SYSTEMATIC SPEAKING ERRORS AMONG UZBEK EFL LEARNERS: LINGUISTIC SOURCES AND PEDAGOGICAL INTERVENTIONS

Developing oral proficiency remains a persistent challenge for English as a Foreign Language (EFL) learners in Uzbekistan. Despite prolonged exposure to grammar-based instruction, many students experience difficulty in spontaneous spoken communication. This study investigates systematic speaking errors observed among Uzbek EFL learners across multiple educational levels and explores their linguistic and pedagogical origins. Drawing upon classroom-based qualitative data and second language acquisition theory, particularly interlanguage development and cross-linguistic influence, the study identifies grammatical simplification, lexical translation, phonological interference, and fluency disruption as recurring patterns. The findings suggest that instructional imbalance favoring grammatical accuracy over communicative practice contributes to error stabilization. Pedagogical recommendations emphasize fluency-oriented instruction, delayed corrective feedback, lexical chunk development, and structured pronunciation training. The study provides context-specific insights relevant to EFL educators working in multilevel CEFR-aligned environments.