Issn: 1533-7812 Vol-21-Issue-05-May-2020

Academic Leadership (Online Journal
 )
 
ISSN: 1533-7812 
Vol-21-Issue-05-May-2020 
P a g e
| 121 
Although in the Uzbek language adjective and adverb have the same form, 
students know that the adverb in English is formedby the suffix 
–ly
, but some 
English adverbs in form coincide with adjectives, and when suffix 
–ly
is added 
their meaning change. 
The mistakes caused by 
interlingual interference
require a special attention 
that appears in the result of counteraction of rather old and more stable native 
language skills and it’s harder to overcome it than intralingual. The first and the 
biggest group of mistakes are caused by counteractions in semantic volume and 
compatibility of some Uzbek and English words. In this situation we can note the 
students’ mistakes in using prepositions. The reason is obvious, there is no 
―preposition‖ in the Uzbek language and the students do not find attachment to 
their native language. The mistakes connected with preposition appear because of:
Table 3 
1 
differences in the usage of prepositions 
In the Uzbek context 
In English 
speak with somebody 
on the street
write with ink
speak to somebody
in the street
write in ink
2 
existence of the preposition in Uzbek and absence in English
 
In the Uzbek context
 
In English
 
I asked from him 
I asked him 
3 
absence of preposition in Uzbek and existence in English
 
In the Uzbek context
 
In English
 
example
a cup tea 
home 
for example 
a cup of tea 
at home 
There are also some other very common mistakes observed by English 
teachers among Uzbek students, such as:
1) omitting of the subject in the subordinate clause if it coincides with the subject 
of the main sentence or omission of the subject in incomplete answers; 
2) skipping the verb – to be; 
3) using double negatives; 
4) confusing the adverb with adjective in compound nominal predicate;
5) confusing the place of the predicate (simple, nominal compound and verb 
compound); 
6) confusing the place of object and case in the sentences; 
7) confusing the word order in subordinate clauses; 
8) misusing agreement of a subject expressed by two nouns with a predicate; 
9) misusing agreement of the subject expressed by collective nouns with the 
predicate;
10) misusing syntactical agreement in mismatch of singular and plural forms in 
interacting language systems.
Non-personal forms of the verb also require special attention, although they 
are studied in grammar classes, but they are components of speech patterns studied 

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