DOCUMENT RESUKE BD 353 810 FL 020 887 AUTHOR Cirtautas, Ilse TITLE Kazakh: Language Competencies for Peace Corps Volunteers in Kazakhstan. INSTITUTION Peace Corps, Washington, D.C. PUB DATE Jul 92 NOTE 159p. PUB TYPE Guides ~ Classroom Use - Instructional Materials (For Learner) (051) EDRS PRICE HFO1/PCO7 Plus Postage. DESCRIPTORS — Alphabet s; Classroom Communication; Competency Based Education; Cultural Context; Cultural Traits; “Daily Living Skills; Dialogs (Language); Fanily Life; Food: Foreign Countries; Government (Administrative Body); *Grammar; Independent Study; “Intercultural Comaunication; Job Skills; Monetary Systems; Non Roman Scripts; Phonology: “Pronunciation; Public Agencies; Transportation; Turkic Languages; *Uncommonly Taught Languages; Vocabulary Development; Volunteer Training IDENTIFIERS *Kazakh; “Kazakhstan; Peace Corps ABSTRACT The text is designed for classroom and self-study of Kazakh by Peace Corps volunteers training to serve in Kazakhstan. It consists of language and culture lessons on 13 topics: personal identification; classroom communication; conversation with a host counterpart or family; general communication; food; money; transportation; getting and giving directions: shopping at a bazaar; reception by a host family; workplace language; medical and health issues; and interaction with officials. an introductory section outlines major phonological and grammatical characteristics of the Kazakh language and features of the Cyrillic alphabet. Subsequent sections contain the language lessons, organized by topic. ack lesson consists of a prescribes competency, a brief dialogue, vocabulary list, and grammatical and vocabulary notes. Many sections also contain cultural notes, appended materials include a translation of the dialogues, glossary, word List, and brief bibliography on Kazakh language, history, and Literature and culture. (MSE) Sei oR A RASS AR I AD SOT DSSS III IIIT * Reproductions suppiied by EDRS are the best that can be made = * from the original document. * [Hei IR do IO TE DOT TA DARI IIIS TI II IIFL 920 Fr ED353810 Kazakh Language Competencies for Peace Corps Volunteers in Kazakhstan by Ilse Cirtautas 1992 BEST COPY AVAILABLE.”PEACE CORPS OFTHE UNITED STATES DIRECTOR Dear Peace Corps Volunteer in Kazakhstai This Kazakhstan language text is a very important tool for properly preparing Peace Corps Volunteers for service in Kazakhstan. Your time of service in Kazakhstan will be of great benefit to the people of that vast and historic land. Knowing the language is of course a key element in our programs everywhere and I hope that you keep this text with you for quick and easy reference at all times. This text is designed to put you at case in the Kazakhstan culture by making you as conversant as possible, as rapidly as possible, with the most immediate and day-to- day kinds of language situations you are apt to encounter in your tour in Kazakhstan. I would like to take this opportunity to thank each of you for your service to Peace Corps, the people of Kazakhstan and the people of the United States. Your gift of yourself is truly appreciated. Sincerely, I [ek - Elaine L. Chao 990) ke orth Ere tt NeW Wino Ha GE ONN@ @Di Cm | o|0 le 216PEACE CORPS OF TNC UNITED STATES Acknowledgments This book is one of five Peace Corps language tex:s prepared under the supervision of Nancy Clair in mid-1992. It is hoped that this draft will be helpful in the initicl language training for Volunteers in Kazakhstan, Most language text books take years to complete; this text was planned, written, and printed in less than four months. Working at a great distance from the country where this language is to be learned and spoken by the Volunteers, the authors have gone to great lengths to provide authentic language and as much useful explanatory material as possible. The book will certainly benefit from revisions, additions, and improvements in subsequent editions, but we are proud to have this volume ready for use by the first group of PCVs to serve in Kazakhstan, It is the result of work not only by the author, but also by Nancy Clair and staff at Peace Corps Washington headquarters, especially, Toni Borge and Janet Paz- Castillo, Training Officers for PACEM. The textbook project was initiated by PACEM Regional Director, Jerry Leach. 1 have been responsible for editing the English prose and providing technical support. Douglas F. Gilzow Language Training Specialist Office of Training and Program Support July 1992 1990 K STREET N.W. WASHINGTON, 0.C. 20526 4 aPreface This book is intended to be used in a competency-based language training program, A competency-based approach to language training is ‘one which focuses on the specific tasks that learners will need to accomplish through language. This approach focuses not only on language, but also on the cultural context and purpose of the communication. Some competencies are closely tied to work tasks, such as reporting an absence, explaining a procedure, or making an appointment with a supervisor. Others reflect basic survival needs like buying food, handling emergencies, and using loca! transportation. Still other competencies are part of ordinary social transactions, such as discussmg home and family, requesting clarification, or expressing likes and dislikes. The competencies included in this book are those which we anticipate Peace Corps Voiunteers will need most during their initial months in the country. The competency-based approach is particularly well-suited to adult learners, who bring many advantages to the language classroom. First, they are experienced learners whose cognitive skills are fully developed, This means they can mzke generalizations, understand semantic and syntactic relationships and imegrate the new language into their already developed first language. Second, adult learners are self-directed and independent, They have strong feelings about how and what they need to learn, and they take responsitility for that learning. Finally, adult learners—especially Peace Corps Volunteers—are highly motivated. They understand the importance of being able to communicate in the new language in this new endeavor they have undertaken. The competency-based approach takes advantage of these strengths that adults have as language learners. First, it is designed. to be relevant Because lessons are based directly on the needs of the learner, there should be no doubt as to their usefulness. Those which are not relevant should be omitted, and any essential competencies which have been overlooked should be added. (It is expected that further needs assessments will be conducted in order 10 plan revisions to this text). Second, basing instruction on competencies means that goals are clear and concrete, The learners know what success will look like from the start and can assess their own progress toward mastery of the competencies. Third, competency-based language programs are flexible in terms of time, learning style, and instructional techniques. There is no need to linger over a lesson once mastery of a competency has been demonstrated and, within program constraints, extra time can be devoted to more difficult competencies. Lessons can—and should—be taught through a variety oftechniques, since different learners benefit from different kinds of approaches. And there is always room for experimenting with new methods, combining them with more familiar ones. It is hoped that, with the help of trained Peace Corps language instructors, this book will provide the basis for interesting, relevant language instruction which will enable new Peace Corps Volunteers to function effectively in their new surroundings and to begin the process of continuing their language learning throughout their time of service.TABLE OF CONTENTS Brief Introduction to the Kazakh Language TOPIC 1: PERSONAL IDENTIFICATION CULTURE NOTE: The Kazakhs COMPETENCIES: 1, To exchange greetings and inquiries of well-being 2. Teintroduce and identify oneself 3. Toask for permission to leave/to say goodbye TOPIC 2; CLASSROOM ORIENTATION CULTURE NOTE: Terms of Address Among the Kazakhs COMPETENCIES: 1. To follow simple classroom directions/io respond to instructions and questions 2. Toask to explain a phrase or word 3, To respond to warm-up questions 4. To state reason for being late or absent ToPic3: CONVERSATION WITH HOST COUNTERPART OR FAMILY CULTURE NOTE; ‘The Kazakh Family COMPETENCIES: ‘To ask or answer personal information questions To describe own family To ask about host/counterpart family To express gratimde Pee ToPIc4; COMMUNICATION CULTURE NOTE: Communication ia Kazakhstan COMPETENCIES: 1. To make a phone call to a Kazakh family 2. ‘To ask operator for assistance 3. To leave a message for someone 10 uy 13 15 "7 19 20 a 23 25 n 29 32 34 36 38 4L 42 43 45 47TOPICS: FOOD CULTURE NOTE: Kazakh Dishes (COMPETENCIES: 1, To order food i. a restaurant 2. To.ask for identity of food items, typical host country foods 3. ‘To express food preferences (likes/dislikes) TOFIC6: MONEY CULTURE NOTE: Current Economie Situation in Kazakhstan COMPETENCIES: = To ask for information on local currency 2. To inguire about living expenses TOPIC7: TRANSPORTATION CULTURE NOTE: Transportation in Kazakhstan COMPETENCIES: 1, To locate means of transportation 2. Toask for destination and distance of travel 3, Topurchase tickets af the railway station 4. Tohire » taxi Topics: DIRECTIONS CULTURE NOTE: Alma-Ata COMPETENCIES: 1, To.ask for and give location of buildings 2. Toask for and give directions toa place ToPIC9: SHOPPING AT THE BAZAAR CULTURE NOTE: A Central Asian Market (Bazaat) COMPETENCIES: 1. To ask for displayed food items 2. To-ask for quantities and prices/to pay for purchased goods 3. To converse with salesperson at the bazaar 63 65 79 nR 4 15 76 8 82 84 86TOPIC 10: BEING INVITED BY A KAZAKH FAMILY (Other than the Hest Family) CULTURE NCTE: On Kazakh Hospitality COMPETENCIES: 1, Tobe invited and to respond to an invitation 2. Tobe welcomed into a Kazakh home 3. Tobe led to the seat of honor and to be offered and to accept food 4. Torender good wishes as a way of expressing gratitude TOPIC 11: AT THE WORKPLACE CULTURE NOTE: Present Life in Kazakhstan COMPETENCIES: 1, To introduce self and to describe Peace Corps’ function 2. Toask+2stions about job-related functions and needs 3. Toconverse socially with a co-worker (counterpart) TOPIC 12; MEDICAL CULTURE NOTE: Health Issues in Kazakhstan COMPETENCIES: 1. Torespond to questions about illness 2. To purchase medicine 3. ‘To describe one's emotional state TOPIC 13; INTERACTION WITH OFFICIALS CULTURE NOTE: Kazakh Governmental Structure COMPETENCIES: 1. Tomake an appointment through a secretary 2. Toask for assistance APPENDICES: ‘TRANSLATION OF DIALOGUES GLOSSARY WORD LIST SHORT BIBLIOGRAPHY RESS BB 100 103 105 107 108 109 ul 112 14 115 116 7 118 129 144 149OL 0.2 A BRIEF INTRODUCTION TO THE KAZAKH LANGUAGE ‘The Kazakh language belongs to the family of Turkic languages. Together with the Mongolian and Manchu-Tungus languages they form a distinctive language group known as the Altaic languages. Some scholars add Japanese and Korean to this language group. ‘The Turkic languages are divided into Southern, Western, Easter, Central and Northern ‘sub-groups. To the Southem sub-group belong Turkish, Turkmen, and Azeri. Uzbek and Uighur constitute the major languages of the Eastern sub-group. ‘The Western sub-group is, comprised of Tatar, Bashkir, Karaim, Kumuk and Karachay. The Northern sub-group includes Yakut and Altay. Kazakh, together with Kirghiz, Karakalpak and Nogay, forms the Central sub-group. MAJOR CHARACTERISTICS OF KAZAKH 0.2.1 Agglutination: Stems and Suffixes Kazakh, lke all other Turkic languages, is an agglutinative language. Word formation and grammatical concepts are expressed through mono-functional suffixes, added to simple, unchangeable stems, identical with base words, or derived stems, Agglutination occurs also in the inflectional Indo-European languages. But in contsast to the Turkic languages, the suffixes added are poly-functional. For example, the ending sin English denotes two functions: a) plural, as in gardens, 2) genitive, as in garden's. In addition, the Turkic principle of agglutination, as it also applies to Kazakh, is strikingly regular and consistent. For example, only one plural suffix (+1ap/+step) exists to be added to nouns or verbs (in tense or mood formations). As soon as the student has learned a number of root-words and suffixes, he/she will be able to form new words. Without the help of a dictionary he/she will also be able to analyze and understand words and word formations. For example, in the Kazakh word accerawx the student will recognize +x as a suffix forming abstract nouns comparable to English-ness [-hood or -dom, as in “childlessness,” “childhood,” “freedom”. The proceeding suffix tom stands for “without,” act the root or base word means “head, mind,” therefore Gaccurymuk is to be understood as “state of being without a mind,” ic, “mindlessness.”‘introduction 0.3 Suffixes in Kazakh, like in all other Turkic languages, consist either 0° a closed syll:. 1¢ (see examples given above) or an open syllable, as, ¢.g., the suffixes for the locative (+ura/+ne/-+Ta/+-7e) and the dative case (+ra/-+re). Suffixes formed by one vowel or one consonant are rare. As arule, Kazakh stems ort «se words are also mono-syllabic, e.g., 6act “head,” xen- “to come.” Stems with two or more - lables are usually of foreign origin, OPPOSITION BETWEE: VERBS AND NOUNS Kazakh, like all Turkic languages, observes a strict separation between, verbal and nominal stems or base words, i.c., all words are classified into two opposite groups: verbs and nouns. The apposition between these two word categories can best be characterized by mathematical signs. As seen above, verbal stems (Kes “to come”) are designated by a sninus sign and nominal stems by a plus sign (6act “head”). In order to maintain the rigid division between nouns and verbs, Kazakh has two sets of suffixes: 8) suffixes which can only be attached to verbal stems (deverbal suffixes); ») suffixes which can only be added to nominal stems (denominal suffixes). ‘The deverbal suffixes are divided into: a) deverbal verb suffixes: -s1r/-it- denoting the passive mood of the verb:Gac- "to press," 6ac-bir- "io be pressed”; b) deverbal noun suffixes: -ma+/-me+ (-ntat/-me+): 6ac- "to press,” but Gac-mat> Gac-na + "pressure; printing; press." Similarly, the denominal suffixes are separated into: a) denominal noun suffixes, as, e.g., +ua++/+ui+ denoting a person who does something habitually or professionally with the thing or object expressed in the preceding noun: erix "boots," erix+uni “one who inakes boots or shoes, shoemaker,”Introduction b) denominal verb suffixes, as, e.g., +1a-/-+0e- (also: +7a-/+Te-), expressing the idea of doing (making) something with the preceding noun: ict "work," iotre- "to work" (literally: 1 make work), As the above examples illustrate, in Kazakh, unlike English which can form nouns from verbs ("a find") and verbs from nouns ("to face") without morphological changes, the firmly fixed boundary between verbs and nouns can only be crossed by means of appropriate suffixes. VOWEL HARMONY: PALATO-VELAR HARMONY When adding appropriate suffixes to nominal or verbal stems, certain phonological rules affecting the vowels of the suffixes have to be observed. Kazakh divides all vowels into: a) back (velar) vowels: aoy b) front (palatal) vowels: 2 ey i eH 9(>Russ) The vowel y is considered neutral in regard to the above division when rendering the verbal/noun suffix -y+, as in ken-y "coming," 6in-y "knowing" ( —arrap iotnep “works"> — ierep xirantnap “pooks'> —_xirurmap After voiced consonants (-3, -« -/1, -M, -i, -) the plural suffix is changed to +aap/+uep: cxburtsap “years"> = -xauap xoutnep “lakes'> —_xenwtep osettnep “tivers"> — eaettep0.6 Tnuroduction Similar rules of consonant assimilation exist for all other suffixes with the above-mentioned initial consonants. These rules will be given in the "Grammar Explanation” chapters, THE KAZAKH ALPHABET AND RULES OF PRONUNCIATION 0.6.1 General Remarks 0.6.1.1 Scrip. Untit 1929 the Kazakhs used the Arabic script; from 1929 till 1940 a Latin alphabet was used, In 1940 the Kazakhs, like all other Turkic peoples living in the former Soviet Union, had to adopt the Cyrillic script which is still being used today. For the presentation of sounds non-existing in Russian, Kazakh introduced special letter signs, such as i for the palatal i, y for d, © for d, y for a short u, 2 for d, and F, x, H for consonants special to Kazakh (see 0.6.2). 0.6,1.2. Kazakh Vowels Kazakh vowels are generally pronounced short. Vowels followed by the consonant # are pronounced tong, e.g. yi [uy] “home, house" The vowel y is considered a semi-consonant, As such it can appear between vowels. It is, pronounced like English u followed by a weakly articulated w: 0.6.2 aa} ala) 6b) Bw) rig) rtd ayot [auWiz) "mouth" ray (tau) "mountain" ‘The Alphabet and Approximate Rules of Pronunci like a in English bur like a in English apple. like b in English best. like w in English vase. like g in English gate. like g in English garden, but pronounced more backwards. This sound is difficult to approximate. ‘The student is advised to listen carefully toa native speaker's pronunciation. Note: F appears only in words containing back vowels.Introduction ald} ele] é {yo «il ata w Liyfy] uly] « (k] «(ql at) ™ [mi] H [n] atl o fo] 08) 1 (p] els) Tht) yt yor y la) otf x [x] bfhy u [ts] sfc] wt [s] misc} uf iff ate] w [yu] aya] ike d in English door, like e in English end. like yo in English yonder. like jin English journal. like s in English words is and was. represents the vowels [i] ori [i] followed by # fy]. like y in English yes. like c in English care. like ¢ in English clock, but pronounced further back. like Jin English old. like m in English mother. like 1 in English no. like the combinvasion of ng in English hunger. like o in English or, but pronounced shorter. like 6 in German. like p in English pest. like s in English summer. like # in English top. see remarks 0.6.1.2 like English shor: like d in German ier. like f in English father; occurs only in foreign words. like ch in German hoch, or ch in Scottish loch. like h in English hat, ‘occurs only in Russian loan words. pronounced like ch in English church.. like sh in English.. ‘occurs only in Russian loan words. velar i, like in English a (indefinite articie), front i, like the i in English bit, ‘occurs only in initial position of Russian words; pronounced like e in English ecology. pronounced yu. Pronounced ya.0.7 0.8 Ingeduction STRESS ‘Kazakh employs different stress rules for noun and verb formations. In noun formations [ic., stem (+plural suffix) + (possessive suffix) + case suffix] the last syllable (=suffix) is stressed: Tay+ ("mountain") +nap_ “mountains” vaysuapta “to the mountains" As a general rule, in verb formations (i. mood and tense) the stress falls on the syllable before the personal ending (see 0.8.2.1) which is unstressed: xea-rtusit “Thave come" If the verb formation contains the negative suffix -wa-/-Me-; Ga-/-Ge-;-na-/-ne- (see p. 22), the stress generally moves to the syllable preceding the negative suf Qa-Me-reHMin, "Thave not come" xaemel “don't come" xer-Menis “please don't come" PARTS OF SPEECH 0.8.1 Declension of Nouns Kazakh has six cases: nominative, genitive, dative, accusative, locative, and ablative. The cases are formed by adding case suffixes to noun stems (coa+ "word") or derived noun formations (coatneptia "my words"). The nominative has no case marker. All case suffixes have initiel consonants, therefore rules of consonant assimilation have to be observed. The genitive is used to express definite ownership, e.g., English "my ‘grandfather's garden" is rendered in Kazakh as aram+upin Oar-tu (father-my-of garden- his), ‘The dative renders direction, expressed in English by the prepositions "to, into.” The accusative states the definite direct object. The locative indicates location, rendexed in English by the prepositions "in, at, on." The ablative expresses separation (English from"). Some Kazakh grammarians add to these six cases an instrumentalis, formed with the postpositions Gex/mewfen "with," Although the postposition is written together with the preceding noun, it cannot yet be considered a case suffix because it does not follow the rules of the Palatal-Velar Vowel Harmony (0.4).Introduction 0.9 0.8.2 Verbs 0.8.2.4 Tenses ‘Tenses are formed in Kazakh from verbal nouns to which personal endings, either personal pronouns or possessive suffixes have been added. In tense formations Kazakh emphasizes the physical, mental and emotional position of the speaker in regard to the action. For actions which occurred in the past, Kazaich asks the following questions: Where was the speaker located when the action took place? Was the speaker an eyewitness or did he/she only hear ahout the action? In each of these situations different forms of past tenses have to be used. Future tenses indicate the speaker's perception of whether the action will definitely take place or whether its execution is doubtful or uncertain. By means of the particles ay and aif (originally interjections), added to tense formations, Kazakh renders the emotional position of the speaker: regret, pity, satisfaction, etc.: Kat xaams-ay “at long last he/she wrote a letter" WORD ORDER ‘The basic order of words in a Kazakh sentence is: subject (3. person noun subject) object predicate. The predicate, either noun or verb predicate, stands at the end of the sentence. The predicate always includes the person/subject: xenmin, (I saw) you came (lit: having come-your) 2AM Tam well (lit: well-I) Direct and indirect objects precede the predicate. Expressions of time and locality can be placed before the objects, or in their absence before the predicate,0.10 ‘Introduction Noun subjects, placed at the beginning of the sentence, are only necessary to identify the third person subject, because Kazakh does not distinguish gender: wat xa he, she, it wrote a letter (lit: letter wrote-he/she/it) AXMeT Kat KaanbI Ahmet wrote a letter. MAIN DIFFERENCES BETWEEN KAZAKH AND ENGLISH 0.10.1 Kazakh has no gender. 0.10.2 Kazakh has neither a definite nor indefinite anicle. 0.10.3 English modal verbs "can, could, may, might, shall, should, must” do not exist in Kazakh. Each of these words requires a rephrasing in Kazakh, For example," must go" is rendered as "my going is necessary": Gap-y+si Kepex 0.10.4 Kazakh has no auxiliary verb "to have, to not have.” Instead it uses the phrase: “my so-and-so exists (does not exist)" KiraG+u0m ap (2xoK) 0.10.5 Instead of prepositions Kazakh uses postpositions. English: "after school” is, rendered as: Mexrers+Tex ("school" + ablative case) xeiti (“after”) 0.10.6 Kazakh has no dependent (subordinated) clauses. Neither does it have subordinating conjunctions. An English dependent clause "when he came" is rendered as "at his coming”: xeu-renvinitne or kesr-rentae. English relative clauses correspond in Kazaich to attributive phrases: xcag-raré ana... "the man who wrote..." (lit: the having written man).TOPIC 1: PERSONAL IDENTIFICATION CULTURE NOTE: ‘The Kazakhs COMPETENCIES: 1. Toexchange greetings and inquiries of well-being 2, To introduce and identify oneself 3. ‘To ask for permission to leave/to say goodbye o 10THE KAZAKHS In the early seventeenth century Russians first penetrated into the Kazakh steppes. It took nearly two hundred years to complete their conquest, since the Russians were opposed at every step of their advance by the Kazakh nomads, inspired by their brave agin (oral poets). After the conquest,there were numerous uprisings. One major revolt against Russian rule took place in 1916, when the Kazakhs were joined by the Kirghiz, Uzbeks and all other Turkic peoples of Russian-occupied Central Asia, Each uprising was met ‘with mass killings and deportations. The Soviet regime, established in 1917, not only continued the colonial policies of the Russian Empire but employed even more brutal methods, depriving the Kazakh nomads of their culture and language. Until 1929, most Kazakhs remained nomadic, although their seasonal movements had been restricted due to land seizures benefitting Russian settlers. Then, in 1930, Stalin enforced his policy of collectivization throughvut the Soviet Union, For the Kazakhs this policy meant first sedentarization and then collectivization, ‘The harsh measures taken to separate the Kazakhs from their horses and sheep and to move them into re-education camps, resulted in near-genocide. Within two years the Kazakhs lost over half of their population, their numbers reduced from four miliion to less than two million, After the great famine of 1932, only small groups of Kazakhs managed to cross with their herds inro Xinjiang, ‘where they continued their nomadic way of life. ‘The persecution continued. Between 1937 and 1938 66,000 Kazakh intellectuals, poets and writers were put to death on Stalin's orders. Again, during World War II and the years thereafter, Kazakhs perished in large numbers, not only on the battlefields, but also ia prison camps and at home from starvation, The suffering of the Kazakin people was ‘matched by equally harsk attacks on the environment. The Soviets’ systematic exploitation ‘of the natural resources of Kazakhstan led to a depletion of land and water resources. Large regions of Kazakhstan, such as the Aral Sea region, have become environmental disaster areas. Without regard for the life or iealth of the population, several regions in Kazakhstan (Semipslatinsk, Sariarqa) were tumed into nuclear testing grounds, Despite this history of nearly 300 years of continuous deprivation and suffering, the Kazakhs have not succumbed to adversity. On the contrary, they have stood up again and again. On December 16, 1986, now celebrated as their Independence Day, Kazakh u ouTopic 1 students demonscrated and openly hallenged Moscow's appointment of a Russian to the position of Kazakhstan's First Secretary of the Communist Party. Although the demonstration was brutally crushed, it nevertheless signalled the beginning of similar expressions of national assertiveness in all the republics of the former Soviet Union, leading to its final break-up. In the face of severe adversity, the Kazakhs also preserved their most precious cultural trait: the love of poetry, songs and music. ‘There is hardly a Kazakh, man or woman, who does not love to sing and play the dombira (a two-stringed lute). Despite all hardships they did not loose their fondness for music, If two Kazakhs meet, they sing and challenge each other on the dombira.Yhe ancient tradition of improvising poetry, sung to improvised melodies, is still practiced in poetry-singing contests called aytis, These contests are now being revived, with contests for accomplished poets (agin), as well as for young children, Another notable characteristic of the Kazakhs is their decorum in greetings and terms of address. They have a saying, “in a man's greetings lies his character.” Therefore, anyone ‘who wants to know the Kazachs well needs to become acquainted with their system of ‘greetings and terms of address. 2Topic 1 1, COMPETENCY: SITUATION: ROLES: To exchange greetings and inqui Classroom PCV and Kazakh (male) teacher of well-being eee Amancns Ga, arali! T: Amancuis 6a, xaTKarnalinnes kata? PCV: 2Kaxets, paxwer. VOCABULARY: aman well, healthy mance you are healthy, well 6a interrogative particle amancera 6a greetings! (lit: are you well?) aratl respectful address for a male teacher; form of address for respected elder (male) paxmer thank, thanks xan situation, circumstance xarnail situation xan xarnadt+ouis ‘your situation xanait how aKa fine, well GRAMMAR AND VOCABULARY EXPLANATION: Personal Pronouns: Used independently men (D) cen (you) cia (you sing, polite form) ‘on (he, she, it) Gin (we) ‘coumep (you plural form) cianep (yon plural polite form) omap (they) 13 Used as personal endings Mot/-mint; -Gra/-Giny; -1mstr/-int -onn/-cit cory ® -Masa/-mis; -61sa/-Gi; -mse/-nis scomnap/-cinep ~curaap/-ciguep ®Topic 1 Rules for consonant changes in personal endings 1st person singular wnd plur Maite after vowels and 1, p, HY. M, Hy H -OuH/-ist after 9, omnia after voiceless consonants -Mpia/-si3 after vowels and 1, p, i, y -6uis/-6ia after 9, 2, M, H, H omta/-nia after voiceless consonants Because the person/subject is expressed in the verb or noun predicate through personal endings (see also 0.9), the personal pronouns of the Ist person singular and plural are only used for emphasis: ‘Meu Bonar “W's me who is Bole: Bia xennix "We (not others) came" ‘When using the personal pronoun Ist person singular/plural for emphasis, it is good practice to make a pause after the pronoun. Personal endings attached to adjectives or nouns render English phrases in the present tense of “to be," which is not expressed in Kazakh: ‘Amepitxambixciis "you are an American" (li: American-you) Amepmxamanbus © (Russ.) family name what, which place from what place, from where? light ‘my light, term of endearment: my dear 15 PaTopic 1 GRAMMAR AND VOCABULARY EXPLANATION: Possessive Suffixes: After noun stems ending in vowels After noun stems ending in consonants Singular 1, 44 sun/+im 2 4 anit 3. ton/tei +i Plural 1. tata/emi -+ona/+inis 2, -tta/ His ana/+intis 3. -+napsa/+nepic+napsi/nepi; Tapsi/repi Note: Kazakhs do not ask “what is your name?" but aroaibis KIM? "who is your name?” Such a phrase is also common among the Mongols. Questi Kazakh maintains the same sentence structure for statements and questions. A question marker (interrogative particle) has to be used if the question does not contain an interrogative pronoun (see p. 26). The form of the question marker is aa/Me (after vowels and a, p, ii, y), Ga/Ge (after M, H, #, 3, a) and na/ne (after voiceless consonants). It is added after the word which is questioned: Amepaxananctrs 6a? ‘Are you from America? but: AmepxananGacnis?>AmepixananGuicns! Are you from America? Note: +The interrogative panicle changes to GayGi if preceded by a personal ending.Topic 1 3. COMPETENCY: To ask for permission to leave/to say goodbye SITUATION: Classroom ROLES: PCV and Kazakh teacher PCV: Arai, Gyrin yaxerrsstoys Gap ma? T: Oxinimxe opatt, Gyrin yaxrrum oe a3. PCV: Eprex Maran komex Gepcentis Gona ma? T: Bona. Enni xemipinis, xeryia xepex emi. Aman-ecen Gounses3! PCV: Cay Goma! VOCABULARY: Oyrin today vyaxorr time Gap exists: yakerr+suot9 Gap Ma? Do you have time? oxininmxe opadl unfortunately ore very a Title epren tomorrow waran ‘0 me (dative case of personal pronoun 1. person singular) KoMex assistance. Gep- to give Komek 6epeeHis kindly help me (Lit: if you will help me); see p. 51 Gona ma (xanOIp rain xay- to rain; to snow >kanGuip ays itrained (lit: the rain rained) icre- to do, to work xiran book oxaie to read, to study vit home, house, flat, apartment masa clean, fresh sata toclean ell then, afterwards asap market, bazaar GRAMMAR AND VOCABULARY EXPLANATION: Simple Past Tense: Form: -u (>-1 after voiceless consonants) + possessive suffixes (see p. 16), except Ist person plural which has an irregular form +wux/-tix: ge eed 25Topic 2 Examples: Gap-(va)-atans "went I did not go)," flit: (aot) having gone-my] sxda-(e)-a+it “you came (did not come)" aitr-(na)-+n(2ap) "you (all) said (did not say)" | xa3-(6a)-n+bt “he, she, (it), they wrote (did not write)" Girip-(oe)-n+ix “we finished (did not finish)" ‘Tamra-(a)-n+bobra(iap) — “you (all) listened (did not listen)” Function: The simple past tense denotes actions which tock place recently and have been ‘eyewitnessed by the speaker: Givip-(Me)-mei (saw) they finished (did not finish)" ‘The simple past tense also renders future actions which the speaker is certain will take place and therefore perceives them as having already taken place: rerrtix “we will definitely go, let's ‘The simple past tense of "to be" (enim, etc.) is also used for emphasizing present actions (see p. 44). 34Topic 2 4. COMPETENCY: To state reasons for being late or absent SITUATION: Classroom ROLES: PCV and Kazakh teacher (male) PCV: Conemercis 6e, kemipinis, araif, xem Kama. T: Coaemercis 6e, ne Gm? PCV: Asro6yc Gonmama. 2Kasy xennim. T: Kipinis, onapsma. VOCABULARY: xeut late xan toremain ‘eu KasUmIM Tam late apTobyc bus oxasy by foot xip- tocnter xen tocome omuip- to sit down GRAMMAR AND VOCABULARY EXPLANATION: Interrogative Pronouns: Nom: xin who? ne what? Gen: Kimtninn whose? neting of what? Dar xinere to whom? Hetre why? (litto what?) ‘Ace: Kit whom? neti what? Loc: inde at whom? netne at what? Abi xintre from whom? netic, from what? Ins: kimtmen with whom? wetwes! with what? Other imterrogative pronouns, formed from the root *Ka, are xall which? xalbia where? where to? xallnan from where? xannail (kana) how? what kind of? (attribute) xanua (tina/+e equative suffix "like, as") how much? xaumait when? a i 35Topic 2 Also note: WOU (<#e-+e) how many? Examples: xincia “who are you?" xalinancs: “from where afe you?" xallnacie where are you” ‘xaumaitctra/kanailcsia "how are you?” Demonstrative Pronouns: As in English a demonstrative pronoun is a word which points out a particular person, place or thing, It can function as the subject of a sentence o as an attributive. When used. as a subject, itis followed by a pause indicated below with -. The following demonstrative pronouns exist: yn "this" Gynap “these. anmia(y) “this” Musnap "these" Examples: Gy ~ kiran, anay - nentep Masnay — vine Syn ~- noctim on == wyraninint aay xici wyranioine PROVERB: Binimni Gecixren Tecixke pein isnes. onfoon “has ‘onap/conap “those” ana(y) “that” altanap “those” “this is a book, that is a notebook" “this is my home/house” “this is my friend” “that (or there) is my teacher" “that person/gentleman is my teacher” "Search for knowledge from the cradle to the grave.” 36TOPIC 3: CONVERSATION WITH HOST COUNTERPART OR FAMILY CULTURE NOTE: ‘The Kazakh Family COMPETENCIES: 1, To ask or answer personal information questions 2. To desctibe own family 3. Toask about hosvcounterpart family 4 To express gratitude is ~» «+3?The Kazakh Family In the tz Nitional Kazakh family, the father was the head, surrounded by his many children, married sons and their children, all living together as a family unit in nearby yurts. During, the years of Soviet rule, the Kazakh family suffered many changes. Instead of occupying stately yurts, the Kazakhs have had to move into crowded houses of poor quality. The lack of housing, especially in cities and towns, has limited the size of the family. Young people from the countryside move into the cities for education opportunities and better living conditions, leaving behind their parents and grandparents, breaking family ties. Kazakh newspapers have noted the large number of unmarried Kazakh women who comprise the majority of the over 190,000 young Kazakhs living in factory dormitories and hostels in Alma-Ata, Most of these women came from their villages (auf) to Alma-Ata at the age of seventeen intending to enter universities and institutes, but failed the entrance examinations. Instead of retuming to their villages, where life is extremely harsh, they ‘choose to resnain in Alma-Ata and work in factories which provide a room or bed. ‘The rules in these dormitories are very strict. The gists are not allowed to receive male guests, and if they mamry, they must leave the dormitory and are dismissed from work. ‘The young men they intend to marry are often in the same situation, living in factory-owned dormitories where the same restrictions are enforced. Facing the dilemama of losing a place tollive as well asa job, mast young people decide to remain single. Housing for young couples is not available in Alma-Ata. As in other towns and cities, the, housing shortage is so severe that even couples who have been married for many years ‘have only a single room to call home, This housing situation has limited the size of the Kazakh urban family, witich now usually consists of the parents and two children, There is seldom room for grandparents. Since both parents work, they had, until recently, no choice but to leave their children in kindergartens where the only language of ‘communication was Russian. In the countryside a family still includes three or sometimes four generations, and the ‘muraber of children is between five and ten, ‘These rural children have been growing up in a Kazakh environment, while a whole generation of young urban Kazakhs have been raised without knowing much of their mother tongue~although this is now changing. ‘The 38Topic 3 number of Kazakh schools and kindergartens in Alma-Ata and other urban centers is increasing, and the emphasis is on the revival of Kazakh traditions, ‘These traditions include the celebration of holidays. When a child is born a feast called shildexana is held. Forty days after the binh the family invites female guests for the besik salar , marking the day the child is first put in its cradle. On the first day of school the ril ashar is celebrated. Together with all other Central Asians, the Kazakhs are again celebrating their traditional New Year (Nauriz) on March 21,,after being banned for over sevemty years. All Kazakh celebrations feature a dombira player to play and sing Kazakh songs. An agin (oral poet) might also be present to improvise songs dedicated to the person honored at the feast. a 39Topic 3 1, COMPETENCY: ‘To ask or answer personal information questions SITUATION: Conversation with host counterpart or family ROLES: PCV (male) and elderly Kazakh (male or female) HFM: Kaparsm, Kasaxcrana Kania Somes? PCV: Kenrenime Gip 2x1 Goma. HEM: Heure xacracts? PCV: 2Kuwpoa exinemin. HEM: ‘Yiineurencis Ge? PCV: 2Kox, oni yiinenren xoxmun, Gosiaxman. VOCABULARY: xapax pupil of the eye kapar+om ‘my darling (lit.: pupil of my eye) xarsua Connie how long (lit: how much) have you been xerrentinte (Gat. case) woward my having come, ie.since Ieame wae age; young, eure actratens how old are you? (lit: at how many years of age are you?) aonspisa twenty xi two oxwbpma exi twenty-two yite- to be married (said in reference to a man) ani yet, still Goitaax, bachelor, unmarried (man) GRAMMAR AND VOCABULARY EXPLANATION: Distant Past Tense: ‘The phrase yineurencis 6e? "Are you married?” is rendered in a past tense celled "Distant Past Tense” (Bypsuirsi @nxex Ullax), corresponding to the English present perfect tense "I have leamed," etc, 40 | 32-rati+/-reti+ (after vowels and voiced consonants) plus personal endings (see p. 13) skanct/-xeu+ (after voiceless consonants) Form: Lawamples: Gap-rarnan icre-rencia om KeT-Ket Negation: Three forms exist: 1) Gap-sa-rannasns 2) Gap-ran emeccis 3) Gap-ran xonnEnt "have gone" "you have worked” “he has left" “Thave not gone” “you have not gone" "T have never gone" Function: The tense in -ranmaan, etc. renders an action which took place some time ago. ‘The emphasis is not so much on the action itself but on its results which continue into the present. The speaker may or may not have eyewitnessed the action itself, He/she should, however, be certain about its results either as an eyewitness or through obvious evidence, Note: -rati+/-reu+ is a verbal noun which can also be used as a substantive and attibutive, e.g. Kesbrentinctie "at my coming,” ie., when I came; user emizest Kes-reit KOHAKMBIH "I am a guest who has come from a foreign country.” Both usages of -Faiit/-rews+ correspond to English dependent clauses, see p. 9. gy 4hTopic3 2, COMPETENCY: To describe own family SITUATION: Conversation with host counterpart or family ROLES: PCV and host counterpart HCP: Yit-imninis rypams allan Cepiniomi! PCV: ‘Oxe-memem Gap. Bip aram, Sip Kapuunactim ap. Aram myranim, Kapsmnacism xopirep. HCP Oxe-memeuis icreliai me? PCV: 2Kox, onap ~ selinerKep. VOCABULARY: int inside ‘ya-inti inside of a house; family Typam about (postposition; see below) aitr-bin- converbial form of atit- “to say" alirsm 6epinisuni please do tell me Ke father mene mother oxe-neme parents ‘KApbinac younger sister (of a man) dopi medicine Rapirep physician, doctor seitieTKep retiree GRAMMAR AND VOCABULARY EXPLANATION: Postpositions: In the phrase yi-iutinis trypan "about your family" Typasu is a postposition ‘corresponding to the English preposition “about,” but set after the noun which stands in the nominative case, Other postpositions governing the nominative case are: 1) yuri "for": cia yinin "for you"; oxy ymin xennim "I came to study" it: for studying) 2) Golkasma “according to": aitryut Gollenuna “according to his saying” 42Topic 3 Note: The instrumentalis (see p. 7) is actually formed by the postposition Geu/mex/nen “with,” also governing the nominative case: aprobycnes “with the bus, by bus" Kacbisnen “with a spoon" ces6eH “with words" Postpositions with the Dative case: 1) neti “until, so, up to": Tounxenre nein "up to Tashkent" (see p. 70) 2) Kapaii “towards, in the direction”: on mexrettke Kapali Gaps “he went towards the school” Postpositions with the Abiative case: 1) xeliin, com "after": ip arrranas xetitt "after one week" ip acurmant cout “after one year" okypren+nent con (p. 78) "after having walked; after walking” 2) Gepi “since”: oxasnan Gepi "since summer" 3933. To ask about host/counterpart family SITUATION: Conversation with host counterpart ROLES: PCV and host counterpart (male) PCV: Arai, altramuasums, Cananapiiss Cap ma? HEM: Exi xusum, Gip yrmm Gap. PCV: Yims Kalina Typasua? HEM: You Ammarsima Typam. Ox -- kypsomcmm. Osinis Kim Gomum ictelicis? PCV: Mex -- icxep anamnmt (Guanecmenmin). VOCABULARY: Gana child xe daughter; girl yu son Typ tolive YPEUTBIC (xyp-bir- to be built) building Kypsumc+utss builder coin yourself iM Goma as what (lit: as whom) fe work ictxep businesslike; efficient; active anam ‘man; person ickep anam businessman Gieaecaert (Gonanei ma? “will it be?" Function: The Present-Definite Future Tense denotes an action which either takes place in the present or will definitely take place in the future, i.e, the speaker is certain that the action will take place. 37 45Topic 3 4. COMPETENCY: To express gratitude SITUATION: Conversation with Kazakh host family ROLES: PCY and Kazakh host HEM: Acran Tarn amis. PCV: Paxmer, Kort asuisin. HEM: Eneme mama KYMBSIIAN amH3. PCV: Onna xapaiius, imeitix. O, cums oTe TaMama exer. HEM: 2Koue Gip Kece iminis. PCV: Paxmer, xetei. Hactapxamsruuara YAKeH paxmer, VOCABULARY: ac food Tans again; more ar wo take xon much engielle if so; then mast fermented mare's milk owta there; then; now then apallaas that's fine; okay im to drink; to eat oO ‘interjection anana wonderful, splendid exeit indeed (particle) wKece: bowl er to suffice; to reach, attain macrapxat tablecloth on which food is placed; food offered to guests; hospitality ynkent great, big, lage, huge 46 38Topie3 GRAMMAR AND VOCABULARY EXPLANATION: Optative-Voluntative: ‘The above suffix -eifix in iut-edlix "let us drink, we shall drink" belongs to an optative- voluntative mood of which only the 1st person singular/plural exists. For the missing 2nd person the imperative form -1i(s1a)/-i(a) is usually given and the 3rd person is expressed through a suffix which must have belonged to a no longer existing optative form: Form: Sg. 1. -alisuv-ellin (after consonants) tou/-tin (after vowels) PL -aliom/-ellix (after consonants) -tom/-Hix (after vowels) Sg/Pl.2 (see imperative form, p. 22) SgvPl. 3 -comi-citt Examples: eset "I will (want to) come” crests, "T will (want to) we Gap-coat “the, she, it may come" Gep-eltix "et us bring, we shall bring” “Twill not go, do not want to go" Negative: Kersne-int Gap-ma-comi “he, she, it may nov/should not go” Interrogative: inreitix ne? “should we drink?" xip-eitin 6e? “may Icome in?” Note: The optative-voluntative forms listed above can take the emphatic particle ui/uti (see p. 22). Examples: Aibxanncu colinecettin “I. want to speak with Ayjan" (see p. 43) Konmpay coraifus “T will call (you on the phone)" (see p. 43) : 3947Topic 3 Function: The optative-voluntative expresses a wish or a proposal to perform an action. When this wish is rendered in the Ist person the form is close in meaning to the present- future tense (see p. 36). When directed to a third person, the wish is rendered as 2 persuasion, often bordering on an order. PROVERB: Kent ces ~ Kymic "Many words are silver, Aa cos -- anv. Few words are gold.” 48TOPIC 4: COMMUNICATION CULTURE NOTE: Communication in Kazakhstan: The Telephone COMPETENCIE! 1, To make a phone call to a Kazakh family 2. Toask operator for assistance 3. Fo leave a message for someone . a 49Topic 4 Communication in Kazakhstan: The Telephone In Kazakhstan, as in the other former Soviet republics, few people have a telephone in their homes. Many have watied for years to have a telephone installed, even those who are privileged (e.g., war veterans, invalids, and retirees). ‘The telephone lines throughout ‘Kazakhstan are outdated and in disrepair, and as a result, local connections are of very poor quality. Many urban dwellers share party lines with neighbors. ‘The situation is not likely to improve in the near future, though telephone companies from countries such as Turkey, Singapore and South Korea have expressed an interest in installing an efficient telephone network in Kazakhstan. Public telephone booths on the street are often broken, for they are a favorite target of vandals. One cannot make long-distance calls from public telephone booths on the street. People in villages (aul) must go to the "trunk-calling” offices—sometimes dozens of kilometers away—in order to make telephone calls to neighboring villages. In towns, long-distance calls can be made on a home telephone by dialing 8 + area code + the party's number. All intemational long-distance calls are operator-assisted. dialing O7 to reach the international operator, the caller requests an international line, giving number to be called. The oporator them calls back when the connection has been made, which may be several hours later or not at all. Long-distance calls are expensive, and the prices are rising steadily.Topic 4 1, COMPETENCY: To make a phone call to a Kazakh family SITUATION: Calling a family ROLES; PCY and Kazakh PCV: Onoy, canamarcisa Ga (comemercia Ge)! K: Canamareus 6a (contemercis Ge)! PCV: Kemipinia, men Amepukananwin. Ati Bis. K: Kaxew, Bin. Kom xensinis! PCV: Mymxis Gonca Alixanwen colineceltixt nem enim, K: Bia, xapartim, Albxan Kasip yline aor en. PCV: Onnait Conca Keilixt kone Konpay coradinst. K: 2Kapalims, alfraitsn. VOCABULARY: ony hello ‘Koll well, good om Keristia ‘welcome (it: you came weil) MyMaxixt Gonca if itis possible Aibxan personal name (female) coiine-c- to talk, speak with each other ae tosay coitmeceitin nen enim ‘L want(ed) (would like) to talk with ... (lit.: I nad said: “I will talk with ..."), see p. 46, xasip now onal Gonca if itis so ell shen, later; after (postposition) ‘KOHBIpay telephone; bell OK to ring (telephone) GRAMMAR AND VOCABULARY EXPLANATION: ‘The above formation nen eim "I had said" renders a past perfect tense, formed by the converbial form of the verb -birl-in to which the past tense of "to be" has been added. Past Tense of "To Be": ‘The past tense of "to be" ("I was, you were") is formed from the defect stem e- “to be," 10 which only a few deverbal verb suffixes can be added. 43Form: Sg.1 enim PLI enix Sg.2 eninveninis PL2 enirmep/eninianep Sg/PL3 ext Negative: The negative suffix -ma-/-me- cannot be added to the defect stem e-, The negative hes the following form: enec enim, ete. Function: ‘The past tense of "to be" is used: 1) to emphasize present actions: Absa Kasip ytine 20K en (see above) “Ayjan is ( Asopixamix Bin exist (p. 47) "Lam (it: was) Bill from America” ras) not at home now" 2)10 form compound tenses, such as the past perfect tenses: -suv/in enim (See above) srand/-rex enim (see p. 47) 52Topic 4 a COMPETENCY: To ask operator for assistance SITUATION: PCY calls the international operator ROLES: PCV and international operator PCV: Anoy, canamarens 6a! oO: Canamarents 6a! Cisai taauxan TypMamn. PCV: Byn xaskaparsk vesrecpou 6a? oO: Visi, conait. PCV: Orinim, Mex AMepwxanen colineceifin men enim. oO: 2Kaxcw, nomipi karat? PCV: 206-543-2864. (2-exi, 0-uen, 6-ant; 5-6ec, 4-repr, 3-yin; 2exi, 8-ceris, 6-antw, 4-ropr) 0: Anmaramar Tenecpou nomipi Kanai? PCV: 65-46-27 = anmuc Gee, KApHK amr, xnEpMa Keri. (G-anrui, 5-Gee, 4-repr, 6-amris, 2-eki, 7-xerTi) O: Kyrintis, PCV: Paxwer. VOCABULARY: ‘oUnyarl TypMbat Tam listening xambik people ‘xanbix aparrk international (lit: between people) veneou telephone ofa yes conait that is so, that's right orinins request; please Hemip number renecbon woMip+i telephone number xyr to waitTopic 4 GRAMMAR AND VOCABULARY EXPLANATION: Direct Quotations: In the above construction Meu AMepukamen coilnecellin nen enim the underlined part of the sentence is a direct quotation which in Kazakh bas to be followed by a form of the verb ne- "to say,” here used in the past perfect tense. The most frequently used form of ne- after a difect quotation is ne-1 (converbial form) followed by a finite verb (tense form). Function: Direct quotations are frequently used in Kazakh when relating someone's words ‘or even the speaker's own words, expressing his/her intentions. If the verb in the direct quotation is given in the optative-voluntative form (sg./pl. Ist and 3rd person), the direct quotation corresponds to an English dependent clause of purpose: Haw anatli en Gasapra Gapamim "went to the market to buy bread! (lit.:1 went to the market saying: "I will buy bread.") If followed by ner enim, the direct quotation renders Engtish sentences with "I want(ed) to ..." Aibxainen (AMepuxamen) cositecettin nent enti “"L want(ed) to talk with Ayjan (with America)" (lit: I had said {to myself]: "I will talk with ..."). Suffix Combination +aa+ru/+netri: ‘The suffix +rtu/+ri denotes “belonging.” If added to the locative case, it forms nouns or adjectives with the meaning of "belonging to a locality; located in": Anmaruitiatra tenedpou Homepi “the telephone number in (lit: which belongs to) Alma-Ata" yitaesritnep "those (belonging) at home, i.e. the family” fe 54Topic 4 3. COMPETENCY: To leave a message for someone SITUATION: Telephone conversation ROLES: PCV and an elderly Kazakh woman (working in an office) PCY: Onoy, Canamarcua 6a! K: Camamaresra 6a! (or: Amaticit3 6a?) PCY: Kemipinia, mew Amepuxasmsax Bit extins. K: Vo, Bin kapartim, Taman TypMist. PCY: Anaii, Tanrar araiimen colinecelfin nen enin. K: ‘Tanrat Tanrapra xerken emi. Eprent xemezi. PCY: Ani, orinin, Tanrar aralira alison, Geticen6i xyni >axuniammie GonanH. K: 2Kapalims, KaparuM, alirsan Koma. VOCABULARY: Tanrar personal name (male) ‘Tanrap a town near Alma-Ata Geticen6i ‘Thursday >eorarIe meeting Koll- to put down alfrumt xoaxoat 1 will definitely (without delay) tell him GRAMMAR AND VOCABULARY EXPLANATION: Past Perfect Tense: ‘The form KeTkeHt en (see above) renders a past perfect tense: “he had left (some time ago)." Form: sran/-ren sKau/-xen plus enia, etc. (see p. 44) Examples: altr-xaut enna "you had said” Typ-ran enix "we had lived” 4a 55Topic 4 Note: For the rules of the initial consonant changes of the suffix -ran/-rex see p. 33. Functic The Past Perfect Tense expresses an action or state in the distant past. Unlike the Distant Past Tense in -ranmesn (sce p. 32), the Past Ferfect Tense stresses the completion of an action which the speaker has either eyewitnessed or knows with certainty that it had actually happened, ‘The Past Perfect often refers to an action which took place before another past action. Verb Compounds: Converbs Plus Descriptive Verbs Instead of adverbs of manner, Kazakh uses verb compounds in describing how an action preceeds. The first component of the Verb Compound stands in the converbial form of either -(t8)n/(i)n or -a/-e, followed by the second component, a verb denoting movements of the human body: ryp- "to get up," Koll- “to put down,” Gep- "to give," ast "to take,” ker "to leave," kYp- "to go, to move," 6ap- "to go," etc. These verbs describe (therefore: Descriptive Verbs) the way the action expressed in the converbial form is or has been performed, ie., continuously, quickly, decisively, etc. Examples: ‘ranta-n TypMmi* "Tam listening” aitr-uum KomMeutt "Twill definitely tell” “Note: The descriptive verbs orsip- "to sit,” xxar- "to lie down," Typ- “to stand, to get up," and xyp- "to go, to move on," form with a preceeding converbial form in -(e1)n/-(i)n and -a/-e the Present Continuous Tense (see p. 106). PROVERB: 2Keri xyprrun tinin Gin, "Lea the languages of seven people, 2Keri typai Ginia Gin! Know seven different skills!" 48TOPIC 5: FOOD CULTURE NOTE: Kazakh dishes COMPETENCIES: 1, To order food at a restaurant 2. Toask for identity of food items, typical host country foods 3. To express food preferences (likes/dislikes)Topic $ Kazakh Dishes ‘Meat is the basis for the majority of Kazakh dishes, and it is obligatory to serve meat dishes to guests. The abundance of meat on the table is a sign of a host's generosity. The way Kazakhs prepare meat reflects their heritage. For a nomadic people, the easiest and most economical method of cooking meat is to boil it in huge kettles over open pit fires, and even today preference is always given to boiling meat. Great importance is also placed on the long-term preservation of meat. When livestock is slaughtered a portion of the meat is salted, dried and sometimes smoked. From horse meat, for example, come such delicacies as gazi, skujuk, jaya, jal and garta . ‘Among drinks gimiz and shubat are always popular. Qimiz is a lightly sour, astringent rink of fermented mare's milk with a high Vitamin C content. ‘The Kazal.h nomads waited impatiently for the warm spring days when the mares begin to produce milk. The milk was poured into special leather bags (torsiq), which are essential to the fermentation process. Today gimiz is produced industrially, but the Kazakhs prefer the gimfe made in the traditional way. The Kazakhs claim that gimiz is a drink aot only for merry making, but also to increase longevity. Information about the healing properties of gimiz and and the ways of preparing it are handed down from generation to generation. Shubat is fermented came]'s milk with a preparation process much like that for gimizz. It is of snow-white color, thicker and fattier than gimiz. Both drinks are said to cure tuberculosis. {n addition, shubat is known for its capacity to clear up gastric and intestinal problems. Always prepared for special guests, the most famous Kazakh dish is besbarmag (lit: "five fingers"). This dish is made by boiling mutton, horse meat ot beef in a broth which is later served in large bowls. ‘The meat itself is thinly sliced and accompanied by square noodles and rings of onions. For formal affairs and celebrations besbarmag is served together with the boiled head of a sheep of lamb, which is ritually placed in front of the honored or oldest guest (see p. 89). 50Topic 5 1, COMPETENCY: To order food at a restaurant SITUATION: Restaurant ROLES: PCVs and Kazakh waiter w: Kou xemminisnep! Kanai taram kanallewsap? PCV(I): Kanaail vamarsinsss Gap? Ww: Byrix GecOapmax, Monti, kas, Kapra Gap. PCV(2): Imre xannait cycumnunssa Oap? Ww: Kunxa, my6ar, moft Gap. PCV(1): Ona Gisre Kaan, Kapra, exi GecGapmax cone xamnra Gepcentis. Ww: 2Kapatiass. VOCABULARY. maraM food; dish; meal xana- to like ravan, food; dish; meal GecSapmax national Knzakh dish (see p. 50) sour dumplings Kagel sausage made of horsemeat xapra horsemeat dish cycemn drink; beverage wy6aT fermented camel's milk ural fea GRAMMAR AND VOCABULARY EXPLANATIO! Conditionai Form: Polite Requests In Topic 1 (p. 17) the following phrase was introduced: Epren mara Komex Gepcexi3 6ona va (=Gonaait wa)? “Will you kindly help me tomorrow?" (lit: if you help me tomorrow, will it be all right?). Kazakh uses the conditional form with or without a following conclusion to render polite requests: xsimura Gepcentia “please give us qimiz" (it: if you give (us) qimi) 31 59Topic S Examples: Sg.1 Sg.2 Sg/Pl. 3 PLI Negative: aifr-na-cam Gep-Me-cex, ~ca/-ce plus possessive suffixes (see p. 16), except Ist person plural which has the form +x. alfr-ca+m "if say" xan-ca+it(39) “if you stay" Cap-ca “ithe, she, it (they) go" as-cast "if Ido not say” “if we do not give" Note When rendering polite requests, the particle uny/ti (see p. 22) can be added to the conditional form: ‘cypacanaunt "please allow me to ask" (lit: if I ask) 60 32Topic S 2. COMPETENCY: To ask for identity of food items, typical host country foods SITUATIO! Food store ROL! PCV and sales lady (younger than PCV) PCV: Keuipinia, xapsmac, Sy nenin eri? SL: Mumay -- xoiimam eri, anay - mannan eri, ant MEmay KSITKEIEEIR eT. PCV: BecCapmaxka kali er nypaic Gongs? SL: JK wIKSI eTin aS. PCY: Bec6apmaxxa ane He Kepex? SL: Yu, X to take GRAMMAR AND VOCABULARY EXPLANATION: Additional Usages of the Conditional Tense: In addition to expressing polite requests (see p. 52), the conditional is used without following conclusion to render wishes, as in the above phrase: ‘Tosece mai lit: whatif I pay, ie, "I would like to pay” also: Anmatsira Gapcam lit: if I go, ie., "I wish 10 go to Almati," Instead of the optative-voluntative (see p. 39) the conditional can also be used in rendering a wish, desire expres-ed in a direct quotation: Kasacranna warun 6nawec xypyra komexrecces men ezix, (p. 103) "We would like (lit: we said: we wish to help ..) to help establishing small businesses in Kazakhstan.” n SOTopic 7 Followed by Goma "it will be, ie., it is possible," the conditional renders possibility: asroGyenctt Bapeartssa Gomme” "you can go by bus" (lit: if you go by bus it will be possible) cf. also p. 23: Byn collnenai zocpnmramsnt Tofisnuna aifrearurs Conant Note: Instead of the above construction frequently the construction:+y+ra(+re) Gonust is used, see p. 69. PROVERB: ‘Tay rayra Kocsuimac, "Mountains don't meet mountains, Agam amaMra KOcBUTABL (but) humans meet humans."TOPIC 8: DIRECTIONS CULTURE NOTE: Alma-Ata COMPETENCIES: 1. Toask for and give location of buildings 2. Toask for and give directions to a place 82 14Topic 8 Alma-A‘t (Almati) Alma-Ata (in Kazakh: Almati), the largest city and capitai of Kazatshstan, is located 750 10 1100 meters above sea level in the foothills of the Alatsu mountains in southeastem Kazakhstan. The city and its environs have a Continental climate, with temperatures varying greatly throughout the year. The summer season lasts from May to September with an average temperature of 22° Cin July. The winters are cold with an average of -8* Cin January. Alma-Ata receives almost the same amount of rain as Moscow. ‘The city has airline connections to all major cities in the former Soviet Union. A recently ‘established Kazakh airline and a Turkish airline now provide service between Alma-Ata and Istanbul. Other direct connections with Western European cities will soon be in place. A railroad now connects Alma-Ata with Urumchi, the capital of Xinjiang, People's Republic of China. This railroad will eventually extend to Turkey and Europe through the use of already existing lines and the laying of new tracks. ‘Smrounded or three sides by snow-capped mountains, Alma-Ata has a strikingly beautiful natural setting. The city layout and the architecture ofits museums, hctels and government ‘buildings are quite impressive, Tree-lined avenues lead to parks or squares with fountains set within bright flower beds. But like other urban centers in the former Soviet Union, Alma-A\a suffers from pollution which is particularly severe during the winter. The capital city has numerous industrial plants pouring, large amounts of pollutants into the air. During the 1970s one could still enjoy the beautiful panorama of Alma-Ata from the top of Kok ‘Tobe ("Green Hill”), located at the outskirts of the city. For many years now the view has been marred by polluted air which has made the nearby majestic mountains invisible. Pollution and other related problems have also affected tne quality of the famous Alma-Ata apples which gave the city its name: Almati “city of appies." Once widely available, this large and flavorful fruit has become rare and expensive. In 1992 there have been a number of significant changes in Alma-Ata, Streets, places and buildings, which with a few exceptions had Russian names like Lenin-Square or Dzerzhinsky Street, have all been re-christened with Kazakh names, Streets with the names of Russian/Socialist “celebrities” are being renamed honoring outstanding Kazakhs who served the Kazakh people. Similar changes are now taking place throughout the Republic of Kazakhstan as historical Kazakh names of regions and towns are revived. 15 83Topic 8 1, COMPETENCY; To ask for and give location of buildings SITUATION: At a street ROLES: PCV and an elderly Kazakh man PCV: Avail, Maran xom Kepecrin xiGepiniami! K: Kalina Gapacurs? PCV: “Anavay" xonax yiine Gapaliin nen exiat K: “Anmray” Kouax yiline 5- (Gec-) irmri asro6ycnen Gapyra Gonama. PCV: AproGye anmiamacts Kalista? K: Kemenix apis Gerine. PCV: Paxwer, araii. VOCABULARY: xopeer- to show oxiGep- to send, to send away, xepocrin xxi6ep- to show quickly, without any trouble oimk guest Kontak yil+i hotel (lit: guest house) aTay name of a mountain range, here: name of a hotel anna to wait, to delay, to stop asnmta-Ma stop (bus, tramway, etc.) eure street apr, opposite Cer side GRAMMAR AND VOCABULARY EXPLANATION: Basic Function of Converbial Forms in -(ti)/-(i)m and -a/-e/-4: The above converbial forms were introduced on page 48. Their function in verb compounds (converbs plus descriptive verbs) was briefly explained. Here some rules of their basic functions will be given: 1) Converbs are incomplete, ie, infinite verbal forms. They do not express person, number and tense. 16Topic § 2) Because they lack the above information, they have to be used in conjunction, with a following complete or finite verb, as, e.g., Kemi, Gapam, Kenvexcin, Gapran enix, etc. 3) The converbial form in -(s)n/-()n renders an action which has been or will be completed before the action of the following verb. Examples: 1 osuiapra aunort Gapancun (p. 72) lit: I will take (you) and (then) go for three dollars, ie,, "I will tke you along for three dollars." Tipemmep Miniicrpinint oppinGacapoimen xeasecin, codnecriexini enix (p. 116) “We would like (wanted) to meet with the Deputy Prime Minister and (then) talk with (him). In most verb compounds -(t1)n/-(in basically carries the same meaning, although the descriptive verbs (sce p. 48) add certain aspects of the execution of the action ‘expressed in the converbial form. For example: MaraH xor1 KepceTin aiGepecis (P. 76) Jit: you wiil (can) show the road and (then) quickly send (me) off, i., "ean you show me the road without much trouble?" 4) The converbial form in -a/-e (after vowels -i) expresses ain action which takes place simultaneously with the action rendered in the following verb. Italso states the direction (intention) toward an action: ofan kyne (kyr to stile, to laugh) xapaiimr “he looked at him smilingly” easa Gacraitast “he started to writ ‘The meaning of direction toward an action is also expressed in the verb compound consisting of -a/-e/-H followed by al- “to take, to get something successfully," functioning here as a descriptive verb in te meaning of "to be able to": xs ant “he is able to read” Gapa asiacenan (p.112) “Tam unable to go" (I cannot go). nTopic 8 2. COMPETENCY: To ask for and give directions to a place SITUATION: At a street ROLES: PCY and elderly Kazakh woman PCV: ‘Anal, nomrara Xara Gapyra GonaTiann aiframn xiGepinioui! K: Tixe xype Gepintis, xelfin om xaKrarts Oipimni Keurere 6ypuvmmr. Wamaci xapra maxuplM xyprennen con conra 6ypumnus. Tourra komenin con xak 6ypHIMNa. PCY: Kou paxmer cisre, anit. VOCABULARY: nourra post office Gona-ranstitt being possible (accusative case) ‘ike straight on right aK side xaxtratnl which is at the side Sypuun- to cam to (dative case) mamacet approximately Kapri half con left Gypsum comer GRAMMAR AND VOCABULARY EXPLANATION: ‘The above text gives further examples of verb ermpounds (converb plus descriptive verb): aiirum xiGepiniauil “please tell me quickly, ie., without much trouble!" please tell me and (then) send (me) off. *Asa rule the verb compound -(13)1V/-(i)r! xiSep- "to send off” renders an action which is done quickly without much trouble. ‘Tike aype Gepittis "please continue to go straight ahead” “The combination -a/-e/-i and Gep- "to give" renders the continuation of an action. - &6In the sentence given in the above dialogue, nourrara Kanall Gapyra Sonaruussu altrem ~xiGepinisuti, the underlined formation contains the verb compound -a/-e/-itryp- "to stand, to get up" denoting a continuous, ongoing or habitual action. In the latter meaning the compound has been used as a habitual participle formed with -ran/-reu (see p. 33 ‘Typrani-e Typran > -arniran/-eriren > -arean/-erin/-Krin (after vowels). In the above sentence the habitual participle is used as a substantive in the accusative case preceded by 43rd person possessive suffix: “picase tell me how it is possible to go to the post office," lit: tell me its being possible 10 go to the post office, ‘The habitual participle -aTm/-erin/-ttrin can also be used attributively. In this case it has to be translated into an English relative clause: eserin ana “the person who usually comes, who will be coming." With personal endings (see p. 13) the habitual participle renders « habitual past tense: Saparmnvautt “Lused 0 go" Gap-wa-itrasrcsut "You used not to go.” PROVERB: Alcan cosine Typ. "(Whatever) you say, keep your word."TOPIC 9: SHOPPING AT THE BAZAAR CULTURE NOTE: A Central Asian Market (Bazaar) ‘COMPETENCIES: 1, Toask for displayed food items 2, To.ask for quantities/prices and pay for purchased goods 3. Toconverse with a salesperson at the bazaar 88 80A Central Asian Market (Bazaar) As in all Central Asian republics of the former Soviet Union, in Kazakhstan a private economy existed along side of the planned state economy. Goods not available in state stores could be obtained easily in the bazaars, although at higher prices. ‘The bazaar, an ancient institution in Central Asia, have traditionally been places for buying and selling produce: fruit, vegetables, bread, meat, spices and rice. In a Central Asian bazaar, like those in the Middle East, each type of produce has its special area: spices are sold at one place, vegetables at another. ‘The customer walks by rows of tables loaded with neatly displayed apples, followed by rows of tables stacked with tomatoes or cucumbers, Prices and quality can be easily compared to secure the best deal. In contrast to the poor service at state stores, the producers and sellers at a bazaar have always been customer oriented, friendly and aware of the competitors standing next to them. Originally the bazaar was designed as an open-air place with pathways lined with stalls. To protect customers from the sun, awnings would be spread across the stalls. In some places such bazaars still exist, though many were transformed "for sanitary reasons" into permanent buildings during the Soviet period. ‘The most popular bazaar in Alma-Ata is the Kok Bazaar ("Green Bazaar"), located in in a three-story building in the center of the city. ‘The floors are crowded with produce, especially in autumn, when fruits such as apples, grapes, pears, and melons are all in season. Some of the produce is brought from the neighboring republics, Uzbekistan and Kirghizistan., and the salespeople are mostly Uzbeks, Tajiks, Uyghurs, Dungans and Koreans. Traditionally, the Kazakh nomads did not engage in trade and bargaining, Nowdays the prices at the Kok Bazaar reflect the general economy. Whereas two years ago one kilogram of apples would cost only a few kopecks, in May 1992 the price was over 120 rubles.Topic 9 I, COMPETENCY: To ask for displayed food items SITUATION: At a market (bazaar) ROLES: PCV and salesperson (younger girl) PCV: Amaneuis 6a, Kaprinjiac. 8: Amancus 6a! Keninis! PCV: Kemipinis, mer enyen kenrea xowaxunn. KeiiGip napeenepmi eypayra Gona Ma? S: pune, Conan. Cypann. PCV: Mima xemicri xasaxma ue neHai? S: Myn ana, an vamtansa arypr netini. PCV: Byn xeprinixti anmypr ua? Ss: Yoo, Gyn anmypr Sisnin ayrumnan. PCV: Tamama, Oxia ociy anMyprran amram Kestenti. VOCABULARY: Lal edge, border; foreign country en People, nation KelOip some wopoe thing, object ype toask ne to say; to call apse of course xenic fruit esata Kazakin language; in Kazakh ama apple aneypr ‘pear «ep land, country; place oxeprinixti (kaTspMemt Tam Gust) returning (heme) Kako close Giptre together urine talk, conversation ourimetnec- to talk with each other, to discuss ownm yerinne besides, in addition apart dark, darkness aye" to fall down ‘Tycin xanaat itis getting dark (lit: darkness has fallen down) coiit- todo so >axon-Ko11eKell ‘on the way; in passing nayps13 New Year (March 21) alten ready naitsouia- to prepare alls ts, reparation ‘Macelle question; matter, problem pac tue, correct xi ali+aK, only two months xan toremain Folt emphatic panicle hasTopic 11 GRAMMAR AND VOCABULARY EXPLANATION: Present Continous Tense: ‘The present continous tense is formed with the descriptive verbs o7uIp- "to sit," Typ- "to stand," 2xyp- "to go, to move," xaT "to lie" (see p. 48). The first three verbs combine with the converbial form of -(11)n/-(i)n, whereas xar- is used in the form of xavuip- in combination with the converb -a/-e/t: Examples: ‘Tooyian oTIpMB “Lam listening Gust now)" coibien typcun “you are talking (ust now)" ‘OKBITT KYpMi “we are studying (just now)" but: Capa xatopraxa “we are going just now" yiire xattrim Capa scaruiproaz "I am just going home" (Li: Iam just returning and going home) Negation: The present continuous tense has no negative form. The negation of the present-future tense is used instead: omupwatisemt, CapMatiuan, etc. (see p. 37) Explanation of some phrases: *-(uin/-(iyn xan. renders an action which takes the speaker by surprise: it just so happened. courimenec-epaia see p. 112. sxamarnis see p. 110. PROVERB: 2Kankaysmx -- Kaman aypy. ‘Laziness is an evil sickness.” 114 106TOPIC 12: MEDICAL CULTURE NOTE: Health Issues in Kazakhstan COMPETENCIES: 1. Torespond to questions about illness 2. Topurchase medicine 3. To describe one’s emotional stateTopic 12 Health Issues in Kazakhstan Asin other parts of the former Soviet Union, medical services were theoretically free to all inhabitants of Kazakhstan, but there were dramatic differences in the quality of medical care different people received. ‘Those in the "upper class" of Soviet society had access to special health facilites, such 3s hospitals and spas, but for the ordinary citizen, especially for those living in villages and small towns, the standards of medical care were very low. During recent years the health care system inherited from the previous Soviet regime has deteriorated. Kazakhstan now needs hard currency to purchase medicine or replacements for outdated equipment. The lack of hard currency, rising food prices, and the lack of basic necessities, such as soap, bandages, disposable needles, have made it difficult to ‘maintain even minimal standards in hospitals and other health facilities for the genecal public. The special facilities still available to high government officials, academicians and other select groups seem to be better served. If 2 visitor or a tourist has a health problem, ie or she will have access to some medical ‘care, In the Jast few years private polyclinics have been opened in Alma-Ata. In an emergency Kazakhs are always eager to help taeir visitors or guests. Visitors should be advised, however, to bring all necessary medications with them, because it is nearly impossible to find prescription drugs et a Kazakh pharmacy. ‘The local population has turned increasingly to traditional herbal medicine. in the valleys of the Alataw mountains one can find many plants which traditionally have been used as medicinal herbs. Many young people are now learning from the old how to identify and ‘gather such herbs. Particularly in the villages (auf) most people depend entirely on herbal medicines to treat their family's health problems. ‘The level of public health is generally very low in most regions of Kazakhstan, Adults and children alike suffer from serious diseases as a result of air and water pollution and radiation from the nuclear testing grounds in Semipalatinsk, Sariarqa and Aqtéibe. In. addition, the decline of the Aral Sea has left the sea's bottom exposed to storms that deposit millions of tons of sand mixed with poisonous salts over vast areas of Kazakhstan and Karakalpakistan, leading to high infant mortality rates.Topic 12 COMPETENCY: To respond to questions about SITUATION: At a doctor's office ROLES: PCV and doctor ness Kipyre pyxcat na? Keninis, orupami. Kali xepinis ayspams? Backim ayspams. Byxin jenem kaxcaitm. Kpoysmiame onmen xopsinis Ge? 2Kox, onmenenia. Dlenenisne xsay Gap exe. Kiypimx (40°) rpanye. Enni AYEORHNT amcaHNs (amma). Ms, Tamara 1a xstoapsm, icin kerini. PCV: Boce!? D: Cis camanan Kammens. VOCABULARY: xip- toenter pyxcar permission aynip- to hurt, w ache ac head Oyxin whole aeite body xakea- toache severly xeiay tempesature ome- to measure, to check omue-n Ken tony to measure Tpanye degree ayia mouth au toopen rawak throat xetsap- to getred io toswell Gece! how come! cavsan breeze ‘camasuian Kast- tocatch acold 109 ~Topic 12 GRAMMAR AND VOCABULARY EXPLANATION: ‘The above dialogue introduces the verb forms xasmunicit3, xetisrri which belong to a tense formation relating a past action of which the speaker has not becn an eyewitness. He/she sight ("2 heard about it or he might have ymnessed part of the action, usually its result, This tense can also express the speaker's surprise or unawareness that something has happened. Examples: ‘Tamaraingta na keisapian, icin Kerinti "your throat is reddened too and it is swollen badly (as I recognize now)" cia cavvarua KanbanteDt "you must have caught a cold” . also: Haypesrsexia-ax camara rot (p.105) “Only two months are left until Nauriz!" (I was unaware of it). Explanations of Some Phrases: +-(ei)n/-(ijn ker- implies here an action done intensely. 1ig 110Topic 12 2. COMPETENCY: To purchase medicine SITUATION: __A€ the drug store ROLES: PCV and pharmacist PCV: Tymayman nopinis Gap ma? P; Vo, Gap. Mutua nopi xerenai Toxtaramm. Kyxine -- ranepren, ‘TycTe, Keutke moi KacuKneH YU per iminis. PCV: 2Kaxcw. Bac aypynan xanmrali nopinis 6ap? P: Acnuipus imxeninis nypie Gonap. [opi yuin axmama Koccire Tesenis. VOCABULARY: rymay ‘cold; chill nopi medicine >xxoren coughing ‘ToKTa-T- to stop (lit: to make someone or something stop) xyutine aaily ryctTe at noon noit KacemK eH with a teaspoon yur per three times Gac aypy headache acrmpvat aspirin nypte Gonap it might be good; might help Koel cashier's desk GRAMMAR AND VOCABULARY EXPLANATION: «The use of the ablative in the phrase TyMasiax (Gac aypynati) opin Gap ma? (Do you have medicine for [lit: from] a cold [hea iache]?) has been explained on p. 85. phrase acnupys inmenittia (KaKcHL >xamaKt xanGuip oxapatinet sxaprot ac oeay- xe oxemtic ett Kem Kop xep xxeprinixti xer- oxerxie waite >ttambie >eHbIpMa on 2kom Gouresitt KOTAK KOK, >2xoret okYMBIpTKA YP sxype Gep- ay2 xsi xiGep- situation to write writing place; condition; position slowly, without haste side fine, well salary; wages rain (good, well, okay; that's fine half age; young to tain; 10 snow tocat fruit converbiel form of xxe- to eat totry toeat land, cour local to suffice; to reach, attain toarrive and place meeting twenty road; way ‘good luck (lit: may your road be blessed, said to someone ‘who is going or travelling somewhere) ticket (it: road payment) no; it is not (in existence) coughing eee {0 g0; tomun to goon walking hundred horse; horses (collectively) to send, to send away 134 142xxirir oKasy seltueTKep sop wate ket xetlGip Kes Keni Kepex Koce xer- ett ‘eur KaruIM ete emeri Keunxe xeutip- xentipintis Keanec+ xeamtec-xeue occ at x10 xexoHic KeMmex Komex 6ep- KoMexTec xonin-xy xen Kop: Koceren xorepcit xopeer- Glossary young man by foot retiree ‘2004; great yes then, later; after (postposition) some tocome kilogram necessary bowl toleave late Tam late yesterday belonging to yesterday; yesterday's evening to forgive please forgive me (imperative) tomeet with each other until we meet cashier's desk to dress Kilogram vegetable assistance to help (lit: to give assistance) to help, to assist ‘mood, desire (lit: heart-mood) much tose formula of blessing: "May you have a long and happy life!" to show 43Glossary Kopcerin xi6ep- Kopi eure xytt Kop- xyuine xypitu xanall xanmep- Kankam ana Gongs xapa- show quickly, without any trouble 10 appear, o seem street to go through the day; to live daily tice to wait who as what (Lit: as whom) toenter person; gentlernan, lady. book reception to receive respect, esteem respected, esteemed need Kazakh language; in Kazakh sausage made of horsemeat now whet, which from what place, from where? ream without cream which of the mentioned ones toretum torepeat toremain tolike how to leave (behind) my shield, my protection (term of endearment) how much? to look at, to regard (with the dative case) 136 144xaparet Kapa xapta xapbamtac aybint xara KAKCa abe Koll Koll. Kon Komatt- XOMBIMDIaRaH KenTesNE KouaK Kouak yi oroupay Kocumaa out komt Kemmini3 Kyat yan KyanbusTEt xypipunaK KYP- Kypeutsic xypetmicumt xyr xyrTHt xst3 wera ery KBB, KSISbIKEIP- Kersbutopaa xypiini Kerstunopna KuIMI3 Glossary ‘my darling (it: pupil of my eye) pupil of the eye horsemeat dish younger sister (of a man) ‘melon when (interrogative pronoun) to ache severly crossing; comer sheep to put down arm, hand to use as much as we can (lit: as much as it come from our hands) guest hotel (lit: guest house) telephone; bell additional well, good welcome (lit: you came well) to be happy joy, gladness with happiness: glad, happy doll toestablish building builder luck; happiness; good fortune lucky, fortunate, happy daughter, girl to getred temperature interesting; amusing; joy, happiness to be interested rice from (lit: of) Qizilorda name of regional center, formerly Aqmeshit qiimiz (fermented mare's milk)Glossary Maran marwitia Maxcat wan man evi awit Maman, Meaney exert meKen-xalt Mewsexer Monti Manor syn ynxist Conca myuie yaa Pr ipsa Murpaauion winicrp He were weria werisinen weMmepe neue newe xacTacbI3 wopee ier woMip oO to me (dative case of pers. pronoun Ist person singular) meaning purpose cattle beef expert, specialist expertise, specialty recreation center in the mountains surrounding Alma-Ata place, dwelling, residence place of living state, country dumplings minute possible if itis possible member this ‘thousand sir, honorable (term of address) name of a region minister what why basis; origin by origin; by training grandchild how many? how old are you? (lit: at how many years of age are you?) thing, object intenion number interjection £46ott KM ovna owaati Gonca on opsniGacap oct oct xKepsteHt octet apanan onip- os 9 yiinepinianet xopinianep oxinint oxittince opait comure- coment Kop- omip ore ovintint norep masa notitia Tomautop nourra pail paxmer per perinue pyxcar carar carat Heurene canamar Glossary thought, intention to read, to study there; then; now then if itis so right deputy, assistant this from this place, from here from this place, from here to sit down self (with possessive suffixes) (idiom) please feel at home. regret; repentance ‘unfortunately to measure, to check to try to measure life very request; please (xypuamer Journalist, evixuti shoemaker uaurrapaa barber FRUIBIMM KBISMETKEp esearch worker Myramtia (Mexrerrre) teacher seltueTwep pensioner jexep anane businessman caryust salesperson yuk pilot aynapsauu (a6) translator “invou (ays) interpreter EXPRESSIONS OF TIME >xutn year ail month anta week carar hour; time cexynn second Mitty T/sonioT minute 152ran srantepreit Ky xy Keuke, eunkypont TyH rye aye ayere voynix oyrin ete epren, Gypeiryui sam Kaseap Gipuewe soaiyrran xeltint THE CALENDAR Days of the Week ylicen6i ceticen6i capcen6i GeilcenGi oyna consi oKexcen6i dawn, daybreak carly in the morning, day at daytime in the evening, late in the evening night at night ‘noon at noon day and night (ime of 24 hours) today yesterday tomorrow the day after tomorrow at once ina few minutes Monday Tuesday Wednesday Thursday Friday Saturday Sunday Word List Note: According to the Islamic tradition, the week starts with cenSi "Saturday," The days. from Sunday to Thursday are counted as day one (xex

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