STATE AND PROSPECTS OF FOREIGN LANGUAGE EDUCATION IN KAZAKHSTAN: EXPERIENCE OF EMPIRICAL STUDY

2021 ◽  
Vol 66 (2) ◽  
pp. 74-83
Author(s):  
A. Ye. Bizhkenova ◽  
◽  
D.M. Kabenova ◽  
Z.S. Takuova ◽  
M. Adilkhanuly ◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Scientific Work ◽  
Foreign Language Education ◽  
Educational Process ◽  
Preschool Age ◽  
English Classes ◽  
Language Communication ◽  
Eighth Grade Students ◽  
The Right

In the system of foreign language education in Kazakhstan,English is a priority at all levels of education. English is the language which is chosen by parents as a foreign for their children in preschool age. This article is devoted to the study of the status and current issues of teaching English in Kazakhstan. It is based on the results of a practical survey of eighth grade students of some secondary schools, as well as on observation of the educational process. During a visit to English classes and after conversations with school teachers, the problematic aspects of the learning process were identified. The article provides an overview of modern methods and principles of classes’ organization, contains recommendations for solving theidentified problems. The authors of the article also tried to find out the desire of students to learn not only English, but also other foreign languages, because according to the state regulatory documents, students at school have the right to choose a foreign language, which they want tolearn. The desire to communicate in a foreign language, readiness for foreign language communication, the role ofEnglish language in the student’s life, the main activities in foreign language lessons were some of the key issues, that were considered in this scientific work.

INTERPRETATION IN FOREIGN LANGUAGES EDUCATION: PSYCHOLOGICAL ASPECT

2021 ◽  
Vol 54 (2) ◽  
pp. 121-129
Author(s):  
Vera B. Tsarcova ◽  
Keyword(s):  
Foreign Language ◽  
Real World ◽  
Language Education ◽  
Foreign Language Education ◽  
Educational Process ◽  
Personal Meanings ◽  
The Subject ◽  
Definition Of ◽  
Educational Potential

The article is devoted to one of the problems of foreign language education – the definition of the role of interpretation in preparing students of special (language) directions to participate in the dialogue of cultures. Interpretation is considered as a phenomenon and as a way of comprehending reality, which allows the subjects of the dialogue of cultures to reach mutual understanding. The main characteristic of interpretation, which is necessary for the purposes of foreign language education, is its psychological character. It is determined by the psychology of the author, the psychology of the work, as well as the psychology of the reader-interpreter. It is proved that the interpretation of a work of art, which has universal, historical and personal plans, has huge epistemological and axiological possibilities. They activate the entire educational potential of interperetation (educational, developmental, cognitive, and educational). Russian Russian poet A. A. Fet (1820–1892) uses the poem “Wir saßen am Fischerhaus” by the famous German poet and publicist Heinrich Hein (1797–1856) and the translation of this poem into Russian to illustrate the interpretation technology. The poem is considered as a space of personal meanings of the author. They are the ones that are subject to interpretation and bring the reader-interpreter back from the poet's world to the modern real world. And the real world is full of unexpected cultural facts, closely related to the content of the work of G. Heine, with distant Lapland and the life of modern lapps. Thus, interpretation is presented as an educational strategy. Together with the strategies of contextualization, philologization and argumentation, it ensures the achievement of the main goal of foreign language education – the creation of an individual who can act as a genuine subject of the dialogue of cultures. The article also emphasizes the importance of the teacher as the organizer of the educational process and the subject of the dialogue of cultures.

scholarly journals WAYS OF FORMATION OF STATEMENTS IN A FOREIGN LANGUAGE// International Journal of Educational and Scientific Research 4(12), 2021/ Chief Editor K. Kumpulainen /OEAPS OU - Tallinn, Estonia (Open European Academy of Public Sciences). Vienna, Austria 30.04.2021: OEAPS OU., 2021. P. 21-24.

2021 ◽  
Author(s):  
Ulzhamilya Bibatyrovna Serikbayeva ◽  
Zhanna Borisovna Erzhanova
Keyword(s):  
Foreign Language ◽  
Structural Model ◽  
Communicative Competence ◽  
Language Education ◽  
Chief Editor ◽  
Foreign Language Education ◽  
Educational Process ◽  
Teachers And Students ◽  
Common Goals ◽  
Methodological Principles

The purpose of the article is to offer a solution to the problem of development of communicative competence of students of non – linguistic faculties. The importance of establishing common goals and objectives by both sides of the educational process is shown. The problems faced by teachers and students in teaching a foreign language due to the lack of understanding of the structure of the studied language by students, their inability to develop an algorithm for the formation of foreign language statements. The importance of developing students ‘ strategic thinking in learning a foreign language is demonstrated. The General methodological principles underlying the tasks and exercises on the formation of the functional structural model of the studied language in the minds of students are formulated. The assessment of the state of foreign language education at the present stage is given. The necessity of changes in the guidelines for teaching students of creative specialties to obtain the expected results is proved. The main scientific result is the authors ‘ proposal on the formation of communicative competence through the development of existential and strategic competencies, as well as the development of an algorithm for the assimilation of knowledge about the structure of the studied language and their application in speech activity.

PERSONAL-ORIENTED DEVELOPING FOREIGN LANGUAGE EDUCATION

2020 ◽  
pp. 83-92
Author(s):  
И.И. Бурлакова
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Education ◽  
Professional Community ◽  
Foreign Language Education ◽  
Educational Process ◽  
Modern Concept ◽  
Professional Activity ◽  
Intellectual Activity ◽  
Language Teacher

Постановка задачи. Научно-методологической основой современной концепции высшего образования выступает синергетическое единство классических и современных психолого-педагогических подходов. Современное высшее образование ориентировано на приобщение молодого человека к фундаментальным знаниям, на формирование практических умений в будущей профессиональной деятельности и подготовку его к обучению на протяжении всей жизни. Однако современное образование мало ориентировано на жизненное и профессиональное самоопределение студента. Выводы. Комплексное использование в учебном процессе личностно-ориентированных технологий позволяет стимулировать развитие личностного потенциала, умственную деятельность, «запускает» развитие познавательных процессов, способствует формированию компетенций, необходимых будущему учителю иностранного языка. Личностно-ориентированное иноязычное обучение в вузе будет способствовать снятию страха будущего учителя перед школой, перед современными детьми и будет способствовать безболезненному вхождению молодого учителя иностранного языка в профессиональную деятельность и профессиональное сообщество. The scientific and methodological basis of the modern concept of higher education is the synergetic unity of classical and modern psychological and pedagogical approaches. Modern higher education is focused on introducing a young person to fundamental knowledge, on forming practical skills in future professional activities and preparing them for lifelong learning. However, modern education is not focused on the life and professional self-determination of the student. The integrated use of personal-oriented technologies in the educational process in the process of teaching a foreign language stimulates personal and intellectual activity, develops cognitive processes, and contributes to the formation of competencies that a future foreign language teacher should possess. Personal-oriented foreign language education at the University will help to remove the fear of the future teacher before school, before modern children and will contribute to the painless entry of a young foreign language teacher into the professional activity and professional community.

scholarly journals The Implementation of Emotionally-Valuable Component of the Content of Foreign-Language Education (on the Material of Study Course “Spotlight”). Part II

2019 ◽  
Vol 21 (7) ◽  
pp. 164-202
Author(s):  
M. N. Tatarinova ◽  
O. V. Sungurova
Keyword(s):  
Experiential Learning ◽  
Foreign Language ◽  
Language Education ◽  
Linear Structure ◽  
Foreign Language Education ◽  
Educational Process ◽  
Practical Significance ◽  
Practical Implementation ◽  
Valuable Component ◽  
Emotional Value

Introduction. The revaluation of the tasks and results of school foreign-language education in our country updated the role of the emotionally-valuable component (EVC) of the content of foreign-language courses. There is broad agreement that the compliance of its criteria today is the most important prerequisite of foreign languages viability.The aim of this article is to provide a scientific answer to the question if there is necessary background for the implementation of the EVC of the content of foreign-language education in the current study course “Spotlight”.Methodology and research methods. As the fundamental methodological tool the emotionally-valuable (axiological) approach to the study was applied. A number of complementary methods were used: a theoretical systemic-structural and comparative analysis; an analytical experiment – the content-analysis of the current English-language study course for a secondary school; a constructive (creative) experiment (experiential learning); a method and principles of visibility (a tabular and graphical presentation of information); methods of mathematical statistics.Results and scientific novelty. It is proved that the EVC in the linear structure of the school subject “A foreign-language” is able to ensure an integral formation of a student’s personality with developed intellectual, volitional and emotionally-valuable spheres. A practical implementation of this component is possible through students’ work with speech patterns of emotionally-valuable context. The indicators of emotional value of teaching materials are selected. The contentanalysis of the text library of the study course “Spotlight” showed that it does not fully meet the requirements for super-phrasal units of the EVC, intended to maintain an appropriate level of language skills and encourage the acquisition of various kinds of foreign-language speech activities: speaking, listening, reading and written speech. Therefore, additional adjustment of a number of speech samples is required in order to create all the necessary background for the exploitation of the EVC of the school programme content at different stages of foreign-language training. The results of experiential learning a foreign language, involving carefully selected texts of a sufficient and high degree of emotional value, and the use by teachers of special techniques of work, adequate to the axiological potential of speech samples, prove the appropriateness of such an approach to the organisation of an educational process. The axiological orientation of the training content significantly improves students’ speech activities and contributes to the development of their emotionally-valuable relations with the surrounding world.Practical significance. The materials in this publication may be in demand when making constructive changes and additions to the content and technologies of school foreign-language education.

scholarly journals Significance and Features of Teaching Foreign Language Professional Communication in an Educational Institution of the Ministry of Internal Affairs of Russia

2020 ◽  
pp. 115-119
Author(s):  
Irina Aleksandrovna Berdnikova
Keyword(s):  
Foreign Language ◽  
Educational Institution ◽  
Language Education ◽  
Foreign Language Education ◽  
Educational Process ◽  
Professional Communication ◽  
Highly Qualified ◽  
Qualified Personnel ◽  
The Russian Federation ◽  
Internal Affairs

The author emphasizes that the world integration processes put forward qualitatively new require-ments to professionals. In this regard, one of the tasks of an educational process is training highly qualified personnel able to conduct business and professional communication in a foreign language. The present study substantiates the importance of foreign language skills for internal affairs officers. It is noted that possessing these skills will allow inter-nal affairs officers to solve problems in the sphere of law enforcement at an international level. The study focuses on the fact that the pedagogical efficiency of teaching foreign language professional commu-nication to police office candidates and postgradu-ate students at the Academy of Management of the Ministry of Internal Affairs of the Russian Federation is achieved due to the application of the communi-cative method and consideration of andragogical principles of foreign language education of adults.

scholarly journals Foreign language professional communicative competence as an essential condition of marine transport engineers training and their employment

2019 ◽  
pp. 110-116
Author(s):  
R. V. Drazhan ◽  
A. S. Pazonova ◽  
E. S. Gluhih
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Language Education ◽  
Educational Process ◽  
Professional Communication ◽  
Language Training ◽  
Social Partnership ◽  
Essential Condition ◽  
Marine Transport ◽  
Language Communication

This article is devoted to the issues of foreign language training of future marine transport engineers and the topicality of their possession of foreign language professional communicative competence at the level needed to resolve professional problems in the process of employment. This work proves the necessity of improving the quality of foreign language training by means of additional educational programs and advanced courses on Marine, Business, Professional English, the purpose of which is to apply oral and written communicative skills in situations of business and professional communication in arranging and carrying out an international transportation, operation and management of water transport, as well as forwarding and agency services for ships. Following a competencybased approach, the goals, objectives and results of the development of programs of additional and professional foreign language education are clearly defined in accordance with the requirements of international, professional and educational standards and the results of training are given on examples of specific courses. The research results presented in the article can be used in development and implementation into the educational process the professional foreign language communication programs using e-learning and distance learning educational technologies. The authors emphasize the importance of social partnership with the employer in order to continuously monitor his requests and requirements for the graduate.

scholarly journals THE ROLE OF FOREIGN LANGUAGE IN THE FORMATION OF PROFESSIONAL MOBILITY IN THE TRAINING OF FUTURE SPECIALISTS IN NON-LINGUISTIC UNIVERSITIES

2021 ◽  
pp. 164-170
Author(s):  
Halyna Bondar ◽  
Inna Nesterenko
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Professional Education ◽  
Language Education ◽  
Education Institution ◽  
Educational Process ◽  
Professional Activity ◽  
Professional Mobility ◽  
Language Communication

The article considers the problem of the formation of professional mobility in the training of future specialists in non-linguistic universities, which has recently gained particular relevance due to the growing role of foreign language communication in the professional activities of future specialists.The requirements of higher education aimed at training competitive future specialists are taken into account. Foreign language education today becomes at the same level with professional education, integrates with it and significantly affects the success and competitiveness of future specialists in the labor market. This circumstance underlines the need to change the purpose, content, process and form of organization of the educational process of foreign language teaching. Actuality of the research topic is a result of the modernization of higher education and aimed at finding effective ways to train future specialists, meeting all the latest requirements of the labor market.The concept of “professional mobility” is considered. The role of foreign language in the formation of professional mobility in the training of future specialists in non-linguistic universities in the context of professional mobility is analyzed, the opportunities offered for higher education future specialists with foreign language skills are described.Modern higher education, as a channel of professional mobility, can help future specialists in vocational and personal development with professional mobility to become competent future specialists, creating specific pedagogical conditions and, thereby, the basis for their self-realization in the difficult social, economic, political conditions of society. Keywords: foreign languages, training, professional mobility, future specialists, non-linguistic higher education institution, formation of professional mobility, competitive future specialists, foreign language communication, professional activity.

scholarly journals ЧЕТ ТИЛИНИ ЎРГАТИШДА КЎРГАЗМАЛИЛИК ПРИНЦИПИ

2019 ◽  
pp. 142-151
Author(s):  
Gulchekhra SHAKHALDAROVA
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Educational Process ◽  
Organization And Management ◽  
The Social ◽  
The Subject ◽  
The Individual ◽  
Effective Use ◽  
Effective Result

Маълумки, ўқув жараёнининг муваффақиятли ва самарали натижаси таълимга қўйилган дидактик талаблар ва принципларга қай даражада амал қилинишига ҳам боғлиқ. Ушбу мақола чет тилини ўқитишда дидактик принциплар татбиғи хусусиятларини ўрганишга қаратилган. Чунки таълим принциплари ўқув жараёнига қўйиладиган ижтимоий талаблар, таълимни ташкил этиш ва бошқаришда риоя этиладиган қонун-қоидалар сифатида амалда қўлланилади. Ўқувчиларга чет тили фанидан бериладиган билим, малака, кўникмалар улар томонидан онгли, пухта ва мустаҳкам ўзлаштирилган бўлиши лозим. Бунинг учун ўқитувчи томонидан тақдим этиладиган ўқув материалларининг ўқув режаси, дастури ўқувчиларнинг индивидуал ёш хусусиятларига мос тарзда тушунтирилиши, улардаги сезги аъзоларининг кўпроқ иштирок этишига эришиш, кўргазмали қуроллар, техника воситаларидан самарали фойдаланиш, дарс давомида ўқувчиларнинг амалий фаолиятини ташкил этиш, мустақил ишлаш, тафаккур қилиш, мантиқий хулосалар чиқара олиш кўникмаларини шакллантиришга катта аҳамият берилиши лозим. Шу сабабли мақолада дидактик принципларнинг назарий асослари, талқини ўрганилиб, чет тили таълимида татбиқ этилишининг айрим хусусиятлари кўргазмалилик принципи мисолида кўриб чиқилган. The main purpose of this article is aimed at teaching a foreign language, studying the features of the application of didactic prints. It is known that the successful and effective result of the educational process depends on the extent to which the laws of the educational process, that is, the didactic requirements for education and the observance of prints. Because educational printouts are valid as the social requirements imposed on the educational process, the laws that are observed in the organization and management of Education. The knowledge, qualifications, skills given to the students on the subject of a foreign language must be consciously, meticulously and firmly mastered by them. To do this, the teacher should draw great attention to the fact that the educational material that he gives is the curriculum, the curriculum should be explained in accordance with the individual age characteristics of the students, the achievement of greater participation of the members of the students ' intuition, the effective use of sighted weapons, technical means, the organization of practical activities of the For this reason, the theoretical basis of didactic printsips, their application in foreign language education by studying interpretation, some features were considered in the example of visual printsip.

scholarly journals TEACHING A DIALOGUE AT ENGLISH LESSONS IN SCHOOL

2021 ◽  
pp. 112-119
Author(s):  
Елена Николаевна Григорьева ◽  
Анжелика Геннадьевна Абрамова ◽  
Татьяна Юрьевна Гурьянова
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Visual Aids ◽  
Approaches To Teaching ◽  
School Based ◽  
Current State ◽  
Research Material ◽  
Oral Speech ◽  
Language Communication

Обучение диалогической речи на иностранном языке является одной из ключевых проблем иноязычного образования в силу доминирования данного вида речевой деятельности в ходе иноязычной коммуникации. Авторы статьи анализируют современное состояние вопроса обучения диалогу на английском языке, основные теоретические и практические аспекты обучения диалогической речи: особенности диалога как вида речевой деятельности, систему упражнений для обучения диалогу-расспросу на английском языке. Материалом исследования послужили труды по методике обучения устной речи на иностранном языке (В. Л. Скалкин, Е. Н. Соловова, М. Л. Вайсбурд, И. Л. Бим, М. В. Гайлит, Я. Яноушек, Г. В. Рогова, Н. П. Грачева). В ходе исследования на основе анализа экзаменационных ответов выпускников 9 и 11 классов на основного государственного экзамена (ОГЭ) и единого государственного экзамена (ЕГЭ) авторы статьи выявляют наиболее типичные ошибки и затруднения учеников в заданиях, предполагающих ведение условного диалога-расспроса на английском языке и ответы на вопросы коммуникатора. В статье также приводятся практические результаты проведенного эксперимента по апробации разработанного авторами комплекса упражнений для обучения условному диалогу-расспросу на английском языке в школе, основанного на применении визуальных опор и сочетании индуктивного и дедуктивного подходов к обучению диалогу. Teaching a dialogical speech in a foreign language is one of the key problems of foreign language education due to the dominance of this type of speech activity in the course of foreign language communication. The authors of the article analyze the current state of the issue, the main theoretical and practical aspects of the problem of teaching a dialogue: features of dialogical speech, system of exercises for teaching dialogue in English. The research material is based on the works on methodology of teaching oral speech in a foreign language (V. L. Skalkin, E. N. Solovova, M. L. Weisburd, I. L. Bim, M. V. Gailit, Ya. Yanoushek, G. V. Rogova, N. P. Gracheva). In the course of the study, basing on the analysis of the Basic State Exam and Unified State Exam results, the authors identify the most typical mistakes when making a dialogue in English. The article also presents the practical results of experimental work on testing the set of exercises for teaching dialogical speech in English at school, based on the use of visual aids and a combination of inductive and deductive approaches to teaching a dialogue.

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