tilTiltanymTiltanym2411-60762709-135XИнститут языкознания имени А.Байтурсынулы КН МОН РК10.55491/2411-6076-2023-4-12-19til-1218Research ArticleСтатьиМЕТОДЫ ПОНИМАНИЯ ИДИОМ, ИСПОЛЬЗУЕМЫЕ ИЗУЧАЮЩИМИ КАЗАХСКИЙ И РУССКИЙ ЯЗЫКИMETHODS OF UNDERSTANDING IDIOMS EMPLOYED BY KAZAKH AND RUSSIAN LEARNERShttps://orcid.org/0000-0003-4682-3742АушеноваА. С.AushenovaA. S.

Алматы

Almaty 

aushenova24@gmail.comАймагамбетоваМ. М.AimagambetovaM. M.

Алматы

Almaty 

Казахский национальный университет им. Аль-ФарабиКазахстанAl-Farabi Kazakh National UniversityKazakhstan2023301220239241219Copyright © Аушенова А.С., Аймагамбетова М.М., 20242024Аушенова А.С., Аймагамбетова М.М.Aushenova A.S., Aimagambetova M.M.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.tiltanym.kz/jour/article/view/1218

В этой статье автор продемонстрировал, как изучающие казахский язык (KLL) и изучающие русский язык (RLL) в Казахстане понимают идиомы в шутках. В исследовании приняли участие 25 участников (20 KLL и 5 RLL), которым было предложено прочитать 10 английских и 10 русских анекдотов, некоторые из которых содержали идиомы. Исследователь проанализировала Think-Aloud протоколы участников, выявив 20 стратегий понимания идиом, которые можно разделить на три категории: когнитивные, метакогнитивные и социально-аффективные. Автор также обнаружила пять основных трудностей, с которыми участники столкнулись во время задания на понимание идиом, таких как незнакомые идиомы и культурные различия.  

Выводы исследования предполагают, что в обучение иностранному языку следует включить подробное обучение стратегиям понимания, включая идиомы и шутки. Кроме того, исследование подчеркивает важность стратегий понимания идиом для изучающих ИЯ при расшифровке значения неизвестных идиом, встречающихся при чтении текстов на ИЯ.

In this study, the researcher examined how Kazakh language learners (KLLs) and Russian language learners (RLLs) in Kazakhstan comprehend idioms in jokes. The study involved 25 participants (20 KLLs and 5 RLLs) who were asked to read 10 English and 10 Russian jokes, with some containing idioms. The researcher analyzed the participants' Think-Aloud protocols, identifying 20 idiom comprehension strategies falling into three categories: cognitive, metacognitive, and socio-affective. The author also found five major difficulties that participants faced during the idiom comprehension task, such as unfamiliar idioms and cultural differences.

The study's implications suggest that explicit teaching of comprehension strategies, including idioms and jokes, should be incorporated into FL instruction. Moreover, the study highlights the importance of idiom comprehension strategies for FL learners in decoding the meaning of unknown idioms encountered while reading FL texts.

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The authors declare that there are no conflicts of interest present.