THE IMPACT OF FIRST LANGUAGE INTERFERENCE IN TESOL: ANALYZING HOW A LEARNER'S NATIVE LANGUAGE AFFECTS ENGLISH LEARNING AND WAYS TO ADDRESS IT

Аннотация

Интерференция первого языка (L1-интерференция) – хорошо известное явление в процессе изучения второго языка, особенно в контексте TESOL (обучения английскому языку носителей других языков). Когда учащиеся применяют элементы своего родного языка при изучении английского, это может приводить к различным ошибкам в произношении, грамматике, синтаксисе и лексике. В данной статье рассматриваются различные проявления L1-интерференции в контексте TESOL, а также предлагаются практические стратегии для преподавателей по снижению её влияния. Понимание того, как родной язык влияет на освоение английского, позволяет преподавателям разрабатывать более эффективные и индивидуализированные подходы, http://www.internationaljournal.co.in/index.php/jasass 499 Volume15 Issue02, February2025 Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023: 6.995, 2024 7.75 способствующие достижениюбеглости речи устудентов. Ключевые слова: интерференция первого языка, перенос L1, освоение языка, трудности в произношении, синтаксические ошибки, перенос лексики, TESOL (обучение английскому носителей других языков), межъязыковое влияние, языковая фоссилизация, стратегииисправленияошибок. First language interference is a natural part of the second language learning process. As learners try to master English, they inevitably rely on their existing linguistic knowledge and apply it to the new language. While some aspects of this transfer can be positive, such as borrowing familiar vocabulary or grammatical structures, it often leads to errors that can hinder language acquisition. TESOL teachers must be aware of these challenges and find effective strategies to address them in the classroom. This article will examine the different aspects of first language interference in TESOL, focusing on pronunciation, syntax, vocabulary, and cultural factors. It willalso provide practical approaches formitigating its effects. Pronunciation Issues DuetoL1 Interference Pronunciation is one of the most immediate areas where L1 interference becomes evident in language learners. Since each language has a unique set of sounds, learners often struggle when they encounter English sounds that do not exist in their native language. In such cases, they tend to approximate these unfamiliar sounds by substituting them with the closest equivalent from their first language. For example, Spanish speakers may replace the English “th” sound with “d” or “t” because this sound does not exist in Spanish, while French speakers may pronounce the “h”in words like“house” as silent dueto theirlanguage’s tendency to drop initial"h" sounds. Beyond individual sounds, L1 interference also affects intonation and stress patterns. Differences in pitch and rhythm between languages can lead to unnatural speech patterns in English. Chinese learners, for instance, may carry over tonal patterns from their native language, making their English sound flat or unusual. Similarly, speakers of Japanese, a language with a more even pitch distribution, may struggle with English stress patterns, where content words are emphasizedtoconvey meaning. To address these challenges, teachers can implement focused pronunciation practice, helping students distinguish and produce sounds that are absent in their L1. Minimal pair exercises, such as differentiating between “bit” and “beat,” can be particularly effective. Additionally, modeling correct intonation through recitation and repetition drills allows students to mimic the natural stress and rhythm ofnative English speakers. By developing accurate pronunciation and intonation, learners can improve their clarity and confidence in spoken English. However, overcoming ingrained pronunciation habits is a significant challenge, especially for adult learners or those who have been speaking English with L1 interference for a long time. Despite these difficulties, consistent practice and targeted http://www.internationaljournal.co.in/index.php/jasass 500 Volume15 Issue02, February2025 Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023: 6.995, 2024 7.75 instructioncan greatlyenhance pronunciation skillsover time. [2;82] Syntax and Sentence StructureErrors Syntax, or the arrangement of words in sentences, is another area where first language interference often leads to errors. Since different languages follow distinct syntactical rules, learners may mistakenly apply their native sentence structure to English, resulting in grammatical mistakes. One common issue is word order errors. Speakers of languages that follow a subject-object-verb (SOV) structure, such as Japanese, may struggle with the subject- verb-object (SVO) order in English. This can lead to sentences like “I to the store went” instead ofthecorrect “Iwent tothe store.” Another frequent difficulty involves articles and prepositions. Languages like Russian, Chinese, and Japanese do not use articles such as “a,” “an,” and “the,” causing learners to omit them in English. Similarly