DEVELOPING LEARNERS’ EMOTIONAL INTELLIGENCE THROUGH TEACHING KAZAKH PROSE

Abstract

This article empirically examines the possibilities of developing school students’ emotional intelligence in the process of teaching Kazakh literature, with a particular focus on Kazakh prose of the twentieth century. The relevance of the study is based on the assumption that an instructional approach aimed at identifying the author’s stance in literary prose enhances learners’ emotional perception, empathy, and reflective thinking.

The study was organized according to an experimental design and conducted within the framework of the Kazakh literature subject at the secondary school level. To assess students’ emotional intelligence, pre-test and post-test measurement instruments were applied. During the textual analysis, special attention was paid to characters’ psychological states, moral choices, internal conflicts, and the author’s perspective. In the course of instruction, upper-grade students developed skills of recognizing the author’s stance, correlating it with characters’ actions and emotional states, and producing personal emotional reflection based on literary texts.