TYPICAL MISTAKES UKRAINIAN STUDENTS MAKE WHILE STUDYING THE CZECH LANGUAGE: THE PROBLEMS OF INTERFERENCE

Abstract

Introduction. The topicality of the work is determined by the direction of present-day linguistic researches on the study of the influence of the Ukrainian-language interference on the structure of the Czech language, the establishment and interpretation of the causes of interference and the disclosure of the mechanisms of its generation, the establishment of regularities of functional changes that accompany this phenomenon.Purpose. The aim of the article is to focus on analysis of the most common mistakes while studying the Czech language by Ukrainian students for taking them into considerationin the teaching process.Methods. The investigation is grounded on the observation method, descriptive method, contrasting method and the method of structural analysis.Results. The results of the investigation showed that students make the biggest mistakes in grammar and spelling. Studying the ways of teaching the Czech language as foreign one approved the necessity of applying of such complex methodology of teaching, which covers translation, comparison, audio-linguistic and audiovisual practice, as well as communicative method.Conclusions. The interference of the features of the Ukrainian language takes place at all levels of the language skills of the Czech language. The interference in the phonetic level in the speech of the Bohemian students is manifested in their subconscious orientation towards the system of the native language during the implementation of the Czech language, that is, the application of its own articulation base and the spoken language skills of the native language.At the grammatical level, the interference of native-language peculiarities lies in the misuse of case endings and іn incorrect construction of phrases. At the lexical-semantic level, interference leads to the use of words that are inappropriate in a particular context.The inclusion of interference while studying the Czech language allows to prevent students’ mistakes and reduce their number, thereby facilitating the learning process and identifying it, contributes to a more effective development of secondary linguistic competence, reduces the learning time to master the new material and allows to prevent the emergence of interference phenomena among students.