Volume 15 Issue 05, May 2025
Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023:
6.995, 2024 7.75
http://www.internationaljournal.co.in/index.php/jasass
376
THE BENEFITS OF THE COMPARISON METHOD IN LEARNING NEW
LANGUAGES
Uzoqova Marjona Sherali kizi
E-mail:
UzSWLU, student of 3rd English faculty
Abstract:
This article is about applying the method of comparison when learning a new
language. It tries to show how comparing a new language to one's home or familiar language can
make learning simpler, effective learning possible, and meaningful learning. From studying
learners' experiences and recent data, this study uncovers how the method improves memory,
increases knowledge of grammar and vocabulary, and increases confidence. The comparison
method, as the study suggests, helps learners to make faster gains, especially in multilingual
settings.
Keywords:
language learning, comparison method, memory, grammar, vocabulary, second
language acquisition
Introduction:
For learners, an intimidating feeling can very much be attached to acquiring a language, mainly
when it differs immensely from the native tongue in grammar, vocabulary, or pronunciation. One
way for learners to include ease in acquiescing to new languages is by working with the
comparison method, wherein they consciously contemplate how structures in the native language
correspond with or differ from those of the target language. The method includes recognition of
similarities and differences with respect to grammatical rules, sentence structure, word usage,
and phonetic patterns. Such comparisons and contrasts give further clues to students about the
logic or structure of a new language and thus facilitate the concept's internalization. There is
evidence to suggest that many learners make such comparisons inebriatedly; however, recent
research thereby guarantees that when put to application deliberately and on a systematized basis,
it brings about greater retention, understanding, and language skills. Thus, by applying such a
methodology, language teaching programs provide an opportunity for a learner to be mentally
engaged and associate learning with him or herself in a concrete way.
Methods:
Qualitative research was conducted to generate knowledge regarding the efficacy of the
comparison method in language acquisition among multilingual university students. Thirty
students from different universities of Uzbekistan, learning English as either a second or a third
language, participated in the study. The selection of the participants was purposeful to include
individuals studying English and one or more other foreign languages such as Russian and
Korean. During data collection, open-ended surveys and reflection prompts were given to
students, wherein they had to state their personal experiences and perceptions on the
employment of the comparison method in learning languages. Simultaneously, insights dealing
with observations and interviews with English teachers were gathered, centered around how
students resorted to comparative thinking within lessons. The whole data were transcribed and
Volume 15 Issue 05, May 2025
Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023:
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categorized while thematic analysis was followed to identify recurring patterns and benefits. The
analysis showed that students used comparisons very often with their mother tongue, Uzbek, to
understand grammar structures, vocabulary meanings, and pronunciation differences for English,
Russian, and Korean. Findings suggest that such comparisons enabled the students to better
grasp abstract concepts, lessen confusion, and retain new information. Teachers also observed
improved student confidence and participation in the proceedings when the comparison method
was fostered.
Results:
The findings of the research indicated that the comparison method significantly
improved the ability of learners to acquire new vocabulary and grammar rules in a second
language. Specifically, 87% of the participants indicated that comparing new English words with
their equivalents in their native language—primarily Uzbek—made it easier to memorize
and recall words. For instance, students noted that identifying cognates or root similarities
between
English
and
Uzbek
words
(e.g.,
"information"
and
"informatsiya")
helped strengthen their memory.
Furthermore,
students
indicated
improved
grammatical
understanding in contrasting the structural patterns of the two languages. Many found it easier
to
understand
challenging
tense
formations,
e.g.,
the
Present
Perfect
in
English, through analyzing how time and aspect are conveyed in Uzbek. For example,
one student clarified that understanding the Uzbek way of conveying completed
Volume 15 Issue 05, May 2025
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actions enabled them to internalize the use of "have/has + past participle" in English.
Furthermore, 74% of the students indicated that comparing sentence structures made them more
accurate in written and spoken work. One student noted that learning about the subject-verb-
object word order in English and comparing it to the often adaptable word order in Uzbek
clarified common sentence errors that they had been making.
As
regards
confidence,
81%
of
the
students
reported
that
the
method made language tasks less stressful, especially speaking and writing. They felt
more confident since they could mentally associate a new rule or phrase with a parallel structure
in their native language. For instance, comparing English modal verbs (e.g., "must", "should")
with their Uzbek counterparts enabled students to use them more appropriately in different
contexts.
Teacher
observations
also
supported
students'
self-reported
improvements.
They noticed that students who worked with the comparison method on a regular basis were mor
e active in class. These students asked more comparative questions, gave examples in both
languages,
and
exhibited
more
analytical
thinking. Teachers also reported fewer incidences of repeated grammatical errors, particularly
in the realms of verb tenses, prepositions, and article usage.
Discussion:
These results show that the comparison approach is not only useful but also highly effective
in facilitating language acquisition. By establishing relationships between a learner's native
language
and
the
target
language,
students
are
able
to develop more informative comprehension and long-term memory of vocabulary and
grammar patterns. This method is not merely a memory aid; it becomes a tool for thinking
such that students learn to see the rules and rationale of a target language. Since students
are required to compare things such as sentence structure, verb tense usage, or word order
between English and Uzbek (or Russian), there are greater chances that they
will develop critical thinking ability that goes beyond shallow memorization.
One of the strengths of the comparison method is that it allows learners to grasp why a
language operates in a specific way. Rather than receiving rules of grammar by
rote, learners start to ask questions and look at patterns of language. For example, an
Uzbek learner learning English articles—a category to which Uzbek is not accustomed—can
better understand their use by realizing in which cases Uzbek omits or suggests definiteness or
quantity. Likewise, the juxtaposition of English use of auxiliary verbs with the more
agglutinative
nature
of
Uzbek
verbs
enables
learners
to
appreciate
the
grammatical diversity and variation across languages. Not only does this deepen their
understanding
of
English,
but
it
also
contributes
to
improving their control over their mother tongue, acknowledging bilingual consciousness.
In addition, the comparative approach promotes the development of critical thinking abilities.
Volume 15 Issue 05, May 2025
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When two languages are contrasted, students become more sensitive to patterns, exceptions, and
rules. Such experience promotes metalinguistic awareness—the ability to reflect on language as
a system—and is necessary for advanced language learners. As soon as the students begin
to value the way meaning is constructed differently in various languages, they also become more
open to the suggestion that languages have their own quirky cultural and conceptual schemas.
For example, the way one pronounces "time," "politeness," or "formal" in English versus Uzbek
or Russian actually reflects more profound cultural beliefs and worldviews. These are the kinds
of
differences
that
enrich
language
learning
by
making
it more contextualized and more culturally embedded.
For Uzbek learners alone, comparing English or Russian with their native language
has been a successful strategy for reinforcing grammar, increasing writing proficiency,
and overall improving communication ability. It bridges the gap between what is already
known and what is not, so students can use prior knowledge as a foundation for new
learning. Scaffolding therefore reduces cognitive load and raises confidence, especially
when faced with challenging topics such as modal verbs, the passive voice, or phrasal verbs.
Teachers are central in making this happen. They can design classroom activities
that clearly engage comparison, such as parallel translation tasks, comparative grammar tables,
or question and answer questions that explore linguistic and cultural variation. Getting students
to think about the comparisons makes for more interesting and student-focused lessons.
Ultimately, the comparison model makes learning language a more reflective, careful,
and individualized process, equipping students with skills that extend past the classroom.
Conclusion:
The comparison strategy is particularly useful in multilingual contexts, where learners
can
learn
by
comparing
multiple
languages.
For
instance,
Uzbek
learners comparing English to Uzbek have been found to find it easier to acquire complex
grammatical
patterns
and
cultural
variance.
This
reflective
process ensures that learning a language becomes meaningful and engaging as well as promoting
metalinguistic awareness.
The teachers themselves have a central role to play in integrating this strategy into
their practice through the use of targeted exercises such as sentence comparison with,
grammar charts, and translation exercises. These tools help learners connect inter-
linguistically more consciously and more fruitfully.
In the future, it is possible to upgrade this strategy with the assistance of technology and artificial
intelligence.
Language
learning
apps,
interactive
platforms,
and
AI-based
translation software can provide personalized comparison exercises and real-
time feedback, thereby making the process dynamic and interesting. Future research
can
identify
how
technology
developments
can
enhance
the
benefits
of
this strategy in many learning settings.
References:
Volume 15 Issue 05, May 2025
Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023:
6.995, 2024 7.75
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380
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Ellis, R. (2008).
The Study of Second Language Acquisition
. Oxford University Press.
2.
Cook, V. (2016).
Second Language Learning and Language Teaching
. Routledge.
3.
Nation, P. (2013).
Learning Vocabulary in Another Language
. Cambridge University
Press.
4.
Oxford, R. (1990).
Language Learning Strategies: What Every Teacher Should Know
.
Heinle & Heinle.
