1 republic of uzbekistan ministry of higher and secondary specialised education

The list of recommended literature: 
1.Alimova M.Kh., Jilina O.Yu. Contrastive analysis of 
causativization in non-related languages.Monograph. Riga , Latvia: 
Lambert Academic Publishing .2020 
2. Аракин В. Д. Сравнительная типология английского и 
русского языков. Л., 1979 
3. Амирова Т. А. Очерки по истории лингвистики. М., 1975 
4. Буранов Д. Ж. Сравнительная типология английского и 
тюркских языков. М., 1983 
5. Буронов Ж. Инглиз ва ўзбек тиллари қиёсий грамматикаси. 
Тошкент, 1973 
6.Barkhudarov L.S. A linguistic theory of translation.M.,1975 
7. Гальперин И.Р. Очерки по стилистике английского языка. 
М., 1958 
8. Городецкий Б. К проблеме семантической типологии. М., 
1969 
9. Жалолов Ж. Чет тил укитиш методикаси.Тошкент,1996 
10. Rasulova M.I., Shukurova Z.I. Comparative typology of 
English, Uzbek and Russian languages. Tashkent, 2017 
11. Рецкер Я.И. Теория перевода и переводческая 
практика.М.,1974 
12.Успенский Б.А.Принципы структурной типологии.М.,1962 
13.Юсупов У.К. Теоретические основы сопоставительной 
лингвистики.Ташкент,2007 
14.Yusupov U.K. Comparative linguistics of the English and 
Uzbek languages.Tashkent, 2013 
 
 
 
 
 
 

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12. IMPORTANCE OF COMPARATIVE TYPOLOGY IN 
OVERCOMING NATIVE LANGUAGE INTERFERENCE IN 
THE PROCESS OF TEACHING EFL 
 
Plan: 
1.Native language interference on the morphological level of the 
language 
2.Native language interference on the syntactical level of the language 
Basic concepts of the subject:
 
 
Inflected character, suppletive means, zero morpheme, 
agglutination, fusion, synthetic, analytical, characteristic feature, 
stylistic colouring, fixed word order, free word order, minimizing 
harmful interference. 
 
The inflected character of the Germanic and Russian languages and 
the fact that the pure inflected Old English language is inclined to be 
analytical in Modern English the Uzbek English learners make the most 
common mistakes in their speech as there is a great difference between 
English and Uzbek phonology, morphology and syntax. Uzbek English 
learners’ mistakes in their speech usually occur in word order, sentence 
patterns and in the ways of expressing syntactic relations among the 
words in the sentence. 
English and Uzbek languages can be compared for theoretical and 
practical purposes. Comparison of English and Uzbek languages for the 
practical purposes is the most topical issue as in the century of 
globalization the role of English language as the leading means of 
intercultural communication is rapidly increasing. 
Everyone needs to learn English so that he\she should get in touch 
on an international level, which paves the way for developing our 
country in the fields of economy, science, technology, and demonstrates 
to the world the privileges of the Uzbek mentality, customs, traditions, 
Islamic religion, culture, history and science as well. 
Knowing English and speaking this language perfectly not only 
contributes to the international ties of the country, it also improves 
smooth communication among academic communities. Nowadays, 
knowing English is performing the function of the bridge among the 

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academic and scientific researchers from all corners of the world. 
Knowing English, the youth of our country enjoy great opportunities in 
gaining access to the most developed countries of the world in the fields 
of culture, sport, science and technology. 
Language interference is one of the current problems in foreign 
language teaching. This manual will help the students to the 
constructive analysis of non-related languages and to teach their 
English-learning pupils in future, ways of liquidating errors and 
overcoming interference mistakes. As the language learning opens the 
door for interaction between people and nations, the learning of foreign 
language faces with many errors especially for a learner of a new 
language. A learner of a new language consciously and unconsciously 
transfers structural patterns of an already acquired language into a new 
language. These structural patterns from other languages may constitute 
errors in the new language and may be unacceptable. This type of errors 
is considered to be linguistic interference. Language interference can 
either be positive or negative and can be from a mother tongue, or a 
second language or another foreign language. This manual gives the 
chance of analyzing the interference errors made by Uzbek English 
learners in acquiring the English language. The special attention is paid 
to contrastive analysis of non-related languages , ways of liquidating 
errors and overcoming interference mistakes. The aim of the manual is 
to improve the quality of language knowledge and its transformation 
into language competence. 
Applied linguistics is a branch of linguistics mediating between 
theory and practice concerned with solving the problems of interference 
in learning the foreign language. 
Comparative typology deals with comparing languages of different 
systems and with defining similarities and distinctions in language 
phenomena. At the same time the comparative typology studies 
interlanguage correspondence and interlevel synonymy among 
languages compared. Besides, comparative typology proposes ways of 
liquidating negative influence of one language in the process of learning 
a new one. In the process of teaching a foreign language the teacher 
should explain his/her learners positive and negative influence of their 
native language. Interference exists in all levels of the language, that is 
in phonological, morphological, syntactical and lexical levels of the 
language. If the pupils know the phonological, morphological, lexical 

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and syntactical levels of their native language consciously it will be 
easy for them to liquidate the interferences they come across in the 
process of learning a foreign language . 
The teachers of the English language of our country need to work 
out new mechanisms of teaching the pupils to acquire English perfectly 
so that they should be able to demonstrate our country’s rich culture, 
historical heritage to the world by translating Uzbek literature and 
academic works of our national scholars and ancestors. 
Uzbek English learners usually make mistakes 1) in agreement of 
the predicate with the subject, 2) in sequence of tenses where the pupils 
should know the certain dependence of the tense of the verb in a 
subordinate clause on that of the verb in the principle clause which does 
not exist in the Uzbek language, 3) in using the indirect speech where 
in contrast to direct speech, in which the exact words of the speaker are 
given, indirect speech is a form of utterance where these words are 
reported, 4) in using compound nominal predicate (in Uzbek simple 
nominal predicate is used), 5) in using one-member and two-member 
sentences (while expressing natural phenomenon, distance and time), 
6) in expressing the category of person and number in verbs which does 
not exist in the structure of the English language, 7) in using reflexive 
pronouns after some verbs which destroy the meaning of the sentence 
in English, 8) in using English tense forms as they greatly differ from 
the Uzbek tense forms where the grammatical meaning is mostly 
expressed by the agglutinated affixation, while in Modern English one 
or more auxiliary verbs are used in combination with the notional verb 
in order to express the concrete tense form (besides Present Simple and 
Past Simple), 9) in rendering the Uzbek extended attributes into 
English, etc. 
There are some interferences depended on the native language of 
pupils, for example, in the English and German languages there exists 
the usage of the article before nouns which does not exist in the native 
language of the pupils: a book – kitob (biror xil kitob, bitta kitob); the 
book – bu kitob (aniq bir kitob). 
The inflected character of the Germanic and Russian languages and 
the fact that the pure inflected Old English language is inclined to be 
analytical in Modern English, the Uzbek English learners come across 
some difficulties such as: 

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In German
In English 
Ich bin student
I am a student 
Du bist student
You are a student 
Er ist student 
He/She is a student 
In Tadjik
In Uzbek 
Man student astam 
Men studentman 
Tu student asti
Sen studentsan 
O‘ student ast
U student 
Given above examples show that in the structures of the German, 
English and Tadjik languages (Indo-European languages) the 
compound nominal predicate consists of the link verb and the 
predicative (being expressed by all parts of speech besides the verb). 
The link verb in these languages in order to express the grammatical 
meanings of person, number and tense changes its sound structure 
completely, that is by suppletive means: in German the link verb