Keyword: «interlingual interference»

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 article examines the role of Russian as a pedagogical resource in learning English. It demonstrates that controlled reference to L1 helps reduce negative interference and enhance positive transfer. Typical risk zones for Russian-speaking learners are described at phonetic, orthographic, grammatical, lexical, and pragmatic levels. The effectiveness of contrastive analysis is justified for predicting and preventing errors related to determination, aspect-tense correlation, and control. The didactic value of brief Russian-language comments, instructions, and reflection while maintaining priority on oral practice in English is shown. Functions of translanguaging and code-switching as tools for operational explanation of categories without direct equivalents in Russian are analyzed. The role of translation is reconsidered: it is interpreted as a means of targeted control over meanings and correction of calques rather than an end goal itself. A model of “balanced” use of L1 is formulated, where system comparison, focused microlessons, and bilingual tasks ensure a managed balance between interference and transfer, thereby increasing the efficiency of teaching.

This article examines the specifics of working with Gallicisms when teaching Russian as a foreign language to French-speaking students. It substantiates the need to incorporate Gallicisms into the educational process, describes methods and techniques for studying them, and discusses the difficulties encountered in mastering this group of borrowed vocabulary.

This article examines the specifics of working with Gallicisms when teaching Russian as a foreign language to French-speaking students. It substantiates the need to incorporate Gallicisms into the educational process, describes methods and techniques for studying them, and discusses the difficulties encountered in mastering this group of borrowed vocabulary.