The interference generated by the learner's native language phonological system is such a challenge for teachers of English "phono" to overcome. As far as we use our mother tongue most of the time, it is predictable that we will surely face problems of dealing with the target language phonological system. And this is quite comprehensive because one needs to rely on something (in this case, some phonogical reference) when constructing what is called interlanguage. It is something we (teachers) face very frequently: we struggle to make our students' pronunciations sound better and better and even though some of them still cannot achieve what we hope for. Jus like in this case:
Nevertheless, the problem might consist precisely on trying to get rid of this influence. How come?! Well.. it should be clear that one (as a majority) cannot, and should not, lose his accent. It is his identity, his heritage, with/through which he is going to express himself. According to studies enlightened by interlanguage, there is this in-between language stage which consists of the linguistic system that has been constructed by the input of the L2 while preserving some features of the L1. Thus, taking in consideration that interlanguage IS built up by both L2 AND L1 interferences, instead of denying our L1 phonological system, we should use it to help us. For instance, we can use the lisp condition as a technique for those who cannot realize the correct place of articulation of the 'th' sound (see How to pronounce the 'th' sound). In this way, by using "old things" in a new way, I believe it is possible to create a new-learning enviroment.
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