International Journal of English Linguistics; Vol. 10, No. 2; 2020 ISSN 1923-869X E-ISSN 1923-8703 Published by Canadian Center of Science and Education 392 Lexical Interference and Ways of Its Elimination: Based on Experience with Junior Course Students of the Azerbaijan University of Languages Kamala Avadır Jafarova 1 1 School of Humanities, Department of Languages, Baku Business University (BBU), Azerbaijan Correspondence: Kamala Avadır Jafarova, School of Humanities, Department of Languages, Baku Business University (BBU), Azerbaijan. E-mail: kamacafarova_adu@mail.ru Received: January 20, 2020 Accepted: February 25, 2020 Online Published: March 1, 2020 doi:10.5539/ijel.v10n2p392 URL: https://doi.org/10.5539/ijel.v10n2p392 Abstract The problem of language interference being a process which retards the mastering of a second language, having appeared as a result of transference of speech skills from one contact language into another (from the native language into the foreign language, from the first foreign language into the second one), has concerned researchers for decades. This phenomenon has a direct influence on the success of an individual’s mastery of a foreign language and its use—involving both receptive and productive types of speech activities. Interference resulting from the negative impact of one language on another covers all linguistic levels of the language being studied, including lexical, which leads to deviations from the language norm and numerous lexical errors of students. Linguists and methodologists are trying to find ways to reduce the interference of the language being studied at the lexical level in order to optimize the process of mastering a foreign language and minimize lexical errors of students. The purpose of the current study is to investigate ways to overcome intra-language and inter-language lexical interference in junior courses of the Azerbaijan University of Languages and to verify the validity of these methods in the course of a practical experiment. Keywords: diaparonyms, elimination, inter-language interference, intra-language interference, lexical interference 1. Introduction There are a large number of approaches to classifying types of interference, but taking the source of appearance of interference into consideration, two main types of interference can be distinguished: “interference of the native language and interference of a foreign language” or “inter-language (external) interference” and “intra-language (internal) interference”. Within each of these distinguished types, there may be different varieties depending on the nature of the interacting system on the conditions existing in language contacts, etc. (Kazimirova, 2006). Inter-language interference is considered by the investigators as one of the most powerful factors of the negative influence of the native language on the studied language, as the practice of teaching shows that the majority of existing mistakes are those mistakes which are caused by the interfering influence of the system of the native language, having taken its roots in the consciousness of the learners. It should be noted here that when students learn two foreign languages, the foreign language they previously learned will also have a negative impact on the foreign language they later learn. Consequently, inter-language interference also occurs here (Kazimirova, 2006). It should be noted that the influence of inter-language interference is greatest at the initial stage of learning a foreign language, while the influence of intra-language interference is typical for both the initial and advanced stages of learning a foreign language. Inter-language interference is manifested either in the illegal transfer of phenomena of the native or previously studied languages to the foreign language being studied later and the formation of incorrect, non-existent phenomena in the foreign (later studied) language, or in the non-use of phenomena of the second foreign language due to their absence in the native or first foreign language. This interference can manifest itself both at the level of form and at the level of meaning and act at all levels of the language system: phonological, lexical,