Keyword: «interference»

The article provides a brief overview of the history of the development of methodological systems and the role of grammar in teaching foreign languages at different times. The concepts of interlanguage interference and transference are revealed. The article describes how to avoid grammatical interference and, as a result, typical grammatical errors when learning German as the second foreign language after English. Recommendations are given on how to organize grammar training from the point of view of the communicative approach, as well as examples of some communicative exercises and non-standard grammar games.

One of the important and topical issues of teaching related languages is the admissibility and expediency of using the native language of students in the classroom. The question of the role and place of the mother tongue in the process of learning foreign languages has been relevant for almost 150 years. With different methods, there was a different attitude towards them: from complete recognition to absolute negation. The purpose of this article is to find out if it is necessary and important to include Russian when learning Polish. The theoretical basis of the article is the research of domestic and foreign scientists, and the practical basis - the materials of modern Polish language textbooks and teaching aids, as well as our own teaching experience. The aim of the communication approach, which is currently popular in Poland, is to develop communication skills in a foreign language. At the same time, the mother tongue is not taken into account, and the teaching of linguistic norms plays a secondary role. The study of related languages has its own specificity. It is a kind of return from content to form, to apply the comparative method in the classroom, because the similarity of languages entails a discrepancy between the receptive and productive skills of students. Therefore, overcoming negative transfer is one of the teacher's main tasks. The Russian language, which is used in some working techniques in the lesson, can help a lot in solving this problem. It is primarily an analysis of similar linguistic structures in Polish and Russian, a linguistic drill, as well as the so-called didactic translation, necessary to practice the acquired skills and final control. The practice of teaching Polish shows that the communicative approach should be modified for Slavic groups. More attention needs to be paid to the comparison of languages in learning grammar and translation exercises, which are teaching tools of the grammar-translation method. This will allow us not to give up the basic principles of the communicative approach and at the same time to use the potential of the students' mother tongue. This requires special textbooks and manuals that take into account the specifics of the contingent of students and the tedious work of the teacher to prevent and eliminate errors arising from interference processes.