Part of the research aimed at studying patterns of intercultural competence. In the study of
O.V. Vassil’kova , the intercultural competence is understood as a complex category, which structure
consists of linguistic, cognitive, and affective components when defining the role of linguistic governing the
use of text as a unit of communication in general and intercultural dialogue, in particular. Intercultural com-
petence is formed in the process of mastering a special kind of communication — intercultural communication.
According to A. Schmid  intercultural competence is: 1) a fundamental acceptance of people who are
different from others outside their own culture; 2) the ability to interact with them in a truly constructive
manner that is free from negative attitudes (e.g., prejudice, indifference, aggression and so on); 3) the ability
to create a synthesis, something that is not «my» or «your», but true, that would not be possible, if we had
not combined our different views and approaches.
Since the 1990s attempts to create models of intercultural competence (scientists Byram, Milhouse,
Prechtl, Lund, Kim, Bradford and others) have been made. Most models contain three components:
knowledge (knowledge), skills (skills) and attitudes/installation (attitudes). Spitzberg and Changnon identi-
fied several types of models:
– the composite model of intercultural competence (compositional models) reflect the estimated com-
ponents of intercultural competence, establishing relationships between them. The significance of these
models is that they have identified a number of possible related to intercultural competence traits, character-
istics and skills;
– the oriented interaction model of intercultural competence (co-orientational models) reflect the
achievement of intercultural competence in the interaction process;
– the process model of intercultural competence development (developmental models) — reflect the
important role of time in intercultural interaction, highlighting leading to intercultural competence stage;
– the adaptive model of intercultural competence (adaptational models) reflect several parts of intercul-
tural interaction and emphasize the interdependence and mutual adaptation of all parts; the model of intercul-
tural competence, reflecting a causal relationship and the process (causal process models);
– reflect the specificity of relations between the components of intercultural competence. Due to the
fact that these models give a clear structure to intercultural competence, they are used in the testing and as-
Вестник Карагандинского университета
sessment of intercultural competence. Spitzberg and Changnon considered a number of models of intercul-
tural competence, for the first time with schematic images .
Let’s review some types of models observed by Russian researches. Sheina I.M. proposed the structure
of intercultural communicative competence in her thesis, based on the stages of cognitive-communicative
activity of a participant in a communicative act. There are 4 groups of personal property included in the in-
tercultural communicative competence (defined as a citation in the form as stated by the author in Intercul-
tural communication as a manifestation of linguistic and cultural experience .
The personal position:
1. The ability to recognize the objectivity of the differences in the paintings of the world in different
2. Willingness to the fact that the differences in estimates, opinions, attitudes will occur more often than
3. Recognition of the uniqueness of each culture.
4. Respect their own identity and the recognition of the right to identity for others.
5. Low degree of anxiety in an ambiguous situation.
6. Internal locus of control.
7. Willingness not to exaggerate the negative aspects of the behavior of the interlocutor.
The skills associated with the recovery and the message of information:
1. The ability to take information from different channels: verbal, non-verbal, contextual.
2. The desire and ability to openly and, as far as possible, to accurately communicate information about
themselves and the ability to promote to the same interlocutor.
The skills associated with the analysis and evaluation of information:
1. The ability to avoid hard valuation characteristics.
2. The ability to determine the needs and desires of the interlocutor.
3. The ability to direct attention to himself and others.
4. The ability to take into account the reaction of the interlocutor.
5. The ability to adequately assess the impact of personal characteristics and situational factors on the
behavior of the interlocutor.
6. The willingness to find rational explanations for the behavior of the interlocutor.
The communicative and behavioral strategies
1. The ability to solve problems associated with joint activities, and to build a relationship with some-
2. The ability to exercise self-observation and self-control.
3. The ability to modify their behavior to achieve the goal of a communicative act.
4. The ability to adapt in an ambiguous situation.
5. The ability to manage communicative interaction (to talk, to emphasize respect for the interlocutor,
Sheina I.M. indicates that these abilities and skills are formed and can be purchased in the learning pro-
cess. In the formation of intercultural communicative competence it is necessary to consider the dynamics of
its development: knowledge -> skills -> experience (participation in activities) -> interpretation of the expe-
rience -> modification of knowledge and skills.
The Model of A.S.Kupovskaya
Kupovskaya A.S. uses the term ethno-cultural competence, wanting to emphasize the ethno-cultural
component of the process of intercultural communication and to narrow the concept of «culture». However,
she acknowledges that in the West, the term «intercultural competence» is more spreaded and the description
of the structure of this competence is based on studies of intercultural competence .
In our opinion, the concept of «intercultural competence» is connected with this concept of «interac-
tion». In education intercultural communication is a way of understanding the world picture. The most ade-
quate concept picture of the world seems to be defining it as the original global image of the world, the un-
derlying worldview of the person representing the essential properties of the world in the understanding of its
carriers and which is the result of all spiritual activity of man. Picture of the world is dualistic in nature. It
exists as nonsubjective element of consciousness and life of human activity, as well as objectified «traces»,
which appeared in the result of human activity. «Prints» picture of the world can be found in language, ges-
tures, religious and secular art and music, rituals, things, etiquette, gestures, modes, ways of farming, tech-
The study and formation of intercultural…
Серия «Педагогика». № 3(79)/2015
nology, things, built with the «logic» glove world, fleshed out and embodied in various social and cultural
patterns of conduct of men and so on.
In other words, on the one hand, the picture of the world explicit images of the world, associated with
human activity, and on the other — is the process of creating images of the world, carried out during a spe-
cial reflection of a systematic nature. It should be noted that individual picture of the world combines in itself
the unity of «personal» and «folk». Because the picture of the world of different people have a common core,
which is essentially a «people», they are commensurable quantities.
Thus, the analysis of various sources shows that intercultural competence is treated in research in dif-
ferent ways. Some researchers consider it as the ability of people of different sex and age peacefully and
without mutual discrimination to exist in the same society, and others as the ability to participate in alien to
this culture, others as identity, uniting knowledge and patterns of behavior, which are based on the principles
of diversity of thought and awareness of cultural processes. In this regard, G. Fisher  defines intercultural
competence as a certain quality of personality, based on a sober awareness of world history and readiness for
An awareness ofpossibleproblems inintercultural communicationof the representatives of different cul-
tures, understanding the values andgenerally accepted normsof behaviorare quitesignificant factorsinlearning
a foreign language. And whenstudentsare preparedto solve themproperly, they can avoid misunderstandings,
inappropriateperceptionof behavior and potential conflictsthat may arisedue to improperuse of language,an
erroneous interpretationof theinterlocutor’s reaction andassess of the situation. Astudent's abilitytorefraction
ofcultural valuesin his behaviorcontributes tothe establishment ofit asa good specialistin cooperation with the
representatives of world community.
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— C. 62.
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информационных и коммуникационных технологий. — Чита, 2008. — C. 51.
7 Соловова Е.Н. Методика преподавания иностранных языков. — М.: Образование, 2002. — C. 23.
8 Фантини А.Е. Исследование межкультурной компетенции: Предложение конструкции. Документ, представленный
на Национальный совет преподаваемых языков. — Арлингтон, Вирджиния, 2000. — C. 102.
9 Деардорф Д.К. Идентификация и оценка межкультурной компетенции как результат интернационализации студента
// Журнал исследований по межкультурному образованию. — 2006. — № 10. — C. 89.
10 Фишер Г. Электронная почта в преподавании иностранных языков. На пути к созданию виртуальных занятий. —
Тубинген, Германия: ШтауффенбургMeдиен, 2008. — C. 68.
11 Бикитеева P.P. Формирование межкультурной компетенции студента: личностно-смысловой аспект. — Оренбург,
2007. — C. 12.
12 Василькова О.В. Межкультурная компетенция как компонент образовательной компетенции студентов неязыковых
вузов // Формирование иноязычной компетенции студентов неязыковых вузов: Материалы регион. науч.-практ. конф., 18–19
апреля 2012 г. — Ижевск, 2012. — C. 39.
13 Спитцберг Б.Х., Чангнон Г. Концептуализация межкультурной компетенции. — А., 2009. — C. 17.
14 Шеина И.М. Формирование межкультурной коммуникативной компетенции как фактор развития академической мо-
авторефератов disserCat. — [ЭР].
15 Куповская А.С. Этнокультурологический компонент процесса межкультурной коммуникации. — М., 2011. — C. 71.
Вестник Карагандинского университета
Болашақ ағылшын тілі мұғалімдерінің мəдениетаралық құзырлылықтарын зерттеу жəне қалыптастыру Мақала болашақ ағылшын тілі мұғалімдерінің мəдениетаралық құзырлылықтарын зерттеу мен
қалыптастыру мəселелеріне арналған. «Құзырлылық», «мəдениетаралық құзырлылық» ұғымдарына
шетел ғалымдары мен сарапшылары өңдеген анықтамалар келтірілді, сонымен қатар мəдениетаралық
құзырлылық ұғымын, құрылымын жəне модельдерін зерттеген шетел, ресей жəне отандық
ғалымдардың еңбектері қарастырылды. Тақырыптың өзектілігін бүгінгі қоғам талабына сай бəсекеге
қабілетті, ұлттық құндылықтыр мен мұраларымызды сақтай білетін, ұлттық ерекшелігімізді айқындай
білетін, кəсіби, құзырлы маман даярлау мақсатында жоғары оқу орындарында болашақ ағылшын тілі
мұғалімдерінің мəдениетаралық құзырлылықтарын зерттеу мен қалыптастыру мəселелері
Исследование и формирование межкультурной компетенции будущих учителей английского языка Cтатья посвящена исследованию и формированию межкультурной компетенции будущих учителей
английского языка. Приводятся определения понятиям «компетенция», «межкультурная компетен-
ция», разработанные признанными западными учеными и экспертами, а также рассматриваются ис-
следования, структура и модели межкультурной компетенции зарубежными, российскими и отечест-
венными учеными. Актуальность темы обусловливается определением проблем исследования и фор-
мирования межкультурной компетенции будущих учителей английского языка в высших учебных за-
ведениях с целью подготовки конкурентоспособного, профессионального, компетентного специали-
ста, способного хранить национальные ценности и наследие.
1 Lecture of N. Nazarbayev «To the knowledge economy through innovations and education»: Nazarbayev and Eurasianism:
a collection of selected articles and speeches Head of State, edit. by E.B. Sydykov, Astana: Publ. house of ENU named after
L.N.Gumilev, 2012, p. 222.
2 Sviridov R.A. Collection of research works of II International summer school for young researchers «Innovative educational technologies in teaching foreign languages», Tomsk: Publ. house of TSPU, 2005, p. 73.
3 Safonova V.V. The Study of languages of international communication in the context of dialogue of cultures, Voronezh:
Origins, 2006, p. 62.
4 Gal’skova N.D., Gezz N.I. The theory of teaching foreign languages. Linguodidactics and methodology, Moscow: Publ.
house «Academy», 2007, p. 46.
5 Sadokhin A.P. Intercultural competence: the training manual, Мoscow: Al’pha-M; INFRA-M, 2009, p. 78.
6 Garaeva S.I. Formation of intercultural competence of students of non-linguistic universities by means of modern information and communication technologies: Chita, 2008, p. 51.
7 Solovova E.N. Methods of teaching foreign languages, Moscow: Education, 2002, p. 23.
8 Fantini A.E. Exploring intercultural competence: A construct proposal. Paper presented at the National Council of Less
Commonly Taught Languages, Arlington, VA., 2000, p. 102.
9 Deardorff D.K. Journal of Studies in Intercultural Education, 10, 2006, p. 89.
10 Fischer G. E-mail in foreign language teaching. Towards the creation of virtual classrooms, Tübingen, Germany:
StauffenburgMedien, 2008, p. 68.
11 Bikiteeva R.R. The Formation of intercultural competence of the student: personal-semantic aspect, Orenburg, 2007, p. 12.
12 Vassil’kova O.V. The Formation of foreign language competence of students of non-linguistic universities: Materials of Re-
gional scientific-practical conference. April 18–19, 2012, Izhevsk; 2012, p. 39.
13 Spitzberg B.H., Changnon G. Conceptualizing Intercultural Competence, A. 2009, p. 17.
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Серия «Педагогика». № 3(79)/2015
B.A.Zhetpisbaуeva, S.A.Shunkeyeva, Zh.A.Eskazinova
Ye.A.Buketov Karaganda State University (E-mail: email@example.com) The issue of implementation Bologna process parameters in the universities of Kazakhstan This article discusses the issues of reforming the higher education system of the Republic of Kazakhstan in
accordance with the principles of the Bologna process. The point at issue is about implementation in institu-
tions of republic the required parameters of the Bologna process, as the implementation of three-level sys-
tem of higher education, the implementation of credit technology of training, the academic mobility of stu-
dents and university teachers, the use of European Diploma Supplement, quality control of higher education.
However, despite the apparent success of reforming the higher education system of the Republic of Kazakh-
stan, there are still a number of issues related to the quality of the implementation of the basic parameters of
the Bologna Process.
Key words: Bologna process, the parameters Bologna process, the system of higher education, academic mo-
bility, the quality of education, three level system of higher education, academic mobility of students, foreign
Reforming the system of higher education in the Republic of Kazakhstan began long before the official
recognition of its compliance with European standards. At the time of joining of Kazakhstan to the Bologna
process in 2010 to the ordinary meeting of education Ministers of countries participating in the Bologna pro-
cess in Budapest (Hungary) — the higher education system of the Republic held a series of transformations
corresponding to the basic parameters of the Bologna process.
Bologna reforms are characterized by the terms «focus on results» and «student-centered training»
This involves an understanding of learning outcomes in a broad sense. They are designed to be an essential
element of changes in teaching practice, assuming connection with ECTS, modularization and institutional
A balance between the three levels of the Bologna process: set goals at the European level, involving
the government, higher education institutions and students; the central role of universities in the implementa-
tion process; the role of national policies and legislation in the compound of the first two levels, and to facili-
tate the process in each country.
Bologna process — a means of protection and improvement of higher education and scientific research
in the European region, means of increasing transparency and mobility. The Bologna process recognizes the
place of higher education in the public domain, focus on quality, but argues that maintaining and improving
the quality will require increased public investment in the system and in its frames. The impetus for process of reforming was the adoption of «Education Law» The Republic of Kazakh-
stan in 1999, i.e. changes in the system of higher education were fixed at the legislative level. According to
the Law Graduate and post-graduate professional education began to develop in multilevel structure, which
included such levels of educational programs such as undergraduate, higher vocational education and mas-
ter's degree .
Another step towards accession to the Bologna process was the introduction from the 2001–2002 aca-
demic years in different universities of the country credit technology of training. One of the first universities
in Kazakhstan, started the introduction of credit technology of training and working on methodical provision,
were Kazakh National University named after Al-Farabi, Karaganda State University named after
Ye.A.Buketov, Taraz State University named after M.H.Dulati etc. From 2003–2004 academic year, the
number of universities (Karaganda State University named after Ye.A.Buketov, Taraz State University
named after M.H.Dulati, Kazakh Economic University named after T.Ryskulov and others) were transferred
Economics specialties in the mode of experiment training credit technology.
After the adoption of the new «Education Law» The Republic of Kazakhstan in 2007, all the universi-
ties have moved to a multi-level training: bachelor — master — doctorate .
Today, after more than ten years of reform, we can sum the subtotals of the modernization of the educa-
tion system, to analyze the performance of those obligations assumed by Kazakhstan joined the Bologna
process. Responsibility for execution of the main parameters spelled out in the State program of education
B.A.Zhetpisbayeva, S.A.Shunkeyeva, Zh.A.Eskazinova
Вестник Карагандинского университета
development of the Republic of Kazakhstan for 2011–2020, which aims to increase the competitiveness of
the education and development of human capital by ensuring access to quality education for sustainable eco-
nomic growth . This formulation of the purpose resonates with the goals of the Bologna process: strengthen-
ing the competitiveness and attractiveness of European higher education quality assurance in higher education.
The main parameters of the Bologna process are divided into mandatory and elective recommendation.
This article describes the obligatory parameters of the Bologna process to evaluate the implementation pro-
cess in higher education institutions of Kazakhstan.
It is known that the required parameters are considered as paramount to create a European Higher Edu-
cation Area (EHEA) and to promote the European system of higher education around the world. These in-
• three level system of higher education;
• academic credits ECTS;
• academic mobility of students, teachers and administrative staff of universities;
• European Diploma Supplement;
• quality control of higher education;
• creation of a single European Research Area.
Nowadays the Ministry of Education and Science of the Republic of Kazakhstan held a purposeful and
consistent work on the approximation of the Kazakhstan system of higher education with the educational
systems of countries participating in the Bologna process. Kazakhstan has created the necessary legal
framework for the implementation of the required parameters of the Bologna process. All 6 parameters are
fixed by the «Education Law», the State Programme for the Development of Education of Kazakhstan, the
Strategic Plan of the Ministry of Education and Science, the Rules of the educational process for credit tech-
nology, the Rules of destinations to study abroad, etc.
Progress in implementing the required parameters of the Bologna process in higher education institu-
tions of Kazakhstan is presented in the following table.
T a b l e