INTRODUCTION……………………………………………………........… 4

1 Interference and its role to second or foreign language competence
1.1 Essence of the interference phenomenon in languages’ contacts................ 7
1.2 Factors influencing the interference process ……………...................…… 13
1.3 Types of interference.................................................................................. 19
1.4Error analysis and Contrastive analysis……………………………….…... 27

2 Native language interference on the level of simple sentence
2.1Confrontation Analysis of the Simple Sentence in the Kazakh and English Languages and the Prospective Interference………………........……
34
2.1.1Bilingual analysis of the Kazakh and English simple (affirmative, negative and interrogative) sentences structure characteristics …….…...........
35
2.1.2 The prospective interference of the Kazakh language while producing the simple English sentences……………………………………………....….
36
2.2 Brief characteristic of the German language grammar structure in comparison with Russian………………........................................................... 38
2.3 Differences in grammatical structure of English and Russian..………....... 43

3 Experiment for identifying native language interference and ways to overcome it
3.1Methodological guidelines for overcoming interference errors ……........... 46
3.1.1 Methodical organization of grammar material……………..................... 46
3.1.2 Role of L1 in teaching methodology…………………….………........... 49
3.1.3 L1 application in language sub-skills and activities………….……….... 50
3.2Experiment for identifying the native language interference errors at the level of simple sentence ……………………………………………………… 54

CONCLUSION……………………………………….…………..………..... 57
BIBLIOGRAPHY………………………………………………………........ 60
APPENDIX………………………………………….……………….............. 64

Introduction ............................................................................................................3

1 Importance of Nursery Rhymes…………………………………………………5

2 Preschool education ……………………………………………………………9

3 Developing language for life ..............................................................................13

4. Language acquisition ........................................................................................16

5 Closer look at the Kazakh school system .................................………………18

6 Mother goose in the Kazakh classroom ............................................................21

7 Lesson activities ...............................................................................................23

8 Daily routine activities .....................................................................................25

9 Mother goose rhymes .......................................................................................29

10 Games for the EFL classroom activity village card games …………………..43

Conclusion ...........................................................................................................61

Bibliography ........................................................................................................62

Introduction …………………………………………………........................1
Chapter 1
What is test?……………………………………………………………………3

Chapter 2
2.1 Inaccurate tests……………...…………………………………………….7
2.2 Validity……………………..……………………………………………..8
2.3 Reliability………….. ……………………………………………………11
Chapter 3
3.1 Diagnostic tests………………………………. ………………………….13
3.2 Placement tests…………………………...……………………………….15
3.3 Progress tests……………………………………………...........................17
3.4 Achievement tests………………………..……………………………….18
3.5 Proficiency tests…………………………………………………………..20
Chapter 4
4.1 Direct and Indirect testing…..…………………………………………....22
4.2 Discrete point and integrative testing……………………………………..24
4.3 Criterion-refernced and Norm-referenced testing…………………………25
4.4 Objective and Subjective testing...………………………………………..26
4.5 Communicative language testing…………………………………………26
Chapter 5
5.1 Multiple choice tests………………………………………………………29
5.2 Short answer tests…………………………………………………………32
5.3 The Cloze tests and Gap-filling tests……………………………………..33
5.4 C-Test……………………………………………………………………..35
5.5 True/false items……………………………………………………………36
5.6 Dictation…………………………………………………………………...36
5.7 Listening Recall……………………………………………………………38
5.8 Testing Grammar through Error-recognition Items……………………….38
5.9 Controlled Writing…………………………………………………………39
5.10 Free Writing………………………………………………………………40
5.11 Test Formats Used in Testing Speaking Skills…………………………..41
Chapter 6
Analysis of the Test of English as a Foreign Language and Cambridge First
Certificate test according to test design criteria………………………………..43
Conclusions…………………………………………………………………...55
Theses. ………………………………………………………..........................57
Bibliography…………………………………………………….......................59
Appendix

INTRODUCTION 4
CHAPTER I. PHRASEOLOGICAL UNITS AS AN IMPORTANT ASPECT OF ENGLISH. 9
1.1 How to Distinguish Phraseological Units from Free Word-Groups. 9
1.2 Similarity and Differences between a Phraseological Unit and a Word 11
1.3 Syntactical and Morphological Divisibility of Phraseological Units 13
CHAPTER II. PRINCIPLES OF CLASSIFICATION. THE SOURCES OF IDIOMS 15
2.1 The Sources of Idioms. V.V. Vinogradov’s Classification of Translating Phraseological Units 15
2.2 Various Approaches to the Study of Phraseology and the Problem of Classification 20
2.3 The Structural Principle of Classifying Phraseological Units 22
2.4 The Classification System of Phraseological Units Suggested by Professor A. V. Koonin 24
2.5 The Problem of Semantic Equivalents and Analogues 25
CHAPTER III. CHANGEABLE AND UNCHANGEABLE SET XPRESSIONS. PHRASEOLOGICAL AND NONPHRASEOLOGICAL TRANSLATION 29
3.1 The Peculiarities of Translation of Phraseological Units 29
3.2 Ways of Translating Phraseological Units. Translating Proverbs, Sayings, Familiar Quotations and Clichés 35
3.3 The Usage of Phraseological Units in Practice. Phraseological Units Involving Animals, Colours, Parts of the Body 41
3.4 Ways of Translating Proverbs in English, Russian, Kazakh Languages. The Usage of Phraseological Units at University 43
CONCLUSION 52
BIBLIOGRAPHY 55
APPENDIX 1 57
APPENDIX 2 60

Введение 3
Основная часть 5
1 Понятие и содержание конституционно-правовых отношений 5
1.1 Понятие конституционно – правовых отношений 10
1.2 Содержание конституционно – правовых отношений 12
2 Виды и особенности конституционно-правового отношения 12
2.1 Классификация конституционно-правовых отношений 12
2.2 Особенности конституционно – правовых отношений 19
2.3 Юридический факт 20
Заключение 24
Глоссарий 27
Список использованных источников 28
Приложения 30

Introduction 4
1 The notion of a “language authenticity” 6
2 Benefits and drawbacks in the use of authentic materials in language teaching 12
3 Types of authentic materials and their use in a profile school 24
3.1 using internet resources for teaching English as a foreign language 31
3.2 teaching English trough literature 39
4 Observation of lesson plan, which include the use of authentic materials 49
4.1 lesson plan “The weather report in UK” 71
Conclusion 76
Bibliography 78
Appendix 1 81
Appendix 2 82
Appendix 3 83

REPORT 2
GLOSSARY 8
INTRODUCTION 9
1 TERMINOLOGY AND THE TERM 12
1.1The language of science 12
1.2 Terminology as a science 15
1.3 Sources of the English lexicon 18
1.4 A brief history of medical terminology 19
1.5 The development of medical English 22
1.6 The Influence of Modern European Languages on the Formation of the English Medical Terminology 32
2 THE MAIN TENDENCIES IN THE FORMATION OF ENGLISH MEDICAL TERMINOLOGY 35
2.1 The influence of Greek on English medical terminology 35
2.2 The influence of Latin on English medical terminology 39
2.3 English medical terminology – different ways of forming medical terminology 43
2.4 Abbreviations in English medical terminology 55
2.5 Marginal types of formation of terms 58
2.6 Medical Synonyms 59
2.7 Terms with a -onym ending 65
2.8 Metaphor, metonymy and synecdoche in English medical terminology. 72
CONCLUSION 79
APPENDIX 81
REFERENCES 86

Introduction………………………………………………………………………..3
1. General characteristics of adjectives in three languages………………..…..6
1.1 The place of the adjectives in grammar ………………….….………………….6
1.2 Classification of adjectives in three languages………..………….......………...12
1.3 Order of adjectives in three languages…………….…….………….………….21
1.4 Distinction of adjectives from adverbs, prepositions, conjunctions……………25
1.5 The adjective declension……………………………………………………….29
1.6 Syntactic functions ………………………………………………..…………...34
2. Analysis of adjectives in literature………………………………………......38
Conclusion………………………………………………………………….....58
Bibliography…………………………………………………………………..60

INTRODUCTION…………………………………………………………………...5

1 LATIN AMERICA AT THE PERIOD OF MODERNIZATION

1.1 The modernization conception……………………………………………………9

1.2 The modernization policy in the Latin American countries in the 1980-90ies….19

2 ECONOMIC INTEGRATION PROCESSES IN THE REGION

2.1 «Initiative for two Americas»……………………………………………………22

2.2 Association of the South cone countries…………………………………………33

2.3 CARICOM and Association of the Caribbean States……………………………38

3 PRESENT FOREIGN POLICY POSITION OF THE LATIN AMERICAN COUNTRIES

3.1 Relations between the countries of Latin America and the United States……….47

3.2 Latin American policy of the European Union………………………………….53

3.3 Cooperation of the Latin American countries with the Russian Federation……..63

CONCLUSION……………………………………………………………………..69

THE LIST OF LITRATURE……………………………………………………...72

Introduction…………………………………………………………………….3
1 Theoretical background of investigation and determination of basic concepts.
1.1 The notions – “term”, “terminology”……………………………………..5
1.2 The peculiarities of creation terms………………………………………10
1.3 Translation of terms in the field of education……………………….....16

2 Translation features of educational terms
2.1 One-transferable one-meant terms……………………………………..23
2.2 One-transferable polisemy terms……………………………………….28
2.3 Differently-transferable one-meant terms……………………………...29
2.4 Differently-transferable polisemy terms………………………………..33
2.5 The influence of context on the translation of terms……………….....38

3 Intercultural aspects of term`s translation in the field of education……48

Conclusion……………………………………………………………………..57

Reference………………………………………………………………………60