TERMS OF THE PARONYMY AND PARONOMASIA: PEDAGOGICAL ASPECT OF THE INCLUSIVE CASE
In the concept of the Federal state educational standard it is noted that design activity is provided with formation of creative educational activity trained in the course of which there is a formation of universal educational actions: educational tasks are set, necessary means and ways for their achievement are used, process and results of activity of their use in further life is controlled and estimated. Therefore, search and introduction of effective methods of training in Russian have to be provided with the content of the projective focused activity of the teacher-language and literature teacher in the course of which there is a strengthening of cognitive interest of pupils-bilingvov. The methodical system of training of the Russian paronymy relies on technology of overcoming the interferentnykh of the phenomena in the projective focused activity of the teacher-language and literature teacher in the conditions of the national-Russian bilingualism. The analysis of types of a paronymy and paronomasia gives the chance to use specifics of paronyms Russian and native (non-russian) languages, to reveal similarities and distinctions, to eliminate an interlingual interference. System effectiveness of training, made taking into account interlingual variability, will be high if to provide repeatability of the most common types of a paronymy in projective process of training «The paronyms in tables».