Laws in force in language learning

(for example, language schools in Kazakhstan)

Marhaba Bolatkyzy Magee - 1st year student,

specialty "Vocational training"
Head - PhD A.Zhusupov

All the laws in force in the educational process, divided into general and particular (specific) [1].

Laws covering its action the whole system is called general, are the same that apply to individual components (aspect) system - private (specific).

The study of language centers have been identified following specific patterns of language learning centers.

Adoption: learning outcomes (within certain limits) is directly proportional to the length of study [1]. In the state of language teaching centers state and foreign languages it is over a certain time schedule (2 (intensive) 3 months to 12 months, depending on the language and form (in a group or individually); The study language centers (again, only in public) where the duration of the training "tightened" for any reason, the result is less attractive. [2] Employees of these centers, would shorten the duration of study by more intensive course, but for many objective reasons (impossibility often 4-5 times a week to release employees for employment, etc.) can not afford it. But there are exceptions, for example, in Aktobe oblast and district branches, Karaganda conducted 3 month course learning the language [3]. And judging by the reviews, this method of learning, gives a more a productive result. There certainly can not be said about other reasons that are beneficial to the learning outcomes (motivation listener relationship of the director of the employer, the time of the mastery of the teacher, etc.). [4]

Adoption: the productivity of mastering a given volume of knowledge, skills (within certain limits) is inversely proportional to the amount or volume of the material being studied required actions [1]. This law have adopted a private language school, which in this market are more flexible in the application of various techniques, in terms of the complexity of jobs, the number of studied material. According to the respondents, we found that the state language centers could well afford to dispense the material under study and the amount of different activities. [5] But again, the newly introduced 6 level course in the Kazakh language KAZTEST some extent keeps teachers within limits that will eventually lead to disappointing results. On the face of violation of this rule.

Adoption: the productivity of mastering a given volume of knowledge, skills (within certain limits) is inversely proportional to the difficulty and complexity of the studied teaching material generated action [1].

Current laws are trying to adhere to all the language centers, regardless of their form of ownership. Here, of course, it is important to what extent, within and to what extent are available or that the knowledge, skills [6]. And last but not least a question of who and how and who teaches and how it learns. Apart here is, of course, the question of which language teaching. During the interviews, it was found that depending on the methods of teaching a language, teachers use a certain amount of jobs, which in turn affects, or as we have already made, it is inversely proportional to the difficulty and complexity of educational material. [7]

Adoption: learning outcomes (within certain limits) are in direct proportion to the realization of learning objectives trained [1].

This regularity in private centers where learning foreign languages being clearly observed. Students (students) always know what they want, clearly set goals, ie motivated 100 percent [3]. More difficult is the case with the state of language teaching centers. Everyone knows that the lion's share of the students come will learn the language without any purpose because they were made, and they have to learn the language against their will. We can not say that all the students are not motivated by public centers in the study, we found that there are about 40-45% of students whose goals are entirely consistent with the results of study [3]. It should be noted that the main audience who are interested in obtaining a quality education are the ones who are trained for free, at the expense of savings state language centers. For example, we can provide a group of students from the city of Oskemen where trained students from various organizations that purposefully motivated come to these courses. [5] And last but not least, the training, students also choose yourself. Among them are senior citizens, health professionals, private businesses, students and many others. As a result of coincidence of goals will be a great result. This is evidenced by the mark, and control sections, and reviews teachers.

Adoption: learning outcomes (within certain limits) is directly proportional to the importance for students to assimilate content [1].

This pattern is logically continues the previous one. Once the customer selects a particular study of the language, it gives conscious and aware of the state language centers. In the course of interviews and questioning participants of this category said that for them is not so important significance of the material. 30% of respondent students believe that teachers give unjustified material (ie the material that they do not need in the course of further communicative intercourse), more than 45% of respondents believe that their "loaded" complex grammar, about 40% of respondents believe listeners that certainly gives a composite material, which is completely deprived them hunt will learn the language.

Adoption: learning outcomes depend on how the inclusion of clients, listeners in training activities [1].

Here in the first place there is the skill of the teacher, who may be interested students to be included in training activities. Judging by the results of interviews with leaders of centers of learning is one of the important aspects that draw attention to the selection of personnel. Working with older students has many pitfalls. And so it is very important to find a common language with them and incorporate their educational process to achieve the expected results [2].

20% of respondents are satisfied with the audience, how to work with the teachers; 50% believe that this method is for them not so important. The remaining respondents-students (30%) are not very satisfied with the ways of involvement in the educational process. [3]

References:

1. Podlas I. P. "Patterns of learning" (material taken from the Internet) /Podlas I. - professor, Doctor of Education, Chelyabinsk State Pedagogical University.

2. Zhusupov A. The organization of educational process in the language centers of the Republic of Kazakhstan // The first European Conference on languages, literature and linguistics. Vienna, Austria, 2014. - pp.477-485.

3. The results of the sociological research "Research Institute" Public Opinion "- Astana 2013. August.

4. Analytical certificate of language training in the Republic of Kazakhstan - Astana: 2013, October.

5. The standards and criteria for accreditation of language centers - Astana, 2013. The project "Development of methodology of language centers accreditation system" of the Ministry of Culture and Information of the Republic of Kazakhstan.

6. Zhusupov A. Monitoring and management, working with clients in the language centers of the Republic of Kazakhstan // The first European Conference on languages, literature and linguistics. Vienna, Austria, 2014. - pp.485-489.

7. Zhusupov A. Die Segmentierung der Zielgruppe von Sprachshulen nach Art des Publikums // Material of the IX International scientific practical conference "Obrazovanieto and Naukat to XXI century 2013" oktomvri -17-25, 2013 Sofia, Bulgaria. ss. - 83-86.