THE IMPACT OF GRAMMATICAL INTERFERENCE ON COHESION AND COHERENCE IN THE WRITTEN DISCOURSE OF TURKIC-SPEAKING STUDENTS

Abstract

The article examines the problem of grammatical interference in the written discourse of Turkmen students studying Kazakh as a foreign language and analyzes the factors contributing to the emergence of such interference-related deviations. The relevance of the topic is обусловлена недостаточной разработанностью методик обучения, ориентированных на тюркоязычную аудиторию. The study focuses on identifying the impact of interference on the cohesion and coherence of written texts produced by non-native speakers.

The aim of the study is to determine how grammatical interference manifested in the written works of Turkmen students affects the structural and semantic integrity of texts in Kazakh, as well as to propose effective methodological approaches for its reduction. The central premise of the article is based on viewing learners’ first language (L1) resources not as an obstacle to second language (L2) acquisition, but as a support that can be consciously and purposefully utilized in the learning process.

The methodological framework of the study integrates interlinguistic, discourse-based, and linguodidactic approaches. The research employed comparative analysis, error analysis, qualitative stylistic analysis, and a pedagogical experiment. The empirical data consist of written compositions produced by Turkmen students studying Kazakh at the A2 proficiency level.

The results demonstrate that morphological interference in the written discourse of Turkmen students is persistent and systematic. Incorrect use of affix allomorphs, mechanical transfer of grammatical patterns from the native language into Kazakh, and insufficiently developed text production skills were identified as the main factors weakening textual cohesion and coherence.

The value of the study lies in substantiating the claim that grammatical interference simultaneously affects both the microstructural level of written texts (cohesion) and their macrostructural organization (coherence). This finding contributes to the development of theoretical approaches to enhancing academic writing skills among Turkic-speaking learners.

The scientific significance of the research stems from its interpretation of grammatical interference not as a set of isolated errors, but as a complex phenomenon manifested at both cognitive and discourse levels. The findings enrich the theory of teaching Kazakh as a foreign language in the context of a Turkic-speaking audience and clarify the role of cohesion and coherence in the instructional process.

The practical significance of the study lies in the potential application of the results to improve the methodology of teaching Kazakh and to develop specialized instructional materials. The proposed approaches contribute to increased grammatical accuracy, logical consistency, and stylistic coherence in students’ written work, as well as to the systematic reduction of interference-related errors.