Xenological Linguistics as a Distinctive Component of Interdisciplinary Xenology

There exist fields that are prevalent in social life yet relatively understudied scientifically, which are gaining particular significance in this increasingly entrenched era of globalization. One such field is the scientific discipline known as xenology, within which foreign, alien elements existing in society are examined.
The primary objective of this article is to delineate the general parameters related to the essence of xenological linguistics within the framework of interdisciplinary xenology, and several tasks are envisaged within this objective. Specifically, the most salient of these include analyzing the interpretation of the problem of interdisciplinary xenology in the extant literature, distinguishing its linguistic component, i.e., xenological linguistics, from general xenology and classifying it, and elucidating the means of expression of xenology with relevant examples.
This research argues that effective intercultural communication is attained not by fearing or rejecting foreign verbal and nonverbal elements, but through understanding, tolerance, and respect for others’ lifestyles. This is achieved through knowledge, experience, and competence, specifically via a xenological approach. Xenological philology, especially xenological linguistics, plays a crucial role in this process. The nature of the research determines its methodology. Employing universal methods such as literature review, inductive and deductive reasoning, classification, comparative-historical method, and component analysis, linguistic xenology is differentiated from general xenology and analyzed, and significant conclusions are drawn through important research results achieved.
The study concludes that linguistic xenology can be classified into three components: sociolinguistic, purely linguistic (lingual), and intercultural communication. This approach helps cognitively distinguish reality from stereotypes about the studied language’s country, particularly Germany, systematize differences between native and German languages, and achieve communicative competence, the main goal of language learning, through appropriate communicative acts in foreign language contexts.