Öz
Kaynakça
- Strategy "Kazakhstan-2050". (2012). New political course of the held state: Message from the President of the Republic of Kazakhstan N.A. Nazarbayev to the people of Kazakhstan
- The policy of trilingual education in Nazarbayev Intellectual Schools (2013) - Astana. -p.2-3.
- Vorkachev S.G. (2001) Linguoculturology, language personality, the concept: the formation of the anthropocentric paradigm in linguistics / Philological Sciences – No. 1. - P. 64-72.
- Galskova N.D., Gez N.I. (2004) Theory of teaching foreign languages: Linguodidactics and methodology: Teaching guide for students of linguistic universities and faculties. - Moscow: Publishing Center "Academy",. – 336 p.
- Kunanbaeva S.S. (2005) Modern foreign language education: methodology and theory. Almaty. – 264 p.
- Kunanbaeva S.S. (2013) The modernization of foreign language education: the linguacultural –communicative approach. Hertfordshire press, UK – 293p..
- Galskova N.D. (2000) Language portfolio as a tool for assessment and self-assessment of students in the field of foreign languages. / Foreign languages in school. -No. 5
- Savankova M.V.( 2004) Portfolio, as a modern approach in the organization of independent work of students in a foreign language (English language). Master’s. dissertation. – Almaty.
- Protasova Ye.Yu.( 2004) European language policy./ Foreign languages at school. -No.1 My languages portfolio/ European Language Portfolio: adult version: revised edition. CILT, The national Center for Languages 2006 London (accredited model #9.2001 – revised in 2006) Published in 2007
- European Language Portfolio: accredited model#6/2000 European Language Portfolio: accredited model#9/2001 Clive Oxenden, Christina Latham-Coening. (1999) English File. Oxford University Press.
Öz
The given article deals
with the formation of a multilingual personality in the Republic of Kazakhstan
in the light of the implementation of the trilingual programme of school
education adopted in Kazakhstan. According to this programme special attention
is paid to the study of languages, namely Kazakh, Russian and English. The
formation of the personality of the intermediator of intercultural
communication is defined as the final goal of foreign language education and
the emphasis is paid to the development of such skills of students as
self-evaluation, motivation and self-monitoring. The authors of the article
propose the use of the Language Portfolio as means of promoting both
multilingual education and self-regulated language learning. Moreover, while
working with portfolio students develop their ability to realize the adequate
self-esteem on the basis of so-called ‘co-evaluation’. In
Kazakh University of International Relations and World Languages named after
Ablai khan, there has been developed and tested the domestic model of the
Language Portfolio, created on the basis of European Language Portfolio and Common
European Framework of References. The
article contains samples of parts of the Portfolio (Language Passport, Language
Biography and Dossier) developed in Kazakhstan as a tool to organize
independent work of students and promote multilingual education. We believe
that the inclusion of Portfolio in the process of teaching foreign languages
will give it a systematic character, because in the process of working with
the Portfolio, the teacher and the student work together to improve the level
of language proficiency, which will allow to eliminate the gaps in
"teaching" and "learning", realizing the principle of
continuity in teaching foreign (and native) languages, increasing motivation
and the students' conscious attitude to learning foreign languages, which
undoubtedly will improve the quality of a multilingual education.
Anahtar Kelimeler
multilingualism Language Portfolio language personality intermediator of intercultural communication intercultural-communicative competence self-assessment self-evaluation independent work of students co-evaluation
Kaynakça
- Strategy "Kazakhstan-2050". (2012). New political course of the held state: Message from the President of the Republic of Kazakhstan N.A. Nazarbayev to the people of Kazakhstan
- The policy of trilingual education in Nazarbayev Intellectual Schools (2013) - Astana. -p.2-3.
- Vorkachev S.G. (2001) Linguoculturology, language personality, the concept: the formation of the anthropocentric paradigm in linguistics / Philological Sciences – No. 1. - P. 64-72.
- Galskova N.D., Gez N.I. (2004) Theory of teaching foreign languages: Linguodidactics and methodology: Teaching guide for students of linguistic universities and faculties. - Moscow: Publishing Center "Academy",. – 336 p.
- Kunanbaeva S.S. (2005) Modern foreign language education: methodology and theory. Almaty. – 264 p.
- Kunanbaeva S.S. (2013) The modernization of foreign language education: the linguacultural –communicative approach. Hertfordshire press, UK – 293p..
- Galskova N.D. (2000) Language portfolio as a tool for assessment and self-assessment of students in the field of foreign languages. / Foreign languages in school. -No. 5
- Savankova M.V.( 2004) Portfolio, as a modern approach in the organization of independent work of students in a foreign language (English language). Master’s. dissertation. – Almaty.
- Protasova Ye.Yu.( 2004) European language policy./ Foreign languages at school. -No.1 My languages portfolio/ European Language Portfolio: adult version: revised edition. CILT, The national Center for Languages 2006 London (accredited model #9.2001 – revised in 2006) Published in 2007
- European Language Portfolio: accredited model#6/2000 European Language Portfolio: accredited model#9/2001 Clive Oxenden, Christina Latham-Coening. (1999) English File. Oxford University Press.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 28 Aralık 2018 |
| Gönderilme Tarihi | 13 Kasım 2018 |
| Yayımlandığı Sayı | Yıl 2018Cilt: 4 Sayı: 12 |
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