Keyword: «error prevention»

The article discusses the problem and summarizes the author’s experience of minimization of interlingual interference when teaching English to Education majors who study English as a second foreign language. Reasons for interlingual interference, some common errors, possible ways of error prevention are highlighted.

The Federal State Educational Standard of basic general education declares that the result of learning a foreign language at school should be a certain level of foreign language communicative competence formation, due to which a student will be able to carry out the process of everyday and/or professional communication with native speakers. One of the most important aspects of a student's communicative competence is the knowledge of grammar. It is grammar that provides the construction of competent foreign-language speech in accordance with literary linguistic norms. Grammatical differences between languages often cause students’ grammatical interference, that is typological grammatical errors which are stable and difficult to correct. The prevalence of this type of language difficulties in learning a foreign language indicates the relevance of the study, setting as its goal the development of exercises to overcome grammatical difficulties and prevent potential errors in students’ speech. The aim of this study is to examine ways to overcome typical cases of grammatical interference at the lessons of a foreign language. In this article, the most typical grammatical difficulties of schoolchildren when learning English will be analyzed, as well as ways to prevent and overcome them. The data acquired as a result of the study allow us to evaluate which exercises can be the most effective to level out grammatical interference in middle school students and which exercises can help to eliminate some typical grammatical errors. The worked-out learning exercises to reduce grammatical difficulties for secondary school students in English lessons can be integrated by practicing teachers into the educational process.

The article examines a topical problem of teaching methods in mathematics in basic school – identification and analysis of persistent students’ errors in solving plot-based mathematical problems. The aim of the article is to study the errors of students in solving plot-based tasks of the main state examination in mathematics in basic school and, on this basis, to identify persistent errors of basic school students and search for ways to prevent and correct them in further education. Theoretical and empirical methods are used: analysis, synthesis, generalization, expert assessments. The author notes the influence of successful solution of plot-based tasks on the development of students' analytical thinking. Modern scientific and pedagogical literature devoted to the problem of teaching to solve plot-based mathematical tasks in basic school is analyzed. A review of domestic and foreign sources is provided. Plot-based tasks presented in the control and measuring materials of the main state examination are characterized. The article describes a statistical tool that allows analyzing the distribution of exam participants’ answers to various types of tasks: a “fan” (range) of exam participants’ answers, its functions, specifics of its construction, and an example of its application. The article specifies the main persistent errors in solving plot-based tasks in basic school: incorrect understanding of the problem statement, incorrect choice of solution method, calculation errors, and inability to check the correctness of the solution. The article specifies methodological features of implementing an estimate when solving plot-based tasks. The article suggests effective ways to overcome errors in understanding the conditions of a plot-based task: analyzing and structuring information, reading the task conditions aloud, writing down key data, using examples and analogies, a step-by-step solution plan, practice and repetition, and feedback from the teacher. Calculation errors are indicated as one of the most common problems in solving plot-based mathematical tasks. The article reflects strategies for minimizing calculation errors: correct organization of calculations, checking intermediate results, double checking the final result, using inverse operations, practice and training, concentration and attention, using technology, training, and consultations. The paper also specifies the approaches to finding optimal methods for solving tasks. The theoretical significance of the study consists in the development of the concept of "persistent errors in solving tasks". The novelty of the study is expressed in the identification of specific persistent errors in solving plot-based tasks and methodological approaches to eliminating errors.