MODERN EDUCATION AND DEVELOPMENT
Выпуск журнала №-21
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THE INFLUENCE OF FIRST LANGUAGE INTERFERENCE IN
LEARNING ENGLISH
Ro’ziqulova Kamola Rustamjon qizi
Chirchik Stаtе Pеdаgоgicаl Univеrsity
Tоurism fаculty Fоrеign lаnguаgе аnd litеrаturе:Еnglish.
Sciеntific supеrvisоr: Tulyаgаnоvа Nаrgizа,
Еnglish tеаchеr, Chirchik Stаtе Pеdаgоgicаl Univеrsity.
Abstract: This article explores the phenomenon of first language (L1)
interference in learning English, specifically focusing on Uzbek speakers. L1
interference occurs when a learner's native language's grammatical rules,
phonology, lexicon, and cultural norms negatively impact the process of acquiring a
new language. This article aims to identify the most common areas of L1 interference
for Uzbek speakers learning English and to propose pedagogical strategies to
mitigate these challenges. The article draws upon a review of existing literature on
L1 interference and analyzes case studies of Uzbek-speaking learners of English to
identify key areas of difficulty. It demonstrates that L1 interference is a common
difficulty in learning English and requires attention from both teachers and learners.
The article also provides practical recommendations to minimize L1 interference and
improve the efficiency of language learning.
Keywords: Interference, language transfer, error analysis, language
teaching, phenomena.
Learning a second language involves various methods such as direct
conversation with native speakers, reading materials, watching movies, or formal
classroom instruction. For native speakers, understanding their language’s structures
is intuitive, whereas non-native speakers must consciously grasp both the semantics
(meaning) and syntax (structure) of the second language, which can be more
challenging. Language proficiency is typically assessed through macro-skills such as
listening, speaking, reading, writing, and viewing. To achieve proficiency, learners
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must have a solid foundation in the components of the language, including grammar,
vocabulary, and pronunciation. Additionally, intercultural communication
competence is essential for mastering English, as understanding cultural context plays
a significant role in effective communication. Many challenges in learning English
arise from the differences between a learner's first language (L1) and English. These
differences can lead to errors in syntax, pronunciation, and vocabulary, a phenomenon
known as L1 transfer or language interference. For instance, learners may incorrectly
apply the grammatical rules of their L1 to English, mispronounce words, or confuse
vocabulary items. Researching the effects of L1 interference is crucial for developing
tailored teaching methods that address specific cultural and linguistic challenges. By
focusing on these interferences, educators can create more effective language learning
strategies, helping non-native speakers improve their proficiency and communication
skills in English.
When we talk about
L1 interference
(i.e., the influence of the first language
on the second language) between Uzbek and English, learners of English often make
mistakes when transferring the grammar, pronunciation, and vocabulary of their
native language into English. This interference is noticeable in various areas:
1.
Pronunciation
Vowel sounds
: Some vowel sounds in English do not exist in Uzbek. For
example, the English
"th"
sound (as in
think
,
this
) does not exist in Uzbek, so Uzbek
learners may mispronounce this sound, such as saying
"tink"
instead of
"think."
Stress and intonation
: In Uzbek, stress usually falls on the last syllable
of a word, but in English, the stress pattern can be different (e.g.,
record
– noun vs
verb). This can lead to learners placing stress incorrectly in English.
2.
Grammatical errors
Tenses
: The tense system in Uzbek is simpler than in English. In English,
there is a clear distinction between past and present tenses, while in Uzbek, it is often
dependent on the context. For example, in Uzbek,
"Men boraman"
(I go) and
"Men
borardim"
(I was going) are simple to use, but in English, they would need to be
expressed as
"I am going"
and
"I went"
.
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Articles
: Uzbek does not use articles (a, an, the), so Uzbek speakers may
omit articles when speaking English. For instance, saying
"She is teacher"
instead of
"She is a teacher."
3.
Vocabulary errors
False cognates
: Some words in Uzbek and English look similar but have
different meanings. For example, the Uzbek word
"event"
may be translated to
"voqea"
or
"tadbir"
in English, but in English,
"event"
means a significant happening
or planned occurrence, not just any event.
Literal translation
: Learners may directly translate phrases from Uzbek
to English, which can lead to unnatural or incorrect expressions. For example, the
Uzbek phrase
"yaxshi kishi"
(good person) may be translated to
"good person"
in
English, but the more common expressions in English could be
"nice person"
or
"kind
person.”
4.
Writing and spelling
Spelling rules
: In Uzbek, spelling is phonetic and straightforward, but in
English, there is a significant difference between spelling and pronunciation. For
example, words like
"though"
and
"through"
have similar pronunciation but different
spellings.
CONCLUSION
L1 interference is an inevitable part of learning a second language, especially
when learners are transitioning from their native language to English. While some
level of interference can be challenging, it also provides valuable insights into the
cognitive processes involved in language acquisition. Understanding how first
language structures, sounds, and vocabulary influence second language learning is
essential for both learners and educators. By being aware of common errors caused
by L1 interference, learners can take proactive steps to minimize them, such as
practicing language-specific rules, engaging in contrastive analysis, and immersing
themselves in authentic language use. Furthermore, integrating cultural awareness
into language learning can help overcome barriers that arise due to differences in
communication styles between languages. In conclusion, while L1 interference
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presents challenges, it also offers opportunities to better understand the dynamics of
language learning and improve proficiency in English. With proper strategies and
continuous practice, learners can successfully navigate and overcome the effects of
L1 interference, leading to more effective language acquisition and communication.
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