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People use language to express their thoughts and emotions, as well as reflect and construct their attitudes and knowledge (Haid, 2019). Therefore, it is essential to develop oral communication not only in the mother tongue, but also when learning foreign languages. Oral communication or interaction may be defined as using language for communicative purposes by interlocutors who focus mainly on the content of their conversation, not so much on the correctness of their language use (Philp & Tognini, 2009). Usually, this means conversations between two persons, and sometimes also listening to the interlocutor or delivering a monologue (Eriksson, 2020). When learning a foreign language, we primarily resort to the notions of speaking and listening in connection with oral communication (Krelle, 2011). The main problem in a foreign language class is the learners' reluctance to communicate (Ikonomu, 2010; Kroemer & Hantschel, 2019). The DESI (Deutsch Englisch Schülerleistungen International, 2001-2008) study on the proficiency of German schoolchildren in English and German shows that, on average, teachers speak 70% of the classroom time and learners only 30%. For example, if the number of pupils is 15 and the lesson lasts for 45 minutes, each learner can only speak for about one minute during the whole lesson (Helmke et al., 2007). The significance of the development and practice of speaking in a foreign language and the role of teaching communicative skills is also emphasised in the Estonian context because, in certain cases, teaching foreign languages is largely focused on preparing for the exam (EVK, 2009-2017). A similar view is expressed in the report on the state of the language in Estonia, in which the methodology used in foreign language learning is criticised for focusing excessively on grammar and language (Lukk et al., 2017). Dialogues and speaking tasks used in language classes often differ from real-life communicative interactions as they are limited to the themes and vocabulary contained in textbooks (Lütge, 2017). Textbooks are often aimed at the correct use of grammatical forms rather than concentrating on grammar for communication purposes (Delius, 2020). However, the natural process of language acquisition is forgotten in foreign language lessons. Didacticised dialogues in textbooks use complete sentences without any sentence breaks or repetitions and with their syntax and vocabulary corresponding to the use of the "language of distance" (Distanzsprache). Comparisons with oral language corpora show that the language of textbook dialogues differs from natural language usage to a great degree (Delius, ibid.). Oral communication in a language class requires an independent, creative and flexible approach and is not restricted to knowing grammar rules. While speaking, the language user has to consider the language, the content, the present situation and the listener, which in methodological terms means the principle "message before accuracy", i.e., the content is more relevant than the accuracy of the language used (Kurtz, 2013). Research shows that in interactions, it is more important to express yourself comprehensively rather than point out mistakes (Rösler, 2012). Speaking exercises in the form of different games, role-plays, simulations, improvisation and projects are recommended to stimulate interaction (Kurtz, 2013). This paper examines the influence of using fictitious identity as a technique for learning and teaching foreign languages (French 'simulation globale') and on the communication readiness of the students in teaching German. Fictitious identity is defined as an activity-oriented language teaching technique in which learners assume new imaginary identities for an extended period, creating an imaginary universe for themselves (Maak, 2011). [ABSTRACT FROM AUTHOR]

Translators as members of a certain culture, generally that of the target culture, base their translation-relevant decisions on their own culture, while the decisions are motivated by the (alien) source culture. In the translation process, cultural differences may lead to various decision-making conflicts and the translator has to find a compromise between the author of the source text, the target recipient and finally, of course, the translator him/herself. In this article, proceeding from functionalist approaches to translation, the discussion focuses on the decision conflicts related to translating culture- specific elements. Culture-related decision conflicts, as considered here, refer to the translator's inner indecision with reference to his/her goals, interests, values, beliefs, methodological approach, or any consequences thereof, attributable to the different cultural embeddings of the source text and the target text. In general, decision conflicts are perceived as subjective translation problems. The translator has to be able to constantly act between separate perspectives, continuously see things from different viewpoints. The conflicts arise when the translator attempts to bring together two incongruent cultures without prejudice to any of the parties involved in the process. Acting within the interface of two different cultures, bearing in mind the interests of several participants, is what makes translation-relevant decisions a highly complex matter. [ABSTRACT FROM AUTHOR]