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R. Abdylmanova, H. Omarova To the Issue of Differentiated Approach Implementation in Teaching English Language // Электронный научно-методический журнал Омского ГАУ. - 2018. -№1 (12) январь - март. - URL http://e-journal.omgau.ru/images/issues/2018/1/00527.pdf. - ISSN 2413-4066
UDC 378.147:811.111
Raikhan Abdylmanova
Senior teacher
FSBEI HE «Omsk SA U», Omsk rkh. abdylmanova@omgau.org
Hadisha Omarova
Senior teacher
KAYA, AO « University KAZGYUU», Astana hadisha68@mail.ru
To the Issue of Differentiated Approach Implementation in Teaching English Language
Abstract: This article is devoted to the problems of differential approach during English language teaching of nonlinquistic specialities of the higher educational establishments. Materials content some examples, directions according to the usage of differential approach during English language teaching process of students in «Omsk SAU» and «University KazGYUU» is realized. Keywords: differential approach, linquistic competence, differentiation.
Learning English is one of the priorities in education and science in our countries. As for learning foreign languages, in annual traditional conference the presedent of Russia V.V. Putin underlined that "Russia is open country and foreign language is universal language in business, humanitarian sphere and in diplomacy. We support learning foreign languages in schools and higher educational establishments. We continue the programmes of training our specialists not only in the territory of the Russian Federation but abroad and we shall do it". He also said that learning foreign languages is very useful to support lifeware and it is the best brain jogging [1].
Nursultan Nazarbayev proposed to start a phased implementation of the cultural project "Trinity of languages" in his Address "New Kazakhstan in the new world". The project was selected as a separate area of domestic policy. "Kazakhstan should be perceived worldwide as a highly educated country which population can use three languages. They are: Kazakh language - the state language, Russian language - as a language of international communication and English - the language of successful integration into the global economy ", - said the President [1]
With the entry of Kazakhstan into the world educational space the problem of formation language proficiency is one of the major issues in the modern conditions with rapidly developing integration processes. The growth of professional and academic exchanges deepen international cooperation to stimulate learning and mastering the English language. "The concept of foreign language education in Kazakhstan" was developed in the Republic of Kazakhstan under the supervision of the doctor of philological sciences S.S. Kunanbayeva, where the new methodological approaches, objectives and content of foreign language education in accordance with the
international standard requirements are defined. Foreign language is a compulsory component of training modern specialists of different majors.
The students of non-linguistic specialties are of particular attention in this respect. In accordance with the Program requirements the students should be able to communicate in a foreign language orally and in written form on everyday and professional topics. [3]
An urgent problem of foreign language teaching in high school is learning a language by the students with different levels of language training. Most students in groups of non- language specialties are heterogeneous, with different mental abilities and perception. Teachers have to take into account the lack of knowledge and skills among the school-leavers, especially from rural schools. The ability of students to learn a foreign language is not the same: learning language is easy for some of them whereas the others study it with great difficulty.
One way to solve this problem is to use a differentiated approach in foreign language teaching of students with different levels of language training. Differentiation in learning a foreign language is not often based on the individual characteristics of the student's personality, but only on individual gaps in his knowledge, which are determined by the results of entrance test (Placement Test).
The differentiated approach in teaching a foreign language to non-language specialties students at University is realized in several ways. Firstly, it is external differentiation of the level of language proficiency in accordance with the requirements of the "Common European Framework of Reference for Languages levels." Entry test is carried out before the beginning of the educational process and the students are divided into homogenous groups according to its results. The practice shows that most students enrolled to the university are of Elementary (A1) and Pre-Intermediate (A2) levels. The students from rural schools as mentioned above have very low level of language training, some of them can even read with great difficulty.
The second trend is internal differentiation. The students of homogenous group are divided into three subgroups (A-advanced, B-General, C- Basic) and different linguistic materials, assignments to improve grammar, listening, reading, writing skills are used. For the students with different levels of language training it is advisable to pick up the tasks, taking into account their level of knowledge and skills. In this case, a differentiated approach is considered as not only the selection of different complexity and difficulty of tasks, but using teacher's different strengths to the students, different allocation of time for the performance of tasks and various methods of control.
You can not assume that the weak students have to work less. Their ability to develop and success comes in the activities. After all, the main tasks of differentiated approach to a foreign language are the satisfaction of cognitive needs of both high and low level students according to their individual readiness and qualities. Application of a differentiated approach to students with different levels of language training allows them to eventually acquire a certain minimum of knowledge and skills according to the programme.
The teachers of our university try to use numerous teaching methods, which allow to train all the students at the same time creating the most favorable conditions for learning each of them. For example, working with the students on the topic «Technology», students with higher level are encouraged to answer the questions (What are the pros and cons of mobile phones? Do you think the Internet is good or bad for the people? Why? Etc.) At the time, while students with higher level are preparing their answers, students with lower abilities get individual tasks with certain cards (1.Underline the sentences related to the content of the text; 2. Match the beginning and the end of the sentences; 3. Complete the sentences with the words from the text, etc.). Preparing individual tasks, different cards, choosing suitable materials to meet all students needs is a hard and time-consuming job on the one hand. On the other hand, observing the success of students, their motivation increase to improve the level of English is the best satisfaction for a teacher.
Domestic scholars dealing with the issue of differentiated approach, namely, M. Zh., Tussupbekova believe that "in order to implement the development program of the Republic of Kazakhstan with an individually differentiated approach to teaching English to students of non-linguistic specialties, it is necessary:
- to update the methodological support of educational institutions in accordance with modern conditions and requirements;
- to strengthen language training of students at school;
- to change the principles of learning and the role of the student in it from a passive "recipient" of knowledge and skills to an active party of the cognitive process".
- to create new training programs and educational aids in English for the students of non- language specialties, where individually-differentiated approach is prevailed. [4]
The principle of a differentiated approach in teaching a foreign language to non-language specialties students, in our opinion, is very relevant and is used by the university professors, but not as sufficiently as it could be. As mentioned above, students have different levels of language training and possess various individual characteristics. Most types of assignments, forms of training and control are aimed at eliminating the gaps in the knowledge of students rather than on taking account the students' individual characteristics and abilities. We fully agree with the opinion that it is necessary to create new educational programs and methodical aids in English for the students of non- language specialties, where individually-differentiated approach learning will be prevailed.
References:
1. Putin V.V. Annual traditional press - conference [Electronic resource] / V.V.Putin - Moscow, 2015. - Access regime: http://www.otr - online.ru/ online/
2. Nazarbaev N.A. Novy Kazakhstan in the new world. Address of the President Nursultan Nazarbayev to people of Kazakhstan. [Electronic resource]. - Archive for 2007. - M .: Astana, 2007.
- http: //www.kazak hemb.org.il/?CategoryID=250&ArticleID=551&Page=1.[25.03.2017]
3. Polat E.S. Teaching on different level [Text]/ E.S.Polat // Foreign language in school. - 2001. -№5. - P. 4
4. Tussupbekova M.Zh. Scientific and pedagogical bases of individually-differentiated approach to English language training in high school, (Monograph) (Astana, 2014)
5. Unt I.Ye. Individualization and differentiation of teaching [Text] / I.Ye. Unt // - M.: Pedagogika, 1990. - 192 p.
