DOI: 
http://dx.doi.org/10.15293/1813-4718.2501.05
UDC: 
372.881.1
Trubina Zoya Igorevna
Кандидат педагогических наук, Assistant Prof. of the Department of Foreign Languages and Russian Philology, Nizhny Tagil State Socio-Pedagogical Institute, branch of Russian State Vocational Pedagogical University, Nizhny Tagil, Russia, zoek@mail.ru, Nizhny Tagil
Chudakova Nailya Mullakhmetovna
Кандидат филологических наук, Assistant Prof. of the Department of Foreign Languages and Russian Philology, Nizhny Tagil State Socio-Pedagogical Institute, branch of Russian State Vocational Pedagogical University, chudakova_nelli@mail.ru, Nizhny Tagil

Overcoming Lexical and Grammatical Interference in the Study of Prepositions of German as the Second Foreign language after English at the Level of Basic General Education

Abstract: 
Introduction. The paper presents the theoretical and methodological aspects of overcoming lexical and grammatical interference in the process of learning prepositions of the second foreign (German) language by Russian-speaking students, provided they study English as the first foreign language. The goal of the paper is to substantiate the use of communicative-cognitive and contrastive approaches in teaching foreign languages and overcoming interference. Interlanguage contrastive exercises aimed at facilitating the process of learning prepositions of German as a second foreign language are proposed. The research methodology is the provisions of the theory of activity, modern methods of teaching foreign languages, research on theoretical and practical grammar, works devoted to the specifics of teaching several foreign languages. Research methods: analysis of psychological, pedagogical and methodological literature on the topic, analysis, synthesis, generalization, observation, description, modeling, reflection. Research results. The paper presents methodological recommendations for overcoming lexical and grammatical interference in the study of prepositions of a second foreign (German) language, which include specific exercises, tasks and teaching approaches that contribute to the effective overcoming of interference. Conclusion. The paper analyzes the possibilities of using cognitive-communicative and contrastive approaches to overcome interference and determines the sequence of application of a series of contrastive exercises.
Keywords: 
preposition; lexical interference; grammatical interference; language transfer; the English language; the German language; cognitive-communicative approach; contrastive approach; interlanguage contrastive exercises
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