Due to its popularity in the world, the scope of English functioning is changing nowadays. In Kazakhstan, English is the most taught foreign language in the educational system of Kazakhstan and the world. It is an education discipline as well as the medium of instruction both at secondary and tertiary schools which is supported at the state level. Being in the Expanding circle, English in Kazakhstan is perceived as a language of developed world and prestige. It is clearly observable among the young people. Based on sociolinguistic and discourse-analytic approach, the paper focuses on the analysis of students' speech. By examining daily conversations and social networks of students, the present paper demonstrates that the use of English in Kazakhstan's linguistic landscape serves as a means of constructing identity and communality. The results demonstrate that English is perceived as a language of developed countries, developed economies, therefore, prestige.
Abstract:The present article attempts to reveal the subject perspective of causal relations in the cases of Russian and German. The subject is represented as a central figure: his or her perception and knowledge of the reality are manifested in her or his cognitive state, mental perception, and subjective judgments about objective causal relationships. Subjectivity acts are the main principle of categorization and conceptualization of causal relations. They play the key role in building a notional structure of causal utterances and in creating cognitive integrity in oral and written discourse. As the author of various epistemic judgments, the subject can be in a cognitive state of knowing, ignorance, certainty, uncertainty, supposition, remembering, and guessing. The type of state depends on the information's authenticity degree and on the information's character: direct, indirect, and potential, based on which the speaker comes to a conclusion about the event. The article also reveals the means for verbalization of cognitive states and subjective causal relations.
High-quality teaching of foreign languages to future specialists can be carried out through the reorganization of the educational process through modern educational technologies. To successfully achieve educational goals, it is important to recognize the basic knowledge of students, their willingness to learn, educational preferences, interests and respond accordingly to them, differentiating the learning process. Differentiated learning is an approach to teaching students with different abilities within the same group. The goal of differentiated learning is to maximize the individual learning success of each student by meeting individual educational needs and assisting in the learning process. The article considers one of the effective means of teaching foreign languages (using the example of the educational program "Information Systems") – level differentiation, which allows you to choose the volume and depth of learning of educational material, taking into account and taking into account the abilities, interests and educational needs of students. The implementation of the idea of level differentiation is represented by a methodological model, which consists in students passing certain educational stages with mandatory study of the section for additional independent work. The presented model takes into account the level of foreign language learning, individual characteristics and educational needs of each student.
The present work makes a contribution to the study of the reflection of the causal category in human consciousness. In theoretical aspects, the paper is based on the approach of frame semantics. It is an attempt to present a conceptual model of causal relationships within the interaction of discourse elements and knowledge framework of the recipient. The linguistic causality is a knowledge structure that reflects the objective causal relationships in language consciousness of Russian speakers. In the paper, the linguistic and cultural specificity of the cognitive content of the causal volitional frames and their means of expression in Russian are empirically determined and analyzed.
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