1.FLTM as a science, its main categoriesThe term "methodologies" denotes the scope of methods and principles of cognition in the field of this or that science. Methodology may be philosophical, humanistic, culture logical, anthropological. Traditionally, the term method is considered  as a theoretical and applied aspects of pedagogy explores the scientific and pedagogical principles and patterns of assimilation of any branch of knowledge, represented as a training dicipline. Any education system from the perspective of scientific theory and didactics is applied over the "methods of teaching," which according to traditional treatment, defined as 1) the science of exploring the purpose and content, patterns, techniques, methods and systems of education, 2) (Shchukin) as an independent educational science has its own laws and its own methods of investigation, which has features characteristic of any science: Theoretical basis, experimental field for test various scientific hypotheses, as well as having the inherent specific objects of study. Question of methodology as a science is very problematic. Many scholars consider it in the context of other sciences: pedagogy, psychology, modern scholars are more inclined to the position that the method  is an independent science with its own object and subject of study. provides a solution to a number of problems: acquaintance with methodical systems of the past and present, understanding of the basic components and the basic categories of techniques, the teachers` experiences FLTM is the young developing science some specialists say that is the rather an art than a science. Acc to Belyaev and Michale West considered FLTM as psychological science. Acc to Ch. Freeze and Lev Sherba FLTM as an applied linguistics.

Nevertheless FLTM is a ped-l science. It has its own object of investigation, subject of inv-n, method of research.

The object of study – is the process of Fllearning , the process of knowledge transfer and the formation of the FL skills and abilities.

Subject of investigation- aims and objectives of teaching , content, means , methods and devices.

Method of research:

1)method of theoretical level

 2)method of practical level: a) critical study of literature b) method of analysis c) method of syntheses d) method of modeling e) method of induction ( from particular to general j) method of deduction  (from general to particular) K)Method of analogy.

3) observation : 1) generalization of teachers experience 2) experimental of work 3) experiment (main methods)

4) method of form

5) testing

6) interview

7) use of chronometer

8) statistical and mathematical processing ( supplementary method).

Methodology deals with 3 main problems which constitute: Why? (aim), Aims are the first and most important consideration in any teaching. Hence the teacher should know exactly what his pupils are expected to achieve in learning his subject, what changes he can bring about in his pupils at the end of the course, at the end of the year, term, month, week, and each particular lesson, i.e., he should know the aims and objectives of foreign language teaching in schools. The terms ―aims and ―objectives are clearly distinguished in this work in accordance with the suggestion given by R. Roberts. Here is what he writes: ―The term ―aims be reserved for long-term goals such as provide the justification or reason for teaching second languages ... the term ―objectives‖ be used only for shortterm goals (immediate lesson goal), such as may reasonably be achieved in a classroom lesson or sequence of lessons. In this lecture we shall deal with long term goals, that is, with the aims of foreign language teaching which dictate the teacher's approach to this subject.

What? (content), The content of foreign language teaching or what to teach is one of the main problems the Methods deals with. The first component of ―what to teach‖ is habits and skills which pupils should acquire while learning a foreign language. According to the aims of learning this subject they are: hearing (listening comprehension), speaking, reading, and writing. The level of habits and skills is determined by the syllabus for each form. However, quantitative and qualitative characteristics of skills, or the so-called terminal behaviour, is not defined yet for different types of schools and stages of instruction. This is one of the problems for methodologists to investigate and solve. Nevertheless, some attempts have been made in this respect. Thus in school syllabi we can find some directions as to the level of skills that should be reached in each particular form and their development from form to form. The second component of ―what to teach‖ is language (textual) material, arranged in topics and serving as starting points for the development of oral language and written language, which allows the teacher to reach the practical, educational, and cultural aims set by the syllabus.

The third component of the content of foreign language teaching is linguistic material, i.e., phonology, grammar, and vocabulary carefully selected for the purpose. The selection of linguistic material, the compiling of the so-called minima, for instance, minimum vocabulary and minimum grammar, has always been one of the most important and difficult problems to be solved and, although a great deal of work has been done in this respect, we are still on the way to its solution. A limited body of linguistic material is required by pupils who have about 600 class hours at their disposal spread over six years (extensive course), and at the same time it must be

large enough to serve as a sound basis for developing pupils’ language skills.

To sum up what has been said above, the content of foreign language teaching

involves:

language skills: hearing, speaking, reading, and writing;

language (textual) material;

linguistic material; vocabulary; grammar, phonological minima.

In conclusion it should be said that the content of teaching in our schools is laid down in the syllabus and realized in teaching materials and in the teacher’s own speech.

How?(method).

2) Links of FLT Methodology with other sciences.Language education is the teaching and learning of a language. It can include improving a learner’s mastery of her or his native language, but the term is more commonly used with regard to second language acquisition, which means the learning of a foreign or second language and which is the topic of this article. Some scholars differentiate between acquisition and learning.

Methods of foreign language teaching is understood here as a body of scientifically tested theory concerning the teaching of foreign languages in schools and other educational institutions. It covers three main problems:

aims of teaching a foreign language;

content of teaching, i.e. what to teach to attain the aims;

methods and techniques of teaching, i.e. how to teach a foreign language toattain the aims in the most effective way.

Methods of foreign language teaching is closely related to other sciences such as pedagogics, psychology, physiology, linguistics, and some others.

Pedagogics is the science concerned with the teaching and education of the younger generation. Since Methods also deals with the problems of teaching and education, it is most closely related to pedagogics. To study foreign language teaching one must know pedagogics. One branch of pedagogics is called didactics. Didactics studies general ways of teaching in schools. Methods, as compared to didactics, studies the specific ways of teaching a definite subject. Thus, it may be considered special didactics. In the foreign language teaching, as well as in the teaching of mathematics, history, and other subjects taught in schools, general principles of didactics are applied and, in their turn, influence and enrich didactics. For example, the so-called ―principle of visualizationwas first introduced in teaching foreign languages. Now it has become one of the fundamental principles of didactics and is used in teaching all school subjects without exception. Programmed instruction was first applied to teaching mathematics. Now through didactics it is used in teaching many subjects, including foreign languages. Teaching a foreign language means first and foremost the formation and development of pupils’ habits and skills in hearing, speaking, reading, and writing.

We cannot expect to develop such habits and skills of our pupils effectively if we do not know and take into account the psycho1ogy of habits and skills, the ways of forming them, the influence of formerly acquired habits on the formation of new ones, and many other necessary factors that psychology can supply us with. At present we have much material in the field of psychology which can be applied to teaching a foreign language. For example, N. I. Zhinkin, a prominent Soviet psychologist in his investigation of the mechanisms of speech came to the conclusion that words and rules of combining them are most probably dormant in the kinetic center of the brain. When the ear receives a signal it reaches the brain, its hearing center and then passes to the kinetic center. Thus, if a teacher wants his pupils to speak English he must use all the opportunities he has to make them hear and speak it. Furthermore, to master a second language is to acquire another code, another way of receiving and transmitting information. To create this new code in the most effective way one must take into consideration certain psychological factors.

Effective learning of a foreign language depends to a great extent on the pupils’ memory. That is why a teacher must know how he can help his pupils to successfully memorize and retain in memory the language material they learn. Here again psychological investigations are significant. For example, the psychologist P.K. Zinchenko proved that in learning a subject both voluntary and involuntary memory is of great importance. In his investigation of involuntary memory P.K. Zinchenko came to the conclusion that this memory is retentive. Consequently, in teaching a foreign language we should create favourable conditions for involuntary memorizing.

P K. Zinchenko showed that involuntary memorizing is possible only when pupils’ attention is concentrated not on fixing the material in their memory through numerous repetitions, but on solving some mental problems which deal with this material.

Methods of foreign language teaching has a definite relation to physiology of the higher nervous system. Pavlov’s theories of ―conditioned reflexes‖, of the ―second signalling system‖ and of ―dynamic stereotype‖ are the examples. Each of these interrelated theories bears a direct relation to the teaching of a foreign language. According to Pavlov’s habits are conditioned reflexes, and a conditioned reflex is an action performed automatically in response to a definite stimulus as a result of previous frequent repetitions of the same action. If we thoroughly study the theory of conditioned reflexes we shall see that it explains and confirms the necessity for frequent repetitions and revision of material pupils study as one of the means of inculcating habits. Pavlov showed that man’s higher nervous activities - speaking and thinking - are the functions of a special system of organic structures within the nervous system. This system is developed only in man. It enables the brain to respond to inner stimuli as it responds to outer stimuli or signals perceived through the sense organs. Pavlov named this the second signalling system. Consequently one of the forms of human behaviour is language behaviour, i.e., speech response to different communication situations. Therefore in teaching a foreign language we must bear in mind that pupils should acquire the language they study as a behaviour, as something that helps people to communicate with each other in various real situations of intercourse. Hence a foreign language should be taught through such situations. Pavlov's theory of ―dynamic stereotype‖ also furnishes the physiological base for many important principles of language teaching, e.g., for the topical vocabulary arrangement.

Methods of foreign language teaching is most closely related to linguistics, since linguistics deals with the problems which are of paramount importance to Methods, with language and thinking, grammar and vocabulary, the relationship between grammar and vocabulary, and many others. Methods successfully uses, for example, the results of linguistic investigation in the selection and arrangement of language material for teaching. It is known that structural linguistics has had a great impact on language teaching. Teaching materials have been prepared by linguists and methodologists of the structural school. Many prominent linguists have not only developed the theory of linguistics, but tried to apply it to language teaching.

Methods of foreign language teaching like any other science, has definite ways of investigating the problems which may arise. They are:

a critical study of the ways foreign languages were taught in our country and abroad;

a thorough study and summing up of the experience of' the best foreign language teachers in different types of schools;

experimenting with the aim of confirming or refuting the working hypotheses that may arise during investigation. Experimenting becomes more and more popular with methodologists. In experimenting methodologists have to deal with different data, that is why in arranging research work they use mathematics, statistics, and probability theory to interpret experimental results.

In recent years there has been a great increase of interest in Methods since foreign language teaching has many attractions as an area for research. A great deal of useful research work has been carried out. New ideas and new data produced as the result of research are usually developed into new teaching materials and teaching techniques. It should be said that we need research activities of the following types: descriptive research which deals with ―what to teach‖; experimental and instrumental research dealing with ―how to teach‖. More research is now needed which compares different combination of devices, various teaching aids, etc.

3) The category of aim in FLT. Traditional and modern aims of FLT. Pragmatic, cognitive and pedagogical aspects of the aim.Modern Methodology of FLT and its categories.. Aim- is the long term goal. FLTM can be general and special. General concerns with all languages and special deals with particular language. New requirements to the education lead to inivitably to the changes in the system of FLTM. Acc to Kunanbaeva S.S our methodology fl education is called cognitive linguacultural  methodology. Acc to state documents and programs the FLT is introduced into new  types of schools. Gymnasium, profile schools, specialized schools as well as international types of schools at different stages. The new philosophy of education proclaims pupil-centred approach that is the main figure is the pupil with all his cognitive mechanisms. The final goal of FLT is ICC and its components. The components of intercultural communicative competence. Language Competence (vocabulary, grammar, phonetics),

Speech competence (the ability to speak, listen, read and write),  

Discourse (the construction of oral and written texts),

Strategic (overcoming the difficulties of communication),

Socio-cultural (socio-cultural norms of compliance, knowledge of the traditions, history, literature, facial expressions, gestures).

 ICC is the ability to communicate to use a target language as means of com-n at the international level. A language is a part of a culture. The acquisition of afl is also acquisition of a second lang and culture. "Communicative competence" - is demonstrated by field of successful communication activities on the basis of lessons and strategies of verbal communication, supported by language skills. Is based on the native language."Intercultural communicative competence" - the ability to communicate at the international level.Based on a foreign language. "The secondary language person"( vtori4naya li4nost)-acc to Galskovoy,  or a "person of dialogue of cultures", speak the language and know the culture of another  lang at the level of a native speaker. Co-teaching of lang and culture is implemented through content-based and context based lang instruction. Content-based teaching of culture focuses on culture related information, while context-based instruction emphasizes real world where people behave in a culturally appropriate way. Content-based teaching is knowledge oriented instruction, and context based teaching is skill oriented instruction. There are different approaches to organization of the process of teaching FL. The most known models are: 1)M1: FL1+FL2 are taught  simultaneously in the 1st-11th forms 3 hours a week . 2) FL2 is introduced in the 5th form 3 hours a week. 3) FL2 is taught in the senior class 3 hours a week. Aims and objectives are the first and important consideration of FLT. Traditionally we distinguish the following aims of FLT:

practical- pupils acquire habits and skills in using FL,

educational- they develop their mental abilities and intelligence in the process of learning fl, cultural- pupils extend their knowledge of the world in which they live.  Aims of FLT is complex and integral one. It implies 3 aspects:pragmatic-that consists in the formation of  ICC .Cognitive- that consists in the development of cognitive mechanisms of the learners.  Pedagogical- that consists in the development of subject of intercultural communication. Nowadays the communicative aim in the FLT , at school is determined by the following factors: 1) The economic factor 2) political condition of society 3) the requirements of society 4) general goals of education 5) nature of the subject 6) conditions ( books, technical equipments). 4)The content of FLT at school and its components.Content of FLT. Nowadays the com-ve cognitive approach in Flt determines the following components of content of the FLT in general.

Content of FLT:

linguistic component: 1) lang material( gr, voc, pronunciation), 2) speech material ( spheres of com-n, situations, texts, speech paterns) .

Psychological component: habits( gr, pron) and skills( W, R, L, S).

Methodological components (learners strategies and compensatory learning skills).

Social cultural comp: social cultural background.

Emotive comp: interest to the subject, level of motivation.

There are 2 aspects in the content of FLT: 1) subject matter(predmetnayastorona) 2) processional matter ( prosecualnayastorona). To the Subject matter we refer spheres of com, texts, situations, lang material, social cultural material. To the processional matter we refer operations with lang material, skills (S, W, L, R) , Compensatory skills, interest to the subject.

The content of foreign language teaching or what to teach is one of the main problems the Methods deals with. The first component of ―what to teach‖ is habits and skills which pupils should acquire while learning a foreign language. According to the aims of learning this subject they are: hearing (listening comprehension), speaking, reading, and writing. The level of habits and skills is determined by the syllabus for each form. However, quantitative and qualitative characteristics of skills, or the so-called terminal behaviour, is not defined yet for different types of schools and stages of instruction. This is one of the problems for methodologists to investigate and solve. Nevertheless, some attempts have been made in this respect. Thus in school syllabi we can find some directions as to the level of skills that should be reached in each particular form and their development from form to form. The second component of ―what to teach‖ is language (textual) material, arranged in topics and serving as starting points for the development of oral language and written language, which allows the teacher to reach the practical, educational, and cultural aims set by the syllabus.

The third component of the content of foreign language teaching is linguistic material, i.e., phonology, grammar, and vocabulary carefully selected for the purpose. The selection of linguistic material, the compiling of the so-called minima, for instance, minimum vocabulary and minimum grammar, has always been one of the most important and difficult problems to be solved and, although a great deal of work has been done in this respect, we are still on the way to its solution. A limited body of linguistic material is required by pupils who have about 600 class hours at their disposal spread over six years (extensive course), and at the same time it must be

large enough to serve as a sound basis for developing pupils’ language skills.

To sum up what has been said above, the content of foreign language teaching

involves:

language skills: hearing, speaking, reading, and writing;

language (textual) material;

linguistic material; vocabulary; grammar, phonological minima.

In conclusion it should be said that the content of teaching in our schools is laid down in the syllabus and realized in teaching materials and in the teacher’s own speech.

5)Intercultural Communicative Competence as the final aim of flt; its components.The notion of “language ego” and “personality of icc”.

The final goal of FLT is ICC and its components.The components of intercultural communicative competence.

Language Competence (vocabulary, grammar, phonetics),

Speech competence (the ability to speak, listen, read and write),  

Discourse (the construction of oral and written texts),

Strategic (overcoming the difficulties of communication),

Socio-cultural (socio-cultural norms of compliance, knowledge of the traditions, history, literature, facial expressions, gestures).

 ICC is the ability to communicate to use a target language as means of com-n at the international level. A language is a part of a culture. The acquisition of a foreign language is also acquisition of a second language and culture. "Communicative competence" - is demonstrated by field of successful communication activities on the basis of lessons and strategies of verbal communication, supported by language skills. It is based on the native language. "Intercultural communicative competence" - the ability to communicate at the international level. Based on a foreign language.

Cognitive and linguistic development goes hand in hand with the development of “language ego” in the process of FLT FLL. Aims are determined by social requirement and society .Acc. to the conception of KZ in every pupil we should develop a personality , capable of communication competence , so as to integrate as a system of world and national culture. We should develop language personality (Language ego) So the final goal or main aim of teaching language is ICC and its components, development of “language ego “ or second language personality acc.to Karaulov .U.N. and the subject of ICC acc. to Kunanbaeva is our final result .ICC implies the ability to communicate to use foreign language in the mean of communication in intercultural level . In this connection culture is the way of life. Culture is a part of language and language is a part of culture. ‘Language ego’ – is the identity people develop in reference to the language they speak.

6) Principles in flt. The use of didactic principles in flt.

As a pedagogıcal scınce FLTM based on prıncıples of dıdactıcs on the one hand ıt has own prıncıpals as well as other hand.

There are 7 dıdactıc prıncıples:

Consciousness –implies such specifics of demonstration, comparing, historical comments. Comparisons contributed on understanding the material the p.of.c. must private it refers giving knowledge.

2)P of activity requires of a teacher ,student, teacher should use different types of activity: project work, listening activity. Principle of activity is y realized in following way:1.from the beginning are told living speech, not just sounds and words/2)learners are told thinking an active process.3)new material is introduced and possess different types of oral exercises are used. t is not necessary to correct every mistakes. Atmosphere creating a positive learning climate, so learners feel participate. Methodologists recommend to study linguistic games at the end of lesson .Chinese legend says “ Give a man a fish and he will eat it all day long, show him how to fish he will eat it all year.

3) Principle of visualization:

-Object visualization consists in demonstration of object, actions and materials.

-Graphic v. consists in the use of pictures, tables and diagrams, filmstrips, substitutions tables first recommended by Kamensky.

-Language v.-is realized by role play.

4)P of systematicness

Every work requires being done systematically, not mechanically. The didactic principle of s. works by the teacher but also the acquisition of system. knowledge by the pupils. The language sys. Knowledge in phonetic, grammar vocabulary promotesgood results. The use of tables, cards wall charts etc. can greatly facilitate the attainment by the pupils of grammar, vocabulary, phonetic knowledge.

5)P of Accessibility

According to this principle:

1)The material should correspond to the age and mental powers of the learners ,it should be neither too difficult, not too easy or too childish for them; gradation of difficulties is also an indispensible condition of accessibility.

2)it should be rightly dozed

3)it should be properly graded.

6)P of Durability

It stands apart from other didactic principles, in so far as it determines the nature not of the teaching but of the assimilation of the material by the pupils.

7)P of consecutiveness

In accordance with the conception of Fl education development in RK the following principles to be realized:

1)The principles of continuity and succession in FLT education.

2)P of community –cultural interaction.

3)P of problem and instructiveness in the organization of FLT.

4)P of individual orientation in FLT

5)P of fundamentality of FLT education which implies profound language knowledge.

6)P of ensuring international standards of language learning level.