SOCIO-LINGUISTIC ASPECT IN THE FORMATION OF INTERCULTURAL COMMUNICATION: INCULTURATION, ACCULTURATION AND ASSIMILATION

Abstract

Today there are more opportunities for the knowledge exchange, research projects and the international cooperation expansion, which in turn are necessary for the socio-linguistic communicative competence development. The potential of intercultural and international contacts is increasing, and implies constant and continuous interaction and the search for new verbal and non-verbal communication systems. Regardless of the awareness level, various socio-psychological and sociocultural processes operate within each intercultural interaction, where knowledge of a foreign language is not sufficient, knowledge of “cultural roots” is necessary. Successful intercultural communication also presupposes the ability to adequately interpret the communicative behavior of a representative of a foreign society, as well as the participants’ willingness in communication to perceive another of communicative behavior form, to understand its differences from culture to culture. Namely, ignorance of a foreign culture, ignorance of differences and similarities of cultures, especially when it comes to interacting with them, is the main cause of most cultural conflicts. Purpose is the foundations’ classification and of intercultural communication problems; as well as the strategies for convergence of foreign cultural knowledge aimed at preventing not only semantic, but also cultural failures in communication: namely, verbal and non-verbal support for intercultural communication. Methodology. The basis of the research is formed by the method of introspection, the method of observation in vivo, the technique of referential communication. Results. The considered result of socialization – inculturation and acculturation – is natural in a multicultural environment: assimilation is possible as a result of a compromise with a dominant society. Awareness of their identity is a message to self-knowledge of skills and abilities, causing the formation of self-assertion with support, when a person begins to realize himself not only in the society where he was born, but in any environment of a foreign culture. Namely, a multilingual educational multicultural environment contributes to the natural course of socialization, inculturation and acculturation of a person, thereby eliminating possible assimilation. Practical implications. The research results can be applied in the field of pedagogical design of conflict-free behavior and psycholinguistics.

Keywords

• социализация
• инокультура
• психолингвистика
• поликультурность
• многоязычие
• ассимиляция