MANIFESTATION OF INTERFERENCE IN RUSSIAN SPEECH OF TAJIK LANGUAGE NATIVES

Abstract

The article talks about eliminating the phenomenon of interference in Russian language classes. The phenomenon of interference arises as a result of interlingual interaction in conditions of a language environment that is different for the student, when studying a language other than his native one. This is a complex psycholinguistic phenomenon, caused at the level of linguistic consciousness by the overlap of models of two different languages. Interference is a natural phenomenon when learning and using multiple languages, and understanding this phenomenon can help you better learn and use languages. The study of the phenomenon of interference is of great importance for the methodology of teaching non-native and foreign languages. To select a system of exercises to eliminate interference in the Russian speech of bilinguals, it is necessary to understand the mechanism of its occurrence. If we consider the phenomenon of interference in the context of the linguistic aspect, then this may mean the influence of one language on another during their interaction. It occurs when two or more languages ​​come into contact or interact with each other in a particular environment, such as in multilingual societies or in bilingual education. A methodological consideration of interference from a linguistic perspective allows us to better understand how different languages ​​interact with each other and how this process can influence language interaction, learning and communication. A teacher, working with Tajik students, must select a system of exercises for mastering grammatical categories of the Russian language that will help students avoid the influence of their native language in reproducing Russian speech, taking into account the grammatical features of the language being studied. Depending on the difficulties Tajik students experience in mastering the Russian language, various types of interference influence of the native language on the target language arise. Accordingly, in Russian language lessons, students should be given the types of tasks and exercises that will help them acquire the skills of correct Russian speech.

Extended Abstract

This article addresses the manifestation of the phenomenon of interference in Russian language classes. The phenomenon of interference arises as a result of interlingual interaction in conditions of a language environment that is different for the learner when studying a language other than their native one. This is a complex psycholinguistic phenomenon, caused at the level of linguistic consciousness by the overlap of models of two different languages. Interference is a natural phenomenon when learning and using multiple languages, and its study is of great importance for the methodology of teaching non-native and foreign languages.

The methodological basis of the research incorporates the positions of psycholinguistics, the theory of interlingual interference, contrastive linguistics, and the methodology of teaching Russian as a non-native language. A systematic comparison of the grammatical structures of Russian and Tajik languages is presented, highlighting fundamental differences. These include the absence of the categories of gender and case in Tajik, the presence of a specific syntactic link—izafet (the combination of a defined word with a postpositive definition using a service affix)—and a fixed word order with ergative tendencies. In contrast, Russian possesses grammatical gender and case, utilizes agreement, government, and adjacency as its primary syntactic links, and has a free word order.

The teacher, working with Tajik students, must select a system of exercises for mastering the grammatical categories of the Russian language that will help students avoid the influence of their native language in reproducing Russian speech. Depending on the specific difficulties Tajik students’ experience, various types of interferent influence of the native language on the target language arise. Accordingly, in Russian language lessons, students should be given types of tasks and exercises that will help them acquire the skills of correct Russian speech.

The article examines different types of interference from the perspective of its source: interference from the native language, secondary interference from a first foreign language, intra-lingual interference within the target language, and reverse interference. It also distinguishes between explicit (direct) and implicit (indirect) interference. The manifestation of interference in the Russian speech of Tajik students can be observed at various levels: in phonetics and pronunciation, in grammar and syntax, in lexicon and semantics, and in pragmatics and communication.

For teachers, it is important to consider interference in the Russian speech of Tajik students when developing teaching methodologies and correcting interferential errors. Special exercises and approaches can help minimize the negative influence of interference and make the learning process more effective. The final conclusion emphasizes that understanding the mechanism of interference is necessary for choosing a proper system of exercises to eliminate it in the Russian speech of bilinguals.