Қазақ ұлттық қыздар педагогикалық университеті / Казахский национальный женский педагогический университет

Постоянный URI для этого сообществаhttps://cris.qyzpu.kz/handle/123456789/1

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2020 - 20263

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Тип доступа: НеизвестноАвтор: search.filters.author.Akmaral Dautkulova

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    Тип записи:Публикация,
    ЭФФЕКТИВНОСТЬ ПРОГРАММ ISPRING ПРИ ДИСТАНЦИОННОМ ОБУЧЕНИИ(EFFICIENCY OF ISPRING PROGRAMS IN DISTANCE LEARNING)
    (2020-09-30)
    Zhamilya Otarbekova
    ;
    Akmaral Dautkulova
    The need to improve distance learning technologies in the modern education system is urgent. Although e-textbooks and various educational resources have been developed for many secondary schools, such resources in higher education institutions are insufficient. For active communication and effective feedback between students and teachers, it is necessary to develop electronic textbooks. Creation of a high-quality electronic textbook is a complex, laborious process that requires the participation of a number of specialists: editors, designers, programmers. And today, with the transition to mass distance learning, it has become possible to satisfy the need for the rapid development and use of electronic textbooks using iSpring products. With iSpring, a teacher independently can not only record a video for each lecture, but also prepare various interactive tasks and tests, and receive ready-made results of completed tests and assignments. ISpring Learn for Distance Learning allows you to actively lead the learning process and track learning outcomes. As part of the article, we aim to show how to prepare electronic assignments in the modern Kazakh language using iSpring Suite - 9.
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    Understanding student errors in hydronym perception: a cognitive–pedagogical perspective
    (Institute of Advanced Engineering and Science (IAES), 2026-02-01)
    Akmaral Dautkulova
    ;
    Mereke Atabayeva
    ;
    Gulmira B. Madiyeva
    ;
    Maxot Rakhmetov
    Despite the cultural and linguistic significance of hydronyms, little empirical research has examined how university students cognitively conceptualize them and why systematic misinterpretations arise. This study aims to identify and classify the dominant cognitive mechanisms underlying student errors in hydronym perception. A descriptive quantitative design was employed, analyzing written responses from 120 university students using a seven-category error typology grounded in frame semantics, prototype theory, and psycholinguistic models of proper-name processing, with high inter-rater reliability (κ=0.87). The results show that cognitive errors occur significantly more frequently than inattentive or interpretative errors, indicating that students’ difficulties stem primarily from incomplete activation of geographical, cultural, and historical conceptual frames rather than from surface-level inattention. Frequent reliance on phonological similarity further suggests that when conceptual knowledge is weakly integrated, learners’ default to form-based processing strategies instead of semantic interpretation. These findings indicate the need for pedagogical approaches that explicitly connect hydronyms to broader cultural and conceptual frameworks, supporting more cognitively grounded instruction in linguistics and onomastics.
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    Quantitative analysis of students' errors in the interpretation of hydronyms: linguocognitive difficulties in learning the hydronymic system of Western Kazakhstan
    (Frontiers Media, 2026-04-28)
    Akmaral Dautkulova
    ;
    Gulmira B. Madiyeva
    ;
    Maxot Rakhmetov
    ;
    Yussup Parkhat
    This study presents a quantitative analysis of errors in the perception and interpretation of hydronyms by university students in Western Kazakhstan. The aim of the study is to identify the types of errors that occur when students interpret hydronymic units and to reveal the cognitive difficulties underlying these errors. The study involved 120 university students who had previously completed courses in linguistics, cognitive onomastics, and regional geography. The main attention is paid to the analysis of errors in the perception of hydronyms in four analytical aspects: similarity of hydronyms, contextual perception of hydronyms, perceptual errors, and incorrect associative interpretations of hydronyms. Errors are classified into three types: inattentive errors, cognitive errors, and interpretative errors. The results showed that most of the errors are related to cognitive difficulties in interpreting the meanings of hydronyms and perceiving them in context. Problems also arise due to the inattention of students, which leads to errors in the analysis of similar hydronyms and their combinations. The greatest number of errors is observed in the perception of hydronyms with different origins, historical context and cultural significance. It is important that students have a clear understanding of both procedural and conceptual knowledge in order to successfully interpret hydronyms and use them correctly in context. Recommendations for teachers include the need to focus on the accuracy of the perception and interpretation of hydronyms, as well as on the prevention of errors that may disrupt the correct understanding of the cultural and historical significance of hydronyms in the educational process. The findings contribute to a deeper understanding of how students cognitively process hydronymic information and provide pedagogical insights for improving onomastic education in higher education.
    Цитирования (OpenAlex) 1