Abstract
This paper investigates the most frequent grammatical errors made by Uzbek learners of English as a Foreign Language (EFL), analyzing their underlying causes and proposing effective pedagogical solutions. Drawing on data collected from student writing samples, classroom observations, and teacher interviews, the study categorizes common errors related to verb tense, articles, prepositions, and sentence structure. It explores the influence of first language (L1) interference, lack of grammar awareness, and inadequate teaching practices. The paper also outlines classroom strategies and corrective techniques aimed at minimizing these errors and improving grammatical accuracy in Uzbek EFL contexts.
References
1. Ellis, R. (2006). The Study of Second Language Acquisition. Oxford University Press.
2. Celce-Murcia, M., & Larsen-Freeman, D. (1999). The Grammar Book: An ESL/EFL Teacher's Course. Heinle & Heinle.
3. Richards, J. C., & Schmidt, R. (2010). Longman Dictionary of Language Teaching and Applied Linguistics. Pearson Education.
4. Lado, R. (1957). Linguistics Across Cultures: Applied Linguistics for Language Teachers. University of Michigan Press.
5. Brown, H. D. (2007). Principles of Language Learning and Teaching (5th ed.). Pearson Education.
6. Karimova, Z. (2020). Common grammatical errors of Uzbek learners in English writing: Causes and remedies. International Journal of Language Education, 4(1), 45–53.
7. Ur, P. (1996). A Course in Language Teaching: Practice and Theory. Cambridge University Press.
8. Swan, M. (2005). Practical English Usage (3rd ed.). Oxford University Press.
9. Harmer, J. (2007). The Practice of English Language Teaching (4th ed.). Pearson Longman.
10. Uzbek State World Languages University. (2021). Innovative Approaches to Grammar Teaching in Uzbekistan.