The Kinds of the Linguistic Interference

Abstract

In the scientific literature, the symbols L1 (Language 1) and L2 (Language 2) are used to indicate the sequence of languages. In most countries, L1 is understood as a first language, and it usually coincides with the mother tongue. The other languages are learned later. This can be seen in the children of multilingual parents. Teaching a second foreign language covers everything a student hears and sees in a new language. This includes a variety of discourse activities, such as exchanges in restaurants and shops, talking to friends, reading billboards and newspapers, as well as teacher-student attitudes in the classroom, as well as language activities and books in the classroom. Regardless of the learning environment, the learner's goal is to master a target language. The learner starts the task of learning a second language from scratch (or close to it) and uses the necessary language skills in the mother tongue to determine the reciprocity of language units in the target language.

The Phonological Interference of Acehnese in Pronouncing Indonesian Language

“…Nevertheless, Indonesian continues to be the predominant language and has evolved into a common language for interethnic communication, particularly when conversing with migrants residing outside Aceh province. The presence of multiple languages increases the likelihood of linguistic interference that are possible to find in many public areas (Baghirova, 2021). This study examines the impact of Acehnese language contact on the Indonesian language in Langsa, specifically focusing on the occurrence of interference and consonant variants.…”