BRIDGING THE LINGUISTIC DIVIDE: A METHODOLOGICAL FRAMEWORK FOR MITIGATING NATIVE LANGUAGE INTERFERENCE IN ENGLISH ACQUISITION AMONG UZBEK SCHOOLCHILDREN
Abstract
As Uzbekistan accelerates its integration into the globalized world, English language proficiency has become a cornerstone of its national educational reforms. However, teaching English to Uzbek-speaking schoolchildren presents unique linguistic challenges, primarily due to "negative transfer," or native language (L1) interference. Because English (an Indo-European language) and Uzbek (an agglutinative Turkic language) possess fundamentally different morphological, syntactic, and phonological structures, learners frequently project their L1 rules onto the target language. This analytical article explores the root causes of Uzbek-English interference and proposes a comprehensive, evidence-based methodology to mitigate these challenges in primary and secondary educational settings.
References
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