WAYS TO OVERCOME COGNITIVE BARRIERS IN THE PROCESS OF STUDING MORPHOLOGY IN GRADE 5 CLASSES OF MULTIETHNIC COMPOSITION

The article examines the cognitive barriers that arise when studying morphology in grade 5 classes of multiethnic composition. The authors analyze the reasons for the emergence of these barriers related to cultural and linguistic differences of students, the contribution of researchers of the Research Institute of Teaching Russian as a non-native language to solving the problem of preventing grammatical interference in learning Russian as a nonnative language, the academic heritage of N.M. Shansky, E.A Bystrova, M.B. Uspensky and others who have developed ways to prevent interference, considered the formation of linguistic and communicative culture of students. In addition, the article discusses the concept of the «cognitive barrier» and its role in the educational process. A system of exercises is proposed to overcome difficulties in studying morphology in grade 5 classes of multiethnic composition. The exercises take into account the cultural and linguistic characteristics of foreign-speaking students and are aimed at individualizing learning, creating a comfortable educational environment. The article is valuable for teachers, lecturers and researchers interested in improving the effectiveness of teaching Russian as a non-native language. It contributes to the study and popularization of the heritage of researchers of the Research Institute of Teaching Russian as a non-native language and offers practical recommendations to overcome the difficulties encountered in studying morphology in multicultural classes.