ENGLISH GRAMMAR ACQUISITION AMONG MONOLINGUAL AND BILINGUAL EFL LEARNERS IN UZBEKISTAN
Abstract
This study presents a comparative investigation of monolingual and bilingual learners of English as a Foreign Language (EFL) in relation to their acquisition of English grammar among university students in Uzbekistan. The primary objective of the research is to evaluate the extent to which learners’ linguistic backgrounds influence their grammatical competence. Adopting a quantitative research design, the study utilizes standardized grammar assessments to measure and compare the performance of monolingual and bilingual participants. The collected data were subjected to statistical analysis in order to identify significant differences between the two groups. The findings reveal a measurable disparity in performance, with monolingual EFL learners demonstrating a higher level of proficiency in English grammar compared to bilingual learners. These results suggest that bilingualism, contrary to common assumptions regarding its cognitive advantages, may not necessarily facilitate grammatical acquisition in certain EFL contexts. The study contributes to the growing body of research on learner variables in second language acquisition and offers pedagogical implications for grammar instruction in multilingual educational settings.
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