Perception of Spanish idioms with the component "food" by the Russian-speaking elderly audience

The subject of the study is Spanish phraseological units with the component "food" in the context of their perception by a Russian-speaking elderly audience. The aim of the work is to identify patterns and difficulties in recognizing the meanings of these idiomatic expressions by native Russian speakers in the older age group, as well as to determine the role of cultural and cognitive factors in the process of decoding foreign idioms. The research has been conducted within the frameworks of comparative and psycholinguistic approaches. It has been established that 6 out of 10 idioms are recognized by the majority of respondents (71-87%), which is due to the existence of functional equivalents in the Russian language. Age-specific characteristics were identified: elderly respondents tend to prefer conservative choices of Russian stereotypical equivalents and show a decreased willingness to engage in abstract metonymy. The success of the perception of Spanish idioms by elderly Russian-speaking respondents directly correlates with the availability of a ready functional equivalent in the Russian language. The absence of such an equivalent, along with the simultaneous "transparency" of the literal image, leads to a sharp increase in systemic errors. The main method used was an experimental survey employing a closed multiple-choice test that included 10 Spanish idioms with a gastronomic theme and 4 translation options into Russian (target, literal, competing, erroneous). Quantitative analysis of the response distribution was used for data processing, as well as qualitative comparative analysis of the internal forms of idioms and their Russian equivalents. The novelty of the work lies in the comprehensive analysis of the perception of Spanish gastronomic phraseology specifically by the elderly Russian-speaking audience, which has not previously been a separate object of such studies. For the first time, the mechanism of "age interference" has been identified in this material, manifested in the dominance of the native linguistic worldview over the foreign figurative content. The results can be utilized in the practice of teaching Spanish as a foreign language, especially when working with older age groups of learners, as well as in courses on translation theory and practice, contrastive linguistics, and intercultural communication. The data obtained can be applied in the development of methodological recommendations and teaching aids aimed at overcoming literalization and metonymic shifts. The results confirm the necessity of incorporating brief cultural commentary and exercises aimed at contrasting literal and customary meanings into the educational process.