2025
SENTABR
NEW RENAISSANCE
INTERNATIONAL SCIENTIFIC AND PRACTICAL CONFERENCE
VOLUME 2
|
ISSUE 9
27
ERROR PATTERNS IN UZBEK EFL LEARNERS’ WRITING A CORPUS-BASED
PERSPECTIVE
Ulviya Dilshodbek qizi Rustamova
https://doi.org/10.5281/zenodo.17099139
Keywords: corpus linguistics, error analysis, Uzbek EFL learners, academic writing, L1
interference.
Introduction
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.
Literature Review
Previous research in applied linguistics has highlighted the significance of learner error
analysis for language teaching (Ellis, 1994; James, 1998). Corpus-based methods have added a
new dimension to such studies, allowing researchers to quantitatively measure error types and
compare them across learner groups (Granger, 2003). For Uzbek learners, however, systematic
corpus-driven studies remain scarce. Existing works have largely been descriptive, noting
difficulties with verb usage, prepositions, and sentence structure. This research builds upon these
observations by providing a quantitative and qualitative corpus-based analysis.
Methodology
A learner corpus was compiled from 80 argumentative essays written by Uzbek
undergraduate students, containing approximately 20,000 words. The texts were analyzed using
AntConc software to identify and categorize errors into grammatical, syntactic, and lexical types.
Special attention was given to morphosyntactic errors, including verb tense misuse,
prepositional errors, and incorrect word order. Frequencies were calculated, and representative
examples were extracted for qualitative discussion.
Findings and Discussion
The results revealed that morphosyntactic errors were the most frequent category. Verb
tense misuse accounted for 29% of all errors, while prepositional errors made up 21%. Additional
recurrent issues included word order (15%) and lexical choice errors (14%). These findings
confirm that L1 interference plays a significant role: Uzbek, as an agglutinative language with
flexible syntax, differs substantially from English, which has strict word order and relies heavily
on prepositions. Compared to international learner corpora, Uzbek learners show a particularly
high frequency of errors in verb tense and prepositions. This suggests that teaching strategies in
Uzbekistan should place greater emphasis on tense-aspect distinctions and the correct use of
prepositional phrases.
Conclusion and Pedagogical Implications
This study provides evidence that Uzbek EFL learners’ written errors are systematic and
predictable, particularly in the areas of verb tense and prepositions.
2025
SENTABR
NEW RENAISSANCE
INTERNATIONAL SCIENTIFIC AND PRACTICAL CONFERENCE
VOLUME 2
|
ISSUE 9
28
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.
