THE MENTAL FRAMEWORK FOR INSTRUCTING KAZAKH WORD FORMATION IN UNIVERSITIES

Abstract

The article seeks to analyse the linguistic and cognitive aspects of the Kazakh language that should be mastered by learners. The article presents a cognitive model of teaching linguistic aspects (in particular, word formation) of the Kazakh language on the framework of certain principles, modern approaches and theories of teaching.  In order to determine the initial readiness for teaching the Kazakh language in higher education on the basis of the developed cognitive model, observation and questionnaires were applied. In the ongoing research we came to the comprehension that the university educational process has a considerable resource for the forming of the preparedness for teaching Kazakh linguistics in higher education. The special function of the general literary language in teaching the cognitive model of word-formation categories in higher education institutions, reflected in the research materials, is to demonstrate the cognitive nature of scientific language, the second function is to clarify the definitions and content of some ethnographic concepts, the third function is to demonstrate the emergence of new words and their definitions. The process of word formation takes into account the direct continuity of the meaning of a word with the content of science; in turn, the content of science, which gives origin to its form, is considered from the perspective of the dependence of the content of science on itself. By means of this, the research paper has demonstrated that the primary requirement for word formation is the efficiency of teaching areas of language development to new cognitive models derived from science and technology.