APPROACHING TO PREVENT GRAMMATICAL INTERFERENCE IN THE PROCESS OF TEACHING ENGLISH

Modern practice shows that teaching the grammatical aspect of speech and speech activity of students is traditionally understood as teaching morphology and syntax [1, 2, 3, 4]. At the same time, the emerging prerequisites for grammatical interference, inherent in the tendency of students to interfere with the actualization of grammatical models of a foreign language, are associated primarily with the conscious or unconscious influence of a well-mastered grammatical system of the native language [5, 6]. In the prevailing number of cases, the main causes of the resulting interference can be determined by linguistic methods, i.e. by comparing the grammatical systems of the two languages and identifying their differences, one can find cases of potential forms of the phenomenon under study that are possible in a contact situation [7, 8]. However, not all potential forms of interference are fully realized