Journal of Educational and Social Research

ISSN

2239-978X

2240-0524

Издатель

Richtmann Publishing

Ключевые слова

African Education and...

EFL/ESL Teaching and ...

School Leadership and...

Teacher Education and...

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Nomadic Culture’s Place Names Named After the Cult of Domestic Livestock
(Richtmann Publishing, 2024-11-05)
Assylbek Meiirbekov
;
Жаркынбике Сулейменова
;
Gulnara Meirbekova
;
Akylbek Kairatbekovich Meirbekov
The given research considers toponyms of the Republic of Kazakhstan related to the names of domestic livestock, their species, and products as nomadic culture’s place names named after the cult of domestic livestock. The total sum of 341 toponyms named after the cult of domestic livestock from all 14 regions of the Republic of Kazakhstan were taken as the data of the study. They were assembled from different geographical maps of the regions of the Republic of Kazakhstan, and they were divided into five main groups that were named after the five main species of domestic livestock. They are: 1. Nomadic culture’s place names named after the cult of horses; 2. Nomadic culture’s place names named after the cult of oxen; 3. Nomadic culture’s place names named after the cult of camels; 4. Nomadic culture’s place names named after the cult of sheep; 5. Nomadic culture’s place names named after the cult of goats. The complex analysis of research data revealed the percentage of each of the five groups mentioned above; it also identified the 15 most common toponyms named after the nomadic cult of domestic livestock and assisted in classifying the mechanisms of naming nomadic culture’s toponyms named after the cult of domestic livestock. As a result, this research proposes a pioneering classification of mechanisms for naming nomadic culture’s place names, which can manifest some peculiarities of nomadic culture. It also revealed that 56 percent of the 341 toponyms, which were used as data for the study, are associated with the cult of horses. Words associated with the cult of horses in Kazakh culture are widely used in toponyms and serve various functions. These include providing information about incidents that occurred at specific locations, as well as describing the features of geographical objects using characteristics associated with horses and their breeds. The second group of place names in nomadic cultures, named after the cult of domestic livestock, is dedicated to the cult of camels. These constitute approximately 16 percent of all nomadic place names related to the cult of domestic livestock. Camels have played a role in the lives of Central Asian nomads similar to that of horses. Similarly, place names in nomadic cultures associated with the cult of camels serve functions akin to those related to the cult of horses. The Kazakh people even name their children using names that contain elements associated with the cult of camels. The third significant group of place names within the nomadic culture, which is attributed to the worship of domestic livestock, pertains to the cult of sheep. This category constitutes ten percent of all place names related to the nomadic culture's veneration of domestic animals, marginally surpassing the last two groups of such toponyms by only one percent. In Central Asia, nomadic peoples primarily raise sheep for their meat and wool. The Kazakh people have numerous traditions linked to the sheep cult. Even the bones of sheep have been and still are used as toys during national Kazakh games such as “asyk oinau.” The etymological aspects and word structure of toponyms of a given group were studied, and the results of the research contain new details about the etymology of some nomadic culture’s place names that were considered as the data of the study. The whole research process was conducted in three main phases: the phase of reviewing literature and collecting geographical names; the phase of studying etymology and word structure of research data and identifying the 15 most frequent nomadic culture’s toponyms; and the phase of identifying and classifying the main mechanisms of naming nomadic culture’s place names named after the cult of domestic livestock. Received: 14 July 2024 / Accepted: 20 October 2024 / Published: 05 November 2024
Цитирования (OpenAlex) 2
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Improving Professional Speech Culture of Prospective Philology Teachers through Digital Technologies
(Richtmann Publishing, 2026-07-05)
Gulnara Meirbekova
;
Assylbek Meiirbekov
;
Zharkinbyke Suleimenova
;
Gulimzhan Zhylkybay
Higher education places a high priority on helping prospective philologist-teachers develop their professional speech culture, but there is currently little data on scalable, low-cost approaches. This study investigated whether short podcast-style digital-storytelling assignments were associated with improvements across four dimensions of prospective philology teachers’ professional speech culture. Parallel intact sections were used in a quantitative, quasi-experimental pretest–posttest design. The control group tackled the same subjects through traditional exercises, while the DS group finished podcast tasks with a concentrated feedback-revision cycle. Two trained raters who were blind to group used a four-criterion analytical rubric to evaluate performance on the baseline and post-test. Additionally, students completed a 12-item self-report questionnaire aligned with the same four components at both time points. Analysis of covariance using the corresponding pre-test scores as covariates showed higher adjusted post-test scores for the experimental group across all four components. The largest effects were observed for Professional Style (partial ?² = .20) and Structure (partial ?² = .18), followed by Audience Focus (partial ?² = .08) and Diction (partial ?² = .07). The findings suggest that a lightweight DS workflow may support meaningful improvements in professional speech culture within a single course cycle. Received: 13 March 2026 / Accepted: 25 June 2026 / Published: July 2026
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Conditions for Training Future Teachers on a Tolerant Basis: A Sociological Analysis in Case of Kazakhstan
(Richtmann Publishing, 2024-05-05)
Balzhan Sengerbekova
;
Kymbat Smakova
;
Nargiza Baltabayeva
;
Kurmangali Urazbayev
;
Fauziya Sametova
This article discusses the main conditions and features of the formation of pedagogical tolerance among future teachers. The phenomena of tolerance and social distance are studied, problematic aspects in the field of pedagogical tolerance formation are considered, ways of their solution are proposed. The data of the Committee for the Protection of Children's Rights of the Ministry of Education and Science of the Republic of Kazakhstan, the international rating Kids Rights Index, the Bureau of National Statistics of the Agency for Strategic Planning and Reforms of the Republic of Kazakhstan were used. The theoretical concepts and methodology of the Emory Bogardus scale of social distance are considered. The article also discusses theoretical approaches to the formation of tolerant values among students – future teachers and their practical implementation in the educational process of the university. Pedagogical tolerance is understood as a value, the formation of which is facilitated by conditions whose effectiveness has been confirmed experimentally. Received: 9 February 2023 / Accepted: 29 April 2024 / Published: 5 May 2024

Journal of Educational and Social Research

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