Keyword: «language interference»

The paper tells about the experience of studying the writings by Alexander Tvardovsky in a foreign audi-ence. The symbolic meaning of his works in the context of Soviet literature is underlined, specific concepts are emphasized, the further analysis of which may be promising not only for teaching purposes. Being treated as a leading representative of Smolensk poetic school Alexander Tvardovsky is analyzed within the frame of Soviet literature traditions, some stylistic aspects which appear because of language interference are also accentuated.

The article considers the psycholinguistic features of forming foreign language professionally oriented competence, in particular, the characteristics of know-hows and skills of a foreign language learner, the use of linguistic experience, including the problem of the influence of both positive and negative transfer on the process of learning a foreign language.

The article is devoted to the urgent problem of overcoming interference and the formation of stable grammatical skills of the Russian language among Abkhaz students. The author proceeds from the premise that traditional methods of explaining grammar often prove to be insufficiently effective in a bilingual environment, where the process of mastering a second language is significantly influenced by the structures of the native (Abkhaz) language. The main focus is on the practical application of such methods as communicative and role-playing games, situational tasks, project activities, work in pairs and small groups. The author proves that an interactive format that simulates situations of real communication allows you to transfer grammatical knowledge from a passive reserve into active speech skills.

The expansion of the multinational contingent of students in Russian economic universities actualizes the problem of linguistic and cultural interference – the complex transfer of grammatical structures, lexico-semantic models and pragmatic norms of the native language to the professional English language being studied. Traditional methods of teaching economic English, aimed at a homogeneous linguistic audience, do not have the tools to work with different types of interference, which reduces the effectiveness of training and leads to persistent communicative errors in professional discourse. The aim of the article is to identify and systematize the main types of linguistic and cultural interference in multinational economic student cohorts, analyze their distribution by language families and formulate practical recommendations for teachers. The leading research method is a descriptive and analytical approach, including the analysis of written works and oral presentations of students, questionnaires, and the method of introspective logging when working with economic vocabulary. The study was conducted on a sample of 51 students representing five language groups: Indo-European, Turkic, Iranian, Caucasian and mixed one. It has been found that interference errors in economic discourse are systemic and predictable, and their distribution is determined by the typological features of the native language: these are lexico-semantic interference (pseudointernationalisms, paronyms) for native speakers of Indo-European languages, grammatical interference (omission of articles, violations of word order) for native speakers of Turkic languages, and pragmatic interference is significant for all groups, which manifests itself in the transfer of communicative strategies of native culture to English-language business discourse. The theoretical significance of the work is in substantiating an integrated approach to linguistic and cultural interference as a single tiered phenomenon, rather than a set of isolated errors. The practical significance is determined by the developed recommendations: input diagnostics of the linguistic structure of the student cohort, compilation of banks of typical errors by language families, integration of comparative analysis into work with professional texts, journalling an individual "language portfolio of errors", the use of cross-cultural role-playing games.