The article considers Arabic and Persian borrowings in the lexical fund of the Kazakh language not only from the lexical perspective, but also as indicators of civilizational, spiritual-cultural, historical-intellectual, and religious influence. The indicative potential of Arabic and Persian words is identified, and their positive and negative impact in written practice is revealed, not only as borrowed units but also as indicators of specific social, cultural, historical, and linguistic phenomena. In the course of the research, the definitions and features of the use of the terms “indicator” and “indicative potential” in linguistics were clarified and systematized on the basis of the works of foreign scholars, and new conclusions regarding their application to Arabic and Persian words were proposed. The article analyzes the functions of Arabic and Persian borrowings in the Kazakh language as indicators of religious-spiritual, cultural-ethical, socio-historical, stratificational, educational, scientific, national-value, and literary-linguistic processes. On the basis of concrete examples, it is demonstrated that these words possess indicator significance. Since the indicator is not only a marker but also a category describing the state of a certain linguistic situation, the article analyzes the positive and negative influence of the indicative potential of Arabic and Persian words in the Kazakh language. Furthermore, it is shown that in the modern period Arabic and Persian elements in the language, through medialect, exert an influence on the transformation of codified language norms.

This article examines the lexical paradigms of the Old Uyghur and Kazakh languages. Homonyms, synonyms, and antonyms of the two related languages – ancient and modern – are compared, and their similarities and differences are analyzed. The article aims to determine the use of homonyms, synonyms, and antonyms used in the Old Uyghur language in modern Kazakh, as well as to identify historical words that have survived to the present day through a comparison of the lexical paradigms of the two languages. The relevance of this article lies in the fact that a systematic review of the Kazakh and Old Uyghur languages, devoted to the homonym-synonym-antonym paradigms, has not yet been conducted in the Kazakh language. For example, in G. Aidarov's book “The Language of Ancient Uyghur Written Monuments,” published in 1991 and written in Kazakh, the issues of homonyms, synonyms, and antonyms were considered only in general terms. The article uses sentences from one of the written monuments of the Old Uyghur language, the sutra “Säkiz Yükmäk Yaruq”, as an example. The article uses comparative, comparative-historical, analytical, translation, and grouping methods. To achieve the goal of the article, the set tasks were accomplished and the following results were obtained: 1. Similar lexical paradigms in related languages were identified and grouped; 2. Similarities in historical words used in both languages were analyzed; 3. The reasons for significant changes in words in personal and semantic terms were determined. The Old Uyghur language is an important direction of the Turkic written tradition, and its data are especially valuable for a comparative understanding of the history of the Kazakh language. Therefore, this article has great practical and theoretical significance. It can be used as an auxiliary teaching aid on the history of the Kazakh language and the Old Turkic languages.

The article deals with the aspects of the study of the proper name, its multifaceted essence, various functions, connection with various extra-linguistic factors. The paper also identifies promising directions for further research in the field of onomastics of Turkic epic. The review is based on the analysis of scientific literature devoted to the onomastics of folklore texts. The methods of comparative-historical, structural-semantic, cognitive and ethnolinguistic analyses are used. Attention is paid to both classical studies in the field of onomastics and the latest publications reflecting modern trends in the study of epic names. Semantic, structural and functional features of proper names are defined, and their role in the formation of epic narrative and ethno-cultural identity is analysed. It is pointed out that at the functional-pragmatic aspect of the study of proper names in the works of Kazakh heroic the parameters of folklore onomastic space are determined, i.e. the categories (classes) of proper names functioning in the text of the epic are revealed, their quantitative and thematic composition is established, their main specific features are determined. The authors note that the modern linguistic paradigm is characterised by an interdisciplinary approach to the study of linguistic phenomena, which opens new perspectives for the analysis of the onomastic space of epic works. The practical value of the work lies in the fact that the study of proper names in Kazakh heroic epic is an important direction of scientific research, which allows not only to deepen the understanding of linguistic and cultural features of Turkic peoples, but also contributes to the preservation of their unique heritage.

The article examines in detail the etymology and stylistic function of obsolete words in Kazakh paronyms. The study examines the nature of obsolete words, the peculiarities of their use in a literary text, and the pragmatic trends preserved in proverbs and sayings as a permanent part of oral folk literature. The article pays special attention to the etymology of obsolete words in paroemias and their functioning in the language, as well as demonstrates their skillful use for artistic and aesthetic purposes. At the same time, the etymology of obsolete words, their place in the language system, their structural features and semantic changes are proved by concrete examples. The theoretical basis of the article is the works of Kazakh scientists G. Kaliyev, A. Bolganbayev, A. Qaidar, R.Syzdyq, Zh. Mankeyeva, S. Sarybayev, A. Yskakov, A. Salqynbai, R. Avakova and others. The article pays special attention to the etymology of obsolete words in proverbs and their existence through language, demonstrating their skillful use in parodies for artistic and aesthetic purposes. In this context, it is proved that obsolete words are not only a linguistic element of vocabulary, but also an expression of the national spirit and historical memory. The article comprehensively describes the artistic possibility of language, its potential in conveying the national worldview, revealing the stylistic essence of obsolete words. The results of the study are an important linguistic and cultural material for such areas of Kazakh linguistics as paremiology, stylistics, historical lexicology and phraseology. The article is an auxiliary material that can provide a direction for research on the etymology of obsolete words and the study of the national linguistic heritage.

This article explores the national and cultural specificities of the concept of “happiness” in Kazakh and English through a comparative linguocultural and cognitive analysis. The research is grounded in a qualitative paradigm and aims to uncover the relationship between language and culture, as well as the unique features of national worldviews. The main objective is to identify the conceptual structure, semantic field, metaphorical models, and national-cultural representations of the notion of “happiness” in both languages. The analysis includes three main components: an etymological overview, a linguocultural examination based on paremiology and set expressions, and the interpretation of data from a semistructured survey. Paremiological analysis shows that in Kazakh, “baqyt” is often portrayed as a gift or blessing that comes from outside (“the bird of happiness”, “fortune shines”), while in English, “happiness” is typically viewed as a state resulting from personal action and choice (“Happiness is a choice”, “Happiness blooms from within”). The metaphorical models associated with happiness in Kazakh include “light”, “bird”, “blessing”, and “gift of fate”, whereas in English, the metaphors revolve around “path”, “flower”, “light”, “choice”, and “product”. The survey was conducted in Almaty and East Lansing, with responses from 30 Kazakh-speaking and 30 English-speaking participants. The interview questions focused on the personal and cultural perceptions of happiness. The semantic dominants, motivational characteristics, and cultural associations of the concept differ significantly between the two languages. The methodological framework of the study includes interpretive-phenomenological analysis, conceptual metaphor theory, as well as comparative and discourse-based linguistic approaches. The research material consisted of data from literary texts, proverbs, idioms, and natural discourse. The entire text and survey response data were plotted with Python in the Jupyter Notebook.

Currently, artificial intelligence (AI) and natural language processing significantly influence the development of modern technologies. AI offers opportunities to improve efficiency, save time, and optimize work processes across various fields. In recent years, the use of AI in education, particularly in language learning, has become widespread. The relevance of this study lies in the fact that, in the era of globalization, improving language learning through modern technological solutions is both important and promising. AI enables the development of adaptive curricula tailored to learners' proficiency levels, enhances learning efficiency, provides interactive educational materials, automates assessment of language skills, and increases motivation. This study explores approaches to developing a model for an integrated platform for learning the Kazakh language using AI. The aim of the study is to design an integrated platform model that supports the simultaneous development of language proficiency and flexible skills (soft skills) when teaching Kazakh in a translingual context using the generative capabilities of AI. To achieve this aim, existing AI-based platforms were analyzed, the scientific and methodological foundations of the translingual approach were defined, and the architecture of the proposed model was designed. The scientific novelty of the research lies in analyzing network platforms that utilize AI to identify optimal applications and in developing and proposing a platform model designed for second-language acquisition in a translingual framework by fostering flexible skills and comparing the target language with the native language. The study includes a comparative analysis of the advantages and limitations of educational applications such as Course Hero, Gradescope, Cognii AI, Socratic, and Praktika AI. The findings indicate that Cognii AI and Praktika AI are the most effective for meeting learners’ needs. The practical significance of the study is that its results may be useful for educators, specialists, and developers of AI-based online platforms and may serve as a guideline for integrating such technologies into language education. The study proposes implementing a translingual approach through AI-based learning platforms, enabling learners to develop communication, critical thinking, and emotional intelligence by comparing the native and target languages.

The article discusses the role and functions of the technology of step-by-step complex analysis in the compilation of morphological markup of Abai's poems. The article provides a step-by-step comprehensive analysis of the morphological features of the words in Abai Kunanbayev's poem “Құлақтан кіріп бойды алар” (Penetrating the soul through hearing). To achieve this goal, the following research objectives are set: the features of the step-by-step structure analysis are analyzed. The features of the morphological analysis of Abai's poems using the “simplification” method are also considered. It is noted that the technology of step-by-step complex analysis is aimed at the formation of students' skills in correct pronunciation, literate writing, assimilation of the sound and verbal composition of the Kazakh language, grammatical structure and norms of the literary language. An excerpt from Abai Kunanbayev's poem is presented. The special features of the analysis of the word “my mood” in the poem based on the author's technology are considered. The composition of the word “my mood” is determined, the morphological features characteristic of this word are highlighted. Definitions characteristic of the main and single root are given. General and categorical grammatical meanings of this word are determined using the technology of stepby-step complex analysis. The features of the analysis of the poem by the method of addition to a monostich are shown in a special diagram. The necessity of digital processing of Abai's poems is discussed. Modern technologies open up wide opportunities for studying, analyzing, processing Abai's works and obtaining statistical data. The importance of Abai's legacy in replenishing the National Corpus of the Kazakh language is noted, and the features of modeling his poems using corpus technologies are considered.

The article addresses the issues of prosodic and orthophonic norms in the speech synthesis of the Kazakh language. Currently, there is a growing need to develop and improve speech synthesis for the Kazakh language. This need is linked to the rapid development of modern technologies and artificial intelligence, which has stimulated relevant research. The article emphasizes the importance of improving speech synthesis, as well as the need for accurate reading by announcers in accordance with orthophonic norms and the precise conveyance of prosodic features. For the study, a 62-page text from the 11th-grade “Kazakh Literature” textbook was used. The text examines phonetic phenomena such as segmentation into syntagms, harmony of vowels and consonants, agreement between roots and affixes, changes between rhythmic groups, assimilation, dissimilation, reduction, variation, and elision, all in accordance with orthophonic norms. In addition, to ensure natural speech synthesis in accordance with orthoepic and prosodic norms, an algorithm was developed to describe sound changes within words, at word boundaries, and between rhythmic groups, and the text was annotated with prosodic markup. The educational material was subjected to prosodic analysis, during which eight intonemes characteristic of the Kazakh language and described by academician Z.M. Bazarbaeva were used.

This article investigates the identification of essential lexical units necessary for elementary-level instruction in the Kazakh language at the university level, in accordance with state language proficiency standards. To achieve this objective, textbooks designed for A1-level instruction at universities are analyzed, with particular attention given to the frequency of 800 lexical units. The study further evaluates the lexical minimum required for Kazakh as a foreign language to ensure its alignment with the competencies that students are expected to acquire at the initial stage of language learning. Additionally, both theoretical and practical foundations are refined to align with established language standards. The primary aim of this research is to determine the fundamental lexical units essential for elementary-level proficiency in the Kazakh language through a systematic analysis of educational materials used at the A1 level in university settings. The study addresses the issue of defining a lexical minimum in university textbooks, assessing the frequency and thematic distribution of 800 lexical units critical for developing proficiency at the elementary level. Moreover, the research identifies the challenges students encounter in acquiring specific vocabulary, proposes effective solutions, and recommends updates to the lexical minimum. The research methodology incorporates data collection, lexical analysis, frequency analysis, and thematic analysis. The practical significance of this study lies in its capacity to identify the most fundamental and frequently used lexical units, ensuring their inclusion in educational materials. This, in turn, facilitates the development of students’ communicative competencies and serves as a foundational resource for the creation of high-quality textbooks and instructional materials. The issue of the lexical minimum in university textbooks has not been addressed until now. This article aims to fill this gap and helps provide learners with specific language material. During the research, methods such as data collection, lexical analysis, frequency analysis, and comparative analysis were used. The research results and main recommendations will make it possible to identify the most essential and frequently used lexical minimum that should be included in educational materials, as well as help develop the necessary communicative skills in students. This will serve as a guideline for the development of high-quality textbooks and teaching aids.