Abstract

There remain various linguistic phenomena that have not yet been fully described or discussed in grammars of languages spoken in Eurasia. As one such phenomenon, this paper examines a typologically unique type of direct object marking in transitive clauses in Tundra Yukaghir (Siberia, Yukaghir language family), namely transformative-essive objects. Based on a detailed analysis of corpus data, this paper demonstrates that (1) this non-canonical object marking is licensed when the direct object is a semantically “effected object” (Fillmore 1968) in a broad sense and when the object NP includes a beneficiary indicated either by a pronominal modifier or by a possessive suffix, and that (2) the use of the transformative-essive case for objects has plausibly been derived from its use in result roles (e.g., with the verb “make”) or as a secondary predicate. The analysis further shows that this construction is not marginal but is systematically attested in natural discourse, thereby constituting an integral part of the argument-marking system of the language. In addition, the paper argues that transformative-essive objects emerged under the influence of Ewen (Tungusic language family), one of the contact languages of Tundra Yukaghir, which uses the designative case for direct objects under similar structural conditions.

Abstract

Foreign language teaching is often described in terms of grammar, vocabulary, and methodology, but in practice, it is deeply influenced by who the learners are and where they come from. This study looks at the linguistic and sociocultural dimensions of foreign language learning by comparing Kazakh, Turkish, Russian, and Uzbek learners, intending to understand how their backgrounds shape the way they approach a new language. One of the key observations is that learners do not start from zero. They bring with them the structures of their first language, and these strongly affect how they understand and produce the target language. For example, students from Turkic language backgrounds—Kazakh, Turkish, and Uzbek—often benefit from structural similarities, which can make certain aspects of learning feel more intuitive. At the same time, these similarities can sometimes lead to overgeneralization. Russian-speaking learners, on the other hand, tend to face different challenges due to greater grammatical differences, particularly in sentence structure and verb usage. The study is informed by well-known theories in second language acquisition, including contrastive analysis, interlanguage, and sociocultural theory. However, rather than focusing only on theory, it connects these ideas to what actually happens in the classroom. Learners are seen as active participants who build their own “in-between” language system as they progress. This process is not simply about making mistakes, but about experimenting, adjusting, and gradually gaining control over the new language. Another important dimension is the role of educational culture. Students who come from more traditional, teacher-centered systems often show strong accuracy in controlled tasks but may hesitate when asked to speak freely. In contrast, those who are used to more interactive learning environments tend to communicate more confidently, even if their language is less precise at early stages. Motivation also plays a significant role. Learners who clearly see the relevance of the foreign language to their academic or professional goals are generally more persistent and engaged. Without this sense of purpose, progress can be slower, regardless of linguistic background. Overall, the study suggests that effective language teaching requires more than a one-size-fits-all approach. Teachers need to be aware of both linguistic differences and sociocultural expectations in order to create supportive and meaningful learning environments.

Abstract

Multimedia Corpus of Modern Spoken Kazakh Language (MCSKL) can offer a valuable resource for corpus-informed language teaching. Data-driven learning (DDL) approaches, such as the use of concordance lines, enable the development of pedagogical and teaching materials, including classroom activities and assessments, based on natural and spontaneous spoken language. By providing access to naturally occurring language, the corpus includes real-life expressions and regional variation. Exposure to such data supports learners in understanding how Kazakh is used in everyday communication. Furthermore, the MCSKL corpus allows educators to integrate authentic dialogues and conversational data into class materials. This enhances contextualized learning, where grammatical structures are acquired through meaningful usage rather than in isolation. Such an approach enhances learners’ ability to interpret and apply linguistic forms in real communicative settings. This paper demonstrates how data-driven methods can be effectively employed in teaching Kazakh grammar, arguing that authentic corpus examples significantly enhance the language learning experience.

The study is particularly relevant given the research gap in the area of corpus application in Kazakh language teaching. MCSKL helps address this gap by offering up-to-date, context and culture rich language materials. In contrast to traditional textbooks, which often rely on decontextualised examples, corpus-based materials demonstrate actual language use and are therefore more applicable to everyday communication. This authenticity not only improves linguistic competence but also increases learner engagement and motivation.