COGNITIVE GRAMMAR: APPLICATION AND CHALLENGES IN TEACHING GRAMMAR TO DIVERSE LEARNERS IN UZBEKISTAN.

This article explores the application of Cognitive Grammar in teaching English grammar to diverse learners in Uzbekistan. It discusses the principles of Cognitive Grammar, such as a meaning-centric approach, embodiment, and the concept of constructions. The article highlights the benefits of contextual learning, interactive teaching methods, and the potential for addressing diverse learning needs. Additionally, it examines the challenges faced by educators, including teacher training, resistance to change, resource availability, and assessment methods. Through case studies, the article illustrates successful implementations of Cognitive Grammar in local schools. The findings suggest that Cognitive Grammar can enhance students' understanding and use of grammar, contributing to more effective English language education in Uzbekistan.