One cannot study a foreign language without coordinating it with native language. It is necessary to arrange the process in a more effective way, so that the native language might not impede, but help to learn a foreign language. It requires examining key problems experienced by some learners in the process of studying, as well as determining the ways to overcome them.Many scientists and investigators pay a considerable attention to the problems of bilingualism, particularly, to the interfering impact of native language in learning a foreign language. Interference in linguistics is a consequence of influence of one language on the other. This is an interaction of language systems, deviations from the norm and system of non-native language takes place as a result of impact of native language. We support the idea of V.A.Vinogradov in understanding interference to be an interaction of language systems in the context of multilingualism where an uncontrolled transfer of certain structures or elements of one language to the other takes place. Such aphenomenon may appear both in the oral and written speeches (Vinogradov 1990). The main objective of our paper is to study the phenomenon of “interference” of native language in teaching English and discover the common mistakes. First of all, it requires identifying the reasons, why such mistakes take place. Languages are in close coordination when people or nations get in touch with each other. It took many historic periods for nations and their languages to be in cooperation so that the system of teaching non-native language might be established. However, regardless of such historic periods, the native language speaker had coped with the phenomenon of interference every time he tried to understand and learn the language of other nation – the leading function of native language as to its different nature formed obstacles in learning a foreign language.
