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10УДК 378.14
ОРГАНИЗАЦИЯ, МЕТОДЫ ИССЛЕДОВАНИЯ И КРИТЕРИИ РЕЗУЛЬТАТОВ АПРОБАЦИИ ПЕДАГОГИЧЕСКИХ УСЛОВИЙ АДАПТАЦИИ ОБУЧАЮЩИХСЯ 15 - 17
ЛЕТ К ПОЛИЯЗЫЧНОМУ ОБРАЗОВАНИЮ
Братаева А.А.
Кокшетауский университет имени Абая Мырзахметова (г. Кокшетау, Республика Казахстан) Негметжанова А.О. НАО Кокшетауский университет имени Ш. Уалиханова (г. Кокшетау, Республика Казахстан)
Аннотация. Важной задачей полиязычного образования является адаптация учащихся к обучению иностранных языков с целью формирования коммуникативных навыков. В статье рассматриваются педагогические условия, создающие благоприятную адаптацию 15-17 летних учащихся к полиязычному образованию, в частности определение школьной тревожности.
Ключевые слова: адаптация учащихся, коммуникативные навыки, педагогические условия, полиязычное образование, уровень тревожности, школьная мотивация.
ORGANIZATION, RESEARCH METHODS AND CRITERIA FOR THE RESULTS OF TESTING THE PEDAGOGICAL CONDITIONS OF ADAPTATION OF STUDENTS AGED 1517 TO MULTILINGUAL EDUCATION
Bratayeva A.A. Kokshetau Abai Myrzakhmetov University Negmetzhanova A.O. Kokshetau Shokan Ualikhanov University (Kokshetau, Kazakhstan)
Annotation. An important task of multilingual education is the adaptation of students to learning foreign languages in order to form communication skills. The article discusses the pedagogical conditions that create a favorable adaptation of 1517-year-old students to multilingual education, in particular, the definition of school anxiety.
Keywords: adaptation of students, communication skills, pedagogical conditions, multilingual education, anxiety level, school motivation.
One of the important tasks of multilingual education is the adaptation of students to learning foreign languages in order to form communication skills. Learning languages at the level of several subjects is a qualitatively new stage in the development of a student [1]. The result of adaptation is readiness to learn foreign languages, these two terms are interrelated and depend on pedagogical conditions.
The experimental base of our research is Secondary school No. 1 of the city of Kokshetau. The study involved students of the 8th grade (Group-A"), where pedagogical conditions for multilingual education were created and secondary school No. 6 ("Group -B"), where pedagogical conditions were not created for learning foreign languages.
We assumed that the creation of pedagogical conditions would create a favorable adaptation of 1517-year-olds to multilingual education.
The study was conducted in two stages, at the beginning of the academic year (September 2020) and at the end (May 2021). We have determined the content of the work, the purpose of which we have outlined the study of the possibility of successful adaptation to multilingual education. The following methods were selected:
- the Phillips method for determining school anxiety;
- individual styles of thinking by A. Alekseeva, L .Gromova;
- questionnaire for determining the school motivation of students.
The weakness of the student's nervous system entails an increased level of anxiety [2]. In turn, school anxiety has the broadest concept that causes emotional distress. There are some reasons of anxiety: heredity, weakness of the nervous system, wrong upbringing, dysfunctional family environment, negative life experience, the consequences of psychological or physical injuries, septic diseases, low self-esteem, multiple stresses, various problems and conflict situations, insufficient amount of physical activity insufficient amount of physical activity and proper rest, bad habits.
Phillips diagnostics is designed to study the level of school anxiety not only regarding educational activities, but also the general condition of the student associated with various areas of school life.
58 test questions that were offered in writing to schoolchildren, the answer to each question sounded unequivocally "Yes" or "No".
The students answered the question on their own, the form of the event was group, the surveillance was conducted through video surveillance so that the students felt comfortable. The full text of the methodology is in Appendix 1.
The Phillips method.
Objective: diagnosis of the characteristics of the subject, the level and nature of anxiety associated with school, assessment of the emotional characteristics of the child's relationships with peers and teachers.
Diagnostics "Individual styles of thinking" (A. Alekseeva, L. Gromova)
Diagnostic purpose: The study of individual characteristics of thinking.
Instructions: "This test is designed to help determine your preferred way of thinking, as well as the manner of asking questions and making decisions. There are no correct or incorrect answers among the answers offered to choose from [3]. You will get the most useful information if you report as accurately as possible about the features of your real thinking, and not about how, in your opinion, you should think.
Each item in this questionnaire consists of a statement followed by five possible endings. Your task is to indicate the degree to which each ending applies to you. On the questionnaire, in the squares to the right of each ending, put down the numbers - 5, 4, 3, 2 or 1, indicating the degree to which this ending applies to you: from 5 (most suitable) to 1 (least suitable). Each pomor (score) should be used only once. Each of the five endings in the group should get a number.
The questionnaire for determining the school motivation of students was developed by N.G. Luskanova. Purpose: to study school motivation.
This questionnaire can be used for individual examination of a child, as well as used for group diagnostics [4]. At the same time, 2 presentations are allowed:
1. The questions are read aloud by the experimenter, answers are offered, and the children should write those answers that do not resemble.
2. Questionnaires in printed form are distributed to all students, and the experimenter asks them to cancel all similar answers.
This methodology includes 10 questions that best reflect the attitude of children to school, the educational process. For the possibility of differentiating children according to the level of school motivation, a system of point grades has been introduced. The questionnaire questions are constructed according to a closed type and assume the choice of one of three possible answers. At the same time, an answer indicating a positive attitude and preference for educational situations is estimated at three points, a neutral answer (I don't know, it happens differently, etc.) is 1 point, an answer that allows you to judge a child's negative attitude to a particular school situation is estimated at 0 points. A score of 2 points is not included for a more rigid division of children into groups with high, medium and low motivation. Thus, the maximum score is 30 points, and the level of 10 points serves as the upper limit of maladaptation. Based on the answers, a particular student can be assigned to one of the 5 levels of school motivation:
1. 25-30 points - a high level of school motivation, educational activity.
2. 20-24 points are good school motivations.
3. 15-19 points - a positive attitude towards school, but the school is attracted more by extracurricular parties.
4. 1-14 points - low motivation.
5. Below 10 points - negative attitude to school, school maladaptation.
The amount of points scored by the child is recorded directly on the questionnaire filled out by him. The dynamics of school motivation coincides with the dynamics of the process of adaptation (maladaptation) of students. The text of this methodology is in Appendix 3. To reduce school anxiety, it is necessary to create pedagogical conditions, which is part of the environment of emotional well-being, stability in educational activities, adequacy of acceptance of knowledge assessment.
The specific feature of anxiety as a negative emotional state and personal property is that it has its own motivating force. The emergence and consolidation of anxiety is largely due to the dissatisfaction with the needs of the child, which become hypertrophied [5]. We have identified and worked out the most common problems of anxiety among students aged 15-17 in the process of inclusion in multilingual education - these are:
- intrapersonal conflicts, the cause of which is the self-esteem of the individual in educational
activities;
- conflicts related to the interaction of family and school;
- conflicts caused by an uncomfortable position in society;
- conflicts caused by the lack of uniform requirements of school and family.
The created and tested program for the adaptation of students to multilingual education made it possible to reduce the scale of school anxiety, which contributed to better assimilation of program material and normalize the rule of behavior.
Thus, our hypothesis is that school anxiety as a negative emotional state of students aged 15-17 affects the acceptance of multilingual education and educational activities in general.
Bibliographic list
1. Golovina, E. V. The content of multilingual education / E. V. Golovina. - Text: direct // Pedagogy today: problems and solutions: proceedings of the II Intern. nauch. Conf. (Kazan, September 2017). — Kazan: a Young scientist, 2017. — S. 1-2. URL: https://moluch.ru/conf/ped/archive/270/12862/ (date of access: 10.07.2021).
2. Avdonin V. V. Problems and prospects of multilingual education in Kazakhstan [Text] / V. V. Avdonin, V. I. Pak // Science, education, society: trends and prospects: materials of the IV Intern. nauch.-pract. Conf. (Cheboksary, 26 Feb. 2017 g.) / redkol.: O. N. Shirokov [and others]. — Cheboksary: TSNS "Interaktiv plus", 2017. — P. 94-96. — ISBN 978-5-9909609-7-8.
3. Zhetpisbayeva B. A. Theoretical and methodological foundations of multilingual education: abstract for the degree of Doctor of Sciences. - Karaganda, 2009. - 32 p.
4. Lanson T. A Short History of Language. — Oxford Umvemty Press, 2002.
5. Education in a multilingual world: A UNESCO Policy document. - Paris, 2003. - 38 p. - [ER]. Access mode:http://www.unesco.org/new/ru/media-services/single iew/news/multilingualism_a_key_to_inclusive_education/ #.VNbyXufqCJU.
Bratayeva Assiya Amangeldinovna, Senior Lecturer of the Department of Foreign Languages and Translation, Kokshetau Abai Myrzakhmetov University (Kokshetau, Kazakhstan)
Negmetzhanova Aliya Orazalinovna, seniour lecturer of the Department of General Linguistics and Literature, Kokshetau Shokan Ualikhanov University (Kokshetau, Kazakhstan)
Братаева Асия Амангельдиновна, старший преподаватель кафедры иностранных языков и переводческого дела, Кокшетауский университет имени Абая Мырзахметова (г. Кокшетау, Республика Казахстан)
e-mail: asyablesk@mail.ru
Негметжанова Алия Оразалиновна, старший преподаватель кафедры Общего языкознания и литературы. НАО Кокшетауский университет имени Ш. Уалиханова (г. Кокшетау, Республика Казахстан)
Дата поступления статьи: 10.03.2022
© Братаева А.А., Негметжанова А. О., 2022
