I-bob the category analysis of the parts of speech in English and Uzbek languages

Table 1: Didactic characteristics and methodological functions of multimedia language programs in teaching English nouns.

Didactic characteristics	Methodological functions
Multimedia	Use of materials of various formats (audio, video, text, graphics, animation, picture) when introducing nouns
Interactivity	Creation of interactive exercises for working out grammatical material; the ability to quickly verify the accuracy of completed tasks
Systematic	Systematic provision of grammatical material in multimedia language programs on the principle of “from simple to complex”, starting from the study of forms and semantics of nouns and ending with their use
Self-control	Error analysis based on the provision of correct answers after completing tasks

Table 2: Formation of grammar skills by means of information technology.⁹

Grammar skills	Language multimedia program
Recognize nouns in spoken and written language	+
Differentiate nouns	+
Correlate the sound image of nouns with its graphic image	+
Identify the Antendent of the Nouns	+
Detect collocations
Formulate a grammar rule based on examples	+
Correctly choose and use noun forms	+
Replace nouns with appropriate nouns	+
Correctly construct grammatical constructions using nouns	+
Correctly interpret the meaning and translation of nouns into their native language	+

The research approach applies descriptive qualitative with a case study design. This study is intended to describe EFL learners who make some surface taxonomic errors in using appropriate verbs in the descriptive text.

This was a case study designed by applying descriptive qualitative research. This study is aimed to give a description of the student’s ability to pluralize English nouns. 32 students were taken as the samples among the parallel class. They were randomly observed by applying tests and interviews. There are forty questions in the form of sentences to be completed applying regular and irregular plural nouns. Completing the sentences could have the students focus on the nouns. This allows them to wholly see the parts of the sentences as well as the context of the sentences, such as articles, to be and the other sorts of a predicate. The results of the test and interview were utilized to collect the data. Firstly, the researchers observed whether the English teacher had taught the intended topic i.e. English Plural Noun, both theories and exercises. 60 minutes were allocated to the students to do the test. Then, after having the test submitted, the researchers scored them by marking the mistakes. The following day, researchers invited the teacher and some students to have an interview session. It was to know the causes of mistakes the students made. Eventually, researchers got the data analyzed based on the model of (Miles, et.al, 2014) i.e. data reduction, data display, and conclusion drawing/verification. In data reduction, researchers got the data analyzed to know the student's score, why the students made the mistakes. In this case, the data which was not supported and not required had been discarded. At the final step, the conclusions were drawn to verify the findings and the discussion of the research.¹⁰