Жарияланымдар / Публикации

Постоянный URI для этого сообществаhttps://cris.qyzpu.kz/handle/123456789/2

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Язык: АнглийскийТема: search.filters.subject.Kazakh folk tales

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    LINGUISTIC REPRESENTATION OF THE CONCEPTS “WEALTH” AND “POVERTY” IN FOLKTALES
    (2024-07-16)
    Q. Balabekova
    ;
    Zh.K. Otarbekova
    ;
    M. Imanqulova
    The purpose of this paper is to identify the concepts “wealth” and “poverty” in Kazakh folk tales as linguistic representations of folk cognition. Linguocultural analysis revealed cultural information in a historical and ethnographic context, ancient folk knowledge, and allowed us to recognise the linguistic character. Wealth and poverty as a binary opposition were considered from the point of view of world outlook and cognition of the world, moral and ethical norms in the period of formation of ethnos consciousness in the fairy tale era and compared with the mental life of the people at the present stage. As the material of the study 31 household fairy tales were taken. The linguistic units representing these concepts were selected from fairy tale texts. A free associative experiment was conducted, in which the representation of these concepts in modern youth language was compared with fairy tale language. Wealth was defined as a material and spiritual concept, language representations were considered in binary opposition with poverty and it was argued that poverty and wealth come from the mind, not from property. When comparing the results of the free associative experiment, it was found that both material and spiritual values underwent a great change. As a result, it was noticed that there are both common and distinctive features between these levels. The commonality is due to the universal, universal character of these concepts, the distinctive features in most cases are manifested at the figurative, axiological level. This study contributes to the development of linguofolkloristics, cognitive linguistics. In the future, we will see the practical significance of the study in further study of other genres of Kazakh folk tales as linguistic representations of folk cognition, study of the language of modern author's tales and the need to form a frequency dictionary of the language of folk tales.
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    Global Research Trends in Dialogic Speech Development among Preschool Children with Speech Underdevelopment: A Bibliometric Analysis (2005–2025)
    (Journal of Social Studies Education Research, 2026-09-29)
    Акбопе Сакулова
    ;
    Sandugash Tleubay
    ;
    Akmaral Satova
    ;
    Almagul Kalykbayeva
    Dialogic speech development in preschool children with speech and language underdevelopment is a significant area of research because of its close relationship with communication, literacy, and school readiness. However, the global scientific landscape and thematic evolution of this field have not been systematically examined. This study aimed to analyze international research trends in dialogic speech development among preschool children with speech and language underdevelopment through a bibliometric analysis of publications indexed in the Scopus database between 2005 and 2025. A bibliometric research design based on a systematic literature search and selection process following the PRISMA 2020 guidelines was employed. A total of 190 English-language research articles were analyzed using VOSviewer to examine publication trends, author productivity, geographical distribution, subject areas, keyword co-occurrence, source co-citation, and international scientific collaboration. The findings indicate sustained scientific interest in dialogic speech development despite fluctuations in annual publication output. Research activity is concentrated primarily in the United States and the United Kingdom and is grounded in speech-language pathology, developmental psychology, education, linguistics, and communication sciences. Keyword co-occurrence analysis revealed three main themes: speech and language development, narrative competence and clinical intervention, and storytelling in preschool education. Source co-citation analysis further revealed that the field’s intellectual structure is dominated by clinical and psycholinguistic paradigms, whereas culturally grounded narrative traditions and folklore-based educational approaches remain comparatively underrepresented. These findings provide a comprehensive overview of the field and highlight the need for future interdisciplinary research integrating narrative-based interventions with culturally responsive pedagogical practices and culturally grounded storytelling traditions, including Kazakh folk tales, within inclusive early childhood education.