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Interference of Mother tongue in teaching and learning foreign languages
Section 1. The Germanic languages
Abidova Rohatoy Khudayberganovna, a senior teacher of English language and literature Department
Yusupova Ziynatjan Djumanazarovna, teacher of English language and literature Department
Ibodullayeva Dilnoza, student of English language and literature Department
Ashirboyeva Miyassar, student of English language and literature Department E-mail: rahimovaguzal@rambler.ru
Interference of Mother tongue in teaching and learning foreign languages
Abstract: this article is analysed and discussed about the Interference of mother tongue in teaching and learning, its difficulties and how to avoid them and suggestions of using in teaching SLA.
Keywords: interference, transfer, cognitive view, approach, textual meaning, pragmatic meaning, learners’ experience.
Language learning is a great fascination, especially the learning of a Foreign and/or Second Language. Numerous studies have been carried out to establish factors that hinder and promote language learning, among them Mother Tongue interference seem to have tied out in learning English as a Second Language.
In phonology, Uzbek is a part of Turkish language while English is an intonation language. And also in English there are a lot of morphemes which do not exist in Uzbek. All these difficulties can be regarded as the outcome of Uzbek transfer towards English learning. Every syllable of the Uzbek character has its unique tone, which plays an important role in distinguishing and changing meanings, whereas English is an intonation language with rising intonation and falling intonation.
Words get their different ways of expression in different languages. Generally speaking, every language has their unique word-formation, collocation and so on. As foreign language learners, especially beginners, they always first cope with the meanings. In some specific sense, they translate the words from the native language to the target language equivalently.
There is a great difference between English and Uzbek in syntax. The negative transfer in syntax always results from their difference in word order, sentence pattern, and ways of expression.
We can see the interference of L1 in SLA covers every aspect of language. For the negative transfer of L1, on one hand, we must admit its existence, and notice its effect on the SLA. On the other hand, it is necessary to inform ourselves that the errors caused by the negative transfer are inevitable. Language learners should not be afraid of making mistakes. On the contrary, they should regard making mistakes as useful ways to approach success.
From the behaviorist view, learning is a process of stimulus-response. Behaviorism in linguistics also holds that children learn language through a chain of “stimulus-response reinforcement”. Thus, the errors caused by the interference of the mother tongue can be considered as a kind of feedback, from which the learners can come to know what they are lacking in. then they can internalize their knowledge structure and form the good habit of language learning through their further study and the correction of their mistakes.
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Section 1. The Germanic languages
From the cognitive view, the transfer in language learning can be regarded as a process in which students use their mastered L1 knowledge to make hypothesis about language rules. The mistakes emerging from the hypothesis and the correction of them can be seen as evidence of learning process. Learners make constant testing about hypothesis and then amend, complement and perfect those rules. So, in some sense, the process of analyzing and correcting the emerged mistakes can be taken as a strategy learners use to construct an interlingua.
The L1 negative transfer also can be regarded as a kind of communicative strategy to solve the problems learners come across in communication. Learners can use the L1 to initiate utterances when they do not have sufficient acquired knowledge of the target language for the purpose. In this sense, he considers L1 negative transfer as a strategy of communication.
There is a variety of languages in the world, belonging to different families. In essence, languages have a common attribute, and have a close connection with human thinking. At the same time, they are also the efficient ways of expressing them also have common features. Among all natural languages, there exists some common “core rules”.
The language universal has close connections with SLA. In the process of learning, anyone has a certain understanding of language universals, no matter whether he is aware of or not. When he begins to learn a second language, he will use his acquired knowledge of language and improve the efficiency of language learning. In this process, he applies the language in SLA consciously or unconsciously. In this sense, the L1 background of learners lays the foundations for his learning a second language. So, the language universals have a positive effect on SLA. Learners’ L1 may facilitate the developmental process of learning a L2, by helping him to progress more rapidly along the universal route when the L1 is similar to L2.
Human languages in the world have the some underlying principles in common. Then in SLA, the students with systematic knowledge of the L1 will inevitably utilize the rules of the L1 to understand the L2. “Interference” errors result not from negative transfer but from “borrowing”. That is, when learners’ experience difficulty in communicating an idea
because they lack the necessary target language resources to surmount. At this time, the L1 is used as a strategy to ensure the communication when the learners are lacking in the knowledge of the L2.
In some classes, L1 can be seen as a useful device of understanding some materials in SLA. The advantage of applying the L1 in the SLA is that it strengthens the learners’ confidence and lowers their anxiety so that their interest or enthusiasm to learn the L2 will be stimulated.
The L1 can give a hand to the reading comprehension in that it can make learners easily acquire the textual meaning and pragmatic meaning and lessen the affective barriers. It not only promotes our understanding towards the L2, but also adds up our confidence of understanding the papers written in L2.
The interference of mother tongue in learning English has been existing since their schooling. Some of the suggestions to avoid mother tongue interference are
English language should be taught in the language lab for proper pronunciation.
Self — study and self assessment programs to be suggested.
Group discussions, debate, JAM [Just a Minute], speech competition, seminars etc. in English may be organized frequently.
Learners should be familiarized with spelling and pronunciation.
Make the learners reading more English books on any topic and listening to spoken English CD and BBC news on TV.
English should be taught only aimed at national intelligibility.
Make them to convert their difficulties in learning English into challenging opportunities.
Children should be trained to make mother tongue useful for learning a foreign language by transferring the similar rules.
Constant practice should be given in sounds.
As a conclusion we should say that learning a language is a habit to be got at, an activity to be developed, a skill to be practiced and an enthusiasm to be caught. So vigorous and regular practice should be given to the learners. It may help the learners familiarize with English. Mother tongue interference may be reduced but not eliminated completely.
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Research of the phonological system and the vocabulary in the Old High German texts
References:
1. Bright, J. A., & G. P. McGregor. Teaching English as a second Language. London: Longman, 1970.
2. Larsen Freeman, D. Techniques and principles in language teaching. London: Oxford University Press, 200.8.
3. Nunan. Teaching English to young learners. University Press, 2003.
4. Richards, C. Jack. Methodology in Language Teaching. Cambridge University Press, 2002.
5. Skehan, P. Individual Differences in Second-Language Learning. London, 1989.
Berezina Iuliia Olexandriwna, Odessa National 1.1. Mechnikow University
postgraduate student the Faculty of Romance and Germanic studies E-mail: julia13odessa@ukr.net
Research of the phonological system and the vocabulary in the Old High German texts
Abstract: the article deals with the phonological system and the vocabulary in the High Old German. The research was carried out on the material of the ancient texts and glossaries. Keywords: the Old High German text, phonological system, consonants.
Die Erforschung des phonologischen Systems und des Wortschatzes in den althochdeutschen Texten
Abstrakt: in dem Artikel geht es um das phonologische System und den Wortschatz im Althochdeutschen. Die Untersuchung bezieht sich auf das Material der alten Texte und Glossen. Stichwörter: der althochdeutsche Text, das phonologische System, die Konsonanten.
Obwohl die Befassung mit dem Konsonantensystem im Deutschen, seinen Arten, Definitionen und Besonderheiten schon über Jahrhunderte dauert, gibt es immer noch Aspekte, die eine ständige Überarbeitung verlangen.
Es ist bekannt, dass die Veränderung des indogermanischen Konsonantensystems in der Ersten oder Germanischen Lautverschiebung zu einer partiellen Ausgliederung des Germanischen aus dem Indogermanischen führte. Mit der Zweiten oder Althochdeutschen Lautverschiebung gewann das Hochdeutsche gegenüber dem Niederdeutschen und gegenüber allen anderen germanischen Sprachen seine eigenständige Sprachform. Die Zweite Lautverschiebung betrifft die Verschlusslaute und gilt als Kriterium der Zweiteilung der deutschen Mundarten in Hochdeutsche und Niederdeutsche.
Dessen ungeachtet, dass die Zweite Lautverschiebung um das 5.-6. Jahrhundert angesetzt wird und im 8. Jahrhundert abgeschlossen ist, dringt das Hochdeutsche mit seinen lautverschobenen Formen aber auch heute noch gegen das niederdeutsche Sprachgebiet vor. Darum bleibt das Konsonantensystem als Forschungsobjekt vieler Germanisten wie Zinder L., Stroewa T., Shirmunskij W., Lewizkij W., Taranets V., Paul H., Schmidt W., Speyer, Sonderegger S., Wolff G. u. a. erhalten.
Das Ziel unserer Arbeit ist die Erforschung des Konsonantismus im Althochdeutschen und seine Besonderheiten.
Die Aufgabe der Erforschung ist die Althochdeutsche oder die Zweite Lautverschiebung anhand althochdeutscher Texte (wie «Das Hilderbrands-lied», «Der althochdeutsche Isidor», «Der althochdeutsche Tatian»). Es wurden in den genann-
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