1-
2-
--
| (1,2,) | |||
| Modern methodology in foreign languages education: stages of its development (critical analysis). | 1 | ||
| Socio-Historical Factors in the Development of foreign language education. | 1 | ||
| Methodological Factors in the Modern Paradigm of foreign language education. | 1 | ||
| Intercultural Communication as the Theory of the Modern Paradigm of foreign language education. | 1 | ||
| A new interpretation of Basic Methodological Categories. | 1 | ||
| Links of foreign language education Methodology with Cognitive linguistics. | 1 | ||
| Links of foreign language education Methodology with Psycho-linguistics. | 1 | ||
| Links of foreign language education Methodology with Lingua culture studying. | 1 | ||
| Lingua-cultural approach to teaching listening proficiency. | 1 | ||
| Lingua-cultural approach to teaching reading proficiency. | 1 | ||
| Lingua-cultural approach to teaching speaking proficiency. | 1 | ||
| Lingua-cultural approach to teaching writing proficiency. | 1 | ||
| Cognitive lingua-cultural methodology as the modern paradigm of foreign language education. | 1 | ||
| New pedagogical technologies in foreign languages education. | 1 | ||
| Comparative characteristics of modern forms of control in foreign language education. Types of tests for evaluation Intercultural communicative competence. | 1 | ||
| Intercultural communicative competence as a final result in foreign languages education. | 1 | ||
| The national model of levels of Intercultural communicative competence. | 1 | ||
| Model of professional-pedagogical competency of foreign language teacher. | 1 | ||
| The role of Internet in foreign language education. | 1 | ||
| Interactive technologies in foreign languages education. | 1 | ||
| Innovative technologies in foreign languages education. | 1 | ||
| Use of video in foreign languages education. | 1 | ||
| Modern approaches in foreign language teaching methodology. | 1 | ||
| Methodological and methodical principles as a reflection of essence of cognitive linguacultural methodology. | 1 | ||
| Methods of scientific research in foreign language teaching methodology. | 1 | ||
| The main methodological categories in the light of new educational paradigm. | 1 | ||
| Communicative language teaching, the history of its development. | 1 | ||
| The Competency-Based Approach as the Modern MFL Pedagogical theory. | 1 | ||
| Compulsory characteristics of methodology of foreign language education as a theory of scientific cognition. | 1 | ||
| Model of professional-pedagogical competency of foreign language teacher. . | 1 | ||
| Methodological interpretation of the concept Intermediator of Intercultural communication. | 2 | ||
| Methodological interpretation of the concept Second language personality. | 2 | ||
| Subject of methodology of foreign language education language-culture-personality. | 2 | ||
| Methodological interpretation of the concept Language picture of the world. | 2 | ||
| Methodological category linguaculture. | 2 | ||
| Methodological interpretation of the concept Second language cognition. | 2 | ||
| Methodical principles in FLT. | 2 | ||
| Methodological principles in foreign language education. | 2 | ||
| Student-centered approach in foreign language education. | 2 | ||
| Communicative-cognitive approach in foreign language education. | 2 | ||
| Competency-based approach as a pedagogical theory in modern foreign language education. | 2 | ||
| Intercultural communication: essence, basic categories, principles. | 2 | ||
| The impact of culture in foreign language education. | 2 | ||
| Language as the means of intercultural communication. | 2 | ||
| Competency and its types. | 2 | ||
| Characteristics and peculiarities of using role-playing technology in teaching foreign language communication. | 2 | ||
| Characteristics and peculiarities of using project technology in teaching foreign language communication. | 2 | ||
| Characteristics and peculiarities of using debates in teaching foreign language communication. | 2 | ||
| Characteristics and peculiarities of using cooperative learning in foreign language education. | 2 | ||
| The role and peculiarities of using group work in teaching foreign language communication. | 2 | ||
| Different types of communicative exercises as means of Intercultural communicative competence formation. | 2 | ||
| Cognitive paradigm of education. | 2 | ||
| Anthropological paradigm of education. | 2 | ||
| Lingua-cultural paradigm of foreign language education. | 2 | ||
| Content-centered approach in foreign language education as the leading approach in teaching professional communication. | 2 | ||
| Theoretical-world-view competence of FL teacher. | 2 | ||
| Social-personal competence of FL teacher. | 2 | ||
| Subject-methodological competence of FL teacher. | 2 | ||
| Professional-oriented psychological-pedagogical competence of FL teacher. | 2 | ||
| Model as a method of scientific cognition and modern approaches to modelling of communication. | 2 | ||
| Give comparative definitions of the methodological categories: conception, approach, methodological system, methodical and methodological principles, aim and content of education. | |||
| Critically analyze existing approaches to the interpretation of Intercultural communication as the field of knowledge of the modern theory of MFL education. | |||
| Defend the modern interpretation of the place and role of the foreign language teaching method within the new FL educational paradigm. | |||
| Give the reasons for the difficulties in the definition of Methodology of foreign language education as an independent scientific theory. | |||
| Present, in the form of a diagram, the development of methodology foreign language education and indicate the reasons for its change. | |||
| Present in a form of scheme the definition of Intercultural communicative competence. What are the existing approaches to the definition of Intercultural communicative competence? | |||
| How does the term philosophy of education differ from paradigm of education? In two columns give your reasons. | |||
| What are the main characteristics of the competency-based pedagogical theory and knowledge-centered approach in FLT? In two columns give your reasons. | |||
| Give your reasons why do didactic principles formulated by Y.A.Komensky havent satisfied to the new ideas of Cognitive linguacultural methodology. | |||
| Make up a plan of a creative lesson on the theme Nauriz (8th form) devoted to the development of Intercultural-communicative skills of the learners. | |||
| Present three types of activities illustrating integration of language culture personality. | |||
| There are different opinions on the final and strategic aim in foreign language education. N.D.Galskova and I.I.Khaleeva think that it is a second language personality, S.S.Kunanbayeva suggests that it may be intermediator of intercultural communication. What is your attitude towards this problem, give your reasons. | |||
| Make up a list of the most important from your point of view characteristics of communication, give your reasons. | |||
| The wide usage of testing as one of the forms of control in FLT is however connected with certain problems. Name these problems and give your vision on the solution of these problems. | |||
| Your young colleague does not know technology of project work, so he completely excludes it from his work. Explain to him the procedure of work on a project and give appropriate recommendations. | |||
| We have had a conference recently on the theme: Model of professional-pedagogical competency of a FL teacher. All the students of your course have participated. What are the most important qualities and competences of a FL teacher should be developed in your opinion? | |||
| The prominent psychologist B.V. Belyaev supposed that Without good methods there are no good teachers. American Methodologist P. Herbold maintained an opposite point of view: There are no perfect methods. There are only good and bad teachers. | |||
| Imagine that during the FL lesson you need to activate cognitive activity of students. By means of what technologies you could solve this problem? Give a detailed description of these technologies. | |||
| You have paid attention that during your lecture students are insufficiently attentive. What methodological techniques are possible to use in order to keep attention of students during academic lecture? | |||
| You are working at the design of scientific-research apparatus of your thesis. What position would you like to emphasize to prove the actuality of the research topic? | |||
| At the meeting of a Round table is discussing a question of didactic feasibility of two approaches to co-teaching of foreign language and foreign language culture: from the facts of foreign language culture to facts of foreign language and vice versa. Explain which of these approaches do you prefer in their practice? | |||
| Imagine that you are asked to write an article for publication in a foreign journal, answering the question: "What are the achievements of the national methodological science in the development of an interconnected teaching of a foreign language and culture? What scientific works, in your opinion, had a noticeable impact into the development of modern methodology of foreign language education in Kazakhstan? | |||
| At the conference devoted to pedagogical practice the teacher said to the students: To teach is to learn twice. How do you understand his words? Express your opinion. | |||
| In the modern methodology in foreign languages education the basic methodological categories are rethinking. Determine the cause and effect relationships of methodological rethinking of the categories, give their modern definitions. | |||
| You are invited to a conference devoted to the problems of innovative technologies in FLT. What technology would you choose to make a report on? Explain your choice. | |||
| Are you a reviewer of the textbook of a foreign language, which is not implemented one of the most important principles - the principle of communicativeness. Suggest ways of its realization concerning teaching language material and types of speech activities, having illustrated them with examples of concrete tasks. | |||
| In practice of FLT there are different opinions about the relation between language and culture. A young colleague addressed you a question: What for do we really need background knowledge? Say what in your opinion is the relation between language and culture in FLT process? | |||
| Consider the following hypothesis: Formation of intercultural communicative competence of students of linguistic high school will be more effective if integrated communicative foreign language skills of students will be formed on the basis of module educational technology. | |||
| Many scientists and teachers argue: Whether "It is possible to consider testing as a universal method of control?" Present your vision of this problem and prove your position. | |||
| In thesis THE MODERNIZATION OF FOREIGN LANGUAGE EDUCATION: THE LINGUOCULTURAL - COMMUNICATIVE APPROACH S.S.Kunanbaeva notes that the leading methodological principle is cognitive principle. Explain why a leading role is assigned to the cognitive principle. Express your judgment. |
|
|
|
|
|
|
|
|
|
|
|
|
: ..., ..
