ҚАЗАҚСТАН РЕСПУБЛИКАСЫ ҒЫЛЫМ ЖƏНЕ ЖОҒАРЫ БІЛІМ МИНИСТРЛІГІ

МИНИСТЕРСТВО НАУКИ И ВЫСШЕГО ОБРАЗОВАНИЯ РЕСПУБЛИКИ КАЗАХСТАН

АБЫЛАЙ ХАН АТЫНДАҒЫ ҚАЗАҚ ХАЛЫҚАРАЛЫҚ ҚАТЫНАСТАР

ЖƏНЕ ƏЛЕМ ТІЛДЕРІ УНИВЕРСИТЕТІ
КАЗАХСКИЙ УНИВЕРСИТЕТ МЕЖДУНАРОДНЫХ ОТНОШЕНИЙ И
МИРОВЫХ ЯЗЫКОВ ИМЕНИ АБЫЛАЙ ХАНА

Қазақстан Республикасы Тəуелсіздік күніне арналған

"Жаһандық өзгерістер жағдайындағы ғылым мен білімнің өзекті мəселелері"
атты IX Халықаралық ғылыми-практикалық конференциясының
материалдар жинағы
17-18 қараша 2022 жыл

Сборник материалов
IX Международной научно-практической конференции «Актуальные проблемы
науки и образования в условиях глобальных изменений» посвященной Дню
Независимости Республики Казахстан.
17-18 ноября 2022 года

Collection of materials
IX International Scientific and Practical Conference "Actual problems of Science and
Education in the context of global changes" dedicated to the Independence of the
Republic of Kazakhstan.
November 17-18, 2022tism

Алматы, 2022
ҚАЗАҚСТАН РЕСПУБЛИКАСЫ ҒЫЛЫМ ЖӘНЕ ЖОҒАРЫ БІЛІМ МИНИСТРЛІГІ
МИНИСТЕРСТВО НАУКИ И ВЫСШЕГО ОБРАЗОВАНИЯ
РЕСПУБЛИКИ КАЗАХСТАН

АБЫЛАЙ ХАН АТЫНДАҒЫ ҚАЗАҚ ХАЛЫҚАРАЛЫҚ ҚАТЫНАСТАР ЖӘНЕ

ӘЛЕМ ТІЛДЕРІ УНИВЕРСИТЕТІ
КАЗАХСКИЙ УНИВЕРСИТЕТ МЕЖДУНАРОДНЫХ ОТНОШЕНИЙ И
МИРОВЫХ ЯЗЫКОВ ИМЕНИ АБЫЛАЙ ХАНА

Қазақстан Республикасы Тәуелсіздік күніне арналған

"Жаһандық өзгерістер жағдайындағы ғылым мен білімнің өзекті
мәселелері" атты IX Халықаралық ғылыми-практикалық конференциясының
материалдар жинағы
17-18 қараша 2022 жыл

Сборник материалов
IX Международной научно-практической конференции «Актуальные
проблемы науки и образования в условиях глобальных изменений»
посвященной Дню Независимости Республики Казахстан.
17-18 ноября 2022 года

Collection of materials
IX International Scientific and Practical Conference "Actual problems of Science
and Education in the context of global changes" dedicated to the Independence of
the Republic of Kazakhstan.
November 17-18, 2022

Алматы, 2022

1
 МАЗМҰНЫ / СОДЕРЖАНИЕ / CONTENT

ПЛЕНАРЛЫҚ МӘЖІЛІС / ПЛЕНАРНОЕ ЗАСЕДАНИЕ / PLENARY SESSION

Barbara Lewandowska –Tomaszszyk, Development of interlingual and intercultural competences 10-13

in digital and study abroad contexts with foreign language university students
Anna Bączkowska, Current trends in teacher training 13-15
Laura McLoughlin, Dr Susanna Nocchi, Issues of plurilingualism and interculturalism in 16-18
professional language teaching
Petrova Mariana, Technologies for scientific publications in the Web 18-21
Кузнецова Т.Д. Синергетический подход в реализации профессиональной подготовки 21-25
специалистов иноязычного образования
Ахатова Б.А. Современный медиадискурс и образование: значение, формы, методы и 25-29
трансформация
Шевякова Т.В. Медиакультура в контексте трансформации современного образования 29-33

Амирова Ж.Г. Доместикация и форенизация этнокультурного содержания паремий в 33-37

переводе
Джусубалиева Д.М. Новые тренды в образовании в условиях цифрового общества 37-41
Кагазбаева Э.М. Подготовка специалистов-востоковедов в Казахстане: проблемы и 41-45
перспективы

СЕКЦИЯ 1. БІЛІКТІЛІК МОДЕЛІНІҢ ЛИНГВОМӘДЕНИ ӘДІСТЕМЕ НЕГІЗІНДЕ ҚАЗІРГІ

ШЕТ ТІЛІНДЕ БІЛІМ БЕРУ ПАРАДИГМАСЫ
СЕКЦИЯ 1. СОВРЕМЕННАЯ ИНОЯЗЫЧНО-ОБРАЗОВАТЕЛЬНАЯ ПАРАДИГМА
КОМПЕТЕНТНОСТНОГО МОДЕЛИРОВАНИЯ НА ОСНОВЕ
ЛИНГВОКУЛЬТУРОЛОГИЧЕСКОЙ МЕТОДОЛОГИИ
SECTION 1. MODERN FOREIGN – LANGUAGE EDUCATIONAL PARADIGM OF COMPETENCE
MODELING BASED ON LINGUOCULTUROGICAL METHODOLOGY

Makhmutova Z., Kayshibaev I. Educational potential of the linguocultural approach in the border 46-48
academy
Sagdullaev I. Practical recommendations for the development of dialogic speech through critical and 48-52
creative thinking
Abildayeva K.M., Sultan Zh.I., On critical thinking in the modern educational environment 52-56
Норузова Г.Б. Педагогические технологии развития профессиональной коммуникативной 56-60
компетенции в процессе преподавания дисциплины «Профкоммуникативный иноязычный
практикум» студентам, обучающимся по направлению «Право»
Алдабердіқызы А., Бахытжан Г.Б. Ағылшын тілін оқытуда лексикалық тәсілді қолданудың 60-63
халықаралық тәжірибесі
Бейсенова Д.М. Тоғызыншы сынып оқушыларының рефлексивті құзыреттілігін 63-65
қалыптастыру ерекшеліктері
Sultanaliyeva A.S., Tulekenоva D.T. The oretical basis of research of "modern foreign-language 66-68
educational paradigm of competence modeling based on linguoculturological methodology"
Молдасакова Д. Ағылшын тілін оқытуда скаффолдинг әдісін қолданудың халықаралық 68-70
педагогикалық тәжірибесі
Tileukul S., Ayapova T.T. Reading as a means of forming a secondary language personality in 70-72
foreign language lessons
Kozhbayeva G., Karimova K., Veter N. Integrated skills in the efl classroom 73-76
Саргужинова Д.Н., Кульгельдинова Т.А. «Болашақ шет тілі мұғалімдерінің лингвомәдени 76-79
құзыреттілігін қалыптастыру» ұғымының мазмұны және оның ерекшелітері
Akbegenova M.B., Rizokhodzhayeva G. Formation of discursive competence based on written 79-83
speech in the process of teaching english
Ержекен Қ.Е., Букабаева Б.Е. Жоғары оқу орындарындағы академиялық жазылым құзіретін 83-86
қалыптастырудың ерекшеліктері
Aldamzharova Z.S., Kuzembayeva G.A. The study of intercultural communication for the 86-88
humanities and scientific direction
Keles U., Zhumabekova G.B. Methods of using interactive technologies in the development of 89-92
foreign language communicative competence in foreign language lessons
3
УДК 372.881.1
Kozhbayeva G.1, Karimova K.,2 Veter N. 3
1
MA, senior teacher,
Abylai Khan KazUIR and WL, Almaty, Kazakhstan,
2
Candidate of Philological Sciences, Associate Professor,
Abylai Khan KazUIR and WL, Almaty, Kazakhstan
3
Student, Faculty of translation and Philology
Abylai Khan KazUIR and WL, Almaty, Kazakhstan
INTEGRATED SKILLS IN THE EFL CLASSROOM
Abstract. The relevance of the article is not in doubt, as the subject of this study is the advantages and disadvantages
of some traditional EFL programs that offer classes focused on skill segregation. The authors present a critical analysis
including the strengths, weaknesses of using this strategy.
According to the authors, such an approach is not adequate training for ultimate success in academic communication,
professionally oriented language use, or everyday language interaction. The article emphasizes that the skill segregation
used in traditional EFL programs narrows language learning to a non-communicative range, and can be used to teach
individual skills. While the usage of integrated skills, as opposed to a purely segregated approach, will allow learners to get
acquainted with authentic language.
The practical significance of this study is the recommendations for integrating language skills in EFL teaching,
which will facilitate authentic communication in English both at the professional level and in everyday interactions.
Key words: segregation, skills, strategy, integration, authentic communication.
Кожбаева Г.1, Каримова К.2
1
Магистр, аға оқытушы,
Абылай хан атындағы Қаз ХҚ және ӘТУ, Алматы, Қазақстан,
2
Филология ғылымдарының кандидаты, доцент,
Абылай хан атындағы Қаз ХҚ және ӘТУ, Алматы, Қазақстан
EFL СЫНЫБЫНДА БІРІКТІРІЛГЕН ДАҒДЫЛАР
Аннотация. Мақаланың өзектілігі даусыз, өйткені бұл зерттеу тақырыбы дағдыларды сегрегацияге
бағытталған сабақтарды ұсынатын кейбір дәстүрлі EFL бағдарламаларының артықшылықтары мен кемшіліктері
болып табылады. Авторлар осы стратегияны қолданудың күшті және әлсіз жақтарын зерттейтін сыни талдауды
ұсынады.
Авторлардың пікірінше, мұндай тәсіл академиялық қарым-қатынаста, кәсіби бағдарланған тілді қолдануда
немесе күнделікті тілдік әрекеттесуде абсолютті жетістікке жетуге барабар дайындық емес. Мақалада EFL дәстүрлі
бағдарламаларында қолданылатын дағдыларды сегрегация тіл үйрену процесін коммуникативтісіз диапазонға
дейін тарылтатыны және жеке дағдыларды үйрету үшін пайдаланылуы мүмкін екендігі атап өтіледі. Ал толық
сегрегация тәсіліне қарама-қарсы қойылатын біріктірілген дағдыларды қолдану студенттерге түпнұсқа тілімен
танысуға мүмкіндік береді.
Бұл зерттеудің практикалық маңыздылығы ағылшын тіліндегі қарым-қатынастың кәсіби деңгейде де,
күнделікті деңгейде де түпнұсқалык болуына ықпал ететін EFL оқыту үдерісіне біріктірілген тілдік дағдыларды
енгізу бойынша ұсыныстарда жатыр.
Түйінді сөздер: сегрегация, дағдылар, стратегия, интеграция, түпнұсқалык қатынасу.
Кожбаева Г.1, Каримова К.2
Магистр, старший преподаватель,
1

КазУМОиМЯ им. Абылай Хана, Алматы, Казахстан,

2
Кандидат филологических наук, доцент,
КазУМОиМЯ им. Абылай Хана, Алматы, Казахстан
ИНТЕГРИРОВАННЫЕ НАВЫКИ В КЛАССЕ EFL
Аннотация. Актуальность статьи не вызывает сомнений, поскольку предметом данного исследования
являются преимущества и недостатки некоторых традиционных программ EFL, предлагающих занятия
ориентированные на сегрегацию навыков. Авторы представляют критический анализ, рассматривающий сильные
и слабые стороны использования данной стратегии.
По мнению авторов, подобный подход не является адекватной подготовкой для достижения абсолютного
успеха в академическом общении, профессионально-ориентированном использовании языка или повседневном
языковом взаимодействии. В статье подчеркивается, что сегрегация навыков, применяемая в традиционных
программах EFL, сужает процесс изучения языка до некоммуникативного диапазона и может быть использована
для обучения отдельным навыкам. В то время как применение интегрированных навыков, как противопоставление
подходу их полной сегрегации, позволит учащимся познакомиться с аутентичным языком.

73
 Практическая значимость данного исследования заключается в рекомендациях по введению
интегрированных языковых навыков в процесс обучения EFL, что поспособствует аутентичности коммуникаций
на английском языке, как на профессиональном, так и на бытовом уровне.
Ключевые слова: сегрегация, навыки, стратегия, интеграция, аутентичная коммуникация.
GENERAL STATEMENTS
It is very important that every EFL program provides a variety of opportunities for authentic communication
that fundamentally integrates basic and supplemental language skills. This is justified by the fact that in everyday
communication - any single skill such as listening is rarely used in isolation from other language skills like speaking
or reading.
Both basic and assistive language skills are integrated. In addition, when learning integrated skills, students
inevitably encounter authentic language and engage in interesting and meaningful activities. Integrating a major and
supporting language skills is considered to have a number of the following benefits.
In integrated learning, language becomes not just an object of academic interest, but a real means of human
interaction. Skill integration promotes the mutually reinforcing growth of all basic and assistive skills. In this format,
language is learned in terms of its actual content. Learners are not burdened by the discussion of language forms. An
important aspect of highly motivated learning is the learning of authentic content through language across multiple
skills simultaneously. It is known that within the traditional approach to teaching a foreign language, the components
of speech activity were taught in an isolated manner. For example, proponents of the audiolingual method paid
attention to speaking because they considered language to be an oral activity only.
This segregation resulted in students with language skills not possessing writing skills. The other extreme
approach is considered to be the method of teaching grammar analysis and written translation from one language to
another. This method limits language learning to a very narrow, non-communicative range that does not prepare
students to use the language in everyday life.
Thus, given the communicative incompetence of students, there has been a shift away from the traditional
model toward a communicative approach. One of the features of which is the integration of the four skills and their
sub-skills that complement each other. According to Hinkel [1, p.5], "To learn a language, you may need to break it
down. To use it, however, the skills and components must be integrated."

INTRODUCTION
One image for teaching and learning English as a foreign language (EFL) is an image of a tapestry2. The
tapestry is woven from many strands, such as the characteristics of the teacher, the learner, the setting, and the relevant
languages (i.e., English and the native languages of the learners and the teacher). For the production of a strong,
beautiful tapestry, all of these strands must be interwoven in positive ways. For example, the instructor's teaching
style must address the learning style of the learner and his motivation, and the setting must provide resources and
facilities that strongly support the teaching of the language [2, p 221].
In addition to the four strands mentioned above - teacher, learner, setting, and relevant languages - there are
other important strands in the tapestry. In a practical sense, one of the most crucial of these strands consists of the four
primary skills of listening, reading, speaking, and writing. This strand also includes related skills such as knowledge
of vocabulary, spelling, pronunciation, syntax, meaning, and usage. The skill strand of the tapestry leads to optimal
EFL communication when the skills are interwoven during teaching/learning. This is known as the integrated-skill
approach.
If this weaving together does not occur, the strand consists merely of weak, parallel segregated skills threads
that do not connect, support, or interact with each other. This is called the segregated-skill approach. Another title for
this type of teaching is the language-based approach because the language itself is the focus of teaching (language
for language's sake). In this approach, the emphasis is not on learning for genuine communication.

RESULTS
The area of focus is dedicated to scientific research activity. In this area, the segregated-skill approach, the
mastery of such language skills as reading and speaking is considered to be the key to success in learning, and language
learning is typically separate from content learning [3, p. 2]. By examining segregated-skill instruction, we can see
the advantages of the integrated-skill approach and move toward improving teaching for English as a foreign language.
This is contrary to the integrated way that people use language skills in normal communication.
Skill segregation is reflected in traditional EFL programs that offer classes focusing on segregated language
skills. Why do they offer such classes? Perhaps teachers think it is logistically easier to present courses on writing
divorced from speaking, or on listening isolated from reading. They may believe that it is instructionally impossible
to concentrate on more than one skill at a time.
Even if it were possible to fully develop one or two skills separately from all the others, such an approach
would not be adequate preparation for final success in academic communication, professionally oriented language

2a heavy ornamental fabric, often in the form of a picture, used for wall hangings, furnishings, etc., and made by
weaving coloured threads into a fixed warp
74
use, or everyday interaction in the language. This method narrows language learning to a noncommunicative range
that does not prepare students to use the language in everyday life.
Frequently, segregated-skill can be used when focus is on skill learning strategies: reading strategies, listening
strategies, speaking strategies, and writing strategies (e.g., preparation for writing assessment, etc.). However, these
strategies are thought to be linked to only one particular skill, such as reading or writing, so it can be confusing to
believe that a given strategy is associated with only one specific language skill. Many strategies, such as note-taking,
review writing, asking questions, analyzing, planning, and predicting, are applicable across skill areas. Common
strategies help connect the skills together. Teaching students to improve their learning strategies in one skill area can
often enhance performance in all language skills [3, p. 3].

DISCUSSION
Fortunately, in many examples where a single skill is on the focus, the segregation of language skills is only
partial or even of formal character. If the teacher is creative, a course aimed at a separated skill might actually involve
multiple, integrated skills. For example, in a course on intermediate reading, the teacher probably gives all of the
directions orally in English, causing students to use their listening ability to understand the assignment.
In this course, students might discuss their readings, thus employing speaking and listening skills and certain
associated skills, such as pronunciation, grammar and vocabulary usage. Students might be asked to summarize or
analyze readings in written form, thus activating their writing skills. In a real sense, some courses that are labeled to
one specific skill might actually adhere to an integrated-skill approach after all.
The same can be said for modern EFL textbooks. A particular series might highlight certain skills in one book
or another, but all the language skills might nevertheless be present in the tasks in each book. As examples of such
EFL textbooks formally aiming at a single skill, we can cite Expanding Tactics for Listening by Jack. C. Richards [4].
In this book, students have the benefit of practicing all the language skills in an integrated, natural, communicative
way, even if listening ability is the focus of a given volume.
In contrast to segregated-skill instruction, there are at least two forms of instruction that are clearly oriented
toward integrating the skills.
Two types of integrated-skill instruction are content-based language instruction and task-based instruction.
The first of these emphasizes learning content through language, while the second stresses doing tasks that require
communicative language use [5].
In content-based teaching, students practice all the language skills in a highly integrated, communicative way
while learning content such as science, mathematics, and social studies. Content-based language instruction is
valuable at all levels of proficiency, but the nature of the content might differ by students’ level. For beginners, the
content often involves basic social and interpersonal communication skills, but for higher levels, the content can
become increasingly academic and professionally oriented.
It shows that language learning strategies can be integrated into the simultaneous learning of content and
language. This model integrates the language skills into the study of a theme, e.g., Total English Intermediate by
Antonia Clare, Pearson Education includes such broad topics as lifestyle, wealth, change [6]. The theme must be very
interesting to students and must allow a wide variety of language skills to be practiced or ‘communicated’ on the
topic. This is the most useful and widespread form of content-based instruction today and it is found in most of
innovative EFL textbooks.
In task-based teaching, students participate in communicative tasks in English. Tasks are defined as activities
that can stand alone as fundamental units and that require comprehending, producing or interacting in authentic
language while, in fact, attention is paid to meaning rather than form. This model involves the usage of general
learning strategies, not just language learning. In task-based instruction, basic pair work and group work are often
used to increase student interaction and collaboration.
For instance, students work together to design a project, produce a television commercial, act scenes from a
play, or take part in other joint tasks. Task-based model is available to all levels of language proficiency, but the nature
of the task varies from one level to the other. Tasks become increasingly complex at higher proficiency levels. For
instance, Total English Intermediate textbook [6] includes so called ‘communication’ resources when students are
involved in such joined activities as to introduce each other and share one item of information about each other
(Friends) [6, p. 18], to edit a newspaper (Media) [6, p.18] and to do a variety of other tasks.
The integrated-skill approach, as an opposition to the pure segregated approach, exposes English language
learners to authentic language and challenges them to interact naturally in the language. Moreover, this approach
stresses that English is not just an object of academic interest nor merely a key to passing an examination; instead,
English becomes a real means of interaction and communication among people. This method allows teachers to watch
students' progress in multiple skills simultaneously. Language skills integration promotes the learning of real content,
not just the observation of separate language forms. Finally, the integrated-skill approach, nevertheless it is used in
content-based or task-based language teaching or in a mixture, can highly motivate students of all ages and
backgrounds.

75
 CONCLUSION
In order to integrate the language skills in EFL instruction, teachers should follow these steps:
-Learn more about the various ways to integrate language skills in the classroom (e.g., content-based, task-
based, or a combination).
- Reflect on their current approach and evaluate the extent to which the skills are integrated.
-Choose instructional materials, textbooks, and technologies that promote the integration of listening, reading,
speaking, and writing, as well as the associated skills of grammar, vocabulary, and so on.
-Make it possible to integrate the more language skills through appropriate tasks even if a given course is
labeled according to just one skill.
-Teach language learning strategies and emphasize that a given strategy can often increase performance in
integrated skills.
With careful reflection and planning, any teacher can integrate the language skills and weave a strong, colorful
tapestry of language teaching and learning in order to give students an opportunity to use English effectively for
authentic communication whether for professional or everyday interaction.
REFERENCES
1. Hinkel E. Integrating The Four Skills: Current And Historical Perspective. The Oxford Handbook Of Applied
Linguistics. - Oxford University Press, 2010. Available
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УДК 378.124
Саргужинова Д.Н.
Магистрант
«M019 - Шет тілі мұғалімдерін дайындау»
E-mail: sarguzhinovadiana@gmail.com
Кульгельдинова Т.А.
Доктор пед.наук., проффесор кафедры
Межд.коммуникации
Абылай хан атындағы Қаз ХҚ және ӘТУ
Алматы, Қазақстан
«БОЛАШАҚ ШЕТ ТІЛІ МҰҒАЛІМДЕРІНІҢ ЛИНГВОМӘДЕНИ ҚҰЗЫРЕТТІЛІГІН ҚАЛЫПТАСТЫРУ»
ҰҒЫМЫНЫҢ МАЗМҰНЫ ЖӘНЕ ОНЫҢ ЕРЕКШЕЛІТЕРІ
Түйін: Мақалада болашақ шет тілі мұғалімдерінің лингвомәдени құзыреттілігі ұғымының мазмұны мен
оны қалыптастыру мәселесі қарастырылған.
Тірек сөздер: құзыреттілік, лингвомәдени құзыреттілік, лингвомәдени құзыреттілікті қалыптастыру,
мәдениетаралық коммуникация.
Sarguzhinova D.N.
Master's student
"M019 - Training of teachers of foreign language"
E-mail: sarguzhinovadiana@gmail.com
Kulgeldinova T.A.
Doctor of Pedagogical Sciences, Professor of the
Department of International Communication
KazUIRandWL
Almaty, Kazakhstan
THE CONCEPT AND FEATURES OF "FORMATION OF LINGUOCULTURAL COMPETENCE OF FUTURE
FOREIGN LANGUAGE TEACHERS"
Abstract: The article deals with the formation and the concept of linguocultural competence of future foreign
language teachers.
76
 Қазақстан Республикасы Тәуелсіздігінің Қазақ халықаралық қатынастар және әлем тілдері
университетінің "Жаһандық өзгерістер жағдайындағы ғылым мен білімнің өзекті мәселелері" атты IX
Халықаралық ғылыми-практикалық конференциясының материалдар жинағы

17-18 қараша 2022 жыл

Сборник материалов
IX Международной научно-практической конференции «Актуальные проблемы науки и образования в
условиях глобальных изменений» посвященной
Дню Независимости Республики Казахстан.

17-18 ноября 2022 года

Collection of materials
IX International Scientific and practical Conference "Actual problems of science and education in the context of
global changes" dedicated to the 30th anniversary of Independence of the Republic of Kazakhstan.

November 17-18, 2022

Ответственные редакторы:
Успанова М., д.э.н., проректор по научной и инновационной деятельности
КазУМОиМЯ им. Абылай хана
Тусупова А.С., ведущий специалист отдела стратегии и мониторинга КазУМОиМЯ им. Абылай хана

Редакционная коллегия:
Чакликова А. Т., д.п.н., проректор по учебной работе КазУМОиМЯ им. Абылай хана

Издательство не несет ответственности за содержание авторских материалов и не предоставляет гарантий в связи

с публикацией фактов, данных, результатов и другой информации

Подписано в печать 19-20 ноября 2022 года

Гарнитура «Times New Roman. MS Minsho»
Формат 70х90 1/8. Объем 65,75 п.л. Заказ №3223. Тираж 150 экз.
Сверстано и отпечатано в издательстве «Полилингва»
При КазУМОиМЯ имени Абылай хана

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