Universidad técnica particular de loja la universidad Técnica Particular de Loja

INTRODUCTION
Language interference (also known as linguistic interference, 
cross-linguistic interference or transfer) is the effect of second language 
learners' first language on their production of the language they are 
learning. The effect can be on any aspect of language: grammar, 
vocabulary, accent, spelling and so on. It is most often discussed as a 
source of errors (negative transfer), although where the relevant feature 
of both languages is the same, it results in correct language production 
(positive transfer). The greater the differences between the two 
languages, the more negative the effects of interference are likely to be. 
Interference is most commonly discussed in the context of English 
as a Second Language teaching, but it will inevitably occur in any 
situation where someone has an imperfect command of a second 
language.
In our research, we have focused on the occurrence of language 
transfer when students write in English. We noticed that interference 
occurred when students try to fill knowledge “gaps” in the target 
language (English) using their native language structures. We also 
noticed that there were almost no cases of positive interference but a lot 
of negative.
Before carrying out the process of investigation we searched 
among many authors to have an idea of what we were going to deal with. 

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The processes of acquiring L1 (which stands for Native Language), L2 
(which stands for Target Language) and the problem of interference were 
covered by Lightbown & Spada (1999) in their book “How languages are 
learned”. Faerch & Kasper (1983) also cover the main theme of this 
investigation 
when 
referring 
to 
Strategies
in
interlanguage 
Communication. These have been the basis for preparing our Theoretical 
background.
After having studied the main parts of our research we have to 
remark its importance. Language competence is not only useful as a tool 
for successful communication but a key to a complete and also 
successful social interaction and development of the human being. 
Language interference represents a serious issue because it “stands in 
the way” of language competence. To achieve competence when writing 
English is very difficult since it requires more skill and concentration 
than speaking. 
For all those reasons, we have carried out a field research in one high 
school from Guayaquil and have asked for a sample of twenty senior 
year high school students to obtain the data from. After having executed 
the investigation, we felt “dragged down” by this theme and we felt 
motivated to provide a solution to reduce the level of language 
interference in our high schools and to fulfil the following objectives:

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- To determine the most frequent syntactic and semantic errors in 
writing in English through the analysis of some writing produced 
by the individuals selected in the sample.
After having analyzed and tabulated the collected data, we have 
achieved around the 80% of this goal because although this study could 
be used to make some generalizations, there will always be a margin of 
error. 
- Develop some linguistic strategies to improve writing, and intend 
to help learners overcome to a certain extent the level of 
interference of Spanish linguistic habits.
After having analyzed the weakest and strongest points at which 
students produce language interference we came up with a proposal 
that focuses on these points. That means that the objective has been 
accomplished. But since this objective is related with the previous one, 
we have to remark that there could be an acceptable error margin when 
selecting the basic errors which the proposal is based on.
- Develop the basis for further studies and inquire on first language 
interference.
This thesis can definitely be the basis for other papers or works 
based on the same theme. The data and the conclusions provided here 
can be used as a reference for future research or comparison. We have 
achieved 100% of this goal.

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