Introduction topicality

The aim of the course work is to identify the problems of learning skills, as well as to find ways out of the solution.
The objectives of the research:
- To establish the reasons for the difficulty of teaching a foreign language at school;
- To find ways to eliminate these difficulties;
- Analyze the scientific and methodological literature on the research topic;
- Qualify the problems of teaching English language skills;
The object is the process of learning skills in modern school.
The subject is problems of teaching English language skills in modern school.
Hypothesis of this course work is that teaching English will be effective and simple if:
- Students have effective and relevant motivations for mastering the English language, as well as the influence of their native language;
- Systematic classes and genuine communication with native English speakers are available;
Research method: analysis of scientific and methodological foreign and domestic literature.
The theoretical value of this research work is information from various sources, such as articles, foreign and domestic literature
The practical value is there are examples and exercises that will be interesting for students to solve the problem teaching skills for a teacher.
The structure of our course work consists of introduction, two chapters followed by conclusion.


1 THE PECULIARITIES OF TEACHING A FOREIGN LANGUAGE AT THIS TIME

1. 
   Education modernization as the context of the learning process
   

In Kazakhstan, the position of foreign languages has recently changed a lot. The economic and sociocultural environment created a significant demand for fluency in foreign languages as the nation joined the global community, serving as a strong motivator for their study. Knowledge of a foreign language is now a necessity rather than a luxury. They can be studied in many different ways, and there are many different ways to teach them. Despite this, there are many obstacles to effective language learning.

The psychological inability of students to learn foreign languages is one of the main problems. The majority of us still follow the Soviet educational model, which places high demands on students to write flawlessly, speak without an accent, and perfect grammatical rules that are frequently disregarded by native speakers; in everyday speech, they do not strive for perfect pronunciation and the use of correct grammatical forms. Students who have trouble understanding certain rules are less motivated to learn a foreign language because they believe they are unable to do so. Today, a brand-new approach to learning foreign languages is being created with the aim of fostering communicative competence, or teaching students how to interact with, talk about, understand, and respect another culture. English, German, or any other foreign language should not be viewed by students as an academic discipline or subject, but rather should occupy a higher position as an essential component of modern life and a tool for communication [1]. Therefore, the teachers have the difficult and responsible task of creating a relaxed, but at the same time practically valuable communication, interaction, language communication between students.
To solve this problem, we need the assistance of experienced teachers who are willing to work not only on students' language skills, but also on the educational process, because we must teach respect for another culture while not forgetting our own culture and customs.
The demand for advanced training and retraining of personnel is rapidly increasing. In this regard, new training programs for advanced training are needed, as are methodological seminars led by qualified teachers who can transfer their experience and knowledge of teaching methods to young people.
The obsolescence of teaching aids and textbooks is one of the most pressing issues in language learning. In an era of rapid social development, it is impossible to ignore the linguistic changes that occur in foreign languages, particularly English. Every year in Europe, dictionaries are published that include new words that have entered the lexicon in that year, as well as notes about changing the pronunciation and expanding the meaning of many words. Domestic authors of foreign language textbooks do not have the time to keep up with these developments. As additional teaching aids, the Ministry of Education and Science-approved educational kits of foreign publishers can be considered reasonable, because these courses are systemic, built on modern concepts, and take into account the pan-European requirements for mastering a foreign language. The solution to this problem is now to use domestic and foreign textbooks concurrently, which will allow students to master the modern living language with the least amount of effort [2]. S.G. Ter-Minasova, a well-known specialist in linguistics and methods of teaching a foreign language, correctly observes that language study has recently become more functional: "Unprecedented demand demanded unprecedented supply [3]." Teachers of foreign languages found themselves unexpectedly at the center of public attention: legions of impatient specialists in science, culture, business, technology, and all other fields of human activity demanded immediate teaching of foreign languages as a tool of production. They are not interested in language theory or history; they require foreign languages, primarily English, solely functionally, for use in various spheres of society as a means of genuine communication with people from other countries.
The methods used to teach foreign languages are, of course, the most important aspect. Linguo-sociocultural learning is one of the most serious and comprehensive methods of learning a foreign language because it involves an appeal to such a component as the social and cultural environment. Proponents of this method insist that when teachers and students strive to master only "lifeless" lexico-grammatic forms, the language dies. Someone said, "Personality is a product of culture." Language is also essential. Our grammatical errors amply demonstrate this. We think in Kazakh or Russian, then translate the words into a foreign language, compare them to grammar rules, and finally say a sentence in Kazakh or Russian. [4].
This is how children learn to speak their native language, they literally absorb the language. They don't know any grammar rules. They will comprehend the theory much later. Many modern methods of learning foreign languages ​​are based on this principle. An English learner may use the grammatically correct expression: "The Queen and her relatives", but the British will hardly understand what is meant by "The Royal Family"; or, for example, a phrase such as "a hero who expresses his ideas" was translated by the sentence "The hero is llloouuudd--speaker of the author" (the author's loudspeaker), and ideally it was required to translate "mouthpiece". Such oddities are common. For example, the difference between "Don't you want to go to the cinema?" and "Would you like to go to the cinema" is small. And for the British, he will perceive the first offer as not the best tone. The usual for our business communication is “What problems are interested in?, not taking into account that “problems” has a persistently negative connotation. Correctly, this question sounds like this: “What issues are you interested in?”
Most methods initially permit such "blunders," dismissing them as "country ignorance [5]." However, at this point in history, when interest in individual cultures and nations is constantly growing, such errors are already unforgivable. Not least, we must draw our students' attention to the language's style.
Language is now "not just a vocabulary, but also a means for a person to express himself." It is used for "communication purposes and is capable of expressing the entirety of a person's knowledge and ideas about the world." Understanding the language not only in relation to a specific state, but also in relation to a specific part of the country, region, etc., is a critical component of linguistic thinking. With this approach, the language is linked to the culture of a specific part of the country or region, i.e. the ideas and customs of a specific group of people or society. Culture is sometimes defined as society, or civilization.
The definition of language is a "powerful social tool that transforms a human flow into an ethnos, forming a nation through the storage and transmission of culture, traditions, and public self-consciousness of a given speech complex." According to this viewpoint, intercultural communication is first and foremost "an adequate mutual understanding of two interlocutors or people exchanging information from different national cultures." Then their language becomes "a sign that its speakers belong to a specific society [7]."
The linguosociocultural method combines linguistic structures (grammar, vocabulary, etc.) with extra linguistic factors. Then, at the junction of a worldview on a national scale and language, that is, a kind of way of thinking (let's not forget that a person belongs to the country in whose language he thinks), that rich world of language is born, about which the linguist W. von Humboldt wrote : “Through the diversity of the language, the richness of the world and the diversity of what we learn in it are revealed to us ...” We learn the world through thinking in a certain cultural field and use language to express our impressions, opinions, emotions, perceptions [8].
The aim of linguo-sociocultural language learning is to facilitate understanding of the interlocutor and the formation of intuitive perception. As a result, both students and teachers who have chosen an organic and holistic approach should view language as a mirror that reflects the people's geography, climate, history, living conditions, traditions and way of life, everyday behavior, and creativity. Finally, at the current stage of development of the language education system, the priorities should be:

• 
  training of qualified teaching staff capable and ready to carry out innovative activities in educational institutions;
  
• 
  formation of a modern system of continuous language education, its continuity;
  
• 
  improving the quality of foreign language education, taking into account domestic and international requirements;
  
• 
  activation of innovative processes in language education;
  
• 
  ensuring the availability of learning several foreign languages;
  
• 
  strengthening the material and technical base of educational institutions;
  
• 
  improvement of various forms of professional development of foreign language teachers and increase in teaching hours in foreign languages, since it is impossible to learn a foreign language in 150 minutes a week [8]. If you do not constantly speak your native language and do not read literature in it, you can forget it too.
  

Naturally, there are a number of additional issues that show that the system of teaching foreign languages needs to be significantly improved. By making students think and work with the teacher to find solutions to challenging life questions, this will help to break down outdated stereotypes of passive learning. You can modify your English learning program and make it the most effective even before you get to university by being aware of the advantages and disadvantages of the school curriculum.
Over the past few decades, the role of the educational system has expanded significantly and fundamentally changed. The development of education has been impacted by the information revolution and the creation of the information society, which has elevated knowledge and information as important factors influencing societal development. The sociopolitical and economic developments taking place in the global community are inextricably linked to trends in education.
In recent years, the Republic of Kazakhstan's education system has been successfully modernized in order to integrate it into the global educational space and bring it closer to international educational standards. The current stage of modernization of Kazakhstan's educational and scientific systems entails all citizens having access to high-quality preschool and school education, as well as the opportunity to gain new professional skills in college and university, as well as develop research and creative competencies [9].
Problem-solving abilities, critical thinking, creativity, and emotional intelligence became the most important in the fourth industrial revolution. As a result, the educational system should focus on developing creative people capable of solving previously unknown problems, quickly adapting to changes, and creating something new. Functionality, IT literacy, English language knowledge, and moral civic maturity are also important.
It is encouraging to see that everything is being done to support educators and students in pursuing their creative passions. Schools are being equipped with multimedia classrooms, interactive technology, chemistry and physics classrooms, and sporting goods for basic military training; three-shift training is being phased out. Conditions are being established for the implementation of the e-learning educational process automation project, which will give everyone involved in the educational process equal access to the best educational resources and technologies.
For the state and society to prosper, we must take care of the next generation. Both parents and the government should provide care at the same time. The public must be thoroughly educated on the state's initiatives to raise the standard and accessibility of education. In order for Kazakhstan's citizens to comprehend and take part in the ongoing changes, it is essential to maintain constant, effective communication with the population. The state makes every effort to improve living conditions for its citizens. If people work hard, get good educations, and have in-demand jobs, their well-being will increase.
The modern educational system is searching for teaching methodologies that can support a child's diverse personality development while also taking into account their unique psychophysical and intellectual capacities. The personalities of teachers and leaders, as well as their commitment to the school and the students, are now very important. The need for talented, creative people with high intellectual aptitude and the capacity for critical thought to meet the challenges of the new era have increased due to global changes in all areas of society. In the modern Kazakhstani classroom, a teacher should be innovative and creative in their thinking, as well as capable of and motivated to pursue professional self-improvement. [10].
The primary goal of secondary education should be to educate a spiritually rich person who respects parents, loves the Motherland, knows and develops culture and history, preserves national unity, is tolerant and fosters people-to-people friendship, enjoys work, improves health and preserves the environment, and is competitive, intellectually developed, and educated. Kazakhstan's science funding has increased significantly in recent years. It is carried out in the field of education using basic, grant, and program-targeted funding, primarily grant and program-targeted funding.
Secondary education is changing, and the transition to a 12-year curriculum will be completed in 2020. As a result, zero grades will become the norm. This strategy enables you to develop a unified program for preparing children for school. In this regard, data on zero grades will be included in the Republic of Kazakhstan's Law "On Education" [11].
At all levels of education, conditions for children to receive high-quality inclusive education have been created. At the moment, inclusive education exceeds 55%.
Another critical task is to bridge the educational quality gap that exists between urban and rural schools. To that end, comprehensive measures will be implemented, such as providing qualified teachers in underserved schools, changing the wage system, and providing educational materials, computer equipment, and digital technology to all rural schools. For these purposes, the republican budget includes 150 billion tenge.
In conclusion, the new state program focuses on educational culture and includes a new format for communication between schools and parents. Values-based education will now be implemented, which will no doubt please Kazakh teachers.

2.