Kira prigozhina intercultural dimensions of teaching and learning in an lsp course

22 and 23 September 2011 Celje, Slovenia

Intercultural Dimensions of Teaching and Learning in an LSP Course K.B. Prigozhina 1

Plekhanov Russian University of Economics/ Department of Foreign Languages, Moscow, Russia 2 Moscow State Linguistic University/Department of Linguodidactics, Moscow, Russia

Abstract — in today’s world an increasing number of companies are faced with intercultural challenges due to economic globalization and the opening of new markets.

Professionals in a global business environment deal with different values, behavioural norms, and ways of perceiving reality as they are involved in intercultural communication with partners. Consequently, intercultural competencies have become important for a larger number of people in business than ever before. As diversity of cultural values is penetrating into and influencing business and professional intercultural communication, intercultural dimensions are being introduced

instruction and culture teaching. These links have been transformed and modified since the early Latin and Greek language learning period into the main aim of foreign language teaching today – to develop learners’ ability to “communicate with each other across linguistic and cultural boundaries” [1]. Teaching communication without introducing cultural dimensions might therefore only be enough for “survival and routine transactions” [2].

Meanwhile, successful communication presupposes a certain level of cultural awareness, as well as willingness to accept, understand, and tolerate cultural diversities we encounter. We may conclude that the main aim of foreign language teaching today is to develop students’ ability to communicate effectively and appropriately in different situations, while introducing cultural dimensions into the language course is aimed at facilitating intercultural communication and understanding, making the process more efficient and successful.

Moving on to defining components of intercultural dimensions in teaching processes and ways of introducing the dimensions in an LSP course, it appears necessary to give a brief overview of culture as a phenomenon and a term. Culture is seen by many scientists as a very broad concept embracing all aspects of human life. Reference [3] gives what is now considered a classic definition of culture: “Culture … is that complex whole which includes knowledge, belief, art, morals, law, custom, and any other capabilities and habits acquired by man as a member of society”.1 Regarding language teaching and learning, culture begins when you realize you have language problems, and these problems are related to who you are [4]. This definition clearly states the necessity of integrating intercultural dimensions in the language learning processes.

Knowledge of language as a communication tool alone does not help to avoid communication problems caused by cultural bias and misunderstanding.

into teaching process in an LSP course. In order to prepare

II. RAL

students to become effective in the multiple cultural contexts they will face, it is necessary for teaching professionals to identify, clarify, and find the most effective ways to integrate culture and its dimensions into the context of LSP course.

As far as any LSP course is rather straightforward and aimed at satisfying clearly defined and exact needs of students, educational purpose is presumed to be quite transparent, with clearly structured course program. Special attention of an LSP course is to be paid first of all to raising cultural awareness of students. Following this, structuring and comparing culture concept frames, which will further determine the choice and flexibility of behavioural strategies.

Index Terms — culture concept frame, intercultural dimensions, intercultural competence, LSP course.

I.

INTRODUCTI ON

If given a thorough analysis, the history of language teaching reveals evidence of links between language

INTERCULTU DIMENSIONS – WHAT EXACTLY WE TEACH

Culture is dynamic and there are many interesting identities and experiences that influence an individual’s culture. Each culture consists of implicit and explicit components. Explicit layer includes man-made material objects, rituals and etiquette, art, symbols, practices and habits, behaviour. Implicit layer has norms, values and preferences, beliefs, assumptions. Culture can be studied from two different perspectives: by people who live in this culture (“insider perspective”) or by those who encounter it through language learning (“outsider perspective”). 2 Intercultural communication is influenced mainly by implicit culture layer though perceived from “outsider perspective”. Culture is generally learned by perception.

Interaction between cultures presupposes thorough comparison and analysis of implicit components from both “insider” and “outsider perspectives” so that the participants can perceive with tolerance, fully understand and accurately interpret the meaning conveyed verbally and non-verbally across cultures. This means that it is implicit 1

Cited in the New Encyclopedia Britannica, 1991, p. 874 S. Bassnett (ed.), “Studying British Cultures: An Introduction”, London: Routledge, 1997, xviii.

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The International Language Conference on The Importance of Learning Professional Foreign Languages for Communication between Cultures 2011, int.conference@fl.uni-mb.si website: http://fl.uni-mb.si/

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CULTURE 2

PSYCHOLOGICAL DIMENSIONS of CULTURE

PHYSICAL DIMENSIONS of CULTURE

language AWAREN ESS

COMMUNICATION

ENVIRONMENT

behaviour

components that need to be among the dimensions introduced into the learning processes.

To interact effectively and efficiently in the intercultural environment it is essential to be aware of all the cultural factors that affect the communicative process. Among these factors are also the three primary cultural dimensions – languages, physical factor, and psychological factor [5].

These three dimensions of culture are interdependent. The language dimension is used as a verbal/nonverbal code/mode to convey the idea (or meaning) that is influenced by cultural peculiarities, shaped and transformed psychologically. The psychological dimension relates to our knowledge, beliefs, and mental activities, and can therefore be categorized to implicit cultural layer. Language and psychological dimensions are reflected in a person’s behaviour within a certain environment – physical dimension.

Reference [6], who introduced cognitive approach to studying culture, states that different cultures structure knowledge differently. These differences determine aspects of behaviour and communication. Thus, we may define another intercultural dimension – knowledge.

Intercultural dimensions if considered in combination contribute to the development of intercultural competence in students within language learning processes. Culture cannot be taught, it can be perceived. For this reason, it is essential for any LSP course first of all to raise cultural awareness, enrich culture knowledge, and make attitudes to cultures and assumptions about culture peculiarities more flexible. It appears therefore that intercultural competence includes structurally: cultural awareness; values, beliefs and attitudes (implicit culture layer); knowledge, skills [7].

People possess certain implicit layer components of their own culture which they are normally aware of. Socializing within their culture environment contributes to gaining knowledge that shapes, modifies and transforms psychological dimensions of culture. Intercultural communication presupposes analysis and comparison of dimensions of all the cultures involved. Socializing within one culture and communicating between cultures influence cultural awareness making it more flexible on condition that intercultural dimensions are perceived, compared and analyzed before and during interaction processes. Based on the skills of accurate perception, comparison and analysis of cultures people choose appropriate language style and structures as well as behavioural strategies in a particular communication situation. Fig. 1 shows the role of intercultural dimensions in communication processes between cultures.

In terms of business environment the mentioned above intercultural dimensions are slightly transformed though evolve from implicit culture components. Reference [8] introduces cultural dimensions in relation to context by which he means “information that surrounds and follows the event…” He distinguishes high context and low context cultures as well as monochrome and polychrome cultures (regarding time).

CULTURE 1

22 and 23 September 2011 Celje, Slovenia

and Figure 1. Intercultural Dimensions in Communication Processes SITUATIONS KNOWLE DGE skills IMPLICIT CULTURE LAYER

A term “reactive” cultures was added to the model by Richard Lewis. Cultural values lay foundation to another model of intercultural dimensions in business developed by reference [9]. According to this model cultures can be compared and analyzed using the following dimensions – individualism vs. collectivism, power distance, uncertainty avoidance, masculinity vs. femininity.

The three mentioned above models of cultural dimensions in business environment enable learners to distinguish culture types and work out country culture profiles as shown in Fig. 2.

Working on analyzing and comparing cultural dimensions students develop essential perceptive and cognitive skills that will facilitate their real life intercultural communication, help to make accurate judgments regarding culture profile, and choose appropriate behavioural and communicative strategies.

The International Language Conference on The Importance of Learning Professional Foreign Languages for Communication between Cultures 2011, int.conference@fl.uni-mb.si website: http://fl.uni-mb.si/

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22 and 23 September 2011 Celje, Slovenia

Country Culture Profiles Comparison 60 50 44 44 39 40 30 20 10 0

51 45

53 47

53

power distance index (PDI)

39 individualism index (IDV)

32 21

19 12

7

90 80 70 60 50 UK

16

40

11

masculinity / femininity index (MAS) uncertainty avoidance index (UAI)

20 10 0 PDI

In the course of interaction we deal with a person of a

IDV

MAS

UAI

Partner Culture Profile – the French

certain culture background in a particular communication Figure 2. Country Culture Profiles in Comparative Analysis environment rather than with cultural dimensions as such. It is therefore essential to develop in students a skill of perception, comparison and analysis of how cultural dimensions are reflected in personality during the conversation. In other words, within an LSP course we need to teach students on how to work out country culture profile as well as culture profile of our partner in intercultural communication process in order to understand who we deal with in communication. Fig. 3 demonstrates an example of country culture profile vs. partner culture profile in comparison.

Partner culture profiles analysis in our presentation is based on the findings of Richard Gesteland who identified forty behavioural models at negotiations based on cultural values of various countries he studied [10].

FRANCE

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Moderately deal focused – ref. PDI Formal – ref. IDV Variably-monochronic Expressive – ref. UAI

Partner Culture Profile – the British Strongly deal focused – ref. MAS Moderately Formal Variably-monochronic Calm Figure 3. Country Culture Profile vs. Partner Culture Profile

III.

INTERCULTU RAL DIMENSIONS –HOW WE TEACH

Intercultural dimensions introduced in an LSP course as well as skills of their accurate perception, cognition, analysis, and appropriate use in a certain communication environment are integrated within the course into intercultural competence.

Intercultural competence represents an ability to interact successfully in intercultural context.

As far as intercultural competence is closely connected with communication, its structure may be based on the structure of any communication process that includes perception, cognition, and interaction stages. Fig. 4 represents the structure of intercultural competence that we develop in an LSP course introducing intercultural dimensions.

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22 and 23 September 2011 Celje, Slovenia

Intercultural Competence

Perception Stage Intercultural Awareness Level

Cultural Sensitivity

Cultural Selfawareness

teams from subsidiaries or (prospective) joint-venture partners rather than where an individual finds herself or himself solo in another culture. In other words, an LSP course introducing intercultural dimensions may prove to be more successful if it uses ‘recognize, understand, and adjust approach’ to culture study in role-plays, simulations, and training type activities. Such complex approaches of introducing intercultural dimensions in an LSP course help to develop skills of perception, cognition and interaction.

ACKNOWLEDGMENT

Skills of Discovery Critical Cultural Awareness

K.B.P. thanks Plekhanov Russian State University of Economics for the offered opportunity to participate in this Conference. We express gratitude to the Head of Department of Foreign Languages at Plekhanov Russian State University of Economics, Dr. Irina L. Ekareva, for support and encouragement. We also thank Dr. Galina Frolova, Head of Department of Linguodidactics at Moscow State Linguistic University, for invaluable contribution to this work.

Attitudes

Cognition Stage

REFERENCES [1]

Common European Framework of Reference for Languages: Learning, teaching and assessment. 2001. Cambridge: Cambridge University Press, p.3.

[2]

M. Byram, “Cultural Studies in Foreign Language Education”, Clevedon: Multilingual Matters, 1989, pp. 40 – 41.

E. B. Tylor, “Primitive Culture. Researches into the Development of Mythology, Philosophy, Religion, language, Art and Custom”, London: John Murray, 1929.

M. Agar, “language Shock: Understanding the Culture of Conversation”, New York: William Morrow and Company, Inc., 1994, p. 20.

G. A. Borden, “Cultural Orientation: An Approach to Understanding Intercultural Communication”, Upper Saddle River, NJ: Prentice Hall, 1991, p. 171.

E. S. Glen, “Man and Mankind”, Norwood, NJ: Ablex, 1981.

M. Byram, “Developing the Intercultural Dimensions in Language Teaching. A Practical Introduction for Teachers”, Strasbourg: Council of Europe, 1995, p.7.

Interaction Stage

Figure 4. Intercultural Competence Structure When intercultural dimensions are introduced in the LSP course we do not teach them to students. Instead, we make students aware of culture differences; raise cultural awareness developing their perceptive skills. This is followed by cognition processes of comparison and analysis of the presented intercultural dimensions. As a result, we develop in students a substantial level of intercultural competence that is enough for accurate perception and analysis of intercultural dimensions; enough for further appropriate use of this knowledge with the skills of interaction.

There are two basic approaches to learning about culture: the cognitive and the experiential. It is important to combine the two approaches within the course. Some studies suggest that it is useful to begin with an experiential exercise, to make concrete the emotional experience of a culture. In an LSP course however, when students had mostly encountered the situations of misunderstanding and culture shock, it is more reasonable to begin with perception and cognition.

First stage of the course appears to be the perception stage when students get familiar with cultural diversity through short video presentations, questionnaires, visuals. They find out how much they are aware of cultural diversity and what is yet to be learned. At this stage it is important to present the information on intercultural dimensions in comparison, giving room for cognitive processes and skills development. At the interaction stage we emerge in communication situations with cultural dilemma, including intercultural dimensions examples in their practical ‘reallife’ implementation. At this stage we would give preference to the types of situations when one team representing its home organization is confronted with other

[3]

[4]

[5]

[6] [7]

The International Language Conference on The Importance of Learning Professional Foreign Languages for Communication between Cultures 2011, int.conference@fl.uni-mb.si website: http://fl.uni-mb.si/

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22 and 23 September 2011 Celje, Slovenia [8]

E. T. Hall, “Beyond Culture”, Garden City, Anchor Books, 1977, p.

101.

[9] G. Hofstede, “Cultures and Organizations: Software of the Mind: intercultural”, London, HarperCollins, 1994.

[10] R. Gesteland, “Cross-Cultural Business Behaviour. Marketing.

Negotiating. Sourcing and managing Across Cultures”, Copenhagen Business School Press, 2002.

AUTHORS K. B. Prigozhina is with Plekhanov Russian University of Economics / Department of Foreign Languages, Moscow, Russia, 117997, 36 Stremyanniy per., Moscow, Russia (e-mail: kira.prigozhina@gmail.com).

K. B. Prigozhina is with Moscow State Linguisisc University / Department of Linguodidactics, Moscow, Russia, 119034, 38 Ostozhenka str., Moscow, Russia (email: kira.prigozhina@gmail.com).

Manuscript received 31 August 2011.

Published as submitted by the author(s).

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22 and 23 September 2011 Celje, Slovenia

The International Language Conference on The Importance of Learning Professional Foreign Languages for Communication between Cultures 2011, int.conference@fl.uni-mb.si website: http://fl.uni-mb.si/

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