Вестник КазНПУ им. Абая, серия«Филология», №4(58), 2016 г. 194
Резюме РОЛЬ ВИТАГЕННОГО ОБУЧЕНИЯ В ИЗУЧЕНИЕ КАЗАХСКОГО ЯЗЫКА Ш.Л. Ерхожина кандидат педагогических наук казахский государтсвенный женский педагогический университет Казахстан, город Алматы В этой статье рассматривается о требований Витагенного технологий в современной образований. Это слова
обсуждался с основателями теорий обучений технологий и выяснился отличие важность использования казахским
языком обучения. Академик А.С. Белкин обьяснил что термин "Вита" означает "жизненного опыта", и в своем рече
включил задачу качества преподавания, чтобы укрепить свои знания и расширить их знания доказательств включает
в себя навыки речи. А так же будет рассматриватся заданий к свободной речевой коммуникации учащихся,
познавательные, коммуникативные методы и подходы Витагенного технологий.
Укрепление и расширение знания студентов, представить доказательства, придаваемое своему слову является
цельем витагенного задании. Витагенные задачи, которые должно иметь свободный речи студентов, познавательная,
коммуникативная, а также коммуникационная группа играет важную роль в развитии способности действий.
Изучение казахского языка повышает важность преподавания витагенного. Студенты достигая партнерства с видами
учебной, группа проводят конкретные виды работ. В ходе решения задач в тексте казахского языка студент будет
определяться и создают защиту плаката, решая дело, проекты и т.д. витагенные задачи дают возможность студентам
идею свободной перевозкой груза, когнитивного, коммуникативного подхода к развитию, а также умение общаться с
группой может играть важную роль в развитии этого слова.
Ключевые слова: витагенный, жизненный опыт, голографический метод, голографические пути, голографиче-
Summary A ROLE OF VITAGARY TEACHING IN MASTERING KAZAKH LANGUAGE Sh.L. Yergozhina Candidate of phylological science Kazakh state women's teacher training university Kazakhstan, Almaty city The article was demanded of modern education are talking about Vïtagen technology. This is the word from scientists, the
founder of the theory of learning technology, it differentiates the importance of the use of the Kazakh language learning.
Academician A.S. Belkin's "Vita" means "life experience" that explain and teach students Vïtagen’s task of teaching quality,
to strengthen their knowledge and expand their knowledge of evidence involves the skills of speech to deliver his speech.
Vïtagen approaches and jobs to students' free speech communication, cognitive, communicative, as well as the ability to
communicate with a group can play an important role in the development of the word.
Vïtagary tasks students quality training, to strengthen their knowledge and expand their knowledge, provide evidence
imparted to his word. Vïtagary tricks and tasks it is to have the students' free speech, cognitive, communicative, as well as
group communication plays an important role in the development of the ability to act. Kazakh language learning increases the
importance of teaching vïtagary.
Students achieve by working together in partnership with the types of training Man, the group carried out specific types of
work. In the course of solving the problems in the Kazakh language text, create a poster protection, solving the case, projects,
etc. the student will be determined.
Vïtagary tricks and tasks students the idea of free shipping, cognitive, communicative approach to development, as well as
the ability to communicate with a group can play an important role in the development of the word.
Key words: vitagen, life experience, holographic method, holographic way, holographic situations
Абай атындағы ҚазҰПУ-нің Хабаршысы, «Филология» сериясы, №4(58), 2016 ж. 195
A.M. Zholdybayeva 1 1 Suleyman Demirel University, Almaty, Kazakhstan
PERSONALIZATION OF TEACHING FOREIGN LANGUAGES BASED ON THE THEORY OF MULTIPLE INTELLIGENCES
Annotation The article is applied to the Multiple Intelligence theory as a main part of teaching English in the classroom. Education
should be sensitive to individual cognitive differences. Classical theory of multiple intelligence determines that person doesn`t
have only one or it is called general intelligence, but row of intellectual abilities such as consists of verbal-linguistic, logical-
mathematical, visual-spatial, bodily-kinesthetic, interpersonal, intrapersonal, musical, natural intelligences. Each of these
intelligences has his own type, structure, functions, language and cause of especial potential for development. All eight types
of people`s intelligences are observed and author explains about the possible methods of English language teaching and
flexible planning of the lesson from the perception type point of view. Further the author concentrates to the importance of the
precise establishment of the kind of intelligence and pays attention on the types which are presented in the classroom.
Key words: personalization, multiple intelligence theory, teaching, technique, foreign language, scientific approach,
“The biggest mistake of past centuries in teaching has been to treat all students as if they were variants of the
same individual and thus to feel justified in teaching them all the same subjects the same way”
In the relation with the individualization of the educational process and its main goal – to help the child to
know himself, self-determinate and provide him an opportunity for self-realization have the considerable
importance in the multiple intelligence theory by an American psychologist H. Gardner.
The Theory of Multiple Intelligence was first published in 1983 in the book “Mind Structure: The Theory of
Multiple Intelligence” by Dr.H. Gardner. The invention of the theory was preceded by scientists based on
studying the human brain for a long period of time on the basis of tests, interviews, observation and studying
hundreds of people. Dr. Howard Gardner the author of “Frames in Mind: The Theory of Multiple Intelligences”,
in his book looks at intelligence from a wider perspective than has ever been done before. He presented a new
vision on intelligence and the theory is a pluralistic view of mind which recognizes many different sides of
cognition and cognitive styles. [3, p. 5] Gardner studied the characteristics of the brain damaged by a stroke or
accident, the brain of high intelligence people, the brain of mentally ill people, and the brain of the representatives
of different ethnic cultures. The existed idea of the intellect during the earlier times, as the only sign to define the
innate abilities and problem solving skills, had been refuted.
As a result of the study, the psychologist suggested that intelligence is concentrated in different areas of the
brain that have a connection between them, either working independently of each other and can be developed
under appropriate conditions.
One of the basic principles of the Theory of Multiple Intelligences lies in the fact that education should be
sensitive to individual cognitive differences. Education should strive to create a variety of cognitive capacity that
meet the individual intellectual potential the best. Moreover, students can improve their speaking skills through
this theory. [5, p. 1].
And, although, pedagogy and psychology have always drawn attention to the differences and the special
abilities of students, and encouraged them to consider that, here’s a deeper approach. "There is more than one way
to learn what you think is important. The Theory of Multiple Intelligences in this case can be a tool" - this idea
permeates the entire theory of Gardner. In my view, the main difference between the learning process based on
the Theory of Multiple Intelligences is its focus on the mind and skills development in the first place, and through
that, there is the development of the education program (standard), while the traditional learning process gives
priority to the development content of the program, mainly through verbal and logical-mathematical abilities of a
Gardner has identified the following types of intelligence: verbal-linguistic, logical-mathematical, spatial,
bodily-kinesthetic, musical, intrapersonal, interpersonal, and naturalistic. Each type of intelligence manifests itself
through specific talents, skills and interests. And perhaps, understanding that each of these types of intelligence
Вестник КазНПУ им. Абая, серия«Филология», №4(58), 2016 г. 196
can be developed and strengthened, will have a significant impact on students` learning methods and will allow to
organize the learning process so that they learn according to their capabilities (and not below them) and achieved
the best results.
Let’s consider the types of intelligence that Gardner allocates them to the most appropriate ways of learning:
• Verbal-Linguistic intelligence - easily susceptible to the tongue and is sensitive to the nuances, intonations,
order and rhythm of words. Students with a strong verbal-linguistic intelligence love reading, writing, telling
stories and playing games. [1, p. 2]. They have good verbal memory (remembering names, places, dates, names,
and so on.) and a rich vocabulary. They like people with linguistic intelligence learn best knowledge when:
- Handout served as a history, a story (or stories, if it is junior high school students);
- Consolidation of the material takes place in the form of a game;
- In order to study the topic, are given with creative tasks (to write a story or a poem, an article, describe the
thinking about the studied Entries);
- Take place in discussions, love writing mails and etc.
• Logical-mathematical intelligence - expresses the ability of deductive and inductive, concrete and abstract
thinking. Students with this type of intelligence have excellent analytical skills and problem solving skills. They
ponder well and ask questions logically arrayed. People with high logical-mathematical intelligence have the
ability to use numbers effectively and are sensitive to logical patterns and relationships. [1, p. 2]
To educate "mathematicians", the following methods are an optimal admission of the subject:
- Play math games;
- Analyze data;
- Use logic;
- To inspire and help put the hands-on experiments;
- Use forecasting results;
- Connect deductive methods to solve problems;
- Use tables and charts;
- Marshall facts in a logical order;
- Finding inconsistencies and errors in the proposed material.
• Visual-spatial intelligence - the ability to include visual-spatial reflection of the world. In order to better
perceive and understand the information, such children need visual imagination, they extract well the information
from maps, charts, diagrams, and they like puzzles. They are strong in the drawing, sketching, designing, and
modeling. They are sensitive to colors, shapes, form, space and relationships that exist between these elements
[1, p. 2]
The success in studying such people is achieved when:
- Color pictures or graphics used for entertaining;
- They do illustrate the subjects taught drawing diagramms, pictures or coming up with complex images, filled
with personal meaning;
- The training material is accompanied by viewing videotapes or creating your own, "training" movies, comics,
- The training is used to work with computer graphics;
- Make layouts, crafts, etc.
• Musical intelligence students with high musical intelligence are more perceptive to sounds, rhythms, tones
and music.. [1, p. 2] It contains the sensitivity level, tone, timbre and rhythm sounds, and emotional sensitivity to
music. Students who are catchy in melodies and musical images, recognizing the range and rhythm, are the
owners of a well-developed musical intelligence. Students with well-developed musical intelligence are easier to
learn a foreign language, because easily capture and replicate the melody of language.
The question is: how can you teach them anything in today's schools? It is possible and very successful if:
- Learn by listening to music (for example, to memorize the material with your favorite melody);
- Compose music on the "studied" subject;
- Use music for mood regulation;
- Create "musical pictures";
- Memorize the material, repeating it several times. It is best done in a certain rhythm, chosen by the child;
- Pay attention to intonation language features;
- Accompany teaching material poems, songs, rhymes.
• Bodily-kinesthetic intelligence – students with high bodily-kinesthetic intelligence are skilled at physical
activities such as sports or dance. [1, p. 2] He solves problems, creates and transmits the ideas and emotions
Абай атындағы ҚазҰПУ-нің Хабаршысы, «Филология» сериясы, №4(58), 2016 ж. 197
through body movements. Such students are good athletes, have good coordination of movements, very mobile,
have developed gestures and tactile memory.
Use all the following learning:
- Memorize the information, applying it to the movement (like in rap). An excellent example of such a
memory is a favorite of all first-graders rhymes-workout: "We wrote, we wrote, and our fingers are tired";
- Take frequent breaks in the classroom to play, to perform some physical exercises;
- Use visual models that can be touched and manipulated;
- Arrange outings and extracurricular activities;
- Use role play in training;
- Do exercises with words;
- Encourage the children to imitate the movements or habits of animals, which studied the names and sounds
of nature, to show parts of the body, etc.
The remaining two types of intelligences, the so-called interpersonal and intrapersonal, say more about the
orientation of the individual characteristics, the basic attitudes toward others than by the type of thinking. In a pure
form, they are not recognized, certainly in combination with other types of intelligence. Interpersonal type refers
to people who want to communicate and unable to endure loneliness; intrapersonal, on the contrary, people who
feel uncomfortable in the noisy society and prefer solitude.
• Interpersonal intelligence – students who have high interpersonal intelligence are usually friendly and are
sensitive to others’ moods, feelings and motivations. [1, p. 2] refers to the ability to interact effectively with
people, to understand them and identify their goals, motivations and intentions. Pupils with this type of
intelligence enjoy working in collaborations, they have good leadership and diplomatic qualities.
All this is wonderful, and all of it can be good to use in training. For example, it is possible to:
- Include it in the group work as often as possible;
- Use breaks to discuss contentious issues passed in the subject;
- Assign the organizer of extra-curricular evenings, quizzes, and so on;
- Ask provocative questions and encourage the student to express his own opinion;
- Asking to explain the material covered to those who have not learned (or assimilated worse).
• Intrapersonal intelligence - people with high intrapersonal intelligence have great self-knowledge and they
have an accurate picture of themselves. They know about their strengths and weaknesses as well as their
motivations and desires. [1, p. 2] This intelligence is associated with the understanding of personal emotions,
goals and intentions, appeal to the inner world. Students with this type of intelligence heightened sense of self-
esteem are confident and enjoy working alone. They are aware of their strengths and abilities. This type of
intelligence is not easy to recognize. Perhaps there’s only one way to recognize - watching the students and their
habits in the work and products of their labor.
Although they sometimes have difficulties in communicating, but such traits can also be successfully used in
the training. Here are some suggestions:
- Give individual task;
- Discuss the done work of a student, make a detailed analysis of errors;
- Make them to keep a diary;
- Give them individual instruction frequently, for example, to pick up a material on the subject;
- Because these students are very developed on sense of self-control, you can ask them to check their own
work or to perform research work on the mistakes.
• Naturalistic intelligence – students with high naturalistic intelligence possess expertise in flora and fauna of
the environment. They might like playing with pets, gardening, investigating nature, etc. [1, p. 2] It was revealed
one by Gardner. It involves the ability to study the flora and fauna of the natural world; predisposition to
productive activities such as hunting, farming or biological sciences classes. Thomas Armstrong explained this
type of intelligence, and the ability to see how the natural world from the different view - an understanding of the
interaction between nature and civilization, the symbiotic relationship inherent nature, the life cycles of nature.
Charles Darwin, John Muir, E.O. Wilson had developed naturalistic intelligence.
Students have the makings of a naturalist intelligence, quickly responding and demonstrating good results in
- Motivate them to describe the appearance, habits of animals;
- Give an interested to observe and identify the differences in living conditions in different countries are
interested in folk traditions;
- Use the lessons illustrate natural phenomena, flora and fauna;
Вестник КазНПУ им. Абая, серия«Филология», №4(58), 2016 г. 198
- Are pleased to perform design tasks connected with the study of the history of mankind, the development of
natural phenomena, etc.
His listing was provisional. The first two have been typically valued in classroom; the next three are usually
associated with the arts; and the final three are what Howard Gardner called 'personal intelligences'. [2, p. 41-43].
Eight kinds of intelligence would allow eight ways to teach, rather than one. And powerful constraints that
exist in the mind can be mobilized to introduce a particular concept (or whole system of thinking) in a way that
students are most likely to learn it and least likely to distort it. Paradoxically, constraints can be suggestive and
ultimately freeing. All eight intelligences are needed to live life well. Teachers, therefore, need to attend to all
intelligences, not just the first two that have been their tradition concern. As Kornhaber has noted it involves
educators opting 'for depth over breadth. [5, p. 276] Understanding entails taking knowledge gained in one setting
and using it in another. 'Students must have extended opportunities to work on a topic. [5, p. 278].
Teachers should try and plan their classes in a ways which engages most of the intelligences. That in its turn
obliges teachers to use different methods and activities to meet their students needs. [4, p. 211-212].
As you see here not all students have all the typical characteristics of one or another type of intelligence. In
some cases students have several intelligences. Each of the intelligences is prospective in every students and
teachers’ ultimate goal is to develop all the intelligences in them. We may observe the way The Multiple
Intelligence Theory works within many different language teaching methods: Silent Way emphasizes the
development of students’ inner thinking (Intrapersonal Intelligence). Total Physical Response emphasizes
language learning through physical action (Bodily-Kinesthetic Intelligence). Suggestopedia emphasizes the use of
music to deepen understanding of learning (Musical Intelligence). The Communicative Approach as well as
cooperative learning emphasizes the importance of interpersonal relationships (Interpersonal Intelligence). 
Teachers who plan their classes with the focus on The Multiple Intelligence Theory realize that this kind of lesson
planning brings much more variety into the classroom regarding teaching methods, whereas students have the
opportunity to find out where their strengths and weaknesses are so they can be more responsible for their learning
and to take part in the activities that suit their interests.
Implementing the Multiple Intelligence Theory to the English language classroom can mean a better result for
the students mastering the language as well as for the teachers because there is so much variety involved. Used in
the English language classroom as an integral part of Communicative Teaching Approach, Multiple Intelligence
Theory offers various ways of better assessment where students are greatly involved, thus giving them the
opportunity to reflect on their learning and set goals for themselves concerning the intelligences.
References: 1 Armstrong, Thomas. Multiple Intelligences in the Classroom. 2 nd edition. Association of Supervision and Curriculum Development// –USA., -2000-книга 2 Gardner, Howard. Intelligence Reframed. Multiple Intelligences for the 21 st century//, New York: Basic Books. –USA., 1999.-21-25 p.-книга 3 Gardner, Howard. Multiple Intelligences: New Horizons. //Basic books,- USA.,2006.-18p-книга 4 Алиярова Л.М., Халенова А.Р.,Махажанова Л.М.Современные методики преподавания английского языка в высших учебных заведениях//Вестн.КазНПУ.Фил-2015-№3(53)-С.211-212-статьи из журнала 5 F.A. Ospanova.The ways of improving speaking activity//Вестн.КазНПУ. Фил-2014-№3(49)-С.197-198-статьи из журнала 6 Kennedy, Teresa. Activities for the Language Classroom.-2003-URL: http://www.teresakenedy.com/activities.htm - интернет источники 7 Kornhaber, M.L. “Howard Gardner` in J.A. Palmer (ed) Fifty Modern Thinkers on Education. From Piaget to the present, London: Routledge ”/ /-USA., -2001-38p.-труды конференций 8 Lin, Po-Ying. Multiple Intelligences Theory and English Language Teaching.- 2005-URL: http://www.52en.com/lunwen/lw30015- интернет источники Түйіндеме