BRIDGING THE LINGUISTIC DIVIDE: A METHODOLOGICAL FRAMEWORK FOR MITIGATING NATIVE LANGUAGE INTERFERENCE IN ENGLISH ACQUISITION AMONG UZBEK SCHOOLCHILDREN
Authors/Creators
- 1. English Teacher at school N2 In Zarafshan City
Description
As Uzbekistan accelerates its integration into the globalized world, English language proficiency has become a cornerstone of its national educational reforms. However, teaching English to Uzbek-speaking schoolchildren presents unique linguistic challenges, primarily due to "negative transfer," or native language (L1) interference. Because English (an Indo-European language) and Uzbek (an agglutinative Turkic language) possess fundamentally different morphological, syntactic, and phonological structures, learners frequently project their L1 rules onto the target language. This analytical article explores the root causes of Uzbek-English interference and proposes a comprehensive, evidence-based methodology to mitigate these challenges in primary and secondary educational settings.
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Additional details
References
- Brown, H. D. (2000). Principles of Language Learning and Teaching (4th ed.). Longman. (Provides foundational theory on native language transfer and fossilization).
- Ellis, R. (1997). Second Language Acquisition. Oxford University Press. (Explores the cognitive processes behind L1 interference and L2 output).
- Ellis, R. (1997). Second Language Acquisition. Oxford University Press. (Explores the cognitive processes behind L1 interference and L2 output).
- Lightbown, P. M., & Spada, N. (2013). How Languages are Learned (4th ed.). Oxford University Press. (Offers practical pedagogical methods for dealing with age-specific language acquisition challenges).
- Swan, M., & Smith, B. (2001). Learner English: A Teacher's Guide to Interference and Other Problems (2nd ed.). Cambridge University Press. (A vital resource for understanding how specific native language structures disrupt English learning).