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The article covers some problems of teaching English in the Netherlands and Kazakhstan. The author compares word order in students’ mother tongue and offers tips to teach word order in a sentence in the English language for teachers of Kazakhstani higher institutions.
Having investigated the issue brought up as the title of the research work, we have come to the following outcomes: i) The peculiarities of Kazakh and Dutch word order are compared with word order in the English language and the differences are explained. ii) The main features of the Kazakhstani and Dutch methodology of teaching grammar of the English language are described. iii) The situation with bilingual education in the Netherlands is explored and its main features are revealed. iv) Tips to teach word order in the English sentence for teachers of Kazakhstani higher institutions are given.
It is common knowledge that it is characteristic of almost all non-native speakers to make grammatical, phonetic and lexical mistakes connected with transferring the peculiarities of their mother tongue to the target language. It is necessary to design a scheme to avoid students’ mistakes caused by interference with their mother tongue.
Having investigated the issue brought up as the title of the research work, we have come to the following outcomes: i) The peculiarities of Kazakh and Dutch word order are compared with word order in the English language and the differences are explained. ii) The main features of the Kazakhstani and Dutch methodology of teaching grammar of the English language are described. iii) The situation with bilingual education in the Netherlands is explored and its main features are revealed. iv) Tips to teach word order in the English sentence for teachers of Kazakhstani higher institutions are given.
It is common knowledge that it is characteristic of almost all non-native speakers to make grammatical, phonetic and lexical mistakes connected with transferring the peculiarities of their mother tongue to the target language. It is necessary to design a scheme to avoid students’ mistakes caused by interference with their mother tongue.
목차
Abstract
I. Introduction
II. Comparative Analysis of Word-order in Kazakh, Dutch and English
III. Methods of Teaching Word-order of the Different Languages
IV. Conclusion
References
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UCI(KEPA) : I410-ECN-0101-2017-030-001381387