The concept of language contacts

Phenomenon of language contacts

Language contact (from Latin contactus - touch) - the interaction of two or more languages, influencing the structure and vocabulary of one or many of them. Social conditions are determined by the need for communication between representatives of different ethnic and linguistic groups, who enter into intense ties with each other for economic, political and other reasons. Language contacts occur due to constantly repeating dialogues, constant communication between speakers of different languages, in which both languages ​​are used either simultaneously by both speakers, or separately by each of them. Accordingly, either active knowledge of two languages ​​is possible (bilingualism in the strict sense of the word, when each of the speakers can speak both languages), or a passive understanding of a foreign language. According to the latest data neurolinguistics, language contacts are carried out within each of the bilingual speakers in such a way that one hemisphere of the cerebral cortex speaks one language (usually the left, or dominant, speaks the main language of communication in a given area, for example, the American version of English language in the USA), while the other hemisphere (most often the right one) understands or has limited knowledge of the second language (for example, one of the American Indians in the USA); through the channels of interhemispheric communication, the forms of one of the languages ​​that are in language contacts are transmitted to the other hemisphere, where they can be included in a text pronounced in another language, or have an indirect effect on the structure of this text.
Multilingualism (most often manifested as bilingualism) has been known throughout human history, and today most of the world's population is at least bilingual.
When speakers of different languages ​​interact closely, their languages ​​often influence each other, at least on an individual level. Language contact in a broad sense can occur at the language boundary, between adstratal languages, or as a result of migration, as a result of which a new language for a speaker can turn out to be either a superstratum (absorbing the former one) or a substrate.
In the course of language contacts, various phenomena can take place, including such as convergence of languages, borrowing, tracing paper and relexification. The results of intensive language contacts are pidgins, creolization, code switching and mixed languages. A number of languages ​​do not fall strictly under any of these categories, although such processes have affected them in the course of history - such languages ​​include, for example, medieval English. The result of his contact with the Norman and Scandinavian languages ​​is considered by a number of linguists as creolization; others do not accept this view.

Types of language contacts

Economic, political and cultural interactions between states and peoples expand language contacts. The following main types of language contacts are known.
1. Language crossing is an obsolete term for a type of convergence in which several languages, both related and unrelated, share structural properties. At the same time, such phenomena as substrate and superstratum are distinguished.
substrate(from Latin sub - under and stratum - layer, layer) - this is a set of features of the language system that are not derived from the internal laws of the development of a given language and go back to the language or dialects that were previously widespread in this territory. For example, the ancient Romans, having conquered Iberia (the Iberian Peninsula) and the Gallic tribes, brought with them the spoken Latin language (“folk Latin”), which gradually replaced the local dialects. However, as a result of the interaction, new languages ​​​​were formed that took on the features of the displaced languages, that is, the new languages ​​contain elements that can be explained from the standpoint of local dialects: a change in Latin f to spanish h regarded as a fact of the Iberian substratum.
Superstrat(from Latin super - over, over and stratum - layer, layer) - a set of features of the language system that are not derived from the internal laws of language development and are explained as a result of the dissolution of the language of alien ethnic groups in this language, assimilated by the original population. An example of a superstratum is the name of the country - France: the Germanic tribe of the Franks, having captured the Gallic territory, gradually adopted the features of life, customs and language of the defeated people, which was enriched by the language of the "winner". A similar example is the name of the country Bulgaria, whose inhabitants were conquered by the Turkic people - the Bulgars, as evidenced in this case by the name, but the Slavic language prevailed.
2. The result of language contacts are also language unions. language union – this is a special group of contacting languages ​​within a single geographical space, characterized by a set of similar structural and material features at various levels of the language system. An example is the well-studied Balkan Language Union.
3. A special type of language contacts is bilingualism (bilingualism)− it is equally fluent in two languages. For example, in Belgium, the native language of the inhabitants is Flemish, however, the population of this country also speaks English.
There is a division of bilingualism into differentiated(a clear distinction in the linguistic consciousness of the boundaries between languages, arising from the special study of a foreign language) and undifferentiated (the constant use of two languages, when switching from one language to another, the feeling of boundaries between them is lost).
AT modern world both bilingualism and multilingualism are becoming widespread. Along with these processes, languages ​​of interethnic communication emerged: English, French, German, Spanish, Russian, Chinese, Arabic and others.
However, in addition to natural languages, artificial languages ​​were created for international communication, and only some of them became widespread. The first artificial language is created in 1879 in Germany by I. M. Schleyer Volapuk(English word > vol, speak > pük = volapük - world language). Meanwhile, this language has proven difficult to use, and is currently the most widely used. Esperanto, created by the Polish doctor L.L. Zamenhof in 1887

Language interference and language transfer

All people have phenomena of interference (negative influence of the first language on the second) and transfer (positive transfer of skills from one language to another). When a person does not use one of the languages ​​he knows for a long time, they say that he is a "sleeping" bilingual. If speakers alternate between one and another language, they talk about code switching. If languages ​​are mixed within a word or sentence, then one sometimes speaks of code mixing. The term "hybrid" is also used in relation to neoplasms that borrow components from different languages. If such changes accumulate in the use of large groups of language users, then pidgins arise. The reasons for borrowings are insufficient competence in one of the languages ​​or, conversely, the desire to most accurately reflect one's thought; proof of group solidarity and belonging, expression of attitude towards the listener, fatigue and other psychological manifestations.

Interference denotes in linguistics the consequence of the influence of one language on another. This phenomenon can manifest itself both in oral and written speech.

According to Max Weinreich, the condition for the occurrence of linguistic interference is language contact, which can be understood as either “verbal communication between two linguistic communities”, or learning situation. “Two or more languages ​​are in contact if they are used alternately by the same person. Thus, the place of contact is the individuals using the language. The consequence of language contact is often interference, that is, “cases of deviation from the norms of each language that occur in the speech of bilinguals as a result of their acquaintance with more than one language.”

Interference can manifest itself at different levels. In the field of phonetics, the influence of the first language leads to the phenomena commonly referred to as the accent. Mastering someone else's phonetics for himself, a person unconsciously substitutes the sounds of his own language similar to them in place of unusual sounds. If language contacts become sufficiently massive and bilingualism widespread, changes in languages ​​can become very significant. So, the Germanic and Romance languages, unlike most Slavic languages, do not tend to oppose hard and soft agrees. But the Romanian language, which was in very contact with the Slavic, the only one of the Romance, developed this opposition. There is also significant interference in the area of ​​grammar. It is difficult to master the grammatical phenomena of a foreign language that are absent in the native one. For Russians, for example, articles in Western European languages ​​become a serious problem, and for speakers of the latter, the use of Russian species.

5.2. Curriculum S.E. Kuzmina

LANGUAGE INTERFERENCE:

working programm course for students studying in the specialty "Philology", specialization - "Linguistic criminalistics"

Explanatory note

1. The purpose of the course "Linguistic interference" is to give students an idea of ​​the basic concepts of linguistic interference, methods for studying the phenomenon of interference, the conditions and causes of its occurrence; to form the ability to identify and classify various manifestations of linguistic interference; show possible ways of using this knowledge and skills in linguocriminalistic practice. The course contributes to the expansion of the linguistic and cultural horizons of students and improves the quality of students' speech in a foreign language.

2. This course is intended for students of the fifth year of the Faculty of Philology and is read in the 10th semester. The program is designed for 44 hours (lectures - 14 hours, seminars - 10 hours, independent work - 20 hours); form of control - offset.

3. The course includes 7 topics. Lists of exemplary control questions and tasks are attached to the course program for independent work for each topic, lists of basic and additional literature.

History of the study of language interference. Definition of language interference. Existing approaches to the interpretation of the concept of interference. The scope of the concept of "language interference". Interlingual and intralingual interference. Productive and perceptual interference. Direction of interference. Sphere of manifestation of interference.

Methods for studying language interference. Methods used in the collection of research material: observation, oral interviews, analysis of written and oral sources, experiment, testing, etc. Methods for processing and researching the material: statistical methods, analysis of typical errors, comparative analysis, psycholinguistic and neurolinguistic methods, etc.

interference

Conditions for the emergence of language interference. The concept of language contact. Bilingualism. Varieties of language contacts and types of bilingualism. The concept of native and foreign languages. Linguistic prerequisites for interlingual interference. Underdifferentiation, overdifferentiation and reinterpretation of typological differences as a form of manifestation of interlingual interference. Prerequisites for intralingual interference.

Psychological mechanism of language interference. Interference as a process of skills transfer. Interference of skills as a result of having an attitude. Productive and perceptual interference and stages of the process of generating and perceiving an utterance.

interference

The problem of classifying the phenomena of linguistic interference. Graphic interference. Sound interference: phonetic and phonological interference. Lexical interference: proper lexical and lexico-semantic interference. phraseological interference. Grammatical interference: morphological, syntactic, punctuation interference. stylistic interference.

Phenomena of linguocultural interference in the perception and use of units of different language levels. Interference caused by culturally determined differences in the meaning, connotations, features of the use of language units of different levels. Pragmatic linguocultural interference. Linguocultural interference in the communicative behavior of bilinguals. Interference in the choice of the topic of communication, language means of designing different types of speech acts, in the choice of non-verbal means of communication, the use of paralinguistic means, etc. Interference in the field of speech etiquette. Interference at the level of speech stereotypes, communication styles, etc.

Accounting for the phenomenon of linguistic interference in the process of communication in the legal sphere. Application of data on language interference in

within the framework of linguocriminalistic examination of speech. Use of knowledge about language interference in the process of identification and diagnostic examination of speech. Application of knowledge about language interference in the examination of conflict texts.

List of exemplary control questions and tasks for independent work

TOPIC 1. The concept of language interference

1. How can one explain the increased interest in the problem of language interference?

2. Tell us about the origin of the term "interference".

3. What are the main approaches to the definition of the concept of linguistic interference? Comment on the differences between them.

4. What causes the inconsistency of approaches to the definition of the concept of linguistic interference?

5. What types of interference stand out with a broad understanding of this phenomenon?

6. What is the material for the study of the problem of language interference? What is it connected with?

7. Prepare a report on the topic "History of the study of the problem of language interference in domestic and foreign linguistics" (see the list of references).

TOPIC 2. Methods for studying language interference

1. Methods of what sciences can be used to study the phenomenon of language interference? How can one explain the variety of applied methods and techniques?

2. Describe the main methods of collecting material for the study of the phenomenon of interference.

3. What is the purpose of the analysis of written and oral sources?

4. What can testing be used for?

5. How can one obtain material that characterizes the spontaneous speech behavior of bilinguals?

6. Name the main methods used in the process of processing and researching material containing interference phenomena.

7. What is the role of the comparative analysis method in the study of language interference and prevention of its actualization in the speech of bilinguals?

8. What methods prevail in the study of the psychological mechanism of interference?

9. Prepare a report on neurolinguistic methods of language research and, in particular, the problems of bilingualism and interference (see references).

TOPIC 3. Conditions and prerequisites for the emergence of language

interference

1. What is a necessary condition for the manifestation of linguistic interference?

2. How are the concepts of “language contact” and “bilingualism” traditionally defined?

3. Describe the main types of language contacts and name the corresponding types of bilingualism.

5. Name the main types of typological differences and the forms of manifestation of interlingual interference predetermined by them.

6. What explains the inevitability of interference in the speech of bilinguals who speak several closely related languages?

7. What are the linguistic prerequisites for the emergence of intralinguistic interference?

TOPIC 4. Causes of language interference

1. What mechanism underlies the process of language interference?

2. Describe the essence of the psychological mechanism of interlingual interference.

3. What is the psychological nature of intralingual interference?

4. What, according to a number of psychologists, determines the process of skill interference?

5. At what stages of the process of generating and perceiving an utterance does interlingual interference presumably take place?

6. What explains the complexity of studying the psychological mechanism of language interference?

7. Prepare a report on the topic "Models of generation and perception of speech in domestic and foreign psycholinguistics" (see the list of references).

TOPIC 5. Varieties of phenomena of the language proper

interference

1. On what basis is the traditional classification of the phenomena of linguistic interference carried out?

2. Illustrate with examples cases of manifestation of graphic, sound, lexical, phraseological, grammatical and stylistic interference. Describe the given interference phenomena from the point of view of their belonging to the results of interlingual or intralingual, productive or perceptual interference.

3. Select examples of the interfering influence of a foreign language on the speech of a bilingual in the native language in the field of language graphics, vocabulary and phraseology.

4. How can one explain the frequency of penetration of foreign language elements into the speech of bilinguals in their native language?

5. What is the expression of linguistic interference in the sphere of the usual norm? Give examples.

6. Prepare a report on the topic ""False friends of the translator" and the problem of interlingual interference" (see the list of references).

TOPIC 6. Varieties of linguistic and cultural interference phenomena

1. For what sciences are the phenomena of linguocultural interference of interest?

2. What are the main areas of implementation of linguocultural interference?

3. Give examples of interference caused by culturally determined differences in meaning, connotations, peculiarities of the use of language units of different levels. Classify the described interference phenomena in terms of their belonging to the results of productive or perceptual linguocultural interference.

4. What are the most typical cases of linguocultural interference in the communicative behavior of bilinguals?

5. Choose your own examples of violations of the rules for choosing a topic of communication, language means of designing different types of speech acts, the use of non-verbal, paralinguistic means, the use of speech stereotypes, etiquette formulas, etc.

6. How can you explain the difficulty of preventing communication errors?

7. Prepare a report on the topic "Speech etiquette in Russian and English linguistic cultures: problems of interference" (see the list of references).

TOPIC 7. Use of data on linguistic interference in linguocriminalistic practice

1. In what areas of linguocriminalistic practice can data on language interference be used?

2. How can taking into account the phenomenon of interference contribute to the effectiveness of communication in the legal field?

3. Give examples of distortions of the original meaning of the text by the author, its misunderstanding or misunderstanding by the addressee, caused by the action of productive or perceptual language interference.

4. For what purposes can information about linguistic interference be used in the practice of linguistic forensic examination?

6. What is linguistic shock? Illustrate this concept with your own examples.

7. Describe the manifestations of linguistic and cultural interference in the field of communicative behavior in terms of their potential to provoke a conflict.

8. Manifestations of what type of interference in the speech of bilinguals - proper language or linguocultural - most often cause a negative reaction from native speakers? Justify your answer.

9. Where else, in your opinion, knowledge of linguistic interference can be applied by linguocriminalists?

Alimov V.V. Interference in translation: textbook. Benefit. - M.: KomKniga, 2005.

Budrenyuk G. M., Grigorevsky V. M. Linguistic interference and methods of its detection. - Chisinau: Shtiintsa, 1978.

Kuzmina S.E. Language interference: Textbook. -N.Novgorod: Nizhny Novgorod State Linguistic University. ON THE. Dobrolyubova, 2008.

Akulenko V.V. On the "false friends of the translator" // Akulenko V.V. and others. English-Russian and Russian-English dictionary of "false friends of the translator". - M .: “Owls. Encyclopedia", 1969. S.371-384.

Aleinikova N.V. Intercultural Communication and National Thinking Stereotypes // Dynamics of Pedagogical Education: From Institute to University. - Tula, 1998. S. 285-287.

Alimov V.V. Interference in translation (on the basis of professionally oriented intercultural communication and translation in the field of professional communication): abstract of diss. ... doc. philol. Sciences. - M., 2005.

Alimov V.V. Special Translation and Linguistic Interference: Monograph. - M., MOSU, 2003.

Baliashvili T. Interference as a problem of bilingualism. - Tbilisi, 1988.

Barannikova L.I. The essence of interference and the specifics of its manifestation. The problem of bilingualism and multilingualism. - M., 1972

Batyreva L.P. Failed expectations. On the violation of linguistic usage in the speech of foreigners. - Electronic resource:

http://www.mapryal.org/vestnik/vestnik41/problems.shtml

Belikov V.I., Krysin L.P. Sociolinguistics: Textbook for universities. - M, 2001.

Bell R. Sociolinguistics. Goals, methods and problems. - M., 1980.

Belyanin V.P. Introduction to psycholinguistics. - M.: CheRo, 1999.

Weinreich U. Monolingualism and multilingualism // Foreign Linguistics. III: Per. from English, German, French / total ed. V.Yu. Rozentsweig, V.A. Zvegintseva, B.Yu. Gorodetsky. - M.: Progress, 1999. S. 7-42.

Weinreich U. Language contacts. - Kyiv: Vishcha school, 1979.

Vereshchagin E.M. Psychological and methodological characteristics of bilingualism. - M.: Publishing House of Moscow State University, 1969.

Vinogradov V.A. Interference // Linguistic encyclopedic Dictionary/ Ch. ed. V.N. Yartsev. - M.: Sov. Encyclopedia, 1990.

Vyashchenko V.S. Lexical interference. - L., 1980

Gak V.G. Language as a form of self-expression of the people // Language as a means of transmitting culture. - M. - S. 54-68.

Gorodetskaya L.A. Culturally conditioned rituals of communication: obligatory observance and the possibility of violation // Bulletin of Moscow University. - Series 19: Linguistics and Intercultural Communication. - 2001. - No. 2. - S. 49-59.

Grishaeva L.I., Tsurikova L.V. Introduction to the theory of intercultural communication: textbook. - 2nd ed., add. - Voronezh: Voronezh Publishing House. un-ta, 2004.

Desherieva Yu.Yu. On intralinguistic interference // Philological Sciences. - 1976. - No. 4. - S. 101-104.

Desherieva Yu.Yu. The problem of linguistic interference in modern linguistics // Theoretical problems social linguistics. - M., 1981. - S. 240-254.

Desherieva Yu.Yu. Problems of interference and language deficit: diss. ... cand. philol. Sciences. - M., 1976.

Zhluktenko Yu.A. Linguistic aspects of bilingualism. - Kyiv: Vishcha school, 1974.

Zalevskaya A.A. Questions of the theory of mastering a second language in the psycholinguistic aspect. - Tver, 1996.

Zatovkanyuk M. Classification of the phenomena of language interference (based on vocabulary and grammar) // Russian Language Abroad. - 1973. - No. 2. -C. 74-77.

Interference of sound systems: Sat. Art. - L., 1987.

Ilieva D.I. The relationship of interlingual homonymy, paronymy, analogy, etc. with the phenomena of interference // Russian language abroad. - C. 41-44.

Kalinina E.N. Problems of interference and language deficit (based on the Russian speech of native English speakers): abstract of diss. ... cand. philol. Sciences. - M., 1976.

Karakotov M.D., Karakotov Z.M. Language, thinking and culture as a set of formation of a bilingual and multicultural personality // University readings 2006 (Symposium 1. Sec. No. 1-20. Actual problems of linguistics and literary criticism). - Electronic resource:

Karlinsky A.E. Fundamentals of the theory of interaction of languages ​​and the problem of interference: author. diss. ... doc. philol. Sciences. - Kyiv, 1980.

Komissarov V.N. Translation aspects of intercultural communication // Actual problems of intercultural communication: Sat. scientific tr. - Issue. 444. - M., 1999. - S. 68-75.

Kondakova M.F. Language contact and related phenomena // Actual problems of linguistics. - Ekaterinburg, 2002. - S. 57-59.

Kochetkov V.V. Psychology of intercultural differences. - M.: PERSE, 2002.

Krasnykh V. "Own" among "strangers": myth or reality? - M.: ITDGK "Gnosis", 2003.

Kuznetsova I.N. Theory of lexical interference: (on the material of French language): author's abstract. diss. ... doc. philol. Sciences / Moscow State University. M.V. Lomonosov. - M., 1998.

Kuzmenkova Yu.B. From cultural traditions to the norms of speech behavior of the British, Americans and Russians. - M.: Ed. add. GUVSE, 2005.

Kuleshova V.V. Interlingual interference and language learning // Lingvodidactic research. M., 1987. S. 157-166.

Ladchenko M.M. Prosodic interference in conditions of artificial bilingualism (experimental-phonetic

research): diss. ... cand. philol. Sciences. - Kyiv, 1987.

Leontiev A.A. Psycholinguistic units and the generation of speech utterance. - M.: Nauka, 1969.

Leontiev A.A., Ryabova T.V. Phase structure of the speech act and the nature of plans // Plans and models of the future in speech (materials and discussions). -Tbilisi, 1970.

Lyubimova N.A. Phonetic interference: a tutorial. - L.: LZh LGU, 1985.

Mikhailov M.M. Bilingualism in the Modern World: A Study Guide. Cheboksary, 1988.

Mikhailov M.M. Bilingualism and mutual influence of languages ​​// Problems of bilingualism and multilingualism. - M., Nauka, 1972. - S. 197-203.

Muchnik A.I. Typical phenomena of speech transfer // Psycholinguistics and teaching foreigners the Russian language. - M., 1972.

Nevmerzhitsky I.S. Grammatical interference in conditions of artificial bilingualism: Ph.D. diss. ... cand. philol. Sciences. - Kyiv, 1987.

Nikolaeva T.M. Metalinguistic iconism and sociolinguistic distribution of etiquette speech stereotypes // Language and Culture. Facts and values. - M., 2001. - C. 225-234.

Petrovsky D. "Rusishe shprache - our fatherland!" // "Russian Germany" dated 11/22/2006.

Ponomarev S.Yu. On the concepts of "bilingualism", "language contact", "interference" and "written speech" in foreign and Soviet linguistics // Redkol. journal: Vestn. St. Petersburg. state university Ser.: History. Linguistics. Literature. - St. Petersburg, 1992.

Popkova E.A. Psycholinguistic features of the linguistic consciousness of bilinguals (on the basis of Russian-English educational bilingualism): diss. ... cand. philol. Sciences. - M., 2002.

Rabinovich A.I. Types of sound interference // Russian and foreign linguistics. - Issue. 3. - Alma-Ata, 1970. - S. 224-228.

Rogoznaya N.N. To the question of graphic interference in teaching the Russian language to foreigners // Questions of Philology. - 2003. - No. 1. - S. 8997.

Rogoznaya N.N. Typology of linguistic interference in Russian speech and the speech of foreigners. - M., 1994.

Rozentsveig V.Yu. Problems of language interference: Ph.D. diss. ... doc. philol. Sciences. - M., 1975.

Rozentsveig V.Yu. Language contacts. - L., 1972.

Rozova L.N. On interference in the study of a second foreign language // Linguistics and Methods in Higher Education. - Issue. IV. - M.: 1st MGPIIA, 1967. - S. 203-226.

Samuylova N.I. Phonetic interference and pronunciation training // Psycholinguistics and teaching foreigners the Russian language. - M., 1972.

Sdobnikov V.V. Linguo-ethnic barrier in intercultural communication // Problems of literature, language and translation: Sat. scientific tr. - Nizhny Novgorod: NGLU im. ON THE. Dobrolyubova, 2001. - S.254-260.

Serebrennikov B.A. On the relative independence of the development of the language system. - M.: Nauka, 1968.

Siguan M., McKee W.F. Education and bilingualism. - M.: Pedagogy, 1990.

Ter-Minasova S.G. Language and intercultural communication: textbook. allowance. - M.: "Word", 2000.

Uman L.M. The problem of grammatical interference: author. diss. ... cand. philol. Sciences. - M., 1964.

Fomichenko L.G. Cognitive foundations of prosodic interference: Ph.D. diss. ... doc. philol. Sciences. - M., 1998.

Haugen E. Language contact // New in linguistics. - Issue. VI. Language contacts. - M.: Progress, 1972. - S. 61-80.

Cheremisin V.I. Lexico-semantic interference in translation. -M., 1992.

Chernichkina E.K. Artificial bilingualism: linguistic status and characteristics: diss. doc. philol. Sciences. - Volgograd, 2007.

Shukhard G. On the issue of linguistic confusion // Selected articles on linguistics. - M., 1950.

Shcherba L.V. On the concept of mixing languages ​​// Shcherba L.V. Selected works on linguistics and phonetics. I. - L., 1958. - S. 40-53.

Ethnic psychology: textbook. - Nizhny Novgorod: NGLU im. ON THE. Dobrolyubova, 2006.

Language contacts and interference: Sat. articles. - Alma-Ata, 1984.

Linguistics. Big encyclopedic dictionary / ch. ed. V.N. Yartseva. 2nd ed. - M.: Great Russian Encyclopedia, 1998.

Clyne M.G. Some (German-English) Language Contact Phenomena at the Discourse Level // Studies for E. Haugen. - The Hague-Paris, 1972.

Haugen E. Language Contact // Reports for the Eighth International Congress of Linguists. - Oslo, 1957. - P. 253-261.

Jakobovits L. Second Language Learning and Transfer Theory: a Theoretical Assessment // Language Learning. - Vol. 19. - No. U2, 1969.

Plaff Carol W. Cross Language Reference in Bilingual Discourse. Language Use and the Uses of Language. - Washington, 1980.

Rindler Schjerve R. Zum Phanomen der Interferenz im Prozess des Sprachwechsels: Ein Beitrag zur empirischen Sprachkontaktforschung // Gegenwartige Tendenzen der Kontaktlinguistik. - Bonn, 1983. - Bd. 1. - S. 8191.

Weinreich U. Languages ​​in Contact. - he Hague, Mouton & Co., 1963.

Sections: Foreign languages

In the context of expanding and deepening contacts between countries, the question of the success and effectiveness of intercultural communication is acute today. The definition of intercultural communication is obvious from the term itself: it is the communication of people representing different cultures. In their work “Language and Culture”, E. M. Vereshchagin and V. G. Kostomarov define intercultural communication as “an adequate mutual understanding of two participants in a communicative act belonging to different national cultures” . In order for mutual understanding to take place and undesirable collisions and failures in the act of intercultural communication not occur, it is necessary to form intercultural competence among future business professionals. Students should be familiar with such a phenomenon as interference - the transfer of features of the native language to the foreign language being studied. Future businessmen, joining the world culture through direct mastery of foreign languages, experience its influence. This influence is especially noticeable when establishing contacts between domestic entrepreneurs, firms and organizations with foreign business partners.

The term "interference" is of Latin origin and means: " inter» between + « ferens» (« ferentis"") carrying, carrying. Its source is physics with the meaning of the superposition of waves, leading to their mutual amplification or weakening.

The phenomenon of interference is studied in linguistics, sociolinguistics, psychology, psycholinguistics, methods of teaching foreign languages.

Psychologists consider interference as the occurrence of obstacles and interference due to the transfer of skills and abilities from one activity to another. Given the psycholinguistic side of this phenomenon, since the form of speech products caused by interference is due to the functioning of the psychophysiological mechanisms of their generation, then interference must be considered as “a process of conflict interaction of speech mechanisms due to objective discrepancies, which externally manifests itself in bilingual speech in deviations from the laws of one language under the influence of negative interaction of another or due to intralinguistic influences of a similar nature.

In psycholinguistics, interference is considered as an integral part of the process of slow gradual penetration of one or another foreign language element into the system of the perceiving language in the process of mastering it.

In linguistics, the problem of interference is considered within the framework of language contacts and interference is understood as “a violation by a bilingual (a person who speaks two languages) of the norms and rules for the relationship of two contacting languages” . This phenomenon is described in the works of many domestic and foreign scientists (V. V. Alimov, E. Buzharovska, U. Weinreich, E. M. Vereshchagin, V. A. Vinogradov, V. V. Klimov, L. N. Kovylina, V. N. Komissarov, N. A. Lyubimova, R. K. Minyar-Beloruchev, N. B. Mechkovskaya, E. Petrovich, V. Yu. Rosenzweig, Yu. I. Studenichnik, E. Haugen, L. V. Shcherba ).

The term "interference" was introduced into the linguistic literature by the scientists of the Prague Linguistic Circle. However, this term received wide recognition after the publication of the monograph by U. Weinreich. According to U. Weinreich, interference is understood as "those cases of deviation from the norms of any of the languages ​​that occur in the speech of bilinguals as a result of the fact that they know more languages ​​than one, that is, due to language contact" .

According to E. Haugen, interference is "cases of deviation from the norms of the language that appear in the speech of bilingual speakers as a result of acquaintance with other languages".

Russian scientists generally share the positions of foreign researchers on this issue. V. V. Klimov believes that interference is the result of the superposition of two systems in the process of speech. According to N. B. Mechkovskaya, interference is errors in speech in a foreign language caused by the influence of the native language.

The New Illustrated Encyclopedia defines interference as “the interaction of language systems in a bilingual environment; expressed in deviations from the norm and system of the second language under the influence of the native.

A more complete and modern definition of interference, proposed by V. A. Vinogradov, we find in the “Linguistic Encyclopedic Dictionary” edited by V. N. Yartseva: “Interference (from lat. inter- among themselves, mutually and ferio- I touch, I hit) - the interaction of language systems in the conditions of bilingualism, which is developing either with language contacts, or with the individual development of a non-native language; expressed in deviations from the norm and system of the second language under the influence of the native.

N. B. Mechkovskaya points out that in the linguistic consciousness of a person, certain features of a non-native language are erroneously likened to the structure of the native (or main) language. There is an interference of two language systems, i.e. their partial identification and confusion, which leads to errors in speech (sometimes in one, sometimes in both languages). The interference of language systems in the mind and speech of a bilingual individual is a psycholinguistic analogue of the process of mixing languages ​​in the supra-individual plane.

In the methodology of teaching foreign languages, interference is considered as a negative result of the unconscious transfer of previous linguistic experience, as an inhibitory influence of the native language on the foreign language being studied. According to R.K. Minyar-Beloruchev, interference is the imposition of formed skills on newly formed ones with a minus sign, the same as negative transfer.

Depending on the "direction", the interference can be direct, backward, or two-way; depending on the type of speech activity - impressive (receptive) or expressive (productive); depending on the form of manifestation - explicit or hidden; intralingual (internal) or interlingual (external), interference of the first or second, etc. language; depending on the result - hindering, disrupting or destroying.

In the methodological literature, the following types of interference are distinguished:

- external and internal (by origin);

- direct and indirect (according to the nature of the transfer of skills of the native language to the studied foreign language);

- explicit and hidden (according to the nature of the manifestation);

- phonetic, graphic and spelling, lexical (semantic, grammatical (syntactic), linguo-cultural, cultural (by linguistic nature - level).

Let us briefly dwell on the characteristics of each type of level interference, which is of the greatest interest to future businessmen.

Phonetic interference. Phonological errors that distort the sound form and meaning make it difficult and even disrupt the act of communication. For example: Sorbon (Robert de Sorbon) - Sorbonne, f; dessin, m– dessine (dessiner); fille, f-fil, m; plein - pleine; plaine, f; but, m– bout, m; rue, f- roue, f.

Examples from German: " fordern" (demand) - " fordern"(contribute, promote); " ü bers΄ etzen" (translate) - " ΄ü Bersetzen"(transport, transport).

Students are well aware that the German " resort" also means in Russian " resort", but with great difficulty they get used to the fact that the stress in German falls not on the last, but on the first syllable (“ kurort").

Graphic and spelling interference manifests itself in writing: there is a transfer to the studied language of the rules for writing words of another language. This generates spelling errors and graphic inconsistencies. In French, there are words that have a spelling different from Russian, especially for double consonants. So there are words that have a double consonant in Russian and one consonant in French: “ grue pp a» – le grou p e; " meta ll » – le meta l. However, there are many more such words in which one consonant of the Russian language corresponds to a double consonant in a word of the French language. For example: " a pp laudir" - a P lod; " l'a pp artement" - a P artament; " l'a pp ellation" - a P ellation; " leco rr odor» - to R idor; " lera pp ort» - ra P ort; " l'a ff iche" - a f isha; " l'a nn once" - a n he is with; " laba ll erine"- ba l erina; " lali tté size» - whether t literature; " laperso nn e» - perso n a.

In German: " derKo rr idor" - the corridor; " dieA pp ellation" - a P ellation; " dasA pp artement" - a P artament.

Examples from English are: a pp eaal" - a P ellation; " a gg ression" - a G Russia; " a dd re ss " - a d re With.

Lexical interference- interference of the vocabulary of one language system into another, which usually leads to literalisms. I. N. Kuznetsova understands lexical interference as “two-sided (in terms of expression and in terms of content) convergence of lexical units of one or different languages, due to their, first of all, phonetic, but also the resulting semantic use, and leading to involuntary ( stylistic) violation of the language norm". So, for example, the word "journal, m" is understood as a "magazine" (revue, f), not "newspaper"; store, m"-" store "(magasin, m), not "illustrated magazine"; "demonstration, f"- "demonstration" ("manifestation, f"), and not “manifestation, proof”; dissertation, f"- "thesis" ("these, f”), and not “essay-reasoning”; postgraduate, m"-" graduate student "(" boursier, m”), and not “an officer with a junior military rank". This list of "false friends of the translator" can be continued. The manual by V. L. Muravyov “Faux amis” (Muravyov, V. L. Faux amis / V. L. Muravyov. - M., 1985.) is intended just for the prevention of errors that arise by false analogy with existing Russian words .

A similar phenomenon is observed in the German language. For example, the word "Shop, n” is understood and translated by trainees as “shop” (“Laden, m»; "Geschaft, n»; "Handlung, f';), not 'illustrated magazine'.

There are many homonymous nouns in modern German, and they are distinguished by gender.

	supervisor		ladder
	earnings
	heir		inheritance
	builder

However, there are also homonymous nouns that have the same gender, for example: Bank, f. This word can also be translated as bench (bench)", And How " bank»: Eastdiesesbankfrei?

Arbeitest-du in einer Bank?

Or another example: "der Ball, m» – « ball, ball, lump, core»;

"Der Ball, m» – « ball» ;

"Der Ball, m» – « barkingdogs»;

"Der Ball, m» – « shutter».

At the lexeme level, it is expected that there will be no opposition between the pairs " Fuss" and " bein", and English " foot" and " leg».

Examples from the English language are the words: Dutch" is "Dutch", not "Danish"; " West"- "West", not "East"; " obligation” - “obligation”, not “bond”; " artist"- "artist", not "artist"; " host” - “host”, not “guest”; " decade"- "decade", not "decade"; " brilliant"- "cheerful, kind, cordial, sociable", and not "brilliant" (see the English-Russian and Russian-English dictionary of "false friends of the translator" / Under the general editorship of V. V. Akulenko. - M., 1969 ).

Semantic interference arises due to the fact that phenomena known to the speaker are reflected in the new language differently than in already known languages. For example, "black bread" Russian students call in French "noir" instead of " painbis» .

grammatical interference. In grammatical interference, S. S. Sorokina identifies syntactic and morphological subtypes, which, in turn, include manifestations of interference in an even narrower framework. So syntactic interference includes: a) constructive subtype; b) positional syntax; c) subtypes of syntactic agreement.

Students experience difficulties in translating a number of grammatical forms and constructions:

a) the same form in French has different grammatical meanings and is transmitted into Russian in two different forms. For example: On site. – Nous, on le sait. The construction in the second meaning causes, as a rule, difficulties in translation;

b) the pronoun "il" in the meaning of "he" and in an impersonal construction. For example: Il fait du sport. – Il fait du vent. Cela me plait! - S'il vous plaît.

c) the form "passé composé" in some cases is translated by a perfective verb, in others - imperfective:

J'ai tricoté cette echarpe. - J'ai tricoté cette écharpe toute la journée;

d) discrepancy between the control of the verbs of the two languages. For example, the Russian verbs "help, applaud" require an indirect object, while the French "aider, applaudir" require a direct one. Students often use the preposition "a". We observe the same thing in another case: “check in the dictionary, look at the clock” - “consulter le dictionnaire, consulter la montre”;

e) the same meaning is conveyed in French in two words, and in Russian - in one: faire marcher - include; faire paraître - to publish; faire bouillir - boil; laisser passer - skip; laisser tomber - drop; laisser approcher - to let go.

Examples from German:

a) knowing that the German word " derMangel" (lack of) masculine gender, the student believes that the words " Regel"(rule) Ratsel» (riddle) will also be masculine. Unfortunately, it is rather difficult to predict the gender of German nouns from only one ending. Word " Regel"feminine, and the word" Ratsel"- the middle kind.

b) the same form in German has different grammatical meanings and is transmitted into Russian in different forms:

The construction in the second meaning causes, as a rule, difficulties in translation.

c) the pronoun " es» in the meaning of a personal pronoun and in an impersonal construction. For example: Es (das Kind) gibt das Heft. - Es gibt (available) viele schöne Blumen in diem Garten.

Es (das Kind) steht. wie steht es mit deiner Arbeit? - Howthings areaffairsWithyourwork?

wiegeht es dir? - How are you?Es la utet . - The bell is ringing.

d) discrepancy between the control of the verbs of the two languages. For example, the Russian verb " wait" requires a direct object, and the German verb " warten"- indirect. Students often forget to use the preposition " auf(Akk.)". We see the same thing in another case: enter class» – « betretendieClassic»; « answer the questions» – « beantworthendieFragen»; « admire the paintings» – « bewunderndieGemalde», « apologize» – « umEntschuldigungbitten».

e) the same meaning is conveyed in German in two words, and in Russian in one: eintretenlassen- skip; fallenlassen- drop;

f) fuzzy differentiation of the meaning of prepositions in the studied and native languages: instead of using the preposition "an" (an der Universität), students use the preposition "in" (in der Universität).

In addition to grammatical interference, one often also speaks of syntactic interference. Usually, the incorrect use by students of the so-called infinitive constructions is given as examples. In English it is Сomplex Object, in German it is a combination of verbs denoting physical perception with an infinitive. For example: " Ichsahihncomment(German)" - " Isawhimcome(English) "-" I saw (saw) how he came. At the syntactic level, interference will reveal itself in violation of the frame structure, in the free order of words, etc. It should be noted that interference in syntax is most difficult to overcome, and especially in those cases when it affects not blunders, but "inorganic" , the artificiality of the phrase .

Stylistic interference influence of the style of one language on another. Stylistic interference arises because some less well-known word begins to be used by analogy with its already known synonym (Russian or foreign). When stylistic synonyms are replaced by each other, the style of the statement changes, although the subject in question may remain the same. For example, the Russian word "trade" corresponds to " trade" and " commercial" in English, and accordingly the "balance of trade" will be " tradebalance”, “trade law” - “ commerciallaw”, and “merchant ship” - “ merchantship» .

Linguistic and regional interference, incorrect understanding of background vocabulary. When learning a foreign language, it is necessary to master not only the word, but also a typified image in the national consciousness of the people - the bearer of the language and culture; otherwise, the concepts of one language are transferred to the concepts of another (G. D. Tomakhin). For example: "le premier étage" - "first floor" instead of "second" (in German: " derersteStock» – « first floor" instead of " second", in English -" firstfloor”), “Les Invalides” - “invalids” instead of “Military History Museum in Paris”.

Sociocultural or cultural interference, according to A. V. Shchepilova, is caused not by the language system itself, but by the culture that this language reflects. Realities, phenomena, norms of behavior similar in different cultures can cause interference. In other words, a business communication partner incorrectly perceives and interprets the phenomena and events of a different culture, as well as the communicative behavior of his interlocutor, namely: he perceives and evaluates the personality of a business partner through the prism of norms and values ​​accepted in his native linguistic society, through the prism of the model he has learned understanding of the world. For example, in France it is not customary to thank the hostess after a meal, getting up from the table. In Russia, at the same time, they answer: “To your health!”. In Russian, "please" is used as a politeness formula, with a nuance of the meaning "for nothing", used as a response to "thank you". In English and French" please" and " s'ilvousplaît» do not have these values. It is interesting to contrast the Russian common way of communication - "going to visit" and the French - to meet on the street, in cafes, bistros, restaurants. The French province, in particular, is inconceivable without a cafe, which plays a huge social role in the life of a Frenchman. Home hospitality in France is not as developed as in Russia. Our students should know that you can't stop by on the way to a friend abroad - this is considered tactless. It is customary to appear on a visit by invitation.

The result of cultural interference may be an inappropriate reaction on the part of a Russian-speaking individual to the question " howareyou?” (“How are you?”), when the latter, as a rule, begins to give a detailed, often lengthy answer, describing his health, family circumstances, successes or troubles at work, while English, in accordance with the requirements of culture, national character and mentality, allows practically only one answer: “ fine,thanksyou"("Thank you, good"), even if the speaker is deeply unhappy.

The ability to enter into a communicative act requires the student to be able to navigate the social situation and manage it. Both the realities and conventions of social behavior differ significantly across cultures. Russian speech etiquette differs significantly from French. In France, it is not customary to congratulate each other on public holidays, so the French will be very surprised by the fact of their personal congratulations on any anniversary of the Great French Revolution. The reason for congratulations can only be personal events in a person’s life: birthday, engagement, marriage, wedding anniversary, birth of a child, promotion, etc. If in Russian speech etiquette when congratulating, it is most common to use such a stereotype as: “ Happy New Year to you!” (" Je te félicite à l'occasion de Nouvel An!”), then the French language is characterized by: “ Bonne Annee!», « Une bonne et heureuse Annee!», « Meilleurs voeux pour la Nouvelle Année!» Very rare in France are congratulations on graduation and, in turn, it is customary to congratulate on arrival and return: - « Bienvenue!», « Bonretour!» .

In conclusion, I would like to emphasize that interference is the interference of elements of one language system into another during language contact, and the result of this interference can be both negative, as indicated by the above examples, and positive, contributing to adequate translation and mutual understanding, as well as the implementation of effective business communication. The attention of methodologists is mainly focused on the phenomenon of negative interference, its prediction and prevention, since “negative language material” (L. V. Shcherba) creates certain obstacles, slows down the process of business communication, which leads to misunderstanding and communication failures . So, in order to achieve greater success, it is necessary not only to master the knowledge of a foreign language, but also the knowledge of the cultural characteristics of business partners.

Literature:

1. Alimov, VV Interference in translation. (on the material of professionally oriented intercultural communication and translation in the field of professional communication [Text] / V. V. Alimov. - M., 2005.

2. Alimov, VV Theory of translation. Translation in the field of professional communication [Text] / VV Alimov. - M., 2005.

3. Weinreich, V. Language contacts. State and research problems [Text] / V. Weinreich. - B., 2000.

4. Galskova, N. D. Intercultural learning: the problem of goals and content of teaching foreign languages ​​[Text] / N. D. Galskova // Inostr. lang. in school - 2004. - No. 1.

5. Klimov, VV Language contacts [Text] / VV Klimov // General linguistics: forms of existence, functions, history of language. - M., 1970.

6. Kuznetsova, I. N. Theory of lexical interference (based on the French language) [Text]: dis. … Dr. phil. Sciences / I. N. Kuznetsova. - M., 1998.

7. Linguistic encyclopedic dictionary [Text] / Ch. ed. V. N. Yartseva. - M., 2002.

8. Mechkovskaya, N. B. Social linguistics [Text] / N. B. Mechkovskaya. - M., 2000.

9. Minyar-Beloruchev, R. K. Methodological vocabulary. Dictionary terms of language teaching methodology [Text] / R. K. Minyar-Beloruchev. - M., 1996.

10. New illustrated encyclopedia [Text]: in 20 books. - M., 2004. - Book. 7.

11. The latest dictionary of foreign words and expressions [Text]. - Mn., 2006.

12. Sorokina, S. S. Ways of overcoming and preventing grammatical interference of syntactic subtypes in the German speech of 1st year students of language faculties (on the material of the control subtype) [Text] : author. dis. … cand. ped. Sciences / S. S. Sorokina. - L., 1971.

13. Ter-Minasova, S. G. Language and intercultural communication [Text] / S. G. Ter-Minasova. - M., 2000.

14. Formanovskaya, N. I. Speech etiquette. Russian-French Correspondences [Text] / N. I. Formanovskaya, G. G. Sokolova. - M., 1989.

15. Haugen, E. Language contact [Text] / E. Haugen // New in linguistics. - Issue. 6. - M., 1972.

16. Schepilova, A. V. Theory and methods of teaching French as a second foreign language [Text] / A. V. Schepilova. - M., 2005.

A consequence of the influence of one language on another. This phenomenon can manifest itself both in oral and written speech.

According to U. Weinreich, the condition for the emergence of linguistic interference is language contact, which can be understood as either “verbal communication between two language groups” or a learning situation. “Two or more languages ​​are in contact if they are used alternately by the same person. Thus, the place of contact is the individuals using the language. The consequence of language contact is often interference, i.e. “cases of deviation from the norms of each language that occur in the speech of bilinguals as a result of their acquaintance with more than one language” (Weinreich 1953, pp. 1-7). E. Haugen defines interference as a linguistic overlap (overlap), in which a linguistic unit is an element of two systems at the same time, or as an overlay of two language systems (Haugen 1972, p. 69-70). V. Yu. Rozentsweig believes that “interference is a violation by a bilingual of the rules for correlating contacting languages, which manifests itself in his speech as a deviation from the norm” (Rozentsweig 1972, p. 28). “Interference (from Latin inter - between each other, mutually and ferio - touch, strike) - the interaction of language systems in the conditions of bilingualism, which develops either during the contacts of languages, or during the individual mastering of a non-native language; expressed in deviation from the norm and system of the second language under the influence of the native...” (Yartseva 1990, p. 197).

Wikimedia Foundation. 2010 .

See what "Interference (linguistics)" is in other dictionaries:

Interference: Interference (physics) is a change in the nature of sound, thermal, light and electrical phenomena, explained by oscillatory motion: in the first case, particles of a sounding body, in the remaining three, vibration. Interference ... ... Wikipedia

LINGUISTIC FOUNDATIONS OF THE METHOD- abbreviation, paragraph, automatic text processing, automatic translation, autonomous speech, speech adaptation, text adaptation, addresser, addressee, alphabet, speech act, active grammar, active vocabulary, active speech, active possession ... ... A new dictionary of methodological terms and concepts (theory and practice of teaching languages)

Vadim Borisovich Kasevich Vadim Borisovich Kasevich, 2008 Date of birth ... Wikipedia

History of science ... Wikipedia

- ... Wikipedia

- (junction of morphemes) the boundary between two adjacent morphs. The phenomena of the morpheme seam: alternation, truncation, superposition (application, interference), interfixation are the object of study of morphonology and morphotactics. See also Morpheme Root ... ... Wikipedia

The spread of the Greek language in the late Byzantine period of the XII-XV centuries. Late Byzantine Koine is depicted in gold, the future basis of the Modern Greek language, in orange ... Wikipedia

Cappadocian language Countries: Greece, originally Cappadocia (central Turkey) Total number of speakers: very few Status: endangered Classification Category ... Wikipedia

CONTENT
INTRODUCTION 3
RUSSIAN LANGUAGE IN INTERNATIONAL COMMUNICATION 4
1.1. Protective function of language 6
1.2. The system of teaching a non-native language 8
1.3 Degree of interference 13
PROSODIC INTERFERENCE 18
CONCLUSION 23
REFERENCES 24
INTRODUCTION
Interference - the interaction of language systems in the conditions of bilingualism, which develops either during language contacts, or during the individual mastering of a non-native language; expressed in deviations from the norm and system of the second language under the influence of the native1.
Interference manifests itself as a foreign language accent in the speech of a person who speaks two languages; it can be stable (as a characteristic of the speech of the collective) and transient (as a feature of someone's idiolect), interference is able to cover levels of language, but is especially noticeable in phonetics (emphasis in the narrow sense of the word). Main source interference - discrepancies in the systems of interacting languages: different phonemic composition, different rules for the positional implementation of phonemes, their compatibility, different intonation, different ratio of differential and integral features, different composition of grammatical categories and / or various ways their expressions. The phenomenon of interference in its mechanism resembles the main diachronic changes in phonology. The relationship between the mixed sounds of interacting languages ​​during interference is called diaphonic, and the sounds of the native language themselves, replacing the sounds of the second, are called diaphones; similar phenomena are possible both in grammar and vocabulary, in connection with which one can also speak of the relationship of diamorphy and diasemy. The term "interference" is also used to refer to its result. Interference that occurred in the past can leave traces in the language system in the form of a substrate and a superstratum (residual interference).
1. RUSSIAN LANGUAGE IN INTERNATIONAL COMMUNICATION
The phenomenon of interference is observed in the process of direct contact of two (or several) languages, more precisely, the process of direct language contacts is accompanied by interference. However, the very term "interference", which arose in physics, being transferred to the methodology of teaching a foreign language in the sense of "the inhibitory influence of the native language on the assimilation of a foreign language", does not quite correctly grasp the essence of the linguistic phenomenon. From a methodological point of view, interference is a negative phenomenon (in terms of mastering a second language), but it is objective and inevitably arising as soon as multilingual groups enter into active contacts.
This phenomenon is most obvious in the process of teaching a second language: it emerges on the surface of someone else's speech of a native speaker in the form of a kind of product - obvious speech errors, qualified by native speakers of the target language as a violation of language norms2. But the results of interference may be less noticeable than a speech error. They can have a positive value in assessing the processes of interaction between two (or more) contacting languages3.
The foregoing equally applies not only to the contacts of two different systemic languages, but also to the processes of interaction of closely related languages ​​and, to the same extent, to the contacts of a language (taken as the basis of the literary one) with its dialects, as well as dialects with each other4. The phenomenon of interference, as evidenced by numerous studies, is possible at any language level: lexical-semantic, phonetic-phonological, grammatical, derivational, and even extremely formal - graphic. What is interference? The answer to this question depends on the researchers of what field of knowledge, associated with the science of language, deal with the problem of bilingualism - linguists, specialists in linguodidactics or psychologists. In one, initial position, they are all in solidarity: interference is a phenomenon that occurs when two languages ​​collide, interact.
Linguists see the roots of interference in the very mechanism of language. Interference, considered in the linguistic aspect, is a phenomenon of the interaction of structures and structural elements of two languages ​​in the process of communication of a bilingual population. A similar definition can be given by considering interference at the level of language and speech. Some studies put an equal sign between the phenomena of interference and borrowing. However, these phenomena are not only different, but in many respects directly opposite.
Some specialists in the field of linguodidactics, considering this problem in relation to the tasks of teaching Russian as a second language, are not inclined to see the language aspect in it outside the problems of methodology. Understanding interference as the transfer of knowledge, skills and abilities by schoolchildren, students from their native language to the student, they argue that "... at the stage of learning, interlingual interference, being an accessory not to the language system, but to speech activity, acts as a negative transfer, with which it is necessary fight, because he delays the teaching of the Russian language ... ". Others, studying interference in a methodological aspect, see it as "an erroneous identification and transfer of phenomena from the area of ​​​​the native language (source language) to the area of ​​\u200b\u200bthe language being studied (language - receptor) or the transfer of relations between elements from one system of language to another through the" third system "(intermediate)," different from both the native and the target language, which finds its real expression in the mistakes of students. "In the latter case, the interaction of language systems in teaching a second language is considered as the interaction of oppositions.
Scientists interested in the problem of interference in psycholinguistic terms proceed from the basic assumptions of the theory of language acquisition, the theory of speech communication, in particular, the generation of speech utterance. Interference is perceived by them as a phenomenon that accompanies the interaction of two language systems in the mind of a bilingual, as "a violation of the rules for correlating contacting languages, which manifests itself in his speech as a deviation from the norm." However, extremely opposite and intermediate points of view on this phenomenon are possible. Thus, some people, as "interference" material, study vocabulary borrowed from one language by another as a result of ethnic contacts between peoples and the interaction of their languages, and then subjected to full or partial adaptation in the borrowing language. Thus, the term "interference" is more accurately interpreted by those linguists and psychologists who use it to refer to the results of the interaction of languages.
No matter how the phenomenon of interference is considered, it is easy to see that the focus of researchers is the same - "contact" - language material, which they operate, proving their theoretical premises, and which gives reason to deal with the problem of interference. Such material reveals facts of violation of linguistic norms, rules, patterns of one of the contacting languages ​​under the influence of another. It is important to emphasize that these violations, changes in norms are not spontaneous, not chaotic - they are clearly directed in the nature of assimilation to the norms, rules, patterns of another language.
1.1. The protective function of the language
The language norm has a protective function of the language. “Outside of commonality in a certain language community, the existence of the language itself is unthinkable ... What is not in the language itself, its system or structure, is a violation of the norm, makes communication difficult or even impossible. The language itself is the norm ... "5. Laws, rules, structural-grammatical, semantic, stylistic patterns of the language system and its functioning, which are directly or indirectly expressed in the language norm, underlie the protective function of the language, ensuring its ability to be unified, stable, but not closed, constantly developing, improving a system that protects itself from erosion, destruction, extinction.
The protective function cannot be considered as a certain property of the language in isolation from its speakers, the society that it serves. Native speakers create it whenever they begin to communicate. Every time a person (realizing or not realizing, depending on the situation of communication), realizing the possibilities of the language structure, thinks how to express his thought more correctly, i.e., he discovers the desire for a linguistic ideal. The protective function of the native language as a relatively independent mechanism and the protective language function of society constitute a dialectical unity. It has long been noted that "the norms of a language are not developed by science; they exist objectively and arise long before the appearance of dictionaries, grammars, the science of language itself, that "the normativity of literary communication is by its very nature an intralinguistic phenomenon ..." Based on this, the norm is considered as one of the most important conditions for stability, unity and identity national language, its viability.
When two or more languages ​​come into contact, their protective functions collide, language norms enter into a "confrontation", the phenomenon of interference - assimilation arises: the norm of one language seeks to subjugate the norm of another language. The results of this "confrontation", assimilation can be different at different levels of language and speech and depend on many linguistic and extralinguistic factors. In the speech of learners of a second language, this confrontation acts as a confrontation of "unequal forces", since elements of a foreign language system that are not comprehended by them as a whole invade the language experience of students. In the mind of a monolingual personality, the protective function of the native language is triggered, the language norms of the native language tend to liken themselves to the norms of the language of the student: the Kazakh student says: The days go by quickly and do not notice his mistake, since this sentence is completely correct from the point of view of the native language of the Kazakh and corresponds to Kazakh model Kunder tez otin zhatyr. The Russian sentence is built on the model of the Kazakh one, where the verb is placed in the last place (gravitates towards the end of the sentence), firstly, and, secondly, it has the form of singular. numbers, which corresponds to the Kazakh norm. Compare: a person is walking - adam kele zhatyr; people go - adamdar kele zhatyr.
1.2. Non-native language teaching system
Languages ​​come into contact when people, nations come into contact. It took entire historical periods of contact between peoples and their languages ​​in order to form the very system of teaching a non-native language. But regardless of these historical periods, a native speaker encountered the phenomenon of interference as soon as he tried to understand and master the language of another people - the protective function of the native language, inherent in its very nature, stood in the way of mastering "foreign". The science of language, and even more so of bilingualism, appeared much later than the era when speakers of different languages ​​began to enter into close contacts. The person making contact could not, of course, compare native and foreign languages ​​at the level of scientific consciousness. On the one hand, a person unconsciously strives to reject a foreign language, in connection with the protective function of his native language. On the other hand, there was a need for communication (interest, for example, in trade), and a conscious "attraction" to the neighbor's language, a desire to listen to it, to understand the relationship of linguistic elements. Foreign words were introduced into the native language. In view of the phonetic and phonological differences of the contacting languages, these borrowing words through oral speech could be adopted in such a phonetic form (in that sound shell) as perceived by the linguistic consciousness of native speakers (i.e., already likened to a system of native sounds), and with over time, become even more like and completely lose their original appearance and inner form of the word. The phenomena of interference and borrowing are closely related to each other, but they represent the unity of opposites, the unity of the two polar tendencies of the existence of the language - the trend towards sustainability and the trend of development, enrichment. The word is borrowed despite the action of the protective function, but if there is a need for it, the language "does not prevent" the entry of the borrowing, but immediately adapts it, likens it to its own norms and rules (if the borrowing, for some reason, is not completely likened, then it replenishes the exceptions from the rules of the native language or qualifies as a foreign word, a foreign "interspersed"). As language contacts develop, a bilingual language environment is formed, the active interaction of two languages ​​begins in different types and forms of speech, different in their genre and stylistic differentiation. "Assimilated" linguistic elements (meaningful and formal), established in the native and Russian speech of the bilingual population as a norm or a variant of the norm, can "settle", gain a foothold in the native language systems of the contacting peoples. However, this takes time: the norm is changeable only in time: Let's compare Russian Tourism - the best vacation and Kazakh Tourism - tamasha demalys. The Kazakh sentence is an exact copy (tracing paper) of the Russian one, and if we consider this construction from the point of view of the original norms of the Kazakh (Turkic) language, then the influence of Russian syntax is found in its construction.
Borrowing is not a direct result of interference, but its extreme case, when the language not only likens a foreign language element, but also "appropriates" it over time.
The phenomenon of interference in the conditions of national-Russian bilingualism is found not only in the speech of the bilingual population. Language contacts do not close in this area of ​​communication, but spread as linguistic interaction in fiction (in Russian-language works of national writers, in particular), in periodicals (in particular, Russian-language) press, in the language of mass communication, etc. It is clear that here the interference does not make itself felt as clearly as in the speech of the bilingual population, since we are dealing directly (cinema, radio, television) and indirectly (book, newspaper, magazine) with the author - a native speaker in his literary form- a writer, journalist, speaker, i.e. a person who is fluent in the language and consciously adopts its protective function, protecting its literary norms. Interference may be in these cases not at all noticeable to the ear and eye of an ordinary listener, a non-specialist reader in the field of linguistics. If we subject the Russian-language fiction works of a national author to linguistic analysis, then, first of all, cases of interference will be revealed in terms of conceptual, semantic, stylistic, since "Russian-language fiction, represented by the works of national authors, is not only the sphere of use of the vocabulary of the languages ​​of the peoples of Russia , but also the sphere of direct conceptual, semantic, semantic and stylistic contacts between the words of the Russian language ... and the words of national languages ​​... ".
However, the interaction of languages ​​is observed not only in vocabulary, but also at other levels of the language system - structural-grammatical, word-formation, as well as at the levels of structure, coding and segmentation of a literary text. These issues of interaction between Russian and national languages ​​in the field of fiction remain untouched by researchers and are awaiting their resolution.
Examples of the phenomenon of interference at the semantic, structural-grammatical and word-formation levels of language systems in the Russian-language works of national authors can be the following sentences and cases of word usage from the Russian-language story of the Kazakh writer Satimzhan Sanbaev "When They Thirst for Myth".
(1) Five years later they arrived, I look - other guys are completely different. They also listened and recorded. These worked even faster, they did everything on the go; (2) And already there was a loud inviting neighing, and a stallion with a long body galloped towards the hill, towards the school dispersing towards the sun; (3) Another guard post appeared, both light-mounted warriors, frozen at the tower, hastily bowed; (4) He rode into the rocks not far from the familiar sandstone, behind which a stream flowed; (5) The temple was carved into the rock, and it appeared to the eye in its entirety: a cruciform plan with an enfilade solution of rooms that were clearly not symmetrical and not the same, but somehow organically connected with each other.
In the first example, interference is seen in the fact that the Kazakh word order in a sentence affects the Russian word arrangement, and this determines the setting of verb-predicates at the end of the sentence, which corresponds to the norms of the Turkic language. In the second and third examples, the interference phenomena are more obvious: a stallion with a long body galloped, both light horse warriors. The interference here is quite complex, because in this case linguistic elements of different levels interact ("fight"): grammatical, semantic, word-forming, and is due to such a difference in Russian and Turkic languages ​​as the absence of prepositional case forms in the latter - the presence of postpositions in them, which are not always equivalent to Russian prepositions. The following point should also be kept in mind: a sign inherent in the object itself (an old person), and a sign transferred to an object from another object (a man in a hat), in the Kazakh language have their own peculiarities of grammatical expression: if Russians say: a room with green walls , but the Kazakhs will say literally: a green-walled room.
A strict distinction between a sign inherent in the object itself and a sign "mediated" by another object is emphasized in the Kazakh language by the use of the verb bar ("there is, there is") or its non-use: a person with black eyes - in the Kazakh language kara kozdi adam; but: a man with a child - balam adam bar. The ambiguity of the preposition -s- in Russian also contributed to the emergence of an interference construction galloping a stallion with a long body, in which there is ambiguity: possible syntagmatic articulation - a stallion with a long body; jumped with a long torso. The phrase light-horse warriors is also unusual for the Russian language: it is outside the productive implementation of the word-formation semantics of the Russian language (compare: light-winged bird, but unused: light-duty driver); similar word formation of the author became possible under the influence of the Kazakh analogy (compare: also: city of yellow stone - yellow-stone, thick-grass meadows) in Russian, the history of the emergence of the phrase white-stone Moscow is of interest.
In (4) example, interference in combination with rocks he entered could arise not only because there is no preposition in the Kazakh language, but also because, apparently, the author uses the word rock (rocks) in a broader sense than " stone cliff with sharp ledges", which is confirmed in the further text of the story: - And I want to see the rocks - Becket twitched, turned his head around, as if trying to immediately see the mountains. In (5) example, and he appeared to the gaze, the whole result of interference is felt in what would be "more Russian" to say: and he all appeared to the gaze, or, if we leave the author's arrangement of words, it is necessary to add a clarifying word - the whole adverb (compare: On the same day, it became known that the entire archery regiment of Lavrenty Sukharev had gone to Troitsa). However, in the Kazakh language, Russian words whole and whole can be transmitted by one lexeme - bukil (probably, in the mind of the bilingual author, the meaning of the word entirely - "in full composition, volume" was organically included in the meaning of the word all - bukil).
The use of national vocabulary in this Russian-language story speaks of the artistic and visual goals pursued by the writer. However, in the systems of concepts of the two languages ​​there are certain discrepancies hidden in the nationally specific elements of the semantic content of the native language, which the author, as a native speaker of the Kazakh language and a representative of the Kazakh people, seeks to preserve in the language fabric of the story: "Damask steel looked around. The herdsmen lived simply. Through the lattice kerege could be seen folded on a zhatagash - a wooden stand - blankets and pillows; the necessary utensils were laid out on a wooden shelf, next to it stood a kebezhe - a chest for dishes.
1.3 Degree of interference
The degree of interference phenomena, the results of the confrontation of norms, rules, patterns of elements of language systems at different levels, seeking to liken one another, depend on many factors. First of all, it should be noted that languages ​​belong to different language families (groups) or to one, closely related one. If the linguistic elements of one system are generally similar to the elements of another and have minor differences at known language levels, then these differences and differences will serve as the basis for the emergence of interference and determine its results. Similar linguistic elements, rules, patterns and norms, according to which they are built and function, cannot cause interference, i.e. they do not conflict and do not liken each other.
It is hardly possible in practice to calculate, on the basis of a contrastive analysis of the levels of two language systems, all "probable manifestations of interference that occurs as a result of the contact of languages", the so-called field of potential interference. However, the study of this field based on the study of similarities and differences between the levels of two language structural and grammatical systems, the further development of a second language teaching methodology, taking into account the results of a comparative analysis, the creation of interference dictionaries and reference books seems to be a promising enterprise.
The specific results of the interference of Russian and national languages ​​are also determined by the social ethnolinguistic conditions of language interaction: whether it occurs in a bilingual (multilingual) environment or in the absence of a Russian speech environment, what is the national and ethnic composition of a given language region (whether there are dialects or subdialects in it), and what specific area of ​​communication are considered language contacts, what is the age composition of the bilingual population, its educational qualification, the degree of proficiency in the native and Russian languages. This is especially important when analyzing the phenomena of interference in the speech of schoolchildren of national schools and students of national universities studying the Russian language. It is here, in the sphere of the formation of national-Russian bilingualism, through the confrontation of two language systems in the minds and speech activity of students, that the mastering of the Russian language, the knowledge of the new takes place. It is likely that the mastery of any second natural language passes through the interference barrier. Therefore, even from a methodological point of view, interference should be seen in a positive direction.
In the living Russian speech of native speakers of the native language, interference can be detected at several levels of the language system at once (and the likening of one language element can cause a change, a violation of the norm of another language element) and be aggravated by a speech error that is not related to interference.
Let us trace this on the analysis of the written speech of a Kazakh who graduated from an agricultural institute. The informant studied at a Kazakh school with a native language of instruction (correspondence with him for several years served as informative material). In the sentence of the Kazakh Hello from Alma-Ata Yerlan to his friend, you can only see speech errors, due to insufficient knowledge of the Russian language, however, this phrase hides the phenomenon of assimilation of syntactic models. The sentence is modeled on the Kazakh model, where the possibility of setting an indirect object before a direct one corresponds to the norm of the native (Turkic) language, in which the syntax, as they say, is left-sided (indirect object? direct object? verb-predicate).
In the statement A, everything is fine in Alma-Ata and there is no change, there is no error due to the fact that the definition-adjective (pronoun) does not change in the Kazakh language. The informant does not change it in the Russian sentence either. The incorrect use of case inflections is the result of insufficient knowledge of the Russian language. Moreover, in this case, the informant's mistakes do not affect the perception of the meaning of the statement by the addressee, i.e., they are not communicatively significant.
In the indefinite-personal construction of the informant: And they [comrades] will probably be taken away (instead of being taken away) to Moscow, the verb is used in the singular of the 3rd person instead of the plural - there is an assimilation of the form of the native language, since the verb is used in the same type of Kazakh construction in the singular: Olardy mumkin Moskvara alyp ketedi.
In the sentence And here [at Medeo], famous athletes so-called, E. Hayden, K. Boucher, D. Oglobin, N. Petruseva, V. Kozlov and others, the so-called stable expression was used incorrectly. The Russian use of this phrase in the sense of 1) "as they usually call it" and 2) "to express an ironic or negative attitude towards someone", as we see, is excluded by the context of the sentence. We observe here a kind of lexical confrontation, since the so-called, when translated into Kazakh, loses its phraseological meaning. To convey information in Russian, a bilingual selects adequate words of one semantic group and uses a phraseological unit not in a generalized, but in a direct, immediate sense ("that's what they are called").
Similarly, there is a contamination of two Russian phrases (only at the grammatical level) in the following statement of the informant: He was my real friend. It is known that in such sentences with coordinated main members, it is allowed to replace the nominative case of the name in the composition of the predicate with the instrumental case: He was my real friend - He was my real friend. In the mind of a bilingual, these two grammatical variants seem to intersect, and a third variant is found in writing - in violation of the rules of agreement. Contamination of two (several) Russian phrases is a fairly common occurrence in the Russian speech of bilingual Kazakhs. It is exacerbated by the absence of prepositions in the Kazakh language, their ambiguity in Russian, which is quite difficult for Kazakhs to learn: Teachers constantly thanked [us] and showed us by example from others (contamination of expressions: set an example, show an example, distinguish from others).
The fact that violations of the norms in mastering the Russian language are clearly directed in the nature of assimilation to the norms of the native language is evidenced by "interference errors" in the Russian speech of junior and senior non-Russian schoolchildren in the Turkic-speaking region.
An analysis of errors in the Russian speech of the Turkic-speaking population indicates that the phenomenon of interference is due to the specifics of the native language. In sentences (1) The girl has an apron of blue color; (2) Where the plane lands, students' mistakes all run there, as it seems at first glance, caused by the absence of the category of gender in their native language (apron) or ignorance of the meaning of Russian words (-there- instead of -there-). However, this is not so - the errors here are due to the specifics of the grammatical categories and the peculiarities of the lexical system of the Turkic language. In (1) the sentence, the presence of words in the girl, containing an indication of a specific object, requires a certain case form - the genitive concrete. By analogy with this requirement, the student puts the wrong formation of the verb form, which is also found in the speech of Russians. In (2) the sentence misspelled the word there. In the Kazakh language, its meaning is conveyed by the sonda lexeme, which combines the meaning of "there" (sonda - "there", "there"); there is a false identification of the meanings "there" and "there".
It seems interesting to identify and classify errors in the Russian speech of bilingual Kazakhs, due to the peculiarities of expressing the forms of plurality and the category of number in the Kazakh language (as well as other Turkic languages), which leave their mark on the assimilation by the Kazakhs of the forms of expression of the categories of number and the concepts of plurality of the Russian language. The family has moved. The word family contains the concept of plurality "husband and wife, parents with children" (this is not one person, but two or more) - therefore, the Kazakh coordinates this noun with the meaning of plurality with a plural verb.
It is curious to note that some mistakes in the Russian speech of Kazakhs who begin to learn Russian resemble the "incidents" of Russian children's speech: She lived a happy life. Here, there is an insufficient awareness of the segmentation of Russian words into morphemes. Like Russian children, Kazakh students form peculiar occasionalisms. And, finally, in the Russian speech of schoolchildren in the Turkic-speaking region, such errors are recorded that are determined by the rudimentary facts of the language: What flies over the mountains? - Birds fly over the mountains. Kazakh interrogative word kim! ("who"?) is used only in relation to a person, and not? ("what"?) - in relation to everything except a person. Therefore, the question - What flies over the mountains? - is correct from the point of view of a Kazakh.
2. PROSODIC INTERFERENCE
The assimilation of foreign language speech can occur in various ways, the most common of which are: spontaneous - when an individual, getting into a foreign language environment, is forced to learn foreign language speech due to communicative needs; purposeful - when an individual, in isolation from the natural foreign language environment, assimilates foreign language speech in educational institution. However, with any form of studying foreign language speech, its assimilation is possible only in the process of communication between individuals who speak and study the language. Therefore, when developing methods for teaching a foreign language, it is important to understand how oral communication occurs and what language processes it is accompanied by.
Verbal communication between interlocutors appears to us as a kind of speech-generative unity (of articulatory and prosodic fields), consisting of three main components:
1) verbal, bearing the main communicative load;
2) paralingual, accompanying the speaker's speech with gestures, facial expressions, non-verbal sound production (laughter, crying, coughing, etc.);
3) situational, which is the environment surrounding the interlocutors and may have a greater or lesser informative load, depending on whether any of this environment is the subject of communication. In turn, the verbal message has a complex structure: it includes information about the real objective social and / or physical world in question; information about the emotional state of the speaker, his subjective attitude to the subject of the message; carries information about the experience of the speaker about the subject of the message, about the objective and subjective assessment of the phenomenon. Such three-dimensional informativity determines the multidimensionality of the structure of the verbal message6.
The words and phrases that make up a verbal message reflect those elements of the real and / or spiritual world that make up the subject of the message. We consider them as one-dimensional quantities. Morphological and syntactic relations between words reflect the temporal-spatial, causal, modal and other circumstances in which the constituent parts are located. real world; we consider them as two-dimensional quantities. The connections between sentences and their parts reflect the logical and modal relationships between the elements of the subject of the message, which, on the one hand, constitute the cognitive content of the message, and on the other hand, the expressive content. We consider cognitive and expressive relationships as three-dimensional quantities. And finally, the verbal message contains the contextual relationships that make up the text along with its content. These relationships, which constitute the message itself, are units of four dimensions. In oral speech, all the considered quantities materialize during speech production, and are respectively identified during perception. Thus, to ensure such a four-tiered structure of the ideal meaning of the message, a complex multi-tiered structure must also have oral speech, i.e. articulation-prosodic generation.
To model the mechanism of dialogical communication, we consider an individual as a bipolar unity, consisting of speech-generative and speech-perceptual fields conditionally symmetrically located around its internal axis. During communication, individuals A and A1 form a dialogic pair (A? A1)), in which the speech-generative and speech-perceptual complexes of the interlocutors are opposed around the axis of external symmetry. In such a bilaterally symmetric pair, the dialogue is a single-cycle repetition of the transmission-reception of information, where one complete cycle is divided into two stages: 1) individual A addresses individual A1 (A?A1); 2) individual A1 corresponds to individual A (A? A1). In turn, each stage is divided into two phases. At stage A?A1, individual A produces a stream of suprasegmental units in phase F1 by the speech-generative complex, which is perceived by the perceptual complex of individual A1 in phase F2; at stage A?A1, individual A1 produces a flow of suprasegmental units in phase F3, which is perceived by individual A in phase F4. This completes the full cycle of the dialogic exchange of information. However, it should be noted that effective communication is provided by a number of protective measures, the main of which is feedback. So, at stage A?A1, the flow of signals pronounced in phase F1 is directed by individual A not only through a direct communication channel to the perceptual field of the interlocutor (phase F2), but also to his own (F4), which controls and coordinates further production of speech (F1). In addition to this "internal" there is also an "external" feedback channel, expressed in the fact that forwarder A sees how the interlocutor A1 reacts to the message (paralingual component). This allows individual A to correct intonation, tempo and timbre of speech. At stage A?A1, the same processes occur, only in the opposite direction. Thus, taking into account feedback, dialogue is a polycyclic repetition of a number of simultaneously occurring communication processes.
The effectiveness of information exchange depends not only on the multi-channel communication, but also on the composition of the interlocutors. So, if a dialogic pair is made up of persons with different life experience(teacher-student), then the effectiveness of the exchange of information will have certain limitations, despite the use of a common native language by both of them. If the interlocutors are native speakers of different languages, then the effectiveness of communication will also depend on the degree of knowledge of the language of communication. However, even under the most favorable conditions, it is impossible to achieve balance (i.e., bipolar symmetry) in a dialogic pair, because each individual is unique in his experience, knowledge, mental and physical characteristics, which is reflected in his idiolect. It follows from this that bilateral symmetry in a dialogic pair is relative, i.e. in fact, the speech-generative and speech-perceptual complexes of individuals A and A1 are mutually displaced. This feature defines dialogue as a polycyclic sequence of shifting repetitions of simultaneously acting processes of direct and feedback communication. In a dialogic pair that communicates in a common interlocutor's native language, these shifts concern only the level of the phonetic (including the prosodic) field of the language. Compared with a couple communicating in a language that is not native to one of the interlocutors, it can be conditionally considered as bilaterally symmetrical, since idiolects of the same language have a common articulatory-prosodic base; idiolects of different languages ​​are different, because there are no two languages ​​with identical speech-generative bases.
In a foreign language class, the dialogue pair "teacher-student" can, in principle, be considered as a multilingual pair in which the teacher is fluent in the language being taught. This communicative situation can be expressed by the formula Aa? B-a, where A is the teaching one, representing the learning language a; C - student, representative of the language b; a - student's distorted speech. This communicative pair has the following features: 1) in relation to the taught foreign language (a) the phonetic bases of the interlocutors are shifted by an amount that distinguishes the prosodic system of this foreign (a) from the native (b) language of the student; 2) according to the prosodic bases, the prosodic fields are also displaced by some determining value of the external asymmetry between the interlocutors; 3) the poles of "bipolar" individuals and their perceptual fields are mutually displaced on the opposite prosodic fields by the same amount; 4) due to individual features, the internal symmetry axes of the idiolects of the pair under consideration are also mutually displaced; consequently, the idiolects themselves are mutually displaced around the axis of external symmetry common to both of them. In addition to external asymmetry, idiolects also have an internal asymmetry, which is partially manifested in the fact that a person is able to generate a smaller number of sound works than he can perceive. This asymmetry (i.e., external and internal asymmetry in a communicating pair) causes the phenomenon of linguistic interference, which, as studies in the field of interlanguage contacts have shown, is a universal phenomenon and operates in all cases and situations according to the same principles. It is thanks to this asymmetry that a person is able to assimilate and improve native and foreign speech.
CONCLUSION
Thus, the leading phenomenon in the process of interaction between two (or several) languages ​​is the likening of the linguistic elements of one of the contacting languages ​​to the linguistic elements of another. Assimilation is a direct manifestation of the main tendency of the process of interaction of languages ​​in bilingualism (as in other forms of interaction of languages) - the convergence of the structures of interacting languages, the establishment of a one-to-one correspondence between interacting languages.
The assimilation of the elements of one of the contacting languages ​​to the elements of another language (in other words, interference) is the result of an objective manifestation of the protective function of the native language, which is a kind of key to understanding the mechanism of language interactions, which makes it possible to identify the points of application of linguodidactic efforts in teaching the Russian language and develop the necessary recommendations.
BIBLIOGRAPHY
Berzin F.M. Golovin B.N. General linguistics. Uch. allowance. Moscow: Education, 1979.
Weinreich U. Language contacts, trans. from English, Kyiv, 1979.
Golovin B.N. Introduction to linguistics: Uch. allowance for philol. specialist. universities. Moscow: Higher school, 1983.
Kopylenko M.M., Akhmetzhanova Z.K. Phonetic interference in the Russian speech of the Kazakhs. Alma-Ata. 1984.
Ladchenko M.M. Melika G.I. The principle of action of prosodic interference. / Bulletin of the Kyiv University. No. 19, 1985.
Meiramov G.A. Ways of development of national bilingualism in non-Russian schools of the RSFSR. M.: 1979.
Pankin V.M. Russian language in interethnic communication. / Questions of linguistics, No. 2, 1986.
Reformatsky A.A. Introduction to Linguistics / Ed. V.A. Vinogradov. Moscow: Aspect Press, 1996.
Shcherba L.V. Language system and speech activity. L.: 1974.

1 Weinreich U. Language contacts, trans. from English, Kyiv, 1979. 2 Shcherba L.V. Language system and speech activity. Leningrad: 1974. 3 Kopylenko M.M., Akhmetzhanova Z.K. Phonetic interference in the Russian speech of the Kazakhs. Alma-Ata. 1984. 4 Meiramov G.A. Ways of development of national bilingualism in non-Russian schools of the RSFSR. M.: 1979. 5 Pankin V.M. Russian language in interethnic communication. / Questions of linguistics, No. 2, 1986. 6 Ladchenko M.M. Melika G.I. The principle of action of prosodic interference. / Bulletin of the Kyiv University. No. 19, 1985. 18

The work on this page is presented for your review in text (abbreviated) form. In order to get a fully designed work in Word format, with all footnotes, tables, figures, graphs, applications, etc., just DOWNLOAD it.