The article is devoted to the abbreviations basic characteristics determination and the principles of their lexicographic description in the “Dictionary of Russian Language Abbreviations”, created by the Experimental Laboratory of Abbreviation Trends Research at the Russian Language Department of Donetsk National University. The urgency of the work is determined, firstly, by the attempts to give a consistent interpretation of the language unit, which is considered as one of the main means of new nominations forming at this stage of Russian language development and, secondly, by the fact that there are no dictionaries that give a relevant comprehensive description of these language units; the necessity of their creation is to help a native speaker to “model” the meanings of new items on the basis of described semantics and tactics of abbreviated constructs usage. On the one hand, the declared topic involves determining the abbreviated construct status, its similarities and differences with affixoids and words; on the other hand, it is important to establish the unit basic characteristics and describe them in the “Dictionary of Russian Language abbreviated constructs”. There have been studied 590 abbreviated constructs selected from the material of “The Explanatory Dictionary of Russian Abbreviated Words”. The study uses the traditional descriptive method - observation, generalization, interpretation and classification - and the methods and techniques of equivalence analysis developed by the Experimental Laboratory of Abbreviation Studies, which include methods and techniques of prediction and confirmation by means of equivalent texts of equivalence relations between a word and its descriptive equivalent, onomasiological analysis of compound abbreviation meaning structure; analysis of the formal correlation of the abbreviation structure and its descriptive equivalence. The work practical significance is supported by material selection methods and material description that can be used in compiling different types of abbreviations dictionaries: initial abbreviations dictionaries, ideographic abbreviations dictionaries, etc. In addition, dictionary entries of the Abbreviated Constructs Dictionary can be used in explanatory dictionaries so as to describe “complex words first parts”.

В данной статье рассматриваются особенности проявления и причины возникновения языковой интерференции на фонетическом уровне. В рамках темы исследования автором предлагается ряд методических разработок и рекомендаций, направленных на минимизацию и устранение данной проблемы в процессе освоения произносительных навыков учащимися 2-3 классов среднеобразовательной школы. Автором проанализирован ряд методов, включающих регуляцию способов подбора и комбинирования упражнений на дифференциацию звуков, отработку артикуляционных и ритмико-интонационных навыков. В качестве одного из основных подходов автором рассмотрено применение аналитико-имитативного метода, предусматривающего своевременное прогнозирование и анализ фонетических ошибок в речи учащихся.

The article discusses the problem of phonetic interference and examines it as an interesting linguistic phenomenon faced by the students studying Spanish as the second foreign language with regard of the acquired knowledge in English. The author presents an overview or the main scientific approaches to the definition and the description of the concept «linguistic interference» existing in modern linguistics. The types and levels of the process have been highlighted. The most detailed consideration has been given to the level of phonetic interference, being usually manifested as segmental and non-segmental. In the practical part of the research presented in this article we mainly discuss the problems of teaching Spanish phonetics taking into account the competencies acquired within the first practical phonetics course in English. In view of which the process of the secondary interference appearing as a result of the overlay of one articulatory system onto another has been presented and described in details. We analyze a number of natural phonetic mistakes made by the students speaking Spanish at the initial stage of the Practical Spanish course in terms of comparison of English and Spanish phonetic systems. Along with this we compare a group of alphabetically equal English and Spanish phonemes and single out their articulatory peculiarities which can help to explain the essence and the background of the process of English-Spanish interference in the context of the learning situation. As a result a number of methodological recommendations aimed to prevent and minimize this type of interferential mistakes have been developed.

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