Authors’ names:
Anna V. Burla, Elena P. Glumova – Linguistics University of Nizhny Novgorod, Nizhny Novgorod, Russia
Abstract:
The article substantiates the relevance of teaching Turkish as a second or third foreign language by leveraging learners’ existing language proficiencies. It examines the scholarly challenge of simultaneous multilingual language acquisition. When analyzing the specificities of teaching Turkish vocabulary, the study considers the limited availability of Turkish methodological and instructional materials compared to European languages, which benefit from extensive established teaching methodologies. The research explores the prospects of Turkish language acquisition by Russian university students from the perspective of its practical professional applications. It investigates how learners’ prior language knowledge can facilitate Turkish language learning, with particular attention to identifying which existing language (English or Russian) serves as the dominant reference point in this process. A comparative analysis of language systems is conducted to determine which base language provides more effective scaffolding for acquiring new Turkish vocabulary and conceptual meanings. The study critically evaluates contemporary Russian and international Turkish language teaching materials, assessing both the relevance of their lexical content and their classroom effectiveness. A thematic breakdown of textbook units is provided to analyze vocabulary items essential for communication in key Turkish language domains. Building upon existing typologies of English and Russian lexical units developed by Russian methodology experts, the authors propose an original typological classification of Turkish vocabulary. This framework strategically utilizes Russian as the native language and English as the first foreign language to optimize acquisition efficiency. The typology is grounded in the linguocultural particularities of Turkish, with the presented lexical units reflecting crucial phenomena and concepts whose mastery facilitates not only language learning but also a deeper understanding of Turkey’s traditional cultural values.
| Section | INTERCULTURAL COMMUNICATION. ACTUAL PROBLEMS OF EDUCATION |
| DOI: | 10.47388/2072-3490/lunn2025-70-2-167-177 |
| Downloads | 21 |
| Key words | Turkish language; second foreign language; third foreign language; interaction of language systems; simultaneous multilingual language acquisition; methodological typology of vocabulary; semantization techniques |