Филологические науки. Актуальные проблемы перевода.

Sen. lecturer Korotkova I.I.

Alfred Nobel University of Dnipropetrovs’k, Ukraine

Language interference: the causes and effects of its occurrence

The investigation of such linguistic phenomenon as interference is of great importance because it is closely connected to such professional fields as terminology, general or technical translation, language teaching, writing interpretation, and computer processing of language.

On the basis of the analysis of different approaches to the problem of language interference in foreign linguistics, the main objectives of this research can be formed in the following way: 1. to present the differences in terminology concerning the interference; 2. to explain the factors that can cause language interference; 3. to mention the effects of its occurrence.

In the works of such foreign linguists as N. Chomsky, R. Skiba, S. Corder, J. Richards, D. Lott, H. Dulay, R. Ellis, L. Selinker, W. Rutherford, H. Beardsmore and others several linguistic terms concerning the language interference can be found, such as language acquisition, interlanguage, code-switching, code-mixing, lexical borrowing, language transfer, crossmeaning and others. In reality all these terms are different and need to be explained.

Noam Chomsky proposed the theory that all people have an innate, biological ability to acquire a language [1: 42-50]. His nativist theory paved the way for Error Analysis. S.P. Corder makes a distinction between expressive and receptive errors and between learner mistakes and learner errors [2: (3: 48)].

L. Selinker claimed that the mastery of a second language largely depends on the degree of fossilization of linguistic items, rules, and subsystems in learner interlanguage [3: 229]. He hypothesized that fossilization is a signature character of second language acquisition, tied to a unique cognitive mechanism – the latent psychological structure, ‘an already formulated arrangement in the brain’ [3: 229].

D. Lott defines interference as ‘errors in the learner’s use of the foreign language that can be traced back to the mother tongue’ [4: (37: 256)] He proposes the classification of errors, and three types of interference errors are distinguished. The first one is defined as overextension of analogy; it occurs when the student misuses a vocabulary item because it is similar, either phonetically, orthographically, semantically or syntactically to another form in the Ll. Transfer of structure deviant forms constitute the second group. These happen when the student commits a grammar error because the mother tongue rules are followed. The third type is called Interlingual / Intralingual. This group consists of the grammar or vocabulary errors students make because a word distinction, either lexical or grammatical, which is made in the L2 does not exist in their native language [4: (37: 260)].

When an individual’s understanding of one language has an impact on his or her understanding of another language, that individual is experiencing language transfer. There can be negative transfers, otherwise known as interference, when the understanding of one language complicates the understanding of another language. 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’ on their production of the language they are learning. It means that the speaker’s first language influences his / her second or and his / her foreign language.

The effect can be on any aspect of language: grammar, vocabulary, accent, spelling and so on. Language interference is considered as one of error sources (negative transfer), although where the relevant feature of both languages is the same it results in correct language production (positive transfer). The greater the differences between the two languages, the more negative the effect of interference are likely to be. It will inevitably occur in any situation where someone has not mastered a second language.

U. Weinreich defines some factors that contribute interference: 1. speaker bilingualism background; 2. disloyalty to target language; 3. the limited vocabularies of TL mastered by a learner; 4. needs of synonyms; 5. prestige and style [5: 64-65].

According to Lott, there are three factors that cause interference: 1. the interlingual factor; 2. the over extension of analogy; 3. transfer of structure [4: (37: 258-259]. Interference may be viewed as the transference of elements of one language to another at various levels including phonological, grammatical, lexical and orthographical. Thus, the effects of the interference can be of two sides – positive and negative.

To sum up it is necessary to admit that to a certain degree, the concept of interference seems rather indefinite. In the process of learning and translating, the determination of what interference is and what is not is therefore sometimes subjective and, in some cases, it can be individual-dependent.

Bibliography:

1. Chomsky N. Language and thought / Noam Chomsky. – Wakefield, Rhode Island: Moyer Bell, 1993. – 94 pp.

2. Corder S.P. Error Analysis / Stephen P. Corder / Techniques in Applied Linguistics. The Edinburgh Course in Applied Linguistics, Vol. 3. – London: Oxford University Press, 1974. – Pp. 45-56.

3. Selinker L., Lakshamanan U. Language transfer and fossilization: The Multiple Effects Principle / Larry Selinker, Usha Lakshamanan // Language transfer in language learning. – Amsterdam: John Benjamins Publishing Co, 1992. – Pp. 197-216

4. Lott D. Analising and Counteracting Interference Errors / David Lott // English Language Teaching Journal, Vol. 37. – London: Oxford University Press. – 1983. – No 3. – Pp. 256-262.

5. Weinreich U. Language in Contact / Uriel Weinrich. – The Hauge-Paris, Mouton, 1970. – 467 pp.