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The article considers the problem of interference in the conditions of formation of educational Russian-Crimean-Tatar-English trilingualism. A wide and narrow interpretation of the term «interference», «types of interference» is given. Methodological instruments preventing the negative impact on the assimilation of a foreign language depends on the nature of interaction between the systems of native, academic (Russian) and English languages. The sounds of the far and near group, on which the types of interference depend, are considered.In conclusion, it is pointed out the need to distinguish between interference and analogy, as well as the prospects of developing a classification of correspondence between the stages of mastering a foreign language.

Methodological problems of prevention and overcoming of interference in the conditions of formation of the Russian-Crimean-Tatar-English trilingualism