Abstract
The article investigates some difficulties in teaching Slavic languages, suggests ways to overcome them, considers the peculiarities of the translation of related languages. In the presented study, the prevention of interlingual interference is seen as an important component of the study of any non-native language, it should be borne in mind that this problem is especially acute in the case of confrontation of languages with similar lexical composition. It is proved that it is expedient to apply a comparative approach to the selection and description of lexical material, as well as the fact that comparing the lexical composition of related languages allows to focus on those phenomena that can cause erroneous associations in the study of Slavic languages (Polish, Czech, Croatian, Belarusian, Serbian, Russian, etc.) and when translated into Ukrainian. It was found that the theory and practice of translation from closely related languages play a significant role in the training of well-educated and professionally competent Slavic philologists. It is established that linguistic study of inter-Slavic translation allows to identify connotational differences in related languages and show the features of the national linguistic picture of the world for each language, and comparative study of Slavic languages must be taken into account in their teaching methods. As a result of the research, a procedure for working on the vocabulary of closely related languages was proposed, which includes the study of the semantic features of interlingual homonyms of Slavic languages. In this context, it is established that the peculiarity of mastering such lexical units is the study not only of the meaning of words, but also understanding the laws of functioning, according to which linguistic phenomena coexist and are interconnected and interact. Therefore, this procedure involves different approaches and methods of learning the language, taking into account the level of preparation of students.
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