CROSS-LINGUISTIC COMPARISON IN TEACHING A SECOND FOREIGN LANGUAGE

Abstract

Issues of teaching a second foreign language remain relevant for researchers from two sides: developing the theory-based foundations of teaching and from the practice of teaching it. Despite the leading position of the English language in our society, interest in the German language still does not wane, which explains the shift in the focus of attention of teachers in many universities towards German language to be taught as a second language.

The article highlights the linguodidactic issues in teaching German as a second language after English. The main research method was comparative analysis. A review of scientific studies on the research topic demonstrated that this contrastive approach is the most effective in teaching the second language. Applying the German language as a second language and the English language as a first, based on teaching practice, both the positive influence of one language on the second and the resulting interference are demonstrated.

Contrastive linguistics helps to identify and describe differences in languages that contribute to better acquisition of a second foreign language and explain cases of inconsistency in grammatical and conceptual systems. The strategy for presenting language material and the influence of the positive experience accumulated by students when mastering their first foreign language are demonstrated.