№2(78)/2015 Серия педагогика

Principles of innovative pedagogical… 
Серия «Педагогика». № 2(78)/2015 
83 
the enrichment of the learner’s worldview created by means of the native language, thereby to broad-
en one’s horizons by means of another language. Theoretical study of the problem approves the diffi-
cult scheme of foreign speech production to be the main reason for evolving difficulties. Foreign 
speech production is surely to be more complicated by production of additional phrases. As a result 
the meaning of future second foreign speech production is realized in internal speech by means of the 
native language, and then to be transcoded onto the second foreign language. Owing to imperfect, as a 
rule, the first foreign language mastering, its interfering influence strongly complicates the mecha-
nism of code conversion of speech production on the second foreign language and can't form the basis 
to transfer any skills. Therefore, while forming language skills and developing communicative abili-
ties, the native language can serve as the only support; 
 principle of appreciation of artificial, didactic, subordinate multilingualism. Subordination and other 
characteristics reducing qualities of trilingualism are caused by imperfection of foreign language 
skills. While imperfect foreign language mastering the communicative act is followed by significant 
number of various interferences caused by essential phenomena: a) lack of high extended automation 
to free languages using in various communication situations according to objective difficulties of 
mastering and inadequacy of training conditions; b) functioning of certain system of meanings, and as 
a result, constantly operating translation.
On the other hand, imperfect foreign language skills can be result of real lack of needs to use foreign 
language as a communication means. Second language acquirement can be involved in the context of native 
and second (nonnative/foreign) languages interaction, while the second language being as the subordinate 
one. And the nonnative language becomes a communication means only as result of overcoming this inevita-
ble considerable interaction. 
In response to successive acquisition the second language is inevitably acquired in terms of the first one 
or on its basis. The first language as a leading one in cognitive development defines the intellectual 
worldview. Strategy to transfer phenomena of native language onto the second one, mutual simplification of 
language expressions, hyper-generalization have been observed in all similar cases. At the same time the ac-
quisition of some communicative skills in the second language is capable to improve learner’s abilities in the 
first language: some reading skills, polite statements, ability to be guided by language intuition, to make 
guesses about statement content in order to have a positive effect on the native speech development. Fur-
thermore, after beginning of second language studying the native language pronunciation is reported to be 
more proficient; 
 the principle of comprehensive process of teaching in several (including foreign) languages to sup-
pose temporary organization of educational process, strict dosage of new academic and speech mate-
rial, and transition from one part to another only after the previous basis being carefully mastered by 
learners. Moreover, combination of factors influencing language acquisition process should be con-
sidered. Training practice of the second (nonnative) foreign language testifies that the organization of 
training process is specified by the following characteristics: a) profitability of the process organiza-
tion due to use of previously gathered language experience and experience of independent work in na-
tive and first foreign languages; b) minimization of the subject content that means to form a minimum 
level of communicative competence, that is the competence to be sufficient, firstly, for communica-
tion with another cultures’ representatives, and secondly, for the subsequent independent and com-
plete language learning on the basis of selected language and speech material. 
In this regard, there is the issue about the choice of optimized teaching technology, and first of all, oral 
speech training, to consider the interaction between new developed foreign-language speech mechanism and 
mechanism of native and first foreign languages during its generation. For this purpose, in the course of oral 
speech training in the second (nonnative) foreign language there is positive experience in the first foreign 
language teaching that necessary to borrow and there are negative moments to avoid to be transferred. Thus, 
rate of learning has to be adequate to acquire the material; 
 the principle of cognitive orientation of the process of foreign languages teaching to offer and prove 
the methods that approximate the foreign languages learning to the natural way of language acquisi-
tion as the sign system to solve the educational problems of specific and real communication. The 
principle also operates for development of general and special educational abilities, universal ways of 
activity, for reviewing available ways and methods of independent studying of languages and cul-
tures, including using the new information technologies. To realize this principle means not so much 
the learners’ attaining new means of language coding of concepts as developing the worldview due to 

B.A.Zhetpisbayeva, G.T.Smagulova 
84 
Вестник Карагандинского университета 
familiarizing both authentic verbal and subject meanings of new system of outlook and world percep-
tion; 
 the principle of cross-cultural orientation of process of foreign languages teaching by means of famil-
iarizing with culture, traditions, realities of the foreign-language speaking countries/country in the 
course of subjects, communication spheres and situations, concerning to experience, interests, person-
al psychological characteristics; by means of developing the ability to represent one’s own country, its 
culture in the conditions of cross-cultural communication. 
The program of polylingual training sets the following mission: to determine optimum parameters for 
parallel acquisition of three and more languages at the operational and communicative level; to check effec-
tive teaching techniques and technologies in practice; to determine at the theoretical level and to establish 
real conditions of polylingual personality development; to define the optimum mode of sequence of lan-
guages inclusion; academic hours required for languages mastering [9]. 
Techniques and technologies of multilingualism training, development of main methods of educational 
process organization are one of the most important lingual didactic problems of multilingual training. 
To develop and found in learners’ consciousness the motivation as specific orientation of their educa-
tional activity that varies in difficulty degree from educational activity of other students of higher education 
institution is surely to be the first major problem in polylingual education implementation. Students start lan-
guages studying consciously, they initially have got an aptitude to acquire theoretical knowledge in the field 
of foreign languages and foreign-language cultures, however, the above mentioned high degree of difficulty 
for training requires teachers’ ongoing efforts to keep up motivation for study. 
The following problem concerns the organization of educational process. Optimum the way of subordi-
nate didactic multilingualism is known to be defined while all the «co-learning, subsequent» languages being 
subordinated in relation to the native (state/official) and basic foreign languages, the latter is likely to be the 
English. 
It is the English language that to be studied by all the learners as «progressive», and «intermediate», i.e. 
the auxiliary one at the second study level while the English language being entered into the curriculum as 
means of special disciplines studying. The basic stage includes the advanced studying the state and official 
languages not belonging to the German languages group. Parallel three languages studying should be entered 
for avoidance of phonetic, lexical and grammatical interference at the very first, the most important stage of 
linguistic training. 
Polylingual education by means of flexible system of choosing the languages and conditions for their 
studying, and also due to variable system of studying forms and means reflecting a current state of subject 
training’s theory and practice, develops linguistic abilities: verbal intelligence, language reflection, analytical 
reflective skills, memory, language intuition. 
The variety of foreign-language teaching’s options and learning tools imposes new requirements to vo-
cational training of foreign-language teachers who should be able to act in new conditions not by strictly or-
dered rules, but according to one’s own choice of possible and the most adequate to learning conditions the 
methodical systems. 
Further, in the process of polylingual educational program’s implementation there is provided the spe-
cial organization of educational process to prove methodical foundation for sequence of the learned lan-
guages with major component being the support on linguistic and educational experience of learners. For this 
reason the sequence of the learned languages doesn't depend on their belonging to language groups: the 
German, the Turkic, the Slavonic [10]. Training is provided according to specially developed program of 
teaching for aspects (phonetics, oral speech, grammar, reading) with use of authentic literary and didactic 
sources, applying the interactive training methods and technologies (conferences, Internet resources of high-
er education institution, listening to authentic telecasts of various genres and contents in the on-line mode), 
working in language laboratories. 
The point represented as the essential one is the polylingual training’s technologies and methods aimed 
to form the speech mechanisms of polylingual code, and to change over the codes. For these purposes there 
are provided the innovative classes and teaching technologies, in particular, for instance, the organization of 
«multilingual class» provided by 2–3–4 teachers in parallel, role playing exercises in the form of multilin-
gual briefings, press conferences, simultaneous (synchronous) interpretation from one foreign language into 
another one. 
Summarizing in general the above and relying upon authoritative opinion of the scientists in the field of 
polylingual education development, we are sure to make a conclusion about potential and relevant develop-

Principles of innovative pedagogical… 
Серия «Педагогика». № 2(78)/2015 
85 
ing polylingualism in the conditions of non-language higher education institution, polylingualism that is 
based on the following principles: 
 divergence of natural multilingualism and educational multilingualism; 
 conscious acquiring of language system with developing the ability to allocate the general and specif-
ic in each of certain languages; 
 support on the theory of remote and surface structures; 
 support on the native and basic-studied foreign languages; 
 stage-by-stage development of mental efforts for activity formation with the set of attributes. 
Thus, development and functioning of polylingual education system, apart from permanent changes or 
innovations of the existing system is definitely to be the complex process demanding the detailed planning.
Innovation is unlikely to be a goal in itself in educational practice. Its purpose is supposed to be the op-
timization of teaching and educational process, to match to conditions and tendencies of social being.
From this point of view there is the problem of efficiency of innovative pedagogical processes. For ra-
tional management of innovations it is necessary to know prerequisites of their efficiency that is the factors 
to promote or constrain their effective course and development. Introduction of innovations in pedagogical 
process of educational institution is urged to provide improvement of learning and education quality and to 
reduce costs for achievement of common results in education. The point at issue is that the purpose of any 
innovation is increasing of pedagogical process efficiency. Level of innovation efficiency depends on the 
obtained useful effect, term of innovative technology applying, introduction costs. The research of this prob-
lem aspect is supposed to be ultimately carried out by the authors. 
References 
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Б.А.Жетпісбаева, Г.Т.Смағұлова

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