THE IMPACT OF NATIVE LANGUAGE INTERFERENCE ON ESL LEARNING

This paper explores the impact of native language (L1) interference on English as a Second Language (ESL) learning, emphasizing how first language structures influence the acquisition of pronunciation, grammar, vocabulary, and syntax in English (L2). Drawing on theoretical frameworks such as the Contrastive Analysis Hypothesis and Interlanguage Theory, the paper highlights the predictable yet varied nature of L1 interference across different linguistic backgrounds. Through real-world examples and learner corpus data, it identifies common patterns of transfer-related errors among speakers of languages such as Arabic, Japanese, Spanish, and Chinese. The study also outlines effective pedagogical strategies—such as contrastive analysis, targeted pronunciation drills, cross-linguistic awareness, and learner-centered feedback—to address these challenges. While acknowledging limitations such as fossilization and individual learner variation, the paper argues for a responsive, culturally informed approach to ESL instruction. Ultimately, understanding and addressing L1 interference can enhance language accuracy, learner autonomy, and long-term success in second language acquisition.