MINISTRY OF EDUCATION AND SCIENCES OF THE REPUBLIC OF

KAZAKHSTAN

KAZAKH ABLAI KHAN UNIVERSITY OF INTERNATIONAL RELATIONS

AND WORLD LANGUAGES

Specialty: 5B011900 Foreign language: Two foreign languages»

Foreign Language Teacher Training Faculty

PROFESSIONALLY APPLIED PROJECT

Theme: «Formation of language competencies in teaching English language to
students of 10 - 11 grades»

Done by: Kanagatova Merei

Group: 323
Scientific advisor: Candidate of Pedagogical Sciences Z. Zh. Syzdykova

“Admitted to defense”
___________ by the Head of
Methodology of Foreign Language Education Chair
Candidate in Pedagogy G.B. Zhumabekova

Almaty, 2022
 CONTENTS
INTRODUCTION……………………………………………………………...……3
1 THEORETICAL FOUNDATIONS OF FORMATION OF LANGUAGE
COMPETENCIES IN TEACHING ENGLISH LANGUAGE TO STUDENTS
OF 10 -
11……………………………………………………………………………...5
1.1 Formation of the concepts of "competency" and "competence" in modern
teaching
practice………………………………………………………………………………...5
1.2 The concept and structure of language competence in foreign and native methods
of teaching the English language………………………………………………………
8
2 PRACTICAL ASPECTS OF FORMATION OF LANGUAGE
COMPETENCIES IN TEACHING ENGLISH LANGUAGE TO STUDENTS
OF 10 - 11 GRADES…..
…………………………………………………………….18
2.1 Methodology for the formation of language competence.……..…………………
18
2.2 A set of exercises and tasks for the formation of the language competence of
students in grades 10-11……....……………………………………….
……………..28
CONCLUSION…………………………………………..………………………....40
LIST OF LITERATURE ………………………………………………...……41

2
 INTRODUCTION

The fundamental factors in the development of modern society today are the
processes of economic, cultural, religious, political, integration and unification. In
addition, a special role is assigned to the education system, which requires constant
reforms and pedagogical innovations. Today, education is seen as a social institution
whose task is to provide society with individuals who can participate in socio-
economic processes, perform various social functions, as well as create conditions for
their successful self-realization and adaptation to society. It is aimed at developing a
wide range of competencies among young people that contribute to the development
of such personal qualities as professional and social mobility, competitiveness,
independence in decision-making, and the ability for intercultural interaction.
Therefore, the priority is the use of a foreign language as a means of communication
and, in this regard, the search for new forms of work, and ways of learning are
relevant.
To meet the requirements of state educational standards for the content and
level of training of students of a general education school who study a foreign
language, it is necessary to achieve a level of proficiency in the target language in
oral and written form. The purpose of teaching a foreign language is not just to
prepare students who are ready to perceive the international picture of the world,
interact and accept different cultures, but to form their communicative competence
and, in particular, its linguistic competence.
Relevance of the research topic lies in the fact that senior school students
have a situation where they need the ability to understand and produce an unlimited
number of linguistically correct sentences with the help of learned linguistic signs
and the rules for their connection.
The object of the research is the foreign language educational process in a
secondary school.
The subject of the research is methodology for the formation of linguistic
competence of students in 10 - 11 grades.
The aim of the research is to study features of the formation of language
competencies in teaching English language to students in 10 - 11 grades.
Objectives of research:
- to identify the concepts of "competency" and "competence" in modern
teaching practice;
- to reveal the concept and structure of language competence;
- to make a set of exercises and tasks for the formation of language
competence.

3
 The methodological base of the research is competency-based modeling of
professional foreign language education (S.S. Kunanbayeva), the main provisions of
the methodology of teaching foreign languages (I. A. Zimnyaya, E. M. Vereshchagin,
G. V. Rogova, S. F. Shatilov); research in the formation of language competence (N.
Chomsky, R.P. Milrud, D. Himes, I.L. Bim, S.F. Shatilov); the theory of the
system-activity approach (I.V. Blauberg, V.P. Bespalko, A.G. Kuznetsova); theory of
an integrated subject-language approach (I.O. Telezhkina, L. Walter);
The leading idea is to highlight the main advantages of language competence
in foreign language classes for senior classes and based on this, present options for its
formation.
Methods of research: both theoretical and empirical methods were used in the
project work. In more detail, from the theoretical methods:
• critical analysis of literary sources on the problem under study;
• citation;
• comparative;
• comparative analysis generalization of best practices of teachers.
Empirical methods:
• observation.
The final product of the project is that the presented development of lessons
can be used by teachers of secondary educational institutions to increase the
effectiveness of oral interaction of students in a foreign language lesson.
The practical significance of the research lies in the fact that the final product
of the project and the conclusions drawn in the course of this study can be used in the
process of modern education to form the language competence of senior classes in
English lessons.
The structure of the research of this research consists of an introduction,
which describes the relevance of the research topic, the object, subject, and purpose
of the research, tasks, and methods used; theoretical and practical part, where
research tasks are solved; conclusion, which summarizes the results of the work, a
bibliographic list, which includes sources and appendix, which provides didactic
support for the developed classes.

4
 1 THEORETICAL FOUNDATINS OF FORMATION OF LANGUAGE
COMPETENCIES IN TEACHING ENGLISH LANGUAGE TO STUDENTS
OF 10 -11

1.1 Formation of the concepts of "competency" and "competence" in modern

teaching practice

It is a well–known fact that, the current stage of development of education is

based on the global problems that humanity as a whole faces, which inevitably affects
the state of the education sector, which today cannot be limited only to the transfer of
dry knowledge but involves the formation of schoolchildren's survival skills and
abilities. and competitiveness in a constantly evolving world.
To perform new tasks, required a transition to a completely new educational
paradigm, the target basis of which is a competency-based approach.
The competency-based approach was chosen very correctly. Since this
approach includes several advantages compared to others, in addition to this, it allows
students to internalize basic knowledge, it also makes it possible to form a competent
individual with acquired abilities and stable self-education skills.
S.S. Kunanbayeva notes that the competency-based approach, which today
embodies the innovative process in education, corresponds to the general concept of
the educational standard adopted in most developed countries and is directly related
to the transition in the design of the content of education and its quality control
systems to a system of competencies. In addition, the relevance of the competence-
based approach, regardless of specific ideas and interpretations, is predetermined by
the cultural and educational context, set by the following trends in Russian education:
loss of unity and certainty of educational systems, the formation of the labor
market, and the market of educational services associated with it;
variability and alternativeness of educational programs, increasing
competition and the commercial factor in the activities of the educational
system;
changing the function of the state in education: from total control and
planning - to the general legal regulation of relations arising in education;
prospects for the integration of Kazakh education into the international
education system. [1, p 261-267]
L. O. Filatova considers the main provisions of the competence-based approach
to educational activities in general. We believe that its ideas should be applied to the
professional training of a competent student: “the competence of a future formed
personality should combine intellectual and skillful components, include cognitive,

5
operationally technological, motivational, ethical, social and behavioral components,
which entails a system of personal value orientations and results of monitoring the
formation of competencies; the competence of a future formed personality
presupposes the readiness and ability to mobilize the formed competencies in a
certain situation of one's life activity; competence should be formed in the process of
monitoring the formation of his competencies; competence is a procedural concept,
which means competence should be manifested and formed in vigorous activity; the
competence of the future specialist should be aimed at the final result” [2, p. 9-11]
To understand the essence of the competency-based approach more deeply, it is
necessary to define such concepts as "competence" and "competence".
The competency-based approach, which is extremely important in our days, is
based on a humanistic and culturally oriented methodology, defines a “system of
competencies”. The noted educational model assumes, respectively, the selection and
organization of a set of “key competencies” for the content of each subject area,
which is proposed to be grouped into three main types of “competences”, which is
justified by the fact that a person’s “competence” has the form of an acmeological
development vector, and “competencies "there are some internal, potential, hidden
psychological neoplasms (knowledge, ideas, action algorithms, a system of values
and relationships), which are then revealed in human competencies, which defines
"competences" as actual "competences", the possibility of their further manifestation
as "competencies" "[3, p. 384].
This is understood by the researcher's interpretation of "competences" in the
totality of their characteristics - "competences". Another point of view, based on the
legitimate premise that “competence” is a complex set of characteristics that
combines the intellectual and skill components of education and thereby
predetermines the formation of the content of education based on the result, casts
doubt on the possibility of bringing “competence and competence” into unity,
reflecting the relationship of "potential whole" and "actualized particular", since there
is a legitimate, in our opinion, and another point of view that "competence" cannot be
reduced to a set of "competences".
These two polar points of view indicate that the transition to the so-called
"competence-based" paradigm and "competence-based" model of education is more
of a methodological approach than a technological scheme for developing standards
and models of education, since not only the category "content of education" has not
been finally determined. , but also the conceptual essence of the final result and,
accordingly, the target settings of education in competency-based education are at the
stage of clarification and development [4, p. 98-104].
The nature of competition is such that, being a product of learning, it does not
directly follow from it, but rather is a consequence of the student's self-development,
personal growth, a consequence of self-discipline and generalization of activity and
personal experience. Consequently, competence acts as a complex synthesis of
cognitive, subject-practical, and personal experience, it cannot be formed by giving
the student a learning task or by including him inactivity”, he must go through a
system of situations that are close to reality and require more and more competent

6
actions from him. Summarizing the data of the available works, we can state the
following:
the most generally accepted judgment in the relationship between the
concepts of "competence" and "competence" is the understanding of the
"competence" of a person as an acmeological category and the potential for
intellectual and professional development of the individual, the
characteristic of which is "competencies" that should be formed in the
process of education as systemic qualitative neoplasms;
“competence” acts as an integrated characteristic of the qualities of
education and training of graduates, that is, competence and competence are
considered in unity, reflecting the relationship of the “potential whole” to
the “actualized particular” [5, p. 165-173].
This position is held by many psychologists and researchers of the theory of
modern education (I.A. Zimnyaya, V.D. Shadrikov, Yu.V. Frolov, D.A. Makhatin,
and others);
the modern qualitative result of education should be a pre-selected
composition of certain competencies, reflected in the competence model of
education and the model of the graduate as corresponding to the order of the
consumer (state, society);
the model of a specialist is not only the main indicator of the quality and
result of education, but also a system-forming factor for determining the
qualitative characteristics of both the entire categorical composition of the
system of competency-based education and the management of this holistic
education and the characteristics of its components, it means that mission,
strategy, goals, content;
The requirement of modernity to determine the quality of education through
its specifically given performance, assessed in well-defined criteria of such
a complex category as “competence and competencies”, as well as the need
to reflect this change in social requirements in the “content of education”,
determine the active developments taking place to bring into the system,
reasonable interrelationship, and the integrity of such categories of the
“competence-based” paradigm of education as “education model”, “goal”,
“content”, “result”, and so on.
The competence-based theory approach is an attempt to bring education into
compliance with the needs of the labor market. This approach is associated with the
idea of an open order for the content of education from the developing labor market
and potential employers.
The recent reorientation of the assessment of educational results from the
concepts of "education", "education", "general culture" to the concepts of
"competence" and "competence" sounds like a call for a transition from a knowledge-
centric to a competency-based approach to learning. And this means that education is
designed to focus not on increasing a person’s awareness in subject areas, which were
most in-demanded several decades ago, but on the ability to navigate in new

7
situations of professional, social, personal life, achieving goals, this implies the
possession of key competencies.
When characterizing the level of language proficiency achieved as a result of
training, the methodology widely uses the term competence, introduced by the
American linguist N. Chomsky to denote the inherent ability of a person to perform
any activity (from Latin competent - able). Initially, the term denoted the ability
necessary to perform a certain, predominantly linguistic activity in the native
language. A competent speaker (listener), according to N. Chomsky, must form
(understand) an unlimited number of sentences according to models, and also have a
judgment about the statement, i.e. see formal similarities (differences) in two
languages. In relation to teaching foreign languages, this concept has received a
detailed development in the framework of studies conducted by the Council of
Europe to establish the level of foreign language proficiency. (Strasbourg, 1996), and
is defined as the ability to perform any activity based on knowledge, skills, abilities,
and work experience acquired during training [6, p. 42-44].
In recent years, attempts have been made to define two concepts: competence
and competence. (e.g., Surygin, 2000). The latter term is increasingly found in the
literature in the form of such phrases as general educational competence (Zimnyaya,
1999), professional competence (Gershunsky, 1998), etc. Moreover, if competence is
understood as the ability to perform any activity (including speech), then competence
is a meaningful component of such an ability in the form of knowledge, skills, and
skills acquired in the course of training.
So it is worth generalizing that competence is a range of issues in which
someone is well-informed, and the has knowledge, experience. Competence is a
property of a person based on competence. [7, p. 416].

1.2 The concept and structure of language competence in foreign and native
methods of teaching the English language

The main goal of education in a general educational institution by a student-

oriented paradigm is the professional development of schoolchildren, i.e. in real-life
situations. In this regard, the results of professional development are the formation of
the following key competencies: social, communicative, socio-informational,
cognitive, and special professional.
This is because one of the main tasks at the present stage of the development of
society is the upbringing and formation of a personality capable of active life in the
modern multicultural world. The following key competencies have been adopted by
the Council of Europe:
1) political and social competence (the ability to take responsibility, formulate
and put forward decisions, participate in their implementation, tolerance for
representatives of different cultures and religions, a manifestation of the
conjugation of personal interests with the needs of the enterprise and
society, participation in the functioning of democratic institutions);

8
 2) intercultural competence (promotes positive relationships between
representatives of different nationalities, ethnic cultures, and religions,
understanding, and respect for each other);
3) communicative competence (determines the possession of oral and written
communication technologies in different languages, including computer
programming, including communication via the Internet);
4) social information competence (characterizes the knowledge of information
technologies and the ability to critically relate to social information
disseminated by the media);
5) personal competence (willingness to constantly improve the educational
level, the desire for self-improvement and development, a high need for
updating and realizing one's potential, the ability to independently acquire
new knowledge and skills) [8, p. 34-42].
Thus, the fundamental goal of teaching a foreign language is the formation of
foreign language communicative competence in the aggregate of its components:
language (linguistic), speech, sociocultural, compensatory, educational, and cognitive
competencies [9, p. 238].
There is no single interpretation and specification of the concept of language
competence. This term was introduced by N. Chomsky around the middle of the 20th
century. It was semantically opposed to the term "use of language". The difference in
the meanings of these terms was considered as the difference between the “speaker-
hearer” knowledge of the language and the use of the language in the practice of
communication and human activity. To remain within the framework of a strictly
linguistic study, N. Chomsky tried to abstract from real speech acts and emphasized
the fact that he meant the “ideal speaker-listener”, i.e. abstractly conceivable native
speaker. He considered a real native speaker with all his speech features as an object
of not linguistic, but psychological, sociological, didactic, and research [10, p. 23].
According to his theory, a competent speaker or listener should be able to
understand and form sentences according to patterns, as well as to see similarities and
differences in the meanings of two expressions.
According to N. Chomsky, language competence is ideal grammatical
knowledge [11, p. 129]. By the end of the 60s - the beginning of the 70s. N.
Chomsky's followers began to perceive the term "language competence" as
"linguistic ability", which means directly knowledge of the language and knowledge
about the language, and "language activity",which means speech in real life.
The American scientist and ethnolinguist D. Himes criticizes the concept of N.
Chomsky and believes that there are "rules of use, without which the rules of
grammar are useless" [12, p. 278]. He expanded the concept of language competence
and introduced the concept of "communicative competence", which refers to the sum
of language skills and knowledge about the use of language in communication
situations.
The difference between these concepts was pointed out by the American
psychologist and psycholinguist D. Slobin. This is the difference between what a
person is theoretically able to say and understand, and what he actually says and

9
understands. He states: “We can be absolutely sure that a child has some system of
rules if his speech obeys some patterns if he transfers these patterns to new cases”
[13, p. 346].
Domestic psychology, considering the concept of "language competence",
believes that only in the process of regular communication does an understanding of
the language arise.
A.V. Khutorsky believes that competence is a requirement that is presented to a
student before gaining knowledge [14, p. 117-137]. It contains a set of interrelated
qualities of a person (knowledge, abilities, skills, methods of activity) necessary for a
certain range of objects and processes, as well as for high-quality productive activity
about them [15, p. 45-56].
According to M.N. Vyatyutnev’s linguistic competence is “acquired intuitive
knowledge of a small number of rules that underlie the construction of language
structures that are further converted into statements” [16, p. 58]. From the point of
view of G.V. Kolshansky, this concept means “the ability of a person to assimilate
any language system based on a single logical mental apparatus inherent in a person
and his thinking as a reflection of the laws of a single material world” [17, p. 10-14].
The problem of language competence was also studied by some foreign
scientists, among them S. Savignon, R.P. Milrud, S. Moiran, L.F. Bachman, and
others. So S. Moiran understands language competence the possession of phonetic,
lexical, grammatical, and textual models of the language, as well as the ability to
operate with them in the process of communication.
The Dutch scientist Jan Van Eck believes that “language competence is the
ability to create and interpret grammatically correct statements that consist of words
in their traditional meaning, i.e. in the way in which the given word is understood by
native speakers” [18, p. 188].
The French scientist S. Savignon means grammatical competence by language
competence, in other words, the ability to recognize and manipulate lexical,
morphological, syntactic and phonological features of a language [19, p. 89].
The structure of language competence was reflected in the most detailed way
by the American linguist L.F. Bachman. He refers to its components as organizational
competence, consisting of grammatical and textual, and pragmatic, consisting of
illocutionary and sociolinguistic.
Organizational competence, including grammatical and textual competence,
implies abilities related to the possession of the formal structure of the language.
These abilities are necessary for recognizing and creating grammatically correct
sentences and their orderly connection to text. With the help of grammatical
competence, the choice of words to express specific meanings, their form and
arrangement in statements, as well as their material embodiment in the form of
sounds or written signs is carried out. Textual competence refers to the knowledge of
the rules for combining statements into a text.
Pragmatic competence, in contrast to organizational competence, is related to
the relationship between the individuals using the language and the specific context
of communication. L.F. Bachmann includes here "illocutionary competence, it means

10
knowledge of the pragmatic conventions for performing the necessary functions of
the language, and sociolinguistic, i.e. knowledge of the relevant sociocultural
conventions for the use of these functions in a given context” [20, p. 179].
Illocutionary competence is the ability to form speech acts that characterize the
communicative orientation of a speech statement by the situation of communication.
Constant changes, discoveries and developments, research in the field of
linguistic, methodological, and pedagogical sciences affect both the teaching process
and the practical mastery of a foreign language. Not only the material has changed,
but also the goals and objectives of teaching. Attention from the main aspects of the
language (phonetics, vocabulary, grammar) gradually moved to the subject of
communication, and its results.
In this regard, respectively, the concept of "language competence" has
undergone some changes. The term from linguistics passed into sociolinguistics and
the methodology of teaching foreign languages and began to be interpreted as the
speech ability of an individual. But even today, scientists and specialists in the field
of methodology and pedagogy do not give a single generally accepted definition of
the concept of "language competence". This term is actively used in modern
linguistics [21, p. 408].
Currently, language competence is considered as a set of specific knowledge
and skills that an individual needs to carry out full-fledged speech actions. Language
competence implies a set of certain linguistic knowledge that allows you to build and
perceive sentences, as well as use the language for communication and
communication [22, p. 22].
Modern methodologists understand competence as a set of knowledge,
abilities, and skills that are formed in the process of teaching a foreign language,
ensure mastery of it, and ultimately serve the development of the student's
personality. Based on this understanding of competence, it includes:
1) knowledge to be acquired;
2) skills and abilities that should be formed by the activity approach.
In modern linguodidactics, language competence is directly understood as the
ability and ability of students to use words, their forms, syntactic structures by the
norms of the language, use synonymous means, which ultimately means mastering
the richness of the language and successful speech activity.
I.L. Beam includes sociolinguistic aspects in linguistic competence,
considering it as “possession of linguistic means, the process of generating and
recognizing text” [23, p. 51-58].
According to E.V. Tikhomirova, linguistic or linguistic competence is, first of
all, the correct use of linguistic forms in a foreign language (phonetics, morphology,
vocabulary, syntax). In her dissertation research, she emphasizes that "the possession
of linguistic competence is the ability to build correct, from the point of view of the
norms of the language being studied, one's statements and perceive others'" [24, p.
273-277].
Russian Methodist D.I. Izarenkov understands linguistic competence as
"knowledge of language units of all levels (phonetic, lexical, derivational,

11
morphological and syntactic)". According to the scientist, it is also important to know
“the rules for operating these units of each level to build units of a higher level of
hierarchy the up to communicative syntactic units. The other side of the formation of
language competence is associated with the formation of the ability, based on the
building language material and the rules for combining language units, to build an
unlimited number of communicative units of a certain semantics” [25, p. 162].
V.V. Safonova in her monograph includes the following components in the
structure of language competence:
1) linguistic knowledge about the rules of lexical and grammatical
arrangement of phrases and superphrasal units in the studied types of speech
works; knowledge of the pronunciation norms for the design of foreign
speech, intonation-syntactic norms for constructing the studied phrases,
super-phrasal units, discourse, as well as knowledge of general and specific
ways of expressing universal categories in native and foreign languages;
2) language skills of recognition of lexical and grammatical statements in a
foreign language; decoding language concepts and representations in a
foreign language; a figurative and schematic representation of linguistic
information about the rules for constructing and arranging phrases and
superphrasal units in a foreign language; phonetic, lexico-grammatical,
intonation-syntactic design of statements in accordance with literary norms;
3) linguistic abilities for linguistic observation and generalization of its results
in the form of rules (verbal and figurative-schematic) and language
algorithms [26, p. 178].
N.D. Galskova includes here “knowledge about the system of the language
being studied and the skills formed on their basis in operating with language means
of communication (lexico-grammatical and phonetic)” [27, p. 512].
According to K.M. Iriskhanova and G.V. Strelkova, the content of language
competence includes the following components:
knowledge of phonological, lexical, grammatical phenomena and patterns of
the language being studied as a system, including cognitive organization and
ways of storing knowledge about linguistic phenomena in the mind of an
individual (for example, associative, paradigmatic, and other types of
connections of linguistic phenomena);
knowledge of the literary norm of the language being studied and the ability
to apply this knowledge in communicative and professional activities;
linguistic characteristics of the types of discourse (oral and written
discourse, prepared and unprepared speech, official and unofficial speech);
the main speech forms of utterance: narration, description, monologue,
dialogue [28, p. 207].
Analyzing the interpretation of language competence by foreign and domestic
researchers, we can draw the following conclusions:
1) language competence is recognized as a basic component of communicative
competence; without language competence, communicative competence
cannot be formed;

12
 2) most scientists consider language competence as knowledge of the language
system of the language being studied at all levels (phonological, lexical,
grammatical), knowledge of the grammatical rules for constructing
sentences;
3) some researchers (I.L. Bim, V.V. Safonova, S. Moiran, Jan van Eck and so
on) include the skills and abilities to use this knowledge in speech activity
in a foreign language into language competence.
In our opinion, the most complete and accurate definition of language
competence was given by the French researcher S. Moiran, implying three aspects of
the language: phonetics, vocabulary, and grammar. In addition, it includes in this
concept the ability to apply this knowledge and skills in the practice of
communication and build correct grammatical statements.
Language competence is a complex, multifaceted concept that implies the
possession of a certain set of knowledge, skills and abilities that, allow one to carry
out foreign language speech activity by the language norms of the language being
studied in various fields of activity [29, p. 248].
As mentioned above, research on the concept of "language competence" was
carried out by many scientists of both domestic and foreign methods. Jan Van Eck
believes that language competence is one of the main components of communicative
competence.
In the monograph of the Council of Europe in 2001, this concept is defined as
knowledge of vocabulary units and possession of certain rules, using which
vocabulary units are transformed into a meaningful statement.
The following components are distinguished in the structure of language
competence:
1) lexical;
2) grammatical;
3) semantic; phonological;
4) spelling and
5) orthoepic competence [30, p. 8-9].
All these components formed the basis of the Unified National Testing in a
foreign language. That is, the level of foreign language proficiency of secondary
school graduates should correspond to the threshold level of learning or at least
approach it. The components of language competence are also components of the
four types of speech activity, on which the knowledge of a foreign language is built.
Consider the features of each component in more detail.
Lexical competence is understood as knowledge of the vocabulary of the
language, including lexical and grammatical elements, and the ability to use these
elements in speech. In other words, this is the student's ability to perform certain
organized actions with lexical units, aimed at mastering their graphic and phonetic
form, as well as the rules for combining them with other lexical units. Also, lexical
competence is understood as “based on lexical knowledge, skills, abilities, as well as
personal language and speech experience, a person’s ability to determine the
contextual meaning of a word, compare the volume of its meaning in two languages,

13
understand the structure of the word’s meaning and highlight the specifically national
in the meaning of the word”.
Lexical elements include phraseological units, stable combinations, and
patterns, individual words.
Lexical competence is characterized by the presence of the following skills:
consciously imitate the sound image of a foreign word;
quickly find words in the mental lexicon;
to reconstruct the cognitive image of the word into a natural language form;
predict the next word, taking into account the rules of lexical and grammatical
valency;
associate word pairs and entire thematic series when generating an utterance;
own different aspects of lexical strategy;
use a personal style in the assimilation of lexical material;
highlight the subject of speaking and organize lexical units around it;
highlight semantic milestones in texts and organize units of the lexical level
around them;
to express the same thought by different lexical means;
to guess the meaning of unknown words by their components;
to achieve expressiveness of speech by selecting special lexical units;
solve the problem of lack of lexical units in different ways;
carry out lexical self-correction.
Another main component of language competence is grammatical. Under
grammatical competence, the scientists of the Council of Europe mean knowledge of
the grammatical elements of the language, as well as the ability to use them in their
statements. It involves the ability to perceive and express thoughts, arranging them
per certain grammatical rules, and transforming individual lexical units into
meaningful statements while solving certain communicative tasks.
E.I. Passov understands grammatical skills as “complexly structured actions
performed in skillful parameters and providing, as conditions for speech activity, a
situationally adequate morphological and syntactic design of a speech unit of any
level”. The necessary qualities of this skill, according to the author, are automatism,
flexibility, stability, generalization, and complexity.
S. Savignon considers grammatical competence as the mastery of linguistic
principles, the ability to recognize phonetic, lexical, morphological, and syntactic
features of a language and, in the future, to operate with these features to construct
one's own words and sentences. According to the scientist, knowledge of grammar
theories and the formulation of rules are less important than the ability to use these
rules.
Shimichev A.S. believes that all components of grammatical competence have
an intercultural component as the basis for learning with an intercultural approach. In
this regard, he speaks of grammatical competence based on the intercultural
component, by which he understands the possession of a certain set of grammatical
knowledge, skills, and abilities, the ability to conduct intercultural dialogue and the
performance of speech activity, as well as the possession of skills and abilities to

14
convey the entire set of theoretical and theoretical-practical knowledge for students in
the process of professional and pedagogical activity.
The semantic competence of a student, according to the scientists of the
Council of Europe, lies in the knowledge of possible ways of expressing a certain
meaning and in the ability to use them.
It is obvious that without understanding the meaning of linguistic phenomena,
it is impossible to form foreign language communicative abilities. Semantic
competence reflects the unity of language and thinking, which “reduces, in the end, to
the fact that the means of expression, starting from simple sounding and ending with
the most subtle syntactic and other forms, are inseparable from the corresponding
concepts: words cease to be words if you take away from them their meaning”.
One of the main requirements in teaching a foreign language is the
actualization of possible ways of expressing the semantic component of an utterance
using linguistic means of different levels. Since the goal of teaching foreign
languages is the ability to successfully communicate in these languages, and language
is, first of all, a means of expressing and transmitting information, then almost any
aspect of its formal structure ultimately has a semantic motivation.
Thus, the formation of semantic competence is aimed at the ability to express
meaning using various language means - this ensures the achievement of a
communicative effect, and, therefore, increases the effectiveness of the
communication process.
Phonological, spelling, and orthoepic competencies develop in parallel with the
above competencies and are implemented in each type of speech activity, in oral and
written speech. Phonological competence refers to the ability to perceive and
reproduce foreign language speaker. This is a set of students' knowledge about the
relationship between the phonological and phonetic systems of the native and foreign
languages, as well as relevant practical skills.
According to the French linguist A. Martinet, phonology is functional
phonetics.
Phonological competence includes:
sound unity of the language (phonemes) and their variants (allophones);
articulatory-acoustic characteristics of phonemes (for example, sonority,
labialization, nasalization, etc.);
phonetic organization of words (syllabic structure, sequence of phonemes,
word stress, tones);
stress and rhythm;
intonation;
phonetic reduction;
reduction of vowels;
strong and weak forms;
assimilation;
loss of the final vowel.
Spelling competence involves knowledge of the alphabetic characters used to
create a written text, and the ability to recognize and depict these characters in

15
writing. This competence also implies knowledge of signs, punctuation rules, and
common conventions in writing. In alphabetical systems, students should know:
the shape of the letters (printed and handwritten, uppercase and lowercase);
spelling of words, including commonly used addresses;
signs and punctuation rules;
common conventions, font types, etc.
well-known symbols.
Learning to write is realized in the process of mastering by students a set of
relevant knowledge, speech skills, and communication skills necessary to create a
written text that serves as a means of communication, both in the professional sphere
and in everyday life.
Learning to write involves mastering graphics, spelling, word formation,
punctuation, and a set of speech intentions for expressing ideas in a coherent form.
Consequently, the teaching of foreign language writing should take place in a
complex manner, taking into account the spelling, lexical, grammatical, and stylistic
norms of a foreign language; developing general and communicative (linguistic,
sociocultural, pragmatic) competencies.
In view of the fact that the main goal of learning foreign languages is the
process of communication, a necessary condition is the formation of students'
orthoepic competence. This sub competency implies the skills of the correct
pronunciation of words, the ability to read a word in its graphic fand orm, knowledge
of the orthoepic norms of the language being studied. An orthoepic norm is a set of
normative for rules literary pronunciation.
The orthoepic competence of the scientists of the Council of Europe includes:
knowledge of spelling rules;
ability to use a dictionary, knowledge of traditionally used transcription
systems;
the ability to correlate punctuation marks with division and intonation of the
text;
the ability to determine the meaning of a word or syntactic construction from
the context in cases of homonymy, the so-called grammatical polysemy, and so
on.
A.A. Bondarenko and M.L. Kalenchuk in their work argue that orthoepic
competence consists in the practical development of pronunciation norms and the
possession of these norms in two types of speech activity: speaking and reading.
Orthoepy is closely related to spelling and phonetics since without knowledge of
sounds, their correct intonation, and spelling of words, it is difficult to master
orthoepic skills and abilities.
As the Russian teacher and methodologist N.S. Rozhdestvensky, the higher the
culture of the oral word, the more correctly orthoepically the students speak, the more
correctly they write.
Of course, the term "linguistic competence" has been subjected to repeated
changes since its introduction and there is no single interpretation of this concept.
One way or another, having considered the interpretation of language competence by

16
domestic and foreign scientists, we conclude that language competence is one of the
main components of communicative competence while receiving various names -
linguistic, linguistic or grammatical competence.
Communicative competence cannot function independently without relying on
linguistic competence; Depending on the number of components, language
competence receives different content.
Analysis of the structure of language competence in the works of researchers
allows us to establish that its the main components are knowledge of lexical,
phonetic, and grammatical phenomena of the language, the ability to recognize these
phenomen,a and operate with the knowledge gained.
Summarizing the above, it can be noted that in the methodology of teaching
foreign languages there are a large number of concepts of the structure of language
competence, which are distinguished by a variety of component compositions.
However, phonetic, lexical, and grammatical sub-competencies should be considered
as general and main components of language competence, which must be
purposefully formed at all stages of learning a foreign language.

17
 2 PRACTICAL ASPECTS OF FORMATION OF LANGUAGE
COMPETENCIES IN TEACHING ENGLISH LANGUAGE TO STUDENTS
OF 10 - 11 GRADES

2.1 Methodology for the formation of language competence

To begin with, let's look at the diagram and remember what place language
competence occupies in the structure of the planned results of teaching a foreign
language in a secondary school.

Development of the student's

personality through the
Educational goals Personal outcomes realization of the educational
potential of a foreign language

Universal learning activities

Development goals Metasubject results

Cognitive Regualatory

Communicative
Teaching goals

Educational and cognitive

competence

Substantive
results

Practical goals Foreign language linguistic

competence
18
 Fig 1. - The place of language competence in the structure of planned results

Language (or linguistic) competence is an integral part (along with speech,

sociocultural, compensatory, and educational, and cognitive competencies) in the
structure of foreign language communicative competence as the main subject result
of teaching a foreign language (hereinafter referred to as Foreign Language) at
school.
Possession of this competence implies the formation of phonetic, lexical, and
grammatical skills in students at a level that allows them to carry out various types of
speech activity in the process of communication in a foreign language. In other
words, language competence is the possession of aspects of the language, so the
formation of the language competence of students implies teaching aspects of the
language.
Aspects of the language are the components of the language system, allocated
to study and practical use in the classroom in the course of teaching a foreign
language.
Under the language system, as you remember, is meant a set of language
elements that are in relationships and connections with each other and form a certain
unity and integrity. In linguistics, the following language units are distinguished:
phonemes, morphemes, words, phrases, sentences, etc. Such components of the
language system as phonetics, vocabulary, grammar, word formation, and stylistics
form aspects of learning. In a secondary school, the main aspects of education are
teaching phonetics, vocabulary, and grammar.
Speaking about learning aspects of the language, we understand the learning of
three aspects of speech activity: phonetic, lexical, and grammatical.
The role of the phonetic side of speech activity is determined by the fact that
language as a means of communication exists, first of all, as a sound language, and
mastery of its sound system is a prerequisite for communication in any form. So, in
oral speech, the speaker will not be understood if he violates the phonetic norms of
the language, and the listener will not understand correctly sounding speech if he
does not possess pronunciation skills, since here will be a mismatch between his
internal pronunciation and the actual sounding speech, which will lead to a violation
of the act communications. In written communication, when creating a written
statement, there is necessarily a detailed pronunciation in inner speech, and reading to
oneself is accompanied by an internal sounding of the visually perceived text. In this
case, voicing is of a convoluted nature, but it can only be reached through expanding
first in external speech (loud reading), and then in internal (reading to oneself).
Consequently, the imperfection of pronunciation skills inhibits the development of
reading fluency. Thus, only the presence of solid phonetic skills ensures the normal
functioning of all types of speech activity.

19
 The second factor in the importance of mastering the correct pronunciation is
as follows. At the moment of generating an utterance, a complex mechanism of
interaction of voice formation, sound production, segmentation of intonation and
rhythmic organization of speech, and breathing mechanisms are switched on
simultaneously or simultaneously. From a learning point of view, this moment is of
strategic importance.
The speaker should have a feeling of the so-called phonation readiness of the
pronunciation system, which (readiness) is perceived by the speaker as a trigger
signal for the actualization of the speech act. Psychologically, this means a sense of
confidence, the absence of fear, and a psychological barrier in communication. The
lack of such readiness leads to the absence or decrease in speech initiative, which is
directly related to the motivational mechanism of speech of the speaker and listener.
From the point of view of developmental education, mastering the phonetic
(along with lexical and grammatical) means of a language forms a foreign language
ability - a necessary condition for the cognitive development of schoolchildren.
According to Z.N. Nikitenko, the leading cognitive ability of schoolchildren is the
phonological ability, which, together with working memory, and auditory and visual
attention, is a criterion for the cognitive development of schoolchildren when
mastering a foreign language. On the other hand, the lack of formation of the ability
for phonological awareness of foreign speech leads to difficulties in mastering the
technique of reading and writing.
As you know, the prerequisites for the development of reading and writing are
phonological awareness of speech, auditory working memory, and "phonetic
recording" of words in long-term memory. Thus, teaching the phonetic aspect of
speech activity is of great importance both for the development of all target speech
skills, and from the point of view of motivational support for students'
communicative and cognitive activity.
It should be emphasized that the sequence of work on phonetic material.
When preparing a fragment of a lesson on teaching the phonetic side of speech,
the teacher must adhere to a certain sequence in his actions, which is typical for
working on any aspect of material (phonetic, lexical or grammatical). This sequence
is expressed in the following steps:
Step 1. Methodical analysis of phonetic material is carried out using a table
that reflects the comparative characteristics of the sound system of the English and
Kazakh languages.

Group 1 Group 2 Group 3

Sounds (phonetic Sounds (phonetic Sounds (phonetic
phenomena) having a phenomena) that have a phenomena) absent in the
maximum partial resemblance to the native language
resemblance to native native language
language
Table 1. - The table of comparative characteristics of the sound system

20
 Step 2. Determination of possible difficulties in mastering this language
material by students of a particular group and ways to overcome them. To identify
possible difficulties and ways to overcome them, it is advisable to fill out the
following table:

Language Possible difficulties The way of mastering difficulties

material
Phonetical Interference The way of The The nature
explaining nature of of visibility
the
support
Intralingual Interlingual Transferable For native Visual
language object
Untransferabl For Auditory
e foreign situational
language
Table 2. - The table of mastering difficulties

Step 3. The gradual formation of phonetic skill.

Stage 1: Introductory Preparatory 1. Sound presentation;

2. Explanation;
3. Initial training
Stage 2. Stereotyping Standardizing 1. Training
Stage 3. Situationally Varying 1. Application
Table 3. - The table of formation of phonetic skills

Now, let's look at the role of the lexical aspect. The selection of the issue of
teaching the lexical side is carried out for purely methodological purposes since in
real speech activity all linguistic means act in interconnection.
All vocabulary is always grammatically designed, and the grammatical
structure in its morphological and syntactic manifestations covers all the words in the
language. In other words, we are faced here with a dialectical unity of form and
content, where the content is vocabulary, and the form is grammar.
The term "lexicon" is ambiguous:
1) The lexical composition of a particular language. Vocabulary is a collection
of words and associations similar in function to them, forming a certain
system.
2) A section of linguistics, the purpose of which is to study the vocabulary of
the language and its changes, the study of the laws of word formation, the
development of the semantics of words, and phraseology (lexicology).
Vocabulary as the vocabulary of a language consists of lexical units. A lexical
unit and a word are not the same thing. Every word is a lexical unit. However, not
every lexical unit is a word. Lexical units can be integral (or undivided) and separate
21
(or divided). Separate lexical units are often called dissected units, or “quasi-words”
(for example, “as is known”, “be of great importance”, etc.).
The number of lexical units to be mastered at school is determined by the
foreign language program for different types of schools. This volume can vary from
450 to 1200 lexical units (training from the 2nd grade) or from 450 to 1000 lexical
units (training from the 5th grade).
The word is the main structural and semantic unit of the language, which
serves to name objects, processes, properties, and relationships between them
(Shchukin, 2006). The word is a sign. Like any sign, it has a form and content. The
word also has a psychological structure: external (sensory) and internal (semantic)
sides. The external side is a set of stimuli: visual, auditory, articulatory, and motor-
graphic (that is, the word can be seen, heard, pronounced, and written).
The inner side of the word is the concept, meaning, meaning. The form of a
word is understood as its phonetic and orthographic aspects, its structure, and
grammatical forms. The content of the word is the relationship of its components
such as "concept", "meaning", and "meaning".
A concept is the design in the thought of a generalized class of objects (objects
or phenomena of the reality around us) according to the totality of their specific
features.
The concept has a non-linguistic character. It is non-national. It is formed as a
result of abstraction, analysis, synthesis, and generalization. Meaning is the socially
conditioned ability of a linguistic sign to single out an object, a phenomenon, a sign
of their surrounding objective or subjective world. Meaning is a linguistic category. It
has a national expression. Meaning is acquired in speech activity.
Meaning is the realization of one of the meanings of the word in this particular
situation. To assimilate a word (to learn a word) means to form the whole complex of
connections, taking into account the situation of communication, i.e. use. All this is
included in such a thing as a lexical skill.
The tasks in the field of forming lexical skills when learning English at a basic
level are listed below.

Lexical skills
Speech lexical skills Language lexical skills
Expressive Receptive
Word choice Perception 1. Analysis of the sound form of the
combination Awareness word.
word usage Function 2. Analysis of the structure of the word.
Word understanding 3. Establishing the meaning of a word.
formation Differentiation 4. Analysis of the grammatical form of
Knowledge and Understanding the the word.
use of word- meaning 5. Establishing the lexical compatibility
formation of a word.
means 6. Building associative links of words
Table 4. - The table of forming lexical skills
22
 Now let's look at what the role of the aspect of grammar is.
The term "grammar" has many meanings:
- The grammatical structure of a language is the structure of a word and a
sentence inherent in a given language, which a native speaker knows
intuitively and which he comprehends and realizes in the process of
schooling.
- The science of the grammatical structure of the language (theory, a section
of linguistics) is a generalization of our knowledge about the structure of
the language (morphology and syntax).
- Normative (practical) descriptive grammar. Grammar cannot be separated
from speech, because along with the sound and vocabulary, it is the material
basis of speech. Grammar plays an organizing role.
To express the meaning, words consisting of sounds are given unambiguous
forms, which are combined into phrases, sentences, and texts. Man, as I.A.
Zimnyaya, who uttered the first word, takes on a grammatical obligation. When
generating a speech utterance, the grammatical design is included in its internal
structure: "motive - intention - goal - communicative task - choice of means - (lexical
development + grammatical structuring) - internal pronunciation of the
exteriorization of the idea."
In the process of perceiving an utterance, it should be remembered that
semantic differentiation begins at the level of a phrase, which implies the presence of
a grammatical arrangement (connection of words) of the heard or read text.
We master grammar in our native language from childhood on the basis of
abundant imitation of perceived speech patterns.
As a result of repeated repetition, the child develops a dynamic stereotype, a
set of conditioned reflex stereotyped connections of building connections of words in
the utterance in the process of forming and formulating thoughts.
When learning a foreign language, it is also necessary to launch the mechanism
of stereotype based on the selected grammatical minimum, that is, to create an
intuitive grammar that would contribute to the organization of speech in a foreign
language. On the other hand, the importance of grammatical knowledge cannot be
completely denied.
The native language is acquired in a natural and abundant language
environment, in which the child, without special efforts, i.e. involuntarily in a short
time, isolates patterns.
Learning a foreign language takes place in educational conditions, where there
is no sufficient basis for identifying patterns involuntarily, therefore, one cannot do
without a special dose of knowledge (a set of rules) that would be practical in nature
and optimally combined with speech practice. In school education, it is necessary to
use both involuntary and arbitrary (with the help of rules) forms of memorization. It
seems achievable to provide students with a set of such rules due to the specific
properties of the grammar itself.

23
 At one time, L.V. Shcherba, speaking about the place of grammar in teaching,
paraphrased the phrase "A bullet is a fool, a bayonet is a good fellow" to:
"Vocabulary is a fool, grammar is a good fellow." Here the Methodist had in mind
the methodological advantage of grammar over vocabulary. This advantage lies in the
fact that grammar is easier to master compared to vocabulary, the amount of which is
boundless.
At the same time, the number of grammatical patterns in each language is
observable (albeit different), since each pattern extends to a whole series of words,
for example, the “ed” ending for all regular verbs in the Past Simple and the past
participle (Past Participle).
It should be clearly understood the rule that in the school course of a foreign
language, the use of "pure theory" without its confirmation by specific examples, as
well as "pure practice" without comprehending the form, should not take place. This
is the essence of applying the principle of consciousness in teaching a foreign
language. Since any person knows the grammatical mechanisms of the native
language, when mastering a foreign language, he, as a rule, relies on them. In such
cases, the so-called negative transfer often takes place, more precisely, interference
(similarity), resulting in grammatical errors. To prevent interference, it is necessary to
form the grammatical mechanisms of the language being studied, to form the
appropriate skills for operating grammatical material in a foreign language, which is
the goal of learning in the field of mastering the grammatical side of a foreign
language activity.
The basis of learning grammar is grammar skills. Grammatical skills are
divided into types depending on the type of speech activity they serve (expressive or
receptive), and on the level of the language to which the corresponding grammatical
material belongs (morphological or syntactic).

Language level. Morphological Morphological Syntactic

Type of speech Syntactic
activity
Expressive Speech expressive Speech expressive Speech expressive
grammar skills morphological morphological- syntactic
grammatical skills syntactic grammatical skills
-intuitively correct grammatical skills -intuitively correct
use of morphemes are the automated arrangement of
use of sentence members
grammatical in different types
phenomena in of sentences
speech, which
include both
morphological and
syntactic
components, for
example, complex
24
 tense forms of the
verb, modal
predicates, and
more.
Receptive types Speech receptive Speech receptive Speech receptive
of speech activity morphological morphological syntactic grammar
grammatical skills grammatical skills skills
Lack of foreign Language Language Language
language speech morphological morphological and syntactic skills
activity skills syntactic skills
Table 5. - The table of grammatical skills

When forming grammatical skills, it is necessary to remember about their

interaction at the interlingual and intralingual levels, that is, the existence of transfer
and interference. Particular importance is attached to the transfer of skills, since
without transfer there is no skill, but only the memorized performance of an operation
only under given, strictly determined conditions.

Organization of acquaintance with grammatical material

Teacher activity Student activity Note
1. Informs that students They comprehend a new Orienting setting can be
will learn to perform a communicative cognitive presented in the form of a
new communicative task, and prepare for the problematic question that
function perception of a new encourages students to
structure. learn about a new
phenomenon.
2. Offers a speech They perceive the speech It is desirable to organize
pattern for applying a sample, comprehending the presentation of the
new grammatical the situation of its use material in such a way as
phenomenon and the meaning of the to first show the case of
speech sample, and its its use.
grammatical structure.
3. Reveals the meaning They perceive the The disclosure of
or organizes the teacher's explanation, meaning is carried out in
understanding of the visualization, context, the form of a rule
meaning of a new guess the meaning, and message using various
grammatical get an idea of the sound visual supports.
phenomenon. form of the new
structure.
4. Controls the Respond to questions that Understanding is
understanding of the require a yes or no controlled, as a rule, by
meaning of a new answer; translate, weaker students, and
grammatical perform actions, their answers determine
phenomenon formulate a rule the need for additional
25
 clarifications from the
teacher or stronger
students.
5. Draws students' They note the features of Primary training is
attention to form shaping, listening, carried out in the process
formation, presents a remembering the sound of imitative,
structure for repeated image reproductive, as well as
listening in statements linguistic grammatically
with well-known lexical directed exercises.
content
6. Brings a new Carry out an acoustic Students with
structure in opposition comparison, highlight a underdeveloped guessing
to the known one to new structure, its skills should be helped
highlight formal and distinctive features by pointing out what
semantic differences differences and signs to
look out for.
7. Generalizes himself Summarize the acquired The teacher notes for
or invites students to do grammatical knowledge, himself the degree of
it. evaluate the degree of formation of the
progress in solving the indicative basis of the
problem skill of the students
draws conclusions about
further actions
Table 6. - The table of the algorithm of actions of the teacher and students for
the formation of grammatical skills

1. Informs students that Getting ready for the Often the organization of
they will learn to upcoming activity training and application
express a specific takes place in another
communicative lesson or series of
meaning using a new lessons. Every time the
grammatical structure. teacher needs to set the
educational or
communicative task.
This could be an exercise
2. Presents the trained Recall the meaning and For a class with a
grammatical material form of the grammatical sufficient level of
for listening structure preparation, a coherent
comprehension context can be created,
borrowing plots from
children's books, films,
and the like, which will
show students the
possibility of using the
26
 material being mastered in
a life situation.
3. Orients students to React to feedback Imitation exercises do not
perform conditional appropriately. have to be performed by
speech exercises: the whole group; for
offering to express strong students, individual
consent, confirmation, tasks can be offered
shows a sample of
performance.
4. Offers students Express disagreement, In the process of training,
exercises to transform deny what the teacher various supports are used
the affirmative form said, using cliché with a hint of both
into a negative one remarks language means and
using a content.
communicatively given
instruction, shows a
transformation pattern
5. Offers to express Formulates the required
doubt, ask again, type of interrogative
question, directing sentence.
students to transform
the statement into a
question; demonstrates
a sample execution
6. Responds to students' Mentally carries out the It is necessary to have a
questions; orients replacement of lexical differentiated approach to
students to the units, make up their own planning the procedure of
construction of phrases variants of sentences certain exercises, which
by analogy shows the depends on the frequency
model of their implementation.
So, for the first time, the
included exercise requires
not only the formulation of
tasks, but also additional
explanations, showing a
sample, and so on. At the
stage of training, it is
important to use the
opportunities for the
formation of self-control
and self-correction in
students.
Table 7. - The table of organization of training and application of new
grammatical material in oral speech
27
 So, if students correctly use the personal ending of the 3rd person singular of
only those verbs that they have learned through repeated repetition and do not know
how to use this morphological form in other verbs, then there is still no skill (in this
case, morphological) because there is no transfer of the acquired morphological form
to any verb.
Possession of these aspects of speech activity constitutes the language
competence of the student.
The formation of foreign language speech skills is carried out in the process of
teaching a foreign language, which is an integrated system of interrelated elements
that play a certain role in the implementation of the interaction of two active sides of
the education process, namely the teacher and the student. In the course of their
interaction, as is known, various means, techniques, methods, and forms of learning
are used, which constitute the so-called instrumental side of educational activity, i.e.
technology (from the Greek Techne - art, skill).
Technology is a set of the most rational methods of scientific organization of
labor, ensuring the achievement of the set goal in the shortest possible time with the
least expenditure of effort and money.
The concept of teaching technology is widely used in didactics and methods of
teaching foreign languages.
The term "technology" is used with several meanings:
1. A set of techniques that ensure the effectiveness of training. These
technologies affect the content and organization of the educational process
and are close in their meaning to the concept of "teaching methods" in the
narrow, traditional, technological sense of the word. This can also include,
for example, the method of projects, role-playing and business games,
creative forms of work, and so on;
2. Technology of application in the educational process and new information
technologies (ICT - information and communication technologies,
audio/video courses, computer training programs, telecommunication
projects, distance education/training, and so on);
3. Technologies of language education. These technologies do not directly
affect the educational process but affect language education in all its areas
(language portfolio as an innovative technology, linguodidactics testing,
which forms the basis of the Unified National Testing, and others).
Speaking about the technology of teaching a particular aspect of the language,
we will, first of all, keep in mind the first meaning of this term, that is, the traditional
basic method of teaching a particular skill, and also touch on modern means and
methods that exist in the best teaching experience. [31, p. 198]

2.2 A set of exercises and tasks for the formation of the language
competence of students in grades 10-11

28
 In this part of the project, we will consider a set of exercises based on the listed
methods in the theoretical part of the thesis for the formation of the language
competence of high school students (grades 10-11).
We present exercises in the system of PPP (Presentation, Practice, Production).
According to David Weller, true production practice (PPP) is a lesson structure, how
you organize activities in your lessons.

Fig 2. - The system of PPP (Presentation, Practice, Production).

Although PPP is quite old and has been heavily criticized over the years, it is
probably the most commonly used lesson structure in teaching English to foreigners
today. It is still widely taught to new teachers and can be seen in initial teacher
training courses such as CELTA and CertTESOL.
As the title suggests, this guide has three steps.
Stage "Presentation". This is where language is introduced or "introduced" to
learners, usually by introducing a context or situation. For example, you can:
Tell or act out a short story or anecdote
Play a short audio clip
Show an excerpt from a movie or TV show
Show the things you brought (For example: newspaper clippings, plane
tickets, hobby supplies)
The goal is to make sure the students understand the context and get them to
think about it.
The “practice” stage is when learners use the language in a controlled way.
This stage is sometimes divided into two parts - controlled practice and more free
practice. Again, among other things, you can force students to:
Practice sentences or sounds, in a choir or individually
Change exercises in pairs.
Proposal of relevant activities
Gap Filling Exercises
Work in pairs, asking and answering questions.
The goal of this step is accuracy.
During the "production" phase, the language is used more openly. Things like:
Role-playing games
Communication tasks
Joint tasks
Discussion activity
In this stage, the focus is on using the language as fluently and naturally as
possible, as students do outside of the classroom.
29
 As you can see, this method is widely used all over the world. It should also be
noted that this method is one of the most suitable for the formation of language
competence. Therefore, I chose this method and used it when teaching the following
topic in the 10th grade.

Name of the Module Name of the Theme

Reading for pleasure The War of the Worlds
Capabilities of the human brain Grammar. Relative clauses

Plan №1
The theme of the lesson: The War of the Worlds
Class: 10th grade
The purpose of the lesson:
10.3.1 — use formal and informal language registers in talking on a wide range of
general and curricular topics;
10.3.4 — evaluate and comment on the views of others in a growing variety of talk
contexts on a growing range of general and curricular topics;

Activating

Exercise 1. Students are given with the expression “Women from Venus, Men from
Mars”. Students tell their opinion according to the sociogram.

Sport

Life on
Mars

Politics Cars

30
 Beauty salons

Life on
Venus

Shopping Fashion

Exercise 2. Students are given with handouts. Handouts consist of “W” and “M”
Teacher read some actions and students need to raise their cards selecting woman or
man things.

Type of activity

Going shopping +
Going health spas +
Going to the gym +
Going to the cinema +
Reading novels +
Going to sports events +
Going to bars and pubs +

Exercise 3. Students look at the pictures and comment on them. They should tell:
What is happening in the picture?
Who are the main characters of the picture?
Pictures:

Input

Exercise 4. Students read the text according to the theme “A gossip with the girls?”
31
Exercise 5. To check the knowledge of the text, students answer the following
questions:
1. What is the main topic of women’s gossip?
2. Who does talk quickly in conversation in general?
3. One of the reasons why women talk to each other is?
4. One of the reasons why men talk to each other is?
5. Comment on the question: “A gossip with the girls?”

Exercise 6. Students should choose a, b, c.

1. When women talk to each other they generally talk about _______
a) Unimportant things;
b) Very serious things;
c) Many different things.
2. Men _______ as women
a) Don’t talk as much;
b) Don’t talk about as many things;
c) Don’t work as much.
3. In conversation women ______ than men
a) Talk more quickly;
b) Change the subject more often;
c) Talk more about work.

Guided understanding

Exercise 7. Students complete a crossword puzzle according to the text.

      4     3      
                  2  

32
     1                
                     
                     
5                  
                     
                     
                     
                     
                     
                     
                     
                     

1. Complete the sentence: However, the _________ suggests that women talk
more than men.
2. According to the article Men are from ________________
3. Casual or unconstrained conversation or reports about other people, typically
involving details that are not confirmed as being true.
4. A talk, especially an informal one, between two or more people, in which news
and ideas are exchanged.
5. According to the article Women are from_____________

Focus on language

Exercise 8. Students define the word without naming it; the rest need to guess what
concept is being discussed.

33
 Conversation

Research Frivolous

Gossip

Suggest Psychologist

Range

Exercise 9. Select synonyms to the following words: women, men, gossip, research,
suggest, usually, problem.

synonyms antonyms

Exercise 10. Select antonyms to the following words: women, men, gossip, research,
suggest, usually, problem.

Focus on speech

Exercise 11. The teacher divides students into groups of boys and girls. During 5
minutes’ the girls talk about: football, cars, and computers. Boys talk about fashion,
shopping, and losing weight.
Exercise 12. Listening. Students listen to the audio recording according to the theme
“Spas women love them. Can men enjoy them too?”. Students listen to the two
journalists talking after the first treatment and write the information in the chart.

Stephen’s mark Johanna’s mark

1. The body polish
2. The facial
3. The foot
treatment

34
Exercise 13. Students write a letter to their close friends talking about the last
rumors.

Assessment

Exercise 14. Feedback. Students reflect on the lesson according to the “Traffic light”
reflection. Green – not problems, all clear;
Yellow – I have some little problems.
Red – I don’t understand anything. I need one’s help.

Exercise 15. Students self - assessment criteria’s. Students assess themselves

according to these criteria’s:

Student’s self – assessment checklist

Type of classroom activity My assessment
The level of my sharing point of view (0 - 5)
according to the theme “Women are
from Venus, men are from Mars.”
The level of my understanding the text (0 - 5)
35
 “A gossip with the girls?”
The level of correct answering to the (0 - 5)
questions and multiple choice test
The accuracy in giving a definition to (0 - 5)
the words
The range of word stock that I have in (0 - 5)
selecting synonyms and antonyms
The level of understanding audio (0 - 5)
recording while listening
The level of grammatical correctness, (0 - 5)
spelling and punctuation while writing
a letter

Exercise 16. Students highlight positive and negative sides of the lesson and add
their recommendations.

Negative sides Positive sides Recommendations

Plan № 2
The theme of the lesson: Grammar. Relative clauses
The class: 10th grade
The purpose:
10.3.2 — ask and respond to complex questions to get information about a wide
range of general and curricular topics;
10.3.7 — use appropriate subject-specific vocabulary and syntax to talk about a range
of general and curricular topics;

Activating

Exercise 1. Teacher gives students cards with sentences, but sentences are muddled –
up. Students should correct them by putting in order.
1. Barking is dog the;
2. Is ball red the;
3. Cat asleep the is;
4. Is green the grass;
5. Dog the bone a had;
6. Kate jump can high.

Exercise 2. Teacher shows students some letters. Students should tell a word which
started with following letter. For instance: L – lion.
Letters:
G L N
J M P
R U O
36
 S B Q

Input

Teacher explain students new grammatical theme. Relative clauses give us

information about the person or thing mentioned.
According to the British Council, defining relative clauses give us essential
information – information that tells us who or what we are talking about.
The woman who lives next door works in a bank.
These are the flights that have been cancelled.
We usually use a relative pronoun or adverb to start a defining relative clause: who,
which, that, when, where or whose.
We can use who or that to talk about people. that is more common and a bit more
informal.
We can use which or that to talk about things. that is more common and a bit more
informal.
There was a one-year guarantee which came with the TV.
Other pronouns when can refer to a time.
Summer is the season when I'm happiest.
Where can refer to a place.
That's the stadium where Real Madrid play.
Whose refers to the person that something belongs to.
He's a musician whose albums have sold millions.
Sometimes we can omit the relative pronoun. For example, we can usually omit who,
what, or what if it is followed by a subject.
The assistant we met was very helpful. (we = topic, can be omitted)
Usually we cannot omit it if it is followed by a verb.
The assistant who helped us was very helpful. (helped = verb, this cannot be omitted)
[32, p. 2]

Guided understanding

Exercise 3. Complete sentences with correct answer.[33, p. 3]

1. A hotel is a place ___________ people stay.

2. What’s the name of the woman _______ lives in that house?
3. What do you call someone _______ writes computer games?
4. A waiter is a person _______ job is to serve customers in a restaurant.
5. He didn’t get the job ______ he applied for.
6. Overalls are clothes _________ people wear to protect their clothes when they
are working.
7. Is that the shop __________ you bought your new laptop?
8. He's the man _______ son plays football for Manchester Utd.
9. She is the girl ________ favourite actor did last month.
37
 10. The woman _______ sits opposite to you.
11.The bunch of flowers ________ I received.
12.The high – rise building ________ I was born.
13.The cinema ________ consists elevator.
14. You played with the toy ________ got lost.

Exercise 4. Students should match sentence halves.

The dog Who is very kind

The woman Which my brother gave.
The teacher Whose position is dentist
The doctor Who lives in Kokshetau.

Focus on Language

Exercise 5. Students complete a crossword puzzle according to the theme

“Capabilities of human brain”.
1. A group of interacting or interrelated elements that act according to a set
of rules to form a unified whole;
2. Part of the body in which brain takes place;
3. An emotional state or reaction;
4. An individual animal, plant or single-celled life form.

              3          
                         
                         
4                        
                         
                      2  
                         
            1            
                         
                         
Exercise 6. Students make new words adding suffixes and prefixes

reliable Possible comfortable

understanding Advantages convenient

Focus on speech

Exercise 7. Teacher divides students into pairs. Students interview each other
according to the items in questionnaire. After interview, they collect data and present
it in written form using new grammatical theme.

38
 Questionnaire
1. How do you handle with stress and pressure?
2. What are your passions?
3. What motivates you?
4. What is your greatest weakness?
5. Describe your style of life?

Exercise 8. After interview, they collect data and present it in written form using new
grammatical theme. Instead of these, students should role play as a TV presenter.

Assessment

Exercise 9. Students self - assessment criteria’s. Students assess themselves

according to these criteria’s:

Student’s self – assessment checklist

Type of classroom activity My assessment
The level of my understanding new (0 - 5)
grammatical theme
The level of correctness in doing (0 - 5)
exercises
The level of correct answering to the (0 - 5)
questions in crossword puzzle
The range of word stock that I have (0 - 5)
during interview process
The level of grammatical (0 - 5)
correctness, spelling and punctuation
while writing a data about
questionnaire

Exercise 10. Students share with their opinions according to these questions:

39
 1. Top 3 memories from the lesson;
2. My favourite activities during the lesson
3. In the next lesson I want to learn ____

CONCLUSION

The study confirmed that the theoretical and practical solution to the problem
of forming language competence in students in grades 10-11 meets the current
requirements for the development of education and the needs of society and is one of
the main goals of teaching a foreign language. The issues of applying new forms and
methods of work in education continue to be a topical object of pedagogical research.
Summarizing the results of the study, we draw the following conclusions:

40
 At the theoretical level, we analyzed and clarified the concepts of
"competence", "competence", "language competence". It was found that language
competence is a component of communicative competence. The study of the structure
of language competence led to the conclusion that its main components are lexical,
phonetic and grammatical components. Along with them, the structure of language
competence also includes spelling, orthoepy and semantics.
At the practical level, we have developed a set of exercises for the formation of
language competence in students in grades 10-11 of high school. These exercises
were provided according to the "Presentation Practice Production" system. The
system consists of 6 components: activating, input, guided understanding, focus on
language, focus on speech and assessment. Exercises were developed for each
component.
Summarizing the above, it should be noted that linguistic competence is vital
for possessing general knowledge about the language system, about the rules for the
functioning of language units in speech, as well as the ability to use this knowledge to
understand and correctly retell the thoughts of another person and correctly express
one’s own thoughts in oral and writing.

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