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Abstract: The article addresses the problem of teaching Turkmen students gender agreement in Russian. The absence of the grammatical category of gender in the Turkmen language leads to persistent cross-linguistic interference, which significantly complicates the acquisition of Russian at the A2–B1 levels. As the analysis of students’ written work and research data demonstrate, the most frequent errors include agreement of adjectives and pronouns with nouns, agreement of past tense verbs with the subject, as well as difficulties in determining the gender of nouns ending in -ь, nouns ending in -мя, and nouns with a zero ending. These types of errors account for more than 80 % of all grammatical violations in the speech of Turkmen students, which confirms the need for the development of specialized teaching materials. The aim of this study is to develop and theoretically substantiate a system of exercises designed to overcome these errors in the oral and written speech of Turkmen students. The methodological framework of the research is based on the principles of contrastive linguistics, which make it possible to identify zones of interference when comparing grammatical systems, and the linguoculturological approach to teaching Russian as a foreign language, which involves taking into account the linguistic and cultural characteristics of students. The study involves a contrastive analysis of the grammatical systems of the Russian and Turkmen languages with regard to the category of gender, identifies the zones of potential interference, and also analyzes four textbooks of Russian as a foreign language from the perspective of the presence of exercises on gender agreement in them. It is assumed that the lack of systematic work on the prevention of interference in the existing textbooks is one of the main reasons for the persistence of errors of this type. On the basis of the identified patterns, a step-by-step system of exercises has been developed, including linguistic, semi-communicative and communicative tasks with methodological comments on each type of exercise. In contrast to traditional approaches, it is based on the principles of contrastive analysis and consideration of the specificity of the students’ native language. The suggested system can be applied in the practice of teaching Russian as a foreign language at preparatory faculties, in university practice and in the work with Turkic-speaking audiences in general. It has methodological validity and practical potential; however, its effectiveness requires further experimental verification. The study contributes to the development of the methods of teaching Russian as a foreign language and opens up prospects for further experimental research in the field of linguodidactics, in particular, for the development of similar systems of exercises for speakers of other Turkic languages.

About the author(s) :

Svetlana R. Gorbach

Don State Technical University (Rostov-on-Don, Russian Federation)

ORCID ID: https://orcid.org/0009-0004-7290-9288

Publication Timeline:

Date of receipt: 09.08.2026; date of publication: 31.10.2026

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