59
competitiveness of a
university graduate in
the labour market.
3
Promotion of English at
a
university
allows
joining
the
global
academic community.
13.4
63.3
5.5
0
17.8
4
English gives access to
the world's
research
literature.
34.7
51.1
6.4
2.1
5.7
5
The
language
of
instruction
in
the
universities should be
English
for
competitiveness
of
higher education.
2.3
24.1
45
3.1
25.5
6
I approve of the policy
of
training polilingual
specialists.
9.3
72.4
3
0
15.3
7
Development of three
languages in higher
education
will
strengthen
the position
of English.
31.9
57.3
4.2
0.5
6.1
8
Promotion of English in
higher
education has a
negative effect on the
development
and
promotion of Kazakh.
13
34.6
35.2
13.9
3.3
9
Promotion of English in
higher education has a
negative effect on the
development
of
the
Kazakh
national
identity.
14
34.6
35.2
12.9
3.3
10
Promotion of English is
a threat to the future of
the Kazakh language
and culture.
0
6.2
87.4
5.7
0.7
Table 1 demonstrates that the majority of respondents (70.2%) favour
the policy of promoting English through education while 24.3% did not
approve of this policy and 5.5% of respondents did not answer it. 81.5% of
respondents believe that learning English contributes to the competitiveness
of university graduates in the labour market while
only a small number of
participants (5.8%) disagreed with the statement and 12.7% of respondents
60
could not give an answer to this statement. 76.7% of students believe that the
promotion of English in higher education allows it to join the international
academic community with 5.5% of respondents not agreeing with it and
17.8% of the participants were not answering the question. The vast majority
of respondents (85.8%) believe that English provides access to the world's
research literature while 8.5% did not agree with this statement and 5.7% did
not answer it. The answers to the statement ‘The language of instruction in
the universities should be English for competitiveness of higher education’
are as follows: a relatively small number of respondents (26.4%) agree with
it, about half of the participants (48.1%) disagree with it, and 25.5% did not
answer it. 81.7% favour a policy
of training polilingual staff, 3% did not
approve, and 15.3% did not answer it. The vast majority of respondents
(89.2%) believe that the development of three languages in higher education
will strengthen the position of English in the future, only 4.7% of respondents
disagree with this statement, and 6.1% did not answer it. The answers to the
statement ‘Promotion of English in higher education has a negative effect on
the development and promotion of the Kazakh language’ are as follows:
47.6% of participants agree with it and approximately
the same number of
respondents (49.1%) disagree with it. 3.3% of respondents found it difficult
to answer this question. 47% believe that the promotion of the English
language in higher education has a negative effect on the development of the
Kazakh national identity with 49.7% disagreeing with this statement. A small
number of respondents (6.2%) agree that the promotion of English was a
threat to the future of the Kazakh language and culture while the vast majority
of respondents (93.1%) disagree with this statement. The results show that, in
general, the attitudes of students towards promotion of English are positive.
English is regarded as a lingua franca, a necessary element in the system of
higher education of the Republic of Kazakhstan.
Survey data of teachers on the promotion of English in Kazakhstan are
presented in Table 2.
Table 2 - The attitude of teachers on
promotion of English in the
educational space of Kazakhstan
Достарыңызбен бөлісу: