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MORPHOSYNTACTIC ERRORS IN ENGLISH WRITING BY UZBEK LEARNERS: A
CORPUS-BASED STUDY
Ulviya Dilshodbek qizi Rustamova
https://doi.org/10.5281/zenodo.17099516
Keywords: morphosyntactic errors, Uzbek learners, learner corpus, subject–verb
agreement, error analysis.
Introduction
The acquisition of English writing skills remains one of the most challenging aspects for
learners whose first language differs significantly from English. Uzbek learners of English often
struggle with grammar and syntax due to structural differences between Uzbek and English. This
study focuses on morphosyntactic errors in English writing by Uzbek learners, utilizing a corpus-
based methodology. The research aims to identify recurrent error patterns, explain their sources,
and provide practical recommendations for English language teaching in Uzbekistan.
Literature Review
Error analysis has long been an essential area of second language acquisition research.
Studies by Corder (1967), James (1998), and more recent corpus-based investigations (Granger,
2003; Nesselhauf, 2005) have emphasized the significance of examining learner errors to better
understand language acquisition processes. In Uzbekistan, few corpus-based studies have been
conducted on learner errors, which highlights the novelty of this research. Previous descriptive
studies have noted frequent mistakes in verb usage, article omission, and word order. However,
there remains a lack of systematic, corpus-driven investigations into morphosyntactic patterns.
Methodology
A learner corpus was compiled from 120 undergraduate essays written by Uzbek university
students, amounting to approximately 25,000 words. The essays covered a variety of topics in
academic writing. The corpus was processed and analyzed using AntConc software, focusing on
the identification of morphosyntactic errors. Errors were categorized into subject–verb agreement,
tense inconsistency, article misuse, and word order errors. Frequencies and percentages were
calculated to determine the most common error types.
Findings and Discussion
The analysis revealed four dominant error categories. Subject–verb agreement errors
accounted for 31% of the total, tense inconsistency for 24%, incorrect article usage for 18%, and
word order errors for 12%. The remaining 15% consisted of other grammar-related issues, such as
preposition use and pronoun reference. These findings confirm that Uzbek learners experience
difficulties mainly because Uzbek does not use articles, has a relatively flexible word order, and
exhibits different tense-aspect structures. The transfer of L1 structures into English writing
appears to be a major source of error. Compared to studies on learners from other language
backgrounds, Uzbek learners’ struggles with articles and verb agreement stand out as particularly
significant.
Conclusion and Pedagogical Implications
This study provides empirical evidence that Uzbek learners’ morphosyntactic errors in
English writing are systematic and predictable.
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Teachers should pay particular attention to subject–verb agreement, tense consistency, and
article usage when designing grammar lessons. Furthermore, corpus-based approaches can be
integrated into the curriculum, allowing students to observe authentic usage patterns and compare
them with their own writing. Future research could expand the corpus size and include learners at
different proficiency levels to further validate these findings.
