Innovative Strategies for Reducing Grammatical Interference Among 10-11th Grade Students

This article examines grammatical interference in teaching English to 10-11th grade students as a form of negative transfer between native and target languages. Grounded in cognitive and philosophical perspectives, it highlights the need to develop grammatical competence in foreign language learning. Using a mixed-method approach, it demonstrates that integrating communicative, cognitive, and contrastive methods effectively reduces interference errors. The findings confirm that targeted pedagogical strategies enhance learners’ accuracy and overall language competence.

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