CONTEMPORARY TECHNOLOGIES FOR TEACHING ENGLISH LANGUAGE IN KAZAKH
AND RUSSIAN-SPEAKING GROUPS OF UNIVERSITY STUDENTS
Abstract
Kazakhstan is a multilingual area. There is a growing tendency to pay more attention to the English language taking
into account its developmental and scientific significance. The article is focused on Kazakh and Russian-speaking
students, who learn English language at the universities. We argue that the modern approaches, methods and techniques
should be realized in teaching English language. On the basement of S.S. Kunanbayevas’s cognitive linguacultural
methodology, we presented four stages of communicative competence formation in teaching English language. Each
stage fulfills its own specific functions and the set of certain skills are formed on each stage, which is equipped by the
most effective methods and techniques. Experiment showed that the usage of contemporary methodology promoted the
effective acquisition of English language by Kazakh and Russian-speaking students of university.
Keywords:
еnglish language, Kazakh and Russian-speaking students, universities, modern methods, techniques,
competency-based language teaching, communicative, person-centered, lingua-cultural, approach
INTRODUCTION.
The special importance of this article is determined by the fact that there is an
interest in studying English language by Kazakh and Russian-speaking students of the universities. It should
be mentioned that approaches, methods and techniques being chosen proclaim an integrated philosophy of
teaching and never clash with each other, representing a very strict hierarchy. Approach is a set of correlative
assumptions dealing with the nature of language teaching and learning,whereas method is an overall plan for
the orderly presentation of language material, no part of which contradicts, and all of which is based upon,
the selected approach. To speak further, a technique is a particular trick, stratagem, or contrivance used to
accomplish an immediate objective. Techniques must be consistent with a method, and therefore in harmony
with an approach as well [1, 18].
The integrity of these three notions must be realized in teacher’s classroom management when he
organizes the classes of English language, which is considered as a foreign one, for Kazakh and Russian-
speaking students. Classroom management is characterized as the actions taken to create an environment that
supports and facilitates academic and social-emotional learning. Toward this goal, teachers must develop
caring, supportive relationships with and among students; organize and implement instruction in ways that
optimize students’ access to learning; use group management methods that encourage students’ engagement
in academic tasks; promote the development of students’ social skills and self-regulation [2, 32].
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