AKRABALIK TUZAĞI VE DİLSEL ŞEFFAFLIK YANILSAMASI: KAZAKİSTAN'DA TÜRKÇE ÖĞRETİMİNDE YAPISAL VE PSİKOLİNGUİSTİK BARİYERLER

The teaching of Turkey Turkish in Kazakhstan presents a unique process in which structural similarity functions as a cognitive barrier rather than an advantage. By examining these obstacles in light of Cross-Linguistic Influence (CLI) theories, this study aims to elevate the findings specific to Kazakhstan to a universal plane of the “proximity paradox.” At the core of the research lie the “kinship trap” created in the learner's mind by the genetic proximity between Turkic dialects and the resulting “transparency illusion.” Built upon the universal theories of Kellerman, Ringbom, Odlin, and Wlosowicz, the study analyzes the intervention of Russian as a “superstratum” and the productive inhibition created by this interference. The analysis reveals that genetic proximity weakens linguistic awareness, while the influence of Russian forms a cognitive filter through "false friends." By presenting the data through a theoretical synthesis table, the article proposes a comparative pedagogical model based on “set theory” to prevent permanent fossilization in language acquisition.