Didactic (content-procedural) laws of language teaching

(for example, language schools in Kazakhstan).

Aygerim Erbolatkyzy Zhakupova –

1st year student, specialty "Vocational training"
Head - PhD A.Zhusupov

Adoption: learning outcomes depend on the methods used [1].

The distribution of the interests of our audience on state and private foreign language does not change over the years. For language centers the most promising is a qualitative change. Understanding the importance of the customer, how it is taught. For example, in private language centers (Aktobe, "Yes! Rina", Shymkent, Karaganda, etc.) are offered language training courses based on the well-known methods and I.Yu.Shehtera G.A.Kitaygorodskoy [4]. And judging by the survey, customers understand that the techniques work in the first and second cases are different. According to the faculty and staff of language centers, unfortunately, customer interest in how it is taught, is still weak. But they are struggling to attract customers' attention to the key parameters of successful language learning - different methodology, educators, educational complex, or the textbook as construction activity, etc. [5]. Such education client listener profitable and language center, and the whole market.

Our research shows that "technique" - one of the most important factors when choosing a school. More than 60% of the respondents put it in the first place. In second place - "time frames for achieving results", the third - the "level of service" [3]. Therefore, all the courses are designed for students to achieve certain goals. Unique methods and programs developed common technical advice and include a combination of innovative domestic and foreign techniques.

The methodology and the process of learning - is the main question that all students are supported. Within the walls of the schools have the opportunity to visit the open lesson and learn all about the procedure (50%) or to come to the trial lesson and understand what our difference from that of the standard system of education (25%), for which we all learned in school [3].

Adoption: learning outcomes depend on the means used [1].

This pattern is widely used in large quantities and in almost all the language centers of the country. Of course we are referring to modern interactive learning tools. For state language centers the item is almost the most important requirement. All state language training centers are equipped with all possible means, without which now can not do any self-respecting teacher. 100% of respondents noted that all centers are equipped with interactive media. Again, it is important to correct, competent use of various technical and not only learning tools [6]

Many language centers using different technologies in teaching, authoring introduced to enhance the quality of certain procedures. [7]

Adoption: the productivity of mastering a given amount of knowledge, skills, depending on the nature of the situation created by the teacher training [1].

This is one of the most important laws, which hold the heads of all the language centers, regardless of their form of ownership. Why do we stress that all centers: because now the client goes specifically to the teacher. In the study, we found that the age of the teachers in this case does not matter. 75% of respondents are students to a particular teacher, 20% of students respondents preferred language center, regardless of the teachers [3]. For them, the important thing is the reputation of the language center. In a private language center "Prospectus" Aktau 2 years worked as a young college graduate of the language to which the next six months recorded by the client (due to change of residence, it is not running in the center). [5]

Adoption: learning outcomes are directly proportional to the skill (skill, professionalism) teacher [1].

This pattern continues 9 views patterns of language training. Again, the managers is the personnel issue. Some executives (their share of about 20%) believe that they know the universities from which they basically do not take themselves teachers, as well as known by those universities, which are preferred, since there is good training. [3] And these principles have almost all prominent market language centers. As we noted, unfortunately it is only 20% of the total number of language centers in the country. But the voice, and did not call because they do not want to create an anti-advertising based on personal opinions. Managers language centers (40%) worried about the extremely low level of education, and even just awareness of potential teachers in such an important area as the Intercultural Communication [3].

Language and methodical competence, mainly acquired in the course of work and characteristic almost exclusively to teachers with experience and experience prolonged contact with native speakers. The respondents (about 35%) with regret that the experience gained in the state educational structures often seen almost as a negative. Very rare on the labor market experts owning such narrow professional competencies as the development of training courses and programs, development of test materials, methodical training of teachers and others. It is the opinion of 50% interviewed managers. "Universities produce thousands of philologists, linguists and foreign affairs, but the teacher is able to find one of the main challenges for the language school" feel 32% of managers and employees of language centers, regardless of their form of ownership.

Adoption: learning by "doing" is 6-7 times more productive learning through "hearing" [1].

This pattern of language centers, regardless of their form of ownership, is fundamental. This is indicated by the results of the oral / written survey and interviews. But it is worth considering that the "hearing" is an important aspect of learning the language. Because the hearing of various texts, dialogues, etc. the client, the listener perceives more clearly the target language. Especially in language learning pays great attention to "audials", "visuals", etc [5]. Learning by "doing" in this case is more productive while mastering the grammar, when the obvious result can be seen weekdays, when the teacher will provide an opportunity for self-preparation of various designs. More than 50% of the participants said that the grammar is absorbed better when the teacher gives complete freedom. About 35% of respondents told the audience that is more important for them to receive the information aloud, and its subsequent uptake [3].

References:

1. Podlas I., "Patterns of learning" (material taken from the Internet) Podlas Ivan Pavlovich - 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. 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.

5. 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.

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

7. 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.