Keyword: «grammatical difficulties»

The article considers the criteria for the selection and organization of the content of teaching, the requirements for educational and methodological support in teaching a second foreign language (on the example of German). The structure of the educational and methodological complex for the second foreign language is described. Recommendations for teaching grammar to foreign language teachers are given.

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.