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PHILOLOGICAL SCIENCES
ISSUES OF MULTICULTURAL SCOPE OF LANGUAGE TRAINING FOR STUDENTS OF NON-LANGUAGE HIGH SCHOOLS Sadybekova S.I. (Republic of Kazakhstan) Email: [email protected]
Sadybekova Salima Izbaskankyzy - Candidate of Philological Sciences, Associate Professor,
Head of Department, DEPARTMENT OF PRACTICAL ENGLISH, KORKYT ATA KYZYLORDA STATE UNIVERSITY, KYZYLORDA, REPUBLIC OF KAZAKHSTAN
Abstract: the article considers one of the most significant factors in the formation of a tolerant consciousness of the individual in the context of global education - the deepening of the multicultural scope of the language training for students of non-language universities. It should be noted that the principle of combining teaching foreign languages and studying the corresponding civilizations is an essential aspect that must be taken into account in the course of teaching a foreign language and a foreign culture. This, in turn, will contribute to the acquisition of a rich experience of socio-cultural communication which contributes to the inclusion to the global values of civilization.
Keywords: multicultural education, non-language university, foreign language, multilingual education, language training.
ВОПРОСЫ ПОЛИКУЛЬТУРНОЙ НАПРАВЛЕННОСТИ ЯЗЫКОВОЙ ПОДГОТОВКИ СТУДЕНТОВ НЕЯЗЫКОВЫХ
ВУЗОВ
Садыбекова С.И. (Республика Казахстан)
Садыбекова Салима Избасканкызы - кандидат филологических наук, доцент, заведующая кафедрой, кафедра практического английского языка, Кызылординский государственный университет им. Коркыт Ата, г. Кызылорда, Республика Казахстан
Аннотация: данная статья рассматривает один из важнейших факторов формирования толерантного сознания личности в условиях глобального образования - углубление поликультурной направленности языковой подготовки студентов неязыковых вузов. Следует отметить, что принцип сочетания обучения иностранным языкам с изучением соответствующих цивилизаций является необходимым аспектом, который нужно учитывать в процессе преподавания иностранного языка и иноязычной культуры. Это, в свою очередь, будет способствовать приобретению богатого опыта социокультурного общения, который содействует приобщению к глобальным ценностям цивилизации. Ключевые слова: поликультурное образование, неязыковой вуз, иностранный язык, полиязычное образование, языковая подготовка.
Development of any country entirely depends on upgrading the educational, moral-aesthetic and multicultural level of young professionals. The strategy of multicultural education as an antithesis to monocultural educational traditions was a consequence of the manifestation of a greater interest of modern society towards higher education.
According to the definition presented in the International Encyclopedia of Education, "multicultural education" is "a pedagogical process in which two or more cultures different in terms of linguistic, ethnic, national or racial characteristics are represented" [1, 19].
One of the most significant factors in the formation of a tolerant consciousness of the individual in the context of global education is the deepening of the multicultural scope of the language training for students of non-language universities [2, 45]. It should be noted that the principle of combining teaching foreign languages and studying the corresponding civilizations is an essential aspect that must be taken into account in the course of teaching a foreign language and a foreign culture.
In the terms of Kazakhstan's orientation towards the scientific, technical and industrial development, the social order in the educational area "foreign language" in the system of diversified non-language universities is in the training of professionals who know foreign language as a means of establishing personal, scientific and cultural contacts with native speakers and mainly as an instrument for establishing professional communication in the efficient exchange of experience in future practical production activity [3, 37].
In this regard, the goal of a foreign language ibnstructor is to provide students of non-language universities with the opportunity to expand their sociocultural space, adequately interpret, assimilate and reproduce the studied cultural phenomena of linguistic reality, to come to recognizing themselves as cultural and historical subjects, to see the cultural diversity of modern multicultural communities. A foreign language instructor is faced with the task of searching the most efficient methods of work, for example, the use of such teaching methods as role play, podcast technology, project methodology, method of discussion and others. Delivering mini-conferences, round table sessions with invitation of foreign students, undergraduates, doctoral students studying in the university will also contribute to the formation of a multicultural personality.
Students' mastering the professional and communicative skills is impossible without a purposeful formation of the notion-terminological apparatus of the specialty, expanding the information base on the material of authentic texts, mastering the strategies of learning, interpreting skills, holding discussions, arguing, solving typical standard and professionally-oriented tasks.
Achieving the mentioned tasks, in turn, is impossible without the use of various technologies based on the principles of problematicity, interactivity, situationality: the modeling of professional contextual situations, maximally related to the future professional and practical activities of the learners, the problem method and the project work.
Thus, multilingual education in multidisciplinary non-language higher education institutions must be structurally and meaningfully consistent with the internationally standard knowledge of the foreign language [3, 29].
Therefore, the formation of a multicultural language personality and the deepening of the multicultural orientation of the language training for non-language university students require the use of important methodological aspects of foreign language education taking into account the trends of modern society. The future professional should be ready for a dialogue of cultures and able to integrate into the world cultural process without losing the national identity.
References in English / Список литературы на английском языке
1. International Dictionary of Education. Volume 7. Oxford, 2008. Р. 83.
2. Kunanbayeva Salima Sagievna. Modern foreign language education: methodology and theory [Text] / S.S. Kunanbayeva. Almaty: 2015. 262 p.p. ISBN 9965-734-19-4.
3. Concept of development of foreign lan guage education in Kazakhstan. Almaty: Abylay Khan Kazakh University of International Relations and World Languages, 2006.
References / Список литературы
1. International Dictionary of Education. Volume 7. Oxford, 2008. p. 83.
2. Кунанбаева Салима Сагиевна. Современное иноязычное образование: методология и теории [Текст] / С.С. Кунанбаева. Алматы: [б.и.], 2015. 262 с.: ил.; 23 см.; ISBN 9965-734-19-4.
3. Концепция развития иноязычного образования РК». Алматы: Казахский университет международных отношений и мировых языков имени Абылай хана, 2006.
