I-bob the category analysis of the parts of speech in English and Uzbek languages

RESULT AND DISCUSSION
The research findings exemplify that:
1. There were five criteria of the students’ ability to pluralize nouns i.e. very good, good, medium, bad, and very bad. It could be seen as follows:
Table 1
Criteria of the Students’ ability to pluralize nouns.

No	Initial Name	Score	Percentage	Criteria
1	AP	60	60%	Medium
2	AS	70	70%	Good
3	AY	75	75%	Good
4	C	47,5	47,5%	Bad
5	DA	67,5	67,5%	Good
6	DP	52,5	52,5%	Bad
7	DS	85	85%	Very Good
8	DSS	87,5	87,5%	Very Good
9	EI	57,5	57,5%	Medium
10	EM	47,5	47,5%	Very Bad
11	FA	62,5	62,5%	Medium
12	H	92,5	92,5%	Very Good
13	HS	27,5	27,5%	Very Bad
14	L	27,5	27,5%	Very Bad
15	MA	72,5	72,5%	Good
16	MR	47,5	47,5%	Bad
17	MRG	75	75%	Good
18	MZ	65	65%	Medium
19	MZS	87,5	87,5%	Very Good
20	N	75	75%	Good
21	NF	77,5	77,5%	Good
22	PLD	72,5	72,5%	Good
23	PRT	70	70%	Good
24	RDS	85	85%	Very Good
25	RH	72,5	72,5%	Good
26	RP	47,5	47,5%	Bad
27	S	90	90%	Very Good
28	SRP	80	80%	Very Good
29	TL	77,5	77,5%	Good
30	TT	90	90%	Very Good
31	VCC	72,5	72,5%	Good
32	Y	65	65%	Medium

From the table above, it showed the criteria of students’ ability in pluralizing nouns of thirty-two students the researcher concluded that:

1. 
   There were 8 students (25%) categorized “Very Good”
   
2. 
   There were 12 students (37,5%) categorized “Good”
   
3. 
   There were 6 students (18,75%) categorized “medium”
   
4. 
   There were 4 students (12,5%) categorized “Bad”
   
5. 
   There were 2 students (6,25%) categorized as “Very Bad”.
   

The followings are here being some data taken from the students:

1. 
   wrong : The lady took her three childrens to the shopping center Correction : The lady took her three children to the shopping center Wrong : There were some mans standing under the tree Correction : There were some men standing under the tree
   

From the examples above, it showed that the students had lacks of knowledge in pluralizing irregular noun. Not all nouns in English should be ended by –s to make them plural. They are identified to have confused the theory of irregular plural nouns. It can be identified that they had some ignorance to pluralize nouns. Thus, these mistakes happened because they always kept in mind that the only way to pluralize nouns was by inserting –s at the end of the noun.

2. 
   Wrong : The rich man has two wifes Correction : The rich man has two wives Wrong : There are two knifes on the table Correction : There are two knives on the table
   

From the examples above, it showed that the students also had lacks of knowledge in pluralizing irregular noun. Not all nouns in English should be only ended by –s to make them plural. They are identified to have confused the theory of irregular plural nouns. It can be identified that they had some misconception to pluralize nouns. Therefore, these mistakes happened because they always kept in mind that the only way to pluralize nouns was by inserting –s at the end of the noun without noticing the certain consonant the words have.

After obtaining the students’ test results, the researcher interviewed the students to find out the problems they had during the test. There were four criteria of the students’ reasons to pluralize nouns as follows:
Table 2.
Criteria of the Students’ problems in pluralizing nouns.
No. Problems

1. 
   Not knowing accurately the rules or patterns in pluralizing nouns especially irregular nouns
   
2. 
   Not understanding the materials of plural nouns.
   
3. 
   Feeling difficult to apply plural nouns in sentences related to concordances
   
4. 
   Feeling confused with the process of pluralizing irregular nouns dealing with some exceptions.
   

The following was the list of the students’ reasons when interviewed about their problems in pluralizing nouns:

Table 3.
The Students’problems in pluralizing nouns.¹¹

1	AP	3	17	MRG	1
2	AS	1	18	MZ	3
3	AY	1	19	MZS	1
4	C	4	20	N	1
5	DA	1	21	NF	1
6	DP	4	22	PLD	1
7	DS	1	23	PRT	1
8	DSS	1	24	RDS	1
9	EI	1	25	RH	1
10	EM	2	26	RP	4
11	FA	3	27	S	1
12	H	1	28	SRP	1
13	HS	2	29	TL	1
14	L	2	30	TT	1
15	MA	1	31	VCC	1
16	MR	4	32	Y	3

From the tables above, it showed the criteria of students’ problems in pluralizing nouns of thirty-two students the researcher concluded that:

Table 4.
The Percentage of the students’ problems in pluralizing nouns.¹²

No.	Problems	Students	Percentage
1	Not knowing accurately the rules or patterns in pluralizing	20	63%
	nouns especially irregular nouns
2	Not understanding the materials of plural nouns.	5	15%
3	Feeling difficult to apply plural nouns in sentences related	4	13%
	to concordances
4	Feeling confused with the process of pluralizing irregular	3	9%

nouns dealing with some exceptions.

Effective teaching of plural noun formation methods is crucial for language learners. Here are some strategies and techniques that can be employed for English and Uzbek:

English:

1. 
   Introduce the rules for forming regular plural nouns by adding "-s" or "-es" to the singular form. Provide clear explanations and examples.
   
2. 
   Teach common irregular plurals and provide mnemonic devices or memory aids to help learners memorize them. Use visual aids, such as charts or flashcards, to reinforce learning.
   
3. 
   Discuss the exceptions and patterns that govern irregular plurals to help learners understand the underlying rules. Provide practice exercises and drills to reinforce the concept.
   
4. 
   Engage learners in communicative activities where they can use plural nouns in context, such as discussions, role-plays, or writing tasks. Encourage them to identify and use plural nouns accurately.¹³
   

5. 
   Encourage active learning by providing opportunities for learners to practice forming plural nouns through exercises, games, or group activities.
   
6. 
   Incorporate visual aids, such as charts or diagrams, to illustrate patterns and irregularities in plural noun formation. This visual representation can aid in memory retention.
   
7. 
   Provide ample exposure to authentic texts and materials that contain plural nouns, allowing learners to encounter plural forms in real-life contexts.
   
8. 
   Utilize technology, such as online quizzes or interactive exercises, to provide additional practice and immediate feedback.
   
9. 
   Provide explicit instruction on the different plural noun formation rules, including regular and irregular forms. Present the rules in a clear and organized manner, focusing on patterns and exceptions.
   
10. 
    Offer ample opportunities for learners to practice forming plural nouns through various activities, such as fill-in-the-blank exercises, matching exercises, and sentence completion tasks.
    
11. 
    Incorporate authentic materials, such as texts, articles, or videos, that contain plural nouns. This exposure to real-life language use enhances learners' understanding and application of plural noun formation.
    
12. 
    Scaffold the learning process by gradually introducing more complex plural noun forms and providing support through examples, visuals, and explanations.
    
13. 
    Encourage learners to engage in communicative tasks that require them to use plural nouns in meaningful contexts, such as role-plays, discussions, or presentations.¹⁴
    

Uzbek:

1. 
   Explain that Uzbek nouns generally do not have distinct plural forms and are often expressed through context or quantifiers.
   
2. 
   Teach the use of quantifiers or words indicating quantity in Uzbek, emphasizing their role in expressing plurality. Provide examples and practice exercises to reinforce understanding.
   
3. 
   Focus on context and sentence structures to convey the concept of plurality. Provide activities where learners can use nouns in various contexts and practice expressing quantity.
   
4. 
   Encourage learners to engage with authentic materials, such as texts or audio/video resources, that highlight the use of nouns in plural contexts in Uzbek.
   

By employing these strategies, learners can develop a solid foundation in forming plural nouns effectively in both English and Uzbek. The use of interactive activities, real-life contexts, and ample practice opportunities will aid learners in retaining and applying their knowledge.[1]

5. 
   Develop contextualized teaching materials that highlight the use of quantifiers and context to express plurality in Uzbek. This could include dialogues, narratives, or situational exercises.
   
6. 
   Integrate cultural elements into lessons to enhance learners' understanding of how plurality is expressed in Uzbek-speaking communities.
   
7. 
   Offer regular opportunities for learners to practice using quantifiers and contextual cues to express plurality through speaking and writing tasks.
   
8. 
   Provide constructive feedback and correction to help learners develop accuracy and proficiency in expressing plurality effectively.¹⁵
   
9. 
   Introduce the concept of plurality in Uzbek and explain the reliance on context, quantifiers, and sentence structures to express plurality.
   

By implementing these strategies, learners can develop a solid grasp of plural noun formation methods in both English and Uzbek. It is important to promote active engagement, authentic language use, and create a supportive learning environment to facilitate effective learning outcomes.[2]

10. 
    Provide exercises and activities that focus on using quantifiers and context to express plurality in Uzbek. Encourage learners to practice using quantifiers with different nouns and in various contexts.
    
11. 
    Include cultural elements and real-life situations in teaching materials to familiarize learners with the contexts in which plurality is expressed in Uzbek-speaking communities.
    
12. 
    Incorporate multimedia resources, such as audio recordings or videos, that highlight the use of plural nouns in authentic Uzbek language use.
    
13. 
    Offer regular opportunities for learners to receive feedback on their usage of plural nouns, providing guidance and correction as needed.
    

By tailoring the teaching methods to the specific characteristics of English and Uzbek noun plurals, educators can facilitate effective learning and help learners develop proficiency in forming and using plural nouns accurately.[3]
To explore effective teaching methods for plural noun formation in English and Uzbek, practical work involved designing and implementing teaching materials and assessing their impact on learner outcomes.