Keyword: «межкультурная коммуникация»

The relevance of the analysis of communication errors (language barriers, cultural differences, different interpretations of terms) in international transactions is due to the high cost of disputes and the increase in the number of conflicts due to unclear wording. Understanding these reasons helps prevent "international" arbitrations, maintain partnerships and minimize financial risks. The purpose of the study in the article is to consider communication errors as causes of conflicts and disputes in international commercial and investment treaties. As a result, linguistic factors (polysemy of terms, ambiguous formulations, stylistic differences) and their legal consequences in the context of intercultural communication have been clarified. Based on the study of international arbitrations, typical communication errors in international commercial and investment treaties were identified and established: cultural barriers, inconsistency of terminology and the lack of unified language standards. Practical measures were proposed to minimize linguistic risks – the development of glossaries, the choice of the priority language of the contract and intercultural training of negotiators, the role of linguistic and legal aspects in ensuring the stability of contracts, which is important for international business, was determined.

The article examines the potential of using S. Yesenin’s poetic works in teaching English to develop emotional intelligence and intercultural communication, as well as skills in analysing translation transformations, phonemic awareness and rhythm. Drawing on the use of English translations of Yesenin’s poems for foreign language teaching and fostering intercultural communication in English lessons, the article argues that engaging with poetic texts is an effective means of enhancing students’ metalinguistic ability and interdisciplinary connections. This approach ensures the formation of such skills as differentiating the sound systems of contacting languages, analysing lexical and grammatical transformations in translation, and reflecting on cultural differences underlying linguistic forms, while incorporating a regional component.

This article examines the development of schoolchildren's national cultural identity through foreign language teaching. Particular attention is paid to the role of local history in the educational process. Using the regional material of the city of Ryazan is taken as an example. It is shown that including regional material in foreign language lessons promotes students' conscious attitude toward their own culture, fosters a sense of belonging to their native land, and increases their motivation to learn. The article explores the pedagogical potential of using descriptions of landmarks, biographies of famous local residents, project-based and research activities, and comparative cultural analysis. It concludes that integrating local history content into foreign language teaching promotes intercultural competence and the development of a harmonious personality capable of effective intercultural dialogue.

The article examines the role of a foreign language in shaping the professional worldview of future historians. The relevance of the study is driven by Russia's integration into the global scientific and educational space, the digitalization of historical knowledge, and the need for critical analysis of foreign sources. The aim of the paper is to theoretically substantiate the importance of a foreign language as an essential component of a historian's professional development. Based on the analysis of scholarly literature, the essence of a historian's professional worldview is revealed as an integrative quality encompassing historical thinking, a value system, and the ability for intercultural communication in the professional sphere. It is shown that a foreign language acts as a mechanism for developing these components, providing access to authentic sources and international academic dialogue. The necessity of integrating historical and linguistic education as a key pedagogical condition for realizing this potential is substantiated.

The present study is devoted to a linguoculturological comparison of the dichotomy «individualism – conciliarity» based on the phraseological corpus of the Russian and English languages. It has been revealed that stable paremiological units function as concentrated models of ethnic worldview, fixing historically conditioned axiological priorities. Using proverbs and idioms, it is demonstrated that the Anglophone tradition is dominated by the cult of personal autonomy, self-sufficiency, and the inviolability of private space, whereas the Russian linguistic worldview represents ideas of spiritual community, mutual support, and the subordination of personal interests to collective ones. Particular attention is paid to how linguistic opposites serve as a tool for intercultural dialogue, allowing the decoding of deep mental attitudes and minimizing communication barriers in the context of globalization.