Сборник материалов международного научного форума «филологическая наука в ХХІ веке: проблемы и перспективы»

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child feels most comfortable using. Often this term is used synonymously with NATIVE LANGUAGE [1, 
202].
According to L.V.Ekshembeyeva, L1 is acquired by a child in the process of the surrounding world 
acquisition, and it is a means of codification of his conceptual system which was primarily formed on the 
basis of his genetically given linguistic ability.
Second language (L2) being a non-native language is acquired by a person in addition to his mother 
tongue. L2 is a means of codification of a foreign linguistic picture of the world, thus, it is a means of 
forming individual conceptual system under the influence of foreign language community [2, 4].
Foreign language (FL) is a language which is not the native language of large numbers of people in a 
particular country, it is not used as a medium of instruction in schools and is not widely used as a medium of 
communication in government, media etc. It is noted that foreign languages are typically taught as school 
subjects for the purpose of communicating with foreigners or for reading printed materials in the language 
[1, 206]. 
Scholars note that the difference between the notions of ‘second language’ and ‘foreign language’ is that 
the former is acquired in the natural setting under the influence of the environment (for example, in a country 
where it has the status of the state or official language) usually without any formal teaching, while the latter 
is learned in artificial academic situations controlled by instructors (people who are professionally engaged 
in the process of teaching). In this case they often face difficulties due to a limited number of hours granted 
for studying this subject, a large average number of students in language groups (13-15 people), different 
backgrounds (levels of initial competence) of students in one and the same group which could have a 
negative impact on the quality of language teaching and learning and lead to a relatively low level of foreign 
language proficiency. It should be noted that the second language could be also taught as a subject in 
educational institutions. For example, in Kazakhstan, high school, college and university students learn either 
Kazakh or Russian depending on the language of instruction (students in Kazakh-medium schools learn 
Russian as an L2 and in Russian-medium schools they learn Kazakh).
Thus, the terms second language and foreign language can be used as closely connected and sometimes 
interchangeable: Second language acquisition is not always intended to contrast with foreign language 
acquisition. It is used as a general term that embraces untutored (or “naturalistic”) acquisition and tutored (or 
“classroom”) acquisition [3, 50].
The next key concepts connected with the theory of SLA are interlanguage and fossilization.
The term interlanguage (IL) was introduced by the American professor of applied linguistics Larry 
Selinker who adapted it from U.Weinreich’s term ‘interlingual identifications’ to refer to the existence of a 
separate second language learner’s system based on the observable output which results from a learner’s 
attempted production of a target language norm and has a structurally intermediate status between the native 
and target languages [4, 215]. Thus, it is different from both the individual’s first language and his target 
(second or foreign) language.
In Longman Dictionary of Language Teaching and Applied Linguistics the term interlanguage is defined 
as the type of language produced by second- and foreign-language learners who are in the process of learning 
a language [5, 267]. 
It is interesting to note that second language learners’ interlanguage systems have some essential 
characteristics considered by Rod Ellis in his book “Understanding Second Language Acquisition” [6, 50-
51]: 
- IL system is permeable in the sense that rules constituting the learner’s knowledge at any one stage are 
not fixed; 
- IL system is dynamic, it is constantly changing; 
- IL system is systematic.
According to L.Selinker, the formation of interlanguage is connected with the following characteristic 
features:
- Language transfer or interference; 
- Transfer of language training; 
- Second language learning strategies; 
- Second language communication strategies; 
- Overgeneralization of the material of the target language [7, 216-221]. 
One of the most important cognitive factors is language transfer.
Language transfer could be positive (facilitation) and negative (interference). Facilitation contributes to 
successful acquisition of similar words, structures, patterns or rules of the native and target languages. For 
example, English is estimated to have a high degree of lexical similarities with the German and French 

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languages. This fact explains the conditions for positive transfer, which can potentially make easier learning 
or acquiring of some common elements in the English language for the native speakers of French and 
German.
On the contrary, negative transfer or interference hinders target language acquisition. It can be illustrated 
by the peculiarities of the English word order acquisition by Kazakh and Russian learners. It is recognized 
that word order is one of the major factors differentiating world languages. Different typological and 
structural classifications of languages are usually based on the relative order of such parts of the sentence as 
subject (S), direct object (O), and verb (V). The basic word order for the English and Russian languages is 
SVO (subject – verb – object), as for the Kazakh language, its basic order is SOV (subject – object - verb). 
The Russian and Kazakh word order is flexible (with the only exception that in Kazakh the verb is always in 
the final position), while the English word order is fixed, although some deviations from the canonical word 
order patterns are observed. It is evident that the English, Kazakh and Russian languages differ in the rigidity 
of canonical elements and/or the order of these elements, and it can lead to errors in the target language. The 
word order in English, Kazakh and Russian can form the so called field of potential interference and present 
difficulties for acquisition and learning [8].
The analysis of English compositions written by native speakers of Kazakh and Russian languages shows 
that word order deviations are connected with the negative transfer.

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