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THE COMPLEXITY OF ENGLISH GRAMMAR AND DIFFICULTIES IN
LEARNING IT IN THE CASE OF UZBEK STUDENTS
Sayfiyeva Komila Kamolidinovna
Teacher at Webster University
https://doi.org/10.5281/zenodo.13683190
Abstract.
This article examines the complexities of English grammar and
the difficulties of learning it among Uzbek students. Several thousand students
face difficulties in learning technical English every day. This article examines the
problems that students overcome and ways to solve them.
Keywords:
students, English, grammar, teaching, learning.
In the period of globalization, our world is rapidly developing in different
directions, including information and technology. Every day, a huge flow of
information passes through people's consciousness, which comes from different
parts of the world in different languages. However, now it is not a problem for
people from different continents, speaking different languages, to understand
each other. To implement communication between people, there are numerous
applications and various devices that can instantly translate any information
received in different forms from one language to another.
However, despite the availability of modern communication methods,
knowledge of a foreign language by a person remains relevant in modern
society, because applications and gadgets are not perfect and the translation
may be inaccurate and illogical. A professional in his field, for constant
development and improvement, needs to know English. This is especially true
for scientists, because in science, accuracy in transmitting information is very
important.
Learning English is not that easy. You need to overcome many difficulties
and solve many problems that will appear along the way. Let's consider some of
the problems that Uzbek students encounter when learning English.
There are several problems that can be noted here, but it is most logical to
start from the very beginning, namely, that not many students who have just
entered the university know English well.
Unfortunately, the school is not able to provide the level of knowledge that
is required at the university. In some schools, English is not studied at all,
instead, German or French is studied. Schoolchildren need additional courses or
tutors, but not everyone has the means for this.
This is a serious problem that can only be solved by increasing the number
of hours for studying English in schools and dividing classes into groups with
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fewer people. However, this requires English teachers, of whom there is
currently a shortage in many regions of Uzbekistan. However, even good initial
preparation at school does not provide an Uzbek student with problem-free
learning of a foreign language, because literary English is the language of
science. It contains vocabulary from different industries and areas, which
include terminology.
And if an Uzbek student can be provided with a specialized dictionary fairly
quickly, then specialized knowledge comes gradually throughout the entire
period of study. All this is a serious problem, because in quantitative terms in
scientific style texts, terms prevail over other types of specialized vocabulary
(professional jargon, professionalisms, nomenclature names, etc.). On average,
terminological vocabulary takes up to 20% of the entire vocabulary of a
scientific text. At the same time, the translation of scientific and technical
literature should be as accurate as possible, since the slightest translation errors
can change the semantic load of the text. Speaking about a scientific text, it
should be noted that such a text is distinguished by a clear logic of presentation.
Therefore, one of the main tasks of a student when studying English based
on scientific literature is to maintain the logic of the entire text from beginning
to end. Texts must be translated reliably, accurately and in full. Because
translation errors can lead to total consequences. The university program of the
general English course or English for a specialty is very intensive, since,
unfortunately, the foreign language course at the university usually lasts two
semesters. Yes, and the number of classes themselves according to the
curriculum is very small. Therefore, from the very first lesson, students are
familiar with texts complicated not only by specific vocabulary, but also by
difficult grammatical constructions. When teaching Uzbek students, narrowly
focused topics can be touched upon, with terms, the meanings of which the
students may not yet know even in Uzbek or Russian. It should be noted that it is
difficult for any person to remember information for which there is no specific
application anywhere. It would be ideal if English classes lasted throughout the
entire period of study at the university, and English topics corresponded to the
disciplines that the student takes in a particular semester. The fact that English
is taught only for two semesters is very bad, because even the knowledge
obtained with difficulty during the first year of study is lost without constant
use. Any discipline, and especially a foreign language, require constant training
and practice.
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But as mentioned above, a good knowledge of English gives a competitive
advantage to a future specialist when applying for a job, broadens his horizons,
and removes the language barrier when communicating with foreign colleagues.
To all the specific problems of Uzbek students at non-linguistic universities, we
must also add the psychological difficulties of mastering a foreign language.
Psychological difficulties are obstacles that interfere with the optimal study
of a foreign language. Psychological problems can be evaluative and emotional.
Evaluative problems arise in a student when it seems to him that he is not
capable of anything in the process of learning a foreign language, that he
pronounces all the words incorrectly, etc.
Emotional problems are, first of all, stress caused by lack of confidence in
his abilities, because of the fear of being ridiculed by his classmates, the fear of
making a mistake. All these psychological barriers greatly interfere with the
educational process. To eliminate them, it is necessary to create a comfortable
atmosphere in groups in which Uzbek students will not be afraid of their
mistakes.
This article presents various problems that Uzbek students face when
studying a general course of English or English in their specialty.
One of the key problems is initially weak preparation at school, since many
Uzbek students do not have the necessary basic knowledge when entering the
university.
But the main problem, from my point of view, is the insufficient number of
hours allocated in the curriculum for studying English at the university.
In conclusion, I would like to note that no matter what difficulties Uzbek
students face in the process of learning a foreign language, they must and can be
overcome.
After all, English is the language of international communication and any
professional needs to know it both for successful career growth and for the
development of science in general.
References:
1. Boburov N.A. (2023). The current state of studying foreign languages in the
Republic of Uzbekistan: analysis of state programs and textbooks. Teacher XXI
century, 3 (1), 107-119.
2. Kamalova A. On some difficulties of scientific and technical translation //
Translation and comparative linguistics. - 2022. - No. 2. - P. 150-154
3. Larin M. Typical problems and features of scientific text translation // Young
scientist. - 2023. - No. 4. - P. 43-46.
