Cross-cultural Language Learning: Interpretative Engagement

Conceptualization of foreign language teaching as a cross-cultural interaction means engaging learners in various cultural mediations. Language use becomes form interpretative architecture target language. Understanding from discursive perspective develops meta-pragmatic awareness and capacities learners. The study answers the question how to design context analysis. This research aims determine effective ways engagement with aspects pragmatics Ukrainian university setting. investigates process shapes practices noticing, reflection, comparison situations. data came case on learning within second semester, 2021. analyzes audio-recording classes, researcher notes, post-course interviews 24 participants. used method content results, based six categories (narrative analysis, discourse semiotic analyses, conversation critical analysis), showed that started consider nature their mediation. proved through such an engagement, students become engaged into working languages cultures. presents some recommendations for teachers create meaning-making multiple perspectives.