Grammatical comparativism as a methodological basis for overcoming the aspect-tense barrier in learning forms of expressing scheduled events and plans of varying feasibility in English

the article examines the methodological application of grammatical comparativism in teaching the English language to adult learners. It explores the connection between temporal-modal perceptions of speakers of different languages, grammatical semantics, and the forms of their expression. The typological similarities and differences in the grammatical models of both languages for expressing scheduled events, plans with a high degree of feasibility, plans with a medium degree of feasibility are identified. As a result of the comparative analysis, common grammatical-semantic models that facilitate the development of transfer are revealed, as well as areas of potential interference in the acquisition of English by Russian speakers.

grammatical comparativism, transfer principle, interference principle, analytical language, synthetic language, grammatical model, aspect-tense barrier