Typology of errors in teaching RFL to inofon students

This study is part of a large work on the study of the process of teaching Russian as a foreign language and the peculiarities of its assimilation by students with genealogically different native languages. We proceed from the fact that at the initial stage, all students make universal (general, independent of their native language) and specific mistakes, which are markers. This article is devoted to the study of the typology of errors that regularly occur when teaching Russian as a foreign language to foreign students with their native Arabic at the initial stage. Typology knowledge of successive and regular retreats, as well as the use of a system of special exercises, will help to avoid such a negative phenomenon as confusion.