2. Modeling

In the theory of communication there exist different types of modeling communication. By model we understand a particular way of doing something (Macmillan English Dictionary). The term “modeling” is widely used in Modern science to denote.

1. modeling as a method of cognition, research

2. modeling as an instrument to know new information about objects in order to change them and get better results;

3. modeling as an instrument of the theoretical investigation .

What can we model? Nowadays we can model:

1. the whole system of FL Education in order to work-out educational theory and practice;

2. the process of acquisition of a FL

3. a system of teaching FL (Tinishtikbaeva)

4. communication, professional communication;

5. situations of communication in its different spheres;

6. intercultural communication and its components

7. specialty

8. communicative competence

The theory of contextual (or context-based) FL teaching was created and supported by Verbitsky, Smolkin, Slamgalieva, Kulibaeva D.N. By contextual FL teaching we understand FLT in the context of students’ future professional activity which helps to:

• intensify students’ activity;

• make the process more creative

• to form students’ cognitive and professional motives, and interests;

• to create typical situations of professional communication, including problematic situations

• to teach communicative-competence

Communicative competence is a functional language ability which has the following characteristics:

1. it is of dynamic character;

2. it is of implicit character;

3. it is of complex character, which means that C. C. is not purely linguistic phenomenon, it includes psychological and socio-logical and anthropological components

4. it is of linguacultural character

5. it is of relative character which means that the final level of competence is relative

The structure of the Communicative competence: Language competence, socio-cultural competence, discourse competence, strategic competence, speech competence.

Comparative Levels Chart

1. A1 Breakthrough

Use a very narrow range of language, adequate for basic needs and simple situations. Does not really have sufficient language to cope with normal day-to-day, real-life communication, but basic communication is possible with opportunities for assistance. Uses short, often inaccurately and inappropriately worded messages, with constant lapses in fluency.

2. A2 Waystage

Uses a limited range of language, sufficient for simple practical needs. (=900 words). In more exacting situations, there are frequent problems in accuracy, fluency, appropriacy and organization, so that normal communications and comprehension frequently break down or are difficult to keep going.

3. B1 Threshold

Uses limited range of the language more or less independently and effectively in all familiar situations. Has sufficient language for practical every day use. Rather frequent difficulties with accuracy and appropriacy in speech. (=1800 words).

4. B2 Vantage

Uses the language independently and effectively in all familiar and moderately difficult situations. Rather frequent lapses in accuracy, fluency, appropriacy and organization but usually succeeds in communicating and comprehending general message.

5. C1 Effective Operational Proficiency

Uses the language with confidence in moderately difficult situations. Noticeable lapses in accuracy, fluency, appropriacy and organization but communication is effective and consistent, with only a few uncertainties in conveying or comprehending the content of the message.

6. C2 Mastery

Uses language effectively and most situations, except the very complex and difficult. A few lapses in accuracy. fluency, appropriacy and organization but communication is effective and consistent, with only a few uncertainties in conveying or comprehending the content of the message.

The optimizing level model of FLT at International schools (Miras) was created by Kulibaeva D.N. where the teaching unit is TTE, (thematical textual units).

The main general principles are:

• communicative principle

• the principle of intercultural- communicative orientation of FLT

• the principle of integration between subjects (disciplines)

The main specific principles

• authenticity

• pragmatic-orientation

• information redundancy

1. Кунанбаева С.С. Современное иноязычное образование: методология и теории.- Алматы, 2005

2. Кулибаева Д.Н.Инновационная модель формирования международно-стандартных уровней владения иностранным языком в условиях школ международного типах.- Алматы, 2002.