Keyword: «extralinguistic (background knowledge) interference»

The relevance of the research topic is conditioned by the insufficient study of interference. As a result, some errors of Russian-speaking students studying Korean remain unclear. It was found that most of these errors have a pronounced cultural context. Therefore, it is necessary to thoroughly study the already existing culturally related interferences. Taking culturally related interferences into account in the selection and organization of Korean language teaching will prevent a number of mistakes in the speech of Russian-speaking students. The purpose of the article is a comprehensive description of one of the types of psycholinguistic processes that accompany the Korean language acquisition by Russian-speaking students of language and non-language faculties. A new type of interference is called extralinguistic interference. To achieve this goal, theoretical and empirical research methods were used. They are analysis of literature on the theory and methodology of teaching foreign languages and related sciences; mistakes and errors’ analysis; synthesis of research results and description; systematization; study and generalization of learning experience; scientific observation of the process of mastering the Korean language by Russian-speaking students and conversation with them; a moderate version of the hypothesis of contrastive analysis; seme and sememes’ analysis of Korean lexical units. A number of conclusions are formulated about the characteristic features of extralinguistic (background knowledge) interference, including its difference from lexical-semantic interference. As a result, a conclusion was made about the need to take into account a new type of interference. The new type of interference leads to a different than usual approach of the teachers’ training content’s selection and organization of the training content. The further direction of research on the introduction of a new type of interference into the theory and methodology of teaching foreign languages has been determined. From a theoretical point of view, the material of the article can be useful for conducting further research on the impact of culture on the teaching foreign languages. The concept of extralinguistic (background knowledge) interference presented in the article can serve as a reference point for comparing linguistic cultures for methodological purposes.