About this paper

Appears in:
Pages: 8061-8067
Publication year: 2016
ISBN: 978-84-608-8860-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2016.0768

Conference name: 8th International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2016
Location: Barcelona, Spain


S. Burikova, E. Sinitsyna

Peoples' Friendship University of Russia (RUSSIAN FEDERATION)
The intercultural approach to foreign language teaching in Russia is relevant and caused by the challenge of the current situation in the world. Despite some geographical remoteness from the English-speaking countries as well as mental differences, Russia is rapidly integrating into the international community. As the reformation of Russian educational system is being conducted, changes in the foreign language teaching are also taking place.

Competence-based approach to learning is determined by new educational standards as a basic one.
In other words, students are supposed to acquire knowledge, skills and abilities and become competent members of the global society. They are to be able to interact effectively in social and business spheres. Under the term “effectively” we mean the ability to communicate without any linguocultural difficulties and reach mutual understanding. Therefore, we refer to the intercultural approach in teaching.

In class, we use textbooks and supplementary training materials that contain basic theoretical information and practical tasks aimed at increasing the background knowledge of the target language mentality and culture and give an idea about the main values of the English-speaking world.

As the language is a code of culture, norms and rules of verbal and nonverbal behavior of the participants are reflected in different communicative situations.

Explaining to students the reason for certain verbal behavior, its failures or inadequacy in communication with foreigners, we impart respect for both cultures.

In our opinion, this issue is very acute in the world of communication. We believe that we need to teach students not only to memorize clichés and phrases that correspond to a particular communicative situation, but also to learn the "logic" of the "foreign" culture, general principles of mentality.

With the help of the intercultural approach to foreign language learning, students acquire and develop competencies for effective and adequate English language communication. They simultaneously analyze the principles of communication, the speech etiquette norms and basic values of their native culture, respecting and preserving their own cultural identity.
author = {Burikova, S. and Sinitsyna, E.},
series = {8th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN16 Proceedings},
isbn = {978-84-608-8860-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2016.0768},
url = {http://dx.doi.org/10.21125/edulearn.2016.0768},
publisher = {IATED},
location = {Barcelona, Spain},
month = {4-6 July, 2016},
year = {2016},
pages = {8061-8067}}
AU - S. Burikova AU - E. Sinitsyna
SN - 978-84-608-8860-4/2340-1117
DO - 10.21125/edulearn.2016.0768
PY - 2016
Y1 - 4-6 July, 2016
CI - Barcelona, Spain
JO - 8th International Conference on Education and New Learning Technologies
JA - EDULEARN16 Proceedings
SP - 8061
EP - 8067
ER -
S. Burikova, E. Sinitsyna (2016) INTERCULTURAL APPROACH IN FOREIGN LANGUAGE TEACHING, EDULEARN16 Proceedings, pp. 8061-8067.