Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/51816
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dc.contributor.authorDaukšytė, Jovita-
dc.coverage.spatialLT-
dc.date.accessioned2018-10-06T23:15:19Z-
dc.date.available2018-10-06T23:15:19Z-
dc.date.issued2013-
dc.identifier.issn23514736-
dc.identifier.otherVDU02-000014714-
dc.identifier.urihttp://www.khf.vu.lt/dokumentai/failai/katedru/germanu/Texts_and_Contexts.pdf-
dc.description.abstractA person who lives in a constantly changing geo-economic and geo-cultural context should be able to engage in a mutually rewarding dialogue with all the subjects involved in the context. He/she should manage to build up humanistic and inter-cultural bridges between countries and cultures. Language plays an important role in this process, and sometimes it becomes the only tool for mutual understanding between different lingua-ethnic communities. Man and language are inseparable: man cannot exist without language, and language remains alive if only it is used by man. Language reflects the world people have created, and also a country’s history and culture. This factor serves as an argument for the claim that foreign language (including Russian as a second language) should be taught in close relation to the culture, history, customs and traditions of the country where it is employed. It is evident that lingua–didactic and methodological research should be re–orientated in the direction of inter–cultural communication. Therefore recently the discussions about the new discipline that appeared in the field of philology, i.e., language-related cultural studies, became more intensive. This discipline focuses on the communication processes determining the emergence and development of a particular language, providing its systematic picture, and on the educational and intellectual functions of language. While studying a foreign language, it is insufficient to learn new words or specific grammar rules. It is of utmost importance to know: 1) the type of addressee; under which circumstances, the message could be said; 2) the fact that any concept, phrase, or meaning exist in the reality of the studied language. While studying Russian as a second language, it is urgent to relate it to the lingua-ethnic culture of Russia. [...]en
dc.description.sponsorshipUžsienio kalbų institutas-
dc.description.sponsorshipVytauto Didžiojo universitetas-
dc.format.extentp. 152-160-
dc.language.isoru-
dc.relation.ispartofTekstai ir kontekstai : konfliktai ir susitarimai : mokslinių straipsnių rinkinys. Vilnius : Vilniaus universitetas, 2013-
dc.subjectSocio-cultural backgrounden
dc.subjectLingua-ethno-cultural informationen
dc.subjectProverben
dc.subjectInter-cultural communicationen
dc.subjectLinguistic view of the worlden
dc.subject.otherFilologija / Philology (H004)-
dc.titleCоциокультурная парадигма РКИ и Литовского языка : на примере пословиц и поговорокru
dc.title.alternativeSocio-cultural paradigm of Russian language as a foreign language and Lithuanian language: on the basis of proverbs and adagesen
dc.typeStraipsnis kituose recenzuojamuose leidiniuose / Article in other peer-reviewed editions (S5)-
dcterms.bibliographicCitation10-
dc.date.updated2014-05-07T15:08Z-
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local.typeS-
item.fulltextWith Fulltext-
item.grantfulltextopen-
crisitem.author.deptUžsienio kalbų institutas-
Appears in Collections:Universiteto mokslo publikacijos / University Research Publications
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