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» сериясы «XVIII СӘТБАЕВ ОҚУЛАРЫ» 156 157 my knowledge about endangered languages. Second, one is primary research, which will be used in order to collect data from local residents. I will use qualitative method of data collecting. Qualitative method is more suitable for my study because it enables more complex aspects of a person’s experience, participants are allowed to provide data in their own words and fewer restrictions and assumptions are placed on the data to be collected. Finding out about opinion of people according to the issue, their experience and possible ways of solving the issue is easier through face-to-face interaction with people. Therefore, I decided to conduct interview. Interview will give me opportunity for feedback, more precise information and it adds depths and validity to research data. During the interview I will ask open questions because they allow for much longer responses, for more creativity and information. The interview will be with 4 people of different age, sex and with different occupation because I decided to have purposeful sampling in order to ensure that all relevant types of people are included in my sample and that the right mix of people are interviewed. For instance, I am going to ask questions from pupils, teachers and experts, who are acquainted with the topic of endangered languages. I will warn all the participants about recording our interview and that it will be confidential and they will sign permission for the recording. REFERENCES 1 Maureen Hoffmann. Endangered Languages, Linguistics, and Culture: Researching and Reviving the Unami Language of the Lenape. 2009, p. 3. h t t p : / / w w w . s w a r t h m o r e . e d u / S o c S c i / L i n g u i s t i c s / LenapeLanguageResources/pdf/2Hoffmann_thesis.pdf 2 Endangered languages: the full list, p.1-2. https://www.theguardian.com/news/datablog/2011/apr/15/ language-extinct-endangered 3 Kolbert 2005, p. 6-7. h t t p : / / w w w . s w a r t h m o r e . e d u / S o c S c i / L i n g u i s t i c s / LenapeLanguageResources/pdf/2Hoffmann_thesis.pdf 4 Maureen Hoffmann. Endangered Languages, Linguistics, and Culture: Researching and Reviving the Unami Language of the Lenape. 2009, p.22. h t t p : / / w w w . s w a r t h m o r e . e d u / S o c S c i / L i n g u i s t i c s / LenapeLanguageResources/pdf/2Hoffmann_thesis.pdf 5 Minhaj Akreyi. 19th century mentality in 21st century: Kurdish language still banned in turkey.2011, p.3. https://kurdishrights.org/2011/03/12/19th-century-mentality-in- 21st-century-kurdish-language-still-banned-in-turkey/ 6 Anouschka Foltz. How Languages Die.2015, p.5. https://newrepublic.com/article/125501/languages-die 7 Anouschka Foltz. How Languages Die.2015, p.4. https://newrepublic.com/article/125501/languages-die 8 Maureen Hoffmann. Endangered Languages, Linguistics, and Culture: Researching and Reviving the Unami Language of the Lenape. 2009, p.15. h t t p : / / w w w . s w a r t h m o r e . e d u / S o c S c i / L i n g u i s t i c s / LenapeLanguageResources/pdf/2Hoffmann_thesis.pdf 9 Rachel Nuwer. Languages: Why we must save dying tongues?, p.2. http://www.bbc.com/future/story/20140606-why-we-must-save- dying-languages 10 Rachel Nuwer. Languages: Why we must save dying tongues?, p.2. http://www.bbc.com/future/story/20140606-why-we-must-save- dying-languages 11 Maureen Hoffmann. Endangered Languages, Linguistics, and Culture: Researching and Reviving the Unami Language of the Lenape. 2009, p.18-19. h t t p : / / w w w . s w a r t h m o r e . e d u / S o c S c i / L i n g u i s t i c s / LenapeLanguageResources/pdf/2Hoffmann_thesis.pdf 12 Leila Iyldyz. Trilingual Education Policy In Secondary Schools In Kazakhstan: Teachers’ Beliefs And Classroom Practices. 2017, p.1. http://www.eera-ecer.de/ecer-programmes/conference/20/ contribution/34693/ 13 Leila Iyldyz. Trilingual Education Policy In Secondary Schools In Kazakhstan: Teachers’ Beliefs And Classroom Practices. 2017, p.1. http://www.eera-ecer.de/ecer-programmes/conference/20/ contribution/34693/ 14 Leila Iyldyz. Trilingual Education Policy In Secondary Schools In Kazakhstan: Teachers’ Beliefs And Classroom Practices. 2017, p.2. http://www.eera-ecer.de/ecer-programmes/conference/20/ contribution/34693/ |