Competencia intercultural en la educación
universitaria: enfoques prácticos para formar
futuros especialistas
Tatiana Zhukova 1
, Varvara Bryndina2
, Svetlana Dronova3
, Irina Klimova4
,
Nina Kozlovtseva5
, Nadezhda Glushkova6
1
Financial University under the Government of the Russian Federation, Moscú, Rusia.
University of Science and Technology «MISIS», Moscú, Rusia.
E-mail: tatianazhu@mail.ru; ORCID: https://orcid.org/0000-0002-2184-4814.
2
Financial University under the Government of the Russian Federation, Moscú, Rusia.
E-mail: varvara.bryndina@mymail.academy; ORCID: https://orcid.org/0009-0006-4873-9850.
3
Financial University under the Government of the Russian Federation, Moscú, Rusia.
E-mail: sydronova@fa.ru; ORCID: https://orcid.org/0000-0002-7487-5091.
4 Financial University under the Government of the Russian Federation, Moscú, Rusia.
E-mail: iiklimova@fa.ru; ORCID: https://orcid.org/0000-0001-5142-1890.
5 Financial University under the Government of the Russian Federation, Moscú, Rusia.
E-mail: nakozlovtseva@fa.ru; ORCID: https://orcid.org/0000-0002-2323-0752.
6 Financial University under the Government of the Russian Federation, Moscú, Rusia, Moscú,
Rusia. E-mail: nmglushkova@fa.ru; ORCID: https://orcid.org/0000-0002-0361-0918.
Resumen. En una era marcada por la rápida globalización y desglobalización, la im-
portancia de la competencia intercultural nunca ha sido tan pronunciada. Este estudio abor-
da la brecha existente entre el conocimiento teórico y la aplicación práctica en el campo de la
comunicación intercultural. Mediante el análisis de los modelos clave propuestos por E. T.
Hall, G. Hofstede y R. Lewis, y utilizando una metodología comparativa, esta investigación
desarrolla tareas prácticas diseñadas para mejorar la competencia intercultural de los futuros
especialistas. Estas tareas se integran en los planes de estudios y se centran en situaciones
reales con las que los estudiantes probablemente se encuentren en entornos profesionales.
Los resultados ponen de relieve la necesidad de mano de obra culturalmente consciente en
diversos campos y demuestran la eficacia de la formación práctica para fomentar el entendi-
miento y la cooperación interculturales. Esta investigación subraya el papel fundamental de
la competencia intercultural en contextos profesionales y sociales, y aboga por su inclusión
en los programas de enseñanza universitaria a fin de preparar a los estudiantes para las com-
plejidades de las interacciones globales.
Palabras clave: modelos de comunicación intercultural, formación de estudiantes, tareas
profesionales, competencia intercultural, enseñanza universitaria.
Recibido: 28/06/2024 ~ Aceptado: 10/10/2024
INTERACCIÓN Y PERSPECTIVA
Revista de Trabajo Social
ISSN 2244-808X ~ Dep. Legal pp 201002Z43506
DOI: https://doi.org/10.5281/zenodo.14031239
Vol. 15 (1): 123 - 138 pp, 2025
universitaria: enfoques prácticos para formar
futuros especialistas
Tatiana Zhukova 1
, Varvara Bryndina2
, Svetlana Dronova3
, Irina Klimova4
,
Nina Kozlovtseva5
, Nadezhda Glushkova6
1
Financial University under the Government of the Russian Federation, Moscú, Rusia.
University of Science and Technology «MISIS», Moscú, Rusia.
E-mail: tatianazhu@mail.ru; ORCID: https://orcid.org/0000-0002-2184-4814.
2
Financial University under the Government of the Russian Federation, Moscú, Rusia.
E-mail: varvara.bryndina@mymail.academy; ORCID: https://orcid.org/0009-0006-4873-9850.
3
Financial University under the Government of the Russian Federation, Moscú, Rusia.
E-mail: sydronova@fa.ru; ORCID: https://orcid.org/0000-0002-7487-5091.
4 Financial University under the Government of the Russian Federation, Moscú, Rusia.
E-mail: iiklimova@fa.ru; ORCID: https://orcid.org/0000-0001-5142-1890.
5 Financial University under the Government of the Russian Federation, Moscú, Rusia.
E-mail: nakozlovtseva@fa.ru; ORCID: https://orcid.org/0000-0002-2323-0752.
6 Financial University under the Government of the Russian Federation, Moscú, Rusia, Moscú,
Rusia. E-mail: nmglushkova@fa.ru; ORCID: https://orcid.org/0000-0002-0361-0918.
Resumen. En una era marcada por la rápida globalización y desglobalización, la im-
portancia de la competencia intercultural nunca ha sido tan pronunciada. Este estudio abor-
da la brecha existente entre el conocimiento teórico y la aplicación práctica en el campo de la
comunicación intercultural. Mediante el análisis de los modelos clave propuestos por E. T.
Hall, G. Hofstede y R. Lewis, y utilizando una metodología comparativa, esta investigación
desarrolla tareas prácticas diseñadas para mejorar la competencia intercultural de los futuros
especialistas. Estas tareas se integran en los planes de estudios y se centran en situaciones
reales con las que los estudiantes probablemente se encuentren en entornos profesionales.
Los resultados ponen de relieve la necesidad de mano de obra culturalmente consciente en
diversos campos y demuestran la eficacia de la formación práctica para fomentar el entendi-
miento y la cooperación interculturales. Esta investigación subraya el papel fundamental de
la competencia intercultural en contextos profesionales y sociales, y aboga por su inclusión
en los programas de enseñanza universitaria a fin de preparar a los estudiantes para las com-
plejidades de las interacciones globales.
Palabras clave: modelos de comunicación intercultural, formación de estudiantes, tareas
profesionales, competencia intercultural, enseñanza universitaria.
Recibido: 28/06/2024 ~ Aceptado: 10/10/2024
INTERACCIÓN Y PERSPECTIVA
Revista de Trabajo Social
ISSN 2244-808X ~ Dep. Legal pp 201002Z43506
DOI: https://doi.org/10.5281/zenodo.14031239
Vol. 15 (1): 123 - 138 pp, 2025
124 Zhukova, Bryndina, Dronova, Klimova, Kozlovtseva, GlushkovaInteracción y P erspectiva. R evista de Trabajo S ocial V ol. 1 5 ( 1 ) : 2 0 2 5
Intercultural competence in university education: practical
approaches to training future specialists
Abstract. In an era marked by rapid globalization and deglobalization, the im-
portance of intercultural competence has never been more pronounced. This study
addresses the gap between theoretical knowledge and practical application in the field
of intercultural communication. By analyzing key models proposed by E. T. Hall, G.
Hofstede, and R. Lewis, and using a comparative methodology, this research develops
practical tasks designed to enhance the intercultural competence of future specialists.
These tasks are integrated into educational curricula, focusing on real-world scenarios
that students are likely to encounter in professional settings. The results highlight the
necessity of culturally aware manpower in various fields and demonstrate the effective-
ness of practical training in fostering intercultural understanding and cooperation.
This research underscores the critical role of intercultural competence in professional
and social contexts, advocating for its inclusion in university education programs to
prepare students for the complexities of global interactions.
Key words: models of intercultural communication, student training, professional tasks,
intercultural competence, university teaching.
INTRODUCTION
Intercultural communication (IC) has been an integral part of human interaction since an-
cient times (Bogoslovskiy et al., 2022; Flerov, 2015). The emergence of international trade and the
development of global transportation systems have significantly accelerated political, cultural, and
economic relationships between countries over the last century. This interconnectedness allows us to
easily access goods and services from both domestic and international suppliers.
Understanding IC is crucial in the context of globalization, which has deepened economic,
cultural, and political ties among countries. Professors Guzikova and Fofanova (2015) define IC as
the interaction between representatives of different cultures. A more detailed definition by Boga-
tikova (2009) describes IC as the direct or indirect exchange of information between representatives
of different linguistic cultures, leading to mutual understanding related to various national cultures.
Globalization, which gained momentum at the end of the 19th century, has significantly im-
pacted IC. According to the Cambridge Dictionary (2019), globalization is the development of
closer economic, cultural, and political relations among countries, facilitated by advancements in
travel and communication. The Industrial Revolution and the advent of railways, airplanes, and cars
increased human mobility and expanded economic activities beyond local communities, creating
global supply chains that integrated labor and markets worldwide.
Despite its benefits, globalization has also brought cultural consequences. The Internet has
created a single global network, leading to changes in cultural views and the borrowing of fashions
and trends, which impact the cultural identity of individual nations. This process has unfavorable
effects, such as the absorption of smaller cultures by larger ones, leading to the emergence of a global
universal culture. This raises concerns about the loss of cultural identity and the erosion of essential
cultural values.
Intercultural competence in university education: practical
approaches to training future specialists
Abstract. In an era marked by rapid globalization and deglobalization, the im-
portance of intercultural competence has never been more pronounced. This study
addresses the gap between theoretical knowledge and practical application in the field
of intercultural communication. By analyzing key models proposed by E. T. Hall, G.
Hofstede, and R. Lewis, and using a comparative methodology, this research develops
practical tasks designed to enhance the intercultural competence of future specialists.
These tasks are integrated into educational curricula, focusing on real-world scenarios
that students are likely to encounter in professional settings. The results highlight the
necessity of culturally aware manpower in various fields and demonstrate the effective-
ness of practical training in fostering intercultural understanding and cooperation.
This research underscores the critical role of intercultural competence in professional
and social contexts, advocating for its inclusion in university education programs to
prepare students for the complexities of global interactions.
Key words: models of intercultural communication, student training, professional tasks,
intercultural competence, university teaching.
INTRODUCTION
Intercultural communication (IC) has been an integral part of human interaction since an-
cient times (Bogoslovskiy et al., 2022; Flerov, 2015). The emergence of international trade and the
development of global transportation systems have significantly accelerated political, cultural, and
economic relationships between countries over the last century. This interconnectedness allows us to
easily access goods and services from both domestic and international suppliers.
Understanding IC is crucial in the context of globalization, which has deepened economic,
cultural, and political ties among countries. Professors Guzikova and Fofanova (2015) define IC as
the interaction between representatives of different cultures. A more detailed definition by Boga-
tikova (2009) describes IC as the direct or indirect exchange of information between representatives
of different linguistic cultures, leading to mutual understanding related to various national cultures.
Globalization, which gained momentum at the end of the 19th century, has significantly im-
pacted IC. According to the Cambridge Dictionary (2019), globalization is the development of
closer economic, cultural, and political relations among countries, facilitated by advancements in
travel and communication. The Industrial Revolution and the advent of railways, airplanes, and cars
increased human mobility and expanded economic activities beyond local communities, creating
global supply chains that integrated labor and markets worldwide.
Despite its benefits, globalization has also brought cultural consequences. The Internet has
created a single global network, leading to changes in cultural views and the borrowing of fashions
and trends, which impact the cultural identity of individual nations. This process has unfavorable
effects, such as the absorption of smaller cultures by larger ones, leading to the emergence of a global
universal culture. This raises concerns about the loss of cultural identity and the erosion of essential
cultural values.
Competencia intercultural en la educación universitaria: enfoques prácticos
para formar futuros especialistas 125Vol. 15(1) enero-marzo 2025/ 123 - 138
Deglobalization, a response to the negative consequences of globalization, emerged in the early
2000s with events like the global financial crisis and protectionist measures by major economies
such as China and the United States (Knyazev, 2022; Omarbakiyev et al., 2023). The coronavirus
crisis of 2020 further deepened deglobalization, highlighting the need for nations to balance global
interdependence with cultural and economic sovereignty. Deglobalization involves diminishing na-
tions’ connections in commerce, trade, and investment, and it often coincides with a rise in nation-
alism and protectionist policies (Wallstreetmojo Team, n.d.).
The sociocultural shift towards protectionist policies reflects a desire to maintain and protect
distinct traditions, languages, and values. Limiting the influence of foreign cultures is seen as a
method to preserve national identity and cultural heritage. This approach promotes domestic pro-
duction and self-sufficiency, encouraging people to value their national inheritance more highly
(Malykh, 2009; Korobova & Balashova, 2016; Alimova et al., 2023).
The focus of intercultural relations has increasingly shifted towards the East, particularly in
Russia, which has expanded its cooperation with Arab and Asian countries (Ponarina, 2010; Pani-
bratsev, 2019; Razumnova & Migaleva, 2019). The growing economic power of China and the
United Arab Emirates has heightened interest in their cultures and languages, leading to an increase
in related educational programs in many European countries (Shamahov & Mezhevich, 2021;
Skubenko, 2017; Voskresensky et al., 2024).
This study aims to address the gap between theoretical knowledge and practical application in
intercultural communication. By analyzing key models proposed by E. T. Hall, G. Hofstede, and
R. Lewis, and implementing these in educational settings, we seek to develop practical tasks that
enhance intercultural competence among future specialists. The objectives are to analyze existing
literature, compare intercultural communication models using a structured framework, and create
professional tasks that reflect cultural differences and can be used in teaching practices.
The relevance of this study lies in the need for culturally aware manpower in various fields.
Intercultural competence is crucial not only in professional spheres but also in everyday interac-
tions. However, this study acknowledges limitations related to the chosen methods and models,
suggesting that further research could explore additional models and methods to provide a more
comprehensive analysis.
METHODS AND MATERIALS
This study employs a mixed-methods research design integrating both qualitative and quanti-
tative approaches. The primary aim was to develop practical tasks that enhance intercultural com-
petence among future specialists by analyzing key intercultural communication models and imple-
menting these in educational settings.
Participants in this study included a diverse group of undergraduate and graduate students
from the Financial University under the Government of the Russian Federation and the University
of Science and Technology “MISIS”. These students were enrolled in courses related to intercultural
communication and were selected to provide a broad perspective on the applicability of the devel-
oped tasks across different academic disciplines.
The first part of the study reviewed existing literature on intercultural communication, focus-
ing on identifying key models and their applications in various contexts. The models of E. T. Hall,
para formar futuros especialistas 125Vol. 15(1) enero-marzo 2025/ 123 - 138
Deglobalization, a response to the negative consequences of globalization, emerged in the early
2000s with events like the global financial crisis and protectionist measures by major economies
such as China and the United States (Knyazev, 2022; Omarbakiyev et al., 2023). The coronavirus
crisis of 2020 further deepened deglobalization, highlighting the need for nations to balance global
interdependence with cultural and economic sovereignty. Deglobalization involves diminishing na-
tions’ connections in commerce, trade, and investment, and it often coincides with a rise in nation-
alism and protectionist policies (Wallstreetmojo Team, n.d.).
The sociocultural shift towards protectionist policies reflects a desire to maintain and protect
distinct traditions, languages, and values. Limiting the influence of foreign cultures is seen as a
method to preserve national identity and cultural heritage. This approach promotes domestic pro-
duction and self-sufficiency, encouraging people to value their national inheritance more highly
(Malykh, 2009; Korobova & Balashova, 2016; Alimova et al., 2023).
The focus of intercultural relations has increasingly shifted towards the East, particularly in
Russia, which has expanded its cooperation with Arab and Asian countries (Ponarina, 2010; Pani-
bratsev, 2019; Razumnova & Migaleva, 2019). The growing economic power of China and the
United Arab Emirates has heightened interest in their cultures and languages, leading to an increase
in related educational programs in many European countries (Shamahov & Mezhevich, 2021;
Skubenko, 2017; Voskresensky et al., 2024).
This study aims to address the gap between theoretical knowledge and practical application in
intercultural communication. By analyzing key models proposed by E. T. Hall, G. Hofstede, and
R. Lewis, and implementing these in educational settings, we seek to develop practical tasks that
enhance intercultural competence among future specialists. The objectives are to analyze existing
literature, compare intercultural communication models using a structured framework, and create
professional tasks that reflect cultural differences and can be used in teaching practices.
The relevance of this study lies in the need for culturally aware manpower in various fields.
Intercultural competence is crucial not only in professional spheres but also in everyday interac-
tions. However, this study acknowledges limitations related to the chosen methods and models,
suggesting that further research could explore additional models and methods to provide a more
comprehensive analysis.
METHODS AND MATERIALS
This study employs a mixed-methods research design integrating both qualitative and quanti-
tative approaches. The primary aim was to develop practical tasks that enhance intercultural com-
petence among future specialists by analyzing key intercultural communication models and imple-
menting these in educational settings.
Participants in this study included a diverse group of undergraduate and graduate students
from the Financial University under the Government of the Russian Federation and the University
of Science and Technology “MISIS”. These students were enrolled in courses related to intercultural
communication and were selected to provide a broad perspective on the applicability of the devel-
oped tasks across different academic disciplines.
The first part of the study reviewed existing literature on intercultural communication, focus-
ing on identifying key models and their applications in various contexts. The models of E. T. Hall,
126 Zhukova, Bryndina, Dronova, Klimova, Kozlovtseva, GlushkovaInteracción y P erspectiva. R evista de Trabajo S ocial V ol. 1 5 ( 1 ) : 2 0 2 5
G. Hofstede, and R. Lewis were compared using a structured framework that categorized their ele-
ments into general, specific, and distinct features. The “general” aspect consists of cultural dimen-
sions present in all models, the “specific” aspect includes cultural dimensions inherent to only one
model, and the “distinct” aspect captures each author’s unique perspective on cultural differences.
This analysis was aimed at understanding the strengths and limitations of each model. This
methodology of comparing and finding general, specific and unique features of a phenomena or
objects is used as a tool to analyze their similarities and differences (Aliboeva, 2022).
Based on the insights gained from the comparative analysis, a series of professional tasks were
developed. These tasks were designed to simulate real-world intercultural communication scenarios
and were integrated into the curriculum of relevant courses.
The tasks were implemented in classroom settings, and students were asked to complete them
as part of their coursework. Following the implementation, feedback was collected through surveys
and focus group discussions to assess the tasks’ impact on students’ intercultural competence.
The feedback from students was analyzed qualitatively to identify common themes and in-
sights regarding the effectiveness of the tasks. This involved coding responses and categorizing them
into key themes related to intercultural competence.
Where applicable, quantitative data such as the number of students successfully completing
the tasks and their scores were analyzed to measure the tasks’ effectiveness.
This study adhered to ethical guidelines by ensuring voluntary participation, obtaining in-
formed consent from all participants, and maintaining confidentiality. The study was approved by
the institutional review boards of the Financial University under the Government of the Russian
Federation and the University of Science and Technology “MISIS”.
RESULTS AND DISCUSSION
Comparative analysis of cross-cultural communication models
The results of the comparative analysis of selected cross-cultural communication models pre-
sented in the Table 1.
R. Lewis’s model is rather simplified and explains the differences in cultures mainly in the con-
text of the structuring of working time and other activities. Whereas E. T. Hall’s and G. Hofstede’s
models are more detailed and touch upon larger range of cultural characteristics of different nations.
Such are the preliminary conclusions concerning the distinctive features of each model. In the
next part of our research, we will examine in detail the discussed models of IC proposed by E. Hall,
G. Hofstede and R. Lewis. Nowadays they form the basis of scientific knowledge about cultural
diversification and are widely used in cultural research and studying programs across the world.
For the first time the term “intercultural communication” was introduced in the middle of the
XX century by American cultural anthropologist and founder of IC as a discipline E. T. Hall (Rog-
ers et al., 2002: 3). By IC he considered the exchange of information between representatives of
different languages and cultures. Additionally, it is a negotiated grasp of the significance of human
experiences in various social systems and communities. E. T. Hall inferred: “Culture is communica-
tion and communication is culture” (Rogers et al., 2002: 7).
G. Hofstede, and R. Lewis were compared using a structured framework that categorized their ele-
ments into general, specific, and distinct features. The “general” aspect consists of cultural dimen-
sions present in all models, the “specific” aspect includes cultural dimensions inherent to only one
model, and the “distinct” aspect captures each author’s unique perspective on cultural differences.
This analysis was aimed at understanding the strengths and limitations of each model. This
methodology of comparing and finding general, specific and unique features of a phenomena or
objects is used as a tool to analyze their similarities and differences (Aliboeva, 2022).
Based on the insights gained from the comparative analysis, a series of professional tasks were
developed. These tasks were designed to simulate real-world intercultural communication scenarios
and were integrated into the curriculum of relevant courses.
The tasks were implemented in classroom settings, and students were asked to complete them
as part of their coursework. Following the implementation, feedback was collected through surveys
and focus group discussions to assess the tasks’ impact on students’ intercultural competence.
The feedback from students was analyzed qualitatively to identify common themes and in-
sights regarding the effectiveness of the tasks. This involved coding responses and categorizing them
into key themes related to intercultural competence.
Where applicable, quantitative data such as the number of students successfully completing
the tasks and their scores were analyzed to measure the tasks’ effectiveness.
This study adhered to ethical guidelines by ensuring voluntary participation, obtaining in-
formed consent from all participants, and maintaining confidentiality. The study was approved by
the institutional review boards of the Financial University under the Government of the Russian
Federation and the University of Science and Technology “MISIS”.
RESULTS AND DISCUSSION
Comparative analysis of cross-cultural communication models
The results of the comparative analysis of selected cross-cultural communication models pre-
sented in the Table 1.
R. Lewis’s model is rather simplified and explains the differences in cultures mainly in the con-
text of the structuring of working time and other activities. Whereas E. T. Hall’s and G. Hofstede’s
models are more detailed and touch upon larger range of cultural characteristics of different nations.
Such are the preliminary conclusions concerning the distinctive features of each model. In the
next part of our research, we will examine in detail the discussed models of IC proposed by E. Hall,
G. Hofstede and R. Lewis. Nowadays they form the basis of scientific knowledge about cultural
diversification and are widely used in cultural research and studying programs across the world.
For the first time the term “intercultural communication” was introduced in the middle of the
XX century by American cultural anthropologist and founder of IC as a discipline E. T. Hall (Rog-
ers et al., 2002: 3). By IC he considered the exchange of information between representatives of
different languages and cultures. Additionally, it is a negotiated grasp of the significance of human
experiences in various social systems and communities. E. T. Hall inferred: “Culture is communica-
tion and communication is culture” (Rogers et al., 2002: 7).
Competencia intercultural en la educación universitaria: enfoques prácticos
para formar futuros especialistas 127Vol. 15(1) enero-marzo 2025/ 123 - 138
TABLE 1. Comparative analysis of selected cross-cultural communication models
Features
of model
E. T. Hall’s
communicative model
of culture
G. Hofstede’s
parametric model
of culture
R. Lewis’s model
of culture
General E. T. Hall’s model is similar
to models by other authors
as time is one of the most
important factors causing
cultural diversification.
According to E. T. Hall
cultures are divided
into monochrome and
polychronic in terms of time
aspect. In G. Hofstede’s
model time facet is
reflected in the “uncertainty
avoidance” dimension.
Finally, R. Lewis’s model
include one’s perception of
time and other components
of reality by people of
different cultures.
G. Hofstede’s model,
as already mentioned,
correlates with other
models in terms of time. In
addition, the “uncertainty
avoidance” dimension is
partially reflected in E. T.
Hall’s “context orientation”
one.
R. Lewis’s model, as we have
mentioned above, include
the perception of time as a
distinctive cultural feature.
Moreover, E.T. Hall’s division
of cultures into monochronic
and polychronic is practically
the same as R. Lewis’s linear-
active and multi-active division
Specific The model differs from
other ones by the presence
of “space” and “information
flow” dimensions. G.
Hofstede’s and R. Lewis’s
models do not include the
perception of such kind of
factors.
G. Hofstede is the only
one who devised “indi-
vidualism/collectivism”
and “femininity/masculin-
ity” cultural element. E. T.
Hall’s and R. Lewis’s mod-
els do not include such as-
pect of analyses.
Despite sharing some
similarities with other models
in terms of time perception;
however, R. Lewis’s model has
a third, distinctive parameter as
a reactive type of culture.
Distinct E. T. Hall’s model of
culture is focused on the
perception of reality by a
person, such as time, space
and information. Cultural
difference according
to E. T. Hall manifests
itself through this kind
of factors, which does
not correlate with other
models.
G. Hofstede’s model
and cultural dimensions
that he identified are
focused on the nature of
the relationship between
individuals, between an
individual and society.
His parametric model
reflects cultural diversity
through human relations
at work, in family and in
a society itself.
R. Lewis’s model is unique in
its structure because, unlike
E. T. Hall’s and G. Hofstede’s
models, which include four
cultural dimensions, it does not
highlight any specific parameters
of comparison and divides all
cultures just into three types.
This cultural model is rather
simplified and explains the
differences in cultures mainly in
the context of the structuring of
working time and other activities.
Whereas E. T. Hall’s and G.
Hofstede’s models are more
detailed and touch upon larger
range of cultural characteristics of
different nations.
para formar futuros especialistas 127Vol. 15(1) enero-marzo 2025/ 123 - 138
TABLE 1. Comparative analysis of selected cross-cultural communication models
Features
of model
E. T. Hall’s
communicative model
of culture
G. Hofstede’s
parametric model
of culture
R. Lewis’s model
of culture
General E. T. Hall’s model is similar
to models by other authors
as time is one of the most
important factors causing
cultural diversification.
According to E. T. Hall
cultures are divided
into monochrome and
polychronic in terms of time
aspect. In G. Hofstede’s
model time facet is
reflected in the “uncertainty
avoidance” dimension.
Finally, R. Lewis’s model
include one’s perception of
time and other components
of reality by people of
different cultures.
G. Hofstede’s model,
as already mentioned,
correlates with other
models in terms of time. In
addition, the “uncertainty
avoidance” dimension is
partially reflected in E. T.
Hall’s “context orientation”
one.
R. Lewis’s model, as we have
mentioned above, include
the perception of time as a
distinctive cultural feature.
Moreover, E.T. Hall’s division
of cultures into monochronic
and polychronic is practically
the same as R. Lewis’s linear-
active and multi-active division
Specific The model differs from
other ones by the presence
of “space” and “information
flow” dimensions. G.
Hofstede’s and R. Lewis’s
models do not include the
perception of such kind of
factors.
G. Hofstede is the only
one who devised “indi-
vidualism/collectivism”
and “femininity/masculin-
ity” cultural element. E. T.
Hall’s and R. Lewis’s mod-
els do not include such as-
pect of analyses.
Despite sharing some
similarities with other models
in terms of time perception;
however, R. Lewis’s model has
a third, distinctive parameter as
a reactive type of culture.
Distinct E. T. Hall’s model of
culture is focused on the
perception of reality by a
person, such as time, space
and information. Cultural
difference according
to E. T. Hall manifests
itself through this kind
of factors, which does
not correlate with other
models.
G. Hofstede’s model
and cultural dimensions
that he identified are
focused on the nature of
the relationship between
individuals, between an
individual and society.
His parametric model
reflects cultural diversity
through human relations
at work, in family and in
a society itself.
R. Lewis’s model is unique in
its structure because, unlike
E. T. Hall’s and G. Hofstede’s
models, which include four
cultural dimensions, it does not
highlight any specific parameters
of comparison and divides all
cultures just into three types.
This cultural model is rather
simplified and explains the
differences in cultures mainly in
the context of the structuring of
working time and other activities.
Whereas E. T. Hall’s and G.
Hofstede’s models are more
detailed and touch upon larger
range of cultural characteristics of
different nations.
128 Zhukova, Bryndina, Dronova, Klimova, Kozlovtseva, GlushkovaInteracción y P erspectiva. R evista de Trabajo S ocial V ol. 1 5 ( 1 ) : 2 0 2 5
Further development of his ideas about the relationship between culture and communication
led E. T. Hall concluded that there is a need to teach culture. With this purpose he came up the
concept of communicative model of culture (Kulikova, 2011). E. T. Hall identified four main di-
mensions affecting the process of cross-cultural communication. They are as follows: time, context,
space and information flows.
Now let us look more specifically at these aspects. In terms of time, the anthropologist di-
vided cultures into monochronic and polychronic (Hall & Hall, 1990: 19). People in cultures with
monochromatic orientation see time linearly and prefer to carry out their tasks one by one without
combining them. Whereas in polychromatic cultures time is viewed in more vague way. Representa-
tives of such kind of culture tend to do many things simultaneously.
Context orientation involves dividing cultures into high-context and low-context (Schoen,
2015: 2). The first type is characterized by the much presence of non-verbal signals and unwritten
rules, communication is held as a clear flow of information that does not deviate from the main
topic and purpose of interaction. People of such kind of culture are deeply rooted in ideologies, be-
liefs and traditions. In countries of the second type communication tend to be very straightforward
and apparent, the dialog tends to be held in more relaxed way.
Speaking about the space orientation, E. T. Hall means different personal space or “territo-
ry” needed for comfortable communication. Everybody is encircled by an imperceptible bubble
of space, which varies in size depending on cultural traits. People get anxious or hostile when this
bubble is altered by the presence of too many or too few other people in it (Hall & Hall, 1990: 11).
The exact size of this space is determined by many factors, such as cultural background, communica-
tive situation and emotional state of a person.
Finally, yet importantly cultural dimension that we are to mention is the information flow or
speed of the communicative situation (Schoen, 2015: 4). It deals with the way how fast informa-
tion is reported by the speaker and by which complexity it is received by the recipient. This aspect
is closely related to the trust and confidence while speaking with a stranger. The fact is that in some
cultures it is quite easy for people to strike up a dialogue with a little-known person. However, this
conversation will not be deep and get personal. As we know Americans are very outgoing and eas-
ily can get into a contact, but it’s really difficult to penetrate their inner feelings and thoughts. The
French, in contrary, are more reserved, it is much harder to enter into a dialogue with them, because
it is needed to gain their trust at first. Nevertheless, as soon as one succeed in it, they will open up
completely.
Another way of classifying cultural dimensions influencing the interaction of cultures has been
proposed by Dutch sociologist G. Hofstede. His parametric model, like E. T. Hall’s one, is based on
four dimensions, namely power distance, collectivism/individualism, femininity/masculinity, and
uncertainty avoidance (Kulikova, 2011). Now we are going to look closely at each of them.
The first dimension, power distance, examines how people relate to the varied degrees
of social inequality that exist in every nation. G. Hofstede characterized this component of
cultural diversity at the level of subordinates’ acceptance of the unequal allocation of authority
in different social institutions within a state. There are cultures with low and high-power dis-
tances, according to G. Hofstede. In cultures of the first type superiors and inferiors commu-
nicate in a less formal, freer manner. In such societies a subordinate has the right to disagree
with the boss’s perspective or choice, whereas the senior is always open to communication.
Further development of his ideas about the relationship between culture and communication
led E. T. Hall concluded that there is a need to teach culture. With this purpose he came up the
concept of communicative model of culture (Kulikova, 2011). E. T. Hall identified four main di-
mensions affecting the process of cross-cultural communication. They are as follows: time, context,
space and information flows.
Now let us look more specifically at these aspects. In terms of time, the anthropologist di-
vided cultures into monochronic and polychronic (Hall & Hall, 1990: 19). People in cultures with
monochromatic orientation see time linearly and prefer to carry out their tasks one by one without
combining them. Whereas in polychromatic cultures time is viewed in more vague way. Representa-
tives of such kind of culture tend to do many things simultaneously.
Context orientation involves dividing cultures into high-context and low-context (Schoen,
2015: 2). The first type is characterized by the much presence of non-verbal signals and unwritten
rules, communication is held as a clear flow of information that does not deviate from the main
topic and purpose of interaction. People of such kind of culture are deeply rooted in ideologies, be-
liefs and traditions. In countries of the second type communication tend to be very straightforward
and apparent, the dialog tends to be held in more relaxed way.
Speaking about the space orientation, E. T. Hall means different personal space or “territo-
ry” needed for comfortable communication. Everybody is encircled by an imperceptible bubble
of space, which varies in size depending on cultural traits. People get anxious or hostile when this
bubble is altered by the presence of too many or too few other people in it (Hall & Hall, 1990: 11).
The exact size of this space is determined by many factors, such as cultural background, communica-
tive situation and emotional state of a person.
Finally, yet importantly cultural dimension that we are to mention is the information flow or
speed of the communicative situation (Schoen, 2015: 4). It deals with the way how fast informa-
tion is reported by the speaker and by which complexity it is received by the recipient. This aspect
is closely related to the trust and confidence while speaking with a stranger. The fact is that in some
cultures it is quite easy for people to strike up a dialogue with a little-known person. However, this
conversation will not be deep and get personal. As we know Americans are very outgoing and eas-
ily can get into a contact, but it’s really difficult to penetrate their inner feelings and thoughts. The
French, in contrary, are more reserved, it is much harder to enter into a dialogue with them, because
it is needed to gain their trust at first. Nevertheless, as soon as one succeed in it, they will open up
completely.
Another way of classifying cultural dimensions influencing the interaction of cultures has been
proposed by Dutch sociologist G. Hofstede. His parametric model, like E. T. Hall’s one, is based on
four dimensions, namely power distance, collectivism/individualism, femininity/masculinity, and
uncertainty avoidance (Kulikova, 2011). Now we are going to look closely at each of them.
The first dimension, power distance, examines how people relate to the varied degrees
of social inequality that exist in every nation. G. Hofstede characterized this component of
cultural diversity at the level of subordinates’ acceptance of the unequal allocation of authority
in different social institutions within a state. There are cultures with low and high-power dis-
tances, according to G. Hofstede. In cultures of the first type superiors and inferiors commu-
nicate in a less formal, freer manner. In such societies a subordinate has the right to disagree
with the boss’s perspective or choice, whereas the senior is always open to communication.
Competencia intercultural en la educación universitaria: enfoques prácticos
para formar futuros especialistas 129Vol. 15(1) enero-marzo 2025/ 123 - 138
All contradictions are resolved through constructive conversations, in which all participants
are willing to make concessions if necessary. By contrast, in cultures of high-power distance
there is a strict social hierarchy which determines the way of communication between lower
and higher status members of society (Naumenko & Morozova, 2018: 145). Hence, an au-
thoritarian or patriarchal management style is adopted. Additionally, it has to be said that
power distance can be observed not only in work relationships, but also in family ones. Thus,
in cultures of high-power distance type a child is supposed to obey their older relatives and
respect their opinions whatever they are, while in low power distance cultures a child is given
more freedom of expressing his own wish.
The second dimension which is individualism/collectivism examines whose interests are most
important to a person, their own or the groups. In the collectivistic societies interests of a group are
put higher than ones of individual (Kulikova, 2011). Children of such kind of culture are raised
with the focus on mutual help and benefit for all members of a society. In contrary, in an individual-
istic society interests and goals of any individual prevail on those of entire community. Accordingly,
the influence of the group on an individual is minimal. After comparing the indicators of two cul-
tural characteristics (power distance and individualism/collectivism), G. Hofstede discovered that
they are inversely connected. By this it is implied that countries with a large power distance are likely
to have collectivist cultures, while countries with a short power distance tend to have individualistic
cultures.
As for the third dimension which is femininity/masculinity it is tied with the manifestation of
traditionally male of female patterns of behavior by members of a nation (Naumenko & Morozova,
2018; Hernández García de Velazco et al., 2022). In societies of masculine nature competition,
achievements and material welfare are considered the leading community’s values. The level of sex
differentiation is high there, so men are aimed at moving up the social ladder, while women have to
be modest and sensitive, creating comfort in the house and raising children. In female-type cultures,
on the contrary, people value family and human relations more than their social status. The differ-
entiation of sexes in this kind of culture is quite blurred, so men and women perform approximately
the same social roles.
The last dimension devised by G. Hofstede which is uncertainty avoidance examines
the degree of people’s anxiousness about unclear or unexpected situations (Kulikova, 2011).
Countries with a high tolerance for uncertainty are those in which unexpected events and situ-
ations are viewed as usual and so their behavior depends on specific conditions. Written laws
and regulations are not considered obligatory in countries with a high tolerance for ambiguity.
Differently, in cultures with a low tolerance for unpredictability unexpected situations induce
emotional distress and discomfort. Following laws, codified rules, and regulations is essential
here; thus, it helps people avoid as many accidents as possible. Within the framework, their
communicative behavior is defined as persistent, active, time is viewed as a resource, yet they
are conservative and restless.
The third model introduced by R. Lewis divide cultures of three types: linear-active, multi-ac-
tive and reactive (Seluzhytskaya, 2019: 135). It is natural for linear-active cultures to organize their
activities in a clear sequence, performing one action after another. Combining clear goal setting and
rational time consumption is considered as a key to success here.
para formar futuros especialistas 129Vol. 15(1) enero-marzo 2025/ 123 - 138
All contradictions are resolved through constructive conversations, in which all participants
are willing to make concessions if necessary. By contrast, in cultures of high-power distance
there is a strict social hierarchy which determines the way of communication between lower
and higher status members of society (Naumenko & Morozova, 2018: 145). Hence, an au-
thoritarian or patriarchal management style is adopted. Additionally, it has to be said that
power distance can be observed not only in work relationships, but also in family ones. Thus,
in cultures of high-power distance type a child is supposed to obey their older relatives and
respect their opinions whatever they are, while in low power distance cultures a child is given
more freedom of expressing his own wish.
The second dimension which is individualism/collectivism examines whose interests are most
important to a person, their own or the groups. In the collectivistic societies interests of a group are
put higher than ones of individual (Kulikova, 2011). Children of such kind of culture are raised
with the focus on mutual help and benefit for all members of a society. In contrary, in an individual-
istic society interests and goals of any individual prevail on those of entire community. Accordingly,
the influence of the group on an individual is minimal. After comparing the indicators of two cul-
tural characteristics (power distance and individualism/collectivism), G. Hofstede discovered that
they are inversely connected. By this it is implied that countries with a large power distance are likely
to have collectivist cultures, while countries with a short power distance tend to have individualistic
cultures.
As for the third dimension which is femininity/masculinity it is tied with the manifestation of
traditionally male of female patterns of behavior by members of a nation (Naumenko & Morozova,
2018; Hernández García de Velazco et al., 2022). In societies of masculine nature competition,
achievements and material welfare are considered the leading community’s values. The level of sex
differentiation is high there, so men are aimed at moving up the social ladder, while women have to
be modest and sensitive, creating comfort in the house and raising children. In female-type cultures,
on the contrary, people value family and human relations more than their social status. The differ-
entiation of sexes in this kind of culture is quite blurred, so men and women perform approximately
the same social roles.
The last dimension devised by G. Hofstede which is uncertainty avoidance examines
the degree of people’s anxiousness about unclear or unexpected situations (Kulikova, 2011).
Countries with a high tolerance for uncertainty are those in which unexpected events and situ-
ations are viewed as usual and so their behavior depends on specific conditions. Written laws
and regulations are not considered obligatory in countries with a high tolerance for ambiguity.
Differently, in cultures with a low tolerance for unpredictability unexpected situations induce
emotional distress and discomfort. Following laws, codified rules, and regulations is essential
here; thus, it helps people avoid as many accidents as possible. Within the framework, their
communicative behavior is defined as persistent, active, time is viewed as a resource, yet they
are conservative and restless.
The third model introduced by R. Lewis divide cultures of three types: linear-active, multi-ac-
tive and reactive (Seluzhytskaya, 2019: 135). It is natural for linear-active cultures to organize their
activities in a clear sequence, performing one action after another. Combining clear goal setting and
rational time consumption is considered as a key to success here.
130 Zhukova, Bryndina, Dronova, Klimova, Kozlovtseva, GlushkovaInteracción y P erspectiva. R evista de Trabajo S ocial V ol. 1 5 ( 1 ) : 2 0 2 5
In contrast, representatives of multi-active cultures tend to perform many actions at a time and
often they do not complete them. People of such kind of prioritize the order of their activities not
according to the degree of its importance in relation to the schedule, but according to the degree of
its attractiveness at exact moment of time. Interpersonal relationships are of greater value for them
than completing pre-planned tasks.
The third type of culture that is reactive can be described as one where politeness and respect
are the most important factors. People of such type of culture prefer to listen their opponent first
and only after it they gently give their response. The main type of communication there is a mono-
log, while in cultures of the first two types it is a dialog. However, individuals of reactive kind are
likely to discuss many things at a time. It is also very important to mention that reactive cultures are
deeply rooted in traditions and beliefs. Establishing trust, honoring traditions, and building rela-
tionships seem to be the most important things to people, so time in such cultures is seen as infinite;
thus, rushing it would be considered as a sign of ignorance.
We can now summarize our theoretical research by saying that models that we described are
all valuable in case of intercultural awareness. The interaction of essential cultural factors such as
values, regulations, attitudes, and language codes lies in the center of cross-cultural dialogue. Paying
attention to the heritage and national features of representatives from other cultures can help us to
foresee and calculate the way they act in society and business. Practical knowledge of the funda-
mental characteristics of other cultures will reduce uncomfortable situations during conversation,
provide the essential comprehension, and enable one to overcome communication challenges with
representatives of other cultures.
Practical assignments for teaching intercultural communication
As it was mentioned above in the present educational practice, there are not so many assign-
ments, the purpose of which is the development of knowledge about other cultures. One of such
disciplines is clearly “Fundamentals of Intercultural Communication”. This discipline is a basic one
in the curricula - the classes offer a lot of tasks for comparing cultures.
Below we provide some examples of professional tasks that are used in the process of teaching
the discipline “Fundamentals of Intercultural Communication” and “Practical Course of Spanish as
a Second Foreign Language”, the purpose of which is to familiarize with the models of intercultural
communication presented above.
It is a common knowledge, that the goal of any educational process and training of competent
personnel is the formation of such professional competence that it would allow a specialist to solve
various groups of professional problems and tasks.
Within the framework of the discipline “Theory and Practice of Intercultural Communica-
tion”, which is aimed at developing cultural and communicative competence, students can also be
offered to find a solution to different practical cases.
To work out theoretical material on models of IC and acquire increased intercultural compe-
tence of manpower, we can propose the following professional tasks (Table 2).
In contrast, representatives of multi-active cultures tend to perform many actions at a time and
often they do not complete them. People of such kind of prioritize the order of their activities not
according to the degree of its importance in relation to the schedule, but according to the degree of
its attractiveness at exact moment of time. Interpersonal relationships are of greater value for them
than completing pre-planned tasks.
The third type of culture that is reactive can be described as one where politeness and respect
are the most important factors. People of such type of culture prefer to listen their opponent first
and only after it they gently give their response. The main type of communication there is a mono-
log, while in cultures of the first two types it is a dialog. However, individuals of reactive kind are
likely to discuss many things at a time. It is also very important to mention that reactive cultures are
deeply rooted in traditions and beliefs. Establishing trust, honoring traditions, and building rela-
tionships seem to be the most important things to people, so time in such cultures is seen as infinite;
thus, rushing it would be considered as a sign of ignorance.
We can now summarize our theoretical research by saying that models that we described are
all valuable in case of intercultural awareness. The interaction of essential cultural factors such as
values, regulations, attitudes, and language codes lies in the center of cross-cultural dialogue. Paying
attention to the heritage and national features of representatives from other cultures can help us to
foresee and calculate the way they act in society and business. Practical knowledge of the funda-
mental characteristics of other cultures will reduce uncomfortable situations during conversation,
provide the essential comprehension, and enable one to overcome communication challenges with
representatives of other cultures.
Practical assignments for teaching intercultural communication
As it was mentioned above in the present educational practice, there are not so many assign-
ments, the purpose of which is the development of knowledge about other cultures. One of such
disciplines is clearly “Fundamentals of Intercultural Communication”. This discipline is a basic one
in the curricula - the classes offer a lot of tasks for comparing cultures.
Below we provide some examples of professional tasks that are used in the process of teaching
the discipline “Fundamentals of Intercultural Communication” and “Practical Course of Spanish as
a Second Foreign Language”, the purpose of which is to familiarize with the models of intercultural
communication presented above.
It is a common knowledge, that the goal of any educational process and training of competent
personnel is the formation of such professional competence that it would allow a specialist to solve
various groups of professional problems and tasks.
Within the framework of the discipline “Theory and Practice of Intercultural Communica-
tion”, which is aimed at developing cultural and communicative competence, students can also be
offered to find a solution to different practical cases.
To work out theoretical material on models of IC and acquire increased intercultural compe-
tence of manpower, we can propose the following professional tasks (Table 2).
Competencia intercultural en la educación universitaria: enfoques prácticos
para formar futuros especialistas 131Vol. 15(1) enero-marzo 2025/ 123 - 138
TABLE 2. Professional tasks for enhancing intercultural competence
and understanding IC model
Task structure Task 1 Task 2
Generalized
formulation
of the
problem
In large international corporations,
cross-cultural teams are quite often
formed to carry out joint projects. The
urgent question is how to solve the
inevitable problems of language, social
and psychological nature?
Modern society requires manpower capable
of intercultural interaction. Observations
show that today more and more problems
arise when working with migrants. To
maintain a peaceful and calm environment
within the team or organization, there is a
need to find solutions to overcome cultural
and language barriers in communication.
Key task Describe what culturally determined
difficulties may arise during the
interaction of members of an
international group? What solutions can
you propose to eliminate them?
Give your idea of what a successful intercul-
tural interaction should be like.
Context for
solving the
problem
A large German company specializing
in the production of engine oils chose
to develop a new product to attract the
consumers’ attention. With this purpose,
it was decided to unite employees
of Swedish, Russian and German
subsidiaries of the company into a single
project group. At the first interaction
between the participants, the presence
of linguistic, cultural and psychological
difficulties became obvious.
Imagine that you are a young unexperienced
schoolteacher who has recently graduated
from university and has come to his first
job in an American public school. There
are several children in your class who come
from other countries, mainly from India and
Italy. They are often the object of mockery
for their classmates; everyone avoids them.
Due to misunderstanding and bullying
from peers in the class, these children have
poor academic performance in all subjects.
Tasks that
will lead
to a solution
Describe the cultures of Germany,
Sweden and Russia according to three
models of IC (E. T. Hall, G. Hofstede,
R. Lewis).
Collect information about the
characteristics of business cultures of
Germany, Sweden and Russia.
Compare your findings and identify
where difficulties and misunderstandings
may arise.
Develop measures to overcome various
communication barriers and increase
mutual understanding within the group.
Describe American, Italian and Indian
cultures according to models of IC
communication introduced by E. T. Hall,
G. Hofstede, R. Lewis.
Conduct a comparative analysis of cultures
and find out where the difficulties in
interaction may occur.
Consider ways to improve your intercultural
competence as a teacher.
Suggest your options for solving the problem
of non-acceptance of migrants in class.
What can you, as a teacher, do to defuse the
situation in an international classroom?
para formar futuros especialistas 131Vol. 15(1) enero-marzo 2025/ 123 - 138
TABLE 2. Professional tasks for enhancing intercultural competence
and understanding IC model
Task structure Task 1 Task 2
Generalized
formulation
of the
problem
In large international corporations,
cross-cultural teams are quite often
formed to carry out joint projects. The
urgent question is how to solve the
inevitable problems of language, social
and psychological nature?
Modern society requires manpower capable
of intercultural interaction. Observations
show that today more and more problems
arise when working with migrants. To
maintain a peaceful and calm environment
within the team or organization, there is a
need to find solutions to overcome cultural
and language barriers in communication.
Key task Describe what culturally determined
difficulties may arise during the
interaction of members of an
international group? What solutions can
you propose to eliminate them?
Give your idea of what a successful intercul-
tural interaction should be like.
Context for
solving the
problem
A large German company specializing
in the production of engine oils chose
to develop a new product to attract the
consumers’ attention. With this purpose,
it was decided to unite employees
of Swedish, Russian and German
subsidiaries of the company into a single
project group. At the first interaction
between the participants, the presence
of linguistic, cultural and psychological
difficulties became obvious.
Imagine that you are a young unexperienced
schoolteacher who has recently graduated
from university and has come to his first
job in an American public school. There
are several children in your class who come
from other countries, mainly from India and
Italy. They are often the object of mockery
for their classmates; everyone avoids them.
Due to misunderstanding and bullying
from peers in the class, these children have
poor academic performance in all subjects.
Tasks that
will lead
to a solution
Describe the cultures of Germany,
Sweden and Russia according to three
models of IC (E. T. Hall, G. Hofstede,
R. Lewis).
Collect information about the
characteristics of business cultures of
Germany, Sweden and Russia.
Compare your findings and identify
where difficulties and misunderstandings
may arise.
Develop measures to overcome various
communication barriers and increase
mutual understanding within the group.
Describe American, Italian and Indian
cultures according to models of IC
communication introduced by E. T. Hall,
G. Hofstede, R. Lewis.
Conduct a comparative analysis of cultures
and find out where the difficulties in
interaction may occur.
Consider ways to improve your intercultural
competence as a teacher.
Suggest your options for solving the problem
of non-acceptance of migrants in class.
What can you, as a teacher, do to defuse the
situation in an international classroom?
132 Zhukova, Bryndina, Dronova, Klimova, Kozlovtseva, GlushkovaInteracción y P erspectiva. R evista de Trabajo S ocial V ol. 1 5 ( 1 ) : 2 0 2 5
At this point we conclude our review of potential tasks on work out the material on models of
IC. We have presented only some variants of tasks, but other examples can be given. The main thing
is that they meet the needs of the studied topic. For example, students may be given a task to do a
role play, where all the participants are divided into two teams. Each team consists of representatives
from two different cultures.
Considering the fact that at the present stage one of the educational goals in teaching
foreign languages is for students to master not one, but two or more foreign languages, we will
consider within the framework of the article also how knowledge about the culture of coun-
tries helps in learning Spanish within the discipline “Practical course of Spanish as a second
foreign language”.
“Currently, the social order forms new trends in the field of teaching and learning fore-
ign languages in higher education. Expansion of international relations, integration into
a single European educational space, development of the international labor market has
created the need to train professionals of various profiles who are proficient in foreign
languages. In conditions when one of the main goals of the higher education system is
to prepare students for social and professional interaction, effective communication in
a multicultural society, it is becoming increasingly important for graduates to master
not one, but two or more foreign languages. The concept of multilingualism has beco-
me determinant in the approach of the Council of Europe to the problem of language
learning” (Alimova & González, 2018: 231).
Continuing the idea of realizing the models of intercultural communication within the frame-
work of the discipline “Practical Course of Spanish as a Second Foreign Language”, which stands
in the curriculum after “Fundamentals of Intercultural Communication”, we will give examples of
assignments in Spanish (Table 3).
The proposed assignments are designed considering the outlined models. The reference
to the second language is determined by the polynguality of modern education and the au-
thors’ attempt to show the possibilities of polynguality in the study of cultures in practice.
TABLE 3. Examples of assignments for “Practical course of Spanish as a second foreign language”
Incorporating Intercultural Communication Models
Task structure Task 1 Task 2
Topic Character and traditions of the
population of Spanish-speaking
countries
Organization of meeting and reception of
business partners from Venezuela
General
formulation
of the problem.
It is impossible to imagine learn-
ing Spanish without knowledge
of the main national traditions
and temperament of the popu-
lation of Spain and Latin Amer-
ican countries.
The significant cultural differences and misaligned
expectations can lead to misunderstandings and
ultimately the breakdown of negotiations.
At this point we conclude our review of potential tasks on work out the material on models of
IC. We have presented only some variants of tasks, but other examples can be given. The main thing
is that they meet the needs of the studied topic. For example, students may be given a task to do a
role play, where all the participants are divided into two teams. Each team consists of representatives
from two different cultures.
Considering the fact that at the present stage one of the educational goals in teaching
foreign languages is for students to master not one, but two or more foreign languages, we will
consider within the framework of the article also how knowledge about the culture of coun-
tries helps in learning Spanish within the discipline “Practical course of Spanish as a second
foreign language”.
“Currently, the social order forms new trends in the field of teaching and learning fore-
ign languages in higher education. Expansion of international relations, integration into
a single European educational space, development of the international labor market has
created the need to train professionals of various profiles who are proficient in foreign
languages. In conditions when one of the main goals of the higher education system is
to prepare students for social and professional interaction, effective communication in
a multicultural society, it is becoming increasingly important for graduates to master
not one, but two or more foreign languages. The concept of multilingualism has beco-
me determinant in the approach of the Council of Europe to the problem of language
learning” (Alimova & González, 2018: 231).
Continuing the idea of realizing the models of intercultural communication within the frame-
work of the discipline “Practical Course of Spanish as a Second Foreign Language”, which stands
in the curriculum after “Fundamentals of Intercultural Communication”, we will give examples of
assignments in Spanish (Table 3).
The proposed assignments are designed considering the outlined models. The reference
to the second language is determined by the polynguality of modern education and the au-
thors’ attempt to show the possibilities of polynguality in the study of cultures in practice.
TABLE 3. Examples of assignments for “Practical course of Spanish as a second foreign language”
Incorporating Intercultural Communication Models
Task structure Task 1 Task 2
Topic Character and traditions of the
population of Spanish-speaking
countries
Organization of meeting and reception of
business partners from Venezuela
General
formulation
of the problem.
It is impossible to imagine learn-
ing Spanish without knowledge
of the main national traditions
and temperament of the popu-
lation of Spain and Latin Amer-
ican countries.
The significant cultural differences and misaligned
expectations can lead to misunderstandings and
ultimately the breakdown of negotiations.
Competencia intercultural en la educación universitaria: enfoques prácticos
para formar futuros especialistas 133Vol. 15(1) enero-marzo 2025/ 123 - 138
Task structure Task 1 Task 2
The main
questions
What are the main differences
in planning affairs and their
implementation observed in the
behavior of representatives of
Spanish-speaking countries and
Russian people?
What were the cultural differences and
expectations that affected the negotiations from
the beginning?
In what ways could the companies have adapted
their negotiation approaches to achieve a
mutually satisfactory agreement?
What was the role of expectations regarding
speed of progress and contractual terms in the
stalemate of negotiations?
How could TechWave Solutions have shown
more interest in the local customs and cultural
values of InnovateTech Venezuela?
What steps could both companies have taken to
resolve the lack of engagement and evasion in
responses during negotiations?
What strategies could they have implemented to
maintain more effective communication as the
negotiations progressed?
Context The Russian representative
arrived at the scheduled business
meeting between representatives
of Spain, Russia, and Argentina
at the office of a Spanish firm 15
minutes before it started. What
was his surprise when, upon
entering the meeting room, he
met no one there. Argentinean
representatives arrived only
forty minutes later, and the
hosts of the meeting - the
Spaniards arrived at the office
only an hour later. Neither the
Argentines nor the Spaniards
apologized and continued to
write something quickly in their
notebooks, while the Russian
representative calmly waited for
the meeting to begin.
The company TechWave Solutions, an
international technology company based in St.
Petersburg, aimed to expand its presence in Latin
America, including the Venezuelan market. After
conducting a market analysis, they identified the
company InnovateTech Venezuela, as a possible
local company with which they could establish
a strategic partnership to boost their growth in
Venezuela.
Both companies showed interest in an initial
meeting to explore collaboration opportunities.
The first meeting was held in a cordial atmosphere,
where representatives of both sides introduced
themselves and expressed their expectations
for the potential collaboration. However, from
the very beginning, some cultural differences
and expectations became apparent that would
eventually affect the negotiations.
At the second meeting, the conversations became
more formal, and TechWave Solutions presented
its detailed proposal on how the collaboration
could benefit both companies. However, a lack
of clarity was noted in InnovateTech Venezuela’s
response and willingness to make concessions.
The expectations regarding the speed of progress
and the contractual terms did not coincide
between both parties.
TABLE 3. Continuación
para formar futuros especialistas 133Vol. 15(1) enero-marzo 2025/ 123 - 138
Task structure Task 1 Task 2
The main
questions
What are the main differences
in planning affairs and their
implementation observed in the
behavior of representatives of
Spanish-speaking countries and
Russian people?
What were the cultural differences and
expectations that affected the negotiations from
the beginning?
In what ways could the companies have adapted
their negotiation approaches to achieve a
mutually satisfactory agreement?
What was the role of expectations regarding
speed of progress and contractual terms in the
stalemate of negotiations?
How could TechWave Solutions have shown
more interest in the local customs and cultural
values of InnovateTech Venezuela?
What steps could both companies have taken to
resolve the lack of engagement and evasion in
responses during negotiations?
What strategies could they have implemented to
maintain more effective communication as the
negotiations progressed?
Context The Russian representative
arrived at the scheduled business
meeting between representatives
of Spain, Russia, and Argentina
at the office of a Spanish firm 15
minutes before it started. What
was his surprise when, upon
entering the meeting room, he
met no one there. Argentinean
representatives arrived only
forty minutes later, and the
hosts of the meeting - the
Spaniards arrived at the office
only an hour later. Neither the
Argentines nor the Spaniards
apologized and continued to
write something quickly in their
notebooks, while the Russian
representative calmly waited for
the meeting to begin.
The company TechWave Solutions, an
international technology company based in St.
Petersburg, aimed to expand its presence in Latin
America, including the Venezuelan market. After
conducting a market analysis, they identified the
company InnovateTech Venezuela, as a possible
local company with which they could establish
a strategic partnership to boost their growth in
Venezuela.
Both companies showed interest in an initial
meeting to explore collaboration opportunities.
The first meeting was held in a cordial atmosphere,
where representatives of both sides introduced
themselves and expressed their expectations
for the potential collaboration. However, from
the very beginning, some cultural differences
and expectations became apparent that would
eventually affect the negotiations.
At the second meeting, the conversations became
more formal, and TechWave Solutions presented
its detailed proposal on how the collaboration
could benefit both companies. However, a lack
of clarity was noted in InnovateTech Venezuela’s
response and willingness to make concessions.
The expectations regarding the speed of progress
and the contractual terms did not coincide
between both parties.
TABLE 3. Continuación
134 Zhukova, Bryndina, Dronova, Klimova, Kozlovtseva, GlushkovaInteracción y P erspectiva. R evista de Trabajo S ocial V ol. 1 5 ( 1 ) : 2 0 2 5
Task structure Task 1 Task 2
As the negotiations progressed, the cultural
differences intensified. TechWave Solutions
had a more direct vision and focused on results.
TechWave Solutions representatives felt that
InnovateTech Venezuela’s answers were evasive
and did not reflect a clear commitment towards
collaboration.
Over time, both companies began to express
frustration and discontent. TechWave Solutions
was puzzled by the lack of decision and the
apparent lack of interest in closing a deal, while
InnovateTech Venezuela perceived TechWave
Solutions as too direct and unwilling to adapt to
local customs and cultural values.
Despite efforts to bring positions closer,
negotiations stalled and eventually broke down.
Both companies decided to end the talks without
reaching a mutually satisfactory agreement.
Another type of assignment that contributes to the effective development of intercultural com-
petence in the learning process is practice-oriented project assignments. They can be used both in
the process of seminar work and as an intermediate control not only within the framework of the
discipline “Fundamentals of Intercultural Communication”, but also in the process of learning a
foreign language, as they allow you to apply the knowledge acquired within various disciplines with
future professional activities students (Dronova et al., 2023).
One example of such a task could be a project assignment “Organization of an excursion route
for foreign colleagues”.
It is necessary to develop your own author’s route for foreign partner colleagues in order to
introduce them to our culture and traditions. The excursion program should be designed for 3-4
days and start in the city of negotiations and end in a city with an international airport for the con-
venience of foreign partners.
Task conditions:
• it is necessary to determine the target audience (country, age, interests, cultural characte-
ristics) and the number of people in the group and take this into account when planning the
route;
• conduct a comparative analysis of cultures and find out where the difficulties in interaction
may occur during the route.
• the route should show the cultural wealth of our country and take into account the cultural
characteristics of the guests;
TABLE 3. Continuación
Task structure Task 1 Task 2
As the negotiations progressed, the cultural
differences intensified. TechWave Solutions
had a more direct vision and focused on results.
TechWave Solutions representatives felt that
InnovateTech Venezuela’s answers were evasive
and did not reflect a clear commitment towards
collaboration.
Over time, both companies began to express
frustration and discontent. TechWave Solutions
was puzzled by the lack of decision and the
apparent lack of interest in closing a deal, while
InnovateTech Venezuela perceived TechWave
Solutions as too direct and unwilling to adapt to
local customs and cultural values.
Despite efforts to bring positions closer,
negotiations stalled and eventually broke down.
Both companies decided to end the talks without
reaching a mutually satisfactory agreement.
Another type of assignment that contributes to the effective development of intercultural com-
petence in the learning process is practice-oriented project assignments. They can be used both in
the process of seminar work and as an intermediate control not only within the framework of the
discipline “Fundamentals of Intercultural Communication”, but also in the process of learning a
foreign language, as they allow you to apply the knowledge acquired within various disciplines with
future professional activities students (Dronova et al., 2023).
One example of such a task could be a project assignment “Organization of an excursion route
for foreign colleagues”.
It is necessary to develop your own author’s route for foreign partner colleagues in order to
introduce them to our culture and traditions. The excursion program should be designed for 3-4
days and start in the city of negotiations and end in a city with an international airport for the con-
venience of foreign partners.
Task conditions:
• it is necessary to determine the target audience (country, age, interests, cultural characte-
ristics) and the number of people in the group and take this into account when planning the
route;
• conduct a comparative analysis of cultures and find out where the difficulties in interaction
may occur during the route.
• the route should show the cultural wealth of our country and take into account the cultural
characteristics of the guests;
TABLE 3. Continuación
Competencia intercultural en la educación universitaria: enfoques prácticos
para formar futuros especialistas 135Vol. 15(1) enero-marzo 2025/ 123 - 138
• all places and events included in the itinerary (hotels, restaurants, museums, concerts, exhi-
bitions, etc.) must be real;
• when planning a route, it is necessary to consider the distances between points, the schedule
of transport or the possibility of renting a vehicle, as well as the budget of the company.
• Providing the results of the work:
• Estimate – detailing costs by day. It is executed in word or excel format and sent to the tea-
cher. If an excursion is planned for a fee (optional, in free time), then its cost is prescribed, but
it is not included in the total for the day.
• Booklet – advertising brochure. The booklet should be colorful and informative. It is neces-
sary to briefly describe the route and its advantages, write which cities or places are visited on
which days. Format: A4 sheet. It is possible to fold three times like a classic booklet, but other
options are possible if they do not go to the detriment of the purpose and informativeness.
• Presentation: During the presentation to the “external relations department” of your orga-
nization, it is necessary to talk about the route as a whole and briefly for each day. The goal
is to interest and justify the cultural significance of the route and its validity in the context of
attracting foreign partners and establishing productive business relationships, the presentation
should be indicative, attractive, “selling”. After the presentation, listeners ask questions along
the route. Presentation structure: title slide with the name of the route; comparative analysis of
the cultures and a list of possible difficulties, slide with a brief description of the route and its
display on the map; at least one slide for each day of the trip: with the name of the day (name
of the city / sights), main points, photos, if desired - the map of the day. On the slide with the
description of the route or on the last slide - the total cost of the trip in rubles per person and
per group.
Completion of such assignments helps students to improve their word processing skills, pre-
pare reports, develop critical thinking, and help strengthen interdisciplinary connections. Students
realize that the material they have learned in the Fundamentals of Intercultural Communication
course helps them to solve academic problems related to the study of other theoretical and practical
disciplines.
To develop tasks that would fully reflect situations where knowledge of cultural characteristics
is applicable, it is worth contacting specialists in this field, namely: linguists, interpreters, diplomats,
politicians, and heads of international business corporations.
CONCLUSION
In conclusion we can confidently claim that intercultural communication surrounds us every-
where, in all spheres of our social life. Therefore, it is so important to be culturally aware in order
to successfully communicate not only with your compatriots, but also with representatives of other
cultures, traditions, and religions.
On the basis of the work carried out in the theoretical part of our work we have come to the
following conclusions.
A detailed study of the main global trends in intercultural interaction allowed us to get an idea
of the direction in which global cooperation is moving. Moreover, an overview of the current po-
para formar futuros especialistas 135Vol. 15(1) enero-marzo 2025/ 123 - 138
• all places and events included in the itinerary (hotels, restaurants, museums, concerts, exhi-
bitions, etc.) must be real;
• when planning a route, it is necessary to consider the distances between points, the schedule
of transport or the possibility of renting a vehicle, as well as the budget of the company.
• Providing the results of the work:
• Estimate – detailing costs by day. It is executed in word or excel format and sent to the tea-
cher. If an excursion is planned for a fee (optional, in free time), then its cost is prescribed, but
it is not included in the total for the day.
• Booklet – advertising brochure. The booklet should be colorful and informative. It is neces-
sary to briefly describe the route and its advantages, write which cities or places are visited on
which days. Format: A4 sheet. It is possible to fold three times like a classic booklet, but other
options are possible if they do not go to the detriment of the purpose and informativeness.
• Presentation: During the presentation to the “external relations department” of your orga-
nization, it is necessary to talk about the route as a whole and briefly for each day. The goal
is to interest and justify the cultural significance of the route and its validity in the context of
attracting foreign partners and establishing productive business relationships, the presentation
should be indicative, attractive, “selling”. After the presentation, listeners ask questions along
the route. Presentation structure: title slide with the name of the route; comparative analysis of
the cultures and a list of possible difficulties, slide with a brief description of the route and its
display on the map; at least one slide for each day of the trip: with the name of the day (name
of the city / sights), main points, photos, if desired - the map of the day. On the slide with the
description of the route or on the last slide - the total cost of the trip in rubles per person and
per group.
Completion of such assignments helps students to improve their word processing skills, pre-
pare reports, develop critical thinking, and help strengthen interdisciplinary connections. Students
realize that the material they have learned in the Fundamentals of Intercultural Communication
course helps them to solve academic problems related to the study of other theoretical and practical
disciplines.
To develop tasks that would fully reflect situations where knowledge of cultural characteristics
is applicable, it is worth contacting specialists in this field, namely: linguists, interpreters, diplomats,
politicians, and heads of international business corporations.
CONCLUSION
In conclusion we can confidently claim that intercultural communication surrounds us every-
where, in all spheres of our social life. Therefore, it is so important to be culturally aware in order
to successfully communicate not only with your compatriots, but also with representatives of other
cultures, traditions, and religions.
On the basis of the work carried out in the theoretical part of our work we have come to the
following conclusions.
A detailed study of the main global trends in intercultural interaction allowed us to get an idea
of the direction in which global cooperation is moving. Moreover, an overview of the current po-
136 Zhukova, Bryndina, Dronova, Klimova, Kozlovtseva, GlushkovaInteracción y P erspectiva. R evista de Trabajo S ocial V ol. 1 5 ( 1 ) : 2 0 2 5
litical, economic and cultural world situation allowed us to understand and see what underlies the
world “landscape” that we observe today. Thus, we were convinced that intercultural communica-
tion does not always bring positive results.
By comparing the main models of IC introduced by E. T. Hall, G. Hofstede and R. Lewis,
using the “general-specific-distinct” method, we identified individual characteristics of each model.
This allowed us to see the features of each approach to the study of cultural diversity.
The study of the cultural dimensions that were identified by each author allows us to see by
what parameters cultural difference as a whole is determined, and also helps to get an idea of how
different cultures are.
In the empirical part of our work, we provided some examples of cultures and practical situa-
tions applicable to each cultural dimension. Furthermore, we developed examples of possible pro-
fessional tasks that can be used in the process of teaching cultural communication as an academic
discipline. Several equally important conclusions can be drawn here. Consequently, the application
of other research methods and adding other communication models can be used to conduct fur-
ther research and development of the topic. Practical contribution of our study is that professional
tasks we have devised will be useful and they will be able to employ them in their classes. We are
convinced that these cases would help both students and teachers to practice their communication
skills and apply their theoretical knowledge of IC models as well as the role of the models in teach-
ing practice.
We must mention that study has some limitations connected to the used methods of the re-
search and chosen models of communication. Firstly, the focus of our research is to study the three
main models of intercultural communication, which are the most common and therefore relevant.
However, there are some other models from other authors that can also be taken into consideration
and elaboration. Secondly, limitations in the methods we have used do not allow us to conduct a
full analysis of the selected material. Therefore, when using, for example, an experimental method
where representatives of different cultural communities are placed in an experimental situation,
other results and conclusions can be revealed.
BIBLIOGRAPHIC REFERENCES
• Aliboeva, N. (2022). “The expression of comparative analysis”. Science and Innovation, 3,
93-95. http://dx.doi.org/10.5281/zenodo.7223370
• Alimova, M., Abdullaeva, M., Tungatova, U., Karimova, D., Alidjanova, L., & Turambetov,
N. (2023). “Influence of religious myth on national and political formation across cultures”.
Cuestiones Políticas, 41 (77), 511-522. http://dx.doi.org/10.46398/cuestpol.4177.34
• Alimova, R. R., & González, R. A. (2018). “Contemporary issues of teaching Spanish in a
higher education institution”. Izv. Saratov Univ. (N. s.), Ser. Philology. Journalism, 18 (2),
230–235. (in Russ.)
• Bogatikova, L. (2009). Osnovy mezhkul’turnoy kommunikatsii [Fundamentals of intercul-
tural communication]. Gomel: Educational Institution “Gomel State University named af-
ter Francis Skaryna”, pp. 280.
• Bogoslovskiy, V. I., Zhukova, T. A., & Klimova, I. I. (2022). “Izmeneniya podgotovki k
mezhkul’turnomu vzaimodeystviyu: Regional’nyy aspect” [“Forecasting changes in teachers’
litical, economic and cultural world situation allowed us to understand and see what underlies the
world “landscape” that we observe today. Thus, we were convinced that intercultural communica-
tion does not always bring positive results.
By comparing the main models of IC introduced by E. T. Hall, G. Hofstede and R. Lewis,
using the “general-specific-distinct” method, we identified individual characteristics of each model.
This allowed us to see the features of each approach to the study of cultural diversity.
The study of the cultural dimensions that were identified by each author allows us to see by
what parameters cultural difference as a whole is determined, and also helps to get an idea of how
different cultures are.
In the empirical part of our work, we provided some examples of cultures and practical situa-
tions applicable to each cultural dimension. Furthermore, we developed examples of possible pro-
fessional tasks that can be used in the process of teaching cultural communication as an academic
discipline. Several equally important conclusions can be drawn here. Consequently, the application
of other research methods and adding other communication models can be used to conduct fur-
ther research and development of the topic. Practical contribution of our study is that professional
tasks we have devised will be useful and they will be able to employ them in their classes. We are
convinced that these cases would help both students and teachers to practice their communication
skills and apply their theoretical knowledge of IC models as well as the role of the models in teach-
ing practice.
We must mention that study has some limitations connected to the used methods of the re-
search and chosen models of communication. Firstly, the focus of our research is to study the three
main models of intercultural communication, which are the most common and therefore relevant.
However, there are some other models from other authors that can also be taken into consideration
and elaboration. Secondly, limitations in the methods we have used do not allow us to conduct a
full analysis of the selected material. Therefore, when using, for example, an experimental method
where representatives of different cultural communities are placed in an experimental situation,
other results and conclusions can be revealed.
BIBLIOGRAPHIC REFERENCES
• Aliboeva, N. (2022). “The expression of comparative analysis”. Science and Innovation, 3,
93-95. http://dx.doi.org/10.5281/zenodo.7223370
• Alimova, M., Abdullaeva, M., Tungatova, U., Karimova, D., Alidjanova, L., & Turambetov,
N. (2023). “Influence of religious myth on national and political formation across cultures”.
Cuestiones Políticas, 41 (77), 511-522. http://dx.doi.org/10.46398/cuestpol.4177.34
• Alimova, R. R., & González, R. A. (2018). “Contemporary issues of teaching Spanish in a
higher education institution”. Izv. Saratov Univ. (N. s.), Ser. Philology. Journalism, 18 (2),
230–235. (in Russ.)
• Bogatikova, L. (2009). Osnovy mezhkul’turnoy kommunikatsii [Fundamentals of intercul-
tural communication]. Gomel: Educational Institution “Gomel State University named af-
ter Francis Skaryna”, pp. 280.
• Bogoslovskiy, V. I., Zhukova, T. A., & Klimova, I. I. (2022). “Izmeneniya podgotovki k
mezhkul’turnomu vzaimodeystviyu: Regional’nyy aspect” [“Forecasting changes in teachers’
Competencia intercultural en la educación universitaria: enfoques prácticos
para formar futuros especialistas 137Vol. 15(1) enero-marzo 2025/ 123 - 138
preparation to intercultural interaction in regions”]. Tomsk State Pedagogical University Bu-
lletin, 5 (223), 58-66. https://doi.org/10.23951/1609-624X-2022-5-58-66 (in Russ.)
• Cambridge Dictionary (2019). Globalization. Cambridge.org. Available: https://dictionary.
cambridge.org/dictionary/english/globalizationlip
• Dronova, S. Yu., Sukhorukova, D. V, & Khalevina S. N. (2023). “Effective use of practical
project-based assignments in second foreign language teaching at a university in the “Tou-
rism” field in the era of digital technologies”. XLinguae, 16 (2), 148-167. http://dx.doi.
org/10.18355/XL.2023.16.02.12
• Flerov, O. V. (2015). “Intercultural communication: On the question of the history of the pheno-
menon”. Man and Culture, 5 (5), 77-91. https://doi.org/10.7256/2409-8744.2015.5.16553
• Guzikova, M. O., & Fofanova, P. Yu. (2015). Osnovy teorii mezhkul’turnoy kommunikatsii
[Fundamentals of the theory of intercultural communication]. Ekaterinburg: Ural Univer-
sity Publishing House.
• Hall, E. T., & Hall, M. R. (1990). Hidden differences, doing business with the Japanese. An-
chor books.
• Hernández García de Velazco, J. J., Velazco Hernández, J. C., & Valiente, S. B. (2022). “Femi-
nism and participation of women in the politics in Colombia. A retrospective of the twentieth
century (1949-1991)”. Revista Izquierdas, 51, 1-28.
• Knyazev, Ju. K. (2022). “Deglobalization: Temporarily or forever?”. Svobodnaja mysl’, 1
(1691), 35-42. https://doi.org/10.24412/0869-4435-2022-11691-35-42.
• Korobova, O. O., & Balashova, E. A. (2016). “Government economic policy in developing
and saving of traditional folk culture field”. Mezhdunarodnyj nauchno-issledovatel’skij
zhurnal, 9-1 (51), 51-54. https://doi.org/10.18454/IRJ.2016.51.017
• Kulikova, L. V. (2011). Kommunikatsiya. Stil’. Interkul’tura: Pragmalingvisticheskiye i
kul’turno-antropologicheskiye podkhody k mezhkul’turnomu obshcheniyu: uchebnoye poso-
biye [Communication. Style. Interculture: Pragmalinguistic and cultural-anthropological ap-
proaches to intercultural communication: Textbook]. Krasnoyarsk: SFU.
• Malykh, L. M. (2009). “K probleme izucheniya razlichiy v sravnitel’nom yazykoznanii” [“On
the problem of studying differences in comparative linguistics”]. Vestnik Udmurtskogo uni-
versiteta. Serija “Istorija i filologija”, 1, 107-119.
• Naumenko, T. V., & Morozova, D. A. (2018). “Cultural dimensions theory of Geert Hofstede
as a methodological basis for the study of modern social processes”. Mezhdunarodnyj zhurnal
issledovanij kul’tury, 1 (30), 144-154. https://doi.org/10.24411/2079-1100-2018-00016
• Omarbakiyev, L. A., Kantarbayeva, S. M., Nizamdinova, A. K., Zhumasheva, S. T., Seitkha-
mzina, G. Zh., & Saulembekova, A. (2023). “Consequences of changing in regional integra-
tion on environmental development, agricultural market and food security”. Global Journal
of Environmental Science and Management, 9 (4), 951-966. https://doi.org/10.22034/
gjesm.2023.04.19.
• Panibratsev, A. V. (2019). “The factors of influence of globalization processes on the develop-
ment of national culture”. Region i mir, 6, 62-66.
• Ponarina, N. N. (2010). “Istoki razvitiya globalizatsii” [“Origins of the development of globa-
lization”]. Teorija i praktika obshhestvennogo razvitija, 2, 13-20.
• Razumnova, L. L., & Migaleva, T. E. (2019). “The rise of China’s political and economic in-
fluence in the modern world: Pluralism of opinions”. International Trade and Trade Policy,
4, 42-64. https://doi.org/10.21686/2410-7395-2019-4-42-64
para formar futuros especialistas 137Vol. 15(1) enero-marzo 2025/ 123 - 138
preparation to intercultural interaction in regions”]. Tomsk State Pedagogical University Bu-
lletin, 5 (223), 58-66. https://doi.org/10.23951/1609-624X-2022-5-58-66 (in Russ.)
• Cambridge Dictionary (2019). Globalization. Cambridge.org. Available: https://dictionary.
cambridge.org/dictionary/english/globalizationlip
• Dronova, S. Yu., Sukhorukova, D. V, & Khalevina S. N. (2023). “Effective use of practical
project-based assignments in second foreign language teaching at a university in the “Tou-
rism” field in the era of digital technologies”. XLinguae, 16 (2), 148-167. http://dx.doi.
org/10.18355/XL.2023.16.02.12
• Flerov, O. V. (2015). “Intercultural communication: On the question of the history of the pheno-
menon”. Man and Culture, 5 (5), 77-91. https://doi.org/10.7256/2409-8744.2015.5.16553
• Guzikova, M. O., & Fofanova, P. Yu. (2015). Osnovy teorii mezhkul’turnoy kommunikatsii
[Fundamentals of the theory of intercultural communication]. Ekaterinburg: Ural Univer-
sity Publishing House.
• Hall, E. T., & Hall, M. R. (1990). Hidden differences, doing business with the Japanese. An-
chor books.
• Hernández García de Velazco, J. J., Velazco Hernández, J. C., & Valiente, S. B. (2022). “Femi-
nism and participation of women in the politics in Colombia. A retrospective of the twentieth
century (1949-1991)”. Revista Izquierdas, 51, 1-28.
• Knyazev, Ju. K. (2022). “Deglobalization: Temporarily or forever?”. Svobodnaja mysl’, 1
(1691), 35-42. https://doi.org/10.24412/0869-4435-2022-11691-35-42.
• Korobova, O. O., & Balashova, E. A. (2016). “Government economic policy in developing
and saving of traditional folk culture field”. Mezhdunarodnyj nauchno-issledovatel’skij
zhurnal, 9-1 (51), 51-54. https://doi.org/10.18454/IRJ.2016.51.017
• Kulikova, L. V. (2011). Kommunikatsiya. Stil’. Interkul’tura: Pragmalingvisticheskiye i
kul’turno-antropologicheskiye podkhody k mezhkul’turnomu obshcheniyu: uchebnoye poso-
biye [Communication. Style. Interculture: Pragmalinguistic and cultural-anthropological ap-
proaches to intercultural communication: Textbook]. Krasnoyarsk: SFU.
• Malykh, L. M. (2009). “K probleme izucheniya razlichiy v sravnitel’nom yazykoznanii” [“On
the problem of studying differences in comparative linguistics”]. Vestnik Udmurtskogo uni-
versiteta. Serija “Istorija i filologija”, 1, 107-119.
• Naumenko, T. V., & Morozova, D. A. (2018). “Cultural dimensions theory of Geert Hofstede
as a methodological basis for the study of modern social processes”. Mezhdunarodnyj zhurnal
issledovanij kul’tury, 1 (30), 144-154. https://doi.org/10.24411/2079-1100-2018-00016
• Omarbakiyev, L. A., Kantarbayeva, S. M., Nizamdinova, A. K., Zhumasheva, S. T., Seitkha-
mzina, G. Zh., & Saulembekova, A. (2023). “Consequences of changing in regional integra-
tion on environmental development, agricultural market and food security”. Global Journal
of Environmental Science and Management, 9 (4), 951-966. https://doi.org/10.22034/
gjesm.2023.04.19.
• Panibratsev, A. V. (2019). “The factors of influence of globalization processes on the develop-
ment of national culture”. Region i mir, 6, 62-66.
• Ponarina, N. N. (2010). “Istoki razvitiya globalizatsii” [“Origins of the development of globa-
lization”]. Teorija i praktika obshhestvennogo razvitija, 2, 13-20.
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