Belyakov A.V.

University "Turan", Almaty, Kazakhstan

THE FORMATION OF MULTILINGUAL STUDENT'S PERSONALITY AS THE MAIN FACTOR OF COMPETITIVENESS OF A SPECIALIST

 

For the formation of a competitive specialist in the space necessary for formation of professional competences and language skills.In his address to the nation "New Kazakhstan in new world" the President of the Republic of Kazakhstan N.. Nazarbayev noted that in order to ensure the competitiveness of the country and its citizens proposed phased implementation of the cultural project "Trinity of languages", according to which it is necessary to develop three languages: Kazakh as the state language, Russian as the language of interethnic communication and English as the language of successful integration into the global economy.

It is undeniable that the integration of Kazakhstan into world economic space is impossible without a knowledge of world languages, particularly English. In connection with his intensive study of the language situation for the majority of Kazakhstanis fully can be described as multilingual. That is the reality today develop in such a way that is characteristic for the Kazakhstani society, bilingualism is gradually replaced by English language.

In connection with the above realities in the field of language education in the Republic of Kazakhstan is in the process of wide implementation of multilingual education for the training of competitive specialists with high linguistic and intercultural competence.

To achieve international standard level of proficiency in several foreign languages, Kazakhstan formulated the concept of multilingual education. It involves the formation of poly-lingual personality with a certain selection of content, learning principles, the development of special technology using multilingual phrasebooks, dictionaries, and educational literature.

The content of multicultural education has many aspects and has a high degree of interdisciplinarity, which allows to consider the problems of multicultural education in the composition of academic disciplines: the study of foreign languages (S) recognized as socially important as the key to ensuring practical and professional life of a person in modern multilingualism and multicultural globalized world; the place of foreign language as the language of international communication, along with the state (Kazakh) language and Russian as language of interethnic communication; I realized the need for the introduction of early FL teaching with the further improvement and deepening mastery in the variable continuity of the structure of educational institutions of primary, secondary specialized, secondary vocational and higher education; substantial refined conceptual terminology and important concepts: "foreign language education" with the projection on cross-cultural communication; "level of training" (a finite set of communicative-speech skills IA as a result of the interaction of activities teaching and learning); "language for special purposes" (LSP) as an object of teaching professionally oriented communication and "language for academic purposes" (LAP) along with the "daily language"; developed and experimentally confirmed the conceptual basis for the implementation of international-standard levels of training on LSP in the national schools, international and linguistic University; implemented altadonna the introduction of new pedagogical and information technologies (including distance learning) of teaching foreign languages; made a rough model program for practical course IA and LSP for non-language universities; created trial educational-methodical complexes in three European languages (English, French, German) for primary, middle specialized schools and second year of language school; started in a differentiated way, specialized training of foreign language teachers for schools with profound studying of OIA, the average profile school of economic, technical, natural scientific and humanitarian point of rural and small schools.

At the same time on the basis of cognitive linguacultural methodology is interpreted by the conceptual nature and structure of all components of the system of foreign language education, modeled the content of educational process with the end result, with the expansion of the tasks of the transition to a new educational model that focuses on the formation and development of personality of the subject of intercultural communication and the future professional activity. At the final stage of the multilingual education we need to educate the specialist, possessing professional competences and trained to apply linguistic and cultural skills to solve practical problems. To implement these tasks, consider the technology of teaching foreign languages based on design of training (systematization, Ph. D., Professor V. A. Yakunin),

System Yakunin V. A. on the basis of designing of educational information, involves a problem-based approach, the programmed approach, innovative approaches for system structuring forms of presentation of educational information that will allow vowles each student in active learning process, not passive learning, and active learning activities, to apply the acquired knowledge in practice, to participate in joint work in cooperation in the solution of various problems when required to demonstrate appropriate communication skills; permanent ispitivati to their intellectual, physical, moral force to identify emerging issues of validity and ability to solve them with joint efforts and under an hour performing different social roles.

The peculiarity of the language learning problem-task method is that the training material (particularly academic text) should be structured in the form of creative tasks. The solution of these problems involves the search operation, building, conversion and reconstruction, and migration, which underlie the five types of creative tasks: the tasks for the search; construction tasks; tasks of reconstruction; challenges for conversion. Thus the student, which is a multilingual personality, at the end of the training course will possess the skills of solving creative, professional and social issues required for the formation of a competitive specialist.

Literature

1. The President's address to people of Kazakhstan dated 27 January 2012 "Socio-economic modernization as main vector of development of Kazakhstan"// Kazakhstanskaya Pravda. January 28, 2012 No. 32

2. Kunanbaeva S. S., Ivanova A. M., Chalikov A. T., K. K. Duisenova Concept of language education of the Republic of Kazakhstan. Almaty, KazUIR & WL. Abylai Khan.

3. Polat E. S. New pedagogical and information technologies in the education system. Moscow: Academia 2000 , p. 111