EXPLORING COMPARATIVE ADJECTIVES IN A UNIVERSITY EFL CONTEXT: GRAMMAR INSTRUCTION AND LEARNER PERFORMANCE IN UZBEKISTAN
Abstract
This article profiles a group of Uzbek university students aged 18–23 studying English at the B1 level, with some approaching B2, in a general English and IELTS-focused classroom. The paper outlines the learners' grammar background, instructional preferences, and challenges—particularly with advanced structures. Emphasizing a dual approach that combines explicit and contextualized grammar instruction, the author analyzes how learners develop grammatical accuracy and fluency. The focus is on the teaching and learning of comparative adjectives, supported by two grammar resources: Introducing English Grammar by Young and Mastering English by Bache and Davidsen-Nielsen. The paper discusses how these resources aid comprehension and application of comparative structures for intermediate learners, offering pedagogical insights for grammar-focused instruction.
References
Bache, C. & Davidsen-Nielsen, N. (1997). Mastering English: An advanced grammar for non-native and native Speakers. De Gruyter Mouton.
Young, D. J. (2003). Introducing English grammar. Routledge.
Ellis, R. (2003). Task-based Language Learning and Teaching. Oxford University Press.
Nunan, D. (2004). Task-Based Language Teaching. Cambridge University Press.
Willis, J. (1996). A Framework for Task-Based Learning. Longman.
