Overcoming different types of language interference in teaching english in uzbek classes

OVERCOMING DIFFERENT TYPES OF LANGUAGE INTERFERENCE IN
TEACHING ENGLISH IN UZBEK CLASSES
Ostonova Marjona Tòlqin qizi
Master, NavSPI
ABSTRACT: Humanity can easily communicate and express thoughts via applying the only mysterious means always being searched from the beginning of the life is surely language. This sphere is considered one of the most vital and full of secrets in the science which still has not been revealed totally by human beings. Since language is the most complicated and regularly changeable with different facets and branches, it is unattainable to imagine all the sites and aspects of it simultaneously. Therefore, language learning has the gross role in each human society.
Language is claimed to be the vivid part of the culture that any nations may utilize while gathering data about and acquainting each other so that there is one process aiding for expression of mixing different languages’ features which is specified with the term “interference” . In this article the basic objective to point out the term language interference and its part in teaching Uzbek students a foreign language, English.
KEY WORDS: Language interference, the dominant language (mother tongue), FL, phonetic interference, grammar interference, syntactic interference.
INTRODUCTION
To determine the gist of the occurrence in language collisions during studying a foreign language, we emphasize the term INTERFERENCE.
INTERFERENCE is the process which mostly appears in learning new languages through the usage of background knowledge related to learners’ mother tongues. In other words, it is a problem referring to confusion in the usage of language units and weakness to distinguish language features from each other as the result of mother tongue. In this event, learners may unwillingly apply peculiarities of their mother tongue in the foreign language they intend to get knowledge about.
As France linguist J.Vandriyev claims that collision of languages is the historical essence that they will always have impacts on each other.
Interference may occur in several spheres of the language involving grammar, syntax and phonetics. That’s why a number of scientists, linguists, psychologists as well as methodists have had several research studies on interference to sort out the trouble being faced by teachers and learners in teaching or learning a foreign language.
Language confusions mostly arise in in the usage of phonetic units and appearance of intonation rules. In the performance of language interference, changes in phonetic rules unwantedly manifest during teaching a foreign language to students. In this article, teaching the English language to Uzbek students is taken as the object to explain instances of phonetic, grammar and syntactic interference. Initially, while the process of applying a foreign language appearance of phonetic elements in the dominant language, namely, mother tongue is called phonetic interference. Particularly, it leads to make mistakes in pronouncing and spelling English language units as the background language skills in Uzbek which has been repeated regularly by learners for ages. Since the purpose of teaching a foreign language to students is enhancing their communicative skills, investigating every side of alternations in the learners’ speech is considered as the really vital issue.
Firstly, Uzbek students have some difficulties with the place of emphasis under the effects of mother tongue. For instance:
`support – sup`port deve`lopment – de`velopment `history – his`tory
Secondly, there are some sounds which are produced by adding two consonants in English like t + h= th, p + h=ph in the words “thankful, elephant, birthday, graph and etc ”. Such kinds of phonetic units can create problem in pronouncing words for Uzbek students as they have learnt this letters separately t,h,p, so instead of the word elephant [`elifent] they may pronounce [`eliphent], especially, primary school learners as they are not able to concentrate a lot to remain in a first attempt. And this can cause some challenges in teaching so kinds of utterances to learners in Uzbek classes.
Another important type of interference is connected with usage of wrong grammar. There are a great deal of confusions in employing grammar rules as English and Uzbek are not involved in the same language family that’s why they have gross differences in their grammar. For example, ways of deriving plural forms in English are various as adding suffixes –s,-es ( flower -flowers), changing a root (child-children) and unchangeable nouns (sheep – sheep) while Uzbek has only one way in forming plurals, adding a suffix –lar (bola – bolalar). In this point, the aspects of the dominant language affect learners to get acquainted with FL grammar rules correctly. Apart from this, students in Uzbek classes may have some trouble in dealing with tenses of the English language as we know there totally 27 tenses whilst Uzbek has only three ones ( Present, Past and Future). And it can be challenging for them to learn and use all tenses in daily speech. Actually, Present Perfect tense implies the action which is fulfilled in the present not past in spite of the fact that it is translated like the past in Uzbek which leads to students’ misunderstanding in utilizing this tense. For instance, “I just have finished my work” – it implies the action which began in the past ended I the present basically the essential point of this statement is the result. And that is the culmination place of explanation Present Perfect tense in order to distinguish tense in two languages.
Additionally, language interference also occurs in the alteration of syntactic rules which is indirectly referred to the word-order of Uzbek and English. This interference may arise when the rules absorbs the structure of another language. Typically, Uzbek does not have a strictly fixed word- order , it means some members of a sentence can change places. For example, “ Men Londonga o`tgan yil bordim – Men o`tgan yili Londonga bordim – Londonga o`tgan yili men bordim”.In contrast, English sentences always have a fixed word-order that subject should face the predicate and then secondary parts of speech may be put to make sentences longer and more complicated: “I went to London last year”.