SYNTACTIC CHALLENGES IN WH-QUESTION FORMATION: AN ANALYSIS OF ERRORS AMONG URDU-SPEAKING ESL LEARNERS OF PAKISTAN

Abstract

The study of second language acquisition (SLA) is a key area of applied linguistics that examines how 
languages are learned, acquired, as well as their similarities and differences. This study investigates 
the syntactic challenges faced by Urdu-speaking learners of English as a Second Language (ESL) in 
forming WH-questions. Grounded in the Principles and Parameters framework of Generative 
Grammar, the research examines how typological differences between English (a WH-fronting 
language) and Urdu (a WH-in-situ language) contribute to persistent learner errors. Using a mixed- 
method approach, the studycollecteddatafrom 40 Matric-level femalestudents at a government school 
in Lahore through elicitation tasks conducted before and after a 30 -hour instructional intervention. 
Quantitative analysis, supported by SPSS, and qualitative interpretation reveals that errors primarily 
stem from first language transfer, incomplete acquisition of Universal Grammar constraints, cognitive 
overload in complex syntactic structures, and limited exposure to native-like input. The findings of the 
post-test indicate improvement in meaningful placement of auxiliary and syntactic awareness 
reinforcing the positive effect of explicit instruction. The results emphasize the necessity of contrastive 
method instructional techniques and increased target language exposure syntactically informed ESL 
curriculum. The study adds in SLA theory and provides concrete suggestions on how to enhance the 
teaching of WH-questions in Pakistan classrooms.