Abstract
The article deals with the cognitive problems of teaching the Kazakh language from the point of view of frames. The purpose of the article is to consider ways to enrich the vocabulary by classifying the slots of the studied frame and determining their semantic fields, as well as to determine the role of frames and their features in teaching the Kazakh language. Cognitive models are necessary for the formation of a set of knowledge about the concept of family at the initial level among students studying the Kazakh language. When analyzing frames and slots, structural-semantic and comparative methods, frame analysis were used. Semantic meanings were built in the form of frame models and 9 slots were considered. A frame representing a cognitive model facilitates the process of acquiring knowledge. Depending on the goal of mastering the language, frame modeling can be represented by a specific concept or at the level of frames, as in the example given in the article. The lessons of speech development describe the effectiveness of creating a speech turnover through frames, using a slot map when teaching vocabulary. Language learning, as well as knowledge of all aspects of the surrounding world, covers the entire spectrum of knowledge: memorizing words and phrases, using experience, a conceptual scheme makes it possible to simplify the speech process through verbalization.