EURASIAN JOURNAL OF APPLIED LINGUISTICS

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Formation of a Bilingual Personality Through Teaching Speech Expressiveness Through Phraseological Units

Marat Ryskulov
Zhetysu State University named after I. Zhansugurov Almaty, Kazakhstan.
Zhumaziya Abdrakhmanova
Atyrau University named after H. Dosmukhamedov, Atyrau, Kazakhstan
Aigul Yeleuova
Atyrau University named after H. Dosmukhamedov, Atyrau, Kazakhstan
Nazyken Yegizbayeva
Al-Farabi Kazakh National University, Almaty, Kazakhstan
Kulyash Yensebayeva
Sarsen Amanzholov East Kazakhstan University, Oskemen, Kazakhstan.
Akmaral Bissengali
A. Baitursynuly Institute of Linguistics, Almaty Kazakhstan
Kalamkas Kalybekova
Karaganda Technical University named after Abylkas Saginov, Karaganda, Kazakhstan.
Keywords: Phraseology, Speech Expressiveness, Bilingual Personality, Linguistic Personality, Communicative Skills, Cognitive Approach, Kazakh Language. ,

Abstract

Phraseological units represent one of the most essential components of linguistic communication, and without the ability to use them appropriately, it is impossible to ensure a high level of speech culture. This study addresses the issue of developing a bilingual personality through the enhancement of speech expressiveness based on phraseological units. It provided a scientific rationale and developed a methodology for the formation of a bilingual personality by fostering expressive speech skills through the use of Kazakh phraseological units. This study was based on the implementation of an elective course that included a system of exercises designed to teach phraseological units in the context of textual activity. The instructional process was built upon a cognitive-communicative approach, incorporating anthropocentric, axiological, and cross-cultural methods of analysis. The study was conducted among middle school students in Kazakh-language schools operating in bilingual environments. The selection of phraseological material was guided by criteria of semantic relevance, cultural markedness, and situational appropriateness. The findings include a classification of phraseological units based on their functional-semantic and stylistic features; preparing a set of tasks and exercises to foster expressive speech; and finding effective means of teaching speech expressiveness through phraseology in the context of developing a bilingual personality. The study recommends integrating a phraseological component into school textbooks and curricula as a means of developing expressive speech; supplementing instruction with contrastive analysis of Kazakh and Russian phraseological units; expanding experimental research to include other language pairs; and using multimodal psychotechnical exercises to deepen students' perceptual and speech awareness.