THE USE OF ACTIVE METHODS OF TEACHING ENGLISH TO SECONDARY SCHOOL STUDENTS IN THE REPUBLIC OF KAZAKHSTAN

ABSTRACT

The article discusses modern methods of teaching foreign languages in secondary schools of Kazakhstan in the context of educational modernization and globalization. Pedagogical approaches, the integration of digital technologies and communication-oriented techniques, as well as their compliance with national educational standards and the cultural context, are analyzed. The combined application of the communicative approach and CLIL methodology is considered, which helps increase students’ motivation and develop their language and foreign language communicative competence.

Keywords: active teaching methods, communicative approach, CLIL methodology, intercultural competence.

Globalization and active intercultural interaction in modern society have made knowledge of a foreign language, particularly English, a necessity for graduates of contemporary Kazakhstani schools. Historically, Kazakhstan is a country where the destinies of representatives of various national and cultural groups are intertwined. Currently, one of the important state priorities is the modernization of the education system in the field of teaching English to schoolchildren.

The transition to new educational standards, the introduction of information and communication technologies (ICT), and the growing importance of foreign language communicative competence create a demand for teaching methods that ensure a high level of language proficiency and consider the socio-cultural context. To improve the quality of foreign language instruction, school teachers use modern methods such as the communicative approach, project-based and problem-based learning, CLIL, as well as digital tools including online platforms, interactive applications and multimedia resources. The adaptation of these methods to a multilingual school environment and their alignment with national educational policies are also important for Kazakhstan.

There are various modern methods of teaching foreign languages; however, school teachers often face challenges in implementing them. Such challenges include the insufficient material and technical resources of schools, teachers’ limited competence in applying modern methodologies, and the low adaptability of active teaching methods to the requirements of the State Educational Standard of the Republic of Kazakhstan. These factors require a systematic approach to the selection and adaptation of teaching methods, the assessment of their effectiveness, and teacher training.

The purpose of our research was to analyze modern methods of teaching English and to identify their advantages in the context of Kazakhstani schools. The following objectives were also pursued: to describe the most commonly used methods of teaching foreign languages and to study the experience of applying communicative, project-based and integrative approaches (including CLIL) in school practice in Kazakhstan.

The concept of trilingual education (Kazakh, Russian, English) is widely discussed in Kazakhstani scientific and pedagogical literature as a strategic direction of educational policy. This model is considered a key factor in ensuring globalization and competitiveness, as it forms linguistic competence at the international level. The implementation of this concept is reflected in the academic programs of foreign language teaching in high school, which are included in the basic curriculum for the humanities, demonstrating that foreign language learning is considered a crucial component of education [1].

Another important element in the implementation of this concept is the rules for passing the Unified National Examination (UNT), which state that knowledge of a foreign language can be confirmed by certificates based on Common European standards (CEFR), such as TOEFL or IELTS [2]. When applying to higher education institutions, having a certificate confirming foreign language proficiency can be considered an advantage. Having studied various Kazakhstani scientific sources, including journals indexed in COXON databases and digital platforms of the Ministry of Education of the Republic of Kazakhstan, we concluded that the most popular active teaching methods in schools are the communicative approach, project-based learning and CLIL technology. The communicative approach, formed in the late 20th century, is based on the idea of language as a means of communication and emphasizes functional rather than exclusively formal aspects of linguistic competence. In school practice, this approach prioritizes real communication tasks, group interaction, role-playing and projects. Project-based learning complements the communicative approach by encouraging students to work on long-term tasks requiring the integration of language, research and digital skills. CLIL represents a deeper integration of subject content and language learning; in Kazakhstan, it is often implemented in teaching selected school subjects in English in high school.

After analyzing data from surveys conducted by various research centers, we concluded that there is increasing interest in active teaching methods aimed at developing foreign language communicative competence, specifically the communicative approach and CLIL technology. These approaches are considered the most effective for developing practical English skills among middle-level school students in the context of transitioning to a trilingual education model and more activity-oriented standards.

Research by Kazakhstani authors shows that the introduction of elements of the communicative approach and TBL (task-based learning) increases students’ oral activity, reduces fear of making mistakes and promotes faster acquisition of active vocabulary. For example, research by A.M. Zhalalova and other scholars demonstrates positive dynamics in speaking and listening skills during the transition from the grammar-translation method to the communicative approach [3]. Empirical studies conducted in schools and universities also show increased motivation and willingness to participate in group work.

The use of CLIL is gaining popularity among active learning methods, as this approach involves simultaneous teaching of subject content (e.g., biology, mathematics, geography) and language; the subject is taught through the target language (English). For secondary schools, CLIL helps develop interdisciplinary vocabulary, strengthen productive language skills and increase motivation due to the practical relevance of tasks.

Research results by Kazakhstani scholars, such as A. Bekenova [4], show that the introduction of CLIL produces positive outcomes in expanding vocabulary, improving understanding of subject content in English and increasing student motivation. Teachers note an increase in active vocabulary and students’ interest in the subject when using CLIL elements. Indicators of the effectiveness of this method at the secondary school level include the formation of lexical competence in the subject area (increased accuracy in the use of terminology), the development of communication skills (students learn to formulate explanations, argue and describe processes in English), as well as strengthening critical thinking and the ability to work with information in a foreign language [5].

Naturally, there are limitations in applying these methods. For example, CLIL requires additional training for subject teachers and language instructors (metalanguage awareness, ability to design integrated tasks), as well as more extensive resource support (materials in English, multimedia, presentations). In Kazakhstan, research shows that without targeted teacher training and methodological support, CLIL remains only partially effective or is implemented in fragments.

In conclusion, it should be noted that to more effectively achieve the goals of using modern methods of teaching foreign languages in Kazakhstani schools, teachers should follow a strategy of combining active methods. At the initial stages of middle school (grades 6–7), emphasis should be placed on communicative tasks to build fluency and motivation. In upper secondary grades (8–9), CLIL modules may be gradually introduced in appropriate subjects (e.g., natural sciences) to develop subject-specific discourse. These recommendations are supported by practical research and expert assessments in Kazakhstan.

References:

1. Approval of sample curricula for general education subjects and elective courses at the levels of primary, basic secondary and general secondary education Order of the Minister of Education of the Republic of Kazakhstan dated September 16, 2022 No. 399. It was registered with the Ministry of Justice of the Republic of Kazakhstan on September 23, 2022 under No. 29767.
2. On amendments to the Order of the Minister of Education and Science of the Republic of Kazakhstan dated October 31, 2018 No. 600 "On Approval of the Standard Rules for admission to study in educational organizations implementing educational programs of higher and postgraduate education" Order of the Acting Minister of Education and Science of the Republic of Kazakhstan dated November 5, 2021 No. 554. Registered with the Ministry of Justice of the Republic of Kazakhstan on November 9, 2021 under No. 25061.
3. Bekenova Content and Language Integrated Learning (CLIL) as a ... [Conference paper] / NIS conference materials. - 2016. - URL: https://conferences.nis.edu.kz/wp-content/uploads/2017/01/1 Bekenova%D0%90_eng.pdf
4. A.M. Zhalalova, A. T. Battalova On communicative methods of language teaching / Kazakh National Women's Pedagogical University, Almaty, Kazakhstan https://cyberleninka.ru/article/n/on-communicative-language-teaching-methods
5. Zhetpisbayeva B.A., Dyakov D.V., Shunkeeva S.A. Aspects of studying CLIL technology in distance learning / Bulletin of Karaganda University. - 2020. - pp. 130-135. - DOI: 10.31489/2020Ped4/130-135