International integration and approximation of peoples through learning of national languages

Abstract

In the XXI century of globalization and integration, the social importance of linguistic education in the socio-political, economic and cultural domains is growing. The integration of the Kyrgyz state into the international community, the active implementation of modern information and communication technologies, the establishment of a multicultural and multilingual world requires the young generation to know several foreign languages for international community of nations. In the course of the development of multilateral scientific and economic relations between states, as well as intensification of the processes of exchanging cultural achievements and intellectual values, the so-called progressive phenomenon as a fluency in foreign languages, in particular, Russian and Chinese, in addition to one's native language, assumes special significance. These languages play an important role in the life of our society, allowing us to be successfully oriented in the modern world. Learning Russian and Chinese will open up new opportunities for the young generation. A comparative study of a numeral in the Kyrgyz, Russian and Chinese belonging to different typological systems, will create a basis for their more successful study. The relevance of this research is determined primarily by the necessity and significance of comparative-typological studies of such multi-structural languages as Kyrgyz, Russian and Chinese. The purpose of this study is to identify and describe the similar and distinctive properties of a numeral as a part of speech in languages of interest. Characteristic features of the countable system have been examined in the compared languages; attention has been drawn to some inconsistencies in them. The general and specific consistent patterns of the use of a numeral in the languages under consideration have been revealed. The results of research can be used in the teaching of Kyrgyz, Russian and Chinese as non-native languages. The knowledge of the features of both languages will help to identify the causes of interference in the acquisition of a non-native language, to determine the content and sequence of training.