Saltanat Meiramova

In this article, the author analyses the teaching of grammar to students as a foreign language in the context and with a discursive approach. The author argues that this approach is a very important and necessary part of the process of understanding and perception, since the contextual meaning of a sentence tends to include much more than the literal meaning of the sentence. Therefore, a comprehensive study of this issue will help teachers improve grammar teaching methods in context and through a discursive approach. Moreover, scientists tend to side with the language socialization hypothesis and hold that grammar in a first or second language is acquired through the learner’s repeated and meaningful experience with contextualized discourse, in which grammar is a structural resource that may or may not get explicitly analyzed by the learner as she or he observes and/or engages in meaningful interaction. In this regard, the author has made thorough research on teaching grammar as a f...

Modern Kazakhstan is a multi-ethnic and poly-confessional state which is developing in the conditions of multilingualism, and language learning is one of the main indicators of adaptation to the new social-political and social-cultural realities [1]. Profession-oriented language is relatively new notion in Kazakhstan higher education foreign language context as well as multilingual education. Moreover, modern changes in the society’s social and economic life as well as the new approaches to specialists’ training demand adequate modernization of higher education system, in particular the profession-oriented training. Such training provides professional orientation not only to the maintenance of training materials, but also the activity in forming professional skills of practical English used in various spheres of communication. In addition, modern person lives in the conditions of increasing progress in the field of information and technology. In this regard, the higher school professional faces a task - to teach students to critically approach a problem solving, to overcome problems posed by life; to be able to systematically, analytically and critically evaluate the consequences of their actions and be willing to take responsibility for their choices in problem solving [2]. Consequently, the authors suggest that the creation of an innovative model of higher education in this context will be apparent which combines the best traditions of the Kazakh and world educational systems, in the area of foreign languages teaching particularly. Then the authors state that achievement in professional foreign-language communicative competency depends directly on its practical use of foreign language in the professional activity, mainly due to the purpose of foreign language oriented profession training as a whole. In addition, the current state of foreign language oriented teaching profession in Kazakhstan does not meet the specific requirements; hence, it has to be reoriented in terms of developing professional qualities that is in tandem with the process of foreign language teaching. Thus, the acquirement of professional competencies along with the study of foreign professional culture is become the main issue in the content of profession oriented English language teaching in institutions of higher education in Kazakhstan with reference to multilingualism. Finally, the authors propose that the reflection will be found in the development of strategic model on the basis of "Task-based learning and teaching" (TBLT) technologies in profession-oriented English teaching for multilingual specialties of Kazakhstan institutions of higher education, preparation of integrated educational programs that promotes not only the increase of the acquired new knowledge, but also formation of language and cross-cultural communicative competencies among students in the context of TBLT approach. keywords: tblt approach, profession-oriented language, innovative model, cross-cultural communicative competence,adequate modernization, profession oriented foreign language teaching, multilingual education

English in professional activity is a practical and informative handbook which will be of use to English teachers of all levels of experience. This book aimed to form professional-oriented skills and competence within professional spheres of communication, directed to the acquisition of subject-matter of the student future occupation and deeping his/her professinal communicative competence as a part of a specialist's adequacy.

This paper reports on a methodology of teaching critical thinking skills in English as a foreign language (EFL) classes in an institution of higher education in Kazakhstan. The study findings suggest that the use of critical thinking impacts students’ learning in the content area as it makes them aware of critical thinking as a way to approach intercultural exploration. The research results provide practical suggestions on how to guide students to develop and apply critical thinking skills. The critical thinking-based learning of EFL is conceptualized as the development of teaching strategies to help promote critical thinking in regards to students’ intercultural awareness. The paper suggests a sample critical thinking lesson plan for engaging in critical thinking when teaching English as a foreign language and examines critical thinking strategies that can be used to foster critical thinking and relevant skills to deal with various problematic issues of conceptualization successful...

It is known that the language classroom is the place where teachers and learners come together for interaction and students can learn English in natural settings. Group work is a teaching strategy at all levels of education and researchers have observed that group based assignments and discussions are a common feature of tertiary education. The effective use of group work in the language class can provide a valuable learning experience to students and give them the opportunity to practically experience the language exposure of the ideas presented and strengthen their learning. In this regard, this paper attempts to identify the efficiency of individual and group work teaching strategy of the students to excel at foreign language learning. Then, the paper aims to define the effect of individual and group work of students’ value participation in academic communication. Finally, the paper tries to determine the most effective methods for working in a group and individually with the hel...

Language policy is one of the fundamental aspects of the language situation, which is determined as the system of measures of conscious influence on the development of linguistic processes, distribution of languages in the spheres of social interaction, and representing a part of the political control over the language situation, linguistic conflicts. Nowadays its importance as a part of a national policy, especially in the multinational Republic of Kazakhstan, is growing more, and consequently, it is becoming more regulating. The main motive power of the language policy in Kazakhstan is its socio-political and legislative activity. Today the State educational standard is the basis of common conceptual language education in Kazakhstan, and it is designed to provide the legal framework for the state cultural project "Trinity of languages". The process of multilingual education in the Humanities universities of Kazakhstan is considered. Special attention is given to the methodological assumption of the educational process of teaching university students Kazakh, Russian, English Languages.

Abstract The research project reports the results of the study of freshman students' critical reasoning skills. The researcher used three different types of questions as the instrument for grouping questions produced by the students after reading literary texts. The results ...

Abstract The research project reports the results of the study of freshman students' critical reasoning skills. The researcher used three different types of questions as the instrument for grouping questions produced by the students after reading literary texts. The results ...

Modern Kazakhstan is a multi-ethnic and poly-confessional state which is developing in the conditions of multilingualism, and language learning is one of the main indicators of adaptation to the new social-political and social-cultural realities [1].

Profession-oriented language is relatively new notion in Kazakhstan higher education foreign language context as well as multilingual education. Moreover, modern changes in the society’s social and economic life as well as the new approaches to specialists’ training demand adequate modernization of higher education system, in particular the profession-oriented training. Such training provides professional orientation not only to the maintenance of training materials, but also the activity in forming professional skills of practical English used in various spheres of communication.

In addition, modern person lives in the conditions of increasing progress in the field of information and technology. In this regard, the higher school professional faces a task - to teach students to critically approach a problem solving, to overcome problems posed by life; to be able to systematically, analytically and critically evaluate the consequences of their actions and be willing to take responsibility for their choices in problem solving [2]. Consequently, the authors suggest that the creation of an innovative model of higher education in this context will be apparent which combines the best traditions of the Kazakh and world educational systems, in the area of foreign languages teaching particularly.

Then the authors state that achievement in professional foreign-language communicative competency depends directly on its practical use of foreign language in the professional activity, mainly due to the purpose of foreign language oriented profession training as a whole. In addition, the current state of foreign language oriented teaching profession in Kazakhstan does not meet the specific requirements; hence, it has to be reoriented in terms of developing professional qualities that is in tandem with the process of foreign language teaching. Thus, the acquirement of professional competencies along with the study of foreign professional culture is become the main issue in the content of profession oriented English language teaching in institutions of higher education in Kazakhstan with reference to multilingualism. Finally, the authors propose that the reflection will be found in the development of strategic model on the basis of "Task-based learning and teaching" (TBLT) technologies in profession-oriented English teaching for multilingual specialties of Kazakhstan institutions of higher education, preparation of integrated educational programs that promotes not only the increase of the acquired new knowledge, but also formation of language and cross-cultural communicative competencies among students in the context of TBLT approach.
keywords: tblt approach, profession-oriented language, innovative model, cross-cultural communicative competence,adequate modernization, profession oriented foreign language teaching, multilingual education

It is known that expressing gratitude is one of the most frequently occurring communicative acts in most languages in the world. According to Nofsinger [1999:29], thanking is a speech act, specifically classified under expressive, which are “expressions of the speaker’s psychological state about something (an event, an object, a behaviour, or whatever).” Also, the general idea is that thanks maybe viewed as unimportant routine formulae. This paper attempts to investigate the linguistic and semantic characteristics of gratitude expressions’ use in the English language by Kazakhstani EFL students of higher school. In addition, the paper tries to determine the impact of social factors on the way the gratitude is expressed and also show the importance of thankfulness when it is missing in situations in which it is expected. To do so, the practical analysis of gratitude expressions’ use in oral speech has been done. Sixty people were selected from among students of Gumilyov Eurasian National University to collect data through a discourse completion task (DCT) adapted from Eisenstein and Bodman (1993). The results of the study show that the most frequently used gratitude expressions by Kazakhstani EFL students are expressions of happiness, thankfulness and best wishes in oral speech informal style. 

Keywords
Gratitude; Expressing; Thanking; Impact; Discourse completion task; Kazakhstani EFL students

This study is an attempt to analyze the terms related to Software and its components in the English, Kazakh and Russian languages and the difficulties of their acquisition in English class to benefit for students on Computer sci-ence major so that they can absorb more knowledge and information while listening. In this lexical-semantic group all software programs are included, such as different computer programs, operating systems, files, documents and attachments. Next, the investigation was based on the dictionary of computer studies and Russian-English-Kazakh polytechnic dictionary and in the end terms were sorted out from them. Further, to analyze computer terms, classifi-cation of V.D. Tabanakova was chosen, because of its convenience, so computer terms were divided into the following ways of borrowing: English terms (untranslatable terms), transcription/transliteration, semantic equivalents, calques (loan translation). Findings from the study revealed that in the Kazakh and Russian languages, 3 ways of borrowing have almost the same quantity of terms, but the most widely used means in Kazakh is semantic equivalents and in Russian transcription/transliteration. This paper concludes that the Kazakh language tries to give equivalents to most terms, that is why the dominating means in the lexical-semantic group “Software” is semantic equivalents. In addition, the means of borrowing are changed nowadays, before they were transcription/transliteration, but now they use such means as semantic equivalents or calques. Finally, the authors try to develop educational technologies to best effect, as well as create an effective employability culture.

This paper is a report on the issues of long-life learning in science perspectives, the role of a language in science in particular. The descriptive analysis of the grammar in discourse and linguistic analysis techniques were used to examine the language of a paper publication for evidence of postgraduate students in Kazakhstan. The authors state that most postgraduate students face many problems to present their presentations or scientific papers in a comprehensive manner for other researchers. Moreover, when it comes to reading a paper by international audience it must be fully understandable, so that the paper could attract interest and become popular. And here another problem with translation rose: that idea or part of it can be lost; especially when a technical paper is concerned. Finally, the authors believe that educators need to take a serious attention to life-long language learning in Kazakhstan higher education because it is a right thing to do for a researcher.
Key words: long-life learning, science perspectives, descriptive analysis, Kazakhstan, postgraduate students

English for Academic Purposes (EAP) and English for Specific Purposes (ESP) are core disciplines for BA and MA students who are educated to be future English language schoolteachers and university lecturers in Kazakhstan. EAP and ESP teachers face new challenges, working with materials and tasks from different subject areas and developing a repertoire of teaching techniques and the rationale for their appropriate use. Against this background, my internship experience within the Bolashak International Program at the University of Glasgow allowed me an opportunity to explore more deeply the relationship between fundamental principles of learning and teaching to consider what practical approaches, methods and strategies could be appropriate to implement in higher education in Kazakhstan. This paper reports on the processes of classroom-based research that led to the development of a task-based approach to materials for teaching academic vocabulary.

Key words: English for academic purposes, English for specific purposes, Kazakhstan, Task-based approach, academic coursebook designing