CONTRASTIVE LINGUISTICS AS A TOOL FOR TEACHING ENGLISHGRAMMAR TO UZBEK LEARNERS

Abstract

This study examines the role of contrastive linguistics as an effective tool for teaching English grammar to Uzbek learners. The purpose of the research is to demonstrate how a systematic comparison between English and Uzbek structures helps predict learner difficulties, reduce grammatical errors, and improve the acquisition of essential grammar categories. The methodology of the study includes contrastive linguistic analysis, descriptive methods, classroom observation, and corpus-based error
analysis of writing samples produced by Uzbek EFL learners. The findings indicate that many grammar-related challenges—such as the misuse of articles, tense confusion, auxiliary omission, and incorrect word order—are closely connected to structural differences between the two languages. The study shows that integrating contrastive explanations into grammar instruction significantly enhances learners’ metalinguistic awareness and leads to measurable improvement in grammatical accuracy. The conclusion emphasizes that contrastive linguistics is not only a theoretical discipline but also a practical and highly productive pedagogical approach for English language teaching in Uzbekistan.