Zhaiykbay K.Т. 1Kulgildinova Т.А.2
1 2 KazUIR & WL named after Ablai Khan
1 PhD student
2 doctor of ped.sciences., professor. Almaty, Kazakhstan
ANALYSIS OF THE FACTORS INFLUENCING THE DEVOPMENT OF THE IT
STUDENT’S PRAGMA-COMMUNICATIVE COMPETENCE Abstract
The research aims to analyze the factors influencing the development of IT specialty student’s pragma-communicative competence as well as explore student’s foreign language pragmatic awareness. The participants of the study included two focus group students and they are the 1st and 2nd year of IT specialty students of Suleyman Demirel University. The findings of this investigation are presented in two stages using the following data collection tools: interview and observation. The analysis considers the influences of overcrowded classes, mixed level classroom, teacher’s instruction and cultural differences on the development of students’ pragma-communicative competence. It was found that social factors (overcrowded classes, mixed level classroom, teacher’s instruction) are negatively influencing the development of students’ pragma-communicative competence and language proficiency. As for cultural factors, the differences in culture are slightly influencing this.
Keywords: IT specialty, pragma-communicative competence, ESP, EAP
Жайықбай К.Т. 1Кульгильдинова Т.А.2
1 2 КазУМОиМЯ им. Абылай хана 1 педагогика ғылымдарының докторанты.
2 п.ғ.д. профессор
Алматы, Казахстан
IT-МАМАНДЫҒЫ СТУДЕНТТЕРІНІҢ ПРАГМА-КОММИНУКАТИВТІК
КОМПИТЕНЦИЯСЫН ДАМЫТУҒА ӘСЕР ЕТЕТІН ФАКТОРЛАРДЫ ТАЛДАУ
Түйіндеме
Зерттеудің мақсаты IT-мамандығындағы студенттердің прагма-коммуникативтік құзыреттілігін дамытуға әсер ететін факторларды талдау, сондай-ақ шетел тілі бойынша студенттердің прагматикалық білімін зерттеу болып табылады. Зерттеуге қатысушылардың құрамына фокус-тобының 10 студенті кіреді жене олар Сулейман Демирел университетінің ІТ-мамандығының 1-ші және 2-ші курс студенттері қатысты. Бұл зерттеудің нәтижелері келесі деректерді жинау құралдарын пайдалану арқылы екі кезеңде ұсынылған: сұхбат және бақылау. Талдау барысында сынып толықтығының, сынып бөлмесінің аралас деңгейінің, оқытушылар құрамының және мәдени айырмашылықтардың студенттердің прагма-коммуникативтік құзыреттілігінің дамуына әсері қарастырылады. Әлеуметтік факторлар (сыныптардың толып кетуі, түрлі деңгейлі студенттердің бір сыныпта шоғырлануы, оқытушылардың сабақ беру методикасы) прагма-коммуникативтік құзыреттілігінің дамуына және тілді меңгеруіне кері әсерін тигізетіні анықталды. Мәдени факторларға келетін болсақ, мәдениеттегі айырмашылықтар студенттердің прагма-коммуникативтік құзыреттілігінің дамуына елеусіз әсер етеді.
Кілт сөздер: IT мамандығы, прагма-коммуникативтік құзыреттілік, ESP, EAP
Жайықбай К.Т. 1Кульгильдинова Т.А.2
1 2 КазУМОиМЯ им. Абылай хана 1 докторант педагогических наук.
2 д.п.н. профессор
Алматы, Казахстан
АНАЛИЗ ФАКТОРОВ ВЛИЯЮЩИХ НА РАЗВИТИЕ ПРАГМА-
КОММУНИКАТИВНОЙ КОМПЕТЕНЦИИ У СТУДЕНТОВ IT СПЕЦИАЛЬНОСТИ
Аннотация
Целью исследования является анализ факторов, влияющих на формирования прагма-коммуникативной компетенции студента ИТ-специальности, а также изучение прагматического сознания студента по иностранному языку. В состав участников исследования вошли десять студента фокус-группы, студенты 1-го и 2-го курсов ITспециальности Университета Сулеймана Демиреля. Результаты этого исследования представлены в два этапа с использованием следующих инструментов сбора данных: интервью и наблюдение. В ходе анализа рассматривается влияние переполненности классов, смешанного уровня студентов в одном классе, методика преподавания преподавателей и культурных различий на развитие прагма-коммуникативной компетенции у студентов. Установлено, что социальные факторы (переполненность классов, разноуровневый класс, методика преподавания преподавателей) негативно влияют на развитие прагма-коммуникативной компетенции студентов и владение языком. Что касается культурных факторов, то различия в культуре оказывают на это незначительное влияние.
Ключевые слова: IT-специальность, прагма-коммуникативная компетенция, ESP, EAP
Introduction. Knowledge of a foreign language becomes not only important and
prestigious but also an essential requirement for young professionals in a labour market. In most cases, for young professionals listed particularly needed competencies to apply for a job. Thus, today’s society requires employees to be able to competently and logically verbalize communicative intentions and strategies in their native language as well as in foreign. Formation of foreign language pragma-communicative competence of students of IT specialty is structurally complex in education. Several countries in the world are using English as the instructional language in educational establishments including Kazakhstan. Obviously, Englishmedium instruction in universities is rapidly increasing and universities such as Suleyman Demirel University, KIMEP, Nazarbayev University also use English as a medium of instruction to become competitive in terms of economy, trade, technology, and science. These Kazakhstani universities introduced English as a medium of instruction to be able to communicate in the international arena. Not all our universities can provide education in English, whereas Turkey has introduced English-medium instruction at the university level. “In accordance with the State Development Program of the Republic of Kazakhstan for 2011-2020 (2010), English should be used as a language of instruction at all levels of education” [1]. In 2016, some schools’ first grade learners will be taught English in the simplest way. Starting from 2018-2019, certain disciplines such as chemistry, biology, computer sciences and physics will be provided in English. Since 1996, Suleyman Demirel University uses English as a medium of instruction no matter of what faculty is that, except law and Kazakh & literature faculty. Therefore, a number of students of non-linguistic specialties might have some problems while learning not only English subject but also to learn other disciplines. The aim of English-medium instruction is to provide students with effective knowledge within their academic grounds and enlarge their experience in future profession to be able to face challenges. In universities which are used English medium instruction English language proficiency takes essential place in order to understand lesson, so it can make positive impact on tertiary level. Despite the indicated above information, it is generally believed that non-linguistic department students have some problems with learning foreign languages due to the influences of certain factors.
Literature Review. Traditionally, the main place in the methodology of teaching English belonged to teaching “General English”, the purpose of which is to develop oral skills: the ability to discuss, express the development of oral skills: the ability to discuss, express opinions on various topics and different situations. The study of grammar focuses on its use in oral speech, as well as the acquisition and improvement of other language skills: listening, that is, listening comprehension, reading, writing, and pronunciation. In modern conditions, English for special purposes of its study (ESP -English for Specific Purposes) gradually turns into English for real purposes (English for Real Purposes — ERP), and this makes teaching English for special purposes the most promising direction of development not only methodical science. A professionally oriented approach to teaching a foreign language in engineering and pedagogical universities is now acquiring special relevance. This approach provides for the formation of students’ ability to speak foreign languages in certain professional, business, scientific fields and situations while taking into account the peculiarities of professional thinking. English for special purposes is actually English for teaching language for academic purposes (English for academic purposes) and language for professional purposes (English for occupational purposes). Today teachers face certain difficulties in teaching foreign language for future engineers, namely: the lack of authentic materials and original sources that familiarize students with the terminology and means of language communication in the field of professional training; the lack of classes that simulate actions in a professional environment; lack of opportunities for students to form knowledge by performing tasks related to their professional training; English is used only in language classes, lack of opportunities to use communication skills outside the classroom [2].Some methodologies that work on the improvement and modernization of programs for teaching foreign languages in higher educational institutions provide a continuous course of study in foreign languages, which consist of three stages of study from the first to the seventh semester. Expected results at the first stage (from the first to the third semester) — obtaining linguistic and communicative competence, sufficient for use in training activities, for learning foreign experience in the field of science and technology, as well as for obtaining business contacts at the elementary level. As it is mentioned in Balgazina& Kulgildinova’s[3, p.85-88] work, in order to make the business text [texts in general]the effective means of achieving a communicative goal, it is necessary to have special strategies and tactics of the discourse: strategy of informing, encouraging strategy, the strategy of persuasion, and strategy commitments. Knowledge of the discursive strategies and tactics of written business communication, as well as the laws that form the content aspect of writing and the ability to use them in accordance with the purposes and conditions of communication is the key to successful business communication in Russian. In order to develop or form a certain competence, it is essential for students to pick up workable and suitable strategies. However, students and teachers may not be aware of those workable strategies unless they try some. Therefore, students should have proper level of language proficiency as well as they should have the awareness of what strategies to use.
Obviously, there are a lot of factors that cause students low language proficiency which is directly influence to the formation of pragma-communicative competence. Since Kazakh students do not have opportunity to use English in their daily lives, they might not be confident in communicating in English. Another factor is the interference of English language from student’s mother tongue, particularly regarding pronunciation, syntax and idiomatic usage.
According to Kazakh mentality, our students are passive and shy to speak English with groupmates and teachers. On the basis of researcher’s believes, the main goal of the engineering students seems to pass the English examination. Additionally, students are not responsible for their own learning. In order to be successful in the academic life and to follow the developments in time, students need to have not only the knowledge of engineering science, but a good command of foreign language skills which is called pragma-communicative competence. A lot of researches related to the field of engineering studies present the importance of English language in the professional and academic lives of engineering students. According to Pendergrass et al [5, p. 33-41], integrating English into engineering, math and science courses is an essential tool in engineering education and it fosters the improvement in the performance of engineering students in both oral and written communication. English language is the principal international language of science therefore it is important to learn English language for engineering and science students. Zoghoul & Hussein (qutd.in Ali)[6, p.11-19] conducted a research on language needs of undergraduate students from various disciplines including economics, engineering and natural sciences. It was found that undergraduate engineering students need extensive use of the English in both professional and academic settings. Since papers, books, handbooks and journals are written in English, the necessity of English language is growing among other students as well as engineering students. Another study has been focused on the academic language needs of Computer Science Engineering students of Iran. The students perceived that “written skills” and “language components” are important; however, they had some difficulties with some sub-skills and translating texts. Additionally, most of the engineering students’ level of proficiency have been resulted rather to be low. The research on student’s needs has been done in seven departments such as Computers, Electronics, Industrial, Civil, Petroleum, Chemical and Mechanical at Kuwait University. The results proved the essentialness of English for engineering students’ academic needs. Obviously, engineering students especially IT students are not exempted from studying English in most institutions. Nowadays, it is believed that engineering students are not giving enough importance to English language and they give prior preference to their specialized subjects. Therefore, they have difficulties with basic language skills particularly vocabulary, spoken skills and usage of grammar which lead to low level of English language proficiency. As a result, they may not be able to satisfy in communicating with interlocutors. The English teachers of non-linguistic departments face different and difficult problems while teaching either academically and nonacademically. According to Bhaskar[7], the students with different level of English proficiency in one class can be one factor that makes teacher’s job harder. The varied level of learning makes students passive. Additionally, the time duration for the completion of the given task may not be sufficient in mixed level classroom, because teacher may find a few students completing a given task while the slow learners find difficult to complete it on time. For these reasons there might be some factors influencing learner’s pragma-communicative competence.
Initially, pragmatic competence was defined by Chomsky[8] as the «information on conditions and way of proper utilization (of the language), in similarity with different purposes». According to Canale[9,p. 67-84], pragmatic competence includes «illocutionary skill, or the information on the realistic shows for performing worthy language capacities, and sociolinguistic ability, or information on the sociolinguistic shows for performing language works suitably in a given setting». Pragmatic competence is the capacity to perceive the specific situation, comprehend others’ discourse precisely in the unique circumstance, and communicate suitably. Pragmatic competence here covers affectability and fittingness of articulation to different settings, including etymological setting and unknown dialect setting. As pragmatic failure is more intricate than semantic failure, researchers at home and abroad have investigated it from the viewpoints of down to earth mindfulness, relevant adjustment, open fitness and even intellectual blueprint. For most English students, pragmatic failures in intercultural correspondence are frequently oblivious, however for local speakers, they are hard to comprehend or even misconstrue as impolite behavior. The investigation of the pragmatic competence should not be restricted to the field of pragmatics, however, ought to be examined and developed from a multi-disciplinary or multi-dimensional point of view. Furthermore, numerous examinations have completed encouraging trials on the choice of course books and the game plan of gathering exercises in homeroom educating. The outcomes show that the development and procurement of pragmatic competence are feasible. There are some factors that are influencing the development of IT specialty students’ pragma-communicative competence: social, cultural and linguistic factors.
Social factor. In modern world, a person is a part of society and constantly interacts with
other individuals, and social factor is a distinctive feature of this. The social factor defined as a driving force for the development of a society, a phenomenon or process that causes certain social changes. The basis for selection of the social factor is such a relationship of social objects in which causes under certain conditions, necessarily generate other social objects or their consequences. Social factor is primarily the activity of people, which ultimately determines the whole diversity of social life of society. According to Omelechko[10] society is the condition in which a specific language exists and develops. Based on this definition, it is obvious that the development of any language is not entirely antonomous, since it depends to some extent on the development of society. Additionally, all social factors have different linguistic feature or significance. As an example of it can be global social factor that changes the composition of native speakers which lead to changes in lexico-semantic system, syntax, phonetics and morphology of the language. However, private factors determine the development of only a few levels. Changing strategies for mastering a language is a good example of a social factor that is described above. It is essential to mention that the social factor has its own fundamental structure. The main element of the social factor structure includes: a) the subject of the action; b) the environment with wich the subject is connected; c) the means of the action; d)the goals and objectives of the action; e)the object of impact; f)the environment to which the object of action is ranked. Alefirenko[11] refers the existance of the varieties of social factors. The main social factors of the development and functioning of a language are social factors a) determined by socio-economic formations; b) due to the education system and mass communication; c) limited by various interpretations of the phenomena of nature and public life by representatives of religious ideology; d)deterministic language interaction; e)scientific and educational value; f) moral and ethical understanding of different phenomena of social life; g) social and professional differentiation of the language. Social factors include parental and student’s attitude, learning environment, learning opportunities, size of the learning group, student-teacher interaction, teacher’s technique and socio-economic status [10]. Social environment refers to the factor that has importance in the study of foreign languages. The social environment is teachers, peers, parents, etc. The social component of the educational atmosphere is related to the features of societal organization of the environment (macro-conditions). Macro conditions can be defined with “atmosphere” of the school, the mood of pedagogical staff and students. Detail-spatial environment determines the shape of the environment in which students and teachers work.
Cultural factor. There are numerous definitions of culture. It can be described as beliefs, values, knowledge of society. According to Richards’ definition, “culture is the set of practices, codes and values that mark a particular nation or group: the sum of a nation or group’s most highly thought of works of literature, art, music, etc.” [12].Generally, culture can be identified as daily life of people and their history, traditions, abilities, literature, art, etc.
A man cannot live in isolated way. They need to communicate and integrate with others.
While integrating they share attitudes, beliefs, their own beliefs, all of these is called “culture”. Therefore, in order to archive better proficiency level of second language teachers and students need to be experienced in intercultural communication. In this case, learning rules, units, vocabulary is not enough to acquire target language, the role of target language comprehension is significant. In other words, they should gain the sense, or functionality of culturally conditioned behavior, have an idea about conventional behavior in common situations of the target language and understand interaction of language and social variables. Hinkel[13] in his work agrees that real life communication is a main process of language learning and thus, culture is appeared in almost all contexts. In this case, it is known that learning languages and learning cultures are interrelated and cannot taught separately. The result of separation of these two can occur misinterpretation and misunderstanding among culture carriers. When students are taught how to have verbal and non-verbal communication it will develop their cultural awareness and communicative competence. It will allow them to get out of source culture frame and be tolerant toward other different attitudes and values. This is a requirement of multicultural world. On the other hand, all the tools of learning such as movies, videos, podcasts and other authentic materials which includes cultural atmosphere of target language influence on people as a motivation to acquire a new language. In addition to that, it helps to develop not only intercultural, but international competence. It leads to the changes of perceptions which can recognize different values, beliefs and be tolerant to other cultures. Learners of a foreign language have to develop the knowledge of culture as well as knowledge of the language. Disregard of this connection may result in cultural shock and misunderstanding, disorientation, frustration, and anxiety [14]. For a student who has low level of foreign language proficiency (most of Kazakhstani non-linguistic department students), learning new language and culture: values, beliefs, worldview and mentality seems to be difficult, if teacher does not connect student’s own cultural views with culture of the target language.
Methods. This chapter depicts the research setting, practical issues, along with research participation, instruments, procedures of data collection and data analysis. This study was designed to analyze the factors influencing the development of IT specialty students’ pragmatic competence and identify the most important factors influencing language learning from the perspectives of engineering students. The design of research is a mixed approach which is based on instruments such as observation and focus group interview.
Data collection. Two groups of students from engineering faculty were selected for nonparticipant focus group interview. The main focus of the focus group interview was identifying the troubles of students’ usage of pragmatic awareness, and the factors that are influencing the development of IT specialty students’ pragma-communicative competence. Additionally, interviews were conducted by the researcher and arranged with the permission of the teachers and with due consideration of their convenience and time availability. Those students were from various specialties such as Information Systems, Computing systems and software, and Mathematics.
Results. Some participants underlined several social factors influencing their English language proficiency. The mixed level students and large classes are considered as social factors (environment). Moreover, respondents claimed that teachers cannot cope with teaching process due to the mixed level students and large classes. Several of these students commented that large classes influence to the quality of learning and teaching.
“I feel somehow embarrassed in front of people who are speaking very well and I may not speak.”S5
“In our group some students who have elementary and intermediate levels are having difficulties such as they get bored or they cannot understand assignments and teacher.”S7
“In my opinion, the more students the more problems.”
“I think overcrowded classes influence to the quality of the lesson and to the quality of understanding of students.”S3
“Teacher cannot pay attention to every student’s learning process.”S4
“Yes, it influences a lot, because a lot of students make a huge noise.”S1
Student seven said that in his group they have different level students, even his English is intermediate they forced to study pre-intermediate level course books. Additionally, he concluded students who has lower level proficiency have troubles with understanding the theme. However, one of respondents claimed that he enjoys studying lessons in a mixed level classes, because higher level students motivate him. It can be concluded that engineering students perceive these factors differently.
Learning environment is also important for both teachers and students. Interviewer aimed to identify whether teacher provides learning opportunities such as speaking in the classroom, working in pairs, practicing language items in class, discussing, sharing opinions and preparing special learning environment for students. This aim was derived from students’ responses about teacher’s technique; therefore, it is essential to explore whether these factors influence engineering student’s language proficiency or not.
“No. We do not have time for different kind of activities and our teacher is not able to spend classroom time properly.”S7
“It depends on teacher, we have group works, but we did not have speaking activities.”S10
“No, in our group we do not have such things. In my opinion, in most English classes our teacher does not create such atmosphere in class, therefore we cannot speak, but we should learn how to speak.”S6
“We do not have individual activities, but we have group works.”S5
“Our teacher uses group work a lot.”S4
“We have debate, I think it is useful for our speaking.”S3
“In English courses, students should develop at least two skills such as speaking and writing.” S2
From the responses we can see some teachers provide different opportunities for learning while others do not. Some of the respondents claimed that teachers must provide speaking activities because it is essential skill recently. Majority of students did not have speaking activities, due to the teacher’s instructions. They believe such kind of learning environment depends on good teachers who are able to manage his teaching time. They claimed that lack of the speaking activities, lack of the suitable learning environment influence engineering student’s foreign language process. One of them said that in their class they have such students who cannot understand the topic or grammar properly and teacher does not pay attention to it. Engineering students proposed that it will be better if each teacher find a strategy for every student. In one group students are passing their topic very fast, teacher does not make sure that students get the topic, therefore, it is hard for students to develop their language proficiency.
“Teacher spends time to explain only grammar and to do a lot of exercises. We do not have games, debates and different kind of activities.”
“I cannot remember such kind of activities; we are having only grammatical activities.”S9
It shows that teachers who teach engineers more concentrate on grammatical exercises rather than speaking. However, engineering students are aware of the importance of speaking competency and they require speaking activities more.
“We do not have time for speaking and listening. I have friends who are studying in TFL, they have even separate subject in speaking and listening, they practice it more than us.
As for the cultural environment, student’s cultural background and differences in culture and language were considered as the main factors. It is important that differences in cultures and languages should be explained to foreign language learners in order to avoid any misunderstandings. The lack of knowledge of the language and cultural differences may cause demotivation to learn language among language learners. The demotivation can cause the lower level of English language proficiency. Obviously, each culture has its own rules, norms and values. It might be assumed that the majority of English course books describe life and situation from a western point of view which can be difficult for Kazakhstani learners to learn English language in such a context.
“I think it does not influence a lot.”S2
“I can say that we do not study culture we just learn about grammar.Sometimes it makes me mad, because we may have some troubles in the future when we will meet foreigners.”S7
“Yes, every English course book was prepared for western people, but it will not be a problem if the teacher can facilitate culture learning and teach the American culture very well. In future, we will need it.”S4
It is noticeable that some students are not aware of the western culture and they found difficult to learn some units in English course books, so it might influence to their language proficiency. Researcher believes attitudes towards certain culture will also influence engineerings students’ foreign language competency neither negatively nor positively. It is supposed that students who have positive attitude towards culture will have good level of proficiency whereas students with negative attitude will have low level English language. The development of the understanding about certain culture is also essential for foreign language learners, because it may cause misunderstandings.
“I am not interested in western culture but I am interested in their education.” S10
“ Americans live with exact moment while Kazakhs always think about the future”. S6
“Every culture has its own values; for example: Americans value more privacy whereas Kazakh culture values family.” S8
“We(foreign language learners) should learn cultural differences to avoid arguments with foreign people.” S4
It can be seen that amongst participants some of the respondents do not consider cultural differences as a negative factor influencing engineering student’s language proficiency. They believe every culture has its own differences and foreign language learners should tolerate it. Students should learn differences in cultures in order to avoid misunderstandings.
Conclusion. In this paper we have considered the social factors such as social environment consisting of two aspects: spatial environment (place, size, light, furniture) and emotional environment (relationships between teacher and students, attitudes of parents and groupmates toward learning English). Both aspects of social environment play a great role in increasing students’ foreign language motivation which lead to the development of foreign language proficiency. As for cultural environment we have considered learners’ cultural background, differences in languages and cultures that should be in obligatory way understood by the foreign language teacher and explained to the foreign language learners in order to avoid any language and cultural misunderstandings. It was found that IT speciality students do. It can be concluded that each factor contributes to the success and failure of language learners differently.
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