Similarities and differences of English and Kazakh languages.

Zholdasbek Ayaulym

The 4 course year student 5B011900 «Foreign languages:

two foreign languages»

Science researcher : Shongalova A.S.

Senior teacher, master of pedagogical sciences.

Similarities and differences of English and Kazakh languages.

"At that time, our writer Abai called for the Kazakh people to study Russian, because he understood that our nation through the Russian language and Russian culture would gain the fruits of the world civilization. It was the same way. In the 21st century, we face new challenges: we have to master our technological and humanitarian dynamic world processes while maintaining our roots, our native language and culture. We can do this through English. "

Nowadays, many issues in the grammar area of ​​your own language and English are still needed. Especially in the national audience, the difficulties in teaching a foreign language grammar are not fully implemented. The study of the problem of the grammar forms of the verb, helps to reveal some of the unresolved issues in the text of some of the most pressing issues in linguistic science, in the field of linguistics and translation theory.

Grammatical consideration of the world's languages, logical laws governing the process of the human mind are the same for all languages, and make sure that grammar is different for each language. Convenient, comprehensible language in one language is unacceptable to a second language and is more profitable for another language. However, comparing English and Kazakh language, some grammatical similarities can be observed.

The texts of the verbal forms are presented in English, the main points of the translation, the ways in which translation can be translated and given, taking into account known similarities and differences between the forms of bilingualism, the grammatical aspects of the translation theory of one of the new branches in the Kazakh language, The main purpose of our study is to examine the ways in which the verb categories are transmitted. Languages ​​of English and Kazakh are genetically different languages.

Genetically English is a family of Indo-European languages ​​and Kazakh is a family of Altai. As a result of group-oriented, grammatically constructed, not closely related to kinship, the English language belongs to analytical languages ​​and Kazakh language . The analytical language basically relies on the auxiliary words, or is not inclined to accept word converters (there are too many auxiliaries in English and two instances). [ 36–114]

In agglutinative languages, suffixes and edges are widespread, and they are added to the root over and over again and the word lengthens. The same appendices will be meaningful, while the root will maintain its independence and will not change (streets-in the streets-to our streets). Therefore, there are more features than similarities between the two languages. However, there is absolutely no similarity between the two languages. To determine the effectiveness of the mother tongue in mastering English grammar, it is necessary to identify similarities and differences between the two grammatical systems.
Particular attention should be given to the English verb forms and their alternatives to the Kazakh language. There is a question as to the nature of the tutorial for learning a new foreign language. At the same time, the problem of teaching the grammar of two languages ​​was first studied in the time of Altynsarin. Problems of language acquisition , learning to write correctly in foreign languages. Altynsarin's textbook concluded that linguistic learning should be based on a paradigmatic, lexical-semantic system of linguistic basic language.
Grammar is a means of achieving basic goals. Thus, taking into account the structural peculiarities of the language, German is fluent, and the Kazakh is an agglutinative language, it is very effective to use the formulas of the Kazakh language to the German audience. Ready formulas are remembered by the learners, and by using this formula, anyone can know their words in grammatical form, combine them and make sentences. For example: The formula for this variable is as follows:

Mother tongue, alongside the first child's adaptation to the environment, was formed at an early age communication tool. Foreign Language is an Appropriate Tool for Life. Foreign Language learning begins at school age, the main of communication - when the mother tongue is learned. Native language it is formed in a rich, linguistic enviroment , and the child learns without difficulty. Learning a foreign language during the process. Therefore, when studying grammar, much attention is paid to the theory of motherhood language needs to be compared. Many of the researchers (R. Menar - Belorecheva, EG Volter , D. Atkinson, S.Krashen, L.Prodromou, etc.) spoke about the role of his native language in his work, some metaphors. [1–29]

"Foreign language lessons in native language are:

1. Treatment, medication (of course, useful, but also have some adverse effects);

2. Well-known well;

3. A sore throat in teaching;

4. Wide window (to see students' experiences, world and culture

allowing);

5. Crayfish (it helps to move forward, but also shows insolvency).
Let us explain the word "tense". "Tense" is a "tempus" from Latin means time. Interaction between sharp action, the state of the state of the state of affairs and the time spoken Grammatical category. The category of eyelids indicates the time of the gestation, which is associated with the moment of speech, but it is transmitted over time by grammatical rather than individual words. The English language breaks down into three large groups: Present Tenses, Past Tenses, and Future Tenses. And in the Kazakh language there are three types of punctuation. The present , the past and the future. These are the flaws and the consequences are divided into several groups. [3-81]

There is also a way to speak English too. By adding infinitiv to him - ing, the most commonly used form of the English language is called "Injection".

The -er (sometimes -or) suffix to the infinitive is to act in most cases: to read - reader, to write - writer, to work - worker, to sail - sailor (sailor) and so on. The adjective, which gives a new lexical meaning to the word, is the most commonly used word of mouth in the Kazakh language. It is easily seen in words. For example : a worker, a worker, a pupil, a writer and so on.
However, there are some differences. The root remains unchanged in the Kazakh language, while affixes harmonize with the root, that is, under the law of harmony. According to this law all Kazakh words are subdivided into thin and bold joints. For example, the lake, the song is thin or thin, it is thick. The suffixes and dislocations in English are mostly independent.
Native language based on a second language learning is carried out. Mother tongue is the main source of learning another language. At the moment, based on the mother tongue, the principle of teaching, mother tongue and language learning comparing the peculiarities of learning is widely supported. It is my mother tongue to implement this position comparing the foreign language at different levels and learning the linguistic material is understandable need to understand. For example, the learners often make mistakes when using foreign languages, often occurring in the fact that he does not know the difference in the shape of the shaft. Comparative studies allow learning a foreign language consciously.

References:

1. Address of the President of the Republic of Kazakhstan to the people of Kazakhstan on January 29, 2011.

2.Ehlich Konrad, Rehbein Jochen. Wissen, kommunikatives Handeln und dieSchule.In: Goeppert, Herma C. (Hrsg.) Sprachverhalten in der Zur Kommunikation von Lehrer und Schüler in der Unterrichtssituation. München: Fink, 1977, p. 36–114.

3.İlleri Esin. Türkisch als Fremdsprache. Geschichte und Voraussetzungen. In: Fittschen, Maren & İlleri, Esin (Hrsg.) Türkisch als Fremdsprache unter sprachwissenschaftlichen Gesichtspunkten. — Wiesbaden: Harrassowitz Verlag, 1994. — Р. 1–29.

4.Piepho, Hans-Eberhard. Kommunikative Kompetenz als übergeordnetes Lernziel im Englischunterricht. — Dornburg- Frickhofen: Frankonius.3-81