MINISTRY OF EDUCATION AND SCIENCE OF THE REPUBLIC OF KAZAKHSTAN

ABAI UNIVERSITY

SYLLABUS

1. Information about the discipline (Name of the discipline Methods of foreign language
education)
Amount of credits 3
Course, semester 2 (4)
Code and name of the specialty 6В01703 – Foreign language: two foreign languages
Institute of Philology and Multicultural education
Department of Foreign languages
Degree, title, position, name of the teacher: Candidate of pedagogical sciences, associate
professor - Shayakhmetova D.B.
Contact information (phone, e-mail) – 87013522505, [email protected]
2. Form of assessment (test).
Criteria-based assessment:
The deadline for homework assignments or SWS may be extended in case of mitigating
circumstances (illness, emergencies, unforeseen circumstances, etc.) according to the
Academic Policy of KazNPU. Constructive questions, dialogue, participation in discussions,
activity performance and feedback are welcome and encouraged, will be taken into account
and appreciated:
1) For each lesson, student should prepare in advance, according to the schedule and the topic.
2) Homework assignments will be distributed throughout the semester, as shown in the
discipline schedule.
3) Most homework assignments will include multiple-choice questions/tasks.
4) During the semester, student will use the material being studied.
5) The SWS must be completed within the specified time frame. The SWS will not be accepted
later deadline.
Summative assessment:
Students’ final score will be calculated using the formula: (RC1+RC2)*0,6+ Exp*0,4.
3. Academic presentation of the course
The purpose of the discipline: “Methods of foreign language education” is the development
of professional and subject competences of the students.
The objectives of the course:
1) To provide students with an understanding of the laws of socio-historical conditionality of
the development of education and the change of fundamental paradigms;
2) To identify students' scientific view on the current state of education and prospects of its
development;
3) To create a holistic science-based understanding of modern approaches to education;
4) To classify the main categories of modern education in a new interpretation of their
conceptual essence;
5) To ensure the mastery of innovative pedagogical technologies used in the process of
education and understanding.
4. Academic policy of the course:
Rules of academic behavior:
Compulsory / optional attendance at classes, no lateness. Absence and lateness to classes are
estimated at 0 points.
Compulsory compliance with the deadlines for completing and passing tasks (on the SWS,
milestone, control, laboratory, project, etc.), projects, exams. If the deadline is violated, the
task is evaluated taking into account the deduction of penalty points.
 Academic values:
Academic integrity and integrity: independent performance of all tasks; the inadmissibility
of plagiarism, forgery, the use of cheat sheets, cheating at all stages of knowledge
assessment, deceiving the teacher and disrespectful attitude towards him.
Students with disabilities can receive counseling by e-mail:[email protected]
5. Information resources: (including Internet resources)
Internetresources:
1. www.britishcouncil.org Портал Британского Совета
2. www.iearn.org – iEARN (InternationalEducationandResourceNetwork) – Международная
Образовательная и Ресурсная сеть.
3. www.onestopenglish.com/ProfessionalSupport/iteach “i-teach” (электронный журнал
издательства Macmillan)
4. www.eurocall.org/recallReCALL - Journal of EUROCALL.
Educational literature: (for social sciences published in the last 5 years)
1. Кунанбаева С.С. Теория и практика современного иноязычного образования. –
Алматы, 2010.
2. Миролюбов А.А. Методика обучения иностранным языкам: традиции и
современность. Обнинск, Титул, 2010.
3. Солонцова Л.П. Современная методика обучения иностранным языкам.
Общиевопросы. Базовыйкурс. Учебник. Алматы, 2015. – 353 с.
4. Н.Д. Гальскова, А.П. Василевич, Н.Ф. Коряковцева, Н.В. Акимова. Основы
методики обучения иностранным языкам. Москва, Изд-во Кронус, 2018.-
390 с.
6. Calendar of the implementation of the content of the course:

Week / Title of the topic (lectures, practical classes, SWS) Number Max.
Date ofhours score
1 2 3 5
1 Lecture1. Methodology of foreign languages education 1 1
(FLE)
1. Methodology – the essence of term.
2. Characteristics of methodological principles:
cognitive, communicative, conceptual, linguacultural,
sociocultural, learner-centered.
3. The role of cognitive lingua-cultural methodology and
intercultural communicative theory in modernization
of national system of FL education.
Practical class 1.Methodology of foreign languages 1 5
education (FLE)
1. Methodology – the essence of term.
2. Characteristics of methodological principles:
cognitive, communicative, conceptual, linguacultural,
sociocultural, learner-centered.
3. The role of cognitive lingua-cultural methodology and
intercultural communicative theory in modernization
of national system of FL education.
2 Lecture 2. Methodology of FL education as theoretical- 1 1
applied science.
1. Modern theory of FL education: stages of its
development.
2. Strategic orientation in FL education in RK.
3. Modern condition of methodological science: its object
 and subject in the context of modern concepts in FL
education.
Practical class2.Methodology of FL education as 1 5
theoretical-applied science.
1. Modern theory of FL education: stages of its
development.
2. Strategic orientation in FL education in RK.
3. Modern condition of methodological science: its object
and subject in the context of modern concepts in FL
education.
Lecture 3.Interdisciplinary links of methodology of FL 1 1
education with other sciences.
1. Linguistic basics of Methodology of FLE.
2. Psychological and psycholinguistics basics of FLE.
3. Didacticbasicsof FLE.
4. Socioculturalbasicsof FLE.
5. Links of FLE with Theory of Intercultural
Communication, Linguaculture, Sociophychology.
Practical class3. Interdisciplinary links of methodology of 1 5
3
FL education with other sciences.
1. Linguistic basics of Methodology of FLE.
2. Psychological and psycholinguistics basics of FLE.
3. Didacticbasicsof FLE.
4. Socioculturalbasicsof FLE.
5. Links of FLE with Theory of Intercultural
Communication, Linguaculture, Sociophychology
SWST 1 Consultation and acceptance of SWS. 12
SWS (Methodology of foreign languages education (FLE).
Lecture4. Methods of scientific research in FLE. 1 1
1. Methods of theoretical levelof scientific research.
2. Methods of empirical levelof scientific research.
Practical class4. Methods of scientific research in FLE. 1 5
4 1. Methods of theoretical levelof scientific research.
2. Methods of empirical levelof scientific research.
SWST2 Consultation and acceptance of SWS. 14
SWS (Interdisciplinary links of methodology of FL
education with other sciences).
Lecture5.The essence of Modern competence- 1 1
methodological foreign languages education
1. Paradigm as a system of Intercultural Communicative
FLE.
2. The essence of Paradigm as philosophical category.
3. Modern Paradigm of FLE.
Practical class5.The essence of Modern competence- 1 5
5
methodological foreign languages education
1. Paradigm as a system of Intercultural Communicative
FLE.
2. The essence of Paradigm as philosophical category.
3. Modern Paradigm of FLE.
SWST3 Consultation and acceptance of SWS. 12
SWS (Methods of scientific research in FLE).
6 Lecture6. Methodological system of FLE: aims, content, 1 1
 principles, methods, means and technologies (interactive
and informative).
1. Aimsin FLE.
2. Contentin FLE.
3. Principlesin FLE.
4. Approachesin FLE.
5. Meansin FLE.
6. Methodsin FLE.
7. Technologiesin FLE.
8. Interactivetechnologiesin FLE.
9. Informativetechnologiesin FLE.
Practical class6. Methodological system of FLE: aims, 1 5
content, principles, methods, means and technologies
(interactive and informative).
1. Aimsin FLE.
2. Contentin FLE.
3. Principlesin FLE.
4. Approachesin FLE.
5. Meansin FLE.
6. Methodsin FLE.
7. Technologiesin FLE.
8. Interactivetechnologiesin FLE.
9. Informativetechnologiesin FLE.
Lecture 7. Organizational basics of FLE: types of 1 1
syllabuses. Organizational syllabus by credit form in FLE.
1. Methodological-conceptual component of
organizational syllabus.
2. Theoretical-professional componentof organizational
syllabus.
3. Technological-educational componentof organizational
syllabus.
Practical class7. Organizational basics of FLE: types of 1 5
syllabuses. Organizational syllabus by credit form in FLE.
7
1. Methodological-conceptual component of
organizational syllabus.
2. Theoretical-professional componentof organizational
syllabus.
3. Technological-educational componentof organizational
syllabus.
SWST4. Consultation and acceptance of SWS. 20
SWS(Methodological system of FLE: aims, content,
principles, methods, means and technologies (interactive
and informative).
Mid-term 1 105
8 Lecture 8.Educational program of levels in accordance 1 1
with European system of levels of FL acquisition.
1. Characteristics of A1 level (Reading, listening,
speaking, writing).
2. Characteristics of A2 level.
3. Characteristics of B1 level.
4. Characteristicsof B2 level.
5. Characteristicsof C1 level.
 6. Characteristicsof C2 level.
Practical class 8.Educational program of levels in 1 5
accordance with European system of levels of FL
acquisition.
1. Characteristics of A1 level (Reading, listening,
speaking, writing).
2. Characteristics of A2 level.
3. Characteristics of B1 level.
4. Characteristicsof B2 level.
5. Characteristicsof C1 level.
6. Characteristicsof C2 level.
9 Lecture 9.Linguistic means of Intercultural 1 1
communication: pronunciation, vocabulary, grammar
aspects.
I. Sub-theme: Peculiarities of Teaching FL
Pronunciation.
1. The role of TP in FLT.
2. The program requirements to TP at school.
3. Peculiarities of English Pronunciation and Intonation.
4. Methodsof TP.
5. Types of ex-s for TP.
6. Typicalpronunciationmistakes.
II. Sub-theme: Peculiarities of Teaching FLVocabulary.
1. The importance of TV in FLT.
2. The program requirements to TV at school.
3. Aims and Content of TV.
4. Difficulties in TV. Methodological typology.
5. ProcedureofworkwithVocabulary
6. Methodsofsemantization.
7. Types of exercises for TV.
8. The problem of voc. errors and mistakes.
AssessmentofVocabulary.
III. Sub-theme: Peculiarities of Teaching FL Grammar.
1. The role of TG in FLT.
2. The program requirements to TG at school.
3. Contentof TG.
4. PrinciplesofGr. selection.
5. Types of exercises for TG.
6. AssessmentofGrammar.
Practical class 9. Linguistic means of Intercultural 1 5
communication: pronunciation, vocabulary, grammar
aspects.
I. Sub-theme: Peculiarities of Teaching FL
Pronunciation.
1. The role of TP in FLT.
2. The program requirements to TP at school.
3. Peculiarities of English Pronunciation and Intonation.
4. Methodsof TP.
5. Types of ex-s for TP.
6. Typicalpronunciationmistakes.
II. Sub-theme: Peculiarities of Teaching FLVocabulary.
1. The importance of TV in FLT.
 2. The program requirements to TV at school.
3. Aims and Content of TV.
4. Difficulties in TV. Methodological typology.
5. ProcedureofworkwithVocabulary
6. Methodsofsemantization.
7. Types of exercises for TV.
8. The problem of voc. errors and mistakes.
AssessmentofVocabulary.
III. Sub-theme: Peculiarities of Teaching FL Grammar.
1. The role of TG in FLT.
2. The program requirements to TG at school.
3. Contentof TG.
4. PrinciplesofGr. selection.
5. Types of exercises for TG.
6. AssessmentofGrammar.
SWST5. Consultation and acceptance of SWS. 13
SWS (Linguistic means of Intercultural communication:
pronunciation, vocabulary, grammar aspects).
10 Lecture № 10. “Intercultural speech basics of 1 1
communication”.
I. Sub-theme:Lingua-cultural approach to teaching
listening Proficiency
1. Listening as a crucial skill in the formation of
Intercultural communicative competence.
2. What Competences are involved into listening
Proficiency?
3. Ways of teaching LC.
4. Difficulties in TLC.
5. Specific principles of LC.
6. Methodological classification of LC.
7. Exercisesfor TLC.
II. Sub-theme: Lingua-cultural approach to teaching
speaking Proficiency.
1. What competences must learners acquire to become
proficient speakers in FL
2. Speaking activities
3. The main characteristics of socio-drama
4. Points of difference between Socio-drama and Pole
play.
III. Sub-theme: Lingua-cultural approach to teaching
Reading Proficiency.
1. What is Reading Proficiency? What competences does
it need?
2. What does each of them in reference to Reading
imply?
3. What strategies for developing reading do you know?
4. Why is the choice of culturally appropriate materials
for Reading Proficiency important?
5. Discourse markers. What are they? How important are
they for teaching Reading proficiency in the context of
cognitive lingua-cultural Methodology?
IV. Sub-theme: Lingua-cultural approach to teaching
 Writing Proficiency.
1. Traditional and non -traditional approaches to
Teaching Writing and Written speech.
2. What competences are involved in good Writing?
3. The 3 stagesofWriting.
4. Socio-cultural and lingua-cultural aspects in writing
and Written speech.
Practical class10. Intercultural speech basics of 1 5
communication.
I. Sub-theme:Lingua-cultural approach to teaching
listening Proficiency
1. Listening as a crucial skill in the formation of
Intercultural communicative competence.
2. What Competences are involved into listening
Proficiency?
3. Ways of teaching LC.
4. Difficulties in TLC.
5. Specific principles of LC.
6. Methodological classification of LC.
7. Exercisesfor TLC.
II. Sub-theme: Lingua-cultural approach to teaching
speaking Proficiency

1. What competences must learners acquire to become

proficient speakers in FL
2. Speaking activities
3. The main characteristics of socio-drama
4. Points of difference between Socio-drama and Pole
play.
IV. Sub-theme: Lingua-cultural approach to teaching
Reading Proficiency
1. What is Reading Proficiency? What competences does
it need?
2. What does each of them in reference to Reading
imply?
3. What strategies for developing reading do you know?
4. Why is the choice of culturally appropriate materials
for Reading Proficiency important?
5. Discourse markers.. What are they? How important
are they for teaching Reading proficiency in the
context of cognitive lingua-cultural Methodology?
V. Sub-theme: Lingua-cultural approach to teaching
Writing Proficiency
1. Traditional and non -traditional approaches to
Teaching Writing and Written speech.
2. What competences are involved in good Writing?
3. The 3 stagesofWriting.
4. Socio-cultural and lingua-cultural aspects in writing
and Written speech.
SWST6. Consultation and acceptance of SWS. 13
SWS (Intercultural speech basics of communication).
 Lecture 11.Modeling of Intercultural Communication. 1 1
1. Different approaches to definition of “modelling” in
modern science and practice.
2. ModellingofInterculturalCommunication.
3. Modern conceptual-methodologically-based model of
FLE.
4. Modeling of subject-process aspects of content of
11 cognitive linguacultural complexes.
Practical class 11. Modeling of Intercultural 1 5
Communication.
1. Different approaches to definition of “modelling” in
modern science and practice.
2. ModellingofInterculturalCommunication.
3. Modern conceptual-methodologically-based model of
FLE.
4. Modeling of subject-process aspects of content of
cognitive linguacultural complexes.
Lecture 12. Requirements to organization of Foreign 1 1
languages education and their reflection in technological–
normative documentation.
1. Thenecessityforplanning
2. Unitplanning
3. Lesson planning.
12
Practical class 12. Requirements to organization of 1 5
Foreign languages education and their reflection in
technological–normative documentation.
1. Thenecessityforplanning
2. Unitplanning
3. Lesson planning.
SWST7. Consultation and acceptance of SWS. 13
SWS (Lesson planning).
Lecture 13. Management of teaching process: planning of 1 1
teaching process.
1. The teaching process
2. Presentationsandexplanations
3. Practiceactivities.
4. Classorganization.
13
Practical class 13. Management of teaching process: 1 5
planning of teaching process.
1. Theteachingprocess
2. Presentationsandexplanations
3. Practiceactivities.
4. Classorganization.
Lecture 14. Assessment and testing as a model of quality 1 1
management of FL education.
1. Correction and feedback
2. Types of Tests.
14
Lecture 14. Assessment and testing as a model of quality 1 5
management of FL education.
1. Correction and feedback
2. TypesofTests.
15 Lecture 15. Model of FL teacher. 1 1
 1. Theoretical-world-view competence
2. Social-personal competence
3. Intercultural-communicative competence
4. Subject-methodological competence
5. Professional-oriented psychological-pedagogical
competence.
Practical class 15. Model of FL teacher. 1 5
1. Theoretical-world-view competence
2. Social-personal competence
3. Intercultural-communicative competence
4. Subject-methodological competence
5. Professional-oriented psychological-pedagogical
competence.
SWST8. Consultation and acceptance of SWS. 13
SWS (Model of FL teacher).
Mid-term 2 100

Teacher: Shayakhmetova D.B.

Head of Foreign languages Department: Seidaliyeva G.O.

Head of the Educational-methodological Department of the University:A. Baidildina