title: ÐÐ¸Ð»Ð¸Ð½Ð³Ð²Ð°Ð»ÑÐ½ÑÐ¹ Ð¿Ð¾Ð´Ñ Ð¾Ð´ Ð¿ÑÐ¸ Ð¾Ð±ÑÑÐµÐ½Ð¸Ð¸ ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð²-Ð»Ð¸Ð½Ð³Ð²Ð¸ÑÑÐ¾Ð² Ð½ÐµÐ¼ÐµÑÐºÐ¾Ð¼Ñ ÑÐ·ÑÐºÑ Ð½Ð° Ð±Ð°Ð·Ðµ Ð·Ð½Ð°Ð½Ð¸Ñ Ð°Ð½Ð³Ð»Ð¸Ð¹ÑÐºÐ¾Ð³Ð¾ ÑÐ·ÑÐºÐ°
title: Ð²ÑÐ¿ÑÑÐºÐ½Ð°Ñ ÐºÐ²Ð°Ð»Ð¸ÑÐ¸ÐºÐ°ÑÐ¸Ð¾Ð½Ð½Ð°Ñ ÑÐ°Ð±Ð¾ÑÐ° Ð±Ð°ÐºÐ°Ð»Ð°Ð²ÑÐ°
titleType: Subtitle
title: Didactic bilingualism by the example of a contrastive approach in teaching German as a second foreign language based on knowledge of English
Creators: name: ÐÐ¾Ð½Ð¾Ð²Ð°Ð»Ð¾Ð²Ð°, ÐÐ½Ð½Ð°
Publisher: name: Ð¡Ð°Ð½ÐºÑ-ÐÐµÑÐµÑÐ±ÑÑÐ³ÑÐºÐ¸Ð¹ Ð¿Ð¾Ð»Ð¸ÑÐµÑÐ½Ð¸ÑÐµÑÐºÐ¸Ð¹ ÑÐ½Ð¸Ð²ÐµÑÑÐ¸ÑÐµÑ ÐÐµÑÑÐ° ÐÐµÐ»Ð¸ÐºÐ¾Ð³Ð¾
Year: 2024
Subjects: Ð´Ð¸Ð´Ð°ÐºÑÐ¸ÑÐµÑÐºÐ¸Ð¹ Ð±Ð¸Ð»Ð¸Ð½Ð³Ð²Ð¸Ð·Ð¼
Ð±Ð¸Ð»Ð¸Ð½Ð³Ð²Ð°Ð»ÑÐ½Ð¾Ðµ Ð¾Ð±ÑÑÐµÐ½Ð¸Ðµ
Ð²ÑÐ¾ÑÐ¾Ð¹ Ð¸Ð½Ð¾ÑÑÑÐ°Ð½Ð½ÑÐ¹ ÑÐ·ÑÐº
ÐºÐ¾Ð½ÑÑÐ°ÑÑÐ¸Ð²Ð½ÑÐ¹ Ð¿Ð¾Ð´Ñ Ð¾Ð´
Ð¸Ð½ÑÐµÑÑÐµÑÐµÐ½ÑÐ¸Ñ
ÑÑÐ°Ð½ÑÑÐµÑÐµÐ½ÑÐ¸Ñ
didactic bilingualism
bilingual education
second foreign language
contrastive approach
interference
transference

description: Ð Ð°Ð±Ð¾ÑÐ° Ð¿Ð¾ÑÐ²ÑÑÐµÐ½Ð° Ð²ÑÑÐ²Ð»ÐµÐ½Ð¸Ñ Ð¾ÑÐ½Ð¾Ð²Ð½ÑÑ Ð¿ÑÐ¸Ð½ÑÐ¸Ð¿Ð¾Ð² Ð´Ð¸Ð´Ð°ÐºÑÐ¸ÑÐµÑÐºÐ¾Ð³Ð¾ Ð±Ð¸Ð»Ð¸Ð½Ð³Ð²Ð¸Ð·Ð¼Ð° Ð½Ð° Ð¿ÑÐ¸Ð¼ÐµÑÐµ Ð¿ÑÐ¸Ð¼ÐµÐ½ÐµÐ½Ð¸Ñ ÐºÐ¾Ð½ÑÑÐ°ÑÑÐ¸Ð²Ð½Ð¾Ð³Ð¾ Ð¿Ð¾Ð´ÑÐ¾Ð´Ð° Ð² Ð¾Ð±ÑÑÐµÐ½Ð¸Ð¸ Ð½ÐµÐ¼ÐµÑÐºÐ¾Ð¼Ñ ÑÐ·ÑÐºÑ ÐºÐ°Ðº Ð²ÑÐ¾ÑÐ¾Ð¼Ñ Ð¸Ð½Ð¾ÑÑÑÐ°Ð½Ð½Ð¾Ð¼Ñ Ð½Ð° Ð¾ÑÐ½Ð¾Ð²Ðµ Ð·Ð½Ð°Ð½Ð¸Ñ Ð°Ð½Ð³Ð»Ð¸Ð¹ÑÐºÐ¾Ð³Ð¾. ÐÑÐµÐ´ÑÑÐ°Ð²Ð»ÐµÐ½Ñ Ð¾ÑÐ½Ð¾Ð²Ð½ÑÐµ Ð¿Ð¾Ð´ÑÐ¾Ð´Ñ Ðº Ð¾Ð¿ÑÐµÐ´ÐµÐ»ÐµÐ½Ð¸Ñ Ð¿Ð¾Ð½ÑÑÐ¸Ð¹ Â«Ð±Ð¸Ð»Ð¸Ð½Ð³Ð²Ð¸Ð·Ð¼Â», Â«Ð´Ð¸Ð´Ð°ÐºÑÐ¸ÑÐµÑÐºÐ¸Ð¹ Ð±Ð¸Ð»Ð¸Ð½Ð³Ð²Ð¸Ð·Ð¼Â», Â«Ð¸Ð½ÑÐµÑÑÐµÑÐµÐ½ÑÐ¸ÑÂ», Â«ÑÑÐ°Ð½ÑÑÐµÑÐµÐ½ÑÐ¸ÑÂ» Ð¸ ÐºÐ»Ð°ÑÑÐ¸ÑÐ¸ÐºÐ°ÑÐ¸Ð¸ Ð±Ð¸Ð»Ð¸Ð½Ð³Ð²Ð¸Ð·Ð¼Ð°. Ð Ð¿ÑÐ°ÐºÑÐ¸ÑÐµÑÐºÐ¾Ð¹ ÑÐ°ÑÑÐ¸ ÑÐ°Ð±Ð¾ÑÑ Ð½Ð° Ð¾ÑÐ½Ð¾Ð²Ðµ Ð¾ÑÐµÑÐµÑÑÐ²ÐµÐ½Ð½Ð¾Ð¹ Ð½Ð°ÑÑÐ½Ð¾Ð¹ Ð¸ ÑÑÐµÐ±Ð½Ð¾-Ð¼ÐµÑÐ¾Ð´Ð¸ÑÐµÑÐºÐ¾Ð¹ Ð»Ð¸ÑÐµÑÐ°ÑÑÑÑ Ð¿ÑÐ¾Ð²ÐµÐ´ÐµÐ½ Ð°Ð½Ð°Ð»Ð¸Ð· Ð²Ð»Ð¸ÑÐ½Ð¸Ñ Ð¸Ð½ÑÐµÑÑÐµÑÐµÐ½ÑÐ¸Ð¸ Ð¸ ÑÑÐ°Ð½ÑÑÐµÑÐµÐ½ÑÐ¸Ð¸ Ð¿ÑÐ¸ Ð¾Ð±ÑÑÐµÐ½Ð¸Ð¸ Ð½ÐµÐ¼ÐµÑÐºÐ¾Ð¼Ñ ÑÐ·ÑÐºÑ Ð¿Ð¾ÑÑÐµÐ´ÑÑÐ²Ð¾Ð¼ Ð·Ð½Ð°Ð½Ð¸Ñ Ð°Ð½Ð³Ð»Ð¸Ð¹ÑÐºÐ¾Ð³Ð¾ Ð² ÑÐ°Ð¼ÐºÐ°Ñ ÐºÐ¾Ð½ÑÑÐ°ÑÑÐ¸Ð²Ð½Ð¾Ð³Ð¾ Ð¿Ð¾Ð´ÑÐ¾Ð´Ð°. Ð¡ Ð¾Ð¿Ð¾ÑÐ¾Ð¹ Ð½Ð° ÑÑÑÐµÑÑÐ²ÑÑÑÐ¸Ðµ Ð¾ÑÐµÑÐµÑÑÐ²ÐµÐ½Ð½ÑÐµ ÑÑÐµÐ±Ð½Ð¾-Ð¼ÐµÑÐ¾Ð´Ð¸ÑÐµÑÐºÐ¸Ðµ ÐºÐ¾Ð¼Ð¿Ð»ÐµÐºÑÑ ÑÐ°Ð·ÑÐ°Ð±Ð¾ÑÐ°Ð½Ñ Ð¼ÐµÑÐ¾Ð´Ð¸ÑÐµÑÐºÐ¸Ðµ ÑÐµÐºÐ¾Ð¼ÐµÐ½Ð´Ð°ÑÐ¸Ð¸ Ð¿Ð¾ Ð¾Ð±ÑÑÐµÐ½Ð¸Ñ Ð½ÐµÐ¼ÐµÑÐºÐ¾Ð¼Ñ Ð½Ð° Ð¾ÑÐ½Ð¾Ð²Ðµ Ð·Ð½Ð°Ð½Ð¸Ñ Ð°Ð½Ð³Ð»Ð¸Ð¹ÑÐºÐ¾Ð³Ð¾. Ð¡Ð´ÐµÐ»Ð°Ð½Ñ Ð²ÑÐ²Ð¾Ð´Ñ Ð¾ Ð½ÐµÐ¾Ð±ÑÐ¾Ð´Ð¸Ð¼Ð¾ÑÑÐ¸ ÐºÐ¾Ð½ÑÑÐ°ÑÑÐ¸Ð²Ð½Ð¾Ð³Ð¾ Ð¿Ð¾Ð´ÑÐ¾Ð´Ð° Ð² Ð¿ÑÐ¾ÑÐµÑÑÐµ Ð¾Ð±ÑÑÐµÐ½Ð¸Ñ Ð½ÐµÐ¼ÐµÑÐºÐ¾Ð¼Ñ ÑÐ·ÑÐºÑ ÐºÐ°Ðº Ð²ÑÐ¾ÑÐ¾Ð¼Ñ Ð¸Ð½Ð¾ÑÑÑÐ°Ð½Ð½Ð¾Ð¼Ñ Ñ Ð¸ÑÐ¿Ð¾Ð»ÑÐ·Ð¾Ð²Ð°Ð½Ð¸ÐµÐ¼ Ð·Ð½Ð°Ð½Ð¸Ð¹ Ð°Ð½Ð³Ð»Ð¸Ð¹ÑÐºÐ¾Ð³Ð¾ ÑÐ·ÑÐºÐ°.
description: The paper is devoted to the basic principles of didactic bilingualism by the example of a contrastive approach in teaching German as a second foreign language based on knowledge of English. The main approaches to the definition of such basic concepts as âbilingualismâ, âdidactic bilingualismâ, âinterferenceâ, âtransferenceâ are considered. In the practical part of the work, an analysis of the influence of interference and transference in teaching German through knowledge of English within the framework of a contrastive approach is carried out, based on foreign and Russian scientific literature, textbooks, and study courses. Based on Russian educational and methodological literature, methodical recommendations for teaching German with the help of knowledge of English have been developed. Conclusions about the necessity of using a contrastive approach in teaching German as a second foreign language using knowledge of English are drawn.