LANGUAGE SKILLS AND SOFT SKILLS IN LEVEL-BASED KAZAKH LANGUAGE LEARNING: A STATISTICAL AND LINGUODIDACTIC ANALYSIS
DOI:
https://doi.org/10.47526/3107-3085.41Keywords:
language activity, discourse competence, CEFR A2–B1, soft skills, pragmatic interpretation, regression model.Abstract
The article is intended to statistically determine the relationship between language skills and soft skills in the process of teaching the Kazakh language on a level basis (CEFR A2–B1) in the context of an information society and to demonstrate the degree of influence of this relationship on language achievement by modeling. In accordance with this goal, the study was aimed at describing the level profile of language skills, measuring the components of soft skills, determining the direction and strength of the dependence between them, and determining the predictive contribution of soft skills to language achievement. Based on the results, theoretical and methodological foundations are proposed for considering Kazakh language teaching not only at the level of “mastering the language system”, but also as a single integrative space of language activity and personal resources. The study was conducted among 60 students of the Philology Faculty of the Abai Kazakh National Pedagogical University. While language skills were measured using specially developed diagnostic tasks, soft skills were assessed on a 1–5-point Likert scale. The obtained data were processed in the SPSS Statistics 26.0 program, and Pearson and Spearman correlation, as well as multivariate linear regression methods, were used. The results showed that soft skills have a statistically significant impact on language achievement and can predict 52% of language outcomes. The scientific novelty of the study is that in teaching the Kazakh language at CEFR A2–B1 levels, soft skills are measured in a single system with language indicators, their impact on language achievement is quantitatively substantiated using a regression model, and it proves the need to consider Kazakh language teaching as a digital, data-driven, person-centered integrative model.
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20. Likert R. A technique for the measurement of attitudes // Archives of Psychology. – 1932. – №140. – P. 1–55.
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