KURS ISHI

INTRODUCTION The imperative to enhance grammar competence among secondary school students in Uzbekistan is underscored by the nation's ambitious educational reforms and its strategic integration into the global economy. Recent data indicates that in 2023, Uzbekistan's investment in the education sector reached 13.1% of its GDP [1], signaling a commitment to improving learning outcomes across all levels. Furthermore, the Ministry of Preschool and School Education reported that over 6 million students are currently enrolled in secondary schools nationwide [2], highlighting the sheer scale of the student population that stands to benefit from robust language instruction. While English proficiency is increasingly vital for academic advancement, professional opportunities, and international communication, challenges persist in ensuring that students not only acquire vocabulary and conversational skills but also develop a deep and functional understanding of grammatical structures. Despite global strides in language pedagogy, the specific context of secondary education in Uzbekistan necessitates a focused examination of grammar competence formation. Unresolved issues include the effective integration of communicative approaches with explicit grammar instruction, the development of reliable diagnostic and formative assessment tools tailored to the Uzbek curriculum, and the adaptation of international best practices to local pedagogical realities and student needs. The rapid evolution of linguistic theories and their application to language teaching also demands continuous re-evaluation of existing methodologies. Therefore, a comprehensive study is required to address these lacunae, ensuring that Uzbek students are equipped with the grammar skills essential for success in an increasingly interconnected world, moving beyond rote memorization towards genuine linguistic mastery that supports both academic and professional aspirations. For instance, Michael Long's work on interactional feedback and the focus on form has profoundly influenced second language acquisition (SLA) research, suggesting that grammatical accuracy is best achieved through communicative interaction where form is attended to as needed [3]. Diane Larsen-Freeman’s contributions to understanding grammar as a dynamic system, rather than a static set of rules, have advocated for a more fluid and contex ...