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DOI: h ps://10.5281/10.5281/zenodo.17686082
DIALECTAL INTERFERENCE IN LEARNING ENGLISH AMONG
UZBEK-SPEAKING STUDENTS
Abdulxaye a Ma unabonu Mu odjon qizi
Teache a Kokand Uni e si y
ANNOTATION
This a icle examines how egional Uzbek dialec s in e e e wi h English
language acquisi ion among Uzbek-speaking s uden s. I explo es phonological,
lexical, mo phological, and syn ac ic ans e , emphasizing how dialec -speci ic
linguis ic habi s a ec p onuncia ion, g amma , ocabula y, and p agma ic
compe ence.
Keywo ds: Dialec al in e e ence, Uzbek dialec s, English acquisi ion,
phonological ans e , sociolinguis ics, lea ne a ia ion.
АННОТАЦИЯ
В данной статье рассматривается, как региональные узбекские диалекты
влияют на процесс освоения английского языка среди узбекоязычных учащихся.
Анализируются фонологический, лексический, морфологический и
синтаксический перенос, при этом подчеркивается, как диалектно-
специфические языковые привычки отражаются на произношении,
грамматике, словарном запасе и прагматической компетенции.
Ключевые слова: диалектная интерференция; узбекские диалекты;
освоение английского языка; фонологический перенос; социолингвистика;
вариативность обучающихся.
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ANNOTATSIYA
Ushbu maqola o‘zbek she ala ining ingliz ilini o‘ ganish ja ayoniga qanday
a’si ko‘ sa ishini ahlil qiladi. Unda one ik, leksik, mo ologik a sin ak ik ans e
misolla o qali o‘qu chila ning ala uzi, g amma ikasi a p agma ik
kompe ensiyasiga a’si i yo i iladi.
Kali so‘zla : She a iy in e e ensiya, o‘zbek she ala i, ingliz ilini o‘ ganish,
onologik ans e , so sioling is ika, o‘qu chi a qla i.
In oduc ion.
Uzbek-speaking s uden s o en come om a ich apes y o dialec al
backg ounds, each wi h i s own unique sounds, exp essions, and g amma ical pa e ns.
This di e si y is a beau i ul e lec ion o he Uzbek language’s dep h, bu i can also
shape he way s uden s app oach lea ning English. When hey speak o w i e in
English, he pa e ns o hei na i e dialec s some imes su ace, sub ly in luencing
p onuncia ion, sen ence s uc u e, o wo d choice.
Fo ins ance, a s uden om one egion may consis en ly p onounce ce ain
English sounds di e en ly because hei home dialec lacks an equi alen , while a
s uden om ano he egion may use g amma ical s uc u es in English ha mi o
hei na i e speech. These in luences a e no signs o laziness o lack o abili y hey
a e na u al byp oduc s o he b ain ying o map a new language on o he amilia
pa e ns i al eady knows.
Recognizing hese dialec al in luences is c ucial o eache s and pee s alike.
Wi h unde s anding and a ge ed suppo , s uden s can g adually o e come pe sis en
e o s, e ining hei English p onuncia ion and g amma wi hou eeling ha hei
na i e dialec is “w ong” o in e io . In ac , emb acing s uden s’ linguis ic
backg ounds as a ounda ion o lea ning can make he jou ney o acqui ing English
mo e ela able, empowe ing, and ul ima ely mo e success ul.
1
1
B own, H. D. (2007). P inciples o Language Lea ning and Teaching.
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Li e a u e e iew.
In e language heo y, ans e s udies, and sociolinguis ic pe spec i es o e
aluable insigh s in o how a lea ne ’s na i e dialec in luences hei English
acquisi ion. These amewo ks help us unde s and ha language lea ning is no jus
abou memo izing ules i is a complex p ocess shaped by he pa e ns, sounds, and
s uc u es s uden s al eady know.
When Uzbek-speaking s uden s lea n English, elemen s om hei home dialec s
o en “ ans e ” in o hei new language. This p ocess, called nega i e ans e , can
lead o sys ema ic e o s in p onuncia ion, g amma , o wo d usage. Fo example,
ce ain sounds o sen ence s uc u es ha exis in a s uden ’s dialec may no exis in
English, causing hem o p onounce wo ds di e en ly o cons uc sen ences in ways
ha sound unusual o na i e speake s.
1
Impo an ly, hese e o s a e no andom; hey ollow p edic able pa e ns ha
e lec he s uden ’s linguis ic backg ound. Unde s anding his helps educa o s see
hese mis akes no as ailu es, bu as na u al s eps in he lea ne ’s jou ney. By
ecognizing he ole o dialec , eache s can p o ide a ge ed suppo ha espec s
s uden s’ linguis ic iden i ies while guiding hem owa d clea e , mo e accu a e
English. In his way, he in e play be ween a s uden ’s dialec and English becomes
no a ba ie , bu a oadmap o e ec i e language lea ning.
Resea ch me hodology.
Phonological di e ences a e one o he mos no iceable ways ha a s uden ’s
na i e dialec can in luence hei English. Fo Uzbek-speaking lea ne s, his can show
up as owel a ia ion, whe e ce ain English owel sounds don’ exis in hei home
dialec s, leading o sub le o e en s iking di e ences in p onuncia ion. Consonan
subs i u ion is ano he common ea u e, whe e sounds in English a e eplaced wi h he
closes equi alen s om he lea ne ’s dialec . In ona ion pa e ns he melody and
1
Mahmudo , N. (2005). O‘zbek ilining dialek ologiyasi.
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hy hm o speech can also di e , some imes making English sen ences sound la o
unusually “sing-songy” o na i e speake s.
1
Beyond p onuncia ion, dialec al in luences ex end in o ocabula y, g amma , and
sen ence s uc u e. Lexical choices may e lec wo ds o exp essions common in a
s uden ’s egional dialec , while mo phological and syn ac ic pa e ns how wo ds a e
o med and sen ences a e s uc u ed can shape how English sen ences a e p oduced.
Fo example, a lea ne migh ca y o e wo d o de o e b conjuga ion pa e ns om
Uzbek in o English, c ea ing sen ences ha a e g amma ically “o ” bu en i ely
consis en wi h hei na i e dialec .
These in luences a e no signs o con usion o lack o abili y hey a e a na u al
pa o how humans lea n languages. By ecognizing he ole o phonology,
mo phology, and syn ax, educa o s can be e suppo s uden s in na iga ing hese
di e ences, helping hem e ine hei English while hono ing he linguis ic ichness o
hei own dialec s.
Sociocul u al Fac o s in Dialec al In e e ence.
Uzbek-speaking lea ne s o en na iga e a dynamic linguis ic landscape, shi ing
be ween hei egional dialec and S anda d Uzbek depending on he con ex . This
cons an mo emen be ween dialec s doesn’ jus a ec hei home language i also
shapes how hey lea n and p oduce English. Fo ins ance, a s uden who egula ly
al e na es be ween dialec and S anda d Uzbek may ca y ea u es om bo h a ie ies
in o hei English, c ea ing a unique in e language ha e lec s hei ull linguis ic
expe ience.
Teache s, oo, play a ole in his p ocess. When educa o s unconsciously impose
he no ms o hei own dialec , i can in luence which o ms s uden s adop and which
e o s pe sis . This can some imes c ea e ension, as lea ne s nego ia e be ween he
expec a ions o he class oom and he speech pa e ns hey iden i y wi h in daily li e.
1
Co de , S. P. (1974). E o Analysis and In e language.
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A he hea o i all is dialec iden i y. A s uden ’s sense o linguis ic sel how
hey see hemsel es and hei communi y in language a ec s no only hei
p onuncia ion and g amma bu also hei con idence and willingness o expe imen in
English. Recognizing and espec ing his iden i y allows eache s o suppo lea ne s
mo e e ec i ely, helping hem build English skills wi hou diminishing he alue o
hei na i e dialec s.
1
Analysis and esul s.
Add essing dialec al in e e ence in English class ooms equi es s a egies ha
a e bo h sensi i e and p ac ical. Dialec -sensi i e eaching ecognizes ha s uden s’
na i e speech pa e ns a e no “mis akes” o e ase, bu s a ing poin s o lea ning. By
ailo ing ins uc ion o he speci ic ea u es o lea ne s’ dialec s, eache s can guide
s uden s owa d clea e English while espec ing hei linguis ic iden i y.
2
Diagnos ic assessmen plays a key ole in his p ocess. By ca e ully obse ing
and analyzing whe e dialec al in luences appea whe he in p onuncia ion, g amma ,
o ocabula y eache s can pinpoin pa e ns o in e e ence and design ocused
in e en ions. Phone ic aining, o example, can help s uden s mas e English sounds
ha a e pa icula ly challenging due o di e ences in hei home dialec , while
awa eness- aising ac i i ies encou age lea ne s o no ice and e lec on he con as s
be ween hei dialec and S anda d English.
Conclusion.
Dialec al in e e ence plays a powe ul ole in shaping how Uzbek-speaking
s uden s acqui e English. The sounds, g amma , and sen ence s uc u es o hei home
dialec s na u ally in luence how hey speak and w i e in English, o en leading o
sys ema ic p onuncia ion o g amma ical pa e ns ha di e om s anda d no ms.
These in luences a e no andom mis akes hey e lec he lea ne s’ a emp o map a
new language on o he linguis ic amewo k hey al eady know.
1
Dulay, Heidi; Bu , Ma ina; & K ashen, S ephen. (1982). Language Two: Psychological Fac o s in Second Language
Lea ning. New Yo k: Ox o d Uni e si y P ess.
2
He schensohn, Julia, & Young-Schol en, Ma ha (Eds.). (2013). The Camb idge Handbook o Second Language
Acquisi ion. Camb idge: Camb idge Uni e si y P ess.
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By acknowledging and add essing hese dialec -based pa e ns, eache s can help
s uden s make a ge ed imp o emen s in p onuncia ion, g amma , and o e all
language p o iciency. This app oach no only enhances he cla i y and accu acy o
English bu also alida es he s uden s’ linguis ic backg ounds, showing ha hei
na i e dialec is a esou ce a he han an obs acle. Ul ima ely, unde s anding and
suppo ing lea ne s’ dialec al in luences ans o ms challenges in o s epping s ones o
mo e con iden , e ec i e, and au hen ic language use.
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