Cognitive–visual technologies in teaching Russian as a foreign language in the context of closely related languages
DOI:
https://doi.org/10.33910/1992-6464-2026-219-39-48Keywords:
cognitive–visual technologies, comparative approach, closely related languages, Russian as a foreign language, polycode textAbstract
Introduction. This article addresses the optimization of the presentation of grammatical material in teaching Russian as a foreign language in a closely related language environment. The study demonstrates practical techniques for the use of cognitive–visual technologies in order to enhance the efficiency of learning grammatical structures and analyze ways to minimize the negative impact of interference between the Russian and Serbian languages, while also drawing on the positive potential of the learners’ native language.
Materials and Methods. The study is based on the conscious–comparative method, the principle of taking into account the native language, and the application of cognitive–visual technologies, including static and dynamic polycode texts. The material comprised grammatical phenomena of the Russian language compared with similar structures in Serbian. Effectiveness was assessed through the analysis of errors made by Serbian students and observations of their progress in the development of grammatical competence.
Results. The use of cognitive visualization methods, in particular polycode texts, promotes the active comparison of language elements and significantly reduces the time required for the explanation and acquisition of grammatical phenomena. It was found that visualization helps prevent typical errors associated with false cognitive links and language interference, while also promoting a deeper understanding of differences between outwardly similar forms in the Russian and Serbian languages.
Conclusions. The use of cognitive–visual technologies in teaching Russian as a closely related language contributes to the development of stable grammatical competence among Serbian learners, enhances the effectiveness of the educational process, and minimizes the negative effects of language interference. The practical recommendations developed in the course of the study may be used by teachers to optimize work with Serbian learners and improve the quality of teaching Russian.
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