COGNITIVE TYPOLOGY OF LEARNER ERRORS IN LINGUOCULTURALLY MARKED VOCABULARY

The article proposes a learner-oriented taxonomy of errors related to culturally marked Russian vocabulary in Uzbek university classrooms and argues that such a taxonomy can serve as an empirical basis for linguocultural and pragmatic annotation. The paper explains why many persistent mistakes are not purely lexical-semantic, but stem from cultural script transfer, register drift, collocational instability, and pragmatic overgeneralization. A workflow is outlined for building a small learner corpus from student essays and digital communication, annotating recurrent error patterns, and converting findings into teaching interventions through compact glossary entries and task design. The taxonomy includes six major categories: semantic reduction, false equivalence, cultural-script mismatch, pragmatic boundary violations, collocational errors, and precedent-related misinterpretation. The article also discusses reliability measures (inter-rater agreement) and practical digital implementation (tagged feedback banks, hyperlinked micro-lessons, and formative diagnostics). The conclusion emphasizes that corpus-informed error taxonomy helps teachers move from intuitive correction to systematic development of communicative and intercultural competence..