METHODS AND TECHNIQUES USED IN TEACHING SOMATIC VOCABULARY

Abstract

The article discusses the methods and approaches used in teaching somatic vocabulary in the Kazakh language. First, the paper focuses on significance of somatic vocabulary as a means of conveying the Kazakh worldview and national knowledge. During the research underlying this article, both scientific and methodological works by domestic and international scholars in the field of cognitive language learning were reviewed. Particular attention was paid to the contributions of prominent Kazakh linguists, including A. Baitursynov and K. Zhubanov, whose work has played a pivotal role in the development of cognitive approaches to language learning. We also analyzed the theoretical contributions of A. Nurzhanova and S. Satenova dedicated to somatic vocabulary. While developing the methodology for teaching somatic vocabulary of the Kazakh language, the authors relied on works based on theories of knowledge and cognitively oriented learning. The article proposes a system of exercises designed to effectively teach somatic vocabulary in a comprehensive manner, incorporating cognitive, pragmatic, and functional aspects, including effective acquisition of somatic vocabulary. In the process of teaching the Kazakh language, particular attention is given not only to grammar but also to the "linguistic image" that reflects the culture, knowledge, and worldview of the Kazakh people, their uniqueness, helping to distinguish them from other ethnic groups. Humans comprehend the surrounding world through familiar and relatable concepts, notably via the figurative meanings of words associated with body parts. By studying the use of these words in a figurative sense, students gain a deeper understanding of the Kazakh value system as well as its spiritual and cultural orientations. This demonstrates that language is not only a tool for communicating thoughts but also a means of transmitting knowledge and experience across generations.