Педагогические науки/5.Современные методы преподавания.

Tairova D. E., Nasimullina A. B.

Западно-Казахстанский государственный университет им. М.Утемисова, Казахстан

Arrangements in the teaching English at schools in the basis of “Trinity of languages” programme

Nowadays a language problem deserves the particular importance in Kazakhstan. Especially we must say about the “Trinity of languages” programme. It was introduced in October 2006 on the XII rally of The Nations’Assembly of Kazakhstan by our leader Nursultan Abishuly Nazarbayev. The programme sounds that the people of Kazakhstan should become famous all over the world as a three-language highly educated country. They are: Kazakh as a official language of the country, Russian as a language of the international communication and English as a language that opens the door to the world economy. In the development of the idea languages should not interfere with each other. In connection with it the schools operate the important feature in creating a trilingual society During the revival of the idea, modern teachers must be competent teaching English to their pupils. English teachers should aware proper usages of its methodology [1].

Understanding the role of languages in the modern world confronts us with the issue of language teaching and improving language training for students as well as school teachers, who have to know their own language, Russian and an international language English. Nowadays many of the lessons are taught in three languages at schools , which increases the interest to the subject and raises the status of a teacher as a high-qualified teacher. Teachers don't only teach the children, but also learn and train themselves in all spheres, perfecting themselves from the lesson to lesson. The teachers’ and pupils’ main aim at school is developing of a multicultural identity, capable of social and professional self-determination, knowing the history and traditions of own nation and the multilingualism [1].

Today the professional language teachers have a good grounding in the various techniques and new approaches of methodic, and they know and understand the history and evolution of teaching methodologies. The modern teachers will use a variety of methodologies and approaches, choosing techniques from each method that they consider effective and applying them according to the learning context and objectives. They prepare their lessons to facilitate the understanding of the new language should being taught and do not rely on one specific method, which he or she had used [2].

Some objectives of English teacher to execute the multilingualism at schools [3]:

· The teacher proposes a variety of exercises, both written and oral, to improve the learner’s accuracy, fluency and communicative ability in three languages in parallel (for example: a book – кітап – книга).

· The teacher develops all four linguistic capabilities (reading, writing, listening and speaking).

· To improve English pronunciation the teacher uses drills, where students repeat automatically the phrases pronounced by the teacher.

· The teacher understands that a didactic programme has to include not only grammar and lexis, but also linguistic functions, colloquialisms, idioms, etc. That is the best way: collate grammar, lexis, phonetics, etc. of all three languages.

Today, the best known techniques are: basic technique, the classical approach to the study of language, linguosocial-cultural approach, communicative approach, intensive technique, emotional and meaningful method of test preparation. You can use all of the above techniques together, rather mixing. Every teacher, especially young professionals should: develop own technique to perfect, and of course try to succeed. To reach any heights producing its own method of teaching a foreign language should be studied for a long time known and most efficient method [2].

One of the most serious and comprehensive methods of learning a foreign languages is a linguosocial-cultural, involving an appeal to such a component, as a social and cultural environment. Proponents firmly believe that language loses life when teachers and students aim to acquire a "lifeless" lexical and grammatical forms. Someone said: "A person is a product of culture." Language - as well. And it convincingly confirms our language mistakes. For example, the difference between the expressions «Сіздің барғыңыз келеді ме?» «Не хотите ли вы пойти?» «Don't you want to go?» and «Would you like to go?» are not very large, it is principled for the British, because the first he perceives as not the best tone. Familiar to our business communication sentence «Сізді қызықтыратын қандай мәселелер бар?» «Какие вопросы вас интересуют?» often is translated as "What problems are you interested in?", without the matter that the English word "problems" has a negative meaning. Correct question will be sounded as: "What issues are you interested in?"[3]

The first line in the popularity rating methods actively keeps the communicative approach, as it is implied, is used in a speech practice. This technique excellently "works" in the USA and Europe.

The request of modern life concerns every person. In accordance with the requirements of the modern life foreign language is taught at many schools from the ages of kindergarden and the first grade in Kazakhstan. It promotes students to the formation of interethnic, intercultural association from the early ages. The advantage of teaching foreign language in elementary school gave a positive effect for child's psychological thinking, for attention to the words of a foreign language. Attaching their knowledge, improving the quality of education, learn and speak foreign languages in the primary schools allows the early intercultural communications. Learning foreign languages doesn't formed immediately. Learning foreign languages is hard for the pupil who hasn't known his natural language fully yet. And in connection with it, teacher has the greatest responsibility [2].

Литература:

1. Enaleev S., Триединство общей цели. Языковая политика. - Казахстанская правда, 2007, the 16^th of August, p.6.

2. Saktaganova M.S., Alieva N.K., Aitbaeva N.K., Ағылшын тілін оқытудың әдістері. – Білім, 2006, №3, p.70.

3. Passov E.I., The communicative method of teaching foreign language. – M., 1991, p.25-36.