Presentation comparison of

PRESENTATION COMPARISON OF

UNITS OF LEXICAL LEVEL.

XAMPLES OF INTERFERENCE

Done by: Yarasheva Sitora Group: B1

@ Checked by: Rasulova M.I.

Language transfer (also known es L i interference, linguistic interference, and cross meaning) refers to speakers or writers applying knowled g e frurn their native langua g e to a second language. Dulay et at (1952) define intcrfcrence as the autonutic transfer, due to habit, of the surface structure of the first language onto the surrace of the target language. Lott (1953: 256) defines interi’erence as ‘errors in the learner’s use of the foreign lan_b 'uage that can be traced back to the mother tongue’. Ellis (1997: 5 I ) rcfers to interference as ‘transfer’, which he says is ‘the influence ihat ihe learner’s L I exerts over the acquisition of an L2'. He argues thai transfer is governed by learners' perceptions about what is transferable and by their stage of development in L2 teaming. I n learning a target language, learners consinict their own interim rules (Selinker, 1971 , Seligar, 1988 and Ellis, 1997) wiili the use of their L I knowledg e, but only when ihey bclicvc it will hclp thcm in the learning task or when they haYe bccome sufficiently proficient iii the L2 for transfer to be possible.

When an individual’s understanding of one language has an impact on his or her understanding of another language, that individual is experiencing 1anb'uagc transfer, There can be negative transfers, othcrwise known as interference, when the understanding pf one language complicates the understanding of another lang'uage. Alternatively, there can be positive transfers such that knowing one language can aid in developing skills for a second language. Language interference is the effect of language learners’ first language on their production of ihe language ihey are learning. It means that the speaker’s first language influences his/her second or and hiss roreign language.

Corder suggests that the learner’s L1 may facilitate the development process of learning an L2, by helping him to progress more rapidly along the universal route when the L I is similar to the L2. Krashen when he suggests that the learners can use the L 1 to initiate utterances when they do not have sufficient acquired knowledge of the target language for this purpose.

The relationship between the two languages must then be considered. Albert and Obler (1978) claim that people show more lexical interference pn similar items. So it may follow that languages with more similar structures (e.g. English and French) are more susceptible to mutual interference than languages with fewer similar features (e.g. EngliSh and Japanese). On the other hand, we might also expect more learning difficulties, and thus more likelihood of performance interference at those points in L2 which are more distant from L\, as the learner would find it difficult to learn and understand a completely new and different usage. Hence the learner would resort to LI structures for help.

FACTCIRS THAI CAUSE LANGUAGE
I NTERFERE1CE
a Secondly, the limited

Interference is a general problem that occurs in bilingualism. There acc msny factors that contribute interference (Heinrich, 197D:64-65):


⁰ Firstly, speaker bilingualism background. Bilingualism is the major factor of interference as the speaker is influenced by both of the source end the target language.
vocabularies of TL mastered by a learner. Vocabularies of certain language mostly are about words of surroundings connected to life. Thus, a learner who is willing to master another language will meet new words differ from his native words. In order to be able tn speak as natives of TL, vocabularies take a big role. The more
vocabularies someone has, the
better he masters TO. Foreign language learner will try to put deliberately his native word to state some points when he cannot find the best words pf TL.