CROSS-CULTURAL TEACHING OF RUSSIAN IN UZBEK SCHOOLS: A LINGUODIDACTIC FRAMEWORK AND INTERFERENCE ANALYSIS

This article explores the theoretical and methodological foundations of cross-cultural teaching of Russian as a foreign language (RFL) in Uzbek schools. The research examines linguistic worldview differences between Russian and Uzbek, analyzes graphic interference caused by script divergence, and evaluates the effectiveness of culturally adapted instructional materials. The study integrates linguodidactic principles, ontolinguistic findings, and interference theory. Experimental implementation of specialized coursebooks demonstrates measurable improvement in early-stage acquisition among Uzbek-speaking learners. The findings confirm that cross-cultural methodology significantly enhances linguistic competence and reduces structural interference when teaching Russian in a bilingual educational environment.本文探讨了乌兹别克斯坦学校内俄语作为外语（Russian as a Foreign Language，简称RFL）跨文化教学的理论与方法基础。本研究考察了俄语与乌兹别克语之间的语言世界观差异，分析了文字系统差异引发的文字层面语际干扰，并评估了文化适配型教学材料的有效性。本研究整合了语言教学论原则、本体语言学研究成果与语际干扰理论。专用俄语教材的实验性应用表明，以乌兹别克语为母语的学习者在早期语言习得阶段取得了可量化的进步。研究结果证实，在双语教育环境下开展俄语教学时，跨文化教学方法可显著提升学习者的语言能力，并减少结构性语际干扰。