What kind of difficulties can Uzbek learners have in English grammar? How the theoretical grammar helped you define, understand and overcome the difficulties?

e and a letters come together, it is spelled as long i:. ex. Dean, jeans, mean. But there are some exceptions and they are should be learnt as much as possible. Uzbek learners usually learn such kind of grammatical structures by the help of the book which is called “BONK”. This book is the main handout to speak correctly and avoid sound mistakes. You can’t always guess the pronunciation from the spelling
Just as it’s not always possible to guess the spelling of a word based on how it sounds, pronunciation of already difficult sounds is made harder by the fact that it’s often hard to guess how a word is pronounced based on its spelling. Let’s look at an example to illustrate this. You’d be forgiven for thinking that because they all end in the letters “-ough”, the words “cough”, “tough”, “through”, “thorough”, “bough” and “dough” would all sound the same when spoken aloud. Not so. Each of these words is pronounced differently. The “-ough” sound in “cough” sounds like “off”; in “tough” it sounds like “uff”; in “through” it sounds like “oo”; in “bough” it sounds like “ow”; in “dough” it sounds like “oh”.
Unfortunately, there’s no substitute here for simply learning the individual pronunciations; with no hard-and-fast rules dictating the pronunciation of words ending in “-ough”, it’s a labour-intensive series of words to learn. Luckily, not all word endings are as difficult to learn as this one; words ending in “-tion”, for instance, are all pronounced “shun”. This means that for most of the standard endings, you only need to rote-learn the exceptions where pronunciation is concerned.

Students are even ignorant of the basic rules and structural patterns which they are supposed to have learnt at the lower level. If a teacher directly starts his teaching at the graduate level without trying to know the level of the students, his efforts will not bear any fruits as he will not be able to raise a structure over a feeble foundation. A teacher should begin from the simple grammatical items and proceed towards the complex ones. Each succeeding grammatical item has to be based on the previous ones taught earlier in the class. Thus, by carefully selecting the frequently recurring grammatical items and by grading them as per the background of the learners, a teacher should provide constant practice to the students in creating and using sentences based on the grammatical forms and structures in various day-today situations of their lives.

The biggest problem  is that students find the grammatical lesson so difficult and boring. To solve it, I prefer the "Communicative" way of teaching grammar than the traditional way. Grammar, as we all know, should be presented in context . Whatever the technique is used to present grammar, it should followed by guided practice. This GP helps the learner process the language. Free practice is widely advisable: interaction should be encouraged and multiplied.

Moreover, English prepositions are a problem because different languages use different prepositions to express the same ideas. It will help your students if you do not teach too many prepositions at one time. Also, it will help if you are sure to put the prepositions in context (in a situation where the use is natural).

What is more, in English, word order is more important than it is in many other languages. Very often ESL students produce sentences that sound strange to the native's ear because the order of the words in the sentences is wrong. Teachers should implement rearrange words to form meaningful sentences. And then Teachers should  encourage students to speak and write about their daily events freely.

As with most languages, spoken English tends to be more informal than written English, presenting further complexity for the student with the unenviable task of learning the language. Slang is yet another aspect of the language for learners to get to grips with, knowledge of which is necessary in order to understand informal conversation (a very basic example is “yeah”, which is slang for “yes”). English is also littered with idioms, which don’t always make sense to those learning English, but in order to speak English like a native speaker, a knowledge of idioms is essential. You’ll hear phrases such as “fat chance”, “turn a blind eye” and “call it a day” adding colour to everyday language, and it’s not just the phrases you need to learn, but their meanings and when it’s appropriate for you to use them.

Finally, English is a particularly challenging language because there are so many variations of it. Though fundamentally the same language, it’s spoken quite differently in the various countries that have it as a primary language, such as the USA, Australia, New Zealand and South Africa. As we’ve already seen it’s even spoken with variations in the UK, with regional dialects introducing local vocabulary (including unique words and sayings) and the whole language sounding very different in Scotland to how it does in England, and different again in Wales and Ireland. Within England there are distinctive dialects, such as ‘Geordie’ up in Northumberland, ‘Brummie’ in the Midlands, ‘Scouse’ in Liverpool and ‘West Country’ in Devon, Cornwall and Somerset, to say nothing of many other notable English accents. Getting used to the different sounds you might hear when conversing with a British person will take time, adding an additional layer of complexity to an already tricky language.