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44made knowledge). Problem-based learning often goes beyond one lesson. And yet its shortcomings can be attributed to the fact that problem-based learning takes a lot of time, much more than informational (according to ready-made knowledge). Problem-based learning often goes beyond one lesson. And yet its shortcomings can be attributed to the fact that problem-based learning takes a lot of time, much more than informational (according to ready-made knowledge). Problem-based learning often goes beyond one lesson. And yet its disadvantages can be attributed to the fact that problem-based learning takes a lot of time, much more than informational (according to ready-made knowledge). Problem-based learning often goes beyond one lesson. And yet its shortcomings can be attributed to the fact that problem-based learning takes a lot of time, much more than informational (according to ready-made knowledge). Problem-based learning often goes beyond one lesson. And yet its disadvantages include the fact that problem-based learning the virtues outweigh his weaknesses. And it is used as a methodical system in teaching both schoolchildren and students.
Based on our experience in problem-based learning technology, we have come to the following conclusion: for learning activities to be effective, they must belong mainly to problem-based activities. As Louis de Broglie said, "Education is a child of wonder and curiosity." We want to say, if you cause a problem with interest, it does not leave you and continues to demand a solution in front of you. If a problem arises when considering new material in the lesson, then its solution
will now have an individual meaning for each student because of the essence of the problem. The knowledge gained as a result of finding a solution to the problem, become more aware and therefore more durable. The main thing in the technology of training, the teacher leads students to independent formulation of the problem, which develops their creative abilities, since the formulation of the problem is the basis of any creative activity.
References
1. Kovalevskaya E.V. Genesis and current state of problem-based learning: general pedagogical analysis in relation to the methodology of teaching foreign languages x languages: autoref. dis. ... cand. Ped. nauk / Kovalevskaya E.V. - M., 2000. - 36 p.
2. Stark A.P. Teaching English in secondary school. Method. manual to the series of studies. -method. complexes for 5 - 10 class. - M.: Prosvesh-chenie, 1978. - 224 p.
3. Makhmutov M.I. Organization of problem-based learning. - M.: Pedagogika, 1977. -c. 194
4. Kazakevich V.M. Fundamentals of methodological training of labor training. - M.: Enlightenment, 1985. - p.100
5. Voronko E.V. Develop interest in the subject "Technology" // School and production. - 2010. - №2. pp. 41-42
6. Melyokhina S.I. Development of cognitive activity of schoolchildren in project activities // School and Production. - 2008. - No. 1. - P. 10-11
USING A COGNITIVE APPROACH IN TEACHING FOREIGN LANGUAGES IN GRADES 9-11
Kulmagambetova S.,
Candidate of Pedagogical sciences, associate professor Makhambet Utemisov West Kazakhstan University
Kazakhstan, Uralsk Tolegen A.
Master student of Makhambet Utemisov West Kazakhstan University
Kazakhstan, Uralsk
ABSTRACT
The article is devoted to the usage of cognitive approach in teaching foreign languages in 9-11 grades. At present, it is relevant in the process of teaching a foreign language that cognitive technologies are actively introduced, as a communicatively directed lesson involves the formation of a system of certain knowledge, skills and abilities, and provides an opportunity for pupils to form specific competences, namely, linguistic, socio-cultural, discursive, social and strategic. The article is based on the works of Russian and foreign researchers who justify the expediency of using cognitive technologies in teaching foreign languages to pupils at the senior stage of secondary school on the example of the cognitive approach. It is argued that in the methodology of teaching a foreign language, the selection of material for classes is one of the key points. The problem of developing cognitive skills in learning a foreign language is identified.
Keywords: cognitive processes, thinking skills, critical thinking, cognitive function, tasks, foreign language.
Introduction
The relevance of the topic of this study is due to the cognitive aspect of the goal of teaching a foreign language, associated with thinking and cognitive processes, as well as the psychological characteristics of modern pupils.
The current challenge in the educational process is to shape all aspects of the pupil's personality, including
their ability to think critically and creatively, in order to succeed in real life. Since the ability to think critically is not innate, it is necessary to develop the cognitive component of the pupil's personality. In recent years, there have been attempts to focus on the development of cognitive skills in teaching various subjects, including a foreign language. It would seem that it's about teaching a foreign language, and not about teaching
critical thinking. However, including one or two activities that promote the development of higher-order thinking skills in pupils can bring added value to the activity beyond the development of language skills.
It should be noted that N. D. Galskova and N. I. Gez understand the cognitive aspect as "the formation of pupils' skills and abilities to use (creatively, economically and purposefully) rational methods of mastering foreign languages and cultures" [3, p. 115]. In addition, it is emphasized that the cognitive aspect of the goal "closely links the teaching of foreign languages with its intensive use as a tool for cognition, development and language acquisition" [3, p. 118]. Of course, the developing aspect of learning is inextricably linked not only with the formation of foreign language communicative competence but also with the development of personal and cognitive abilities of pupils, which is also one of the goals of learning. In their work, E. Loarer and M. Yuto believe that "the main goal of all methods of cognitive learning is to develop the intellect, or rather the entire set of mental abilities and strategies that make the process of learning and adaptation to new situations possible" [4, p. 17]. This is reflected in the provisions and requirements of the educational standards and, accordingly, in the work programs of the discipline "Foreign Language" in educational institutions compiled on their basis.
It can be seen that pupils must have developed logical, critical and creative thinking, be able to structure large amounts of information and have the ability to learn, which is one of the skills of the 21st century. Thus, it should be talked about the importance of cognitive learning, which is "based on such methods and didactic methods that are aimed at developing the reflective mental activity of pupils in the process of cognition" [1]. It should also be noted that "under the conditions of cognitive mastery, the focus of the educational process is not aimed at absorbing information, but at comprehending the internal relations of the studied subjects, encourages pupils to dialogue, exploratory thinking, and increases the concentration of mental activity" [1].
An important factor in the context of the topic under consideration is the psychological characteristics of modern educational institutions that belong to generation Z. They have "the ability to master large amounts of information and find extraordinary solutions, effectively perceive concise and visual information, give preference to small forms of visualization ... pay great attention to self-development and self-improvement, various types of creativity, they are interested in gaining knowledge and skills in a playful way" [8].
Methods
To solve the tasks set, the following research methods were used: analysis of scientific literature on the problem under consideration by domestic and foreign researchers; summarizing the practical experience of using concept maps in teaching a foreign language to pupils at the senior stage of secondary school.
The theoretical basis of the study was the works of N. D. Galskova, N. I. Gez [3], L. V. Akhmetova [1], A. N. Pogrebnova [5], T. A. Syrina [7], T. Buzan [2], MA
Almulla, MM Alamri [10], JD Novak [12], J. Trifone [13], W. Huitt, B. Bloom [11].
Research results
In the field of developing cognitive skills in learning, attempts were made to make initial systematics as early as the middle of the last century. B. Bloom's Taxonomy of the 1950s was the first tool that educators could use to improve curriculum writing, instruction delivery, and testing. In his study, B. Bloom classified educational tasks in terms of their cognitive complexity, highlighting six categories - knowledge, understanding, application, analysis, synthesis and evaluation [1].
However, there was a need for a second version of Bloom's taxonomy as revised by L.W. Anderson and D.R. Kratvola in 2001, introducing a second dimension into the scheme. The authors identified four categories of knowledge - factual, conceptual, procedural and metacognitive and compared them with six types of cognitive processes - memorization, understanding, application, analysis, evaluation and creativity. In fact, it can be noted, the taxonomic table links knowledge and cognitive processes [2].
Cognition is an abstract concept and, as such, it appears to be highly subjective. However, there are tools that can be used to assess the cognitive complexity of learning resources. The revised version of the taxonomy considers the goals of teaching a foreign language from several angles - on the one hand, this is what pupils in grades 9-11 must learn (subject content or content) and what cognitive processes they use to acquire this knowledge, or they already use their existing knowledge to learn something new.
Cognition is inseparable from language learning, especially a foreign language acquired after mastering the native language. Research shows that the relationship between language acquisition and cognitive processes is mutual. The use of certain cognitive processes affects the level of mastering a foreign language and vice versa: the process of mastering a foreign language is of paramount importance for the development of a pupil's cognitive ability. Hence the need to set learning objectives that are difficult for pupils. The taxonomy of educational goals should be taken into account when developing, evaluating and applying educational material in the educational process [3].
Different assignments place different cognitive demands on pupils. Focusing on cognitive development as an integral part of learning a foreign language should be the main goal for teachers, regardless of the age group they teach. Taxonomies of the cognitive domain are used in the educational process as the basis for the development of cognitive strategies.
So, proceeding from the fact that cognitive processes should be based on three phases: the development of predisposition and readiness, both for the thinking process and for the information being processed; the development of lower-order thinking skills, which serve as the necessary basis for the development of higher-order thinking skills; and the development of higher-order thinking skills, it follows that higher-order thinking skills are more effectively developed when lower-order thinking skills are already mediated and
sufficiently developed. With the development of higher-order thinking skills in pupils, lower-order thinking skills cannot be ignored [4].
Many of these, often referred to as memory skills, deal with new knowledge and the knowledge one already has, and include processes such as remembering, recalling, and understanding. Some pupils are reluctant to complete tasks for memorizing information or interpreting it because they do not see the point in it.
They can easily access this information online, wherever they are and whenever they need it, thanks to new technologies that are versatile and portable. This trend can lead to pupils being unable to develop higherorder thinking skills. It can be argued that simple cognitive processes are the basis for more complex and improved ones, that is, they are interconnected. With a conscious willingness to participate in cognitive work with a balance between thinking skills, pupils will not resort to copying other people's thoughts, since it may be much easier for participants to independently analyze and form their own reasoned opinion.
On the other hand, the predominance of the number of tasks for the development of receptive skills in such types of speech activities as listening and reading, such as checking reading comprehension on the given questions or using multiple-choice tasks, which requires comparison and finding semantic and logical connections, will not contribute to the full development of higher-order thinking skills in pupils at level C1 and above. Although, of course, the system of tasks for the development of receptive skills can serve as a kind of transition to productive types of speech activity, in which it is necessary to use higher-order thinking skills.
Thus, at the stage of choosing a textbook or educational material, in addition to taking into account the thematic focus, connection with the realities of pupils' lives, it seems appropriate to carefully analyze in quantitative terms tasks of a certain cognitive complexity.
Discussion
In the methodology of teaching a foreign language, the selection of material for classes is one of the key points. Language and speech material should be selected in accordance with the functions that it expresses, and those communicative intentions that the speaker can convey using the proposed language material. A good textbook should not only help pupils master the language, but also enable them to become independent in the decision-making process, and not just passively perceive information.
When selecting educational material, a number of criteria are put forward, such as correlation with the level of language proficiency, the age of pupils, the development of certain skills as a learning goal. The teacher evaluates the content and structure of the textbook, the variability of tasks, additional resources, both for the classroom and for independent work of pupils at the senior of secondary school.
Memorization, understanding and correct application of the studied lexical or grammatical element is a necessary condition for performing oral or written tasks. The choice of educational problems within the framework of productive types of speech activity, such as speaking and writing, shows more favorable results
with a predominance of cognitive processes of a higher order. They create cognitive challenges for pupils and thus help develop their cognitive skills [9].
There are many ways to make tasks cognitively challenging. The teacher, when using a textbook or any educational material, can rephrase the problem using synonyms, ask open-ended questions, "include synthesis or analysis in solving problems, stimulate creativity, apply strategies that create an intellectual challenge for pupils" [5 p. 302]. Also, there can be used educational texts to evaluate the ideas presented in them or to find connections between the text and the life of pupils in grades 9-11. Such approaches stimulate the interest of pupils in the educational process.
Conclusion
When selecting educational material, it is important to understand that in teaching foreign languages, no task is the highest because of its "location in the cognitive hierarchy" [6 p. 223]. All of them are needed at some point in the learning process, and in most cases, goals require more processes to be used simultaneously to complete a task or gain new knowledge. It should be remembered that cognitively complex tasks often arise from simple, repetitive tasks and activities that should not be ignored in the learning process.
Presenting creative and cognitively complex tasks in the educational process of pupils in grades 9-11 is the key to creating critical thinkers instead of "knowledge carriers". If the teaching is innovative and the tasks that pupils have to perform are of high cognitive demand, pupils in grades 9-11 can benefit from them in several ways. They avoid repetitive tasks that lead to boredom, they avoid the simplicity and directness of teaching that can cause indifference and passivity in learning and avoid the risk of remaining at the same level of language proficiency. This motivates them to further study and lifelong learning. Good textbooks, combined with creative teachers, form pupils who are developed in all aspects of their personality. With a little effort, any educational material can be adapted to achieve this goal.
References
1. Akhmetova L. V. Cognitive sphere of personality psychological basis of learning [Electronic resource]. URL: https://cyberleninka.ru/article/n/kogni-tivnaya-sfera-lichnosti-psihologicheskaya-osnova-obucheniya (date of access: 02/09/2022).
2. Buzan T. Mind Maps: A Complete Guide to a Powerful Thinking Tool. Moscow: Mann, Ivanov i Fer-ber, 2018. 208 p.
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4. Programs in English for humanitarian faculties: a collection of course programs / ed. ed. d. ped. n., prof. V. V. Safonova. M.: Nauka, 2020. 642 p.
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7. What is a concept map and how do I create one? [Electronic resource]. URL: https://www.ludd-chart.com/pages/ru/concept-map/#section_0 (date of access: 09.02.2022).
8. Almulla M. A., Alamri M. M. Using Conceptual Mapping for Learning to Affect Students' Motivation and Academic Achievement [Electronic resource].
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10. Novak J. D. Concept mapping: a useful tool for science education // Journal of Research in Science Teaching. 1990 Vol. 27. No. 10. P. 937-949.
11. Trifone J. The Effect of Concept Mapping on Changes in Motivation and Self-Regulation as a Function of Learners' Goal Orientation [Electronic resource]. URL: https://www.aca-demia.edu/2940712/The_Effect_of_Concept_Map-ping_on_Changes_in_Motivation_and_Self_Regulatio n_as_a_Function_of_Learners_Goal_Orientation (Accessed: 02/09/2022).
МЕТОДЫ ФОРМИРОВАНИЯ РЕФЛЕКСИВНО-РАЗВИВАЮЩЕЙ КОМПЕТЕНЦИИ УЧАЩИХСЯ НА УРОКАХ ИНОСТРАННОГО ЯЗЫКА С ПРИМЕНЕНИЕМ ВЕБ-ТЕХНОЛОГИЙ
Джусубалиева Д.М.
Д.п.н., профессор Казахский университет международных отношений и мировых языков имени
Абылай хана Утетлеуова А.Е.
Магистрант, Казахский Университет Международных Отношений и Мировых Языков имени Абы-
лай хана
METHODS OF FORMATION OF REFLEXIVE AND DEVELOPING COMPETENCE OF STUDENTS IN FOREIGN LANGUAGE LESSONS USING WEB TECHNOLOGIES
Dzhusubalieva D.,
Doctor of pedagogical science, Professor Abylai Khan Kazakh University of International Relations and World Languages
Utetleuova A.
Master's student, Abylai Khan Kazakh University of International Relations and World Languages
АННОТАЦИЯ
В статье рассматриваются возможности формирования рефлексивно-развивающей компетенции учащихся школ при обучении иностранным языкам с применением веб-технологий. Процесс рефлексии помогает выявить сильные и слабые стороны учащихся в осуществлении учебной деятельности, сформировать личную траекторию обучающегося по преодолению трудностей, ошибок и повышению результатов обучения. Рефлексивная деятельность с применением веб-технологий рассматривается как механизм повышения мотивации обучающихся.
ABSTRACT
The article discusses the possibilities of forming reflexive and developing competence of school students when teaching foreign languages using web technologies. The process of reflection helps to identify the strengths and weaknesses of students in the implementation of educational activities, to form a personal trajectory of the student to overcome difficulties, mistakes and improve learning outcomes. Reflexive activity with the use of web technologies is considered as a mechanism for increasing the motivation of students.
Ключевые слова: рефлексия; веб-технологии; мотивация; интерактивная среда; рефлексивно-развивающая компетенция.
Keywords: reflection; web technologies; motivation; interactive environment; reflexive-developing competence.
В наши дни знание иностранного языка является требованием времени. Иностранный язык становится средством международного общения. В процессе обучения иностранного языка в школе, учащиеся не только осваивают навыки разговорной
речи и понимания иностранного языка, но и получают представление о психологических, культурных, нравственных тонкостей народов стран изучаемого языка. Поэтому очень важно уже со школьного обучения применять разнообразные методы для лучшего усвоения иностранного языка. Одним
