TO the question of studying Russian properly reflexive verbs in a Turkish audience

The article is devoted to the grammatical features of Russian properly reflexive verbs and the method of working on them in the Turkish audience. Properly reflexive verbs by virtue of frequency of use occupy an important place in the program of Russian as a foreign language. A purposeful and systematic work on the main categories of the Russian verb, including the category of reflexive verbs, is particular importance at the initial stage of training. The purpose of this article is to compare the properly reflexive verbs in Russian and Turkish, to identify similarities and differences in their meaning and use, to determine the influence of the native language system on the assimilation of these verbs to Turkish students; to anticipate and eliminate potential errors in the process of studying Russian properly verbs. The methodological basis of this article is a comparative method. The article compares the properly reflexive verbs in Russian and Turkish; as a result of the comparison, the moments of similarity and discrepancy of the properly reflexive verbs in two unrelated languages, inflectional and afflux-agglutinative, belonging to different linguistic families with different grammatical systems are revealed; in the article, specific features of verbs as an object of assimilation by foreigners-non-speakers of the Russian language are analyzed; the results of the verification work performed by Turkish students studying the Russian language outside the language environment are presented; the nature of errors in the use of properly reflexive verbs in the written speech of Turkish students is determined and ways of their prevention and correction are suggested. The relevance of the article is determined by the need to identify the characteristics of self-reflexive verbs in the studied and native languages of students and the search for ways to improve the effectiveness of the learning process. This article attempts to answer the following questions; What are the peculiarities of the Russian self-reflexive verbs?, How do the language skills of the native language of pupils affect the learning of Russian return verbs? What are the difficulties experienced by students in their learning? How can these difficulties be prevented and overcome?

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