Differentiated Instruction in Second Language Acquisition: A Case Study in Kazakhstan

Abstract

This research aims to state our findings in the approach to second language acquisition by examining ways in which language knowledge is transferred from one person to another through media that includes online learning, correlated to the field of differentiated instruction. The assumptions made for this study are as follows: first, study of foreign languages is closely related to the political decisions. Secondly, it is our assumption that one can determine new approaches to second language acquisition and differentiated instruction considering new cultural, linguistic and psychological theories, such as anthropology, functionalism and cognitive grammar. The third assumption states that although numerous methods for differentiated instruction have been created by Russian scholars and successfully applied to American and European systems of education, they have not been assimilated or are not being used in Kazakhstan. New approaches such as contrastive analysis as a way of transferring information from one language to another in second language acquisition and differentiated instruction — have been established. We discussed criteria for differentiated instruction based on control and experimental groups’ observations and individuals’ accomplishments in the process of language assimilation.