Comparative approach in multilingual language teaching (English after German)

The article is interesting from a methodological point of view, as it provides a methodological justification for the idea of implementing a comparative approach, in particular in the practice of teaching English as a second foreign language after the first German. The author notes that this approach is relevant when choosing methods and technologies of multilingual education, since it makes it possible to identify similarities and differences in the forms and functioning of languages, thereby contributing to the improvement of teaching foreign languages in many aspects. Attention is focused on the importance of this approach in increasing the interest of students in learning and improving different languages, enhancing their cognitive activity, as well as the ability to find similarities and differences in languages and cultures, to find an adequate language form for expressing their thoughts. A set of exercises of a comparative nature developed by the teachers of the department for obtaining knowledge, skills and abilities in teaching English as a second foreign language on the basis of German is presented. The importance of such exercises, according to the author, lies in the development of students' research skills by means of the languages being studied; teaching them positive interlingual transfer, language flexibility and creativity.