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Enhancement of socio-cultural and intercultural skills of EFL students
by means of culture-related extra-curricular events
Yevgeniya B. Novikova – Aleksei Yu. Alipichev – Olga A. Kalugina –
Zhanbota B. Esmurzaeva – Stella G. Grigoryeva
DOI: 10.18355/XL.2018.11.02.16
Abstract
This paper considers the enhancement of socio-cultural and intercultural skills of EFL
students by means of culture-related extra-curricular events. The purpose of the paper
is to ground theoretically and test experimentally the principles for selecting the
elements of socio-cultural component which are expedient to be included into the
content of foreign languages teaching. Different approaches to develop socio-cultural
and intercultural skills in EFL classrooms are analyzed. The effect of culture-related
extra-curricular events on socio-cultural and intercultural skills development is
presented. The authors highlight didactic characteristics of culture-related extra-
curricular events that can be taken into account for the enhancement of socio-cultural
and intercultural skills. Main characteristics of preparation and carrying out culture-
related extra-curricular events are presented. The example of designing and
implementing of culture-related extra-curricular events into EFL teaching was given.
The authors come to the conclusion that culture-related extra-curricular events result
in the enhancement of the level of language proficiency as well as contribute a lot to
bringing up citizens, intellectually, culturally and multi-culturally developed
professionals with deep awareness of intercultural values.
Key words: socio-cultural and intercultural skills, enhancement, culture-related extra-
curricular events, intercultural values, didactic characteristics
Introduction
The teaching of foreign languages is facing new challenges in the modern conditions
of emerging the global information space. On the one hand, language teaching aims
primarily at developing communications kills in a certain professional sphere, which
involves not only considerable methodological efforts to compile terminology bases,
but also the development and implementation of special training methods that imply
the reproduction of relevant specific features of a certain professional activity. On the
other hand, one of the most urgent tasks is the formation of students' abilities to
extract useful information from professional texts in a foreign language by means of
efficient using appropriate translation strategies, as well as to enable students to
organize their own activities in dealing with foreign-language sources, often in a time-
deficit environment. Today, it is obvious to many teachers and methodologists that it
is not enough for students to have only knowledge and skills in the field of grammar,
vocabulary and stylistics to adequately translate, as well as to understand the
particulars of a specific industry and its processes. The causes of numerous mistakes
in solving study and professional tasks often root from the lack of socio-cultural and
intercultural skills, abilities to plan and organize independent study and research
activities. Students do perceive knowledge, but they do not always know how to apply
it to a specific practical situation working and studying in intercultural environment to
solve specific problems, so practical skills of solving real-life problems have to
develop spontaneously. In our opinion, a successful study of foreign languages is
possible under the following conditions:
• Enhancement of socio-cultural and intercultural skills of EFL students
• Awareness of the practical utility of language knowledge for solving professional
and everyday problems
XLinguae, Volume 11, Issue 2, April 2018, ISSN 1337-8384, eISSN 2453-711X
207
• Gaining experience of successful communication in a foreign language in situations
of study-based communication, including those with foreign students and teachers
• An opportunity to broaden students’ outlook by means of a foreign language and
with respect to the subjects of their interests.
Organizing culture-related extra-curricular events in universities is aimed at
developing future professionals’ socio-cultural and intercultural skills and it gives a
new opportunity for all interested learners to increase their cultural awareness in the
widest sense. Thanks to extra-curricular events held in the English language
university students can receive invaluable practice of communication in English
which will enhance their chances of employability in future and adaptability to
globalizing world. We believe that a socio-cultural component must be included into
university English language course and cultural elements must be taught on a regular
basis. Events organized in the frames of this approach will stimulate students’ interest
in cultural phenomena, creativity, self-actualization and improve their communicative
competences.
Foreign language communicative competence includes linguistic, pragmatic and
socio-cultural components, the latter means ability to interact with people in various
socio-cultural environments. Language teachers are unanimous on the ways of
developing the first two components, but the question of what socio-cultural
competence should include remains open. Though socio-cultural elements can be
found in most modern textbooks, there is a need in selected and systematized
minimum of cultural elements to be mastered while learning a foreign language.
Review of Literature
It is clear that culture as a complex and multifaceted concept can hardly be
assimilated fully by an individual; therefore, reasonable selection of cultural elements
reflecting the culture in all its structural completeness is needed.
The question of what should be included into socio-cultural component has been
studied by many researchers, among them R. Hoggart (1990), C. Kramsch (1997), K.
Risager (2005), M. Cortazzi, L. Jin (2013, 1999), Barker, (2012), Lorinczova, Tomsik
(2017), N. Li, K.V. Pyrkova, T.V. Ryabova (2017), T. Song et al. (2017), J. Birova,
D.G. Vasbieva, A.R. Masalimova (2017), A.V. Kazakov, V.G. Zakirova, J. Birova
(2017), O.N. Golubkova, A.R. Masalimova, J. Birova (2017), S. Wang et al. (2018)
and others. Some maintain that culture as a very complicated and multilateral
phenomenon cannot be mastered by learners in full volume. So, the task of the highest
priority is ground theoretically and test experimentally the principles for selecting
elements of culture which are expedient to be included into the content of foreign
languages teaching.
For selection of such cultural elements we consider appropriate to use a three-
dimensional model of “the cultural space” (Karmin, 2001), which includes three
subsystems: technological culture, spiritual culture, social culture, and, accordingly,
we select elements of culture for formation of the cultural personality in 1) the sphere
of material production; 2) the spiritual and moral sphere; 3) social relations.
N.V. Saienko (2012) offers the following generalized list of subsystems and elements
of culture which should be mastered by students: the sphere of material production
including knowledge of science, technology, law, economy, ecology, etc.; the spiritual
sphere including everyday activities (as a set of customs, rituals, forms of behavior),
philosophy, psychology, arts and literature, religion, ethics, cultural studies, etc.; the
sphere of social relations including political science, sociology, history, language,
communication (including intercultural) and others.
Different approaches are proposed to develop socio-cultural and intercultural skills in
EFL classrooms. Majority of scientists consider an intercultural approach as a means
of enhancement of socio-cultural and intercultural skills of EFL students. “In the
208
intercultural approach, the goal of FL teaching is ‘to accommodate the two worlds in
the learner’s mind…, to sharpen the learners’ awareness of similarities and
differences and help them to come to terms and deal with divergent experiences”
(Neuner, 1997). H. Chia-Lin (2008) suggests that adapting an intercultural approach
in FL learning integrates learners’ local content into communicative activities to both
improve learners’ motivation in learning the language and also train learners as an
intercultural speaker or an ethnographic learner.
Successful international communication is reasonable enough to introduce the
intercultural approach in EFL classrooms (Chlopek, 2008). I. Salamatina and Zh.
Strebkova (2016) investigated the use of socio-cultural approach in developing social
and cultural awareness in FLT. The essence of socio-cultural approach is in teaching
foreign languages as a means of international communication. Socio-cultural
education which is driven by FLT is targeted at of special type of world perception by
the students. It aims at creating an individual who is receptive to the history of
humanity and his own nation, building in him cultural and moral awareness on the
global scale. It also focuses on the development of communication skills and
unraveling the students spiritual potential, teaching about ethically accepted and
legally justifiable forms of social self-expression and discussion.
Although there were numerous studies regarding the development of intercultural
communicative competence which includes socio-cultural and intercultural skills of
EFL students within the English language course (Young et al. 2012; Cetinavci, 2012;
Galante, 2015; Storey, 1993), studies concerning the enhancement of socio-cultural
and intercultural skills of EFL students by means of culture-related extra-curricular
events are rather limited.
Doing research on the role of extracurricular activities in foreign language learning in
University settings A. Reva (2012) examined extracurricular activities in North
America, Canada and Russia, and revealed the fact that in general language-related
ECA affects positively all the aspects of students’ language acquisition. However,
there are some problems with organizing ECA, the: uncertainty about who should be
responsible for this part of language instruction, and lack of spare time due to the busy
schedules of both students and instructors in all countries.
In our study we will make attempts to present the list of culture-related extra-
curricular events to enhance socio-cultural and intercultural skills of EFL students and
work out methodological aspects of culture-related extra-curricular events’
management based on intercultural approach and socio-cultural approach.
Materials and Methods
3.1 Research methods
The following methods have been used in our research: survey data analysis,
evaluation of educational outcomes, systematization and categorization of facts and
concepts.
A wide range of educational organizations (non-linguistic higher schools): Financial
University under the Government of the Russian Federation, Kharkiv National
Automobile and Highway University, Omsk State Agrarian University named after
P.A. Stolypin, Moscow Agricultural Academy named after K.A. Timiryazev, Moscow
Aviation Institute (National Research University) was involved into the study. It
allowed more broadly and objectively to assess the enhancement of socio-cultural and
intercultural skills of EFL students by means of culture-related extra-curricular events.
3.2 Research Stages
The research was conducted in three stages.
The first stage involved: studying previous research; defining the subject matter,
scope and purpose of the research; developing a hypothesis; formulating research
objectives; defining methods appropriate to the purpose and objectives of the study;
identifying research facilities.
XLinguae, Volume 11, Issue 2, April 2018, ISSN 1337-8384, eISSN 2453-711X
209
In the second stage we conducted the survey data analysis to gain an insight into
enhancement of socio-cultural and intercultural skills of EFL students by means of
culture-related extra-curricular events. We selected socio-cultural components and
culture-related extra-curricular events and integrated them into university English
language course.
The third stage included investigation, development and implementation of special
culture-related extra-curricular events that imply the reproduction of relevant specific
features of a certain professional activity and enhance socio-cultural and intercultural
skills of EFL students; systematization and analysis of the results obtained; drawing
conclusions.
Results and Discussion
The purpose of this research paper was enhancement of socio-cultural and
intercultural skills of EFL students by means of culture-related extra-curricular events.
To carry out the research on enhancement of socio-cultural and intercultural skills of
EFL students by means of culture-related extra-curricular events, three research
questions were formulated:
1. What innovative elements enhancing socio-cultural skills in language teaching
should be introduced?
2. What didactic characteristics can be taken into account for the enhancement of
socio-cultural skills in EFL teaching?
3. What are the main stages of designing and implementing of culture-related extra-
curricular events?
4.1. Involvement of students in culture-related extra-curricular events
One of the objectives of university extra-curricular events is intense involvement of
students in various cultural practices in the English language. We attempt to carry out
special events that are supposed to motivate students to learn various aspects of
English: students participate in contests of essays and round tables covering topical
social, economic, political, psychological, ethic issues; brain games that test their
knowledge of culture and stimulate to learn English in all its variety.
Our universities have been introducing certain innovative elements in language
teaching enhancing socio-cultural skills in various forms. Contests, intellectual games,
quizzes, debates, round-tables, annual publication of students’ research works, artistic
initiatives, workshops and conferences for students are organized at the inter-
university and international levels.
Our aim is to create, disseminate and mainstream new approaches to the use of
foreign language study for developing university students’ spirituality, citizenship and
multi-cultural literacy, establishing socio-cultural relations between students and
teachers.
Involving students in a variety of culture-related events in foreign language stimulates
their cultural awareness, civic commitments and artistic initiative as well as develops
their linguistic skills. We try to achieve this by organizing numerous culture-related
events: contests of essays, intellectual games “What? Where? When?”, “brain-rings”,
quizzes, activities stimulating civic commitments among young people (debates,
forums, round-tables); organization of conferences related to the best practices in
language learning; organization of workshops of excellence in to disseminate
experience received in the process of project implementation and its results; issuing
the annual collection of students’ research works and essays.
During the experiment, general didactic characteristics of culture-related events for
the development of socio-cultural and intercultural skills were defined (see table 1).
Table 1: Didactic characteristics of culture-related events
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Culture-related events
Didactic characteristics
Contests of essays
stimulate students’ abilities to state their attitudes,
support their ideas and prove their opinions
Brain-games
reveal the level of participants’ erudition in cultural
issues, motivate to enhance it, sharpen their minds,
involve in competition, encourage winning
Activities stimulating
civic commitments
among young people
provide discussions on various socio-political topics
when each participant’s opinion and any opposing view
will be respected
The students’
conferences
disseminate the results of students’ research works and
projects.
Workshops
share best practices, help teachers reflect on their
professional achievements and skills, provide an
opportunity to assemble and organize their evidence for
appraisal and revalidation; encourage to practice and
learn new skills in teaching foreign languages, offer
new ways in which teachers can reflect on and
articulate their professional values as a teacher or
scholar in language education.
4.2 Main characteristics of preparation and carrying outculture-related extra-
curricular events for socio-cultural and intercultural skills enhancement
As modern experience of foreign languages departments of various universities
(including non-linguistic ones) shows, a wide range of inter-university (including
international) events and activities are very effective means of forming motivation for
studying foreign languages through the development of intercultural and strategic
competences in students. The main advantages of such activities for students are the
following:
an opportunity of distant (including real-time) participation without the need to
organize trips to other cities and countries, which require considerable funding
a possibility to see the best solutions for the same study problems (cases, or tasks)
and analyze the experience of other participants
an opportunity of obtaining recognition from outside experts, professionals and the
student community, and thereby gaining confidence in their ability to work with a
foreign language and form their "language portfolio".
Still explicit are the advantages for the academic staff of foreign language
development (FLD):
methodological and research experience exchange
making professional contacts and extending professional networks with domestic
and international colleagues
capacity building of their FLD by approving and implementing original and
efficient methods in the field of general and professional language teaching.
Financial University under the Government of the Russian Federation, Kharkiv
National Automobile and Highway University, Omsk State Agrarian University
named after P.A. Stolypin, Moscow Agricultural Academy named after K.A.
Timiryazev, Moscow Aviation Institute (National Research University) have
considerable and time-tested experience of cooperation with many universities in
Russia, CIS and European countries. Undergraduate and graduate students, as well as
postgraduates participate in various inter-university and international competitions,
the main types of which include:
contests of essays and other types of academic writing genres
contests for the best translation of professional, technical, mass media materials and
poetry
XLinguae, Volume 11, Issue 2, April 2018, ISSN 1337-8384, eISSN 2453-711X
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on-line dictation in a foreign language (“Total Dictation”)
contests of video clips and presentations in a foreign language (digital story telling)
scientific conferences held in the distant (real-time, or on-line) mode.
Here we consider the main characteristics of preparation and carrying out of an
international contest for the best translation in a real-time on-line mode. The contest
has been organized for a number of years by the Department of Foreign Languages of
Moscow Agricultural Academy named after K.A. Timiryazev in cooperation with
Financial University under the Government of the Russian Federation, Kharkiv
National Automobile and Highway University, Omsk State Agrarian University
named after P.A. Stolypin, Moscow Aviation Institute (National Research University)
with the purpose to enhance socio-cultural and intercultural skills of EFL students,
assessing the participants' level of proficiency in the field of analyzing foreign
language texts and performing their adequate translation, as well as evaluating the
formation of professional pragmatic, strategic and translational competences.
The contest originated as a local event in 1990s, but later on the organizers decided to
extend the borders and attract the maximum possible number of participants by
making the contest international and arranging it in an on-line mode.
Here we will try to clearly identify the main stages of designing and implementing the
translation contest. First of all, we can distinguish two separated but still
interconnected aspects - organizational and methodical ones.
Organizational actions include sending information letters to partner departments
describing the contest procedure. At the first stage (the qualifying round), the
Organizing Committee sends first-stage texts to the partner departments for the
preliminary selection, students (within a specific quota for each partner institution) do
their translations in their home universities in an appropriate format (either in person
in a classroom or at home in an on-line form), only those who get 1-2-3 prizes
proceed to the second stage. Partner departments can add additional creative tasks at
their own discretion. Participants of the first stage (qualifying round), who do not win
prizes, shall get certificates. Winners shall get diplomas of the first stage and shall be
invited to the second stage, which is held online. The first (preliminary selection)
local stage gives an opportunity to attract more participants (and, accordingly, prize-
winners), on the other hand, basing on the analysis results of their mistakes made at
the first stage, students may get the opportunity to analyze their mistakes and prepare
in a better way, and the quality of the second stage outcomes can be increased
significantly. Then the exact date and time of the online stage is reported, when
contest tasks are sent to a specific general mailbox created for the contest with a
password known to all participants. On the day of the contest, the tasks sent to
participants must be done within the strictly specified time period (it can vary
depending on the volume of the translated texts and additional tasks). Completed tasks
are sent by participants to the address of the Organizing Committee of the contest;
while only the members of the organizing committee are authorized to get access to it
(this ensures the confidentiality of information). Files with contest tasks are assigned a
specific code (for example, a numerical coding of the date of birth of a participant).
Responsible persons appointed by the partner departments, produce a separate file
with registration data of participants and their personal codes. Thus, in the process of
checking the contest works, their authors remain unknown, thereby ensuring the
impartiality of the evaluation and increasing the objectivity of results.
The methodological aspect includes the selection of materials for translation and the
elaboration of additional creative tasks. In the first years of the contest we considered
the specific sphere of the future professional activity of our students as the
determining factor when choosing the contest texts. In particular, for students of
technical and technological universities we offered the following thematic areas:
"Main Trends of Economic Development", "Mechanization of Farm / Industrial
212
Production and Current Features of Modern Technology", "Electrification and
Computerization of Industry". However, later on, due to the expansion of the network
of participating universities, including the humanities ones, as well as technical
universities with their narrow training profiles, it was decided to offer some general
problems for all students. Accordingly, the contest topics in different years covered
the following areas: "General State of Modern Industry on the Path to Sustainable
Development", "Future of Science in Modern Society", "Trajectories of Professional
Development of Specialists", "Challenges and Prospects of Modern Education",
"Human Resource Training for Modern Enterprises".
In selecting text material to be translated, the question arises about the selection
principles, or criteria, to be guided. In our opinion, the following principles can be the
leading ones (Ozerova, 2000):
• cognitive simplicity
• authenticity of the information sources used
• typicality for the considered subject area
• professional-pragmatic representativeness of speech resources
• coverage of the range of tasks to be solved
• respect for the specific features of native and foreign language when comparing
speech and grammatical models
• effectiveness as a means of motivation for the forthcoming professional activity.
In our opinion, it is inappropriate to use the texts for reading and discussion from
specialized manuals or foreign textbooks, as well as modern and classical fiction. At
the same time, texts with a rigid preset structure containing special clichés and
professionalisms are not effective enough in terms of their ability to reflect the variety
of translation methods, implement pre-translational text analysis, and choose the
translation register and style. This range includes the following types of texts:
scientific and technical documentation (patents, abstracts, monographs), technical and
technological documentation (standards, technical descriptions for equipment,
instructions for installation and operation, repair manuals, feasibility studies, etc.);
legal and organizational-and-economic documentation and official documents
(contracts, certificates, safety regulations, commercial proposals, contracts, etc.)
Priority, in our opinion, should be given to analytical and scientific-popular texts
(analytical articles, information reviews, etc.), as well as promotional materials,
announcements, press releases, blog materials, in other words – mass media texts that
reflect the general actual problems of our time.
Such texts should reflect all grammatical and lexical phenomena typical for styles and
genres of popular science and professionally oriented communication, as well as the
most frequent terms. The selected texts should be analyzed from linguistic and extra-
linguistic positions - to determine the volume (in printed characters), the logical and
composition structure, and a possibility of attracting relevant illustrative material.
Organizationally, the contest is an independent work of students in translating texts of
up to 3000 characters within a specified time period using only a dictionary.
The structure of the contest task is as follows:
to make the written translation of the proposed text
to suggest options for translating the text title for three target audiences
a) readers of the popular science press, b) the academic community, c) the student
audience
to render the main idea of the proposed text most fully in one sentence in a foreign
language
to write a motivated "answer" to the author of the text, indicating the strengths and
weaknesses of his position and indicating one’s own point of view.
The evaluation of the performed work is carried out with account of the criteria for the
effectiveness of professional activity, which are its quality, productivity and reliability
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213
(Shadrikov, 1982). With regard to translation, these criteria reflect, in our opinion,
respectively:
the translation correctness - the acquisition and proper useof language system-
structural features and norms
the translation fluency - the quality of a foreign language mastery, the ease of
communication
the translation adequacy and optimality - the ability to choose linguistic means and
transform information without distortion, basing on pragmatic characteristics of the
situation and professional tasks to be solved.
Table 2:Criteria for evaluating competitive translation
Criteria
Error Types
Quality
Lexical errors (incorrect translation of terms and set expressions)
Grammatical errors (mistakes in translating the tense and voice marks,
collateral, subjunctive, conditional turns, errors in choosing the meaning of
polysemic words)
Stylistic errors (inconsistency with the required functional style, non-
naturalness of the final text)
Reliability
Violation of logical, cause-and-effect relationships, distortion of meaning,
omission of factual information
Productivity
The volume of the translation made within a specified time period is
estimated (in percentage terms)
Based on the assessment results, a "negative rating" can be calculated and expressed
in "penalty" points, accrued for each error committed of a specific type, and the
smallest negative rating allows identifying the winners in each nomination. Control
and evaluation of the contest tasks according to the adopted criteria is carried out by
the Organizing Committee of the contest with the involvement of experts (teachers of
special departments of Russian Timiryazev State Agrarian University). In accordance
with the contest tasks and the working languages, the winners are identified by the
main language categories. In addition, the winners are awarded with diplomas in
additional nominations for certain skills. The list of nominations is determined, in
particular, by qualitatively fulfilled additional tasks of the contest.
Here are the grounds for awarding additional nominations:
Optimal translation solutions of individual sentences or constructions
Non-standard distinctive translation variants of the text title (for different target
audiences)
The most complete and concise presentation of the main idea of the text in one
sentence in a foreign language
In the University's website, the contest results are freely available: the names of the
winners in each nomination, the best works as well as statistical information (the total
number and geography of participants, the percentage of "rejected" works and the
degree of originality).
In 2015, for the first time, a survey was conducted among the partner departments on
their evaluation of the very idea of the contest, as well as the quality of its preparation
and implementation.
The main ideas to improve the contest included:
increasing and diversifying tasks with increasing the preparation time
organizing communication of the contest participants (groups in social networks, the
contest site) and remote (webinar or videoconference between the winners and
organizers)
offering translation from Russian into a foreign language (as a separate task)
214
selecting text material, proceeding from the principles of universality, functionality,
accessibility, and emphasizing the importance of selecting texts without specific
thematic reference
publishing first-prize translation works, which can allow participants and their
language supervisors analyze and modify the translation of the text and discuss
possible interpreting solutions
finalizing the technical issues of sending the contest tasks, sending out the algorithm
to the participants in advance (or provide an alternate option).
The wide use of such contest-like activities in the study process allow students to
learn to use a foreign language as a means of professionally oriented communication
and solving specific practical socio-cultural problems. Experience shows that students
demonstrate keen interest in such activities and are eager to expand their language
abilities and skills and improve their translation skills.
Conclusion
Thus the extra-curricular events mentioned above, create new opportunities in
teaching and learning English. Thanks to extra-curricular events held in the foreign
language students from our universities receive good practice of communication in the
foreign language which will enhance their chances at their future workplaces all over
the world. Moreover, foreign languages and socio-cultural competences have crucial
importance for students’ ability to take part in future national and international
projects involving mobility or traineeships, and young people who have developed
relevant skills will be much more adaptable to the globalizing world compared to
others who lack similar experiences.
The deliverables of culture-related extra-curricular events, besides enhancing the level
of language proficiency, can contribute a lot to bringing up citizens, intellectually,
culturally and multi-culturally developed professionals with deep awareness of
intercultural values. Our investigations into this area are still ongoing. This research
has thrown up many questions in need of further examination of enhancement of
socio-cultural and intercultural skills of EFL students by means of culture-related
extra-curricular events.
Acknowledgements
1. The work is performed according to the Program of Development of Federal
State-Funded Educational Institution of Higher Education “Financial University under
the Government of the Russian Federation” for 2020.
2. The work is performed according to the Russian Government Program of
Competitive Growth of Kazan Federal University.
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Assoc. Prof. Yevgeniya B. Novikova, PhD
Department of Foreign Languages
Kharkiv National Automobile and Highway University
25 Yaroslav Mudry Str.
61002 Kharkiv
Ukraine
vasilyok@ukr.net
Assoc. Prof. Aleksei Yu. Alipichev, PhD
Foreign Languages Department
Russian State Agrarian University – Moscow Timiryazev Agricultural Academy
Timiryazevskaya Str., 49
127550 Moscow
Russia
al_new2003@mail.ru
Assoc. Prof. Olga A. Kalugina
Department of Foreign Languages
Financial University under the Government of the Russian Federation
Leningradsky prospect 49
125993 Moscow
Russia
kaluginaruc@mail.ru
Assoc. Prof. Zhanbota B. Esmurzaeva, PhD
Department of Foreign Languages
Omsk State Agrarian University n.a. P.A. Stolypin
1 Institutskaya square
644008 Omsk
Russia
yesmurzaeva@mail.ru
