2USING CONTRASTIVE ANALYSIS TO TEACH ENGLISH TO UZBEK-
SPEAKING LEARNERS
Nargiza Abduraxmanovna Khurramova
Teacher of the Department of Interfaculty Foreign Languages of Termiz State
University Nargizakhurramova4434@gmail .com
This article explores the application of contrastive analysis in teaching English to Uzbek-speaking learners, emphasizing the importance of comparing and contrasting the structures of English and Uzbek. By analyzing key differences such as word order, auxiliary verbs, articles, and prepositions, educators can identify common errors and address challenges faced by Uzbek learners. The article provides practical strategies, including sentence structure exercises, auxiliary verb drills, article practice, and preposition comparisons, to enhance learners' understanding and usage of English grammar. It highlights the benefits of contrastive analysis in promoting accuracy, improving language skills, and fostering critical thinking in learners.
Keywords: Contrastive analysis, Uzbek speaking learners, English grammar, word order, English language proficiency, sentence structure, learning strategies.
INTRODUCTION
In the context of teaching English to Uzbek-speaking learners, one of the most effective methods is contrastive analysis. This linguistic approach involves comparing the structures of English and Uzbek to highlight key differences and similarities. By examining how these two languages differ in their grammar, syntax, and phonology, educators can help students recognize potential areas of difficulty and avoid common errors. This article explores how contrastive analysis can be applied in the English classroom for Uzbek learners, focusing on sentence structure, auxiliary verbs, articles, and prepositions.
Key Structural Differences Between English and Uzbek
Word Order
One of the most notable differences between English and Uzbek is their sentence structure. English follows a Subject-Verb-Object (SVO) word order, while Uzbek adheres to a Subject-Object-Verb (SOV) structure.
English Example: She eats apples.
ABSTRACT
Uzbek Example: Uolmaniyeydi. (She apples eats.)
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This difference can lead to confusion for Uzbek learners when constructing sentences in English. A learner may instinctively apply the SOV structure of Uzbek to English, leading to errors such as Eats she apples instead of the correct She eats apples.
1. Auxiliary Verbs
English uses auxiliary verbs (e.g., do, be, have) to form questions, negatives, and various tenses. Uzbek, however, often expresses these functions without auxiliary verbs, relying instead on verb suffixes or context.
English Example: Does she eat apples?
Uzbek Example: U olma yeydimi? (Literally: She apple eats?) Uzbek learners may struggle with the usage of auxiliary verbs, often omitting them or misplacing them within a sentence structure.
2. Articles
In English, articles (a, an, the) are used to define the specificity of a noun, but these do not exist in Uzbek. This absence often leads to errors in article usage by Uzbek speakers, as they may omit articles in English or place them incorrectly.
English Example: I saw the dog in the park.
Uzbek Example: Men parkda itni ko'rdim. (I in the park dog saw.) Uzbek learners may omit the article the or use it incorrectly, leading to sentences like I saw dog in park instead of I saw a dog in the park.
3. Prepositions
Prepositions are another area where English and Uzbek differ. English uses a wide range of prepositions to express relationships between nouns and other elements of the sentence (e.g., in, on, at), whereas Uzbek often uses postpositions or case markers.
English Example: The book is on the table.
Uzbek Example: Kitob stol ustida. (Book table on.) The lack of direct equivalents for prepositions in Uzbek can make it difficult for learners to choose the correct preposition in English. This can lead to mistakes such as The book is in the table instead of The book is on the table.
Applying Contrastive Analysis in the Classroom
To address these differences, contrastive analysis can be incorporated into teaching methods through a variety of practical exercises and activities. Here are several strategies for using contrastive analysis in the classroom:
1. Sentence Structure Exercises
To address word order differences, teachers can create activities where learners practice converting sentences from
English to Uzbek and vice versa.
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Example Activity: Provide a set of sentences in English, such as He eats bread, and ask students to rewrite them in Uzbek (e.g., Unonniyeydi). Then, reverse the process by providing sentences in Uzbek and asking students to translate them into English, ensuring they apply the correct SVO structure.
2. Auxiliary Verb Drills Auxiliary verbs can be taught through fill-in-the-blank exercises and repetition drills. Students can practice forming questions and negatives in English, ensuring they correctly use auxiliary verbs. Example Activity:
She_(to be) eating apples. ^ She is eating apples.
They_ (to do) not understand the lesson. ^ They do not understand the
These activities help students understand the role of auxiliary verbs in forming grammatical sentences
3. Article Practice
Since Uzbek lacks articles, it's essential to focus on their usage in English. Teachers can provide visual cues or context-based exercises that help students understand when to use a, an, and the.
Example Activity: Provide sentences with missing articles and ask students to complete them:
I saw_dog in_park. ^ I saw a dog in the park.
Teachers can also highlight the difference between indefinite and definite articles by contrasting the use of a/an for introducing new information and the for referring to something specific.
4. Preposition Comparisons
Prepositions can be taught through the use of visual aids and real-life scenarios. Teachers can use pictures to show spatial relationships (e.g., on the table, under the chair) and ask students to describe the scene in English. Example Activity: Show a picture of a room with objects in different locations and ask students to describe where the objects are using prepositions:
The book is on the table.
The cat is under the chair.
Benefits of Contrastive Analysis
Error Prevention: By identifying common differences, teachers can prevent students from making frequent mistakes related to sentence structure, auxiliary verbs, articles, and prepositions.
Improved Understanding: Learners gain a deeper understanding of how English functions, particularly how
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sentence structures and grammatical features differ from their native language.
Increased Accuracy: Practicing contrastive analysis helps students produce more accurate and fluent English sentences, moving beyond literal translations from Uzbek to English.
Enhanced Critical Thinking: Analyzing the differences between languages encourages learners to think critically about language and structure, improving their overall language-learning skills.
CONCLUSION
Using contrastive analysis as a teaching method provides Uzbek-speaking learners with the tools to navigate the linguistic differences between their native language and English. By focusing on key structural differences such as word order, auxiliary verbs, articles, and prepositions, educators can enhance learners' understanding and reduce common errors. This approach not only promotes accuracy but also fosters a deeper understanding of both languages, ultimately improving students' overall proficiency in English. Through practical exercises and focused attention on linguistic contrasts, learners are better equipped to master English and use it confidently in real-world situations.
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