PROBLEMS OF INTERFERENCE IN TEACHING RUSSIAN TO AN UZBEK-SPEAKING AUDIENCE AND METHODS FOR THEIR REMEDIATION

Abstract

This article examines the problem of interlingual and intralingual interference in teaching Russian to an Uzbek-speaking audience, identifying it as a primary cause of persistent phonetic, lexico-semantic, morphological, syntactic, and orthographic errors. The relevance of this topic stems from the fact that, within the context of Uzbek-Russian bilingualism and the expanding use of Russian in educational and professional communication, instruction cannot be limited solely to the transmission of linguistic rules; rather, it must be grounded in a scientifically sound consideration of the typological differences between the Russian and Uzbek languages, an analysis of typical errors, and the design of specific techniques for their prevention. The objective of this article is to provide a theoretical rationale for—and a methodological model of—a system for overcoming interference in teaching Russian to Uzbek-speaking learners. The study employs methods of comparative-typological analysis of the Russian and Uzbek languages, analysis of linguodidactic literature, generalization of pedagogical experience, error analysis, and methodological modeling. The findings indicate that the greatest difficulties for an Uzbek-speaking audience lie in the categories of grammatical gender, verbal aspect, prepositional-case relations, agreement, Russian word stress, the hard-soft consonant opposition, as well as the specific nuances of semanticizing Russian vocabulary and constructing syntactic structures. It is argued that the effective remediation of interference is achievable only through a combination of nationally oriented, comparative, communicative, functional-semantic, and stage-based approaches—whereby a linguistic phenomenon is not merely explained, but integrated into a comprehensive system of diagnostic, preventive, practice, speech-production, and reflective-corrective exercises. The proposed methodology aims to foster robust communicative skills, reduce the frequency of interference errors, and cultivate a conscious awareness among learners regarding the differences between the languages in contact.