Social media projects for boosting intercultural communication by means of learning English
Keywords:
learning English, social media groups, intercultural communication, psycholinguistic study, culturally diverse students.
Abstract
The paper is targeted to explore the intensification of communication among culturally diverse students by means of creating social media groups. In frames of the psycholinguistic experiment, Ukrainian and Chinese students were working together at detecting common, similar and distinct features in idioms from the Ukrainian, English and Chinese languages. They intented to decode the phraseological picture of the world of Ukrainian, English and Chinese. Participation in social media group enabled participants’ exchanging opinions and ideas in the process of learning English. Such intercultural interaction outlined the national-axiological characteristics of Ukrainian, Chinese and English, their outlook and behavioral patterns. Pedagogical observation and interviews with participants revealed that students, who participated in the social media project, learnt traditions, speech etiquette and social norms of other nations, fostered their English speaking and writing skills. It was noted that democratic, uncritical and open-minded style of communication in the social media group allowed participants to build informal cooperation, develop tolerance to fellow students, overcome self-doubt and get motivated to communicate with culturally diverse students.
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References
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Bilotserkovets, M., Fomenko, T., Gubina, O., Klochkova, T., Lytvynko, O., Boichenko, M., & Lazareva, O. (2021b). Fostering Media Literacy Skills in the EFL Virtual Classroom: A Case Study in the COVID-19 Lockdown Period. International Journal of Learning, Teaching and Educational Research, 20(2), 251-269. doi:10.26803/ijlter.20.2.14
Bilotserkovets, M., Fomenko, T., Kobzhev, A., Berestok, O., Shcherbyna, Y., Krekoten, O., & Kurinnyi, A. (2021a). Dual Nature of Students’ Knowledge Formation in the Pandemic Period: Pedagogical and Psychological Aspects. Revista Romaneasca pentru Educatie Multidimensionala, 13(3), 246-261. Doi: 10.18662/rrem/13.3/450
Che, C.R.I.B., & Ibrahim, W. (2018). Social Media Tools for Informal Language Learning: A Comprehensive Theoretical Framework. Asian Social Science, 14(4), 46-50. doi: 10.5539/ass.v14n4p46
Cheung, C.M.K., Chiu, P.Y., & Lee, M.K.O. (2011). Online Social Networks: Why Do Students Use Facebook? Computers in Human Behavior, 27(4), 1337-1343. Doi: 10.1016/j.chb.2010.07.028
Chinese-tools (n.d.). Chengyu stories, chinese idioms. Retrieved from https://www.chinese-tools.com/chinese/chengyu
Deng, F., & Liu, L. (2007). A Handbook of Chinese Idioms. Beijing: Peking University Press.
Deucher, G. (2010). Through the Language Glass: Why the World Looks Different in Other Languages. New York: Metropolitan Books/Henry Holt and Co.
Dzhgun, N.M. (2014). Idioms as a part of Chinese language stylistical lexicology. Linguistic researches, 38, 10-14. Retrieved from http://oaji.net/articles/2014/918-1416382567.pdf
Encyclopedia of Ukrainian Studies. (1994). In V. Kubiiovych (Ed.). Vol. 3. Lviv: Molode zhyttia.
Fomenko, T., Bilotserkovets, M., Klochkova, T., Statsenko, O., Sbruieva, A., Kozlova, O., & Kozlov, D. (2020). Overcoming Barriers in Intercultural Communication: A Case Study on Agricultural Idioms in English, Ukrainian and Chinese. Academic Journal of Interdisciplinary Studies, 9(6), 157-166. Doi: 10.36941/ajis-2020-0120
Gerhart, N. (2017). Technology addiction: How social network sites impact our lives. Informing Science: The International Journal of an Emerging Transdiscipline, 20, 179-194. Doi: 10.28945/3851
Gudkov, D. (2003). Theory and practice of intercultural communication. Moscow: Gnosis.
Khayrullina, R.Kh. (2001). Phraseological picture of the world: from worldview to worldview. Ufa: Publishing house BSPU.
Kobzhev, A., Bilotserkovets, M., Fomenko, T., Gubina, O., Berestok, O., & Shcherbyna, Y. (2020). Measurement and Assessment of Virtual Internationalization Outcomes in Higher Agrarian Education. Postmodern Openings, 11(1Supl1), 78-92. Doi: 10.18662/po/11.1sup1/124
Kostikova, I., Miasoiedova, S., Razumenko, T., Chernenko, A., & Pochuieva, O. (2019). Teaching English speaking for FCE: using Facebook as a tool of instructional practice. Amazonia Investiga, 8(22), 719-727. Retrieved from https://amazoniainvestiga.info/index.php/amazonia/article/view/825
Lin, C.-H., Warschauer, M., & Blake, R. (2016). Language learning through social networks: Perceptions and reality. Language Learning & Technology, 20(1), 124–147. Retrieved from https://scholarspace.manoa.hawaii.edu/bitstream/10125/44449/1/20_01_linwarschauerblake.pdf
Lin, Y., Karabulatova, I.S., Shirobokov, A.N., Bakhus, A.O., & Lobanova, E.N. (2021). Cognitive distortions in the reflection of civic identity in China: on the material of Russian-language media of East and Western. Amazonia Investiga, 10(44), 115-125. doi: 10.34069/AI/2021.44.08.11
Plaviuk, V. (1946). Proverbs, or Ukrainian Folklore Philosophy. Edmonton: Alberta. Retrieved from https://diasporiana.org.ua/wp-content/uploads/books/7784/file.pdf
Sapir, E. (1993). Communication. Selected works on linguistic and cultural studies. Moscow: Progress-Univers.
Shi, W.J. (2015). Comparison and Contrast Between English and Chinese Idioms from Cultural Connotation Perspective. Studies in Literature and Language, 10(1), 102-113. Doi: 10.3968/6338
Silverman, M. (2012). How Higher Education Uses Social Media. Mashable. Retrieved from https://mashable.com/2012/02/03/higher-education-social-media
The Free Dictionary (n.d.). Idioms and phrases. Retrieved from https://idioms.thefreedictionary.com
Tikhonova, O. (2005). The phenomenon of phraseological enantiosemies (emotional evaluation of an idiom). Chinese civilization: tradition and modernity, 91-94. Retrieved from http://dspace.nbuv.gov.ua/bitstream/handle/123456789/31238/13-Tikhonova.pdf?sequence=1
Ukrainian: encyclopedia. (2000). In V. Rusanivskyi & O. Taranenko (Eds.). Kyiv: Ukrainian Encyclopedia named after M. P. Bazhan.
Yegorova, O.I., & Serzhenko, G.V. (2014). Mythology in phraseological reflexion: problems and coding and decoding. Philological treatises, 6(2), 25-30. (In Ukranian)
Yunus, M.M., & Salehi, H. (2012). The Effectiveness of Facebook Groups on Teaching and Improving Writing: Students’ Perceptions. Journal of Education and Information Technologies, 1(6), 87-96.
Published
2021-12-30
How to Cite
Fomenko, T., Bilotserkovets, M., Sbruieva, A., Kovalenko, A., & Bagatska, O. (2021). Social media projects for boosting intercultural communication by means of learning English. Amazonia Investiga, 10(48), 89-96. https://doi.org/10.34069/AI/2021.48.12.10
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