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The article offers a retrospective analysis of the interaction between the language and cogitative activity of the person in the globalization context. The paper addresses the issue of linguistic differences in cross-cultural communication and discusses communicative strategies that could be used to mitigate them. The authors argue that lingua-didactic multicultural education can help remove the main obstacle in the traditional teaching of Russian as a foreign language (RFL) - a “clash of cultures”; and not only can introduce a model of teaching to write, read, and speak in Russian, but can also offer a system of instruction that will allow the students to understand the way Russians think, which surely would make it easier for them to “translate” a text from one culture into another in a non-native “cultural environment” providing a polylingual format for interaction.

About the authors

T T Cherkashina

State University of Management

Russian Language and Cross-Cultural Communication Department

N S Novikova

Peoples’ Friendship University of Russia

Russian Language Department of the Engineering Faculty

T I Sayenko

Nagoya University

Institute of Liberal Arts and Sciences


Copyright (c) 2016 Черкашина Т.Т., Новикова Н.С., Саенко Т.И.

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This work is licensed under a Creative Commons Attribution 4.0 International License.

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