On the translation of non-equivalent lexical items in the process of teaching Russian as a foreign language

this study is aimed at the theoretical substantiation and practical implementation of transformational analysis as a linguodidactic method that facilitates the effective acquisition of non-equivalent vocabulary in teaching Russian as a foreign language. The purpose of the research is to identify the methodological conditions that ensure the development of students' translation and intercultural competencies through the application of a transformational approach. To achieve this goal, the following tasks were undertaken: an analysis of existing strategies for translating non-equivalent lexical units; the development of a set of transformational exercises; the conduct of a pedagogical experiment; and the evaluation of the effectiveness of the proposed methodology. The experiment, conducted among international students, demonstrated that the systematic use of transformational tasks significantly reduces semantic and pragmatic translation errors, improves structural language perception, and fosters skills in conscious, contextually grounded translation. The methodology includes the decomposition of lexical units, contextual reconstruction of meanings, syntactic transformation, and comparative analysis of translations. Particular attention is given to terminological vocabulary as a means of developing algorithmic thinking. The practical significance of the study lies in the potential integration of the developed exercises and methodological recommendations into educational programmes in Russian as a foreign language, thereby enhancing the quality of language training in multicultural and multilingual learning environments.

transformational analysis, non-equivalent vocabulary, intercultural communication, teaching Russian as a foreign language, linguodidactics, teaching methodology