Ecological Problems of the Region as the Base for Foundation of an English-Speaking Communicative Competence

Abstract

The problem is relevant because of the need to develop the English-speaking communicative competence of the Kazakhstani people as a component of the compulsory trilingualism in Kazakhstan. Currently, in the context of an active unaided entry of Kazakhstan into the global community, there is an acute challenge of increasing the number of people who speak English. In order to master the English language for practical purposes, it is important to identify common global problems for the whole society. This can be the ecological state of Kazakhstan. This topic will be one of the key bases for the development of the English language competences of Kazakhstani people, when two important aspects are integrated: expanding the functioning of the English language in the country and the need to understand the growing environmental threat to life on the Earth. People in all regions should be actively involved in the environmental movement, as environmental problems arise because of indifference to violations of environmental standards at different levels (from household to production), due to their direct non-compliance at the local level and inactivity of society in solving environmental problems. The purpose of the article is to show the real possibilities of integrating the development process of students' foreign language and the process of identifying ways to solve environmental problems of the region as immediate tasks that they solve as volunteers. The method for the study of this problem is cognitive-communicative, which allows, first of all, determining the cognitive structure of a text with an ecological theme and on this basis to subjectify obtained information in the minds of students through their environmental speech intentions. The article reveals effective ways of selecting educational material for the formation of English communicative competence based on environmental material. The mechanisms for selecting educational material and the planning methodology for the thematic lesson cycle can be useful for planning the cognitivecommunicative learning process based on environmental regional problems for any educational audience and are intended for foreign language specialists and environmental teachers.

A model of forming polylingual speech culture and communicative competence as a condition for teachers’ training

“…With regard to the formation of speech culture and communicative competence, the necessity of using effective learning technologies has been proved. This is confirmed by an experiment on the ecologization of education, when lessons on environmental issues were given in parallel in two languages for different specialties (Fahrutdinova et al, 2019).…”

Prospects for the development of ecological competence in teaching virtual english written communication in secondary school

“…Bulatbayeva, Fahrutdinova, Dlimbetova, Moldabekova та Bakirova у своєму дослідженні розглядають екологічну компетентність в контексті екологічної ситуації регіону та пропонують створити міні-курс з регіональної екології іноземною мовою в якості до-даткових занять. Вчені вважають, що білінгвальне навчання є більш оптимальним шляхом розвитку екологічної компетентності [15]. Застосування білінгвального навчання -це методологія CLIL, яка також може бути застосована для навчання віртуального англомовного письмового спілкування [16].…”