Language Teaching Methods Journal

The section introduces phraseology as a unique linguistic feature, highlighting the vast number of idioms in Kazakh and Tatar. It traces the evolution of these idioms, initially appearing in fiction prose before gradually integrating into everyday oral and written communication. The enduring popularity of idioms is attributed to their capacity to add expressiveness and vibrancy to speech. The historical context is noted, explaining how idioms, initially used by influential figures like biys (tribal leaders) and akyns (poets), spread among the general population. The research focuses on the shared cultural and national mentality reflected in these idioms, emphasizing their role in shaping linguistic identity. The study draws upon existing theoretical frameworks in Russian, Tatar, and Kazakh linguistics concerning phraseological stability and its connection to national identity.

This section lays out the theoretical foundation of the research, drawing on established theories within Russian, Tatar, and Kazakh linguistics. The focus is on the concept of phraseological stability and how phraseology contributes to representing national mentality. The methodology isn't explicitly detailed, but the research clearly intends to analyze shared features between Tatar and Kazakh idioms to understand how they reflect a common cultural and national identity. The section introduces the idea that the cultural landscape—specifically, the expansive steppe—influences the artistic thinking of both Kazakhs and Tatars, leading to a rich use of metaphorical expressions in their idioms. This influence on linguistic identity is compared to a large-scale, vividly expressed painting.

This subsection provides concrete examples of Tatar phraseological units and proverbs, illustrating the research's focus. The examples given revolve around the samovar, a central object in Tatar culture associated with tea-drinking. The provided idioms demonstrate the nuanced ways in which the samovar is metaphorically used to represent time, alcohol, social interactions, and financial consequences. While Tatars are known for their love of tea and samovars, the research notes that the samovar's role in Tatar phraseology isn't as prominent as other tea-related items. This observation, however brief, suggests a deeper level of cultural analysis inherent in the study's design. This subsection serves as a practical illustration of the types of idioms the research analyzes and the kind of cultural insights they may provide.

The initial section establishes the central problem: the difficulty teachers face in selecting suitable reading materials for diverse student groups. While numerous resources exist, choosing texts appropriate for specific student needs remains a significant challenge. The text highlights that a key requirement for effective reading materials is simplicity and accessibility of new information. Subjective teacher evaluations, often lacking systematic techniques, are commonly used for text selection. However, the true effectiveness of chosen texts can only be accurately assessed through post-course analysis of student knowledge. The section argues that objective methods exist, which offer improvements in teaching effectiveness and learning speed by considering the inherent properties of the text itself, thus motivating students and improving their cognitive interest.

This section details a research study conducted at Westminster International University in Tashkent (WIUT) investigating reading comprehension difficulties in high school. Both subjective and objective factors influencing comprehension were analyzed. The study employed computer-based programs, specifically the Flesch Reading Ease and Flesch-Kincaid readability formulas, to assess the complexity of English coursebook texts. The research demonstrated the crucial role of carefully selecting educational texts based on their quantitative parameters, emphasizing the need for a gradual increase in text difficulty and complexity. This approach, aligning with Komensky's 'from simple to complex' principle, was found to improve student discipline, motivation, and cognitive development, leading to enhanced reading comprehension. An experiment designed to measure the difficulty of text perception revealed that comprehension depends not only on text complexity but also on the reader's preparation.

A detailed description of the experimental design is provided, showing how students were given texts with gradually increasing difficulty levels over five steps within a two-week period. Each step involved two texts and three associated assignments. Time taken to complete the tasks served as an additional measure of text difficulty and comprehension. Empirical results (presented in Table 4, not included here) substantiated the study's hypothesis. The experiment also revealed that texts deemed too easy (such as Grade 2-3 level materials compared to the complexity of senior school or USE materials) resulted in decreased student motivation and a higher percentage of unanswered questions. This finding underscores the importance of selecting appropriately challenging texts to maintain student engagement and enhance learning outcomes.

The study concludes that a systematic approach to text selection, focusing on a gradual increase in complexity, significantly improves students' reading comprehension and overall language competence. The researchers observed a positive correlation between appropriately challenging texts and student engagement, motivation, and successful task completion. The results demonstrated that the progression from simpler to more complex texts, in line with Komensky's didactic principle, leads to better learning outcomes and makes complex materials more comprehensible. The third stage of the experiment clearly showed increased understanding and comprehension among the students. The researchers found that either too easy or too difficult texts, as measured by the Flesch Reading Ease and Flesch-Kincaid Formula, negatively impacted student comprehension and performance. The ability to select appropriately complex texts for different grade levels actively motivates students, helping them to prioritize and improve their reading skills, ultimately leading to better results.

The section introduces the relatively recent development of Tatar language testing based on the Common European Framework of Reference for Languages (CEFR) principles. It emphasizes the importance of this development, linking it to the need to generalize teaching experience, improve Tatar language learning, and define effective methods for enhancing students' linguistic abilities. The research highlights the impact of these tests on language education within the Republic of Tatarstan, emphasizing their role in language preservation and cultural values transmission. The overall goal is to improve Tatar language education and ensure testing materials meet learners' needs and expectations, expanding the contexts in which Tatar is used. The research specifically focuses on the linguistic features of Tatar language certification at the elementary (A1) level.

This section discusses the development of Tatar language assessment materials in alignment with international standards of linguistic competence. The process is highlighted as an integral part of the educational process, aiming to diagnose the speech and language competencies developed by learners. The section cites modern linguistic literature that supports testing as a crucial method for obtaining quantitative characteristics of language proficiency, enabling comparisons across various educational programs and subject areas. The research points out that tests for levels A1 to B2 are regularly updated and improved, considering communicative tasks as well as issues related to validity, reliability, and objectivity. The research directly addresses the A1 (Breakthrough) level, defined as the lowest level of generative language use, focusing on simple interactions, questions, and statements on familiar topics.

This part elaborates on the specifics of the A1 (Breakthrough) level within the CEFR framework. It defines this level as the point where learners can interact simply, asking and answering basic questions about themselves and their surroundings. They can initiate and respond to straightforward statements about immediate needs or familiar topics, moving beyond rote memorization of situation-specific phrases. The section explicitly references the Common European Framework of Reference for Languages, underscoring the international standards being followed. The detailed description of A1 proficiency serves to provide context for the research on Tatar language testing, setting the benchmark against which the test's design and content are evaluated.

The study begins by highlighting the significance of color as a powerful cultural code embedded within language. It emphasizes that each culture possesses a unique linguistic color image of the world, and understanding these cultural nuances is crucial for overcoming 'culturological color blindness' in cross-cultural interactions. The research focuses specifically on a comparative analysis of the color 'yellow' (желтый/gelb) in German and Russian phraseology and paroemiology, using modern corpus technologies to analyze language units and establish their symbolic significance. The goal is to identify both universal and language-specific interpretations of the color's symbolic meaning across the two languages. The study's methodology is outlined as a linguistic and cultural analysis leveraging modern corpus technologies.

This section explores the historical evolution of the color yellow's symbolic meaning. It traces its shift from positive connotations (associated with sunlight and gold during the early European Middle Ages) to negative ones (treason, sin, venality) in the 12th-13th centuries. This negative shift is attributed to the yellow color of the apocalyptic horse in the Revelation of John, symbolizing death and envy, and the association of yellow with Judas's betrayal of Jesus. The research cites I. Itten's view on the symbolism of yellow as encompassing envy, betrayal, lies, doubts, mistrust, and insanity. This historical overview of yellow's changing symbolic weight provides a critical framework for understanding its usage in contemporary German and Russian language.

This section delves into the analysis of 'yellow' in German and Russian phraseological units and proverbs, identifying both common and contrasting symbolic meanings. In both languages, 'yellow' is associated with deceit, inexperience, wealth, and a sickly appearance (physical and mental illness). The research notes the frequent use of 'yellow' in journalistic texts to metaphorically represent things as 'first' or 'leading.' A significant number of phraseological units and proverbs employing 'yellow' denote inexperience. Examples of pejorative uses are explored, including proverbs where 'yellow' symbolizes lying or dirtiness and the phrase 'gelbe Presse' (yellow press) representing sensational, untruthful journalism. The analysis demonstrates how the color's meaning in phraseology reflects historical shifts and cultural interpretations.

The final section presents a comparative analysis of the findings, highlighting the commonalities and differences in the symbolic meaning of 'yellow' in German and Russian. Both languages share the symbolic associations of 'yellow' with a sickly look, physical and mental illness, and shame. Both languages also reflect the symbolic meaning of 'yellow' relating to wealth and material well-being. However, differences exist in the contexts where 'yellow' is used. In both German and Russian proverbial and phraseological systems, yellow is often linked to lies, sensational news, and sometimes 'dirty' news. In journalistic texts, 'yellow' in set combinations frequently signifies 'first' or 'leading.' The research concludes that 'yellow,' despite its brightness and potentially positive meaning (as in the German expression 'das Gelbe vom Ei'—the best), commonly carries negative or ironic connotations in the phraseological and proverbial expressions of both German and Russian.

This section introduces Tatar incantations as a centuries-old genre of oral folk art, highlighting their rich linguistic material and multi-faceted social, psychological, historical, and ethical information. The practical orientation of these incantations is emphasized, connecting them closely to Tatar customs and traditions. The incantations provide valuable insights into the old way of life of the Tatar people, encompassing themes related to household work, interpersonal relations, and interactions with the supernatural. The incantations reflect a blend of pagan and Islamic beliefs, showcasing the unique character of Tatar Islam—a noteworthy aspect given the integration of both traditions. The research emphasizes that the precise wording of the incantations is crucial, even a slight error potentially hindering the desired outcome. The very structure of the incantation, therefore, is an important element of its ritualistic efficacy.

This section examines the specific linguistic characteristics found within Tatar incantations. The morphological structure of the words is noted as being close to the modern literary language, although traditional-archaic features are preserved. The declension of nouns largely follows the modern literary form, with the exception of the suffix '-дин,' characteristic of the Karakhanid-Uygur tradition. The choice of phonetic, lexical, and grammatical elements is highlighted as instrumental in conveying the power and impact of the incantations, creating feelings of awe and fear. The function of verbs in describing movement and the numerical symbolism are examined, indicating their connection to the magical function of numbers. The study notes a predominance of expressive language over figurative language, directly relating this stylistic choice to the oral tradition in which these incantations were created and transmitted.

The analysis extends to stylistic features, focusing on the frequent use of hyperbole within the incantations. Exaggerations commonly relate to the quantity of conditions or the time period needed for the spells to take effect. Examples demonstrate how hyperbole is used to heighten the drama and impact of the incantations and create a sense of urgency and power. The use of hyperbole, often involving two or more exaggerated conditions, is identified as a key stylistic characteristic. The incantations often invoke names associated with diseases, natural phenomena, magical actions, and spiritual entities—illustrating the semantic landscape of these texts. This subsection illustrates how the linguistic choices within these incantations contribute significantly to their overall effect.

This study investigates the linguistic phenomenon of code-switching in bilingual and multilingual contexts. The research involved an experiment with 50 students who expressed a desire to learn foreign languages. The participants were second- and third-year university students specializing in linguistics, selected for their high level of language proficiency. The research methods employed included comparative analysis, analytical description, applications, and component analysis. The research aimed to determine the percentage of students using code-switching during language learning and to identify the most frequent sociopragmatic functions of these switches. A key finding was that students did not view code-switching negatively; however, the study also noted potential negative impacts in certain situations.

This section focuses on the sociopragmatic functions of code-switching, identifying, describing, and illustrating ten of the most common functions observed in the study's data. The research analyzed how and why students shifted between languages. The findings revealed differences in the awareness of code-switching between language pairs. While students were less aware of their code-switching between Russian and Tatar (likely due to these being their native languages), code-switching in English was more conscious, reflecting their acquired, or ‘artificial,’ bilingualism. Other reasons identified include insufficient linguistic competence, lack of vocabulary in the matrix language, the need for linguistic efficiency, and the desire to clarify or elaborate during communication.

The research delves deeper into the reasons behind code-switching behaviors, noting the connection between awareness of code-switching and language proficiency. The study highlights that for the majority of students, Tatar and Russian were native languages, whereas English was an acquired language, impacting the conscious application of code-switching. The researchers identified several common reasons for code-switching beyond proficiency differences, including insufficient linguistic competence, lack of vocabulary, the desire for linguistic economy (using smaller units), and the need for clarification or additional comments. The study concludes that while code-switching isn't inherently negative, it can hinder communication and learning in specific situations. Further research is suggested to explore code-switching across broader social and age groups, extending the scope of the study.

This section introduces the concept of ethical evaluation semantics in proverbs and sayings, characterizing it as a pragmatic category reflecting human preferences and values. Proverbs and sayings, while expressing universal laws and norms of behavior, also reveal cultural specifics. The research focuses on English, Russian, and Tatar proverbs and sayings, acknowledging that differences exist due to the historical development, geographical location, climate, national character, temperament, mentality, and linguistic typology of each ethnic group. Despite these differences, the research aims to identify common ethical assessments across these three languages, exploring the shared values and norms that shape social behavior and life rules.

The analysis reveals common ethical assessments in English, Russian, and Tatar proverbs. The study emphasizes that despite linguistic and cultural differences, certain fundamental ethical values are consistent across societies. The research points to the shared emphasis on the importance of peace and kindness, commitment to hard work and the pursuit of knowledge, and respect for positive human qualities such as modesty and honesty. This highlights the universal aspects of ethical principles as reflected in the wisdom traditions of different cultures. Although specific expressions of these values may differ across languages, the core concepts underpinning them appear to be widely shared.

This section presents examples of proverbs illustrating various ethical themes. Specific examples are given for each language (English, Russian, and Tatar), demonstrating common underlying principles expressed through diverse linguistic and cultural frameworks. The provided examples focus on: (1) work ethic, illustrating the societal value placed on hard work and diligence; (2) the influence of money on friendships and relationships, showcasing the potential complexities and ethical dilemmas associated with wealth and social dynamics; (3) the importance of collegiality, teamwork, and social cooperation, showing how proverbs highlight the significance of collaboration and community; and (4) the importance of hospitality, neighborliness, friendship, and generosity, reflecting the cultural norms related to social interaction and interpersonal relationships. The examples demonstrate both similarities and differences in how similar ethical principles are expressed across cultures.

This subsection expands on the Tatar proverbs, specifically focusing on family values and the relationship with the natural world. Tatar proverbs, it is noted, provide a clear and often categorical perspective on family structure and relationships. The research points to the expressions of positive relations between sons-in-law and mothers-in-law, contrasted with often negative depictions of daughter-in-law and mother-in-law relationships. Additionally, the study examines proverbs highlighting the Tatar people's connection with and respect for the natural world, including references to fire, rain, water, and the sun. The reverence for horses is also discussed, explaining this through their essential role in agriculture, transportation, and hunting. This illustrates how proverbs encapsulate culturally specific values and beliefs and also reflects a deep connection to the environment.

This section establishes the fundamental role of language in expressing human emotions. It asserts that language is not merely a tool for conveying thoughts but also a crucial means of expressing feelings and emotions. The capacity of language to express, describe, categorize, and classify emotions, shaping an emotional picture of the world, is emphasized. The process of verbalizing emotions varies across linguocultures, reflecting specific national and cultural norms and rules. The verbal expression of emotion is considered the realization of the emotional function of language, which utilizes specific emotionally colored linguistic means. The research focuses particularly on emotionally expressive sentences, highlighting their significance in conveying the particularities of national linguistic consciousness.

This section focuses on the comparison of emotional expression in Tatar and French, specifically examining emotionally expressive sentences. These sentences, in both Tatar and French, often serve to express categorical judgments, establish unequal power dynamics in dialogue, and, importantly, convey a desire to protect each other from unpleasantness. Empathy is identified as a key element in close communication within these linguistic contexts. Emotionally expressive sentences are viewed as realizing the category of emotional expression at the syntactic level. The research highlights that understanding the nuances of implicitly expressed emotions in Tatar and French sentences often requires consideration of context, communicative situation, and intonation. This comparative analysis explores the cultural and linguistic particularities of expressing emotion.

This section introduces the concept of teaching Russian national concepts to non-native speakers, emphasizing the importance of understanding the link between language and cultural identity. It highlights that seemingly universal concepts like 'melancholy,' 'fate,' and 'will' carry distinct national connotations shaped by Russia's historical development and cultural self-awareness. The research suggests that these concepts are deeply rooted in spiritual attitudes and axiological foundations, correlating with core cultural values. Understanding these concepts is presented as crucial for grasping the Russian linguistic mentality and the unique features of their linguistic worldview. The examples given are concepts which are fundamental for Russian linguistics and are recognised by leading researchers of national conceptual spheres.

This section outlines two distinct approaches for teaching Russian national concepts to non-native speakers. The first method focuses on a lexicographical description of the key words or explicators of a concept, combining this with contextual analysis of their functions and relationships. This approach involves examining the concept's paradigmatic and syntagmatic features—word-building, synonyms, antonyms, and typical collocations. Paroemias (proverbs) are suggested as valuable linguistic material for illustrating these aspects, reflecting traditional Russian consciousness. The second method emphasizes a linguistic and literary interpretation of the concept's representation in literary texts. This involves textual analysis to reconstruct the author's individual worldview and the conceptual signs forming the associative and value content of the concept. This approach uses authentic texts containing linguocultural information.

This section presents a detailed example of how the concept of 'совесть' (conscience) can be taught. The study begins with analyzing lexicographical interpretations, comparing modern definitions with the historical perspective offered by V.I. Dahl's dictionary. Dahl's definition of 'conscience' is analyzed, noting its emphasis on moral consciousness, the inner recognition of good and evil, and its connection to the soul. The section contrasts this definition with modern lexicographical sources, highlighting semantic components not always present in current definitions. The research further explores the etymology of the word, linking it to the Old Slavonic and Greek roots and introducing relevant linguocultural information to illustrate the understanding of 'conscience' within the Russian linguistic community. The distinct understanding of 'conscience' in the Russian mentality—linked to spirituality and personal responsibility—is compared to the Western understanding rooted in the rationality of consciousness.

This section introduces the concept of professional self-determination, framing it as a system of life meanings, prospects, and goals that individuals define for themselves and that influence their activities and life situations. The choice of a future profession is presented as inherently individualistic, representing a part of personal self-determination and the discovery of one's vocation. The criterion for successful professional self-determination is defined as the individual's satisfaction with their work, social status, and overall place within the professional world. The section also summarizes existing research on professional self-determination from both domestic and foreign scholarship, setting the stage for the research's specific contributions.

This section outlines the key components of professional self-determination, identifying three main aspects: (1) values and motives—the underlying beliefs and drives that influence career choices; (2) cognitive components—the individual's understanding of themselves, their abilities, and the professional world; and (3) operational components—the actions and strategies individuals employ to achieve their career goals. This framework provides a structure for understanding the complex processes involved in making career choices. The research highlights that individual preferences for activity types are connected to their values, interests, and individual personality traits. An individual's awareness of their optimal life path is also presented as a crucial element of personal maturity.

The research identifies common difficulties students encounter during professional self-determination. These challenges include insufficient self-knowledge, poor understanding of chosen professions, limited range of interests, and social immaturity. These difficulties, while considered natural during adolescence, highlight the need for intervention and support. The research thus emphasizes the need for a model of psychological and pedagogical support to guide students through this process. The article notes that mistakes in career choices are common and that support is crucial in helping young people understand and navigate the complexities of professional life, ultimately overcoming potential life crises and fostering a greater sense of self-awareness. The section also states the criteria for assessing professional self-determination and the practical value of the research for psychologists and educators.

This section introduces the evolving sociocultural context of foreign language learning, particularly in the context of increasing international contact and modern socioeconomic realities. The educational and self-educational functions of foreign languages are emphasized, along with their growing professional importance. This underscores the need to strengthen student motivation to learn. The research identifies several key indicators of effective foreign language education within a university setting: agreement on the development of foreign language education across all training areas; development of university links (regional, federal, and international) with teachers, students, and specialists; positive development in students’ language competencies as part of their professional competence; and positive results from students' self-educational activities. The study's experimental work aimed to demonstrate the effectiveness of methodological support for developing language competencies within the framework of self-educational activities.

This section connects the study of media education to the practical application of information and communication tools within Tatar language teaching. It explains that these tools are founded upon the principles of modern linguistic didactics and act as a supplement to traditional teaching methods. The research examines the real-world application of media education tools within Tatar language lessons, presenting the results of a related study. The use of media education in language teaching aims to improve the quality of language education, making it more intensive, individualized, and oriented towards real-world communication in the Tatar language. The section notes that sufficient pedagogical technologies already exist to improve the educational process.

This section describes an experiment designed to assess the utilization of media education models in Tatar language teaching. The experiment investigated the frequency of application of internet resources, audio-video materials, media texts (films, performances, museum visits, etc.), specifically in Tatar language instruction. The use of the online program "Ana TV" (Online School EF-ANA TELE) is highlighted as part of the study's data. The research contrasts the effectiveness of traditional and modern technologies, noting that traditional methods result in approximately 40% retention of teaching material while modern technologies achieve 85%. This experiment aimed to reveal the frequency with which various media resources are used in Tatar language instruction, highlighting the ways in which media-based learning can improve language acquisition and engagement. The results of this experiment are presented to advocate for the integration of media education models within language teaching.

This section establishes the context for the research by highlighting the increasing number of movies being released each year, with American companies dominating global film production. This leads to a significant demand for translation and dubbing to make these films accessible to non-English speaking audiences. The study points out the complexities of audiovisual translation, emphasizing the importance of considering various aspects, such as genre identification. The accurate identification of genre is crucial for selecting appropriate lexical and stylistic units, ensuring the translation effectively conveys the intended meaning and style of the original film or animation. The research focuses on the specific challenges and nuances of audiovisual translation from English into Russian and Spanish within the context of the film and animation industry.

This section clarifies the research's specific focus and objectives. The study is devoted to the peculiarities of audiovisual translation from English into Russian and Spanish, examining translation transformations and their impact on translation adequacy. The study uses cartoon series as its material for analysis. The research aims to determine the degree of influence that translation transformations have on the overall adequacy of the translation, ensuring that the translated version accurately and effectively conveys the original message. The research's relevance stems from the significant and growing demand for translation and interpretation within the film and animation industry, highlighting the practical implications of the study's findings.

This section establishes the context for the research by noting that the systematic study of Arab-Persian borrowings in the Tatar language has a relatively long history. However, it points out a significant gap: the grammatical development of these borrowed elements has not been sufficiently explored in specialized linguistic studies. While numerous works address the language history of the relevant period, the scientific methods for analyzing Arabic and Persian grammatical elements within 19th-century Tatar poetry have remained underdeveloped. The section references existing research that has focused on phonetic and lexical adaptations of Arabic and Persian elements within the Tatar language. These works, by scholars such as F.Sh. Nuriyev and A.F. Yusupov, provide a foundation, but leave the grammatical aspects largely unaddressed. The need for a more systematic approach is clearly stated.

The research acknowledges previous works on the Tatar language that have contributed to the understanding of its historical development and linguistic features. It mentions specific works by F.Sh. Nuriyev, focusing on the phonetic adaptation of Arabic vowels in Old Tatar during the Golden Horde period, utilizing medieval Turkic manuscripts as a basis. The work of A.F. Yusupov is also mentioned, detailing research into lexical adaptation and assimilation of Arab-Persian borrowings, particularly within the context of Sufi and Islamic terminology in 19th-century poetry. Finally, the contributions of D.H. Husnutdinov are highlighted, exploring the lexical composition of the 19th-century Tatar language and its relation to the overall Tatar literary language. These references establish a context for the current research, which builds upon this existing foundation by investigating the previously neglected aspect of grammatical adaptation of borrowed words.

This section clarifies the research's specific aims and scope. The study directly addresses the grammatical development of Arab-Persian borrowings in 19th-century Tatar poetry. This addresses a gap in the existing scholarship, focusing on a previously under-researched area of linguistic adaptation. The research is justified by the limited development of suitable scientific methods for analyzing Arabic and Persian grammatical elements within this specific linguistic context, even despite the presence of numerous studies related to the general language history of this period. The study aims to contribute to a systematic description of the main features of the Old Tatar language of the nineteenth century, defining the norms and variability within its grammatical categories. The research thus focuses on the grammatical changes and developments that occurred as a result of the integration of Arab-Persian linguistic elements into the Tatar language during this particular historical period.

The study begins by acknowledging the long history of research into Arab-Persian borrowings in the Tatar language. However, it points to a significant gap in the existing literature: a lack of focused research on the grammatical development of these borrowed elements. While historical linguistic studies on this period are abundant, systematic analysis of the grammatical adaptation of Arabic and Persian elements in 19th-century Tatar poetry has been insufficient. This gap motivates the current research to explore this crucial area of linguistic development. The study highlights the need to move beyond previous analyses, which have primarily focused on phonetic and lexical aspects of these borrowings.

This section reviews previous research that provides a foundation for the current study. The work of F.Sh. Nuriyev is highlighted, focusing on his investigations into the mechanisms of phonetic adaptation of Arabic vowels in Old Tatar, using materials from the Golden Horde period and medieval Turkic manuscripts. The research of A.F. Yusupov is also discussed, particularly his analysis of lexical adaptation and assimilation of Arab-Persian borrowings, including the development of Sufi and Islamic terminology in 19th-century Tatar poetry. The work of D.Kh. Khusnutdinov, which focuses on the lexical composition of the 19th-century Tatar language and its relationship to the broader Tatar literary language, is also mentioned. This review of existing scholarship establishes a context for the current research, showing how it extends and deepens understanding of the topic.

This section outlines the research's objectives and methodology. The study focuses on systematically describing the main features of the Old Tatar language of the 19th century and defining the norms and variability in its grammatical categories. The research specifically targets the grammatical changes caused by the integration of Arab-Persian borrowings in 19th-century Tatar poetry. It acknowledges the previous lack of sufficient scientific methods for analyzing Arabic and Persian grammatical elements within this language and period. The aim is to contribute a systematic analysis of the grammatical adaptation process, filling a gap in existing research and furthering the understanding of the linguistic evolution of Tatar. This detailed explanation of the study’s purpose and approach ensures clarity and provides a strong foundation for interpreting its findings.

This section introduces the rationale behind developing a new method for foreign language instruction. It highlights that modern language teaching has become increasingly applied, shifting from a more abstract and theoretical approach. The changing perspective on language learning is linked to developments in personality and group psychology, particularly the emphasis on Maslow's need for self-actualization and self-realization. The psychological factor in foreign language acquisition is promoted to a leading position. The section points out the limitations of existing approaches and the prevalence of educational technology offerings without corresponding changes in teaching methods, noting that the market is full of such offerings while lacking variation. It highlights that Russian scholars have thoroughly explored this subject, and it references several of their works. It then indicates that learners are often confused by the variety of teaching methods on offer and calls for a new approach which addresses the shortcomings of current methods.

This section details the research methodology used to develop the proposed 'grammatical and communicative' method. The study involved testing in two experimental groups of ten students each (average age 23). A variety of pedagogical research methods were used. The initial stage involved analysis, questionnaires, and testing. The intermediate phase consisted of pedagogical and pilot experiments, projective techniques, and synthesis. The final stage utilized ranking methods, teacher consultation, and a control experiment. The researchers used a theoretical approach—modeling—alongside empirical methods. Modeling is explained as a synthetic approach focused on deconstructing holistic systems to study their functions. The process included model construction, experimental analysis, result comparison, model adjustment, information interpretation, and finally, practical testing.

This section introduces the developed 'grammatical and communicative' method, stressing its applied nature. The methodology emphasizes the importance of authenticity in communication, balanced demands, mutual benefit, and respect for learner autonomy within the teacher-student relationship. The research highlights the importance of learners' needs analysis, focusing on motivation and psychological/social needs. The new method aims to satisfy the demands of professional foreign language education. The study acknowledges limitations in the developed method. The grammatical tutorial requires improvement and expansion, and a more balanced approach to teaching the four language skills (speaking, listening, reading, and writing) is needed. The researchers prioritize grammar and speaking skills in their current methodology and indicate that incorporating more reading and writing exercises is a key area for further development.