К вопросу формирования ценностных отношений казахстанских школьников к изучаемым языкам

Abstract

The authors of this article consider the issues of schoolchildren's value attitudes to the languages ​​they study in the context of the axiologization of language education. Having built a compositional structure of the sought-after phenomenon, the authors focused their attention on the issues of schoolchildren's motivation to learn languages. In this vein, the authors consider this motivation as one of the key criteria for assessing the value attitude to languages. This article presents the materials of an empirical study aimed at diagnosing and assessing the level of Kazakhstani schoolchildren’s value attitude formation in the languages ​​they study. The focus of the study is three languages: Kazakh (T2), Russian (Я2) and English (L3). In the terminology of trilingual education in Kazakhstan, this means the second and third languages, i.e. the Kazakh language at schools with Russian as the language of instruction, the Russian language at schools with Kazakh as the language of instruction and English regardless of the language of instruction in schools. The authors note that the materials presented in this article represent one fragment of a larger study, since motivation in learning languages ​​is one of the nine criteria for valuing attitudes towards languages. The purpose of the study is to identify the motivation level of Kazakhstani schoolchildren in learning three languages. The main research method is an online survey, which involved students in grades 6-9 in schools in four regions of Kazakhstan.