MASTERING KAZAKH VOICE FORMS AS A SECOND LANGUAGE THROUGH A COMMUNICATIVE APPROACH

Abstract

This article examines the use of the communicative teaching method during the instruction of verb voice forms (diathesis) in a university setting. The relevance of the topic stems from the need to enhance students’ communicative competence in the context of modern multilingual education and to overcome the limitations of traditional grammar-focused teaching approaches. The study employed a pedagogical experiment with control and experimental groups of university students. The experimental group received instruction on Kazakh verb voice forms (e.g., reflexive, reciprocal, passive, causative) through communicative tasks and interactive activities, whereas the control group was taught using conventional lecture and exercise methods. Comparative analysis of the results supports the hypothesis that communicative methodology significantly improves the mastery and practical usage of voice forms. Students in the experimental group demonstrated a greater ability to correctly and fluently use various voice forms in context, with noticeably higher motivation and participation, compared to the control group. Based on these findings, the article concludes that incorporating communicative techniques into teaching grammar at the tertiary level is effective for developing both accuracy and communicative fluency. The proposed approach can be applied in practice for curriculum design and teacher training, and it offers potential for further research in improving grammar teaching strategies.