Научно-методический журнал Scientific and methodological journal 2009 жылдың қыркүйек айынан бастап шығады Издается с сентября 2009 года

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
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indices for the characteristics studied. In the 
process of FL teaching, it is necessary to take 
into account all the above-mentioned features 
and, on their basis, to orient purposefully the 
trajectory of FL teaching.
In CG and EG there were held the classes 
to determine the initial level of formation of 
profession-oriented linguistic competence 
through the following characteristics: profes-
sion-oriented reading, speaking, operating with 
methods of logical thinking. The classes were 
conducted on a profession-oriented topic, the 
text was given on a professional topic, case 
problems and test tasks were used.
The study of the initial level of demonstration 
of profession-oriented linguistic competence 
through the characteristics of “practice-oriented 
reading, speaking”, “mastering (operating) 
the methods of logical thinking when working 
with technical texts”, “performance of speech 
activity, discussions on professional topics” 
has determined that there were no significant 
differences among the respondents making 
up CG in comparison with the data of EG 
respondents. Thus, reading and speaking in 
EG and CG for each respondent in terms of the 
number of scores (marks), that were expressed 
as percentage in relation to the maximum 
number of scores to be obtained, was below 
50% and on the average amounted among all 
the respondents: reading in EG – 39.3%, in 
CG – 46.9%, speaking in EG – 36%, in CG – 
40.3%, i.e. corresponded to a very low level 
(A1) of survival, according to the evaluation list 
of the level of POLC formation compiled by us.
The assessment of formation of profession-
oriented linguistic competence through the 
characteristic of “mastering (operating) the 
methods of logical thinking” was conducted 
in the study groups and was 47.5% in EG and 
50.1% in CG, which is regarded as a very low 
level of survival (A1) and a low pre-threshold 
level (A2). It should be noted that reading 
indices in percentage terms in CG – by 7.6%, 
in speaking – by 4.3% and in operating with 
methods of logical thinking – by 2.6% are higher 
than in EG. According to the data obtained, it 
can be concluded that such characteristics of 
POLC as reading, speaking are determined at a 
very low level of survival – A1, and operating 
the methods of logical thinking – at a low level 
– A2 (pre-threshold). The data are shown in 
Table 2.
professionally oriented language competence, 
which allows significant increasing the 
students activity for this goal realization.
However, it should be emphasized that 
the level of motivation should be maintained 
throughout the entire cycle of the educational 
process at teaching FL. The percentage of 
students setting the goal to study FL for the 
formation of profession-oriented linguistic 
competence before preparative and informative 
sessions was 43.2% in CG (Control Group) 
and 41.9% in EG (Experimental Group), after 
the performance of these sessions there was 
a positive trend both as in CG – (61.2%) and 
so as in EG – (62.2%). At self-assessment 
of their knowledge of FL only 14.2% of 
respondents in CG and 15.2% of respondents 
in EG assessed their knowledge as good.
Our researches are consistent with the data 
on the formation and increase of motivation 
of the students, which were considered in 
the researches of Dontsov A.I., Lomov B.F., 
Petrovsky A.V., Sukhodolsky G.V. [1, 2, 3], etc.
To study personal characteristics of students, 
such as the efficiency and flexibility of thinking, 
Cattel’s questionnaire (16-factor personality 
questionnaire of Cattell) was used. High and 
average values obtained by B index indicate 
that the students in CG (58.9%) and in EG 
(57.4%) are intellectually developed, they 
can think abstractly and have a high ability 
to learn. E index in CG (85.1%) and in EG 
(81.1%) suggests that these students are ready 
to show self-sufficiency, independence, the 
ability to dominate. M index, where high and 
average values are (67.4%) in CG and (68.2%) 
in EG, indicates that these students have a rich 
imagination, the ability to operate with abstract 
concepts, they are focused on their inner world, 
however, those ones who have low indices for 
this parameter, as a rule, act correctly, they 
are practical and balanced. Sufficiently high 
N indices indicate that students are inclined to 
abstract thinking, the ability to transfer abstract 
concepts into practical solutions, they are able 
to find a way out of a difficult situation, and high 
Q indices characterize their high susceptibility 
to new things (radicalism). Along with this, it 
should be noted that some students have low 
The analysis showed that of respondents 
with a high level of preparedness and moti-
vation for FL learning was slightly larger in the 
control group than in the experimental group, 
the number of respondents with average and 
low levels was greater in the experimental 
group. The study of these indicators showed 
that the level of motivation and readiness 
for FL learning (the number of respondents 
with high and average level) was low in both 
groups and was 42.1% in CG and 40.6% in EG. 
Thus, the studied characteristics of 
"motivation" and "readiness" for learning a 
foreign language in CG and EG were close 
in meaning: the number of respondents with 
high and average levels of motivation – 
46.3 and 42.6% correspondingly; high and 
average levels of readiness – 42.1 and 40.6% 
correspondingly. Such low focus on the 
FL study in a non-linguistic university can 
be explained by the lack of awareness and 
underestimation of FL opportunities for their 
future professional activities by students.
After the preparatory-informative classes the 
studying of the level of the display of motivation 
and readiness for FL learning showed that the 
motivation for FL learning was increased both 
in the control and in the experimental groups. 
Comparison with the original motivation data 
showed that high and average levels went up 
by 7.3 and 5.3% correspondingly in the control 
group and the low level decreased by 12.6%. 
High and average levels increased by 9.9 and 
4.9% correspondingly in the experimental 
group and the low level decreased by 14.8%. 
the study of readiness level display the study 
showed that high and average levels increased 
by 8.5% and 6.2% correspondingly, and the low 
level decreased by 147 % in the control group. 
High and average levels increased by 13.8 
and 8.6% correspondingly in the experimental 
group and the low level decreased by 21.8%. 
The researches confirm the opinion and 
conclusions of other authors that purposeful 
educational and upbringing work in the group 
allows and positively influences the increase 
of personal features the level, in our case it is 
the motivation and readiness for professionally 
oriented FL learning and the shaping of 

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