SEMANTIC-STYLISTIC AND ACTUAL INTERFERENCE IN THE SPEECH OF UZBEK SPEAKERS IN THE PROCESS OF USING ENGLISH ACADEMIC VOCABULARY

Abstract

This article investigates semantic-stylistic and actual cases of interference in the English academic vocabulary of Uzbek speakers. In the context of higher educational standards and increasing demand for academic English proficiency, interference remains a significant factor that influences the quality of bilingual academic communication. Analyzing interlanguage theory and cross-linguistic influence models, the research investigates how Uzbek linguistic structures affect lexical, stylistic, and semantic choices in English academic writing. The study includes a qualitative corpus-based approach, including lexical-semantic, discourse, and error analysis of around 50 academic texts produced by Uzbek EFL learners. The findings reveal that interference operates at multiple levels, such as: lexical transfer (e.g., direct translation of collocations), semantic mismatch (conceptual reinterpretation of academic terms), stylistic deviation (informal and redundant structures), and discourse-level organization issues. It is demonstrated that Uzbek learners frequently rely on native language patterns such as “make research” or “open the topic,” which is considered a deviation from English academic norms. The study highlights that interference is a systematic feature of interlanguage development rather than random error. The results point the need for explicit instruction in academic collocations, register awareness, and discourse organization in English for Academic Purposes (EAP) teaching contexts.