THE ROLE OF CONTRASTIVE ANALYSIS IN TEACHING ENGLISH PREPOSITIONS
Abstract
This paper explores the role of contrastive analysis in teaching English prepositions, focusing on its effectiveness for learners whose native language structure differs significantly from English. Through empirical data from Uzbek learners, the study illustrates common interlingual errors related to preposition use, such as “in the bus” vs. “on the bus,” and demonstrates how contrastive comparison with Uzbek and Russian prepositional structures can enhance learner understanding. Findings suggest that contrastive analysis reduces fossilization of errors and improves communicative competence in ESL environments.
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