PHONOLOGICAL INTERFERENCE IN SECOND LANGUAGE LEARNING

Abstract

Learning a second language presents learners with various challenges, and pronunciation is among the most significant. Pronunciation difficulties are often explained by phonological interference, which occurs when learners rely on their native language’s sound system while producing sounds in a new language (Odlin, 1989). This paper examines phonological interference among Uzbek learners of English. This is particularly relevant today, as many people learning or wishing to learn a second foreign language face similar challenges. Furthermore, the study explores the role of multimodal elements, code-switching, and linguistic hybridization in the learning process. Audio and video materials, as well as interactive tools (multimodal elements), provide learners with authentic exposure. Code-switching appears when learners alternate between Uzbek and English, while linguistic hybridization shows the blending of the two languages. Consistent practice and appropriate teaching methods help reduce phonological interference, supporting clearer and more confident communication.