Аннотации:
The need to improve the content of education disciplines at secondary and higher
educational institutions and to create more favorable methodological conditions for
curricula implementation in Kazakhstan have been gaining importance in recent years.
Analyses of practical activity specified that the Kazakh, Russian and foreign
languages in Kazakhstan should be primarily studied as real and full-fledged means of
communication at the level of native speakers. Teaching the Kazakh, Russian and
foreign languages should develop learners’ communicative skills necessary for the
person as a member of Kazakhstani society and global community as well.
Insufficient communicative character of language subjects impedes the achievement
of the state goal to develop multiculturalism in Kazakhstan. Therefore, it is crucial to
distribute expected results in mastering languages at different stages of learning and to
consider productive training technologies aimed to implement the objectives. The
research goal of the paper is to elaborate a level model of language training and
appropriate organizational conditions to master several languages simultaneously.
Research results: The paper provides a level-by-level description of language training
levels at school and university to guideline the development of state standards for
secondary and vocational education as well as corresponding curricula and textbooks;
results of research accomplishment are realized in textbooks on language subjects for
high school and first- and second- years of higher education; methodological
recommendations on language subjects content improvement in education institutions
have been developed.
