Turkpenova D.K.
THE AXIOLOGICAL POTENTIAL OF METHODS AND COURSES IN LEARNING FOREIGN LANGUAGE ^{[№ 1 ' 2022]}
The separate usage of traditional and intensive methods in teaching in state institutions with academic education is one of the most important tasks in the field of foreign language teaching today. The main aim of this work is that intensive methods and teaching courses, despite the reduced number of classes, are not subject to academic foreign language teaching in state educational institutions, because they do not develop the full axiological potential of the learner, according to the authors.
In consequence, traditional and intensive methods of learning foreign languages were tested in groups of elementary, intermediate and advanced levels of Kazakh, Chinese, English and Russian, such as: audiolinguistic, natural, traditional, the methods of Dmitriy Petrov, Paul Pimsleur. During the lessons the students were developed the following axiological aspects: oral speech, communication skills, verbal memory, etc.
As a result of the study, it was found that it is not desirable to use intensive courses as the basis for a curriculum in a governmental institutions’ setting, but it was also found that intensive methods can be effectively applied in conjunction with traditional methods according to a thematic plan. Therefore, the methods complement each other by cumulatively developing skills, abilities and knowledge, including the intensive methods are appropriate at entry levels to memorise a specific set of vocabulary according to the topics to be studied.
Consequently, the main purpose of intensive methods is to shorten the teaching time, due to the commercial demand from modern consumers.

Turkpenova D.K.
COMPARATIVE ANALYSIS OF TRADITIONAL AND INTENSIVE FOREIGN LANGUAGE TEACHING METHODS AS A SUBJECT OF AXIOLOGICAL CAPACITY DEVELOPMENT ^{[№ 4 ' 2021]}
The article deals with a brief analysis of traditional and intensive methods and courses of foreign language teaching. Teaching methods and courses have been considered as a subject of development of the learner’s axiological potential. The main aim of the paper is to prove that intensive methods and courses of teaching are not the subject of academic foreign language teaching as they do not develop the learner’s full axiological potential, according to the author. The main aim of the intensive methods is to reduce the teaching time, due to the commercial demand from the modern consumer. The author therefore describes the main traditional and natural teaching methods, namely audiolinguistic, natural and communicative approaches. These have been compared with author’s methods such as the methods of American linguist Paul Pimsleur and the Russian polyglot Dmitry Petrov. These approaches were tested and compared at different levels of foreign language proficiency as well as in different age categories. During the approbation the main axiological aspects were identified, which are developed through the above teaching methods. The article shows the pros and cons of each method. The author concludes by presenting his conclusions about intensive methods of teaching a foreign language. According to the author’s opinion, intensive methods can be effectively applied separately, together and complement each other to develop specific axiological aspects, skills, abilities or knowledge as well as on the development and memorisation of a certain set of vocabulary or grammar according to the topics being studied.