Ассоциации «общенациональное движение «бобек» конгресс ученых казахстана
SCIENCE AND EDUCATION IN THE MODERN WORLD
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9 2 ФИЛОЛОГИЧЕСКИЕ НАУКИ (1)
| SCIENCE AND EDUCATION IN THE MODERN WORLD:
CHALLENGES OF THE XXI CENTURY" ASTANA, KAZAKHSTAN, FEBRUARY 2023 65 I consider the project methodology to be the most productive, as it creates a unique opportunity for personal growth of students, orients them to the disclosure of creative potential and the development of cognitive interests. This technology is effective for the following reasons: 1. it is always based on a problem that requires resolution; 2. the student independently works on new material; 3. the student thinks, forming his point of view, his opinion. Undoubtedly, the dialogue of cultures provides students with more opportunities to broaden their horizons, supports interest in the language being studied, and, consequently, motivation. All this together contributes to the solution of communicative, educational, educational and developmental tasks and ensures an increase in the effectiveness of training. Psychologists argue that by its social nature, the phenomenon of multilingualism should be perceived not as a loss, but as an enrichment of one's own cultural identity. A person who speaks several foreign languages – a multi-linguist is defined as O.K. Baklovskaya said "a special linguistic personality with distinctive competence - a set of personal characteristics and a number of key competencies formed in the process of mastering the second and third foreign languages". "A multilingual person is also characterized by multiculturalism – a quality based on the synthesis of tolerance, empathy and reassessment of one's own culture". In their monograph, L.M. Malykh and A.V. Zhukova investigate models of teaching a foreign language in pre-university educational institutions. According to the authors, multilingual education is aimed at the success mastering a new foreign language and simultaneously deepening and improving the native language and native culture. It should be noted that the conceptual apparatus used when working with multilingual processes in education has not yet been fully formed. The teaching of a foreign language is based on certain models, familiarity with which is designed to help determine the priority direction of education development, as well as summarize the most important problems. L.M. Malykh and A.V. Zhukova distinguish the following models of multilingual education: teaching a second foreign language, teaching on a bilingual basis, ethno didactics, simultaneous teaching of several related languages, and others. The definition of strategic competence proposed by M.V. Daver seems to be the most complete and appropriate to the essence of university education: "the ability to develop various short-term or long-term plans for the use of verbal and non-verbal means of overcoming difficulties in communication and language learning / assimilation, which are designed to come into effect whenever there is a need to find solutions to real or anticipated problems in in the course of communicative or educational activities". Mastering this competence presupposes a high level of consciousness and autonomy of students in the formation and development of a set of strategies based on personal experience and individual characteristics of a multilingual in order to overcome difficulties in various areas of language activity. A multilingual person with strategic competence is ready to apply universal, communicative and educational strategies. Universal strategies are understood as those strategies that are used by a multilingual in solving both educational and communicative tasks. There are the following types of universal strategies: metacognitive, socio-affective and compensatory. Meta-cognitive strategies include: planning of one's own activities, self-organization, self- management, self-correction and self-assessment, transfer of knowledge, skills and experience from one sphere to another. A.V. Shipilova rightly calls metacognitive strategies "the foundation for the development and functioning of all elements" of multilingual competence. In conclusion, it should be noted that the organization of a dialogue of cultures is both a condition for successful mastery of a foreign language and familiarization with the culture of the country of the language being studied. Based on the analysis of the content, structure and |