is caused by eign language teachers. ployees (the so-called ‘immersion method’) is a fo- in the classroom; psychotherapeutic effects – miti- a problem situation, the solution of mental tasks. A The suggestive way of a profession-oriented cused, controlled, accelerated process of teaching gation of aggressive tendencies, optimisation of so- distinctive feature of such profession-oriented technology for training specialists in the field of a foreign oral speech in the environment of the lan- cial adaptation processes. teaching technology is also the dominance of un- foreign language is founded on three main princi- guage under study artificially created and maintai- Profession-oriented educational technology in conscious over conscious memorisation and the ples – joy and relaxedness in the training process, ned throughout the course, the environment as the current sense implies a rather high concentrati- predominance of awareness of the content plane the unity of the conscious and subconscious, and close to reality as possible (Freeman, 2016). on of training. Concentration favourably affects over the formal one. the presence of a suggestive connection between ‘Immersion’ is provided by the training system, those aspects of educational activity that require Thus, at present, the psychological feature of the teacher and the student – formed a substantial including goals, conditions, content, principles, concentration when entering a situation. These as- profession-oriented training is, on the one hand, a basis for the subsequent development of this direc- means and methods of training. In creating an at- pects of educational activity are characterised by clear organisation of educational material and tion by many researchers (Canals & Al-Rawash- mosphere of high emotional mood in the educa- the need for continuous reinforcement; provide educational activities of students and, on the other deh, 2019). The proposed type of educational pro- tional process using the immersion technique, a greater flexibility in behaviour in the future by co- hand, the correct distribution in the concentration cess helps solve new problems, the essence of special role is assigned to the song cycle. In additi- vering the entire system. In the conditions of pro- system of educational activities, the correct organi- which is: on to the general aesthetic purpose, musical visua- fession-oriented training, this problem is solved in sation of trusting relationships, through which the – in accelerated learning of new material at a lisation in teaching a foreign language via this a new way, because here a distribution in the con- student is aware of and comprehends (with the creative level; technology is an effective means of psychothera- centration system is formed. A specific feature of help of a teacher) educational material and a ge- – in an accelerated educational effect, moving peutic influence for relaxation or, conversely, en- profession-oriented teaching technologies is the nuine communication situation, in which the mas- simultaneously in the following four directions – hancement of emotional activity. presence of an urgent need. Each student is aware tery of a subject, a foreign language in particular,

12 Training, Language and Culture rudn.tlcjournal.org Training, Language and Culture 13 Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Profession-oriented training of foreign language teachers in modern conditions Volume 4 Issue 1, 2020, pp. 8-21 doi: 10.22363/2521-442X-2020-4-1-8-21 by Tatiana A. Dmitrenko and Olga A. Kadilina is determined by meeting the need to find a means tatively: the goal of cognition and the form it takes ning of future specialists in the higher education and a way to express one’s thoughts. ‘Therefore, the main thing for teachers is turns into a means of cognition. system (including individualisation and differentia- Profession-oriented training in general should to build the educational process in such a The transition from a monologue to dialogue in tion, further professionalisation, intensifying the be defined as a creative educational process, in way as to teach students to think, pedagogical activity is a definite form of manifes- creative search work of students, computerisation, which a large amount of educational information tation of the humanisation of the process of trai- the use of various forms, methods and means of is assimilated at the highest possible quality level understand, find, solve, prove, reason, ning and education. Adaptation of the learning enhancing the learning process, the hygiene of using the student’s personality reserves. It is possi- seek confirmation, etc.’ process to the individuality of each student should academic work, humanisation of educational ac- ble only with the creative influence of the occur through a thorough study of their natural tivities, etc.) shows that profession-oriented trai- teacher’s personality and under favourable condi- into a hidden dialogue, involving the considerati- data and the development of the necessary abili- ning technology is based on the use of the latest tions for learning, with no fatigue or overload. The on of the problem from different points of view. ties for the qualitative mastering of the subject. achievements of didactics, psychology, computer learning process in this case is much faster and re- In modern didactics, the debatable principle of The humanistic purpose of education requires a science, cybernetics, and a number of other scien- quires less labour effort both for the teacher and presenting material has entered the practice of review and its content. It should include not only ces. This process includes such terms as purpose- students (Dmitrenko, 2009). teaching various subjects in the form of problem- the latest scientific and technical information, but fulness of training, accelerating the pace of educa- New profession-oriented technologies used in solving based learning, when the teacher offers a also humanitarian, personally developing know- tional activities, developing the skills of academic training future foreign language teachers in the initial data so that students can find a solution to a ledge and skills, experience in creative activity, an work, use of new technical means, etc. higher education system are expressed: particular issue in the process of self-searching. emotional-value attitude to the world and a person Almost all new profession-oriented teaching – in the methodically rational organisation of Today, it seems that students should receive know- in it, and a system of moral and ethical feelings technologies are designed only on the basis of classes, in which every minute of study time ledge in foreign language classes on a communi- that determine people’s behaviour in diverse life practical experience and, in most cases, are tradi- should be used productively to achieve the goals; cative basis, i.e. the teacher’s task is to turn situations. tional teaching technologies with the introduction – in the communicative orientation of the entire learning into interesting communication on the The emergence of the problem of profession- of various innovations in the latter. It follows from learning process, the motivation of students’ subject of the academic discipline. oriented teaching technology of a new generation this that theoretical studies of profession-oriented speech activity, the necessary emotionally colou- The highest emotional tone of the audience and is associated with the introduction of innovations training technologies for future specialists lag far red atmosphere; emotional involvement in the educational process in the educational process at universities. A system behind the results achieved by many years of prac- – in the variety of methods and forms of work ensures the implementation of the installation for of quality training of future specialists for creative tical experience. Therefore, the design of professi- used in view of the individual characteristics of the disclosure of the student’s personality reserves. and inventive activity, especially in the field of in- on-oriented teaching technologies for any educa- students, the type of activity, the nature of the ma- The most progressive-minded teachers are trying tercultural communication, is impossible without tional subject should be preceded by a systematic terial and the level of knowledge, methodological- to find new ways to ‘revive’ the educational pro- the use of modern technical means. This is due to approach to the learning process, especially in ly appropriate combination of frontal and indivi- cess, widely attracting students to active creative an increase in the volume of creative work that in- terms of predicting the further improvement of this dual forms of work; work, using various forms of explanation of educa- creases the amount of information processed at the process. – in the widespread use of modern technical tional material. It is about giving the educational same time. Here is a brief description of some profession- means that are organically included in the learning activity non-standard, original techniques that en- Modern technical means providing a qualitati- oriented educational technologies. process where they can give the maximum effect hance the activities of students, increase interest in ve breakthrough in improving the quality of stu- Problem-solving based training is a modern, compared to ‘non-technical means’; knowledge, nurture inquiring thoughts and enthu- dents’ educational activities; significantly expan- highly effective profession-oriented teaching tech- – in the introduction of intensive educational siasm, while at the same time ensuring speedy me- ding the possibilities of accumulating and presen- nology that yields great results in creating motivat- technologies in teaching practice in all cases whe- morisation, understanding and assimilation of the ting information for educational and research ac- ing learning activities, which assumes a sequence re they can intensify and individualise the learning educational material, taking into account the indi- tivities; and contributing to the formation of the of immersion of students in the critical analysis process. vidual abilities of students. students’ reflection on their activities. All professi- and resolution of problems. Scholars emphasise Therefore, the main thing for teachers is to To increase the effectiveness of profession-ori- on-oriented training technologies should be based the importance of problem-solving based learning build the educational process in such a way as to ented technology for teaching any subject, inclu- on the following principles: scientific; systematic; for the personal development of students: ‘Pro- teach students to think, understand, find, solve, ding a foreign language, it is necessary to think not connection of theory with practice; co-creation by blem-solving based learning is designed to incor- prove, reason, seek confirmation, etc. An im- only about revision, but also about ways of pre- teacher and students; trust in the creative powers porate psychological mechanisms; the claim is to portant feature of qualified teachers of a foreign senting educational material, about the organisati- and abilities of students; unity of the intuitive and obtain a positive result independently and develop language is that their messages contain a large on of educational activities and about the formati- the logical, conscious and unconscious, concrete cognitive motivation, self-regulation aimed at un- number of interrogative phrases that place students on of cognitive interests. It is important that the and abstract, rational and emotional, etc. derstanding and managing one’s own actions, and in problematic situations that activate their thin- educational material itself should be interesting, A brief analysis of some promising modern forming an internal need to overcome cognitive king. In this case, the teacher’s monologue turns and then the process of mastering it changes quali- ways to improve the quality of professional trai- difficulties; the development of self-esteem; the

14 Training, Language and Culture rudn.tlcjournal.org Training, Language and Culture 15 Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Profession-oriented training of foreign language teachers in modern conditions Volume 4 Issue 1, 2020, pp. 8-21 doi: 10.22363/2521-442X-2020-4-1-8-21 by Tatiana A. Dmitrenko and Olga A. Kadilina is determined by meeting the need to find a means tatively: the goal of cognition and the form it takes ning of future specialists in the higher education and a way to express one’s thoughts. ‘Therefore, the main thing for teachers is turns into a means of cognition. system (including individualisation and differentia- Profession-oriented training in general should to build the educational process in such a The transition from a monologue to dialogue in tion, further professionalisation, intensifying the be defined as a creative educational process, in way as to teach students to think, pedagogical activity is a definite form of manifes- creative search work of students, computerisation, which a large amount of educational information tation of the humanisation of the process of trai- the use of various forms, methods and means of is assimilated at the highest possible quality level understand, find, solve, prove, reason, ning and education. Adaptation of the learning enhancing the learning process, the hygiene of using the student’s personality reserves. It is possi- seek confirmation, etc.’ process to the individuality of each student should academic work, humanisation of educational ac- ble only with the creative influence of the occur through a thorough study of their natural tivities, etc.) shows that profession-oriented trai- teacher’s personality and under favourable condi- into a hidden dialogue, involving the considerati- data and the development of the necessary abili- ning technology is based on the use of the latest tions for learning, with no fatigue or overload. The on of the problem from different points of view. ties for the qualitative mastering of the subject. achievements of didactics, psychology, computer learning process in this case is much faster and re- In modern didactics, the debatable principle of The humanistic purpose of education requires a science, cybernetics, and a number of other scien- quires less labour effort both for the teacher and presenting material has entered the practice of review and its content. It should include not only ces. This process includes such terms as purpose- students (Dmitrenko, 2009). teaching various subjects in the form of problem- the latest scientific and technical information, but fulness of training, accelerating the pace of educa- New profession-oriented technologies used in solving based learning, when the teacher offers a also humanitarian, personally developing know- tional activities, developing the skills of academic training future foreign language teachers in the initial data so that students can find a solution to a ledge and skills, experience in creative activity, an work, use of new technical means, etc. higher education system are expressed: particular issue in the process of self-searching. emotional-value attitude to the world and a person Almost all new profession-oriented teaching – in the methodically rational organisation of Today, it seems that students should receive know- in it, and a system of moral and ethical feelings technologies are designed only on the basis of classes, in which every minute of study time ledge in foreign language classes on a communi- that determine people’s behaviour in diverse life practical experience and, in most cases, are tradi- should be used productively to achieve the goals; cative basis, i.e. the teacher’s task is to turn situations. tional teaching technologies with the introduction – in the communicative orientation of the entire learning into interesting communication on the The emergence of the problem of profession- of various innovations in the latter. It follows from learning process, the motivation of students’ subject of the academic discipline. oriented teaching technology of a new generation this that theoretical studies of profession-oriented speech activity, the necessary emotionally colou- The highest emotional tone of the audience and is associated with the introduction of innovations training technologies for future specialists lag far red atmosphere; emotional involvement in the educational process in the educational process at universities. A system behind the results achieved by many years of prac- – in the variety of methods and forms of work ensures the implementation of the installation for of quality training of future specialists for creative tical experience. Therefore, the design of professi- used in view of the individual characteristics of the disclosure of the student’s personality reserves. and inventive activity, especially in the field of in- on-oriented teaching technologies for any educa- students, the type of activity, the nature of the ma- The most progressive-minded teachers are trying tercultural communication, is impossible without tional subject should be preceded by a systematic terial and the level of knowledge, methodological- to find new ways to ‘revive’ the educational pro- the use of modern technical means. This is due to approach to the learning process, especially in ly appropriate combination of frontal and indivi- cess, widely attracting students to active creative an increase in the volume of creative work that in- terms of predicting the further improvement of this dual forms of work; work, using various forms of explanation of educa- creases the amount of information processed at the process. – in the widespread use of modern technical tional material. It is about giving the educational same time. Here is a brief description of some profession- means that are organically included in the learning activity non-standard, original techniques that en- Modern technical means providing a qualitati- oriented educational technologies. process where they can give the maximum effect hance the activities of students, increase interest in ve breakthrough in improving the quality of stu- Problem-solving based training is a modern, compared to ‘non-technical means’; knowledge, nurture inquiring thoughts and enthu- dents’ educational activities; significantly expan- highly effective profession-oriented teaching tech- – in the introduction of intensive educational siasm, while at the same time ensuring speedy me- ding the possibilities of accumulating and presen- nology that yields great results in creating motivat- technologies in teaching practice in all cases whe- morisation, understanding and assimilation of the ting information for educational and research ac- ing learning activities, which assumes a sequence re they can intensify and individualise the learning educational material, taking into account the indi- tivities; and contributing to the formation of the of immersion of students in the critical analysis process. vidual abilities of students. students’ reflection on their activities. All professi- and resolution of problems. Scholars emphasise Therefore, the main thing for teachers is to To increase the effectiveness of profession-ori- on-oriented training technologies should be based the importance of problem-solving based learning build the educational process in such a way as to ented technology for teaching any subject, inclu- on the following principles: scientific; systematic; for the personal development of students: ‘Pro- teach students to think, understand, find, solve, ding a foreign language, it is necessary to think not connection of theory with practice; co-creation by blem-solving based learning is designed to incor- prove, reason, seek confirmation, etc. An im- only about revision, but also about ways of pre- teacher and students; trust in the creative powers porate psychological mechanisms; the claim is to portant feature of qualified teachers of a foreign senting educational material, about the organisati- and abilities of students; unity of the intuitive and obtain a positive result independently and develop language is that their messages contain a large on of educational activities and about the formati- the logical, conscious and unconscious, concrete cognitive motivation, self-regulation aimed at un- number of interrogative phrases that place students on of cognitive interests. It is important that the and abstract, rational and emotional, etc. derstanding and managing one’s own actions, and in problematic situations that activate their thin- educational material itself should be interesting, A brief analysis of some promising modern forming an internal need to overcome cognitive king. In this case, the teacher’s monologue turns and then the process of mastering it changes quali- ways to improve the quality of professional trai- difficulties; the development of self-esteem; the

14 Training, Language and Culture rudn.tlcjournal.org Training, Language and Culture 15 Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Profession-oriented training of foreign language teachers in modern conditions Volume 4 Issue 1, 2020, pp. 8-21 doi: 10.22363/2521-442X-2020-4-1-8-21 by Tatiana A. Dmitrenko and Olga A. Kadilina formation of a positive attitude towards the pro- Profession-oriented teaching technologies of a The use of profession-oriented technology, cess of cognition’ (Moust et al., 2019, p. 94). ‘As for the goals of education, they are new generation are aimed at: which involves the optimal combination of the The technology of full assimilation as a profes- largely determined by social conditions, – reorienting the goals of higher professional most promising technologies, has the following ef- sion-oriented teaching technology assumes that as teaching technologies depend on the education aimed at the development of personal fect. It ensures the effectiveness of the develop- learner’s abilities are determined not under avera- abilities; ment of the subject taught; it allows a reduction ge conditions, but under optimally selected condi- goals that society sets before education’ – updating the content of education; training time; it frees students from heavy loads of tions for a given student, therefore an adaptive – optimising the teaching process, focused on homework; it not only eliminates extreme levels of training system is required, allowing all students to effective verbal way of transferring knowledge and achieving the goals of training highly qualified fatigue, but also, on the contrary, leads to a feeling fully master the programme material. This requires education (according to psychologists, a student specialists with little effort on the part of educators of emotional and physical comfort. It has an em- a complete reorganisation of the traditional class- assimilates no more than 36% of the information and students and at the same time achieving not phasised psychological effect. lesson system, setting for all students the same stu- ‘from the words’); only high-quality knowledge, skills, but also deve- The analysis of various models of concentrated dy time, content, working conditions, but having – the possibility of designing a technological loping professional and creative work experience; learning as a component of a profession-oriented mixed results in the output (Rochebois, 2019). chain of procedures, methods, organisational – shifting emphasis from the teaching process training technology allows us to identify common The concept of full mastery sets a uniform level forms of interaction between students and the to the self-learning process of future specialists. features of the technology itself, which include: for students to master knowledge and skills, but teacher, providing guaranteed learning outcomes In the design of profession-oriented teaching – variety of complementary forms of educatio- makes time, methods, forms, and working conditi- and reducing the negative consequences of the technologies it is advisable to move from the bea- nal activity; ons variable for each student. The key concept of work of unskilled teachers. ten track (experiment – design – testing – theory) – group and individual forms of training; this technology is the stages (criteria) of complete Thus, learning technology is understood as the to the new trajectory (theory – design – adjusting – – cooperation of the teacher and students; assimilation, i.e. the planned learning outcomes theoretical project of pedagogical management of refinement to meet modern practice requirements). – integrity of the perception of information by that all students must achieve. educational activities and the system of necessary Profession-oriented teach-ing technologies in hig- students; Multilevel learning technology as an option for tools to ensure the functioning of the pedagogical her education are not a ‘frozen scheme’ of the – integrity of knowledge; saving study time; profession-oriented learning technology is based system in accordance with the set goals of educati- educational process, not a combination of ready- – the possibility of in-depth subject study; on the level differentiation of students and their on and students’ development. made templates and stereotypes, but a lively crea- – comfortable learning; features. At the same time, various student inclina- As for the goals of education, they are largely tive process of solving numerous problems of trai- – teachers using profession-oriented teaching tions, motives, temperament characteristics, thin- determined by social conditions, as teaching tech- ning future specialists, based on classical didactics technologies in their work with the ability to syste- king and memory properties, emotionality, and nologies depend on the goals that society sets be- and being its practical continuation. matically view the material and be fluent in va- learning abilities, etc. need consideration. fore education. An important task of teaching tech- We consider profession-oriented teaching tech- rious forms of educational work; The flows of students are divided into mobile nologies is to design, together with students, the nology in the system of higher professional educa- – rhythmic building of the educational process and relatively homogeneous, each of the groups teaching technology that correlates with the corre- tion as a system of psychological, general pedago- during the day, week, academic period, and aca- masters the material in various educational fields sponding educational purpose. When developing gical, didactic procedures for the interaction of demic year; at the following levels: minimal (state standard), educational technologies in the system of higher teachers and students, considering their abilities – development of educational and methodolo- basic, and variative. professional education, it is necessary to proceed and inclinations, aimed at implementing the con- gical support for a particular subject and experi- The pedagogical technology of modular trai- from the fact that the goal of improving the educa- tent, methods, forms and means of training that are mental verification of the impact of various means ning represents a profession-oriented training tech- tional technologies in this system is to train specia- adequate to the goals of education, future activi- on the effectiveness of training. nology that makes it possible to implement funda- lists of a new type who can increase the prestige of ties and professionally important qualities of spe- The possibility of simultaneous impact on the mental changes. The new paradigm is that stu- the country they work in. cialists – future teachers. The design of such pro- conscious and unconscious spheres of students’ dents must learn by themselves, while teachers are fession-oriented teaching technologies should be mental activity opens up great opportunities for responsible for motivational management; i.e. mo- 4. DISCUSSION carried out through the interaction of theory and mobilising brain reserves, in particular memory. tivate, organise, coordinate, advise, control (Cal- The teacher ensures the interconnection of all practice, a combination of individual and collec- We refer to the factor of students’ emotional sus- derón, 2018). The underlying reasons for the components of the educational process: the con- tive work, mentoring and self-education. The buil- ceptibility, the motivational factor and professional emergence and use of new profession-oriented tent of training and its capacity, methods, forms ding principles include the integration of training orientation factor as psychophysiological aspects training technologies are seen in: and means of training. This can explain the fact with science and industry; the professionally-crea- of great influence dealing with the ongoing pro- – the need to introduce a system-activity ap- that new profession-oriented technologies are ge- tive orientation of training; a personality teaching cess of training. proach to teaching in teaching methods; nerally developed based on the content of the ma- orientation; based on the development of the ex- Educational and methodological support factors – the need to motivate and intensify students’ terial of specific educational subjects and the tech- perience of future specialists’ self-education (Dmit- play the most important role in improving the qua- educational and cognitive activity, replace the in- nologies of their teaching. renko, 2009). lity of vocational training. They, in a scientifically

16 Training, Language and Culture rudn.tlcjournal.org Training, Language and Culture 17 Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Profession-oriented training of foreign language teachers in modern conditions Volume 4 Issue 1, 2020, pp. 8-21 doi: 10.22363/2521-442X-2020-4-1-8-21 by Tatiana A. Dmitrenko and Olga A. Kadilina formation of a positive attitude towards the pro- Profession-oriented teaching technologies of a The use of profession-oriented technology, cess of cognition’ (Moust et al., 2019, p. 94). ‘As for the goals of education, they are new generation are aimed at: which involves the optimal combination of the The technology of full assimilation as a profes- largely determined by social conditions, – reorienting the goals of higher professional most promising technologies, has the following ef- sion-oriented teaching technology assumes that as teaching technologies depend on the education aimed at the development of personal fect. It ensures the effectiveness of the develop- learner’s abilities are determined not under avera- abilities; ment of the subject taught; it allows a reduction ge conditions, but under optimally selected condi- goals that society sets before education’ – updating the content of education; training time; it frees students from heavy loads of tions for a given student, therefore an adaptive – optimising the teaching process, focused on homework; it not only eliminates extreme levels of training system is required, allowing all students to effective verbal way of transferring knowledge and achieving the goals of training highly qualified fatigue, but also, on the contrary, leads to a feeling fully master the programme material. This requires education (according to psychologists, a student specialists with little effort on the part of educators of emotional and physical comfort. It has an em- a complete reorganisation of the traditional class- assimilates no more than 36% of the information and students and at the same time achieving not phasised psychological effect. lesson system, setting for all students the same stu- ‘from the words’); only high-quality knowledge, skills, but also deve- The analysis of various models of concentrated dy time, content, working conditions, but having – the possibility of designing a technological loping professional and creative work experience; learning as a component of a profession-oriented mixed results in the output (Rochebois, 2019). chain of procedures, methods, organisational – shifting emphasis from the teaching process training technology allows us to identify common The concept of full mastery sets a uniform level forms of interaction between students and the to the self-learning process of future specialists. features of the technology itself, which include: for students to master knowledge and skills, but teacher, providing guaranteed learning outcomes In the design of profession-oriented teaching – variety of complementary forms of educatio- makes time, methods, forms, and working conditi- and reducing the negative consequences of the technologies it is advisable to move from the bea- nal activity; ons variable for each student. The key concept of work of unskilled teachers. ten track (experiment – design – testing – theory) – group and individual forms of training; this technology is the stages (criteria) of complete Thus, learning technology is understood as the to the new trajectory (theory – design – adjusting – – cooperation of the teacher and students; assimilation, i.e. the planned learning outcomes theoretical project of pedagogical management of refinement to meet modern practice requirements). – integrity of the perception of information by that all students must achieve. educational activities and the system of necessary Profession-oriented teach-ing technologies in hig- students; Multilevel learning technology as an option for tools to ensure the functioning of the pedagogical her education are not a ‘frozen scheme’ of the – integrity of knowledge; saving study time; profession-oriented learning technology is based system in accordance with the set goals of educati- educational process, not a combination of ready- – the possibility of in-depth subject study; on the level differentiation of students and their on and students’ development. made templates and stereotypes, but a lively crea- – comfortable learning; features. At the same time, various student inclina- As for the goals of education, they are largely tive process of solving numerous problems of trai- – teachers using profession-oriented teaching tions, motives, temperament characteristics, thin- determined by social conditions, as teaching tech- ning future specialists, based on classical didactics technologies in their work with the ability to syste- king and memory properties, emotionality, and nologies depend on the goals that society sets be- and being its practical continuation. matically view the material and be fluent in va- learning abilities, etc. need consideration. fore education. An important task of teaching tech- We consider profession-oriented teaching tech- rious forms of educational work; The flows of students are divided into mobile nologies is to design, together with students, the nology in the system of higher professional educa- – rhythmic building of the educational process and relatively homogeneous, each of the groups teaching technology that correlates with the corre- tion as a system of psychological, general pedago- during the day, week, academic period, and aca- masters the material in various educational fields sponding educational purpose. When developing gical, didactic procedures for the interaction of demic year; at the following levels: minimal (state standard), educational technologies in the system of higher teachers and students, considering their abilities – development of educational and methodolo- basic, and variative. professional education, it is necessary to proceed and inclinations, aimed at implementing the con- gical support for a particular subject and experi- The pedagogical technology of modular trai- from the fact that the goal of improving the educa- tent, methods, forms and means of training that are mental verification of the impact of various means ning represents a profession-oriented training tech- tional technologies in this system is to train specia- adequate to the goals of education, future activi- on the effectiveness of training. nology that makes it possible to implement funda- lists of a new type who can increase the prestige of ties and professionally important qualities of spe- The possibility of simultaneous impact on the mental changes. The new paradigm is that stu- the country they work in. cialists – future teachers. The design of such pro- conscious and unconscious spheres of students’ dents must learn by themselves, while teachers are fession-oriented teaching technologies should be mental activity opens up great opportunities for responsible for motivational management; i.e. mo- 4. DISCUSSION carried out through the interaction of theory and mobilising brain reserves, in particular memory. tivate, organise, coordinate, advise, control (Cal- The teacher ensures the interconnection of all practice, a combination of individual and collec- We refer to the factor of students’ emotional sus- derón, 2018). The underlying reasons for the components of the educational process: the con- tive work, mentoring and self-education. The buil- ceptibility, the motivational factor and professional emergence and use of new profession-oriented tent of training and its capacity, methods, forms ding principles include the integration of training orientation factor as psychophysiological aspects training technologies are seen in: and means of training. This can explain the fact with science and industry; the professionally-crea- of great influence dealing with the ongoing pro- – the need to introduce a system-activity ap- that new profession-oriented technologies are ge- tive orientation of training; a personality teaching cess of training. proach to teaching in teaching methods; nerally developed based on the content of the ma- orientation; based on the development of the ex- Educational and methodological support factors – the need to motivate and intensify students’ terial of specific educational subjects and the tech- perience of future specialists’ self-education (Dmit- play the most important role in improving the qua- educational and cognitive activity, replace the in- nologies of their teaching. renko, 2009). lity of vocational training. They, in a scientifically

16 Training, Language and Culture rudn.tlcjournal.org Training, Language and Culture 17 Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Profession-oriented training of foreign language teachers in modern conditions Volume 4 Issue 1, 2020, pp. 8-21 doi: 10.22363/2521-442X-2020-4-1-8-21 by Tatiana A. Dmitrenko and Olga A. Kadilina sound reasonable combination with each other, 5. The scientifically substantiated complex use died. One of the most significant trends in sentatives of this culture and has a positive impact psychophysiological factors and factors related to of a variety of technical means of training in the teaching a foreign language in the system of higher on achieving mutual understanding in the process the specifics of the subject under study, ensure the students’ mastering of a subject (foreign language) language education is the trend of co-study of lan- of communication and helps establish friendly re- achievement of the set goals in the shortest possi- has proved that with their help it is possible to set guage and culture with an emphasis on culture. lations between communicators. ble way and meet the requirements for specialists new educational tasks that could not be solved by At the present stage, language training in uni- Modern profession-oriented teaching technolo- in the current period of social development. other means. The effect of the technical means of versities is beginning to be delivered in the context gies allow us to gain experience in intercultural The influence of each of the effectiveness fac- training focusing on improving the quality of voca- of personal orientation and cultural dialogue. Its communication in the process of modelling cultu- tors of the profession-oriented training is obvious tional training of future foreign language teachers main goal is the language training of a competent ral space during the lesson. Practice-oriented com- and can be summed up in five arguments. becomes even more noticeable and tangible when specialist ready for professional and business communicative tasks aimed at the formation of intel- 1. The intensification of the educational pro- technical means of training are combined with munication in the framework of international co- lectual flexibility and tolerance towards foreign cess due to the predominant use of business and other means of educational and methodological operation. Comparison and analysis of facts and language speakers and their culture contribute to role-playing games is effective and economical at support. phenomena belonging to different cultures should the assimilation of new knowledge and the deve- the same time, since, as a rule, it does not require Profession-oriented technology absorbs every- be the main procedures for introducing students to lopment of skills and behaviours in a foreign cultu- heavy expenditure to acquire. Furthermore, the thing progressive in the development of psycholo- a new cultural reality. re environment. form of the game is closest to the real professional gy, pedagogy and other sciences. Thus, the society Nowadays, the theory of teaching a foreign lan- The knowledge and understanding of the simi- conditions of the future specialists. A system for as a whole is constantly being improved. guage focuses on the students’ active work in mas- larities and differences between the cultures of the determining the level of knowledge acquired by The main indicator of the quality of vocational tering the language. It fits into the ideas of develo- native country and the country of the language students is implemented in the process of conduc- training of a specialist in the field of intercultural ping education. Communication efficiency de- studied allow students to choose a style of beha- ting educational games, resolving problem situati- communication is the demand for a graduate in pends on many factors: knowledge of the viour in the process of intercultural communications, discussions, etc. and is carried out by the stu- the educational labour market. A competitive spe- language, communication conditions and culture, on, to critically assess the situation of communica- dents themselves together with the teacher as faci- cialist is an indicator of the quality of university etiquette rules, knowledge of non-verbal forms of tion, to adequately and respectfully treat others na- litator. training. The creation of optimal psychological expression (facial expressions, gestures), deep tional etiquette and to show interest in the culture 2. Game training allows you to design the edu- and pedagogical conditions for vocational training background knowledge that all representatives of a and history of the country (Liddicoat & Scarino, cational process of profession-oriented training as in the system of higher language education contri- given linguistic community are familiar with, etc. 2013). a set of games with different levels, purposes and butes to the preparation of a competitive specialist Preparation for intercultural interaction invol- The specificity of the foreign language studied complexity, with the only goal – to prepare highly who is fluent in his or her profession at the level of ves the development of a person’s intercultural and its culture becomes apparent when juxtapo- qualified specialists who meet all modern require- international standards (Alkheshnam, 2012). sensitivity (Ennis & Riley, 2018). The formation of sing languages and cultures, similarly as one’s na- ments and are able to complete their business du- One of the goals of university language training a tolerant attitude provides the recognition of tho- tive culture is revealed in comparison with a for- ties after graduation at a professional level. today is to build students’ readiness for intercultu- se features of a stranger and one’s own culture that eign one. 3. Educational games, by their nature and qua- ral communication and achieve a level of commu- may affect successful communication or good lan- Therefore, the ways for the future specialist in lity, most successfully and effectively interact with nicative competence that would ensure effective guage training. the field of intercultural communications to form psychophysiological and other factors of educatio- communication with native speakers of the lan- The student must be able to carry out intercul- and develop a value picture of the world involve nal and methodological support (technical means guage under study. tural communication in compliance with the teaching foreign language communication in the of training, music, artificially created environments From the standpoint of realising the ultimate norms or rules of speech behaviour adopted in the context of a dialogue of cultures, developing the characteristic of the subject under study) and fac- goal in preparing a competitive specialist, it is ad- country of the language under study. In this personality of students, and raising the need for tors related to the specifics of the subject. At the visable to talk about the formation of their inter- regard, the course of speech etiquette is an integral constant self-education as a means of socio-cultu- same time, the scientifically substantiated rea- cultural communicative competence, which inclu- part of the pedagogical training of a future specia- ral development of the world. sonable combination of the game factor with other des not only knowledge of language material but list. factors provides a significantly greater effect than observance of social norms of speech communica- An important part of speech etiquette is avo- 5. CONCLUSION the use of games in a ‘pure’, i.e. isolated form. tion, rules of speech behaviour typical of the re- iding the communicative taboos that are in force Profession-oriented technology in training a for- 4. The intensification of the process of teaching presentatives of a foreign language culture. in national communication, the prohibitions on eign language teacher in modern conditions is ai- a subject with technical teaching aids greatly faci- Today, interest in a foreign language as a reflec- the use of certain expressions or touching on cer- med at teaching intercultural interaction and in- litates the teacher’s achievement of the goal, to en- tion of sociocultural reality is sharply increasing, tain topics in different communicative situations volves sensory perception and interpretation of sure the proper quality of knowledge of the subject which accordingly makes it necessary to study a (Byram et al., 2013). cultural differences. Introducing students to inter- studied and the training of students, significantly holistic picture of the world, present in the cultural The desire to comply with the norms of a for- cultural differences in relationships with the repre- reducing the time of general training. tradition of one’s own people and the people stu- eign speech culture shows respect for the representatives of other cultures through situations that

18 Training, Language and Culture rudn.tlcjournal.org Training, Language and Culture 19 Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Profession-oriented training of foreign language teachers in modern conditions Volume 4 Issue 1, 2020, pp. 8-21 doi: 10.22363/2521-442X-2020-4-1-8-21 by Tatiana A. Dmitrenko and Olga A. Kadilina sound reasonable combination with each other, 5. The scientifically substantiated complex use died. One of the most significant trends in sentatives of this culture and has a positive impact psychophysiological factors and factors related to of a variety of technical means of training in the teaching a foreign language in the system of higher on achieving mutual understanding in the process the specifics of the subject under study, ensure the students’ mastering of a subject (foreign language) language education is the trend of co-study of lan- of communication and helps establish friendly re- achievement of the set goals in the shortest possi- has proved that with their help it is possible to set guage and culture with an emphasis on culture. lations between communicators. ble way and meet the requirements for specialists new educational tasks that could not be solved by At the present stage, language training in uni- Modern profession-oriented teaching technolo- in the current period of social development. other means. The effect of the technical means of versities is beginning to be delivered in the context gies allow us to gain experience in intercultural The influence of each of the effectiveness fac- training focusing on improving the quality of voca- of personal orientation and cultural dialogue. Its communication in the process of modelling cultu- tors of the profession-oriented training is obvious tional training of future foreign language teachers main goal is the language training of a competent ral space during the lesson. Practice-oriented com- and can be summed up in five arguments. becomes even more noticeable and tangible when specialist ready for professional and business communicative tasks aimed at the formation of intel- 1. The intensification of the educational pro- technical means of training are combined with munication in the framework of international co- lectual flexibility and tolerance towards foreign cess due to the predominant use of business and other means of educational and methodological operation. Comparison and analysis of facts and language speakers and their culture contribute to role-playing games is effective and economical at support. phenomena belonging to different cultures should the assimilation of new knowledge and the deve- the same time, since, as a rule, it does not require Profession-oriented technology absorbs every- be the main procedures for introducing students to lopment of skills and behaviours in a foreign cultu- heavy expenditure to acquire. Furthermore, the thing progressive in the development of psycholo- a new cultural reality. re environment. form of the game is closest to the real professional gy, pedagogy and other sciences. Thus, the society Nowadays, the theory of teaching a foreign lan- The knowledge and understanding of the simi- conditions of the future specialists. A system for as a whole is constantly being improved. guage focuses on the students’ active work in mas- larities and differences between the cultures of the determining the level of knowledge acquired by The main indicator of the quality of vocational tering the language. It fits into the ideas of develo- native country and the country of the language students is implemented in the process of conduc- training of a specialist in the field of intercultural ping education. Communication efficiency de- studied allow students to choose a style of beha- ting educational games, resolving problem situati- communication is the demand for a graduate in pends on many factors: knowledge of the viour in the process of intercultural communications, discussions, etc. and is carried out by the stu- the educational labour market. A competitive spe- language, communication conditions and culture, on, to critically assess the situation of communica- dents themselves together with the teacher as faci- cialist is an indicator of the quality of university etiquette rules, knowledge of non-verbal forms of tion, to adequately and respectfully treat others na- litator. training. The creation of optimal psychological expression (facial expressions, gestures), deep tional etiquette and to show interest in the culture 2. Game training allows you to design the edu- and pedagogical conditions for vocational training background knowledge that all representatives of a and history of the country (Liddicoat & Scarino, cational process of profession-oriented training as in the system of higher language education contri- given linguistic community are familiar with, etc. 2013). a set of games with different levels, purposes and butes to the preparation of a competitive specialist Preparation for intercultural interaction invol- The specificity of the foreign language studied complexity, with the only goal – to prepare highly who is fluent in his or her profession at the level of ves the development of a person’s intercultural and its culture becomes apparent when juxtapo- qualified specialists who meet all modern require- international standards (Alkheshnam, 2012). sensitivity (Ennis & Riley, 2018). The formation of sing languages and cultures, similarly as one’s na- ments and are able to complete their business du- One of the goals of university language training a tolerant attitude provides the recognition of tho- tive culture is revealed in comparison with a for- ties after graduation at a professional level. today is to build students’ readiness for intercultu- se features of a stranger and one’s own culture that eign one. 3. Educational games, by their nature and qua- ral communication and achieve a level of commu- may affect successful communication or good lan- Therefore, the ways for the future specialist in lity, most successfully and effectively interact with nicative competence that would ensure effective guage training. the field of intercultural communications to form psychophysiological and other factors of educatio- communication with native speakers of the lan- The student must be able to carry out intercul- and develop a value picture of the world involve nal and methodological support (technical means guage under study. tural communication in compliance with the teaching foreign language communication in the of training, music, artificially created environments From the standpoint of realising the ultimate norms or rules of speech behaviour adopted in the context of a dialogue of cultures, developing the characteristic of the subject under study) and fac- goal in preparing a competitive specialist, it is ad- country of the language under study. In this personality of students, and raising the need for tors related to the specifics of the subject. At the visable to talk about the formation of their inter- regard, the course of speech etiquette is an integral constant self-education as a means of socio-cultu- same time, the scientifically substantiated rea- cultural communicative competence, which inclu- part of the pedagogical training of a future specia- ral development of the world. sonable combination of the game factor with other des not only knowledge of language material but list. factors provides a significantly greater effect than observance of social norms of speech communica- An important part of speech etiquette is avo- 5. CONCLUSION the use of games in a ‘pure’, i.e. isolated form. tion, rules of speech behaviour typical of the re- iding the communicative taboos that are in force Profession-oriented technology in training a for- 4. The intensification of the process of teaching presentatives of a foreign language culture. in national communication, the prohibitions on eign language teacher in modern conditions is ai- a subject with technical teaching aids greatly faci- Today, interest in a foreign language as a reflec- the use of certain expressions or touching on cer- med at teaching intercultural interaction and in- litates the teacher’s achievement of the goal, to en- tion of sociocultural reality is sharply increasing, tain topics in different communicative situations volves sensory perception and interpretation of sure the proper quality of knowledge of the subject which accordingly makes it necessary to study a (Byram et al., 2013). cultural differences. Introducing students to inter- studied and the training of students, significantly holistic picture of the world, present in the cultural The desire to comply with the norms of a for- cultural differences in relationships with the repre- reducing the time of general training. tradition of one’s own people and the people stu- eign speech culture shows respect for the representatives of other cultures through situations that

enriching the educational process. A foreign lan- References ‘It is necessary to draw the attention of guage lesson is filled with new content, while stu- future specialists in intercultural dents develop a creative outlook and rational Akiba, M., Le Tendre, K. L., & Scribner, J. P. (2007). Ennis, M. J., & Riley, C. E. (Eds.). (2018). Practices in in- communication to the knowledge of working skills, which improve language acquisiti- Teacher quality, opportunity gap, and national tercultural language teaching and learning. Cam- on qualities. achievement in 46 countries. Educational Resear- bridge, UK: Cambridge Scholars Publishing. stereotypes that are important for The concept of a new type of training is guided cher, 36(7), 369-387. Doi: Freeman, D. (2016). Educating second language intercultural communication and allow by the competent model of a specialist in the field 10.3102/0013189X07308739 teachers. Oxford, UK: Oxford University Press. of intercultural communication in accordance Alkheshnam, A. (2012). Intercultural competence: Imbernon, F., Neto, A. S., & da Silva, A. C. (2020). Re- them to make assumptions about the Components and measurement. Surrey, UK: Uni- flections on knowledge in teacher training with modern requirements under new working versity of Surrey. through communities of practice. Revista Ibero- causes of failures and possible conditions. The introduction of advanced teaching consequences of theirs and other people’s Byram, M., Holmes, P., & Savvides, N. (Eds.). (2013). americana de Educacion, 82(1), 161-172. Doi: technologies into the educational process using Intercultural communicative competence in for- 10.35362/rie8213663 actions’ modern technical means best contributes to sol- eign language education: Questions of theory, Liddicoat, A. J., & Scarino, A. (2013). Intercultural lan- ving the problem of training a competitive specia- practice and research. Language Learning guage teaching and learning. Chichester, UK: occur differently in various cultures allows stu- list. Journal, 41(3), 251-253. Doi: John Wiley. dents to overcome the stereotypes of foreign lan- At the present stage, the main feature in foreign 10.1080/09571736.2013.836343 Matsuda, A. (Ed.). (2017). Preparing teachers to teach guage verbal behaviour and prepare the transfer of language teaching methods’ development is the Calderón, I. D. (2018). Language didactics and commu- English as an international language. Bristol, UK: knowledge to other situations. Ignoring cultural transformation of the linguistic-educational para- nication: Research field and teacher training. Pra- Multilingual Matters. differences hinders the establishment of fruitful re- digm from communicative to intercultural. This xis & Saber, 9(21), 151-178. Doi: Moust, J., Bouhuijs, P., & Schmidt, H. (2019). Introduc- lationships between communicators. change is caused, among other things, by the use 10.19053/22160159.v9.n21.2018.7174 tion to problem-based learning. London, UK: It is necessary to draw the attention of future of computer programmes of various types Canals, L., & Al-Rawashdeh, A. (2019). Teacher trai- Routledge. specialists in intercultural communication to the (teaching, applied, instrumental, telecommunicati- ning and teachers? Teacher training and Roberts, J. (2016). Language teacher education. teachers’ attitudes towards educational technolo- London, UK: Routledge. knowledge of stereotypes that are important for in- on), aimed at creating an integrated learning envi- gy in the deployment of online English language Rochebois, C. B. (2019). Life stories in language tercultural communication and allow them to ronment, with the help of which students are com- courses in Jordan. Computer Assisted Language teachers’ training. Caligrama: Revista De Estudos make assumptions about the causes of failures and pletely immersed in the linguistic environment Learning, 32(7), 639-664. Doi: Românicos, 24(3), 7-23. Doi: possible consequences of theirs and other people’s being studied and in foreign language culture, 10.1080/09588221.2018.1531033 10.17851/2238-3824.24.3.7-23 actions. They are very useful and effective for which significantly expands and deepens their Dmitrenko, T. A. (2009). Profession-oriented technolo- Tomlinson, C., & Jarvis, J. M. (2014). Case studies of communication, as they help communication part- communicative and professional competence. gies of foreign languages teaching. Moscow, Rus- success: Supporting academic success for stu- ners to understand situations considering the The teacher’s facilitation helps students’ impro- sia: MPGU Publishing. dents with high potential from ethnic minority socio-cultural context, they can clarify much about ve their awareness of the purpose of work, their Dmitrenko, T. A. (2020). Modern technologies of for- and economically disadvantaged backgrounds. what is desirable and what is not, and what is ta- ability to choose rational means and techniques, eign language teaching in the system of higher Journal for the Education of the Gifted, 37, boo in a particular culture. i.e. the ability to independently acquire know- education. Moscow, Russia: MPGU Publishing. 191-219. Doi: 10.1177/0162353214540826 The ability to decode information about the ledge and work creatively with information. Natu- identity of the interlocutor puts the communicant rally, this should have a significant impact both on in conditions equal to those of a different culture. the effectiveness of academic work and the deve- This knowledge allows not only choosing the right lopment of a positive environment for teaching tone for communication, but also avoiding painful staff. The new concept of training competent spe- issues in discussion and better understanding the cialists in the system of higher linguistic education psychology of the partner. Thus, in order to speak involves creating optimal conditions for unlocking a foreign language correctly, one needs to know students’ personal potential in the educational pro- the behavioural norms, psychology and the culture cess. of one’s communication partner in order to Thus, training of competitive specialists is prevent misunderstandings. about raising the culture of foreign language The introduction of informational and commu- teaching to a qualitatively new level, ensuring sru- nicative technologies in the process of profession- dents’ development and social adaptation, and oriented foreign language teaching offers educatio- contributing to the formation of an appropriate en- nal didactic opportunities, as well as significantly vironment for social and personal development.

20 Training, Language and Culture rudn.tlcjournal.org Training, Language and Culture 21 Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Profession-oriented training of foreign language teachers in modern conditions Volume 4 Issue 1, 2020, pp. 8-21 doi: 10.22363/2521-442X-2020-4-1-8-21 by Tatiana A. Dmitrenko and Olga A. Kadilina enriching the educational process. A foreign lan- References ‘It is necessary to draw the attention of guage lesson is filled with new content, while stu- future specialists in intercultural dents develop a creative outlook and rational Akiba, M., Le Tendre, K. L., & Scribner, J. P. (2007). Ennis, M. J., & Riley, C. E. (Eds.). (2018). Practices in in- communication to the knowledge of working skills, which improve language acquisiti- Teacher quality, opportunity gap, and national tercultural language teaching and learning. Cam- on qualities. achievement in 46 countries. Educational Resear- bridge, UK: Cambridge Scholars Publishing. stereotypes that are important for The concept of a new type of training is guided cher, 36(7), 369-387. Doi: Freeman, D. (2016). Educating second language intercultural communication and allow by the competent model of a specialist in the field 10.3102/0013189X07308739 teachers. Oxford, UK: Oxford University Press. of intercultural communication in accordance Alkheshnam, A. (2012). Intercultural competence: Imbernon, F., Neto, A. S., & da Silva, A. C. (2020). Re- them to make assumptions about the Components and measurement. Surrey, UK: Uni- flections on knowledge in teacher training with modern requirements under new working versity of Surrey. through communities of practice. Revista Ibero- causes of failures and possible conditions. The introduction of advanced teaching consequences of theirs and other people’s Byram, M., Holmes, P., & Savvides, N. (Eds.). (2013). americana de Educacion, 82(1), 161-172. Doi: technologies into the educational process using Intercultural communicative competence in for- 10.35362/rie8213663 actions’ modern technical means best contributes to sol- eign language education: Questions of theory, Liddicoat, A. J., & Scarino, A. (2013). Intercultural lan- ving the problem of training a competitive specia- practice and research. Language Learning guage teaching and learning. Chichester, UK: occur differently in various cultures allows stu- list. Journal, 41(3), 251-253. Doi: John Wiley. dents to overcome the stereotypes of foreign lan- At the present stage, the main feature in foreign 10.1080/09571736.2013.836343 Matsuda, A. (Ed.). (2017). Preparing teachers to teach guage verbal behaviour and prepare the transfer of language teaching methods’ development is the Calderón, I. D. (2018). Language didactics and commu- English as an international language. Bristol, UK: knowledge to other situations. Ignoring cultural transformation of the linguistic-educational para- nication: Research field and teacher training. Pra- Multilingual Matters. differences hinders the establishment of fruitful re- digm from communicative to intercultural. This xis & Saber, 9(21), 151-178. Doi: Moust, J., Bouhuijs, P., & Schmidt, H. (2019). Introduc- lationships between communicators. change is caused, among other things, by the use 10.19053/22160159.v9.n21.2018.7174 tion to problem-based learning. London, UK: It is necessary to draw the attention of future of computer programmes of various types Canals, L., & Al-Rawashdeh, A. (2019). Teacher trai- Routledge. specialists in intercultural communication to the (teaching, applied, instrumental, telecommunicati- ning and teachers? Teacher training and Roberts, J. (2016). Language teacher education. teachers’ attitudes towards educational technolo- London, UK: Routledge. knowledge of stereotypes that are important for in- on), aimed at creating an integrated learning envi- gy in the deployment of online English language Rochebois, C. B. (2019). Life stories in language tercultural communication and allow them to ronment, with the help of which students are com- courses in Jordan. Computer Assisted Language teachers’ training. Caligrama: Revista De Estudos make assumptions about the causes of failures and pletely immersed in the linguistic environment Learning, 32(7), 639-664. Doi: Românicos, 24(3), 7-23. Doi: possible consequences of theirs and other people’s being studied and in foreign language culture, 10.1080/09588221.2018.1531033 10.17851/2238-3824.24.3.7-23 actions. They are very useful and effective for which significantly expands and deepens their Dmitrenko, T. A. (2009). Profession-oriented technolo- Tomlinson, C., & Jarvis, J. M. (2014). Case studies of communication, as they help communication part- communicative and professional competence. gies of foreign languages teaching. Moscow, Rus- success: Supporting academic success for stu- ners to understand situations considering the The teacher’s facilitation helps students’ impro- sia: MPGU Publishing. dents with high potential from ethnic minority socio-cultural context, they can clarify much about ve their awareness of the purpose of work, their Dmitrenko, T. A. (2020). Modern technologies of for- and economically disadvantaged backgrounds. what is desirable and what is not, and what is ta- ability to choose rational means and techniques, eign language teaching in the system of higher Journal for the Education of the Gifted, 37, boo in a particular culture. i.e. the ability to independently acquire know- education. Moscow, Russia: MPGU Publishing. 191-219. Doi: 10.1177/0162353214540826 The ability to decode information about the ledge and work creatively with information. Natu- identity of the interlocutor puts the communicant rally, this should have a significant impact both on in conditions equal to those of a different culture. the effectiveness of academic work and the deve- This knowledge allows not only choosing the right lopment of a positive environment for teaching tone for communication, but also avoiding painful staff. The new concept of training competent spe- issues in discussion and better understanding the cialists in the system of higher linguistic education psychology of the partner. Thus, in order to speak involves creating optimal conditions for unlocking a foreign language correctly, one needs to know students’ personal potential in the educational pro- the behavioural norms, psychology and the culture cess. of one’s communication partner in order to Thus, training of competitive specialists is prevent misunderstandings. about raising the culture of foreign language The introduction of informational and commu- teaching to a qualitatively new level, ensuring sru- nicative technologies in the process of profession- dents’ development and social adaptation, and oriented foreign language teaching offers educatio- contributing to the formation of an appropriate en- nal didactic opportunities, as well as significantly vironment for social and personal development.

Guest Editor Dr Robert O’Dowd minant role of Anglo-American rhetoric is getting teaching writing was first implemented in Russian less obvious. There appeared ‘signs of English edu- language classrooms. Nowadays these ideas are cational discourse denationalisation through the commonly used in the English writing classes as Original Research absorption of foreign and foreigner-orientated ele- well, but without a clear picture of how some ru- ments, which is an inevitable consequence of les of one written culture merge into another. The English ‘going global’ (Kharkovskaya et al., 2017, article hopes to initiate the research within the Teaching academic writing: A shift towards p. 75). The features of a written discourse undergo Russian scholars interested in intercultural some changes and acquire a new meaning in in- rhetoric. intercultural rhetoric tercultural interpretation. Initially, cross-cultural studies focused on the Anglo-American way of lo- 2. MATERIAL AND METHODS by Elina S. Chuikova gic development. Nowadays, intercultural papers The research material presented in the study in- Elina S. Chuikova Samara Branch of Moscow State Pedagogical University [email protected] single out other areas to discuss; mostly style and cludes a scope of students’ works. The students Date of submission: 13.01.2020 | Date of acceptance for publication: 5.03.2020 academic genres (Connor, 2011). The aim of this took part in Master’s degree programme ‘Foreign Recommended citation format: Chuikova, E. S. (2020). Teaching academic writing: A shift towards intercultural article is to make an inventory of academic writing Languages in Education’ in 2017/2018 and rhetoric. Training, Language and Culture, 4(1), 22-32. Doi: 10.22363/2521-442X-2020-4-1-22-32 elements that tend to interact while Russian stu- 2018/2019 academic years at Moscow City Uni- dents learn to write in English. versity (Samara Branch). The experimental work New trends in cross-cultural studies are aimed at the analysis and definition of interculture that is generated Since intercultural studies are in trend, resear- was arranged in the Foreign Language Department in a classroom in the process of cultural integration. Academic writing interculture remains a potentially ap- chers look into intercultural rhetorical elements in and lasted for 2 academic years. It involved 28 pealing area for research since this topical issue is almost neglected in the Russian-English interactive FL classrooms with the Japanese, Chinese, Indian, students who, by the end of the programme, had teaching context. Sociocultural peculiarities of the English and Russian rhetorical traditions have been tho- Saudi Arabian students. Much work is done and to compile a story of their research and to present roughly investigated by the English-speaking and native scholars. However, the characteristics of a new cul- based on various Asian cultural traditions (Bard- it in the annotated form. The groups of students ture formed by the merging of different traditions are under discussion. Intercultural rhetoric brings a new han, 2016; Liu & Du, 2018; Zabihi et al., 2019). were heterogeneous. Students who graduated from and expended view on writing culture and requires further research. The paper presents statics on the basis European researches in the field of intercultural Samara Branch of Moscow City University had of Master’s students’ texts, estimates which elements of academic writing merge. The author studies various communication also present skills transformed wit- had previously a basic course of academic writing. levels of cultural mismatches, discusses if the integration tendencies take place at any of text creation levels, hin the process of cross-cultural exchange in edu- In contrast, students graduating from other higher and argues that authenticity coupled with individuality pertains greatly to the quality of academic texts. In cational programmes (Yarosh et al., 2018; Ene et institutions in the region may have had no essenti- conclusion the tendencies and changes in academic writing style and individual thinking style of the Russian al., 2019). However, it is unclear how academic al experience in academic writing. To assess the students are summarised. The results indicate the formation of two major characteristics in academic inter- writing elements are incorporated into the Russian results the following steps were to be taken: cultural communication: individuality and authenticity. educational system: which of them are adapted, – culture specific elements of academic writing and which remain alien and require special trai- needed systemising; KEYWORDS: academic writing, intercultural writing, cultural mismatch, authorial voice, text authenticity ning. – a course of academic writing needed plan- We have adopted teaching writing traditions ning and organisation; This is an open access article distributed under the Creative Commons Attribution 4.0 International License from English-speaking specialists: namely, types of – there was a need to develop the descriptors to which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is classroom writing performance, types of assess- assess text authenticity and measure its deviation properly cited (CC BY 4.0) ment, teaching rhetorical and style conventions. from the model one; we used statistics to estimate Still, the situation remains unique in terms of the which elements of English academic written cultu- aims of teaching writing, the approaches taken to re were adapted to a greater extent by Master’s 1. INTRODUCTION as ‘the most appropriate name for this area of stu- teach writing, and the stages that the writer comes students. Intercultural communication tends to blur dy that provides an appropriate connotation of through in the process of writing. In fact, Russian Students taking Academic writing course imita- boundaries between the engaged cultures. Taken collaborative interaction between and among cul- teaching EAP writing is a combination of teaching te model texts and language patterns. Subcon- for granted the fact that cultures initially possess tures’ (Connor, 2011). A new scientific paradigm writing conventions in native teaching tradition sciously they compare the way they communicate their specific features, researchers in the field of inevitably influences a foreign language (FL) and ideas of the English-speaking scholars who in the academic context in their native language cross-cultural studies realised that cultures merge teaching practice; and the area of teaching acade- suggest teaching with cultural peculiarities in culture. ‘Learners can mimic the behavioural pat- into one. Consequently, the epoch of cross-cultu- mic writing is not an exception. The writing class- mind. Half of the century ago there were develo- terns of that community derived from the authen- ral studies has been replaced by intercultural ones. room based on English for academic purposes ped the principles within the process-oriented ap- tic text to a certain extent since the first goal is to The term ‘intercultural rhetoric’ is now considered (EAP) presents a unique case in which the predo- proach, and prewriting-drafting-revising strategy of communicate and not to behave like someone else

© Elina S. Chuikova 2020 22 Training, Language and Culture This content is licensed under a Creative Commons Attribution 4.0 International License rudn.tlcjournal.org Training, Language and Culture 23 Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Teaching academic writing: A shift towards intercultural rhetoric Volume 4 Issue 1, 2020, pp. 22-32 doi: 10.22363/2521-442X-2020-4-1-22-32 by Elina S. Chuikova

Table 2 which means somehow losing one’s social and lin- procedure required developing a scheme and de- Sociocultural mismatches in academic texts of Master’s students guistic identity’ (Ciornei & Dina, 2015, p. 275). scriptors to analyse students’ texts quality. The aim of students’ academic texts analysis Connor (2011) mentions the shift that intercul- TEXT LEVEL ELEMENTS OF THE ACADEMIC TEXT REALISED AT THE LEVEL was to pinpoint the elements of writing intercultu- tural rhetoric has made recently having found pe- re in the classroom with the Russian students. culiar features of a written discourse beyond its lo- Organisation – text structure should correspond to the genre; – basic requirements are met (thesis statement, topic sentence, framing); gical structuring. Specific elements are also identi- – logical arguments organisation. 3. STUDY AND RESULTS fied in style and in genre interpretation as well as Idea selection – relevance of research topic; 3.1. Systemising culture-specific elements of in language implementation: ‘genre analysis and – original ideas; academic writing corpus linguistics have been brought into intercul- – argumentative, source-based writing. To address the research questions suggested tural rhetoric’ (Connor, 2011, p. 5). A more detail- Language – academic vocabulary; above, along with an argumentative writing task, ed classification of sociocultural mismatches may – professional vocabulary; two other instruments were required: one measu- be presented in the form of hierarchy. There were – high lexical density; – active grammar forms; ring authenticity of an academic text, and another numerous attempts to systemise the levels of text – variety in syntax structures; one measuring what elements of the English aca- creation, at which various sociocultural mis- – hedging; – avoidance of non-qualified statements; demic written culture were adapted. The research matches appear (Table 1). – overall language competence: use of grammar and vocabulary.

Table1 Text levels where sociocultural mismatches exist 3.2. Planning and organising an Academic build on existing ideas (elaboration), and produce Writing course for Master’s students original ideas (originality)’ (Paul & Elder, 2019, p. LEVELS KARAULOV (1989) BIEVA (1982) BROOKES AND SIEPMANN (2006) At the University Master’s students are suppo- 58). Students who have already had a preliminary GRUNDY (1991) sed to take an elective course of Academic Academic Writing course at Bachelor’s level gai- Communicative task Motivational / Writing. Additionally, some formats of academic ned more opportunities to work at the original interpretation Pragmatic level Sociology of writing Cross-cultural difference writing / text genres are discussed, studied and content, at the process of generating ideas. On the in thought Idea selection Background knowledge created within other disciplines: English for Profes- contrary, ‘non-academic’ students were to spend of a person sional Purposes, Speech Practice in a Foreign Lan- time on studying general requirements of acade- Linguo-cognitive level Organisation Semantic organisation Organisation level guage. The genres in which Master’s students have mic writing, learn the ABC of Anglo-American rhe- and structuring practice are abstracts and summaries. Students are toric tradition (Table 3). Cross-cultural difference in writing patterns supposed to write summaries or profession-orien- The requirements for academic texts in Anglo- Language Verbal-semantic level Language level of a Language level person ted articles in the field of students’ research as well American tradition, including the unwritten rules as to write their own articles which present resear- of academic discourse, have been thoroughly ana- chers’ original ideas. To prepare students for pro- lysed in recent years. For instance, hedging was a In analysing various classifications / text models At any level of text production cultural literacy fessional communication at the intercultural level, new phenomenon that Russian writing instructors describing levels where sociocultural differences should be defined further. Students’ works fre- they should experience an extensive training that faced within the framework of contrastive rhetoric might be found, it is possible to distinguish levels quently contain sociocultural mismatches at the will ensure effective real-life interaction. The cho- a decade ago. Nowadays, hedging is known as that overlap in the presented studies. These are the linguistic and organisational levels. Obviously, sen genres for students’ practice are the most typi- one of the types of vague language use. Thus, Mc- four levels as listed below: motivation or pragmatic reasons are not explicitly cal ones for applying EAP in Russia. Gee (2018) lists three types of vague expressions – interpretation of the communicative task realised in the text, yet cross-cultural mismatches The linguists who follow Noam Chomsky’s including vague categories, approximations and level: task / thesis / genre mismatches; at other levels may be distinguished (Table 2). theory of language acquisition consider a language hedging. Other researches point out that hedging – organisation level: linear English writing vs As was previously mentioned, the groups of to be not primarily a tool for communication. A is implemented differently in various types of dis- non-linear Russian style of writing; Master’s students were heterogeneous. Some of language might present a system or subsystem of course. In the academic context Gribanova and – idea selection level: the material should be the students lacked the essential basic experience thought. Thus, at the post-graduate stage of studies Gaidukova (2019) analyse ‘approximators’ or credible and familiar or clearly explained to the in academic writing (‘non-academic’ students). creative thinking skills are developed alongside ‘rounders’. Some of them are used in case the ex- potential audience of another culture; They did not get acquainted with the requirements with academic language skills: ‘Creative thinking act or precise information is of no importance to – language choice level: choice of academic for academic texts till the moment they actually encompasses a range of intellectual abilities inclu- the speaker, as in almost, about, approximately words collocations, choice of grammar (Chuikova, faced the need to publish the results of their own ding the ability to generate numerous ideas (fluen- and something between, while others disclaim res- 2017, 2018). research in English. cy), produce ideas of various types (flexibility), ponsibility for the general truth of the information

24 Training, Language and Culture rudn.tlcjournal.org Training, Language and Culture 25 Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Teaching academic writing: A shift towards intercultural rhetoric Volume 4 Issue 1, 2020, pp. 22-32 doi: 10.22363/2521-442X-2020-4-1-22-32 by Elina S. Chuikova

Table 3 dicate the author’s competence in the sphere of mal requirements for academic style of writing: Contents of Academic Writing course for Master’s students their research, ability to find a personal niche in use of academic vocabulary, professional vocabu- this sphere, and ability to present their individual lary, information density, active grammar forms, ESSENTIAL TOPICS FOR STUDENTS HAVING TAKEN PRELIMINARY ESSENTIAL TOPICS FOR ‘NON-ACADEMIC’ STUDENTS ACADEMIC WRITING COURSE AT BACHELOR’S LEVEL vision on the discussed issues. All the skills that al- syntax structures variability, hedging, avoidance of low to create an original text form the so-called non-qualified statements. Academic communication in Russia: potential application of academic writing competence ‘authorial voice’ – ‘individual voice in L2 texts in Language formality does not exclude language terms of assertiveness, self-identification, reiterati- competence in the use of grammar and vocabulary Structuring argumentation in English: thesis statement, topic, types of arguments on of the central idea, and writer presence and au- which are proofread and corrected before presen- tonomy of thought’ (Zabihi et al., 2019, p. 333). ting the final draft. Work presentation skills assist Anglo-American linear way of thinking 2. A writer should follow strict requirements to in making correct title page, organising in-text ci-

Academic genres: abstract, summary, article, speech writing academic texts, i.e. they should possess academic tations and references. literacy. Academic literacy that assists in achieving 3. Cultural literacy is characterised by writer’s Structural elements of academic texts: background information, material, research methods, presenting results, practical application context authenticity is a heterogeneous criterion. ability to adapt to culturally-determined require- The conventions accepted in an academic context ments in the academic context while switching Academic language style (basic requirements): tone of formality, syntax, academic vocabulary and shaping our academic writing competence in- from a native language into a foreign one. This clude student’s autonomy at different stages of text ability is persistently developed through cross-cul- Elements of style (professional requirements): professional creation: autonomy in brainstorming, outlining, tural analysis of writing conventions, reading and terminology, language density, hedging, active grammar, authorial voice, correction of non-qualified statements writing, editing, rewriting and presenting a text; analysing model texts and extracts. The practice of structuring skills; style of writing; manner of pre- cross-cultural analysis enhances editing skills and senting final results after self-editing (Chuikova, informs of written and unwritten rules in writing 2019). academic texts. conveyed in the utterance, as in I think, I take it, In assessing text authenticity, we followed three Writers possess academic literacy if they are Possible cultural mistakes are presented in Ta- probably, as far as I can tell, right now, I have to essential requirements to academic writing. able to identify the topic of a text, select material, ble 2 and may be classified according to the level believe, I don’t see that. 1. A writer should provide a reader with an ori- formulate a thesis statement, choose suitable and of a text where they may be found: Therefore, having distinguished specific ele- ginal content / idea, which is derived from under- credible arguments, structure a text of an acade- – at the motivation level: task / thesis / genre ments of English academic writing style, a few re- standing a primary function of an academic text as mic genre, edit the text themselves, submit the as- mismatches; searchers study further which of these elements a critical evaluation of the given facts and building signment in time, work with editor’s proofs, and – at the content level: the author checks if the have been incorporated into the culture they new knowledge. The indicators that allow to as- reflect on final results. This minimal set of skills is material is credible and easy to be perceived / un- ‘communicate’ with, i.e. which elements have sess original content are specified further: gradually developed in students within the course derstood by potential audience belonging to ano- been adapted by non-English students. To under- – how autonomous a writer is in the choice of a of academic writing. No one expects a student to ther culture; stand why some requirements of academic context topical issue; be absolutely autonomous in this process. As a re- – at the organisation level: the representatives are adapted while others remain ignored is see- – how autonomous a writer is in the choice of sult, a coefficient of academic literacy of a begin- of a contrastive rhetoric distinguish differences in mingly the next possible stage in intercultural stu- the sources to base research on; ner writer is lower of that of an experienced rese- the style people of different cultures use in thin- dies. – how original the ideas are, i.e. if a writer does archer who has already got published. king and presenting their ideas; not merely report, but rather analyses the evidence In outlining and further writing, the author re- – at the linguistic level: our L2 accent is ob- 3.3. Developing the descriptors to assess stu- from the selected sources; quires knowledge and skills of structuring acade- vious, for instance, through some mismatches in dents’ works authenticity – if a writer is able to present a dialogue of dif- mic texts. Text structure should fit the specific gen- the use of academic words collocations, passive To assess students’ works authenticity, a sche- ferent viewpoints in the content that indicates au- re requirements. The common requirements to any constructions instead of active grammar, complex me of descriptors and a new system of calculating thor’s professional outlook; academic text should also be met (topic statement, syntax typical for the Russian language instead of were introduced into the experimental teaching – if there is a dialogue of old and new theories framing). Logical arguments should be organised precise syntax in English. practice. The coefficient of academic text authenti- or approaches organised as a discussion in a text; in the traditions of Anglo-American rhetorical Using the formula to calculate the coefficient of city (Cata) discloses the interrelations between stu- – if the prospects for practical implementation style. Understanding the fact that English is the text authenticity (Chuikova, 2018) we may estima- dents’ ability to create original text, their academic of the ideas are suggested in a text; only 100%-writer responsible language adds great- te the average level of text authenticity in Master’s literacy and ability to present academic skills in – if a writer is able to highlight the perspectives ly to skills of structuring ideas in a linear way. students: another cultural context, not a native one (Chuiko- for further research on the topic. While moving through all the stages of text content authenticity + academic literacy C = va, 2018). In fact, the descriptors of the text originality in- creation, a writer should not forget the fixed for- ata sociocultural mismatches in written communication

26 Training, Language and Culture rudn.tlcjournal.org Training, Language and Culture 27 Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Teaching academic writing: A shift towards intercultural rhetoric Volume 4 Issue 1, 2020, pp. 22-32 doi: 10.22363/2521-442X-2020-4-1-22-32 by Elina S. Chuikova

All the participants are native speakers of Russi- demic students when they got a professional ex- – practical implementation of the ideas: some an and are studying English as an academic major. tensive feedback on their writing competence and students may have already tried practicing new ‘Taking Academic Writing course, a Out of 28 participants, 14 were the students who guided practice in writing competence develop- ideas in the educational process; in case they are learner receives a unique chance to raise entered Moscow City University (Samara Branch) ment. still forming theoretical base for their research, their awareness in professional editing’ after graduating other higher institutions. They had In order to measure students’ texts authenticity they should set realistic goals and see the potential no previous experience of taking a special course an analytical scoring was used. The coefficient of area for application of their ideas, i.e. their prac- The last area covers students’ way in finding in Academic Writing. In the results interpretation academic text authenticity Cata may vary from 1 to tical value; their niche and gaining autonomy of thought, they are indicated as non-academic students. Ad- 20. – professional vocabulary: reading sources in which is interpreted as searching for the authorial mittedly, they had some knowledge of writing aca- Bachelor’s students are usually assessed within the research area, students subconsciously learn voice (Zabihi et al., 2019). Taking Academic Wri- demic texts, but it was non-systematic and insuffi- the score from 1.5 to 3.5, Master’s students show professional terminology and most typical profes- ting course, a learner receives a unique chance to cient as it was gained mostly through uncontrolled the results within the bands from 4 to 11, professional phrases and word collocations; raise their awareness in professional editing. To written practice. Academic Writing course at the sional writes may have a score higher than 12 (Ta- – active grammar forms, personal statements: it make every peer review section as productive as post-graduate stage was the first time for non-aca- ble 4). was estimated that students with high skills in aca- possible, a writing instructor generally provides demic language display higher results due to their students with specifically designed guidelines that Table 4 academic language competence; however, these teaches them what aspects of the text they should language elements cause a clash in students’ focus on, how they can assess various aspects of Dynamics of Cata coefficient in Academic Writing course minds as they present straight the opposite culture- writing and what details they should pay attention GROUPS OF MASTER’S STUDENTS PRE-COURSE MEAN (OUT OF 20) POST-COURSE MEAN (OUT OF 20) MAX marked feature, i.e. collectivism vs individualism. to in other writers’ works. Further this knowledge

Students who took preliminary Academic 3.8 9.9 10.5 may transform into a deeper knowledge of the as- Writing course at Bachelor’s level 4. DISCUSSION pects that students should assess and edit in their 2017/2018 Master’s students aspire to reinforce their lan- own texts before submitting an assignment or pre-

Non-academic’ students 2017/2018 2.7 7.1 7.8 guage skills and prefer to have additional language senting it in public. practice. Unfortunately, half of students perceive Practicing two roles of a writer and an expert Academic Writing course as part of their language reader, academic writing students gain an oppor- Students who took preliminary Academic 3.6 10.2 11 Writing course at Bachelor’s level education that is aimed at the development of tunity to continue studies at the Russian and for- 2018/2019 their overall language skills and communicative eign institutions of higher education, to apply for a competence. However, step by step they realise place of a writing tutor in a writing centre, to de- Non-academic’ students 2018/2019 2.9 7.9 8.5 that the course provides them with the specific sign and organise the course of Academic Writing, knowledge and skills which they may further em- to participate in the international events in their re- ploy in their teaching or science career paths. In search careers. Low level of academic literacy that non-acade- – topicality of the research topic: at this stage recent years the wring programme preparing stu- Learning the conventions of intercultural com- mic students had before taking a course did not al- students gain a more profound knowledge in their dents for the international communication has mo- munication, Russian students also adapt some ele- low them to reach results compatible with those of field and, luckily, successfully find their niche for ved to teaching students to produce texts of dis- ments of a new style of thinking studied by inter- students who had had a preliminary Academic a research; tinctive patterns and of a particular style. Resear- cultural rhetoric. The intercultural area in Acade- Writing course. Still the progress is obvious in both – original ideas: by this time students start desi- chers revealed that students gain new knowledge mic Writing class in Russia is mostly extended by groups of students. Analytical rubrics that were gning model classes, a succession of lessons or a and skills through their writing and editing prac- the original content and the author’s original style used to assess students’ original content, academic module to teach; practical implementation of a tice. of writing. Some elements of language use and literacy and cultural literacy assisted in estimating theoretically designed system brings certain An organised and guided peer revision may rai- style are adapted, shaping an individual style in which elements of text production were better cor- results; being new, this experience and its descrip- se students’ awareness in four areas: (1) awareness the native culture as well. rected and adapted by Master’s students. Among tion and presentation in the articles increase the of an academic text genre they give their peer Previously, the methods of cross-cultural rheto- the elements that contribute most to the increase amount of the original material; feedback on; (2) academic writing skills required ric used to orient any culture to the potential audi- of text authenticity are those adding to academic – source-based writing: regardless language at all text creation levels; (3) awareness of external ence needs. Further, intercultural rhetoric resear- text originality: competency level most students refer to literature assistance that may serve as a basis for students’ chers assumed that ‘a speaker’s public image – structuring abstracts / articles: Master’s stu- review as the type of argumentation; referencing potential growth as academic writers; and (4) an might not require significant attention when the to- dents get new experience experimenting with pro- or ‘academic honesty’ (Thompson et al., 2017) opportunity to become a more reflective and criti- pic involves collectivistic cultures’ (Bardhan, 2016, fession-oriented text genres; pertains greatly to academic text authenticity; cal academic writer (Yu, 2019). p. 4). Nowadays we may start analysing a new

28 Training, Language and Culture rudn.tlcjournal.org Training, Language and Culture 29 Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Teaching academic writing: A shift towards intercultural rhetoric Volume 4 Issue 1, 2020, pp. 22-32 doi: 10.22363/2521-442X-2020-4-1-22-32 by Elina S. Chuikova tendency. The incorporation of Anglo-American define how we evaluate an authorial voice, what dicated through the increase of such text qualities know that they should follow conventions to be rhetoric tradition resulted in the fact that scientific descriptors indicate that it really exists and/or that of the Russian students as original ideas, source- successful in the chosen career and show little or journals in Russia have started requiring more pre- it gradually develops; (2) to make a credible con- based writing, and more active grammar forms no resistance to the material taught. They easily cise and more factual data-based writing. The no- clusion that in Russian practice of teaching Anglo- through which the authors start expressing perso- adapt numerous culture-specific requirements. velty of the work and personal researcher’s contri- American academic discourse an authorial voice nal contribution to the area of their research. The- However, a specific feature of written intercultural bution is of great demand. Fortunately, taking aca- raises as a part of intercultural communication se criteria of text authenticity somehow indicate a communication in the English academic writing demic writing course in English helps the author practice, we should describe those particular ele- potential strength of the authorial voice as well as classroom with the Russian students is boosting of disclose their contribution. The style of writing in ments in the structure of an authorial voice that do correspond to the descriptors of the author’s voice. individualism and authenticity. They adopt a di- most cases becomes more individual. not normally characterise a native writing culture. Consequently, the qualities of authenticity and in- rect approach in conveying information to readers, Finding the authorial voice has always been Data analysis provided by Morton and Storch dividuality are merged in academic texts. manifest their unique voices, and choose more considered an important task for a writing student. (2019), Zabihi et al. (2019), Zhao (2017) shows To fit into the modern educational context, to language elements to underline personal contribu- However, finding the individual style in EAP wring that at both secondary and postsecondary levels look more authentic, L2 writers need additional tion (choice of pronouns, active constructions, in- classes involves peculiar qualitative characteris- an authorial voice is assessed by the tutors as a training. For this reason, a new system of teaching tensifiers). A new adapted style allows the authors tics. It requires skilful work on argumentation as crucial element of an authentic, original text. academic writing has been formed. The system ai- – Master’s students – to learn to reveal their perso- the most distinctive feature. Some scholars are Whether we need ‘to support or refute the propo- med at meeting cultural expectations should be nal contribution to the research. The practice of doubtful on the possibility and necessity to deve- sition that voice is an important concept to teach characterised by the revised aims, contents of the intercultural communication, in its turn, reveals lop individual writing style in the course of foreign in L2 writing classrooms’ (Zhao, 2017) remains a Academic Writing course, teaching materials, that finding one’s individual voice meets the po- language writing practice (Zabihi et al., 2019, p. point of discussion. However, subconsciously wri- teaching strategies that involve cross-cultural com- tential reader’s high expectations in the academic 236). To explain a negative perception, it is vital to ting tutors assess students’ voices and to which parison. Additionally, a new process of assessment context. list other elements of the authorial voice are reflec- extent they are clear enough to produce an effect should be introduced for students to better under- In conclusion, authenticity coupled with indivi- ted in the author’s ability to choose individually: on a reader. There is a strong positive association stand the needs of their potential readers. duality pertains greatly to the quality of academic topic, niche, arguments, and credible sources. So- between the strength of an authorial voice and the A certain limitation to the research results may texts. Accepting these conventions, adopting inter- metimes students from a different cultural tradition quality of the authors’ text, ‘results from Multiple be found in the target group. Post-graduate stu- cultural manner and style of academic writing, stu- ‘largely resist to what the instructor had taught in Correspondence Analysis (MCA) pointed to the dents belong to the group of learners who have dents gain an effective strategy and a key to suc- class about evidence use’ (Liu & Du, 2018). Thus, association of low and mid-level of writing quality formed a strong professional motivation. They cess in the international communication. difficulties of interiorising in a new sphere of and low voice strength, and the prevalence of high English application (EAP) is coupled with sociocul- and mid voice strength in learners with high profi- tural mismatches. However, Russian students add ciency in writing’ (Zabihi et al., 2019, p. 331). References considerable individuality to the text as soon as Among the most vivid descriptors to indicate Bardhan, S. (2016). Rhetorical approaches to communi- Sciences, 180, 274-279. Doi: 10.1016/ they learn new strategies to develop their voice in the quality of the author’s voice or the writer’s pre- cation and culture. Oxford, UK: Oxford Universi- j.sbspro.2015.02.116 writing. No resistance was shown within the cour- sence are: self-identification expressions; intensi- ty Press. Connor, U. (2011). Intercultural rhetoric in the writing se of Academic Writing for Master’s students. The fiers; selecting and combining the available re- Bieva, E. G. (1982). Text levels and methods of linguis- classroom. Ann Arbor, MI: University of Mi- strategy of adapting to a new more straightforward sources; lexical, syntactic, punctuation features of tic analysis. Moscow, Russia: Nauka. chigan Press. and individualistic style turns to be highly writing responding to other voices; and autonomy Brookes, A., & Grundy, P. (1991). Writing for study pur- Ene, E., McIntosh, K., & Connor, U. (2019). Using inter- efficient, as an authorial voice is assessed as ‘a si- of thought (Zabihi et al., 2019, p. 331). poses. Cambridge, UK: Cambridge University cultural rhetoric to examine translingual prac- gnificant predictor of text quality’ (Zhao, 2017). This paper highlighted that the level of voice Press. tices of postgraduate L2 writers of English. Jour- Chuikova, E. S. (2017). Introducing cross cultural per- nal of Second Language Writing, 45, 100664. strength in L2 argumentative writings among Rus- spectives into teaching academic writing to Mas- Doi: 10.1016/j.jslw.2019.100664 5. CONCLUSION sian learners of English changes within the course ter’s students in Russia. Modern Journal of Lan- Gribanova, T. I., & Gaidukova, T. M. (2019). Hedging In general, writing academic texts in English of academic writing practice. Data analysis indica- guage Teaching Methods, 7(8), 228-239. Doi: in different types of discourse. Training, Langua- sharpens students’ minds. The practice of writing ted a significant shift in the voices’ strength at the 10.26655/mjltm.2017.8.1 ge and Culture, 3(2), 85-99. Doi: for academic purposes builds the author’s indivi- postgraduate level. While calculating academic Chuikova, E. S. (2018). Assessing academic texts au- 10.29366/2019tlc.3.2.6 dual style and teaches them to be original and text authenticity coefficient, it was estimated that thenticity in EFL classes. RUDN Journal of Psy- Karaulov, Yu. N. (1989). Language and personality. credible. This implication requires further detailed Master’s students got higher scores than Bachelor’s chology and Pedagogics, 15(4), 500-511. Doi: Moscow, Russia: Nauka. research, namely: (1) to be certain that while students (Master’s students results within the bands 10.22363/2313-1683-2018-15-4-500-511 Kharkovskaya, A. A., Ponomarenko, E. V., & Radyuk, A. learning to write academic texts students also from 4 to 11 compared to 1.5 – 3.5 bands for Ba- Ciornei, S. I., & Dina, T. A. (2015). Authentic texts in V. (2017). Minitexts in modern educational dis- practice and find their authorial voice, we need to chelors). Mostly the raise of text authenticity is in- teaching English. Procedia: Social and Behavioral course: Functions and trends. Training, Language

30 Training, Language and Culture rudn.tlcjournal.org Training, Language and Culture 31 Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Teaching academic writing: A shift towards intercultural rhetoric Volume 4 Issue 1, 2020, pp. 22-32 doi: 10.22363/2521-442X-2020-4-1-22-32 by Elina S. Chuikova tendency. The incorporation of Anglo-American define how we evaluate an authorial voice, what dicated through the increase of such text qualities know that they should follow conventions to be rhetoric tradition resulted in the fact that scientific descriptors indicate that it really exists and/or that of the Russian students as original ideas, source- successful in the chosen career and show little or journals in Russia have started requiring more pre- it gradually develops; (2) to make a credible con- based writing, and more active grammar forms no resistance to the material taught. They easily cise and more factual data-based writing. The no- clusion that in Russian practice of teaching Anglo- through which the authors start expressing perso- adapt numerous culture-specific requirements. velty of the work and personal researcher’s contri- American academic discourse an authorial voice nal contribution to the area of their research. The- However, a specific feature of written intercultural bution is of great demand. Fortunately, taking aca- raises as a part of intercultural communication se criteria of text authenticity somehow indicate a communication in the English academic writing demic writing course in English helps the author practice, we should describe those particular ele- potential strength of the authorial voice as well as classroom with the Russian students is boosting of disclose their contribution. The style of writing in ments in the structure of an authorial voice that do correspond to the descriptors of the author’s voice. individualism and authenticity. They adopt a di- most cases becomes more individual. not normally characterise a native writing culture. Consequently, the qualities of authenticity and in- rect approach in conveying information to readers, Finding the authorial voice has always been Data analysis provided by Morton and Storch dividuality are merged in academic texts. manifest their unique voices, and choose more considered an important task for a writing student. (2019), Zabihi et al. (2019), Zhao (2017) shows To fit into the modern educational context, to language elements to underline personal contribu- However, finding the individual style in EAP wring that at both secondary and postsecondary levels look more authentic, L2 writers need additional tion (choice of pronouns, active constructions, in- classes involves peculiar qualitative characteris- an authorial voice is assessed by the tutors as a training. For this reason, a new system of teaching tensifiers). A new adapted style allows the authors tics. It requires skilful work on argumentation as crucial element of an authentic, original text. academic writing has been formed. The system ai- – Master’s students – to learn to reveal their perso- the most distinctive feature. Some scholars are Whether we need ‘to support or refute the propo- med at meeting cultural expectations should be nal contribution to the research. The practice of doubtful on the possibility and necessity to deve- sition that voice is an important concept to teach characterised by the revised aims, contents of the intercultural communication, in its turn, reveals lop individual writing style in the course of foreign in L2 writing classrooms’ (Zhao, 2017) remains a Academic Writing course, teaching materials, that finding one’s individual voice meets the po- language writing practice (Zabihi et al., 2019, p. point of discussion. However, subconsciously wri- teaching strategies that involve cross-cultural com- tential reader’s high expectations in the academic 236). To explain a negative perception, it is vital to ting tutors assess students’ voices and to which parison. Additionally, a new process of assessment context. list other elements of the authorial voice are reflec- extent they are clear enough to produce an effect should be introduced for students to better under- In conclusion, authenticity coupled with indivi- ted in the author’s ability to choose individually: on a reader. There is a strong positive association stand the needs of their potential readers. duality pertains greatly to the quality of academic topic, niche, arguments, and credible sources. So- between the strength of an authorial voice and the A certain limitation to the research results may texts. Accepting these conventions, adopting inter- metimes students from a different cultural tradition quality of the authors’ text, ‘results from Multiple be found in the target group. Post-graduate stu- cultural manner and style of academic writing, stu- ‘largely resist to what the instructor had taught in Correspondence Analysis (MCA) pointed to the dents belong to the group of learners who have dents gain an effective strategy and a key to suc- class about evidence use’ (Liu & Du, 2018). Thus, association of low and mid-level of writing quality formed a strong professional motivation. They cess in the international communication. difficulties of interiorising in a new sphere of and low voice strength, and the prevalence of high English application (EAP) is coupled with sociocul- and mid voice strength in learners with high profi- tural mismatches. However, Russian students add ciency in writing’ (Zabihi et al., 2019, p. 331). References considerable individuality to the text as soon as Among the most vivid descriptors to indicate Bardhan, S. (2016). Rhetorical approaches to communi- Sciences, 180, 274-279. Doi: 10.1016/ they learn new strategies to develop their voice in the quality of the author’s voice or the writer’s pre- cation and culture. Oxford, UK: Oxford Universi- j.sbspro.2015.02.116 writing. No resistance was shown within the cour- sence are: self-identification expressions; intensi- ty Press. Connor, U. (2011). Intercultural rhetoric in the writing se of Academic Writing for Master’s students. The fiers; selecting and combining the available re- Bieva, E. G. (1982). Text levels and methods of linguis- classroom. Ann Arbor, MI: University of Mi- strategy of adapting to a new more straightforward sources; lexical, syntactic, punctuation features of tic analysis. Moscow, Russia: Nauka. chigan Press. and individualistic style turns to be highly writing responding to other voices; and autonomy Brookes, A., & Grundy, P. (1991). Writing for study pur- Ene, E., McIntosh, K., & Connor, U. (2019). Using inter- efficient, as an authorial voice is assessed as ‘a si- of thought (Zabihi et al., 2019, p. 331). poses. Cambridge, UK: Cambridge University cultural rhetoric to examine translingual prac- gnificant predictor of text quality’ (Zhao, 2017). This paper highlighted that the level of voice Press. tices of postgraduate L2 writers of English. Jour- Chuikova, E. S. (2017). Introducing cross cultural per- nal of Second Language Writing, 45, 100664. strength in L2 argumentative writings among Rus- spectives into teaching academic writing to Mas- Doi: 10.1016/j.jslw.2019.100664 5. CONCLUSION sian learners of English changes within the course ter’s students in Russia. Modern Journal of Lan- Gribanova, T. I., & Gaidukova, T. M. (2019). Hedging In general, writing academic texts in English of academic writing practice. Data analysis indica- guage Teaching Methods, 7(8), 228-239. Doi: in different types of discourse. Training, Langua- sharpens students’ minds. The practice of writing ted a significant shift in the voices’ strength at the 10.26655/mjltm.2017.8.1 ge and Culture, 3(2), 85-99. Doi: for academic purposes builds the author’s indivi- postgraduate level. While calculating academic Chuikova, E. S. (2018). Assessing academic texts au- 10.29366/2019tlc.3.2.6 dual style and teaches them to be original and text authenticity coefficient, it was estimated that thenticity in EFL classes. RUDN Journal of Psy- Karaulov, Yu. N. (1989). Language and personality. credible. This implication requires further detailed Master’s students got higher scores than Bachelor’s chology and Pedagogics, 15(4), 500-511. Doi: Moscow, Russia: Nauka. research, namely: (1) to be certain that while students (Master’s students results within the bands 10.22363/2313-1683-2018-15-4-500-511 Kharkovskaya, A. A., Ponomarenko, E. V., & Radyuk, A. learning to write academic texts students also from 4 to 11 compared to 1.5 – 3.5 bands for Ba- Ciornei, S. I., & Dina, T. A. (2015). Authentic texts in V. (2017). Minitexts in modern educational dis- practice and find their authorial voice, we need to chelors). Mostly the raise of text authenticity is in- teaching English. Procedia: Social and Behavioral course: Functions and trends. Training, Language

30 Training, Language and Culture rudn.tlcjournal.org Training, Language and Culture 31 Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Volume 4 Issue 1, 2020, pp. 22-32 doi: 10.22363/2521-442X-2020-4-1-22-32 Volume 4 Issue 1, 2020, pp. 33-43 doi: 10.22363/2521-442X-2020-4-1-33-43

Guest Editor Dr Robert O’Dowd and Culture, 1(1), 62-76. Doi: Thompson, L. W., Bagby, J. H., Sulak, T. N., Sheets, J., 10.29366/2017tlc.1.1.4 & Trepinski, T. M. (2017). The cultural elements Liu, Y., & Du, Q. (2018). Intercultural rhetoric through of academic honesty. Journal of International Stu- a learner lens: American students’ perceptions of dents, 7(1), 136-153. Doi: 10.32674/jis.v7i1.249 Original Research evidence use in Chinese yìlùnwén writing. Jour- Yarosh, M., Lukic, D., & Santibáñez-Gruber, R. (2018). nal of Second Language Writing, 40, 1-11. Doi: Intercultural competence for students in interna- 10.1016/j.jslw.2018.01.001 tional joint master programmes. International McGee, P. (2018). Vague language as a means of avo- Journal of Intercultural Relations, 66, 52-72. Doi: Business cultural training in a globalised economy iding controversy. Training, Language and Cultu- 10.1016/j.ijintrel.2018.06.003 by Dominique Vouillemin re, 2(2), 40-54. Doi: 10.29366/2018tlc.2.2.3 Yu, S. (2019). Learning from giving peer feedback on Morton, J., & Storch, N. (2019). Developing an authori- postgraduate theses: Voices from Master’s stu- Dominique Vouillemin International House London [email protected] al voice in PhD multilingual student writing: The dents in the Macau EFL context. Assessing Wri- Date of submission: 19.12.2019 | Date of acceptance for publication: 3.03.2020 reader’s perspective. Journal of Second Language ting, 40, 42-52. Doi: 10.1016/j.asw.2019.03.004 Recommended citation format: Vouillemin, D. (2020). Business cultural training in a globalised economy. Training, Writing, 43, 15-23. Doi: 10.1016/ Zabihi, R., Mehrani-Rad, M., & Khodi, A. (2019). As- Language and Culture, 4(1), 33-43. Doi: 10.22363/2521-442X-2020-4-1-33-43 j.jslw.2018.02.004 sessment of authorial voice strength in L2 argu- Paul, R., & Elder, L. (2019). The nature and functions of mentative written task performances: Contributi- As the economy globalises the concept of cultural training in business needs a rethink. As this paper ex- critical and creative thinking. Washington, DC: ons of voice components to text quality. plains, the key change is that every area of business increasingly involves multinationals, making the cultural Rowman & Littleﬁeld. Journal of Writing Research, 11(2), 331-355. Doi: analysis of countries as independent entities increasingly irrelevant. Cultural trainers are having to think in Siepmann, D. (2006). Academic writing and culture: An 10.17239/jowr-2019.11.02.04 different terms in training businesses to improve performance in new markets, overseas branches, multina- overview of differences between English, French Zhao, C. G. (2017). Voice in timed L2 argumentative and German. Translators’ Journal, 51(1), essay writing. Assessing Writing, 31, 73-83. Doi: tional teams, joint ventures and international mergers and acquisitions and above all to create trust. This 131-150. Doi: 10.7202/012998ar 10.1016/j.asw.2016.08.004 change is presenting the models developed by thinkers like Hofstede, Trompenaars, Lewis and Meyer in a different light, placing emphasis on the concepts they have developed rather than the countries they apply them to. This paper explores how cultural concepts can be applied to business and suggests practical training activities to raise cultural awareness and improve business performance. The author concludes that cultural training is an aspect of management training, not an extension of language training, although understanding something about the language and even speaking it is important in avoiding misunderstandings and communication breakdown.

KEYWORDS: intercultural communication, international business, cultural models, globalisation

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1. INTRODUCTION tural programming and research, programme de- 1.1. Business Cultural Trainers Certificate sign and marketing and delivery. This paper identi- This paper is based on the training programme fies the key issues faced by delegates and how of the Business Cultural Trainers Certificate (BCTC) they can be overcome. taught at International House London, one of the world’s leading language and cultural training pri- 1.2. Why culture matters in international busi- vate school chains. The BCTC is a three-day inten- ness practices sive programme aimed at language teachers who Twenty years ago, at an international trade fair, want to diversify their careers into business trai- Barry Tomalin asked the director of a leading relo- ning, existing cultural trainers wishing to increase cation firm when culture was important. The ans- their skills and competences and HR managers wer was when they had a problem and could not seeking to introduce cultural training into their find another solution. Today, the situation is very companies. The three-day programme covers cul- different. As long ago as 2012 an Economist Intel-

KEYWORDS: intercultural communication, international business, cultural models, globalisation

© Dominique Vouillemin 2020 32 Training, Language and Culture This content is licensed under a Creative Commons Attribution 4.0 International License Training, Language and Culture 33 Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Business cultural training in a globalised economy Volume 4 Issue 1, 2020, pp. 33-43 doi: 10.22363/2521-442X-2020-4-1-33-43 by Dominique Vouillemin ligence Unit 2012 survey interviewed business using the Internet in English: (1) keep your senten- viour but I adapt my behaviour to accommodate – business expectations (based to a degree on managers from 68 countries. The survey revealed ces short, 15 to 25 words maximum; (2) check yours. This concept is still used today but has national attitudes and values); that 98% of managers interviewed saw cross-cul- your communications before you send them (if transmuted into a form more suitable to our inter- – business communication styles (including di- tural management’ as their biggest challenge there are too many ‘and’ and ‘buts’, maybe you connected world, intercultural-communication or rectness and indirectness, presentations, meetings, across borders and that 51% cited different cultu- could change them into separate sentences to interculture. Interculture recognises that cultural negotiation and networking styles); ral traditions as the greatest threat to cross-border make them shorter and clearer); (3) If you are star- interchange is a two-way process. You adapt to – business management styles (including attitu- relationships and 49% cited different cultural ting a new though or suggestion, begin a new pa- me and I adapt to you and in the process BOTH of des to time, how teams are organised and run. norms (Economist Intelligence Unit, 2012). ragraph, it will make it clearer; (4) finally, leave a us subtly change our thinking and our behaviour In his book entitled The World is Flat, New line space between paragraphs, it will make your process and become more adaptable to different 2.3. Countries vs communities – the avoidance York Times correspondent Thomas Friedman laid communication easier to read and to understand. ways of thinking and behaving. We would recom- of essentialism out the principle of globalisation with brutal clarity Tomalin and Nicks (2014) also suggest ways of mend using ‘intercultural’ or ‘interculture’ in all According to Zhu (2014), ‘essentialism’ is a as whatever can be produced more cheaply so- greeting and signing off emails and online corre- your training. term that expresses the view that everyone in a mewhere else in the world will be (Friedman, spondence. What they describe as ‘the new country conforms to a set of countrywide beliefs 2006). This explains that products we buy in our brutal’, beginning sentences with a name, e.g. 2.2. Culture is a sub category of all manage- and behaviours. It enables us to say, ‘The British stores and supermarkets, marketed by nationally ‘Barry’ and no sign-off may be efficient in northern ment processes are like this’ or ‘The Germans are like that’. It is a and internationally recognised firms are manufac- Europe but be less well received in Eastern Europe There is a danger that language teachers put tremendously convenient way or classifying peop- tured where labour is cheapest. or Asia. It may be better to use ‘Dear’ and also to cultural differences ahead of the essential factor of le’s cultural behaviour but it increasingly untrue, if There is no question that cultural issues affect sign off with ‘Regards’, ‘Best wishes’ or ‘Kind Re- business, making a profit. As pointed out above, indeed, it was ever true. every area of international business from multina- gards’, depending on the relationship. getting the culture wrong is increasingly recognis- Assessing attitudes and behaviours by national tional teams within a company, overseas offices ed as a way of losing money. One of the most fa- characteristics easily becomes stereotyping. Alt- and branches, international banking and transfer 2. THEORETICAL BACKGROUND mous European/American failures was the merger hough a nationality is a useful starting point, use of funds, international supply chain management, 2.1. Cross-culture or interculture? between the German Daimler Benz automobile generalisations to describe national characteristics international joint ventures, or JVs, and internatio- Intercultural training has been traditionally ba- company and the US Chrysler automobile compa- and be aware of the different communities (regional mergers and acquisitions. sed on models developed by linguists, anthropolo- ny in1998, the price being a $39 billion stock nal and ethnic) that make up a nationality and use The key areas of international business influen- gists and psychologists over the last fifty years or swap. Eight years later, the merger having nowhe- the word communities rather than nationalities ced by different cultural operational practices are so. Once again these have been based on studies re near reached its projected share price value the when describing them. Finally, use intercultural capital flows (money, currency transfers, assets of companies and employee based on the country merger collapsed and was sold to Cerberus Capital rather than cross-cultural in all your dealings as it transfers), production (manufacturing), supply of origin. The globalising of the world economy management in a $7.4 billion exchange, a loss of stresses the importance of interchange and interre- chain management, jobs (relocation and work mi- has meant that the understanding of cultural relati- $31.6 billion. The principle reason for the failure lationship in dealing with people with different gration) and migration due to climate change and ons has changed and that we now need to use a of the merger between the two national automobi- cultural experience from yours. war. All these have huge cultural and social impli- broader perspective and a less restrictive termino- le companies? The failure of understanding bet- In training it is especially dangerous, although cations. logy (Livermore, 2011). ween the Chrysler (US) and Daimler Benz (Ger- very easy to do, to classify people by national It is interesting that the study of international man) management cultures. As a joke among the traits as everyone knows someone who does not 1.3. The influence of ICTs and automation cultures has gone through a number of terminolo- Chrysler workers at the time had it, ‘How do you conform to type and you can quickly be accused The influence of cultural differences in ways of gical changes in the last fifty years, reflecting to spell Daimler Chrysler?’ The answer? ‘D-A-I-M-L- of dealing in stereotypes. This is a training ‘killer’. working has been accentuated by electronic con- some degree the changes in attitude to the relati- E-R. The Chrysler is silent’. Stereotypes completely undermines your authority tact through ICTs (Information and Communicati- onship. Fifty years ago, ‘culture clash’ was not un- What happens is that cultural misunderstan- as an intercultural consultant. It is important to on Technologies) through the Internet and social common. Even as late as 1996, in a much broader dings often frustrate efficient business process, des- counter it by making sure that you substitute the media (Naughton, 2012). This has both increased context, Samuel Huntington referred to the ‘Clash troying trust and confidence, leading to low pro- word generalisations. ‘Stereotypes’ pigeonholes the contact between markets and brought to the of Civilisations’ as the title of his book predicting ductivity, falling profits, failed assignments, capital people and does not allow flexibility of attitude fore differences in the use of language, particularly future ideological conflicts (Huntington, 1996). As losses and failed international Joint ventures and and behaviour. ‘Generalisation’ simply asserts that the English language. The international language the recognition of the need to formalise strategies mergers and acquisitions (Lewis & Hammerich, most people in a group adhere to a common set of of the Internet is recognised to be English (the most of adaptation grew and theories developed to en- 2016). Teachers need to learn that understanding beliefs and behaviours but that there are excepti- used language is Mandarin) but different forms of compass it, ‘Culture Clash’ was replaced by business culture depends on understanding three ons. In fact, we are all a mixture of a different ran- expression in English can cause problems. Toma- ‘Cross-cultural Communication’. Essentially, this things – the three core drivers, as Tomalin and ge of experiences, which can be presented at five lin and Nicks (2014) give the advice to writers means that I do not change my thinking and beha- Nicks (2014) describe them: levels (Hurn & Tomalin, 2013):

34 Training, Language and Culture rudn.tlcjournal.org Training, Language and Culture 35 Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Business cultural training in a globalised economy Volume 4 Issue 1, 2020, pp. 33-43 doi: 10.22363/2521-442X-2020-4-1-33-43 by Dominique Vouillemin ligence Unit 2012 survey interviewed business using the Internet in English: (1) keep your senten- viour but I adapt my behaviour to accommodate – business expectations (based to a degree on managers from 68 countries. The survey revealed ces short, 15 to 25 words maximum; (2) check yours. This concept is still used today but has national attitudes and values); that 98% of managers interviewed saw cross-cul- your communications before you send them (if transmuted into a form more suitable to our inter- – business communication styles (including di- tural management’ as their biggest challenge there are too many ‘and’ and ‘buts’, maybe you connected world, intercultural-communication or rectness and indirectness, presentations, meetings, across borders and that 51% cited different cultu- could change them into separate sentences to interculture. Interculture recognises that cultural negotiation and networking styles); ral traditions as the greatest threat to cross-border make them shorter and clearer); (3) If you are star- interchange is a two-way process. You adapt to – business management styles (including attitu- relationships and 49% cited different cultural ting a new though or suggestion, begin a new pa- me and I adapt to you and in the process BOTH of des to time, how teams are organised and run. norms (Economist Intelligence Unit, 2012). ragraph, it will make it clearer; (4) finally, leave a us subtly change our thinking and our behaviour In his book entitled The World is Flat, New line space between paragraphs, it will make your process and become more adaptable to different 2.3. Countries vs communities – the avoidance York Times correspondent Thomas Friedman laid communication easier to read and to understand. ways of thinking and behaving. We would recom- of essentialism out the principle of globalisation with brutal clarity Tomalin and Nicks (2014) also suggest ways of mend using ‘intercultural’ or ‘interculture’ in all According to Zhu (2014), ‘essentialism’ is a as whatever can be produced more cheaply so- greeting and signing off emails and online corre- your training. term that expresses the view that everyone in a mewhere else in the world will be (Friedman, spondence. What they describe as ‘the new country conforms to a set of countrywide beliefs 2006). This explains that products we buy in our brutal’, beginning sentences with a name, e.g. 2.2. Culture is a sub category of all manage- and behaviours. It enables us to say, ‘The British stores and supermarkets, marketed by nationally ‘Barry’ and no sign-off may be efficient in northern ment processes are like this’ or ‘The Germans are like that’. It is a and internationally recognised firms are manufac- Europe but be less well received in Eastern Europe There is a danger that language teachers put tremendously convenient way or classifying peop- tured where labour is cheapest. or Asia. It may be better to use ‘Dear’ and also to cultural differences ahead of the essential factor of le’s cultural behaviour but it increasingly untrue, if There is no question that cultural issues affect sign off with ‘Regards’, ‘Best wishes’ or ‘Kind Re- business, making a profit. As pointed out above, indeed, it was ever true. every area of international business from multina- gards’, depending on the relationship. getting the culture wrong is increasingly recognis- Assessing attitudes and behaviours by national tional teams within a company, overseas offices ed as a way of losing money. One of the most fa- characteristics easily becomes stereotyping. Alt- and branches, international banking and transfer 2. THEORETICAL BACKGROUND mous European/American failures was the merger hough a nationality is a useful starting point, use of funds, international supply chain management, 2.1. Cross-culture or interculture? between the German Daimler Benz automobile generalisations to describe national characteristics international joint ventures, or JVs, and internatio- Intercultural training has been traditionally ba- company and the US Chrysler automobile compa- and be aware of the different communities (regional mergers and acquisitions. sed on models developed by linguists, anthropolo- ny in1998, the price being a $39 billion stock nal and ethnic) that make up a nationality and use The key areas of international business influen- gists and psychologists over the last fifty years or swap. Eight years later, the merger having nowhe- the word communities rather than nationalities ced by different cultural operational practices are so. Once again these have been based on studies re near reached its projected share price value the when describing them. Finally, use intercultural capital flows (money, currency transfers, assets of companies and employee based on the country merger collapsed and was sold to Cerberus Capital rather than cross-cultural in all your dealings as it transfers), production (manufacturing), supply of origin. The globalising of the world economy management in a $7.4 billion exchange, a loss of stresses the importance of interchange and interre- chain management, jobs (relocation and work mi- has meant that the understanding of cultural relati- $31.6 billion. The principle reason for the failure lationship in dealing with people with different gration) and migration due to climate change and ons has changed and that we now need to use a of the merger between the two national automobi- cultural experience from yours. war. All these have huge cultural and social impli- broader perspective and a less restrictive termino- le companies? The failure of understanding bet- In training it is especially dangerous, although cations. logy (Livermore, 2011). ween the Chrysler (US) and Daimler Benz (Ger- very easy to do, to classify people by national It is interesting that the study of international man) management cultures. As a joke among the traits as everyone knows someone who does not 1.3. The influence of ICTs and automation cultures has gone through a number of terminolo- Chrysler workers at the time had it, ‘How do you conform to type and you can quickly be accused The influence of cultural differences in ways of gical changes in the last fifty years, reflecting to spell Daimler Chrysler?’ The answer? ‘D-A-I-M-L- of dealing in stereotypes. This is a training ‘killer’. working has been accentuated by electronic con- some degree the changes in attitude to the relati- E-R. The Chrysler is silent’. Stereotypes completely undermines your authority tact through ICTs (Information and Communicati- onship. Fifty years ago, ‘culture clash’ was not un- What happens is that cultural misunderstan- as an intercultural consultant. It is important to on Technologies) through the Internet and social common. Even as late as 1996, in a much broader dings often frustrate efficient business process, des- counter it by making sure that you substitute the media (Naughton, 2012). This has both increased context, Samuel Huntington referred to the ‘Clash troying trust and confidence, leading to low pro- word generalisations. ‘Stereotypes’ pigeonholes the contact between markets and brought to the of Civilisations’ as the title of his book predicting ductivity, falling profits, failed assignments, capital people and does not allow flexibility of attitude fore differences in the use of language, particularly future ideological conflicts (Huntington, 1996). As losses and failed international Joint ventures and and behaviour. ‘Generalisation’ simply asserts that the English language. The international language the recognition of the need to formalise strategies mergers and acquisitions (Lewis & Hammerich, most people in a group adhere to a common set of of the Internet is recognised to be English (the most of adaptation grew and theories developed to en- 2016). Teachers need to learn that understanding beliefs and behaviours but that there are excepti- used language is Mandarin) but different forms of compass it, ‘Culture Clash’ was replaced by business culture depends on understanding three ons. In fact, we are all a mixture of a different ran- expression in English can cause problems. Toma- ‘Cross-cultural Communication’. Essentially, this things – the three core drivers, as Tomalin and ge of experiences, which can be presented at five lin and Nicks (2014) give the advice to writers means that I do not change my thinking and beha- Nicks (2014) describe them: levels (Hurn & Tomalin, 2013):

It is natural to start with the national experi- 2.4. Concepts not country styles ‘Obviously, a degree of sensitivity to ence. However, the important thing is never to Although the leading theorists of international ‘What is also important is the status and willingness to share personal stop there but when time and opportunity allow, business cultures have tended to choose country establishment of paradigms rather than information is important but it is to use that as a platform to drill down to more pro- classification, as a matter of convenience, rather scores’ fessional and potentially personal experience. This than group classification, their concepts still main- interesting how people are happy to share way you get a fuller idea of your counterpart’s tain value as features to examine, in the study of 2.5. Cultural due diligence and do not feel the questions are intrusive’ background and interests. A good way to practise any particular cultural group. If you accept the Lewis (2019) emphasises the importance of this is the ‘Get to know Jo’ activity. three key areas of international business culture – considering the importance of ‘human capital’ in – national (your national culture); Divide your group into pairs or groups of three expectations, communication styles and manage- international business and stresses the value of – regional (your regional culture); and get them to ask each other questions. Even ment styles (Hurn & Tomalin, 2013) – which are ‘cultural due diligence’. Due diligence is a busi- – professional (the influence of the organisati- with closed groups within a company, where ever- the core divers of intercultural understanding, then ness term used in mergers and acquisitions and ons in which you have worked or studied); yone knows each other, this can still be a very effi- you can examine their concepts in your training joint ventures to describe how accountants and – social – (the influence of where you grew up cient and revealing exercise to find out more within these three broad categories. business managers assess the financial health and and age and gender); about your neighbour and build bonds within the By expectations, Hurn and Tomalin (2013) are level of compliance with regulations of the organi- – personal – (what makes you unique, inclu- group. referring to client expectations of the business rela- sation being acquired. Lewis (2019) argues that ding travel and other personal experiences you 1. Ask everyone to stand up. tionship – do they match yours and if not, how do what is also needed is cultural due diligence – an might wish to share). 2. Ask everyone to pair off with someone they you need to adapt? This might cover, for example, examination of typical communication and ma- National experience. I am British and was born do not know very well. If there is an odd number, the difference between task-based management nagement styles of the companies which are joi- in England so I probably have a number of charac- make yourself as part of the group or have one culture and relationship-based management cultu- ning forces to avoid misunderstandings and failu- teristics I share with a number of people born in group of three. res as presented by commentators such as Meyer res in productivity leading to declining profits and England. 3. Explain the five levels and the five types of (2014) and Trompenaars and Hampden-Turner ultimately failure. Regional experience. I was born and brought up question people can ask. Here are the questions. (2012). By communication styles they mean the Hurn and Tomalin (2013) break down the key in the London area in the South. So, I also have to National. Where are you from? study of typical conversational patterns (such as features of cultural due diligence into five areas a degree, regional characteristics. If, however, I Regional. What part? What is it like there? direct or indirect communication), body language, summarised as ECOLE. ECOLE, meaning ‘school’ had been born and brought up in Devon, in the Professional. What did you do before you presentation styles, how meetings are run and ne- in French is simply an acronym combining the first South West, Birmingham in the Midlands or Leeds worked here? How was it different? What’s your gotiations conducted and how business clients ty- letters of the key concepts: in the North East, my regional characteristics main professional influence? pically network and socialise. By management E Expectations (values and attitudes); might be much stronger. Social. Where were you brought up? What was style they mean operational management (attitudes C Communication (language, presentations, Professional experience. Most people in execu- it like? to time, how teams are organised and operate and meetings, negotiations and networking styles); tive positions or managerial support roles are af- Personal. Have you travelled much? Where to? how the working week is organised). Within this O Organisation (time, teams, routines and pro- fected by at least one of their professional experi- Why to these places? conceptual spectrum all the concepts explained in jects); ences. They adopt as part of their operational style 4. Each pair asks each other questions and dis- the models developed by Hofstede et al. (2010), L Leadership (hierarchies, decisions, delegation and culture the values and procedures of the orga- cusses for 10-15 minutes. Trompenaars and Hampden-Turner (2012), Lewis and consultation, gender in management); nisation that has most influenced them. 5. Still standing, bring the group together. Ask (2018), Meyer (2014) and others can be incorpora- E Etiquette (greetings, leave-taking, dress code, Social experience. Our views and behaviours the group, ‘Who learned something interesting?’ ted but distinguished not by country but by organi- gift-giving, hospitality). are also influenced by our social environment, our The answers are often very interesting ranging sational or individual management style. The authors also developed a system designed home environment, our education, and our par- from, for example: ‘I discovered we were brought What is also important is the establishment of to explore affective relationships called MIRO ents. These influences can have profound effects up two streets away from each other’, to ‘Jo’s fa- paradigms rather than scores. Scoring countries standing for Motivation, Interest, Respect and Of- on attitudes and behaviours, which may reinforce ther is Tibetan. He was brought up partly in Dha- out of a hundred on a linear scale has the effect of fence. Each component can be explained through people’s attitudes in business. ramsala in India and studied at the University of fixing a social group (in this case a national popu- the prism of cultural due diligence: Personal experience. This describes personal Delhi’. lation) at a particular level. The adoption of para- M Motivation (how to motivate teams and col- experience which may affect attitudes to different Obviously, a degree of sensitivity to status and digms placing communities along a line in relation leagues); cultural communities and focuses mainly on travel willingness to share personal information is im- to two vectors, for example, individual and collec- I Interest (how to show interest and build good or working / living abroad. It also covers personal portant but it is interesting how people are happy tive decision-making, allows greater flexibility and personal relations); interests, family and hobbies as these may be im- to share and do not feel the questions are better illustrates the relative preferences of one R Respect (how to show respect); portant in promoting good business relationships. intrusive. business community to another. O Offence (how to avoid causing offence).

36 Training, Language and Culture rudn.tlcjournal.org Training, Language and Culture 37 Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Business cultural training in a globalised economy Volume 4 Issue 1, 2020, pp. 33-43 doi: 10.22363/2521-442X-2020-4-1-33-43 by Dominique Vouillemin

All these terms present a framework of analysis munity. For example, you may consider me to be 3.2. Research analysis procedure recommended by Flanagan in- designed to make it easier to prepare for and use direct if you come from a culture where people This section covers the theoretical background. volves four stages: Analysis, Confrontation, Reflec- these levers to achieve success in international tend to be more indirect but if you come from one It is important to understand the key concepts as tion, Commitment (to change) (Collins & Pieterse, business relationships by understanding the con- where people are very direct in their opinions and applied to understanding culture developed by ex- 2007). cepts and applying them to the issues that might feedback, I may be considered comparatively indi- perts. These include Hall’s (1959) concepts of mo- It is important to choose critical incidents rele- arise. rect. This is an example of cultural relativity, whe- nochronic and polychronic approaches to tasks vant to the industry and where possible to the mar- re different communities have different views ac- and high and low context communication, Hofste- ket you are dealing with in your training. One of 2.6. Cultural relativity cording to their relative customs. This is well ex- de et al.’s (2010) six dimensions, Trompenaars and the key tasks of a cultural trainer is to build a per- This paper has already established that cultural pressed by Meyer (2014) of INSEAD in France in Hampden-Turner’s (2012) seven paradigms, Mey- sonal library of critical incidents which can be characteristics vary according to background and her analysis of how negative feedback is given in er’s (2014) eight scales of working relationships drawn on when needed. experience but also they vary according to com- different communities (Figure 1). and the Lewis (2018) model. The value of having command of the theoretical background is that it 3.2.2. MBI (Map, Bridge, Integrate) gives confidence and shows the trainer knows to a This is an important tool for helping to under- degree what s/he is talking about. It does not com- stand and resolve cultural misunderstandings. pensate for experience and the knowledge of orga- Map, Bridge, Integrate (MBI) was developed by nisational communication and management in dif- Distefano and Maznevski (2000) and goes through ferent communities, which you need to research a number of stages to help identify and resolve and get examples of. One of the ways of doing this cultural misunderstandings, as follows. Figure 1. Cultural relativity: perception of negative feedback is through critical incident analysis. MAP: What are they doing/saying? What do I normally do/say? What’s the difference? 3.2.1. Critical incident analysis BRIDGE: Why are they doing/saying that? How So, my comparative directness may be seen by 2.8. Summing up The founder of Critical Incident Analysis, first am I perceived (empathising with their values and a Russian as indirect and maybe displaying weak- Although the models developed by thinkers cited in 1954, was Robert D. Flanagan, a psycho- perception)? ness or by a Japanese or Thai as blunt and rude. such Hall (1959), Hofstede et al. (2010), Trom- logist with the US Air Force. A critical incident is a INTEGRATE: What can I change? What have I penaars and Hampden-Turner (2012), Lewis summary of an intercultural misunderstanding ex- learned? What will I do, say and, (above all), think 2.7. Definitions of culture (2018) and others are still valuable, the diversity of pressed in a description of five or six lines or a next time? All definitions of culture are illuminating to an international business and ICTs have made it im- short article. It lacks the depth and comprehen- Applied to our supermarket story above, the extent, but one of the most valuable, which actual- portant to avoid essentialism and take other factors siveness of a case study as it focuses on a single English woman learned that by explaining the con- ly relates to corporate cultures, is known as the into account. The concepts they have developed incident or discussion but offers a clear focus for text she would get a fuller and more useful respon- ‘View and Do’ definition. Coined by Deal and can be applied to how individual corporations ac- discussion and documents first impressions. Here se than simply making a request. Kennedy (1982), it goes like this: culture is the tually communicate and manage operations so as is an example. MBI is a most useful formula, which should be way we view and do things round here. to minimise misunderstandings leading to errors ‘An English woman was moving house in Fran- part of any manager’s toolkit in dealing with inter- However, it is important to allow participants and delays, which could otherwise have been avo- ce and went to a French supermarket to get some national situations. If you can understand ano- in cultural training programmes to form their own ided. empty boxes to store bric a brac ready for the re- ther’s point of view you have a far better chance of definitions of culture and this business culture de- moval van. When she asked for some empty boxes finding a way to come to an agreement and make finition activity is a simple, quick and effective 3. METHODOLOGY she was surprised and shocked to receive the ab- the most of the interaction. way of doing so. 3.1. Cultural understanding rupt answer, ‘No’. Angrily she left the store but a 1. Divide the participants into groups of three The three-day intensive BCTC divides into six friend advised her to go back and ask for customer 3.3. Resources or four (depending on group size). sections: cultural understanding, research, resour- relations. She did so and explained her situation in It is hard to cover a whole community in a sin- 2. Write up this sentence opening ‘Business cul- ces, course design, marketing, and delivery. This more detail. She received the same reply, ‘No’ but gle programme but it can be useful to compile a ture is…’ part of the paper summarises each in turn and il- this time an explanation. ‘No, Madame, we don’t profile of key markets to share with delegates. A 3. Say they must complete the sentence. lustrates key training activities. have any deliveries today but come tomorrow and useful activity taught by a former BCTC Lithuanian 4. The groups complete their sentences and Cultural Understanding opening session focu- you can take as many as you want.’ alumnus Laimonas Vykaukas is the Lithuania read them to the group. ses on the key principles outlined in Cultural Un- This may seem trivial but it affected both the Quiz. It consists of ten statements of which five are 5. The group works together to produce a final derstanding and how it relates to business and lan- woman’s trust and confidence in the supermarket true and five represent common misunderstan- definition they can all share. guage and uses the activities described therein. and potentially lost them a regular customer. The dings about Lithuania (Table 1).

38 Training, Language and Culture rudn.tlcjournal.org Training, Language and Culture 39 Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Business cultural training in a globalised economy Volume 4 Issue 1, 2020, pp. 33-43 doi: 10.22363/2521-442X-2020-4-1-33-43 by Dominique Vouillemin

Table 1 a one-day programme might be divided up as fol- The Lithuania Quiz (Mark these ten statements as true or false in the appropriate column) lows (as per general recommendations). ‘A key requirement of any training course Session 1 (90 minutes): Introduction, Client ex- is to meet client needs. But in intercultural TRUE FALSE pectations, values and attitudes. training how does a trainer know what the 1. Lithuania is a Balkan country. X Baltic Session 2 (90 minutes): Communication. Session 3 (90 minutes): Management organisati- client’s needs are? In language training 2. Its capital is Riga. X Vilnius on and leadership. we can do a needs analysis, possibly Session 4 (90 minutes): Etiquette and adapta- 3. There is a statue of US pop musician Frank Zappa in the capital. X through a language test supported by an tion. oral interview but in business cultural 4. Lithuania is 5 hours from London by air. X 2.5 If you only have half a day (3-4 hours), then the most important areas are client expectations and training we need something different’ 5. Lithuania’s population is about 2 million. X communication styles. 5. After maximum ten minutes each rapporteur 6. Vilnius University is the oldest in Central and Eastern Europe. X 3.5. Meeting client needs states their table’s agreed ‘need to know’ require- A key requirement of any training course is to ment. 7. Lithuania was the first country in the region to declare independence from X the Soviet Union in 1990. meet client needs. But in intercultural training how 6. Write them on a flipchart or whiteboard. does a trainer know what the client’s needs are? In 7. This is your agenda. Refer to it throughout 8. Most Lithuanian business is with Russia. X Germany language training we can do a needs analysis, pos- the day to confirm that their ‘need to know’ points 9. Lithuanian currency is the Euro. X Lita sibly through a language test supported by an oral have been dealt with. interview but in business cultural training we need 10. Business in Lithuania is based on written agreements. X Just like Western Europe something different. Here are two ideas. 3.6. Marketing

11. The traditional gift for Lithuanian hosts is vodka. X They’re more beer drinkers. Need to know. Need to know refers to what the Once again in planning the marketing of cultu- trainer needs to know about the client in order to ral training, especially as a freelancer, it is im- design and focus the training programme to meet portant to think of yourself not as a language trai- As you can see, I have printed the answers in ment training tends to be based on half-days or their requirements. ner but as a management trainer or business con- what would otherwise be blank columns. The ac- days – about six contact hours plus breaks and Need to know questionnaire. One way of doing sultant. This means pricing according to a daily tivity proceeds like this. lunch. The payment rate tends not to be hourly but this is through the Need to Know questionnaire, a rate not an hourly rate and finding out how much 1. The participants do the Lithuania quiz. daily, so is higher paid than language teaching and questionnaire inviting the participants to describe management trainers earn and pricing your service 2. In groups they choose a market and make the aim is to improve client confidence and perfor- their jobs, their responsibilities and their key chal- accordingly based on experience and qualificati- their own quiz. Five statements should be true and mance in dealing with other business organisati- lenges. However, this isn’t enough. First people ons. five false. The five false statements reflect common ons or multinational teams. Most important, per- may not complete their questionnaires and return Of course, the cultural training market is varied misunderstandings about the country described. haps is as a language trainer you assess your stu- them to you and if they do they may not wish to but the following five areas of training dominate 3. Groups exchange quizzes and do them. dents but as a cultural trainer your client assesses risk disclosing in public the issues they face. the market. 4. They check their answers with the group that you. This is why it is important to start any course 1. Cultures of new markets and clients. compiled the quiz. The basis of course design is not to plan by the with a ‘Need to know’ activity. Here is how it 2. Multicultural team building and team 5. Class discussion: what have the groups lear- hour, although that is possible, but to plan by the works. working (including VDTs – Virtual Distributed ned about mistaken impressions and how it influ- day or half day. In an eight-hour day with a six 1. Divide the class into groups of four or five. If Teams). ences opinions about different markets? contact hour programme. A typical way of divi- they are seated ‘cabaret style’ at tables, then each 3. Diversity management. ding up the day is to divide it into 90-minute sessi- table can form a group. 4. Leadership and interpersonal management 3.4. Course design ons so the day might look like this: 2. Thank those who have completed questionn- skills. The key most important qualities of an inter- A fundamental error of cultural training is to Session 1 (90 minutes) – Break (up to 30 minu- aires, especially if on time. national manager. believe that it is an extension of language training. tes) – Session 2 (90 minutes). 3. Ask each group to exchange and agree on 5. Relocation and efficient management of cul- It isn’t. Cultural training in a business environment Session 3 (90 minutes) – Lunch (up to 60 minu- one key issue they would like to have answers to ture shock. is an aspect of management training and should be tes) – Session 4 (90 minutes). by the end of the workshop. Obviously and conveniently, depending on cli- considered and planned as such. Whereas langua- The next question is what to include in each 4. Each group then agrees on and nominates a ent demand elements of all these areas may be in- ge training tends to be based on hours, manage- session. Going back to 2.5 Cultural due diligence, rapporteur. cluded in training.

40 Training, Language and Culture rudn.tlcjournal.org Training, Language and Culture 41 Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Business cultural training in a globalised economy Volume 4 Issue 1, 2020, pp. 33-43 doi: 10.22363/2521-442X-2020-4-1-33-43 by Dominique Vouillemin

With native English speakers the difference ac- Penguin. and Culture, 3(3), 8-20. Doi: ‘In management training everything must cording to stress and intonation can be even more Hall, E. T. (1959). The silent Language. New York, NY: 10.29366/2019tlc.3.3.1 be seen in the context of management misleading. For instance, ‘Quite good’ with stress Doubleday & Company. Livermore, D. (2011). The cultural intelligence diffe- Hofstede, G., Hofstede, G. J., & Minkov, M. (2010). rence: Master the one skill you can’t do without expectations, communication and on ‘quite’ and rising intonation on ‘good’ signals the speaker has reservations and is not a positive Cultures and organizations: Software of the in today’s global economy. New York, NY: mind. New York, NY: McGraw-Hill Education. AMACOM. operations management style between and response, whereas ‘Quite good’ with stress on Huntington, S. (1996). The clash of civilisations. New Meyer, E. (2014). The culture map: Decoding how within companies and across markets, ‘good’ and falling intonation expresses approval. York, NY: Simon and Schuster. people think, lead, and get things done across which is why cultural due diligence is so The point is context. In management training ever- Hurn, B., & Tomalin, B. (2013). Cross-cultural commu- cultures. New York, NY: Public Affairs Publ. ything must be seen in the context of management important’ nication: Theory and practice. London, UK: Pal- Naughton, J. (2012). From Gutenberg to Zuckerberg. expectations, communication and operations ma- grave McMillan. London, UK: Quercus Books. nagement style between and within companies Lewis, R. D., & Hammerich, K. (2016). Fish can’t see Tomalin, B., & Nicks, M. (2014). World business cultu- 3.7. Delivery and across markets, which is why cultural due dili- water. London, UK: Wiley. res: A handbook. London, UK: Thorogood. Practicality is the key to successful delivery, al- gence is so important. Lewis, R. D. (2018). When cultures collide: Leading Trompenaars, F., & Hampden-Turner, C. (2012). Riding lowing participants to engage with real life pro- One final technique of many taught on the across cultures. London, UK: NB International. the waves of culture. London, UK: NB Books. blems, draw the lessons from them and see how to BCTC programme is the STAR code (Tomalin & Lewis, R. D. (2019). The cultural imperative: Global Zhu, H. (2014). Exploring intercultural communication apply them in practice. Using an interactive ap- Nicks, 2014). The STAR code is simply what to do trends in the 21st century. Training, Language in action. London, UK: Routledge. proach, creating a forum for discussion will give when you have a problem. The key is common to insights into what works and what does not work all management crises and has six stages. First if in the client’s operations and allow the trainer to you are in trouble or facing a misunderstanding, suggest strategies for improving performance. As a STOP. Then LOOK and LISTEN to what is happe- trainer you are not just dispensing knowledge but ning around you. Also FEEL – is the atmosphere as a facilitator you are helping them find their own friendly, hostile or just indifferent? Now the most strategies for dealing with issues they face. important thing, DON’T ASSUME. When we encounter a communication we’re not used to our 4. DISCUSSION AND CONCLUSIONS tendency is to withdraw behind our own walls and The key point to take away from this paper is to see things through our own filters. Finally, and that cultural training is an aspect of management most importantly, ASK. training, not an extension of language training, alt- Your perception of difference and your willing- hough understanding something about the langua- ness to show interest and learn will receive, most ge and even speaking it is important in avoiding of the time, a positive response. misunderstandings and communication break- All this takes place in a couple of seconds but down. According to Lewis (2018), asking in a pre- the result can be overwhelmingly positive and sentation, ‘Do you understand?’ may be seen as avoid what might have been a communications di- patronising in some markets whereas ‘Am I clear?’ saster with important and damaging management may be much more acceptable. consequences affecting project success and profits.

References

Collins, N. M., & Pieterse, A. L. (2007). Critical incident lue with diverse teams in global management. analysis based training: An approach for develo- Organizational Dynamics, 29(1), 45-63. Doi: ping active racial/cultural awareness. Journal of 10.1016/S0090-2616(00)00012-7 Counseling & Development, 85, 14-23. Doi: Economist Intelligence Unit. (2012). Competing across 10.1002/j.1556-6678.2007.tb00439.x borders: How cultural and communication barri- Deal, T. E., & Kennedy, A. A. (1982). Corporate cultu- ers affect business. London, UK: Corporate Lan- res. Reading, MA: Addison-Wesley. guage Learning Solutions. Distefano, J. J., & Maznevski, M. L. (2000). Creating va- Friedman, T. (2006). The world is ﬂat. London, UK:

42 Training, Language and Culture rudn.tlcjournal.org Training, Language and Culture 43 Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Business cultural training in a globalised economy Volume 4 Issue 1, 2020, pp. 33-43 doi: 10.22363/2521-442X-2020-4-1-33-43 by Dominique Vouillemin

References

42 Training, Language and Culture rudn.tlcjournal.org Training, Language and Culture 43 Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Enhancing the development of intercultural communicative competence in business and study environments Volume 4 Issue 1, 2020, pp. 44-54 doi: 10.22363/2521-442X-2020-4-1-44-54 by Ozlem Yuges

Guest Editor Dr Robert O’Dowd petent. Many foreign students and managers criti- cise native speaker teachers and trainers for the ‘The current understanding of speed and lack of clarity in their delivery as well intercultural communicative competence Original Research as lacking sensitivity to student and employee cul- has been shaped by decades of research tures. For the native speaker trainer, lecturer and by anthropologists, scholars, Enhancing the development of intercultural teacher trainer the need is to develop intercultural psychologists and educators, in an effort communicative competence; behavioural skills to improve the quality of communication communicative competence in business and study and how to use intercultural sensitivity in English language and management training classes. in the classroom’ environments of their interlocutors’ (Byram et al., 2002, p. 7). It 2. THEORETICAL BACKGROUND by Ozlem Yuges follows that one of the key aims of teacher and In recent years, questions regarding intercultu- management training should be to encourage in- Ozlem Yuges International House London [email protected] ral communicative competence have emerged as a tercultural awareness of and sensitivity to the si- Date of submission: 12.12.2019 | Date of acceptance for publication: 1.03.2020 result of a globalised and multicultural world. By- tuation of foreign students in the classroom, trai- Recommended citation format: Yuges, O. (2020). Enhancing the development of intercultural communicative ram (1997) claims that ‘teaching for linguistic com- ning room or lecture theatre. competence in business and study environments. Training, Language and Culture, 4(1), 44-54. Doi: petence cannot be separated from teaching for in- ICC used to be known simply as CC, communi- 10.22363/2521-442X-2020-4-1-44-54 tercultural communicative competence’ (Byram, cative competence. The concept of communicati- 1997, p. 22). Meanwhile, the Council of Europe ve competence (CC) can be traced back to Hy- In the world of international education and training, as well as international business, foreigners are increa- Common European Framework of Reference mes’s (1972) criticism of Chomsky’s (1969) con- singly coming to work, study and seek professional training at British universities and in company branches (CEFR) for languages promotes ‘interculturality’ as cept of linguistic competence. For Chomsky and affiliates around the world. Students and employees don’t always find it easy to understand and com- a fundamental aspect of effective communication (1969), linguistics deals with the language know- municate with their managers, teachers and lecturers, as many make little or no allowance for the language in education (CEFR, 2018, p. 25). Intercultural ledge of a speaker-hearer in an ideally homoge- and cultural background of those they are managing, teaching and training. This paper explores the deve- communicative competence is comprised of three neous community, remaining uninfluenced by per- lopment of intercultural communicative competence in English language and cultural teacher training and dimensions; intercultural awareness (cognitive as- formance variables. Labelling Chomsky’s assertion management and asks how establishing effective and appropriate behaviour within intercultural communi- pect), intercultural sensitivity (affective aspect), reductionist, Hymes (1972) distanced communica- cation promotes effective communication in teacher training programmes and in management training. It and intercultural effectiveness (the behavioural as- tive competence from Chomsky’s definition, de- explores how the concept of intercultural sensitivity is integrated into intercultural communicative compe- pect) (Chen & Starosta, 1996). Chen and Starosta scribing linguistic competence as one of the se- tence in training programmes and how it could facilitate the development of overall sensitivity. In doing so (1996) claim that these are all related yet they veral components of CC (Estaji & Rahimi, 2018). it identifies some of the enabling and hindering features that shape the development of intercultural com- have distinct concepts, where intercultural awa- Hymes (1972) said competence is ‘integral with at- municative (or communication) competences in English Language and culture in training courses in ma- reness represents the cognitive process a person titudes, values and motivations concerning langua- nagement or university. goes through in his or her own and others’ ge, its features and uses, and integral with compe- cultures, intercultural sensitivity represents both KEYWORDS: culture, communication, language learning, teacher training, cultural awareness, sensitivity tence for, and attitudes toward, the interrelation of the ability of an individual to distinguish between language with the other code of communicative the different behaviours, perceptions, and feelings conduct’ (Hymes, 1972, p. 278). Thus, compe- This is an open access article distributed under the Creative Commons Attribution 4.0 International License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is of a culturally different counterpart and the ability tence involves the practical aspect of capability in properly cited (CC BY 4.0) to appreciate and respect them as well. using linguistic forms appropriately in the social The current understanding of intercultural com- context of the students, rather than concentrating municative competence has been shaped by deca- only on the academic content to be taught. 1. INTRODUCTION task’ (Bennett et al., 2003, p. 237). This research des of research by anthropologists, scholars, psy- Byram (1998) and Kramsch and Widdowson Bennett et al. (2003) wrote, ‘The person who endeavours to explore how and to what extent chologists and educators, in an effort to improve (1998) confirmed this by defining CC as socio-lin- learns a language without learning the culture risks current language and management training pro- the quality of communication in the classroom. Or guistics and endorsing the effort to facilitate appro- becoming a fluent fool and yet the pedagogy for grammes can incorporate intercultural communi- training room. In language teaching terms they de- priate communication between cultures in order to infusing culture into the language curriculum re- cative competences (ICC), in addition to linguistic fine ICC as helping ‘language learners to interact improve ‘sociopragmatic competence’. In other mains elusive and we continue to debate the parti- and communicative competence, and subsequent- with speakers of other languages on equal terms, words, the appropriate use of language should re- culars of this complex learning and teaching ly be seen as interculturally and linguistically com- and to be aware of their own identities and those flect social practice. However, when defining

© Ozlem Yuges 2020 44 Training, Language and Culture This content is licensed under a Creative Commons Attribution 4.0 International License rudn.tlcjournal.org Training, Language and Culture 45 Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Enhancing the development of intercultural communicative competence in business and study environments Volume 4 Issue 1, 2020, pp. 44-54 doi: 10.22363/2521-442X-2020-4-1-44-54 by Ozlem Yuges

gnise cultural aspects of the language and distin- Van Ek (1986) added two more competences to – attitude savoirs etre: curiosity and openness, ‘As part of language teaching and guish between messages conveying negativity and the list – socio-cultural competence, meaning the readiness to suspend disbelief about other cultures learning and management training, socio- inference. When a person is confident and autono- ability to function in several cultures, and social and belief about one’s own; linguistic competence is the knowledge of mous they are usually able to observe other inten- competence, meaning familiarity with differences – knowledge savoirs: knowledge of social the social-cultural rules of languages. tions via verbal and nonverbal communication. in social customs, and the ability to communicate groups and their products and practices in one’s Besides, discourse competence is the ability lear- successfully with others. own and in one’s interlocutor’s country, and of the This requires the trainer to understand the ners have to connect sentences and to form a mea- Byram (1997) proposed an intercultural com- general process of societal and individual interac- position of the participants and to adapt ningful whole from a series of utterances. As part municative competence model encompassing ‘lin- tion; content and delivery accordingly’ of language teaching and learning and manage- guistic, sociolinguistic and discourse competence – skills of interpreting and relating savoir comment training, socio-linguistic competence is the which embraces the dimensions of attitudes, skills, prendre: ability to interpret a document or event communicative competence, Hymes ‘pointed out knowledge of the social and cultural rules of lan- and knowledge’ (Byram, 1997, p. 34) (Figure 1). from another culture, to explain it and relate it to the lack of consideration for ‘appropriateness’ or guages. This requires the trainer to understand the In his model, Byram (1997) sets up some prin- documents from one’s own culture; the sociocultural significance of an utterance in a position of the participants and to adapt content ciples and key dimensions in connection with em- – skills of discovering and interaction savoir given context’ (Lázár et al., 2007, p. 8). Thus, Ca- and delivery accordingly. pathy, cultural identity, cultural relativism, critical comprendre/faire: ability to acquire new know- nale and Swain (1980) extended the concept of The third concept of Canale and Swain’s (1980) awareness, and curiosity and gaining knowledge, ledge of a culture and cultural practices and the CC to include grammatical competence, sociolin- strategic competence refers to the stage that a per- which are crucial when comparing cultural and ability to operate knowledge, attitudes and skills guistic competence, and strategic competence. son is able to use strategies to compensate for im- language awareness in one’s own and other cultu- under the constraints of real-time communication Grammatical competence refers to mastering perfect knowledge of the target language and to res. Nevertheless, the majority of the population and interaction; the language. This also helps individuals to reco- adapt as needed to ensure comprehension. Later, who speak the English language from all over the – critical cultural awareness/political education world cannot reach a stage of critical awareness savoir s’engager: ability to acquire new knowledge partly because trainers, teachers and lecturers deli- of a culture and cultural practices and the ability ver content to diverse groups using highly sophisti- to operate knowledge, attitudes and skills under cated elements requiring language competence. the constraints of real-time communication and in- Zhu (2018) states that ‘in his model, Byram refi- teraction. ned the first three dimensions of competence iden- Fantini’s (2018) intercultural communicative tified in Van Ek’s model and added in ‘intercultural competence model embraced that of Byram’s but competence’ which consists of sub-compo- incorporated four dimensions: awareness, nents’ (Zhu, 2018, p. 152) so as to fit with current attitudes, skills and knowledge (including langua- teaching needs: ge proficiency). In commenting on the model, – linguistic competence: the ability to apply Jackson (2012) wrote that ‘grappling with another knowledge of the rules of a standard version of the language also fosters the development of alternati- language to produce and interpret spoken and ve communication strategies on someone else’s written language; terms, a humbling and challenging process’ (Jack- – sociolinguistic competence: the ability to give son, 2012, p. 274). Students and trainees strugg- to the language produced by an interlocutor – ling with the language and speed of the trainer or whether native or not – meanings which are taken lecturer face problems of understanding and may for granted by the interlocutor or which are nego- experience a degree of cultural alienation and de- tiated and made explicit by the interlocutor; motivation as a result. It is the job of the trainer or – discourse competence: the ability to use, dis- lecturer to avoid that situation. cover and negotiate strategies for the production and interpretation of monologue or dialogue texts 3. TRAINERS’ AND LECTURER’S BEHAVIOUR which follow the conversations of culture of an in- Sercu and Bandura (2005) devised a model that terlocutor or are negotiated as intercultural texts divides intercultural communicative competence for particular purposes. into three main parts: knowledge, skills/behaviour, Sub-components of Byram’s model include (By- and attitude/traits. Each part receives specific ex- Figure 1. Byram’s model of intercommunicative competence ram, 1997, p. 48): planation from the authors’ perspective.

46 Training, Language and Culture rudn.tlcjournal.org Training, Language and Culture 47 Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Enhancing the development of intercultural communicative competence in business and study environments Volume 4 Issue 1, 2020, pp. 44-54 doi: 10.22363/2521-442X-2020-4-1-44-54 by Ozlem Yuges gnise cultural aspects of the language and distin- Van Ek (1986) added two more competences to – attitude savoirs etre: curiosity and openness, ‘As part of language teaching and guish between messages conveying negativity and the list – socio-cultural competence, meaning the readiness to suspend disbelief about other cultures learning and management training, socio- inference. When a person is confident and autono- ability to function in several cultures, and social and belief about one’s own; linguistic competence is the knowledge of mous they are usually able to observe other inten- competence, meaning familiarity with differences – knowledge savoirs: knowledge of social the social-cultural rules of languages. tions via verbal and nonverbal communication. in social customs, and the ability to communicate groups and their products and practices in one’s Besides, discourse competence is the ability lear- successfully with others. own and in one’s interlocutor’s country, and of the This requires the trainer to understand the ners have to connect sentences and to form a mea- Byram (1997) proposed an intercultural com- general process of societal and individual interac- position of the participants and to adapt ningful whole from a series of utterances. As part municative competence model encompassing ‘lin- tion; content and delivery accordingly’ of language teaching and learning and manage- guistic, sociolinguistic and discourse competence – skills of interpreting and relating savoir comment training, socio-linguistic competence is the which embraces the dimensions of attitudes, skills, prendre: ability to interpret a document or event communicative competence, Hymes ‘pointed out knowledge of the social and cultural rules of lan- and knowledge’ (Byram, 1997, p. 34) (Figure 1). from another culture, to explain it and relate it to the lack of consideration for ‘appropriateness’ or guages. This requires the trainer to understand the In his model, Byram (1997) sets up some prin- documents from one’s own culture; the sociocultural significance of an utterance in a position of the participants and to adapt content ciples and key dimensions in connection with em- – skills of discovering and interaction savoir given context’ (Lázár et al., 2007, p. 8). Thus, Ca- and delivery accordingly. pathy, cultural identity, cultural relativism, critical comprendre/faire: ability to acquire new know- nale and Swain (1980) extended the concept of The third concept of Canale and Swain’s (1980) awareness, and curiosity and gaining knowledge, ledge of a culture and cultural practices and the CC to include grammatical competence, sociolin- strategic competence refers to the stage that a per- which are crucial when comparing cultural and ability to operate knowledge, attitudes and skills guistic competence, and strategic competence. son is able to use strategies to compensate for im- language awareness in one’s own and other cultu- under the constraints of real-time communication Grammatical competence refers to mastering perfect knowledge of the target language and to res. Nevertheless, the majority of the population and interaction; the language. This also helps individuals to reco- adapt as needed to ensure comprehension. Later, who speak the English language from all over the – critical cultural awareness/political education world cannot reach a stage of critical awareness savoir s’engager: ability to acquire new knowledge partly because trainers, teachers and lecturers deli- of a culture and cultural practices and the ability ver content to diverse groups using highly sophisti- to operate knowledge, attitudes and skills under cated elements requiring language competence. the constraints of real-time communication and in- Zhu (2018) states that ‘in his model, Byram refi- teraction. ned the first three dimensions of competence iden- Fantini’s (2018) intercultural communicative tified in Van Ek’s model and added in ‘intercultural competence model embraced that of Byram’s but competence’ which consists of sub-compo- incorporated four dimensions: awareness, nents’ (Zhu, 2018, p. 152) so as to fit with current attitudes, skills and knowledge (including langua- teaching needs: ge proficiency). In commenting on the model, – linguistic competence: the ability to apply Jackson (2012) wrote that ‘grappling with another knowledge of the rules of a standard version of the language also fosters the development of alternati- language to produce and interpret spoken and ve communication strategies on someone else’s written language; terms, a humbling and challenging process’ (Jack- – sociolinguistic competence: the ability to give son, 2012, p. 274). Students and trainees strugg- to the language produced by an interlocutor – ling with the language and speed of the trainer or whether native or not – meanings which are taken lecturer face problems of understanding and may for granted by the interlocutor or which are nego- experience a degree of cultural alienation and de- tiated and made explicit by the interlocutor; motivation as a result. It is the job of the trainer or – discourse competence: the ability to use, dis- lecturer to avoid that situation. cover and negotiate strategies for the production and interpretation of monologue or dialogue texts 3. TRAINERS’ AND LECTURER’S BEHAVIOUR which follow the conversations of culture of an in- Sercu and Bandura (2005) devised a model that terlocutor or are negotiated as intercultural texts divides intercultural communicative competence for particular purposes. into three main parts: knowledge, skills/behaviour, Sub-components of Byram’s model include (By- and attitude/traits. Each part receives specific ex- Figure 1. Byram’s model of intercommunicative competence ram, 1997, p. 48): planation from the authors’ perspective.

Knowledge: culture-specific and culture-gene- priate behavioural skills that leads to group harmo- nagement training programmes and teaching poli- tercultural sensitivity on the concepts of intercultural knowledge; knowledge of self and other; know- ny for an inclusive environment. cies, particularly as the methods used when ral sensitivity that has possible impact on ‘ethno- ledge of interaction (individual and societal); in- Therefore, in a classroom full of different cultu- teaching English have influenced all foreign lan- centrism’ that makes people bond tightly with their sight regarding the ways in which culture affects ral backgrounds, educators must behave in a man- guage classrooms (Bourne & Reid, 2005). Conse- group members and feel ‘proud of their own heri- language and communication. ner unaffected by cultural assumptions. According quently, the English language has become the tages by subjectively using their cultural standards Skills/behaviour: ability to interpret and relate; to Scrivener (2012), learners in a classroom often world’s operating system (Anholt, 2009). With this as criteria for interpretations and judgments in in- ability to discover and/or interact; ability to acqui- feel rather powerless. Hence, teacher trainers and in mind, sensitivity in the classroom, particularly tercultural communication’ (Chen & Starosta, re new knowledge and to operate knowledge, atti- teachers must be trained to establish and maintain for non-native English speakers, needs to be a key 2000, p. 27). Nevertheless, ‘for a culture to tudes and skills under the constraints of real-time appropriate behavioural skills for a positive class- factor in training programmes for teacher develop- survive, a certain degree of ethnocentrism from its communication and interaction; metacognitive room climate if they are to overcome the tendency ment. Chen and Starosta (2000) identify intercultu- members is necessary; however, when ethnocen- strategies to direct own learning. for individuals to feel anxious, self-consciousness ral sensitivity as the affective dimension of ICC, trism grows to a certain level, it will become a bar- Attitudes/traits: attitude to relativise self and va- and experiencing difficulty in understanding. which is ‘conceptually distinct from intercultural rier for communication among people from diffe- lue others; positive disposition towards learning The fact remains that language educators ought competence’ (Chen & Starosta, 2000, p. 3). Accor- rent cultures’ (Neuliep & McCroskey, 1997, p. intercultural competence; general disposition cha- to consider that each individual has unique cha- ding to Nuñez et al. (2007), ‘you are interculturally 387). Furthermore, ethnocentrism can cause indi- racterized by a critical engagement with the for- racteristics and backgrounds when it comes to ad- sensitive if you are able to look at different cultures viduals to use their own identity and group ‘as the eign culture under consideration and one’s own. justing their approach and behaviour towards from their cultural frame-of-reference, rather than centre of viewing things, which tends to develop Sercu and Bandura’s (2005) research recognises them. It should not only be categorised as people’s from yours. You have cultural empathy. Not only prejudice by judging other groups as inferior to ‘two completely opposing groups with regard to behaviour driven by their culture, because if an in- in your thoughts, but you are really able to adjust their own’ (Chen, 2010, p. 2). At this point, it is their conception of integrating intercultural com- dividual has lived in different locations and is ac- your behaviour, because you want to. Although crucial for trainers to be conscious of this danger petence teaching in the classroom, with conflicting tively in contact with people from various cultural you know your limits, you are able to move bet- and create a mutual balance to show sensitivity. perceptions’ (Estaji & Rahimi, 2018, p. 5). Most backgrounds, their attitude and behaviour cannot ween multiple frames-of-reference, without losing Thus, a review by Chen (2010) indicated that ‘the importantly, Sercu and Bandura (2005) showed be categorised under one national culture. your identity, with great cultural flexibility and re- study investigated the impact of intercultural sensi- there is no clear connection between the teachers’ According to Harris (2003), nonverbal beha- spect’ (Nuñez et al., 2007, p. 69). tivity on ethnocentrism and intercultural communi- or trainer’s beliefs in favour of integrating intercul- viour, constitutes ‘facial expressions, raising an According to Chen and Starosta (2000), inter- cation apprehension. Both hypotheses were sup- tural communicative competence and their actual eyebrow, head nods, gestures, and silences also cultural sensitivity is one of the indispensable fea- ported. The results showed that people with a hig- teaching or training practices. This is the core of provide very important context cues’ (Harris, tures for communication in diverse environments her degree of intercultural sensitivity were less eth- the problem facing international students in mono- 2003, p. 50). Some of these expressions may not and entails five abilities and skills: interaction en- nocentric and apprehensive in intercultural inter- lingual training rooms and lecture theatres. make sense for some cultures while for others they gagement, respect for cultural differences, interac- action. The results reinforced the importance of in- Wiseman and Koester (1993) pointed out that may have a true meaning that does not need tion confidence, interaction enjoyment, and inter- tercultural sensitivity as a necessary element for there is general agreement that the two most criti- words. At this point it is important to highlight that action attentiveness. These abilities are part of the people to be competent in intercultural communi- cal dimensions of competence for behaviour are ‘mutual-facework’ to avoid conflict is ‘prevalent in dimensions of intercultural sensitivity. Substantial- cation, in which using one’s cultural standards as effectiveness and appropriateness. They defined collectivistic culture’ (Samovar et al., 2012, p. ly, this study advanced the proposition that indivi- criteria for interpretations and judgments and com- effectiveness as the ability of participants (lecturers 136). Thus, these elements should be taken into duals ‘with high intercultural sensitivity tend to be munication anxiety are not encouraged’ (Chen, and students) to achieve their goals of delivering consideration in training educators and helping more attentive, more able to perceive socio-inter- 2010, p. 6). content and understanding the delivery and appro- them create an inclusive neutral environment. Ma- personal relationships in order to adjust their beha- Chen’s opinion is relevant as emotion occurs priateness as ‘being proper and suitable’ in relati- nusov and Patterson (2006) go so far as to suggest viours, to show high self-esteem and self-monito- naturally when a person is in a new environment. on to the culture they are in (Wiseman & Koester, that non-verbal communication is a major influ- ring, more empathic, and more effective in inter- This is understood by one’s cognitive, affective 1993, p. 6). ence on the development of affect in the training cultural interaction’ (Chen & Starosta, 2000, p. and behaviour aspects. Chen explains is that there Heisey and Gong (1998) argued that a key fo- room and that therefore it should be ‘a major focus 26). This research also had two findings regarding are two points that create confusion and which cus should be on actual behaviour and that ‘the of future instructional and nonverbal communicati- sensitivity when communicating with others: com- need to be clarified. The first one is, even though relational focus of regarding intercultural commu- on research’ (Manusov & Patterson, 2006, p. 87). munication traits (ethnocentrism and intercultural intercultural sensitivity is referred to its cognitive, nicative competence study, or the concern with communication apprehension) which are primarily effective and behavioural aspects regarding the in- appropriateness, eventually results in effectiveness 4. SENSITIVITY help to comprehend individuals’ motivation and tercultural situation - it mainly deals with effec- in communication and relationships’ (Heisey & Furthermore, since the beginning of the 21st attitudes in the process of interactions. tiveness. Her second point is that emotion is con- Gong, 1998, p. 166). it is imperative for trainers to century, the English language has played a promi- Chen and Starosta’s (2000) inspiration for their cerned with ‘intercultural awareness (cognitive), be able to have knowledge of effective and appro- nent role in the development of language and ma- research was to examine the possible effects of in- which is the foundation of intercultural sensitivity

48 Training, Language and Culture rudn.tlcjournal.org Training, Language and Culture 49 Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Enhancing the development of intercultural communicative competence in business and study environments Volume 4 Issue 1, 2020, pp. 44-54 doi: 10.22363/2521-442X-2020-4-1-44-54 by Ozlem Yuges

tive competence and ‘proficiency-related theories ‘It emphasises that individuals ought to of language learning’ (Lange & Paige, 2003, p. have an aspiration to ’motivate themselves 252). The model guides educators on how to ad- to understand, appreciate, and accept apt cultural-learning into their traditional framework, which very likely provides individuals with differences among cultures, and to the necessary intercultural skills, since ‘cultural produce a positive outcome from learning must begin with cultural self-awareness, a intercultural interactions’ ’ notion compatible with views regarding the inter- relatedness of first-language and second-language (affective) which, in turn, will lead to intercultural learning’ (Lange & Paige, 2003, p. 252). competence (behavioural). In other words, the Deardorff (2006) developed a process model of three are closely related but separate concepts. intercultural competence that focused on the pur- Thus, intercultural sensitivity can be conceptuali- pose of assessment of possible intercultural misun- sed as an individual's ability to develop a positive derstandings. Starting with the attitudes that the in- emotion towards understanding and appreciating dividual should have (respect, openness and curio- cultural differences that promotes an appropriate sity and a sense of discovery) he then stressed the and effective behaviour in intercultural communi- need for knowledge (awareness of one’s own cul- cation’ (Chen, 1997, p. 5). Therefore, Chen con- ture, awareness of another’s culture and sociolin- cludes that intercultural sensitivity is a dynamic guistic awareness) supported by skills (listening concept. It emphasises that individuals ought to and observation and analysis and interpretation have an aspiration to ’motivate themselves to un- and the ability to relate to the other person or si- derstand, appreciate, and accept differences tuation you are facing). Deardorff then went on to among cultures, and produce a positive outcome identify two types of outcome, internal and exter- Figure 2. Deardorff’s Process Model of Intercultural Competence from intercultural interactions’ (Chen, 1997, p. 6). nal (Deardorff & Arasaratnam-Smith, 2017). The internal outcome was the development of and as important and in some respects even more would be able to recognise the signs and act posi- 5. DISCUSSION: LANGUAGE AND CULTU- empathy, adaptability and flexibility. The external important than the intellectual content. If you can’t tively to refer the student to HR (Human RAL TRAINING outcome he defined as the adoption of effective understand what the teacher is saying or means Resources), the student liaison officer or even the Lange and Paige (2003) state that the relations- and appropriate communication and behaviour to there is no way you can successfully absorb and university pastor and to make allowances within hip between Bennett’s DMIS and language training resolve any misunderstanding (Figure 2). understand the content, let alone analyse it. In this the limits of administrative procedures to support compromises much that can be of benefit to lan- Deardorff’s model has itself been criticised as a respect, the model remains valid. students and expats suffering from culture shock. guage educators, in particular, due to ‘its develop- list of character traits and skills rather than a pro- International students joining a class to develop But the most important thing is to understand the mental nature and because of the applicability of cess of resolution of intercultural misunderstan- their business skills in a British or US university process and this is where Bennett’s (1986) DMIS its central principles to both culture learning and ding. However, it does focus on positive outcomes also experience social unease. They feel out of model comes in. language learning’ (Lange & Paige, 2003, p. 252). both internally, for the person perceived to have place, get lonely, and fail to attend lectures or Described as the Developmental Model of In- The model advocates that the core of gaining cul- created the misunderstanding and externally for complete the necessary assignments because quite tercultural Sensitivity, Bennett’s model has five sta- tural knowledge is not the acquisition of content, the person or group who have failed to understand simply, they get depressed. Overseas assignees in ges divided into two parts. The two parts are eth- but rather the ability to shift cultural perspectives. or misunderstood the message conveyed. business go through the same process. This pro- nocentric (mainly concerned with oneself) and Lange and Paige (2003) signpost some advantages This is important in international education, cess is known as culture shock and has been dis- ethnorelative (mainly concerned with your relati- of DMIS model for language teaching and training, and particularly in higher education, as a trainer or cussed by Storti (1991) who described culture ons with others). In each area there are three sta- for instance the concept of enhancing the cultural lecturer lacking sociolinguistic or cultural awaren- shock as being separated from friends and family ges of development (Figure 3). learning in DMIS model is not the acquisition by ess can speak too fast, use idioms without expla- and everyday experiences. Culture shock in busi- The six stages can be interpreted as follows. the learner of discrete facts, but the development nation or make cultural references that are percei- ness and also in academic studies manifests in de- First, the three stages of ethnocentrism. of an intercultural mind – a mindset capable of un- ved as wrong or even insulting by the students and pression, demotivation, lower productivity and in Denial. This can take two forms: denial of your derstanding from within and from without both employees. This is why the development of inter- some cases illness and, in extreme cases, even sui- own environment (this place is wonderful; my one’s own culture and other cultures. Consequent- cultural sensitivity and language sensitivity is vital cide. It is therefore something to understand and country is awful); and denial of your new environ- ly, cultural learning should comprise communica- to the successful teaching of international groups watch out for. An empathetic teacher or trainer ment (this place is awful; wish I was back home).

50 Training, Language and Culture rudn.tlcjournal.org Training, Language and Culture 51 Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Enhancing the development of intercultural communicative competence in business and study environments Volume 4 Issue 1, 2020, pp. 44-54 doi: 10.22363/2521-442X-2020-4-1-44-54 by Ozlem Yuges tive competence and ‘proficiency-related theories ‘It emphasises that individuals ought to of language learning’ (Lange & Paige, 2003, p. have an aspiration to ’motivate themselves 252). The model guides educators on how to ad- to understand, appreciate, and accept apt cultural-learning into their traditional framework, which very likely provides individuals with differences among cultures, and to the necessary intercultural skills, since ‘cultural produce a positive outcome from learning must begin with cultural self-awareness, a intercultural interactions’ ’ notion compatible with views regarding the inter- relatedness of first-language and second-language (affective) which, in turn, will lead to intercultural learning’ (Lange & Paige, 2003, p. 252). competence (behavioural). In other words, the Deardorff (2006) developed a process model of three are closely related but separate concepts. intercultural competence that focused on the pur- Thus, intercultural sensitivity can be conceptuali- pose of assessment of possible intercultural misun- sed as an individual's ability to develop a positive derstandings. Starting with the attitudes that the in- emotion towards understanding and appreciating dividual should have (respect, openness and curio- cultural differences that promotes an appropriate sity and a sense of discovery) he then stressed the and effective behaviour in intercultural communi- need for knowledge (awareness of one’s own cul- cation’ (Chen, 1997, p. 5). Therefore, Chen con- ture, awareness of another’s culture and sociolin- cludes that intercultural sensitivity is a dynamic guistic awareness) supported by skills (listening concept. It emphasises that individuals ought to and observation and analysis and interpretation have an aspiration to ’motivate themselves to un- and the ability to relate to the other person or si- derstand, appreciate, and accept differences tuation you are facing). Deardorff then went on to among cultures, and produce a positive outcome identify two types of outcome, internal and exter- Figure 2. Deardorff’s Process Model of Intercultural Competence from intercultural interactions’ (Chen, 1997, p. 6). nal (Deardorff & Arasaratnam-Smith, 2017). The internal outcome was the development of and as important and in some respects even more would be able to recognise the signs and act posi- 5. DISCUSSION: LANGUAGE AND CULTU- empathy, adaptability and flexibility. The external important than the intellectual content. If you can’t tively to refer the student to HR (Human RAL TRAINING outcome he defined as the adoption of effective understand what the teacher is saying or means Resources), the student liaison officer or even the Lange and Paige (2003) state that the relations- and appropriate communication and behaviour to there is no way you can successfully absorb and university pastor and to make allowances within hip between Bennett’s DMIS and language training resolve any misunderstanding (Figure 2). understand the content, let alone analyse it. In this the limits of administrative procedures to support compromises much that can be of benefit to lan- Deardorff’s model has itself been criticised as a respect, the model remains valid. students and expats suffering from culture shock. guage educators, in particular, due to ‘its develop- list of character traits and skills rather than a pro- International students joining a class to develop But the most important thing is to understand the mental nature and because of the applicability of cess of resolution of intercultural misunderstan- their business skills in a British or US university process and this is where Bennett’s (1986) DMIS its central principles to both culture learning and ding. However, it does focus on positive outcomes also experience social unease. They feel out of model comes in. language learning’ (Lange & Paige, 2003, p. 252). both internally, for the person perceived to have place, get lonely, and fail to attend lectures or Described as the Developmental Model of In- The model advocates that the core of gaining cul- created the misunderstanding and externally for complete the necessary assignments because quite tercultural Sensitivity, Bennett’s model has five sta- tural knowledge is not the acquisition of content, the person or group who have failed to understand simply, they get depressed. Overseas assignees in ges divided into two parts. The two parts are eth- but rather the ability to shift cultural perspectives. or misunderstood the message conveyed. business go through the same process. This pro- nocentric (mainly concerned with oneself) and Lange and Paige (2003) signpost some advantages This is important in international education, cess is known as culture shock and has been dis- ethnorelative (mainly concerned with your relati- of DMIS model for language teaching and training, and particularly in higher education, as a trainer or cussed by Storti (1991) who described culture ons with others). In each area there are three sta- for instance the concept of enhancing the cultural lecturer lacking sociolinguistic or cultural awaren- shock as being separated from friends and family ges of development (Figure 3). learning in DMIS model is not the acquisition by ess can speak too fast, use idioms without expla- and everyday experiences. Culture shock in busi- The six stages can be interpreted as follows. the learner of discrete facts, but the development nation or make cultural references that are percei- ness and also in academic studies manifests in de- First, the three stages of ethnocentrism. of an intercultural mind – a mindset capable of un- ved as wrong or even insulting by the students and pression, demotivation, lower productivity and in Denial. This can take two forms: denial of your derstanding from within and from without both employees. This is why the development of inter- some cases illness and, in extreme cases, even sui- own environment (this place is wonderful; my one’s own culture and other cultures. Consequent- cultural sensitivity and language sensitivity is vital cide. It is therefore something to understand and country is awful); and denial of your new environ- ly, cultural learning should comprise communica- to the successful teaching of international groups watch out for. An empathetic teacher or trainer ment (this place is awful; wish I was back home).

6. CONCLUSION for educators when developing their own under- This paper has attempted to outline the main standing and sensitivity. Zhu (2011) states that in- concepts of intercultural communicative compe- tercultural empathy helps individuals ‘to be aware tence in training programmes to enhance language of the barriers that may hinder a student’s deve- educators, trainers and lecturers’ intercultural lopment’ (Zhu, 2011, p. 117). However, she also competence in their classrooms, lecture halls and points out the dangers of stereotyping and prejudi- training rooms to develop their language learners’ ce, over reliance on one’s own culture or human skills by fully integrating a cultural approach to universals, lack of awareness of students’ problems language and recognising the differences in lan- in relating to the content or skills being taught due Figure 3. Bennett’s Development Model of Intercultural Sensitivity guage levels and ability to understand English spo- to language limitations or cultural differences and ken at speed and using strong idiomatic language the assumption that everyone should adopt one’s Defence. This involves reverting to one’s own nity, at ease with linguistic and intercultural com- by native speaker trainers and lecturers. Bennett et (the trainer or lecturer’s) own cultural practice. Fi- culture or community. For managers or workers or munication. Bennett summarises the characteris- al. (2003) argue that educators nowadays should nally, ‘when people engage in an intercultural dia- students relocating this is often expressed by living tics of the six stages as follows. be competent on ‘how to place culture at the core logue or intercultural trade, they are inevitably fac- in ‘gated communities’ and only associating with Denial. My cultural experience is the only one of language teaching by systematically introducing ing the challenge from communication barriers people from your or similar communities and fai- that is real and valid. There is little to no thought intercultural competence into the classroom’ (Ben- such as cultural stereotypes and prejudice, identity ling to adapt to the environment you are in. of ‘other’. nett et al., 2003, p. 237). conflict, language deficiency, and lack of interac- Minimisation. This takes the form of insisting Defence. ‘We’ are superior and ‘they’ are inferi- ICC training should ‘involve awareness of diffe- tion skills. Only through the acquisition of ICC can that everyone is the same, to the extent that we all or. One feels threatened and is highly critical. rent values, attitudes and behaviours of ‘others’ as these problems be solved in the process of global are, and rejecting ideas of cultural difference. What is strange may be labelled as stupid. well as skills to deal with them in a non-judgmen- interaction’ (Dai & Chen, 2014, p. 1). By exploring The three stages of ethnorelativism can be de- Minimisation. Other cultures are trivialised or tal way’ (Barany, 2016 p. 267). This will help the ICC models, as well as behaviour and sensitivi- scribed as follows. romanticised. One tends to deny differences and teacher trainers and teachers to enhance their ty and the issues presented by limitations in lan- Acceptance. This refers to the recognition and only seek similarities. ability to interact effectively with people of cultu- guage proficiency, content delivery can be impro- acceptance of intercultural differences. This is a Acceptance. I accept but may not agree with res other than one’s own which is a vital attribute ved and student motivation can be increased. positive step because it recognises differences and other cultures. I am curious and respectful. precedes progression to Step 5, adaptation. Adaptation. I ‘see’ the world through different Adaptation. This is a gradual process whereby eyes and make intentional changes in my own be- References the business assignee or foreign student begins the haviour and values. Anholt, S. (2009). Places: Identity, image and reputati- communicative competence. Clevedon, UK: process of adaptation to the host environment. It Integration. I easily move in and out of different on. Basingstoke, UK: Macmillan. Multilingual Matters. takes place over a number of months or even years cultural worldviews. Barany, L. K. (2016). Language awareness, intercultural Byram, M. (1998). Cultural studies and foreign langua- and may involve a reversion to the culture shock The models discussed in this section make it awareness and communicative language ge teaching In B. Susan (Ed.), Studying British experienced in the first few months of living and clear that business people and their families relo- teaching: Towards language education. Interna- cultures (pp. 53-64). London, UK: Routledge. working in a new environment. However, as Marx cating to other countries and students seeking to tional Journal of Humanities and Cultural Studies, Byram, M., Gribkova, B., & Starkey, H. (2002). Develo- (1999) points out, culture shock experiences affect develop their careers by studying at universities 2(4), 257-282. ping the intercultural dimension in language foreign business people and students throughout abroad expose themselves to both language and Bennett, M. J. (1986). A developmental approach to teaching: A practical introduction for teachers. their stay at both professional and social levels but cultural challenges. They also suggest the charac- training for intercultural sensitivity. International Strasbourg, France: Council of Europe. Journal of Intercultural Relations, 10 the frequency and impact lessen as the stay lengt- teristics that both managers and lecturers need to (2), 179-196. Canale, M., & Swain, M. (1980). Theoretical bases of Bennett, M. J., Bennett, J. M., & Allen, W. (2003). De- communicative approaches to second language hens until you achieve Bennett’s final stage in his develop to overcome issues that may arise and veloping intercultural competence in the langua- teaching and testing. Applied Linguistics, 1(1), DMIS model, integration. ease the process of adaptation which relocates and ge classroom. In D. L. Lange & R. M. Paige 1-47. Doi: 10.1093/applin/I.1.1 Integration. This final stage marks the point students abroad are likely to go through in the pro- (Eds.), Culture as the core: Perspectives on cultu- Chen, G. M. (1997). A review of the concept of inter- where you feel part of the host community at both cess of adaptation to living in the new host coun- re in second language learning (pp. 237-270). cultural sensitivity. Retrieved from https://files.e- the sociolinguistic and intercultural levels. You try. The issues raised in the discussion highlight Greenwich, CT: Information Age Publ. ric.ed.gov/fulltext/ED408634.pdf may still experience problems and misunderstan- the importance of business mentors, student liai- Bourne, J., & Reid, E. (2005). World yearbook of educa- Chen, G. M. (2010). The impact of intercultural sensiti- dings but these are more likely to be at the level son officers and religious pastors in helping em- tion: Language education. London, UK: British vity on ethnocentrism and intercultural commu- that locals experience them. Effectively, and hope- ployees and students integrate their new work and Library. nication apprehension. Intercultural Communica- fully legally, you become part of the host commu- study environments successfully. Byram, M. (1997). Teaching and assessing intercultural tion Studies, 9, 1-19.

52 Training, Language and Culture rudn.tlcjournal.org Training, Language and Culture 53 Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Enhancing the development of intercultural communicative competence in business and study environments Volume 4 Issue 1, 2020, pp. 44-54 doi: 10.22363/2521-442X-2020-4-1-44-54 by Ozlem Yuges

52 Training, Language and Culture rudn.tlcjournal.org Training, Language and Culture 53 Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Volume 4 Issue 1, 2020, pp. 44-54 doi: 10.22363/2521-442X-2020-4-1-44-54 Volume 4 Issue 1, 2020, pp. 55-65 doi: 10.22363/2521-442X-2020-4-1-55-65

Guest Editor Dr Robert O’Dowd Chen, G. M., & Starosta, W. J. (1996). Intercultural Jackson, J. (2014). Introducing language and intercultu- communication competence: A synthesis. Annals ral communication. New York, NY: Routledge. of the International Communication Association, Kramsch, C., & Widdowson, H. G. (1998). Language 19(1), 353-383. Doi: and culture. Oxford, UK: OUP. Original Research 10.1080/23808985.1996.11678935 Lange, D., & Paige, M. (2003). Culture as the core: Per- Chen, G. M., & Starosta, W. J. (2000). The development spectives on culture in second language learning. and validation of the intercultural sensitivity sca- Greenwich, CT: Information Age Publ. le. Human Communication, 3, 1-15. Lázár, I., Huber-Kriegler, M., Lussier, D., & Retamar, G. Successful international communication Chomsky, N. (1969). Deep structure, surface structure, (2007). A guide for language teachers and by Chia Suan Chong and semantic interpretation. Bloomington, IN: In- teacher educators: Developing and assessing in- diana University Linguistics Club. tercultural communicative competence. Stras- Chia Suan Chong King’s College London [email protected] CEFR. (2018). Companion volume with new descripti- bourg, France: Council of Europe. Date of submission: 22.12.2019 | Date of acceptance for publication: 27.02.2020 ons. Retrieved from https://rm.coe.int/cefr-com- Manusov, V., & Patterson, M. L. (2006). The Sage hand- Recommended citation format: Chong, C. S. (2020). Successful international communication. Training, Language and panion-volume-with-new- book of nonverbal communication. Thousand Culture, 4(1), 55-65. Doi: 10.22363/2521-442X-2020-4-1-55-65 descriptors-2018/1680787989 Oaks, CA: Sage Publications. Deardorff, D. K. (2006). Identification and assessment Marx, E. (1999). Breaking through culture shock. Lon- A key concern of international businesses of today is how they can manage communication across borders, of intercultural competence as a student outco- don, UK: NB Books. especially when using English as a lingua franca. With the massive development of international business me of internationalization. Journal of Studies in Neuliep, J. W., & McCroskey, J. C. (1997). The deve- with international supply chains, multinational teams, virtual distributed teams, international joint ventures International Education, 10(3), 241-266. Doi: lopment of a US and generalized ethnocentrism and mergers and acquisitions access to English allows entry to the world’s Executive Club. This paper explo- 10.1177/1028315306287002 scale. Communication Research Reports, 14(4), Deardorff, D. K., & Arasaratnam-Smith, L. A. (Eds.). 385-398. res what successful communication in international organisations involves and offers strategies that business (2017). Intercultural competence in higher edu- Nuñez, C., Nuñez, M. R., & Popma, L. (2007). Intercul- English and management trainers can use to improve communication in multinational teams and with cli- cation: International approaches, assessment and tural sensitivity: From denial to intercultural com- ents and partners. The principles and good practice suggestions included in this paper will be helpful to application. New York, NY: Routledge. petence. Assen, Netherlands: Royal van Gorcum. teachers and trainers working with business schools and companies helping students and managers to work Dai, X., & Chen, G. M. (Eds.). (2014). Intercultural com- Samovar, L. A., Porter, R. E., & McDaniel, E. R. (2012). with international staff in their own country or abroad, providing practical tools and advice that can be put munication competence: Conceptualization and Intercultural communication: A reader (13th Ed.). into practice in training and at work. its development in cultural contexts and interac- Boston, MA: Cengage Learning. tions. Cambridge, UK: Cambridge Scholars Pu- Scrivener, J. (2012). Classroom management KEYWORDS: Business English, international business, ELF, teamworking, building international blishing. techniques: Cambridge handbooks for language relationships, leadership, conflict management Estaji, M., & Rahimi, A. (2018). Exploring teachers’ per- teachers. Cambridge, UK: Cambridge University ception of intercultural communicative compe- Press. tence and their practices for teaching culture in Sercu, L., & Bandura, E. (2005). Foreign language This is an open access article distributed under the Creative Commons Attribution 4.0 International License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is EFL classrooms. International Journal of Society, teachers and intercultural competence: An inter- properly cited (CC BY 4.0) Culture & Language, 6(2), 1-18. national investigation (Vol. 10). Clevedon, UK: Fantini, A. E. (2018). Intercultural communicative com- Multilingual Matters. petence in educational exchange: A multinatio- Storti, C. (1991). The art of crossing cultures. London, 1. INTRODUCTION are all users of different varieties of English, even nal perspective. New York, NY: Routledge. Doi: UK: NB Books. As Crystal (2012) wrote in 2012, an estimated within our own countries according to regional ac- 10.4324/9781351251747 Van Ek, J. (1986). Objectives for foreign language 375 million people speak English as their first lan- cent, grammatical usage and vocabulary and idi- Harris, R. (2003). Rethinking linguistics. In G. Davis & learning. Strasbourg, France: Council of Europe. T. Taylor (Eds.), On redefining linguistics (pp. Wiseman, R. L., & Koester, J. (Eds.). (1993). Intercultural guage but non-native users of English speak it as a oms. So, what is the best route to successful inter- 16-26). London, UK: Routledge. communication competence. Newbury Park, CA; second or foreign language. Within the ‘non-nati- national communication in English? Heisey, D. R., & Gong, W. (Eds.). (1998). Communicati- Sage. ve’ users there are many different varieties of on and culture: China and the world entering the Zhu, H. (2011). From intercultural awareness to inter- English spoken in addition to the most commonly 2. BUILDING RELATIONSHIPS VIA ELF 21st century (Vol. 12). Amsterdam, Netherlands: cultural empathy. English Language Teaching, recognised varieties, British and American English. 2.1. Strategies for using ELF successfully Rodopi. 4(1), 116-119. Increasingly, in a global economy people are ELF is the use of the English language to com- Hymes, D. H. (1972). On communicative competence. Zhu, H. (2018). Exploring intercultural communication: using the English language to communicate using municate between people of different mother ton- In J. B. Pride & J. Holmes (Eds.), Sociolinguistics Language in action (2nd ed.). London, UK: Rout- English as a lingua franca, or ELF (Seidlhofer, gues. It is different from the varieties of ‘simplified (pp. 269-293). Baltimore, MD: Penguin. ledge. Doi: 10.4324/9781315159010 2004). Even the terms ‘native speaker’ and ‘non- English’, such as Nerriere’s (2004) ‘Globish’, native speaker’ can be called into question. We which reduces core vocabulary to 1500 words to

© Chia Suan Chong 2020 54 Training, Language and Culture This content is licensed under a Creative Commons Attribution 4.0 International License Training, Language and Culture 55 Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Successful international communication Volume 4 Issue 1, 2020, pp. 55-65 doi: 10.22363/2521-442X-2020-4-1-55-65 by Chia Suan Chong allow basic business conversation, or Ogden’s R Reveal something about yourself. When your (1930) ‘Basic English’, which has an 850-word ‘Using ELF in a group with a mixed level ‘The ICE-BREAK model is simply an conversational partner makes an observation, it is core vocabulary list. ELF involves not just attention of proficiency in English demands a acronym and it describes eight steps one good if you can relate that to your own to language used but also to how we exchange in- certain degree of adaptation’ can take to efficiently build an initial experience. For example, ‘I see what you mean. I formation and opinions. I have listed 10 strategies had that experience once. I was …’ By responding people can employ to help them be fully compre- about empathy; taking time to listen, asking peop- relationship’ in this way, you let them know your feelings, be- hensible when using ELF (Chong, 2018). These are le for their opinions, not interrupting and trying to liefs and attitudes and build trust by showing who particularly important for native speakers and ex- involve everyone in the group. Your ability to lis- vioural conventions that are shared by a group of you really are. pert English users communicating internationally ten actively can be an immense boost to the self- people, and that influence (but do not determine) E Express curiosity and interest. This means in English. confidence of the person you are talking to. each member’s behaviour and his/her interpretati- commenting positively on what you hear and can Using ELF in a group with a mixed level of pro- Asking for clarification. It is perfectly reasonable ons of the meaning of other people’s beha- encompass a number of responses such as emoti- ficiency in English demands a certain degree of to ask for clarification if you haven’t understood viour’ (Spencer-Oatey, 2008, p. 1-8). Spencer-Oa- on (‘Really? That’s amazing!’), curiosity, (‘What adaptation. Below are some strategies that can be something but the way you ask may cause the per- tey and Franklin (2009) describe intercultural in- happened next?’), feelings, ‘(How did you feel used (Chong, 2018). son you are asking to lose face by suggesting they teraction competence as the ability to communica- about that?’), solidarity (‘I would be really upset), Speak clearly. This means being clear in your weren’t clear enough. Better to take the responsi- te and behave effectively with people from other and appreciation (‘Congratulations. You did really mind about what you want to say before you open bility on yourself by asking, ‚Can I check I’ve un- cultural groups and the ability to handle the psy- well’). your mouth and speaking clearly and not mum- derstood?‘ and then presenting what you unders- chological demands that arise from such interac- A Ask open-ended questions. It is best to avoid bling. Also important is not trailing off at the end tood they said. It’s more polite and gets better re- tions (Spencer-Oatey & Franklin, 2009). ‘Yes/No’ questions such as ‘Are you working for…’ of a sentence, thinking your interlocutor knows sults. and to ask open questions beginning with phrases what you mean. They often don’t but are too poli- Paraphrasing and summarising. It’s important to 2.3. The ICE-BREAK model such as ‘Tell me …’ as in ‘Tell me about your orga- te to say so. be explicit and make your point clear, without One of the concepts trainers and teachers can nisation’. Slow down. You may not notice how fast you causing offence. Give reasons and examples to use show how to break the ice when meeting so- K Keep your answers short and simple. Remem- speak. Your speed may increase when you are support your point also matters and be prepared to meone from another country is to use the ICE- bering the acronym KISS is a very good way ensu- excited or nervous and you may mumble or talk find different ways of expressing your point to BREAK model (Chong, 2018). The ICE-BREAK mo- ring you don’t bore or overwhelm your conversa- giving your interlocutor no time to think or re- make sure it is clear. del is simply an acronym and it describes eight tional partner. spond. It is better to slow down, stay slowed Learn to accommodate different communicati- steps one can take to efficiently build an initial re- ICE-BREAK is an excellent way to ensure you down, enunciate clearly and maybe record your on styles. If people have a different communicati- lationship. make a good impression on people you meet at a voice so you can hear how fast you speak. on style to yours it is easy to get the wrong impres- I Introduce. Introduce yourself to the other per- conference or networking event. It is also useful to Avoid over-complicated language. Try to avoid sion about them. It is important not to judge peop- son. This may benefit from a bit of prior research reflect afterwards on a meeting, go through the colloquialisms and slang or, if you do use them, le on how they speak and to think how you can into how people from other cultures introduce ICE-BREAK stages and decide which ones you did try and explain in a less complicated way. adapt and maybe tailor your own language com- themselves, whether they are casual or formal and well and which ones you can improve on. Avoid too many cultural references. These can munication style to suit them better. how they present and receive business cards. be confusing and take time to explain. This takes Respect. Finally, it’s all about empathy and re- C Comment on a mutual area of commonality. 3. TEAMWORKING AND ELF away from the point of the conversation. Some spect. It’s important to recognise that even if peop- This might be the weather, the event you are atten- 3.1. Recognising communication styles people might understand the cultural references le can speak English correctly they may have a dif- ding or the environment you are both in. Small One of the key characteristics of our global but others don’t and may feel excluded as a result. ferent style of communication. Avoid criticising talk is light and casual conversation and may be economy is the diversity of teams. Any team, wha- Be careful with jokes. The British sense of hu- and correcting others’ use of English, show kind- longer of shorter depending partly on cultural tever the nationality or mix of nationalities, conta- mour is notoriously ironic and can be seen by ness and encouragement and above all be respect- norms. ins different types of character but in multi-natio- many as rude and sarcastic. If you do tell a joke ful of other’s feelings. Speaking a language not E Encourage. Find ways of inviting your interlo- nal teams or virtually distributed teams it can be make sure it doesn’t come across as being offensi- your mother tongue can be a challenge and cutor into the conversation. Asking their opinion even more notable. ve, and that it doesn’t depend too much on under- should be respected. after you’ve made an initial comment is often an One of the issues faced by team members and standing a play on words or a cultural reference. excellent way of doing this. in particular by team leaders is how to identify the Active listening. One of the most important 2.2. Building relationships across cultures B Balance questions and comments. It’s im- key characteristics and find ways to manage them skills in any dialogue, active listening involves lis- Spencer-Oatey (2008) defines culture as ‘a fuz- portant to preserve balance between asking too to optimise communication and cooperation. Be- tening not just to the words used but also the fee- zy set of basic assumptions and values, orientati- many questions or stating too many opinions, low are 14 styles of communication. Each style lings expressed in saying them. Active listening is ons to life, beliefs, policies, procedures and baha- which may put your conversational partner off. compares two opposites. Used often in communi-

56 Training, Language and Culture rudn.tlcjournal.org Training, Language and Culture 57 Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Successful international communication Volume 4 Issue 1, 2020, pp. 55-65 doi: 10.22363/2521-442X-2020-4-1-55-65 by Chia Suan Chong allow basic business conversation, or Ogden’s R Reveal something about yourself. When your (1930) ‘Basic English’, which has an 850-word ‘Using ELF in a group with a mixed level ‘The ICE-BREAK model is simply an conversational partner makes an observation, it is core vocabulary list. ELF involves not just attention of proficiency in English demands a acronym and it describes eight steps one good if you can relate that to your own to language used but also to how we exchange in- certain degree of adaptation’ can take to efficiently build an initial experience. For example, ‘I see what you mean. I formation and opinions. I have listed 10 strategies had that experience once. I was …’ By responding people can employ to help them be fully compre- about empathy; taking time to listen, asking peop- relationship’ in this way, you let them know your feelings, be- hensible when using ELF (Chong, 2018). These are le for their opinions, not interrupting and trying to liefs and attitudes and build trust by showing who particularly important for native speakers and ex- involve everyone in the group. Your ability to lis- vioural conventions that are shared by a group of you really are. pert English users communicating internationally ten actively can be an immense boost to the self- people, and that influence (but do not determine) E Express curiosity and interest. This means in English. confidence of the person you are talking to. each member’s behaviour and his/her interpretati- commenting positively on what you hear and can Using ELF in a group with a mixed level of pro- Asking for clarification. It is perfectly reasonable ons of the meaning of other people’s beha- encompass a number of responses such as emoti- ficiency in English demands a certain degree of to ask for clarification if you haven’t understood viour’ (Spencer-Oatey, 2008, p. 1-8). Spencer-Oa- on (‘Really? That’s amazing!’), curiosity, (‘What adaptation. Below are some strategies that can be something but the way you ask may cause the per- tey and Franklin (2009) describe intercultural in- happened next?’), feelings, ‘(How did you feel used (Chong, 2018). son you are asking to lose face by suggesting they teraction competence as the ability to communica- about that?’), solidarity (‘I would be really upset), Speak clearly. This means being clear in your weren’t clear enough. Better to take the responsi- te and behave effectively with people from other and appreciation (‘Congratulations. You did really mind about what you want to say before you open bility on yourself by asking, ‚Can I check I’ve un- cultural groups and the ability to handle the psy- well’). your mouth and speaking clearly and not mum- derstood?‘ and then presenting what you unders- chological demands that arise from such interac- A Ask open-ended questions. It is best to avoid bling. Also important is not trailing off at the end tood they said. It’s more polite and gets better re- tions (Spencer-Oatey & Franklin, 2009). ‘Yes/No’ questions such as ‘Are you working for…’ of a sentence, thinking your interlocutor knows sults. and to ask open questions beginning with phrases what you mean. They often don’t but are too poli- Paraphrasing and summarising. It’s important to 2.3. The ICE-BREAK model such as ‘Tell me …’ as in ‘Tell me about your orga- te to say so. be explicit and make your point clear, without One of the concepts trainers and teachers can nisation’. Slow down. You may not notice how fast you causing offence. Give reasons and examples to use show how to break the ice when meeting so- K Keep your answers short and simple. Remem- speak. Your speed may increase when you are support your point also matters and be prepared to meone from another country is to use the ICE- bering the acronym KISS is a very good way ensu- excited or nervous and you may mumble or talk find different ways of expressing your point to BREAK model (Chong, 2018). The ICE-BREAK mo- ring you don’t bore or overwhelm your conversa- giving your interlocutor no time to think or re- make sure it is clear. del is simply an acronym and it describes eight tional partner. spond. It is better to slow down, stay slowed Learn to accommodate different communicati- steps one can take to efficiently build an initial re- ICE-BREAK is an excellent way to ensure you down, enunciate clearly and maybe record your on styles. If people have a different communicati- lationship. make a good impression on people you meet at a voice so you can hear how fast you speak. on style to yours it is easy to get the wrong impres- I Introduce. Introduce yourself to the other per- conference or networking event. It is also useful to Avoid over-complicated language. Try to avoid sion about them. It is important not to judge peop- son. This may benefit from a bit of prior research reflect afterwards on a meeting, go through the colloquialisms and slang or, if you do use them, le on how they speak and to think how you can into how people from other cultures introduce ICE-BREAK stages and decide which ones you did try and explain in a less complicated way. adapt and maybe tailor your own language com- themselves, whether they are casual or formal and well and which ones you can improve on. Avoid too many cultural references. These can munication style to suit them better. how they present and receive business cards. be confusing and take time to explain. This takes Respect. Finally, it’s all about empathy and re- C Comment on a mutual area of commonality. 3. TEAMWORKING AND ELF away from the point of the conversation. Some spect. It’s important to recognise that even if peop- This might be the weather, the event you are atten- 3.1. Recognising communication styles people might understand the cultural references le can speak English correctly they may have a dif- ding or the environment you are both in. Small One of the key characteristics of our global but others don’t and may feel excluded as a result. ferent style of communication. Avoid criticising talk is light and casual conversation and may be economy is the diversity of teams. Any team, wha- Be careful with jokes. The British sense of hu- and correcting others’ use of English, show kind- longer of shorter depending partly on cultural tever the nationality or mix of nationalities, conta- mour is notoriously ironic and can be seen by ness and encouragement and above all be respect- norms. ins different types of character but in multi-natio- many as rude and sarcastic. If you do tell a joke ful of other’s feelings. Speaking a language not E Encourage. Find ways of inviting your interlo- nal teams or virtually distributed teams it can be make sure it doesn’t come across as being offensi- your mother tongue can be a challenge and cutor into the conversation. Asking their opinion even more notable. ve, and that it doesn’t depend too much on under- should be respected. after you’ve made an initial comment is often an One of the issues faced by team members and standing a play on words or a cultural reference. excellent way of doing this. in particular by team leaders is how to identify the Active listening. One of the most important 2.2. Building relationships across cultures B Balance questions and comments. It’s im- key characteristics and find ways to manage them skills in any dialogue, active listening involves lis- Spencer-Oatey (2008) defines culture as ‘a fuz- portant to preserve balance between asking too to optimise communication and cooperation. Be- tening not just to the words used but also the fee- zy set of basic assumptions and values, orientati- many questions or stating too many opinions, low are 14 styles of communication. Each style lings expressed in saying them. Active listening is ons to life, beliefs, policies, procedures and baha- which may put your conversational partner off. compares two opposites. Used often in communi-

56 Training, Language and Culture rudn.tlcjournal.org Training, Language and Culture 57 Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Successful international communication Volume 4 Issue 1, 2020, pp. 55-65 doi: 10.22363/2521-442X-2020-4-1-55-65 by Chia Suan Chong cation training sessions to promote reflection and Of course, each of us is different, influenced by lities tend to focus on evidence and to be relative- giving and losing face is important in all cultures self-awareness, trainees are asked to look at the 14 the cultures of the communities we belong to, our ly slow-paced, fact-led communicators (Chong, but particularly so in China, Japan and Korea and styles and work out which ones fit them most ap- upbringing, our life experience, and our 2018). other parts of Asia. propriately and where they feel most comfortable education. Nevertheless, if we can identify our Below is a description of some effective ways As a team leader it is important to support inter- (Chong, 2018). own communication style and compare it with of working with the different communication national team members and there a number of 1. Complex / Simple others we deal with we can learn to work with styles. strategies you can usefully employ to ‘give face’ to 2. Competitive / Cooperative them and overcome the prejudice that might arise Communicating with the Dominant style: teammates (Chong, 2018): 3. Concise answers / Expansive answers from having to work with colleagues or clients – show admiration; – ensure all team members have a chance to 4. Direct / Indirect whose styles we may not initially be at ease with. – get to the point quickly; speak if they wish; 5. Distanced / Close – let them take control of the conversation; – ensure team members feel they have been 6. Emotional / Factual 3.2. The DISC model – be structured and systematic; heard (comment in person or via email); 7. Expressive / Serious and contained A framework that can help our understanding – avoid deviation from the topic; – voice appreciation and encouragement but 8. Fast-paced / Slow-paced of different communication styles is the DISC mo- – demonstrate competence. be careful about singling people out; 9. Focused on detail / On the big picture del of personality types. This was developed in the Communicating with the Influencing style: – be sensitive when giving feedback, check if 10. Passive / Assertive 1920s by Marston (1928) and then turned into an – praise and recognise achievement; should it be public or private; 11. Past-oriented / Present/future-oriented instrument for assessing communication styles of – be relaxed and sociable; – be sensitive about refusing invitations, tasks; 12. Relationship-oriented / Task-oriented potential employees by Merenda and Clarke – value small talk; – focus disagreement on the proposal, never on 13. Silent listener / Active listener (1965). It divides communication styles into four – smile; the person making the proposal; 14. Structured / Flexible basic traits as (Figure 1). – show emotions; – avoid shouting, personal attacks or emotional – turn what you want to say into a story; disagreements in front of others; – avoid too much detail. – don’t neglect the minority, leave anyone out; Communicating with the Steady style: – be aware of geographical locations skills and – show interest; cultural backgrounds of the team; – ask for help or support; – be aware of different levels of proficiency in – express support; English and avoid making people feel incompetent – show appreciation; or embarrassed by their difficulty in expressing – ensure clarity; themselves. – create a safe, warm atmosphere; – allow time to adjust to changes; 3.4. Trust – avoid confrontation. Ultimately a successful team depends on trust Communicating with the Conscientious style: between team members and team leaders. Trust – allow thinking time and listen; means we can rely on people. Lack of trust creates – provide facts and details; fear, suspicion and leads to team and project – establish your credibility; breakdown. A key element in creating trust is – don’t pretend to be an expert if you are not; transparency. However, there is always the danger Figure 1. The DISC model – be structured and systematic; of the ‘illusion of transparency’ as psychologists – use established routines and frameworks to describe it; in other words, the assumption that be- The four capital letters in the quadrant stand for We are a mixture of personality traits but many present new ideas; cause I know why I am doing something everyone different personality types. individuals tend to prefer one style over others and – don’t press for action. else shares my knowledge. This is often not the D Dominant – a driver of communication, re- this can influence how they communicate. Domi- case, especially in international teams. The list be- sults oriented, to the point and decisive. nant personalities tend to drive communication 3.3. Face and time low suggests some strategies for building team I Influence – inspirational, people oriented, quickly towards a particular goal or result. Influen- All managers and team members have to deal trust and confidence: outgoing and demonstrative. cers tend to be more expansive in their communi- with issues of time and we know that some team – get to know each team member, both perso- S Steady – supportive, sincere, dependable. cation style, enjoying working with people. Steady members are strict time keepers and others are nally and professionally; C Conscientious – cautious, competent, valuing personalities are slower and methodical in their more relaxed. Even more important is the issue of – find out their interests, their skills and com- accuracy and expertise. communication style while conscientious persona- ‘face’, often defined as personal dignity. Gaining, munication styles;

58 Training, Language and Culture rudn.tlcjournal.org Training, Language and Culture 59 Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Successful international communication Volume 4 Issue 1, 2020, pp. 55-65 doi: 10.22363/2521-442X-2020-4-1-55-65 by Chia Suan Chong cation training sessions to promote reflection and Of course, each of us is different, influenced by lities tend to focus on evidence and to be relative- giving and losing face is important in all cultures self-awareness, trainees are asked to look at the 14 the cultures of the communities we belong to, our ly slow-paced, fact-led communicators (Chong, but particularly so in China, Japan and Korea and styles and work out which ones fit them most ap- upbringing, our life experience, and our 2018). other parts of Asia. propriately and where they feel most comfortable education. Nevertheless, if we can identify our Below is a description of some effective ways As a team leader it is important to support inter- (Chong, 2018). own communication style and compare it with of working with the different communication national team members and there a number of 1. Complex / Simple others we deal with we can learn to work with styles. strategies you can usefully employ to ‘give face’ to 2. Competitive / Cooperative them and overcome the prejudice that might arise Communicating with the Dominant style: teammates (Chong, 2018): 3. Concise answers / Expansive answers from having to work with colleagues or clients – show admiration; – ensure all team members have a chance to 4. Direct / Indirect whose styles we may not initially be at ease with. – get to the point quickly; speak if they wish; 5. Distanced / Close – let them take control of the conversation; – ensure team members feel they have been 6. Emotional / Factual 3.2. The DISC model – be structured and systematic; heard (comment in person or via email); 7. Expressive / Serious and contained A framework that can help our understanding – avoid deviation from the topic; – voice appreciation and encouragement but 8. Fast-paced / Slow-paced of different communication styles is the DISC mo- – demonstrate competence. be careful about singling people out; 9. Focused on detail / On the big picture del of personality types. This was developed in the Communicating with the Influencing style: – be sensitive when giving feedback, check if 10. Passive / Assertive 1920s by Marston (1928) and then turned into an – praise and recognise achievement; should it be public or private; 11. Past-oriented / Present/future-oriented instrument for assessing communication styles of – be relaxed and sociable; – be sensitive about refusing invitations, tasks; 12. Relationship-oriented / Task-oriented potential employees by Merenda and Clarke – value small talk; – focus disagreement on the proposal, never on 13. Silent listener / Active listener (1965). It divides communication styles into four – smile; the person making the proposal; 14. Structured / Flexible basic traits as (Figure 1). – show emotions; – avoid shouting, personal attacks or emotional – turn what you want to say into a story; disagreements in front of others; – avoid too much detail. – don’t neglect the minority, leave anyone out; Communicating with the Steady style: – be aware of geographical locations skills and – show interest; cultural backgrounds of the team; – ask for help or support; – be aware of different levels of proficiency in – express support; English and avoid making people feel incompetent – show appreciation; or embarrassed by their difficulty in expressing – ensure clarity; themselves. – create a safe, warm atmosphere; – allow time to adjust to changes; 3.4. Trust – avoid confrontation. Ultimately a successful team depends on trust Communicating with the Conscientious style: between team members and team leaders. Trust – allow thinking time and listen; means we can rely on people. Lack of trust creates – provide facts and details; fear, suspicion and leads to team and project – establish your credibility; breakdown. A key element in creating trust is – don’t pretend to be an expert if you are not; transparency. However, there is always the danger Figure 1. The DISC model – be structured and systematic; of the ‘illusion of transparency’ as psychologists – use established routines and frameworks to describe it; in other words, the assumption that be- The four capital letters in the quadrant stand for We are a mixture of personality traits but many present new ideas; cause I know why I am doing something everyone different personality types. individuals tend to prefer one style over others and – don’t press for action. else shares my knowledge. This is often not the D Dominant – a driver of communication, re- this can influence how they communicate. Domi- case, especially in international teams. The list be- sults oriented, to the point and decisive. nant personalities tend to drive communication 3.3. Face and time low suggests some strategies for building team I Influence – inspirational, people oriented, quickly towards a particular goal or result. Influen- All managers and team members have to deal trust and confidence: outgoing and demonstrative. cers tend to be more expansive in their communi- with issues of time and we know that some team – get to know each team member, both perso- S Steady – supportive, sincere, dependable. cation style, enjoying working with people. Steady members are strict time keepers and others are nally and professionally; C Conscientious – cautious, competent, valuing personalities are slower and methodical in their more relaxed. Even more important is the issue of – find out their interests, their skills and com- accuracy and expertise. communication style while conscientious persona- ‘face’, often defined as personal dignity. Gaining, munication styles;

– in Virtual Distributed Team meetings allow emotion and judgement. The SBI tool has four time for ‘get to know you’ chats; ‘Meetings are one of the central rituals of ‘In order to give effective feedback most steps as described below. – be prepared to ask questions and clarify if any organisation, and how meetings are organisations suggest the Hamburger Situation. Define the situation, the setting and you don’t understand; run and managed is often a key criterion approach, also known as the feedback the context. – encourage team members to learn from each Behaviour. Describe the behaviour observed other continuously and efficiently; of organisational competence’ sandwich, where the bun or the bread (without emotion). – offer constructive feedback and learn to ac- suggests positive feedback and the ‘meat’ Impact. Outline the impact of the behaviour. cept feedback gracefully at all times; Decision making. Who usually makes decisi- in the middle suggests points for Next steps. Reflect on the feedback and offer – avoid an ‘us and them’ mentality and encou- ons? The manager, the manager with the em- suggestions for improvement. rage inclusivity and a shared team identity; ployees or the employees? Who does the manager improvement and development’ Some of the development questions you can – update, discuss communication processes; consult with before taking decisions? How are ask include the following: – don’t be afraid of disagreement, welcome they consulted? Face-to-face, meetings, virtual – in a meeting, divide participants into smaller – What happened? every idea as a worthwhile contribution, even if communication? Are decisions taken according to groups to avoid putting individuals on the spot; – Why might this be a problem? the idea is not entirely accepted; a consensus? If so how is the consensus reached? – consider an opinion box to which employees – How can we stop it happening again? – anticipate possible cultural disagreements Are decisions reversible/changeable? can contribute before the meeting; the cards are – How can you solve it if it happens again? and discuss what is acceptable and appropriate; Hierarchies and relationships. How many levels then collected, read out and discussed but contri- – What do you think you can improve on? – schedule regular meetings to update on deve- of decision-making hierarchy are there in the orga- butors benefit from anonymity; – How do you think you can develop this? lopments and keep team members up to speed on nisation? Is the manager’s door ‘open’ to team – encourage a co-operative atmosphere; there’s – How can I help you improve on this? broader project and management developments. members? How visible are managers on the ‘shop no such thing as a stupid idea; – What support might you need in future? floor’? Do managers work alongside their staff or – appeal to the goals of the group. In conclusion, the key to successful feedback is 4. LEADERSHIP separate from them? Do managers spend time with not to focus on the past but ‘feed forward’ into the 4.1. High and low power distance managers their team after working hours? Is it acceptable for 4.4. Feedback future (Goldsmith, 2012). Leadership communication is a key issue in in- employees to bypass their team leader and contact An all-important part of management and lea- ternational management. As a manager you are higher executives directly? dership is giving constructive feedback. Dweck 5. PERSUASION & CONFLICT MANAGEMENT expected to organise the team, give instructions, Tasks. Is the manager expected to provide clear (2008) distinguishes between a growth mindset 5.1. Push and pull model motivate the team and give feedback, both positi- direction for the team? Are instructions specific? Is (believing that any ability can be developed by Negotiation is at the root of successful business ve and developmental. Most importantly your job there space for improvisation and creativity? How putting in time and effort) and a fixed mindset (be- and therefore another key issue in international is to get things done. How do managers do it? involved are the managers in daily operations? lieving that you’re either good or aren’t good at so- communication. What are the different styles you McGregor (1967) distinguished between two mething and that your qualities are fixed and can- are likely to encounter and what is the best way to broad categories of manager, who he described as 4.3. Managing meetings not change). In order to give effective feedback deal with them? X and Y. X managers tend to be more autocratic Meetings are one of the central rituals of any most organisations suggest the Hamburger ap- The ‘push’ style focuses on presenting your and directive whereas Y managers tend to be more organisation, national or international, and how proach, also known as the feedback sandwich, point of view and giving reasons and examples to consultative and participative. McGregor’s (1967) meetings are run and managed is often a key crite- where the bun or the bread suggests positive feed- persuade your interlocutor you are right. You analysis broadly coincides with Hofstede et al.’s rion of efficiency and organisational competence. back and the ‘meat’ in the middle suggests points ‘push’ the other person to accept your position. (2010) high-power distance and low-power distan- Meetings procedure is influenced by national, re- for improvement and development. Some mana- The ‘pull’ style aims at reaching a common agreed ce cultures and is further developed in Lewis’s gional and company culture but some key actions gers can be very strict, almost bullying even, in gi- position with the interlocutor by asking what they (2018) When Cultures Collide. can be taken to motivate multi-national employees ving negative feedback and some forget the ‘bun’ want and agreeing together on a way forward. Tar- by promoting inclusivity and encouraging their altogether and just focus on the ‘burger’ (negative danico (2011) identified five styles of persuasion. 4.2. Points to note in a new work environment contribution. The list below offers some sug- criticism). This too is influenced by national and Asserting, i.e. firmly insisting you are right in When starting in a new international work en- gestions: regional cultural background as well as personal the face of opposition. vironment it is useful to check how decisions are – allow time for participants to prepare before style. Convincing, i.e. using data, evidence and rea- made and communicated, how hierarchies and the meeting; circulate the agenda or explain the If you want to avoid the ‘bun’ and also avoid soning to get others to agree. team relations operate and how managers ap- topic so they have time to think about it; causing offence many managers recommend the Negotiating, i.e. discussing terms and conditi- proach and complete tasks. Below are some of the – some employees may want a group pre-mee- SBI tool, standing for Situation, Behaviour and Im- ons and making compromises to reach agreement. questions you can ask to obtain clarity on each to- ting to brainstorm ideas and work out a common pact. Developed by the Centre for Creative Lea- Bridging, i.e. using interpersonal skills to create pic (Chong, 2018). approach; dership, it focuses on facts and observation not strong bonds and collaboration.

60 Training, Language and Culture rudn.tlcjournal.org Training, Language and Culture 61 Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Successful international communication Volume 4 Issue 1, 2020, pp. 55-65 doi: 10.22363/2521-442X-2020-4-1-55-65 by Chia Suan Chong

Inspiring, i.e. sharing your vision and enthusias- often causes problems in international negotiati- – task orientation vs relationships (the US, Ca- ms and inviting others to invest in your goals. ons, where deductive reasoning (principles first) nada and Australia are seen as task oriented whe- ‘In 2004 the Council of Europe initiated Negotiators don’t stick to one style but adapt conflicts with inductive reasoning (applications reas Asia is perceived as much more relationship- the INCA Project, INCA standing for and adjust according to the stage they are at in the first). oriented); Intercultural Awareness Assessment, negotiation and how their interlocutor is reacting. – long-term and short-term orientation (Asia, es- 5.4. Causes of conflict pecially China, tends to think more long-term so- directed by Professor Byram of Durham 5.2. Holistic and analytical styles of thinking With cultural differences in negotiation and lutions, whereas much of the West thinks in terms University in the UK, that identified six Another factor in persuasion and influencing is communication it is not surprising that conflict can of short and mid-term solutions); qualities of a competent international the style of thinking, in particular the need to set arise. Bell (2002) identified eight prevalent sources – apologies and the use of silence (In Asia apo- the context before you say what you want or wish of conflict most commonly encountered in the in- logy is seen as a way of expressing humility and manager and assessed them at three to achieve. The need to set the context first is typi- teraction of negotiating parties: resources, styles, accepting shame when things go wrong whereas levels: basic competence, intermediate cal of much Asian communication while the west perceptions, goals, pressures, roles, personal va- in other parts of the world it might be seen as a competence and full competence’ tends to be more analytical, particularly the so-cal- lues, government and official policies. sign of weakness; silence is an important negotiati- led Anglo-Saxon countries (Bertalanffy, 1968). on tool in East Asia and is seen as a way of show- 5.7. A.D.A.P.T This way of thinking has been illustrated in the 5.5. Dealing with conflict ing respect; in other countries it might be seen as The key to working internationally and with analysis of portraits taken by westerners and eas- Thomas and Kilmann (1974) posited two di- disapproval or detachment from the issue under multi-national teams is to develop your adaptation terners. Analysing Facebook photos taken by Ame- mensions of conflict as assertiveness and coopera- discussion). skills. In 2004 the Council of Europe initiated a ricans and comparing them with photos taken Tai- tiveness and identified five modes of conflict ma- However, as said above, it is important to take programme to define the qualities of a good inter- wanese, Singaporeans and people from Hong nagement: individual and professional culture into account national manager. It was called the INCA Project, Kong, Huang and Park noted that – competing: asserting your point of view and when considering these issues. INCA standing for Intercultural Awareness Assess- The American photos focused on faces with de- being unwilling to compromise; ment and it was directed by Professor Michael By- tails of smiles and expressions whereas the East – accommodating: sacrificing your own point 5.6. Communicating in a conflict situation ram of Durham University in the UK. The INCA Asian photos focused more on background envi- of view to keep the peace; Finally, what can you do to resolve conflicts project identified six qualities of a competent in- ronment than on the faces (Huang & Park, 2013). – compromising: finding the middle way; when they arise? There are a number of things to ternational manager and assessed them at three le- Masuda and Nisbett (2001) in an experiment – avoiding: withdrawing to avoid conflict; watch out for when in a conflict situation, which, vels: basic competence, intermediate competence describing a short video clip found that Japanese – collaborating: negotiating to find a win-win if handled correctly, will help you resolve the pro- and full competence (Intercultural Competence participants tended to focus on the background of solution for both parties. blem. Assessment, 2004). The six qualities are: what they saw while Americans tended to focus The TKI instrument as it is known is one of the Avoid negativity. Remember the Hamburger – tolerance of ambiguity (patience); on objects in the foreground. Holistic thinking most popular instruments used in analysing me- area. Always think positive first. – behavioural flexibility (adaptability); tends to see the connections and interdependen- thods of conflict resolution and cultural resear- Avoid over-generalising. Saying, ‘You always – communicative awareness (interpersonal cies between the environment, the circumstances, chers have aimed at identifying particular instru- do this’ or ‘This is always happening’ just makes skills); the people, their relationships and the tasks, all of ments commonly used by particular cultural the situation worse. – knowledge discovery (interest in people); which impact upon one another. Analytical thin- groups, notably Asia, the US and Canada and Aus- Avoid presenting feelings as facts. If you feel – respect for otherness (inclusivity); king tends to focus on the individual parts, analy- tralia (Ting-Toomey, 1988; Lee & Rogan, 1991; something say how you feel, don’t accuse your – empathy towards other cultures and langua- sing each item separately from its environment. Brew & Cairns, 2004). partners in communication. ges (empathy). It is difficult to generalise, however, as indivi- Avoid applying past examples to the present. In his ground-breaking work on emotional in- 5.3. Deductive and inductive reasoning dual personalities and the context of the conflict Avoid emotional words and adjectives. telligence, Harvard psychologist Goleman (1995) Meyer (2014) distinguishes between two types may differ. Nevertheless, a number of cultural is- Avoid personal criticism, focus on the problem. identified ten key skills, some of which were also of reasoning which she describes as principles-first sues may arise, for example: Avoid feeling defensive and retaliating. recognised by Byram. They are: (deductive reasoning) and applications-first (induc- – team vs individual (the US is seen as more in- Avoid interrupting. Listen. – self-awareness and the ability to reflect; tive reasoning). She argues that Anglo-Saxon coun- dividualistic whereas Asia is seen as more collec- Listen to what is said. Acknowledge others’ fee- – curiosity: finding out about ‘the other’; tries tend more to practical applications based on tivist); lings in order to resolve the situation as quickly – mindfulness and perceptiveness; inductive reasoning (examine the facts and then – power distance (much of Asia is seen as hier- and efficiently as possible. – open-mindedness and non-judgementalism; work out the principle) whereas continental Euro- archical whereas the US, Canada and Australia Think forward. Don’t get stuck in the past. – patience and tolerance of ambiguity; pe tends more towards deductive reasoning (iden- place great stress on equality and delegation of re- Using these strategies will help you resolve – emotional strength; tify the theory and then put it into practice). This sponsibility); conflict issues much more successfully. – interpersonal skills;

62 Training, Language and Culture rudn.tlcjournal.org Training, Language and Culture 63 Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Successful international communication Volume 4 Issue 1, 2020, pp. 55-65 doi: 10.22363/2521-442X-2020-4-1-55-65 by Chia Suan Chong

– core communication skills; Tomalin and Nicks (2014) used the 80/20 prin- Crystal, D. (2012). English as a global language (2nd McGregor, D. M. (1967). The professional manager. – flexibility and accountability’ ciple to suggest that a 20% adaptation of beha- ed.). Cambridge, UK: Cambridge University New York, NY: McGraw-Hill. – sense of identity and objectives. viour on your part can achieve an 80% positive re- Press. Meyer, E. (2014). The culture map. New York, NY: Pu- How can we simplify these concepts to create sponse from the other side. In other words, small Dweck, C. (2008). Mindset: The new psychology of blic Affairs. usable strategies that trainers and international incremental changes in your behaviour can achie- success. New York, NY: Ballantyne Books. Nerriere, J. P. (2004). Parlez Globish. Paris, France: Ey- Goldsmith, M. (2012). Want to give feedback? Rather rolles. executives can use? The key issues are recognising ve major improvements in business relations. try feedforward. New York, NY: Round Table Ogden, C. K. (1930). Basic English: A general introduc- differences in culture and encouraging reflection Press. tion with rules and grammar. London, UK: Kegan 6. CONCLUSION and actually adapting behaviour. Goleman, D. (1995). Emotional Intelligence. New York, Paul. The DIE model, taught by Milton and Bennett This paper has explored management theory NY: Bantam Books. Seidlhofer, B. (2004). Research perspectives on in their workshops at the University of Minnesota and good practice in working successfully with Hofstede, G., Hofstede, G. J., & Minkov, M. (2010). teaching English as a lingua franca. Annual Re- in the 1970s consists of three steps (Bennett et al., employees from different countries and cultural Cultures and organizations: Software of the view of Applied Linguistics, 24, 209-239. Doi: 1977). They are: backgrounds. In my research I have found nu- mind. New York, NY: McGraw-Hill Education. 10.1017/S0267190504000145 D Describe. Describe what is happening and merous examples of management problems and Huang, C. M., & Park, D. (2013). Cultural influences on Spencer-Oatey, H. (Ed.). (2008). Culturally speaking: what the differences are from your own behaviour. both good and bad practice which we do not have Facebook photographs. International Journal of Culture, communication and politeness theory I Interpret. Examine the possible reasons for space to deal with here but are included in my Psychology, 48(3), 334-343. Doi: (2nd ed.). London, UK: Continuum Press. that behaviour. book Successful International Communication 10.1080/00207594.2011.649285 Spencer-Oatey, H., & Franklin, P. (2009). Intercultural E Evaluate. Examine your own feelings about (Chong, 2018). The principles and good practice Intercultural Competence Assessment. (2004). INCA: interaction: A multidisciplinary approach to inter- what is going on. suggestions included in this paper will be helpful The theory. Retrieved from https://ec.europa.eu/ cultural communication. London, UK: Palgrave migrant-integration/? Macmillan. Following the author’s own research into good to teachers and trainers working with business action=media.download&uuid=2A9DAF9D-946 Tardanico, S. (2011). Five steps to increase your influ- practice in training this paper proposes an alterna- schools and companies helping students and ma- 3-1B41-1C2A69D4DA391D50 ence. Retrieved from https://www.forbes.com/ nagers to work with international staff in their own tive model which both encourages reflection on Lee, H. O., & Rogan, R. G. (1991). A cross-cultural sites/work-in-progress/2011/12/21/five-steps-to- the intercultural difficulty encountered and offers country or abroad, providing practical tools and comparison of organizational conflict manage- increase-your-influence/ an action plan for an efficient and thought-through advice that can be efficiently put into practice in ment behaviors. International Journal of Conflict %22%20%5Cl%20%223ad8f32c372c response. It uses the acronym, A.D.A.P.T. The let- training and at work. Management, 2(3), 181-199. Doi: 10.1108/ Thomas, K. W., & Kilmann, R. H. (1974). Thomas-Kil- ters stand for: There is no question, as the world becomes eb022698 mann conflict mode instrument. Mountain View, A Awareness: be aware of how you feel. more international, not less, that understanding Lewis, R. D. (2018). When cultures collide: Leading CA: Xicom. D Don’t judge: don’t jump to conclusions. and applying the principles of culture and commu- across cultures. London, UK: NB International. Ting-Toomey, S. (1988). Intercultural communication A Analyse: examine the reasons for the diffe- nication, teamworking, management and lea- Marston, W. (1928). Emotions of normal people. New styles: A face negotiation theory. In Y. Y. Kim & rence in opinions or conclusions. dership and persuasion and conflict management York, NY: Routledge. W. B. Gudykunst (Eds.), Theories in intercultural P Persuade yourself: explore how to adapt. will be more and more part of our working lives Masuda, T., & Nisbett, R. E. (2001). Attending holisti- communication (pp. 47-92). Newbury Park, CA: T Try: adapt your behaviour. and our training. cally versus analytically: Comparing the context Sage Publications. sensitivity of Japanese and Americans. Journal of Tomalin, B., & Nicks, M. (2014). World business cultu- Personality and Social Psychology, 81(5), res: A handbook. London, UK: Thorogood Pu- 922-934. Doi: 10.1037/0022-3514.81.5.922 blishing. References

Bell, A. (2002). Six ways to resolve workplace conflicts. personal workplace conflict in relation to status San Francisco, CA: University of San Francisco and face concern: A study with Anglos and Chi- Press. nese. International Journal of Conflict Manage- Bennett, J. M., Bennett, M. J., & Stillings, K. (1977). De- ment, 15(2), 27-56. Doi: 10.1108/eb022906 scription, interpretation, and evaluation: Facilita- Chong, C. S. (2018). Successful international communi- tors’ guidelines. Portland, OR: Portland State Uni- cation. London, UK: Pavilion Books. versity Press. Merenda, P. F., & Clarke, W. V. (1965). Self description Bertalanffy, L. (1968). General systems theory, foundati- and personality measurement. Journal of Clinical on, development, application. New York, NY: G. Psychology, 21, 52-56. Doi: Braziller. 10.1002/1097-4679(196501)21:1%3C52::AID- Brew, F., & Cairns, D. (2004). Styles of managing inter- JCLP2270210115%3E3.0.CO;2-K

64 Training, Language and Culture rudn.tlcjournal.org Training, Language and Culture 65 Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Successful international communication Volume 4 Issue 1, 2020, pp. 55-65 doi: 10.22363/2521-442X-2020-4-1-55-65 by Chia Suan Chong

64 Training, Language and Culture rudn.tlcjournal.org Training, Language and Culture 65 Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives The role of toponymic periphrasis in developing professional competence in learning Spanish Volume 4 Issue 1, 2020, pp. 66-74 doi: 10.22363/2521-442X-2020-4-1-66-74 by Olga S. Chesnokova, Marija Radović and Alexey V. Akhrenov

Guest Editor Dr Robert O’Dowd place names of Spanish speaking countries as a tem of nodal writing called ‘quipu’ (an ancient model of the perception of the universe by spea- Inca device using thread knotted in different ways kers of different varieties of the Spanish language. to record information) (Escobar, 2016). Original Research Knowing the meaning of the toponymical meta- This study aims to explore the metaphorical as- phors of traditional place names and appreciating pect of Peru’s toponymy through the prism of the their linguocreative manifestations and aesthetic its picture of the world as presented by linguocul- values enriches professional competence and be- tural analysis and the classification of toponymic The role of toponymic periphrasis in developing comes an effective tool in teaching Spanish at Ba- periphrasis to reflect Peruvian associations reflec- professional competence in learning Spanish chelor and Masters levels, contributing to students’ ted in the toponymy of their homeland. intellectual and creative activities according to a The research corpus was composed of 70 peri- by Olga S. Chesnokova, Marija Radović and Alexey V. Akhrenov modern teaching approach. In this article the aut- phrastic toponymic denominations for the largest hors look at two very different Spanish speaking (with a population of over 100,000) Peruvian sett- Olga S. Chesnokova Peoples’ Friendship University of Russia (RUDN University) chesnokova-os@rudn.ru countries, Peru and Panama, evaluate the topony- lements. Marija Radović Peoples’ Friendship University of Russia (RUDN University) [email protected] mic associations of well-known cities and de- The names of large cities in Peru generally refer Alexey V. Akhrenov Moscow Region State University [email protected] Date of submission: 12.12.2019 | Date of acceptance for publication: 5.03.2020 monstrates their role in building professional com- to a fixed area, reflecting the Peruvians’ perception Recommended citation format: Chesnokova, O. S., Radović, M., & Akhrenov, A. V. (2020). The role of toponymic petence in Spanish for specific purposes. of the terrain and landscape, as well as the facts of periphrasis in developing professional competence in learning Spanish. Training, Language and Culture, 4(1), 66-74. the historical heritage associated with a particular Doi: 10.22363/2521-442X-2020-4-1-66-74 2. MATERIAL AND METHODS locality. The linguistic creativity of the Peruvian This study was conducted on the basis of native people and the verbal expression of their love for The article investigates the toponymical periphrasis, or toponymical metaphors of two Spanish speaking speakers’ reviews, Spanish dictionaries, diverse ty- the motherland can be traced in the associations countries: Peru and Panama, and determines various aspects of their static and dynamic. The authors ex- pes of texts and discourse and Internet sources. that arose in the collective consciousness of the amine and systematise toponymical periphrases of Peru and Panama through the prism of the linguistic pic- The main methods used were etymological, ono- Peruvians in relation to the large cities of the ture of the world consisting in linguistic-cultural analysis for the reconstruction and typology of stable asso- mastic, historical and semiotic analyses, which of- country, which are reflected in toponymic peri- ciations of contemporary Peruvians and Panamanians reflected in the toponymy of their homelands. Appro- fer a three-dimensional interpretation concerning phrasis. ximately ninety place names of Peru and Panama and their periphrasis cited in this article were selected, semantic, syntactic and pragmatic aspects, the The analysis of linguistic material and a survey due to their lingua-cultural, geographical, associative, and commemorative significance for Peruvian and Pa- three primary dimensions of any sign, place names of 30 native speakers of the Peruvian national ver- namanian people. The historical, linguistic and onomastic approaches, proposed in this research, reveal dif- included. sion of the Spanish language have shown that ferent mechanisms of metaphorical naming and renaming. The authors evaluate the role of toponymical pe- Cultural and onomastic analysis provides the structures with such lexemes as ciudad (city), tier- riphrases in forming professional competences of Russian university students studying Spanish and conclude basis for the methodology used in this article. Such ra (land) turn out to be the most semiotically signi- that knowing toponymical metaphors enriches the professional competences of students in their lingvocrea- analysis combines the achievements of geography, ficant and regularly reproduced examples of peri- tive manifestations and becomes an effective tool in teaching Spanish at Bachelor and Masters levels, contri- history, onomastics, and traditional studies in phrasis, along with capital (capital), sede (centre, buting to students’ intellectual activities and forming aesthetic values, proper to modern teaching approach. dialectology, which can be aided by the semiotic headquarters), cuna (cradle), joya (jewel, approach, paying particular attention to the natio- treasure), perla (pearl) and others. KEYWORDS: theoretical onomastics, Spanish language, toponymy, metaphor, Peru, Panama nal toponymical lexicon and national creativity, as The analysis of the linguistic material and a sur- well as cultural idiosyncrasy. vey of informants revealed periphrastic constructions as something far from unique to Peruvians. In This is an open access article distributed under the Creative Commons Attribution 4.0 International License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is 3. STUDY AND RESULTS all likelihood, due to similar climatic conditions, properly cited (CC BY 4.0) 3.1. Peru’s toponomy & toponymic periphrasis mentality and peculiarities of the aesthetic percep- The Republic of Peru is a country with centu- tion of reality by Latin Americans, there are similar ries long indigenous (quechua and aymara) cultu- or identical examples of periphrasis in the topony- 1. INTRODUCTION philology as ‘multinational’ (Malkiel, 2019; Ches- ral heritage and the third largest country in South my of Latin America that relate to different cities The interest in Latin American toponymy and nokova & Sanchez, 2017; Geeslin, 2018; America after Brazil and Argentina. Until the both within Peru and other South American coun- its linguocreative form is evident during classes in Pountain, 2016) or, in other terminology, ‘plu- middle of the XVI century, the territory of modern tries, in particular, Ecuador, Venezuela, Colombia Spanish, Latin American civilisations, linguistic ricentric’ (Muhr, 2012), the Spanish language of- Peru was the centre of the Inca Empire, which and Portuguese-speaking Brazil. contacts, investigations in toponymy and translati- fers a set of parameters of divergence and conver- created a highly developed civilisation in the con- As for homogeneous examples of periphrasis, it on courses. Perceived in contemporary Romance gence that allows us to consider metaphorical ditions of a harsh alpine climate with a unique sys- is noted that, for example, La Perla del Pacífico

66 Volume 4 Issue 1, 2020 © Olga S. Chesnokova, Marija Radović, Alexey V. Akhrenov 2020 66 Training, Language and Culture This content is licensed under a Creative Commons Attribution 4.0 International License rudn.tlcjournal.org Training, Language and Culture 67 Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives The role of toponymic periphrasis in developing professional competence in learning Spanish Volume 4 Issue 1, 2020, pp. 66-74 doi: 10.22363/2521-442X-2020-4-1-66-74 by Olga S. Chesnokova, Marija Radović and Alexey V. Akhrenov

Guest Editor Dr Robert O’Dowd place names of Spanish speaking countries as a tem of nodal writing called ‘quipu’ (an ancient model of the perception of the universe by spea- Inca device using thread knotted in different ways kers of different varieties of the Spanish language. to record information) (Escobar, 2016). Original Research Knowing the meaning of the toponymical meta- This study aims to explore the metaphorical as- phors of traditional place names and appreciating pect of Peru’s toponymy through the prism of the their linguocreative manifestations and aesthetic its picture of the world as presented by linguocul- values enriches professional competence and be- tural analysis and the classification of toponymic The role of toponymic periphrasis in developing comes an effective tool in teaching Spanish at Ba- periphrasis to reflect Peruvian associations reflec- professional competence in learning Spanish chelor and Masters levels, contributing to students’ ted in the toponymy of their homeland. intellectual and creative activities according to a The research corpus was composed of 70 peri- by Olga S. Chesnokova, Marija Radović and Alexey V. Akhrenov modern teaching approach. In this article the aut- phrastic toponymic denominations for the largest hors look at two very different Spanish speaking (with a population of over 100,000) Peruvian sett- Olga S. Chesnokova Peoples’ Friendship University of Russia (RUDN University) [email protected] countries, Peru and Panama, evaluate the topony- lements. Marija Radović Peoples’ Friendship University of Russia (RUDN University) [email protected] mic associations of well-known cities and de- The names of large cities in Peru generally refer Alexey V. Akhrenov Moscow Region State University [email protected] Date of submission: 12.12.2019 | Date of acceptance for publication: 5.03.2020 monstrates their role in building professional com- to a fixed area, reflecting the Peruvians’ perception Recommended citation format: Chesnokova, O. S., Radović, M., & Akhrenov, A. V. (2020). The role of toponymic petence in Spanish for specific purposes. of the terrain and landscape, as well as the facts of periphrasis in developing professional competence in learning Spanish. Training, Language and Culture, 4(1), 66-74. the historical heritage associated with a particular Doi: 10.22363/2521-442X-2020-4-1-66-74 2. MATERIAL AND METHODS locality. The linguistic creativity of the Peruvian This study was conducted on the basis of native people and the verbal expression of their love for The article investigates the toponymical periphrasis, or toponymical metaphors of two Spanish speaking speakers’ reviews, Spanish dictionaries, diverse ty- the motherland can be traced in the associations countries: Peru and Panama, and determines various aspects of their static and dynamic. The authors ex- pes of texts and discourse and Internet sources. that arose in the collective consciousness of the amine and systematise toponymical periphrases of Peru and Panama through the prism of the linguistic pic- The main methods used were etymological, ono- Peruvians in relation to the large cities of the ture of the world consisting in linguistic-cultural analysis for the reconstruction and typology of stable asso- mastic, historical and semiotic analyses, which of- country, which are reflected in toponymic peri- ciations of contemporary Peruvians and Panamanians reflected in the toponymy of their homelands. Appro- fer a three-dimensional interpretation concerning phrasis. ximately ninety place names of Peru and Panama and their periphrasis cited in this article were selected, semantic, syntactic and pragmatic aspects, the The analysis of linguistic material and a survey due to their lingua-cultural, geographical, associative, and commemorative significance for Peruvian and Pa- three primary dimensions of any sign, place names of 30 native speakers of the Peruvian national ver- namanian people. The historical, linguistic and onomastic approaches, proposed in this research, reveal dif- included. sion of the Spanish language have shown that ferent mechanisms of metaphorical naming and renaming. The authors evaluate the role of toponymical pe- Cultural and onomastic analysis provides the structures with such lexemes as ciudad (city), tier- riphrases in forming professional competences of Russian university students studying Spanish and conclude basis for the methodology used in this article. Such ra (land) turn out to be the most semiotically signi- that knowing toponymical metaphors enriches the professional competences of students in their lingvocrea- analysis combines the achievements of geography, ficant and regularly reproduced examples of peri- tive manifestations and becomes an effective tool in teaching Spanish at Bachelor and Masters levels, contri- history, onomastics, and traditional studies in phrasis, along with capital (capital), sede (centre, buting to students’ intellectual activities and forming aesthetic values, proper to modern teaching approach. dialectology, which can be aided by the semiotic headquarters), cuna (cradle), joya (jewel, approach, paying particular attention to the natio- treasure), perla (pearl) and others. KEYWORDS: theoretical onomastics, Spanish language, toponymy, metaphor, Peru, Panama nal toponymical lexicon and national creativity, as The analysis of the linguistic material and a sur- well as cultural idiosyncrasy. vey of informants revealed periphrastic constructions as something far from unique to Peruvians. In This is an open access article distributed under the Creative Commons Attribution 4.0 International License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is 3. STUDY AND RESULTS all likelihood, due to similar climatic conditions, properly cited (CC BY 4.0) 3.1. Peru’s toponomy & toponymic periphrasis mentality and peculiarities of the aesthetic percep- The Republic of Peru is a country with centu- tion of reality by Latin Americans, there are similar ries long indigenous (quechua and aymara) cultu- or identical examples of periphrasis in the topony- 1. INTRODUCTION philology as ‘multinational’ (Malkiel, 2019; Ches- ral heritage and the third largest country in South my of Latin America that relate to different cities The interest in Latin American toponymy and nokova & Sanchez, 2017; Geeslin, 2018; America after Brazil and Argentina. Until the both within Peru and other South American coun- its linguocreative form is evident during classes in Pountain, 2016) or, in other terminology, ‘plu- middle of the XVI century, the territory of modern tries, in particular, Ecuador, Venezuela, Colombia Spanish, Latin American civilisations, linguistic ricentric’ (Muhr, 2012), the Spanish language of- Peru was the centre of the Inca Empire, which and Portuguese-speaking Brazil. contacts, investigations in toponymy and translati- fers a set of parameters of divergence and conver- created a highly developed civilisation in the con- As for homogeneous examples of periphrasis, it on courses. Perceived in contemporary Romance gence that allows us to consider metaphorical ditions of a harsh alpine climate with a unique sys- is noted that, for example, La Perla del Pacífico

(The Pearl of the Pacific) relates to Callao (Peru) Piedras de Huamanga, de Bordados, de Retablos, South America with Central America, its mountai- and the capital of the country, Lima, as well as to ‘The names of large cities in Peru donde conocerás el arte en las manos de nuestros nous territory is interrupted only by the Panama the cities of Guayaquil, in Ecuador and Valparaiso, generally refer to a fixed area, reflecting artesanos locales. El Mirador de Acuchimay es un Canal basin, the interoceanic road that joins the in Chile. the Peruvians’ perception of the terrain punto de la ciudad que no puedes dejar de visitar. Atlantic Ocean with the Pacific. Its location as a It is no coincidence that many Ecuadorian or (Visit our colonial city, cradle of craftsmen, the transit country between the Atlantic and the Paci- Peruvian restaurants all over the world are often and landscape, as well as the facts of the ‘Peruvian Seville’. Enjoy the beauty of the Santa fic, most recently via the Panama Canal, made it named La Perla del Pacífico (the Pearl of the Paci- historical heritage associated with a Teresa Convent and the Cathedral. We will visit an early meeting point for cultures from all over fic). The frequency of this periphrasis is illustrated particular locality’ several craft workshops with artists carving Hua- the world. Its key geographical feature is the canal, in media discourse, i.e. in the digital archive of the manga stone, doing embroidery and creating altar- which facilitates communication between the At- Peruvian newspaper El Comercio. Guayaquil, la denominada Perla del Pacífico, pieces, where you will get to know the art from lantic and Pacific oceans and significantly influen- Luego, de acuerdo a la Municipalidad del Cal- celebra hoy 476 años de fundación española. the very hands of our local craftsmen. The Mirador ces world trade. Its current population is 4, 567, lao, los inspectores llegaron a la avenida Sáenz (Guayaquil, the so-called Pearl of the Pacific, ce- de Acuchimay is a ‘must see’ visit) (Turismoi, 000 people. Peña para inspeccionar la panadería La Perla del lebrates today 476 years since its foundation by 2020). The research corpus included 50 periphrastic Pacífico, la misma que también fue clausurada por the Spaniards) (El Diario, 2011). Favourite cities are personified in the collective toponymic denominations of various settlements falta de condiciones higiénicas en la preparación In the case of the White City (La Ciudad creative conscience of the Peruvians and they are in Panama. Panamanians call their country el país de pan y pasteles. (According to the Municipality Blanca), it is as a description of Ibarra in Ecuador, described as possessing great human qualities and de las mariposas (the country of the butterflies), of Callao, the inspectors then arrived at Saenz as well as Arequipa in Peru. dignity. Interestingly, such examples are also cha- because in spite of the fact that there are several Peña Avenue to inspect The Pearl of the Pacific In Ecuador the city of Tena is known as The Ca- racteristic of the linguistic creativity of Venezuel- theories about the meaning of the word, Panama, bakery, which was also closed due to the lack of pital of Orchids, while in Peru the same periphra- ans. the most common term and one taught for deca- hygienic conditions in the preparation of bread sis is used to describe Moyobamba. Colombians LOYALTY AND DEVOTION: muy noble y leal des in schools, means ‘abundance of fish and but- and cakes) (El Comercio, 2018). refer to Medellin and Bogota as The City of Eternal (very noble and loyal) – Maracaibo, Venezuela; terflies’ (Dressler, 2019). Panama has between Sus apuntes sobre la capital salieron en revistas Spring (Ciudad de la Eterna Primavera) and The muy noble y leal – Chachapoyas, Perú; muy noble 9,000 and 16,000 species of butterflies, and de su país y se compilaron en ‘Recuerdos de la Athens of South America (Atenas Sudamericana), y leal – Arequipa, Perú; muy noble y leal ciudad (a moths, equivalent to 10% of the global popula- América Española’, libro imprescindible por su ge- respectively, while the Peruvians in Trujillo also very noble and loyal city) – Arequipa, Perú; la tion. Besides, Panama has more species per square nio literario. El maestro Raúl Porras Barrenechea consider their city eternally spring-like. The habi- muy noble y generosa ciudad (the very noble and metre than countries such as Colombia, Ecuador decía que fue ‘uno de los creadores de la leyenda tants of Cuenca, Ecuador, are proud of living in generous city) – Huaraz, Perú. or Peru, who, although they have more types of de Lima como ‘la perla del Pacífico’ y como cen- The Athens of Ecuador. Among the periphrasis of CORDIALITY AND HOSPITALITY: ciudad cor- butterflies, have a land area 10 times bigger than tro de la cortesanía y cultura americana del sur’. Peruvian toponyms, several associations with ano- dial de Venezuela (the city of Venezuelan cordiali- Panama. Panama’s biodiversity is compact, while (His notes on the capital appeared in magazines in ther ancient European city – Rome – have been ty) – Puerto Cabello, Venezuela; capital de la hos- the silver-blue Morpho butterfly is considered to his country and were compiled in ‘Memories of observed. Moreover, Arequipa is famous as The pitalidad (the capital of hospitality) – Huacho, be a national symbol (Conniff & Bigler, 2019). Spanish America’, an essential book in its genre. Peruvian Rome or The Rome of America, due to Perú. The rapid industrial development of the The teacher, Raul Porras Barrenechea, said that he the profound catholic sentiments and the traditions FRIENDLINESS: embajada de la amistad (the country, in particular the construction of skyscra- was one of the creators of the legend of Lima as of the population, as Pope Pius XII affirmed in embassy of friendship) – Caicara del Orinoco, Ve- pers, led to the use periphrasis referring to the ca- ‘the Pearl of the Pacific’ and as the centre of Cor- 1940. nezuela; capital de la amistad internacional (the pital of the country as el nuevo Dubái de América tesian culture in South American culture) (El Co- It is worth mentioning that the association with capital of international friendship) – Huaraz, Perú; Latina (the new Dubai of Latin America). The use mercio, 2014). A Very Noble and Loyal City is common to several ciudad de la amistad (the city of friendship) – Chi- of this paraphrase is illustrated in media discourse, In terms of comparison, examples referring to Peruvian toponyms, like Chachapoyas, Huaraz, clayo, Perú. i.e. in the digital archive of the Panamanian news- Valparaiso (Chile) and Guayaquil (Ecuador) are Arequipa and Ayacucho. paper Crítica. also relevant: When it comes to comparison with other Eu- 3.2. Panama’s toponomy and toponymic peri- En la actualidad, Panamá es conocido como ‘El Los emigrantes que llegaban de Europa para ropean cities, the city of Ayacucho is referred to as phrasis Dubái de América’, gracias a que es una ciudad poblar el país convertían a Valparaíso, llamada ‘La La Sevilla Peruana (The Peruvian Seville), referring Panama, officially The Republic of Panama, is a que está creciendo de manera masiva. Este destino Perla del Pacífico’, en la ciudad más cosmopolita to a number of cathedrals and churches there: country located in south-eastern Central America. está lleno de contrastes, en él podrás encontrar de Chile. (The emigrants who came from Europe to Visita a nuestra ciudad colonial, cuna de artesa- It is bordered by the Caribbean Sea in the north desde calles populares, hasta los restaurantes más populate the country made Valparaíso, called ’the nos, la ‘Sevilla Peruana’. Conoce la belleza del and the Pacific Ocean in the south, Colombia to sofisticados, de hoteles de diseño a manicuras jus- Pearl of the Pacific’, the most cosmopolitan city in Convento Santa Teresa y la Basílica Catedral. Visit- the east and Costa Rica to the west. Located on the to en medio de la calle. Sin duda, un espectáculo Chile) (El Diario, 2011). aremos varios talleres artesanales: De Tallado de isthmus of the same name, a strip that connects sublime para la vista. Panamá es uno de los princi-

68 Training, Language and Culture rudn.tlcjournal.org Training, Language and Culture 69 Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives The role of toponymic periphrasis in developing professional competence in learning Spanish Volume 4 Issue 1, 2020, pp. 66-74 doi: 10.22363/2521-442X-2020-4-1-66-74 by Olga S. Chesnokova, Marija Radović and Alexey V. Akhrenov

hardworking and enterprising. Chitré is full of Las Perlas, a historic natural paradise that ons) and tierra de gente alegre, luchadora y talen- ‘The rapid industrial development of the people who provide solutions to all the problems. opens its doors to tourists, who have wonderful tosa (land of happy, fighting and talented people). country, in particular the construction of The city of Boquete and by extension the entire settings at their disposal that make it a special In mass media one can find numerous examples of skyscrapers, led to the use periphrasis province of Chiriquí are known as the small Pana- place, is known as la gema turística de Panamá its use. manian Switzerland. We can find examples of pe- (the tourist gem of Panama). The unique history of Colón es tierra de campeones. La provincia at- referring to the capital of the country as el riphrasis such as Chiriquí la pequeña Suiza Pana- La Peregrina, the gem discovered in the sixteenth lántica ha aportado un enorme legado al boxeo de nuevo Dubái de América Latina (the new meña (Chiriquí, the little Panamanian Switzer- century in the Pearl archipelago that today consti- nuestro país. Hoy, Lo Mejor del Boxeo le rinde ho- Dubai of Latin America)’ land), Boquete, Nuestra Pequeña Suiza (Boquete, tutes one of the tourist jewels of Panama, is as uni- menaje. La provincia de Colón es el segundo pun- Our Little Switzerland), Boquete: la Suiza de Cen- que as the journey through some paradise islands. to de nuestra república en producción de campeo- pales ejes de Centroamérica, debido a sus colosos troamérica (Boquete: the Switzerland of Central The city of La Villa de Los Santos, located in nes mundiales de boxeo, solo superada por la ca- de aluminio, sin embargo, además de contar con America). Boquete is the greenest, most natural, the southwest of Panama in the province of pital del país. Esta tierra ha visto nacer a figuras grandes ejemplares arquitectónicos, esta ciudad se quietest area of Panama, the most important city Santos, is metaphorically associated by the Pana- deslumbrantes que consagraron su esfuerzo ha- ha convertido en una joya por descubrir, gracias a surrounded by mountains in the province of Chiri- manians with cuna de la libertad panameña (the ciéndose campeones. (Colon is land of su palpitante y restaurado casco viejo. (Currently, quí. Many people come to this area in search of cradle of freedom of the country), because the champions. The Atlantic province has contributed Panama is known as ‘The Dubai of America’, be- rest, pure air and mild temperatures. There are struggle for the independence of Panama from an enormous legacy to the boxing of our country. cause it is a city that is growing massively. This de- also those who visit it for all the opportunities it of- Spain began there. There the Panamanian people Today, The Best of Boxing pays tribute to them. stination is full of contrasts, from popular streets, to fers to lovers of active tourism. Many citizens of rose with sticks, machetes and a few arcabuces The province of Colon is second in our republic in the most sophisticated restaurants, boutique hotels the United States upon retirement move to live in (guns) under the direction of Don Segundo de Vil- the production of world boxing champions, only and manicurists right in the middle of the street. Boquete. In Panamanian media discourse we have larreal in search of freedom and better days for fu- surpassed by the capital of the country. This land Without a doubt, a sublime sight to behold. Pana- found the following examples of the use of this ture Panamanian generations. The patriotic and li- has seen the birth of dazzling figures who have de- ma is one of the main axes of Central America, kind of periphrasis. bertarian deeds which took place there in 1821 voted their efforts to becoming champions) (LMB, due to its aluminium colossi. However, in addition Boquete ha sido objeto de un gran desarrollo constitute, at the level of Panama’s national 2016). to having great architectural structures, this city en la última década y ‘desafortunadamente’ no ha history, the first independence movement (known Colón, tierra de gente alegre, luchadora y talen- has become a jewel to discover, thanks to its tenido el orden debido, puesto que no contó con as the Santeño movement) generated by the spon- tosa. Si hay algo que tiene la provincial de Colón throbbing restored old town) (Crítica, 2015). un plan de uso de suelos que contemple las áreas taneous combustion of people hungry for freedom es que su gente siempre se destaca en todas las The language used illustrates how structures in- comerciales, residenciales y turísticas, y su vincula- and equality, who had been subject to subjection áreas a nivel nacional e internacional. Han llenado cluding such lexical units as ciudad (city), tierra ción posterior, advierte el funcionario. Son el pasa- and degrading treatment by Colonial Spain. The de orgullo al pueblo panameño y en especial a el- (land), cuna (cradle), joya (jewel), sitio (site, do, el presente y el futuro de nuestra pequeña Sui- independence movement had planned to declare los. Glorias como Irving Saladino, Alonso Edwards, place) turned out to be the most frequently used za, menos fría que la original, pero seguramente independence on November 28th, but on that day Jermaine Cumberbatch, Hugo Stocker, las mode- by Panamanian Spanish native speakers and regu- más cálida. (Boquete has undergone great deve- they were forced to bring forward their declaration los Roshny, Hillary, el diseñador Jean Quijano ent- larly reproduced by the Panama mass media. Let’s lopment in the last decade but ‘unfortunately’ has before another declaration of independence given re otros, son ejemplos de que en la Costa Atlántica look at random examples from media discourse. not had proper organisation, since it did not have in the Villa de Los Santos, starting a process whose hay talento, gente laboriosa y es tierra de campeo- The province of Veraguas, located in the a land use plan that considers the commercial, re- initial trigger was the Santeño movement, later re- nes y reinas. (Colon, land of happy, fighting and centre-west of the country and characterised by sidential and tourist areas, and their subsequent produced in the capital and in the other towns of talented people. If there is something the provinci- being the only one in the Republic to a coastline linkage, warned the official. They are the past, the the country. Simón Bolivar called this settlement al capital of Colon has it is that its people always on both the Caribbean Sea and the Pacific Ocean, present and the future of our little Switzerland, La Heroica Villa de Los Santos (The Heroic Villa of stand out in all areas at national and international was frequently described as tierra de dos mares less cold than the original, but surely warmer) Los Santos). level. They have filled the Panamanian people (land of two seas). It has about 60 km of coastline (Díaz, 2015). Colon, the second most important city after Pa- with pride. Glories, such as Irving Saladino, Alon- on the Caribbean Seaboard and more than 350 km El Valle de Antón is known for its fresh and nama City, located on the Atlantic coast of Pana- so Edwards, Jermaine Cumberbatch, Hugo of coastline on the Pacific, not counting the large spring-like weather throughout the year. It is cha- ma, is famous for its gastronomy and coconut cul- Stocker, the models, Roshny and Hillary, and the number of islands that belong to it, including the racterised as a picturesque and hardworking town, tivation. The city is traditionally called a tacita de designer, Jean Quijano, among others, are exam- largest in the country, Coiba and Cébaco. located in a fertile valley of 18.3 km, and rising to oro (the golden cup) because in the collective ples of the talent on the Atlantic Coast, hardwor- The city of Chitré is known as la ciudad que 600 m above sea level, with a climate of around consciousness of the Panamanians it is associated king people and a land of champions and queens) crece sola (the city that grows by itself) and la ciu- 18oC. This makes it a visitor attraction throughout with plentiful gourmet food, metonymically indi- (Trujillo, 2016). dad donde nadie es forastero (the city where no the year and that is why it is known as el sitio de la cated by the word taza (cup). Colon as a province La Chorrera, the tenth province of Panamá, si- one is a stranger) because its inhabitants are very eterna primavera (the place of eternal spring). is known as tierra de campeones (land of champi- tuated next to the province of Panama, is called

70 Training, Language and Culture rudn.tlcjournal.org Training, Language and Culture 71 Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives The role of toponymic periphrasis in developing professional competence in learning Spanish Volume 4 Issue 1, 2020, pp. 66-74 doi: 10.22363/2521-442X-2020-4-1-66-74 by Olga S. Chesnokova, Marija Radović and Alexey V. Akhrenov hardworking and enterprising. Chitré is full of Las Perlas, a historic natural paradise that ons) and tierra de gente alegre, luchadora y talen- ‘The rapid industrial development of the people who provide solutions to all the problems. opens its doors to tourists, who have wonderful tosa (land of happy, fighting and talented people). country, in particular the construction of The city of Boquete and by extension the entire settings at their disposal that make it a special In mass media one can find numerous examples of skyscrapers, led to the use periphrasis province of Chiriquí are known as the small Pana- place, is known as la gema turística de Panamá its use. manian Switzerland. We can find examples of pe- (the tourist gem of Panama). The unique history of Colón es tierra de campeones. La provincia at- referring to the capital of the country as el riphrasis such as Chiriquí la pequeña Suiza Pana- La Peregrina, the gem discovered in the sixteenth lántica ha aportado un enorme legado al boxeo de nuevo Dubái de América Latina (the new meña (Chiriquí, the little Panamanian Switzer- century in the Pearl archipelago that today consti- nuestro país. Hoy, Lo Mejor del Boxeo le rinde ho- Dubai of Latin America)’ land), Boquete, Nuestra Pequeña Suiza (Boquete, tutes one of the tourist jewels of Panama, is as uni- menaje. La provincia de Colón es el segundo pun- Our Little Switzerland), Boquete: la Suiza de Cen- que as the journey through some paradise islands. to de nuestra república en producción de campeo- pales ejes de Centroamérica, debido a sus colosos troamérica (Boquete: the Switzerland of Central The city of La Villa de Los Santos, located in nes mundiales de boxeo, solo superada por la ca- de aluminio, sin embargo, además de contar con America). Boquete is the greenest, most natural, the southwest of Panama in the province of pital del país. Esta tierra ha visto nacer a figuras grandes ejemplares arquitectónicos, esta ciudad se quietest area of Panama, the most important city Santos, is metaphorically associated by the Pana- deslumbrantes que consagraron su esfuerzo ha- ha convertido en una joya por descubrir, gracias a surrounded by mountains in the province of Chiri- manians with cuna de la libertad panameña (the ciéndose campeones. (Colon is land of su palpitante y restaurado casco viejo. (Currently, quí. Many people come to this area in search of cradle of freedom of the country), because the champions. The Atlantic province has contributed Panama is known as ‘The Dubai of America’, be- rest, pure air and mild temperatures. There are struggle for the independence of Panama from an enormous legacy to the boxing of our country. cause it is a city that is growing massively. This de- also those who visit it for all the opportunities it of- Spain began there. There the Panamanian people Today, The Best of Boxing pays tribute to them. stination is full of contrasts, from popular streets, to fers to lovers of active tourism. Many citizens of rose with sticks, machetes and a few arcabuces The province of Colon is second in our republic in the most sophisticated restaurants, boutique hotels the United States upon retirement move to live in (guns) under the direction of Don Segundo de Vil- the production of world boxing champions, only and manicurists right in the middle of the street. Boquete. In Panamanian media discourse we have larreal in search of freedom and better days for fu- surpassed by the capital of the country. This land Without a doubt, a sublime sight to behold. Pana- found the following examples of the use of this ture Panamanian generations. The patriotic and li- has seen the birth of dazzling figures who have de- ma is one of the main axes of Central America, kind of periphrasis. bertarian deeds which took place there in 1821 voted their efforts to becoming champions) (LMB, due to its aluminium colossi. However, in addition Boquete ha sido objeto de un gran desarrollo constitute, at the level of Panama’s national 2016). to having great architectural structures, this city en la última década y ‘desafortunadamente’ no ha history, the first independence movement (known Colón, tierra de gente alegre, luchadora y talen- has become a jewel to discover, thanks to its tenido el orden debido, puesto que no contó con as the Santeño movement) generated by the spon- tosa. Si hay algo que tiene la provincial de Colón throbbing restored old town) (Crítica, 2015). un plan de uso de suelos que contemple las áreas taneous combustion of people hungry for freedom es que su gente siempre se destaca en todas las The language used illustrates how structures in- comerciales, residenciales y turísticas, y su vincula- and equality, who had been subject to subjection áreas a nivel nacional e internacional. Han llenado cluding such lexical units as ciudad (city), tierra ción posterior, advierte el funcionario. Son el pasa- and degrading treatment by Colonial Spain. The de orgullo al pueblo panameño y en especial a el- (land), cuna (cradle), joya (jewel), sitio (site, do, el presente y el futuro de nuestra pequeña Sui- independence movement had planned to declare los. Glorias como Irving Saladino, Alonso Edwards, place) turned out to be the most frequently used za, menos fría que la original, pero seguramente independence on November 28th, but on that day Jermaine Cumberbatch, Hugo Stocker, las mode- by Panamanian Spanish native speakers and regu- más cálida. (Boquete has undergone great deve- they were forced to bring forward their declaration los Roshny, Hillary, el diseñador Jean Quijano ent- larly reproduced by the Panama mass media. Let’s lopment in the last decade but ‘unfortunately’ has before another declaration of independence given re otros, son ejemplos de que en la Costa Atlántica look at random examples from media discourse. not had proper organisation, since it did not have in the Villa de Los Santos, starting a process whose hay talento, gente laboriosa y es tierra de campeo- The province of Veraguas, located in the a land use plan that considers the commercial, re- initial trigger was the Santeño movement, later re- nes y reinas. (Colon, land of happy, fighting and centre-west of the country and characterised by sidential and tourist areas, and their subsequent produced in the capital and in the other towns of talented people. If there is something the provinci- being the only one in the Republic to a coastline linkage, warned the official. They are the past, the the country. Simón Bolivar called this settlement al capital of Colon has it is that its people always on both the Caribbean Sea and the Pacific Ocean, present and the future of our little Switzerland, La Heroica Villa de Los Santos (The Heroic Villa of stand out in all areas at national and international was frequently described as tierra de dos mares less cold than the original, but surely warmer) Los Santos). level. They have filled the Panamanian people (land of two seas). It has about 60 km of coastline (Díaz, 2015). Colon, the second most important city after Pa- with pride. Glories, such as Irving Saladino, Alon- on the Caribbean Seaboard and more than 350 km El Valle de Antón is known for its fresh and nama City, located on the Atlantic coast of Pana- so Edwards, Jermaine Cumberbatch, Hugo of coastline on the Pacific, not counting the large spring-like weather throughout the year. It is cha- ma, is famous for its gastronomy and coconut cul- Stocker, the models, Roshny and Hillary, and the number of islands that belong to it, including the racterised as a picturesque and hardworking town, tivation. The city is traditionally called a tacita de designer, Jean Quijano, among others, are exam- largest in the country, Coiba and Cébaco. located in a fertile valley of 18.3 km, and rising to oro (the golden cup) because in the collective ples of the talent on the Atlantic Coast, hardwor- The city of Chitré is known as la ciudad que 600 m above sea level, with a climate of around consciousness of the Panamanians it is associated king people and a land of champions and queens) crece sola (the city that grows by itself) and la ciu- 18oC. This makes it a visitor attraction throughout with plentiful gourmet food, metonymically indi- (Trujillo, 2016). dad donde nadie es forastero (the city where no the year and that is why it is known as el sitio de la cated by the word taza (cup). Colon as a province La Chorrera, the tenth province of Panamá, si- one is a stranger) because its inhabitants are very eterna primavera (the place of eternal spring). is known as tierra de campeones (land of champi- tuated next to the province of Panama, is called

70 Training, Language and Culture rudn.tlcjournal.org Training, Language and Culture 71 Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives The role of toponymic periphrasis in developing professional competence in learning Spanish Volume 4 Issue 1, 2020, pp. 66-74 doi: 10.22363/2521-442X-2020-4-1-66-74 by Olga S. Chesnokova, Marija Radović and Alexey V. Akhrenov tierra del bollo y del chicheme (the land of bollo Coiba, la joya salvaje del Pacífico panameño. Las Tablas, where Panamanians traditionally cording to our material, the Peruvians have prefer- and chicheme). Articles describing this geographic Condenada durante 85 años a servir de cárcel de meet during the four days of Carnival, is called red Rome and Seville, while the Panamanians pre- location provide a lot of examples. máxima seguridad, esta isla del Golfo de Chiriquí cuna del folclor, belleza y splendor (cradle of folk- ferred Dubai and Switzerland, reflecting different Hablar de La Chorrera seguro nos hace recor- logró proteger su invaluable tesoro de la coloniza- lore, beauty and splendour). Independence Day is collective assumptions and beliefs, to a degree. dar la décima provincia o tal vez el conocido ción y la explotación. Hoy, la joya del Pacífico pa- also widely celebrated there when men, women, From the teachers’ and students’ perspective Chorro de La Chorrera, pero algo que salta a la nameño guarda intactos sus bosques mientras sus boys and girls wear typical Panamanian national Peruvians, as well as Panamanians trend to perso- mente de todos es el famoso apoyo de la tierra del aguas color turquesa sirven de hábitat a ballenas, dress, as a tribute to the homeland. nify their favourite famous place names, Peruvians bollo y del chicheme. Esta receta hecha de maíz y tortugas, delfines, toda clase de peces y una gran The Anton region is known as tierra del manjar tending to stress their virtues and the Panamani- leche, más la receta secreta que le da el sabor úni- abundancia de corales. (Coiba, the wild jewel of blanco y el Torito Guapo (the land of the white ans, their actions. Peru and Panama’s toponymic co chorrerano, es el imán que atrae a cientos de the Panamanian Pacific. Condemned for 85 years delicacy and the Handsome Torito (calf). There periphrasis can be used as a set of special creative personas, al punto que la reconocida refresquería to serve as a maximum-security prison, this island every year the traditional National Festival of the exercises which can be integrated in Spanish lan- ‘El Chorro’, ha empezado a vender el producto las in the Gulf of Chiriquí managed to protect its inva- Handsome Bull of Antón is celebrated, a folk ac- guage classes, such as commentaries on topony- 24 horas. Chorreranos o no, cuentan que cada vez luable treasure from colonisation and exploitation. tivity that was created in 1969 to highlight the mic periphrasis, deciphering it from media dis- que van al interior del país, esa es la parada obli- Today, the jewel of the Panamanian Pacific keeps work and leisure activities of the farms of the area. course. The results obtained can help promote the gada y algunos dicen que es hasta un ‘almuerzo’ y its forests intact while its turquoise waters serve as The white delicacy (a product made of sweetened multidimensional application of toponymy study ‘la mejor comida de Panamá’. Pero todo no queda a habitat for whales, turtles, dolphins, all kinds of milk) is also produced there. in developing professional competence. allí, pues preparan al fiel acompañante del chiche- fish and a great abundance of corals) (Pinzón, me, el bollo. (Talking about La Chorrera reminds 2020). 4. DISCUSSION 5. CONCLUSION us of the tenth province and also the well-known The islands of Bocas del Toro are the essence Both Peru and Panama belong to so-called The toponymic linguistic creativity of the Peru- Chorro de La Chorrera, but something that comes and reflection of the Panamanian Caribbean. Bo- ‘emotional cultures’ (Trompenaars, 2013). The vians and Panamanians forms part of the Latin to everyone's mind is the famous support of the cas del Toro is called la tierra del oro verde (the overall results of the analysis of Toponymic Peri- American linguistic continuum, which is observed land of the bollo (bun) and the chicheme (filling). land of green gold) because the expression oro phrasis relating to these two Spanish-speaking in a certain coincidence of the motivation of the This recipe, made from corn and milk, plus the se- verde (green gold) metaphorically refers to bana- countries demonstrate their differences, due to the periphrases, such as Ciudad de la Eterna Primave- cret recipe that gives it the unique chorrerano fla- nas and Bocas del Toro has been traditionally particular history and modern situation of Peru ra (A City of Eternal Spring), which create inter-va- vour, is the magnet that attracts hundreds of peop- known and referred to as the main producer of and Panama. The rapid industrial development of riant toponymic homonyms. Toponymic linguistic le, to the point that the producer of the renowned bananas in Panama. Panama, as well as the construction of creativity studies develop creative professional refreshment, ‘El Chorro’ soda, is selling it 24 hours A oscuras en la tierra del oro verde. La vida está skyscrapers, led to the emergence of a stable para- competence, which have a long-term perspective a day. Chorreranos or not, people say that every siendo tormentosa y dolorosa para Armando Baker phrase for its capital as The New Dubai of Latin as they help build creative skills in communication time they go to the interior of the country, it is an con 160 perdigones de plomo incrustados en su America. The capital of Peru is known by the para- with representatives of different Spanish speaking obligatory stop and some say it is even a ‘lunch’ cuerpo, los cuales invaden su hígado, riñones e in- phrase The Pearl of the Pacific, alluding rather to countries in general. These competences provide and ‘the best food in Panama’. But this isn’t all be- testinos. Este hombre, quien en 2010 era trabaja- the beauty of the capital than to its place and role benefits in personal business relations by effective cause they also prepare the faithful companion of dor de la empresa productora de banano Bocas in business communication. It is quite notable that interpretation of linguistic and cultural idiosyncra- the chicheme, the bollo) (Cejas, 2014). Fruit Company, en la provincia de Bocas del Toro, the paraphrase, The Pearl of the Pacific, is applied sies. Getting more acquainted with the cultural The District of La Pintada in the Province of decidió participar en julio de ese año en las protes- also to the Peruvian city of Callao, Ecuadorian and linguistic heritage of a nation also means blur- Coclé is called una del Sombrero Pinta’o (Cradle tas contra la Ley No. 30, también llamada ‘ley Guayaquil and the Chilean Valparaiso, a fact that ring the barriers that are often palpable in intercul- of the Painted Hat). Though it is not a very develo- chorizo’, que afectaba las libertades sindicales del shows toponymical homonymy among different tural communication on different levels. These are ped place it has tourist potential and there is a país. (In the dark in the land of green gold. life is varieties of the pluricentric Spanish language (Cly- the skills needed in successful business communi- wide variety of handicrafts, among the best known stormy and painful for Armando Baker with 160 ne, 1992) and shows similar mechanisms of meta- cation, as well as in successful interpreting of mass and representative, the painted hat made with ty- lead pellets embedded in his body, invading his li- phorical re-naming. media texts. Managing toponymical metaphors en- pical natural materials from the area. ver, kidneys and intestines. This man, who in 2010 For toponymical metaphors of both countries riches the professional competence of university Coiba Island where Coiba National Park is lo- was a worker at the banana production company, the lexemes ciudad (city), tierra (land) turned out courses and by helping students in their linguo- cated, which is a nature reserve located in the ho- Bocas Fruit Company, in the province of Bocas del to be the most semiotically significant and regular- creative understanding becomes an effective tool monymous archipelago belonging to the Montijo Toro, decided to participate in protests against ly reproduced periphrases, as well as capital (capi- in teaching Spanish at Bachelor’s and Master’s le- and Soná districts of the Veraguas province, is Law No. 30 in July of that year, also called the tal) and cuna (cradle). vels, contributing to students’ intellectual activities known as la joya salvaje del Pacífico panameño ‘chorizo law’, which affected the union rights in The comparison with famous cities is culture and forming aesthetic values appropriate to the (the wild jewel of the Panamanian Pacific). the country) (Jaramillo, 2017). bound and different in the countries analysed. Ac- modern teaching approach.

72 Training, Language and Culture rudn.tlcjournal.org Training, Language and Culture 73 Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives The role of toponymic periphrasis in developing professional competence in learning Spanish Volume 4 Issue 1, 2020, pp. 66-74 doi: 10.22363/2521-442X-2020-4-1-66-74 by Olga S. Chesnokova, Marija Radović and Alexey V. Akhrenov tierra del bollo y del chicheme (the land of bollo Coiba, la joya salvaje del Pacífico panameño. Las Tablas, where Panamanians traditionally cording to our material, the Peruvians have prefer- and chicheme). Articles describing this geographic Condenada durante 85 años a servir de cárcel de meet during the four days of Carnival, is called red Rome and Seville, while the Panamanians pre- location provide a lot of examples. máxima seguridad, esta isla del Golfo de Chiriquí cuna del folclor, belleza y splendor (cradle of folk- ferred Dubai and Switzerland, reflecting different Hablar de La Chorrera seguro nos hace recor- logró proteger su invaluable tesoro de la coloniza- lore, beauty and splendour). Independence Day is collective assumptions and beliefs, to a degree. dar la décima provincia o tal vez el conocido ción y la explotación. Hoy, la joya del Pacífico pa- also widely celebrated there when men, women, From the teachers’ and students’ perspective Chorro de La Chorrera, pero algo que salta a la nameño guarda intactos sus bosques mientras sus boys and girls wear typical Panamanian national Peruvians, as well as Panamanians trend to perso- mente de todos es el famoso apoyo de la tierra del aguas color turquesa sirven de hábitat a ballenas, dress, as a tribute to the homeland. nify their favourite famous place names, Peruvians bollo y del chicheme. Esta receta hecha de maíz y tortugas, delfines, toda clase de peces y una gran The Anton region is known as tierra del manjar tending to stress their virtues and the Panamani- leche, más la receta secreta que le da el sabor úni- abundancia de corales. (Coiba, the wild jewel of blanco y el Torito Guapo (the land of the white ans, their actions. Peru and Panama’s toponymic co chorrerano, es el imán que atrae a cientos de the Panamanian Pacific. Condemned for 85 years delicacy and the Handsome Torito (calf). There periphrasis can be used as a set of special creative personas, al punto que la reconocida refresquería to serve as a maximum-security prison, this island every year the traditional National Festival of the exercises which can be integrated in Spanish lan- ‘El Chorro’, ha empezado a vender el producto las in the Gulf of Chiriquí managed to protect its inva- Handsome Bull of Antón is celebrated, a folk ac- guage classes, such as commentaries on topony- 24 horas. Chorreranos o no, cuentan que cada vez luable treasure from colonisation and exploitation. tivity that was created in 1969 to highlight the mic periphrasis, deciphering it from media dis- que van al interior del país, esa es la parada obli- Today, the jewel of the Panamanian Pacific keeps work and leisure activities of the farms of the area. course. The results obtained can help promote the gada y algunos dicen que es hasta un ‘almuerzo’ y its forests intact while its turquoise waters serve as The white delicacy (a product made of sweetened multidimensional application of toponymy study ‘la mejor comida de Panamá’. Pero todo no queda a habitat for whales, turtles, dolphins, all kinds of milk) is also produced there. in developing professional competence. allí, pues preparan al fiel acompañante del chiche- fish and a great abundance of corals) (Pinzón, me, el bollo. (Talking about La Chorrera reminds 2020). 4. DISCUSSION 5. CONCLUSION us of the tenth province and also the well-known The islands of Bocas del Toro are the essence Both Peru and Panama belong to so-called The toponymic linguistic creativity of the Peru- Chorro de La Chorrera, but something that comes and reflection of the Panamanian Caribbean. Bo- ‘emotional cultures’ (Trompenaars, 2013). The vians and Panamanians forms part of the Latin to everyone's mind is the famous support of the cas del Toro is called la tierra del oro verde (the overall results of the analysis of Toponymic Peri- American linguistic continuum, which is observed land of the bollo (bun) and the chicheme (filling). land of green gold) because the expression oro phrasis relating to these two Spanish-speaking in a certain coincidence of the motivation of the This recipe, made from corn and milk, plus the se- verde (green gold) metaphorically refers to bana- countries demonstrate their differences, due to the periphrases, such as Ciudad de la Eterna Primave- cret recipe that gives it the unique chorrerano fla- nas and Bocas del Toro has been traditionally particular history and modern situation of Peru ra (A City of Eternal Spring), which create inter-va- vour, is the magnet that attracts hundreds of peop- known and referred to as the main producer of and Panama. The rapid industrial development of riant toponymic homonyms. Toponymic linguistic le, to the point that the producer of the renowned bananas in Panama. Panama, as well as the construction of creativity studies develop creative professional refreshment, ‘El Chorro’ soda, is selling it 24 hours A oscuras en la tierra del oro verde. La vida está skyscrapers, led to the emergence of a stable para- competence, which have a long-term perspective a day. Chorreranos or not, people say that every siendo tormentosa y dolorosa para Armando Baker phrase for its capital as The New Dubai of Latin as they help build creative skills in communication time they go to the interior of the country, it is an con 160 perdigones de plomo incrustados en su America. The capital of Peru is known by the para- with representatives of different Spanish speaking obligatory stop and some say it is even a ‘lunch’ cuerpo, los cuales invaden su hígado, riñones e in- phrase The Pearl of the Pacific, alluding rather to countries in general. These competences provide and ‘the best food in Panama’. But this isn’t all be- testinos. Este hombre, quien en 2010 era trabaja- the beauty of the capital than to its place and role benefits in personal business relations by effective cause they also prepare the faithful companion of dor de la empresa productora de banano Bocas in business communication. It is quite notable that interpretation of linguistic and cultural idiosyncra- the chicheme, the bollo) (Cejas, 2014). Fruit Company, en la provincia de Bocas del Toro, the paraphrase, The Pearl of the Pacific, is applied sies. Getting more acquainted with the cultural The District of La Pintada in the Province of decidió participar en julio de ese año en las protes- also to the Peruvian city of Callao, Ecuadorian and linguistic heritage of a nation also means blur- Coclé is called una del Sombrero Pinta’o (Cradle tas contra la Ley No. 30, también llamada ‘ley Guayaquil and the Chilean Valparaiso, a fact that ring the barriers that are often palpable in intercul- of the Painted Hat). Though it is not a very develo- chorizo’, que afectaba las libertades sindicales del shows toponymical homonymy among different tural communication on different levels. These are ped place it has tourist potential and there is a país. (In the dark in the land of green gold. life is varieties of the pluricentric Spanish language (Cly- the skills needed in successful business communi- wide variety of handicrafts, among the best known stormy and painful for Armando Baker with 160 ne, 1992) and shows similar mechanisms of meta- cation, as well as in successful interpreting of mass and representative, the painted hat made with ty- lead pellets embedded in his body, invading his li- phorical re-naming. media texts. Managing toponymical metaphors en- pical natural materials from the area. ver, kidneys and intestines. This man, who in 2010 For toponymical metaphors of both countries riches the professional competence of university Coiba Island where Coiba National Park is lo- was a worker at the banana production company, the lexemes ciudad (city), tierra (land) turned out courses and by helping students in their linguo- cated, which is a nature reserve located in the ho- Bocas Fruit Company, in the province of Bocas del to be the most semiotically significant and regular- creative understanding becomes an effective tool monymous archipelago belonging to the Montijo Toro, decided to participate in protests against ly reproduced periphrases, as well as capital (capi- in teaching Spanish at Bachelor’s and Master’s le- and Soná districts of the Veraguas province, is Law No. 30 in July of that year, also called the tal) and cuna (cradle). vels, contributing to students’ intellectual activities known as la joya salvaje del Pacífico panameño ‘chorizo law’, which affected the union rights in The comparison with famous cities is culture and forming aesthetic values appropriate to the (the wild jewel of the Panamanian Pacific). the country) (Jaramillo, 2017). bound and different in the countries analysed. Ac- modern teaching approach.

72 Training, Language and Culture rudn.tlcjournal.org Training, Language and Culture 73 Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Volume 4 Issue 1, 2020, pp. 66-74 doi: 10.22363/2521-442X-2020-4-1-66-74 Volume 4 Issue 1, 2020, pp. 75-77 doi: 10.22363/2521-442X-2020-4-1-75-77

Guest Editor Dr Robert O’Dowd

References

Cejas, M. (2014, September 14). Chicheme y bollo, par- ticias-manabi-ecuador/199416-la-perla-del-paci- te de la cultura de La Chorrera. Retrieved from fico-vive-sus-fiestas/ Review https://www.telemetro.com/nacionales/ Escobar, F.A.B. (2016). The use of quipus in Peru and 2014/09/14/chicheme-bollo-parte-cultura-chorre- the process of alphabetization and schooling. In ra/1698416.html M. Peters (Ed.), Encyclopedia of educational phi- Chesnokova, O. S., & Sanchez, Y. (2017). Spanish and losophy and theory (p. 23-45). Singapore: Sprin- Let’s talk: How English conversation works (a review) Basque gastronomical thesaurus through the ger. Doi: 10.1007/978-981-287-532-7_175-1 Original work by David Crystal published by Oxford University Press 2020 prism of humorous discourse. Tomsk State Uni- Geeslin, K. L. (Ed.). (2018). The Cambridge handbook versity Journal, 425, 50-58. Doi: of Spanish linguistics. Cambridge, UK: Cam- Reviewed by Barry Tomalin 10.17223/15617793/425/6 bridge University Press. Clyne, M. (1992). Pluricentric languages: Differing Jaramillo, O. A. (2017, July 8). A oscuras en la tierra del Barry Tomalin Glasgow Caledonian University London [email protected] norms in different nations. New York, NY: Mou- oro verde. Retrieved from https://www.prensa.- Date of submission: 15.01.2020 | Date of acceptance for publication: 20.02.2020 ton de Gruyter. com/impresa/panorama/oscuras-tierra-oro-ver- Recommended citation format: Tomalin, B. (2020). Let’s talk: How English conversation works (a review). Training, Conniff, M. L., & Bigler, G. E. (2019). Modern Panama: de_0_4797270346.html Language and Culture, 4(1), 75-77. Doi: 10.22363/2521-442X-2020-4-1-75-77 From occupation to crossroads of the Americas. LMB. (2016). Colón es tierra de campeones. Retrieved Cambridge, UK: Cambridge University Press. from http://lomejordelboxeo.com/colon-es-tierra- This is an open access article distributed under the Creative Commons Attribution 4.0 International License Crítica. (2015, April 16). Panamá, el nuevo Dubái de de-campeones/ which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is América Latina. Retrieved from https://www.criti- Malkiel, Y. (2019). Hispanic philology. Current Trends properly cited (CC BY 4.0) ca.com.pa/mundo/panama-el-nuevo-dubai-de- in Linguistics, 4, 158-228. america-latina-388114 Muhr, R. (2012). Non-dominant varieties of pluricentric Díaz, S. (2015). Boquete, nuestra pequeña suiza. Retrie- languages: Getting the picture. Frankfurt am What really goes on in a conversation and how Quirk, then Quain Professor of English at Universi- ved from http://ediciones.martesfinanciero.com/ Mein, Germany: Peter Lang Verlag. do we express it linguistically in English? That’s ty College, University of London in 1962, The Sur- history/2015/07/14/informe_central.asp? Pinzón, J. (2020). Coiba, la joya salvaje del Pacífico pa- the subject of Let’s Talk – a study of conversation vey of English Usage was a key development in fbclid=IwAR3AYrruoVJmF5U5j9SrJ9UT00Eujf- nameño. Retrieved from https://www.panora- by the linguist and author, David Crystal. As one understanding how English was actually used as P8zhWyLCPbS8gSPjNjqfvor5b6aoU ma2go.com/coiba-la-joya-salvaje-del-pacifico- of the world’s leading experts on the English lan- opposed to traditional grammatical rules and led Dressler, R. L. (2019). Field guide to the orchids of panameno/ guage and a noted broadcaster, lecturer and to the magisterial A Comprehensive Grammar of Costa Rica and Panama. Ithaka, NY: Cornell Uni- Pountain, C. (2016). Exploring the Spanish language: An writer, David Crystal wears his immense learning the English Language by Quirk, Greenbaum, Leech versity Press. introduction to its structures and varieties. Lon- lightly. His scholarship is muted but effective, and and Svartvik, published in 1985. El Comercio. (2014, August 13). Un francés, el niño Go- don: Routledge. Doi: 10.4324/9781315735078 his style is, well, conversational. Crystal begins by emphasising the importance yito y los ‘maricones’, por Martha Meier. Retrie- Trompenaars, F. (2013). Riding the waves of culture: Let’s Talk, subtitled How English Conversation of greetings as a brief verbal handshake to initiate ved from https://elcomercio.pe/opinion/columnis- Understanding cultural diversity in business. Lon- Works, explores the underlying conventions of a conversation. He goes into the variations of what tas/frances-nino-goyito-maricones-martha- don, UK: Nicholas Brealey. conversation in eighteen chapters, covering gree- Jonathan Swift, the author of Gulliver’s Travels, meier-351875-noticia/ Trujillo, L. (2016, November 5). Colón, tierra de gente El Comercio. (2018, May 27). Callao: Clausuran locales alegre, luchadora y talentosa. Retrieved from tings, starting conversations, turn-taking, interrupt- called ‘the ball of discourse’ but stresses why Hel- por inseguros e informales. Retrieved from https:// https://www.diaadia.com.pa/fama/ ing, expressing opinions, telephone and online lo became a standard greeting, especially in tele- elcomercio.pe/lima/sucesos/callao-clausuran-lo- col%D1%83n-tierra-de-gente-alegre-luchadora- conversations, dealing with topical subjects and phonic and online communication. Apparently, cales-inseguros-e-informales-noticia-523096-no- y-talentosa-303492 cultural misunderstandings, as well as looking at Hello, a fairly recent term in the English language ticia/ Turismoi. (2020). City tour Sevilla Peruana. Retrieved emerging ‘rules’ of conversation and a final discus- in the 19th century, introduced as a greeting in the El Diario. (2011, July 25). La Perla del Pacífico vive sus from https://turismoi.pe/tours/city-tour-sevilla-pe- sion on how conversation is changing. There is a 1850s, became established as the basic introduc- fiestas. Retrieved from http://www.eldiario.ec/no- ruana cornucopia of examples, many taken from Crys- tion to a telephone conversation by 1878. By tal’s work on The Survey of English Usage and pu- 1883, female telephone operators were routinely blished in Advanced Conversational English in referred to as hello girls. However, as Crystal 1973. The book itself is out of print but the recor- points out, one third of young people on their mo- dings on which it was based are available on bile phones today prefer phrases such as Heh, Yo http://davidcrystal.com as well as many more re- or Whassup (What’s up), or more commonly, Hi. cent recordings taken from current corpora inclu- As he explains early in the book the actual ding YouTube clips. Founded by Lord Randolph word ‘conversation’ didn’t appear in English until

Guest Editor Dr Robert O’Dowd

References

© Barry Tomalin 2020 74 Training, Language and Culture This content is licensed under a Creative Commons Attribution 4.0 International License Training, Language and Culture 75 Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Let’s talk: How English conversation works (a review) Volume 4 Issue 1, 2020, pp. 75-77 doi: 10.22363/2521-442X-2020-4-1-75-77 Original work by David Crystal, reviewed by Barry Tomalin the 15th century, when it meant ‘being in a place Internet symbols and jargon, mean that conversati- or among people’. Conversation as a verbal con- ‘I was fascinated by Crystal’s discussion ‘For Crystal the aim of a conversation is on is dying? Crystal believes not. Texting and cept only emerged in the 16th century but conver- of ‘uptalk’ as a way of bonding and to make every-one happy or, at least, WhatsApp may be a different way of engaging in sations existed in early middle ages literature, from involving the listener in a conversation. satisfied at the end. Citing Dr Johnson conversation but it is nevertheless a conversation. the 12th to the 15th century in works such as Beo- However, it is important in teaching English lan- wulf and Malory’s Le Morte d’Arthur. They were ‘Uptalk’ is the use of a rising intonation at once again, conversation should create ‘a guage and communication for teachers to expose called dialogues. the end of a sentence, frequently used in pleasing impression’. David Crystal has students to the language and style of online A lover and connoisseur of conversation was question tags but also in statements, definitely achieved that’ English conversation, the equivalent of which stu- Dr Samuel Johnson (1709-1784), author of the fa- dents and many teachers will already be familiar mous Dictionary of the English Language, publis- inviting the listener to get involved and Crystal cites Gretchen McCulloch, author of Be- with in their own language. hed in 1755. It was he, writing in The Idler, a ma- agree or disagree’ cause Internet (2019) as pointing out the signifi- As David Crystal says, ‘that is a task still facing gazine, who said that when two Englishmen meet, cance of dots (. . .) in a text message to mean so- schools, where there may be little or no instruction their first talk is of the weather. Many foreigners is common in Wales and in Ireland and accounts mething left unsaid, maybe negative. One of the about the properties of electronic communication and native speakers still believe that to be true to- for the musical lilt in many Irish and Welsh ac- problems of keeping up with conversational lan- in all its forms’. day. To have a conversation, Dr Johnson said, the- cents. guage usage is differences in generation. Crystal For Crystal the aim of a conversation is to make re must be four things: knowledge, materials (so- A key influence on modern conversation has cites McCulloch as saying, ‘The dots (in a text or every-one happy or, at least, satisfied at the end. mething to talk about), imagination and presence been the expansion of online communication. written conversation) must be indicating some- Citing Dr Johnson once again, conversation should of mind. His biographer, James Boswell, reported How has that affected the way we converse and thing left unsaid. From a peer, something left un- create ‘a pleasing impression’. David Crystal has him as saying after a dinner at a friend’s house that the language we use? The use of the Internet en- said might indicate flirtation but from an older rela- definitely achieved that. there was talk but no conversation. Nothing was courages anonymity and also short messages and tive, that would be weird’. NOTE: Readers of this review may also look at discussed, he said. responses often moderated by acronyms such as Does this use of computer language in general David Crystal’s Language and the Internet publis- For the teacher or advanced student there are LOL (Lots of laughs) or OMG (Oh, my God!) to conversation, making exchanges shorter and using hed by Cambridge University Press in 2006. masses of insights in the book and examples of express surprise or shock and the use of emojis how language is used to manage conversation. and emoticons to express a whole range of emoti- One of many fascinating areas is how to change ons. Another is the prevalence of slang, especially the subject. Phrases such as, That reminds me…, by younger users, as in OMG, I was like, wow!, Speaking of which maybe we should…, By the which means I was really impressed. Another de- way…, Come to think of it… and, to return to a vice is the use of the hashtag. According to subject when the conversation has gone off track, Crystal, hashtags were introduced via Twitter in Going back to what we were saying… 2007 so that users could find all the tweets relating I was fascinated by Crystal’s discussion of ‘upt- to a particular topic. Another feature of conversati- alk’ as a way of bonding and involving the listener on on social media is that messages tend to get in a conversation. ‘Uptalk’ is the use of a rising in- broken up so that one message may begin a tonation at the end of a sentence, frequently used thought but a subsequent message may complete in question tags but also in statements, inviting the it. listener to get involved and agree or disagree. The Information and Communication Technologies use of the phrase you know with a rising intonati- have deeply affected how we talk to each other as on at the end of a sentence can invite a sense of computer and Internet vocabulary have become comradeship and sharing. It became a very popu- part of our conversation. Some people will happily lar phrase in the 1960s hippie movement in San end a meeting by saying I have to log off now and Francisco and the west coast of the USA. In the no computer is near them. You’ll often hear, Have 1970s, the TV series Neighbours, based in Austra- you got the bandwidth to deal with this? meaning lia, spread ‘uptalk’ around the English-speaking Have you got the knowledge and understanding world as Australians and New Zealanders are fa- required? When you are explaining a situation, so- mous for the rising intonation at the end of a sen- meone might ask you to backspace a minute mea- tence, inviting the listener to respond. In Britain it ning, Could you go back and explain it again?

76 Training, Language and Culture rudn.tlcjournal.org Training, Language and Culture 77 Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Let’s talk: How English conversation works (a review) Volume 4 Issue 1, 2020, pp. 75-77 doi: 10.22363/2521-442X-2020-4-1-75-77 Original work by David Crystal, reviewed by Barry Tomalin the 15th century, when it meant ‘being in a place Internet symbols and jargon, mean that conversati- or among people’. Conversation as a verbal con- ‘I was fascinated by Crystal’s discussion ‘For Crystal the aim of a conversation is on is dying? Crystal believes not. Texting and cept only emerged in the 16th century but conver- of ‘uptalk’ as a way of bonding and to make every-one happy or, at least, WhatsApp may be a different way of engaging in sations existed in early middle ages literature, from involving the listener in a conversation. satisfied at the end. Citing Dr Johnson conversation but it is nevertheless a conversation. the 12th to the 15th century in works such as Beo- However, it is important in teaching English lan- wulf and Malory’s Le Morte d’Arthur. They were ‘Uptalk’ is the use of a rising intonation at once again, conversation should create ‘a guage and communication for teachers to expose called dialogues. the end of a sentence, frequently used in pleasing impression’. David Crystal has students to the language and style of online A lover and connoisseur of conversation was question tags but also in statements, definitely achieved that’ English conversation, the equivalent of which stu- Dr Samuel Johnson (1709-1784), author of the fa- dents and many teachers will already be familiar mous Dictionary of the English Language, publis- inviting the listener to get involved and Crystal cites Gretchen McCulloch, author of Be- with in their own language. hed in 1755. It was he, writing in The Idler, a ma- agree or disagree’ cause Internet (2019) as pointing out the signifi- As David Crystal says, ‘that is a task still facing gazine, who said that when two Englishmen meet, cance of dots (. . .) in a text message to mean so- schools, where there may be little or no instruction their first talk is of the weather. Many foreigners is common in Wales and in Ireland and accounts mething left unsaid, maybe negative. One of the about the properties of electronic communication and native speakers still believe that to be true to- for the musical lilt in many Irish and Welsh ac- problems of keeping up with conversational lan- in all its forms’. day. To have a conversation, Dr Johnson said, the- cents. guage usage is differences in generation. Crystal For Crystal the aim of a conversation is to make re must be four things: knowledge, materials (so- A key influence on modern conversation has cites McCulloch as saying, ‘The dots (in a text or every-one happy or, at least, satisfied at the end. mething to talk about), imagination and presence been the expansion of online communication. written conversation) must be indicating some- Citing Dr Johnson once again, conversation should of mind. His biographer, James Boswell, reported How has that affected the way we converse and thing left unsaid. From a peer, something left un- create ‘a pleasing impression’. David Crystal has him as saying after a dinner at a friend’s house that the language we use? The use of the Internet en- said might indicate flirtation but from an older rela- definitely achieved that. there was talk but no conversation. Nothing was courages anonymity and also short messages and tive, that would be weird’. NOTE: Readers of this review may also look at discussed, he said. responses often moderated by acronyms such as Does this use of computer language in general David Crystal’s Language and the Internet publis- For the teacher or advanced student there are LOL (Lots of laughs) or OMG (Oh, my God!) to conversation, making exchanges shorter and using hed by Cambridge University Press in 2006. masses of insights in the book and examples of express surprise or shock and the use of emojis how language is used to manage conversation. and emoticons to express a whole range of emoti- One of many fascinating areas is how to change ons. Another is the prevalence of slang, especially the subject. Phrases such as, That reminds me…, by younger users, as in OMG, I was like, wow!, Speaking of which maybe we should…, By the which means I was really impressed. Another de- way…, Come to think of it… and, to return to a vice is the use of the hashtag. According to subject when the conversation has gone off track, Crystal, hashtags were introduced via Twitter in Going back to what we were saying… 2007 so that users could find all the tweets relating I was fascinated by Crystal’s discussion of ‘upt- to a particular topic. Another feature of conversati- alk’ as a way of bonding and involving the listener on on social media is that messages tend to get in a conversation. ‘Uptalk’ is the use of a rising in- broken up so that one message may begin a tonation at the end of a sentence, frequently used thought but a subsequent message may complete in question tags but also in statements, inviting the it. listener to get involved and agree or disagree. The Information and Communication Technologies use of the phrase you know with a rising intonati- have deeply affected how we talk to each other as on at the end of a sentence can invite a sense of computer and Internet vocabulary have become comradeship and sharing. It became a very popu- part of our conversation. Some people will happily lar phrase in the 1960s hippie movement in San end a meeting by saying I have to log off now and Francisco and the west coast of the USA. In the no computer is near them. You’ll often hear, Have 1970s, the TV series Neighbours, based in Austra- you got the bandwidth to deal with this? meaning lia, spread ‘uptalk’ around the English-speaking Have you got the knowledge and understanding world as Australians and New Zealanders are fa- required? When you are explaining a situation, so- mous for the rising intonation at the end of a sen- meone might ask you to backspace a minute mea- tence, inviting the listener to respond. In Britain it ning, Could you go back and explain it again?

Guest Editor Dr Robert O’Dowd and at times it is possible to locate people very precisely by their accent. In that respect, she says, ‘Two really interesting aspects of voice accent is tribal. and accent are the way in which voice Review Many people from politicians to TV presenters analysis can be used to identify and have taken elocution lessons to improve their accent and to alter the quality of their voice. Marga- apprehend criminals and the impact of Your voice speaks volumes: It’s not what you say but ret Thatcher, Conservative Prime Minister from synthesised speech, as used by Professor 1979-1990 took voice lessons to lower her voice Stephen Hawking, the leading theoretical how you say it (a review) and make herself sound more controlled and confident. Voice pitch is measured in Hertz (Hz). Men physicist and cosmologist who suffered Original work by Jane Setter published by Oxford University Press 2019 tend to have a voice pitch between 150 and 200 from paralysis as a result of motor Reviewed by Maurice Cassidy Hz while women tend to have a higher voice pitch neurone disease and could only on average in the 200-250 Hz range. By learning communicate through a speech generating Maurice Cassidy International House London [email protected] to lower your voice pitch you can sound less shrill Date of submission: 2.02.2020 | Date of acceptance for publication: 4.03.2020 and more authoritative. That’s what Margaret That- device worked by a hand-held switch and Recommended citation format: Cassidy, M. (2020). Your voice speaks volumes: It’s not what you say but how you say cher did. Setter recommends Peter Roach’s English it (a review). Training, Language and Culture, 4(1), 78-80. Doi: 10.22363/2521-442X-2020-4-1-78-80 eventually by a cheek muscle’ Phonetics and Phonology and Alan Cruttenden’s Intonation as valuable follow-up references and Two really interesting aspects of voice and ac- This is an open access article distributed under the Creative Commons Attribution 4.0 International License introduces two further peculiarities of English cent are the way in which voice analysis can be which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is speech patterns. One is uptalk (rising intonation at used to identify and apprehend criminals and the properly cited (CC BY 4.0) the end of a statement) and the other is vocal fry. impact of synthesised speech, as used by Professor Vocal fry is quite a deep pitch level at about 20-50 Stephen Hawking, the leading theoretical physicist This is a book about pronunciation. However, the womb! The unborn child picks up the voice Hz and is very deep and rather slow and creaky, and cosmologist who suffered from paralysis as a it’s not just about how to pronounce words or use rhythms and cadences in her mother’s womb and often associated with the ‘upper class’ received result of motor neurone disease and could only stress and intonation but a social and biological when s/he is born can reproduce them as they be- pronunciation English accent. communicate through a speech generating device investigation into how pronunciation affects our li- gin to talk, obviously limited by the ability of voice As Setter writes, social class is so ingrained in worked by a hand-held switch and eventually by a ves from within the womb before birth and muscles to pronounce words precisely. So, as sci- British society it is difficult to dislodge and it is re- cheek muscle. throughout our lives. ence shows, language is literally inborn. flected in the popular view of British English ac- Professor Setter also works in forensic speech It has seven chapters covering how speech ac- Setter focuses on the variety of English known cents, although with more regional accents used comparison, using auditory and acoustic speech tually works, the differences in English accents and as Received Pronunciation or RP or, as it now of- by presenters, actors and broadcasters, not to men- analysis to identify and apprehend criminals. She why they exist in the UK, how different roles can ten called, General British (GB). She draws attenti- tion popstars (remember the Beatles Liverpool ac- goes into detail about how the system works and lead to changes in voice and accent, the role of fo- on to the issue of ‘accentism’ or ‘accent cent?) it is much less extreme than it used to be. the lengths the authorities go to ensure fairness rensic speech analysis in criminal investigations, prejudice’. In Britain we still to a degree associate Speaking of popstars, Setter devotes a lot of and avoid the risk of ‘stereotype bias’. Voice clues the use of the voice in transgender speech and accent with the class structure. Regional accents space to accents used by British singers trying to include personal and regional accent, use of fillers synthesised voices and the differences in English such as Scouse (Liverpool) and Yorkshire (York- sound American. Two of the key differences are such as ‘um’ and ‘ah’, forms of address and parti- accents used around the world. For teachers and shire) or Brummie (Birmingham) are sometimes the pronunciation of the vowels in words like lot cular keywords and phrases and even background trainers, it is a fascinating insight into how we looked down on by GB speakers who may con- and bath. The General British English speaker noise as well as detailed comparison of phonetic speak differently and why and is valuable as a fa- sider them to be ‘lower class’ accents. This pheno- would use lot and bath with lips rounded whereas features of speech. scinating background text for teachers of pronun- menon is described as ‘linguicism’, being prejudi- Standard American English speakers would pro- One of the most interesting parts of the book is ciation and teachers of English. ced against someone because of their use of lan- nounce them with lips unrounded, giving us the the development of synthesised speech. Originally Jane Setter is professor of phonetics at Reading guage, particularly accent. She notes that, socially, flat vowels like ‘laht’ rather than with a ‘trap’ vo- invented as far back as the late 1700s, Hungarian University in the UK and a regular media com- GB (general British), also called modified RP, and wel sound. Interestingly, Setter notes, popstars of- inventor Wolfgang von Kempelen’s ‘Speaking Ma- mentator on matters of pronunciation and how to the Edinburgh accent are the most highly regarded ten sound quite different when they ago back to chine’ used bellows for the lungs, rubber tubes for understand social differences in accent, stress and but that other regional accents are frequently dis- their natural accents when speaking. Your profes- the mouth and nose and the reed from a wood- intonation. She begins by explaining how we pick paraged. As she points out, regional accents are sional voice, she says, might sound quite different wind instrument such as a clarinet for the repro- up accents in our native tongue. Apparently, it’s in still a marker of regional and social background to your natural voice. duction of the voice (the vocal folds or voice box).

© Maurice Cassidy 2020 78 Training, Language and Culture This content is licensed under a Creative Commons Attribution 4.0 International License rudn.tlcjournal.org Training, Language and Culture 79 Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Your voice speaks volumes: It’s not what you say but how you say it (a review) Volume 4 Issue 1, 2020, pp. 78-80 doi: 10.22363/2521-442X-2020-4-1-78-80 Original work by Jane Setter, reviewed by Maurice Cassidy

© Maurice Cassidy 2020 78 Training, Language and Culture This content is licensed under a Creative Commons Attribution 4.0 International License rudn.tlcjournal.org Training, Language and Culture 79 Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Volume 4 Issue 1, 2020, pp. 78-80 doi: 10.22363/2521-442X-2020-4-1-78-80 Volume 4 Issue 1, 2020 rudn.tlcjournal.org

Language), is spoken in Russia, among other coun- ‘This is a fascinating book combining tries. Setter goes on to make the point that the personal experience, British and existence of ‘Old’, ‘New’ ‘L2’ and ‘EFL’ varieties of international culture and society and English gives rise to attitudinal differences and News & Events even prejudice between speakers, particularly on above all scientific understanding of the part of some speakers of ‘Old’ varieties who spoken language, how it works and how it assume an unjustified superiority. Accents are in- is perceived around the world’ fluenced by the mother tongue or variety of The ECML presented its draft anniversary decla- English used in different regions and are simply ICC News ration, Quality Language Education for a Demo- Apparently, utterances could be understood by lis- different, not better or worse, although there may cratic and Socially Cohesive Europe: Nine ECML by Robert Williams teners but they were monotone. Modern develop- be misunderstandings, particularly due to differen- Cornerstones. The aim of the declaration is to raise ment can reproduce reasonably accurately the ces in intonation. She praises the work of Jennifer ICC Board Member awareness of the political importance of language voice of a person who has lost their voice alt- Jenkins on English as a Lingua Franca (Global education and the need for a sustained support for hough, depending on the TTS (text to speech) syn- Englishes: A Resource Book for Students). Origi- Schedule Changes its professionalisation across Europe. thesiser which is used, speech produced may ap- nally used to describe L1 users communicating Due to the corona virus restricting travel and pear to be slower or more stilted. One of the fasci- with L2 users of English, English as a Lingua Fran- gatherings, the ICC annual May conference in Bel- ECML Palingui Project nating features of Your Voice Speaks Volumes is ca now encompasses anyone using English for grade has been postponed, like most other interna- ICC is proud to be associated with the new that you can actually scan examples of speech and communication wherever they come from. As she tional conferences in Europe. The new proposed ECML PALINGUI Project which looks at the diffe- also voice synthesisers using your mobile phone. says, English is viewed as a truly global language, date is in October. We will advise all our mem- rent linguistic journey young children take in their Setter also provides links to YouTube to help rea- developing in a way to suit the communicative bers in good time. The conference programme will language acquisition process. As a result of increa- ders access the information. purposes of anyone who is using it. remain the same. sing linguistic and cultural diversity in Europe The final chapter looks at English around the This is a fascinating book combining personal In the meantime, we are receiving applications young children are growing up in an environment world, once again from the point of view of how experience, British and international culture and for membership which we are processing online, of multiple languages and cultures with different the way people speak and their pronunciation society and above all scientific understanding of notably from Egypt, Cyprus and Trinidad. All ap- practices and customs and different ways of spea- leads to differences in social awareness. Setter dis- spoken language, how it works and how it is per- plications have to be agreed by the ICC board and king, reading and writing. tinguishes between ‘Old Varieties of English’ (the ceived around the world. audited by quality control advisers. But we look The PALINGUI project aims to evaluate the English spoken by immigrants from the British ‘Whether we like it or not,’ Setter sums up, ‘we forward to welcoming the directors of the new or- process of daily language learning and ensure it is Isles) used, for example, in the USA, Canada, and are judged on the way we speak: on our accent, ganisations to our conference in October. recognised and valued. It also wants to support Australia and ‘New Varieties of English’ or as L2 our voice quality, our pitch, our ability to enuncia- children’s understanding of their own language (English as a second language) spoken in India and te clearly. There is certainly no language of which ICC and the Council of Europe learning and describe their next steps. Singapore (New Varieties) and India and Malaysia this is truer than English – certainly in present ICC have renewed our Memorandum of Under- (L2). The other variety, EFL (English as a Foreign times, with its position as a global language’. standing with the European Council of Modern Project CATAPULT Languages (ECML), Council of Europe, and Ellinor Rob Williams, former chair of ICC, current Haase, ICC chair, attended the 25th anniversary of board member and member of the CATAPULT ECML’s foundation, commemorating also the project team, brought members up to date on the Council of Europe’s 70th anniversary. progress of the project. The aim is to create a Ellinor presented the ICC’s network and Lan- MOOC to help upskill LSP (Languages or Special guage for Work projects. The conference allowed Purposes) teaching. In doing so the CATAPULT delegates to reflect on the important contribution team conducted a survey to gauge current provisi- made by the Centre in the field of language educa- on and created a common competence framework tion and showcased the results of the current pro- for teachers. The framework aimed to provide a gramme and launch the next programme for description of competences to be acquired to be 2020-2023. an effective LSP teacher but also a basis for materi- Key themes are inspiring innovation in langua- als development and training. The final situational ge education, managing changing contexts and report and the LSP Teacher Competence Frame- evolving competences. work can be accessed at catapult-project.eu.

80 Training, Language and Culture Training, Language and Culture 81 Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Volume 4 Issue 1, 2020, pp. 78-80 doi: 10.22363/2521-442X-2020-4-1-78-80 Volume 4 Issue 1, 2020 rudn.tlcjournal.org

80 Training, Language and Culture Training, Language and Culture 81 Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Volume 4 Issue 1, 2020 rudn.tlcjournal.org Volume 4 Issue 1, 2020 rudn.tlcjournal.org

was created in the first place. The ICC is particu- thematics, Economics and Econometrics, and Che- EUROLTA News larly happy to accredit VHS Hanau and hopes that RUDN University mistry. In industry rankings, RUDN University im- by Myriam Fischer Callus EUROLTA will grow beyond its borders’. proved its positions in Arts and Humanities and entered the Top 500 list in Social Sciences and EUROLTA Coordinator News EUROLTA Certification Courses in Greece by Elena Malyuga Management. Two organisations from Greece are members of Editor-in-Chief TLC New EUROLTA Centre in Cyprus the ICC – the Panhellenic Federation of Language RUDN University is Awarded with the Jose EUROLTA is about to have its first training cent- School Owners (PALSO), and the Hellenic Culture Acevedo and Gómez Order of Civil Merit re in Cyprus. Ifigenia Georgiadou, joint leader of Centre (HCC), a language school and teacher trai- TLC Indexed in DOAJ RUDN University was awarded with the Jose the ICC EUROLTA team with Myriam Fischer Cal- ning organisation, specialising in Greek as L2. The Training, Language and Culture is proud to an- Acevedo and Gómez Order of Civil Merit. The lus, has prepared a proposal to train teachers from HCC offers different EUROLTA programmes. nounce that it has been accepted into the Directo- highest award of the capital of Colombia was han- the School of Modern Greek at the University of EUROLTA Certificate in English (online course, ry of Open Access Journals (DOAJ) and is now of- ded to university Rector Vladimir Filippov for the Cyprus, who will form the basis of the new EU- coming soon). This new course will start January ficially part of the platform committed to helping civil merits of the institution for the benefit of Bo- ROLTA centre. 2020 and will be offered online. Teachers and the scientific and publishing communities in their gotá. practitioners of English, French, Greek and other endavour to disseminate quality Open Access re- ‘It is a great honour and a responsibility to re- New EUROLTA Centre in Germany languages can be certified through this training search. ceive this order. RUDN University has been train- The Adult Education Community Centre VHS course, which will provide teachers with a wide DOAJ offers an array of benefits to both publi- ing Colombian students from its very foundation. Hanau (Germany) has become a new EUROLTA range of knowledge and skills to empower stu- shers and readers. The Directory’s statistics show Since then, 663 Colombians have become univer- training centre for language teachers. Volkshoch- dents’ language learning. over 900.000 page views and 300.000 unique vi- sity graduates. schule Hanau (VHS) was accredited in May 2019 EUROLTA Certificate in Greek (face-to-face and sitors a month from all over the world. Many ag- Today, 71 Colombian citizens are studying for by the ICC (International Language Association) as online course). This programme is intended for gregators, databases, libraries, and search portals undergraduate, graduate and post-graduate de- a EUROLTA Training Centre. In July 2019, the first teachers of any foreign language and of Greek as a collect free metadata from DOAJ and include it in grees at RUDN University. We are happy to main- eight graduates who completed their qualification foreign language, and is offered in Greek. It inclu- their products. Examples are Scopus, EBSCO and tain cooperation between our countries and train at the VHS Hanau received their certificates. The des an extended 9-month Blended Learning pro- Serial Solutions. Over 95% of the DOAJ Publisher highly qualified specialists for the benefit of the fu- Mayor Axel Weiss-Thiel, VHS EUROLTA Coordi- gramme offering 250 hours of total training, 6 community said that DOAJ is important for increa- ture’, said Vladimir Filippov. nator Patrizia Stöhr and ICC EUROLTA Project face-to-face training days in 2 weekends (Fri-Sun), sing their journal’s visibility and getting the seal of The Jose Acevedo and Gómez Order of Civil Manager Myriam Fischer Callus congratulated the online training, 6 observation sessions, and 4 scholars’ approval. Merit is awarded to people and organisations that first accredited teachers. teaching sessions. Besides, the Directory is often cited as a source have been actively collaborating with the District ‘The quality of teaching is reflected in learners’ EUROLTA Diploma in Greek (face-to-face and of quality open access journals in research and of Columbia for at least 25 years. success. This is why we attach great importance to online course). This programme is intended for scholarly publishing circles. furthering teachers’ qualifications and supporting teacher trainers, language school directors, and TLC Editorial Board and team members truly RUDN University is Recognised for Its Strong these courses financially. Our wide range of 20 experienced teachers of any foreign language and appreciate being included into the Directory of Social Media Presence languages at VHS Hanau shows that our success of Greek as a foreign language, and is offered in Open Access Journals and are always commited to Experts of the Russian Social and Media Re-se- proves us right,’ said the Mayor. Greek. It includes an extended 9-month Blended keeping up the work for the benefit of our readers arch Centre rated social media presence of the 21 ‘In the context of EUROLTA qualification, cour- Learning programme offering 250 hours of total and the scientific community. universities participating in the 5-100 program-me se participants learn the basic qualifications in me- training, 6 face-to-face training days in 2 week- based on the Engagement Rate (ER) index. thodology and didactics through a modern multi- ends (Fri-Sun), online training, 10 observation ses- QS WUR by Subject 2020 The rating assesses social media communicati- sensory training. This unique training gives the fu- sions, and 4 teaching sessions. QS Rating Agency has introduced the QS WUR ons and university-user networking performance. ture language trainers the tools they need to teach EUROLTA Certificate on How to Teach Lan- by Subject 2020 Rating that lists the best universi- The highest ER is provided by native posts, i.e. real languages. EUROLTA is practice and theory at the guages Online. This course has been offered since ties in the world by selected subjects. stories from real people, such as an interview with same time,’ said Patrizia Stöhr, VHS Hanau EU- 2014 in Greek and will be offered in English too in In 2020, RUDN University was included in 5 a post-graduate student from Italy Antonella Selvi- ROLTA Coordinator. 2020. subject and 2 industry ratings of the global QS ra- tella who studies foreign language teaching me- Myriam Fischer Callus, ICC EUROLTA Project For more information please contact Ifigenia ting, has shown rapid growth in Linguistics and thodology and dreams of coming up with new ap- Manager, explained: ‘The ICC has made it its busi- Georgiadou at ifi[email protected]. Details are Modern Languages (rising by 50 and 100 positions proaches to learning Italian. ness to promote and improve the quality of teach- also available online at hcc.edu.gr/en/are-you-a- over the year, respectively), and for the first time RUDN University Facebook user coverage ex- ing of foreign languages. This is why EUROLTA professor-2/teacher-certification-eurolta. entered the list to compete in the domains of Ma- ceeds 12 mln people.

82 Training, Language and Culture Training, Language and Culture 83 Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives Volume 4 Issue 1, 2020 rudn.tlcjournal.org Volume 4 Issue 1, 2020 rudn.tlcjournal.org was created in the first place. The ICC is particu- thematics, Economics and Econometrics, and Che- EUROLTA News larly happy to accredit VHS Hanau and hopes that RUDN University mistry. In industry rankings, RUDN University im- by Myriam Fischer Callus EUROLTA will grow beyond its borders’. proved its positions in Arts and Humanities and entered the Top 500 list in Social Sciences and EUROLTA Coordinator News EUROLTA Certification Courses in Greece by Elena Malyuga Management. Two organisations from Greece are members of Editor-in-Chief TLC New EUROLTA Centre in Cyprus the ICC – the Panhellenic Federation of Language RUDN University is Awarded with the Jose EUROLTA is about to have its first training cent- School Owners (PALSO), and the Hellenic Culture Acevedo and Gómez Order of Civil Merit re in Cyprus. Ifigenia Georgiadou, joint leader of Centre (HCC), a language school and teacher trai- TLC Indexed in DOAJ RUDN University was awarded with the Jose the ICC EUROLTA team with Myriam Fischer Cal- ning organisation, specialising in Greek as L2. The Training, Language and Culture is proud to an- Acevedo and Gómez Order of Civil Merit. The lus, has prepared a proposal to train teachers from HCC offers different EUROLTA programmes. nounce that it has been accepted into the Directo- highest award of the capital of Colombia was han- the School of Modern Greek at the University of EUROLTA Certificate in English (online course, ry of Open Access Journals (DOAJ) and is now of- ded to university Rector Vladimir Filippov for the Cyprus, who will form the basis of the new EU- coming soon). This new course will start January ficially part of the platform committed to helping civil merits of the institution for the benefit of Bo- ROLTA centre. 2020 and will be offered online. Teachers and the scientific and publishing communities in their gotá. practitioners of English, French, Greek and other endavour to disseminate quality Open Access re- ‘It is a great honour and a responsibility to re- New EUROLTA Centre in Germany languages can be certified through this training search. ceive this order. RUDN University has been train- The Adult Education Community Centre VHS course, which will provide teachers with a wide DOAJ offers an array of benefits to both publi- ing Colombian students from its very foundation. Hanau (Germany) has become a new EUROLTA range of knowledge and skills to empower stu- shers and readers. The Directory’s statistics show Since then, 663 Colombians have become univer- training centre for language teachers. Volkshoch- dents’ language learning. over 900.000 page views and 300.000 unique vi- sity graduates. schule Hanau (VHS) was accredited in May 2019 EUROLTA Certificate in Greek (face-to-face and sitors a month from all over the world. Many ag- Today, 71 Colombian citizens are studying for by the ICC (International Language Association) as online course). This programme is intended for gregators, databases, libraries, and search portals undergraduate, graduate and post-graduate de- a EUROLTA Training Centre. In July 2019, the first teachers of any foreign language and of Greek as a collect free metadata from DOAJ and include it in grees at RUDN University. We are happy to main- eight graduates who completed their qualification foreign language, and is offered in Greek. It inclu- their products. Examples are Scopus, EBSCO and tain cooperation between our countries and train at the VHS Hanau received their certificates. The des an extended 9-month Blended Learning pro- Serial Solutions. Over 95% of the DOAJ Publisher highly qualified specialists for the benefit of the fu- Mayor Axel Weiss-Thiel, VHS EUROLTA Coordi- gramme offering 250 hours of total training, 6 community said that DOAJ is important for increa- ture’, said Vladimir Filippov. nator Patrizia Stöhr and ICC EUROLTA Project face-to-face training days in 2 weekends (Fri-Sun), sing their journal’s visibility and getting the seal of The Jose Acevedo and Gómez Order of Civil Manager Myriam Fischer Callus congratulated the online training, 6 observation sessions, and 4 scholars’ approval. Merit is awarded to people and organisations that first accredited teachers. teaching sessions. Besides, the Directory is often cited as a source have been actively collaborating with the District ‘The quality of teaching is reflected in learners’ EUROLTA Diploma in Greek (face-to-face and of quality open access journals in research and of Columbia for at least 25 years. success. This is why we attach great importance to online course). This programme is intended for scholarly publishing circles. furthering teachers’ qualifications and supporting teacher trainers, language school directors, and TLC Editorial Board and team members truly RUDN University is Recognised for Its Strong these courses financially. Our wide range of 20 experienced teachers of any foreign language and appreciate being included into the Directory of Social Media Presence languages at VHS Hanau shows that our success of Greek as a foreign language, and is offered in Open Access Journals and are always commited to Experts of the Russian Social and Media Re-se- proves us right,’ said the Mayor. Greek. It includes an extended 9-month Blended keeping up the work for the benefit of our readers arch Centre rated social media presence of the 21 ‘In the context of EUROLTA qualification, cour- Learning programme offering 250 hours of total and the scientific community. universities participating in the 5-100 program-me se participants learn the basic qualifications in me- training, 6 face-to-face training days in 2 week- based on the Engagement Rate (ER) index. thodology and didactics through a modern multi- ends (Fri-Sun), online training, 10 observation ses- QS WUR by Subject 2020 The rating assesses social media communicati- sensory training. This unique training gives the fu- sions, and 4 teaching sessions. QS Rating Agency has introduced the QS WUR ons and university-user networking performance. ture language trainers the tools they need to teach EUROLTA Certificate on How to Teach Lan- by Subject 2020 Rating that lists the best universi- The highest ER is provided by native posts, i.e. real languages. EUROLTA is practice and theory at the guages Online. This course has been offered since ties in the world by selected subjects. stories from real people, such as an interview with same time,’ said Patrizia Stöhr, VHS Hanau EU- 2014 in Greek and will be offered in English too in In 2020, RUDN University was included in 5 a post-graduate student from Italy Antonella Selvi- ROLTA Coordinator. 2020. subject and 2 industry ratings of the global QS ra- tella who studies foreign language teaching me- Myriam Fischer Callus, ICC EUROLTA Project For more information please contact Ifigenia ting, has shown rapid growth in Linguistics and thodology and dreams of coming up with new ap- Manager, explained: ‘The ICC has made it its busi- Georgiadou at ifi[email protected]. Details are Modern Languages (rising by 50 and 100 positions proaches to learning Italian. ness to promote and improve the quality of teach- also available online at hcc.edu.gr/en/are-you-a- over the year, respectively), and for the first time RUDN University Facebook user coverage ex- ing of foreign languages. This is why EUROLTA professor-2/teacher-certification-eurolta. entered the list to compete in the domains of Ma- ceeds 12 mln people.

82 Training, Language and Culture Training, Language and Culture 83 TRAINING, LANGUAGE AND CULTURE

Published by Federal State Autonomous Educational Institution of Higher Education Peoples’ Friendship University of Russia (RUDN University) 17923, GSP117198, Moscow, Russia, 6 Miklukho-Maklay Str. [email protected] rudn.tlcjournal.org

Corporate contributor International Language Association (ICC) & ICC Press, International Certiﬁcate Conference – The International Language Association Postfach 10 12 28 D – 44712 Bochum, Germany Yorckstr. 58 D – 44789 Bochum, Germany [email protected] icc-languages.eu/tlcjournal March 2020 ISSN 2520-2073 (Print) ISSN 2521-442X (Online) Volume 4 Issue 1 doi: 10.22363/2521-442X-2020-4-1 The quarterly journal published by Peoples’ Friendship University of Russia (RUDN University)