The structure-functional model of development of students' readiness for intercultural communication is presented in this article. The short introductory paragraph is devoted to the definition of university students' readiness to intercultural communication. Then the units of the developed model as well as the content of each unit are analyzed in detail, namely target, theoreticmethodological, organizational, conceptual, technological and result-estimated units. After that the components of development of readiness to intercultural communication are fully described: emotional, cognitive, motivation and value-based, process activity-based. In the following part of this paper the levels of development of students' readiness to intercultural communication are
Short Communication
In the article, the development of intercultural readiness of university students for intercultural communication by using the developed multifunctional model is considered. The definition of intercultural readiness of students, the units of the developed model, as well as the content of each unit are presented in detail. Moreover, the components of development of readiness for intercultural communication are fully described. The aim of this work is to assess both the approaches of the multifunctional model and the pedagogical conditions of development of students' intercultural readiness. The authors analyze the results of technical universities students' survey aimed at finding out the respondents' levels of intercultural readiness.
В статье предлагается детальный анализ метафоры как понятия вторичной номинации с точки зрения отечественных и зарубежных лингвистов. В своем исследовании автор рассматривает метафору в рамках антропоморфной семантики, т.е. не в рамках экспериентализма, а антропоцентризма, ибо антропоцентризм служит суперординатным термином для понятия антропоморфизм.
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