Abstract: Changes in the educational standards of the third generation which are based on competence approach orients the participants of the process of the formation of speech culture, that is communicatively speech competence. Communicatively-speech competence a professional quality required for professional work with young people including as an integral part of communication. Thus, the preparation of the future teacher in the conditions of ethno-political conflict between East and West is a factor which the training. In connection with the transformation of the educational environment in the information and communication environment, in the training of specialists including teachers, prevails informative approach. Although, the basic culture and means of communication and interaction of subjects of educational activity is speech culture. In connection with the entry of Kazakhstan education system into the world educational space as well as the transition to the national paradigm of education, the need to create a multicultural competence of the teacher dictates new conditions to the system of professional training of teachers. It determines the activities, not only to supply the professional knowledge but also from the standpoint of the formation of high culture of speech which will contribute to the wider creative possibilities to create a new cultural reality. Moreover, the language policy of Kazakhstan society aimed at training of multilingual and multicultural specialist. At present, the acute problem of synchronization of speech culture process. The problem of simultaneous training of future specialists to work with modern electronic resources and the development of their level of oral, written language is important. It will, in future, help to establish business relations on principles of mutual respect, understanding and harmony, based on the assumptions of speech culture. Applied aspect of our research will be to develop a voice for culture in parallel with the recommendations of the information culture which complementing each other, of course are value-target and value-semantic component of the professional work of the teacher. If we consider that the range of professional work of the teacher covers not only education but also the government, public authorities, the speech culture can serve as a basis for management and oratory. Along with theoretical methods, empirical methods were used: observation, study conversation, survey methods: questionnaires, interviews, test methods, products, analysis of activity of students.
Rosa Laikovna Kalimzhanova, Kamariyash Rayhanovna Kalkeeva, Gulnur Sabetkanovna Zheksembayeva, Rosa Husainovna Aymagambetova, Yelena Nikolaevna Ivanova and Saltanat Kubeybekovna Akhtanov, 2016. Requirements for Modern Speech Culture of Kazakh Students in a Situation of Ethno-Political Conflicts of East and West. The Social Sciences, 11: 5128-5132.