Error Patterns in Negation in Russian Learners: A Comparison of Non-Native and Heritage Speakers

Abstract

This article addresses the acquisition of the category of negation in Russian by two distinct groups of learners – non-native speakers and heritage speakers. Drawing on corpus-based data from the Russian Learner Corpus (RLC), the study explores structural and developmental patterns in the use of negation across different stages of language proficiency. While previous research has examined specific subdomains of Russian negation, such as double negation or the use of negative pronouns, the present work aims to provide a comprehensive account of learner difficulties by comparing the two groups in parallel. The analysis is grounded in a typological classification of negation-related errors observed in learner production and considers both the linguistic and didactic perspectives. Particular attention is paid to the developmental dynamics of these errors and the potential for their fossilization. By situating the phenomenon of negation within the broader context of second language acquisition and bilingualism, the study contributes to our understanding of the challenges involved in mastering this core grammatical category in Russian. The findings are intended to inform language instruction by identifying critical stages in the acquisition process that may require targeted pedagogical intervention.