Жоғары  оқу орны студенттерінің тілдік дайындығында

284 
Вестник Карагандинского университета 
UDC 81’22 
B.Zh.Kutbayeva
1
, N.Stanciu
2
 
1
Ye.A.Buketov Karaganda State University; 
2
Institute of Romanian Cultural Studies, Bucharest, Hungary 
(E-mail: kutbaeva_bako@mail.ru) 
Lexical-semantic Analysis of Address Components  
in Russian Language 
The article reveals the concept of «form of address». The main attention is paid to functioning of components 
of the informal address in syntagmatic aspect. Forms of address are considered as integral part of communica-
tive strategies and tactics used in real communication.  Lexemes in the form of personal names, the lexicon 
connected with differentiation of persons on age, relationship names, etc. are considered. Theoretical results 
are illustrated by examples from modern literature.  
Key words: address; informal address; semantic value; emotional contents of words; speech communication; 
clichés; lexical form; sphere of functioning; extra linguistic factors; interlocutor.  
 
The modern language has a numerous and varied means strengthening emotional and evocative expres-
sions of forms of address: intonation, phonetic, morphonological and morphological and at last lexical means 
by which a speaker can express an emotional attitude to the interlocutor or his/her expressive view.  
As modern trends defining features of modern speech communication in Russian language, we can 
mention the following: expansion of the persons acting in public, relaxation of censorship, loosening regula-
tions, general democratization of speech, an abundance of loans, the rejection of clichés of the Soviet era. 
The empiric matter is represented by some fragments of texts which content addresses from the fiction 
books of modern famous Russian writers V. Pelevin, P. Sanayev and R. Trakhtenberg. The article uses the 
methods  of  comparison and description, contextual analysis, generalization and the classification of the 
sampling material, the method of continuous sampling. 
The form of address is an identifying word or identifying words by which someone or something is 
called and classified or distinguished from others. There are different lexical forms of address, which reflect 
the changing forms of relations between people. In modern speech we use fixed, commonly used or preferred 
forms of address in a particular social and speech activity.  
The content of forms of address is a linguistic form of contact establishment with an interlocutor at the 
demonstration of mutual social and personal relationships. The addresses arise on the basis of word-
nomination indicating different features:  
1)  the presence or absence of acquaintance (relationship) with the speaker; 
2)  the age of the addressee in relation to the age of the speaker; 
3)  social status of the addressee in relation to the speaker; 
4)  profession, occupation of the addressee; 
5)  the function of the addressee in this situation; 
6)  addressee’s personal qualities appearing in his behavior in this situation or known to the speaker 
from the past; 
7)  addressee’s qualities as an object of emotional influence and characterization from the speakers’ 
point of view. 
The addresses arise on the basis of words, but they are no words. They are no word-nominations any 
more, but a form of address to an addressee, i.e. a kind of speech act consisting of an appeal and naming at 
the same time.  
The most common lexical forms of T-forms (informal forms of address) in modern language are per-
sonal proper nouns or common nouns. The forms of address to inanimate objects are not widespread beyond 
the poetic text. They usually serve as a mean to make the speaker’s speech poetically emotional.  
The using of some or other personal forms (a full name, a short name, a first name and a patronymic, a 
last name, etc.) is regulated on the one hand by the speech sphere of their functioning, and on the other hand 
by the public environment, the relations between the speaker and the interlocutor and other extralinguistic 
factors.  
 

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– Соображай, Витёк, быстрее! [1, p. 13] 
«Вителло! Держись! — написал я и заржал, глядя на чуть теплое тело «курортничка». 
Однажды,  прощупывая  возможности  халявы,  я  поинтересовался: «А  что,  Юла,  клиенты  вам 
ещё нужны?»  
Personal proper names as the informal address excepting of the main function naming the concrete ad-
dressee of speech express a concrete differentiation of interlocutors on different characteristics, the differ-
ence in respect of the speaker to participants of a dialogue. For example, using as a form of address only the 
name (full or shortened) means close, friendly relations between the speaker and the interlocutor:  
– Оставь меня, Сенечка… Оставь, я же тебя не трогаю… У меня жизнь разбита, причем тут 
чайник… Иди. Возьми сегодняшнюю газетку. Саша, пойди, положи себе кашки… Ну ничего! — Ба-
бушкин голос начал вдруг набирать силу. — Ничего! [2, p. 26].  
The pointedly familiar form of address connected with the degree of friendship implies simplification or 
stylized mutation of names, e.g. Semyon — Senechka; Alexander — Sasha, Julius — Yula; Victor — Vitek, 
Vitello and so on.  
The using of proper names in the forms of address also makes it possible to differentiate the interlocu-
tors by age. For example, seniors’ appeal to juniors differs from the appeal of juniors to seniors: 
– Эх, говорил же мне папа: «Ромочка, никогда не спорь с дураками, со стороны могут не разо-
браться, кто из вас кто». 
The emotional expressive vocabulary used in combination with proper names does not usually vary 
much; there is a tendency to limitation and stability of a range of words used in the role leading to erasing of 
their specific value and it only develops the most general emotional content.  
The personal common nouns can be non-evaluative or evaluative qualitative on their function, i.e. they 
can be used as formal, semi-formal or informal forms of address to an interlocutor. Among the members of a 
workforce are used semi-formal forms: the names of persons according to their profession, occupation, activity.  
The vocabulary connected with the differentiation of people by age tends to be fixed only in the func-
tion of differentiation the interlocutors on gender, losing value of an age sing, e.g.: boys, girls, kids, old chap, 
granny in the forms of address to adult younger people. Such forms of address are common to only colloqui-
al speech and reflect the speech style of a particular community, such as:  
Алена-Либертина опять усмехнулась. 
– Ты не поймешь, мальчуган. 
– Ты ведь водил моторенваген, малыш. Ты видишь, куда едешь — то есть знаешь, что будет. 
Но не видишь того, что осталось за спиной.  
– Можешь не продолжать, — улыбнулась Алена-Либертина. — Поверь, мальчик, если Маниту 
захочет принять наш дар, он найдет способ сделать это за пределами физики, логики и рассудка. 
Мезонин-адъютант сказал Шпыру: 
– Слышь, старый! Знаешь молитву кагана? 
In everyday speech are common various naming units of kinship when referring to people who are not 
relatives indeed and they lose their original first meaning and just point to the age relations, e.g.: 
Сходит к кому-нибудь, например, на свадьбу, вернется и скажет: 
– А наша-то, мать, изба поболе будет?  
Андрей-Андре посмотрел на него мутным стариковским взглядом. 
– Ты, сынок, на камеру этого только не скажи, но для себя запомни — все без исключения рево-
люции в нашем уркистане кончаются кровью, говном и рабством. 
– Я сделаю папочке очень-очень приятно, — сказала она тихо. 
– Папик, — сказала она, — а ты когда-нибудь задумывался о том, что у меня практически нет 
никакой приличной одежды?  [3, p.67]. 
As a result, there is a common tendency towards stability of verbal forms of address and it regards to 
losing of their direct nominative value. However it should be noted that recently due to the social-economic 
changes taking place in Russia which have an impact on lifestyle, the system of values, relationships be-
tween people, the meaning of the word «friend» in Russian language have weakened in some ways, that’s 
why we can suppose that the number of friends among Russians will grow while the interconnection between 
the friends weaken [4]. The consequence for wide spreading of address form «friend» in modern speech is 
the effacement of its inner content is and it can be even used in speaker’s unfriendly attitude to the interlocu-
tor. The word «friend» in that case has the same history as the word «brother».  
 

B.Zh.Kutbayeva, N.Stanciu 
286 
Вестник Карагандинского университета 
– Спасибо, брат, – сказал Андрей. 
Moreover some common forms of address such as kiddos, guys, bud are used in a particular male col-
lective or group.  
– Спасибо, парни, я это никогда не забуду…. 
– Во, лучше так, — согласился здоровяк. — Правильно, пацаны? 
– Могу устроить тебе такие гастроли, корешина, что ты просто очумеешь! — в карьер по де-
лу погнал Витёк. 
The lexemes with diminutive forms are often used in relations to women, e.g.:  
– Сегодня уже не выйдет, душечка, — сказал я и потянул ее за рукав.  
– Ну, давай, детка, давай. Давай, проси. Я все для тебя сделаю, моя радость.  
– Сколько ты хочешь, киска? — спросил я, обнимая ее за талию. 
The concrete semantic value of emotional and evaluative words which are traditionally used as forms of 
address is losing, they get only some or other general emotional connotation tone, e.g.: sweetheart, dear, 
darling.  
– Все будет зависеть от тебя, дорогая, — сказал я. — Если ты будешь обижать меня каждый 
день… . 
–  Милая,  ну  зачем? Зачем  тебе  с  такой  беспощадностью  отрабатывать  эту  идиотскую, на-
сильно  вбитую  в  тебя  природой  и  обществом  программу,  чтобы  заставить  меня  страдать  все 
сильнее и сильнее? 
In relation to those who enters to a privacy circle (the family members, for instance) Russians are often 
impolite or even rude, e.g.:  
– Тебе все понятно, моя дурочка?  
– Жалко, — ответила она, — Конечно, жалко, глупый.   
It might be a contradiction of Russian character based on opposites and that was noted by many re-
searchers. Opposing Russian ‘culture of the end’ with western ‘culture of the mean’ the German philosopher 
V. Shubart makes a conclusion about Russian nature in Orthodoxy peculiarities by saying that Russians are 
strange to median. Russians have no absorbing midsection no linking part between the two extremes. Rus-
sians are full of contrasts which are very next to each other and their hard friction pounds soul to wounds. 
There is rudeness near tenderness of heart, cruelty near sentimentality, sensibility near ascesis, depravity near 
holiness [5]. Therefore, in a concrete speech situation the emotional content of the words used in the form of 
address can get new shades even up to the opposite emotional coloring. 
Therefore, less social distance, i.e. the closeness of the relationship, typical to Russian culture, enhances 
the communicative accessibility and promotes lesser regulation of behavior. It allows interlocutors to behave 
more freely, speak directly about what they want to and what they think of. In the process of communication 
Russian people feel as a part of the team, they are sure that their interests, concerns, wishes, advice and opin-
ions are very interesting to interlocutors and they expect comprehension in a response. In this type of rela-
tionship straightness and imperative are not a threat or a hindrance harmonious relations (to the extent as in 
the English culture) and do not violate the principles of politeness characteristic of Russian communicative 
tradition. 
Destruction at first of the stable system of appeals that existed until 1917, and then destruction of the 
system, which was established in the Soviet era, and the gradual, not always obvious, the formation of new, 
no stylistically neutral forms of address to a stranger, frequent breaches of etiquette in the media, the impact 
of foreign language etiquette tradition — are the causes of a wide variety of forms of address, being used 
nowadays in the modern society. As once said M.A. Krongauz: "just forms of address in Russia turned out to 
be at the center of two socio-linguistic radical change — the «revolutionary» and «perestroika» [6]. 
Changing of ideology turned the ideologized system of forms of address that has developed in the Sovi-
et era. First of all, we should note the change in the use of socially marked forms of address.  
However, the uncertainty of the future path of Russia, the ideological fragmentation of society does not 
contribute to the formation of a new system of forms of address. The desire to avoid politically engaged 
forms of address, the need for today's mass media to address to the general public — brought the most gen-
eralized forms of address to life at the present time: Russians!, Dear Compatriots!, Dear Russians!, Dear 
Compatriots!, Dear Muscovites! Dear friends! 
There is also a change in the status of form of address «comrade». This form of address has ceased to be 
widely used, to be neutral. The word «Sir» was used exclusively in the diplomatic environment, but nowa-

Lexical-semantic Analysis of Address… 
Серия «Педагогика». № 2(78)/2015 
287 
days it is used in more situations and is rapidly expanded in different fields. An important role was played by 
the general revaluation of the pre-revolutionary Russian life. 
Interest in the culture of pre-revolutionary Russia and Western European influence gave rise to a com-
pound of different cultural, traditional etiquette, which created a very mixed situation in the sphere of using 
the forms of address. We can observe the resurgence of status forms of address  as «Your Excellency». 
The absence of a single common forms of address led to increasing of colloquial forms of address into 
speech of wide community. Particularly, forms of address like «man» and «woman» are common today, bor-
rowings from other languages such as Madame, pani, etc. are widely used in everyday communication.  
Manner to address to people and call them by name and surname or by just name in formal settings of-
ficial appeared and wide spread.  Full form of a name is used as an official form of address.  
In the family relationships can also note the tendency to further democratization of communication, the 
rejection of forms of address, calling the direct role of family members. 
Marking the existence of social groups, forms of address can express political attitudes of certain social, 
political associations. 
Thus, the system of forms of address, which is used in everyday communication at the moment is not 
fully formed and well regulated. 
 
 
References 
1  Трахтенберг Р.Л. Гастролер. — СПб.: АСТ, Астрель, 2007. — 76 с.  
2  Санаев П. Похороните меня за плинтусом. — М.: МК-Периодика, 2007. — 184 с. 
3  Пелевин В. S.N.U.F.F. — М.: Эксмо, 2011. — 480 с. 
4  Ларина Т.В. Категория вежливости и стиль коммуникации: Сопоставление английских и русских лингво-культурных 
традиций. — М.: Рукописные памятники Древней Руси, 2009. — 516 с.  
5  Стефаненко Т.Г. Этнопсихология: Учебник для вузов. — 3-е изд., испр. и доп. — М.: Аспект Пресс, 2004. — 320 с. 
6  Кронгауз М.А. Русский язык на грани нервного срыва. — М.: Знак: Языки славянских культур, 2007. — 229 с.  
 
 
Б.Ж.Құтбаева, Н.Станчу 
Орыс тіліндегі қаратпа сөздері компоненттерінің лексикалық  
жəне семантикалық талдауы 
Мақалада  «қаратпа  сөз»  түсінігінің  мəні  ашылды.  Басты  назар  бейресми  қаратпа  сөздері 
компоненттерінің  синтагматикалық  аспектіде  қызмет  етуіне  аударылған.  Қаратпа  сөздер  шынайы 
қарым-қатынаста  қолданысқа  ие  болатын  коммуникативтік  стратегия  мен  əдіс-тəсілдер  тұрғысынан 
қарастырылды. Жеке есімдер, тұлғаларды жас бойынша, туыстық қарым-қатынас жəне т.б. бойынша 
жіктеу  лексемалары  қарастырылып,  мысал  ретінде  белгіленген.  Теория  жүзінде  айқындалған 
дүниелер заманауи көркем əдебиет шығармаларынан алынған мысалдармен дəлелденген.  
 
Б.Ж.Кутбаева, Н.Станчу 
Лексико-семантический анализ компонентов обращения в русском языке 
В статье рассматривается содержание понятия «обращение». Основное внимание уделяется функцио-
нированию  компонентов  неформального  обращения  в  синтагматическом  аспекте.  Обращение  рас-
сматривается как составная часть системы коммуникативных стратегий и тактик, используемых в ре-
альном общении. Выделены лексемы  в форме личных имен,  лексика,  связанная с дифференциацией 
лиц по возрасту, названия родства и др. Теоретические выкладки иллюстрируются примерами из со-
временной художественной литературы.  
 
 
References 
1  Trachtenberg R.L. Guest artist, St. Petersburg: AST, Astrel, 2007, 76 p. 
2  Sanayev P. Bury Me Behind the Baseboard, Moscow: MK-Periodicals, 2007, 184 p. 

B.Zh.Kutbayeva, N.Stanciu 
288 
Вестник Карагандинского университета 
3  Pelevin V. S.N.U.F.F, Moscow: Eksmo, 2011, 480 p. 
4  Larina T. Category of politeness and communication style: Comparison of English and Russian linguistic and cultural 
traditions, Moscow: Manuscripts of Ancient Russia, 2009, 516 p. 
5  Stefanenko T.G. Ethnopsychology, textbook for universities, 3rd ed., Rev. and add., Moscow: Aspect Press, 2004, 320 p. 
6  Krongauz M.A. Russian language is on the verge of a nervous breakdown, Moscow: Sign: Languages of Slavic Cultures, 
2007, 229 p. 
 
 
 
 
 
UDC 372.881.111.1 
A.Mackenzie
1
, N.V.Denivarova
2
, A.K.Kitibayeva
2
 
 
1
Norwich Institute for Language Education, Great Britain; 
2
Ye.A.Buketov Karaganda State University 
(E-mail: tyamik_sun@mail.ru) 
Some peculiarities of developing critical thinking skills in children  
through the process of teaching English as a second language 
The article discusses the features of the development of critical thinking in children in the process of learning 
English as a second language, its essence and its stage of development at English lessons. The article reveals 
the development of critical thinking through listening and speaking. Using foreign language lessons, some 
methods of formation of critical thinking, students get a lot of satisfaction from the learning process itself and 
on its results. 
Key words: globalization, vocalization, critical thinking, observation, experience, reflection, universal intel-
lectual values, self-worth, self-esteem, competition, foreign language, resolving a problem. 
 
English is a widely spoken language around the world. It is use in business communications, foreign re-
lations, in entertainment and in formal classroom education as a medium of instructions in some academic 
subjects. Considered as the universal language, English now is taught in many non-English speaking coun-
tries especially in Kazakhstan. It is all part of the global revolution to be able to bridge the gap in communi-
cations by using one language as a means of expression. In this highly competitive world where globalization 
is an integral part of human development various cultures interact with each other by using English as the 
form of communications. 
All babies have the natural capacity to learn any language even at the earliest stage of their infancy. 
Even before children learn to utter their first word they are already living in a world of language where non-
verbal messages are expressed through actions, facial expressions, hand gestures and vocalization. 
Language is an important part of human development where one can share thoughts, feelings and ideas. 
That is why children at an early age experiment with language and find a way to communicate their needs 
and wants. 
An interesting stage in a child development is the preschool years where their keen sense of learning is 
at its peak and introducing a second language at this point will widen their concept of things and explore 
more of their ability to talk and communicate [1]. 
Children are confronted daily with rich opportunities to solve problems and exercise their own inde-
pendent judgment when they're given the chance to safely explore the world. These problems, which might 
involve physical challenges, social relationship issues, or understanding how things work, often seem minor 
to us but provide great opportunities to practice critical thinking skills.  
For example: an eight-month-old has crawled under a chair and now can't figure out how to get out. He 
wonders what to do. A two-year-old thinks: «My teacher put out tongs for us to pick up our chicken nuggets, 
but I can't figure out how they work. Do I keep trying or just use my fingers?» A four-year-old thinks: «I am 
trying to get the water in the sandbox to stay in the 'moat' I'm building for my castle, but it keeps disappear-
ing into the sand. How do I make the water stay?» A seven-year-old speculates: «Several of my friends are 
teasing a kid in our class about his clothes. Do I join in, not participate, or tell them how I really feel about 
what they are doing?». 

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Each of these problems offers children chances to exercise and build a foundation for critical thinking 
and are not minor to children. Our role as the adults in their lives may sometimes be to offer guidance for 
creative problem solving. In other cases, it may be more useful to let a child experiment on his/her own for a 
bit. How and how quickly we respond can have a significant impact on children's development of critical 
thinking skills. 
Learning to think critically may be one of the most important skills which today's children will need for 
the future. Ellen Galinsky, author of Mind in the Making (2010) includes critical thinking on her list of the 
seven essential life skills needed by every child. Helping children view themselves as problem solvers or 
critical thinkers is also one of ten strategies that Dombro, Jablon and Stetson describe in Powerful Interac-
tions (2011) to extend children’s learning [2].  
Considering  the notion of critical thinking by Michael Scriven and Richard Paul, presented at the 8th 
Annual International Conference on Critical Thinking and Education Reform, Summer 1987  there is a need 
to define critical thinking as the intellectually disciplined process of actively and skillfully conceptualizing, 
applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observa-
tion, experience, reflection, reasoning, or communication, as a guide to belief and action. In its exemplary 
form, it is based on universal intellectual values that transcend subject matter divisions: clarity, accuracy, 
precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness. It entails the 
examination of those structures or elements of thought implicit in all reasoning: purpose, problem, or ques-
tion-at-issue; assumptions; concepts; empirical grounding; reasoning leading to conclusions; implications 
and consequences; objections from alternative viewpoints; and frame of reference. There are a number of 
ways to look at the process of critical thinking. Brookfield presents several, with this one being perhaps the 
simplest. 
Problem/goal identification: What is the real issue here? 
Diagnosis: Given all the information we have, what's the best way to deal with this issue? 
Exploration: How do we do what we decided on, and who will make it happen? 
Action: Do it! 
Reflection: Did it work? If so, how can it work better? If not, what went wrong, and how can we fix it? 
What have we learned here that might be valuable in the future? 
Reflection leads you to the consideration of another problem or goal, and the cycle begins again. 
Critical thinking involves being thrown into the questioning mode by an event or idea that conflicts 
with your understanding of the world and makes you uncomfortable. If you allow yourself to respond to the 
discomfort — that's partially an issue of personal development — you'll try to figure out where it comes 
from, and to come up with other ways to understand the situation. Ultimately, if you persist, you'll have a 
new perspective on the event itself, and will have broken through to a more critical understanding. 
Learning to think critically is more often than not a long process. Many people have to learn to think 
abstractly — itself a long process — before they can really apply the principles of critical thinking. Even 
those who already have that ability are often slowed, or even stopped, by the developmental and psychologi-
cal — and sometimes the actual — consequences of what they're being asked to do. Often, it takes a crisis of 
some sort, or a series of negative experiences to motivate people to be willing to think in a different way. 
Even then, developing the capacity for critical thinking doesn't necessarily make things better. It can al-
ter family relationships, change attitudes toward work and community issues, and bring discord into a life 
where none was recognized before. Learning it takes courage. 
The point of all this is that, although there's a series of what we believe are effective how-to steps laid 
out in this section, teaching critical thinking is not magic. The reason we keep using the words «develop» 
and «process» is that critical thinking, if it takes root, develops over time. Don't be frustrated if many people 
don't seem to get it immediately: they won't. 
Helping others learn to think critically can take place in a classroom — it's essentially what higher edu-
cation is all about — but it's probably even more common in other situations. Community interventions of all 
kinds provide opportunities for learning, both because participants are usually involved over a period of time, 
and because they are often experiencing difficulties that make it clear to them that their world view isn't ade-
quate to solve the problems they face. Many are ready to change, and welcome the chance to challenge the 
way things are and learn new ways of thinking. 
By the same token, learning to think critically can be a frightening process. It leads you to question ide-
as that you may have taken for granted all your life, and to challenge authority figures whom you may have 
held in awe. It may push you to tackle problems you thought were insoluble. It's the intellectual equivalent of 

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bungee jumping: once you've leaped off the bridge, there's no going back, and you have to trust that the cord 
will hold you [3]. 
As a result, facilitating critical thinking — whether formally or informally — requires more than just a 
knowledge of the process. It demands that you be supportive, encouraging, and honest, and that you act as 
role model, constantly demonstrating the process as you discuss it. 
There are really three aspects of helping people develop critical thinking: how to be a facilitator for the 
process; how to help people develop the «critical stance», the mindset that leads them to apply critical think-
ing all the time; and how to help people learn to apply critical thinking to dealing with community problems 
and issues. Stephen Brookfield has developed a 10-point guideline for facilitators of critical thinking that 
focuses both on the learner and the facilitator herself. 
Affirm learners' self-worth. Critical thinking is an intellectual exercise, but it is also a matter of confi-
dence and courage. Learners need to have the self -esteem to believe that authority figures or established be-
liefs could be wrong, and to challenge them. Facilitators need to encourage that self-esteem by confirming 
that learners' opinions matter and are worthy of respect, that they themselves have and deserve a voice. 
Listen attentively to learners. Repeat back their words and ideas, so they know they've been heard. 
What they say can reveal hidden conflicts and assumptions that can then be questioned. 
Show your support for critical thinking efforts. Reward learners for challenging assumptions, even 
when they're your own. 
Reflect and mirror learners' ideas and actions. That will help to identify assumptions and biases they 
may not be aware of. 
Motivate people to think critically, but help them to understand when it's appropriate to voice critical 
ideas and when it's not. The wrong word to the boss could get a learner fired, for example. It's important that 
he understand the possible consequences of talking about his conclusions before he does it. 
Regularly evaluate progress with learners. Critical thinking involves reflection as well as action, and 
part of that reflection should be on the process itself. 
Help learners create networks of support. These can include both other learners and others in the com-
munity who are learning to or who already practice and support critical thinking. 
Be a critical teacher. Model the critical thinking process in everything you do (particularly, if you're a 
teacher, in the way you teach), encourage learners to challenge your assumptions and ideas, and challenge 
them yourself. 
Make people aware of how they learn critical thinking. Discuss learning and thinking styles, intrinsic 
and extrinsic motivation, learning methods, the role of previous experience, etc. The more conscious you can 
make people of their preferred ways of learning, the easier it will be for them to understand how they're ap-
proaching ideas and situations and to adjust if necessary. 
Model critical thinking. Approach ideas and situations critically and, to the extent possible, explain your 
thinking so learners can see the process you've used to arrive at your conclusions. 
Learning a new language at any age is an enormously rewarding experience in many ways. While lan-
guage learning is an enriching experience for all ages, children have the most to gain from this wonderful 
adventure. Quite simply, starting early offers the widest possible set of benefits and opportunities.  
Children understand intuitively that language is something to explore, to play around with and to enjoy. 
Their enthusiasm is both infectious and effective. The quickness with which they pick up their first language 
is nearly miraculous and such a joy to watch as a parent. As children grow, all parents can attest to how 
much fun their children continue to have as they sing new words they hear and even invent new ones with a 
huge, bright smile. The joy with which children explore their first language makes childhood the ideal time 
for a second language — even if all the other reasons for an early start didn't exist! But there are many other 
reasons, and while this list does not exhaust the number and variety of advantages starting a language early 
can provide, these are some of the most notable benefits: 
Higher test scores: numerous reports have proven that students who have studied a foreign language 
perform much better than their monolingual peers on many standardized tests, including all sections of the 
Scholastic Aptitude Test (SAT). In fact, the 2007 College Bound Seniors report, issued by the College 
Board, which administers the SAT, vividly demonstrates the significant benefits of studying a foreign lan-
guage. The report shows that students with four or more years of foreign language study score on average 
140 points higher (out of 800) than students with half a year or less experience on the Critical Reading sec-
tion, and almost another 140 in the Math section and over 150 points higher on Writing [4]. 

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Better and more advanced reading skills: A study undertaken by York University in Canada suggests 
that bilingual children's knowledge of a second language gives them an advantage in learning to read. Their 
ability to apply the insights and experiences of one language to the other as well as their wider experience of 
language gives them a big leg up. As they grow older, this advantage continues and grows. Plus, being able 
to read two languages is pretty impressive all by itself. 
Learning English to prepare for the future: as children go into their growth and development there are 
exposed to various forms of information usually in English language. From multi-media stimulations to 
books and entertainment, English has long been established as a method of expressing ideas in a global scale. 
Many young kids are very much into using the internet for school homework, social interactions and even 
games and having a good understanding of this second language will make their experience even more 
meaningful. Once they pursue higher education wherein English play an integral part in college and universi-
ty environment having the ability to communicate and understand in English will give them a big chance for 
a brighter future. Many lucrative jobs whether in the field of technology, medicine, health, science and busi-
ness require excellent verbal and oral skills in English. 
Greater confidence: children are always discovering new things, but learning a new language is a 
uniquely rewarding experience at any age. For children, the feeling of accomplishment that comes with their 
first steps toward a second language can spur them on to a deeper and broader passion for learning in gen-
eral. And because children are at a special «window of opportunity» in which language learning is intuitive 
and natural, the ease and pleasure of the experience may boost their confidence and their desire for new dis-
coveries. 
Gives brains a boost: in a recent article in The New Yorker, Malcolm Gladwell quotes James Flynn, a 
renowned scientist, as saying: «The mind is much more like a muscle than we've ever realized. … It needs to 
get cognitive exercise. It's not some piece of clay on which you put an indelible mark». Research into the 
effects of bilingualism on children suggests that exposure to more than one language is an excellent way of 
flexing those brain muscles and building them up, too. Bilingual children in one study reported in Nature  
showed a significantly larger density of grey matter in their brains. And those who had been exposed to a 
second language from an early age proved to have the most grey matter of all. Grey matter is responsible for 
processing information, including memory, speech and sensory perception. And if it can be increased by ex-
posure to a second language, then language learning would be just like taking your brain to the gym. 
Natural-sounding, native-like accent: children are always mimicking what they hear and are surprising-
ly good at it! They are uniquely attuned to slight differences in tone and sound. Their sensitive ears help 
them pick up on and duplicate the tricky sounds adults and even adolescents often stumble over. For adults 
just beginning a new language, this difficulty can be discouraging — trying to speak Spanish like Antonio 
Banderas from Evita only to end up sounding like Jack Black in Nacho Libre isn't exactly the best language 
experience.  A study conducted by researchers from UCLA and the University of Hong Kong,  however, 
shows that even adults with significant exposure to a language in childhood can end up speaking like a na-
tive. By starting early, your children can speak smoothly and confidently from the first. 
Greater opportunities for college and careers: colleges now place an increasingly high value on 
knowledge of more than one language. As the admissions process becomes more competitive across the 
board, knowing a second or a third language adds a new dimension to an applicant's resume. And as the 
economy becomes more and more globalized, English-only becomes less and less of an option. 
Bigger view of the world: Traveling abroad is an experience which can benefit anyone, offering not just 
new sites to see, but new frames of mind and new perspectives. But going abroad and feeling comfortable in 
the language of your destination means you're doing more than just traveling. You are going from your home 
to another place, and then back home. You can feel as if you're a part of the culture and the life of this new 
world, as if you aren't a total stranger just visiting. Like reading a poem in another tongue you know, you 
will hear more than just the language, you will hear the music behind it as well and the life.  
Greater grasp of one's first language, including a bigger, richer vocabulary: most of the time we use our 
first language with little thought to grammatical rules or constructions. This is perfectly natural, but the expe-
rience of learning a new language can bring greater understanding and perhaps even better grammar to our 
first language. Knowing the way another language works encourages us to examine our own language's me-
chanics in a positive way. By being able to compare the two, we learn more than we ever would as a mono-
lingual. Or as Nancy Rhodes, director of foreign language education at the Center for Applied Linguistics in 
Washington, D.C., says, «The more children learn about a foreign language, the more they understand about 
their own language». Children use what they learn in one language to reinforce concepts and terms they've 

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learned in the other. They can solidify their gains in their native tongue by matching them to their new ad-
ventures in another language [5]. 
Building and keeping cultural connections: some of us are lucky enough to have a relative who still 
speaks their mother tongue frequently. To be able to communicate with them in that language builds a bridge 
not only to that person, but to the heritage and history they represent. To maintain that connection keeps 
alive so much: memories, stories and traditions, and brings to life new memories, stories and traditions as 
well. 
An all-family activity: modern life is hectic; its demands are frequent and often contradictory. Learning 
a language together as a family provides a unifying activity which doesn't require you to drive your kids an-
ywhere and doesn't make it necessary to be in 10 places at once. Starting this process early with your child or 
children provides your family with an activity and an experience it can return to and grow with over the 
years. 
Some might think it is not possible to teach children how to be thinkers. A common belief is that one is 
either born with intellect or not. Creative and critical thinking are skills, something that can be learned. 
There are, however, developmental issues. Young children are less likely to be analytical than older 
ones. How well youngsters think depends on whether teachers and parents have expected them to think for 
themselves. Schools too often focus on teaching students what to think (read «No Child Left Behind»), not 
how to think. Parents tend to tell youngsters what to think. But even in the interests of telling youngsters how 
to behave in proper ways, the instruction is more likely to be accepted if children are encouraged to think 
through why certain behaviors are preferred over others. 
Teachers know that many students have poor thinking skills. Several reasons help explain why. Chang-
es in culture are a factor, such as mind-numbing music, television, video games, social networking Websites, 
cell-phone texting, and so on. We have no problem telling children what to think, but when their thinking 
becomes flawed, we are reluctant to intervene. Many parents (and even teachers) think it is bad to challenge 
children's thinking when it is flawed. They worry that such challenges can be embarrassing and damages 
self-esteem. The reality is that such students eventually discover they are not as capable as their peers who 
have effective thinking skills, and that gives them real reason to have low self-esteem.  
Schools and state mandates also contribute to the problem. Too often, students are trained to look for 
the one «right answer». Then there are state knowledge and skills standards, where students are actively dis-
couraged from thinking «outside the box». 
How does one teach critical thinking? Three ways: 
1. Expect it 
Require learners to defend their ideas and answers to questions. Show them it is not enough to have an 
opinion or the «right» answer. Learners need to defend their opinions and understand how they arrived at the 
answer and why it is «right».  
2. Model it  
The teacher can show students how to think critically and creatively about instructional material. Even 
in «teaching to the test», show students how to think about alternative answers, not just memorize the right 
answer. Show why some answers are right and some wrong. 
3. Reward it 
When good thinking occurs, teachers should call attention to it and to the students that generated it. 
Learning activities and assignments should have clear expectations for learners to generate critical and crea-
tive thought. A grading premium and other incentives should be provided. Rigorous analysis will only occur 
if it is expected and rewarded. 
One might argue that children don’t need to move beyond the simple comprehension of words and sen-
tences when learning a foreign language. However, critical thinkers are better learners, because they explore 
meaning much more deeply. As English language curriculums continue to use more content to teach English, 
critical thinking strategies give students a chance to analyze and process the information in valuable ways [6]. 
Let’s look at one specific way in which you can begin to bring critical thinking into your lessons. It be-
gins with vocabulary, one of the building blocks of language. 
In all vocabulary development, students must know a word in three ways: by its form, its meaning, and 
its use. Critical thinking takes this concept even further. Students should know a word as it relates to other 
words. For example, let’s say that you are teaching students the following lexical set about forms of transpor-
tation: 
 

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bicycle  
sailboat 
airplane   hot air balloon 
rocket 
 subway train 
cruise ship  bus 
taxi  
skateboard 
 
Once your students have a solid understanding of the above words, one should suggest the following ac-
tivity: divide the class into groups of four learners, ask learner groups to list the above forms of transporta-
tion in order from slowest to fastest. Ask each child group to discuss their list with another group. 
This activity, as simple as it sounds, involves lots of logic and critical thinking. For example, students 
may decide that a skateboard is probably the slowest form of transportation on the list. However, it gets a bit 
more difficult after that [7]. Is a bicycle faster than a sailboat? It depends on the wind speed. Therefore, does 
a sailboat move at the same speed as a hot air balloon, since they both move with the wind? Does a taxi 
move faster than a subway train? Sometimes, but then a taxi has to stop at intersections. How about a cruise 
ship? Perhaps we can find the average speed of one on the Internet. Is a rocket the fastest form of transporta-
tion? Yes, everyone agrees that it is. 
The goal is actually not to arrive at a correct answer, but to get students to think more deeply about 
words, what they represent, how they are each part of bigger systems, how they relate to each other within 
those systems, and so on. 
By doing so, children are required to use all of their language skills in the process. The lesson is no 
longer about memorization and simple meaning. It has transcended this and become an experience. Children 
are much more likely to remember and use these vocabulary words after such an activity. 
Thus, critical thinking is a vital skill in health, human service, and community work. It is the process of 
questioning, examining, and analyzing situations, issues, problems, people (in hiring decisions, for instance) 
and information of all kinds — survey results, theories, personal comments, media stories, history, scientific 
research, political statements, from every possible angle. This will give you a view that's as nearly objective 
as possible, making it more likely that you'll be able to interpret information accurately and resolve problems 
and issues effectively [8]. 
Teaching critical thinking, whether formally or informally, requires a supportive and encouraging pres-
ence, and a willingness to both model and be the subject of critical analysis. It entails teaching the critical 
stance — how to recognize and analyze your own and others' assumptions, question information, and exam-
ine the context of any information, situation, problem, or issue. Finally, it requires helping people to apply 
the critical stance to a problem and learn how to come up with a solution that is effective because it address-
es the real issues involved. Once learners can do that, they're well on their way to successfully addressing the 
concerns of their communities. 
 
 
References 
1  [ER]. Access mode: http://www.brighthorizons.com/family-resources/e-family-news/2014-developing-critical-thinking-
skills-in-children/ 
2  Dombro A.L., Jablon J., Stetson C. Forthcoming. Powerful interactions: How you build relationships to guide learning. 
Washington, DC: NAEYC. Early, D., Barbarin, D. Bryant, M. Burchinal, F. Chang, R. Clifford, G. Crawford, & W. Weaver, 2005. 
— P. 23–26. 
3  Memory Medic How to improve everyday memory by William Klemm, D.V.M., PhD. — [ER]. Access mode: 
http://www.psychologytoday.com/blog/memory-medic/201110/teaching-children-think 
4  Assistant Professor Turgay Dinçay is an instructor at İstanbul Arel University. - Advantages of learning a foreign language at 
an early age — 2011. — November 25. — № 3. — P. 18–24. 
5  Paul R., Elder L. The Miniature Guide to Critical Thinking Concepts and Tools, Foundation for Critical Thinking Press, 
2008. — P. 67–70. 
6  Ennis R. Goals for a Critical Thinking/Reasoning Curriculum. Illinois Critical Thinking Project. University of Illinois, 
Champaign, IL, 2005. — P. 100–102. 
7  Paul R., Elder L. The miniature guide to critical thinking: Concepts and tools. Dillon Beach, CA: Foundation for Critical 
Thinking — How to read a paragraph Dillon Beach, CA: Foundation for Critical Thinking, 2001, 2008. — P. 100–102. 
8  Brookfield Stephen Becoming a critically reflective teacher. — San Francisco: Jossey-Bass, 1995. — P. 129–131. 
 
 

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Вестник Карагандинского университета 
А.Маккензи, Н.В.Дениварова, А.К.Китибаева 

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