PROBLEMS OF INTERFERENCE IN TEACHING ENGLISH AS A SECOND FOREIGN LANGUAGE IN HIGHER EDUCATION INSTITUTIONS

Abstract

The article is devoted to the problems of interference at the phonetic level in the teaching of English as a second foreign language in institutions of higher education. In the study, interference is interpreted as the interference of elements of one language system into another during language contact. The purpose of the study is to reveal the influence of German as a first foreign language on the study of English as a second foreign language at the phonetic level. It has been proven that the result of this intervention can be both negative and positive, contributing to adequate translation and mutual understanding. The attention of the authors of the article is mainly focused on the phenomenon of negative interference at the phonetic level, its prediction and prevention. In order to overcome this phenomenon, the article proposes to use interlingual comparisons and verbal explanations of difficult situations. The authors of the article suggest that taking into account the interference factor when learning English as a second foreign language makes it possible to prevent errors, reduce their number and thereby facilitate the learning process, which meets the objectives of intensifying the educational process. It should be noted that all the cases of phonetic interference of the English and German language systems listed in the article are typical, as a rule, for the initial stage of teaching a second foreign language, and that as students develop stable correct pronunciation and speech construction skills, these manifestations of interference are gradually forced out of speech of students at an advanced stage. The authors of the article believe that an integral task of a teacher is to teach students to work on the features of not only the language being studied, but also on the coinciding elements of the systems of the two languages being studied.