An Empirical Study on Level-Based Teaching of Kazakh Analytical Verb Formants to Russian-Speaking L2 Learners

This study examines why long-term instruction in Kazakh as a second language does not always lead to the productive use of analytical verb formants (AVFs) among Russian-speaking adult learners in Kazakhstan. Drawing on N. Oralbaeva's theory of AVFs and the psycholinguistics of second language acquisition (SLA), the research focuses on A2, B1, and B2 levels within the CEFR framework. Employing a mixed-methods approach that includes a diagnostic survey (n = 72), level-based analysis, and frequency characteristics of AVFs, the study identified 15 AVFs organised according to a three-stage teaching model: learning, application, and free production. Additionally, a corpus meta-annotation table based on the National Corpus of the Kazakh Language was proposed. The findings indicate that mastering AVFs extends beyond grammatical proficiency; it necessitates automating intention into linguistic code, which can be achieved through a targeted, level-based methodological system.