Keyword: «teaching foreign languages»

The article is of interest from a methodological point of view, since when mastering a foreign language in the professional sphere (construction), students have various kinds of interference errors that teachers need to foresee and prevent. Interference is a process that slows down learning a foreign language by students and affects the successful mastering it, so there is a need to find ways to overcome it. The relevance of this work is explained by the need to find ways to overcome destructive interference and use constructive interference when learning a foreign language in the professional sphere as a way to master it better and minimize interference errors of students. The purpose of the study is to test the effectiveness of the proposed exercises for students to overcome destructive interference in the course of a practical experiment. The subject of the research is the method of overcoming destructive interference in the classroom using a specially developed set of exercises. The theoretical basis of the research is the works of domestic and foreign scientists, such as Alimov V. V., Weinreich U., Zimnaya I. A., Leontiev A. A., Rosenzweig V. Yu., Hockett Ch. F., and others. The article presents definitions of interference in their interpretation. The research material was the works of scientists on methodology, pedagogy, linguistics, as well as data obtained during the control translation of a professionally-oriented text with destructive interferences which was made by 26 students. The study used observation methods and surveys based on students' practical work in translating special texts, as well as in classes on developing oral and written speech skills. The analysis of English-language literature on construction topics made it possible to identify groups of constructive and destructive interferences, develop a number of exercises and recommendations that allow avoiding destructive interference and using constructive interference when working with texts and in professional speech communication. In order to test the effect of the proposed exercises, the group of the students was offered to translate the text containing destructive interferences. The results were processed using methods of comparative analysis and statistical analysis, and the author concludes about the effectiveness of the developed exercises and the feasibility of further work in this direction to overcome destructive interference. The practical significance of this work, according to the author, is that the presented methodology and special exercises can be used by teachers in classes on teaching English in the professional sphere. The novelty of this article is due to the fact that the author assumes that it is possible to overcome the destructive interference when future specialists in the construction industry work with professionally oriented texts by properly organizing the educational process and doing the proposed special exercises.

The effectiveness of the process of teaching a dialogical form of communication in a foreign language is facilitated by understanding speech as a specific type of human activity, as well as taking into account the factors of its origins. That is why the focus of the author's attention is one of the key concepts of modern methods of teaching foreign languages - the speech situation. The article identifies the components of the structure of a speech situation that are relevant for shaping educational speech situations aimed at developing students' skills and abilities in dialogic speech.

This article discusses the techniques of teaching dialogic speech in a foreign language classroom. The article analyzes various communicative exercises that promote the development of dialogic speech, such as roleplaying in real life situations, including nonverbal communication. The ability to use the target language for communication is an important aspect in foreign language education, so the purpose of this article is to study the role of communicative exercises in dialogic speech.

In this article comparative characteristics of Russian and English intonation patterns are represented to simplify the acquisition of intonation by foreign (Turkmen) students. The authors also consider features of Turkmen intonation patterns. Concious studying of English and Russian intonation patterns and imitation are thought to serve for reducing or overcoming interference.

The article is devoted to the principle of taking into account the mother tongue in teaching English to primary school children. The role of the mother tongue in the classroom is considered, the use of the principle in the textbooks is analyzed. The article compares the textbooks of foreign and domestic authors, which are considered from the point of view of the appropriateness of using the Russian language or the lack of the mother tongue usage in foreign language acquisition.