TYPES OF TASKS FOR DIAGNOSING THE MASTERY OF THE GRAMMATICAL CATEGORY OF NUMBER IN THE RUSSIAN LANGUAGE BY MIDDLE AND HIGH SCHOOL STUDENTS OF UZBEK SCHOOLS

Abstract

This article examines the types of diagnostic tasks aimed at assessing the
mastery of the grammatical category of number in the Russian language by middle
and high school students in Uzbek schools. The study highlights the importance of
identifying common errors and gaps in understanding singular and plural forms, as
well as in using number in different parts of speech such as nouns, adjectives, and
verbs. Various task formats—ranging from multiple-choice and fill-in-the-blank
exercises to sentence transformation and contextual analysis—are analyzed for their
effectiveness in evaluating learners' competence. The article also offers
recommendations for teachers on designing diagnostic tools that are age-appropriate
and linguistically targeted to the specific needs of Uzbek learners studying Russian
as a second language.