Teaching Arabic-speaking students to write in Russian considering the interfering influence of the Arabic language

The research aims to identify the relationship between the effectiveness of teaching writing to Arabic-speaking students and the use of educational materials prepared taking into account the interfering influence of the Arabic language. The article analyzes the results of a pedagogical experiment that created conditions for the effective formation of graphic and spelling skills in students at the initial stage of learning the Russian language. The peculiarities of pronunciation and written fixation of Russian sounds by Arabic-speaking students are studied. The connection between the mistakes made in the perception of sound-letter relationships and the peculiarities of phonetics, phonotactics and graphics of the Arabic language, as well as the languages of Latin writing known to students, is established. Educational materials with tasks correcting the mistakes made by students have been developed, experimentally tested and refined. The results of the use of the said materials have been studied. The scientific novelty of the research consists in substantiating the effectiveness of the application of practical tasks developed by the authors, which allow overcoming the interfering influence of the native Arabic language. The research shows that the use of such tasks requires not only the inclusion of explanations of a comparative nature based on students’ native language in the educational process, but also a mandatory use of the basics of linguistic analysis, the strengthening of the role of which in training helps to prevent numerous violations of norms in writing and increases the effectiveness of training, as it forms a conscious attitude to writing in Russian at the beginning of training, contributing to the successful development of more complex writing skills as a type of speech activity in the future. Research result: the training materials developed and tested by the authors make it possible to intensify writing training: to anticipate potential violations of pronunciation, to optimize the development of graphic and spelling skills, and, in the long term, to facilitate communication in writing for Arabic-speaking students and thus improve the general learning skills needed for higher education.