Author(s): Zsuzsanna KALAFATICS – Nyina MÁGOCSI

Title: IMPROVING INTERCULTURAL COMMUNICATION AND SELF-IDENTIFICATION AT RUSSIAN CLASSES IN HUNGARY’S INSTITUTIONS OF HIGHER EDUCATION SPECIALISED IN ECONOMICS

Source: A. Németh - Y. Orsovics - A. Csehiová - A. Tóth-Bakos (eds.): 12th International Conference of J. Selye University. Pedagogical Sections. Conference Proceedings

ISBN: 978-80-8122-373-0

DOI: https://doi.org/10.36007/3730.2020.197

Publisher: J. Selye University, Komárno, Slovakia

PY, pages: 2020, 197-206

Published on-line: 2020

Language: en

Abstract: Due to a structural change in language teaching after the change of the regime Russian language was pushed into the background. This process concerned universities specialised in economics, as well. In our days, however, a choice of L2 or L3 is heavily influenced by the recognition of the fact that a knowledge of skills related to Russian cultural, economic and political environment is considered to be an advantage on the labour market. Students being attracted to a particular language, culture, and its native speakers, are more motivated and more successful in mastering the language. In our study we rely on Hungarian and international research into motivation in learning foreign languages, on the other hand, we apply a model of learning involving communicative competence and intercultural dimension. A language learner’s identity gets shaped while he or she is involved in learning the language, therefore international communication strengthens individual self-cognition by making the learner think of differences in cultures and personalities. In part 3 of this paper three games developing knowledge and skills for intercultural communication are presented, which have been piloted at Russian language classes.

Keywords: the position of Russian language, motivation in learning languages, L2 motivational Self-system, intercultural competence, communicative competence, forming language learners’ identity

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