Research on the Efficiency of Using Integrated Approach in Teaching Professionally-Oriented Foreign Language to Kazakhstani Students of the Specialty “International Relations”

Abstract

Currently the integration of Kazakhstan into the world community requires the training of highly qualified specialists fluently speaking and having a good command of foreign language. The study is devoted to the problem of development of foreign language professional skills of students of non-linguistic specialty. The aim of the research is to identify the efficiency of integrated approach use for shaping foreign language communicative skills of non-linguistic specialty students. The methodological basis of the research was communicative approach to foreign language teaching. In the framework of the research scientific and theoretical literary sources on the problem of the development of foreign language professional skills of non-linguistic specialty students were studied and summarized; the analysis of the empirical material obtained in the questioning and testing of students. To determine the level of formation of foreign language professional competence of international relations specialty students we have developed the following components: linguistic, cognitive, pragmatic. In the course of the experimental study, the authors revealed that the use of problem-based methods such as discussion, project and case technologies, debates in the framework of integrated approach to professional foreign language teaching promote students’ motivation increase and contribute to the improvement of their foreign language professional skills. The results of the study can be used in application of CLIL technology for the formation of foreign language professional competence of non-linguistic specialty students at the university.

Social Modelling By Cadres Elevates Self Efficacy Of Children About Tuberculosis

“…Pendekatan pengajaran seperti itu memiliki efek mengurangi inisiatif siswa, daripada mendorong partisipasi mereka dalam belajar untuk kepentingan mereka sendiri. Dengan demikian pengajar perlu menciptakan nuansa belajar yang reflektif terhadap peserta didik untuk mengabstraksikan pengetahuan yang sebelumnya dibangun secara kritis oleh pengajar (7,8).…”