Lexical Interference and Positive Transfer in the Process of Teaching Catalan Language after Spanish Among University Students

The article is devoted to identifying possible areas of lexical interference and positive transfer when teaching Catalan to students who already speak Spanish. To identify areas of convergence and divergence of the Spanish and Catalan languages in the methodological aspect a study of the lexical systems of these languages is carried out using a lexical approach. A comparison of word-chunks united by the semantic field “House” and a number of collocations, expressions and phraseological units with various functions allowed to identify the main types of chunks and collocations of the Catalan language according to the degree of similarity and difference with analogues from the Spanish language. The results of the study are important for the further construction of a linguodidactic model of the process of formation of foreign language productive lexico-grammatical skills when studying the Catalan language after Spanish, for selecting linguistic material and creating a system of exercises.