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LINGUISTIC INTERFERENCE AS A CRUCIAL STAGE IN
FOREIGN LANGUAGE ACQUISITION
Adolat Ibragimovna KARIMOVA
Senior Lecturer,
Tashkent State University of Economics
Tashkent, Uzbekistan
Email: karimova.a1972@gmail.com
Tel.: +998908140905
Abstract: The author examines the significance of language as a means of
information exchange and its role in establishing international relations. Scientific
and technological progress along with globalization foster intercultural cooperation
while simultaneously causing mutual influence between languages and the emergence
of new terminology. The term "interference" is widely used in foreign language
teaching. The article investigates the difficulties Uzbek learners face when studying
Russian and offers methodological recommendations.
Keywords: language, interference, linguistic influence, intercultural
cooperation, methodological recommendations.
Language as a means of information exchange is essential for every nation
and ethnic group. It facilitates communication among social entities within a specific
territory sharing common linguistic characteristics. Language also plays a significant
role in establishing international cultural connections. Scientific and technological
progress coupled with globalization have transformed relationships between
individuals and nations, strengthening business-oriented intercultural cooperation and
the study of other cultures [1]. The interaction between different languages leads to
mutual influence and the emergence of new concepts (terms), though errors may also
arise.
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The concept of "interference" (from Latin inter - between and ferens -
carrying) was initially used in physics to describe wave interactions. Later, the term
was applied in botany, biology, genetics, medicine, and biochemistry [2].
"Linguistic interference" emerged in the second half of the 20th century to
describe the mutual influence of languages. Uriel Weinreich first introduced this term
in linguistics in 1953 to denote speech communication between language
communities. The Prague Linguistic Circle proposed the term "linguistic
interference" to describe deviations from the norms of contacting languages [3].
The term "interference" is used not only in linguistics but also in foreign
language teaching. The primary source of interference lies in the discrepancies
between the systems of interacting languages. Uriel Weinreich, an American linguist
and one of the founders of sociolinguistics, paid considerable attention to the concept
of interference.
In the final months of his life, Uriel Weinreich worked with students on an
article about changes based on language diversity and field research, which led to the
emergence of sociolinguistics.
Weinreich was particularly interested in the interaction of languages he spoke
(Russian, German, English, and others), which led him to study bilingualism and
multilingualism. He believed that language is connected to society and therefore
cannot be "isolated from it." This necessitates attention to linguistic, geographical,
economic, social, and other factors. Weinreich's doctoral dissertation in 1949 laid the
foundations for contact linguistics by examining bilingualism in Switzerland.
Russian and Uzbek belong to different genetic language groups, which creates
difficulties in learning Russian due to the peculiarities of its grammatical system and
the influence of learners' native language. Comparative study of Russian and Uzbek
phonetics helps prevent errors.
Uzbek and Russian use different alphabets (Latin and Cyrillic), requiring
dedicated phonetic training. The interconnection of the two languages in speech and
grammar leads to skill transfer, known as "interference." Seven types of interference
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are
distinguished:
phonetic,
lexical,
orthographic,
punctuation-related,
morphological, and syntactic [6].
Phonetic interference manifests in pronunciation and speech perception
errors, resulting in an accent. Research on phonetic interference in Russian speech
reveals discrepancies in the consonant systems of Russian and Uzbek. It is crucial to
develop children's phonological awareness, particularly regarding hard and soft
consonants.
Special attention should be paid to mastering phonetically opposed sounds
(phonemes) such as м-м', с-с', as well as the pronunciation of always-hard ([ц], [ш],
[ж]) and always-soft ([ч'], [ш']) consonants. Interference may appear as
hyperdifferentiation, where learners introduce features of their native language into
Russian, such as a guttural tone in velar consonants [г], [к], [х] before front vowels.
Primary and secondary school teachers should demonstrate the articulation of
[г] and [г'], [к] and [к'], [х] and [х'], [п] and [п'], as well as plosives and affricates
pronounced with aspiration. Progressive assimilation in learners' native languages
may cause deviations from orthoepic norms, e.g., [проспа] instead of [прозбъ],
[воксал] instead of [вокзал].
Lexical interference involves the mixing of linguistic units when languages
come into contact. The concept of linguistic interference was developed by U.
Weinreich and L.V. Shcherba. The overlapping of two linguistic systems in speech
leads to interference; the more similar the languages, the greater the potential for
interference.
Methodological recommendations for teaching Russian pronunciation to non-
native speakers should account for dialectal phonetic variations. The goal is to
systematize and generalize the theoretical framework for the comparative study of
Russian and Uzbek phonological systems. To successfully master Russian language
norms, learners must consider both similarities and differences in the phonetic
systems of the languages studied. Particular emphasis should be placed on the
functional aspects of phonetics and comparative phonological analysis.
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Linguistic interference represents a crucial stage in acquiring any foreign
language, requiring special attention from linguists, educators, and students.
REFERENCES
Alimov Vyacheslav Vyacheslavovich. Interference in Translation (Based on
Professionally-Oriented Intercultural Communication and Translation in the Field).
http://www.dslib.net/jazyko-znanie/interferencija-v-perevode-na-materiale-
professionalno-orientirovannoj.html. - p. 3.
Karimova A.I. The Essence of the Concepts "Interference" and "Linguistic
Interference." RESEARCH AND EDUCATION ISSN: 2181-3191 VOLUME 2 |
ISSUE
10
|
2023.
Scientific
Journal
Impact
Factor
2023:
5.789
http://sjifactor.com/passport.phpid=22258. - p. 126.
Kuzmina S.E. On the Concept of Linguistic Interference. Problems of Theoretical
Interference. https://cyberleninka.ru/article/n/o-ponyatii-yazykovoy-interferentsii. -
p. 36.
https://cyberleninka.ru/article/n/o-ponyatii-yazykovoy-interferentsii
