Keyword: «morphological errors»

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.