162
• electronic mail (e-mail); teleconference (usenet); video conference;
• the possibility of publishing your own information, creating your own home page
(homepage) and placing it on a Web server;
• access to information resources;
• reference catalogs (Yahoo!, InfoSeek/UltraSmart, LookSmart, Galaxy); search systems
(Alta Vista, HotBob, Open Text, WebCrawler, Excite); Chat.
This resource can be actively used in the lesson.
Mastery of communicative and intercultural competence is impossible without practice of
communication, and the use of Internet resources in foreign language lessons in this sense is simply
irreplaceable: the virtual environment of the Internet allows you to go beyond time and space,
giving its users the opportunity to communicate authentically with real interlocutors on topics that
are relevant for both parties. . However, it should not be forgotten that the Internet is only an
auxiliary technical means of learning, and to achieve optimal results it is necessary to competently
integrate its use into the lesson process.
USED LITERATURE:
1. Богданова, Д. А. Телекоммуникации - в школе [Текст]// Д. А. Богданова, Информатика
и образование. -1997. - №2.
2. Williams, R., Macleay, K. Computer at school [Text]/R. Williams.-M.: Enlightenment, 1988.
3. Milrud, R.P. 0Sotrudnichestvo na uroke foreign language [Text]//R.P. Milrud, IYash.-1991. -
-№6.
4. Passov, E.I. Communicative method of training foreign speaking [Text]/E.I. Passov. - M:
Prosveshchenie, 1991.
5. Polat, E.S. Internet in lessons of foreign language [Text]// E.S. Polat, IYASH No. 2, 3, 2001.
6. Polat, E.S. Method of projects for lessons of foreign language [Text]// E.S. Polat, IYASH, No.
2, 3, 2000.
THE FORMATION OF LINGUISTIC COMPETENCE OF FUTURE FOREIGN
LANGUAGE SPECIALISTS BY IMPROVING ACADEMIC SKILLS
Turlybеkоv Berdibay Duisenbekovich,1* Duisenbek Aiaru Raiymbekkyzy 2
1Candidate of Sociological Sciences, Associate Professor of Khoja Akhmet Yassawi
International Kazakh-Turkish University, (Kazakhstan, Turkistan), Phone: +7 701 738 53 87;
e-mail:
berdibay.turlybekov@ayu.edu.kz
https://orcid.org/0000-0003-2616-1809
2Master’s Student of Khoja Akhmet Yassawi International Kazakh-Turkish University
(Kazakhstan, Turkistan) , e-mail:
The term academic skills in Western pedagogy combines ancient and traditionally
competencies of academic reading, academic writing and general education, which include a wide
range of components whose chain is constantly updated due to changing educational conditions.
General academic competence includes academic oral presentation.
English language specialist K. Pearson emphasizes the importance of academic skills who
speak a foreign language for different purposes [1, р.413]. In American colleges and universities,
academic reading and academic writing are taught as separate subjects.
163
At the same time, it is necessary to take into account that the gradual formation of academic
skills is a prerequisite. Academic skills apply not only to higher education, but also to the upper
grades of general education. By mastering these skills at school, they create the preconditions for
successful study in higher education.
So what is the significance of academic skills? How do we describe it? This is due to the fact
that the learning process does not take into account the special needs of language speakers.
The University of South Queensland argues that academic skills are effective in specialized
material.
On the contrary, a study by experts from the University of California, Berkeley, describes
academic skills in two ways: situational and positive [2]. The situational approach can be described
as an excess of academic skills over human behavior and cognitive processes. These skills are
rarely recommended because the social conditions in which an individual operates only partially
determine the requirements for his or her skills. In contrast to the situational approach, the
positivist approach, that is, academic skills are indicators that are measured according to the
individual. This positivist approach is consistent with the reality of the learning process [3, р.329],
which discusses the successful transfer of skills from language to non-linguistic disciplines.
The purpose of this study is to analyze the importance of the formation of academic skills in
higher education.
According to K. Pearson, the importance of academic learning lies on the analysis of its
specific components, in particular, the ability to know the features of the logical structure of the
text, to obtain information from the text, to predict the meaning of unfamiliar words. These skills
cannot be automated immediately because they are based on processes such as analysis, synthesis,
and decision making. The views of other researchers are in line with Pearson's view that
argumentation, decision-making and creative problem-solving are necessary conditions for the
formation of academic skills [4, р. 30].
Table 1 shows the ways to introduce academic entrepreneurship in the educational process
of the five leading American universities:
- establishment of special centers - where students will have the opportunity to receive advice
on academic skills;
- provision of Internet resources for individual academic skills.
Table 1-Academic skills in the educational practice of American universities
Leading
American
Universities
Academic reading
Academic writing
Academic performances
Centre
Site
Course Centre
Site
Курс Centre Site
Course
Brown
University
-
-
+
+
+
+
-
-
+
Columbia
University
-
-
-
+
-
+
-
+
+
Cornell
University
+
+
+
+
+
-
-
+
+
Harvard
Universit
+
-
+
-
+
+
-
+
+
Princeton
University
-
-
-
+
+
+
-
+
-
164
As shown in Table 1, writing is the most preferred of the three academic skills. All five
universities offer special courses in academic writing that students can use with the help of tutors.
Academic performances are second only to academic writing. Four of the five universities offer
special courses where students can learn speaking skills. The websites of three of the five
universities provide materials to help students speak in public. There are almost no laboratories at
the university to help improve speaking skills. The reason for this is that students have a great
opportunity to get advice on academic writing, as they need to be prepared in writing for public
speaking. Only two of the five universities offer specialized academic courses.
How do such universities replace academic education? They predict that candidates should
have developed academic reading skills in high school or college. It becomes one of the criteria
for competitive admission of academic entrants.
Western experts distinguish three subgroups of many skills.
The first group is called communicative literacy: - the complexity of reading, speaking and
writing, taking into account the purpose of the audience; - express their ideas in discussions using
research tools; - use visual and technical aids in speaking and writing.
The second group includes information literacy: - search for sources of information; -
obtaining and processing the necessary information; - use of new technologies.
The third group includes intercultural literacy: - knowledge of different cultures; - use this
knowledge to work with information; - apply knowledge in the transmission of information.
These skills, i.e. the communicative, informational and intercultural components, are not
separate, but interconnected. The unifying element of these three components is the ability to think
critically.
According to some authors, these skills are the ability to perform any activity at a very high
quality level [5, p.133]. They are introduced as automated components by building on a number
of previously acquired skills.
Other researchers base it on the operative approach and are convinced that skills and abilities
are the same [6, p.65]. In this case, it is the most advanced stage of mastering the action, because
the skills are performed automatically.
However, if we carry out a multi-step activity, it does not become a habit only through
improvement. The main reason is that there is no action, that is, it is done automatically.
Another difference is that mastery is seen in solving new problems, and mastery is used
stereotypically. In addition, skills are acquired in the process of performing exercises in a changing
environment, and skill, on the contrary, develops during the same action.
The main purpose of teaching a foreign language is the formation of communicative
competence in the implementation of foreign language communication. Achieving this goal, that
is, one of the components of communicative activity - skills. Researchers have long argued for the
need to separate these concepts. We know the importance of mastering skills related to aspects of
language, in particular, - grammatical structure, - phonetics and lexical units.
Reading, speaking, listening, and writing skills are also developed. It is not a universal skill
within this speaking activity and it does not depend on the context. For example, when students
master grammar, they first perform certain operations by being aware of basic skills, such as the
tense form of a verb. In the learning process, this activity becomes a habit of automation, and in
the future solves the communicative problems of speech activity. Speech skills are characterized
by motivation, purposefulness, the desire to achieve results. Changes in society in recent years
165
require us to be mobile, to adapt quickly to ever-changing situations, and to be flexible and able
to respond quickly and adequately to challenges.
All these qualities are called competence in modern science. Competence is a pre-determined
requirement for a student's educational readiness, and competence is a long-established personality
trait [7]. Educational competencies are interdependent. Characteristics of academic skills include:
- they are multi-component, include communicative, informational, intercultural, educational and
creative skills. Components of academic skills are not automated.
• Academic skills carry out communicative, informational, cognitive, creative activities,
which are used to read scientific and popular literature, compose their own articles and orally
present the results of scientific activities in the form of presentations at conferences.
• This application determines the composition of the components, the structure of these skills
and their low degree of variability.
• Academic skills are purposefully formed and improved as a result of learning activities.
• These skills are universal, meaning they can be developed within one subject and
transferred to another.
The study identified several differences in the academic skills of American and domestic
students. In a joint project with Brigham Young University, students discussed the topics
presented, followed by an essay on the topic of the discussion. As a result, the main differences
between the speaking and writing skills of American and domestic students during the discussion
were noted (Table 2).
Table 2-Typical skills demonstrated by domestic and American students
Skill spheres
Typical Skills of Domestic
Bachelor Students
Typical Skills of American
Bachelor Students
Content of speaking and writing
Theory — practice
Prioritize theoretical evidence Refer to real experience
General - concrete
inability to work with specific
examples,
only
to
be
generalized
Be able to give specific
examples;
difficulties
in
summarizing the material
Neutrality - evaluation
Ability to work with the
information found and take a
neutral approach;
lack of paraphrasing
Difficulties in being able to
critically evaluate information
and maintain neutrality when
working with it; paraphrasing
Skills of summarizing and annotating the text are due to the following reasons: - be able to
set goals in the implementation of any activity. Semantic decision-making in internal speech is the
result of reading. Therefore, writing an abstract is an effective way to test your comprehension of
the text;
- abstracts of texts are the product of the reader's own speech and thinking, which means that
the information obtained from the text, its structure, is linked. This is a mandatory stage of
preparation for the creation of written texts;
- recording skills are important to keep the information received for use at the right time.
You may need to use notes not immediately after reading the text, but some time after reading it,
so you need to compose second-level texts to get the full effect from the article you read earlier.
The structure between the main idea, which is the main component of the paragraph, and the
arguments in its defense, forms the second group of academic writing skills. During these skills,
166
students learn to create basic types of paragraphs that can be combined in an essay, which is the
next level. All types of paragraphs are analyzed in the reading of texts, as well as in the teaching
of academic reading. Thus, in the study of academic writing, it is useful for students to transfer the
rules they have learned to another type of speaking activity.
Through the development of all components of reading skills, a literacy trinity is formed.
Thus, the analysis of the structure of the text means, first of all, information skills and
communication skills. Independent paragraph formation is a communicative and creative skill. It
shows that each component is related to information, communication, global skills. The universal
nature of academic skills can be seen in the ability of all types of reading skills to focus on creative
skills and learning and self-education.
Because academic skills are universal, they can be incorporated into the educational process
as special courses or as components of traditional disciplines, that is, in a variety of ways. The
basic principle of any implementation scheme is to follow any of the three paths of the hierarchy.
The level of development of these skills can be determined after the completion of language
courses. The study identified a model of the structure of academic skills, its components and
various types of relationships. The comprehensive formation of these skills is the basis for further
improvement of learning activities. The main competence of the specialist is the ability and
readiness to conduct scientific work and allow him to constantly develop himself.
The student becomes a central figure in the learning environment, that is, not only cooperates
with the teacher, but also actively works in pairs or small groups, participates in role-playing games
and project work.
REFERENCES:
1. Pearson Ch. (1981) Advanced academic skills in the low-level ESL class// TESOL Quarterly.
1981. Vol.15. No. 4. P. 413–423.
2. Stasz C., Brewer D. (2011) Academic skills at work: Two perspectives/ University of
California, Berkeley. Retrieved 2011, April 15
http://vocserve.berkeley.edu/Summaries/1193sum.html
3. Currie P. (1999) Transferable skills: Promoting student research //English for Specific Purposes.
1999. Vol.18. No. 4. P. 329–345.
4. Lizarraga M., Baquedano M., Mangado Th., Cardelle-Elawar M. (2009) Enhancement of
thinking skills: Effects of two intervention methods //Thinking Skills and Creativity. 2009. Vol. 4.
No. 1. P. 30–43.
5. Бойко Е.И. Еще раз об умениях и навыках // Вопросы психологии.1957. № 1. С. 133–
139.
6. Ашмарин Б.А. Двигательные умения и навыки / Теория и методика физического
воспитания: уч. Пособие. Гл. IV. М., 1979. C. 65–75.
7. Хуторской А.В. Ключевые компетенции и образовательные стандарты // Эйдос. 2002. 23
апреля
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