DEVELOPING ACADEMIC SPEAKING AND WRITING SKILLS OF
UNIVERSITY STUDENTS BY MEANS OF
STYLISTIC DEVICES AND EXPRESSIVE MEANS
UNDER MULLER’S METHOD

Anasheva Dariga¹, Zhussupova Roza²*, Gauriyeva Gulzhan³, Tezekbayeva Gulzhan⁴, Baltynova Aizhan⁵, Baigunissova Gulbarshyn⁶, Yerik Gulnur⁷                     

¹Senior teacher L.N. Gumilyov Eurasian National University, Kazakhstan, dariga_kz@list.ru
²Prof. L.N. Gumilyov Eurasian National University, Kazakhstan, rozazhusupova@rambler.ru
³Prof. L.N. Gumilyov Eurasian National University, Kazakhstan, gaurieva@yandex.ru
⁴Associate Prof.  Acad. K.Satpayev Ekibastuz Engineering Technical Institute, Kazakhstan, gulzhanchik69@mail.ru
Senior teacher L.N. Gumilyov Eurasian National University, Kazakhstan, aizhangainy@gmail.com
⁶Doctor of Philological Science, PHD, Prof., L.N. Gumilyov Eurasian National University, Kazakhstan, baigunisova@mail.ru
⁷PhD student, Eurasian National University Kazakhstan, yerikgulnur88@mail.ru
*Corresponding Author

Abstract

Nowadays, the system of our national education sets new goals and objectives in the process of training future specialists. It is obvious that the improvement of the university student fluency​​ is extremely crucial. In this regard, the development of approaches and methods in developing academic speaking and writing skills  ​​is becoming increasingly pivotal. It is not insignificant that the usage of diverse techniques by means of stylistic devices (SD) and expressive means (EM) does encourage university students to achieve positive results in academic domain. Permeating into the knowledge of SD and EMs and using them in speech provide the plausibility to make speech and writing academically organized. Furthermore, it is Muller’s method which maintains the efficiency of the academic speaking and writing skills development as it benefits to master any skills several times faster and to increase memory capabilities, allowing restoring the ability to learn the language. Moreover, this method allows improving imagination, which contributes to the memorization of lexical material.

Thus, the given method was taken into account at FL department in ENU and depicted the positive results. Empirically, Kazakh/Russian groups were under the study being divided into experimental/control groups. The control group was taught conventionally whereas the experimental one was experienced under Muller’s method. It was evident that the involvement of SD and EMs in speech and writing by means of Muller’s method did provide the effectiveness in improving speaking and writing skills of our students by the enhancement of memory and the extension of the vocabulary. Finally, it was demonstrable that the results of the experimental group were extremely higher and students’ achievements were absolutely perceptible.

Keywords: Аcademic speaking skills, academic writing skills, stylistic devices, expressive means, Muller’s method