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Abstract

This study explores practical approaches to developing academic writing skills among students learning Kazakh as a second language. The research is based on the analysis of the author’s pedagogical experience in the context of academic Kazakh language instruction.

The relevance of the study is determined by the growing importance of academic literacy and proficiency in scientific writing in the Republic of Kazakhstan. This relevance is обусловлена by the integration of national scholarship into the global academic community and by the need to develop Kazakh as a full-fledged language of science. Transforming Kazakh from a language primarily used for translation into a medium for expressing original scholarly thought remains a pressing objective.

Academic Kazakh language courses provide the foundation for academic writing skills, which are further developed in advanced academic writing or professionally oriented (C-level) courses. These courses include extensive written assignments such as essays, written analyses of literary works, and research projects. In preparation for these tasks, students engage in various writing activities, including text analysis, opinion writing, annotated bibliography compilation, abstract writing, and review writing.

The paper proposes a step-by-step instructional model for the development of academic writing skills. The first step focuses on paraphrasing exercises, followed by a transition from reproductive to productive writing at the second step. The third step is aimed at mastering short academic genres such as abstracts, annotated bibliographies, and reviews. The fourth step develops argumentative skills through essay writing. The fifth step involves the completion of a research project, while the sixth step emphasizes text improvement through editing, peer assessment, and feedback. As a result, students acquire an understanding of academic style conventions and the structural features of scientific texts.

The proposed step-by-step model ensures the systematic development of students’ skills, progressing from basic text work to independent academic research writing, and enables academic writing to be organized as an outcome-oriented process within the “Academic Kazakh Language” course.

Keywords: Kazakh as a second language, academic genres, scientific text structure, writing skills development, step-by-step instructional model