Summary
The professional and personality factors of the successful mathematics education of schoolchildren, related to the activity
of Andrey PetrovichKiselev (1852-1940) are presented in the article. A.P. Kiselev is the prominent Russian teacher and
scientist, author a lot of textbooks. A division into his professional activity periods is presented in the context of the man
achievements as the teacher and author. A.P. Kiselev is popular in Russia as the author of the most famous mathematics
textbooks for all education levels, but especially for the school education. His textbooks were reprinted in millions of copies in
the Russian Empire and then in the USSR. Popularity of these textbooks is determined by the fact that mathematics (as the
article of study) is developed by the author on the basis of maximum availability, simplicity and sequence principles.
Mathematics can be taught independently through A.P. Kiselev’s textbooks, as it doesn’t contain any extra and unnecessary
information. The table of contents of the Kiselev’s mathematics textbooks reflects his methodology of teaching. He was
mathematics teacher during many years. And it served as the stimulus for the development of accessible educational materials,
which easily perceived by students. In spite of the fact that the Kiselev was not scientific, his practical activity as the teacher
and especially the teacher of mathematics became reference. The most leading mathematicians and physicists of the Soviet
Union, that brought in a considerable contribution to the ХХ century science development (Landau, Saharov, Tamm and
others), have learned from his textbooks.
A division into professional and vital activity periods of great mathematician is presented in this article. The acmeologcal
model of professional vital activity was used for the development of division into periods. Such model may be used for the
career analysis of man in case that he achieved good results. Five basic stages of A.P. Kiselev professional vital activity,
related to the changes in education and activity, are distinguished. The names of professional vital activity basic periods are
determined taking into account the place of residence and specific of the main type of activity in one or another period. His
achievements and personal qualities, determining high results, are briefly analyzed.
Keywords: mathematics, textbook, tutorial, education, pedagogical activity, division into professional activity periods,
personality qualities, mathematical training, learning mathematics, mathematical education conception, professional
motivation
УДК 378.02:37.016
COLLOCATIONAL COMPETENCE AS A COMPONENT OF THE AIM IN FLT FOR STUDENTS
OF NON LINGUISTIC INSTITUTIONS
D.B. Shayakhmetova – candidate of pedagogical sciences, professor,
University of foreign languages and professional career,
G.A. Tolynbekova – 1 year post-graduate student, University of foreign languages and professional career
It is known that nowadays the purpose of a foreign language course in higher educational institutions of non linguistic
specialties is "formation of students of intercultural communicative competence which level at separate stages of language
preparation allows to use a foreign language practically as in professional activity, and for self-education". The analysis of
special literature shows, that one of the main reasons, complicating communication in a foreign language is the insufficient
knowledge of collocations – combinations of words which are traditional and habitual for native speakers. The collocation
represents a typical lexical environment of the word. Under the words "traditional", "habitual", "typical" the high probability
of co-occurrence of the words making a collocation is understood. Experience of teaching in English testifies that students of
non linguistic institutions, possessing a certain lexical vocabulary, don't know rules of compatibility of lexical units to which
native speakers used and therefore make mistakes in written and oral speech. The incorrect choice of a synonym at making up
a phrase (violation of lexical compatibility) can be an example of a similar mistake. Another manifestation of insufficient
knowledge of collocations by the student is the compelled creation of long syntactic designs (compensation of lacunas in
lexicon by grammatical means). Such sentences can be grammatically correct, and can be a source of additional (for example,
grammatical) mistakes. However anyway they sound unnaturally from the point of view of the native speaker. The above
explains need of formation at students a collocational competence.
Key words: competence, intercultural communicative competence, linguistic competence, socio-linguistic competence,
pragmatic competence, lexical competence, collocational competence, professionally oriented text, speech skills
Вестник КазНПУ им. Абая, серия «Педагогические науки», №4(48), 2015 г.
24
Қазіргі таңда, тілдік емес жоғарғы оқу орындарында шет тілін оқытудың ең басты мақсаты болып “студенттерде
мәдениетаралық коммуникативті құзіреттілікті қалыптастыру және оның деңгейі тілдік дайындықтың әртүрлі кезең-
дерінде шет тілді мүмкіншілігіне орай кәсіби іс-шараларда және өз бетінше іздене алатындай болуы тиіс” екені
баршамызға мәлім. Арнайы әдебиеттерді талдап болғаннан кейін, шет тілдік қарым-қатынаста қиындық тұғызатын
бірден бір жайт болып коллокацияларды(дәстүрлі, сол тілде сөйлейтін адамдарға үйреншікті сөздердің бір-бірімен
қолданылуы) жеткілікті білмеуі болып есептеледі. Коллокация деп әдеттегі сөздің лексикалық қоршауға алынуын
атайды. «Дәстүрлі», «дағдылы», «әдеттегі» ұғымдары коллокацияны құрайтын сөздермен бірлесе кездесу ықтимал-
дығы жоғары бірліктерді білдіреді. Ағылшын тілін оқыту тәжірибесі бойынша, тілдік емес ЖОО студенттері белгілі
бір лексикалық қорды меңгере отырып, сол тілде сөйлеушінің ұстанатын лексикалық бірліктердің тіркесімділік
ережесін білмейді, сондықтан жазбаша және ауызша сөйлеуде қателіктер жібереді. Сөз тіркесін құру барысында
синонимдерді дұрыс таңдамау (лексикалық тіркесілімдіктің бұзылуы) осыған мысал бола алады. Кейде студенттерге
күрделі синтаксистік конструкцияны құруға мәжбүрлеу барысында да, олардың коллокацияны толық дәрежеде
білмеуі көрінеді (грамматикалық құралдар арқылы лексикадағы лакунды толықтыру). Мұндай сөйлемдер граммати-
калық тұрғыдан дұрыс бола алады, дегенмен қосымша қателерге жол бере алады (мысалы, грамматикалық). Алайда
ол сөйлемдер сол тілде сөйлеуші үшін қандай жағдайда да табиғи дұрыс құрылмаған болып көрінеді. Жоғарыда
айтылғандар шет тілде сөйлеу барысындастуденттердеколлокациялық құзыретті қалыптастыру қажеттілігінің бар
екенін көрсетеді.
Тірек сөздер: құзіреттілік, мәдениетаралық коммуникативті құзіреттілік, тілдік, әлеуметтік тілдік, прагматика-
лық, лексикалық, коллокативті құзіреттіліктер, кәсіби бағытталған мәтіндер, тіл дағдылары
Как известно, в настоящее время целью курса иностранного языка в вузах неязыковых специальностей является
«формирование у студентовмежкультурной коммуникативной компетенции, уровень которой на отдельных этапах
языковой подготовки позволяет использовать иностранный язык практически как в профессиональной деятельности,
так и для целей самообразования». Анализ специальной литературы показывает, что одной из основных причин,
осложняющих коммуникацию на иностранном языке, является недостаточное знание коллокаций – традиционных,
привычных для носителей языка сочетаний слов. Коллокация представляет собой типичное лексическое окружение
слова. Под «традиционным», «привычным», «типичным» понимается высокая вероятность совместной встречаемо-
сти слов, составляющих коллокацию. Опыт преподавания английскому языку свидетельствует, что студенты неязы-
ковых факультетов, обладая определённым лексическим запасом, не знают правил сочетаемости лексических
единиц, которых придерживаются носители языка, и поэтому допускают ошибки в письменной и устной речи.
Примером подобной ошибки может быть неверный выбор синонима при построении словосочетания (нарушение
лексической сочетаемости). Другим проявлением недостаточного знания студентом коллокаций является вынужден-
ное построение им длинных синтаксических конструкций (компенсация лакун в лексике грамматическими средства-
ми). Такие предложения могут быть грамматически верными, а могут быть источником дополнительных (например,
грамматических) ошибок. Однако в любом случае они звучат неестественно с точки зрения носителя языка. Вышеиз-
ложенное объясняет необходимость формирования у студентов коллокационной компетенции в иноязычной речи.
Ключевые слова: компетенция, межкультурно-коммуникативная компетенция, лингвистическая компетенция,
социолингвистическая компетенция, прагматическая компетенция, лексическая компетенция, коллокационная
компетенция, профессионально ориентированный текст, речевые навыки
The concept "collocational competence" was described by J. Hill in 1999 for the first time [1]. Despite
gradual distribution of this term in FLT [2 - 6, etc.], the accurate formulation of content of collocational
competence meets only in several works. The most exact, in our opinion, is the following content of collocational
competence. Collocational competence is an ability to form lexical unities (chunks of language) correctly
according to rules of lexical compatibility. Such ability generates fluent, correct and stylistically the pertinent
speech [5].
As for the domestic methodical works devoted to this problem, the term "collocational competence" isn't used.
Nevertheless, in connection with changes of training conditions in FLT at the present stage of educational
development, we consider that possibility of introduction of this term to terms framework of the domestic
methodology is proved. On the one hand, such opportunity is dictated by formation of competence-based
approach in education. Within this approach there is an updating of terms framework of didactics and
methodology of FLT, in particular. On the other hand, possibility of using the term "collocational competence" is
justified by transition from structural to lexical approach in FLT. This transition is caused by change of idea about
language in modern linguistics, according to which language consists of "previously prepared lexicon blocks" in
which formation the key role is played by a collocation, lexicological and phraseologically caused word
compatibility in speech. The big contribution to development of this vision of language was made by such
scientists, as: J.Sinclair, D.Willis, R.Carter, M.McCarthy and many others [1, page 3].On the basis of collocational
competence content formulated in a foreign methodology, and taking into account the domestic theory of speech
skills and abilities, we offer the following content of collocational competence. Collocational competence - in
Абай атындағы ҚазҰПУ-нің Хабаршысы, «Педагогика ғылымдары» сериясы, №4(48), 2015 г.
25
the foreign-language speech is understood as an ability, according to standards of the learned language, to
combine correctly language units, based on knowledge of collocations and speech skills in their use in all types of
speech activity. As the term "collocational competence" is borrowed by us from a foreign methodology, it is
necessary to be convinced that in a domestic methodology there are no synonyms of this term. The analysis of
methodical literature revealed existence of the term "collocational awareness". But this term is understood as
knowledge of word compatibility of the learned language [7, page 3], therefore, these terms aren't synonymous,
and designate concepts which correspond as part to the whole. The aforesaid allows tomake a conclusion on
possibility of introduction of the term "collocational competence" to terms framework of a domestic methodology.
There is a question of a place of collocational competence in the structure of intercultural
communicative competence. Collocational competence is a component of lexical competence which is included,
in turn, into structure of intercultural communicative competence. This place is defined by us proceeding from the
document of the Council of Europe ("Common European Framework of Reference: Learning, Teaching,
Assessment") [8]. In it approaches to teaching a foreign language are systematized and the assessment of levels of
proficiency in a foreign language is standardized. According to this document communicative language
competences/a more specifically language-related intercultural communicative competence consists of the
following components [8, page 108]:
• linguistic competences;
• socio-linguistic competences;
• pragmatical competences.
In turn, linguistic competence which is understood as knowledge of language means and forms and ability to
use them in the speech, includes the following components [8, page 109]:
• lexical competence;
• grammatical competence;
• semantic competence;
• phonologic competence;
• spelling competence;
• orthoepic competence.
So, lexical competence is a component of linguistic competence. Lexical competence represents knowledge of
dictionary structure of the language including lexical and grammatical means, and ability to use them in the
speech [8, page 110]. And as collocations belong to the lexical elements making lexical competence, collocational
competence as the ability which is based on knowledge of collocations and speech skills of their use is a
component of lexical competence.
Schematically the place of collocational competence in the structure of intercultural communicative
competence can be presented as follows (fig. 1).
Fig1. Place of collocational competence in the structure of intercultural communicative competence
INTERCULTURAL
COMMUNICATIV
E
COMPETENCE
1. LINGUISTIC
COMPETENCE
2. SOCIO –
LINGUISTIC
COMPETENCE
LEXICAL
COMPETENCE
GRAMMATICAL
COMPETENCE
SEMANTIC
COMPETENCE
PHONOLOGICAL
COMPETENCE
COLLOCATIONAL
COMPETENCE
3. PRAGMATIC
COMPETENCE
ORPHOGRAPHIC
COMPETENCE
ORPHOEPIC
COMPETENCE
Вестник КазНПУ им. Абая, серия «Педагогические науки», №4(48), 2015 г.
26
At research of collocational competence the question of its contents is not less important. The matter can
be resolved proceeding from determination of collocational competence according to which collocational
competence as ability assumes existence of two bases. The first basis is the knowledge of the collocations inherent
in various layers of lexicon. According to splitting a course of English for non linguistic institutions on two
directions – "The common (common) English" (General English) and "English for the special purposes" (English
for Specific Purposes (ESP)) – students seize common lexicon, and also lexicon of the professional focused texts
(respectively). The lexicon of the professionally oriented (scientific) texts is subdivided into three layers:
common, general scientific and terminological [9]. It is necessary to sort out the exact amount of collocations
belonging to each layer of mentioned lexicon for the formation of collocational competence. The second basis is
lexical speech skills of word usage in accordance with oral and written speech norms of the language. In this way,
the content of collocational competence can be shown in the following table.
The content of collocational competence of students from non linguistic institutions. Table 1
Note: CC – collocational competence
In the table it is accurately traced that at addition of knowledge and skills in collocational competence 16
subject fields turn out. Each of this field represents a certain component of collocational competence. For
example, ability corectly, according to standards of the learned language to combine language units, based on
knowledge of the collocations inherent in general scientific lexicon, and speech skills of their use in written
language, represents collocational competence of the written scientific language (its general scientific
component).
It should be noted that our research is aimed at formation of collocational competence of the written scientific
language. The choice of this component as object of research is caused by the following circumstance. Within
Bologna Process (which is one of the factors defining development of the higher education today) the great value
of the academic mobility of students is attached. Language of the academic mobility, common language of the
European education, it is considered English. Therefore radical improvement of language training of students in
general, and, in particular, within the "English for the Academic Purposes" direction (English for Academic
Purposes (EAP)) is actual now. Thus, to the forefront there is a formation of intercultural communicative
competence of students in the educational and scientific sphere of communication (so, and collocational
competence of the written scientific language as its component). In the set the presented components of
collocational competence make its contents, and the level of formation of each of them defines a level of
development of collocational competence in general. And, generally, formation of the collocational competence
which is structural unit of intercultural communicative competence has to be considered as one of the students of
non linguistic institutions making the purposes of training in a foreign language.
CC is an ability which is
based on
S
p
ee
ch
s
k
il
ls
language
skillsinlisteningcompreh
ensioncollocations
uses oflanguage skillsin
speakingcollocations
language skillsin
readingcomprehension
collocations
verbalskills of the useof
collocationsinwriting
knowledge
+
knowledge ofcollocationsinherent
to stylisticallyneutral(vernacular)
vocabulary
ССinlistening the
speech of neutralstyle
CC inspoken language of
neutralstyle
CC in
readingtextsneutralstyle
of speech
CC inwritten language of
neutralstyle
knowledge of
collocations of
professionally
oriented texts
inherent in
lexicon
knowledge of
collocations of
professionally
oriented texts
inherent in
common lexicon
CC in listening of the
scientific speech (a
common component)
CC in the oral scientific
speech (a common
component)
CC in reading
scientific texts
(a common
component)
CC in the written scientific
language (a common
component)
Knowledge of
collocations
Professionally
Oriented texts
CC in listening of the
scientific speech
(general scientific
component)
CC in the oral scientific
speech(general scientific
component)
CC in reading scientific
texts
(general scientific
component)
CC in the written scientific
language
(general scientific
component)
Knowledge of
collocations
Professionally
Oriented texts
CC in listening of the
scientific speech
(terminological
component)
CC in the oral scientific
speech
(terminological
component)
CC in reading scientific
texts
(terminological
component)
CC in the written scientific
language
(terminological
component)
Абай атындағы ҚазҰПУ-нің Хабаршысы, «Педагогика ғылымдары» сериясы, №4(48), 2015 г.
27
1
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2
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3
Moras S. Teaching Vocabulary to Advanced Students: A Lexical Approach[an electronic resource] // Karen’s
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4
Martyńska M. DoEnglish language learners know collocations? [Electronic resource] // Investigationes Linguisticae.
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5
Heikkilä T. & T. The Significance of the Inclusion of Sociopragmatic and Collocational Competence in Immersion
Education Programmes [an electronic resource] // 21st Scandinavian Conference of Linguistics. NTNU. Trondheim, June 1-
4, 2005.
6
Jaén M.M. A Corpus-driven Design of a Test for Assessing the ESL Collocational Competence of University Students
[Electronic resource] / Servicio de Publicaciones. Universidad de Murcia // IJES. Vol. 7 (2). 2007. – pp. 127-147.
7
Bagaryan A.A. Methodology of expansion of сolloсational awareness of students of linguistic faculties (English): auto
dissert. … cand. ped. sciences: 13.00.02 / A.A. Bagaryan. – Tambov, 2004. – 18 pages.
8
The Common European Framework of Reference for Languages [Electronic resource] // [Site of European Council].
9
Minyar-Belorucheva A.P., Vdovina O.A. Functional and stylistic features of the scientific text on the international
relations: scientific monograph / A.P. Minyar-Belorucheva, O.A. Vdovin. – M.: Flint: Science, 2008. – 160 pages.
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