Development of notions on linguistic interference

Размещено на http://www.allbest.ru/

Pavlodar State Pedagogical Institute

DEVELOPMENT OF NOTIONS ON LINGUISTIC INTERFERENCE

Kenzhetayev H.M., Keniskhanova A.S., Duysekenov D.S.

The term of «interference» firstly appeared in the branches such as physics, chemistry and biology, but then it was introduced to linguistics.

Linguistic interference (also known as language transfer, crosslinguistic influence) refers to speakers or writers applying knowledge from one language to another language.[7] It is the transfer of linguistic features between languages in the speech repertoire of a bilingual or multilingual individual, whether from first to second, second to first or many other relationships.[6] It is most commonly discussed in the context of English language learning and teaching, but it can occur in any situation when someone does not have a native-level command of a language, as when translating into a second language.

Interference may be conscious or unconscious. Consciously, learners or unskilled translators may sometimes guess when producing speech or text in a second language because they have not learned or have forgotten its proper usage. Unconsciously, they may not realize that the structures and internal rules of the languages in question are different. Such users could also be aware of both the structures and internal rules, yet be insufficiently skilled to put them into practice, and consequently often fall back on their first language.

Problems of interference interested many scientists either in Russia and abroad. language interference linguistic multilingual

A theory of the interference between languages was introduced for the first time by Russian-Polish linguist Jan Baudouin de Courtenay. The scientist understood the interference as convergent restructuring of languages during the contacts. It is worth mentioning, at that period of time the term of «interference» had not been widely spread. The main idea of Baudouin de Courtenay was that during interference of languages occurs not only borrowing of linguistic units but also convergence of languages in general [14].

Later this idea was further developed by L.V. Shcherba. Nowadays the derivations of L.V. Shcherba play great role in language contacts theory. L.V. Shcherba's researches became the basis of study and description of linguistic phenomena. L.V. Scherba concluded that alternation of norms of contacting languages occurs as a result of linguistic interference [27].

After the release of U. Weinreich's «Languages in contact» the term of «linguistic interference» obtained wide scientific distribution. According to the opinion of U. Weinreich, the basis of formation of interference is a language contact.

U. Weinreich defines the interference as the violation of linguistic norms which occur during the speech of bilingual person as a result of knowing foreign language [7].

Till the 50s of the previous century interference in Russian Psycholinguistics was considered as a negative phenomenon, which influenced on acquisition of foreign language in negative way.

E. Haugen considers the interference as a linguistic network in which any linguistic unit might appear as an element of two systems simultaneously [5].

A. Dieboldt defines interference as «a linguistic alternation which is a result of contact of two languages» [3], Ch. Hockett considers interference as «individual effect of interaction» [6].

Other linguists, such as for example E.M. Vereshchagin does not connect the violence of linguistic norms with appearance of interference. They claim that interference acts only in a linguistic system. Given researcher offers to understand the interference as linguistic demonstration of mental interference, i.e. speech utterances which are formed as a result of interaction of abilities and skills inherent in bilingual person [16].

V.V. Klimov continuing works of U. Weinreich, concludes that interference is a result of composition of two systems during the speech [20].

But later interference was regarded not only as negative but also as a positive phenomenon which might contribute language acquisition. Thereby, there are positive and negative interferences. K.K. Platonov introduced the notion of «interference of skills», which can either reduce or fortify new skills on the basis of existing ones [24].

L.I. Barannikova defines the interference as an alternation in structure or elements of one language under the influence of another [13].

D.Y. Rozenzweig supposes that «interference - is a violation of rules of correlation by bilingual person which comes out in his/her speech as an aberration» [25].

E.M. Akhunzyanov suggests a widened conception of interference as an alternation in the structure or elements of structure of one language under the influence of another. He regards the interference as a positive phenomenon, which promotes the mutual enrichment of contacting languages, and contrasts the interference of transference as unconscious wrong transfer of norms from native into learning language [11].

L.N. Kovylina in «Syntactic interference and its methods of study» understands the linguistic interference as a result of speech activity of bilingual studying foreign language. The peculiarities of interference in any level (phonologic, lexical or grammatical), detected in the speech of one of the bilinguals or group of bilingual individuals, might be used and related to whole linguistic community [21].

L.V. Bondarko also studied an translingual interference. In her works she emphasizes that translingual interference, which occurs during the interaction of literary language and dialects, leads to the emergence of various regional variants or forms of literary speech [15].

T.S. Baliashvili also points to fact that «linguistic interference might be only during the contact of linguistic systems» [12].

In «Problem of interference in translation theory» V.N. Komissarov claims that in translation theory one should consider all kinds of interference characterized either as positive and negative too [22].

In the numerous researches, which are dedicated to analysis of interferencial phenomenon in Russian speech of foreigners the aberrations of literary language is considered through the prism of grammatical and other categories and notion of Russian language. Identified typological divergences might be the basis of defining potential field of interference.

V.A. Vinogradov suggests following definition: «Interference - is an interaction of linguistic systems in the conditions of bilingualism which is formed during any language contact or individual acquisition of non-native language», aberration of non-native language's system caused by the influence of native language he regards as an expression of the process of interference [17].

A.E. Karlinsky made a huge contribution in design and interpretation of basic concepts of theory of language contacts and interferencial phenomenon in language. He delimited the interferencial phenomenon in speech of bilingual in a language which he defined as a speech mutation, or in linguistic system which he called «linguistic diffusion». Such delimitation promotes the study of basic issues of linguistic interference from the point of view of correlation «language - speech» and «synchrony - diachrony». During the speech mutation A.E. Karlinsky delimits interference and intercalation, but during linguistic diffusion transference with transcalation. In scientific literature the term «intercalation» is as translingual inclusion. Transference is non-significant for communicative interaction, non-regular interference, which appears only on lexical-semantic level. For example, in Russian speech of English-speaking people occurs the exchange of verb «поставить» with verb «положить», because English verb «to put» has both these meanings [19].

A.E. Karlinsky claims that quality and quantity of interference depends on the peculiarities of the relations between systems of contacting languages [19].

Thereby, A.E. Karlinsky defines four groups of types of interference:

1. Defined by character of aberration in language-object

2. Defined by character of relations between elements of contacting languages

3. Reflecting the specifics of speech activity of bilingual in language-object

4. Defined according to their influence on the communicative act A.E. Karlinsky defines paradigmatic and syntagmatic interference [19].

G.M. Vishnevskaya, who made the researcher on the problem of interference, makes a conclusion about the fact that nowadays there is no still defined factors and premises of the phenomenon of interference. There is no unified definition of the basic notions of theory of interference. There is no single methodology and method of studying the interference phenomenon [18].

N.B. Mechkovskaya considers that interference is a mistake in the speech in foreign language, which is caused by the influence of native language [23].

In «Interference in translation» V.V. Alimov also pays attention to the fact that during long time linguistic interference was considered as linguistic phenomenon as a result of the language contact, and the interference was not considered in intermediary role [8].

F.S. Akhmetzyanova also made researches on the nature of interference. Interference as a sophisticated multidimensional phenomenon is a process and result of process during the language contact. The contact of languages is studied in the basis of comparative linguistics [10].

V.D. Shevchenko studied the interference of discourses in English publicism. The scientist concludes that in there is an effect of double vision or double focusness in the process of interference[26].

R.K. Alishova also studied the problems of interference. The author studied Kirgyz-English bilingualism, but the main ideas can be reflected on another languages. She concludes that translingual interference should be studied not only as linguistic but also as sociolinguistic phenomenon where psycholinguistic components plays great role. Also there is a conclusion that interference is not homogeneous, but vice versa is a heterogeneous phenomenon, which contains two general basics - positive and negative interference[9].

E.Haugen defined interference as a partial linguistic overlap when linguistic unit occurs the element of two systems simultaneously, or as crossing of two linguistic systems [5]. Rozenzweig V.Y claims that «interference - is an infringement of rules made by bilingual, which occurs in his speech as deviation»[25].

«Interference (from lat. inter - between and ferio - touch, beat) - is an interaction of linguistic systems in bilingual condition, which forms during language contacts or individual acquisition of non native language; occurs as deviation of norms of the second language's norms under the influence of native language… ». [28]

Einar Haugen in his work «Language contact» claims: «... A speaker might be fully incompetent in acquisition of phonologic system of foreign language and can insert the phonemes of his native language in a particular foreign words or whole statements in this language. The switching of codes occurs only when the speaker turns from one language to another in the most explicit cases of switching will be full, i.e there is a moment in speech when all the aspects of speech change including phonology, morphology, syntax and lexis»[5]. Sometimes morphology and syntax might be united and called as «grammar», thereby there are the term «grammar interference». In this case interference is reduced till three levels: phonological (phonetic), grammar and lexical-semantic. Such simplified classification of interference is quite convenient for general description of this phenomenon, but when it comes to the study of one foreign language and following ones, or translation between two languages situation becomes more sophisticated.

The study of interference is also actual concerning linguistics in general, for example during the definition of the reasons of linguistic alternations in diachronic aspect. Lots of linguistic alternations come out firstly in the speech of particular individuals in the form of occasional phenomenon and only after particular period of time individual forms of spelling, lexis, grammatical construction becomes general reflection of a particular linguistic community. T.P. Ilyashenko devoted his monograph to the interaction in the branch of syntax in diachronic aspect.

Thereby, taking into account the views of many scientists, we can conclude that the necessary basics for the appearance of interference are bilingual and language contact. The field of formation of interference is human himself, who conducts the communication in foreign language or performs the translation from one language into another, when he tries to compensate some elements, phenomenon and functions of one linguistic system by elements, phenomenon and functions of another, which might cause the accent, literalism, distortion of meaning and various deviations from the original, but in some cases might be useful during the communication or translation.

The absence of one definition of the term of "interference" in linguistics is caused on the on hand by the diversity of cases of appearance of language contacts, difficulty of delimitation of psychological and linguistic aspects of speech. On the another hand it is caused by the lack of experimental study of the problem in dissertations and its complex solution. However, in the dissertations of the last decade there is no new principal definition of interference. Everything comes to the definition established by U. Weinreich in the middle of the last century[7].

However, during our pedagogical practice in Kazakh-Turkish High School for gifted boys of Pavlodar in 7,8 and 9 forms we observed academic performance of students during the lessons and detected the correlation of learning methods with producing interference both in speaking and writing. To be exact, students are aimed at learning these both skills through acquiring the grammar structure of the language. Therefore, being mostly focused on structural part of the language, students were hindered to express their ideas during sophisticated thinking process of correlation the grammar of language and its lexis in order to produce the speech in a proper way.

Students nowadays have to pay huge attention to grammar in order to pass the exams and tests in the end of term. Thereby, teachers have to mainly focus on learning of structural aspect of language, but not its practical implementation. Since children are not involved into language atmosphere and linguistic environment, they do not perceive the language in accordance with natural way of language acquisition.

When students constructed the sentences they faced difficulties in forming coherent and fluent speech due to linguistic interference which was caused by the fact that grammar is complex to use after learning it without listening and being involved into linguistic environment, so the first what comes to mind is grammar structure of native or dominant language of the speaker. As it is depicted in picture 1, idea transforms into speech going through the mental process of producing foreign language activity. Under speech we mean complete verbal product which is being fortified by idea. By obstacle we display the process which causes interference because of the mental activity of construction grammatically correct sentences. However, given process in many cases lead to the usage of the already known grammar structure of native or dominant language of the speaker.

Such phenomenon as linguistic interference occurs in learning process of schools as a result of absence of the linguistic environment for students which founds the basis of the language into cognitive shell of the mind. The second language learning environment encompasses everything the language learner hears and sees in the new language. It may include a wide variety of situations such as exchanges in restaurants and stores, conversations with friends, reading street signs and newspapers, as well as classroom activities, or it may be very sparse, including only language classroom activities and a few books.

Regardless of the learning environment, the learner's goal is mastery of the target language. The learner begins the task of learning a second language from point zero and, through the steady accumulation of the mastered entities of the target language, eventually amasses them in quantities sufficient to constitute a particular level of proficiency[4].

This characterization of language learning entails the successful mastery of steadily accumulating structural entities and organizing this knowledge into coherent structures which lead to effective communication in the target language [4]. If this is the case, then we would expect that well-formed accurate and complete target language structures would, one after another, emerge on the learner's path towards eventual mastery of the language. If the learner went on to master the language, we could, in principle, tabulate the expansion of his/her repertoire up to the point where all of the well-formed structures of the target language had been accounted for[1].

In reality this is not the case. Second language learners appear to accumulate structural entities of the target language but demonstrate difficulty in organising this knowledge into appropriate, coherent structures. There appears to be a significant gap between the accumulation and the organisation of the knowledge. This then raises a critical question - what kinds of language do second language learners produce in speaking and writing? When writing or speaking the target language (L2), second language learners tend to rely on their native language (L1) structures to produce a response. If the structures of the two languages are distinctly different, then one could expect a relatively high frequency of errors to occur in L2, thus indicating an interference of L1 on L2[2].

Overall, we firmly claim that linguistic interference occurs when learner produces speaking or writing through the prism of grammar structure. Therefore, learner face interference as a result of sophisticated mental process(obstacle p1) which begins from creating an idea and ends with complete expression of thought(speech p1) in a particular language. We believe that speaking process must be unconscious, without complicated ways of learning the language which concerns such inefficient activities as learning grammar structures and words by heart with no mental perception.

References

1. Beardsmore, H.B. 1982, Bilingualism: Basic Principles, Tieto, Avon

2. Dechert, H.W. 1983, `How a story is done in a second language' in Strategies in Interlanguage Communication, eds. C. Faerch and G. Kasper, Longman, London

3. Diebold, A. Incipient bilingualism // Language. 1961. V. 37, №1. P. 98

4. Dulay, H., Burt, M. & Krashen, S. 1982, Language Two, Oxford University Press, New York.

5. Haugen, E. Bilingualism in the Americas: A bibliography and research guide.

6. Hockett, Ch. A Course in Modern Linguistics, No.4. N.Y., 1958.

7. Weinreich, U. Languages in Contact. The Hague: Mouton, 1953.

8. Алимов.В.В. Интерференция в переводе (на материале профессионально ориентированной межкультурной коммуникации и перевода в сфере профессиональной коммуни кации): Учебное пособие..: КомКнига, 2005. 232 с.

9. Алишова, Р.К. Грамматическая интерференция в английском и кыргызском языках // Вестник БГУ им. К. Карасева. 2012.

10. Ахметзянова, Ф.С. Интерференция родного и русского языков при контакте с немецким в условиях национально-русского двуязычия: Дисс. … канд. филол. наук. Тобольск, 2005.

11. Ахунзянов, Э.М. Двуязычие и лексико-семантическая интерференция. Kазань: Изд-во Kазан. ун-та, 1978. 189 с.

12. Балиашвили, Т. Интерференция как проблема двуязычия. Тбилиси, 1988. 213 с.

13. Баранникова, Л.И. Сущность интерференции и специфика ее проявления. Проблема двуязычия и многоязычия. М., 1972. 94 с.

14. Бодуэн де Куртенэ, И.А. Фонология / И.А. Бодуэн де Куртенэ // Избранные труды по общему языкознанию. М.: Изд-во АН СССР, 1963. Т.1. С. 253-361.

15. Бондарко, Л.В, Павлова, Л.П. О фонетических критериях при определении места слоговой границы // Русский язык за рубежом. 1987. № 4. С. 11-20.

16. Верещагин, Е.М. Понятие «интерференция» в лингвистической и психологической литературе // Иностранные языки в высшей школе. 1968.

17. Виноградов, В.А. Интерференция // Лингвистический энциклопедический словарь / Гл. ред. В.Н. Ярцева. М.: Сов. энциклопедия, 1990. 685 с.

18. Вишневская, Г.М. Интерференция и акцент: Дис…докт. филол. наук. СПб., 1993.

19. Карлинский, А.Е. Основы теории взаимодействия языков. Алма-Ата: ?ылым, 1990. 181 с.

20. Климов, В.В. Языковые контакты// Общее языкознание: формы существования, функции, история языка. М., 1970. С. 604.

21. Ковылина, Л. Н. Синтаксическая интерференция и способы ее изучения: Автореферат дис. … канд. филол. наук. Киев, 1983. 24 с.

22. Комиссаров, В.Н. Проблема интерференции в теории перевода // Interferenz in der Translation. Herausgegeben von Heide Schmidt VEB VerlagEnzyklopдdie. Leipzig, 1989. C. 103-108.

23. Мечковская, Н.Б. Социальная лингвистика. М., 2000.

24. Платонов, К.К. О системе психологии. М.: «Мысль», 1972. 216 с.

25. Розенцвейг, В.Ю. Языковые контакты. Л.: Наука, 1972.

26. Шевченко, В.Д. Интерференция дискурсов в англоязычной публицистике: Дисс. докт. филол. наук. СПб., 2011.

27. Щерба, Л.B. О понятии смешений языков // Щерба Л.B. Избранные работы по языкознанию и фонетике. Т. I. Л., 1958.

28. Ярцева В. Н., Советская энциклопедия, М., 1990.

Размещено на Allbest.ru