Impact Factor: isra (India) = 317 isi (Dubai, uae) = 582 gif

 
 
 

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Impact Factor: 
ISRA (India) = 6.317 
ISI (Dubai, UAE) = 1.582 
GIF (Australia) = 0.564 
JIF = 1.500 
SIS (USA) = 0.912
РИНЦ (Russia) = 3.939
ESJI (KZ) = 9.035 
SJIF (Morocco) = 7.184 
ICV (Poland) 
 = 6.630 
PIF (India) 
 = 1.940 
IBI (India) 
 = 4.260 
OAJI (USA) = 0.350 
 
 
Philadelphia, USA
610 
Figure 1.1. Ways of implementing communicative-cognitive methods in secondary schools 
 
In order to find samples related to the rules, it is 
highly recommended to both teachers and students use
not only course books, but also fiction works (due to 
the lack of fiction works in native language in Kazakh 
schools it is recommended to substitute them with 
Uzbek literature). 
The purpose of the use of communicative-
cognitive methods in language education is to study 
the materials on a particular topic in relation to each 
other and to practise the teacher-student cooperation. 
So in this process, students are always directed to find 
the necessary information autonomously and apply it 
in practice. 
Based on these principles, it is recommended to 
divide the communicative competencies into the 
following components in the process of teaching 
students the native language in comparison with the 
state language (see Figure 1.2): 
 
Figure 1.2. Communicative competencies formed during the comparative teaching of the native 
language with the state language 
Communicative-cognitive methodology 
Preparing guiding materials 
within the topic discussed 
Comparative analyses of language 
phenomenon using samples 
Providing similar samples, 
making up different texts 
Applying the theory in 
communication 
Discovering new knowledge, making conclusions, reading the rules from 
the course books, comparing own conclusions with the state language