Жарияланымдар / Публикации

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The communicative and linguistic competence formation model among students of philology
(Toraighyrov University, 2020-10-19)
Sarbinaz Hamitovna Kylyshpayeva
;
Aigul Onalbayeva
"The relevance of this article is due to the need to create a model for the formation of the communicative and linguistic competence of students-philologists through the development of psychological mechanisms. It is proposed to consider the formation of communicative and linguistic competence as a process aimed at acquiring skills, abilities and knowledge, developing qualities and abilities that help solve the communicative tasks of philology students. A detailed review of the model for the development of the communicative and linguistic competence of philology students is given. The model includes 5 blocks and 3 modules. The developed model is aimed at developing the linguistic persona of the philologist, ready for a competent dialogue with the interlocutor, in which there is awareness and acceptance, as well as the development of his communication and language skills in order to correctly state his position. "
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ФИЛОЛОГ-СТУДЕНТТЕРДІҢ ӘДІСТЕМЕЛІК ҚҰЗЫРЕТТІЛІГІН ҚАЛЫПТАСТЫРУ ЖОЛДАРЫ
(2024-09-27)
Жаркынбике Сулейменова
;
Акбаршын Абужалитова
This article discusses the ways of forming the methodological competence of a future teacher of the Kazakh language and literature. Theoretical works are summarized and studies related to the disclosure of the essence of the concept of "methodological competence of a university student" are analyzed. It is known that methodological training is an important component in the content of teaching philology students. The importance of methodological training as an integral part of the student's professional competence in the formation of methodological competence is determined. Using the example of the research directions of scientists, it was suggested that various factors influence the definition of ways to form methodological competence. In addition, the criteria for the formation of such types of methods as modeling of pedagogical situations, analysis of pedagogical situations, design, game method, case method, problem seminar, problem lecture, used in the formation of methodological competence of students, are clarified and defined. It is known that the formation of methodological competence of students of philology is an important and multifaceted process. Here are some main ways to achieve this goal: providing fundamental knowledge in the field of theoretical education, linguistics, literary studies and pedagogy, deep learning in teaching methods and technologies, and the development of practical skills. Conducting micro-lessons, drawing up curricula, analysis, development of educational materials, pedagogical practice, practical training in schools and other educational institutions, participation in the real educational process help to effectively form the methodological competence of students of philology. It was found that the personalization of this process is also important, taking into account the individual characteristics of each student.
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ФИЛОЛОГ-СТУДЕНТТЕРДІҢ ЛИНГВОДИДАКТИКАЛЫҚ ҚҰЗЫРЕТТІЛІГІН ҚАЛЫПТАСТЫРУДАҒЫ АҚПАРАТТЫҚ-КОММУНИКАЦИЯЛЫҚ ТЕХНОЛОГИЯЛАРДЫҢ РӨЛІ
(Kokshetau State University, 2025-03-26)
Акбаршын Абужалитова
;
Ж. Сулейменова
;
Marat Azhgaliyev
Бұл мақалада Қазақстандағы болашақ тіл мен әдебиет мұғалімдерінің лингводидактикалық құзіреттілігін қалыптастыруда ақпараттық-коммуникациялық технологияларды (АКТ) қолдану мәселесі зерттеледі. Ғаламдану және ақпараттық технологиялардың қарқынды дамуы жағдайында кәсіби қызметінде АКТ-ны пайдалануға дайын жаңа буын мұғалімдерін қалыптастыру қажеттілігі туындап отыр. Зерттеу мақсаты – болашақ тіл мен әдебиет мұғалімдерінің лингводидактикалық құзыреттерін дамытуда АКТ-ны қолдану мүмкіндіктерін зерттеу. Негізгі идеялар АКТ-ны оқу процесіне интеграциялау қажеттілігі және филологиялық пәндерді оқытудың дәстүрлі әдістерін қайта қарауды қамтиды. Зерттеудің ғылыми маңыздылығы тіл мен әдебиет мұғалімдерін даярлауда АКТ-ны қолданудың теориялық және әдістемелік негіздерін анықтауда жатыр. Практикалық маңыздылығы АКТ-ны білім беру процесінде тиімді пайдалану бойынша әдістемелік ұсыныстар әзірлеуде көрініс табады. Зерттеу әдістемесі ғалымдардың идеяларын талдау, салыстыру, жүйелеу сияқты теориялық әдістерді және бақылау, сауалнама жүргізу, мұғалімдер мен студенттердің АКТ қолдануын бағалау сияқты эмпирикалық әдістерді қамтиды. Зерттеу жүргізу барысында Батыс Қазақстан инновациялық-технологиялық университетінің филология факультетінің 85 студентіне сауалнама жүргізілді. Зерттеу нәтижелері АКТ қолдану болашақ тіл мен әдебиет мұғалімдерін даярлау сапасын арттыруға, олардың лингводидактикалық құзыреттерін дамытуға және кәсіби өсуге деген ынтасын жоғарылатуға ықпал ететінін көрсетті. АКТ оқу процесінде маңызды құрал болып табылатыны және материалды жақсы меңгеруге ықпал ететіні анықталды. Зерттеу филологиялық пәндерді оқыту әдістемесі саласына елеулі үлес қосады, АКТ-ны білім беру процесіне интеграциялау және болашақ мұғалімдерді даярлау тиімділігін арттыру бойынша нақты ұсыныстар ұсынады.
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PEDAGOGICAL CONDITIONS FOR DEVELOPING FUTURE PHILOLOGISTS’ PROFESSIONAL SPEECH CULTURE THROUGH DIGITAL EDUCATIONAL TECHNOLOGIES
(2026-01-01)
Gulnara Meirbekova
;
Жаркынбике Сулейменова
;
Gulimzhan Zhylkybay
;
Zhazira Issayeva
This article examines the pedagogical conditions for developing future philologists’ professional speech culture through digital educational technologies. The aim of the study is to quasi-experimentally evaluate the impact of an integrative methodological model based on Moodle, Padlet, Speech Analyzer, and ChatGPT on the linguistic, communicative, ethical, and discursive components of professional speech culture. The study involved 82 third-year students of the Faculty of philology at Khoja Akhmet Yassawi International Kazakh-Turkish University. The participants were divided into a control group (n = 41) and an experimental group (n = 41). Both groups studied the course “Academic Professional Speech Culture”; however, the experimental group used an integrative methodological model combining Moodle, Padlet, Speech Analyzer, and ChatGPT. Assessment was conducted using a 5-point rubric. The results showed that the indicators of professional speech culture increased more noticeably in the experimental group than in the control group. The total score of the experimental group increased from 11.70 to 16.30, while in the control group this indicator rose only from 8.35 to 9.70. ANCOVA results revealed a statistically significant difference between the groups (p < 0.001; partial η² = 0.465–0.593). The findings demonstrate the effectiveness of using digital tools as a methodological system aimed at developing specific components of professional speech culture.
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The structure for cultivating a philologist’s linguistic identity via improvement of communicative abilities in language classes
(Frontiers Media, 2026-03-04)
Sarbinaz Hamitovna Kylyshpayeva
;
Madina Kylyshpayeva
;
Diana Akizhanova
;
Aigul Onalbayeva
This study examines how a philologist’s linguistic identity can be cultivated through the systematic enhancement of communicative abilities in the context of university language education. The research focused on integrating cultural precedent phenomena (CPP)—culturally embedded idioms, allusions, and expressions—into the teaching of Russian and evaluating their impact on students’ communicative performance and identity development. We hypothesized that embedding CPP in a structured pedagogical model would lead to superior communicative, lexical, and intercultural outcomes compared with traditional instruction. A cohort of philology students ( n = 29) was divided into a control group ( n = 14) and an experimental group ( n = 15) and engaged in a 12-week instructional cycle within an exploratory mixed-methods design. Data was collected through diagnostic questionnaires, classroom observations, and performance-based assessments, and analyzed using mixed quantitative and qualitative methods. The results indicate that students in the experimental group showed substantially higher gains in speech fluency, lexical variety, pragmatic accuracy, and intercultural awareness than those in the control group. In addition, participants reported increased confidence in their linguistic self-identification and cultural affiliation, suggesting a positive association between CPP-based instruction and communicative development. The study outlines methodological considerations for incorporating culturally embedded language material into university curricula and provides preliminary evidence of how cultural precedent phenomena may support reflective and context-sensitive language learning.
Цитирования (OpenAlex) 1
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Жоғары оқу орнында филолог-студенттердің әдістемелік құзыреттілігі: инновациялық оқыту технологияларының лингводидактикалық әлеуеті
(Al-Farabi Kazakh National University, 2026-06-29)
Акбаршын Абужалитова
;
Жаркынбике Сулейменова
;
Marat Azhgaliyev
This article examines the issue of developing methodological competence among philology students within the higher education system. The relevance of this study stems from the contradiction between the growing demands for the professional readiness of language teachers and the insufficient development of the theoretical foundations for integrating innovative technologies into methodological training. The study is theoretical and analytical in nature and draws on competency-based, activity-based, and language-didactic approaches. The paper systematizes existing concepts of the structure of methodological competence developed within the global pedagogical tradition and proposes an original six-component model comprising cognitive-linguistic, methodological, design-technological, communicative-pedagogical, reflective-research, and axiological components. The didactic potential of key innovative technologies is described: blended learning, project-based learning, the corpus-based approach, gamification, and digital educational platforms. Particular attention is paid to the Kazakhstani context: the specifics of the multilingual educational environment are examined, and the experience of the country’s leading teacher-training universities is analyzed. Systemic problems in the implementation of innovative technologies in teacher training are identified, and promising directions for its improvement are defined. The conclusion is drawn regarding the need for the purposeful design of a university’s methodological framework, taking into account the requirements of modern language education and the national educational priorities of the Republic of Kazakhstan. The study also reveals that the Kazakhstani multilingual educational context imposes specific demands on the methodological training of philology students, particularly in relation to trilingual education policy. The findings contribute to the theoretical understanding of how university-level methodological preparation can be restructured to meet contemporary challenges in language pedagogy. The results of this study may serve as a basis for developing curricula, methodological modules, and professional development programs for language teacher educators in Kazakhstan and beyond. Keywords: methodological competence, philology students, linguodidactics, innovative technologies, higher education, language education, Kazakhstan.

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