Ағылшын тілінде студенттерді түйіндеме

56 
Вестник Карагандинского университета 
UDC 372.3/.4 
T.F.Pecherskikh, T.A.Pastushenko  
Ye.A.Buketov Karaganda State University 
(E-mail: thaliia@mail.ru) 
Prerequisites of implementation of teaching foreign languages  
to young learners in the Republic of Kazakhstan 
In the modern system of education of the Republic of Kazakhstan the issue of teaching foreign languages at 
early age is becoming more actual. The changes of economical, political and social conditions of life of Ka-
zakhstan people and modernization of economics, international cooperation and political dialogue force par-
ents to look for new possibilities for learning foreign languages from early age. In spite of big quantity of 
works devoted to this issue many questions are remain still without scientific and practical solution. In this ar-
ticle is considered the state reforms, programs and projects in sphere of education aimed at formation of 
polylingual culture of modern citizen of Kazakhstan and also pedagogical and psychological conditions for 
successful implementation of teaching foreign languages at early age. 
Key words: English language, teaching English to young learners, EFL (English as foreign language), teach-
ing, psychological characteristics, system of education, polylingual culture, implementation, primary educa-
tion, cognitive abilities. 
 
                                                                                                           Tell me and I forget. 
                                                                                                           Teach me and I remember. 
                                                                                                           Involve me and I learn. 
Benjamin Franklin 
 
As English has become the dominant, international, common language in the world, it has also become 
one of the components of tertiary, secondary, primary and even pre-school education in the EFL teaching 
contexts. Thus, the concept of young learners has started to cover a larger age range than it did 2 or 3 dec-
ades ago. This change can clearly be seen in the quality and quantity of coursebooks written for different ag-
es and levels of young English language learners, and the publications made in this area. Moreover, it also 
brings a demand for competent English language teachers to teach (very) young language learners [1]. Ironi-
cally, today in the Republic of Kazakhstan all English language teachers of young learners teaching in the 
primary education or in some cases pre-school education (kindergarten and nursery) have never been a 
young foreign language learner themselves or never experienced being a student in a young learner English 
class. Besides, not all teachers with an ELT diploma had taken a special course, training or education on 
teaching English to young learners during their undergraduate education. 
In the Republic of Kazakhstan progressive development and modernization of education are possible 
due to understanding the country leaders of need and importance of development of the human capital and 
full support at initiation and carrying out reforms in education. 
Since 2005 in Kazakhstan the following state programs were developed and accepted: 
• A state program of development of technical and professional education in the Republic of 
Kazakhstan for 2008–2012 [1],  
• National cultural project «Trinity of Languages» [2],  
• A state program of a development of education in the Republic of Kazakhstan for 2005–2010 [3],  
• The Children of Kazakhstan program for 2007–2011 [4],  
• The program for providing children with preschool education of «Balapang» for 2010–2014 [5],  
• A state program of a development of education in the Republic of Kazakhstan for 2011–2020 [6]. 
The realization of the international grant of the President of the Republic of Kazakhstan of «Bolashak» 
giving opportunity to gifted young Kazakhstan citizens to get an education at the best universities of the 
world became an essential contribution to development of the human capital of the country also. The 
international experience confirms that investments into the human capital, and, in particular, in education, 
since the early childhood to mature age, promote progress in the sphere of economy and in society. 

Prerequisites of implementation of teaching… 
Серия «Педагогика». № 3(79)/2015 
57 
Teaching English to young learners in Kazakhstan is an integral part of programs of polylingual 
education within the national cultural project «Trinity of Languages». Introduction a tree-language education 
at elementary school is reasoned by the experimental data of modern science testifying to intensity of 
informative processes of formation of language competence at school students of elementary grades. Besides 
especially didactic aspect, trekhyazychy forms feeling of an invariance and firmness of ethnic characteristics, 
psychological and intellectual openness to other languages and cultures that is an important element in 
education and training of younger generation in the modern globalized world in the identity of school 
students. Realization of an educational program of three-language education meets priorities of language 
policy in the Republic of Kazakhstan and is aimed at formation of polylingual culture of the modern citizen 
of Kazakhstan. Practice of teaching languages at elementary school confirms high extent of assimilation of a 
foreign language and formation of motivation to further studying of languages [7]. 
Increase of value of early training is among universal tendencies. It in turn demands realization of the 
following problems of the State program of a development of education of the Republic of Kazakhstan for 
2011–2020: 
• updating of the content of preschool education and training;  
• ensuring full coverage of children with high-quality preschool education and training 
• ensuring full coverage of children with high-quality preschool education and training, equal access for 
children to various programs of preschool education and training for their preparation for school;  
• implementation of transition to 12-year model of training with updating of the content of education 
which will be aimed at formation at comprehensive schools intellectual, physically and spiritually developed 
citizen of the Republic of Kazakhstan [6]. 
Thus, the special attention is paid to value of preschool and initial school education and training within 
which basic values and background knowledge are put. It is scientifically proved that the early grade level is 
rather effective for development of foreign languages. This fact is considered in problems of the State pro-
gram of a development of education of the Republic of Kazakhstan for 2011–2020.  
Realization of the tasks set in this program in part «Updating of the content of preschool education and 
training» have the following prospects: 
• to promote reduction in uniform system of fragmentary acquired practice of early training in foreign 
languages and foreign experience;  
• to provide system scientific and methodical maintenance of activity of subjects of early training in 
foreign languages;  
• to guarantee a continuity of foreign-language education and continuity of educational programs, and 
also development of a cross-cultural and communicative paradigm of modern language education;  
• to cause high quality and efficiency of formation of the polylanguage personality as one of essential 
factors of development of intellectual potential of the country [7]. 
As it was already told, according to this program primary foreign-language education is the first step of 
new 12-year school. After all efficiency of learning of foreign language since early years is confirmed by 
theoretical calculations of many foreign and domestic scientists. In particular, it is proved that the most op-
timum age to start studying of foreign language is from 5 to 8 years when the system of native language is 
rather acquired by the child and to new language the conscious relation develops. At this age still there aren't 
enough stamps of speech behavior, and also there is no fear of communication in foreign language. 
As the concept «teaching English to young learners» suggests, age plays a crucial role in what to teach 
and how to teach it, since a young learner class is different from an adult and/or a teenager class in terms of 
the learners’ language learning needs, the language competences emphasized, and the cognitive skills ad-
dressed. That’s why, it is highly important to show the differences of these three learner groups keeping in 
mind the fact that every learner is unique and such lists can only reflect generalizations [8]. The data is 
shown in table 1 «Psychological peculiarities of different learners groups». 
 
 
 
 

T.F.Pecherskikh, T.A.Pastushenko 
58 
Вестник Карагандинского университета 
T a b l e   1  
Psychological peculiarities of different learners groups 
Young Children 
Adolescents 
Adults 
– They respond although they do not 
understand.  
– They learn from everything around 
them: they learn indirectly rather than 
directly.  
– They understand mostly when they 
see, hear, touch and interact rather than 
from explanations.  
– Abstract concepts are difficult to 
deal with.  
– They generally display a curiosity 
about the world and an enthusiasm for 
learning a language. 
– They like talking about themselves 
and respond to learning that uses their 
lives as the main topic.  
– They love discovering things, mak-
ing or drawing things, using their im-
agination, moving from one place to 
another, solving puzzles.  
– They have a short attention span; they 
can easily get bored after 5–10 minutes.  
– Teachers should have a rich reper-
toire of activities to help young chil-
dren receive information from a varie-
ty of sources and plan a range of activ-
ities for a given time period.  
– Teachers should work with students 
individually or in groups — Teachers 
need to be aware of the students’ inter-
ests to motivate them.  
– The classroom should be colorful 
and bright with enough room for dif-
ferent activities 
– Despite their success in language 
learning, they are seen like problematic 
students.  
– They commit passionately when they 
are engaged  
– Most of them start to understand the 
need for learning.  
– Attention span is longer as a result of 
intellectual development. — They can 
talk about abstract issues to a certain 
point.  
– They can use many different ways of 
studying and practicing language.  
– 
They search for identity and 
selfesteem; thus they need to feel good 
about themselves and valued.  
– They need teacher and peer approval 
and are sensitive to criticism of their 
own age group.  
– Teachers should link teaching to their 
everyday interests and experiences. 
– 
They can engage with abstract 
thought — They have a whole range of 
(positive or negative) life and learning 
experiences.  
– They have expectations about the 
learning process and they have their 
own patterns of learning  
– They are more disciplined than the 
other age groups and know how to 
struggle on despite boredom  
– Unlike other groups, they know why 
they are learning and what they want to 
have at the end.  
– They sustain a level of motivation 
even for a distant goal, which is diffi-
cult for the other groups.  
– They can be critical of teaching 
methods or they may feel uncomforta-
ble with unfamiliar methods.  
– Older ones worry that their intellec-
tual powers diminish by age.  
– They have a longer concentration 
span to continue an activity than the 
other groups.  
– Teachers should consider their (posi-
tive or negative) learning experiences. 
 
As one year of age makes a huge difference among children, the generalizations made for young learn-
ers may need more detailed analysis and some subcategorization. Although different sources classify young 
learners taken into account different ages or grade levels, the following grouping reflects the EFL teaching 
environment and the learners of English in the primary education in the Republic of Kazakhstan (table 2).  
T a b l e   2  
Classification of young learners  
Very Young Learners 
Young Learners 
Older/ Late Young Learners 
 
1 2  3 
Age: 3–6 years old 
Age: 7–9 years old 
Age: 10–12 years old 
Grade: Pre-school Education 
Grade: 1 st – 3 rd grade 
Grade: 4 th–6 th grade 
Language Focus/ Skills Used: Listen-
ing & Speaking Vocabulary Items 
(concrete & familiar objects) No 
Grammar Teaching or metalanguage 
(can’t analyze language but may be 
exposed to chunks through songs, 
classroom language) No reading & 
writing (may recognize letters or 
short words) 
Language Focus/ Skills Used: Listen-
ing & Speaking Vocabulary Items 
(concrete & familiar and new objects) 
New in Reading and Writing (word to 
sentence level) No Grammar Teach-
ing or metalanguage (chunks through 
songs and classroom language) 
Language Focus/ Skills Used: Listen-
ing/Speaking/Reading/Writing Vocabu-
lary Items (concrete & abstract) Gram-
mar (inductive) 

Prerequisites of implementation of teaching… 
Серия «Педагогика». № 3(79)/2015 
59 
1 2  3 
Characteristics:  
*Low concentration span but easily 
excited  
*High motivation; active involvement 
*Love talking but problems in sharing 
*Short memory: Learn slowly Forget 
easily  
*Repetition and revision is necessary  
*Limited motor skills (using a pen 
and scissors) but kinesthetic and en-
ergetic  
*Learn holistically  
*Love stories, fantasy, imagination, 
art, drawing and coloring 
Characteristics:  
*Low concentration span: Wide va-
riety of activities needed *Short 
memory: frequent revision is needed 
*Logical-analytical: Asking questions 
*Problems in sharing in group work  
* Developing confidence in express-
ing themselves  
* Developing world knowledge 
*Limited motor skills (left-right)
*Reasonable amount of input *Love 
stories, fantasy, imagination, drawing 
& coloring 
Characteristics:  
*Longer attention span but still children 
*Taking learning seriously  
*World knowledge  
*More cooperation in groups and in pairs 
*Developed social, motor and intellectu-
al skills  
*Learning strategies are used and devel-
oping 
 
Obvious is also that fact that early studying of foreign language has not only intellectual, but and educa-
tional value. Children receive bases of knowledge of foreign language, culture, traditions and life, arts and 
crafts creativity. Early training develops the child, his language, cross-cultural and social competences, the 
child becomes more open, active. Studying of foreign language promotes development of flexibility in com-
munication and confidence in itself. Children develop cognitive abilities through own knowledge of the sur-
rounding world, etc.  
In addition, researches and experience of the leading universities of the USA and Canada showed that at 
bilingual children cognitive abilities develop better, than at monolingual. Live and open character of bilin-
gual children, ability to the decision multitasks, high adaptability and positive perception of life — the re-
markable qualities necessary for the person for full-fledged life in our prompt and changeable world. There-
fore, for Kazakhstan as the countries with the bilingual environment effective realization of early language 
training is guaranteed. 
It is possible to give experience of introduction of early training in a foreign language in preschool insti-
tutions of the city of Karaganda as a positive example (Erfolg training center, kindergartens of «Altynay», 
«Akniyet», «Malinka», et al.) within the joint international project of E.A. Buketov Karaganda state universi-
ty and Goethe — Institute which is realized since 2012. Productivity of implementation of the project for 
these 2 years is that: 
 the new programs the practician including a component of early training are created; 
 there is an adoption deed of the «Development of Skills of Speaking in Early Training in German» 
project executed by the student Popova Yu.V. during passing of work practice; 
 separate aspects of problems of early teaching foreign languages are investigated within degree, mas-
ter and doctor's theses;  
 scientific and applied articles on subject of early teaching foreign languages are published; 
 4 training seminars for 40 hours by the animator Goethe institute in Karaganda are held, about 50 stu-
dents and teachers of faculty are captured;  
 experience was reflected within a seminar of «Bilderbücher im Fremdsprachenunterricht» in the XV 
national congress of teachers of German 09.11.2013g. in Almaty, a master class «Early teaching for-
eign languages» on the international lingvo-methodical school «Innovations in Training  Foreign 
Languages» on the basis of Novosibirsk state pedagogical university in March, 2014 and at the Re-
gional seminar on problems of early training in German in Minsk (Belarus), June, 2014. 
 also is held work in respect of the international cooperation with the Chelyabinsk State university 
(Russia) and with the Euroasian university is conducted (Slovakia). 
So, considering theoretical and practical practices of former decades, modern tendencies and require-
ments of time, it is necessary to recognize that early language education becomes necessary for our society. 
Therefore, the solution of the tasks providing the maximum comfort and efficiency of this stage in a context 
of continuous language education has to become the perspective direction of methodical science and prac-
tice.  
For this purpose it is necessary to undertake the following of a measure for realization of early language 
education: 

T.F.Pecherskikh, T.A.Pastushenko 
60 
Вестник Карагандинского университета 
 to develop standard legal support of process of language formation of the Republic of Kazakhstan 
(standard training programs and plans, regulations on the organization of language education at an 
early grade level, long-term and short-term plans of a phased transition on early language education); 
 to revise the content of education, namely, to develop educational and methodical complexes of disci-
plines in the conditions of transition to 12 years' education according to levels of proficiency in a for-
eign language according to the European standards taking into account national specifics and content 
of the Republic of Kazakhstan; 
 to provide possibility of retraining and training of teachers of foreign languages according to a new 
educational paradigm; 
 to consider possibility of obligatory introduction in educational process of higher education institu-
tions of the Republic of Kazakhstan of the courses «Technique of Teaching a Foreign Language at an 
Early Grade Level» with the subsequent passing of work (pedagogical) practice trained in all links of 
education (the preschool — school). 
 
 
References 
1  [ER]. Access mode: http://invest.nauka.kz/law/obrazovanie.php 
2  [ER]. Access mode: http://www.elibrary.kz/download/zhurnal_st/st15209 
3  [ER]. Access mode: http://www.akorda.kz/ru/category/gos_programmi_razvitiya 
4  [ER]. Access mode: http://online.zakon.kz/Document/?doc_id=30149498 
5  [ER]. Access mode: http://edu.resurs.kz/elegal/balapan-2011-2020 
6  [ER]. Access mode: http://www.edu.gov.kz/ru/zakonodatelstvo/gosudarstvennaja_programma_razvitija_obrazovanija/ 
gosudarstvennaja_programma_razvitija_obrazovanija_respubliki_kazakhstan_na_2011_2020_gody/ 
7  Wendy A.Scott, Lisbeth H.Ytreberg Teaching English to children. — London: Longman, 2001. — 263 р.  
8  Jeremy Harmer. The Practice of English Language Teaching 4th edition. — London: Longman, 2008. — 452 р. 
 
 
Т.Ф.Печерских, Т.А.Пастушенко  

жүктеу/скачать 3,79 Mb.

Достарыңызбен бөлісу: