Research into linguistic interference

Frequency of 
occurrence 
Class 
100% – 70% 
General consensus 
69% – 30% 
Weaker consensus 
29% – 0% 
Odd cases 
Table13: The scale reflecting consensus of the students 
In total, there are 77 different segments marked as interferences in students‟ 
assignments (64 in those completed by teachers). Surprisingly, only 3 examples 
belong to the class of general consensus and 11 cases to weaker consensus. 
The remaining 63 passages fall into odd cases. The 3 segments which resulted 
to be examples of clear interference are the following: 
Segment A: [...] father would be with him to validate his feelings [...] – [...] otec, 
který by *uznal jeho pocity [...] 
 
Segment B: [...] we don’t manufacture those events. – [...] tyto *události 
nevyrábíme. 
 
Segment C: [...] and recognize the validity of her experience. – [...] a pochopit 
*uznání své zkušenosti. 
 
All of these are highlighted as interferences even in my analysis and in the 
teachers‟ versions (symbolized by the values 1 to 4 in the graph). These three 
                                                 
7
 The results from the interference identification tasks completed by the teachers were not 
converted into percentage (there were only 4 of them which was insufficient for such a 
conversion). 

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79 
segments were marked by 16 students each (i.e. by 73% of the students). Only 
1 teacher marked segment A which is quite interesting because students 
agreed on this example and it is marked as a clear lexical interference even in 
our analysis. The following graph illustrates the values for each segment. My