COMPARATIVE STUDY OF NOUN CATEGORIES IN TATAR AND BASHKIR LANGUAGES: LINGUISTIC AND METHODOLOGICAL ASPECTS

Abstract

In the article, in linguistic and methodological terms, the grammatical categories of the noun in the Tatar and Bashkir languages are studied. On the example of the development of Turkic, Tatar and Bashkir linguistics, the main directions of studying the categories of the noun, the problems of determining the morphological nature of the name in related languages, terminological issues are shown. On the basis of the comparative method, the similarity of grammatical categories of the noun in the Tatar and Bashkir languages is established. Special attention is paid to the grammatical categories of the noun in the Tatar and Bashkir languages, namely, that they are almost identical, the differences consist either in the phonetic forms of expression of affixes or in terminological names. The authors substantiate the idea that this similarity opens up great prospects in the study of two languages as non-native to students in secondary school. The prospects of comparative study of the noun in the lessons of the Bashkir language as the state language are revealed. The authors propose organizational and pedagogical conditions, ways of comparative study of closely related languages. The materials of this study will contribute to the improvement of educational and methodological work with students of Bashkir schools and university students, to a deeper assimilation of the basics of their native languages. The results of the research will be of interest to students of pedagogical universities, teachers of the Bashkir language, methodologists. The authors conclude that the comparative study of two closely related languages will help students to see the socio-cultural situation in the country, the interpenetration of cultures and mutual understanding of peoples, the broad image of the language: not only as a language system, but also as a cultural phenomenon and cultural-historical educational environment. Well-organized work will contribute to the formation of motivation in children and students.