Problems of interference

Biloldinova G
Group 4
 What is Interference?

In research on second language

acquisition and language contact, the
term interference refers to the
influence of one language (or variety)
on another in the speech
of bilinguals who use both languages.
Interference can take place at all
levels of the linguistic system,
in phonology,  morphology, syntax,
semantics, pragmatics, and
the lexicon
 From a linguistic viewpoint interference is an interaction or a change in
linguistic structures and structural elements. It appears to be a deviation from
linguistic norms in the spoken and written language. Languages with more
similar structures (English and French) are more susceptible to mutual
interference than languages with fewer similar features (English and Japanese)
[Ройзенцвейг, 1975, Makey,1965].

Interference is applying the distinctive features of the native

language on the target foreign language, as defined by professor J.
Buranov [1983]. The mother tongue of a learner, which he speaks
from his childhood, is bound to influence the system of the foreign
language being learned.
 Types of interference

• Positive  Explicit
transfer  Implicit (according to
• Inter-language
• Negative form);
transfer • Intra-language
 Proactive interference;
 Retroactive interference.
Inter-language interference is more common than intra-language
interference in which because of comparing two languages, mistakes occur
or learning process is helped. The most common mistakes occur in inter-
language interference. In this case mistakes appear because of the negative
transfer of habits from the native language (sometimes from the first foreign
language that it supposed to be in very good command) to the second
language.

Intra-language interference occurs when

learners make mistakes under the influence of
the already acquired language knowledge and
established habits in the foreign language.
On the base of grammar interference, as a rule, there are differences in
term of expression, when existing in both languages’ meanings are
delivered through different language means. But the semantics of the
languages units and their functions cause the inadequacy of foreign
language norms (word order, sequence of time, specific meanings of
verb forms and others). Since typical or persistent mistakes of students
in their speech in English are in most cases a consequence of
typological differences in the grammatical and lexical structure of
their native and learned languages, a comparative analysis method is a
very effective method of working to prevent such mistakes.
 MOST COMMON GRAMMAR
MISTAKES IN LEARNERS WRITTEN SPEECH

Type of mistake Example Feature Example

can be corrected by
I like she. the learner
1
Mistakes, that declare Are you him/herself as
I like her.
the lack of skill know? he/she knows how
Do you know?
to say/use correctly

Mistakes, caused by
misunderstanding or Tashkent city Tashkent city is
– centre of although it has the centre of
confusing the
2 Uzbekistan. been worked out Tashkent.
meaning and usage of Much funny before Many funny
the definite language stories. stories.
phenomenon
The difficulty of mastering foreign language vocabulary is
reflected in their difference in forms, volume of meaning
and usage in speech in the learned language and in
comparison of Uzbek language. Some methodologists
define the vocabulary difficulty basing on forms and
meanings, others on the assumption of usage in speech.
There are offered typology of vocabulary mistakes basing
on two interferences:
intralingual and interlingual interferences.
 Intra-lingual interferences in
vocabulary
1. Mistakes caused by discrepancies due to the analogy with already
learned phenomena of a foreign language
again- also She again likes watching comedy.
else-also I ate a hamburger. I else ate a banana.
hard-hardly We usually revise hard before our exams.
to-for to run to the station- to start for the station
2. Mistakes caused by different meanings of synonyms and their usage
high-tall
3. Mistakes caused by differences in vocabulary and grammar word combinations
quite – at all
4. Mistakes caused by different usage of transitive and intransitive verbs
raise-rise
Intralingual vocabulary mistakes are caused by:
1) discrepancies due to the analogy with already learned phenomena
of a foreign language: misusing of words with similar meaning, for
instance adjective and adverb and misusing of prepositions after
motion verbs.
2) different meanings of synonyms and their usage;
3) differences in vocabulary and grammar word combinations, and
4) different usage of transitive and intransitive verbs
 The mistakes connected with preposition appear
because of:
differences in the usage of prepositions
In the Uzbek context In English
speak with somebody speak to somebody
on the street in the street
write with ink write in ink

existence of the preposition in Uzbek and absence in English

In the Uzbek context In English
I asked from him I asked him

absence of preposition in Uzbek and existence in English

In the Uzbek context In English
example for example
a cup tea a cup of tea
home at home
The mistakes caused by inter-lingual interference require a
special attention that appears in the result of counteraction of rather
old and more stable native language skills and it’s harder to
overcome it than intra-lingual. The first and the biggest group of
mistakes are caused by counteractions in semantic volume and
compatibility of some Uzbek and English words. In this situation
we can note the students’ mistakes in using prepositions. The
reason is obvious, there is no prepositions in the Uzbek language
and the students do not find attachment to their native language.
THANK YOU
FOR YOUR
ATTENTION!