A study of interlingual and intralingual grammatical errors in i pakistani undergraduate students' written english.
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Date
2025
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Publisher
UMT Lahore
Abstract
This thesis delves deeply into the challenges faced by native urdu speakers when acquiring
English as a second language. Through error analysis and comparative linguistics, it explores the
inherent complexities of this process. The study not only identifies common grammatical and
syntactic errors but also investigates their underlying causes and proposes effective pedagogical
strategies. It highlights significant differences between English and Urdu grammar, particularly in
areas such as verb agreement, tense systems, and the use of articles and prepositions, posing
challenges for learners. Unexpectedly, preposition errors emerge as a focal point, suggesting
substantial interlingual influence. This underscores the need for nuanced instructional approaches
addressing both interlingual and intralingual aspects, especially regarding preposition usage.
Overall, the research provides valuable insights into language acquisition dynamics, advancing
pedagogical strategies for Urdu speakers transitioning to English, and prompting further
exploration into nuanced language learning phenomena. Suggestions for further research include
exploring additional nuances in language transfer and refining pedagogical strategies tailored to
address specific linguistic challenges.