ISSUES OF DETERMINING A LEXICAL MINIMUM FOR THE ELEMENTARY LEVEL

This article investigates the identification of essential lexical units necessary for elementary-level instruction in the Kazakh language at the university level, in accordance with state language proficiency standards. To achieve this objective, textbooks designed for A1-level instruction at universities are analyzed, with particular attention given to the frequency of 800 lexical units. The study further evaluates the lexical minimum required for Kazakh as a foreign language to ensure its alignment with the competencies that students are expected to acquire at the initial stage of language learning. Additionally, both theoretical and practical foundations are refined to align with established language standards. The primary aim of this research is to determine the fundamental lexical units essential for elementary-level proficiency in the Kazakh language through a systematic analysis of educational materials used at the A1 level in university settings. The study addresses the issue of defining a lexical minimum in university textbooks, assessing the frequency and thematic distribution of 800 lexical units critical for developing proficiency at the elementary level. Moreover, the research identifies the challenges students encounter in acquiring specific vocabulary, proposes effective solutions, and recommends updates to the lexical minimum. The research methodology incorporates data collection, lexical analysis, frequency analysis, and thematic analysis. The practical significance of this study lies in its capacity to identify the most fundamental and frequently used lexical units, ensuring their inclusion in educational materials. This, in turn, facilitates the development of students’ communicative competencies and serves as a foundational resource for the creation of high-quality textbooks and instructional materials. The issue of the lexical minimum in university textbooks has not been addressed until now. This article aims to fill this gap and helps provide learners with specific language material. During the research, methods such as data collection, lexical analysis, frequency analysis, and comparative analysis were used. The research results and main recommendations will make it possible to identify the most essential and frequently used lexical minimum that should be included in educational materials, as well as help develop the necessary communicative skills in students. This will serve as a guideline for the development of high-quality textbooks and teaching aids.