The word formative model as a linguistic and methodological unit is significant in teaching grammar and vocabulary to foreign language students. The comparative description of the models allows revealing the actual material taking into consideration students’ native language. The scope of learning representation of this or that model must vary in accordance with such parameters as productiveness, urgency for communication, interferential potential of the model.

There are analyzed the ways of representation of verbal word formation in the textbooks of the Russian language for Estonian schools. There is shown the potential of the use of the results of interlingual comparison for prediction and prevention of interference mistakes in the sphere of word formation. There are given the recommendations for the choice of material with consideration of students’ native language.