COMMON GRAMMATICAL ERRORS MADE BY UZBEK LEARNERS OF ENGLISH: A DESCRIPTIVE ANALYSIS AND PEDAGOGICAL IMPLICATIONS

Abstract

This study investigates the most prevalent grammatical errors made byUzbek learners of English as a Foreign Language (EFL) and examines the underlyinglinguistic mechanisms driving these errors. Utilizing an error analysis (EA) frameworkcombined with Contrastive Analysis (CA), the paper categorizes frequent syntactic andmorphological deviations observed in written compositions and spoken performance.The primary findings indicate that structural discrepancies between English (an Analytic,Subject-Verb-Object language) and Uzbek (an Agglutinative, Subject-Object-Verblanguage) account for a significant proportion of interlingual errors, particularlyregarding article usage, preposition placement, word order, and subject-verb agreement.Additionally, intralingual factors, such as overgeneralization of English rules andincomplete rule application, further exacerbate learning difficulties. The article providespedagogical recommendations aimed at improving EFL instruction in Uzbekistanthrough targeted contrastive instruction, error awareness activities, and scaffoldedfeedback strategies.