Issn: 1533-7812 Vol-21-Issue-05-May-2020

---

Academic Leadership (Online Journal
 )
 
ISSN: 1533-7812 
Vol-21-Issue-05-May-2020 
P a g e
| 117 
Native Language Interference In Teaching English Uzbek Students 
Gavkhar Yakubovna Tojieva 
Teacher of English as a foreign language, 
Tashkent State Uzbek Language and Literature University named after Navoiy 
Tashkent, Uzbekistan 
 
ABSTRACT 
Annotation.
The article reveals the role and place of native (Uzbek) 
language interference in teaching foreign (English) language. It discusses the types 
of interference from linguistic and didactic perspective. The author shares her 
experience, observation and study of the native language interference in teaching 
English as a foreign language the future teachers of native language, the most 
common mistakes in students’ speech and methods of their neutralization.
Keywords: 
interference, interlingual, intralingual, native language, foreign 
language, grammar, vocabulary.
 
 
INTRODUCTION 
According to the requirements of the Standard on foreign language based on 
the CEFR, the undergraduates of the faculties with non-foreign language specialty 
should follow requirements put to B2 and the resolution of the Cabinet of Ministry 
of Republic of Uzbekistan dated August 11, 2017 #610 ―About measures to the 
further improving the quality of teaching foreign languages in educational 
institutions‖ make the foreign language methodologists and teachers of higher 
education to work hard at the process and stages of teaching foreign language. All 
measures having done sometimes do not bring to the expected results, especially 
when the contacting languages (native and foreign languages) in the learners’ 
minds cause not improvement but slowdown, especially if the learners lack 
language learning experience other than native one.
The role of the native language in learning a foreign language is various: in 
one case the native language facilitates learning a foreign language, in another it 
makes it difficult, in the other, it neither facilitates nor makes it difficult. The first 
case is associated with interlanguage facilitation and the second is interlanguage 
interference. In comparative study of languages for liguadidactic aims it is very 
important to consider both phenomena, i.e. it is necessary to define zones of 
interlingual interferences and facilitations upon contact of native and foreign 
languages in the speech of the given foreign language learners.