Қазақ ұлттық қыздар педагогикалық университеті / Казахский национальный женский педагогический университет

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Problems of Using the Poetic Corpus of Abay For Pedagogical Purposes and Ways to Solve It
(2025-01-20)
Gulmira B. Madiyeva
;
Pirmanova K.K
;
Aizhan Serikbayeva
;
Nurlybayev N.М
;
Tokmyrzaev D.O.
The use of the Abai poetic corpus for pedagogical purposes represents a unique opportunity to deepen students’ knowledge of Kazakh literature, culture, and history. However, the introduction of this tool into the educational process faces a number of challenges that limit its potential. This article examines the main difficulties associated with the use of the corpus, including the lack of information awareness among teachers, the shortage of teaching materials, and the low level of technical training of teachers. Attention is also paid to pedagogical skepticism and the lack of time to master innovative methods. An important part of the study is the proposed solutions to these problems. Among them are the development of educational programs for teachers, the creation of adapted materials based on the poetic corpus, and the provision of technical and methodological support to schools. The author emphasizes the importance of integrating Abai’s poetic heritage into school education as a means of forming national identity and developing students’ analytical skills. This work is addressed to teachers, methodologists, and education specialists interested in using modern teaching tools.
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Using the Poetic Corpus of Abay for the Quality Training of Philologists
(2025-05-22)
Kunsulu Pirmanova
;
Gulmira B. Madiyeva
;
Aizhan Serikbayeva
;
Tokmyrzayev D.O
;
Ongalbek A.A.
In the context of the digital transformation of education and the need to train highly qualified teaching staff capable of integrating humanitarian knowledge with modern technologies, the use of digital corpora of texts in the educational process is particularly relevant. One of the promising tools in this area is a poetic corpus created based on the works of Abai Kunanbayev, a key figure in Kazakh literature and philosophical thought. This article examines the concept, structure and methodological capabilities of a small poetic corpus of Abai's poetry in the context of training future philology teachers. The emphasis is on the interdisciplinary and applied significance of the corpus approach for mastering philological disciplines, forming analytical, interpretive and digital competencies, as well as a deeper immersion in the national literary and cultural heritage. The creation of the corpus includes the stages of collecting, digitizing, linguistic markup and annotating poetic texts. Such a corpus may include original texts in Kazakh, translations into Russian, subject tags, frequency dictionary, morphological and syntactic markups, which provides ample opportunities for complex text analysis. Particular attention is paid to the construction of the corpus taking into account the methodological requirements of corpus linguistics and pedagogical applicability within the framework of university programs. One of the central theses of the article is the assertion that working with the corpus of Abai's poetry allows implementing the principle of "learning through research", involving students in project and research activities. Students learn to work with digital texts, formulate hypotheses, perform quantitative and qualitative analysis of vocabulary, semantics and stylistics. This, in turn, contributes to the development of the most important professional qualities in future teachers: analytical thinking, linguistic intuition, understanding of the cultural context and the ability to work with large volumes of text.
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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.
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Қазақ ұлттық қыздар педагогикалық университеті / Казахский национальный женский педагогический университет

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