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PROBLEMS OF INTERFERENCE BETWEEN ENGLISH AND UZBEK
LANGUAGES
Nurımbetova Malika Karamatdin qızı
2nd year student of the Faculty of Foreign Languages of KSU
https://doi.org/10.5281/zenodo.15811308
Abstract.
This article examines the main problems of linguistic interference
between Uzbek and English. It highlights how differences in phonology,
grammar, syntax, vocabulary, and pragmatics lead to common learner errors.
Examples and case studies illustrate these issues, and practical strategies are
suggested to reduce negative transfer and improve language learning.
Keywords:
language interference, Uzbek learners, English learning,
phonological errors, grammar transfer, second language acquisition
Introduction.
In the process of learning a foreign language, one of the most
pressing challenges faced by learners is linguistic interference. This
phenomenon, often referred to as language transfer, occurs when elements of a
learner’s native language (L1) influence the acquisition and use of a second
language (L2). In the context of Uzbek learners acquiring English, interference
can manifest in various linguistic domains, including phonology, morphology,
syntax, semantics, and pragmatics. As both languages differ significantly in
structure, script, and typological characteristics, interference is not only
expected but also inevitable. This article explores the key problems of
interference between English and Uzbek, providing detailed analysis, accurate
facts, and illustrative examples to support the discussion.
To begin with, phonological interference is one of the most observable
difficulties for Uzbek learners of English. Uzbek, as a Turkic language, has a
phonemic inventory that differs significantly from that of English. For example,
the Uzbek language lacks certain English sounds such as the voiced and voiceless
“th” ([ð] and [θ]), which often leads to substitution with [z], [s], or [t]. As a result,
words like this and think may be pronounced as zis or tink, respectively.
Moreover, the English vowel system contains more diphthongs and vowel length
distinctions, which are not present in Uzbek. In addition, Uzbek is syllable-timed
while English is stress-timed. This rhythmic difference causes Uzbek speakers to
misplace stress in English words, affecting both intelligibility and naturalness.
For instance, a common mispronunciation may involve equal stress on all
syllables (RE-mark-a-ble instead of re-MARK-a-ble), which can confuse native
speakers and hinder fluent communication.
Furthermore, morphological interference is another crucial area where
Uzbek learners struggle. Uzbek is an agglutinative language, meaning that
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grammatical relations are expressed through the use of suffixes attached to the
base form of words. English, on the other hand, relies more on word order and
auxiliary verbs. For example, in Uzbek, the sentence “Men maktabga boraman” (I
go to school) includes the suffix “-ga” indicating direction and “-man” indicating
first-person singular. Uzbek learners may incorrectly apply similar
morphological rules when forming English sentences, producing structures such
as I schoolgo or He to shopgoes. Additionally, Uzbek lacks definite and indefinite
articles, which are essential components of English grammar. Consequently,
Uzbek learners often omit articles or use them incorrectly, saying She is teacher
instead of She is a teacher or I saw dog instead of I saw a dog. The absence of this
grammatical feature in the native language significantly contributes to syntactic
errors in the second language [5, 465-469].
Syntactic interference, moreover, arises due to the stark contrast in word
order between English and Uzbek. English follows the Subject-Verb-Object
(SVO) structure, whereas Uzbek typically follows a Subject-Object-Verb (SOV)
order. Therefore, an Uzbek speaker might incorrectly say She book reads instead
of She reads a book. This reversal can also be seen in question formation. English
requires inversion (e.g., Do you like apples?), but Uzbek forms questions by
simply adding a question particle (Sen olmani yoqtirasanmi?), which can lead to
nonstandard English forms like You like apples? Moreover, relative clauses in
Uzbek precede the noun they modify, while in English, they follow the noun. This
structural difference can cause confusion and awkward sentence constructions
among learners. For example, an Uzbek speaker might say I read the book that
yesterday I bought rather than I read the book that I bought yesterday.
Lexical interference is particularly evident in the misuse of false friends and
direct translation of idioms. For instance, Uzbek learners might translate
phrases like qattiq ishlamoq as work hard, which is correct, but they may also
misinterpret katta odam as big man instead of important person. Such literal
translations often result in semantic errors that hinder understanding.
Additionally, because English has a larger and more nuanced vocabulary set,
Uzbek speakers may overgeneralize meanings. For example, the English word
“get” has multiple meanings depending on context, while the equivalent Uzbek
verb “olmoq” has a more restricted usage. This can lead to sentences such as I
got cold being misunderstood or misused [2, 760-763].
It is also important to address pragmatic interference, which occurs when
cultural norms and communication styles differ between the two languages.
Uzbek communication often emphasizes politeness and indirectness, whereas
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English favors more direct speech acts, especially in Western contexts. For
instance, an Uzbek learner might avoid direct refusals and instead say, I will try,
when they actually mean No. This misalignment in communicative intent can
cause misunderstandings in intercultural settings. Moreover, forms of address
and honorifics differ in both languages. In Uzbek, age and social hierarchy
heavily influence language use, with different forms for addressing elders or
superiors. English, by contrast, is more egalitarian in its address patterns,
leading to potential over-formality or under-formality by Uzbek speakers in
English interactions.
A study conducted at the National University of Uzbekistan in 2022 found
that 68% of English language errors made by undergraduate students were due
to interference from Uzbek. In one case, a student wrote, He is my brother’s
son’s friend who to us yesterday came, directly reflecting Uzbek sentence order.
In spoken language, errors such as I am go to home now were common, showing
confusion between the present continuous tense and modal expressions.
Moreover, classroom observations revealed that article omission and word
order were persistent issues even among intermediate-level learners, indicating
that interference remains a long-term challenge without targeted instruction.
In order to reduce language interference, several strategies can be
employed. First of all, raising learners’ awareness of contrastive grammar
between Uzbek and English is essential. Teachers can use contrastive analysis
techniques to highlight differences and prevent negative transfer. Secondly,
extensive listening and reading in English helps learners internalize correct
structures and vocabulary usage. Moreover, incorporating explicit pronunciation
drills can improve phonological accuracy. Additionally, integrating cultural
competence into language teaching ensures that learners understand not just
how to say something, but how to say it appropriately in context. This holistic
approach reduces pragmatic failures and builds confidence in communication.
Conclusion.
In conclusion, interference between Uzbek and English
presents numerous challenges for learners, stemming from significant
differences in phonology, morphology, syntax, semantics, and pragmatics.
Nevertheless, with a well-structured pedagogical approach that emphasizes
awareness, practice, and contrastive understanding, these challenges can be
effectively addressed. Understanding the root causes of interference is the first
step toward mastering a foreign language. By acknowledging and systematically
addressing these problems, language educators and learners alike can enhance
the effectiveness of English language acquisition in Uzbek-speaking contexts.
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References:
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