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Общество и инновации –
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Overcoming interlingual interference in teaching english as a
foreign language
Kobiljon VALIYEV
1
Namangan State University
ARTICLE INFO
ABSTRACT
Article history:
Received January 2021
Received in revised form
15 January 2021
Accepted 20 February 2021
Available online
7 March 2021
This article discusses the problem of interlingual interference
and its role in the methodology of teaching foreign languages.
“Interference” (negative effect) - a Latin word, “inter” between,
inside, “ferentis”- means transporter, transmitter, that is, a
negative effect , unknown migration, obstruction, sluggishness,
skills and abilities are understood to lead to a negative outcome.
The importance and necessity of overcoming interlingual
interference for the development of students ‘communicative
competence: oral and written speech in English as a foreign
language will lead to successful communication in academic and
scientific activities
2181-1415/© 2021 in Science LLC.
This is an open access article under the Attribution 4.0 International
(CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/deed.ru)
Keywords:
Interlingual interference
Interference errors
Linguistic literacy
Academic text
Oral and written speech
Scientific activity
Communication
Ingliz tilini chet tili sifatida o'qitishda tillararo interferensiyani
bartaraf etish
АННОТАЦИЯ
Калит сўзлар:
Tillararo interferensiya
Interefereniya xatolari
Lingvistik savodxonlik
Akademik matn
Og'zaki va yozma nutq
Ilmiy faoliyat
Muloqot
Mazkur maqolada tillararo interferensiya muammosi va uni
chet tillarni o'qitish metodikasida tutgan o'rni haqida fikr
yuritiladi. "Interferensiya "(negativ effekt) - lotincha so'z bo'lib,"
inter "orasida, ichida," ferentis " - tashuvchi, uzatuvchi, ya'ni
salbiy ta'sir, noma'lum ko'chish, to'siqsizlik, sustkashlik,
ko'nikma va malakalarning salbiy oqibatga olib kelishi
tushuniladi. Talabalarning kommunikativ kompetentligini
rivojlantirish uchun tillararo interferensiyani bartaraf etishning
ahamiyati va zarurligi: ingliz tilini chet tili sifatida o’rganishda
og'zaki va yozma nutq, akademik va ilmiy faoliyatda
muvaffaqiyatli muloqot qilishni ta’minlaydi.
1
PhD researcher, Namangan State University, Namangan, Uzbekistan
E-mail:
Жамият ва инновациялар – Общество и инновации – Society and innovations
Special Issue – 2 (2021) / ISSN 2181-1415
476
Преодоление межъязыковой интерференции в обучении
английскому языку как иностранному
АННОТАЦИЯ
Ключевые слова:
Межъязыковая
интерференция
Интерференционные
ошибки
Лингвистическая
грамотность
Академический текст
Устная и письменная речь
Научная деятельность
Коммуникация
В
данной
статье
рассматривается
проблема
межъязыковой интерференции и ее роль в методике
преподавания иностранных языков. “Интерференция”
(отрицательный эффект) - латинское слово, “inter” между,
внутри, “ferentis”- означает переносчик, передатчик, то есть
отрицательный
эффект,
неизвестная
миграция
,
препятствие, медлительность, навыки и способности
понимаются как ведущие к отрицательному результату.
Важность и необходимость преодоления межъязыковой
интерференции
для
развития
коммуникативной
компетенции студентов: устная и письменная речь на
английском языке как иностранном приведет к успешному
общению в учебной и научной деятельности.
Students’ language experiences in foreign language learning may be caused by
interlingual interference as multiple meaning and synonymy of native language and target
language. “Language experience” means the negative or positive impact of a student's
knowledge, skills and abilities acquired so far on Uzbek, Russian and foreign languages on
the acquisition of the foreign language material currently being studied nowadays as actual
issues in language learning and teaching. Students' “language experience” can be impaired
(negative influence - interference) or helpful (positive effect - transposition) in learning a
foreign language. “Interference” (negative effect) - a Latin word, “inter” between, inside,
“ferentis”- means transporter, transmitter, that is, a negative effect , unknown migration,
obstruction, sluggishness, skills and abilities are understood to lead to a negative outcome.
Uzbek students who are studying English as a foreign language often have the negative
influence (interference) can be interlingual (native language, second language, foreign
language) and internal (in the foreign language itself). Interference occurs in vocabulary,
grammar and pronunciation, interferes with the understanding of the speech process, and
even puts speakers in a situation where they do not understand each other.
Interlingual interference is the process of adding grammatical forms of the native
language and the studied foreign language, i.e. word formation methods, native language
and foreign language syntax, the process of joining rhyming and noun suffixes, plural forms
of nouns, aspects, such as changes in the tense forms of verbs (especially incorrect verbs).
Therefore, in the study of grammar and lexicography, such phenomena are compared with
the native language. Mistakes that can be made only when the teacher takes into account
such events in the choice of exercises are prevented. Interlingual difficulties:
1) Inconsistency of adverbs (eg to look for - search) (in Uzbek verbs do not include
adverbs);
2) There are no known grammatical events in the Uzbek language (eg article);
3) The use of auxiliary verbs in English does not exist in Uzbek;
4) In English, the words in the sentence are subject to a strict order. Non-use of
adverbs is strictly followed in English. In Uzbek, words can be interchanged, for example:
Жамият ва инновациялар – Общество и инновации – Society and innovations
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Peter built a house. "Peter built a house." Uy qurdi Petr. Qurdi uy Petr. Petr qurdi uy. The
meaning of the words does not change in the Uzbek language.
5) There are many present, past and future tenses of expression of action in English.
The phenomenon of interlingual interference is discussed more in the
psycholinguistic aspect of foreign language teaching methods. Psycholinguistics is a
separate branch of science that studies human speech activity. The psycholinguistic aspect
of the methodology studies the peculiarities of the speech development of students in the
process of learning a foreign language. In contrast to the sociolinguistic aspect, which
methodologically organizes the relevant language material on the basis of the content of
education, the psycholinguistic aspect is of special importance for the modern foreign
language teacher. In this area, it helps to understand the peculiarities of the modern
student in foreign language learning, the stages of development and dynamics of speech
activity. A teacher who is aware of such features will be able to understand issues related
to the relationship between language and speech activity. If the knowledge of the
sociolinguistic field of methodology helps the teacher to methodically prepare foreign
language material, psycholinguistics helps to acquire the conceptual basis for creating
optimal conditions for the development of students' speaking activities. Students' speaking
activities in a foreign language will be developed to identify the knowledge, skills and
abilities that will be acquired based on the requirements of the program.
In pedagogy, positive and negative interference are distinguished in the works of
leading modern scientists on the methodology of teaching foreign languages (Solovova
E.N., Galskova N.D., Bim I.L., E.I. Passov etc.) Interference is more often called the negative
effect of the interaction of languages in the mind of the speaker, caused by the difference
in grammatical, lexical, phonetic, etc. systems; the positive effect is often called simply"
transfer. It is also important to note that if in linguistics, interference is mainly referred to
in relation to bilinguals, then in pedagogy - in relation to those who ideally strive to become
a bilingual, that is, to those who study a foreign language. So, we see that interlingual
interference is an objective phenomenon of a cognitive-linguistic nature, significantly
affecting a whole complex of thought processes involved in mastering a foreign language.
Linguists and teachers of English as a foreign language pay attention to many
difficulties arising in the communication of representatives of different cultures in English
and propose to assess the level of foreign language proficiency (language competence)
through the ability to communicate in society (social practice) and intercultural
competence (intercultural competence) [1].
The methodology of teaching a foreign language connects psychology with two
aspects - speech psychology and pedagogical psychology. Human speech is studied in
speech physiology (linguophysiology) and the occurrence of speech and its perception in
psycholinguistics. In all languages, speech occurs through language material and speech
mechanisms. Speech is a complex mental process controlled by the activity of the human
brain. The first and second signaling systems operate on the basis of the brain's ability to
analyze and synthesize. The first signal system allows you to feel and know the outside
world through hearing, sight, smell and taste and other senses. The second signal system
is based on the generalization of reality through language symbols. The first alarm system
also applies to the animal world. The second signal system is the first signal, which is
expressed in words. Humans, unlike animals, pay attention to the content of speech when
they perceive it.
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Typical mistakes of students are the use of the direct meaning of a word instead of
a figurative one, transfers of a given lexical correspondence to all combinations of a given
word, mistakes in choosing the context meaning of a polysemantic word. To teach students
the ability to analyze the contextual meaning of a word and find the corresponding
equivalent in English, the following techniques are used: verbal explanation of difficult
situations; interlingual comparisons; interlingual contrasting exercises; the actual
translation. As a result, students acquire metacognitive skills to classify the information
they receive, organize it into related structures, and analyze the meanings of words.
Interlangual interference is also the cause of lexical errors. The term "interference"
is used in linguistic research to describe the phenomena that arise as a result of contact
between two language systems (in bilingualism and in the study of a foreign language) and
are manifested in the transfer of skills and abilities of the native language to a foreign one.
V.A. Vinogradov gives the following definition: “Interference is the interaction of language
systems in conditions of bilingualism, which develops either during linguistic contact or
during individual assimilation of a foreign language” [3, p. 197]. The main reasons for
interlingual lexical interference are:
1) complete or partial ignorance of the denotative meaning of the word, i.e. the
relationship of a phonetic word to a specific designated object, an object of speech; 2)
ignorance of the connotative meaning of the word (Latin: con - "together", notare - "to
mark, to designate"), i.e. its complementary shades;
3) transfer of meaning from the unit of the native language to the corresponding
unit of the second language and literal translation;
In case, how can an English teacher help a student to choose the correct meanings
of words in teaching English? First, it must be remembered that our students are brought
up in a monolingual culture, and the only way for them to express their thoughts is to use
their native language. In order to express his thought in English, the student must master
the technique of transcoding, which includes the following operations: changing the order
of words in a sentence, choosing the necessary grammatical forms of the sentence
members and the corresponding lexemes and syntaxemes. If the student is not familiar
with the rules of re-coding, then its translation will have the character of tracing paper
from the native language. Therefore, the teacher should develop exercises to prevent and
overcome the influence of interlangual interference, to teach students the ability to analyze
the contextual meaning of a word and find its equivalent in English. The methods of
expression in Uzbek and English are different and this creates great difficulties in the
development of students' speech in a foreign language.
For example, In Uzbek, when composing a general interrogative sentence, the suffix
-
mi
is added to the last word in the sentence and the intonation changes, while in English,
not only the intonation, but also the number and order of words change:
In Uzbek - Is
Bu sizning kitobingizmi? Siz ingliz tilida gaplashasizmi? Kirish
mumkinmi?
In English - Is this your book? Do you speak English? May I come in?
Thus, as a result of the analysis, we come to the following conclusions:
Interlingual interference is a normal phenomenon in any interaction of languages,
including when studying them, that is, when it comes to in fact, about their interaction in
the mind of the student; in this case, it is possible not only to minimize this interference,
but also to develop cognitive processes and operations on this basis. The methods of
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expression in Uzbek and English are different, and this creates great difficulties in the
development of students' speech in a foreign language. A student's speech in a foreign
language is developed by mastering the method of expression in a foreign language.
Purposeful and regular work to eliminate interlangual interference will make the oral and
written speech of students in English more literate, and their academic activities, including
at the intercultural level, more successful and effective.
REFERENCES:
1. Strauss, P. (2017). "It's Not the Way We Use English"- Can We Resist the Native
Speaker Stranglehold on Academic Publications? Publications. No. 5, p. 27.
2. Vinogradov, V.S. (2001). Introduction into the Theory of Translation (General and
Lexical Issues). Moscow: Institute of Secondary Education of the Russian Academy of
Education Publ. 224 p.
3. Vinogradov, V.A. (1990). Linguistic Encyclopedic Dictionary. Moscow: Publ. 688 p.
4. Solovova E. N. Methodology for teaching foreign languages. M .: Education,
2005.p.239
5. Galskova N.D., Gez N.I. Theory of teaching foreign languages: Linguodidactics and
methodology. Moscow: Academy, 2005.336
6. Bim I.L. Methods of teaching foreign languages as a science and problems of a
school textbook. M .: Russian language, 1977.288
7. Passov E.I. The concept of communicative foreign language education (theory and
its implementation) / Passov E.I., Kibireva L.V., Kollarova E. St. Petersburg: Zlatoust,
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