Kazakh(Russian) Language
Description: This program in the general education discipline "Kazakh language" is aimed at a new format of language learning and the formation socio-cultural knowledge, improving communicative competence student, development of personal potential. Duration of training under this program, in accordance with structure of the educational program of higher education is 300 academic hours (10 academic credits).
Amount of credits: 10
Пререквизиты:
- Kazakh(Russian) Language
- Казахский (русский) язык. Школьный курс
Course Workload:
| Types of classes | hours |
|---|---|
| Lectures | |
| Practical works | 45 |
| Laboratory works | |
| SAWTG (Student Autonomous Work under Teacher Guidance) | 30 |
| SAW (Student autonomous work) | 75 |
| Abstract | |
| Form of final control | Abstract |
| Final assessment method | exam |
Component: Mandatory component
Cycle: Secondary disciplines
Goal
- teaching the Kazakh language in higher education and (or) postgraduate education of the Republic of Kazakhstan (hereinafter referred to as OVPO) in accordance with international standards for language teaching, increasing the importance of Kazakh language as a state language, developing competence in the use of Kazakh language by a future specialist as a means of communication in scientific, socio-cultural, political, professional spheres of public life.
Objective
- 1) development and further improvement of language skills of students Kazakh language; 2) reveal the diversity of stylistic possibilities of the Kazakh language in different functional styles, techniques for effective communication in different communicative situations; 3) give a general idea of the norms of the Kazakh language at the level of pronunciation, morphology, syntax, word usage, to show the originality of modern speech situation; 4) expand students’ active vocabulary, demonstrate richness Kazakh vocabulary, phraseology, introduce various dictionaries and reference books reflecting the interaction of language and culture; 5) develop the ability to identify, analyze, compare, classify linguistic phenomena and facts, taking into account their various interpretations, evaluate linguistic phenomena and facts from the point of view of the rules of language use, compliance with the sphere and communication situations; 6) teach how to apply the acquired knowledge and skills in your own speech practice , appropriate use of language in various areas and communication situations.
Learning outcome: knowledge and understanding
- ans for solving technical or other task problems and knowledge of basic knowledge of a sufficient amount of vocabulary, all grammatical knowledge 2. interpret the information of the text, explain the style and genre specific of the text social-cultural, social-political, official-work and professional sphere of publicity
Learning outcome: applying knowledge and understanding
- to develop programs of said behavior in situations of personal, social and professional attitudes in accordance with the norms of language, culture, specific spheres of publicity; 2. - compose beautiful, socio-cultural, official-business texts in accordance with the above-mentioned norms, functional correctness, use of adequate set of lexical-grammatical grammatical and grammatical goals;
Learning outcome: formation of judgments
- obscure etiquette, cultural, socially-significant problems in discussions, express their point of view, argue with reason, critically evaluate the opinion of the interlocutor; 2. - participate in communications in different situations of different spheres of society with the whole realization of their own intentions and needs, ensuring that they are ethically correct, coherently full, lexical-grammatical and pragmatic situations;
Learning outcome: communicative abilities
- Understand and adequately interpret the texts of educational and scientific communication. Educational and scientific communication: written and oral scientific presentation. 2. translate factological content of texts, formulate their conceptual information, describe the water knowledge as the whole text, as well as separate ego-structural elements; 3. - ask and share information in correspondence with common situations, evaluate participant actions and procedures, use information as an interlocutor's instrument;
Learning outcome: learning skills or learning abilities
- Efficiently search and process information using ICT
Teaching methods
problem-based learning: the creation of problem situations and the organization of active independent activity of students to resolve them, as a result of which there is a creative mastery of knowledge, skills, abilities, mental abilities develop; 2. research methods: self-acquisition of knowledge through immersion in the problem under study and the search for ways to solve it; 3. technology of gaming methods (role-playing, business, and other types of educational games): the development of cognitive activity, the formation of certain skills and abilities necessary in practical activities
Assessment of the student's knowledge
Teacher oversees various tasks related to ongoing assessment and determines students' current performance twice during each academic period. Ratings 1 and 2 are formulated based on the outcomes of this ongoing assessment. The student's learning achievements are assessed using a 100-point scale, and the final grades P1 and P2 are calculated as the average of their ongoing performance evaluations. The teacher evaluates the student's work throughout the academic period in alignment with the assignment submission schedule for the discipline. The assessment system may incorporate a mix of written and oral, group and individual formats.
| Period | Type of task | Total |
|---|---|---|
| 1 rating | presentation | 0-100 |
| monologue | ||
| study | ||
| round table | ||
| portfolio | ||
| presentation | ||
| discussion | ||
| presentation | ||
| 2 rating | essay | 0-100 |
| study | ||
| study | ||
| debate | ||
| article | ||
| presentation | ||
| presentation | ||
| Total control | Abstract, Exam | 0-100 |
The evaluating policy of learning outcomes by work type
| Type of task | 90-100 | 70-89 | 50-69 | 0-49 |
|---|---|---|---|---|
| Excellent | Good | Satisfactory | Unsatisfactory | |
| Белгіленген критерийлер негізінде студенттерге мұғалім әділ, ашық бағалаудың академиялық стандарттарын ұстанады. The assessment system gives every student an equal opportunity to demonstrate their achievements, to participate, to learn and to be motivated to progress, to develop. The main components of assessment are given to students: justification of tasks, explanation of content of educational material and its importance.The size and scope of the assessment tasks correspond to the learning outcomes. The evaluation process is aimed at identifying differences between levels, achieving learning outcomes (according to the evaluation descriptor). Assessment principles: - assessment should be valid, that is, it should be aimed at determining the student's achievement of learning outcomes; - assessment must be reliable, i.e. accurate and repeatable, quality control with procedures; - assessment should be open, that is, information about it will be detailed and accessible;assessment should be inclusive and fair, i.e. aim to allow all students to demonstrate their skills and achievements; - the evaluation should be realistic, that is, it should influence the student's professional activity in the future; - the assessment process should provide opportunities for students to receive feedback. The teacher ensures that the evaluation criteria correspond to the goals and objectives of the subject; for the assessment of all types of education, provides students' activities, as well as students' preliminary familiarization with the criteria, ensures the use of assessment criteria. The assessment process is the measurement of learning outcomes, using appropriate measurement scales. | able to form a complete and correct answer based on the taught material; highlighting the main ideas, independently proving the answer with specific examples and facts; independently analyze evidence and generalize conclusions; interdisciplinary (on the basis of previous knowledge) and ability to establish connections between disciplines. | full knowledge of all taught software material; complete and correct answer based on studied theories; minor errors and omissions in reproducing the teaching material, definitions of concepts, inaccuracies in the use of scientific terms or in conclusions and generalizations; the material is presented in a certain logical order, but one minor mistake or two shortcomings are not allowed, the student can correct it on his own if asked or with a little help from the teacher; mastered the basis of the educational material; prove the answer with specific examples. | the answer contains significant deviations from the topic; partially and incompletely analyzes the problem considered in the question; facts are not always separated from opinions, but the student understands the difference between them | able to form a complete and correct answer based on the taught material; highlighting the main ideas, independently proving the answer with specific examples and facts; independently analyze evidence and generalize conclusions; interdisciplinary (on the basis of previous knowledge) and ability to establish connections between disciplines. |
| work with text | demonstration of deep and complete knowledge and understanding of the entire volume of the studied material; full understanding of the essence of the concepts, phenomena and patterns, theories, interrelations; the ability to make a complete and correct answer based on the studied material; highlight the main points, independently support the answer with concrete examples, facts; independently make reasoned analysis, generalize conclusions; the ability to establish interdisciplinary (based on previously acquired knowledge) and intra-subject relationships. | knowledge of all studied program material; full and the correct answer based on the theories studied; minor errors and omissions reproduction of studied material, definition of concepts, inaccuracies in use scientific terms or in conclusions and generalizations; the material is presented in a certain logical sequence, but one minor mistake or no more than two defects are allowed, and the student can correct them independently if required or with a little help teacher; basically mastered the educational material; confirms the answer with specific examples. | the answer contains significant deviations from the topic; analysis the problem provided for by the question is fragmentary and incomplete; facts are not always are separated from opinions, but the student understands the difference between them. | demonstration of deep and complete knowledge and understanding of the entire volume of the studied material; full understanding of the essence of the concepts, phenomena and patterns, theories, interrelations; the ability to make a complete and correct answer based on the studied material; highlight the main points, independently support the answer with concrete examples, facts; independently make reasoned analysis, generalize conclusions; the ability to establish interdisciplinary (based on previously acquired knowledge) and intra-subject relationships. |
| collection of information | the student demonstrates systemic theoretical knowledge, knows terminology, logically and consistently explains the essence of phenomena and processes, makes reasoned conclusions and generalizations, gives examples, shows fluency in monologue speech and the ability to quickly respond to clarifying questions | the student demonstrates solid theoretical knowledge, knows terminology, logically and consistently explains the essence of phenomena and processes, makes reasoned conclusions and generalizations, gives examples, shows fluency in monologue speech, but at the same time makes insignificant mistakes that he quickly corrects himself or minor correction by the teacher | the student demonstrates shallow theoretical knowledge, shows poorly formed skills in analyzing phenomena and processes, insufficient ability to draw reasoned conclusions and give examples, shows insufficient fluency in monological speech, terminology, logic and consistency of presentation, makes mistakes that can only be corrected by a teacher | the student demonstrates systemic theoretical knowledge, knows terminology, logically and consistently explains the essence of phenomena and processes, makes reasoned conclusions and generalizations, gives examples, shows fluency in monologue speech and the ability to quickly respond to clarifying questions |
| paperwork | completed the practical work in full with the necessary sequence of actions; in the response, correctly and accurately performs all records, tables, drawings, drawings, graphs, calculations; correctly performs error analysis. When answering questions, he correctly understands the essence of the question, gives an accurate definition and interpretation of the basic concepts; accompanies the answer with new examples, is able to apply knowledge in a new situation; can establish a connection | I fulfilled the requirements for the "5" rating, but 2-3 shortcomings were made. The student's answer to the questions meets the basic requirements for answering 5, but is given without applying knowledge in a new situation, without using links with previously studied material and material learned in the study of other disciplines; one mistake or no more than two shortcomings are made, the student can correct them independently or with a little help | I did not complete the work completely, but at least 50% of the volume of practical work, which allows me to get the right results and conclusions; during the work mistakes were made. When answering questions, the student correctly understands the essence of the question, but in the answer there are separate problems in the assimilation of the course questions that do not prevent further assimilation of the program material; no more than one gross error and two shortcomings were made. | completed the practical work in full with the necessary sequence of actions; in the response, correctly and accurately performs all records, tables, drawings, drawings, graphs, calculations; correctly performs error analysis. When answering questions, he correctly understands the essence of the question, gives an accurate definition and interpretation of the basic concepts; accompanies the answer with new examples, is able to apply knowledge in a new situation; can establish a connection |
| presentation | the student demonstrates systemic theoretical knowledge, knows terminology, logically and consistently explains the essence of phenomena and processes, makes reasoned conclusions and generalizations, gives examples, shows fluency in monologue speech and the ability to quickly respond to clarifying questions | the student demonstrates solid theoretical knowledge, knows terminology, logically and consistently explains the essence of phenomena and processes, makes reasoned conclusions and generalizations, gives examples, shows fluency in monologue speech, but at the same time makes insignificant mistakes that he quickly corrects himself or minor correction by the teacher | the student demonstrates shallow theoretical knowledge, shows poorly formed skills in analyzing phenomena and processes, insufficient ability to draw reasoned conclusions and give examples, shows insufficient fluency in monological speech, terminology, logic and consistency of presentation, makes mistakes that can only be corrected by a teache | the student demonstrates systemic theoretical knowledge, knows terminology, logically and consistently explains the essence of phenomena and processes, makes reasoned conclusions and generalizations, gives examples, shows fluency in monologue speech and the ability to quickly respond to clarifying questions |
| essay | the work meets all the requirements and is also characterized by scientific novelty. The topic of the essay is fully disclosed, the author's position is clearly expressed, there are logical and reasonable conclusions. The essay is based on the recommended basic and supplementary literature. The design of the work was carried out at a high level | the same requirements as for the "excellent" grade. At the same time, the students did not use the literature offered in the curriculum of the discipline. In general, the topic of the essay is disclosed; conclusions are formulated, but insufficiently substantiated; the necessary both basic and additional literature is used; the author's position is not clearly manifested. | the topic is revealed on the basis of the use of several main and additional sources; one's own position is poorly reflected, conclusions are available, but they are not substantiated; the material is presented inconsistently, without appropriate argumentation. There are drawbacks in the design | the work meets all the requirements and is also characterized by scientific novelty. The topic of the essay is fully disclosed, the author's position is clearly expressed, there are logical and reasonable conclusions. The essay is based on the recommended basic and supplementary literature. The design of the work was carried out at a high level |
| article | demonstrates systemic theoretical knowledge, knows terminology, logically and consistently explains the essence of phenomena and processes, makes reasoned conclusions and generalizations, gives examples, shows fluency in monologue speech and the ability to quickly respond to clarifying questions | demonstrates solid theoretical knowledge, knows terminology, logically and consistently explains the essence of phenomena and processes, makes reasoned conclusions and generalizations, gives examples, shows fluency in monologue speech, but at the same time makes insignificant mistakes that he corrects independently or with minor correction by the teacher | demonstrates shallow theoretical knowledge, shows poorly formed skills in analyzing phenomena and processes, insufficient ability to draw reasoned conclusions and give examples, shows insufficient fluency in monologue speech, terminology, logic and consistency of presentation, makes mistakes that can only be corrected by a teacher. | demonstrates systemic theoretical knowledge, knows terminology, logically and consistently explains the essence of phenomena and processes, makes reasoned conclusions and generalizations, gives examples, shows fluency in monologue speech and the ability to quickly respond to clarifying questions |
| group project | the student demonstrates systemic theoretical knowledge, knows terminology, logically and consistently explains the essence of phenomena and processes, makes reasoned conclusions and generalizations, gives examples, shows fluency in monologue speech and the ability to quickly respond to clarifying questions | the student demonstrates solid theoretical knowledge, knows terminology, logically and consistently explains the essence of phenomena and processes, makes reasoned conclusions and generalizations, gives examples, shows fluency in monologue speech, but at the same time makes insignificant mistakes that he quickly corrects himself or minor correction by the teacher | the student demonstrates shallow theoretical knowledge, shows poorly formed skills in analyzing phenomena and processes, insufficient ability to draw reasoned conclusions and give examples, shows insufficient fluency in monological speech, terminology, logic and consistency of presentation, makes mistakes that can only be corrected by a teacher | the student demonstrates systemic theoretical knowledge, knows terminology, logically and consistently explains the essence of phenomena and processes, makes reasoned conclusions and generalizations, gives examples, shows fluency in monologue speech and the ability to quickly respond to clarifying questions |
Evaluation form
The student's final grade in the course is calculated on a 100 point grading scale, it includes:
- 40% of the examination result;
- 60% of current control result.
The final grade is calculated by the formula:
| FG = 0,6 | MT1+MT2 | +0,4E |
| 2 |
Where Midterm 1, Midterm 2are digital equivalents of the grades of Midterm 1 and 2;
E is a digital equivalent of the exam grade.
Final alphabetical grade and its equivalent in points:
The letter grading system for students' academic achievements, corresponding to the numerical equivalent on a four-point scale:
| Alphabetical grade | Numerical value | Points (%) | Traditional grade |
|---|---|---|---|
| A | 4.0 | 95-100 | Excellent |
| A- | 3.67 | 90-94 | |
| B+ | 3.33 | 85-89 | Good |
| B | 3.0 | 80-84 | |
| B- | 2.67 | 75-79 | |
| C+ | 2.33 | 70-74 | |
| C | 2.0 | 65-69 | Satisfactory |
| C- | 1.67 | 60-64 | |
| D+ | 1.33 | 55-59 | |
| D | 1.0 | 50-54 | |
| FX | 0.5 | 25-49 | Unsatisfactory |
| F | 0 | 0-24 |
Topics of practical classes
- Family is a small state
- Concept of the black family in the national consciousness
- Disagreement of a young family: causes and prevention get Cause and effect is a meaningful structure, therefore, because of, because of the conjunctions
- Professions in demand
- Competitiveness
- Unemployment and youth
- Youth appearance in the new world
- Youth's perspective on wealth
- Educated young people are the backbone of the future
- Education should improve human life
- Turkish view of the world
- The current level of the Kazakh film industry
- Information culture
- Digital technology is the need of the day
- Smart learning is a new paradigm of education
Key reading
- 1. Абдуова Б.С., Асанова Ұ.О. Қазақ тілі: Орыс тілді топтарға арналған оқу құралы.- Астана, 2017. -282 б. 2. Бакиева Ә.К. Қазақ тілі.-оқу құралы.-Өскемен:Д.Серікбаев атындағы ШҚТУ, 2022.-126 б. 3. Балабеков А.К., Бозбаева-Хунг А.Т., Досмамбетова Г.Қ., Салыхова Б.О., Хазимова Ә.Ж.. Қазақ тілі: ортадан жоғары деңгейге арналған оқулық. Ұлттық тестілеу орталығы. – Астана: 2017 4. Бозбаева-Хунг А.Т., Балабеков А.К., Досмамбетова Г.Қ., Салыхова Б.О., Хазимова Ә.Ж. Қазақ тілі: орта деңгейге арналған оқулық. Ұлттық тестілеу орталығы. – Астана: 2017. 5. Жаздықпаева Р.П. Практикалық қазақ тілі: техникалық жоғары оқу орындарының барлық мамандықтарына арналған оқу құралы.- 2016. 6. Күзекова З.С., Байтелиева Ж.Д. Қазақ тілі: ортадан жоғары деңгейге арналған оқулық. – Астана, 2017. 7. Күзекова, З.С. Қазақ тілінің функционалды практикалық грамматикасы: оқу құралы.- Астана: Фолиант, 2017.- 180 б. 8. Қазақ тілі (тіл үйренушілердің В1 және В2 деңгейлеріне арналған): орыс тілді топтарға арналған оқу құралы./ Қ.С. Құлманов, Б.С. Абдуова, т.б. - Астана: - 2016.- 298 б. 9. Қарабаева Х.Ә. Қазақ тілі: оқу құралы. – Алматы: Қазақ университеті, 2016. 10. Құлманов Қ.С., Абдуова Б.С. Қазақ тілі (тіл үйренушілердің В1 және В2 деңгейлеріне арналған): орыс тілді топтарға арналған оқу құралы - Астана:ЕҰУ. - 2017.- 298 б. 11.Салқынбай А., Егізбаева Н., Жұмағұлова А., Иманқұлова С., Рысбай Б. Қазақ тілі: оқу құралы. – Алматы: Қазақ университеті, 2016.
Further reading
- 1. Ақанова Д.Х., Алдашева А.М., Ахметжанова З.Қ., Қадашева Қ., Сүлейменова Э.Д. Ресми-іскери қазақ тілі. Оқулық кешені. Бірінші деңгей. Екінші деңгей. Үшінші деңгей. – Алматы, «Арман -ПВ», 2015ж. 2. Бизақов С. Синонимдер сөздігі – Алматы: «Арыс» баспасы, 2017.- 640 б. 3. Қазақ тілі және ұлттық құндылықтар. Кешенді оқу құралы. 1,2,3,4 кітап. – Алматы: Еверо, 2018. 4. Қазақ тілі: үш деңгейлік оқу құралы/ З.Ш.Ерназарова, Е.Е.Тілешов және т.б. - Астана: Арман-Медиа, 2017.- 294 б.
