Keyword: «language transfer»

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 presents a comprehensive comparative study of English language acquisition among Turkic-speaking students in trilingual (Russia) and bilingual (Azerbaijan) educational paradigms. The author analyzes the mechanisms of cross-linguistic interference at the phonetic, grammatical, and lexical levels. Special attention is paid to the "double mediation" phenomenon in the Russian model, where the Russian language (L2) acts as a dominant filter in the acquisition of English as a third language (L3). The study justifies the advantages of each model and offers differentiated methodological recommendations for minimizing negative transfer.