CC BY
37
ANALYSIS OF LANGUAGE INTERFERENCE AND DEGREES
OF ITS APPEARANCE Musaeva Z.M.
Musaeva Zebohon Muzaffarovna - Teacher, DEPARTMENT OF METHODOLOGY OF TEACHING ENGLISH LANGUAGE, ENGLISH LANGUAGES FACULTY 3, UZBEKISTAN STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: the problems of language interference of the Uzbek learners of the English language are discussed in the present article. The author of the article gives the opinions of several scholars on the problem. She analyzes the problem of language interference on the grammatical layer of the English language.
Keywords: range of variation of the norm, language norm, language system, coarse interference, moderate interference, soft interference.
The term "language interference" has several meanings. In the broadest sense, it is understood as the interaction of languages under bilingualism, leading ultimately to changes in the system and norm of each of the contacting languages. In a narrow sense, this term means transferring the linguistic experience of communication in one language into foreign communication in the context of the learning situation. It is in this understanding that interference is of the greatest interest for the method of teaching foreign languages.
Language interference is a serious obstacle to the successful mastery of the skills of foreign-language communication, and due to this, much attention is paid to this phenomenon from the side of methodology and linguistics [1, 2]. Interference is viewed from different positions, and the most popular is the classification according to the level principle, according to which it is divided into phonetic, lexical, morphological and syntactic.
Each teacher of a foreign language knows the phenomenon of interference, which is the result of interaction of two or more language systems, namely the system of the native language and the foreign one, and in the case of studying two foreign languages - native and two foreign. Interference is determined by the linguists as an assumption of bilingual in speech in a non-native language of various inaccuracies in relation to the norms of the target language under the influence of the native [3, 13].
Since the speech of students is not yet perfect, there is a more or less "support" for their native language, which eventually leads to violations of the system and the norms of the second language, to the appearance of interference [2, 24]. The primary system is considered as a source of interference, the secondary system as an interference object. The primary system can also be represented by a previously studied non-native language, when again the language of the system of a previously studied foreign language, on which the speech activity of a person, thus distortion occurs under simultaneous influence systems of the native language and other previously learned languages.
The last of these divisions has, as a classifying principle, the degree of manifestation of interference. It is a popular technique in the process of improving the students' language skills. Meanwhile, the terminology used here (ie, explicit and hidden interference) does not fully correspond to the content of the terminology. Interference is the unconscious transfer of the experience of communication from one language to another, and the degree of its manifestation depends on the level of the language competence of the learner. Therefore, for the learner, any interference is hidden. Conversely, a teacher with a high level of language competence, any interference seems obvious. Meanwhile, the systems of Uzbek and English some common features, and these general features cannot only have a positive, but also a negative impact on the formation of skills of foreign-language communication. So, following the experience of communication in their native language, students often
construct designs that, although they do not violate the rules of English grammar, are nevertheless not actually observed in the speech of native speakers. In other words, interference in such cases deforms not the language system, but the normally accepted norm. Examples of such (moderate) interference can be the substitution of Complex Object constructions with compound sentences: instead of: She saw her enter the room. The reason for moderate interference is the same literalism, based on the general principles of building native and studied languages and ignoring the scheme of preferred implementations adopted in foreign language culture, i.e. norm. The conflict between norm and system in students' speech demonstrations can be illustrated by the use of turns with the participle being. Let us turn to the following example.
Now being free from his fears he could take quick and decisive steps (from student work).
Following the structure of Uzbek models with participles, the author of the sentence does not violate the systemic relations of the English language, but he does not take into account the desire of the English language for compression, which (with respect to proposals of this type) is expressed in the normative and usual elimination of the participle being. Now free from his fears he could take quick and decisive steps. Obviously, the listed features of the use of the constructions in question in Uzbek and English languages coincide only partially. However, students (most often unconsciously) ignore these features. They see only one difference between Uzbek and English sentences of this type. All this allows us to consider such errors as a mild manifestation of interlingual interference.
References
1. Alimov V.V. Interference in translation: Textbook. allowance. Moscow: KomKniga, 2005. 229 p.
2. Barannikova L.I. The essence of interference and the specificity of its manifestation. The problem of bilingualism and multilingualism. Moscow: Nauka, 1972. 94 p.
3. Bayramova L.K. Introduction to Contrastive Linguistics. Kazan: Publishing house of Kazan University, 2004. 116 p.
