EXPERIENCE IN TEACHING THE HISTORICAL SYNTAX OF THE KAZAKH LANGUAGE THROUGH THE TEXT “GULISTAN BIT-TURKI”

Abstract

The article discusses the methodological potential of using the fourteenth-century written monument “Gulistan bit-Turki” in teaching historical syntax to future philologists. The purpose of the study is to describe the content, stages and learning outcomes of a text-based methodological model. The research material includes twelve sentences from the epilogue of the monument, A. Seitbekova’s transcription, and the final test results of 22 students. The results show that students successfully identify complex sentence models, vocative constructions and the function of historical conjunctions, while they face difficulties in analysing the internal syntactic relations of phraseological units, object relations marked by historical case forms, and the semantic boundary between coordination and subordination. The article proposes a four-stage teaching technology: diagnostic orientation, lexical-grammatical preparation, syntactic analysis and modelling, interpretation and reflection.