- Dynamics of the level of development of professionally-oriented foreign language

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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For further examination of such personal 
characteristics as efficiency and flexibility of 
thinking, the Kettel questionnaire was applied. 
At this stage we the following technique was 
used to define initial indicators of efficiency 
and flexibility of thinking. Reexamination to 
determine dynamics of the given indicator was 
carried out in EG. Research findings of personal 
characteristics by the Kettel questionnaire 
present the developed level of professional-
oriented foreign language competence given in 
Table 8. The analysis of the obtained data of the 
initial and resultant levels on the investigation 
of the efficiency of thinking revealed an increase 
Level of 
еfficiency 
and 
flexibility of 
thinking
Characteristics under study 
B
E
M
N
Q
I
II
I
II
I
II
I
II
I
II
High B2
33.7 43.6 34.7 50.5 15.9
17.8 46.6 49.4 29.7 32.6
Medium B1 21.8 19.8 51.4 37.6 51.5
51.5 36.6 34.7 36.6 37.6
Low A2+ 
A1
44.5 36.6 13.9 11.9 32.6
30.7 16.8 15.9 33.7 29.8
Therefore, a positive dynamics of the thinking efficiency indicator has been revealed which 
correlate with the data obtained in researching the level of logical thinking proficiency defined 
by the evaluation sheet based on the Common European Framework of Reference for Languages, 
and indirectly prove a positive impact of the applied educational provision for forming POFLC. 
The obtained results of the research proved by statistically reliable data give grounds to assert that 
the level of formation of the professionally-oriented language competence of the experimental 
group students is higher than in the screening group. In addition, developed and implemented 
organizational and pedagogical conditions in the educational process of a non-linguistic high school 
contributed to the formation of professionally-oriented language competence of future engineers. 
Summing up the resultant stage of experimental work, we can conclude that the identified and 
implemented organizational and pedagogical conditions were effective for achieving the stated 
goal – the formation of professionally-oriented language competence. In addition, organizational 
and pedagogical conditions developed and implemented into the educational process of a non-
linguistic high school contributed to the formation of professionally-oriented foreign language 
competence of future engineers. Summing up the resultant stage of research work, we can conclude 
that the identified and implemented organizational and pedagogical conditions were effective for 
achieving the stated objective – the formation of professionally-oriented language competence. 

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