on the basis of test and game software using visual clarity; vocabulary students.
When learning to read - the skills of establishing correspondences zvukobukvennyh; training
vocabulary and grammar skills of reading; learning to extract from the text of the semantic information
of various kinds; Learning different types of text analysis; Learning to self-overcoming language
difficulties; control of the accuracy and depth of understanding of the text read.
When teaching listening - the formation of phonetic listening skills; control of the correct
understanding of listened text.
When teaching speaking - the formation of phonetic skills of speaking; organization of
communication in pairs and small groups, using role-playing games.
When teaching translation - formation of lexical and grammatical skills transfer; control of the
correctness of translation.
The main types of work with a personal computer at English lessons can be divided into two
groups: the use of training and educational programs on CD and creation of programs in a variety of
applications by the teacher with further use in the classroom to explain the material or its processing
The use of training programs - the most affordable way to use the computer as in the classroom
and outside school hours. A variety of multimedia games contribute to the expansion of vocabulary
familiar with the grammar of the English language, learn to understand it by ear, how to write.
Multimedia features allow to listen to it in the target language, and sound speed control allows you to
divide phrases into single words. Using a microphone and automatic control allows you to adjust the
phonetic pronunciation skills.
Currently, there are many computer programs that help English teacher and students in learning
English. Computer training programs have many advantages over traditional methods of learning.
They allow you to train different types of speech activity and combine them in different combinations,
to help understand the language phenomena, form a linguistic abilities, to create communicative
situations, language and speech to automate actions, and ensure the implementation of an individual
approach and intensification of independent work of students.
Great help in teaching phonetics, formation of articulation, rhythm and intonation pronunciation
skills, has a program "Professor Higgins." This program can be used during charging phonetic. Sounds,
words, phrases and sentences are perceived by students at the hearing and visually. Students have the
opportunity to watch the computer screen for the articulatory movements and have hearing right
intonation. In the tutorial, "Professor Higgins" presents a large number of training grammar exercises.
Working on a computer, each student is studying and pondering the answer as much time as he needs.
In the "grammar" of the program "Professor Higgins" has two parts: theoretical and practical.
Checking student knowledge, the program celebrates its successes, as appropriate prompts.
While studying grammar plays an important role of training exercises. In this sense, educational
computer programs provide opportunities. This wildcard proposals, proposals with blanks, preparation
of quotations from a set of words, the formation of interrogative and negative sentences, etc. Strictly
speaking, this is the most common exercises, but the difference lies in the fact that students do not see
them on paper and on the monitor. The good news is, and that you can immediately know whether to
perform an exercise. Computer program "Professor Higgins" gives students three attempts the task,
then the student is offered the right option.
Thus, the computer can significantly increase the motivation and interest of students to learn,
since the advantage of programmed instruction is that it allows the student to move in its own
convenient pace for him. The transition to the next block of material takes place only after the previous
assimilated. In conclusion, we note that programmed learning method using a computer allows to
diversify the activities of students, to strengthen attention, increases the creative potential of the
individual. That information technology can make the learning process for students personally
meaningful, in which he will be able to fully develop their research skills, imagination, activity and
independence. No wonder this technology refers to technology of the 21st century. It is obvious that
in the near future the study of foreign languages with the introduction of new information and
communication technologies in the field of research goes into the area of study and will be widely
List of references
1. Kochergina IG Improving the cognitive abilities of students through the use of information
and communication technologies in the teaching of English. Foreign languages at school, № 3, 2009,
2. Matveeva NV Application of computer technology in the teaching of foreign languages.
Computer science and education, № 6, 2006, p. 72-76.
3. Petrova LP The use of computers in foreign language lessons - the need of time. Foreign
languages at school, № 5, 2005, pp. 57-60.
4. Podoprigorova LA Use of the Internet in teaching foreign languages. Foreign languages at
school, № 5, 2003, pp. 25-31.
MODERN APPROACHES TO THE SPECIALISTS’ TRAINING
Jan Danek Ph.D., professor University of SS Cyril and Methodius in Trnava, Slovakia
Kulzhan Master of pedaqoqicai sciences Seniol teacher,
Bekzat Abildina the Karaganda college of the actual education “Bolashak”
problems of improving the quality of learning, development-oriented and innovative approaches in
the process of professional training and management of students’ educational-cognitive activity are
considered in this article .
Social and economic changes create the conditions for a new view on education, on the
educational process, the main subjects of this process, appearance in the content of education
qualitative changes. In this case, the most important features of these processes should be the problem
of improving the specialists’ training at various levels of the professional education.
Qualitative technical and professional education training contribute to the scientific and
technological knowledge formation of the person in a wide professional field requiring technical and
special knowledge, specific skills. In this regard, the national systems should improve knowledge
and skills, using which the economically active population will be more flexible to react the needs of
local labor markets and to compete in the global economy conditions.
In this regard, the content of the State Program of Education Development of Kazakhstan for
2011-2020 pointed out that: "The system of technical and professional education plays the main role
in the individuals’ interests satisfaction, the needs of the labor market, prospects of the economy and
social sphere’ development .
Technical and professional education in the XXI century requires students- oriented, innovative
and flexible approaches to the process of professional training and the management of their
educational- cognitive activity.
In the works of A.I.Raev, D.N.Bogoyavlenskii, N.A.Menchinskayay, E.N.Kabanova-Muller
was marked that the foundation of the cognitive activity’s management is the management of
students’ knowledge and skills formation. It is very important to point out the importance of teacher’s
actions and most of all, the functions of control in the process of learning.
Considering the question of the relationship between management and self-management in the
students’ educational-cognitive activity, Kupcova G.I. said that: “The management of students’
educational-cognitive activity process should not be considered as a set of impacts, but as a process of
It should be noted that most of the authors pay attention on the necessity to study psychological
characteristics of students for successful management of their educational-cognitive activity. The
knowledge of modern students’ personal characteristics, the study of factors contributing to the
formation of the future specialist’s positive qualities should be the initial point of the educational
process’ science based system in professional education with the idea of problem-solving teaching.
The theory of problem-solving teaching suggests the students’ educational-cognitive activity
management by means the development of their creative abilities through independent solutions of
different problem situations.
Problem-solving teaching develops the motives for the creative activity, which is the center of
problem-solving teaching; some of these motives are not enough, others are impossible. The latter
requires interest to the process of cognition, the process of independent and creative research.
S.M.Dzhakupov, studying the problem of students’ cognitive activity management, highlights
the dialogical cognitive activity, which is formed by the students and teachers cooperative work.
In his opinion, it is necessary to create a special organization of interaction and communication
in the learning process, which allows the creation of problem- solving situations in the course of
educational material presentation, even if it doesn’t contain cognitive contradictions. And "the
cognitive component of them is represented by no less than in problem-solving situations, based on
the contradictions and presented in the educational material." Author considers the purposeful impact
on the learning process through the form and content of the communication as an important way to
manage of students’ educational- cognitive activity.
We suggest that the problem-solving teaching requires the management of individuals and
collective forms on the basis of a systematic approach. In the educational process it is necessary to
teach students to understand and set independently the general problem of cooperative activities, to
find ways to solve it, to compare variations on the methods proposed by different students and control
According to the systematic approach any system can be represented as a specially organized
coherent set of complex parts - subsystems. This hierarchy allows defining the object of management
for a particular situation.
We consider the management at the level of subsystem "teacher-student". At this level, the
direct impact of teacher’s management aimed at transferring student from one activity - educational
and informative into another - a professional activity.
At the level of subsystem "teacher-student" management the object of research is an
educational-cognitive activity of students. The object is a system-defining component, so management
should be adequate to the essence of the object.
In the process of the professional training students acquire professional knowledge, skills and
formed personality’s qualities. This formation takes place in different areas of student’s life, among
which educational-cognitive activity plays an important role.
The knowledge obtained in an educational institution should be understood as an instrument with
a help of which the object of students’ professional activity is reflected. Therefore, it is necessary to
organize an effective students’ educational-cognitive activity. In the process of education the
conditions of students’ professional skills formation are created.
In the professional education students’ activity has a professional orientation, its character is
connected with the professional skills acquisition, with the students’ organizational and managerial
capabilities and self-education skills. All foresaid change students’ attitude to their own educational-
cognitive activity and creates it as a subject of cognitive activity the core of which are conscious
motives and actions.
Most scientists define students’ educational - cognitive activity as a process of systematic
knowledge, skills and social experience acquisition, which are necessary for effective participation
in the social life.
In the process of educationa - cognitive activity analysis basic theoretical positions were
-B.G.Anan’eva’s idea about the formation of academic self-cognition;
-the psychological structure of educational- cognitive activity developed in the works of A. N.
-idea of the activity’s subject by K.A.Abulhanova-Slavskaya;
-level-oriented approach in the analysis of educational-cognitive activity by I.Ya.Lerner,
Educational-cognitive activity is an intellectual activity, so it is built like any other intellectual
act. It is always a motive, plan (plan, program), realization of a control .
Structural characteristics of an educational-cognitive activity were defined in the works of
A.N. Leontiev, Z.G.Gazieva and in the concept of learning activities( V.V. Davydov, D.B. Elkonin,
T.I.Shamova). Common feature in the views of all researchers is that the educational-cognitive
activity of students is developing in the unity of all its components: motivation, learning objectives,
learning activities, control, self-control, evaluation, self-evaluation.
For the most complete characterization of individuals’ educational-cognitive activity it is
important to take into account the diversity of cognitive actions: goal-setting, programming, planning,
performing action, action control (self-control) and evaluation (self-evaluation).
Cognitive action always suggests the cognitive result and the need of new knowledge, it gives
us the opportunity to consider it as a characteristic of the cognitive activity of the learner.
For the educational process internal and external feedback are equally important. Internal
feedback allows to improve the system of acquiring knowledge of each individual student on the base
on their own error detection and correction, and other deviations from the functioning of the system.
External feedback is connected with the teacher. It indicates the status of the learning process, based
on the result of the acquisition of students' knowledge and skills.
Thus, there is always the interaction between the subjects of the educational process. It means
that at different stages of learning the teacher's role in the management of cognitive activity will be
manifested in various degrees.
This statement is proved by the ideas of synergetics, according to which the management should
take into account the internal mechanisms of the system. Peculiar feature of the cognitive activity’
management as a system is the prevalence of intra-relationships of its components on the external
influences. External influences (from the teacher and other students) are only able to maintain the
desired positive trends or to avoid the negative trends that may lead away from the goals.
Therefore, in the management of cognitive activity it is necessary to create such pedagogical
conditions that arouse students' experience of internal contradictions between knowledge and
ignorance; produce activities’ motives; promote mastery of a system of professional knowledge and
roles; ensure the formation needed to solve professional problems of cognitive actions.
On the base of the theoretical review we identified the following stages of the educational-
cognitive activity’ management: setting purposes, the informational stage, prediction, modeling,
making decisions, organization of performance, communication, monitoring and evaluation,
correction and adjustment. The system-formed factor are the learning goals.
In the process of students educational-cognitive activity’s management favorable conditions for
the knowledge and the actions acquisition and for the students’ mental development are created. The
realization of students educational-cognitive activity, differentiation and integration in all areas of
educational process are the significant components in educational-cognitive activity’s management.
The willingness of the teacher to manage learning and cognitive activity of students will be
expressed in the clarity and completeness of the unification allocation of such lines in the teaching and
learning of cognitive activity, as the assimilation of knowledge and the formation of action. In this
regard, the very understanding of the nature of assimilation will contribute to the desire of the teacher
to organize, build and improve educational-cognitive activity of students at a high scientific and
theoretical and methodological level.
The teacher’s willingness to manage students’ educational-cognitive activity will be expressed
knowledge acquisition and the formation of action. In this regard, the understanding of the
acquisition’s essence will contribute to the desire of the teacher to organize, build and improve
students educational-cognitive activity a high scientific, theoretical and methodological level.
1. State Programme of Education of the Republic of Kazakhstan for 2011-2020. Astana - 2010.
2. Kupcova G. Interaction between management and self-management in educational- cognitive
3. Dzhakupov S.M . Management of cognitive activity of students in the learning process:
4. Anan’ev B.G. Psychology and human problems. Znanie.- M. 2005- 432 p.
5. Activity. Consciousness. Personality / ed. D.A. Leont’eva. M .: meaning; Academy, 2004 - 346p.
6. Shamova TI, Davydenko TM, Shibanov GN Management of educational systems. 4th ed., Sr. -
7. Typology of activity of the person / KA Abulkhanova-Slavskaya // Psychological Journal / Ed.
BF Crowbars, VS Shustikov, LI Antsyferova. - 1985 - Tom6 №5 September-October 1985 - c. 3-19.
8. Lerner I.J. Developing training with teaching positions // Pedagogy. - 1996. - № 2. - S. 7.
ON THE PROBLEM OF LANGUAGE AND NATIONAL CHARACTER INTER
Новик Н.В., Томпиева З.Е..
of language development. This fact can be explained by the “burst” of intercultural communication.
But the understanding between the participants of such communication cannot be achieved if the
historical, cultural and social factors will not be taken into consideration.
Language is a form of nation’s culture spiritual life expression. It also expresses national self-
consciousness, because exactly in the language the general people's knowledge about traditions are
reflected. At the same time, language is an living expression of people’s character and an energetic
connection with the world culture.
Nowadaysone of the most important and actual problems of cultural differences is the problem
connected with the national character. National character is a reality, including the stereotypes of
thinking,models and pattern of behavior, consciousness and unconsciousness, language. In other
words, it is a combination of a great number of components making a structure or a sample [1;46-47].
National character is a peculiar national coloring of feelings and emotions, thought and action,
sustained traditions and habits, emerging under the influence of material life conditions, peculiarities
of historical development of the nation and manifesting in the specificity of national culture and
In the concept of national character, we see the originality of the historical path of the nation,
economicactivities; features of social and cultural development and geographical environment find
their reflection. All of it leaves lots of excitement in the psyche of itsrepresentatives. They areexpressed
in the peculiarities of behavior culture, tastes, habits, morality, peculiarities of the way of thinking and
world’s perception.National character is inherent to all people of a particular nation, which
differentiates them from the other ethnic (national) communities of people. National character defines
the nation’s behavior,reflects historical reality. National character is expressed in a common national