REVERSE TRANSLATION (FROM NATIVE LANGUAGE TO FRENCH) AS A TOOL FOR DIAGNOSING AND CORRECTING TYPICAL ERRORS OF RUSSIAN-SPEAKING STUDENTS

Abstract

The article reveals a problem of discrepancy between a high level of proficiency in the grammatical theory of the French language and the persistence of systemic lexical and grammatical errors in the spontaneous speech of Russian-speaking students. Particular attention is paid to how the back translation mechanism allows to reveal the hidden interference trace of the native language. Students unconsciously copy Russian lexical and grammatical patterns (aspect-tense oppositions, structures without articles), which they do not recognize as erroneous when forming sentences. The study found that reverse translation is not just a method of knowledge control, but a diagnostic tool. It allows us to capture the discrepancy between declarative knowledge (rule) and procedural skill (fluent speech), caused by errors that remain unnoticed in standard translation from French into Russian.