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
| 122 
in the third year. Gerund presents special difficulties for students, since there is no 
such a grammatical phenomenon in Uzbek.
Besides there is one more not less important phenomenon that was suggested 
by U.K.Yusupov, which is often observed in the form of 
silence. 
For instance, 
silent interlingual interference appears in the English speech by Uzbek students in 
making up impersonal complex sentences, such as:
―
The more you read, the more you know
‖, and some other types of interrogative 
and interjectional sentences.
Although English sentences like 
“It’s raining; it’s windy”
is hard for Uzbek 
students to understand as in the context of the Uzbek language 
the rain 
is used as a 
subject and they usually say: 
The rain
is falling.
Big differences in the structures of two languages could be so deep, that the 
Uzbek student without enough skill of making up the specified type of English 
sentences is not able to proceed to the English language after phonation the 
subject. The speaker tries to transfer the Uzbek language skill to English, but the 
mentioned deep differences make it impossible.
The above examples make it possible to find and study cases of 
interlanguage morphological and syntactic interference arising as a result of 
discrepancies in the grammatical structure of the English and Uzbek language. 
Since typical or persistent speech mistakes of students in English are in most 
cases are the consequence of typological differences in the grammatical and lexical 
structure of their native and studied languages, a comparative analysis method is a 
very effective method of working to prevent such mistakes. The more the students 
are introduced with a large number of typical word combinations, the more 
imagination they have about the word as well as familiarization with the new 
grammar phenomenon meaning and usage in different contexts facilitate the 
process of mastering the language.
When developing exercises aimed at preventing interference, an important 
point is the identification of discrepancies in the form and functioning of similar 
linguistic phenomena in the native and studied languages and the demonstration of 
these discrepancies, which contributes to the recognition of differences in the 
systems of two languages. 
Useful is a special exercise to correct and improve sentences like ―Spot the 
mistakes‖. It is important to develop students’ ability to notice and correct 
mistakes. At first, it can be the correction of a certain category of mistakes, for 
example, ask students to track whether active vocabulary has been correctly used, 
whether the design is chosen correctly from the point of view of a foreign language 
[2:177].