Ethno-Cultural Cognition in Teaching the Kazakh Language: Spatial Relations

Language and cognition, perception and analysis are
the results of а human nature and the universality of the
language as a cognitive tool. The number of typological, areal
and genealogical factors can determine the features of the
language-cognition at the intersection of social relations,
semantic units, and their functionality. It reflects the shape and
content. Conceptual category of any language platform
combines both framing the content and structure of the model.
Thus, the cognitive-conceptual basis of linguistic material forms
is the paradigm of conceptual imagery and susceptibility, which
create an imagination and fancy of language learners. This
format not only compliments of the inner and the outer shell of
nominative units but also helps us to understand their
functionality and pragmatism through traditions and values, to
envision a special trait of thoughts. Today, a cognitive paradigm
in language function is accumulative. Since is a complex of
knowledge, experience, and memory. Spatial relations in the
Kazakh language are also given many features where space is
considered as a category of ideas and knowledge about it,
composed on the basis of certain words and language
combinations. The sample for the analysis of the linguistic
material is structured in terms of a social, psychological and
cultural section. We draw on ethno-cultural cognition in
teaching the Kazakh language for deeper understanding the
mentality and values of the Kazakh people with disclosing their
inside world. The specific content of a language teaching
procedure can enrich and expand student’s interaction with
ethno-cultural outputs and consequences. The Kazakh language
spatial relations characterize the main structural layer of the
connection between the human mind and space.