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Item Open Access IMPORTANCE OF PROVERBS IN LANGUAGE LEARNING(Suleyman Demirel University, 2015) Zhanzakova G.M.This article shows the importance of proverbs for language learners. Proverbs play important role in language. They give clarity, expressiveness to the speech. Nowadays, teachers make some mistakes in using proverbs during the class. Also, to study the proverbs and find differentiation and similarities between two non-related languages, to distinguish the cultural features in every language are the most important point for teachers. The significance of this work lies in the fact that the problems of communication of cultures and people are intensively studied in relation to the increasing importance of knowledge of foreign languages.Item Open Access Teams-Games-Tournaments (TGT) Method of Cooperative Learning(Suleyman Demirel University, 2011) Bermaganbetov G.This article discusses the Teams-Games-Tournaments (TGT) method as an effective strategy within cooperative learning. TGT engages students in structured group activities where games serve as tools to promote collaboration rather than competition. The method includes several cooperative game types such as “Who Am I?”, matching activities, sequence tasks, and movement-based games. These games encourage students to interact positively, develop questioning skills, follow rules, and support one another academically and socially. Because players are not eliminated and must communicate with many classmates, TGT activities help build cooperation, inclusiveness, and engagement for learners of different ages and abilities. The article highlights how these games can be adapted to various subjects and grade levels, creating a collaborative classroom environment that enhances learning outcomes.Item Open Access The advantages of using smartboards to teach geometry lesson of 10. grade students(Suleyman Demirel University, 2011) Ahmet ÇakırThe aim of this assay is to analyse the results of using smartboard in geometry lessons of 10. grade students. By looking at the results of experiment I will explain the advantages and disadvantages of using smartboards. To investigate the advantages of using smartboards in geometry lessons I made an 8 week experiment in Almaty Kazakh Turkish High School for Girls. In the experiment there were two homogenous groups of students. In one of the classes, which was my experimental group. I used smartboard and teach Vectors unit, in the second group, that was control group, there were no smartboard, by using only blackboard I explained the Vectors. Both of the groups wrote a pre-test at the beginning of the unit. At the end of experiment both of the groups wrote a post-test. Also I used sample t-test to determine whether there was a significant difference between the means. In the experiment there were 40 students that were similar in age, knowledge, performance and ability. As a result of the experiment there were a significiant difference between the means of exams of the groups. Experimental group made a better average from the post-test and other small exams. After 1 month I made a permanence test and check the results. The results show that the students in experimental group remember the topics more than the students in control group. That shows the advantage of using smartboard.Item Open Access CHALLENGES FACED BY HIGH SCHOOL STUDENTS IN PREPARING FOR THE ENGLISH EXAM AT UNT IN KAZAKHSTAN(SDU University, 2025) Aigerim Anuarbekova; Mehmet Ali YaylacıThis study examines some primary challenges faced by 11th-grade students at Dostyq School in Kazakhstan as they get ready for the English section of the Unified National Testing (UNT). From semi-structured interviews of 15 students, a few themes that recurred emerged. Participants reported many difficulties with vocabulary acquisition, reading comprehension, and grammar, which they identified as definite barriers to achieving high scores. Exam-related stress was also of important concern, with many students expressing feelings of anxiety and pressure leading up to the test. Some students considered preparing for the IELTS exam, with the possibility of converting IELTS scores into UNT points, while feeling unprepared in terms of time and language skills. Many students relied upon external support, such as several private tutors, multiple group courses, or diverse online platforms, including Juz40, EDUCON, KURSANT, and YouTube. However, many people noted that these resources frequently lacked some personalized guidance that they needed. They required this guidance to address their particular weaknesses. Students highlighted the emotional strain from parental expectations, in addition to academic challenges. These findings suggest a need for much more accessible as well as tailored preparatory materials, in addition to stronger emotional together with motivational support systems that better equip students for the demands of the English UNT.Item Open Access Remarks on weak o-minimality(Suleyman Demirel University, 2008) Kudaibergenov K. Zh.This paper investigates several necessary and sufficient conditions for weak o-minimality in expansions of linearly ordered structures. Building on earlier results, we provide a simplified proof of the main theorem of Kulpeshov, which characterizes weak o-minimality in terms of convexity of realizations of types. Additionally, two further equivalent conditions for weak o-minimality are established, involving types containing cuts and convexity properties of definable sets. A new, more conceptual proof of Pillay and Steinhorn’s characterization of full o-minimality is also presented. Furthermore, we examine weakly o-minimal ordered rings and show that every weakly o-minimal Archimedean ordered ring is necessarily a real closed field. This result follows from structural properties of definable subgroups in weakly o-minimal groups and known criteria for ordered fields. Overall, the paper clarifies foundational connections between weak o-minimality, type spaces, and definable order structures.Item Open Access STUDENTS’ PERCEPTIONS OF TEACHERS’ CODE-SWITCHING IN ENGLISH MEDIUM INSTRUCTIONS CONTEXT(SDU University, 2025) Yekaterina Nam; Davronzhon GaipovEnglish Medium Instructions (EMI) is a system that has become commonly adopted by numerous universities, and according to its specific peculiarities, EMI can deliver both opportunities and challenges to the learners. To prevent the challenges, some teachers implement code-switching into their lessons. This study is focused on students’ perceptions of teachers’ code-switching in EMI-context, considering TFL and Engineering students as representatives of students from Humanitarian and STEM faculties. Face-to-face interviews were conducted in this qualitative study. Eight participants: four students from the TFL faculty and four from the Engineering faculty, revealed their perspectives. The collected data was processed in thematic analysis. In conclusion, it was investigated that TFl-students’ perceptions of code-switching appear rather negative, contrasting with Engineering students’ perceptions. It was recommended for teachers to implement either code-switching or translanguaging strategically, in a deliberate manner, taking into account learners’ first languages, thus not leading to the phenomenon of discrimination.Item Open Access Intertextual Effect and Transformation in Bernard Shaw's Pygmalion(Suleyman Demirel University, 2009) Haldun VuralThis article examines intertextuality and transformation in Bernard Shaw's play Pygmalion (1913) through the lens of classical influences, particularly Ovid's Pygmalion from Metamorphoses. Drawing on Julia Kristeva's theory of intertextuality and Bakhtin’s dialogism, the study emphasizes how Shaw reinterprets prior literary texts to address contemporary Victorian social issues. The play demonstrates transformation both in its narrative structure and in character development, exemplified by Eliza Doolittle's social ascent and Professor Higgins' rigid manners. Shaw adapts mythological and classical elements to critique societal norms, gender hierarchies, and class disparities. Intertextual analysis reveals how Shaw converts the myth of a sculptor enamored with his creation into a social commentary on education, autonomy, and moral growth, transforming both plot and thematic focus. Ultimately, Shaw’s Pygmalion illustrates the dynamic interplay of texts, highlighting the role of adaptation and intertextual influence in creating enduring literary works.Item Open Access On Commutativity of Weakly o-Minimal Lattice Ordered Groups(Suleyman Demirel University, 2012) Verbovskiy V; Tulepbergenova I.A lattice-ordered structure is called weakly o-minimal if every definable subset can be represented as a finite union of convex sets. This paper investigates the properties of weakly o-minimal lattice-ordered groups, extending the notion of weak o-minimality from totally ordered groups to partially ordered lattice groups. We prove that such groups are Abelian, meaning all elements commute, divisible, so every element can be divided by any positive integer, and dense, implying no minimal positive elements exist. These results provide a deeper understanding of the algebraic and order-theoretic properties of partially ordered groups under weak o-minimality, highlighting their structural regularity and foundational behavior.Item Open Access EFL TEACHERS’ PERCEPTIONS OF LESSON STUDY IMPLEMENTATION IN SECONDARY RURAL SCHOOLS THROUGH THE INTERDISCIPLINARY APPROACH(SDU University, 2023) Ichshanova Zh.; Kassymova G.Lesson study approach is widely used in various countries to develop teachers’ pedagogical and instructional knowledge. The purpose of this study is to explore how Kazakhstani EFL teachers perceive the effectiveness of Lesson Study implemented through an interdisciplinary approach. Five EFL teachers from a secondary rural school who were the members of the interdisciplinary group of the Lesson Study participated in semi-structured interviews. The respondents indicated that the Lesson Study through the interdisciplinary approach had significantly improved their pedagogical and instructional knowledge. However, they also indicated that they experienced some challenges in the process, such as time consumption, observation of case students, and support from the administration of school.Item Open Access GENDER ENROLLMENT PATTERNS IN A UNIVERSITY IN KAZAKHSTAN: A 2020-2024 ANALYSIS OF STEM AND NON-STEM DISCIPLINES(SDU University, 2025) Alfira MakhmutovaThis study explores gender enrollment patterns in STEM and non-STEM disciplines at a university in Kazakhstan from 2020 to 2024, examining evolving gender dynamics in higher education. Using longitudinal data on enrollment, gender ratios, and Unified National Test (UNT) scores, the analysis reveals persistent gender disparities. Female enrollment in STEM fields remained stable at approximately 34% throughout the study period, contrasting with higher but gradually declining female participation in non-STEM fields, which decreased from 74.8% in 2020 to 68.9% in 2024. Despite statistical significance in changes across both STEM and non-STEM fields, the practical significance of these shifts is minimal, highlighting the challenges of addressing gender imbalances in STEM. Factors such as cultural norms, limited female role models, and curriculum biases are discussed as contributors to the disparity. This research emphasizes the need for targeted interventions and inclusive policies to foster greater female participation and retention in STEM disciplines. The findings also underscore the economic and societal relevance of equitable education, offering actionable insights for policymakers and educators to promote gender equity in Kazakhstan's higher education system. Ultimately, this study contributes to the broader discourse on gender dynamics in education, particularly in the context of Central Asia.