Аннотации:
The present study is part of a large work on the study of teaching Russian as a foreign language's process and the peculiarities of its assimilation by students with genealogically different mother tongues and is united by a common title indicating a specific language, which is considered in each article. We proceed from the assumption that at the initial stage all students make universal (general, independent of their native language) and specific mistakes, which are markers. This work is devoted to the study of the typology of errors that regularly occur when teaching Russian as a foreign language to foreign students with a native Arabic language at the initial stage. The concept of linguistic deviation is introduced, by which we mean a set of deviations of the phonetic, lexical, grammatical properties from the norms of the studied language as a result of the divergence of language systems at different levels in the consciousness of the emerging bilingual. The types of such errors and ways to overcome them are analyzed. Knowledge of the typology of consistent and regular retreats, as well as the use of a system of special exercises, will help to avoid such a negative phenomenon as confusion.
