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NUMERICAL QUANTIFICATION IN THE FOLKLORE LANGUAGE: THE EXPERIENCE OF COMPARATIVE ANALYSIS
(2023-09-20)
Zh.B. Zhauynshiyeva
;
Zh.K. Kiynova
;
A. Bergman
The article is devoted to the comparative description of numerical quantification in the folklore languagewithin the framework of linguocentric, textocentric, anthropocentric approaches. Folklore numerals – the numbersof the first ten, since they make up the initial series of natural numbers, are compared on the material of Kazakh andRussian magic, folk tales. The article analyzes the numbers of various contexts with the use of the numerals one,two, three, which express various quantifications and sacred meanings that go back to the foundations of the universeand the mythopoetic tradition. Differences in the expression of quantitative meanings indicate the uniqueness of thefolklore picture of the world, an integral part of which are numbers that act as a quantitative parameter in determiningthe qualitative structure of the world. Special attention is paid to the expression of space-time values in which eventsunfold and the actions of fairy-tale characters take place. The authors come to the conclusion that folklore numeralsrepresent a single microsystem, which is subordinated to a common poetic system and consists of single numerals,counting, associative series. Numbers in oral folk art are mainly either a proper definition, including an epithet, oran integral component of complex definitional constructions. Quantification as a quantitative characteristic of realitydetermines the uniqueness and multiplicity of calculable objects.
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Narrative of Dispute in Kazakh Folklore: Litigation as a Cultural Concept in Oral and Epic Traditions
(2025-12-30)
Yerzhan Aryn
;
Zhanalyk Baltabayeva
;
Yerlan Kassen
;
Жаркынбике Сулейменова
This study examines the cultural and pragmatic logic of litigation in Kazakh folklore. It is inseparable from oral performance, ethical authority, and collective memory. The present study demonstrates how litigation reveals that justice was not merely administered but performed through storytelling, speech performance, rhetorical wisdom, and communal praxis. The study reviews examples across genres and shows that Kazakh folklore presents litigation as a narrative mechanism that serves as a signpost for a communicative strategy, a discursive performance, and a linguistic phenomenon. Litigation as a cultural concept is embedded in traditional genres through the activities of the Biy institution. The decline of the Biy institution marked the end of an era, but its narrative echoes still resonate in the folk stories, myths, and moral imagination of Kazakh culture.
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Communicative competence development through indigenous folklore in primary EFL classrooms: evidence from Kazakhstan
(Frontiers Media, 2026-09-09)
Madina Kylyshpayeva
;
Sarbinaz Hamitovna Kylyshpayeva
;
Diana Akizhanova
;
Saule Zhakipbekova
;
Gulbar Tursyn
Introduction Culturally responsive language education seeks to connect English as a Foreign Language (EFL) instruction with learners' cultural identities and local knowledge. However, classroom-based quantitative research on the integration of indigenous folklore into primary EFL education remains limited, particularly in Central Asia. This study examined changes in fourth-grade learners' linguistic, speech, and sociocultural competence following the integration of Kazakh indigenous folklore into primary EFL instruction. Methods A quasi-experimental one-group pre-test-post-test design was employed with 100 fourth-grade students aged 9–10 years at a public primary school in Kazakhstan. The 12-week intervention comprised two 45-minute lessons per week and was delivered by the regular classroom teacher. Adapted Kazakh folk narratives, cultural traditions, traditional games, storytelling, role-play, retelling, discussion, and productive language tasks were incorporated into English lessons. Learners' communicative competence was assessed using parallel pre- and post-test forms of a 25-item lexical-grammatical test, three composite speech performance tasks, and a 25-item sociocultural competence test. Paired-samples t-tests were used to examine within-group changes, and Cohen's dz and 95% confidence intervals were calculated. Results Post-test scores were significantly higher than pre-test scores across all three competence domains (all p < .001). Linguistic competence increased from M = 12.84 (SD = 4.63) to M = 17.92 (SD = 4.41), with a mean gain of 5.08 points and a large effect size (dz = 0.84). Speech competence increased from M = 16.27 (SD = 5.18) to M = 22.68 (SD = 4.95), with a mean gain of 6.41 points and a large effect size (dz = 0.98). Sociocultural competence increased from M = 11.96 (SD = 4.88) to M = 18.74 (SD = 4.37), producing the largest mean gain (6.78 points) and effect size (dz = 1.10). All 95% confidence intervals for the mean differences excluded zero. Discussion The findings indicate substantial within-group development in linguistic, speech, and sociocultural competence during the folklore-based instructional period, with the strongest improvement occurring in the sociocultural domain. These results suggest that culturally familiar materials may help learners connect English language use with their existing cultural knowledge and experiences. However, because the study involved a non-randomized one-group design without a control group and was conducted in a single school with one teacher, the observed improvements cannot be attributed exclusively to the intervention. The study contributes classroom-based quantitative evidence from an underrepresented Central Asian context and highlights the potential value of culturally meaningful resources in multilingual primary EFL education.

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