Abstract
Human beings understand and interpret what is happening around them in their mother tongue. It is a fact that in recent years, language teaching has been given importance as a communication tool. Each language carries out the processes of understanding and explaining, consisting of its own specific structures and rules. In terms of the basic language skills involved in these two processes, the behaviours and methods of language learners and teachers who will ensure that they can use their mother tongue correctly are very important. The historical development of multilingualism in Kazakhstan consists of several stages. Multilingualism has brought with it problems in Kazakh teaching in Kazakhstan. For this purpose, it is important to determine the opinions of classroom teachers about teaching the Kazakh language in terms of word structure, the suitability of the contents of the textbooks, and the qualifications of teachers in language teaching. For this purpose, interviews were conducted with 19 classroom teachers working in Kazakhstan. In this study, the findings obtained using the qualitative research method were analysed in detail. It has been concluded that there are points where the contents of the textbooks are not suitable for the classroom teachers, the methods and techniques they use in language teaching are insufficient and these inadequacies cause problems.
 Keywords: Kazakh, language teaching, method and technique, language, speaking
 
Highlights
The concepts of communication, speech and language are used interchangeably by most people, but these three concepts are different from each other (Bernstein, 2002)
If we look at the linguistic basis of Kazakh language teaching, the exact methodology of teaching Kazakh-derived words is connected with language, linguistics with interactive technologies
In order to identify and solve the problems experienced in Kazakh language teaching, classroom teachers were asked about the methods they used during language teaching and their opinions about the difficulties they experienced
Summary
The concepts of communication, speech and language are used interchangeably by most people, but these three concepts are different from each other (Bernstein, 2002). To take full advantage of this communication tool, it is necessary to learn the complex system (Gökdağ, & Hakan, 2021; Heidari, & Parvaresh, 2021). To facilitate this complex structure, language has been divided into components by linguists. Content, which is one of the components of the language, includes the semantic information of language; On the other hand, usage includes pragmatics (use knowledge) that includes the communicative functions of the language (Acarlar, & Diken, 2019; Topbaş, 2017, Bauman-Waengler, 2016; Tayyebi, 2021). Your pragmatic language focuses on the use and communication processes of the language (Pehlivan, 2021; ASHA, 2021)
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
