THE ROLE OF INTERFERENCE IN THE PROCESS OF LEARNING GERMAN AS A SECOND FOREIGN LANGUAGE AFTER ENGLISH.

О В Поздняков

Abstract


The article dwells onthe processes of interlingual interferenceby learning German as a second languageafter English. The author analyses theworks of domestic scientists concerningthis issue. German is now an importantdiscipline in high school of Ukraine becauseof prospects of its use for economic,cultural and educational purposes. Bylearning two foreign languages the skillsin the first foreign language influence theprocess of acquiring the second foreignlanguage. This phenomenon is defined asinterlingual interference. Specificity ofsimultaneous (consecutive) learning Germanand English is determined by theirclose genetic relationship. It is noticeableboth at the level of vocabulary and byusing certain grammar constructions. Onthe other hand, existing lexical andgrammatical differences in aforementionedGermanic languages cause difficultiesfor learning some topics. Most vocabularyin both foreign languages is quite different.Grammatical interference is mostcommon at the initial stage of learning thesecond foreign language. The frequency ofinterference occurrence is determined bythe level of knowledge of native language,the level of acquisition of the first foreignlanguage, time interval between the periodsof learning both languages. In thisrespect, it should be mentioned that experienceacquired during learning the firstforeign language is a positive factor forreducing the number of errors by learningthe second foreign language. The articlesingles out effective ways for overcominginterlingual interference. Thus, a teacherhas to combine demonstrating commonelements of both foreign languages withemphasizing their distinctive features.

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