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5.
Saidova, M. S., & Khodzhaeva, K. U. K. Features of the texts of international treaties as a kind
of official-business style. Novainfo. RU, (128), 42-43.
6.
Mukhamedova, N. A. “The role of modality contamination and negation in the interrogative
sentence”. Novainfo. Ru, (130), 59
-61.
COMPARATIVE AND TYPOLOGICAL APPROACHES TO ANALYZING
POLYSEMY IN LINGUISTIC TERMS
Satibaldiev Erkinjon
Uzbekistan state world languages university
Teacher
the department of teaching
English methodology №3
Christian Capone
Kazakh-British Technical University
AP Coordinator
UoL LSE Program Director, PhD
Abstract
This research examines speech interference and facilitation in second language acquisition
among students whose native languages are Russian and Uzbek. It analyzes the impact of linguistic
and cultural factors on learning English, incorporating theoretical insights from both domestic and
international scholars. The study highlights the dual nature of language contact
–
interference, which
negatively affects language learning, and facilitation, which positively transfers features from the
native to the foreign language. Various forms of interference, including phonetic, grammatical, and
cultural, are explored through empirical data and linguistic analysis. The findings offer valuable
implications for language education, suggesting strategies for educators to mitigate interference and
enhance language acquisition. This comprehensive approach provides a deeper understanding of the
multifaceted interactions between languages, contributing to more effective teaching methodologies
in multilingual settings.
Key words:
speech interference, second language acquisition, language facilitation,
linguistic analysis, educational strategies, multilingual education, cultural factors
The interaction between a learner
’
s native language and a foreign language
presents a myriad of challenges and opportunities within the scope of linguistics,
particularly in the domain of second language acquisition. This research paper focuses
on speech interference, a phenomenon that significantly influences language learning
outcomes. As learners with Russian and Uzbek backgrounds embark on acquiring
English, their linguistic journey is shaped by both facilitating and interfering forces
inherent in language contact. The dual nature of this interaction
–
where interference
Topical issues of language training
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286
can hinder and facilitation can enhance language acquisition
–
forms the core of this
study. By analyzing the theoretical perspectives and empirical examples of speech
interference, this paper aims to provide a comprehensive understanding of how native
languages impact the learning of English, highlighting the intricate dynamics of
linguistic, psychological, and sociocultural factors.
The study of speech interference is pivotal in linguistics, particularly within the
realm of second language acquisition. This research emphasizes the effects of speech
interference on learners whose first languages are Russian and Uzbek as they embark
on learning English (Lyubimova, 1988). It explores the dual nature of language contact,
which can lead to both interference, typically viewed as a detrimental occurrence, and
facilitation, which is the advantageous transfer of native language traits to the foreign
language, as highlighted in early studies.
Central to this investigation is the analysis of language contact, drawing from
the theories of various scholars both domestically and internationally. These scholarly
perspectives elucidate the mechanisms by which languages influence each other when
they intersect, whether in linguistic or methodological spheres (Satibaldiyeva, 2024).
By examining instances of speech from Turkophone learners, the research identifies
different levels of interference, focusing on both paradigmatic and syntagmatic
dimensions.
Historically, the concept of speech interference has been recognized since the
Prague Linguistic Circle first introduced the term into academic discussion. Speech
interference emerges from the interaction of two or more languages and is evident in
an individual
’
s use of a foreign language (Vajnrajh, 1979). However, interpretations of
this phenomenon vary, encompassing linguistic, psychological, and psycholinguistic
frameworks. The most common interpretation is that it disrupts the target language
’
s
systems and norms in bilingual speech.
Some theorists consider language contact a dual phenomenon that may result
either in interference (negative influence) or facilitation (positive influence) of the
native language on the foreign language, as described by Satibaldiyev (2024). Another
Topical issues of language training
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287
perspective posits that interference is a consequence of language contact rather than
direct interaction.
Karlinskyi A.E. (1972) categorizes interference into four aspects: linguistic,
psychological, interlinguistic, and socio-ethnolinguistic. Each aspect sheds light on
different elements of language interference, from deviations from linguistic norms to
the dynamics of language use in social contexts.
Level interference relates to specific linguistic units and the compatibility rules
governing them, termed syntagmatic (Dzhusupov, 1991). Linguacultural interference
occurs when learners can communicate in a second language but lack knowledge of
the cultural nuances of the target language community, which further complicates
language acquisition. Understanding these various interference types enhances
comprehension of the linguistic processes that lead to norm violations, crucial for
language learning. Practically, the findings of this research are invaluable for language
educators. They underscore the importance of recognizing interference phenomena to
better facilitate the learning process by addressing these issues directly. Educators can
adopt specific instructional strategies to reduce negative interference and promote
positive transfer, involving targeted language practice and cultural immersion.
In conclusion, the exploration of speech interference and facilitation provides
crucial insights into the complexities of language learning. This study has detailed the
multifaceted nature of language contact, drawing from historical theories and
contemporary examples to illustrate how native languages can both challenge and
enrich the acquisition of a foreign language. By recognizing and addressing the
different types of interference, from linguistic to socio-ethnolinguistic, educators can
better tailor their teaching methods to accommodate the diverse needs of learners. The
practical applications of this research underscore the importance of a nuanced approach
to language instruction
–
one that embraces the positive aspects of language transfer
while mitigating the negative impacts. Ultimately, this comprehensive examination not
only enriches our understanding of speech interference but also enhances the
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in the globalized world
288
pedagogical strategies employed in second language education, facilitating a more
effective and empathetic approach to teaching languages.
References
1.
Dzhusupov, M. (1991).
Phonetic system of the Russian and Kazakh languages. Syllable.
Interference. Teaching of pronunciation
. Tashkent: Fan.
2.
Karlinskyi, A.E. (1972). Speech interference typology. In
Zarubejnoye yazykoznaniye i
literature
. Alma-Ata.
3.
Lyubimova, N.A. (1988).
Phonetic aspect of communication in non-native language in
condition of the Finnish-Russian bilingualism
. Leningrad: Izd-vo LGU.
4.
Satibaldieva, N. (2024). DYNAMICS OF LINGUISTIC EVOLUTION IN THE
TECHNOLOGICAL EPOCH.
Western European Journal of Linguistics and Education
,
2
(1),
9-11.
5.
Satibaldiyev, E. (2023). BILINGUAL PHONOLOGICAL SYSTEMS: UNRAVELING
CROSS-LINGUISTIC INFLUENCE.
American Journal of Pedagogical and Educational
Research
,
17
, 142-144.
6.
Vajnrajh, U. (1979).
Languages in contact
. Kiev: Vyshha shkola.
THE FUNCTION OF NEOLOGISMS IN LANGUAGE PROGRESSION
Satibaldieva Nigora
Teacher
UzSWLU
Abstract
This paper explores the significant impact of pop culture on language evolution through the
creation of neologisms
—
new words and expressions that enter common usage. Pop culture, through
media such as films, music, television, and social media, not only enriches language but also
introduces complexities in communication. Neologisms reflect societal shifts and technological
advancements, serving as linguistic markers that encapsulate cultural and social dynamics. While
they enhance expressiveness and fill lexical gaps, their emergence can lead to confusion and
misunderstandings due to varying degrees of acceptance and understanding across different
demographics. This analysis highlights the dual role of neologisms in both enriching linguistic
expression and posing challenges to clear communication, underscoring the need for careful
integration into mainstream language to avoid potential miscommunications.
Keywords:
neologisms, language evolution, social media, technology, miscommunication,
sociolinguistics, cultural dynamics.
Language is a dynamic and evolving entity, continuously shaped by various
cultural forces. Among these, pop culture stands out as a significant driver in the
development of language, influencing it through the creation of new words and
