Recommended literature

1. Cobb, P. and Bowers, J.S. Cognitive and situated learning perspectives in theory and practice. – Educational Reseacher, 28 (2): 4-15.

2. Chomsky N. The practice of English language teaching. – Longman, 1991. – 32-33.

3. Nunan D. Language teaching methodology. A textbook for teachers. – GB by Redwood books, Trowbridge, Wiltshire, 2009. – 233-234 p.

4. Моделирование в системе профессионального образования: проблемы и пути решения. Сборник материалов Республиканской научно-практической конференциии., Алматы, 2008г.

Questions for self-control

1. What is methodology?

2. How has the social-economic development of Kazakhstan changed the requirements to the Modern Education?

3. What can you say about the life-long education, what is it?

4. What is Paradigm of Education?

5. Why is Paradigm of Education compared to educational Revolutionary?

6. What are the main components of Paradigm of Education?

7. What does anthropological Paradigm suggest?

8. What does the process of Globalization suggest?

9. What reasons hamper the process of integration into the World Educational sphere?

10. What are the 3 possible ways to ease the process of Globalization in the sphere of Education? Which one is the most rational? Why?

11. What are the main principles of the Reform?

Lecture 2

Cognitive process in higher institutions

Plan

1. The new interpretation of methodological categories in the limelight of new methodology.

2. Cognitive linguacultural methodology as a conceptual basis of interconnected study of FL and Culture.

1. The new interpretation of methodological categories in the limelight of new methodology.

In the present day situation in the limelight of new methodology it is necessary to give new interpretation of methodological categories such as method, approach, principle.

By principles we understand the guidelines which being realized in the content of teaching, organization, methods and devices of teaching determine the strategy and tactics of teaching.

We have been traditionally using didactic and methodologicalprinciples which in the present day situation cannot fully suit the aims (its cognitive, pragmatic and pedagogical aspects), and the process of intercultural FL education which has become different due to many factors.

We should distinguish between the two phenomena: communication and intercultural communication.

In the process of communication we use one and same code of a language for coding and decoding our information using the system of meanings in a language. In the process intercultural communication we use the code of a Foreign language but the systems of meanings of the language and speech forms are different because they are determined by different cultures of interlocutors. So in the act of intercultural communication in a foreign language we “create, negotiate meanings” to achieve the aims.

The didactic principles do not fully explain the process of teaching intercultural communication.

That is why new innovative principles have been introduced: the principle of integrativeness, discourse, problamaticity, authenticity, situativeness, and pragmatic-orientation. So we should distinguish between:

1. Methodological principles and

2. Methodical principles

The set of methodological principles which reflect the essence of FLE methodology includes the following principles: cognitive, communicative, linguacultural, socio-cultural person-oriented (or reflexive-developing)

The main (leading) one is cognitive. Why?

• the final goal is formation of language ego (субъект межкультурной коммуникации) as the learning output which implies the involvement of all cognitive mechanisms of the learners;

• the cognitive activity of the language learner is characterized by the fact that cognizing foreign culture the learner uses basic cognitive strategies in his native culture, cognitive images and knowledge in the fist language and through the 1-st language and culture