Теория и методика профессионального образования | Мир педагогики и психологии №3 (32) Март 2019

УДК 372.8

Дата публикации 11.03.2019

Using special chemistry terminology in teaching foreign language

Даниярова Гульмира Далелханкызы
PhD студент 2 курс, Казахский Университет Международных Отношении и Мировых Языков имени Абылай хана, Республика Казахстан, город Алматы, daniyarovagd18@mail.ru

Daniyarova Gul'mira Dalelhankyzy
2nd course PhD student of the University of International Relations and World Languages after AblaiKhan, Almaty, Kazakhstan

Abstract: According to the modernization system, a great deal of attention has paid to multi-language learning and a comprehensive approach. Therefore, the main objective is to form a competent, multi-lingual personality who can move into the future with deep knowledge, become aware of the secrets of the world educational space, and demonstrate a sense of society and ability. In order to develop these opportunities, today's educational institutions are searching for new ways to make trials more accessible and effective. Taking into account the fact that the basis of knowledge is in school a generation that can be a model of good education in this age, educating and develop of nation's intellectual potential - a civil duty of every teacher.
Keywords: secondary school, knowledge, content, terminology, education, multi-language learning

Various changes and innovations that are taking place in today's globalized, fast-paced world of information are making new research into the economy and the education system of our country. In today's modernization system, a great deal of attention has paid to multi-language learning and a comprehensive approach. "The future develops with perfect knowledge", as the Head of State N.A.Nazarbayev has stated, is the formation of a competent person who has a deep knowledge of the future and develops the multifaceted, multilingual, knowledgeable and creative abilities of the world educational space, is unique [1, p. 2].

The President of the country N.A.Nazarbayev hopes our youth, trusting in the Strategy "Kazakhstan-2050". "Those who live and work in the future - today's schoolchildren, and the teacher will bring them up, and Kazakhstan will be at the same level. That is why the task of the teacher is hard "[2, p. 5]. In this regard, the main purpose of multilingual education is to create conditions for multilingual development of each student's individual abilities. Formation of multilingual, social and professional competence, capable of self-development, self-improvement. Nowadays, special attention is paid to the preparation of English-language specialists in our country. English groups and clubs are opening in the case of everyday life. Currently, effective organization of multilingualism on technical and vocational education organizations is at the international level. The main purpose of the State Program of functioning and development of languages ​​for 2011-2020 is to increase the status of the Kazakh language; keeping records in the state language in the Kazakh language; learning English; knowledge of Russian language; develop languages ​​of each nation, allow them to retain. Study of a foreign language within the thilingual education of is one of the urgent problems today[3, p. 2].

Because of the need of introducing multilingual education nowadays students are taught with computers, the Internet, and interactive whiteboards. The purpose is to introduce English as a language of successful integration into scientific and globalization economics. Many teachers use effectively a variety of methodological approaches and techniques. [4, p. 12].

At present, life has high levels of professionalism, knowledge, intellectual and cognitive.

English is the language of the world business and its mastering is the key to the world recognition of young people. Knowledge of English opens unlimited opportunities for our youth. It is a guarantee of globalization. "In today's rapidly developing world of information technology, almost every day, English is becoming increasingly accessible to people all of the world through new words and notions.

Teaching Russian and English in the Kazakh language at school is related to the teacher's skill. Here, according to the program, interdisciplinary communication is possible, taking into account the three subjects.

At the present time in schools of Kazakhstan are teaching informatics, physics, biology and chemistry in English. Though, on the one hand it is difficult. Teaching chemistry with English is a way to expand the vocabulary of the students, to create new discoveries, to conduct various observations and experiments. The vocabulary term used in the classroom will help to form a student's vocabulary. At the moment, students have all the possibilities to revitalize the new teaching technologies, information and computer systems in accordance with different levels of English and Russian as well as with the Kazakh language.

The experimental platform for the introduction of trilingual education has created. Chemistry and biology course program, calendar plan, test tasks were prepared, didactic materials, terminological minimum and technological maps were developed. The terminological minimum was developed in accordance with the state obligatory standard of secondary education (primary, basic secondary, general secondary education), approved by the Government of the Republic of Kazakhstan on August 23, 2012 № 1080.

The proposed terminological minimum is for courses in natural sciences in English. The term of the item is in English and Kazakh. The term selection process based on the following scientific principles. The integrative principle involves the content of the invariant component, as it requires the need to rely on the formation of scientific objects, phenomena and facts in the native language of the pupil in order to accept the terms in English.

The principle of interdisciplinary communication primarily intended to focus on the content of English in the classroom, which is primarily due to the need to take into consideration the level of preparedness of the proposed designs, models, and lexical materials in the classroom.

The terminological minimum structure includes a list of terms in English and Kazakh, sample questionnaire and application design. The term divided into two terms active and passive, which improve students' thinking, memory skills while using didactic tools.

The list of terms of elective courses the content provided by the updated education:

1. First chemical concepts

2. Atomic structure and periodic system

3. Chemical reactions

4. Inorganic substances

The term list taken from the curriculum, the Internet, and various textbooks.

Didactic material structure consists of the following types

1. Presentation

2. True/False

3. Cards

4. Crossword

5. Comparison tables

6. Level Tasks

7. Schedules

8. Video and photo images

Using a new video lesson, you can enhance the focus and interest of the students by using video slides, using the open questionnaire task. The principle of teacher and student interaction aimed at motivation of subjects of the educational process. Learning a foreign language requires a lot of time and effort from both the teacher and the pupil.

In the lesson planning, the teacher has used his own author's materials:

• Terminal Minimum

• Didactic materials

• A set of test tasks

• Workbook

During the lesson one or two minutes video recordings from various cognitive sites are used to stimulate students knowledge. In the English language, the proportion of the lesson at the beginning was 25%, then it has reached 50-70%. The first stage of the lesson (the organizational stage) is in English and the terms found in a new lesson will be introduced in English. At the same time, for the purpose of elaboration of terms in the English language, "anagram", "philharmonic", "broken phone", "domino", "snow leaf" methods are used.

The lesson plans for the course "Chemistry in the English Language" are offered as a model for other teachers. Each teacher can use and adapt to his creative abilities.

During the work we noticed the following peculiarities:

1. It is observed that students are interested in chemistry terms in English than chemistry.

2. We teach a lot of didactic materials for teaching chemical terms, on the basis of which the student's interest in the discipline increases.

3. Since pupils mastered the English language from elementary school, I noticed that chemistry was not so difficult to go English.

Of course, it is difficult to say that the whole class has the same level of skill. There are also pupils with low attendance, low level of intuition and lack of experience.

Quarterly results were evaluated with test results. For example, the quality of the 8 "A" grade in the I quarter was 41%, while in the second quarter - 45%, in the III quarter - 50%, and in the sixth quarter - 60%. There is also a change in the grade "A", while the quality of education in the first quarter was 42 percent, in the second quarter - 44 percent, in the third quarter - by 49 percent, in the sixth quarter - 55 percent. 8 "A" grade grew by 9%, and 8 "A" grade by 6%.

When writing lesson plans, we often used the book "Teacher" in English, "Chemistry", "Terminology" and "Teaching book". Most of the materials I used in the lesson were from internet sites. We are working out a lesson that explains how to make the subject understand the chemistry in English. We hope that we will continue to support this initiative in the future, and will contribute to raising a knowledgeable, intelligent, and up building student who will look forward to our Leader.

The principles of learning foreign language vocabulary are generalized and form the basic laws of the learning process, the successful formation and expansion of the vocabulary of students in the interests of practical mastering a foreign language as a means of communication [5, p12].

In these principles, along with the teaching experience, the data of linguistics, psychology, psycholinguistics and didactics should take into account. The goals, objectives and conditions of learning foreign language vocabulary in high school should take into account.

The principle of rational limitation of the vocabulary minimum of secondary education. English language training based on a methodically selected vocabulary minimum. It includes the most commonly used words-terms of the sublanguage, stable terminological phrases.

The principle of the directed presentation of lexical units in the educational process. All studied lexical units, including terms, acquired when they introduced and explained. An important role is played by the process of training and the practice-teaching practice. In our opinion, the traditional method of gradual mastering of terminological vocabulary, namely: semantization, the formation of lexical skills, the formation of skills, is effective. The trainees perform with terms the actions that best consolidate lexical operations in the interest of developing skills of the same name. This is achieved by correctly showing a lexical unit, demonstrating its interaction with other lexical units as part of a sentence. Such interaction is based on substitutions, and combinations.

The principle of accounting for linguistic features of lexical units. During the selection of terminological lexical units and their training of students, the features of the graphic-acoustic design of each group of these units are taken into account. In addition, their semantics, structure and compatibility are taken into account.

The principle of taking into account the didactic and psychological features of learning. Each lexical unit at all levels of learning receives a gradual, consistent and expanding disclosure of its features. It has made in a systematic, intense training and speech practice. Of great importance, here is the repeatability of terms in constantly changing combinations and contexts.

The principle of the integrated solution of the main didactic-methodical problems. Here, the tasks of forming a real vocabulary, expanding a potential vocabulary and developing a lexical guess are interconnected.

The principle of reliance on lexical rules. In the work on terminological vocabulary, the lexical rules of semantics, compatibility and stylistic differentiation of the studied terminological units are widely used.

The principle of unity of learning vocabulary and speech activity. The essence of this principle is to achieve a high level of development of the lexical mechanism that ensures the functioning of lexical skills. This mechanism is included as an integral link in all major types of speech activity. Lexical skills are included in the reproductive and receptive types of speech activity [6, p.90].

In the procedural aspect of the content, consisting of the marked execution stages, the selected stages of the subject content aspect with a certain degree of tolerance are distributed according to their functionally meaningful purpose as follows: conceptual-cognitive thematic-textual unity and the same stage is realized at the performing and reproductive stage of speech activity: information-accumulative thematic-textual unity is ensured at all levels, but predominantly at the performer-receptive stage of speech activity; pragmatic-representative and correlated with it the stage realizes the performance-productive stage of speech and communication6 the context-communicative stage and thematic-textual unity provides a level of free communication.

In conclusion, we have a great deal of respect for our language, learning a foreign language, effectively utilizing and promoting science in our education, developing our future generations, integrating English with natural sciences, and opening the way to the harmony of languages.

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