Keyword: «межкультурная коммуникация»

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.

This article examines the contradictions arising from the active digitalization of foreign language education. On the one hand, digital technologies offer unprecedented opportunities for authentic communication, access to foreign language resources, and personalized learning. On the other hand, there is a risk of replacing live intercultural dialogue with simulated communication, formalized exercises, and a technocratic approach. The author analyzes the key challenges of integrating ICT into foreign language teaching and proposes didactic principles for maintaining an intercultural focus in the digital environment.

The internationalization of education is one of the key priorities in the development of the government educational policy, involving the active recruitment of foreigners to Russian universities. However, international students experience a number of difficulties when choosing a Russian university, including poor Russian language skills, living conditions, psychological well-being, and social isolation from the host society. A review of the existing literature reveals that most articles on adaptation and integration of international students address these processes fragmentarily, without taking into consideration their sequence or continuity. This gap determines the relevance of this research, which seeks to develop new strategies for the successful sociocultural integration of international students into Russian society. The aim of this study is to provide a theoretical justification for the need to develop and implement a complex model for the sociocultural integration of Indian students into Russian society. An empirical analysis of the experience of organizing the educational process at the Professor A. P. Zilber Medical Institute, Petrozavodsk State University helps to identify the most effective strategies for the sociocultural integration of students from India into Russian society. The proposed complex model of sociocultural integration consists of four modules: 1) intensive language training, 2) cultural, educational and leisure activities, 3) mentoring support, 4) external interaction and cooperation. The empirical basis of the study is built on methods of pedagogical observation of students’ academic performance and behaviour, as well as on the analysis of a questionnaire survey conducted among first- and second-year Indian students, which allows us to trace the dynamics of adaptation processes. Testing of the model demonstrates its effectiveness: a reduction in the language barrier, an increase in social and everyday comfort and independence, and a decrease in anxiety and emotional tension have been observed. The theoretical significance of the study lies in the clarification of the terms ‘social adaptation’ and ‘sociocultural integration’. Existing models of adaptation and integration have been supplemented with data on the specific characteristics of the Indian context. The practical significance lies in the fact that the proposed complex model can be used in other higher education institutions to improve the academic performance and psychological well-being of international students.