Вестник КазНПУ им. Абая, серия «Филологические науки», №4(62) 2017 г.
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presupposes correct and adequate use of linguistic system. Thus, learning occurs through interaction between
students and teacher. The range of exercises and activities compatible with a communicative approach is
unlimited [3]. Competency based education stipulates the successful functioning in the real world of work.
Competency-Based Language Teaching
approach had been widely adopted by the end of the 1970s,
particularly as the basis for the design of work-related and survival-oriented language teaching programs for
adults. Competencies consist of a description of the essential skills, knowledge, attitudes, and behaviors
required for effective performance of a real-world task or activity. In organizing learning process, all
competencies are described in terms of elements that break down the competency into smaller components;
criteria that specify the minimal performance required to achieve a competency; examples of texts and as-
sessment tasks that relate to the competency. The group of scientists of Kazakh Ablai Khan University of
International Relations and World Languages under the supervision of S.S. Kunanbayeva [4, 43] suggested
the set of the competences for those who acquire foreign language. Linguistic competence provides
acquisition of language means and rules with the purpose to create linguistically correct utterances in oral
and written forms of intercultural communication. Speech-communicative competence provides the
formation of the ability and readiness to realize communicative intention in different situations of oral and
written communication on the basement of listening, speaking, reading and writing. Linguo-cultural
competence reflects the correlation of culture and language in the process of communication. It provides
linguo-culturally adequate communication with the representatives of other society inserting the foundation
of the secondary conceptualization of the world. Socio-cultural competence is understood here as an ability
to reflect environment by means of a language; to form the background of a foreign picture of the world
taking into consideration the position of the native speakers; to generate secondary cognition.
The main reason, supporting the importance of lingua-cultural approach is that language is not an
autonomous construct but social practice both creating and created by the structures and forces of the social
institutions within which we live and function. Culture and communication are inseparable because culture
not only dictates who talks to whom, about what, and how the communication proceeds, it also helps to
determine how people encode messages, the meanings they have for messages, and the conditions and
circumstances under which various messages may or may not be sent, noticed, or interpreted. Culture is the
foundation of communication [5]. This approach will help students to understand the fact that all people
exhibit culturally conditioned behaviors and social variables such as age, sex, social class, and place of
residence influence the ways in which people speak and behave. It will help to increase their awareness of
the cultural connotations of words and phrases in the target language, to develop the necessary skills to
locate and organize information about the target culture. Finally, it stimulates students’ intellectual curiosity
about the target culture and encourages empathy towards its people. The
person-centered
approach was
developed from the concepts of humanistic psychology. The humanistic approach views people as capable
and autonomous, with the ability to resolve their difficulties, realize their potential, and change their lives in
positive ways. The psychologist Carl Rogers (1902-1987), who proposed new humanistic ideas for
counseling, developed the person-centered approach [6].
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