The Significance of the Lexical-Grammatical Minimum in Teaching Kazakh at the A2 Level

Abstract

This study explores the methodological effectiveness of an LGM-based textbook designed for A2-level learners. The relevance of the research stems from the shortage of systematic, standardized educational resources despite the growing demand for Kazakh language acquisition. To address this gap, the study analyzes the practical effectiveness of a textbook developed on the basis of LGM structure and content. The objective of the research is to assess the content, structure, and methodological features of the A2-level LGM-based textbook and to evaluate its effectiveness through a comparative analysis with an alternative textbook. The study employs methods such as comparative analysis, experimentation, surveys, and both qualitative and quantitative analyses. The research was conducted in language training centers across the Akmola, Kostanay, North Kazakhstan, and Karaganda regions, as well as in the city of Astana, involving 14 instructors and 179 learners. The findings indicate that the structure of the LGM-based textbook is systematic, its content is accessible, and its exercises are fully aligned with the learners’ proficiency level. Assignments oriented towards communicative situations were found to have a positive impact on the development of core language skills, including speaking, writing, reading, and listening. The results of the study contribute theoretically to the advancement of language teaching methodologies and practically to the design and implementation of effective educational materials. Furthermore, the outcomes emphasize the critical role of the LGM framework in Kazakh language instruction and lay the groundwork for future initiatives in its standardization and systematization.