tilTiltanymTiltanym2411-60762709-135XИнститут языкознания имени А.Байтурсынулы КН МОН РК10.55491/2411-6076-2025-4-93-111til-2002Research ArticleПРИКЛАДНОЕ ЯЗЫКОЗНАНИЕAPPLIED LINGUISTICSКорпусный подход к преподаванию казахского языка: опыт адаптации для англофоновCorpus-Based Approach to Teaching the Kazakh Language: Adapted Experience for Anglophoneshttps://orcid.org/0000-0003-2065-0505РсалиеваН. М.RsaliyevaN.

Нурсауле Максуткызы Рсалиева, кандидат филологических наук

г. Алматы

Nursaule Rsaliyeva, Candidate of Philological Sciences

Almaty

nursauler@mail.ruhttps://orcid.org/0000-0002-0716-8370ЧукаеваТ. К.ChukayevaT.

Талшын Канаткызы Чукаева, автор-корреспондент, докторант

г. Алматы

Talshyn Chukayeva, Corresponding Author, Doctoral Student

Almaty

greenrose_98@mail.ruИнститут языкознания имени А. БайтурсынулыКазахстанA. Baitursynuly Institute of LinguisticsKazakhstan202516122025100493111Copyright © Рсалиева Н.М., Чукаева Т.К., 20252025Рсалиева Н.М., Чукаева Т.К.Rsaliyeva N., Chukayeva T.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/2002

В статье подробно описывается процесс разработки интерактивной корпусной базы для обучения англофонов казахскому языку – Learner Corpus. Исследование начинается с сопоставительного анализа зарубежного и отечественного опыта корпусной лингвистики, а также качества существующих учебников и учебных материалов, предназначенных для англоязычных изучающих. Анализ показал, что значительная часть современных учебных ресурсов недостаточно адаптирована к когнитивным, лингвистическим и коммуникативным потребностям англофонов: выявлены системные недостатки, такие как несоответствие текстов уровню, их искусственность, грамматические и логические ошибки, а также неточности в передаче культурной информации. На этой основе были определены критерии отбора материалов для базы Learner Corpus и разработано более 250 оригинальных сюжетных и коммуникативных текстов, лексико-грамматическая система знаний и сопоставительные грамматические материалы. Формирование содержания корпуса осуществлялось с опорой на принцип i+1 Стивена Крашена, закономерности естественного усвоения языка и типологические различия между казахским и английским языками. Были выявлены типичные интерференционные ошибки англофонов (на фонетическом, лексическом, грамматическом и прагматическом уровнях) и показано, каким образом они устраняются через материалы, включённые в корпус. В исследовании использованы методы сопоставительного анализа, теоретического обзора, качественного текстового анализа, моделирования и методологические принципы построения корпуса. Представлены научные основания отбора и структурирования материалов, сформирована комплексная система, охватывающая фонетико-графический, лексический, грамматический и лингвокультурологический уровни. Платформа Learner Corpus согласуется с программами обучения тюркским языкам, разрабатываемыми в Оксфордском университете, и предлагается как прототип факультативного инструмента, который будет использоваться начиная с 2026-2027 учебного года. В статье подчёркивается, что создаваемая корпусная база впервые представляет собой универсальный, многоуровневый, дидактически структурированный цифровой ресурс, ориентированный специально на англофонов. Теоретическая значимость проекта состоит в новом осмыслении корпусных методов обучения казахскому языку и систематизации интерференционных явлений, а практическая – в возможности непосредственного применения разработанных материалов в образовательной практике, индивидуализации обучения и оптимизации распределения учебной нагрузки в соответствии с уровнем владения языком.

The article provides a detailed account of the development of an interactive corpus-based platform for teaching Kazakh to anglophones – Learner Corpus. The study begins with a comparative analysis of international and domestic practices in corpus linguistics, as well as an evaluation of the quality of existing textbooks and teaching materials designed for English-speaking learners. The analysis revealed that a substantial portion of current learning resources is insufficiently adapted to the cognitive, linguistic, and communicative needs of anglophones: systemic shortcomings were identified, including mismatched text difficulty levels, artificiality, grammatical and logical inconsistencies, and inaccuracies in cultural content. Based on these findings, criteria for selecting materials for the Learner Corpus were defined, resulting in the creation of more than 250 original narrative and communicative texts, a structured lexical-grammatical knowledge system, and comparative grammatical materials. The construction of the corpus content was guided by Stephen Krashen’s i+1 principle, the natural order of language acquisition, and the typological differences between Kazakh and English. Typical interference errors made by anglophones (at phonetic, lexical, grammatical, and pragmatic levels) were identified, and the ways in which these issues are addressed through corpus materials were demonstrated. The study employs comparative analysis, theoretical review, qualitative textual analysis, modelling, and methodological principles of corpus design. It offers a scientific rationale for selecting and structuring materials and presents a comprehensive system encompassing phonetic-graphical, lexical, grammatical, and linguistic-cultural levels. The Learner Corpus platform is aligned with the Turkic language teaching programmes currently being developed at the University of Oxford and is proposed as a prototype supplementary tool to be used from the 2026-2027 academic year. The article emphasizes that the emerging corpus database is the first universal, multi-level, and pedagogically structured digital resource tailored specifically to anglophones. Its theoretical significance lies in reinterpreting corpus-based approaches to teaching Kazakh and systematizing interference phenomena, while its practical value lies in its direct applicability in teaching practice, enabling individualized instruction and optimising workload distribution according to learners’ proficiency levels.

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