TEACHING
PECULIARITIES OF KAZAKH LANGUAGE
Rakhmetova Raigul – doctor of philology, professor
Abai Kazakh national pedagogical university
Abdumanapkyzy Maira – 2-year MA student
Abstract. Teaching a foreign language
for foreign students in Kazakhstan has its own characteristics. In Kazakhstan,
the official language is Kazakh. The Russian language has a place, as a
language of interethnic communication. Proclaimed by President Nazarbayev N.A.
trilingual course (Kazakh, Russian, English) expands horizons for students.
Language education, based on
intercultural paradigm allows to use not only the experience of the
native language and culture, but also realize the value of work, the value of
personal development in the rapidly changing world. It's about intercultural
communication (with all its bugs, crashes) can only go in if the students in
the process of dialogue not only belong to different linguistic ethnic cultures
but also realize that they are different from each other.
Recently
much has been done in Kazakhstan system of higher education in accordance with
the time demand and the priorities of the country economic development. The
credit technology of education has been introduced to ensure the international
recognition of the national education program, to provide students and faculty
with academic mobility opportunities, as well as to improve the quality of
education.
Intercultural communication should be
formed specifically at students. The teacher should teach students skillfully
to understand partners In today's world, teaching Kazakh for foreign students
is stipulated by several factors: economic, socio-political and cultural.
This approach to language learning in
the process of training involves close interaction of language and culture of
its speakers. The result of this training is to develop both a communicative
and social competence, ensuring the use of language in a specific cultural
context through dialogue of cultures.
There are four main aspects in
the methods of teaching Kazakh language
for foreign students: phonetic, grammatical, lexical and stylistic. Based on
the requirements of modern methods of teaching in recent years, the idea of integration
of culture in the theory and practice of teaching the subject has been
developed the, the concepts of "intercultural competence" and
"intercultural learning" are used.
Teaching Kazakh for foreign students
involves the development of the individual student based on their knowledge of a
foreign reality for them and upbringing of another culture.
Intercultural teaching is caused by
life-saving reasons. For the teacher, who works with foreigners, it is
important to use the diversity of languages and cultures as a factor of mutual understanding and
enrichment, helping the creative development of socially active and
independent person.
The following notes are merely my own
informal observations from several years of
teaching Kazakh language. The problems mentioned below certainly do not
apply to every Kazakh language school in the world. In terms of these issues,
if there is any broad distinction to be
made it is only between countries where Kazakh is the dominant language
versus countries where it is a foreign language. That every language is systematic and that a second language should be learned as a habit system appear to
have been two fundamental concepts acquired by
language teachers trained in those schools which
favor the so-called linguistic method
of second- language teaching. While there is no question that these two
concepts have much to recommend them and that those teachers who have based their
methodology on the concepts have achieved considerable success, yet
neither concept is completely adequate
nor do both together form a sufficient basis for a complete
second-language pedagogy. Language is more than a system of habits, for a
native speaker has abilities beyond those which can be
accounted for under most existing definitions of habit, for example abilities to make judgments about such
matters as grammaticality, foreign accent, deviancy, synonymy and paraphrase.
This is not to say that habit formation drill has outlived its usefulness. Such
drill can indeed teach control of the
necessary surface skills in a second language, but it is the acquisition
of abilities such as those mentioned above which marks off a
personthoroughlycompetent in a new language from a person with limited skills, and thedevelopment of such abilities requires more than
the use of existing stimulus-response
or reinforcement drills in the classroom. Such drills are a necessary part of
a good second-language teaching program) they are not, however, sufficient by
themselves.
The increased collaboration with other countries in all
spheres of life established maximal requirements to the level of professional
competences of future English teachers, as they are trained for future work in
governmental schools and other educational institutions.
The requirements, mentioned in the State Overall Compulsory
Educational Standard of 5B011900 “Foreign Language: Two Foreign Languages”
5.04.019-2011, suggest that the graduate of the given specialty is to be able
to perform professional activity properly both psychologically and
methodologically aimed at developing students’ ability to learn foreign
language as means of intercultural communication; to be able to design
methodological model of foreign language communication mastering closed to the
conditions of real communication; to be able to define the category as an object
of didactic learning, synthesizing into single unit “foreign language-foreign
culture-identity”; to be able to be able to pick out lingvoculturally and
socioculturally oriented authentic teaching materials; to use standard
authentic vocabulary in the classroom; to be able to create and encourage
interest for foreign language acquisition as means of intercultural
communication; to be able to use technologies, methods and techniques ensuring
the formation of the subject of cross-cultural communication; to be able to use
pedagogical and information technologies efficiently in the sphere of
educational activities[1].
As a result of studying subjects of core disciplines the
graduate of the given specialty should acquire:
- knowledge and skills
to implement all kinds of professional activities in the field of foreign
language education (to know the main stages of development and current state of
linguistic sciences);
- laws and regularities
of linguistic science, its conceptual and categorical apparatus; modern
scientific and theoretical views of linguistic theories;
- basic techniques of
linguistic analysis and description; system of language and speech realization
of linguistic categories;
- spelling, grammatical and stylistic rules of the
studied languages [2].
Students of the given
specialty should be able:
- to interpret
critically and creatively various areas of linguistic theories;
- to analyze the
specific language material; interpret independently linguistic phenomena;
compare and identify similarities and differences corresponding to subsystems
of comparing languages to predict possible interference or transfer; -to apply
their knowledge in speech situations to solve problems of teaching;
- to carry out
investigation linguistic phenomena of foreign and native languages
independently;
- to use foreign
language as means of intercultural foreign language communication; to use basic
forms of speech utterances in the process of communication, to understand
authentic audio texts;
- to use different
reading strategies; to prepare and perform different forms of written
expressions;
- to use research and
reference libraries, different types of dictionaries;
- to know methodology of
foreign language education; cross-cultural communicative competence [3].
All of these above-mentioned requirements for students
cannot be achieved without grounded knowledge of the Kazakh grammar, because
only grammar gives strictly rules of writing and speaking correctly.
This course “Basic
English language” (A1, A2, B1- levels) requires functional literacy in a
foreign language, communication skills formed in four basic skills: speaking,
listening, reading and writing.
By the end of the course, in
speaking students are to be able to do the following:
- to exchange
information on daily or other topics of personal or of general interest;
- to explain the given
problem, prove its correctness;
- to explain their own
point of view on the themes of culture (films, books, music);
- to express own point
of view on the topic of self-interests or events from everyday life; (family,
hobby, job, travelling, current events).
In listening students
are to be able to understand:
- simple informational
events of daily and professional life;
- the main facts of
short stories;
- the main idea and
specific details of the messages with a clear pronunciation;
- lecture or talk on the
studied topics;
- a short simple
conversation on familiar topics with a clear normative pronunciation;
- a simple technical
information (rules of operation of devices of daily use);
- detailed instructions;
- information on radio
and TV programs recorded with a clear normative pronunciation;
- the main provisions of
news on radio and elementary texts on familiar topics in the slow record;
- television programs on
topics of interest (interview, reports) in slow record and clear sound,
- the development of the
film’s plot, based on a number of visual and action, in a clear and simple
sound.
In reading students
should be able to:
- to look through large
texts and find necessary information;
- to gather information
from different parts of the text / from different texts;
- to find and understand
relevant information in everyday material (letters, brochures and short
official documents);
- to find the main
conclusions / evidence in the text;
- to find the points of
simple newspaper articles about a familiar topic;
- to read and understand
simple texts with factual information on the topic of interest;
- to understand the
description of events, feelings and wishes in personal letters in everyday
speech with a friend;
- to understand the
technical regulations in the presentation simple words (safety rules);
- to read and extract
the necessary information from brochures, catalogs, brochures, menus,
schedules.
In writing students
should be able:
- to write simple texts
on a wide range of issues, linking together the separate short elements;
- describe in details
simply familiar objects / objects of interest or questions;
- to describe own
experiences, express own feelings in the form of a simple connected texts;
- to describe real
events (the trip);
- to write short
contents of story;
- write short simple
essays on topics you are interested in;
- to summarize and give
own opinion on the factual information gathered on familiar matters of everyday
life;
- to write short
reports, simple in form and contents from real life [2].
Sarah Cunningham, Peter Moor. Cutting Edge (Intermediate) Work
Book. Pearson Education) is not also designed to provide student with
sufficient knowledge of Grammar [3]. Thereby, these books cannot be applied in
teaching Kazakh language for other FL
speaking students in practicing some difficulties of English grammar, because
students do not know Kazakh fluently
and such books do not solve their problems which are based on the peculiarities
of the Kazakh language.
The Kazakh language belongs to the Kypshak group of Turkic
languages, which also includes Tatar, Karakalpak, Nogai, Baskir, Karaim,Kumyk,
Karachai-Balkar and Kyrgyz [4]. Kazakh is described linguistically as an
agglutinative language. Suffixes are added to a word root without changing the
root itself. The suffixes carry either lexical meaning or grammatical function.
Grammatical categories of tense, mood, voice, number and
person are expressed through different suffixes which are added to the root
which are added to the root which is obtained through dropping the ending –u of
the initial form. The root of the verb corresponds to the familiar form of
imperative mood, all other forms require suffixes or endings [5].
The negative form of the verb in Kazakh is formed by adding
suffixes –ma/-me, -ba/-be,-pa/-pe to the root of the verb according to the
following rules: after vowels is added –ma/me; after voiced consonants is added
–ba/be; after voiceless consonants is added –pa/pe [4].
The Kazakh verb has
three tenses:
1. Osy
shak (Present Tense)
2. Keler shak (Future Tense)
3. Otken shak (Past Tense) [5].
In Kazakh there are two
types of the Present Tense: Nak osy shak (The Concrete Present
Tense) and Auyspaly osy shak (the Transitive Present Tense).
Nak osy shak denotes an action taking place at the moment of speaking and it is close
to Present Continuous in English. Auyspaly osy shak denotes
the Present and the Future Tenses depending on the situation.
Keler shak in Kazakh has three forms: Auyspaly keler shak (the
Transitive Present-Future Tense) which we have already mentioned as present
tense, Bolzhaldy keler shak (the Suppositional Future Tense) and
Maksatty keler shak (the Future Tense of Intention).Bolzhaldy keler
shak expresses supposition with a slight degree of certainty. Maksatty
keler shak expresses some intention to do action.
Otken shak has two forms:
1) Zhedel otken
shak (The Evident Past Tense) and
2) Burungy otken shak (The Pluperfect Tense) [3].
The form “Burungy otken shak” may be
negated in three ways:
- by using
negative suffixes -ma/-me, -ba/-be, -pa/-pe;
- by using
the negative verb “emes” with personal endings;
- by using
the negative word “zhok” with personal endings.
The English or Russian Past Tenses systems present a lot of trouble
to the Kazakh speaking students because of the difference which exists in these
languages with regard to time and tense relations.
As a general rule, the native language
of every learner is a significant factor in the acquisition of a new language
and exercising either an interfering or facilitating effect on the target
language. All textbooks take into consideration this, because the majority of a
learner’s errors in producing the second language stem from the learner’s
assumption that the target language operates like the native language.
On the basis of the above mentioned
grammatical difficulties of Kazakh
grammar, we have come to the conclusion, that the use of the grammar textbooks
aimed at Kazakh speaking students is
not possible and it does not give expecting results, due to the fact that
adequate grammar textbooks written by Kazakh linguists take into account only
the specifics of the Kazakh language. Overcoming these difficulties, which are
typical for the Kazakh-speaking students in learning the past tense that
requires the specific methodological approaches, such as a good practice of the
past tenses based on their learners’ native language, which cannot be achieved
without creating the necessary group of exercises.
BIBLIOGRAPHY
1. Nelson Brooks, Language and language learning.
-2004.
2. MakulbekovE.
Kazakhstan needs new concept of state language
development. – 2014.
3. Mamanov
I.E. Kazahskij jazyk: ucheb. kaz jaz. v vuzah guman. tipa. - Alma-Ata, 1961.
4. Musaev
K.M. Kazahskij jazyk: uchebnik – M., 2008. – 367 s.