Секция 2. Моделирование профконцепта в контексте теории
компетентностного образования
Секция 2. Құзыретті білім беру теориясының
мәнмәтіндегі кәсіби концептісін үлгілеу
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S.S. Kunanbayeva within the scope of Cognitive-linguocultural complexes distinguishes
four learning stages: concept cognitive, information accumulation, pragmatic representation
and context communication [1, p 198].
At the concept cognitive stage the teachers should focus is on:
– the ability to recognize a system of concepts and categories of object communication in
a particular context of future profession;
– the ability to allocate semantic core of communication, reproduce some definite solutions
for targeted communication tasks;
– the ability to carry out logical-semantic ordering and alignment of information on the
degree of importance and complexity.
Within the scope of information accumulation stage the focus shifts to:
– the ability to accumulate and synthesize professionally relevant information into a
coherent text/discourse;
– the ability to carry out the analysis of meaning, critical assessment of information
received through auditory and visual channels in order to face subsequent significant
professional challenges;
– the ability to carry out compression of information in the form of a plan to develop the
structure and frame work of a speech product.
At pragmatic representation stage the tasks are mainly based on:
– the ability to concentrate and to draw attention of the recipients to the key ideas of the
speech product;
– the ability to choose appropriate communication situation, establish contact and use
appropriate forms of etiquette expression;
– the ability to choose their own tactics of speech behavior keeping in mind the strategic
and pragmatic aims of communication (persuasive, aggressive and emotional impacts
and others);
– the ability to work and encourage the interlocutor to actively participate in the discussion
of important professional issues;
– the ability to build a consistent chain of conclusions, logical-semantic units and support
the facts with evidence;
– the ability to respond adequately to counter arguments of a interlocutor, offering a
compromise but preserving his/her own basic position.
Context communication stage, which is a higher level of thinking including evaluation,
creation etc., evolves around:
– the ability to put forward and to formulate the discussion problem in a way to create a
polemical situation;
– the ability to predict the possible course of discussion and to determine his/her own
strategy in terms of verbal behavior;
– the ability to choose the logic of his/her speech and the strategy of verbal behavior based
on anticipation of opposing views and the nature of the interlocutors, whose behavioral
response you try to predict;
– the ability to make contact with the audience, to support the debate, stimulating the
undying interest and ensuring the active involvement of a growing number of participants
and debate;
– the ability to summarize the results of the debate, using assessment and argumentation
forms of judgments accepted in the social and cultural environment.
Flipped or inverted instruction refers to reversing or challenging practices found in
traditional lecture based instruction. Unlike hybrid instruction it does not necessarily
Секция 2. Моделирование профконцепта в контексте теории
компетентностного образования
Секция 2. Құзыретті білім беру теориясының
мәнмәтіндегі кәсіби концептісін үлгілеу
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reduce the amount of physical classroom time, but rather seeks to rethink and repurpose
in-person time to be more effective.
We can see features which are alike, as well as the ones which are different. We compared
the terms Flipped or Reverse Classroom and Blended or Hybrid Course from the point of:
definition, teaching and learning goals, course content, face to face time and classroom
space (Table 1).
Table 1 – Comparison table of two types of classroom
Flipped or Reverse Classroom
Blended or Hybrid Course
Definition
A pedagogical model in which
the typical lecture and homework
elements of a course are reversed.
A portion of classroom time is
replaced by online activities. Class-
room time is not eliminated.
Teaching and
Learning Goals
Combines the best features of face-
to-face teaching with the best features
of online learning to promote active,
independent student learning.
Online learning activities that may
involve chat, discussion boards,
quizzes and exercises, simulations,
and/or group collaborations.
Course Content
Short video lectures viewed by
students at home before the class.
In-class time is devoted to exercises,
projects, or discussions.
FacetoFaceTime
Time in the classroom is repurposed
rather than reduced. Face-to-face
time remains the same as in a tradi-
tional course.
Because classroom time is reduced,
reduces face-to-face time and
provides faculty and students flexi-
ble scheduling options for use of
their time.
Classroom space
Not intended to save physical space.
Enables innovative ways to utilize
physical space through classroom
sharing, etc.
The flipped classroom approach suggests reversing the type class we used to have. We
suggest that flipped classrooms is suitable for the University teachers, because classroom
time is reduced, and provides faculty and students flexible scheduling options for use of
their time. At the majority of the above mentioned CLC stages, especially the ones including
application, creation and evaluation, it is necessary to integrate open-ended questions to
encourage divergent thinking, which encourages students to come up with several different
solutions to the same problem using a wide variety of resources which encourages creativity.
The use of various activities and exercises to build up students’ divergent thinking which
guarantees creative and open-minded thinking aimed at producing fresh views and novel
solutions has become a must for any educator.
Obviously, we find ways to be creative through our personal approach in the classroom,
but generally, the ways most teachers teach and encourage our children to learn can
discourage experimentation and mistake-making. Students are stressed thinking about
always being right and not making errors. One solution to this problem is to teach students
to be able to think out of the box that is to use critical and creative thinking. The use of
these types of thinking in education seems to be a great key to success in our attempt to
teach students to think.
In his popular TED talk “Do schools kill creativity?” Sir Kenneth Robinson an English
author, speaker, and international advisor on education made two important statements. His
first idea was that, “we're all born with deep natural capacities for creativity and systems of
mass education tend to suppress them”. Schools can really kill creativity paying attention
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компетентностного образования
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only to linear thoughts, diligence, punctuality and accuracy. The second idea which is
as true and brilliant as the first one was that “it is increasingly urgent to cultivate these
capacities – for personal, economic and cultural reasons – and to rethink the dominant
approaches to education to make sure that we do”. So we have to make effort not only for
the students, but also the country’s benefit. Now we should prepare students for the future,
it is true that we will not see it, but our children will.
The technique chosen for the present article, that we believe will enhance students’
creative thinking is a Socratic seminar. Elfie Israel defines Socratic seminars in the
following way:
“The Socratic seminar is a formal discussion, based on a text, in which the leader asks
open-ended questions. Within the context of the discussion, students listen closely to the
comments of others, thinking critically for themselves, and articulate their own thoughts
and their responses to the thoughts of others. They learn to work cooperatively and to
question intelligently and civilly [4, p 89].
A seminar is a genuine discussion which is meant to be held in a different kind of class
(or instructional strategy). The seminar is designed to enable students to explore a text,
a problem, an experience; it is not a more conversational form of teacher-led instruction.
Rather, it is the students’ opportunity to ask and consider questions and explore each
other’s’ answers. In short, it becomes the student’s opportunity and responsibility to
develop habits and skills that are traditionally reserved for the teacher. The seminar
experience rolls “content” and “process” into one. The student not only learns more about
an idea or text, the student learns how to discuss it: the student gains practice in leading
discussions, listening for insights in the comments of others, proposing alternative paths
of conversation, insuring that quiet or “weird” voices are heard, and how to help talk
move beyond superficial but unconnected sharing to sustained and thought-provoking
dialogue.
Basing the sample lesson on four learning stages of CLC, we decided to build
the lesson on the last two stages of CLC which correspond to Bloom’s higher order
thinking skills; we chose a flipped type of classroom as it guarantees students’ self
study skills and blended instruction in which some elements are delivered online while
others are kept in-person. We took advantage of some online course elements such as
pre-recorded lecture content, and could reduce the amount of time our class needs to meet
in a physical classroom.
Finally, as students are skilled enough to conduct discussions led by them they will feel
free to share ideas and overcome their fear of making mistakes; not only that, they will go
even further by making up their own techniques for developing divergent thinking. To sum
up, whatever we do in our classes – use storytelling, act out fairy tales or solve cases in the
classroom we should emphasize spontaneity and encourage creativity by building a critical
thinking environment for our students.
Lesson Plan
Skills focus: Listening, speaking
The aim of the lesson is to help students voice their opinions (via oral discussion) on
the basis of non-fiction text interpretation using elementary critical thinking skills, namely,
questioning and analyzing their thoughts
Assumptions:
• Students watched the TED video talk “Do schools kill creativity?” by Sir Ken Robinson
and worked on the vocabulary and content at home.
Секция 2. Моделирование профконцепта в контексте теории
компетентностного образования
Секция 2. Құзыретті білім беру теориясының
мәнмәтіндегі кәсіби концептісін үлгілеу
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• Students are familiar with asking and evaluating questions, as well as basic critical
reading and discussion techniques;
As prerequisites, they know the general stages of analyzing non-fiction (i.e. they can
see what’s not stated but implied, they can form their own opinion about the material.)
Objective: Having watched the TED video talk “Do schools kill creativity?” by Sir Ken
Robinson, students will be able to identify main ideas and conduct a student-led discussion
supporting and inquiring main ideas.
Competences: cognitive, communicative, linguocultural
Domains of learning: Cognitive: Evaluating, Affective: Valuing
Strategies: Practicing Socratic Discussion: Clarifying And Questioning Beliefs, Theories
or Perspectives
Supporting Activity for the Objective:
1. Students work on the TED video talk “Do schools kill creativity?” by Ken Robinson
assigned as a home task and answer the following questions:
A. What are the best aspects of this speech?
B. What role do visual examples or stories play in the text?
C. Why do you think Robinson was so eager to make the audience laugh? What’s the role
of humour in the speech?
The group speaks on the starting questions interpreting the talk in inner and outer circles
(onion technique: taken from the article The Dynamics of Using Argumentation in the EFL
Classroom by John Baker). Students will be divided into two equal groups. They will be
arranged in a double circle, with the outer circle facing inwards and those in the inner circle
facing outwards. Thus, each member of the inner circle faces a student in the outer circle.
After a few minutes of comparing their ideas, all the students in the outer circle move
clockwise and have a new partner of inner circle to continue with.
A. Things that make you think, “I never thought of it like that”.
B. Things that make you think, “I totally agree with that”.
C. Things that make you think, “I totally disagree with that”.
2. Believing and doubting game:
Students work in two groups to play a believe or doubt game. The teachers highlight two
viewpoints from the talk and display them on a smart board, projector etc.
A. “Creativity now is as important as in education as literacy, and we should treat it
with the same status.”
B. … “Kids are not frightened to be wrong.” … “If you are not prepared to be wrong,
you’ll never come up with anything original. By the time they get to be adults, most kids
have lost that capacity. They have become frightened of being wrong. And we now running
national education systems where mistakes are the worst thing you can make. And the
result is that we are educating people out of their creative capacities.”
(Idea of the game: Peter Elbow’s concept of the believing and doubting games, which
he explains in the appendix essay in Writing Without Teachers.)
Believing game: Students lead a fishbowl discussion, giving statements that support the
author’s point of view for 10 minutes. Students have to be told that they have to find reasons
to honestly support the author; they cannot pretend or make any negative statements. This
will give students a chance to look at the viewpoints and find sound reasons to agree with
the opinions.
Students are asked questions as: "What's interesting or helpful about the view? Under
what conditions might this idea be true?" “What can positive implications of the viewpoint
Секция 2. Моделирование профконцепта в контексте теории
компетентностного образования
Секция 2. Құзыретті білім беру теориясының
мәнмәтіндегі кәсіби концептісін үлгілеу
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be?” It encourages an understanding that there can be other opinions that have value and
they try to understand them.
Doubting game: The next step, the doubting game is a necessary complement to the
believing game. Now students are involved into a systematic, disciplined work to inquire
into or doubt the same points of view. The doubting game begins with learning how to
ask and to analyze questions. Again the teacher invites student to base their talk on the
questions which might lead to a better understanding. “How can this point of view possibly
be wrong?”, “What can negative implications of the viewpoint be?” The teacher can
facilitate the discussion and help students analyze the questions for their clarity, value etc.
Finally, students take another look at their notes ((+) for agreeing and (-) for disagreeing)
they made at the beginning of the class and check if their opinions have changed. Are they
feeling and thinking differently than they were originally? What was their opinion before
they began the game? Are their answers to the questions different now? Why? Why not?
1. videoconferencing: Students listen to an offline video response of the quotes above
and compare and contrast different points of view.
2. Debriefing questions – 5 min.: What will you remember about the seminar? Was
there anything about the seminar that bothered you?
Implication of this lesson – Assuming that (most) students master this lesson to a
satisfactory degree, here are some implications of this lesson on sts’ CT development:
• Deciding on main ideas will help students to focus on specific issues. Students’ will start
to use CT skills, namely, questioning and analyzing their questions.
• Hopefully “believe and doubt” game taught them to listen better and enter into opinions
of others. And this in turn will enhance sts’ skills in treating the opinions of others from
different angles.
References
1. Кунанбаева С.С. Теория и практика современного иноязычного образования. – Алматы,
2010. – С. 198.
2. Кунанбаева С.С. Современное иноязычное образование: методология и теории. – Алма-
ты, 2005.– 264 с.
3. Baker J. The Dynamics of Using Argumentation in the EFL. Classroom. – Режим доступа:
http://esl.about.com/cs/teachingtechnique/a/bl_baker4.htm. – (дата обращения 17.10.2015).
4. Israel E. Examining Multiple Perspectives in Literature // Inquiry and the Literary Text:
Constructing Discussions n the English Classroom. James Holden and John S. Schmit, eds. –
Urbana, IL: NCTE, 2002.
5. Strategy List: Dimension of Critical Thought. 20 June 2015. – Режим доступа: http://www.
criticalthinking.org/pages/strategy-list-35-dimensions-of-critical-thought/466. – (дата обращения
12.10.2015).
6. Shapiro A. Teaching Critical Thinking: The Believing Game & the Doubting Game. Teachable
Moment. Morningside Center for Teaching Social Responsibility. 15 July. 2015. – Режим доступа:
http://www.teachablemoment.org/high/criticalthinking.html. – (дата обарщения 13.10.2015).
7. Wilson L.O. The Instructional Planning Process– Many Models, Many Choices. 15 July. 2015. –
Режим доступа: https://www4.uwsp.edu/education/lwilson/lessons/intro.htm. – (15.10.201%0.
Аннотация: В данной статье обсуждаются приемы развития критического мышления в
обучении студентов иностранному языку с использованием новых технологий. На примере
Сократического семинара основанном на понятийных стадиях коммуникативно-лингвокуль-
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турологического комплекса (Кунанбаева С.С., Теория и практика современного иноязычного
образования) авторы делятся эффективными технологиями обучения. Авторы считают, что
владение новыми технологиями такими как flipped classroom и blended learning способствует
более эффективной и рефлективной работе преподавателей.
УДК 81’366
D.Sh. Tuyakaeva,
Associated professor
Theory and Practice in Intercultural Communication Chair
Kazakh Ablai khan UIR and WL,
Almaty, Kazakhstan
TEACHING GRAMMAR IN THE INTERCULTURAL CONTExT
Abstract: The main issue of the paper concerns with teaching Grammar in the intercultural
context. We assume that grammar explanations will be well contextualized by using target culture
evidences. They also will be based on a solid understanding of when and how native speakers
use a given structure. Such grammatical understanding can only be arrived at by examining many
authentic evidences of the target form occurring in natural context.
Keywords: cultural patterning of time, cultural perceptions, target language tripartite tense
system, a two way tense system
For many language learners, the ideal way to deepen their understanding of life in the
country where that language is spoken – a visit or an extended stay is just not possible. Some
may start learning a foreign language knowing that they are unlikely ever to set foot in an
area where it is spoken by the majority of inhabitants. For all such learners, more indirect
routes must be adopted so that they gain an understanding of the way of life, culture,
customs and traditions of the country: radio programmes films or videos, newspaper and
last but not least, literary works. It is true, of course, that the “world” of a novel, play, or
short story is a created one, yet it offers a gull and vivid context in which characters from
many social backgrounds can be depicted. A reader can discover their thoughts, feelings,
customs, possessions; what they buy, believe in, fear, enjoy.
How they speak and behave behind the closed doors. So literature exposes the students
to the culture and helps to increase the students’ insight into the country whose language
is being learnt. Literature offers a bountiful and extremely varied body of written material
which is “important” in the sense that it says something about fundamental human issues.
A literary work can transcend both time and culture to speak directly to a reader in another
country or a different period of history.
The Cultural Patterning of Time
Time is but the stream I go a – fishing in…This metaphoric statement belongs to Lewis
Mamford who examines one of our many debts to the Middle Ages. Carefully combining
concrete fact and speculation, he cleverly converts a mechanical tool that has a specific
function into a symbol standing for our entire culture.
Where did the machine first take form in modern civilization? There was plainly more
than one point of origin. According to a now discredited legend, the first modern mechanical
clock, worked by falling weights, was invented by the monk named Oferbert near the close
Секция 2. Моделирование профконцепта в контексте теории
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