WAYS TO OVERCOME LANGUAGE INTERFERENCE IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE TO ARAB STUDENTS

Abstract

The aim of the study is to conduct a comparative analysis of grammatical phenomena in the Russian and Arabic languages in order to reduce the interference that occurs to a minimum in the process of teaching foreign students the Russian language, ideally to achieve transference. The article analyzes the nature of language contacts, as a result of which there is an inevitable penetration of one language into another, which, in turn, creates prerequisites not only for the clash of grammatical systems of the two languages, but, as a consequence, difficulty in communication and perception of cultural codes. The main attention in the work is focused on comparing the linguistic features of the Russian and Arabic languages and identifying similar phonetic, grammatical, word-formation mechanisms to use them in the learning process as an analogue. To achieve this goal, methods of studying scientific and methodological literature on the topic are used; analysis and systematization of theoretical information; comparative methods; analysis of the characteristics of the contingent; observation of the educational process; development and testing of educational tasks; analysis and interpretation of the results of their use. As a result of the comparative method usage in teaching Russian as a foreign language to students of the Middle East region, it is possible to achieve the influence of interference in the formation of phonetic, lexical, grammatical skills. The explanation of many complex topics is more successful, the motivational level of students increased. The presentation of the material based on the native language arouse keen interest among students, the desire to learn more about various and similar phenomena in Arabic and Russian.