EMPHASIS ON THE ROLE OF L1 INTERFERENCE

Annotasiya

The preceding information serves to contextualize the subsequent discussion by providing a detailed account of the instructional setting, including the teacher's experience, students' proficiency levels, learning objectives, and class demographics. Furthermore, it introduces Task-Based Language Teaching (TBLT) as the principal methodological framework employed in the classroom, offering a concise theoretical justification for its selection in the article. To illustrate TBLT in action, a specific classroom activity is described, detailing its intended benefits for promoting language skills and cognitive processes. In addition to outlining the teaching context and chosen methodology, the information identifies phonetic interference as a salient challenge encountered by language learners, stemming from the influence of their first language on pronunciation. Concrete examples are provided, showcasing how this interference manifests in the speech of learners with diverse linguistic backgrounds (Uzbek and Russian). The negative impact of phonetic inaccuracies on fluency, self-assurance, and prosodic elements of speech is also explored. Finally, a preliminary suggestion is offered to address these phonetic challenges, recognizing that this initial proposal will necessitate further development and refinement.