This paper deals with the category of number and case in genealogically far languages: English, Arabic and Tatar as the language of the ethnic minority. It aims at applying Greenberg's linguistic universal number 39 to these very languages. Contrastive typology is the area of this report and expertise. The aims of our research are to draw the isomorphic regularities and the allomorphic singularities in the languages contrasted. The paper exhibits the correlation of case and number in the compared languages has not been studied yet. Greenberg's linguistic universal number 39 is tested on separate inflections of number and case because the position of these categories is stated with respect to each other in order to prove that the expression of number almost comes between the noun base and the expression of case.

https://orcid.org/0000-0003-2003-7866Аннотация. Сослагательное наклонение относится к парадигме одной из важнейших языковых категорий -категории наклонения. В основе категории наклонения лежит отношение человека к действительности, т.е., данная категория проявляется как модальность. Наклонение во многих языках представляет собой сложное явление с многокомпонентной структурой, которую составляют семантический и грамматический аспекты. Однако, в разных языках, в зависимости от структуры, на первый план при изучении сослагательности выходят разные аспекты. Так, если говорить об индоевропейских языках, в частности, английском языке, сослагательное наклонение проявляется в них как семантико-грамматическая категория. В языках с другой грамматической структурой, например, арабском категория сослагательности предстает в первую очередь как морфологическая. Следовательно, подходы к изучению категории сослагательности в английском и арабском языках асимметричны. В результате применения функциональносемантического подхода к изучению сослагательности в английском языке зафиксированы языковые средства разных уровней: морфологического, лексического, частично синтаксического. Формальный подход к сослагательности арабского языка, наиболее точно отражает языковой статус сослагательного наклонения, позволяя выделить грамматические средства и отдельные конструкции с семой сослагательности, таким образом, иллюстрируя уникальный статус сослагательности в сравниваемых языках. В результате

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This study analyzed the textbooks titled "Arabic for Non-native Speaking Children", Level I by Zakirov, Mingazova, and Mukhametzyanov (2011), and "Arabic for Non-Native Speaking Children", Level II by Mingazova, Zakirov, and Mukhametzyanov (2013) which are used to teach Arabic as a foreign language (AFL) to elementary school children in Tatarstan. The textbooks were then evaluated in the light of the Common European Framework of Reference (CEFR) criteria. Results showed that the textbooks do not meet the CEFR language teaching and learning criteria, as they focus on the reading and writing skills, not oral skills and communication. They focus on the Arabic alphabet letters and basic Arabic grammatical structures and categories. The words taught are selected based on whether they contain the alphabet letter under study, not on the basis of belonging to a certain semantic category. In addition, the textbooks have adopted a grammar-translation approach, not a communicative, functional approach. The study recommends restructuring the textbook aims, skills and subskills taught, language elements selected, syllabus design adopted, and language teaching approach followed so that focus is on learning Arabic for communication. The whole Arabic lesson should be conducted in Arabic (L2). The students should practice oral skills before they move on to reading and writing sentences and paragraphs. The form and meaning of the words and grammatical patterns should be taught together using real objects, drawings, gestures and dramatization. The textbooks should adopt a functional situational syllabus design and follow a communicative language teaching approach. Further details are given below.

Development of international cooperation which led to the inclusion of the second foreign language into the compulsory discipline list, according to the Federal Standards of Basic Education of the Russian Federation, raises the questions of radical changes, directions and conditions of teaching foreign languages which influence the formation of multilingual personality. The paper is aimed at looking into the peculiarities and problems of teaching a second foreign language in the Russian school in terms of goal-setting and the organization of educational process. The study is based on the experience of 22 schools in the Republic of Tatarstan, having been realized through investigating academic papers, official documents, contemplation of the educational process, etc. The results of the study reflect the organizational and methodological issues of foreign language teaching in the Republic (starting time of studying, duration of learning a foreign language, teaching staff, means of teaching, methodological basis, etc.) as well as the demand for learning European and oriental languages. The authors point out the relevance of better conditions for teaching a second foreign language (creating of organizational models, definition of the course length, etc.) and defining the objectives, connected with the contents of the academic discipline, efficiency of teaching a foreign language and the professional qualities of the teacher, his competence.