Bulletin of the Karaganda University Philology series

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Modern interactive methodological techniques for working with fiction text (based on the analysis of the ethical dilemma of “good and evil” in the work “Les Misérables” by Victor Hugo)
(2025-12-22)
Baglan Bazylova
;
Marzhan Token
;
F.Z. Mamedova
The development of fiction text analysis skills contributes to the formation of communicative, reading, and interpretive competences, which help students grasp the deeper ideas of literary works and enhance their communicative abilities. This article presents modern interactive teaching methods suitable for university instructors of literary disciplines. The issue of developing students’ interpretive skills is particularly relevant in the training of future teachers of Russian language and literature. Such professionals must not only master techniques of literary analysis and interpretation but also be methodologically prepared to teach these skills. There is an objective need to modernize approaches to teaching reading and the literary heritage, particularly that of Victor Hugo, within university curricula. The research results demonstrate that students develop critical thinking and teamwork skills while analyzing philosophical dilemmas such as the conflict between good and evil in literary texts. This article highlights effective methodological techniques and outlines their advantages based on a review of both domestic and international scholarship. It proposes methodological models for analyzing culturally rich passages and defines didactic tasks aimed at encouraging polemical discourse and active student engagement in class. Furthermore, the article identifies ways to enhance teachers’ methodological competence by updating and enriching their instructional toolkit. The findings confirm that these techniques foster interpretive and communicative skills, help students comprehend complex moral ideas and deep philosophical meanings, and promote the development of argumentative discourse. The theoretical conclusions drawn from this study can enrich the methodology of teaching literature, philology, and language culture. The practical significance lies in the development of elective courses and methodological recommen dations on foreign literature and teaching methods. The results can be applied in communicatively oriented literature teaching and in the creation of educational resources. By integrating these interactive methodological techniques into educational practice, the goal of updating and expanding the methodological toolkit of literature teachers is effectively achieved.
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Addressing as a Speech Act: Similarities and Differences in Turkish and Arabic
(2023-06-30)
Elnara Dulayeva
;
F.Z. Mamedova
;
Baglan Bazylova
The article examines the address as a type of speech act. A comparative analysis of nominative forms of address and forms of address to the addressee in Turkish and Arabic was carried out, which are used in the speech etiquette of Turkish and Arabic in the informal sphere. On the basis of the comparative analysis, we came to the conclusion that many norms of etiquette, which refer to the field of gender relations or to the family and domestic sphere, in Turkish and Arabic have differences. The appeals used in speech carry more information about the social status of communicants, their relations with each other. In Turkish and Arabic etiquette, the form of address is chosen depending on the communicant: very important is not only the social status, but also age, gender, education and place of your communication. As examples, we present addresses that play a crucial role in the act of communication, as a segment of speech that serves as a signal to start communication, a form of speech to attract the attention of interlocutors, or to accentuate attention.
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Bulletin of the Karaganda University Philology series

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