Özet:

The article is devoted to the problem of using an intermediary language in foreign language teaching. It is concluded that on the beginner level, an intermediary language can perform a number of important functions, allow drawing parallels between two languages, help to overcome interference, check comprehension etc. The usage of the mother tongue or the intermediate language in the foreign language teaching process is acceptable if it helps to increase the effectiveness of the educational process. The rejection of an intermediary language in foreign language education is not only useless but also slows down learners' progress and weakens the process of learning. However, the higher the level of linguistic training of learners, the less the intermediate language should be used in foreign language classes. A teacher should limit the use of an intermediary language in the learning process. Since it is more effortless, it is naturally for learners to switch to their mother tongue in foreign language lessons. On the other hand, if a teacher does not have sufficient experience in teaching foreign language, cannot convey the content by means of target language, visualization, gestures, etc., he/she is compelled to unnecessary use an intermediary language. And that poses a danger to foreign language process as learners cannot be motivated to learn the target language and their need to use this language as a communication tool decreases. Therefore, the task of every teacher of a foreign language is to gradually reduce the use of an intermediary language in the learning process, trying to make do with the means of a foreign language. The article focuses on the methodology for presenting material in foreign language lessons, which allows teacher to regulate the use of an intermediary language in the learning process.

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