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.

Nowadays, Russian-Chinese cooperation is developing and interest in the Russian language is also increasing: Chinese students study Russian both in Chinese and Russian universities. This trend explains the increase in the number of Chinese students at the Ural State Transport University. Students are studying in technical areas of training, so studying Russian for Chinese students is a means, but not a goal of learning. Development of communicative competence is one of the urgent tasks for teachers of Russian as a foreign language (RFL). An important stage in the implementation of such a task is teaching students the correct construction of statements in written speech, since, as numerous studies show, the grammatical component is the most difficult for learning Russian at the initial stage. The article describes the course of experimental and search work, within the framework of which grammatical errors in the written speech of Chinese students were identified and classified. This classification contributed to the development of a number of exercises to prevent errors of the identified types. Thus, the main goal of the article is to create a classification of typical morphological errors in the written speech of Chinese students. The objects of the study were the written works of Chinese students, and the subjects of the study were the morphological errors made by the students. Typical morphological errors (605 in number) of Chinese students studying at the Ural State University of Railway Transport served as the material for the work. Despite the fact that errors of various types were identified, the developed recommendations relate only to the most frequent errors. The theoretical significance of the research consists in replenishing the scientific base with relevant information related to the peculiarities of teaching Russian as a foreign language. The practical significance of the chosen topic lies in the presentation of recommendations based both on the results of research by distinguished foreign and domestic teachers and on my own teaching experience. This work is of potential interest not only to teachers of Russian as a foreign language, but also to other scientists, since the specified classification of errors with the given examples can be used, for example, for philological research.