Features of Typical Interference Errors in Mastering Cardinal Numbers in Russian by Iranian Students

Aim. To describe typical interference errors that Iranian students majoring in Russian make when writing and speaking at the initial stage of their studies and to offer recommendations for overcoming them.

Methodology. To achieve the aim, such research methods as theoretical analysis of scientific literature, observation of the process of speech formation of Iranian students, as well as systematic accumulation of data in classes on the use of cardinal numerals were used. Examples of typical interference errors in research were taken from personal data collected in an orderly manner by the author of the article in the process of observing the educational activities of Iranian students-Russianists at three different universities.

Results. Research results confirm the fact that the errors which occur when using cardinal numbers are related to phonetic, spelling, and grammatical errors that do not depend on the form of speech and therefore can manifest themselves in both oral and written speech of Iranian students.

Research implications. The theoretical significance of the study is that several typical interference errors that exist in the use of cardinal numerals in Russian by Iranian students of Russian philology have been identified, and the reasons for their occurrence have been given. A sequence of teaching cardinal numerals to Iranian students of Russian philology has been proposed. The practical significance of this study is that the results of this study can be applied in the practice of teaching Russian in a foreign language environment and in Iran to further minimize and neutralize the errors of Iranian students studying Russian.

Conclusions. The analysis of typical errors of Iranian students studying Russian showed that most typical errors occur due to intralingual interference under the influence of grammatical and spelling rules of the Russian language, which negatively affects the development of oral and written speech.

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