Коммуникативная деловая игра как один из интерактивных методов обучения иностранному языку в неязыковом вузе

The purpose of this paper is to identify the communicative tools used in the postcolonial world for intercultural communication and to outline the potential for their practical implementation. The objectives of the present investigation are as follows: firstly, to highlight the tools used in international communication within business discourse; secondly, to identify the ways in which these tools can be tailored for postcolonial communication practices; thirdly, to provide positive and negative examples of their use and to offer recommendations for their better implementation; and fourthly, to establish how business communication practices, such as branding and advertising, can benefit the revival of the national idea and cultural heritage while unifying the nation ideologically. The object of the study is intercultural communication in the postcolonial space, and the subject is the peculiarities of communication tools. The novelty of the research lies in the fact that, despite the existence of many works dedicated to various aspects of intercultural communication, there are no works that establish and classify the exact tools that can be used to promote the national identity of the former colonies in the intercultural business communication. The aforementioned tools encompass branding, marketing, PR and publicity. Furthermore, the article undertakes an examination of the manner in which these instruments can be employed not solely within the context of business communicative discourse but also as a means of constructing and reinforcing a national concept and cultural unity. The methodology of the research relied on the following methods: firstly, the method of continuous sampling, which was employed to select language communicative contexts for analysis; secondly, the method of semantic and pragmatic analysis, which was used to identify the meaning of language units used in intercultural communication and their impact on the recipient; and thirdly, the method of interpretative analysis of text from the advertising discourse, which was used to find the hidden meanings and implications in marketing messages. The study established that branding, when employed as a tool in the context of intercultural postcolonial communication, can be either regressive or progressive. While the former seeks to disguise the colonial influence on business, the progressive branding strategy seeks to promote national and cultural identity by using nationally themed brand names, deleting colonial semantics in naming, and emphasising uniqueness and identity through the use of cultural symbols and motifs. Postcolonial advertising should be tailored to each target market and can be used not only for business purposes but also to promote a national idea. The public relations and publicity tools encompass the endorsement of products by figures from the local culture, as well as the utilisation of an accurate decolonised language of reference. This underscores the equality and autonomy of the formerly colonised culture. The findings can be employed by business practices engaged in intercultural communication in postcolonial contexts, as well as by theorists who study the manner in which decolonised societies live and develop.

In her fictional narrative Bir Gün, Gece, the Turkish writer Mine G. Kırıkkanat depicts the consequences of a devastating earthquake which happens in İstanbul, followed by another in İzmit. The crisis immediately becomes an international disaster issue with the involvement of international aid providers. In such a crisis scenario in which effective communication is crucial, the main characters of the narrative act both as intercultural speakers and crisis sojourners. They need to have intercultural communicative competence (ICC) as well as crisis communication competencies for coping with the disaster. Therefore, intercultural crisis communication, which combines the fields of intercultural communication and crisis communication, should be studied in order to understand the intercultural communication processes in the best way. However, there is a lack of studies which focus on the ICC aspect of intercultural crisis communication. In order to contribute to filling this gap, this paper integrates thematic analysis with critical discourse analysis to provide an interpretation of the novel Bir Gün, Gece from the perspective of ICC. The study reveals that the most effective communicative practices of ICC displayed in the face to face intercultural interactions of the main characters in the novel are related to the knowledge, skills and critical cultural awareness dimensions. Moreover, the mostly addressed competencies of intercultural crisis communication which contribute to ICC appear to be language proficiency and managing conflict. It is suggested that intercultural crisis communication should be investigated more in terms of its crucial dimension of ICC.

Since business is a collaborative activity, intercultural communication has developed into being an essential part in the business world.Understanding how to communicate effectively with people from other cultures has become a priority for many organizations as individuals from different cultural backgrounds do not only have different languages, but also different rules and strategies of interacting. As a consequence, problems of intercultural misunderstanding often arise in multinational organizations because of the difficulty of finding appropriate ways to communicate intentions, expectations, attitudes, feelings, and beliefs. The paper gives an overview of the interdisciplinary field of intercultural business communication by focusing on some key cultural dimensions identified by Geert Hofstede, such as power distance, uncertainty avoidance, individualism and collectivism, masculinity and femininity, as well as the concept of low- and high-context cultures developed by Edward T. Hall.

The purpose of the article is to identify the pedagogical potential of the educational process aimed at students’ intercultural competence forming and development. Intercultural competence can be defined as an adequate interaction between communication participants belonging to different cultures. The research methods used were: theoretical analysis of scientific publications; questionnaires; statistical processing of survey data; analysis of students ' educational activities. An example of a modeled communicative situation has been the project work on the topic "Intercultural communication" developed by the authors basing on the material of the "Foreign language", "Foreign language in the field of law" disciplines. Basing on the research results the authors of the article arrive at the conclusion that in order to develop a student's personality and form his / her intercultural competence, special conditions must be observed: to teach a foreign language in an inextricable connection with the norms of behavior in the country of the language being studied; to use simulated communicative situations; to deepen background knowledge. The theoretical and practical significance of the article lies in the fact that the results of the research will allow to create curricular and methodological materials complexes being implemented in classroom and extracurricular forms of work and allowing students to form and develop intercultural competence.

Issue 63 of the Rhetoric and Communications journal is dedicated to themes that align with the publication’s philosophy and editorial policy, specifically rhetoric, as well as pedagogical, academic, and intercultural communication. This issue features nine scholarly contributions, categorized into distinct sections following the established editorial traditions of previous issues. The first section explores two interconnected themes: rhetoric and pedagogical communication. Foteini Egglezou, President of the Hellenic Institute of Rhetorical & Communication Studies and an expert in pedagogy, presents best practices in rhetoric education at the elementary school level in Greece, including the organization of festivals and the development of public speaking, argumentation, and debating skills. Svetla Tsankova introduces a novel topic concerning media literacy, with findings based on research conducted in the early stages of the Bulgarian education system. Ilyan Vasilev offers a distinctive perspective on education by presenting research on how technical disciplines can incorporate and enhance communicative and cognitive skills within the pedagogical discourse. Irena Shunina discusses fundamental principles of pedagogical communication based on Thomas Gordon’s methodology and examines its potential for effective teaching. The second section comprises four studies focusing on academic and intercultural communication. Katya Issa analyzes communication and eloquence within academic environments, emphasizing the factors influencing dialogicity and the role of ethics in this specialized communicative sphere. Tiha Boncheva investigates the impact of artificial intelligence on academic communication, offering a contemporary analysis of its evolving parameters. Radeya Gesheva highlights the intersection of academic and intercultural communication in the context of university education, particularly in the didactics of Italian literature. Jo Joseph examines business communication in the IT sector across multiple continents, identifying national characteristics and intercultural perspectives. Denitsa Hinkova systematically presents the roles and functions of academic conferences and research centers, emphasizing creativity, innovation, and future-oriented dimensions. Her scholarly work is included in the section Contemporary Research Methods on Artificial Intelligence. Prof. DSc. Tsvetan Davidkov is a lecturer at Sofia University “St. Kliment Ohridski”, where he teaches courses in national and organizational cultures, management fundamentals, entrepreneurship, and organizational behavior. His academic research focuses on intercultural communication, business communication, entrepreneurship, and organizational culture. He has published numerous monographs, textbooks, and articles, including National and Organizational Cultures (2009), The Values of Wealth: Entrepreneurs in Bulgaria (1991-2004) (2009), and Studies on Cultures: Cultural Guidelines for Management (2019). His co-authored work with Iya Petkova-Gurbalova, Master’s Thesis: Theory, Practice, Challenges – Chapter 3: General Structure of the Master’s Thesis, provides a comprehensive structural framework for academic writing (2020). Prof. Yovka Tisheva is a Doctor of Philology and a member of the Department of Bulgarian Language at the Faculty of Slavic Philology, Sofia University “St. Kliment Ohridski”. She lectures on academic and business communication for undergraduate and graduate students in the Faculty of Slavic Philology and the Faculty of Philosophy, alongside courses in linguistics. Her research interests include academic and business communication, oral and written communication, and linguistic pragmatics. She has authored several books and articles, including Academic Communication (2010), Academic Writing for Doctoral and Postdoctoral Students (2014), and From Abstract to Master’s Thesis: Academic Writing for Students (2016), co-authored with Ivanka Mavrodieva. Issue 63 of the Rhetoric and Communications journal (April 2025) is published with the financial support of the Scientific Research Fund, Contract No. KP-06-NP6/48, dated December 4, 2024. Rhetoric and Communications Journal, issue 63, April 2025 Read the Original in Bulgarian and English

With the progress and development of artificial intelligence technology, the use of AI is becoming more and more frequent in people's lives and many fields. The application of AI in academic understanding and communication has attracted wide attention, but there are still shortcomings in the fields related to intercultural communication. This paper analyzes the role of AI in intercultural academic understanding and communication. By using ChatGPT and DeepSeek as two AI tools to translate literature in the field of intercultural communication, this paper analyzes and concludes that AI can be used more efficiently and conveniently in intercultural academic understanding and communication, reduce language barriers, and promote more intercultural academic understanding and communication. Based on the advantages and disadvantages of the two AI tools, this paper puts forward some suggestions, such as learning to use AI in advance, choosing AI tools that better meet the needs of users according to the characteristics of different AI, and insisting on self-thinking.

The article investigates theoretical and methodological basis to increase the effectiveness of using foreign language for professional business communication in non-languages specialized higher educational institutions. This will contribute to the guidelines forming in the field of communication. The use of collective forms of organizing cognitive activity at the stage of preparing students for professional communication contributes to the effectiveness of achieving the goal. An important aspect of preparing students for communication is the process of forming their social values in the field of business communication: attitude to each partner of communication as an aimed user, not as a means; interest in the process of communication, not just its result; attitude to communication as a dialogue, not a monologue; tolerance to the ideas of partners; orientation to not only receive in the communication process, but also to give as much as possible to the partner. The social attitudes forming in the sphere of communication becomes real only when it is carried out in the course of the entire educational job of the entire higher educational institution, directly related to the attitudes that teachers implement in their communication with students, that is, in the process of pedagogical communication. The method of communicative approach to learning a foreign language, in particular, for its use in the professional sphere, is considered to be one of the most effective. Namely, the emphasis is provided on collective forms of students’ cooperation, such as role-playing, group discussions, socio-dramas. Due to socio-drama it is possible to practice grammar (cognitive basis of communication skills) when the need to respond appears and the ability to produce grammatical sentences in the process of communicative interaction follows. The essence of this means of teaching communication is that the communicative task is solved by the participants of the role-playing game through improvised acting out of a certain situation, in particular from the real professional sphere. The ability to “read” non-verbal movements of a partner-interlocutor is also extremely important from a professional point of view for a specialist. It was experimentally proven the effectiveness of implementing in foreign language classes the use of both: text and audio materials, as well as collective forms of students’ cooperation. We also used and verified the significance of collective forms. They were aimed at strengthening the development of business and professionally oriented speech.

It is always a big challenge for all types of companies anywhere in the world to survive in the globalised and accelerated world. Their primary objective is to stay competitive, keep or even enlarge their market share while keeping their costs at a minimum level. These corporations often cross borders and operate on a multinational level. In order to do that successfully they need flexible workforce: people who have a high level of intercultural competencies and can help their corporations to achieve their aim of profit maximising. It is widely accepted that culture and languages are among the most significant impacts on intercultural communication. In this paper first I am going to interpret intercultural communication and the role of culture and then look at different intercultural skills and the role of languages in intercultural communication. Some areas that might cause problems in intercultural business communication will also be described.

The article reveals the modern goal of learning a foreign language in a globalized, multicultural society. It is not just mastering the communicative skills of language activities in a foreign language, but the development of readiness and ability of the student’s personality to interact with representatives of the international community, using a foreign language as a means of communication. The research substantiates the need to make adjustments to the organization of the process of learning a foreign language in higher technical school and development of new effective educational technologies, taking into account the full range of factors of modern sociocultural and educational situation and based on synergies of language personality, language and environment. The main part is devoted to the description of the tandem method and its didactic potential during foreign language teaching as a means of intercultural communication. It was found that the tandem method in teaching foreign languages ​​and cultures is a method of teaching, which is based on independent (autonomous) mastery of a foreign language and culture by two partners with different native languages, working in pairs. The article proves that the tandem method as an aid in learning a foreign language in technical institutions of higher education also effectively affects the learning process, as it contributes to the effective formation of foreign language intercultural competence of future technical professionals. The purpose of the tandem method is to master the native language of your partner in a situation of real or virtual communication, acquaintance with his personality, culture of the country of the language being studied, as well as obtaining information in professionally important areas of knowledge. The research identifies the characteristics of the tandem method in the process of its application in foreign language learning, namely: the presence of socio-individual character, asymmetry in relations between partners, interchangeability of roles, activation of the natural mechanism of motivation, strengthening the internal motivation of participants. The purpose of formation of intercultural competence of future specialists. The principle of tandem breaks the stereotype that the learning process is a mechanical process of knowledge transfer, which is possible only with the participation of a professional teacher. It is important that the tandem method allows you to enjoy intercultural communication. It is proved that the educational tandem method in the formation of intercultural competence of students is an innovative tool for transforming the teacher, which contributes to the creation of favorable organizational and methodological conditions in which students are involved in active cognitive-discursive activities.

Readiness for foreign-language business communication is an important indicator of professionalism in any field of work. In this regard, students of non-linguistic specialties feel the need for training professionally-oriented communication, which allows them to prove themselves in the role of a full-fledged participant in intercultural communication. The relevance of the study is due to the expansion of international cooperation, the presence of trends towards globalization of the world economy and, as a result, the increasing role of professional intercultural communication and changing requirements for university graduates. Pilot work was carried out on the basis of a technical university during the first semester at the Faculty of Engineering and Economics. The author has developed and integrated into practice the long term business game “Starting a business” as one of the technologies of dynamic learning, which provides effective formation of business communication skills in English for students of “Management” and “Economics” training programs. Pilot work has shown results that testify the effectiveness of dynamic learning in the formation of foreign language business communication skills.

Culture and health care: intergroup communication and its consequences

Business communication currently occurs in almost all areas of society. The ability to communicate with a business partner, understanding the psychology of a communicant, especially in intercultural communication, distinguishing between their worldview and ethnic norms are the major factors in business negotiations. The research work is devoted to the study of culture-specific keywords related to Kazakh business discourse in intercultural communication. The hypothesis of the research is that every culture can be explained and described with certain words called as keywords. Cultural keywords can help to study, learn, and discuss cultures of different nations all over the world. They can be referred to as a tool for intercultural communication. The authors use semantic analysis as a methodology to study the keywords and identify them in a text or culture. Findings of the research can be useful for intercultural and cross-cultural studies as well as other interdisciplinary cultural and linguistic research. Keywords: cultural keyword, intercultural communication, Kazakh business discourse, semantic analysis, culture-specific, business communication.

With the height of the new and updated approaches in English Language Teaching (ELT), the communicative approach rises among them as the ultimate solution against the so-called oldfashioned methods. Therefore, in a globalized world, institutions in the non-native realms started to adopt the new trends to cope with the international change that occurred in the English teaching field. Grammar Translation was and is still used at an educational level because it is considered to be more effective in teaching a foreign level with restricted opportunities of use. Thus in English Foreign Language (EFL) circumstances, can a communicative approach fulfill its effectiveness in terms of proficiency without grammar instruction? Are EFL students fully adept to acquire a foreign language without a focus on its rules? Do teachers promote the communicative approach to be solely used in their classrooms? This paper examines this concern by taking into account those questions from students and teachers’ perceptions in an English language course in a private university in North Lebanon. This paper will discuss both students and teachers’ attitudes towards both the communicative and grammar approaches in terms of learning and teaching the English language in an EFL context

Nowadays English education not only requires students to master the ability of listening, speaking, reading and writing, but also intercultural communication competence has become an indispensable part. However, we have to think about whether the university pays enough attention to and supports students' intercultural communication ability. The intercultural communication of students majoring in English education are uneven, and the way of improvement is relatively simple. The research was conducted in the form of questionnaires for the students of Two Foreign Languages in Eurasian National University. This paper analyzes the intercultural communication competence of students from five aspects: the degree of intercultural competence, the way of learning intercultural communication, the establishment of intercultural courses in university, the perception of intercultural competence, and the perception of university support. The results of the questionnaire show that students have different abilities and levels, and they do not pay enough attention to learning intercultural communication. University, students, and teachers need to put efforts to solve the learning problem of intercultural communication. The researcher investigate and think about the current situation and existing problems, and put forward corresponding countermeasures and suggestions for reference.

This article deals with the topical issues related to the development of creative intercultural and communicative competence of international students of the Ural State Mining University (USMU) in the process of their learning Russian as a Foreign Language. The article suggests the possibility to use various methods and techniques for the presentation of educational material in order to increase the level of formation and development of speaking skills, creative intercultural and communicative competence of the USMU international students at the lessons of Russian as a Foreign Language. The necessity to improve teaching methods for the development of grammar skills alongside with the formation and development of the communicative skills of the USMU foreign students is viewed as the key thing. Special attention is given to the importance of the methodology used to provide the pedagogical conditions necessary for a creative approach to the educational process, which, in its turn, results in the development of creative intercultural and communicative competence of the international students acquiring knowledge and skills in the field of both speech and intercultural communication at the lessons of Russian as a Foreign Language. Particular emphasis is made on the development of oral and written communication skills of the USMU international students at the Russian lessons under paradigm of the development of creative intercultural and communicative competence. Finally, the formation and development of the speech activity of the USMU international students at the lessons of Russian as a Foreign Language is considered to be an integral part of the overall educational process.