Our study is relevant due to the necessity to improve the practical methodology of Russian as a non-native language, taking into account the influence of the mother tongue, especially when the disciplines of specialization are studied. In the article, we consider the difficulties that Turkmen bachelor students encounter when learning morphology of the Russian language and suggest the ways to overcome these difficulties when mastering the grammatical categories of different parts of speech and the features of their grammatical forms.

    The novelty of the study lies in the fact that we involve relevant scientific grammatical material in the practice of teaching Russian as a non-native language and clarify a number of methodological techniques in teaching Russian morphology in Turkmen groups.

   We pay special attention to the study of nominal parts of speech and the ways, in which we represent their general and particular grammatical categories, lexical and grammatical categories, similar and different in the Russian and Turkmen languages. The article considers the problems of confusing grammatical terms, the problems of recognizing different parts of speech in the text, especially adjectives, confusion of adjectives and adverbs, the problems of determining the part of speech with abstract semantics, the problems of identifying the grammatical form of different parts of speech in the text, the problems of distinguishing the forms of grammatical synonyms, the definitions of the gender of nouns with a soft stem and a zero ending, and some other issues. We offer effective ways to overcome these difficulties using modern pedagogical technologies.