The article examines the errors in the basic level regarding the interference of the Portuguese language when Brazilian students learn Russian as a foreign language and offers the methodic to predict and avoid them. For this, authors compare the phonetic systems of Russian and Brazilian Portuguese as well as the main grammar units and structures that form the linguistic minimum on the basic level. Then, using the comparative analysis the errors in the students’ speech are predicted and interpreted. The results of theoretical comparison are compared to the actual and real errors. In the phonetic plan authors figure out significant difference in the signs of hardness, softness, place of articulation, mode of articulation and nasalization, and not big difference in acoustic signs and duration of sounds. In the grammatical field the results point out to a new and optimal order in teaching the cases. Also the necessity to adapt different grammar understanding of Russian verbal structure to the Brazilian one is described regarding the preposition and type of complement and the verb aspects. Authors developed exercises to help students overcome such errors more efficiently and in less time.
This article examines the problem of presenting phonetic material in texts when teaching Russian as a foreign language (RFL) to Brazilian students. Based on the methodological principles of teaching Russian phonetics, the authors discuss the importance of taking into account students' phonetic needs in selecting text in the educational process. The structure of educational materials and educational texts are analysed as an example of this approach. The authors offer to consider the national specifics of students to increase the efficiency of work on phonetics. To analyse the phonetic material present in texts and expose the specific difficulties Brazilian students experience when learning the Russian language, the authors experimented using a text from the textbook "Poekhali! 1 level". From different regions, fifty-four students were interviewed, and we presented different phonetic problems according to their dialectal characteristics. The most exciting and complex phonetic error is related to the pronunciation of the sounds [r]-[rʲ] and [X]-[Xʲ]; based on this type of error it is possible to determinate the provenience of the interviewed students.
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