Teaching English in EFL Groups Language policy is one of the fundamental aspects of the language situation, which is determined as the system of measures of conscious influence on the development of linguistic processes, distribution of languages in the spheres of social interaction, and representing a part of the political control over the language situation, linguistic conflicts. Nowadays its importance as a part of a national policy, especially in the multinational Republic of Kazakhstan, is growing more, and consequently, it is becoming more regulating. The main motive power of the language policy in Kazakhstan is its socio-political and legislative activity. Today the State educational standard is the basis of common conceptual language education in Kazakhstan, and it is designed to provide the legal framework for the state cultural project "Trinity of languages". The process of multilingual education in the Humanities universities of Kazakhstan is considered. Special attention is given to the methodological assumption of the educational process of teaching university students Kazakh, Russian, English Languages. Many language learners regard speaking ability as the measure of knowing a language. These learners define fluency as the ability to converse with others, much more than the ability to read, write, or comprehend oral language. They regard speaking as the most important skill they can acquire, and they assess their progress in terms of their accomplishments in spoken communication. Language learners need to recognize that speaking involves three areas of knowledge: Mechanics (pronunciation, grammar, and vocabulary): Using the right words in the right order with the correct pronunciation Functions (transaction and interaction): Knowing when clarity of message is essential (transaction/information exchange) and when precise understanding is not required (interaction/relationship building) Social and cultural rules and norms (turn-taking, rate of speech, length of pauses between speakers, relative roles of participants): Understanding how to take into account who is speaking to whom, in what circumstances, about what, and for what reason. In the communicative model of language teaching, teachers help their students develop this body of knowledge by providing authentic practice that prepares students for real-life communication situations. They help their students develop the ability to produce grammatically correct, logically connected sentences that are appropriate to specific contexts, and to do so using acceptable pronunciation. As we know speech is a process of communication by means of language. Language exists and alive only through speech. In teaching speech the teacher has to cope with two tasks. They are: to teach his students to understand the foreign language and to teach them to speak the language. These are the cases when the target language is used as a means of communication and a means of teaching. In order to be able to speak a foreign language you need to listen, to understand what you have heard and to speak. With the assistance of an experienced and patient teacher you will be able to overcome your language barrier. Especially that the nature of such a barrier is a fear, "What if I say something stupid?" "What if they don’t understand me?" "What if I look silly?" or insufficient knowledge, or both reasons simultaneously. It is not a secret that we all start learning a foreign language in school, then continue doing that at university and still most of us cannot speak a foreign language. It is because of the fact that schools or institutes of higher education mainly give theoretical knowledge: grammar, structure of a language, reading and do not teach conversational English. Given the importance of speaking in language learning and teaching, it is essential for language teachers to help their students become effective speakers. In the communicative approach to language teaching, this means modeling speaking strategies and providing speaking practice in authentic situations: those that learners are likely to encounter when they use the language outside the classroom. My report is about how English language can be learned at classrooms on the bases of new pedagogical technologies with having taking into consideration the national aspect, i.e. influencing native Kazakh language and typical mistakes and difficulties in learning English by Kazakh speaking students. Every subject has issues and problems. Every teacher has complex situations that must deal with. I myself have dealt with many difficulties on teaching English as a foreign language. But I will share with you which, in my opinion, are the biggest problems in teaching a foreign language as English. And I will tell you some possible solutions. Lack of Motivation: The first problem is trying to deal with the apathy of the students. Most of them are really not interested in learning a new language. Actually, they don't see the point in learning another different language. And this is obvious, if my students speak Kazakh, and we don't have English speaking countries as neighbors, big chances are that they won't feel motivated to study it. Solution: Forget in teaching English, just to speak English. It is a lost battle. What you have to do is teaching the usefulness of learning English. After all, it is the students who will know how they will use the language and its purpose. 2.-Being away from the source: And by this, what I mean to say is the problem of just seeing the language in the class, and from then on, nothing. Students do not have the chances of practicing the language outside of the classroom. Solution: Use other ways, like music, movies, chat and internet. Some students like listening music in English, so use that to continue practicing English. My experience says that homework does not work, it is an obligation, and they do not enjoy it. We use different kinds of methods during the lessons in order to improve the students’ language skills. As we know at different periods, depending on the aims of teaching and learning a foreign language new methods sprung up. One of the main goals of the English teacher is to prepare students become and remain autonomous language learners long. In order to know English better you should: - enrich your vocabulary use new words in grammar structures and conversation read in English as much as possible write in English not only exercises given by the teacher but do it in your own diary; write about the things which you have already learned in English; - listen to BBC news, watch films in English; - Communicate if possible with English –speaking people; it will help you a lot. We must remember the rule: Learn speaking by speaking. If we want our student’s speech to be understood correctly we should work hard on their pronunciation The teaching of pronunciation in EFL classes has not always been as high a priority as other aspects of teaching English. In the past in most countries, it did not really matter if the sounds of the new language were authentically produced, since any contact with the foreign culture was most likely very limited. Today, oral communication has become much more important because of the ever-expanding opportunities for face-to-face contact with native speakers. Worldwide communication is now available to even the remotest parts of the world. Important issues to initially consider are the teaching methods familiar to the students and teachers and the seemingly limited emphasis on pronunciation teaching in the past. Emphasis should be placed on pronunciation in order to best be understood, rather than on sounding nativelike. Helping these learners to understand the need for good pronunciation should be made easier by the fact that they are now able to actually interact with native speakers. Since time allowed for pronunciation teaching is most likely limited, it would be best to initially focus on the most crucial issues of pronunciation for the learners. Dickerson (1981:44-45) sets forth general objectives to pronunciation teaching. She suggests the use of perception, production, and prediction skills. Perception skills help to discriminate English phonemes and understand spoken English. Production skills allow the learner to be understood by native speakers and prediction skills help the learner determine probable pronunciation of both segmentals and suprasegmentals Because the learners already have a good grasp of the English language and pronunciation, it would be best to concentrate on their needed areas of improvement. In teaching the segmentals, it would be advisable to first give a general overview of the consonant and vowel sounds and symbols. Having a native speaker as a teacher should help to correct any basic pronunciation mistakes that are made with sounds that are similar in English and their native language. More time should be spent on those sounds that differ in English and the local language. Teaching the segmentals is important, but teaching the suprasegmentals would be of greater benefit in helping the learners reach their goals. For communication to be effective, the suprasegmentals must be practiced because they play a primary role in natural speech. Emphasizing the suprasegmentals provides a means to transfer the speech to “real-life” situations and allows for the capability to more accurately predict certain sounds. Important topics to consider in teaching the suprasegmentals include: 1. Individual word stress, sentence stress and construction stress issues are key for both Russian and Kazakh learners of English. Russians tend to leave out secondary stress in longer English words and Kazakhs usually put all stresses on the last syllable. Key English stress rules should be taught. 2. English rhythm patterns are also difficult for these learners. Memorization of poems, songs and dialogues are familiar methods of learning in Kazakhstan, so memory work and the use of jazz chants (Graham, 1978) would work well in this situation. 3. Intonation should be addressed with special attention to yes/no questions, tag questions, alternative questions, wh- questions and fall-rise patterns in warning and sentences of incompleteness. 4. Studying English natural speech phenomena would also help the students better understand native speakers. Lessons on linking, assimilation, deleting and reduction of English words and phrases should be included in the curriculum. Listening, modeling and creative exercises would be important in teaching the natives speech phenomena. 5. When taught accurately and thoroughly, all of the above elements can help the learners better predict pronunciation (Dickerson, 1994:19-35). This ability to predict will aid them long after completing the class work and will assist them in progressing toward their professional goals. The learners will already be familiar with certain teaching and learning techniques that can readily be used in teaching pronunciation. They have been taught using repetition, sequencing and drills. Repetition will reinforce their learning and sequencing from simple to complex will provide a framework for progress. Excellent pronunciation drills include listening, same/difference, word 1-2-3, yes/no, substitution, transformation and appropriate response. Ear training should come first, followed by production. Recycling of material will also be important. But now there is the urgent necessity for English language learning specifically designed for non-linguistic students, which would combine theoretical background with new techniques and materials. I work out the syllabus of Professionally-oriented English for students, who knows Elementary English and has some professional skills. The main objective of the course is to develop the students’ abilities to use English for communicative purposes and their future professional needs. The course is aimed at the overall development of speaking, writing, reading and listening skills; at the development of professional communication skills in terms of oral and written communication and listening skills. Therefore, this “Professionally-oriented English” always follow the learning cycle of: 1) activity can be finding what the students know. This allows finding out what the students think about a topic. Pre-reading exercises, which fulfill the function of warming-up the students and concentrating their attention on the text that follows. Predicting vocabulary exercises, which follow the text and are aimed at learning and practicing new vocabulary. Here the students will work with lexical models, with the help of which lexical units are integrated into long-term memory. 2) Specialist reading. Long authentic texts in bounds of professionally oriented topics will create motivation for learning new vocabulary. Writing tasks will mostly include general business English writing and professionally-oriented writing. Students have a great need in mastering the skills of writing resumes, CV, Letters of application, faxes, email messages, as well as writing different descriptions, explanations and instructions for their future partners abroad. Speaking tasks will provide the students an opportunity to exchange information and their viewpoints in bounds of the topic presented in the text. They will work in pairs and in small groups, which will develop their communicative skills. They will also learn how to conduct meetings and presentations. Special attention will be paid to preparation of reports on professionally oriented topics. 3) Implementation phase involves asking the class how what they have learned has changed their image and what they might do differently as a result. Problem-solving tasks and projects will help to include the newly learned vocabulary into the process of exchanging opinions, discussing the problem. These tasks are based on professionally oriented situations, which create motivation in mastering the vocabulary. Role-play. This task will be fulfilled as the last stage in mastering the topic and will crown up this process. Students will need to use all the knowledge and skills accepted while working at the topic. The qualitative changes in the course design of professionally-oriented English for non-linguistic students definitely affect the students’ standard of the English language knowledge. In conclusion I want to point out that teaching speaking is the most important task for EFL teachers, because communication is the best tool in teaching. From the beginning of teaching we should teach students how to pronounce this or that sound correctly. Using new technologies in teaching gives us an opportunity to engage and involve students in learning process and make learning more enjoyable, available and easier, it helps us to feel confident in teaching. A language lesson should include a variety of activities that combine different types of language input and output. Learners at all proficiency levels benefit from such variety; research has shown that it is more motivating and is more likely to result in effective language learning. To teach English as a second language is a great responsibility and it is necessary to know English very well. While teaching you can’t stop, you should look for something new in teaching Bibliography: 1. Teaching English phonology in the country of Kazakhstan: a preliminary evaluation Вестник КАСУ №2 – 2005 2. Graham, Carolyn: Jazz Chants. New Roman"': Oxford University Press, 1978. 3. Dickerson, Wayne: “Empowering Students with Predictive Skills.” Pronunciation Pedagogy and Theory: New Views, New Directions. J. Morley Washington DC: TESOL, 1994.