CC BY
3MODERN METHODOLOGY AND THEORY OF FOREIGH LANGUAGE
EDUCATION
ZHIYENALIYEVA AINUR MAKHSOTOVNA Master's degree of the 2nd course EP Foreign language: two foreign languages. "West Kazakhstan Innovation and Technology University" Republic of Kazakhstan, Uralsk.
Abstract. The main goal of teaching foreign languages is the ability to effectively and confidently use the language to communicate, understand the culture and values of other countries, as well as for personal and professional growth.Knowledge of a foreign language opens access to information,
1. Communication- is an opportunity to communicate with native speakers, understand them and be understood in various situations.
2. Cultural enrichment- is the understanding of cultural characteristics, traditions, mentality and worldview of native speakers.
3. Professional development — increasing competitiveness in the labor market, access to more vacancies, participation in international projects.
4. Educational and scientific opportunities — access to educational and scientific materials in foreign languages, the opportunity to participate in international conferences, exchange programs.
5. Personal development — expanding horizons, improving cognitive abilities, memory training and improving the ability to multitask.
Thus, learning foreign languages is a tool for expanding personal and professional horizons, which makes a person more open to the world and its diversity.
Keywords. linguocultural principles, dynamic development, social-educational value, preschoolers, general paradigm, linguocultural components, self-governing
Contemporary Approaches and Theories in Foreign Language Teaching
In modern theories of teaching foreign languages, the ultimate goal is to achieve the level of intercultural communicative competence, and the result and its qualitative level varies depending on the theoretical platforms positioned by researchers: from the level of a formed "secondary linguistic personality" or "personality of the dialogue of cultures", who speak the language and know the culture of another linguistic community at the native speaker level, to the minimum-a sufficient level of ability to carry out limited communication with a foreign speaker and act in an adequate role as a cultural mediator. In this context, the free circulation and use of socio-cultural and linguocultural dominants outside the specific methodology of foreign language education requires particularly careful treatment, since the question arises to what level, in the conditions of learning outside the country of the studied language, it is possible to master languages through culture to form a secondary, tertiary, etc. linguistic personality or only to the level of a "subject of intercultural communication", as an achievable level of intercultural communicative competence in these conditions. There is also a need to determine their qualitative differences and the degree of correlation of these levels. And again, should sociocultural and linguocultural components be considered as the substantive basis of education, as independent competencies, as components of intercultural communicative competence, or as sociocultural and linguocultural approaches, i.e. as conceptual bases of independent theories of teaching foreign languages. Another problem that causes the need for sufficient and reliable scientific argumentation is the degree of opportunity in terms of teaching foreign languages in an artificial language environment to form a multilingual personality mastering two or three foreign languages to the level of intercultural communication.
Due to the unresolved issue of methodology and technologies for the formation of intercultural and communicative competence to the level of the personality of the "subject of intercultural communication", which, we believe, can be defined as the final qualitative level in terms of learning
outside the sociolinguocultural environment, and even more so to the level of a "secondary linguistic personality" requiring the combined formation of his either a set of competencies (cognitive, sociocultural, communicative, linguistic, etc.), or a single intercultural and communicative competence with the above components based on a single foreign language, the problem of forming a multilingual personality remains open.
In situations with teaching foreign languages outside the country of the language being studied, it is necessary to isolate "foreign language education" as an independent branch area that has its own theoretical and methodological base, different from "language education", reflected by a set of methodological principles, the leading among which are communicative, cognitive, socio-cultural, etc. Obviously, it is necessary to realize that the existing "freedom" in the use of concepts and categories in the theory of language teaching is reflected in the mixing of methodological and conceptually significant phenomena, in the free interpretation of linguistic didactic and pedagogical terms. These problems require a scientific solution, which, of course, will contribute to the dynamic development of the theory and practice of teaching foreign languages.[1,p.37,48]
Methodological foundations of teaching a second language and the organization of classes.
In teaching a foreign language to preschoolers, those features of behavior, motivation, ideas about the world, and cognitive activity that are peculiar to young children must be taken into account. However, a foreign language as a subject of study involves the organization of classes corresponding to the specific tasks of presenting this material. It should be taught: words, sounds, sentences, texts; understanding, speaking, communication; poems, songs, games, etc. All this is characteristic, with a certain adjustment for age, of "adult" foreign language teaching, for which the methodology is quite well developed from a didactic point of view. Therefore, it is necessary to clearly understand what methods can be used to teach a foreign language from the point of view of the theory of mastering a second language.
Regardless of the age of the students, classes are organized in accordance with specific (inherent in the subject) and general methodological principles. Among the specific principles are: the principle of general communicative orientation; the principle of differentiated and integrated learning of a foreign language; the principle of taking into account the native language. While observing the principle of general communication orientation, it is necessary to build a communication situation: to ensure the multiplicity and novelty of methods of working with the material; the participation of each child in communication; to create favorable conditions for communication.
The implementation of the principle of differentiated and integrated learning of a foreign language consists in teaching each of the elements of speech (listening, speaking, reading, writing) using special techniques and teaching tools. The implementation of the principle of taking into account the native language consists in the appropriate selection of educational material, sequence and organized system of exercises based on the difficulties identified when comparing the studied language with the native one.
The general methodological principles include: visibility, activity, consciousness, comprehensive implementation of goals, taking into account age characteristics. The principles identified as essential for the construction of the entire second language teaching should be adapted to specific learning conditions. .[2,p.98,99]
Modern Innovative Technologies in Foreign Language Education
In relation to the field of education, innovation can be considered the final result of innovative activity, embodied in the form of a new content, method, form of organization of the educational process or an improved technical training tool used in practice.
The main feature of innovation is the positive changes that occur in the work of a teacher or the educational process as a result of specially organized innovative activities. The introduction of innovations into practice and the determination of its effect significantly limits the number of innovations, a significant part of which are quite new, interesting and original, but, in fact, are not innovations.
The effect of innovation activity manifests itself in various forms: in increasing the level of education of the student, his general culture, the degree of professional training, in the formation of useful skills and habits, reducing the duration of training, in the rationalization of mental and physical labor, etc.
In our opinion, the most important criterion for the effectiveness of innovation can be its socio-educational value, which implies the degree of change in the effectiveness of the educational and pedagogical process. Innovative educational processes are based on two major problems of the theory and practice of teaching: the study of pedagogical experience and bringing to practice the achievements of psychological and pedagogical science. At the same time, innovation in the education system involves the introduction of new educational goals, the development of new content, new methods and forms of education and upbringing, the introduction and dissemination of existing pedagogical systems, the development of new learning technologies.
The XXI century is an era of fundamental changes and innovations, a time of cooperation between nations and the so-called "globalization", an age of new culture and the introduction of new technologies that impose demands on the individual at the level of renewed consciousness, understanding of new opportunities. The processes of globalization and integration currently taking place in the world make the growth of intercultural contacts in all spheres of life inevitable, which determines the urgent need of modern society for specialists capable of successful intercultural communication. The preparation of foreign language teachers for pedagogical activity in the context of the renewal of foreign language education is today an urgent task that requires urgent solution. The significant changes taking place in all areas of society significantly change the general paradigm of education, which is considered as part of culture, and involves a new concept of education, a different building of relations between participants in the educational process, as well as teaching, organization and content of education, taking into account innovative processes taking place in modern society.
An important condition for improving the quality of future specialists in the university education system is the use of innovative learning technologies. Innovative technology uses a variety of methods that activate students' activities: problematic issues, trainings, business games, discussions and debates, etc.
New educational technologies play a key role in the modernization of higher education today. A distinctive feature of professional education of the XXI century is its orientation "towards the free development of the student", his creative initiative, independence, competitiveness, mobility of future specialists. The main indicator of the quality of specialist training is the demand for graduates in the educational labor market. Currently, teachers need to focus on the development of thinking and personality of each student, on creative understanding of the educational material. The separation of teaching a foreign language from life, its abstract nature hinders the improvement of the quality of language training for future specialists. Teachers should strive to establish links between the studied material and life, practice, since in this case the knowledge received by students seems to materialize, interest in them increases, and their importance increases significantly. One of the most important tasks of modernizing education is to reduce the gap between the achievements of modern science and the content of educational courses, taking into account the results of the latest psychological and didactic research. Today, for example, it is obvious that computer literacy can significantly increase a person's intellectual capabilities, contribute to making optimal decisions in the most difficult situations and, to a certain extent, expand the prospects for the development of science and culture, education and technology.
One of the conditions for high-quality professional training of future specialists in the higher education system is the involvement of each student in active cognitive activity, their practical application of acquired knowledge and a clear understanding of where, how and for what purposes this knowledge can be applied. For a current teacher, it is not so important to teach a certain amount of knowledge, how to cultivate the ability to acquire this knowledge and actively use it. The main thing is to stimulate cognitive activity, strengthen and develop cognitive interest. Today, teachers
[3,p.21,34]
must be ready for the creative use of the most productive educational technologies, to ensure the psychological and pedagogical conditions of educational work and the comfort of students in the learning process. A new trend is clearly evident in modern educational policy. The movement for a new quality of education is increasingly associated with ensuring a new quality of life worthy of a person.
The organization and implementation of innovative educational technologies contributes to improving the quality of the educational process in higher education. From our point of view, currently the most productive and promising are such educational technologies that allow you to organize the educational process at the university, taking into account the professional orientation of training, as well as focusing on the personality of the student, his interests, inclinations and abilities.
It seems that such modern university educational technologies as communicative ones are most effective (which involve the construction of the learning process as a model of the communication process, which determines the communicative-motivated behavior of the teacher and students during classes), taking into account the ideas of contextual learning technology, involving the transfer of educational and professional activities into professional activities proper; and modular technologies, characterized by high concentration and high-quality selection of educational material, which allows the student to study himself, and the teacher to carry out motivational management of his teaching, which includes the creation of motivation, organization, coordination, consulting and control; and, of course, information technology using Internet telecommunications networks, which involve the development of information and computer support for training courses and They ensure an increase in the efficiency and quality of professional training. The modern information society requires the education system to train specialists who are able to use computer technology in solving professional tasks. Information technologies involve the development of information and computer support for training courses, which ensures not only an increase in the effectiveness of professional training, but also the quality of mastering the profession.
The computerization of the learning process can be divided into two stages. The first stage - the creation and use of computer training programs, in our opinion, can be considered more developed, since currently many such programs have been created for various disciplines, including for a foreign language, and they are used in various educational institutions in the system of higher professional education.
Now the learning process is faced with another problem: how to most efficiently and effectively collect all previously created computer training programs and enable everyone to have access to all training programs. This question can be answered by a new direction in education - distance learning based on information technology.
The value of a computer program lies in the fact that it helps to turn cramming in the process of mastering a foreign language into an exciting process, into a game. In our opinion, one more circumstance is important. Computer programs of distance learning via the Internet make it possible to make learning a foreign language individual: offering the necessary measures, giving the opportunity to think calmly, slowly correct mistakes, remind the rule in time, that is, the necessary individual rhythm and tempo are selected for each student.
New educational technologies contribute to the disclosure of the reserves of the organization of the educational process. Modern computer technologies involve the development of such programs that help solve the problem of educating a self-regulating, self-governing, creative personality in the learning process.
Computer learning technology has been enriched today with the concepts of "learning through cognitive activity", "learning through discovery", "learning through insight" or "insider". There is also the possibility of ways to model various learning environments, which should activate the intellectual abilities of the student in the process of computer learning.
Thus, a student in the process of learning a foreign language can act in a dialogue with a computer in the role of an active or passive partner, an interlocutor or an outsider observer. The student regulates the sequence and volume of information himself, collects it like "berries from a
bush". This principle of information presentation differs from the traditional linear one - from simple to complex.
With the help of a computer, you can simulate a microcosm learning environment that determines the effectiveness of the human-computer dialogue for solving educational tasks. The computer also creates game situations in which the teacher acts.
The dominant feature of learning using computer technology is the development of thinking, creative activity of the student's search abilities, and a prerequisite is that the learning process should take place against the background of a positive emotional attitude of the student regarding the material being studied or the information received. To this end, computer training programs usually contain an original task and a large set of tools to solve it.
Today, teachers should not only be ready for the creative use of the most productive technologies of teaching foreign languages in universities, but also know the advantages and disadvantages of each technology, as well as have an idea about the peculiarities of mastering foreign language and speech activity when using various innovative learning technologies.
For example, contextual technologies involve the transfer of educational and professional activities into actual professional activities. Modular technologies for teaching foreign languages are characterized by high concentration and high-quality selection of educational material, which allows the student to study himself, and the teacher to carry out motivational management of his teaching, which includes the creation of motivation, organization, coordination, consulting and control.
Project-based learning technologies are considered as an effective means of creating an educational environment that allows students to unlock their potential, and the technology of conducting a dialogue of cultures in foreign language classes as an incentive to increase interest and motivation in learning a foreign language. Information technologies involve the development of information and computer support for training courses and include a set of unified methodological, psychological, pedagogical, software, technical, organizational tools designed for independent cognitive activity of students and learning management, which ensures an increase in the efficiency and quality of professional training.
Interactive technologies imply the organization of the educational process, which involves active and non-linear interaction of all participants, achieving on this basis a personally significant educational result for them. Along with specialized technologies of this kind, the principle of interactivity can be traced in most modern educational technologies.
1. S.S.Kunanbayeva. "Modern Foreign Language Education: Methodology and Theory",2005.-p.37,48
2. T.A.Dmitrinko. " Modern Technologies of Foreign Language Teaching in Higher Education",2021.-p.21
3. E.Y.Protasova.N.M.Protasova. "Methodology of Early Foreign Language Education 2nd Edition",2024.-p.98,
4. A.N.Shukin. "Theory of Foreign Language Teaching (Linguodidacti c F oundati ons)",2017.,-p.44
5. Willy A. Renandya, Jack C. Richards, Methodology in Language Teaching.An Anthology of Current Practice.2004.,p-96
6. Jeremy Harmer. "The Practice of English Language Teaching",2007.,-p.265
.[4,p.44,52]
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