ANALYSIS OF WRITTEN ERRORS AMONG LEARNERS OF JAPANESE

Abstract

This study examines written errors produced by Uzbek-speaking students who are learning Japanese at the beginner level. The theoretical framework of the research is based on the Error Analysis approach developed and further elaborated by S. P. Corder and R. Ellis. The study focuses particularly on difficulties associated with the use of grammatical forms and function words, lexical selection, sentence structure, and the role of first-language influence in the acquisition of Japanese. Current research emphasizes the importance of learner corpora, consistent criteria for classifying written errors, and the analysis of error types and their frequency. In this context, the systematic investigation of written errors made by Uzbek-speaking students has both theoretical and practical relevance. In addition, examining how errors develop over time and determining which errors decrease, change, or persist among beginner-level learners can contribute to the improvement of Japanese language teaching methodology. The results of such analysis may assist teachers in designing targeted writing exercises, determining the underlying causes of learners’ errors, and developing more individualized learning strategies. Ultimately, these measures can contribute to more effective error prevention and improved outcomes in the Japanese language learning process.