Kazakh Language for Specific Purposes: Challenges and Practices

Research output: Contribution to journalArticle

Abstract

This paper aims to review the developmental history and the current challenges associated with teaching Kazakh language as a second language in a professional area, Kazakh for specific purposes (KSP). The study was conducted to determine the role of Kazakh language in the professional sphere, its existing subcategories, and to justify the needs analysis conducted with current students and graduates of one university in Kazakhstan. The study strongly suggests that KSP teaching requires instructors to determine the students’ goals and needs to have an effective KSP course. In accordance with the needs of students, teachers of KSP should have scientific knowledge not only of linguistics, but also in various other professional fields. Effective learning outcomes depend on the motivation of students and the use of appropriate teaching methodology by teachers.
Original languageEnglish
Pages (from-to)66-79
Number of pages13
JournalApplied Languages and Linguistics
VolumeVolume 2
Issue number1
Publication statusPublished - Jun 2018

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Keywords

  • Kazakh for special purposes (KSP), subcategories of KSP, need analyses in KSP, Critical Thinking Technologies (CTT) in teaching Kazakh language for specific purposes.

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Kazakh Language for Specific Purposes: Challenges and Practices. / Omarbekova, Gulnara.

In: Applied Languages and Linguistics , Vol. Volume 2, No. 1, 06.2018, p. 66-79.

Research output: Contribution to journalArticle

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abstract = "This paper aims to review the developmental history and the current challenges associated with teaching Kazakh language as a second language in a professional area, Kazakh for specific purposes (KSP). The study was conducted to determine the role of Kazakh language in the professional sphere, its existing subcategories, and to justify the needs analysis conducted with current students and graduates of one university in Kazakhstan. The study strongly suggests that KSP teaching requires instructors to determine the students’ goals and needs to have an effective KSP course. In accordance with the needs of students, teachers of KSP should have scientific knowledge not only of linguistics, but also in various other professional fields. Effective learning outcomes depend on the motivation of students and the use of appropriate teaching methodology by teachers.",
keywords = "Kazakh for special purposes (KSP), subcategories of KSP, need analyses in KSP, Critical Thinking Technologies (CTT) in teaching Kazakh language for specific purposes.",
author = "Gulnara Omarbekova",
note = "Basturkmen, H., & Elder, C. (2004). The practice of LSP. In A. Davies & C. Elder (Eds.). The Handbook of Applied Linguistics (pp. 672–94). Oxford, England: Blackwell. Beisenova, Zh. (2013). Language shifts in case of language policy of Kazakhstan. Academic Journal of Interdisciplinary Studies, 8(2), 653-654. Bojović, M. (2006). Teaching foreign language for specific purposes: teacher development. Proceedings from the 31st Annual Association for Teacher Education in Europe (ATEE) Conference. Ljubljana, Slovenia: The National School for Leadership in Education, 487-493. Brown, J.D. (2001). Using surveys in language teaching. Cambridge, England: Cambridge University Press. Carter, D. (1983). Some propositions about ESP. The ESP Journal, 2, 131-137. Dudley-Evans, T. (1998). An overview of ESP in the 1990’s. Proceedings from the Japan Conference on English for Specific Purposes in 1997. Aizuwakamatsu, Japan: Aizu University Center for Language Research, 1-9. Dudley-Evans, A. and A.M. St. John. (1998). Developments in English for specific purposes: A multi-disciplinary approach. Cambridge, England: Cambridge University Press. Gatehouse, K. (2001). Key issues in English for specific purposes (ESP) curriculum development. The Internet TESL Journal, 7(10). Retrieved from http://iteslj.org/Articles/Gatehouse_ESP.html[19] . Hadley, J. (2006). Needs analysis in ESP. In: English for Specific Purposes in the Arab World (Lahlou, M S; Richardson, A), eds; TESOL Arabia. Dubai, 3-6. Huckin, T. (2003). Specificity in LSP. IBERICA, 5, 3-17. Retrieved from http://www.aelfe.org/documents/text5-Huckin.pdf . Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learning-centered approach. Cambridge, England: Cambridge University Press. Hyland, K. (2002). Specificity revisited: How far should we go now? English for Specific Purposes, 21(4), 385-395. Kurmanbaeva Ş. (2009). Scientific and methodical bases of teaching accelerated Kazakh language for civil servants (Unpublished doctoral dissertation). Kazakh national pedagogical University Abai, Almaty, Kazakhstan. Morrison, A. (2017). Russian beyond Russia. EurasiaNet Commentary. Retrieved from http://www.eurasianet.org/node/83296 Orazbayeva F. (2009). The world of language: Articles, investigations. Almaty, Anarys. Phipps, Alison & Gonzales, Mike. (2004). Modern languages: Learning and teaching in an intercultural field. London, England: Sage Publications. Kadysheva, K. (2005). Methods of teaching Kazakh language. Almaty, Publishing House {"}Murager{"}, 56-62. Robinson, P. (1980). ESP (English for specific purposes). Oxford, England: Pergamon Press. Robinson, P. (1991). ESP today: A practitioners’ guide. New York, NY: Prentice Hall International. Rogers, A. (1996/2002). Learning and adult education. In: Supporting Life-Long Learning (Vol. 1): Perspectives on Learning (pp. 8-24). London and New York: RoutledgeFalmer. Rogers, J. (1989). Adults learning. Philadelphia, PA: Open University Press. Shakhanova R. (2002). Scientific- methodical bases of teaching Kazakh language in Kazakh technical universities (Unpublished doctoral dissertation). Kazakh national pedagogical University Abai, Almaty, Kazakhstan. Songhori, M. (2008). Introduction to needs analysis. English for Specific Purposes World, 4(20). Strevens, P. (1998). ESP after twenty years: A re-appraisal. In M. Tickoo (Ed.), ESP: State of the Art (1-13). Singapore: SEAMO Regional Language Centre. Vygotsky, L. (1987). The collected works of L.S. Vygotsky. (vol 1.): Thinking and speaking. New York, NY: Plenum Press",
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AB - This paper aims to review the developmental history and the current challenges associated with teaching Kazakh language as a second language in a professional area, Kazakh for specific purposes (KSP). The study was conducted to determine the role of Kazakh language in the professional sphere, its existing subcategories, and to justify the needs analysis conducted with current students and graduates of one university in Kazakhstan. The study strongly suggests that KSP teaching requires instructors to determine the students’ goals and needs to have an effective KSP course. In accordance with the needs of students, teachers of KSP should have scientific knowledge not only of linguistics, but also in various other professional fields. Effective learning outcomes depend on the motivation of students and the use of appropriate teaching methodology by teachers.

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