ПЕДАГОГИКА ЖӘНЕ ПСИХОЛОГИЯ /ПЕДАГОГИКА И ПСИХОЛОГИЯ /PEDAGOGICS AND PSYCHOLOGY №2, 2018 Педагогиканың және психологияның әдіснамасы мен теориясы/ Методология и теория педагогики и психологии /Methodology and theory of pedagogyand psychology 54
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This proves reliably that realized organizational and educational conditions based on the
professionally-oriented training are efficient for eveloping professionally-oriented language
competence. Though this general study cannot carry qualitative analysis and define levels of developing
professionally-oriented foreign language competence through characteristics of reading, speaking and
operating logical thinking skills in professional sphere of communication, dynamics of their changes.
Therefore, level assessment of developing professionally-oriented foreign language competence
through these characteristics and given results were analyzed and processed statistically. Table 4
and Figure 1 present the results obtained with the analysis of dynamics of the level for developing
professionally-oriented foreign language competence with professional-oriented reading.
Table 4
Dynamics of the level of professionally-oriented language competence through the characteristic of professionally oriented reading with Chi-square criterion Level frequency in groups ,%, in semesters
Level group
name
Basic data
I semester
II semester
III semester
IV semester
SG
EG
SG
EG
SG
EG
SG
EG
SG
EG
А1
Вreakthrough
or beginner
100
а
100
а
1.1
а
2.0
а
–
–
–
–
–
–
А2 Waystage
or Elementary
–
– 60.0
а
56.4
а
47.4* 30.7* 40.0* 11.9* 21.1*
7.0*
В1 Threshold
or Intermediate
–
– 38.9
а
41.6
а
50.5
а
56.4
а
53.8* 66.4* 65.3
а
70.3
а
В2 Vantage
or Upper
Intermediate
–
–
–
–
2.1* 12.9* 6.2*
21.7* 13.6* 22.7*
а – no statistically significant differences;*- statistically significant differences P<0.05 Figure 1
