In this case, the cultural barrier is less visible and aware, which makes it even more dangerous.

Thus, reading foreign literature is inevitably accompanied by acquaintance with a foreign culture and a conflict with it. In the process of this conflict, a person begins to become more deeply aware of his own culture, his worldview, his approach to life and to people.

A striking example of the conflict of cultures when perceiving foreign literature is given by the American anthropologist Laura Bohannan, who retold Shakespeare’s “Hamlet” to the natives of West Africa. They perceived the plot through the prism of their culture: Claudius is a good man for marrying his brother’s widow, this is what a good, cultured person should do, but it was necessary to do this immediately after the death of her husband and brother, and not wait a whole month. The ghost of Hamlet’s father is not at all settled in the mind: if he is dead, then how can he walk and talk? Polonius aroused disapproval: why did he prevent his daughter from becoming the mistress of the leader’s son - this is both an honor and, most importantly, many expensive gifts. Hamlet killed him absolutely correctly, in full accordance with the hunting culture of the natives: hearing a rustling sound, he shouted “What, a rat?”, but Polonius did not answer, for which he was killed. This is exactly what every hunter does in the African bush: when he hears a rustle, he calls out and, if there is no human response, kills the source of the rustle and, consequently, the danger 15.

Books banned (or burned at the stake) by one political regime or another clearly (the brighter the larger the fire) indicate a conflict of ideologies and the incompatibility of cultures (including within one national culture).

In such an explosive situation, science and education are faced with difficult and noble tasks: firstly, to explore the roots, manifestations, forms, types, development of cultures of different peoples and their contacts and, secondly, to teach people tolerance, respect, understanding of other cultures . To accomplish this task, conferences are held, associations of scientists and teachers are created, books are written, and cultural disciplines are introduced into the curricula of both secondary and higher educational institutions.

The solution (or at least awareness) of the problems of intercultural communication for teaching foreign languages ​​is of particular importance.

§ 4. Intercultural communication and learning foreign languages

The close connection and interdependence of foreign language teaching and intercultural communication are so obvious that they hardly need

lengthy explanations.

Every foreign language lesson is a crossroads of cultures, it is a practice of intercultural communication, because every foreign word reflects a foreign world and a foreign culture: behind every word there is something conditioned by national consciousness (again foreign if the word foreign) idea of ​​the world.

Teaching foreign languages ​​in Russia is now going through, like all other spheres of social life, a very difficult and complex period of radical restructuring (not to say revolution), reassessment of values, revision of goals, objectives, methods, materials, etc. It makes no sense to say Now about huge changes in this area, about a boom in public interest, about an explosion of motivation, about a radical change in attitude towards this subject for very specific socio-historical reasons - this is all too obvious.

New times and new conditions required an immediate and radical revision of both the general methodology and specific methods and techniques for teaching foreign languages. These new conditions - the “discovery” of Russia, its rapid entry into the world community, crazy leaps in politics, economics, culture, ideology, the mixing and movement of peoples and languages, changes in relations between Russians and foreigners, completely new goals of communication - all this cannot help but raise new problems in the theory and practice of teaching foreign languages.

Unprecedented demand required unprecedented supply. Unexpectedly, foreign language teachers found themselves in the center of public attention: impatient legions of specialists in various fields of science, culture, business, technology and all other areas of human activity demanded immediate teaching of foreign languages ​​as a tool of production. They are not interested in either the theory or history of language - they require foreign languages, primarily English, exclusively functionally, for use in various spheres of society as a means of real communication with people from other countries.

In the created conditions, in order to meet the socio-historical needs of society, a new faculty was created at Moscow State University named after M.V. Lomonosov in 1988 - the Faculty of Foreign Languages, which opened a new specialty - “neophilology”, which had previously been conceptualized completely differently and, accordingly, not trained specialists. The basic principles of this direction can be formulated as follows:

1) study languages ​​functionally, in terms of their use in different spheres of society: in science, technology, economics, culture, etc.;

2) summarize the vast practical and theoretical experience of teaching foreign languages ​​to specialists;

3) scientifically substantiate and develop methods of teaching language as a means of communication between professionals, as a tool of production in combination with culture, economics, law, applied mathematics, various branches of science - with those areas that require the use of foreign languages;

4) study languages ​​in a synchronous context, against the broad background of the social, cultural, political life of the peoples speaking these languages, that is, in close connection with the world of the language being studied;

5) develop a model for training foreign language teachers, specialists in international and intercultural communication, and public relations specialists.

Thus, the motives for studying language have completely changed (language appeared in a different light, not as an end in itself), and therefore it was necessary to radically restructure the teaching of foreign languages, introduce the specialty “linguistics and intercultural communication” and begin training a new type of teaching staff.

The main task of teaching foreign languages ​​in Russia at present is teaching language as a real and full-fledged means of communication. The solution to this applied, practical problem is possible only on a fundamental theoretical basis. To create such a base, it is necessary: ​​1) to apply the results of theoretical works in philology to the practice of teaching foreign languages, 2) to theoretically comprehend and generalize the vast practical experience of foreign language teachers.

Traditional teaching of foreign languages ​​in our country was reduced to reading texts. At the same time, at the higher school level, the training of philologists was carried out on the basis of reading fiction; non-philologists read (“thousands of words”) special texts according to their future profession, and the luxury of everyday communication, if there was enough time and enthusiasm for it from both teachers and students, was represented by so-called everyday topics: in a hotel, in a restaurant, at the post office and etc.

Studying these famous topics in conditions of complete isolation and the absolute impossibility of real acquaintance with the world of the language being studied and the practical use of the acquired knowledge was at best a romantic affair, at worst - useless and even harmful, annoying (the topic “in a restaurant” in conditions of food shortages, topics “at the bank”, “how to rent a car”, “travel agency” and the like, which have always constituted the main content of foreign English as a foreign language and domestic courses written according to Western models).

Thus, almost exclusively one function of the language was realized -

a message function, an informative function, and then in a very narrowed form, since of the four language skills (reading, writing, speaking, listening comprehension), only one, passive, focused on “recognition”, developed - reading.

This trouble was widespread and had very clear reasons and deep roots: communication with other countries and their peoples was also, to put it mildly, narrowed, the country was cut off from the world of Western languages, these languages ​​were taught as dead - Latin and Ancient Greek.

Teaching foreign languages ​​on the basis of only written texts reduced the communicative capabilities of language to the passive ability to understand texts created by someone, but not to create or generate speech, and without this, real communication is impossible.

A sudden and radical change in the social life of our country, its “discovery” and rapid entry into the world - primarily Western - community brought languages ​​back to life, made them a real means of different types of communication, the number of which is growing day by day along with the growth of scientific and technical means of communication.

Currently, this is why, at the higher school level, we understand teaching a foreign language as a means of communication between specialists from different countries not as a purely applied and highly specialized task of teaching physicists the language of physical texts, geologists - geological, etc. A university specialist is a widely educated person with fundamental training. Accordingly, the foreign language of a specialist of this kind is both a tool of production, a part of culture, and a means of humanitarizing education. All this presupposes fundamental and comprehensive training in the language.

A student’s level of knowledge of a foreign language is determined not only by direct contact with his teacher. In order to teach a foreign language as a means of communication, you need to create an environment of real communication, establish a connection between teaching foreign languages ​​and life, and actively use foreign languages ​​in living, natural situations. This can be scientific discussions in the language with or without the involvement of foreign specialists, summarizing and discussing foreign scientific literature, reading individual courses in foreign languages, student participation in international conferences, working as a translator, which is precisely about communication, contact, and the ability to understand and convey information. It is necessary to develop extracurricular forms of communication: clubs, circles, open lectures in foreign languages, scientific societies of interests where students of different specialties can gather.

So, highly specialized communication through written texts by no means exhausts mastery of language as a means of communication, a means of communication.

Maximum development of communicative abilities is the main, promising, but very difficult task facing foreign language teachers. To solve it, it is necessary to master new teaching methods aimed at developing all four types of language proficiency, and fundamentally new educational materials with which you can teach people to communicate effectively. At the same time, of course, it would be wrong to rush from one extreme to the other and abandon all the old methods: from them it is necessary to carefully select all the best, useful, and tested by teaching practice.

The main answer to the question of solving the current problem of teaching foreign languages ​​as a means of communication between representatives of different peoples and cultures is that languages ​​must be studied in inextricable unity with the world and culture of the peoples speaking these languages.

Teaching people to communicate (orally and in writing), teaching them to produce, create, and not just understand foreign speech is a difficult task, complicated by the fact that communication is not just a verbal process. Its effectiveness, in addition to knowledge of the language, depends on many factors: the conditions and culture of communication, rules of etiquette, knowledge of non-verbal forms of expression (facial expressions, gestures), the presence of deep background knowledge and much more.

Overcoming the language barrier is not enough to ensure effective communication between representatives of different cultures. To do this, you need to overcome the cultural barrier. The following excerpt from an interesting study by I. Yu. Markovina and Yu. A. Sorokin presents nationally specific components of cultures, that is, exactly what creates problems of intercultural communication: “In a situation of contact between representatives of different cultures (linguocultural communities), linguistic the barrier is not the only obstacle on the path to mutual understanding. Nationally specific features of the most diverse components of cultural communicants (features that make it possible for these components to implement an ethno-differentiating function) can complicate the process of intercultural communication.

The components of culture that bear a national-specific coloring include at least the following:

a) traditions (or stable elements of culture), as well as customs (defined as traditions in the “socionormative” sphere of culture) and rituals (performing the function of unconscious familiarization with the normative requirements prevailing in a given system);

b) everyday culture, closely related to traditions, as a result of which it is often called traditional everyday culture;

c) everyday behavior (habits of representatives of a certain culture,

norms of communication accepted in a certain society), as well as the associated mimic and pantomimic (kinesic) codes used by speakers of a certain linguocultural community;

d) “national pictures of the world”, reflecting the specifics of perception of the surrounding world, national characteristics of thinking of representatives of a particular culture;

e) artistic culture, reflecting the cultural traditions of a particular ethnic group.

The carrier of the national language and culture also has specific characteristics. In intercultural communication, it is necessary to take into account the peculiarities of the national character of the communicants, the specifics of their emotional make-up, and nationally specific features of thinking" 16 .

In new conditions, with a new formulation of the problem of teaching foreign languages, it became obvious that a radical increase in the level of teaching communication, communication between people of different nationalities can be achieved only with a clear understanding and real consideration of the sociocultural factor.

Many years of practice of teaching living languages ​​as dead has led to the fact that these aspects of the language have found themselves in the shadows and remained unclaimed. Thus, there is a significant gap in foreign language teaching.

One of the most important and radical conditions for filling this gap is the expansion and deepening of the role of the sociocultural component in the development of communicative abilities.

According to E. Sapir, “every cultural system and every single act of social behavior explicitly or implicitly implies communication” 17.

Thus, we are already talking about the need for a deeper and more thorough study of the world (not the language, but the world) of native speakers, their culture in the broad ethnographic sense of the word, their way of life, national character, mentality, etc., because the real use of words in speech, real speech reproduction is largely determined by knowledge of the social and cultural life of the speech community speaking a given language. “Language does not exist outside of culture, that is, outside of the socially inherited set of practical skills and ideas that characterize our way of life” 18. Linguistic structures are based on sociocultural structures.

Knowing the meanings of words and the rules of grammar is clearly not enough to actively use language as a means of communication. It is necessary to know as deeply as possible the world of the language being studied.

In other words, in addition to the meanings of words and grammar rules, you need to know: 1)

when to say/write, how, to whom, with whom, where; 2) as a given meaning/concept,

this subject of thought lives in the reality of the world of the language being studied. That is why, at present, in the curriculum of the Faculty of Foreign Languages ​​of Moscow State University, a third of the time allocated to the study of foreign languages ​​is allocated to a new subject we have introduced: “the world of the language being studied.” This term-concept has already been borrowed by many educational institutions in Russia.

How do concepts such as sociolinguistics, linguistics and the world of the language being studied relate to each other?

Sociolinguistics- this is a branch of linguistics that studies the conditionality of linguistic phenomena and linguistic units by social factors: on the one hand, the conditions of communication (time, place, participants, goals, etc.), on the other hand, customs, traditions, features of the social and cultural life of the speaker team.

Linguistic and regional studies is a didactic analogue of sociolinguistics, developing the idea of ​​the need to merge teaching a foreign language as a set of forms of expression with the study of the social and cultural life of native speakers.

E.M. Vereshchagin and V.G. Kostomarov, the fathers of linguistic and regional studies in Russia, formulated this most important aspect of language teaching as follows: “Two national cultures never coincide completely - this follows from the fact that each consists of national and international elements. The sets of coinciding (international) and diverging (national) units for each pair of compared cultures will be different... Therefore, it is not surprising that time and energy have to be spent on mastering not only the plane of expression of a certain linguistic phenomenon, but also the plane of content, i.e. it is necessary to develop in the minds of students concepts about new objects and phenomena that have no analogues either in their native culture or in their native language. Consequently, we are talking about the inclusion of elements of regional studies in language teaching, but this inclusion is of a qualitatively different kind compared to general regional studies. Since we are talking about combining language and information from the sphere of national culture in the educational process, this type of teaching work is proposed to be called linguistic and regional studies teaching” 19.

The world of the language being learned as a discipline inextricably linked with the teaching of foreign languages, it is focused on the study of the totality of non-linguistic facts (as opposed to the two previous concepts), that is, those sociocultural structures and units that underlie language of these structures and units and are reflected in these latter.

In other words, the scientific discipline “world of the target language” is based on research sociocultural picture of the world, reflected in the linguistic

picture of the world.

The picture of the world surrounding native speakers is not just reflected in the language, it also shapes the language and its speaker, and determines the characteristics of speech use. That is why, without knowledge of the world of the language being studied, it is impossible to study language as a means of communication. It can be studied as a piggy bank, a way of storing and transmitting culture, that is, as a dead language. A living language lives in the world of its speakers, and studying it without knowledge of this world (without what is called differently in different scientific schools: background knowledge, vertical context, etc.) turns a living language into a dead one, that is, it deprives the student of the opportunity to use this language as a means of communication. This seems to explain all the failures with artificial languages. Even the most famous of them - Esperanto - is not spreading and is doomed to die, primarily because there is no life-giving soil behind it - the culture of the carrier.

The relationship between linguocultural studies and the above-mentioned (§ 2) linguocultural studies is explained by Professor V.V. Vorobyov, a specialist in teaching Russian as a foreign language, who intensively develops the ideas of linguoculturology: “The relationship between the concepts of “linguoculturology” and “linguocultural studies” seems quite complex today, and theoretical understanding is fundamentally important for a number of reasons, primarily because the ever-increasing interest in the problem of “Language and Culture” makes it urgently necessary to clarify the sources, parameters, research methods, and concepts included in its scope of terminological inventory. Turning to linguoculturology is not a betrayal of the already traditional linguocultural aspect of teaching the Russian language, the methodological sound of which we accept, but is caused and conditioned, first of all, by urgent needs and a revaluation of some linguistic and methodological values ​​of the problem “Language and Culture” 20.

Studying the world of native speakers is aimed at helping to understand the peculiarities of speech use, additional semantic loads, political, cultural, historical and similar connotations of units of language and speech. Particular attention is paid to realities, since deep knowledge of realities is necessary for a correct understanding of phenomena and facts related to the everyday reality of peoples speaking a given language.

The basis of any communication, that is, the basis of speech communication as such, is a “mutual code” (shared code), mutual knowledge of realities, knowledge of the subject of communication between the participants in communication: the speaker/writer and the listener/reader.

All the strings of special resettlement pantyhose stretched to the village office

The Aleksandrovsk drilling office willingly accepted him into its militant staff. Specialty for a young man, from the locals, and in addition a Russian German of exiled blood.

This was not ordinary work; it was a seething business, illuminated by the light of those virgin years, which to this day plays with reflections on the crystals of a proud biography...

But the machine tool shift workers from Tomsk, Novosibirsk, Yurga are iron professionals, people of precise craftsmanship, because high accuracy in processing parts on a “sloppy” machine flotilla can only be achieved with the inclinations of Leskov’s craftsman Lefty 21 .

To understand the linguistic facts of this excerpt from an essay (not a work of art with its authorial liberties and focus on the function of influence), you need knowledge of the realities, the sociocultural background, otherwise understanding the text, and therefore communication, becomes difficult.

How to understand special resettlement life, what a drilling office is and why it has a militant staff, what are the sociocultural characteristics Russian Germans in general and exiled blood in particular, how does extraordinary work differ from ordinary work, what kind of light is this from the virgin years, why is the biography proud, what does it mean as machine operators and shift workers, why is the machine flotilla, and even slack? Finally, without knowing Leskov’s story “Lefty” it is impossible to understand what kind of people these machine operators are. To answer these questions, you need to know history, literature, way of life, value system and many other socio-cultural aspects, without which simply knowing the “meanings” of words in your native language, not to mention Russian as a foreign language, will be of little help to communication. Moreover, in this text, unlike the neighboring ones in the same magazine, there were no Sovietisms like kulstan (cultural camp) or such local Siberian words as chaldon, winter road, vile.

To understand the meaning of the following passage from the story by D. H. Lawrence, you need to have extensive background knowledge: to know what is included in the concept of a “feminine woman” in a given society, to be able to understand literary and biblical allusions (conditioned by the culture of a given speaking group):

He imagined to himself some really womanly woman, to whom he should be only fine and strong, and not for a moment “the poor little man.” Why not some simple uneducated girl, some Tess of the D"Urbervilles, some wistful Gretchen, some humble Ruth gleaning an aftermath? Why not? Surely the world was full of such (Emphasis added. – S.T.) *. * He really imagined feminine woman, for whom he would always be only beautiful and strong, and not at all a “poor little man.” Why not some simple, uneducated girl, some Tess of the D'Urbervilles, some languid Gretchen or modest Ruth gathering grain? Why not? Surely the world is full of them.

So, linguistic phenomena reflect the facts of the social life of a given speaking group. The tasks of teaching a foreign language as a means of communication inextricably merge with the tasks of studying the social and cultural life of countries and

The Department of Linguistics and Intercultural Communication (LiMCC) unites students who have decided to connect their lives with a comprehensive study of the main European languages: English, German, French, Spanish, Italian or one of the Slavic languages ​​(Czech, Polish, Bulgarian, Serbian).

The Department of Linguistics and Intercultural Communication conducts training in the direction of training “Linguistics”; within this direction, training is carried out in two profiles:

• Theory and methodology of teaching foreign languages ​​and cultures
• Theory and practice of intercultural communication

Training program:

Integrated Master - 6 years (Bachelor 4 years + Master 2 years).
Form of education – full-time, full-time.

Preparation is carried out both on a budgetary (free) and contractual (paid) basis.

Head of the department - Doctor of Philology, Professor, Honored Worker of the Higher School of the Russian Federation, Lomonosov Prize laureate Molchanova Galina Georgievna.

The faculty prepares foreign language teachers with both theoretical and practical knowledge and skills in the field of teaching foreign languages ​​and cultures. Along with theoretical courses in pedagogy, psychology, and teaching methods, students undergo mandatory teaching practice at other faculties of Moscow State University, at other universities in Moscow and in Moscow schools.

The study of intercultural communication as a specialty is now experiencing an undoubted rise throughout the world, which can be observed in a wide range of humanities, from linguistics and methods of teaching foreign languages ​​to management theory. In the opinion of some scientists, it even becomes “the most important topic of the social sciences,” “the question of the survival of our species.”

The high demand for the profile “Theory and Practice of Intercultural Communication” is due precisely to the fact that it, based on a combination of linguistics and communication, foreign language and communication, involves the “human factor” in linguistic research in order to analyze how a person is a representative of a certain culture and mentality – uses language as a means of communication and interethnic, intercultural communication. Since when teaching a foreign language the goal is to form a multicultural personality who has equally good knowledge of both a foreign and his own culture, it is not cognition as an element of thinking that comes to the fore, but mutual understanding based on cognition. This stimulates the emergence of studies of interaction along the line of language - culture - personality, contributing to the formation of a “personality at the border of cultures”, able to compare, and not contrast, to generalize, and not to separate. The future belongs to such an individual, who is characterized by the complex interaction of the universal and national in the multicultural mechanism of value perception of the world, knowledge and understanding of intercultural communicative aspects of language, ensuring successful communication.

Syllabus

The scope of theoretical courses, research, and workshops is wide and includes such disciplines as “Fundamentals of Linguistics,” “General Linguistics,” “Language and Intercultural Communication,” “Introduction to the Theory of Intercultural Communication,” “Semiotics in Intercultural Communication,” “Pedagogical Anthropology.” ", "Functional stylistics and literary editing", "Ancient languages", "Professional aspects of language activity."

In addition to the theoretical base, grouped from the disciplines of this profile, the department pays a lot of attention (and number of hours) to the “Workshop on Intercultural Communication” in English.

A specialist in intercultural communication, a representative of new professions in government, commercial and public structures, must not only have good theoretical training, but also practical skills in communicating with representatives of different cultures in various fields of activity (political, economic, social, cultural, scientific, etc. ).

The research work of department students specializing in the profile “Theory and Methods of Teaching Foreign Languages ​​and Cultures” is carried out within the framework of two priority areas of scientific research of the faculty:informatization of humanitarian (linguistic) education(Prof. Nazarenko A.L.), l linguistics and intercultural communication (Prof. Molchanova G.G.), linguodidactics and language policy(Prof. Vishnyakova O.D.), m methodology, methodology and technology of preparing students for intercultural communication in co-learned languages ​​in the context of the competency-based paradigm of university language education (Prof. Safonova V.V.), P translation and translation studies (Prof. Polubichenko L.V.), R regional studies and international relations (Prof. Pavlovskaya A.V.), T theory and cultural history(Prof. Mokletsova I.V.).

Benefits of Education

The program is focused on training highly qualified practitioners in the field of intercultural communication with a deep knowledge of English, as well as Chinese or Spanish, who will be able to confidently navigate the management of an organization in the context of global integration of business processes. Graduates of the program have professional competencies in both the field of business and management, and in the field of translation and interpretation.

Graduates are able to:

• conduct professional intercultural communication in the field of business and management
• carry out translation activities in the field of business and management
• use modern information technologies and automated translation tools to carry out intercultural communication
• organize, promote and manage events (business meetings, negotiations, etc.)
• successfully implement knowledge about the activities and structure of international organizations, diplomatic and consular missions, chambers of commerce
• create, edit and correct bilingual documentation
• provide consulting services and operational assistance on such management issues as documentation support for production planning and control processes
• conduct scientific, educational and research activities

Famous teachers

• S. Yu. Rubtsova - Candidate of Philological Sciences, Associate Professor, Dean of the Faculty of Foreign Languages, translator from English and Dutch, authoritative translator of the Nederlands Literair Product ie-en-Vertalingenfond, author of textbooks and programs, author of more than seventy published works, member of the Union Russian translators, member of the International Association of Legal English Teachers EULETA, member of the editorial board of the international journal Journal of teaching English for Specific and academic purposes (European legal English teachers assosiation)
• S. F. Sutyrin - Doctor of Economics, Professor, Head of the Department of World Economy. Honored Worker of Higher School of the Russian Federation, medal "In memory of the 300th anniversary of St. Petersburg", medal of the Order of Merit for the Fatherland, II degree
• L. L. Timofeeva - Candidate of Philological Sciences, Associate Professor of the Department of Foreign Languages ​​in the Field of Economics and Law, current translator (consecutive and simultaneous interpretation), 2004–2012 - accompanying the Open World program at the US Library of Congress. Area of ​​scientific interests: translation studies, simultaneous and consecutive interpretation, artistic interest
• T. E. Dobrova - Candidate of Philological Sciences, Associate Professor of the Department of Foreign Languages ​​in the Field of International Relations, author of more than 30 publications. Area of ​​scientific interests: intercultural communication, intercultural professional discourse
• M. N. Morozova - Candidate of Philological Sciences, Associate Professor of the Department of Foreign Languages ​​in the Field of Economics and Law, author of more than 20 publications. Area of ​​scientific interests: translation studies, professionally oriented translation, lexicology
• A. A. Karazia is a candidate of philological sciences, an active interpreter, and since 2012 a personal translator for the governor of St. Petersburg. Area of ​​scientific interests: translation studies, methods of teaching interpreting

Main areas of research

• Theory and practice of translation
• Intercultural communication
• Conflict theory
• Automated translation systems
• Educational technology
• Methodology and practice of teaching translation

Practice and future career

The training involves completing translation practice in leading translation companies in St. Petersburg, including:

• LLC "EGO Translating Company"
• Literra LLC

Graduates are ready for professional activities as:

• a specialist in the field of translation and interpretation in the field of business and management with knowledge of automated translation systems and machine translation post-editing skills
• manager in the field of language business (management of translation projects, project teams, translation departments)
• manager for work with foreign clients
• specialist in organizational and documentation support for organization management
• teacher of vocational training, vocational education and additional vocational education

Graduates are ready to work in international organizations, translation companies, etc.