Madeniyet Akhmetova1, Salima S. Kunanbayeva2 & Markhabat Kassymbekova3
1PhD Student, Kazakh Ablai khan University of International Relations and World Languages, Almaty, Kazakhstan
2Doctor of Philological Sciences, Professor, Academician, Kazakh Ablai khan University of International Relations and World Languages, Almaty, Kazakhstan
3Kazakh Ablai khan University of International Relations and World Languages, Almaty, Kazakhstan
Volume 11, Number 2, July-September, 2019 I Full Text PDF
DOI: 10.21659/rupkatha.v11n2.17
First published September 30, 2019
Abstract:
This article considers methods for developing metalanguage competence through content and branch training. Metalanguage competence is among the most important professional competences for the specialist’s formation in the sphere of foreign-language education within the framework of content and branch training. Metalanguage competence implies the accumulation of terminological knowledge and the ability to properly use foreign terms. For content and branch training, it is very important to have metalanguage competence since any sphere and field are characterized by their own specific terminology, which can be understood in a foreign language by learning the metalanguage of an industry through primary consciousness constructs in one’s native language. As a result, one can operate a specialized terminology in a foreign language. In the framework of foreign-language education, specialists in natural sciences should master a specific terminology for intercultural communication at a professional level since terms reflect main provisions in any field of knowledge and contain basic professional information. This article describes the experiment and its results achieved in the work with students at the Kazakh Ablai Khan University of International Relations and World Languages in order to determine the current development of metalanguage competence in content and branch training.
Keywords: metalanguage competence, content and branch training, foreign-language education, terminological knowledge, content-oriented education.