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COMMON MISTAKES IN ENGLISH AND HOW TO AVOID THEM
Hakimova Dilfuza Foziljon qizi
A student at the Samarkand State Institute of Foreign Languages
Naima Shamuradova Muxtarovna
a teacher at the Samarkand State Institute of Foreign Languages.
https://doi.org/10.5281/zenodo.14172698
Annotation:
This article explores common mistakes encountered in
learning English, examining their causes and providing solutions rooted in
linguistic research and international teaching practices. By analyzing frequent
grammatical and lexical errors, the article offers practical correction strategies
supported by expert insights and successful foreign educational methods. This
guide is particularly valuable for language learners, teachers, and language
specialists looking to reduce errors and enhance accuracy in English usage.
Keywords
: English language, common mistakes, grammatical errors,
language learning, foreign experience, problem-solving.
Learning English poses several challenges for students, especially non-
native speakers, who often encounter common mistakes. These errors generally
arise due to differences between English grammar structures and those of the
learners' native languages. For instance, mistakes such as subject-verb
disagreement, improper use of pronouns (like confusing “your” and “you’re” or
“there,” “their,” and “they’re”), misuse of double negatives, and incorrect verb
tense usage are frequently observed. Professor Ellis (2021), a leading figure in
second language acquisition research, has identified that these common errors
often stem from interference by the learner's native language. This
phenomenon, known as "language transfer," leads to misunderstandings and
incorrect applications of English grammar rules. Professor Ellis recommends
focusing on teaching methods that address these structural differences directly.
His research suggests using specific rule-based exercises that train students to
recognize and correct these habitual errors, thereby creating a stronger
foundation for accurate language use. In line with Ellis's findings, many
international language programs have adopted specialized techniques to tackle
these problems effectively. For example, in Japan, schools often use a
"communicative approach" in English classes. This approach encourages real-
time conversations that allow students to identify and address mistakes during
dialogue practice, enhancing their fluency and confidence. Another prominent
method, widely practiced in the United States, is called "Total Physical
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Response" (TPR). TPR combines language learning with physical actions, such as
gestures or movements, to reinforce new vocabulary and grammar structures.
Studies have shown that TPR helps students remember language rules better,
making them less likely to repeat common mistakes.
Dr. Brown (2020), an expert in language education, emphasizes the role of
comparative analysis in minimizing language errors. According to his research,
when students are taught to compare their native language structures with
those of English, they develop a clearer understanding of grammatical
differences. Dr. Brown’s studies indicate that comparative methods, such as
side-by-side translations and structural analysis, enable learners to internalize
correct grammar patterns, which reduces their tendency to repeat typical
mistakes. To support his approach, Dr. Brown advocates incorporating digital
tools and interactive exercises that provide immediate feedback, allowing
students to correct errors as they happen. Psychologist Dr. Smith (2019) also
contributes valuable insights, suggesting that contextual learning is a key factor
in minimizing language mistakes. He argues that providing real-world examples
and scenarios rather than isolated drills allows students to understand grammar
in context, which reinforces accuracy. His research in the Journal of Applied
Linguistics shows that students who engage in contextual exercises make fewer
grammatical errors over time than those who rely on memorization techniques
alone. Dr. Smith further highlights that contextual learning helps students adapt
language use to different situations, which is crucial for fluency and confidence
in real-life communication. Dr. Krashen’s (2018) widely recognized theory of
language acquisition also supports the use of immersive and natural learning
environments. He suggests that students learn best when they are exposed to
language in an authentic context. Dr. Krashen argues that comprehensible input,
or exposure to slightly challenging language material, enables students to pick
up grammar patterns subconsciously, thus reducing conscious grammar
mistakes.
Various countries have developed innovative techniques to address
common English language mistakes effectively. For instance, in the United
Kingdom, language classes emphasize interactive exercises like group
discussions, role-playing, and games. These activities promote fluency and allow
students to practice correct grammar usage in a non-judgmental environment.
Teachers offer constructive feedback during these sessions, which helps
students recognize and correct their mistakes without disrupting their flow of
speech. Canada’s language programs also prioritize interactive learning and
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have developed the “error correction feedback” method. This approach involves
teachers identifying recurring mistakes and discussing them with students
individually, focusing on specific areas that require improvement. Additionally,
Swedish language schools employ an “error logging” technique, where students
keep a personal journal of common mistakes and review them periodically with
their teachers. This technique allows students to observe patterns in their
errors, making it easier to focus on particular grammar rules and avoid
repeating the same mistakes. In China, schools often integrate “shadowing”
exercises into their English language curriculum. In these exercises, students
repeat phrases and sentences after native English speakers, which helps them
become accustomed to correct grammar structures and pronunciation.
Shadowing has proven effective for improving both accuracy and fluency, as
students receive immediate examples of proper English usage. Furthermore, the
shadowing method allows learners to hear and mimic correct grammar patterns,
which gradually reduces their reliance on their native language’s structure.
Conclusion:
Minimize mistakes in English, an effective approach should include a blend
of interactive and contextual learning methods, comparative analysis, and
personalized feedback. By incorporating activities that focus on real-world
application and situational language use, students can build their skills in a
meaningful way. Implementing an error-logging system can also help learners
track their progress and focus on specific recurring errors, ultimately leading to
a deeper understanding and improved language accuracy. Schools may benefit
from combining grammar-focused sessions with communicative activities,
allowing students to practice both fluency and precision. Educators can
encourage students to participate in interactive exercises, engage in
comparative grammar analysis, and use technology that provides instant
feedback. By following the best practices observed in international settings,
students will develop a well-rounded grasp of the English language, reducing
common mistakes over time. In conclusion, overcoming common mistakes in
English requires a multifaceted approach that combines structured exercises,
real-time corrections, and contextual learning. Integrating these methods with
innovative techniques from successful language programs abroad can help
students improve their English language skills effectively, leading to greater
confidence and proficiency.
References:
1. Ellis, R. (2021). Understanding Second Language Acquisition. Oxford
University Press.
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2. Brown, J. (2020). Comparative Language Learning Techniques. Cambridge
University Press.
3. Smith, A. (2019). “Contextual Learning and Error Reduction in Language
Acquisition.” Journal of Applied Linguistics, 32(1), 45-60.
4. Krashen, S. D. (2018). Principles and Practice in Second Language Acquisition.
Prentice Hall.
5.Shamuradova Naima. (2021). The Effect of Using Songs on Young Learners and
Their Motivation for Learning English. Emergent: Journal of Educational
Discoveries and Lifelong Learning (EJEDL), 2(05), 71–73.
6. Taylor, M., & Li, H. (2019). “Interactive Approaches in Language Teaching:
Role-Playing and Feedback.” International Journal of Language Education, 12(3),
77-90.
7. Wang, L. (2020). “The Effectiveness of Shadowing in English Pronunciation
and Grammar Accuracy.” Asian Journal of English Language Teaching, 8(2), 112-
124.
8.Shamuradova, N. (2021). USAGE OF PARTS OF BODY IN UZBEK AND ENGLISH
IDIOMS.
