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Relevance . The article is devoted to one of the most important theory of errors in translation – er- ratology. The results of the experiment are presented which was aimed at identification and classification of typical mistakes in translating from Persian into Russian at the middle stage of teaching Iranian students to speak Russian. Aim . To present typical mistakes to teachers and students of the Russian language in Iran in order to prevent these mistakes in students’ speech. Methodology. In terms of methodology, the present study is a descriptive study conducted using an integrated approach and system analysis. The statistical population of this study included male and female students of the middle stage of Russian language education at Allame Tabatabai University. Sixty male and female students were selected by random multistage sampling for participating in the survey. Scientific novelty / theoretical and/or practical significance . The novelty of this study lies in the fact that for the first time the typical mistakes of Persian-speaking students are considered through the use of the theory of errors - erratology. Results . Typical mistakes of Persian-speaking students studying Russian at the middle stage , as well as some ways of preventing these mistakes are given. Conclusion . Erratology helps teachers of Russian for Persian-speaking students to identify students’ typical mistakes and avoid them in translating from Persian into Russian.
Mahnush Iskandari (Fri,) studied this question.