The article focuses on the fact that the specificity of the language system determines the need to study the features of the pronunciation of different sound units: intonation of a word, intonation of a syntagma and intonation of a sentence. The student perceives the patterns of the Russian language through the prism of his native language and transfers the phenomena of his native language into Russian speech, which often leads to errors. The speech development of this category of schoolchildren is characterized by difficulties in mastering Russian phonetics, agrammatism in coherent statements, a limited vocabulary, etc. In the problem of predicting phonetic-rhythmic-intonational errors, the concept of interlingual interference acquires decisive importance. The complex nature of sound units causes the emergence of contradictions that accompany the process of contacting different phonetic systems when learning another language, and provokes the appearance of phonetic errors.