CONTRASTIVE METHOD: USING THE NATIVE LANGUAGE AS A SCAFFOLD RATHER THAN AN INTERFERENCE

Annotasiya

The article examines the didactic status of the native language (L1) in the process of teaching a foreign language (L2). The author analyzes the historical evolution of the contrastive method: from Robert Lado’s "strong" hypothesis to Larry Selinker’s interlanguage theory. The paper substantiates the transition from combating interference to utilizing cross-linguistic parallels as a tool for developing students' cognitive reflection. The concept of a "balanced bilingual approach" is proposed, where an error is viewed not as a defect, but as a systemic stage in the formation of communicative competence.