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International Journal of Instruction July 2020 Vol.13, No.3

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International Journal of Instruction July 2020 Vol.13, No.3 International Journal of Instruction July 2020 ● Vol.13, No.3 e-ISSN: 1308-1470 ● www.e-iji.net p-ISSN: 1694-609X pp. 605-616 Received: 28/01/2019 Revision: 18/02/2020 Accepted: 24/02/2020 OnlineFirst:08/05/2020 Using the Mother Tongue in Foreign-Language Learning: Secondary School Students in Kazakhstan Lyazzat Beisenbayeva L.Gumilev Eurasian National University, Department of Theory and Practice of Foreign Languages, Astana, Kazakhstan, [email protected] One of the notable behaviours of individuals during the teaching of foreign languages is the use of the first language as an integral part of the learning-teaching process. This situation can also negatively affect the learning of a foreign language. The aim of this study is to determine the reasons why secondary-school students in Kazakhstan feel the need to use their first language (Kazakh or Russian) in foreign- language classes where they are studying English. The research, based on the general screening model, was conducted in Astana, the capital of Kazakhstan, in three middle schools with a group of 296 11th grade students. The data was obtained by using an attitude scale consisting of four factors which was developed by Ocak, Kuru and Ozchalishan (2010).The scale factor-loads varied between 0.35-0.85; and reliability was found to be Alpha=0.71. According to the findings, students avoid the use of the foreign languages they study; have motivation problems; have a fear of being criticized by teachers; have a fear of being teased by classmates; tease their friends; and don't believe in themselves enough. It is therefore necessary to take measures to increase the self-confidence of students; and a more English-speaking environment should be established. Keywords: native language, foreign language learning, English teaching, language learning attitude, EFL INTRODUCTION In our digital world, knowledge of a foreign language is an indispensable and basic lifeskill. In a time of globalisation, when the world may be regarded as a small village, learning foreign languages has become a necessity for individuals. That is why permanent investment should be made in foreign-language learning; and educational programs, methods and techniques should be developed and updated constantly. The development of international communication; the success of the workforce in the international area; and indicators relating to the international value of post-graduate education and educational institutions are all directly connected with foreign-language Citation: Beisenbayeva, L. (2020). Using the Mother Tongue in Foreign-Language Learning: Secondary School Students in Kazakhstan. International Journal of Instruction, 13(3), 605-616. https://doi.org/10.29333/iji.2020.13341a 606 Using the Mother Tongue in Foreign-Language … competence (Zhetpisbayeva & Shelestova, 2015). For this reason, foreign-language teaching in developed countries is one of the important components of the education system. Countries that want their citizens to have good foreign-language proficiency constantly improve their language teaching programs; pay special attention to teacher training; develop materials for this purpose; and try to design environments that facilitate language learning for students. Important steps have been taken in this direction in Kazakhstan. Accordingly, the most important model in the field of teaching a foreign language (1991-2015), is aimed at "practical" language teachıng instead of theoretical - that is, intercultural communication. In fact, the modern tendency for the further development of the foreign-language education system in Kazakhstan has tried to be taken into consideration (Sulkarnayeva, 2017). In the education system of the Republic of Kazakhstan, especially in the post- independence period, important investments have been made in the learning of western languages, especially English as a FLT. The most important indicator of the success or failure of these investments is the learners’ ability to use the foreign language they have learned. The Message from the President of the Republic of Kazakhstan, N.A. Nazarbayev, ‘The New Kazakhstan in the New World (2011), attempts to examine the factors behind and the basis of polylingual education in Kazakhstan; the problems of polylingual education in the country; the theoretical foundation of polylingual education; and the cultural project entitled ‘The Unity of Three Languages’ in the Republic of Kazakhstan. According to the Message, Kazakhstan must be accepted as a highly developed country where the population speaks three languages: Kazakh, Russian and English. (Nazarbayev, 2011). According to the strategies emphazised above, the Ministry of Education and Science of the Republic of Kazakhstan reduced the age of starting English learning to 6-7 years old in 2012 and made arrangements for it to be included in the primary curriculum (Zhetpisbayeva & Shelestova, 2015). Trilingual education has been piloted in a network of 33 schools for gifted children since 2007 (Daryn National Scientific-Practical Centre, 2012); and in seventeen Nazarbayev Intellectual Schools set up as pilot establishments for the development of a wider range of best educational practices as part of the ongoing national reform of education (Iyldyz, 2015). From September 1, 2018, students in grades 3, 6 and 8 will begin learning the updated content. At the same time, a five-day academic week has been introduced. Preparations are also underway for transition to the study in English of four subjects in the natural sciences in the 10th and 11th grades from 2019 (Physics, Chemistry, Biology and Informatics). In the academic year 2017-2018, the teaching of natural sciences in English was introduced in 153 schools. The number of trilingual schools in Kazakhstan is intended to reach 700 (Iyldyz, 2015). The Ministry of Education and Science of the Republic of Kazakhstan changed the State Educational Program for primary education and the curriculum for teaching English as a International Journal of Instruction, July 2020 ● Vol.13, No.3 Beisenbayeva 607 third language (L3) to grades 1-4 in 2013. As with many changes in the curriculum, English-language teaching has also been changed and the starting age for learning English has been lowered to 6-7 years of age (Grade 1) (Zhetpisbayeva at al., 2015). The program of multilingual learning provides the creation of a new model of education that promotes the formation of a competitive generation in the context of globalization, which owns the language culture. Knowledge of the Kazakh, Russian and English languages will give to young people the key to world markets, science and new technologies; and will create the conditions for the formation of an ideological setting suited to constructive cooperation on the basis of initiation to ethnic, Kazakhstan and world cultures (Amangeldina, Alken, & Rahmetova, 2014). Moreover, trilingual education will also contribute the development of social awareness in Kazakhstan (Jantassova,2014). According to state planning, it is aimed to increase the number of English-speaking citizens to 15% by 2020 (Baiteliyeva,2015). There are many variables that affect success in foreign-language-learning environments. We can list a number of these: teaching methods and techniques; teacher qualifications; teaching materials; student motivation; and an environment for using the foreign language. One of the factors which effect students’ success in learning foreign language is using the native language in the process of foreign language learning. According to the findings, students avoid using the foreign languages which they study; have problems of motivation; fear being criticized by teachers; fear being teased by classmates while themselves being involved in teasing; and do not believe in themselves enough. There are some studies in Kazakhstan devoted to foreign language teaching and especially teaching English. One of these studies is an empirical study which studied the integration of English teaching in the programme of teaching in technical higher education according to the principle of trilingual education (Jantassova, 2014). A study of the nature of trilingual-education practice in Kazakhstan emphasizes the difficulties teachers have of being creative in terms of teaching foreign languages and the inadequacy of methods and materials for teaching the language (Zhetpisbayeva & Shelestova, 2015). This is the most important factor in increasing the tendency of students to use their native language while learning a foreign language. According to the results of the study, there are not enough publications devoted to the use of the native language during the teaching of a foreign one.This study is important from the point of view of determining the reasons for using the native language during the learning of a foreign language in Kazakhstan; and accordingly proposals have been made which will hopefully decrease the tendency to use the native language in FL classes. Purpose of the Study The general aim of the study is to determine the reasons why secondary school students in Kazakhstan and specifically Astana use their native language while they are learning a foreign language (English). With this general aim in mind, the answers to the following questions have been researched: 1. What are the general opinions of the students in terms of the whole scale? 2. Is there a meaningful difference between the opinions of students according to their gender? International Journal of Instruction, July 2020 ● Vol.13, No.3 608
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