I. YAKOVLEV CHUVASH STATE PEDAGOGICAL UNIVERSITY BULLETIN

linguistic interference, constructive interference, Russian as a foreign language, Chinese students

The article is devoted to the linguodidactic interpretation of linguistic interference. The study describes the methodological potential of linguistic interference in teaching the Russian language in Chinese mono-ethnic groups. The article presents interlingual similarities of the Russian and Chinese languages and offers examples of constructive interference usage. The article substantiates the rationale for the inclusion of constructive interference elements in the Chinese students training. The results of the research show that linguistic interference is manifested both in the speech errors of students and in the teacher’s conscious use of methods of intensifying the learning process. The significant difference between Russian and Chinese is the reason for negative linguistic interference in the process of studying the Russian language by Chinese students. Negative linguistic interference can be leveled by using knowledge about typological differences in languages and by preventing typical speech errors. Interlingual similarity allows the use of constructive interference of different types (phonetic, morphological, lexical and syntactic) in Chinese mononational groups not only in the full-time learning process, but also in the organization of distance and independent learning of students, which contributes to greater teaching efficiency, increasing the volume of the studied language material and the level of its acquisition, as well as shortening the time of teaching a foreign language.

кандидат филологических наук, доцент кафедры русской филологии Тихоокеанского государственного университета, г. Хабаровск, Россия; e-mail: 004712@pnu.edu.ru