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Arxiv / №6 · 2026 / Maqola
ILMIY AXBOROT

KO‘P TILLI TA’LIMDA TIL INTERFERENSIYASI: SOTSIOLINGVISTIK TADQIQOT

Annotatsiya
O'ZBEKCHA

Maqolada til interferensiyasi koʻp tilli taʼlim sharoitida sotsiolingvistik hodisa sifatida tahlil qilinadi; asosiy eʼtibor Markaziy Osiyo oliy taʼlimidagi oʻzbek–rus–ingliz uch tilli muhitiga qaratila-di. Tillararo koʻchish rasmiy taʼlimga qaramay barqaror saqlanadi va uni faqat tuzilmaviy omillar bilan tushu-ntirib boʻlmaydi. Ellik ikkita ilmiy manbaning mavzuli tahlili asosida uchta omillar guruhi – ijtimoiy, madaniy va psixologik – ajratilgan va ularning birgalikdagi taʼsiri koʻrsatilgan. Ilmiy hissa – uchta tad-qiqot anʼanasini yagona doiraga birlashtirish; amaliy hissa – uchtilli taʼlim dasturlariga oid tavsiyalar.

Kalit so'zlar: til interferensiyasi, koʻp tilli taʼlim, sotsiolingvistika, kodlarni almashtirish, tillararo taʼsir, uchtillilik, oʻzbek–rus–ingliz taʼlim, oilaviy til siyosati, til tashvishi, ramziy kapital.
РУССКИЙ

В статье рассматривается языковая интерференция как социолингвистичес-кое явление в условиях многоязычного образования, с особым вниманием к узбекско-русско-англий-ской трёхъязычной среде высшего образования Центральной Азии. Проблема состоит в устойчи-вости межъязыкового переноса, не объяснимого исключительно структурными факторами. На основе тематического анализа пятидесяти двух научных источников выделены три взаимосвязан-ные группы детерминант – социальные, культурные и психологические – и показано их совместное действие. Научный вклад – синтез англоязычной социолингвистики, постсоветской лингвокульту-рологии и современных SLA-исследований; практический – рекомендации по проектированию трёхъязычных программ.

Ключевые слова: языковая интерференция, многоязычное образование, социолингвистика, кодовое переключение, межъязыковое влияние, трилингвизм, узбекско-русско-английское образова-ние, семейная языковая политика, языковая тревожность, символический капитал.
ENGLISH

This article examines language interference as a sociolinguistic phenomenon in multi-lingual education, with focus on the Uzbek–Russian–English trilingual environment of Central Asian higher education. Cross-linguistic transfer persists in multilingual students’ speech and writing long after formal instruction should have eliminated it, and purely structural accounts cannot explain why. Drawing on a thematic analysis of fifty-two scholarly sources, the study identifies three interacting groups of determinants – social, cultural, and psychological – and shows how they jointly shape observable interfe-rence patterns. Theoretically, the article synthesizes Anglophone sociolinguistics, post-Soviet linguocul-turology, and contemporary SLA research; practically, it offers recommendations for trilingual programme design, teacher training, and language policy.

Keywords: language interference, multilingual education, sociolinguistics, code-switching, cross-linguistic influence, trilingualism, Uzbek–Russian–English education, family language policy, language anxiety, symbolic capital.
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