Today Russia faces the task of integrating into the world community, having close cooperation with other states at different levels. This task requires an increase of the specialists with a high intellectual level, which have an arsenal of modern knowledge, a broad view of life and its current trends. The basis and prerequisite for all this in the modern world is the knowledge of one or more foreign languages. It is impossible to speak about international specialists if they do not speak at least one foreign language. The main condition for the emergence of such specialists is a high level of education in the field of teaching foreign languages. Thus, in modern Russian secondary and higher education is faced with the question of how to make the teaching and study of foreign languages more effective. One of the most acute problems in the study of a foreign language is the problem of interlingual interference, which inevitably arises when translating words or sentences into a foreign language, as well as in written or oral speech. A person thinks the way he thinks; therefore, speaking in a foreign language, he unwittingly transfers the familiar linguistic code to the language he learns, which leads to "tracing" and various lexical, grammatical and stylistic mistakes. This problem is more typical of those who have just begun to learn the language and still do not have a sufficient level in order to move away from "tracing" and move on to thinking like native speakers or knowing suitable language analogues, but even on more advanced levels, the problem of linguistic interference is still one of the most acute. The article will deal with Russian youth which is the main audience for learning foreign languages in schools and universities. It is the most open to the world, democratic and progressive part of society, it is active and focused on development. The high level of its education, including the knowledge of languages, is the key to the fact that young people can bring a new word to many spheres and enrich life in their country and everywhere where young professionals work. The authors carefully analyze the situation with the study of foreign languages in Russia, give an overview of language interference and show the most vivid examples. The authors emphasize that linguists, teachers, and other specialists face an extremely important task of finding solutions to any problems that students have when learning foreign languages. In particular, this is the problem of linguistic interference, which is interesting to study for teachers and linguists, as it allows us to trace the thinking process of students, to understand the course of their thoughts and the way they understand the linguistic code of the studied language. The authors conclude that the study of this problem and the analysis of the most frequent examples of language interference will allow to track the main errors in the translation and in the construction of the sentence and thus find approaches to prevent them. Creating a holistic methodology for solving the problem of such errors would help to increase the level and intensify the development of foreign languages, help to make learning of foreign language more accessible and avoid linguistic cross-interfering, solve the problem of a wrong switching from one language to another and would give new approaches to understanding bilingualism and multilingualism.
