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Abstract

The paper is focused on ways of spatial relationships are expressed in written texts of bilinguals. In particular, I consider how the bilinguals choose Russian prepositions, verbs, and adverbs.

The main method of the research is comparative: I compare Kazakh and Russian which have different systems of the spatial markers as well as examples of using of the Russian elements by the Kazakh bilinguals. I use also a few corpora data: Kazakh sub-corpus of the Russian Learner Corpus (there are the Russian texts written by Kazakh students: http://www.web-corpora.net/RLC), the Russian National Corpus (http://www.ruscorpora.ru), Almaty Corpus of Kazakh (http://www.web-corpora.net/KazakhCorpus/search) and corpora of the Sketch Engine (https://www.sketchengine.eu).

When the bilinguals choose lexical and grammatical items of L2, that is not only a transfer of their dominant language. Violations of bilinguals’ speech can be their non-standard reinterpretation of semantic and functional features of L2 elements. For example, Russian has three elative prepositions s, ot, iz (‘from’, ‘out of’). The RLC data shows that the Kazakh bilinguals often prefer to choose the preposition ot:

(1) … pust' molodozheny zaberut svoikh roditeley ot domov prestarelykh.

(2) Chitaya knig ya voydu v drugoy mir i ne khochetsya ot nego vyyti…

I explain this fact that the Russian preposition ot doesn’t express the topological type of the landmark (container or surface). This feature matches Kazakh case forms which express only semantic role (qala-dan – city-ABL ‘from the city’) but don’t express the topological type of the landmark as in Russian (iz gorod-a – out of city-GEN ‘from the city’). However, in this situation, the Kazakh bilinguals ignore own semantics of the preposition ot – near of the landmark. They assess Russian ot+Genetive similar Kazakh Ablative case.

In the paper, I will consider such cases of the reinterpretation of the Russian elements which can be a helpful addition to research of Kazakh-Russian bilingualism.

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In this article, the common and different features of lexemes in the Uzbek language belonging to the Turkic language group of the Altaic language family and in the Albanian language belonging to the Indo-European language family are comparatively analyzed. Also, the Albanian ethnonym found in the Turkic peoples and its etymology were comparatively analyzed based on the sources of scientists. The historical study of ethnonyms and lexemes makes it possible to determine the gradual (evolution) development of concepts and names and their origin, to study ethnic migration routes, cultural and linguistic connections. A comparative analysis revealed that the literary language of the people living in the geographically distant territory of Uzbekistan, as well as the words of the Kipchak dialects of this region, have a commonality with the Albanian language. To this day, many sources state that the Turkic words in the Albanian language were mainly absorbed into the Albanian language through the Turkish language. (I concluded) The occurrence of lexemes in Albanian, which are present in Uzbek but not in Turkish, proves the opposite of this hypothesis. Because the meeting of the words of the Uzbek literary language and dialects in the Albanian language is evidenced by the example of the lexemes in the Uzbek and Albanian languages that the social-economic-cultural relations of the Albanian and Central Asian peoples existed from ancient times. In addition, the common lexemes of Uzbek and Albanian languages are analyzed synchronously and diachronically, and the similarities and differences of lexemes adopted from other languages into Uzbek and Albanian languages and their peripheral themes are highlighted. As a result, it can be seen that even though our ancestors are located in geographically distant areas, they had contacts in various fields, including economic and cultural fields, and on this basis, lexemes found in the languages of the representatives of both languages were adopted from one national language to another.

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In language acquisition, mastering reading, listening, writing, and pronunciation is pivotal for effective communication. Each skill targets communicative competence, with distinct teaching methods. A lesson integrating these skills facilitates functional literacy and grammatical understanding. Correct usage of literary norms and thematic vocabulary enriches learners' language proficiency.

In teaching Kazakh, fostering communicative abilities is paramount. This involves mastering speech activities and creating tailored educational materials. Meeting various linguistic conditions, cultural nuances, and speech etiquette is essential. Adopting a service-oriented approach prioritizes learners' language proficiency levels.

Our presentation outlines experiences from 'Academic Kazakh Language' courses, emphasizing scientific style development across all four skills. As these courses prepare students for advanced Kazakh studies, proficiency in journalistic, scientific, and conversational contexts is emphasized.

Though interconnected, each skill demands individual focus within a structured learning framework. Tasks are organized to scaffold complexity and relate to thematic content. Through sharing experiences, we aim to engage fellow educators in effective language instruction."