Kondratiev Alexander

The paper explores the typical mistakes of schoolchildren and the reasons why they make them.

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MBOU "Secondary School No. 91 with in-depth study individual items"

Research work

Interference Features

Russian language when studying of English language

5th grade student "A"

Scientific adviser:

Goncharova L.E.,

English teacher.

Izhevsk 2013

1. Introduction ................................................ ...............................1 page

1. Field of study
2. An object
3. Subject
4. Hypothesis
5. Purpose of the study
6. Tasks
7. Relevance of the topic
8. The concept of interference

1. Main part

1. Types of interference .............................................................. ..6 p.
2. Mistakes in pronunciation .................................................. ....6 page
3. Semantic Errors..............................................7 page .
4. Lexical and grammatical errors .............................................. 8 p.
5. Spelling mistakes................................................ ...9 page
6. Stylistic errors………………………………….11 p.
7. Linguistic and regional errors……….…….…………..11 p.
8. Sociocultural mistakes………………….…………….12 pp.

1. Conclusion................................................. .........................13 p.

1. Bibliography................................................ ...........15 page
2. Application................................................. .......................16 page

Introduction

Field of study: linguistics

An object : English language

Subject : typical mistakes students make when learning English

Hypothesis: The interference of the Russian language hinders the learning of the English language.

Purpose of the study:

1. Determine the reasons for the influence of the native language on the process of learning English.
2. Develop recommendations for overcoming the negative impact of native language interference.

Tasks:

1. Identify areas of language learning that are subject to interference.
2. To study the phenomenon of "interference" of the native language on the process of teaching English.
3. Conduct an analysis common mistakes allowed by students when learning English

Research methods:

1. observation
2. questioning
3. analysis
4. interview

1. Relevance of the topic

The study of any foreign language cannot take place without connection with the native language. It is necessary to organize this process in the most effective way, so that the native language helps, and does not interfere with mastering a foreign language.

To do this, it is necessary to explore the main problems that students face in the process of learning English, and determine ways to overcome them.

Many scientists and researchers pay considerable attention to the problems of bilingualism, namely, the interfering influence of the native language in mastering a foreign language.

2. The concept of interference

Interference denotes in linguistics the consequence of the influence of one language on another. This is the interaction of language systems, deviations from the norm and non-native language systems caused by the influence of the native. Following V.A. Vinogradov, by interference we mean the interaction of language systems in the conditions of multilingualism, in which there is an uncontrolled transfer of certain structures or elements of one language to another. This phenomenon can manifest itself both in oral and in writing.

“Interference (from Latin inter - between each other, mutually and ferio - touch, strike) - the interaction of language systems in the conditions of bilingualism, which develops either during the contacts of languages, or during the individual mastering of a non-native language; expressed in a deviation from the norm and system of the second language under the influence of the native ... "

The main purpose of the study is to determine the causes and conditions for the occurrence of interference in a multilingual environment, as well as to study the areas most susceptible to interference.

To do this, it is necessary, first of all, to identify the causes leading to such errors.

As A.L. Pumpyansky, researcher of scientific and technical translation, the main causes of errors include:

1. belief in the unambiguity of words and grammatical forms;
2. mixing the graphic appearance of the word;
3. erroneous use of analogy;
4. translating words with more specific meanings than they actually have;
5. inability to find Russian meaning to translate English words, lexical and grammatical combinations;
6. ignorance of the patterns of presentation of English material and the method of its transmission into Russian.

When two or more languages ​​come into contact, their protective functions collide, linguistic norms enter into a "confrontation", the phenomenon of interference occurs - assimilation : the norm of one language tends to subjugate the norm of another language.

Languages ​​come into contact when people, nations come into contact. It took entire historical periods of contact between peoples and their languages ​​in order to form the very system of teaching a non-native language. But regardless of these historical periods, a native speaker faced the phenomenon of interference, as soon as he tried to understand and master the language of another people - the protective function of the native language, inherent in its very nature, stood in the way of mastering "alien".

Main part

A person studying a foreign language rarely avoids encountering the phenomenon of language interference. This phenomenon arises as a result of the influence of one language on another. Usually, the native language influences the foreign language, but at an advanced stage of learning, it can be the other way around. Interference can manifest itself both in oral and written speech, as well as at all language levels.

Scholars identify several types of interference:

1. phonetic
2. semantic
3. lexical
4. grammatical
5. spelling
6. stylistic
7. linguistic and cultural
8. sociocultural

1. Mistakes in pronunciation

S.I. Bernstein determined the main reason for the difficulties in mastering a foreign pronunciation by the fact that “students perceive the sound of someone else's speech through the prism of the phonetic system of their native language. Possessing stable skills in hearing and pronouncing the sounds of their native language, they adjust their perception and reproduction of unusual sounds of someone else’s speech to these patterns”

How on initial stage learning, when attention is focused on the phonetic side of speech, and in the process of further study, it is easier to imagine the sounds of the native language instead of foreign sounds.

This happens because in language norm laid downprotective function of the tongue. The protective function cannot be considered as a certain property of the language in isolation from its speakers. Every time a person (realizing or not realizing), realizing the possibilities of the linguistic structure, thinks how to express his thought more correctly, i.e., he discovers the desire for a linguistic ideal.

The outstanding linguist N.S. Trubetskoy: “When listening to someone else’s speech, we involuntarily use the familiar “phonological sieve” of our entire native language when analyzing what we hear. And since our "sieve" turns out to be unsuitable for a foreign language, numerous errors and misunderstandings arise. The sounds of a foreign language are misinterpreted by us phonologically.”

N.S. Trubetskoy emphasized that a foreign accent does not depend at all on the fact that this or that foreigner is not able to pronounce this or that sound, but rather on the fact that he “misjudges this sound”, which is due to the difference between the phonological systems of foreign and native language.

Examples phonetic interferencecan be heard on almost every school lesson of English language. First of all, this is a change in the place of stress in some foreign words influenced by mother tongue

industry, botany, influence

Compared to the Russian phonetic system English sounds are divided into 3 groups:

1. similar to Russian;
2. different from Russians;
3. those that are not in Russian.

The largest number of errors falls on the second and third groups. To master the system faster and more efficiently English phonetics, you need to remember the differences in pronunciation in the first group.

For example, the English sounds [p], [b] sound more tense than their Russian counterparts.

It is necessary to understand how the sounds belonging to the second group are pronounced, and to find the optimal position of the speech apparatus.

For example, the pronunciation of the sound [r] is easier to understand if you rely on the pronunciation of the Russian sound [zh].

When mastering sounds that are not in the Russian language, a certain training is needed: sounds [ŋ ] [ æ ] is pronounced with a low jaw. A good workout for this is the “apple” exercise: to bite off a large piece, you need to lower your jaw low.

In the future, constant training is needed in pronouncing words, and special attention should be paid to “difficult” sounds.

2. Semantic errors. "False Friends of the Translator"

The vocabulary of most languages ​​in the world contains a significant number of words common to two or more languages. Availability common words caused by certain historical reasons - the common origin of some languages, everyday and cultural communication of peoples who speak different languages. When designating new concepts, words borrowed from Greek and Latin were widely used.

False friends of an interpreter - a pair of words in two languages ​​that are similar in spelling and / or pronunciation, often with a common origin, but different in meaning.

Semantic interferencemanifests itself at the level of word meanings. It is connected with the fact that the phenomena known to the speaker are reflected in foreign language otherwise than in native:

brown bread, brown hair, red hair

Reasons for the emergence of false friends of the translator:

1. Coincidence:

1. English look and Russian word"onion"
2. English mist - fog, German. mist - manure. This coincidence led to embarrassment in the export of deodorant to Germany miststick.

1. Independent development of languages

1. The word "electric" in English means "electric", while in sound it coincides with the Russian "electrician"
2. Artist is a word of French origin, in English it means "artist", in Russian it means "actor, artist".

1. Changing the meaning of a word when borrowing

1. Words usually borrowedto give a name to some new concept. Often words are borrowed for this in their non-basicmeaning. English old-timer (old man, veteran) was borrowed by many languages ​​in a narrowed sense -vintage car

1. Parallel Borrowing

1. Languages ​​A and B can borrow words from the language AT in different meanings. In Russian-English "false friends", the common ancestor is most often Latin.
2. Russian "angina" comes from lat. angina tonsillitis ("suffocation from inflammation of the tonsils"), while the English angina (angina pectoris) - from lat. angina pectoris ("thoracic suffocation")

In grades 5 "A", 6 "A", 6 "B" a test was conducted (see Appendix 1), in which students had to determine the meaning of unfamiliar words ("false friends of the translator"). Each word was given two answers:

1. Similar in meaning to Russian
2. Accurate translation the words.

73% of students made mistakes in the definition correct value, which is a consequence of the influence of the interference of the Russian language.

3. Lexical and grammatical errors.

I in Turkey for two weeks.

There are two types of interference here: grammatical and lexical . Under the influence of the first sentence, the verb disappeared (after all, in Russian it is not obligatory), and the latter influenced the replacement of the preposition “for” with the preposition “on” (tracing paper from Russian “on”).

To remove the difficulties of translating from Russian into English, Kaufman's textbook for grades 5 and 6 offers tasks with tracing-paper translation. So some guys understand how to properly build a sentence in a foreign language.

4. Spelling mistakes

Spelling interference manifests itself in the erroneous spelling of words similar to the words of the native language:

l e mon, beef st ea k , tele ph on e , b u s i ne ss , metal l , co rr idor

5 . Stylistic mistakes

And it also happens like this: the speaker incorrectly chooses a word from a number of stylistic synonyms, in connection with which the style of the statement changes, although the subject in question may remain the same. For example, the Russian word "talk" corresponds to two English verbs, differing in style: neutral"speak" and colloquial "talk" . In case of an incorrect choice in relation to a specific speech situation, one can observe the phenomenonstylistic interference.

6. Linguistic mistakes

Meets and linguistic and cultural interference, i.e. erroneous understanding of background vocabulary. The fact is that behind every word in the minds of the people speaking the language there is a certain image. For example, behind the concept"the first floor" the Briton automatically represents the floor located above the first, while he habitually calls the first floor"the ground floor" . Thus, in order not to transfer concepts from one language to another, language learners usually do not limit themselves to words, but seek to get to know the images behind them.

7. Sociocultural mistakes

Sociocultural interferencecaused not by the language system itself, but by the culture that given language displays. Interference appears when at least one of the participants in communication perceives similar realities, phenomena, norms of behavior in another culture through the prism of the worldview model he has learned, for example: answers"please" in response to "thank you" or indulges in lengthy explanations in response to the phrase"How are you?" .

If you communicate with people who emigrated from Russia several years ago, you probably noticed that although they still speak mother tongue, their Russian seems strange at times.

There is probably nothing wrong with interference if it is a transient stage in language learning. Unpleasant when her influence is felt in the texts literary translations- then a foreign text “shines through” through the Russian text and is very distracting from reading.

Conclusion

According to the results of the second survey, which considers the levels of the language where language interference is most often used, we found that the majority of respondents believe that language interference is most pronounced at the syntactic level (11 people), 10 people believe that it manifests itself at the lexical level, and others (8 people) - in phonetic.

Thus, as we know that linguistic interference is the assimilation of the norms of one language when studying another, having conducted a study on this problem, we determined that the phenomenon of linguistic interference manifests itself at almost all levels of the language. Therefore, when learning a foreign language, it is necessary to take into account the influence of the native language and try to avoid it.

Interference is the result of the manifestation of the protective function of the native language. Understanding the essence of this phenomenon will make it possible to understand the mechanism of language interactions. And this, in turn, will help develop a strategy to overcome difficulties.

Reducing language interference when learning a foreign language is a difficult task, but the use of authentic teaching materials, audio media, newspapers, magazines, materials on the Internet, as well as the correct organization of work on the features of the language being studied, leads to its significant reduction.

And what do you think? What manifestations of language interference have you encountered?

1. Understand the pronunciation of English sounds;
2. Constantly train the sounds of groups 2 and 3;
3. Pay attention to " false friends translator";
4. Try to organize conditions close to reality: use the resources of the Internet, watch programs, read books, newspapers, magazines in English.

Application

Test

Please check the translation of the following words:

1. angina

a. angina b. angina pectoris

1. accord

a. consent b. chord

1. baton

a. loaf b. wand

1. beckon

a. bacon b. nod

1. bucket

a. bouquet b. bucket

1. convert

a. transform b. the envelope

1. list

a. list b. sheet

1. miner

a. mine b. miner

1. multiplication

a. multiplication b. animation

1. sleeve

a. drain b. sleeve

In the speech of a bilingual, there is a mutual influence of the languages ​​\u200b\u200bthat he uses. This mutual influence concerns both speech and language and can manifest itself in any language subsystems: in phonetics, in grammar, in vocabulary. Any influence of one bilingual language on another, as well as the result of this influence, is called interference. Usually, interference is understood only as uncontrolled processes, and conscious borrowings are not included in it.

The direction of interference can be different. The most common is the interference of the native language in the second, but if the second language becomes the main one, then it can also affect the native. This is easy to see in the Russian speech of emigrants from Russia who have lived in a foreign-speaking environment for several years.

The permeability of different subsystems of the language is different and is related to the direction of the interference. In the phonetic area, the intonation of the main language easily affects the intonation of the native additional language, and in the system of phonemes and phonotactics, as a rule, the influence of the native language system on the second languages ​​is the leading one.

Phonological interference manifests itself in three aspects. one. misunderstanding phonemes (for example, the removal of opposition by softness in pairs like pad/row in the Belarusian ethnolect of the Russian language). 2. Overdiscrimination phonemes (a Frenchman, for example, can distinguish between open and closed [e / e] in Russian). 3. Reinterpretation phonological differences (for example, Germans tend to interpret the Russian opposition between voiceless and voiced consonants as a strong/weak opposition).

In the latter case, the Russian monolingual gives the impression that the German is confusing deaf and voiced. Here is how, for example, D. I. Fonvizin in "Undergrowth" depicts the speech of the German Adam Adamovich Vralman: Rasumnay shlovek ni-kahta efo[Mitrofanushka] not sateret, nikakhta will not argue with him; but he doesn’t mess with smart people, and so the blasphemy of Life will go. Paired voiced in most cases are represented here by voiceless, but in some cases (with him) the voice of the deaf takes place.

In the field of phonotactics, the type of reduction of the native language most strongly affects the second language. Russians and Germans have difficulty mastering the pronunciation of final voiced consonants in English. Persons with a native Ukrainian language, on the contrary, transfer to Russian a familiar pattern that preserves the voiced consonant at the end of a word and in the middle before a deaf one: sign, sa[d] etc., resulting in minimal pairs of the type grandfather / baby, bow / darling. In a similar way, the type of vowel reduction characteristic of the native language is manifested in the second language. Russians often tend to reduce unstressed o-shaped vowels in second languages, and the "Caucasian" accent is characterized, in particular, by the pronunciation of the vowel a complete education in place of unstressed Russians. The Bulgarian businessman, answering in a TV interview the question of how he started his business, said that for a start he bought money meaning accumulated. Speaking Russian quite freely, he retained the type of reduction of unstressed vowels characteristic of his native language: if in Russian the phoneme<о>is reduced towards o-shaped sounds, then in Bulgarian - towards y-shaped.

In the grammatical field, interference is often associated with an involuntary interpretation of the grammatical categories of the second language through the prism of the native: attribution to Russian nouns pain, callus, dog masculine in accordance with the norm of native Belarusian, the use of the verb form in the second Polish in accordance with the norm native Russian, the use of a definite or indefinite article in the second English language in accordance with the norm of native French, etc.

If some grammatical category of the native language in the non-native is expressed irregularly, it is recognized as if it were absent altogether. In Turkic languages, the causative usually has a standard suffix expression; The irregularity of the formation of Russian causative verbs may give the impression to Turkic-Russian bilinguals that the expression of causativeness is optional. Yes, in school essays phrases fall Gerasim ate the dog(vm. fed); The wave sank the boat(vm. sunk)[Abdulfanova 1990: 171-172].

Interference can also appear in syntax. Despite the relative freedom of the Georgian word order, the position of some members of the proposal is rigidly fixed. In particular, in contrast to Russian, the controlled word normally precedes the control word and the verb-predicate is in last place. This word order strongly interferes with the Russian speech of Georgians. Suggestions like It was evening when they got up in Barijaso; We entered the first classroom where the third graders ended up; They rejoiced when they saw acquaintances; The three-storey building of the boarding school located in the mountains delighted the hearts of visitors[Kevlishvili 1990], which, from the point of view of the normative Russian language, look deviant to varying degrees, quite fit into the local standard of the Russian language of Georgia and can be generated by local Russian monolinguals. The same applies to the use of Russian what in the Georgian particle function ra, expressing an urgent request in motivating sentences: Come to me! Give that book.

The impact of the second dominant language on the native in the grammatical sphere is most pronounced in management models.

The greater the difference between languages, the greater the theoretical potential for interference, but in related languages ​​it is less noticeable to the speaker himself. Therefore, for bilinguals who are fluent and constantly using closely related languages, interference becomes almost inevitable. An excellent confirmation of this is the Russian translation of U. Weinreich's classic monograph on language contacts [Weinreich 1979], which is largely devoted to interference problems. The translation was published in Kyiv and contains many facts of interference Ukrainian language in Russian, cf.: we can show<...>on the following table; influx of borrowings from French;<...>when they[children] melt away adults; interdental[sound] [Weinreich 1979: 136, 152, 181, 203]. The last example is especially interesting; Russian adjectives dental and interdental are drawn up in different ways, but the first of them is incomparably more frequent, in Ukrainian in both cases the endings are the same: (mig) dental. Orientation towards a more frequent Russian word and repulsion from Ukrainian led the translator to construct a hypercorrect form interdental.

Interference is a phenomenon characteristic of an individual, but in the case of mass bilingualism, the same type of interference processes characterize the speech of many people, and, having gained a foothold in idiolect language systems, they also begin to affect the linguistic competence of monolinguals, which leads to language changes. As soon as the interference is recognized in the language (becomes part of the standard of a certain language code), it is not felt in this code as something alien, that is, it ceases to be such for everyone except linguists.

All phenomena classified by historical linguistics as substratum and superstratum owe their appearance to interference. Even those diachronic changes that are usually considered the result of intralinguistic processes can be explained by the interference interaction of different codes of the same language.

The problem of language contacts over the past decades has grown from a purely theoretical into a problem of language practice. The program for describing language contacts was outlined in the works of L.V. Shcherba (Shcherba 2004). They emphasize the need to study the mutual adjustment of the language of the speaker and the language of the listener and the corresponding change in the norms of the contacting languages. The influence of the system of one language on another language in linguistics began to be called the term "interference". The problem of interference continues to be today one of the main problems of the modern theory of language contacts. Problems speech communication in conditions of close linguistic contacts, they are of interest to philosophers, sociologists, psychologists, historians, ethnographers, linguists, and teachers. (Vereshchagin 1968: 104). The issues of interference of language systems in the situation of bilingualism also occupy an important place in the theory of speech communication and the practice of teaching foreign languages, many fundamental works of domestic and foreign scientists have already been devoted to them (Trubetskoy N.S., Weinreich W., Haugen E., Osgood Ch., Svodesh, Polivanov E.D., Bogoroditsky V.A., Shcherba L.V., Bernstein S.I., Reformatsky A.A., Avrorin V.A., Vereshchagin E.M., Desheriev Yu.D., Vinogradov V.A., Zhuravlev V.K., Mikhalchenko V.Yu., Rozentsveig V.Yu., Karlinsky A.E., Lebedeva Yu.G., Lyubimova N.A., Metlyuk A.A. and others). One of the main questions of the problem of interference is the question of how to study it. Currently, research is being carried out in two directions. The most common method for studying the interfering influence of the native language when teaching a non-native language is the method of comparing phonological systems. The study of sound interference in particular and all speech interference in general is traditionally carried out in linguistics and linguodidactics from the standpoint of language levels, the degree of assimilation of speech in a non-native language, by the nature of the transfer of skills and abilities of speech activity in the native language to the process of speech production in a non-native language, by the nature deviations from the literary norms of the language being studied, etc. That is, such an analysis is based on two main categories - the process of speech production in a non-native language and the result of the process of speech production in it, which, in principle, incorporates the proper linguistic, psycholinguistic, psychological explanation of the phenomenon of speech interference. (Dzhusupov 2006: 7-8) Developing international contacts urgently require the training of specialists who are fluent in foreign languages, and first of all, English as the most widely used language of international communication. Under these conditions, there is a noticeable interest in studying the phenomena of interference when the English language comes into contact with the languages ​​of the peoples of the world (Flege 1987; Arnberg 1987; Cunningtram-Andersson 2004; Korrel 1991, etc.). The phenomenon referred to as "interference" is interpreted by most researchers as a change in the structure or elements of the structure of one language under the influence of another. Researchers usually note the versatility of the manifestation of this fact of language, therefore, they consider it necessary to differentiate the consideration of such phenomena as the influence of the first language on the second and, conversely, the second on the first, as well as the distinction between interference at the level of language and speech. (Varzhavitina 2003). In addition, in recent years there has been a growing tendency to distinguish between two types of linguistic influence: interference, or deviation from the norms of one language under the influence of another, and "transfer" (transfer), in which the influencing language does not cause a violation of the norm in the first, but stimulates already existing ones in it processes and phenomena (Zhluktenko 1974). AT methodical literature the emphasis is on the negative effect of interference: interference as a negative transfer of skills as opposed to a positive one - that is, such an introduction of previously learned phenomena and developed speech skills into speech in another language that does not cause its distortion, but, on the contrary, facilitates the acquisition of speech skills in the target language. (Lubimova 1988). The speech behavior of a bilingual can be characterized as some interaction of universal properties, inherent in any speaker of a spoken language, and national linguistic properties, formed under the influence of the phonological system of this language. Thus, the phenomenon of positive transfer is related to the problem of linguistic universals, and the opposition of positive and negative interference is not always justified, since both types of transfer are nothing but different manifestations of the mechanism of interaction of contacting languages. (Varzhavitina 2003: 7). Interference always creates the prerequisites for the emergence of an accent, which, according to A.A. Reformatsky, “...is the result of introducing the skills of one’s own phonological system into someone else’s phonological system” (Reformatsky, 1959: 155). From a linguistic point of view, the source of interference is every moment of difference between two phonetic systems. The consequence of phonetic interference is an accent that appears in speech in the target language. Each type of accent is determined by which language has an interfering effect on the target. V.A. Vinogradov writes: “If there is any meaning in such expressions as “German accent”, “Bulgarian accent”, “Georgian accent”, then this meaning is linguistic” (Vinogradov 1976: 36), that is, related to the specifics of the native language system . Each type of accent is characterized by a specific set of accent features (Samuylova 1971: 105) - pronunciation deviations caused by interference, which "is characterized by the manifestation of the system of one language in the speech works of another" (Vereshchagin 1969: 105). Phonetic interference is reflected both in the field of paradigmatics and in the field of syntagmatics. U. Weinreich distinguishes four main types of paradigmatic interference: 1) underdifferentiation (the phenomenon of indistinguishability of relevant features of the phonemes of the target language due to their irrelevance in the system of the native language); 2) overdifferentiation (the process of transferring the differential features of the phonological system of the native language to the system of the studied language); 3) reinterpretation (distinguishing in the phonemes of the studied language of redundant (irrelevant) features that are essential (relevant) for the native language); 4) sound substitution (unusual pronunciation of identical phonemes; it consists in identifying the phonemes of the target language with “similar” sounds of the native language) (Weinreich 1966: 14-15). The hierarchy of interference phenomena (in phonetics), proposed by U. Weinreich, suggests phonemic underdifferentiation as the highest rank, and sound substitution as the lowest. Syntagmatic interference is due to the functioning of the units of the phonetic system in the speech chain; it arose as a result of distributive differences in the contacting languages ​​and manifests itself in two forms: 1) resegmentation; 2) synharmonization. Speech flow resegmentation is a process of changing the number of elements in a word and is expressed in the phenomena of plus-segmentation (an increase in the number of elements) and minus segmentation (a decrease in the number of elements), subject to further structuring. The main types of plus-segmentation are: 1) prosthesis "build-up" of sound at the beginning of a word (here [ed'es']); 2) epenthesis - inserting a vowel between consonants within a word (came [p'ir'ishol]); 3) metathesis - the redistribution of sounds in "unusual" consonant combinations from the point of view of the native language. For minus - segmentation, the following types of interference are characteristic: 1) dieresis - weakening or elimination of the initial consonant; 2) syncopation - loss of sound in the middle of a word; 3) apocope - falling away of the final consonant in the word; 4) elision - falling away of an unstressed vowel at the end of a word; 5) reduction of vowels; 6) contraction of vowels.

Synharmonization is understood as the “change” by the trainees of the set of vowels and consonants in the words of the language being studied in accordance with the rules of compatibility of phonemes of the native language in the speech stream ( spectrum[sp’ektar]).

The phonologism of speech hearing extends not only to sound units, but also to the distribution of phonemes in a word, to the perception of the compatibility of phonemes. (Pashkovskaya 2009: 1296-1297). The psycholinguistic cause of interference is considered to be the interlingual subjective identification by the speaker of “the sounds of the second language with the phonological standards of the native language, which results in ... sound substitution in speech” (Vinogradov 2003: 253). However, this is not yet definitively proven experimentally. On the other hand, it is quite obvious that mistakes in sound usage are a striking feature of the accent. The reasons for such errors lie not only in the difficulties of assimilation of the “foreign” articulatory base and phonological system, but also in the peculiarities of the functioning of this system in speech. (Varzhavitina 2003). It is known that interference can be considered from three various points vision: as a result of the interaction of two or more systems, as a process of this interaction and as prerequisites for it (Interference of sound systems 1987). We consider interference from a linguo-methodical point of view as one of the main causes of accent in speech as a result of the interaction of two language systems in the study of a non-native language. We understand by interference, first of all, the self process, causing the mixing of elements of the native and studied languages ​​in the linguistic consciousness of the individual due to the imposition of two systems on each other during linguistic contact. By emphasis we mean result or consequence interference - errors in the speaker's speech "which are perceived by a native speaker as deviations from the norm, characterized by a certain specificity, reflecting the national-linguistic affiliation of the speaker. Phonetic interference is most clearly manifested in sounding speech. Deviations from the norm of pronunciation in the speaker's speech, caused by phonetic interference, give rise to the impression of a pronunciation "accent" in the perception of a native speaker. It is not uncommon for an accent to be characterized by a native speaker in terms of "foreign", "local", "dialect", "professional", or the more mundane terms "weird", "unusual". Actually, the result of interference in the conditions of bilingualism - a foreign language accent - has so far received unjustifiably little attention. It is known, however, that the effectiveness of verbal communication between a bilingual and a native speaker of the language he is learning largely depends on the degree of foreign language proficiency, on the degree of foreign language accent in the bilingual speech. The problem of studying a foreign language accent is now of particular relevance due to the need to develop issues of the theory of speech communication in the context of expanding language contacts, as well as in connection with the urgent tasks of the practice of teaching a foreign language in secondary and high school . It is proposed to distinguish between the concepts of interference and accent. These phenomena are closely related, but far from identical. Not all interference necessarily leads to the appearance of signs of a foreign accent in bilingual speech, and not all signs of a foreign accent are explained only by the influence of native language skills. Accent as a phenomenon that reflects the speech behavior of a bilingual is of a complex nature and can be caused not only by linguistic reasons, that is, by the interference of language systems, but also by sociological, psychological, physiological, and methodological factors. The psychological mechanism of code transitions in bilingual speech, motor and sensory difficulties in mastering foreign pronunciation, the degree of development of speech hearing (phonemic and intonation), the conditions of speech communication, the ability to learn a foreign language, the level of foreign language proficiency, knowledge of other foreign languages ​​- all these , as well as many other factors have a significant impact on the formation of speech skills when mastering a non-native language. The problem of language contact was considered before the advent of special works of Academician L.V. Shcherba, mainly at the language level (borrowings, convergence, divergence, etc.). Meanwhile, bilingualism as a living process exists not in language, but in speech. The study of bilingualism as a contact process carried out in the speech activity of a bilingual began with the works of L.V. Shcherba (Lebedeva 1981: 35). L.V. Shcherba created a valuable theory about two types of pronunciation errors - phonetic (pronunciation errors) and phonological (sound-semantic) at the segment level (Shcherba 2004:11). Both types of errors reflect the speech behavior of a bilingual in the conditions of interference of phonetic systems and give rise to the impression of an accent in the perception of a native speaker, indicating that the speaker belongs to another linguistic community. It is noted in the literature that the impact of the sound system native to a bilingual on the system of the studied one "is the greater, the more extended (linear) segment of speech we consider" (Interference of sound systems 1987: 267). That is why the foreign language accent is most clearly manifested in intonation, which is an integral characteristic of oral utterance. Accent in intonation, caused by the interference of the intonation skills of the native language, is understood by us as a system of stable signs of a violation of the intonation norm of the language being studied, reflected in the perception of a native speaker as "not the norm" and manifested in the incorrect implementation of intonation in terms of the quality of its components (inter-parameter and intra-parameter characteristics) and their distribution in the communicative-modal-emotional and functional-stylistic aspects of bilingual speech. The problem of a foreign language accent is closely related to the issues of the norm and culture of speech (correctness and expressiveness of speech). On the negative role of deviations from the norm of pronunciation in mother tongue R.M. Avanesov quite rightly points out: “The fact is that deviations from the literary, orthoepic (that is, codified) pronunciation interfere with linguistic communication almost as much as illiterate writing. This is due to the fact that when perceiving oral speech normally, we do not meanwhile, irregularities in pronunciation, that is, deviations from standard pronunciation, distract the listener from the meaning, force him to pay attention to the external, sound side of speech, and thus are obstacles on the way to understanding, on the path of linguistic communication" (1984: 18). A foreign accent in pronunciation can also serve as a "hindrance" in the process of communicating with a native speaker. To improve the methodology of teaching the pronunciation of a non-native language, it is extremely necessary to phonetically comprehend the issue of a foreign language accent as a result of the interference of language systems in bilingual speech, as well as an experimental study of the specifics of a foreign language accent on the material of specific language contacts. The problem of a foreign language accent as a "marker" of bilingual speech behavior needs to be closely studied not only from linguistic positions, that is, from the position of interference, but also in other aspects - psychological, sociolinguistic, pedagogical, etc. (Vishnevskaya 1993)

conclusions

1) the interference of the native language is the main reason for the appearance of a foreign accent; 2) comparison of the phonetic systems of the native and foreign languages ​​helps to prevent errors in pronunciation and minimize the accent, and on the basis of such theoretical material about potential errors in speech in a foreign language, it is also possible to study the features of foreign accents, which will increase the possibility of their identification, and can also serve as invaluable clues to actors.

The main concept considered in this study is linguistic interference.

By definition, interference (from Latin inter - mutually, among themselves - feri - hit, hit) in psychology is understood as the interaction of two or more simultaneous or sequential processes. As a result of such interaction, at least one of the parallel processes is disturbed [Bolshoi Psihologicheskiy Dictionary, 2004: 166]. In psychological practice, the phenomenon of interference is most intensively studied in the field of cognitive processes (thinking, memory, perception). However, do not forget about speech. Even though “speech” is not a typical cognitive process, nevertheless, speech and language are directly related to the cognitive sphere (they develop in it and further determine its development).

Interference is a rearrangement of models, which is the result of the introduction of foreign language elements into those areas of the language that are distinguished by a higher structural organization. Interference refers to cases of deviation from the norms of any of the languages ​​that occur in the speech of bilinguals as a result of language contact [Weinrakh, 1972: 22].

The understanding of interference accepted in psychology in the most broad sense, makes it possible to extrapolate the above definition to other processes, even beyond the scope of psychology itself. Thus, interference in linguistics can also be defined as the influence of one language system on another. However, talking about a violation here is not entirely appropriate. In the same place, in the large psychological dictionary, the authors give an alternative definition of the term interference, understood as “transfer” [Bolshoy psychological dictionary, 2004: 213]. It is this definition that is closer to linguistic problems, where linguistic interference is understood as the influence of one language system on another language system.

W. Weinrach emphasized the importance of the following non-linguistic facts for a bilingual person and potential language contact, which can be significant in the processes of stimulating or suppressing interference:

1) Geographic location;

2) Features of the local language;

3) Cultural and ethnic groups;

4) Religion;

7) Age;

8) Social status;

9) Occupation;

10) Rural or urban population [Weinrakh, 1972: 154 - 163].

Structural differences are the main source of linguistic interference, so for detailed analysis interference, first of all, it is necessary to determine the structural-linguistic similarities and differences at all levels of the language.

The causes of interference can be determined by linguistic methods, i.e. by comparing the grammatical, phonetic and lexical systems of languages, we get a list of possible interference errors that are possible in a particular language situation. But not all possible forms of interference are realized, since extralinguistic factors often affect the speech of a bilingual.

Very often, interference in speech depends on the speech situation. The following cases can be classified:

1) In a conversation with a monolingual, a bilingual comes from one main goal: to be understood at any cost. Therefore, he deliberately avoids borrowed words in his speech. Therefore, the degree of interference is low;

2) Only one language is used in a certain situation. Changing the language leads to wide interference.

3) The degree of interference may depend on emotional stress.

U. Weinreich this occasion notes the following: interference is the intrusion of the norms of one system into the limits of another. [Weinreich U., 1972: 76]. According to the author, the phenomenon of interference is based on the mechanism of identifying the norms of one language system (albeit on the basis of partial and formal similarities in the means of expression and representation) with the norms of another. The author identifies and considers the following types of interference:

1. Phonetic interference manifests itself in the substitution of sounds, since even with a certain similarity of language systems, there are significant “microscopic” differences in vocalization and pronunciation of individual sounds. Thus, the transfer from one sound design system to another generates phonetic distortions and, as a rule, is fixed in the accent of native speakers. [Weinreich U.1972: 76].

The sounds produced by a bilingual are located in the so-called "no man's" band between the two phonological systems of the two contacting languages, therefore it is difficult to determine their phonological functions. Based on this, phonetic interference should be studied in the light of how “a native speaker perceives and reproduces the sounds of one language, which can be called secondary, from the point of view of another, which we call primary” [Weinrakh U., 1972: 39].

Thus, if we accept the concepts of "primary and secondary language system", then from a phonological point of view, four main types of phonetic interference can be defined:

1) Under-differentiation of phonemes (under-differentation), which occurs when such two sounds of the secondary system are mixed, the correspondences to which in the primary system do not differ.

2) Over-differentiation of phonemes (over-difference), in which phonological differences of the primary system are superimposed on the sounds of the secondary system where they should not be.

3) Reinterpretation of distinctions is observed in those cases when a bilingual individual distinguishes the phonemes of the secondary system according to those features that are only concomitant or redundant for it, while they are relevant for his primary system.

4) The substitution of sounds (phone substitution) in the narrow sense of the word occurs with those phonemes that are defined in the same way in both languages, but there are differences in their normal pronunciation.

It should be noted that the above types were obtained not from experimental data, but from phonological analysis, i.e. The criteria for this classification were established both from the point of view of the requirement of diachronic phonology, which in turn deals with interference phenomena to a sufficient extent, and taking into account the norms for describing phonemes in the speech of monolinguals [Weinrakh U., 1972: 45-47].

2. Grammatical interference - occurs when the rules of arrangement, agreement, choice or mandatory change of grammatical units that are part of the system of one language are applied to approximately the same chains of elements of another language. As a result, this leads to a violation of the norms of the language. A native speaker of language systems that allow for greater variability in expression and presentation when mastering more rigorous language systems (for example, when a Russian-speaking native speaker learns English) is prone to making grammatical errors. [Weinreich U., 1972: 78].

3. Lexical interference in modern, dynamic socio-cultural conditions is the most significant and widespread due to the fact that formal and superficial contact of language systems is sufficient for borrowing lexemes. The main mechanism of lexical interference is borrowing in order to make up for the lexical deficit. The state of deficit occurs when the subject does not find a suitable equivalent for the word "A" in the language system "B". In addition, borrowings can occur not only to satisfy the lexical deficit, but also to highlight a certain community of persons against the background of the general mass, and thus, the lexical systems of individual social groups are formed. [Weinreich W., 1972: 79].

Considering the possible mechanisms of lexical interference, Weinrach came to the conclusion that vocabulary one language can affect the vocabulary of another language in different ways, so there are two main types of lexical interference:

1) lexical interference in simple words;

2) lexical interference in compound, compound words ah and expressions.

I. Simple words

1) The most common type of interference among simple lexical units is the transfer of a sequence of phonemes from one language to another. In view of the fact that they are “simple” not from the point of view of linguists, but from the point of view of bilinguals who carry out the transfer, then some “complex” words that are transferred in an unanalyzed form can also be attributed to them. For example, Pennsylvania German holismok (from English holy smoke(s)!) “Oh my God!; here are those on!

2) Another important type of interference is the expansion of the use of the native word of a given language in accordance with the model of another that affects it. If the semanthemes of both languages ​​are partially similar, then the interference consists in identifying the semanthemes and bringing them into full correspondence. So, for example, in Russian, the semantheme represented by the plan of expression level includes both concrete and abstract concepts. In the Yakut language, the semantheme of the word tahym was originally limited to the concept of "water level". As a result of the interference of the Russian language, the meaning of tahym has expanded and now also denotes the level of water, and development, and mastery.

3) Weak lexical interference manifests itself when the expression of a sign changes by analogy with its cognate in the contacting language without any changes in content; for example, the American Yiddish vakatsje "vacation, vacation" becomes vekejрn (from the English vacation).

II Compound words and phrases

1) The transfer of the analyzed compound words occurs when the components of the compound word or phrase adapt to the models of word formation or syntax of the recipient language.

2) Reproduction through their own equivalent words is practiced in relation to complex words, phrases, and even to such large units as, for example, proverbs. For example, the English skyscraper served as a more or less accurate model for the German Wolkenkratzer, the French gratte-ciel, the Spanish rascacielos, the Russian skyscraper, and so on.

This type of interference, called tracing paper, can be divided into subspecies:

A) Actually tracing paper, which reproduce the foreign language model exactly, element by element;

B) Tracing-interpretations, in the event of which a complex unit of a foreign language model gives only a general stimulus for reproduction (skyscraper, skyscraper);

C) Tracing-formations. This is a term for new formations that are created not in order to give names to any innovations of a cultural strand, but in order to give names equivalent to those that already exist in another, contacting language.

3) The third type of interference in complex lexical units is the transfer of some elements and the reproduction of others. The reproducible element of a hybrid compound word, as well as a simple word or elements of tracing paper, subject to semantic expansion (type level - tahym), may be influenced by homophony. For example, we can cite a word from the German language of the state of Wisconsin in the hybrid compound word "ground floor" (from English), the second element is transferred, while the first is reproduced by means of its own homophone sign, the semanteme of which, perhaps, is somewhat expanded.

Among the hybrid compound words, one can also distinguish units in which the root is transferred, and the derivative suffix is ​​replaced.

It should be noted that the above-described forms of lexical interference can also be attributed to proper names (place name, personal names) [Weinrakh U., 1972: 83 - 94].

Errors of interlingual interference are described in detail in many foreign and domestic publications. The proposed classifications are usually products of linguistic analysis by language levels, types of speech, etc. Intralinguistic errors were also initially interpreted as caused solely by interference, and in the course of the analysis, attention was focused on those elements of the form or meaning of linguistic phenomena that could interact within the framework of the language being studied. However, in recent decades, English-language publications have emphasized that through the analysis of errors of this kind, it is possible and necessary to identify the strategies used by students to facilitate the tasks of mastering a second language.

These strategies include:

Overgeneralization, in which students go beyond the observance of a certain rule, because they do not perceive certain phenomena as different;

ignoring restrictions on the application of a certain rule, i.e. extension of the rule to contexts in which it is not used in the second language; it may be the product of distribution based on analogy;

Incomplete application of the rule, due to the fact that the student does not master more complex structures, considering it sufficient for communication to use relatively more simple rules;

· the formation of erroneous hypotheses about the studied linguistic phenomena as a result of an incorrect understanding of certain characteristics specific to the linguistic phenomena of the second language, etc.

Other strategies of trainees are also distinguished. Some intralinguistic errors are interpreted as a result of the trainees' attempts to overcome communicative difficulties; errors provoked by training are also considered, i.e. caused by the way the teacher presents two linguistic phenomena in a certain sequence, leading to a confusion of these phenomena in the minds of individuals.

In the domestic literature, the term "learner's strategy" began to appear not so long ago. An example is work. However, the analysis of errors has been carried out for many years from the standpoint of the theory of activity, which in itself involves the study of the specifics of the processes as a result of which the student, as an active subject of activity, produces correct or erroneous speech actions. In this case, the error is interpreted as a signal of an “opened seam” in the human speech mechanism [Leontiev A.A. 1970: 78]; attempts are made to establish with which stages of the speech-thinking process certain types of errors are associated. The search for ways to explain errors, discover their psycholinguistic mechanisms for different purposes and on different material is carried out by a number of researchers, including in order to increase the effectiveness of teaching a foreign language based on students' mistakes in English, to establish the features of the interaction of three languages ​​in teaching German as a second foreign language based on the native (Russian) and the first foreign (English) language; in the study of the specifics of the processes of perception of foreign speech, etc. There is a fundamental similarity between the types of errors in the native language and in the studied - the second or foreign.

Theoretically, it was recognized that the human brain has an innate ability to learn a language, which continues to function after mastering the first (native) language. The learner actively constructs his "grammar" of the second language in a manner similar to that of the first language, with at least some of the strategies common to mastering both languages.

The key concept of strategy began to be actively developed from the standpoint of cognitive psychology, which led to a distinction between language acquisition strategies and strategies for overcoming communication difficulties. The notion of transfer was revised, focusing researchers on how and why the learner relies on some (but not all) knowledge of the first language when using the second language, and the conditions for transfer began to be interpreted as depending on how the learner himself perceives the structural distance between phenomena. first and second languages ​​(as opposed to what is established by linguists who compare two language systems).

A detailed comprehensive analysis of the phenomenon, which, following U. Weinreich, is usually called interlingual identification, is given in the book by A.E. Karlinsky [A.E. Karlinsky, 1990: 65-69]. It seems that both in theoretical and research plans, further development of this problem is extremely important with the obligatory consideration of the diversity of supporting elements for interlingual identification and with a deep psycholinguistic interpretation of the concept of a feature from the standpoint of the specifics of individual knowledge and the principles of its functioning.

V.A. Vinogradov believes that "the mechanism of errors is fundamentally the same for the process of language acquisition by a child and for the process of learning a second language by adults", although mastering the first language differs from learning a second language in that in the first case there are no ready-made schemes correlated with the system, and ready-made standards, correlated with the norm, and in the second - it is required not only to form new schemes and standards, but also to develop the ability to “turn off” the system and the norm of the first language when using the second language. For this reason, the author identifies two components in the mechanism of errors in speech in the second language: interference and analogy(the simplest example is the words "translator's friends", which are borrowed for both languages ​​and are pronounced similarly; but the reverse example is "false friends of the translator", consonant words that are pronounced almost the same in different languages, but do not correspond to each other in meaning) . Interference is interpreted by him as "the substitution of schemes and models of the language being studied by the corresponding elements of the native language, or a change in the former on the model of the latter"; it can be called either by the system or by the norm of the first language. Errors caused by false analogy, according to V.A. Vinogradov, always relate to the norm, their source is “the assimilated system itself, affecting the norm in such a way that the systemically possible replaces the normatively accepted” [V.A. Vinogradov, 1983: 56]. This influence is interpreted as a kind of interference occurring within the framework of the system and norm of the same language or through analogy with the system and norm of the native language, hence the interference analogy acts as the central spring of the error mechanism, the grounds for which can be: the system of the second language, the system first language, second language norm, first language norm. [V.A. Vinogradov, 1983: 57]

It seems important to pay attention to the remarks of V.A. Vinogradov in connection with the categorization of errors: in the absence of the concept of a norm, the concept of errors cannot arise, however, the assessment of an error from the standpoint of the system and the norm of the language may differ from its assessment, taking into account what and how the student owns. The author gives examples of random coincidence of word agreement in a Russian phrase of a foreigner who, in fact, does not own the category of gender. Since phrases that do not outwardly contradict the norm can be “falsely correct”, it is necessary to find out whether the correct one (from the teacher’s point of view) is the result of the student’s application of system-normative guidelines or a random formation.

Note that it is widely famous sayings such as “Give me, please, one coffee and one loaf” confirm the validity of the above statement and testify to the reality of the phenomenon of the student’s intermediate language with its internal system-normativity at the corresponding stages of mastering the second language, which is similar to changes in the system of meanings as the first language is mastered.

Research by L.V. Bankevich was undertaken in order to solve a number of problems in testing the vocabulary of English as a foreign language.

The author emphasizes that language tests should be developed taking into account the “psycholinguistic model of students learning this or that language material. The most important components of this model are the analysis of the patterns of memorization, storage and reproduction of various linguistic units and the analysis of specific difficulties associated with certain linguistic material” [Bankevich 1981: 10]. The study of the typology of difficulties and recall errors on a vast body of examples obtained through observation and experiment has allowed

L.V. Bankevich to make a number of very valuable conclusions that go beyond testing vocabulary. This study is also characterized by taking into account the specifics of operating vocabulary at different stages of mastering a foreign language and as the vocabulary is accumulated (that is, depending on what and how the student already owns).

The greatest interest in terms of development general theory errors in L.V. Bankevich is represented by his considerations and the examples given at the same time, related to the orientation of the student’s attention to the “key points” of the word, which is specific for the perception and recall of words (and possibly other language units), i.e. on the elements that for the individual carry the most information about the word. As L.V. Bankevich, "it is these elements of the word that serve as the basis on which - correctly or incorrectly - the word is identified" [Bankevich, 1981: 21]. The author assigns a special role to the part of the word, which turns out to be common for a number of words, as a result of which it plays the role of a “magnet”, as if attracting words to each other and thereby causing certain constellations of errors. Key, or "critical" elements in the composition of the word (the author also calls them "dominants") can be of different length - from one sound to a syllable, their position in the word is not fixed.

L.V. Bankevich analyzes in detail the errors caused by the graphic and phonetic image of the word, errors in understanding the word-formation structure of the word and errors in understanding the semantic structure of the word (considered English words, which Russian students operate, and the explanation of errors is given by the author, taking into account modern hypotheses, one way or another related to different aspects of the functioning of the word - with the criteria for searching for words in memory, the interaction of searching for formal and semantic features, etc.).

In the context of bilingualism (bilingualism), lexical interference can be correlated with the concept of "inadequate categories" introduced by J. Bruner to explain the mechanisms of experience categorization [Bruner J., 1977: 110]. Unpreparedness for perception, which exists in the form of inadequate categories, is manifested in the fact that the perceiving subject has a set of categories that is insufficient for adequate prediction and explanation of events. Thus, being in the conditions of a “categorical” deficit, the subject is forced to make borrowings from foreign language systems.

A fairly satisfactory explanation of the phenomenon of interference can be found in the work of P. Berger and T. Lukman, according to which the language subordinates the subject to its structures [Berger P., Lukman T., 1995: 67]. Those. direct transfer of syntax rules, grammatical and linguistic norms of one language system will make it impossible to use another. And since in the process of mastering a new language the subject is under the dominant influence of the native system, interference is inevitable as a result of the interaction of parallel processes.

Speaking about the specifics of the manifestation of interference in the conditions of bilingualism, it should be noted first of all characteristic types errors that occur during the interaction of language systems.

Especially characteristic of bilingual speech are errors in word formation and shaping. Most of these errors are "systemic". Since the difference between the system and the norm objectively exists, and the fact of their uneven assimilation during language acquisition is also beyond doubt, systemic errors are inevitable and characterize the speech of any person. But they are especially characteristic of children and foreigners. S.N. Tseitlin identifies several main types of system errors [Tseitlin S.N., 1997: 9-11]:

1) Errors like "filling empty cells". Initially guided only by the requirements of the system and not knowing any restrictions, the speaker (writer) fills in the “empty cells”. There are especially many "blank cells" in word formation: the number of actually existing words is many times less than number words that could be formed according to the word-formation models available in the language.

2) Errors like "choosing a non-normative option from among those offered by the language system." An example is the mechanism for the formation of species pairs: the choice of one of the suffixes that convey the meaning imperfect form, cannot be logically predicted.

3) Errors like "elimination of facts alien to the language system." As an example, we can cite cases of change common in linguistic speech. indeclinable nouns, the formation of correlative forms of number, etc.

A person studying a foreign language rarely avoids encountering the phenomenon of language interference. This phenomenon arises as a result of the influence of one language on another. Usually, the native language influences the foreign language, but at an advanced stage of learning, it can be the other way around. Interference can manifest itself both in oral and written speech, as well as at all language levels.

One day I received an SMS message from my new student with the following content:

I in Turkey for two weeks.

There are two types of interference here: grammatical and lexical. Under the influence of the first sentence, the verb disappeared (after all, in Russian it is not obligatory), and the latter influenced the replacement of the preposition “for” with the preposition “on” (tracing paper from Russian “on”).

Examples phonetic interference can be heard in almost every school English lesson. First of all, this is a change in the place of stress in some foreign words under the influence of the native language:

industry, botany, influence

Spelling interference manifests itself in the erroneous spelling of words similar to the words of the native language:

l e mon, beef st ea k, tele ph on e,b u s i ne ss, meta l, co rr idor

Semantic interference manifests itself at the level of word meanings. It is connected with the fact that phenomena known to the speaker are reflected in a foreign language differently than in their native language:

brown bread, brown hair, red hair

And it also happens like this: the speaker incorrectly chooses a word from a number of stylistic synonyms, in connection with which the style of the statement changes, although the subject in question may remain the same. For example, the Russian word "talk" corresponds to two English verbs that differ in style: neutral "speak" and colloquial “talk”. In case of an incorrect choice in relation to a specific speech situation, one can observe the phenomenon stylistic interference.

Meets and linguistic and cultural interference, i.e. erroneous understanding of background vocabulary. The fact is that behind every word in the minds of the people speaking the language there is a certain image. For example, behind the concept "the first floor" the Briton automatically represents the floor located above the first, while he habitually calls the first floor "the ground floor". Thus, in order not to transfer concepts from one language to another, language learners usually do not limit themselves to words, but seek to get to know the images behind them.

But that's not all. Sociocultural interference caused not by the language system itself, but by the culture that the language displays. Interference appears when at least one of the participants in communication perceives similar realities, phenomena, norms of behavior in another culture through the prism of the worldview model he has learned, for example: answers "please" in response to "thank you" or indulges in lengthy explanations in response to the phrase "How are you?".

If you communicate with people who emigrated from Russia a few years ago, you probably noticed that although they still speak their native language, their Russian seems strange at times. I sometimes notice the same "strangeness" in my daughter, a three-year-old bilingual. For example, I heard her say:

I am fat. (I'm full.)
I don't have any ideas. (I've no idea.)
I'll ask my dad if he wants to have dinner.

There is probably nothing wrong with interference if it is a transient stage in language learning. It is unpleasant when its influence is felt in the texts of literary translations - then a foreign text “shines through” through the Russian text and is very distracting from reading.

And what do you think? What manifestations of language interference have you encountered?