tilTiltanymTiltanym2411-60762709-135XИнститут языкознания имени А.Байтурсынулы КН МОН РК10.55491/2411-6076-2026-3-121-132til-2256Research ArticleПРИКЛАДНОЕ ЯЗЫКОЗНАНИЕAPPLIED LINGUISTICSКоллокационные ошибки изучающих казахский язык как второй: анализ данных Национального корпусаCollocational Errors of Learners of Kazakh as a Second Language: Based on the National Corpus Datahttps://orcid.org/0000-0002-3068-5907АмиржановаН. С.AmirzhanovaN. A.

Назира Сериковна Амиржанова, автор-корреспондент, кандидат филологических наук

г. Астана

Nazira Amirzhanova, Corresponding Author, Candidate of Philological Sciences

Astana

nazira.amirzhanova@mail.ruhttps://orcid.org/0000-0002-0562-4846ФазылжанА. М.FazylzhanA.

Анар Муратовна Фазылжан, кандидат филологических наук, ассоциированный профессор

г. Алматы

Anar Fazylzhan, Candidate of Philological Sciences, Associate Professor

Almaty

nar20@bk.ruНазарбаев УниверситетКазахстанNazarbayev UniversityKazakhstanИнститут языкознания имени Ахмета БайтурсынулыКазахстанAkhmet Baitursynuly Institute of LinguisticsKazakhstan20261710202603121132Copyright © Амиржанова Н.С., Фазылжан А.М., 20262026Амиржанова Н.С., Фазылжан А.М.Amirzhanova N.A., Fazylzhan A.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/2256

Письменные работы изучающих казахский язык как второй (L2) до сих пор не исследовались с применением корпусного подхода. Цель исследования – выявить и классифицировать коллокационные ошибки в письменных текстах учащихся, изучающих казахский язык как второй, а также интерпретировать причины их возникновения на основе данных ученического корпуса. В данном исследовании внимание сосредоточено на выявлении, классификации и интерпретации коллокационных ошибок на материале корпуса учащихся. Работа вносит вклад в теорию усвоения второго языка (SLA, Second Language Acquisition) на материале агглютинативных тюркских языков, в том числе казахского. Опираясь на предшествующие исследования, автор предлагает теоретическую категорию «культурной коллокации». Материалом послужил корпус из 65 эссе на тему «Праздник Наурыз», написанных 25 учащимися средней школы (общий объём 12500 – 14000 слов). Тексты эссе были размечены вручную, применялась методика анализа ошибок (Error Analysis). В корпусе выявлено 94 коллокационные ошибки, классифицированные по четырём категориям: лексические замены (47%), отклонения в глагольно-именных сочетаниях (24%), ошибки, связанные с влиянием первого языка (18%), и ошибки в сочетаниях прилагательного с существительным (11%). Анализ показывает, что грамматическая правильность и коллокационная компетенция расходятся между собой. Результаты дают эмпирическую основу для совершенствования программ обучения казахскому языку как L2, лексикографических ресурсов и подготовки учителей.

The written production of learners of Kazakh as a second language (L2) has not yet been examined with corpus-based methods. The aim of this study is to identify and classify collocational errors in the written texts of learners of Kazakh as a second language and to interpret their causes using learner corpus data. This study focuses on identifying, classifying and interpreting collocational errors in a learner corpus. It contributes to second language acquisition (SLA) theory with evidence from agglutinative Turkic languages, Kazakh in particular. Building on previous research, the article proposes the theoretical category of “cultural collocation”. The data consist of a corpus of 65 essays on the topic “The Nauryz Holiday” written by 25 secondary school students (12,500-14,000 words in total). The essays were annotated manually and analysed using the Error Analysis approach. A total of 94 collocational errors were identified and classified into four categories: lexical substitution (47%), deviations in verb-noun combinations (24%), errors related to first language influence (18%) and errors in adjective-noun combinations (11%). The analysis shows that grammatical accuracy and collocational competence diverge. The findings provide an empirical basis for improving L2 Kazakh curricula, lexicographic resources and teacher training.

коллокационные ошибкикорпус учащихсялексическая заменаказахский языкэмпирическая базаcollocational errorsLearner corpuslexical substitutionKazakh languageempirical basisСтатья подготовлена в рамках проекта программно-целевого финансирования Комитета науки Министерства науки и высшего образования Республики Казахстан ИРН №BR24993244 «Совершенствование национального корпуса казахского языка как мегапроекта Smart-текстов и основы казахоязычного искусственного интеллекта, разработка его подкорпусов».The article was prepared within the framework of the program-targeted funding project of the Committee of Science of the Ministry of Science and Higher Education of the Republic of Kazakhstan IRN BR24993244 “Improving the National Corpus of the Kazakh Language as a Mega-project of Smart Texts and a Basis for Kazakh-language Artificial Intelligence, and Developing its Subcorpora”.ReferencesБолғанбаев Ә. Қазақ тіліндегі синонимдер. – Алматы: Ғылым, 1970. – 214 б.Alonso Ramos, M. 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The authors declare that there are no conflicts of interest present.