Organization of independent work of students in teaching a foreign language

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Серия «Педагогика». № 2(78)/2015 
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in the memory of a man [3]. Therefore, the task of a teacher is to teach students the most efficient ways of 
working on mastering the vocabulary that mobilize all kinds of memory. During the generation of the state-
ment communicative and cognitive structures, conscious and unconscious elements, logical and associative 
components are combined. Mental component takes the form of actual lexical units. 
The proper use of the studied vocabulary in the speech is provided by: 
a) previously formed lexical skills; 
b) previously digested rules on the use and formation of words, imprinted in the memory of students; 
c) the ability to use words in different types and forms of speech and writing [4]. 
The teacher should teach students to work on the vocabulary simultaneously in two directions: to teach 
isolated words and to work on vocabulary in context. Memorizing of isolated words is known to be difficult. 
It is of great importance in the study of a foreign language, because one cannot be limited by understanding 
the word in this particular context without knowing the basic meanings of the particular word as an inde-
pendent lexical unit. The necessity of mastering both isolated words and study them in context should be 
demonstrated to students with a particular material of adequate complexity. 
The English word hand, which means a part of human body, in a particular context will always have 
only one meaning; for example, in the sentence: Mrs Bennet put her hands over her ears to shut out the noise. 
In this case hand indicates a body part. But in the sentence: Everything depends on how the company plays 
its hand — the word hand means benefits. In the following example the word hand means help: Can you 
give me a hand (= help me) with these books? 
Using such examples the teacher demonstrates to students that the assimilation of a word only in the 
sense of a particular context is not sufficient and may lead to misunderstanding of the same word in a differ-
ent context. If the teacher can show the students the life of words, develop their «feeling» of the language, 
and then the independent work on vocabulary becomes a keen interest for them. 
The experience shows that words grouped by a theme line are easier to remember and learned much 
better than words not associated with a topical vocabulary. Therefore it is necessary to teach students to 
memorize words mostly in their thematic association. For this purpose it is necessary to teach students to 
make their own personal dictionary and arrange the words in them by particular topics, i.e. grouping together 
all the words related to the topic under study. But since not all of the words «fit» certain topics, then for nar-
rative texts it is more convenient to keep itemized dictionaries, which should include all the words that are to 
be learned when studying that section of the training manual. For memorizing and repeating isolated words 
from their own personal dictionary students should be encouraged to open the desired page of the dictionary 
and then, alternately open and close the left or right column and accordingly learn and repeat the words. 
The following work on vocabulary is effective as well. It is writing all the familiar words on the topic 
under study from memory, followed by using their dictionaries to check whether all the words on this topic 
are fully mastered. 
In order to ensure that students can successfully use the vocabulary acquired  during teaching, it is nec-
essary to require them to learn nouns in the singular, regular verbs — in the infinitive form, and irregular 
verbs — in three main forms (to take, took, taken). Adjectives should be remembered in the positive degree 
and pay special attention to the degree of comparison of those having special forms (bad-worse-the worst). 
For example, students are encouraged to write phrases, consisting of an adjective and a noun that they asso-
ciate with the proposed concepts and situations, such as: 
1. A scary story: strange noises, a dark night, a terrible scream...  
2. A birthday party: delicious food, a decorated room, loud music, funny surprises...  
3. А successful visit, a short queue, inexpensive tickets, comfortable seats, modest neighbours, an inter-
esting film....  
Students can create a short story or a conversation in dialogue form using the suggested phrases. 
For independent work to consolidate vocabulary and to develop oral communication skills a system of 
oral and written exercises is recommended, the efficiency of which is confirmed in practice. 
According to the authors, special exercises aimed at formation of particular practical strategies and 
skills are necessary for the organization of independent work of non-language specialties students. The fol-
lowing are the most effective types of tasks for independent training, speech practice and implementation of 
self control within the technology of self-guided/autonomous learning FL: 
1) teaching and training tasks — these methods of independent work on language mean: 
 repetition/memorization of isolated words, bilingual correspondences, semantic and other groupings 
of words, et al.; 

S.B.Yakhina, L.T.Zhumakanova 
78 
Вестник Карагандинского университета 
 semantic, logical, associative maps; 
 different types of grouping of lexical units by logical-semantic task, functional characteristics, as 
keywords, et al.; 
 translation into the native language; 
 use of lexical units in the context; 
 paraphrase, selection of equivalent substitutions in the context; 
 reproduction/retelling of the text using or adding studied lexical units to the text; 
 creating a text using key words/phrases; 
 addition/expansion/reduction/modification/adaptation of the text using the studied lexical units; 
 compilation of the bank of lexical units such as «personal vocabulary», «magic words», et al.; 
2) assimilation of resource training skills: 
а) keeping records of working notes and other educational information (storing): 
 drawing up vocabulary, grammar, reference cards; 
 keeping vocabularies, glossaries for organizing lexical units on various topics; 
 keeping vocabulary comments, glossaries to a text, including language and linguistic and cultural 
units [5]. 
Fostering students’ interest in independent work on vocabulary, it is necessary to provide understanding 
that words, as building material for the language can express a complete thought only by means of grammar, 
which together with the basic vocabulary of language make its foundation, the essence of its specificity. It 
follows that when working on vocabulary, students must correctly use the rules of changing words and regu-
lations of combining the words in a sentence. 
The independent work of students on mastering vocabulary includes not only methodically elaborated 
system of different exercises and techniques of memorizing words, but also the proper organization of self-
guided work. An important part of preparing students to work independently is the formation of their general 
educational skills: the ability to understand learning material, in particular, to distinguish the principle point; 
to perform the work in a certain sequence; to work with a book, reference books, modern multimedia facili-
ties; to make the plan and outline of one’s statements; to carry out self-help and mutual control, etc. These 
skills are formed at a system organization of independent work, when one kind of independent activity pre-
pares students to another one. 
Particular attention should be paid to the management of the educational process in the organization of 
independent work of students. The use of pair and group types of independent work varies forms of educa-
tional activity, increases their efficiency, and promotes activity, independence, persistence. So, while work-
ing on the formation of skills on the topic «New Sports» students are offered a task (using cards for pair 
work): ask your companion, whether he is interested in modern sports, or reads articles about modern sports 
and well-known athletes, whether he watches sports telecasts, reports, or protects the honor of the club or 
university at sporting events. The correct answer is checked by the key (the interviewer is the one who has 
it). The key has two or more possible answers to each question. The management of independent work can 
be effective only when a differentiated approach to students with different levels of education is implement-
ed. The simplest case of such an approach is the use of additional supports for students with weak language 
skills. 
Based on the above stated, it should be concluded that the independent work on a foreign language 
should be organized in such a way that not only contributes to the mastering of this course by the students, 
but also prepares them for further independent study it after graduation: laying the foundation for reading 
unadapted texts on specialty with which they will have to deal with in their professional activities. In the 
course of this work the students form certain automatisms: language guess, analysis and synthesis of texts, 
search activity, work with the dictionary, etc. Students should gain understanding of different types of dic-
tionaries (monolingual, bilingual, special, terminological) and phrasebooks. 
The most important conditions for maintaining the interest of students to work independently in the 
study of a foreign language are real-time records management and evaluation of the results by the teacher, 
his/her stress on the importance of this work to address current and future challenges of education. 
 
 
 

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79 
References 
1  Закон Республики Казахстан «Об образовании» // Казахстанская правда. — 2007. — 15 авг. — № 127. — С. 10. 
2  Виленкина Е.Э.  Методика  самостоятельной  работы  учащихся  старших  классов  по  лексике // Иностранные  языки  в 
школе. — 2010. — № 8. — С. 35–39. 
3  Леонтьев А.А. Язык и речевая деятельность в общей и педагогической психологии: Избр. психол. тр. — М.; Воронеж: 
МПСИ: МОДЭК, 2003. 
4  Шамов А.К. Принципы обучения лексической стороне иноязычной речи // Иностранные языки в школе. — 2009. — 
№ 4. — С. 2–8. 
5  Коряковцева  Н.Ф.  Современная  методика  организации  самостоятельной  работы  изучающих  иностранный  язык. — 
М.: АРКТИ, 2002. — 167 с. 
 
 
С.Б.Яхина, Л.Т.Жұмақанова 
 
Тілдік емес жоо студенттерінің  шетел тілін оқыту барысындағы өздік 
жұмыстарын ұйымдастыру  
Мақалада  шетел  тілін  меңгеру  барысында  студенттердің  өздік  жұмысын    ұйымдастыру  мəселелері 
қарастырылды.  Жадының  барлық  түрлерін  жұмылдыруына  ықпал  ететін  тілдік  материалды  меңгеру 
үшін тиімді жолдары ұсынылды. Авторлар сөздерді дара түрінде немесе контексте оқуға қажеттілігін 
атап  өтіп,  сөз  тіркестерін  оқу  жұмысына  жəне  сөздер  мағынасының  əр  түрлі  аспектілеріне  ерекше 
көңіл  бөлді.  Лексиканы  меңгеруіне  жəне  студенттердің  сөздік  қорын  кеңейтуіне  бағытталған 
жаттығуларының  дамыған  жүйесі  ұсынылған.  Студенттер  сөздерді  ұғып  оқу  үшін  авторлар  жеке 
сөздіктерді жазу туралы ұсыныстар берді. 
 
С.Б.Яхина, Л.Т.Жумаканова 
 
Организация самостоятельной деятельности студентов при обучении 
иностранному языку в неязыковом вузе 
Авторы предлагают эффективные способы овладения языковым материалом, которые мобилизуют все 
типы памяти, подчеркивают необходимость изучения слов отдельно или в контексте, уделяют особое 
внимание работе по изучению словосочетаний, различных аспектов значения слов. В статье представ-
лена разработанная система упражнений, направленных на усвоение лексики и расширение лексиче-
ского запаса обучаемых. Даны рекомендации по ведению личных словарей для запоминания и усвое-
ния слов учащимися. 
 
 
References 
1  Kazakhstanskaya pravda, 2007, 15 August, 127, p. 10. 
2  Vilenkina E.E. Foreign languages at school, 2010, 8, p. 35–39. 
3  Leontiev A.A. Language and speech activity in general and educational psychology: Selected psychological works, Mos-
cow: Voronezh: SAG: MODEK, 2003. 
4  Shamov A.K. Foreign languages at school, 2009, 4, p. 2–8. 
5  Koryakovtseva N.F. Modern methods of organization of independent work of foreign language learners, Moscow: ARKTI, 
2002, 167 p. 
 
 
 
 
 
 
 

80 
Вестник Карагандинского университета 
БІЛІМ  БЕРУДЕ  ИННОВАЦИЯ  МЕН  ДƏСТҮРЛЕР 
ТРАДИЦИИ  И  ИННОВАЦИИ  В  ОБРАЗОВАНИИ 
UDC [004:81’243]:378 
B.A.Zhetpisbayeva, G.T.Smagulova
 
Ye.A.Buketov Karaganda State University  
(E-mail: helpkonfer@mail.ru) 
Principles of innovative pedagogical process in the sphere  
of polylingual education 
In the article there are the principles derived from the laws and regularities of implementation of innovative 
processes characterized as the elements of complex organization and management system of educational pro-
cess. Authors have analyzed a number of concepts and definitions of the complex of principles and tech-
niques of pedagogical systems’ management, including
 
educational process, and that is management directed 
onto functioning development. Realization of the basic principles of polylingualism didactics is presented on 
the basis of a number of efficient technologies mediated by etnolingual didactic approach. Authors have de-
fined a number of problems of implementation of polylingual education system as innovative complex peda-
gogical process. 
Key words: innovative educational process, pedagogical management, ethnolingual didactic approach, tech-
nology of pedagogical projecting, technology of polylingual teaching, technology of communication devel-
opment, polylingual education, successive acquisition, subordinate multilingualism. 
 
Innovative processes are known to be the innovation in education, the introduction of new content and 
methods possessing different properties that connected with the change of notional points. The following 
innovative pedagogical processes are necessary to be distinguished: introduction of original concepts and 
new models of educational institutions; transition to variable training programs; teaching and education tech-
niques; implementation of education development programs considering the social, economic, cultural and 
ethnic factors; active reforming of education content on the basis of humanization and humanitarization ide-
as; improvement of teaching and education organizational forms and methods taking into account the per-
sonally focused and personally centred approaches; education quality management on the diagnostic basis; 
implementation of permanent professional development for pedagogical staff; development of creative initia-
tive, professional competence and pedagogical culture of educators. 
Innovative educational processes management is realized according to certain principles presented as 
the norms, activity objectives. The basic principles of innovative educational processes management deter-
mine the common ground in management organization comprising all the stages and predicting their success 
and efficiency. 
There are principles derived from the laws and regularities of implementation of innovative processes 
emphasized in a pedagogical innovation [1]. 
Principle of organized innovative transformation of education system status. The certain system of ac-
tivity is supposed for this principle applying. The system comprises the stage of preparation for transfor-
mation of education system status and the stage of these changes realization. Preparation for changes in edu-
cation system involves advancement, substantiation of main goal of the planned changes, and evaluation of 
means and conditions to get a goal. The most difficult and important point is to provide changes in education 
system by appropriate means: new textbooks, guidance papers composed by teaching staff, necessary materi-
al equipment. The principle of organized innovative transformation of education system status is considered 
to be the basic one while preparing and realizing various reforms and modernizations. 

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Principle of interchange of the elemental and invariable operated mechanisms of innovative processes 
development. Specification and development of effective mechanism of conscious management for changing 
conditions are supposed to this principle realizing. Development of effective mechanism is properly to be 
realized in various directions. One of them is presented by combination of invention processes, by teachers’ 
acquisition and practical applications in any educational institution as the operated innovative system. 
Principle of information support, logistics, staffing assistance for implementing the main stages of in-
novative educational processes. It provides obligatory information and financial support, staffing assistance 
for innovative processes at each of the main stages (in particular, logistics construction, information data-
banks). 
Principle of forecasting the possible reverse or irreversible structural changes in the innovative social 
and pedagogical environment. This principle follows up the law of irreversible destabilization of pedagogi-
cal innovative environment, and also its integrity and adaptation resources. Resistance of innovative envi-
ronment to innovations in the form of conservative actions against anything new is natural and even obligate 
for preservation of environment constancy as a system. Admitting or rejection of innovation can be consid-
ered from the positions of innovative system’s qualitative condition, and opportunity or impossibility of its 
preservation, wellbeing and ability to self-development. 
Principle of strengthening of innovative educational processes’ stability. The essence is that, while in-
terchanging elemental and operated processes, there is to be amplified the stability of innovative processes 
and their ability to a peculiar self-defense, self-adapting. Modern dynamics of public life has increased both 
the number of innovative processes covering various links of education system and their essential quality 
changing. Stability growth of innovative processes is their keynote of quality changing. It is expressed by 
recognition of their non-randomness and regularity being essential for educational system. 
Principle of acceleration of innovative processes’ development in education system. Effect of this prin-
ciple is to organize and realize the mechanisms of innovative processes. It means progressive innovative 
changes due to their rational introduction into practice of educational institutions. 
All the principles are the elements of complex system of organization and management of innovative 
processes in education. Their close interaction strengthens their effects by means of synergetics. 
Implementation of polylingual education implies the new projecting both the results and the education 
process, the mechanism of its management. 
Traditional idea of educational process management has been characterized as: 
 purposeful and systemically organized process of impacts on its structural components and connec-
tions between them to provide their integrity and effective realization of functions, its optimum de-
velopment; 
 influence of managing system on the operated system to transfer the latter into proper new state; 
 introduction of elements of the scientific organization of pedagogical efforts and so on. 
V.P. Simonov considers pedagogical management as the complex of principles, methods, organizational 
forms and techniques of management for pedagogical systems, including educational process, and aimed on 
their functioning and development [2]. 
The concept «pedagogical management» has a number of the meanings characterizing different aspects 
of administrative activity: 
 the theory of management in educational institution (V.I. Zagvyazinsky, L.E. Kapto, M.M. Potashnik, 
et al.); 
 the educational institution’s control system concerning the urgent searching of ways for its extensive 
rejecting the strategic and operational decisions (B.S. Gershunsky, S.V. Lazarev, E.V. Yakovlev, et al.); 
 management of educational activity (A.M. Moisseyev, V.P. Simonov); 
 the complex of principles, methods, organizational forms and techniques of management for pedagog-
ical systems to increase their functioning and development (N.V. Kuzmina, E.Yu. Nikitin, et al.). 
The analysis of various definitions let us summarize that the main sense of innovative pedagogical 
management involves advancement and substantiation of administrative complex (that is management prin-
ciples, methods, organizational forms and techniques) concerned with innovative transformation of pedagog-
ical system and it is supposed to set the strategic objectives, decision-making, development of ways and 
means of their achievement [3]. 
Formerly we have specified step-by-step implementation of etnolingual didactic approach in field of 
higher educational system, and there is obviously involved a number of technologies mediated by the corre-

B.A.Zhetpisbayeva, G.T.Smagulova 
82 
Вестник Карагандинского университета 
sponding principles and methods: profile technology, technologies of pedagogical projection and polylingual 
training, technologies of communicative orientation development for future specialists [4, 5]. 
Designing the matrix model of didactic process with applying the effective ethnolingual didactic ap-
proach has been based on the optimum selection of technologies. 
The concept of technology according to pedagogical literature (scientific, publicistic, educational) is 
distinguished by content diversity having been defined by various authors. We consider that technology as 
«the ordered set of actions, operations and procedures instrumentally providing achievement of predicted 
result in the changing conditions of educational process» (V.A. Slastenin) seems to be the most associated 
definition as well as technology determined by V.V. Yudin as «the set of methods, training techniques to 
effect reliably» [6]. 
Applying of pedagogical projection that includes analysis, diagnostics, forecast and projecting of activi-
ty texturizes and orders both teaching, administrative activity of management personnel, scientific and teach-
ing staff of higher education institutions and educational cognitive activity of the learners. The main objec-
tive of pedagogical projection is to create the most favourable conditions for self-development and self-
realization of polylingual education’s subjects. The project activity involves state education standardization, 
developing of curricula and working programs executed by higher education institutions, that is evaluation of 
phasing and organization logic of pedagogical process, and also projection of the subjects’ personal and pro-
fessional development. 
Whereas, the projection technology of pedagogical process can be presented as unity of technologies [7]: 
 content projection (projective and content-related) to orient the language education practice in the Re-
public of Kazakhstan for language balance (the native and the state (Kazakh) languages), the native 
and the Russian languages, the native and foreign languages, the state (Kazakh) and the Russian lan-
guages, the state (Kazakh) and foreign languages, the Russian and foreign languages; 
 logistics projection (projective and material): logistics development of polylingual education, working 
out of the syllabuses (AMC) and terminological trilingual dictionaries for implementation of the pro-
grams for scientific, methodical and academic organizational support of polylingual education are car-
ried out by means of formulization of integrated rules to compile the academic organizational docu-
ments in the field of polylingual education; 
 activity projection (projective and operational), first of all, teaching activity according to the main di-
rections of development of scientific and methodical support for polylingual education: improvement 
of advanced training system for academic staff (language training through advanced curriculum in 
English and part-time study to get diploma on the second (lingual) specialty); improvement and de-
velopment of academic programs and guidance manuals, comprising in a whole the problems of lan-
guages teaching (the state, the Russian, the foreign and the native languages), and also teaching sev-
eral subjects in a foreign language. 
The technology of polylingual training and technologies of communicative orientation development for 
future specialties realize the basic principles of multilingualism didactics [8]: 
 the principle of integrative teaching in several languages that is based on natural conformity, 
polylingualism, scientificity, integrity, availability, contextuality and functionality, presentation, fac-
tor of national cultures and universal values’ diversity, humanistic orientation and humanization. Re-
quirement of integrative teaching is specified by integration role while resolving the problems of 
comprehensive scientific worldview, development of scientific-theoretical thinking, cognitive inter-
ests; as well as training of personal creative abilities and personal self-determination connected, main-
ly, with profilisation. Profile training is one of the important problems of education system moderni-
zation to create the selection conditions for meeting the educational requirements. We consider lan-
guage subjects having multifunctionality to be one of the means promoting the purposes and problems 
of profile training, in particular, to develop communicative competence in effective knowledge acqui-
sition according to special taught subjects; 
 the principle of combining learning the several foreign languages based on inextricable connection of 
specific language and corresponding culture. Combining learning of languages and cultures allows to 
find out the distinctions and similarities of co-learning the cultures and to appreciate diversity as the 
norm of cultures coexistence in contemporary polycultural space; 
 the principle of supporting linguistic and educational experience of the learners that means to take in-
to consideration the original linguocultural base of the learners. Realization of this principle provides 

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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-

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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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