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Appears in:
Pages: 10228-10232
Publication year: 2017
ISBN: 978-84-697-3777-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2017.0936

Conference name: 9th International Conference on Education and New Learning Technologies
Dates: 3-5 July, 2017
Location: Barcelona, Spain

THE ISSUE OF LEXICAL INTERFERENCE IN TEACHING LSP

S. Orlova1, E. Malyuga1, M. Ivanova2, A. Krouglov3

1Peoples' Friendship University of Russia (RUSSIAN FEDERATION)
2Maxim Gorky Institute of Literature and Creative Writing (RUSSIAN FEDERATION)
3London Metropolitan University (UNITED KINGDOM)
As pertains to professional communication training, the issue of reducing lexical interference holds a controversial position in foreign language methodology: while the issue obviously poses a challenge, it remains relatively unexplored in terms of methodological aspects involved. The most significant obstacles and errors in foreign language teaching have to do with the linguistic phenomena taking on contrasting shapes in the target and native languages.

This article aims to develop a set of methodological principles to help overcome lexical interference of Russian in ESP learning. This is a complex task. Using authentic training materials, audio courses, newspapers, magazines, and online content, providing adequate methodological handling of foreign language features, identifying challenging lexical peculiarities of the English language, estimating the most probable manifestations of interference on the lexical level can help expose the main causes and roots of lexical interference and errors in LSP learning.

The vocabulary of most of the world’s languages incorporates a significant number of words common to two or more languages. Their occurrence can be traced to specific historical reasons – common etymology of languages, prolonged domestic and cultural communication of peoples speaking different tongues. Lexical interference stems from disparity, variance in terms of the volume of notions, in particular, when it comes to international roots and the so-called ‘false friends of a translator’.

By identifying the areas of convergence and divergence in the use of language means, we will be able to detect the scope of interference, estimate probable challenges, and devise ways of dealing with errors caused by lexical, as well as other types of interference.
The study deploys the methods of complex semantic analysis of interfering lexical units.
@InProceedings{ORLOVA2017ISS,
author = {Orlova, S. and Malyuga, E. and Ivanova, M. and Krouglov, A.},
title = {THE ISSUE OF LEXICAL INTERFERENCE IN TEACHING LSP},
series = {9th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN17 Proceedings},
isbn = {978-84-697-3777-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2017.0936},
url = {http://dx.doi.org/10.21125/edulearn.2017.0936},
publisher = {IATED},
location = {Barcelona, Spain},
month = {3-5 July, 2017},
year = {2017},
pages = {10228-10232}}
TY - CONF
AU - S. Orlova AU - E. Malyuga AU - M. Ivanova AU - A. Krouglov
TI - THE ISSUE OF LEXICAL INTERFERENCE IN TEACHING LSP
SN - 978-84-697-3777-4/2340-1117
DO - 10.21125/edulearn.2017.0936
PY - 2017
Y1 - 3-5 July, 2017
CI - Barcelona, Spain
JO - 9th International Conference on Education and New Learning Technologies
JA - EDULEARN17 Proceedings
SP - 10228
EP - 10232
ER -
S. Orlova, E. Malyuga, M. Ivanova, A. Krouglov (2017) THE ISSUE OF LEXICAL INTERFERENCE IN TEACHING LSP, EDULEARN17 Proceedings, pp. 10228-10232.
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