CROSS-LINGUISTIC INTERFERENCE IN UZBEK AND ENGLISH: THEORETICAL ASPECTS AND DIDACTIC SIGNIFICANCE

ABSTRACT

This article explores the concept of linguistic interference, a phenomenon that arises due to the influence of one language on another, particularly evident in the process of second language acquisition. The perspectives of several scholars are discussed to elucidate the role of interference in language learning. Furthermore, the article examines manifestations of interference through examples from Uzbek and English, emphasizing the difficulties this phenomenon may present for language learners. Overall, the article aims to highlight the significance of interference in the language teaching process.

АННОТАЦИЯ

Эта статья исследует концепцию лингвистической интерференции – явления, возникающего вследствие влияния одного языка на другой, особенно заметного в процессе изучения второго языка. Рассматриваются точки зрения нескольких исследователей, чтобы прояснить роль интерференции в освоении языка. Кроме того, в статье приводятся примеры интерференции на материале узбекского и английского языков, подчеркивая трудности, которые это явление может создавать для изучающих язык. В целом, цель статьи – подчеркнуть значимость интерференции в процессе преподавания языков.

Keywords: interference, types of interference, transfer, facilitation.

Ключевые слова: интерференция, виды интерференции, перенос, фасилитация.

A person’s native language plays a crucial role in communication within society, serving as the primary means for thought, emotions, and speech formation. "The native language is the language acquired at the initial stages of life, used as a convenient and effective tool for expressing thoughts, dreams, and emotions."[‎3] Human intellect, emotions, and thinking are shaped through their native language. Lexical units, rules, and sounds of the native language are deeply ingrained in the individual's consciousness, leading to an automatic reference to it when learning another language. Consequently, the native language becomes an "internal communication"[‎2] tool. Even during communication in a second language, the influence of the native language persists, giving rise to the phenomenon of linguistic interference.

For learners of a second or third language, the inability to speak fluently in these languages creates specific difficulties. In Uzbekistan, most students' native language is Uzbek. However, speakers of other languages, such as Russian, Tajik, Kazakh, and other minority languages, also exist, reflecting the multilingual nature of Uzbek society. Given that Uzbek is the first language for most students and Russian serves as the second language, English is learned as a foreign language, where linguistic interference emerges due to the influence of the first and second languages.

English is one of the most widely spoken languages in the world, holding a significant position as an international language of communication. Although English belongs to the Germanic branch of the Indo-European language family, it encompasses various regional dialects such as American English, British English, Canadian English, and Australian English. The English alphabet consists of 26 letters and includes 44 phonemes, comprising 24 consonants and 20 vowels.[‎1] The English language follows a fusional grammatical system, meaning that word forms change to express different grammatical meanings.

Conversely, Uzbek belongs to the Turkic branch of the Altaic language family.[‎14] It is predominantly spoken in Uzbekistan and is widely used in neighboring countries. Uzbek is an agglutinative language, meaning that suffixes are sequentially added to words, with each suffix carrying a distinct grammatical meaning. Due to the structural differences between Uzbek and English in grammar, phonetics, and lexicon, interference occurs in second language acquisition, where the characteristics of one language transfer to another. For instance, Uzbek-speaking learners of English face various challenges arising from interference.

Interference is not a one-way process. Uzbek speakers learning English may exhibit elements of English phonetics or lexical structures when communicating in Uzbek. This phenomenon illustrates the reciprocal influence of languages in communication. Therefore, studying interference in linguistics and methodology is essential to determine how Uzbek influences English and vice versa.

The term "interference" originates from the Latin words inter (between) and ferens (carrying, transferring). Initially, it was a term used in physics, referring to "the phenomenon where overlapping waves reinforce or cancel each other (e.g., light interference, wave interference)"[‎14] According to the Oxford Dictionary, interference is defined as "the action of intervening in a situation in a way that is not necessary or wanted, causing inconvenience"[‎15] A methodological dictionary provides another definition: "Interference is the mutual influence of linguistic systems, where the norms and structure of a first language affect the second language acquisition, leading to deviations from the norms of the target language". [‎4]

According to M. Jusupov[‎‎12, p.147], the term "interference" was introduced into linguistics by scholars of the Prague Linguistic Circle. The phenomenon of linguistic interference has been widely studied both abroad and within Uzbekistan. In Uzbekistan, researchers such as M. Jusupov (Kazakh-Russian interference), G. Bakiyeva (Uzbek-Russian interference), K. Qodirova (Uzbek-Arabic interference), and Chi Daojia (Uzbek-Chinese interference) have contributed significantly to this field.

The study of linguistic interference remains crucial for understanding and overcoming the difficulties encountered in second language acquisition. By identifying the influence of the native language on the target language, language educators can develop effective strategies to minimize its negative effects and facilitate the learning process.

The phenomenon of interference occurs between two or more languages. When learning a second language, the influence of the first language is inevitable. Similarly, in the acquisition of a third language, the impact of both the first and second languages manifests. There is no language learning process that remains entirely unaffected by another language. Regarding this, G. Shuchard states: "No language is entirely free from foreign influence, and the possibility of language mixing knows no boundaries, as each individual learns and modifies their language through interaction with others."[‎7]

Interference can be both intralinguistic and interlinguistic. Interlinguistic interference refers to the interference occurring between two or more languages, whereas intralinguistic interference takes place within a single language. In the latter case, previously acquired skills influence the acquisition of new linguistic structures, leading to errors.[‎4]

An analysis of the literature on language interference reveals numerous scholarly perspectives on this phenomenon. According to Krashen, "language interference is a negative transfer of language, which typically results in linguistic errors."[‎8] In other words, errors arise due to the incorrect application of the rules of the native (or first) language to another language (second or third). This rule can be observed in the speech of Uzbek learners when they translate the Uzbek sentence "Men kitob o‘qiyman" into English as "I book read," applying Uzbek word order to English incorrectly.

In 1953, U. Weinreich, a representative of the Prague Linguistic School, was the first to introduce the term "interference" in his book Languages in Contact. He defines it as follows: "Language transfer, that is, language interference, occurs when bilingual speech deviates from the norms of both languages due to language contact."[‎13]  In multilingual environments, languages influence one another as a natural consequence of language contact. When an individual speaks two or more languages, each of these languages inevitably affects the others.

Odlin provides a more detailed explanation of this phenomenon: "Interference arises due to similarities and differences between the target language and any previously acquired (whether fully or partially) language."[‎10] According to him, interference is not limited to the influence of the native language alone but can also stem from any previously learned or concurrently acquired language.

Typically, language interference manifests due to the influence of the native language or another known language on the target language. However, the native language does not always remain dominant or active. The language most frequently used by a learner becomes the primary means of communication and exerts the strongest influence in the process of interference.

Krashen categorizes language transfer into two types: positive and negative interference. In linguodidactics and methodological literature, positive interference is also referred to as transposition or facilitation. It is crucial to highlight the importance of positive interference (transposition, facilitation) in language learning.

Through his "Iceberg Theory," Cummins emphasizes the significance of transposition. He argues that "a strong foundation in the first language can be beneficial when learning a second language. According to this theory, students may acquire a second language more easily because they have already internalized linguistic structures and concepts in their native language."[‎5] Consequently, he advocates for continued education in the native language, as students who have mastered linguistic tools and concepts in one language can transfer this knowledge to another language more effectively.

The Uzbek scholar M. Jusupov offers his perspective on facilitation (positive interference), stating: "Facilitation occurs when linguistic skills in the target language and the native language are entirely similar. For instance, the articulation skills required to pronounce the Russian word 'тон' (tone) and the Kazakh word 'тон' (coat) are identical." [‎6, p.152] If the phonetic, grammatical, or lexical features of the target language and the native language are highly similar, language acquisition becomes faster and easier. Furthermore, learners gain confidence in their language proficiency, which positively impacts their motivation to learn a given language.

Regarding the classification of interference types, researchers worldwide categorize interference in various ways. The Indonesian scholar J.D. Parera divides interference into two types: conscious and unconscious.

• Conscious interference occurs when a learner deliberately applies elements from their native language to the target language, being fully aware of such transfer.
• Unconscious interference happens when errors arise involuntarily due to the influence of the native or another known language on the target language. In this case, learners remain unaware of the linguistic transfer.

According to Parera, if students recognize the linguistic transfer and can reflect on it, the transfer is considered intentional. Conversely, if students are unaware of the transfer, it is deemed involuntary. Unconscious interference is more common among language learners, as they often do not realize they are making errors. This is primarily because they instinctively apply the linguistic rules of their native or another previously learned language.

Additionally, Parera classifies errors resulting from negative interference into four types: "Omission, Addition, Misformation, and Disordering."[‎‎11, p.71]

Odlin presents a similar classification, identifying the following types of errors: "Underproduction, Overproduction, Production Errors, and Misinterpretation."[‎10]

Weinreich classifies interference into three main types: phonological, grammatical, and lexical interference. Grammatical interference, in turn, includes morphological and syntactic interference[‎13]. This classification demonstrates how interference manifests at different levels of the language system.

Furthermore, interference is not limited to specific linguistic units but occurs across various layers of language. Mamatov highlights the broader impact of linguistic interference, emphasizing that it not only affects individual linguistic elements but also leads to the transfer of lexical, grammatical, and stylistic features from one language to another. [‎‎9, p.116]

Thus, the types of interference identified by Weinreich do not merely result in isolated grammatical or phonological errors. As Mamatov suggests, interference influences the entire linguistic system, leading to stylistic and semantic shifts. Consequently, interference should not be studied solely as a grammatical or phonetic phenomenon but as a comprehensive process affecting the language system as a whole.

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