PSYCHOLOGICAL AND PEDAGOGICAL ISSUES OF TEACHING A FOREIGN LANGUAGE FOR CIVIL SERVANTS

This article is dedicated to researching the psychological and pedagogical issues of integrated teaching as an approach of CLIL (Content and Language Integrated Learning). The issue is relevant for the public service of the Republic of Kazakhstan which is determined to implement the strategic objectives of preparing competent cadres who are able to speak a foreign language in the administrative field. Foreign language proficiency of public servants is connected with the deep international processes of social liberalization happening around the world, the expansion of international trade, and opportunities of cooperation with foreign partners in public service. Moreover, enhancement of efficiency in learning foreign languages in the conditions of scientific, technical and information explosions led to the development and use of a number of intensive techniques in training practice. As the principle of communicativeness acts as one of the intensification factors in these techniques, the creation of a real communicative activity situation during which necessary language means are acquired unconsciously is very important. According to the aim, developing communicative competence is applied as an objective in integrating the content with a foreign language. Therefore a special programmer was prepared, it is basic aim to improve the communicative competence in speaking a foreign language. From a practical standpoint, this training assumed to develop such habits as using special communicative knowledge and techniques of effective management in a foreign language. The high level of development of this competence allows effective interaction for team of professionals, fluent in a foreign language. Thus, we assume that in our research communicative competences are formed through the modelling of communicative situations, the developing and teaching training techniques of English which encourages development of self-confidence, selfe-steem, self-affirmation, for both personal and social contexts. In conclusion it should be noted that despite the active interest of Kazakhstan scientists in application CLIL and its high practical value, many psychological and pedagogical aspects of this problem remain underexplored to date. At the same time an insufficiency in the formulization of the adapted techniques of improvement of the communicative competence level of public servants with the application of English is observed.