PROFESSION-ORIENTED LANGUAGE LEARNING IN MULTILINGUAL EDUCATION PERSPECTIVES

S. Meiramova1, A. Akylbayeva1, D. Shaibakova2

1S.Seifullin Kazakh Agrotechnical University (KAZAKHSTAN)
2Abay Kazakh National Pedagogical University (KAZAKHSTAN)
Modern Kazakhstan is a multi-ethnic and poly-confessional state which is developing in the conditions of multilingualism, and language learning is one of the main indicators of adaptation to the new social-political and social-cultural realities [1].

Profession-oriented language is relatively new notion in Kazakhstan higher education foreign language context as well as multilingual education. Moreover, modern changes in the society’s social and economic life as well as the new approaches to specialists’ training demand adequate modernization of higher education system, in particular the profession-oriented training. Such training provides professional orientation not only to the maintenance of training materials, but also the activity in forming professional skills of practical English used in various spheres of communication.

In addition, modern person lives in the conditions of increasing progress in the field of information and technology. In this regard, the higher school professional faces a task - to teach students to critically approach a problem solving, to overcome problems posed by life; to be able to systematically, analytically and critically evaluate the consequences of their actions and be willing to take responsibility for their choices in problem solving [2]. Consequently, the authors suggest that the creation of an innovative model of higher education in this context will be apparent which combines the best traditions of the Kazakh and world educational systems, in the area of foreign languages teaching particularly.

Then the authors state that achievement in professional foreign-language communicative competency depends directly on its practical use of foreign language in the professional activity, mainly due to the purpose of foreign language oriented profession training as a whole. In addition, the current state of foreign language oriented teaching profession in Kazakhstan does not meet the specific requirements; hence, it has to be reoriented in terms of developing professional qualities that is in tandem with the process of foreign language teaching. Thus, the acquirement of professional competencies along with the study of foreign professional culture is become the main issue in the content of profession oriented English language teaching in institutions of higher education in Kazakhstan with reference to multilingualism. Finally, the authors propose that the reflection will be found in the development of strategic model on the basis of "Task-based learning and teaching" (TBLT) technologies in profession-oriented English teaching for multilingual specialties of Kazakhstan institutions of higher education, preparation of integrated educational programs that promotes not only the increase of the acquired new knowledge, but also formation of language and cross-cultural communicative competencies among students in the context of TBLT approach.