Evgeny I. Slavin

The expansion of the multinational contingent of students in Russian economic universities actualizes the problem of linguistic and cultural interference – the complex transfer of grammatical structures, lexico-semantic models and pragmatic norms of the native language to the professional English language being studied. Traditional methods of teaching economic English, aimed at a homogeneous linguistic audience, do not have the tools to work with different types of interference, which reduces the effectiveness of training and leads to persistent communicative errors in professional discourse. The aim of the article is to identify and systematize the main types of linguistic and cultural interference in multinational economic student cohorts, analyze their distribution by language families and formulate practical recommendations for teachers. The leading research method is a descriptive and analytical approach, including the analysis of written works and oral presentations of students, questionnaires, and the method of introspective logging when working with economic vocabulary. The study was conducted on a sample of 51 students representing five language groups: Indo-European, Turkic, Iranian, Caucasian and mixed one. It has been found that interference errors in economic discourse are systemic and predictable, and their distribution is determined by the typological features of the native language: these are lexico-semantic interference (pseudointernationalisms, paronyms) for native speakers of Indo-European languages, grammatical interference (omission of articles, violations of word order) for native speakers of Turkic languages, and pragmatic interference is significant for all groups, which manifests itself in the transfer of communicative strategies of native culture to English-language business discourse. The theoretical significance of the work is in substantiating an integrated approach to linguistic and cultural interference as a single tiered phenomenon, rather than a set of isolated errors. The practical significance is determined by the developed recommendations: input diagnostics of the linguistic structure of the student cohort, compilation of banks of typical errors by language families, integration of comparative analysis into work with professional texts, journalling an individual "language portfolio of errors", the use of cross-cultural role-playing games.

The relevance of the research is due to the intensification of globalization processes in the educational space, the formation of multinational educational contingents and the need to overcome linguistic and cultural barriers in academic communication. Traditional methods of teaching written language in English, developed for relatively homogenous groups, demonstrate significant limitations in the context of the extreme cultural and linguistic diversity of the modern educational environment. The aim of the study is to identify and systematize paradigmatic transformations in the methodology of intensifying the teaching of written speech in English, due to the specifics of the functioning of a multinational educational space. The methodological base of the research integrates a system-activity approach, socio-cultural theory, poststructuralist methodology, principles of critical pedagogy, a transdisciplinary approach, the concept of ecology of language and learning, as well as the principles of digital humanities. As a result of the research, a number of interrelated paradigmatic shifts have been identified: the transition from a linear-normative to a cognitive-discursive paradigm; from a monolingual to a translingual approach; conceptualization of the phenomenon of interculture; integration of digital technologies and AI as a co-author; transformation of the principles of organizing the educational process through hybrid pedagogy; movement towards a decentered assessment system; rethinking the role of student autonomy. The revealed shifts allow us to speak about the formation of a holistic new methodological reality, where cognitive, socio-cultural and technological factors are interconnected and reinforce each other. The theoretical significance of the research lies in the conceptualization of the modern paradigm of teaching writing as a synthesis of cognitive science, digitalization and interculturalism. Practical significance is determined not only by the possibility of using the identified principles in the creation of new-generation methodological systems, but also by the prospects for their implementation in teacher training programs, as well as in the development of international online courses aimed at students with different linguistic and cultural backgrounds.