1 republic of uzbekistan ministry of higher and secondary specialised education

Comparative typology and methodology of teaching foreign 
languages. 
Methodology of teaching uses regularities established by 

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typology. In general, as any analytical investigation, the linguistic 
typology has two purposes: theoretical and practical. The first is 
connected with the typological analyses of the system of each compared 
language separately, the second is connected with the further applying 
the results, obtained in the cause of analytical investigation.
 
The linguistic typology can be connected with the methodology of 
teaching foreign languages while defining interfering means. 
The native language of the pupils they speak from childhood can 
influence the system of the foreign language they start to learn. 
The analysis of the interference is connected with the comparative 
analyses of the system of two or more languages with detection of 
differential tags of phonological, lexical and grammatical systems. 
From the idealized point of view the analysis of interference is 
connected with the installation of typological isomorphism and 
allomorphism. From the practical point of view such analysis can help 
the detection of errors arising under the influence of the system of the 
native language. 
Now we'll see the cooperation of some other branches of linguistics
with comparative typology . 
The methodology of teaching foreign languages is connected with 
the structural typology on the linguistic basis of training as a whole, 
applying different methods of structural linguistics in different 
languages: by the definition of the deep structure of this or that 
category, by consideration of separate problems of semantic and formal 
typology and many others. 
Given problem serves as a subject of discussion for the linguists 
and methodologists. 
As for genetic typology it is connected with studying languages in 
connection with related and non-related patterns on the basis of the
definition of deep and surface identity. 
Concerning areal typology, for example, in order to teach foreign 
languages in separate areas of Central Asian republics it is necessary to 
allow the knowledge of two or more languages of the local residents. In 
some cities of Uzbekistan in the process of teaching foreign languages
the interfering role is simultaneously played by the systems of the 
Uzbek, Tadjik and Russian languages.