Педагогические науки/2.Проблемы подготовки специалистов

Сагадиева К.К., Сулейменова А.Х.

Карагандинский государственный технический университет, Казахстан

THE PROBLEM OF FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE FORMING AS THE OBJECT OF RESEARCH OF THE KAZAKHSTAN’S METHODOLOGISTS

The article is devoted to the problem of foreign language communicative competence forming of non-linguistic specialties’ students. The problem of forming of this competence is the subject of numerous studies. The article has proposed an experimental model of competence forming to increase motivation of learning a foreign language. The successful forming of communicative competence is directly related to the development of the educational competence of students, the skills to manage their studying activities. The condition of students’ professional competence forming is the development of communicative competence, which is reflected in the state educational standards. Foreign language communicative competence involves the formation of linguistic, socio-cultural and pragmatic skills.

Key words: foreign language communicative competence, competence, motivation, competence-based approach.

At all stages of human history, the pedagogics actively has been formed according to the requirements of reality. Globalization around the world is one of the main causes of changes in the teaching process at all stages of teaching. The Republic of Kazakhstan is no exception. At the moment Kazakhstan is open to international cooperation and dialogue. The confirmation of this fact was the large number of different foreign companies offering their services on the market. But Kazakhstan is not only adopting the proposals, and actively taking part offering own services both in the global economic market, and in the political arena. As a consequence, to maintain economic, political, cultural and social relationships require competent experts not only in their professional but also able to represent the interests of our country in a multicultural community. The line of reference for language policy in a multiethnic society by President N.Nazarbayev considers all sides of a stable, developing and democratic state aspiring to take a worthy place in the world community. The idea of a unique project, proposed by the President of the Republic of Kazakhstan in 2004 "Trinity of languages" began its phased implementation in 2007, with the activation message to the people of Kazakhstan "New Kazakhstan in the new world." "Kazakhstan should be perceived worldwide as a highly educated country, whose population can use three languages. They are: Kazakh e - the state language, Russian as the language of international communication and English - the language of successful integration into the global economy" said the President. [1].

In the intervening period from the beginning of implementation, the project has not lost its value. In confirmation of this are the 72 and the 79 steps in "The Plan - 100 concrete steps on implementation of five institutional reforms of President Nursultan Nazarbayev", which reads: «The 72 step. There is introduction of English as the official language on the territory of financial center. Self-legislation must be work out and apply in the English language. 79. A gradual changing – over in English teaching in the education system – in high schools and universities. The main goal is rising of the competitiveness of graduators and the growth of the export potential of the country's educational sector"[2].

A gradual crossing from bilingualism to multilingualism is perceived as the norm for economically developed community. Competitive education is competitive specialists: mobile, professionally knowledgeable and fluent in foreign languages. They should not only be mobile, independent in their actions, but also sociable. The knowledge of one language is not enough for the organization and conduct of competitive business. Requirements for young graduates increase. The ability to negotiate in a foreign language for modern non-lingual specialists is one of the main problems in training. The lack of foreign language communicative readiness of future graduates is considered to be the reason for low competitiveness. The relevance of formation of foreign language communicative competence of students of not language specialties is explained by the global level of understanding of the peculiarities of modern sociocultural situation.

The basic methodological approaches for understanding the problems of the theory and practice of vocational training include the elaboration of basic principles and laws that reflect the specificity of the object and subject of study. The foreign languages’ teachers of high school also discuss such problems: low level of foreign language knowledge of the students (a small amount of vocabulary, knowledge of only simple grammatical structures, psychological language barrier) that prevent to free foreign language communication. The problem of formation of foreign language communicative competence of students of non-language specialties have been studied by a number of scholars, both foreign and domestic. The study is required referral to the works of contemporary foreign teachers, in which are developed the problem of approaches to the formation of foreign language communicative competence: D. Wilkins, A. Harding, P., Hartmann, etc., numerous studies in the CIS countries: I. L. Bim, M.Z. Biboletova, A.K. Markova, E.I. Negnevitsky, V.V Safonova. and others[3], the study of Kazakh scientists: F. K. Atabaeva[4], B. A. Zhetpisbayeva[5], S.S .Kunanbayeva [6], E. A. Utembaeva[7], A. T. Chaklikova [8]. According to the analysis of psychological and pedagogical literature the phenomenon "competence", has no unambiguous and clear definitions. This is due to the formation of competence approach in modern educational science. The emergence of the competence approach (N. Chomsky, D. Ravven, V. A. Baidenko, A.V. Khutorskoy) to education was due to the creation of a single European educational space [9].

J.A. Van Ek and Trim, according to the specifications of the Council of Europe, identified 6 components of communicative competence: linguistic competence, sociolinguistic competence, discursive competence, sociocultural competence, social competence, strategic competence [10].

According to our view of foreign language communicative competence is the skill and the ability of the specialist to effective management in foreign language communication and organization of activities in terms of professional and/or household goods in intercultural space.

We have developed an experimental model of formation of foreign language communicative competence (given the content of the concept of foreign language communicative competence based on communicative and competency-based approaches take into account the principles of formation of conditions for the successful formation, levels of foreign language proficiency, criteria of formation. The experiment was conducted on the basis of technical and medical universities.

The leading condition was learning a foreign language independently, that is, any kind of independent activity was welcomed (communication in the Internet, protection projects on the core subjects, role play). During the experiment students were offered mostly creative tasks: to interview not only their classmates, but a teacher; essay- writing "I am an expert», debates on various topics; presentation and defense of the project "My car", "My clinic". For students of the specialty "Professional training" was particularly interesting was the task of preparing and carrying out practical tasks independently with obligatory reflection in the end of the lesson. For future physicians, as noted by the teachers of clinical subjects (acting as experts), role play is an invaluable experience for the development of communication skills in dealing with patients. These tasks, according to the results of the surveys needed to enhance motivation and interest not only to language but also to their chosen profession, self-organization, active and independent activity in the future.

The combination of certain pedagogical conditions such as: the use of authentic materials for a natural communication platform, to hold discussions for the solution of tasks, mobilizing knowledge and experience; conducting self-reflection to develop a sense of responsibility; tasks, connected with the future profession has a positive impact on the dynamics of formation of foreign language communicative competence of students of non-linguistic specialties in the process of independent work.

At the beginning of the experiment the results of the test were revealed a low percentage of knowledge area studies (superficial knowledge gleaned from travel and while chatting with friends). To replenish this gap for students, future architects were invited to participate in student foreign conference. But, unfortunately, this type of job interested in a small percentage of students. The reason for the negative attitude to this task, the results of the survey, the top spot was fear of criticism from teachers. Taking into account this aspect, the same group of students were offered group and/or steam activity for realizing independent work. This form of teaching can also be considered active because the student is Autonomous, and liberated from the directional authoritarianism from the teacher. Paired form of the work process the tasks are not canceled, and even intensified the spirit of competition, because every participant in a small group tried to contribute to success. Positive dynamics was also noticeable when holding the current slice. But successful activity can be achieved only if the cordial relations of its members to each other. Collective form of work develops skills of team work, highly valued in modern society.

As criteria for assessing the level of preparedness of the specialist taken a single standard known as "Common European framework of reference level’s mastery of a foreign language": A (1, 2) — basic user, B (1, 2) - independent user, C (1, 2) - an experienced user. The Kazakhstan's Concept of the foreign language education is also focused on the requirements of the European standard.

The main indicator of formation of foreign language communicative competence is an independent activity, both in teaching and in professional activities. Especially when teaching students, teachers should recognize the special age-related sensitivity to independence. The desire to act independently depends on the level of motivation and confidence student and the ability level of knowledge and skills.

The aim of our study was to expand scientific understanding of the formation of foreign language communicative competence of students of non-linguistic universities in the process of independent work through the specification of the content of the concept "model of formation of foreign language communicative competence and to develop and present the theoretical basis of the evaluation criteria, knowledge of foreign language communicative competence of students of non-linguistic universities in the process of independent work.

Also prepared and tested textbook for the second course students of "Medical preventive care” with lexical and grammar tasks, which can be used by teachers of English at the educational institution with medical profile; a learning material for students of technical College "Electronic textbook for independent work in professionally-oriented foreign language in the specialty "Organization of transportations".

Experimental the aim of the study was to identify the effectiveness of the above model of formation of competence basing this model on competence-based and communicative approaches, and enhance students - not linguists the motivation for independent study of a foreign language, based on the following principles: communication in a foreign language and the future of the profession, linguistic-cultural aspect. Achieving the best results in time of using this model was to raise the level of motivation to learn a foreign language and the development of self-education.

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