Sciences of Europe # 91, (2022) 65

made knowledge). Problem-based learning often goes
beyond one lesson. And yet its shortcomings can be at-
tributed to the fact that problem-based learning takes a
lot of time, much more than informational (according
to ready-made knowledge). Problem-based learning of-
ten goes beyond one lesson. And yet its shortcomings
can be attributed to the fact that problem-based learning
takes a lot of time, much more than informational (ac-
cording to ready-made knowledge). Problem-based
learning often goes beyond one lesson. And yet its dis-
advantages can be attributed to the fact that problem-
based learning takes a lot of time, much more than in-
formational (according to ready-made knowledge).
Problem-based learning often goes beyond one lesson.
And yet its shortcomings can be attributed to the fact
that problem-based learning takes a lot of time, much
more than informational (according to ready-made
knowledge). Problem-based learning often goes be-
yond one lesson. And yet its disadvantages include the
fact that problem-based learning the virtues outweigh
his weaknesses. And it is used as a methodical system
in teaching both schoolchildren and students.
Based on our experience in problem-based learn-
ing technology, we have come to the following conclu-
sion: for learning activities to be effective, they must
belong mainly to problem-based activities. As Louis de
Broglie said, "Education is a child of wonder and curi-
osity." We want to say, if you cause a problem with in-
terest, it does not leave you and continues to demand a
solution in front of you. If a problem arises when con-
sidering new material in the lesson, then its solution
will now have an individual meaning for each student
because of the essence of the problem. The knowledge
gained as a result of finding a solution to the problem,
become more aware and therefore more durable. The
main thing in the technology of training, the teacher
leads students to independent formulation of the prob-
lem, which develops their creative abilities, since the
formulation of the problem is the basis of any creative
activity.
References
1. Kovalevskaya E.V. Genesis and current state of
problem-based learning: general pedagogical analysis
in relation to the methodology of teaching foreign lan-
guages x languages: autoref. dis. ... cand. Ped. nauk /
Kovalevskaya E.V. - M., 2000. - 36 p.
2. Stark A.P. Teaching English in secondary
school. Method. manual to the series of studies. -
method. complexes for 5 - 10 class. - M.: Prosvesh-
chenie, 1978. - 224 p.
3. Makhmutov M.I. Organization of problem-
based learning. – M.: Pedagogika, 1977. –c. 194
4. Kazakevich V.M. Fundamentals of methodo-
logical training of labor training. – M.: Enlightenment,
1985. – p.100
5. Voronko E.V. Develop interest in the subject
"Technology" // School and production. – 2010. – №2.
pp. 41–42
6. Melyokhina S.I. Development of cognitive ac-
tivity of schoolchildren in project activities // School
and Production. – 2008. – No. 1. – P. 10–11

USING A COGNITIVE APPROACH IN TEACHING FOREIGN LANGUAGES IN GRADES 9-11

Kulmagambetova S.,
Candidate of Pedagogical sciences, associate professor
Makhambet Utemisov West Kazakhstan University
Kazakhstan, Uralsk
Tolegen A.
Master student of Makhambet Utemisov West Kazakhstan University
Kazakhstan, Uralsk

ABSTRACT
The article is devoted to the usage of cognitive approach in teaching foreign languages in 9-11 grades. At
present, it is relevant in the process of teaching a foreign language that cognitive technologies are actively intro-
duced, as a communicatively directed lesson involves the formation of a system of certain knowledge, skills and
abilities, and provides an opportunity for pupils to form specific competences, namely, linguistic, socio-cultural,
discursive, social and strategic. The article is based on the works of Russian and foreign researchers who justify
the expediency of using cognitive technologies in teaching foreign languages to pupils at the senior stage of sec-
ondary school on the example of the cognitive approach. It is argued that in the methodology of teaching a foreign
language, the selection of material for classes is one of the key points. The problem of developing cognitive skills
in learning a foreign language is identified.
Keywords: cognitive processes, thinking skills, critical thinking, cognitive function, tasks, foreign language.

Introduction their ability to think critically and creatively, in order to

The relevance of the topic of this study is due to
the cognitive aspect of the goal of teaching a foreign
language, associated with thinking and cognitive pro-
cesses, as well as the psychological characteristics of
modern pupils.
The current challenge in the educational process is
to shape all aspects of the pupil's personality, including
succeed in real life. Since the ability to think critically
is not innate, it is necessary to develop the cognitive
component of the pupil's personality. In recent years,
there have been attempts to focus on the development
of cognitive skills in teaching various subjects, includ-
ing a foreign language. It would seem that it’s about
teaching a foreign language, and not about teaching
66
critical thinking. However, including one or two activ-
ities that promote the development of higher-order
thinking skills in pupils can bring added value to the
activity beyond the development of language skills.
It should be noted that N. D. Galskova and N. I.
Gez understand the cognitive aspect as “the formation
of pupils' skills and abilities to use (creatively, econom-
ically and purposefully) rational methods of mastering
foreign languages and cultures” [3, p. 115]. In addition,
it is emphasized that the cognitive aspect of the goal
"closely links the teaching of foreign languages with its
intensive use as a tool for cognition, development and
language acquisition" [3, p. 118]. Of course, the devel-
oping aspect of learning is inextricably linked not only
with the formation of foreign language communicative
competence but also with the development of personal
and cognitive abilities of pupils, which is also one of
the goals of learning. In their work, E. Loarer and M.
Yuto believe that “the main goal of all methods of cog-
nitive learning is to develop the intellect, or rather the
entire set of mental abilities and strategies that make the
process of learning and adaptation to new situations
possible” [4, p. 17]. This is reflected in the provisions
and requirements of the educational standards and, ac-
cordingly, in the work programs of the discipline "For-
eign Language" in educational institutions compiled on
their basis.
It can be seen that pupils must have developed log-
ical, critical and creative thinking, be able to structure
large amounts of information and have the ability to
learn, which is one of the skills of the 21st century.
Thus, it should be talked about the importance of cog-
nitive learning, which is “based on such methods and
didactic methods that are aimed at developing the re-
flective mental activity of pupils in the process of cog-
nition” [1]. It should also be noted that “under the con-
ditions of cognitive mastery, the focus of the educa-
tional process is not aimed at absorbing information,
but at comprehending the internal relations of the stud-
ied subjects, encourages pupils to dialogue, exploratory
thinking, and increases the concentration of mental ac-
tivity” [1].
An important factor in the context of the topic un-
der consideration is the psychological characteristics of
modern educational institutions that belong to genera-
tion Z. They have “the ability to master large amounts
of information and find extraordinary solutions, effec-
tively perceive concise and visual information, give
preference to small forms of visualization ... pay great
attention to self-development and self-improvement,
various types of creativity, they are interested in gain-
ing knowledge and skills in a playful way” [8].
Methods
To solve the tasks set, the following research
methods were used: analysis of scientific literature on
the problem under consideration by domestic and for-
eign researchers; summarizing the practical experience
of using concept maps in teaching a foreign language
to pupils at the senior stage of secondary school.
The theoretical basis of the study was the works of
N. D. Galskova, N. I. Gez [3], L. V. Akhmetova [1], A.
N. Pogrebnova [5], T. A. Syrina [7], T. Buzan [2], MA
Sciences of Europe # 91, (2022)
Almulla, MM Alamri [10], JD Novak [12], J. Trifone
[13], W. Huitt, B. Bloom [11].
Research results
In the field of developing cognitive skills in learn-
ing, attempts were made to make initial systematics as
early as the middle of the last century. B. Bloom's Tax-
onomy of the 1950s was the first tool that educators
could use to improve curriculum writing, instruction
delivery, and testing. In his study, B. Bloom classified
educational tasks in terms of their cognitive complex-
ity, highlighting six categories - knowledge, under-
standing, application, analysis, synthesis and evalua-
tion [1].
However, there was a need for a second version of
Bloom's taxonomy as revised by L.W. Anderson and
D.R. Kratvola in 2001, introducing a second dimension
into the scheme. The authors identified four categories
of knowledge - factual, conceptual, procedural and
metacognitive and compared them with six types of
cognitive processes - memorization, understanding, ap-
plication, analysis, evaluation and creativity. In fact, it
can be noted, the taxonomic table links knowledge and
cognitive processes [2].
Cognition is an abstract concept and, as such, it
appears to be highly subjective. However, there are
tools that can be used to assess the cognitive complex-
ity of learning resources. The revised version of the tax-
onomy considers the goals of teaching a foreign lan-
guage from several angles - on the one hand, this is
what pupils in grades 9-11 must learn (subject content
or content) and what cognitive processes they use to ac-
quire this knowledge, or they already use their existing
knowledge to learn something new.
Cognition is inseparable from language learning,
especially a foreign language acquired after mastering
the native language. Research shows that the relation-
ship between language acquisition and cognitive pro-
cesses is mutual. The use of certain cognitive processes
affects the level of mastering a foreign language and
vice versa: the process of mastering a foreign language
is of paramount importance for the development of a
pupil's cognitive ability. Hence the need to set learning
objectives that are difficult for pupils. The taxonomy of
educational goals should be taken into account when
developing, evaluating and applying educational mate-
rial in the educational process [3].
Different assignments place different cognitive
demands on pupils. Focusing on cognitive development
as an integral part of learning a foreign language should
be the main goal for teachers, regardless of the age
group they teach. Taxonomies of the cognitive domain
are used in the educational process as the basis for the
development of cognitive strategies.
So, proceeding from the fact that cognitive pro-
cesses should be based on three phases: the develop-
ment of predisposition and readiness, both for the
thinking process and for the information being pro-
cessed; the development of lower-order thinking skills,
which serve as the necessary basis for the development
of higher-order thinking skills; and the development of
higher-order thinking skills, it follows that higher-order
thinking skills are more effectively developed when
lower-order thinking skills are already mediated and
Sciences of Europe # 91, (2022)
sufficiently developed. With the development of
higher-order thinking skills in pupils, lower-order
thinking skills cannot be ignored [4].
Many of these, often referred to as memory skills,
deal with new knowledge and the knowledge one al-
ready has, and include processes such as remembering,
recalling, and understanding. Some pupils are reluctant
to complete tasks for memorizing information or inter-
preting it because they do not see the point in it.
They can easily access this information online,
wherever they are and whenever they need it, thanks to
new technologies that are versatile and portable. This
trend can lead to pupils being unable to develop higher-
order thinking skills. It can be argued that simple cog-
nitive processes are the basis for more complex and im-
proved ones, that is, they are interconnected. With a
conscious willingness to participate in cognitive work
with a balance between thinking skills, pupils will not
resort to copying other people's thoughts, since it may
be much easier for participants to independently ana-
lyze and form their own reasoned opinion.
On the other hand, the predominance of the num-
ber of tasks for the development of receptive skills in
such types of speech activities as listening and reading,
such as checking reading comprehension on the given
questions or using multiple-choice tasks, which re-
quires comparison and finding semantic and logical
connections, will not contribute to the full development
of higher-order thinking skills in pupils at level C1 and
above. Although, of course, the system of tasks for the
development of receptive skills can serve as a kind of
transition to productive types of speech activity, in
which it is necessary to use higher-order thinking skills.
Thus, at the stage of choosing a textbook or edu-
cational material, in addition to taking into account the
thematic focus, connection with the realities of pupils'
lives, it seems appropriate to carefully analyze in quan-
titative terms tasks of a certain cognitive complexity.
Discussion
In the methodology of teaching a foreign lan-
guage, the selection of material for classes is one of the
key points. Language and speech material should be se-
lected in accordance with the functions that it ex-
presses, and those communicative intentions that the
speaker can convey using the proposed language mate-
rial. A good textbook should not only help pupils mas-
ter the language, but also enable them to become inde-
pendent in the decision-making process, and not just
passively perceive information.
When selecting educational material, a number of
criteria are put forward, such as correlation with the
level of language proficiency, the age of pupils, the de-
velopment of certain skills as a learning goal. The
teacher evaluates the content and structure of the text-
book, the variability of tasks, additional resources, both
for the classroom and for independent work of pupils at
the senior of secondary school.
Memorization, understanding and correct applica-
tion of the studied lexical or grammatical element is a
necessary condition for performing oral or written
tasks. The choice of educational problems within the
framework of productive types of speech activity, such
as speaking and writing, shows more favorable results
67
with a predominance of cognitive processes of a higher
order. They create cognitive challenges for pupils and
thus help develop their cognitive skills [9].
There are many ways to make tasks cognitively
challenging. The teacher, when using a textbook or any
educational material, can rephrase the problem using
synonyms, ask open-ended questions, “include synthe-
sis or analysis in solving problems, stimulate creativity,
apply strategies that create an intellectual challenge for
pupils” [5 p. 302]. Also, there can be used educational
texts to evaluate the ideas presented in them or to find
connections between the text and the life of pupils in
grades 9-11. Such approaches stimulate the interest of
pupils in the educational process.
Conclusion
When selecting educational material, it is im-
portant to understand that in teaching foreign lan-
guages, no task is the highest because of its “location in
the cognitive hierarchy” [6 p. 223]. All of them are
needed at some point in the learning process, and in
most cases, goals require more processes to be used
simultaneously to complete a task or gain new
knowledge. It should be remembered that cognitively
complex tasks often arise from simple, repetitive tasks
and activities that should not be ignored in the learning
process.
Presenting creative and cognitively complex tasks
in the educational process of pupils in grades 9-11 is
the key to creating critical thinkers instead of
“knowledge carriers”. If the teaching is innovative and
the tasks that pupils have to perform are of high cogni-
tive demand, pupils in grades 9-11 can benefit from
them in several ways. They avoid repetitive tasks that
lead to boredom, they avoid the simplicity and direct-
ness of teaching that can cause indifference and passiv-
ity in learning and avoid the risk of remaining at the
same level of language proficiency. This motivates
them to further study and lifelong learning. Good text-
books, combined with creative teachers, form pupils
who are developed in all aspects of their personality.
With a little effort, any educational material can be
adapted to achieve this goal.
References
1. Akhmetova L. V. Cognitive sphere of personal-
ity psychological basis of learning [Electronic re-
source]. URL: https://cyberleninka.ru/article/n/kogni-
tivnaya-sfera-lichnosti-psihologicheskaya-osnova-
obucheniya (date of access: 02/09/2022).
2. Buzan T. Mind Maps: A Complete Guide to a
Powerful Thinking Tool. Moscow: Mann, Ivanov i Fer-
ber, 2018. 208 p.
3. Morokhova O.A. Trends in the formation of in-
dependence of thinking of students in foreign pedagogy
// Young scientist. 2020. No. 8 (298). P. 222–224 [Elec-
tronic resource]. URL: https://moluch.ru/ar-
chive/298/67619/ (date of access: 02/09/2022).
4. Programs in English for humanitarian faculties:
a collection of course programs / ed. ed. d. ped. n., prof.
V. V. Safonova. M.: Nauka, 2020. 642 p.
5. Syrina T. A. Cognitive visualization: the es-
sence of the concept and its role in language teaching
68
[Electronic resource]. URL: https://cyberleninka.ru/ar-
ticle/n/kognitivnaya-vizualizatsiya-suschnost-ponya-
tiya-i-ego-rol-vobuchenii-yazyku (Date of access:
02/09/2022).
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ucation possible? [Electronic resource]. URL:
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vozmozhno-li-operezhayuschee-obrazovanie (date of
access: 02/09/2022).
7. What is a concept map and how do I create one?
[Electronic resource]. URL: https://www.lucid-
chart.com/pages/ru/concept-map/#section_0 (date of
access: 09.02.2022).
8. Almulla M. A., Alamri M. M. Using Conceptual
Mapping for Learning to Affect Students’ Motivation
and Academic Achievement [Electronic resource].
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URL: https://www.mdpi.com/2071-
1050/13/7/4029/htm (accessed 02/09/2022).
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nitive Domain [Electronic resource]. URL:
http://www.edpsycinter active.org/topics/cogni-
tion/bloom.html (accessed 02/09/2022).
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for science education // Journal of Research in Science
Teaching. 1990 Vol. 27. No. 10. P. 937-949.
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Changes in Motivation and Self-Regulation as a Func-
tion of Learners’ Goal Orientation [Electronic re-
source]. URL: https://www.aca-
demia.edu/2940712/The_Effect_of_Concept_Map-
ping_on_Changes_in_Motivation_and_Self_Regulatio
n_as_a_Function_of_Learners_Goal_Orientation (Ac-
cessed: 02/09/2022).

МЕТОДЫ ФОРМИРОВАНИЯ РЕФЛЕКСИВНО-РАЗВИВАЮЩЕЙ КОМПЕТЕНЦИИ

УЧАЩИХСЯ НА УРОКАХ ИНОСТРАННОГО ЯЗЫКА С ПРИМЕНЕНИЕМ ВЕБ-ТЕХНОЛОГИЙ

Джусубалиева Д.М.
Д.п.н., профессор Казахский университет международных отношений и мировых языков имени
Абылай хана
Утетлеуова А.Е.
Магистрант, Казахский Университет Международных Отношений и Мировых Языков имени Абы-
лай хана

METHODS OF FORMATION OF REFLEXIVE AND DEVELOPING COMPETENCE OF STUDENTS

IN FOREIGN LANGUAGE LESSONS USING WEB TECHNOLOGIES

Dzhusubalieva D.,
Doctor of pedagogical science, Professor
Abylai Khan Kazakh University of International Relations and World Languages
Utetleuova A.
Master's student, Abylai Khan Kazakh University of International Relations and World Languages

АННОТАЦИЯ
В статье рассматриваются возможности формирования рефлексивно-развивающей компетенции уча-
щихся школ при обучении иностранным языкам с применением веб-технологий. Процесс рефлексии по-
могает выявить сильные и слабые стороны учащихся в осуществлении учебной деятельности, сформиро-
вать личную траекторию обучающегося по преодолению трудностей, ошибок и повышению результатов
обучения. Рефлексивная деятельность с применением веб-технологий рассматривается как механизм по-
вышения мотивации обучающихся.
ABSTRACT
The article discusses the possibilities of forming reflexive and developing competence of school students
when teaching foreign languages using web technologies. The process of reflection helps to identify the strengths
and weaknesses of students in the implementation of educational activities, to form a personal trajectory of the
student to overcome difficulties, mistakes and improve learning outcomes. Reflexive activity with the use of web
technologies is considered as a mechanism for increasing the motivation of students.
Ключевые слова: рефлексия; веб-технологии; мотивация; интерактивная среда; рефлексивно-разви-
вающая компетенция.
Keywords: reflection; web technologies; motivation; interactive environment; reflexive-developing compe-
tence.

В наши дни знание иностранного языка явля-
ется требованием времени. Иностранный язык ста-
новится средством международного общения. В
процессе обучения иностранного языка в школе,
учащиеся не только осваивают навыки разговорной
речи и понимания иностранного языка, но и полу-
чают представление о психологических, культур-
ных, нравственных тонкостей народов стран изуча-
емого языка. Поэтому очень важно уже со школь-
ного обучения применять разнообразные методы
для лучшего усвоения иностранного языка. Одним