Participants.Totally thirty four people participated in the study; eighteen of whom were
from Kazakhstan, five from Germany, three from the United States, two from Turkey, two from
Russia and one each from Thailand, China, Hong Kong, and the United Arab Emirates (See
chart 1). Twenty six of the participants of current study were students who have travelled
abroad to mostly English speaking countries such as the United States of America and Great
Britain, or countries such as Malaysia, South Korea, Germany, Kazakhstan and Turkey where
they had communication in English as an international language. Five of these were German
exchange students who visited a private Kazakhstani university in Almaty for a month.
Moreover, international friends of a respondent who shared the same room or work experience
during the summer work and travel program in the United States of America in 2013
participated the study. Among them, three were from Kazakhstan. The others were from Russia,
Thailand, Turkey, China, and the USA and responded via social network on the internet. Among
five participants, two of them were American teachers, one was a representative in an
educational fair, another one was a serviceperson at the hotel and the other one was an
American housewife who used to be a Kazakhstani citizen. Totally, seven Kazakhstani and eight
foreign participants responded via social network.
Chart 1. Participants’ profile - percentage of the countries of residence
Participants reported on their own level of
TOEFL or IELTS, or the level of the last course that they had completed was considered as their
current level unless they were native speakers or experienced teachers who conducted lectures in
English medium universities. Thus, most participants belong to the upper
with an account of thirteen. The number of native speakers or professional native
participants is four. The number of participants who reported that they have completed an
advanced course is nine. Four participants said that they were at an intermediate level whereas
three reported as being at the pre
beginner. (See chart 2)
Chart 2. Participants’ profile
Research design.The study is based on semi
the same openended questions of the interviews. Seven participants were interviewed face
face, nine participants were group interviewed on rou
FLEX Alumni Talk, six participants were given a written questionnaire each to write short
answers, and the others were contacted via social network such as Skype, Facebook and
VKontakte.
0
10
20
30
40
50
60
Percentage of where participants are from
0
2
4
6
8
10
12
14
Number of Participants & English Levels
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Participants reported on their own level of English according to a standardized exam such as
TOEFL or IELTS, or the level of the last course that they had completed was considered as their
current level unless they were native speakers or experienced teachers who conducted lectures in
universities. Thus, most participants belong to the upperintermediate level
with an account of thirteen. The number of native speakers or professional native
participants is four. The number of participants who reported that they have completed an
advanced course is nine. Four participants said that they were at an intermediate level whereas
three reported as being at the pre intermediate level. Only one participant’s level is the
Chart 2. Participants’ profile – English language levels
The study is based on semistructural interviews and a questionnaire with
ended questions of the interviews. Seven participants were interviewed face
face, nine participants were group interviewed on round table discussion during an event of
, six participants were given a written questionnaire each to write short
answers, and the others were contacted via social network such as Skype, Facebook and
Percentage of where participants are from
Kazakhstan
Germany - 15 %
USA - 9 %
Turkey - 6 %
Russia - 6 %
China - 3 %
Hong Kong
Number of Participants & English Levels
Native or Professional
Advanced - 9
Upper intermediate
Intermediate - 4
Pre-intermediate - 3
Beginner - 1
English according to a standardized exam such as
TOEFL or IELTS, or the level of the last course that they had completed was considered as their
current level unless they were native speakers or experienced teachers who conducted lectures in
intermediate level
with an account of thirteen. The number of native speakers or professional nativelike
participants is four. The number of participants who reported that they have completed an
advanced course is nine. Four participants said that they were at an intermediate level whereas
intermediate level. Only one participant’s level is the
structural interviews and a questionnaire with
ended questions of the interviews. Seven participants were interviewed faceto
nd table discussion during an event of
, six participants were given a written questionnaire each to write short
answers, and the others were contacted via social network such as Skype, Facebook and
Kazakhstan - 55 %
15 %
6 %
6 %
Hong Kong - 3 %
Native or Professional - 4
Upper intermediate - 13
3
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Research procedure.The topic of the study was initially selected for an undergraduate
diploma project in 2014. As one of the significant respondents of the study, a senior student at
the department of foreign languages in a private Kazakhstani university contacted the
participants. The aim was explained to the participants as to describe intercultural
communication during shortterm visits abroad, to understand what the learners’ experience of
culture shock is like, to understand whether being a guest or host when interacting with members
of other cultures influences competence in intercultural communication, and to collect genuine
anecdotes of communicative intercultural situations that can be used by ELT teachers to develop
learners’ knowledge, attitudes, and skills for crosscultural awareness in communication. Once
their consent was taken, a written text of interview questions was prepared. Having been
informed about the general scope, participants responded spontaneously to answer additional
issues that emerged during the conversation as well as the ones previously mentioned and written
on the interview sheet.
Data collection.After receiving the demographic data about a participant’s cultural
identity and making sure that they had been to a shortterm visit abroad, which was less than a
year; they were asked the following questions to identify some of the areas of conflict or
misunderstanding:
1. Could you tell me the purpose of your short-term visit abroad?
2. Could you tell me the best three adjectives that describe your feelings at the
beginning, in the middle and at the end of your short-term visit abroad?
3. Could you tell me a significant event or anecdote which made you live up to the
above feelings?
4. Did you experience any conflict or misunderstanding?
Do you think you were in culture shock? How did you end up?
5. Were you able to explain the causes of conflict or disagreement then?
Can you explain them now?
The answers to the following questions were believed to help describe ESL learners’ views
and conceptions of the English language:
6. When you communicated with international speakers, which English did you
often try to use as a reference? American English, British English, or an
international variety of English with a non-specific dialect?
7. Which English makes you feel comfortable and allows you to speak more fluently
during intercultural communication?
Results and Discussion
The study revealed that participants’ primary purposes of shortterm visits abroad were
educational, academic, developing experience in life skills. At the beginning of their short visits
and as soon as the guidance of welcome was over, participants began to feel a sense of isolation,
helplessness, boredom, depression, avoiding contact with host nationals, unduly criticizing local
customs or even having mixed feelings and confusion. Towards the end, most of them developed
individual compensation strategies such as understanding and using nonverbal cues of
communication. The study also indicated that using mobile technologies, which keep participants
usually online, helped them feel more confident as they could be oriented by Google maps,
dictionaries, or any other handy application. The anecdotes told by the Kazakhstani participants
have been primarily about punctuality, dress codes, eating habits and tastes, family values and
respect for the elderly. An American professor’s attempt to slaughter a sheep in his bathroom to
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please his Kazakh guest students at Indiana University and to have to explain his wife about
thisweird act for Americans has been an interesting example of anecdotes of intercultural
conflict. Very few of the participants were able to explain the actual causes of conflicts, and they
believed it would be more comfortable to accept them as they are.
The study also indicated that the participants usually tried to adapt their speech into the
dialect of their interlocutors. However, those who preferred to use their own variety of English
felt more comfortable and fluent as they perhaps felt the ownership of English as an international
language.
Conclusion
The study provided genuine anecdotes of intercultural situations that can be used by ELT
teachers to develop learners’ intercultural competence in communication. These anecdotes
provide opportunities for discussion and analysis of linguistic, sociolinguistic, pragmatic,
discursive and intercultural aspects of communication. A further study would be recommended
to test the usefulness and impact of such culturespecific anecdotes to develop materials for
intercultural competence in English.
References:
1 Akhmetzhanova Z. K. & Musataeva M.Sh. (2013). Topical Issues in Cognitive Linguistics
and Cultural Linguistics.Almaty: MV Press.
2 Bennett, M. (2014). Intercultural Development Research Institute – DMIS.Retrieved January
11, 2016, from http://www.idrinstitute.org/page.asp?menu1=15
3 Byram, M., Gribkova, B., & Starkey, H. (2002). From Foreign Language Education to
Education for Intercultural Citizenship, Clevedon: Multilingual Matters.
4 Crystal, D. (2003). English as a Global Language. Cambridge University Press.
5 Hofstede, G. (1991). Cultures and Organizations: Software of the Mind.Berkshire, UK:
McGrawHill Book Company Europe
6 Kovalenko, O., Levitsky, A., Kriuchkov. G., Malyhina, M. & Karpiuk. O. (2010). Country
Report – Ukraine. Kyiv: Ukranian Ministry of Education. (pp. 2033, Rep.) Retrieved March 27,
2015, from http://www.coe.int/t/dg4/linguistic/Source/Ukraine_CountryReport_rev10.doc
7 Liddicoat, A.J., Papademetre, L., Scarino, A., & Kohler, M. (2003). Report on intercultural
language learning. Canberra ACT: Commonwealth of Australia, p. 45.
УДК 378.147.34
Woodward D.B.
PhD, Al-Farabi Kazakh National University
Almaty, Kazakshtan
dilyara.woodward@kaznu.kz
THE USE OF FREE ONLINE RESOURCES
FOR TEACHING COURSES ON “TOURISM” IN ENGLISH
Аннотация. В данной статье автор делиться опытом использования бесплатных
онлайн ресурсов для обучения студентов третьего курса специальности «Туризм»
Ключевые слова: туризм, университет им. Алб Фараби, открытое инициативное
изучение, прези.
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The teaching of students in the field of tourism at AlFarabi Kazakh National University
is conducted at Bachelor, Master and PhD levels in three languages – Kazakh, Russian and
English.
Bachelor degree students with all courses taught in English were admitted for the first
time in the academic year of 20122013.Both Bachelor and Master’s degree programmes of
Tourism are certified by UNWTO TedQual.
In this article we will share the experience of using free online resources for teaching
“Psychology in Tourism”class for the 3
d
year students.
The aim of Tourism Psychology Course is to provide students with the basics of
psychology that are necessary for future managers of tourism.
The objectives of the course are:
•
to create knowledgeof the principles of psychology and teach students the skills
that are necessary for professional activity;
•
to develop management process taking into account specific features of the
personality;
•
to organize decision making process on a basis of knowledge of psychology and
specifics of tourism;
•
to study some aspects of psychology of management in tourism, psychology of
the manager of tourism, relationship of the manager with clients, employees, partners in
business;
•
to study the role of mental processes in a choice of a tour by tourist depending on
age, character and features of the personality;
•
to study psychological aspects of advertising in tourism
Summary of the course:
Students will develop the following competencies within the duration of the course:
As a result of study of the discipline a student must:
Have an idea: about psychological features of work in tourism and main concepts of
psychology of the personality and social psychology.
Know: forms of development of the personality, factors of formation, methods of
research of the personality; motivation of tourist travel; features of work of experts in the field of
tourism; psychological basis of management and marketing in tourism; psychological aspects of
communication in small tourist groups.
Be able to: use psychological knowledge and methods in tourist activity; to define
motivation psychology in tourism for development of tours; to consider specific age and personal
features of tourists; to find adequate methods of influence and a way of solving of conflict
situations in tourist groups;
Have skills in analysis and introspection of the personality, household and business
communication;
Be competent in: diagnosing and forecasting of people condition, management process
programming taking into account specific features of the personality. Ability to work in teams, to
understand the conflicts and to solve them; ability to build effective interpersonal interaction; to
solve communicative problems; to cope with fears and stress.
For this course we chose The Open Learning Initiative (OLI) a grantfunded group at
Carnegie Mellon University. It offers innovative online courses to anyone who wants to learn or
teach. The aim of OLI is to create highquality courses and contribute original research to
improve learning and transform higher education.
The courses offered by OLI empowerslecturers to improve the effectiveness of the
classrooms learning through the student learning data that is being collected and reported back to
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the lecturer. The lecturer can see how the class is doing as a whole and drill down to see which
students are having problems.
The course “Introduction to Psychology” was chosen in order to supplement the main
course materials. The students were empowered to take the ownership of the learning with this
resource and we concentrated on Psychology in Tourism in the class.
Some very convenient features present in OLI include the syllabus OLI (Pic. 1)
Pic. 1 Screen shot of Open Learning Initiative course on Psychology.
Welcome screen contains such information such as students’ grades and reports, course
materials, number of students, duration and a course key (Pic. 2)
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Pic. 2 Screen Shot. Welcome page for the course.
For the instructor it is very useful to be able to track the student’s progress and to have
the test results already scored.
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Pic. 3 Screen shot of student’s progress on different modules
In the end of the course we received very positive feedback from students. They noted
that the online course is user friendly, very easy to use, they can take the modules any time
which is convenient for them.
The second tool that we used in our class is called prezi.com
Pic. 4 Fragment of student’s presentation
“Prezi” is a presentation resource, on a mission to reinvent how people share knowledge,
tell stories, and inspire their audiences to act.
The student’s presentation on the psychological profile for an ideal tourism manager is
located
at
the
following
link:
https://prezi.com/w8tlvqtsmdp/apsychological
profile/?utm_campaign=share&utm_medium=copy
Pic 5. Fragment of the presentation created by the student using Prezi.com
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Unlike slides, which literally box you in, Prezi gives a limitless zoomable canvas and the
ability to show relationships between the big picture and fine details. The added depth and
context makes your message more likely to resonate, motivate, and get remembered, whether it’s
your breadandbutter sales pitch, a classroom lecture, or a TED Talk to the world’s foremost
thinkers.
The example of presentation created by the student AlimovaNargizais presented in Pic.4
and 5.
In conclusion, we would like to stress the fact that there are plenty of resources in free
access that can be effectively used by lecturers of higher education institutions in order to
provide students with additional resources to the course. The use of such resources allows
students to gain necessary skills that would be useful at their workplaces as well as taking the
load of the lecturer to grade tests and to see the progress of students.
References:
1 http://oli.cmu.edu/ (дата обращения 20.09.2016)
2 https://prezi.com/about/ (дата обращения 20.09.2016)
УДК378
Özdemir C.
1
, Özdemir E. D.
2
1
MA., Uluslararası Burç Üniversitesi, Sarayevo, Bosna Hersek
e-mail:
cemal.ozdemir@sdu.edu.kz
2
MA., Uluslararası Burç Üniversitesi, Sarayevo, Bosna Hersek
e-mail:
deryaelif44@hotmail.com
EĞİTİMDE VERİMLİLİĞİ ARTIRMA AMACIYLA CÜNEYT ÜLSEVER’İN
“21. YÜZYILDA İNSAN YÖNETİMİ” ADLI ESERİNE BİR BAKIŞ
Abstract. The purpose of this work is to illustrate the main points on managing and
directing a person, which is the most important element of education. Going through this way,
improving the contribution of welldirected people to education, and as a result to have a good
production in education. Because not well managed educators can be the cause of unexpected
problems. As a matter of this work, a book about improving the quality of education and human
management was taken as an aspect of research.
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