School
Central Asia in the Information Age
Official Proceedings for KIMEP University КИМЭП Университеті Университет КИМЭП
XIth KIMEP International Research Conference (KIRC-2014, April 3-5, 2014) “Central Asia in the Information Age” Conference Proceedings
X-шы Халықаралық ғылыми-зерттеу конференциясы (KIRC-2014, 3-5 сәуiр 2014 ж.) «Ақпарат дәуірдегі Орталық Азия» Конференцияның материалдары
XI-ая Международная научно-исследовательская конференция (KIRC-2014, 3-5 апреля 2014 г.) «Центральная Азия в информационную эпоху» Материалы конференции
Almaty 2014 Алматы 2014 UDC (УДК) 327 (063) BBC (ББК) 66.4 C40
C40 Central Asia in the Information Age: Conference Proceedings, Almaty, April 3-5, 2014 / KIMEP University / Eds. K. Harvey, M. Rozmukhamedova, M. Mahmood, G. Zagitova, D. Sharipova, M. Shegebayev. – Almaty-Astana: Academpress, 2014. – 128 p.
Ақпарат дәуірдегі Орталық Азия: Конференцияның материалдары, Алматы, 3-5 сәуiр 2014 ж., / КИМЭП Университеті; Ред. К. Харви, М. Розмухамедова, М. Махмуд, Г. Загитова, Д. Шарипова, М. Шегебаев. – Алматы-Астана: Академпресс, 2014. – 128 б.
Центральная Азия в информационную эпоху: Материалы конференции, Алматы, 3- 5 апреля 2014 г./ Университет КИМЭП / Ред. К. Харви, М. Розмухамедова, М. Махмуд, Г. Загитова, Д. Шарипова, М. Шегебаев. – Алматы-Астана: Академпресс, 2014. – 128 с.
ISBN 978-601-80235-6-9
This book represents the Official Proceedings of the KIMEP International Research Conference (KIRC-2014) held 3-5 April 2014 at KIMEP University in Almaty, Kazakhstan. This KIRC featured scientific papers, professional presentations and expert panel discussions on topics related to the theme of “Central Asia in the Information Age."
Данная книга содержит материалы международной научно-исследовательской конференции (KIRC-2014), проведенной Университетом КИМЭП (Алматы, Казахстан) 3-5 апреля 2014 г. На конференции были представлены научные доклады, презентации и мнения экспертов на тему «Центральная Азия в информационную эпоху».
Бұл кітап Қазақстан Республикасы, Алматы қаласында, 3-5-ші Сәуір айында, КИМЭП Университетінде откізілген КИМЭП халықаралық зерттеу конференциясының (KIRC-2014) ресми мәліметтерін ұсынады. Осы конференцияда «Ақпарат дәуірдегі Орталық Азия» тақырыбына қатысты ғылыми баяндамалар, презентациялар және сарапшылардың пікірлері көрсетілген.
UDC (УДК) 327 BBC (ББК) 66.4 (063)
© KIMEP University, 2014 ISBN 978-601-80235-6-9 © Academpress, 2014
Central Asia in the Information Age Conference Official Proceedings
Table of Contents
Section I – Business & Related Topics – 43 pages
Section II – Language Acquisition & Related Topics – 48 pages
Section III – Social Sciences & Related Topics – 33 pages
KIRC XI Sessions on Business and Related Areas - 1
KIRC XI Sessions on Business & Related Areas
KIRC XI Sessions on Business and Related Areas - 2
KIRC XI Sessions on Business and Related Areas Authors Title of the papers Page No. Razzaque H Bhatti, Ph.D. Is Carry Trade Profitable in Emerging Market Currencies? 2 Dana Baizyldayeva, MSCS, Cloud Computing: Perspectives in Kazakhstani Higher Educational 5 Oleg Vlasov System Carolyn Erdener The Challenges of Managing in Syncretic Cultures 6 Alma Alpeissova Gulnara Moldasheva, PhD The Influence of Managerial Ownership on Bank Market Value, 7 Performance, and Risk: Evidence from Kazakh listed Banks Kim Choy Chung, Ph. D Удовлетворенность потребителя в рамках техники раскрутки 8 Madina Amanbek, MBA продаж основанных на цене в Казахстане Meruyert Oshanova, MBA, CEO characteristics and firm performance: Evidence from listed 12 Keun Jung Lee, Ph. D. Kazakhstani companies
K. J. Lee, Ph. D. The Under-investment or over- investment Hypothesis in listed KZ 13 companies Liza Rybina Content of Social Advertising Media: An Observation from Almaty 14 City. Monowar Mahmood, Ph. D. Corporate Governance in Kazakhstan: Current Scenario and Future 16 Nurlan Orazalin, MA, CIMA Challenges Dostiyarova Alima, MBA New trends of Organizational Behavior and Culture in Kazakhstani 17 Organizations Pavel Kim Cultural Intelligence in Multicultural Environment: A study on 23 Carolyn Erdener Kazakhstan Dina Kozhakhmetova Green Marketing: A Study of Consumers' Attitude towards 24 Vladimir Garkavenko Environment Friendly Products in Kazakhstan. Liza Rybina Madina Izbassarova Ethical issues in marketing research in telecommunication industry of 25 Vladimir Garkavenko Kazakhstan Liza Rybina Nazgul Maikibaeva The Role of Marketing in formation of Corporate Culture of 26 Vladimir Garkavenko Kazakhstani companies Alexander Ostrovskiy Yana Aleshkina, Social marketing as a part of brand platform building 27 Vladimir Garkavenko, Alexander Ostrovskiy Zukhra Abylkassimova Issues and challenges of medical tourism development in Kazakhstan: 28 Vladimir Garkavenko Case of Alakol Liza Rybina Zhanat Syzdykov Implications of IFRS in Oil and Gas Accounting: Kazakhstan 29 Perspective Mujibul Haque, Ph.D. Financial Literacy, Financial Education and Economic Development: 30 Sang Lee, Ph.D. Analysis, Capacity Building and Policy Recommendations for Dmitriy Belyanin, MBA Kazakhstan Mujibul Haque, Ph.D. Does KASE Stock Prices React to Currency Fluctuations and 31 Sang Lee, Ph.D. Devaluations? Mira Nurmakhanova, Ph.D. Medieva G.A. PhD Discussion of philosophy and methods of evaluation of goods with 32 Kulibaev A., MBA double value Кембаев Женис О пластиковой катастрофе современности и 40 Мухтарович, доктор права необходимости модернизации и консолидации страны
2 KIRC XI Sessions on Business and Related Areas - 3
Is Carry Trade Profitable in Emerging Market Currencies?
Razzaque H Bhatti, Ph.D. KIMEP University Almaty 050010, Kazakhstan E-mail: [email protected]
1. Introduction Over the period 2001-2013, the foreign exchange market (FX) around the world has seen substantial growth in daily turnover in FX trading, which is documented well by five consecutive Central Bank Triennial Surveys conducted over the periods 2001, 2004, 2007, 2010 and 2013. This surge in FX trading over the last 13 years has partly been attributed to (i) the profitability of speculative currency strategies of carry trade and momentum trading targeting the interest differentials and trend in exchange rates of currencies of Asia, Pacific and emerging market economies and (ii) a substantial increase in daily turnover of trading in the emerging market currencies.
2. Objectives of the paper The paper aims to examine whether carry trade is profitable for the emerging market currencies. To this end, quarterly data are used on three-month Treasury bill rates (or deposit rates where the data on Treasury bill rates are not available) and exchange rates of six emerging market currencies vis-à-vis the U.S. dollar. Of six emerging market currencies three are Latin American currencies (the Mexican peso, Bolivian boliviano and Brazilian real) and three are Eastern European currencies (the Hungarian forint, Russian ruble and Poland zloty). The motivation lies in the fact these currencies have been identified in the literature as currencies offering a significant interest differentials (target) and carry trade in them has been profitable over the period 2001-2007. This paper examines whether carry trade is profitable in these currencies over an extended period of 1995-2010.
3. Findings We calculate the period-by-period return in carry trade by borrowing in the U.S. dollar and investing the proceeds in the underlying emerging market currencies, betting that the exchange rate between the target currencies and the funding currency will not change over the investment period. The period-by-period returns on carry trade are shown in Figure 1 below.
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Table 1: The results using different measures of return and risk on carry are reported in Table 1, together with return and risk on the U.S. stock market.
BOB/USD BRR/USD MXP/USD HGF/USD POZ/USD RUR/USD Mean Return Mean interest differential 6.94 17.28 11.32 9.42 7.95 12.66 Mean annalized return 4.66 15.05 9.41 6.94 7.67 3.92 % Postive Return 84.13 79.37 79.37 63.49 66.67 65.10 % Positive changes in exchange rate 15.87 41.27 44.44 38.10 39.68 30.16 % Exchange Rate -2.39 Risk Std Dev 5.07 35.66 14.76 26.84 27.36 45.71 DSSSD 6.39 30.95 15.58 23.05 22.66 29.23 5% VaR 2.01 94.55 24.52 60.71 65.37 137.54 1% VaR 1.27 55.76 17.02 32.94 40.72 49.39 Risk-Adjusted Return Sharpe Ratio 0.27 0.33 0.42 0.14 0.16 0.00 Stock market Mean Return 7.63 Sharpe Ratio 0.11
4 Figure 1: Return on Carry Trade KIRC XI Sessions on Business and Related Areas - 5
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Cloud Computing: Perspectives in Kazakhstani Higher Educational System Dana Baizyldayeva, MSCS, BCB, KIMEP University Almaty 050010, Kazakhstan and
Oleg Vlasov BCB, KIMEP University Almaty 050010, Kazakhstan
Abstract.
It’s a fact cloud computing can decide almost all people’s needs in storing, retrieving data, running application software in the computer net, etc. What are the advantages of cloud computing? Cloud computing allows the users to: Improve computer performance
Have universal file access
Have unlimited storage space
Have reliable data storage
Have compatible document format
Have easier group collaboration
Have all above with lower costs
Cloud computing provides services as: Software as a Service (SaaS), Platform as a service (PaaS), Infrastructure as a Service (IaaS). So, software can be used via cloud service provider, if the software is, say, too expensive. This is a very good opportunity for our higher educational institutions to provide the educational process with necessary software, especially in the conditions of the requirements from the side of controlling organizations to provide the academic process with licensed software.
Today the university IT courses are to be supported with licensed software, as for example, powerful statistical software for continuous and strategic research, or graphical software for business papers design, etc. Cloud computing service SaaS (Software as a Service) can be considered as a potential effective decision for providing the academic process with up-to-date versions of necessary software. For our Kazakhstani higher institutions it would be even an advanced pilot project.
Key words: cloud computing, cloud services, IaaS, PaaS, SaaS
6 KIRC XI Sessions on Business and Related Areas - 7
The Challenges of Managing in Syncretic Cultures Carolyn Erdener Bang College of Business, KIMEP University, Kazakhstan [email protected] and Alma Alpeissova Bang College of Business, KIMEP University, Kazakhstan [email protected]
Abstract: The concept of syncretism1 is well known in the fields of Anthropology and Sociology, where it is particularly useful in framing the analysis of culture and cultural differences. It is practically unheard of in the field of Management. A recent search of standard electronic data bases in Business identified only one article that deals with syncretic culture (Hales, 2007)2 and one other that uses the term “syncretic” to characterize a particular theory 3 We believe that cultural syncretism is a useful concept for examining management and organization in culturally complex environments. In this paper, we develop an approach for applying the theoretical construct of cultural syncretism to the practice of management in Kazakhstan. After briefly reviewing all 14 articles identified in an electronic literature search in the Social Sciences, we focus on the one management article (Hales, 2007) which discusses front-line managers’ role in adjusting processes that are affected by diversity in sense-making. From this we develop a working definition of how differences in perception and cognition among key constituents including organizational members and external entities can be managed constructively to facilitate accomplishing tasks.
We then develop a protocol for investigating how this process works in Kazakhstan, using qualitative research methods such as critical incidents and thematic apperception tests. From this we construct a questionnaire that can be used in structured interviews and test it in a pilot study among individuals from various cultural subgroups to seek to identify differences in patterns of perception and cognition that may originate in cultural differences in attitudes and values.
Information from this approach can be beneficial in identifying managerial and organizational responses that have been found to be effective. This information will be available for constructing survey instruments that can be used to carry out large scale empirical tests across multiple organizations.
1 Syncretism: “the combination of different forms of belief or practice” Syncretic “characterized or brought about by syncretism” (http://www.merriam-webster.com/dictionary/syncretism) Syncretism: “The amalgamation or attempted amalgamation of different religions, cultures, or schools of thought” http://www.oxforddictionaries.com/definition/english/syncretism Syncretic thinking: “a stage in the development of the cognitive thought processes of the child during which thought is based purely on what is perceived and experienced. The child is incapable of reasoning beyond the observable or of making deductions or generalizations. Through imaginative play, questioning, interaction with others, and the increasing use of language and symbols to represent objects, the child begins to learn to make associations between ideas and to elaborate concepts.” http://medical-dictionary.thefreedictionary.com/syncretic+thinking 2 Hales, Colin. (2007) “Structural Contradiction and Sense-Making in the First-Line Manager Role, Irish Journal of Management, 28.1: 147-179.” 3 Contractor, F., J., Kundu, & K. Sumt (1998) “Modal choice in a world of alliances: Analyzing organiza-tional forms in the international hotel sector,” Journal of International Business Studies , v.29, n.2 : 325-357. 7 KIRC XI Sessions on Business and Related Areas - 8
The Influence of Managerial Ownership on Bank Market Value, Performance, and Risk: Evidence from Kazakh listed Banks
Gulnara Moldasheva, PhD KIMEP University, Kazakhstan
Abstract: The paper analyses the influence of managerial ownership on the market value, performance, and risk of Kazakh listed banks in Bloomberg. Agency theory is most often applied to a non-crisis context. The on-going financial crisis has reinstated the critical importance of the costs of misalignment of shareholders and managers interests in the banking industry. The presented in this paper study can be considered as extension to the agency theory to assess the influence of managerial ownership on the market value, performance, and risk.
After controlling for bank characteristics and macroeconomic conditions, the findings show a positive relation between managerial ownership (MO) and both market value (Tobin’s Q) and performance (ROA and ROE). Moreover, there are statistically significant relationship between bank performance and stock market capitalization, scaled to GDP of country, and there is statistically significant negative relationship between Tobin’s Q and net interest income to total operating income as a proxy for income diversity.
The findings also show higher risk-taking behavior (capital market indicators as risk measure, Z-score and the percentage of non-performing loans in total loans as NPL/L). There is a positive relation between MO and Z - scores, and negative relationship between MO and NPL, but the relationships are not significant in statistical terms for Kazakh banks. Moreover, there are significant relationship between banking risk and development of the financial markets which is proxy by private credit and stock market capitalization, both scaled by GDP of country, and, there is statistically significant negative relationship between debt intensity and risk. These results can immunize the integrated financial system from systemic risks, and regulators could find these results relevant for regulation purposes.
Keywords: Corporate governance, managerial ownership, capital structure, bank performance, risk, multivariate analysis
JEL Classification: G21, G32, G34
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Удовлетворенность потребителя в рамках техники раскрутки продаж основанных на цене в Казахстане Kim Choy Chung, Ph. D. BCB, KIMEP University and Madina Amanbek, MBA KIMEP University
Абстракт Удовлетворенность потребителя является основным дифференциатором качества продукта или сервиса, или ценностью их предложений (Thaler 1985), также известен способностью позитивно влиять на долю в рынке (Magi 2003). Несмотря на объем литературы о удовлетворенности потребителя и техники стимулирования сбыта продаж, лишь немного исследований рассматривались в перспективе центральной Азии. Данное исследование направлено на изучение удовлетворенности потребителя в рамках техники раскрутки продаж основанных на цене в Казахстане. Результаты 187 исследований (опросник) выявили, что потребители наиболее удовлетворены с процентными скидками и клубными скидками на будущие (в масштабе всего магазина) покупки. Скидочные купоны предназначенные для особых продуктов генерировали наименьшую удовлетворенность. Женщины удовлетворены клубными скидками (для будущих покупок) больше чем мужчины, тогда как мужчины наиболее удовлетворены процентными скидками для специфичных продуктов. Нет никаких данных для предложения, что низкие или высокие по значению покупки имеют воздействие на удовлетворенности потребителя в рамках техники раскрутки продаж основанных на цене. Выводы для бизнеса представлены.
Ключевое слово: удовлетворенность потребителя, техника раскрутки продаж основанных на цене
Обзор литературы Стимулирование сбыта продаж может быть свободно определено как «специальные предложения», которые существенным образом направлены стимулировать спрос во время периода, в которых они установлены (Lehman & Winer 2002). Стимулирование сбыта продаж может быть основан на цене (скидка в долларах, процентная скидка, компенсация/уступка, купон) или на не-ценовые (покупай 2 – 1 в подарок, специальные заказы, бесплатные подарки). Потенциальные выгоды пользование промоушена могут колебаться от притягивания новых покупателей от конкурентов, склонения потребителей менять бренд с высшим показателем размера прибыли или просто побуждение покупать больше у существующих потребителей. Удовлетворенность потребителя ссылается на восприятие индивидуальности техническими данными купленного продукта/сервиса относительно его/ее ожиданий (Kotler & Philips 2010). Если технические характеристики продукта или сервиса соответствует ожиданием пользователя, тогда и происходит удовлетворение. Удовлетворенность потребителя известно способностью позитивно влиять на долю в рынке (Magi 2003) и уровни удовлетворения могут быть модерируемы факторами, такие как чувствительностью к цене и воспринимаемым значением (Rajagopal 2007). Удовлетворенность, или в действительности удовольствие, со стимуляцией могут быть связаны не только к обратной покупке, но и могут быть связаны фактически к переводу удовлетворения к бренду или к компании, которая предлагает стимуляцию продаж (Tat & Schwepker 1998). Когда потребители удовлетворены, это генерирует позитивное сарафанное радио и
9 KIRC XI Sessions on Business and Related Areas - 10
рекомендации к покупке (Wirtz & Chew 2002) и следовательно стимулирование сбыта продаж достигает своей цели с помощью прямого воздействия на потребительских покупках (Alavarez & Casielles 2004).
С перспектив по стимуляции сбыта продаж, теория полезности транзакций говорит нам, что потребители делают общие оценки удовлетворенности или неудовлетворенности о стимуляции раскрутки продаж основанных на цене после опыта покупок, движущего намерения повторить/прекратить этот процесс в будущем (Thaler 1985). Общие суждения о стимуляции продаж основанных на цене формируются через рассуждения о приобретения выгоды со сделки (удовлетворенность или неудовлетворенность с внутренней выгодой купленного предмета меньше цены) и выгодной транзакций. Удовлетворенность потребителя известно способностью позитивно влиять на долю в рынке (Magi 2003) и удовлетворенность с особыми техниками, стимулирующие продажи могут быть модерированы факторами, такие как чувствительностью к цене и воспринимаемым значением (Rajagopal 2007), движущие покупательской способностью (заработок) потребителя. Это указывает, что продукты дороже способны получить уровень удовлетворенности гораздо больше со сделкой раскрутки, чем покупки продуктов значения ниже (Tat & Schwepker 1998). Таким образом, H1: Удовлетворенность в рамках техники раскрутки продаж основанных на цене возможно значительнее когда имеет отношение к высоко-значительной покупке чем низко-значительной покупке.
Вдобавок, имеются половые различия что касается привычек осуществления покупок. В соответствии с Wharton Research (2007) проведенным в США, женщины счастливы через поход по беспорядочным коллекциям одежд и аксессуаров или обходов в отделениях магазина, тогда как шопинг – миссия для мужчин, и они вероятно отвечают больше выгодным аспектам опыта, наличием запасов и парковочных мест. Схожее исследование в Великобритании (Jenno 2007) предлагает, что мужчинам приятнее было бы идти на убийство, тогда как женщины оценивают шопинг как социальное и терапевтическое занятие, советуя, что удовлетворить мужчин в соответствии с приобретением выгод гораздо легче. Следовательно, H2: Удовлетворенность процентной скидкой на особые продукты вероятно являются значительнее когда относятся к мужчинам, нежели к женщинам. Н3: Удовлетворенность клубной скидкой для покупок охватывающий весь магазин, вероятно являются значительнее когда относятся к женщинам, нежели к мужчинам.
Методология Образцы и шкала измерений Данные собранные в двух городах (Алматы и Астана) используя мульти-продуктный опросник, который требовал респондентов отвечать оценивая вопросы в соответствии с их отношением к технике раскрутки сбыта продаж. Единицы шкалы были выработаны из существующих, претестированных шкал относящихся к потреблению удовлетворенности и раскрутки продаж (Bearden & Netemeyer 1999). Респонденты были взяты из широкого диапазона рода занятий и образов жизни. Общее количество 220 опросников были собраны наугад и только 187 (Алматы n=98, Астана n=98) были действительны для дальнейшего анализа в связи с неполными заполнениями. Женщины составляют 57,7% из достоверных данных (n=108). Около 20% респондентов идентифицированы себя как офисных сотрудников, 12% как профессионалов в сфере управления, 16% как технических/инженерных работников и 40% как студентов университета/колледжа.
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Анализ Анализ данных было заполнено с помощью программы SPSS 17. Были проведены тест на соответствию стандарту, однородность колебаний и post-hoc.
Результаты Описательный анализ выявил что процентная скидка (средний: 5,89 из максимальных 7) и клубная скидка (средний: 5,54) являются самыми высокими переменными в шкале. Вычеты (средний: 1,75) и купонные скидки (средний: 1,27) для особых продуктов собрали самые низкие показатели для удовлетворенности. Многомерный анализ колебаний (post-hoc тест) используя SPSS 17 потвердило следующие гипотезы: H2: Удовлетворенность процентной скидкой на особые продукты вероятно являются значительнее когда относятся к мужчинам, нежели к женщинам. Н3: Удовлетворенность клубной скидкой для покупок охватывающий весь магазин, вероятно являются значительнее когда относятся к женщинам, нежели к мужчинам.
днако, не имелось доказательств потвердить H1: Удовлетворенность в рамках техники раскрутки продаж основанных на цене возможно значительнее когда имеет отношение к высоко-значительной покупке чем низко-значительной покупке. Это подразумевает, что значение покупок (высоких или низких единиц) имеют лимитированное воздействие на уровне удовлетворенности касательно техник по продажам основанных на цене.
Виды скидок Средний Допустимое отклонение
Процентные скидки для особых продуктов 5,89 0,85 Клубные скидки (в масштабе всего магазина) 5,54 1,13 Денежные скидки для особых продуктов 3,40 1,20 Накопительные точки продуктов для скидок 2,72 1,29 Возврат/возмещение для особых продуктов 1,75 0,96 Купонные скидки для особых продуктов 1,27 1,35
Таблица 1: показатели удовлетворенности (средний из максимальных 7) для техники раскрутки продаж основанных на цене
Итоги и ограничения исследования Имелись высокие показатели удовлетворенности потребителя с процентными и клубными скидками чем вычеты или купонные скидки для специфичных продуктов в Казахстане. Ограничения текущего исследования, в первую очередь, анкетирование с помощью опросника является зависимым от личного счета поведения респондента, отношения и восприятия. Во вторых, низкие образцы в данном опросе могут быть нехарактерными для всего населения Казахстана. Также, изменчивость среди населения на уровне интересов в исследовании темы может иметь результат в предубежденным, непоказательным ответе (Ticehurst & Veal 2000).
11 KIRC XI Sessions on Business and Related Areas - 12
Список использованной литературы 1. Alvarez, A. B. and Casielles, R. V. (2005), ‘Consumer evaluations of sales promotion: the effect on brand choice’, European Journal of Marketing, vol. 39, no. 1, pp. 54-70. 2. Bearden, W. O. and Netemeyer, R. G. (1999) Handbook of Marketing Scales : Multi-Item Measures for Marketing and Consumer Behavior Research, Thousand Oaks, Calif. : Sage Publications. 3. Jenno, J. (2007), Consumer Buying Habits in the UK http://ezinearticles.com/?Consumer-Buying-Habits- in-the-UK&id=437395. 4. Lehman, D. R. and R. S. Winer (2002). Analysis for Marketing Planning. NY: McGraw- Hill. 5. Magi, A. (2003), ‘Share of wallet in retailing: The effects of customer satisfaction, loyalty cards and shopper characteristics’, Journal of Retailing, Vol. 79, no. 2, pp.97-113. 6. Rajagopal (2007). Stimulating retail sales and upholding customer value. Journal of Retail and Leisure Property, Vol. 6, no. 2, pp. 117-135. 7. Tat, P. K. and Schwepker, C. (1998). An empirical investigation of the relationships between rebate redemption motives: Understanding how price consciousness, time and effort, and satisfaction affect consumer rebate redemption. Journal of Marketing Theory and practice, Vol. 6, no.2. 8. Thaler, R. 1985. Mental Accounting and Consumer Choice. Marketing Science 4(3) pp. 199-214. 9. Wharton Research (2007). Men Buy, Women Shop: The Sexes Have Different Priorities When Walking Down the Aisles. Available: http://knowledge.wharton.upenn.edu/article.cfm?articleid=1848 [Access: 2 Sept 2011]. 10. Wirtz, J. and Chew, P. (2002), ‘The effects of incentives, deal proneness, satisfaction and tie strength on word-of-mouth behaviour’, International Journal of Service Industry Management, Vol. 13, no. 2, pp. 141- 161.
12 KIRC XI Sessions on Business and Related Areas - 13
CEO CHARACTERISTICS AND FIRM PERFORMANCE: EVIDENCE FROM Listed KAZAKHSTANI COMPANIES
Meruyert Oshanova, MBA, KIMEP University
and
Keun Jung Lee, Ph. D. BCB, KIMEP University
Abstract: We study the relationship between CEO’s educational background, work experience, age and gender with performance of these firms. The analysis was made on 104 companies that are listed on Kazakhstani Stock Exchange Market. We investigate comparative analyses based on the data that We found. First of all We compare performance of companies, shares of which are holding by National Welfare Fund “SamrukKazyna” with all other companies. Also we test this comparative analysis on performance of banks and all other companies. We conclude that CEOs with more than 10 years work experience in the relative industry will increase firm performance. Also CEOs with foreign education also enhance firm performance than CEO’s with local education. However, gender of CEO has no relationship with the performance of the firm, in other words we can say that firm performance is not affected whether it is managed by man or woman.
Keywords: Corporate Governance, Firm Valuation, CEO, National Wealth Fund, CEO Characteristic, Ownership Structure.
13 KIRC XI Sessions on Business and Related Areas - 14
The Under-investment or over- investment Hypothesis in listed KZ companies
K. J. Lee, Ph. D. Bang College of Business, KIMEP University, Kazakhstan
Abstract: The main purpose of this paper is to investigate the relationship between firm value and investment behavior under the under-investment and overinvestment hypotheses in the republic of Kazakhstan (transition economic country). The ownership structure is one of the main corporate governance mechanisms that influence the scope of a firm’s agency costs, especially those that are generated by the various conflicts of interest characterizing the relationships among agents in imperfect capital markets (Jensen and Meckling, 1976). The ownership structure will affect the investment decision and the extent and consequences of its agency problems.
According to Jensen (1986, 1993), the private benefits from controlling more assets lead managers to take on wasteful, negative net present value (NPV) investment projects. This is known as overinvestment or ‘empire- building’. Conversely, the private costs of additional investment may result in managers foregoing some positive NPV investment projects. Managers tend to display a preference for diminishing their workload; in plain words they are inclined to shirk. As investing requires more time to be spent overseeing a firm’s activities, the trend will be for managers to under-invest. Generally, we consider underinvestment a situation in which shareholders do not undertake a positive NPV project and overinvestment a situation in which they undertake a negative NPV project (Harris and Raviv, 1991; Parrino and Weisbach, 1999). It is therefore assumed that the existence of a controlling ownership leads to a different pattern of investment decision-making which results in a characteristic investment pattern. In such contexts, I can measure of the extent to which ownership structure influences investment behaviour; the study will also explore some comparable issues in transition economic country. Examination of the context of agency problems arising from poor corporate governance will help to explain how ownership structure affects investment behaviour in terms of capital and R&D expenditures.
Different investment behaviors tend to distinguish between the tangible expenditures of fixed capital and the intangible expenditures of R&D. Returns on R&D are uncertain or unpredictable, and most of its expenditure goes towards human resources (personnel expenses). Under the overinvestment hypothesis, the private benefits from controlling more assets lead managers to take on wasteful, negative net present value (NPV) investment projects (empire building). Conversely, under the underinvestment hypothesis, the private costs of additional investment may result in managers foregoing some positive NPV investment projects.
I conduct a simultaneous equation analysis of ultimate ownership, corporate value, and investment for listed Kazakhstan companies in 2005-2012, using a 2SLS method to estimate the parameters in the following equation:
Ownership structure = FA (Corporate value (TOBINQ), Investment (INV), Volatility of earnings (RISK), Cash free (CFREE), Asset size (SIZE)) (1-1) Corporate value = FB (Ultimate ownership (CF,CFCR), Investment (INV), Financial leverage, (DRC), Asset size (SIZE)) (1-2) Investment = FC (Ultimate ownership (CF,CFCR), Corporate value (TOBINQ), Volatility of earnings (RISK), Cash free (CFREE)) (1-3)
14 KIRC XI Sessions on Business and Related Areas - 15
Content of Social Advertising Media: An Observation from Almaty City. Liza Rybina Assistant Professor, BCB, KIMEP University
1. Introduction While advertising media plays an important role for advertisers in fields of product sales and marketing, social marketing uses advertising as well to promote social and environmental change. Social marketing seeks to develop and integrate marketing concepts with other approaches to influence behaviors that benefit individuals and communities for the greater social good (iSMA, 2013). Social marketing tactics persuade individuals to alter their individual behavior in order to improve their own health and welfare (Andreasen, 1995; Hastings, 2007). As the term social marketing describes a multitude of interventions that incorporate the use of marketing techniques to promote behaviors that will improve the health or well-being of a target audience or of society as a whole (Weinreich, 1999). Thus, advertising media has been used widely in the areas of public health, ecology, charity and other social marketing programs in many counties in the world. Social marketing in Kazakhstan is just at the emerging stage of its development with limited resources and competences. The purpose of this study is to explore the content of outdoor social advertisements in Almaty city.
2. Methodology To get a general picture of what social advertising content is present in Kazakhstan, an observation method was applied to collect samples of social ads. An observation team was formed of two observers and a car driver. The transportation route was developed to make observations of outdoor ads along the major roads of Almaty city covering six administrative districts. The observers were equipped with digital cameras to make pictures of the social outdoor ads. The observation method generated only 24 samples of the social ads placed on the streets of Almaty city. The ads collected by the observation team were prescreened and approved for the relevance for the study. Based on the content, all ads were divided into the following groups: health and active lifestyle (6 ads), Kazakhstan and Almaty city (5 ads), ecology (3 ads), smoking and drugs (3 ads), charity (3 ads), tax and investment (2 ads), safe driving (2 ads).
3. Results and Discussion The analysis produced seven general themes of social ads displayed around Almaty city. The majority of the ads were on health and active lifestyle theme. This theme included such topics as “Healthy family – happy family”, “Active life”. The logos of the sponsors of the message were clearly seen on the billboards. The second major theme combined ads about Kazakhstan and Almaty city. All ads used positive appeal and promoted being a Kazakhstan citizen. The next three themes have counted the same number of the ads (3 ads per theme). They are ecology, smoking and drugs, and charity themes. Ecology ads were neutral, smoking had negative messages, and charity had positive appeals. In the last tier, there were tax and investment and safe driving ads. Both had mostly informative messages. The current study produced the initial research on the state of social advertising in Kazakhstan, in particular in Almaty city. The key finding is that there is a limited use of outdoor advertising for social marketing, and perhaps, there is limited social marketing in Kazakhstan at all. The future research is to explore other advertising media, including social media for social marketing. Moreover, various types of social marketing can be researched in their specific context, thus providing practical recommendations to the policy makers and practitioners
15 KIRC XI Sessions on Business and Related Areas - 16 as to how to develop effective social marketing campaigns. The limitation of the study is one time observation. Social marketers spread their campaigns in time, so additional observations and other research methods are required.
4. References 1. Andreasen, A R. Marketing social change: changing behavior to promote health, social development, and the environment. San Francisco, CA: Jossey-Bass; 1995. 2. Hastings, G. Social marketing — why should the devil have all the best tunes? London: Butterworth- Heinemann; 2007. 3. iSMA, International Social Marketing Association. 2013. 4. Weinreich, N. K. Hands-on Social Marketing: A Step-by-Step Guide. Sage; 1999
16 KIRC XI Sessions on Business and Related Areas - 17
Corporate Governance in Kazakhstan: Current Scenario and Future Challenges
Monowar Mahmood, Ph. D. BCB, KIMEP University Almaty, Kazakhstan & Nurlan Orazalin, MA, CIMA BCB, KIMEP University Almaty, Kazakhstan
Abstract: Corporate governance (CG) practices in Kazakhstan are still in an infant level. Transition from a socialist command economy to a capitalist free market economy, lack of acceptance standards, limited enforcement capability, distorted or inaccurate stock markets information, lack of qualified CG professionals, etc. could be as reasons for such governance condition. However, the country needs to improve CG practices to ensure corporate transparency and accountability as well as to attract foreign direct investment. Considering the above factors, this paper aims to assess the current scenario of CG practices and evaluate their effectiveness to ensure transparency and accountability of the corporate sector of Kazakhstan.
A qualitative method is used in the study. Data and information were collected mainly from the secondary sources, such as government reports, published reports of the local and international organizations, news paper reports, and as well as websites of government and non-governmental organizations.
Based on our critical analysis, we proposed a few recommendations to improve the corporate governance practices in Kazakhstan. 1. Rather than following one code of CG practice, the government of Kazakhstan should develop different code of practices tailored to meet need of different sectors and industries. 2. The government of Kazakhstan still focuses more on compliance based governance practice. It may be effective during this transition time of the economy. 3. The government could make it mandatory to prepare and publish a corporate governance report on a yearly basis. It should disclose and explain all the issues related to good governance practices and should follow some specific templates as prescribed by the government or law enforcing agency. 4. There should some provision of rewards and punishments of compliance and non-compliance with the CG code and principles and other stipulated legal measures. Such measures could be financial penalty or charge on the top managerial executives personally, delisting the company from the KASE, close observation on the management for a given period to improve or implement certain practices, and reducing financial flexibility of the company.
Key words: Code of corporate governance; transition economy; Kazakhstan.
17 KIRC XI Sessions on Business and Related Areas - 18
New trends of Organizational Behavior and Culture in Kazakhstani Organizations
Dostiyarova Alima, MBA, ABD (DBA candidate) BCB, KIMEP University, Kazakhstan [email protected]
Abstract: This paper is a literature review and a discussion of new trends and current issues of organizational behavior and the implications for Kazakhstani organizations on the base of articles, books and exploratory studies examined in research of corporate culture. Organizational behavior and corporate culture is new field for Kazakhstani organizations and it is complicated with multicultural dimensions and existence of post-soviet anachronisms of management in Kazakhstani organizations.
Keywords: corporate culture, organizational behavior, companies innovativeness
1. Introduction
There have been a lot of attempts by scientists such as Taylor, Fayol, Weber, and others to understand relationship of employees within organizations, employees’ recruitment, training, and motivation since the Industrial Revolution in the eighteenth century (Wren, et al, 2008; Roth, 1998). All these questions relate to organizations and organizational behavior. Thus, “organizational behavior seeks to understand human behavior in organizational context. It examines the ways people cope with problems and opportunities of organizational life” (Ott, et all, 2008, pp.1). According to Robbins et al. (2007), “Organizational behavior is a field of study that investigates the impact that individuals, groups, and structure have on behavior within organizations, for the purpose of applying such knowledge toward improving an organization’s effectiveness” (Robins et al, 2007, pp. 9). So, individuals in organization join into groups, they interact with each other with one main goal to gain the highest profitability in their organization, and compete worthily in the market. Thus, it involves the knowledge and study about people, how people integrate and cooperate in organization and how their behavior affects the organization’s output and performance (Robins, et al., 2007). It is a complex task and it requires a systematic study of all organization’ processes. Moreover, the rapid changing time over the past two decades brings new challenges for management within organizations.
2. New trends of organizational behavior
Over the past two decades the world has changed rapidly. New markets, new countries, new opportunities have ocurred. Among the main reasons that describe the new time for management and organizations are the following elements: globalization, speed and diversity, innovation search through research and develeopment (R&D), new knowledge, new requirements for time working, industry life cycles, ‘new industrial organizations’ (Nobre, 2011, Harry, et al, 2002). As a result, these changes tend to apperance of new forms of organiztions, new organizational policies and new organizational behavior.
For example, Nobre (Nobre, 2011) introduces with organizations which follow new policies of work such as ‘customer-centric system’, which “represent new industrial organizations with high degrees of cognition, intelligence and autonomy, high degrees of agility and flexibility” (Nobre, 2011, pp. 422). such organizations are a
18 KIRC XI Sessions on Business and Related Areas - 19 customer oriented and their main purpose is ‘customer co-creation’, which means involving customers in the organizational process through understanding of customer needs and desires. From my point of view, on one hand, it has a positive effect. Organization will know what products or services the customer needs the most. It makes organizations work more efficiency and safe cost. On the other hand, people within organization work more closely and efficiently in creative and flexible environment. Continuity of such systems for Kazakhstani companies would bring amenities for customers, employees and as well as country’ economy. Besides this is a new trend in the field of organizational behavior and it is on the top of research and development, problems of organizational behavior in Kazakhstan are not considered in a proper way. There are only few research articles in this direction (Bashirov, et al, 2005; Ladzina, 2002).
Innovation, companies’ innovativeness and innovation performance are other new trends of organizational behavior. Such studies are important because “the invention of new and innovative methods of production and supply has always been crucial to the survival of social groups in a competitive environment” (Inaunen, et al., 2011, pp.2). According to Inaunen (2011), “open innovation models allow fostering collaboration with customers, suppliers and other innovation sources to everyone’s benefit” (p.4). Innovations are defined “as new combinations of existing and/or new resources and competences” (Herzog, 2008, Wernerfelt, 1984, Penrose, 1959 in Inaunen, et al, 2011, pp. 5). Following this, “innovation performance measures can be grouped into five different categories: new products, new methods of production, new sources of supply, exploitation of new markets and new ways to organize a business” (Schumpeter, 1934, 1939 in Inaunen, et al, 2011, pp.7). I regard that all these elements describe the efficiency of a company’s output.
This topic is interesting because it shows different ways of company’s culture and behavior. In this case there have been investigated high competitive companies from developed countries (Germany, Switzerland and Austria). In my opinion, these companies put advanced tasks and their interest now is how to measure innovation performance. Employees in such organizations are highly qualified; they have more complicated tasks and high level of work performance. It is another organizational culture with prosperous perspectives.
Kazakhstani government pays a great attention to innovation. There are some companies that can support and foster innovational processes in a country’s organizations. They are National Innovation Fund, Project of commercializing of technologies, Technopark “Alatau” and others. Despite this, Kazakhstani organizations build their work on research and development, innovation performance and its implementation in the old ways and do not try to reorganize their work according to competitive environment. I think that happens because there is a weak interconnection and interconsistency with these “supportive” organizations (I used this word “supportive” in comma, because the main goal of such organizations is to be supportive. But in a real life only a few projects have had a financial support). The majority of organizations, which deal with research on new technologies does not know the exact role and, even, existence of such organizations (from personal interviews with employees of the Center of the Science about the Earth, metallurgy and enrichment; and Institute of high technology).
Nowadays there are other topics of organizational behavior that are popular, because they cover different aspects of organizations, employees’ behavior and organizations’ daily routine. Among them there is a theme which explores the change-oriented behavior and the impact of manager and top management identification (Fuchs, 2011), which
19 KIRC XI Sessions on Business and Related Areas - 20 show main implications of leaders and top management for creating admiration for the whole organization and creating such a vision which brings together the beliefs, values and interests of employees (Fuchs, 2011).
Boudreau (2004) lists a set of themes which are the most popular for organizational behavior: - Organizations as decision making entities
- Searching for a solution
- Improving management science models
- Measuring of organization effectiveness
- Nation culture, cultural differences in business problem solving
- Classifying organizations
- Organization design, structures, coordination and flexibility
- Role of manager
- Individual and organizational learning and knowledge management
- Human resource management and many other topics which discover organizational behavior, performance, strategy and design in management science (Boudreau, 2004). Gagne and Deci (2005) describe self-determination theory as a theory of work motivation and show its relevance to theories of organizational behavior, such as goal-setting theory, action regulation theory, Kanfer’s task-specific theory, job characteristic theory, theories of needs and motives of Maslow, Herzberg, and Alderfer, which are considered classics in organizational behavior (Gagne, et al., 2005). Despite rich world research in the field of organizational behavior, investigations in this field in Kazakhstan are very poor. One of the interesting topics of research is corporate culture by Bashirov and Kaigordeev (2005) which is becoming more popular in Kazakhstan. All big western companies that circulate in Kazakhstan have a sustainable corporate culture; some of them have very long history. Kazakhstani companies realize that well organized management and corporate culture can become a competitive advantage of a company.
But main problem is that there is no sufficient attention to corporate culture. Moreover, if a corporate culture exists, it cannot be formulated in a proper way. As a result employees do not support the style, methods of work and company’ values. There is a need to formulate a strong and clear corporate culture for the purpose that every employee knows values, policy and behavior of its company. Even though a company has a corporate culture, there is a need to reconsider it or change, update on time (Bashirov, et al., 2005).
It is important that corporate culture in Kazakhstan has its own specific model. According to authors (Bashirov, et al., 2005), large companies in Kazakhstan may be divided into two categories: traditional which use traditional methods of soviet school of management and western which use western style of management. Recently there have
20 KIRC XI Sessions on Business and Related Areas - 21 been companies which can be counted as transitional model of management. It means that companies with traditional model try to move to western style of corporate culture (Bashirov, et al., 2005).
Moreover, Kazakhstan is a multinational country. There are several contradictions that have to be considered. They are: - Contradictions among democratic renovation which are in social, political and economic life; - Contradiction is due to globalization and development of national favoritism within other people and nationalities within the country; - Contradiction is due to unstable situation in society and as result, raising the role of national ethos; - Contradiction is due to corporate culture necessity; - Contradiction is due to increase of national self-consciousness of Russian and Kazakhs (Ladzina, 2002).
Researchers of corporate culture consider different variants of corporate culture dependence: on one hand, it depends on national identity and culture; on the other hand, corporate identity is a subject to industrial development. Researchers also investigate peculiarities of national management styles and cultures such as Japanese, American, German, Britain and other. Every culture has its own unique characteristics which identify narratives of national thinking and behavior.
Nowadays, in Kazakhstan there are several types of corporate culture. The first one is the type where companies use traditional style of management. They are all post-soviet organizations such as Karagalinskii Elevator, Ulbinski Metallurgy plant, Kaz Chrom, Kaz phosphate, Rahat factory. There are also all government monopolistic companies, national companies, and companies with 100 percent of government content: KazTemirzholy (train industry), Kazakhtelecom, KEGOK (energy sector), Kazatomprom. The second type of companies are foreign and international companies, their branches and representative offices are opened in Kazakhstan. They are Philip Morris, Gallagher KZ, TengizShevroil, Parker Drilling Company, Petro KZ.
In companies of the traditional corporate culture there is an evidence of using methods and techniques that were used in USSR. Corporate behavior of such companies is on the same level, style of management is authoritarian. The system of tariffing is on the base of common system, motivation methods are not used. The value of company, ethics are on the base of soviet traditions. There are not any code of ethics and behavior, dress codes. Integrated symbols are formally presented (Bashirov, et al., 2005).
The second type of companies uses modern system of corporate culture. But this type of corporate culture is not originally created in Kazakhstan; it was transformed from other cultures and countries. For example, Tengizshevroil uses corporate culture from parent enterprise Shevron Corporation (USA). The culture of such companies is stable and is transformed to Kazakhstani companies with consideration of cultural peculiarities. The style of management is usually mixed authoritarian with democratic. The value, mission, ethics and behavior are integrated. There are also codes of corporate culture and behavior, Dress Codes and other attributes such as attitude to clients, customers, suppliers (Bashirov, et al., 2005).
Especial issue is employees’ treatment. According to recent research by the local journal Continent, employees from big companies are satisfied with treatment at work (Bashirov, et al., 2005). These companies - Tengizchevroil,
21 KIRC XI Sessions on Business and Related Areas - 22
AGIP, British Gas, Price Water House, Deloitte Kazakhstan, Ernst & Young, and Phillip Morris Kazakhstan - showed modern system of motivation, high level of compensation system, progressive corporate culture, and friendly attitude towards employees. For example, one employee from AGIP was surprised that there are special staffs – coffee ladies, who are responsible for coffee and tea during the day. Having such staff saves time, and makes the work more efficient through this comfort as employees do not need to leave their workplaces (Bashirov, et al., 2005).
Phillip Morris KZ has a slogan that employees have to advance their skills together with corporation. New employees have orientation trainings in one of the European offices, and all other employees have their regular sessions of professional development in the main office – in Switzerland. Annual expenses for these training cost $10bln (Bashirov, et al., 2005).
Nowadays, conservative companies understand that globalization and working in a competitive environment make it impossible to work using out-of-date methods of management. There is a need for fundamental changes. So, all traditional Kazakhstani companies have faced with the challenges to remove old system and reconsider corporate culture. There have to be changes in strategy, HR, organizational culture, style of management, compensation and motivation systems. As a result company will work more efficiently, the image of a company will raise and profitability will grow.
To my mind, changes in conservative companies are impossible, because the main staff in such companies is employees who are older than fifty-sixty years. They have inherited the Soviet system mentality and it takes time to bring them over to modern view. But for what to waste time if these employees are going to be retired soon? The changes and propaganda have to be done among young people who are the future of a country. These changes are coming from schools and universities and, of course, there have to be strong leaders who will lead the organization and who understand new requirements and needs.
3. Conclusion Organizational behavior is an alive and interesting topic which covers different aspects of modern organization. The most actual topics of investigation in organizational behavior are innovation and innovation performance, motivation, trainings, leadership and others.
Despite the strong and regular attention by world researches and scientists to the field of Organizational behavior, this theme is underdeveloped in Kazakhstan. Moreover, corporate culture in Kazakhstan has its own specific model. Along with traditional way of development of corporate culture there is an existence of companies that use modern system of corporate culture. There are some differences, problems and challenges. At the same time a need to start changes is inevitable since new conditions of business environment require it soon.
4. References 1. Bashirov, M., Kaigorodcev, A. (2005). Korporativnaya Kultura Organizacii kak Component Management na Predpriyatii. Vestnik KASU, Vol. 4.
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2. Barkema, H.,Baum, J., Mannix, E. (2002). Management Challenges in a new time. Academy of Management Journals, Vol. 48, pp. 916-930. 3. Boudreau, J. (2004). Organizational Behavior, Strategy, Performance and Design in “Management Science”. Management Science, Vol. 50, No 11 (Nov., 2004), pp. 149-63-1476. 4. Fuchs, S. (2011). The Impact of Manager and Top Management Identification on the Relationship between Perceived Justice and Change-Oriented Behavior. Leadership & Organization Development Journal. Vol. 32, No 6, 2011 5. Gagne, M., Deci, E. (2005). Self-Determination Theory and Work Motivation. Journal of Organizational Behavior. No 26, pp. 331-362 6. Hannan, T. (2005). Identities, Genres, and Organizational Forms. Organization Science, Vol. 16, pp. 474- 490. 7. Inaunen, M., Schenker-Wicki, A. (2011). The Impact of Outside-in Open Innovation on Innovation Performance. European Journal of Innovation Management. Vol. 14. Iss: 4. Emerald Group Publishing Limited. 8. Ladzina, N. (2002). Vliyanie Nacionalnoi Psihologii na Vzaimodeistvie I Povedenie Ludei v Organizacii (na Materialash Izucheniya Kazakhov I Russkih v Respublike Kazakhstan): Dissertaciya. … d-ra psihologicheckih nayk: 19.00.05: Moscow, 2002. RGB OD, 71:02-19/38-2. 9. Nobre, F. (2011). Core Competencies of New Industrial Organization. Journal of Manufacturing Technology Management. Vol. 22, No 4, 2011, pp. 422-443. 10. Ott, S., Parkers, S., Simpson, R. (2008). Classic Readings in Organizational Behavior. Fourth Edition. 2008. Wadsworth 11. Robbins, S., Judge, T. (2007). Organizational Behavior. Twelve Edition. Pearson
23 KIRC XI Sessions on Business and Related Areas - 24
Cultural Intelligence in Multicultural Environment: A study on Kazakhstan
Pavel Kim, DBA student, KIMEP University, Kazakhstan, [email protected] and Carolyn Erdener, BCB, KIMEP University, Kazakhstan, [email protected]
Abstract: Impact of multicultural environment on cultural intelligence of the population differs in respect to the demographic criteria: gender, age, nationality, stay abroad, education and marital status, and other factors which may be discovered to be worthy to be included into the model. This paper aims to identify what is the cultural intelligence (CQ) in Kazakhstan, how it is affected by multicultural environment, how the different demographic criteria do affect the CQ, what are the practical implications for the foreign companies and organizations currently working in Kazakhstan or planning to work here. In other words, we will investigate the CQ of population in Almaty, Kazakhstan. The data for current research was obtained from three distinct samples: KIMEP UG students (63), Korean community representatives (25). The survey instrument will be administered in a self-completion format. The response rate for this survey was 72.67%.
- Gender composition: Male – 47 (43.1%) and Female – 62 (56.9%) - Education level: Secondary school complete – 10 (9.2%), Undergraduate incomplete – 55 (50.5%), Undergraduate complete – 39 (35.8%), and Graduate – 5 (4.6%) - Nationality composition: Kazakh – 47 (43.1%), Korean – 25 (22.9%), Russian - 16 (14.6%), Unstated – 5 (4.6%), Tajik – 3 (2.8%), German – 2 (1.8%), French – 2 (1.8%), Uigur – 2 (1.8%) - Religion composition: Atheist – 6 (5.5%), Islam – 45 (41.3%), Christianity – 47 (43.1%), Buddhism – 0 (0.0%), Agnostik – 7 (6.4%), Other – 3 (2.8%)
Key words: Cultural Intelligence, Multicultural Environment, Human Intelligence,
24 KIRC XI Sessions on Business and Related Areas - 25
Green Marketing: A Study of Consumers' Attitude towards Environment Friendly Products in Kazakhstan.
Dina Kozhakhmetova, BCB, KIMEP University, Kazakhstan
Vladimir Garkavenko, BCB, KIMEP University, Kazakhstan [email protected] and Liza Rybina, BCB, KIMEP University, Kazakhstan
Abstract: The Green Marketing or Sustainable Marketing term is relatively new concept in Kazakhstan. Developing interest of the citizens to protect the environment contributed to the creation of new type of the consumer behavior: ‘environmentally-concern’ or ‘eco-friendly’. Consumers’ demand for ‘healthy’ products stimulated many companies to start producing and promoting the goods and services that have low damage to the environment.
The main objective of this work is to identify and explore overall Kazakhstani consumers’ attitude toward the green products. The research is based on the conceptual framework of J.Cherian and J.Jacob that studies relation of consumers’ perception towards green marketing and attitude-behavior link towards green consumerism (Cherian and Jacob, 2012). The research questions are built on this framework:
RQ1: What is consumers’ attitude toward the environment? RQ2: Do consumers perceive environmental issues seriously? RQ3: Do consumers feel responsible to protect the environment? RQ4: How do consumers behave towards eco-labeling and eco-brands? RQ5: What is consumers attitude toward the environmental advertisement and how it influence to the purchasing behavior?
In order to implement a given task the concurrent mixed research model will be applied: the qualitative exploratory research and quantitative single cross sectional research models. Both qualitative and quantitative methods are used in order to complement each other, so that the collected data is analyzed and presented separately, but it is supported during the interpretation and conclusion stages.
The forms of primary data collection are self-completed questionnaires and semi-structured interviews with the experts. The targeted population of the research consists of Almaty citizens, female and male, aged over 17 years till 60 years. Overall 4 in-depth interviews are expected to be conducted and 100 respondents are planned to be questioned.
The findings of the research can be used by the marketers to identify potential green consumer characteristics and to find a niche in order to produce and improve with the green products.
Keywords: Green marketing, consumer purchasing behavior, eco-labeling, eco-brands. Reference 1. Cherian J., Jacob J. (2012). Green Marketing: A Study of Consumers’ Attitude towards Kaufmann H.R. and etc. (2012). Factors affecting consumers’ green purchasing behavior: an integrated conceptual framework. Amfiteatru Economic. Vol.14, No 13, pp.50-69.
25 KIRC XI Sessions on Business and Related Areas - 26
Ethical issues in marketing research in telecommunication industry of Kazakhstan
Madina Izbassarova, BCB, KIMEP University, Kazakhstan
Vladimir Garkavenko BCB, KIMEP University, Kazakhstan [email protected] and Liza Rybina, BCB, KIMEP University, Kazakhstan
Abstract: This work looks at ethical component of using new technology in telecommunication. This issue is important for subscribers of mobile operator companies as many of them are not quite aware of what new technology is capable of, and what are the disadvantages from subscriber’s point of view. Telecommunication industry is a fast developing industry in the world. A problem of network congestions occur more often than in the past. One popular solution to maintain big volumes of traffic for mobile operators was introducing Deep Packet Inspection (DPI). Main features of DPI is control of traffic on the network, increasing Quality of Service, also, security management, copyright enforcement, tiered service, data mining and use in marketing research. The last point regarding DPI’s use in market research affects ethical issues, such as, privacy, consumer information being sold to 3rd parties etc.
This work will look at Kazakhstan’s consumer attitude toward ethics of using DPI by mobile operators. Therefore, following research questions are being posed. RQ1 Are ethical issues in marketing research in telecom industry a major concern of the customers? RQ2 Will customers switch to another operator after finding out their current operator is showing unethical behavior by using traffic information for marketing purposes? RQ3 Will unethical behavior of mobile operator weaken the brand image, if the customers will be aware of it? RQ4 Will the new equipment deployment bring improved quality of service (one advantage of DPI is improved QoS) from customers point of view?
Through data collection and analysis author will be able to find subscriber’s point of view regarding DPI, and find correlation with subscriber changing operators. This work is important for mobile operator companies as they will be aware of the causes and effects of new technology deployment on the network, and be able to forecast number of subscribers moving to competitors.
Keywords: Ethical issues, telecommunication industry, consumer attitude, DPI technology.
26 KIRC XI Sessions on Business and Related Areas - 27
The Role of Marketing in formation of Corporate Culture of Kazakhstani companies Nazgul Maikibaeva, BCB, KIMEP University, Kazakhstan
Vladimir Garkavenko, BCB, KIMEP University, Kazakhstan [email protected] and Alexander Ostrovskiy, BCB, KIMEP University, Kazakhstan
Abstract: The modern world - the world of globalized economy with increased competition in the markets and the increasing complexity of the flow of information, goods and services, people and capital. Backbone of any organization and one of its main riches are people. Most efficient companies use the capacity of workers and create conditions for the realization of their ability and talents; all this can represent the competitive advantage of a company.
The above items are provided largely through corporate culture: the values and principles between the members of the organization and the organization as a whole. Corporate culture determines the success of functioning and survival in the competition and even prosperity of the organization. With the entrance of Kazakhstan on the international market, creating transparency, company’s certification according to international standards, the development of corporate management and formation of strong organizational culture under marketing principles is becoming increasingly important.
This study is analyzing the role of marketing in formation of corporate culture of companies in Kazakhstan and also analyzing how marketing principles and strategies influence on building effective corporate culture that could be as a competitive advantage of organization.
Secondary data will be collected to investigate how marketing principles impact corporate culture as a whole. Primary data will be collected by indepth interviews with successful Kazakstani businesspeople and with several top managers of successful foreign companies located in Kazakhstan. This work will formulate practical recommendations for companies in developing their culture under marketing principles based on deep analyses and research of specifics of corporate culture of Kazakhstani companies. This can be used by the companies that start up business and want to succeed in Kazakhstani market.
Keywords: corporate culture, competitive advantage, marketing strategy, Kazakhstani businesses.
27 KIRC XI Sessions on Business and Related Areas - 28
Social marketing as a part of brand platform building Yana Aleshkina, BCB, KIMEP University, Kazakhstan
Vladimir Garkavenko, BCB, KIMEP University, Kazakhstan [email protected] and Alexander Ostrovskiy BCB, KIMEP University, Kazakhstan
Abstract: Today a brand manager possesses a whole battery of tools for building and strengthening a brand. Statistical and marketing data shows that one of the tools gaining more and more popularity in economically developed countries during last decade is social marketing. Social marketing seeks to influence social behaviors not to benefit the marketer, but to benefit the target audience and the general society.
However, exactly effectiveness of social marketing activities is a stumbling block in relationships between Kazakhstani business and society. Local companies have not yet realized the true benefits of implementing social marketing instead of other marketing techniques. Top manager always wants to know what he pays money for and what benefits he will receive as a result of social projects and activities. Absence of clear answers to these questions generates misunderstanding and conflicts.
The objective of this research is to provide grounds for effectiveness of using such promotional and brand strengthening tool as social marketing in Kazakhstan. Hypothesis 1: Social marketing improves brand image. Hypothesis 2: Sponsorship proves company’s solvency and stability. Hypothesis 3: Social marketing increases customer brand loyalty. Hypothesis 4: Social marketing helps to build bridges with authorities. Hypothesis 5: Social marketing increases employees loyalty. Hypothesis 6: Social marketing provides free coverage opportunity for mass media.
The research is observational in nature and will utilize both quantitative and qualitative data collection tools. Primary data collection will consist of surveys of individuals (sample size 200) aimed at deriving public opinion about the influence of implementing social marketing on brand loyalty and depth interviews with marketing and brand managers about brand value of their companies before and after incorporating social marketing into promotional activities (approx. 10 interviews). Both qualitative and quantitative external secondary data from published materials on the topic will also be used in the course of the research. Keywords: Social marketing, brand, brand loyalty, qualitative data, quantitative data.
28 KIRC XI Sessions on Business and Related Areas - 29
Issues and challenges of medical tourism development in Kazakhstan: Case of Alakol
Zukhra Abylkassimova, BCB, KIMEP University, Kazakhstan Vladimir Garkavenko, BCB, KIMEP University, Kazakhstan [email protected] and Liza Rybina, BCB, KIMEP University, Kazakhstan
Abstract: Tourism development can be regarded as a opportunity of boosting economy of the country, attracting foreign cash and investments by foreign tourists and investors. In the tourism development process an important element is the formation of the country's image as a tourism destination, positioning of the country.
Kazakhstan may be positioned and developed as a medical tourism destination place. According to N. A. Nazarbayev (2013), Kazakhstan have to becomes one of the leading Eurasian centers of medical tourism. There is a possibility of development of the lake Alakol as a medical tourism destination place. Scientifically proven that water and mud from the lake have a tonic and positive effects. But the lake is still unknown for even most citizens of Kazakhstan.
Objectives of this research is to analyze ability of development Alaklol as a medical tourism destination place, better understand and analyze main issues and challenges, determine whether development of medical tourism can affect the development of Alakol, analyze competitive advantages of this tourism destination, define potential of market and type of promotion that can be used to attract consumers.
Surveys are going to be conducted among patients with chronic diseases, that can take rehabilitation course in Alakol. Customer attitudes and preferences in the process of making decision that relate to their healthcare problems will be analyzed and recommendations for businesses in the tourism industry will be formulated.
Keywords: tourism development, medical tourism, tourism destination, customer attitudes.
29 KIRC XI Sessions on Business and Related Areas - 30
Implications of IFRS in Oil and Gas Accounting: Kazakhstan Perspective
Zhanat Syzdykov, BCB, KIMEP University, Kazakhstan [email protected]
Abstract: This paper discusses some of the more visible differences between US GAAP and IFRS for the petroleum industry in Kazakhstan. Most of the petroleum companies have significant international operations, and therefore, face numerous issues in financial reporting for their multiple subsidiaries and joint ventures. Kazakhstan’s economy depends heavily on petroleum industry, which is comprised of both Kazakh and foreign companies; thus, the issue of transition is even more complex, since Kazakhstan utilized its own system of financial reporting, Kazakh Accounting Standards, prior to 2005.
Both GAAP and IFRS have been developed in the West and up until recently, the prevailing assumption was that all theories and their usage had universal applicability. The issues of differences between US GAAP and IFRS are numerous and seriously impact generally accepted practice of the oil and gas accounting. The transition from one system to the other will not happen overnight, and the process will continue after 2014. However, it is clear that the global accounting community is moving towards a single set of high quality global standards, and the need of such is becoming very acute. The possible use of IFRS by the companies registered in US stock exchanges is a topic that remains active on the SEC’s agenda. IFRS should be mandated for US companies, and calls for future SEC action in after 2013 to make that assessment. Keywords: oil and gas accounting; petroleum industry; transition economy; IFRS
30 KIRC XI Sessions on Business and Related Areas - 31
Financial Literacy, Financial Education and Economic Development: Analysis, Capacity Building and Policy Recommendations for Kazakhstan
M. Mujibul Haque BCB, KIMEP University Sang Lee BCB, KIMEP University and Dmitriy Belyanin BCB, KIMEP University
Abstract
Improving financial literacy through financial education has been an important dimension of policy among governments, international organizations, and many multinational corporations. The issue of financial literacy has been aggravated recently by the explosive growth of new financial products and services, the recent global financial crisis and the problem of aging populations, which induced governments to shift the burden of retirement planning to individuals. In spite of the growth of the financial industry and involvement of individuals in the usage of financial services, studies show that financial literacy has been low in both developed and developing countries.
Many studies have linked financial literacy to improved debt and savings management, portfolio management, retirement planning, and its overall contribution to economic growth and development. Various programs in different countries, aimed at improving financial literacy, have proven to be effective, as shown by many comparative studies.
In Kazakhstan, a transition economy with a history of central planning, many citizens lack the experience and knowledge for rational usage of financial services, particularly bank loans, which have become popular with the growth of the country’s economy in the 2000s. In September 2008, the Government of Kazakhstan, on behalf of the Committee for Development of the Regional Financial Center of Almaty (RFCA), had initiated a program for improving financial literacy, which encompassed a broad range of media services. Studies conducted by the RFCA in 2009 and 2010 show that financial literacy has improved slightly since the program was launched.
This research reviews studies of financial literacy and its relationship with various aspects of behavior of individuals related to economic development, the programs and measures undertaken by various organizations in promoting financial education and financial literacy, and provides policy recommendations for improving financial literacy in Kazakhstan in order to ensure stable economic development of the country.
Keywords: Financial Literacy, Financial Education, Economic Well-being and Economic Development.
31 KIRC XI Sessions on Business and Related Areas - 32
Does KASE Stock Prices React to Currency Fluctuations and Devaluations?
Sang Lee BCB, KIMEP University [email protected] M. Mujibul Haque BCB, KIMEP University [email protected] and Mira Nurmakhanova BCB,KIMEP University [email protected]
Abstract
In this paper, we explore the economic impacts of exchange rate volatility on stock returns in Kazakhstan. Individual firm, industry profitability, as well as, overall macroeconomic activities and welfare of a nation are exposed to exchange rate volatility, particularly if it is not effectively hedged away. Due to the difficulties in hedging foreign exchange risk in Kazakhstan, increasing volatility may cause poorer investment environment for investors. Therefore, higher exchange rate volatility may lead to added risk premiums in stock returns and may carry a positive volatility premium in the Kazakhstan Stock Exchange (KASE) .
The National Bank of Kazakhstan (NBK) openly and frequently intervenes into the foreign exchange market to smooth out the path of exchange rate level and maintain preset corridor of daily fluctuations. This may imply a reduced hedging need and volatility premium for investors in the KASE market. However, whether or not the central bank’s effort to dampen the currency fluctuation results in reduced volatility premium is an empirical issue as forward-looking stock market investors may remain uncertain due to asymmetry of information on the true developments in the market. In addition, the responses to the exchange rate volatility may be different in different industries with varying types and degrees of exposures. Thus, the KASE Index returns may show the net effect on a portfolio of stock returns’ - diversifying the individual firm level exposure.
Results of regression analysis using daily data for the period 2005 – 2014 does not indicate any significant impact of exchange rate changes on KASE stock index return. In order to evaluate the impacts of 2009 and 2014 devaluation on stock return, expected KASE index returns are generated under the International CAPM model using MSCI returns as the proxy for market returns. Abnormal returns around the event dates are calculated as the differences between the actual and expected returns. Statistical analysis of CAR (Cumulative Abnormal Return) indicates positive impact of devaluation on KASE stock index return.
Keywords: Exchange rate volatility, stock return, central bank intervention, market efficiency and event study.
32 KIRC XI Sessions on Business and Related Areas - 33
Discussion of philosophy and methods of evaluation of goods with double value
Medieva G.A. Kulibaev A. Kazakh-American University
Keywords: goods, cost, formation of a value chain, goods with double value,enterprises, methods of valuation, forming costfactors, cost drivers, DCF methods, input method, dominating method of valuation.
Annotation Some issues of value, cost and price of an enterprise philosophy, as well as a chain of staged formation of cost of such kind of entities evaluated are discussed herein. It is not the first time when principal disadvantages of the DCF method, which is used wrongfully for determination of value of enterprises, are discussed. Attention is drawn to practice of disregard for the mandatory use of methods of the cost approach when making a valuation of a cost of large and mega large enterprises. It is stated that the use of the DCF method and disregard for methods of the cost approach in case of valuation of problematic assets in total jeopardize economic security of the country.
In the world around us, everything that a man sees and meets or does not meet in life and that comes to attention and arouses interestcan be divided symbolically into goods and not goods. The main distinctive peculiarities of goods are the following: - presence of the owner (proprietor) –a natural or a legal person or a state and its local representatives; - a possibility of alienation of an object in question (a substance, article, product or service, belongings, property or an establishment)from the present owner and its transfer, on any grounds (for some reason or other, for different purposes) to another owner by means of sale, as well as to permanent or temporary possession and use; - presence of the real or potential demand for this object, a possibility to buy or sell itor to change its present form of ownership by means of segregation, amalgamation or mergerof this object (in case of enterprises or companies), i.e. a change of the proprietor; - a possibility to use valuables as security for to get credits from lending agencies (banks, microfinance organizations, pawnshops), as well as for to borrow from private lenders; - existence of modern methods or theoretical and practical possibilities to develop more correct methods of determination of value, cost and price of an object, to express in itsome consumer, commercial, investment, spiritual or another interest of physical persons or legal entities. A value is concerned with existence of individual or mass perception of the value at a certain period of time and at a certain place (salt, sweet water, fresh air and gold). Examples of obvious objects that are not goods are the following: waterlogged lands of tundra, remote places of the earth’s surface at permafrost zones, uninhabited islands, bare mountaintops, parts of defined water areas of large rivers and lakes, some especially dangerous weapons, etc. One cannot exclude a possibility of transition of some kinds of objects that are not goods to the category of goods in foreseeable or distant future (e.g.:petroliferousshelves, deposits of natural resources currently not developed, accumulations of shale gases in areas difficult to access), and opposite, a possibility of transition from goods to objects that are not goods (obsoletecommunication devices, early computers, gramophones of serial production, etc.). Only a person, in a narrow and wider (general) sense of this word, can define whether there is a good or an object that is not a good before them checking the compliance of this object with the properties that define goods. Some remark on concepts of a cost and price of a good, especially regarding goods that generate income. Scientific literature, manuals and educational texts on valuation, publications in magazines and other mass media, international, European and federal standards of estimation have a lot of different definitions of a cost of some or other good. According to these definitions, a cost is an amount of benefits, utility (incl. marginal utility) of a relationship of participants of market transactions between each other in the process of trade, a value, an income or a price. A commonly used statement that a cost is a price throws into confusion. If to make an effort, it is possible to find something different. There are reasons to believe that these definitions are not correct, that they are mistaken, and one cannot agree with them since they do not explain the essence of that particular important feature of goods. - a costis a calculated current (as on valuation) value of a good equivalent in money or in quantitative terms(on a size, volume or weight) of corresponding material or virtual items (historical examples: skin, horns and hoofs of killed animals, livestock, salt, primitive needlework including decorations; later -gold, silver, land allotments, securities and derivatives); - a cost isa calculated current exchangeable equivalent of a good in money or in other forms, used as a basis for determination of a final contract price of this good in cases of change of the proprietor.
33 KIRC XI Sessions on Business and Related Areas - 34
A similar variant of the first refined definition is the following: a cost is a calculated current material and/or non-material equivalent (the rate of exchange) of a good in money or in material form,which is satisfactory for the proprietor and potential acquirer of this good as a basis for agreement of its price –a final result of the forthcoming trade deal (market and non-market trading). At that, a cost of a good is an actual sum of money or its equivalent in other units of measurement,paid to the seller by the buyer of this good when concluding (settling) the trade transaction. A quite primitive classification of goods on their varieties, created only for a concrete definition of the issue discussed in this article, is the following: - mass market essential consumer goods; - non-essential goods of a comparatively mass market that are required for a normal life activity of both singlepersons (individuals) and families; - goods with property value; - goods with double (property and socio-economic) value; - investment goods. Examples of mass market essential consumer goods are the following: foodstuff, natural products, products of light industry and other items, in particular, forming the living wage. The second group of goods includes, for example, non-durable, medium durable and durable items: TV, computers, refrigerators, vacuum cleaners, washing machines and other home appliances, bicycles, etc. These goods are much more expensive than goods of the first group, but, in fact, they are also consumer goods. Goods of the first and second groups are characterized by the presence of wholesale and retail trade, factory, wholesale and retail costs and sale prices for these goods. Goods with property value, according to the author, are such expensive items as apartments and other accommodations (detached houses, cottages and palaces), plots, summer cottages, private vehicles, private stables, yachts, sets of furniture, luxury goods, etc. Costs and prices of these goods are usually set and negotiated on an individual basis. Goods with double value includecomplex goods, property of which includes workplaces aimed for manufacture of products and/or execution of certain types of works or rendering corresponding services. Enterprises, companies and firms of all types and categories, as well as different forms of their associations are typical examples of complex goods with double value. Costs of these goods are different: from hundreds of thousands of tenge to hundreds of billions of U.S. dollars or euros. Determination of their cost requires an experienced appraiser with professional excellence and high status (the State status is recommended), and in some cases it requires a group of appraisers of various specializations. Investment goods can have only property value or a double value. Unfortunately, I cannot imagine investment goods with only one socio-economic value. However, I believe that some sorts of them exist. For example, Kazakhtelecom,KazMunaiGas and so on. Their value is assured with mainly intangible assets such as rights to subsoil use, hydrocarbon reserves, main lines of fiber-optic communications and equipment for fields, and the right to purchase and sale of the goods for sale. By the way, it is not hard to recollect that in real life one can meet entities that almost do not have its own property value but have social value. These entities operate in rented premises with rented equipment or equipment under leasing, with customer-furnished raw materials, or they sell goods taken for sales. Such entities are not goods as they do not correspond to one of the most important criteria of marketability, namely, the possibility of alienation from the lessor and the leasing company without their consent, and therefore, despite the presence of the actual social value, they practically do not have their own property value. The category of investment goods relatively often has certain kinds of property included into the 3rd and 4th groups, such as apartments, luxury articles, highly remunerative enterprises, hotels and shopping centers. One must note that all the products mentioned above have their own social meaning, but this meaning is different. As a rule, costs and prices of essential consumer goods cannot significantly differ from the manufacture cost due to their high social importance. Some monitoring of these factors made by the state, special attention of interested public and market competition do not let them go sky-high.However, there are some scandalous exceptions from the common rules. Often cost of drugs in our country and in the world is hundreds of times higher than their prime cost. As people cannotmanage without drugs, pilferers not controlled by corrupt authorities make use of it. States, which have realized a need for confrontation with tobacco and alcohol monopolies and achieved some success in this sphere, eventually will have to limit the enormous appetites of the pharmaceutical companies. Methods of calculation of consumer value of goods of the first and second groups have already been set, and the labour theory of value as well as market competition have irrevocably and unconditionally won, but, unfortunately, not in all cases. A task of determination of a fair cost of consumer goods hardly exists, and it is unlikely to be set. It is not necessary. The market cost of such goods is almost always considered fair. Usually, the market boycotts goods in mass demand with an unfair cost significantly exceeding their current market cost, but it does not always happen.
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As regards costs and prices of goods with property value, a state of the market rules here, namely,the buyer’s capacity to pay, the seller’s ability to understand the current tendencies (trends) in market pricing, sometimes at the level of intuition, the economic and especially tax policy of the state, and other obvious and non- obvious factors of every specific case.If people buy such goods, they do not stay on shelves; therefore, the seller was right about the costs and prices. If the trade is not successful, it is time to think why it is not successful and what to do. In such cases, first of all, one should check whether costs and prices of these goods are fair and make appropriate changes. Unfortunately, control of this market exercised by large players – speculators who were able to get rich in the weak state using existing loopholes in the current legislation is the insidious feature of the market of goods with property value. Let’s recollect the abrupt growth of prices for housing, offices, warehouses and, respectively, for construction materials and land causedby not very objective reasons. Fairness of costs and prices for this group of goods has not been important for many people, excluding buyers of cheap apartments and other housing. In many cases, expensive goods of this group are sold and purchased by representatives of corrupt non-financial and financial elite, by bureaucracy of the society. The state and society arewrongly indifferent to such purchases: first, they promote the appearance of inadmissible difference of income of the specific groups of the society, growth of corruption (illegal enrichment of officials, a number of entrepreneurs and other people having a sinecure) in the country, and thenthey start to try to struggle against them. For the present, this struggle is not successful as everything is too neglected. And the authorities’ desire to have a real and merciless fight with differentiation of incomes and corruption in our society is not observed today. According to complexity, labor input for operations on assessment and costs on value determination, goods with double value can be divided into two subgroups: numerous little items and rare large items (I am sorry for the common language). The total number of goods of this group is hundreds of thousands, and the total number of large objects is just several hundreds. Expensive multi-industry enterprises, institutions, organizations of the spheres of industry, agriculture, education, health, culture, art, sports, etc. with high social significance are included into the second subgroup.Indices of a cost of such objects are almost always have national importance and cannot be outside the framework of compulsory control of the state and society. Some theorists of valuation, and today they are in the majority, erroneously (unconsciously or consciously) believe that the "paper" market capitalization of enterprises is the only correct characteristic of their market cost. These gentlemen cannot understand (or rather they do not want to think so), that enterprises as well as property and land complexes, and their securities are completely different goods, valuables and cost of which are mostly not connected with each other, i.e. property and "paper" capitals of enterprises, as stand-alone goods, the largest can be very different from each other regarding one or another aspect. Property complexes of large and the largest enterprises do not have a market cost, and their common and preferred shares have such a cost; and those who can (who is able to) do it successfully manage a value of this cost. It is much harder to govern an amount of valuation of enterprises' property value as the signs of such a government cannot be hidden. The main thing is to understand and never substitute indices of enterprises' cost for indices of their market capitalization. Below are results of an attempt to highlight as many as possible elements of the philosophical chain of cost and price formation for goods with a double value, from availability and individuals and legal persons' demand for such a good to effectiveness and economic efficiency of purchase of this good with a particular form of the ownership and use. The first link in this chain is when this good comes in view, draws attention and arouses interest of a particular person or a group of like - minded persons (an individual or a legal person) that starts to think about a possibility and practicability of purchase of the good, about the temporary possession and use, as well as about some other purposes. At the second stage, they comprehensively analyze the anticipated actual or potential usefulness of the purchase of the good in question as a generator of income and profit or a way to gain monopoly in the economy of the region, district and the country, for conversion of the manufacture to production of other goods, with or without saving the existing jobs, for demolition in order to clear the available land for construction of a more profitable object as an investment property for further profitable resale or for any other specific private reasons. Usefulness of the good is not amenable to a specific calculation, so it is not one of the goods indices; it only serves as one of the most important factors taken into account for a decision on the purchase or on refusal to purchase the good in question. Thus, the assumed usefulness is a factor affecting the demand for the good, i.e. a factor forming the demand of the corresponding purchasers, acquirers or tenants. On the other hand, the usefulness is a heuristic and price forming factor necessarily taken into account in the process of calculation of property values and general socio-economic values of the good – the most important indices and characteristics. One must note that usefulness is a factor of subjective perception of different features and qualities of the good. Something that seems useful to one person may seem useless to another person. One person will dare to buy the good, and another person will not notice it. The third fundamental link of the mentioned chain of the good's cost formation is some calculated indices of its property value and general socio-economic value that are the main cost forming indices of the good with the double value. Ways of determination of a property value for the goods in question will be briefly presented below. Methods of calculation of an amount of their overall socio-economic value
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The fourth link of the chain is an estimated index of the property value, i.e. the estimated index of the exchange socio-economic value of the problematic good, which is its cost. As it was noted above, with absence of a market for such goods, their market cost does not exist. In such cases, its place is taken by the so-called fair cost of the goods with the double value, and different conceptual approaches are used for its determination. Cost is a basic and fundamental price forming index of any particular good. The fifth and the last link of the chain in question is a negotiated (compromise) actual price of the valuated good, which is a result forming and effect forming economic index of a trade transaction that resulted in a change of the good's proprietor. An economic result of the transaction is a real benefit in terms of money, received by the buyer or seller of the good of the double value: a difference between a price of the good and its cost set by the seller, if it is lower than the cost mentioned in the first case, and vice versa, if the price is higher than the cost set by the seller, which is very rare (in the second case). Economic efficiency of the transaction is determined by its profitability for the purchaser or seller of the good, measured in unit fractions or as a percentage. It is determined by dividing the amount of the corresponding benefit into the price or the value of the good in question in the trade transaction. On the basis of the above arguments, one can make a conclusion that the following selected methods of only two conceptual approaches to resolution of these issues can be used: the cost approach and the profit approach. The comparative (market) approach for the purposes in question is not suitable. There is no market; there are no market prices, no adequate analogues of the objects being evaluated, no reliable results of valuation of their cost.The most common methods of the cost approach for determination of a fair value of the giant enterprises is a method of net asset value, i.e. the method of determining the recovery (replacement, restoration) cost of their property complex and the method of hypothetical substitution of the enterprise being evaluated for another projected new enterprise with similar construction, technical, technological, economic, financial, environmental and other features. The essence of the method of the replacement cost is in modernization of the totality of historically different costs of designing, tying in to specific places of construction, costs of construction, costs of pre-production and commissioning of enterprises being evaluated, costs of organization of their production and sales activities, costs of construction in progress and manufacture in process, inventories of manufactured products in warehouses etc., with taking into account the modernized amortization depreciation of all previous expenditures, as well as time transgressive and multidirectional drivers of the cost of the objects being evaluated. When using the method of substitution, which is usually based on the aggregated norms of construction cost or on the relevant direct design and estimation calculations, one should take into account the same amortization depreciation of the calculated cost of the substituting enterprise and the same drivers of the enterprise's cost as for the method of net assets value – the replacement cost in case of the cost approach to resolution of the valuation task. Time transgressive expenditures for creation and operation of the good generating income and profit are heuristically considered as corresponding to the cost and brought to the economic turnover. The sum of these time transgressive expenditures - costs in the modernized form is the total property value of the enterprise being valued, and its property cost forming index. It is not difficult to see and understand that actually this amount does not characterize the cost, it characterizes the net cost of the enterprise's assets, i.e. the as low as practicable (maximum allowable) value of its desired cost. To determine a fair property value of the goods in question, it is necessary to sum the property cost forming indicators (actual net cost) of these goods with a rate of the income acceptable to all interested persons and equal to, for example, 15 - 20% of these indices’ value. By mistake, this leap is not taken today because it would lead to a corresponding increase in reliability of results of enterprises' fair cost determination by methods of the cost approach. As regards valuations of costs of goods with double value by methods of the cost approach, there is a serious risk of significant deliberate distortion (sharp decreasing) of their value in cases when the owners of these goods, due to different but mostly personal selfish reasons, create necessary conditions for the deliberate triable bankruptcy of owned by them and not privatized entity, with the intention to purchase it after the relevant judicial procedures of privatization. Indicators of presence or absence of such objectives in the interests of the state and society must be uncovered, and the danger of deliberate bankruptcy of a commercial entity must be prevented; but it can be done only by incorruptible state valuers and the corresponding state experts, if they are not corrupt. In addition, in case of the cost approach to determining the fair cost of enterprises it is important to take into account the principle of the most effective use of the valuated entity. In particular, when evaluating a cost of main assets of the enterprise in question, it is necessary to sum not modernized costs of the actual list, which remains at the time of valuation of technological equipment and organizational and technical furniture of this entity, but modernized costs of the basic (project) list of such funds, i.e. the list without losses of the individual items of main assets that took place during the proper use of the enterprise. Moreover, some of these losses could be deliberate so as to reduce the cost of available assets. Of course, the estimated expenditures for possible additional equipment for the entity being evaluated according to the basic regulations require appropriate consideration when determining its value.The maximum possible automation of calculations of a fair property value of types of enterprises in question, with the use of specially developed software complexes of "ASIS" type, as an example, will contribute to the sharp increase of quality of evaluation operations, to a closer approximation of the obtained results of evaluation to the most reliable values.
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In order to determine a fair value of enterprises (companies) and many other types of property, almost all valuers currently use the cash flow discounting (DCF) method of the profit approach to resolution of evaluation issues. When using this method, an economic and mathematical model of the evaluated entity is a number of randomly selected figures supposedly describing the expected values of forecast and post-forecast DCF, usually starting from the year of evaluation and ending with the year of completion of the economic useful and proper life of the entity. A normative economic term of operation of enterprises can reach 80 years or more, i.e. the horizon of forecast for the DСF is often immense. At that, a fair value of the entity being evaluated is considered to be a sum of all recorded future DCF, including their reversion (a terminal value). There is impermissible, fundamentally faulty substitution of the exchange value (cost) of goods for an expected sum of future DCF from this asset for all the remained term of its proper use. It turns out that a cost of goods is equal to its total expected future profitability. It is difficult to imagine bigger nonsense or absurd than this equation, not to mention the "accuracy" of short, medium and long-term forecasts of the enterprises' DCF in conditions of market economy and market competition when you do not always know what will happen tomorrow ("the heat or cold, diarrhea or flu, the scrofula or even meteor rain" etc.). A variation of figures in this model can be both downward and upward; their authenticity cannot be checked. The change in the total value of the DCF for only one percent leads to changes in the "evaluated" cost on average to 6 - 7%. Arbitrariness, lack of control of a valuer when they "make" a set of figures characterizing the relevant forecast and post-forecast values of the DCF, as well as estimation of reversion in this model of enterprises, let them, in favor of the customer of the evaluation and sometimes with their direct participation in formation of initial data (the same values of future DCF) for the following simple calculations, to the detriment of all of us, to get any results of evaluation of such an entity with minimum time spent to complete the order and with decent remuneration for such a fake "labour". Various schemes of "optimization" of taxes, in particular, when using offshore companies and transfer prices shall not be taken into account in the process of evaluation of cost of large consolidated assets. Here one must mention the following fact: a cost of the enterprise is a calculated index, therefore, a conceptual formula of determination of its value must exist. This formula has to include a main cost forming element and all drivers of this cost existing in each case of the evaluation. I have not seen such conceptual, half- expanded and fully expanded formulas in descriptions of the DCF method. A principle of the most effective use of a valuated entity is not provided in this method. A fundamentally unacceptable point in the DCF method's concept is its use of actual and not normal values of the initial cash flows as a basis for determination of a desired cost of the enterprise. As a result of such calculations, the enterprise management's unsatisfactory work on normalization of its production has a direct impact on the amount of the evaluated cost, which is economically unjust. If 10% of the enterprise's production capacities are used, due to the fault of the owner and the managers, i.e. its cash flows are less than normal for 90%, in comparison with normal cash flows for this economic entity, and then cost set by the DCF method will be correspondingly low. Socio-economic value of enterprises is not someone's invention or some myth. It exists objectively, and it is always possible to use it as a basis for calculation of the exchange economic value and a fair cost of the evaluated entities with the proposed by us the regulatory DCF (resource) method of the income approach to resolution of such issues of evaluation. This method is a special case, some innovative modernization of the well-known method of direct capitalization of the current, not actual but normative net annual income of the enterprise with the income approach for determination of its value. A fundamental distinctive feature of the resource method is that not actual but normative value of enterprise's annual net income, received with taking into account all the inherent signs of wear of the enterprise, is subject to the direct capitalization. The intended sphere of preferential use of the proposed resource method of evaluation of enterprises' cost is industrial and service entities. An example of practical implementation of this method at the service station for AIC trucks was first demonstrated in one of the appendices published in the book Property and socio-economic values and costs of enterprises, due tointerdependence objectively existing between them (in most cases), are not subject to summation; their characteristics and factors exist simultaneously and arefrontier. Equivalents of requested fair values of the objects valued are set in the interval between these characteristics and factors. Which of these values should be conditionally considered fair or middle is a question of agreement between valuers of the enterprises’ cost. In conclusion, I would like to talk about disadvantages of the DCF method as applied to cost valuation of large enterprises. a)informational and financial dependence of a regular “independent” valuer (whether from Big Four or from a little four) on results of their valuation having influence of managers and internal valuers of the large enterprise valued, who prepare the information for the “independent” valuer (usually, there is no internal valuer at small enterprises; but these enterprises almost always have a customer that would like to have valuation); b) huge sensitivity of DCF models to changes in main parameters anticipated; c) a huge proportion of the hard-to-predict post-forecast cost (cost of reversion) in the overall valuation of cost with the standard forecast period of 5-6 years, as well as inability to reasonably predict key figures of the DCFat increase of the forecast period for more than 6 years; d) the most important factors (synergetic effects, buyer’s “pocket’s size”, buyers’ ability to get a cheap credit, etc.) that have significant influence on the final price of the trade deal are not considered by valuers);
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e) inability to make an expert inspectionof reliability of results of valuation of a large enterprise by means of the DCF method on a paper report, without computer models used by the valuer for the calculations; f) illegality of usage of the M. Gordon’s formula, which is developed for coupon bonds, for valuation of the terminal value of enterprises. It is necessary to think out a system of professional training, specialization and certification of the experts of the value determination results for the estimated economic entities, state experts of the same specialization and, separately, special experts for forensic evaluation for quality of valuations challenged in court. A special sticky problem is selection and professional retraining of teaching personnel for training of experts of various profiles.
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Dacorogna, M.M., MUller, U.A., Nagler, R.J., Olsen, R.B., Pictet, O.V., 1993. A geographical model for the daily and weekly seasonal volatility in the foreign exchange market. Journal of International Money and Finance 12, 413 438. Ding, Z., Granger, C.W.J., Engle, R.F., 1993. A long memory property of stock market returns and a new model. Journal of Empirical Finance I, 83-106. Drost, F.C., Nijman, T.E., 1993. Temporal aggregation of GARCH processes. Econometrica 61, 909-927. Drost, F.C., Werker, B.J.M., 1996. Closing the GARCH gap: Continuous time GARCH modeling. Journal of Econometrics 74, 31-57. Ederington, L.H., Lee, J.H., 1993. How markets process information: News releases and volatility. Journal of Finance 48, 1161-1191. Engle, R.F., 1982. Autoregressive conditional heteroskedasticity with estimates of the variance of United Kingdom inflation. Econometrica 50, 987-1007. Engle, R.F., Ito, T., Lin, W.-L., 1990. Meteor showers or heat waves? Heteroskedastic intra-daily volatility in the foreign exchange market. Econometrica 58, 525-542. Foster, F.D., Viswanathan, S., 1990. A theory of the interday variations in volume, variance and trading costs in security markets. Review of Financial Studies 3, 593-624. Foster, F.D., Viswanathan, S.. 1995. Can speculative trading explain the volume-volatility relation?. Journal of Business and Economic Statistics 13, 379-396. Gallant, A.R., 1981. On the bias in flexible functional forms and an essentially unbiased form: The Fourier flexible form. Journal of Econometrics 15, 211-245. Gallant, A.R., 1982. Unbiased determination of production technologies. Journal of Econometrics 20, 285-323. Gallant, A.R., Hsieh, D.A., Tauchen, G.E., 1991. On fitting a recalcitrant series: The pound/dollar exchange rate, 1974-83. In: Barnett, W.A., Powell, J., Tauchen, G.E. (Eds.), Nonparametric and Semiparametrie Methods in Econometrics and Statistics. Proceedings of the Fifth International Symposium in Economic Theory and Econometrics. Cambridge University Press, pp. 199-240. Gallant, A.R., Rossi, P.E., Tauchen, G.E.. 1993. Nonlinear dynamic structures. Econometrica 61, 871-908. Ghose, D., Kroner, K.F., 1994. Temporal aggregation of high frequency data. Unpublished manuscript. Department of Economics, University of Arizona. Ghysels, E., Jasiak, J., 1994. Stochastic volatility and time deformation: An application to trading volume and leverage effects. Unpublished manuscript. C.R.D.E., Universit~ de Montreal. Goodhart, C.A.E., Hall, S.G., Henry, S.G.B_ Pesaran, B., 1993. News effects in a high-Frequency model of the sterling-dollar exchange rate. Journal of Applied Econometrics 8, 1-13. Granger, C.W.J., Ding, Z., 1996. Some properties of absolute returns: An alternative measure of risk. Annales d'Economie et de Statistique 40, 67-92. Guillaume, D.M., 1994. Forecasting foreign exchange rate price changes conditional on volatility: A T. G. Andersen, T. Bollerslet~ / Journal of Empirical Finance 4 (1997) 115-158 157 heterogeneous time horizon approach. Unpublished manuscript. Department of Economics, Catholic University of Leuven. Hamao, Y., Masulis, R.W., Ng, V., 1990. Correlations in price changes and volatility across international stock markets. Review of Financial Studies 3, 281-307. Harris, L., 1986a. A transaction data study of weekly and intradaily patterns in stock returns. Journal of Financial Economics 16, 99-117. Harris, L., 1986b. Cross-security tests of the mixture of distributions hypothesis. Journal of Financial and Quantitative Analysis 21, 39-46. Harris, L., 1987. Transaction data tests of the mixture of distributions hypothesis. Journal of Financial and Quantitative Analysis 22, 127-141. Harvey, A.C., 1981. The Econometric Analysis of Time Series. Philip Allan, Oxford. Harvey, C.R., Huang, R.D., 1991. Volatility in the foreign currency futures market. Review of Financial Studies 4, 543 569. Ito, T., Roley, V.V., 1987. News from the U.S. and Japan: Which moves the yen/dollar exchange rate?. Journal of Monetary Economics 19, 255-277. Jarque, C.M., Bera, A.K., 1987. Test for normality of observations and regression residuals. International and Statistical Review 55, 163-172. Laux, P., Ng, L.K., 1993. The sources of GARCH: Empirical evidence from an intraday returns model incorporating systematic and unique risks. Journal of International Money and Finance I2, 543-560. Ljung, G.M. and Box, G.E.P., 1978. On a measure of lack of fit in time-series models. Biometrika 65, 297-303. Lo, A.W., MacKinlay, A.C., 1989. The size and power of the variance ratio test in finite samples: A Monte Carlo investigation. Journal of Econometrics 40, 203-238.
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Lo, A.W., MacKinlay, A.C., 1990. An econometric analysis of nonsynchroneous trading. Journal of Econometrics 45, 181-212. Locke, P.R., Sayers, C.L., 1993. Intra-day futures price volatility: Information effects and variance persistence. Journal of Applied Econometrics 8, 15-30. Lockwood, L.J., Linn, S.C., 1990. An examination of stock market return volatility during overnight and intraday periods, 1964-1989. Journal of Finance 45, 591-601. Miiller, U.A., Dacorogna, M.M., Dav~, R.D., Olsen, R.B., Pictet, O.V., Weizsficker, J.E., 1995. Volatilities of different time resolutions: Analyzing the dynamics of market components. Working Paper. Olsen and Associates, Research Institute for Applied Economics, Ziirich, Switzerland. Miiller, U.A., Darorogna, M.M., Dav~, R.D., Pictet, O.V., Olsen, R.B., Ward, J.R., 1993. Fractals and intrinsic time: A challenge to econometricians. Working Paper. Olsen and Associates, Research Institute for Applied Economics, Ztirich, Switzerland. Miiller, U.A., Dacorogna, M.M., Olsen, R.B., Pictet, O.V., Schwarz, M., Morgenegg, C., 1990. Statistical study of foreign exchange rates, empirical evidence of a price change scaling law and intraday analysis. Journal of Banking of Finance 14, 1189-1208. Nelson, D.B., 1990. ARCH models as diffusion approximations. Journal of Econometrics 45, 7-38. Nelson, D.B., 1991. Conditional heteroskedasticity in asset returns: A new approach. Econometrica 59, 347-370. Nelson, D.B., 1992. Filtering and forecasting with misspecified ARCH models l: Getting the right variance with the wrong model. Journal of Econometrics 52, 61 90. Pagan, A.R., 1984. Econometric issues in the analysis of regressions with generated regressors. International Economic Review 25, 221-247. Pagan, A.R., Schwert, G.W., 1990. Alternative models for conditional stock volatility. Journal of Econometrics 45, 267-290. Percival, D.B., 1993. Three curious properties of the sample variance and autocovariance for stationary processes with unknown mean. American Statistician 47, 274-276.
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О пластиковой катастрофе современности и необходимости модернизации и консолидации страны
Кембаев Женис Мухтарович, доктор права, профессор университета КИМЭП
1. Введение
Само существование человека (как или любого другого живого организма) определяется окружающей средой, т.е. комплексом окружающих людей физических, географических, биологических и других естественных условий. Иными словами, окружающая среда – это то, что находится вокруг нас, и то, что обуславливает и фундаментальным образом влияет на наше развитие, научный и общественный прогресс. При этом существование человека требует такого состояния окружающей среды, которая существовала при его возникновении как биологического вида. В тоже время происходящие в настоящее время изменение и разрушение первозданной окружающей среды (и прежде всего изменение климата Земли, загрязнение воздушного бассейна, разрушение озонового слоя, истощение запасов пресной воды, загрязнение земель, разрушение почвенного покрова, оскудение биологического разнообразия и др.) несут в себе жизненно опасную угрозу для всего человечества. Основополагающее значение окружающей среды и необходимость ее защиты нашли свое отражение в Конституции Республики Казахстан. Согласно нашему Основному Закону одной из важнейших целей нашего государства является охрана окружающей среды, благоприятной для жизни и здоровья человека (п. 1 ст. 31 Конституции). Также Конституция Республики Казахстан содержит конституционную обязанность граждан Республики Казахстан сохранять природу и бережно относиться к природным богатствам (ст. 38 Конституции). Кроме того, Конституция РК закрепляет, что сокрытие должностными лицами фактов и обстоятельств, угрожающих жизни и здоровью людей, влечет ответственность в соответствии с законом (п. 1 ст. 31 Конституции). Данные конституционные положения детализируются и конкретизируются в Экологическом кодексе Республики Казахстан от 9 января 2007 г. № 212-III, а также в целом ряде других законодательных и во множестве подзаконных нормативно-правовых актов. В то же время, по нашему мнению, в казахстанской нормативно-правовой базе имеется значительный пробел в области защиты окружающей среды. Данный пробел касается утилизации отходов пластиковых изделий – органических материалов, основой которых являются синтетические или природные высокомолекулярные соединения (полимеры). В виду того, что из пластических материалов можно изготавливать легкие, прочные, водонепроницаемые изделия, данные материалы получили самую широкую популярность. В частности они используются повсеместно для изготовления упаковки, пакетов, тары и одноразовой посуды. Пластиковые изделия имеют многочисленные преимущества. Так, например, обычная пол-литровая пластиковая бутылка весит в 10-15 раз меньше чем стандартная бутылка того же объема, сделанная из стекла. Также использование пластиковых бутылок помогает устранить такой неприятный эффект, как бой тары при транспортировке, свойственный стеклотаре. Кроме того, производители товаров легко могут делать свою упаковку и другие изделия современными и привлекательными для своих покупателей, продукты питания в такой упаковке долго не портятся, и т.д. и т.п. Как следствие в мировом масштабе ежегодно производится триллионы одноразовых пластиковых пакетов, пластиковых бутылок, одноразовой посуды и других изделий из пластика. Все же существует и очень большая проблема, а именно – загрязнение окружающей среды использованными пластиковыми материалами. Согласно последним исследованиям, ежегодно среднестатистический житель государств-членов Европейского Союза использовал в среднем 191 полиэтиленовый пакет, и лишь 11 пакетов из этого числа подвергались вторичной переработке после использования. Исходя из этого, легко предположить, что в менее развитых странах мира процент вторичной переработки использованных пластиковых материалов равен или близок нулю. Таким образом, ежегодно миллионы тонн пластиковых отходов отправляются на свалки, нанося огромный, часто непоправимый вред экологии. В отличие от бумажной упаковки, которая в естественных условиях разлагается в течение 2-5 месяцев, пластик обладает очень высокой стойкостью к распаду и почти не поддаются воздействию окружающей среды. Период его распада может составлять многие сотни лет, а при сжигании он выделяет чрезвычайно токсичные вещества. Как следствие, пластик – это настоящее бедствие для природы! И это отнюдь не преувеличение, так как неразлагающиеся пластиковые отходы, и в первую очередь пластиковые бутылки и пакеты, миллионами выброшенные в окружающую среду, являются подлинной катастрофой для всего живого. Они засоряют все, везде и повсюду: горы, степи, реки и озера, обочины дорог, города и села. Они загрязняют почвы и воды, являются источником множества болезней и служат следствием гибели огромного количества представителей животного мира, в.т.ч. редких, исчезающих видов.
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2. Что я бы хотел поменять в законодательстве Казахстана и почему?
Как изложено выше пластиковые отходы представляют собой серьезную экологическую проблему. Исходя из обозначенной в Конституции цели государства охранять благоприятную для жизни и здоровья человека окружающую среду, Республике Казахстан настоятельно следует тщательно пересмотреть и коренным образом изменить нормативно-правовые нормы, регулирующие использование пластиковых изделий и их утилизацию. В этой связи мы полагаем, что прежде всего необходимо внести следующие изменения в Экологический кодекс РК от 9 января 2007 г. № 212-III (в дальнейшем Кодекс). Во-первых, необходимо добавить в Кодекс норму, которая бы классифицировала пластиковые отходы как опасные отходы, которые подлежат обязательной, соответствующей всем стандартам экологической безопасности утилизации. Сложившаяся на сегодняшний день в стране экологическая ситуация обуславливает необходимость переработки пластиковых отходов и их повторного использования. Необходимо создавать пункты по приему пластиковых отходов, необходимо значительно улучшить инфраструктуру по сортировке и утилизации бытового мусора и промышленных отбросов. Во-вторых, необходимо добавить нормы, которые бы обеспечили должный уровень экологического образования и просвещения граждан Казахстана в сфере обращения с пластиковыми отходами в целях надлежащей охраны окружающей среды. Казахская народная пословица гласит: «Тазалық – саулық негізі, саулық – байлық непзі» («Чистота – основа здоровья, здоровье – основа богатства»). Эта прописная истина должна стать основой общественного и государственного развития. Тем более что в Стратегической программе «Казахстан-2030» прямо говорится, что «экономический рост сам по себе не сможет гарантировать благополучия наших граждан… по мере того, как мы строим свое общество, необходимо применять нарастающие усилия в том, чтобы наши граждане были здоровыми на протяжении всей своей жизни, и их окружала здоровая природная среда». В-третьих, необходимо добавить нормы, которые обеспечили бы надлежащую государственную поддержку и способствовали бы проведению экологических научных исследований на самом высоком мировом уровне в целях разработки новых технологий эффективной и безопасной утилизации пластиковых отходов. В этой связи следует отметить, что подобное изменение законодательства весьма гармонично сочетается с намечаемым в ближайшем будущем проведением международной выставки EXPO-2017 в Астане. Как известно, данная выставка проводится по инициативе Главы нашего государства и является одним из ключевых проектов Казахстана, целью которого является привлечение лучших мировых технологий и разработок и таким образом придание мощного импульса для системной диверсификации экономики и технологической модернизации производственных мощностей и научной базы страны. Более того, особо следует отметить, что в Стратегии развитии Республики Казахстан до 2050 г., представленной в Послании Главы государства народу Казахстана в декабре 2012 г., ясно закрепляется, что Казахстан должен создать «национальные конкурентоспособные бренды с акцентом на экологичность». В-четвертых, необходимо добавить нормы, которые закрепят комплекс мер, обеспечивающих: 1) постепенный переход к полной утилизации пластиковых отходов; и 2) постепенную замену тех пластиковых изделий (упаковки, пакетов, тары и одноразовой посуды), которые являются основными источниками загрязнения окружающей среды, на экологически чистые, безопасные альтернативы. От пластиковых изделий невозможно отказаться сразу. Поэтому вышеуказанные действия должны быть именно постепенными, они должны осуществляться одновременно с развитием научной базы страны и технологической модернизацией производственных мощностей. Ho уже сейчас в развитых странах существуют целый ряд мер, направленных на предотвращение загрязнения природы пластиковыми отходами: использование многоразовых пластиковых бутылок, запрет распространения бесплатных одноразовых пакетов, поиск эффективных способов утилизации пластика, исследования над созданием быстроразлагающегося «умного» пластика и т.д. Мы считаем, что Казахстан может и должен стать лидером в деле создания т.н. «зеленой экономики». В этой связи необходимо отметить, что такая целеустановка находится в полном соответствии с инициативой «Зеленый мост», провозглашенной Президентом Республики Казахстан Нурсултаном Абишевичем Назарбаевым с трибуны Генеральной Ассамблеи ООН в сентябре 2011 г. Данная стратегия направлена на создание «зеленой экономики» и соединение двух, казалось бы, не сочетаемых условий: с одной стороны – сохранение и защита окружающей среды, а с другой – обеспечение экономического роста. Данную задачу предполагается достичь путем использования: во-первых, принципа экоэффективности, предполагающего максимально возможное использование полезных свойств товаров и услуг при одновременной минимизации воздействия на окружающую среду в течение всего жизненного цикла продукции; и, во-вторых, принципа ресурсосбережения, требующего принятие управленческих решений с учетом необходимости сохранения природных ресурсов.
3. Что это даст стране?
Вышеизложенные предложения по изменению законодательства Казахстана могут иметь огромный положительный эффект для развития нашего государства. Их позитивное воздействие будет настолько многосторонним, что результаты подобного воздействия можно классифицировать на несколько следующих
42 KIRC XI Sessions on Business and Related Areas - 43
групп: 1) оздоровление нашей окружающей среды и повышение качества уровня жизни; 2) дальнейшее развитие образования, науки, а также правовой культуры; 3) способствование форсированному индустриально-инновационному развитию; и самое главное 4) дальнейшая консолидация и единение народа Казахстана.
1) Оздоровление нашей окружающей среды и повышение качества уровня жизни
Избавившись от миллионов тонн пластикового мусора, который лежит везде и повсюду, мы сделаем большой вклад в улучшение экологической обстановки. Улучшение экологической обстановки безусловно окажет целительное воздействие как на физическое, так и на моральное, психологическое здоровье народа Казахстана. Все вместе это существенно поднимет материальную обеспеченность, состояние здоровья, продолжительность жизни, качество питания, бытовой и психологический комфорт и т.д. и т. п. – т.е. все то, что мы вкратце называем уровнем жизни.
2) Дальнейшее развитие образования, науки, а также правовой культуры
Претворение в жизнь вышеизложенных предложений будет способствовать дальнейшему развитию образования и науки. Таким образом, эти предложения находятся в полном соответствии с Государственной программой развития образования Республики Казахстан на 2011-2020 гг., принятой Указом Президента Республики Казахстана № 1118 от 7 декабря 2010 г. и нацеленной на повышение конкурентоспособности образования, развитие человеческого капитала путем обеспечения доступности качественного образования для устойчивого роста экономики. Кроме того, вышеизложенные предложения будут несомненно способствовать росту общей культуры (т.е. тех общечеловеческих ценностей, основанных на достижениях человеческого интеллекта и духа) в целом, и правовой культуры (т.е. тех ценностей, созданных людьми в области права) в частности.
3) Способствование форсированному индустриально-инновационному развитию
Вышеизложенные предложения будут несомненно способствовать обеспечению устойчивого и сбалансированного роста экономики через ее диверсификацию и повышение ее конкурентоспособности. В частности будет увеличена доля обрабатывающей промышленности в структуре ВВП, увеличен объем наукоемкой, высокотехнологичной продукции и как следствие может быть увеличена доля несырьевого экспорта. Таким образом, данные предложения находятся в полном соответствии с Государственной программой по форсированному индустриально-инновационному развитию Республики Казахстан, принятой Указом Президента Республики Казахстана № 958 от 19 марта 2010 г.
4) Дальнейшая консолидация и единение народа Казахстана
Конституция Республики Казахстан утверждает, что казахстанская государственность строится на исконной казахской земле, т.е. той земли, которая с незапамятных времен была колыбелью великой кочевой цивилизации и которая была основой всего сущего наших предков. Поклоняясь верхнему миру, небесам, великому богу миров – Тенгри, считая его своим Отцом, наши предки со священным трепетом относились и к своей родной земле, божественной Матери-Родине – Жер-Су (Земле-Воде). В этой связи прежде всего хочется отметить, что последовательное воплощение в жизнь вышеизложенных предложений по изменению законодательства Казахстана могут помочь казахскому народу в полной мере осознать свои собственные истоки. Ведь наши предки объединились на основе своих общих представлений о том, каким должны быть разумные и справедливые отношения между ними самими, а также между ними и окружающей их средой. Объединившись, они смогли выстоять перед лицом множества опасностей и вызовов и заложить основу для современного Казахстана. Опыт наших предков как никогда важен сегодня. В этом отношении необходимо отметить, что единство народа Казахстана является одним из главных приоритетов политики нашего Лидера Нации. В День единства народа Казахстана, 1 мая 2014 г., Нурсултан Абишевич Назарбаев сказал: «Единство – это стержень нашей государственности», а если «в государстве не будет единства, то оно просто разрушится». Его слова имеют особую актуальность в свете событий последних месяцев в другом постсоветском государстве – Украине. Очевидно, что для предотвращения подобных кровавых событий необходимо усиливать чувство общности народа Казахстана. В этом отношении одним из главных мер государственной политики может и должно стать развитие имеющегося у всех граждан Казахстана чувства уважения и любви к своей земле. Мы убеждены, что возврат к нашим исконным представлениям о святости нашей земли (и таким образом в частности недопущения ее загрязнения пластиковыми отходами) может значительно укрепить чувство общности и стать надежной, прочной основой для единства казахского этноса и всего народа Казахстана в будущем.
43 KIRC XI Sessions on Language Acquisition & Related Areas - 1
KIRC XI Sessions on Language Acquisition & Related Areas KIRC XI Sessions on Language Acquisition & Related Areas - 2
KIRC XI Sessions on Language Acquisition & Related Areas
Authors Title of the papers Page No. Alzhanov Didar Патриоттық сезім 2 - 4 Aselkhan Bekessova
Ахметкалиева, Интернет таратудағы ақпарат қауіпсіздігі 5 - 6 Айгерим Жалғастырушы қазақ тілі-2
Baisakalov, Ainur Learning English through African American poetry 7 - 9 Бакимбаева, Сания Усвоения лексики на начальном этапе обучения РКИ 10 - 13 Carey, Catherine “Light in the Box”: Creative Projects, Creative Thinking in 14 - 15 the L2 Classroom Ерменбаева, Ләйла, Қазақ тілін шетел тілі ретінде оқыту әдістемесіндегі 17 - 19 ф.ғ.к. мультимедиа мәтіндер мен мәдениеттің маңызы
Karimova, Dinara Central Asian University Students’ Greetings and Address 20- 24 Terms in Emails to their English Lecturers Kim, Veronika, Language Teaching is Culture Teaching 25 3-year student KazNPU
Куличенко, Юлия, Современные методы обучения русскому языку как 26- 32 Ph.D иностранному
Құрманәлиева, Әңгімелеу мәтінін оқыту 33- 35 Ақмарал, ф.ғ.к.
Gladkova, Olga, Ph.D Paving the Road to the Brave New World with Knowledge 36 - 41 ARW 2 students Смағұлова Раушан, Қазақ тілін шет тілі ретінде оқытудың креативті 42 - 44 ф.ғ.к. жолдары Бастауыш топтарында студенттің жазылым іскерлігін дамытуға арналған әдіс-тәсілдер
Утенова, Дидарай Бастауыш топтарында студенттің жазылым іскерлігін 45 - 47 дамытуға арналған әдіс-тәсілдер
KIRC XI Sessions on Language Acquisition & Related Areas - 3
Патриоттық сезім
Алжанов Дидар КИМЭП, Алматы, Қазақстан [email protected] Аселхан Бекесова122292 [email protected] КИМЭП, Алматы, Қазақстан Жетекшісі: Бекеева Н.Ж. [email protected] КИМЭП, Алматы, Қазақстан
Абстракт: Бұл мақалада бүгінгі таңда өзекті болып отырған қазіргі жастар арасындағы патриоттық сезім мәселесі зерттелді. Жұмыс барысында БАҚ құралдарындағы және интернет беттеріндегі осы аталған тақырыпты қозғаған материалдар жан-жақты қарастырылып, Алматы жастары және КИМЭП Университетінде оқитын шетелдік жастардың патриоттық сезім мәселесіне көзқарастары салыстырыла зерттелді. Жалпы қазіргі қоғамда, Қазақстанда патриоттық сезім бар ма? Патриоттық дегенді қалай түсінесіз? Сіз өзіңізді патриот санайсыз ба? деген мәселелер терең зерттеліп, зерделенді.
Кілт сөздер: патриоттық, патриоттық сезім, Отаншылдық, өз еліне адалдық, азамматтық борыш.
Кіріспе
Осы жұмыстың мақсаты Қазақ жастарының патриоттық сезімін, оның ел үшін, қоғам үшін маңыздылығын көрсету. Патриотизмге байланысты сұрақтарды және мәселелерді талқылау. Қоғамның, отбасының және оқу орындарының ең басты мақсаты жастардың патриоттық сезімін дамыту. Патриоттық тәрбие деген ұғым жастардың Отанға деген, халқына деген махаббатын, адалдығын арттыру. Және де азаматтық парызын түсініп, қоғам игілігіне еңбек ету. Патриотизм елдің бірлігі мен ынтымағын арттыра түседі. Осы жұмыстың мақсаты жастардың патриоттық сезімінің қаншалықты екендігі арнайы зерттеліп, сауалнама өткізіліп, БАҚ дағы статистикалық мәліметтерге көңіл бөлінді. Олардың елге, Отанға деген сүйіспеншілігі туралы мәліметтер жиналады. Сондай-ақ, “Қазіргі жастар патриот па?, Патриоттық сезімді қалай тарбиелеуге болады?” деген сұрақтарға жауап тауып, патриоттыққа қажетті, пайдалы мәліметтермен бөлісу жұмыстың бір міндеті болды.
Зерттеудің әдістемелік негізі
Патриотизм – адамның Отанына, Атамекеніне деген ерекше терең сүйіспеншілік сезімі. Өз елін қорғап, адал қызмет етуді міндет санауы. Осы жұмыстың басты мақсаты, қазіргі жастар патриот емес деген сөздер айтылып, сондай ой қалыптасып отырғаны анық екені рас. Осыған орай, арнайы зерттеу жасап, сауалнама жүрізіп анықтау жұмысымыздың басты міндеттерінің бірі болды. Осы жоба барысында, аталған зерттеу құралдары мен әдістері көмегімен Қазақстан тұрғындарының патриоттық сезімін мүмкіндігінше анықтап және оны пайыздық өлшеммен көрсетуге тырыстық. Патриотизм туралы сөз қозғау керек пе? Патриот болғанға не жетсін?! Осындай ұғымды, түсінікті жастарға айтып, түсіндіру керек пе? Патриотизм көп сөзді қажет етпейді, себебі шынайы махаббат туралы айқайлап айтпайды. Патриотизм Отанына деген сүйіспеншілігінен және ол адамның салт-дәстүрінен, тіліне деген құрметінен көрінеді. Әрбір Қазақстан азаматы елін, жерін, тілін мақтан тұтып, құрметтеуі тиіс. KIRC XI Sessions on Language Acquisition & Related Areas - 4
Қазақ елінің тарихын насихаттау, өскелең ұрпақты ұлтжандылық тәрбиелеудің көмегі зор. Жастар арасында патриоттық сезімнің дамымағандығы өзекті мәселе болып табылады. Осы жұмыс арқылы қарсатырып отырған мәселенің бірнеше шешім тауып, және оны қалай жүзеге асыру амалдары ұсынылды. Нәтижесі Патриотизм – азаматтың азаматтық келбетін сипаттайтын ең басты қасиеттердің бірі. Сондықтан, жастар арасында патриоттық сезімді тәрбиелеу қазіргі таңда басты мақсаттардың бірі болып табылады. Қазіргі қоғамда, патриотизм Отанға деген махаббат, адалдық, азаматтық және қоғам игілігі үшін қызмет ету деген сияқты түсініктер ретінде қалыптасқан. Жұмыс барсы көрсеткендей патриотизмнің негізгі өлшемдерін төмендеіше топтастыруға болатындығын анықтадық: - отбасындағы, бала-бақша ,мектеп, ЖОО- ғы жақсы тәлім-тәрбие; - өз Отаны, тарихы, мәдениеті, халқының салт-дәстүрлерін білуі және насихаттай алуы; - Қазақстан жерінде тұратын халықтардың мәдениеті туралы білуі; - облыс, қала, аудан, ауыл сияқты өзінің кішкене Отанының дамуына өз үлесін қосуы; - қоғамдық міндеттерін атқару барысында өз жауапкершілігін көрсете білуі; - Отанға әскери, азаматтық қызмет етуі; - өз елінде және шет елде үлгі тұтарлық жақсы жетісстікті іске жете білу.
Өскелең ұрпаққа патриоттық сезімді қалыптастыру біздің басты міндетіміздің бірі. Патриоттық сезімді отбасы тәрбиесі арқылы тәрбиелеуге болады. Сәбидің дүниеге келген кезінен бастап ең алғашқы ортасы - Отбасы. Сол себепті адамның патриоттык сезімінде отбасы үлкен орын алады. Патриотизм – айрандай ұйыған отбасы мен тату-тәтті әрбір шаңырақтан бастау алады. Отбасында бала сүйіспеншілікке, мейірімге және жақсылық атаулыға үйренеді. Патриотизмнің негізі отбасында қаланады. Сол отбасында алған өнеені өзі арқылы өзгеге насихаттайды. Сондықтан Қазақстандық әрбір азамат Отанын өз отбасы ретінде санауы керек. Осы жұмыс барысында, Қазақстанның бірнеше қалаларының азаматтарының патриоттық сезімі жайлы жасалған зерттеу негізгі нысанда қарастырылды/1/. Осы зерттеу сауалнамасы қорытындысы бойынша, 52,6% - Қазақстан азаматтары өзін патриот санайды, 29,2% - патриот емеспін деп есептейді, 17,8% - жауап беру қиынға соқты, деп жауап берген. Ол статистика төмендегіше сипатта:
24.10% Семей 60.90% Орал 39.90% К?кшетау 49.00% 59.00% Алматы Атырау 57.70% 58.60% ?скемен 56.60% ?ара?анды Тараз
Осы сауалнаманың кейбір сұрақтарын Алматы қаласы студенттеріне де қойып тексеріп көрдік. Зерттеу нәтижесі ұқсас жағдайды көрсетті. Қорытынды Қорыта айтар болсақ, патриоттық сезім бір күнде пайда бола қалатын жылт еткен өтпелі сезім емес. Жылдар бойы санаға сыналап сіңіп, бойға әбден таралатын тәрбие де, үлгілі істен алған әсер де деп айта аламыз. Жаңа заман ағымы көрсетіп отырғандай, қазіргі жастарға патриоттық тәрбие жан-жақты насихатталуы қажет. Ол үшін қазіргі заманның қолжетімді құралдарын пайдалану қажет. Жастарға ақпаратты тез тарататын интернетте, БАҚ –да және мектепте, ЖОО –да, жастар жиі бас қосатын мәдени орындарда осы мәселеге арналған түрлі қызықты шаралар, мерекелер жиі насихатталуы тиіс. Жастар бұған өз үнін қосатынына біз сенім білдіреміз. Осылайша, жаңаша заман жастарының патриоттық сезімін жетілдіруге әбден болады.
KIRC XI Sessions on Language Acquisition & Related Areas - 5
Қолданылған әдебиеттер тізімі:
Сколько патриотов живут в Казахстане. Retrieved from http://www.zonakz.net/articles/2185
Молынбай, М.(2013). Патриоттық тәрбие — отаншылдық кепілі. Retrieved from www.kmeg.kz
Сейтенов, М. (2011). Формирование Казахстанского патриотизма. Retrieved from http://yvision.kz/post/108251
KIRC XI Sessions on Language Acquisition & Related Areas - 6
Интернет таратудағы ақпарат қауіпсіздігі
Ахметкалиева Айгерим BSС-2, KIMEP университеті [email protected] жетекшісі: Бекеева Н.Ж., ф.ғ.к, лектор КИМЭП [email protected]
Абстракт: Бүгінгі заманымыздың ерекшелігі – компьютерлер мен ғаламтор. Жаңа технологиялар ақпараттармен оңай жұмыс істеуге көмектеседі және бізді қол жетімді білімге жақындатады. Ақпарат заманында әрбір адам өзіне пайдалы салалармен айналысуға ерекше мүмкіндік алды. Интернет арқылы таратылатын білім ресурстарының саны көбейіп келе жатыр, сонымен бірге үйде білім алатын адамадарды біз соңғы уақытта жиі-жиі кездестіріп жүрміз. Бұның бәрі өмірдің революциялық өзгерістерін көрсетеді. Қай заманда өмір сүрсек те, бәсекелестік ешқашан аяқталмайды. Әрине, әркім өз жұмысын, еңбегін қорғауға тырысады. Кейбіреулер керісінше, өздерінің соңғы жетістіктерімен бөлісуді қалайды. Бірақ, дегенмен, ақпарат қауіпсіздігін есімізден шығармауымыз керек, себебі біреудің жұмысын иеленіп алатын адамдар жиі кездеседі. Бұл мақалада интернетте қалай қауіпсіз жұмыс істеу керектігі және соның арнайы шешімдері ұсынылған. Сонымен қатар, бұл мақалада ақпаратқа байланысты соңғы оқиғалар мен жағдайлар қараластырылады.
Тірек сөздер: ғаламтор, ақпарат, қауіпсіздік, ғылымның берешегі, БАҚ, мәселе
Кіріспе. Адамдар әрқашан да ақпаратқа ерекше мән берген. Көптеген елдердің болашағы ақпаратқа тәуелді болғаны рас. Бүгін біз ақпаратты интернеттің дамуы арқасында жедел жеткізе аламыз. Сонымен қатар, жаңа технологияларды пайдалану үшін, біз өзіміздің жеке қауіпсіздігімізді байқамай қаламыз. Бұл зерттеу Интернет таратудағы ақпарат қауіпсіздігіне арналған. Жекешелік арқылы адамдар ақпаратты кіммен бөлісу керек екенін таңдайды, сол себептен біз әр түрлі қоғам топтарына арнайы ақпарат үлестіреміз. Бұл заманда адамдардың жеке ақпараты актив пен капиталға теңеледі. Сөйтіп, корпорациялар өз табысын ақпарат арқылы көбейтуге мүмкіндік алды.
Зерттеудің әдістемелік негізі. Ақпарат қолдану жолдары шексіз. Сонымен бірге, бөтен адамдар біздің ақпаратымызды қалай пайдаланатыны белгісіз. Олар, мысалы, сіздің ғылыми-техникалық нәтижеңізді рұқсатсыз қолдана алады. Сол себептен, әрбір маңызды ақпарат қорғалуға міндетті. Дегенмен, маңызды ақпарат қоғам үшін ашық болуы дұрыс. Енді, ең үлкен мәселе - Интернет дәуірінде ақпаратпен бөлісу жолдарын табу.
Нәтижесі. 1986 жылы Ричард Мейсон ақпарат ғасырында кездесетін төрт ең қауіпті айбаттар туралы өз пікірімен бөліскен. Оларды “PAPA” деген акронимімен жинақтауға болады.
Privacy = Бейресмилік Accuracy = Ұқыптылық Property = Дүние-мүлік Accessibility = Қол жетімділік
Мейсонның пікірі бойынша екі зор күш біздің бейресмилікке қауіп төндіреді:
1. Ақпарат технологияның саны өсуі 2. Шешім қабылдағанда ақпарат маңызының артуы
KIRC XI Sessions on Language Acquisition & Related Areas - 7
Адамға қатысты әр түрлі файлдар бір үлкен дерекқорға жиналуы мүмкін. Мұндай ақпараттарды басқа, бөтен адамдар рұқсатсыз қолдана алады. Мейсонның үлгісі бойынша әр бір қосымша ақпарат адам туралы жаңа түсінік қалыптастырады. Бүгін ақпараттық өнер кәсібі адамдар туралы көп хабарлама шығарады, сондықтан кейде ондай ақпараттар ұқыпсыз болуы мүмкін. Жекелеген ақпаратты біртұтас күйінде шығару қымбатқа түсуі мүмкін. Сонымен қатар, сондай ақпарат шығарылған соң, әркім оны бірнеше рет қолдана алады. Сыртқа шығарылған ақпаратты оңай табуға болады. Авторлық құқықтар, патенттер бүгін ақпаратты бұрынғыдай қорғай алмайды. Сонымен қатар, компьютермен жұмыс істейтін адамдардың жағдайы дәуірленіп жатыр. Бірақ, ақпаратқа кедей адамдардың саны азаймай жатыр: компьютерлердің бағалары өте жоғары және олар компьютерлерді қолдана алмайды.
Қорытынды
Ғылым және техниканың дамуы заманында, көптеген ақпарат электрондық деректерде жиналып жатыр. Олар әлемде әр бір адамға керек ақпаратты зерттеуге мүмкіндік береді. Ғылыми жұмыстар электрондық деректерде жарияланып сақталады. Мысалы, әлемде бірнеше ғалымдар белгілі бір саланы зерттеп жатыр. Ғалымдар бір-бірінің жұмыстарымен танысып, бірге қызмет істеу ұсынысына келетін мүмкіндік пайда болады. Сонымен қатар, жарияланған жұмыс плагиаттан қорғалады. Жеке ақпаратты қорғау үшін әлемдегі жеке қоғамдары әр түрлі заң мен құқықтарды жариялайды. Әрбір ерекше оқиғаларға байланысты заңдар өзгертіліп жатыр. Бүгін интеллектуалдық меншік деген түсініктің мәселесі зор. Оған байланысты заңдар әлі жетілген жоқ. Патент және иеқұжаттар келешекте активке айналуы мүмкін. Егер бүгін ерекше өнім әзірлейтін адам патент алмаса, онда ертең ол өнім басқа бір адамның меншігіне айналады. Мұның бәрі қиын бәсекелестік жағдайдың дәлелі болып есептеледі.
Қолданылған әдебиет тізімі:
Grippo, F. J., & Siegel, J. S. (2001). Security issues on the Internet. The CPA Journal, 71(10), pp.64-67.
Hossan, B. (2004). Egypt’s virtual protection of monopoly. Middle East Report, No. 230, pp. 22-25.
Joel, W. (2001). Critical reading and the Internet. The French Review, Vol. 74, No. 6, pp. 1193-1205.
Norman E. B., & Karim J. (2006). Privacy rights on the Internet: self regulation or German regulation? Business Ethics Quarterly, Vol. 16, No. 3, pp. 323-342.
O’Neil, M. (2001). Cyber crime dilemma: is possible to guarantee both security and privacy? The Brookings Review, Vol. 19 No. 1, pp. 28-31.
Paul, M. S. (2004). Property, privacy, and personal data. Harvard Law Review, Vol. 117, No. 7, pp. 2056-2128.
Robb, G. (1996). Internet security: the business challenge. Telecommunications, 30(10), pp. 29- 32.
Satapathy, C. (2000). Impact of cyber vandalism on the Internet. Economic and Political Weekly, Vol.35, Np.13, pp. 1059-1061.
Wood, K. (1999). Internet security solutions– seven ideas. TMA Journal, 19(1), pp. 26-29.
KIRC XI Sessions on Language Acquisition & Related Areas - 8
Learning English through African American poetry
Ainur Baisakalov KIMEP University, Kazakhstan [email protected]
Abstract
The purpose of this paper is to demonstrate the effectiveness and use of teaching English through African American poetry. Of the many available teaching methods, teaching/learning English through African American poetry can be defined as one of the most motivating practices for students. Teaching English through African American poetry gives a unique opportunity to develop all the basic language competences in reading, writing, listening and speaking, as well as to study certain aspects of language, such as vocabulary, grammar and pronunciation. In many different university language programs, “home reading” is part of the course. Poetry, as a unique genre of literature, is not included in this course. Thus, poetry, in our case African American poetry, if included into English language programs, gives rise to certain challenges both for teachers and learners. Development and elaboration of new methodologies and teaching techniques, as well as selection of appropriate samples of poetry requires a deep and thorough analysis of the target audience. While selecting the set of poetry patterns to be studied in class, an instructor should identify the needs of students, the level of their language skills, interests and general experience and competence in poetry. The question of why, how, for what and what poetry patterns of African American poetry should be used for teaching/learning English in class is discussed. The outcomes and skills obtained by learners are also under consideration. Finally, the teachers should bear in mind that teaching African American poetry is both the end in itself and an effective and productive way of teaching/learning English.
Keywords: African American poetry, samples/patterns of poetry, target audience, ESL/EFL.
Author’s bio: Ainur Baisakalov is an English instructor at KIMEP University. He has over 40 years of professional experience in teaching. His professional interests include TEFL, cultural study of music, ethnography and translation. In the 2005-2006 academic year, as a Fulbright scholar, he completed his research on African American blues music in Indiana University, Bloomington, USA.
1. Introduction Teaching English through poetry in general and through African American poetry in particular is not so popular so far in English lessons. The preference is given to “home reading” activities as intensive so extensive where prose is mainly used. Introducing poetry in English classes can give a wide variety of advantages for learners. The use of poetry as a teaching technique first of all gives an opportunity to develop basic language skills, such as reading, writing, listening and speaking. There are many reasons to use English poetry in ESL/EFL classes; Collie and Slater (1990) stated the most important of them, out of many others, mentioning the following: - valuable authentic material - cultural enrichment - language enrichment KIRC XI Sessions on Language Acquisition & Related Areas - 9
- personal involvement. First, originally poetry is not created for educational purposes, and as opposed to prose and other literary texts, it cannot be adapted and adjusted to the learners’ needs and level of the English competence. That is why the learners have a chance to know and work with authentic languages difficulties. Second, learning English through poetry increases cultural background of a learner and consequently, ensures competence in cross-cultural communication. Third, reading and learning poetry teaches the ESL/EFL students how to better understand English vocabulary, syntax, grammar and other aspects of the foreign language’s function. Students also learn more about sentence structures, expressive and practical stylistic devices which later are to be consolidated in their written, spoken and other reproduction activities. Fourth, while reading poetry, the learners become closer to images and characters they read about, they better understand meanings and functions of the literary expressions and eventually, they feel a necessity to respond to what is being evoked by the reading. The four reasons mentioned above are not the only ones. Every teacher can find and give the reasons based on his/her teaching experience. Thus, teaching English through poetry: - gives students the chance to use their creativity, - promotes critical thinking skills, - facilitates teaching a foreign culture, - makes students feel comfortable and free in academic environment, - helps students to go beyond the surface meaning and dive into underlying meanings. Finally, it depends on a teacher’s discretion to decide what reasons to focus on and what outcomes are to be expected.
2. Activities suggested Teaching English through poetry imposes certain responsibilities on the teacher. He or she should carefully select the poetry samples used in class for educational purposes; second, a teacher should carefully learn the needs of the learners and collect appropriate poetic creations for studying; third, specific tasks should be identified before approaching the work; fourth, evaluation criteria for the results obtained must be clearly stated; and the last – students should clearly realize that the poetry is learned not as an end, but rather as a device for learning English as a foreign language. For instance, in English class, when learning adjectives is the objective, students are given the task to find and underline the adjectives in the following pattern: Dark daughter of the lotus leaves that watch the Southern Sea! Wan spirit of a poisoned soul a-panting to be free! The muttered music of thy streams, the whisper of the deep, Have kissed each other in God’s name and kissed a world to sleep. The will of the world is a whistling wind, sweeping a cloud-swept sky, And not from the East and not from the West knelled that soul-waking cry, But out of the South,—the sad, black South — it screamed from the top of the sky, The Riddle of the Sphinx W.E.B. Du Bois (1868-1963), from Darkwater: Voices From within the Veil (1920)
After the learners complete the first task, they can be given a critical thinking question, i.e. to explain the meaning of the adjectives and how they illustrate the poet’s spirit. KIRC XI Sessions on Language Acquisition & Related Areas - 10
In a class when the verb forms are taught, the following pattern can be demonstrated with the analytical question how to identify and justify the difference and purpose of the poet to use past simple and present perfect tenses and what effects are produced by using both of them: I’ve known rivers; ancient as the world and older than the flow of human blood in human veins. My soul has grown deep like the rivers. I bathed in the Euphrates when dawns were young. I built my hut near the Congo and it lulled me to sleep. I looked upon the Nile and raised the pyramids above it. I heard the singing of the Mississippi when Abe Lincoln went down to New Orleans, and I’ve seen its muddy bosom turn all golden in the sunset. The Negro Speaks of Rivers, Langston Hughes from Collected Poems, 1994
Based on above-mentioned reasons to teach English through African American poetry and outcomes expected, it is important to emphasize that this form of teaching English must be always based on the individual experience of the teacher from one side and the needs and level of the English language competence of learners.
3. Conclusion So, learning English through poetry in general and learning English through African American poetry in particular gives the students practice through which they acquire a native-like competence in English; in writing they learn how to express their ideas using correct standard sentence structures; they also learn how to communicate with representatives of English-speaking countries, and via developing above-mentioned experiences, the learners improve their creative, critical, and analytical skills.
4. References Collie, J. & S. Slater. (1990). Literature in the language classroom: A resource book of ideas and activities. Cambridge: CUP. Cubukcu, F. (2001). Use of poetry for EFL purposes. (Unpublished Article). Izmir: Dokuz Eylul University. Elliot, R. (1990). Encouraging reader-response to literature in ESL situations. ELT Journal, 44(3), 191-198. Helton, C.A, Asamani, J., & Thomas, E.D. (1998). A ‘novel’ approach to the teaching of reading. Tennessee State: Tennessee State University, p.p: 1-5, Retrieved from http://www.nade.net/documents/SCP98/SCP98.19.pdf Hiller, J.P. (1983). Teaching poetry in the foreign language classroom: Theory and practice. (Unpublished PhD Dissertation). Stony Brook: State University of New York. Hismanoglu, M. (2005). Teaching English through literature. Journal of Language and Linguistic Studies, 1(1). Lenore, K.L. (1993). The creative classroom: A guide for using creative drama in the classroom. U.S.A.: Elsevier, Inc.
KIRC XI Sessions on Language Acquisition & Related Areas - 11
Особенности усвоения лексики на начальном этапе обучения русскому языку как иностранному
Saniya Bakimbayeva Центр Языков, КИМЭП, Казахстан [email protected]
Краткое описание: Цель доклада – обогатить словарный запас студентов, необходимый для общения в реальной жизни, для ведения учебной деятельности на изучаемом языке в рамках уровня А1 и А2. Освоению лексики на начальном этапе обучения русскому языку как иностранному уделяется очень большое внимание, так как без определенного словарного запаса человек не сможет понять своего собеседника, выразить свои мысли, поддержать разговор. Ученый-лексиколог Морковкин В.В. утверждает, что «обучение языку – это, прежде всего, обучени е правильному пониманию и употреблению его слов, лексики. Если извлечь лексику, то в ней не останется ничего. Все в языке начинается со слов и кончается словами, вследствие чего овладение словарным запасом является центральной проблемой обучений иностранному языку» (Морковкин, 1988). Данная статья дает возможность найти путь к решению данной проблемы. Она представляет собой более детальное описание одного из видов речевой деятельности – аудирования. Оно является сильным толчком в обучении иностранному языку, с помощью которой студент сможет овладеть правильной интонацией, ударением, почувствовать мелодику речи.
Ключевые слова: аудирование, звуковая сторона языка, ритм, интонация.
1. Введение
К сожалению, на сегодняшний день данный вид речевой деятельности недостаточно изучен в методическом плане. Эта проблема достаточно глубоко объясняется Колесниковой А.Ф. в книге «Проблемы обучения лексике», где говорится, что «во-первых, системность в лексике – самое сложное явление в структуре языка, так как лексика пока еще трудно поддается упорядочению, и во-вторых, само по себе слово как основная базисная единица языка – тоже очень сложное, разноплановое и многомерное явление, универсальное по характеру и уникальное по объему выполняемых в языке функций» (Колесникова, 1977).
С какими трудностями сталкивается студент при овладении иноязычной лексикой?
1. значение и форма лексических единиц, которые предусмотрены программой на данном этапе; 2. научиться пользоваться этими единицами в реальной жизни; 3. научиться не только слушать тексты, но и услышать в них те лексические единицы, которые необходимы для общения.
Проблемы, связанные с лексикой и лексическим минимумом, рассматривались многими исследователями: В.Б. Беляевым, П.Н. Денисовым, В.В. Морковкиным, Е.М Верещагиным, В.Г. Костомаровым, А.Ф. Колесниковой, А.Н. Щукиным, Т.М. Балыхиной и др. По мнению ученых лексический минимум отбирается по следующему принципу: как часто они употребляются в речи, актуальность слов, тематическая отнесенность, сочетаемость их с другими словами, многозначность, синонимический ряд и др.
По утверждению Капитоновой Т.И., Московкина Л.В. лексический минимум составляет около 3000 слов, но не все эти слова усваиваются активно, например, около 1000 – пассивно. К концу курса обучения студенты могут использовать при говорении и письме 1500-1800 слов, а понимать при чтении и аудировании 2500- 2800 слов (Капитонова, 2005).
Для уровней А1 и А2 в обучении русскому языку какому объем лексического минимума, как пишет Азимов Э.Г. и Щукин А.Н. в «Словаре методических терминов», составляет около 800 единиц, для базового – 1300 единиц, а для первого сертификационного – 2300 единиц.
2. Методы исследования
Лексический запас – основа для использования языка, поэтому при изучении иностранного языка, в первую очередь, оценивается словарный запас. По утверждению Щукина А.Н. (Щукин, 2003), в методике KIRC XI Sessions on Language Acquisition & Related Areas - 12
существуют активный и пассивный лексический минимум. Активный словарь – это слова, которые студенты должны усвоить и употреблять для выражения своих мыслей, а пассивный - слова, которые студенты должны понимать при чтении и аудировании иностранной речи. Пассивный словарь пополняется за счет потенциального словаря, т.к. включает слова, о значении которых студенты могут догадаться по сходству со словами родного языка, по контексту и по словообразовательным элементам. Например, слово СТРОИ+ТЕЛЬ, УЧИ+ТЕЛЬ, где суффикс –ТЕЛЬ – обозначает профессию человека, то он может догадаться, что речь идет о личности, о его профессии.
Лексический запас на начальном этапе формируется на бытовом уровне, т.е. формируется некое ядро для дальнейшего изучения языка, которое по принципу концентризма будет обрастать новыми словами, новой лексикой.
3. Результаты исследования
Основные принципы отбора лексики определяется ее местом в языковой системе и коммуникативной ценностью лексического материала, т.е. необходимостью использования данного материала на начальном этапе – сфера общения – бытовые темы. Мы стараемся сгруппировать лексику по определенным темам, по фреймам (понятие пришло из психологии - сценарии), в них учитываются ситуации общения и участники общения.
Например, В МАГАЗИНЕ: продавец-покупатель; В ТЕАТРЕ: кассир – покупатель (типичные ситуации.)
Сочетаемость слов необходима для построения любого высказывания. Синтаксическая сочетаемость – управление глаголов и предлогов (изучение падежей).
Существуют некоторые особенности работы с лексикой на разных этапах начального обучения. Основной целью на первом году обучения лексике является овладение минимумом лексических знаний, которые необходимы для общения в различных ситуациях повседневной жизни. Все это является основой для дальнейшего изучения русского языка как иностранного в соответствии с требованиями их будущей специальности.
Методика обучения русскому языку как иностранному основывается на четырех видах работы: игре, движении, музыке и наглядности. Они развивают интерес к изучению языка, способствуют повышению качества обучения. Эти виды работ очень эффективны при обучении лексике, так как они позволяют провести презентацию и тщательную отработку новых лексических единиц в интересной игровой форме.
4. Обсуждение исследования
При обучении лексике на начальном этапе целесообразно использовать большое количество разнообразных игр, что позволяет ввести и отрабатывать новые лексические единицы в увлекательной форме. На практических занятиях должны использоваться игры с карточками, которые помогают визуально запоминать новые слова и применять их в реальной ситуации. Очень важна практическая работа с новыми словами по определенной теме, прежде чем переходить к воспроизведению данных лексических единиц.
На уроках необходимо иногда использовать музыкальный вид деятельности, который может быть представлен песнями, помогающими закрепить языковой материал, изучаемые лексические единицы и речевые образцы. Естественно, слова соединенные ритмом и музыкой, более эмоциональны и лучше запоминаются. После разучивания стихов, небольших песен, их лексическое содержание легко включается в активный словарь студента.
Еще один вид работы – это наглядность. Особенно эффективен он при изучении лексики, связанной с глаголами движения. Это означает, что студенты показывают жестами, мимикой или действиями то, о чем говорят. Конечно, с помощью двигательных упражнений можно отрабатывать и любые другие лексические темы.
Лексика запоминается лучше, когда значения слов продемонстрированы наглядно, при помощи картинок, рисунков, игрушек, жестов, мимики или реальными предметами. Средства наглядности служат не только для раскрытия значения слов, но и для их запоминания, при употреблении в ситуативных контекстах. KIRC XI Sessions on Language Acquisition & Related Areas - 13
В процессе обучения лексике русскому языку как иностранному, при отработке изучаемых слов можно использовать и такой вид работы как рисование: задания на раскрашивание предметов, обозначающих значение новых слов.
Чтобы закрепить лексический материал на начальном этапе изучения русского языка как иностранного необходимо выполнить целую систему подготовительных упражнений. Перечислим некоторые из них:
загадки и ребусы на угадывание слов; рисование предметов, обозначающих значение новых слов; физкультминутка - называние действий, выполняемых студентами; игра на внимательность и понимание значения слов - учитель называет лексическую единицу и показывает картинку; студенты повторяют хором слова, которые имеются на картинке; выбор слов или картинок по теме или по ситуации; повторение слов по принципу игры «Снежный ком» и многие другие.
Когда лексические задания увлекательны и интересны, изучаемый лексический материал хорошо запоминается. Это вызывает позитивное отношение к изучению русского языка.
На занятиях студенты-иностранцы очень любят загадки и ребусы, всегда внимательно их слушают, рассматривают и принимают активное участие в их разгадывании. Они развивают интиерес у языку, любознательность, внимание, память, музыкальный слух, креативность мышления, чувство юмора.
Загадки бывают разные. Например:
1. Обыкновенные загадки - при разгадывании их студенты знакомятся с окружающим миром, расширяют свой кругозор, тренируют находчивость, наблюдательность и память. В загадках студенты находят признаки предметов, сходство их с другими предметами, называют их и таким образом пополняют свой словарный запас.
2. Особый вид загадок - загадки-шутки. Эти загадки развивают логику студентов, так как отгадывание их намеренно отвлекает студентов от существа вопроса, являясь некой ловушкой в запоминании слов.
3. Существуют загадки, отгадки которых произносятся хором. Они обычно пишутся в стихах, и слово-ответ находится на самом конце последней строчки. Его очень легко отгадать по рифме, если словарный запас соответствует изучаемому уровню. Загадки с коллективным ответом особенно любят студенты начинающего курса. Они с удовольствием отгадывают эти загадки и дружно, хором выкрикиватютответы.
На начальном этапе обучения русскому как иностранному необходимо уделить достаточное внимание на слова, имеющие одно значение (книга, завтракать), два или более значений (доска, класс). Омонимы (мир, земля, лук), синонимы (думать, считать, полагать), антонимы (высокий – низкий, широкий – узкий, тяжелый - легкий) – тоже имеют определенное место в обучении языку.
Эти группы должны войти в лексический минимум на начальном этапе обучения, но с определенной осторожностью, так как существует как активный, так и пассивный запас слов. Поэтому ряд синонимов надо вводить в минимальном количестве, потому что большое количество синонимов, т.е. слов, близких, но все же различающихся по значению, затрудняют активное их употребление. Отдельный синонимический ряд или вовсе не включается в минимум, или делится между активным и пассивным запасом: врач – доктор; большой – огромный; всегда – постоянно; помогать – способствовать; мешать – препятствовать.
Антонимы же, наоборот, входят в лексический минимум достаточно большой группой: высокий – низкий, холодный –горячий, хороший – плохой, большой – маленький, друг – враг, помогать – мешать, стоять – бежать. Их можно вводить в соответствии с определенной разговорной темой, они усваиваются активно.
Как правильно представить слово? Интерпретация слова состоит в сообщении о нем таких сведений, которые дают возможность пользоваться им для совершения речевой деятельности. Сведений о слове должно быть столько, чтобы студент мог произнести определенное слово как отдельно, так и в контексте при чтении, узнавать данное слово в речи других, а также написать его со слуха. Последовательность предъявления слова такова: произнесение, правильность усвоения, артикуляция, работа над ошибками в произношении, возможные изменения в звуковой форме (чередование гласных, согласных, беглые гласные, KIRC XI Sessions on Language Acquisition & Related Areas - 14
написание с заглавной буквы, оглушение, озвончение). Учитываются и морфологические признаки: род, число, склонение, спряжение.
Закрепление лексической единицы. По итогам экспериментов установлено, что лексические единицы забываются в первые же дни, поэтому закрепление должно быть сразу после введения новой лексики по определенной теме. Закрепление можно проводить в виде различных тренировочных упражнений, игровых моментов, а также контрольных опросов. При этом первые лексические упражнения следует выполнять устно, независимо от того, для какого вида речевой деятельности оно предназначено; в качестве домашнего задания могут быть предложены как устные, так и письменные упражнения.
Лексические упражнения делятся на языковые (подготовительные) и коммуникативные (речевые).
Подготовительные упражнения помогают подготовить студента для речевой деятельности на изучаемом языке с использованием новой лексики по теме. С помощью этих упражнений студенты фиксируют в своей памяти те лексические единицы, которые необходимы для обсуждения той или иной темы. Коммуникативные лексические упражнения – это упражнения, основанные на уже введенных и освоенных лексических единицах, с помощью которых студент осуществляет свою речевую деятельность по различным ситуациям.
Завершающим этапом в усвоении новой лексики является активизация лексики. Для более эффективного усвоения лексической единицы необходимо среднем от 11 до 15 повторений. Основным способом активизации по мнению Щукина А.Н. является включение новой лексики во все типы упражнений, как сразу выполняемых, так и потом, но главное – их использование в текстах, в речевой деятельности.
В данной статье рассматривалось органическое сочетание лексических единиц с грамматическим материалом. На начальном этапе обучения русскому языку как иностранному обычно рекомендуется вводить новую лексику небольшим объемом (5-10 лексических единиц) по каждой теме, чтобы новый материал можно было успешно закрепить в памяти студентов. Помимо этого повторяется и отрабатывается ранее введенные лексические единицы.
Литература
Капитонова, Т.И., Московкин, Л.В. (2005) “Методика обучения русскому языку как иностранному на этапе педвузовской подготовки”, Златоуст. Колесникова, А.Ф. (1977) “Проблемы обучения лексике”, Русский язык. Щукин, А.Н. “Методика преподавания русского языка как иностранного”, Русский язык. Морковкин, В.В., Кочнева, Е.М. (1988) “Лексика в обучении языку: Методика”, Русский язык. Щукин, А.Н. (2003) “Методика преподавания русского языка как иностранному”, Русский язык.
KIRC XI Sessions on Language Acquisition & Related Areas - 15
Light in the Box: Creative Projects, Creative Thinking in the L2 Classroom
Catherine Carey, PhD, Associate Professor KIMEP university, Kazakhstan, Almaty [email protected]
Abstract : International educational curriculums in historically communitarian societies tend to favor functionalism and logical reasoning , “ critical thinking”, over the identification and development of highly individual projects that result from “ critical thinking”. Developing nations with Socialist backgrounds often have a perplexed relation to this hallmark of Western education, although linked to student agency, retention, and even entrepreneurship. I will highlight the value of borrowing from the arts and media to reinforce content and frame opportunities for original thought, using student samples and comments from a range of non-fine arts classes. Key words: creativity, critical thinking, arts education.
International educational curriculums in historically communitarian societies tend to favor functionalism and logical reasoning, that is, critical thinking, over the identification and development of highly individual projects that result from creative thinking.
Because critical thinking operates within a closed system of apriori thought, we might think of critical reasoning as a pre-inscribed box. Often termed convergent thinking, this type of thought bases itself on recalling and utilizing existing evidence. It breaks down parts of the whole in order to find solutions by examining and evaluating each component (analysis). Seeking a single answer and associated with Science, Logic, and Mathematics, critical thinking seeks to locate or converge upon a single answer deemed to b e superior to other options that, in fact, eliminates and discredits as false or unfounded all but one option. This thought process is also often termed linear because new ideas result from and must be consonant with ideas that have been proved before.
Creative thinking, on the other hand, is not an arrow pointing downwards from a proved concept to a chain of confined probabilities or possibilities. Instead, it sparks arrows that branch horizontally in many independent directions and is, for this reason, termed divergent. Divergent thinking prizes the identification and development of highly individual original projects that result from the consideration of multiple options.” It is characterized by openness to new information and perspectives; multiple solutions, as well as combinations of ideas; original and imaginative perspectives and solutions. This thinking is appropriate for considerations of human life, including Ethics, Aesthetics, and all the Social Sciences, such as Psychology and Education.
One of the hallmarks of divergent thinking is to delay evaluation of ideas while still in the process of generating them. Another is to project problems forward in time and to think beyond present solutions and scenarios, in other words, to shine the light of the intellect and imagination beyond the enclosures of the box of present-day reality.
Developing nations with Socialist backgrounds, and, in fact, other highly technologically-driven societies, often have a perplexed relation to this hallmark of Western education, although creative or divergent thought is highly linked to student agency, how students view themselves as decision-makers and future citizens; retention of students in a university program, job situation or profession; or even to entrepreneurship; as well as to winning of world-class honors and prizes.
However, critical and creative thought need not exist as polarities, especially in educational situations, since best results occur when both types of thinking are used in tandem as separate but sequential parts of a single process. Far from being mutually exclusive, critical and creative thought can be used together. In the first phase, we use divergent thinking to go beyond reason and to generate many ideas. No premature criticism is allowed. In the second phase we use convergent thinking to evaluate ideas against agreed upon criteria. It is important to use these modalities in sequence and not to mix up. (Paul Sloane, Innovation and Excellence, 2012.)
I will highlight the advantages of borrowing from the arts and media to reinforce content and frame opportunities for original thought, using student samples and comments from a range of non-fine arts classes. I am an advocate for including high-interest media and brief literary selections across the board, as opportunity presents, in language classes of all sorts and also across the multiple disciplines of a university program. Such borrowing will reinforce the prescribed content of the course; frame opportunities for original thought within assignments; and encourage student‘s active contribution to class discussion by introducing a range of culturally relevant materials. I draw support from student projects and evaluation comments from a range of non-fine arts classes over three years.
KIRC XI Sessions on Language Acquisition & Related Areas - 16
I have been the instructor for the few Humanities courses offered at my university: Introduction to Theatre, and Introduction to Film. Both of these courses are content-laden and, according to an approved syllabus, require a historical overview of the genre, definition of terms, and identification of certain conventions and techniques gained through Power Point lectures and readings assigned from a textbook in some cases. I do provide opportunity for original divergent thought by asking for write-in answers to interpretive questions that I post as a form of on-line discussion for the class to view and consider. As a culmination to the Theatre and Film courses and a final exam, students form groups to develop and enact a short original play or film. While originality is one requirement for these high-stakes projects, other criteria hold them responsible for application of concepts presented in the course. Outside judges with some expertise in the content areas are invited to give an objective evaluation of how well student groups met the stated criteria.
I have used borrowings from the Humanities and Arts to lend content to otherwise content-less courses, such as Academic Speaking and Academic Reading and Writing II.
In the speaking class, I chose to relate public speaking to leadership qualities by viewing with the class a film about Nelson Mandela, Invictus, in which Mandela speaks persuasively to unite the new nation around a failed football team just in time for the World Cup. We followed up with students presenting videos of speeches that they thought had made a difference to the world and also with groups viewing and presenting clips from additional films where the ability to speak was crucial to the leader’s success: Evita concerning Eva Peron; The King’s Speech, about the plight of Prince Albert who stammered; The Queen, concerning Queen Elizabeth and Tony Blair’s public roles after Diana Spencer’s tragic death; and ,Iron Lady, describing the rise and career of Margaret Thatcher, daughter of a grocer marked by her working class accent.
In the writing class in order to stimulate pursuit of original topics for semester-long research, I have included both songs and poems as prompts for discussion and reaction, playing them from You Tube or reading them aloud. I also have set a theme for the course that I will change each year; mine is called “About Face,” and includes readings of many sorts on to develop the topic. Students are not limited to the theme, but several found it stimulating. For instance, one student as a result of the theme and readings choose to investigate the “burden” of an overly attractive female face or form and whether exceptional beauty comes at the expense of full personality development. Another wondered about the “missing faces” of females in the profession of war correspondents. Another wanted to project the face of a new Kazakhstan in terms of quality of life for ordinary citizens if the nation joined certain treaty organizations. Others undertook to construct profiles of revolutionaries or compulsive gamblers.
Students enjoy the occasional insertion of the many types of arts, which actually reinforces content by capturing attention. While effective, I also think of arts moments as “lightening up” the classroom by eliciting participation and alleviating the dryness of informational lectures with humor and perplexing human situations.
References Forbes,com /…/entrepreneurs need creative thinking. Gardner, Howard. Creating Minds. New York: Pearson Book Group: New York, 1993. Sloane, Paul. (2012). Innovation and Excellence: www.destination. Innovation.com.
KIRC XI Sessions on Language Acquisition & Related Areas - 17
Қазақ тілін оқыту әдістемесіндегі мультимедиа мәтін және мәдениет
Ләйла Ерменбаева, ф.ғ.к. КИМЭП университеті Алматы Қазақстан Республикасы
Абстракт. Жаңа ғасырды, жаңа буынды жаңа технологияларсыз көзге елестетудің өзі қиын. Жаңа технологиялар қазақ тілін оқып-үйренуге деген қызығушылықты, мотивацияны арттырудың бірден бір құралы екені сөзсіз. Тіл дегеніміз түп негізінде аудиалды жүйе болғандықтан, тілді грамматикадан емес, қайта-қайта естіп, қайталап, жаттаудан үйренетіні белгілі. Ол үшін күнделікті өмірде таза қазақ тілінде сөйлейтін орта болмаса, аутентті мәдени контексі бар мультимедиа мәтіндерге жүгіну қажет. Тілді табысты үйрену үшін сол тілдегі мәдени контекстің маңызы зор. Қазіргі оқытушылар жаңа медианы көбірек пайдаланaтынын ескерсек, бұл әрине, негізінен, Интернеттегі қазақ тіліндегі бейне материал мәтіні. Оның тілі қарапайым болып, шұбалаңқылыққа бармаса керек. Қазақ тілін оқыту әдістемесінде мультимедиа мәтіннің мәдени контексі қалай көрінбек? Мәдени код – белгілі бір мәдениетті түсінудің кілті. Әр елдің өздеріне ғана тән ата-бабаларынан мұра болып қалып отырған өзіндік мәдени ерекшеліктері бар. Бұл белгілі бір формада кодталған белгілі бір ақпарат және ол мәдениетті тануға, түсінуге мүмкіндік береді. Қазақ тілін үйреткенде, қазақ халқының сана-сезім стереотиптерін де түсіндіре, жеткізе, сіңіре алсақ, иммерсия әдісі жүзеге аса алар еді. Айту оңай, білу жақсы, бірақ оны қалай жүзеге асырамыз деген сауал әлі күнге шейін күн тәртібінен түскен жоқ. Басты сөздер: мультимедиа мәтін, мәдениет, тілдің коммуникативтілік теориясы, конструктивизм теориясы, аутентті мәтін, табиғи әдіс, иммерсия, қазақ тілін шет тілі ретінде оқыту, мультимедиа және көптілділік, мультимедиа және көпқырлы ойлау теориясы.
Multimedia Texts and Culture in Teaching Kazakh as a Foreign Language
Laila Yermenbayeva Language Center, KIMEP University, Kazakhstan [email protected]
This paper considers various approaches to using multimedia texts and their cultural contexts in the teaching of foreign languages, particularly in teaching Kazakh as a foreign language. Multimedia texts are a synthesis of cinema, theater, music, literature, and fine arts. In our rapidly changing time, anew generation known as 'digital natives' are more receptive to any information presented through multimedia technologies. Multimedia texts in the context of the target language culture exert a powerful influence on the development of all types of speech activity, familiarize students with the way of life, mentality, national character, and value system, which have an important role in international communication. The author explores effective uses of various multimedia texts in the teaching of foreign languages with the the example of Kazakh as a foreign language and focuses on the issue of the inability to learn language without cultural background, which allows for the most complete language immersion. Multimedia texts in the target language provide authentic materials that contribute to the exchange of cultures directly in the lesson, encourage real contact with the representatives of this culture, enhance motivation to learn the language, and develop critical thinking. As the main tool for multimedia texts, computers allow teachers to diversify the learning process through various programs, for example, wordle, tagxedo, draw video and other traditional approaches to change the text format. The paper presents examples of the new text formats, which allow students to perceive and learn the language holistically. It also includes studies of various media texts and their findings. Modern teaching theories provide powerful theoretical support for Kazakh language teaching in the context of multimedia networks and their practical use in teaching.
Keywords: multimedia texts and culture, effective methods of teaching Kazakh language as a foreign language, speaking activities, new technologies, communicative competence theory, multimedia and multiple intelligences, cultural code.
Кіріспе. Жаңа ғасырда, жаңа буынға жаңа технологияларсыз тіл үйретуді көзге елестету мүлдем қиын. Бұл мақалада мультимедиа дегенннің не екенін айтып жату артық деп білеміз, себебі жалпы оның пайдасы KIRC XI Sessions on Language Acquisition & Related Areas - 18
жайында осыған дейін де бірнеше мақала беттерінде сөз қозғаған болатынбыз. Мультимедиа технологиялардың біздің күнделікті өмірімізге келуі, өзінің нық орнын алғаны сонша, оның қазақ тілін оқыту әдістемесіндегі мәтін мен контекст арасындағы ықпалы мен қажеттігі қазір бұрынғыдан да арта бермек. Тілді табысты үйрену үшін сол тілдегі мәдени контекстің маңызы зор. Тілді табысты үйретуде А.Байтұрсыновтың (1992,442) ‘ұстаз-ұста’ теориясы ойға келеді. Тіл үйретуші оқытушылардың көпшілігінің түйсiнeтіні: тіл үйрету дегеніміз – параллельді түрде сол тілге еншілі мәдениетті де таныту. Американдық ғалым Клер Крамштың [2004,39] пікірінше, “мультимедиа технологиялардың күші де қиындығы да – мәтінді контекстілеу және контекстіні мәтінмен қамтамасыз етуде”. Бұл ой әсіресе, қазақ тілін екінші және шет тілі ретінде оқыту әдістемесінде аса өзекті деп білеміз. Себебі қазақ тілі ана тілі болып табылатын студенттер үшін аутентті мәтіндер арқылы қазақ мәдениетін түсіну мәселесі мүлдем қиындық туғызбайды десек болады. Алайда, өзге мәдениет өкілдеріне қазақ тілін оқыту әдістемесінде біз шет тілдерін оқытудың жалпы стандарттарына сүйенуге тиіспіз. Сол сияқты Қазақстан Республикасында қазақ тілін шет тілі ретінде оқытудың стандарттарын қайта қарау мәселесі туралы сөз қозғайтын уақыт келіп қалғаны аян. Негізгі бөлім. Жалпы белгілі бір тілді шет тілі ретінде оқыту стандарттары басты бес қағиданы алға тартады. Олар:
● мәдениет; ● коммуникация, яғни тілдік қарым-қатынас; ● байланыс; ● салыстыру, сәйкестендіру; ● қоғамдастық.
Аталмыш стандарттар оқытушылардың оқу сыныптарындағы күнделікті практикасында жүгінер маңызды мәселелері болмақ. Ал егер қазақ тілін шет тілі ретінде оқыту мәселесін алсақ, бұл ретте мультимедиа мәтіндерсіз оқыту мүлдем мүмкін еместігін тағы да алға тартамыз. Әрине, тілді шет тілі ретінде оқыту стандарттарымен қатар, мультимедиа мәтіндер арқылы оқытудың да өзіндік теориялары қалыптасқанын айта кету абзал. XXI ғасырда білім алып жатқан студенттерге ескіше ‘тақта’ мен ‘бор’ ғана жеткіліксіз. Тіпті кәдімгі тақта мен бордың қажеттігі жоқ заман туғанын еске алуымыз қажет. Ең алдымен, психологиялық тұрғыдан, алдымызға келетін студенттердің ‘digital native’, яғни цифрлық әлемнің қыр-сырын ‘іштен туа’ білетіні шет тілдерін оқыту методологиясында өз алдына теория көзі болып табылатыны белгілі. Осыған байланысты, Маурен Вильсеннің (2004, 3) зерттеулерінен түйген кеңестерге назар аударуды және оған өз жағдайымызға сай түсініктеме беруді жөн деп санаймыз:
1. Студент пен оқытушының ынтымақтастығы. Бұл жалпы кәсіби деңгейдегі студент-оқытушы байланысы студенттің тіл үйренуге деген мотивациясын туғызып, шабыттандырады және оқу тәжірибесін түзуге себін тигізетін тандем. Сонымен қатар, ата-ананы да осы үдеріске тарту аса маңызды.
2. Оқу үдерісі - екі жақты әрекет. Жалпы ынтымақтастық. Бұл жаңа ғасыр студенттері негізінен, топта жұмыс істегенді қалайды деген сөз. Яғни сыныпта топтық, жұптық жұмыстардың басым болуы маңызды.
3.Тілді белсенді үйрену. Бұл ретте студенттерді жаңа технологиялардың ең соңғы үлгілеріне сүйене оқыту. Жаңа технологиялар сабақтағы мәтіндерді жаңа форматта ұсынуға мүмкіндік беретінін ұмытпау және оларды мүмкіндігінше пайдалану қажет. Бұл өз алдына, оқытушыларға оқыту сапасын үнемі арттырып отыру жауапкершілігін жүктейтіні белгілі.
4.Кері байланыс. Студенттер оқу үдерісінде өз білімдерінің қаншалықты дұрыс және ілгерілеу жылдамдығының қандай екенін білгілері келеді. Жалпы қазақ тілін шет тілі ретінде оқыту әдістемесінде студенттің прогресі аса маңызды. Себебі студенттің өз нәтижесін, жетістіктерін көргені оларды одан сайын шабыттандырып, алға жылжуға ынталандырады. Кері байланыс қағидасының да өз теориялық негіздері бар. Мәселен, жай ғана сөзбен ынталандыру я болмаса, қолпаштау жеткіліксіз деп саналады.
5.Тапсырмалардың уақытында беріліп, уақытында тексеріліп отыруы. Оқытушы студентке уақтылы көмек беруге даяр болуы мәселесі оны дұрыс бағалауға және студенттердің де өз тапсырмаларын уақтылы тапсыру тәртібіне, сыни ойлауға тәрбиелейді
6. Жоғары нәтиже күту. Оқытушы студенттен неғұрлым жоғары нәтиже күтетінін білдіріп отырса, соғұрлым студент ұстазының үмітін ақтауға тырысады. Әсіресе, мультимедиа мәтіндердегі тыңдалым үшін жоғары кәсіби деңгейде дайындалған мәтіндер студенттің солардың сөздерді дұрыс, анық көркем айтылуына назар аударып, өздері де ‘ұқсап бағуға’ тырысатыны практикадан белгілі болды.
KIRC XI Sessions on Language Acquisition & Related Areas - 19
7. Дарынның алуан түрлілігі және таным амал-тәсілдері. Студенттердің ойлау қабілеті және соған байланысты оқу стильдері әр түрлі болатыны белгілі. Осыған байланысты мультимедиа мәтіндер Г.Гарднердің (1999,4) ойлаудың және ақпаратты қабылдаудың алуан түрлілігі теориясына (theory of multiple intelligences) байланысты аудиалдар, визуалдар, кинестетиктер, вербальді-кеңістікті, лингвистикалық және т.с.с. типтері арқылы ықпал етуге мүмкіндік беретіні де дау туғызбаса керек. Қазақ тілін шет тілі ретінде оқыту әдістемесінде мультимедиа мәтіндердің маңызы сол: саусақтарын қимылдатумен қатар, студенттер түр, түс, дыбыс, қимылды көріп, қабылдай отырып, қазіргі күнделікті өмір реалияларымен ғана емес, жалпы қазақ тарихымен, мәдениетімен, дүниетанымымен таныса алады.
Қазіргі заманда жалпы тіл оқыту\үйрету әдістемесі бұрынғы мұғалім студент схемасынан біржола алшақтап, студент мұғалім схемасына көшуде.
Сондықтан оқыту процесі дегеніміз ынтымақтастық процесі десе де болады. Бұл әсіресе, мультимедиа мәтіндер арқылы оқыту әдістемесінде аса маңызды. Себебі оқыту процесіне студенттердің өздерін тарту арқылы тілге деген қызығушылықты арттыру мүмкіндігі бар. Тіл үйретуде, тіл оқыту методологиясында мультимедиа мәтіндермен жұмыс басты бірнеше теорияға сүйенеді. Олар:
▪ Конструктивизм теориясы. Осы теорияға жүгінсек, конструктивистер оқу, үйрену процесі дегеніміз ол бұрынғы алған білімді байыту, көтеру деп түсінеді. Алайда тілдік білім тек ұстаздың нұсқауларымен ғана ілгерілемейді. Тілдік білімді ілгерілету үшін басқа адамдармен араласу, соның ішінде ұстаз-шәкірт ынтымақтастығы , коммуникациясы, ақпарат алмасу және тағы сол сияқты интеракция жүзеге асуы тиіс. Тағы бір айта кететін жәйт, студенттерге «ғұмыр бойы білімдену, оқу-үйрену» қағидасын сіңірудің маңыздылығы.
▪ Коммуникативті оқыту теориясы. Аталмыш теория Делл Хаймның (1972, 269) коммуникативті біліктілік теориясы мен Майкл Халлидейдің (1994,15) функционалды тіл теориясына сүйенеді. Ал оларды аталмыш теорияларды дамытуға ынталандырған өз алдына Ноам Хомскийдің (1965,7) тілдік біліктілік жөніндегі теориялары болатын.
▪ Меңгеру және нәтиже шығару жорамалдары. Бұл жорамалдар негізінен, екінші тілді оқыту әдістемесінде көбірек қолданылатын болса да, қазақ тілін шет тілі ретінде оқыту методологиясына да сай келетінін байқауға болады. Қабылдау және нәтиже шығару жорамалдары мультимедиа мәтіндер арқылы оқыту ісінде мықты әрі нақты база бола алады деп ойлаймыз. Ол өз алдына Стивен Крашеннің (1982, 30) екінші тілді меңгертудің басты бес гипотезасына сай, қандай материалды игертетініңіз - ең бастысы. Бұл орайда, қазақ тілі мамандары үшін осы мәселе ең қиыны деп ойлаймыз. Себебі оқуға-оқытуға арналған арнайы инструкциялық видео жоқтың қасы. Сондықтан жоқтан бар жасап, қолда барды оқу тұрғысындағы материал етіп, студенттерге ұсынуға тура келеді. Әлбетте, бұл біраз уақытты алатын еңбек. Дегенмен, заманға ілесу үшін қазақстандық веб парақшалардағы телевизия мен радионың алтын қорындағы ең жақсы медиа материалдарды қарап, сұрыптау және қазақ мәдениеті мен салт-дәстүрлерін, әдет-ғұрыптарын көрсететін деректі фильмдердің тілін сәл жеңілдетіп, жөндеп барып, шетелдік студенттерге ұсынуға тура келеді. Көп жағдайда деңгейіне қарай ешқандай өңдеусіз-ақ пайдалануға болады. Аталмыш гипотезаның ерекшелігі ол тілді табиғи әдістермен үйретуге меңзейтіні. Сондықтан осыған сай, тілдің түсінікті болуы шарт. Ол үшін метатілді (көбіне ағылшын тілі) сабақ барысында мүмкіндігінше аз қолдану керек. Сонда ғана, толыққанды иммерсия әдісін жүзеге асыруға болады деп есептейміз. Өзге ұлт өкіліне қазақ бейсанасын түсіну оңай емес. Мәдени бейсана дегеніміз - сөйлегенде анық көрінeтін, анық сезілетін нәрсе емес, ол кәдімгі түсініктен жасырын жатқан, бірақ іс-әрекеттер мен қылықтардан байқалатын феномен. Яғни ұлттың мәдени коды олардың мінез-құлық реакцияларын ұғуға көмектесетін, халық психологиясын көрсететін ерекшелік болса керек. Мәселен, халықтың салт-санасы жайлы біліммен аңыз-дастандардан, халық ауыз әдебиетінен сусындауға болады. Ал аталмыш мәтіндерді сол табиғи күйінде жалғастырушы деңгейде ұсыну дұрыс деп түсінеміз. Бастауыш деңгейлерде, негізінен, қазақи мінез- құлықты қарапайым күнделікті тұрмыстық диалогтар арқылы танытуға болады. Дегенмен, шетелдік студенттің қазақты дәл қазақтай түсіну білігіне жеткізу - ұзақ процесс. Қорытынды. Қазақ тілін шет тілі ретінде оқыту әдістемесінде, шапшаң нәтижеге қол жеткізу – маңызды. Бұл әр сабақта, бұрынғы біліміне тағы 1 білім қосып отыру деп түсініледі. Осылай жаңа ақпаратты біртіндеп-біртіндеп енгізіп, бұрынғы ақпаратты қайталап, пысықтап, дамытып отыру әдісі жаңа болмағанымен, мультимедиа мәтіндер арқылы тіл меңгертуде бізге маңыздысы, мәдени контекстің болуы. Тіл өзі жеке дара оқытылмайды. Тіл дегеніміз – мәдениет. Тіл - ол мәдениетті тасымалдаушы, жеткізуші құрал. Тіл мәдениеттер диалогы болғандықтан, тілдік орта болуы шарт. Тілдік орта дегеніміз - мәдени орта. Тіл - түп негізінде аудиалды жүйе. Тілді грамматикадан емес, қайта-қайта естіп, қайталап, жаттап, KIRC XI Sessions on Language Acquisition & Related Areas - 20
алғашында автоматизмге жеткізіп үйренетіні белгілі. Сондықтан мультимедиа мәтіндер тілдік әрекеттердің барлығын: тыңдау, оқу, сөйлеу жазуды дамытуда таптырмас құрал болып табылады. Сонымен, студент өзгерді, когнитивті төңкерістің нәтижесіндегі жаңа технологиялардың төңкерісі, ақпараттар легі заманында қазақ тілін шет тілі ретінде оқыту әдістемесінде ең алдымен, ұстаздың санасы өзгеруі тиіс демекпіз.
Қолданылған әдебиет тізімі:
Байтұрсынұлы, А. (1992.) Тіл тағылымы. (қазақ тілі мен оқу-ағартуға қатысты еңбектері). Алматы: Ана тілі.
Krams, C. (2004) Context and Culture in Language teaching. Oxford University Press.
Chomsky, N. (1965). Aspects of the Theory of Syntax. Cambridge, MA: MIT Press.
Halliday, M. (1994). Introduction to Functional Grammar, (2nd ed). London: Edward Arnold.
Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Pergamon Press Inc. Hymes, D.H. (1972). On communicative competence. In J.B. Pride & Holmes, J. Sociolinguistics: selected readings. Harmondsworth: Penguin. ISBN 978-014080665-6.
Mauren, E. W. (2004). Teaching, Learning and Millennial students. 106, 56-57
Gardner, H. (1999). Multimedia and Multiple Intelligences. EDUC-685: Dave Alick.
KIRC XI Sessions on Language Acquisition & Related Areas - 21
Greetings and Address Terms of Central Asian University Students Used in Emails to their English Lecturers
Karimova Dinara, MEd Language Center, KIMEP University [email protected]
Abstract: This study explored Central Asian, mainly Kazakhstani, university students’ greetings and address terms used in written correspondence with an English language lecturer. The data included 196 emails from 30 students who studied in two different English courses; it was analyzed in relation to the power-and-solidarity model and the widely accepted norms of address in academia, where English is the main language of instruction and learning. The findings indicated that a typical student greeting was “Hello”; the general address tone was semi-formal; most of the participants used the lecturer’s first name, lower-case letters and many smile symbols. Only several participants employed power-politeness and used formal vocatives indicating distance with the lecturer. However, the male participants demonstrated more formality in addressing the lecturer rather than female students. All but two of the participants followed the avoidance strategy and used zero greeting and address form in some of their emails. In addition, the participants from an academic English course used various greetings and address forms more frequently than the foundation English learners. One teaching implication was that ESL students need to be introduced both formal greetings and address terms and lecturers’ own preferences in verbal and written interaction. This will help students communicate with their lecturers with more confidence and understanding.
Keywords: greetings, address terms, Central Asia, students, electronic correspondence
In interaction, besides sharing thoughts and factual information, people consciously or unconsciously reveal their cultural, social and other identities, define and negotiate their relationships and show the level or friendliness or formality they wish to establish with their interlocutors. Terms or forms of address include and reflect all these different functions of language as different choices of addressing people express feelings and attitudes as well as the nature of relationship between the interlocutors (Formentelli, 2009). One of the specific domains of address is the address strategies and behaviors used by university faculty and students who teach and study in English throughout the world. This topic has been explored in the British higher education institutions (Bargiela et al., 2002; Dickey, 1997; Formentelli, 2009) and within American academic settings (Brown & Ford, 1961; Murray, 2002; Yang, 2010). The use of address terms in some academic settings seem to be changing over time. For instance, in early 2000s, Murray (2002) found that American English speakers tend to abandon the power dimension and formal distance forms and demonstrate more intimacy and familiarity in interactions, in other words, they favor the solidarity dimension in the power-and-solidarity model of the address phenomenon. While conducting his research at a British university, Formentelli (2009) came across a conclusion that many British students often employed formal vocatives (title + surname and honorifics) towards their lecturers. Still the question of how to properly address lecturers in English in oral interactions and written correspondence concerns not only researchers, but many students themselves. It is now widely discussed by both native and non-native English speaking students on different online forums including Thestudentroom.co.uk, Forumwordreference.com and others.
To date, only a limited number of studies have explored how students for whom English is a second language address their English teachers. For example, Levy (n. d.) draws ESL participants’ attention to the necessity to teach an appropriate address register in an academic setting because such phrases like “Yo, Dude” is perhaps fine for the dormitories, but not the classroom. However, there is almost no available research on the usage of address strategies by English learning students in Central Asia, particularly, in Kazakhstan. Besides, there is limited research examining the differences, if any, in address terms and greetings used by female and male undergraduate ESL learners in written correspondence with their faculty. In addition, it is difficult to find educational literature comparing the address terms and greetings selected by ESL students who study at various levels of English language courses. So, the purpose of this study is thus to explore the written practice of greetings and address among Central Asian students who study at a Western-type university in Kazakhstan in relation to the power-and-solidarity model and the widely accepted norms of address in academia, where English is the main language of instruction and learning. There are four research questions to be explored in the study. The first one is, “What kind of greetings and address forms are used by foundation and academic English students in written correspondence with their lecturers?” The second one is, “What level of formality expressed in greetings and address terms is observed in this correspondence?” The third one is “Does gender as a social factor influence the students’ choices of greetings and address forms?” And the last question is “Does the duration of learning English by university students influence the students’ choices of greetings and address forms”
Methodology I used an ethnographic method in order to conduct this research and to capture social meanings and ordinary academic activities of Central Asian students during their normal correspondence with the lecturer at an English- KIRC XI Sessions on Language Acquisition & Related Areas - 22 based university. I decided to focus on the observation of the out-of-class participant correspondence with the English language lecturer because of immediate availability of necessary data. Context. To minimize any possible risk to the site, I used acronyms instead of the true name of the institution and its official course titles. So, the research project was implemented at the University, which is an urban, independent, Western-type institution located in Almaty, Kazakhstan. All degree programs are taught in English by both local Kazakhstani, whose native language often is either Kazakh or Russian, and foreign faculty from different countries. Thus, it is crucial for the students to be fluent users of English, too, in order to successfully study in language, general and core subjects. Having been admitted to the University, undergraduate students should take either foundation or academic English courses depending on their level of proficiency. Participants. The targeted group was all students at the University taking academic and foundation English classes with the focus on those learners who took classes from me during the last two academic years. The participants include 13 male and 17 female students, of whom 18 participants took an academic reading and writing English class (thereafter ARW) and 12 studied at a second-level foundation English course (thereafter FE). Most of the participants in both courses are Kazakhstani residents with only two male students coming from Uzbekistan and Tajikistan. In addition, being an English language lecturer for whom English is a second language, I took part in the study because I decided to use a convenience sampling approach and collect already available, yet original data from my students. So, for the study investigation and analysis purposes, I used emails of my undergraduate students, who studied in one of my foundation or academic English courses in 2013. In the classroom, at both foundation and academic level, I usually ask the students to address me, preferably, by my first name Dinara in order to establish more solidarity and friendliness between the learners and me. Tools. The data was collected from 196 electronic messages received from the students studying in the academic reading and writing as well as the foundation English courses. The messages were not sorted; I included both messages with text and blank emails (just with an attached task). As for the instrument, I tested the data according to the four main address strategies generally employed in the academic settings in the English-speaking countries. These strategies include title + last name (TLN), first name (FN), honorific (HON) and avoidance (Formentelli, 2009). In addition, university members use the word Dear + title + last name, Dear + first and last names and Dear + honorific + last name to indicate more formality or Dear + first name or Hello + first name to emphasize less formality in academic English written correspondence (Lee, 2008). Study Results: Academic Reading and Writing Course Students I collected and explored 117 emails from 11 ARW female students and 46 emails from six ARW male students. Table one illustrates three main address strategies used by the ARW female students in their emails to me: first name (FN), Dear + first name (DFN) and avoidance (AVO), or zero explicit address form. The two common address strategies found in the ARW male students’ messages were first name (FN) and avoidance (AVO), or zero explicit address form. Both female and male participants also use first + last name (FLN), honorific + first name (HFN) and Dear + first and last names (DFLN). However, there were some differences in the address terms in these two groups. Female students occasionally chose Dear + title (DT), and Dear + honorific + first name (DHFN), whereas male learners opted for honorific + last name (HLN), Dear + honorific + last name (DHLN) or even first + patronymic name (FPN). Table 1 ARW Female Students Address Strategies and Greetings: Frequency and Examples FN FLN HFN DFLN DFN DT AVO 4 students 2 students 2 students 1 student 4 students 1 student 11 students (36%) (18%) (18%) (9%) (36%) (9%) (100%)
Hello good Miss Dinara, Dear Dinara Dear GOOD None Dinara! evening Karimova, Dinara, MORNING Dinara DEAR Karimova, TEACHER ARW Male Students Address Strategies and Greetings: Frequency and Examples FN FLN HFN DFLN HLN FPN DHLN AVO 2 students 1 student 1 student 2 students 1 student 1 student 1 student 5 students (33%) (16%) (16%) (33%) (16%) (16%) (16%) (83%)
Good Hello, Добрый Dear Dinara Good Здравст-вуйте Dear Ms. None morning Dinara день Ms. Karimova, evening, miss Динара Karimova, Dinara! Karimova. Dinara, Karimova, Камидовна)
One of the most communicative ARW female students used the most number of formal greetings and address terms such “Good morning!”, “Dear Dinara Karimova” and others; however, her four messages were typed in capital, which is not a normal practice in an English academic setting. Another such a frequent writer used quite informal greetings with occasional address terms, for example, “Hello Dinara!”, “hello!”, “hi!” and others. So, based on the results, the most common greeting was “Hello” followed by “Good evening”. The most typical address form was KIRC XI Sessions on Language Acquisition & Related Areas - 23
“Dinara”; the other address forms were “Miss Dinara” and “Dear” used with “Dinara” or “Dinara Karimova”. Also, all female ARW students in some or most of their messages avoided to greet and address their lecturer at all. As for the male ARW students, during the course period, six out of seven male students corresponded with their lecturer. Only one student always included some greeting and address form in all his emails, whereas five other students employed the avoidance strategy in either some or all of their messages. The most communicative student included various semi-formal and informal greetings and address terms (in both English and Russian) in his messages such as “Hello, Ms Dinara.”, “Good evening, miss Karimova,”, “Здравствуйте, Ms. Dinara :)” and others. Another student used the most formal greetings and address terms such as “Dear Ms. Karimova” and “Dear Dinara Karimova.” The review of the results indicated that the most common greetings among male ARW learners were “Hello” and “Good evening”. The most typical address form was “Dinara Karimova”, mainly used with “Dear”; another common address form was “Dinara”. Surprisingly, one male student mixed the English and Russian languages to create his special greetings and address terms including “Здравствуйте Динара Камидовна)”, “Здравствуйте, Ms. Dinara :)” and “Добрый день Ms. Dinara,”. Study Results: Foundation English Course Students Second, I received 33 emails including 18 sent by six female learners and 15 emails by six male students. One female and one male student never sent any electronic messages to their lecturer; they communicated with the teacher just verbally and submitted the tasks only in the hard copy. Actually, the students were asked to print and bring their tasks to every class so that they can share, peer review and edit, if necessary, their work before submitting it to the instructor. Also, most FE students preferred to stay after class to ask a question, clarify a task or inform the teacher about something related to the coursework. Another reason might be that the students studying at a lower-level foundation English course were not yet comfortable with writing in English and perhaps making some grammatical or lexical errors. For some students, who had just finished their high schools with the language of instruction being either Russian or Kazakh and who studied and used English only during their English lessons, this was their first course conducted just in English, for others – the second one. As a result, the frequency of electronic correspondence is not remarkable. According to the data shown in table two, both FE female (83%) and male (100%) students used the avoidance address strategy (AVO) more than any other in most of their electronic messages. The other address choices were dissimilar. For example, female participants addressed me by first name (FN) or first + last name (FLN) or used a neutral pronoun you (P). Only one male student FEM1 demonstrated the use of other address forms including Dear + title (DT), Dear + title + first + last names (DTFLN) and Dear + first + last name (DFLN). Table 2 FE Female Students Address Strategies: Frequency and Examples FN FLN P AVO 2 students 1 student 2 students 5 students (33%) (16%) (33%) (83%)
Good Dinara Hello, can you None afternoon, karimova send me...? Dinara! FE Male Students Address Strategies: Frequency and Examples DT DTFLN DFLN AVO 1 student 1 student 1 student 6 students (16%) (16%) (16%) (100%)
Dear teacher dear our teacher Dear Dinara None Dinara Karimova Karimova
Only FE female participant has turned out to be the most communicative student, who used the most number of formal greetings including “Good afternoon,” and “Good evening,”; this student addressed me by first my name “Dinara”. Two learners chose to use the pronoun “you” in addressing their instructor. Besides, although the majority of female students used some kind of a greeting or an address term in their emails, they also sent messages without any greeting and/or address term. In addition, two female students sent blank messages without any text at all. Overall, the most frequent greeting and address term were “Good evening” and “Dinara”. The most communicative student was actually the only male learner who used a formal address form such as “Dear Dinara Karimova”. However, this and other address forms used by this student were included when he posed some questions or requests to the teacher; he also avoided any messages at all when he submitted a written task. The other male learners avoided to use any greeting and address form in their rare messages, which often came blank, but with an attached task. Discussion Overall, the general greeting and address tone of both ARW and FE male and female students is semi-formal, which is expressed by using the greeting “Hello”, the lecturer’s FN, lower-case letters and smile symbols. Indeed, only a few male and female ARW and FE participants employed power-politeness and used formal vocatives indicating KIRC XI Sessions on Language Acquisition & Related Areas - 24 distance with the lecturer because of her occupational status in the institutional hierarchy. Furthermore, some students personalized their greetings and/or address terms, perhaps, to differentiate their linguistic choices and express their sympathy towards the teacher. One reason of the overall tendency to use semi-formal greetings and address forms might be that the lecturer herself tries to create a more informal and learner-friendly atmosphere in the classroom that emphasizes learner-centeredness, more “horizontal” and open-minded relationships between the students and lecturer when all participants are invited to share personal opinions, agreements and disagreements and give and accept peer and instructor criticism. Some evidence that students react to this can be found in the greetings and address forms themselves that are written in the semi-formal or informal style from the linguistic perspective. Although most female ARW learners addressed the lecturer quite formally Dear Dinara (36% of participants) and Dinara (36% of participants), overall they used more informal greetings, address terms, smile symbols and lower- case format than the male ARW students. However, the male ARW participants demonstrated a little bit more formality in addressing the lecturer rather than female ARW students. For example, one third of them used such address forms as Dear Dinara Karimova. Furthermore, none of the participants who included some greeting and address term chose an informal style in writing often expressed by lower-case letters, smile symbols and other signs. As for foundation English students, it is difficult to interpret the results of the male students because only one person included quite formal address terms, but the rest avoided both greetings and address terms at all. The female FE students were more outspoken in their messages and generally used semi-formal to formal greetings and address forms. It seems that gender does affect the students’ choices of greetings and address forms, which, to some extent, indicate the general tone of writing as well as social and academic relationships of the female and male learners towards their English lecturers. One possible explanation of such results might be that female students choose a bit more informal style of communicating with the lecturer because the lecturer herself is a young woman. Perhaps, it seems easier for the female learners to establish more solidarity and rapport with the close-age person of the same gender who herself promotes friendliness, open-mindness and informality in and outside the classroom. Although most of the ARW and quite a few FE students used some kind of greeting and address term in their messages, all but two of them followed the avoidance strategy and used zero greetings and address forms. This happened mainly when the students sent primarily blank messages with an attached written task, for example, a paragraph, draft version of an essay, article critique or another piece of work. A reasonable explanation to why the students avoid greetings and address terms is that they deliberately omit them and decide not to commit themselves to any interpersonal expressions. Another account might be given to that some students did not know how to properly address the lecturer in emails. One the one hand, since there is a hierarchical distinction between the social status of student and lecturer in academia, many students believe they need to be formal and polite towards faculty. On the other hand, since the lecturer asked to call her first name, welcomes friendliness and informality in class and did not mention any preferences in greetings and address terms in electronic interaction, the students might be confused with how they can maintain a proper balance between being too formal or, on the contrary, too informal in written correspondence. The length of studying in English at the University appears to play a role in the participants’ use of English electronic correspondence. Actually, most of the AWR student participants either had finished some foundation English courses before joining the academic course or showed excellent English proficiency when entering the University and thus were exempt from taking foundation courses. All in all, the ARW female and male participants used various greetings and address forms more frequently than the FE learners. Indeed, for the majority of the FE participants this second-level foundation course was either the first or the second course at the University; the students were careful with communicating with the faculty and demonstrating their English skills in and out of the classroom as they were still learning about the University’s academic culture, exploring appropriate behaviors and gaining confidence in demonstrating their English skills verbally and in writing. The FE participants possibly were still in the transition stage from high school experiences where all educational processes were based on Central Asian policies and procedures rather to the Western academic standards. Teaching implications and further research One teaching implication is that Central Asian university students studying in English, which often is their second or foreign language, need to be introduced formal greetings and address terms appropriate for English academic settings so that they can communicate with their lecturers with confidence and avoid or minimize potential for confusion and discomfort. Besides, sharing lecturers’ preferences for address in oral interaction and written correspondence in the classroom will help students determine the level of formality or solidarity expected from them by their faculty. In turn, lecturers will be quite pleased to receive emails with proper greetings and address. Such clarity and understanding will help to build better rapport between students and lecturers, especially if they are from different cultural backgrounds with dissimilar norms of greetings and address. Another surprising implication is that it seems necessary to explain that sending blank messages or messages without any greeting and/or address term is not considered polite and appropriate in many academic cultures including those where English is its main language of communication. Indeed, understanding and following the polite norms of behavior and interaction by both students and faculty will help them maintain a healthy student–teacher relationship. In further research it will be interesting to check whether students will start using more formal or appropriate greetings and address terms for an English academic culture after they have been introduced such greetings and address forms. In addition, such a future study can explore whether these students would still use some informal ways of greeting and addressing their English lecturers to show more solidarity between them and their faculty KIRC XI Sessions on Language Acquisition & Related Areas - 25 members. Besides, even though the focus of the study was only on the written correspondence, it will be interesting to make in-class observations of the students’ use of greetings and address forms in future research to see any correlation between the level of formality/informality expressed in the verbal and written usages of the English language.
References Bargiela, F., Boz, C., Gokzadze, L., Hamza, A., Mills, S., & Rukhadze, N. (2002). Ethnocentrism, politeness and naming strategies. In Working papers on the web. Retrieved from http://extra.shu.ac.uk/wpw/politeness/bargiela.htm Brown, R., & Ford, M. (1961). Address in American English. Journal of Abnormal and Social Psychology, 62, 375-385. Dickey, E. (1997). Forms of address and terms of reference. Journal of Linguistics, 33(2), 255-274. Formentelli, M. (2009). Address strategies in a British academic setting. Pragmatics, 19(2), 179-196.
Lee, M. (2008). A short guide to email etiquette at university. Retrieved from http://www.cs.bham.ac.uk/~mgl/guides/email_etiquette.html
Levy, S. (n. d.). Don’t address the teacher as “Yo, dude”: Teaching register. Retrieved from http://busyteacher.org/9199-how-to-teach-register-esl-classroom.html
Murray, T. E. (2002). A new look at address in American English: The rules have changed. Names, 50(1), 43- 61. Retrieved from http://www.maneyonline.com/doi/abs/10.1179/nam.2002.50.1.43
Yang, X. (2010). Address forms of English: Rules and variations. Journal of Language Teaching and Research, 1(5), 743-745. doi: 10.4304/jltr.1.5.743
KIRC XI Sessions on Language Acquisition & Related Areas - 26
Incorporating culture in the Foreign Language
Kim, Veronika KazNU named after Abai, Kazakhstan [email protected]
Defining culture into a single definition is very complicated, especially in an increasingly international world. Even anthropology, the field that concerns with the study of different cultures, cannot yet properly define what culture is. Each culture is unique. You won’t find any other culture that is exactly like another culture. However, you are very likely to find similarities between cultures, and even shared customs (such as Christmas). Foreign Language (FL) teaching is indeed culture teaching due to three reason: (1) culture and language are inseparable; (2) a FL teaching is a foreign culture teaching in order to facilitate the students to experience acculturation; and (3) a sound grasp of the background knowledge of the target culture is necessary for anyone to communicate successfully with native speakers.
Author’s bio: Veronika Kim, 4-th year student at Kazakh National Pedagogical University named after Abai, Institute of Philology and Multilingual Education, Department of English and German languages
KIRC XI Sessions on Language Acquisition & Related Areas - 27
Современные методы обучения русскому языку как иностранному
Куличенко Юлия, Ph.D Языковой Центр, Университет КИМЭП, Казахстан [email protected]
Краткое описание: В современном мире в период всеобщей глобализации особый интерес проявляется к успешному и быстрому овладению иностранными языками. Процесс обучения русскому языку как иностранному стал одним из приоритетных и эффективных этапов популяризации и широкого распространения русского языка в иноязычных странах. Особый интерес для исследования представляет методика преподавания русского языка как иностранного, поскольку в отличие от методик преподавания европейских языков, появившихся еще во времена колонизаций, как таковой целостной методики РКИ не существовало. Еще советские ученые предпринимали попытки создать такую методику, но в период существования СССР в этом необходимости просто не было, так как в советских республиках русский язык не был вторым иностранным языком. Он был языком выживания, которым люди вынуждены были овладевать не только и не столько на уроках русского языках, сколько в той новой реальности, что их окружила. Данная статья даст обзор основных современных методов обучения русскому языку как иностранному, покажет плюсы и минусы каждого метода, их направленность на развитие тех или иных языковых компетенций у обучаемого, что позволит преподавателям иностранных языков определить для себя наиболее эффективный и действенный метод обучения языку.
Ключевые слова: методы обучения, русский язык как иностранный, описание, достоинства, недостатки
1. Введение
В современных глобализационных процессах проблема овладения иностранными языками стоит очень остро. Постоянно взаимодействие представителей разных культур влечет за собой желание передавать собственные мысли, обмениваться информацией и изучать новые культуры, используя не только свой родной язык, но и множество других существующих языков. Современные люди понимают насколько важно и полезно знать несколько языков помимо родного. Это не только расширяет коммуникативные возможности человека, но и обогащает духовный, внутренний мир личности.
В связи с проблемой нехватки времени и желанием оптимизировать свои знания и найти им практическое применение, современные преподаватели иностранных языков, и русского языка в частности, столкнулись с тем, что использование только ограниченного числа традиционных и доказавших свою состоятельность методов не позволяет получить максимальные результаты и сократить время обучения языку. Поэтому каждый преподаватель, подстраиваясь под нужды и способности каждого отдельного ученика, ищет тот набор методов и методик обучения, которые будут наиболее эффективны в каждом конкретном случае.
Цель данной статьи сделать обзор наиболее известных и используемых на сегодняшний день методов обучения русскому языку как иностранному, представить их сильные и слабые стороны для того, чтобы начинающий преподаватель иностранных языков смог сориентироваться в существующем многообразии методов и выбрать наиболее приемлемые и действенные методы в своей преподавательской практике.
2. Методы исследования
Методика преподавания русского языка является педагогической наукой, которая определяет цели, содержание, объем и структуру преподавания курса «Русский язык как иностранный». Она также изучает и описывает наиболее рациональные методы и приемы обучения русскому языку и исследует условия и пути усвоения учащимися точно очерченного круга знаний, овладения определенными навыками и умениями.
Традиционными для методики являются три основных вопроса: 1. «чему учить?» – ответом на данный вопрос, является определение содержания обучения; 2. «как учить?» – отбор методов и приемов обучения; 3. «кого учить?» – ориентация преподавателя на индивидуальные особенности учащегося, на его базовые знания, на его нужды и ожидания.
Истоки возникновения и развития методической науки преподавания русского языка как иностранного относятся к 20-м годам ХХ века, когда граждане зарубежных стран и границ России стали приезжать на KIRC XI Sessions on Language Acquisition & Related Areas - 28
учебу в высшие и средние учебные заведения Москвы и других городов. Начиная с 50-х годов практика преподавания русского языка как иностранного приобрела масштабный характер, и тогда же начала складываться теория методики обучения иностранцев русскому языку. Данная методика по своей сути отличалась от зарубежных методик преподавания иностранных языков благодаря культурно-историческим и особенностям развития страны, поскольку большая часть людей изучали русский не как иностранный, а как второй язык, создавая тем самым билингвальное общество. Эта специфика развития методической системы и сегодня не позволяет активизировать процессы обучения русскому языку как иностранному за пределами постсоветского пространства.
Поскольку одним из основных условий эффективности учебного процесса является четкое осознание преподавателем и учащимся целей обучения, то на разных этапах развития методики преподавания русского языка как иностранного приоритеты в выборе цели и ее достижения смещались от акцента на овладении речевыми навыками в процессе обучения языку в 20-30-е годы XIX века, до развития речевых способностей на языке в 40-50-е годы и обучения речевой деятельности на языке в 60-70-е годы. Современная методика преподавания русского языка своей целью ставит обучение общению на русском языке, тем самым развивая коммуникативные компетенции учащегося, т.к., в конечном счете, цели обучения иностранному языку определяются именно коммуникативными потребностями учащихся.
Не стоит забывать, что процесс обучения иностранному языку представляет собой совместную деятельность преподавателя и учащихся. И если не пробудить интерес к языку у учащегося, то успешному обучению языку не помогут ни современные методы, ни сверхэффективные методики.
Так как одной из базовых категорий методики является метод, то нужно определиться что же понимается под этим термином. В общедидактическом смысле метод представляет собой способы взаимосвязанной деятельности преподавателя и обучающихся, направленные на достижение целей образования, воспитания и развития учащихся. В процессе преподавания иностранного языка понимание метода сводится к восприятию его как источника получения знаний, формирования навыков и умений.
Несмотря на разнообразие методов обучения языку, методисты высказывают единодушное мнение о том, что не существует оптимального и универсального, эффективного для всех условий обучения метода обучения неродному языку и считают, что необходимо гармонично, оправданно комбинировать различные подходы, элементы разных методов, для интенсификации учебного процесса овладения новым языком.
3. Результаты исследования
Выбирая из всего многообразия существующих методов обучения иностранному языку, я остановила свое внимание только на нескольких наиболее активно используемых в современной практике обучения русскому языку как иностранному. Анализ преимуществ и недостатков этих методов позволит молодым педагогам более осознано отбирать методы для достижения поставленных целей.
3.1 Грамматико-переводной метод
Одним из старейших методов обучения иностранному языку является грамматико-переводной метод. Он основывается на понимании языка как системы и опирается на когнитивный подход к обучению. Данный метод получил широкое распространение в Европе при обучении греческому языку и латыни, а начиная с XIX века, приобрел популярность в методике преподавания современных языков: французского, немецкого, английского. В США известен под названием прусский метод.
Грамматико-переводной метод имеет положительные и отрицательные стороны. Положительным можно считать то, что учащиеся знакомятся с произведениями на языке оригинала, грамматика изучается в контексте, родной язык служит средством семантизации, используется анализ, элементы сравнения и сопоставления. Отрицательными чертами данного метода можно считать: обучение языку на уровне его грамматической структуры, преобладание пассивных формы работы, большое внимание переводу.
3.2 Прямой метод
Прямой метод обучения (иначе именуемый как метод «гувернантки», метод домашнего учителя) был разработан в противовес грамматико-переводному методу. Его представителями являются М. Берлиц, Ф. Гуэн и О. Есперсен. В основе прямого метода лежит идея о том, что обучение иностранному языку должно имитировать овладение родным языком и протекать естественно, без специально организованной KIRC XI Sessions on Language Acquisition & Related Areas - 29
тренировки. Название прямой метод вытекает из предположения о том, что значение иностранного слова, фразы и других единиц языка должно передаваться учащимся напрямую, путем создания ассоциаций между языковыми формами и соответствующими им понятиями, которые демонстрируются с помощью мимики, жестов, действий, предметов, ситуаций общения и т.д.
В методике преподавания русского языка как иностранного выделяют текстуально-имитативное и структурно-имитативное направления прямого метода. Первое основывается на работе с текстом: учитель читает его или рассказывает, сопровождая процесс жестами, мимикой, толкованием и демонстрацией различных средств наглядности. Перевод текста не предполагается. Затем учащиеся получают задания имитативно-репродуктивного характера для овладения лексическим и грамматическим материалом.
Структурно-имитативное направление использует предложение-структуру в качестве единицы обучения. Работа над структурами ведется с помощью языковых упражнений, которые предполагают многократное повторение для создания стереотипов пользования данными структурами в устной речи. Прямой метод до сих пор успешно используется во многих европейских странах, в частных языковых школах, работающих по системе Берлица.
Положительные стороны этого метода заключаются в том, что большое внимание обращается на фонетическую сторону речи, грамматическую правильность, безошибочность, обучение ведется только на языке оригинала (перевод на родной исключается), особое внимание уделяется формированию умений устной речи, грамматика изучается индуктивно (использование грамматических правил не допускается), языковой материал градируется по степени трудности, широко используются имитативные приемы обучения.
Несмотря на все неоспоримые достоинства, прямой метод широко не распространен в практике преподавания иностранного языка в основном из-за полного исключения родного языка, что создает определнные трудности в процессе семантизации многих языковых явлений. Также серьезным минусом метода считается его неэкономичность, т.к. он рассчитан на большое количество учебных часов. В соответствии с принципами метода преподавание должно осуществляться носителями языка, что также не всегда возможно.
3.2 Аудиовизуальный (структурно-глобальный) метод
Аудиовизуальный метод является современной модификацией прямого метода. Он был разработан в 1950-е гг. во Франции в Высшей педагогической школе в Сен-Клу. Название метода отражает его характерные черты: 1) широкое использование аудиовизуальных средств обучения (диафильмы, диапозитивы, кинофильмы) и технических средств (магнитофон, радио, телевидение); 2) глобальная подача материала: магнитофонные записи текстов и кинофрагменты не разделяются на эпизоды, грамматические структуры также вводятся и тренируются целиком.
Аудиовизуальный метод, как и аудиолингвальный, опирается на положение бихевиоризма о том, что овладение единицами языка возможно только в результате многократного повторения и заучивания. Этот метод ориентируется на изучение поведения, являющегося реакцией организма на предъявляемые стимулы. Закрепление же таких реакций в процессе изучения языка ведет к образованию речевых автоматизмов, лежащих в основе владения языком. Аудиовизуальный метод обращает большое внимание на употребление их в ситуациях, что делает этот метод коммуникативно направленным.
При работе по данному методу занятие состоит из четырех этапов: а) представление (глобальное восприятие материала, преимущественно интуитивное объяснение; б) поэтапная проработка зрительно- слухового ряда при установке на полное усвоение его содержания и зрительно-слуховой синтез; в) закрепление (образование речевых автоматизмов); г) развитие (формирование) речевых умений на основе приобретенных знаний и навыков и свободное говорение в пределах темы урока и отработанных ситуаций общения (Глухов Б.А., Щукин А.Н., 1993).
Популярность этого метода объясняется тем, что аутентичные материалы имитируют условия реальной языковой среды носителей языка, способствуют развитию мотивации и интереса учащихся, обучение языку происходит в сжатые сроки, в своей основе имеет коммуникативную направленность, является оптимальным методом для аудиалов и визуалов.
Вместе с тем аудиовизуальный метод игнорирует необходимость обучения письменной речи, недооценивает роль родного языка учащихся полностью исключает перевод, большое внимание уделяется KIRC XI Sessions on Language Acquisition & Related Areas - 30
механическому повторению и заучиванию, не учитывается творческий характер процесса обучения, обучение осуществляется на ограниченном лексико-грамматическом материале, тематика обучения ограничивается сферой обиходно-бытового общения, наблюдается существенный разрыв между устной подачей материала и его графическим подкреплением в виде текстов и письменных упражнений.
3.4 Аудиолингвалъный метод
Этот метод обучения иностранным языкам, предусматривающий в процессе занятий использование слухового канала восприятия и многократное прослушивание и воспроизведение вслед за диктором единиц языка (фонем, звукосочетаний, слов, фраз, а затем и текстов), что ведет к образованию речевых автоматизмов. Метод возник на базе армейского метода и получил обоснование в США после окончания Второй мировой войны на основе идей дескриптивной лингвистики и психологической теории бихевиоризма.
Концепция метода утверждает приоритет устной речи над письменной (отсюда устное опережение в работе и организация занятий в последовательности от слушания и воспроизведения образцов речи к их чтению и письменному воспроизведению), направленность занятий на формирование речевых навыков в результате выполнения тренировочных упражнений типа дрилл, преобладание интуитивного восприятия материала над его сознательным введением, а речевой практики над объяснением и комментированием вводимого материала, широкое использование страноведческой информации. В процессе овладения структурами языка выделяются четыре этапа работы: заучивание тщательно отобранных структур путем подражания, сознательный выбор новой модели при ее сопоставлении с уже усвоенными, практика в употреблении модели, свободное употребление усвоенных образцов в различных ситуациях общения.
Аудиолингвальный метод имеет целый ряд недостатков, главными из которых являются: пассивность обучаемых, отсутствие инициативы со стороны учителя, тренировка языковой формы без опоры на значение изучаемого явления, недооценка когнитивных процессов обучения и роли письменной речи.
Положительными в данном методе являются следующие характеристики: наличие строгого отбора и четкой организации материала в зависимости от трудностей овладения им, использование разнообразных видов упражнений и большого количества наглядного материала. Заслугой создателей метода являются тщательная разработка методики занятий, ведущая к автоматизации учебного материала, страноведческая направленность занятий, органическое включение в систему обучения лингафонной техники.
3.5 Сознательно-практический метод
Является ведущим методом обучения русскому языку как иностранному в условиях школьной и вузовской подготовки. Название метода было предложено известным психологом и методистом Б.В. Беляевым, который дал обоснование метода с позиций психологической науки. Этот метод является сознательным, так предполагается осознание учащимися значения лексических единиц, языковых форм, используемых в процессе общения, и в то же время практическим, так как решающим фактором обучения признается иноязычная речевая практика (Беляев Б.В., 1965).
Цели обучения в этом методе формулируются как: практическое овладение языком в четырех основных видах речевой деятельности (аудирование, говорении, чтении и письме), развитие речевых навыков и умений. Структурные схемы в процессе обучения сначала подробно анализируются, сопоставляются с аналогичными структурами родного языка и уже потом заучиваются, закрепляясь в тренировке, в том числе и коммуникативной направленности. Важно иметь в виду, что, в отличие от грамматико-переводного метода, сознательно-практический метод предполагает освоение не лексики и грамматических структур, а лексико-грамматических образцов, то есть грамматика всегда вводится при помощи конкретных речевых образцов, а лексика изучается в контексте.
Взаимодействие между преподавателем и учащимися строится как сотрудничество, хотя ведущая роль принадлежит преподавателю, т.к. именно он направляет и развивает анализаторскую деятельность учащихся. Роль последних активна, так как они призваны постоянно анализировать, осмысливать изучаемые явления и осознанно применять их на практике. Языковые ошибки учащихся сразу же исправляются на основе полученных ими теоретических знаний, причем преподаватель стимулирует самоконтроль и автокоррекцию, указывая учащемуся на зону ошибки с тем, чтобы тот сам вспомнил соответствующие правила и исправил свой ответ. KIRC XI Sessions on Language Acquisition & Related Areas - 31
Этот метод особенно оправдывает себя в обучении языку как профессии, поскольку сочетает в себе практический и теоретический подходы, необходимые для профессиональной работы с языком (преподавание, перевод и т.п.).
К сильным сторонам этого метода относятся учет родного языка или ориентация на родной язык учащегося, параллельное овладение всеми видами речевой деятельности, организация обучения в последовательности – от приобретения знаний к речевым навыкам и умениям, разграничение учебного материала на активный и пассивный и его дифференцированное усвоение в результате выполнения специальных упражнений (языковых, речевых), учет отрицательного языкового опыта учащихся с последующим самостоятельным исправлением допущенных ошибок.
Недостатком метода является слабое владение литературным языком, зависимость от системы родного языка, спокойное отношение к речевым ошибкам.
3.6 Коммуникативный метод
Данный метод обучения иностранным языкам основан на коммуникативном подходе, не является системным и целостным. Коммуникативный метод появился в 60-70-х годах XIX века в Британии, в период, когда английский язык приобрел статус международного языка. Основой его стало изучение языка исключительно как инструмента коммуникации для того, чтобы учащиеся имели возможность немедленно применить полученные знания на практике. Этот метод приобретает все большую популярность и в практике преподавания русского языка как иностранного.
Отличие коммуникативного метода от других методов заключается в том, что акцент делается не на повторения и запоминания, а на то, чтобы вести беседу с учащимся, не используя готовые модели и шаблоны, а предоставляя обучаемому самому управлять процессом общения, что возможно только при обсуждении интересных и понятных для учащегося тем. Чтобы поддерживать интерес учеников к таким занятиям, ежедневно выбираются и обыгрываются новые ситуации, потому что главной целью каждого в группе является осмысленное общение на актуальные темы.
Выбрав тему для обсуждения и задав нужное направление урока своим студентам, учителю необходимо их «разговорить». Затем он отходит от разговора, в основном слушает и иногда корректирует своих учеников. Главное, чтобы эти корректировки также проходили на изучаемом языке
К достоинствам метода относятся опора только на содержательную сторону, реальное общение, интересные темы для обсуждения, преодоление коммуникативного барьера, учет коммуникативных потребностей учащегося.
Среди недостатков выделяют то, что этот метод не является системным и целостным, что не позволяет учащемуся сформировать целостную картину всей структуры изучаемого языка, не исправляются речевые ошибки, а только дается намек на возможные неточности в речи, при обучении русскому языку как иностранному часто используются формальные языковые упражнения, происходит обучение системе языка, а не его употреблению.
3.7 Тандем-метод
Данный метод представляет собой довольно интересную форму обучения, представляющую собой не только изучение иностранного языка, его лексики и грамматики, но и знакомство с жизнью и культурой страны изучаемого языка. Это способ самостоятельного изучения неродного языка двумя партнерами с разными родными языками, которые работают в паре. Цель тандема – овладение родным языком своего партнера в ситуации реального или виртуального общения, знакомство с его личностью, культурой страны изучаемого языка, а также получение информации по интересующим областям знаний. Этот метод возник в Германии в конце 1960-х гг. в результате проведения встреч немецкой и французской молодежи. Позднее сформировались две основные формы работы в рамках метода - индивидуальная и коллективная, которые могут интегрироваться одна в другую.
Основными достоинствами данного метода являются овладение родным языком своего партнера в ситуации реального или виртуального общения, знакомство с личностью партнера, знакомство с культурой страны изучаемого языка, обучение с носителем языка, приближение к реальной жизни, высокая мотивация, KIRC XI Sessions on Language Acquisition & Related Areas - 32
возможность самому формировать тематику и структуру обучения, собственное планирование времени и продолжительности обучения, экономически выгодное обучение.
К недостаткам метода относятся бессистемность и однобокость обучения, непрофессиональное обучение, узкоспециальное обучение, слабое владение литературными нормами.
3.8 Обучение неродному языку с помощью компьютера
Современное развитие компьютерных технологий не осталось в стороне от процесса обучения иностранным языкам. Обучение языку с широким применением компьютерных программ получило активное использование в методике преподавания иностранных языков благодаря возможности применить индивидуальный подход к обучению в сочетании с последними достижениям в сфере программированного обучения, исследованиям возможностей машинного перевода, компьютерной лингвистики. Активное использование компьютерных средств в нашей повседневной жизни, а также специальные знания, необходимые педагогу и учащемуся при его использовании, дают возможность ставить этот метод в ряд с другими обучающими методами и выделять его в качестве самостоятельного и полноценного направления в методике преподавания не только русского, но и других иностранных языков.
Свой временной отсчет обучение неродному языку с помощью компьютера ведет с 1960-70-е гг., когда появились первые компьютерные программы, представляющие собой в основном лексические и грамматические упражнения. Начиная с 70-х гг. внимание разработчиков сфокусировалось именно на содержательной стороне компьютерных программ обучения языку. Дальнейший толчок для развития и улучшения компьютерной образовательной базы дали исследования в области искусственного интеллекта. Именно благодаря им стали создаваться программы, ориентированные на формирование коммуникативных навыков учащихся. Но несмотря на это, одной из ключевых проблем современных компьютерных программ является слабое развитие коммуникативных способностей учащегося, но при этом, данные программы являются незаменимыми при проверке лексических и грамматических знаний.
Преимуществами метода являются опора на личностно-ориентированный подход в педагогике, неограниченное время работы, определяемое потребностями самого учащегося, свободный режим работы (выбор времени работы, определение пауз в работе и темпа усвоения материала), исключение воздействия субъективных факторов в работе.
Характерными недостатками обучения с помощью компьютера называют злоупотребление компьютерными эффектами, избыточность красок; готовые учебные компьютерные программы по предмету, которые очень сложно адаптировать традиционной системе обучения, не соответствие ряда программа программам обучения, методическим целям и дидактическим принципам в обучении.
3.9 Суггестопедический метод
Разработка и апробация данного метода происходила в 1960-е гг. в Болгарии. Этого метода считается ученый-психиатр и педагог Г. Лозанов. Целью суггестопедического метода обучения является раскрытие резервов памяти, увеличениие интеллектуальной деятельности учащихся, использование элементов йоги, внушения, релаксации и медитации. Суггестопедический метод призван активизировать скрытые возможности человека, что дает возможность значительно увеличить объем памяти и запомнить больше материала за единицу времени. Подобная направленность позволяет отнести суггестопедический метод к интенсивным методам.
Отличительной чертой и по совместительству одной из основных задач является создание и поддержание высокой мотивации учащихся. Стандартное занятия с использованием данного метода выглядит следующим образом: комната, в которой происходит обучение представляет собой рекласационную зону. Учащиеся располагаются в уютных откидывающихся креслах. Преподаватель озвучивает несложный текст на изучаемом языке. Весь процесс обучения сопровождается фоновой спокойной классической музыкой. Еще до начала занятия учащиеся получают установку концентрировать внимание на музыке, а не на тексте. В редких случаях допускается перевод текста на родной язык. Все это ведет к тому, что новая информация (лексический состав, речевые обороты) запоминается будто сама собой. Обсуждение полученного материала ведется в таком же неформальном русле. Эффективность изучения иностранного языка при использовании этого метода складывается за счет снятия стрессового состояния у учащегося и преодоления коммуникативного барьера, который часто встречается именно на начальном этапе овладения языком. KIRC XI Sessions on Language Acquisition & Related Areas - 33
К достоинствам метода относится увеличение резервов памяти, раскрытие интеллектуальных способностей учащихся, использование внушения, элементов йоги, медитации и релаксации.
Недостатками признаны зависимость от личности преподавателя, который должен обладать уникальным даром игротехника, быть тонким психологом, опытным педагогом и в совершенстве владеть тем иностранным языком, которому он обучает, результативность обучения обратно пропорциональна числу обучающихся (в одной группе – 2-3, максимум 5-7 человек).
4. Обсуждение исследования
Представленный обзор основных методов обучения русскому языку как иностранному был сделан с целью помочь молодым преподавателям русского языка как иностранного расширить свои методические знания и составить свой набор наиболее эффективных методов обучения языку. Представленный набор методов был составлен исходя из моего личного опыта и небольшого опроса преподавателей иностранных языков. Именно эти методы до сих пор имеют широкое применение в практике преподавания русского языка как иностранного. И знание об их сильных и слабых сторонах помогают мне, как преподавателю, умело комбинировать данные методы и добиваться тех результатов в обучении языку, которые необходимы мне и моим студентам.
5. Источники
1. Балыхина, Т.М. (2007) “Методика преподавания русского языка как неродного (нового): Учебное пособие для преподавателей и студентов”, Издательство Российского университета дружбы народов. 2. Китайгородская, Г.А. (1986) “Методические основы интенсивного обучения иностранным языкам”, Издательство Московского университета. 3. Рахманов, И.В., Фоломкина, С.К. (1999)“Основные направления в методике преподавания иностранных языков в XIX-XX вв.”, Педагогика. 4. Сысоев, П.В., Евстигнеев, М.Н. (2010) “Методика обучения иностранному языку с использованием новых информационно-коммуникационных Интернет-технологий”, Феникс.
KIRC XI Sessions on Language Acquisition & Related Areas - 34
Әңгімелеу мәтінін оқыту
Құрманәлиева Ақмарал, ф.ғ.к.
КИМЭП Университеті Алматы, Қазақстан [email protected]
Абстракт: Тіл үйретуде қазаіргі кезде көптеген әдіс -тәсілдердің қолдануы тілдік дағдылардың қалыптастыруына кешенді көзқарастың барлығын дәлелдейді.Сөй лесім әрекеттерінің іскерлігін мәтінннің көмегімен жүзеге асырылады. Ғылымда мәтіннің негізгі үш түрі бар екені айтылады. Олар суреттеу мәтіні, әңгімелеу мәтіні мен ой- талқы мәтіні. Әңгімелеу мәтінге тән тілдік стилистикалық ерекшеліктерді анықтап алып, тіл үйретуде әдістемелік тұрғыдан ұштай түсетін стратегия мен тапсырма, жаттығуларды тоғыстырып, бір-бірімен үйлесімді байланысын, қисынын келтіретін жаттығулармен таратсақ, үйренушінің бойында тілдің заңдылығын, әңгімелеу мәтінін толық игерген іскерлікті қалыптастыруымызға болады. Мақала әңгімелеу мәтінін құрылымдық ерекшеліктерін ескере отырып, сөйлесім әрекеттерін оның ішінде,оқылым, тыңдалым,жазылым бойынша іскерлік дағдыларын қалыптастыруға болатындығы сөз етіледі. Тірек сөздер: әңгімелеу, жазу, оқу, құрылым.
Тіл оқытудың қазіргі кезде алуан түрлі әдістер, оның ішінде интербелсенді әдіс, коммуникативтік құзыреттілікті дамытуға бағытталған әдіс, сыни ойлау арқылы жазу мен оқуды үйрету бағыттары сөйлесім әрекеттерінің төрт түрін де қамтиды. Қазіргі кезде әдістердің дерлік түгелінде жазылым, оқылым, сөйлесім, тыңдалым әрекеттердің қамтылмауы кемде-кем. Тыңдау арқылы жазылым мен сөйлесімді, сөйлесім арқылы оқылым әрекетімен байланысты тапсырмаларын өрбітіп, тіл үйренушінің бойында іскерлік дағдыларын қамтуға болады. Тілді үйретуге кешенді түрде қарауға мүмкіншілік беріп, жан-жақты қамтылған әдістемелерді бойына сіңірген мәтін көмегінің орны зор болатын болса, дәл осы мәтін де тіл үйренушінің бойында іскерлік қабілеттер мен дағдыларды қалыптастыруда атқаратын міндеттерді тоғыстырған. Міне осындай міндеттерді өзіне әңгімелеу мәтіні де жүктеген. Стилистикалық, грамматикалық ерекшеліктеріне қарай ғылымда мәтіннің негізгі үш түрі бар екені айтылады. Олар суреттеу мәтіні, әңгімелеу мәтіні мен ой- талқы мәтіні. Әңгімелеу мәтінге тән тілдік стилистикалық ерекшеліктерді анықтап алып, тіл үйретуде әдістемелік тұрғыдан ұштай түсетін стратегия мен тапсырма, жаттығуларды тоғыстырып, бір-бірімен үйлесімді байланысын, қисынын келтіретін жаттығулармен таратсақ, үйренушінің бойында тілдің заңдылығын, әңгімелеу мәтінін толық игерген іскерлікті қалыптастыруымызға болады. Әңгімелеу мәтінін тіл үйренушінің бойында тек мәтіннің грамматикалық, құрылымдық , стилистикалық ерекшеліктерін анықтауды, қолдануды, қажет жағдайда жазылыммен байланысты түрлі мәтіндерді жазып берумен шектелмейді. Оның аясы кеңірек екенін де еске салғымыз келеді. Әңгімелеу мәтінімен байланысты меңгерілген дағдылар ақылым, айтылым, тыңдалым әрекеттерімен ұштасып, себелесіп жатыр. Әңгімелеу мәтінің өзіндік заңдылығына тоқалатын болсақ, мәтіннің бұл түріне мағыналық тұтастық, байласымдық, мағыналық аяқталғандық, ақпарат беру тәрізді белгілер тән. Ерекше белгілердің қатарына суреттелетін оқиғалардың дамуы, іс-әрекеттегі оқиғалардың даму, өрбу реті, сюжет желісінің дамуына қарай кезеңдердің реті, қозғалыс кезеңдерінің тәртібі сақталады. Әңгімелеу мәтініне тән негізгі белгілер: іс әрекеттің басталуы, дамуы, шиеленісуі, шарықтау шегі, тарқатылуы, аяқталуы, қорытынды. Әңгімелеу қайда кездеседі деген сұраққа келер болсақ, ғылыми, көпшілілікке арналған мақала мен публицистикалық стильдегі мақалаларда, көркем проза, саяси, әлеуметтік, қоғамдық мақалаларда кездесіп, қолданылады. Ахмет Байтұрсынов осы тұрғыда әңгімелеудің түрлеріне “ Шежіре, заман хат, өмірбаян, мінездеме, тарихи әңгіме” секілді түрлерін атайды. (А.Байтұрсынов). Әңгімелеу мәтіннің тілдік-құрылымдық ерекшелігі синтаксистік байланысында ол өз кезегінде: параллельдік және тізбектік болып келеді де, қарама-қарсы қою, шартты, анықтап-нақтылау, себеп- cалдарлық, жалпыдан жекеге ассосациалық логика-семантикалық қатынас түрлерімен сараланады.Мысалы: М.Мәретбаеваның (2008) айтуы бойынша “Әңгімелеу мәтіндерінің бірліктері бір-бірімен мағыналық – құрылымдық және композициялық тұтастықта болуымен ерекшеленеді” Әңгімелеу мәтініне тән грамматикалық категориялар мәтіннің тұтастығын, бірнен-бірі өрбитін оқиғалардың тізбегін құруға, байланыстыруға көмектесіп, мақсатын орындауға көмектеседі. Мысалы, әңгімелеудегі есімдіктер мен үстеу сөздер оқиғаның уақытқа қатысты дамуын бейнелеуге қатысып отырады. Мәтінге тән есімдік сөздер: жіктеу, сілтеу, жалпылауыш мәнді, өздік есімдіктері. Осы сияқты «осы кезде», «осы уақытта», «сол заматта», «бұл уақытта» т.б. есімдік + үстеу сөздері арқылы жасалған тіркестер шартты синтаксистік қатынас жасауға қатысады. Шарттылық мән іс-әрекеттің, оқиғаның уақытқа қатысынан KIRC XI Sessions on Language Acquisition & Related Areas - 35
көрінеді. Үстеулер: кенеттен, осы уақытта, осы мезетте, бірден, кенеттен, лезде, қас қағым сәтте, қас пен көздің арасында,сонымен бірге, осыдан кейін, уақыт өте келе, уақытты оздыра, тағат таппай, қол созым уақытта, т.б. Әңгімелеудегі оқиға желісінің дамуына, кейіпкердің іс-әрекетін, қимылын баяндауда етістік ең жиі қолданылатын лексика-грамматикалық категория болып табылады. Әңгімелеу мәтіндерінде оқиғаның өтуін бірізділікпен сипаттау үшін етістіктің -ды/-ді, -ты/-ті жедел өткен шақ тұлғалары жиі қолданылып, бірінен соң бірі болған әрекетті жеткізуге бейім болып келеді.Жедел өткен шақ өтіп жатқан оқиғаны деталь арқылы нақтылап суреттеу мақсатында көркем шығармада стилистикалық мақсатта жиі қолданылады. Ал есімшенің -ған/-ген, -қан/-кен тұлғалары шығармада баяндалып отырған оқиға уақытынан бұрын болған оқиғаны жеткізуде басымырақ қолданылады. Мысалы: Оның әкесі Тілеміс, Есенейдің сұлтан-правитель кезінде тілмашы екен. Бұл қызметті Тілеміс байлықпен немесе бектікпен алмаған, өз басының өнерімен алған. Оның әкесі Сапақ, қазақша «Стоп» орысша Пресногорьковка аталатын казак-орыс станицасына жалшы боп шошқасын бағады екен (С.Мұқанов). Әңгімелеу мәтіндерінің жасалуына жалғаулық шылаулар, қыстырма конструкциялар, синтаксистік параллельді құрылымдар, сөздердің орын тәртібі негіз болады. Жалғаулық шылаулар алдыңғы сөйлемде айтылған пікірге, оқиғаға қарсы мән тудыру мақсатында жұмсалады. Қыстырма сөздер, айқындауыш мүшелер сияқты мәтін оқиғасына, кейіпкер іс-әрекетіне қатысты субъективтік қарама-қарсы, ыңғайлас, толықтырушы көзқарасты, ойды, бағалауды көрсету үшін қолданылады. Анафора, эпифора, дамыту, қайталау т.б. және троп түрлері де сөйлемдерді, КСБ-ларды синтаксистік жағынан байланыстырып, оларға белгілі бір стилистикалық мағына, реңк үстеп тұрады. Әңгімелеу мәтінін сабақта дайын ұсынылған мәтін болуымен қатар, ойдан шығарылған шағын әңгіме, репортаж ( мысалы,елді мекенді топан судан құтқарған адамның әңгімесі, өрт сөндірушінің әңгімесі),аңыз - әпсана, шығарма ( мамандықты таңдау туралы әңгіме, жер судың атауына байланысты оқиға, болашақ жарымды қалай таңдадым, менің жұмысым, демалысы қалай өтті, менің үйім т.б.),шығарма, мақала, очерк болуы мүмкін. Шығармаға қойылатын талаптар: шығарманың бірінен-бірі өрбитін оқиғалар, әрекеттер реті, кіріспе, мақсат, кедергі, шешім, қорытынды болуы керек. Әңгімелеу мәтінін үйретпес бұрын әлбетте, әдістемелік тұрғыдан үш кезеңге бөліп алғанымыз дұрыс. Бірінші кезең әңгімелеу мәтінін үйреткенге дейінгі кезең, яғни дайындық, қызығушылықты ояту кезеңі. Бұл кезеңге әңіінмелеу сюжетін анықтау, мәтінге тән белгілерді айқындау, үйретумен байланысты тапсырмалар енеді. Шығарманың тақырыбы мен сюжеттін қайдан алуымызға болады? деген сауалға жауап іздеу барысында біз оны төменде ұсынлған бағыт бағдар беретін тірек болатын тақырыптық бағаналарды айқындадық. Атап айтқанда,
● Аудио, радио бағдарламасы ( тыңдау). ● Көркем шығарма (кейіпкер, оқиға, сюжет желісі) . ● Фильм ( кейіпкер, идея, сюжет). ● Бағдарлама. ● Бұқаралық ақпарат құралдарында жарық көрген материал (мақала, публицистикалық очерк,сыни мақала, т.б). ● Әлеуметтік қоғамдық құбылыс. ● Саяси құбылыс,оқиға. ● Қоғамдық әлеуметтік проблема. ● Сурет, фотосурет, пейзаж, портрет. ● Пікірталас.
Екінші кезең ол тікелей жазу кезеңі, әңгімелеу мәтін жазу, тіл үйренуші еркін жазуға қалдыру да, немесе әңгімемен байланысты тапсырмаларды орындау үдерісі. Мысалы:
● Бір әңгімеге әр түрлі кіріспе беру. ● Әңгіменің мазмұнына сәйкес тиісті кіріспені(бірнеше сөйлемдердің ішінен) табу. ● Кіріспеге сәйкес келетін әңгімені құрастырып, айтып беру. ● Әңгімені қалай атауға болады? ● Әңгімеге жүктелген ақпараттық міндетті анықтау. Дәлелдеу. ● Әңгімеге жүктелген тәрбиелік міндетті анықтау.Дәлелдеу. ● Әңгіменің жанрын анықтау. Дәлелдеу. ● Оқиғалар тізбегін қалай өзгертер едіңіз. ● Танымдық мақсатты айқындап, оқиға тізбегін құру. ● Естіген әңгіменің жоспарын құру. ● Әңгіме бойынша сурет салу. KIRC XI Sessions on Language Acquisition & Related Areas - 36
● Сурет бойынша әңгіме құрастыру. ● Әңгіме бойынша ойтолғау жазу. ● Әңгіме бойыша тезис түрлерін ұсыну. ● Әңгімеден негізгі оқиғаны анықтау. ● Әңгіменің субьктивті, обьективтілігін анықтау. ● Бейтарап әңгіме құру. ● Әңгіменің ретін ауыстырып, өзгерісін байқаңыз. ●Даму, шарықтау шегі, реті, өрбу, тарқату кезеңдерімен түрлі жұмыстар атқаруға болады.
Үшінші ол жазудан кейінгі кезең: талдау, пікірлесу, толықтыру (автор орындығы, оқырмандар конференциясы,) мәтінмен жұмыс, іріктеу, жазбаша тапсырмалар мен жаттығулар, мағыналық бөліктерге бөлу, әрекеттердің ретін анықтау, дұрыс орналастыру, жинақтау, талдау, қажеттісін алу, тиісті шегендеуіш сөздерді пайдалану дағдысын меңгерту. Үшінші кезеңде кіріспе мен оқиғаның даму бағытын, жағдайдың шиеленісуі мен мақсатын, кейіпкердің әрекеті мен шешімін, әңігменін қорытындысын талдап, бағалау, сараптау, зерттеу жүргізу тәрізді әрекеттерді қолдануға әбден болады. Жазылыммен байланысты қойылытын талаптарды естен шығармаған дұрыс.Ол абзац құру, сөйлемдердің байланысы, лексика–семантикалық құрылым, логикалық құрылым ,грамматика, лексика,графика, орфография секілді сауаттылықпен байланысты дағдыларды да меңгерту. Әңгімелеу мәтінімен астарласып жатқан жанр фольклорда ауызекі әңгіме жанры деп аталады. Әңгіме жанры сөйлеу формасынының көнеден келе жатқан сөз өнеріне жататын категория. Әңгіме жанрын да әдістемелік тұрғыдан шыңдалып, іскерлік дағдыны қалыптастыруға тигізер әсері зор. Айта кету керек, әңгімелеу жанрының бірнеше атап айтқанда, тәрбиелік, ақпараттық, мәлімет беруші, танымдық мақсаты болуының студенттердің танымдық, тарих жөнінде білім аясын кеңейтуі өз алдына бір төбе болса, екіншіден тілдік қабілеттерін дамытуға тигізер ықпалы молынан. Ауыз әдебиетіндегі әңгіме жанры тарихи, тарихи –топонимикалық, аңыз-әпсана болып бөлінеді де әрқайсысына сабақта жеке –жеке қолдануымызға, тіл үйретуден әдістемемен үйлесімді пайдалануға болады. Әңгіме жанрын сыни ойлау тұрғысынан оқыту бағытында да әбден болады. Жоғарыда аталып өткен сабаққа дейінгі кезең, негізгі кезең, сабақтан кейінгі кезең деп бөліп алып, ұсынылған тапсырмаларды / танымдық мақсатты айқындап, оқиға тізбегін құру, естіген әңгіменің жоспарын құру, әңгіме бойынша сурет салу, сурет бойынша әңгіме құрастыру, әңгіме бойынша ойтолғау жазу, әңгіме бойыша тезис түрлерін ұсыну, әңгімеден негізгі оқиғаны анықтау, әңгіменің субьктивті, обьективтілігін анықтау, бейтарап әңгіме құру т.б. / ұсынуымызға болады. Әңгіме жанры сөз өнерінің қомақты саласы болғандықтан, сөйлеу шеберлігін қажет ететін жанр. Сондықтан әңгіме жанрын меңгерту арқылы студенттердің танымдық, тарих жөнінде ақпараттандырумен қатар, оларды талдай білуге, сараптай алу қабілетін қалыптасытырумен қатар, сөйлеу іскерлігін қалыптастыруға ықпалы зор.
Пайдаланған әдебиеттер тізімі:
Ахметова, М.К., (2008). Мәтін лингвистикасы. Орал. Әуесбаева, П.Т., (2001). Қазақ фольклорындағы әңгіме жанры. Алматы. Бабушис, Е.Е., (2008). Обучение письменной речи как творческой деятельности. Москва Қасқабасов, С., (2008). Елзерде. Алматы. Мәретбаева, М., (2008). Әңгімелеу мәтінінің тілдік-стилистикалық сипаты. Алматы. Печников, О.И., (1994). Обучение творческому письму. Москва. Шалабаев, Б., (2008). Көркем мәтінді талдау әдістемесі мен тәжірибесі. Алматы.
KIRC XI Sessions on Language Acquisition & Related Areas - 37
Paving the Brave New World with Knowledge Academic Reading and Writing 2 Student Panel Moderator: Dr. Olga Gladkova
Violations of Human Rights, Freedoms, and Equality Create Social Problems in Africa
Assem Karabekova KIMEP University [email protected]
Abstract In this part of the world, we know little about Africa, but we often hear about violations of human rights and freedoms there. People always mark this continent as the poorest on the world map, but is it really true? Are people really lying on the ground there, naked and starving? If so, why does the situation not improve? The project mainly focused on the people who had lived in Africa. It brought positive results about the situation in Africa. That is to say, the study participants’ experiences did not bear out the popular stereotypes about life on that continent. This was very different from the picture painted in the media.
Keywords: Africa, human rights, media, stereotypes, experiences.
Authors’ Bio Assem Karabekova is in her first year of study in the Bachelor of International Relations programme at KIMEP University. In her high school in Vancouver, Canada, she was actively involved in charity work. In 2014 she won the title of Miss KIMEP. Assem completed this project research under Mr. David Williams’s supervision.
KIRC XI Sessions on Language Acquisition & Related Areas - 38
Food Waste
Adilzhan Zhunussov KIMEP University [email protected]
Abstract Over the last decades, the development of global economy has led to a growth of consumption and consumerism. Having many opportunities to provide people with better life conditions, developed countries blindly waste millions tons of food every year. This paper represents food waste as a global issue, explores its reasons, and offers suggestions how it can be addressed. A survey conducted as part of the project showed that people in Kazakhstan know about food waste and are aware of its negative implications.
Keywords: Food waste, consumerism, global trends, Kazakhstan.
Authors’ Bio Adilzhan Zhunussov is a second year BSc student at KIMEP University. Apart from studying economics and management, he is also interested in reading psychology books and having fun with friends. Adilzjan’s project supervisor was Dr. Olga Gladkova.
KIRC XI Sessions on Language Acquisition & Related Areas - 39
Untangling the Mystery of Adolescent Crazes
Aigerim Kanapiyayeva KIMEP University [email protected]
Abstract The paper investigates why adolescents go through crazes and what is hidden behind these crazes: whether teenage interests followed with exaggerated zeal mean something or not. Crazes get bad press, even though they may have value. The opponents of this view might contend that adolescent crazes mean nothing except irrational behaviour that must reflect negatively on teenagers. In her exploration of the underlying causes of adolescent crazes the author hoped to discover what can be learned about them.
Keywords: Adolescents, crazes, psychology, rationality, learning.
Authors’ Bio Aigerim Kanapiyayeva is a second year BSc student at KIMEP University majoring in Finance and Accounting. Her other interests include psychology, PR, marketing, and fashion. For the past two years she has been working for KIMEP PIE and KIMEP PIE’s magazine. Aigerim’s project has been supervised by Dr. Catherine Carey.
KIRC XI Sessions on Language Acquisition & Related Areas - 40
To Read or Not to Read. Is Literature Disappearing?
Dayana Kairolla KIMEP University [email protected]
Abstract The paper explores the perception that literature is disappearing in the 21st century. The author analyzes how literature plays a significant role in the shaping of a culture. Her basic assumptions were that reading is on the decline among young people and that the use of the Internet and other media resources can lead to the disappearance of this major part of human culture. Thus, the purpose of the project was to find out whether literature is indeed disappearing by using survey and interview methods.
Keywords: Literature, reading, trends, culture, youth, internet.
Authors’ Bio Dayana Kairolla is in her second year of study at KIMEP University’s BSc programme. She is a high-achieving student specializing in marketing and finance. In her free time she likes dancing, travelling, and reading books. She has participated in several KIMEP U events and conferences as a volunteer and presenter. Dayana’s project supervisor was Dr. George Rueckert.
Do Local Educators Offend Copyright?
Beknur Rakhmankulov KIMEP University [email protected]
Abstract KIRC XI Sessions on Language Acquisition & Related Areas - 41
The idea of this project comes from the persistent rumours that local educators violate copyright. The author decided to find out whether this was indeed the case at KIMEP University and what the reasons of possible copyright violations might be. He explored the local staff’s understanding of and attitudes to copyright and its violations and analyzed the provisions of national legislation concerning the application of copyright in education. It was found that copyright is not observed at KIMEP University at all times. Some possible causes of this are local book order practices, low information literacy, and the narrowness of so-called “fair use” provisions in Kazakhstan’s copyright legislation.
Keywords: Copyright violations, education, textbooks, library, Kazakhstan, law, practice, fair use.
Authors’ Bio Beknur Rakhmankulov is a third-year BLLB student at KIMEP University. He is also a leading specialist in image processing at the Association of Higher Educational Institutions of Kazakhstan. In his free time he enjoys reading time-management and oratory books, as well as whodunits. Beknur’s project supervisor was Dr. Olga Gladkova.
Positive Thoughts May Help You in Reaching Success
Aiman Zhanybek KIMEP University [email protected]
Abstract KIRC XI Sessions on Language Acquisition & Related Areas - 42
People have been exploring their thoughts for thousands of years, and many have wondered about the power of thought to change lives. This paper examines if our life depends on the way of our thinking. In search of answers the author conducted a self-experiment, two interviews, and a survey. She found that the majority of her respondents were sure that their lives were a result of their thoughts. The self-experiment also confirmed the power of the mind to change reality. Our lives are reflections of our past thoughts, and what we are thinking now in turn creates our future. So it is true that people shape reality with their thoughts.
Keywords: Positive thinking, life change, law of attraction, success.
Authors’ Bio Aiman Zhanybek is a second year BSc student at KIMEP University. Her major is accounting. She likes self- development, reading and travelling and enjoys university life. Her project work has been supervised by Mr. Turgan Zhanadilov.
Креативті ойлауды дамытудың маңыздылығы
Смағұлова Раушан, ф.ғ.к. КИМЭП Университеті, Алматы, Қазақстан [email protected]
KIRC XI Sessions on Language Acquisition & Related Areas - 43
Абстракт. Мақалада тіл оқыту барысында жаңа технологияларды қолданудың маңызды екендігі қарастырылады. Жаһандану жағдайында білім берудің мақсаты мен мәнінің өзгеруі «білім беру технологиясы», «педагогикалық технологиялар», «инновациялық технологиялар» деп алатын жаңа ұғымдардың пайда болуына ықпал етті. Қазіргі инновациялық технологиялар педагогика ғылымы мен практикасының жетістіктерін, дәстүрлі тәжірибедегі құнды дүниені, әлеуметтік прогрестің жетістіктерін, қоғамдағы гуманизация мен демократия жемісін жинақтаушы қызметін атқарады. Педагогикалық жаңалық - жаңа идеялар, әдістер, технологиялар ғана емес, педагогикалық процесс элементтерінің бірлігінің немесе жеке элементтерінің білім беру мен тәрбиелеудегі белгілі міндеттерді тиімді шешу жолы. Аталмыш мәселе көптеген ғылыми зерттеулерге негіз болған. Инновациялық технологиялардың құрамдас бір бөлігі креативті ойлай білу әдісі болып табылады. Тіл үйренуде аталмыш әдісті сабақта пайдалану өзінің оң жетістігін беріп жүргені көпке мәлім. Өз тілдерін басқаға шет тілі ретінде оқытып жүрген әлемнің әдіскер мамандары да креативті ойлау әдісін өнімді әдістер қатарына жатқызады. Тірек сөздер: қазақ тілі шет тілі ретінде, креативті ойлауды дамыту, педагогикалық технология, әдістеме;
Тілдер заңы дүниеге келгеннен бері қазақ тілін оқытып-үйрету проблемаларын шешу жөнінде талай жұмыстар жасалынды. Тіл мамандары бас қосып,өзара тәжірибе алмасқан семинарлар жиі өткізіліп,кешенді әдістемелік оқулықтар шығарылды.Соңғы уақытта қазақ тілін үйретуде елімізде әлемдік тіл үйрету әдістемесіне сүйеніп, дүние жүзі әдіскер ғалымдарының тәжірибесіне назар аударылып отырғаны көңіл қуантады.Тіл үйрету мен тіл оқыту қай елдің болмасын өзекті мәселесі десек қателеспейтін шығармыз. Десек те, тіл үйрену мен үйретуде әр елдің өз ерекшеліктері бар. Мәселен, Америка, Англия, Германия, Франция елдері өз тілдерін өзгелерге үйрету үшін дүниежүзілік деңгейді қамтып жұмыс істейді. Бұл тілдердің шет тілі ретінде оқыту әдістемесі мәселесімен айналысатын арнайы орталықтар, статистика бөлімдері, баспалар бар. Өз тілдерін әлемдік деңгейге көтеру үшін қай жерде қанша адам сол тілді оқып жатыр, осы тілді кімнің үйренгісі келеді,қандай семинарлар өткізу керек тб. анықталып, тиісті жағдайлар жасалып отырады. Кез келген тілді үйрену үшін алдымен қажеттілік туындау керек.
Ал қазір Қазақстанда мемлекеттік тіл мәртебесінің талабына сай қазақ тілін үйрену қажеттігі туындады. Мемлекеттегі қазақ тілін үйренгісі келетін азаматтарға тілді қажеттілік деңгейіне сәйкес меңгерту - тіл мамандарының тікелей міндеті. Қазақ тілін үйретуде біз, яғни тіл мамандары тіл оқытуда өз тілдерін дүниежүзіне үйрете білген елдердің әлемдік тәжірибесіне сүйенсе, еңбегіміз әлдеқайда нәтижелірек болар еді.Тіл оқыту барысының шынайы өмір ағынымен үндесіп, туындаған жағдайларға мейілінше бейімдірек болғаны біраз жетістіктерге жеткізеді деген ойдамыз.
Қазақстан Республикасының «Тіл туралы» Заңында: «Оқытудың неғұрлым оңтайлы әдістерін, формалары мен құралдарын таңдап алуда мұғалімдердің мүмкіндіктерін кеңейтіп, педагогикалық ғылым жетістіктерін практикаға батылырақ енгізу керек» делінсе (“Білім туралы” Заң, 2007), «Қазақстан Республикасының 2015 жылға дейінгі білім беруді тұжырымдамасы» білім жүйесіне үлкен жаңалық және жауапкершілік әкелуде. Бұл тұжырымдама білім беру ұжымдарында негізінен талқыланып, білім беру жүйесінің әлемдік деңгейге көтерілуіне, жастарды қазіргі заман талабына сай экономика мен еңбек нарығына өз үлестерін қосатын кәсіби мамандар етіп дайындауда, оқытушылардың шығармашылықпен еңбек етуіне, өз пәніне деген біліктілігін көтеруге үлкен жауапкершілік артуда.
Республикамызда тұратын барлық этностардың тіл құқығын сақтай отырып, ұлттар ынтымақтастығын нығайтудың негізі болып саналатын меелекеттік тіл- қазақ тілін шет тілі ретінде оқыту әдістемесі қалыптасу кезеңіне аяқ басты.
Тілдерді қолдану мен дамытудың 2011-2020 жылдарға арналған мемлекеттік бағдарламасында мемлекет басшысы Н.Ә.Назарбаев: «Біз барша қазақстандықтарды біріктірудің басты факторы болып табылатын қазақ тілінің одан әрі дамуы үшін барлық күш - жігерімізді салуымыз керек. Сонымен бірге елімізде тұратын барлық халықтардың өкілдері ана тілінде еркін сөйлей, оқи алуына, оны дамытуға қолайлы жағдай туғызу қажет» («Қазақстан - 2030», 2011), деп атап көрсеткендей, қазіргі кезде білім беру үрдісінің талаптары мемлекеттік тілді жаңаша, заман талабына сай оқытуды көздейді.
Қазіргі кезде қазақ тілін оқытатын мамандарға қойылатын талап жаңа технологиялық әдістерді қолдана отырып, сапалы білім беру.
Бүгінгі оқыту жүйесінде әртүрлі жаңа технологияларды пайдалану тәжірибеге еніп, нәтижелер беруде.Оқу процесін жандандыру мақсатын ұйымдастыру, белгілі бір мақсатқа жұмылуда алдын ала ойластырудың KIRC XI Sessions on Language Acquisition & Related Areas - 44
ықпалы мен әсері және оқу процесін ойдағыдай жүзеге асырудың мазмұнды техникасын оқытудың жаңа технологиясы дейміз. Жаңа технологияларды меңгеру мұғалімнің азаматтық, кәсіптік, зияткерлік, адамгершілік, рухани және басқа да көптеген қасиеттерінің қалыптасуына игі әсерін тигізеді, өзін-өзі дамытып, оқу үрдісін тиімді ұйымдастыруына негіз болады.
Инновациялық білім беру технологиясы – білім берудің инновациялық әдістерін қолдануға негізделеді. Жоғары кәсіби білім беруде «инновациялық әдістер» бұл – қазіргі заманның соңғы жетістіктеріне негізделген білім берудің технологиялары, оның мақсаты, студенттерді оқытудың сапасын арттырып, олардың бойында өзіндік шығармашылық қасиеттерді дамыту.
«Білім беру технологиясына» инновациялық мынадай әдістер жатады: білім беруді ізгілендіру, ақпараттық оқыту технологиясы, деңгейлік саралап оқыту технологиясы, модульді оқыту технологиясы, сын тұрғысынан ойлау технологиясы, дамыта оқыту технологиясы, проблемалық оқыту технологиясы, креативті оқыту технологиясы тб.
Атап айтқанда, тіл оқытуда жаңа креативті ойлау технологиясын пайдаланудың орны ерекше. Бұл технологияны қолданудың ең негізгі тиімді тұстары:
шығармашылық ойлауды ұштайды; проблеманы жан-жақты қарастырып,тығырықтан жол таба білуге үйретеді; тез, батыл шешім жасау қабілетін қалыптастырады; ой еркіндігін, интуицияны дамытады; ерекше ойлауға, айрықша пікір айтуға талпындырады
Креативті технология – бойдағы бар білімді жандандыру, қалыптасқан ережелер мен қағидаларды өзгерту, оқыту бағдарламасынан тыс жаңа мазмұн қалыптастыру, білімді тереңдету болып табылады. Сол себептен қазіргі білім берудің мақсаты бағдарламада көрсетілген тақырыптарды меңгеру ғана емес, ол тақырыптарды шығармашылықпен ұштастыра отырып оқыту болып табылады.
Креативті технологияның мақсаты мен мағынасы жеке тұлғаны оқыта отырып, оның қабілеттерін ескеріп, тұлғаның барлық қасиеттерін тұтас, жан -жақты дамытуға негізделген.
Креативті технология да педагогикалық технологиялар қатарына жатады. Педагогикалық технология білім берудің бағдарламасын жасаудың идеясы болып табылады. Педагогикалық технология – бұл оқу процесін ұйымдастыру және өткізу барысындағы оқушылар мен мұғалімдерге жайлы жағдай тудырудың, біріктірілген педагогикалық қарым – қатынастың барлық жағдайларды ойлап қарастырған моделі (Монахов, 1995). Мұндай оқытудың дәстүрлі білім беруден айырмашылығы жоғары басқармалы процесс болу керек.
«Технология» сөзінің «әдістемеден» айырмашылығы бар. Әдістеме оқу процесін ұйымдастыру мен өткізудің ұсыныстар жиынтығы болса, педагогикалық технология – ол сабақ үрдісінің болашақ жобасы, іс – әрекеттер мен амалдардың тиімді бірізділігі мен түпкілікті нәтижелердің кепілдігі.
Креативті технологиялар туралы айтпас бұрын, креатив деген не термин, нені білдіреді, әуелі соған тоқталып өткенді жөн көрдік.
Сөздің этимологиясына тоқталсақ, бұл сөз латын тілінен енген, яғни «creare» - өндіру, шығару, ойлап табу деген ұғымды білдіреді. Қазір бұл сөз ағылшын тілінде «creativity», яғни шығармашылық ой, қабілет деген мағынаны білдіріп басқа да тілдерде кеңінен қолданыс табады.
Негізі бұл сөзді осы ұғымында ең алғаш рет пайдаланған 1950 жылдары «Америка Психологиялық Ассоциациясының» президенті болған Дж.Гилфорд болатын (Guilford, 1950; Guilford, 1967). Оның ойынша «креатив» деген сөз - айрықша жаңа, бұрын қолданылмаған, кез келген адамның ойына келе бермейтін қызықты әрі тартымды әдіс немесе амал.
Мәселен, Дж. Гилфорд креативті ойлаудың мынадай ерекшеліктерін атап өтеді: идеяның айрықша ерекшелігі, адам баласының озық ойының шарықтауы; мағыналық орамдылық, нысанға басқаша көзқарас, немесе нысанның бұрын басқаға беймәлім жақтарын ашу; бейнеге, образға бейімделе білу,нысанды қабылдауда қалыптасқан ережелерден ауытқу; ойламаған жерден әр түрлі идеяның пайда болуы
KIRC XI Sessions on Language Acquisition & Related Areas - 45
Осыған негізделген креативті технологияны сабақта пайдалану, әрине, оқытушыдан ерінбей ізденуді талап етіп, мұғалімнің жұмысын түбегейлі өзгертеді. Сонымен қатар,сабақ беруде және оқытуға барынша мақсатқа сай креативті амалдарды дамытуда орталық аспект оқытушы мен оқушы арасындағы қарым - қатынастардың түсінікті болуы, дәрісханада жайлы атмосфераның қалыптасуы, өзара түсінушіліктің болуы аса маңызды (Schmidt, 2001).
Сөз жоқ, сабақ беруде оқытушының бойында креативті ойлай білу қасиеті болмаса оның сабақта креативті технологияны қолдануы екіталай дегіміз келеді. Қазіргі уақытта көп білу емес, дұрыс ойлай білу маңызды: «Қиял білімнен маңызды» ( Энштейн).
Сонымен креативті ойлай білу қабілетін қалай дамытамыз? Ғалымдар креативті ойлаудың біраз жолдарын зерттеп, оларды өмірде қалай қолдану жөнінде бірталай ақыл-кеңестер ұсынады. Олардың ойынша, адам күнделікті қалыпты стереотипті ойлау шекарасын мүмкіндігінше кеңейтіп, батыл ойлауы тиіс. Сол ұсыныстардың ең негізгілерін нақты атап өтуді жөн көрдік. Заттарды бір-біріне қосыңыз, әрине, бұрын бұл ешкімнің ойына келмеген. Ассоциациялардың тізімін жасап, оларды бір-бірімен біріктіріңіз. Сізге дейін ешкім жасамағанды жасаңыз. Күнделікті, қалыпты нәрселерге жаңа көзқараспен қарау машығын дамытыңыз. Ұғым немесе белгілерді (символ) кере қарыс немесе керісінше қойып көріңіз. Елдің бәріне таныс дүниені басқаша, яғни ерекше қолдана білу қасиетіңізді дамытыңыз. Өз интуицияңызға сенуді әдетке айналдырыңыз.
Жоғарыда аталып өткен ұсыныстарды ескеру, сабақ беру барысында креативті технологияны өз орнымен әрі тиімді қолдана алудың алғы шарттары бола алады. Тіл үйрету сабағында жаңаша оқыту әдісін енгізу өз жағдайымызға және дүние жүзілік стандартқа сәйкес келетін білім берудің жаңаша әдістерін, жолдарын меңгеруді талап етеді. Қазақ тілін екінші және шет тілі ретінде оқыту барысында креативті ойлау қабілетін қалай дамытамыз, бұл мәселе келесі бір мақаланың тақырыбы болмақ.
Қолданылған әдебиет:
Guilford, J.P. (1950). Creativity, American Psychologist, Volume 5, (9), 444–454.
Guilford, J.P. (1967). The Nature of Human Intelligence .New York: McGraw-Hill
Қазақстан Республикасы «Білім туралы» Заңы. (2007.) Егемен Қазақстан. 15 тамыз N 254-256
«Қазақстан - 2030» стратегиялық бағдарламасы (2011). Астана, ҚР Президентінің N 110 жарлығы
Монахов В.М. (1995). Технологические основы проектирования и конструирования учебного процесса. - Волгоград: Перемена
Schmidt, R. (2001). Kommunikative Fremdsprachendidaktik- Theоrie und Praxis in Deutsch als Fremdsprache. München: Iudicium Verlag hrsg. von Hermann Funk und Michael König
.
Студенттің жазылым іскерлігін дамытуға арналған әдіс-тәсілдер
Утенова Дидарай КИМЭП Университеті Алматы, Қазақстан [email protected] KIRC XI Sessions on Language Acquisition & Related Areas - 46
Студенттерге тіл үйретуде жазылым әрекеті арқылы түрлі әдіс-тәсілдерді қолдануға болады. Жазу дегеніміз көптеген уақыт бойына ескі әдіс ретінде қолданыстан шектеп, еленбегені шындық. Соңғы кездері шет тілін оқытуда жазылым әдісінің рөлі артып келеді, кейбір жағдайларда жазылым шет тілін үйрену тиімділігін арттыруда деп айтылып жүр. Қазіргі заманауи құрылғылардың дамыған кезеңінде қарым- қатынаста жазылымның маңызы байқалып отыр, сондықтан оны ескермесе болмайды. Мысалы, электронды пошта, интернет, агент т.б. Тірек сөздер: жазылым әрекеті; тілдік дағды; жазба жаттығулар; әдіс-тәсілдер
Кіріспе. Қазақ тілін орыс топтарына оқыту әдістемесінде жазылым тек қана оқыту құралы емес, күн артқан сайын қазақ тілін оқытудағы басты ұстаным, мақсат болып отыр. Қазақ тілін басқа ұлт өкілдеріне үйретуді қалыптастыру мен ойды орынды жеткізу амалдарының өнімдісі жазылым болып табылады. Жазылым біздің ойларымыздың, ассоциацияларымыздың фиксациясы болып табылады деп атақты орыс әдіскері В.Н.Филатов та айтқан. Өз кезегінде Р.П.Мильруд тіл үйретуде жазылымға көбірек көңіл бөлінуі керек, себебі біз жазылымнан бұрын басқа сөйлеу әрекеттеріне көбірек көңіл бөліп кетеміз, сондықтан жазылым артта қалып отырады деген еді. Студенттерді жазылымға үйрету кезінде ең алдымен ойлауды дамыту керек. Көптеген уақыт бойына қазақ тілін үйретуде жазылымнан бұрын оқылымыға көп көңіл бөлініп келді, жазылым екінші сатыда болғаны рас. Жазылым сөйлеу әрекетінің басқа түрлерін дамытуға арналған құрал ретінде қабылданды, ол тіл үйренушілерге бағдарламадағы тілдік материалды жақсы меңгеруге және сөйлеу әрекеттері мен дағдыларын қалыптастыруды бақылау құралы іспетті болды. Бірақ, соңғы кездері қазақ тілін орыс аудиториясына үйретуде жазылымның рөлі маңызды бола бастады. Себебі, тілдік дағдылар мен әрекеттер сөйлеу әрекеті кезінде жүзеге асады. Ал, сөйлеу кезінде тілдің аз ғана бөлігі қолданысқа енеді екен. Осыған қарағанда тілдің негізгі бөлігі, басты күші жазылымда болып отыр. Қазіргі таңда жазылымның маңызы өте жоғары екенін ешкім жоққа шығармасы анық. Біз шет қазақ тілін басқа ұлт өкілдеріне үйретуде ұтымды шығу үшін жазбаша сөйлеудің шеберлігі мен иірімдерін үйретуіміз керек деп білеміз. Жазбаша фиксация тіл үйренушілерге ауызша сөйлеу тілін кемшіліксіз үйреніп, тілдің графикалық жүйесін тиімді меңгеруге көмектеседі. Бұл тіл үйренуде жазылымға көңіл бөліну керектігінің қажеттілігін түсіндіреді. Жазу – жазбаша сөйлеудің техникалық бөлігі. Жазбаша сөйлеу сөйлеу әрекетінің айтылыммен қатар өнімді (экспрессивті) түрі және арнайы бір мазмұнды беруде графикалық белгілермен беріледі. Әдістері. Жазбаша сөйлеудің психофизикалық негізі қозғалыс, көру және есту-сөйлеу анализаторларының әсерін құрайды. Оқытуда осыларға сүйену үлкен нәтижеге, тиімділікке қол жеткізеді. Психологтардың мәліметтеріне сүйенсек, тыңдаған материал 10 %, көзбен қабылдағанған материал 20%, естіп және көрген материал 30%, жазған материал 50%, сөйлеу әрекетінде қолданылған материал 70%, басқа біреуге үйреткен материалымыз 90% меңгеріледі екен. Психологтар жазба тілдің базасы ауызша сөйлеу деп санайды. Айтылымды да, жазылымды да алдын-ала айтылайын деп отырған ой тізбегінен (не айтатынын) білуге болады. Бәріміз білетіндей жазу оқумен тығыз байланысты. Олардың негізінде бір ғана графикалық тіл жүйесі жатыр. Жазуда ойды графикалық символдардың көмегімен шифрлау, оқуда – осы шифрды шешу немесе кодты шешу жүзеге асады. Егер де жазуға және жазба сөйлеуге үйретудің мақсаты дұрыс анықталса, басқа тілді үйретудегі жазудың рөлін ескерсек, өз мақсатымызға сай жаттығуларды пайдалана білсек, бұл жаттығуларды оқытуды нақты қажетті кезеңінде қолдана білсек, осылардың негізінде ауызша сөйлеутілі бай болады және логикалық жақтан жақсара түсері сөзсіз. Жазу тіл үйренуде грамматикалық меңгеруді игеру кезінде жай ғана көшіріп жазудан шығармашылық шешімді қажет ететін тапсырмаларға дейін, есте сақтау үшін қажетті жағдайды жасайды. Білім алушылар жазуға сүйенбесе, лексикалық және грамматикалық материалды есінде сақтауы қиындай береді. Жазбаша түрде орындалатын барлық тілдік және шартты-сөйлеу жаттығуларын орындату жазбаша сөйлеу жұмыстарына жатады. Жазбаша мазмұндамалар, шығармалар, шығармашылық диктанттар, берілген тақырыпқа хабарлама жазу үшін жоспар мен тезистер құру, жеке немесе іскерлік хат жазу, яғни берілген жағдайларға қарай хат жазу – осылардың бәрі де коммуникативті жазба сөйлеуге жатады. Басқа сөзбен айтқанда – бұл сөйлеу тәжірибиесінің аралас және зерттелген тақырыбы бойынша жазбаша сөйлеу жаттығулары. Жазылым өз ойынды жазбаша түрде жеткізудің амалы ретінде түсіндірілетін шығармашылық коммуникативті әрекет ретінде қарастырылады. Ол үшін орфографиялық және жазу амалдарын, сөзбен айтылатын ойды композиялық тұрғыдан әдемі үйлестіре біліп, жазбаша түрде жазу, сонымен қатар лексикалық және грамматикалық бірліктерді орнымен қолдана білуді меңгеру қажет. Жазбаша сөйлеуге үйрету көптеген айтылым жаттығуларының басын құрайды: жазбаша хабарлама құрауға үйрететін сөйлеу жаттығулары, оқу, тыңдау мен ауызша қатынас процестерімен орайластырылған жазылым-айтылым жаттығулары. KIRC XI Sessions on Language Acquisition & Related Areas - 47
Орыс тілшісі Е.А.Маслыко қағаз бетіндегі мәтінмен жұмыс істеу үшін жазылым жаттығуларын орындау барысында басқа жаттығулардан бөлек мына ерекшіліктер қамтылады деп төмендегілерді көрсеткен болатын: - мәтіннен қосалқы сөздер мен сөйлемдерді шығарып тастап, көшіріп жазу; - шынайы немесе ойыңыздағы адресатқа хат-хабарлама құрау, жазу; - тақырып немесе бір мәселе бойынша мәтіндерді саралау, ауызша айтылымның жоспар- конспектісін әзірлеу. Тіл үйренудегі оқу кезінде (қарау, танысу, оқу) Е.А.Маслыконың ойынша төмендегідей жазба жаттығулар үйренушілердің қызығушылығын тудырады екен: - мәтіннен қажетті ақпаратты табыңыз және жазып алыңыз; - шет тіліндегі әр түрлі дереккөздерін пайдаланып, тақырып немесе мәселе бойынша жазбаша шолу жасаңыз; - арнайы журнал (жинақ) мақалалары бойынша аннотация құраңыз; - мақалаға ұқсас (құрылымына сәйкес) арнайы журналға материал дайындаңыз; - әдебиетті (мәтінді) оқу барысында бұдан ары қарайғы материалмен жұмыс істеу үшін жазбаша ескертпелер жазып отырыңыз. Байқауымызша, жазылым жаттығуларының ішінде осы типті жаттығуларды студенттерге орындатып, байқап көрген де дұрыс болады. Оқытушы тіл үйренуде жазылымға басымдылық бергісі келсе, студенттерге шет тілін тыңдау арқылы (аудирлеу) естігенде жазбалар жасатып отыруына болады: 1) алдын-ала берілген жоспарға (кілт сөздер негізінде) сәйкес аудиомәтіннің мазмұнын қысқаша құрау; 2) аудиомәтінді тыңдау барысында басты тірек сигналдарды жазып отыру; 3) берілген коммуникативтік жағдайға (тапсырма) сәйкес аудиомәтіннен ақпаратты бөліп алып, оны жазу. Студенттің жазылым іскерлігін дамыту барысында еркін диктантты да пайдалануға болады. Бұл жағдайда оқытушы аудиомәтінді абзац бойынша оқиды, студенттер есте қалғандарын жазып отырады, тапсырманы орындау жеңіл болу үшін алдын-ала жоспар немесе кілт сөздер беріліп қойылады. Жазба сөйлеуді қабылдау кезінде студенттер шынайы немесе қиялындағы әңгімелескен адамымен талқылау сұрақтарын дайындайды, бұл – тезистер, карточкалардағы жазба лекцияларды таңдайды, кодограмма, арнайы тақырып (мәселе) немесе жағдай бойынша ауызша хабарлама үшін кестелер құрайды. Жазба сөйлеу тәжірибесі қағаз бетіндегі мәтін немесе аудиомәтінді есте сақтауға алмастыру, жоспар бойынша немесе арнайы бір сұрақ немесе белгілі мәселені шешу бойынша жазбаша ұсыныстар жасауға мүмкіндік береді. Тақырып бойынша сабақтар топтамасы үйге мазмұндама берумен аяқталады (өзіндік диктант – мәтіннің толықтай немесе бір бөлігін жазбаша баяндап беру). Шет тілінде жазба түрде өз ойыңды жеткізуді сатылап және үнемі жүргізіп отыру керек. Бұл мәселені шешу үшін бірнеше өнімді жаттығулар қатары бар. Мысалы, неміс әдіскері Герхард Нейнер ұсынған әдістер қарапайымнан қиынға қарай құрылған, репродукциядан өз ойың мен ұстанымыңды көрсете аласың. Барлық жаттығулар жазбаша орындалады. Біздіңше төмендегідей тапсырмалар қызушылық тудырары сөзсіз: - әңгіменің басы мен аяғын толықтырыңыз; - жеке «бағыттаушы» репликалар бойынша диалог құра; - мәтін түрін өзгертіңіз (хабарламаны диалогқа, диалогты сипаттауға айналдырыңыз); - әр түрлі мәтіндер мен диалогтарда жағдайды сипаттаңыз; - мәтіндік және көрнекілік ақпараттың арасындағы айырмашылықты түсіндіріңіз; - хатқа хат жазып, телефон сөйлесулеріне сөйлесумен жауап беріңіз және т.б.; - белгілі нәтижеге жеткізетін кілт сөздерді алдын-ала табыңыз және т.б. Шығармашылық жазба жұмыстары үшін Г.Нейнердің айтуынша ақпараттық сипаттағы іскерлік мәтіндерді пайдалануға болады. Студенттердің алдына жеке сипаттағы сұрақтар қойылады, мысалы: Алынған ақпарат мен үшін қандай мәнге ие? Менің әлемім шетелдегі менің замандастарымнан несімен ерекшеленеді? Неліктен мұндай айырмашылықтар байқалды? Қазіргі таңдағы неміс әдістемесінде шет тіліндегі жазылым мен жазбаша сөйлесуге үйрету әдістемесі бойынша «креативті хат» кең қанат жайды. «Креативті хат» астарына әр түрлі қиындық дәрежесіндегі, формасы мен мазмұны бойынша әр қилы, көбіне ойын сипатындағы жаттығулар енеді. «Креативті хат» әдісін қолдана отырып, әдіскерлер өз алдарына нақты төмендегідей сұрақтар қояды: хатты қашан жазу керек, қаншалықты көлемде жазу керек және қандай мақсатпен? Хат қандай рахатқа бөлейді және кімді? және т.б. Бұл жаттығулардың ерекшелігі – олардың бәрі де міндетті түрде жазба түрде жүргізіледі, мазмұны жағынан шығармашылық немесе жартылай шығармашылық сипатта болады, студенттер үшін қызықты және тартымды, оқытушы үшін де дәл солай. Танымал ақындардың өлеңдері, монологтар пайдаланылып, топ болып қызықты оқиғалар жазады, жасанды тұлғалар атына хаттар жазылады. Креативті хат жазуды еңгізе бастағанда маңызды үш шартты ұмытпау керек: оқыту мақсаты, оқыту шарттары және оқу бақылау амалдары. KIRC XI Sessions on Language Acquisition & Related Areas - 48
Нәтиже. Қазіргі таңда Ресей мектептерінде шет тілін үйрету барысына көп көңіл бөлініп отыр. Жалпы орта білім беретін мектептердің өзінде 6 сыныптан бастап оқушылар шығармашылық жазба жұмыстарының біразын орындайды екен, мысалы, хат жазу, анкета толтыру. Олар жиі орындалады және бір-бірінен негіз алып, ұқсас болып келеді. Хат жазу – жаттығудың өте тиімді, әмбебап сипатты түрі. Хат жазуға үйрету үшін алдымен бірнеше сөйлеу жаттығулары арқылы бастау керек. Алғашқы сатыда хатта пайдаланылатын клишелер, сөйлеу формулаларын есте сақтау үшін жаттығулар, адресатқа хатпен хабарласу үлгілері, алғыс білдіру амалдары, хатты алғандығын растау, тезірек жауап алуға үміт т.б. ұсынылады. Бұдан ары, хат мәтіндерін қарау, әр түрлі хат сызбаларын анықтау, жеке фразаларды, тірек ойларды, кілт сөздерді айқындау қажет. Студенттер хат мәтіндеріне талдау жасайды, олардың авторларына мінездеме береді, хат сипатын (жеке, отбасылық, іскерлік, мәселелі; алғыс, құттықтау, шақыру үшін жазылған хаттар) анықтайды, стиль мен сипаты әр түрлі хаттардағы ойлардың берілу, бір ойдан екінші ойға алмасу құралдарына талдау жүргізеді. Екінші сатыда – студенттерге фраза үлгілері мен кілт сөздерді пайдалана отырып, хаттың жоспарын жазуды ұсынуға болады. Хабарласу үлгілері және басқа клишелер хаттың мазмұны, құрылым мен стиліне сәйкесуі керек. Жұмыстың келесі сатысында студенттерге ұйымдаса отырып хат жазу ұсынылады, бұдан соң берілген жағдайлар бойынша тақырыптық хаттар, әр түрлі (жеке, отбасылық, іскерлік) тақырыптағы хаттар, адресаттың ұсынысы мен өтінішіне жауап-хат, нақты бір адресатқа сұрағы бойынша жауап-хат немесе басшылық сипаттағы хаттар жазылуы тиіс. Мүмкін әр түрлі адресатқа әр түрлі мақсатпен хат жазу керек болар, бірақ барлық хаттар мазмұны бір немесе бір ғана хабарлама мәтінге өзгерістер жүргізу арқылы жазылады. Адресатқа қойылатын сұрақтарды өңдеп, олардың хаттағы орнын анықтау керек. Қорытынды. Соңғы сатыда қазіргі заману технология дамыған сатыда электронды поштаны пайдаланып, ұжымдық немесе жеке жазылым жүргізуге болады. Студенттер бір-біріне хат жазып, өздерін тексеріп көреді. Осы арқылы, ауыздан шыққан сөзді жазуға, оның ішінде жеке және іскерлік хаттарды жазуға, сауалнамалар толтыруға, қысқаша өмірбаян жазуға, оқуға, жұмысқа қабылдауға өтініш жазуға үйрену т.б. – осылардың бәрі де хат жазуды үйренудің негізгі мақсаттары. Осыларға қайдан уақыт табуға болады? Қарап тұрса көптеген тапсырма сияқты. Бұндай ой туындаса, Е.И.Пассовтың ойынша үй тапсырмасы деген қосымша туралы естен шығармаған жөн, бұл кезде мақсатқа тәуелсіз түрде студент барлық жұмыстарды жазбаша орындауы керек, сөздерді жазудан бастап, мазмұн айту және тақырып бойынша хабарлама беруден аяқтағанда, бәрін жазбаша орындауы тиіс. Студент сабаққа дайындалғанда айтар ойының бәрін де алдымен жазбаша жазып алуы керек. Е.И.Пассов «жазылыммен айналысу керек, ол уақытты бос өлтірмеудің жолы» деп көрсетеді. Сондықтан да жазылымды біз тіл үйренуде басты ұстанымдардың бірі ретінде басшылыққа алғанымыз дұрыс болады деген ой қорытамыз.
Пайдаланылған әдебиеттер тізімі:
Маслыко, Е.А., (2004). Настольная книга преподавателя иностарнного языка. Минск: Издательство Высшейшая школа.
Филатова, В.Н., (Ed.). (2004). Методика обучения иностранным языкам в начальной и средней общеобразовательной школе. Ростов-на-Дону. Стр. 314-326.
Мильруд, Р.П., (1997). Методика обучения иноязычной письменной речи. In Р.П. Мильруд (Ed.), Иностранные языки в школе, 2, 5-11.
Neuner, G., (1992). Methoden des fremdsprachlichen Deutschunterrichts. Kassel. Translation by М.Ю.Гайнутдиновой.
Пассов, Е.И., (1991). Беседы об уроке иностранного языка. СПБ. KIRC XI Sessions on the Social Sciences & Related Areas - 1
KIRC XI Sessions on Social Sciences & Related Areas
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KIRC XI Sessions on the Social Sciences & Related Areas - 2
KIRC XI Sessions on the Social Sciences & Related Areas
Authors Title of the papers Page No. Gulnara Dadabayeva Turkestan in German geopolitics in early XX century 3 - 6 Gulzhaukhar Kokebayeva
Dina Sharipova, PhD State Capacity and Citizens’ Perceptions of Healthcare Provision in Kazakhstan 7-9
Jiri Melich, PhD Economic and Social Policy Experiments in China 11-20 and their Applicability to Central Asia
Ken Harvey, PhD Developing the KIMEP Distance Learning Plan 21-33
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KIRC XI Sessions on the Social Sciences & Related Areas - 3 Turkestan in German geopolitics in early XX century
Gulnara Dadabayeva
KIMEP University, department of IR & RS
Gulzhaukhar Kokebayeva
KazNU named after al-Farabi
Abstract: The growing interest of the public to the WWII history is also touching very sensible for CA region questions of loyalty to the country and patriotism issues. Why did the Central Asian people participate in the war? And could we say that Germany would provide to Turkic people who lived in tsarist Russia and later Soviet Union better conditions for establishment of their sovereign states? The recent discussions among academics have not solved the problems of the German geopolitical interests to the region in XX century. The author hopes that present paper can reveal some goals and strategy of the German empire towards Moslem population of the region in context of their nations-states construction processes.
Key words: Russian Turkestan, German geopolitics, prisoners of war, national liberation, Islam, self-determination, nation-state
1. Introduction
For many centuries Turkestan where Turkic peoples settled and spread from has been attracted interest of world powers. Colonial expansion of two empires – Russian and British in XIX century led to the emergence here a new conflict zone making consequently Turkestan an object of sharp geopolitical clashes. But decades later a course of international relations gradually excluded their long lasting antagonism from the political agenda since “Russian” or “Western Turkestan” was conquered and then became part of Russian empire while Great Britain stopped on the Afghanistan northern frontiers (Martens, 1880; Boulger, 1879; Snesarev, 1906). Traditionally called since XIX century “Russian Turkestan”, later Soviet Middle Asia and Kazakhstan, in Post-Soviet times has been known as new geopolitical entity “Central Asia”. In early XX century “Russian Turkestan” was transformed by Russian colonial authorities into “locked region”, and later on this policy was strengthened by Soviet government thus preventing any foreign access to this territory. But opposite to seemingly lost western concernment to “Russian Moslem lands” Germany started to demonstrate it’s warming up to the idea to be presented here particularly with the outbreak of World War I.
2. German empire and “turanism” movement
German interests towards the regional affairs can not be understood without short introduction to the political situation in Central Asian region in 1917-1918. The national liberation movement for self-determination of the local
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KIRC XI Sessions on the Social Sciences & Related Areas - 4 population led by such prominent figures as M. Chokay, A. Bukeykhanov and M. Tynyshpayev was closely connected with some basic ideas of “turanism” (Jäschke, 1941). The letter phenomena was the first one attracted the interest from the German side. The idea of the all Turkic, Hungarian and Finnish people unity along with the political movement based on these principles in the European literature of the XIX century was called “turanism”. In 1839 the Hungarian scholar Armenius Vambery implemented this term into the modern Central Asian studies. In 1911 in Budapest (Hungary) A. von Paykert founded a society “Turan” aimed to unite all Turkic peoples. This aim became acute during the WWI when Paykert defined Turan as territory inhabited by Turks, Tatars, Magyars, and Finnish people, most part of Caucasus and Siberian population, and also included peoples of China, Japan and Korea (Politisches Archiv).
Opposite to Paykert, Turkish and Central Asian political leaders identified the idea of “turanism” as unity of all Turkic peoples who lived in Russian and Ottoman empires. The Russian authorities were quite negative towards the disseminating of the idea of the Turkic people unity in the region. Due to this fact most part of the well known political thinkers who supported “turanism” moved to Ottoman Empire in early XX century. In 1911 Yusuf Akchura started to publish the journal “Turk Yirdu” and later founded a political society “Turk Oshagy”. A famous Turkish poet Zia Gekalyp defined “Turan as eternal great motherland of all Turks”.
Turanism became a leading ideology during the World War I (1914-1918), when the Minister of War in Ottoman empire Enver-pasha became one of the most active proponent of turanism movement. Later, after the disintegration of the empire Mustafa Kemal pasha prohibited the activity of turanism supporters. One of the aims of his foreign policy was the improvement of the Turkish-Soviet relations, so not surprisingly some well known pro-turanism figures migrated to Europe. In 1938 I. Inenu – the new leader of Turkish republic implemented some changes into politics including more positive relations towards turanism. This ideology again started to attract the interests from the side of prominent political figures and immigrant circles in Germany. It was the main reason drove German ambassador in Turkey F. von Papen to write a prolix letter to the minister of foreign affairs. von Ribbentrop in July 25 1941. He suggested using “turanism” ideas in a struggle against Soviet Union. The main recipients of the German propaganda would be the Soviet Moslems – prisoners of war. In addition, von Papen informed that Nuri Killigyl (Enver pasha’s brother) expressed a desire to go to Berlin. The main goal of this visit should be a work with Turkic prisoners. Later, in September 1941 Nuri pasha met several times with E. Vermin, a secretary of the Ministry of foreign affairs. Revival of “turanism” ideas partly explained Soviet negative reaction towards he supporters of this ideology in Turkic republics of Central Asia in 1930-50s.
3. German views on Central Asian situation during WWI
German commitment to keep alliance with Turkey during the war along with the necessity to provide advantageous conditions for the further movement of allies’ military forces in Caucasus region became the ground for the rise of the interest to Russian empire’s Moslem people. In 1916 Ministry of Foreign Affairs submitted for consideration a “Project to Revolutionize Enemy’s Moslem Regions” contained a strategy of using Moslem population anti-colonial struggle by Germany (ch.6) German “Turkestan politics” was formed precisely in this period to reach later its full potential during the war against Soviet Union. The author of the presented project using 1910 data specified the number of the “Russian Turkestan” (including Khiva, Bokhara emirate and Kyrgyz steppes) population as 10 million Sunni who along with Volga region Moslems comprised about 19 million (11% out of the Russian population). Moslem prisoners were to play a certain role in this plan implementation.
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KIRC XI Sessions on the Social Sciences & Related Areas - 5
By Hague Convention on Laws and Customs of War on Land signed by 42 states October 18, 1907 prisoners of war were to be “enjoyed a liberty in exercise of their religion” and this statement had become a ground for a decision to concentrate all Moslem prisoners totally numbered as 100,000 who fought on the side of Triple Entente in two camps later known as “Moslem camps”. Moslem prisoners from Russian Caucasus and Volga regions kept mainly kept in camp near Zossen soon started to move to Turkey to participate in military operations against Great Britain in Baghdad front. In 1915 in Vunsdorf camp was build a mosque to comprehend by “Moslem politics” more prisoners. Imam Alimdjan Idris, a Tatar by origin, who in 1916-21 was officially recruited by German Ministry of Defense as chair of the department to work with Moslem prisoners, later received a Letter of Thanks from president of Weimar republic Friedrich Ebert for his successes in field. Except religious practice, he was also involved into process of selecting Moslems from other camps to move them to Vunsdorf where life conditions were comparatively better than elsewhere. German camps for Moslems also attended other representatives of Russian Turkic people. In 1918, July Zossen camp visited Vise-President of Moslem Military Council Osman Tukumbet and member of Russian Moslem Central Council Yusuf Musaffar.
Due to absence of Turkestan prisoners (they were not joined Russian army by law) German authorities tried to use all possibilities to collect any information covering this region- the largest colony of Russian empire. German consulates and embassies provided detailed reports which contained data on Turkestan situation to the Ministry of Foreign Affairs. In 1916, October 15 and November 13 German embassy in Beijing sent a report on outbreak of the Turkestan Moslems uprising against tsarist power and their assistance requests from Xingjian compatriots. The latter immediately started to collect funds to get shooting-irons for Turkestan insurgents. German interest towards Turkestan started to grow in the last year of the war when the country was extremely exhausted from the shortage of food and supplies needed to continue the military operations. After signing of Brest peace treaty (1918) with Soviet Russia German embassy staff along with reconnaissance representatives in Moscow were immediately asked to collect all data on political and economic situation in Turkestan German leadership was especially interested in getting information on stockpiles reserves of natural resources on the territory of the region and also what separatist aspirations existed among the local non-Russian population. In May 13, 1918 German Ministry of Foreign Affairs on par with Etat-major General of conventional troops received a brief report on Turkestan political situation from major Hennig. Two months later, in June 1918 political department of German conventional troops headquarter got a report contained a serious analysis on possibilities to use Turkestan strategic raw materials to cater the battlefronts and rearwards of the country by food and other supplies. In addition, the Chancellor of the Empire Maximilian of Baden (October-November 1918) paid special attention to the reports prepared by Tledemann, the Baltic German had traveled in Turkestan region this year. Along with this information some important data were sent to the German embassy in Moscow by surgeons served at the prisoners camps in Middle Asia and Kazakhstan, later these notes became the ground for the secret working report titled:“Economic, political and military situation in Turkestan region“ prepared by German Etat-major General Staff.
The outbreak of the Russian revolution led later to the disintegration of the colonial empire thus provided strong hopes for the Moslem peoples to get real sovereignty. Prominent representatives of Turkic peoples and entire Moslem world were dreaming how to realize these plans and what particular assistance could be provided from their side. In 1918, March sheikh Abdureshid Ibrakhim sent a letter to the German conventional army headquarter with the request to help Moslem brothers in their liberation struggle in Turkestan. At least 10,000 Moslem volunteers out of 40,000 remained in Germany by the time wished to participate in this liberation movement. Osman Tokumbet- member of the Russian Moslem Council suggested sending all these soldiers to Ottoman Empire to start the process 5
KIRC XI Sessions on the Social Sciences & Related Areas - 6 of regular military detachments formation. German authorities, opposite expressed their disagreements with these plans. The reasons of German dissension are explained by suspicions towards Turkish expansionist aspirations aimed to Turkestan region. Earlier, in July 1918 Turkish side applied to German embassy with request to move all prisoners from Turkestan, Caucasus region and Crimea stayed at concentration camps to the Ottoman Empire territory. The Turkish in particular insisted on giving up the idea to form Moslem military detachments on their own territory but opposite suggested to send them back to their native territories to start the political struggle to detach off the Russians. German ministry of war was quite skeptical to answer these requests, mainly due to uncertain outcomes of this plan realization. “The last data, - as German attaché noted, - has confirmed unwillingness of Caucasus people to stay in Russian empire anymore but simultaneously it could hardly be imagined they would agree to adopt Ottoman dominance in the region”. Further, the German diplomat suggested not supporting this project due to some logistics technical difficulties until the situation in these regions would become clear..
Except this, open support to Ottoman Empire politics in the region would inevitably raise hostility towards German state and may in certain ways affect its economic interests. Anyway, Germany was obliged to keep loyalty to its ally and instead of giving squire refusal they prefer to stall the time. Hereby delays in transportation were explained by technical difficulties and shortage of food and necessary equipment.
But Caucuses region was still extremely important for German strategic interests so next moves seemed to be dictated by the desire to prevent Turkish growing presence here. In 1918 while Turkish military forces successfully moved to the eastern direction, German forces, opposite, launched the operations in the Caucasus region. At time German diplomats and politicians organized a number of trips including visit of O. von Hentig to Turkey, Iran, Bukhara, Kokand, Khiva, and Turkestan up to Chinese lands inhabited by Moslems. But events of 1918 finished with catastrophic defeat of German empire and victory of the revolution that declared foundation of the German Republic. The course of these events for certain time cut off Turkestan region out of its foreign politics focus.
4. Conclusion
Anyway, the Russian empire Turkic population hopes for the establishment of their sovereign status did not receive any positive attitude from the side of new authorities even after February revolution of 1917. The disintegration of the Russian empire led to the emergence on the world political map states of Poland, Finland, Estonia, Lithuania and Latvia. The peoples of Turkestan were also eager to get independence but finally they agreed to Bolsheviks proposed plans for the foundation of the “Soviet “national republics in Turkestan region.
German loss of the colonies after WWI in 1920s led to the growing interest to Turkestan region and revival of pan- turkism among some migrant circles abroad. German authorities hoped to get some concessions in the eastern republics of the Soviet Union to use its natural resources. Dr. Asmis submitted a plan for construction of Semirechier railroad to get from this territories about 26 million pud of cotton. German newspapers raised these issues stressing benefits of these collaborative schemes. German embassy in Moscow and consulate in Novosibirsk in 1920-30s collected all data on economic politics and social situation in Middle Asia and Kazakhstan along with the support of all scientific trips to the territory of Central Asia. This interest kept to be acute when Nazi regime came to power. Later on, when German Reich focused on the idea of “gross Turkestan” foundation they used all these materials in their propaganda.
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References
1] F.F. Martens, Rossia I Angliya v Sredney Azii, SPb, 1880; D.C. Boulger, England and Russia in Central Asia, v. 1, Lоndоn, 1879; A.E. Snesarev, India kak glavnay factor v sredneaziatskom voprose, SPb, 1906; P.G. Galuzo, Turkestan- koloniya: ocherk istorii Turkestana ot zavoevaniya tzarizmom do revolutzii 1917 g., M., 1929; G.A. Hidoyatov, Iz istorii anglo-russkih otnoshenyi v Sredney Azii v kontze XIX veka (60-70 gg.), Tashkent, 1969; N.A. Halfin, Rossiya i hanstva Sredney Azii (pervaya polovina XIX v.), M., 1974. 2] G. Jäschke, Der Turanismus der Jungtürken // Der Welt des Islams, 1941, Bd. 23, S. 1; Politisches Archiv des Auswärtigen Amts (Berlin), R 901/61175, Bl.1 3] Politisches Archiv des Auswärtigen Amts (Berlin), R 901/61174, Bl. 3. 4] Politisches Archiv des Auswärtigen Amts (Berlin), R 11125, Bd. 2-3, Bl. 49.
5] P.v.z. Mühlen, Zwischen Hakenkreuz und Sowjetstern. Der Nationalismus der Sowjetischen Orientvolker im Zweiten Weltkrieg, Düsseldorf, 1971, S. 34. 6] B. Spuler, Die Wolga-Tataren und Baschkiren unter russischer Herrschaft // Der Islam, 1949, Bd. 29, H. 2, S.185; BStU (Die Bundesbeauftragte für die Unterlagen des Staatssichercheitsdienstes der ehemaligen Deutschen Demokratischen Republik), RHE 28/88 SU, Bd. 1, Bl.104. 7] BStU, RHE 28/88 SU, Bd. 1, Bl.106. 8] Politisches Archiv des Auswärtigen Amts (Berlin), R11071, Bd.7.
9]Politisches Archiv des Auswärtigen Amts (Berlin), R 11073, Bd.9; R11074, Bd.10. 10]Politisches Archiv des Auswärtigen Amts (Berlin), R 11072, Bd.8. 11] Politisches Archiv des Auswärtigen Amts (Berlin), R 11074, Bd.10. 12] Politisches Archiv des Auswärtigen Amts (Berlin), R 11072, Bd.8.
13]Politisches Archiv des Auswärtigen Amts (Berlin), R 11125, Nr. 33586. 14]Politisches Archiv des Auswärtigen Amts (Berlin), R 11126, Bd. 1. 15] Politisches Archiv des Auswärtigen Amts (Berlin), R 84362, Bd. 1. 16] Politisches Archiv des Auswärtigen Amts (Berlin), R 86386, Bd.2; Hamburger Korrespondent, 1925, 6.November.
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KIRC XI Sessions on the Social Sciences & Related Areas - 8
State Capacity and Citizens’ Perceptions of Healthcare Provision in Kazakhstan
Dina Sharipova, PhD
KIMEP University, department of IR & RS
Over the past two decades, Kazakhstan has undergone profound economic neoliberal reforms. Market-conforming welfare models required radical state retrenchment from the social sphere. This negatively affected state capacity to provide public goods, including medical services, in the country. Policymakers are mostly concerned with the supply side of healthcare reforms, i.e. factors that impact the provision of public goods such as the type of regime, the level of regime consolidation, decentralization, or ethnicity. At the same time, the demand side is frequently neglected. Specifically, little research has been done to explain the variation in people’s perceptions of welfare in transition countries such as Kazakhstan. So what explains the variation in people’s perceptions of the service delivery? In examining this question, the author develops a model for identifying factors that affect people’s satisfaction with medical services provision in Kazakhstan.
This paper is based on the results of an original survey the author conducted in January 2013 and in-depth interviews in various regions of Kazakhstan. This study shows that despite a number of healthcare reforms undertaken by the government of Kazakhstan in the last two decades, equal access and the provision of quality medical services have not been achieved yet. Although the survey does not provide specific objective measures of quality service delivery (facilities survey), the data provide important insights that help to explain why the satisfaction level differs across social groups and regions in Kazakhstan.
Healthcare Provision in Kazakhstan: Quantitative Evidence
The dire economic crisis of the 1990s and market reforms forced the government to substantially decrease public spending. As a result, Kazakhstan had experienced one of the most radical cuts in healthcare expenditures among the ex-Soviet states (Cook 2007). The decrease in public spending has led to the deterioration of medical care provision. Many hospitals and clinics were closed, limiting the population’s access to medical services. During this period, life expectancy dropped from 68 years in 1990 to 64 years in 1996. Quite often the official data differ from those provided by international organizations. To improve the situation in the healthcare sector, the government of Kazakhstan increased public health care expenditures. Between 2000 and 2006, they grew from an annual $23 per capita to $128. In 2006, the government spent 3.6 % of GDP on healthcare and planned to increase its spending up to 4% of GDP in 2010. Despite the increase in expenditures on healthcare in Kazakhstan, the expected results have not been produced yet. According to the World Health Organization’s report, various disease indicators continue to grow or stay quite high in Kazakhstan (Katsaga, 2012: 150).
It has been argued that demographic characteristics might influence perceptions about the quality of the service received (Deichmann and Lall 2003). However, scholars do not agree what factors are most likely to affect people’s satisfaction level with the provision of public services and goods. To test the effects of various variables, I estimated the OLS regression model. The responses to the OLS model established that several independent variables predict and have a powerful influence on people’s perceptions of the quality of medical services (table 1.2). 8
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Table 1.2, OLS Estimates, Dependent Variable = Quality of Medical Services Coefficient Std. Errors Health 0.22** 0.101 Female 0.14 0.147 Age -0.01 0.005 Income 0.63 0.325 Rural 0.81*** 0.179 Russians -0.38** 0.154 Higher education -0.29** 0.164 South KZ -0.20 0.315 West KZ -0.26 0.307 East KZ -0.45 0.318 Center -0.29 0.309 Northern KZ -0.74* 0.309 Dependents -0.16*** 0.048 Source: Author's survey, January 2013 (N=700).
The model shows that such factors as rural residence, ethnicity, health, region, education level, and the number of dependents are statistically significant in the context of Kazakhstan. According to the OLS model, residents of rural areas are more satisfied with medical services than urban dwellers. This is because people in rural areas are less educated, have less access to information and thus have fewer opportunities to compare. The relations and interaction between doctors and rural dwellers are more reciprocal than between urban patients and doctors.
Ethnicity is negatively correlated with the satisfaction level. Russians are more likely to be negative in their perceptions about the quality of public goods provided by the state, including medical services, than other ethnicities. The change in demographic composition led to the dominance of ethnic Kazakhs in healthcare and other budget organizations. This likely explains the difference in evaluation of medical services by ethnic Kazakhs, who view their co-ethnics more positively than minorities. In addition, under conditions of scarcity and failed market, ethnicity becomes an important channel for the distribution of information as well as public and private goods and resources.
People with better health conditions are more likely to positively evaluate the quality of medical services than people who have poorer health. People with better health have lower access to healthcare and do not need to use medical services as often as individuals with poor health. Another variable that appears to be sensitive in the context of Kazakhstan is the region. Respondents in Northern Kazakhstan were less satisfied with quality of medical services than residents of other regions. North Kazakhstan, including its regional center -- Petropavlovsk, is inhabited by Russians who are more critical of the government and public services than Kazakhs. On the other hand, many objective indicators of health conditions for people living in that region are lower than in other regions. Finally, the number of dependents is also statistically significant and has a predicted direction. It has been argued
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KIRC XI Sessions on the Social Sciences & Related Areas - 10 that the number of dependents might influence people’s satisfaction with medical services. In the context of Kazakhstan, the higher number of dependents is associated with perceived low quality of medical services.
Conclusion
The paper illustrates the importance of digging into the micro experience of public services. It is vital to look at how people evaluate the quality of public services in order to improve government efficiency. We cannot understand the impact of reforms, including state retrenchment or decentralization, if we do not examine how these welfare policies were experienced on the ground. Hence, feedback provided by people is an important way to assess if reforms are successful or not. I find that data on people’s satisfaction with public service delivery can usefully complement more objective measures of service delivery (from facilities surveys) to help government officials and policymakers track reforms in the healthcare sector. The data provide insights on the level of variation across social groups and locations. Most importantly, the statistical model established the linkages between the location areas and ethnicity. The government thus has to pay more attention to the level of healthcare provision in the Northern Kazakhstan where the level of satisfaction is very low.
An important limitation of the study is, however, that comparisons across individuals must be interpreted with caution as people may not share the same basis for comparison or have information about the level of quality and services they should be expecting. However, perceptions data can be important indicators for government’s actions. In addition, although there is an increased recognition that the quality of governance influences delivery outcomes, the empirical evidence from various contexts and polities remains limited.
References
Cook, Linda. 2007. Post-communist Welfare States: Reform Politics in Russia and Eastern Europe. Ithaca and London: Cornell University Press.
Cook, Linda. 2007. “Negotiating Welfare in Post-communist States”, Comparative Politics, 40(1):41-62.
Katsaga, Alexander, Maskut Kluzhanov, Marina Kranaikolos, Bernt Rechel. 2012. “Kazakhstan: Health System Review”, Health Systems in Transition, 14(4).
Deichmann, Uwe and Somik Lall. 2003. “Are You Satisfied? Citizen Feedback and Deliveryof Urban Services.” Policy Research Working Paper 3070, Washington, DC: World Bank.
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KIRC XI Sessions on the Social Sciences & Related Areas - 11
Economic and Social Policy Experiments in China and their Applicability to Central Asia
Jiri Melich
KIMEP University
Extended Abstract:
Abstract: Deliberate experimentation has been increasingly becoming a preferred tool for policymakers in many areas of public life, including social policy. Generally, policy experiments may allow the building of connections across boundaries by linking new ideas and people in an innovative way (Termeer et al. 2011). This approach allows spatially, sectorally, and temporally limited policy trials that reduce the risks and costs of introducing major reform schemes to the national polity, economy and society. This paper explores some aspects of policy success / failure in relation to opportunities provided by policy experimentation and constraints on policy experimentation posed by political decision-making. In the country-specific analysis, it makes tentative links between the cases of policy experimentation in China and Central Asia, with focus on Kazakhstan.
1. Introduction: Policy experimentation and ideas
Every policy development should take into account opportunities created by previous policy failures and possibilities and implications of timely and expedient policy redesign and policy experimentation. Policy learning and knowledge-based policy ideas are thus vital to the process of policy development of every type and at every stage since they identify alternatives, provide explanations about the expected effects of such policies, and “supply political criteria for selecting among them.” (Cf. Walsh 2006, 3) Typically, after the policymakers have identified the problem, they sort out the ideas and examine potential policy alternatives, consult and take decisions. In the process, they have to weigh the pros and cons of different options, as well as their opportunities and risks before taking a decision.
In the general language of political science and public administration policy “experiment” (or policy experimentation) has mostly not been effectively defined. Policy experimentation can be found across cultures and time, although they would often not quite meet our understanding of experiment (if only because that less advanced polities did not have at their disposal the means of controlling the process). We can distinguish two main general problems when considering policy experiment: one is heuristic and the other conceptual. The first regards scope, opportunity, and expediency as to when and where a policy experiment is to be tried out meaningfully. The second, conceptual problem, hinges to understanding of the notion “experiment”. Can we consider each new policy to be 11
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“experimental”? What conditions and limitations should apply for a policy or policy segment to identify it as an experiment? Policy turnarounds and policy trials have been labeled as experiments, ranging from Thatcher’s “neoliberal experimentation”, Gorbachev’s reforms of perestroika, Pol Pot’s genocidal communism, to local pilot/experimental projects, small-scale RCTs (Randomized Controlled Trials).
In a more specific modern definition, policy experimentation implies a novel policy process in which policymakers try out yet untested methods or their applications to find new solutions to original or reformulated objectives and sometimes to new challenges that emerge during the experimental process. Thus, it is not any trial-and-error activity or chaotic muddling through but a purposeful, clearly designed, and coordinated activity, aimed at test novel instruments of problem-solving and thereby push for broader-based policy innovation or institutional adaptation in a given polity, the results of which would enable replication on a larger scale, or even formally incorporated into national law. State-of-the art assessment of the experiment process is crucial here too. (Cf. North 1990. Also: Roland 2000, and: Mukand and Rodrik 2005) Nevertheless, policy experimentation may share some characteristics with Lindblom’s (1959 and 1979) idea of incremental method of successive limited comparisons in making public policy. Both approaches display their exploratory (and, in fact, reversible) nature of incremental policymaking. In both cases, prior attempts are made to reduce political conflict by avoiding extreme versions of a policy. However, under conditions that prompt opting for an experiment, the latter “can transcend incrementalist tinkering with existing practices and lead to drastic policy departures and transformative change marked by the emergence of new configurations of actors, interests, institutions, ideologies, and goals.” (Heilmann 2008, 4)
Policy experimentation involves one useful advantage: it helps to loosen the institutional constraints on policy actors, functioning as an additional layer “to change this institutional setting by a future formalization of the addition” (Van der Heijden 2013; Mei & Liu 2013). In fact, policymakers may be able to achieve two goals simultaneously by using experiment-based approach to policymaking, “that is, to ‘smuggle’ in a policy program or a policy tool to be experimented with now and to be learned from later, and to create an institutional context to facilitate the future learning process.” (Cf. Mei & Liu 2013) Even an unsuccessful or aborted experiment might become a part of (at least local) collective memory and of the policy environment increasingly sensitive to the tested issue(s). Arguably, as the case of China indicates, it is still unclear to what extent a policy or policy standard already in place in one jurisdiction (country) can be considered as an “experiment” in another jurisdiction, in which it is tested in a different context and under different conditions.
2. Special Case: China policy experimentation
In the proliferating literature on China’s political economy, the importance of experimentation in facilitating institutional innovation and economic efficiency gains and the overall development of China has been emphasized by both Chinese and Western academics. (Rawski 1995; Cao et al. 1999; Roland 2000; Qian 2003; Heilmann 2008, 2009)4 In Heilmann’s account the key to understanding the adaptability and success of policies characterizing China’s political economy in the recent decades can be viewed as “foresighted tinkering” – i.e. “pursuing broadlong- term policy priorities while constantly searching for and experimenting with novel policy instruments.” (Heilmann 2009, 2)
“The rapidity of sustained economic growth under conditions of authoritarianism, the sheer scale of everything to do with China, and the deliberate (if not always controlled) experimentalist approach to governance all represent conditions that test the limits of social science.” (Florini 2012, 8)
The application of extensive, continuous, and flexibly institutionalized experimentation can be understood as a crucial policy mechanism in China’s economic rise. On the one hand, since on the whole, we can view China as only belatedly catching up with the highly-industrialized countries and emulating what has already been achieved 12
KIRC XI Sessions on the Social Sciences & Related Areas - 13 elsewhere, one can easily doubt whether to call China’s reform policies genuine experiments is appropriate. On the other hand, there is no doubt that within the Chinese context, the process of introducing new policies undoubtedly utilized experimentation approaches, though rather in a partial than “systemic” way. How much experimental is, for instance, allowing people to own, or partly own, their apartments or houses in which they live, as happened when China started to reform the welfare housing system through step by step introduction of “housing commercialization” policy.
3. Tools of experimentation in China and elsewhere
Under a standard liberal-democratic system, extensive institutional checks, electoral cycles and leadership changes, volatile public policy debates, and shifting policy priorities, experimentation is subject to severe limitations. It mostly takes on forms of mostly small-scale explorative pilot projects, as pioneering legislation by individual states in federal systems (“states as laboratories”), as experimental or sunset clauses incorporated into formal legislation, or, rarely, as a special dispensation for local administrative districts to be exempt from certain provisions of national law. (Jowell 2003; Greenberg et al. 2003; Hummel 2003; Heilmann 2008b) The recent rise in popularity of RCTs in some countries is still viewed with apprehension by many and, as some indications show, this approach does not suit every policy situation. The approach in China’s party-state is rather different. Experimentation comes in three main forms as (1) experimental regulation (provisional rules made for trial implementation), (2) “experimental points” (model demonstrations and pilot projects in a specific policy domain), and (3) “experimental zones” (local jurisdictions with broad discretionary powers).” (Heilmann 2008, 5) According to Heilmann (2008, 7),
Chinese governance technique in preparing, testing, and revising policies and regulations: “experimental points” or “proceeding from point to surface.” The term experimental point indicates experimentation with new policies or institutions limited to a certain policy area or economic sector and carried out in limited experimental units. Most major reform initiatives in post-Mao China were prepared and tried out by means of experimental points before they were universalized in national regulations.
While experimental points in a narrow sense involve testing specific measures in a specific policy area only, experimental zones are geographical units and jurisdictions that are provided by the central authorities with broad discretionary powers, for example, to streamline the economic bureaucracy or to promote foreign investment and thereby generate or test new policy approaches (State Council General Office 1992, foreword).
Following Heilmann (2008, with adjustments), we can identify several stages in China’s policy experimentation:
1. novel policy options generated through local experiments, backed by higher-level policy patrons 2. identification and promotion of model experiments by national policy patrons 3. drafting of program 4. local implementation of concurrent experimental points 5. decision on expanding experimental program from point to surface debate over national applicability of local policy innovations 6. policy formation and enactment interagency [and legislative] review and accommodation top leadership endorsement passage of regulations [laws] 7. policy explication and implementation 8. debate over policy impact
In the Chinese approach “point-to-surface”, if several major national policymakers support the “model” emerging from specific experimental points and agree to proceed (from point to surface), “a new wave of experimentation or piloting based on the model testing is extended to a larger number of local jurisdictions.” Typically, China’s policy experimentation and policy development in general policy development tend to combine local initiative with 13
KIRC XI Sessions on the Social Sciences & Related Areas - 14 maintaining the hierarchical structure firmly in place and exercising the ultimate control of the centre dominated by the CP.
4. Politics of policy experiments
In their effort to focus on the policy process proper, some policy analysts, prefer to disengage policy from power politics, because they view political maneuvering as a distraction from a rational form of policy analysis. (Davidson 2005; Weimer and Vining 2005, McConnell 2010) Yet, if we are to fully grasp the multi-dimensional nature of policy and what governments do, we need to recognize that policy choices have political repercussions and that separation of politics and policies may seriously handicap any comprehensive policy analysis, as most of policies and policy experiments are driven by political agenda and motivations of the – particularly incumbent - political elites, which inevitably put their imprint on all stages of policy development and implementation, often ignoring the “most rational” options. Thus, the policy process has always a political dimension and implications, if only because that it is politicians who bear ultimate responsibility for key decision in any policymaking.
Inevitably, many good options are ignored because they are not considered politically feasible and /or expedient (Gaston 2006; Linder and Peters 1990). Also, sometimes, it may turn out that a successful political outcome happens regardless not-quite successful policy or policy experiment. According to McConnell (2010), this happens because political success sometimes “necessitates programs” with known uncertainties, which, nevertheless, can tackle at least some policy problems (or at least, appear to do so). McConnell considers here three criteria for what political success means. The first regards enhancing government or leaders’ reputation/electoral prospects, which might be achieved simply by introducing a policy innovation, in whatever form, the final benefits of which are rather doubtful. The second relates to the principle that cosmetic changes might be easier to make than more substantial ones, with arguably the same or better results in terms of popular satisfaction. The third criterion points to keeping the course of policy innovation and experimentation within the limits which do not infringe on the established convention and traditions. (McConnell 2010; cf. also Stringer, et al. 1979; Rittel and Webber 1973; Head 2008)
Another widely discussed political issue worth mentioning here has been the relationship between local jurisdictions and the national level in policy experimentation. In China, “controlled decentralization” and “experimentation under hierarchy” (Florini) brought about significant transfer of authority from the center to lower levels in many policy areas, such as social security, health care, education, environmental protection, and city planning, which increasingly became entrusted to local governments. As noted by Florini (2013), “[W]hile overall policy objectives continued to be set by the center, localities were de facto given greater leeway to explore the specific approaches and possible instruments through which these central objectives could be met.” (Florini, 4-5) The degree of control distribution between the centre and localities has varied from case to case, “with ideas and initiatives from provinces and cities sometimes cohering and sometimes clashing with central government interests.” (Florini, 6) In China, in general, two patterns became recognizable: the one hand, the local initiatives served more or less as “spontaneous incubators” of large-scale reforms sanctioned at the national center or, on the other hand, the local jurisdictions became recipients of ready-made designs originating in the center. These two patterns are mirrored by another two, in a reversed perspective: the center may either learn selective lessons from experimentation done at the local level or become the source of experimental designs that are to be tested at the local level. (Cf. Naughton 1995; Raswki 1999; Xu 2011) That the relationship between local administrations and the center were often complicit in unlawful enrichment of the former was, for instance, described by Woo (1999, esp. 21).
Obviously, most policies and policy experiments are formed at the intersection of public and particular interests and reflect on participation of many diverse actors. Although distribution of power among them plays a significant role, popular demands and common interest have to be taken into account even in authoritarian countries. “The depth of
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KIRC XI Sessions on the Social Sciences & Related Areas - 15 participation in a policy experiment is indicated by how power is distributed among participants. Policy experimentation cannot escape the logic of the patterns of power existing in a country.
The role of public in development of policies and policy experiments, as well as public screening of the process, which had become the norm in Western democracies, has of recently become to play a role in China too. In China, from approximately 2004 on, new government guidelines for “administration in accordance with the law” institutionalized the role of some degree of public scrutiny as a regular element of drafting legislation. (Horsley 2007) However, such societal input into state-sponsored experimentation is “still ad hoc and selective, and civil society organizations do not play a significant or even institutionalized role.” (cf. Heilmann 2008, 20)
Notwithstanding the desirability of public input into, or even scrutiny of, all stages of policy development and implementation, many factors hamper efforts to attain transparent and public friendly policies. Narrow business interests, with resources usually surpassing those of the state, are often able to dominate crucial parts of the policymaking process; this phenomenon of “policy capture” is distorting outcomes of policy development in favor of narrow interests of elites rather than of the well-being of the whole society.
5. Lessons of Pragmatism and Consistency
In any case, the Chinese experience has posed a fundamental question: to what extent is this approach (its methods and tools) applicable to other countries. Some literature on policy learning and policy development noticed in this respect a “growing phenomenon of `policy transfer’”, in which China has become a significant actor. (Dolowitz and Marsh 2000: 5) Dolowitz and Marsh define policy transfer as a “process in which knowledge about policies, administrative arrangements, institutions and ideas in one political system (past or present) is used in the development of policies, administrative arrangements, institutions and ideas in another political system.” (Ibid). Most experts in developmental studies are careful here. They mostly believe that despite the appeal of China’s experiments and wishes to emulate Chinese experience, the actual chance of success is limited, because of the incompatible historical, political, socio-economic, as well as cultural situation. (Cf Naughton 2007)10
Whenever such a policy transfer is attempted, adequate attention should be paid to the issue of contextual compatibility – i.e. of the social, cultural, and normative context (values) of different jurisdictions or polities, as well as to legal and political norms and practices. Overall, risks in such transfers might be as follows:
an insufficient understanding of the issues to be addressed an insufficient understanding of the social and cultural context (values, traditions) an insufficient understanding of legislative challenges lack of clear ownership of the issue lack of focused leadership and failure to define clear measures of success lack of realism about how the policy will work in practice failure to secure or develop the capacity and capability for successful delivery failure to identify and manage risks and plan for unforeseen scenarios failure to establish an effective framework for monitoring and evaluating the outcome of the experiment (cf. also Westminter 2011, 1).
The role of the right expertise, a sufficiently robust feedback and the flow of unbiased information is always crucial for selection, implementation and assessment of policy experiments. Policymakers should be aware they are likely to be subject to information asymmetry (or bias, not unlike in the “emperor’s new clothes”). There is some evidence that in China, after the Cultural Revolution, the top leaders were aware of this and quite willing to look for the best ideas around. According to Zhang (2010), in the initial stages of Chinese reforms, experts from the newly 15
KIRC XI Sessions on the Social Sciences & Related Areas - 16 established think tanks (e.g. from the Rural Development Research Center led by Du) played a key role in searching for and promoting best practices, piloting policy experiments, and analyzing and providing feedback and recommendations to the Chinese leadership. (Zhang, 8)
The scope of this paper does not allow us to deal in more details with RCTs (“randomized controlled trials”) which have come into prominence especially in the past decade and become considered by many as the most efficient tool of testing new regulations and policies, including in the area of social policies, in fact, everywhere, where uncertainty about the benefits of new measures is rather high. Clearly, this method, despite its many advantages, has some drawbacks, including the problem of external validity resulting from imperfections that are usually inherent to both the implementation and assessment stages of many RCTs. In any case, such limitations are determined by the same dynamics of the relationship between policy and politics as it affects other types of experimentation, and indeed as it applies to the relationship between policy and politics.
6. Policy Experimentation in Central Asia: The Case of Kazakhstan
The leaders of Central Asians states publicly declared, throughout the 1990s, their resolution to search for suitable "models of development", referring to examples to be emulated such as South Korea, China, Turkey, Indonesia, and Singapore. Their efforts in formulating specific policies in this sense were usually short-lived, both because of that they would require real political will combined with sufficient state capacity in order to be brought in any systemic and systematic application. Also, the issue of “policy transfer” (PT), i.e. to what extent is the approach and experience of the countries to be emulated applicable to Central Asia, complicated the situation. As noted, there has been much skepticism among experts regarding successful inter-country PT, especially because of the different historical, political, socio-economic, and cultural context of the development in the individual countries.
In Kazakhstan, “Special Economic Zones” (SEZs), which were set up as Free Economic Zones (FEZs) in the 1990s, may be seen as a hybrid between CRTs and broad-based transformative policy experimentation. Some of the declared objectives of SEZs make them akin to the general type of public policy experiments: namely, in creation of a growth points for all national economy and the introduction and development of innovative technologies of production and management. (Cf. Karzhaubayeva 2013) Despite some obvious success stories (the SEZ Seaport Aktau and "Astana-the New City“), on the whole, the jury is still out for more definitive assessment. Some SEZs have taken of relatively successfully, some barely paid off fully the initial investment, some struggling altogether. (Cf. Nevmatulina 2013) Also, how effectively their experience and specific know-how, if any, can be diffused and applied to the national economy has not yet been quite clear.
As the evidence shows, the problems of SEZs in Kazakhstan have been numerous, despite gradual emergence of some positive signs. The problems can be summarized as follows:
- Much of efforts were bogged down in a swamp of red tape and vested, especially locally-dominated interests; - The high level of corruption was a strong obstacle to investment and proper working of market mechanisms; - Lobbying by government officials & special interest groups often led to diversion from the most optimal process; - Serious mistakes were made in spatial planning; some SEZ were extended on too large territories, unsuited areas for the purpose; - Jurisdiction problems (administrative councils vs. local authorities) happened frequently; - There were many shortcomings in the special regulatory and legal framework that governed especially the first FEZs and SEZs; and - insufficient assessment mechanism and effective political feedback.
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These deficiencies are closely interrelated with the general political-administrative constraints of policy and policy experimentation in Central Asia. First, successful policy experimentation in the region encounter the same problems as regular policies, e.g. the insufficient capacity of the state to optimally administer the policy – there is nothing in Central Asia comparable to China’s Communist Party (effective) penetration of society and the state. Second, the discrepancy between the planning /design and implementation stages often prevents the best model to be tried; both as designs occur not to be viable and due to lack of effective resources, personnel instability and lack of professionalism in civil service. Third, there is a lack of consistency in coordination of all stages and at all levels, especially between the local and central authorities. Fourth, the high level of corruption, especially in the implementation stage, has led to the loss of valuable resources and distortion in cost-efficiency of the projects, as well as to the uncertain investment climate (compared to China, there is no such robust internal investment) and lack of trust on the part of foreign investors (with the exception of the extraction industry).
7. (Tentative) Conclusion & Policy Recommendation
In general, one can argue that, although there can be varying sets of criteria guiding different kinds of policy experiments, the following principles should apply both to policy experimentations and to policies as such. In both cases, designers have to account for: a) an intended purpose (i.e. the ultimate effect of a policy should be clear); b) public value; c) there should be internal coherence in the policy; d) the issues in external validity should be assessed carefully, as well as e) institutional capacity and support (effective allocation of resources); f) a reasonable degree of flexibility, g) transparency. Most of these criteria apply to all stages of the policy or policy experiment process but in individual countries and jurisdictions (including Western ones) deficiencies frequently happen in any aspect and at any stage of the process.
Within a relatively strong state (even a democratic one), however, the whole framework for experimentation remains under the control of the political elites. Experimentation can successfully innovate policy only to the extent the level of expectations approximately equals the outcome and as incumbent elites and /or newly emerging interest groups find themselves comfortable with the course of events in an ever changing policy context. When expectations and interests begin to shift in other directions, experimentation comes under the strain from both the demand and the supply side. In many countries, policymakers and interest groups and citizens ask for change in the innovation course or for reversal of experiments; as a result, policymakers may see experiments as a political risk and begin to consider more expedient alternatives through incremental legislative changes, which may never come to life. Thus in the name of stability, in many countries the political inertia works against widespread experimentation, despite the many benefits it would entail for institutional adaptation.
Consequently, in most countries, designs of policies and policy experiments come from a political compromise – and, as a result, they often suffer from logical incoherence and internal inconsistencies. At the same time, “the combination of model bias and historical bias in individual countries opens the way to a great many permutations of institutions rather than anything resembling homogeneity. Designers who propound one-size-fits-all prescriptions will be especially disappointed.” (Belmont et al. 2002) As policy experimentation itself is often prompted by conflicting or irreconcilable demands and interest of the stakeholders, the logically and conceptually consistent designs might be extremely difficult to achieve; however, they nevertheless remain a sine qua non condition of solutions that claim to have at least some shot at relative efficiency, durability, and reasonable success. In Central Asia, the state, vested interests of elite groups, as well as society at large, need to mount more systematic, concerted and sustained efforts to enhance the quality of all phases of the policy process, which may not be an easy target given the current political, cultural, and political-administrative configuration.
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KIRC XI Sessions on the Social Sciences & Related Areas - 21 Developing the KIMEP Distance Learning Plan
Ken Harvey, PhD KIMEP University, Department of Media & Communications [email protected]
Abstract: Developing the KIMEP University Distance Learning Plan involved technical demonstrations and experimentations, strategic development, faculty preparation and commitment, pedagogical considerations, and financial cost-benefit analysis. This is a review of the process and the conclusions reached for developing a cost- effective, user-friendly system that accommodates both symmetrical and asymmetrical learning.
Key words: distance learning KIMEP web conferencing video Moodle
1. Introduction KIMEP University has decided to launch its distance-learning program based on synchronous and asynchronous video through low-cost consumer-quality web-conferencing. This decision was based on the following factors: The Internet itself is increasingly accommodating video specifically and access in general. According to Xstream.dk, the viewing of online videos increased about 550% in a single year from June 2011 to June 2012. According to Cisco, one of the most cutting-edge technical firms in the world (http://newsroom.cisco.com/press-release-content?articleId=888280), there will be: An increasing number of Internet devices: The proliferation of tablets, mobile phones, and other smart devices as well as machine-to-machine (M2M) connections are driving up the demand for connectivity. By 2016 Cisco’s forecast projects there will be nearly 18.9 billion network connections ― almost 2.5 connections for each person on earth ― compared with 10.3 billion in 2011. No end in sight: As smart pad and smart phone mobile devices become the primary means of accessing online content, the demand for video will continue to increase. Video, in the form of TV, is still the most popular traditional medium, and video is the easiest content to adapt to mobile. Faster broadband speeds: The average broadband speed is expected to increase nearly fourfold, from 9 megabits per second (Mbps) in 2011 to 34 Mbps in 2016, making video even more viable. Video is the most natural and easy way to create instructional content. Professors just do what they do every day, except they do it in front of a camera. And simulcasting a live, on-campus course makes it even more natural since professors are then speaking to students in the classroom and not concentrating on a faceless camera. Web-conferencing is now very inexpensive (under $50 a month 24/7 with no cost to recipients), and some systems record at the same time as broadcasting over the Internet. These systems record not just the teacher but also their Powerpoints, and student text chat, audio and video responses. Kazakhstan will certainly lag behind much of the more developed economies, though perhaps less than many believe, because: Internet access in large Kazakhstani cities is catching up with the West. According to Kazakhstan’s official statistics (http://www.eng.stat.kz/digital/Information%20society/Pages/default.aspx), the nation as a whole approaches 50% internet penetration (compared to America’s 78%, http://www.internetworldstats.com), but Almaty nears 62%. While still significantly behind, the trend line favors Kazakhstan catching up with the West very quickly. The U.S. online population grew from 124 million to 245 million (a 98% increase) between 2000 and 2012, Kazakhstan’s online population grew from a mere 70,000 to 7,885,000 (an 11,000% increase) during that same period, including a 67% increase just in 2011, the last reported year. Similarly bandwidth is increasing rapidly for Kazakstani users. In 2008 about 73 percent of users accessed the Internet by dial-up, 15 percent by means of ADSL, and 6 percent using satellite access. But by 2011, the last reported year, the use of dial-up services had dropped in half, and most users were then accessing the Internet through some kind of broadband conduit. And the average broadband speed throughout Kazakhstan has reached 14 megabits per second compared to 21 mbps in the USA. 1.1 Different video distance-learning strategies There are several approaches to online video-based instruction. For example, some universities almost exclusively use video of the professor while he lectures and uses the white board. This is similar to the Washington State K-20 Telecommunications Network, established in 1996, which connected colleges, universities, regional public school agencies and other institutions, though costing hundreds of millions of dollars. While the video with 21
KIRC XI Sessions on the Social Sciences & Related Areas - 22 the state’s system is TV quality, presenters at times hold up pieces of paper to the camera, showing viewers what they could have seen much more clearly and easily via the HotConference.com or TalkFusion.com consumer systems that cost less than $50 a month. The 100% video-based system does not easily accommodate Powerpoint slideshows and other visuals, and participants have to travel to specific sites around than state, whereas the consumer systems use the standard Internet. Using the consumer web-conferencing systems allows simulcasting live on-campus courses to other sites around Central Asia, as well as to individual students who are able to dependably access from home or office. The general rationales for using simulcasting as the initial and primary method of instruction in KIMEP’s distance- learning program are that: Simulcasting can keep an institution’s costs down while building the distance-learning program. o If KIMEP already has 15 students physically sitting in the studio classroom, it has already paid for the instructor’s time no matter how few students participate from a distance. o Students who participate over the Internet therefore need only to cover the direct, fairly nominal costs related to broadcasting the live class. Web-conferencing has little impact on the function of instructors with the help of student assistants to run the hardware/software. An institution can require departments to participate without offering large financial incentives, although incentivizing voluntary participation by professors through course remissions, research credit, etc., may be necessary as instructors become accustomed to simulcasting. o Thus, the cost of simulcasting classes is so negligible, and the technology so simple to use, that a university could provide more than 30 new live courses over the Internet every semester with only two studio classrooms. Recordings of simulcast classes can be available later as part of distance-learning courses, as supplements to traditional courses especially helpful for students with non-native English skills, or to help instructors “flip” their course content and require students to watch lectures as homework so they can come to class prepared to discuss, brainstorm and/or apply the material in project-based learning modules. The potential of online and hybrid education has been clearly demonstrated by such institutions as the University of Phoenix, which has achieved success by combining online education with on-site courses at 200 small satellite campuses around the world. o Most courses are taken online, but students have the option. o Enrollment peaked at 600,000 students in 2010. o Phoenix became the biggest beneficiary of student federal financial aid in America, reaping $2.5 billion in 2008. Strategic intermixing of technology can ensure instructional delivery. With reliability limitations of all current online video-based educational technologies, the “best practices” is to develop a DL strategy with several backups. For example, KazNU Al Farabi is part of Columbia University’s Global Classroom. According to the KazNU coordinator of the program, Rafiz Abazov, they use Adobe Connect as their primary web-conferencing technology, backed up by Google or Skype video and by three audio options – Skype, regular telephone service, and/or Viber (a Skype competitor who some consider superior). 2. Experimentation A variety of web-conferencing and video-streaming programs were tested by the 2013 Distance-Learning Committee in an effort to determine which is best for KIMEP. The 2013 DL Committee reviewed and participated in demonstrations and tests involving expensive Cisco (Webex), Microsoft, Samsung, China Telecom and video- streaming systems, as well as three low-cost or free systems – HotConference, TalkFusion and Google+ Hangout. Another system in the same minimal price range is available but has not yet been tested. Adobe Connection is a system used by many government and educational agencies, including the Columbia University Global Classroom initiative that includes KazNU Al Farabi. That system’s cost depends on the number of users, but is $35-$45 a month for fewer than 25 online connections. Considering the three systems tested so far, the Distance Learning Committee could not detect enough difference to recommend the higher-cost technologies at this time. Below is a brief analysis of the systems tested: HotConference ($45/month for web-conference site 24/7 – URL never changes): This is the easiest to use, fastest to set up, most intuitive, and easiest for technical assistants and faculty to learn. The quality of its audio and the streaming of Powerpoint slides and other learning aids is very good. This and the other low-cost/no-cost systems can be connected to a camcorder that a student assistant can pan and zoom, and a parabolic mic can aimed at speakers to enhance audio quality at a distance. The HotConference system, seen below, and the TalkFusion system (both of which cost less than $50 a month to the institution and $0 to students) provide a small live video feed of the speaker, plus a large window for slideshows, electronic white board, and other audio-visual content. There is also a live text chat box, as seen in the lower-left- hand corner of the screen capture above, in which the presenter and audience can also interact. Dr. Harvey has prepared a demonstration of the HotConference system to show what it looks like even with only a $30 webcam as its live video feed. An example of recorded HotConference video is available at L Drive/Ken Harvey/Distance Learning Demo/KIMEP-DistanceLearning2014.mpg .
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TalkFusion ($200 setup + $35/month – new URL with each separate web-conference set up): This system provided better video but worse audio in the 2013 committee’s last test. In previous tests audio and video very good, and that company also announced a number of upgrades to its system. It is problematic to have to schedule each session separately and to then have to announce a different URL with each broadcast, whereas HotConference assigns a permanent URL. Even after the URL is scheduled and announced, the system involves more complicated setup. It takes about 15 minutes to set up, as opposed to about 5 minutes for HotConference. Its various functions are also not as simple and intuitive as HotConference, but slightly simpler than Google Hangout. Google Hangout (free; invitation rather than URL based): This system is not primarily a web- conferencing system. Web-conferencing is one of many tools within the Google+ toolbox. That has pros and cons. On the plus side, it offers many other tools, including a mini-learning management system – much less comprehensive than Moodle, but perhaps adequate for some faculty. Our recommendation, however, is that all faculty learn and support a single system; Moodle is the current preference. Google, of course, is a huge company that is likely to provide excellent support and expansion of its education-related tools long-term. And, while some participants participate only within Hangout, the video can also be streamed to YouTube, viewed live and recorded for later on-demand viewing. Of these three free or inexpensive systems, this system is the hardest to learn and to operate but still not extremely difficult. It would still not take long to train students and student assistants (and others) in its use. Adobe Connect ($35-$45 per month for 25 connections, depending on contract; more expensive with additional connections): This system has still not been fully tested by the Distance Learning Committee. This system, chosen by Columbia University for its Global Classroom initiative, comes with many recommendations. It includes many learning tools provided online by Adobe, which would facilitate training. It should be tested before a final decision is made on a web-conferencing system, but that can be done quickly and is not pivotal to the overall strategy proposed herein. Video Streaming: The highest quality video, in terms of clarity and detail, was with video streaming. The streaming video was being sent to a Moscow server, then relayed back from Moscow and embedded onto an Astana-based website. It technically had the highest quality video of any system tested by the DL Committee, although the video feed did often pause. That pause can be caused by the processing speed of the originating computer (in our case an old laptop), by the processing speed of the video-streaming server (not likely), the processing of the web server hosting the website where the video is embedded for public viewing, or by the recipient's own computer. With high-quality originating and recipient computers with plenty of RAM and high-speed processors in both classrooms, the video pauses may be largely eliminated. But further testing should include use of a switcher to accommodate both the camcorder feed and the feed of separate visual aids, such as Powerpoint. One of the drawbacks of this kind of video streaming is that it does not include the kind of partitioned feed available in web-conferencing programs such as the HotConference, with simultaneous feeds for webcams, text chat and visual aids such as Powerpoint. Video streaming is one stream at a time. The switcher will allow switching from the professor’s camcorder feed, to the Powerpoint with audio, then perhaps to a second camcorder. This is a more professional but more complicated system and it is NOT synchronous. It is a one-way feed. While, the software in the front-end computer is a free Adobe download from http://www.adobe.com/eeurope/products/flash-media- 23
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encoder.html, what costs money comes with the server needed to actually stream the video through the Internet and onto a host website. And to duplicate what the low-cost/no-cost systems provide in simultaneous and synchronous feeds of webcam feeds, live text interaction, and audio-visual aids would be much more expensive via streaming video and complicated enough as to require at least two technical assistants rather than one. Cisco (Webex), Microsoft and Samsung Systems: These systems were all demonstrated by company representatives. The quality of these systems was not significantly better than the low-cost systems. Part of our evaluation was based on the limitation of Kazakhstan bandwidth not allowing fluid high-definition video in most regions of the country; the ability of the low-cost systems to achieve adequate video quality without start-and-stop video; and the poor demonstration conditions provided by the vendors. Two of the demonstrators did not have adequate lighting at the distant location with which they were connecting. The live video images were literally shadows, which did not help their case. The other company only provided a prerecorded demonstration on a Internet system outside of Central Asia. Nonetheless, the key was that the low-cost systems were adequate at a fraction of the cost of the high-end systems. 3. Results The DL Committee has proposed to use two of the inexpensive systems, Adobe Connect and HotConference, but to employ backup systems in case the Internet is down or the conferencing system is not providing a quality connection for whatever reason. Testing of these technologies has continued, including a pilot project in which Dr. Harvey and Dr. Sholpan Kozhamkulova of KIMEP and Dr. Phil Auter of the University of Louisiana – Lafayette team-taught a Mass Communication & Society course to Korean students gathered in a classroom at Kangwon National University. The technology worked very well, overall. In Dr. Harvey’s office he also had a laptop connected in case the aging desktop computer was not functioning well. There were times when the cheap but newer laptop was used to enhanced quality. Success in the pilot project may not guarantee problem- free experience when KIMEP’s full DL program is initiated, however. Both America and Korea have more powerful and reliable Internet systems than Kazakhstan, and Almaty has one of the most reliable Internet systems within Kazakhstan. Therefore, backup systems such as those employed by Columbia University must still be employed. These are the backup systems proposed: o Backup 1 – Use alternate web-conferencing system. One advantage of both the Adobe and HotConference systems is that they have permanent URLs provided by the company. This provides very easy transition from one system to the other. So, one system is down or not working well, the students can be alerted by Skype or email to move to the second system. o Backup 2 - Alternative cellular Internet connection. While enhanced on-site technology at KIMEP and at partnering institutions should lead to improved simulcast video, the Internet feed itself is also vitally important, and Kazakhstan’s Internet system is not always reliable. China Telecom International told the DL Committee that local Internet providers frequently lie about the bandwidth they provide, and certainly KIMEP has experienced slow and down time occasionally. There are three ways to address this problem. One is to upgrade KIMEP’s dedicated 5-megabit-per-second KIMEP6 feed to 10 mbps. This is recommended anyway, since under this plan several video computers could be trying to web-conference at any one time. A second option proposed by China Telecom is to set up a virtual network, but that only works for site-to-site connections, such as one university to another. Equipment and setup in 2013 for just two sites was $16,000, plus $3000-$3700 per month (depending on whether 2 mbps or 3 mbps bandwidth). The cost is high and the system does not accommodate connections by students trying to access from their home or office. This is not recommended. The third connection alternative is the USB modem cellular connection now available through mobile phone providers. The cellular system is usually more dependable than standard Internet. For under $100 per web-conferencing computer, a USB cellular modem can be available and accessed as a backup only when the regular Internet is not functioning properly. o Backup 3 – Webcast recording. During a live web-conferencing feed produced with HotConference or Adobe Connect, a video recording of the online classes can and should be made. If a distant student or class cannot attend live online instruction, the class will be recorded and uploaded for later viewing. This also makes it available to individual students who miss class for any reason, and it has pedagogical value for students – especially those of a different native language – who wish to re-watch a class. o Backup 4 - Use of Skype if web-conferencing is not working. With its millions of users worldwide, Skype more consistently provides high-quality audio, with optional video, depending on available bandwidth. The more connections there are, the more complicated the use of Skype is as a backup, however. Nonetheless, Skype is used as a backup by Columbia University. If there are multiple distant connections to the class, some may have good web- conferencing connections while others may not. The more connections, the more likely that a second computer will have to be used for a separate Skype feed and to avoid audio feedback 24
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problems. Nonetheless, this is recommended as Backup 4 in order to achieve live, synchronous participation by some distant participants with poor Internet connection. To further enhance this experience, it is recommended that instructors make Powerpoint and other audio-visual files available to distant participants 24 hours in advance. o Backup 5 - Telephone conferencing backup. If there is only one other site, a telephone line with speaker phones would be a very dependable audio backup. But the committee should also look at other dial-in telephone conferencing options for multiple participating individuals and classrooms as the system expands. These systems in America are very inexpensive but may not be available in Kazakhstan. With any audio-only backup option, the committee recommends that instructors provide their visuals in advance. o Backup 6 - Camcorder video. The highest-quality and most dependable video backup would be provided by a camcorder, which can record at the same time that it is functioning in lieu of a webcam. While TalkFusion, HotConference, Adobe Connect and Google Hangout all allow simultaneous recording, they are not 100% reliable. Efforts to record a class during the Korean pilot project failed in Week 2. Camcorder video is much closer to 100% reliable, although it would not contain the A-V, interactive video, or text-chat elements of web- conferencing. It would be primarily a video of the instructor and any students interacting within the KIMEP classroom. o Backup 7 - Independent audio recording made into a video with Powerpoint slides. If the instructor is using a comprehensive Powerpoint or similar graphic presentation with his lecture, a simple audio recording can allow the creation of a video perhaps even pedagogically superior to a camcorder recording. Powerpoint slides can be quickly exported as TIF files and mixed with the audio recording in MovieMaker or other video editing software. The results would be a video showing the slides very clearly and timed to match the audio recording. o Backup 8 - Prepare & post a pre-recorded backup in advance. This cannot be done in all situations, but for the Korean experiment, pre-recorded videos were posted and designated for viewing by students gathered in a single university classroom if ever a live web-conference connection was not achieved. These videos were supplemental in nature (some created by Dr. Harvey and some selected from TED.com and other online resources), but they are not seen as complete replacement for lost instructional content. Thus, students were told to view the designated posted videos during class and then expect to receive an email with the URL where the recorded lecture video could be viewed independently before the next class. This back was never needed during the Korean pilot project, however. 3. Implementation 3.1 Target DL audience Primary targets of this DL plan would be: 1) Students accessing live simulcast classes and/or video-recorded classes from their home or office as part of a blended-learning course based at KIMEP. 2) Students attending on-site classes but, as English language learners, watching recorded videos of classes to enhance their understanding. 3) Students participating in live simulcast classes from satellite sites in other cities and/or accessing video- recordings of those classes from home or office. What should NOT be an option is to promise students technical support to solve their connection and technical problems if they are seeking to access distance learning from their home or office. There are too many variables that KIMEP cannot control. It would require a large customer service department and still leave many students inevitably frustrated. While accessing classes from home and office should be an option for students, it would be dangerous to raise expectations that KIMEP can solve all their individual technical problems. Instead, the primary target should be students who have an option of attending class at KIMEP or at a satellite site. KIMEP should be able to provide fairly consistent quality web-conferencing at a satellite site. If a connection fails, a KIMEP employee at the satellite site would be able to implement one of the backup plans discussed above. As long as all students have access to a classroom connection, students at their own risk could be allowed to access instead from their own home or office. KIMEP could provide some limited technical support but not guarantee to resolve all technical issues for students seeking their own independent connection. Students outside of Almaty would be able to enroll at a KIMEP satellite site and take bachelor, graduate and commercial courses. Initially, KIMEP would offer: General Education courses for students whose parents wish for them to live at home during their first 1-3 semesters or who for other reasons are not ready to move to Almaty to attend courses at KIMEP’s main campus. This would represent the most profitable target market since students recruited locally would then be expected to continue their education in Almaty for a total of at least 4 years. Graduate courses, especially those in the Ex-MBA, Ex-MPA, Pro-MAIJ and MATESOL programs. Departments will need to determine the amount of blended learning required for their programs. The more 25
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frequent the number of visits required by KIMEP professors to satellite locations, the higher the number of cohorts will be required. Commercial courses, primary English language courses, in competition with other commercial vendors, such as Interpress. This represents the largest target market, overall, capable of making the satellite site immediately self-sustaining. Other advantages of establishing satellite campus sites include: Multifunctional support. A satellite site could be overseen by a director and an assistant director/office manager. As it grows, a secretary/receptionist could be added. It is recommended that these employees be multi-functional and be hired with the following criteria: Be qualified first and foremost to serve as English language lab instructors for degree programs or primary instructors for commercial, non-degree instruction. But be capable and willing to spend 25-60% of their time in recruitment activities, with wages based in part on recruitment success. Be qualified to enter KIMEP’s MATESOL program and willing to accept free tuition partially in lieu of salary. Have enough technical skill to solve minor technical problems with equipment at the branch site, with online or telephone assistance from CISC personnel. Be capable of handling required administrative duties. Increased recruitment. A primary function of these personnel would be to recruit new students. An office located along a well-traveled street with visible signage, staff spending 25-60% of their time in recruiting activities, and local courses in degree and non-degree fields should lead to no fewer than 25 FTE students being recruited each year who otherwise would not have enrolled. If 10 satellite sites in large cities throughout Kazakhstan (and possibly other cities in Central Asia and beyond) each recruited 25 new students per year into bachelor degree programs, that would increase KIMEP enrollment by 250 students in Year 1 and 1,000 by Year 4. If the satellite personnel could recruit an average of 50 per year, that would increase total KIMEP enrollment by 2,000 by Year 4. Instructional support. The goal to recruit no fewer than 25 FTE students each year is dependent also on providing an acceptably high level of instruction. The most important area of instruction for General Education students preparing to enter their major field of study is English. While professors from KIMEP’s main campus would be providing simulcast instruction, some lab instruction or additional support would be needed locally to achieve acceptable standards. Thus, the instructional qualifications of the full-time site employees is paramount, even though additional qualifications for recruiting students and operating the site are also essential. If an MATESOL cohort group can be established locally, the employees will participate in that program and gradually increase their instructional capabilities. They could also provide support for other instruction, particularly in helping students with computer- or online-based support systems, in overseeing the local simulcasting technology and backup plan implementation, and in proctoring exams. 3.2 Cost:benefit analysis for satellite campuses Cost. The main costs involved in establishing satellite campuses would be in setting up a recruitment/administrative office, securing instructional facilities, and purchasing and maintaining furniture and equipment. The following are estimated startup costs for each site: Furniture and equipment (signage, office furniture, student desks/chairs, simulcasting equipment, 20 student computers): Year 1 - $50,000. Year 2 - $10,000. Employee salaries/benefits (in addition to free MATESOL tuition): a total of $50,000 plus 8% of tuition paid by students during first year. Commission on Year 1 students disappears in Year 2. Office rent (will vary greatly from city to city): $24,000. Instructional space: essentially $0 if we can create a trade-out agreement with an established school, college or university. Possible trade-out offers to negotiate might include: o MATESOL scholarships for X number of host institution’s employees. This would be advantageous in order to create an adequate cohort group to justify occasional visits by KIMEP professors. o Scholarships for other distance programs KIMEP successfully establishes in that locale. o Free access to KIMEP instruction by host institution’s students as space available. KIMEP would provide no credit, no testing, no record keeping, etc., although host institution could fulfill those functions and award credit if they desire. Number of students given access would depend on the size of the classroom provided, the number of classes taught, and the number of seats required for KIMEP’s students. o Access to KIMEP’s simulcasting technology on site for use in host institution’s own distance classes. o Use of KIMEP classrooms in Almaty for host institution’s distance courses. o TOTAL YEAR 1 COSTS: approximately $124,000 o TOTAL YEAR 2 COSTS: approximately $84,000
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This does not include DL costs at the main KIMEP campus. Benefits. 25 FTE students would pay yearly tuition (after 8% set aside for recruiters commissions) of about $150,000, approximately the break-even amount for Year 1. But whether those students remain at the satellite facility or transfer to Almaty, their tuition payments would continue and accumulate year by year. o YEAR 1 REVENUES: $150,000 (after commissions) o YEAR 2 REVENUES: $300,000 o YEAR 3 REVENUES: $450,000 o YEAR 4 REVENUES: $600,000 The revenues above are based on recruiting only 25 FTE students per year. If that number increases to 50 FTE, revenues also double. If recruitment were to increase to an average of 100 FTE per year, revenues would quadruple. o Other benefits include name recognition, public relations, brand enhancement, and recruitment influenced by these efforts but not directly tied to local recruiters. o Potential to expand the network of DL affiliates. Two U.S. universities have expressed interest in joining such a network with KIMEP. These are small universities but could represent just the start of the international DL network that could provide all KIMEP students with exposure to additional Western academics, exchange programs and dual-degrees. By establishing KIMEP’s own satellite campuses in the U.S., the university could recruit additional professors to teach online and during summer sessions who otherwise would not consider joining KIMEP’s faculty. It would also be beneficial to all KIMEP students if more Western students would enroll into KIMEP, and it would be beneficial to KIMEP’s world status to recruit more Western students into its programs. This would also occur if satellite sites were established in the U.S. And these sites could service Central Asian students who wish to serve internships in America. 3.3 On-campus distance-learning costs Startup facility costs. The DL Committee recommended the purchase of about $40,000 of good front-end technology, including video-editing computers, camcorders to be used in lieu of webcams, switcher, wireless and directional microphones, etc. – all of which will produce higher-quality audio and video no matter which specific web-conferencing system is chosen. Selection of the web-conferencing system can be finalized very quickly because no special hardware is required beyond that which is mentioned herein. However, a final decision needs to be made in time to train student technical assistants and faculty who want to learn the technology, starting perhaps by mid-May. The committee also recommended purchase of a new video server at an estimated cost of $55,000. This is not needed in order to launch the DL program, but would be needed soon thereafter to accommodate all of DL’s functional and video storage needs. Here is a quick overview of the program’s immediate technical needs. With the recent devaluation, the cost of this equipment is expected to increase by about 20%, increasing the price for the equipment recommended in 2013 from $95,000 to about $119,000. Some other programmatic changes are also recommended, which would also increase the cost of technology. But it does not include a possible “smart classroom” with a laptop or smart pad for each student, which is only recommended at this time if costs are largely covered by a Samsung or other outside donation. Quality studio classrooms: It is recommended that the KIMEP Distance Learning Center be constructed in the basement of the Valikhanov Building, a large space that was previously used only for storage. Retrofitting two additional existing classrooms in the Executive Education Center and in the Language Center would be cheaper but limited by current usage and lacking the potential for branding, visibility and promotion that the Valikhanov site offers. The Valikhanov proposal would create very visible entrances in the foyer of the Valikhanov Building near the main entrance, plus a second very visible entrance facing the KIMEP interior courtyard. The design below is adapted from the 2013 design to show a 30-seat conference room, a 30-seat classroom, restrooms, a small webinar/video production studio, a video editing room, and a large professional-quality studio to be used for instructional purposes by the Department of Media & Communications, as well as for production of high-quality educational videos, webcast and recorded press conferences, discussion panels, and simulcast webinars. KIMEP needs specific, dedicated space for a high quality distance learning program. This is necessary because of the special equipment required and the need to have all systems set up and ready for usage, without delaying the professor or class. While there are strong merits to having a central Distance Learning Center, there are also functional benefits to having some dispersed facilities, especially to support existing programs in the Language Center and in the Executive Education Center. With revision of the equipment proposed for the Distance Learning Center – not counting the possible Smart Lab – the LC and EEC programs can be enhanced with little additional funding. We, therefore, propose the following: Remodeling of Valikhanov basement to create a Distance Learning Center (DLC). The remodeling cost in 2013 for 355 square meters of space in the Valikhanov basement was about $122,000 USD for construction by KIMEP’s own employees and $94,000 for equipment. Increased costs from the recent tenge devaluation may not be the full 20% if some of the materials are produced regionally, but if it does, it will increase remodeling costs to about $134,000. Finishing work for restrooms and additional small studio and large professional studio added to last year’s plan would also increase costs perhaps 50% over the original proposed remodeling, thus 27
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possibly exceeding $200,000 in total. With the layoff of some maintenance employees and with the higher- quality vision shared by Dr. Bang, the use of outside contractors, higher-quality materials, and upgraded furniture is now being discussed. Thus, costs could run substantially higher.
Dispersed web-conferencing facilities. Enhancing web-conferencing equipment in the Executive Education Center and in the Language Center can be done at minimal cost to improve existing and proposed programs. EEC already has a conference room where web-conferencing is occasionally employed and can be enhanced with better equipment. Likewise, LC staff has identified a quiet, light-controlled conference room in the Dostyk Building basement that could serve some of their DL needs with little remodeling except to possibly accommodate the enhanced equipment. Both the EEC and LC enhancements can be achieved for an estimated $10,000, mostly in equipment costs as described below. Overall equipment costs. o Quality of the computers and cameras. Whichever web-conferencing option is selected, higher quality will be achieved with superior equipment. In 2013 the DL Committee recommended two separate video production computers of good quality in each classroom/conference room. The 2014 DL Committee recommends only one high-quality computer per location, but more locations and one mobile computer station that can be used as backup equipment in permanent studio classrooms or for temporary, scheduled use in other facilities around campus with appropriate light and sound control, such the halls or the basement classrooms in the New Building. It is also recommended to replace the standard webcam feed in most cases with the feed of a medium- quality camcorder. Because of the limitations of the Internet to deliver the highest-quality video, the committee agreed that camcorders are adequate for both quality and for their capability to zoom and pan. The 2013 equipment list called for six video processing computers – two for the proposed 30-seat DLC Conference Room, two for the 30-seat DLC classroom, one for the director’s office and one for the small Video Production Studio. This year’s recommendation is for nine video processing computers, with which there would be needed six camcorders: . 1 video computer + 1 camcorder for DLC Conference Room. . 1 video computer + 1 camcorder for DLC Classroom. . 1 video computer for DLC Director’s Office. . 1 video computer for DLC Assistant’s Office. . 1 video computer for Video Editing Room. . 1 video computer + 1 camcorder in Small Video Production Studio. . 1 video computer + 1 camcorder for EEC Conference Room. . 1 video computer + 1 camcorder for LC Conference Room. . 1 video computer + 1 camcorder for Mobile Web-Conferencing Unit. o Additional equipment for ‘professional studio.’ The AQAAA has recommended a professional- level studio for instruction of Media & Communications students. This facility would also be of value for higher-quality video production, simulcasting, press conferences, and live or recorded 28
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presentations and roundtables. The recommended equipment would serve the AQAAA requirements but would be lower-end equipment that smaller TV studios might use rather than larger professional studios. The equipment would include: . 1 video computer for live webcasts over the Internet. . 1 video computer for production and video feed of graphics and prerecorded videos. . 1 video computer with special secondary monitor for multiple use, including use as a teleprompter. . 2 medium-size professional cameras. . Switcher/converter that allows director to have video feed switched between Camera 1, Camera 2 and Graphics Computer. Also provides conversion to Internet-quality video, as needed. o Camcorder video conversion boxes. Current HD camcorders cannot be used in lieu of webcams without a conversion device. So with the six camcorders, six conversion boxes are needed. o Wireless & parabolic/directional mics. Quality audio is the most important element of a web- conference. To achieve that, the committee recommends a wireless mic for the professor and a parabolic/directional mic so that students can ask questions or make comments in the classroom. Five of these would be needed for the four classrooms/conference rooms and for the mobile unit. Conventional microphones should be adequate for the other locations. o Video-editing, dictation & other software. Special software must be purchased for video-editing and other related functions. The purchase of dictation software could allow quick transcription of lectures. Students, particularly in the executive and professional MBA programs, frequently have limited English. With the video-recorded version of simulcast classes, an English transcription would be very helpful. Also, the English transcript could be quickly translated into Russian with the use of translation software. By attending a live course then watching its recorded version while reviewing the dictation/translation text, even most students with limited English would be able succeed while continuing to improve their English skills. o Lighting. The lighting demands for web-conferencing are not as great as for studio or film lighting. Camera-top lighting should be available, but lighting in each studio classroom can be enhanced by KIMEP maintenance personnel to mimic other professional lighting needs. The webcam video feeds currently being produced in a pilot project with Kangwon National University in Korea is adequate with standard office lighting when light from outdoor windows are controlled. However, camcorders will be recording from farther away, where lighting and shadow control elements become more difficult. A Kazakhstani TV producer recommended for professional quality to purchase lighting such as the one above – one for direct lighting and one with fill lighting to remove shadows, as shown in his simple drawing below. o Estimated equipment & software costs. The spreadsheet below shows that the estimated cost of computers, camcorders and other production equipment and software would be about $40,000 by 2013 pricing. And a new server would cost $55,000 by 2013 prices. If prices inflate by 20% after the recent devaluation, that would make the 2014 total cost about $119,000. The second spreadsheet shows additional costs for a professional-quality studio, which would add approximately $36,000 to the 2013 cost estimate.
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Professional studio equipment Tripods with wheels 2 $200 $400 74400 Standard off-the-shelf tripods OK. No specs secured, but I bought mine for under this price. Накамерная радиосистема 2 $861 $1,722 320292 SENNHEISER EW112 петличный микрофон / wireless microphones for camcorders Монтажная станция / 3 $1,291 $3,873 720378 Core i7-2600(3,4GHz)/ MB-P67/ RAM 8GB DDR3 / HDD 500Gb + 4 computer for high-quality Tb / DVD-RW / PCle 1Gb GT440 / M,P/ATX900w (на замену Core audio-video recording and i7-3770(3,4GHz)/MB-Z77/RAM 8Gb DDR3/HDD 500GB+4Tb/DVD- editing (2 per classroom, plus RW/PCIe 1Gb GT630/K,M,P/ATX900w) 1 for small editing room and 1 for director's office. Монитор / monitors 4 $278 $1,112 206832 SM S24A35OH Rose-Black 2ms HDMI LED (на замену Samsung SM S24B350HL Rose-Black 2ms HDMI LED) + 1 specialty monitor for teleprompting Операционная система / 3 $185 $555 103230 Win Pro 7 64 – bit Russian CIS and Georgia 1pk DSP OEI DVD Win Pro operating system
Bank lighting, similar to 2 $900 $1,800 334800 U-Light 220 Alpha Manu, with a bank of 4 fluorescent bulbs with a Logocam U-Light 220 Alpha dimmer switch (C) -- 2 per studio classroom. Local retailer DNK Manu. (We believe this can (87777889580 or email rk-dnk@dnk,.ru). WE PROPOSE THAT be replicated by KIMEP MAINTENANCE CONSTRUCT APPROPRIATE LIGHTING USING maintenance staff at a much THE CONCEPTS DEMONSTRATED BY THIS HARDWARD AND lower cost.) AVAILABLE IMPLEMENTATION DESIGNS. [на замену Logocam Studio Kit 3400] Camera lights 2 $530 $1,060 197160 Camera lights, $530 apiece (http://www.bhphotovideo.com/c/product/624594- REG/Dedolight_DLOBML_Ledzilla_Mini_LED_Daylight.html/c/produ ct/#inpage:IN+STOCK)
Наушники / headphones 2 $99 $198 36828 SENNHEISER PX90
Мышка / Mouse 3 $6 $18 3348 Genius XScroll Mouse RS USB Black
Колонки / speakers per 1 $71 $71 13206 MICROLAB B-77 studio classroom
Флэш- диск / large flash 2 $37 $74 13764 USB 32 GB TS32GJFV70 drives
Medium-size professonal 2 $6,500 $13,000 2418000 cameras & related equipment
Switcher 1 $12,000 $12,000 2232000
http://www.datavideo.info/product_categories.php?catID=1 SUBTOTAL $35,883 6674238
TOTAL $131,294 24420684
o New distance-learning server. The L Drive is already near capacity. The DL Committee recommends purchase of a separate server to accommodate the memory-intensive videos to be created and/or downloaded for distance-learning courses and other courses likely to begin using more multimedia once professors recognize the availability and value of such learning resources. At this time it is not recommended that a server capable of video-streaming be purchased. o Alternative Cellular Internet connection. USB cellular modem should be available to each video computer as a backup for when the standard Internet fails. This may not work in the basement of the Valikhanov or Dostyk Buildings. Therefore, one should be purchased for use in EEC but tested also in the other sites to see if this is a viable option. Funding Options. The costs of the Distance Learning Program can be covered in the following ways: o Facilitate Foundation English. Synchronous/asynchronous strategies proposed in this plan can help both bachelor and master’s students get through required foundation English coursework without missing work and other activities as they seek to qualify to enroll in regular degree-related coursework. Dr. O’Hara felt KIMEP is losing many students in the master’s programs, for example, because it takes them too long and costs too much time to qualify to begin the degree- related coursework. Blend options of live on-site classes, live online classes and recorded online
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classes would facilitate completion of foundation English courses without excessively disrupting students’ work and lifestyle. o Improve/increase commercial English classes. DL videos and learning activities can inexpensively provide value-added benefits that would give KIMEP a large advantage over other commercial providers. o Invigorate recruitment. Helping students achieve adequate English mastery will help recruitment in all programs – both bachelor and master’s. And once a more flexible blended English program is achieved, admissions officers and department faculty will be more enthusiastic and committed to the recruitment process. o Enhance master’s, bachelor’s and non-degree recruitment. Online or blended instruction of the degree-related courses will also enhance recruitment of students from throughout Central Asia. While past strategies have emphasized graduate programs such as the Executive MBA, Executive MPA and Professional MAIJ programs, they could just as easily emphasize first-year students outside Almaty whose parents want them to live at home one more year. Indeed, first-year general education courses, including English, would be the easiest to fill and would be of interest to non- degree students as well as degree-seeking students. English courses could be taken as foundation courses for degree programs, or they could be taken as part of the World Languages Program in competition with such commercial programs as InterPress. o Create satellite campuses. As noted previously, a system of 10 satellite campuses around Central Asia could increase overall enrollment by over 1,000 students. The 10 small satellite programs would only have to recruit 25 new FTE bachelor students per year who otherwise would not enter KIMEP in order to cover operational costs and add a cumulative 1,000 students after 4 years. To initiate such satellite programs, the following elements could be considered. o Create network of online instruction and exchange. A Spanish university has created a funnel of foreign exchange students by setting up a network of exchange programs with its own campus at the very hub. KIMEP could do something similar with itself at the hub of a distance learning & exchange network. The president of George Wythe University in Utah has suggested to Dr. Harvey that KIMEP form such a network, starting with KIMEP, GWU and Southern Virginia University (http://svu.edu/academics/catalog, http://svu.edu/contact/directory). A blend of American, international and Central Asian universities in such a network could enhance KIMEP’s own distance learning program and overall recruitment efforts. Last year the Kazakh University of Humanities & Law was interested in participating in a DL network with KIMEP. That, too, could be part of the vision. o Academic programs to support distance learning. In order to build up a pool of trained “technical assistants” to work with faculty in implementing DL tools and strategies, and in order to have faculty on campus with cutting-edge expertise, a “Web Technology for Commerce & Society” major, minor or graduate program should be initiated. This could be a cross-departmental program since web technology expertise is needed in nearly all fields, and courses that would contribute to this program have or could be established in every department. This also has the potential to directly attract more students among those who wish this training and indirectly by having more support in enhancing our online presence, such as with http://KIMEP.TV. o Outside funding. USAID has offered at least two related multimillion-dollar grants over the past three years, and a smaller one might now be available.
3.4 Legal considerations Ministry constraints: Kazakhstan has legal constraints on how distance-learning tools can be used in degree- granting programs. A major constraint is recording attendance. That is possible with web-conferencing software. Each student’s name and ID can be shown as students enter the virtual classroom. Each can be required to respond via text to certain questions, and the text can be saved for later use for either grading or proving attendance. Students can be required to either attend class at a satellite location where attendance can be taken or to have a functioning webcam and to respond to the professor’s question on demand so he can see that the student is present and participating. When the student speaks, his webcam video would then be displayed and captured in the simulcast’s recording. These issues need to be further explored by KIMEP legal staff, in conjunction with Ministry of Education personnel and some of our potential partners that have already launched DL programs, including the Kazakh University of Humanities & Law, whose president is the former Supreme Court chairman. Forming an association of Kazakhstan universities offering online degrees would be beneficial to all members in enhancing their respective programs and in protecting members from selective enforcement of vague regulations by the government. Content ownership: It is important to develop a contract for faculty that covers content issues and intellectual property issues, in general. The committee recommends co-ownership that allows KIMEP and its participating professors ongoing usage of all content after professors leave KIMEP employment.
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o While video-based instruction requires few additional skills than those used by faculty every day in their classrooms, professors who know their work will be recorded and used indefinitely should want to make an extraordinary effort to plan and prepare their lesson material. Some incentives, such as co-ownership of content, course remission and/or recognition of high-quality online courses as equivalent to a Category A research publication, would be valuable at little or no cost to the university.
3.5 Training considerations The ultimate purpose of this program is to set up attractive and effective education for distance learners. Beyond operating systems and technology, serious consideration must be given to the skills and understanding inherent in distance learning. Although many aspects of the DL educational process are very similar to the traditional classroom, the differences are fundamental and significant enough to require serious efforts for training and implementation. In the end, the success of the DL project also depends on the skills and motivation of faculty and students. Most professors who teach DL classes find it disconcerting to have little or no interpersonal interaction with students. Experienced professors find it difficult to teach to a camera rather than to individuals. Similarly, student involvement is probably the central obstacle to effective DL, and must be addressed during preparation and teaching. While asynchronous teaching methods are more convenient for students, when students know that not only are they distant from the professor and class geographically but also in time, they lose interest. Students are comfortable with online interactions, but are also used to content that is much more than simply “talking heads.” Faculty must be able to produce interesting instructional material. A number of techniques have been developed to ensure faculty and student involvement. Some of these are have been used by KIMEP faculty such as David Landis and Dr. Harvey, but many more faculty should be involved in training sessions before participating in distance learning instruction. For example, assignments should include activities, and faculty need to learn the variety of these that are available. Students learn best in DL classes with “mini lectures,” interspersed with assigned activities. The DL technology allows virtual interaction among students, as well as the accountability of students being identified personally and involved in the educational process. As mentioned elsewhere, faculty need to prepare materials fully and in advance, which ideally will be facilitated through training activities. Also, while the technical demands are small, they are necessary and must be part of the training sessions. Therefore, mandatory training sessions should be part of the DL program. A training program must be developed and provided from the beginning of the project. A faculty member should have the background and the responsibility for training faculty and materials that help students work well within this new educational environment.
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