UDC 378.

147:81’243

Sh.K. Tuleubayeva, O.A. Andreeva, A.A. Abdrazakova

Ye.A. Buketov Karaganda State University, Kazakhstan
(E-mail: [email protected])

Competence-based approach as innovative approach in the course

of students’ foreign-language training

The expediency of competence-based approach realization in the course of foreign languages training at uni-
versity is proved in the article. Authors consider that one of the ways of students’ educational activity intensi-
fication, level increase of their motivation to the learning of foreign language, development of activity and
creativity is competence-based approach when training in a foreign language. The theoretical analysis of psy-
chological and pedagogical researches of competence-based approach is in detail submitted. It is established
on the basis of the differences analysis in interpretation of competence structure that the existence of
knowledge, support on them and connection of competence with their use are supposed in a basis. Authors
give definitions of researchers of competence-based approach and the main ideas of competence-based ap-
proach are formulated and also the most effective methods and methods of training in a foreign language
from positions of competence-based approach are defined. The importance of the competence-based approach
introduction in process of students’ foreign-language training is noted. Competence-based approach, as well
as other innovative approaches in training, demands stepped introduction, therefore today the support on the
international experience, taking into account necessary adaptation to traditions and needs of our country is
necessary for realization of competence-based approach. Competence-based approach imposes certain re-
quirements to students and their reference level of foreign language.
Keywords: competence-based approach, competence, competency, innovative approach, foreign language
training, foreign language, modern educational system, the Bologna Process, integration, worldviews, key
competences.

In modern society where knowledge and the level of intellectual development of the person become the
main strategic resource and the most important development factor of economy, the social status of educa-
tion is considerably raised, new requirements to its level and quality are imposed that is emphasized in the
state documents. Rapid social and economic progress dictates high requirements to the level of teaching a
foreign language in higher educational institutions as each new generation of students has to be lifted to
higher level of proficiency in foreign languages. Change of a sociocultural context of a foreign language,
new inquiries of students concerning level of proficiency in it cause need of high-quality change of students’
vocational training. This circumstance caused need of using so-called «competence-based» approach to for-
mation of the purposes and assessment of educational achievements. Competence-based approach in the
course of students’ foreign-language training is one of ways of a student’s educational activity intensifica-
tion, increase in level of their motivation to a learning of foreign language and developing activity and crea-
tivity, ability of team work.
The concept «competence» comes from the Latin word «compete» which means to approach, corre-
spond, try to obtain. In a general sense it means compliance to the qualifying standards established to criteria
and standards in the corresponding spheres of activity and at the solution of a certain type of tasks, posses-
sion of necessary active knowledge, ability to surely achieve results and to own a situation.
Competence-based approach in education is understood as a training method which is aimed at the de-
velopment of abilities to solve a certain class professional problems according to requirements to personal
professional qualities in the student: ability to look for, analyze, select and to process the received data, to
transfer necessary information; possession of interaction skills with surrounding people, ability to work in
group; knowledge of mechanisms of planning, the analysis, a critical reflection, self-assessment of own ac-
tivity in unusual situations or in the conditions of uncertainty; possession of heuristic methods and methods
of the problems solution.
Competence-based approach imposes certain requirements to students and level of proficiency in them
of a foreign language.
The competence includes set of the interconnected qualities of the personality – knowledge, abilities,
skills, modalities of action set in relation to a certain circle of objects and processes and necessary for high-
quality productive activity in relation to them. The competence is, first of all, the general ability and readi-
ness of the personality for activity based on knowledge and experience which are gained thanks to training

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Sh.K. Tuleubayeva, O.A. Andreeva, A.A. Abdrazakova

and are focused on independent participation of the personality in educational and informative process and
are directed to its successful integration into society.
The competence cannot be defined through a certain sum of knowledge and abilities as the significant
role in its manifestation belongs to circumstances. The competence at the same time closely connects mobili-
zation of knowledge, abilities and the behavioral relations which is adjusted on conditions of concrete activi-
ty. The specifics of the pedagogical purposes on development of the general competences consist that they
are formed not in the form of the teacher’s actions, and in terms of the student’s activity results, in terms of
its advance and development effect in the course of certain social experience assimilation. What the teacher
did, as a result he forms and develops at the student ability to independent management of own activity, to
management by itself as its subject. It is absolutely clear that such self-government can take place only if at
the student the corresponding regulatory basis of his activity is created, namely a conceptual basis – for-
mation of knowledge and understanding of surrounding reality, an emotional and valuable basis – formation
of the relations of the personality to the world around and other people, an operational basis – formation of
ability to work with objects of surrounding reality.
Competence-based approach, as well as other innovative approaches in training, demands stage-by-
stage introduction. At the first stage of introduction in process of foreign-language training, it is possible to
form, for example, such elementary all-educational competences of students as:
 extraction of the main contents read or heard;
 accurate information of thoughts, creation of original statements on the asked question or a subject;
 a research of various versions of the solution of tasks, the choice of the best, in view of various criteria;
 cooperation with others when performing the general task;
 planning of actions and time;
 assessment of results of the activity, etc.
It is obvious that the listed abilities of students have to be formed not as single, and in the complete sys-
tem of the skills called by competences.
In the work Sh.U. Tasbulatova noted that the backbone role in target and substantial components of a
modern educational system of many countries is played not by knowledge, but ability. Also it was noted by it
that in the Western European and American pedagogics much attention is paid to the abilities which are go-
ing beyond concrete subject domains and these abilities were considered as «important abilities», «basic
skills», «basic abilities» [1].
D.N. Kulibayeva considers that «competence» of the person is acmeological category and potential of
intellectual and professional personal development characteristic of which are «competences» which have to
be created in the course of education as system quality new growths [2].
Competence-based approach is one of the basic concepts of Bologna Process integration of which rep-
resents one of essential educational problems. The competence-based representation format of professional
education results demands not only changes of training methods in foreign languages, but also global recon-
sideration of valuable installations and a methodological basis of all process and results of linguistic educa-
tion. According to competence-based approach, knowledge acquired within a training course has to form a
basis and a frame of ability to solve professional problems, to own not only knowledge of a linguistic and
cultural studies, but also to work actively as the successful participant of cross-cultural and professional
communication.
Competence-based approach in definition is more whole and the maintenance of the general education
is not absolutely new and furthermore alien for the higher school.
Orientation to assimilation of abilities, modalities of action, and, moreover, the generalized modalities
of action was the leader in works of the Russian teachers as V.V. Davydov, I.Ya. Lerner, V.V. Krayevsky,
M.N. Skatkin and their followers. In this course both separate educational technologies, and training materi-
als were developed. However this orientation was not defining, it was practically not used at creation of
standard training programs, standards and estimated procedures. Therefore today for realization of compe-
tence-based approach the support on the international experience, taking into account necessary adaptation to
traditions and needs of our country is necessary.
Competence-based approach for the first time began to be developed in England. As T.M. Kovalyov
marks out [3], it was approach which was ingenerated and comprehended not educations, and was the answer
to the concrete order of the professional sphere. In other words, this approach focuses on such system of en-
suring quality of students’ training which would meet requirements of the modern world labour market.

48 Вестник Карагандинского университета

 Competence-based approach as innovative…

Thus, competence-based approach in education is an attempt to bring into accord, on the one hand, need of
the personality to integrate itself into activity of society and, with another, requirement of society to use the
potential of each personality for ensuring the economic, cultural and political self-development.
Competence-based approach is one of the approaches which is understood as accumulation by the pupil
and broadcast by the teacher of ready knowledge, i.e. information, data.
According to some scientists (B.S. Gershunsky [4], M.Zh. Dzhadrina [5], etc.) competence-based
approach in education is connected with formation of the new mission of education caused by changes of all-
world outlook ideas of the person and his essence.
According to A.V. Khutorskoy's definition of the competence is «possession of the person of the corre-
sponding competence including his personal attitude towards it and object of activity», «already taken place
personal quality and the minimum experience in relation to activity in the set sphere» [6].
According to A.L. Andreyev competence is «the general ability based on knowledge, experience, values
which are gained thanks to training» [7].
Introduction of competence-based approach, according to A.V. Khutorskoy [6], in a standard and prac-
tical component of education allows to solve a problem when students can well seize a set of theoretical
knowledge, but experience considerable difficulties in the activity demanding use of this knowledge for the
solution of specific objectives or problem situations.
When developing ways to improve foreign-language preparation it is necessary to focus on compe-
tence-based approach at which a main training goal is formation of foreign-language communicative compe-
tence. Realization of this approach demands transition from the traditional system of teaching with the lead-
ing role of the teacher imparting «ready» knowledge and forming a reproductive type of thinking to the sys-
tem of training in which the student acts as an active and well-motivated subject. The teacher carries out the
organization of the student’s educational activity and management of it, stimulating development of the crea-
tivity so necessary for future innovative activity. In an education system very great value occupies a human
factor and teachers are the most important link of educational process.
Innovative potential of competence-based approach application in the system of higher education al-
lows orienting more accurately process of education on its end results, in other words, results of training
have to be described in language of competences, representing set of knowledge of abilities and personal
dispositions of the subject of educational process. Focusing on performance norms, standards and criteria is
characteristic of competence-based approach, i.e. this approach allows to model results of education as
standards of its quality, being guided at the same time by concrete inquiries of the respective professional
activity spheres.
The ideas of the general and personal development formulated in the context of psychology and peda-
gogical concepts of the developing and personal focused education are considered as a prototype of compe-
tence-based approach. The categorial base of competence-based approach is directly connected with the idea
of educational process focus at which competences set the highest, generalized level of students’ skills, and
the content of education is defined by the four-component model including knowledge, abilities, experience
of creative activity and experience of the valuable relation. From positions of competence-based approach
the level of the expert education is defined by ability to solve problems of varying complexity on the basis of
the available knowledge. Competence-based approach does not deny value of knowledge, but focuses atten-
tion to abilities to use the gained knowledge. The educational purposes are described in the terms reflecting
new opportunities of students, growth of their personal potential at such approach. The development of cer-
tain personal qualities, first of all, moral, formation of a system of values is considered as «final» results of
education. The difference competence-based from traditional approach is connected with distinctions of for-
mation ways ideas of students’ valuable orientations and personal qualities. It is recognized at traditional ap-
proach to definition of the purposes that personal results can be achieved due to acquisition of necessary
knowledge. The gaining experience of the problems independent solution is considered as the main way at
competence-based approach. The problems solution is considered in the first case as a way of fixing of
knowledge, in the second – as sense of educational activity. Competence-based approach in the general edu-
cation objectively meets also social expectations in education, and to the interests of educational process par-
ticipants. We can understand in general as competence the integrated qualities characteristic of the personali-
ty, training result of the university graduate for performance of activity in certain areas. The competence-
based model of the expert developed now by domestic and foreign scientists has two main components: spe-
cial (professional) and linguistic. The language communicative competence is included into structure of

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Sh.K. Tuleubayeva, O.A. Andreeva, A.A. Abdrazakova

basic or key competences of the expert and consists of linguistic, sociolinguistic, discursive, strategic and
sociocultural components.
The structure of foreign language communicative competence includes not only a linguistic component,
that is possession of speech communication means, but also the social and culturological component consid-
ering knowledge of partners in communication and the realities belonging to another culture. Here it is nec-
essary to refer the communicative skills affecting ability to carry out effective written communication. The
language communicative competence of training in a foreign language is an ability to carry out communica-
tion by means of language, correctly using the system of language and speech norms and choosing the com-
municative behavior adequate to an authentic situation of communication. The language communicative
competence is not personal characteristic of the person; its formation is shown in the course of purposeful
training in a foreign language. The concept of foreign language communicative competence does not come
down to purely communicative problems formation of daily communication. It means the solution of the
whole complex of both the practical, educational and developing tasks. It is possible to create key parameters
of language competence only solving them in a complex. We consider according to the opinions of research-
ers basic elements which make an essence of foreign language communicative competence. The linguistic
competence assumes possession of the so-called linguistic code namely knowledge of the certain lexical
units and grammatical rules allowing trainees to manipulate them at the level of words and offers, i.e. to gen-
erate intelligent works of a written and speech discourse. The sociolinguistic competence means participants'
ability of communication to use and transform language forms according to a situation. Observance of the
social rules of language based use on a clear roles understanding of communication participants, which they
exchange also the nature of their interaction is extremely important for any work of a written-speech dis-
course. The discursive and strategic competence assumes ability of the addressee coherently and logically to
state the position – to produce not the separate offer, but the complete and capacious work of a written and
speech discourse which would allow to involve the sender in communication process. The sociocultural
competence is based on ability of partners in communication to conducting dialogue of cultures that assumes
knowledge of own culture and the culture of the learned language country. Knowledge of sociocultural
norms through the system of language allows trainees to be guided in foreign culture and to overcome a con-
dition of «cultural shock». Mastering this competence creates a basis for professionalism development (pro-
ductive ways of actions) and skill (flexibility, mobility, adaptability to new situations), assumes integration
of the personality into a system world and national cultures. Formation of sociocultural competence for crea-
tion of effective works of a written-speech discourse is an important component of language communicative
competence of the personality capable to interact actively in different sociocultural formats and to operate
with various communicative categories allocated with national specifics.
The communicative competence is necessary for any sphere of human activity, being an important basis
of social and economic development of society and also intellectual and emotional improvement of the per-
sonality. The last component is connected with creation and maintenance of communication with the inter-
locutor, ability not only to show the relation on changes in conducting communicative activity of the oppo-
nent, but also to anticipate similar reactions. Emotional background helps dialog partners to feel psychologi-
cally favorable or hostile atmosphere.
The competence of self-improvement of the student's identity promotes development of methods, intel-
lectual and moral and physical self-development. The big part in this category is assigned to the teacher, his
manner of communication with people, its valuable priorities. The pedagogical activity in this regard has to
have innovative character that is one of essential factors of successful educational activity of any educational
institution.
Information competence promotes accumulation of experience in work with different information
which the student in the course of training faces. It is difficult to overestimate value of this competence since
it is the manifestation convincing proof of successful human activity in various spheres of communication.
This category assumes the following functions:
 ability to find the necessary data, using various information sources in different languages;
 ability to distinguish the main information from minor;
 ability to define reliability of the received data, using several sources;
 ability to use the acquired information correctly and effectively.
The relevance of language communicative competence components is caused by the same functions
which are performed by key professional competences of each person's activity: ability formation at the per-
son to studying and self-teaching; providing to graduates as future experts of bigger flexibility in relationship
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 Competence-based approach as innovative…

with employers; fixing of the increasing success (stability) in the competitive habitat. The problem of lan-
guage competences finds more and more extensive discussion and application. Competences in general help
the individual with the solution of the tasks facing it, including extremely specific, give the chance to build
the life bringing satisfactions and to participate actively further political and cultural development of society
and also allow the personality to be constantly demanded in labor market. How successfully competence-
based approach in training is implemented, it is possible to judge by as far as students with the level of profi-
ciency in a foreign language are capable in the future to sustain the competition in free labor market and to
take the worthy place not only in the society, but also in the international community. In view of the above
information, the most effective are represented to carry out training in a foreign language on the basis of
competence-based approach at realization of the acmeological principles, such as principles of determinism,
development, humanity, subject of activity, activity, potential and relevant, modeling, optimality, feedback.
Realization of the listed principles is possible when using certain means, methods, receptions and organiza-
tional forms of teaching and educational activity, the organization of the corresponding psychological micro-
climate in collective, pedagogical relationship that it promotes process of intensive self-improvement of the
students' identity.
Competence-based approach is considered as some kind of strengthening instrument of social dialogue
of the higher school with a professional life, deepening means of their cooperation and interaction. In such
system of the specialists’ training accurate focus on requirements of labor market is expressed. University
graduates have to own competences which will allow them to be successful in the corresponding professional
fields of activity.
Thus, competence-based approach is focused on the differentiated system development of concepts for
the description and assessment of what in the training course is subject to formation and development, i.e.
within competence-based approach training is focused on competences, by methods of their diagnostics and
assessment. Development of competences happens as when studying separate subject matters, cycles, mod-
ules, and those didactic units which are integrated into all-professional and special disciplines. The general-
ized integrated nature of this concept in relation to «knowledge», «abilities», «skills» is emphasized. Compe-
tences are divided into two groups: those which concern the general (universal, key) and those which it is
possible to call subject and specialized (professional). In the conditions of the accelerating changes and in-
crease of the uncertainty characteristic of modern labor markets, the general competences are especially im-
portant.
The essence of competence-based approach consists that the purposes of training are formulated in the
form of a triangle – «ability to work», «ability to be» and «ability to live».
The main ideas of competence-based approach are formulated in as follows:
 the competence unites in itself an intellectual and skilled component of education;
 the concept of competence includes not only cognitive and operational and technological components,
but also motivational, ethical, social and behavioral; it includes results of training (knowledge and abilities),
a system valuable orientations, habits, etc.;
 the competence means ability to mobilize the gained knowledge, abilities, experience and ways of be-
havior in the conditions of a concrete situation, concrete activity;
 competence-based approach includes identification of basic skills;
 the competence is formed in the course of training not only at school, but also under environmental
impact, that is within formal, informal and extra formal education.
The essence of the new abilities formed in the course of training is reflected today in the form of key
competences to which formation of the modern education system has to be directed.
It is accepted to distinguish key (the most general, universal, «super subject») and special, subject com-
petences. Key competences perform three functions. First, they help students to study, secondly, allow em-
ployees to become more flexible, to correspond to inquiry of employers, thirdly, help to be more successful
in further life. If to consider formation of key competences as the most important educational result, then
they have to «penetrate» the maintenance of all subject matters (both general education, and special) and to
pass through all education levels. In other words, they have to become one of the most important factors of
continuity realization of separate educational steps.
The competence can be considered as key if it has the following characteristic signs:
 has integrated character and includes a number of uniform abilities and knowledge, the modalities of
action connected with wide areas of culture and activity (production, information, public, etc.);

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 it is multifunctional, mastering by it allows to solve successfully various problems in situations of

everyday life;
 the super subject and cross disciplinary, that is applicable in various fields of activity;
 relies on rather high level of intellectual development;
 multifold and multidimensional as it comprises various intellectual processes and intellectual abilities,
personal qualities;
 can be considered as one of integrated characteristics of educational preparation quality.
Considering various key competences as ability, readiness for a certain activity can be marked out their
invariant components or aspects. It is possible to carry to their number:
 readiness for goal-setting;
 readiness for assessment;
 readiness for action;
 readiness for a reflection.
It is known that key, most universal competences are result not only the general, but also all types of
professional education and in this sense can be considered as result of educational experience of the person
in general. At such understanding of their essence they begin to have integrative, backbone character for all
system of continuous education. In this case the role of key competences as invariant component of the pur-
poses, contents and results of training of all links of education, including school and high school, becomes
obvious.
As practice shows assimilation and assessment of competences are inseparable from concrete situations
in which they are shown. Therefore, competences cannot be isolated from specific conditions of their realiza-
tion. Present forms and methods of training and at school, in higher education institution not always allow to
create similar conditions and situations. Forms of educational activity within ideology of «competence-based
approach» can be in a conflict with the settled traditional forms of the educational process organization, es-
pecially at school. This contradiction will initiate search of new forms and methods of training, in many re-
spects uniform for school and higher education institution and by that to promote rapprochement of these
links of education.
Thus, competence-based approach reflects objective requirements in all stages of continuous education
for attention strengthening to the personal and significant and demanded in practice training results as gener-
ally, and in the course of foreign-language students’ training in the system of continuous education. There-
fore this approach can play a considerable role in integration of the purposes, contents, educational process
of higher education institution, to become an essential development factor of their continuity.

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 Competence-based approach as innovative…

Ш.К. Тулеубаева, О.А. Андреева, А.А. Абдразакова

Білімалушыларды шеттілді даярлау үдерісіндегі
құзыреттілік тəсіл инновациялық тəсіл ретінде

Мақалада жоо-да шет тілдерін оқыту үдерісінде құзыреттілік тəсілді жүзеге асырудың мақсаттылығы
негізделген. Авторлар білімалушылардың оқу іс-əрекетін қарқындату, олардың шет тілін үйренуге де-
ген уəждемесінің деңгейін арттыру жəне дамыту белсенділігі мен шығармашылығы шет тілін оқытуда
құзыреттілік тəсіл болып табылады деп есептейді. Құзыреттілік тəсілдің психологиялық-
педагогикалық зерттеулерінің теориялық талдауы толық ұсынылған. Құзыреттілік құрылымын
түсіндірудегі айырмашылықтарды талдау негізінде білімнің болуы, оларға сүйену жəне
құзыреттіліктің оларды пайдаланумен байланысы болжанатыны анықталды. Авторлар
зерттеушілердің құзыреттілік тəсілінің анықтамаларын береді жəне құзыреттілік тəсілдің негізгі идея-
ларын тұжырымдайды, сондай-ақ құзыреттілік тəсіл тұрғысынан шет тілін оқытудың ең тиімді
əдістері мен тəсілдерін анықтайды. Сондай-ақ білімалушылардың шет тілді дайындық үдерісіне
құзыреттілік көзқарасты енгізудің маңыздылығы атап өтілді. Білім берудегі, басқа да инновациялық
тəсілдер сияқты, құзыреттілік тəсіл кезең-кезеңмен енгізуді талап етеді, сондықтан бүгінгі күні
құзыреттілік тəсілді іске асыру үшін еліміздің дəстүрлері мен қажеттіліктеріне қажетті бейімделуді
ескере отырып, халықаралық тəжірибеге сүйену қажет. Құзыреттілік тəсіл студенттерге жəне олардың
шет тілін меңгеру деңгейіне белгілі бір талаптар қояды.
Кілт сөздер: құзыреттілік тəсіл, құзыреттілік, құзырет, инновациялық тəсіл, шет тілді даярлау, шет
тіл, қазіргі заманғы білім беру жүйесі, Болон процесі, интеграция, əлемдік көзқарас, негізгі
құзыреттілік.

Ш.К. Тулеубаева, О.А. Андреева, А.А. Абдразакова

Компетентностный подход как инновационный подход
в процессе иноязычной подготовки обучающихся

В статье обоснована целесообразность реализации компетентностного подхода в процессе обучения

иностранным языкам в вузе. Авторы считают, что одним из способов интенсификации учебной дея-
тельности обучающихся, повышения уровня их мотивации к изучению иностранного языка, разви-
вающих активность и творчество, является компетентностный подход при обучении иностранному
языку. Подробно представлен теоретический анализ психолого-педагогических исследований компе-
тентностного подхода. На основе анализа различий в трактовке структуры компетентности установ-
лено, что в основе предполагается наличие знаний, опора на них и связь компетентности с их исполь-
зованием. Авторами даны определения исследователей компетентностного подхода и сформулирова-
ны основные идеи компетентностного подхода, а также определены наиболее эффективные методы и
приемы обучения иностранному языку с позиций компетентностного подхода. Также отмечена важ-
ность внедрения компетентностного подхода в процесс иноязычной подготовки обучающихся. Ком-
петентностный подход, как и другие инновационные подходы в обучении, требует поэтапного вне-
дрения, поэтому сегодня для реализации компетентностного подхода необходима опора на междуна-
родный опыт, с учетом необходимой адаптации к традициям и потребностям нашей страны. Компе-
тентностный подход предъявляет определенные требования к студентам и уровню владения ими ино-
странного языка.
Ключевые слова: компетентностный подход, компетенция, компетентность, инновационный подход,
иноязычная подготовка, иностранный язык, современная образовательная система, Болонский про-
цесс, интеграция, общемировоззренческие представления, ключевые компетенции.

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54 Вестник Карагандинского университета