Linguistic and Cultural Knowledge Acquisition in Terms of the Multimodal Approach To EIL Studies

Vishnyakova, O.D.; Vishnyakova, E.A.

Авторы: Vishnyakova O.D., Vishnyakova E.A.
Журнал: Professional Discourse and Communication
Том: 4
Номер: 1
Год издания: 2022
Первая страница: 81
Последняя страница: 92
DOI: 10.24833/2687-0126-2022-4-1-81-92
Аннотация: The problem of linguistic and cultural knowledge correlation in terms of English as an International Language learning deserves special attention as one of the topical issues in reference to the new methods of knowledge and skills acquisition, required in the present-day global society. Language leaning determined by particular cultural and conceptual bases faces new challenges in case of EIL, as culture should be discussed within different terms in this connection and serve to achieve different educational goals. Within this context culture is referred to as both the subject of studies and the means of learning. It is used as the source of information for EIL learners and helps to create multicultural environment to facilitate the process of intercultural communication. Culture can be learnt both from the point of view of similarity and its difference, which correlates with the basic tendencies in semiosic systems development. The use of modern information technologies as well as the lifetime learning mode in which modern citizens live and work seeks new approaches and methods of knowledge acquisition. Multimodal approach to language and culture deserves special attention from the point of view of EIL learning as it implicates elaboration of certain methodology that covers the whole complex of modes based on the use of the human senses abilities as well as different semiotic systems including language. The approach in question seems to be used for the purpose of educational process optimization, especially with reference to the purposes of EIL studies and the role of culture in this concern. To analyse the problem in detail and to demonstrate the validity of cultural knowledge application within EIL learning and teaching, the survey that included 3 questionnaires has been carried out on the basis of the materials presented by 62 linguistic (English philology) and 60 non-linguistic (Social sciences) students. The answers contained in the questionnaire enabled the authors to come to the conclusions as referred to the validity of multimodal approach application with respect to cultural and linguistic skills and knowledge acquisition within the scope of EIL learning and teaching.
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