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ON THE ANCIENT TURKIC STRATUM OF HYDRONYMS IN ZHETYSU
(2025-01-09)
S. Salikhova
;
Mereke Atabayeva
;
Zeki Kaymaz
This article deals with the historical and etymological aspects of the names of water bodies of the Zhetysu region, namely, the ancient Turkic beginning of the names. The study of the etymological content of ancient Turkic names allows a deep understanding of the worldview, the degree of education of people of the period under study. The purpose of the article is to study the foundations of education of the population through an etymological analysis of the archischeme of names, the understanding of the meanings of which, at the present stage, causes difficulties due to structural, sound changes (Lavar, Labasy, etc.), to show the structural specifics of the names. The leading idea of the study is to identify the reasons why the names of water bodies, which are the oldest and most stable layer of toponomics, reflect the main points of life, as well as the history of the development of the Kazakh people. The introductory part presents information that reveals the continuity of language and culture in accordance with anthropolinguistic studies, based on the analysis of studies of deep meaningful linguistic layers that bear the imprints of different periods of national culture. The use of methods of linguistic research of the topological space made it possible to reflect in the article the identified ethno-cultural semantics underlying the ancient hydronyms. The main results were obtained based on the analysis of the names of specific bodies of water that have appeared since time immemorial. The scientific value of the study lies in the significance of the results obtained for research in the field of ethnolinguistics, linguoculturology, etc. In addition, the data obtained may be of factual interest for compilers of dictionaries, texts in the field of linguoculturology, ethnolinguistics.
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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

Қазақ ұлттық қыздар педагогикалық университеті / Казахский национальный женский педагогический университет

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