Globalization as a factor in the development of intercultural communication

At the end of the XX century revolution in the means of communication led to global information exchange by changing the nature and essence of all international political processes, putting forward to the foreground the mass communication process, involving new means of communication, and it considerably changes the form of human life, the appearance of university education.

Prospects of establishing new communication means are immense and equally impressive are the economic and political, intellectual and professional consequences of further intensification of information processes in the modern world. Already generated information flows have led all areas of society to information dependence.

In the last decade this revolution expressed itself in the new microelectronic technology achievements, the mass distribution of new means of communication – fax machines, satellite television, electronic mail, Internet etc. All of them, extremely accelerating opportunities to move in space information, knowledge, services and finances, make it a fact of everyday life the direct transmission of audio and video information about the events in any part of the world. There is direct and instant communication between people that can not be stopped neither by national boundaries or national law that regulate exchange of information between individuals and groups. All this extraordinary favored the formation of a new stage in world development –globalization era.

Currently, the term "globalization" has become one of the most common in conceptual and semantic sphere of social and humanitarian sciences, largely determining the content and form of modern communication processes.

Communication manifests itself in achieving and maintaining contact with the partner in order to stabilize and mutually adapt interpersonal relations. This successful communicative outcome is understood not so much as specific information result, but mainly as a dialogical process in which both partners must make equal contributions. Thus, the success of communication is an integral feature of human communicative behavior. In this context, interpersonal communication is a process regulated not only by certain socio-cultural patterns, but also jointly established rules.

Modern world globalization trends and integration of educational systems actualized the study of intercultural communication, the essence of which is expressed by the peculiarities of interaction of people – speakers of different languages and cultures. Intercultural communication issues became center of attention in different sciences and fields of knowledge, in domestic and foreign community of scholars.

Pedagogical aspects of forming readiness for intercultural communication were the subject of studies in the works of I. Pluzhnik, N. Sakharova, S.G Ter-Minasova R.Gibson, A. Knapp-Potchoff, C. Penny and other scientists [2; 3; 4; 6].

In the dictionary definition “communication” is interpreted as “semantic aspect of social interaction”, “understanding through the use of symbols and language”, connection, connectivity, communications, and “general collective determination of all processes in which information is taken and given”. [5].

In communication theory are defined a number of features and characteristics of the base term "communication":

- is a form of social communication, always has both individual-personal and common sense for both participants, partners and society as a whole;

- takes place in the natural environment of real life, so mainly authentic language is used with its possible sociolinguistic (dialect) and stylistic variations;

- acts as a process between the parties by communication acts and the operational units of their speech acts, their previous communicative intentions (communication problems), the form and content of communication include elements of unpredictability and randomness, resulting in the use of language of problematic creativity nature and success of communication result is possible by nature;

- is always targeted, since its purpose is communicative effectiveness, information sharing, the maximum possible ordering of information and messages and detection of communicative intentions, i.e., communicative tasks;

- is extremely contextual, both in a wide, extralinguistic sense (carried out in view of the socio-political, socio-cultural and ethno-cultural situational concreteness) and in a linguistic sense, that is, operates in connected text and discourse, and is of strictly activity character;

- can be subjected to various obstacles and limitations as to reduce uncertainty and to overcome difficulties in partners communication: a) carry out the distribution of all forecasting mutual communicative intentions and b) assist each other in their implementation, c) produce continuous assessment of the significance of received and transmitted information.

Important role in the process of interpersonal communication play psychological and social characteristics of a communication act.

Considering psychological components of interpersonal communication are, above all, motivational aspect of communication ("communicative intention", "plan", "goal"), which provides what and why the author wants to inform the recipient and the cognitive component associated with the possibility of an adequate understanding of the reported.

Social components of the communicative act include situational role status and its participants, and stylistic techniques of interactive communication used by them.

The intensity of the processes of communication in many ways due to personal factors, individual characteristics of the subjects of communication, which is entirely determined by the norms and values of culture, contents of "executable" social roles, and are the result of natural inculturation and socialization processes of a personality.

Knowledge of the context of communication is especially important in intercultural communication: interpreting human behavior in a particular context means placing it in such cultural framework within which its behavioral reactions acquires more or less definite meaning. The absence or lack of understanding border cultural context does not allow the partner to adequately navigate the situation and often leads to complications and conflicts.

Adequate understanding of the sociocultural context of interpersonal communication contributes to a positive solution of the following main tasks: - explains the observer what really happens betweens communicators; - makes it possible for participants of communication to form a proper treatment of events, to choose how to conduct most productively in this situation.

In connection with this subject of communication should, above all, learn to navigate the social-cultural context of what is happening, to provide typical social situations, to know how to behave in them. Among these situations are standard business meeting, family celebrations, talking in queues, seeing the doctor, etc.

Business level of communication connects people united by common interests work together to achieve common goals. It is not short contact, so subjects should constantly focus on the joint search for means to enhance cooperation.

The classification of standard situations by American psychologist Eric Berne [1] is grounded on the inherent human need for structuring of time, which, in essence, is a way of organizing space-time continuum of interpersonal interaction. Eric Berne identified six forms of social behavior.

1. reticence – border situation in which clear communication between people is missing: a man is among humans, but does not communicate to them;

2. rituals – common, recurring actions that do not assume semantic content that can be both of formal character (diplomatic reception) and be part of informal communication (greetings, farewell, thanks), rituals allow people to spend time together without drawing together.

3. in one’s spare time – semi-ritual talk about issues and events known to all, spending time is always socially programmed, as is permitted to speak only in a certain style and on the permissible subject.

4. co-operation – the interaction between people at work to effectively achieve the goals.

5. games – the most difficult type of communication, where each party is unconsciously trying to achieve the benefits and get the reward. People often and willingly turn to games, depriving themselves of the boredom of killing the time, but avoiding the negative effects of proximity.

6. Proximity – type of free communication games due to the warm, concerned relationship: the most perfect form of human relations.

The principles that define a certain type of behavior of a person in a given culture and the collective members of the culture, form the content area of norms of communication, which include: a collective assessment of what should be the behavior of a representative of the culture, the collective interpretation of what other person’s behavior means, individual responses to behavior, including banned or undesirable behavioral activity.

One of the significant differences between cultures is the degree of rigidity of conventional norms and rules. It is believed that the communicative behavior is most strongly influenced by two main types of norms – justice and reciprocity.

Changing the content, form and objectives of the educational system of high school under the influence of new information technologies and socio-cultural components such as globalization and integration of communication processes, puts on the agenda the need to develop students' readiness for intercultural communication, which acts an essential part of professional development of future professionals.

Intercultural competence of students is understood, on the one hand, as the most important target component of modern university education, and the other – as a student striving to master a set of knowledge and skills that allows him to efficiently carry out professional competence in expanding the area of multicultural interaction.

Reference:

1. Берне, Р. Развитие Я-концепции и воспитание / Р. Берне. – М. : Прогресс, 1986.–420 с.

2. Плужник, И. Л. Формирование межкультурной коммуникативной компетенции студентов гуманитарного профиля в процессе профессиональной подготовки : автореф. дис. ... канд. пед наук / И. Л. Плужник. – Тюмень, 2003. – 46 с.

3. Gibson, R. Intercultural business communication / R. Gibson. -New York Melbourne : Oxford University Press, 2000. – 11 lp.

4. Knapp-Potchoff, A. Aspekte interkultureller Kommunikationsfahigkeit./ A. Knapp-Potchoff, A. Leidtke. Miinchen, 1997. –205 s.

5. Longman Dictionary of English Language and Culture (second edition) / Pearson Education Ltd. – Edinburgh, 1998.

6. Penny, C. Bridging the culture gap: a practical guide to international business communication. Kogan Page I C. Penny, С Fox. – London and Sterling, VA., 2004.