Multicultural aspects of improving students’ discourse (written) competencies (on the example of the English language)
Abstract
AbstractThere are number of ways to improve students’ discourse competences in the period of their learning and research: it is clear that there are some issues that a majority of students face, as written academic discourse is definitely a form of writing unfamiliar to many students. What does it mean? Why should it be important? As a general principle, people who use a language will need not only to communicate orally but in written contexts as well: indeed, these constructions should be built on solid, rigorous foundations. However, learning or studying the case of students’ needs won't be enough without an awareness of multicultural aspects. Initially, it would be necessary to see what is the ‘multicultural’ relating to several varieties of culture or cultural elements which manifest themselves in a multicultural society. Education is the most crucial aspect of these findings: in this view the cultural dimension is also the most important aspect of any acquired language. In order to reach the desired result of learning a target language, the form of writing will, certainly, be a priority. Discourse brings culture with itself, there is no language without culture.The aim of this research is to improve students’ written discourse in an uncomplicated way. It will make reference to experiences observed and used during the teaching of mixed level learners, and experiments with variorum types of methods: writing essays, using technologies and interviews were taken from the students of universities in order to show the requirements for an individual approach. This scientific work will definitely impact on written discourse competence, while also bringing visual outcomes into consideration.