Ключевые слова
Аннотация
Developing accurate writing skills in English as a foreign language (EFL) is a central challenge for learners in Uzbekistan. Despite years of formal instruction, many students continue to produce recurrent errors in their written texts. This study investigates error patterns in Uzbek EFL learners’ writing, with a specific focus on morphosyntactic and lexical aspects. A corpus-based approach was applied in order to provide empirical evidence of the frequency and distribution of errors, and to better understand the influence of the learners’ native language.
Библиографические ссылки
Corpus-based approaches have proven effective in identifying these recurrent difficulties and providing frequency-based data for teaching. Pedagogically, the findings suggest that grammar instruction in Uzbekistan should include targeted practice on verb tenses and prepositions, alongside exposure to authentic English texts. Incorporating corpus-based materials into EFL classrooms could enhance learners’ awareness of common mistakes and promote more accurate writing. Future research should expand the learner corpus and explore error patterns across different proficiency levels.