LANGUAGE LEARNING
B. Concept of Linguistic Interference
Weinreich initially uses the word “interference” to refer to the existence of different language systems spoken by bilingual speakers when speaking a language. The term interference, according to Weinreich (1953), refers to “the rearrangement of patterns that result from the introduction of foreign elements into the more highly structured domains of language, such as the bulk of the phonemic system, a large part of morphology and syntax, and some areas of vocabulary (kinship, color, weather, etc.).” He claims that when students encounter a new language, they instinctively try to interpret it in their native language, which might lead to transfer errors.
These errors happen when students apply their native language's grammatical, lexical, or phonological patterns to the target language. Weinreich also classifies interference into three types: phonological, grammatical, and lexical.
Interference refers to using features belonging to one language while speaking or writing another (Mackey, 1972).
Language features refer to the characteristics and elements of a particular language system. These features can include various aspects such as grammar, syntax, vocabulary, pronunciation, and discourse patterns. Language features are what make each language unique and distinguishable from one other. Some common language features found in many languages include using verbs, nouns, adjectives, and adverbs to create sentences and convey meaning. Other language features include tenses, articles, prepositions, conjunctions, and interjections. Different
languages may also have different structures, such as subject- verb-object word order versus subject-object-verb word order.
Some languages may have inflectional morphology, where the form of a word changes to indicate tense, gender, or other grammatical features.
Dulay et al. (1982) define interference as “the automatic transfer, due to habit, of the surface structure of the first language onto the surface of the target language.” Interference is the deviation of the target language caused by the knowledge of more than one language. They categorize interference into two groups: psychological and sociolinguistic. Psychology defines interference as the confusion caused by the previous habit of using the native language when the new habit of using the new language emerges. Interference is defined in sociolinguistics as language interaction, such as language borrowing and switching, that occurs when two languages interact.
According to Ellis (1997), interference is a "transfer." It is a transfer process guided by learners' ideas of what is transferable and their level of development in second language acquisition. Learners will identify similarities and differences between the first and target languages. Language transfer involves both positives and negatives. Positive transfer or facilitation occurs when a learner transfers elements of the target language and structures of any other languages considered comparable and appropriate or when the first language and the target language have acceptable linguistic structures. Negative transfer, on the other hand, happens when a learner transfers structures from two languages that are considered different, improper, or 'wrong.'
With a more positive perspective, Corder (1993) notes that language interference is “part of linguistic development which is influenced by affective factors such as attitude or motivation or, more importantly, existing knowledge of languages, notably the mother tongue.” Schachter (1993), following Corder, contends that learners process language by
“formulating and testing hypotheses against target language.”
Interference may be defined as the learner's capacity to anticipate the target language, including their own prediction about it. Thus, it can be said that it is acceptable for English learners to create errors during their learning process.
To conclude, language interference is a prevalent and complicated phenomenon when English Language Learners (ELL) are exposed to and impacted by their first language while studying English as a second or foreign language. Interference can take several forms, such as lexical interference, syntactic interference, and phonetic interference. According to experts, language interference in ELL is caused by a number of variables, including the participant's age, language proficiency, and linguistic background, as well as the environment, topic, and function of the communication. Furthermore, the idea of language interference emphasizes the difficulties that ELL confront when learning a new language and the need to identify and overcome these difficulties in language education.
Overall, language interference substantially impacts the development and evolution of language among ELL, emphasizing the importance of effective language education and support that acknowledges students' linguistic and cultural diversity.
This interference can occur in various forms, such as using L1 grammar structures, vocabulary, or pronunciation in L2 speech or writing. Interference can be positive and negative, affecting different levels of language, including phonology, syntax, lexicon, and pragmatics. Therefore, language learners need to be aware of potential interference from their L1 and actively work on minimizing negative interference while maximizing the positive aspects. Also, linguistic interference refers to the influence a speaker's first language (L1) can have on their second language (L2) when learning it. Interference can manifest in various ways, such as using L1 grammar structures or vocabulary in L2 speech or writing or mispronouncing
certain sounds or words due to the influence of the L1 phonetic system.
Interference can occur at different language levels, including phonology, syntax, lexicon, semantics, and pragmatics. It can be especially prevalent in individuals who learn a second language later in life or have limited exposure to the second language.
Types of Language Interference
The scope of English linguistics covers the following areas: (a) phonetics and phonology, (b) morphology, (c) syntax, (d) semantics, (e) pragmatics, and (f) discourse analysis.
Phonetics and phonology study sound and sound patterns in English, including how they are produced, perceived, and used in language. The sound systems of a person's native language can interfere with the production of English sounds. This is because different languages have different sounds, or phonemes, that distinguish between words.
For example, in Indonesian, the "g" and "k" sounds are pronounced similarly in the final position, whereas in English, they are distinct. So, an Indonesian speaker may have difficulty producing the "g" sound in English because their native language does not use it as a distinct phoneme in the final position.
Similarly, the English "th" sound may be difficult for speakers of languages that do not have a similar sound, like Mandarin or Indonesian. These differences in sound systems can lead to pronunciation errors and difficulty being understood by native English speakers. However, with practice and training, it is possible to improve one's pronunciation and minimize the interference of their native language sound system.
Morphology is the study of the structure of words in English, including how words are formed and how they change to convey meaning. The morphological systems of the Indonesian language can interfere with the production of
of words and the way words are formed from smaller meaningful units called morphemes.
The Indonesian language has a relatively simple morphological system compared to English, which has a complex system of inflections and derivations. For example, in Indonesian, verbs do not change their form to indicate tense, whereas, in English, verbs have different forms to indicate past, present, and future tenses. Indonesian also has a relatively small number of affixes compared to English, which has a wide range of affixes that can be added to words to change their meaning or part of speech. As a result, Indonesian speakers may need help with the complex system of English morphemes.
They may need help with irregular verb forms or forming new words using English affixes. However, with practice and exposure to English, improving one's understanding and production of English morphemes is possible.
The syntax is the study of the structure of sentences in English, including how words are organized into phrases and clauses and how they are combined to create meaning. Syntax is the branch of linguistics that deals with the study of the structure of sentences, as well as how words and phrases are combined to create meaning in language. It is concerned with the rules that govern the order and arrangement of words, phrases, and clauses in a sentence, and how they contribute to the overall meaning of the sentence. Syntax refers to the set of rules that dictate how words, phrases, and clauses can be combined to form grammatically correct sentences.
Syntax works by establishing a set of rules that dictate how words, phrases, and clauses can be combined to form grammatically correct sentences. These rules are based on the grammatical structure of a particular language and are designed to ensure that sentences are clear and well-formed.
The basic unit of syntax is the sentence, which consists of one or more clauses. A clause is a group of words that contains a subject and a predicate, and it can function as a complete sentence on its own. The subject of a clause typically refers to
the person or thing that performs the action described by the predicate. Within a clause, words are arranged in a particular order based on their grammatical function. For example, in English, the subject usually comes before the verb, and the object usually comes after the verb. Prepositions typically come before the noun or pronoun they modify, and adjectives come before the noun they describe. Phrases, which are groups of words that function as a single unit within a sentence, are also governed by syntactic rules. Phrases can be used to modify nouns, verbs, adjectives, and other phrases. By following the rules of syntax, speakers and writers can construct clear, well- formed sentences that effectively communicate their intended meaning to others.
These rules govern the order of words in a sentence, the way words are grouped into phrases, and how phrases are combined into clauses. The correct syntax allows speakers and writers to convey their intended meaning clearly and effectively. Incorrect syntax can result in sentences that are confusing, ambiguous, or grammatically incorrect.
Understanding syntax is important in analyzing and producing written and spoken language, as it helps us to communicate effectively and convey meaning clearly.
Semantics studies meaning in English, including how words and sentences convey meaning and how meaning is inferred from context. Semantics is a branch of linguistics that studies meaning in language. It examines how words and sentences convey meaning, and how meaning is inferred from context. There are several ways in which semantics works to convey meaning in English.
Word meanings: The meaning of a word is determined by its definition and the context in which it is used. For example, the word "run" can have different meanings depending on the context. In the sentence "I need to run to catch the bus," it means to move quickly. In the sentence "The river runs through the valley," it means to flow.
Sentence structure: The structure of a sentence can also affect its meaning. For example, changing the order of the words in a sentence can change its meaning. In the sentence "The dog bit the man," the dog is the subject and the man is the object. In the sentence "The man bit the dog," the man is the subject and the dog is the object.
Inference: Inference refers to the process of deriving meaning from context. It involves using background knowledge and context clues to understand the meaning of a word or sentence. For example, if someone says "I'm going to the beach," you can infer that they are probably going to swim or relax in the sun.
In summary, semantics works to convey meaning in English through the meanings of individual words, sentence structure, pragmatics, and inference from context.
Pragmatics studies how language is used in social contexts, including how speakers use language to convey meaning, express attitudes, and achieve social goals. Pragmatics refers to the study of how language is used in context to convey meaning. It includes the use of language in social situations and how the meaning of a sentence can be affected by the context in which it is used. For example, the sentence "Can you pass the salt?" can be interpreted as a request or a question depending on the context.
Discourse analysis studies larger units of language, including how texts and conversations are organized, convey meaning, and relate to social and cultural contexts. Discourse analysis is a branch of linguistics that studies larger units of language such as conversations, texts, and narratives. It seeks to understand how language is organized, how meaning is conveyed, and how language use relates to social and cultural contexts. Here are some ways in which discourse analysis studies these larger units of language.
Discourse analysis relates to Organization. Discourse analysis examines how language is organized into larger units such as paragraphs, chapters, and sections. It looks at the
structural features of texts and how they help to organize meaning.
It also relates to Coherence. Discourse analysis also examines how language is used to create coherence and cohesion within a text. It looks at how sentences and ideas are linked together to form a coherent whole. Discourse analysis also looks at the use of discourse markers, which are words or phrases that help to signal relationships between ideas.
Examples of discourse markers include "however," "therefore,"
and "in addition." Discourse analysis pays close attention to the social and cultural context in which language is used. It examines how language use is influenced by social factors such as power, status, and identity. Discourse analysis also examines how texts are interpreted by readers or listeners. It looks at how readers make sense of texts and how they construct meaning based on their own experiences and cultural background.
Interference Phenomena
Phonology is concerned with the study of language sounds, including how they are formed, their acoustic qualities, and how listeners perceive them. Phonology is the study of a language's sound system, encompassing phonemes, syllable structure, stress patterns, and intonation. Phonemes are the smallest units of sound that distinguish meaning in a language.
Syllables are sound units made up of a vowel sound and one or more consonants. The relative emphasis placed on syllables in a word is referred to as stress patterns, while intonation is the pitch and tone used in speech to express meaning, such as rising intonation for an inquiry or falling intonation for a declaration.
Phonological interference occurs when a speaker of one language transfers the phonological features of their native language to a new language, leading to pronunciation errors.
Phonological interference can have a substantial influence on language acquisition and communication. It can lead to misconceptions and make it harder for non-native speakers to