A comparative study of the state and foreign language teaching system in China and Kyrgyzstan

Abstract

Relevance. Language teaching systems, both national and foreign languages, are constantly evolving, reflecting changes in society, scientific knowledge, and technological progress, playing a key role in a globalised society.Purpose. The study aims to analyse the key differences and similarities in the state and foreign language teaching systems in China and Kyrgyzstan.Methodology. To achieve the research objectives, the following methods were used: generalisation, survey, and comparative.Results. The research results determined that the state and foreign language teaching systems in China and Kyrgyzstan were formed under the influence of historical, cultural, and political factors. While China emphasises language unification at the national level considering local peculiarities, Kyrgyzstan balances between its national language and Russian, preserving the bilingual nature of the country. A comparative analysis of the language policies of two countries as different as China and Kyrgyzstan requires a thorough understanding of the historical, cultural, and political contexts of each country.Conclusions. Through the student survey conducted, it was found that more than half of the respondents believe that the state language teaching system in both China and Kyrgyzstan is rated as good compared to the foreign language system, where almost 50% of the total number of students are not sufficiently satisfied with its implementation. It was found that this tendency is related to the lack of practical tasks in the implementation of language cognition. The practical significance lies in the use of the results of the work by researchers who study aspects of the functioning and development of the learning system in Kyrgyzstan and China, as well as by specialists in the fields of philology and linguistics.