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ТІЛ, МƏДЕНИАРАЛЫҚ ҚАРЫМ ҚАТЫНАС ЖƏНЕ ҰЛТТЫҚ СƏЙКЕСТІЛІК: БОЛАШАҚҚА БАҒДАР

terms of a social, psychological and cultural section. We draw on ethno-cultural cognition in teaching the Kazakh language for deeper understanding the mentality and values of the Kazakh people with disclosing their inside world. The specific content of a language teaching procedure can enrich and expand student’s interaction with ethno-cultural outputs and consequences. The Kazakh language spatial relations characterize the main structural layer of the connection between the human mind and space.

Keywords: Spatial relations, cognitive linguistics, cultural sociology, conceptual basis of teaching

The purpose of this paper is to describe spatial relations in the Kazakh language as a consolidation of historical events and modern social relations and as a cultural tool of language teaching procedure. According to the conception of Miguel F. Ruiz-Garrido, Juan C. Palmer-Silveira, and Inmaculada Fortanet-Gómez, «Specialized languages usually refer to the specific discourse used by professionals and specialists to communicate and transfer information and knowledge» (Miguel F. Ruiz-Garrido, Juan C. Palmer-Silveira and Inmaculada Fortanet-Gómez, 2010). It means that content of each language with their specific purposes create the core of knowledge and transmitted information, including specific corpora of cultural values and feelings. Intrinsically, the sense of spatial category provides an overview of different conceptions. In that case, ancient lifestyle and ideas are thoroughly presenting in the classification of spatial meanings in the Kazakh language and literature. They can attract the holistic functional grammar and cognitive-semantic features, emphasizing the uniqueness of the Union of language and cognition. An analysis of ethno-cultural and ethno-psychological factors behind the linguistic units of spatial relations actualizes concepts such as language picture of the world, social dimension, the semantic relativity and the ratio of universality and national language. Go spatial relationships in non-spatial, the creation of new figurative expression through metaphor, selection of semantic contextual contents based on integrated approaches. The Kazakh language spatial

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ТІЛ, МƏДЕНИАРАЛЫҚ ҚАРЫМ ҚАТЫНАС ЖƏНЕ ҰЛТТЫҚ СƏЙКЕСТІЛІК: БОЛАШАҚҚА БАҒДАР

relations characterize the main structural layer of the connection of the human mind and the world. Absorbing the foundations of cultural conceptualization and national integrity, spatial relations in the Kazakh language are the subject of an interdisciplinary category. Review of the principles and categories of language model space in a position of an anthropocentric organizer is not only the theoretical question of the research but also concentrates the core issues that require attention. Such a way of thinking about the objective world through the knowledge and perception of reality creates a fruitful and productive base of spatial relationships recorded in the Kazakh language units of life and consciousness. Selection of vocabulary and text material will be compared nominative feature of language units and their functional and semantic characteristics in the process of development and use.

According to the conception of the Kazakh linguist Akhmet Baitursynov (Baitursynov, 1989: 225), «... A man is the harmony of the two worlds: the inner world and the outer world. Mind, spirit, and imaginations are the embodiment or personalization of man's inner world where spirituality becomes the main criterion. Everything else - the surrounding people, material values - are the result of the external world». It means each product of our mind is a creation of our imagination, spirit and external conditions. With the help of this definition, the spatial relations in the Kazakh language are acquired the self-sufficient system of interdisciplinary analysis and synchronicdiachronic studies. As Irina Nevskaya mentioned, «Space and time are the most important referential parameters of our world. Spatial concepts expressed by means of language are a unique reflection of physical space. They form part of the ideoethnic world picture, a language model of reality» (Nevskaya, 2006: 91). As a prerequisite of our searches, we underline the necessary dimension of the unit of history, society, psychology in language teaching. In that case, the phrase «landscapes of meaning» (Reed, 2011) is a profound core of using it as an explanation of these connections. The intersection of «theory and fact» as a meaning-systems evolves the idea that, «the intellectual disciplines dedicated to the study of meaning can work in its various social contexts» (Reed, 2011: 19). It is true, that «it would

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ТІЛ, МƏДЕНИАРАЛЫҚ ҚАРЫМ ҚАТЫНАС ЖƏНЕ ҰЛТТЫҚ СƏЙКЕСТІЛІК: БОЛАШАҚҚА БАҒДАР

make room for variations in landscapes across (linguistic) space, but also because it would incorporate an understanding of language, and therefore interpretation, as a practical and historically changing activity» (Evren Savcı, 2017: 57). One of the main and important functions of any language teaching procedure is a possibility to calculate any dynamical example of ethnic development and cognition or, in other words, it can be a power «strengthened by historical and social contextualization» (Evren Savcı, 2017: 58).

INTERNATIONAL STUDENTS AND CULTURAL SHOCK

Shoybek A.Zh. Supervisor:

Candidate of Philological Sciences, Docent Dosanova A.M. [e-mail]

Students attending universities in a culture different from their own have to contend with novel social and educational organisations, behaviours and expectations – as well as dealing with the problems of adjustment common to students in general. This is difficult enough when the newcomer is aware of the differences in advance, but even more difficult when the newcomer is unaware and falsely assumes that the new society operates like their home country. Newcomers easily become «lost in translation». The collective impact of such unfamiliar experiences on cultural travellers in general has been termed ‘culture shock’.

Cultural shock accompanies anxiety, which causes the loss of the usual forms of social communication, such as: habits, customs, various forms of communication. In other words, «cultural shock is a conflict of two cultures on the level of individual consciousness». In the conditions of a new socio-cultural environment, a foreigner loses his sense of psychological security, he has a loss of orientation in different situations. A foreign student, as a rule, does not know

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ТІЛ, МƏДЕНИАРАЛЫҚ ҚАРЫМ ҚАТЫНАС ЖƏНЕ ҰЛТТЫҚ СƏЙКЕСТІЛІК: БОЛАШАҚҚА БАҒДАР

extralinguistic knowledge, does not pay attention to facial expressions, gestures, intonation, acting as a kind of communicative «hint».

Changes in the habitual environment not all people can cause unpleasant feelings or stress. The positive side of such changes is the following: they launch the mechanism of self-development, and the result of overcoming difficulties is personal growth.

The problem of cultural shock is the problem of personal growth, the destruction of life stereotypes, which require huge expenditure of personal resources. But what is acquired as a result of this work is priceless: a new, meaningful and born passionate picture of the world, in which there is room for cultural diversity, for its acceptance and understanding, in which the scale of the worldview and communication with it is changing. Positive changes that occur with foreign students during their stay in another country, first of all, are manifested in their speech, from which negative epithets about another culture disappear: «incomprehensible», «awful» and they are replaced «unusual», «interesting».

The results of numerous studies show that the more similar to the new culture and native (in terms of climate, clothes, food, language, religion, material comfort, customs), the less traumatic is the process of adaptation to it. However, it should be borne in mind that the perception of the degree of similarity and difference between cultures can sometimes be inadequate. The process of adaptation will be more complex: «if cultures are perceived as less similar than they really are».

The main methodological principle of solving the problem of adaptation and cultural shock is an immediate reliance on the language environment, and understanding of the communicative value of the material being studied formed a positive attitude of educational motivation.

A fundamentally important moment in the stage of teaching foreign students is the formation of a steady interest in studying another language, the development of an adequate perception of the values of this culture.

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ТІЛ, МƏДЕНИАРАЛЫҚ ҚАРЫМ ҚАТЫНАС ЖƏНЕ ҰЛТТЫҚ СƏЙКЕСТІЛІК: БОЛАШАҚҚА БАҒДАР

Work on mastering students with primary skills of foreignlanguage communication at the initial stage was not limited to memorizing language units and mastering the rules of their combination. To actively participate in the act of communication in the studied language, it is necessary to understand the features of the mentality of the native speaker, to study its history, way of life and culture.

As the lessons showed, the use of extra-linguistic information with the national cultural component of semantics aroused constant interest among students and helped the teacher in solving the complex problem of teaching students of coherent speech (expression) with an expression of the attitude to the reported, impact on the opinion and behavior of the interlocutor.

To actively participate in the act of communication in the studied language, it is necessary to understand the features of the mentality of the native speaker, to study its history, way of life and culture

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ТІЛ, МƏДЕНИАРАЛЫҚ ҚАРЫМ ҚАТЫНАС ЖƏНЕ ҰЛТТЫҚ СƏЙКЕСТІЛІК: БОЛАШАҚҚА БАҒДАР

МАЗМҰНЫ

ПЛЕНАРЛЫҚ МƏЖІЛІС
***
ПЛЕНАРНЫЕ ДОКЛАДЫ
Abdullah Kızılcık Virtue and Perfection Concepts in
Farabiʹs work that is named “Tahsîlâs Saâde”	3
Abdullah Kızılcık Farabi’nin tahsîlüs-saâde adli	4
eserinde fazilet ve kemal kavramlari
Edgar Hoffmann The private sectorʹs contribution toward	5
Russian national identity in the mirror of names
Azamat Akbarov Methodology of teaching: forms of work	6
with adults
ЗАМАНАУИ ЛИНГВИСТИКАНЫҢ
ЖƏНЕ ƏДЕБИЕТТАНУДЫҢ ӨЗЕКТІ МƏСЕЛЕЛЕРІ
***
КЛЮЧЕВЫЕ НАПРАВЛЕНИЯ
СОВРЕМЕННОЙ ЛИНГВИСТИКИ и
ЛИТЕРАТУРОВЕДЕНИЯ
BaimurzinаА.А. Some peculiarities of language identity and
multilingualism in Kazakhstan	7
Бектемирова С.Б. Латын əліпбиі: əлемдік
технологиялық коммуникативтік тоғысу	9
Белботаев А.Б. The issues of Kazakh lexicographу in the
research of corps linguistics	11
Елубаева Р.С., Архабаева Г.Е. Kazakh satir of XIX century	12
Эрсин Гүзел How to create a global language	14
Елубаева Р.С., Джунисбекова Э.А. A. Tabyldy`s
contribution to the study of folklore	22
Zhumabayeva B.A. Creole text in advertising	24

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ТІЛ, МƏДЕНИАРАЛЫҚ ҚАРЫМ ҚАТЫНАС ЖƏНЕ ҰЛТТЫҚ СƏЙКЕСТІЛІК: БОЛАШАҚҚА БАҒДАР

Задаханова А.A. Lexico semantic relations in the
language unit system “traveling”				26
Қордабай	Б.Қ.	Дипломатиялық	дискурстағы
дипломаттың сөйлеу ерекшеліктері				28
Мадиева Г.Б., Борибаева Г.А. Жаһандану дəуіріндегі				30
қазақ топонимдері
Мадиева Г.Б., Садырбаева З.Н. Названия напитков
Казахстана: общие проблемы				33

Маралбек Е. Мөлшер категориясының адамзар 35 танымындағы рөлі

Медетбекова П.Т. Қазақ тіліндегі оронимдік атаулардың	37
ерекшелігі
Молгаждаров Қ., Саурыков Е. Multi type interrelationship
in the changing meaning of the word	39
Нəбиева Г. Қазақстандағы жылжымайтын мүлік
саласының тілдік ерекшеліктері	41

Оспангазиева Н.Б. Түркі тілдеріндегі дауыссыз 43

фонемалар
Пертаева Э., Беркенова Р. Sorrowful poetry	45

Сейдеханов С.А. Понятие копирайтинга и его 47 особенности

Семембаева Г., Əбілов М., Шормақова С. The place of the
inscriptions in the literature	49
Таусоғарова А.Қ. Этнонимді тақырыпаттар баспасөз
дискурсының элементі ретінде	50
УматоваЖ.М., МукановаЗ.А. Национально культурное
восприятие русской женщины в политике	54
Құралова А.Т. Медиалингвистика жаңа ғылыми бағыт	57
ретінде

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ТІЛ, МƏДЕНИАРАЛЫҚ ҚАРЫМ ҚАТЫНАС ЖƏНЕ ҰЛТТЫҚ СƏЙКЕСТІЛІК: БОЛАШАҚҚА БАҒДАР

ТІЛ ЖƏНЕ МƏДЕНИАРАЛЫҚ ҚАРЫМ ҚАТЫНАС: АУДАРМАТАНУ ЖƏНЕ ЛИНГВОДИДАКТИКА МƏСЕЛЕЛЕРІ

***

ЯЗЫК И МЕЖКУЛЬТУРНАЯ КОММУНИКАЦИЯ: ПРОБЛЕМЫ ПЕРЕВОДОВЕДЕНИЯ И ЛИНГВОДИДАКТИКИ

Əбікенова Ж.Ж. Жаһандану кезеңіндегі қоғамдық 59

сұраныс – көптілді меңгерген маманда
Бекжанова	А.Б.	Баспасөздегі	этнонимді
тақырыптардыңлингвистикалық ерекшеліктері				61
Дүйсенбиев А. Бастауыш сынып оқушыларының сөйлеу				63
ерекшеліктері
Жолдасова Г.У. Компетентностно деятельностный
подход при обучении иностранному языку				64
Жұмабектен А.С. Қытай тілін оқытудың ерекшеліктері				66
Ибраева Ж.К. О роли вузовской педагогической
практики в профессиональной деятельности будущих				69
лингвистов
Ibrayeva M. A review of code switching: theories and				71
concepts
Kassymova G. Non verbal communication competence in
foreign language education: challenges and strategies				71
Қоңырбекова Т. Қазақ тіліндегі табыс септік жалғауының
мағыналық қызметтік сипаты				73
Madiyeva G.B., Тelgarayev K. The usage of visibility in the
course of English as a second language at the university				76
Madiyeva G.B., Malshy M.M. Innovative pedagogical
technologies in teaching foreign language				78

Omarbekova G. The Kazakh language for specific purposes: 80 Kazakh for business

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ТІЛ, МƏДЕНИАРАЛЫҚ ҚАРЫМ ҚАТЫНАС ЖƏНЕ ҰЛТТЫҚ СƏЙКЕСТІЛІК: БОЛАШАҚҚА БАҒДАР

Smirnova L., Abdygapparova S. Foreign language education
in Kazakhstan: the student perspective	81
Тамабаева Қ., Кембаева А. Особенности развития
метаязыка переводоведения	82
Умирова З. ЖОО ға жаңа академиялық терминдердің	84
енуі
Utemgaliyeva N.A. Academic terminology in modern	86
educational discourse
Yeshengazina S. The maritime English program – an	87
innovation in Kazakhstan
Yunussova A.A., Abdinazarova S.Zh. The difficulties of
using the communicative language teaching (CLT) in	89
Kazakhstan
Orazaliyeva E. Ethno cultural cognition in teaching the	90
Kazakh language
Shoybek A.Zh. International students and cultural shock	93

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ТІЛ, МƏДЕНИАРАЛЫҚ ҚАРЫМ ҚАТЫНАС ЖƏНЕ ҰЛТТЫҚ СƏЙКЕСТІЛІК: БОЛАШАҚҚА БАҒДАР

Ғылыми басылым

«ТІЛ, МӘДЕНИАРАЛЫҚ ҚАРЫМ-ҚАТЫНАС ЖӘНЕ ҰЛТТЫҚ СӘЙКЕСТІЛІК: БОЛАШАҚҚА БАҒДАР» «XXI АХАНОВ ОҚУЛАРЫ» атты

халықаралық ғылыми-теориялық конференция

МАТЕРИАЛДАРЫ

Алматы, Қазақстан, 5-6 сәуір 2018 ж.

Техникалық редакторлары:

Уматова Ж.М., Ибраева Ж.К., Утемгалиева Н.

Жинақ авторлық редакциямен жарыққа шықты

ИБ № 11828

Басуға 03.04.2018 жылы қол қойылды. Формат 60х84 1/16. Көлемі 6,25 б. т. Тапсырыс №1528. Таралымы 70 дана. Әл-Фараби атындағы Қазақ ұлттық университетінің «Қазақ университеті» баспа үйі.

Алматы қаласы, әл-Фараби даңғылы, 71. «Қазақ университеті» баспа үйі баспаханасында басылды.

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