METHODOLOGICAL ASPECTS OF LEARNING THE UKRAINIAN LANGUAGE AS A FOREIGN LANGUAGE BY TURKMEN STUDENTS

Introduction. The article analyses methodological aspects of using the comparative-typological method in the process of learning Ukrainian as a foreign language by Turkmen students. The author proved that the acquisition of the Ukrainian language as a foreign language occurs mainly through the structure of the native language for Turkmen students, taking into account the typological properties of certain significant linguistic units that affect the quality of foreign language acquisition. It was found that the effectiveness of learning Ukrainian as a foreign language depends on many factors, one of which is the teacher's knowledge of the similarities and differences between the contacting language systems, taking into account the interference of the native language into Ukrainian. Purpose. The article aims to describe the methodological aspects of studying the Ukrainian language as a foreign language (hereinafter referred to as the Ukrainian language) by Turkmen students and to analyse typical grammatical errors in their speech. Methods. Psychological and educational literature analysis, analogy, induction, and Deduction were used. Results. It was emphasized that the effectiveness of teaching Ukrainian as a foreign language to students whose native language is Turkic directly depends on the teacher's awareness of the similarities and differences between the two languages. The article, based on its own experience of teaching the Ukrainian language in groups where Turkmen students study, described effective systematic work to avoid typical grammatical errors, taking into account the peculiarities of the two languages. A system of exercises for each type of the most common errors regarding the use of grammatical categories is presented. Originality. The authors of the article outlined for the first time the question of the problem of the formation of methodological aspects of studying Ukrainian as a foreign language by Turkmen students, which remains relevant. The author proves that the acquisition of Ukrainian as a foreign language occurs mainly through the structure of the native language of Turkmen students, taking into account the typological properties of certain significant linguistic units that affect the quality of foreign language acquisition. It has been found that the effectiveness of learning Ukrainian as a foreign language depends on many factors, one of which is the teachers' knowledge of the similarities and differences between the contacting language systems, taking into account the interference of the native language with Ukrainian. Conclusion. The Ukrainian and Turkmen languages have different origins, structures and functioning. This leads to a number of grammatical errors when learning Ukrainian as a foreign language. Students' awareness of the meanings of grammatical categories of the Ukrainian language in accordance with the grammatical categories of the Turkmen language facilitates language acquisition. The analysed and presented difficulties in mastering grammar should be taken into account by teachers working with Turkmen students.