The Concept Of development of foreign language education

THE MINISTRY OF EDUCATION AND SCIENCE

OF THE REPUBLIC OF KAZAKHSTAN

 

 

KAZAKH UNIVERSITY OF INTERNATIONAL RELATIONS AND WORLD LANGUAGES. ABYLAI KHAN

The Concept Of

development of foreign language education

Of The Republic Of Kazakhstan

 

 

Almaty, 2010

 

    "The concept of the development of foreign language education of Kazakhstan».-Almaty:

Kazakh University of international relations and world languages named after abylai Khan, 2006 g.

Scientific management -PhD, Professor, academician IAHE

Kunanbaev S.s.

 

 

Compilers: Kunanbayev S.s.

Karmysova M.k.

Ivanov A.

Arenova Etc.

Zhumagulov, B.

Kuznetsova.

Abdygapparova S.k.

 

 

The concept approved by the Council on the basis of SMC kuir Abylai Khan (Protocol № 1 from Feb 25, 2005). Agreed upon with the MINISTRY of EDUCATION and SCIENCE of RK.

 

"The concept of education development of Kazakhstan till 2015 provides a complete, deep modernization of education at all levels. Based on the principles of State education policy "concept of foreign language education of Kazakhstan determines the positions of a new methodological approach, objectives and content of foreign language education in accordance with the international standard requirements.

Idea modernization of foreign language education in the form of the tiered model for unity, continuity and continuity of all stages of general education system. A system-level approach promotes the exit into the world educational and informational space.

 

 

 

 

 

© Kazakh University of international relations

 and world languages named after abylai Khan, 2006 g.

Table Of Contents

 

Introduction ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ....

1. The purpose and objectives of the concept ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ....
2. The State of foreign language education in Kazakhstan today

этапе ………………………………………………………………………………

3. The basic directions of development of foreign language education....................
4. Management of the system of continuous education of foreign language ................
5. The main directions of improving training

      the teaching staff at INJILI............................................................

6. Stages of realization concept............................................................
7. Expected results implementation of the concept.....................................

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Introduction

The concept of development of foreign language education of the Republic of Kazakhstan (hereinafter – the concept) is scientific-practical, methodological document, defining a common strategy, goals, objectives, levels, contents and main directions of development of foreign language education. This document has been drawn up in accordance with the legal framework existing in the sphere of education, the concept of education development of Kazakhstan till 2015 onwards, the recommendations of the Convention on technical and vocational education, the Lisbon Convention, the Declaration of the World Conference on higher education, the recommendations of the meeting of European Ministers in Bologna, UNESCO's recommendations on lifelong learning.

The concept of development of foreign language education strategic direction for education development extrapolates RK for qualitative upgrade of the domestic foreign language education and training in the field of professional training, qualification meet global standards.

Intensely developing integration processes in the last decade, the growth of professional and academic exchanges, deepening international cooperation stimulated the progress of foreign language education. In these circumstances, foreign language becomes a powerful tool of intellectual potential of a society that is becoming in modern history, one of the main resources of the development of the new State.

Through the study of language as a reflection of socio-cultural reality as a phenomenon of culture – national and universal, a picture of inofonnoj picture of the world, is the ability to seamlessly communicate in our own communities and in other societies, prevent and overcome conflicts arising from historical, political and religious differences. Thus, through the language creates a sound basis for international and interkul′turnogo understanding.

However, as shown by the analysis of the current state of foreign language education in Kazakhstan, despite certain achievements in this area, the overall level of foreign language teaching students how middle and high school, does not correspond to the modern social order.

The objective necessity of modernization of the domestic system of foreign language teaching is embodied in the staff of the University"The multi-leveled model of foreign language education",meeting the requirements of the 21st century. this model to define the exact number of levels and their meaningful aspect for every type of educational institution provides the implementation of the principles of continuity, the continuity and sustained development of foreign language quality education. It harmoniously combines the substantive content of the domestic system of teaching foreign language and international-standard control mechanism of foreign language teaching for each level. Move to the level of the educational process can significantly improve the quality of foreign language education.

Tier model of foreign language education as a dynamic structure of general education reform programme represents a real step towards the accession of Kazakhstan into the world educational space.

The orientation of the educational system of the Republic of Kazakhstan for competence approach in the content of education is reflected in the teaching of foreign languages in the formation of intercultural competence as an indicator of the articulation of the human capacity to participate effectively in intercultural communication inoâzyčnom level. The specificity of targets and substantive aspects of foreign language education in the context of cross-cultural paradigm was that as a central element of the tiered model is trained as an educational process and as the subject of intercultural communication.

The concept of development of foreign language education in the Republic of Kazakhstan lays the foundations for the development of the State language policy, modernization of the national system of foreign language education and provides the basis for streamlining the regulatory control and methodical documentation in the field of teaching foreign languages.

 

1. the purpose and objectives of the concept

 

The purpose of the concept – identification of the main directions of development of foreign language education, the establishment of a national multi-leveled model of continuous and sustained foreign language education for occurrence of Kazakhstan in the world educational space.

The Concept Of Task:

1. Reveal the true state of foreign language education in Kazakhstan today.
2. Outline the theoretical and methodological basis for lifelong foreign language education.
3. Define a system of continuous and sustained foreign language education, covering all stages of the educational structure.
4. Identify the steps to implement this concept.
5. Predict the anticipated results.

 

2. The State of foreign language education in Kazakhstan

at the present stage.

Foreign language education as a component of the overall system of national education cannot be considered in isolation from the environment in which it operates and develops. Expanding the integration processes, the growth of professional and scientific exchanges, deepening international cooperation and collaboration in the past decade have encouraged the progressive development of foreign language education. In this sphere in the educational system of Kazakhstan, there have been significant positive changes both in content and in institutional terms:

• foreign language study (s) deemed socially important as a pledge for the practical and professional of human life in modern mul′tilingval′nom and multicultural globalized world;
• defined the place of foreign language as a language of international communication alongside the State language (Kazakh) and Russian as the language of international communication;
• recognized the need to introduce early learning of OIA, further improving and deepening their mastery in variational structure inherited educational institutions Basic, secondary specialized, post-secondary vocational and higher education;
• meaningful and terminology refined conceptually meaningful concepts:
• '' the impact of education '' with the projection on the intercultural communication;
• '' the level of teaching '' (the final set of communicative language skills of OIA as the result of the interaction of teaching and learning);
• '' language for special purposes (LSP) as a teaching professional oriented communication and language for academic purposes» (LAP) along with '' the language of daily communication '';
• designed and experimentally confirmed by the conceptual basis for the implementation of the internationally-standard levels of teaching on LSP in the national schools of the international type and language University;
• done celezadannoe Introduction of advanced educational and information technologies (including distance) learning OIA;
• are exemplary model programmes for the practical course of OIA and the LSP for language and non-language universities;
• set up pilot training complexes in three European languages (English, French, German) for primary, secondary schools and the profile of the second course of language University;
• developed differentiated- specialized training of foreign language teachers for schools with in-depth study of OIA, high profile schools with economic, engineering and technical, of course – the scientific and humanitarian slant and rural ungraded schools.

However, despite these positive developments, the foreign language education in the Republic is characterized by a number of negative phenomena.

The lack of a unified methodological framework for continuing and further education and foreign language variable character – unified regulatory it security (gosstandartnyh and software requirements) resulted in the arbitrary choice of educational institutions of foreign training programs and educational materials without any correlated with domestic conditions of teaching, understanding of the expected results of the trainees and the criteria for their evaluation, natural growth of innovative experiments, development of chaotic market of educational services of OIA to '' fill '' gaps of State inoâzyčnoobrazovatel′noj .

The situation is compounded by the shortage of staff, able to fully ensure the training of OIA, LSP and LAP across the multilevel foreign language education, the abolition of State-funded retraining system of training of personnel on IA, weak their reproduction and, as a consequence, low availability of secondary education teachers. All this has had a negative impact on the quality of teaching at all levels of the Republican and foreign language education: a large portion of graduates, having under the sovereignty of the Republic of real opportunities for personal and professional contacts with native speakers, find some difficulties in implementing a communication in a foreign language.

The planned expansion of temporary borders and foreign language education for periodization full satisfaction of the modern social order to the professionals who know practically and professionally on the international standard level of one or more of the OIA, requires serious modernization of the quality management system of foreign language education, which, in turn, implies the need to:

• qualitative revision of national foreign language education policies;
• a substantial upgrade of methodological, conceptual, technological and resource bases of foreign language education;
• create a single, structurally and meaningful unified inoâzyčnoobrazovatel′nogo space to all forms and levels of education;
• the system of training and retraining of personnel for each model of education for IYA (early, profile, group-professional);
• establishment of teaching methods for each of these educational programmes on the basis of a unified regulatory framework meaningful bases for each level;
• building a unified ranking system and evaluation of teaching levels , oriented to international standards.

 

3. The main directions of development

foreign language education

 

3.1. theoretic-methodological fundamentals of the development of foreign language education.

One of the major flaws of the traditional system of teaching foreign languages-the confusion of conceptual frameworks. Therefore, new methodological decision, rather than the introduction in educational process of individual, let the good, but the disparate receptions, allows you to define anthropological (humanist) approach, implemented through the student-oriented teaching as the conceptual basis of foreign language education. Humanistic concept means that the educational process creates the optimal conditions for the development of the individual trainee.

The humanistic concept of a completely new methodological area with a distinct dominant implemented through cross-cultural goal, selection of content and technology foreign language education, an adequate process of formation and development of personality, able to participate effectively in intercultural communication. The transition to a new cultural-forming system of foreign language education does not restrict the learning process only lingvokul′turnymi language country settings. A significant place in the learning process should take lingvoètnokul′tura trainee.

From the perspective of a new methodological approach is the reorientation of celezadannosti in learning a foreign language. As a aims is not "foreign language learning" as such, but "foreign language education", in which the contents are not only pragmatic knowledge, skills and abilities, but also personal development by means of foreign language in parallel and interconnected learning the language and culture.

 To achieve the new conceptual reorientation basis celezadannosti in studying substantial basis subject-IA-leveled model of foreign language education becomes a communicative sphere, which is determined by the speech subject and composition of model situations to achieve a sufficient level of foreign language-teaching and the transition to a professionally-oriented foreign language education.

In addition to innovative conceptual approaches to the definition of the celezadannosti and substantive content of foreign language education with new methodological positions to be decided and the use of educational technology.

In keeping with the multicultural paradigm of simulated system of teaching foreign language for the development of nekognitivnyh and intellectual (cognitive) aspects of the learner's personality: in the process of mapping the various conceptual systems (of the real world and worldview) trainee enriches our consciousness through the international reality and means of structuring.

Cultural-forming system of foreign language education, simulated in the form of a tier of learning a foreign language, is based on the proven principles of the national education system, the basic principles on world educational systems, as well as on the functioning of the forecast model in changing socio-economic conditions. These principles are:

1. The principle of continuous and sustained foreign language educationthat meets the current needs of the individual and society, involving common conceptual approaches to the implementation of a harmonized content and technologies at all levels of foreign language education.
2. The principle of intercultural communicative interactionthat enables the development of students ' ability in intercultural communication, foreign language.
3. The principle of reality and interactivity of the educational process by addressing specific issues, drawing on the whole range of knowledge, skills and abilities obtained in different subject areas, as the ability to participate in joint decision-making.
4. Personal and private nature of education, expressed through the content of education, forms of organization and growth variability.
5. Principle of fundamental foreign language education involves arming trained in-depth and comprehensive knowledge that constitute the necessary basis for the development of excellence and provide mobility in dynamically changing context personal life.
6. The principle of ensuring the international standard level training level is implemented through appropriate objectives content and technology, as well as the objective of international standard methods of estimation.
7. The principle of creative, cognitive activity of using foreign language finds expression in the Organization of intercultural exchange, joint international projects, correspondence, etc.
8. The principle of reflexive self-regulation, which is interpreted as the ability to understand (self-evaluation) itself and the environment. Purchased a new trainee experience seamlessly included in the educational process and tracked; a conscious reflection and self-reflection is not only the teacher but also the students themselves.
9. The principle of flexibility and adaptability to changes in socio-economic life, professional activity, ability to live in a multicultural world.
10. Principle of professionalization, involving the use of a foreign language for professional purposes.

 

3.2. the system of continuous and sustained foreign language education.

   

The radical changes in methodological, substantive and technological basis of the foreign language education require the creation of a unified national system of foreign language education. Tier model of mastering foreign languages as the most satisfying modern requirements of society represents the system. Structural components are interrelated and interdependent levels of the national education system: basic education, primary, secondary, post-secondary vocational, undergraduate, graduate. All system components are functionally and aimed at ensuring a certain level of foreign language teaching. Interconnection, interdependence and layering components of the system are presented in table 1.

The integrity of the foreign language is ensured by common methodological subsystem platform, a single normative-managing and content database, as well as the introduction of a single monitoring and evaluation mechanism for foreign language competence.The main objective of foreign language education – formation of secondary language person willing and able to cross cultural, foreign language communication is achieved through the implementation of, out of the goals and objectives of the individual levels that ensure continuity and continuity in the formation of foreign-language skills, as well as specific indicators of the quality of teaching in accordance with the international standard requirements.

These requirements are based on the program "pan-European standards and competency levels of language proficiency, with uniform requirements to the level of teaching languages for all European countries. In this model, there are 6 levels of teaching with a set of educational programs and corresponding to each level of certificates. these levels are denoted by the letters A1, A2, B1, B2, C1, C2, which disclosed in paragraphs 3.2.1, 3.2.2, 3.2.3 concept.

 

Designated levels of harmonized with features of the national educational system and in accordance with the concept of educational framework are implemented as follows:

• for elementary school grades are encouraged to start the training program;
• for the basic steps (5-10) – the levels A1, A2;
• for specialized classes 12-ages (11-12 kl.) – level B1 and profile-oriented training programmes;
• for special schools-programs and standards of 4-th level B2;
• for technical and professional education – level B1 and basics of LSPS;
• for post-secondary vocational education – level B2 and LSPS;
• for non-language universities – level B2 and a full course of LSP (Professional program);
• for language students – learning levels B2, C1, C2, LAP (language for academic purposes) and especially professional programs of the LSP;
• for graduate-level C1, C2 second OIA for language students; level C1 first OIA for non-language universities; LSP-for profile of Magistracy; LAP, the LSP is for scientific research.

 

One of the important features of the new system of foreign language education, conceptually based on the tier approach is its focus on the final result, i.e. the definitely celezadannyj level of teaching.

This system is a combination of international quality assessment scale with domestic substantive content, unifies the qualification and qualitative requirements for the end results in levels of foreign language teaching for all types of educational institutions that have variant content-educational routines at each level.

 

3.2.1. the levels and content of foreign language in secondary education:

(a)) primary foreign language education (2-4 kl.)

Elementary foreign language education is the first stage of a new 12-year-old school, which are tasks that meet global trends of education development.

Study of OIA in primary schools aims to achieve the following objectives:

• ensure the development of the child's personality, his verbal ability, attention, thinking, memory, and imagination;
• to create conditions for an early communicative and psychological adaptation of junior high school students to a new linguistic world and overcoming the psychological barriers in using S as a means of communication;
• lay the foundations for the formation of basic communicative competence (verbal, linguistic, socio-cultural, educational and cognitive); ability and willingness to communicate in OIA; basic communication skills in four kinds of speech activities (speaking, listening, reading, writing) with voice capabilities and needs of younger students, as well as forming the ability and willingness to communicate in a foreign language;
• introduce elementary school students to the world of foreign peers, with foreign children's folklore and accessible examples of fiction, bring up the friendly attitude to their foreign peers and motivation for further training in a foreign language. Introduce children to new social experiences with the use of a foreign language by broadening the range of social roles played in game situations of domestic and educational communication, generate original ideas about us and customs of the target language;
• generate some universal linguistic conceptsobserved in native and foreign languages, to develop speech, intellectual and cognitive abilities of junior high school students, as well as their obŝeučebnye and special training skills.

Training of OIA at the initial stage will give students the opportunity to use the acquired knowledge and skills into practice and everyday life: understood on hearing speech teachers, the substantive content of lightweight, mainly texts of the folklore character, based on visual appearance; participate in the elementary ètiketnom dialogue (introduction, congratulations, gratitude, greeting); ask the interviewee by asking direct questions (who, what, where, when), and answer the questions of the interlocutor; briefly talking about himself, his family, other; make small object description, pictures; read aloud the text, observing the rules of pronunciation and intonation models; read to myself with a full understanding of academic texts, with understanding of the substantive content of the original texts, Lite available in content and linguistic material; write a brief greeting (happy birthday, happy new year), based on a sample.

The first stage of primary education of foreign language in the 12-year-old school provides the basis for the development of sustained and continuous foreign language education.

 

b) foreign language education (5-10 km classic)

In accordance with the principle of continuity and succession of learning a foreign language at the stage of basic education (5-10 km classic), based on the starting teaching level achieved in 2-4 classes, implies a further more in-depth formation and development of foreign language competence. Main content (General education) level of training students in foreign language corresponds to levels A1 (5-7 kl.) and A2 (8-10 cl.).

Cognitive process at this stage, as in later stages is organized: spheres of communication and concentrically subject of the previous step is picked up, expands, adds a number of new speech topics. Development of communicative speech activity progresses in stages: from the reproductive nature of porcine reproductive and productive and continue to be productive.

The level of foreign language teaching in 5-7 classes should provide students with an opportunity to communicate: with their overseas peers and adults in limited standard situations social, educational and employment and socio-cultural spheres of communication, understood by listening and reading texts, including texts of a pragmatic nature, built mainly on a familiar linguistic material, write a card, fill in the form, send a letter similar to the sample.

In 8-10 classes (level A2 anti-aircraft gunner) is a further development of communicative-intercultural competence consisting of all its components: expansion of the grammatical and lexical lows, consolidation of language and speech skills, development and socio-cultural discourse skills. Content and education technology must provide students

• ability and willingness to vary and combine language material, focusing on specific communicative tasks in the most common standard situations of communication envisaged by the program;
• ability to conduct a ritualized the dialogs, as well as a panel discussion (unison, argument); ability to assert anything and justify this;
• do a brief message in keeping with the core areas and topics of communication;
• to comprehend and understand short authentic texts of informative, descriptive and pragmatic nature;
• read and understand the main contents of the light of the authentic texts of different genres, to express their attitude to read;
• fill out a form, write a letter, written to prepare a brief summary with the text-based.

 

Renewal and development of foreign language education in the primary school may be directed to the

• foreign language learning in the context of cross-cultural paradigm, which has a big personality-developing capacity;
• development of skills to represent his native country and culture, and the culture of the country in a foreign language studied language in intercultural communication;
• familiarize students with the basics of self-observation and self-evaluation in foreign language;
• development of self-learning capacity, intellectual and creative abilities in the process of language learning and intercultural dialogue – and the country's national language.

 

in foreign language education) the mean:

 

• at the stage of profile of learning (11-12 kl.)

 

A fundamentally new approach to the Organization of the third stage of secondary education is its specialization. The introduction of profile of learning involves an in-depth pre-professional training students in three areas: socio-humanitarian, natural-scientific and technical.

The main difference of foreign language education at the end of high school is that foreign language (s) is a means of implementing the profile of learning. Defined profile thrust is achieved by restructuring the content of training, i.e. reduction of general education subjects and the introduction of the authentic teaching material, future-oriented specialty students.

Bringing authentic materials that meet the age characteristics and personal interests of high school seniors must ensure their familiarity with the elements of the vocational guidance and retraining in an area where the language is spoken, acquaintance with the features of the chosen profession and the role of foreign language in mastering future profession in admission of scientific, technological and cultural progress in expanding the overall Outlook in the profile chosen destinations. Working with profile-oriented learning materials should result in some increase as productive, and, in particular, receptive language minimum compared to the previous phase of training, as well as to some increase in knowledge, including background and skills in all types of speech activity that ensures the improvement of communicative competence in General and contributes to creating a solid base for further professionally oriented doučivaniâ in high school, to use IA in professional activity.

Learning content and the technologies used should ensure that as final results teaching high-school graduates the opportunity to:

• establish and maintain social and profile-oriented contacts within a limited number of sectors and situations of communication envisaged by the program; implement the communicative interaction according to accepted this society standards of speech and behavior nerečevogo;
• understand the meaning of and associated with the main content details sounding texts, news reports on the radio and television broadcasts;
• read, using different strategies and understand authentic short non-fiction, journalistic texts, as well as pragmatic texts: advertisements, news reports, etc.; Express impressions and give a reasoned assessment;
• write short simple letters, the contents of which are autobiographical data, daily affairs, personal preferences, etc.;
• meet the requirements of profile orientation training: fill in a form, write a formal letter.

 

This problem relates to the third level of the training level (level B1). In this case, students complete high school by OIA can correspond to pan-European and global standards.

Renewal and development of foreign language education at the stage of profile of learning can be directed

• to harmonize the objectives, content and methods of teaching the subject in specific variant programmes and educational materials;
• on the development of foreign language learning profile programmes Variant;
• on strengthening personal and substantive orientation of training content ratione materiae;
• on the improvement of teaching technologies that can enhance creative-creative teaching level.

 

• in special schools (with in-depth study of foreign languages in schools with a number of subjects in a foreign language)

 

In conditions of variable character development education in Kazakhstan is supposed to be maintaining and further improving the organizational-legal form of secondary schools, specialized schools (with in-depth study of OIA and the schools teaching some subjects in OIA) holding a special niche in the area of secondary foreign language education.

Specific to this type of foreign language education is the study of OIA as profiling discipline, with the 1-St class along with the Kazakh and Russian languages;

• deepening of linguistic, philological and general scientific horizons of students;
• further expansion of the communicative and intercultural competences of learners;
• development of all pupils personality: their attitudes, feelings, aesthetic views, thinking, culture, intellectual work, socializing, needs further self-education and cognitive activity;
• inter discipline integration of learning;
• assimilation of concepts and subjects taught in the metalanguage of OIA;
• and in General, graduates of these schools is to achieve a more advanced compared to the primary school of the European level training level for IYA (B2).

Wider than the main school Mastership communicative competence of students of this school allows them to understand the type of hearing long speeches, reports on the studied subject, TV shows and movie content on a standard language; read literary prose and non-fiction texts, articles on contemporary issues of culture and science; interact with a sufficient degree of lightness with a native speaker, engaging in conversation in familiar situations of communication, reporting and defending their views; a clear and detailed way to express orally and in writing their thoughts on a wide range of issues, developing our point of view, explaining the advantages and disadvantages of different ways of resolving disputes; write letters expressing their own point of view on these events.

Specialized school aims to develop in students a broader compared to the main secondary school intercultural communicative competence within the studied areas of communication, as well as disciplines and special courses, read on:

• Introduction to the manner and conditions of life in the countries of the target language;
• possession of these countries etiquette verbal and nonverbal behaviour;
• knowledge of everyday and festive culture;
• familiarity with child and youth subcultures;
• learning social and general scientific issues and trends;
• emotional contact and intellectual work with samples of high culture, science and technology;
• as well as the ability to navigate the knowledge gained, take them and take interest, compare & find differences and commonality.

Usually, graduates of these schools, for the most part, are studying subjects with knowledge of OIA and perfectly with IYA, occupy a worthy position in the public service, requiring a high level of foreign language teaching. This fact testifies to the need for public concern in expanding the network of specialized schools (with in-depth study of OIA) and creating adequate conditions for their success.

 

• in secondary technical and vocational educational institutions

 

Teaching in secondary vocational educational institutions is aimed at mastering the OIA in view of future professional activity of students.

To study in these institutions is the HIGHEST form of students communicative and intercultural competences based on integrated engineering and humanitarian content of foreign language education.

Graduates from these types of institutions are compared to the primary school of advanced European level of OIA (B1 + LSP basics – a language for special purposes in accordance with program requirements).

Mastering the communicative students professional competence involves their ability to interact with native speakers in situations of everyday, cultural and educational and professional communication, understand with hearing and read texts, General obŝegumanitarnoj, general scientific and assurance at focus, solve professionally oriented tasks problem character.

Familiarize the student with the overseas vocational-oriented information, through the unconditional favors motivation OIA to their chosen profession and their professional qualification development.

 

g) post-secondary foreign language education

 

Impact of post-secondary professional education includes training mid-level professionals, maintenance and managerial issues. Their importance is due to the high requirements of both professional middle-level cadres in the areas of production and services, and the functions they perform in organizations. To foreign language training middle management is further development of communicative-intercultural and professional competencies, sufficient to establish personal, cultural and professional contacts with native speakers, share experience and conduct business and professional correspondence.

Post-secondary training Mastership education phase involves mastering the European level B2 + LSP.

Feature of professional foreign language training at post-secondary education stage is mastering a language for special purposes (LSP) for its further use in professionally-oriented communication in a particular specialty in engineering-technological, social, humanitarian, scientific and technical or economic and business spheres.

The ultimate goal is a sufficient level of development of the LSP as a "tool" for the intellectual and social challenges of the future professional activity taking into account cross-cultural factors (type of industry, gender, age, status).

 

3.2.2. the levels and content of higher foreign language education:

Undergraduate foreign language education:

 

• in specialized language institutes

Higher foreign language education is linguistically (specialized) and neâzykovom University. The radical changes in teaching foreign languages are not quantitative, but qualitative restructuring of the education, which is reflected in the shift to three areas envisaged by the European standard: learning a foreign language, basic language for special purposes and the language for academic purposes. Continuity of learning in the School-University "is that higher education is a Basic language in subsequent levels of the European standard. In teaching language for special purposes (LSP) is held for the first time the ratio of professional skills from the verbale, allowing students to master the OIA through situations of professional communication. Students master the language for academic purposes (LAP) will ensure continuity in learning between bakalavriatom and the Graduate Institute and will enable them to obtain the postgraduate education abroad.

The main trends of development of higher education foreign language are limited to the following provisions:

• improving the quality of training of specialists in foreign languages (teachers, translators and specialists in international relations),
• development of innovative foreign language education
• integrating teaching with intensive research activity in the field of Linguistics, methodology of teaching foreign languages and intercultural communication,
• the Institute of higher studies in foreign languages with the needs of society,
• improving educational and information technologies in the field of foreign language teaching (early learning, distance learning, learning a language for special purposes, etc.).

To higher foreign language education is the formation of professionals who know the OIA at the level, as recognized by the international community, and be responsive to the needs of society, the achievement of which is possible through the following tasks:

1. the formation of a specialist that owns:

• Basic language in accordance with the requirements of the European standard

• foreign language for academic purposes to ensure continuity in the training between bakalavriatom and the Magistracy,
• foreign language for special purposes in accordance with narrow specialization;

2. introduction of planning education in foreign languages, adopted by the countries of the European Community;

3. the formation of the new learning content, sootnesennogo with national and international standards.

Impact of education in a specialized University presented two cycles: the first cycle – 1-St, 2-nd courses, second cycle:-3-rd, 4-th course.

The first cycle is the continuation of the work on the base of OIA on two levels the European standard: level B2 and C1 level. Development of foreign language communicative competence, which was initiated in the primary school, the focus on the quality of OIA, a deep understanding of the culture of the target language-this is the main characteristic of the first cycle.

Level B2 (1 course) involves the formation of students at a sufficiently high level of language proficiency that allows direct participation in communication with native speakers, participation in conferences, understanding of the content of movies and TV shows, reading contemporary original literature, writing essays, etc. Level C1 is greater spontaneity and complexity in socially or professionally meaningful orally and in written communication. Learning at this level involves OIA: the ability to develop their point of view, a pragmatic text (e-mail, fax, essays, text for the Web site, etc.)  understand when reading the original journalistic, artistic or scientific-popular text, as well as a comprehensive understanding of the broadcast of any level of difficulty.

The second cycle is the formation of basic language at the highest level (C2), as well as language for specific and academic purposes.

Level C2. Reading comprehension text of any complexity and any content (from very specialized to large literary forms), listening as a living language, and for radio and television programs, feature films, the ability to issue the statement in a style appropriate for each specific situation of communication, as well as the ability to create a written text of any complexity (essays, summaries, critical analysis of professional written sources or literary work, etc.)   -all this is typical of communicative functions well educated native speaker.

Study on the characteristic of 3 course is to move to a foreign language communication skills for professional purposes, that involves, first of all, getting to know the all-professional situations, and then narrowly specialized (LSP) (4 course). In the last semester of undergraduate academic foreign language training (LAP), which will finalize the specialist at ' almost native speaker. "

Worldwide trend of safeguard linguistic diversity in higher education is reflected through compulsory second OIA and the Kazakh language in Russian audience.

Study of a second foreign language also starts in the third year and involves the assimilation programs levels A1, A2, B1 for first year (see foreign language education at the secondary level) and programme level B2 for the second year.

The program concludes with a final exam at each level, in conformity with the international exam specified level as on the first, and on the second.  Achieving students set level and training level of the educational program based on the credit system is fixed in the annex to the diploma of international standard that ensures the recognition of diplomas in foreign language education abroad.

In the long term impact of foreign language education (specialized) University involves ensuring the convertibility of diplomas, mobility of students and teachers with the aim of training and improvement of professional skills abroad.

 

• in the non-language higher educational institutions

In terms of orientation towards scientific and technological and industrial development of social order in the educational field of '' foreign language '' in the system of non-language universities is to train professionals who know the OIA as means of establishing personal, scientific and cultural contacts with native speakers and mostly-as a tool for professional communication for effective exchange of experiences in future practical productive activity.

To help students achieve these universities set international standards of training should be carried out in the two IA stages: in the first phase (1kurs) assumes students master the 4-th (₂) European level. Possession of OIA on the 4-ohm (₂) means the student's ability to understand complex information on private, public, academic or professional areas of life, celebrating the budget argument and understand impliciruemye in general terms, as well as provisions in the texts of the avowed and direct communications; use the language fluently, grammatically correct and effective in conversation to personal, General and professional topics, noting the linkage made provisions to communicate without a noticeable deterrent when trying to express themselves, to provide the personal significance of events, to express their views clearly by providing relevant explanations; produce clear, systematically developed text with adequate allocation of significant provisions, necessary parts, developing their ideas and positions.