The Linguoculturological Approach to Teaching Russian through the Prism of Culturally Marked Vocabulary of Kazakh Music

Abstract

The article is devoted to the study of culturally marked vocabulary of the Kazakh musical tradition in the context of teaching the Russian language. The relevance of the topic is determined by the need to integrate a linguoculturological approach into the teaching process, which contributes to the formation of intercultural competence and a deeper understanding of cultural realities among students. The aim of the study is to identify the influence of culturally marked vocabulary associated with Kazakh national music on the motivation and effectiveness of learning the Russian language. The research analyzes the key concepts of Kazakh musical culture — “küy”, “dombra” and “zhyrau” — as linguocultural phenomena that have no direct equivalents in other languages and reflect the national worldview. The methodological basis of the study relies on comparative, semantic, and discourse analyses, as well as content analysis and a questionnaire survey conducted among students with different languages of instruction. Fifty students participated in the study. The study was carried out in accordance with the ethical principles of scientific research, ensuring the reliability and objectivity of the obtained data. The results showed that acquaintance with culturally marked vocabulary of the Kazakh musical tradition significantly increases students’ motivation, contributes to the development of intercultural communication skills, and deepens the understanding of linguistic meanings. It was established that the use of such elements in the educational process creates a positive emotional background, facilitates the perception of Russian vocabulary, and promotes effective assimilation of the learning material. The analysis of respondents’ answers confirmed the existence of universal emotional codes related to the perception of music, regardless of cultural affiliation. The scientific value of the study lies in substantiating the role of culturally marked vocabulary as an effective tool for teaching the Russian language in a multicultural environment. The practical significance of the work consists in the possibility of applying the obtained results in the development of educational materials and methods of teaching Russian that take into account the culturally specific component.

Keywords: culturally marked vocabulary, Kazakh musical tradition, linguoculturology, intercultural communication, Russian language teaching methodology, ethnocultural specificity.