Features of teaching Russian to adults taking into account their previous language experience

Abstract

The article examines the specific features of teaching Russian to adult learners, taking into account their previous language experience. The relevance of the study is determined by the fact that an adult learner enters the classroom not as a passive recipient of knowledge, but as a speaker of a native language, with established speech habits, professional experience and individual learning strategies. Such experience may serve as a foundation for the conscious acquisition of grammar, vocabulary and norms of speech behavior; however, at the same time, it often causes phonetic, grammatical, lexical and syntactic errors related to interference from the native language or a previously studied language. The paper analyzes the main manifestations of language interference and considers the importance of the contrastive approach, initial diagnostics, motivation, and the real communicative needs of adult learners. Special attention is paid to the practice-oriented organization of lessons, including professionally relevant texts, speech situations, exercises for self-monitoring and conscious error correction. It is emphasized that effective teaching of Russian to adults is possible through a combination of systematic explanation of language material, communicative practice and individualization of the learning process. The proposed methodological recommendations can be used in Russian language courses for adult learners, teachers, specialists undergoing professional development, as well as in classrooms with diverse linguistic backgrounds. The material of the article has an applied character, since it helps the teacher not only to identify typical errors, but also to understand their causes, choose appropriate methods of explanation, prevent the recurrence of difficulties, and develop learners’ more confident, independent and conscious command of Russian speech.