ABSOLUTE AND RELATIVE ERRORS IN THE SPEECH OF NATIVE SPEAKERS: DISTINCTION AND TYPES

Abstract

The article is devoted to the study of the nature of errors made by native speakers of the Russian language as non-native in speech. In the research, the author revised the principles and criteria of errors and mistakes and showed absolute and relative errors along with communicative-significant and communicative-insignificant errors. The research uses the problem-oriented method. It allows you to use the terms of other sciences that give a more accurate understanding of the situation under study. Absolute errors and mistakes should include those errors that are visible and that affect (communicatively significant) or do not affect (communicatively insignificant) understanding of the situation. Relative errors and mistakes should include those errors that are not visible, but that affect the understanding of the situation. The modern linguodidactic system for evaluating errors in speech is based on the detection of only absolute errors. However, the allow of relative errors by speakers sufficiently complicates the social interaction of native speakers of the Russian language and native speakers of the Russian language as non-native, as it arises due to violations in the expression of the basic categories embedded in the Russian language and forming its uniqueness. However, situations where speakers make relative mistakes seriously complicate the social interaction of native speakers of the Russian language and non-native speakers of the Russian language, because it arises due to violations in the expression of basic categories. These categories are embedded in the Russian language and form its uniqueness. Among such categories, the author identifies the categorical expression of absolute and relative characteristic; performance and ineffectiveness of the action; belonging; existence and joint action; modality; completeness and insufficiency of the action. Finally, it was concluded that relative errors most often occur when topics containing the expression of these categories are poorly developed in curricula, textbooks and textbooks. The author concluded that understanding the nature of absolute and relative errors contributes not only to a more complete understanding of the speech of foreigners, but also to the prevention of these errors as a result of processing and adjusting the curriculum. This is necessary for the design of new textbooks and the revision of the evaluation methodology of lingvodidactic testing.