Scientific articles Kazakhstan

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The article deals with the initial considerations on polysemy in phraseology as part of a large research project on polysemy. To investigate the interrelationship between polysemy and its constituent parts and the influence of context and style on the rise of polysemy is viewed as a context­based network of semantic variants

The article deals with innovative technologies in the field of training and education of future specialists. One of the most promising and effective innovative technologies recognized throughout the world is the «case study» – learning with the use of specific learning situations

This article discusses the problems of intercultural communication. In­ tercultural experience and intercultural competence represent one of the most important ways to communicate with other cultures. Intercultural communication is the main purpose of training in the study of a foreign language. Learn a foreign language is primarily to confirm one’s identity. People try to respect cultures, beliefs, life styles of other people, they go up to full understanding without losing their own identity. To live in a cross­ cultural communication experience means to leave in order to go back, to be in contact with other cultures and to reshape oneself in the function of proximity and remoteness. Language is not only a means of commu­ nication, it is a symbolic order where ideas, perceptions, values, finds its origin. One of the main purposes of communication between people of different cultures is the acquisition of intercultural competence, to do this we need to know the cultural codes of other people.

In current conditions, the impact of social, political, economic, profes­ sional, psychological, educational, cultural factors on language education system has caused an objective need for the development of new method­ ological approaches that promote maximum actualization of personal and intellectual potential of the students, that expands the scientific interest in the cognitive science and the development of the cognitive approach in foreign language teaching.The researches in the sphere of cognitive tteeaacchh­ ing are aimed at studying the possibilities of improving the cognitive activ­ ity of the individual with the help of special educational programs. Cogni­ tive approach is theory of teaching foreign languages, developed on the bases of cognitive psychology. In relation to teaching a foreign language cognitivism means that the process of studying of a particular linguistic phenomenon should be based on the mental processes and actions under­ lying the understanding and use of this phenomenon in speech. Cognitive teaching should be understood as an active cognition process. Knowledge and capabilities obtained with this approach, promote the development of a high level of intelligence, creativity formation, accumulation of practical experience required to the future specialists in the formation of profes­ sional competencies needed in new educational conditions.

In this article it is noted that the paradigm of a foreign language as a target acquisition becomes a means of achieving professional competence. The education system in our country is systematically reformed – require­ ments for learning outcomes change, training programs improve, the ex­ perience of foreign universities is adopted; there is also a convergence of domestic and foreign universities according to the Bologna Process. There are also activities for the development and improvement of the state educational standards of higher education in the competency format, the definition and classification of competencies, as well as their content are clarified. All of the above processes in education are a reaction to the phenom­ enon of globalization in the economy and labor market.

Learners improve their speaking by interacting. Communicative lan­ guage teaching based on real­life situations as well as collaborative learn­ ing serve best to reach this goal. By using this method, learners will have the essential opportunity of communicating in the target language. One of the main requirements is that ESL or EFL teachers should create an English speaking environment where students have real­life communication, ac­ tivities, and tasks that promote oral language. This will occur when learners collaborate in small and big groups to complete a task and to achieve a goal. What are activities to promote speaking? Here is a brief description of the majority of these effective activities as well as some problems which the learners meet while learning the target language, and some techniques of solving these problems are given.