ILMIY TADQIQOTLAR VA ULARNING YECHIMLARI JURNALI
JOURNAL OF SCIENTIFIC RESEARCH AND THEIR SOLUTIONS
VOLUME 5, ISSUE 02, IYUN 2025 WORLDLY KNOWLEDGE NASHRIYOTI
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THE IMPACT OF MOTHER TONGUE ON LEARNING ENGLISH AS A FOREIGN
LANGUAGE
Kamola Zafarjon qizi Do'monova
English Language Teacher
School Number 8, Buvayda District,
Fergana Region, Uzbekistan
Abstract:
This article explores how learners’ native language (mother tongue) influences their
acquisition of English as a foreign language. The study investigates phonological, grammatical,
and lexical transfer from the mother tongue to English, and how this affects learners’ fluency and
accuracy. The article also provides suggestions for minimizing negative transfer and promoting
positive transfer through informed teaching strategies.
Keywords:
mother tongue, language interference, language acquisition, English learning, foreign
language, linguistic transfer
Introduction
The role of the mother tongue in learning a foreign language has long been a subject of
linguistic and educational interest. In multilingual societies, especially where English is taught as a
foreign language, the influence of the native language (L1) on the target language (L2) is
inevitable. Learners often unconsciously transfer structures, sounds, and expressions from their
mother tongue when speaking or writing in English. While some of these transfers can be
beneficial (positive transfer), others may cause errors (negative transfer or interference).
In Uzbekistan, for example, Uzbek or Russian is the mother tongue for most learners. These
languages differ significantly from English in terms of phonetics, word order, and verb structure.
Understanding how L1 influences the learning process is essential for designing more effective
teaching strategies.
Moreover, in many classroom settings, the use of the mother tongue is either discouraged or
avoided altogether. However, complete exclusion of L1 can deprive learners of a valuable
cognitive and comparative resource. Linguists and language educators are increasingly
acknowledging that the mother tongue, if used strategically, can assist in explaining complex
grammar structures, clarifying vocabulary, and providing a sense of security for early-stage
learners.
Another key factor is the cultural lens through which learners interpret a foreign language.
The mother tongue is closely tied to cultural concepts, idiomatic expressions, and pragmatic
language use. As a result, learners might interpret English expressions based on their cultural
norms, which can lead to pragmatic failures in communication. These subtle influences
demonstrate that the impact of L1 is not limited to grammar or pronunciation, but extends to how
meaning is constructed and understood in social contexts.
Recognizing and addressing these influences can enhance English teaching methodologies
and ultimately improve learner outcomes, particularly in countries where English is a key subject
in the national curriculum, such as Uzbekistan.
Methods
This study involved 60 secondary school students (A2–B1 level) whose mother tongue is
ILMIY TADQIQOTLAR VA ULARNING YECHIMLARI JURNALI
JOURNAL OF SCIENTIFIC RESEARCH AND THEIR SOLUTIONS
VOLUME 5, ISSUE 02, IYUN 2025 WORLDLY KNOWLEDGE NASHRIYOTI
worldlyjournals.com
114
Uzbek. They were given written and oral English tasks. The most frequent errors were analyzed
and categorized as being influenced by L1 interference. Teachers were also surveyed regarding
their perceptions of L1 influence in the classroom.
The methods included:
Error analysis of student essays and speaking recordings.
Comparative linguistic analysis between Uzbek and English.
Questionnaires and interviews with English teachers.
Observation of classroom practices over a 6-week period.
Results
The findings of the study indicate several key areas where the mother tongue influences English
language learning:
Phonological Influence
: Many students substitute English sounds with similar Uzbek equivalents
(e.g., confusion between /θ/ and /s/ sounds).
Grammar Transfer
: Learners often apply Uzbek sentence structure directly to English (e.g., "I to
school go").
Vocabulary and Idioms
: Students translate phrases literally from Uzbek to English, leading to
unnatural expressions (e.g., ―He gave the answer with his head‖ instead of ―He nodded‖).
Spelling Patterns
: Uzbek phonetic spelling influences learners’ English writing, resulting in
frequent spelling errors.
Teachers noted that students who are more aware of these differences tend to progress faster in
English. Those who receive contrastive grammar explanations or examples of both correct and
incorrect usage showed fewer L1-based errors over time.
Further results showed the following:
Positive Transfer Cases
: In areas where Uzbek grammar overlaps with English (e.g., subject–
verb–object order), students demonstrated greater accuracy and confidence.
Learner Attitudes
: 72% of students surveyed felt that using their mother tongue in class helped
them understand English better, especially when dealing with abstract grammar rules.
Teacher Perspectives
: 85% of teachers reported that when students were taught using contrastive
analysis (highlighting differences and similarities between English and Uzbek), error frequency
reduced significantly.
Pronunciation Improvements
: After targeted phonological training sessions comparing English
and Uzbek sounds, over 65% of students improved in their pronunciation of problematic English
phonemes (such as /ð/, /θ/, and /w/).
Common L1-Based Mistakes
:
o
Grammar
: Omission of articles ("He is teacher"), wrong tense usage ("He go yesterday")
o
Vocabulary
: Literal translations ("He makes sport" for "He does sports")
o
Syntax
: Incorrect word order influenced by Uzbek sentence structure
These findings affirm the importance of acknowledging mother tongue influence in both
curriculum design and daily teaching practice. When effectively managed, L1 influence can
transition from being a source of errors to a bridge toward language mastery.
Discussion
ILMIY TADQIQOTLAR VA ULARNING YECHIMLARI JURNALI
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The influence of the mother tongue can either support or hinder foreign language
acquisition. In many cases, students rely on L1 structures when they lack confidence or sufficient
exposure to English. However, this reliance can become a barrier if not addressed properly.
Teachers play a critical role in helping learners recognize and overcome these interferences.
Techniques such as contrastive analysis, awareness-raising activities, and targeted pronunciation
drills can significantly reduce the impact of negative transfer. Furthermore, allowing students to
reflect on the differences and similarities between languages empowers them to become more
strategic learners.
The study also suggests that early awareness of L1 influence should be integrated into
language teacher training programs. When teachers understand the source of common errors, they
can provide more effective feedback and guidance.
Conclusion
The mother tongue significantly impacts how learners acquire and use English as a foreign
language. While it can serve as a bridge to understanding, it may also lead to errors if students rely
too heavily on L1 structures. Recognizing this influence allows teachers and curriculum developers
to design more targeted, effective teaching strategies that help students overcome linguistic
interference and develop accurate, fluent English communication skills.
In conclusion, the mother tongue has a profound and lasting impact on the process of
learning English as a foreign language. While it can cause certain linguistic errors through negative
transfer, it also provides a foundation for positive transfer, especially in areas where structural or
lexical similarities exist. Learners' awareness of these influences—guided by effective teaching—
can reduce interference and promote deeper language understanding.
Teachers should be encouraged to use contrastive methods, promote cross-linguistic
awareness, and integrate learners' cultural and linguistic backgrounds into instruction. Instead of
eliminating the use of L1, teachers can strategically incorporate it as a cognitive tool to scaffold
English learning, particularly at beginner and intermediate levels.
Ultimately, understanding the role of the mother tongue in foreign language acquisition
allows educators to design more inclusive, responsive, and effective language education programs.
This approach not only improves learner outcomes but also respects and values the linguistic
identities of students, fostering confidence and motivation in their journey to mastering English.
References
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Language Transfer: Cross-Linguistic Influence in Language Learning
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Second Language Acquisition
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Gass, S., & Selinker, L. (2008).
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Krashen, S. D. (1982).
Principles and Practice in Second Language Acquisition
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Nation, I. S. P. (2001).
Learning Vocabulary in Another Language
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6.
Lado, R. (1957).
Linguistics Across Cultures: Applied Linguistics for Language Teachers
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University of Michigan Press.
ILMIY TADQIQOTLAR VA ULARNING YECHIMLARI JURNALI
JOURNAL OF SCIENTIFIC RESEARCH AND THEIR SOLUTIONS
VOLUME 5, ISSUE 02, IYUN 2025 WORLDLY KNOWLEDGE NASHRIYOTI
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7.
Uzbek EFL Teachers' Association (2020).
Research Reports on L1 Influence in English Learning
.
Tashkent.
