Keyword: «non-verbal communication»

The article is devoted to specifics of the Japanese mentality, reflected in verbal and nonverbal communication, which potential participants of intercultural communication need to know in order to achieve successful results. It also presents the results of the research into the level of knowledge about these specifics among potential participants of intercultural communication. The author provides an example of a lesson in English to familiarize students with the features of the Japanese mentality.

This article is of interest from a methodological point of view, since it examines the problem of the formation of skills in non-verbal foreign language communication in preparing students of a transport university for intercultural interaction. Researchers of intercultural communication note that misunderstandings, hindrances and failures in intercultural communication often give rise to culturally different discursive and socio-cultural phenomena. The author of the article believes that these phenomena can be overcome only with a purposeful study of communicative behavior and knowledge of non-verbal communication signals of representatives of other cultures. The urgency of this problem is due to the prevailing contradictions between the need of modern society for highly qualified specialists who are called upon not only to speak foreign languages, but also to resolve issues of interaction with representatives of different countries and cultures on the verbal and non-verbal levels and the real readiness of our students for intercultural communication. The relevance and social significance of this problem determined the choice of the topic «Formation of non-verbal communication skills in teaching intercultural interaction of students of a transport university». The purpose of the presented work is to determine the features of non-verbal communication and their use in teaching students intercultural interaction; to improve the quality of students' preparation for intercultural communication, taking into account non-verbal means of communication, using a set of developed exercises. In the course of the research, the following methods were used: general scientific – analytical (analysis of scientific literature on psychology, pedagogy, teaching methods of foreign language); pedagogical – observation and generalization of empirical material for preparing students for non-verbal foreign language communication. The article presents the taxonomy of non-verbal behavior and the interpretation of non-verbal communication signs in various cultures. As a result of the work done, the author of the article presents a developed set of exercises that can be used by teachers of a foreign language in practical classes to improve the students’ skills for intercultural interaction taking into account non-verbal means of communication.

At the present stage, the formation of a new reader's mentality is clearly visible, this trend, in turn requires new scientific interpretations of the literary works of the past. The purpose of our work is to highlight some philological approaches to the study of historical fiction (based on the works of V. Yan, I. Kalashnikov), identify linguistic and linguocultural potential for further research (S. Borodin). Since at present numerous studies in the field of speech genres put on the agenda the problem of a systematic description of the communicative behavior of the people, we consider it expedient to study this problem on the basis of the historical prose of S. Borodin.

This article discusses the ways of using gestures and facial expressions in teaching foreign students studying Russian as a foreign language. It also provides types of non-verbal communication that contribute to the study of Russian as a foreign language, their benefits and effectiveness. The purpose of the article is to establish the main cases of the use of gestures, the definition of their varieties in accordance with the scope of the Russian as a foreign language. The relevance of the topic under study lies in the expansion of memorization and understanding of foreign students in the study of Russian as a foreign language. The main results of the article can be considered the establishment of the effectiveness of gestures when accompanied by the speech of the teacher and students.