CROSS-LINGUISTIC ERROR PHENOMENA IN ENGLISH RESEARCH WRITING OF UKRAINIAN AUTHORS: LEXICAL AND ORTHOGRAPHIC ASPECTS
DOI:
https://doi.org/10.32782/apv/2026.1.26Keywords:
academic writing, exophonic authors, L1 interference, inter- and intralingual factors, linguistic deviations, orthographyAbstract
The increasing dominance of English as the primary language of international scholarly communication presents significant challenges for exophonic authors. Research writing is inherently challenging due to the complexity of linguistic, cognitive, and disciplinary factors involved. Addressing this issue requires careful consideration of the code-switching context, in which cross-linguistic effects – particularly native language interference – are especially salient. This study investigates language deviations in English academic texts produced by Ukrainian authors, with a specific focus on lexical and orthographic accuracy as error-prone domains shaped by L1 interference and codeswitching effects, particularly in research writing of Ukrainian scholars. The research is grounded in an error analysis framework that accounts for both inter- and intralingual sources of deviation. Lexical errors are examined in terms of inappropriate word choice, false cognates, semantic transfer, and restricted collocational patterns, while orthographic analysis concentrates on spelling inconsistencies, punctuation misuse, and the representation of proper names, especially Ukrainian toponyms. Special attention is given to the influence of a third language – Russian – which further complicates orthographic accuracy due to the lack of a unified standard for the English rendering of many Ukrainian proper nouns. The findings demonstrate that deviations from Standard English are not random but systematically reflect structural and functional differences between the native (Ukrainian), intermediary (Russian), and target (English) languages. Lexical and orthographic errors emerge as the most persistent categories, revealing deeply rooted cross-language effects. The study underscores the relevance of targeted error analysis as a diagnostic and pedagogical tool. A detailed understanding of the mechanisms underlying lexical and orthographic mistakes can enhance linguistic awareness among academic writers and educators, contribute to more effective writing instruction, and ultimately support Ukrainian scholars in meeting the conventions of international academic discourse.
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