INVESTIGATING THE INFLUENCE OF URDU LINGUISTIC FEATURES ON SECOND LANGUAGE ACQUISITION: A FOCUS ON GRAMMAR, VOCABULARY, AND SYNTAX

Abstract

This study investigates the multifaceted influence of Urdu linguistic features on the acquisition of English as a second language in Pakistan. Focusing on the domains of grammar, vocabulary, and syntax, the research adopts a mixed-methods approach to identify patterns of both facilitative and interfering transfer. Data were collected from 120 undergraduate Urdu-speaking students in Lahore through questionnaires, structured writing tasks, and semi-structured interviews. Quantitative results revealed significant L1 interference, with over 70% of participants reporting persistent difficulties with English articles, prepositions, and tense usage due to the absence or divergence of these features in Urdu. Error analysis of writing samples confirmed systematic errors in word order (SOV to SVO transfer), prepositional use, and subject-verb agreement. Qualitative insights from interviews highlighted learners' reliance on direct translation and code-switching, while also acknowledging the facilitative role of Persian-Arabic cognates in vocabulary acquisition. The findings strongly align with the Contrastive Analysis Hypothesis and Interlanguage Theory, demonstrating that Urdu serves as both a barrier and a scaffold in the SLA process. The study concludes by advocating for pedagogies that integrate strategic contrastive analysis and embrace a bilingual approach to teaching English in Urdu-dominant contexts, transforming potential interference into a foundational resource for learning.