Keywords
Abstract
Bilingualism, the regular use of two languages in everyday life, has long been a subject of considerable interest in applied linguistics and second language acquisition research. In Uzbekistan, where most learners speak both Uzbek and Russian before encountering English, bilingualism plays a particularly significant role in the language learning process. This study examines the impact of pre-existing bilingual competence on the acquisition of English as a third language among university students. Following the IMRAD format, the study used a mixed-methods design with 100 participants from Tashkent Perfect University. Quantitative data were drawn from English proficiency assessments and a structured questionnaire, while qualitative insights came from semi-structured interviews. Results indicated that bilingual learners outperformed monolingual learners in metalinguistic awareness, vocabulary acquisition, and learning strategies. However, certain challenges were identified, including cross-linguistic interference and confusion between similar grammatical structures. The study concludes that bilingualism, when leveraged consciously through pedagogical practice, serves as a cognitive and linguistic asset for English language learning, supporting the broader recognition of multilingualism as a resource rather than a barrier.
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