Педагогические науки/4Стратегические направления

реформирования системы образования

Tsay Е.N., PhD

Almaty Management University, Kazakhstan

Foreign Language Education

in the Context of Cross-Cultural Paradigm

The current state of the national education system is characterized by a kind of positive crisis caused radical changes in our society. In regard with the integration of Kazakhstan into the global economic and cultural space, a good command of the language becomes one of the inseparable conditions of specialists’ demand for skilled labor market.

To solve the problems of foreign language education the state faces in in the course of transformations of society in general and the new needs of the educational system, a group of scientists (Kunanbayeva S., et al.) has developed a Concept of Foreign Language Education of the Republic of Kazakhstan [1]. This concept is a scientific and practical, methodological document defining the overall strategy, goals, objectives, levels, content and direction of the development of a foreign language education.

The Concept states that intensive developing of the integration processes in the last decade, the growth of professional and academic exchanges, deepening of international cooperation have stimulated the progressive development of foreign language education. Accordingly, in these circumstances, a foreign language acquires the status of an effective instrument for the formation of intellectual potential of the society, becoming an essential resource for the development of Kazakhstan.

Scientists point out that the study of language as a reflection of social and cultural reality, as a cultural phenomenon and national and universal viewpoint about other background picture of the world, an individual will acquire the ability to communicate harmoniously in own society and other societies, prevent and manage conflicts arising from historical, political and religious differences of cultures. In line with the authors’ idea, by means of foreign language study it is quite possible to create an effective framework for international and intercultural understanding.

Orientation of the educational system of Kazakhstan to competence-based approach in the content of education is reflected in the field of foreign language teaching and in the formation of intercultural competence as an indicator of formation of a person's ability to participate effectively in a foreign language communication at a cross-cultural level. Due to the fact that a central element-level model as the subject of the educational process as well as the subject of intercultural communication is the learner, characteristics of the target and substantive aspects of a foreign language education are modelled in the context of cross-cultural paradigm.

Thus, a crucially new methodological trend as a part of the humanistic concept with a strong intercultural dominant is being implemented through the target, the choice of content and technology of foreign language education, adequate growth and development of a personality, able to participate effectively in cross-cultural communication. Transition to a new culturally forming system of a foreign language education does not limit the learning process within linguistic parameters of the country-studied language. The attention in the educational process should be paid to forming the language culture of a student.

In the context of cross-cultural paradigm, the system of foreign language teaching is being modeled. It provides the development of intellectual (cognitive) aspects of the student's personality: in the process of comparing different conceptual systems, the worldview of a learner is enriched through cross-cultural reality and means of picture of world structuring. Culturally forming system of a foreign language education, modeled in the certain level of foreign language teaching, is based on the principles of time tested national education system and the basic principles of the world's education systems and the functioning of the forecast model under changing socioeconomic conditions. The principle of communicative and intercultural interaction provides the development of students' ability to intercultural dialogue in other languages.

Thus, at the forefront there comes not only mastering a foreign language as some amount of knowledge of lexical and grammatical units, but a personality capable of a foreign language communication in cross-cultural environment, i.e. capable of adequate interaction with other cultures. A linguistic personality should possess intercultural competence based on the totality of linguistic and psychological characteristics.

References:

1. The Concept of foreign language education of the Republic of Kazakhstan. –

Almaty, KazUIR &WL named after Abylai Khan, 2004. – 27p.