Roles and attitudes towards English in Kazakhstan can be seen through four strands of local and international heritages of education and cultures of language learning. Seen together with national policies, educational reforms, and linguistic contexts this comprises the English language learning environment. This is the contextual background against which we report findings regarding the professional and personal characteristics of ‘good’ English teachers in Kazakhstan. ‘Model’ teachers were portrayed with an expected traditional cognitive dimension of knowledge of English but this was complemented by social, affective, moral, and aesthetic dimensions. We refer to these dimensions in this article as ‘metafunctions’. Through interviews with 100 undergraduate students and 43 university English teachers, we analyzed participants’ attitudes towards English and their perceptions of the roles of English in Kazakhstan, where participants had mixed utilitarian, human development and patriotic attitudes toward English.

中文翻译：

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哈萨克斯坦英语教师的角色和模式

哈萨克斯坦人对英语的作用和态度可以从四个地方和国际教育遗产和语言学习文化中看出。结合国家政策、教育改革和语言环境来看，这构成了英语学习环境。这是我们报告关于哈萨克斯坦“优秀”英语教师的专业和个人特征的调查结果的背景背景。“模范”教师被描绘为具有预期的传统英语知识认知维度，但社会、情感、道德和审美维度对其进行了补充。我们在本文中将这些维度称为“元函数”。通过对100名本科生和43名大学英语教师的采访，