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This paper investigates the first language interference in argumentative essays written by Russian students. The study finds out the five types of native language interference and analyzed the influence of students’ first language on the second language. The findings of this present study were discussed. Introduction Writing is an important and helps students to express their ideas in written form. From writing it is easy to judge the students’ language level and writing can help to determine the errors interference. Interference is a phenomenon that leads to errors which associated with the transfer of similar phenomena in the structure of the native language to these phenomena occur inappropriate parts of different properties of the native and studied language [1, 2]. Interference occurs when two languages have a variety of subjective and objective similarities in using the languages. Vinagratov claims that interference is the interaction of language systems in a bilingual environment, emerging or when a language contact, or when the individual assimilation of native language deviations from the norm and system of native language and interference is the influence of mother tongue in expression process [3]. Interference is a dynamic process. The degree of its manifestation depends on the stages of second language acquisition and the types of bilingualism: at the initial stage of studying the foreign language it manifests itself very strongly, though at all levels of language as means of mastering the target language, and language acquisition skills in this language it is gradually reduced and finally disappears [4]. The concept of interference as the interpenetration of elements of one language to another, leading to deviations from the norm is a linguistic basis and identifies the teaching strategy in the foreign language [5]. According to Phuket and Bidin “More often, EFL learners are taught English skills through memorizing but not having the connection to the actual use of the language. “Most second language acquisition theories have agreed that language learners need to be massively exposed to the language before it can be acquired” [6]. In order to discuss the writing process in language interference we need to find out the main reasons for the development writing skills. The interference of the native language occurs when EFL speakers or writers apply the linguistic elements, structures or rules of their native language in the production of the target language. In other words, native language interference is derived from the learners’ use of previously learnt knowledge to succeed in learning a new language [7]. On the contrary Vereshchagin argues that statement. He claims that learning new aspects of new language will be acquired through psychological aspects very quickly and only the previously learned material will be caused by learners’ beliefs that he/she knows the previous linguistic elements and rules of target language very well [8]. The transposition is specifically considerable in terms of learning related languages, because of the similarity of structure and typology to not impede the acquisition of the first and second nonnative languages. However, transposition takes the role of a significant role in the study of unrelated languages. Consequently, the process of using the transposition can make greatly possible and increase the efficiency of the teaching process and learning foreign languages [9, 10].

The Problem of the First Language Interference in English Writing by Russian Students