Данная статья посвящена изучению взаимосвязи между межкультурной коммуникацией и процессом усвоения заимствований в иностранных языках среди студентов университетов. В условиях глобализации и современных образовательных подходов студентам приходится активно взаимодействовать с языковыми и культурными заимствованиями, что создает дополнительный интерес к исследованию их восприятия с точки зрения межкультурной коммуникации. В исследовании использованы методы качественного и количественного анализа, интерпретации результатов тестирования студентов, а также анкетирования для оценки их восприятия заимствованных слов. Основой работы послужил сравнительный анализ успешности усвоения заимствованных элементов в языковой практике групп студентов, участвующих в межкультурной коммуникации, и тех, кто ограничивается традиционным образовательным процессом. Анализ показал, что студенты, активно интегрированные в межкультурную коммуникацию, лучше понимают и усваивают заимствованные слова. Они осознают их культурный и семантический контекст, что способствует более глубокому изучению иностранного языка. В свою очередь, при традиционном подходе процесс усвоения заимствований замедляется из-за отсутствия культурной компоненты, необходимой для понимания значений и использования заимствованных слов. Исследование подтверждает, что межкультурная коммуникация играет ключевую роль в формировании языковой компетенции студентов, особенно в отношении заимствованных терминов. Данный подход способствует не только лучшему усвоению языкового материала, но и развитию межкультурной компетенции. Авторы статьи подчеркивают необходимость интеграции межкультурных коммуникаций как неотъемлемой части языковой программы в университетах. Предполагается, что внедрение таких методов работы даст положительный эффект на развитие активной языковой среды и межкультурного взаимодействия. Статья нацелена на специалистов в области лингвистики, педагогики и межкультурной коммуникации, а также преподавателей иностранных языков.
This article is devoted to the study of the relationship between intercultural communication and the process of assimilation of borrowings in foreign languages among university students. In the context of globalization and modern educational approaches, students have to actively interact with linguistic and cultural borrowings, which creates additional interest in studying their perception from the point of view of intercultural communication. The research uses methods of qualitative and quantitative analysis, interpretation of students' test results, as well as questionnaires to assess their perception of borrowed words. The work was based on a comparative analysis of the success of assimilation of borrowed elements in the language practice of groups of students involved in intercultural communication and those who are limited to the traditional educational process. The analysis showed that students who are actively integrated into intercultural communication understand and assimilate borrowed words better. They are aware of their cultural and semantic context, which contributes to deeper learning of a foreign language. In turn, with the traditional approach, the process of assimilation of borrowings slows down due to the lack of a cultural component necessary for understanding the meanings and use of borrowed words. The study confirms that intercultural communication plays a key role in the formation of students' linguistic competence, especially in relation to borrowed terms. This approach contributes not only to the better assimilation of language material, but also to the development of intercultural competence. The authors of the article emphasize the need to integrate intercultural communications as an integral part of the language curriculum at universities. It is assumed that the introduction of such working methods will have a positive effect on the development of an active language environment and intercultural interaction. The article is aimed at specialists in the field of linguistics, pedagogy and intercultural communication, as well as teachers of foreign languages.
This article is devoted to the study of the relationship between intercultural communication and the process of assimilation of borrowings in foreign languages among university students. In the context of globalization and modern educational approaches, students have to actively interact with linguistic and cultural borrowings, which creates additional interest in studying their perception from the point of view of intercultural communication. The research uses methods of qualitative and quantitative analysis, interpretation of students' test results, as well as questionnaires to assess their perception of borrowed words. The work was based on a comparative analysis of the success of assimilation of borrowed elements in the language practice of groups of students involved in intercultural communication and those who are limited to the traditional educational process. The analysis showed that students who are actively integrated into intercultural communication understand and assimilate borrowed words better. They are aware of their cultural and semantic context, which contributes to deeper learning of a foreign language. In turn, with the traditional approach, the process of assimilation of borrowings slows down due to the lack of a cultural component necessary for understanding the meanings and use of borrowed words. The study confirms that intercultural communication plays a key role in the formation of students' linguistic competence, especially in relation to borrowed terms. This approach contributes not only to the better assimilation of language material, but also to the development of intercultural competence. The authors of the article emphasize the need to integrate intercultural communications as an integral part of the language curriculum at universities. It is assumed that the introduction of such working methods will have a positive effect on the development of an active language environment and intercultural interaction. The article is aimed at specialists in the field of linguistics, pedagogy and intercultural communication, as well as teachers of foreign languages.