Abstract:

We are experiencing a period of internationalization and globalization of all processes of social life.

The requirements for communicative competence, taking into account the changed contingent and the communicative needs of the students, have led to the creation of a system of standards, programs, lexical vocabulary, control materials and measurement materials for the Russian language as a foreign language.

The system is based on a multi-stage description of the Russian language, suggesting the presence of six certification levels of general knowledge of the Russian language. Accordingly, there appeared such a type of errors as “the error of the level”.

It should also be noted that the quantity and quality of errors are influenced by the characteristics of the learner’s native language.
The main cause of mistakes in oral and written Russian speech is in the complex interaction of the mechanisms of interlingual and intralingual interference.

Interlingual and intralingual interferences give us a lot of material for various studies. Linguists traditionally use it to conduct research in the field of comparative linguistics, psychologists use it in the development of the theory of speech activity, methodologists and psycholinguists use it for solving problems related to the content of the learning process and the quality and effectiveness of studies of a foreign language.
It is necessary to study the entire volume of lexical and grammatical mistakes associated with violation of grammatical and lexical norms, with violation of accuracy, clarity, logical use of words, ignorance of the semantics of the Russian word, lexical compatibility, polysemy of words, synonyms , antonyms, homonyms and other phenomena that may be associated with language interference.

The interference of the native language or the intermediate language (the influence of the native language system on the mastering of grammatical phenomena of the language being studied) is determined on the basis of the results of a comparative analysis of two linguistic systems.

This analysis makes it possible to use methods of teaching that contribute to a positive transfer of skills of using the phenomena of one language to the formation of skills in the second language system, helps to prevent and to overcome the interference.

We may come across the transference and the interference while studying any linguistic phenomenon and at any level throughout the entire learning process.

Typical student mistakes help us to determine an adequate language learning strategy.

The results of a comparative linguistic analysis serve as a scientific basis for teaching a foreign language, including Russian as a foreign language.

Keywords:

Linguistic system, comparative analysis, interference, transfer, communicative tasks.