Interference on the synactical levels in the English-Uzbek languages

Today people of all ages learn Enflish because of the necessity in communication. Every country has its economic ties with other foreighn countries. That is why people learn English. Learning English is not so easy matter in the real world. Because every learning language has its structure and rules, according to which learners construct their sentences in order to be able to communicate with each- other.

Learners of English are different ages, and their psychology is also different. Different ages require different intractions in learning process,this is a task of psychologists. The task of English teachers are to think over how to teach learners English in order to get needed result. According to learning investigation it is known that most of the learners feel difficulties in learning English because of the language differences. English belongs to the IndoEuropean language family. Uzbek language belongs to the Altay-Turcik language family. They are different languages, That is why the sentence structures are also different. While learning English, Uzbek speaking people meet various language difficulties in constructing sentences in English. Because they already got used to construct their thoughts in their mother tongue-uzbek. Different structure leads to different forms of interferences.It is known that languaages are analyzed under the following levels: phonological, lexical and grammatical. In this article we try to compare the two language phenomena on the syntactical levelof the English and Uzbek languages, the aim of this short investigation is to show the similarity and differences of the two being contacted languages and interference in learning the target language. We use the term interference taking into account its initial meaning and its use in teaching process.

Historically the term was used on the second half of the 19th century when French scientist tried to carry out a special experiment (investigation) on the influence of the sun rays on the Earth objects when the sun rays fall on the Earth objects they break into (thin) small particles and at the result of it the sun rays mix up with each –other and the rays interfare each –other. This phenomenon was called by the scientist “interference”. Later this term was borrowed by linguists in teaching process. In dictionaries this phenomenon is explained as an interference of one thing or activity to the others, or interference of one language phenomena into other language phenomena.

One article is dedicated to the comparative analyses of two contacting languages Uzbek-English on the syntactical levels- on the word combination and sentence levels. In order to compare these language phenomena we have to make clear the terms which we use us word combinations and sentences.

One the first half of the 20th century academician as A.M.Peshkovskiy and many other distinguished two types of sentences: finished sentences and unfinished sentences.

By the term unfinished sentences they distinguished word combinations. By the term sentences they distinguishedword combinations. By the term sentence what we have sentence today which have subject-predicate relations and other parts of sentence. Practical grammar give us the terms simple un extended sentences, and simple extended sentence.

In teaching English students mostly meet difficulties in constructing sentences on all level: on the word combination levels and on the sentence level, too. While analyzing word combinational levels we have to make clear what is a word combination? How is it constructed?

To find the answers to these questions we have to look back to the history of the formation and use of the term itself. Word combinations must consist of two or more elements which are grammatically joined into one syntagm / phrase. The elements should have their meanings. Here, the opinions should be considered as word combination. The other say that the combnations of words and word combinations should be devided into separate phenomena, as the combinations of word we distinguish combinations of anyword groups, which are joined syntsgmatically in a sentence.

Having analyzed the term word combinations, combination of words, syntagmas, phrases and sentences we have to compare these phenomena in the two contacting languages English and Uzbek. The main of this article is to show the differences and these may cause interference on different levels. For example, on the phrase level:

• l.    Interferences may be interlingual and intralingual on different syntactical levels. In this article the authors try to show the interference on the sentence levels and the ways how to eliminate the mistakes connected with interference.

• 1)    Prepositional phrase- in the book in Uzbek- kitobda; in the bag- sumkada; in the room-xonada;in the street-ko’chada.

In English in the- in Uzbek –da. In English phrase there is an article and a preposition. In Uzbek there is no preposition and article. Rule for the teacher -make up a lot of phrases and their Uzbek equivalents.

2) On the blackboard-doska da

On the wall- devor da

On the floor-yer da (pol da )

On the sofa-divan da

In English on the - Uzbek – da

In English –on the=in Uzbek -ustida

-in the      -ichida

-over the   -tepasida

-under the -tagida

3)At the University= in Uzbek-Universitetda

At the office            -ofis da

At the theatre          -teatr da

At the cinema         -kino da

• So,    in the first example English –in the – is equal to the Uzbek suffix –da; in the second example –on the is equal to the Uzbek suffix –da;

In the second example English –on the is equal to the Uzbek suffix –da.

In the third example English –on the; in the; under the are equal to the Uzbek suffix –da (they all locativesuffixes).

• ll.    There are two types of declarative sentences, they are simle unextended and simple extanded sentence. If to compare, these sentences on the structural

level, then it is clear that sentences structures are quite different in two comparing(contacting)languages.

Any learner construct his/her sentences on the base of mother tongue experiences. If it is so, then there appear differences two languages. In the below examples we try to show differences and then special exercises to eliminate mistakes in constructing sentences:

Ex:

Tom works at the plant.(English)

Tom zavodda ishlaydi.(Uzbek)

Here:

• -  Tom- is the subject;

• -  Work – is the predicate;

• -    at the plant- is the adverbial modifier of place.

Uzbek:

• -    Tom- is the subject;

• -    zavodda- is an adverbial modifier of place;

• -    ishlaydi-is the predicate.

As we see this sentence structure looks like in the following order:

English:

-subject;

-predicate;

• - adverbial modifier of place.

Uzbek:

-subject;

• - adverbial modifier of place;

  -predicate;

So, Uzbek learners construct their sentences on the mother tongue base(structure)at the result of it they make mistake in constructing sentences.

As we see in the given sentences in two languages their structures are different. Any learner who is not trained properly in constructing sentences make mistakes. How they look like, for example, Uzbek learners may construct their sentences like their mother tongue structure, ex: Tom English like speak. In order to eliminate this kind of mistake, the teacher have to(make up) compose special training exercises in order to train the learners to be able to construct perfect sentences.

Exercise may be as follows:

-    to speak English -    to speak Uzbek -    to speak French -    to speak Spain -    to speak Russian -    to speak Arabic

-like to speak -like to read -like to write -like to study -like to learn, etc

I like You like He likes She likes

We like You like They like, etc

Every part of the sentence should be substituted with words belonging to the same parts of speech.

Another example: to work, in the garden, I, like, everyday.

Composing sentence: I like to work in the garden everyday.

This sentence should be devided into sintagm groups: I; like; to work; in the garden; everyday.

Then they should be organizedigmatically;

I	like	to work	in the garden	everyday
You	want	to dig	in the park	on Monday
He	has	to plant	on the field	on Sunday
She	need	to water	in the library	in the evening
It	can	to pick	in the kitchen	in the morning

The learner have to learn these words, phrases and be able to substitute each of them in order to make up sentences in a correct order. Teacher have to make up special sentences to be learnt by learners step by step. And the teachers have to explain that English sentences structure is quite different from that of the

Uzbek language structure. Uninterrupted, simultaneous work of the teacher and the learner leads to the successes in learning and teaching process.

These phenomena in learning process show their difficulties in constructing English sentences for Uzbek learners.

In order to overcome interlingual interference the teacher must to compose special training exercises in order to eliminate interlingual interferences.

Training exercises may be of various types and they should be directed to the elimination of interference in the English and Uzbek languages.