THE INFLUENCE OF THE DEDUCTIVE TEACHING AND GRAMMAR TRANSLATION METHOD ON THE DEVELOPMENT OF “FEEL FOR THE LANGUAGE” IN THE LEARNERS

Аннотация

This research work investigates the grammatical errors made by an Uzbek secondary school learner in both spoken and written English, with a primary focus on subject-verb agreement. The participant was a 15-year-old ninth grade student whose English proficiency ranged from pre-intermediate to intermediate level. A descriptive research design was conducted by utilizing the Error Analysis approach. Data were collected through an interview and a writing task, analyzed as per the Surface Structure Taxonomy, which categorizes errors into omission, addition, and misformation. The findings uncovered that omission errors were the most frequent in both written (50%) and spoken (56%) production, followed by addition errors and a smaller proportion of misformation errors. The research work ascertained several possible causes of these errors, including first-language interference, insufficient exposure to communicative language use, and psychological factors such as anxiety and fear of speaking. Based on the findings, a communicative lesson plan was designed to address learners’ challenges with subject verb agreement and enhance grammatical accuracy.