Аннотации:
Adapting to living conditions in a foreign nation aids the growth of our country’s
higher professional education system and, as a result, the maintenance and enhancement
of highly qualified teaching personnel. Positive adaptation to the educational environment at
university helps to a person’s overall adaptable behavior. The makeup of the groupings has a
significant impact. Linguists have long known that teaching in small groups of 6-9 individuals
results in better learning outcomes because each student receives individual attention. However,
such a group may include students from other nations, with whom there have not always been
friendly ties throughout their history. However, according to the foreign students themselves,
the educational process is more successful when the group is multinational, as this accelerates
the acquisition of the Kazakh language. The adaptation process is a complex process that shapes
a foreign student’s ability to develop not only in the field of communicative communication and
studying methods of learning a foreign language, but also in the formation of new personality
traits, the acquisition of new values, and an understanding of the significance of the future
profession. The demands of their future efficient training as future experts indicate the relevance
of the problem of international students’ adaptation in Kazakhstani institutions. Successful and
rapid adaptation helps students engage more rapidly in the educational process and improves the
quality of their university preparation. As a result, positive dynamics in the social adaptation of
foreign students, both in the learning process and in the process of life, are required to improve
Kazakhstani institutions’ competitiveness in the international process of teaching foreign people. In response, the institution aims to include people from all cultures not only in the shared
educational process, but also in recreational activities. Various national holidays are observed, as well as international student conferences.
