The article deals with the theoretical foundations of phraseological interpretation, as well as methodological perspectives of teaching pupils to interpret phraseological phrases on the basis of interlingual comparisons as one of the effective linguocultural methods of language personality formation. The relevance of the topic is conditioned by the need to improve the quality of linguistic education in the conditions of globalisation, digitalisation and multiculturalism of the educational environment. Phraseological phrases act not only as stable linguistic units, but also as carriers of historical, value and cognitive experience of the people, which requires from students developed interpretative and reflexive skills. The article substantiates the significance of comparative analysis of phraseological units in native and foreign languages for the development of meta-linguistic consciousness, linguistic intuition, as well as interpretive and linguocultural competence. Methodological conditions for organising learning activities aimed at meaningful perception of phraseological units as culturally significant units are presented. Special attention is paid to the didactic strategies of teaching the interpretation of phraseological phrases developed by Russian researchers. It is concluded that it is necessary to integrate interlingual comparison into school practice as a means of forming a linguistic personality capable of meaningful intercultural interaction, meaningful reading and meaningful mastery of language as a tool of communication and a carrier of culture.
Ekaterina A. Pozdnukhova (Wed,) studied this question.