Abstract
This research article examines the theoretical and practical significance of developing linguistic competence in the process of language teaching through literary texts, based on Kazakh novels published after the independence of Kazakhstan. The aim of the study is to scientifically substantiate the effectiveness of language teaching through literary texts, to systematize teaching methods based on literary works, and to formulate conclusions aimed at improving the development of language skills in modern educational contexts. In this research, particular attention is given to the structural, semantic, stylistic, and linguistic characteristics of literary texts and their role in the language learning process. Literary works are considered not only as objects of aesthetic study but also as effective pedagogical tools that contribute to the development of vocabulary, grammatical competence, communicative abilities, and cultural awareness of learners. The study also examines how literary texts help learners understand complex linguistic structures and interpret cultural meanings embedded in language. The scientific novelty of the research lies in the pedagogical and linguistic analysis of the novels Akboz Üy by S. Elubayev, Akorda by D. Doszhan, and Zharmak by M. Magauin, which represent significant examples of Kazakh prose written during the period of independence. These works are analyzed in terms of their linguistic richness, stylistic diversity, and educational potential. Linguistic units from these novels are examined through specific textual examples, and methodological recommendations are proposed for the effective integration of literary texts into language teaching.