Comparative studies for linguistic purposes: universals vs gramaferents

the purpose of the study is to determine the terminological apparatus of linguodidactics for interlanguage analysis for didactic purposes, taking into account the basic concepts necessary to reveal the features of the functioning of speech interference in the Russian language of foreign students. The article examines the theoretical foundations, analyzes the results and reveals the advantages of the functioning of various concepts and terms for unambiguous understanding when used in scientific research. The article analyzes such concepts as “linguistic and linguodidactic universals”, “interferents”, in the aspect of teaching methods of a foreign language, the main part of the article is devoted to the interpretation of the proposed methods of analysis necessary for applying the scientific approach in the research paradigm. The methods existing in the practice of linguistic and didactic analysis: comparative, comparative, contrastive and confrontational, which are often used synonymously, actually require terminological special consideration in terms of their semantic content. At this stage of the research, a semantic analysis is planned in the use of the proposed terms used in various works. The scientific novelty of the research lies in the introduction into research practice of a new terminological apparatus and a developed classification of terms that allow a comprehensive and in-depth description of linguistic and didactic units and their functions. This is necessary for a clear understanding of the phenomena and processes occurring in the speech consciousness of an individual. The diversity and discrepancies of terminology not only complicates the exchange of experience, but also the development of the field of linguodidactics itself. The novelty of the proposed approach lies in stimulating a dialogue between linguists and methodologists whose research is devoted to interlanguage analysis, who traditionally ambiguously consider the use of terminological apparatus either within the framework of linguistics or within the framework of didactics, without providing unified approaches to disclose existing problems. As a result, conclusions are drawn about the need to introduce the relevant concepts of “interferent” and “contrastive analysis”, considered in the aspect of interlanguage, as well as the possibility of using them to strengthen dialogue between researchers both in Russia and abroad.

comparative analysis, interference, linguodidactic universality, interferent, contrastive linguistics