Научно-методический журнал Scientific and methodological journal 2009 жылдың қыркүйек айынан бастап шығады Издается с сентября 2009 года
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/PEDAGOGICS AND PSYCHOLOGY №2, 2018 120 121 Білім берудің мәселелері мен келешегі/ Проблемы и перспективы образования /Problems and prospects of education The teachers mentioned in their responses that trainings, workshops and seminars held by the native speakers from the USA Devereaux, PhD, University of Colorado, and Benjamin Tailor, MA, Humboldt State University working at our University, are very beneficial in professional development of teachers. The aim of these seminars for teachers of English is to share their considerable knowledge, skills and expertise in teaching, provide information, and introduce new approaches to the teaching of English. A series of seminars provided the teachers with practical ideas for classroom teaching. Conclusion. The study intended to find out the challenges faced by the teachers of English teaching in the multilingual classrooms. From the study of the multilingual classrooms and classroom observations, it is clear that teaching English is an enormous challenge. The finding shows the complex and diverse challenges for teaching and learning the language in the multilingual classrooms. The data shows the tremendous efforts and activities of both teachers and learners in finding successful strategies for learning English. At classroom level, teachers use varied instructional approaches by creating a warm classroom environment where learners feel psychologically comfortable and are prepared to overcome difficulties in language learning. Appendix Questionnaire for teachers: 1. What is your mother tongue? 2. Other languages you know besides your mother-tongue (rank them in order of your proficiency) 3. What languages do you use while teaching in the class? 4. What languages do your students use to speak to you in the class? 5. What languages do you use to speak to your students in the class? 6. What languages do you use to speak to your students outside the class? 7. What languages do your students use to speak to you outside the class? 8. What language do your students use for interaction with their peers? 9. What problems do you think your students face in the class? 10. What problems do you face as an English language teacher? 11. What methods do you mainly use in the class while teaching? 12. Please suggest the strategies you use to overcome these problems. Questionnaire for students 1. What languages do you use in your daily life? 2. What is the language of instruction in your class? 3. Do you feel difficulty with the language of instruction? 4. Does your teacher frequently translate into your language? 5. Do you have a fear of speaking in the class? 6. What motivational strategies to speak English are used by the teacher? References 1. The Ministry of Education and Science of the Republic of Kazakhstan. State Program of Education Development in the Republic of Kazakhstan for 2011-2020. – А., 2010. 2. Kulgildinova T.A., Chaklikova A.T. Multilingual education as a component of universal culture //Bulletin of Kazakh National Pedagogical University after Abai. Series «Pedagogical sciences», 2017. – No2 (54). – p. 19. 3. Fadi Maher Al-Khasawneh. Investigating foreign language learning anxiety //Journal of Language and Linguistic Studie. – 2016. – s Vol. 12, No1. – p. 145. 4. Seraliyeva A.M., Baimagambetova Z.M. Introduction of interactive methods of teaching in a higher education institute //Bulletin of Kazakh National Pedagogical University after Abai. Series «Pedagogical sciences». – 2016. – №1 (49). – p. 45. 5. Jillian L. Wendt1, Amanda Rockinson-Szapkiw.The effect of online collaboration on middle school student science misconceptions as an aspect of science literacy //Journal of Research in Science Teaching. 2014. – Issue 9, Volume 51. – pages 1104–1106. Аңдатпа Тоимбаева Б.М., Қарағанды мемлекеттік техникалық университеті (Қарағанды, Қазақстан). жүктеу/скачать 3,44 Mb. Достарыңызбен бөлісу:
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